2015 Kagawa Prefecture
Comprehensive Learning: Natural Life
“Connection Between Me and Nature Around Me”
41 3rd-graders at Fudeoka Primary School in Zentsuji
Program Outline
The program was designed to let the students learn the diversified nature and its mutual connection throughexperiencing the changes of seasons in the past and today. We let the students notice the changes of the colors ofautumn trees, and they made the model trees to be used for the school play. They played “red candle” in front of thelocal people and their parents and sang the songs called “Red Autumn” and “Home”.

Goals
Voices of Children* To notice the changes of seasons in everyday life.
* To find the differences between the life in the past andtoday.
* To realize the surrounding nature and relation and tonurture the mind to take care of the local environment.
* To nurture the ability to communicate with the others.
* To meet the specialist of the target field and the local
activists to develop the sense of belonging to the local
community as well as to improve the communication
ability through the exchange of such people.

Name of the Model ProgramI

foundthatthetreesandleaves

aretransformed in their appearance and support
our everyday life.
I found that all leaves were different in shape.
I liked that the guest teacher visited us to teach.
I learned many names of trees, and I want totell that to my family.

River is the Treasure Box of Nature(ESD Environmental Education Model Program Guidebook 1-⑫)

Efforts to be Regionalized
To let them realize “Leaves and trees in our vicinity are connected to our everyday life from ancient time”, and learn
how people connect to the changes of seasons, which would lead to the attitude to take care of the sustainable
environment. Students went out of school and experienced the actual leaves and trees with their all senses, which
has become rare these days.

Findings* When the students were asked to pick up “something red”, they replied things in nature such as maple leaves,snake gourd, autumn leaves, apples and other red fruit.
* During this program, which connected the extra-curricular activities and school recital, “cooperation” aspects weremore apparent.
* Learning (multifaceted nature and relation) and outcome of the school recital were strongly related. We found thatthe learning about the leaves helped the students to play “red candle”.
* As the lecturer came to school to help deepen their learning, and students felt more “fulfilled”. (by Hiroyuki Aoki,
Associate Professor at Kagawa University)

Framework Conception to Create a Sustainable Society

ESD
Viewpoints

Mutuality: To meet various people to learn and affect each other to realize a the social life is created.
Diversity: To learn the diversity in nature, culture and in society to find the similarities and differences
between Japanese and others.
Equitability: To realize the connection to the world and respect the similarities and differences in theworld.
Responsibility: To think what we can do and act.
Partnership: To think about the relationship with the local people and rectify their way of living.

Ability/Attitude to be Focused for ESD Educational Guidance
Multifaceted nature: To learn the life of the past and raise the awareness of the current social issues.
Communication: To try to communicate what they feel and think to the others.
Cooperation: To act with their friends and join the support activities for the others.
Relation: To find the similarities and differences of the past and today, try to think how the nature shouldbe.
Participation: To develop the attitude to participate the activities.