EED2601 ASSIGNMENT 02

NAME: TRYPHINA
SURNAME: DIALA
STUDENT NO: 64961699
UNIQUE NO: 385151
MODULE CODE: EED2601
PRIMARY LECTURER: DR L SIKHOSANA
DUE DATE: 21 JUNE 2023
 ACTIVITY 1

1.1

1.1.1 The Environment: total sum of surrounding things, conditions or influences. The
totality of circumstances surrounding an organism or group of organisms.

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

1.1.3 The Anthropocene: “The age of the Human”- An era in which humankind has
become a geological force with impacts of global proportions. The key drivers are
human population growth, economic growth, war, pollution and environmental
degradation. In easier terms “How humans impact the world”.

1.1.4 Sustainability: Is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs

1.1.5 The Holistic Environment: environment that can be simplified as “surrounding”.

Holistic environment consists of the social, political, economic and biophysical spheres.
It is more than just nature. It includes everything around us.

ACTIVITY 2

2.1

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

NGO principles Application of the NGO principles to the
chosen topic
1. Education is the right for all; we are Every individual should have knowledge
all learners and educators. about the environment and its problems
and everyone must know how to keep the
environment clean and healthy, free from
pollution.
2. Environmental education is both I will arrange a trip to a communal
individual and collective. It aims to organization (Department of Agriculture,
develop local and global citizenship Land Reform and Rural Development) for
with respect for self-determination an interview about proper waste/littering
 and the sovereignty of nations. management practices they use. I will
divide the learners in 5 groups.
3. Environmental education should I will include my learners in a community
empower all peoples and promote project such as recycling project to
opportunities for grassroots increase the capacity of the community to
democratic change and empower them to make a change in their
participation. This means that community.
communities must regain control of
their own destiny.
4. Environmental education must be My class will do a recycling project in the
designed to enable people to school where every learner will have the
manage conflicts in just and opportunity to freely share their
humane ways. ideas/opinions about the recycling project.
They will use 5 bins and paint each bin
according to the universal colours of
recycling with the follow posters above
each bin: Organic is green, Glass is
yellow, Paper is white, Metal is grey,
Plastic is blue and Hazard is red. This
school project will help the learners to
implement this at home and in their
community, they will just use smaller bins
at home, guesthouses, church etc. They
will all participate in order to keep the
environment clean and healthy in a just
and humane way. This helps the people to
manage littering and avoid conflicts.
5. Environmental education must The learners must be able to have the
integrate knowledge, skills, values, necessary knowledge about the
attitudes and actions. It should environmental and its problems, skills to
convert every opportunity into an think about to these problems and make
educational experience for decisions to solve the problem.
sustainable societies.

ACTIVITY 3

3.1

1. Goal 1: End poverty in all its forms everywhere

2. Goal 2: End hunger, achieve food security and improved nutrition and promote
sustainable agriculture

3. Goal 3: Ensure healthy lives and promote well-being for all at all ages

4. Goal 4: Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all.

5. Goal 5: Ensure availability and sustainable management of water and sanitation for
all

3.2

Sustainable Development Goals Application of the Sustainable

Development Goals
End poverty in all its forms 1. School: SBST Committee at school
which are teachers must identify
vulnerable learners e.g. Orphans by
asking donation of school uniforms,
food parcels, sanitary pads and etc
2. Community: Support small business
and implement job creation programme
to provide stable, income and
employment opportunities. Provision of
basic needs such as foods, shelter and
education to people living below the
poverty line.
Ensure inclusive and equitable quality 1. School: provision of inclusive education
education and promote lifelong learning that caters to the needs of all students,
opportunities for all regardless of their backgrounds or
physical abilities. Offer mentorship
programmes and career guidance to
assist students to make informed
decisions about their future.
2. Community: Organize workshop and
facilitate training programmes to
 promote literacy and numeracy skills
among not only children but also youth
and adults. We can also offer
scholarships and sponsorships to
under privileged students who are
unable to afford education.
Ensure healthy lives and promote well- 1. School: Our school can implement
being for all ages health promotion programmes that aim
to improve the overall health and well-
being of our students. We can also
provide access to counseling and
mental health support for students who
may be struggling.
2. Community: Our community can work
towards providing universal access to
health care and educating the
population about healthy lifestyle
choices and nutrition. We can also get
up public parks and recreational areas
to promote physical activity.
Promote sustained, inclusive and 1. School: Providing career guidance and
sustainable economic growth, full and job training to students to ensure that
productive employment and decent work they are equipped with the necessary
for all skills to enter the workforce. We can
also partner with local business to
provide internship and apprenticeship
opportunities
2. Community: Support small business
and entrepreneurs by providing funding
and mentorship programmes. We can
also work towards increasing the
availability of job opportunities through
investments in infrastructure and
industry
Take urgent action to combat climate 1. School: Promote environmentally
change and its impact conscious behavior among students,
such as reducing waste and conserving
energy. We can also implement
recycling programmes and support
local environment initiatives.
 2. Community: Working towards reducing
our carbon footprint by promoting the
use at renewable energy sources and
implementing waste management
programmes. We can also work
towards conserving natural resources
such as forests, water and wildlife.

ACTIVITY 4

4.1 Environmental issue experienced in the community I stay in is Air pollution as a

result of emissions.

Four pictures of the identified environmental issue.

GPS coordinates

Lephalale/Coordinates

23.6665° S, 27.7448° E
A map showing the location of the community I stay in.

4.2 Five activities that caused the abovementioned environmental issue in the
community.

 Burning fossil fuels.

 Releasing chemicals into the atmosphere.
 Reducing the amount of forest cover.
 Rapid expansion of farming development, and industrial activities.
 Releasing carbon dioxide into the atmosphere and changing the balance of the
climate system.

4.3 The negative effect of the abovementioned environmental issue towards:

4.3.1 The environment

 Air pollution can be harmful to plants, animals, and the ecosystem in which they
live.
 Statues, monuments, and buildings are being corroded by the air pollutants in the
form of acid rain.
 It also damages crops and forests, and makes lakes and streams unsuitable for
fish and other plant and animal life.
 High levels of particulate pollution from all types of burning reduce the amount of
sunlight that reaches the surface and even changes the appearance of the sky.
 Making a hole in the ozone layer.

4.3.2 The people in your community

 Breathing polluted air puts you at higher risk of asthma.

  When exposed to ground ozone for 6 to 7 hours, people suffer from respiratory
inflammation.
 Damages the immune system, endocrine, and reproductive systems.
 A high level of air pollution has been associated with higher incidents of heart
problems
 The toxic chemicals released into the air are affecting the flora and fauna
immensely.

4.4 Contribution of Environmental Education towards resolving the environmental issue.

By increasing awareness and educating people about the causes, effects, and solutions
to air pollution, environmental education can play a significant part in finding a solution.
People can learn about how their regular activities contribute to air pollution and how to
make changes to lower their personal carbon footprints through environmental
education. People may adopt eco-friendly lives and promote sustainable activities that
can lower air pollution as a result of this awareness. By adopting eco-friendly habits like
taking the bus or walking or cycling instead of driving, cutting back on energy use, and
not burning trash or wood, one can help to reduce air pollution on their own.
Additionally, one can take part in actions like planting trees, joining environmental
groups, and supporting laws that support a cleaner environment. Overall, environmental
awareness and personal actions can greatly aid in the reduction of air pollution by
fostering a sustainable and healthy environment for all.

ACTIVITY 5

5.1

5.1.1 Introduction:

Learning styles describe the numerous ways that people understand and process
knowledge. Everybody has a different learning style, and by knowing these styles,
educators may instruct and communicate with students in ways that are efficient and
relevant to them. In order to improve the learning experience for all students, it is critical
to understand the various learning styles and adapt instruction accordingly.

5.1.2 Body

Grade is grade 9, the subject is Natural Sciences and the topic is "The Rock Cycle."
The CAPS document gives a detailed explanation of how to teach this topic to learners
in South Africa. From this topic, we can identify the following learning styles.
a. Auditory learners
Individuals who prefer to learn through hearing information are known as auditory
learners. Since they prefer speaking to reading or watching, they could choose to
listen to conversations or lectures instead. A group discussion on the
surroundings might be a useful teaching strategy for auditory learners.
Alternatively, to convey information in a way that catches their interest, we can
employ podcasts, audio recordings, or video clips of the rock cycle.

b. Visual learners
Prefer to learn best with visual aids and information. The use of films, graphs, or
visuals to process information stimulates them. To show the effects of humans
on the environment for visual learners, we can create a PowerPoint presentation.
We can also utilize attractive and educational images or illustrations of three
types of rocks.

c. Tactile learners

The desire to learn through practical application. Writing and making labeled
drawing to explain rock cycle. We can also arrange a field excursion to a nearby
nature reserve for students who benefit from tactile learning and prefer to engage
with the environment. They will have the chance to see directly the rock cycle.
This experience not only solidifies what has already been learned, but it also
sparks interest in and excitement for environmental concerns.

5.1.3 Conclusion
In conclusion, it is clear that environmental education must take into account a
variety of learning preferences. It makes sure that all students are interested in
and understanding the curriculum's topics. To accommodate the needs of the
various learning styles, it is crucial to modify the teaching strategies.