G2 Topics Field Trip——the China Maritime Museum
本学期,围绕主题“旅行与交通”我们开展了一系列的教学活动，探索了交通工具发展的历史，并结合“浮与沉”的科学实验自己设计制作了水上装置，带着对知识的渴望,带着有趣的探究学习任务, 我们二年级全体师生来到了位于浦东的中国航海博物馆。
孩子们首先跟随着讲解员，对展馆内的展品有了初步的认识，之后，他们以小组为单位带着“线索寻宝单”和探究活动手册在博物馆内自主学习和探究，并登上了明代福船。
On Wednesday the Grade 2 students visited the China Maritime Museum. This museum was selected because it supports our travel and transportation unit where we have looked and investigated sea transportation. In the morning the students were given a tour of the museum in which they learnt about the different types of sea transportation. In the afternoon they became independent researchers and recorded information about the museum.
G3 Topics Field Trip——the Oriental Geological Museum in Pudong
4月18日,我校三年级学生来到了浦东的东方地质中心。我们非常期待本次探究实践活动，它和我们过去三周的探究课教学内容紧密相关。在这个博物馆中，同学们可以领略到中国的地质风貌。
On April 18, 2019, the third grade students visited the Shanghai Oriental Geological Museum in Pudong. This field trip is related to what the students have learned during their class time in Inquiry, and is related to their new unit, Earth’s Resources.
学生们根据新的单元主题内容在博物馆里寻找各种问题的答案，其中重点包括岩石和矿物质。他们参观了不同的展厅，观察和比较了不同的岩石，辨认出了现今依然在使用的岩石，以及一些有趣的地下水晶；并根据各自的观察完成了各自的作业。
The students were challenged by finding answers to various questions based on the new topic, but mainly focusing on rocks and minerals. They had to compare different rocks, find out what many rocks are used for today, as well as look at interesting crystals that can be found under the ground. Students had to observe these rocks in the different halls of the museum, and complete their activities based on their new observations.
此次活动中，学生们还获得了从内部观察溶洞的机会。在博物馆讲解员的指导下，他们辨认出了一些溶洞中的岩石，以及了解了钟乳石和石笋的形成原因。之后，大家被带到地震大厅体验了由地震模拟器操作的真实地震！
Students also had the chance to see what a cave looks like from the inside. Guided by the museum guides, they identified some rocks that can be found in caves, as well as how stalactites and stalagmites are formed. Afterwards, students were taken to the Earthquake hall to experience a real earthquake operated by an earthquake simulator!
最后，根据我们主题的另一项内容，学生们还观察了恐龙化石以及一些动植物化石，并总结了化石形成理论。在此过程中，他们还将不同的化石进行比较，同时还学习了一些化石形成的地质年代。整个过程中，同学们欣赏了博物馆展出的多种多样的岩石和宝石，并了解了很多岩石在日常生活中的用途。
Lastly, in line with our topic, students were expected to observe and make a conclusion about dinosaur fossils, as well as other fossils from plants and animals. They had to compare fossils with each other, and find the geological age of some fossils. The students enjoyed all the different rocks and gemstones on display in the museum, and learned a lot about the uses of rocks in our daily lives.
G4 Topics Field Trip——Shanghai Environmental Theme Park Of Suzhou River Mengqing Garden
目前四年级的孩子们探究课正在学习和研究“水”。孩子们已经在探究针对“水的分布对地球生活产生的挑战”这一主题。探究的过程如下:
1）生物对水的依赖性
2）为什么淡水是有限的
3）我们的责任和所面临的挑战
关于“水”这一主题，我们曾经探索过“水污染”，而上海曾面临的最大挑战之一就是苏州河的污染，现如今得到了有效治理。
The current Unit of Inquiry for Grade 4 students is ‘Water’. The students have been inquiring into the Big Idea of ‘The distribution of water creates challenges for life on earth’. The lines of inquiry have been
1)The dependence of living things on water
2) Why fresh water is limited for some
3) Our responsibilities and challenges with water.
One challenge with water we have explored is ‘water pollution’, and one of the biggest challenges that has been met in Shanghai was the Suzhou River, which was completely polluted at one stage but now revitalized.
为了进一步的学习和探究，孩子们于 4 月 18 日来到上海梦清园举行四年级第二学期探究实践活动。
To study this further, the students went on a field trip for Inquiry on Thursday, 18th April. Location: Shanghai Environmental Theme Park Of Suzhou River Mengqing Garden.
孩子们在梦清园中，分组跟随讲解员进行对梦清馆的参观和学习，感受河流生态系统的演变、退化、修复过程，聚焦反映苏州河的科学原理和采取的工程技术措施，并通过大量珍贵资料，将苏州河蕴含的人文脉络、沿岸的建设发展规划、前景完整展现。
In Mengqing Museum, the kids followed the museum tour and felt the evolution, degradation and restoration process of the river ecosystem, focusing on the scientific principles of the Suzhou River and the engineering and technical measures taken. Through a large amount of precious materials, the human veins of the Suzhou River, the coastal development planning and prospects was fully displayed.
在活动过程中，孩子们除了参观学习之外，还体验了跨学科的活动。在梦清园里，写生，记录下有趣的园内设施，跟着音乐老师玩有趣的“music game”，分组创造独特的游戏等等，收获满满，快乐无限！
During the day, the kids also had fun in cross-curricular activities in addition to studying the revitalization of Suzhou River. In Mengqing Garden, students sketched a drawing of the beautiful landscape, played an interesting “music game” with music teacher, and created unique games in groups. Full of harvest and happiness!
G5 Topics Field Trip——the Shanghai World Expo Museum
本学期，我们学生在课上学习了解了展览会的概念,并通过对自己喜欢的内容作研究, 再布置到自己的展板上,最后在学校的国际展上展示。在 4月18日，为了让学生更全面地了解展览会，并激发更多的灵感，我们到上海世博博物馆进行了探究实践活动。我们从“寰宇舞台”开始，了解了世博会的历史。接着，我们继续探索“进步之路”，以了解城市变迁，科技创新对世博会的影响。之后我们还看了“挑战重重”，知道世博与环境，技术和文化娱乐的关系。随后，我们参观了“2010上海世博会，世界文明”，更直观地了解了世博在我们身边以及世界文明的展品。最后孩子们欣赏了一部4D电影，在电影里我们看到了世博会的展出代表了世界最好的水平，这里汇集了世博会的发展，希望探究活动带来的互动体验也能够持续丰富我们的知识储备。
This semester, our students learn about the concept of the exhibition in class, and through the content of their favorite research, and then decorate to their own display board, and finally in the school’s International exhibition. On April 18, in order to give students a more comprehensive understanding of the exhibition and inspire more inspiration, we went to the Shanghai World Expo Museum to carry out exploratory practice activities. We began with the “The world comes together” and learned about the history of the World Expo. Next, we continue to explore the “moving with progress” to understand the impact of urban change and technological innovation on the Expo. Then we looked at the “a world of challenges” know the relationship between the Expo and the environment, technology and cultural entertainment. Subsequently, we visited the “2010 Shanghai World Expo, the Civilization of the World”, a more intuitive understanding of the expo around us and the exhibits of world civilization. Finally, the children enjoyed a 4D film , in the film we see that the exhibition of the Expo represents the best level in the world, which brings together the development of the Expo, hoping that the interactive experience brought about by the inquiry activities will continue to enrich our knowledge reserves.
