EDA3046/101/3/2013

Tutorial letter 101/3/2013 Environmental Education

EDA3046 Semesters 1 & 2 Department of Science and Technology Education

Read this tutorial letter first. It contains important information about a compulsory assignment and

examination admission.

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CONTENTS

1. Introduction and welcome ................................................................................................ 3

2. Purpose and outcomes of the module ............................................................................ 3

3. Lecturer and contact details ............................................................................................ 4

4. Module related resources ................................................................................................. 5

5. Student support services for the module ....................................................................... 6

6. Module specific study plan .............................................................................................. 7

7. Module practical work and work integrated learning .................................................... 8

8. Assessments ..................................................................................................................... 8

9. Frequently asked questions ........................................................................................... 11

10. Conclusion ....................................................................................................................... 12

11. Appendix A: First Semester Compulsory Assignments ............................................. 13

12. Appendix B: Second Semester Compulsory Assignments ........................................ 21

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1. INTRODUCTION AND WELCOME

A hearty welcome to this module dealing with Environmental Education in formal education. I think by now we are all

aware of the severe environmental challenges facing us such as global warming, acid mine water and many types of

pollution to mention 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 skill to live sustainable lives. The

best place to make this happen is in the school setting, and the people who are in the best position to achieve this are

teachers. It is our aim to prepare you to become an enthusiastic environmental educator, who will inspire children to

do something to resolve the many environmental issues facing us today.

Distance education has its challenges, but at Unisa we try to overcome this by allowing you to make contact with the

lecturers by telephone, fax, e-mail, discussion forums and even personal visits when possible. Therefore, you are

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 of 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, prescribed study material and all other resources form part of this tutorial letter. I have also included

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 with the College of Education.

You must please read all tutorial letters you receive during the course of the year immediately and carefully, as

they contain important and, sometimes, urgent information.

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

2. PURPOSE AND OUTCOMES OF THE MODULE

2.1 Purpose and outcomes

The purpose of this module is to ensure that you are able to integrate Environmental Education into your teaching

subjects, thereby creating caring attitudes towards the environment amongst your learners.

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On completing 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.

2.2 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.

3. LECTURER 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. Contact details for your lecturers are listed below:

3.1.1 Mr AV Mudau

Telephone number: (012) 429-6353

Email: mudauav@unisa.ac.za

3.1.2 Dr S Shava

Telephone number: (012) 429-4782

Email: shavas@unisa.ac.za

Send letters to:

The module leader (EDA3046)

Department of Science and Technology

PO Box 392

UNISA

0003

3.2 Contact details for the Department of Science and Technology

The departmental secretary’s phone number is (012) 429-4594.

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3.3. Contact details for administrative enquiries

You should direct telephonic enquiries 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).

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

For assistance with general information (frequently asked questions) at Unisa, please phone 012 429 6353.

SMS’s can be sent to the following Departments (Indicate your name, student number/ID number and a short description of your

enquiry).

Short SMS Code

Applications and registrations 43578

Assignments 43584

Exams 43584

Studymaterial 43579

Sudent accounts 31954

myLife/myUnisa 43582

4. MODULE RELATED 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 101/2013 (in which you will find the assignments you are required to do)

• Tutorial Letter 301/2013 (read 101 and 301 first – 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 guides and tutorial letters for the modules for which you are registered on

the university’s online campus, myUnisa, at http://my.unisa.ac.za.

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4.2 Prescribed books

The following book is prescribed and you must please buy it because the curriculum is largely based on it:

Loubser, CP (ed). 2005 (or later reprints). Environmental education: Some South African perspectives. Pretoria: Van Schaik. Please refer to the list of official booksellers and their addresses in the my Studies @ Unisa brochure.

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

4.3 MyUnisa resources

Go to the myUnisa site for this module and look under “Resources”.

4.4 Electronic Reserves, recommended books and reading lists

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

5. STUDENT SUPPORT SERVICES FOR THE MODULE

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 5.1.1 Study groups It is most helpful 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

5.1.2 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 the computer

and the internet.

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To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the “Login to

myUnisa” link 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, which you received with your study material, for more information

on myUnisa.

5.1.3 Discussion classes Information on possible discussion classes will be sent out in a separate tutorial letter. 5.1.4 Tutorials Unisa offers tutorial services to students as additional academic support in the regional centres across the country. For

more information on tutorials consult the brochure my Studies @ Unisa.

5.1.5 Videoconferencing Unisa currently provides tutorials by videoconferencing at some of our learning centres. This mode of delivery will be

used as and when necessary. Videoconferencing is used for the following reasons:

• It provides “live” tutorial support for learners who live in remote areas.

• It is a more viable technology for providing quality support while keeping costs down.

There is no significant difference between the results obtained by distance learners and those of learners who have

been taught in a traditional face-to-face environment (The Worldwide Classroom, Fiona Perrin, Summer 1988:7)

6. MODULE SPECIFIC STUDY PLAN

My Studies @ Unisa contains valuable information on where to begin with your studies. Please take time to read

through the 11 steps suggested in this document.

I suggest that you note down the closing dates for all the assignments that you have to submit this year, and compile a

plan of study for each module according to the due dates. You can use the following as a guideline for planning your

studies for EDA3046:

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Period (Semester 1) Activity

February 2013 Familiarise yourself with the study material by scanning through the study guide and the

prescribed book.

Visit the discussion forum on myUnisa.

March Complete and submit Assignment 01 before or on 12 March.

Remember to take part in the discussion forum on myUnisa.

April Complete and submit Assignment 02 by 10 April. I suggest that you contact your fellow

students via myUnisa and compare and discuss your answers.

Those of you who want to start preparing for exams can complete assignment 03, which

is not compulsory. The purpose of this assignment is to take you systematically through

the study guide and prescribed book. Read all the study material – don’t just look for the

answers to the questions! Submit Assignment 03 by 20 April.

May – June Prepare for and write the examination.

Period (Semester 2) Activity

August 2013 Familiarise yourself with the study material by scanning through the study guide and the

prescribed book.

Visit the discussion forum on myUnisa.

September Complete and submit Assignment 01 before or on 03 September.

Remember to take part in the discussion forum on myUnisa.

Complete and submit Assignment 02 by 28 September. I suggest that you contact your

fellow students via myUnisa and compare and discuss your answers.

October Those of you who want to start preparing for exams can complete assignment 03, which

is not compulsory. The purpose of this assignment is to take you systematically through

the study guide and prescribed book. Read all the study material – don’t just look for the

answers to the questions! Submit Assignment 03 by 05 October.

October – November Prepare for and write the examination.

7. Module practical work and work integrated learning

There is no practical teaching for this module.

8. ASSESSMENT 8.1. Assignments

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

which you received with your study material.

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8.1.1 Handing in assignments

Closing dates for handing in assignments for semester 1 are as follows:

Assignment number Due date Unique number

01 (Compulsory) 12 March 2013 165633

02 (Compulsory) 10 April 2012 324569

Closing dates for handing in assignments for semester 2 are as follows:

Assignment number Due date Unique nr

01 (Compulsory) 5 August 2013 281457

02 (Compulsory) 30 August 2013 253603

8.1.2 Extension for handing in 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.

8.1.3 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 to an assignment as the one provided in the tutorial letter: 01 or 02. 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

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

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PLEASE NOTE: When the Assignments Section at Unisa receives your assignment it is recorded on the assignment

system and an SMS is sent out 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.

8.1.4 Plagiarism It is unethical (and unacceptable) to hand in assignments that are not your own work (this includes cutting and pasting

off the internet), 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.

8.1.5 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 letter number will be 102, 103, etc.

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. 8.1.6 General remark regarding assignments When you make inquiries about an assignment, you must supply the course code (EDA3046) and the number of the

assignment.

Information about how to enquire about assignments (e.g. whether or not the University has received your assignment

or the date on which an assignment was returned to you) can be found in the brochure my Studies @ unisa or on

myUnisa.

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

guidelines.

8.2.1 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 the due date.

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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, study guide, tutorial letters and the assignments. You will receive a tutorial letter

that explains the format of the paper and sets out clearly what material you have to study for examination purposes.

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

8.2.3 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%. 8.2.4 Examination period This module is a semester module. This means that students enrolled for the first semester will write the examination

in May/June and students enrolled for the second semester will write the examination in October/November 2013.

During the year you will receive information regarding the examination in general, examination dates, times and

venues.

8.2.5 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.

Frequently asked questions in this module (EDA3046) are as follows:

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 Regional Offices.

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

Answer: Consult the my Studies @ Unisa brochure on whom to contact for enquiries about assignments or look

on myUnisa.

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10. CONCLUSION

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

Good luck with your studies.

Lecturing team for 2013

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APPENDIX A: FIRST SEMESTER COMPULSORY ASSIGNMENTS Assignment 1 Use a mark-reading sheet to answer this assignment.

FIRST SEMESTER ASSIGNMENT 01 (20 MARKS) Unique number: 165633 Due date: 12 March 2013 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

guide and prescribed book to find the answers. The assignment is marked by a computer.

Choose the correct answer:

1. Which term describes environmental education best?

1. It is about the protection of nature.

2. It is a holistic study of the total environment.

3. It is about poverty alleviation.

4. It studies the way communities interact with their environment.

5. None of the above.

2. Which of these statements is 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.

3. On which date was the Environmental Education Association of South Africa formed?

1. 1970

2. 1982

3. 1989

4. 1994

5. 2002

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4. At which one of the following c o n f e r e nc es were TWELVE guiding principles for environmental

education given?

1. Belgrado Conference

2. Moscow Conference

3. Tbilisi Conference

4. Rio de Janeiro Earth Summit

5. Johannesburg Earth Summit

5. In which document was it stated that environmental education should be taught at all levels?

1. The White Paper on Environmental Education

2. The White Paper on Education

3. The White Paper on Environmental Management

4. The National Curriculum Statement

6. Which university in South Africa started with environmental education programmes first?

1. North West University

2. University of South Africa

3. University of Stellenbosch

4. Rhodes University

7. Which senior phase subject 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

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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 of the following causes acid rain?

1. Deforestation

2. Desertification

3 Soil erosion

4. Mining

5. 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. This takes 10 to 30 years to break down if it is exposed to the ultraviolet rays of the sun.

1. Non-Combustible waste

2. Biodegradable waste

3. Combustible waste

4. All of the above

13. This is the gradual increase of the average air temperature in the earth’s lower atmosphere.

1. Green house effect

2. Globalisation

3. Global effect

4. None of the above

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

an agreement called _______________.

1. the Johannesburg earth summit protocol

2. the Rio protocol

3. Tbilisi protocol

4. Montreal protocol

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15. At this summit, richer countries committed themselves, for instance, to halving the number of people without

clean drinking water or sanitation.

1. UNESCO

2. WSSD

3. WESSA

4. EESA

16. The durable universally acceptable definition of environmental education is the one developed by _________.

1. WWF

2. UNEP

3. IUCN

4. WCED

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. The following factor is not a definitive threat to biodiversity:

1. Loss of habitat.

2. Alien Plants.

3. Technology.

4. Poaching.

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

1. TB

2. Malaria

3. Cholera

4. HIV

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FIRST SEMESTER ASSIGNMENT 02 (100 MARKS) Unique number: 324569 Due date: 10 April 2013 This assignment is compulsory and contributes 20% to your final mark for this module.

Question 1

Give a short description of the history and development of Environmental Education under the following

headings:

1.1 International Environmental Education in the 20th century

1.2 Environmental Education in the international arena: 1990 – 2002

1.3 Pre-1994 developments in South Africa

1.4 Post-1994 developments in South Africa [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 Education for sustainability and education for sustainable development are prominent in this decade.

Answer the following questions on this subject:

2.1 Explain what is meant by education for sustainability. (4)

2.2 Name two ecological indicators of sustainability. (2)

2.3 Name two social indicators of sustainability. (2)

2.4 Name two spiritual indicators of sustainability. (2) [10] Question 3 Briefly compare the technocentric and ecocentric perspectives. [5]

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Question 4 Discuss the ethical, ecological and social environmental rules that may serve as guidelines for possible

values. [20] 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)

5.6 Appropriate approaches to environmental learning (5) [25]

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:

o Indicate the environmental topic (e.g. pollution, global warming, acid mine water, desertification,

deforestation, and the overuse of resources, such as overfishing).

o Indicate the learning outcomes, lesson outcomes and assessment standards (you will find this in the

curriculum documents of your subject).

o Indicate the environmental content you will use to present the lesson.

o Include learning activities for introduction, middle and conclusion of lesson.

o Include teacher activities for introduction, middle and conclusion of lesson.

o Integrate at least two Tblisi principles in your lesson (how two Tblisi 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 should 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.

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

assignment.

Subject: Grade:

Theme: e.g. Recycling

Learning outcomes/ Specific aims: (Consult

curriculum documents and indicate relevant

learning outcome(s) for the lesson.)

Lesson outcomes: (Clearly describe what the

learners should be able to DO at the end of the

lesson. Be very specific, eg. “Learners should be

able to identify an environmental issue and should

suggest a solution for it.”)

Learning/subject content: (Describe the

learning/subject content, eg: The importance of the

natural environment 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 eg: pollution and

biodiversity.)

Context: (Explain how you are going to take

context into consideration, eg rural or urban area,

rich or poor, barriers to learning and diversity of

learners. If you are not a practising teacher, you

will have to describe an imaginary context.)

Learning activities: (Describe what the learners are going to do and learn during the introductory,

middle and concluding phase of the lesson, eg Introduction: 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 or emotions after reading

the poem and 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 ...)

Which Tblisi principles were used and how?

Which values were inculcated?

Which skills were mastered?

Teacher activities: (Describe what you are going to do, eg write the title of the poem on the board, ask

the following questions ...., assess learners by..., etc. )

Resources: (Discuss the resources you are going to use, eg dictionaries, chalkboard. Include all pictures,

texts, transparencies, etc.)

Assessment: (Explain how you intend to do formative assessment and summative assessment. Include

assessment rubrics, if applicable, eg A rubric to assess the poem they wrote.)

Homework: (Clearly indicate homework to be done.)

Teacher reflection: (Was I successful in making learners aware of the importance of looking after our

natural environment?)

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PLEASE NOTE: Curriculum documents can be accessed at: www.education.gov.za. Look under

Curriculum and click on NCS/CAPS. Choose General Education or FET and click on NCS/CAPS subject

statements. Choose your subject and click on the document.

Assessment guidelines: Include as much information on the lesson you prepared as possible so that the

assessors can clearly see which environmental theme you chose and how this is integrated in every aspect

of the lesson. Make sure that your lesson plan gives a clear picture of how you used an environmental

theme in your subject to integrate Environmental Education.

Assessment instrument that will be used to assess the lesson plan:

Assessment criterion

Descriptor Descriptor

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

(1)

Learning outcome/

specific aims

No learning outcome given or irrelevant/

wrong outcome given (0)

A relevant learning outcome from the subject

was given (1)

Lesson outcome No lesson outcome given or outcome given

is not aligned with them (0)

Lesson outcome given is clearly aligned with

environmental theme (1)

Tblisi principles No Tblisi principles (0)

One Tblisi principle used but not relevant

(0)

One Tblisi principle used correctly (1)

Two Tblisi principles used correctly (2)

Environmental

concepts and

environmental

content

No environmental concepts and content (0)

Some relevant environmental concepts and

content included (1)

Two or more relevant environmental

concepts used and environmental content

described (3)

Learner activities No learner activities described (0)

Some learner activities described (1)

Learner activities described for introduction,

middle and conclusion of lesson (3)

Teacher activities No teacher activities (0)

Some teacher activities (1)

Teacher activities for introduction, middle

and conclusion of lesson (3)

Values No values (0)

One value that is relevant to the theme (1)

Two values relevant to the theme 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 given (0)

One assessment during the lesson

(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]

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APPENDIX B: SECOND SEMESTER COMPULSORY ASSIGNMENTS

Assignment 1 Use a mark-reading sheet to answer this assignment.

SECOND SEMESTER ASSIGNMENT 01 (20 MARKS) Unique number: 281457 Due date: 5 August 2013 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

guide and prescribed book to find the answers. The assignment is marked by a computer.

Choose the correct answer:

1. Which term describes environmental education best?

1. It is about the protection of nature.

2. It is a holistic study of the total environment.

3. It is about poverty alleviation.

4. It studies the way communities interact with their environment.

5. None of the above.

2. Which of these statements is 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.

3. On which date was the Environmental Education Association of South Africa formed?

1. 1970

2. 1982

3. 1989

4. 1994

5. 2002

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4. At which one of the following c on f e renc es were TWELVE guiding principles for environmental

education given?

1. Belgrado Conference

2. Moscow Conference

3. Tbilisi Conference

4. Rio de Janeiro Earth Summit

5. Johannesburg Earth Summit

5. In which document was it stated that environmental education should be taught at all levels?

1. The White Paper on Environmental Education

2. The White Paper on Education

3. The White Paper on Environmental Management

4. The National Curriculum Statement

6. Which university in South Africa started with environmental education programmes first?

1. North West University

2. University of South Africa

3. University of Stellenbosch

4. Rhodes University

7. Which senior phase subject refers to the role of environmental education in its curriculum as

follows: “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 uses environmental education to make people understand their behaviour in the

environment?

1. Empirical sciences

2. Hermeneutical sciences

3. Critical sciences

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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 of the following causes acid rain?

1. Deforestation

2. Desertification

3 Soil erosion

4. Mining

5. 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. This takes 10 to 30 years to break down if it is exposed to the ultraviolet rays of the sun.

1. Non-Combustible waste

2. Biodegradable waste

3. Combustible waste

4. All of the above

13. This is the gradual increase of the average air temperature in the earth’s lower atmosphere.

1. Green house effect

2. Globalisation

3. Global effect

4. None of the above

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

an agreement called _______________.

1. The Johannesburg earth summit protocol

2. The Rio protocol

3. Tbilisi protocol

4. Montreal protocol

15. At this summit richer countries committed themselves, for instance, to halving the number of people without

clean drinking water or sanitation.

1. UNESCO

2. WSSD

3. WESSA

4. EESA

16. The durable universally acceptable definition of environmental education is the one developed by______.

1. WWF

2. UNEP

3. IUCN

4. WCED

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. The following factor influences the survival of a population.

1. Poverty.

2. Pollution.

3. Carrying capacity.

4. Urbanisation.

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

1. TB

2. Malaria

3. Cholera

4. HIV

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SECOND SEMESTER ASSIGNMENT 02 (100 MARKS) Unique number: 30 August 2013 Due date: 253603 This assignment is compulsory and contributes 20% to your final mark for this module.

Question 1 Give a short description of the history and development of Environmental Education under the following

headings: 1.1 International Environmental Education in the 20th century

1.2 Environmental Education in the international arena: 1990 – 2002

1.3 Pre-1994 developments in South Africa

1.4 Post-1994 developments in South Africa [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 Education for sustainability and education for sustainable development are prominent in this decade.

Answer the following questions on this subject:

2.1 Explain what is meant by education for sustainability. (4)

2.2 Name two ecological indicators of sustainability. (2)

2.3 Name two social indicators of sustainability. (2)

2.4 Name two spiritual indicators of sustainability. (2) [10] Question 3

Briefly compare the technocentric and ecocentric perspectives. [5]

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Question 4 Discuss the ethical, ecological and social environmental rules that may serve as guidelines for possible

values. [20]

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)

5.6 Appropriate approaches to environmental learning (5) [25] 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:

o Indicate the environmental topic (e.g. pollution, global warming, acid mine water, desertification,

deforestation and overuse of resources such as overfishing).

o Indicate the learning outcomes, lesson outcomes and assessment standards (you will find this in

the curriculum documents for your subject).

o Indicate the environmental content you will use to present the lesson.

o Include learning activities for introduction, middle and conclusion of lesson.

o Include teacher activities for introduction, middle and conclusion of lesson.

o Integrate at least two Tblisi principles in your lesson (how two Tblisi 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).

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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.

Subject: Grade:

Theme: E.g. Recycling

Learning outcomes/ Specific aims: (Consult

curriculum documents and indicate relevant learning

outcome(s) for the lesson.)

Lesson outcomes: (Clearly describe what the

learners should be able to DO at the end of the

lesson. Be very specific, e.g. “Learners should be

able to identify an environmental issue and should

suggest a solution for it.”)

Learning/subject content: (Describe the

learning/subject content, e.g: The importance of the

natural environment 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 or biodiversity.)

Context: (Explain how you are going to take

context into consideration, eg rural or urban area,

rich or poor, barriers to learning, or diversity of

learners. If you are not a practising teacher, you

will have to describe an imaginary context.)

Learning activities: (Describe what the learners are going to do and learn during the introductory, middle

and concluding phase of the lesson, eg Introduction: 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 or emotions after reading the poem

and 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 ...)

Which Tblisi principles were used and how?

Which values were inculcated?

Which skills were mastered?

Teacher activities: (Describe what you are going to do, eg write the title of the poem on the board, ask the

following questions ...., assess learners by.... )

Resources: (Discuss the resources you are going to use, eg dictionaries, chalkboard. Include all pictures,

texts, transparencies, etc.)

Assessment: (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?

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PLEASE NOTE: Curriculum documents can be accessed at: www.education.gov.za. Look under

Curriculum and click on NCS/CAPS. Choose General Education or FET and click on NCS/CAPS subject

statements. Choose your subject and click on the document.

Assessment guidelines: Include as much information on the lesson you prepared as possible so that the

assessors can clearly see which environmental theme you chose and how this is integrated in every

aspect of the lesson. Make sure that your lesson plan gives a clear picture of how you used an

environmental theme in your subject to integrate Environmental Education.

Assessment instrument that will be used to assess Assignment 02:

Assessment criterion Descriptor DescriptorEnvironmental theme No environmental theme (0) A relevant environmental theme was

chosen (1) Learning outcome/ specific aims

No learning outcome given or irrelevant/ wrong outcome given (0)

A relevant learning outcome from the subject was given (1)

Lesson outcome No lesson outcome given or outcome given is not aligned with them (0)

Lesson outcome given is clearly aligned with environmental theme (1)

Tblisi principles No Tblisi principles (0) One Tblisi principle used but not relevant (0) One Tblisi principle used correctly (1)

Two Tblisi principles used correctly (2)

Environmental concepts and environmental content

No environmental concepts and content (0) Some relevant environmental concepts and content included (1)

Two or more relevant environmental concepts used and environmental content described (3)

Learner activities No learner activities described (0) Some learner activities described (1)

Learner activities described for introduction, middle and conclusion of lesson (3)

Teacher activities No teacher activities (0) Some teacher activities (1)

Teacher activities for introduction, middle and conclusion of lesson (3)

Values No values (0) One value that is relevant to the theme (1)

Two values relevant to the theme 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 given (0)

One assessment during the lesson (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)

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