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Development and practice of the curriculum for the Earth Systems Education at Seisho Super Science High School

Nobumitsu Aihara (Seisho High School) Masakazu Goto (NIER) Outline of research (1)Current analysis and hypotheses of the research The scientific literacy of students is raised based on development of the curriculum which utilizes the rich natural environments of the western Kanagawa areas such as Tanzawa, Hakone, Izu Peninsula, etc. efficiently, and scientific disaster prevention education. We have the following five hypotheses to verify in the research. "The concept of the earth systems is effective as the foundation of knowledge integration", "Understanding an area raises student's’ awareness of disaster prevention", "Scientific literacy heightens the effect of experiment and practice", "The communication skills in English promotes internationalism", and "Presentations of the study contents raises students’ true academic ability". (2) Details of research, the method, and verification In the school original subjects, “Earth environments” (2 units, compulsory for 10th grade students) and “SSH hour” (1 unit, compulsory for the 10th grade students), they study how to find their own theme, develop it and summarize it. The students study the natural disaster prevention and “Seisho academia” (Science academia, mathematics academia and technology academia) in collaboration with universities. The school original subjects, “SSH Science and math practice” and “SSH environmental science practice”, raise the consciousness of 11th and 12th grades students. All teachers of disciplined subjects in science design their lesson positively through experiment and observation. In order to raise their internationality and language ability, 11th and 12th grade students take the lesson of scientific English by an university professor or a fellow and make a homepage on the natural disaster prevention in English. The teachers verify those hypotheses by pre and post questionnaires, investigations, reports and presentations by students. We will publish the “SSH book” at the end of the year and share the knowledge and result of the research. We also distribute the excellent works by students in CD. (3) Necessary special consideration of the curriculum The students learn the school original subject “earth environments” on behalf of “infor mation A” (2 units) and “SSH hour” on behalf of the integrated study in the 10th gra de. The students of SSH course also take such school original subjects as “natural sci

ence practice” (2 units for the 10th grade), “SSH science and math practice” (1 unit fo r the 11th and 12th grades), and “SSH environmental science practice” (1 unit for the 11th and 12th grades). The number of students : 950 (316 of the 10th grade, 319 of the grade) 11th grade and 315 of the 12th

Subject name: Earth environments
Grade: 10th The number of units: 2 units Subject: Science and math Compulsory Textbook: original teaching materials Supplementary material: ABC studied by project study information training
1. Objectives

While making students understand the method to collect, arrange, analyze and express information on the earth environment through experiments, observations etc., this cours e will foster students’ interest in earth environment, and creative and practical ability t o solve problems of the earth environment actively and rationally.
2. Assessment

Based on the following four viewpoints, the teacher evaluates the students’ status every period of the learning content (it regards one period as each periodical examination) by using the evaluation matrix below, and summarizes by five-grade evaluation at the end of school year.
①interest, willingness, an Interest in the natural phenomena and willingness to investigate them. d attitude Attitude to consider the phenomena in relation to everyday life ②Thinking and judgment Through observations and experiments, etc., capability to collect, u tilize, analyze and synthesize the information and data, to learn th e scientific process such as deduction and induction, and to consider a phenomenon positively and logically Good judgment based on a phenomenon

③Skills and expression of Basic operation skills of observations and experiments observation and an expe Capability to express processes and results of them scientifically riment ④Knowledge and compre Comprehension of the fundamental concept and principle on the n atural phenomena. hension

Method of assessment /viewpoints Observation of learning status Research activities

① ◎ ○

③ ○

remarks The measure of attitude and skills for the lesson Presentation of the subject, discove ry and consideration of the subject The participation to the experiment s and training, and report of them

Observation of experime nts and practice Periodical examination ◎: overemphasizing point ①②③④ 3. Advice for learning

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◎ ◎

A midterm exam, a final test

The earth is the planet that exquisite temperature balance is realized because of its moderate distance and size from the sun. And the beautiful scenery of the earth has been completed by the air, the water, and change of the ground. In this lesson, we consider activities of the earth and their influence on a human life through the study about volcanoes, seismic activities, and atmospheric movement, and collect various information on earth environments. Finally, we work on the subject about earth environments, science and technology, etc. and present the result of our research.
4. Contents and assessments Term The contents of study 1st 1.Earth environments and term information (35 units) (1)Orientation (2)Search and collection of information Web page training 2.Volcanic activity and its

Method of assessment/viewpoints ・Earth environments and information degree-of-comprehens ion investigation are conducted. ①②④ ・The importance of earth environments and technology is studied through the images of actual life experience in the space in a space shuttle, and a space experiment. ①② ③④ ・The students understand how to use the computer class.

blessing (benefits?) Izu fieldwork and linkage a summary report 3. Earth activity (A) (1)The place which a volcano is formed (2)The diversity and the

①③④ ・ The students learn how to use the information search engine. ①③④ ・The students learn the information (eruption form of an active volcano, and its structure) about the activity of the earth (volcano). ①②③④ ・The students learn in advance the volcanic activity around Mt. Oomuro, Izu, and the influence on human beings, and then, verify them through field study.

forms of volcanic activities (3)A volcanic blessing and disaster ・With the importance of "information" and "communicatio 4.Earth activity (B) n" by the example of the offing seismic wave disaster of (1)The place where an ear Sumatra, the students understand the starting point of this thquake happens learning ①②④ (2)How an earthquake is t ・ Information about activity of the earth (earthquake) the ransmitted students learn its generating place, structure, and how to be (3)Merits and demerits of transmitted, and learn generating and disaster prevention of a seismic hazard. ①③④ an earthquake The 2nd standard test ・ The feature of the earth, the third planet of the solar 5.Earth environments as a system (Comparison with Venus and Mars) planet 6.Activity of the atmospher e of the earth (1)Atmospheric movement (2)The climate of Japan (3)Meteorological disaster The 3rd periodical test ・ The heat budget of the earth (Solar radiation and terrestrial radiation ) ・ Atmospheric movement (The weather of Japan is studied by meteorological satellite pictures.)①②④ ・The monthly and the annual average value of the temperature of various places of the earth, and the technique of graphizing are studied. ※Science chronology 、Excel practice ③ ・The students investigate the information gathering by using the Web page of a weather bulletin. ①②④ ・ Science chronology is used and search, organizing and analysis of the weather bulletin can be performed. ③

2nd term (35 units)

7.Understanding Earth as a system 8.What are global environm ent problems? 9.Technology and the future of Japan SSH hour: Japanese science future museum inspection and linkage 10. task research (1)A setup of the theme of research ・An earth system and its layered structure He learns about the interaction of a system. ④ The theme of research is chosen from "environment", "life", and “the universe." ・A setup of task research ※Practice to make a report with Word software ・Deep research at a Japanese science future museum (miraikan). ①④

(The method and process of problem solving ) (2)Investigative study activ ities (3) Ex post facto research 10. Research presentation meeting (meeting for reading research papers) 11.The presentaion The 5th periodical test ・The students learn the method of a presentation. ①③ ※Practice to make Web page ・ Mutual evaluation raises ability for making presentations. ① ②③④

The name of subject: The education of preparedness for nature disaster for the Super Science High School
Lesson style: The elective intensive course for the 10th and 11th grades students 1. Objectives To foster students’ voluntary and practical attitude with interest in disaster prevention. To make students master the method to collect, arrange, analyze and express various information through fieldwork, experiment and observation on disaster prevention. 2. Contents Learning activities related with social environments and disaster mitigation 3. Teaching materials Self-made teaching materials and books regarding disaster prevention 4. Syllabus and time schedule
Number of unit responsible teacher Visiting sites 10th and 11th grade 1 unit Elective Mr. Nobumitsu Aihara

number of the students Teaching staffs

40 2

Shesho high school, Kanagawa prefectural disaster prevention center, Tokyo Institute for Technology, Center for humans and future disaster prevention, Maiko High School, Rokko fault, Nojima fault, Western area in Kanagawa and Central area in Kanagawa in holidays, summer vacation, and after school on Saturdays teaching time 35 school hours

Duration contents

June: Natural environments and disaster(lesson & experiment)(university guest teacher, 2 hours at school on Saturdays) July: Watching the real situations of disaster(fieldwork)(2 elective sites visit, 2×6 hours)

a. Research on earthquake in the western Kanagawa and visiting the disaster ares in Hakone(institute and quake-devastated areaof disaster in the western area) b. The real situation of countermeasure to disaster and experience of disaster(visiting the disaster preventoin center in the central area) c. Urban disaster prevention and base isolation structure(Lecture at Tokyo Institute of Technology) August: Visiting the quake-devastated area by the Great Hanshin-Awaji earthquake and Maiko High School, watching the Rokko fault and the Nojima fault(2 hour learning before the site visit and 3 hour learning after , and 12 hour learning in summer vacation) October: map excercise for disaster(lesson and experiment)(collaboration between high school and university, 2 hour lesson on Saturday) November: Volunteer activity and ability for disaster prevention (invited instructor from NPO, 1 hour lesson on Saturday) January Task resaerch(writing paper on disaster prevention)( 1 hour after school on weekdays)

Super Science High school special Grants-in-Aid research implementation for Seisho High School in 2006
1 Theme of research Development and practice of a disaster prevention educational curriculum to natural disasters based on the Earth Systems Education 2 Research program From a viewpoint that people's knowledge of natural disasters is greatly useful for damage alleviation, this program lets students have the inspection of the stricken area and the exchange with disaster victims. Through fieldwork, experiments, and observations of the construction of disaster prevention system in the stricken area and the mechanism of natural disaster, the students will master the method to collect, organize, analyze and express various information. This course aims at development and practice of a curriculum for raising students’ active and practical study attitudes to disaster prevention as well as fostering their interest and spirits of inquiry for natural phenomena. It will be studied the curriculum which supports the practical ability as a leader of disaster prevention who can contribute to international cooperation in the future especially by visiting an overseas stricken area and interchanging with the students and people there 3 The contents of research It will be studied the curriculum which supports the practical ability as a leader of disaster prevention who can contribute to international cooperation in the future by visiting an overseas stricken area in addition to the scheduled contents in usual research (* separate attachment data I) 4 Outline of the practice plan (1) preparations ① The students of SSH course study the natural environments and disaster in Japan in a school setting subject "SSH disaster prevention." ② By using the English version text of the tsunami earthquake developed by UNESCO (separate attachment data II), this program aims at understanding the local education on the tsunami and earthquake as well as learning the expressions in English.

(2) The measure in the stricken spot ①Inspection of the situation of the disaster area and grasp of the current situation of disaster measures

<Fostering an inquisitive mind to the nature surrounding the earth > ・ by making realize the threat of the natural disaster and visiting the institution which studies the mechanism of natural disasters, we will foster the students’ interest and the inquisitive mind over a mechanism of natural disaster. ・ By investigating what kind of disaster measures were built after suffering a calamity, they study what kind of knowledge and technology are required for disaster measures and establishment of a disaster prevention system. ・ They consider how to coexist with the unavoidable natural disaster, or how they live efficiently with the nature which serves as a source of the life of human beings although it causes disaster. ②Communication / opinion exchange with the high school student of a stricken spot <Training of internationalism> ・ They explain the disaster prevention manual (English-language edition) made by themselves, and exchange opinions. ・ They are explained about the manual currently used there. (Opinion exchange about it if the local school uses the English-language edition text of the tsunami earthquake of the UNESCO used in prior learning) ・ They exchange their information and opinion about the disaster measures and the disaster prevention education which are performed in both countries. ③Debate about the theme of joint research ・ They develop the teaching materials which tell the mechanism of disaster generating, and the fearfulness of disaster ・ They develop a disaster prevention educational manual, etc,. (3) Subsequent continuity (follow-up) ①Both students in Japan and in Thailand continue the information exchange through the Internet etc. and work on the joint research over two or more years. ②They expand to other countries the ring of the exchange which employed efficiently the international communicative power supported by carrying out joint research with Thai students. ③After the following year this program will aim at practice of the program which raises interest in the mechanism and disaster measures to the natural disaster which happens to all the students, and raises an inquisitive mind by setting up the time about disaster prevention of about 10 hours, and telling this result of research in the "SSH hour" which all the 1st grade students learn. (4) The presentatoin of the result of research <Improvement in presentation capacity>

①They make a presentation about the new result obtained by visiting a stricken spot. SSH research presentation convention ( Sheisho High School in November, Heisei 18th) The 113rd year scientific convention for the Geological Society of Japan (Time: September 16 (Saturday), Heisei 18th to 18 (Monday), Venue : Kochi University) SSH student exhibition in the Heisei 19 fiscal year (August, Heisei 19th) ②They make a presentation about the joint research by both a local school in Thailand and Seisho high school). As they make research on condition of continuing over two or more years, the conclusion in the time is performed every year and is presented by the homepage of both schools, and the place of the joint statement by the students in both schools is set up. ③In order to expand further international communicative capacity fostered by going there, we set up the presentation opportunity in an international place. The participation to the event of EDS-J (ten-year promotion meeting of the education for sustainable development) is considered. (5) Verification of the result of research ① We investigate and verify by opinion poll etc not only change of the student who experienced closely by but change of the student to whom it was told and a change of the student by performing exchange and joint research with the local high school students continuously, etc.. ●Specific program outline (proposal) * Visit country Thailand The stricken area of the tsunami by the big earthquake of Sumatra offshore with the most serious damage in recent years is nominated for a proposed site. The following plans are suggested and recommended by Mr. Janchai who is the president for the Bangkok science instruction committees of Thailand through Mr. Masakazu Goto who is a member of this school SSH management instruction committee.
The 1st departure from Narita in the morning, arrival at Phuket in the evening day The 2nd ◎ Inspection of the situation of the disaster area and grasp of the current situation of disaster day measures ★ The fieldwork of the disaster spot around the Phuket Situation inspection of disaster measures The president of the Thailand Bangkok science instruction committee Mr. Janchai (tentative) The 3rd ◎ Communication / opinion exchange with the local high school students day ★ Exchange with Phuket Wittavalai School (tentative) (The school which is tackling tsunami disaster prevention education is considered as an object) Opinion exchange with the use of a disaster prevention manual (English-language edition) Research and debate about natural disasters and disaster prevention 高校生のボランティア活動の実際を聞く、など Talk on The actual situation of the high school students’ volunteer activity

The day

The day

Joint research theme 4th ◎ Cooperation and exchange with the organization and researchers currently studying the structure of a natural disaster and coexistence with unavoidable natural disasters ★ Lecture "coexistence with disaster" ★ 自然環境を生かした公園・設備の見学 ★ Inspection of the park and equipment which make the most of natural environment 5th inspection of the measures of UNESCO and the current situation towards restoration ★ The informal meeting with the officials of the UNESCO ★ A pace of revival and the present inspection Night flight from Thailand arrival at Narita in the morning of the 6th.

<<Reference>> * Mr. Masakazu Goto Senior researcher at the National Institute for Educational Policy Research, Basic research department , Curriculum research center Dr. Janchai Yingprayoon(ICASE Asian Representative) * Dr.Janchai Yingprayoon (ICASE Asian Representative) Phuket Wittavalai School * Phuket Wittavalai School It is the school which received introduction as a school which is tackling disaster prevention education in the largest school in Phuket. http://www.pkw.ac.th/