Environmental Report ２０２１。

Ochanomizu Univers ity E nvironmental R ep ort ２ ０２ １

Con te n ts
１． Message from the President ············································· 1
２． Basic Policies ························································· 2◆ Environmental Policies of Ochanomizu University◆ Our Efforts to Achieve SDGs
◆ Our Efforts to Realize Carbon Neutrality◆ The Policy of this Environmental Report
３． Plans for Environmental Consideration ···································· 4
４． Activities Related to Environmental Education and Research(1) Activities at Ochanomizu University ···························· 6(2) Activities at Ochanomizu University Kindergarten ··············· 7(3) Activities at Ochanomizu University Elementary School ·········· 8(4) Activities at Ochanomizu University Junior High School ········ 10(5) Activities at Ochanomizu University Senior High School ········ 11

Today, the world is facing various challenges such as
dramatic climate change, resource depletion, environmental
pollution, demographic change, and the COVID-19 pandemic.
We need to find solutions to these urgent global issues andcreate a sustainable society.
To solve these issues, Ochanomizu University willdevelop a research and innovation base and promote
cutting-edge research through the integration of arts andsciences. By doing so, we aim to realize a sustainable society
where “no one is left behind,” which is one of the principles of
the Sustainable Development Goals (SDGs).
Since its establishment in 1875, our university has produced many female graduates
who play an active role in Japan and overseas. Based on our traditions and achievements,
we have been on a mission to “be a place where all women who are motivated to learn canrealize their earnest dreams.” We support all women, regardless of age or nationality, inbeing guaranteed their individual dignity and rights, deepening their learning, and actively
developing their abilities.
We will work to fulfill this mission, develop human resources, and contribute to society,through education and research on protecting the global environment for the future.
Furthermore, we have a plan to realize a “sustainable campus,” which implements the SDGs,
ensures safety, and is eco-friendly, by reducing carbon emissions as we move toward
carbon neutrality and by contributing to the local environment.
Not only our university but also our affiliated schools provide education and makedaily efforts to protect the environment by actively conducting projects for a sustainable
society. In the 1970s, a report entitled, “The Limits to Growth” once shook the world as awarning against the lack of environmental concern of modern society. Since then, theenvironment has only been getting worse. As a result, however, young people cannot
endure this situation any longer and they have started to raise their voices for the next
generation. Now, many people are beginning to understand the essence of this serious
issue and to deal with it. These steps may lead us to explore the actual state of the
Anthropocene Epoch and seek ways to put SDGs into practice through policies. To this end,
our school will continue to strive to address various social issues, including environmental
problems, for sustainable human development. Specifically, our university and affiliatedschools will cooperate in considering measures based on scientific evidence.
This report reviews and summarizes our efforts in the environmental conservation
project. We hope it will help you understand the environmental improvement activities in our
university.
President
Ochanomizu University

The main gate, one of the Registered Tangible Cultural Properties of Japan

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Ochanomizu University Environmental Report 2021

Ochanomizu University recognizes various environmental issues as urgent challenges to besolved at a global level. We try to construct a secure and safe campus while taking the global
environment into consideration and to play an active role in our society to realize a sustainable world.
We also contribute to the creation of a prosperous future, aiming at developing human resources
capable of realizing and solving the environmental challenges modern society faces through allactivities we conduct, including our regular education and research.

Based on our basic philosophy, we pursue environmental efforts under the five basic policies
presented below.
Promotion of Energy
Conservation

Effective Use of
Natural Resources

Prevention of Hazardous
Substance Leaks

Promotion of Environmental Activities and Training of Environmental Leaders

Accountability to Society and Information Transmission
１．Promotion of Energy Conservation
Based on the “Ochanomizu University Energy Management Standard,” we promote energy
conservation on campus while engaging in related educational activities so every member of theuniversity can contribute to achieving a carbon-neutral campus.
２．Effective Use of Natural Resources
We reduce the amount of resources we use and efficiently utilize environmental resources while
attempting to minimize our waste, aiming at realizing an eco-friendly campus.
３．Prevention of Hazardous Substance Leaks
We comply with legislation related to the environment while carefully controlling every chemical
substance. We prevent the leak of hazardous substances and pollution.
４．Promotion of Environmental Activities and Training of Environmental Leaders
We aim develop leaders who actively consider environmental problems and make efforts to solve
such problems through various activities related to environmental conservation, environmental
education and research, and social contributions.
５．Accountability to Society and Information Transmission
We broadly transmit our perspective on the environment and widely spread our efforts andachievements to protect the environment, aiming at playing an active role as a bridge with local andinternational societies.
（Established in September, 2021）

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Our Efforts to Achieve SDGs

Ochanomizu University HP <Our Efforts to Achieve SDGs>
https://www.ocha.ac.jp/program/menu/sdgs/top.html

SDGs (Sustainable Development Goals), which were adopted by the UN
Summit held in 2015, are universal goals whose principle is based on theconcepts of “inclusive society” and “leave no one behind.” SDGs requirevarious countries, companies, and institutions to tackle global issues by 2030.
We have been actively committed in various ways to achieving the SDGs,
which consist of 17 goals and 169 targets. In 2022, we will launch an “Institutefor SDGs Promotion” project in order to contribute to greater SDGs
achievement than before.

Our Efforts to Realize Carbon Neutrality
In his Policy Speech of October 2020, the Prime Minister of Japan declared that “by 2050 Japan will
aim to reduce greenhouse gas emissions to net-zero, that is, to realize a carbon-neutral, decarbonizedsociety,” and subsequently Japan began steering its way toward realizing a decarbonized society. To
achieve this by 2050, universities and the like are expected to play their roles both because they are thecores of local communities and able to promote social reform by conducting educational and research
activities. In order to meet this social demand, the “Summit of Presidents and Heads of Universities andOther Institutes on Approaches to their Contributions to Achievement of Carbon Neutrality” was held inMarch 2021, and 120 national, public, and private universities, including ours, participated and exchanged
ideas.
In July 2021, the “University Coalition for Achieving Carbon Neutrality (A Network among
Universities)” was launched with the aim of encouraging research and development to create innovative
solutions, and its research results are to be implemented in society. It also aims to strengthen the ties
among communities and to transmit information more widely. We have announced our membership in thisCoalition, and we will be making continuous efforts to realize carbon neutrality by cooperating with otheruniversities and institutions.

The Policy of this Environmental Report■ Aim
The “Law Concerning the Promotion of Business Activities with Environmental Consideration bySpecified Corporations, etc., by Facilitating Access to Environmental Information, and Other Measures(Law Concerning the Promotion of Business Activities with Environmental Consideration),” which wasapproved in 2004, stipulates that business entities (Specified Corporations) are required to disclose
environmental information by publishing environmental reports and that such information is expected to be
actively used within society.
As Ochanomizu University does not fall under category of “Specified Corporations” according to thislaw, we have not to date made or published an environmental report. However, as we set “creating an
eco-friendly environment for education and research” as one of the basic policies of our campus plan, suchreports are an important part of our mission to make efforts to protect the environment.
By making and publishing this “Environmental Report 2021,” we aim to widely disseminate
information such as our view toward protecting the environment, our efforts for achieving this, and theoutcome of our efforts to our stakeholders: our pupils, students, graduates, prospective students,
guardians, faculty and staff, local residents, corporations, and local governments. Also, this report will help
us clarify our course of action regarding various environmental issues. In this way, we will make use of thisreport as a tool for communication which connects us with society.
■ Subject area of this report
Ochanomizu University Otsuka Building No. 1※Other buildings are excluded from the subject area of this report; however, we have been
considering including them within the subject area from next year.
■ Reporting period for information provided
Fiscal year 2020 (April 2020 – March 2021)■ References
Ministry of the Environment, “Environmental Reporting Guidelines 2018”
Ministry of the Environment, “Manuals for Items to be Reported in Environmental Reporting, etc. (ver. 3)”

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Ochanomizu University Environmental Report 2021

We are making efforts toward environmental consideration in part by making a plan every year basedon five basic policies: ‘promotion of energy conservation,’ ‘effective use of natural resources,’‘prevention of hazardous substance leaks,’ ‘promotion of environmental activities and training ofenvironmental leaders,’ and ‘accountability to society and information transmission.’
１．Promotion of Energy Conservation
Issue
Reduction of energy
consumption / Reductionof greenhouse gas
emissionsPlan

Evaluation

Reduce energy consumption per unit by more than 1% every year
throughout the University
Implement energy-saving measures based on our energy-saving
guidelines
Plan the replacement of all lights with LED lighting and the renewalof aging air conditioners as measures against global warming○

Adopt energy-saving or high-efficiency equipment when installing
new equipment
Awareness andunderstanding of energy
savingPublish usage of lights and fuel per month on the website tovisualize energy consumption
Display posters about energy-saving to enlighten students andteachers○

２．Effective Use of Natural Resources
Issue
Reduction of service
water usage / Reductionof drain and flush volume

Plan
Promote the introduction of water-saving equipment
flush-imitating sound systems when repairing lavatories

Evaluation
andGrasp changes in service water usage and try to discover leaks assoon as possible○

Promote the installation of rainwater storage and permeating
facilities

Reduction of paper use

Reduction of waste
discharge

Promote a paperless system for conference materials by using
electronic files○

Promote recycling and the effective use of resources on campus
Be strict about separating recyclables for collection and promote
the recycling of resources

Ochanomizu University Environmental Report 2021

4○

３．Prevention of Hazardous Substance Leaks
Issue

Leakage prevention ofchemical substances

Plan

Evaluation

Implement proper management and disposal based on the medical
control manual
Conduct lectures about the use of the medical control software forgraduate students and teachers△

Have teachers explain how to use the chemicals to undergraduate
students before experiments

Leakage prevention ofharmful substances

Regarding evaluation △; We did not meet our wastewater quality standard.
Therefore, we took further measures and announced them on campus.
Plan to discharge PCB waste
Properly remove asbestos-containing building materials○

Properly manage radioactive substances

４．Promotion of Environmental Activities and Training of Environmental Leaders
Issue
Promotion ofenvironmental
conservation activities

Plan

Evaluation

Be strict about the separating and sorting of garbage, clean
regularly, and prune trees regularly to promote beautification of thecampus○Recommend that students actively conduct environmental activities
Promotion ofenvironmental educationand environmental
research activities

Give students a chance to develop interest in environmental
problems through environmental education○

５．Accountability to Society and Information Transmission
Issue
Information transmission
both within and outsideof the university

Plan

Evaluation

Announce our views and policies about the environment both within
and outside of the university
Conduct self-assessments of our track record and announce it bothwithin and outside of the university△

Regarding evaluation △; We made and announced environmental reports fromFY2021.
Evaluation: ○ goal was achieved△ goal was not achieved, but conditions were improved
× efforts were insufficient

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Ochanomizu University Environmental Report 2021

（1） Activities at Ochanomizu University
University－Environmental Curriculum－
Human Life and Environmental Science ・Associate Professor Toyohiko Nakakubo"Resource Circulation Engineering"
In the field of life science, it is crucial to understand the process of recycling and treating domestic
waste and sewage, which helps us understand the foun dation of our everyday lives. Waste incineration
plants, which have been responsible for the disposal of household waste, are now required to serve as
centers for regional energy in addition to their traditional role as sanitary treatment plants. It is also possible
to further utilize waste incineration centers to create additional value through creative planning in thecommunity. For example, incineration centers may provide biomass energy and energy resources in theevent of natural disasters. The centers can also be utilized as venues for environmental education andlifelong learning. Collaboration with health and welfare management would also be possible.
Innovative approaches toward regional sanitation businesses, which are a cornerstone of our daily
lives, allow the sanitation system to expand its limitations as a mere standalone system to an integrated
regional environmental business, no longer limited to a single role within the sanitation industry. The"Resource Recovery Engineering" course teaches the foundations of engineering to understand thetechnical mechanisms of waste incineration plants and wastewater treatment plants.
In addition, the course encourages students to develop creative and imaginative thinking. The
lectures introduce students to advanced examples in order to encourage them to develop their criticalthinking skills. These skills will help them to contribute to regional planning by asking imaginative questions
such as how sewage sludge in the region can be recycled or what kind of renovations are possible for waste
incineration plants.
"Urban Energy Engineering"
The energy consumption in city
buildings must be discussed in thecontext of energy systems. This course isdesigned to provide students with anunderstanding of the basic principles ofthermal engineering and how they can beapplied through the study of technologies
and equipment that comprise the system.
In addition, the program encourages
students to develop their ability to create
energy conservation plans in buildings
and to propose regional energy plans in【Examples of using the analysis program tofulfillment of community development
estimate energy consumption at home】
goals.
In the lectures, students get assigned to various projects, in which they use analytical programs toestimate the energy consumption for air conditioning, hot water, and lighting use.

Center－Environmental Education－
Center for Science & Education
Business Title:"Research and Development of Educational Contents for
Science Lectures" (IHI Corporation Contract Research Project)
Contents:
We conducted soil surveys at five locations in 2020. In addition,
we plan to continue conducting surveys at other locations while also
providing visiting lectures at the Kagoshima campus (or othereducational facilities nearby) in 2021.

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（2） Activities at Ochanomizu University Kindergarten
Ochanomizu University Kindergarten－Introduction of the Environmental Experience－
Thinking About the Environment Through Garden Harvest
From April to May, bamboo shoots grow in the schoolyard. Following in the steps of previous
third-year kindergarten students, who harvested and served cooked bamboo shoots, this year's third-yearclass also made "bamboo shoot soup." The number of fresh bamboo shoots was limited. The children
shared small amounts of soup with their friends and younger children so that they could learn how to savora small amount of food.
In late May, the plums started to grow. It was not easy to pick them from the high branches, so thechildren could not successfully harvest them without collaboration with their friends and utilization of tools.
Before eating the plums, the children washed them, removed the stems, and later macerated them withsugar-water before eating them. After several weeks, the plums were finally ready to eat. For the children,
waiting can be a meaningful experience.
In October, large amounts of acorns fell to the ground. Third-year children led others in roasting andeating them. The children always want to eat them as soon as possible, but they have to learn to wait toroast the acorns just right. The trick is to wait for the sound of acorns cracking open. This process sharpens
children's hearing and sense of smell.

Learning About the Environment Through Animal Encounters
Ants start to move around actively when new children enter the kindergarten and first- andsecond-year students move on to the next grades. When a child notices the presence of ants on the groundand watches them with teachers, other children gather and they start watching together. Closely watching
the ground allows them to find even more insects. Roly-polies are relatively easy to catch, which satisfies
the children's desire to hold them.
The children dig holes, find larvae, and catch ladybug larvae on leaves. They also grow summer
oranges from seeds to see swallowtail butterfly larvae. They chase grasshoppers and playing mantises in
the weeds after the summer break. Through these experiences, the children gradually become aware ofwhere to find insects and the fact that insects molt, change in number, and chang in appearance as theseasons change.
The Children eagerly catch the insects one by one, trying to make them their own. However, children
often find them dead after a day. It may be difficult for children to grasp the concept of life and death. Fully
facing the life and death of small insects will encourage them to become aware of their own mortality.

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Ochanomizu University Environmental Report 2021

（3） Activities at Ochanomizu University Elementary School
Ochanomizu University Elementary School－Introduction to Environmental Study－“Environmental Activity” in Philosophical Creation Class (5th Grade)
This class aims to expand individual awareness of environmental
issues throughout the school year. Students formed groups based on
their environmental interests and carried out activities. Each group took
a different approach to their studies, and all the students seemed to beable to learn about environmental issues from various perspectives.
The class gives each group a chance to make a presentation on theiractivity and to communicate with each other. There were nearly 20
topics in total, and the following are examples of what students were
doing and their comments.
【Making reusable bags from old clothes】
What is a reusable bag for? - What can we do for an eco-friendly society?
(The following are parts of the students’ conversation in class.)
N: Papers and cloth are burnable. But plastics are not, which is why they are thrown away in thesea. I’m afraid that fish might eat plastic trash.
M: We can replace a plastic bag with old clothes, which will slow global warming.
R: If we don’t use a plastic bag, that is something eco-friendly. It is recycling to reuse old clothes,too.
RS: If we do not use plastics, then plastic bags will be reduced.
A: When we recycle old clothes into an eco-friendly bag, we don’t have to use a plastic bag,which will contribute to improving environmental issues.
S: Vinyl made of plastics remains after burning. On the other hand, a reusable bag is good forthe environment. Japan ranks second to last in plastic waste.
Students had these conversations throughout their project.

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【About biodegradable plastics】 –Students’ review–
We learned about plastics that are environmentally friendly and easy to use, andbiodegradable plastics is one of those. This plastic is made from casein, a substance that comes out
when milk is boiled. We hardened it in an oven by heating it in cookie molds. One of the members
accidentally fed it to her dog, but it did not affect the dog. And when I tried drinking water with thisbiodegradable plastic straw, it was not much different from a regular straw. We’ve left this straw insoil and water to see if it would decompose. When placed in the water, the straw gradually softenedand seemed to decompose little by little. In the case of soil, it did not decompose when the soil waswatered, probably because the soil did not contain any fungi or fungicides. (S. M.)
Biodegradable plastics are plastics that can be decomposed by microorganisms in the groundand ocean when discarded. My group tried to make this plastic with milk and vinegar. We also had toharden the plastic, which I did at home, but it took some time to adjust the heating time of the
microwave oven. When I finished making it and left the plastic on the table, my dog happened to eat it,probably because the smell of the milk was still there. No change was found in the dog's body, but it
was not digested and I found white pieces in his stool. Biodegradable plastics are said to be
expensive and difficult to process, but this experiment told me that it is safe for animals to eat theplastics. If biodegradable plastics are used in plastic bottles and flowerpots, it does not hurt any
animals and can be decomposed in the soil or the sea. I think this is a strong advantage of
biodegradable plastics. (Y. A.)
Plastics are considered something bad nowadays because, once plastics are made, theycannot decompose and will remain forever. I found an appealing plastic though, which is called
biodegradable plastic. It can decompose in the soil and water, unlike other plastics. My groupexperimented with biodegradable plastic straws to see if they would decompose in the soil. The
Internet says the straw will decompose in six weeks, but six months have passed and it still hasn't
decomposed. In my opinion, there were no microorganisms in the soil, which is why the straw
remains. Although we used straws from a store this time, it might be a good idea to experiment withbiodegradable straws made from the casein of milk in this class. This project gave me a chance to beaware of environmental issues in my daily life. For example, I’m using my bottle to drink instead of
buying a plastic ones. And I prefer to choose paper packages while shopping. It is important foreach of us, as individuals living on the earth, to find what we can do to improve environmental issues.
(K. M.)

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Ochanomizu University Environmental Report 2021

（4） Activities at Ochanomizu University Junior High School
Ochanomizu University Junior High School －Introduction to Environmental Lessons－“Recycling Plastics” in Science Class (1st Year)We are surrounded by a lot of plastics. Plastics are convenient and useful in our lives
because they are …
RustproofYou’ve never heard of rusty plastic, have you?
Decay-resistant
Plastics are different from raw garbage.
But the problem is when it becomes garbage. With food scraps, they will decompose in a
few weeks or months even if they are left as is. However, plastics don’t work that way. Plasticbags are said to take up to 20 years to decompose completely, and plastic bottles up to 450
years.
Micro-Plastics, which are plastics smaller than 5 mm, haverecently become a particular problem. Some fish accidentally choke
to death on micro-plastics that have been disposed of into theocean. Micro-plastics are said to be harmful to humans too, so weshould deal with this matter.
Therefore, “biodegradable plastics,” which can decompose,
have also been developed in recent years. This photo on the rightshows a file-folder made of biodegradable plastic, which I received
several years ago.
Also, insects that can eat plastic have been discovered on earth.
How wonderful biodiversity is!
Plastic-eating insects discovered, but garbage disposal is questionable - from National Geographic1
Plastic-eating insects - from Nikkei Science, October 20172
However, it does not seem this insect will solve the plastic waste problem. There won’t beenough insects to reduce all plastic disposal on Earth.
Anyway, let's recycle plastic as much as possible, instead of disposing of it as garbage.
Plastics take a long time to decompose completely once wethrow them away.
Plastic bottles are best for recycling because they are madeof polyethylene terephthalate that won’t mix with other types ofplastics. The photo on the right shows “cotton” made from plastic
bottles, and fleece and other cloths will be made from this cotton.
Food trays like in the image on the right can be reused
because they are made from polystyrene.
As another solution, plastics might be useful for disposing of
flammable garbage because petroleum, which is a raw material ofplastics, burns well. We can include some plastics, which will help toburn garbage and prevent overusing fuel.
1 https://natgeo.nikkeibp.co.jp/atcl/news/17/042600162/ NATIONAL GEOGRAPHIC, 2017.4.26.
2 https://www.nikkei-science.com/?p=54223 SCIENTIFIC AMERICAN, Nikkei Science.

Ochanomizu University Environmental Report 202110

（5） Activities at Ochanomizu University Senior High School
Senior High School

1 st Year

－Introduction to Environmental Lessons－Students dealt with environmental problems
as a global issue. They learned specifically about air
pollution, acid rain, decreases in tropical forests,
desertification, the present situation of global
warming, etc., and considered what a sustainable
society should be. Before 2020, students in groups
chose themes related to environmental problems
which they were interested in, and they madepresentations in a class. However, in 2020, they
could not do this since group-work activities wereprohibited because of COVID-19.

1st Year

Required Subject

Basic Project Study

Using water quality measurement kits,
students conducted a water quality survey on atheme decided by each group, and made posters
and presentations. They explored the impact of thewater quality of rivers,
ponds, and domestic
wastewater on the environment.

Required Subject

Geography A

Through dealing with other global issues, suchas population problems, food problem, residential
and urban problems, and natural resources andenergy problems, students learned that these
problems were complicatedly intertwined withenvironmental problems.
In the curriculum’s map unit, the itai-itaidisease was dealt with as an example of solving
epidemiological issues using a map as a tool.
In the climate unit, students considered theimpact of environmental problems as one of thecauses of climate change.
During summer vacation, volunteer students
applied for the Global Environmental Essay Award
held by Chuo University (Results: Outstanding
performance award, 1; Winners, 3). The student who
won the outstanding performance award was a
3rd-year student who had applied for the same award
when she was a 1st-year student. We have appliedfor Global Environmental Essay Award held by Chuo
University for six consecutive years and won fourtimes.
In the life and culture from around the world
unit, students dealt with environmental problems as
one of several regional issues such as air pollution in
China, deforestation of tropical forests in Southeast
Asia and South America, and desertification in
Africa.
3rd Year

Optional Subject

Geography B

Students took a general look at environmental
problems as global issues and summarized theirconnection with natural resources and energy
problems, population problems, and food problems.

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Ochanomizu University Environmental Report 2021

2nd Year

Required Subject

Japanese History A

2nd Year Required Subject Project Study I
Area of Global Environmental Science

Students dealt with the Ainu assimilation
policies, and considered what impact such lifestylechanges had on the environment.

In this subject, students chose a theme anddid research using keywords such as global
warming, air pollution, natural resources and energy,
and climate. Examples of the research themes of2020 are introduced below.

Students dealt with the Ashio copper mine
pollution incident, and considered what kind ofenvironmental problems occurred during themodernization process.

“The Relation between Global Warming and
CO2 Concentration” for the High-schoolStudent Poster Session at the Study
Meeting of the Association of Japanese
Geographers, Autumn 2020

Dealing with the trials of four pollution-relateddiseases in Japan that were accompanied by higheconomic growth periods, students considered why
these lawsuits started during those periods.
Moreover, they considered why the enactment of theEnvironment Basic Act needed time, learned thehistory of development and the environment, andthought about how they should tackle unsolved
problems.
3rd Year

Optional Subject“How to Preserve Vegetables in Terms of Food
Waste and Environmental Burden” for the
Sustainability Awards for Students byStudents 2020 (2nd place - Special Prize)“Let’s Solve Coolly! Heat-Island Phenomenon”
for the International Junior-high-school andHigh-school Web Contest 2020 (23rd place Best 50)

Japanese History B

When students studied the formation of theJapanese islands and the beginning of rice farming,
they learned that changes of topographies and foodresources caused by climate change greatly
influenced these events. They learned to see daily
lives from a viewpoint of the events’ relations with
the natural environment.
Watching a part of Ise Jingu: Prayer Born of
the Forest (Kinokuniya Company Ltd.), students
learned about the relation between cutting down
wood for shrines and the frequent occurrences offloods, and considered the connections between
nature worship, religious norms, and environmental
protection.
Learning about the frequent occurrences offamine caused by cold-weather damage andabnormal weather in the Middle Ages equivalent to
the Little Ice Age, students considered what kind of
impacts these incidents had on society and thegovernment.
Students considered elements supporting theconstruction of sustainable lifestyles, learning thatcity planning was developed in order to reduce thedamage of big fires, and that the non-garbage
lifestyle was constructed with the assistance of therelationship between neighboring farming villages inthe early modern period, Edo.

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1st Year Required Subject
SSH School Designated CourseLife Science

Students learned familiar life science with afocus on sustainability and ethicality.
Students experienced tie-dyeing organic
material packs using a method of new organic plant
dyeing which is environmentally friendly.
1st Year Required Subject
Integrated Home Economics
Cooperating with an ethical brand, students
experienced basic sewing of clothes making anddeveloped products. Superior products were
mass-produced in the factory of the brand in Ghana,
Africa, which employs poor women and disabled
people, and were sold in Tokyo. Ten percent ofsales were donated to Africa for educational support(details are given in the article “ellipse” in the
database of Ochanomizu school).
Students learned about the environment suchas the Paris Agreement, SDGs, circular economy,
food loss and waste, ocean plastics, and forest fires
in the Amazon, and discussed environmental
problems.
First-year students give a lesson on therelationship between chocolate and child labor to
5th-year students of the elementary school everyyear.
2nd Year Required Subject
Integrated Home Economics
Since 2011, students have been learning
about and experiencing ethical consumption, withconsideration of the environment and human rights,
and have been making presentations on the topic inenvironmental education classes.
Second-year students give a lesson on ethicalconsumption to first-year students of the junior highschool every year (by video letter in 2020).
1st-3rd Year Required Subject
Integrated Home Economics
In a cooking class, 100% biodegradable
eco-friendly detergents, non-microplastic cellulose
sponges, and composting to process kitchen
garbage are used. We cook in an eco-friendly
manner by discharging clean drainage, minimizing
food waste, and adopting energy-saving cooking
methods. However, cooking classes were not given
in 2020 because of COVID-19.

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Ochanomizu University Environmental Report 2021

。

Translated by:
Saki Takei , Yukiko Sueyoshi , Rina Yuida (The Graduate Students in the Department of English andFrench Languages , Literatures and Cultures in 2021)
Nao Sakuma , Minami Sawai , Kanon Itakura (The Undergraduate Students in the Department of
Languages and Culture in 2021)