It has been renewed.Energy learning plan special feature series that nurtures "zest for life" from familiar life
Children who anticipate transportation (Adachi-ku Nishi-Iko Elementary School)
Tokyo Gas supports lessons using packaged teaching materials
Today, energy-related issues such as decarbonization and SDGs are attracting public attention. The lesson support package, which aims to foster "views and ways of thinking" and "zest for life" that focus on society through familiar energies such as electricity and gas, provides a full range of learning tools such as learning guidance plans, video materials, and worksheets. By utilizing it, we have made it possible to have deeper learning lessons that are difficult with textbooks alone. In addition to English class support based on SDGs, we will introduce the practical contents and results of each school.
20 years since the start of the initiative Tokyo Gas's educational support activities to foster "zest for life"
Since 2002, Tokyo Gas has been engaged in educational support activities to convey the importance of energy and the environment to children who will lead the future, and to foster the "zest for life" that school education aims for. A total of 1,153,216 students (until the end of March 2021) have taken on-site lesson programs such as "energy that supports living" and "what is a fuel cell?" This year, we mainly provided lesson support using the lesson support package jointly developed by the Japan Gas Association and the Japan Educational Newspaper, and English lesson support based on the SDGs.
Raising children who think about the future by providing teaching materials that meet the needs of the school
The following three are the characteristics of the school education support activities that Tokyo Gas has carried out. First of all, all activities are support in line with the implementation of the curriculum. These activities tend to fall into transient events, but the company's activities are positioned in the chronological order of classes. Second, specialized knowledge and teaching materials are provided to the school site. Tools such as gas pipe samples and sheets that allow you to experience the smell of gas, which are normally difficult to obtain, are available to help children understand. Furthermore, it is a program that mixes analog and digital, which is a combination of face-to-face and remote, and is compatible with Korona-ka. It is very attractive that this activity is in line with what the school wants to teach the child. In this year's activity, special efforts were made to popularize lessons using the lesson support package. This package is in line with the current curriculum guidelines and can be used regardless of region. One of the advantages is that teaching materials such as bulletin boards and worksheets are packaged in addition to the teaching plan. Through gas, we can learn about energy lifelines, which were not so much conscious until now, which will lead to raising children who think about the current situation and issues in Japan. I would like as many teachers as possible to get to know this package, and to do lessons based on the package and arrange lessons. In the future, we hope that the above-mentioned tools will be packaged and provided, and that activities will be carried out to further promote the lesson support package, and that this activity will be further expanded.
Toshio Kita Counselor, Synthetic Research Institute of Primary Education
Practical case report
Case ・ 1 Energy × Social Studies Make people aware of the familiarity and importance of energy
The lesson support package for the 4-year social unit "Living Good Life" gives a deep overview of the concept of a lifeline, which is indispensable for living a comfortable life, by focusing on drinking water and also on electricity and gas. It is the content to do. At Shinobugaoka Elementary School in Taito Ward, we plan to develop the content of the small unit "Gas that supports living" (dividend 10 hours). Tokyo Gas fully supported the making of learning guidance plans, and provided "smell sheets" that allow you to experience the odor of gas and actual gas pipes, in addition to the materials published in the lesson support package. The instructor, Akira Kusunoki, looked back on the first orientation class and confirmed that drinking water, electricity, and gas are essential lifelines for a comfortable life. The children commented, "I found that lifelines are very important" and "I didn't know that energy was so close to me." In the second hour of the whole, he asked the question, "How is gas used at home and school?" And made me think about what would happen to my life when gas runs out. The children took it as a familiar problem and actively exchanged opinions, such as "I can't eat cup noodles," "I can't take a bath," and "I can't spend the winter cold without heating." At our school, we introduced that gas is used not only in the gas pot in the school lunch room but also in the air conditioners in the classrooms and gymnasiums. It made me understand that gas is used all year round in various parts of the school. Akira Kusunoki, the chief teacher, said, "Understanding lifelines is new to children, and many children are new to it. The realization that water, electricity, and gas are very important for a comfortable life leads to deep learning. I think. " Similarly, Akiko Kusano, who handled this small unit in 10 hours, developed a lesson on the learning problem "How gas is delivered to us" in the third hour of the whole. While following the gas route with the illustrated materials distributed by her, the gas is cooled to minus 162 degrees from overseas by a dedicated tanker and carried as a liquid (liquefied natural gas), returned to gas in Japan, and then delivered to each household. I told you that. She also made her think about why and how she smells, she also mentions the characteristics of the gas itself that she is originally colorless and odorless. It was shown that there is an odorizing device in the pipe through which the gas passes, which drops the liquid that causes the odor and adds the odor, and the child experiences the odor with the odor sheet. He explained that the gas pipes are also stretched under the road so that they can be delivered anywhere, and that they become thinner as they get closer to their homes. Show off the real gas pipe here. The children were surprised to find that the gas pipes are not as hard as iron, but are made of soft, non-rusting polyethylene pipes. Children were able to feel closer to gas, which is one of the lifelines that are indispensable for a comfortable life, and at the same time, concretely the mission of "safety" and "stable supply" of the lifeline behind various ingenuity. I was able to learn.
Orientation
Case 2 Energy x Social Studies Thinking about preparations for natural disasters from two perspectives
Seiji Morita and Keita Miyajima, chief teachers of Ogikubo Elementary School in Suginami Ward, are developing a lesson focusing on flood damage in the unit "Protecting Life from Natural Disasters" (8 hours). Business "was taken up. Chief Teacher Morita first touched on the earthquake on the eve of class (October 7, Tokyo with a seismic intensity of over 5) and asked if there was any damage. The children said, "The book has fallen" and "The TV has moved and slipped." When asked what would happen if a bigger earthquake hits, the children said, "The city will collapse" and "The railroad will stop." If you look at your daily life, you will not be able to drink water. "Electricity" and "gas" are the questions about what can reach the house other than water. The teacher caught this series of children's remarks and realized that the water, electricity, and gas that they normally use support their daily lives. Here, he presented his learning goal at this time, "What kind of" preparation "people in the gas company are doing" so that they will not be in trouble even if a big earthquake hits. With the illustration materials distributed, I made them predict the "preparation" of the gas company while following the route that gas reaches the house. The children commented that "the gas is automatically stopped", "the gas pipe is made strong", and "inspected". The opinions are divided into two perspectives, "equipment" and "people". With the cooperation of Tokyo Gas, we showed a polyethylene gas pipe that is strong against earthquakes and a microcomputer meter that automatically stops gas when it shakes due to an earthquake, and made us realize "equipment preparation". Next, he gave an example of the Kumamoto earthquake and explained "preparation for human work" such as the establishment of a cooperative system in which people from gas companies nationwide rush, disaster drills, and 24-hour system preparation. In the summary of the lesson, the children commented, "I found out that there are various preparations such as gas pipes and microcomputer meters" and "People at the gas company are doing their best for everyone." Teacher Miyajima asked her to write down her expectations and the reasons for her "what kind of" preparation "people in the gas company are doing" for the purpose (learning goal) in the worksheet she distributed. When asked what kind of measures should be taken for children's presentations such as "strengthening gas pipes," opinions such as "reinforcing with iron" and "double-triple" came out. Here, we show off the real gas pipes brought by Tokyo Gas. When I was informed that the gas pipe was made of polyethylene instead of iron, the children were surprised. Iron easily breaks when a strong force is applied, and it rusts underground. Children learned that polyethylene pipes are supple and bendable, and that they do not break even when stretched with a force of 2 tons. Furthermore, the teacher asked if he thought something was strange while showing the video of the recovery of the Kumamoto earthquake. The child noticed that "there are people from Tokyo Gas even though it was an earthquake in Kumamoto," and showed on a map of Japan that gas companies from all over the country rushed to support in the event of an earthquake, and explained the "preparation" for the cooperation system. .. In the summary at this time, there was an impression that "I found out that the people of the gas company are working together to protect everyone's lives."
Bend the gas pipe and feel that it is hard to break
Case ・ 3 Energy × Social Studies Focus on ingenuity for stable import of gas
Hirokazu Takahashi, chief instructor of Nishi-Iko Elementary School in Adachi Ward, has developed a lesson on "ingenuity in importing energy resources" using a lesson support package in the unit "Trade and Transport" that supports industrial production for 5 years. He first showed an illustration of a "living life" that he learned in the 4th grade, reminiscent of the path that gas comes to home, and that 97.5% of gas (natural gas) is shipped from abroad. I confirmed it from the pie chart. He then focused on a color-coded world map of the major importers of natural gas and asked questions about what he noticed when looking at this map. The children talked for about five minutes and mentioned points such as "a country almost far from Japan," "a country near the equator," and "being in contact with the sea." Here, we present the issue at this time, "How will natural gas be transported to Japan?" The children expected the answers to be "ship," "airplane," and "pipe." While showing the video, the teacher said that natural gas is transported by a dedicated ship (LNG tanker), and that natural gas is cooled to minus 162 degrees Celsius and made into a liquid to reduce its volume to 1/600 and transport it in large quantities. He explained concretely the ingenuity related to transportation, such as making it possible to do so. He called on us to change our perspective from things to people and think about the ingenuity of people who carry natural gas. From the interview with the captain of the LNG tanker "Energy Liberty" and the video of "The position of the Japanese LNG tanker one day", we collect weather information etc. to carry it safely and work 24 hours a day, and there is a shortage of natural gas in Japan. Mention that they are systematically carried by multiple ships so as not to. Furthermore, it led to the next question, "Why do we have to import from multiple countries and various countries?" Children commented, "I'm in trouble if something happens from one country" and "If a war breaks out, I can't import from that country." In the summary, the keywords "stable", "ship", "foreign country", and "import" were shown, and the sentence starting with "natural gas" was requested to be completed. The children's answers are, "Most of the natural gas is stably imported from foreign countries by ship" and "Natural gas is imported from multiple foreign countries by dedicated ships so that there is no shortage of natural gas." Through the concrete example of imports, we deepened our understanding of the role of "trade and transportation" and the importance of ensuring the stability of energy resources.
Example ・ 4 SDGs ＋ Energy × English Department SDGs and energy problems learned in English
Midorigaoka Junior High School, Setagaya Ward, is planning a unit on SDGs and energy issues based on "Let's Read 2 Power Your Future" ("NEWHORIZON EnglishCourse3" Tokyo Shoseki), which was newly released from this year's textbook. She has set the goal of the unit as "to understand the outline of the sentence about energy problems and to express her thoughts and opinions", and she has advanced the class. At this time (6th time) when she interviewed, she conducted a general presentation and oral examination in the class as a summary activity. Presentations will be made in 30 to 60 seconds for individuals and in 90 seconds until the end of the question and answer session. When working as a pair, the presentation will take 60 to 90 seconds, and the question and answer session will take 120 seconds. As a condition for the announcement
(1) How can you save electricity in your daily life as a consumer? (2) State your own thoughts on energy issues (3) Be sure to include the delivered slides (provided by Tokyo Gas Co., Ltd.) 1 Use the sheets to make the presentation convincing
-It was presented in advance.
The class began with an English greeting with the teacher, followed by a presentation by 18 students. The students who will be presented earlier will present their thoughts on SDGs and energy issues by using phrases such as "renewable energy" and "sustainable energy" without looking at the manuscript while showing their own slides. The listeners asked questions and the presenters answered them. The contents were wide-ranging, such as the limited energy resources of oil and natural gas, the advantages and disadvantages of nuclear energy and renewable energy, and energy conservation efforts that oneself can tackle in daily life. Among them, the students were excited about the presentation about automobiles using hydrogen energy. The student who made the announcement liked cars and wanted to get a job related to automobiles in the future, and other students who knew about it gave a big applause. Looking back on this oral examination, Professor Huang Jia said: "This Power Your Future textbook has a lot of specialized vocabulary and is difficult to read. First, proceed with the textbook to create a sense of prior knowledge among the students, and then slide and video materials. Was delivered to each student's tablet. In that sense, the materials provided by Mr. Tokyo Gas were very useful. The content is easy to understand and matches the textbook, so the hurdles for reading English and understanding the content have been lowered. Isn't it? ”The junior high school has a strong interest and interest in SDGs, such as working on“ collection of empty contact lens cases ”as a social contribution activity that junior high school students can do. In addition, after the school name Midorigaoka, he worked on staircase art with the theme of making more greenery in the school, and it was completed in December last year.
Oral test with self-made slides