知道嗎，過(guò)去一年里，在啟明星三里屯校區(qū)，孕育和發(fā)生了好多設(shè)計(jì)用心，又富含學(xué)習(xí)意義的社會(huì)創(chuàng)新活動(dòng)！

它們是我們社會(huì)創(chuàng)新項(xiàng)目的一部分，蘊(yùn)含著培養(yǎng)社會(huì)創(chuàng)新素養(yǎng)的深意，又和課堂教學(xué)結(jié)合在一起，保證學(xué)生們沉浸于活動(dòng)的同時(shí)，并不偏離學(xué)習(xí)的錨點(diǎn)。

這些社會(huì)創(chuàng)新活動(dòng)是怎樣組織起來(lái)的？和課程發(fā)生了什么樣的“化學(xué)反應(yīng)”？

來(lái)看看三里屯校區(qū)的蘇夏老師和Yvonne Horst老師的介紹吧：

有趣的活動(dòng)，有趣的我們！

綠色周五

綠色周五一舉多得，是老師們組成的可持續(xù)發(fā)展委員會(huì)的主意！——

每個(gè)星期五，學(xué)生從家?guī)?lái)鋁罐、紙殼、廢紙，投到回收桶里。這樣的回收桶在員工休息室也放了一個(gè)，鼓勵(lì)老師和員工進(jìn)行垃圾分類(lèi)。之后，保潔人員會(huì)幫忙整理收拾好，實(shí)現(xiàn)廢品的回收利用。

綠色周五培養(yǎng)孩子們和社區(qū)員工的垃圾分類(lèi)意識(shí)和習(xí)慣，還可以支持美術(shù)創(chuàng)作——在我們的三里屯校區(qū)，有很多藝術(shù)作品都是用回收物品創(chuàng)作的。

記得孩子們創(chuàng)作的在今日美術(shù)館展出的作品

還有臨近龍年春節(jié)，美術(shù)老師高巍帶著學(xué)生們一起用回收物品制做的巨龍！

看，藝術(shù)和美好并不總是源于全新的誕生，也可能成就于破碎的循環(huán)！

堆肥和南瓜雕刻

每年11月秋收節(jié)，大人小孩都特別快樂(lè)——雕刻各式各樣的南瓜裝點(diǎn)校園，一下子就到處都是秋天的味道了！

不過(guò)，刻南瓜會(huì)剩下很多邊角料，南瓜擺放一段時(shí)間也必須扔掉，很是浪費(fèi)。

可持續(xù)發(fā)展委員會(huì)的老師們提出，不如拿去堆肥吧！三里屯校區(qū)有個(gè)小花園，剛好可以消耗堆出來(lái)的有機(jī)肥！

參加園藝課后課的孩子在老師指導(dǎo)下，把收集起來(lái)的南瓜皮、南瓜瓤放到堆肥桶里，混上土壤發(fā)酵。

只要保持土壤的松軟度，不過(guò)分潮濕也不太干燥，冬天里只消2、3個(gè)月，就能得到有機(jī)土了！孩子們用有機(jī)土培植室內(nèi)的花卉，或是等到開(kāi)春直接種植花園里的植物，也在實(shí)踐中提前預(yù)習(xí)了未來(lái)會(huì)學(xué)習(xí)的生物學(xué)知識(shí)。

實(shí)際上，堆肥是三里屯校區(qū)的長(zhǎng)期項(xiàng)目，和校區(qū)園藝課的歷史一樣長(zhǎng)。原本只是用落葉、加餐水果的果皮堆肥，現(xiàn)在加上刻南瓜的邊角料，還有老師買(mǎi)來(lái)的蚯蚓用于更好地培植有機(jī)土壤，有機(jī)土的營(yíng)養(yǎng)越來(lái)越豐富了！

“跨出校園”的英文增益項(xiàng)目

這個(gè)學(xué)年，Nicole Shepard老師的英文增益項(xiàng)目非常直觀(guān)地體現(xiàn)了在“做”中“學(xué)”。

她指導(dǎo)孩子們?cè)谌⑽某两沫h(huán)境里，設(shè)計(jì)并完成了一件很有意義的、有利于環(huán)境的小項(xiàng)目——把收集來(lái)的回收紙張粉碎，清洗曬干，送去校區(qū)附近的一家寵物店，用來(lái)包裹寵物糞便，替換掉木屑，減少木屑用量。

為了完成這個(gè)小項(xiàng)目，孩子們?cè)谟⑽脑鲆骓?xiàng)目課堂上進(jìn)行討論、頭腦風(fēng)暴，鍛煉了英文思維和語(yǔ)言能力，又把頭腦風(fēng)暴得來(lái)的靈感實(shí)現(xiàn)在三里屯社區(qū)，實(shí)踐了社會(huì)創(chuàng)新項(xiàng)目，是特別好的“以語(yǔ)言作為學(xué)習(xí)手段”和在“做”中“學(xué)”英文的小案例！

素食慈善市集

2023年12月17日，三里屯校區(qū)體育館和多功能廳可熱鬧了，大約50個(gè)來(lái)自校內(nèi)外的家庭聚在一起，參加素食慈善市集，度過(guò)一個(gè)熱鬧又暖心的冬日午后！

素食慈善市集提倡健康的生活方式，同時(shí)為流動(dòng)兒童基金會(huì)（MCF）募款。

三里屯校區(qū)和MCF建立了長(zhǎng)期的伙伴關(guān)系，利用一切可利用的機(jī)會(huì)為他們籌款，提供物質(zhì)和學(xué)習(xí)資源支持，也讓孩子們明白，慈善事業(yè)不是一蹴而就的，也不能時(shí)斷時(shí)續(xù)，而是需要圍繞一個(gè)目標(biāo)持續(xù)行動(dòng)。

在市集上，有商戶(hù)專(zhuān)門(mén)售賣(mài)綠色食品和健康生活用品，也有社區(qū)家庭帶來(lái)自制的食品、小朋友帶來(lái)閑置的書(shū)籍用于義賣(mài)。

這樣暖心的午后怎么能少了音樂(lè)？三里屯校區(qū)合唱團(tuán)的同學(xué)們和James老師當(dāng)然不會(huì)缺席……

新年禮物活動(dòng)

新年禮物活動(dòng)是三里屯全校區(qū)范圍的傳統(tǒng)慈善活動(dòng)。

2023年的新年禮物活動(dòng)從11月初開(kāi)始，歷時(shí)2個(gè)月，同樣是為MCF籌集物資。

活動(dòng)的最大亮點(diǎn)是這是孩子們主導(dǎo)的社會(huì)創(chuàng)新項(xiàng)目！

9個(gè)最能體現(xiàn)啟明星核心價(jià)值觀(guān)的學(xué)生，組成活動(dòng)的核心團(tuán)隊(duì)。

橫在孩子們面前最大的挑戰(zhàn)是在新年之前準(zhǔn)備足189個(gè)禮物，送給MCF支持的189個(gè)孩子。但是三里屯的學(xué)生總共不到200人，要保障幾乎所有學(xué)生都參加并不容易。

核心團(tuán)隊(duì)的孩子們認(rèn)為，要解決問(wèn)題，前期的宣傳特別重要，于是他們每周開(kāi)一次例會(huì)，籌劃和實(shí)施宣傳方案。

他們頭腦風(fēng)暴出好幾種方法：錄制視頻、制作海報(bào)，不但要走進(jìn)各個(gè)班級(jí)向同學(xué)們宣傳，還要發(fā)送家長(zhǎng)信，獲得家長(zhǎng)們的支持……所有這些都是孩子們自己親力親為。

最終，三里屯校區(qū)成功募集到189件禮物，并在12月11日至15日全部送到MCF支持的幼兒園！

社會(huì)創(chuàng)新怎樣滲透進(jìn)課程？

社會(huì)創(chuàng)新項(xiàng)目又是怎樣和課堂學(xué)習(xí)結(jié)合在一起的？以1年級(jí)探究單元《世界如何運(yùn)作》為例了解下吧：

學(xué)習(xí)這個(gè)單元，學(xué)生花了7周時(shí)間，需要了解社會(huì)如何組成，如何運(yùn)作？

英文探究課堂著重讓學(xué)生了解自己的家庭——構(gòu)成社會(huì)的“小細(xì)胞”。孩子們拿來(lái)家庭照片和同學(xué)們分享，講述爸爸媽媽在家庭中的角色是什么，還有作為孩子，自己的角色又是什么？

中文探究課堂聚焦于和學(xué)生息息相關(guān)、能讓他們能產(chǎn)生直觀(guān)感受的社會(huì)構(gòu)成單元——校園。在老師引導(dǎo)下，孩子們?cè)L談了保潔人員、廚師、校長(zhǎng)助理、維護(hù)網(wǎng)絡(luò)的工程師，了解了這些保障校園正常運(yùn)作的人員職責(zé)。

活動(dòng)結(jié)束后，老師還帶領(lǐng)學(xué)生走出校園，前往消防站，了解消防員對(duì)社區(qū)的職責(zé)，體驗(yàn)更廣大范圍社區(qū)的運(yùn)作。

在單元最后的總結(jié)性評(píng)估環(huán)節(jié)，孩子們把認(rèn)知落實(shí)進(jìn)行動(dòng)——他們用1周的時(shí)間，在校園里擔(dān)任各個(gè)領(lǐng)域的小助手，比如課間活動(dòng)小助手，提醒同學(xué)在玩耍時(shí)關(guān)注安全；清潔小助手，在午餐時(shí)提醒同學(xué)節(jié)約食物，幫忙清潔餐廳……

老師也為孩子們組織了成果展示。孩子們裝扮成消防員、廚師、快遞員，向前來(lái)參觀(guān)展示的家長(zhǎng)“介紹自己的工作”。家長(zhǎng)們很開(kāi)心，特別享受和孩子交流成長(zhǎng)和收獲的過(guò)程。

經(jīng)過(guò)學(xué)習(xí)和實(shí)踐，孩子們理解了彼此的合作能讓社區(qū)運(yùn)作的更好，完成了從認(rèn)知到實(shí)踐的學(xué)習(xí)閉環(huán)，既是PYP總結(jié)性評(píng)估的要求，也是社會(huì)創(chuàng)新關(guān)注為身邊社區(qū)帶來(lái)積極影響的最終要求。

在活動(dòng)中體會(huì)社會(huì)創(chuàng)新活動(dòng)的價(jià)值和意義，在課堂上學(xué)習(xí)與課內(nèi)要求一致的社會(huì)創(chuàng)新能力——三里屯校區(qū)孩子們?cè)诔蔀椤蔼?dú)特的自己”的道路上成長(zhǎng)，我們?yōu)樗麄冏院?，也為他們欣喜?/p>

There have been so many well-designed and valuableSocial Innovation activitiestaking place at our Sanlitun Campus over the past year!

The activities are part of our Social Innovation Program, embedded with the deeper meaning of fostering Social Innovation competency, and integrating classroom teaching to ensure that students are immersed in the activities without straying away from their learning.

How are these Social Innovation activities organized? What is the "chemistry" between these activities and the school curriculum?

Let's see what Sanlitun teachers Ms. Sue Xia and Ms. Yvonne Horst have to say:

Fun and Interesting!

"Green Fridays"

"Green Fridays" is an Social Innovation event initiated by our teachers' Sustainability Committee.

Students are encouraged to bring aluminum cans, cardboard, and scrap paper from home to drop in the recycling bins on campus each Friday. Such recycling bins are also placed in the staff lounge to encourage teachers and staff to sort their trash as well. Afterwards, the cleaning staff will help organize and pack up the waste products for recycling.

Green Fridays foster the awareness and habit of waste recycling and sorting among students and community staff. It also supports art classes - at our Sanlitun campus, many artworks are created from recycled items.

Remember the artwork "One Tree · One Planet" that was exhibited at the Today Art Museum? It was made by our students entirely from recycled objects: plastic bottles, unused toys, wool, sugar paper, fallen leaves .......

Approaching Year of Dragon，art teacher Vivian Gao and the students even created a huge dragon from the recycle materials！

See, art and beauty doesn't always come from brand new materials. As the saying goes, one man’s trash is another man’s treasure.

Composting& Pumpkin Carving

Harvest Festival in November is a particularly joyful time for students and adults – we carve all kinds of pumpkins to decorate the campus.

However, pumpkin carving creates a lot of left overs. And even the pumpkins themselves must be thrown away after a while, which is wasteful.

Teachers of the Sustainability Committee suggested composting the left overs! The Sanlitun Campus already has a small garden, where the organic fertilizer from the compost pile can be used!

Under the guidance of the teachers, the students of the After-School Activity gardening class put the collected pumpkin skins and pumpkin flesh into the compost bin and mixed it with soil to ferment.

As long as the soil is kept loose, not too wet or too dry, it takes 2 or 3 months in winter to get organic soil! The students then use organic soil to grow flowers indoors or wait until spring to plant plants in the garden. This is also a good way to dabble in biology at early age！

In fact, composting has been a long-standing program in the Sanlitun campus for as long as the gardening classes have been around. Originally composting only fallen leaves and the rinds of extra fruits, the compost is now enriched with the trimmings from carving pumpkins and earthworms that the teachers bought!

"Beyond the Walls"

This school year, Ms. Nicole Shepard's English Enrichment Program is a great example of "learning by doing".

She guided the students in designing and completing a meaningful, environmentally friendly project in a full English immersion environment - shredding recycled paper.

By shredding recycled paper, washing it, drying it, and sending it to a pet store near the school to wrap pet waste, replaces wood chips and reducing the amount of wood chips used.

To complete this project, the students discussed and brainstormed, practicing their English thinking and language skills. With the inspiration they got from the brainstorming, the students practiced the Social Innovation Project in the Sanlitun community. This is a good example of "using language as a learning tool" and "learning by doing"!

Vegan Market

On December 17, 2023, the Sanlitun campus gymnasium and multi-purpose room were bustling with activity as about 50 families gathered for a lively and heart-warming Vegan Market.

The Vegan Market promoted healthy lifestyles and raised money for the Migrant Children Foundation (MCF).

Sanlitun Campus and MCF have established a long-term partnership, using every available opportunity to raise funds and provide learning resources to support them. This inspires the students understand that charity can not be done overnight or intermittently, but rather it needs to be sustained around a goal.

At the Market, there were vendors selling green food and healthy goods, as well as families from the Daystar community who brought in their hand-made food and students who brought in books to sell for MCF.

How could such a heart-warming afternoon be without music? The students of Sanlitun Campus Choir and Mr. James certainly won't be absent ...

New Year Gift

New Year's Gift is a traditional school-wide charity event in the Daystar community.

The 2023 New Year's Gift started in early November and ran for 2 months to raise money for MCF.

The best part of the event is that it is a student-led Social Innovation Project!

9 students, who best exemplify the Daystar Core Values, formed the core team for the event.

The biggest challenge in front of the students was to prepare 189 gifts for the 189 children supported by MCF before the New Year. With less than 200 students in Sanlitun, it was not easy to secure full participation.

The students thought that marketing was especially important, so they met once a week to plan and implemented a promoting plan.

They brainstormed several ways to spread the event news wide: recording videos, designing posters, going into classes to inform students, and sending letters to parents to seek their support... All of this was done by the students themselves.

In the end, Sanlitun Campus collected 189 gifts and delivered them all to MCF-supported kindergartens before the New Year!

How is the Social Innovation Program Embedded into the School Curriculum？

How does the social innovation program integrate with classroom learning? Look at our 1st grade Inquiry Unit, “How the World Works”, as an example:

To study this unit, students spent 7 weeks to study and understand how society is organized and how it works.

The English classroom focused on learning about students' families, the "little cells" that make up society. The students brought in family photos to share with their classmates and talked about the roles of mom and dad in the family and their own roles as children.

The Chinese Inquiry Unit class focused on the campus, the social unit that is closely related to the students. Under the guidance of the teacher, the students interviewed the cleaning staff, the cooks, the assistant principal, and the engineer who maintains the network, and learned about the roles of these people who ensure the normal operation of the campus.

At the end of the unit, the teacher also led the students beyond the campus to the fire station to learn about the duties of firefighters to the community and to experience the functioning of the broader community.

In the summative assessment session at the end of the unit, the students applied their classroom knowledge to the community around them - they spent 1 week on campus as helpers in various areas, such as recess helpers, reminding their classmates to pay attention to safety while playing; cleaning helpers, reminding their classmates to conserve food at lunchtime and helping to clean the cafeteria ...

Teachers also organized a presentation for the students. The young learners dressed up as firefighters, cooks, and delivery drivers to introduce their “work” to the parents who visited the presentation. The parents had a great time to enjoy the process of communicating with their children about their growth and achievements.

After learning and practicing, the students understood that working together can make the community better, completing the PYP learning cycle from understanding to applying, which is a huge step in using Social Innovation Competencies to make a positive impact on the community around them.

Experiencing the value and significance of Social Innovation activities, and learning Social Innovation competencies in the classroom that go hand in hand with the requirements of the classroom - the students of the Sanlitun Campus are on the path to becoming their unique selves, and we are proud and happy for them.

遵從內(nèi)心，探尋自我：?jiǎn)⒚餍呛⒆拥囊陨虚g隔年 Follow My Hearts: A Gap Year in Israel for Two Former Daystar Students

在啟明星，雙語(yǔ)啟蒙如何在低齡課堂中實(shí)現(xiàn)？How do we Support our Young Dual Language Learners?