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G2A students read the story “How Grandmother Spider Stole the Sun,” a tale from the Muskogee tribe. In this tale, animals work together to get the sun and improve their livelihood.G2A的学生阅读了来自马斯科吉部落的故事《蜘蛛奶奶是如何偷走太阳的》。在这个故事中，动物们一起工作来获得阳光，改善他们的生活。Students performed this tale as Reader’s Theater. Reader’s Theater is an excellent way for students to develop fluency and increase comprehension and motivation. Students collaborate for their final performance through three English learning skills (reading, speaking, and listening). Students also used their creativity and artistic sense in order to create masks for their characters. It was great to see so much energy and involvement while learning online!学生们通过读者剧场的方式演绎了这个故事。对于学生来说，读者剧场是一种很好的方式来提高他们的语言流利度，提升理解能力和学习动力。在学生们一起合作完成最终表演之前，它都涉及英语学习的三个方面(读、说、听)。学生们还发挥他们的创造力和艺术感，为他们的角色创作面具。能在网课期间看到同学们投入这么多的精力并参与其中真是太棒了!‘The important thing is not to stop questioning. Curiosity has its own reason to exist.’-- Albert Einstein.“重要的是不要停止问问题，好奇心有其存在的理由”--阿尔伯特•爱因斯坦Grade 2B students have been developing their conceptual understanding of the form and function of the Scientific Process under the transdisciplinary theme How We Organize Ourselves. Students used research skills to investigate and group different materials around them into solids, liquids, and gas. They even acted out how the particles of solid, liquid, and gas behave! They further used their critical thinking skills by analyzing and describing the physical properties of different materials.二年级B班的学生在《我们如何组织自己》的跨学科主题下就科学过程的形式和功能有了概念性理解。学生们使用研究技能来调查，并将周围不同的材料分成固体、液体和气体。他们甚至用肢体语言演示出固体、液体和气体粒子的行为！并进一步利用批判性思维技能分析和描述不同材料的物理特性。Going further into the unit, students were able to draw connections between the structure (form) of procedural text and the steps of the scientific process; the function of making predictions while reading a story, estimating measurements, and generating a hypothesis.随着对这一单元的进一步学习，学生们能够在程序文本的结构（形式）和科学过程的步骤之间联系起来；在阅读故事时做出预测、估计测量并对功能提出假设。Students applied their understanding of the scientific process by formulating questions, creating, and testing their hypotheses to solve real-life problems. For example, investigating materials that could make a durable bridge, or a material suitable to make the brightest lampshade. Kudos to the budding scientists of Grade 2B for modeling the attributes of being courageous and creative thinkers while designing a raft to help Xiongmao cross the Yellow River!学生们将提出问题、创造和验证假设等科学研究步骤应用于科学过程的理解来解决现实生活中的问题。例如，研究哪些材料可以制造结实耐用的桥梁，或者哪种材料适合制造最亮的灯罩。他们在设计一个帮助熊猫渡过黄河的木筏子时，塑造了充满勇敢和创造性的特质，让我们为二年级的新生科学家们欢呼，因为他们值得这样的赞誉！
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