Experiments on strata formation using a donut-like water tank were proposed for a lesson on strata in the 6th grade of elementary school. Six experiments were conducted with different detritus sediments being put into the water: Experiment A: granules, fine sand, and mud; Experiment B: granules, very fine sand, and mud; Experiment C: granules and fine sand; Experiment D: granules and very fine sand; Experiment E: fine sand and mud; and Experiment F: very fine sand and mud. In Experiments D and E, strata with obvious bed contacts were formed. On the other hand, the bed contacts were relatively unclear in Experiments A, B, and C. In Experiment F, flame structures were formed at the bases of the sand beds. This suggests that Experiments D and E are suitable as elementary school lessons on strata formation. The equipment is light in weight and the experiments are easy to prepare.

In Earth Science, field trips that enable a deepening of geological understanding though in-situ, multi-angle observation have recently become more difficult for educational institutions to conduct for economic and safety reasons. As an alternative, virtual reality (VR) technology can realize and bring a virtual field trip experience into the classroom. While most VR learning tools only provide 360-degree images at certain static spots and with limited immersive experience, we developed a horizontally movable VR field trip tool and tested its utility in entry-level Earth Science classrooms. We evaluate the tool as being effective and possessing the potential to supplement actual Earth Science field trips.

This study aims to research features of the objectives of disaster prevention education in the Earth Science curricula of upper secondary school after World War II through an analysis of science education periodicals, textbooks, and course of studies. We found that disaster prevention was based on different values in each period due to the influences of social needs and the occurrence of natural disasters. Furthermore, such disaster prevention education was based on a content-based approach and the objectives focused on understanding scientific concepts related to natural disasters. In conclusion, the authors suggest objectives of disaster prevention education, and argue the need for a context-based approach for teaching prevention education.

In this study, we developed and implemented learning materials for topography and geology using an online map that can be used on students’ smartphones. The material was based on the theme of “mountain,” which is a familiar topography for students. The task was to consider the contents based on the information obtained from the online map. The practice was conducted with high school students and an awareness survey was conducted at that time. The results showed that more than 80% of the students felt the learning was meaningful. By utilizing the 3D function, 90% of the students were able to capture the terrain in a three-dimensional way. In addition, more than 60% of the students were able to think about the correct origin of the mountain based on the obtained material.