從低碳到零碳---萬里國小食農教育

新北市環境教育輔導團員、萬里國小主任 許慶雄

世界各國尚在巴黎氣候會議就減碳議題討論中，萬里國小已落實減碳多年，並向零碳目標前進。
    萬里國小是北海岸的一所偏鄉學校，在推動校園節能減碳一直不遺餘力。從早期的垃圾分類、省水龍頭、省電燈管與雨水回收再利用等措施，到現在的風光互補發電、電力使用監控與太陽能板發電等低碳節能系統，陸續在102年榮獲新北市環保局低碳校園金熊級認證、103年經濟部推動能源教育績優學校與104年教育部能源科技推動學校等肯定，更首創「能源教育推動教室」，進行各項低碳教學，並接受各團體申請低碳體驗活動。

由於食安問題日益嚴重，新北市政府教育局將食農教育列為重要教育政策，本校配合政策，發展「班班有菜圃」計畫，融入減碳的理念，鼓勵全校師生實踐力行，培養學生勤勞、愛物與惜物的好品格。
    我們設置「有機農場」，獲得新北市政府教育局及環保局的補助，建置一座網室土耕農場及水耕蔬菜農場。有機農場溫室搭建，希望利用原有堆肥，提供有機農場使用，達成改變小空間的氣候條件及減少病蟲害效益，進而穩定生產「健康」、「無毒」與「高品質」三個面向的農作物，以營造低碳、友善、溫馨之永續校園；此外，配合自立午餐4+1安心蔬菜教育推廣，提供一處良好的師生教學場域和成為萬金地區有機農場的示範學校。

水耕蔬菜農場是生活課程與自然領域延伸學習場域，透過實驗性飼養蚯蚓，利用蚯蚓分解廚餘，已獲得「蚯蚓養殖、廚餘歸零、完全生態」之技術，廣受學生喜愛。但由於受限於場地面積不足，無法滿足更多學生需求，再利用校園閒置空間，結合現有農場栽種經驗，進一步開發本市全新且唯一的「自然生態水耕共生系統」，擴大蔬菜種植區域面積。
    透過學校環保小局長組織，學生每天將自立午餐廚房產生的生質廚餘(即不用的菜葉與果皮)投入蚯蚓養殖箱，由蚯蚓進行分解，產生的糞便，融入循環水流中，透過水循環系統成為蔬菜成長的養分來源。這套水耕共生系統從104年10月中旬開始運作至今已成功消化約400公斤生質廚餘，平均每天約7.8公斤的量，預計每年可以消化2800公斤生質廚餘，減少6900公斤的碳排放量，有效達成垃圾減量，降低二氧化碳排放的目的。未來在寒暑假期間，學校在無廚餘可用之時，規劃到附近的菜市場或攤販收集生質廚餘，讓影響的層面擴及到社區，更可透過實際作為向民眾宣導節能減碳和回收利用之事。
    水耕系統運作依靠100W抽水馬達進行循環，透過自動定時開關控制，每日耗能約1.5度電力，為求低碳到零碳，目前已經完成由太陽能光電板發電儲能來取代電力損耗，水耕共生系統可達到自體循環，實現零碳運轉目標，透過硬體設施和課程融入設計，孩子能深刻體驗自然生態蔬菜栽種方式及了解能源科技融入生活之重要，同時認知生態平衡及永續發展的意義。

萬里國小在推動食農教育之時，除了讓班班有地種，人人可體驗外，更規劃一到六年級的相關課程，讓食農教育的推動能向下紮根，透過課程的安排與實作的體驗，讓學生能有系統的進行有效學習，更希望透過下列的策略實施，達到預期目標:
一、活化校園場域，打造永續教育場域
  (一)持續推動農事多元體驗，引進在地資源，活絡教學內容，打造永續教育場域。
  (二)提供班級花盆、農具，鼓勵班級設置班級農圃，實現「時時可食農」教育功能。
  (三)活化學校閒置空間，持續增置校園小型農場數量，建構「處處有農場」生態校園。
二、引入創客精神，建立課程生活實踐
  (一)整合「諾亞方舟」計畫，融入領域課程 (自然、生活、綜合) 教學，建立在地生態素養。
  (二)配合年段能力差異，劃分班群實作場域，落實生活實踐紮根。
  (三)配合學校諾亞方舟計畫，復育種苗及及種子，實現永續校園經營之目標。
三、融入在地特色，永續校園地景地物
  (一)引入在地資源，種植本地季節蔬菜，孕育在地永續農業。
  (二)結合校園綠化美化，引入原生植物復育，建構永續生態棲地。
  (三)引入人力資源，善用志工與家長人力，提升教學深度與內涵。
四、融入校本發展，建構校本食農課程
  (一)整合校本願景，透過課程組織運作，建立校本系統課程。
  (二)融入食農教育內涵，配合自立午餐運作，深化「食農生態循環」認知。
  (三)透過環境教師社群與推動組織運作，精緻教學內容，提升課程深度。
五、發揮區域領航，共創社區雙贏效益
  (一)運用「區域發展中心」角色，邀請農會人員、地方耆老擔任社區教師，入校提供技術指導，提升教學深度與內涵。。
  (二)辦理食農教育講座參訪，引入外部專家學者精緻技術，促進在地農業永續轉型。

萬里國小推動環境教育卓越有成，擁有低碳校園金熊級認證，三年前即建置開心農場，規劃農事體驗與特色課程，今年更透過「校園綠手指－可食地景營造」計畫，將學校閒置土地，改為農事耕作區域，讓學校可食地景面積達到170平方公尺之餘。為此，本校更將食農教育列入校本課程，規畫一到六年級的系統課程，讓食農教育可以扎根萬里，讓萬里可以成為食農教育的先驅，讓孩子都有「誰知盤中飧、粒粒皆辛苦」之情懷，並學習成為「低頭謝飯」之世界環境公民。

做中學，學中做。培育未來的現代公民，必須有動手做的能力與創客的精神。

課程推動內容與課程表

課程推動各年級活動

年級

萬里國小食農教育各年級教學體驗活動內容

1

用餐禮節

健體

飲食文化/農事體驗

2

均衡飲食

健體

均衡飲食(不挑食) 珍惜食物(不浪費)
適量飲食(不暴食) 慢活蔬食(不速食)/農事體驗

3

有機栽種(農)

在地飲食(食)

自然

地產地消，降低食物里程/農事體驗

4

魚菜共生(農)

自然

有機栽種/農事體驗

5

飲食安全(食)

健體

產銷履歷制度/食品添加物/農事體驗

6

全球糧食危機

社會

感恩、尊重、/ 愛物惜物/農事體驗

從低碳到零碳---萬里國小食農教育

From Low carbon to zero carbon-

Food education at Wanlin elementary school

新北市環境教育輔導團員、萬里國小主任 許慶雄

Translator: 林美君(Gwen Lin)

Whilst countries around the world discuessed how to reduce carbon emissions, Wanli elementary school has performing education of Energy Saving and Carbon Reduction for years and its goal is to be a school of zero-carbon-dioxide-emmission.

   Wanli is a remote elementary school located at the northern coastline. It has been working hard on educaton of energy efficiency and carbon reduction.  

At the beginnging, we made efforts on trash classification, water-saving faucet, energy saving lamps and rainwater recycled system. Futher, we worked hard on wind-power generation, electricity monitor and solar panel electricity generation. They are all energy saving and carbon reduction systems. Thus, we won numerous prizes since the year of 102 to 104. What is more, Wanlin elementary school is the first school to has its own energy education promotion classroom. Wanli also accepts other groups to apply for all sorts of low carbon activities.

Due to the fact of unsafe food, New Taipei City put food education into educational policy. Therefore, Wanli elementary school develops a low-carbon plan to encourage each class to have its own farm. Via growing their own vegetables, students can learn to appreciate food.

With a reimbursement from New Taipei City Bureau and Environmental Protection Bureau,our school built two farms- one is hydroponics and the other subsoil plowing in screenhouses.

Besides promoting food education, our elementary school even designs related food education classes from 1st to 6th graders so that students can learn systematically. The followings are some strategies to achieve estimated goals:

1.Rebuild sustainable educational environment:
 (1) Keep promoting multi-element food and agriculture experience, bringing in local resources to our school so as to build a sustainable educational environment.

(2) Providing each class flowerpot, farm tools to encourage each class set up its own farm so that students can participate in farming and learning agriculture knowledge.
(3) Activate unused room at our school; keep increasing numbers of small farms so as to construct “farms everywhere”images at our eco-campus.
2. Introducing Maker spirit; establishing the practice of General education

(1) Integrating “Noah the Ark” plan and assimilate all subjects into teaching so that we can set up local eco literacy.

(2)  According to different graders’ability, students will have their own farming areas.

(3)Based on the plan of Noah the Ark,we enact a restoration plan for plants and seeds so as to realize the goal of sustainable campus.

3.Immerse local spcialities at school campus
(1) Induce local resources, planting local, seasonal vegetables and produce local sustainable farming. 

(2) Integrated greening and making the campus cozier, we introduced restoration of native plants and established sustainable natural habitats.
(3) Introduction of human resources, making good use of volunteers from parents and upgrade the depth of teaching and connotations.

4. Assimilating food and agriculture education into our school based curriculum

(1) Integrading school based vision: set up school based curriculum systematically and funtionally.
(2) Introduction the Connotations Of agriculure education and deepen the cognitiveness of eco-cycle of food education.
     Wanli elementary school excels at environmental education and it has been receiving certificate of Low-Carbon Golden Bear. Three years ago, Wanli already establishs “Happy Farm”to integrate farming experience and special curriculums together. This year, we even make good use of “Green thumb plan-Edible landscaping” to make idle lands into farming areas so as to plan more agriculture. Besides, Wanli even designs systematical programs to let every child appreciate every meal and express gratefullness to hard-working farmers. In this way, all children in Wanli can be global citizens with eco-sense in mind.