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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.

CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Introduction and welcome ................................................................................................ 3 Purpose and outcomes of the module ............................................................................ 3 Lecturer and contact details ............................................................................................ 4 Module related resources ................................................................................................. 5 Student support services for the module ....................................................................... 6 Module specific study plan .............................................................................................. 7 Module practical work and work integrated learning .................................................... 8 Assessments ..................................................................................................................... 8 Frequently asked questions........................................................................................... 11 Conclusion ....................................................................................................................... 12 Appendix A: First Semester Compulsory Assignments ............................................. 13 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.

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 secretarys 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. SMSs 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 Assignments Exams Studymaterial Sudent accounts myLife/myUnisa 43578 43584 43584 43579 31954 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 universitys online campus, myUnisa, at http://my.unisa.ac.za.

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:

Period (Semester 1) February 2013

Activity Familiarise yourself with the study material by scanning through the study guide and the prescribed book. Visit the discussion forum on myUnisa.

March April

Complete and submit Assignment 01 before or on 12 March. Remember to take part in the discussion forum on myUnisa. 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 dont just look for the answers to the questions! Submit Assignment 03 by 20 April.

May June Period (Semester 2) August 2013

Prepare for and write the examination. Activity 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 dont 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 01 (Compulsory) 02 (Compulsory) Due date 12 March 2013 10 April 2012 Unique number 165633 324569

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


Assignment number 01 (Compulsory) 02 (Compulsory) Due date Unique nr

5 August 2013 30 August 2013

281457 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

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 n c e s 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 s e ni o r p ha s e s ub j e c t 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. 2. 3. 4. 10. changes interaction stress interplay

Which of the following causes acid rain? 1. 2. 3 4. 5. Deforestation Desertification Soil erosion Mining 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 earths 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) Question 3 Briefly compare the technocentric and ecocentric perspectives. [5] [10]

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Question 4 Discuss the ethical, ecological and social environmental rules that may serve as guidelines for possible values. 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) 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 o o o Indicate the environmental content you will use to present the lesson. Include learning activities for introduction, middle and conclusion of lesson. Include teacher activities for introduction, middle and conclusion of lesson. 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. [25] [20]

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EDA3046/101 Recommended lesson planning scheme: It is preferable that you use this scheme to answer the assignment.
Subject: Theme: e.g. Recycling Learning curriculum outcomes/ documents Specific and aims: indicate (Consult relevant 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 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/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. environmental biodiversity.) 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?) concepts eg: Include and pollution Grade:

learning outcome(s) for the lesson.)

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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 Environmental theme Learning outcome/ No environmental theme (0) No learning outcome given or irrelevant/ wrong outcome given (0) No lesson outcome given or outcome given is not aligned with them (0) Tblisi principles No Tblisi principles (0) One Tblisi principle used but not relevant (0) One Tblisi principle used correctly (1) Environmental concepts environmental content Learner activities Teacher activities Values Skills Assessment No learner activities described (0) Some learner activities described (1) No teacher activities (0) Some teacher activities (1) No values (0) One value that is relevant to the theme (1) No skills included (0) No assessment (0) One assessment given (0) Reflection No reflection (0) Learner activities described for introduction, middle and conclusion of lesson (3) Teacher activities for introduction, middle and conclusion of lesson (3) Two values relevant to the theme were used correctly (2) At least one skill aligned with the theme included (1) One assessment during the lesson (formative) and one assessment after the lesson (summative) (2) Reflection on success of integration of Environmental Education in the subject (1) and 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) A relevant environmental theme was chosen (1) A relevant learning outcome from the subject was given (1) Lesson outcome given is clearly aligned with environmental theme (1) Two Tblisi principles used correctly (2) specific aims Lesson outcome Descriptor Descriptor

[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 o n f e r e n c e s 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 s en i or p h a s e s ub j ec t 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. 2. 3. 4. Changes Interaction Stress Interplay

10.

Which of the following causes acid rain? 1. 2. 3 4. 5. Deforestation Desertification Soil erosion Mining 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. 2. 3. 4. Biosphere Biodiversity Biome 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. 2. 3. 4. Non-Combustible waste Biodegradable waste Combustible waste All of the above

13.

This is the gradual increase of the average air temperature in the earths lower atmosphere. 1. 2. 3. 4. Green house effect Globalisation Global effect 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. 2. 3. 4. The Johannesburg earth summit protocol The Rio protocol Tbilisi protocol 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. 2. 3. 4. UNESCO WSSD WESSA EESA

16.

The durable universally acceptable definition of environmental education is the one developed by______. 1. 2. 3. 4. WWF UNEP IUCN WCED

17.

Some of the important communication skills that need to be mastered include 1. 2. 3. 4. collecting, classifying and analysing data. interpreting statistics. presenting information orally and in writing. clarifying and adapting.

18.

Environmental education can be integrated in 1. 2. 3. 4. Social sciences only. Natural sciences only. Geography only. all subjects.

19.

The following factor influences the survival of a population. 1. 2. 3. 4. Poverty. Pollution. Carrying capacity. Urbanisation.

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20.

This disease has made a spectacular comeback, after a successful campaign to curb it. 1. 2. 3. 4. TB Malaria Cholera 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 1.2 1.3 1.4 International Environmental Education in the 20th century Environmental Education in the international arena: 1990 2002 Pre-1994 developments in South Africa 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 2.2 2.3 2.4 Explain what is meant by education for sustainability. (4) Name two ecological indicators of sustainability. (2) Name two social indicators of sustainability. (2) Name two spiritual indicators of sustainability. (2) [10]

Question 3 Briefly compare the technocentric and ecocentric perspectives. [5]

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EDA3046/101

Question 4 Discuss the ethical, ecological and social environmental rules that may serve as guidelines for possible values. Question 5 Discuss learning in environmental education under the following headings: 5.1 5.2 5.3 5.4 5.5 5.6 Environmental learning strategies or approaches (3) Principles for environmental learning (4) Learners (6) Inclusive learning in environmental education (3) The learning environment in environmental education (4) Appropriate approaches to environmental learning (5) [25] [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: 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 o o o Indicate the environmental content you will use to present the lesson. Include learning activities for introduction, middle and conclusion of lesson. Include teacher activities for introduction, middle and conclusion of lesson. 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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Indicate the skills learners should master (e.g. learners must be able to make compost or start a food garden or recycle paper). 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: Theme: E.g. Recycling Learning outcomes/ Specific aims: (Consult

Grade: 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.)

curriculum documents and indicate relevant learning outcome(s) for the lesson.)

Learning/subject

content:

(Describe

the

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/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.)

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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EDA3046/101 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 Environmental theme Learning outcome/ specific aims Lesson outcome Tblisi principles Descriptor No environmental theme (0) No learning outcome given or irrelevant/ wrong outcome given (0) No lesson outcome given or outcome given is not aligned with them (0) No Tblisi principles (0) One Tblisi principle used but not relevant (0) One Tblisi principle used correctly (1) No environmental concepts and content (0) Some relevant environmental concepts and content included (1) No learner activities described (0) Some learner activities described (1) No teacher activities (0) Some teacher activities (1) No values (0) One value that is relevant to the theme (1) No skills included (0) No assessment (0) One assessment given (0) No reflection (0) Descriptor A relevant environmental theme was chosen (1) A relevant learning outcome from the subject was given (1) Lesson outcome given is clearly aligned with environmental theme (1) Two Tblisi principles used correctly (2)

Environmental concepts and environmental content Learner activities Teacher activities Values Skills Assessment Reflection

Two or more relevant environmental concepts used and environmental content described (3) Learner activities described for introduction, middle and conclusion of lesson (3) Teacher activities for introduction, middle and conclusion of lesson (3) Two values relevant to the theme were used correctly (2) At least one skill aligned with the theme included (1) One assessment during the lesson (formative) and one assessment after the lesson (summative) (2) Reflection on success of integration of Environmental Education in the subject (1)

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