岩手県立盛岡第一高等学校


スーパーグローバルハイスクール

  1. トップページ »
  2. SGH »
  3. 2ND GRADE
I. Summary of Super Global High School at Morioka Dai-ichi High School
1. Morioka Dai-ichi High School
 1) 7 classes with around 40 students in 3 grades
 2) Curriculum for 1st year students: general education for 7 classes
 3) Curriculum for 2nd and 3rd: general for 6, science and mathematics course
  for 1
 4) Appointed as SGH in 2015 (last school year)


2. SGH at Morioka Dai-ichi High School
 1) Purpose: develop talented students who can discover and understand an ideal
  model of global society through activities where students themselves pick out
  the global problem, discover the cause, pursue and discuss the solution, and
  inform the world of the result.
 2) Characteristics: In order to develop critical thinking and problem-solving
  skills, we offer …
  i) Exchange Program
  ii) Inquiry Activities
  iii) Global English Communication


3. Contents of Inquiry Activities
 2nd year students work on Inquiry Activities on 6 Themes Iwate Faces Now.
 1) Role Model of Local Community
 2) Ideal Sightseeing Tour (attracting people from overseas)
 3) Prestige of the Products Made in Iwate
 4) Education Curriculum on Global Standard
 5) How to Accumulate Global Intelligence in Rural Area
 6) Role Model of Regional Medicine
 Goal: Students make a thesis in English and give a presentation in English


II. Timeline of Inquiry Activities 2016
April 20
 We start Super Global Inquiry Activities. 242 students of general education course in 2nd grade research and try to solve global problems.
 Today our students gathered at an auditorium called "Hakua Hall". Mr. Senjo, who belongs to the department of SGH this school, provided support and guidance on how to carry out this activities.


April 27
 Today some 3rd year students presented last year's research to the 2nd graders. An "Education" group talked about "the relationship between religion and education in Islamic countries. An "Ideal Sightseeing" group introduced "practical sightseeing making use of agricultural experiences". A "Local Community" group suggesting using "Light Rail Transit" to make transportations in Morioka city lighter and smoother.
 Thanks to their presentations, 2nd year students came to understand what they should do to further develop this research.


May 18
 Students were put into groups of 5 to 8 depending on their preference. At the beginning of this project, for each theme, they are going to start 1st inquiry activities relating to their chosen subject. In addition, we will welcome guest teachers outside of this school. They are from universities, colleges, or agencies and will support students to have their scientific skills and use them in their research.
 The "Local Community" groups select one city from Iwate prefecture and research the population, industry, history, and so forth. They will give presentations for introducing the city.
 "Ideal Sightseeing" groups make their own unique, attractive touring plan for exploring Iwate.
 In the theme "Products Made in Iwate", they will study trading. Iwate has traded processed fish products with certain countries for a long time. Each group picks out one country among them and will research procedures of trading with those countries and find out the characteristics of this trading relationship.
 In the theme "Global Intelligence", we mainly treat the "International Linear Collider". First students watch a VTR on "ILC" and roughly understand what "ILC" is. Then they will study these three directions:
 i) What will "ILC" bring to Iwate?
 ii) What will we be able to do with "ILC"?
 iii) How can we best promote "ILC" nationally?
 The "Regional Medicine" groups choose one municipality from Iwate prefecture and research the medical environment such as the numbers of doctors, hospitals, or beds in a hospital. Then they will compare the numbers with those of Morioka, the center of Iwate, and Tokyo. They will try to identify features of the medical environment in each municipality.
 In the "Education" groups, we welcomed Ms. Yamazaki, a professor of Iwate University, Faculty of Education. She gave a lecture on how to research introducing some methods such as "Comparison", "Critical Reading", "Interview" and so on. Her lecture was full of engaging activities and very motivating for students.


May 25
 Today some guests came to teach us. The "Ideal Sightseeing" groups welcomed Mr. Yamamoto, an associate professor of Iwate University, Faculty of Agriculture. The "Products Made in Iwate" groups welcomed Mr. Yoshikawa, the head of JETRO Morioka. The "Education" groups enjoyed meeting Ms. Yamazaki again and she brought some exchange students of Iwate University this time.
 Mr. Yamamoto first gave a lecture. He told how to deepen their research referring to his own career. Then each group gave presentations for their own ideal tour plan of Iwate. Mr. Yamamoto gave useful and profound comments on how to improve each plan.
 Mr. Yoshikawa first gave a lecture on the important points when we begin trading. Then each group showed what they had researched: characteristics of each country when we trade with them.
 Ms. Yamazaki brought some exchange students. Students carried out an "Interview" that she taught them last class. Communicating in English with non-native speakers is tough but interesting and serve to deepen our appreciation of the similarities and difference between Japan and other countries.


June 1
 The "Local Community" groups welcomed Mr. Minami, a professor of Iwate University, Faculty of Engineering. He first gave a lecture and each group introduced a city in Iwate based on their research. Students tried to share the good points and problems facing the city. But Mr. Minami gave impressive suggestions to think about it deeper.


June 8
 Today two guests came and taught the students. The "Global Intelligence" groups welcomed Mr. Narita, a professor of Iwate University, Faculty of science and engineering. The "Products Made in Japan" groups welcomed Mr. Tsunoda, project manager of Japan Finance Corporation.
       Mr. Narita introduced the latest case studies and where to best carry out field work on three perspectives to look at "ILC". Then students asked many questions to develop their own individual research.
       Mr. Tsunoda held a workshop where students could reasonably hit upon a good business idea after many small steps. Our students came to know that the troubles we are facing could bring about a chance of venturing a business.


June 15
 The "Regional Medicine" groups welcomed Mr. Saino, Professor of Iwate Medical University. He gave us very critical and meaningful suggestions. Our students could get direction to do research.
 In addition, students in every group were handed a "Rubric on Project Plan Contest". On July 13, in each theme, they will give their presentations for their plan developed from these Inquiry Activities and evaluate each other.
 The winning group can get monetary support for their fieldwork this summer vacation. Using the rubric, students reflected on their own plan and tried to make it more unique and practical.


July 1   15:30
 Today, the "ILC" groups attended a Task Force Seminar held at Iwate University. Professor Ishikawa from Tohoku University gave us a lecture on how to discover the mystery of the birth of the Cosmos. Professor Kuriki form Hiroshima University also taught us the structure, characteristics, and effects of ILC.
 Both lectures were designed for college students so the content was very hard for high school students to understand, but they were very considerate and tried to make it easily understandable so that our students came to understand ILC more deeply.
 After the seminar, our students asked many questions about their own research plan. The teachers were kind enough to spare some time to answer them. We had a wonderful time studying with them.
 
 
 July 14 13:55
  Today, we had a competition to decide whose plan is the best in each course. The procedure is as follows: each group gives their presentation on their plan in front of the other groups.The audience evaluates each plan based on the rubric. The winner group can get the financial support to go on a field work expedition during summer vacation.
  These groups got the 1st prize in each course:
 1) Role Model of Local Community: "Chagu Chagu Umakko Delivery Service"
 2) Ideal Sightseeing Tour: "Tour in a Sake Brewery"
 3) Prestige of the Products Made in Iwate: "Urushi Goes Abroad"
 4) Education Curriculum on Global Standard: "Propaganda"
 6) Role Model of Regional Medicine: "Importance of Comprehensive Medical Care in Rural Areas"
  Other groups are surely going on to do their own field works to get data to strengthen their own thesis.
 
 
 July 18 Mon National Holiday
  Today, students in the ILC course participated in the NHK Open Seminar held by NHK Morioka, Iwate Nippo Co., and Iwate Prefecture. In the morning, we listened to a lecture given by Mr. Watanabe Junichi, a vice president of National Astronomical Observatory. He discussed the idea of whether there are organisms in outer space on the perspective of Astronomy. Our students are interested in the potential of science itself.
  In the afternoon, we took part in the panel discussion: this was mainly divided into two parts. In the former half, three experts gave short lectures about the ILC. Mr. Watanabe explained the ILC from an Astronomical point of view. Mr. Fujimoto Junpei, from the Institute of Particle and Nuclear Studies, taught about what the ILC is from the perspective of physics. Mr. Kumagai Hiroaki, from Iwate Nippo Co., knows well about how local residents feel about and welcome the ILC. He told us the effect of the ILC with a Social Scientific view. In the latter half of the discussion, our students gave presentations about what they are studying on the ILC in front of those experts. The titles of the presentations are as follows:
 Group 1: "Iwate Will Change the World with the ILC"
 Group 2: "Development of Future City Making Use of the ILC"
 Group 3: "The Environment and the ILC"
 Group 4: "Disadvantage of the ILC"
  Our students didn't have enough time to prepare for and do the research fully. They didn't feel very satisfied with their efforts. But the experts and the audience listened to them enthusiastically. The experts gave very critical comments and useful advice. Our students will improve their studies.
 
 
 July 26 Tue 14:15-15:45
  Today we invited Mr. Tsunoda again, from Japan Finance Corporation, for the students in Trade Groups. We had a workshop to consider how to improve a rough business plan. Mr. Tsunoda first gave us a lecture on the specific points you should examine when you make up a good business plan. First, it is important to think of the effective way of promoting a certain product to certain customers. Second, to predict what barriers to overcome to carry it out. Third, to make a clear budget on whether you can get enough profit to keep the project.
  In the latter half of the lesson, we worked on a workshop, supposing we were now going to run a new ramen noodle shop close to the Morioka Station. In a group, we discussed the following points to consider the task: who the main target is, what the most attractive product is, how to advertise it, and how much benefit we can get. At last, each group demonstrated their own plans in front of the other students and Mr. Tsunoda gave some suggestions on them.
 
 
 August 27 Sat, 28 Sun
  We held our school culture festival called "Hakua-Sai". Many people visited us.
  2nd year students exhibited posters presenting their interim report of their research, mainly about their fieldwork conducted during this summer vacation.
  When visitors had something to say to the research, they took notes on a slip, and put it on the poster. They gave cheerful comments or useful advice. Our students will surely make their research.
  All visitors, thank you very much for coming and seeing our exhibition!
       
 
 September 28 Wed 6th and 7th period
  Today, we held a big lecture for the 2nd year students. We welcomed Mr. Kato from the Iwate Prefectural Office and Mr. Sugitachi from Cost Solution Co. The purpose of this lecture is to make our students aware of problems facing Iwate, to realize the importance of numerical values to do research, and to learn the method of using RESAS.
  Mr. Kato introduced to us the ideas of "population expectancy in Iwate" and "tactics for revitalizing Iwate". He explained serious problems concerning a decrease of population in our prefecture, showing many impressing numbers. Our students could understand well what they have studied has much importance to the future of Iwate and of power of numbers.
  Mr. Sugitachi introduced RESAS, Regional Economy and Society Analyzing System, which makes use of Big Data and shows meaningful charts promptly.Three students from each course came to the stage, instructed by Mr. Sugitachi, and they tried to maneuver the latest software.
  Then, he taught a process to deepen a study with RESAS, showing an example of utilizing it on one of our courses, "sightseeing". Our students were sure to trace the steps he proposed, recalling their own research.
  In latter classes, they will continue their research with the support of data generated from RESAS to make their research more valid, convincing, and meaningful.If our students can provide good suggestions to Iwate, we will let them apply to Good Idea Contest, a contest using RESAS held by Iwate Prefecture.        
 
 October 12 Wed.
  Today, 5 groups in the course of "Products Made in Japan" applied their own business plans for High School Student's Business Plan Grand Prix held by Japan Finance Corporation.
  The titles of their plans are as follows:
   Trade 1: Dented Tofu
   Trade 2: Tofu Hamburger Steak
   Trade 3: Premium Lacquered Bowl
   Trade 4: Suit Made from Aluminum Blanket
   Trade 5: Caravan of Local Mascot Characters
  The main market they have examined for this competition is exclusively domestic; from now on, they will try to find out good ways of promoting their own plan across the sea through global inquiry.
 
 
 Oct. 19 Wed.
  Today, our three courses welcomed guests and held an Interim Presentation of Global Inquiry. The "Local Community" course welcomed Mr. Minami, a professor of Iwate University, Faculty of Engineering. The "Global Intelligence" course welcomed Mr. Narita, a professor of Iwate University, Faculty of science and engineering. The "Regional Medicine" course welcomed Mr. Saino, professor of Iwate Medical University.
  They listened to our students' clumsy presentation and gave them kind comments and useful advice.
  This time, our students' immature skill of delivering presentations stood out very much. Later, we will give them a chance to learn how to give a good delivery.
 
 
 Oct. 26 Wed.
  Today, our two courses welcomed guests and held an Interim Presentation of Global Inquiry. The "Ideal Sightseeing" course welcomed Mr. Yamamoto, an associate professor of Iwate University, Faculty of Agriculture. The "Products Made in Iwate" course welcomed Mr. Yoshikawa, the head of JETRO Morioka.
  The other day, groups in the course of "Products Made in Japan" applied their own business plans for the High School Student's Business Plan Grand Prix held by Japan Finance Corporation. Today, they mainly mentioned how to promote their ideas to other countries.
  Both Mr. Yamamoto and Mr. Yoshikawa had our students recognize what they should focus on and where their research should go with very critical advice.
  We held this presentation along with the PTA Meeting for 2nd Year Students. Many parents came and saw what their children had been working on as students of Super Global High School.
 
 
 Nov. 9 Wed.
  Today, our education course welcomed Prof. Yamazaki and her students from Iwate University, and held an interim presentation of the global inquiry.
  Prof. Yamazaki effectively oriented our students to deeper topics to their further studies. In addition, she gave efficient feedback on how to improve their delivery skills after each presentation, and then our students could make it better and better.
 At the end of the report, she asked one of her students to share their practice at their university.
Thanks to her and her students, this interim presentation was full of motivating opportunities for our students.
 
 
 Nov.25 Fri 26 Sat
 High School Students Summit on "World Tsunami Awareness Day" in Kuroshio
 The resolution to establish the World Tsunami Awareness Day was adopted by consensus at the United Nations General Assembly in December 2015. This resolution was jointly proposed by 142 countries for raising awareness of the risk of tsunami and improving measures against tsunami.
 Japan hosted the High School Students Summit on World Tsunami Awareness Day on Nov. 25 and 26, 2016, in Kuroshio-town, Kochi prefecture. High school students from 30 countries participated in the Summit for discussions and presentations about disaster risk reduction.
 From Morioka Daiichi High School, four students took part in the Summit; the three of them used to live in the coastal area of Iwate and survived the Great East Japan Earthquake and Tsunami, when they were in elementary school. Through the global inquiry they have studied how to prepare for the next disaster: they have pursued full awareness of the risk and effective measurements against the risk. They summed up their research and proposed their own plan at the discussion on the international stage.
 The discussion among high school students from many countries resulted in the unanimous agreement as Kuroshio Declaration.  
 
   Dec. 8 Thu.
  Iwate hosted an international conference on ILC today; many excellent scientists on the front lines from many parts of the world visited our area. Iwate Prefectural Government gave us the opportunity to exchange our opinions with some of the scientists. 19 students in the ILC course participated in the exchange program.
  First, Professor. Peskin from Stanford University gave us a short lecture about physics and the possibilities ILC brings.
  Second, Professor. Burrows from Oxford University gave us a short lecture about the outline of ILC.
  Then, three young female scientists gave us a presentation about the motives of physicists, their daily life, and future career.
  After the presentation, our students had a chance to have a discussion with them. Our students tried to do their best when they asked questions in English. These are the examples of their questions and answers:
 
 Q. With the current technology in Japan, can we Japanese start to prepare some equipment which are necessary to build the facilities of ILC?
 A. Technology in Japan is excellent, so it is possible to start to build the huge tunnel and measurement devices. But actually, when we build the facilities, we will distribute some parts of them internationally, and put together here in Japan.
 
 Q. What do you expect Japan or Iwate to do, concerning ILC?
 A. Be curious about ILC.
 
 Q. In the world, there are other huge accelerators. Why is it necessary to build ILC?
 A. In scientific field, we keep discovering something new and it has no end. When we find out something new, then we will understand something else. And we can create a new theory.
 
 Q. Will construction of ILC have an influence on the natural environment of Mt. Hayachine?
 A. We are going to construct ILC carefully to protect the environment and the town. ILC will be made underground, so that it will not have an effect on the surface. There are a lot of negative impressions, but it will be safe.
 
 Q. When Iwate welcomes ILC, the population in Iwate will increase. Then we should prepare for more places to spare residence. That will result in some destruction of the nature in Iwate, won't it? I am studying ILC's impact on the nature in Iwate, so I want to know your opinions about ILC's impact on the nature as a specialist.
 A. You may worry about the environment of Iwate, but we will make an effort to decrease burden to the environment. If we have to cut down trees in case, we will plant them in other places to make up for the loss. We will never destroy the environment.
 Q. Now some scientists say that the universe is expanding with acceleration. At the same time, Higgs bosons are being generated. Is it true?
 Besides, the universe is said to disappear by this expansion at the end. Is the generation of Higgs bosons related to this disappearance of the universe?
 A. Now all we know is that Higgs bosons exist. I think they are somehow related to the expansion of the universe. I hope the future research will give us the answer.
 
 Q. It is said that the universe was born in a vacuum state, the state of which was well-balanced with the proportion of plus energy and minus energy; these kinds of energy are included in substances and antimatter. Then, why cannot we see antimatter now?
 Moreover, I heard that Higgs bosons are related to the mass in the Theory of Relativity. Is that one of the reasons why we cannot see antimatter now?
 A. We know nothing about the state of the universe before the beginning. ILC will give us the clues to the answer.
 
 Q. This question is irrelevant to the ILC; but I am interested in it.
 Is it possible for non-protein based creatures to exist in the universe? On earth, every creature is mainly composed of protein. But I think that there might be such a creature in the outer space.
 What do you think about it?
 A. I hope so. The universe is big and full of possibilities.
 
 
 Jan 18, Wed.
  Today, we welcomed guests and held a presentation of Global Inquiry in each course. The "Ideal Sightseeing" groups welcomed Mr. Yamamoto, an associate professor of Iwate University, Faculty of Agriculture. The "Products Made in Iwate" groups welcomed Mr. Yoshikawa, the head of JETRO Morioka. The "Education" groups welcomed Ms. Yamazaki, a professor of Iwate University, Faculty of Education and her five students. The "Global Intelligence" groups welcomed Mr. Narita, a professor of Iwate University, Faculty of Science and Engineering. The "Regional Medicine" groups welcomed Mr. Saino, Professor of Iwate Medical University.
  On February 1, we are going to have the whole presentation sessions of Global Inquiry welcoming many people outside the school, so today's event is very important for our students individually to get close feedback on their own inquiry from our excellent supervisors.
  Our students showed much better performance than they did at the interim presentation: they have learned how to well deliver a presentation through another SGH program of ours, Global English Communication. As for the contents, they have deepened the part our supervisors had pointed out at the interim presentations. Our guests were really glad to see our students improve their studies.
  Based on the rubric with which our students and supervisors evaluate presentations with each other, each course should choose representatives as follows:
 
  1) Role Model of Local Community: "Renovation of Hiraizumi from Foreign Tourists-Friendly Viewpoint"
  2) Ideal Sightseeing Tour: "Tour in a Sake Brewery"
  3) Prestige of the Products Made in Iwate: "Urushi Goes Abroad"
  4) Education Curriculum on Global Standard: "Propaganda"
  5) Global Intelligence: "ILC and the environment"
  6) Role Model of Regional Medicine: "Dementia in Iwate"
 
 They are going to give a presentation in front of many people on February 1. The rest of the groups will give poster session as well.  
 
 Feb 1, Wed.
  Today, we welcomed many guests outside of our school and held a big presentation of Global Inquiry activity.
  In the former half of the event, 6 groups elected by the previous presentation contest in each course gave their own presentations at a big auditorium called "Hakua Hall". The titles of their inquiries are as follows:
 
  1) Role Model of Local Community: Group 4 "Renovation of Hiraizumi from Foreign Tourists-Friendly Viewpoint"
  2) Ideal Sightseeing Tour: Group 6 "Tour in a Sake Brewery"
  3) Prestige of the Products Made in Iwate: Group 3 "Urushi Goes Abroad"
  4) Education Curriculum on Global Standard: Group 4 "Propaganda"
  5) Global Intelligence: Group 3 "ILC and the environment"
  6) Role Model of Regional Medicine: Group 5 "Dementia in Iwate"
 
  After each presentation, our guests gave a comment on their performance. This time, our students evaluated their performances online with iPads.
  In the latter half, the other 33 groups had poster sessions on the stage and walls of "Hakua Hall", and at the hall on the 3rd floor. Our students have never tried to do the poster sessions, so, at the beginning, they looked a little bit embarrassed. But they made use of the skills they learned from the last presentation, and, in the end, they gave explanations of their inquiry very confidently.
 
  After the poster sessions, all attendants came back to the "Hakua Hall" for a closing ceremony. Four supervisors who have taken care of our students this year gave very warm comments appreciating our students' efforts and encouraging their future struggles. Thanks to them, our students came to realize the importance of what they have done.
  For the Global Inquiry Activities in 3rd school year, they will make their study a more globally meaningful one. Thank you all for your nice cooperation!
    
 
転載・転用を禁じます。
SGH目次へ戻る