This paper clarifies and explains the significance of using Geoparks in the study of natural disasters in junior high school science classes based on environmental education, ESD, and SDGs, and discusses the challenges of using Geoparks. It also shows that ESD and environmental education include disaster prevention education from the viewpoint of “sustainability” and that Geoparks in Japan are suitable as fields for effective learning of such education. Additionally, the use of Geoparks can be promoted and the study of natural disasters in junior high school science classes can be enhanced by taking measures for effective use of Geoparks, such as the preparation and use of supplementary readers based on textbooks, preparation of curriculum-compliant study plans, and use of lecturers with specialized knowledge of Geoparks. The use of Geoparks can be promoted and the study of natural disasters in junior high school science classes can be enhanced by taking measures to effectively use Geoparks, such as by using lecturers with expert knowledge in Geoparks.

We have implemented science classes that address disasters caused by running water and that include collaboration between a scientist and teacher. The classes were part of 5th grade science classes’ study of running water functions in six schools in Hiroshima Prefecture. Using the water flow model developed by authors of this report, experiments on running water function and disasters such as both debris flows and tsunamis are conducted. After assessing pupils’ achievement in these classes using a questionnaire, we found that these classes could contribute to deepening pupils’ understanding of both running water function and the mechanism of disasters caused by running water.

Experimental learning materials were developed for use as an educational tool for disaster prevention by teaching about the characteristics and dangers of debris flows. Through an experiment in which glass beads with different particle sizes are placed in a bottle and rolled down a slope, students can observe how large boulders concentrate at the front of debris flows. This experiment allows students to perform the experiment and observation as many times as they want, so that they can imagine the fear of debris flows with real feeling.

To develop effective disaster prevention education using hazard maps, we conducted a cognitive survey of learners and a trial lesson. In the hazard map recognition survey, although the recognition of information such as “knowing the degree of danger” and “knowing the evacuation site” was high, no relationship was confirmed with the reading of the assumption. However, although the percentage of people who had disaster prevention awareness such as “preparation” and “consideration for information vulnerable people” was low, a relationship was confirmed with the reading of the assumptions. In addition, the results suggested that learning to compare hazard maps before and after they are revised to understand the limits indicated by hazard maps is effective in improving hazard map literacy and disaster prevention awareness.

We have developed (1) teaching material using a magnet bar and magnetic compass to simulate the wind direction on different sides of the typhoon passage and (2) a lesson plan including an activity with a computer using AMeDAS observation data on historical typhoon movements in order to promote understanding of storm surges to high school students. We performed a trial lesson to study the effectiveness of the lesson plan and found the following. First, the lesson increased students’ interest in studying typhoons. Second, students found the lesson fun. Finally, the lesson program enabled us to successfully explain the properties of the wind direction in typhoon passage and helped students understand the mechanism of storm surge occurrence.