Notes 9
Notes 9
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
Sustainable development (2): Development that takes place in such a way that it
does not compromise the needs of future generations Page 13
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.
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
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)
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:
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.
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.
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.