世界熱訊:【Featured Class 閃光課堂】線上學(xué)習(xí)精彩依舊Remote Learning at Sias IS（Grade2）

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G2A students read the story “How Grandmother Spider Stole the Sun,” a tale from the Muskogee tribe. In this tale, animals work together to get the sun and improve their livelihood.G2A的學(xué)生閱讀了來(lái)自馬斯科吉部落的故事《蜘蛛奶奶是如何偷走太陽(yáng)的》。在這個(gè)故事中，動(dòng)物們一起工作來(lái)獲得陽(yáng)光，改善他們的生活。Students performed this tale as Reader’s Theater. Reader’s Theater is an excellent way for students to develop fluency and increase comprehension and motivation. Students collaborate for their final performance through three English learning skills (reading, speaking, and listening). Students also used their creativity and artistic sense in order to create masks for their characters. It was great to see so much energy and involvement while learning online!學(xué)生們通過(guò)讀者劇場(chǎng)的方式演繹了這個(gè)故事。對(duì)于學(xué)生來(lái)說(shuō)，讀者劇場(chǎng)是一種很好的方式來(lái)提高他們的語(yǔ)言流利度，提升理解能力和學(xué)習(xí)動(dòng)力。在學(xué)生們一起合作完成最終表演之前，它都涉及英語(yǔ)學(xué)習(xí)的三個(gè)方面(讀、說(shuō)、聽(tīng))。學(xué)生們還發(fā)揮他們的創(chuàng)造力和藝術(shù)感，為他們的角色創(chuàng)作面具。能在網(wǎng)課期間看到同學(xué)們投入這么多的精力并參與其中真是太棒了!‘The important thing is not to stop questioning. Curiosity has its own reason to exist.’-- Albert Einstein.“重要的是不要停止問(wèn)問(wèn)題，好奇心有其存在的理由”--阿爾伯特?愛(ài)因斯坦Grade 2B students have been developing their conceptual understanding of the form and function of the Scientific Process under the transdisciplinary theme How We Organize Ourselves. Students used research skills to investigate and group different materials around them into solids, liquids, and gas. They even acted out how the particles of solid, liquid, and gas behave! They further used their critical thinking skills by analyzing and describing the physical properties of different materials.二年級(jí)B班的學(xué)生在《我們?nèi)绾谓M織自己》的跨學(xué)科主題下就科學(xué)過(guò)程的形式和功能有了概念性理解。學(xué)生們使用研究技能來(lái)調(diào)查，并將周?chē)煌牟牧戏殖晒腆w、液體和氣體。他們甚至用肢體語(yǔ)言演示出固體、液體和氣體粒子的行為！并進(jìn)一步利用批判性思維技能分析和描述不同材料的物理特性。Going further into the unit, students were able to draw connections between the structure (form) of procedural text and the steps of the scientific process; the function of making predictions while reading a story, estimating measurements, and generating a hypothesis.隨著對(duì)這一單元的進(jìn)一步學(xué)習(xí)，學(xué)生們能夠在程序文本的結(jié)構(gòu)（形式）和科學(xué)過(guò)程的步驟之間聯(lián)系起來(lái)；在閱讀故事時(shí)做出預(yù)測(cè)、估計(jì)測(cè)量并對(duì)功能提出假設(shè)。Students applied their understanding of the scientific process by formulating questions, creating, and testing their hypotheses to solve real-life problems. For example, investigating materials that could make a durable bridge, or a material suitable to make the brightest lampshade. Kudos to the budding scientists of Grade 2B for modeling the attributes of being courageous and creative thinkers while designing a raft to help Xiongmao cross the Yellow River!學(xué)生們將提出問(wèn)題、創(chuàng)造和驗(yàn)證假設(shè)等科學(xué)研究步驟應(yīng)用于科學(xué)過(guò)程的理解來(lái)解決現(xiàn)實(shí)生活中的問(wèn)題。例如，研究哪些材料可以制造結(jié)實(shí)耐用的橋梁，或者哪種材料適合制造最亮的燈罩。他們?cè)谠O(shè)計(jì)一個(gè)幫助熊貓渡過(guò)黃河的木筏子時(shí)，塑造了充滿勇敢和創(chuàng)造性的特質(zhì)，讓我們?yōu)槎昙?jí)的新生科學(xué)家們歡呼，因?yàn)樗麄冎档眠@樣的贊譽(yù)！