1. Description of Our Community
New Taipei City is a vibrant and diverse city surrounded by nature that offers a variety of habitats for various species. The city is located on the northern edge of Taiwan and is home to a wide range of flora and fauna. It features diverse ecosystems, ranging from lush forests and wetlands to rocky coasts and sand dunes. The city is also home to a variety of wildlife, including mammals, birds, reptiles, amphibians, and fish. Our school is located in the hills of New Taipei City, surrounded by mountains and water. Nestled in valleys and hills, you can always enjoy the stunning views of the mountains. As the school is situated in the mountains, it has a portion of the original forest, with dense trees, birds, and flowers. You can rejuvenate your mind and stay healthy by taking a forest bath daily in the school's field area. The school is fully integrated with the natural environment and not merely a building on a hill. It is situated approximately 250 meters above sea level, at the upper edge of the Taipei Basin, and is not confined by the monotonous environment of the basin. With mountains facing it, the mountain breeze regulates the air. Every year from April to May, the firefly season is in full swing, and the abundant natural resources bring joy and evoke sweet childhood memories. Another place we visited was Pinglin. Pinglin, in particular, is a popular place in New Taipei City for tea growing. It is also home to insects and small mammals because of clean air and fresh water. As such, it is not only an excellent place to explore and observe wildlife but also an important place to preserve and protect these species.
2. Summary of Our Project
Human beings and nature are closely related. Because of this land, our ancestors were able to cultivate, live, settle, and develop civilization. Human beings and the land are closely interrelated. When we use nature, do we understand its beauty and mystery, and do we know how to coexist with the land that nurtured us? Many beings were already living here before humans started to reclaim the land. Due to the development and settlement of human beings, the lives that once lived without concern began to face threats, and their numbers began to decrease. The Satoyama Initiative did not suddenly emerge; it is a collective understanding of our mission to protect this land. Taiwan is rich in natural resources, and because of its geographical location, it provides suitable habitats for many wild animals and plants. This project takes readers through the meaningful initiative of the Satoyama Initiative and back to Taiwan to understand what is being done to conserve the land beneath our feet. In addition to the government's advocacy, we also report on relevant community organizations and conservation markers. During this journey of inquiry, we were inspired by Prof. Chien-Chih, Chen and visited Pinglin Tea Plantation to learn more about the tea grower, You-Li, Wang's life, which gave us a deeper understanding of the Satoyama Initiative and Taiwan Ecological Network. However, at the end of the journey, we had to go back to the starting point and reflect on the gardening curriculum we have been implementing at school, as well as the plants and animals in the learning environment. We realized that every plant and animal in nature has its law of coexistence.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:less than 20
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):
At present, our school offers a satisfactory e-learning environment with several resources available to us. Two computer labs, equipped with modern facilities, are at our disposal, and each teacher has a personal desktop computer. Furthermore, the entire school is equipped with Wi-Fi. All sixth and fifth-grade students who participate in CyberFair are enrolled in e-learning classes that utilize Chromebooks for classroom instruction, homework, and projects. We have no trouble accessing the wireless internet on our school campus and can easily store our work on the school-wide server. We can also conduct research and share our findings with our teammates using the internet.
4. Problems We Had To Overcome
1.Research Organizing: Gathering and categorizing primary and secondary information proved to be a vital task as information on the Satoyama Initiative is readily available on the internet. Ensuring the reliability of the data was crucial. Additionally, it was necessary to have a clear understanding of the project's objectives to avoid losing focus. 2.Interviewing and Field Study: We read resources on the topic and listed some questions we were interested in. Before interviewing Professor Chen and the tea grower, Mr. Wang, we asked for help from the Office of Academic Affairs and a teacher from the Information Technology Department to take photos, record, and film for us to obtain firsthand information throughout the activity. The recording also greatly benefited us in this project. 3.Unpredictable Weather: Both dates for the interview and field observation study were scheduled in advance. It was impossible to predict the weather for the specific day of showing Professor Chen around our natural area, as well as the day for the field observation study. We were glad that we did not face extreme or severe weather conditions on either schedule and managed to be outdoors with our prepared equipment for rainy weather. 4.Solving the Problem of Transportation: To avoid affecting our learning at school, the activities related to this project usually took place during our club time. Thanks to the teachers, we successfully arranged for a school bus to go to Pinglin, where we interviewed the tea grower, You-Li Wang, and completed the field study. 5.Teamwork: CyberFair is a project-based competition that necessitates teamwork. Our teacher provided valuable assistance and guidance, enabling us to consistently enhance our project framework and allocate the work among the team members. This resulted in everyone having a better comprehension of his or her individual roles and responsibilities in the project.
5. Our Project Sound Bite
The Satoyama Initiative presents us with an opportunity to embark on a journey to learn about nature and its laws. Our generation can join in the efforts of our elders and strive to sow the seeds for a harmonious coexistence with nature. Furthermore, we aspire for the students in our school to utilize this project as a reference and use it to shape their potential research topics in the fields of science and social studies.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
For language, our tasks included visiting, conducting interviews, writing about specific topics, and expressing our opinions. In social studies, we were responsible for planning the research, creating the project structure, developing interview questions, and organizing the transcripts from the interviews. During the information integration phase, we integrated information and data gathered from various sources, such as interviews, online and printed research, to complete the project. For computer science, we conducted research and designed a website for the project. In independent study, we learned research skills such as brainstorming, creating mind maps, interview techniques, data and information organization, and more.