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Contents
Question 1: Incomplete Lesson plan questions..................................................................................................3
Question 2: Learning activity design.................................................................................................................4
Question 3: Incorporating indigenous knowledge into Environmental Education............................................5
Question 1......................................................................................................................................................6
Question 2......................................................................................................................................................6
Question 3......................................................................................................................................................6
Bibliography.......................................................................................................................................................7
Rubric for Question 2.........................................................................................................................................8
Rubric or Question 3..........................................................................................................................................9

Number of group members Initials and Surname Student number

1. L.M Oosthuizen 37987569

2. A Hattingh 38263815

3. T Oosthuizen 41253086

4. J.F Wehmeyer 41679334

5. D Badenhorst 42979897

6. Q Nel 42828740

7.

Minimum 8 8.

9.
Got permission by Mr.
10.
Letsika Leqoalaneto be 6 in
11.
this group assignment.
Maximum 12 12.

2
Question 1: Incomplete Lesson plan questions.

3
Question 2: Learning activity design

4
Question 3: Incorporating indigenous knowledge into Environmental Education.

5
 Reflection
Question 1
Briefly explain (paragraph of 10 – 12 sentences) what influenced your choice of the indigenous knowledge
practice mentioned above

The decision to concentrate on indigenous knowledge practices – especially those involving agroforestry, crafting with
environment, and water management was motivated by the deep wisdom and sustainability shown by traditional
African communities. Their creative resource management techniques and strong concern for the environment provide
priceless lessons for encouraging environmentally mindful behaviour.

Question 2
Do you think indigenous knowledge practices can be accommodated in the current CAPS curriculum?
Explain?
Yes, the curriculum’s integration of indigenous knowledge is in line with the objectives of honouring, protecting, and
fostering the environment. African indigenous people have for centuries demonstrated the capacity to live in harmony
with the natural world. They may provide unvaluable insights into environmental preservation and upkeep, which can
significantly enhance students’ educational experiences. For example, the curriculum can incorporate sustainable
water conservation techniques like rainwater harvesting and gardening, which are innovative approaches to water
management used by indigenous cultures. These methods highlight the value of cautious resource management while
also ensuring long-term access to clean water.

Question 3
What message does your poster convey to your learners?

Students are given a message of inspiration and empowerment. Learners can support sustainable living practices and
environmental preservation by accepting and incorporating indigenous knowledge into their daily lives. The poster
urges students to use these priceless resources in their attempts to build a more sustainable and peaceful world by
serving as a reminder of the rich knowledge and customs of indigenous people.

6
 Bibliography
FasterCapital, 2024. Sustainability through Indigenous Wisdom: How Knowledge Based Startups Lead the
Way. [Online]
Available at: https://fastercapital.com/content/Sustainability-through-Indigenous-Wisdom--How-
Knowledge-Based-Startups-Lead-the-Way.html
Foundation, T. W., 2020. The WILD Foundation. [Online]
Available at: https://wild.org/indigenous-leadership-vision-for-the-environment/?
utm_source=google_cpc&utm_medium=ad_grant&utm_campaign=programs&utm_term=indigenous
%20conservation&gad_source=1&gclid=Cj0KCQjwztOwBhD7ARIsAPDKnkB6BZ9Mb7rb7b3XNHDRS
U1O6HcrL1x6wgDny9C6jF0qBa
Palmer, J., 2021. Water Wisdom: The Indigenous Scientists Walking in Two Worlds. [Online]
Available at: https://eos.org/features/water-wisdom-the-indigenous-scientists-walking-in-two-worlds

(FasterCapital, 2024)(Palmer, 2021)(Foundation, 2020)

Rubric for Question 2

Assessment criteria
Performance criteria Outstanding – exceeds the Meets the Needs improvement Does not meet the
standard: requirements minimum requirement/
Plagiarism

Subject and phase 2 1 0

The topic, theme, The topic, theme, The topic, theme, subject,
subject, and grade subject, and grade and grade theme are not
theme are clearly theme are highlighted, mentioned.
highlighted. but needs clarification.
Lesson objectives 3 2-3 1-2 0
Lesson objectives are well Lesson objectives are Lesson objectives are No lesson objectives/
formulated and thought identified, well identified but not well lesson objectives poor
through. CAPS aims have formulated, and are formulated, and / or not articulated/ lesson
been broken down into clear aligned to the theme. aligned to the lesson objectives not aligned to
lesson objectives (and or key Includes knowledge, theme/ not appropriate the lesson theme.
questions have been skills, values objectives. knowledge, skills,
identified) and are aligned to values formulation.
the theme. Includes
knowledge, skills, values
objectives.
Learning activity aligned 9-10 7-8 5-6 0-4
with knowledge, skills
and value objectives Learners’ activities are Learner activities are Some thought has gone It is clear that the student
perfectly aligned with lesson meaningful but more into the construction of did not reflect upon the
objectives and progress from formal thought needs to the learning process but construction of the
lower to higher levels of be demonstrated with not all activities are learning activities and the
cognition in order to extend regard to the learning meaningful. learning process.

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 thinking and understanding is process and learners’
noticeable. engagement with
content.

9-10 7-8 5-6 0-4

Learning activities are well Learning activities Learning activities show Learning activities do not
A learning activity with thought through and clearly clearly show what what learners will do so show what learners will do
an integrated show what learners will do so learners will do so that that they become more so that they become more
experiential learning that they become more they become more knowledgeable, aware, knowledgeable, aware,
approach to ensure knowledgeable, aware, active knowledgeable, aware, active and skilled after active and skilled after the
meaningful and skilled after the active and skilled after the environmental environmental learning
environmental learning environmental learning the environmental learning intervention. intervention.
intervention. learning intervention.
Environmental learning Environmental learning is
Environmental learning is well Environmental learning is indicated to some not indicated in learning
thought of and clearly is clearly indicated in extent in the learning activity and
indicated in the learning the learning activity activity and assessment.
activity and assessment. and assessment. assessment.

Comments:

Rubric or Question 3
Criteria Mark allocation
a. Theme 2
 A relevant sustainable indigenous knowledge practice is
identified and is clearly reflected in the poster theme
b. Content and use of poster to support environmental 2 + 2 +2
education
 Relevant information about where the practice originates
and its benefits for sustainable environmental management
is clearly provided

 The poster clearly explains how the learners can incorporate 2

this practice in their own context to promote environmental
learning. Indicate the grade, topic and theme
c. Multimedia design: 2
 The information/ content in the poster is presented in a
coherent and logical manner for the achievement of a lesson
objective. The poster tells a good story.
d. Creativity and overall impression 2
 High level of creativity and innovation in the design of the
poster and in presenting the content.
e. Referencing 1
References included and correct referencing style used