首頁蝶園濫觴蝶境大觀蝶事叨絮高潮蝶起探訪蝶蹤專題簡報

< The Research Project > Research Elements

相關資訊

計畫總覽

計畫要素

計畫貢獻

隊員介紹

銘謝在心

 

 

 

 

 

In Coordination with Grade 1-9 Curriculum Guidelines

◎Core competence

◎Learning areas

◎Major issues

With students as the highest priority, course design in elementary and junior high schools should focus on life experience and cultivate the core competence of citizens.

 

◎Core competence

In the process of creating our website, we were cultivated with the abilities of “making use of technology and information” as well as “actively exploring and investigating.” By integrating technology into different teaching fields, students’ learning efficiency improved, so did the information capability. Moreover, through the process of problem discovering, schedule planning, data collecting, problem solving, field visiting, file compiling, and record taking during our exploring journey, we gained lots of lifelong abilities.
 

◎Learning areas

Language arts

    Through story-making, note-keeping, progress-reporting, data-collecting and analysis, group discussion, and web design, we had an integrated learning and cultivation in listening, speaking, reading, and writing competences.

 

 

Science and Technology

    When rearing the butterflies and making the research project, we combined the experience with the knowledge in 4th grade Science and Technology textbook. After understanding the body structure, transformation, and living conditions of butterflies, we practically reared them by ourselves, and learned problem-solving skills in the process. We learned by doing, applying what we had learned into daily life, which was a lesson sucessfully containing cognitve, affective, and psychomotor all of the three domains.

 

 

Arts and Humanities

    Via the artistic activity, we cultivated our aesthetic feeling and creativity. From 2D drawing to 3D creation, from simple origami to the caton book, the beauty of butterflies could be presented in a variety of ways. Also, during the process of making artistic creations, we moulded our characters and developed an optimistic outlook on life.

 

 

Integrative Activities

    In the process of making the carton book and telling the story, we learned the importance of teamwork, and even every of us had found our own way to release emotions and stress. Not only did the process cultivate our spirit of participation in group activities, but it also aroused our motivation to do community services, protect our environment, and promote the sustainable development.

 

◎Major issues
 

Environmental education

  By field visiting, we had the opportunity to approach the nature and had a brand new feeling toward the environment. During field visiting, the desire of caring and protecting the nature automatically aroused from the bottom of our minds, and we learned to explore and get close to it with keen observation, pleasnat mood , and sensitive heart.

  We hoped to call on everyone to protect and care about our environment actively so that we could maintain this wonderful land for butterflies and also, for ourselves.

 

 

Information technology education

    In order to collect related information, we had to surf the internetat any time; in order to set up the web pages, we had to learn the usage of related software, including word processing software, drawing software, image-editing software, web design software, etc. During the process, we enhanced our informative capacity by learning the use of technology and the application of the internet.

 

 

The information technology we had used

◎Group discussion: Our team members looked for useful books separately and surf the internet for related information. Everyone had a handbook to record the notes of our discussion and reflections.

◎Research project:We took notes from the collected information on our handbook, and did the word processing work by the computers, and finally printed out through the printer after proofreading and correction.

◎Making the carton book: We used a digital camera to take pictures during the whole process.
 

◎Before doing story-telling in classes:First, we contacted the homeroom teacher to ask for permission and arrange a time. Until the day before the story-telling day, we called again in person to make sure the appointment.

◎Data compilation: After putting all of the notes and information in order, we put them into a document in the computer and made an overall arrangement by Office software, and finally printed it out for further discussion and analysis.

◎Image editing: We edited photos through PhotoScape and Photoimpact.

◎Web design: After reading the books related to web design, we learned to use FrontPage to make our web pages.
 

 

 

The characters the Whispering of Butterflies Team serves as

   In the process of making research project, we had a deeper understanding of butterflies. The sustainable existence of butterfly ecology relies on people’s assistance so we made up our minds to cherish and take care of the environment, hoping to provide the butterflies with a safe, comfortable and unpolluted living place.
 

For Cuei-Ping Butterfly Garden, the whispering of Butterflies Team hoped to serve as the guardian

Through this research project, our team members hoped to be the guardian promoting the visitors not to produce trash so as to keep the garden neat at the same time enjoying the beauty of butterflies.

 

For team members, the whispering of Butterflies Team hoped to serve as the protector

Through this research project, our team members hoped to be the protector in the community caring about butterflies and promote this notion to our family as well, telling them not to catch the butterflies and not to pick the flowers when walking on campus or along the stream to keep the environment beautiful and colorful.

 

For people living in the community, the whispering of Butterflies Team hoped to serve as the executor

Through this research project, our team members hoped to be the executor in the community helping the environmental conservation and cleaning work. By putting our spirit of service into action, we hoped to infect our classmates, family, and even the whole community to join the campaign of environmental protection

The coming effects

    The Cuei-Ping Butterfly Garden overflowing with vigor was the safest living place for the butterflies. This garden was suitable for different ages and kinds of caterpillars and butterflies, being the best ecological classroom for students. Wandering around the garden, we could enjoy different scenery in different seasons. Through this research project, we visited several butterfly ecological environment and saw different kinds of butterfly and their living places in different regions, hoping to call on people to take care of the butterflies and protect the natural environment.

Supports from the community

    It was the first time for all of us to attend the Cyberfair. Although the whole process was not easy, we felt interested in it and grateful for lots of people.
 

◎Interview: Thanked to the CEO of Cuei-Ping Butterfly Garden, Mrs. Pei-ru Lin for taking time out of her busy schedule to accept our interview and providing detailed information and photos as well as helping us making the carton book.

◎Field visiting: Thanked for the supports from our parents on this activity and taking us to visit the butterfly ecological environment in different places.

◎Reference offer: Thanked for the teacher’s providing with related books and Kai-ting’s father with related information, letting us have a deeper understanding about butterflies.