打破时空边界,探索广阔的的科学世界|I-EP中学部(IB认证)

I-EP中学的科学课程,由生命化学、生物、化学与物理四大科目所组成,沿用IB-MYP课程的概念探究式教学模式,通过“概念的理解”帮助学生提高知识认知水平,而非传统的死记硬背。通过联系真实世界的案例增加学生的学习深度,并帮助学生打破时空边界,运用跨学科的知识和技巧建立更宽阔的视角。

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I-EP middle school science lesson, which consists of four subjects - Life Science, Biology, Chemistry and Physics, follows the IB-MYP conceptual inquiry teaching method. Rather than only memorizing the facts, applying "conceptual understanding" helps students to improve their knowing and understanding of knowledge. It adds depth to students' learning by connecting to real-world examples and helps them break down space and time boundaries to build up a broader perspective using interdisciplinary knowledge and skills.


在过去的I-EP八年级科学第一单元中,以“关系”作为主要概念,“模型”、“形式”、“功能”作为相关概念,以“特征与关系”为全球背景,八年级同学从微观到宏观,探讨了原子的构成-原子排列组合形成不同物质-物质间的关系、特点与分类等。

在学习过程中,他们建立了原子学说事件时间轴;设计并制作了各式各样富有创意的原子模型;展示了不同元素组成的不同物质的实例,并于上周,在校内成功举办了一次“科学博物馆”展览,吸引了大家的关注与赞赏。

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In the first unit of I-EP G8 Science, using "Relationships" as key concept, "Model", "Form", "Function" as related concept, and "Identities & Relationships" as global context, 8th graders took an adventure from micro to macro, they explored atomic structure, how atoms form different matter, and difference and classification among types of matter.

During the learning process, they created a timeline of atomic theory historic events, designed and built a variety of creative atomic models, displayed examples of different substances made up of different elements, and held a successful science museum in campus last week which drew a lot of attention and praise.


接下来,让我们深入I-EP科学课堂,一起来看看8年级同学是如何在科学课堂中收获知识与乐趣的吧!

Now , Let's take a journey into the I-EP Science classroom and see how the 8th graders have fun and gain knowledge in Science!




原子的构成

Structure of an Atom

在探讨原子的构成中,同学们重现了卢瑟福发现质子的金箔实验,体验了当时人们即使借助仪器也无法直接观察到原子内部结构的条件下,科学家如何通过实验推测认识原子结构。通过模拟实验,从本质上理解原子结构,了解科学家对原子学说发展的贡献,培养科研素养与兴趣。

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While exploring the composition of an atom, students use objects in classroom to recreated Rutherford's gold foil experiment which discovered protons, experiencing how scientists came to explore the structure of an atom through experiment in the time period when people could not directly observe the internal structure of the atom even with the help of apparatus. Through the simulation lab, students developed deeper understanding of atomic structure and recognize scientists' contribution to the development of atomic theory, which fosters their scientific literacy and interest in science.

同学们根据自己探索到的知识,通过粒子板块,初步搭建原子模型。同时,同学们利用比例尺,计算对比原子与原子核的体积大小,并在地图上描绘出来,将抽象的理论转化为具象的知识,加强对知识的理解,转换思维角度,锻炼同学们的具象化思维。

Based on explored knowledge, students used small particles to build up the draft model of an atom. Meanwhile, students applied knowledge of measuring scale to calculate and compare the size of an atom and the nucleus on map, transforming the abstract concept into visual understanding. The transformation of thinking perspectives helps strengthening their deeper understanding and exercising their figurative thinking skills.


在了解了构成物质的最基本单位组成后,我们将知识的航线拉回到日常生活,还原回归本质,探讨原子如何排列组合,构成物质的差异,搭建出多姿多彩的美丽世界。同学们通过实验,探讨由某种元素构成的多类物质、物质间的性质差异,理解物质的分类,并举一反三,将其他生活中常见物质进行归类,将理论知识与生活实践相结合。

After exploring the smallest unit of matter, we tied our knowledge back to daily life, and explored how atoms are arranged and combined different types of matter, contributing to our colorful world. By conducting labs of how elements form different types of matter, how types of matter differ in properties, students explore the classification of matter. Furthermore, students apply knowledge to categorize some other common substances in real life example, tying theoretical knowledge with real life situation.


针对单质、化合物、均匀混合物、不均匀混合物四大物质类别,同学们列举生活例子,并通过粒子模块,初步搭建构成物质的微粒模型,对比理解四者的异同点。

Listing examples of 4 types of matter: element, compound, homogeneous mixture, and heterogeneous mixture, students used small particles to represent how elements form 4 types of matter, compared and contrasted the similarities and differences.


最后,同学们将过去四周环环相扣的知识沉淀积累,以可视化的方法,展示对概念的理解。在总结性评价中,每位同学从元素周期表中选择一个感兴趣的元素,为其设计、制作展示原子结构的创意模型,同时,针对该元素,列举包含该元素的四大物质的生活例子,并以物质/微粒模型的形式辅助解释。

Finally, students accumulated their knowledge and demonstrate their knowing and understanding of concepts in a visual way. In the summative assessment, each student chose an element from the Periodic Table and designed and built up a creative model to show structure of an atom, also, students list real life examples of 4 types of matter that contain chosen element and used a matter/particle model to assist explanation.


在设计、搭建模型过程中,八年级同学们运用所学的知识和技能,充分发挥自己的创意思维能力。在完成作品后,同学们布置场地,搭建I-EP中学部“科学博物馆”,将20份别具匠心的作品在楼道陈列,与校园内其他师生们进行一次科学对话与交流。

While designing and building the models, 8th graders applied their knowledge and skills to give full play to their ability of creative thinking. When accomplished, we set up I-EP Science Museum in hallway and displayed our 20 unique piece of works, having a science communication with other teachers and students.


在I-EP中学科学课堂中,学生作为探究的主体,不仅仅简单地学习技术术语,我们注重培养学生能够正确地、有信心地通过多种方式(口头、书面和视觉等)获得、运用和交流科学知识。此次总结性评价中,同学们成功地在真实生活情境中应用技能与知识,反思科学的影响,通过不断反思不断完善呈现出一份份创意作品,进行了一次科学与创意的碰撞。期待同学们之后在科学课堂上的更多收获!

Students as the main explorer in I-EP science class, they’re not just learning subject terms, we focus on developing students’ abilities to correctly and confidently acquire, apply, and communicate scientific knowledge in a variety of ways (oral, written, and visual, etc.). In this summative assessment, students were successfully applying their skills and knowledge in real-life situations, reflecting on the impact of science, and finally presenting their creative work with audiences. It’s a successful collision of science and creativity. We look forward to seeing more learning adventures in science classroom afterwards!






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