Kao is working together with schools to develop and produce education materials with the goal of enriching the lives of people and contributing to the future.
Looking towards a sustainable society, Kao developed eco-sensitive teaching materials in collaboration with Okayama Prefecture’s middle school home economics teachers. Called “A Comfortable, Environmentally Conscious Life,” the materials encourage students to think about how their actions affect the environment.
Explaining the education materials at a teachers’ gathering
Student group work
Middle school home economics program introduction flier
In accordance with middle school education guidelines, the materials cover five topics including “Why do we use detergent?” “Let’s use eco-friendly detergent,” and “Let’s reduce trash.” They are ready for immediate use in middle school technology and home economics classes.
Teachers can use slide presentations, videos, and worksheets in class, along with the included experiments, group work, after-class eco reports, etc.
For their value, the materials won the Award of Excellence in the audiovisual category of the 9th Commendation on Instructional Materials for Consumer Education (Corporate and Industry Division) in 2014.
In 2017, in collaboration with The Home Economics Section of the Okayama high school educational research conference, we developed high school level teaching materials on how to promote eco-friendly practices through better clothing upkeep.
High school home economics program introduction flier
The teaching materials were developed in line with the curriculum guidelines for high school home economics classes and focus on clothing care as well as consumer behavior and the environment. The materials are intended for use during group work. All the students are encouraged to reflect on their everyday lifestyles and think about what they can do to help realize a sustainable society.
To help cultivate the habit of valuing water, Kao created the Eco Together Diary for fourth graders. Intending to help students think beyond their classroom instruction, materials were created for use during the “Where does water come from?” unit in fourth grade social studies classes.
As part of an introductory lesson on using and conserving water, students participated in a water-saving challenge at school and at home. Classes checked the amount of water they used and students saw the real-life implications of their individual water usages. Once the challenge was completed, a discussion lesson was held for students to reflect on what they had learned. In this way, schoolwork is connected to everyday life.
Furthermore, by making use of integrated study periods, the importance of conserving water can be promoted to children in other grades and regions.
Thinking about what we can do as individuals as well as ways to involve others requires us to evaluate our own abilities, communication styles, and problem-solving skills. For these reasons, Kao’s education materials have been well received by parents and teachers alike.
Students eagerly listening to their teacher during an actual lesson
Eco Together Diary activity report（Japanese）
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