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對(duì)于我們所生活的世界，我們應(yīng)該有怎樣的關(guān)注？

在書(shū)本之外，我們的孩子們關(guān)心蔬菜和糧食，關(guān)心國(guó)際局勢(shì)和氣候，關(guān)心文化差異與融合......對(duì)這個(gè)世界保持著無(wú)限好奇與探索，是一件純粹而真摯的事情。

本學(xué)年五年級(jí)的學(xué)生將第一學(xué)段探究單元的目光投向了“自然災(zāi)害”，在各種地理災(zāi)害、氣象災(zāi)害頻發(fā)的今天，這個(gè)話(huà)題有著巨大的現(xiàn)實(shí)意義。這個(gè)單元的中心思想是“人們想辦法應(yīng)對(duì)自然災(zāi)害并使之成為機(jī)會(huì)“，學(xué)生們會(huì)沿著自然災(zāi)害的形成、自然災(zāi)害對(duì)人類(lèi)活動(dòng)的影響、人們?nèi)绾螒?yīng)對(duì)自然災(zāi)害這三條探究線(xiàn)索循序漸進(jìn)地對(duì)這主題進(jìn)行探討。

在探究單元伊始，學(xué)生們對(duì)國(guó)內(nèi)和全球的自然災(zāi)害進(jìn)行研究，學(xué)生們對(duì)自然災(zāi)害的成因，分布，發(fā)生頻率等方面提出了自己的問(wèn)題，然后通過(guò)搜尋網(wǎng)站、視頻、書(shū)籍和雜志等各種方式收集所需資料，最終將他們形成的思考與理解分享給全班同學(xué)。

在探索階段，學(xué)生在已有知識(shí)的基礎(chǔ)上，開(kāi)始探討自然災(zāi)害對(duì)自然環(huán)境和生物的影響。他們分成小組，研究各種地貌，例如火山口湖、堰塞湖、彎曲的河道、沙漠和雅丹地貌，并嘗試從自然災(zāi)害的角度解釋這些地貌的形成。他們還學(xué)習(xí)了綜合各類(lèi)型因素評(píng)估這些地方是否適宜生物和人類(lèi)的生存。

在充分了解自然災(zāi)害之后，學(xué)生重點(diǎn)研究了人類(lèi)如何應(yīng)對(duì)自然災(zāi)害。他們了解了包括預(yù)測(cè)、防范、救援、決策在內(nèi)的不同的應(yīng)對(duì)方式。

在11月初，學(xué)生們?nèi)サ搅斯饷鲄^(qū)應(yīng)急消防科普教育基地進(jìn)行參觀。他們首先參加了事故災(zāi)難5D體驗(yàn)，當(dāng)中模擬了汶川地震的過(guò)程，從中學(xué)生學(xué)會(huì)一些應(yīng)對(duì)地震的生存方法。在自然災(zāi)害館，學(xué)生了解到臺(tái)風(fēng)、雷電、暴雨、山體崩塌、森林火災(zāi)等自然災(zāi)害的應(yīng)對(duì)。在消防安全館，學(xué)生也學(xué)到很多具實(shí)用性的防火標(biāo)志和滅火器的使用方式。學(xué)生展現(xiàn)了強(qiáng)烈的好奇心，也能把參觀體驗(yàn)和已學(xué)知識(shí)相結(jié)合，使學(xué)習(xí)效果更為深刻。

在接下來(lái)的兩周，學(xué)生會(huì)針對(duì)一個(gè)自選的地方，分析當(dāng)?shù)氐淖匀粸?zāi)害和人類(lèi)的應(yīng)對(duì)措施，敬請(qǐng)期待他們具有洞見(jiàn)的成果分享吧。

正如我們?cè)陂_(kāi)頭所說(shuō)，我們珍視孩子們閃光的好奇心與探索欲，不希望這些寶貴的東西在日復(fù)一日的只埋頭接受知識(shí)的過(guò)程里消亡。在必需的技能與知識(shí)之外，我們的教育要讓他們保持好奇，保持思考，保持探索。

The Prep 5 Unit of Inquiry of Quarter 1 is about natural disasters. The big idea of the unit is "People develop ways to tackle natural disasters and create opportunities". Students inquire into the unit under the 3 lines of inquiry:

1. The causes of natural disasters

2. The impact of natural disasters on human activities

3. Human actions to tackle natural disasters

At the initial engagement stage, students researched into different natural disasters that happen in China and around the world. They asked questions about the causes, distribution, frequency of these disasters and searched for information from the websites, videos, books, magazines etc and share their findings and understanding with the class.

At the exploration stage, with the foundation knowledge they had gained, students began to explore the impact of natural disasters on the physical environment and on living things. They worked ingroups and looked into different landforms such as crater lake, dammed lake, meandering, desert and yadan and tried to explain their formation. They also assess whether these places are good for survival for human beings and other living things.

At the investigation stage, student focused on human"s response to natural disasters. They researched into different human approaches such as detection, avoidance, rescue and decision making.

Students had the opportunity to visit the Guangming District Emergency and Firefighting Safety Education Centre on 2 November. During the visit, they experienced a 5D simulation of the Sichuan earthquake and learned different ways of staying safe when earthquake happens. Different natural disasters such as rainstorm, landslides, wildfires were explored. In the fire safety div, students learned about different signage and the use of fire extinguisher. Students demonstrated their curiosity and participated actively at different learning engagements. They were able to connect a lot of their previous learning with what they experienced in the centre to consolidate deep learning.

In the final 2 weeks of this quarter, students will look into a place of their choice and study the natural disasters and human responses that happen there. We look forward to some insightful sharing from our students.