蜜连湘藏·共护高原——以少年之力护万物共生 I Sweet Connections, Shared Highlands

长沙援藏，教育先行

项目启动之初，学校便正式聘请伍国强先生为“蜜连湘藏·共护高原”IBPYP超学科探究项目校外指导总顾问。伍老师五度援藏，扎根高原，将湖南的养蜂技术引入西藏，手把手教藏地蜂农科学养蜂，将内地蜂群运抵西藏，助力当地发展甜蜜产业、推动乡村振兴。他先后荣获“全国最美支边人”“全国先进工作者”“中国好人”“湖南省最美退役军人” 等多项殊荣，是长沙援藏工作中一张温暖而有力的名片。这份聘书，不仅是对伍老师专业与情怀的致敬，更是学校将援藏助农、生态教育、社会责任课程化、系统化落地的重要标志。

双段联动：三年级与四年级的探究闭环

Changsha Aids Tibet: Education First

At the project’s inception, the school formally appointed Mr. Wu Guoqiang as the external guiding chief advisor for the "Honey Linking Hunan and Tibet, Jointly Protecting the Plateau" IB PYP transdisciplinary inquiry project. Mr. Wu has supported Tibet five times, taking root on the plateau. He introduced beekeeping techniques from Hunan to Tibet, teaching Tibetan beekeepers scientific methods, transporting mainland bee colonies to Tibet, and helping develop a sweet industry there to promote rural revitalization. He has received numerous honors, including "National Most Beautiful Frontier Support Cadre," "National Advanced Worker," "China Good Person," and "Most Beautiful Veteran of Hunan Province," serving as a warm and powerful business card of Changsha’s aid to Tibet. This letter of appointment not only pays tribute to Mr. Wu’s expertise and dedication but also marks an important milestone in the school’s systematic implementation of aid-to-Tibet agricultural support, ecological education, and social responsibility into the curriculum.

The children listened intently and asked enthusiastic questions:

"Can we keep bees ourselves?" "Can the honey be sold?"

These small questions reflect their curiosity about nature and genuine thinking about "creating value and spreading goodwill."

A taste of natural raw honey is sweet on the tongue and even sweeter in the heart. For the first time, the children truly felt: Tibetan honey is not just a gift of nature but also a warm bond connecting Hunan and Tibet.

Dual-Level Collaboration: The Inquiry Loop of Third and Fourth Grades

In the farming theme, students confronted the global dilemma of agriculture: Should pesticides be used to inrease yields? How to balance farm profits with worker wages? They learned that farming is never simply about sowing and harvesting; every choice affects ecology, economy, and people’s livelihoods.

Finally, the children turned their gaze to the distant plateau of Tibet and accurately identified three major difficulties faced by Tibetan beekeepers:

• Short flowering season: due to the cold alpine environment, only a few months a year for honey production;

• Outdated equipment: lack of modern beekeeping and diagnostic resources;

• Limited market access: difficulty getting high-quality honey out of the mountains.

The children independently created display boards, designed interactive games like bee-themed pitch-pot, explained plateau honey and beekeepers’ stories at a campus charity fair, raised funds, and warmed the hearts of beekeepers thousands of miles away with their small hands.

The fourth grade’s first unit focused on shapes and Silk Road culture. Students explored the stability of triangles, arches, and hexagons. They simulated trade scenarios on the ancient Silk Road, repeatedly testing cargo packaging; they built bridges and houses from paper and straws, understanding through structural collapses and improvements that "structure determines stability."

The second unit advanced to plateau ecology and public welfare. In science class, students systematically studied the plateau’s "rain shadow effect," working in groups to build geographic models that vividly reproduced the formation of plateau climate. They investigated the current survival status of native Tibetan bees, analyzed threats from invasive species and human activities, and established a core understanding: plateau bees are not just honey producers but also key carriers of ecological balance.

Combining geographic and ecological research, the students systematically analyzed the real difficulties of Tibetan beekeepers and, adopting the perspective of "change-makers," independently explored solutions. They fully planned and organized a school-wide public welfare popularization of science fair, dividing labor within teams: designing display boards and activity materials, creating original bee-themed interactive games, independently setting up the venue, and leading on-site explanations, fundraising, and honey tasting guidance.

From structure to ecology, from cognition to action, the fourth graders completed a true inquiry loop.

The children were no longer passive recipients of knowledge, but communicators, initiators, and bearers of responsibility.

From the visit to Mr. Wu in Liuyang, to classroom inquiry, model building, the charity fair, and finally using honey proceeds to support Tibetan beekeepers – this is a complete educational aid chain to Tibet, and the most heartfelt educational response of Changsha BeeMee Forest School to the cause of aiding Tibet.