Though Drosophila melanogaster is thought to be a suitable insect for a genetic experiment, D. melanagaster is hardly used in biology class in junior and senior high schools. One of the reasons why teachers do not conduct experiments in genetics is that it is difficult for teachers to prepare the medium for the D. melanogaster.

We tried to develop a suitable instant medium for D. melanogaster in order to carry out the experiment more easily in science classes. We prepared a new instant medium with dry mashed potatoes (Yukijirushi Dairy Products LTD), liquid New Calorie Mate (Ohtsuka Pharmaceutical LTD) and dry yeast, and it was sterilized. We used n-butyl p-Hydroxybenzoate for the fungicide. This instant medium was found to be suitable in order to culture D. melanogaster, and more suitable than Formula 4-24 instant Drosophila medium BLUE (medium BLUE, Carolina Biological Supply Company).

This instant medium costs 23 yen a bottle, whereas the medium BLUE costs 27 yen a bottle. So, we used skimmed milk instead of liquid New Calorie Mate in order to make a far cheaper instant medium. This cheaper one costs only 8 yen a bottle. The cheaper instant medium has been proven to be as suitable as the medium BLUE.

There is little natural environment in the life of urban junior high school students.

Thus, most students have difficulty recognizing the rice plant (Oryza sativa L.), because they have not had the opportunity of coming into direct contact with it. Therefore, we decided to perform a rice plant cultivation experiment at our junior high school. Our purpose was to let students experience a real life rice paddy environment, similar to one experienced by junior high school students living in the countryside.

During the experiment many students took part. It was important for them as they could appreciate how rice is cultivated and how they themselves could cultivate an important japanese foodstuff that they were not previously able to recognize. Besides this, the students also realized that the rice paddy was an “aquarium” in the fields and a place of learning on its own merit. After reaping the crop, a survey of it was conducted in class. During the class students were able to handle it and hence develop a deeper understanding of the rice plant.

In 1993 the rice crop in Japan was poor, in large extent due to the unusually cool and wet summer. The relationship between rice and the weather was considered anew, and in the future, this relationship will hopefully be made clear. As teachers we should strive to instruct students on the importance of the paddy field environment and on the importance of the global environment.