ALICE PHEPHELAPHI MASILELA

ASSIGNMENT NUMBER 01

EED2601

18098371@mylife.unisa.ac.za
I, ALICE PHEPHELAPHI MASILELA
Student number: 18098371
Module code: EED2601

Hereby declare the following:

I understand Unisa’s policy on plagiarism. This examination s my original work produced
by
Myself. I have duly acknowledged al other people’s work (both electronic and print)
through
The proper reference techniques as stipulated in this module.
I have not copied the work of any other person and handed it n as my own. I have also
not
Made my work available to any fellow students to submit as their own.

Signature: ………………. Date: 30 April 2024

Activity 1 .

1.1 Environment education is all about helping individuals understand & appreciate our
mother nature.
It entails learning how to live more eco – friendly and preserve our environment ,
also how our actions have an effect on the world around us.

1.2 The field is incorporative – it necessitates hypothesis from ecology, biology ,

geography , sociology , anthropology & more . This makes it distinct to define &
categorize.

The field is dynamic & evolving – as we learn more about the environment , and
as new environmental issues arise the amplitude and main focus of environmental
education is constantly changing.

1.3 Understanding the past helps us to make sense of the present : by learning about
different notions of environmental education history , learners can understand how
environmental issues have been addressed in the past & how we can build on that
knowledge to address current issues.

Examples: The conservation movement which began in the late 1800s is a social
movement that seeks to manage and protect natural resources, including animal,
fungus, and plant species as well as their habitat for the future.

The field of historical ecology which emerged in the early 1900s is a research
program that focuses on the interactions between humans and their environment
over long-term periods of time, typically over the course of centuries.
Activity 2.

2.1

1. In my community at KwaMhlanga [Mpumalanga] we are facing an issue of Clean

water and sanitation.
2. Social pillar – Promote acquaintance of the significance of clean water and
sanitation to health , development & equity
Economic pillar – teach the economic advantages of clean water & sanitation ,
e.g improved prolificacy.
Environmental pillar – describing the environmental effects of poor water
management and sanitation . Such as pollution , loss of diversity & climate
change .

3. Systems thinking – by considering the affiliation between environmental issues,

learners evolve the potentiality to think holistically and figure out problems in a
complex world.
Analyzing environmental issues and suggest possible solutions , in that way they
will tackle problems in innovative and creative ways
Communication: discussing environmental issues with peers and skillful
individuals , they can work collaboratively with others to find solutions.

4. Host an event and invite local experienced individuals so that they can share
their knowledge and perspectives on environmental issues
The creation of community clean – up days , tree planting awareness or other
activities that involve everyone in the community improving the environment.
Development of partnerships with local environmental experts

5. Increased knowledge & understanding – conduct pre – and post assessments

of learner’s knowledge & understanding of environmental issues and SDGs
measure improvements.
Increased participation in environmental activities – mark the number of
community members who participate in environmental activities such as recycling
& composting.
Activity 3

3.1 South Africa is now no longer seen as an environment problem , but also a
developmental challenge , we have the negative impacts from increasing temperatures,
increased flooding , changes in rainy seasons and changes in winds on many aspects
of broader socio – economic development such as water availability, food security ,
housing and infrastructure.

3.2 High reliance on natural resources – Africa’s economy dependent on natural

resources such as water , land & wildlife . Climate change is causing droughts, floods
and ecosystem changes , which disrupts these resources and negatively affect health,
agriculture and livelihoods .
Africa’s infrastructure , such as roads and buildings is often incompetent to deal with
sever weather conditions . This makes it difficult to cope with the impact of climate
change.
3.3.1 To teach learners about the impact of climate change, I’d adopt a comprehensive
and engaging approach:
Introduction: Define climate change, its causes, and its far-reaching
consequences.
Economic Impacts:
- Explain how climate change affects:
- Global supply chains and trade
- Agriculture and food production
- Tourism and recreation
Social Impacts:
- Explore how climate change influences:
- Human migration and displacement
- Health and well-being (heatwaves, disease spread)
- Social justice and equity (disproportionate effects on vulnerable populations)
Environmental Impacts:
- Delve into climate change’s effects on:
- Biodiversity and ecosystems
- Oceans and marine life
- Water resources and quality
Case Studies and Examples:
- Use real-world scenarios to illustrate climate change’s impacts (e.g., Hurricane
Katrina, Australian bushfires)
- Highlight successful adaptations and mitigation strategies (e.g., renewable energy
projects, eco-friendly infrastructure
Interactive Activities:
- Role-playing exercises (e.g., climate change negotiations, sustainable city planning)
- Group discussions and debates (e.g., carbon pricing, climate justice)
- Data analysis and visualization projects (e.g., exploring temperature rise, sea-level
rise)
Solutions and Actions:
- Present individual and collective actions to combat climate change (e.g., reducing
carbon footprints, supporting climate policies)
- Encourage learners to develop their own climate action plans and projects
Ongoing Exploration:
- Encourage learners to stay updated on climate change news and research
- Foster a community of learners who share ideas and collaborate on climate-related
initiatives
By adopting this approach, learners will gain a deep understanding of climate change’s
far-reaching impacts and develop the knowledge, skills, and motivation to contribute to
a more sustainable future.
Activity 4

4.1 Invasive alien plants are none – native plants that are introduced to a new
environment , where they grow aggressively spread rapidly and outcompete native
plants for resources such as water , sunlight & nutrients

4.2 Agriculture: Invasive species can outcompete crops, reducing yields and requiring
costly control measures. For example, the water hyacinth clogs waterways, disrupting
irrigation and fishing activities.
Forestry: Invasive species can reduce timber quality and quantity, and they can also
increase the risk of wildfires. For example, the black wattle tree has taken over
grasslands and caused damage to the indigenous fynbos.

4.3 Chemical Control: Herbicides can be used to kill invasive plants, but this can be
expensive and can harm native species as well.
Biological Control: Introducing natural predators, such as insects, that feed on invasive
plants can be an effective long-term solution, but can have unintended consequences if
the predators become invasive themselves.

4.4 Natural enemies, such as insects, mollusks, or pathogens, are usually specific to the
invasive species they target. This means that when they’re introduced, they won’t harm
native species, unlike chemical control methods, which can damage the local
ecosystem.
Physical removal can be effective in small areas where the invasive species are isolated
and haven’t spread widely. Cutting or pulling up the plants by hand prevents them from
spreading their seeds and can eventually lead to their eradication.

4.5 Incorporating environmental education into the curriculum: Teachers can teach
learners about invasive species, the threats they pose, and how to identify them.
Organizing field trips: Teachers can organize field trips to areas affected by invasive
species, so learners can see firsthand the damage they cause.
Actions that learners can take to contribute to the control of alien plants include:
Identifying and removing invasive plants: Learners can learn to identify invasive plants
and safely remove them from their environment
Creating awareness campaigns: Learners can create posters, flyers, or videos to
educate others about invasive plants and the dangers they pose
Joining citizen science projects: There are many citizen science projects that monitor
and map the spread of invasive plants. Learners can participate in these projects and
contribute to the scientific understanding of these plants.
Activity 5

5.1
5.1.1 Use self-assessments: Learners can complete self-assessments that measure
their preferences for different learning styles, such as visual, auditory, kinesthetic, or
reflective learning.

5.1.2 Audio materials: Record lectures and provide audio files for auditory learners
to listen to at their own pace.
Visual materials: Use slides, diagrams, and other visual aids for visual learners to help
them understand concepts.
Hands-on activities: Encourage kinesthetic learners to get involved in hands-on tasks
such as planting, hiking, or building.
Reflection time: Provide time for reflective learners to process and write about what
they’ve learned.

5.1.3 Storytelling: For auditory learners, I’d include stories about real-life examples
of environmental issues and solutions. This helps them connect with the
material on an emotional level.
Simulations: For visual learners, I’d use simulations, such as showing how a drought or
a forest fire can impact an ecosystem. This helps them see the bigger picture.

5.2

5.2.1 Field trips: Take learners on field trips to local ecosystems, such as forests or
wetlands, to observe and study the environment firsthand. This helps them connect with
nature and develop their naturalistic intelligence.
Hands-on projects: For bodily/kinaesthetic learners, involve them in hands-on projects,
such as building a rainwater harvesting system or creating a composting system.
5.2.2 Use of analogy and metaphor: For linguistic learners, use analogies and
metaphors to help them understand complex environmental concepts.
Creative writing: Allow learners to express their understanding of environmental issues
through creative writing, such as poetry or journaling.
Role-playing: For interpersonal learners, use role-playing activities to demonstrate how
different stakeholders interact with the environment.

5.2.3 Include both group and individual activities in the lesson plans, and ensure that
there is a good balance between the two. This will provide opportunities for learners
with both interpersonal and intrapersonal intelligences to thrive.
During group work, encourage interpersonal learners to take on roles that utilize their
strengths, such as leading discussions or mediating conflicts. Provide opportunities for
intrapersonal learners to reflect individually on their group work experiences. This will
promote self-awareness and growth.

5.2 Visual displays: Use large wall displays and posters that provide information on
environmental issues and solutions. This will appeal to visual learners and help
them process the information in a visually appealing way.
Outdoor classrooms: Create outdoor learning spaces where learners can engage with
nature directly. This will appeal to naturalistic learners and help them connect with the
environment.
Music and dance: Use music and dance to teach environmental concepts, such as
using songs to teach about the water cycle or planting trees to a rhythm.
References
Ziervogel, G. 2015. University of Cape Town. 02 November 2015. [Online]. Available at :
https://acdi.uct.ac.za/articles/2015-11-04-climate-change-south-africa-how-are-we-
tackling
[Accessed 30 April 2024]
Enel. The three pillars of sustainability. 15 June 2023 . [Online]. Available at :
https://www.enel.com/company/stories/articles/2023/06/three-pillars-sustainability
[Accessed 30 April 2024]
United nations . Department of Economic and Social Affairs. [Online]. Available at :
https://sdgs.un.org/goals
[Accessed 30 April 2024]
The library of Congress. 2022 . The evolution of the conservative movement. 02 March
2022. [Online]. Available at :
https://webarchive.loc.gov/all/20220203190507/https://memory.loc.gov/ammem/amrvht
ml/conshome.html
[Accessed 30 April 2024]