Geography Reference
In-Depth Information
Table 2.1
Main syllabus for Social Studies
Periods per
year
Grade
Name and content of unit
3
Unit 1—Town where we live: neighborhood map making
70
Unit 2—People at work in our town: supermarket, farming, factory
Unit 3—Old life in our town: traditional ways of life, old buildings
4
Unit 4—Safety: police offi ce, fi re station
90
Unit 5—Health: garbage disposal, recycling
Unit 6—Local development: irrigation waterway
Unit 7—Prefecture where we live: landform, land use
5
Unit 1—Japan in the world: continents, oceans
100
Unit 2—Food production: rice crops, fi shery
Unit 3—Heavy industry and industrial areas: car manufacturing, import
and export
Unit 4—Information industry: broad casting station, computers and the
Internet
Unit 5—Land use and Japan's environment: protecting the environment,
natural hazards
6
Unit 1—Japanese history
105
Unit 2—Japan's political system: the Diet, the Constitution
Unit 3—Countries of the world: U.S., China, Korea, etc.
grades now learn the names and positions of all 47 Japanese prefectures. Additionally,
in fi fth grade they learn the names and locations of six continents using world
maps: Eurasia, Africa, North America, South America, Australia, and Antarctica.
They also learn about major oceans, namely the Pacifi c, Atlantic, and Indian. Thus,
accurate map skills and rich locational knowledge help students develop their geo-
graphic understanding.
2.2.1
The First (6-7 Years Old) and Second (7-8 Years Old)
Grades
During the fi rst 2 years of elementary schooling, instruction on Life Environmental
Studies is provided three times a week. A single period lasts 45 min. Attention is
paid to personally observing geographical matters in neighboring areas.
Students learn about the location and use of playgrounds in parks near their
schools. Sometimes, they observe fl owers and trees during individual seasons and
note changes in the atmospheric temperature and physical environment. Students
learn about the location and function of stores, police stations, and play parks,
through fi eldwork and observation around the school. They sometimes use illus-
trated maps marking neighborhood locations such as stores, stations, bus stops, and
post offi ces.
