School: Tong-An elementary school
    Changhua, Taiwan, Taiwan

10 students, ages 11-12 worked together to complete this CyberFair project on February 6, 2024. They have participated in CyberFair in the following year(s): 2018,2019,2020,2021,2022,2023

Classes and Teachers: Chiang, Wen-Hsiung

E-Mail contact:

Our School's Web Site: http://www.taes.chc.edu.tw

1. Description of Our Community

Tong'an Elementary School is located in Fenyuan Township, Changhua County, Taiwan. Located on the east side of the Bagua Mountains, it is about 200 meters above sea level and belongs to hilly land. Administratively under the jurisdiction of Fenyuan Township, Changhua County. The school was established on April 1, 1922, with the name of the Fenyuan Public School Tonganliao Branch. In order to make it easier for the students to study, the residents of Tong'an Village and Zhonglun Village jointly created Tong'an, which has become the second primary school with a long history in Fenyuan Township, and has many alumni since the Japanese era. Before the Restoration (Japanese Occupation Era), there were 17 sessions, and it has entered 99 years of history. In recent years, due to the low birthrate problem and the increase of new communities in the branch campus, in 2012, there were only 30 students in the main school and 51 students in the branch campus.

2. Summary of Our Project

The leopard cats, a first-level protected animal, was originally a species widely distributed throughout Taiwan. In less than 100 years, it has become endangered. Currently, there are no more than 500 individuals in Taiwan. We hope to let the public know about leopard cats and provide a friendly living environment through activities such as literature review, actual observation and conservation promotion. We hope to reduce man-made damage to leopard cats and allow the leopard cats population to gradually grow.

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:1

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

There are many difficulties in photographing leopard cats, because leopard cats are usually far away from human residences and activities. However, we cannot go to the deep mountains to shoot. We can only find suitable points to set up cameras on the activity paths during the study and judgment. Therefore, we can only Very few images of leopard cats were captured. In addition, because there are many stray dogs in Taiwan, leopard cats would avoid the dogs, which made it difficult to take pictures.

5. Our Project Sound Bite

This project allows school students, nearby residents or tourists to understand the value of leopard cats and how to avoid harm to leopard cats. It is also hoped that everyone can protect leopard cats.

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

We need to use the video shooting and editing from the information course, the understanding of animals from the nature course, the terrain, crops and interview skills learned from the social course, questionnaire design, investigation and analysis, and related knowledge of ecological conservation.

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

Scanner .Desktop computer and Laptop .Projector .Smartphone .Digital Camera .Cloud storage .Libraries .Museums

When it came to acquiring equipment and tools needed, we were very fortunate, as we were already in possession of several hardware items that became invaluable towards our completion of the project, such as Laptop computers and art tablets. The school also lent a us hand by lending us one of their state-of-the-art video cameras for recording purposes. These tools came in handy on more occasions than one. The laptop computers made the conversion and organization process of material information a lot easier than it would have been and carried a number of useful software that helped in their own way, from image processing to content production, such as Photoshop and Lightroom. Smartphones also played a huge role in the completion of the project, as it allowed teammates to stay connected not only to each other, but also to the latest information and progress. All it took was the push of a few buttons and new and essential information can immediately be shared and received by all members of the group, no matter where they are. The laptop and smartphone proved to be extremely useful items for all they have accomplished in link with the thematic project.

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

Our students need to use performances and flyers to explain to their parents, nearby residents and tourists the reasons for the decline in the number of stone tigers and what can be done to provide a friendly living environment for stone tigers. We must even publicize it to more people through television broadcasts. guide these concepts.

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

After our explanation and promotion, everyone knows that they should reduce their driving speed when passing through leopard cat’s living area, and should not feed stray animals at will, nor should they abandon cats or dogs.

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

Our project include county councilors helping to enact laws to protect leopard cats, leopard cat experts to help us understand leopard cats, local elders to help us describe the history of leopard catss, and farmers willing to reduce the use of pesticides.