{"id":1781,"date":"2021-11-03T15:46:29","date_gmt":"2021-11-03T07:46:29","guid":{"rendered":"https:\/\/helloenglish.kcislk.ntpc.edu.tw\/?p=1781"},"modified":"2022-03-04T08:34:41","modified_gmt":"2022-03-04T00:34:41","slug":"g6-kcfs%ef%bc%9agroundwork-for-erosion-relief","status":"publish","type":"post","link":"https:\/\/helloenglish.kcislk.ntpc.edu.tw\/en\/g6-kcfs%ef%bc%9agroundwork-for-erosion-relief\/","title":{"rendered":"G6 KCFS\uff1aGroundwork for Erosion Relief"},"content":{"rendered":"
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"Adriaan\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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English Teacher Adriaan Louw<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\u3000\u3000What do you mean, \u201cThe school fell over?\u201d The school is a building; it can\u2019t fall over! Wait\u2026 WHAT?! WHERE DID IT GO?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u3000\u3000For the midterm project, grade 6 students studied weathering, erosion, and sedimentation. These concepts underpin problems that many places in the world face, especially Taiwan. With ever growing population pressure, extreme weather and natural events, and ocean on all sides, Taiwan suffers from very high levels or weathering and erosion. Even popular tourist attractions, like the Queen\u2019s Head, are a direct result of this issue.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u3000\u3000For the midterm project, grade 6 students studied weathering, erosion, and sedimentation. These concepts underpin problems that many places in the world face, especially Taiwan. With ever growing population pressure, extreme weather and natural events, and ocean on all sides, Taiwan suffers from very high levels or weathering and erosion. Even popular tourist attractions, like the Queen\u2019s Head, are a direct result of this issue.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u3000\u3000To get students going, they had to be introduced to the main concepts of weathering, erosion, and sedimentation, as well as what causes and governs these processes.<\/p>

\u3000\u3000Classes then investigated Kang Chiao campuses around Taiwan. As many of them are built in areas prone to erosion, and therefore in danger of literally falling over, students got the chance to try to identify ways in which the schools were being protected. This gave them a practical lead in for asking \u201cHow could we protect at risk soil, like that in a riverbank, from eroding away?\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u3000\u3000Having been posed a problem, and equipped with an understanding of what can be done about it, students were tasked with planning a means to reinforce a model river in a way that would reduce the runoff from erosion. During this part of the process, students also had an opportunity to look at erosion controls and reinforcements built around the campus, as well as research other forms of erosion control around Taiwan.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u3000\u3000They then put their ideas into practice, and built their river in two phases. Firstly, they tested the river without any reinforcements. This gave each team a baseline to compare their efforts to. They then build their reinforcements into their model river and tested again. Classrooms were flooded, mud went everywhere, and many school uniforms came out worse for wear, but students got results that they could compare and share.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u3000\u3000The next step was reflecting and improving designs, or in some cases, scrapping entire designs that didn\u2019t work as expected. Either way, students learned a lot during the testing and subsequent improvement phase.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u3000\u3000Finally, was time to put away all the tools, and share their ideas, process, and outcomes with their peers. Groups did presentations to their class focusing especially on how their reinforcements affected water flow and runoff. As the students had generally different approaches, it was also an opportunity for other groups to provide input on how things could have been done a different way.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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\u2193\u3000Click Me\u3000\u2193<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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English Teacher Adriaan Louw \u3000\u3000What do you mean, \u201cThe s […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[9],"tags":[],"class_list":["post-1781","post","type-post","status-publish","format-standard","hentry","category-hello-english-03"],"yoast_head":"\nG6 KCFS\uff1aGroundwork for Erosion Relief - 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