For better viewing effect, please use 1024x768 as the resolution.

In order for the website to run smoothly,

please shut any restrictions for active applets.

Information about the Project Website

Project Overview

Project Elements

Levels of Contribution

 

Team The Sun-Forest Explore Team

Title:  The Party of  Taiwanese Endemic Plants

Category: 7. Environmental Awareness

URL: http://librarywork.taiwanschoolnet.org/gsh2006/gsh4303/index.html

Bibliography: http://librarywork.taiwanschoolnet.org/gsh2006/gsh4303/reference.htm

School:Da Shin Elementary School, Chang Hua County, Taiwan

Classes and Teachers:Ten students participated and shared the work together.Their ages are: 11 to 12 years old.The Sun-Forest Explore Team consists of ten Grade Six students, three teachers and a volunteer paterfamilias finishes this research named The Party of Taiwanese Endemic Plants.

Teachers:Nien-yun Szu ;  Hung-Chang Chen ; Hsun-Te Cho

E-Mail contact: v0151210@yahoo.com.tw

Our School's Web Site:http://163.23.103.1/index.html

 

Category: 7. Environmental Awareness

1.Description of Our Community

        Chang Hua County is located in the central parts of Taiwan. West of it is the Taiwan Strait. North of it is the Tai-Chung County, separated by the Da Du River. South of Chang Hua is the very wide Tsuo-Shui River that parts Chang Hua with the Yun-Ling County. East of Chang Hua are the Ba-Gua Mountains and the neighboring Nan-Tou County.

       Chang-Hua County is situated on the plains in the middle part of Taiwan's west coast. The climate is dry. Chang Hua plains is the northern tip of the mid- and south plains. It is just south to the Da-Du Plateau. The coast line goes from Northeast to Southwest. The ocean winds directed blow to the plains, therefore, the plains are severely damaged by sea-salt.

       The Garden Freeway of Tien-Way of Chang Hua is the famous floral marketplace and a famous resort for viewing flowers, but because it also brings in and hosts many other imported plants, thus causing serious impacts to Taiwan’s primary endemic plants.

2.Summary of Our Project

        From the Green Cancer—Bine Blue Blossom to the scary and deadly Red Fire Ants, foreign species of plants and animals have created serious impacts to Taiwan’s environment and have affected our lives. The impacts of foreign plants to Taiwanese endemic plants are of our major concern here.

        Our school, Ta Shin Elementary School of Chang Hua County, was assisted by the Chang Hua County Government to become a plant ecological campus. Species of newly planted trees in the campus exceeded two hundred. Among them, most are Taiwanese endemic plants. Especially worthy of mentioning, there were twenty kinds of Taiwanese endemic trees, such as Taiwanese Rhododendron, Yu Shan Myrsinaceous, Taiwanese Triangular Maple, and Lan-Yu Cassia, etc.

        This research will introduce Taiwanese endemic plants available in our campus, the relationships between Taiwanese endemic plants and foreign plants, and the effects they have. By collecting data and information, visiting Taiwanese Endemic Plants Center and Chang Hua’s Endemic Plants Center, and interviewing scholars and experts, we were able to delve deeper into the subjects – “Taiwanese Endemic Plants in our Campus” and give a better introduction.

3.Our Computer and Internet AccessAcademic Broadband Optical-Fiber Network

        Setting up the website: We set up a “Campus Ecology Information Network” website and instantly shared the data and photos for the research.

        Our School’s Network Environment: We have one Computer Classroom. There are 35 computers for students to use. All the computers in the school are collected to the Internet to allow us to inquire data, find information for class discussions, and print documents at our school.

        Team Member’s Network Environments at their homes: Each team member has a computer at home collected to the Internet by ADSL. After school, we use e-mails to continue the research work.

       Wireless Broadband Campus Environment: Students use PDA and notebook computers to inquire relevant data wirelessly in the campus.

4.Problems We Had To Overcome

                         We, the Sun Forest Explore Team, started full with energies and excitements and continued to the end, just like the sun. The followings are generalizations of the problems we encountered and our solutions for solving the problems:

Problems

Overcome

Interested team but with

very little knowledge

    1.Knowledge Supply Center:

       Use connections and networking to find the right human resources.

    2.Internet Resources Database.

    3.Visiting organizations and botanic gardens, interviewing experts.

    4.Read related books and discuss in small groups.

The trees are still small. It's not easy to provide photos with good examples

    1.Visiting relevant botanic gardens or parks, taking photos for comparisons and for doing introductions

    2.Search on the Internet (respect intellectual property rights)

It's not easy to identify the names of the plants, the reasons are:

  1.      Advances and improvements on the plants

  2.      Natural genetic mutations

  3.      Books available in the current markets have not listed or added the new plants

    1.Ask for expert’s views

    2.Reference to indexes for Master’s or Doctoral dissertations and documents

 

5. Our Project Sound Bite

        Local plants are very charming, beautiful and natural. They are flexible to fit into the environment to survive. It is important to classify our knowledge and learn how to be a good member in the Mother Nature. We had fun and we really cherish this valuable experience.

 

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

Teacher's Professionalism

        Joining this research project helps the teachers of this team to form a small learning organization. Through continuous discussions with the students and teachers of other fields, the teachers contributed their expertise in the activities. We also had to be familiar with the process and skills of conducting the research project. Also, we were able to set up good foundations for doing similar professional researches in the future. Not only these, we also enhanced teacher’s personal professional images and professionalism; reached the objective of allowing students and teachers to learn from each other.

Student’s Learning Experiences

       In the One-to-Ninth-Grade Curricular Reform, we emphasize integrating individual subjects and applying student’s own competencies.  Throughout the research processes, the participating students were able to enhance and integrating their various abilities in different subjects.  They also applied to the homepages.The learning results will help the students to learn independently and improve their interests in learning in the future.

Concrete Learning Results are as the followings:

Field

Learning Results

Social Science

   1. Experience and get to know the current local environments  

   2.Respect, care, and think about people and the environments  

   3.On-site observations and interviews  

   4.Find resources and build up connections with field experts outside of our school  

   5.Develop skills for collaborate learning

Natural Science and Technology

   1.Observations, discussions and recording  

   2. Building of a website  

   3.Developing skills fordoing inductive analysis; understanding; analyzing  

   4.Communicate with peers, share the fun of the activities  

   5.Classify plants

Language (Chinese)

   1.Fully integrate the skills of listening, speaking, data collecting, reading and writing

   2.Flexibly apply and use electronic technologies, integrate words and messages, conduct detailed reports

   3.Improve competences to express one’s words actively  

   4.Be able to mutually discuss contents of reading materials and share thoughts

Health and Physical Education

   1. The benefits of plants to humans

   2. Observing plants, exercise by walking and exploring, improve one’s bodily health and mind

Arts and Humanities

   1. Appreciating the beauty of nature

   2. Different forms and ways of expressing art

Ten Basic Categories of Competences

        The students naturally applied the ten basic categories of competences in the research and homepage-building processes. They have made tremendous improvements.

 

 

 

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

Magical data-recording technological tools – PDA (Palm Computer)

Please visit the “Technology Aided Section” of this website for relevant photos of students using technology.

The functions provided by PDAs used for the research this time

1. taking digital photos and recording digital audio-video clips   

2. accept handwriting inputs for note-taking and store memos

3. record digital sounds                                   

4. wireless broadband Internet connection

Unlimited digital environment –         wireless broadband campus

Please visit the “Technology Aided Section” of this website for relevant photos of students using technology.

Introducing our school’s wireless broadband environment:          

1. Numbers of wireless base stations: 4 stations (each station is equipped with strong-signal antennas). Each base station can cover a distance of over 300m. 4 wireless base stations can fully cover the outdoor environments of our campus.

2.Use notebook computers and PDAs provided by our school can connect us to the wireless broadband Internet.

 

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

 All interviews are on-site interviews. Before each on-site interview, we used telephones or e-mails to get connected and decide the time of the actual on-site interview. Dr. Tseng of the Endemic Center personally gave us lessons to learn the shapes and types of leaves, making us feel as if we were university students. Mr. Pei-Chuan, a formal county councilor, now at the Huan-Shi Botanic Garden gave accounts to various kinds of plants and pot-plants – palm trees, Myrtaceae, conifer, broad-leave, etc. We learned that interests can turn into a profession.

We visited Mr. Wu Chan Jay of the Ur-Ling Endemic Plants Promotional Class. The theories and interests all integrated together. After the interview, each one of us was given a pot of Taiwanese Cassia. That was great! Later, Mr. Wu came to our school. We visited the endemic plants in our campus. We discovered that the triangular maple trees and the Yu Shan Myrsinaceous died, and we were sad. Mr. Wu told us that those plants were supposed to live in mid-high altitude and not by the sea-shores which were bad conditions for them. It’s no surprise they had died. He then promised to provide more Taiwanese endemic plants suitable to be planted here, and he encouraged us to work together. He is willing to provide assistance anytime.

 

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

  So far Taiwan's economy development and ecology cannot yet reach a good equilibrium. Through conducting this research, the best finding is: this is not just a research, it has become a focal activity for the entire school. Our homepages stress our ideology of continuous preservation of the ecology; provide teaching materials, teaching plans and worksheets for observing plants. We can even use the wireless network to conduct teaching in our campus anytime, and we will continue to expand materials in the homepages.

  We waited for the winged-fruit of the acajou trees to spiral down; we expected the flat cherry to bear fruit; we wondered if the fruit of the white-rice trees really tastes like real white rice. What are the differences between the Taiwanese Sparrow Fig Trees and the Diamond-Shaped Fig Trees? Would the first one attract more birds? We care the plants; observe the plants; print the leaves; collect all kinds of seeds; try to understand the Taiwanese endemic and unique plants and their contributions to our lives. Our passions spread like fireworks. The parents have also recognized our efforts. The chairman of Tien-Wuai Farmers’ Association we interviewed praised us and commented that we know more than the students there. He said that our attitudes are positive and lovely. He also said that if all teachers of Taiwan can lead their students to care and preserve local plants like what we did, the ecology and environments would be better.

 

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

        The information introduced in the website is mostly provided by the team-members after their own observations and researches, but some academic data and photos of plants are from related reference books and relevant governmental ecology education websites.

        To respect intellectual property rights, we specify the resources of data on each homepage, and collectively listed them together on the Data Reference page. We want to serve our duties to protect intellectual rights and teach the students the right attitudes. We also used e-mails to acquire permissions for us to use the materials in the referenced websites. (The websites of the referenced materials are almost of our government’s ecological-education-related organizations)

 

5) Discoveries, Lessons and Surprises (Optional)

To find seeds falling down and producing new offspring is not something new in our campus, which is filled with many green trees. Trees like Ceiba, Black Board Trees, Taiwanese Golden Rain Trees breed and grow with fast speeds whenever their seeds follow the winds or bird’s excretes and find suitable environments. But with another perspective, we would think that the green fields are supposed to be only the green fields, the flower gardens are supposed to be only the flower gardens. The trees are supposed to be planted in certain places, not anywhere. We would think only the original mother trees are acceptable; the new ones should not grow. But when it comes to cutting trees, some people in the community would question and take the positions to protect the trees from being cut.

Until the roots of the Black Board Trees overgrew and destroyed the bricks on the pedestrian paths; and cotton batting of the cotton trees covered our whole campus and caused allergies in the campus, we didn’t realize what over-planting the trees without evaluations could do to our overall environment.

Trees, flowers, grass, and plants all have influences on our daily lives. They attract insects and animals to eat or rest here. Therefore a place becomes lively and interesting. Leaves of several plants are the food for worms like the babies of butterflies, moths and other insects. Birds feed on these worms. A food chain of the biological system is formed. If we had not actually looked into these things and experienced ourselves, we would not sense the importance of the natural ecology.

 

 

Participants

Working Items

Percentages

Students

Chen, Yu Shu

Chen, Ban Chan

Tsai, Ming Huan

Hsu, Chih Nan

Liang, Shin Lin

Wu, Shih

Chan, Shih Ting

Chan, Huei Zu

Liang, Huei Juin

Wang, Yin Ping

   1. Interviewing related people

   2. Photo-taking

   3. Recording interviews

   4. Editing and writing data

   5. Set up outlines for interviews

   6. Fill up progress reports

   7. Collect data

55%

Teachers

Nien-yun Szu

Hung-Chang Chen

Hsun-Te Cho

   1. Call regular meetings for the group

   2. Induce and analyze researched data

   3. Guide and inspect research homepages

   4. Name and plan the research project

   5. Teaching and assisting computer technology

25%

Parent

 Tseng, Yu-Ching

   1. Contact interviewees

   2. Planning consultations

   3. Assist with provide transportations for interview activities

5%

People in the Community

Pei, Chuan

Tseng, Yian Shuei

Wu, Chan Jay

Peng, Shui Ling

   1. Provide Information

   2. Identify and explain the Taiwanese endemic plants in our campus

5%

Others

Huang, Jian Tu

Huang, Yu Hung

   1. Assist in building homepages

   2. Flash programming

10%