EDA3046/101/3/2017

Tutorial Letter 101/3/2017

Environmental Education

EDA3046

Semesters 1 and 2

Department of Science and

Technology Education
Semester 1 and 2

IMPORTANT INFORMATION:

This tutorial letter contains important information

about your module.

BARCODE

CONTENTS
CONTENTS Page

1. INTRODUCTION AND WELCOME ………………………………………………… 3

2. PURPOSE AND OUTCOMES ………………………………………………………. 4
3. LECTURERS AND CONTACT DETAILS …………………………………………. 4
4. RESOURCES ………………………………………………………………………..... 5
5. STUDENT SUPPORT SERVICES ………………………………………………… 6
6. STUDY PLAN …………………………………………………………………………. 7
7. PRACTICAL WORK AND WORK-INTEGRATED LEARNING …………………. 7
8. ASSESSMENTS ……………………………………………………………………… 7
9. FREQUENTLY ASKED QUESTIONS ……………………………………………... 10
10. CONCLUSION ………………………………………………………………………… 11

ANNEXURE A: FIRST SEMESTER COMPULSORY ASSIGNMENTS

ANNEXURE B: SECOND SEMESTER COMPULSORY ASSIGNMENTS

2
 EDA3046/101

1. INTRODUCTION AND WELCOME

Dear Student

A hearty welcome to this module that deals with Environmental Education in formal education. I
think by now all citizens are aware of the severe environmental challenges facing us, of which
global warming, acid mine water drainage and many types of pollution are just a few. We believe
that the only way to counter this is to infuse school children with positive attitudes towards the
environment and to empower them with the knowledge and skills to live sustainably. The best
place to ensure that this happens is in the school setting and the people that are in the best
position to achieve this are teachers. It is our aim to prepare you to become an informed and
enthusiastic environmental educator who can inspire children to be aware of the many
environmental issues and to do something about them.

Distance education has its challenges, but at Unisa we endeavour to overcome this by allowing
you contact with the lecturers by telephone, fax, e-mail, discussion forums and even personal
visits when possible. You are therefore invited to direct any academic queries to the lecturer of
this course. It is our ardent wish that you will find this course interesting and rewarding and that
you will become a champion for the environment.

This tutorial letter (101) contains important information about the scheme of work, resources and
assignments for this module. The actual assignments, assessment standards, instructions for the
completion and submission of assignments, the prescribed study material and all other resources
form part of this tutorial letter. It also contains certain general and administrative information
about this module. Read it carefully and keep it at hand when working through the study material,
doing the assignments, preparing for the examination and addressing questions to your lecturers.

Please read Tutorial Letter 301 in combination with this tutorial letter as it contains valuable
information and guidelines for studying at a distance in the College of Education.

You must please read all tutorial letters you receive during the course of the year immediately
and carefully, as they always contain important, and sometimes urgent, information.

We sincerely hope that you will enjoy studying this module and wish you all the best.

3
 2. PURPOSE AND OUTCOMES

The purpose of this module is to ensure that you are able to integrate environmental education
into your teaching subjects, and thereby creating caring attitudes towards the environment
amongst your learners.

On completion of this module you should therefore be able to integrate environmental education
into lesson plans, learning activities and assessment activities in your teaching subjects in such a
way that you empower learners to change their attitudes towards the environment and enable
them to live sustainable lives.

3. LECTURERS AND CONTACT DETAILS

3.1. Lecturers

You are most welcome to contact your lecturers when you encounter any academic problems
with your studies or assignments. You may write to them, phone them or visit them. When you
plan to visit your lecturers, you should first make an appointment. Your lecturers are:

Dr S Shava
Telephone number: 012 429 4782
E-mail: shavas@unisa.ac.za

Mrs N Madiya
Telephone number: 012 429 4698
E-mail: madiyn@unisa.ac.za

Send letters to:

The Module Leader (EDA3046)

Department of Science and Technology Education
PO Box 392
UNISA
0003

3.2 Contact details of the Department of Science and Technology Education

You can phone the departmental secretary at 012-429-4594 or send a fax to 012-429-4922.

3.3. The University

You should direct telephonic inquiries about administrative matters to the relevant department.
Please refer to the brochure, my Studies @ Unisa which you received with your study material.
This brochure contains information on how to contact the University (e.g. to whom you can write
for different queries, important telephone and fax numbers, addresses and details of the times
certain facilities are open.)

4
 EDA3046/101

Always have your student number at hand when you contact the University.

 Fax number (RSA): 012-429-4150

 Fax number (international): +27 12 429 4150
 E-mail: study-info@unisa.ac.za

4. RESOURCES
4.1 A Study guide and follow-up tutorial letters

The Department of Despatch should supply you with the following study material for this
module:

 A study guide: Environmental Education

 Tutorial Letter 101/2017 (in which you will find the assignments you are required to do)
 Tutorial Letter 201/2017 (read both 101 and 201 – they contain important information)
 A number of tutorial letters, which you will receive in the course of the year. These
tutorial letters will not be available at registration, but will be sent to you during the
course of the year.

Remember that you can view the study guide and tutorial letters for the modules for which
you are registered on the University's online campus, myUnisa, at http://my.unisa.ac.za.

4.2 Prescribed books

The following book is prescribed and you should purchase it, since the curriculum is largely
based on the book:

Loubser, C.P. (Ed). 2013 (or later reprints). Environmental Education for
Sustainability. Pretoria: Van Schaik.

An earlier version of the book is also available:

Loubser, C.P. (Ed). 2005 (or later reprints). Environmental education: Some South
African perspectives. Pretoria: Van Schaik.

However, we recommend that you purchase the latest version of the book.

Please refer to the list of official booksellers and their addresses in my Studies @ Unisa.

You are reminded that you are free to use any source, such as school textbooks, relevant to
the content of this course.

4.3 myUnisa resources

Go to the myUnisa site for this module and look under "Official Study Materials" and
"Additional Resources". You are also advised to keep a lookout for any additional
information on the course under "Announcements".

5
4.4 Electronic reserves (e-reserves), recommended books and reading lists

There are no e-reserves, recommended books or reading lists for this module.

5. STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at Unisa (e.g.
student counselling, tutorial classes, language support), please consult the publication my
Studies @ Unisa, which you received with your study material.

5.1 Contact with fellow students via study groups

It is advisable to have contact with fellow students. One way to do this is to form study groups.
The addresses of students in your area may be obtained from the following department:

Directorate: Student Administration and Registration

PO Box 392
UNISA
0003

5.2 myUnisa

If you have access to a computer that is linked to the internet, you can quickly access resources
and information at the University. The myUnisa learning management system is Unisa's online
campus that will help you to communicate with your lecturers, with other students and with the
administrative departments of Unisa – all through a computer and the internet.

To go to the myUnisa website, start at the main Unisa website (http://www.unisa.ac.za) and
then click on "Login to myUnisa" on the right-hand side of the screen. This should take you to
the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.
Please consult the publication my Studies @ Unisa for more information on myUnisa.

5.3 Tutorials

Unisa offers e-tutor services to students as additional academic support. These are available
online on the myUnisa website. Unisa regional centres are available across the country for
internet access and additional academic support. For information on a learning centre near you,
please consult the Directorate Curriculum and Learning Development at telephone number
+27 12 429 2869. For more information on tutorials consult the brochure my Studies @ Unisa.

5.4 Videoconferencing

Unisa is currently providing tutorials by means of videoconferencing at some of its learning

centres. This mode of delivery will be used as and when necessary. Videoconferencing is
used to provide "live" tutorial support for learners who live in remote areas. It is a viable
technology for providing quality support while reducing costs.

There is no "significant difference" in the results gained by distance learners and those who
have been taught in a traditional face-to-face environment (The Worldwide Classroom, Fiona
Perrin, Summer 1988, p.7).
6
 EDA3046/101

6. STUDY PLAN
My Studies @ Unisa contains valuable information on where to begin with your studies. Please
take some time to read through the 11 steps suggested in this document.
I suggest that you take note of the closing dates for all the assignments that you have to submit
this year and that you compile a study plan for each module according to the due dates. You
can use the following as a guideline for planning your studies for EDA3046:

Period (Semester 1) Activity

February 2017 Familiarise yourself with the study material by scanning through the
study guide and the prescribed book.
Visit the discussion forum on myUnisa.
April 2017 Complete and submit Assignment 01 before or on 07 April.
Remember to take part in the discussion forum on myUnisa.
Complete and submit Assignment 02 by 28 April. I suggest that you
contact your fellow students via myUnisa and compare and discuss
your answers.
May – June Prepare for and write the examination.
Period (Semester 2) Activity
August 2017 Familiarise yourself with the study material by scanning through the
study guide and the prescribed book.
Visit the discussion forum on myUnisa.
Complete and submit Assignment 01 before or on 25 August.
September 2017 Remember to take part in the discussion forum on myUnisa.
Complete and submit Assignment 02 by 22 September. I suggest
that you contact your fellow students via myUnisa and compare and
discuss your answers.
October – November Prepare for and write the examination.

7. PRACTICAL WORK AND WORK-INTEGRATED LEARNING

There is no practical teaching for this module.

8. ASSESSMENTS
8.1 Assessment standards for environmental education

You have to demonstrate in your assignments and in the examination that you are able to do
the following:

 Explain concepts associated with the environment and environmental education.

 Describe the origins and development of environmental education.
 Apply principles of environmental education in practice.
 Instil a positive environmental ethic in your learners.
 Integrate environmental education in your teaching subjects.

7
8.2 Assignments

For general information and requirements as far as assignments are concerned, see the
brochure my Studies @ Unisa.

8.2.1 Submission of assignments

Closing dates for submission of assignments for semester 1:

Date on which the assignment should reach Unisa

Assignment number Submission date
01 (compulsory) 07 April 2017
02 (compulsory) 28 April 2017

Closing dates for submission of assignments for semester 2:

Date on which the assignment should reach Unisa

Assignment number Submission date
01 (compulsory) 25 August 2017
02 (compulsory) 22 September 2017

8.2.2 Extension for submission of assignments

NO EXTENSION OF TIME CAN BE GRANTED FOR ASSIGNMENTS.

It will take you quite a while to complete your assignments. Therefore, you should start on
them in good time. The main part of the exam paper is based on your assignments. You will
undoubtedly benefit from spending time on your assignments. Please note that the
examination will be based on both assignments, the study guide as well as the prescribed
book.

8.2.3 Instructions for submitting assignments

You may submit written assignments and assignments done on mark-reading sheets either by
post or electronically via myUnisa. Assignments may NOT be submitted by fax or e-mail.
Please remember to allocate exactly the same number (that is Assignment 01 and 02) to an
assignment as the one provided in the tutorial letter. For example, even if Assignment 02 is
the first assignment that you submit for the year, you must still number it 02 and not 01.

Assignments submitted by post should be addressed to:

Assignments
PO Box 392
UNISA
0003

8
 EDA3046/101

To submit an assignment via myUnisa:

 Go to myUnisa
 Log in with your student number and password
 Select the module
 Click on "Assignments" in the left-hand menu
 Click on the assignment number you want to submit
 Follow the instructions on the screen

PLEASE NOTE: When the Assignments Section at Unisa receives your assignment it is
recorded on the assignment system and an SMS is sent automatically to the cellphone
number you provided at registration. If you do not receive an SMS you must contact the
Assignments Section immediately to determine what happened to your assignment. Please
do not contact the lecturer in this regard.

8.2.4 Plagiarism

It is unethical (and unacceptable) to hand in assignments that are not your own work, and
whenever the University becomes aware of such malpractices it will take stern measures
against the student concerned. Although students may work together when preparing
assignments, each student must write and submit his or her own individual assignment.

8.2.5 The role of assignments

Assignments are seen as part of the learning material for this module. As you do the
assignment, study the reading texts, consult other resources, discuss the work with fellow
students or tutors or do research, you are actively engaged in learning. Looking at the
assessment criteria given for each assignment will help you to understand what is required of
you more clearly.

Feedback on the assignments will be provided in different ways. You will receive the correct
answers automatically for multiple-choice questions. For written assignments, markers will
comment constructively on your work. However, feedback on compulsory assignments will be
sent to all students registered for this module in a follow-up tutorial letter, and not only to those
students who submitted the assignments. The tutorial letters will be numbered 102, 103, and
so forth. As soon as you have received the feedback, please check your answers. The
assignments and the feedback on these assignments constitute an important part of your
learning and should help you to be better prepared for the next assignment and the
examination.

8.3 Examinations

Please study the my Studies @ Unisa brochure for general examination guidelines and
examination preparation guidelines.

9
8.3.1 Examination admission and the format of the examination paper

In order to prepare for the examination you should submit all the assignments. You will,
however, be admitted to sit for the examination by completing and submitting Assignment 01
on or before the due date.

The duration of the examination paper is two hours and the mark allocation is 100 marks. For
the examinations you have to study the prescribed book, the study guide, tutorial letters and
the assignments. You will receive a tutorial letter that will explain the format of the paper and
set out clearly what material you have to study for examination purposes.

8.3.2 Semester mark

The marks obtained for Assignment 02 count 20% of your final mark for this module.

8.3.3 Subminimum in the examination

The examination counts 80% of your final mark for this module. In the examination you should
obtain a minimum of 40% to pass. In other words, if you have a year mark of 90%, but you
obtain less than 40% in the examination, you will not pass. If you do not obtain 40% in the
examination, your year mark will not be taken into consideration. In other words if you get
38% in the examination, your final mark will be 38% even though you had a year mark of
100%.

8.3.4 Examination period

This module is a semester module. This means that students enrolled for the first semester
will write the examination in May/June 2017 and students enrolled for the second semester will
write the examination in October/November 2017. During the year you will receive information
regarding the examination in general, examination dates, times and venues.

8.3.5 Previous examination papers

Previous examination papers are available on myUnisa. I advise you, however, not to focus
on old papers too much, because a new paper is set every year. You may, however, accept
that the type of questions that will be asked in the examination will be similar to those asked in
the assignments.

9. FREQUENTLY ASKED QUESTIONS

The my Studies @ Unisa brochure contains an A-Z guide of the most relevant information.

The following are frequently asked questions in this module (EDA3046):

Question: I need extension of time for my assignment.

Answer: It is not possible to give extension of time.

Question: I do not have internet access.

Answer: You can access the internet at all Unisa's regional offices.

10
 EDA3046/101

Question: I am not sure if my assignment was received by Unisa.

Answer: Consult my Studies @ Unisa for enquiries about assignments or look on myUnisa.

10. CONCLUSION
Please feel free to contact the lecturer if you encounter any academic problems.

Good luck with your studies.

Lecturing team for 2017

11
APPENDIX A: FIRST SEMESTER COMPULSORY ASSIGNMENTS

ASSIGNMENT 01

Use a mark-reading sheet to answer this assignment.

FIRST SEMESTER

ASSIGNMENT 01 (20 MARKS)

Due date: 07 April 2017

Unique number: 863116

If you do not submit this assignment on time you will

unfortunately not be allowed to write the examination.

The purpose of this assignment is to give you a brief overview of the module as you will have
to page through your study guide and prescribed book to find the answers. The assignment is
marked by a computer.

Choose the correct answer:

1. Which aspects best describe a holistic environment?

1. Houses, people, jobs, money

2. Knowledge, culture, language, people
3. Buildings, properties, farms, shops
4. Rivers, parks, dams, seas
5. Biophysical, social, political, economic

2. Which of the following aspects best define the emphasis of environmental

education?

1. Education about plants, animals, parks, birds, reptiles, rivers, wetlands, and seas
2. Education about environment, knowledge, skills, values, attitudes, behaviour,
decision making and action
3. Education about people, economics, politics, houses, consumers, properties, jobs
and money
4. Education about society, community, culture, language, race, ethnicity, rights, and
religion

3. When was the Environmental Education Association of Southern Africa (EEASA)

formed?

1. 1970
2. 1982
3. 1989
4. 1994
5. 2002
12
 EDA3046/101

4. At which one of the following conferences were TWELVE guiding principles for
environmental education given?

1. Belgrade Conference
2. Moscow Conference
3. Tbilisi Conference
4. Rio de Janeiro Earth Summit
5. Johannesburg Earth Summit

5. Which of these statements are false? We have to teach environmental education

because …

1. the education department has indicated so in the principles of the National

Curriculum Statement.
2. it is enshrined by the South African Constitution.
3. of the many environmental issues and risks.
4. there is international pressure to do so.

6. Which university in South Africa was the first to offer environmental education
programmes?

1. North West University

2. University of South Africa
3. University of Stellenbosch
4. Rhodes University

7. Which one of the following takes 10 to 30 years to break down if it is exposed to

the ultraviolet rays of the sun?

1. Combustible waste
2. Non-biodegradable waste
3. Biodegradable waste
4. Non-combustible waste

8. Which of the following refers to biodiversity?

1. soil and water

2. plants and animals
3. air and sky
4. buildings and cars

9. Ecology is the _____ between living organisms and their environment, as well
as the interrelationship between living organisms.

1. changes
2. interaction
3. stress
4. interplay

13
10. Which one of the following causes acid rain?

1. Deforestation
2 Soil erosion
3. Water pollution
4. Coal power stations

11. Which term best explains that all plants and animals rely on their habitat for food,
water, shelter, reproduction and space?

1. Biosphere
2. Biodiversity
3. Biome
4. None of the above.

12. At which one of the following conferences was Agenda 21 developed?

1. Belgrade Conference
2. Tbilisi Conference
4. Rio de Janeiro Earth Summit
5. Johannesburg Earth Summit

13. Which one of the following is the gradual increase of the average air temperature
in the earth's lower atmosphere?

1. Greenhouse effect
2. Globalisation
3. Global effect
4. Global warming

14. International concern about the hole in the ozone layer was so great that in 1988
some 40 countries signed an agreement called the _____.

1. Johannesburg Earth Summit Protocol

2. Rio Protocol
3. Tbilisi Protocol
4. Montreal Protocol

15. In which summit did richer countries commit themselves, for instance, to halving
the number of people without clean drinking water or sanitation?

1. United Nations Education, Scientific and Cultural Organisation (UNESCO)

2. World Summit on Sustainable Development (WSSD)
3. Wildlife and Environmental Society of South Africa (WESSA)
4. EEASA (Environmental Education Association of Southern Africa)

14
 EDA3046/101

16. The durable, universally acceptable definition of environmental education is the

one developed by the _____.

1. World Wide Fund for Nature (WWF)

2. United Nations Environment Programme (UNEP)
3. International Union for Conservation of Nature (IUCN)
4. World Commission on Environment and Development (WECD)

17. Some of the important communication skills that need to be mastered include
_____.

1. collecting, classifying and analysing data

2. interpreting statistics
3. presenting information orally and in writing
4. clarifying and adapting

18. Environmental education can be integrated in _____.

1. Social sciences only

2. Natural sciences only
3. Geography only
4. All subjects

19. Which factor influence the survival of a population?

1. Poverty
2. Pollution
3. Carrying capacity
4. Urbanisation

20. Which disease has made a spectacular comeback, after a successful campaign to
curb it?

1. TB
2. Malaria
3. Cholera
4. HIV

15
ASSIGNMENT 02

FIRST SEMESTER

ASSIGNMENT 02 (100 MARKS)

Due date: 28 April 2017

Unique number: 762845

This assignment is compulsory and contributes

20% to your final mark for this module.

QUESTION 1

What international events influenced the development of environmental education and

education for sustainability? List (point-wise) the key development and events in a short
one-page account, providing the relevant names of events and dates/years in which they
took place. [20]

Assessment guide: Be very specific in your answer, for instance by referring to

conferences, conventions, commissions, and summits and what each entailed or
contributed.

QUESTION 2

The IUCN defines environmental education as follows:

Environmental education is a process during which values are discovered and

concepts are explained in order to develop skills and attitudes pertaining to an
appreciation of the relationship between man, his culture and his biophysical
environment. Environmental education also includes the practice of decision
making and the formulation of a personal code of conduct on matters affecting the
quality of the environment.

In a school context, you observe the following:

 Paper and litter is strewn over the whole school and the school grounds are unkempt
 Lights are left on in classrooms and offices after school hours
 Taps are usually left dripping

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:

2.1 What values you can teach the school in relation to the observed environmental
issues?

2.2 What skills need to be developed to address the problems?

16
 EDA3046/101

2.3 What attitudes need to be developed in the school?

2.4 What decisions need to be made by the school management to address these
issues?

2.5 What code of conduct needs to be developed for learners in the school to address
these issues?

QUESTION 3

Read the report on the environmental issue given below and answer the questions that
follow:

Is there blood in your mobile phone?

The components controlling the flow of electricity in mobile phones are composed of the
refined mineral known as coltan. With more people using mobile phones, the demand for
coltan has increased significantly.

Mobile phones fuel Congo conflict

The largest reserves of coltan are to be found in the Democratic Republic of Congo (DRC),
and much of the finance sustaining the civil wars in Africa, especially in the DRC, is directly
connected to coltan profits. Coltan is extracted under terrible working conditions in the
mines in Eastern Congo. The United Nations reports that child labour in Africa has
significantly increased in coltan mines. In some regions of the DRC, about 30 percent of
school children are now forced to work in the mines. This negatively affects schooling
among school-aged children.

It can be dangerous to ask questions

“The control over these resources works through maintaining local militia and exploiting
cheap labour to excavate the mines,” says Leslie Grange, DanChurchAid Country
Coordinator in the DRC. Attempting to oppose these practices locally is very risky business,
as DanChurchAid’s former partner Heritiers de la Justice knows all too well since they have
experienced several assassinations of their staff members in the recent years. “Only
international pressure may stop this development,” says Leslie Grange.

International pressure is important

When Denmark became a member of the United Nations (UN) Security Council, the Danish
government put actions to promote peace and stability in Africa on top of the agenda, and
they promised to put a focus on the role natural resources play as a cause to many
conflicts. Income from oil, diamonds, ivory and export woods continues to fuel armed
conflicts.

A call to action
However, Denmark has not managed to convince the UN Security Council to strengthen the
present activities. Therefore the Danish Development Non-Governmental Organisations
(NGOs) now call on the Minister of Foreign Affairs to bring the issue to the table and to
work for more efficient tools for the UN to punish those who make profit out of conflict
resources. The NGOs also call for a permanent position within the UN, with a mandate to

17
work for prevention of conflicts financed by natural resources such as oil, ivory, woods and
minerals. Mattias Suiderberg msd@dca.dk

QUESTION 3

3.1 What is the natural resource that is at the heart of the issue discussed above? (1)

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

3.3 From the passage identify two (2) issues for each of the following environmental
dimensions:

3.3.1 Social (4)

3.3.2 Political (4)

3.3.3 Economic (4)

3.4 What has been the effect in the Eastern Congo of using child labour in coltan
mines? (2)

3.5 What happens to most of the profits that are made from selling coltan to
outside countries? (1)

3.6. What other natural resources are causing many conflicts in Africa? (1)

[20]

QUESTION 4

Discuss how you can apply five (5) Tbilisi 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 following framework
for your answer:

Environmental topic:
Tbilisi principle Application of the principle to the topic
1.

2.

3.

4.

5.

18
 EDA3046/101

QUESTION 5

Discuss learning in environmental education under the following headings:

5.1 Environmental learning strategies or approaches (3)

5.2 Principles for environmental learning (4)

5.3 Learners (6)

5.4 Inclusive learning in environmental education (3)

5.5 The learning environment in environmental education (4)

[20]

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 a lesson where you indicate how an environmental theme can be taught in
your subject. The following should receive attention:

 Indicate the environmental topic (e.g. pollution, global warming, acid mine water,
desertification, deforestation, overuse of resources, e.g. overfishing.)
 Indicate the lesson aims (identify the relevant environmental skills, knowledge,
attitudes and values to be addressed by the lesson)
 Indicate the environmental content you will use to present the lesson.
 Include learning activities for the introduction, middle and conclusion of the lesson.
 Include teacher activities for the introduction, middle and conclusion of the lesson.
 Integrate at least two Tbilisi principles in your lesson (how two Tbilisi principles can
be used in the school context?).
 Indicate the values you would like learners to accept (e.g. care for the environment
or action on behalf of the environment).
 Indicate the environmental concepts you would like learners to understand and
indicate how you will go about teaching the concepts (e.g. biodiversity or
environment).
 Indicate the skills learners should master (e.g. learners must be able to make
compost, start a food garden or recycle paper).
 Reflect on how successful you were in integrating environmental education in your
lesson.

19
 Recommended lesson planning scheme: It is preferable that you use this scheme to
answer the assignment.

CAPS phase: GRADE: SUBJECT: TOPIC:

Lesson theme:
LESSON AIMS: (identify the relevant Learners must be able to:
environmental skills, knowledge, attitudes
and values to be addressed by the
lesson)

CONTENT: (Describe the learning/subject CONTEXT: (Explain how you are going to take context
content, e.g. The importance of the into consideration, e.g. rural or urban area, rich or poor,
natural environment and its resources for barriers to learning, diversity of learners. If you are not a
our survival. Do it in detail. Include all practising teacher, you have to describe an imaginary
texts or study material that you are going context.)
to use.) Include environmental concepts
e.g. pollution, biodiversity.
TEACHER ACTIVITIES LEARNER RESOURCES
ACTIVITIES
Introduction: Introduction: (Discuss the resources you are
Middle: Middle: going to use, e.g. dictionaries,
Conclusion: Conclusion: chalkboard. Include all
(Describe what you are going to do, e.g. (Describe what the pictures, texts, transparencies,
write down the title of the poem on the learners are going to etc.)
writing board, ask the following questions do and learn during
...., assess learners by..., etc.) the introductory,
middle and
In the lesson specify: concluding phase of
Which Tbilisi principles were used and how? the lesson, e.g.
Which values were inculcated? Introduction:
Which skills were mastered? learners brainstorm
ways in which
pollution can be
stopped, because
they are going to
study a poem on
pollution. Learners
read the poem
silently. Learners
respond individually
by giving a written
account of their
ideas/emotions after
reading the poem and
of the aspects they
did not understand.
Learners share these
responses with each
other in small groups.
Middle phase: The
teacher and learners
discuss the poem.
Learners work in
groups to ..., etc.
Concluding phase:
Learners write their
own poem ...)

20
 EDA3046/101

Assessment task (based on the assessment guidelines): assessment should use the relevant verbs as
outlined in the CAPS document in the tasks or assessment that you set. (Explain how you intend to do
formative assessment and summative assessment. Include assessment rubrics, if applicable, e.g. a rubric to
assess the poem they wrote.)
Homework: (Clearly indicate homework to be done.)
Teacher reflection, e.g. Was I successful in making learners aware of the importance of looking after our
natural environment?

Assessment instrument that will be used to assess Assignment 02:

Assessment criterion Descriptor Descriptor

Environmental theme No environmental theme (0) A relevant environmental theme

was chosen (1)
Learning aims No learning aims were given or irrelevant/ Relevant learning aims from the
wrong outcome were given (0) subject were given (2)

Tbilisi principles No Tbilisi principles (0) Two Tbilisi principles used

One Tbilisi principle used, but not relevant (0) correctly (2)
One Tbilisi principle used correctly (1)
Environmental concepts No environmental concepts and content (0) Two or more relevant
and environmental Some relevant environmental concepts and environmental concepts used and
content content included (1) environmental content described
(3)
Learner activities No learner activities described (0) Learner activities described for
Some learner activities described (1) introduction, middle and
conclusion of lesson (3)
Teacher activities No teacher activities (0) Teacher activities for introduction,
Some teacher activities (1) middle and conclusion of lesson
(3)

Values No values (0) Two values relevant to the theme

One value that is relevant to the theme (1) were used correctly (2)
Skills No skills included (0) At least one skill aligned with the
theme included (1)
Assessment No assessment (0) One assessment during the lesson
One assessment given (0) (formative) and one assessment
after the lesson (summative) (2)
Reflection No reflection (0) Reflection on success of
integration of environmental
education in the subject (1)
[20]

21
APPENDIX B: SECOND SEMESTER COMPULSORY ASSIGNMENTS

ASSIGNMENT 01

Use a mark-reading sheet to answer this assignment.

SECOND SEMESTER

ASSIGNMENT 01 (20 MARKS)

Unique number: 656336

Due date: 25 August 2017

If you do not submit this assignment on

time you will unfortunately not be
allowed to write the examination.

The purpose of this assignment is to give you a brief overview of the module as you will have to
page through your study guide and prescribed book to find the answers. The assignment is
marked by a computer.

Choose the correct answer:

1. Which of the following are biophysical components of the environment?

1. Houses, people, jobs, money

2. Knowledge, culture, language, people
3. Buildings, properties, farms, shops
4. Politicians, economists, scientists, sociologists
5. Plants, animals, rivers, seas

2. Which of the following statements best describes environmental education?

1. Education about plants, animals, parks, birds, reptiles, rivers, wetlands, and
seas
2. Education about environmental knowledge, skills, values, attitudes,
behaviour, decision making and action
3. Education about people, economics, politics, houses, consumers, properties,
jobs and money
4. Education about society, community, culture, language, race, ethnicity,
rights, and religion

3. Which year was the Environmental Education Association of South Africa

(EEASA) formed?

1. 1970
2. 1982
3. 1989

22
 EDA3046/101

4. 1994
5. 2002

4. At which one of the following conferences were t h e N G O principles for

environmental education formulated?

1. Belgrade Conference
2. Moscow Conference
3. Tbilisi Conference
4. Rio de Janeiro Earth Summit
5. Johannesburg Earth Summit

5. Which state policy document states that every citizen has a right to
healthy environment?

1. The Environmental Management Act

2. The South African Constitution
3. The White Paper on Environmental Management
4. The National Curriculum Statement

6. Which was the first university in South Africa to initiate environmental

education programmes in their curriculum?

1. North West University

2. University of South Africa
3. University of Stellenbosch
4. Rhodes University

7. Which learning area refers to the role of environmental education in its

curriculum as "Considers the importance of cultural and natural heritage"?

1. Natural sciences
2. Social sciences
3. Arts and Culture
4. Languages

8. Which of the following 'sciences' uses environmental education to make

people understand their behaviour in the environment?

1. Empirical sciences
2. Hermeneutical sciences
3. Critical sciences
4. Physical sciences

23
9. Ecology is the _____ between living organisms and their environment, as
well as the interrelationship between living organisms.

1. changes
2. interaction
3. stress
4. interplay

10. Which one of the following causes acid rain?

1. Deforestation
2. Soil erosion
3. Agriculture
4. Coal power stations

11. Which term best describes plants and animals that are introduced from
another continent that become invasive and replace indigenous species?

1. Exotic species
2. Extra-terrestrials
3. Wild species
4. Alien invasive species

12. Which one of the following takes 80 to 100 years to break down if it is exposed
to the ultraviolet rays of the sun?

1. Combustible waste
2. Biodegradable waste
3. Non-combustible waste
4. All of the above.

13. Which one of the following is the permanent destruction of indigenous

forests?

1. Desertification
2. Degradation
3. Denudation
4. Deforestation

14. International concern about the hole in the ozone layer was so great that in
1988 some 40 counties signed an agreement called the _____.

1. Johannesburg Earth Summit Protocol

2. Rio Protocol
3. Tbilisi Protocol
4. Montreal Protocol

24
 EDA3046/101

15. In which summit did richer countries commit themselves, for instance, to
halving the number of people without clean drinking water or sanitation?

1. United Nations Education, Scientific and Cultural Organisation (UNESCO)

2. World Summit on Sustainable Development (WSSD)
3. Wildlife and Environmental Society of South Africa (WESSA)
4. Environmental Education Association of Southern Africa (EEASA)

16. Sustainable development is best described as _____.

1. development that carries on forever

2. development without limitations
3. development that meets the needs of the present generation without
compromising future generations
4. development that is constant

17. Which of the following does not cause habitat loss?

1. Agriculture
2. Pollution
3. Conservation
4. Poaching

18. Biodiversity is best defined as the variety of _____ on earth.

1. insects
2. plants
3. animals
4. life

19. Which of the following is not a natural ecological cycle?

1. Water cycle
2. Nitrogen cycle
3. Plastic cycle
4. Carbon cycle

20. Which one of the following is the greatest health threat in southern Africa?

1. TB
2. HIV
3. Cholera
4. Malaria

25
ASSIGNMENT 02

SECOND SEMESTER

ASSIGNMENT 02 (100 MARKS)

Unique number: 726028

Due date: 22 September 2017

This assignment is compulsory and contributes

20% to your final mark for this module.

QUESTION 1

Explain the international events that have contributed to the development of environmental
education and education for sustainability. List (pointwise) 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]

Assessment guide: Be very specific in your answer, for instance by referring to

conferences, conventions, commissions, and summits and what each entailed or
contributed.

QUESTION 2

In a school context, you observe the following:

 Paper and litter is strewn over the whole school and the school grounds are unkempt
 Lights are left on in classrooms and offices after school hours
 Taps are usually left dripping

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]

2. Design an environmental education programme to address the three
environmental issues in the school. Your programme should include the following:
a. An explanation of the possible effects of each environmental issue if left
unattended [3]
b. A description of the proposed action plan to address each problem [5]
c. The environmental education and sustainability messages that the
programme is intended to put across to the learners [5]

[15]

26
 EDA3046/101

QUESTION 3

Read the report on the environmental issue given below and answer the questions that
follow:

Is there blood in your mobile phone?

The components controlling the flow of electricity in mobile phones are composed of the
refined mineral known as coltan. With more people using mobile phones, the demand for
coltan has increased significantly.

Mobile phones fuel Congo conflict

The largest reserves of coltan are to be found in the Democratic Republic of Congo (DRC),
and much of the finance sustaining the civil wars in Africa, especially in the DRC, is directly
connected to coltan profits. Coltan is extracted under terrible working conditions in the
mines in Eastern Congo. The United Nations reports that child labour in Africa has
significantly increased in coltan mines. In some regions of the DRC, about 30 percent of
school children are now forced to work in the mines. This negatively affects schooling
among school-aged children.

It can be dangerous to ask questions

“The control over these resources works through maintaining local militia and exploiting
cheap labour to excavate the mines,” says Leslie Grange, DanChurchAid Country
Coordinator in the DRC. Attempting to oppose these practices locally is very risky business,
as DanChurchAid’s former partner Heritiers de la Justice knows all too well since they have
experienced several assassinations of their staff members in the recent years. “Only
international pressure may stop this development,” says Leslie Grange.

International pressure is important

When Denmark became a member of the United Nations (UN) Security Council, the Danish
government put actions to promote peace and stability in Africa on top of the agenda, and
they promised to put a focus on the role natural resources play as a cause to many
conflicts. Income from oil, diamonds, ivory and export woods continues to fuel armed
conflicts.

A call to action
However, Denmark has not managed to convince the UN Security Council to strengthen the
present activities. Therefor the Danish Development Non-Governmental Organisations
(NGOs) now call on the Minister of Foreign Affairs to bring the issue to the table and to
work for more efficient tools for the UN to punish those who make profit out of conflict
resources. The NGOs also call for a permanent position within the UN, with a mandate to
work for prevention of conflicts financed by natural resources such as oil, ivory, woods and
minerals. Mattias Suiderberg msd@dca.dk

QUESTIONS

3.1 What is the natural resource that is at the heart of the issue discussed above? (1)

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

27
3.3 From the passage identify two (2) issues for each of the following environmental
dimensions:

3.3.1 Social (4)

3.3.2 Political (4)
3.3.3 Economic (4)

3.4 What has been the effect in the Eastern Congo of using child labour in coltan
mines? (2)

3.5 What happens to most of the profits that are made from selling coltan to
outside countries? (1)

3.6. What other natural resources are the cause of many conflicts in Africa (1)

[20]

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:
NGO forum principle Application of the principle to the topic
1.

2.

3.

4.

5.

QUESTION 5

Briefly discuss learning in environmental education under the following headings:

5.1 Principles for environmental learning (3)

28
 EDA3046/101

5.2 Environmental learning strategies or approaches (4)

5.3 Learning styles of learners (3)

5.4 Multiple intelligence in environmental education (6)

5.5 Assessment strategies/methods in environmental education (4)

[20]

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. The following should receive
attention:

o Indicate the environmental topic (e.g. air/land/water pollution, global warming, acid
mine drainage, alien invasive plants, desertification, deforestation, overuse of
resources, e.g. overfishing or overharvesting of medicinal plants).
o Indicate the lesson aims (identify the relevant environmental skills, knowledge,
attitudes and values to be addressed by the lesson)
o Indicate the environmental content you will use to present the lesson.
o Include learning activities for the introduction, middle and conclusion of the lesson.
o Include teacher activities for the introduction, middle and conclusion of the lesson.
o Integrate at least two NGO forum principles in your lesson (how two NGO forum
principles can be used in the school context).
o Indicate the values you would like learners to accept (e.g. care for the environment
or action on behalf of the environment).
o Indicate the environmental concepts you would like learners to understand and
indicate how you will go about teaching the concepts (e.g. biodiversity or
environment).
o Indicate the skills learners should master (e.g. learners must be able to make
compost or start a food garden or recycle paper).
o Reflect on how successful you were in integrating Environmental Education in your lesson.

Recommended lesson planning scheme: It is preferable that you use this scheme to answer
the assignment.

CAPS phase: GRADE: SUBJECT: TOPIC:

Lesson theme:
LESSON AIMS: (identify Learners must be able to:
the relevant
environmental skills,
knowledge, attitudes and
values to be addressed
by the lesson)

29
 CONTENT: (Describe the CONTEXT: (Explain how you are going to take context into
learning/subject content, consideration, e.g. rural or urban area, rich or poor, barriers to
e.g. The importance of learning, diversity of learners, etc. If you are not a practising
the natural environment teacher, you have to describe an imaginary context.)
and its resources for our
survival. Do it in detail.
Include all texts or study
material that you are
going to use.) Include
environmental concepts
e.g. pollution, biodiversity.

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES

Introduction: Introduction: (Discuss the resources
Middle: Middle: you are going to use, e.g.
Conclusion: Conclusion: dictionaries, chalkboard.
(Describe what you are (Describe what the learners are Include all pictures, texts,
going to do, e.g. write going to do and learn during the transparencies, etc.)
down the title of the poem introductory, middle and
on the writing board, ask concluding phase of the lesson,
the following questions e.g. Introduction: learners
...., assess learners by..., brainstorm ways in which
etc.) pollution can be stopped,
because they are going to study
In the lesson specify: a poem on pollution. Learners
Which NGO forum principles read the poem silently. Learners
were used and how? respond individually by giving a
Which values were inculcated? written account of their
Which skills were mastered? ideas/emotions after reading the
poem and of the aspects they did
not understand. Learners share
these responses with each other
in small groups. Middle phase:
The teacher and learners discuss
the poem. Learners work in
groups to ..., etc. Concluding
phase: Learners write their own
poem ...)
Assessment task (based on the assessment guidelines): assessment should use the relevant verbs
as outlined in the CAPS document in the tasks or assessment that you set (Explain how you intend
to do formative assessment and summative assessment. Include assessment rubrics, if applicable,
e.g. a rubric to assess the poem they wrote.)
Homework: (Clearly indicate homework to be done.)
Teacher reflection, e.g. Was I successful in making learners aware of the importance of looking
after our natural environment?

Assessment instrument that will be used to assess assignment 02:

Assessment criterion Descriptor Descriptor

Environmental theme
Learning aims
NGO forum principles
No environmental theme (0) A relevant environmental theme
was chosen (1)
No learning aims given or Relevant learning aims from the
irrelevant/wrong outcome given (0) subject were given (2)
No NGO forum principles (0) Two NGO forum principles used
One NGO forum principle used, but correctly (2)
not relevant (0)

30
 EDA3046/101

One NGO forum principle used

correctly (1)
Environmental concepts No environmental concepts and Two or more relevant
and environmental content content (0) environmental concepts used and
Some relevant environmental environmental content described
concepts and content included (1) (3)
Learner activities No learner activities described (0) Learner activities described for
Some learner activities described (1) introduction, middle and
conclusion of the lesson (3)
Teacher activities No teacher activities (0) Teacher activities for introduction,
Some teacher activities (1) middle and conclusion of lesson
(3)
Values No values (0) Two values relevant to the theme
One value that is relevant to the were used correctly (2)
theme (1)

Skills No skills included (0) At least one skill aligned with the
theme included (1)
Assessment No assessment (0) One assessment during the lesson
One assessment given (0) (formative) and one assessment
after the lesson (summative) (2)
Reflection No reflection (0) Reflection on success of
integration of environmental
education in the subject (1)
[20]

31