School: Fude Elementary School
     Changhua, , Taiwan

10 students, ages 10-11 worked together to complete this CyberFair project on March 9, 2026. They have participated in CyberFair in the following year(s): 2025

Classes and Teachers: Wu Qiao-Lin,Weng Ya-Hui,Chen Mei-Yun

E-Mail contact:

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

1. Description of Our Community

Changhua County is located in central Taiwan and is known as a big farming area. The land here is flat and fertile, which makes it perfect for growing crops. Farmers grow rice, beautiful flowers, and many kinds of horticultural plants. Because agriculture is so important here, many people’s lives are closely connected to the land. In recent years, schools and communities have started promoting food and agriculture education, helping people learn where food comes from and why protecting the land is important. For us, Changhua is not only our hometown, but also a place where farming, culture, and community grow together.

2. Summary of Our Project

Tianye Qinxue is a local organization in Changhua that focuses on locally grown soybeans while integrating agriculture, food culture, and education. Its founder, Mr. Guangjing Chen, insists on growing domestic, non-GMO soybeans using environmentally friendly farming methods. The organization also develops soybean products such as soy milk and tofu, hoping to reconnect people with the land through a single soybean.

In this project, we collected information, visited the site, and conducted interviews to better understand Tianye Qinxue’s ideas and actions. We also practiced friendly farming on campus by planting soybeans, participated in food and agricultural education activities, and learned to make soy pudding and tofu. Finally, we shared our learning with the whole school through exhibitions and presentations.

Through this research, we hope more people can understand the importance of local agriculture and see that even elementary school students can help support their communities and care for the environment.

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:dial-up modem

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):

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

4. Problems We Had To Overcome

During this project, we also faced several challenges. First, when learning about how the interviewees connect with other industries, we were limited by time and transportation. Because of this, we were unable to visit all partners or conduct interviews in every area. Some information therefore had to be collected from videos, news reports, and official websites.

The second challenge was limited time. Students had to participate in this project outside of their regular class time, so the time available for research was quite limited. To solve this problem, we worked in small groups and shared information through an online platform.

5. Our Project Sound Bite

Through this project, students explored local industries in their hometown and gained a deeper understanding of the rich resources and agricultural culture of the land. We hope more people can learn about the many soybean products that appear in our daily lives and see how they connect people with the land. In addition, we present our research and learning outcomes through a website and use digital platforms to share the diversity of Taiwanese food culture and the importance of environmentally friendly farming practices.

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

Through information research, expert interviews, and field visits, we explored this interdisciplinary topic by collecting information and integrating knowledge. This process helped us better understand the economic organizations and local industries in our hometown, and recognize the importance of innovation and community connections. These learning experiences not only improved students’ problem-solving abilities and practical skills, but also allowed us to practice expressing our ideas and communicating with others while preparing presentations and answering questions. In addition, we showcased our learning outcomes through a project website, which strengthened students’ ability to use digital tools and demonstrated that even elementary school students can contribute to their communities and the environment.

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

We used: 1. Personal computer, tablet It is used to search for information, take photos, write logs, make posters, type interview records, etc. 2. Online platform Classroom Through the online platform, there is no time difference in communication and discussion of thematic content, and the team can share it. 3. Digital voice recorder The interview record will be converted online to a text file and then revised. 4. Computer software Use a variety of software to create and edit your work to feature your feature.

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

In this CyberFair project, we served as ambassadors for our project both online and offline. Offline, we introduced Tianye Qinxue and the story of local soybeans to teachers and students through campus presentations, poster displays, and guided explanations. We also shared our learning experiences, including planting soybeans on campus and participating in food and agricultural education activities. Online, we organized our research into a project website and used digital platforms to present and share our learning process and results. Through these efforts, we hope more people can learn about local agriculture and understand the importance of environmentally friendly farming, while encouraging others to care for the land and support local communities.

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

Through this project, we helped more people learn about Tianye Qinxue, a local organization in our hometown, and the importance of locally grown soybeans. During campus presentations and community reading activities, we introduced teachers, students, and parents to the life cycle of soybeans, environmentally friendly farming, and various soybean products. These activities helped raise awareness about local agriculture and the sources of our food. In the future, we hope to continue promoting food and agricultural education and encourage more people to support local products. By doing so, we believe our project can help the community care more about the land and the environment.

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

We would like to thank the Tianye Qinxue team for bringing us meaningful food and agricultural education activities. Mr. Guangjing Chen, the founder, kindly introduced the history of the Beidou Red Brick Market, the development of Tianye Qinxue, and its vision for connecting with the local community in the future. His explanations helped us gain a deeper understanding of the economic value of local industries and the challenges they face today. We would also like to thank the customers who took the time to participate in our interviews, as well as the community parents and volunteers who helped promote the creative soybean cooking activities. Their support made this learning experience richer and more meaningful.

5) Discoveries, Lessons and Surprises (Optional)

Through this project, we discovered that many foods in Asian diets are made from soybeans, such as soy milk, tofu, and miso, which people consume almost every day. Although soybeans are widely used, most of them are imported. The United Nations Sustainable Development Goals (SDGs) emphasize the idea of “local production and seasonal consumption” for sustainable food systems. Therefore, we decided to plant non-GMO soybeans on our school campus ourselves. Even though we only had a small plot of land and no machines to help with harvesting, the process was still very time-consuming, which helped us better understand the hard work of farmers. In addition, Tianye Qinxue has steadily developed its work from growing soybeans to producing food products, promoting education, and connecting with the community. Through our interviews, we truly felt the team’s passion and care for the land.