The Significance ofEnvironmental Learning
Classes
NPO Environmental Study InstituteWhy is environmental
learning necessary?
 To balance sensibility (right brain) andrationality (left brain).

To study the connection between thenatural environment and human beings.
 To realize that nature is the source of humanlife.
 To grow as a person who values nature
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Environmental Learning Point 1
The interaction of knowledge
and experience is important.

Link between academic learning andenvironmental learning.
(Academic learning provides the base forenvironmental learning.)
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Environmental Learning –Point 2 Methods that stimulate an awareness of problems as our own.
 Conducted with the local area as the stage.
 Conducted in our daily lives.
 Spreads to the home and local community.
 Shared experiences/cooperation, discussions, leadership, considerationfor others.
 Growth and emotional inspiration gained from interacting with variouspeople.
 Building a “hometown” awareness.

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Hands-on Learning– Town Exploration① Looking at the local community. (areaexploration)② Becoming aware. (discovering issues)③ Think, discuss, act. (repeat ① ~ ③)
④ Convey. (presentation or individually)
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Hands-on Learning– Nature Exploration① Becoming familiar with the nature nearby.
(school grounds, parks, neighborhood)② Discovering the mystery and fun of nature.
③ Think, discuss, act. (repeat① ~ ③)

④ Developing an emotional sense for valuingnature.
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Hands-on Learning– Learning from a Guest Teacher① Specialized lectures and hands-on learning.
② Understanding of efforts made in society.

③ Respect and admiration for adults.

④ Developing a sense of making an effortthemself.
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Becoming a Professor of Garbage– Street interviews
９Becoming a Professor of Garbage– Listening to guest teacher presentation
１０Becoming a Professor of Garbage– Hanging posters
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Becoming a Professor of Garbage– Picking up trash around town

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Eco-Study“Becoming a Professor of Garbage”■ Program Objective:

Through hands-on activities to learn about thevarious garbage that is generated in our lives, itallows participants to think about what they can
do to protect the environment.
■ Target grade level: Elementary school – 4th grade■ Related subject: 4th grade social studies – “Making life comfortable”■ Program summary: Hands-on program to think about trash in our daily
lives.

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Program Preparations■ SummaryThis programs allows children to investigate and evaluate the trash situation in the community and daily
lives through observation and interviews. Cleaning activities can also be incorporated. Their studies about
trash in social studies classes can be deepened through hand-on activities.

■ Preparation
1. Request assistance from helpers
Cooperation from teachers, parents, and members of
the community is necessary so that children can safely
conduct activities outside of school grounds. Although
this may vary depending on the community
environment, assistance should be requested so that
there is one adult per five children.
2. Investigate trash separation methods
Trash separation and disposal methods differ by region.
These methods should be investigated in advance.

Trash collection
point →
Example checkpoint:
Has the trash been
separated? Have crows orcats gotten into the bags?

↑Recycling box
Example checkpoint:
What kinds of items
are collected?

3. Decide checkpoints and form groups
Decide the places to be investigated such as parks,
train stations, beaches/rivers, trash collection stations,supermarkets, and convenience stores. Assign helpers
to each group.
4. Create evaluation sheet
Create a sheet for children to write down what they
have investigated about the trash at each point and torecord their evaluations (See p. 4)

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←Park
Example checkpoint:
Has there been
littering?

5. Clipboards, writing instruments, *digital camera
Used for filling in evaluation sheets. Recording theconditions at each point with a digital camera isuseful for summarizing or presenting their findings.
6. Cleaning tools
If incorporating cleaning activities, trash bags,gloves, and tongs, etc. should be made available.
Additionally, if a sheet for recording cleaning
activities is created (see p. 5), increased
awareness can be expected.

★ Professor of Garbage Checksheet ★
Places investigated:☆Write down what you investigated and what you discovered about trash.
☆If you think the things you found are bad for the environment, write.
If you think they are good for the environment, write.

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What doyou think?

Littering Sheet
Places investigated:
When you find or pick up trash, draw one vertical line for each piece of trash in the Amount column.
If you group the lines by five, it’s easier to count later!

Type of Trash

Amount of Trash

BurnableNon-burnable
BottlesCans
PET bottles
PlasticPaper
Other

１６TotalProgram Process■ Process steps[Preparations]
Distribute Evaluation Sheets, Littering Sheets, clipboards,
and digital cameras to each person or group.
*If cleaning activities are to be conducted, distributecleaning tools.
1. Introduction (example)•While looking back on the investigations done onhousehold trash in social studies class, explain the contentof this activity.
•Designate the places that each group will investigate.
2. Explanation of process•The things that are seen, heard, and discovered are written
on the Evaluation Sheet. They are evaluated in terms ofwhether they are good or bad for the environment, which isindicated with symbols.
•If there has been littering, the types and amount of trash
are written on the Littering Sheet.
3. Introduction of helpers and words of caution•Helpers are introduced.
•Cautionary notes regarding the activities are given.

• Etiquette to be following during interviews is explained.
*If conducted, precautions to be taken during cleaning
activities are given. (p.4)

4. Implementation•

Chaperones will guide children to designatedcheckpoint.
• Chaperones will assist in interviews.
*If cleaning activities are conducted, they will belimited to the area immediately surrounding thedesignated point.
5. Summary
The following should be summarized by each group.
• Things discovered• Evaluation of how those things affect the environment
and the reasons.
• Opinions on what can be done to improve items thatwere judged as bad for the environment.
6. Presentation• Each group will make a presentation to share what
they have learned.
• Question and answer session. (This leads toexpanded learning and the discovery of new issues.)

Summary:
As a result of the activities, what were the trash conditions like around town? Was the environment consideredwhen trash was thrown away? These types of questions are answered. In addition, the program allows children tothink about what they can do to reduce the amount of things that become trash, eliminate the wasteful use ofresources and energy, reduce trash, and create a comfortable community that is also environmentally friendly.

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Related Information (Impact on Wild Animals)

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Eco-Study“Mastering the 3Rs!”■ Program Objective
An understanding of the 3Rs (reduce, reuse, recycle) will
be gained using familiar drink containers. The program
teaches a sense of using things carefully while allowing
participants to think about their future activities asconsumers.

■ Target grade level: Elementary school – 4th grade■ Related subject: 4th grade social studies “Investigatingwhere trash goes”■ Program summary: Learning about the 3Rs using drink
containers.

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Program Preparations■ Summary
In our modern consumption habits, we unconsciously use a large amount of goods and then throw themaway. Recycling awareness has taken root in recent years, with people recycling items after using them.
However, as long as mass production and mass consumption continues, this will not become afundamental solution. Using familiar drink containers (PET bottles, cans, glass bottles), this program aims
to devise ways to reduce trash and foster of sense of valuing the items we use.

■ Preparation
１．Prepare the equipment① 3 types of empty drink containers (PETbottles, cans, glass bottles)
Cans: aluminum and steel
Glass bottles: one-way and returnable② Products made of recycled PET bottles
Choose and prepare appropriate items suchas clothing, ball-point pens, work gloves, etc.
③Sorting quiz for the three types of containers
shown above. (Using pictures.)④ PET bottles → Fiber experiment kit (one foreach group)
Empty drink cans
Metal pipe (brass)
Nails
MotorDisposal chopsticks
Tacks
Batteries
PET chipsAluminum foil
Alcohol lamps
Cardboard⑤ The experiment kits should be prepared inadvance.

２０３Ｒ Recording Sheet
Types of drink container

Which of the 3Rs?

PET bottles
Cans
Glass bottles
Write down the things you have noticed about the 3Rs, including those other than drink containers.

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Program Process■ Process steps[Preparations]・Arrange equipment from numbers ① & ② on
the table
・ Prepare experiment kits in a corner of theclassroom
・ Recording sheets
１．Introduction (example)
・Explain that although they have learned about
trash before, today they will study about ways toreduce trash (3Rs) using drink containers they
are familiar with. The meanings of each should
be reconfirmed.
・Ask what the children do with PET bottles, cans,and bottles after they are done drinking fromthem to confirm what they know.
２．Sorting quiz on recycling
・Have children answer questions on PET bottles,cans, and glass bottles, in that order.
・Reveal the correct answers and explain that themore pictures (cards) there are, the more energy
and effort is required.

２．Explanation on reusing glass bottles
・There are certain types of bottles that can beused many times called “returnable bottles.” Explainthat this is a way to reuse things.
・Make them understand that since items that we havefinished using will be used once again as they are,“reusing” is better for the environment than recycling.
３．Reducing
・Confirm the meaning of “reduce” and discuss what
constitutes reducing in the case of drink containers.
・Example: Decreasing the frequency of drink
purchases, carrying your own water bottle, choosing
drinks in cans and glass instead of PET bottles asmuch as possible, etc.
４. Experiment on PET recycling
・ Just saying that PET bottles can become clothingis difficult to comprehend. Therefore, this will be
actually verified using an experiment.
・ Explain the procedure and then implement for eachgroup.

Summary
On the 3R Recording Sheet, the children should summarize and write down what they have learned. If
there is time, examples other than drink containers (writing utensils, clothing, furniture, paper products, items
purchased the supermarket, etc.) can be given for discussion about the ways that trash can be reduced.

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Eco-Study“Water Pollution Reduction Squad”■ Program objective:
Approaching the subject from many directions on how water, air,and other living beings pertain to human lives, this program
teaches participants about their relationship with nature andallows them to think about what they can do to protect theenvironment.
■ Target grade level: Elementary school – 5th and 6th grade■ Related subjects: 5th grade social studies “ My life
and the environment”
6th grade science “Living beings and the environment”■ Program summary: A hands-on program to think about devising ways tokeep water from being polluted.

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Program Preparations■ SummaryContamination from leftover food, etc. in water from kitchen drains will be investigated using COD PackTests (water inspection tests) to learn about the effects of household wastewater on the environment. This
hands-on program also allows children to think about their daily living behaviors and how they can reduce
the amount of pollution in water.

■ Preparation
１．Prepare equipment① COD (Chemical Oxygen Demand) Pack Test
The COD Pack Test is a method for measuring water quality.
For the test, an oxidizing agent (room temperature alkaline
potassium permanganate) is added to the water to be tested
to investigate the amount of organic matter in the water bydetermining the amount of oxygen consumed. Depending on
the scope of testing, tests for low concentrations, normalconcentrations, and high concentrations can be used, but forthis program, the test for normal concentrations will be used.
The quantity needed also depends on the number of watertypes to be tested, but enough tests should be prepared foreach team or group.

２．For each team/group, make copies of thecolor chart for water quality measurement
included in the Pack Test set.
３．Make copies of the Water Pollution Recording
Sheet on p. 3 for each team/group.

(Reference)
・ZAK Type (10/box)
1,400 yen
・KR Type (15/box)
9,600 yen

Kyoritsu Chemical Check Lab Corp.
TEL: 03-3721-9207②Cups – Approx. 3 per team/group③ Buckets – 2④ Plates – 2⑤ Sauce or mayonnaise⑥ Rice (not pre-washed type) and thinly slicedcabbage⑦ Old newspaper, rags, empty milk cartons

４．Investigate the sewerage (related informationon p.7) and treatment methods for household
wastewater within the school district byinquiring at the local government.
５．Measure the air temperature of the room.

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Water Pollution Recording Sheet☆ Record the COD values for the water investigated. Was the water contaminated?

Investigated water (What kind of water did you check?)

COD value (mg/ℓ)

Assessment(What kind of fish can live?)
Since chlorine, etc. is used
to disinfect tap water, fishcannot live in it.

Tap water

The following types of fish can live in water with these COD values.
Approx. 1mg/ℓ = masu salmon, mountain trout

3 mg/ℓ or less = sweetfish, salmon

２５5 mg/ℓ or less = carp

Program Process■ Process steps[Preparation]
・Have children wash their hands well using tap water.
・Fill two thoroughly cleaned buckets with tap water.
・ COD Pack Tests, color charts, Water Pollution
Recording Sheet
１．Introduction (example)
・While looking back on what they studied in scienceclass about the pollution in rivers and oceans caused byhousehold wastewater, explain that this will be tested via
experiment for this program.
２．Explanation of Pack Test usage (See p.4 photo)・Place the tube above the yellow pin and then pull outthe pin.
・Remove the air from the tube by pressing down on itwith your finger.
・In that state, place it in the water and loosen your grasp
so that the tube is filled about halfway with water.
・ Shake lightly to mix and compare with color sample.
* The color chart is used to estimate the reaction time
according to the temperature of the room.

３．Implementation① Tap water is checked to be used a the standard.
・ Have each group fill cups with tap water andinvestigate.
*If the water does not turn pink, there may have been
contaminants in the cup or on hands, or the reagents in thetube may have leaked out.
② Imagining meal preparation, have the children
investigate the water used to wash rice and the juice
emitted from sliced cabbage.
・Place the water used to wash rice and cabbage juice
into buckets and have each group take measurements.
③ Imagining cleaning up after a meal, have theminvestigate the water left after washing dishes.
・ Pour sauce (or mayonnaise) on a plate, and spread it
around to emulate a finished meal.
・Wash the plate well using the tap water in the bucket.
④ Have them investigate the water after washing a dishthat has been wiped after a meal. (See p.4 photo)・Thoroughly wash the bucket and refill with clean tapwater.
・Pour sauce (or mayonnaise) on the plate as was donein number ③.
・Use a rag (or spatula made from a milk carton) toremove all of the sauce (or mayonnaise).
・ Wash the plate in the bucket and investigate the usedwater.
⑤ Review the results using values on the Water
Pollution Recording Sheets.

Clean water

Dirty water

２６■Summary:Through this experiment, make the children understand that we are also polluting water with our own
mealtimes. In order to minimize water contamination, we should first make sure we use water carefully,
without wasting it. As was learned in the plate experiment, the children should be aware that they should
not leave food on their plate or use too much sauce, etc.
If one bowl of miso soup is poured down the drain, it takes the amount of water equivalent to 4.5 baths todilute it enough that fish are able to live. It takes 11 baths for just one cup of milk. Using these types ofexamples to explain may help children understand better. We should remember that what is food forhumans can also become a source of water contamination in nature and for other living beings.
*Children believe that clean water = drinking water. However, even though humans can drink water
mixed with juice, this causes a high COD level in which fish cannot live. Conversely, water from streams
have a low COD level, but since this water may carry bacteria, it may be undrinkable for humans. In thisway, it should be made clear that clean water does not necessary equal drinking water.

How to use the Pack Test
Hold the tube with the yellow pin
at the top and pull out the pin.

Press down on the tube toremove the air inside.

Let the tube draw in water to thehalfway point, lightly shake to mix,
and compare to color chart.

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Wiping dishes before washingWater Investigation Squad
Testing river water quality
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Water Investigation Squad
Testing clarity level of rivers
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