By recording students daily activities, students calculated the amount of water that they used daily and discussed the possible methods of saving water by reducing the activity that had the higher water usage.
利用紀錄學生每日活動及飲食生活習慣，計算每日使用之水資源。找出每日耗水量最大的活動，並想出五種可能節省水資源的方法。

2015.01.16 Methods of Saving Water

After group discussions, students presented their ways of minimizing the daily water usage in attempt to reduce the water footprint.
在小組討論後，學生上台分享各組節省水資源的利用之五種方法。

First Group
第一組

Second Group
第二組

Third Group
第三組

Fourth Group
第四組

By Researching and reading posts from students in the selected international city, New York City, students had made a comparison between the water in NYC and Taipei.
利用蒐集資料和參考學生選出的城市- 紐約的國際學生提供之信息，比較紐約與台北兩個城市自然水系統的相異處。

2014.12.19 NYC Students Respond 

Finished and uploaded the comparison between the NYC and Taipei. Watch NYC students’ definition of “Global Scholar”.
完成並上傳上堂課比較紐約和台北的相異處。 並且欣賞由紐約中學生拍攝對於”國際學者”之定義。

2014.12.26-2014.12.27 “Water Access” Planning

Working as a group, student discussed and designed their own plan of constructing a water treatment plan. The group that finished their plan fastest is the winner. The students then discussed the difference between the planning of the real water treatment plan with the one they designed.
小組討論並設計如何在最短的遊戲回合中完成建構汙水處理廠的興建。並在遊戲結束後，討論遊戲與真實生活中汙水處理廠興建計畫的相異處。

Working in groups, students were asked to share what they have learned and their observations of their chosen body of water in their city.
分組討論並介紹各組選擇之水域。

2014.11.21 “My local water landscape”

Revised and posted group’s discussions of “My local water landscape” on the website.
Also, watching the introduction of the New York City’s drinking water system, students were asked to take note on what they have learned in the video clips.
各組校訂並上傳其小組討論之結果。另外，觀看由美國自然博物館提供的線上互動影片，了解紐約城市的飲水系統運作方式。

Students were asked to post their self-introduction on the course website and comment on other students posts.
學生將自我介紹上傳到課程網站並且於其他國家學生之自我介紹下評論。

2014.10.17   Virtual Travel Plan

Working in groups, students were assigned to research and plan a virtual travel plan to a designated city.
小組討論分工並上網收集各組選出之城市資料。

2014.10.24   “What makes a Global Scholar?”

Discussing and responding to question- ” What makes a Global Scholar?”
Introducing and familiarizing with the iPad interference.
討論並回答對於國際學者之定義。

2014.10.31   “What makes a Global Scholar?” & Unit 1: Why Water?

Presented and recorded each group’s response to “What makes a Global Scholar?”
After introducing a list of new vocabularies, student were divided into 4 groups discussing the chosen topics provided in the course package.
各組上台發表並錄下其對於什麼是國際學者之定義。

A brief interview with the students to get to know their interests, habits, and English proficiency.
簡單的與有意參與此社團之學生面談以了解學生之興趣、愛好和英語能力。

2014.09.12   Group Discussion 分組討論

Students were divided to four groups to go over the course package.
學生分成四組討論這學期的課程。

2014.09.19   Syllabus/ Basic Vocabulary

Introducing the vocabulary used in the course package and finishing the introduction of the syllabus.
教導教材上較生澀之單字與完成介紹本學期之課程綱要。

2014.09.26   Intro of the Course-Website Interface 

Familiarizing the course website and watching the instructional videos.
讓學生熟悉本課程之主要網站介面與欣賞其使用介紹之影片。