There are not many examples of experiments on immunology in senior high school biology classes. Therefore the experiments on immunology to observe the antigen-antibody reaction with the Ouchterlony method using rabbit antiserum against bovine serum albumin on the market, were worked out. In basic biology experiments, students can actually see the antigen-antibody complex with their own eyes and further recognize that antibodies do not crossreact with self components and that antibodies are made by an injection of antigen. In addition to these, students can observe, in biology experiments, the difference of antigenecity among serum albumin in several animals and it is possible for them to immunologically surmise phylogeny of these molecules.

In the course of study that was notified in March 2008, further enhancement of the environmental and energy education was included aiming at the construction of renewable and sustainable society. In junior high school science, it is aimed to give the interest and the concern into new energy such as biomasses. However, in the textbooks used now, it is limited to the explanation of the word on biomass and the photograph of biomass factory. The observation and experiment concerning the biomass energy is not described at all in textbook, and the development of teaching materials concerning these has hardly done. The objectives of this research were to obtain fundamental data for teaching materials using sugarcane (Saccharum officinarum L.) on biomass energy, and were to inspect effect as teaching materials for junior high school students in science lesson. First, we examined the way to ferment sugarcane easily for students; secondly, we investigated its effectiveness as biomass energy teaching material by teaching practice at Asahikawa junior high school attached to the Hokkaido University of Education. As a result of these researches, sugarcane was fermented by using dry yeast, supplement, and yeast beads, and when the generated ethanol was measured with an alcoholic detector, the production of ethanol was able to be confirmed. Moreover, the student’s consciousness on environment and energy were significantly affected before and after the lesson. It was admitted that the teaching material that used sugarcane was effective for the education of the biomass energy.

There is the rich relation between natural science and mathematics, as well as the relation between biology, physics, chemistry, and earth science. Therefore, the knowledge, methods, and ideas of mathematics and the other natural science are necessary to understand biology more completely. In science education, however, the relationship between biology, mathematics, and the other natural science is not so much recognized. Science and mathematics teachers-in-training should recognize the relationship, and should realize the necessity of learning mathematics and all subjects of natural science. In this study, the sound source localization behavior of the barn owl was used as teaching material in a biological lesson for science and mathematics teachers-in-training to realize the necessity of mathematics and physics. They thought the physical properties of sound, used mathematical ideas such as Cartesian coordinate system, velocity formula, isosceles triangle, and knew the interaural time difference of sound. Next, they knew that the sound source give the same interaural time difference if it located at any point on a hyperbola, which they already studied at their high school days, and understood that the owl turn the face toward the direction of the asymptote of the hyperbola. The number of science and mathematics teachers-in-training who answered that mathematics and physics are necessary to understand biology increased after this biological lesson. The result indicates that the sound source localization behavior of the barn owl is the useful teaching material.

The apple snail(Pomacea canaliculata) is a fresh water shellfish and was introduced by species, imported for food, from Latin America. It can be gathered from the paddy fields around Asakura High School, in Asakura-city, from July to September. In this experiment, a set of male and female apple snails are prepared for a group of two students. Students can identify a male and a female by the shape of the operculum and the shell mouth. One student dissects a male apple snail and the other a female one using the dissection scissors. When their shells are cracked, the penial sheath covering a penis for males and the red albumen gland for females can be distinctively observed respectively. For a male, the testis is located inside the black liver rolling like a spiral. By observing the prepared slide of the tissue of the testis with the light microscope, innumerable live sperms moving actively can be clearly observed. The apple snail has many merits for the observation material of sperms at the high school level.The merits are as follows;・500 to 1,000 apple snails can be gathered easily in paddy fields every year.・No student feels a resistance to gathering and dissecting the apple snail because it is regarded as one of the harmful beings to rice cultivation.・We can refer to the bad influence on the ecosystem by the alien speices and the spread of the parasite, Angiostrongylus cantonensis, by way of human's activity.

In photosynthetic organisms, conversion of light energy to chemical energy is due to photosynthetic pigments. These pigments are also important in taxonomy and ecology of algae. To understand diversity of photosynthetic pigments, it is useful for high school students to extract and separate pigment components as their laboratory work. In many textbooks used in high schools, solvent extraction and chromatographical separation are included as an experimental protocol. However, there are actual problems regarding collection of pigment samples and time required for conducting the experiment. In the present report, we selected the suitable samples for thin layer chromatography from Japanese dry seaweed foods, which are commercially available in local markets. In addition, we describe teaching materials for 50-min hands-on classes, which include (1) quizzes about food processing and taxonomy of algae, (2) information by slides and video projection, and (3) providers and prices of dry samples of seaweeds, along with the degradation levels of pigments. These materials may encourage students to study phycology, possibly providing the first step to become researches for algal biofuel production.