灿烂的六月，又是一年的毕业季。还未曾褪去昨日的懵懂，就不知不觉地被推向离别的十字交叉路口。以怎样的一种形式毕业，怎样才能更加全面地汇报出自己五年来小学生涯中所学所思？也许并不是一张纸和一支笔所能覆盖到全部，于是世外小学融合部五年级的学子们在学校体育馆进行了一场为期三天的“毕业展”。
In June, there is our annual graduation period. It just like standing at the street crossroads of life. How to graduate in a certain way? How to report on the whole five-year primary year learning completely? It is not only a piece of paper or pen that could cover all of them. The WFLPS PYP Section Yr5 students held a 3-day Exhibition in the gym.
本次毕业展根据本学期第二个单元“ 冲突CONFLICTS和第三单元 EXHIBITION” 做了结合，要求学生在上学期电影单元的拍摄的电影主题基础上选题，从四个冲突类型中选择一个做研究。这四个冲突分别是：
Human vs. Society、Human vs. Nature、Human vs. Human、Human vs. Technology。
Conflict was the over arching theme of the exhibition this year. Students made a film in Semester one based on the following topics: Human vs. Society、Human vs. Nature、Human vs. Human、Human vs. Technology。They then followed through with research for the exhibition unit.
会见导师 从探索到实践
Mentors meeting regularly, from exploration to implementation
五年级三个班级的学生被分成20个小组，每个小组由4到5位学生组成并配备2名导师。学生在一个多月的时间里，每周要和自己的导师见面一次，探讨毕业展的主题以及汇报进展，导师也给予相应的支持和协助。每周一下午是五B班Eric小组和他们导师会面的日子。Eric小组由四名同学组成，他们将自己的选题定为“儿童的权力”。
The Yr5 students of the 3 classes were divided into 20 groups. Each team had 4 or 5 students with two mentors. In the past few months, they need to meet their own mentors once every week. They discussed their topics and reported on their progress towards completing elements of the exhibition. The mentors supported and assisted a lot.Every Monday afternoon is the mentor meeting time for 5B Eric‘s group. There are four people in his group. They chose the topic “Children‘s Rights.”
当作为导师的Sophia老师第一次听到学生向自己介绍他们的研究方向的时候，感觉很惊讶。这些选题和模式也许是自己在大学时期才面临的思索，而现在只有小学五年级的学生，他们又是如何思考这个问题的呢？
When Sophia heard the topic of the students in her group, she was surprised. The topics and forms were just like what she did in the college. Now Yr5 students are trying to research it and come to a conclusion. What do they think about it?
小组成员聚集在一起，纷纷发表自己的想法，Justin认为学生应该有选择自己学习和玩耍的权力，Austin认为有些家长根本不听取孩子的意见，而盲目地给孩子报各种兴趣和学科班。组内唯一的女生Emma则认真地在一旁做着笔记，每一次的会议和进程，他们都会有用一本速写本来记录。同样的在速写本上除了文字也可以有各种图案装饰。
The group members gathered together to share their ideas. Justin thinks that the students should have rights to choose their own learning and playing. Austin thinks that some parents don‘t listen to their children‘s opinions at all. The students took the initiative and planned activities to assist their research in their own time. The only girl in the group, Emma takes down the minutes carefully. Every time when they have the meeting, she notes it all. All members of the group have copies of the minutes so they can see what was decided and what each member had to do for the week. They use pictures and decorate their work so that it looks attractive.
大部门时间里，Sophia老师仔细聆听学生们的汇报，督促他们的进程。学生们更多的还是通过自己的所思所想和实践来驱动毕业展的完善。外籍教师Katherine是一名戏剧课教师，同样作为该组的导师，提供学生们在毕业展当天在舞台表演中的支持，将表演和展板相结合，呈现出更为多元化的视觉效果。
Most of the time, Sophia and Courtney listen to the students‘ report carefully. They supervise the process. The students promote and develop the exhibition through expressing their thoughts and ideas.Katherine is a foreign drama teacher. She is a mentor as well. She provides the students a lot of support for the performance on the stages during the exhibition. They combined the performance with the exhibition boards. It makes the exhibition transdisciplinary!
社会实践 从校园到校外
Social practice, from campus to the society
除了校园内的资源，学生们还会探索校外资源。在导师或者家长的帮助下，每个小组利用周末时间进行各种实地采访和实践活动。
五C班的Ethan小组主题为“人类活动对雨林的生存有深刻的影响”。而对于“雨林”，生活在钢筋水泥城市中的孩子们来说，却知之甚少。为了能更深刻地了解，他们小组去了一个叫”城市荒野”的自然科普机构，采访了一位叫”蛙哥”的专家。他们直奔主题向蛙哥提问，“如何在城市中为保护雨林出力？”蛙哥没有过多的理论赘述，而是带领孩子们认识了四种上海的外来入侵植物，并且为城市荒野基地拔除了这些入侵植物。实践活动之后，他们回到学校，制作了PPT，在学校电视台进行了科普宣传。还设计完成了相关内容的海报，张贴在校园里。从简单的一句话中心思想出发，我们看到其背后是学生们认真学习的步伐，知识的内容不只是“内卷”，更多带给学生的却是和我们息息相关的生态环境。
Besides the resources on the campus, the students explore more resources outside. With the help of the mentors and the parents, each group made full use of the weekends to do all kinds of surveys and social activities,.
5C Ethan group‘s topic is “Human Activities impact on Rainforests.” The city children know less about the rainforest. In order to know more about it, they went to the “City Jungle” Natural Science Center. They interviewed an expert named “Brother Frog”. They asked the direct questions “How to protect the rainforest as a city child?” The Brother Frog led the kids know about four plants which are not originally from Shanghai. They removed the plants for the City Jungle Center. After the activity, the students went back to school. They made a PPT. They had a live broadcast from the WFLTV station, informing students about protecting the natural habitats. They also designed and made the posters and hung them in the campus. They started from a simple central idea and built upon it. They were hard working and learned so much. They gained knowledge ot only from the classroom, but also from experts in the field.
6月16开始，为期三天的展览在世外小学东部校区体育馆举行。走进场馆，块展板错落有致地摆放着，当参观者走近每一块展板，五年级的学生们都会以流利的中英文语言向来宾们介绍其详细内容。
The exhibition started from June 16th, and lasted for 3 days in the Gym of WFLPS East Campus. The exhibition boards are displayed in the gym. When the visitors get closer to each board, the Yr5 students will introduce it in Chinese and English fluently.
在五C班的张盈颖、俞佑霏和施炎青三位同学身后的这块展板，让人眼前一亮。大块的撞色加上立体的装饰，让原本灰色的展板显得艺术范十足。展板的两侧用相机和胶卷的元素串联，将他们idea和action贯穿其中。展板中间“地球之母”的形象极具视觉张力，在她的发饰上有各种色彩鲜艳的花草，花草丛中还栖息着两只漂亮的鹦鹉。她怀抱一个地球，地球可以转动，一半是蓝天白云，而另一半却是被污染的灰色。在展板前放着一亮黄色的自行车，这又是干什么的呢？
5C Zhang Yingying, Yu Youfei and Shi Yanqing‘s board impressed the visitors a lot. ’The 3D decorations and colors make them want to find out their information. The sides of the board are decorated with cameras and films. It combined the idea and the action. The center of the board is the Mother Earth. The image is very visual. On her hair, there are all kinds of colorful flowers and grass. There are two pretty parrots in the bushes. She holds the Earth in her arms. The earth is rotating. Half of it is the blue sky and the white clouds. The other part is polluted gray sky. There is a yellow bike in front of the board. What‘s the function of this?’
原来，在展板前体验者踩动自行车，滚轮高速的旋转，带动发电机，在发电机内部的外围包着一圈磁铁，而转动的轴上有很多线圈，线圈转动，切割磁力线，由机械能转变为电磁能（斯特拉电磁感应原理），最终发电连接灯带在地球附近，正如你所见，几乎所有的与可持续能源部分相对应的部分都会被被自行车由机械能转换成电磁能提供的能量来点亮。点亮部分包括地球之母的手，眼睛，轮子，太阳能电池板，图表，甚至水都可以在我们的活动中通过互动点亮。
People ride the bike to rotate the generator. There are wires around the magnets. It changes the mechanical power to the electrical magnetic power. (Tesro law ）As you see, riding the bike lights all the lights on the earth which includes the hands,eyes, wheels, and the solar panels. The graph and even the water could be lit through our interaction.
另一方面，每当有人转动车轮时，不可持续能源的部分就会亮起正如你在展板上看到的那样，汽车排放物旁边的半个地球被严重污染，而每位参与骑自行车点亮全部灯带者获得奖励环保贴纸，并写下自己的环保行动和签名贴在被污染的半个地球，直到这半个地球被绿色覆盖。附近的另一半地球则是环保无污染的，这是一种可持续的交通方式。
On the other hand, when someone pushes the wheel, the energy part will light the light just like what you see on the board. The half of the earth near the car ends are polluted a lot. Each one who participated in riding the the bike and lighting the lights recieved an award and stickers. They wrote down their names and their actions and pasted them on the half of the earth which was polluted. This half of the Earth has been covered all in green. The other half is not polluted at all. It is showing us that there is a sustainable way of transportation.
这三位同学以LIA命名自己的小组，LIA为了呼吁更多的人乘坐非机动交通工具或步行出行，把这个绿色出行理念带到了毕业展现场。
The three students named their group as “LIA”. LIA appealed more people to walk to work or use public transportation. They brought the green travelling idea to the exhibition.
为期三天的毕业展吸引了800多人前来参观。世外小学融合部五年级的学生，以多维度的方式探索我们赖以生存的地球，了解与我们息息相关的社会环境。在他们毕业之际，以他们小小的力量聚集在一起，通过各种研究、实践、论证、奇思妙想，试着改善我们的未来生活。流年笑掷，未来可期！
There are more than 800 visitors during the 3-day Exhibition. The WFLPS PYP Section Yr5 students are sharing the planet by different methods. They know more about the social environment. The graduation is drawing near, they gather together to do all kinds of research, practice, provocation and thinking. They try to improve our future life. We look forward to seeing the future.
