Answer: 2

Answer: 4

Answer: 2

Answer: 3

Answer: 2

Answer: 1

Answer: 3

Answer: 2

Answer: 2

Answer: 5

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 education in South Africa and
it is not a task to be taken lightly. I can say this because I know how we got to
this point. I will first discuss the development of environmental education
internationally, because it is important to learn about the international
progression and where we fit in as South Africans, and then I will discuss the
development of environmental education in South Africa.
Internationally, in the 19th century, the world was quickly engulfed by mass
production, wastage, terrible health conditions, social ills and environmental
destruction. Critics started to fight for the need to teach children about the
environment. A major figure at this time was Patrick Geddes, a professor from
Scotland who practiced environmental education. He dedicated himself to
improving the environment and the education thereof. In the 20 th century came

World War Two when the ideas for a better world were incubated. The decades
following World War Two saw the first international organisations concerned with
the environment, the IUCN (International Union for the conservation of Nature
and Natural Resources) and WWF (World Wildlife Fund) formed. However the
most fruitful partnership was the one with Unesco (United Nations Educational,
Scientific and Cultural Organisation). These three organisations helped to
introduce the concept of environmental education. This was the time when
many of the concerns of developing countries were placed on the international
agenda for discussion. In 1977 the twelve Tibilisi principles were adopted as
guiding principles for effective environmental Education. South Africas leaders
did not one respond positively to these principles and it was left to individuals
and NGOs to run with them. Between 1990 and 2002 the Earth Summit focussed
on the role of environmental education as a response to the environmental crisis.
This involved teachers and learners in the promotion of sustainable
development. Respect for all life was taught emphasised the participation of all
individuals in making decisions about their future. The NGO Forum Principles
were known less widely as the Tibilisi principles, but showed a greater concern
for issues of social justice, equity, democracy and social transformation. As years
went on people realised that not much of a difference had been made and
realised the need for environmental education in the schools and important role
the teacher plays in this process. In 1997 the world celebrated 20 years of the
Tibilisi declaration and aimed to evaluate education as a basis for the forth
pillar of sustainability in the 21st century.
In the years before 1994, South Africa was on a different path. Efforts were
mainly focussed on education about soil erosion and conservation education,
which focussed on wise use of natural resources. In the mid 1970s South Africa
started to hear of contemporary forms of environmental education. In the 1980s
the concept of outdoor education was confused with environmental education,
where the focus was on out-of-door activities, the study of and respect for nature
and craft of various kinds. The first international conference on environmental
education in South Africa took place in 1982 in Treverton College, Mooi River, in
Natal. This was the first time that a wide spectrum of South Africans concerned
with environmental education could come together to discuss matters of
common interest. This conference also saw the formation of the Environmental
Education Association of South Africa (EEASA) which played a major role in the
development of environmental education in the sub continental region. They also
started the first regular publication on environmental education. At this time,
NGOs played a major role as well in running with projects to educate the
communities about environmental education. In 1989 The White Paper on
Environmental Education was established, and this stated that environmental
education should be taught at all levels. The first University to offer courses on
environmental education was the University of Bophuthatswana (North-West
University) offering undergraduate and post graduate courses. Rhodes
University, The University of South Africa and the University of Stellenbosch were
also early players in environmental education. As political change began to
occur, many doors opened for the development of environmental education as

political parties aligned themselves with the environment. 1994 saw our country
into democracy. The ANC was in power and realised the need for environmental
education in schools. Along with some very influential and determined
committees they implemented a curriculum and set the scene for ongoing
environmental education curriculum development. As the curriculum developed,
it was noticed that environmental education needed to be interdisciplinary and
cross-curricular, thus, all teachers in all learning areas were required to consider
an environmental focus. This is still the case today and, as a young, developing
democratic country, we will continue to grow in this area.
In conclusion, I believe that our knowledge of the past should continue to shape
our future, nationally and internationally. Without the combined efforts of the
environmentalists of the past, our present would have been wrought with
environmental problems, let the environmentalists of the present prepare the
way for the environmentalists of the future.

Answer: Biodiversity (Variety in the Environment).

Answer:
- At the end of the lesson, the learners will be able to appreciate the need for
variety in their environment.
- They will be able to choose plants which are indigenous to South Africa for
their own gardens.
- They will appreciate the uniqueness of different animals and their habitats.
- And they will learn how to preserve the natural habitats of some of these
creatures.

Answer:
- This lesson will be in the form of an outing to a touch-farm.
- It is specifically for the Preschool and grade 1 classes.

The lesson will begin in the classroom with a discussion about our family, our
pets and animals that cant be pets. Questions that will be discussed include:
1. Who lives in your home?
2. Is everyone in your family the same? (we will discuss the need for
diversity)
3. Who has a pet at home?
4. How do we take care of our pets?
5. Do you think an elephant would be happy living in your home?
6. Where will an elephant be happy?
7. What other animals would NOT be happy living in our homes? (we will
discuss different habitats)
After this discussion, I will tell the children that plants and trees also live in
special places and need special care because these plants might be the home
to some special animals. Some questions to be discussed:
1. What kinds of animals live in trees and bushes?
2. Do you think trees can be bullies?
After question 2, I will introduce the idea of alien plants and how they fight for
natural resources and leave nothing for our South African (indigenous) plants.
At the touch farm the children will be able to see, touch and feed some of the
animals discussed earlier in the classroom. They will have the opportunity to
see how these animals are cared for and where they like to sleep. We will
discuss how each animal is different and likes to eat different foods (if they all
ate the same food, there would not be enough food to go around). We will
also discuss where the animals like to sleep (if they all wanted to sleep in a
tree, there would not be enough room for everyone, and some animals
werent made to climb trees).
On the way home we will sing Old Mac Donald had a farm and try to
remember all the animals we saw and the sounds they made.
Back in the classroom, the children will be asked to draw a picture of the
touch-farm and the animals which they saw. The pictures will be displayed on
the wall to show how unique each childs experience was.

Answer:
- During the first discussion about our family, our pets and animals that cant
be pets, I will be doing a baseline assessment by listening to the answers of
each child in order to determine what the learners know and where to begin
teaching. I will also be look for children who dont answer any of the question
in order to get them involved, as well as those children who seem to want to
answer all the questions, these children will be encouraged to give others a
chance.
- At intervals I will be performing formative assessment. By taking time to talk
to individual learners, I will be able to determine whether or not the learning
outcomes are being reached and I will be able to judge the appropriateness
of the lesson in order to plan for future learning activities.
- At the end of the lesson I will be able to perform a summative assessment. By
looking at the pictures which are drawn, I will be able to notice a child whom
may not have grasped the learning outcomes. The children will also be given
homework, they will need to talk about what they learnt during the lesson;

this will be done on the next day so that I will be able to determine whether
the learners have achieved the learning outcomes.
This lesson will also be a part of my continuous assessment which takes place
over the entire year.
At the same time I will be using the lesson to add to my diagnostic
assessment in order to determine any barriers to learning or any learning
difficulties.

Answer:
- I will use posters of wild animals and tame animals as well as habitats during
the discussion.
- On the bus I will use songs about animals to keep the learners focused on the
lesson.
- At the farm I will be taking photographs and I will display them on my laptop
when we get back to class to provide inspiration for the drawing exercise.
- I will also provide fabrics of different texture to paste on the picture to
provide a sensory input.

Answer:
- Appreciation for biodiversity
- Understanding of alien species and the harm they do
- Caring for nature
- Respect for animals and their needs
- Retention of information
- Communication of what was learnt
- How to approach and care for animals
- Appreciation for the differences is people and animals
- Expressing experience through art
- To think of the needs of animals and their role in that (not to be selfish)

Answer:
The years 2009 to 2014 has been designated as the Decade for Education for
Sustainable Development. I suppose its hoped that at the end of that decade
we would have been educated enough to be living in the LIFETIME of
Sustainable Development. The problem, however, is that we cant just climb up
onto our soap boxes and shout: This is the decade for education for sustainable
development! What good will that do anyone? Most people wont even know

what youre going on about. So, as educators, how do we educate for sustainable
development? Thank goodness we dont have to answer this question on our
own. In 1977 twelve principles of environmental education were adopted at the
International Conference on Environmental Education held in Tibilisi. I will be
discussing four of these Tibilisi principles and how they can contribute to this
decade.
Principle #1: Promote the value of and necessity for local, national and
international co-operation in the prevention and solution of environmental
problems.
Wherever you go in the world, there will be environmental problems. Some
problems are more urgent than others, but you need not go overseas in order to
help the environment. If we take a look in our own back yard, so to speak, we will
see needs and issues unattended to. By joining some international operation, we
neglect the local and national sector. In the same way, we can do all we can in
our home town, but if the rest of the nation and the world neglect to co-operate
in the solution of a problem, we will make slow progress. By starting locally, we
become part of a solution. This is the responsibility of every individual. It is the
responsibility of our nations leaders to encourage a high standard of
environmental problem-solving. And it is essential for nations to encourage and
help each other to prevent and solve environmental problems. If the people are
united, the earth will benefit.
Principle #2: Explicitly consider environmental aspects in plans for development
and growth.
In the planning for development it would be naive of us to build any structure
without considering the impact it would have on the environment. Rather, in the
decision process, we should plan to improve the environment; add to it rather
remove. As new cars are made and designed, cleaner emissions should be one of
the aims of the manufacturer. As a town grows leaders should be thinking about
making public transport reliable and cost-effective and encouraging people to
use this as an alternative to personal vehicles.
Principle #3: Enable learners to have a role in planning their learning
experiences and provide an opportunity for making decisions and accepting their
consequences.
We cannot think about the future of our environment without thinking about the
future of the human race. A learner who believes that they can make a difference
in their world will feel confident enough to take on environmental projects. When
children take part in the planning of learning experiences, you have an
opportunity to discover what they are interested in and help them discover their
potential to make a difference in the environment and enjoy it! If we allow the
learners to make decisions and learn from their own mistakes and successes, we
foster a learning attitude in them, we also provide a platform for them to think
critically and solve a problem. Small victories in class projects will encourage
them to take on more and more responsibility in their own lives with regards to
their influence on the environment.

Principle #4: Emphasise the complexity of environmental problems and thus the
need to develop critical thinking and problem-solving skills.
No problem is as simple as we would like it to be, there is no quick-fix or short
answer to the fact that society grows, more people are going to bed hungry and
we need to find a way to feed them without depleting natural resources, cutting
down more trees, destroying natural habitats and creating plants which put
others into extinction. This principle encourages us to see the problem for what it
is, COMPLEX; the path we take to rectify a problem, may affect another part of
our environment. Creating more problems by fixing another, we are not living for
sustainability. Critical thinking and problem-solving skills are essential to this
process, if we can look at a problem and find a solution which will solve a
problem without creating more problems, we are living in sustainability.
In conclusion I would like stress the importance of the educator in this decade.
We sometimes forget that we have the opportunity to change the way children
view their world. We can shape the next generations thinking and encourage
them to make a difference in their community, their nation and indeed, the
world!