This unit considers the sun, which is the center of the relationship between the global environment and human life. It provides Ss with an opportunity to think about what can be done to make global society sustainable and focuses on seeking solutions.

In this unit, Ss become interested in the earth geological structure 
through earthquakes. They are encouraged to think about how to make
their lifestyles sustainable and how to act for change. Using a unique visual kit of Earth’s structure, Ss learn about how earthquakes occur, what are the possible consequences, and things people can do to prevent and/or reduce problems.

Rainforests, “treasure houses of species,” have great influence on the global environment. Through this unit, Ss learn about conditions in the world’s rainforests, including the lives of various species and peoples, as well as about environmental destruction. Ss also make their own booklet, ‘My Tree Book,” looking around themselves to develop an awareness of their relationships with trees and ways of protecting trees.

Ss learn about water cycles by playing a board game; in this simulation game, Ss enjoy following the cycles of water as they go around and around.  
Ss find differences between water cycles in natural conditions and those influenced by environmental changes brought by society. The unit provides Ss with an opportunity to appreciate water as a source of life for all living things and understand its importance, and at the same time think about what they can do to protect water cycles.

In this unit Ss study diet and food, focusing on the essential role that nutrition plays, not only in the Ss lives, but also in the lives of people all around the world.  The right to life and health is introduced and the unit challenges Ss to consider what to eat and how to respect other peoples’ rights to their own diet.

In this unit, using a picture book, Ss are encouraged to gain a sense of the value their own uniqueness and are given a chance to raise their own self-esteem. They also learn to appreciate others who differ from themselves, and gain a better understanding of the strengths that individuality offers to them and others.

Balance between the mind and body is important for one to stay healthy.  In this unit Ss learn about issues considered to influence people’s health, and physical and mental well-being. Activities, such as a quiz and board game, provide Ss with chances to think about what “being healthy” means and what is necessary for good health.

A name is a symbol of our individuality.  In this unit, Ss become familiar with various names for people from different countries and regions of the world. They learn how names are given to children and learn to appreciate the characteristics of countries and cultures different from their own. Focusing on individuality as reflected in names, Ss become aware of their uniqueness, leading to an increase in self-esteem.

“What does community mean?” “What kinds of people live in our community?” “What goals do we have in common to achieve as a community?”  These are some of the questions Ss consider as they perform activities that help them think about their future as members of a community, their lifestyles, and the links they have with the society around them.

One of the most important, yet difficult, themes for children is dealt with in this unit.  First, Ss consider what “rights” are then they are introduced to “The Rights of the Child” using picture cards, with key words that summarize each article of the treaty.  Ss also look at the state of children around the world. Ss learn to empower themselves by considering whether children’s rights are protected, and if not which rights are being violated, and what they can do to improve the situations for themselves, as well as other children.

In this unit, “peace” is discussed and considered from a wider perspective, helping students to consider the idea that ensuring individual well-being is as important as creating a world society free from wars and conflicts. Through assembling an original picture book, Ss become aware that they, too, can work to create peace in their own minds.  Those who prefer can order the books rather than compiling the books with students.

November 11 is World Peace Day.  Ss learn about international time differences and become interested in other people around the world who are living in different time zones, but sharing “time” and similar activities at “different” times of day.  Activities, such as “What time is it now?”, help Ss become aware of time differences and enjoy being able to figure out local times around the world.

Ss learn about food-related-issues, including the facts that our diets depend on and are supported by imports from other countries, and that a significant gap exists between people in poverty and those in affluence, due to the present state of world food distribution.  Through various activities, such as paper theater and a card game, Ss start to think about “recipes” for making peace and a peaceful world, and at the same time become interested in problems related to diets, and possible solutions.

Learning about beans around the world, Ss will become interested in the variety of ways beans are cooked and utilized in different countries. This unit encourages Ss to appreciate both universality and diversity of people’s wisdom, through enjoyable activities, such as cooking, singing a theme song and more.

Since the earliest times people have created a variety of fabrics and clothes and wornthem in different styles and for different purposes. This unit helps Ss explore different types of fabric and think about how to utilize cloth. Ss will also consider their own lifestyle through clothing.

Wheat is one of the most valuable food crops on the planet. This unit centers around a main activity of making one's own book of wheat. While completing worksheets for the book, Ss learn about many aspects of wheat, such as its characteristics, history, production areas and the variety of wheat products. Ss can also enjoy wheat cooking.

“What if we didn’t have numerals?” Starting with this question, this unit brings out Ss' interest in numbers. Using paper theatre and worksheets, Ss will explore ancient numerals from different areas and learn how people improved and exchanged ideas. They can also enjoy learning different ways to count numbers in the world by singing the thematic chant.

This unit provides many picture cards of forms of transportation from around the world and useful worksheets. Through activities with the cards and worksheets, Ss explore the diversity and common ideas regarding transportation worldwide, not only from the view of convenience, but also considering environmental issues.

This unit provides two main activities: one is a set of cards, Karuta, which introduces several aspects of South Korea and the other is worksheets to learn the Korean language, Hangul. Through using these visual aids, Ss can become familiar with Korean culture and think about improving relations between South Korea and Japan.

This unit encourages Ss to learn about people and other living things in theArctic Circle as well as its natural environment. Ss are encouraged to become interested in the lifestyle of the Inuit, while enjoying a paper theater (a folk tale of the Inuit), and Karuta card games. Ss also learn about the difference between Antarctica and the Arctic.

Playing a board game, Traveling around Australia, Ss enjoy themselves while thinking and learning about its diversity of natural environments, animals and people, including Aborigines, as well as the relationships between Australiaand Japan. The original Alphabetical Picture Cards and the theme song are also useful.