好玩，好酷，好神奇！原来你是这样的STEAM！

Last week, the Science teachers of Bilingual Department conducted a STEAM week. The objective of this activity is to promote critical thinking, collaboration, creativity and communication skills. Using the Design Thinking Process, students were able to explore possibilities and produce products that are solutions to a problem. This time the teachers chose simple projects to help prepare our students to gradually engage in real-world problems and personally meaningful projects in the future. Our Science teachers are working deliberately to transition our science teaching approach from traditional science experiments to a project-based learning that engages them in solving a real-world problem or answering a complex question, problem or challenge. As a result, students gain deep content knowledge as well as develop life-long skills.近期，北京王府外国语学校小学部双语组举办了STEAM周，锻炼学生的批判思维、协作能力、创造能力和沟通技巧。

科学老师们按照设计思维流程来组织课堂，而学生们也尽可能多地探索问题的多样解法，并创作出相应的作品。

老师们从传统的科学教学方法过渡到基于项目的学习，让学生参与复杂的挑战任务，不仅能学到相关的专业知识，更能锻炼终身受益的技能，并以此为基础，逐渐过渡到解决未来的现实问题和对个人有价值的问题。

STEAM发源于美国，是科学、技术、工程学、艺术和数学几个学科的英文首字母的缩写（Science,Technology,Engineering, Arts,Mathematics），目的在于弥合科学、技术、工程、艺术以及数学五个学科间的分割，将其统一融合。STEAM的学习方式打破传统的学科界限，倡导基于项目学习，培养学生的跨学科思维，强调动手实践和多学科融合，创造性地解决现实问题，培养复合型人才。

The project we chose for first graders is making a paper ladybug that crawls when we apply a force on it. This task is closely related to the pushes and pulls unit we had learned this semester. We got to know this little paper toy through a video and clarified the problem we need to solve. Students were thrilled to explore and make their toys. Most of them could find this little paper toy moved by pulling. But the problem is the reason why this paper ladybug can move by pulls to the rope. With the help of their teacher, students figured out the secret of crawling ladybugs. It turns out that two straws arranged in the shape of a Chinese character, eight are fixed on the backside of the paper ladybug, so that the rope can be fixed on the back of the paper, and can be pulled. The angle of two straws provides the force of the ladybug to move forward. Then students designed and built their ladybug toys successfully. They tested their designs with their teachers and classmates. They had so much fun!

　　老师为一年级的“小豆包”选择了制作“会爬的金龟子”纸质玩具的任务。这与学生们这学期学习的“推与拉”这一单元密切相关。首先，老师通过视频给学生们展示了这个小玩具，激起学生的探究兴趣。根据所学知识，学生可以很轻易地判断出需要施加“拉力”，金龟子才能动起来。但为什么拉绳子就能让纸质金龟子动起来？在老师的带领和帮助下，学生们破解了会爬金龟子的秘密。原来，金龟子的背后固定了两根“八字形”排列的吸管，让绳子既固定在纸质金龟子的背面，又可以被拉动，而八字形的角度为金龟子提供一扭一扭向前爬的力。

随后，孩子们都成功地设计制作出了属于自己的甲壳虫小玩具，并与老师、同学合作完成了玩具的测试。

The second graders have been studying electricity for the last few weeks. So, for their STEAM project, students were given the problem to use the design thinking process to design and build a toy for steady hand challenge. They got to know what the design thinking process is and the task they were going to finish through playing witha model provided by the teacher first. Of course, they had so much fun and they were excited to make a toy for themselves. With the knowledge they have learned, it was not difficult for students to figure out that they need to make a working electrical circuit. But the problem is how they connected the electrical components with a new one, a buzzer, and how a bare wire circle can take the role of a switch to control the electricity on and off. After discussion with their team members, they drew down their designs, listed the materials they needed, and tried to make a prototype. Through attempts, failure, and reattempts, they promoted their original designs or built themselves a toy. What they got from this project was not only knowledge, but also the skills of communicating, collaborating, solving problems, and critical thinking.
　　二年级学生前几周一直在学习电的相关知识。在这次STEAM项目中，学生们需要解决的问题就是如何运用设计思维过程，来设计和制作一个“穿越火线”挑战玩具。他们首先了解了设计思维过程是什么，并通过体验，明确了要完成的任务。根据所学，学生们不难发现玩具应用到连接一个简单电路的知识。但问题在于，如何连接这些电路元件以及新出现的元件－蜂鸣器，以及铁圈如何发挥控制电流的作用。

在与小组成员一番讨论后，学生们画出设计图，列出了所需的材料，并尝试制作一个模型。通过尝试，失败，再尝试，学生改进了原来的设计，做出了这个小玩具。从这个项目中，他们不仅得到了知识，还锻炼了沟通、协作、解决问题的能力和批判性思维。

The third graders have been learning about forces and movement for the last few weeks. So, for their STEAM project, students were given the problem to use design thinking progress to design and build small model catapults. They had learned about kinds of forces and how forces can change the objects, so it was easy for the students to analyze how the catapult works. For a catapult, making it needs sticks and rubber bands which are very common items to use. The change of the rubber band’s shape can produce the elastic force which can make the catapult’s arm move quickly, then the stone could be shoot out. In the first period, students learned what is the design thinking process and drew their model catapults design paper. Each student drew and selected one design they thought was the best. In the second period, students then constructed their designs and tested to see if the model catapults worked by their groups. Some of the catapults did not work on their first try or didn’t throw the stones far enough so they made adjustments to improve them. Throughout this process, the students had to use their social skills in collaborating together and critical thinking skills to balance every members’ suggestions and make the best catapult to win the competition.
　　三年级学生们近几周一直在学习力学的相关科学知识。因此，本次STEM项目的任务是设计并制作小型投石器模型。学生们已经学习了不同种类的力，以及力对物体运动产生的影响和作用，能够较容易地分析出投石器的工作原理。

投石器制作的材料也是学生们很常见的木棍、橡皮筋、勺子等。利用橡皮筋形变产生的弹力，使投石器杠杆快速移动，发射出子弹。

第一节课学生们学习了设计思维流程，每位同学都绘制出了自己的设计图纸，小组讨论选出最可行的设计方案；第二节课学生们根据图纸制作小组投石器，并进行检测。一些投石器出现投石失败或投射距离较短的问题，同学们做出调整，进行改进。

整个过程充分锻炼了学生们的社交能力及批判性思维，他们需要平衡小组成员的建议，制作出最好的投石器，赢得比赛。

The fourth graders have been learning about electricity for the last few weeks. In the next couple of weeks after the break they will be learning about magnetism. So, for their STEAM project, students were given the problem to use creativity to design and build small model electric propelled cars. They had learned about series circuits which relates to the battery being connected to the motor. For a motor to move it needs magnets which will be part about learning how magnets are used in everyday life. We will look at how magnets relate to the motor in future classes. In the first period, students designed their model cars and each group decided on one design that they will build in the second period. Each group presented their designs to the class. In the second period, students then constructed their designs and tested to see if the model cars worked. Most of the cars did not work on their first try and they needed to make adjustments to get them to move. Throughout this process, the students had to use their social skills in collaborating together and critical thinking skills to find solutions to why their cars would not move.
　　四年级学生最近几周在学习电的相关知识。在之后的几周，他们将学习磁力。因此，对于他们的STEAM项目，学生们需要利用创造力来设计和制造小型电动推进汽车。学生们已经学习了如何连接电池和电机的串联电路知识。电机要转动，需要磁铁，这也让学生明白磁铁在日常生活中是如何使用的，为之后课堂上学习磁力的相关知识进行铺垫，并在接下来的学习中研究磁体与电机的关系。

第一节课，学生对电推进小车进行设计，每个小组需要向全班展示他们的设计；第二节课，学生根据设计图构建模型并测试，看看模型汽车是否工作。初次尝试后，大多数汽车模型都没有成功，因此，他们需要作出调整，让汽车能够移动。

在整个过程中，学生必须利用他们的社交技巧和批判性思维技能，找到让汽车移动的解决方案。

The fifth graders have been studying about the solar system for two weeks now. Most of them are familiar with the planets and other celestial bodies. But our problem is to have a closer look on the planets so we can see and compare their sizes. To do this, we first compare the sizes of the Earth and the Moon. We discovered that the moon is approximately 1/4 of the size of the Earth. So, we used the globe as our model and measured the circumference and took 1/4 of it for our moon. We created our moon using a balloon to see the comparison. For this exploration, we learned about the diameter and circumference of a sphere. Then we looked at the actual sizes of the planets and used a scale to measure their circumference. Students learned different skills with this STEAM project. First, we identified the problem and we looked for a solution. Students applied their mathematical literacy in this project. Measuring and computing the circumference of the planets. They also learned how to work with each other collaboratively where they exchanged ideas and came up with a plan. As a class, we decided to use papermache since we are using a lot of paper in school. Instead of throwing them away, we were able to recycle and use them for this project. We also worked with Art teachers to use the art classrooms so we can paint our projects. The students also read the article about their planets and decided which information they wanted to share with their audience. Their planets turned out marvelously beautiful and colorful. With this project the students have a clearer picture on how these planets fit in the solar system.
　　五年级学生已经研究太阳系的相关知识两个星期了，大部分学生都很熟悉行星和其他天体。我们需要利用模型进一步观察行星，以便可以看到和比较它们的大小。为此，我们首先比较了地球和月球的大小，发现月球大约是地球的1/4。因此，我们用地球仪为例，测量了地球仪的周长，并把这个数据的1/4作为制作月亮模型的数据，用得到的数据和气球，我们制作了月亮模型。

通过这次探索，孩子们了解球体的直径和周长，找到行星的实际大小，并根据比例来计算其他行星的周长和直径，再根据所得数据进行模型制作。

通过此STEAM项目，学生学习了不同的技能，发现了问题，并寻找一个解决方案。学生们在这个项目中应用了数学计算能力，测量和计算行星的周长，他们还学会了相互协作、交流想法，并制定一个计划。

学生决定使用纸质模型，回收利用二手纸张。孩子们还与美术老师合作，使用美术教室，为模型上色。学生们需要阅读星球的相关文章，并决定通过模型来展示哪个方面的知识，同时让他们的模型更漂亮多彩。通过这个项目，学生们可以更清楚地了解这些行星在太阳系中是怎样的。

The sixth graders have been learning about series and parallel circuits. So, for their STEAM project students were given a problem to design and construct a parallel circuit that has two switches and four bulbs as part of a four-bedroom apartment. One switch needed to open only two bulbs and the other switch would open the other two bulbs.They needed to use their knowledge of circuits to solve this problem. It was a challenge in how to apply parallel circuits to a real-life problem. In the first period, each student designed a circuit diagram that they thought would solve the problem and then each group discussed and decided on one design they would construct. Each team then presented their circuit plan to the class. In the second period each team constructed and then tested their parallel circuits with the materials given to them. Many groups needed to make adjustment to their circuit to successfully complete the task. Throughout this process, the students had to use their social skills in collaborating together and critical thinking skills to find solutions to why their circuits would not work.
　　六年级学生一直在学习串联电路和并联电路的相关知识。因此，他们的STEAM项目，需要设计和制作一个并联电路，该电路需要有两个开关和四个灯泡，以供一个四居室的公寓使用。其中，两个开关分别控制两个灯泡。很明显，他们需要利用电路知识来解决这个问题。但是如何将并行电路应用于现实生活中，是一个挑战。

第一节课，每个学生设计了一个他们认为可以解决这个问题的电路图，然后小组讨论并选择一个最佳设计用于制作。然后，每个团队向全班展示了他们的电路图。第二节课，每个团队进行制作，并测试并联电路是否可行。许多组都对原有方案进行了调整，才使并联电路能够工作。在整个过程中，学生必须运用他们的社交技巧和批判性思维来寻找解决方案。

供稿｜双语组视频剪辑｜子婷

编辑｜晓婉

2021年1月4日 | 小学资讯
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