Question 1

Holistic Environment (5): The environment as a whole. Not just that around you- but
that which is all around everyone. Global Environment- the effects chopping down a
rainforest will have on the rest of the world, Physical environment – that which is immediately
around us, Cultural environment – what your culture is as does to influence the world,
internal environment – what WE feel and think, political environment- ideology, freedom and
equality, and social environment- how people relate to one another. Destroy one of these,
and we will have no future, as this is what we strive and live on. Page 35

Environmental education (4): Environmental education deals with education, creating

positive attitudes towards the environment. It is concerned with actions taken or skills
learned to prevent environmental problems. The International Union for the Conservation of
Natural Resources definition reads “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 a personal code of conduct on matters affecting the quality of the
environment.” – environmental education- values and concepts which are taught and
explained in order for everyone to understand the importance of the environment, and how
to keep their environment safe and clean. Page 39

Sustainable development (2): Development that takes place in such a way that it
does not compromise the needs of future generations Page 13

Ecosystem (2): an ecosystem is a complex set of relationships among the living

resources, habitats, and residents of an area. It includes plants, trees, animals, fish, birds,
microorganisms, water, soil and people. Page 44-45 SG

Pages 51 - 56
Biodiversity (2): The variety among living organisms and the ecological communities they
inhabit. It describes the variety of life in an area, including the number of different species,
the genetic wealth within each species, the interrelationships between them, and the natural
areas where they occur. Biodiversity is often defined as the variety among living organisms
and the ecological communities they inhabit More than 1.4 million different species have
been discovered on planet earth. SA has the third highest level on diversity in the world.
Many species are disappearing as a result of *loss of habitat *pollution of soil, water and air *
industrial agriculture + forestry * alien species * wildlife trade * poaching + hunting *
government policies (encouraging urban development + agriculture) All living things depend
on each othe

Overpopulation (2): Having too many people living in an area or city. It is estimated that
the world population will increase to 10 billion before stabilizing. Too many people put strain
on the environment because they need food, shelter and clothing. Destruction of the natural
environment, poverty and famine are serious problems in many countries. Biggest challenge
is eliminating poverty. WSSD met in 2002 and richer countries pledged to halving the
number of people without drinking water and sanitization by 2015. This is an excessive
population which reaches the point of overcrowding, which leads to the depletion of natural
resources as well as impaired quality of life. Population creates environmental stress; each
person needs water, food, clothing, shelter and energy which influences ecosystems directly
or indirectly. Overpopulation is closely linked to poverty

Urbanisation (2): The mass migration of people from rural areas to the city. The physical
growth of urban areas as a result of global change. In ancient times in Africa there were few
large cities. Today in SA about 70 % of the population live in urban dwellings. This is
attributed to the lack of agricultural growth, drought, famine and slow rural development.
Since the abolition of apartheid people may choose where to live; many choose cities. The
problem with urbanization is that the cities are incapable of providing shelter and services to
all these people. Many people live in informal settlements where social conditions are
dangerous. Urbanization also contributes to elevated crime levels. Cities need a huge
amount of energy and make a lot of waste. The advantage of urbanization is that it is easier
for the government to provide basic services to those who live there than those in the rural
setting.

Desertification (2): Land degradation that is caused by drought, over cropping,

deforestation and incorrect irrigation methods. The biological potential of the soil and its
ability to sustain life is reduced. Caused by a combination of natural and human factors.
Natural causes are drought and desiccation of vegetation. Human causes are unsustainable
land uses such as over cropping, overgrazing, deforestation and poor irrigation practices.
About one third of Africa’s surface is under threat of desertification. Soil erosion is also a big
problem. About 25 % of the fertility of Southern Africa’s soil has been lost. 1994 –
Convention to Combat Desertification

Deforestation (2): The permanent removal of a forest or stand of trees where the land is
thereafter converted to a non-forest use. It can erode soils, contributed to desertification and
the pollution of waterways and decrease biodiversity through the destruction of habitat
Forests now cover 21 % of our planet. Currently, 12 million hectares of forest are cleared
annually. Causes of deforestation *agricultural land to feed people * cash crops + cattle
ranching * commercial logging * firewood and building material *animals eating.
Consequences include: *alteration of climate *soil erosion *silting of waterways *extinction of
species that survive in forests *desertification. Some ideas for improvement include:
*selective logging *using recycled paper *education

Pollution (2): The poisoning of the environment by anything that reduces its ability to
support life. Pollution can include too much of a good substance, a harmless substance,
synthetic compounds and non-biodegradable compounds. The following ecosystems can be
affected: air, fresh water, marine systems and land… Pollution occurs when the environment
become overloaded beyond the capacity of these normal processing systems. The
population is exploding, particularly in developing countries. Also, the greenhouse effect
gone crazy is resulting in the temperature rising by .5 degrees C. Severe carbon emissions
from burning forests in Brazil further contribute to this problem. Finally, the number of
endangered species has escalated.

Question 2
2.1 – 2 Page 39
2.2 – 4 Page 39 – 42
2.3 – 2 Page 48
2.4 – 3 Page 41
2.5 – 2 Page 50
2.6 – 1 Page 50
2.7 – 3 Page 37 SG
2.8 – 2 Page 29 SG
2.9 – 2 Page 43-44 SG
2.10 – 5 Page Just because I know this :P

Question 3

CAPS Phase: Grade: 7 Subject: Theme: Land

Intermediate/Senior Time: 60 min Social Sciences Pollution
Phase Topic : Littering
Lesson Aims: Learners must be able to:

The aim of this lesson is

develop knowledge, skills, attitude and littering are and have a clear
values regarding littering and land understanding thereof
pollution.
Knowledge: pollution
Learners will be aware what the terms d by
“Land Pollution” and “Littering” are littering
Learners will learn the importance of
recycling benefits of recycling
Learners will learn that recycling saves
energy, time and money
Learners will know the different forms of discussions
land pollution
Learners will know how important environmental issues
healthy living conditions are
Skills: recycling has in terms of energy,
money and time

by unhealthy living conditions

information
Attitudes & Values:
Learners will learn values about the
importance of caring for the
environment including the negative
effects pollution has on humans, fauna
and flora. Learners will learn to respect
our environment and care for it for their
future. Values instilled would be moral,
spiritual, social, universal and cultural
values.

Content: Context:
Our environment is in danger due to This lesson is designed to inculcate the
pollution and life threatening diseases importance of caring for our environment in
could develop from areas that are badly rural and urban areas. Once the learners
affected. It is important for us to know understand the content it will be easier to
how we have to care for the conceive why and how we can help to curb
environment and what we can do to the problem
make a difference and to respect our
planet.
A worksheet is handed out with a
Context:
This lesson is designed to inculcate the
importance of caring for our environment in
rural and urban areas. Once the learners
understand the content it will be easier to
conceive why and how we can help to curb
the problem paragraph on land pollution.
The
learners will read the paragraph given to
them and will take part in group
discussions developing their
communication, interaction, problemsolving
and listening skills. Their ability
to follow instructions will be assessed.
The following aspects are covered:
Types of land pollution:

Recycling:
Materials we can recycle
The meaning of recycling
Activity 1 & 2 Questions regarding the
paragraph must be answered and an
assignment and survey must be done on
the topic. (Worksheet, assignment and
survey sheet included)

Teacher Activities Learner Activities Resources

Introduction Introduction

*Put up a poster on the whiteboard of *Learners are *Whiteboard

different types of pollution as well as the introduced to an *Overhead
difference between a polluted and environmental issue projector
unpolluted area. regarding land *Transparency
*Introduce the class to the theme and pollution *Poster
topic for the day’s lesson *Learners will look at *Worksheet
Middle: the poster and realise (same as the
*Read through the worksheet with them there are different transparency)
that is displayed on the overhead types of land pollution. *Survey Sheet
projector *4 Bins for
*Discuss the importance of caring for Middle: recycling different
our environment and how recycling can Learners will follow the materials in the
contribute towards it paragraph reading from classroom
*Explain terms unknown to them the overhead projector
*Ask learners questions about the topic *Learners will have the
*Ask learners questions about their opportunity to ask
views on how we can contribute towards questions and take part
a healthier environment in class discussions
*Allow discussions between the learners *Learners will learn
using Tsibilisi principles 4 and 8 where new terms e.g.
learners are enabled to have a role in hazardous, organic,
planning their learning experiences and dispose, environment,
to make decisions, and examining recycling and pollution
environmental issues from a local, etc.
national and international level. *Each learner will have
the opportunity to
Introduction *Whiteboard
*Learners are *Overhead
introduced to an projector
environmental issue *Transparency
regarding land *Poster
pollution *Worksheet
*Learners will look at (same as the
the poster and realise transparency)
there are different *Survey Sheet
types of land pollution. *4 Bins for
recycling different
Middle: materials in the
Learners will follow the classroom
paragraph reading from * Point out the different
the overhead projector containers now
*Learners will have the present in the
opportunity to ask classroom for recycling
questions and take part Concluding:
in class discussions *Hand out the
*Learners will learn worksheets
new terms e.g. *Give instructions on
hazardous, organic, work to be done
dispose, environment, on worksheets
recycling and pollution *Discuss the
etc. assignment given to
*Each learner will have them
the opportunity to * Assess learner’s
*Whiteboard progress on the
*Overhead assignment and survey
projector throw a paper in the
*Transparency recycling bin and to
*Poster identify the different
*Worksheet bins
(same as the *Learners will learn the
transparency) importance of a
*Survey Sheet healthy clean
*4 Bins for environment
recycling different * Learners will be
materials in the divided into groups of 4
classroom
* Point out the different containers now Concluding
present in the classroom for recycling *Learners to complete
answers on worksheet
Concluding: after reading from the
*Hand out the worksheets paragraph
*Give instructions on work to be done *Group discussions will
on worksheets take place to answer
*Discuss the assignment given to them the relevant questions
* Assess learner’s progress on the asked in the group
assignment and survey activity
*Group posters have to
be made
*Survey to be
 conveyed according to
survey sheet

Assessment Task:
Formative assessment: I will do regular checks on the survey that has to be done and
will ask the learners questions about it.
Summative assessment: Learners will be given the task to write a paragraph on the
importance of a clean environment and how they can contribute towards it. (Writing
rubric enclosed)

Homework
Each learner will be asked to bring an item for the different recycle bins (Due the next
day)
Each learner will be instructed to complete the questions on the worksheet (Due the
next day)
Each learner will be instructed to write a paragraph on the importance of a clean
environment and how they can contribute towards it (Due the next day)
Each group will be instructed to complete an assignment. (To be handed in a week
from the lesson)
Each group will be instructed to complete a survey. (To be handed in a week from the
lesson)

Teacher reflection:

As in any lesson an educator always has to ask him/herself the

question “Did I achieve my goal with the lesson?” Using emotion in the presentation
can make a big difference in any lesson. The goal is to make the learners eager and
excited to learn something new, especially if it can make a difference in their own as
well as the community’s lives. It is important to make the learners feel important too.
To make a proper assessment the following questions must be asked:

t was expected of them?

The lesson has given the learners the opportunity to make a choice regarding their
future. It is up to them to decide what the right course is to take and I can only hope
that I could have a positive influence in their decision.

Question 4 Page 37-52

4.1 International Environmental Education in the 20th century
Recognition of the need for public awareness about the environment and
environmental issues started to emerge after the Second World War (1939-
1945), as a result of human suffering and devastation that took place. This
period was important for the implementation of plans and ideas, including
better Environmental management, to create a better world.
After the war, the first international organisations were established, of which
the IUCN (1948) was most notable. In 1961 the WWF was formed with the
main focus on raising funds for wildlife conservation. These two bodies shared
ideals that were inseparable from social, cultural and educational issues if goals
wanted to be achieved and gradually started engaging and influencing
government and quasi-governmental institutions as well as non-government
institutions in South Africa and worldwide.
UNESCO was established in 1964 as part of the broader UN enterprise and was
firstly concerned with education in only the development phase, but through
interaction with which led to the environmental education concept.
Stockholm hosted the United Nations conference in 1972 on Human
Environment and led to the establishment of UNEP, with headquarters outside
of Europe in African soil - Kenya. The Belgrade Charter laid down guidelines for
worldwide environmental education in the future in 1975.The first
Intergovernmental conference on environmental education was held at Tbilisi in
1977. The conference resulted in declaration of 12 principles, known as the
Tbilisi principles of Environmental education. These principles provide the
framework and guidelines for Environmental education on a global, regional and
national level, and were re-affirmed during the 1987 International Conference
on Environmental education held in Moscow.

4.2 Environmental education in the International arena (1995 - 2002)

The 1993 earth summit produced a document called “Agenda 21” which put
emphasis on the need for a wide-scale Environmental education and the
process involves learners and educators to promote sustainable development,
and to improve the capacity of people to address environmental and
development issues, as sustainable development became a major factor.
A treaty on Environmental education for sustainable societies recognised the
central role of education to achieve certain values and social action in an
ongoing learning process to respect all forms of life and focused on the crisis
that threatens the world’s future. Issues such as poverty are linked to the
dominant socio-economic system and stress the importance that all individuals
should be involved in making choices for their future.
As a result, the NGO Forum principles were formed with a large social base.
These principles put an accent on the fact that we all have a right to education,
and that we are all learners and teachers who should involve a holistic approach
and focus on the relations between humans, nature and the universe, as well as
issues such as population, health, peace, human rights, democracy, hunger and
the protection of our fauna and flora. In 1991 a review was done regarding the
process following the 1992 Earth summit and it was determined that there was
little change and that some educators did not respond to the environmental
crisis. UNESCO published a document called “Education for a sustainable
future”. The aim of this document was to start a debate and action to stress
the importance of Environmental education and to make the public aware of
sustainability. The Johannesburg World Summit focused on sustainable
development in 2002.

4.3 Pre-1994 developments in South Africa

Conservation was largely found in South Africa before 1994, which focussed
mainly on ecology. With time it developed into Environmental education
following a holistic approach which covers many aspects such as political,
cultural, social, urban and economical environments.
The first international conference on Environmental education in South Africa
was held at Mooiriver in 1992, and the EESA (Environmental Education
Association of South Africa) was formed. Many NGO’s appeared, such as the
Wildlife Society of South Africa and the Umgeni Valley Project (UVV) which
cooperated
with the Natal Education Department and the Natal Parks board. The
Transvaal Education Department set up their own outdoor excursion programs,
like Veld schools. Two of the good Environmental Education programs in South
Africa were those of Boputhatswana and the National Environmental Awareness
Council (NEAC).
In 1989, the “White Paper” on Environmental education was tabled due to the
influence of the then Department of Environmental Affairs, and put emphasis
on the fact that Environmental education should be part of education.
Environmental education courses and programs on tertiary level, especially for
teachers and decision makers were pioneered at North-West University,
offering under- and post graduate courses, while other institutions like UNISA,
Rhodes University and the University of Stellenbosch plays a major role.

4.4 Post 1994 developments in South Africa

The 1995 “White Paper” on education and training set the scene for a focus on
Environmental Education at schools and on tertiary levels. As a result of the
lack of participation in the 1987 white paper on Environmental education, and
education policy had to be developed within education, and the EEPI
(Environmental Education Policy Initiative) was established in 1992, in
response to the need for a more pro-active role in education transformation
(EEASA 1992).
A key outcome was reached at the NECC (National Education Co-ordination
Committee) conference in 1993, which stated that “This conference...therefore
resolves that...the curriculum will develop the understanding, values and skills
necessary for sustainable development and an environment that ensures
healthy living(Clacherty 1993b)”
This clause was included in the ANC’s policy framework for education and
training and the principle was established in the 1995 white paper on education
and training, which requires an ongoing Environmental education, in which all
teachers have to focus on environmental issues in all learning areas, with a
specific focus in each learning area, as held together by the principle of the
National Curriculum statement, which acknowledges the relationship between
human rights, a healthy environment as well as social justice.
Question 5 Page 118-120
5.1 Education for Sustainability
Education for sustainability has been shaped by the emergence of sustainability
as a result of the concern within the environmental movements of the 1980’s,
and by the orientation to environmental education.
Although education for sustainability has been controversial in recent years, it
represents the way the concept sustainability has been taken up within critical
discourses on education (Fien 1993a, 1993b, 1993c; Gough 1997; Huckle &
Sterling 1996; Plant 1998; Huckle 1999).
Education for sustainable living is based upon the eight values in the world ethic
of sustainability and it suggests that direct teaching of these values is a
responsible professional decision. It is a process of critical reflection and action
on those forms of technology and social organisation that might allow us to live
sustainably with one another as well as the rest of nature.
Critical approaches to education hold that education is not value neutral, and
that education has been highlighted for a way to change in social-ecological,
political and economic ways.

5.2 Ecological indicators of sustainability

1) Be in harmony with your local environment. Live in synchrony
within the eco system of which we are art of, and natural life
processes and systems should be respected, including wildlife
and botanical life.
2) Food obtained from local or bioregional sources must be
organic, free of contaminants and must be nutritious.

5.3 Social indicators of sustainability

1) There is a sense of social stability in community life, foundation
of trust and safety, with individuals expressing themselves
freely to benefit all.
2) The flow of resources, including giving and receiving of funds,
goods or services must be balanced to meet community needs
while surpluses are shared.

5.4 Spiritual indicators of sustainability

1) Creativity and arts are seen as an expression of unity and
interrelation to our universe and are supported through many
forms of artistic experience, sharing of beauty and leisure time
is valued.
2) The community consciously chooses and contribute to create a
peaceful, loving and sustainable world.
Question 6 Learning Strategies for environmental learning.
Name and dscuss
Page 139 – 142
PAAC

•Active learning – active participation

•Authentic Learning – learning related to real life problems and real solutions
•Problem solving – similar to active participation but the teacher provide set of tools
and criteria where learn apply themselves to problem solving. Results in responsible
environmental behaviour.
•Critical thinking –Refers to a higher level of thinking where variety of perspective
needs to be considered for problem solving. One must adhere to content
>procedural>control thinking skill>+attitude

Question 7 Conrence held in Durban, 2011, about most pressing Global

environmental problems. Name and explain what the conference was
about.
2011 United Nations Climate Change Conference
The 2011 United Nations Climate Change Conference was held in Durban, South Africa,
from 28 November to 11 December 2011 to establish a new treaty to limit carbon
emissions.[1]
A treaty was not established, but the conference agreed to establish a legally binding deal
comprising all countries by 2015, which was to take effect in 2020.[2] There was also
progress regarding the creation of a Green Climate Fund for which a management
framework was adopted. The fund is to distribute US$100 billion per year to help poor
countries adapt to climate impacts