The practical guide to a
“Reconstruction and Disaster Risk
Reduction (R-DRR) Mapping”
Understanding the natural environment andthe lives of those in your hometown
Editor: The International Collaborating Center of Disaster Education Researchand Implementation (ICCDERI), International Research Institute of Disaster
Science (IRIDeS), Tohoku University, Japan

Table of contents
1

Introduction
1.1

What is “Reconstruction and Disaster Risk Reduction (R-DRR) Mapping”? ������ 5

1.2

Expected outcomes������������������������������ 6

1.3

Key points during implementation ����������������������� 7

1.4 Actual‌
operations at the schools that have implemented reconstruction anddisaster risk reduction (R-DRR) mapping��������������������� 92

Unit planning

2.1 Planning‌
steps for customizing the program to your school’s particular
circumstances �������������������������������� 10
2.2

Case study of unit planning for “reconstruction mapping”������������� 12

2.3

Case study of unit planning for “disaster risk reduction mapping” ��������� 29

2.4 Maps‌that reveal transitions of land forms and land use in the locality andexamples of its utilization ��������������������������� 26

3

4

Unit implementation
3.1

Prior arrangements ������������������������������ 31

3.2

Learning flow�������������������������������� 32

3.3

Utilizing the map in class ��������������������������� 42

3.4

Developing an information platform and utilizing it���������������� 43

Closing

Message from the Board of Education ������������������������ 46‌
Messagesfrom teachers, pupils and students at the schools that have carriedout implementation �������������������������������� 47
Messages from universities ����������������������������� 54

This guide is available on the Reconstruction and Disaster Risk Reduction (R-DRR) Mapping Website.
▶ http://drredu-collabo.sakura.ne.jp/mapping

2

3

1

Introduction

The “Reconstruction and Disaster Risk Reduction (R-DRR) Mapping” program is a school-based program for
R-DRR in the City of Ishinomaki, one of the areas devastated by the Great East Japan Earthquake and Tsunami that
occurred on March 11, 2011, which was started, under the support of the city’s Board of Education, by researchers
at Tohoku University, Yamagata University and Kobe University, together with the international NGO Save theChildren, and in collaboration with teachers at school.
When this program first began in school year (SY) 2012, one and a half years after the Great East Japan
Earthquake and Tsunami, it was set as a future-oriented disaster education program focused on reconstrucition
so that the children at schools in the coastal areas who directly experienced the great earthquake and tsunami
could recover from its trauma and keep their love for their hometown. While reconstruction has made progress inthe city in the five years following the great earthquake and tsunami, it has been expanding its targets from thosein the coastal areas to the central part of the city of Ishinomaki and further towards the Kanan area, which wasn’t
directly affected by the tsunami, and has been implemented, so far, at ten elementary and junior high schools as“R-DRR mapping,” aiming to make it a sustainable R-DRR program that is rooted in each community through its
cooperation with schools.
As the number of pupils, students, teachers and local residents who didn’t directly experience the greatearthquake and tsunami has been increasing with the further passage of time, the importance of disastereducation in which the community is fully involved has been growing in order to learn from the experiences of thedisaster and to prepare for and reduce the risks from damage in the next disaster, based on these experiences andthe lessons learned. Therefore, the International Research Institute of Disaster Science (IRIDeS), Tohoku University,organized this practical guide to R-DRR mapping, based on the five years of practical experience at the ten schools,
to promote further implementation hereafter. The authors hope it will become a guide for all who are interested in
R-DRR mapping, not only in Ishinomaki but across Japan and around the world.

Aiko Sakurai

Deputy Chief, International Collaborating Center of Disaster Education Research and Implementation (ICCDERI)
Assistant Professor, International Research Institute of Disaster Science (IRIDeS), Tohoku University41.1 What is R-DRR mapping ?
“Reconstruction and Disaster Risk Reduction (R-DRR) Mapping” is a learning program for R-DRR
education, which is taught in the “Period of Integrated Study” (sogoteki na gakushu no jikan) atelementary and junior high schools in the City of Ishinomaki, one of the areas that were heavily
affected by the Great East Japan Earthquake and Tsunami that occurred on March 11, 2011.
It aims to encourage children in the City of Ishinomaki, who experienced the Great East Japan
Earthquake and Tsunami, to gather information about their community’s natural environment andhistory, as well as its efforts in R-DRR, through “town watching” and “map making,” and to rediscovergood and attractive parts of their hometown. Furthermore, it aims to encourage children in the city
under reconstruction to maintain their interest in R-DRR through community study, and to eventuallycontribute to a disaster-resilient town development.
Consider reconstruction and
DRR as a consecutive series.

Recovery &Reconstruction

Prepare for the next disasterbased on past disaster
experiences.

Preparedness

Learn from the local area’s
disaster experiences.

Disaster
response

The Great East Japan
Earthquake and Tsunami
occurred on March 11, 2011

Fig.1: R-DRR mapping in the context of disaster cycle

R-DRR mapping basically takes place in the following process. It can be modified as needed, in
accordance with the actual situations of the school, children and the community, as well as the theme
and class hours. Map making can be included as a part of a unit.

Orientation
Town watching
Map making
Presentation
Utilization in class
Fig.2: Process of R-DRR mapping5

1.2 Expected outcomes
The following outcomes are expected through implementation of R-DRR mapping.
●Children rediscover attractive parts of their hometown and start to like it.
●Children become motivated about the reconstruction of their hometown.
●Children learn about the transitions in land forms and townscapes in their hometown, as
well as its history and disaster record, find that its vlunerability to a disaster changes fromtime to time, and become capable of thinking about community-based disaster prevention.
●It gives children an opportunity for social self-realization by knowing that they can be ofhelp in their community.
●It raises awareness of disaster prevention among children by learning about R-DRR in theircommunity.
●By continuing the activity, it fosters ties among children beyond grades as a school’s
achievement.
●The learning activity develops ties between adult community members and children.
●I t develops increased receptiveness among those, including adults, throughout thecommunity toward R-DRR.
●I t fosters future leaders in town development, which results in sustainable town
development.
Increased receptiveness toward getting involved in reconstruction has been observed amongchildren through their R-DRR mapping.
Fig.3: Do you want to be of any help in the reconstrucion of Kazuma?
Pre, 2014（n=53）

4

Post, 2014
（n=54）

23

7

15

0％

10％

6

12

33
20％

30％

40％

50％

1
3

60％

70％

80％

90％

3
100％

■Strong yes■Yes■Somewhat no■No■Don’t know
■OtherSteady progress in reconstruction in the local area was verified by children by comparing the
Kazuma Reconstruction Maps of one year after (SY 2012) and two years after (SY 2013) the disaster.
Fig.4: Transitions in points discovered on the Kazuma Reconstruction Maps by category
SY 2012（N=218）24

SY 2013（N=150）

33
26

0％

40
25

20％

29
22
40％

■Things that didn’t exist before and are newly built after thedisaster■T hings that had existed before the disaster and weredamaged, but have already been repaired■Things that are currently under construction or repair

6

60

13

32

33
60％

31
80％

100％

■In preparation for reconstruction—vacant sites cleared ofdebris are at the start of reconstruction■Places or things that you think are dangerous or of concern■Other things/places that draw your particular attention—
places/things that are fun, beautiful or a source of pride

1.3 Key points during implementation
Please keep the following points in mind and carry them out as an each school’s original program
while referring to this guide when implementing Reconstruction and Disaster Risk Reduction (R-DRR)
Mapping.
●Set a learning theme or a focus point that is unique to a local area that has recovered fromthe Great East Japan Earthquake and Tsunami.
●Make it an opportunity for children’s active learning.
●Make contact with the local community--interviewing; getting parents, guardians andthe local community to participate in watching the children for their security during town
watching; making presentations to parents, guardians, the local community, etc.
●Link it with other subjects—applying the knowledge on disasters, disaster risk reduction,etc., gained in other subjects in their hometown and making it an opportunity to attaincommunity-based disaster education.
●Try to utilize Ishinomaki’s unique education materials and information, including the City ofIshinomaki’s Disaster Risk Reduction Supplementary Reader , social studies supplementary
readers, etc.
●Make the plan continuable at school—avoid putting in too much effort and expectation.
●Try to compile the information and records collected by children as a unique learningmaterial of the school and utilize it as an education material.
It has been observed, by interviewing during the town watching, that the experiences of the Great
East Japan Earthquake and Tsunami have been passed down from adults to children, interactions
have been created between them in their communities, and the children have become more attachedto their local areas.
Fig.5: What‌
did you think about what the adults and shopkeepers in Kazuma said during the interviews
about the disaster and reconstruction? (Fourth graders at Kazuma Elementary School, SY 2014)
I’ll do what I can to help now.

39

Glad that I had an opportunity to talk with local
people about the disaster and reconstruction.

34

I now like Kazuma more than before.

21

Glad that I live in Kazuma.

21

I was impressed by their eﬀorts and hope they
continue with it.

21

I want to do something for Kazuma when I grow up.

20

I thought that I want to live in Kazuma as long as possible.

17

I was scared by recalling the earthquake and/or tsunami.

11

I want to talk more with local pleople aboutreconstruction.

5

Others

2
0

5

10

15

20

25

30

35

40

45

Reference for Fig3, 4 and 5:
Sakurai A, Tokuyama E, Sato T and Murayama Y 2014 Implementation of the reconstruction mapping program at elementary schools in Ishinomaki.
The Japanese journal of safety education, vol. 14 pp. 47-61

7

1.4 Actual operations at the schools thathave implemented R-DRR mapping
The program that started as “Reconstruction Mapping” in Kazuma Elementary School in SY 2012 hadbeen implemented as “Reconstruction and Disaster Risk Reduction (R-DRR) Mapping” at ten elementaryand junior high schools in Ishinomaki as of SY 2016, as shown in the following Fig.6 and Table 1
9

10
8

6

7

5
3

1
4

2

Fig.6: Locations of the ten implemented schools

Table 1: Overview of actual operations at the implemented schools
School name
(Location in Fig.1)

Startedyear

Targetgrade

1

Kazuma Elem.

SY 2012

4th

2

Watanoha Elem.

SY 2014

3rd

3Minato Elem.

SY 2014

4

Minato J.H.

5

No. ofhours

Main activity or theme

Approx.
35

Preserve the records of reconstruction of thetown and think about the future of the local area

4th

Approx.
10

Check the evacuation rules, routes and assemblyareas, and think of the town 10 years later.

SY 2014

All

1

Sumiyoshi Elem.

SY 2015

4th

Approx.
20

We who get on with our life--knowing ourhometown and becoming connected to it

6

Nakasato Elem.

SY 2015

5th

7

Sumiyoshi J.H.

SY 2015

1st

Approx.
10Know your hometown and live safely with peaceof mind8

Kanomata Elem.

SY 2016

6th

Approx.
15

9Wabuchi Elem.

SY 2016

6th

Approx.
25

1st

Approx.
6

10 Kanan Higashi J.H.

SY 2016

Approx.
70

Approx.
22

Become interested in the situations around thetime of the disaster and look to the future

Disaster risk reduction mapping in yourresidential area, apart from the school district

Let’s deliver what we’ve learned--providing
information from Nakasato Elementary School

Make use of what you feel now to make the futureof 10 years later--through the map making for the
futureLet’s find something good in Wabuchi throughtown watching and map making

Let’s share your points of concern found aroundthe route to school with other pupils and parents/
guardians using the disaster risk reduction mapof each elementary school district●For the details of the actual operation at each school, please refer to the supplemental volume“Collection of case studies at schools.”82

Unit planning

So far, “Reconstruction and Disaster Risk Reduction (R-DRR) Mapping” has been implemented by utilizing the“Period of Integrated Study” (sogoteki na gakushu no jikan). It is important during unit planning to follow the steps
below in order to implement it in accordance with the actual situations of the school, community and children.

STEP1

Clarifying actual situations of theschool, children and community

STEP2

Projecting a unit plan

STEP3

Making a unit plan9

2.1 Planning steps for customizing the program
to your school’s particular circumstances
STEP1

Clarifying actual situations of the school,
children and community

Let’s clarify the actual situations of the pupils/students, school and community by considering thefollowing aspects in order to also narrow down the focus of the theme for “Reconstruction and Disaster
Risk Reduction (R-DRR) Mapping” in accordance with the actual circumstances around the school.
■ Circumstances around pupils/students● Family structures, family situations, living environments, etc.

(E.g.) Having‌a high proportion of pupils coming to school from outside of the school district, having those coming toschool from temporary housing and/or disaster recovery public housing, having those whose family members
were disaster victims, having those who have been supported by school counselors, etc.

■ Degrees of disaster damage in the school district● As for the school

Totally/half collapsed and/or flooded by the tsunami, operating in a temporary building, rebuilt and returned,
re-opened at the original location, damaged/not particularly damaged by the earthquake, etc.

● As for the school district

All/part of it suffered flood damage caused by the tsunami, houses and other washed out by the tsunami, notparticularly damaged by the tsunami, damaged or not particularly damaged by the earthquake, etc.

■ Natural environmental conditions and disaster records in the area
● Natural environmental conditions(E.g.) land‌
forms (low-land, upland, hilly, etc.), locations (near the sea/river, by the mountains, etc.)● Disaster records(E.g.) river‌
and/or inland floods, typhoon and/or storm surge damage, etc.

■ Availability of local human resources(E.g.) ‌Supporters/collaborators for school management, regional center for school support, local non-profit
organizations, PTA, fathers’ association, local voluntary disaster prevention groups, etc.

■ Socioeconomic background of the area

(E.g.) history,‌
population composition, industry, presence of festivals, etc.

STEP2

Projecting a unit plan

Based on the results of STEP1, project a unit plan while examining the feasibility upon diverse
points of view, including target grade, class hours, learning environment, learning form, teaching
structure and linkage with other subjects.

10

STEP3Making a unit plan

1 Unit name, 2 Purpose of setting the unit, 3 Unit objectives,
4 Evaluation criteria, 5 Teaching plan

● ‌The unit name can be changed in accordance with the theme and purpose set at each school.
● ‌Explain the purpose of setting the unit in consideration of what pupils/students are interested
in and concerned about, their capabilities and capacity that are expected to be expanded,
attitudes to be improved, teachers’ wishes, characteristics of the local area and school, linkage
with other subjects, etc.
The following are two case studies of the unit planning—one by an elementary school in acoastal area which received enormous tsunami damage with the main focus on reconstruction
and the other by a junior high school in the central part of the city with the main focus on
disaster risk reduction. Furthermore, please refer also to the “teaching flow” of each school in the
supplementary volume Collection of case studies at schools.

112.2 Case study of unit planning for“Reconstruction Mapping”
1 ‌Fourth grade “Period of Integrated Study”(sogoteki na gakushu no jikan)●Unit name: “Reconstruction Mapping” (12-17 hours equivalent)

2 Purpose of setting the unit

This area—Kazuma Elementary School district—was completely affected by flooding due to thetsunami in the Great East Japan Earthquake and Tsunami, the coastal part of the district in particularincurred catastrophic damage, which resulted in the collapse of neighborhood associations, andtheir reorganization was nohwere in sight, and therefore it was difficult to coordinate with the local
communities. Large numbers of children came to school from temporary housing and other facilities
by bus, which had limited their opportunities to walk in the district. Up to that point, teachers had
been trying not to mention the disaster so as to avoid causing the children stress.
Reconstruction mapping was projected based on the above circumstances.
❶A void putting the main focus on disaster risk reduction during map making out ofconsideration of the children’s mental welfare.
❷Encourage the children to rediscover the attractive parts of their hometown from theirown points of view, despite how the town was damaged by the disaster, and highlight thepositive elements.
❸Encourage them to face their experiences of the disaster and to put priority on active
engagement in their community.
Furthermore, the unit was set expecting them to become attached to and proud of their hometown
and to build a responsible attitude toward social participation with which they think of what they cando themselves and try to adopt it in their life, through this work.

3 Unit objectives

We aim to develop, through the “town watching” activity, an attitude with which children
themselves think of the future of their hometown with pride and love for the local society as amember of the community. During the “town watching” that is to be carried out in the area aroundschool, children are expected to actively research and experience things themselves, and to keepa record, in the form of a “Reconstruction Map,” of the circumstances at this moment where theirhometown is recovering from the earthquake and tsunami.

“Children who have dreams for the future, love their hometown andengage themselves in what they can do”(Ishinomaki DRR’s “Desirable figure of children” for elementary school pupils)

12Reference: Reference material for disaster risk reduction at school: “Deployment of disaster education that nurtures a ‘zest for life’”

The objectives of disaster education at the elementary school level(Ministry of Education, Culture, Sports, Science and Technology, March, 2013)

Pupils who understand risks of disasters,that could occur in various situations of everyday life
and are capable of behaving safely
and also paying attention to the safety of others.

Knowledge, ways of thinking
and decision making

Risk prediction andproactive response

Contribution to society andcapacity to be supportive● ‌Understanding about thedisasters that the area is prone
to and past disasters in thearea, as well as making use ofthis understanding to makedecisions on safe behavior.
● ‌Understanding things that canbe useful during the time of adisaster, including those that
help us reduce damage.

● ‌Recognizing disasterrisks, and, through daily
training and such, being
capable of securing one’s
own safety.

● ‌Respecting one’s own
life and those of others,
and, during and after
disasters, being capableof securing the safety ofother people, groups andthe community at large.

4 Categorizing points discovered

Based on the unit objectives, categories for points discovered are set. Generally, for town watching
and map making as part of disaster education, they are often divided into categories such as places/
things that look dangerous, of concern or useful in times of a disaster. Additionally, for R-DRR
mapping, certain considerations need to be made during category setting to encourage children to
rediscover good and attractive parts of their local area and to become positive toward reconstructionof the area.
Table 3: Categorizing points discovered
Code

Color

Category

A

Red

Places/things that look dangerous or of concern

B

OrangeThings that have existed since before the disaster and were damaged,
but have already been repaired

C

Yellow

Places/things that are currently under construction or repair

D

Green

In preparation for reconstruction--vacant sites already clear of debris
are at the start of reconstruction

E

Blue

Things that weren’t there before and were newly built after the disaster

F

Gold

Other places/things that draw particular attention--places/things thatare fun or beautiful or a source of pride

Here, color coding was set by degree of reconstruction.
By setting “vacant, level land, clear of debris equals ‘start of reconstruction’,” “places/things thatare fun or beautiful or a source of pride” and such, certain considerations were made in orderto encourage children to become positive toward the reconstruction of their hometown and its
attractive parts.
13

5 Evaluation criteria
Viewpoint

I.
Capabilities to findproblems and solve them

Evaluation criteria❶ ‌Capable of engaging with the local area and its people
and finding problems by facing the disaster experiences.

❷ ‌Capable of solving the problems by gathering informationon the circumstances of reconstruction in the area by
various means

II.
Learning attitude andways of thinking❶ ‌Capable of selecting and utilizing necessary informationfrom the gathered information.

III.
Proactive andcreative attitude
to solve problems❶ ‌Interested in the circumstances of the area that has been
recovering from the earthquake and tsunami and trying tocooperate in the area’s recovery.

IV.
Quest for one’s
own way of life

❷ ‌Capable of describing and presenting by one’s own means
what was found.

❷ ‌Discovering good parts of the area and willing to utilize
the achieved results for it.

❶ ‌Aware of one’s own growth and capable of thinking ofwhat one can do and to utilize this awareness in daily life
hereafter.
❷ ‌Having pride and love for one’s hometown as a memberof the community.

While the viewoints above are set in accordance with the objectives of the “Period of Integrated
Study” (sogoteki na gakushu no jikan) defined in the Ministry’s Education Guidelines, evaluation
viewpoints need to be set in accordance with the objectives and contents defined at each school aswell as capabilities, capacity and attitude expected to be gained there.
(Other examples)・Ways of learning, self-management, engagement with others and society
・Capability of goal-setting, capability of information gathering, capability of designing own future, capability of social
participation
・Interests and concerns, willingness and attitude, ways of thinking, decision making and presentation, skills, knowledge andunderstanding

6 Teaching plan (12-17 hours)

For WS -＊ , please refer to the corresponding pages in the supplemental volume Collection ofworksheets for Reconstruction and Disaster Risk Reduction (R-DRR) Mapping.
Stage

Capture it(3 hours)

14

Main learning
activities

Teacher’s instructions
and support[Viewpoint]
Evaluation criteria(Evaluation method)

Items to beprepared inadvance

Studying
the Great
East Japan
Earthquake andTsunami● ‌By interviewing family
members about theGreat East Japan
Earthquake andTsunami, increasing
their interest in thesubsequent study(Cooperation between
family and school)● Pre‌[I-❶]
questionnaire
Throughinterviewing,→ WS - ❸facing the disaster● ‌Interview
experiences
sheet (forand recognizing
home)
problems→ WS - ❺(Behavior, worksheet)StageCapture it(3 hours)

Deepenit (6-10
hours)

Main learning
activities

Teacher’s instructions
and support

Learning about“reconstruction
mapping”

Researching the current
situation in Kazuma
around school through“town watching,”
keeping it as a recordof reconstruction(recovery) and thinking
of a future image ofKazuma.

❶ ‌Knowing
the learning
content● ‌Clarifying the
purpose and giving
an overview of thestudy❷ ‌Learning
about maps

● Preparing‌an area
map for each groupso that children
can imagine thelocations andcircumstances ofplaces[Viewpoint]
Evaluation criteria(Evaluation method)

Items to beprepared inadvance● ‌Area map foreach group[ III - ❷ ]Being concerned
about the current
situation of theirlocal area and trying
to plan and preparein cooperation(Behavior, worksheet)❸ ‌Clarifying
what todiscover● ‌Specifying what todiscover and thecategorization ofpoints discovered,as well as clarifying
the aim of “townwatching”❹ ‌Preparing forinterviews● ‌Letting children
identify theinterviewees
for each groupon the map andthink of questions
respectively● ‌Interview
sheet→ WS - ❽❺ ‌Planninga townwatching● ‌Letting children
distribute roles toeach of them toincrease motivation
to participate in theactivity● ‌Town
watching
planning
worksheet→ WS - ❻Let’s do “townwatching”❶ ‌Go “townwatching” bygroup● Paying‌full attention
to safety and security

15

StageDeepenit (6-10
hours)

16

Main learning
activities

Teacher’s instructions
and support❷ ‌Taking photos
with a digital
camera,taking a briefnote, marking
the locationon the map
and putting a
serial number
on it● ‌Arranging to letchildren not just lookaround but interview
local people to makea relationship withthem

❸ ‌Reviewing
own activity
and writing it
down on thesheet● ‌Letting each group
start filling out thereview sheet once
the groups havereturned to school● ‌Making sure thatchildren specify
category codes,
which provide a clue
when describing on
the card later[Viewpoint]
Evaluation criteria(Evaluation method)

Items to beprepared inadvance[I-❷]● Town‌
Capable of noticing
watching
the situations of local
worksheetarea’s reconstruction→ WS - ❼and gathering
necessary information ● ‌Interview
through “townsheetwatching”→ WS - ❽(Worksheet, review
sheet)● ‌Review sheet→ WS - ❾❿Let’s make areconstructionmap❶ ‌Organizing
information● ‌Letting children
share the gathered
information in eachgroup

❷ ‌Writing
down theinformation
noted on theworksheet
onto theinformation
cards andinterviewcards fordisplay● ‌Letting children
attach photos, color
code stickers marked
with numbers
and write down
information onto theinformation cards
and interview cards
for display❸ ‌Putting color
code stickers
on eachgroup’s areamap● ‌Letting children
correctly attach color
code stickers marked
with numbers oneach group’s areamap

[ II - ❷ ]Information on thethings discovered or
noticed during thetown watching wellorganized in aneasy-to-understandoriginal way(Information cards,
interview cards)● ‌Information
cards● ‌Color code
stickers● ‌Interview
cards→ WS - ⓫● ‌Personalcomment
cards

StageMain learning
activities

Teacher’s instructions
and support❹ ‌Writing thepersonal
comment
card● Letting‌
childrenreview their activity
and write down
their feelings andimpressions about
the disaster[Viewpoint]
Evaluation criteria(Evaluation method)

Items to beprepared inadvance[ II - ❶ ]Thinking of a title
on one’s own, basedon the informationacquired in the town
watching(Remarks, title card)● Worksheet‌forthe title→ WS - ⓫● Letting‌
children fillout the card whilereferring to thereview sheet andhome interview
sheet
Deepenit (6-10
hours)

Let’s decide
a title of thereconstructionmap● ‌Letting children
discuss the future of
their hometown ineach group

Finalize● ‌Title cards● ‌Letting children
attach thecompleted cards andarea map on the DRR
map

Let’s hold apresentationassembly

Utilize it(3 hours)❶ ‌Preparing
for thepresentationassembly❷ ‌Holding thepresentationassembly● ‌Inviting those who
gave support during
the town watching,as well as parents
and guardians, toprovide them with
an opportunity
to see how thechildren’s activity
was carried out
and to more deeply
understand it[ IV - ❷ ]● ‌Worksheet for
presentation
Having a sense of
pride and attachment→ WS - ⓭as regards their● ‌Worksheet for
hometown,presentation
perceivable infeedback
the presentation(Remarks, piece of→ WS - ⓮⓯⓰
work)

17

StageMain learning
activities

Teacher’s instructions
and support● Letting‌
children gain
satisfaction

Utilize it(3 hours)

18[Viewpoint]
Evaluation criteria(Evaluation method)● Letting‌
childrenreceive a sense ofaccomplishment
in their activity so
as to foster theirself-confidence
and motivation forfurther activities[ III - ❷ ]Finding good partsof the local area
and willingly trying
to tell research
results, as well as
ideas and wishes,to other pupils
in other grades,
parents, guardiansand people inthe community(Remarks, piece ofwork)● ‌Letting children
review the yearlong activity while
being reminded of
the reconstructionof their hometown
and the warmth ofthe people in thecommunity, gaining
satisfaction from theactivity[ IV - ❶ ]By reviewing theactivity, noticing
one’s own growth,thinking of what canbe done individuallyand trying to adopt
this in daily life
hereafter(Remarks,
questionnaires)

Items to beprepared inadvanceLet’s review
the year-longactivity andexchange witheach other what
you feel now● ‌Postquestionnaires→ WS - ⓱⓲⓳2.3 Case study of unit planning for“Disaster Risk Reduction Mapping”
1 ‌“Period of Integrated Study” (sogoteki na
gakushu no jikan) for freshmen in junior highschool (seventh graders)●Unit name: “DRR Mapping” (10-hour equivalent)

The unit name can be changed in accordance with the theme and purpose set at each school, suchas “Making ____ Map,” etc.

2 ‌Purpose of setting the unit

With this unit we aim to encourage children who exeperienced the Great East Japan Earthquake
and Tsunami to face their own disaster experiences and to foster willingness to become engaged in
DRR against natural disasters in their local area and to contribute to the future of their hometown.
Also, children are expected to learn about ❶ the transitions in land forms and town scapes, ❷history and ❸ the disaster record of their hometown, to find that its vulnerability to disasters changes
from time to time, and to become capable of thinking about community-based disaster prevention.
It is in fact meaningful for children—the bearers of this town’s future—to think about therelationship between the community and themselves and what they can do on their own in regard to
preparing for disasters, their actual behavior during such events and their sharing with local people
the outcomes obtained from this study.
While it is always difficult to secure study time at junior high school, the case herewith waschosen to give an example of implementing it by relating it to the education materials that
had increased DRR-related contents with the SY 2016 textbook revision, including those ofsocial studies (geography, etc.) and science, In addition, it aims to let children learn about
their locality by utilizing local materials such as the City of Ishinomaki’s supplementary
readers, The Book of DRR and History of Ishinomaki , as well as Our Town of Monou , Our Townof Kitakami , Our Town of Kanan , and others. These can be searched for on Miyagi Prefecture’s
Official Website, understood in more depth and worked on in terms of R-DRR mapping.
Likewise, R-DRR mapping has also been implemented at elementary schools. (Refer to the
supplementary volume Collection of case studies at schools .)3 ‌Unit objectives

Through the DRR mapping, we aim to let children understand natural disaster risks in thehometown, developing their increased willingness to think of the necessity of preparation andutilization of information, and to try to reduce damage. Moreover, we aim to foster their motivation tocontribute to the future of their hometown with pride and love to it.

19

“Children who have dreams and visions and devote themselves tolearning, believing that their current efforts will eventually resultin helping reconstruction.”(Ishinomaki DRR’s “Desirable figure for children” for junior high and high school students)
Reference: Reference material for disaster risk reduction at school “Deployment of disaster education that nurtures a ‘zest for life’ ”

The objectives of disaster education at the junior high school level(Ministry of Education, Culture, Sports, Science and Technology, March, 2013)

Students who proactively take action based on ordinary
preparations and appropriate decisions, understand the importanceof the local community’s disaster risk reduction activities andmutual assistance at the time of disaster and participate in suchactivities voluntarily.
Knowledge, ways of thinking
and decision making● ‌Capable of understanding
basics of disaster occurrence
mechanisms and risks
assumed from previous
cases, thinking of thenecessity of preparation
and utilization of
information and making
use of it in decision
making for safe behavior

Risk prediction andproactive responses● Capable‌of making appropriate
decisions in daily life based on
knowledge and practicing safe
behavior proactively.

● Capable‌of thinking about
and preparing for disaster risk
reduction and post-disaster life.
● Capable‌of predicting risks andtaking evacuation actions at
own discretion.

Contribution to society andcapacity to be supportive● ‌Understanding theimportance of the local
community’s disasterrisk reduction activities
and mutual assistanceat the time of disasterand participating in suchactivities proactively.

4 Categorizing points discovered

Below is an example of the categorization of points discovered in the DRR mapping. This should be
set in accordance with the actual situations of each school.
Related to land form or land use → Use a yellow carda) ‌High place, slope,
low placeb) ‌Rice paddy,
vegetable field,
mulberry fieldc) ‌Settlementd) ‌Levee, drainage
pumping statione) ‌Name denoting
nature● Study‌the points beforehand on the map, etc.,
and verify them during town watching.
● Other‌
approaches include grasping a full pictureof the school district and then checking thedetails in their own part of the area.

Place/thing that seems unsafe or unsecure → Use a blue cardf) ‌Place/thing that seems unsafe in terms of road/trafficg) ‌Place that seems unsafe in terms of land/soil
conditionh) ‌Thing/place that can be unsafe at the time ofdisaster

20i) ‌Place where one or more persons will needassistance at the time of disasterj) ‌Place/thing that signifies traces/damage frompast disasters

Place/thing that seems safe or secure → Use a pink cardk) ‌Place/thing that helps information
communication (public phones, community
wireless system, evacuation route signs, etc.)l) ‌Place/thing that helps emergency response (fireservices, police, hospitals, hydrants, AEDs, etc.)m) ‌Place/thing that will be useful in evacuation
life (evacuation centers, stockpiles, emergency
supply warehouses, wells, emergency potablewater storage, disaster relief vending machines,
electricity generators, solar panels, etc.)n) ‌Other places/things that seem safe and secure

Other → Use a green cardo) Historic thingsp) Newly-established facility after the disasterq) Other (place/thing that the researcher boasts of and wants to transmit as local information

5 Evaluation criteria
Viewpoint

I.
Capabilities to findproblems and solve themII.
Learning attitude andways of thinking

III.
Proactive andcreative attitude tosolve problems
IV.
Quest for one’s
own way of life

Evaluation criteria❶ ‌Capable of thinking about risks based on landforms,
history and the past disaster record of the locality andfinding out issues.
❷ ‌Capable of gathering information by various means,
thinking about its utilization and solving problems asneeded.

❶ ‌Capable of making decisions in daily life appropriately
based on knowledge and engaging in safe behavior.

❷ ‌Capable of thinking about and preparing for disaster risk
reduction and post-disaster life.

❸ ‌Capable of describing and presenting by one’s own means
what was found.
❶ ‌Understanding the importance of the local community’s
disaster risk reduction activities and mutual assistanceat the time of disaster and trying to participate in suchactivities voluntarily.
❷ ‌Discovering good parts of the area and being willing toutilize the achieved results.

❶ ‌Awareness of one’s own growth and capability of thinkingof what one can do, utilizing this in daily life hereafter.
❷ ‌Having pride and love for the hometown as a member ofthe community.

21

6 ‌Teaching plan
(10 hours plus 3 days during summer holidays)
Note: Preliminary studies in science and social studies are not included in the 10 hours.

Stage

Main learning activities

Teacher’s instructions
and support

Materials

Study the maps of where
you live● Pre-questionnaire‌→ WS - ❹(Ex.)● ‌Learning about land forms,
land use and disasters in
Ishinomaki with the city’s
Book of DRR “Efforts forthe future” (p.53-54)● ‌History of agricultural land
and facilities in Ishinomaki(The Miyagi Prefecture’s
Official Website)

Foundation(2 hours)● ‌Disasters in Ishinomaki
Supplementary Reader“History of Ishinomaki”(p.104-108)＊ ‌Section 3: Earthquakes anddisasters (p. 227-229), Chapter
2: The moving Earth (5-hourprogram) Atarashii Kagaku (NewScience) 1＊ ‌5. Natural disasters and risk
reduction efforts (p.152-155),
Section 1: Natural environment ofJapan (6-hour program),
Chapter 2: Facts and figures ofJapan& Chapter 4: Surveying in yourlocal area (7-hour program)(p.264-281),
Volume 2: Various areas of Japan
Atarashii Shakai (New Social
Science): Geography22● ‌Letting children know
● ‌The City of
about transitions of land
Ishinomaki’s Book
forms and the townscapesof DRR “Effortsof their hometown, its
for the future” forhistory and past disaster
Junior High School
record, and understanding● ‌Geospatial
the types of disasters theInformation
area is prone to at thisAuthority ofmoment.
Japan’s 1:50,000
Topographic Map● ‌Letting children thinkof year 1913 (anabout what kind of
old generation)
damage can be caused
where they live by land
form changes induced bynatural disasters.
● ‌1:25,000● ‌Letting children find
Topographic Map
that efforts are madeof the current
to reduce damage fromgeneration
natural disasters and think
about disaster prevention
measures taken in their● ‌Landform
locality.
Classification Map
for Flood Control● ‌Letting children recognize
characteristics of their● Supplementary‌locality in the context ofReader “History of
its natural environment,
Ishinomaki”
the connection with otherareas and local people’s● Atarashii‌Kagakulives, as well as letting(New Science) 1
them, find problems and(Tokyo Shoseki
become interested in
Co.,Ltd.)
future development.
● Atarashii‌Shakai(New Social Science)
Geography(Tokyo Shoseki
Co.,Ltd.)

StageMain learning activities

Teacher’s instructions
and support

Materials

Study past disasters in yourarea, including the Great
East Japan Earthquake andTsunami● ‌Residential map● ‌By interviewing family
members about the Great
East Japan Earthquake andTsunami, increasing theirinterest in the subsequent
study (Cooperation between
family and school)

Learn about DRR mapping● ‌Clarifying the objectives of
DRR mapping and giving
an overview of the study❶ ‌Knowing the learning
contents● Let’s‌know about your local area and learn through DRR mapping how to keep life safe
and secure❷ ‌Learning about maps

● ‌Preparing a map foreach groups’ allotted
area so that children
can draw their town
watching route on it andimagine the locations andcircumstances of places ofinterest.

❸ ‌Clarifying thecategorization of
discovered points● ‌Specifying what to discoverand the categorizationof discovered points andclarifying the aim of the“town watching”❹ ‌Preparing for interviews● ‌Letting children identify
the interviewees foreach group on the map
and think of questions
respectively

Development(2 hours)❺ ‌Planning a town watching(Date, role sharing)● ‌Letting children distribute
roles to each to increase
motivation to participate
in the activity● ‌Letting children arrange
in each group times anddates within the 3 daysin summer holidays inaccordance with eachmember’s club activity

23

StageMain learning activities

Teacher’s instructions
and support

Let’s “town watching”❶ ‌Go town watching bygroup

Summerholidays❷ ‌Taking photos with adigital camera, making
brief notes, marking thelocation on the map andputting a serial number
on it● ‌Letting children pay full
attention to safety andsecurity● ‌The teacher in charge alsocomes to the meet-up point,
calls the roll and reports
to the school by phone (Inthe case the teacher is not
coming, let children takeattendance and call theschool themselves)● ‌Making sure that children
specify category codes (Ato F), which provide a clue
when describing things on
the card later

Let’s make a DRR map

Wrap-up(6 hours)❶ ‌Organizing information● ‌Letting children share thegathered information ineach group❷ Writing‌
down theinformation noted on
the worksheet onto theinformation cards andinterview cards for display● ‌Letting children attach
photos and color code
stickers marked withnumbers, and letting themwrite down information
onto the information cards
and interview cards fordisplay❸ Putting‌
coding stickers oneach group’s area map● ‌Letting children attachcolor code stickers marked
with numbers on eachgroup’s area map

In order to improve disasterresiliency, come up withsuggestions and think
about the future of yourhometown.

● ‌Letting children piece
together all the area
maps, review what they
have learned and discuss
what they have foundand thought during map
making● ‌Then letting them think
about the relationshipbetween the community
and themselves andinclude suggestions on themap on what they can do.

24

Materials

StageMain learning activities

Teacher’s instructions
and support

Materials● ‌What sort of disasters can be expected in the area you researched?
● ‌What can you do to save everyone’s life when a life-threatening disaster occurs in thearea?
● ‌How can you yourself be of help to make the area disaster-resilient, safe and secure?
● ‌Let’s come up with lots of ideas to save lives● ‌Let’s think about what you can do as a junior high school student.

Wrap-up
DRR map presentation

Wrap-up(6 hours)(Ex.)
・Exhibition at School Festival
・Presentation at a municipal
disaster prevention training
session・Presentation to elementary school
pupils in the school district❶ ‌Preparing for presentation❷ ‌Giving presentations● ‌Letting children attach thecompleted cards and area
map to the DRR map● ‌Letting children think
about the structure,contents and ways ofpresentation in order todeliver one with theirthoughts and wishes in aneasy-to-follow way● ‌By reviewing the year-longactivity, letting children
be reminded ofreconstruction of thehometown and warmthof the community
people and think about
their involvement there
hereafter.
● ‌Post● ‌Encouraging children toquestionnairemake it an opportunity
to deliver their own→ WS - ⓴messages to thecommunity and to receive
a sense of accomplishment
in their activity

25

2.4 Maps that reveal transitions of land forms and land
use in the locality and examples of its utilization
The following are the points regarding actually utilizing the maps mentioned in “Foundation: Let’s
study the maps of where you live” in the “Teaching Plan” (p.21) during the class.

1 Points‌
about utilizing the Topographic Maps of oldand new generations and Landform Classification
Map for Flood Control during the class❶Topographic Maps of old and new generations
Topographic Maps of older generations
show the land forms and land uses in
the past before reforms. The oldest for
Ishinomaki is the one at a scale of 1:25,000
surveyed in 1913. Comparison with those ofnewer generations reveals whether the land
use has been changed or not.
Comparison of the both old and newmaps on the right, for example, reveals thefollowing.
▶ ‌The place name has been changed (fromFig.1: Ishinomaki in 1:50,000 as of 1913
Fukuroyachi to Suimei).
▶ ‌The land of Fukuroyachi was mostly
used as rice paddies in the past but is a
residential district now.
▶ ‌Fukuroyachi was surrounded by levees(“waju” ring-levee). Traces of them still
can be seen today.
▶ ‌Embankments are found in places otherthan along the river too.
Referring to the legend that explains
map symbols, transitions in land use can betraced in more detail.

0

1㎞

Fig.2: Ishinomaki in 1:25,000 rev. 2010

Note: Ishinomaki‌Station and its north side have been adjusted to be displayed at
almost the same scale❷The Landform Classification Map for Flood Control
The Landform Classification Map for Flood Control is a map made for the purpose of advanceflood control measures, mainly in lowlands within the watershed areas administered by the central
government, which shows landform classification in detail, such as alluvial fans, natural levees,
former riverbeds and backswamps and river facilities. As for lowlands, since differences in elevation
are small, use the Landform Classification Map for Flood Control to study micro-landforms.
Created in the same area partitions with the 1:25,000 Topographic Maps, it can be used to learn
about the landform of where you live now by displaying both of them together on the Internet.

26

Fig.3: The Landform Classification Map for Flood Control, focusing on the Kanomata Elementary School district

Note: This‌
is a map displayed by laying the Landform Classification Map for Flood Control on the Topographic Map at the Geospatial Information Authority of Japan’s website“GSI Maps.” Its procedures are shown below.

By referring to the legend, let’s actually get the picture of the landform of places where yourschool and house are. The figure above shows, for example, the following.
▶ ‌People live mainly in the slight elevations (natural levees) in the Kanomata Elementary School
district. Flood plains and backswamps are used as paddy fields.
▶ ‌The former Hirobuchi Marsh was reclaimed and is used as paddy fields.
▶ ‌Former riverbeds also are used as paddy fields.
▶ ‌The slight elevations extending southwest in the bottom part (south) of Fig.3 are sand bars/
dunes, which is evidence that there was once a coastline here.
▶ ‌As they are slight elevations, people have long resided there, as with the natural levees.
Landforms can be analyzed in detail on the map, in relation to disasters by referring to thefollowing note describing each landform type:● ‌“Slight elevation (natural levee)” (in yellow on the map): Geospatial Information Authority of Japan defines it as“a depositional landform made of sediment that was brought with flood waters, and accumulated on the bankof a river” and explains that since “it forms a hill-like feature slightly higher than the surrounding area and the riskof receiving damage from floods are smaller in comparison with those in flood plains,” “it has been chosen as ahabitation area by those who utilize flood plains as agricultural terrain.”● ‌“Backswamp” (in green on the map): It signifies “a wetland formed behind a natural levee.” Located in a lowelevation area, it is “composed of accumulated mud” brought by floods and is “an area with poor drainage whichrarely dries out.” Holding water well, it has been used as paddy fields; however, houses and factories have been
built in the course of urbanization. Its unstable ground bears risks during disasters, including inundations causedby heavy rains.
● ‌“Alluvial fan”: It is “a fan-shaped depositional landform stretching out from the end of a valley to a plain where
the stream/river changes its watercourse everytime it overflows.” As a stream/river decreases its flow speed andcarrying capacity when it comes out from a narrow valley to a wide plain, sand and gravel contained in the water
are deposited at the end of the valley. When a flood occurs the stream/river flows in a different watercourse
avoiding the accumulated sand and gravel, which results in the deposition of sand and gravel in new areas.
Consequently, it forms an alluvial fan. Composed of sand and gravel, it easily allows water to penetrate. The water
penetrated into the ground is called the subsurface flow and it comes out above the ground as spring wateraround the fan toe. The central part of an alluvial fan is highly-permeable and suitable for cultivation of crops that
do not need much water, and therefore it has been used for vegetable fields and fruit farms. On the other hand,villages and paddy fields have been made in the fan toe part that has good water access. Originally created byfloods, alluvial fan areas are prone to sediment-related disasters caused by heavy rains, etc.
● ‌“Sand bar/dune”: Sand bars, including beach ridges (slight-elevations made of sand or gravel stretching along
coastlines), are made by ocean waves and coastal currents and are located near a past or present seashore orlakeshore. Sand dunes signify “small hills made of sand brought by winds.” The risk of flood-causing inundations isvery low in sand dunes. The safety level toward inundations in sand bars is considered to be the same with that innatural levees.
Reference:
Geospatial Information Authority of Japan’s Website → “Toolbax for Geography Education” → “From mountains to the sea: Landforms made by rivers”(http://www.gsi.go.jp/CHIRIKYOUIKU/kawa_0-1.html)“Handbook for The Landform Classification Map for Flood Control” (Disaster Prevention Section, Geospatial Information Authority of Japan)

27❸Comparison with the flood hazard map (http://portal.disaster.city.ishinomaki.lg.jp/map/hazard)
Comparing the Landform
Classification Map for FloodControl with the flood hazard
map, deep floodwater depths
are estimated also in theslight elevation to the northof Ishinomaki Station. Thisis because the estimation ismade upon “the case that
the Kitakami River, Former
Kitakami River as well as Eai
River were swollen by heavy
rains, causing an inundation
with a levee breach, etc.” Sucha type of inundation is called“river flooding (gaisui hanran).”Fig.4: City of Ishinomaki’s flood hazard map
Hazard maps need to be referred
to while understanding the estimation basis. Even in thecases where heavy rains do not cause levee breaches,
they often make ditches overflow. This is called “overland
flooding (naisui hanran).” In cases of overland flooding,while backswamps and former riverbeds are prone toinundations, slight elevations are not, and therefore, ways to
Fig.5: ‌The Landform Classification Map for
respond in each micro-landform are clearer. As for lowlands,
Flood Control, focused on the central
people used to take up their residency more predominantly
part of Ishinomaki
in slight elevations. Keeping these considerations in mind,
information on landforms and land uses can be found in the town watching. (4 Categorizing
discovered points, p.18)
Reference:
Geospatial Information Authority of Japan’s Website → “Toolbax for Geography Education” → “From mountains to the sea: Landforms made by rivers”(http://www.gsi.go.jp/CHIRIKYOUIKU/kawa_0-1.html)

2 How to find maps

❶（
- １）

Let’s actually find maps of the area around yourschool at the Geospatial Information Authority ofJapan’s Website. (In what follows, the former Cityof Ishinomaki area is taken as an example.)❶Map revision histories (maps from older
generations)(1)A t the upper central part of the top page(http://www.gsi.go.jp) → “Maps/Aerial photos/
Geographical researches” tab → Choose“Map revision histories (maps from older
generations)”(2)C hoose “1:50,000 Topographical Maps” in“Revision histories of Landform Maps andTopographical Maps” under “Maps and aerial
photos browsing service” on the left side of
the page → Click on “Ishinomaki” as indicatedon the map.
28

❶（
- ２）

(3)Click on the area in which your school district
is located. (e.g. Ishinomaki) → The list is inchronological order by year of survey (bottomleft) → Click on the list number at the top →“50,000 Topographical Map” (bottom-right).
The map can be opened in another windowand enlarged. It is grainy and higher resolution
copies are availble for purchase.

❶（
- ３）

❷The 1:25,000 Topographic Map and Landform
Classification Map for Flood Control of thelatest generation(1)Click on “GSI Maps” in “Geospatial Information
Library” in the upper central part of the
Geospatial Information Authority of Japan’s
Website (http://www.gsi.go.jp)(2)Set the “+” on the Ishinomaki area of the map
and enlarge it. Click on “Information” at theupper left and it will be indicated as “Base
Map: Standard Map.”

❷（
- １）

(3)Click on “+Add Information” in the upper partand “Information List” will appear.
(4)Click on “Information List” → “Thematic Maps”→ “Landform Classification Map for FloodControl.” Then, click on “Updated Version”
and the Landform Classification Map for FloodControl will be laid on the map of (2). Click on
the blue (i) mark and “Legend” will be shown.
If you want to hide the “+” mark on the map,
click on “Functions” in white text with black
outline in the upper right → “Settings” → Turnoff “Central Cross Mark.”

❷（
- ２）

❷（
- ３）

The map that is displayed can be captured
in a screenshot or, if using Windows, with the
Snipping Tool. It can be utilized in the class andother activities. When using the map, a clear
indication of the usage of “GSI Map” as thesource is necessary.
❷（
- ４）

29

3

Unit implementation

Prior arrangements
Orientation
Town watching
Map making
Presentation
Utilization in class30

3.1 Prior arrangements
1 Acquiring a map and deciding on a target area●‌To understand the location of and circumstances of where the “town watching” is going to
be carried out, acquire a map of the school district. (A residential map of each school district isavailable at the municipal education board.)●‌Decide on an area to carry out the town watching that is covered in the map making, andsegmentalize the area into sub-areas.
●‌It is not necessary to cover the entire school district at once.

2 Deciding groups●‌According to the number of segmented areas, divide the target pupils/students into groups. (4-5persons per group)●‌Check in advance with children with special needs, consult with the school counselor, parents/
guardians, etc., and allocate an area that is not going to be a burden to them.

3 Preparing equipment●‌Prepare equipment necessary for town watching and map making.

(Ex.) Cameras, large pieces of paper, color code stickers, pens, information, colored paper pieces for categorized cards, etc.

4 ‌Asking parents/guardians and the community
for support●‌Inform parents/guardians and community members of carrying out “R-DRR mapping” in advanceand ask for support for interviews, watching children during the town watching, etc.

WS - ❶

WS - ❷

31

3.2 Learning flow
The following is an example of a yearly learning flow for the R-DRR mapping with relation to theworksheets used at each activity.

Term

1st

Activity1Pre-survey

WS - ❸❹

2

Interviewing family members

WS - ❺

3

Orientation

WS - ❻

4

Town watching

WS - ❼❽

4

Review

WS - ❾❿

Summerholidays

2nd

Work
sheet

Activities including town watching and interviewing
family members and/or the community can also be
carried out during the summer holidays.

5

Map making

6

Map presentation

WS - ⓫⓬

WS - ⓭⓮⓯⓰⓱⓲(Grade level, community, whole school)

3rd

7

Post-survey

Fig.1: Learning flow and utilization of worksheets
WS -＊

32

correspond to the Supplemental Volume Collection of worksheets .

WS - ⓳⓴

1 Pre-survey

In order to assess the changes in pupils/students’ recognitions and understandings, take a survey
both before beginning and after finishing the learning.
●The content of the questionnaire depends on
the unit objectives. Below is an example.

●It can be focused on DRR, such as below.

WS - ❸

WS - ❹

2 Interviewing family members
As time goes by, the number of children withfew memories about the disaster increases
among the program targets. Consequently,
knowing about the situations of the time of thedisaster through interviewing family members is
considered to become more important over time.

WS - ❺●Prior to the town watching and map making,it is important to inform parents/guardiansin advance of the objectives, plan and otherrelated matters of the activities, ask for supportand encourage them to be involved in the
program. (Cooperation between family andschool)●S ufficient considerations need to be madein relation to examining the content of thequestionnaire, so that the family members
don’t need to be mentally stressed.
●Tell children that they do not need to obligate
family members to take part in interviews who
do not wish to.

33

3 Orientation

At the time of orientation, teachers check the following points and prepare for town watching.

Giving classes related to the activities that children are going towork on and motivating them.
■ ‌Clarifying the study’s purpose and providing an overview of it.

■ ‌If there is a plan to make a presentation to the people in the community and/or other graders,let children know of that in advance to increase their motivation.

■ ‌As a part of preparation, it is also possible to invite people in the community and have an
opprotunity to talk with them.
(Ex.: Minato Elementary)
Letting children learn the rules in Ishinomaki when there is a tsunami warning.
Showing a video of evacuation centers.

(Ex.: Sumiyoshi Junior High)Having a guest give a lecture to learn about “the transitions of landforms and land uses in the Sumiyoshi area.”(Ex.: Nakasato Elementary)
Having a speech from a diaster management expert Mr. Abe.
“What sort of things are useful at the time of a disaster?”“”What kind of information is necessary?”(Ex.: Kanomata Elementary)
Interviewing an administrative committee member and a voluntary disaster prevention organization leader.
Utilizing the information sharing platform. (p.40)

Note: For more details please refer to the supplementary volume Collection of case studies at schools .

Learning about maps
■ ‌Giving an explanation about the school district map● ‌Preparing a map covering the whole school district to let children recognize the locations of andcircumstances around places they are going to “town watch.”● ‌Learning about maps in accordance with the target grade.
● ‌Letting children learn about the landforms in the school district with the GSI’s TopographicalMap, etc., and gaining related information from Ishinomaki City’s Hazard Map, etc. (Please refer
to “2.4 Maps that reveal transitions of land forms and land use in the locality and examples of its
utilization,” p.22-25)■ ‌Letting children identify their own areas of responsibility on the map● ‌Whether the “town watching” targets the entire school district or only a particular part of it
should be decided on in accordance with the actual situations of the school and community.

Planning a “town watching”■ ‌Clarifying the categorization of points discovered● ‌Setting categories in accordance with the objectives set at each school
Clarifying the meaning of the categorizing points discovered in the town watching and letting
children fully understand what to look for and aspects to pay attention to. That helps children
clearly understand the goal of the “town watching.”34

■ ‌Preparing for interviews● ‌Making interview requests for the interviewees from the school in advance with an explanationof their purpose.
● ‌Children need to be clear with what they need to know in the interviews so that they can
explain it to the interviewees themselves.
● ‌Letting childeren think of questions for the interview and make brief notes on the interview
sheet.
● ‌Interviews are made by the children themselves. Letting them decide in advance who asks
which questions in what order in the interview.
■ ‌Confirming what to bring to the town watching.
● ‌A clipboard or a binder, town-watchingworksheets, interview worksheets, maps, acamera, writing materials, etc.

WS - ❻

Note: ‌When implemented by elementary schools, it isnecessary to ask parents and guardians in advance toattend the walking.

■ ‌Letting children plan the “town watching” ineach group.
● ‌Letting them share roles with each other sothat everyone can willingly participate in theactivity and share a sense of purpose.
● ‌Reminding them of the precautions on roadsafety, how to take photos, how to greet
people, etc.
■ ‌Letting children discuss in each group the route of town watching and places to conduct
interviews at, determine that in advance and confirm that on the map.
This is a sample image.

35

■ ‌Understanding how to take notes with theworksheet to be used in the town watching.

WS - ❼●Transitions in the townscape can be observedwith continuous town watching. By checking
how the points discovered in the previous yearchanged a year later, for example, fixed-point
observations can be made interannually.

●For interviews, children need to decidein advance who asks which questions.
And they take notes on the interview
sheet.
WS - ❽



4 Town watching and review●A fter the town watching, and before
proceeding with map making, it isimportant to review things in order todevelop their thoughts and encouragethem to continue and promote thesearch activity.
●When conduct a review, it is impoartant
to clarify the viewpoints for reviewing,
including organization of the information
gathered in the town watching based on
the purpose of the unit.

WS - ❾

36

WS - ❿

5 Map making■ ‌Map composition
The information to be contained in the “map” is not limited to maps. The pieces of information
gathered in the town watching are put together, selected and organized as the “map” with a map of
the area alloted to the group.

Title

Group photo

Maps of the allotted area

Map of the Kazuma
Elementary School
district

Decided in each group
after discussing “whatkind of town do you
want Kazuma to be?”A photo of the membersof the group allotted tothis area

Information of SY2012 and2013 are represented by
the color code stickers.

Description of thecategorization ofpoints discovered
Information cards
Descriptions of what
was found in the town
watching

Interview cards

Information gained frominterviewees is recordedwith photos and words.

Personal comment cards

Wrote on “the mostdelightful moment after
the disaster,” “things
that were useful at thetime of the disaster” and“what kind of town I want
Kazuma to be.”1.5x larger than
the standard“mozoushi” size
(approx. B1)[In the case of the SY 2013 Kazuma Reconstruction Map]
● Title………………………………………… Decided after discussing the future image of Kazuma● Group photo……………………………… A photo of the members of the group assigned to this area
● Map of the school district………………… The assigned area is highlighted in a different color● Map of the area alloted to the group…… T
 he categories of discovered points are represented by color● Description of the categorization of discovered points● Information cards………………………… Descriptions of what was found in the town watching● Interview cards…………………………… Interviewees’ information and photos● Personal comment cards………………… Wrote by each of them based on the interview with theirfamily members

What to prepare (for example)● ‌Large pieces of paper (“mozoushi”)● ‌Interview sheets● ‌Copies of the school district map (obtained● ‌Color code stickers (categorizing discoveredfrom the municipal education board)
points by color)● ‌Area maps
● ‌Cards to be used for the “map” (information● ‌Pens and stationery (colored pencils, finecards, personal comment cards and title
markers, bold markers, scissors, glues,
cards)＊2＊1
double-sided tape )＊1: ‌Double-sided tape is for attaching photos to the large piece of
paper. Removable tape is also helpful, if available.
● ‌Photos taken of the town watching＊2: ‌Organizing the information gathered in the town watching into
● ‌Town watching sheets
categorized cards allows children to work on it individually andimproves work efficiency.

37

■ ‌Map-making flow
Organizing what they found and noticed through sharing it with each other and comparing theirthoughts with those of friends leads to the cultivation of various perspectives and ways of thinking. (Acollaborative discussion)

Sharing information●Letting children share with each other within each group the information each of themgathered, while verifying the numbers and locations with those on the map, transcribing
information from the worksheets ﬁlled out during the town watching.

●Letting children discuss with each other who makes which one of the materials that compose
the “map” to make sure that everyone in each group has work to do.

Making information cards

Making interview cards

Making personal comment cards Attaching code stickers to the area map

Deciding on a map title
Finishing up
Making information cards● ‌Writing their names on each card so that each ofthem can be responsible for making them.
● ‌Writing down what they learned on the cards.
Making sure that each card contains information on
one location.
● ‌S e l e c t i n g p h o t o s a n d a t t a c h i n g t h e m t ocorresponding cards.
● ‌Attaching color code stickers and marking themwith numbers.

Making interview cards● ‌U s i n g o n e q u e s t i o n c a r d p e r q u e s t i o n a n d
attaching it to an interview card prepared for eachinterviewee, to improve work efficiency.
● ‌There is also the idea to let children write theirnames on each card so that each of them can be
responsible for making them.
● ‌Organizing remarks for each interview.
● ‌Finishing up by attaching all the cards made byeach member to one interview card.
WS - ⓫
38

Attaching color code stickers to the area map● ‌Attaching color code stickers correctly to the area
map for each group while confirming the route
they walked and the places they researched inchronological order.
● ‌Marking numbers on the stickers attached to thearea map.
● ‌In case a discovered point doesn’t fit into a single
category, let them attach multiple stickers.

Making personal comment cards● ‌Letting children write about what they learned in
the interview with their family members regarding
the situations at the time of the Great East Japan
Earthquake and Tsunami and what they themselves
thought about that.
● ‌Letting children write about things they felt andfound during the town watching and their thoughts
and hopes for the future of their hometown.

Deciding on a map title● ‌The title represents what they thought about
their hometown and what kind of town theywant it to be in the future.
● ‌Alloting sufficient time as it is an important part
relating to the unit objectives.
● ‌Letting children be reminded of what they
researched in the town watching, what theyfound through communicating with local people
and what they thought was delightful, and think
about what they can do themselves.
● ‌Letting children discuss with each other in eachgroup what kind of town they want to make theirhometown to be.
● ‌Filling out the title card with the title decided onby each group.

WS - ⓬(Ex.)“Green Town Surrounded by Nature” “Cheerful, Joyful, Beautiful
Town” “Happy, Bustling and Joyful ____” “Safe, Livable Town Full of Smiles”

Finishing up● ‌Letting children put out all the cards they created (information cards, personal comment cards anda title card), area maps, categorization tables, etc., on a large piece of paper (“mozoushi”), checkthe positions and attach.
39

6 Map presentation● ‌Letting children think of persons who supported them in the town watching and write letters(invitations) to them with sincere thanks. Organizing information obtained in the learning activity
and making a presentation on it, help them clarify their own thoughts, make issues clearer and findnew challenges.
● ‌Letting children consider the ways of expression according to the listeners, so that they can deliver
their messages appropriately.

Worksheet for presentation preparation
WS - ⓭

Worksheet for listeners

Worksheet for parents/guardians and the community

WS - ⓮

WS - ⓱

WS - ⓯

WS - ⓲

WS - ⓰

40

7 Post-survey

Carrying out a survey after completing all the related learnings. The questionnaires are composed
as follows in order to assess the changes in children’s knowledge, interests and attitudes before andafter learning.

For reconstruction map making

For R-DRR map making

WS - ⓳

WS - ⓴

41

3.3 Utilizing the “map” in class
The “map” made by children is an accumulation of records of recovery and disaster risk reductionin the school district. And above all it is an item of material that allows them to trace all their learning
activities in the unit. Utilization of the “map” they created as a learning material will encourage themto have a sense of accomplishment in their activities and foster their self-confidence and motivation
toword further activities in the future.
At the same time, it is important to lead them to find changes in themselves before and after
the series of learning activities in the unit. Furthermore, it is advised to lead them to consider
the reconstruction of and disaster risk reduction in their hometown as familiar issues relevant tothemselves and to start thinking about these topics.
(Ex.)
・“Minato: Our Town 10 Years Later”—leads children to think of making the town disaster-resilient 10 years from now byutilizing the “map,” compile it and become motivated to take part in reconstruction.
・“Kazuma Reconstruction Map”—utilizes the completed “Making the Reconstruction Map—A Summary of the Activities” toencourage children to deepen their love for their hometown, find their own growth and think about what they can do for
their hometown.

(Ex.) Making a Reconstruction Map by 5th Graders Watanoha Elementary School in SY 2015
Stage Main learning activities

Teacher’s instructions and support

1. P‌ utting maps of all thegroups together●‌Letting children look at the whole
picture of the “map” of the Watanoha
Elementary School district to recognize
the current status of reconstruction.

Viewpoint
Evaluation criteria(Evaluation method)

Looking at the “map,” what did you notice?

2. T‌ aking a note on theworksheet of what
they noticed bylooking at the “map.”

3. M‌ aking a presentation
on what they wrote
on the worksheet andexchanging it witheach other and withfriends.
4. W‌ riting about the
future image of the
Watanoha district on
the worksheet.

●‌Encouraging children to freely write
about things such as “which colors
were easy to notice” and “how muchthe reconstruction has made progress.”Also, securing sufficient time to letthem find as many viewpoints as
possible.

Capable of verifying thereconstruction status
and finding good partsof the area. (Attitude toproactively and creatively
solve problems)●‌Letting as many pupils as possible
make a presentation. Securing time
not only to raise hands and makepresentations but also take a closer
look at the “map” and exchange witheach other what they noticed withnearby friends. Relating all that to theirnext learning activities.

●‌Letting them think about
what kind of town theywant their hometown tobe when writing about its
future image.

●‌Advising children to acknowledge
and praise each other about what thepresenters found.

Anything we can do by ourselves?

●‌Giving viewpoints on what they can
do in cooperation with adults or bythemselves to help them write.
5. C‌ hecking the learning
content during thenext time.
42●‌Making an announcement to prepare
for presentations on what each groupresearched.

●‌Advising which colors
are easy to notice on
the whole picture of the“map.”

3.4 Developing an information platform and utilizing it■ ‌It is important to continuously implement the town watching and map making as a learning
activity of the R-DRR education.
● ‌Continuous implementation lets children feel and experience themselves the changes in R-DRR
information on their town.
■ ‌The paper-based information recorded with the children’s own hands can also be recorded andstored as digital data.
● ‌Digitalized information provides easy-access.
● ‌In later years it allows children of new generations to learn about the reconstruction status of
the town based on the information created by their predecessors.

Information sharing platform(EX.) Digitalization of Kazuma Elementary School’s “Reconstruction Map”
An information-sharing platform for disaster reconstruction was developed at Kazuma Elementary
School based on the information of the reconstruction maps of SY 2012, 2013 and 2014.
Below is the top page image of the information-sharing platform “Making the Kazuma
Reconstruction Map.”
Digitalization of the information of the paper-based Kazuma Reconstruction Maps for three years
makes the accumulated data easy to search.

43■ ‌For example, the following is an idea for a teaching plan utilizing the information sharing platformin the orientation.

An example of teaching plan for “Period of Integrated Study” for the fourth grade

Unit name: “Town Watching and Reconstruction Map Making”
Session number: 2/17
Objectives: ‌Finding out the reconstruction status so far in the town by utilizing the information
sharing platform “Kazuma Reconstruction Map,” becoming interested in thesituations of their hometown and willingly trying to do research on it.
● ‌Teaching procedure
Learning activities

Teacher’s instructions and support

1. ‌Understanding the learning
content in this session.
Let’s think about making yourown map by utilizing the platform“Kazuma Reconstruction Map.”● ‌Letting children understand thelearning tasks● ‌Searching for the past “Kazuma
Reconstruction Maps.”

Click on the “Reconstruction Map” tab on
the top page.

2. ‌Actually doing research with a
PC in each group.
● ‌Checking the information cardsof the area each of them is goingto do town watching in.

● ‌Letting children search for thecards of places or shops they
are familiar with and generateinterest.
● ‌Letting children find good partsof the area they haven’t noticed
before by checking the remarks
and messages from community
people.
● ‌Letting children get some ideas
from them for their own interviews● ‌Letting children recognize
specifically with the descriptions
and photos on the cards how
reconstruction has progressed in
the area.
● ‌Letting children become interested
in the current situations of fixed
points and “town watchings” inthe future.

Let’s think about making your own map
by utilizing the platform“Kazuma Reconstruction Map.”

Search for the areas ❶ - ⓬ from “Area”
under “Keyword Search” on the top page.

● ‌Checking the interview cards ofeach area.
Similarly, search in “Area” under “Keyword
Search” and “Category → Interview”● ‌Checking the transitions at each
fixed point.
Similarly, search in “Area” under “Keyword
Search” and “Category → Transitions atfixed points”

3. ‌Thinking about their own “mapmaking.”● ‌Viewing the platform andthinking of places they want toresearch in their town watching

44

Evaluation● ‌Letting children study the “Kazuma
Reconstruction Maps” for the 3
years of 2012-2014 and become
interested in what they are.

❶ ‌Changes at the fixed points sincelast year❷ ‌What has become of the places
that had remained dangerous.
❸ ‌Changes in the places that hadremained vacant.
❹ ‌Letting children freely think ofplaces they want to research,such as those they want to newly
research.
● ‌Leading them to start thinking
about their own map making
based in this session.

● ‌Researching withinterest how
reconstruction
has progressedin the area.

Similarly, searchin “Area” under“Keyword Search”
and “Category →Categories of
discovered points(a)-(g)”

In Learning Activity 2, forty-six parts of information cards can be found as the result of searchingfor “Year Created (SY 2012, 2013, 2014)” × “Area ❶.” The image below shows some of theinterview cards found.

In Learning Activity 2, sixty one pieces of interview card can be found as the result of searchingfor “Year Created (SY 2013, 2014)” × “Category (Interview).” The image below shows a part of thecards found.

In Learning Activity 2, five spots are indicated on the map as the result of searching for “Year
Created (SY 2014)” × “Area ❻” × “Category ((e) Thing that seems dangerous)” and checking“View Map.”

45

4

Closing

Message from the City of Ishinomaki Board of Education
Six years have passed since the Great East Japan Earthquake and Tsunami occurred on March 11, 2011. Our cityof Ishinomaki received the greatest damage among the areas hit by the enormous earthquake with a magnitudeof 9.0 followed by the massive tsunami. In such a situation, children’s positive attitudes and sparkling eyes havebeen lights of hope for those engaged in education.
Starting with Kazuma Elementary School in school year (SY) 2012, the “reconstruction mapping” wasimplemented for two years with the aim of “rediscovering the attractive parts of the hometown from children’s
viewpoints even though it was damaged by the disaster.”In SY 2014, three schools, namely Watanoha Elementary School, Minato Elementary School and Minato JuniorHigh School, returned to their original school buildings from temporary relocation due to the tsunami damage
and implemented the “R-DRR mapping” while reconstructing the school together with the community.
In SY 2015, the town watching and interviews became meaningful opportunities for children at Sumiyoshi
Elementary School, Nakasato Elementary School and Sumiyoshi Junior High School to once again think about DRR,
as they walked on their own feet and saw how reconstruction was going in each area. This school year (SY 2016),
three schools in the inland areas where damage was limited, namely Wabuchi Elementary School, Kanomata
Elementary School and Kanan Higashi Junior High School, implemented it with the aim of “reviewing the local
area from the DRR point of view,”
This time, “The practical guide to Reconstruction and Disaster Risk Reduction (R-DRR) Mapping” was created under
the supervision of the International Collaborating Center of Disaster Education Research and Implementation(ICCDERI), International Research Institute of Disaster Science (IRIDeS), Tohoku University. We are confident that
this guidebook will be highly useful and important in widely implementing the “R-DRR mapping” at all the schools
in our city hereafter.
Finally, we as the Board of Education, would like to extend our gratitude to all concerned, wishing to promote
the “R-DRR mapping” at all the schools in our city by utilizing this guidebook.

46

Messages from universities
Dr. Takeshi Sato/Professor and Chief of ICCDERI, IRIDeS, Tohoku University
I believe that future local leaders will emerge from children who grow up seeing local adults
collaborate with the school and hometown. As a community-based learning activity, I think“R-DRR mapping” holds plenty of hints for it.

Dr. Aiko Sakurai/Assistant Professor and Deputy Chief of ICCDERI, IRIDeS, Tohoku University
I would be pleased if teachers read this guide and think “Seems doable in our class.” Also I
wish R-DRR mapping to be a good experience for all the children who grow up in Ishinomaki
so that they can recall it in the future, regardelss of wherever they are then.

Dr. Sanae Kitaura/Research Assistant, IRIDeS, Tohoku University“R-DRR mapping” has been evolving in these five years in accordance with the given
circumstances of each area. I hope this map making is continued upon the unchanged wish
for children “knowing your hometown and loving it.”

Dr. Yoshiyuki Murayama/Professor, Professional School of Education, Yamagata University
I believe that “R-DRR mapping” not only brings children a big education effect but cancontribute to foster future local leaders. Local areas will be invigorated if children are
frequently seen carrying out such activities too.

47

48

The practical guide to “Reconstruction and Disaster Risk Reduction (R-DRR) Mapping”
Understanding the natural environment and the lives of those in your hometown
First edition (March 2017)【Editor】
The International Collaborating Center of Disaster Education Research and Implementation (ICCDERI),International Research Institute of Disaster Science (IRIDeS), Tohoku University, Japan【Authors】
Aiko Sakurai, Associate Professor, IRIDeS, Tohoku University
Sanae Kitaura, Research Assistant, IRIDeS, Tohoku University
Takeshi Sato, Professor, IRIDeS, Tohoku University
Yoshiyuki Murayama, Professional School of Education, Yamagata University【Collaborators】
Ishinomaki City Board of Education
Ishinomaki City School Disaster Risk Reduction Promotion Conference
Pupils, students, teachers and the community people of pilot schools
This guide is translated and printed with support from Collaboration Research Funding of Disaster Prevention ResearchInstitute, Kyoto University.

【Contacts】
The International Collaborating Center of Disaster Education Research and Implementation (ICCDERI)▶http://drredu-collabo.sakura.ne.jp/en/
International Research Institute of Disaster Science (IRIDeS), Tohoku University▶http://irides.tohoku.ac.jp/eng
468-1-304 Aoba-Aramaki, Aoba-ku, Sendai City, Miyagi Prefecture, Japan 980-0845
Tel. +81-22-752-2106 Fax. +81-22-752-2105
Email：drdm1@irides.tohoku.ac.jp
Homepage of the R-DRR Mapping Program▶http://drredu-collabo.sakura.ne.jp/en/mapping49