A child’s curiosity about nuclear energy may begin with a quiet moment in a science museum.
A child’s concern for polar bears may come from seeing images of melting ice.
A child’s research into the hidden structure of building blocks may start with a simple question during play.
Science does not always begin with something grand.Sometimes, it begins with an observation, an interest, or a single “why”.

At the 2026 Global Natural History Day Shanghai Final Evaluation, SUIS Pudong students stepped onto the presentation stage with their questions, projects, and research findings. Some came from the lower primary grades, while others represented the upper primary grades. Their topics were different, but they shared the same curiosity, dedication, and courage to express their ideas.As an important part of the school’s Science Month, this experience also helped our students see that science is not only knowledge from textbooks. It can also be a journey of asking questions, finding answers, and sharing ideas with confidence.

Global Natural History Day, initiated by the Global Health and Education Foundation, is a public science education programme that encourages young people to conduct in-depth research and creative presentations around themes in natural science. This year’s theme, “Past, Present, Future: Exploring the Origin and Development of Innovation”, invited students to understand scientific innovation through the lens of history, real-world application, and future development.

Lower Primary Group | Young Researchers Exploring Nuclear Energy and a Greener Future
In this year’s Shanghai Final Evaluation, Leo Wang from G2 Rock and Ender Xia from G2 Marble teamed up to present their research project, Join Hands with Nuclear Energy, Illuminate a Green Future, in the lower primary group.
For Grade 2 students, nuclear energy is not an easy topic to explain. That is exactly what made their research especially meaningful. Leo and Ender did not stop at simple information gathering. Step by step, they entered real scientific learning environments and tried to understand the connection between energy, environmental protection, and the future in their own way.To strengthen their research, they visited the “Powering the Future” exhibition area at the Shanghai Science and Technology Museum, where they explored the mysteries of energy and learned more about clean energy and frontier technology. They also visited the Qinshan Nuclear Power Science and Technology Museum, the largest nuclear power science education museum in China. In exhibition areas such as “The Journey of China’s Nuclear Power” and “Nuclear Safety and Environmental Protection”, they learned about nuclear energy through interactive displays, LED sphere screens, and models of pressurised water reactors, collecting vivid first-hand materials for their presentation.

From understanding the basic principles of nuclear energy to reflecting on their museum visits, from designing their display board to preparing their presentation script, the two young students showed impressive focus and perseverance throughout the preparation process.On the day of the competition, Leo and Ender stood confidently at their booth. They clearly explained the advantages and future possibilities of nuclear energy as a clean energy source, shared their understanding of a “green future” in a child-friendly yet thoughtful way, and responded calmly to the judges’ questions.

Small in age, but brave enough to explore big scientific questions.This willingness to wonder, to ask, and to speak up is one of the most valuable beginnings of scientific learning.

Upper Primary Group | Following Their Interests and Taking Questions Further
In the upper primary group, SUIS Pudong students also brought a wide range of creative and meaningful research topics.Some discovered the structural secrets hidden in building blocks.
Some turned their attention to the melting Arctic and the protection of polar bears.
Some explored biodegradable tableware through the history of Chinese dining utensils.
Others investigated bow arms and bowstrings, tree-generated electricity, natural electrical phenomena, and why mimosa plants “shy away” when touched.

These topics came from everyday interests, close observation of nature, technological curiosity, and concerns about the environment. Together, they formed a scientific world as seen through children’s eyes: not distant or abstract, but closely connected to life, nature, and the future.From developing research ideas and collecting information to designing display boards and polishing their final presentations, students made full use of their time beyond the classroom. Through discussion, revision, teamwork, and rehearsal, they gradually turned their initial ideas into complete research projects.

At the city-level final evaluation on May 10, students presented their topics with confidence and poise, responded thoughtfully to the judges’ questions, and broadened their perspectives by learning alongside other outstanding young participants.

Advancing to the city-level final was a recognition of their effort. More importantly, through the process, they learned how to ask questions, search for evidence, express their views, and work with others to turn an idea into something complete.

 

Let Curiosity Keep Growing
For children, taking part in a science competition is not only about awards or results.They may discover for the first time that even a small question can be studied seriously.
They may realise that researching, creating a display board, and explaining ideas to others are all part of scientific communication.
They may also learn, through a question from a judge, how to rethink and refine their own answers.

This is exactly the kind of experience that Science Month hopes to bring to our students: to take science beyond the classroom and into observation, practice, collaboration, and expression; to help every child find their own interests through exploration; and to build confidence through real challenges.

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