-Define the following concepts:

Environment

- The surroundings or conditions in which a person, animal, or plant lives or operates.

Environmental education

- Environmental education is a process during which values are discovered and concepts explained in order to develop skills and attitudes pertaining to an appreciation of the relationship between man, his culture and his biophysical environment. Environmental education also includes the practice of decision-making and the formulation of a personal code of conduct on matters affecting the quality of the environment.

Ecology

- Ecology is the interaction between living organisms and their environment, as well as the interrelationship between living organisms.

Health hazards

- Hazard to the health of those exposed to it or

Any agent or activity posing a potential hazard to health (the free dictionary)

Biodiversity

- The variety among living organisms and the ecological communities they inhabit.

Overpopulation

- Having too many people living in an area or city.

Urbanisation

- is the physical growth of urban areas as a result of global change.

Desertification

- is the degradation of land in drylands.

Deforestation

- To clear an area of forest or trees.

Pollution

- The presence in the air, soil, or water of a substance with unpleasant or harmful effects

CHAPTER 1 – Environmental Issues + Risks

1.1. The population is exploding, particularly in developing countries. Also, the greenhouse effect gone crazy is resulting in the temperature rising by .5 degrees C. Severe carbon emissions from burning forests in Brazil further contribute to this problem. Finally, the number of endangered species has escalated.

1.2. BIODIVERSITYBiodiversity is the term used to describe the richness and vast variety of forms of life on earth. It describes the variety of life in an area, including the number of different species, the genetic wealth within each species, the interrelations between them and the natural areas where they occur.Biodiversity is often defined as the variety among living organisms and the ecological communities they inhabit.

1.3. WASTE, LITTERING + RECYCLING We live in a throw-away society. 3 kinds of waste * biodegrable (2 weeks to 5 months) *combustible – plastic + rubber (10 – 30 years when exposed to the sun) * noncombustible – metal (80 – 100 years) More than 90% of all rubbish is disposed on land. Only 30% of waste is recycled. Landfills take very long to decompose because of no exposure to the sun or air. Recycling is a better option but is a difficult process.

1.4. GREENHOUSE EFFECT + GLOBAL WARMING Carbon dioxide, methane, CFCs, ozone and nitrous oxide all contribute. It is unknown exactly how the greenhouse effect could change our lives because it is difficult to do conclusive study. A doubling of C02 could result in the temperature rising between 1 and 5 degrees. Clouds [automatic feedback to counteract effects of C02) and oceans [full of C02] are known to influence the GHE but it is difficult to factor into the global circulation model.

1.5. HOLE IN THE OZONE LAYER Ozone layer is in the stratosphere – 20 – 50 km above earth. Ozone is made of three oxygen molecules. When O2 reacts with UV rays it creates ozone. This layer protects the earth from harmful UV radiation that would make life on earth almost impossible. In 1985 a hole the size of SA was discovered above Antarctica. This means that the density of ozone had declined significantly. Chlorine based compounds such as CFCs which rise high into the atmosphere and then destroy ozone molecules are the main cause of the hole. In 1988 40 countries signed the Montreal Protocal which pledged to reduce CFCs by 50% by 1999. CFCs live very long so the ozone layer is not expected to stabilize till 2060. CFCs in the atmosphere are still increasing by 4% every year. One CFC molecule can destroy up to 100 000 ozone molecules.

1.6. FACING A NUCLEAR WINTER In 1986 in Chernobyl a nuclear reactor exploded [Level 7 disaster]. More than 9 tons of nuclear material were released into the atmosphere causing a cloud to cover parts of Europe. Many people died from the radiation. The radioactivity in that area would last for 100 years and the peak of cancers resulting from the incident was estimated to be reached in 2005. A major nuclear war would cause firestorms that would send a similar cloud of dust and radioactive material into the atmosphere, resulting in a nuclear winter. In 1968 the Treaty on the Non-Proliferation of Nuclear Weapons was introduced. Only the UK, USA,

Russia, France and China were allowed nuclear weapons and no other country was allowed to gain any. Only peaceful use of nuclear energy is allowed.

1.7. PESTICIDES Humans produce many toxic chemicals. Malaria is a serious disease in Africa which has been combated by DDT. DDT is non-biodegradable so it stays in the body of animals until it can finally kill them. By now, it is said that every person in the world has at least some DDT in their body. Bio-magnification occurs when plankton ingest DDT and a trout eats the plankton and another animal eats the trout etc. The concentration of DDT increases. DDT is now strictly controlled. It was banned until 2000 when it was re-introduced to fight malaria.

1.8. OVERPOPULATION It is estimated that the world population will increase to 10 billion before stabilizing. Too many people puts strain on the environment because they need food, shelter and clothing. Destruction of the natural environment, poverty and famine are serious problems in many countries. Biggest challenge is eliminating povery. WSSD met in 2002 and richer countries pledged to halving the number of people without drinking water and sanitization by 2015.

1.9. URBANIZATION In ancient times in Africa there were few large cities. Today in SA about 70 % of the population live in urban dwellings. This is attributed to the lack of agricultural growth, drought, famine and slow rural development. Since the abolition of apartheid people may choose where to live; many choose cities. The problem with urbanization is that the cities are incapable of providing shelter and services to all these people. Many people live in informal settlements where social conditions are dangerous. Urbanization also contributes to elevated crime levels. Cities need a huge amount of energy and make a lot of waste. The advantage of urbanization is that it is easier for the government to provide basic services to those who live there than those in the rural setting.

1.10. DEPELETION OF NATURAL RESOURCESSA has an abundance of natural resources, but these have been depleted through exploitation, water weeds, poor soil management, dumping of waste water. These problems can be solved by harvesting the weeds for food; tapping into new sources of energy such as natural gas or solar; and exploring IKS to better protect and make use of the environment.

1.11. HEALTH HAZARDS SA is plagued by many diseases; the worst being TB, Cholera, malaria and AIDS. AIDS has many consequences: lack of adult workers, sick children, orphans and financial strain on the government. HIV makes people more susceptible to TB and Malaria. Education campaigns go a long way towards reducing AIDS infections. Clean water and sanitization help prevention Cholera. DOTS and DOTS-plus programs ensure that TB patients follow their full course of medication to be properly healed. Elimination poverty is the biggest concern in combating all disease.

1.12. DESERTIFICATION - Desertification has come about as a result of land degradation, whereby the biological

potential of the soil and its ability to support populations is diminished. - Desertification is caused by a combination of natural and human factors.- Natural causes are drought and desiccation of vegetarian.- Human causes are unsustainable land uses such as over cropping, overgrazing, deforestation

and poor irrigation practices.

DEFORESTATION

Permanent destruction of indigenous forests + woodlands. Forests now cover 21 % of our planet. Currently, 12 million hectares of forest are cleared annually. Causes of deforestation *agricultural land to feed people * cash crops + cattle ranching * commercial logging * firewood and building material *animals eating. Consequences include: *alteration of climate *soil erosion *silting of waterways *extinction of species that survive in forests *desertification. Some ideas for improvement include: *selective logging *using recycled paper *education

POLLUTION- Some authorities state that pollution is an unwelcome concentration of substances that are

beyond the environment’s capacity to handle.- But the IUCN takes a much stronger view on pollution, stating that “pollution is the

poisoning of the environment with anything that reduces its ability to support life.- These substances are harmful to people and other living things.

1.13. POVERTYThe inability to attain a minimum standard of living. It is a vicious cycle which affects the environment. Poverty is not a static condition and is affected by circumstances.

Describe FIVE things you or learners can do to contribute to improved sustainable living (provide examples) Describe exactly how each action can contribute to sustainable living. (20)

1. Water conservation

If we save water more people will have water to drink and less people will be fighting over clean and fresh water.

It helps prevent water pollution in nearby lakes, rivers and local watersheds.

Conserving water can also extend the life of your septic system by reducing soil saturation, and reducing any pollution due to leaks. Overloading municipal sewer systems can also cause untreated sewage to flow to lakes and rivers. The smaller the amount of water flowing through these systems, the lower the likelihood of pollution. In some communities, costly sewage system expansion has been avoided by communitywide household water conservation.

2. Recycling

Recycling does not simply involve recycling paper, but things like plastic, tin and metal scraps, office supplies like cartridges and more. This ensures that they are converted into material that is reusable and also puts less pressure on the environment and its resources.

Reducing our use of wood will allow our forests to serve a more important role - collecting and storing carbon from the atmosphere and ameliorating the build up of greenhouse gases in the atmosphere and the resulting climate change - not to mention the role of our forests in providing habitat and allowing biodiversity to thrive!

Taking simple steps to re-use, reduce and recycle your paper can have a serious impact on resource use over the span of our working lives. This action will reduce your contribution to greenhouse gas accumulations in the atmosphere and the resulting climate change, as well as reducing the amount of toxins (dioxins) released into the environment from paper mills.

Aligning our behaviour with our beliefs reduces stress and anxiety. Reducing our use of perishable resources, such as paper, will ease the burden on our forests and natural systems, slow the onset of climate change and result in fewer chemical toxins being released into our environment. Saving paper will make you happier, wealthier and healthier.

3.Saving electricity

Reducing one's use of electricity reduces reliance on coal and petroleum along with the amount on one's utility bill.

Change a light, and you help change the world. Replace the conventional bulbs in your 5 most frequently used light fixtures with bulbs that have the ENERGY STAR and you will help the environment while saving money on energy bills. If every household in the U.S. took this one simple action we would prevent greenhouse gases equivalent to the emissions from nearly 10 million cars.

Green power is environmentally friendly electricity that is generated from renewable energy sources such as wind and the sun. There are two ways to use green power: you can buy green power or you can modify your house to generate your own green power. Buying green power is easy, it offers a number of environmental and economic benefits over conventional electricity, including lower greenhouse gas emissions, and it helps increase clean energy supply.

It helps lower air pollution.

4. Growing vegetables

Growing your own vegetables helps you to nurture high quality organic vegetables with minimum use of chemicals and pesticides. This is not only beneficial for the environment but also for your own health. This being one of the most effective ways of how to save the environment.

By growing organic vegetables yourself, you have done the following:

Reduced the power of chemical companies over our lives by reducing demand for their resource depleting and polluting products,

Reduced the power of food corporations over our food supplies by reducing demand for their non-sustainable, chemical-dependent farming practices,

Empowered ourselves by taking back some of our rights for healthy, life-sustaining food for ourselves and our children,

Taken the first step towards leading a sustainable lifestyle.

5. Composting

Making use of composting bins in the garden is a great way to prevent littering as well as providing you with natural manure and fertilizer, that is not harmful to the environment in any way.

By composting we can eliminate food waste and create natural, healthy soil for the next generation of food.

Feeding your plants with Casting tea has the added benefit of boosting your plants immune system as well as the health of the soil in your garden. This keeps your plants happy, healthy, and productive.

By composting we reduce waste.

Discuss the development of Environmental Education nationally in South Africa as well as internationally (20)

History of environmental education in South Africa:

In the 19th century the industrial revolution, based on an inexhaustible consumption of natural resources;

As well as the breeding ground for social ills, squalor and mass production; changed the world.

Patrick Geddes laid the groundwork for environmental education as we know it today.

He coined the term “ecology”

Following Word War Two was a time of incubation for ideas for a new world.

Many organisations were formed.

IUCN – World Conservation Union

Word Wildlife Fund (WWF) was formed in 1961 with an emphasis on wildlife conservation.

They worked with governmental and NGO organizations.

Unesco enjoyed the most fruitful partnership.

They coined the term “environmental education”.

A milestone in the global Environmental Education development was the 1972 United Nations Conference on the Human Environmental held in Stockholm.

It was here that the United Nations Environmental Program was formed and located on African soil.

The first intergovernmental Conference on Environmental Education was held at Tbilisi in 1977.

They came up with 12 guiding principles for example to name one –

To consider the whole environment which includes natural, built, technological and social.

Important dates:

1980 – Global 2000 Report to the President of the United States: entering the 21st century – commissioned by Jimmy Carter and rejected by Ronald Reagan

1983 – Brandt Commission Report entitled “Common crisis North-South: cooperation for world recovery” – focused on the different between the rich and poor countries and the need for fairer distribution of resources

1987 – report of the World Commission on Environment and Development entitled “Our Common Future”.

1990 – “Report of the South Commission: the challenge to the South.” Also known as the Nyerere Report.

All these reports added considerable conceptual and intellectual weight to the growing concerns about uneven distribution of wealth and introduced notions of sustainable development.

Environmental Education in the international arena: 1990-2002

1992 – Earth Summit had a document called “Agenda 21’ emphasized the need for widescale environmental Ed, and the process involving teachers and students.

Sustainable development became a major factor.

A Treaty on Environmental Education for Sustainable Societies recognized the central role of education in shaping social action and values.

The NGO Forum Principles were formed as a result of this.

1997 – a review was done of the progress since the 1992 Rio Earth Summit.

Unesco Published a document entitled “education for a sustainable future: a transdisciplinary vision for concerted action” with the aim of spurring debate and mobilizing action in highlighting the importance of environmental education and public awareness on sustainability.

We are currently in the Decade for Education for Sustainable Development (2009-2014) Discuss in detail how at least 4 Tbilisi principles can contribute to this decade

1. Environmental education should emphasize every individual’s responsibility towards the environment.

When teaching an individual about the environment, we need to be able to encourage them to live in harmony with the environment, thus creating the understanding of sustainability; we should not live for ourselves only and we should never live for the now. When people use organic food from good sources, they are encouraging the health of the environment and the individual. Insecticides and herbicides are often washed into rivers and kill the life in those rivers. Waste management is also important for sustainability. If we can reduce the amount of waste we create and dispose of our waste in an environmental manner, we are prolonging the life of our planet. Energy sources should be non-toxic. As the population grows, there is more need for energy and if we can use energy sources which do not harm our environment, but rather help it, we will be living for sustainability.

2. Environmental education should emphasize the value of cooperation in solving environmental problems.

Honouring diversity

Achieving optimal health

Balance the flow of resources

Unity and integrity in common life

3. Environmental education should consider the environment in its totality

Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to:

the general non specialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment;

particular social groups whose professional activities affect the quality of the environment; and scientists and technicians whose specialised research and work will lay the foundations of

knowledge on which education, training and efficient management of the environment should be based.

4. Environmental education should sensitize learners to the environment;teach knowledge,skills and values

1. A prime goal of outdoor education is to teach a commitment to human responsibility for stewardship or care of the land, to treat the land and all its resources with respect at all times and on all occasions.

2. Related to the goal of a land ethic or commitment to stewardship must be the belief in the importance of knowing certain facts or concepts. The cognitive purpose of outdoor education must be that of the interrelationship of all facets of the ecosystem. The understanding of basic ecological, sociological, and cultural principles is prerequisite to the commitment to an ethic of land stewardship. Concurrently, outdoor education does not mandate specific choices in ecological ethics. It teaches people how to make choices based on facts. It recognizes the difficulty in making choices relative to ecological matters, and prepares people to choose carefully after weighing the impact of the action on the environment, culture, and humanity.

3. The third aspect of outdoor education philosophy relates to the perspective of the human being in the outdoor environment. Not only do we need to know the natural environment for the survival of the species, we need to know it as a medium through which we spend many hours of leisure. That leisure is enhanced when the quality of the outdoor recreation experience is directly related to the quantity of the knowledge about the out-of-doors.

4. A fourth philosophical belief is that outdoor education is a continual educational experience. It is not just one field trip, one week at outdoor school, or even a once-a-year event. It must be taught at all levels and pursued throughout life.

bit about Education for Sustainable Development, like that there is tension between the need for sustainability  and the need for development, blah, blah blah... "emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills". (Remember, we're discussing IN DETAIL) - 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.

Do you agree with the allegation that people’s faith can have a powerful influence on their attitude towards the environment and the way they treat it? Support your argument by focussing on the influence of the following religions on attitudes towards the environment:

Yes, I do, for every religion believes differently and therefore treat the environment differently according to their believes.

1. Hinduism

Hindus believe in the “equality” of all life. All living beings are interdependent with one another, and the actions

of each affect all other beings. Hindus believe in human ecology which amounts to a confluence of

seven facets of human existence namely: - - Forest plendour- Spirituality

- Culture

- Heritage

- Pilgrimage

- Human welfare

- Human ecology

Hindus believe that although all living beings may not have the same material importance, they are on the same spiritual level, and they are equally important.

Animals are not simply dumb beings placed here to provide for human needs; they are living expressinos of the spirit.

The rights of plants and animals to a life of their own is recognised, and humans can earn merits for a future life by such actions as planting a tree.

2. Judaism

Jews believe that biodiversity must be cherished. The living things form a hierarchy from the lowest to the highest, and

man, as the crown of creation assumes the highest place in the hierarchy.

People are responsible for the active preservation of all life Human beings and the earth are dependent on one another. Creation should be respected and no wastage or destruction may be

allowed .

3. Buddhism

Buddhism is an environmentally friendly religion that gives clear rules about the way we should utilise, protect and appreciate the environment and about what our disposition towards it should be.

It prescribes that all living beings should be treated with love and respect.

For the reason of being reincarnated as an animal in the next life it is important to be kind to animals, and thus earn merits for the life to come.

No beings that breathe may be killed. Buddhists believe that incorrect treatment of the environment now

will have negative results in the future.

4. Islam

Muslims believe that everything has been created in balance. Humans are part of nature and, for this reason, are also subject to the

laws of nature. The laws of nature are dictated not by nature but by God (Allah). Muslims believe that water is a precious product that should be used

with great discretion. Different kinds of soil must be used differently. It is unlawful to catch an animal for the purpose of keeping it in a cage,

as a pet, or to make money out of it. Plants may be used on condition that no one else is disadvantaged or

runs short. Deposits of minerals such as salt, antimony, pitch and so on are

common property and cannot be assigned by the government to single individuals.

5.Christianity

Christians believe that the environment is an object that can be manipulated at the discretion of human beings.

Saint Thomas believed that the humans were the pinnacle of the hierarchy and their domination of nature was part of God’s logical plan.

He also believed that humans had been placed here to change the natural environment as part of God’s divine plan to tame the wilderness, thereby improving nature.

The reformer Calvin stated that in five days God had prepared the earth perfectly for the coming of human beings and that therefore everything had been created for the sake of humankind.

Most christians believe that the approaches of the past were based on erroneous interpretations of the Christian religion, and that God has indeed clearly spelt out the correct attitudes towards the environment that He requires of humans.

Greenhouse effect and global warming

- The greenhouse effect refers to the natural warming effect that certain gases have on the temperature of the earth’s atmosphere under normal conditions.

- Sunlight passes through the earth’s atmosphere and reaches the ground.- Once it strikes and warms the earth’s surface, long-wave radiation is given off and reflected

back into the atmosphere.- Gases in the upper atmosphere, particularly carbon dioxide form a protective “blanket” that

traps the outgoing long-wave radiation in order to keep the earth warm enough to sustain life.

- This is called the greenhouse effect, the earth would be a frozen, lifeless planet with an average temp of 16 ‘C.

Die grootste hoeveelheid omgewingsopvoeders lyk of hulle kurrikulumontwikkeling benader van die standpunt van die sosiaal-kritiese benadering. As ‘n omgewingsopvoeder in wording, brei uit oor elk van die volgende.

1. Kurrikulumontwikkeling as ‘n oop-einde processs.- The notion of a curriculum being an open- ended process it allows for reflection and regular

reviews of the curriculum

- Contextualisation: Professional development must take into account the social, educational and environmental context in which it occur. Teachers use and refer to things that come directly from their own socio-political, biophysical and educational contexts.

- Participation: The function of the spiral model relies on active participation by teachers in cluster and individual activ. Example include discussion and familiarisation with current policy; discussing and negotiating aspects of professional development.

- Reflectiveness: Reflecting critically on previous actions, we learn to “do” better.

- Flexibility: A model that responds to needs as they arise, and allows for ongoing modification and adjustment of professional development processes, encourages continuous updating of skills and competences and lifelong learning.

- A constructivist approach: It is important to recognise that there is not one single right way that can be adopt uncritically.

- Continuous learning: Lifelong learning is a concept embraced by the new education and training policy framework.

2. Curriculum development for social change

- A number of researchers see environmental education as a vehicle towards social change or reconstruction

- Why is social change necessary? “The knowledge that shapes our educational practice and our actions in the environment is socially constructed and hence open to review”.

- Points to 3 different categories of calls for change1. economic needs2. the state of society3. the self-concept of young people

- The above calls for change can be addressed by environmental education. It seems as if environmental education is not always high on the agenda of education departments and needs a louder voice to contribute to change.

- It is believed that teachers can act as agents for change by adopting a social critical orientation to the environment and drawing on the ideas of critical pedagogy.

3. The outcomes-based education

The outcomes-based education (OBE) that are compatible with environmental education include:

Learner-centrednessOBE is learner-centred and the emphasis is on what the learner should be able to know, understand, do and become.

Learning programmesIn practice, a learning programme will consist of sets of learning activities in which the leaner becomes involved while working towards the achievement of one or more specific outcomes.

Role of teachersTeachers play a facilitating role in the learning process: instead of teaching according to a centrally designed curriculum, teachers will have the freedom to develop their own learning programmes based on guidelines provided by the Education Department.

Learning activitiesLearning activities are more important than teaching activities.Textbook bound teaching where the focus is on the content only will be out of place, and teachers will need to teach within less rigid time frames, include a good number of group activities and provide opportunities for active “hands-on” learning.

ContentLittle specific content will be prescribed and the focus will be on achieving the learning outcomes. Teachers, learners and the community will be able to participate in a selection of appropriate learning content.

AssessmentAssessment will need to be continuous and a variety of assessment strategies will need to implement to determine whether the learning process has led to the attainment of the critical and specific learning outcomes.

The question is often asked: “How do we know whether a community is living sustainably?” These indicators are classified into three categories: the ecological, social and spiritual dimensions of life. Bespreek:

Ecological indicators

People are deeply connected to the place in which they live, its boundaries, strengths, weaknesses and rhythms are clear and human beings live in synchrony and harmony within the ecological system of which they are a part. Natural life, its systems and processes are respected, the wildlife and botanical habitat is preserved, human lifestyles regenerate, rather than diminish, the integrity of the environment.

Food comes primarily from local or bioregional sources, is organic, free of contaminants, and provides nutritional balance.

Consumption and generation of waste are minimized. A clean, renewable water supply is available. The community is aware of its water source-

respecting, protection and conserving it. Human waste and wastewater are used and disposed of to the benefit of the environment

and community. Renewable, non-toxic sources are used to heat and power the community.

Social indicators

There is a sense of social stability and dynamism in community life; a foundation of safety and trust enables individuals to freely express themselves to the benefit of all. Spaces and systems are available that support and maximise communication, relationships and productivity.

There are adequate opportunities/technologies for communication within the community and for connecting, as is appropriate, with the worldwide community.

The talents, skills and other resources of the community are shared freely within the community, and offered outside of the community to serve the greater good.

Options for restoring, maintain or improving health (physical, mental, emotional and spiritual) are available and affordable, including natural remedies and alternative practices, such as meditation and body work.

The flow of recourses, giving and receiving of funds, goods and services, is balanced to meet the community’s needs and wishes. Surpluses are shared.

Spiritual indicators

Cultural vitality is sustained through artistic and other cultural activities and celebrations.

1. Biodiversity

Learning outcomes

Students will identify examples of biodiversity in their environment Students will communicate an understanding about the effect people have on their natural

environment. Identifies and describes the structure and function of living things and ways in which living

things interact with other living things and their environment.

Learning area

Science: Living world: Ecology Social sciences: Place and environment

Understanding that biodiversity is the variety of life on earth, and the variety of ecosystems which support that life.

Introduce the idea of variety by giving the students a one minute challenge to write the names of all the plants, animals and insects they know.

Explain that 'diversity' is the name that we give to this variety. Develop the idea that this diversity is what makes life interesting.

Introduce students to the concept of variety in nature.

Can they imagine a world where there was only one type of tree or bird? e.g. only pine trees and magpies.

Can they imagine a world with only buildings and roads and no green spaces in our towns and cities? What would it be like to live in this type of environment?

Explain that this variety of life is called biodiversity (short for biological diversity).

Challenge students to expand the following examples of biodiversity:

the differences between animals or plants of the same species, e.g. different types of ducks

different species who live in a particular area, e.g. birds, fish, insects, plants, fungus could all live in a wetland

differences between different environments (ecosystems) e.g. forests, wetlands, lakes etc.

Using the school and the local environment as a resource have students identify examples of the three different categories of biodiversity, e.g.

birds, insects, trees, animals

living in the local area

identify and count the number of different bird species

identify and name particular environments within a local area ( bush, wetland, stream…).

2c Baseline assessment will take place before learning commences and I will use it to determine what learners know and can do. I will use this knowledge to know where to begin the teaching and learning process.

Diagnostic assessment takes place at any time and through this I will determine barriers to learning and/or learning difficulties and /or learning that is in place.

Formative assessment determines the progress of learners towards achieving the outcomes and the appropriateness of learing acquired. It takes place during the learning process and it informs planning of future learning activities.

Summative assessment determines the overall achievement of learners and learning success. It takes place at the end of the learning programme or learning phase.

Continuous assessment includes all the above types of assessment and is directly aligned with the outcomes. It takes place at any time during the learning process, whenever it is necessary or appropriate, and is used to inform the learning process. It can also be used to provide continuous feedback to learners

2d Dictionaries, “Biodiversity letters on cardboard, magazines, newspapers, travel brochures, old calendar, Chalkboard, Transparencies, Music/songs, Poetry/rhymes, Maps,

2e Values: Universal values, specific values,ecological values, personal values

Skilss: communication skills, number skills, problem-solving skills, information skills

Content: The importance of biodiversity,varieties, differences, species, resources

Attitudes: Cognative, volitional, affective, general, specific, individual, group ,subconscious,