UNIVERSITY EXAMINATIONS UNIVERSITEITSEKSAMENS UNISA fe EDA3046 OxtoberNovember 2016 ENVIRONMENTAL EDUCATION Duration 2 Hours 100 Marks EXAMINERS - FIRST PROF S SHAVA SECOND MR'SB MSEZANE Closed book examination. This examination question paper remains the property of the University of South Africa and may not be removed from the examination venue. This question paper consists of 10 pages ALL QUESTIONS ARE COMPULSORY ITURN OVER]2 EDA3046 10/11 2016 QUESTION 4 Define the following concepts 11 holistic environment (5) 12 environmental education (4) 43. ozone depletion @ 14 alien species (2) 15 recycling (2) 16 nuclear winter (2) 17 sustainable development (2) 18 urbanisation @ 19 desertification (2) 110. depletion of natural resources 2) (25) QUESTION 2 Answer the following questions in your answer book. Choose the correct answer 21 Which of the following best describes environmental education as practised in South Africa? Education about 1 plants, animals, parks, birds, reptiles, nvers, wetlands and seas 2 the environment, knowledge, skills, values, attitudes, behaviour, decision-making and action 3 people, economics, politics, houses, consumers, properties, jobs and money 4 society, community, culture, language, race, ethnicity, rights and religion 5 science, maths, English, technology, geography, history, heritage and culture ITURN OVER]22 23 24 25 26 3 EDA3046 10/11 2016 Which of the following statements is/are false? We have to teach environmental education because 7 the Department of Education has included it in the principles of the National Curnculum Statement 2 itis enshnned by the South Afncan Constitution 3. of the many environmental issues and risks 4 there is international pressure to do so In which year was the Environmental Education Association of South Africa (EEASA) formed? 1 1970 2 1982 3 1989 4 1994 5 2002 At which one of the following conferences was Agenda 21 developed? onena Belgrado Conference Moscow Conference Toilisi Conference Rio de Janeiro Earth Summit Johannesburg Earth Summit ‘This type of waste takes ten to 30 years to break down Rens combustible waste non-biodegradable waste biodegradable waste non-combustible waste Which university in South Africa was the first to offer environmental education programmes? BONS North-West University University of South Africa Unversity of Stellenbosch Rhodes University [TURN OVER]4 EDA3046 10/11 2016 27 At which one of the following conferences were TWELVE guiding principles for effective environmental education given Belgrade Conference Moscow Conference Tbilisi Conference Rio de Janeiro Earth Summit Johannesburg Earth Summit Rene 28 Which of the following do not refer to biodiversity? 1 birds and reptiles 2 genes and populations 3. plants and animals 4 insects and micro-organisms 5 buildings and cars 29 Ecology ts the between living organisms and their environment as well as the interrelationship between living organisms interaction interrelationship Interference interplay Rene 2.10 Which of the following causes eutrophication? 1 airpollution 2 soll pollution 3 land pollution 4 — water pollution oy QUESTION 3 Design a fesson where you indicate how an environmental theme can be taught in your subject The following should receive attention © Indicate the environmental topic (@g pollution, global warming, acid mine water, desertification, deforestation, overuse of resources such as overfishing) (TURN OVER]5 EDA3046 10/11 2016 Indicate the lesson aims (identify the relevant environmental skills, knowledge, attitudes and values to be addressed by the lesson) Indicate the environmental content you wil use to present the lesson Include learning activities for introduction, middle and conclusion of lesson Include teacher activites for introduction, middle and conclusion of lesson Integrate at least two Thilist principles in your lesson (and indicate how they can be used in the school context) © Indicate the values you would like learners to adopt (eg care for the environment, action on behalf of the environment) © Indicate the environmental concepts you would like leamers to understand and indicate how you will go about teaching them (e g biodiversity, environment) © Indicate the skills learners should master (eg learners must be able to make compost or start a food garden or recycle paper) © Reflect on how successful you were in integrating environmental education in your lesson coco Recommended lesson planning scheme ‘CAPS Phase GRADE ‘SUBJECT. | Toric Lesson Theme: LESSON AIMS. (identi the relevant Leamers must be able to z aa ‘environmental skis, knowledge, attitudes and values to be addressed by the lesson) CONTENT. (Descnbe the learnng/subject CONTEXT Context (Explan how you are going 0 fake content, 9 The importance of the natural context into consideration, @ g rural or urban area, nich or environment and its resources for our survwal | poor, bamers to leeming, diversity of leamers, eto you are Do tn detail Include all texts or study matenal | not a practising teacher, you have to descnbe an maginary that you are going to use ) Include context ) envronmental concepts, @ g pollution, biodiversity ay a [TURN OVER}6 EDA3046 10/11 2016 | TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES j ttoducton introduction ‘Discus the resourees you are going to use, eg dictionanes, | Middle Middle chalkboard Include all pictures, Conetuston Conclusion eer down the ttle of the poem on pollution the are going to wntig board, ask the following questions . | dunng the assess learners by ) | middle and Introduction ‘in the lesson, specify and learners poem Lear groups fo Concluding poem ) | poem they wrote) Homework (Clearly indicate homework to be done) environment? (Descnbe what you are gong to do, @g wrte (Describe what the learners phase of the lesson, eg brainstorm ways im which pollution can be stopped, as Which This: pnneples were used and how? | they are going to study a Poem on pollution Learners Which values were nculcated? ead the poem silently Learners respond Which skits wore mastered? mandvely by gung a lwntten account of their ideas on/emotions after reading the poem and of the understand Leamers share these responses with each other in small groups Iiddle phase The teacher Leamers wnte ther own do and fear mtroductory, concluding learners aspects they did not discuss. the 1ers work in ete phase _| ‘Assessment Task (based on the assessment guidelines) Assessment should use the relevant verbs as outlined | inthe CAPS document in the tasks or assessment that you set (Explain how you intend fo do formative assessment and summative assessment Include assessment rubrics, applicable, 6 g a rubric to assess the Teacher refiection, eg Was | successful m making learners aware of the importance of looking affer our natural (TURN OVER]Assessment guidelines EDA3046 10/11 2016 Include as much information on the lesson you prepared as possible so that the assessors can clearly see which environmental theme you chose and how this is integrated in every aspect of the lesson Make sure that your lesson plan gives a clear picture of how you used an envitonmental theme in your subject to integrate environmental education Assessment instrument that will be used to assess this question ‘Assessment criterion Desenptor Descriptor Environmental theme No environmental theme (0) ‘A relevant environmental theme was chosen (1) Learning aims No Teamngams gven or welevand wong outcome given (0) A relevant learning aim fom the subject was given (1) Tiksi principles No Tbilisi principles (0) (One Thais: principle used but not relevant {0} ‘One Toilst prnciple used correctly (1) Two Tbilisi pnnciples used | correstiy (2) Envronmental concepts and 'No environmental concepts and content (0) ‘Two or more relevant enwronmental content Some relevant environmental concepts and | envronmental concepts used content included (1) and environmental content descnbed (3) Learner activities No leamer activites described (0) Leamer activites described for Some learner actvities described (2) Introduction, middie and conclusion of lesson (6) Teacher actwvites No teacher activites (0) ‘Some teacher activites (1) Teacher activites for troduction, middie and conclusion of lesson (6) Values No values (0) Two values relevant to the ‘One vaive that is relevant to the theme (1) theme were used correctly (2) Skis No skiis included (0) At least one skil aligned with | the theme included (1) ‘Assessment ‘No assessment (0) ‘One assessment during the (One assessment given (0) lesson (formative) and one assessment after the lesson | (summative) (2) Reflection No retiection (0) Reflecton on success of integration of environmental | education with the subject (1) [25] (TURN OVER]8 EDA3046 10/11 2016 QUESTION 4 Read the following passage and answer the questions below Planet earth 1s 4 600 millon years old If we condense this mconcervable me span into an understandable concept, we can liken the earth to a person of 46 years of age Nothing 1s known about the first seven years of this person's Ife, and whilst only scatters information exist about the middle span, we know that only at the age of 42 did the Earth ‘begin to flower Dinosaurs and the great reptiles did not appear until a year ago when the planet was 45 ‘Mammals arwed only eight months ago and in the middle of the last week, man-ike apes evolved to ape-ke man, and at the weekend the last Ice Age enveloped the earth ‘Modern man has been around for four hours Dunng the last hour, man discovered agriculture The Industnal Revolution began a minute ago and dunng those 60 seconds of biological time, man has made a rubbish tp of paradise He has multiphed his numbers to Plague proportions, caused the extinction of 500 species of animals, and ransacked the Planet for fuels He now stands iike a brutish infant, gloating over his meteonc nse to ascendancy, on the brink of war to end all wars of effectively destroying the oasis of fife in the solar system (Source Ike in Schreuder, nd) Discuss the negative impacts that the existence of humankind on earth has had on the following aspects of the environment 1 biodiversity (4) nu habitats (4) mater 4) Iv ecosystems (4) vo air (4) 20) QUESTION 5 List six key international environmental events that influenced the development of environmental education and education for sustainability [6 ITURN OVER]9 EDA3046 10/11 2016 QUESTION 6 Read the report on the environmental issue raised below and answer the questions that follow Js there blood in your mobile phone? The components controling the flow of electricity in mobile phones are composed of the refined mineral known as coltan With more people using mobile phones, the demand for coltan has increased sigmficantly Mobile phones fuel Congo conflict The largest reserves of coltan are to be found in the Democratic Republic of Congo (ORC), and much of the finance sustaining the cil wars in Africa, especially in the DRO, 1s directly connected to coltan profits Coltan 1s extracted under temible working conditions in the mines im Eastem Congo The United Nations reports that child labour in Africa has significantly increased in coltan mines in some regions of the DRC, about 30 percent of school children are now forced to work in the mines This negatwely affects schooling among school-aged children It can be dangerous to ask questions “The control over these resources works through maintaimng local miltia and exploiting cheap labour to excavate the mines,” says Leslie Grange, DanChurchaid Country Coordinator in the ORC Attempting to oppose these practices locally 1s very nsky business, as DanChurchAd's former partner Hentiers de la Justice knows all (o0 well, since they have experienced several assassinations of their staff members in the recent years ‘Only international pressure may stop this development,” says Lesite Grange International pressure is important When Denmark became a member of the United Nations (UN) Securty Council, the Danish government put actions fo promote peace and stabilty in Ainca at the top of the agenda, and they promised to focus on the role natural resources play as @ cause lo many conflicts Income trom ol, diamonds, ivory and export woods continues to fuel armed conflicts [TURN OVER]10 EDA3046 10/11 2016 A call to action However, Denmark has not managed to convince the UN Secunty Council to strengthen the present activites Therefore Danish non-governmental organisations (NGOs) now call on the ‘Minister of Foreign Affairs to bring the issue to the table and to work for more efficient tools for the UN to punish those who make profit out of confit resources The NGOs also call for a permanent position within the UN, with a mandate to work for the prevention of conflicts financed by natural resources such as oll, ivory, woods and minerals (Source www dnachurchaid rog/news/news/s-there-blood-on-your-mobil-phone) QUESTIONS 61 What natural resource is at the heart of the issue discussed above? (1) 62 Where and how is the resource obtained? a 63 From the passage, identify two issues for each of the following environmental dimensions 631 socal ey 632 political (2) 633 economic 2) 64 What has been the effect in the Eastern Congo of using child labour in coltan mines? o) 65 What happens to most of the profits made from selling coltan to other countries? (2) 66 Name two other natural resources that are the cause of many conflicts in Africa (2) 4) TOTAL: — [100] EXAMINERS. stexaminer: Prof S Shava ‘Second Examiner: Mr SB Msezane © UNISA 2016