The first transdisciplinary inquiry theme for second grade is "Who We Are." Teachers and students have engaged in lively and interesting teaching and learning activities around three lines of inquiry : 1. The various systems of the human body and how they function; 2. The interdependence of different systems in the human body; 3. The impact of lifestyle choices on our health and quality of life.

二年级的第一个超学科探究主题是“我们是谁”。师生们围绕三个探究线索开展了生动有趣的教学和学习活动：1.人体的各个系统及其功能；2.人体各个系统之间的相互依存关系；3.生活方式的选择对我们的健康和生活质量的影响。

During the process of inquiry learning, students learned to use the KWL tool to organise known facts, generate questions, and summarise the knowledge they acquire. In the pre-assessment stage, students engaged in brainstorming sessions, recording their ideas using mind maps, and sharing within their groups. They also raised many questions about the human body systems, such as "What is the spleen used for?" and "Why does DNA mutate?" In the data collection and analysis stage, students gained knowledge about the functions of human organs, their interdependence, and operations. They used dictionaries, books, and iPads to gather and select information related to the human body systems. Throughout the process of continuous exploration, they documented their findings and learning experiences.

在探究学习的过程中，学生们学会使用KWL工具去整理已知的事实、提出疑问并总结学到的知识。在前期评价环节，同学们进行了头脑风暴，用思维导图记录想法，并在小组内分享。同时，他们还提出许多关于人体系统的问题，比如：“脾是用来干什么的？” “DNA为什么会变异？”等一系列问题。在收集资料和分析资料的阶段，学生们认识和学习了人体器官的功能，以及它们之间的相互依存和运作，并使用字典、书籍和Ipad并查阅和筛选有关人体系统的信息。他们在不断探究的过程中记录自己的收获。

In science class, students used microscopes to observe and record how human cells work. They also used stethoscopes to feel the frequency of their peers' organ beats. In physical education class, students analysed the movement of each body part and created a table of information they discovered, based on their analysis. In art class, students used their understanding of the human body systems to assemble wooden pieces into skeletal structures and decorated their models with materials of various colours. In English class, students discussed healthy lifestyle choices based on their understanding of how lifestyle choices impact human quality of life. They recorded personalised guidelines for a healthy lifestyle and shared them with others.

在科学课上，学生们利用显微镜进行人体细胞的观察和记录，还用听诊器去感受同伴器官跳动的频率；在体育课上，学生们分析每个身体部位的运动功能，并创作记录手册；在美术课上，学生们根据对人体系统的认识，用木片拼装人体的骨骼结构，并采用各种颜色的材料对人体模型进行装饰；在英语课上，学生们基于对“生活方式的选择影响生活质量”的认识，讨论健康的生活方式，记录了个性化的健康生活守则，并与他人分享。