The research starts with and focuses on Sheou Township, Changhua County. The township is located in southeastern Changhua, the Barn of Taiwan. Shetou is not only a big supplier of rice and guava products, but also home to Taiwan’s hosiery. Lun-Ya Elementary School is situated between vigorous farms and bustling hosiery factories. In recent years, while facing the change of consumer tastes and the dumping of cheaper imported socks, several local hosiery factories have adjusted themselves and been open to visitors, not only to pass down the manufacturing history but also share the knowledge about hosiery.
　　As for agricultural products, Shetou is famous for its high quality guava and is therefore called the Treasure Land of Guava. Many of the student parents are guava farmers. Apart from that, there are pineapple fields along Shanjiao Road. Since the soil of Bagua Mountain is red and sandy, it is porous. Some local farmers take advantage of the unique tasty Taiwanese Pineapple and make pineapple cakes from that, which always win everybody’s applause.

　　The purpose of this research is to let the children explore Shetou’s local special goods from the natural ones---guava and pineapple---to the nurtured one, hosiery. Through visiting the fields and factories, the children are able to see another side of the Township and find the precious treasures in it. From the real experience, they will learn Shetou’s industrial characteristics along with its culture and history, and develop the ability to see the township with fresh eyes.
　　The design of the research is to let the students share their “Treasure Hunt” experience with those who don’t take part in the project. The listeners, both students and teachers, will benefit from the conversation and therefore show care, concern, and love to the environment. With the deeper knowledge of local industries, they will be able to appreciate the hard work of those who keep cultivating and laboring on the land.

1. To learn more about Shetou’s local special goods, the producing processes and the historical and cultural backgrounds.
2. To observe and experience the production of Shetou’s local special goods and the process of growing local fruits by visiting the factories and farms as well as interviewing the producers.
3. To appreciate the hard work of the local producers by partaking in the process and therefore cherish the natural resources of the land.
4. To perceive the problems and challenges in processing, producing, and selling by involving in the process; develop the ability to think critically and find solutions.

students with local area network, LAN, in order to make it easier for them to search information and print data.

Problems and Difficulties	Problem Descriptions	Solutions
1. No experience in interviewing	The students didn’t know how to gather and integrate the information and draft interview questions based on that.	Let the students read awarded works and practice how to ask questions. Helped them find the way to express themselves and reminded them to improvise in different situations.
2. Inability to gather information	The students had a hard time finding information about the topic or were unable to integrate the data.	Encouraged the students to work as groups, so that it would be faster to gather information. Led the students to the key points; let them select proper information through discussions.
3.Incomplete records	The students failed to record the complete information or knowledge gained in the project.	Asked the students to draft interview questions ahead, practice taking notes during the interview and add related information. On the other hand, asked other students to take photos in order to help them recall the scene.
4. Limited time for taking part in the activities	The students had their personal affairs to attend to, such as going to language institutes or training camps, therefore it was hard for all of them to come together and complete the research.	Asked the students to take advantage of lunch breaks, club time and Wednesday afternoon, and encourage them to work online at home. The final solution was to come to school and work together during winter break.
5.Lack of transportation	The locations might not be close to the school, therefore some teachers and parents had to give the students a drive.	The final interview locations of the research were not far from the school, which the students could walk to.
6. Inexperience in using editing application software	The students are unfamiliar with the editing software and the keystrokes, therefore the files were often deleted or missing accidentally.	Asked the students to save files on USB hard drives or in emails from time to time. Kept reminding them of how to edit the images and encouraged them to work together.
7. Insufficient equipment	Since the amount was bulky, the moulds for making pineapple cakes were not enough.	Asked help from the teachers and parents. With a relative’s and other teachers’ assistance, the students had enough equipment offered from the bakeries.
8. Not in the producing season of certain fruit	The research project missed the harvesting season of one local special fruit, longan, and its dried products.	Changed research subjects to pineapple, guava and hosiery industry.

　　The local special goods of Shetou in this research project included guava, hosiery and pineapple, which made the project colorful and alive. We visited the pineapple fields, guava farms, pineapple cake factories and LOHO Sock Factory, and we also took part in the annual Hosiery & Guava Festival. Thanks to this competition, we learned from the real experience and had deeper insights about the local special goods and our hometown. In this research, we acquired the skills to collaborate with one another and showed our best teamwork.