知的財産教育の一貫として木津川市立梅美台小学校において実施した先端科学技術部門における生命科学分野の実践を報告する。小学校で先端科学技術の創出・利用・保護を教える実践は難しい。そこで、単に先端科学技術の紹介で完結するのではなく、実際の生物や不思議な生命現象を見ることにより児童の自然への興味を引き出し、それを先端科学技術を創造する出発点とし、広い意味で知的財産教育の端緒として捉えた。この論旨に沿って、匝性幹細胞を利用した生命科学分野について、(1)小動物のイモリとの触れ合い・親の生態・雌雄の観察、(2)匝や幼生の観察による発生過程の気づき・既習の理科との関連、「細胞がどんどん増える」・「様々な器官が徐々にできる」・「どんな細胞にもなる」という発生の特徴の学び、(3)幼生の再生現象の観察、発生の特徴を利用した匝性幹細胞と再生医科学の紹介という3段階をもった内容とした。児童はイモリの親とよく親しみ、興味関心の引き出しに一定の効果があったと思われる。This paper deals with the putting into practice of advanced science technologies in the field of Life Science as an intellectual property education. At the elementary school level, practical teaching of the creation, utilization and protection of science technology at the forefront of the field is not easy. Not simply to conclusively introduce advanced scientific technology, but to draw out children's interest through observing living organisms and mysterious phenomena of life, we laid hold of the creation of such technology as a first step in widening interest in intellectual property education. With this as our main thesis, due to restrictions concerning use of embryonic-stem cells in the field of life sciences, we introduced the characteristics put to use in regenerative medicine and embryonic-stem cell science in three steps: 1) students were brought into contact with newts, observing parental sexuality, 2) they learned, through observation in relation to previously studied science, characteristics of the generative process-the rapid increase in cell numbers and the gradual development and differentiation of organs, and 3) observed the regeneration phenomena of larval-regeneration. The students' strong affinity towards the parents of newts is thought to have had a positive effect in drawing out interest and involvement.