School: elementary
    chia-yi, chia-yi, Taiwan

5 students, ages 11-12 worked together to complete this CyberFair project on December 30, 2003. They have participated in CyberFair in the following year(s): 2004

Classes and Teachers: Hsu Chun-Chang, Chen Hui-Chen, Huang Ya-Chen

E-Mail contact:

Our School's Web Site: http://

1. Description of Our Community

Our research topic is set in Ming-Hsiung Township. Under the jurisdiction of Chia-Yi County, Ming-Hsiung Township was once known as “Ta-Mao” and is rich in history and historical sites. It also houses many centennial old trees: such as Old Banyan Tree in Chung-Lo Village, Old Manor in Liu Family’s, Green Road of Chung Cheng University, Banyan Tree under Ming-Hsiung Bridge, Banyan Tree in Yi-Chiao, as well as the “Ming-Hsiung Township old trees” we will present. Trees are a common sight in the country and are closely tied to people. However, very few people know and understand their hometown trees. Using the theme of old trees in Ming-Hsiung Township, we hope that through these old trees, the children will gain an understanding about the relationship and origin of “trees and villagers” and in extension, instill the concept of rural nurturing and environmental protection in the children.

2. Summary of Our Project

The following is our work assignment chart: (1) Introduction of the theme: presented by the three teachers (2) Old trees in Ming-Hsiung Township: a. Old Tree in Hsiu-Lin Village: Yu Chia-Hua b. The Old Tree below Ming-Hsiung Bridge: Lai Yi-Chien c. Old Tree in Yi Chiao: Hsu Wen-Chun d. Old Tree in Fung-Shou Village: Hsieh Mung-Ju e. Old Tree in Tiger-Riding King Temple: Li-Tsung-Hsun (3) Children’s poetry work: everyone on the team (4) Researchers’ afterthoughts: the collective efforts of everyone (5) Web page design: everyone on the team

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:21-50%

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:4-6

4. Problems We Had To Overcome

Interviewing the local residents was a challenge as the people we met visiting the trees were not necessarily knowledgeable in these trees. Thus, the search for interviewees was a major problem. This was also the first time the students had conducted interviews: spending a lengthy period drawing up questions and not knowing where to begin. Fortunately, the elderly people we met under the trees were eager to help out with assistance from the advising teachers during the interviews (providing observation notes, questions, and encouraging the students to seek out the answers from these elderly people) so the students could fully understand the trees and write a thorough report. The most difficult part was compiling the web pages. Limited by the students’ abilities and time, the students began with word processing and data collection before using FrontPage to create simple web pages. Then the teachers edited these pages with help from teachers who are more familiar with web page design to allow for a smooth finish.

5. Our Project Sound Bite

During the tree visits, the students took notes, drew pictures, and eagerly sought answers from people we met along the way. The most impressive part was that the students conducted ecological assessments for these old trees and reflected on how the construction of concrete flooring and railing will affect the trees; they also studied the plastic tubes used to protect the aerial roots of the old trees. With a theme that originally did not attract students nor relate to their lives, it was wonderful to see how the students became emotionally linked to these trees and this land as they research the topic. This is what we hoped to impart to the students.

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

The topic of this project, “Trees, from the beginning – seeing the rebirth of old trees”, was inherently linked to the surrounding environment of the students. It was closely tied to the subject of rural region teaching, and through structural construction, it echoed the other subjects to form a network for learning. In terms of Homeland and Social teaching material, the existing textbooks covered the traits of our hometown in detail but were lacking in the area of old trees. Through this special topic research, the students could make up for that textbook deficiency; from these old trees, the students could see our homeland from a different perspective – starting small, their love for these old trees could expand to a love for this land. In terms of Science teaching material, it not only used the pre-existing knowledge (tree root, stem, leaves, and photosynthesis) of the students and through the supplement of these extracurricular activities (such as how to determine the age of the old tree without chopping it down), the students’ interest for science was evoked naturally.

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

Digital camera, Telephone, cell phone, Computer, Discs, Flash driver, Scanner, Leaves and poster paints, Books related to trees and Taiwan old trees, Computer software books, web page reference books, Word, Photo impact, Photo editor, Cute ftp, FrontPage, Dream weave, ACDSee 3.0, MSN

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

Using the Internet and websites constructed by others, we could learn, appreciate, and gain a basis for the preservation of old trees. We could also discover areas worthy of promotion or that require supplement. For example, we could combine this information and reconstruct the original look of the five old trees in Ming-Hsiung Township; using known facts to deduce the unknown, such as: Did these known facts match the present state? These were what we hoped to verify and explore. Also, in addition to web information collection, we hoped to, through our visits, convey our love for these trees to the local residents; and, through our interviews with the local residents for tree stories, besides evoking their sentiments for the trees, we also hoped that they would feel the transmission of knowledge and the spread of emotions displayed on this group of children where the hope of the future lies. In our interviews, some of the interviewees asked, “Is this a school project?” The children answered, “We are introducing the old trees in the village to people of other areas.” This described the unrestricted boundary of the net and the rapid exchange rate of information. Besides through word of mouth, we also hoped to provide a swifter and faster method for transmitting our message of “caring for old trees” to every corner of the world through this Internet Expo special topic research project, like planting a seed and watching it germinate, root, grow, and then finally flourish and live on forever.

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

This special topic research gave us a deeper understanding for the old trees of our hometown. Besides adding to our knowledge of trees, the different functions of the tree structure, and the basic web page design and photo processing skills, we also gained an understanding for how trees, the land, the people are emotionally connected. The trees not only track time but also carry people’s emotions. From these old trees, people learn about their forefathers and remember their childhood, and these cannot be erased. The study of old trees has introduced many emotions not previously considered. In a way, this research has created knowledge, skills, and experiences for a three-win elation. The experience we gained cannot be replaced with other forms of learning.

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

Of our web team members, only the three of us advising teachers were not local residents, which resulted in a subtle relationship between the children and us. The children instilled in us a significant degree of love for this land. Their sensitivity for the local old trees came as a surprise to us. Visiting and touching the old trees generated an affinity. When we set our foot in Ming-Hsiung Township, we three teachers from the outside felt a sense of belonging transmitted under our feet. Aside from the students on the team and their parents, many Hsiu-Lin Elementary school children volunteered information that they knew or heard from the elderly; the information may not all be useful, but it is in the sharing and involvement that we saw the rebirth of these old trees – the beginning of hope. The teachers at the school were also our main source of information. Many of these teachers had lived in this area for years and knew the location, variety, and age of these old trees like the back of their hands; for some, these old trees were their childhood playmates. The Old Tree in remote Hsiu-Lin Village was located with the assistance of map drawn by the teachers at school with detailed description. The local elders and residents had also supplied us with many leads and information; through their generous revelations, we gained a clearer view and description of these old trees. Watching these people supplying us with information and immersing in their memories of the old trees, we could feel that in their hearts, the old tree had regained its lush greenery and verdant shades.

5) Discoveries, Lessons and Surprises (Optional)

Discovery ─ We discovered that in addition to their decorative, water preservation, or air purification functions, it was that emotional bond that link trees to the local residents. People held a special connection to the trees. The old trees brought people together (under the trees, people converse and residents bond) and provided a spiritual and religious (as in the worship and housing of Banyan Tree King) refuge. Lessons ─ This special topic research provided us with experiences for our growth. When the students saw the pictures of the old trees from photographs and off the web, they did not form an emotional attachment because they could not relate. But, as they began their research, the students’ interest in the old trees became apparent as they fervently joined in discussion with us. Thus, actual onsite study and observation were important for the students. As for record keeping, a daily discussion was conducted every noon; but, because the records were not transmitted regularly, we became pressed for time towards the end. Thus, we need to make improvements in time scheduling and transmit the records regularly. Wonderment ─ The most memorable part of this event was visiting the old trees and the tree planting activity. The impact and palpitation from seeing the Old Trees in Hsiu-Lin Village for the first time was a wonderful memory shared by the teachers and students. It was also the first tree planting for the teachers and students so everyone was excited. Although covered in dirt and the shovel felt heavy, it was great to personally plant a tree. This special topic research allowed us to experience many things, added to our learning, and allowed the growth of our group of little trees.