The winding road passed through construction zones and tunnels as the hardworking driver transported a group of people to Sanguang Elementary School, located in Fuxing District, Taoyuan. NCU students organized a three-day camp based on activities that matched the life experiences and lifestyles of Sanguang Elementary School students, such as aquaponics, siphon principles, water resources, and a “mapping our home” activity.
On the first day, after a morning of ice-breaking games, the afternoon session introduced the aquaponics system. To my surprise, the students immediately responded in unison, “Yes! We know, there’s one behind the activity center!” After fixing the seedlings, we moved to the first floor to decorate the fish pond and assemble the system. As we decorated the fish pond, I was amazed by the creativity and attention to detail of the students—something that made me feel inadequate in comparison. From upside-down flying witches to mermaids placed at different angles, and SpongeBob lying flat in the tank, the students’ hands brought together endless possibilities in a world yet to be fully shaped, where there was no “right” answer.
Assembling an aquaponics system is no easy task. Upon arrival, I noticed NCU students were busy assembling the components. Even under the scorching sun, they continued diligently. What impressed me most was the attitude of the Sanguang Elementary students who worked alongside the older students. They were meticulous, removing even the smallest grains of sand to ensure clean water for the fish, and they proactively sought help and assisted when problems arose. Later, one little boy asked me if the system would stay with them. I assured him it would, adding that we’d teach them how to maintain it, and that the memories of building it together would stay with him too.
The second day’s water resource course used water purification models and a floating water tower game connected to a water-saving valve experiment, awakening the students’ awareness of water conservation and drinking water safety. Through interactive water resource cards, knowledge was presented in a simple, easy-to-understand format. In the water quality microbiology and pH testing activity, students observed how different levels of acidity and alkalinity affected the reaction with various chemicals, marveling at the color changes. Interestingly, they were so eager to experiment with the water in their cups that even after the activity ended, they continued swapping water between cups, excitedly watching the neutralization and color changes. Although the teaching materials were clearly well-prepared, I couldn’t help but worry whether the topic might be too challenging for the students. However, my concerns were unfounded. During the final review session, students eagerly raised their hands. Even if their answers were slightly off, the guidance from the older students ensured they left with a thorough understanding of water quality.
On the last day, we introduced mapping, with students showing us around their hometown. During the hand-drawn map activity, students immersed themselves in their drawing worlds. On their papers, I saw depictions of local grocery stores they often visited, bridges connecting mountains, clouds in the sky, and the steadfast mountains themselves, all reflecting their deep connection with this land, etched into their memories and bodies. When it came time to place their models of homes on the map, students excitedly found their houses, identified by their names, in the landscape. As the sun streamed down between the mountains and rivers, I couldn’t help but think of the origin of the name Sanguang, where sunlight shines into the valley from three directions, illuminating the village.
Text by Yu Kang-Chi
Edited by Li Ruo-Jia
Photos by Yu Kang-Chi
This was my second time organizing a camp for elementary school students since entering college. Previously, I visited a Hakka village deep in the mountains, and this time, I traveled again to a mountainous Atayal tribe. Although small, Sanguang Elementary School is well-equipped. Despite being a remote public school, it has its own kitchen, school bus, and even on-campus dormitories for students with difficult commutes. Most of the teachers are young, many appearing to be in their twenties or thirties. The school’s localized teaching provides courses related to Atayal culture, such as archery, language, and traditional songs. Cultural identity is a topic I’ve often thought about but rarely experienced firsthand.
During this three-day, two-night camp, NCU students led a series of activities for the elementary school’s middle and upper-grade students, including ice-breaking games, aquaponics, and tribal mapping, as well as courses focused on water resources, such as water quality testing and water-saving systems. As I captured moments with my camera and occasionally participated in interactions, I had the opportunity to reflect on the meaning and impact of these activities. In such a short camp, how much knowledge the students absorb isn’t the main point. More important is how much companionship we, as older brothers and sisters, can offer them.
For these children, the mapping activity resonated deeply. When a teaching assistant casually asked, “Which tribe are you from?” the kids immediately became animated. Although their descriptions of places and geographic locations were vague, their excited eyes and waving hands made me feel a deeper connection with them, and our time together became more meaningful.
Every place I visit leaves part of my heart behind, and this short camp was no exception. What occupies my memory most are the children’s deep gazes, their sometimes tentative, sometimes confident expressions, the lush green mountains surrounding the playground, their beauty enhanced by the mist and drizzle, and the vibrant life stories captured in my camera.
Text by Tsai Yun-Yun
Edited by Li Ruo-Jia
Photos by Tsai Yun-Yun
This activity taught me many practical skills and strengthened the team’s cohesion. Each activity was carefully designed, both fun and educational. The children’s curiosity and enthusiasm were infectious, and I was particularly impressed by their liveliness and innocence during the three days.
The first activity—an ice-breaking game—was designed to be fun yet challenging, quickly breaking down barriers and building initial teamwork. Their enthusiastic participation and bright smiles made the event even more enjoyable and vibrant.
The children’s curiosity and engagement were especially inspiring during the aquaponics and water conservation lessons. Their keen eyes and thoughtful questions gave me hope for the future environmental protectors. The water resource education activities, led by the graduate students, benefited the children greatly and raised our awareness of environmental protection. The process of creating tribal maps not only enhanced the children’s teamwork skills but also gave us, the older students, a deeper understanding of local history, geography, and culture.
During the setup and cleanup, everyone worked together despite some fatigue. Seeing the venue organized neatly afterward filled us with satisfaction. The debriefing sessions after each activity allowed everyone to share insights and feedback, which were invaluable for improving future events. Mealtime and dorm life fostered relaxed, joyful interactions, deepening our bonds. This experience was not only an educational journey but also filled with laughter and unforgettable memories.
In summary, each aspect of this event left a lasting impression—whether it was the knowledge gained, the interaction with the children, or the experience of teamwork, all will become valuable assets for our future work and lives. Though the experience was busy and intense, my heart was filled with satisfaction and joy.
Text by Lai Yu-Hsin
Edited by Li Ruo-Jia
Photos by Yu Kang-Chi, Tsai Yun-Yun
For this three-day camp, I was responsible for the aquaponics system and accompanying the elementary school students as they learned and explored. This experience brought me immense satisfaction.
On the first day, I helped the children set up and observe the aquaponics system. Although I was in charge of this section, I also enjoyed learning alongside the children as I explained and demonstrated. They were curious about the mutual benefits between the fish and plants, actively asking questions and participating. Seeing their eyes light up with excitement over new knowledge was incredibly gratifying.
The second day focused on water conservation and testing. We taught the children about water-saving techniques and conducted simple water quality testing experiments. These activities helped me realize the importance of educating the next generation about water resource protection. The children participated attentively, gaining hands-on experience in applying scientific knowledge.
On the third day, we explored tribal mapping, learning about the history and culture of the local tribe. This not only deepened the children’s understanding of their hometown but also sparked their interest in and respect for traditional culture. We also did some hands-on activities, allowing the children to experience the unique charm of the tribe.
Throughout the camp, I was not only a guide and companion but also rediscovered the beauty of nature and the joy of learning through the children’s innocence and enthusiasm. This experience gave me a deeper understanding of the significance of education and strengthened my commitment to environmental education.
Text by Liao Yu-Hsiang
Edited by Li Ruo-Jia
Photos by Yu Kang-Chi, Tsai Yun-Yun
In the first semester, we held a half-day mini-course at Yisheng Elementary School to help students understand the principles of the aquaponics system and engage in hands-on planting. From this activity, we gained valuable experience and insights that we applied to the planning of the camp at Sanguang Elementary School in the second semester.
In addition to introducing the aquaponics system at Sanguang Elementary, we were also responsible for planning ice-breaking games. The purpose of these games was to help the children familiarize themselves with their teaching assistants, ensuring smoother interactions in the subsequent lessons. I primarily handled the planning of the ice-breaking games and organized the curriculum and processes for the aquaponics activities. My classmate and I spent a significant amount of time discussing relevant matters beforehand. Having previously participated in a rural service camp, this planning process became much easier, allowing us to anticipate potential challenges and develop solutions in advance.
The teachers and assistants also arranged a rehearsal, allowing us to run through the entire process. This helped us clearly identify areas needing improvement and highlighted any details we might have overlooked. We also confirmed the inventory of necessary items to avoid shortages on the day of the event.
When the camp officially began, I was really nervous, as we had to coordinate with the school’s dismissal schedule and strictly manage the duration of each segment to avoid delays. I worried that the games we designed might not interest the children and that the content we prepared wouldn’t engage them. However, when I saw them having fun and actively participating, all my worries and doubts faded away. While there were still some imperfections, I felt we had done a great job and was happy to complete the camp with everyone. Everyone, from the teachers and assistants to the aquaponics team members, worked hard!
Text by Zhao Jia-Yu
Edited by Li Ruo-Jia
Photos by Yu Kang-Chi, Tsai Yun-Yun
