Students in the Senior Department at Tsuchiura Special Needs Education School (34 students in total, including 2 wheelchair users)
Content
After a brief lesson about sugarcane, students planted sugarcane and carried out observations and recordings. A greenhouse tour was also conducted.
Objective
By researching and presenting on plants they do not usually encounter, in collaboration with the Tsukuba Botanical Garden, students deepen their understanding of Japan’s climate and natural environment, increase their interest, and learn how to apply
this knowledge in daily life.
By observing sugarcane and various other unique plants at the Tsukuba Botanical Garden, students can gain a firsthand sense of plant diversity and the wonders of life.
Students can work together to create observation records tracking the sugarcane from planting to harvest.
Program Details
Time
Learning Content and Activities
Teaching Strategies and Considerations
10:00 AM
Greetings and introduction of botanical garden staff.
Five staff members from the garden were present to assist.
10:05 AM
Explanation of botanical garden rules.
Using a picture story, students were instructed on the "Requests from the Botanical Garden," covering: 1. Do not take plants, 2. Do not enter restricted areas, 3. Do not eat plants, 4. Do not run.
10:10 AM
Students were divided into two groups to begin activities.
Each group was supported by two botanical garden staff members.
10:10 AM
<Sugarcane Group>
Move to the planting area (about 5 minutes).
Quiz on sugarcane using a picture story! (about 5 minutes)
Explanation of how to plant sugarcane using a picture story (about 5 minutes).
An A3-sized picture story was prepared to teach students about sugarcane’s uses, characteristics, and planting methods in a quiz format.
10:20 AM
Receive sprouted sugarcane, dig holes, plant, and water (about 10 minutes).
Prior to the program (in March), sugarcane was sprouted in the botanical garden greenhouse.
Four varieties were prepared. Each student planted one sugarcane plant, observed it, and compared it with their classmates’ plants.
For students using wheelchairs, large pots were provided so they could also experience planting.
10:30 AM
Measure the length and thickness of the sugarcane, observe, and record the data (about 10 minutes).
Observation sheets and measuring measuring stick (about 1 meter) were prepared.
Students observed the varieties of sugarcane they had planted.
10:40 AM
<Botanical Garden Greenhouse Tour>
- Guided tour of the greenhouse (about 30 minutes).
Observation of sugarcane in the greenhouse.
Focused on observing tropical plants.
11:10 AM
Gather all students and review the day’s activities (about 5 minutes).
Botanical garden staff explained the upcoming sugarcane cultivation using a picture story (about 5 minutes).
Explanation included watering, weeding, hilling, and fertilizing.
11:20 AM
Departure from the botanical garden.
Garden staff saw off the students by bus.
Preparations by the Botanical Garden
Emergency response
The following measures were planned in advance with designated staff (preferably those not directly involved in the lesson) and assigned spaces:
Sudden illness or injury: Securing the first-aid room.
Missing student: Announcements over the garden’s PA system and requesting assistance from multiple staff for the search.
Disaster response: Establishing an assembly point. After gathering, follow the instructions of the designated staff.
Toilets
Since facilities were limited, chairs, interlocking foam mats, and partitions were prepared to accommodate diaper changes and other needs.
Setup of First-Aid Room
A room with air conditioning was secured, and chairs and interlocking foam mats were provided so students could lie down and rest.
Preparations Related to Sugarcane
By early March: Multiple sugarcane varieties were obtained and sprouted in the greenhouse.
Prepared an outdoor sugarcane field.
Prepared explanatory panels for sugarcane and a 3-meter measuring stick.
Preparation of Picture Story and Observation Sheets
Results of the Post-Program Teacher Survey
About Planting Sugarcane
Q1: Was this learning activity helpful?
Yes
9
Somewhat
1
Average
0
Not very much
0
No
0
Q2: Did the students enjoy the activity?
Yes
10
Somewhat
0
Average
0
Not very much
0
No
0
Q3: Did the students understand the activity?
Yes
3
Somewhat
4
Average
3
Not very much
0
No
0
Feedback from Teachers
Using visual materials in a quiz format made learning enjoyable.
Most students participated with enjoyment and developed an interest in sugarcane.
I think students could feel the effects as the sugarcane grew over time.
Students enjoyed the multiple-choice quizzes. Planting sugarcane themselves was a rare and valuable experience.
The explanations and questions with illustrations made it easier for students to understand.
Having hands-on experiential activities like this was very positive.
Explanations were given slowly, using both real plants and illustrations.
It was also good to relate plant life to students’ own daily experiences.
Hearing students say, "Sugarcane is awesome!" was very rewarding.
Sugarcane planting was taught carefully, which allowed smooth planting activities back at school.
Although students initially had only basic knowledge about sugar being made from sugarcane, planting it themselves allowed them to engage actively in cultivation.
It was very good that students could actually touch the soil, and that preparations were made to support this. Their expressions showed they enjoyed it.
Providing large planters for wheelchair users allowed them to touch the soil and plant sugarcane, which was excellent.
About the Greenhouse Tour
Q1: Was this learning activity helpful?
Yes
7
Somewhat
3
Average
0
Not very much
0
No
0
Q2: Did the students enjoy the activity?
Yes
10
Somewhat
0
Average
0
Not very much
0
No
0
Q3: Did the students understand the activity?
Yes
1
Somewhat
7
Average
2
Not very much
0
No
0
Feedback from Teachers
Plants that are familiar and interesting, such as banana, cacao, and grapefruit, were highlighted, and students were allowed to touch certain plants. Including hands-on activities as well as observation made the tour very effective.
Seeing the titan arum (Amorphophallus titanum) in person amazed students with its size.
It was great that students could see rare plants and ones they had researched themselves.
Both adults and students were delighted to see the much-talked-about titan arum. Students continued discussing about it even after returning to school.
When
a student suddenly needed to use the toilet, staff accommodated them and managed the waiting students well.
Observing unusual tropical plants was very interesting and enjoyable.
Flowers with various scents allowed even students with severe disabilities to enjoy the experience.
The concrete guidance, such as explaining the key characteristics of plants and measuring a tree’s size using a human circle, was very effective.
Students had time to observe slowly and fully appreciate the greenhouse atmosphere.
Experiencing the texture of real plants, their scents, and differences in temperature and humidity provided a valuable sensory learning experience.
Please let us know if there are any lessons you would like to conduct at the botanical garden.
Exploring the wonders of plants, including hands-on experiments.
Learning about different types of seeds.
Plants connected to daily life, such as for dyeing, food, or medicinal use.
How about activities that let students play with plants?
For example, experiences like natural dyeing using plants.
Please let us know if you have any issues or requests regarding facilities or support.
It would be nice to have places to sit and relax outdoors among the plants.
Accessible restrooms with universal design features.
Sheltered rest areas to protect from rain and wind.
We appreciated the careful consideration for smooth wheelchair access, diaper changes, and rest breaks.
During the greenhouse explanations, those at the back of the line couldn’t hear well; it would have been nice to hear everything.
It might be helpful to include explanations on name tags to spark interest.
Beds or facilities suitable for adults with disabilities would make the site even more accessible.
For students using wheelchairs, large pots were provided so they could also experience planting.
