School: Tsun Shang Elementary School
    Changhua County, , Taiwan

10 students, ages 10-12 worked together to complete this CyberFair project on March 15, 2026. They have participated in CyberFair in the following year(s): 2021, 2022, 2023, 2024, 2025

Classes and Teachers: Lin Chin Feng, Weng Mu Chia, Lai Hong Wei

E-Mail contact:

Our School's Web Site: http://https://www.tsps.chc.edu.tw/

1. Description of Our Community

Dacun Township is located in the east-central part of the Changhua Plain, with a long, narrow east-west and narrow north-south pattern. In the east, it is bounded by the barrier ridge of the Bagua Mountain Range and is adjacent to Fengyuan Township; in the south, it is bordered by Yuanlin City and Puxin Township; in the west, it is adjacent to Poyan Township and Xiushui Township; and in the north, it is bordered by Huatan Township. This study focuses on the Dacun Township area where our community is located.The terrain is flat, with a high topography in the east and a low topography in the west, with a slightly inverted triangular profile. The Shigou Bei Canal runs through the eastern part of the township from southeast to north-south, and farmland is concentrated in the northeastern part of the township, while farmland to the west of Zhongshan Road is sporadically distributed among the settlements. Dacun Township has long been an agriculture-based area, with rice and grapes as its primary crops. Large-scale rice cultivation can be traced back to the Qing Dynasty when Han settlers began reclaiming the land. Rice production has therefore become an important industry for food security. However, as achieving net-zero emissions by 2050 has become a global goal, the greenhouse gas emissions produced throughout the traditional rice life cycle have become an important issue worthy of further study.

2. Summary of Our Project

Rice has long been the core staple crop of Dacun Township in Changhua County, carrying deep historical significance. However, under the challenges of climate change, carbon footprint assessments are now driving transformations within the industry. Dacun Township possesses excellent agricultural conditions, and in recent years it has adopted a life-cycle assessment framework to develop net-zero carbon reduction strategies for rice production—from cradle to grave. In terms of field management, farmers can apply intermittent irrigation techniques to alter the soil’s anaerobic environment, thereby reducing methane emissions. This approach can be combined with optimized fertilization and agricultural microbial technologies to further reduce carbon emissions and minimize nitrous oxide, a greenhouse gas with extremely high global warming potential, at its source. In the processing and logistics stages, the industry is moving toward refinement and energy transition. By harvesting rice at the optimal time to control the grain’s moisture content, energy consumption during the drying process can be significantly reduced. Additionally, rice husk–mixed drying technology can convert agricultural waste into carbon-neutral energy, creating a circular pattern of energy use. Through technological innovation and the promotion of local production and local consumption, the rice industry is transforming traditional farming practices to move toward the 2050 net-zero emission goal, with the hope of becoming a representative model of low-carbon agriculture in Taiwan.

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):

1. Currently, there is one computer classroom with 30 desktop computers for student use. 2. Each classroom is equipped with desktop computers and a single-projector system. Some classrooms added 75-inch large interactive touchscreens and related smart devices for teachers to use during classes in 2020. 3. The entire school building is covered by WiFi for wireless internet access. 4. The school has 80 ipads available for handheld use.

4. Problems We Had To Overcome

During this research project and competition, we encountered many challenges. Since the team members came from different grades and classes, it was difficult to find time to meet and discuss our work together. We also experienced difficulties when using certain information and technological equipment. In particular, when searching for information and reading professional literature, the complicated content and unfamiliar technical terms were quite challenging for us. It was also difficult to determine whether the information found online was reliable or not. Fortunately, with the guidance of our teacher, we learned how to select trustworthy sources and gradually understand the professional knowledge related to our topic. Although the process was challenging, we not only learned new skills but also became more confident in facing future challenges.

5. Our Project Sound Bite

This research helped us realize that even the rice we eat can generate greenhouse gases. By tracing the life cycle of rice, we identified the hidden greenhouse gas “villains” in our rice bowls—methane and nitrous oxide—and discovered that if we unite and change our consumption habits, we can make a significant impact. We can start by supporting low-carbon farming practices, such as Alternate Wetting and Drying (AWD) irrigation, which allows rice fields to “breathe,” and precision fertilization. Choosing rice that is locally produced and locally consumed also helps reduce carbon emissions by shortening food miles. We also encourage everyone to pay attention to and support negative-carbon technologies, such as converting discarded rice husks into renewable energy or transforming rice straw into biochar, which can store carbon long-term, turning agricultural waste into a valuable resource for saving the planet.

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

In the language arts domain, we analyzed Dr. Wu’s popular science articles and translated complex scientific terms into accessible stories for our website and interview outlines, learning how to communicate information accurately and clearly. Through social studies, we examined the rice industry from a life cycle assessment (LCA) perspective, gaining insight into how traditional farming practices can transform into green, low-carbon agriculture, and reflecting on the sustainable significance of local production and local consumption for the environment. In the science and technology domain, we explored the key scientific principles behind methane and nitrous oxide generation and learned the mechanisms of carbon-reduction technologies, such as Alternate Wetting and Drying (AWD) irrigation and biomass energy recycling. Using digital tools to organize data and build our project website perfectly aligned with information technology skills. Most importantly, through teamwork and task-sharing, we overcame challenges related to scientific expertise and time management. This is a prime example of integrated learning, allowing us to embody the spirit of “Contribute & Unite!” and collectively advocate for a low-carbon future in the rice industry.

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

In this research on net-zero carbon reduction in rice, we used a variety of digital tools to fully track the carbon footprint from the rice field to the dining table. We treated the Padlet platform as our main research headquarters, systematically organizing all the information we collected, including scientific data on methane and nitrous oxide, as well as all findings from our cradle-to-grave life cycle assessment. During field visits to rice paddies and drying centers, we used mobile phones and tablets to record audio and take photos, carefully documenting Dr. Wu Yi-Jian’s professional explanation of Alternate Wetting and Drying (AWD) irrigation and capturing the operation of rice husk drying processes. Back at school, we projected these audio-visual materials onto a large screen for group discussions and co-edited our report in real time on tablets, ensuring that all research insights were updated and synchronized. Finally, we compiled the most important findings from Padlet to create a dedicated project website, showcasing how rice production can contribute to carbon reduction, and used Generative AI-NotebookLM to produce a presentation for sharing our findings with our classmates.

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

We acted as Net-Zero Ambassadors on digital platforms, hoping that our website could help promote the green transformation of the rice industry. We used the Padlet platform as our research headquarters to systematically organize all the information we collected, including key data on methane and nitrous oxide emissions throughout the rice life cycle. By creating a project website, we presented the life cycle assessment (LCA) of rice—from cradle to grave—to the public, allowing more people to recognize the hidden carbon footprint in every bowl of rice. Through this platform, we aim to initiate a “green revolution in our rice bowls.” In line with the 2026 theme “Contribute & Unite,” we encourage online visitors to support the goal of net-zero emissions by 2050 through small but meaningful choices. In real life, we also visited rice fields and drying centers. Using mobile phones and tablets, we carefully documented the interview process, including discussions with Dr. Wu Yi-Jian about the scientific principles of Alternate Wetting and Drying (AWD) irrigation, which helps reduce carbon emissions while strengthening rice root systems. We also promoted the concept of local production and local consumption to local residents and farmers, sharing how reducing food miles and utilizing rice husk biomass energy can help protect the environment. Through on-site observations of carbon sequestration technologies, such as biochar, we were able to share with community members—through engaging and practical experiences—the unique value of modern rice cultivation and the challenges it faces in responding to climate change.

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

Taiwan’s rice industry is a vital pillar of food security, but its carbon footprint assessment also reveals the urgent need for transformation. In this special research project, we looked beyond the surface by applying a life cycle assessment (LCA) approach—from cradle to grave—to closely trace the carbon emission hotspots of every grain of rice, from the rice field to the dining table. Through this process, we identified the hidden greenhouse gas “villains”: methane and nitrous oxide. We learned that farmers can reduce methane emissions by applying intermittent irrigation techniques, allowing rice fields to alternate between wet and dry conditions so the soil can “breathe.” In addition, optimized fertilization practices can reduce the production of nitrous oxide, a greenhouse gas with extremely high global warming potential. Farmers can also adopt rice husk–mixed drying technology, which converts agricultural waste into carbon-neutral biomass energy. To promote this “green revolution in our rice bowls,” we used the Padlet platform to organize a large amount of research data. During field visits to a rice mill and an interview with Dr. Wu Yi-Jian, we used mobile phones and tablets to carefully document how these carbon reduction technologies work in practice. We then compiled our findings into a project website to promote the concept of local production and local consumption, which helps shorten food miles and reduce carbon emissions. By responding to the spirit of “Contribute & Unite,” we hope to encourage everyone to realize that every bowl of rice we eat can contribute to environmental protection. Together, through our everyday choices, we can work toward the ambitious goal of achieving net-zero emissions by 2050.

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

The school provided the digital equipment and facilities needed for this research project, such as tablet computers, voice recorders, smart classrooms, and computer labs, allowing us to efficiently collect and organize our research data. In addition, our teachers guided us during their free time by helping us analyze information, plan interview questions, and even accompanying us on field visits. Their support enabled us to gain a deeper understanding of net-zero carbon reduction in rice cultivation. We would also like to express our sincere gratitude to the professional researchers from the Agricultural Research and Extension Station and the staff of the grain wholesale company, who kindly accepted our interviews despite their busy schedules. They shared valuable research findings and industry practices, allowing us to understand the rice production process from a broader perspective. Not only did they provide first-hand industry information, but they also allowed us to observe details directly in the rice fields, giving us a deeper understanding of the development of energy-saving, carbon-reduction technologies and sustainable agricultural management. This research project has been a very valuable learning experience for us. Through our project website, we hope to share our findings and help more people realize that agriculture also has unique potential in contributing to carbon reduction and environmental sustainability.

5) Discoveries, Lessons and Surprises (Optional)

This research helped us realize that even the rice we eat can generate greenhouse gases. By tracing the life cycle of rice, we identified the hidden greenhouse gas “villains” in our rice bowls—methane and nitrous oxide. We also discovered that if people work together to change their consumption habits, it can create a significant impact. We can begin by supporting low-carbon farming practices, such as intermittent irrigation that allows rice fields to alternate between wet and dry conditions, as well as precision fertilization. In addition, choosing rice that is locally produced and locally consumed can help reduce carbon emissions by shortening food miles and lowering the carbon footprint from transportation. We also encourage people to pay attention to and support negative-carbon technologies, such as converting discarded rice husks into renewable energy or transforming rice straw into biochar, which can store carbon for a long time. In this way, agricultural waste can become a valuable resource for protecting the planet. In response to this year’s theme of “Contribute & Unite!”, we believe that every small choice we make is a meaningful contribution to the environment. Together, through every bowl of rice we eat, we can help protect a net-zero future for rice production.