Doors to Diplomacy Project ID: 6645

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International Schools CyberFair Project Narrative
Title: Worldly Animals (Animal Conservation)
Category: 7. Health and the Environment

School: MLC School, Hwa Chong Institute
    MLC: Burwood, HCI: Singapore, MLC: NSW, HCI: Singapore, MLC: Australia, HCI: Singapore

4 students, ages 16-17 worked together to complete this Doors to Diplomacy project on March 14, 2011. They have participated in Doors to Diplomacy in the following year(s): 2011

Classes and Teachers: Chris Flesuras, Paul Ho Hui Yee, Siok Ee Yeo, Simrin, Sharazin, Perry, Benjamin

E-Mail contact:

Our School's Web Site: http://

Project Overview

1. Description of Our Team

??Simrin: 17 Shazarin: 17 ?Benjamin: 16 ?Perry: 16

??Our group was formed on an international basis, Benjamin and Perry originating from Singapore, and Sharazin and Simrin from Australia. The purpose of this was to develop a global connection - widening the aspect of Doors to Diplomacy and the international cause. Each of us had a variety of different jobs. Due to the access of IT facilities present in Australia at MLC School, Sharazin and Simrin assissted in the designing of the website and researched the Tasmanian Devil and The Great Barrier Reef. Benjamin and Perry were responsible for the research of the Pangolin and the South China Tiger. Each of us together formed the basis of the website and strung it together.

2. Summary of Our Project

Our website strives to spread awareness about animal conservation. With climatic impacts, pollution, urbanisation and other human impacts, animal habitats are being destroyed, thus causing many species to enter endangerment or even extinction. Our website will include a profile of animals from around the world which are in critical conditions and thus are in dire need of conservation. Through the help of zoo's around the world, simple environmental improvement and the spread of awareness, we can effectively save animals so that they maybe present for all future generations.

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):

At MLC School Burwood in Australia, for girls in grade 5 and above it is compulsory to have laptops. Each of these are connected to the wireless access at the school as well as access at home. ??In Singapore, each have their own laptops connected to internet connection also.

4. Problems We Had To Overcome

There were only a few barriers faced, the main being those involved with communication on a global scale. Due to half the group being situated in Singapore and the other half being situated in Australia, communication had to be conducted via the net, specifically Facebook. Also a few issues concerning deciding a topic were present at first, however, after communicating this to both of our adult coaches, we were able to co-operate and come down to a decision.

5. Our Project Sound Bite

At MLC School, there is a passion for service and global intiative. We believe that it is important to spread awareness within the community and expand our horizons to a global scope. As part of the International Baccalaureate offered at MLC, there is a CAS component which must be fufilled. Therefore, to our school and community, Doors to Diplomacy is a project which is essential in the spreading of awareness and is a method of commpassion for our global community.

?In Singapore participation in Doors to Diplomacy has helped to create an awareness of animal conservation to the general public and especially the student population within the school.

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

As part of the International Baccalaureate it is compulsory to fufil a Creativity, Action and Service component known as CAS as part of the curriculum. This project fufills the criteria of Service and Creativity due to the requirements of the project itself. Through the designing of the website, we have demonstrated skills in Creativity and through the spreading of awareness throughout the community, have we demonstrated a sense of Service. ??

In Singapore, as well as motivating learning, the project helps to achieve LEAP points and ACE points as well as spreading awareness and passion within our community.

Project Elements

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

MLC: MacBook Pro Laptops and other Mac Computers HCI: ?Acer Laptops

We all used ?Facebook, and either Firefox or Safari browsers. Also, we used Twitter and put a feed on our website. These tools were essential in the research and development components of the project. Without them, we wouldn't have been able to conduct research, form the website and thus spread awareness.

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

A ambassadors, we accomplished the act of spreading awareness. Online, on our twitter account we are currently being followed by the WWF, an organisation focused purely on the conservation of animals. Overseas, there was a variety of contact with those in Hong Kong from the Save China's Tigers Limited, the manager Gary Verstick is interested in learning about our website. A variety of students and people have also 'liked' our facebook page, therefore again spreading awareness. It is people from both the local community and the wider community who need to be aware of the conservation efforts that need to be made, and many people are quite impressed with our efforts.

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

Our project will allow others to witness the variety of animals who are in dire need of conservation efforts. Within our community, many have learnt of the current conservation efforts and are striving to protect the environment and ensure that the animals are well protected. Besides ourselves, and other students, the WWF organisation has been following us in twitter, and as soon as the website is properly edited, they should be able to view our website and see the progress we have made. Many parents and sibilings have also learnt from our website. I know for a fact that some siblings have read the website and have already suggested making donations for conservaion efforts such as towards the Tasmanian Devil for Devil Face Tumour Disease. Therefore, it can be seen that the website is having a positive effect amongst the community, promoting animal conservation.

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

Firstly, the help of our adult coaches is highly neccessary to consider. They did a lot in terms of helping us set up the website, and dealing with issues of communication. It is also important to note and thank all the websites of zoos and organisations focused on conservation efforts who provided a variety of information which was needed in order to complete the task and increase the spread of awareness. As our project was done long distance itself (between Australia and Singapore), we each had a variety of contacts and website resources which were used.

5) Discoveries, Lessons and Surprises (Optional)

Designing a website for the first time allowed us to learn new skills in terms of communication, production, research and aesthetics. As well as this, learning about the different varieties of animals in serious need of conservation and protection allowed us to have an opportunity to express our concerns for these animals and thus awareness. Some animals were never heard of before (such as the pangolin) and therefore research gave us an opportunity to discover new animals and conservation efforts, allowing us to recognised a perhaps previously understated animal.


View our Doors to Diplomacy Project (Project ID: 6645)

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