EED2601 387305

NW Mnganisa
ASSIGNMENT 04 62769405
Activity 1
1.1.1. Two indicators of sustainability are:

- Carbon footprint: measures greenhouse gases associated with an individual,

organization, or activity.

- Biodiversity index: assesses the diversity and health of species and ecosystems in
each area.

1.1.2. Four examples of the introduction of sustainability indicators:

- Energy efficiency: use a sustainability indicator such as "energy consumption per

production unit" to assess and improve the energy efficiency of a production unit.

- Sustainable agriculture: monitoring of water use efficiency and soil health index to
promote sustainable agricultural practices.

- Urban planning. Assess "public transit ridership" and "residential green spaces" to
guide urban development toward sustainability.

- Corporate Responsibility Report: Companies can use indicators such as "renewable

energy usage frequency" and "waste recycling percentage" in their sustainability reports
to show their commitment to sustainable practices.

1.2. In my understanding based on the Brundtland report, sustainable development is

the responsible and balanced management of resources to meet the needs of the
present without compromising the ability of future generations to meet their own needs.
It involves the harmonious integration of economic, social and environmental
considerations with the aim of creating a world where success can be achieved without
exhausting natural resources or harming the environment.

1.3. Environmental problem: Pollution of a nearby river due to garbage and improper
waste management.

Subject of the lesson: "Effects of pollution on local ecosystems."

Tbilisi Principles: Implementation of the Tbilisi Principles:

1. The principle of systematic and holistic Begin by discussing how the local river is
thinking part of a larger ecosystem, emphasizing
the interconnectedness of all components.
Show how pollution not only affects water,
 but also plants, animals, and human
communities downstream.

2. The principle of ethical responsibility Encourage learners to think about their

responsibility for the pollution problem.
Discuss the ethical implications of littering
and the importance of respecting and
caring for the environment.

3. The principle of experiential learning Take learners on a field trip to a polluted

river. Let them see, smell and touch
polluted water and observe firsthand its
effects on the ecosystem. This practical
experience contributes to a deeper
understanding.

4. The principle of problem solving Engage learners in brainstorming to

identify the root causes of river pollution.
Then encourage them to come up with
solutions such as community clean-up
events, awareness campaigns or
advocacy for better waste management
practices.

5. The principle of interdisciplinary Collaborate with science, social studies,

approach and art teachers to incorporate different
perspectives into the lesson. Explore the
scientific aspects of pollution, its social and
economic effects, and create art projects
that convey a message of environmental
responsibility
Activity 2
Promoting active learning in environmental education is essential so that students, in
addition to acquiring environmental knowledge, also participate meaningfully in the
subject. Active learning, as Rosenberg et al. (2013), includes various strategies and
programs. Here is a discussion of my role in promoting active learning and the
programs I can initiate:

1.Interactive discussions and polls: In class I encourage open discussions and ask
thought-provoking questions about environmental topics. It makes students think
critically and engage in dialogue. I use techniques such as brainstorming to encourage
interaction and exchange of ideas.

2.First experiences: To make the learning more concrete, I organize trips to nature,
local ecosystems, or ecological organizations. This allows students to directly
experience the concepts learned in the classroom, which encourages active
participation.

3.Project-Based Learning (PBL): When I implement PBL programs, I give students real
environmental projects, such as designing a community garden or evaluating the water
quality of a nearby river. These projects require exploration, problem solving, and
teamwork, which encourages active learning.

4.Use of Technology: I integrate technology through interactive simulations, online

databases, and virtual tours. Not only does it offer the attention of digital natives, but it
also encourages students to actively explore environmental issues through digital
means.

5.Role plays and scenarios: I create scenarios related to environmental issues and ask
students to play different roles, such as policy makers, scientists or activists. It helps
them understand the complexity of environmental issues and promotes empathy and
problem-solving skills.

6.Debates and Case Studies: I organize debates on controversial environmental topics

and ask students to argue from different sides. In addition, I use case studies to provide
analysis of real environmental problems, encouraging students to apply their knowledge
and make informed decisions.

7.Community activities: I will start community service projects related to environmental

protection. Students actively participate, for example, in planting trees, cleaning
activities or information campaigns, which creates a sense of responsibility and active
participation in environmental issues.
8.Reflection and self-evaluation: I encourage students to regularly reflect on their
learning journeys, set personal environmental goals and assess their progress. This
self-esteem encourages active dedication and commitment to education.

9.Inclusive and Diverse Perspectives: I create a classroom that values diverse

perspectives and encourages active participation of students from diverse backgrounds.
It promotes a diverse exchange of ideas and experiences.

Activity 3
Theme: "Protection of biological diversity"

Multiple intelligences: Applying Multiple Intelligences in

Environmental Education (EE):

1. Linguistic intelligence - Exercise: Classroom discussion and

journal writing

- Description: Begin the lesson by

discussing the importance of biodiversity
conservation in rich and descriptive
language. Encourage students to share
their thoughts and ideas through oral
communication. - Assessment: Ask
students to keep a biodiversity journal in
which they write reflections, observations
and creative essays about local
biodiversity. It allows language learners to
express their understanding through
written language.

2. Naturalistic intelligence - Activity: nature walk and species

identification

- Description: Take students on a nature

trip to a nearby park or natural area.
During the walk, guide them to identify
different plants and animals. Discuss the
relationships between ecosystems. -
Evaluation: After the walk, do a project
where students create a guide that
 presents the species encountered. This
hands-on experience helps naturalists
observe and classify.

3. Interpersonal intelligence - Activity: The eco-active project of the

group

- Description: Form small groups and

assign each group an environmental
problem related to biodiversity. For
example, you can create an aviary, plant
native plants, or organize an information
campaign. Students must collaborate,
plan, and implement their own projects. -
Evaluation: Evaluate the success of each
group's project and ask them to present
their results to the class. It encourages
teamwork and empowers interpersonal
learners to succeed in a social context.

3.2

3.2.1. Environmental education can take place in many different contexts, each offering
unique opportunities to understand environmental issues and promote responsibility for
our planet. Here are the different environmental education contexts and opportunities to
promote learning.

1. Context of formal education (classroom):

- Promotes environmental education through structured lessons, textbooks, and

curricula. - Activities: organize classroom discussions, organize lectures and use
environmental textbooks. Carry out environmental projects, research assignments and
assessments.

2. External and experiential learning context (trips):

- Take students to natural environments, parks, or nature reserves to provide hands-on

experiences. - Activities: Organize trips for students to explore ecosystems, identify
plant and animal species and take guided nature walks. Take part in activities such as
tree planting, water quality testing and wildlife watching.

3.Context of community participation (community service):

 - Involves students in local environmental projects that promote the community. -
Activities: Coordination of cleaning activities, tree planting or recycling projects in
collaboration with local organizations. Encourage students to actively participate and
take responsibility for these projects.

4.Digital and virtual context (technology):

- Use technology to bring environmental education to a global audience. - Activities:

Create virtual tours of ecosystems, use interactive online simulations to demonstrate
environmental processes, and host webinars or virtual guest speakers to discuss
environmental issues.

5.Cultural and indigenous context (cultural exchange):

- Environmental education includes indigenous knowledge and cultural aspects. -

Activities: invite indigenous elders or local experts to share traditional ecological
knowledge. Learn about cultural practices related to sustainable living, such as
traditional farming methods or nature stories.

6. Context of media and entertainment (media literacy):

- Analyze environmental messages in mass media, films, and documentaries.

- Features: You can show documentaries like "An Inconvenient Truth" and facilitate
discussion about their environmental messages. Encourages critical thinking about
media representations of environmental issues.

7.Individual and self-learning context (self-learning):

- Promotes self-directed learning and learning about environmental issues.

- Activities: provide students with reading material, online resources, and documents for
independent research. Encourage them to keep environmental journals, set personal
goals, and engage in independent research.

8.Context of politics and advocacy (environmental activism):

- Enables students to participate in the promotion and decision-making of

environmental issues. - Activities: encourage students to research environmental policy,
write letters to decision makers and participate in environmental propaganda campaigns.
Teach them the impact of political decisions on the environment.
Activity 4
Year Name and outcome of each event

1. Year: 1970 Event: First International Environmental

Education Congress

- Result: This event was a milestone in

the development of environmental
education. It brought together experts
and actors from various countries to
discuss the need for environmental
education and its possibilities to
respond to global environmental
problems. As a result, the inclusion of
environmental education in formal
education systems and informal
learning has been recognized.

2. Year: 1977 Event: Intergovernmental Conference on

Environmental Education in Tbilisi

- Result: The Tbilisi conference is one of

the most influential events in the
history of environmental education.
This led to the adoption of the Tbilisi
Declaration and the Tbilisi
Environmental Education Framework.
These documents emphasized the
need for a comprehensive and
multidisciplinary approach to
environmental education, active
participation, and responsibility for the
environment.

3. Year: 1992 Event: United Nations Conference on

Environment and Development (UNCED)
or Earth Summit

- Result: UNESCO did not organize it,

but actively participated in this event.
The Earth Summit led to the Rio
Declaration on Environment and
 Development, which emphasized the
importance of education and public
awareness for sustainable
development. UNESCO's contribution
included the inclusion of environmental
education in Agenda 21, a
comprehensive plan for sustainable
development.

4. Year: 2005 Event: United Nations Decade of

Education for Sustainable Development
(2005-2014)

- Outcome: UNESCO played a key role

in launching the Decade of Education
for Sustainable Development. The aim
of this initiative was to integrate the
principles, values, and practices of
sustainable development into all
aspects of education worldwide. This
has led to an emphasis on
environmental sustainability in
education systems worldwide.

5. Year: 2014 Event: UNESCO World Conference on

Education for Sustainable Development**

- Outcome: This conference marked the

end of a decade of education for
sustainable development. This
resulted in the creation of an action
plan for the implementation of
UNESCO's Global Education Agenda
for Sustainable Development. The
program provided guidelines for the
further integration of sustainability into
education systems worldwide. The
result emphasized the role of
education in responding to today's
environmental problems
Activity 5
Title: Interrelated variables of the total environment

The concept of the whole environment emphasizes the complex interaction of various
variables that together form our environment and ecosystems. In this essay, we delve
into these interrelated variables, exploring how each affects the others and the
importance of a delicate balance between them.

1. Physical environment:

- The physical environment includes natural elements such as landforms, climate, and
ecosystems. These factors directly affect the availability of resources such as water, soil,
and air quality. - For example, climate change (e.g., global warming) can cause
changes in ecosystems and affect water availability. This in turn affects the health and
biodiversity of the region.

2. Biodiversity:

- Biodiversity, including different plant and animal species, is an integral part of the
general environment. This contributes to the stability and sustainability of the ecosystem.
- Loss of biodiversity due to habitat destruction or pollution can disrupt the balance of
ecosystems. Fewer species reduce ecological services such as pollination and nutrient
cycling.

3. Human Activity:

- Human activities such as agriculture, industry and urbanization have a significant

impact on the environment. They consume resources and produce waste. - Excessive
consumption of natural resources and pollution caused by industry can burden the
physical environment, reduce biodiversity and affect the quality of air and water.

4. Socioeconomic factors:

- Socio-economic factors such as income, education and access to resources influence

environmental sustainability. Communities with high levels of education tend to make
more informed environmental choices. - Income differences can lead to unequal access
to resources and environmental degradation in disadvantaged communities.

5. Cultural and behavioral considerations:

- Cultural beliefs and behavior shape people's interaction with the environment.
Practices such as traditional farming methods or conservation rituals can affect the use
of natural resources.

- Cultural changes in unsustainable practices or overconsumption can stress the

environment and exacerbate problems such as deforestation or overfishing.

In summary, the interconnected variables of a holistic environment are not isolated; they
interact and influence each other in complex ways. Achieving a balance between these
variables is essential to the long-term health of our planet. To respond effectively to
environmental problems, we must understand that changes in one part of the
environment can affect the entire system. By promoting sustainable practices and
raising awareness, we can work towards a harmonious coexistence of these variables,
ensuring the well-being of both our planet and future generations. Title: Interrelated
variables of the total environment

References
https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.aj
ol.info/index.php/sajee/article/view/122741/112284%23:~:text%3DThe%2520first%2520
Tbilisi%2520Principle%2520suggests,dimensions%2520interact%2520with%2520one%
2520another.&ved=2ahUKEwip-
cT5rr6BAxU7SvEDHUm5DYsQFnoECAwQBQ&usg=AOvVaw0Tk2gpXmisRoyGxxAclx
VC

https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.u
opeople.edu/blog/what-is-the-multiple-intelligences-
theory/&ved=2ahUKEwixwe2Ur76BAxX0RPEDHbTpMekQFnoECCQQAQ&usg=AOvVa
w0j_ujspL30GqUpjTj0W1bk

https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://steemit
.com/environment/%40nabstertsr/international-events-that-influenced-the-development-
of-environmental-
education&ved=2ahUKEwi6lLCvr76BAxVNSfEDHd83A7cQFnoECCAQAQ&usg=AOvV
aw2LQn3E12WMHwAxVMVruOdZ

It is imperative for individuals to understand the concept of “holistic environment”.

O’Donoghue and Janse van Rensburg (1995) refer to holistic model as the
interconnected variables of a holistic environment.
Declaration
I Nomalisa Wandy Mnganisa (62769405) ….

declare that this examination is my own original work. Where secondary material has
been used (either from a printed source or from the internet), this has been carefully
acknowledged and referenced in accordance with Departmental requirements. I
understand what plagiarism is and am aware of the Department’s policy in this regard. I
have not allowed anyone else to copy my work.

Signature: NW Mnganisa….