Eda3046 Marked Assignment 2 1

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EDA3046 Marked assignment 2-1
educatinal law and professional ethics (University of South Africa)
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lOMoARcPSD|5270540
Semester 2
Nadia Goltz Student number: 51271079
PO Box 110589 Module Code: EDA3046
Hadison Park Assignment: 2
Kimberley Unique number: 808324
8306 Due date: 23 September 2016
Pages: 33
Lecturers: 1. Dr S Shava at shavas@unisa.ac.za

Telephone number: 012 4294782
2. Mr M Mosabala at mosabms@unisa.ac.za
Telephone number: 012 352 4130
Question 1
Explain the international events that have contributed to the development of
environmental education and education for sustainability. List (point-wise) the key
international developments and events in a short one- to two-page account, providing the
relevant names of events and dates/years in which they took place. [20]
The international events that have contributed to the development of environmental education
and education for sustainability is as follows:
Environmental education in the 20th century
1. In 1946 UNESCO (United Nations Education, Scientific and Cultural Organisations)

was establish as a part of the broader United Nations Enterprise.
- Only concerned with education in a developmental context, but through contact with
bodies (IUCN) it became part of the process of developing environmental education.
2. IUCN Conference in Paris 1948

- The International Union for the conservation of Nature and Natural resources
Conference was held at Fontainebleau from September 30 to October 7, 1948.
- The established the Inter-national Union for the Protection of Nature.
- The term “Environmental Education” was first used.
3. Founding of IUCN in 1949

- This organization is an ideological actor, they take conservation action, producing
and circulating a definition of what constitutes conservation.
4. The term “Environmental Education” was first used in the U.K Conference held at Keele
University in 1965.
5. The Paris Biosphere Conference of 1968

- Conference was held in Paris, France, September 4-13, 1968.
- UNESCO planned the first conference between States which had the same aim to
have a good balance between environment and development, creating sustainable
development.
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6. International Working Meeting on Environmental Education and the School
Curricula (1970)
- This event was held June 20 to July 11 in 1970 at the Foresta Institute, Carson City,
Nevada in the USA.
- IUCN / UNESCO event was attended from people from the South,
- This meeting formulate and adopt the definition of Environmental Education (EE) and
they also worked out a plan on the integration of environmental education into the
whole school curricula at different levels.
“Environmental education is the process of recognizing values and clarifying concepts in order to
develop skills and attitudes necessary to understand and appreciate the interrelatedness among
man, his culture and his biophysical surroundings. Environmental education also entails practice
in decision-making and self-formulation of a code of behaviour about issues concerning
environmental quality.” (IUDN, 1970). (Palmer-1998;)
7. The United Nations Conference (1972).

- It was an intergovernmental conference held in Stockholm, Sweden, 5 to 16 June
1972. (Stockholm Conference).
- The conference produced the declaration on the Human Environment.
- Rich and poor nations came together to discuss matters of environmental concerns.
- This conference made the recommendation on Environmental Education (EE)
worldwide and decisions were made to create the United Nations Environmental
Programme (UNEP).
- This conference declared that “Education in environmental matter for the younger
generation as well as adults.. giving due confederation for the underprivileged is
essential” (Palmer, 1985;)
.
8. The International Workshop on Environmental Education in 1975 (Belgrade

Charter).
- This workshop was held in Belgrade, Yugoslavia by UNESCO/UNEP in October 13–22
in 1975.
- The United Nations Environmental Programme (UNEP) together with UNESCO,
founded the UNESCO/UNEP International Environmental Education Programme
(IEEP).
- The IEEP was launched at this international workshop and IEEP created the first
intergovernmental statement on Environmental Education where the aims, objectives,
key concepts and guiding principles was prepared in a document at the meeting called
The Belgrade Charter - A Global Framework for Environmental Education. This was
known as the Belgrade Charter.
9. The Intergovernmental Conference on Environmental Education in 1977 (Tbilisi

Declaration).
- In October 1977, UNESO first Intergovernmental Conference on Environmental
Education was held in Tbilisi, Georgia, USSR.
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- The conference prepared recommendations for wider applications of environmental
education (formal and non-formal).
- The 12 principles for environmental education were formulated. It is now known as the
Tbilisi Principles of Environmental Education. It gives the framework and guidelines to
practice environmental education on a global, region and national level.
10. The World Conservation Strategy (1980).

- It was launched by IUCN, UNEP and then World Wildlife Fund (WWF).
- This document shown the importance of resource conservation through sustainable
development and that conservation and development are equally inter-dependent from
one another.
- These documents, both with a strong emphasis on environmental education, received
wide international recognition and constituted a basis for national policy making.
- This designed strategies for curriculum development.
“Ultimately the behaviour of entire societies towards the biosphere must be transformed if the
achievement of conservation objectives is to be assured. A new ethic, embracing plants and
animals as well as people, is required for human societies to live in harmony with the natural
world on which they depend for survival and wellbeing. The long term task of environmental
education is to foster or reinforce attitudes and behaviour compatible with this new ethic.”
(IUCN, 1980; Palmer-1998)
11. In 1982 Treverton (situated in Mooi River) held the first International Environmental
Education Conference in Southern Africa.
- The Environmental Education Association of Southern Africa (EEASA) was formed
which discussed the common issues.
12. In 1983 the Brand Commission report was about the relationship between what
they called the “rich” North “poor” South.
- Formally known as the World Commission on Environment and Development (WCED).
- Mission of Brundtland Commission want to unite countries to pursue sustainable
development together.
- The UN General Assembly realised that there was a decline in human environment
and natural resources and wanted countries to work together and pursue sustainable
development.
- UN established the Brundtland Commission.
- The Brundtland Commission officially dissolved in December 1987 after releasing Our
Common Future (also known as Brundtland Report) in October 1987, a document was
created and defined the meaning of the term Sustainable Development.
- The organisation Centre for Our Common Future was started in April 1988 to take the
place of the Commission.
13. The Moscow Conference (1987)

- UNESCO and UNEP jointly organised the Educational Congress on Environmental
Education and Training.
- This international conference on Environmental Educations was held in Moscow,
USSR, 17-21 August 1987.
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- It is known as the Tbilisi Plus Ten Conference.
- This conference was held ten years after "Tbilisi, 1977 (the world's first
Intergovernmental Conference on Environmental Education, held in Tbilisi, USSR,
October 1977).
- the Tbilisi Principles was reaffirmed as sound guidelines for the development of
national environmental education programmes.
- This conference summed up the importance of environmental education.
“In the long run nothing significant will happen to reduce local and international threats to
the environment unless widespread public awareness is aroused concerning the essential
links between environmental quality and the continued satisfaction of human needs. Human
action depends upon motivation, which depends upon widespread understanding. This is why we
feel it is so important that everyone becomes environmentally conscious through proper
environmental education.”
(UNESCO 1987)
14. Meeting of the Council of the European Community (1988)

- In May 1988 a resolution was passed within the European community.
- A resolution on Environmental Education was adopted. “Environmental Education
should be an integral and essential part of every European citizens upbringings”
(Palmer-1998)
- The objectives are to increase public awareness and to find possible solutions of
problems.
Environmental education in the international arena: 1990 – 2002.
15. National Curriculum Documentation for Environmental Education was published in

England (1990)
i) “The National Curriculum Subject orders require teaching about environmental

matters. The Original subject orders were complemented by the National Curriculum
Council’s curriculum guidance on environmental education.”
(NCC, 1990, p.3)
ii) “It is for schools to decide how to teach environmental matters through the National
Curriculum and how far to go beyond statutory obligations.”
(NCC, 1990, p.4)
iii) “In some National Curriculum subjects, notably geography and science, the
programmes of study ensure that environmental matters are taught ………..
Environmental matters may also feature in other National Curriculum Subjects, not
because they are required, but because Schools choose to take up opportunities
to include an environmental dimension.” (SCAA, 1996, p.4)
16. The Earth Summit (1992).
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- The Earth Summit (UNCED) Conference was held in Rio de Janeiro, 3-14 June 1992
attended by heads of state and government and other delegates form more than 170
countries.
- Stressed the importance of environmental education for sustainable development.
- Agenda 21, Chapter 36 (Education, public awareness and training), is a major action
programme setting out what nations should do to achieve sustainable development.
- Rio Declaration sets a layout for a sustainable future and Agenda 21 provides a
guiding programme for its interpretation.
17. Environmental Responsibility: An Agenda for Further Higher Education

- A notable step in the UK was published in 1993 in the Toyne Report.
- The Committee on Environmental Education in Further and Higher Education
recommended that every further and Higher educational institution should adopt and
publicise.
- Environmental education after school level was included in the agenda.
- In 1996 the UK Government strategy’s objectives is
“to instil in people of all ages, through formal and informal education, and training the concepts
of sustainable development and responsible global citizenship, and to develop, renew and
reinforce their capacity to address environment and development issues through their lives, both
at home and at work” (DFEE),1996
18. December 12, 1997: International Conference. Environment and Society:

Education and Public Awareness for Sustainability.
- Conference was held in Thessaloniki
- Background Paper prepared for UNESCO International Conference to stimulate
debate on education for sustainable development at the 1997 conference
organised by UNESCO and he Government of Greece.
19. In 2002 the World Submit on Sustainable Development (WSSD) was held in
Johannesburg, South Africa.
- Also known as Earth Summit II or Rio +10.
- The conference was organised by the United Nations (UN) between August 26th and
September 4th 2002. This was some 10 years after the Rio Earth Summit.
- The 2002 conference was intending to build on Rio's achievements and address its
failures because the record on moving towards sustainability appeared to quite poor.
Question 2
In a school context, you observe the following:
1. Paper and litter is strewn over the whole school and the school grounds
are unkempt.
2. Lights are left on in classrooms and offices after school hours.
3. Taps are usually left dripping.
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As an environmental educator you realise that this is an opportunity to educate the
learners and the staff at your school about the environmental issues observed and to help
them take action to respond to these issues. Answer the following questions:
1. What environmental problems are observed in the school? [3]
The Environmental problems that I observed in the school are:
1. The Curriculum
- There is no environmental education in the key learning area.
- The school don’t participate in special environmental activities and events.
2. Management of resources
- Waste, littering and recycling: Too much litter in the school (plastics, paper and
packaging of some sort), There is no policy in place or implementation on disposal
methods.
- Electricity overconsumption, high-energy appliances are left on and there is no
commitment to conserve energy by the staff members.
- Water over-consumption due to the dripping taps. (Depletion of a natural resource)
3. Management of the school ground:

- School grounds are unkempt and it looks unattractive.
- Lack of biodiversity on the school ground.
- No involvement of the school community to utilise the ground to begin a vegetable
garden.
2. Design an environmental education programme to address the three environmental

issues in the school. (Total: 16)
Situation in the school environment:
1. Paper and litter is strewn over the whole school and the school grounds are unkempt.
2. Lights are left on in classrooms and offices after school hours.
3. Taps are usually left dripping.
Statement of intent: The school will support the principles for environmental education and
the school environment will be managed according to the principles.
Issues: Identified
environmental 1. The Curriculum
problems - There is no environmental education in the key learning area.
- The school don’t participate in special environmental activities
and events.
- Waste, littering and recycling: Too much litter in the school
(plastics, paper and packaging of some sort), There is no
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policy in place or implementation on disposal methods.
- Electricity over-consumption, high-energy appliances are
left on and there is no commitment to conserve energy by the
staff members.
- Water over-consumption due to the dripping taps because
the taps is not fastened tightly or faulty taps that is not
replaced or repaired. Depletion of a natural resource.
3. Management of the school ground:

- School grounds are unkempt and it looks unattractive.
- Lack of biodiversity on the school ground.
- No involvement of the school community in a vegetable
garden.
.
Possible effects of Curriculum: learners are disconnected from nature and the future of our
each environment, natural resources, and our quality of life starts with
environmental environmental education of today’s young learners. If we don’t educate
issue if left our learners they will not be equipped for tomorrow’s challenges and
unattended: they won’t be prepared for the future they are going to inherit because
they are not equipped with environmental knowledge, skills, values and
attitudes in order to protect their world. They will not be committed and
take action to protect the environment.
.
Waste/littering: poor management have environmental, economic and
social effects. Litter is unattractive and give an illusion of poor living
standards. It can also cause vehicle accidents and injuries, plants can
be smothered and dangerous chemicals that get into the soil can harm
plants when they take up the contamination through their roots. Litter
can start fires and it can harm or kill animals (Waste/litter ends up in
water and it change the chemical composition of the water and it will
affect all ecosystems that exist in the water. It can also cause harm to
animals that drinks the polluted water). Waste/litter also attracts rats and
harmful bacteria that have a negative impact on the health of humans.
Energy over-consumption: electrical use is increased. Energy

demands are obtained from burning fossil fuels (coal is the most
economically way) resulting in gaseous and solid emissions in the air.
The gases (greenhouse gasses trap heat in the atmosphere) include
sulphur dioxide, carbon dioxide and oxides of nitrogen (air pollution and
soil pollution). Sulphur dioxide and carbon dioxide have climate effects
(global warming) on the environment.
Water over-consumption: it can lead to water scarcity which effects

biodiversity, drinking water supplies, food production, and landscapes
can be altered and degrade without enough water. If you extract too
much water from the underground reserves, the water table can fall to
levels where they cannot be recovered when it rains.
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Lack of management of the school ground: Lack of biodiversity (lack

of birds, mini creatures (food for larger animals), other creatures coming
out at night, flora (native plants)) and the school grounds look
unattractive.
Proposed action The following problems will be addressed in the School:

Plan:
1. Curriculum - Plan is to focus on the curriculum regarding
environmental education.
Implementation:
- Environmental focus and sustainable education in the schools
teaching and learning area.
- Whole school participation in special environmental
programmes, events and activities.
2.1 Waste/littering - Plan is to reduce waste/litter by 30%.

Implementation:
- Plan and implement a policy regarding waste/litter/recycling.
- Students are assigned to dispose of waste/litter and recycled
products daily in the appropriate manner using the separate
bins marked according to the recycling colour codes.
- Students take responsibility for disposing of food scraps on a
daily basis and take it to the schools compost bin and
maintain the compost bin.
2.2 Energy over-consumption - Plan is to reduce energy

consumption by 25%.
Implementation:
- Plan and implement a policy regarding energy conservation.
- Replace fluorescent lights with LED lamps if possible.
- To switch off any technological equipment, lighting,
heating/cooling, desktops and notebooks etc. when you leave
or don’t need to use.
- Students participate in work/activities relating to energy.
- Students will investigate ways to conserve energy.
- The result = greenhouse gas emissions are reduced.
2.3 Water over consumption - Plan is to reduce water

consumption by 10%
Implementation:
- To plan and implement policy regarding water conservation.
- Students participate in work/activities relating to water
conservation.
- To assign students to monitor water usage and report
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wastage.
- Repair and replace faulty taps when necessary.
- Plant trees and plants that need minimal watering.
3. Lack of Biodiversity
Plan is to increase biodiversity and vegetation cover by
20%
Implementation:
- Involve community members to assist with ways how to
improve our school ground/garden because the type of flora
will influence the animals that are attracted to the school
grounds.
- Assistance from community members to help with planting
and maintaining the garden of the school.
- Engage students and staff member of the school regarding
the maintenance of the gardens.
- Involve learners to grow a vegetable and herb garden to be
used in kitchen classes.
The environmental Learners must be aware of, and concerned (sensitivity) about the total
education and environment and its associated problems and which has the knowledge,
sustainability skills, motivation and commitment to work individually and collectively
messages that the toward solutions of current problems and the prevention of new ones.
programme is
intended to put This programme equipped learners with universal values such as ethical
across to the rules where people should always behave towards the environment in a
learners. way that satisfies our own needs, the needs of other people, and the
needs of species other than humans and also we must treat the
environment in such a way that we consider the needs of future
generations. Hygiene, a safe habitat and shelter are basic needs that
need to be satisfied. The satisfaction of the needs of other species,
populations and ecosystems should not interfere with the satisfaction of
basic human needs. Ecological rules where the use of exhaustible
resources must be stopped, we must conserve as many kinds of
organisms as possible and technological systems must be managed and
only replace them if there is another system that is more economical in
terms of energy – measure to limit pollution should be planned
simultaneously. Social rules where the consumption of resources
should be reduced – each individual must use less of the resource such
as water. People must not buy product in disposable packaging or dump
garbage in the school grounds.
The main message is to re-connect learners with nature by reduce

littering/waste, use less water and electricity and use less resources in
order to save our world because every individual can make a difference
when you care and respect the environment.
Waste/littering message:
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- garbage form spontaneously – trace their course
- less waste and littering
- don’t throw garbage in the streets, gullies, school ground,
vacant areas etc.
- put litter/waste in bins for collection and disposal in official
dumps/landfills
- respect all living things.
Water message:
- they must use water sparingly in order to conserve water and
they must ensure the taps are fasten otherwise this precious
resource wil be depleted. Availability of water cannot be taken
for granted.
- Management of this resource for long-term sustainability.
Energy message:
- more energy saving by switching the lights off when not
needed and unplug all electrical appliance that is not in use.
make use of other alternatives such as solar panels if
possible.
School ground message:
- they must keep the school grounds clean and healthy
because it is ‘n human need and for animal survival and they
can start to increase biodiversity by planting plants and start a
vegetable garden (school project).
Question 3
3.1 What is the natural resource that is at the heart of the issue discussed above? (1)
The natural resource is the refined mineral Coltan. Coltan is short for columbite–tantalite and
industrially it is known as tantalite.
3.2 Where and how is the resource obtained? (1)

The Coltan is obtained in the Democratic Republic of Congo (DRC) in the mines in Eastern
Congo through child labour under terrible working conditions.
3.3 From the passage identify two (2) issues for each of the following environmental
dimensions of life:
How do we know whether a community is living sustainable?
3.3.1 Social (This system provides ways for people to live together peacefully, fairly and respect
for human rights and dignity) (4)
1. Human rights of the children are ignored; these school-age children (child labour) are not
respected because they are forced to work in the mines and there right to education is
denied, they don’t attend school – personal growth and learning opportunities are denied
and this leads to more social problems.
2. Danish Government tried to promote peace and stability in Africa and they focused on the
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part that natural resources plays because it causes too many conflicts. The NGOs also
want a permanent position in the UN in order to prevent these conflicts.
3.3.2 Political (a system which power is exercised fairly and democratically to make decisions
about the way social and economic systems use die biophysical environment ((life support
systems for all life, human and non-human)) (4)
1. At this stage only the local militants benefit financially from this and the government don’t
have much of a say in this or they are also taking part of this. This causes political
unfairness and this make that the situation will not be fairly addressed. The former partner
Heritiers de la Justice of DanChurch Aids’ have experienced several assassinations of
their staff members when they try to oppose these cheap labour locally in the mines. They
stated that only international pressure may stop this behaviour.
2. The Minister of Foreign Affairs want to discuss the issue in order to find more effective
tools for the United Nations (UN) so that they can punish those who make profit out of
conflict resources.
3.3.3 Economic (systems which provide a ongoing means of livelihood (jobs and money) for
people) (4)
1. The use of mobile phones increased and the demand for coltan has increased, they
deplete natural resources (unsustainable mining) and this makes the country poor.
2. The profit made from selling natural resources is used to finance conflicts. The control
over these resources works through maintaining local militia and abusing cheap labour to
dig in the mines. The militants have control over the money they receive through
maintaining local militia and exploiting cheap labour to dig the mines.
This community is not living a sustainable life when you look at the issues according to the
environmental dimensions (social, political and economic) mentioned. The Democratic Republic
of Congo (DRC) don’t meet the needs of the present, they compromise the abilities of future
generations in order to meet their own needs.
3.4 What has been the effect in the Eastern Congo of using child labour in coltan
mines? (2)
The effect was that an estimated 30% of school-aged children didn’t attend school because they
had to work in the mines and there are still children working in the mines. Their education right is
denied and this influences their development negatively that means no university and good job
prospects.
3.5 What happens to most of the profits that are made from selling coltan to outside
countries? (1)
The profits were used to sustain the civil wars in Africa, especially in the Democratic Republic
Congo. The money is falling in the hands of the militants.
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3.6. What other natural resources is the cause of many conflicts in Africa? (1)
Other natural resources that they receive an income form is oil, diamonds, ivory and export wood
that caused many conflicts.
Question 4
Choose an environmental issue affecting your school or a school in your area. Discuss
how you can apply five (5) NGO forum principles of environmental education in teaching
an environmental education topic of your choice. [10]
Assessment guide: Your chosen topic has to be an environmental issue that
environmental education will be responding to. You need to list the five principles and for
each principle explain how you will fully incorporate it into the chosen topic. Use the
framework below for your answer:
Environmental Topic: Pollution (land, soil, water and noise)

NGO Forum Principle Application of the principle to the topic
1. Education is the right for all; we are all We are all able to learn from each other.
learners and educators. Every individual should have knowledge
about the environment and its problems and
everyone must know how to keep the
environment clean and healthy, free from
pollution. During my lesson plan, I will
request my learners to go for a walk on the
school grounds; they must observe what they
see on the ground for instance littering and
waste and record it on the tally sheet that I
provided. They must tick the type of litter
found on the school ground. The must see
how unkempt the school ground looks. This
will help them to realise and learn what
impact littering have on the environment and
that they must dispose litter in an appropriate
manner, if not, this is an environmental
problem that urgently needs to be addressed.
2. Environmental education is both I will arrange a trip to a communal
individual and collective. It aims to organisation (Department of Agriculture,
develop local and global citizenship Land Reform and Rural Development) for an
with respect for self-determination and interview about proper waste/littering
the sovereignty of nations. management practices they use. I will divide
the learners in 5 groups. Group 1 will be
assigned to have an interview with a senior
manager, Group 2 will be assigned to have
an interview with office employees, Group 3
will be assigned to have an interview with the
security employees, group 4 will be assigned
to have an interview with the cleaners and
group 5 will be assigned to have an interview
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with the gardeners. Each group works
together and ask how they dispose the
waste/littering, do they recycle, what they do
with the leftover food, plastic bottels, used
paper, policies etc. Back in the classroom,
each learner must report back about their
own experience, feelings, thoughts etc. and
talk about it to the other learners in the class.
3. Environmental education should I will include my learners in a community
empower all peoples and promote project such as a recycling project to
opportunities for grassroots increase the capacity of the community to
democratic change and participation. empower them to make a change in their
This means that communities must community. The learners have the
regain control of their own destiny. necessary knowledge, skills, values and
attitudes to help the community to solve
littering in the parks and streets. The learners
participate in a recycling project, universal
colour recycling bins will be placed in the
parks and street corners and the community
work together and pick up litter and dispose
of it according to the universal colours. This
is how the community gain control over their
own destiny.
4. Environmental education must be My class did a recycling project in the school
designed to enable people to manage where every learner had the opportunity to
conflicts in just and humane ways. freely share their ideas/opinions about the
recycling project. They used 5 bins and paint
each bin according to the universal colours of
recycling with the follow posters above each
bin: Organic is Green, Glass is Yellow, Paper
is White, Metal is Grey, Plastic is Blue and
Hazard is Red. This school project helps the
learners to implement this at home and in
their community, they just used smaller bins
at home, guesthouses, church etc. They all
participate in order to keep the environment
clean and healthy in a just and humane way.
This helps the people to manage littering to
avoid conflicts.
5. Environmental education must The learners must be able to have the
integrate knowledge, skills, values, necessary knowledge about the
attitudes and actions. It should convert environmental and its problems, skills to think
every opportunity into an educational about solutions to these problems and make
experience for sustainable societies. decisions to solve the problem. The learners
are discussing ways they can help the
environment from pollution and also practise
the solution by picking up litter at school and
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dispose the litter in an appropriate manner
and these learners will be an example for
other learners. Through knowledge, skills,
values, positive attitudes and actions the
learners are equipped to find solutions to
environmental problems and also implement
this to save their world.
Question 5
Briefly discuss learning in environmental education under the following headings:
5.1 Principles for environmental learning (3)

There are three principles that need to be considered to make sure that the environmental
learning approach is effective.
The first principle refers to knowledge about environmental education. Knowledge is needed to
study and solves environmental problems and to address environmental challenges we face daily
in our society.
The second principle refers to the development of skills. We need certain skills in order to
study and solve environmental problems and to address environmental challenges we face on a
daily basis in our society.
The third principle refers to the affective domain that needs to be included such as positive
attitudes, values (feelings of concern for the environment) and commitments (actions) in order
to make sure our society is sustained.
Knowledge in environment education involves social and ecological systems that include planet
earth as a finite system, its resources, the nature of ecosystems and their interdependence within
the biosphere and it includes indigenous knowledge systems and the dependence of humans on
environmental resources. Knowledge of political, social, economic and development issues and
challenges they represent is needed to ensure s suitable future. These knowledge equipped
people to study and solve environmental problems and how to address environmental
challenges. Certain skills are needed such as problem solving skills and communication skills to
communicate their viewpoints, findings and information, investigations or research skills to pool
resources, negotiate a consensus and to take action. Values should also be acquired such as an
appreciation of the resilience, fragility and beauty of the environment and the interdependence
and importance of all life forms. Learners must have a personal acceptance of a sustainable
lifestyle and a commitment to participate in order to make a change.
Without environmental knowledge, skills, attitudes, values and commitment, the learners won’t be
equipped to study and solve environmental problems and to ensure that we have a sustainable
environment.
5.2 Environmental learning strategies or approaches (4)

There are many learning strategies and we must make use of the more appropriate strategies for
environmental learning because learning about the environment does not automatically leads to
action. The learners must be actively involved and focused on the problems and challenges in
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the environment and they need to experience the fact that they can contribute to their
environment through presented activities. This will influence their reality in their world.
There are four preferred strategies for environmental learning. The first strategy is active
learning where the learners must be actively participating in the learning situation and not just
learns about the environment. There must be opportunities to be critical and creative to make
discoveries on their own. This strategy focuses on individual development, gaining of knowledge,
solid understanding, skills, attitudes and values which will assist them to understand and face
environmental challenges.
The second strategy is authentic learning where learners learn about real environmental threats
and problems (pollution, waste, littering, global warming, depletion of natural resources, ozone
depletion etc.) and using/seeking real solutions (recycling, walking to school, use fluorescent light
bulbs, solar panels, increase biodiversity etc.) to these problems in their environment. Learning
consists of real-life activities taking place in real-world contexts. This is active, hands-on learning.
Authentic learning activities gives the learner an understanding of the interaction of
environmental, social and economic processes and coping skills with the difficult issues of
sustainable development.
The third strategy is problem solving and decision making to ensure the learning experience
was meaningful. When learners investigate environmental problems on specific real problems at
school for instance, this investigation can be very successful as long as learners are provided
with a variety of tools in order to make a change. Guidance and support will also assist the
learners to make an effort to solve real problems especially when adults don’t have a solution.
The learners who managed to find solutions to environmental problems have a sense of
accomplishments, they feel good about themselves and they are actively involved and they
display responsible environmental behaviour. Critical thinking let learners think critically on a
higher dimension of thought and it let them requires a lot of information on a different
perspectives associated with an environmental problem or risk it their critical engagement is
meaningful. It also requires educators to have access to the same information to avoid or
simplified interpretations of issues. Critical thinking is a key trait of an environmentally literate
citizenry and the key objective of environmental education. Critical thinking includes content
knowledge, procedural knowledge, the ability to use and control thinking skills, and a positive
attitude when using the knowledge and thinking skills that are needed. It also develops logical
reasoning, creative thinking and problem solving skills. Environmental education is an excellent
mechanism for the development and use of critical thinking skills by giving them a real problem to
examine critically and reflect on it.
Environmental learning has four dimensions (social-critical paradigms):
1. Construct – build upon prior knowledge, experiences, and ideas of learners.
2. Critique – investigation underlying values, assumptions, world views, morals etc. as they are
part of the world around the learner and as they are part of the learner him/herself.
3. Emancipate – detecting, exposing and where possible, altering power distortions that impede
communications and change.
4. Transform – changing, shaping, and influencing the world around them.
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5.3 Learning styles of learners (3)
Not all learners learn the best in the same way. Learners learn through either seeing, hearing or
doing or a combination of these learning styles. Each learner learns differently.
Auditory learners learn best through listening to verbal presentations and discussions about
topics of environmental education. These learners interpret the underlying meanings of speech
through listening to the educator’s tone of voice, pitch, speed and other nuances. Visual
learners learn best through seeing for instance visual presentations, displays, pictures, computer
programmes, diagrams illustrated text books overhead projectors, videos, flipcharts and hand
outs regarding environmental education. They look at the body language and facial expressions
of the educator in order to fully understand the content of a presentation. They think in pictures.
Tactile (touch) and kinaesthetic (moving) learners learns best through touching, moving
around and doing things related to environmental education for instance outdoor learning
activities where they pick up litter and dispose of it properly. They want to be actively involved in
exploring the physical word.
5.4 Multiple intelligence in environmental education (6)

People have different ways they demonstrate intellectual ability. There are eight different types of
intelligences identified such as visual/spatial intelligence refers to learners who visualise their
world and think in pictures in their mind to retrain information, they have a spatial skill to perceive
and understand visual information. They are good with puzzles, reading, writing painting etc.
Verbal / linguistic intelligence refers to learners with a special skill to understand and use
words and language very good. Their auditory skills (hearing) are highly developed and they are
good speakers. They are good with listening, writing, storytelling, explaining, teaching etc.
Logical/mathematical intelligence refers to learners who have a special skill to use reason,
logic and numbers, they have a tendency to be very curious about their surrounding environment
and they are always trying to find answers to questions. Their thinking pattern is in logical and
numerical patterns, they see the connections between the pieces of and they make sense of lots
of information. Bodily/kinaesthetic intelligence refers to learners who can control their body
movements and handle objects skilfully. They use body movement to express themselves, they
are good balanced and their eye-hand coordination is good in sports and games. They
remember and process information when they interact with the space around them and they
express emotions through their body. They are good with dancing, sports, acting, making crafts,
use hands to create or build etc. Musical/rhythmic intelligence refers to with a special skill to
make music and enjoys music. They have a natural ability to think in sounds, rhythms and
patters and they are sensitive to environmental sounds such as crickets, bells, dripping taps.
They like activities like singing, whistling, can play a musical instrument; they can compose
music, remember melodies and understand structure and rhythm of music. Interpersonal
intelligence refers to learners with a special skil to understand and relate to other human beings.
They show empathy and try to see things from their point of view so that they can try to
understand how that person thinks and feels. A lot of the times they can sense feelings,
intentions and motivations and they are good motivators and manipulators. They will always try to
maintain peace and encourage others to work together. They communicate openly verbally and
non-verbally. They are good at listening, counselling, group work, building trust, peaceful conflict
resolutions and have positive relationships with other people. Naturalistic intelligence refers to
learners who have a good sensory skill which they used to notice and categorise things from
nature and for self-reflect and they are aware of their inner state of being. They try to understand
their inner feelings, dreams, relationships, strengths and weaknesses. They like to participate in
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activities where they can recognise their own strengths and weaknesses, they analyse
themselves, they become aware of their inner feelings, desires and dreams, they evaluate their
thinking patterns, they reasoning with themselves and understand their role in a relationship.
5.5 Assessment strategies/methods in environmental education (4)

Educators must choose the strategies and methods they are going to use in their teaching
contexts. The methods and criteria that are appropriate to environmental education include
questioning (including tests, examinations and teaching by peers), discussions (group
discussions, debates, stories, panel discussions, quest speakers, teaching by peers, oral
reports), investigation and problem solving, demonstrations, cooperative group work, and
experimental methods (including exploratory learning, excursions, laboratory activities and
projects. These methods can be utilised for environmental education and some methods may be
more suitable if certain criteria are applied. Methods such as investigation and problem solving
may be appropriate to make provision for full, active participation of all learners. Cooperative
group activities will include all learners to take part. The methods must be applicable to the
learner’s needs and interests and it must relate to the learners prior knowledge. Environmental
learning can take place by using the environment around the learners and almost any
environmental problem can be taught across different learning areas. All the appropriate
methods must follow requirements such as validity and significance, learnability, durability,
viability, balance between superficiality and depth, usefulness and intrinsic interest but learner-
centeredness, being activity based, relevance to learners, utilisation of the environment and
cross-curricular application meet the needs of environmental education.
There is a variety of assessment strategies/methods and appropriate tools and techniques that
can be used to assess the learner regarding environmental education. Every individual learner
must have a variety of opportunities where they can demonstrate their environmental knowledge,
skills, values and attitudes. Some methods used are self-assessment, peer assessment, group
assessment, interviews, observation, oral questions and answering and some tools are
portfolios, observation sheets, worksheets tests, exams, written assignments and some
techniques are project work, collage, interview, role-play, music/songs, storytelling, oral
presentations, drawing graphs. When it comes to assessment methods, you must remember that
you can use tools and techniques as a method as well if the circumstance allows it. You can use
a test for a tool or for a technique or for a method depending on the given circumstances.
Question 6
The purpose of this question is to help you master the skill of preparing a lesson for your
subject in which you integrate environmental education.
Design an environmental education lesson where you indicate how an environmental
theme can be taught in a subject of your choice.
CAPS Phase: Grade 3 Subject: Life Orientation Environmental Topic: Pollution
Sub-topic: What is littering and how

can we make our world a save
place?
Term: 1 Duration: 1 Lesson
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Lesson Aims: Learners must be able to:
Environmental skills: - Identify areas on the school ground where litter is a

Learners must acquire problem.
skills for identifying and - Identify the cause of littering
solving environmental - Communicate about littering as an environmental
problems. problem (causes and effects).
- Problem-solving: learners must be able to participate in
a brainstorming session and offer ways to solve littering
on the school ground.
- Make decisions using critical and creative thinking by
giving examples how to reduce waste/littering
- Hands-on involvement to reduce littering and realise it is
a daily responsibility starting with each individual and
within a team approached.
- Work effectively with others as members of a team,
group, organisation and community by involving them
in a community project by helping pick up litter in the local
communal park.
Knowledge: of the Learners will be able to explain what littering is.

environment and Learners will be able to explain what cause littering and who is
environmental responsible.
challenges. Learners will be able to explain the effects of littering on people,
animals and in the environment. (harm environment such as land,
Let them understand: air, water and noise pollution, can start fires, can kill animals and
- What littering is? effect the health of people)
- Who is Learner will be able to provide methods to reduce littering.
responsible of Learners must be able to explain recycling and how it contributes
littering? to the environment.
- The effects of
littering on living
organisms and in
the environment.
- Methods to reduce
littering.
- Recycling and
how it contributes
to the
environment.
- The importance of
saving our
environment.
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Attitudes: Learners must be able to pick up litter if they see it on the ground.
- Show respect and Learners must be able to show responsibility to protect plants,
develop a positive animals and humans by not littering.
behaviour towards Learners must be able to participate actively in a communal project
the environment. picking up litter, working in groups.
- Responsibility Learners must be able to reduce littering at home or any other
toward the place they visit.
environment and This positive attitude and behaviour of the learners encourages
the health of other people not to litter.
others.
Values: Learners must be able to show universal values – responsible

- Show empathy/ behaviour towards the environment by being an example to dispose
feelings of litter in an appropriate manner and they must not dump garbage in
concern to the vacant areas or throw litter on the ground or leave their sweet
environment packing on the table.
- Be motivated to be
actively involved in
improving and
protecting the
environment.
Participation/Commitm Learners must be able to demonstrate an understanding that

ent problem solving does not exist in isolation. Learner must reduce
- They will learn to littering and realise it is a daily responsibility starting with each
be actively individual and within a team approached.
involved working
toward saving the
environment and
by finding
solutions
(together) to
problems.
Content
The learners will explore the following learning content:
Storybooks of the Litter Bug

(A bug who litters find ways to help his community through recycling and throwing away trash in
the correct bins with a friend.)
What is litter?
Litter is packaging, paper, soda cans, plastic soda or water bottles, juice or milk cartons, foam
cups, newspapers, plastic sandwich and grocery bags, candy, cookie and gum wrappers, potato
chip or corn chip bags and other materials that have been disposed of improperly. Garbage
belongs in garbage cans, not on the ground!
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Who is responsible for littering?
Littering is always caused by people. It may be intentional litter by motorists discarding litter out
of car windows, pedestrians dropping litter on the street or footpaths, or people on picnics and at
other public space events.
Another source of litter may be unintentional. It may come from uncovered loads and can easily
be blown out of trucks, cars and trailers. Household rubbish, commercial rubbish and
uncontrolled building waste can become litter if not secured by a proper cover. The wind also
carries rubbish to other places.
Learners go on a litter walk to see whether the can find litter on the school ground. Pick up litter
around the school grounds and place in garbage bags.
Learners identify the areas on the school ground where litter was mostly found on the map
provided and which type of litter was most common by using the type of litter sheet provided.
How litter affects our environment”.

Littering cause land, water, air and noise pollution resulting in harming the environment. Litter
can be harmful to people, animals and to the natural environment, as it can threaten their
existence and growth. The major impacts involve the danger to public health, the risk of fire
hazards, endangering, or even killing animals and serious damage to our waterways.
Posters of pollution free environment and pollution environment (land, air, water and noise).
Why must we protect our environment?

It is important to protect the environment because man-made disruptions to ecosystems can
cause extinction, because pollution creates dangers for both animals and people, and because
people owe the natural world a moral responsibility.
The environment is our home; it is where we live, so we better take care of it! Would you rather
live in a polluted dump?
A clean environment is important for healthy living. Air pollution can cause respiratory diseases
and cancer and other problems and diseases. Water pollution can lead to diarrheal diseases
and other waterborne/water-related diseases. Soil pollution effects how plants grow, decreases
soil fertility and more.
Air sustains us and water is a basic necessity, so we should just do what we can to prevent
pollution.
Your future generation will appreciate it. What type of world do you want to leave for your future
family? If you know the dangers that future generations will face due to the problems we
experience now, why wouldn’t you protect the environment and do something now to prevent
these from happening?
Biodiversity refers to the variety of plants, animals, and other living things in our world. Our world
can be negatively influenced by habitat loss and degradation due to human activity, climate
change, pollution and other things.
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Our basic necessities that we need to survive is because of biodiversity. We need food that
various species provide to eat, water to drink, air to breathe, and materials to provide shelter
and other necessities. There are many natural processes that have been formed by various
species to provide these necessities. If something happens to a certain organism, an unwanted
chain reaction may occur and that may negatively affect us. Loss of biodiversity could also
cause other problems.
Nature gives us so many things for free – clean air, clean water, beautiful landscapes, breath-
taking views and more but we take so much from nature and what do we give in return?
Pollution? What we give nature is a reflection of our character.
The least we can do is show our appreciation by protecting and preserving our environment.
How can I help the environment?

Reduce littering by:
- Choose not to litter.

- Don't buy stuff which becomes waste like packaging from takeaway food)
- Remind others not to litter and why.
- Dispose litter in correct bins (recycling).
- Get a litter bag to share when travel.
- Volunteer in your community to help prevent and clean-up litter.
- Set an example for others.
- If you see litter, pick it up.
Reuse:
- Use old paper to make new paper for art activities.
Recycle:
- Dispose litter by universal colours in bins.
Learn the song: “Here comes a Litterbug” and use 2 learners, one to be the litterbug and the
other learner to be the neaterbug. The neaterbug holds the paper bag for the litterbug to dispose
some of the litter collected on the school grounds.
Here Comes a
Litterbug
(Sung to the tune of “Have You Ever
Seen a Lassie?”)
Oh, here comes a litterbug, a litterbug, a litterbug,

Here comes a litterbug, see what it’ll do.
I can choose not to be a litterbug, a litterbug, a litterbug,
I can choose not to be a litterbug, and so can you.
Oh, here comes a neaterbug, a neaterbug, a neaterbug,

Here comes a neaterbug, see what it’ll do.
I can choose to be a neaterbug, a neaterbug, a neaterbug,
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I can choose be a neaterbug, and so can you.
Short easy: Learners must write a short paragraph about a polluted environment. The theme
will be:
“I went for an outdoor trip to ……….. and I saw………. “
At the end, they must answer the following Questions:
How did that polluted environment made you feel?

Why is it important to protect the environment?
What can you do to protect the environment?
Learners must also draw a picture of a pollution free environment that we can put up on the
walls of the hallway.
Environmental concepts the learners need to understand.

Ecosystem
Human interaction with the environment – personal awareness of impact
Cycles
Habitat
Personal commitment to care for and respect the environment
Context:
My school is situated in a rural area. The people are less exposed to the harmful effects of
pollution than urban people. However, they are also facing some environmental problems due
to their unawareness, illiteracy, poverty and irrational beliefs.
Some environmental problems we face our rural area is poor sanitation, conversion of farm land
to housing land, lack of drainage facilities, indiscriminate use of pesticides and fertilizers and
desertification and degradation of land.
The community is living along the river and the environment now face serious environmental
pollution due to our varied urbanized human lifestyles such as contaminated rain-water run-off
into the river, soil erosion, agricultural pesticides and chemicals, hazardous and toxic industrial
wastes, household wastes and sewage and the people and the environment are affected by
these negative trends.
Pollution of drinking water and biodiversity loss are the main environmental concerns in our
area. People must realise that the river must be protected and conserved because the river is
the major source of drinking water and it is critical for future survival. The people in this
community have a lack of awareness, they don’t have the skills, attitudes and values because
their lifestyle effects the environment, and they dispose waste/litter improperly causing land,
water and air pollution.
Litter/waste ends up in the river. This cause water pollution and have serious effects such as
animals that can die, health risks for humans and it decrease biodiversity. The school grounds
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are unkempt and littering is on the ground.
Therefore I incorporate environmental education in my teaching programme (Pollution lesson)
in order to involve the school (environmental learning and activities) and community (community
projects such as recycling) to teach the necessary environmental skills, knowledge, attitudes
and values needed to protect the environment because they are going to inherit this
environment and we must aim for a pollution free environment together. The learners and local
community must be made aware of environmental problems and they must be equipped to
address these problems to ensure a sustainable environment.
Teacher Activities Introduction:
Firstly I do my formative assessment. Then I read the Story of the
Litter Bug out loud to the learners and give them a book as well
to follow. (Cater here for auditory and visual learners)
Ask questions: What is litter? What cause littering? How does
litter affects the environment? I write these questions on the
black board and their feedback. I will wait for their feedback and
then discuss this content with the class. I present and discuss
the posters of pollution free environment and pollution
environment (land, air, water and noise).
Middle:
I divide the learners in 4 groups, each with a bag, colour marker,
litter sheet and instruct them to go for a litter walk on the school
grounds and mark the areas where the most litter is found, mark
on the litter sheet what type of litter is found and pick up litter and
throw it into the garbage bag.
Back in the classroom I put out the recycling dustbins and I
instruct the learners to sort the litter according to the universal
colours for paper, class, plastic and metal. I provided a big
poster of the universal colours for recycling on the board using
the overhead projector to help the learners sort the litter. I will
hand out information what can be recycled and how long the time
it takes for garbage to decompose in the environment.
After that I will ask the learners why it is important to protect the
environment and wait for their feedback and discuss/explain this
to them. I will hand out the information regarding the
environmental learning topic. Then I will divide them in groups
again and ask them “what can you do to protect the
environment?” At this stage I will assess the learner to see if they
work in groups and are actively involved with the discussions and
feedback, if they understand the concepts etc.
I wrote the examples of the learners how to protect the
environment on the blackboard.
I give them copies of the song “Here comes a litterbug and
instruct/help them to practice the song. I also assigned 2 learners
to give as a demonstration, the litterbug picks up the litter and
dispose the litter in the bag that the neaterbug is holding.
Conclusions:
Hand out the short easy instructions and assist learners if
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necessary. Request learners to draw an environmental pollution
free picture of their choice. After this lesson, I do my summative
assessment.
NGO Forum principles used:

1. Education is the right for all; we are all learners and educators. After
reading the story, the learners are aware about pollution as an
environmental problem, they learned that it causes land, water, air and
noise pollution. They learned that every person can make a difference
to protect the world by picking up litter and disposed it correctly. They
also learned why it is important to protect our environment for our future
generation.
2. Environmental education is both individual and collective. It aims to

develop local and global citizenship with respect for self-determination
and the sovereignty of nations. (The learners discussed the
environmental problem (pollution) and its effects in a group setting,
each individual learner provided an idea how to develop a community
and country that respects the environment. They all work together in
order to find solutions to the relevant problem in order to protect the
environment.)
Values included: Learners show empathy/ feelings of concern to the

environment when they realised how litter effects the environment and
they are motivated to be actively involved in improving and protecting
the environment by realising that each person can help (Social values)
to reduce littering and by disposing of litter in an appropriate manner
(Universal values – learners show responsible behaviour towards the
environment). They realised that they (humans) have an impact on the
environment and that they give nature a reflection of their character
(personal values). Universal values where the learners show
Skills mastered:
Identification skills – identify problem area and environmental problem.
Communication skills – communicate about problem and affects.
Problem-solving skills – provide ways to solve problem
Decisions-making skills – make decisions to solve problem
Critical thinking skills – use higher thinking to solve problem
Creative thinking skills – provide creative ways to solve problem
Personal and social skills - working together in groups.
Study skills - they studied the different environmental issues and
problems from different points of views to come up with a solution.
Physical skills - they talked and write about what they’ve been taught
and applied it correctly.
Numeracy skills - they collected, compared and sorted litter they have
found according to materials that can be recycled (universal colours)
and dispose litter/waste in an appropriate manner.
Cognitive skills - they have the ability to solve environmental problem
and to apply themselves to solve the problem.
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Learner Activities Introduction: The learners listen to the story of the Litter Bug
and answer my questions and ask me questions regarding the
story if needed. They provide feedback on the environmental
polluted poster and environmental pollution free poster.
Middle: Cooperative group work: learners go on a litter walk to
investigate where the most litter are found on the school ground.
Pick up litter around the school grounds and place in garbage
bags. Learners identify the areas on the school ground where
litter was mostly found on the map provided and which type of
litter was most common by using the type of litter sheet provided.
Back in the classroom the learners sort the litter according to the
universal recycling colours and dispose it correctly in the
recycling bins and participate in the discussions regarding the
time it takes for garbage to decompose in the environment.
Whole class take the bins to the area in the school where the
most litter was found.
Learners give me feedback on my question “why is it important to
protect our environment”.
In groups the learners have a brain storming session on my next
question “what can we do to protect our environment? Each
learner needs to participate and discuss this with follow group
members, they must find solutions to the problem in order to
protect the world and provide me with an example what they can
do. Each individual present his/her example orally.
The learners learn the song “Here comes a litterbug” and one
learner is the litterbug and the other learner is the neaterbug. The
neaterbug holds the paper bag for the litterbug to dispose some
of the litter (the litter they picked up, we hold some of it back for
this demonstration) while everyone is singing the song.
Conclusions:
The learners write a short easy in their workbooks on the topic:
“I went for an outdoor trip to ……….. and I saw………. “
and answer the questions underneath.
They also draw a picture of pollution free environment and put it
up against the wall in the hallway.
Resources: - Copies of the map of the school ground.
- Copies of the litter sheet
- Assorted highlighters.
- Environmental friendly bags for litter (to pick up litter)
- Copies of the song “Here comes a Litterbug”
- Storybooks of the Litter Bug
- Green, yellow, blue and red recycling bins (was donated)
- Hand wash disinfectant
- Overhead projector
- Workbooks
- A4 White paper
- Colouring pencils
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- Pres-tic
- Blue pens
- Environmental free Poster and an environmental polluted
poster
- Copies of the information sheet of the time it takes for garbage
to decompose in the environment.
- Copies of homework instructions
- Copies of the information on the environmental learning topic.
Assessment:
Formative Assessment (Formal Classroom Assessment/School-based Assessment)

(During the Project)
During the lesson I will monitor the learners learning to provide ongoing feedback that can be
used to improve my teaching and by doing that, I improve their learning. This will help the
learners to identify their strengths and weaknesses and target areas that need work and this will
help me to recognise where learners are struggling and address these problems immediately.
What I will do:
Ask questions to try to find out what the learners already know and understand about the
environment, pollution, water pollution, air pollution, soil pollution, ecosystems, littering.
“What is the environment”
Do you know what pollution is?”
What is litter?
What are the effects of litter?
Discussing a new concept: If there are learners who don’t know or understand the concepts, I
will explain to them. I will then ask them to submit one or two sentences using the words
“environment, pollution and litter to monitor their understanding.
Summative Assessment
I will determine the overall achievement of learners and learning success at the end of the
learning activity according to the following criteria:
Written products with rubric
1. An understanding of how litter/waste has impacted the environment.
Analyses the effect of littering

Describes the effects of littering
Lists the effects of littering
2. Provide appropriate examples of how litter/waste impacted the environment; provide some
detail about that example.
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One example
Two or more examples
Three or more examples
Oral communication with rubric

shows a comprehensive knowledge
shows a sound knowledge
shows a basic knowledge
Short vocabulary test
Peer evaluation
Correctly and independently uses
With occasional peer or teacher assistance, uses
With teacher guidance, attempts to use
Rating Code Description of Competence Percentage

7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 100
5 Substantial achievement 60 – 100
4 Adequate achievement 50 – 100
3 Moderate achievement 40 – 100
2 Elementary achievement 30 – 100
1 Not achieved 0 – 100
Home Work Learners have to tell a parent/caregiver about one effect of littering
that they have discovered with one solution how to prevent it. The
parent/caregiver must sign a document that this is completed.
The learners will also receive a vocabulary of 10 words regarding

environmental education with their definitions which they need to
learn at home. An assessment will be done on this using a spelling
test and their understanding of the words. (Test will be done written
or orally, depending on the diverse needs of the learners)
Vocabulary:
Awareness
Avoid
Environment
Litter
Observe
Pollution
Prevent
Solution
Recycle
Respect
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Teacher Reflection Does this lesson: Yes No

Meet the standards? 
This lesson reached the
goal, the learners is Engage all learners 
aware and understand Focus on essential understanding? 
that we must protect our Encourage higher-level thinking? 
environment, they are Teach literacy and reinforce basic skills? 
aware that they must Allow all learners to succeed? 
dispose litter/waste Use rubrics as an assessment tool with my 
appropriately and they learners
know the effects of Use clear, precise assessments? 
litter/waste on the
environment. They know
what they can do to help
the environment by not to
litter and pick litter up to
protect animals and
plants and so that they
can have clean water to
drink. They are
committed and they also
do this at home and
influence the community
by their positive
behaviour towards the
environment. The realise
this is an ongoing
approach and team
approach to save and
protect their world
together.
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Time it takes for garbage to decompose in the environment
 Glass Bottle: 1 million years

 Plastic Beverage Bottles: 450 years
 Aluminum Can: 80-200 years
 Foamed Plastic Cups: 50 years
 Tin Cans: 50 years
 Plastic Bag: 10-20 years
 Cigarette Butt: 1-5 years
 Apple Core: 2 months
 Newspaper: 6 weeks
 Orange or Banana Peel: 2-5 weeks
 Paper Towel: 2-4 weeks
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Bibliography:
- Declaration of the United Nations Conference on the Human Environment [link]

- http://www.unep.org/Documents.Multilingual/Default.Print.asp?documentid=97&articleid=1
503
- Hesselink F; Čeřovský J. Learning to change the future. A bird‘s eye view of the history of
the IUCN Commission on Education and Communication.. [link]
https://cmsdata.iucn.org/downloads/cec_history_30sept08_draft.pdf
- Neal P; Palmer J. 1994. The Handbook of Environmental Education. Routledge. London

and New York.
- Study Guide. 2016. Environmental Education. UNISA
- World Conservation Strategy. [link]

https://portals.iucn.org/library/efiles/html/wcs-004/section20.html
If you are thinking a year ahead, plant a seed.

If you are thinking a decade ahead, plant a tree.
If you are thinking a century ahead, educate the people.
(Chinese poem)
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PLAGIAATVERKLARING
Naam: Nadia Goltz
Studentenommer: 51271079
Modulekode: EDA3046
Werkopdragnommer: 2
Ek verklaar dat hierdie werkopdrag my eie, oorspronklike werk is. Waar ek bronmateriaal gebruik het,
is dit volledig en volgens die departementele voorskrifte erken. Ek begryp wat plagiaat beteken en is
bewus van die departementele beleid daaromtrent.
Handtekening:
Datum: 23 September 2016
KONTROLELYS
Merk telkens die toepaslike blok met ‘n regmerk (√).

JA NEE
Ek het alle bronmateriaal wat ek gebruik het (studiegids, studiebrief, internet, ander bronne)
√
erken.
I acknowledged all source material (study guide, tutorial letter, internet, other sources) used
in my assignment.
My werkopdrag bevat my eie bewoording ongeag of ek in ‘n groep saam met ander studente
√
gewerk het of nie.
Irrespective of whether I participated in a study group or not, the wording of the assignment
is my own.
Ek het die bronne wat ek in my werkopdrag gebruik het, aangedui deur die teks in
√
aanhalingstekens te plaas en/of deur verwysings volgens die Harvardverwysingstegniek.
I indicated all sources used in my assignment by placing the quote in inverted commas
and/or by providing the reference according to the Harvard method.
Ek het ‘n bibliografie van alle bronne wat ek gebruik het aan die einde van my werkopdrag
ingevoeg.
At the end of my assignment, there is a bibliography reflecting all the sources consulted.
√
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EDA3046 Marked assignment 2-1

educatinal law and professional ethics (University of South Africa)

StuDocu is not sponsored or endorsed by any college or university

Lecturers: 1. Dr S Shava at shavas@unisa.ac.za

Environmental education in the 20th century

1. In 1946 UNESCO (United Nations Education, Scientific and Cultural Organisations)

2. IUCN Conference in Paris 1948

3. Founding of IUCN in 1949

5. The Paris Biosphere Conference of 1968

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7. The United Nations Conference (1972).

8. The International Workshop on Environmental Education in 1975 (Belgrade

9. The Intergovernmental Conference on Environmental Education in 1977 (Tbilisi

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10. The World Conservation Strategy (1980).

13. The Moscow Conference (1987)

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14. Meeting of the Council of the European Community (1988)

Environmental education in the international arena: 1990 – 2002.

15. National Curriculum Documentation for Environmental Education was published in

i) “The National Curriculum Subject orders require teaching about environmental

16. The Earth Summit (1992).

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17. Environmental Responsibility: An Agenda for Further Higher Education

18. December 12, 1997: International Conference. Environment and Society:

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1. What environmental problems are observed in the school? [3]

The Environmental problems that I observed in the school are:

3. Management of the school ground:

2. Design an environmental education programme to address the three environmental

Situation in the school environment:

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3. Management of the school ground:

Energy over-consumption: electrical use is increased. Energy

Water over-consumption: it can lead to water scarcity which effects

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Lack of management of the school ground: Lack of biodiversity (lack

Proposed action The following problems will be addressed in the School:

2.1 Waste/littering - Plan is to reduce waste/litter by 30%.

2.2 Energy over-consumption - Plan is to reduce energy

2.3 Water over consumption - Plan is to reduce water

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The main message is to re-connect learners with nature by reduce

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3.2 Where and how is the resource obtained? (1)

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Environmental Topic: Pollution (land, soil, water and noise)

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Briefly discuss learning in environmental education under the following headings:

5.1 Principles for environmental learning (3)

5.2 Environmental learning strategies or approaches (4)

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5.4 Multiple intelligence in environmental education (6)

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5.5 Assessment strategies/methods in environmental education (4)

CAPS Phase: Grade 3 Subject: Life Orientation Environmental Topic: Pollution