MANENZHE TSUMBEDZO JULIET

STUDENT NO.: 13072331

EED2601

ASSIGNMENT 02

I MANENZHE TSUMEDZO JULIET

STUDENT NO.: 13072331 MODULE: EED2601

Declare that…

1. I understand what plagiarism is entails and am aware of the university’s policy in this regard.

2. I declare that this assignment is my own work. Where I used someone else’s work, whether a printed
source, the internet, or any other source, I give the proper acknowledgement and include a complete
reference list.

3. I did not use another current or previous student’s work, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or
her own work.

SIGNATURE: M T.J DATE: 29/04/2023

ACTIVITY 1

1.1.

1.1.1. The environment

- Is the surrounding in which a person, animals, and plant lives

1.1.2. Environmental Education

- is a process of recognizing values and clarifying concepts in order to develop skills and attitudes
necessary to understand and appreciate the interrelatedness among man, his culture and his biophysical
surroundings.

1.1.3. The Anthropocene

- era which humans have become a strong geological force.

1.1.4. sustainability

- the capacity of something to be maintained, it is about taking what we need to live now, without
jeopardizing the needs for future generations.

1.1.5. The holistic environment

- an environment that is more than just nature, consisting of everything around us, like political, social,
economic, and biophysical.

ACTIVITY 2

2.1. ENVIRONMENTAL TOPIC:

NGO Principles Application of the NGO principles to the chosen

topic
1. Education is the right of all, we are all - Every individual should have knowledge
learners and education. about the environment clean and
healthy, free from pollution . During
lesson lean I will ask learners to go for a
walk on the school grounds, they must
observed what they see on the grounds
for example littering and waste and
records it on the totally sheet that I will
be providing.
-Because we are all able to learn from others.
2. Environmental education should - I will make sure that my learners is
empower all people and promote included in a community project such as
opportunities for grassroots democratic recycling project to increase the capacity
change and participation. This means of the community to empower them
that communities must regain control of make change in their community.
their own destiny .
 3. Environmental education must be - My learners did a recycling projects in the
designed to enable people to manage school where learners had the
conflicts in just humane ways. opportunity to freely themselves and
share their ideas about recycling.
-This project helps learners to implement this
at home often and do it the community as
well.
4. Environmental education is both - I will arrange a trip to a communal
individual and collective, it aims to organization ( rural development and
develop local and global citizenship with land reform) for an interview about
respect for self-determination and global proper waste littering management
citizenship with respect for self practice they use. I will divide learners
determination and the sovereignty of into groups and give groups task.
nation.
5. Environmental education must integrate - Learners must be able to have the
with knowledge, skill, values, attitudes necessary knowledge about the
and action. It should convert every environmental and its problems, skills to
opportunity into an education experience think about solution to these problems
for suitable societies. and make decision and be able to solve
problems.

ACTIVITY 3

3.1. – Goal 6: Ensure availability and sustainable management of water and sanitation for all

- Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities
for all

- Goal 3: Ensure healthy lives and promote well-being for all at all ages

- Goal 5: Achieve gender equality and empower all women and girls

- Goal 8: Promote sustained, inclusive, and sustainable economic growth, full and productive
employment and decent work for all

3.2.

SUSTAINABLE DEVELOPMENT GOALS APPLICATION OF THE SUSTAINABLE

DEVELOPMENT GOALS
1. Goal 6: Ensure availability and School: access to clean water at schools for
sustainable management of water and learners to drink and wash hands.
sanitation for all Community: Access to safe water, sanitation and
hygiene for everyone’s health and well-being.
2. Goal 4: Ensure inclusive and equitable School: Make learning for learners with
quality education and promote lifelong disabilities more accessible, and encourage using
learning opportunities for all technology in schools.
Community: Education is an essential part of a
democratic and sustainable society, allowing to
 form active citizens, encouraging their personal
development.
3. Goal 3: Ensure healthy lives and promote School:
well-being for all at all ages Community: to prevent needless suffering from
preventable diseases and premature death by
focusing on key targets that boost the health of a
country’s overall population
4. Goal 5: Achieve gender equality and School: Teach learners about gender equality and
empower all women and girls how to treat women and girls, how to respect
women’s.
Community: End all forms of discrimination
against all women and girls everywhere,
eliminate all forms of violence against all women
and girls in the public and private spheres,
including trafficking and sexual and other types of
exploitation.
5. Goal 8: Promote sustained, inclusive and School: Better working environment keeps school
sustainable economic growth, full and clean, at peace and easy for learners to learn and
productive employment and decent work teachers to teach well.
for all Community: For a society to reach inclusive and
sustainable economic growth, conditions must be
created to allow people to have quality jobs that
stimulate the economy while not harming the
environment

ACTIVITY 4

4.1. pollution (land, water, and air)

4.2. - A major source of land pollution is poor waste management, there has been an increase in waste
generation in my community due to population growths. Rising waste volumes, poor waste
management, illegal dumping and inadequate awareness amongst stakeholders, heavy reliance on
landfills for waste disposal, the dumping of hazardous waste in landfills and the rise in electronic waste
(e-waste) all contribute towards land pollution.

- In my community indoor and outdoor air pollution pose a serious threat to human health due to
burning of waste gas, smoke and

4.3.
4.3.1. the excessive use of fertilizers, which can contaminate the soil and seep into groundwater
sources, the over-exploitation of surface water can lead to the seepage of harmful substances like
arsenic and fluorides into groundwater.

4.3.2. - If waste/littering issues are left unattended, learners may never learn the importance of
cleaning-up and recycling. This may result in uneducated/ignorant adults. We suffer from hunger due to
soil pollution.

-All sorts of bacteria grows in waste which may cause the learners to become sick

- Conditions such as asthma, heart disease, and lung disease can be made worse by exposure to air
pollution. The length of exposure and amount and type of pollutants are also factors.

4.4. - Educate people over the dangers of waste/littering. Show them DVD’s, slideshow and/or films of
littered areas. Educate them about recycling, what it is, how it is done and then implement it at school
through fun ways. E.g. Which grade can recycling the most items in a month. Have recycling days where
people bring objects that can be recycled. By doing so everyone is taking part and also learning. Give
small rewards for everyone who participate.

ACTIVITY 5

INTRODUCTION

Learning styles are overall patterns that provide direction to learning and teaching, different methods of
learning or understanding new information, the way a person takes in, understand, expresses and
remembers information.
a. Auditory Learners learn through listening for example listening to verbal presentation
on environmental topics and discussions on environmental issues. Auditory learners
interpret underlying meanings of speech through listening to voice tone, pitch, speed,
etc. Presentations by environmental educators need to be interesting, lively and varied
to retain leaners ‘attention.
In the picture the teacher is teaching by reading the story to his learners, as they’re
listening, and smiling to show that they are really enjoying the story.

b. Visual Learners- Prefer learning sight for example, learners need to see the educator’s
body language and facial expressions to fully understand the content of a presentation.

They tend to think in pictures and learn best from visual displays, e.g. pictures,
computer programmes diagrams, illustrated textbooks, overhead projectors, videos,
flipcharts and handouts.

In the picture the teacher is teaching his learners showing them pictures on the screen as
they are also looking at theirs too.
 c. Tactile Learners-Prefer learning tough on touching, moving and doing. They are suited
to outdoor learning experiences such as hands-on approaches and active exploration of
the physical world around them. Educators must utilise the learners’ sense of
adventure and their need to explore and be active.

On the pictures we see learners learning by doing, there on the pictures that are building
something.

CONCLUSION

- Letting them work at their own pace and use a multisensory approach, learners learn best when
you give them the freedom to work at their own pace and provide a number of hands-on,
multisensory activities. This high level of engagement will help hold their attention and keep
them focused on the task at hand-even if there are distractions.

Bibliography

V. Schalk, C.P.Loubse , environmental education for sustainability, 2nd Edition, 2014.

The University of South Africa. UNISA. EED 2601, Environmental Education Study Guide EED2601/501.
2023