On January 30, we K1 had a special and fun morning together in our multipurpose room.

一月三十日，我们K1在多功能厅一起度过了一个非常特别又有趣的早晨。

In the past 9 weeks, in the unit How the World Works, we have been discovering lots of facts about transportation, which is tightly connected with our daily life, such as the types of transportation (the popular ones and rare/fun ones), the reasons to choose them, and how modes of transportation have changed over time.

过去的九周里面，在《世界如何运转》这个IB单元下，我们聚焦于与日常生活密不可分的交通工具上，如交通工具种类，选择的理由，随着时代变迁的变化等等。

Every unit has one or more than one summative assessment, which measure not only children´sunderstanding of the central idea, but also helps them develop attitudes and skills valued in their learning process.

每单元末都有一个或多个总结性测试。这不单止衡量了孩子们对中心内容的理解，也培养了他们的学习态度和技能。

When designing this assessment, as with any assessment, we were hoping to collaborate with them to create possibilities to show how much they have learned in the unit of inquiry. Thus, the children had an active roleand enjoyed the assessment and we witnessed the impact it had on them. Together, we designed an oversea trip to Canada from their home in China. Many modes of transportation were involved, such as taxi, airplane, train, boat and foot (of course:).

在设计这个测试时，如同其他任何测试一样，我们希望师生的协作能够最大程度上了解他们的学习成果。因此，孩子们在其中的角色应当是活跃和享受的。学习成果给孩子们的影响应当是可目睹的。我们K1的老师们设计了一个中国-加拿大之旅。出租车，火车，船只和步行都运用其中。

We drew a map (shown below) and explained the plan to them before hand.

我们首先描绘了一张地图（如下），并且给孩子们解释了这张旅游路线图。

This circular route is easy to be followed by K1s: from home by taxi to the airport, train through the Rocky Mountains in Canada, hiking around Lake Louise, and finally an airplane home.

这张环形路线图容易为K1孩子们理解：从家搭乘的士到机场，乘坐火车到加拿大落基山，翻越山岭到达露易斯并荡舟其中，最后搭乘飞机回家。

To make sure it corresponded to real life, each child was issued a passport! They needed to tell what vehicle they were boarding before they got a stamp by the customs officer, the train conductor and the lake manager. On the airplane, they loved the sounds of taking off and landing!

为了与现实生活近似，每一个孩子都配发了护照。在搭乘每种交通工具前，他们需要对机场海关人员或者车站工作人员说出交通工具的名称。他们非常喜欢飞机起飞和降落的声音！

After the flight, they were divided into 5 groups according to the number written on their passport. While the first group was boarding the train, the rest were waiting and singing All the Goodbye Train to see off their friends.

飞行之后，他们分为5组。根据护照上面的提示，他们走到自己组的队伍等待下一班列车，给先离开的小伙伴道别以及唱《All the Goodbye Train》的歌曲。

The play structure was imagined to be the Rocky Mountains. After climbing the mountains, they reached Louise Lake. Our children paddled the boat and sang the Row Row Row Your boat song.

多功能厅的攀爬设施被假设为落基山脉。翻越过山脉之后，他们抵达露易斯湖畔，举起船桨，荡舟碧波中，唱起了《ROW ROW ROW YOUR BOAT》的歌曲。

As k1s, they were open-minded when they were willing to try something different from their daily routine. They were communicators when they were answering the adult roles’ question. They were risk-takers when they climbed over the “mountains”. They were caring and principled when sitting in the airplane with others and waiting for their train patiently. We value the seprofiles as part of an IB education. They all did an excellent job!

作为K1的小朋友,对于不同寻常的活动，他们显示了开放的态度； 在应答老师的问题时，他们是很好的交流者；爬山时勇敢,等待交通工具时耐心和自律——这些都是IB教育所看重的品质。孩子们都非常棒！

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