A questionnaire survey was conducted to gain an understanding of the current situation regarding observation and measurement of meteorological items and climate variation measures at compulsory education schools in Ibaraki Prefecture, Japan. The results showed that: a) meteorological measurement, data storage, and disclosure have not been actively conducted in schools; b) Hyakuyo-bako—a traditional meteorological observation system—is rarely used and the maintenance is insufficient, although many elementary schools are equipped with it; c) students’ interest in meteorological topics was high but teachers felt some difficulties in teaching them; and d) measures to counter heatstroke in schools have been implemented meticulously.

In this study, we improved volcanic eruption model teaching materials to help learners dynamically understand volcanic activity based on a diachronic view. This material uses calcined gypsum, which enables users to adjust the viscosity of the magma model material adding differing amounts of water to visualize the behavior of volatile components in magma of different viscosities. We also propose a new teaching method using this model, based on a diachronic view, in the study of volcanoes in junior high school science classes. This model is available for learning activities at the inter-stage linkage level of diachronic thinking, which relates the behavior of volatile components to the causes of volcanic eruptions, types of eruption, and the shapes of volcanoes.

In this study, we developed a class program on snowmelt-type volcanic mudflow and modeled the concept during a lesson unit and conducted a questionnaire survey on volcanoes at a junior high school near Mt. Ontake. Lava was modeled using melted sugar, and two topographic volcano models were created from papier-mâché: a winter model with a snow layer and a summer model without the snow layer. The model lava was then applied to both models and the phenomena that occurred with and without the snow were compared. The experiment confirmed that the mudflow generated by melting snow during winter (the snowmelt-type volcanic mudflow model) spreads more widely than-that without snow during summer (lava model). The models demonstrated that when a volcanic eruption occurs during the snowy season, a snowmelt-type volcanic mudflow is triggered. We developed a class program that enables students to realize that the damage spreads over a wider area than with lava alone.

We attempted to develop a program that allows children to understand local rivers and think about flood control of local rivers by experiencing educational practices using a drone and virtual reality.

This program comprises three parts, namely:

(1) learning of modern methods of flood control and traditional methods of flood control using the Constructive Jigsaw Method,(2) individual river observation using virtual reality, and (3) lecture by a river manager (staff from the Ministry of Land, Infrastructure, Transport and Tourism).

This flood control education program increased the children’s interest in and deepened their understanding of river basin flood control. We also obtained suggestions for the educational characteristics of drones and virtual reality.