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Society for Nagasaki University

Energy and Environmental Education

What’s true wealth?

Noboru Fujimoto @ Nagasaki University

①Insufficient environmental education…lacking the energy viewpoint

②Insufficient integrated study period

Background

② g y p③As a country proposed ESD, are we actually practicing

what we have planned?

Problems in teaching ‘integrated study period’met eor o l og y

1%

a tmos pher e

(a i r )

8%r i v e r a nd

ocean

(wa t e r )

l oca l

18%

g ener a l

s ub j ec t

12%School System Class System

Insurance of time Evaluation method

Theme of E.E

obs er va t i on

7%

(wa t e r )

15%

a ni

p r ot ec t i on

8%cu l t i v a t i on

6%

ener g y

3%

g a r ba g e

13%

18%

i ns pect i on

9%

Budget Systemize & Planning

Repletion facility and reposes

Development of teaching materials

Teacher training Cooperation with supporters

Curriculum

destruction of natureWar & peace

cycle

Toward construction of a sustainable society

Nature Education

OutdoorEducation

Science

環境問題についての学習

coexistenceIntergenerational equalityDevelopment

Education

Peace Education

Study on Env. issue

ESDStudy on Env

protection

Env.Edu.Natural env.

elements

Air, waterSocial SystemPolitics, economics

city, domestic forests, riverculture, civilization artificial material

（ i tifi i ili ti ）

air & waterpollution

Global warmingDepletion of resource & energy

Waste problemprivacy

human-rights issue

Gender issue

povertyrelations

finiteness

diversity

Science Education

Energy Education

Technology Education

人間環境についての学習

human-rights Education

Education For global understanding

Study on human

Env.Artificial

env. elements

（scientific civilization） problemchemical pollution

Health issue

food shortageOver population

privacy

Technological development

From ego to eco

Consideration to others

Food & agriculture Education

Health EducationConsumer Education

home Education

Social Education food contamination

STS Education

Purpose of peace education in Nagasaki①Pursuit ‘the spirit of quest for peace’ stated in the Japanese

Constitution Law and the Fundamental Law of Education.

Relation with peace education

Constitution Law and the Fundamental Law of Education.②Cultivation of resources related to peace such as ‘respect for life’ and

‘spirit for international cooperation’.③Educate children who could share the importance of peace and pass

on the atomic bomb experience to the next generation.

Our definition of Energy environmental educationIn the process of clarifying the relationship of human behavior and

natural environment on earth from the view point of energy, it helps to find out the connection between our life and our surroundings. By acquiring the ability to adjust our lifestyle and social system, students could obtain the skill and knowledge necessary to attain future world peace.

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Introduction to our activity①Develop teaching materials necessary for energy and environmental

education.②Engage in educational activities for school and lifelong education and

develop and evaluate the program.③③Plan, implement and evaluate the teacher education.④Teach energy and environmental education at the Faculty of Education.⑤Support and cooperate with public administration, NPO and corporate

enterprises.

Number of people

2007 2008 2009 2010

organized supported Organized supported organized supported organized supported

Aelementary 744(6) 200(3) 954(13) 718(6) 1556(16) 250(3) 376(5) 127(5)

）

A c t i v i t y

Junior high

93(1) 660(2) 14(1) 301(8) 38(3) 1250(5) 250(2) －

Senior high

1230(2) － － 620(1) 240(2) 41(1) 5(1) 300(4)

college 54(3) － 76(3) 50(1) 109(4) － 56(1) －

General 550(2) 2005(8) 860(3) 7754(8) 717(4) 11392(12) 900(2) 900(3)teachers 60(1) 113(4) 48(3) 159(6) 100(3) 375(10) 74(3) 360(14)

Energy Environmental education :

Teaching material Example 1●Connection between energy and me

40 years ago present future

Extension of learning (creativity)

？

Study how society changes through time :Sociology class in the 4th grade

Re experienceEcological Footprint Analysis 20 (2001)

・Difference in lifestyle now and old days

・Power source?・Future respective?・Modern lifestyle from the view point of ecological footprint?

Re-experience(do)

Experience(try)

Look(finding the

problem)

Think(exegeticalsuggestion)

Plan(sophistication of

hypothesis)

15

10

5

0

-5

-10

-15

(ha/

pers

on)

Debt for environment (global ha/person) Biocapacity (global ha/person) E.F.A.(global ha/person)

World JPN USA DE PRC NZ BUET

Energy Environmental education :

Teaching material Example 2AIM: As an example of energy exchange , relationship between food

production and energy is explained through cultivating rice

Self-sufficiency rate in food

Self-sufficiency rate in energy

Sun light

Plants cultivation

Food

40%gy

4% Food mileage 7 times more than US

Measure amount of photosynthesis

Summary: Through recognizing the energy consumption for food production, find out the relationship between everyday life and energy, and eventually give a deep consideration on our own behavior

Learn actual condition of plant’s energy exchange

Observe growing processMeasure CO2

Food

Human

Waste

Energy Environmental education :

Teaching material Example 3Importance of technological development

●Experience power generationVariety of power generation: Learn the principle –Acknowledge the merits

and demerits of different methods –Recognize the importance of saving energy by comparative experiments on several lighting methods.

Experience power generating

Experience everyday electrical consumption

Comparative experiment on incandescent light and fluorescent light

Study construction

y p p g g

Learn how to increase power

free trial teaching materials: SNU3Ehttp://tech.edu.nagasaki-u.ac.jp/tech/energy/home/index.html

Process of thermal power generation

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Yagami Elementary school in Nagasaki , 4th gradePurpose: Summary and review for integrated study period at designated schools

Class supportElementary School / integrated study period

Hour Student activity Coordination with outside6 Hello, English

11 Expedition team ①Find out about the garbage in our city

study tour :incinerator plant

3 Talk on atomic bomb experience GT (Atomic bomb survivor)6 Let’s paint a poster for peace4 Let’s make up a catch ward for peace

35 Expedition team ②Discovery of wonder in the river

study tour :water and sewage plantDiscovery of wonder in the river water and sewage plant

10 Expedition team ③Let’s think about recycling

Prefecture GT

2 Summary（Main activity） SNU3E GT20 Expedition team ④Let’s have a conversation

・Communication with disabled people・Set assignment, activity, presentation・Review, practice

School for the visually and hearing Impaired

Class support Elementary school / integrated study period

【Introduction / Review】 Think of waste and water 【Extension】 Study electricity

【Conclusion】 Recognize CO2 and think of our life 【Extension】 Steady supply of electricity

School: Nameshi Elementary school, Nagasaki. 6th gradePurpose: Help with the energy conservation activity

【 】

Class SupportElementary school / integrated study period

【June】 Global warming and our life at schoolExcavation of wastefulness

【Nov.】 Energy conservation at home【Feb.】 Energy conservation in the community

25

30

10,000

12,000

h）

2007 2008 20092007 2008 2009

e (℃

)

(kW

h)

0

5

10

15

20

0

2,000

4,000

6,000

8,000

3 4 5 6 7 8 9 10 11 12 13 14

平均

気温

（℃

）

消費

電力

量（kW

h

月

mea

n ai

r tem

pera

ture

month

pow

er c

onsu

mpt

ion

Republic of Energy Conservation – established in 2003President – School principalMinistry of Water saving, Ministry of Electricity saving, Ministry of Natural resources, Ministry of Recycling, Ministry of Global Environment -- chosen from the 6th grades.

Class supportElementary school / integrated study period

Ministry of Recycling, Ministry of Global Environment chosen from the 6 grades.

・Each class elects Corps for energy saving patrol.・Recycle leftover food and bottle caps.・School broadcast appeals saving electricity and water.

34% less electricity consumption in 2003 compared to 2002

Students presentation Answer questions from each Ministry Inspection tour from abroad

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Class supportJunior High, Technology

Junior High School affiliated with Nagasaki Univ. 2nd grade【Lamp Shade manufacture】

1 Discuss plan

160無回答

1.Discuss plan2.Review production schedule3.Production of electrical parts4.Study lighting – efficiency, experiment5.Design of shades6.Study evaluation

Capability of proper selection and usage of energy-saving products

0 1

30

100

18

23

1 0

3 50 21

11

2

0

0

20

40

60

80

100

120

140

全くしない 殆どしない たまにする 常にする

実施状況

実施

件数

無回答

増えた

変化無し

減った

Change in consciousness for energy saving products

quan

tity

of re

spon

ses

implementation status

ActivityTeacher Training

Studied plantson campus in 2010.

Effective usageof rain water in 2010

Learn the benefit of saving water

Started biotope project in 2009.

Making nametags for plants.

of saving water.

Teacher training at the Center and Facility inspecting tour with education and engineering dept.

Class supportHigh school / assignment research

Nagasaki industrial High School, 3rd grade(Class assignment)

Fuel cell car production

Instruction for making fuel-cel car

Fuel-cell car production

Kunimi High School in Nagasaki(Student-body activity)Lowering environmental load by PDCA

Compared with 2003Ele tri it sage 6% tba kEle tri it sage 6% tba k

Training and support for EMS

Electricity usage 6% cutbackElectricity usage 6% cutbackFuel 8% cutbackFuel 8% cutbackCopy paper 20% cutbackCopy paper 20% cutbackWaste generated 20% cutbackWaste generated 20% cutbackWaste recycling rate 60%Waste recycling rate 60%

ESD

○DemandReview our society and ourselvesReview our society and ourselves from a viewpoint of energy.

○Continuous implementation at schoolEarn a trust as a support group from outside.(In need of smile, texts, curriculum, security, positive attitude and pursuit of peace)positive attitude and pursuit of peace)

○Issue of nuclear energyUnnecessary, but what about convenient lifestyle?