【国际中学部】科学课堂的快乐学习
Activities in Life Science Class
科学课堂的快乐学习
嘉洋高中部生命科学课别具特色，每一个项目总是让同学们兴奋和期待。外教Marcia老师非常注重发掘学生的兴趣，因势利导地引领他们对核心知识点进行深度学习，帮助他们拓展对科学的认知。在学习中，老师总是设计很多引导学生思辨的活动，非常注重提高学生的动手能力。
In life science class, teachers aimed to stimulate students’ interests and guide them to dig deeper in understanding that essential knowledge for helping them have a better cognitive development. In the teaching process, teachers have designed many activities for students to brainstorm, while also improving students’ practical abilities.
看看本学期的一个有趣的项目吧。老师要求学生在纸上画出不同地质时期的生物，他们分成小组，自己选择感兴趣的生物进行研究，再把自己的研究成果在班级里分享。
Let’s see an interesting project from this semester. The concrete work is to make a poster of ancient animals from various eras and have a presentation to introduce the ancient animals they have chosen. The assessment aims to examine students’ knowledge of earth’s ancient past and their ability to express themselves in English. The rubric is included in the second file down below.
全班同学3到4人一组，他们共同选择一个地质时期和这个时期的三种生物来研究。一个组选择了研究新生代的蓝鲸、孟买象等动物，他们选择的理由是新生代是最接近现代的时代，很多动物还没有灭绝，所以研究起来资料充足；另一个组选择了古生代的鱼类，他们说神秘的远古生物更有吸引力，还有的组选择植物、微生物等等。
In groups of three or four students, they choose a geological period and three kinds of organisms from that period to study. One group chose animals such as blue whales and Bombay elephants from the Cenozoic era. The reason for their selection was that the Cenozoic era was the closest to modern times, and many animals had not yet gone extinct, so there was plenty of data to study. Another group chose ancient fish, saying mysterious ancient creatures were more attractive, while another group chose plants, microbes, and so on.
每个小组成员分工明确，确定了任务后，同学们都热火朝天地工作起来，有的负责画图，有的负责查资料，有的负责做PPT，大家各展所长，在合作和讨论中愉快地学到了知识。
The division of labor of each group member is clear. After the task is determined, the students are in full bloom to work, some are responsible for drawing, some are responsible for looking up information, and some is responsible for making PPT. We show their strengths, in cooperation and discussion to learn knowledge happily.
再看另一个关于土壤的项目。学生先构建出水土流失的模型，再根据学到的知识动脑筋想办法保护土壤。学生在实验中，首先通过常识猜测水土流失发生的原因，再用一周的时间设计和完善他们的解决方案。
Let’s look at another project on the soil. Students first build models of soil erosion and then brainstorm ways to protect the soil based on what they have learned. In the experiment, students first guessed the causes of soil erosion through common sense and then spent a week designing and perfecting their solutions.
在这个科学项目中，学生将创建一个模型来模拟土壤侵蚀的过程，并找到防止土壤侵蚀的方法。首先，学生需要对土壤侵蚀是如何发生的做出一个共同的假设。然后他们需要创建自己的初始设计。学生们有一周的时间来完成他们的模型。稍后，学生将有一个展示他们的模型的演示，展示它是如何工作的。
In this science project, students will be able to create a model to simulate the process of soil erosion and find ways to prevent it. In the beginning, students need to make a common hypothesis about how soil erosion happened. Then they need to create their initial design. Students have one week to finish their model. Later on, students will have a presentation to exhibit their model to show how it works.
除了这些和地理有关的知识，我们生命科学课程还涉及到了身体的各个部位。比如说，我们在这一学期学习了人类眼睛的作用和结构，和相关的一些疾病。老师也为学生们制定了一下项目。同学们在课堂上做了很多的眼睛模型、PPT、海报用以展示不同的眼睛疾病，例如白内障、青光眼、老花眼等等。
In addition to this knowledge about geography, our life Science courses also cover various parts of the body. For example, we studied the function and structure of the human eye and some diseases this semester. The teacher also made some projects for the students. In class, students made many eye models, PPT, and posters to show different eye diseases, such as cataracts, glaucoma, presbyopia, and so on.
老师布置完任务后，学生们也是分工明确。大家请看这张表格，这个小组里有三位成员，分别是Mary、Mae、Jacob同学。Mary是模型设计者，Mae是PPT制作者，Jacob是信息采集者，他们的主题是色盲。
After the teacher assigned the task, the students also had a clear division of labor.Please look at this sheet. There are three members in this group, namely Mae, Jacob and Mary. Mae is the model designer; Jacob is a PPT producer; Mary is an information gatherer. Their theme is color blindness.
当然，除了这个小组，我们还有其他的小组去做不同的眼睛模型和疾病演讲。
In addition to this group, of course, we have other groups that do different eye models and disease presentations.
成果展示的时候，同学们互相分享自己总结和掌握的知识，老师可以从中考察学生对专业知识的认知程度，同学们的科学学习能力、小组合作能力和英语能力等等。
During the achievement demonstration, students shared the knowledge they summarized and mastered with each other, from which teachers could inspect students’ cognition of professional knowledge. Students’ scientific learning ability, group cooperation ability, and English ability were also improved.
这些项目都是围绕美国高中课程标准设计的，同学们觉得每一个项目既有趣又有挑战性，不知不觉地都开始具备了实验、分析、总结等基本科学素养，这为他们将来学习和研究打下了坚实的基础。
These projects are designed around the Curriculum standards of American high schools. Students find each project both interesting and challenging. Unconsciously, students begin to acquire basic scientific literacy such as experiment, analysis and summary, which lays a solid foundation for their future study and research.
演讲丨陈博涵 郭耀瑜
指导老师丨张高琦
