2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Developing and Implementing an Inquiry Based Global Environmental
Education Program of Omose Elementary School
through collaboration with community, specialist organization andAmerican School

Yukihiko Oikawa*
Good afternoon. I am delighted to have the opportunity to share my activities and perspectives with many specialists
from Asian /Pacific countries and Japanese educators today.

I would like to thank Miyagi University of Education, Fulbright

Memorial Fund, United Nation University and other institutions for the collaboration to hold this conference.
Kesennuma Omose Elementary School aims to design a global inquiry-based environmental education program. Omose
Elementary School researched and developed an international collaborative environmental education program with Lincoln
Elementary School in Madison WI USA, linking with Miyagi University of Education and other institutions to draw on
expertise from environmental and educational specialists.
Today, I will focus and discuss the significance of this program and these linkages, the steps in forming our network,and how we developed and carried out our Master Teacher Program project thanks to these linkages.
Introduction:

Schools need to link with outside organizations such as universities.
School education in Japan is undergoing huge reforms. In keeping up with a changing society, the government
has recognized the need to train children to be rich in heart and able to contribute to society, acquire the basic skills foreducating themselves, and cultivate their "zest for living." The New Course of Study, in effect April 2002, addresses theseneeds by implementing a complete five-day school week and requiring schools to set aside time for integrated studies.
In order for schools to realize and reap the benefits of these reforms, it is essential that teachers go beyond school
walls, establish links with community and specialist organizations and institutions, and promote educational activities
with the support of a broad partnership framework. In particular, with integrated studies programs such as environmental
education and international understanding, schools devise and implement their own original learning programs, creating andrealizing distinct, unique educational activities. By involving universities and other specialist organizations in this process,teachers can apply the latest expert knowledge, techniques, data, information, and research findings to their teaching andcurriculum in pursuit of more in-depth and comprehensive learning programs.
When all parties form linkages, collaborate to create and implement learning programs, and cultivate these
relationships, we realize learning programs tailored to the individual learning styles and educational needs of each child,
expanding possibilities and opening doors for our students and education. Building this new education networks meets theneeds of the future.

* Kesennuma Omose Elementary School, Japan㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Section 1 Developing and Implementing a Global Environmental Education Program Supported by Linkages
with Specialist Organizations: Omose's Linkages with Miyagi University of Education, other organization andcommunity through the M.T.P.
1. Outline of the Omose Elementary and Miyagi University of Education Connection
In 2002, with the complete implementation of the New Course of Study for schools in Japan, public elementary andjunior high schools were required to establish Integrated Studies periods based on their own creative initiative.
Also in 2002, Omose Elementary School participated in the Fulbright Memorial Fund Master Teacher Program (MTP)and carried out environmental education projects.
At Omose Elementary, we centered our Integrated Studies Period on the development and implementation of ourinternational E.E. projects. We expanded the curriculum and the MTP project to incorporate environmental education,
previous international understanding and information education curricula. We aim to build a comprehensive Global Inquiry
Environmental Education program, that embraces the environmental education project, international understanding
activities and information education.
To realize our learning program, we established linkages with environmental and education specialists, beginning with
Miyagi University of Education, to support our new program.
Starting this project, Kesennuma City Board of Education and Miyagi University of Education formally promote thedevelopment and growth of the linkage between Miyagi University of Education Environmental Education Center (EEC)and Omose Elementary School.
From 2002 to now 2004, Omose Elementary School formed a partnership with Lincoln Elementary School in Madison,
WI with the aid of the Fulbright Memorial Fund, Japan-U.S. Educational Commission. Under the Master Teacher Program,
Omose and Lincoln engaged in joint environmental projects. We based our collaboration on U.S. (Wisconsin) and Japan(Miyagi) water environments and their effect on human life. Each grade level decided on a theme for their project, createda pair project, interacted via the Internet and engaged in joint learning activities.
In order to launch this project, we had instructors from the Miyagi University of Education Environmental Education
Center, Sendai-City Science Museum, Shizugawa Nature Center participate in each project. We also had many volunteers
from city office, industrial company, nature school, and volunteer party in community cooperate on our project. They offeredadvice and support from their respective fields of expertise. They support us in all aspects of tour projects, providing us
information and technology support and giving us access to a wide range of resources, information, and materials. Their
resources in turn help Omose Elementary engage in sophisticated and effective research and learning in our Inquiry Based
Global Environmental Education Project.
Furthermore, through our MTP pair projects with Lincoln Elementary School and Miyagi University's International
Environmental Education Symposium, we came to develop a linkage with Lincoln Elementary School's supporting institute,
the University of Wisconsin㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

2. Promoting the Omose Elementary Connection with Miyagi University of Education and other specialist
institutions through the Master Teacher Program
The collaboration with Miyagi University of Education through MTP project is as follows.
1)

Experts guided and advised us on the development of our MTP project and environmental learning program.

2)

Omose sought instructors to teach and facilitate

3)

University instructors taught as guest teachers in Omose classrooms.

4)

Experts provided advice and guidance on the use of information technology such as Cyber Maps and Web Pages inenvironmental education.

5)

Professors shared research with Omose to serve as a reference and example.

6)

Omose and Miyagi University of Education presented the MTP project and linkages to the public at someconferences and symposium.

3. Lincoln Elementary School and University of Wisconsin-Madison Connection.
In December 2002, we invited Dr. Paul Williams, Director of the Center of Biology Education for the Universityof Wisconsin-Stevens and Professor Jennie Lane from the University of Wisconsin-Steavens Point Wisconsin Center
for Environmental Education to take part in Miyagi University of Education's "International Environmental Education
Symposium", co-sponsored by FMF. Through establishing a linkage between the University of Wisconsin-Madison, Lincoln
Elementary School, Miyagi University of Education, and Omose Elementary School, we created an international connection
between universities and schools. In doing this, we lay the path to a real "Global Knowledge Creating Web."

Section 2 Developing and Implementing our Pair Projects with Support from Outside Institutions: Linkages for1. Developing Pair Project with Lincoln Elementary School
Omose is the perfect place to learn about nature and the environment.

Omose Elementary's home, Kesennuma City,is situated on a rias or saw-toothed coastline area within the National Park. Rivers flow from the green Mountains throughthe city to Bay. Forests, rivers and ocean surround us, all interconnected by water.
Our partner, Lincoln Elementary School, located the northern Midwestern U.S., is in a similar location.

AlthoughMadison is far from the nearest large body of water, Lake Michigan, the city is surrounded by two lakes. The area is known
for its many "potholes" or glacially carved lakes.
Omose is on the ocean and Madison is surrounded by lakes. So we agreed to center our environmental learningon water. Through interactions based on our learning, we compare the similarities and differences between our twoenvironments.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Our pair project is based on the common:(1) Theme
Water Environments and Human Life: The Interactions and Effect(2) Goal
Through hands-on, experience-based inquiry learning, students hunger for knowledge and discovery.
Through web-based interactions, students develop a mutual understanding about each other's environments.
This in turn develops their understanding of the earth's systems and opens up their eyes to the global world.
(3) Outline and support of grade level projects
Our pair project is an all school effort, incorporated at all grade levels. In developing our projects for eachlevel, we carefully consider student developmental stages and circumstances and targeted abilities andperspectives. We select level-appropriate topics for each grade and develop and implement projects with thehelp of specialist institutions.
2. Summary of our Main Project Design(1) Environmental Cyber Map, 3rd Grade
Students created cyber maps based on observations of living thing around Omose River such as insects, birds,
fishes and so on. And they are going to share and compare information via the Internet.
(2) Omose Sanctuary Center Project, 4th Grade
Through gathering, observing, and cultivating Omose River aquatic life, students learned the connections between
living things and understood the conditions necessary to preserve an abundant environment.
Students created " Miniature aquarium" and "Sanctuary center".
(3) Sea and Lake Museum Project, 5th Grade
Through observing and experiencing shoreline marine life, students learned the connections between living things
and the ecosystem.

From now on, they compared their observations with Lincoln Elementary School students'

observations of a pothole, freshwater life. Also, they considered the connections between human life and theocean environment and planning to make "Sea and Lake Museum".
(4) Waterfront Future City Project, 6th Grade
Students thought about how Kesennuma's city, forest, river, and ocean can best co-exist with nature and planned afuture Kesennuma City. The sixth grade students applied what they learned in previous years and contributed theirindividual ideas to planning a waterfront city of the future. The students made a diorama of their waterfront futurecity.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar(5) Integrated Studies Project٤ Children Global Environmental Forum
Omose and Lincoln connected via an online video conference. U.S. and Japan elementary students held an online
forum on the global environment.

3. Forming the Links and program(2002-2004)
We linked our linkage with Miyagi University of Education, other institutions and community over the course of
several years, meetings, and events.
June 21, 2002

Project Meeting for "Designing the Project 2002"
We held this meeting at Omose Elementary School and invited professors from theEnvironmental Education Center and experts from the Shizugawa Nature Center tooffer advice on developing our environmental education projects.

July 4, 2002

"Environmental Education in Wisconsin"
Rebecca Rosenberg, teacher at Omose MTP partner Lincoln Elementary School, gave
a talk at Miyagi University of Education. Teachers from the University Environmental
Education Center and Omose Elementary attended.

July 11, 2002

Visit to the President of Miyagi University of Education
Representatives from the Environmental Education Center, Kesennuma City Boardof Education, Omose Elementary School and Lincoln Elementary School visited thepresident to formally request Miyagi University of Education's cooperation with ourlinkage.

August 20, 2002

Study Group on the MTP Project and Linkage Consultation
Omose Elementary consulted with Miyagi University of Education Environmental
Education Center.

August 22, 2002

Computers in the MTP Project
Professor Ugawa from Miyagi University of Education Environmental Education Center
facilitated this study group at Omose Elementary School

October 18, 2002

Future City Project Study Group
Professor Koganezawa of the Miyagi University Environmental Education Center guest
taught Omose Elementary students.

October 22, 2002

Fish Living in the Omose River
Sendai City Science Museum Curator Takatori guest taught this class for Omose
Elementary Students.

October 29, 2002

Omose River's Micro biotic World and Food Chain
Professor Mikami of the Miyagi University of Education Environmental Education
Center guest taught this class for Omose students.

December 4, 2002

International Environmental Education Symposium, Miyagi University of
Education
We presented Omose Elementary School's project and linkage at this international
symposium.

January 24, 2003

Education Reform Forum, Miyagi Prefecture and Sendai City Boards ofEducation
We presented Omose Elementary School's project and linkage to local education
administration, schools and organizations.

February 7, 2003

Public Presentation on International Education of Environment 2003
Omose and Lincoln shared the results of their pair projects.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

March 22, 2003

FMF Japan-U.S. Teacher Conference (Washington DC)
Paper Presentation :Yukihiko Oikawa (Omose Elementary School)Panel-discussion
panelist :Kazuyuki Mikami (Miyagi University of E.)Becky Rosenberg (Lincoln
Elementary School)

March 23-31,2003

Omose Elementary School & Miyagi University of Education Group's Joint
Study Trip to Madison Wisconsin
Omose: Yukihiko Oikawa, Keiko Chiba, Rie Sugawara University: Kazuyuki Mikami,
Takaaki Koganezawa

April 23, 2003

Visit to the President of Miyagi University of Education and round-table
Meeting with Environmental Education Center for the cooperation of Omose's
Project
University: Yokosuka Kaoru (President), Kazuyuki Mikami(Drector) Takaaki
Kanazawa(Professor), Jinichi Matsumoto(Chief) Omose:Toshiro Kikuchi (principal),Yukihiko Oikawa

June 24, 2003

Project Meeting for "Designing the Project 2003"
We held this meeting at Omose Elementary School and invited professors from theEnvironmental Education Center and experts from the Sendai Science Museum andother institutions to offer advice on developing our environmental education projects.

July 4, 2003

Symposium of EEC in Miyagi University of Education"International collaboration and environmental-education practice - in elementary
schools" - Example of Kesennuma Omose Elementary School and Lincoln Elementary
School in United States -July 7, 2003

Ocean Project in Shizugawa Nature Center(5th grade)
Students researched living things on the seashore and made seaweed craft. They also
learned food chain in the ocean receiving lecture of Dr.Yokohama who is director of
Nature Center.

August 1, 2003

Special Lecture at Omose Elementary School"How we organize the lessons that foster children's awareness for nature.
Dr. Kenichi Tabata (Miyagi University of Education)

Lecturer :September 1,2003&
December 1,2003

BUGS Project (3rd grade) " Research Dragonflies in Omose River and Ponds
and making BUGS map"
Dr. Yoshihiro Ugawa and Koji Mizota (Miyagi University of Education)

September 3-4, 2003

Ocean Project in Ichinoseki Nature Center (5th grade)
Students researched the relationship between Ocean and Forest through the water with
Dr. Hirabuki Yosihiko (Miyagi University of Education)

September 11, 2003

Future City Project(6th grade)"Research of Water Quality of Omose River" with Dr. Takashi Muramatsu (Miyagi
University of Education)

September 22, 2003

Fish Living in the Omose River(4th grade)
Sendai City Science Museum Curator Takatori guest taught this class in Omose River
for Omose Elementary Students.

October 14, 2003& December
3, 2003

Nature & Festival Project at Omose School(1st and 2nd grade)
Miyagi University of education Dr. Masaaki Oka guest taught "Vegitable Cultivation" forOmose students.

October 21, 2003

Omose River's Micro biotic World and Food Chain(4th grade)
Professor Mikami of the Environmental Education Center guest taught aquatic livingsand food chain for Omose students.

October 21, 2003

Future City Project Study Group(6th grade)
Professor Koganezawa of the Miyagi University Environmental Education Center guest
taught the concept of Future City.

October 21, 2003

Meeting for Promoting collaboration of Omose's Project
Members discussed possibilities of project and collaboration㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

November 3-5, 2003

International Symposium on Environmental Endocrine Disrupters sponsoredby Ministry of Environment"Perspectives on Chemical Substances Fostered via Environmental Education -ThroughInquiry Based Global Environmental Education Program" Lecturer: Yukihiko Oikawa(Omose Elementary School)

February 11-14, 2004

UNESCO/Asian-Pacific Environmental Educational Research Seminar, 2004,
sponsored by Japanese National Commission for UNESCO, Miyagi University of
Education

February 12, 2004

Public Presentation on International Education of Environment 2004Sponsoredby Omose Elementary School.
This conference was held under the joint auspices of UNESCO Seminar

Conclusion Possibilities and Directions for our Omose's Inquiry Based Global
Environmental Learning Program
1. Master Teacher program and Omose's international EE project make effective global inquiry based learning
possible.
First of all, Master Teacher Program brought Omose Elementary and Lincoln Elementary students and teachers
together to collaborate face-to-face. Despite being in different countries, we worked close together to learn about the global
environment and international understanding. Although interactions were international, they were still personal, helping
students realize that national boundaries and distance do not limit learning or collaboration.
Secondly, this project provided very real environmental learning opportunities. It introduced the U.S.'s progressive
methods of teaching about the environment to Omose Elementary. Our learning program requires teachers and students toutilize live and local subjects, information technology, and hands-on experiences in the learning process. This helps to makeOmose Elementary's environmental education more real.
Thirdly, our new challenge opened children's eyes to the world, allowing for connections with diverse people andenvironments on the other side of the globe. Through this, children will develop the ability to think about matters froma variety of perspectives and make decisions from many angles. Namely, they will acquire the true capacity to be global
citizens and the strength to discover the future direction for our environment.
Lastly, our new project helped Omose to collaborate internationally on our environmental learning program andglobal linkage.

We bring that network to life by using it in the classroom, using it in environmental education, and sharing

knowledge and resources from all over the world with our students. This international linkage and collaboration open doors
for amazing possibilities in environmental education.
2. We emphasize shared experience on global scale through Inquiry Based Global Environmental Education
A few years ago at University of U.S, I had an opportunity to talk with U.S. teachers about the problems today's schools
and teachers face. Both U.S. and Japanese teachers brought up same problems children have, such as the increase in lack㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarof motivation or interest for learning, and class disruption. Children in both countries also lack respects for others and theirlife.
I suggested that these problems all result from "a lack of experience." In both countries, children live in a virtual world.
They are engrossed in video games, cartoon animation, and the Internet. Children are not in touch with the outside world.
Years go by while they do not gain the natural and social experiences crucial in their growth and development. Without the
chance to explore nature using all five senses, they do not develop inquiring minds or keen senses. Without meaningfulinteractions in the home, children do not learn love or discipline. Without personal friendships and interactions in society,children do not develop social skills. As a result, we see children become young adults without acquiring basic life skills.
Our children determine the future. By raising children who do not understand their natural and social environment, theworld risks the danger of further damage to the environment and humanity.
To avoid this, we, as teachers, must give children experiences that foster inquiring minds and respect for life throughschool education. Omose's Inquiry Based Global Environmental Learning Program is very important and significant. The
pair project with Lincoln School and our learning program require children to learn about their local environment firsthandand then use information technology to share what they have learned with peers in the U.S. This puts children in touchwith the mysteries of nature and takes them outside to observe nature. In sharing their experiences, children exercise boththeir minds and souls through meaningful personal and intellectual interactions. They develop a mutual understanding withchildren in the U.S.
We believe Omose's Inquiry Based Global Environmental Education Program realizes the slogan, "Think globally, Act
locally". Our project centers learning on experiences in children's local environment and then has children synthesize andexpress what their new knowledge on a global scale.
As Rachael Carson once said, this process fosters a "Sense of Wonder" in each individual child. Children in the U.S. andJapan share their "Sense of Wonder" and come to understand each other across national boundaries – what a "wonder-full"opportunity!

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