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Answer: In order to know where we are going, it is important to know where we have come from. It is a privilege to teach environmental educaon in !outh Africa and it is not a task to "e taken lightl#. I can sa# this "ecause I know how we got to this point. I will $rst discuss the development of environmental educaon internaonall#, "ecause it is important to learn a"out the internaonal progression and where we $t in as !outh Africans, and then I will discuss the development of environmental educaon in !outh Africa. Internaonall#, in the 1% th centur#, the world was &uickl# engulfed "# mass producon, wastage, terri"le health condions, social ills and environmental destrucon. 'rics started to $ght for the need to teach children a"out the environment. A ma(or $gure at this me was )atrick *eddes, a professor from !cotland who pracced environmental educaon. +e dedicated himself to improving the environment and the educaon thereof. In the 2 th centur# came -orld -ar wo when the ideas for a "e/er world were incu"ated. he decades following -orld -ar wo saw the $rst internaonal
organisaons concerned with the environment, the I0' Internaonal 0nion for the conservaon of ature and atural esources and -- -orld -ildlife und formed. +owever the most frui6ul partnership was the one with 0nesco 0nited aons 7ducaonal, !cien$c and 'ultural 8rganisaon. hese three organisaons helped to introduce the concept of 9environmental educaon. his was the me when man# of the concerns of 9developing countries were placed on the internaonal agenda for discussion. In 1%;; the twelve i"ilisi principles were adopted as guiding principles for e to individuals and *8=s to run with them. ?etween 1%% and 22 the 7arth !ummit focussed on the role of environmental educaon as a response to the environmental crisis. his involved teachers and learners in the promoon of sustaina"le development. espect for all life was taught emphasised the parcipaon of all individuals in making decisions a"out their future. he *8 orum )rinciples were known less widel# as the i"ilisi principles, "ut showed a greater concern for issues of social (usce, e&uit#, democrac# and social transformaon. As #ears went on people realised that not much of a di of various kinds. he $rst internaonal conference on environmental educaon in !outh Africa took place in 1%@2 in reverton 'ollege, Booi iver, in atal. his was the $rst me that a wide spectrum of !outh Africans concerned with environmental educaon could come together to discuss ma/ers of common interest. his conference also saw the formaon of the 7nvironmental 7ducaon Associaon of !outh Africa 77A!A which pla#ed a ma(or role in the development of environmental educaon in the su" connental region. he# also started the $rst regular pu"licaon on environmental educaon. At this me, *8=s pla#ed a ma(or role as well in running with pro(ects to educate the communies a"out environmental educaon. In 1%@% The White Paper on Environmental Educaon was esta"lished, and this stated that environmental educaon should "e
taught at all levels. he $rst 0niversit# to o
In conclusion, I "elieve that our knowledge of the past should connue to shape our future, naonall# and internaonall#. -ithout the com"ined e
Answer: ?iodiversit# Dariet# in the 7nvironment.
Answer:
At the end of the lesson, the learners will "e a"le to appreciate the need for variet# in their
environment. he# will "e a"le to choose plants which are indigenous to !outh Africa for their own gardens. he# will appreciate the uni&ueness of di
Answer:
his lesson will "e in the form of an oung to a touchfarm. It is speci$call# for the )reschool and grade 1 classes. he lesson will "egin in the classroom with a discussion a"out our famil#, our pets and animals that can=t "e pets. Euesons that will "e discussed include: 1. -ho lives in #our homeF 2. Is ever#one in #our famil# the sameF we will discuss the need for diversit# 3. -ho has a pet at homeF 4. +ow do we take care of our petsF 5. Go #ou think an elephant would "e happ# living in #our homeF H. -here will an elephant "e happ#F ;. -hat other animals would 8 "e happ# living in our homesF we will discuss di
ha"itats A>er this discussion, I will tell the children that plants and trees also live in special places and need special care "ecause these plants might "e the home to some special animals. !ome &uesons to "e discussed:
1. -hat kinds of animals live in trees and "ushesF 2. Go #ou think trees can "e "ulliesF A>er &ueson 2, I will introduce the idea of alien plants and how the# $ght for natural resources
and leave nothing for our !outh African indigenous plants. At the touch farm the children will "e a"le to see, touch and feed some of the animals discussed earlier in the classroom. he# will have the opportunit# to see how these animals are cared for and where the# like to sleep. -e will discuss how each animal is di
not "e enough room for ever#one, and some animals weren=t made to clim" trees. 8n the wa# home we will sing 8ld Bac Gonald had a farm and tr# to remem"er all the animals
we saw and the sounds the# made. ?ack in the classroom, the children will "e asked to draw a picture of the touchfarm and the animals which the# saw. he pictures will "e displa#ed on the wall to show how uni&ue each child=s eperience was.
Answer:
Guring the $rst discussion a"out our famil#, our pets and animals that can=t "e pets, I will "e doing a "aseline assessment "# listening to the answers of each child in order to determine what the learners know and where to "egin teaching. I will also "e look for children who don=t answer an# of the &ueson in order to get them involved, as well as those children who seem to want to
answer all the &uesons, these children will "e encouraged to give others a chance. At intervals I will "e performing formave assessment. ?# taking me to talk to individual learners, I will "e a"le to determine whether or not the learning outcomes are "eing reached and I will "e a"le to (udge the appropriateness of the lesson in order to plan for future learning
acvies. At the end of the lesson I will "e a"le to perform a summave assessment. ?# looking at the pictures which are drawn, I will "e a"le to noce a child whom ma# not have grasped the learning outcomes. he children will also "e given homework, the# will need to talk a"out what the# learnt during the lessonJ this will "e done on the net da# so that I will "e a"le to determine
whether the learners have achieved the learning outcomes. his lesson will also "e a part of m# connuous assessment which takes place over the enre
#ear. At the same me I will "e using the lesson to add to m# diagnosc assessment in order to determine an# "arriers to learning or a n# learning diKcules.
Answer:
I will use posters of wild animals and tame animals as well as ha"itats during the discussion. 8n the "us I will use songs a"out animals to keep the learners focused on the lesson. At the farm I will "e taking photographs and I will displa# them on m# laptop when we get "ack
to class to provide inspiraon for the drawing eercise. I will also provide fa"rics of di
Answer:
Appreciaon for "iodiversit# 0nderstanding of alien species and the harm the# do 'aring for nature espect for animals and their needs etenon of informaon 'ommunicaon of what was learnt +ow to approach and care for animals Appreciaon for the di
Answer: he #ears 2% to 214 has "een designated as the 9Gecade for 7ducaon for !ustaina"le Gevelopment. I suppose it=s hoped that at the end of that decade we would have "een educated enough to "e living in the 9LI7IB7 of !ustaina"le Gevelopment. he pro"lem, however, is that we can=t (ust clim" up onto our soap "oes and shout: 9 his is the decade for educaon for sustaina"le developmentM -hat good will that do an#oneF Bost people won=t even know what #ou=re going on a"out. !o, as educators, how do we educate for sustaina"le developmentF hank goodness we don=t have to answer this &ueson on our own. In 1%;; twelve principles of environmental educaon were adopted at the Internaonal 'onference on 7nvironmental 7ducaon held in i"ilisi. I will "e discussing four of these i"ilisi principles and how the# can contri"ute to this decade. )rinciple N1: Promote the value of and necessity for local, naonal and internaonal co-operaon in the prevenon and soluon of environmental problems.
-herever #ou go in the world, there will "e environmental pro"lems. !ome pro"lems are more urgent than others, "ut #ou need not go overseas in order to help the environment. If we take a look in our own "ack #ard, so to speak, we will see needs and issues una/ended to. ?# (oining some internaonal operaon, we neglect the local and naonal sector. In the same wa#, we can do all we can in our home town, "ut if the rest of the naon and the world neglect to cooperate in the soluon of a pro"lem, we will make slow progress. ?# starng locall#, we "ecome part of a soluon. his is the responsi"ilit# of ever# individual. It is the responsi"ilit# of our naon=s leaders to encourage a high standard of environmental pro"lemsolving. And it is essenal for naons to encourage and help each other to prevent and solve environmental pro"lems. If the people are united, the earth will "ene$t. )rinciple N2: Explicitly consider environmental aspects in plans for development and growth.
In the planning for development it would "e naive of us to "uild a n# structure without considering the impact it would have on the environment. ather, in the decision process, we should plan to improve the environmentJ add to it rather remove. As new cars are made and designed, cleaner emissions should "e one of the aims of the manufacturer. As a town grows leaders should "e thinking a"out making pu"lic transport relia"le and coste
-e cannot think a"out the future of our environment without thinking a"out the future of the human race. A learner who "elieves that the# can make a di
o pro"lem is as simple as we would like it to "e, there is no &uick$ or short answer to the fact that societ# grows, more people are going to "ed hungr# and we need to $nd a wa# to feed them without depleng natural resources, cuOng down more trees, destro#ing natural ha"itats and creang plants which put others into encon. his principle encourages us to see the pro"lem for what it is, '8B)L7PJ the path we take to recf# a pro"lem, ma# a
