Sustainable Land Use on the Flood Plain in Japan: Teaching Materials for

ESD日本の河川氾濫原における持続可能な

土地利用を題材とする ESD 教材　　　　　　　　　　　

Gifu Shotoku Gakuen University TAKATA Junichiro 　　　　　　

　　　 岐阜聖徳学園大学教育学部　　　　

高田準一郎

授業内容の概要 Outline of a Teaching plan(1)

the vulnerable area against flood ： the flood plain

　 ⇒ desolate land levee a river to protect the area from floods　 ・ with low-level technology ・・・ low productivity　 ・ with high-level technology ・・・ high productivi

ty 　 　⇒ sustainable land use on the flood plain ex. rice fields, Waju, logistic parks, etc.　 Notes: 　 Waju is a community surrounded by a levee to 　　　　 　 protect it from floods.

授業内容の概要　 Outline of a Teaching

plan(2)A case study the topographic map (1 ： 25000) of “the western part of Gifu” to have a concrete image of Waju communities 1. color the artificial levees ⇒ realize that the area is surrounded by levees 2. color the natural levees ⇒ assume the former river course and flood course

　➡　 have a historical viewpoint of the alluvial plain cf. river improvement by Johannis de Rijke

予想の選択－検証の手順The procedure for making and

examining assumptions

１． Making assumptions　 ・ giving questions about map reading　 ・ making assumptions and choosing

between alternatives２． Examining assumptions

　 ・ topographic map reading, etc. 　　　　　　　　　　　　　　　

問題の提示と作業による検証Giving questions and examining

assumptions through activities (1) Question 1　・ Do you think our campus area has been

flooded before? 　　　　　　 A. Yes 　　　　　 B. No Activity 1　・ Circle in colored pencil the numerical value of 　 the height above sea level around the campus

area.　・ Assume the height of the riverbed.

問題の提示と作業による検証 Giving questions and examining assumptions through activities (2)

Question 2　・ Do you think the levee of the Nagara River continues along the river ?

A. Yes B. No

Activity 2 ・ Color the levee of the Nagara River. ・ Draw the cross-sectional views of the 5 kinds of the symbols indicating levees.

問題の提示と作業による検証 Giving questions and examining assumptions through activities (3)

Question 3 ・ How many Waju communities do you think t

here were in this area in the early Meiji Era (around 1870s)? A. About 10 B. About 30 C. About 80 Activity 3 ・ Color the levee of the Sakai River. Notes: Question 4 ～６ are omitted.

問題の提示と作業による検証 Giving questions and examining

assumptions through activities ( ４ )

Question 7 ・ Do you think the land of the JR Shinkansen

“Gifu Hashima Station” is higher than the surroundings?

A. Yes B. No

Activity 7 ・ In the topographical map “Takehana,” compar

e the height of the JR Shinkansen “Gifu Hashima Station” with that of the surroundings.

検証のプロセスがもつ意味　Aims of the teaching plan (1)

shifting the attention from an artificial levee to a natural levee (Waju)

・ develop the ability of map reading through activities understanding how Waju communities have d

eveloped　・ sustainable land use on the flood plain

予想－検証モデルの有効性 Usefulness of the procedure for

making and examining assumptions

The procedure ・ develops awareness of the geographical features ・ have a historical viewpoint of land use on alluvial plains (Waju) ・ can be applied to other alluvial plains

受講生の感想からStudents’ comments (1)

I’m very much impressed with map reading. By coloring the levees of the rivers and settlements, I learned various geographical features from black and white maps. From the names of the places, I also learned when the settlements were formed. The activities gave me various viewpoints of map reading.

(a junior at the faculty of education)

受講生の感想から Students’ comments (2)

Through the activities, I realized the importance of making use of materials. In this lecture, various materials such as maps and graphs were distributed every time, and we made the most of them. Looking closely at the maps and coloring them led me to deeper understanding of the areas. I think I have acquired new viewpoints of reading maps. (a junior at the faculty of education)