Manoi Cecelia Thulo Student Number: 65043618

Manoi Cecelia Thulo

Environmental
Education
EED2601
Student Number:
65043618
Manoi Cecelia Thulo Student Number: 65043618

Index

Question 1 Page 3
Question 2 Page 4
Question 3 Page 5-6
Question 4 Page 7
Glossary Page 8
Manoi Cecelia Thulo Student Number: 65043618

Question 1
State 6 key characteristics of environmental education [6]
1. It is interdisciplinary and holistic in nature and its application,
2.It is an approach to education as a whole, rather than a subject,
3.It concerns the inter-relationship and interconnectedness between human and natural
systems,
4.It views the environment in its entirety including social, political, economic,
technological, moral, aesthetic and spiritual aspects,
5.It encourages participation in the learning experience
6.It emphasises active responsibility,
7.It uses a broad range of teaching and learning techniques, with stress on practical
activities and hands-on experience.
Manoi Cecelia Thulo Student Number: 65043618

Question 2:

Briefly explain the difference between weak and strong sustainability. [4]
Weak sustainability postulates the full substitutability of natural capital whereas
the strong conception demonstrates that this substitutability should be severely
seriously limited due to the existence of critical elements that natural capital
provides for human existence and well-being.
Manoi Cecelia Thulo Student Number: 65043618

Question 3:
The United Nations Sustainable Development Goals (SDGs) are a call for action
by all countries – poor, rich and middle-income – to promote prosperity while
protecting the planet. Briefly discuss at least 4 practical environmental
sustainability activities that you can do with your class within your school
environment (buildings and school grounds) towards achieving Goal 12 - Ensure
sustainable consumption and production patterns [20]

The UN Agenda is a plan of action for people, planet and prosperity, They seek to build
on the Millennium Development Goals and complete what these did not achieve. They
seek to realize the human rights of all and to achieve gender equality and the
empowerment of all women and girls. They are integrated and indivisible and balance
the three dimensions of sustainable development: the economic, social and
environmental. The Goals and targets will stimulate action over the next fifteen years in
areas of critical importance for humanity and the plane. With regards to Goal 12, -
Ensure sustainable consumption and production patterns. In the essay I shall unpack
practical lessons on environmental suitability that can be conducted within a class
environment. Recycle by examining your personal waste, your pupils will learn a lot
about how and why they are throwing away items. Recycling programs are available in
most regions. This is a straightforward and transparent approach of creating helpful
habits that influence the community positively. Students will also undertake a service-
learning project, finding methods to reduce their trash and improve the way their
community manages garbage. In the same manner as you establish a reading nook, for
the children at school will develop a "reading center." It shows the many forms of trash
that we produce, e.g. plastics, glass, paper and food waste. Learners will be motivated
by providing prizes or ‘eco –warrior’ awards for increasing the number of items recycled.
Begin a garden class Growing a garden or simply a veggie patch is an excellent chance
to learn. Planting veggies an indigenous plant may truly help children feel linked directly
to the environment. The notion of sustainable agricultural education may be brought to
learners by understanding that food does not magically materialize in the store. Further
adding a few indoor plants! You can also use this a chance to talk to your kids about
green architecture as well as how vital plants are to our day to day life and the
importance of protecting them. Using Natural lighting more and Energy Consumption
Awareness it may sound apparent, but one of the easiest methods to reduce power
usage is to enable more natural light to be used, through the knowledge of electricity
consumption and an electrical audit. By demonstrating how and where you are, pupils
use electricity. This will raise awareness of the need for a more sustainable usage of
Manoi Cecelia Thulo Student Number: 65043618

energy. By meeting as a class to evaluate the waste of power in the classroom and to
create a checklist. For which group we may determine the unnecessary number of
lights, if devices are powered by stand-
by, etc. further since we raised awareness, we will have a ‘lights off hour’ in the
classroom.
Manoi Cecelia Thulo Student Number: 65043618

Question 4
We are currently living in the Anthropocene era:
a. Define the term Anthropocene [2]
The Anthropocene Epoch is an unofficial unit of geologic time, used to describe the
most recent period in Earth's history when human activity started to have a significant
impact on the planet's climate and ecosystems
b. State and describe 4 environmental issues (crises) that have emerged from
the Anthropocene era [8]
Consequently, a wide range of environmental problems has emerged; those problems
include anthropogenic climate change ('global warming'), the depletion of stratospheric
ozone (the 'ozone hole'), the acidification of surface waters ('acid rain'), the destruction
of tropical forests, the depletion and extinction of species, and the precipitous decline of
biodiversity. Yet, while all of these problems have physical (environmental)
manifestations, their causes - and their potential solutions - are invariably bound up with
human attitudes, beliefs, values, needs, desires, expectations, and behaviours. Thus
the symptoms of the environmental crisis cannot be regarded purely as physical
problems requiring solutions by environmental 'specialists'; instead, they are intrinsically
human problems and they are intimately related to the question of what it means to be
human.

[Total: 40]
Manoi Cecelia Thulo Student Number: 65043618

Glossary
 Tutorial Letter 501/0/2020 – BED Environmental
Education (Senior and Intermediate Phase) EED2601
Department of Science and Technology Education.