G3 Field Trip Report: Cooperation is Essential

For Unit 4, our central idea was “Cooperation is essential to achieve team goals.” To contextualize this idea within a real-life environment, on March 30th, the Grade 3 community embarked on a trip to Leilang Extreme Exploration Park and Shihsanhang Cultural Park.

At Leilang Park, students worked in groups to complete various cooperative tasks. Students held connecting tubes in their hands to create a pathway for balls to pass and played group games such as Earthquake, a fast running game. Students (and parents) joined to compete in games of hand soccer. When disagreements broke out between students about the “best” strategy to play each game and students experienced frustration as they encountered setbacks, they learned firsthand that every player on the team is important to score. In the connecting tubes game, if one person did not hold their tube, the ball fell, and the team had to start over. The students adjusted themselves spatially and communicated their ideas so everyone on the team could play their part and feel valued. The grade three students were also challenged as they climbed the indoor climbing wall. Even when they felt like giving up, they pressed on and made one move after another.

At Shihsanhang Cultural Park, each of our nine parent volunteers played the role of game master as they led students to complete cooperative tasks, such as performing a three-legged race. Groups of students travelled from parent to parent, completing one game after another while collecting the game masters' signatures on their game card. The students and parents interacted joyfully and organically. At Kuei Shan, learning does not take place in a confined space; learning happens as stakeholders (students as game players, parents as game masters, and teachers as peacekeepers) come together to create an enriching learning community.

Afterward, students reflected on the experience through a poster and connected their learning to math where they made tally charts and bar graphs. Students remarked that they felt they had been risk-takers, because they tried so many new, exciting things. The most daunting tasks became their favorites in retrospect, because they realized they were capable of doing more than they imagined when they had the encouragement of their peers. Moreover, students wrote a brief report after interviewing each other about their field trip experience. Relationships continue to grow as students are united by their common experience. Cooperation is not easy, but is essential in life!

第4單元的中心思想是“合作對於實現團隊目標至關重要。”為了在現實生活中體現這一想法，3月30日，三年級展開了雷朗極限探索園區和十三行文化公園之旅。

在雷朗園區，學生們成群結隊地完成各種合作任務，如：學生手中拿著連接管，創造傳球路徑 ; 也一同體驗快跑遊戲。另外，學生和家長更一起參加了手足球比賽。當學生就玩每局遊戲的“最佳”策略發生分歧，並感到挫折與沮喪時，他們會直接了解到團隊中的每位球員對於得分都很重要。在連接管比賽中，如果一個人沒有握住管，球就會掉落，球隊必須重新開始。學生在空間上進行了自我調整並傳達了他們的想法，這樣團隊中每個人都可以發揮自己的作用並感到有價值。學生在室內攀岩時也受到了挑戰，即使他們想要放棄，也要繼續一步步向前。

在十三行文化公園，九名隨行家長都扮演了遊戲大師，分頭帶領學生完成小組任務，如兩人三腳比賽。家長另外也扮演關主，學生必須一個接一個地完成關卡遊戲，同時在遊戲卡上收集每位關主的簽名。學生和家長間的互動是如此愉悅且富生機。在奎山，學習從不侷限在狹窄的空間，當學習社群的每位成員（學生是遊戲玩家，父母是遊戲大師，老師是維和人員）聚在一起時，就創造了一個豐富的學習環境，學習遍也隨之衍伸。

活動後，學生們通過張貼海報反思了這次經歷，並將之與數學聯繫，製作了理貨圖表和長條圖。學生說，他們覺得自己是冒險家，因為嘗試了許多新穎而有趣的事情。回想起來，最艱鉅的任務成為他們的最愛，因為他們意識到當有同儕加油打氣時，自己有能力做得原本設想的還要多。此外，學生在互相採訪後寫了一份簡短的報告，介紹了他們的實地考察經驗。學生們也因為擁有共同的經驗與回憶，而將促進團結關係不斷發展。由此可見，合作並非易事，卻是生活中必不可少的！

Up, up, up we go! 盡力往上爬！