School: Taipei Municipal Shilin Junior High School
    Taipei, Taiwan, Taiwan

10 students, ages 13-14 worked together to complete this CyberFair project on March 2, 2025. They have participated in CyberFair in the following year(s): 2018,2019,2020,2021,2022,2023,2024

Classes and Teachers: Huang I-Yu, Shih Kuan-Chou, Shih Yu-Yun, Chin Yu-Wei, Hong Yan-Chen, Chou Yu-An, Lin Chang-Sheng, Chen Yu-Ciao, Hsieh Chen-Yu, Zhang Jie-Yu, Kuo Yen-Ju, Jhan Huei-Ciao

E-Mail contact:

Our School's Web Site: http://www.sljh.tp.edu.tw/nss/p/index

1. Description of Our Community

Taiwan is a small island located in the Pacific Ocean, characterized by a subtropical and tropical climate with warm temperatures and diverse topography. From plains to high mountains, it features a variety of habitats and a high level of biodiversity. Our school is situated in the Shilin District of Taipei City, near areas with low-altitude hills and the Yangmingshan National Park.

2. Summary of Our Project

Taiwan has a high population density, and human activities have significantly altered the natural environment, impacting local ecosystems. Taipei Zoo is the most well-equipped zoo in Taiwan, making it the best destination for student field trips and a popular spot for visitors on holidays. The pangolin is a critically endangered mammal, as classified by the International Union for Conservation of Nature (IUCN). The Taipei Zoo is renowned for its expertise in caring for and conserving pangolins. For this reason, we aim to gain a deeper understanding of this elusive species—rarely seen in the wild—by visiting the zoo and interviewing the staff responsible for their care. Through our project, we hope to raise awareness about pangolins and inspire others to join us in protecting them.

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):

We mainly use our school computer labs to search for information on the topic. On holidays, we use our personal computers and iPad to collect materials. Emails and Google Drive are often used to exchange information. Data and file transfer through emails and Google Drive are effective ways for our teamwork.

4. Problems We Had To Overcome

Traveling from Shilin Junior High School to the Taipei Zoo in Muzha takes over an hour by foot and MRT, making the journey quite long. Our group consisted of 25 students and teachers, and since we had to pass through the city center during rush hour, it was difficult for all of us to board the same train. To solve this, we divided into smaller groups and boarded from different MRT cars, ensuring we could all take the same train. Additionally, Ms. Hsuan-Yi Lo, the section chief we planned to interview, had a very busy schedule. She had limited availability for our interview because she was taking care of a newborn pangolin. Originally, we hoped to observe the pangolins up close, but due to their susceptibility to diseases, the zoo could not allow direct contact. Another challenge was that pangolins sleep for long hours, making it difficult for us to observe their natural behaviors. We are extremely grateful to Ms. Lo for adjusting the pangolin’s feeding time to the early evening, allowing us to witness the pangolin eating and interacting with the keeper.

5. Our Project Sound Bite

Through Ms. Hsuan-Yi Lo’s insights, we learned about the difficulties and challenges of caring for pangolins and gained a deep appreciation for the dedication of conservationists. After researching pangolin-related materials, conducting interviews, and visiting the zoo, we developed a greater understanding of this mysterious wild animal and became more concerned about its current situation. To raise awareness about pangolins, we recorded a school radio program that was broadcast during lunchtime. We also took opportunities to introduce pangolins to our teachers, classmates, family members, and even pedestrians on the street. We hope to inspire more people to learn about and participate in wildlife conservation efforts.

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

1.The Domain of Language: From drafting interview questions to conducting interviews and compiling records, students and teachers worked together throughout the process. While organizing the records, we ensured that sentences were clear and concise, enhancing our writing skills. 2.The Domain of Mathematics: We conducted a paper-based questionnaire to assess public awareness of wildlife conservation. After collecting responses, we performed statistical analysis and visualized the data using pie charts and bar graphs, making complex information easier to understand. 3.The Domain of Integrative Activities: Through interviews, we learned how conservationists care for wild animals and the challenges they face, which helped us reflect on our own future career planning. Additionally, interacting with conservationists taught us how to participate in wildlife conservation efforts. Through group discussions and collaboration, we brainstormed effective promotional strategies to raise public awareness of wildlife protection. 4.The Domain of Social Studies: By studying the habitats of wild animals, we gained a deeper understanding of Taiwan’s geographical features. To reduce the threats posed by human activities, we recognized the importance of educational outreach in wildlife conservation, targeting both our school community and the general public. We also learned that international cooperation and exchange play a crucial role in protecting endangered species. 5.The Domain of Arts and Humanities: To share knowledge about wildlife conservation, we conducted research and created posters, setting up informational booths on campus. We used self-made display boards and presentations to raise awareness among teachers and classmates. Additionally, we broadcasted educational content through the school’s radio system to spread knowledge about wildlife conservation to a wider audience.

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

Our school provide almost all of the tools we need for this project, like computers, a digital camera, a video recorder, a printer, a scanner, etc. Computers and the internet are the most valuable tools for us because we used these tools and authorized software to organize documents and films and make the web page for our project. We also used smartphones to make appointments with interviewees and other people. In addition, the digital camera and the video recorder are quite useful because they captured valuable moments of the investigation.

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

We used hand-drawn display boards and presentations to introduce fun facts about pangolins and promote conservation awareness to our principal, directors, teachers, and classmates. When elementary school students visited Shilin Junior High School, we also gave presentations about Taiwan’s unique wild animals. During class meetings, we presented to our classmates about pangolins and the ways we can contribute to their conservation. Additionally, we hosted two lunchtime radio broadcasts about pangolins and organized a quiz game with prizes, where participants answered questions based on images. To encourage school-wide participation, we invited students and teachers to scan a QR code, submit their answers, and enter a lucky draw. Through a variety of activities, we aimed to engage more people, raise awareness about pangolins, and inspire collective action in wildlife conservation.

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

Participating in this project taught us how to conduct research, create posters, carry out interviews, and take real action on an important issue. As we planned and carried out a series of activities for pangolin conservation, we realized that conservation work is far more challenging than we had imagined. The successful recovery of an endangered species requires the dedication and effort of countless people, which gave us a deeper appreciation for the value of life. Through this project, we also developed the courage and skills to advocate for an issue when speaking to teachers and classmates, allowing us to confidently present and promote wildlife conservation. We hope to continue contributing to the protection of pangolins and other wild animals through concrete actions in the future.

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

We created posters about wildlife conservation and displayed them in the school gymnasium and at our school fair booth. Additionally, we designed paper-based questionnaires for students and visitors to fill out. We were thrilled to see enthusiastic participation from both teachers and students at Shilin Junior High School in our activities. We are also grateful to community members who were willing to participate in our interviews and listen to our conservation advocacy. Furthermore, Ms. Hsuan-Yi Lo from the Taipei Zoo provided us with a detailed introduction to pangolins and shared her experiences and insights in wildlife conservation. All of this support made our project journey much smoother and more meaningful.

5) Discoveries, Lessons and Surprises (Optional)

Seeing the zookeepers feed the pangolins and interact with them up close was truly an eye-opening experience. We were amazed by how fast pangolins use their tongues to eat! One surprising discovery was the presence of an owl inside the pangolin exhibit. We learned that the zoo deliberately houses owls and pangolins together because owls prey on rats, preventing them from sneaking into the enclosure and stealing the pangolins' food. This approach—designing an animal’s habitat based on natural predator-prey interactions—was incredibly professional and unique. During our interviews, we also learned that Taipei Zoo was the first in the world to successfully develop pangolin-specific feed and breed pangolins in captivity. This achievement was no easy task! The zookeepers started with little knowledge and, through continuous exploration and experimentation, eventually made groundbreaking progress. We deeply admire their dedication and hope to follow their example by contributing to wildlife conservation in the future.