孩子们满满的好奇心和行动力从何而来呢？

展览是5年级学生完成小学阶段IBPYP探究单元学习的成果展示。北皋和三里屯校区的所有5年级学生用6、7周时间，围绕联合国17个可持续发展目标（SDG），发掘和研究问题，展示出来，向前来参观的老师、同学和家长讲解。

孩子们只有5年级，怎样驾驭SDG目标这么宏大的主题呢？

老师们自有办法！他们鼓励学生选择自己想要研究的SDG目标，按照相同目标组合成小组，团队合作围绕相同主题进行研究，充分表达自己，也就是说以兴趣“破题”。

比如，三里屯校区5年级学生刘一朵和小伙伴们的研究主题是SDG第3个发展目标——良好健康与福祉。

“作为学生，我们也有压力，我们想要缓解这样的压力。我们又刚好看到一段美国学生利用芳香疗法缓解精神紧张的视频，就决定做同样主题的研究。后来，我们一道探索出一种能缓解学生压力的香味。” 他们说。

在北皋校区，老师还鼓励学生在小组合作的基础上，从个人兴趣出发，展开小组层面之外的个人层面的研究。

比如5年级学生莫迪安和伙伴们研究的是第12个目标负责任消费和生产，而他自己很喜欢画画，很关心颜料中的有毒物质污染环境，于是他在和同组伙伴研究这个主题的同时，还自行制作了一种环保的颜料，拿到展览现场分享。而他同组的伙伴则用空罐子、废水瓶等回收材料进行艺术创作，做成了一棵树！

鼓励学生从他们共同的关注点和各自的兴趣出发，这样的引导释放了孩子们的积极性，他们的工作成果堪称“异彩缤纷”——有的研究怎样保护昆虫锹甲；有的研究什么样的创新和科技可以缓解气候变化；有的观察三里屯校区附近亮马河的水体质量；有的向大家普及参加冰球运动的最佳年龄和好处 ……

鼓励学生从自己的兴趣出发，研究SDG发展目标关注的问题，从PYP学习展继续向前延伸——他们的选题范围直指社会创新项目的广泛领域，也可以在升入中学阶段后，在IBMYP 项目学习，力求改变的项目（Projects for Change）学习中继续相同的主题的研究，形成一以贯之的学习兴趣和意识。

学习的过程，是准备PYP展览所强调的另一个重要方面。

孩子们展示了完成项目的完整过程：研究主题的选择原因；查找和了解关注相同主题的专家、机构资源；收集、分析数据；提出解决方案，进而采取行动……这是一整套发现问题、解决问题和研究问题的过程和技能的训练。

北皋校区的张北青研究SDG第14个目标水下生物，关注人类旅游过程中的水污染问题。为此，他采访了曾经在巴哈马海洋工作的Dillet先生，从他那里了解到游轮产生的垃圾，造成水域污染，以及当地海洋生态和海洋生物的状况。

三里屯校区的侯云瀚和伙伴们关注的是北京亮马河的水质问题。为了获得一手数据，孩子们来到亮马河边，亲手提取水样，现场用测试仪检测水质，得出了曾经污染情况并不理想的亮马河水质已经得到改善的结论。

“过程是很重要的。对于学生来说，获得知识是重要的，了解自己是怎样获得知识的同样重要。这也让他们时时反思哪里能够做得更好。”孩子们的指导老师说。

PYP学习成果展是学生IB学习技能的集中展示和锻炼，这场经验的宝贵之处远不止于此。

这场活动的另一个重要意义便是采取行动。这些行动包括扎实的研究、公开宣讲、设计展示形式、义卖募款、制作网站……

展览现场老师和家长的认真参观和提问让孩子们发现，自己的行动并不缺乏大家的关注和回应和肯定，这也增强了他们的自信，用于探索和解决自己关注的问题，对于终生学习者、对于有心为世界做些积极事情的孩子们来说，这非常重要！

期待下一年的PYP学习成果展，孩子们带来更富远见的精彩展示！

The exhibition was a showcase of Grade 5 students' achievements in completing the PYP Unit of Inquiry. All Grade 5 students from Beigao and Sanlitun campuses spent 6 or 7 weeks uncovering and researching questions around the UN's 17 Sustainable Development Goals (SDGs), presenting them, and explaining them to teachers, schoolmates, and parents who came to visit.

How do Grade 5 students navigate a topic as ambitious as the SDGs?

The teachers have their way! They encourage students to choose the SDG goals they want to study, form groups according to the same goals, and work together as a team to study the same topic and express themselves fully, that is to say, to "break the ice" with their interests.

For example, Coco Liu, a Grade 5 student at the Sanlitun Campus, and her team worked on SDG 3 —Good Health and Well-being.

"As students, we also have pressure in daily life, and we want to relieve it. And we just happened to see a video of American students using aromatherapy to relieve mental tension and decided to do research on the same topic. Later, together we explored a scent that can relieve students' stress." They said.

At the Beigao campus, the teachers also encourage students to work in groups and start research from their personal interests on an individual level beyond the group level.

For example, Matteo Morano, a 5th grader, researched the 12th Goal of Responsible Consumption and Production with his partners, and since he himself loves to paint and is concerned about toxic substances in paints polluting the environment, he made his own environmentally friendly paint and took to the exhibition floor to share. His cohort partner, on the other hand, used recycled materials such as empty cans and bottles to create art and make a tree!

Encouraging students to work from their common concerns and interests portrays the students' enthusiasm, and the results of their work were "colorful" - some investigated how to protect insect stag beetles; some researched what kinds of innovations and technologies could mitigate climate change; some observed the quality of the water in the Landmark River near the Sanlitun Campus; and some shared the optimal age and benefits of participating in ice hockey...

Encouraging students to start from their own interests, researching on issues of concern to the SDG development goals, and continue forward from the PYP Learning Exhibition — the scope of their chosen topics is directly related to the broad areas of Social Innovation Program, and they can also continue to study the same topics in the IBMYP Learning, Projects for Change, after moving to the secondary school level, researching, creating a consistent interest and awareness of learning.

The process of learning is another important aspect emphasized in preparing for the PYP exhibit.

The students showcased the complete process of completing the project: explaining the reasons for choosing the topic; finding and understanding the experts and institutional resources focusing on the same topic; collecting and analyzing the data; and proposing a solution and then taking action ...... This is a complete set of training in the process and skills of identifying, solving, and researching a problem.

Beiqing Zhang of Beigao Campus studies SDG's 14th target, Life Below Water, and focuses on water pollution during human tourism. For this purpose, he interviewed Mr. Dillet, who used to work in the area of Bahamas ocean, and learned from him about the garbage produced by cruise ships, which causes water pollution, as well as the condition of the local marine ecology and marine life.

Sam Hou and his team members from Sanlitun Campus were concerned about the water quality of the Landmark River in Beijing. In order to get first-hand data, they went to the Landmark River, extracted water samples by hand, tested the water quality with a tester on the spot, and came to the conclusion that the water quality of the Landmark River, which was once not ideally polluted, has been improved.

"The process is important. It's important for students to get knowledge, and it's also important for them to understand how they get it. It also allows them to reflect at times on where they can do better." one teacher said.

The PYP Exhibition is a focused demonstration and practice of the students' IB study skills, and the experience is valuable for much more than that.

Another important aspect and the last step of this process is taking action. These actions include solid research, public presentations, designing the format of the exhibition, fundraising if needed, creating a website ......

The attentive visits and questions from teachers and parents at the exhibition allowed the students to realize that their actions did not lack attention and response and affirmation, and this boosted their self-confidence to use it to explore and address their own concerns, which is very important for lifelong learners, and for students who have the motivation to do something positive for the world!

We look forward to the next year's PYP exhibition, where the children bring even more visionary and exciting displays!

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