Environmental Teaching Material Development and Teaching Practice on "Environment Theory of Child Care Content" : With the Help of Unit in "Link" by Harlan, J.D

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(437) g y . Group 䋱. p. Flow of Answer. Evaluation. butterfly →(image?) → alpine meadow →(what kind of. Since group 1 tried first, the talk leaped a little. creature is there?)→ mantis →(what do they eat?) → fly. farther. It started from butterfly and linked. → (what kind of animal eat it?)→ frog →(where does it. with pond, fish, plankton, and finally to red. live?)→ pond →(what kind of creature live there?)→ fish. tide which related to environmental problem.. →(what does it eat ?) → plankton → (damage?)→ red. The answers of students started from. tide →(result?) → fish dies → (what is formed by it?). creatures and could link with lemon and. →nutrition →(what type of nutrition?) → vitamin C →. vitamin C due to teacher’s interesting. (what can be associated by it?) → lemon →䋨squeezed. questions.. lemon?䋩→(for what meal do we use it?) → Karaage (fried. word ”butterfly” was mentioned. Thus, it was. chicken)→birds→ (where do they live?) →field→(what. proved that everything is linked. However, the. lives there?䋩→butterfly㩷䍃䍃>summary. teacher seemed to be having problems in. At. the. end,. the. first. key. asking questions. 䋼Comments by teacher roll䋾㩷 Could ask only simple questions as the teacher roll did not have an idea how to lead a class. Should have explained how to lead discussion beforehand. Gave few questions. Might cause confusion as some questions were given which related to two words ahead. Should consider how to give questions to avoid unrelated answers toward environment.㩷. 䋲. Field →(what kind of creature is there?) → butterfly →. The discussion started with a word, “field” and. (what does it eat?)→ honey →(where is honey?) → flower. it was linked with things which lived there such. → (what kind of insects come to the flower?)→ bee. as “bee”, “bear”, and “wild boar”. Many. →(What is it collecting?) → honey → (who eat honey?)→. animals’ and plants’ names were drawn due to. bear →(where does it live?) → mountain → (what kind of. questions, which related to those creatures,. animal live in mountain besides bear) → wild boar →. such as “what kinds of thing does X collect?”,. (what does it eat?)→ potato →(what kind of animal live. “where does X live?”.. in mountain besides bear and wild boar?) → rabbit →. In a final question teacher roll said that “what. (where does it live?) → soil →(who live in a soil?) →. would happen if X was destroyed”. It was so. earthworm → (who eat earthworm?) → bird→ (where. effective that child roll could understand that. does it live?) → tree → (What can we get from tree?)→. all animals and plants were needed.. acorn →(who eat acorns?)→ squirrel 䍃䍃> summary 䋼Comments by teacher roll䋾㩷㩷 It was hard to ask good questions to a child roll. It would be needed to ask various types of questions because similar questions such as “where does it live?” and “what does it eat?” were often used. It was an effective way that sub teacher roll took a memo. It would be important to pick up a reasonable answer from children because they popped up with more ideas.. 䋳. butterfly →(where does it live?) → field →(who live in the. Discussion went through under enjoyable. field?)→ rabbit →(what does it eat?) → carrot → (Where. atmosphere although it was a bit like a word. can we have it?)→ field →(who live in the field?) →. association game. A teacher roll drew out many. earthworm → (who eat it?)→ bird →what do you. answers about sea related animals. It would. associate with it?) → bird flu → (what do you associate. make the practice even better if teacher roll. with a bird?)→ Okayama →(what do you associate with. could have had ideas which allowed children. a bird?) → Seto → (what do you associate with a bird?)→. roll to think “sea” as one unit. Since many. sea →(what live in a sea?) → tuna → (anything else?)→. answers toward one question were drawn, it. crab →(anything else?) → octopus →(anything else?) →. made child roll easier to understand “link”. squid →(anything else)→ oyster 䍃䍃> summary.. when the final question was asked.. 䋼Comments by teacher roll䋾㩷㩷 From the middle of discussion, the key point was deviated from “environment”, however, child roll could focus on it again when a teacher roll asked a question about sea. Most importantly, the teacher should pay attention not to fall into a word association game. Questions of .

(438) ?7-@?A7A - B . >C>2 -D2E!/$ (. the latter half were extremely important as it determined whether all the practice became meaningful or not.. 䋴. field →(what is on the field?) → dandelion → (what else. Field linked with many flowers and animals. is on the field?)→ rape blossoms →(what else is on the. which lived in the tree on it. Thus, many. field?) → cosmos → (what else is on the field?)→ viola. connections could be seen. The key points of. →(what about insects?) → butterfly → (what is his/her. the lesson were easily understood as it was. favorite flower?)→ sunflower →(who eat it?) → squirrel. continuously focused on “environment” related. → (where does it live?) → tree → (who live in a tree?) →. subjects such as animals, plants, dwellings,. owl → (who else live in a tree ?)→ sloth →(what is his/her. and so on. The practice did not flow smoothly. favorite food?) → banana →(who eat it?)→ monkey. from time to time since it fell into a quiz like. →(where does it live?) → mountain 䍃䍃> summary.. style as a whole.. 䋼Comments by teacher roll䋾㩷㩷 The same type of questions such as “where does it live?” were used repeatedly when the word “animal” showed up. It seemed to be important to give questions rhythmically. It was thought to be necessary to organize questions and simulate the practice in advance. Felt embarrassment when treating unexpected answers.. . .

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