EED2601.

Environmental Education.
Assignment 2.
2023.

Name: Anne-Marie Grobler.

Student Number: 65624297

Assignment Code: 385151

Submission Date: 21-06-2023

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 Table of Contents

Activity 1 …………………………………………………………………………………………………………………………………. Pg.3.

Activity 2 …………………………………………………………………………………………………………………………………. Pg.4

Activity 3 …………………………………………………………………………………………………………………………………. Pg.5-6.

Activity 4 ………………………………………………………………………………………………………………………………… Pg.7-9.

Activity 5 ……………………………………………………………………………………………………………………………... Pg.10-12.

Bibliography ………………………………………………………………………………………………………………………… Pg.13

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Activity 1:

1.1.1. The environment, often known as the totality of all living and non-living things, includes all
factors that have an impact on human life. It is our immediate physical environment.
1.1.2. Environmental education is a process that enables students to investigate and learn about
environmental issues, to solve problems, and to act to better the environment. As a result,
students have a greater comprehension of environmental challenges and ethical decision-
making.
1.1.3. The Anthropocene: It simply refers to the period when humans made a big impact on the
earth. Regardless of whether we are in a new geological era, our impact on the world has
become obvious as we are a part of a complicated, global system.
1.1.4. Sustainability refers to humankind's capacity to endure and advance without exhausting all
the natural resources required for our continued existence.
1.1.5. The holistic environment: It focuses on considering options and creating models for the
peaceful coexistence of all species on earth. It entails making a balanced commitment to the
social, environmental, and economic development of an organisation. It is a process of critical
reflection and action on the social structures and technological advancements that can enable
us to coexist sustainably.

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Activity 2

2.1. Five NGO principles of environmental education:

Environmental Topic: Climate change.

NGO Principles: Application of NGO principles to the chosen
topic:
Holistic approach: This principle emphasises that Use a holistic approach to teaching climate
environmental education should be taught in a change, emphasising how it relates to humans,
holistic manner, where interdependence nature, and society.
between humans, nature and society is
recognised.
Participation: This principle emphasises that Involve learners in hands-on activities such as
environmental education should involve active planting trees, monitoring local weather
participation from learners, encouraging them patterns, or conducting energy audits.
to engage in hands-on activities that help them
learn about the environment.
Empowerment: This emphasises that Empower learners by providing them with the
environmental education should empower knowledge and skills necessary to reduce their
learners to take action and make informed carbon footprint and advocate for climate
decisions about environmental issues. action.
Relevance: This principle emphasises that Start by discussing how climate change is
environmental education should be relevant to affecting the learners lives and the world around
the learners’ lives, involving real-world problems them.
and solutions.
Sustainability: This principle emphasises that Emphasise sustainability by promoting
environmental education should promote sustainable practices, such as reducing waste,
sustainable practices that ensure the conserving energy, and using renewable
conservation of natural resources and the resources.
environment.

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Activity 3:

3.1. Five sustainable Development Goals (SDG’s)

• Ending hunger, ensuring food security, enhancing nutrition, and advancing sustainable
agriculture: Enhancing the governance of food systems, making inclusive and responsible
investments in rural and agricultural areas, health, and education, empowering small
producers, and fortifying social safety nets to mitigate risk.
• Promote full and productive employment, inclusive and sustainable economic growth, and
decent work for all: Sustainable development, which can help people around the world live
better lives, requires sustained and inclusive economic growth. Economic expansion can
create more lucrative job possibilities and boost everyone's financial stability.
• Ensure sustainable patterns of production and consumption: It involves guaranteeing
sustainable patterns of consumption and production, which are essential to maintaining the
standard of living for both present and future generations. The triple global catastrophes of
climate change, biodiversity loss, and pollution are all caused by unsustainable patterns of
production and consumption.
• Protecting, restoring, and promoting sustainable use of terrestrial ecosystems, managing
forests sustainably, battling desertification, stopping, and reversing land degradation, and
halting biodiversity loss are all important: Sustainable Forest management, slowing and
reversing the loss of natural habitats and lands, successfully combatting desertification, and
preservation of biodiversity.
• Bolster implementation strategies and rekindle the global cooperation for sustainable
development: Economic expansion, social inclusion, and environmental preservation must
all be balanced. All these factors are important for the welfare of people and societies and
are interrelated.

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3.2. SDGs emphasise that ending poverty must go hand-in-hand with strategies that build
economic growth and fulfil a range of social needs including education, health, social protection
and job opportunities while tackling climate change and environmental protection.

Sustainable Development Goals: Application of the Sustainable Development

Goals
No poverty: Aims to eradicate extreme poverty Home: Support local businesses that provide
and reduce inequality for all individuals and job training and employment for low-income
communities. individuals and families.
School: Implement programs that help students
from low-income family’s access education and
participate in school activities.
Quality education: Aims to ensure inclusive Home: Advocate for access to quality education
equitable quality education and promote for all members of the community and support
lifelong learning opportunities for all. education programs that promote lifelong
learning.
School: Provide inclusive and equitable
education that promotes lifelong learning
opportunities for all students.
Good health and wellbeing: Aims to ensure Home: Support healthcare initiatives that
healthy lives and promote well-being for all provide access to affordable healthcare for all
individuals of all ages. members of the community.
School: Promote healthy lifestyles through
physical education classes, healthy food options
at school, and health education programs.
Descent work and Economic growth: Aims to Home: Promote sustainable economic growth
promote sustained, inclusive, and sustainable by supporting local businesses and advocating
economic growth, full and productive for fair wages and working conditions.
employment, and descent work for all. School: Offer vocational programs and
internships that prepare students for the
workforce and provide them with job
opportunities.
Climate action: Aims to take urgent action to Home: Advocate for and promote sustainable
combat climate change and its impacts. practices in the community, such as renewable
energy, waste reduction, and conservation
efforts. Encourage community members to take
individual action to reduce their waste
footprint.
School: Implement environmental education
programs that teach students about climate
change and encourage them to take action to
reduce their carbon footprint.

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Activity 4

4.1. Environmental issues experienced in my community:

Gerhardsville, Centurion, Pretoria

GPS coordinates: 25.8525° S, 28.0274° E

Environmental issue experienced: Water Pollution.

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4.2. Causes of the pollution:

A burst water pip is depicted in the opening image. It's important to be ready because this pipe
keeps bursting. As a result, bacteria and filth are constantly accumulating in the pipes, making the
water unfit to drink.

The Hennops River, which passes by our house, is depicted in the other picture we are seeing. The
waste dumped into the river is the first source of contamination that is readily apparent.

People doing their laundry in the river also kill any aquatic life, which is the second source of
pollution for the Hennops River.

The third and last source of pollution is human waste (grey water), which is dumped into rivers.

Industrial and agricultural activities also contribute to pollution because their trash and chemicals
find up in rivers, where they destroy the species that live there.

4.3. The negative effects of water pollution on the environment and the community:

4.3.1. The environment:

Water pollution is the introduction of harmful substances, pollutants, or contaminants into natural
bodies of water. The negative effects of water pollution can be detrimental to the environment and
can cause significant damage to plants, animals, and landscapes.

It can be toxic to human health: Polluted water may contain harmful chemicals, microorganisms, and
heavy metals that pose health risks to humans who consume it, leading to diseases such as cholera,
dysentery, and hepatitis.

Algae blooms can grow excessively in polluted water sources leading to the formation of harmful
algal blooms, which release toxins that can harm aquatic life and humans.

Biodiversity loss due to contaminated water can cause contamination of crops that are irrigated by
polluted water and can lead to food contamination which can be harmful to human health.

Water pollution can cause changes in ecosystems of rivers and dams leading to the disruption of
natural habitats and ecosystems.

4.3.2 The people in the community:

Water pollution can lead to various health problems such as gastrointestinal disease, skin problems,
respiratory problems, and neurological problems. Contaminated water can also lead to the spread of
waterborne diseases, which can result in severe sickness or even death.

Water pollution can have a serious impact on the local economy. Polluted water ways can harm
tourism, affecting livelihoods and businesses. Damage to crop and livestock that use contaminated
water for drinking or irrigation can also significantly impact the agricultural sector.

Reduced access to safe drinking water can lead to communities having unsanitary living conditions.
This can lead to dehydration, malnutrition, and other health issues especially in low-income ad
marginalised communities that don’t have access to clean water.

Inconclusion, water pollution can have far reaching effects on a community and affect various
aspects of life. It is therefore critical to takes steps in preventing water pollution and to promote
sustainable water management practices for healthy communities and ecosystems.

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4.4. In not more than 150 words, elaborate on what contribution could environmental education
and you make towards resolving this environmental issue.

Environmental education is a crucial tool for educating people about the effects of their actions on
the environment and motivating them to act.

concerning water contamination Environmental education can assist people in comprehending the
causes and effects of pollution, as well as how it affects human health, aquatic life, and the overall
ecological balance. This information may cause adjustments in behaviour that lessen pollution.
People can learn about water conservation, using ecologically friendly products, and proper trash
disposal through environmental education.

Being an advocate for environmental sustainability is one way I can help to solve the problem of
water contamination. I can spread awareness of the value of safeguarding our water resources and
inspire my friends, neighbours, and students to embrace sustainable practises. I'll be sure to live up
to my words by embracing eco-friendly practises like cutting back on single-use plastics, properly
disposing of waste, and water conservation.

To sum up, environmental education is crucial for combating water pollution, and everyone can help
to advance a sustainable future.

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Activity 5:

Different learning styles in Environmental Education:

The simplest definition of "learning styles" is that they are the varied approaches that students take
to comprehending new learning materials. These techniques have to do with how a person receives,
understands, conveys, and remembers information. There are four primary categories of learning
styles: kinaesthetic, visual, auditory, and read-and-write.

The subject I've selected for Natural Science and Technology in Grade 5, Skeletons as Structures.
How to teach this subject is explained in full in the CAPS Document. We can determine the following
learning styles based on the subject.

Those who like to learn through hearing the material are known as auditory learners. They prefer
speaking to reading, so they could choose to listen to lectures and conversations instead. Group
conversations on the skeleton and its functions can be a useful teaching strategy for auditory
learners. The use of audio in the form of podcasts, recordings, music, or even video clips will be more
successful in including these sorts of students in the course.

Visual stimuli are preferred by visual learners during learning. Videos, posters, and diagrams are
used to stimulate children and aid in their information processing. The use of PowerPoint
presentations to depict the skeleton's appearance and movies to demonstrate its functions will
effectively interest this sort of learner. Additionally, we may include pertinent images that kids can
include in their workbooks.

Hands-on activities are the best way for tactile learners to learn. They benefit from tactile
interactions and interaction with their surroundings to learn more effectively. A skeleton that
students may physically engage with in the classroom might be helpful for tactile learners. They can
accomplish this by disassembling it, putting it back together, and labelling it. Additionally, they may
see the movement and purpose of a skeleton at that point. They may be instructed to move
themselves, stand up, and experience how their skeleton holds them together. The encounter
solidifies what was learned and arouses interest in and excitement for the subject matter.

In conclusion, it is clear that environmental education requires us as educators to accommodate a

variety of learning preferences. Making accommodations for a varied classroom's demands
encourages student engagement and aids in subject matter comprehension. The demands of the
various learning types in a classroom must be satisfied by modifying the teaching strategies. By doing
this, we foster an environment that is welcoming and encouraging of learning. This will inspire
students to care more about the environment. To accommodate varied learners and improve the
overall learning experience, educators must include a variety of teaching approaches.

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 Bibliography

Key historic events in the development of environmental education. (2022). In U. o. Africa,

environmental education (pp. 19-22). Mucklneuk, Pretoria: University of South Africa.

21st century sustainability competencies. (2020). In U. o. Africa, Environmental education (pp. 47- 48).
Mucklneuk, Pretoria: University of South Africa.

Debates concerning education for sustainable development (ESD). (2020). In U. o. Africa,

ENVIRONMENTAL EDUCATION (p. 11). Mucklneuk, Pretoria: University of South Africa.

Different learning styles in EE. (2020). In U. o. Africa, ENVIRONMENTAL EDUCATION (p. 24).
Mucklneuk, Pretoria: University of South Africa.

DIVERSITY OF CONTEXTS FOR ENVIRONMENTAL EDUCATION PRACTICE (EDUCATION ABOUT/IN/FOR

THE ENVIRONMENT). (2020). In U. o. Africa, ENVIRONMENTAL EDUCATION (p. 26). Mucklneuk,
Pretoria: University of South Africa.

Environmental issues. (2020). In U. o. Africa, Environmental education (pp. 15 - 18). Mucklneuk,

Pretoria: University of South Africa.

NGO Principles of Environmental Education. (2020). In U. o. Africa, Environmental education (pp. 5- 6).
Mucklneuk, Pretoria: University of South Africa.

NGO Principles of Environmental Education. (2020). In U. o. Africa, Environmental education (pp. 5- 6).
Mucklneuk, Pretoria: University of South Africa.

Some guiding criteria for choosing EE methods. (2020). In U. o. Africa, Environment Education (p. 30).
Mucklneuk, Pretoria: University of South Africa.

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