ABSTRACT

Assignment 3 Due date 11/08/23

Dell
EED2601

NAME: VUKOSI
NGOBENI
Student NO: 6345035
 I (full names): Vukosi Sammy Ngobeni Student number: 63450356Module: RCE2601 Declare
that… 1. I understand what plagiarism entails and am aware of the University’s policy in this
regard. 2. I declare that this assignment is my own, original 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 V.S Ngobeni
Date:10/07/23
Activity 1
1.
1.1.1 Water pollution lack of energy and deforestation
1.1.2 Water pollution increase some water bone diseases. Diseases increase which may cause
illnesses such as: diarrhea, hay fever, skin rashes, vomiting, fevers, gastroenteritis, muscle and
joint pains, and eye irritations
Oil spills: High levels of oil is transported from the Middle East to Europe and America along the
coast, making Southern African's water and ecosystem at risk to being severely damaged.
Air pollution: Exposure to high levels of air pollution can cause a variety of adverse health
outcomes. It increases the risk of respiratory infections, heart disease and lung cancer. Both
short- and long-term exposure to air pollutants have been associated with health impacts. More
severe impacts affect people who are already ill.
1.1.3 Douglas fir, Western redcedar, Lodgepole pine, Western larch, Red pine, Black spruce,
Slash pine.
Activity 2

21st Century Sustainability Competencies Application of the 21st Century Sustainability

Competencies
Initiative ability I would ask my learners to identify a pollution
in their community and provide a solution to
help lessen it. I would then ask them to
implement their solution and see if it would
work or not, if not I would ask them how they
could change their idea to work
Entrepreneurial Ability I would then ask them to implement their
solution and see if it would work or not, if not I
would ask them how they could change their
idea to work.
 Personal I would get my learners to reflect on their own
place in their community and see if they help
to stop the problem of pollution or if they
make the situation worse. I would then get
them to see how they could make the
situation better.
Collaboration I would arrange a trip to a communal
organization such as, Department of
Agriculture, Land Reform or Rural
Development or I would arrange for a person
for an organization such as groundwork so
that the leaners may do an interview about
waste and litter and the proper management
practices or to find out what they as school
children can do.
Integrated problem-solving I would create a class discussion to see how
they would solve the problem of pollution.

Activity 3
3.1 Identify two pillars of sustainability and discuss how they can be aligned with the purpose of
environmental education. Social factors – they are problems that affect many people within a
society. It is a group of common problems in the present-day society, such as access to clean
water, electricity, access to proper sanitation, and access to nutritious food, etc. Economic
factors – they are factors that affect the economy. They include distribution of household,
personal income and the percentage of income needed to pay for basic needs of a person,
governmental activities,
3.2
• How can Environmental Education be a continuous lifelong process, beginning at the
preschool level and continuing through all formal and no formal stages?
• How can Environmental Education promote the value and necessity of local, national, and
international cooperation in the prevention and solution of environmental problems?
• Can Environmental Education help with the planning aspects in plans for development and
growth?
• Can Environmental Education enable learners to have a role in planning their learning
experiences and provide an opportunity for making decisions and accepting their
consequences?
• How can Environmental Education help learners discover the symptoms and real causes of
environmental problems?
3.3
Our view of education – is education about getting others to change their behaviour? Is it about
getting people together for collaborative learning and action? Is it about transformation, or is it
about keeping things the way they always have been?
 Our views on knowledge – is knowledge fixed and certain, something to pass on? Or is it
dynamic, co-constructed and open to change?
Our views on learning and learners – are learners empty vessels to fill? Active minds eager to
make sense of something? Co-learners? What is the educator’s role? And how do learners
learn.

Environmental education in the social context Application of the environmental education in

Education about the environment
Education in the environment
Education for the environment
the selected social contexts
would do a lesson on the 4 ‘Rs’ (Reduce,
Reuse, Recycle and Recover), one the
learners understand the different concepts I
would then begin to apply them in the
classroom, by reusing boxes, plastic bottles
etc. and the learners can do the same. If they
have a bottle for lunch instead of throwing it
away as a class, we can come up with a
different use for it.
I would create an investigation that looks at
how much energy their school is using. One
the investigation is done I would engage in a
discussion on how we as a school can
reduce our energy usage. One we have
some ideas, as a grade, we can look at how
to implement the ideas.
As a grade we could research and create a
vegetable garden. This would allow the
learners to learn how and where to create a
vegetable garden so that they may start one
at home or in the community if they chose.
The vegetable could be used in the
Consumers class or to make food for those
learners who come from low income families.

Activity 4
4.2.1
Indigenous mixed farming systems
Indigenous crop systems
Indigenous species and breeds of livestock
Sacred sites and taboos
4.2.2
Indigenous mixed farming systems – mixed farming systems rather than on modern crop and/or
livestock monocultures. Indigenous mixed farming systems reduce the vulnerability that comes
from a reliance on a small number of staple crops or animal breeds.
 Indigenous crop systems – they are characterized by multi-cropping and low chemical and
energy inputs. This makes these systems biodiverse and highly compatible with the local
environment. Indigenous farming systems simulate natural ecosystems, making them ecological
in nature. Moreover, the diversity of crops enables indigenous communities to have a varied
diet.
Indigenous species and breeds of livestock (cattle, goats, sheep, chickens, etc.) – These
different breeds provide them with a range of products, including eggs, milk, manure, skins
(leather), feathers and meat.
Sacred sites and taboos: The indigenous ethic of care is seen through observance of taboos
and protection of sacred natural sites and biological species. Observing these indigenous
practices is important for biodiversity and ecosystem conservation, and should be included in
environmental sustainability education processes. Sacred sites and objects include sacred
forests, woodlands, groves, trees, animals and bodies of water. Sacred sites are protected from
use, which conserves these ecosystems. Indigenous people have taboos on the timing of
harvest of wild fruit trees, the seasonal hunting of birds and other animals, fishing, and the
harvesting of medicinal plants. These taboos are intended to protect and conserve these
species from over-exploitation.
Activity 5
5.1
• Education about the environment provides learners with knowledge to enable them to
recognize the diversity of the ecosystems (biomes) and their value.
• Education in or through the environment enables learners to cherish personal memories of
environmental experiences (such as excursions, holidays, and camping and fishing trips) and in
the process value the environment as their living heritage
• Education for the environment helps learners develop skills, attitudes and values that endow
them with responsibility and stewardship for the conservation, protection and sustainable use of
lived environments and local resources
• It equips them with the capacity to make informed decisions and take action for the local
environment they live in.
5.2.1
Teachers should be a friend, guide, philosopher and teacher should create feeling of
togetherness and positive attitude toward environment.
Teachers should promote dustbin culture to be followed at various places like bus stand, railway
station and other public places.
Teachers should channelize the energy of the students to create an atmosphere free of
pollution.
 References
Sustainable Development. Available at:
https://www.un.org/sustainabledevelopment/sustainable-consumption-production/.
https://plus.google.com/+UNESCO (2018).
SDG Resources for Educators - Responsible Consumption and Production. [Online] UNESCO.
Available at: https://en.unesco.org/themes/education/sdgs/material/12.
Project Learning Tree. (n.d.).
Going Green: 8 Activities to Teach Sustainability in Your Classroom. [Online] Available at:
https://www.plt.org/educator-tips/8- sustainability activities-and-ideas-for-the-classroom/

EED2601 Study Guide