SEAMEO-Japan ESD AwardSupporting Partner:

Submission Form of 2014 SEAMEO-Japan ESD Award Theme: Fostering Global Citizenship for Sustainable Future

The last day for submission of entries: 15 September 2014

PART I: Details of Your School

1. Name of your school: HONG BANG SECONDARY SCHOOL

2. Full address: 132 HONG BANG STREET, DISTRICT 5, HO CHI MINH CITY, VIETNAM

3. Postcode: 84

4. Country: VIETNAM

5. School’s telephone number (country code+city code+telephone number): 84.08.39559485

6. School’s fax number (country code+city code+fax number):

7. School’s email Address: ea05-hongbang@hcm.edu.vn

8. Name of the Head Master/ Principal/ School Director: TRAN DUC KHANH

9. Name of Teacher Coordinator: PHAM MINH THIEN/ NGUYEN THANH TU

10. Email address of the Coordinator: thanhtu3006@gmail.com

11. School website (if available): misp.vn/hongbang

12. Educational level (Such as Kindergarten 1 to Grade/Year 9): students aged 11-14 (Grade 6-9)

13. Number of teachers in your school: 170

14. Number of teachers participated in this programme: 6

Teachers

- Tran Duc Khanh _ The Principal- Pham Minh Thien _ The Vice Principal - Ho Van Minh _ Teacher of Technology- Nguyen Kim Ngan _ Teacher of Biology- Nguyen Thanh Nhan _ Teacher of Computer Science- Nguyen Thanh Tu _ Teacher of English

Students

- Activity 1 the whole students in grade 9 (800 students)

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- Activity 2 class 6.16 and 6.18- Activity 3 class 6.16 and 6.18- Activity 4 class 7.5- Activity 5 2 students

Nguyen Ngoc Nhu - Class 9A3 Tong Huynh Gia Phuc - Class 9A3

- Activity 6 25 students grade 6 and 7- Activity 7 grade 6- Activity 8 class 9.5

15. Number of students in your school: 3, 500

PART II: Information about the School’s Programme

The information of part II from no.1 to 13 should be no longer than nine (9) pages long of A4 in total. The information should be written in Times New Roman font, 11-12 point size.

1. Title of the school’s programme ENVIRONMENTAL SOLUTIONS OF THE YOUTH

2. Summary of the programme (a half to one page A4)

Environment plays an important part in our life. Therefore, teachers should encourage students to research and to solve environmental problems with their abilities. Last school year, we practiced eight activities on environment.

1. ACTIVITY 1 _ THE YOUTH CAMP AND ENVIRONMENT2. ACTIVITY 2 _ THE GOLDEN BELL CHALLENGE3. ACTIVITY 3 _ BIODIVERSITY OF NAM CAT TIEN TROPICAL RAINFOREST4. ACTIVITY 4 _ GROWING VEGETABLES SAFELY AT HOME5. ACTIVITY 5 _ RESEACH ON TREATING CHANNEL WATER WITH WATER CABBAGE

AND BACOPA6. ACTIVITY 6 _ I LOVE SCIENCE CLUB7. ACTIVITY 7 _ THE SECOND “YOUNG BIOLOGIST” COMPETITION8. ACTIVITY 8 _ INVESTIGATING ENVIRONMENTAL POLLUTION AND STUDENTS’

SOLUTIONS (RECYCLED PRODUCTS)

3. Background information or reasons why the school created this programme

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TEACHERS AT HONG BANG SECONDARY SCHOOL

1. 1. Tran Duc Khanh _ The Principal 2. 2. Pham Minh Thien _ The Vice Principal - The whole programme3. 3. Ho Van Minh _ Teacher of Technology - Activity 44. 4. Nguyen Kim Ngan _ Teacher of Biology - Activity 3, 5, 6, 75. 5. Nguyen Thanh Nhan _ Teacher of Computer Science - Activity 1, 26. 6. Nguyen Thanh Tu _ Teacher of English - Activity 8

We created this programme in order to- Apply the general knowledge which students have learned to real life.- Train physical, pitch tents skills, teamwork skills, presentation skills in public, collective activity. - Relax and play learning - Educate climate change and adapting to climate change, in cooperation with the British Council and Live & Learn organization.- Improve students’ reflexes and skills in answering quizzes and raise their awareness of climate change and environmental education and encouraging them to take practical actions on these matters.- Join in specific lessons about biodiversity and learn about the creatures’ camouflage- Help students better understand the lessons from textbooks, learn from nature, educate students a love of nature, love country, build awareness of protecting biodiversity, moral education, and improve skill of writing depicting.

- Help them better understand many subjects; learn interestingly, effectively and meaningfully

4. Objectives/goals of the programme

Firstly, we help students to develop interest in learning, create the ability to apply knowledge and skills and improve communication skill through the process of interpretation and defense for the research topic.

Secondly, we facilitate Vietnamese education towards globalized trend, contribute to driving educational reformation and refreshing organizational approach, develop 21st century soft skills such as creative, innovative and independent thinking skills plus problem solving, collaboration and communication skills, next to life skills and vocational skills likely flexibility and adaptability, active self-direction, leadership and accountability.

Thirdly we encourage students to build self-confidence and get involved in scientific research activities, renew the process of student assessment; improve student’s capability and advancing the teaching quality at school.

Finally, diversifying the methods of study helps students consolidate the knowledge they have learned at school in an enthusiastic way, create a competitive learning environment about the diverse and abundant fauna world. Through that, we can train our students the following skill: teamwork, communication, behavioral flexibility

Last but not least, scientific research motivates the teaching of science in schools, combines theory with practice and helps students see the relevant between different subjects to solve practical situations. It also helps teachers to improve their professional skill, group activities. This will benefit them greatly in the future.

5. Core competencies of students (e.g. knowledge and understanding, cognitive skills, non-cognitive skills and behavioural capacities) that the school aims for within the programme.

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- Encouraged by the global education and the comprehensive innovation spirit of national education, I have guided my students to participate in the Student competition for Scientific research held by Ho Chi Minh City Department of Education and Training during the 2013 – 2014 school year.

- During scientific research scheme, students are able to develop some crucial 21st century soft skills such as creative, innovative; and independent thinking skills plus problem solving; collaboration and communication skills, next to life skills and vocational skills likely flexibility and adaptability, active self-direction, leadership and accountability… This will benefit them greatly in the future.

Further development of this study

- Carried out pilot study base on the researched model. - Continue to research further on canal water treatment using common aquatic plants like

water hyacinth and lotus combine with chemical and biological methods. The main disadvantages of using aquatic plants is the slow rate of treatment and the less effectiveness compare to other chemical methods.

6. Period of the time when the programme was or has been implemented

These activities were done in in the school year 2013-2014

7. Activities (Actions and strategies of implementation)

ACTIVITY 1 IN THE SCHOOL YARD

The behavior test (the contestants in the final round): the main contestants are the best propaganda for everyone. They will present their understanding of climate change, environmental pollution, why do we have to protect the environment? How will you do to protect the environment? ext.

The decorating tent test: students decorate their tents to highlight the issue of environmental protection and the meaning of the name of the tent. This test helps students understand of climate change, environmental protection, what will you do to protect the environment around you?

The motive test of "bring fresh water to delta": This test requires the ingenuity and solidarity of groups. Groups have to apply knowledge of Physical Education, Gymnastics, Biology, Art and Technology in the finals. Organizers will provide some useless materials and groups have to create useful objects from them.

ACTIVITY 2 IN THE HALL

Set up plans to organize the “golden bell challenge” Discuss the plans with the school’s administration and receive their approval to organize the

competition. Prepare for the competition: Informing the plans to the classes; make a list of students who

participate in the competition; make quizzes; prepare the gifts and rewards for the challenge. Start the competition

ACTIVITY 3 IN THE CAT TIEN NATIONAL PARK

The activity of teaching fieldwork not only has the purpose of education biodiversity but also trains a number of practical skills; so the ways which the teacher perform, are divided into two parts: on-campus activities

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and practice in the nature in Cat Tien national park. And with the combination of subjects: Geography, Literature, and Civic Education to rate and give points to students.

- For Biology: + School Activities: before going fieldwork, students are joined in activities include the following contents: ● Watching movies, listening to reports to introduce biodiversity, causes of biodiversity decline, the harmful effects of reducing biodiversity.● Practical experiments to understand the role of the plant and ecological activities (experiments 1, 2, 3, 4). Special, vegetation helps prevent erosion and restrict floods, drought. The body of tree transports substances, so it helps reduce toxic emissions. Plant restricts floods, droughts and stable groundwater. Soil filters the water; prevent pollutants to reduce toxic emissions.+ Fieldwork activity: When attending fieldwork activity, students will approach nature and clearly understand the role of forest and vegetation on the stability of ecosystems and the natural environment. ● When going fieldwork to Cat Tien National Park, on the way students are guided by teacher to learn a number of industrial plants’ features, some characteristic plant of regions such as rubber, cashew, tobacco, coffee, high-yield wheat, ext.● At rubber forest on the Dau Giay, students are participated in activity of biodiversity by doing sample plots, collecting the species in sample plots with different areas and playing game of animal prey. Students are also participated in game of creatures’ camouflaged; through games, students understand the meaning of the creature's camouflage in their habitat.● In the Cat Tien National Park, students continue practicing biodiversity lesson in the forest. The second sample plots were prepared along the walk route in the forest edges. Students can visit the forest habitat, they understand some plants which were distributed in tropical rainforest; they visit the Tung tree, Si tree. They understand the role of the stream to the plant and animal. They understand the stratification of the forest and characteristics of five forest habitats in Cat Tien (broadleaved evergreen forest, semi-deciduous forest, mixed bamboo forest, pure bamboo forest, and wetland vegetation). When walking on the main road, teacher can explain to the children: the human’s impact has changed the landscape and vegetation. Students also understand the value of the rare plant species and many other species which have served human life from past to present.● Students understand that the climate in the forest is cooler than outside, thanks to the role of vegetation: suck CO2, release O2 and water vapor during the process of photosynthesis, cool plant (release water vapor to create suction from the roots to treetops), create humidity, so the air in the forest is cooler than outside. This evaporation will contribute to increase water vapor in the air – creates stable rainfall and ensures cycle of water circulation. This helps students explain why the areas with more vegetation, forest will have more rain and higher humidity.● Through this program, students will recognize that the role of plants for human life, the benefits of biodiversity for ecological environment and economic life of man. In the city, student can launch movement of planting tree in campus or voluntary join in afforestation program, ext.● In the discussion, it will have many questions concerning how biodiversity is, why should protect biodiversity? To contribute to the protection of biodiversity, being the citizens of the city, what will student do?● In the evening, students conduct group discussions to analyze and compare the biodiversity in two places: rubber forest and Cat Tien forest. Thereby, the students conclude the species diversity in the two environments and understand why there is the difference. Students discuss to summarize the role of forests. Teacher educates the importance of forest

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protection, protection of biodiversity and the ecological reserve. Students discuss the solution to protect biodiversity. Then students experience a tour of visiting animals at night. Here, students can observe some animals such as deer, wild boars, owls, ext. and hear guider introduce about their lives.● Students feel the air and the sounds of the jungle, this is different in the city. The students join in sport activities of the class, the students feel the way to live harmony with their friends, take care of themselves without their parents. ● In the end of fieldwork trip, back to school, students finish the project report. The groups lucky draw the content of the group assignments. They write "trip diary" to save the memories with the class.

ACTIVITY 4 AT HOME AND AT SCHOOL

- Give the time of presentation for each group (maximum 10 minutes) - Oversee and ask questions at the end of each presentation. (remind students to pay attention to the time and give points to other groups) - Ask groups draw for the order of presentation.- Organize discussion about questions of lesson and questions of content.- Ask groups to finish the last two columns of the KWLH chart.

ACTIVITY 5 AT LETTER Y BRIDGE AND THE THE LABORATORY

- Consider the suitable location and other influence factors include light and temperature for placing models. - Construct 5 experiments: + Sample 1: untreated canal water + Sample 2: canal water with water lettuce.+ Sample 3: canal water with Bacopa.+ Sample 4: canal water with water lettuce and Bacopa.+ Sample 5: tap water with water lettuce and Bacopa- Compare the treatment ability among 3 samples using aquatic plants base on the surveyed indicators: pH, TSS, COD, NH4+- Evaluate and determine the treatment ability of two aquatic plants: water lettuce, Bacopa and the combination between these two species.

ACTIVITY 6 AT SCHOOL

- Learn about recycling- Making objects using recyclable materials (bottles, papers, plastic foam)- Plant trees in the Botanical Garden (Star fruit, palm trees, purple leaves tree)

ACTIVITY 7 AT SCHOOL

Every day, students are taught from textbooks by teachers in class, then study at home and tested at the beginning of the period in the form of 15 or 45 minutes written tests. That cannot stimulate the students to study for more knowledge and they lack an appropriate playground for a subject. Based on those reasons, teachers give the students a practical study playground and create an equal competitiveness among the classes, the “Young Biologists” competition for 6 th grade students was held in September, 2013.- The “Young Biologists” competition has given students the chance to broaden their knowledge, further attract them to the subject

ACTIVITY 8 IN THE CLASSROOM AND AT HOME

Students need teamwork and PowerPoint skill.

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Students can use English to give presentations about the problems Ability to summarize information, creativity

Week 1: preparing for the project- Teachers will hand out self evaluation sheet for students, and make proper adjustments to the profiles.- Initiate the project, assign the groups, set requirements, distribute the suggestions, evaluate presentation skills, teamwork and assignment distribution among members.Week 2 & 3: Excuting the project, with supervision from teachers, guiding the students in designing the products.-During the working process of the students, teachers will supervise them via group activity worksheets, and inform them about the specific time to assist them out of class.-Teachers must remind the students about the deadline for the products, examine their products to ensure punctuality, and tell them to prepare for the product presentation.After completing the products, students will organize a presentation day to introduce their products in front of the class.Students will join the judges to evaluate their own products and other students’ products.The products are introduced and stored in the library.They will also be saved into the database on the school’s website.

8. Teaching and learning methodologies that the school applies for promoting the core competencies as identified in number 5

ACTIVITY 1- Method of teamwork: discuss and exchange. - Method of collective games, solidarity.- Method of presentation

ACTIVITY 2-Collaborative method.-Experimental method-Data processing method

ACTIVITY 3- The report of biodiversity topics: method of vivid visualization, exchange, discussion.- The learning about ecosystem: method of experimental practice, method of hand molding powder. - The biodiversity lesson: sampling method, analysis, discussion, group presentation. - The lesson of creatures’ camouflage: method of group games, group discussion and group presentation. - The lesson of measure the average temperature: method of experimental practice, group discussion. - The report of the project: methods of group notes, introduction and convincing.

ACTIVITY 4+ Academic research methods: - Review theory issues related to growing vegetables at home. - Review theory issues related to project-based learn, how to organize, rate, etc.+ Practical research methods: - Guide students how to use word, power point, film, video editing, and ext.- Guide students how to grow vegetables at home. - Observation: through students’ activities, etc.- Conversation: find out about students’ ability, etc.- Survey: by questionnaire, etc.

ACTIVITY 5- Method of documenting and synthesizing information. - Method of empirical research. - Method of sample analysis and technical drawing.

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- Method of data assessment and processing.

ACTIVITY 6- Weekly Activities with topics- Teamwork- Discussion between teachers and students- Experimenting

ACTIVITY 7- The competition will have 3 rounds+ Round 1: personal working methods+ Round 2,3: Team working method

ACTIVITY 8Teamwork.Practical method.Inquiring method

9. Partnership, community participation and international connection (Details of partners, their roles and activities that they have involved)

- The students at Nguyen Trai Primary School in Bu Dang, Binh Phuoc Province in the Middle of Vietnam. (activity 8)

- The manager of Cat Tien National Park. (activity 3)- British Council and Live & Learn organization. (activity 2)- University of Science and Nature (activity 5)

10. Monitoring and evaluation mechanisms and summary of results

Monitoring and evaluation mechanisms:

The students participated all the programme enthusiastically. They study a lot of life skills, work in groups, feel confident, love nature and animals, have responsibilities with themsheves and the others. Moreover, they can know 21st students’ skill, connect with other students, become global citizents, and protect the environment for their future.

Summary of results:

- Throughout the survey of canal water sample, the study recommends using water lettuce to improve the quality of Tau Hu canal’s surface along Vo Van Kiet Boulevard from the Letter Y Bridge to the front gate of the National Hospital of Tropical disease.

- Purposes: Reduce odors from canal water, which affect the student of Ham Tu primary school,

Hospital of Tropical disease, other offices and residential area where the survey was conducted.

Help create landscape and green areas that can be seen from pedestrian bridge above.- How to perform: Setting up fishing net along both canal banks with buoys attached on to

facilitate the net’s responsive mobility with tidal regime movement. Water lettuce is planted to grow along both sides of the canal. Due to traffic activities on the canal, water lettuce is placed inside the net to avoid ships and boats, each size of the net is one meter. Net should not be placed at point where there are stairs. Buoy main-rope:

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Floating the net. Create decoration highlights

Net: Limit the water lettuce living space to avoid it spreading out and causing traffic

accidents. Easy to control Made by durable material, can’t be decomposed when put into water for a long

time. . Create home for small fishes, avoid being attacked by larger species (suitable pore

size). Concrete Main-rope:

Avoid using metallic material to reduce loss Keep the lower part of the net fixed net. Create scaffold for benthos species.

Net - stretching frame: Using plastic materials (pipes). Hold the upper part of the net in stable shape.

11. Resources used for programme implementation

RESOURCESVIETNAMESE:[1] Dương Thúy Hoa, 2004, Một số loài thực vật thủy sinh tiêu biểu, Nhà xuất bản trẻ[2] Trần Văn Nhân, Ngô Thị Nga, 2009, Giáo trình công nghệ xử lý nước thải, NXB Khoa học và Kỹ thuật.[3] Giáo trình thực hành thí nghiệm phân tích môi trường, Trường Đại học Khoa học Tự nhiên.Internethttp://available.com.vn/timhieu-10314-kenh-Tau-Hu-Ben-Nghe-doc-dai-lo-Vo-Van-Kiet

http://www.dichvuthuyloi.com.vn/vn/Tin-Tuc/thong-tin-tinh-hinh-o-nhiem

http://www.baomoi.com/Tau-Hu--Ben-Nghe-xua-va-nay/148/10089713.epi

http://vi.wikipedia.org/wiki

http://vi.wikipedia.org/wiki/B%C3%A8o_c%C3%A1i

http://caycanhthanglong.vn/A19B2326/cay-beo-cai.html

12. Benefits/Impacts/ positive outcomes of the programme to students, school and community

- The students can make a lot of musical lanterns for poor and disabled children at Nguyen Trai Primary School at Binh Dang, Binh Phươc provine in the Middle of Vietnam.- The students’ products consist of report, presentation, safe vegetable products which achieve the criteria which teachers set out. - The majority of the members supports and helps each other the process of collaboration among the members in the group. - Diary of groups and individuals that majority of the members record fully and timely. - Take notes of teacher and leaders about the members express the group rate members well. - Students understand clearly the lesson content and apply their knowledge to their lives. - Students develop some skills that they need to study and research in their future.- Students have chance to train more information technology: word, power point, make a video, etc.

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- Students can workenthusiastically in groups, feel confident and know the skills of 21st century.- Students are well-prepared to become global citizens

13. Plan for sustainability and plan for the future Plan for sustainability: Maintaining the initiated activities in the last academic year.Plan for future

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14. List of attachments such as a copy of the school operational plan, learning/ teaching materials, samples of student worksheet, manual, etc. If the attached materials are in the local language, please provide a brief description in English language.

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No ACTIVITIES TIME GRADE

1. Sightseeing, studying the wild animals rescue missions in the Cu Chi’s wild animal rescue facility

Sep 2014 7

2. Fieldtrips, finding out more about the organization of the Advanced Agricultural Area in Cu Chi, centered on developing agriculture while being environmental friendly and preserving human well-being

Oct, Nov 2014

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3. Cooperating with the Saigon Zoo and Botanical Gardens to organize the program “Discovering Nature” in order to encourage students actively learn and study their surrounding environment, discover the life of wild floras and faunas, through that, we can develop an awareness of protecting the lives of plants and animals, the environment and our own lives as well

From Nov 2014 to Mar

2015

6, 7

4. Exchanging experience with other schools through many subjects including outdoor studying, protecting the environment, wild plants and animals conservation... and organizing the “Youth and the Environment” camp

Mar 2015 7, 8

5. Developing an environmental education method through games and activities in the Biology lab and the school’s botanical garden.

From Dec 2014 to Mar

2015

6, 7

6. Organizing assignments for students to make a collection of photos and video clips surrounding the curriculum, environmental protection and conservation

From Oct 2014 to Apr

2015

6, 7, 8, 9

7. Enlarging the scale of “I love science” club in terms of club members, activities, more varied contents, focusing more on integrating many subjects while solving practical situations

From Oct 2014 to Apr

2015

8. Organizing trips for students to other national parks, specifically: the Bidoup national park in Lam Dong, U Minh national park in Kien Giang, Vinh Cuu conservation in Dong Nai

From Jan 2015 to Mar

2015

6, 7, 8, 9

9. Organizing “Young Biologists” competition Mar 2015 6, 7

10. Set up the monthly “Kids and the Environment” bulletin Every 3 months

6, 7

11. Innovate the existing the current “botanical garden” to the “Biological Experiment Garden” with a “Plant corner” for 6 th

grader (to practice planting and taking care of plants) and an “Animal corner” for 7th graders (to practice raising animals in the 7th grade Biology program). Creating the opportunity for students to develop their reasoning skill and get used to scientific research

From Sep 2014 to Apr

2015

6, 7, 8, 9

12. Building activities integrated in field study subjects to improve various skills for students such as: Survival in nature, responding to dangerous situations, field studying, teamwork, observation and information collecting, presentation and interviewing, communication, and technology utilization skill

From Sep 2014 to May

2015

teachers

Attachment 1) ASSESSMENT TABLEAttachment 2) BIOLOGICAL DIVERSITY_ ASSIGNMENTAttachment 3) GRADING TABLE FOR THE EXHIBITION STALL OF CLASS 6_16Attachment 4) GRADING TABLEAttachment 5) PROJECT TEACHING and STUDYING THE BIOLOGICAL DIVERSITY OF CÁT TIÊN NATIONAL PARKAttachment 6) THE BIOLOGICAL DIVERSITY OF TROPICAL RAINFORESTSAttachment 7) WORKSHEETBIOLOGICAL DIVERSITY

1. ACTIVITY 1 _ THE YOUTH CAMP AND ENVIRONMENT2. ACTIVITY 2 _ THE GOLDEN BELL CHALLENGE3. ACTIVITY 3 _ BIODIVERSITY OF NAM CAT TIEN TROPICAL RAINFOREST4. ACTIVITY 4 _ GROWING VEGETABLES SAFELY AT HOME5. ACTIVITY 5 _ RESEACH ON TREATING CHANNEL WATER WITH WATER CABBAGE

AND BACOPA6. ACTIVITY 6 _ I LOVE SCIENCE CLUB7. ACTIVITY 7 _ THE SECOND “YOUNG BIOLOGIST” COMPETITION8. ACTIVITY 8 _ INVESTIGATING ENVIRONMENTAL POLLUTION AND STUDENTS’

SOLUTIONS (RECYCLED PRODUCTS)

15. Photos related to the activity/programme (Maximum of 6 photos with captions in English)

Photo1

The elegant fashion contest with recycled accessories

Photo 2

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THE GROUPS’ PRODUCTS OF VEGETABLES

Photo 3

The Play – An education on garbage problems and the environment

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Photo 4Explore about creatures’ camouflage through camouflage-games

NAM CAT TIEN TROPICAL RAINFOREST

Photo 5

Two set of experimentsA STUDY ON CANAL WATER TREATMENT USING AQUATIC PLANTS

WATER LETTUCE AND BACOPA

Photo 614

RECYCLED PRODUCTS

A HANDMADE LANTERN A PENCIL CONTAINER

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