1. In accordance with the Environmental Protection Administration's letter No. 1121073964 dated June 19, 112.
2. To allow elementary school students to open their senses, explore their living environment, and connect with the environment, we encourage students, parents, and teachers to go out together. Through observation, exploration, and recording, they will draw their own unique environmental maps. Through the practical process, children will be guided to care for the environment, interact with people, reflect on the current situation, and practice change, embarking on a precious environmental education experience. Therefore, this activity is organized.
3. The participants of this activity are elementary school students nationwide. They will compete in teams, and students are not limited to the same school. There is only one advisor or parent allowed per team (unlimited number of teams can be advised). The grouping methods and regulations are as follows: (See attached document 1 for the activity guidelines)
(1) Middle Grades Group: Students in grades 2 to 4 of elementary school as of September 112. Teams of 2-4 students will compete (each team can include an advisor or parent).
(2) Upper Grades Group: Students in grades 5 to 6 of elementary school as of September 112. Teams of 2-4 students will compete (each team can include an advisor or parent).
(3) Each team can submit up to 3 entries, but each team is limited to winning 1 award (the special award is not included in this limit).
(4) For teams with students from different grade levels, the team will be registered in the group corresponding to the highest grade level of its members.
4. The content of the environmental map drawing must be based on one of the following five major environmental education learning themes: "Environmental Ethics," "Sustainable Development," "Climate Change," "Disaster Prevention and Relief," and "Sustainable Use of Energy and Resources." The drawing should use the student's own school or home as the main starting point, observing the surrounding natural ecology, human history, and living situations (such as food, clothing, housing, and transportation). Simple and easy-to-understand symbols or text should be used to depict the spatial distribution on the drawing paper, presenting a meaningful and original environmental map.
5. A special award is added this year in line with the net-zero transition policy, encouraging parents or teachers to lead students in actively understanding the policy. The content of the drawing should focus on "Climate Change" or "Sustainable Use of Energy and Resources," with creative ideas incorporating the policy's implications.