CyberFair Project ID: 7378

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International Schools CyberFair Project Narrative
Title: Alternative Solution
Category: 7. Environmental Awareness

School: Sanyu Elementary School
    Taipei, Taiwan, Taiwan

10 students, ages 10-11 worked together to complete this CyberFair project on February 21, 2013. They have participated in CyberFair in the following year(s): 2003,2012

Classes and Teachers: Lin-Hsiang Huang,Ting-Chi Liu,Tsung-Yen Huang

E-Mail contact:

Our School's Web Site:

Project Overview

1. Description of Our Community

The school was founded in 1993, the northern margin of the location in the Taipei Basin; Taiwan Yangmingshan National Park, south-west of the mountain national parks for our window to appear natural ecological park. The park in addition to a lot of the natural ecology, but also farmers inorganic naturally grown at an altitude of 450 meters to take the planting of crops. This farm school only half an hour by car to reach; it is called 'perfection discernment Park' as Taipei sixth public farm. In recent years through the Taipei City Department of Economic Development assistance, Taipei citizen farm are getting more and more available to the public to not pollute the land acquisition and cultivation of natural organic crops. In addition, due to our location, the majority transportation to school is private cars, motorcycles and buses. Recently Taipei City Environmental Protection Bureau and the related private companies in order to reduce carbon emissions within the city, the implementation of zero-emissions electric vehicles and electric buses are on board. The electric buses coordinate with the MRT operating, and the electric buses will pass the school Administrative Region Shihlin District for the people ride free. In addition, electric cars reduce the city's carbon emissions which has been actively promoting internationally.

2. Summary of Our Project

The topic summarized the problems of the Earth, found a solution, and investigated the people’s thought, ,then finally presented the conclusions: 1 .After searching information of Earth severity of contamination, students discussed current environmental feasibility. 2.Compared the various environmental concept and made conclusions to establish a future direction of human efforts - from cradle to cradle. 3. Identified the attitude of the general direction of the life from the most relevant to people's lives, food, clean action of these three categories, and discussed with the experts of the three major categories. 4. Through questionnaires, in addition knew the habits of the general population, the environment concept, and also promoted the idea of what we want to convey. Through this competition, students combined with the school curriculum knowledge to depth expansion, and also trained to operate independently, problem-solving, the core competencies teamwork.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:more than 6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:more than 6

E. Additional comments concerning your computer and/or Internet access (Optional):

Information science is deeply integrated into teaching and campus activities. There are computers with LAN connection and internet access in every classroom, with internet access being 10M optical fiber broadband connected to TANet. Activities in connection with the Cyberfair were conducted in the computer classroom, and project related digital files were stored in the computer belonging to the project instructor Teacher Huang. But with the accumulation of project related data, the hard disc storage space on Teacher Huang’s personal computer became insufficient, so he assisted us in installed a server called “Cyberfair Database” for our exclusive use, which was to be specifically for storing Cyberfair project related material. Our project instructor, Teacher Huang , made copies of all the files within the “Cyberfair Database” using their own flash drives pretty much every 2 to 3 days in order to ensure that our hard work remained safe and sound.

4. Problems We Had To Overcome

During the project, we had encountered a lot of problems due to the young ages of the students who lack of experience. All of the issues and solutions are as follow: 1. The time is not sufficient: The team of students was composed of fourth- grade, so the students understood the vocabulary was not as good as high-grade ones. Moreover, in addition to the students’ homework, most of them had to participate in other activities after school. Therefore, it was not easy to find time to get together. In order to overcome this problem, we had requests students to set up the time schedule for group and whole team of discussion.We used E-mails on weekdays, and divided workload individually. In this case, students can work without limitations of time frame. It became our advantage of knowing using network software. 2. Too many counterparties involved Due to too many appointments with the public service and local private companies, we encountered difficult situation on time arrangement. In order to overcome this problem, we coordinated all the units and had the meetings done at the same day. Otherwise, we invited respondents units to schools and interacted with students. Teachers guided students in advance regarding how to take advantage of video recording equipment, digital camera to record active process, and finished the related records. 3. Knowledge gap of environment protection and Information Technology Due to the young age of the students, they were not familiar with using recording video equipment, digital cameras, web production and image processing capabilities. Therefore, computer courses part by Teacher Huang was hold computer courses and explained how to operate the machine repeatedly in order to guide students to complete the project successfully. In addition, Teacher Liu showed to the students of the concept of environment using slide, such as surfactants, air pollution, and chemical pesticides.

5. Our Project Sound Bite

Teachers spent a lot of time showing us about the films or internet information of the previous winning outputs relevant to the theme, and explained their advantages and disadvantages. From the information, we realized the details which should pay attention to. In addition, when we interviewed people or did related experience, Teacher Liu Ding-chi, Teacher Munehiko, Teacher Huang Lin xiang told the students carefully before the event, and did the analysis after the event. I remembered we went to visit Taipei production of the Council and the Environmental Protection Agency the day, because we were very noisy in the subway, and the teacher gave us a very serious corrective. Fortunately, the activity had been completed at six in the evening with no delay. Finally, the teacher thought us graphics software and web production, and we were very interested in. We realized that it is not easy to produce a beautiful picture without so many procedures. We really learned a lot from the project.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

Sanyu environmental task force gathered a group of students who are interested in computer information with local environmental issues; in fact, they can easily start from their own experience through participation in the activities of environmental. In the framework of the topic, we brought together the thoughts of students and discuss the feasibility, and let the students can apply trained ability in various fields. Through sharing and cooperation, they built up 'green turn the corner' website. In language areas, students must discuss the interview outline, writing progress reports, and doing the actual interview. In order to the successful completion of the work, it is not lack of the full integration of listening, speaking, writing and reading. In math area, how to compile the recovery results of the questionnaire and made statistical charts. In social area, students must accept inspection of interpersonal and communication skills; topic of discussion with team members before the interview, and interview skills to cope with the respondents will let students imply knowledge on the practical application of textbooks and gain valuable experience. In nature and life science area, the first part is through the use of IT tools, such as camera, voice recorder, digital camera application software to complete the entire thematic research data collection, and the second part is the experience of the local environmental issues and let students can see for themselves. In arts and humanities area, students can learn through panting and activity film sharing to exchange of each other's experience and improve interest in the topic.

Project Elements

1) What information tools & technologies did you used to complete your CyberFair project?

Throughout the Cyberfair project, we utilized all sorts of information technology including software, hardware, and their various usages. Some we had already learnt in computer class, others we had never touched before, but we learnt them from our instructors especially for the sake of completing this project, and we amply rewarded for our efforts. The tools that we used are as follows: 1. Data storage backup- a USB flash drive, external hard disk, E-mail. 2. Recording equipment- DV, digital camera, voice recorder. 3. Data editing- Word, Excel, PowerPoint. 4. Image processing- PhotoCap, PhotoImpact. 5 Site conceptual diagram- the X-mind. 6. Web editing software- official version of Dreamweaver and Flash, Swishmax a 30-day trial version.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

1. The support to the students from school From starting the project, working on it and completing, the Principal, the heads of each department had always supported our activities at any time and concerned about our progress. From time to time, they gave us cheer, and told us should not feel hesitate to ask for help. The Principal mentioned in public about our research project, and delivered this message to teachers, students, and the parents; it would let everyone know that we were conducting special studies, and provided resources to assist participating students. Also, students in an active process would share their experience with others without joining this activity. Therefore, the Principal, seniors and students can be said to be the best 'ambassador' in schools and the role of spokesman as well. 2. The contact through visiting the communities In order to successfully complete the interview with so many counterparties, we should have a good planning in advance. The planning and progress processes summarized as follows: First, we contacted with our theme-related units and counterparties, then, obtained their initial recognition and support, set up the time of visit, and planning the work flow. We planned each member responsibilities, prepared interview outline, and sent out E-Mails to all respondents for their preparation in advance. In order to proceed with caution, although we had been sent via E-Mail interview outline and interviews notifications ahead, we still delivered personally by written notice or telephone contact confirmation a week before so that each of the respondents knew the activities flow. Finally, we were ready for each respondent a thank you card. Instructors and team members had signed on each card to express our sincere gratitude to each respondent. 3. Presentation Through software tools with students in hand-painted designs, the results of our study had showed into people-glance pages in systematic.

3) What has been the impact of your project on your community?

1. The instructor and students to do anything should be planned in advance, in order to be doubly effective. 2. During the specific project, the students should raise issues immediately, not being afraid of setbacks, to be brave enough to face, so that they can learn from participating how to make their own growth and progress. 3. The students learned from the process of interviews and contact skills; they will be benefit going forward when dealing with people. 4. Students learn how to use information technology to collect information, text and art layout, image processing, web production skills, and finally completed special projects in the teacher's assistance. 5. Everyone learn the importance of teamwork, and seek for truth, knowledge, and realistic attitude while doing the research. 6. From the visit, we feel the role model of professionalism and enthusiasm of the respondents, recognize their efforts and dedication, so we have to cherish our existing all.

4) How did your project involve other members of your community as helpers and volunteers?

Our feature used the community a lot of resources and manpower of the assist, for example: organic farmers Park is our community's agricultural park with farmer, electric car to our community enterprises did assist, 246 electric buses is our city's Bus. In addition we also had an interview with officials responsible for organic agriculture and promotion of electric vehicles. As for the part of the cleaning agent, we had let our community of parents to use. Finally, we also did survey people in our community. We would like to express our thanks to those people.

5) Discoveries, Lessons and Surprises (Optional)

Discovery and surprises We learned the use of a lot of multimedia equipment, and used in our interview, or routine activities above. We also found that equipment looks simple, but did not use it repeatedly , often do not know how to use it because of nerve. In addition, our students studied environmental related issues at school and private enterprises have no experience in how to promote for public service and private enterprises. Through activities to experience, the students can feel that in fact environmental protection is not difficult and can start from themselves. The last in the survey, the students through the exercises of the school in advance learned how to talk to strangers, and to respect each other in order to let the community people be willing to accept our interview. Lesson Interview will let our students nervous, the need to strengthen the use of multimedia equipment proficiency. In the meantime, interviews questions also need to practice more; the students will not being nervous during the interview when forgetting how to use the machine or interview subject omission.


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