　　　　　　　　　　　　ESD推進に係る本校の教育活動スローガン
　　　かがやけ　　　あしもり　　　　　　　　　　みがけ　　　　あしもりしょく
「輝け　足守　　　磨け　足守色」
　　　＊「足守色」とは「足守の今昔のよさ」のことです。

平成２３年度　　　　　　　　　　　　　　　足守中学校区の小中学校は、「岡山型一貫教育」（岡山市教育委員会推進）の取組の一つとして、ＥＳＤ推進拠点「ユネスコスクール」（ユネスコがＥＳＤの主導機関とされ、ユネスコスクールを推進）への参加を目指しています。現在、各学校とも「ユネスコスクール指定」に向け、申請手続中です。　　　　　　　　　　　　　　　　　　　　　　　　＊12月7日で、岡山大学の支援の下、足守地区の２小学校・１中学校の英文による申請手続が完了しました。後は、ユネスコ本部からの「ユネスコスクール指定」がなされるのを待つだけです。
ユネスコスクールとはユネスコはＥＳＤの主導機関	ユネスコスクールの活動では ○世界中の学校と生徒間・教師間の交流を通じ、情報や体験を分かち合うこと。　　　　　　　　　　　　　　　　　　　　 ○地球規模の諸問題に若者が対処できるような新しい教育内容や手法の開発、発展を目指すこと。　　　　　　　　　　　　　　　とされています。
ＥＳＤとは	「ＥＳＤ」推進における必須の観点は ○人・社会・環境とのかかわりとつながりを尊重できる個人を育む。 ○人格の発達や自律心・判断力・責任感などの人間性を育む。　　　　　　　　　　　　　　こととされています。
計画
概　要	本校は，長年，「郷土『足守』を愛する心と大切にする態度の育成」に向けて，豊かな自然，歴史，文化等の「足守のよさ（以下、足守色と記す）」を大切にした教育活動に取り組んでいる。【各学年の教育活動】 ○　低学年・・・生活科を中心に，地域（学区）のことを知る探検活動 ○　中学年・・・総合的な学習の時間を中心に，地域（学区）のくらし，　施設，自然等を調べる学習活動 ○　高学年・・・総合的な学習を中心に，地域（学区）の歴史・文化を　　調べる学習活動。特に，本校では「足守色を大切にする象徴的な教育活動」として，児童たちの祖父母の代から取り組んでいる郷土「足守」出身の三偉人の顕彰教育がある。【郷土の三大偉人】 ○　江戸時代中期に書家として名をはせた僧侶「寂厳」 ○　江戸時代後期に医者・蘭学者・教育者とした活躍した「緒方洪庵」 ○　明治から大正にかけて、「白樺派歌人」として名をはせた「木下利　　玄」これらの各学年の取組及び全校あげての行事を通じて「郷土愛の醸成」に努め，地域（学区）の方々のご支援をいただきながら、将来の郷土「足守」の担い手づくりに取り組んでいる。　本年度から，ユネスコスクール指定に向けて、「ＥＳＤ」推進の必須観点「人・社会・環境とのかかわりとつながりを尊重できる個人（児童）を育む」及び「人格の発達や自律心・判断力・責任感などの人間性を育む」を加味した「足守色を大切にした教育活動」に、中学校区の他校と連携しながら取り組む。　さらに、ユネスコスクール指定後は、国内外のユネスコスクールとも実践交流を行い、持続可能な郷土「足守」、我が国「日本」、及び国際社会の構築者に必要とされる様々な能力を育む教育を一層推進したい。そこで、ユネスコスクールに係る本校の教育推進スローガン　　　　「輝け足守　磨け足守色」の下、中学年で取り組む「地域（学区）のくらし，施設，自然等を調べる学習活動」を本校の象徴的かつ代表的な取組と位置づけ、この取組を中心に校内外に発信する。　そして、この中学年の取組の成果を高学年の「地域（学区）の歴史・文化を調べる学習活動」に発展的に生かし、前述の教育スローガンを全校あげて具現化していきたい。
ＥＳＤ推進に係る本校活動スローガン	輝け　足守　　　　磨け　足守色
（趣　旨） ○　「輝け足守」　地域（学区）のくらし・施設・自然等について、見学・体験・観察、調査・交流等を通じて、郷土｛足守」の現在の姿と過去の姿・表に現れている姿と隠れている姿等を探り（光を当て）、様々な視点に立って事物・現象を見つめ直し、郷土「足守」のよさを発見しよう。そして、発見したよさを地域（学区）の方々とふれあいながら、自分たちの生活に生かしていこう（よさを郷土「足守」の誇りとして、自ら実践していこう）。 ○　「磨け足守色」　発見した郷土「足守」のよさを受け継ぐだけでなく、さらに自分たちで磨きをかけ、より進化した郷土「足守」のよさを後輩（後世）に引き渡そう。　　　　　　　　　　　　校内に掲示し、本校の姿勢を示しています。
本校における　　ユネスコスクール活動の中核となる学年	◎　中学年　　　○　第３学年　　　　　　○第４学年　　　　　　　　　　　＊ＥＳＤ推進に向け、全学年、教科・領域等の全ての教育活動で取り組みます。学習指導要領にもＥＳＤ推進に係る内容が包括されています。
中学年の取組	足守中学校区の幼・小・中は，平成２１年度から共通教育目標「郷土を愛し，豊かでたくましく生きる人間の育成」を設定し、保育又は教育活動に取り組んでいる。「郷土を愛し」には，郷土のよさを大切にした持続可能な発展を担う子どもたちの成長を期している。　さらに，共通の重点目標として ○「郷土を愛する態度を育てる。」 ○「豊かな自然とのふれあいを大切にし　環境を守る態度を育てる。」を掲げており，「ＥＳＤ」推進の必須観点の一つ「人・社会・環境とのかかわりとつながりを尊重できる個人（児童）を育む」に適合した足守中学校区の目指す教育の方向性を明確に示している。　本校では，この足守中学校区の共通教育目標の具現化を図りながら，ユネスコスクールに係る本校の教育推進スローガン　　　　「輝け足守、磨け足守色」の下、全学年でＥＳＤの必須観点を推進する中で、中心となる中学年は「地域（学区）のくらし，施設，自然等を調べる学習活動」に取り組む。（１）第３学年　地域（学区）住民との交流や諸施設等の見学を通じて，「人と社会のかかわり」を尊重しながら、昔からのよさや現在のよさをこれからも大切に残していこうとする態度を育む。（２）第４学年　学区の自然環境や生物の生態の調べ学習を通じて， ①　地域（学区）「足守」の豊かな自然の素晴らしさを再認識し，生物をいたわりながら，これからもこの豊かな自然を大切に残していこうとする態度を育む。 ②　「人と環境とのかかわり」を尊重しながら、豊かな自然と調和のとれた地域(学区）の持続的発展について主体的に考える態度を育む。　なお、両学年とも、これらの学習活動等を通じて、「ＥＳＤ」推進のもう一つの観点「人格の発達や自律心・判断力・責任感などの人間性を育む」にも努める。　これらの中学年の取組は、本校における「持続可能な地域社会の構築観醸成の素地づくりの場」とし，さらに「時間と空間の概念」を育む高学年の地域（学区）の歴史・文化の学習へとつなげる。そして，中学年及び高学年の学習活動を通じて、児童たちの「持続可能な地域社会の構築観の具現化」に資する「一人ひとりのやる気と諸能力」を育む。
取組計画
指定に向けた本校の英文申請（岡山大学の支援を受けて作成しました。） Application for Participation Associated Schools Project (ASP) for Promoting International Education Outline of the way the Project(s) will be implemented in the institution Description of the Project Since 2009, kindergarten, elementary school, and junior high school of the Ashimori district are jointly implementing educational activities under the following two common educational objectives: “Foster Attitude to Love Our Hometown” and “Foster Attitude to Conserve Environment While Cherishing Interaction with Rich Natural Surroundings”. This begins with the recognition of local strengths. Thus, the ESD’s focus theme to foster children’s capabilities to form sustainable society is approached through cultivation of individuals who respect interaction and connection with people, society and environment. Our school has been implementing long and continuous educational activities with the support of its inhabitants in the areas of local nature, society, history and cultural heritages as part of “Foster Attitude to Love Our Hometown Takebe”. Among our characteristic approaches, there is one specific research theme that has been continued from the time when the school was founded. This is the learning of three eminent figures of our town from their accomplishments, which includes holding of traditional and educational events in honor of these figures. Based on what we have done up to date, this project aims to promote education to improve human qualities (i.e. character development, self-control, judgment and sense of responsibility) of children who are encouraged to respect interaction with people, society, and nature. As this approach is implemented jointly in coordination among the kindergarten, elementary school and junior high school of the district and in the exchange with domestic and foreign UNESCO schools as well that we expect to develop human resources who can think about local, domestic, and global sustainability in various perspectives. We even hope them to build capabilities of making possible approaches. Objectives of the Project This project has the following three purposes: 1) “Connection between people and nature,” “connection between individual and society” and “person-to-person connection” are the three fundamental concepts set for our students’ exploration for sustainable society building. They are expected to comprehend its significance when they find strengths of their hometown ‘Ashimori’ through systematic and various ways of experience learning. 2) Students are encouraged to learn how they can approach sustainable society development issues and how they cultivate their ability to fulfill their goals for its realization in their learning, which includes study about the local cultural heritage. They even deliberate how they can pass on the betterment of the Ashimori’s strengths to the next generation. 3) We also hope to develop human resources who can see things and make approaches with a global point of view if we can successfully cultivate our students’ sense of value and various capabilities relating to sustainability. The familiar terms of "community", "natural environment", and "culture and history" are learned locally and systematically in this project which takes place in our school district, Ashimori of Okayama City. Children will find natural wonders in coexistence of humans and living creatures. We believe their learning experience increases their interest in natural environmental conservation. In another cooperative learning supported by local inhabitants and social educational institutions such as public halls, they acknowledge how the strong community bond affects many things and how people preserve their good old traditions. These two units of learning foster students’ attitude to take the initiative and develop capabilities to consider diversified thought for sustainable community development. We also believe that all students’ engagement in any part of the activities carried out in this project will develop their qualities as a human, namely, character development, self-control, judgment and sense of responsibility. Execution The first and second grade students mainly take part in the ESD project areas in home economics, and the third to the sixth grade in integrated study in coordination with other subjects. First and second grade: “Experience to contact with our familiar nature” (home economics, both grades, 10 credit hours, coordinated with drawing and crafts study) 1st to 3rd semester: Perform fieldwork mainly on nature experience around the school. Observe plants and summarize their observations in an observation card. Collect insects and summarize their collections in an observation card. Make an artwork with collected tree branches, leaves, or nuts. Third grade: “Learning activity to examine life in Ashimori area” (integrated study hour, 40 credit hours, coordinated with social science) 1st semester Visit public facilities, stores, shrines and temples, tourist facilities around the center area of Ashimori, interview and gather information. 2nd semester Examine growing of melon, Ashimori’s special product, then, visit a melon farmer and observe cultivation. 3rd semester Experience old plays and life utilizing traditional folk utensils and farm instrument. Interview senior citizens about old life and gather information. Make a presentation after summarizing the research results. Fourth grade: “Learning activity to examine nature of Ashimori area" (integrated study hour, 10 credit hours, coordinated with science study) 1st semester Survey creatures of Ashimori River and summarize them in an investigation record. Study characteristics and ecology of each creature. Summarize collected creatures and research results and exhibit them in school. Study recycling method and think about how to approach nature with respect. Fifth grade: “Learning activity to examine people, culture and industry of Ashimori area” (integrated study hour, 40 credit hours) 1st and 2nd semesters Invite successors of local traditional culture and learn the significance of culture and craft handed down. Develop traditional cultural learning of Ashimori area into Japanese traditional cultural learning. 3rd semester Study and experience a traditional Japanese culture, tea ceremony, from lessons instructed by local inhabitants. Sixth grade: "Learning activity to research into the local history and eminent figures of Ashimori” (integrated study hour, 40 credit hours, coordinated with social studies) 1st semester: Study about Koan Ogata. Koan Ogata (1810-1863): doctor, Dutch scholar, educator Study about Koan Ogata by visiting historic spots and other means. Make a presentation about study outcomes to students in different grades and local inhabitants in a school event “Koan Festival.” 2nd semester: Study about Jakugon and Rigen Kinoshita. Jakugon (1702-1771): priest, calligrapher Rigen Kinoshita (1886-1925): poet Study about Jakugon and Rigen Kinoshita by visiting historic spots and other means. 3rd semester: Summarize 6-year ESD project results. Make a presentation about ESD study outcomes in school events of “Jakugon Tondo Assembly” and “Rigen Festival”. Learn environmental preservation approaches by voluntarily participating in resource retrieval activity. Type of materials to be used Collection net, collection box, digital camera, video camera Binoculars and loupe for observation Map, observation card, material organizing file PC, projector Reference books: “I, encounter, discovery”, Osaka human rights education study council “Something will change if I cooperate”, Yokohama city school GWT research meeting “Bitchu / Jinya-machi Ashimori Sight-seeing Guide - Ashimori Story” , Ashimori plaza “Garbage, resources and us”, Okayama City Environment “Let’s study industry, culture, nature of our hometown”, Agricultural, mountain, and fishermen’s Village Culture Association “Pioneer of Western Medicine, Koan Ogata and Ashimori”, Ippei Minami Reference web site: Rigen Kinoshita http://www.ashimori.or.jp/guide/hero/rigen.htm Is there any type of evaluation to examine the effects of the project on students’ comprehension and attitudes? This project aims to foster attitude and capabilities that permit our students to develop sustainable society by systematic learning about students’ familiar area where they are engaged in various experience activities. The development level of their attitude and capability is evaluated by students’ self-evaluation of a) contents b) progress, c) achievement about their learning activities and teachers’ analysis evaluation of d) observation, and e) learning portfolios (study cards, worksheets, learning records, and work) of students’ learning process. The factors for our evaluation are “attitude to cherish natural environment”, “attitude to appreciate strengths of the community and willingness to improve them”, “attitude of voluntary approach for sustainable social development”, and “human qualities such as self-control, judgment and sense of responsibility, etc.” On behalf of my institution, I apply for participation in the UNESCO Associated Schools Project and give the assurance that this institution will make an active contribution to the Project, as outlined above, for a minimum period of two years. At the end of every year, I shall submit a report of the Project to the ASP National Co-ordinator of my country.

平成２３年度

　　　　　　　　　　　　　　　

足守中学校区の小中学校は、「岡山型一貫教育」（岡山市教育委員会推進）の取組の一つとして、ＥＳＤ推進拠点「ユネスコスクール」（ユネスコがＥＳＤの主導機関とされ、ユネスコスクールを推進）への参加を目指しています。現在、各学校とも「ユネスコスクール指定」に向け、申請手続中です。
　　　　　　　　　　　

＊12月7日で、岡山大学の支援の下、足守地区の２小学校・１中学校の英文による申請手続が完了しました。後は、ユネスコ本部からの「ユネスコスクール指定」がなされるのを待つだけです。
　　　　　　　　　　　　　　

ユネスコスクールとは

ユネスコはＥＳＤの主導機関

ユネスコスクールの活動では

○世界中の学校と生徒間・教師間の交流を通じ、情報や体験を分かち合うこと。
　　　　　　　　　　　　

○地球規模の諸問題に若者が対処できるような新しい教育内容や手法の開発、発展を目指すこと。
　　　　　　　　　　　　　　

　
とされています。　　　　　

ＥＳＤとは

「ＥＳＤ」推進における必須の観点は

○人・社会・環境とのかかわりとつながりを尊重できる個人を育む。

○人格の発達や自律心・判断力・責任感などの人間性を育む。　　　　　　　　　　　　　　

こととされています。　　　　　　　　　　　　　　　　　

計画

概　要

本校は，長年，「郷土『足守』を愛する心と大切にする態度の育成」に向けて，豊かな自然，歴史，文化等の「足守のよさ（以下、足守色と記す）」を大切にした教育活動に取り組んでいる。
【各学年の教育活動】
○　低学年・・・生活科を中心に，地域（学区）のことを知る探検活動
○　中学年・・・総合的な学習の時間を中心に，地域（学区）のくらし，　施設，自然等を調べる学習活動
○　高学年・・・総合的な学習を中心に，地域（学区）の歴史・文化を　　調べる学習活動。
特に，本校では「足守色を大切にする象徴的な教育活動」として，児童たちの祖父母の代から取り組んでいる郷土「足守」出身の三偉人の顕彰教育がある。
【郷土の三大偉人】
○　江戸時代中期に書家として名をはせた僧侶「寂厳」
○　江戸時代後期に医者・蘭学者・教育者とした活躍した「緒方洪庵」
○　明治から大正にかけて、「白樺派歌人」として名をはせた「木下利　　玄」
これらの各学年の取組及び全校あげての行事を通じて「郷土愛の醸成」に努め，地域（学区）の方々のご支援をいただきながら、将来の郷土「足守」の担い手づくりに取り組んでいる。
　本年度から，ユネスコスクール指定に向けて、「ＥＳＤ」推進の必須観点「人・社会・環境とのかかわりとつながりを尊重できる個人（児童）を育む」及び「人格の発達や自律心・判断力・責任感などの人間性を育む」を加味した「足守色を大切にした教育活動」に、中学校区の他校と連携しながら取り組む。
　さらに、ユネスコスクール指定後は、国内外のユネスコスクールとも実践交流を行い、持続可能な郷土「足守」、我が国「日本」、及び国際社会の構築者に必要とされる様々な能力を育む教育を一層推進したい。
そこで、ユネスコスクールに係る本校の教育推進スローガン
　　　　「輝け足守　磨け足守色」
の下、中学年で取り組む
「地域（学区）のくらし，施設，自然等を調べる学習活動」
を本校の象徴的かつ代表的な取組と位置づけ、この取組を中心に校内外に発信する。
　そして、この中学年の取組の成果を高学年の「地域（学区）の歴史・文化を調べる学習活動」に発展的に生かし、前述の教育スローガンを全校あげて具現化していきたい。　　

ＥＳＤ推進に係る

本校活動スローガン

　　　　輝け　足守　　　　磨け　足守色

（趣　旨）
○　「輝け足守」
　地域（学区）のくらし・施設・自然等について、見学・体験・観察、調査・交流等を通じて、郷土｛足守」の現在の姿と過去の姿・表に現れている姿と隠れている姿等を探り（光を当て）、様々な視点に立って事物・現象を見つめ直し、郷土「足守」のよさを発見しよう。そして、発見したよさを地域（学区）の方々とふれあいながら、自分たちの生活に生かしていこう（よさを郷土「足守」の誇りとして、自ら実践していこう）。

○　「磨け足守色」
　発見した郷土「足守」のよさを受け継ぐだけでなく、さらに自分たちで磨きをかけ、より進化した郷土「足守」のよさを後輩（後世）に引き渡そう。

　　　

　　　　　　　　　校内に掲示し、本校の姿勢を示しています。

　　　　　　

　
　本校における

　　ユネスコスクール活動の

中核となる学年

◎　中学年

　　　○　第３学年　　　　　　○第４学年
　　　　　　　　　　　

＊ＥＳＤ推進に向け、全学年、教科・領域等の全ての教育活動で取り組みます。学習指導要領にもＥＳＤ推進に係る内容が包括されています。

中学年の取組　　

　　

　足守中学校区の幼・小・中は，平成２１年度から共通教育目標「郷土を愛し，豊かでたくましく生きる人間の育成」を設定し、保育又は教育活動に取り組んでいる。「郷土を愛し」には，郷土のよさを大切にした持続可能な発展を担う子どもたちの成長を期している。
　さらに，共通の重点目標として
○「郷土を愛する態度を育てる。」
○「豊かな自然とのふれあいを大切にし　環境を守る態度を育てる。」
を掲げており，「ＥＳＤ」推進の必須観点の一つ「人・社会・環境とのかかわりとつながりを尊重できる個人（児童）を育む」に適合した足守中学校区の目指す教育の方向性を明確に示している。

　本校では，この足守中学校区の共通教育目標の具現化を図りながら，ユネスコスクールに係る本校の教育推進スローガン
　　　　「輝け足守、磨け足守色」
の下、全学年でＥＳＤの必須観点を推進する中で、中心となる中学年は「地域（学区）のくらし，施設，自然等を調べる学習活動」に取り組む。

（１）第３学年
　地域（学区）住民との交流や諸施設等の見学を通じて，「人と社会のかかわり」を尊重しながら、昔からのよさや現在のよさをこれからも大切に残していこうとする態度を育む。

（２）第４学年
　学区の自然環境や生物の生態の調べ学習を通じて，
①　地域（学区）「足守」の豊かな自然の素晴らしさを再認識し，生物をいたわりながら，これからもこの豊かな自然を大切に残していこうとする態度を育む。

②　「人と環境とのかかわり」を尊重しながら、豊かな自然と調和のとれた地域(学区）の持続的発展について主体的に考える態度を育む。

　なお、両学年とも、これらの学習活動等を通じて、「ＥＳＤ」推進のもう一つの観点「人格の発達や自律心・判断力・責任感などの人間性を育む」にも努める。

　これらの中学年の取組は、本校における
「持続可能な地域社会の構築観醸成の素地づくりの場」
とし，さらに「時間と空間の概念」を育む高学年の地域（学区）の歴史・文化の学習へとつなげる。そして，中学年及び高学年の学習活動を通じて、児童たちの「持続可能な地域社会の構築観の具現化」に資する「一人ひとりのやる気と諸能力」を育む。

取組計画

指定に向けた本校の英文申請（岡山大学の支援を受けて作成しました。）

Application for Participation
Associated Schools Project (ASP)
for Promoting International Education
Outline of the way the Project(s) will be implemented in the institution
Description of the Project
Since 2009, kindergarten, elementary school, and junior high school of the Ashimori district are jointly implementing educational activities under the following two common educational objectives: “Foster Attitude to Love Our Hometown” and “Foster Attitude to Conserve Environment While Cherishing Interaction with Rich Natural Surroundings”.
This begins with the recognition of local strengths. Thus, the ESD’s focus theme to foster children’s capabilities to form sustainable society is approached through cultivation of individuals who respect interaction and connection with people, society and environment.
Our school has been implementing long and continuous educational activities with the support of its inhabitants in the areas of local nature, society, history and cultural heritages as part of “Foster Attitude to Love Our Hometown Takebe”. Among our characteristic approaches, there is one specific research theme that has been continued from the time when the school was founded. This is the learning of three eminent figures of our town from their accomplishments, which includes holding of traditional and educational events in honor of these figures.
Based on what we have done up to date, this project aims to promote education to improve human qualities (i.e. character development, self-control, judgment and sense of responsibility) of children who are encouraged to respect interaction with people, society, and nature. As this approach is implemented jointly in coordination among the kindergarten, elementary school and junior high school of the district and in the exchange with domestic and foreign UNESCO schools as well that we expect to develop human resources who can think about local, domestic, and global sustainability in various perspectives. We even hope them to build capabilities of making possible approaches.
Objectives of the Project
This project has the following three purposes:
1) “Connection between people and nature,” “connection between individual and society” and “person-to-person connection” are the three fundamental concepts set for our students’ exploration for sustainable society building. They are expected to comprehend its significance when they find strengths of their hometown ‘Ashimori’ through systematic and various ways of experience learning.
2) Students are encouraged to learn how they can approach sustainable society development issues and how they cultivate their ability to fulfill their goals for its realization in their learning, which includes study about the local cultural heritage. They even deliberate how they can pass on the betterment of the Ashimori’s strengths to the next generation.
3) We also hope to develop human resources who can see things and make approaches with a global point of view if we can successfully cultivate our students’ sense of value and various capabilities relating to sustainability.
The familiar terms of "community", "natural environment", and "culture and history" are learned locally and systematically in this project which takes place in our school district, Ashimori of Okayama City.
Children will find natural wonders in coexistence of humans and living creatures. We believe their learning experience increases their interest in natural environmental conservation. In another cooperative learning supported by local inhabitants and social educational institutions such as public halls, they acknowledge how the strong community bond affects many things and how people preserve their good old traditions. These two units of learning foster students’ attitude to take the initiative and develop capabilities to consider diversified thought for sustainable community development.
We also believe that all students’ engagement in any part of the activities carried out in this project will develop their qualities as a human, namely, character development, self-control, judgment and sense of responsibility.
Execution
The first and second grade students mainly take part in the ESD project areas in home economics, and the third to the sixth grade in integrated study in coordination with other subjects.
First and second grade: “Experience to contact with our familiar nature” (home economics, both grades, 10 credit hours, coordinated with drawing and crafts study)
1st to 3rd semester:
Perform fieldwork mainly on nature experience around the school.
Observe plants and summarize their observations in an observation card.
Collect insects and summarize their collections in an observation card.
Make an artwork with collected tree branches, leaves, or nuts.
Third grade: “Learning activity to examine life in Ashimori area” (integrated study hour, 40 credit hours, coordinated with social science)
1st semester
Visit public facilities, stores, shrines and temples, tourist facilities around the center area of Ashimori, interview and gather information.
2nd semester
Examine growing of melon, Ashimori’s special product, then, visit a melon farmer and observe cultivation.
3rd semester
Experience old plays and life utilizing traditional folk utensils and farm instrument.
Interview senior citizens about old life and gather information.
Make a presentation after summarizing the research results.
Fourth grade: “Learning activity to examine nature of Ashimori area" (integrated study hour, 10 credit hours, coordinated with science study)
1st semester
Survey creatures of Ashimori River and summarize them in an investigation record.
Study characteristics and ecology of each creature.
Summarize collected creatures and research results and exhibit them in school.
Study recycling method and think about how to approach nature with respect.
Fifth grade: “Learning activity to examine people, culture and industry of Ashimori area” (integrated study hour, 40 credit hours)
1st and 2nd semesters
Invite successors of local traditional culture and learn the significance of culture and craft handed down.
Develop traditional cultural learning of Ashimori area into Japanese traditional cultural learning.
3rd semester
Study and experience a traditional Japanese culture, tea ceremony, from lessons instructed by local inhabitants.
Sixth grade: "Learning activity to research into the local history and eminent figures of Ashimori” (integrated study hour, 40 credit hours, coordinated with social studies)
1st semester:
Study about Koan Ogata.
Koan Ogata (1810-1863): doctor, Dutch scholar, educator
Study about Koan Ogata by visiting historic spots and other means.
Make a presentation about study outcomes to students in different grades and local inhabitants in a school event “Koan Festival.”
2nd semester:
Study about Jakugon and Rigen Kinoshita.
Jakugon (1702-1771): priest, calligrapher
Rigen Kinoshita (1886-1925): poet
Study about Jakugon and Rigen Kinoshita by visiting historic spots and other means.
3rd semester:
Summarize 6-year ESD project results.
Make a presentation about ESD study outcomes in school events of “Jakugon Tondo Assembly” and “Rigen Festival”.
Learn environmental preservation approaches by voluntarily participating in resource retrieval activity.
Type of materials to be used
Collection net, collection box, digital camera, video camera
Binoculars and loupe for observation
Map, observation card, material organizing file
PC, projector
Reference books:
“I, encounter, discovery”, Osaka human rights education study council
“Something will change if I cooperate”, Yokohama city school GWT research meeting
“Bitchu / Jinya-machi Ashimori Sight-seeing Guide - Ashimori Story” , Ashimori plaza
“Garbage, resources and us”, Okayama City Environment
“Let’s study industry, culture, nature of our hometown”, Agricultural, mountain, and fishermen’s Village Culture Association
“Pioneer of Western Medicine, Koan Ogata and Ashimori”, Ippei Minami
Reference web site:
Rigen Kinoshita http://www.ashimori.or.jp/guide/hero/rigen.htm
Is there any type of evaluation to examine the effects of the project on students’ comprehension and attitudes?
This project aims to foster attitude and capabilities that permit our students to develop sustainable society by systematic learning about students’ familiar area where they are engaged in various experience
activities.
The development level of their attitude and capability is evaluated by students’ self-evaluation of a) contents b) progress, c) achievement about their learning activities and teachers’ analysis evaluation of d) observation, and e) learning portfolios (study cards, worksheets, learning records, and work) of students’ learning process.
The factors for our evaluation are “attitude to cherish natural environment”, “attitude to appreciate strengths of the community and willingness to improve them”, “attitude of voluntary approach for sustainable social development”, and “human qualities such as self-control, judgment and sense of responsibility, etc.”
On behalf of my institution, I apply for participation in the UNESCO Associated Schools Project and give the assurance that this institution will make an active contribution to the Project, as outlined above, for a minimum period of two years. At the end of every year, I shall submit a report of the Project to the ASP National Co-ordinator of my country.