STUDENT NUMBER: 62706721

NAME: CHASELENE CRIMSON GOVENDER

MODULE CODE: EDA3046

UNIQUE NUMBER: 714490

DUE DATE: 26 APRIL 2018

SEMESTER 1

ASSIGNMENT 02

ENVIRONMENTAL EDUCATION
QUESTION:1

What international events influenced the development of

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

The international events that have influenced the development of

environmental education and education for sustainability is as follows:

• In 1946 UNESCO(United Nations Educational , Scientific and

Cultural Organisations) was established as a part of the
broader United Nations Enterprise.
➢ Only concerned with education in a development context, but
through contact with bodies(IUCN) it became part of the process
of developing environmental education.

• The establishment of the IUCN( International Union for the

Conservation of Nature and Natural Resources) in 1948.

➢ The first international organisation concerned with the

environment. This organisation is an ideological actor , they take
conservation action, producing and circulating a definition of what
constitutes conservation.

• The United Nations Conference (1972)

➢ It was an intergovernmental conference held in Stockholm

1972(Stockholm Conference).
➢ The conference produced the declaration on Human Environment.
➢ Rich and poor nations came together to discuss matters of
environmental concerns.
➢ This conference made the recommendation on Environmental
Education worldwide and decisions were made to create the United
Nations Environment Programme(UNEP).

• The International Workshop on Environmental Education in

1975 (Belgrade Charter).

➢ This workshop was held in Belgrade Yugoslavia by

UNESCO/UNEP in 1975.
➢ The United Nations Environment Programme(UNEP) together with
UNESCO, founded the 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.

• The Intergovernmental Conference on Environmental

Education in 1977(Tbilisi Declaration)

➢ In October 1977, UNESCO first Intergovernmental Conference on

Environmental Education was held at Tbilisi in the USSR.
➢ The conference prepared recommendations for wider applications
of environmental education (formal and non-formal).
➢ The conference resulted in the declaration of 12 Principles- now
known as the Tbilisi Principles of Environmental Education. It
gives the framework and guidelines to practice environmental
education on a global and national level.

• In 1982 Treverton College (situated in Mooi River Natal) held

the first International Environmental Conference in Southern
Africa.
 ➢ The Environmental Education Association of Southern
Africa(EEASA) was formed to bring South Africans together to
discuss issues of common interest.

• In 1983 the Brand Commission report was about the relationship

between what they called the “rich” North “poor” South.

➢ 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 Moscow Conference (1987)

➢ This international conference on Environmental Educations was

held in Moscow, USSR, 1987.
➢ The Tbilisi Principles was reaffirmed as sound guidelines for the
development of national environmental education programmes.

• The Earth Summit (1992).

➢ The 1992 Earth Summit Conference was held in Rio de Janeiro, it

focused on the role of environmental education as an educational
response to the environmental crisis.
➢ Stressed the importance of environmental education for sustainable
development.
➢ Agenda 21, Chapter 36 was one of the key documents to emerge
from the conference, it emphasises a wide scale of environmental
of programmes in diverse settings.
 ➢ Rio Declaration sets a layout for a sustainable future and Agenda
21 provides a guiding programme for its interpretation.

• The 1997 Thessaloniki Conference on Environment and

Society: Education and Public Awareness for Sustainability.

➢ This conference was aimed at celebrating twenty years of the

Tbilisi Declaration, and evaluating education as a basis for the
“fourth pillar” for sustainability in the 21st century.

• 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). 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:

• 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 learner 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) Specify the environmental values you need to teach the learners in
relation to the observed environmental issues ?

Values such as:

➢ Universal values- learners must be taught to behaviour responsibly
towards the environment.
➢ Personal values - teaching learners to accept responsibility for their
actions regarding the environment and instil in them values of
accountability and duty.
➢ Group values- learners need to display concern for their environment and
for others.
➢ Specific values- learners must be taught to committed to making positive
changes.
➢ Intrinsic values- learners need to be taught that life cannot exist without
values, the environment is a sacred and needs to valued by everyone.

2.2) Describe the environmental skills that need to be developed to address

the problems ?
Skills that need to be developed:
➢ Communication skills- presenting clear and succinct solutions to
environmental problems. Learners can communicate and come up with
ideas to clean up the school grounds.
➢ Cognitive skills- finding useful ways in which to solve issues and find
solutions. Learners can find the best solution to make sure that taps are
closed after use.
➢ Problem- solving skills- coming up with creative or innovate ways in which
to solve issues. Learners can develop strategies to host clean up campaigns
to solve the issue of littering.
 ➢ Numeracy skills – learners can collect, classify and analyse data in order to
evaluate/assess progress. E.g. How much has the school electricity bill
come down this month?
➢ Personal and social skills- cooperate with other’s(group projects) to
improve the environment. Learners can work together and support each
other’s efforts.

2.3) Explain the environmental attitudes that need to be developed in the

school ?
Attitudes that need to be developed:
➢ Positivity- an optimistic outlook on the issues at hand.
➢ Gratitude- making learners aware of the many schools in South Africa in
which electricity and water supply is scarce or unavailable, and how
fortunate they are to have these resources, and therefore should not waste
them.
➢ Co-operation- ensuring that all learners, teachers, staff and parents work
together to take action against littering and wasting of resources.
➢ Persistence- ensuring that, even when some are no longer cooperating,
others persevere in their efforts to instil change and awareness.
➢ Interest- through understanding of the effects of littering and wasting of
resources, develop an interest in the environment and therefore a love and
caring nature for the earth and its limited resources.

2.4) Discuss environmental that decisions that need to be made by the

school management to address these issues ?
Decisions that need to be made:
➢ The decision to implement consequences for littering and wasting
resources.
➢ The decision to involve all learners, staff (teachers and support staff),
parents in the efforts to make positive changes.
➢ The decision to ensure that all classrooms have signs or reminders (in the
form of posters for example) to make sure that the lights are always
switched off and that taps are closed tightly. A small laminated
instruction can be placed at all the light switches as well as above all taps.
➢ The decision to include environmental education in all aspects of
learning.
 ➢ The decision to include rules and consequences in the schools code of
conduct.

2.5) Develop an environmental code of conduct for learners in the school to

address these issues?
Code of conduct:
➢ All school are required to have a code of conduct. Most school classify
littering as vandalism – a punishable offence
➢ The issues of wasting resources such as water and electricity should also
be included in the code of conduct.
➢ All learners and staff must be aware at all times of their surroundings and
save resources whenever possible.
➢ Any learner caught littering or abusing resources and school property will
be severely dealt with as our environment is a place we need to sustain
and not abuse. A place for learning needs to always be kept in high
standards.
➢ The code of conduct is there to give a clear defined explanation of the
behaviour and actions expected of learners as well as guide daily
functioning.

QUESTION 3

3.1) What is the natural resource that is at the heart of the issue discussed
above?
The natural resource is the refined mineral Coltan.

3.2) Where and how is the resource obtained?

The Colton is obtained in the Democratic Republic of Congo(DRC) in the
mines of 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:
3.3.1. Social:
• Human rights of the children are ignored; these school aged 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.
• Danish Government tried to promote peace and stability in Africa and
they focused on the part that natural resources plays because it causes
many conflicts. The NGOs also want a permanent position in the UN in
order to prevent these conflicts.

3.3.2. Political:
• At this stage only the local militants benefit financially from this and the
government does not have much of a say in this or they are taking part in
this. This causes political unfairness and the situation will not be
addressed fairly. The former partner Heritiers de la Justice 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.
• The Minister of Foreign Affairs wants 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:

• 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.

• 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.

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

The effect was that an estimated 30% of school-aged children were not
attending school because they were forced to work in the mines. Their right to
education is denied and this negatively affects their schooling career which
means they will not attend university and poor job prospects.

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

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.

3.6. What other natural resources is the cause of many conflicts in Africa?
[1]

Other natural resources that they receive an income from is oil, diamonds, ivory
and export wood that caused many conflicts.

QUESTION 4

Discuss how you can apply five (5) NGO principles of environmental education
in teaching an environmental education topic of your choice.
Assessment guide: Your chosen topic has to be an environmental issue that
environmental education will be responding to. You need to list 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: Pollution(land, water, air and soil)
NGO Principle Application of the principle to
the topic
1. Education is the right for all; we
are all learners and educators.
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.
3. Environmental education should
empower all peoples and promote
opportunities for grassroots
democratic change and
participation. This means that
communities must regain control of
their own destiny.
I will request my learners to go for a
walk around the school, they must
observe what they see on the school
property, for instance littering and
waste. They must observe how
unkempt the school ground looks.
This will help them to realise and
learn what impact pollution has on
the environment and that they must
dispose pollution such as litter in an
appropriate manner.
I will arrange a trip to a recycling
facility and learners will conduct a
survey. I will divide the learners in
5 groups. Each group works
together to ask how they dispose the
waste/littering, how do they recycle,
what they do with the leftover food,
plastic bottles, used paper etc. Back
in the classroom, each learner must
report back about their own
experience, feelings, thoughts etc.
I will include my learners in a
community project such as a
recycling. The learners have the
necessary knowledge, skills, values
and attitudes to help the community
to solve littering in their
community. The learners will take
part in a recycling project, recycling
bins will be placed in the parks and
street corners and the community
work together and pick up litter and
dispose of it accordingly.
4. Environmental education must
be designed to enable people to
manage conflicts in just and
humane ways.
5. Environmental education must
integrate knowledge, skills, values,
attitudes and actions. It should
convert every opportunity into an
educational experience for
sustainable societies.
QUESTION 5
Education for sustainability and education for sustainable development are very
prominent in this decade for sustainable development. Answer the following
questions regarding this:
My class did a recycling project at
school where every learner had the
opportunity to freely share their
ideas/opinions about the recycling
project. This school project helps
the learners to implement this at
home and in their community, they
just used smaller bins at home.
They all participate in order to keep
the environment clean and healthy
in a humane way. This helps the
people to manage littering to avoid
conflicts.
The learners must be able to have
the necessary knowledge about the
environment and its problems, skills
to think about solutions to these
problems and make decisions to
solve the problem. The learners
discuss ways they can help the
environment from pollution they
decided to pick up litter at school
and dispose the litter in an
appropriate manner and these
learners will be an example to other
learners. Knowledge, skills, values,
positive attitudes and actions helped
learners to find solutions to
environmental problems and also
implement this to protect their
society.
5.1) Define the term sustainable development?
Sustainable development- is development that takes place in such a way that it
does not compromise the needs of future generations.

5.2) List the 3 dimensions (pillars) of sustainability ?

➢ Social
➢ Environment
➢ Economy

5.3) Name two ecological indicators of sustainability?

➢ Consumption and generation of waste are minimised.
➢ A clean, renewable water supply is available. The community is aware of
its water source, respecting, protecting and conserving it.

5.4) Name two social indicators of sustainability?

➢ The talents, skills and other resources of the community are shared freely
within the community, and offered outside the community, to serve the
greater good.

➢ The flow of resources, giving and receiving of funds, goods and services,
is balanced to meet the community’s needs and wishes. Surpluses are
shared.

5.5) Name two spiritual indicators of sustainability?

➢ Cultural vitality is sustained through artistic and other cultural activities
and celebrations.
➢ There is capacity for flexibility and successful responsiveness to
difficulties that arise.
 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 indicate how an
environmental theme can be taught in a subject of your choice.

CAPS Phase: Grade 4 Subject: Natural Science TOPIC: what is

Term 1
Duration: 50 minutes
LESSON AIMS:
Environmental skills: Learners
must acquire the skill to identify
environmental problems and come
up with solutions.
Knowledge: learners must acquire
knowledge of the environment,
environmental changes and the
effect pollution has on it.
Attitudes: learners must develop a
positive and optimistic outlook on
the issues at hand. Show respect
and responsibility towards the
environment.
Values: learners must develop
universal values to behave
responsibly towards the
environment. Learners must acquire
pollution and how can
we prevent it?
Lesson theme: Pollution
Learners must be able to:
• Know and explain the definition of pollution.
• Be able to articulate the main types of pollution,
including air pollution, water pollution, land
pollution, and noise pollution.
• Identify what the causes of pollution in our
environment are, including individual human
actions (not recycling, littering) as well as large
scale actions (factory buildings, cars).
• Work with a partner or in groups and collaborate
on projects that involve making others aware of
the cause, effect, and prevention of pollution.
• Be able to self-express individual opinions on
pollution.
• Observe the simple steps that can be taken to
keep our environment clean and use this
knowledge to take part in protecting the
environment by volunteering in community
services.
• Inform others about pollution, its negative
effects, and what can be done to prevent it in
various ways, including written, performance,
artistic, and oral.
group values to display concern for
their environment and for others.

CONTENT
Learners will explore the following content:
Activities based on the theme(Pollution) and pictures on pollution as the lesson goes on.
What is pollution? Pollution is when something is added to the environment harmful or
poisonous to all living things( humans, plants, animals). There are different types of
pollution, air, noise, water, waste and soil.

What are the causes of pollution? Burning of fossil fuels: sulphur dioxide emitted from the
combustion of fossil fuels like coal, petroleum, and other factory combustibles is one of the
major causes of air pollution. Disposal of wastes, various human activities such as
transportation, agriculture, mining and industrial production.
Water pollution Air pollution
What can we do to prevent air pollution? Every time we drive to school, use our heater or
air conditioner, clean our windows, or even style our hair, we make choices that affect air
pollution. These steps are things we all can do to help reduce air pollution.
• Conserve energy – remember to turn off lights, computers, and electric appliances when
not in use.
• Use energy efficient light bulbs and appliances.
• Participate in your local utility’s energy conservation programs.
• Limit driving by carpooling, using public transportation, biking and walking.
• Combine errands for fewer trips.
• Keep your automobile well tuned and maintained. Follow the manufacturer’s instructions
on routine maintenance, such as changing the oil and filters, and checking tire pressure and
wheel alignment.
•Avoid excessive idling of your automobile.
• Use electric or hand-powered lawn care equipment.
• Be careful not to spill gasoline when filling up your car or gasoline powered lawn and
garden equipment.
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.
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.

Students will take a short vocabulary matching quiz:

Directions: Match each word to the correct definition. Write the letter of the
word next to the definition.

A. Pollution _____. Waste material that

infects air, soil, or water.

B. Environment _____. The area where an organism

or a community of organisms lives.

C. Litter _____. A dense forest found in a

tropical region with abundant rainfall.

D. Pollutant _____. The contamination of soil,

water, or the atmosphere by the

discharge of harmful substances

E. Recycle _____. In danger of extinction.

F. Conserve _____. To protect from loss or

harm; to avoid waste.

G. Habitat _____. Carelessly discarded waste.

H. Endangered _____. To keep from happening.

I. Prevent _____. To use again; to reprocess.

J. Rainforest _____. The conditions that

surround an individual;

surroundings.

Learners must also create a poem based on the following topic:

Create a poem using the words KAPOK TREE that explains the effect pollution
has on the rainforests.

K____________________
A____________________
P____________________
O____________________
K____________________

T____________________
R____________________
E____________________
E____________________

Environmental concepts the learners need to understand:

Habitat
Environment
Pollution
Species
Context:
My school is situated in a rural area. The people are exposed to the harmful effects of
pollution They are also facing environmental problems due to their unawareness, illiteracy,
poverty and irrational beliefs.
Some environmental problems are poor sanitation, conversion of farm land to housing land,
lack of drainage facilities, 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.
Pollution of drinking water 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 to understand the effects
pollution has on the environment, they dispose waste/litter improperly causing land and
water pollution.
Waste ends up in the river. This cause water pollution and have serious effects such as
animals that can die and serious health risks for humans such as cholera. The school grounds
are unkempt and littering is on the ground.
I involve environmental education in my teaching programme, in order to involve the school
and community and to teach the necessary environmental skills, knowledge, attitudes and
values needed to protect the environment. 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:
I will introduce the topic of pollution to the class by going over worksheets and examples of
different types pollution. I make sounds that are very loud, distracting noises such as moving
the tables/chairs, rustling paper; using loud speakers to play unnecessary noise, etc. I will
ask students how the noise made them feel. I will make students aware that this is called
noise pollution and it affects people around the world. I will explain that noise pollution can
come in many different ways, including loud cars, planes, factories, etc. I will then explain
that there are other kinds of pollution and invite students to brainstorm what they may be. I
explain how water pollution may disturb animals that live in water, or how air pollution may
affect birds and trees. I will lead the discussion about pollution and begin the unit.
Ask the questions: What are the causes of pollution? What are the consequences of the many
different types of pollution on the world we live in? What can we do to prevent further
pollution? I will show them pictures on the types of pollution.

Middle:
I will show pollution videos on kids.nationalgeographic.com. The videos include information
on air pollution (flowers losing their scents as a result), as well as plastic bags, water
pollution, and more. Discuss what students saw in these videos. Students will make a class
chart that includes air pollution, water pollution, land pollution, and noise pollution in one
column and effects in another. The class will fill out the different effects they saw in the
videos and from prior knowledge that these types of pollution have on the environment.
I will hold a discussion with the students about how it made them feel, as well as introduce
several other types of pollution, including air, water, and land. I will show students several
pictures of different habitats. Each habitat will have two pictures associated with it: one
picture in which there is no pollution and one where pollution is abundant. Students will
discuss the differences in the pictures and what the causes of the differences are

Conclusion
I will hand out the matching quiz worksheets and explain to the learners what is required of
them. I will also request learners to do the poem on pollution which I provided. After this
lesson I do my summative assessment.
Tbilisi principles used:
1. Focus on current and potential environmental situations while taking into
account the historical perspectives- learners are shown videos and pictures which
consist of information of the different types of pollution. I will also show learners
pictures of how the environment looked years ago and how it looks now. Learners will
have clear understanding of how different their world looks compared many years ago
when the environment was taken care of.

2. Help learners discover the symptoms and real causes of environmental problems-
learners are given worksheets that depict information about the causes of pollution and
how it effects the environment. Learners are shown visual aid so that they can see the
different types of pollution that is destroying our environment.

Values include:
➢ Universal values- learners must be taught to behaviour responsibly towards the
environment.
➢ Personal values - teaching learners to accept responsibility for their actions regarding
the environment and instil in them values of accountability and duty.
➢ Group values- learners need to display concern for their environment and for others.
➢ Specific values- learners must be taught to committed to making positive changes.
➢ Intrinsic values- learners need to be taught that life cannot exist without values, the
environment is a sacred and needs to valued by everyone.

Skills include:
➢ Communication skills- presenting clear and succinct solutions to environmental
problems.
➢ Cognitive skills- finding useful ways in which to solve issues and find solutions.
➢ Problem- solving skills- coming up with creative or innovate ways in which to solve
environmental issues.
➢ Numeracy skills – learners can collect, classify and analyse data in order to
evaluate/assess progress in the environment.
➢ Personal and social skills- cooperate with other’s (group projects) to improve the
environment. Learners can work together and support each other’s efforts.
Learner activities

Introduction:

Learners listen to the information as I read along about pollution. Learners agreed upon that
noise pollution was a disturbing quality to have in the classroom. Learners answer these
questions. What are the causes of pollution? What are the consequences of the many
different types of pollution on the world we live in? What can we do to prevent further
pollution?. By looking at the pictures I have shown them they understand pollution and the
causes.

Middle:
Students discuss what they saw in the video. Students make a class chart that includes air
pollution, water pollution, land pollution, and noise pollution in one column and effects in
another. They fill out the different effects they saw in the videos and from prior knowledge
that these types of pollution have on the environment. Students have a discussion about how
it made them feel, as well as introduce several other types of pollution, including air, water,
and land. Students see several pictures of different habitats. Each habitat will have two
pictures associated with it: one picture in which there is no pollution and one where pollution
is abundant. Students discuss the differences in the pictures and what the causes of the
differences are.

Conclusion:

Students answer the matching quiz activity at ease and also the poem on rainforests.
Resources:
• Worksheets
• Overhead projector
• Pictures from the internet
• Diagrams
• Textbook
• Chalkboard

Assessment:
Formative assessment- I will monitor the learners during my lesson. I will improve their
skills and abilities to understand the topic at hand. I will monitor learners feedback on the
questions I asked, this can be used to improve my teaching. This will ensure that I can
deduce learners strengths and abilities and work on their misunderstandings together.

What will I do:

Ask the questions: What are the causes of pollution? What are the consequences of the
many different types of pollution on the world we live in? What can we do to prevent further
pollution? I will show them pictures on the types of pollution.

Discussing a new concept:

There may be learners who don’t understand certain words, I will explain it to them. I will
ask them to write down the words they don’t understand and look it up in the dictionary and
then use the word in a sentence. This will show that the learner understands the context of
the words.

Summative assessment
I will assess the learners by marking the activity on the poem on rainforests
 Written rubric with comments below:

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

CATEGORY 7 (Outstanding) 6/5/4(Satisfactory) 3/2/1 (Unsatisfactory)

Content Student displayed strong knowledge of
the prevention of future pollution. knowledge of pollution.
Student used vocabulary terms including
recycle, reduce, reuse, environment,
conserve and prevent. Student used
ideas not discussed in class and
expressed alternative ways to prevent
pollution.
Student displayed Student displayed little knowledge of
the prevention of further pollution.
Student suggested Student used little to no vocabulary
appropriate ways to from the unit. Student was not able to
reduce/prevent pollution. express his/her opinions about
Student used some key pollution or how to prevent it.
vocabulary terms from
the pollution unit.
Student was able to
express his/her feelings
about the prevention of
pollution using most of
the material discussed
in class.
 Effort Student put enormous care into and Student displayed effort Student displayed little to no effort in
displayed genuine effort of his/her best in completing the completing the assignment. Student's
work. In presentations, student was assignment. In best work was not shown in
animated and expressive. presentations, student completion of the assignment. In
was expressive in front presentations, student was not
of the class. animated or expressive.

Organization Student's assignment was well Student's assignment Student's assignment is not organized
organized and neat. Student checked for was organized and neat. or neat. Many grammar and spelling
and edited grammar and spelling errors. Some grammar and errors remain in the completed
Student showed creativity in his/her spelling errors remain. assignment.
completed assignment.

Timely Student handed in the assignment on or Student handed in the Student handed in the assignment two
before the appropriate date. assignment one day late. to three days late.
Homework

Collect five non-recyclable materials. Draw them and write one to two sentences on
each about how to identify the object as non- recyclable.

How I know this is non-recyclable:

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Teacher reflection:

The lesson reached its goal. I was successful in making learners aware of the
importance of looking after our natural environment. Learners have the knowledge,
skills, values and abilities to take the responsibility of taking care and protecting the
environment from any harm. Learners also understand the term pollution and have
identified many different types of pollution.
 BIBLIOGRAPHY

ENVIRONMENTAL EDUCATION AND EDUCATION FOR

SUSTAINABILITY C.P LOUBSER- 2nd edition
http://portal.unesco.org/en/ev.php-URL_ID=32897&URL.htm
www.k4learning.com
www.environment.gov.za
environmental education study guide 2018
 1

RESULTS
Total = 100 / 100 (100%)
 COMMENTS
1 Questions well answered, good preparation for the exams.