EED 2601

ASS: 01

STUDENT NO: 65107497

Gloria Nompumelelo Mgaga

HONESTY DECLARATION Your exam script will not be marked if this is not completed. I,
…Gloria…Nompumelelo.Mgaga………………………………………………………. (Name & Surname) Student
number: ……65197497…………………………………………. Module code: ………EED
2601………………………………………….. Hereby declare the following: I understand Unisa’s policy on
plagiarism. This examination is my original work produced by myself. I have duly acknowledged all
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 in as my
own. I have also not made my work available to any fellow students to submit as their own.
Signature: ………GN MGAGA……… Date: …25/04/2024…………………….

Activity 1

1.1. Environmental education can be defined as educating individuals about environmental issues
and the knowledge, values, attitudes, and skills needed to address these issues. It involves promoting
awareness and understanding of the environment and its problems and developing the necessary
skills and expertise to make informed decisions and take responsible action.

1.2. Environmental education is considered an emerging field with fuzzy boundaries because it
encompasses various disciplines, including environmental science, ecology, sustainability, and social
sciences. It overlaps with other fields such as conservation, environmental management, and
outdoor education, making it challenging to delineate its boundaries. Additionally, environmental
education is constantly evolving to address new and emerging environmental issues, further
complicating its definition and scope.

1.3. It is important for teachers in environmental education to teach learners about the different
notions of environmental education history and how they influence us because it provides context
and perspective on the development of environmental education as a field. By understanding the
historical and cultural influences on environmental education, learners can gain a deeper
appreciation for the complexities and nuances of environmental issues. For example, exploring the
roots of environmental education in the conservation movement of the 19th and early 20th
centuries can help learners understand the historical context for modern environmentalism and its
approaches to addressing environmental challenges. Additionally, examining the influence of
indigenous knowledge and traditional ecological wisdom can broaden learners' perspectives on
environmental education and inspire respect for diverse cultural perspectives on environmental
stewardship.

Activity 2

In recent years, there has been an increasing awareness of the importance of environmental
education in addressing the pressing issues of climate change and sustainable development.
Environmental education processes need to take into consideration the history and context behind
certain environmental issues and their implications for communities and their lived contexts. In this
essay, I will discuss the importance of integrating the three pillars model of sustainable development
into educational initiatives and how this can be applied to a specific environmental challenge in my
local community. Moreover, the cultural, economic, and environmental factors unique to my area will
be considered in the design and implementation of the educational initiative. One environmental
challenge in my local community that aligns with the Sustainable Development Goals (SDGs) is the
issue of waste management. The improper disposal of waste poses significant environmental and
health risks in my area and directly impacts the achievement of SDG 12, which focuses on
responsible consumption and production. To address this challenge, I would design and implement
an educational initiative that integrates the three pillars of sustainable development - economic,
environmental, and social. To integrate the three pillars of sustainable development into the
curriculum or educational activities, I would develop a program that educates community members
on the environmental and economic implications of waste management. This program would include
workshops on recycling and composting, as well as the promotion of responsible consumption and
production practices. Additionally, community engagement and participation would be emphasized,
as social sustainability is crucial for the success of any environmental initiative. By integrating the
three pillars of sustainable development, the educational initiative would not only address the
environmental challenge of waste management but also contribute to the achievement of SDG 12.
The cultural, economic, and environmental factors unique to my area would be carefully considered
in the design and implementation of the educational initiative. Culturally, I would work closely with
local community leaders and organizations to ensure that the program is sensitive to the cultural
norms and practices of the community. Additionally, the economic factors of waste management
would be addressed by providing information on the financial benefits of recycling and composting.
Moreover, environmental factors, such as the local ecosystem and natural resources, would be taken
into account to develop sustainable waste management solutions that are specific to the area. In
conclusion, integrating the three pillars model of sustainable development into educational
initiatives is crucial for addressing environmental challenges and achieving the Sustainable
Development Goals. By designing and implementing an educational initiative that focuses on waste
management and integrates economic, environmental, and social sustainability, my local community
can work towards a more sustainable future. Additionally, by considering the cultural, economic, and
environmental factors unique to the area, the educational initiative will be tailored to the specific
needs and context of the community. Overall, this approach to environmental education will not only
raise awareness and knowledge but also inspire action and positive change.

Activity 3

3.1. Key climate change impacts in Southern Africa include increased temperatures, changes in
rainfall patterns leading to droughts and floods, sea-level rise affecting coastal areas, and impacts on
agriculture and food security. These impacts have become a developmental challenge for the region
as they threaten the livelihoods of local communities, exacerbate poverty and inequality, and hinder
economic development.

3.2. Africa is vulnerable to climate change effects due to its reliance on rain-fed agriculture, limited
infrastructure and resources for adaptation, high levels of poverty, and dependence on natural
resources for livelihoods. Despite contributing less to carbon emissions, the continent is facing
severe impacts because it is particularly sensitive to changes in climate, has limited capacity to adapt,
and is already facing multiple social, economic, and environmental challenges. Additionally, the
historical and ongoing exploitation and extraction of resources by more developed nations have also
contributed to the vulnerability of African countries to climate change.

3.3.1 To teach learners about the effect of climate change on the economy, society, and
environment, you can use a multi-faceted approach. Here's a suggested plan:

Visual Aids and Infographics

 • Use visual aids and infographics to illustrate the impact of climate change on the economy,
society, and environment. This can help learners understand complex data in a more
accessible way.

Case Studies

• Present case studies that demonstrate real-world examples of how climate change has
affected different regions economically, socially, and environmentally. This can make the
issue more tangible and relatable.

Guest Speakers

• Invite guest speakers, such as economists, environmentalists, and community leaders, to

share their expertise and experiences related to the impact of climate change. This can
provide diverse perspectives and insights.

Interactive Activities

• Engage learners in interactive activities, such as group discussions, debates, and simulations,
to encourage critical thinking and active participation in exploring the multifaceted impact of
climate change.

Field Trips

• Organize field trips to relevant sites, such as renewable energy facilities, conservation areas,
or areas affected by climate-related disasters, to provide firsthand exposure to the real-world
implications of climate change.

Collaborative Projects

• Assign collaborative projects that require learners to research and present specific aspects of
the impact of climate change on the economy, society, and environment. This can promote
deeper understanding and teamwork.

By incorporating these strategies, you can create a comprehensive and engaging learning experience
that addresses the interconnected effects of climate change on various aspects of our world.

ACTIVITY 4

4.1 Invasive Alien Plants

Invasive alien plants are non-native species that have been introduced to a new environment and
have the potential to spread rapidly, outcompeting native plants and disrupting the local ecosystem.

4.2 Economic Costs in South Africa

The economic costs associated with invasive alien plants in South Africa are significant. These plants
impact agriculture by outcompeting crops for resources and reducing yields. For example, the
invasive alien plant, Lantana camara, can form impenetrable thickets that reduce the productivity of
grazing land for livestock. In forestry, invasive alien plants can compete with native tree species and
reduce the productivity of timber plantations. In fisheries, invasive alien plants can degrade
freshwater ecosystems, reducing fish habitats and impacting commercial and subsistence fishing
activities.

4.3 Methods for Controlling Invasive Alien Plants

Several methods are used for controlling invasive alien plants, including mechanical removal,
chemical control (herbicides), biological control (introducing natural enemies), and integrated control
methods combining these approaches.

4.4 Natural Enemies and Physical Removal

Employing natural enemies like insects or pathogens is a viable option to target invasive plant species
through biological control. Additionally, physical removal techniques, such as cutting or uprooting,
can directly reduce the population of invasive plants. When used in tandem, these methods can
effectively manage invasive plant species by mitigating their spread and impact on the
environment.4.5 Role of Teachers and Learners

4.5 Educators are instrumental in teaching students about invasive alien plants. They can raise
awareness about the issue, provide information, and encourage responsible environmental
behaviour. Educators have access to a variety of resources, including DEC's invasive species
curriculum, Hungry Pests Curriculum, and other educational materials, to integrate invasive species
topics into their lesson plans. By involving students in activities that explore the interdependence of
plants and animals in ecosystems, educators can help them understand how invasive species impact
native biodiversity and ecosystems.

Students can take several steps to help control the spread of invasive plants in their local
communities. They can avoid planting or spreading invasive plants, particularly in gardens and ponds,
to prevent their spread. They can also participate in or support awareness initiatives that educate
others about the dangers of invasive species. Moreover, they can volunteer in activities that aim to
control invasive plants in their local environment. Students can map and report invasive plants to
relevant authorities for effective management. Students should also acquire knowledge about
invasive species, including their characteristics, ecological and socio-economic effects, and methods
to control them. Finally, they should modify their behaviours to avoid contributing to the spread of
invasive plants.

By taking these actions, students can make a significant contribution to controlling and managing
invasive alien plants in their local areas. This will help preserve native biodiversity and ecosystems for
future generations.

Activity 5

5.1.1 To identify the primary learning styles of students in an environmental learning context, a blend
of observation, informal discussions, and formal assessments can be employed. Observing how
students interact with their surroundings and learning activities can offer valuable insights, while
informal conversations can provide further understanding of their preferred learning approaches.
Additionally, administering formal assessments, like learning style surveys, can yield more precise
data..
5.1.2 To recognize and accommodate diverse learning preferences, including auditory, visual, and
tactile learners, a variety of strategies can be used. For auditory learners, incorporating group
discussions, oral presentations, and podcasts can be effective. For visual learners, visual aids such as
diagrams, maps, and videos can be used. For tactile learners, hands-on activities and field trips can
be incorporated.

5.1.3 As an environmental teacher, creating engaging and effective learning experiences that
resonate with each learning style can be achieved by using a multi-sensory approach. Incorporating
visuals, hands-on activities, and auditory components into lessons can appeal to visual learners,
tactile learners, and auditory learners respectively. For example, using videos for visual learners,
group discussions for auditory learners, and outdoor activities for tactile learners. In addition to the
above strategies, it is important to consider the diverse strengths and preferences associated with
different intelligences, such as bodily/kinaesthetic, musical/rhythmic, and naturalistic intelligence.
Incorporating hands-on activities such as creating models or conducting experiments can appeal to
bodily/kinaesthetic learners while incorporating music and rhythm in lessons and activities can
appeal to musical/rhythmic learners. Emphasizing outdoor experiences and nature-based activities
can appeal to naturalistic learners.

5.2.1 To design and implement an inclusive curriculum that caters to the diverse intelligences of
students in environmental education, the following strategies can be used:

1. Leverage the diverse strengths and preferences associated with bodily/kinaesthetic,

musical/rhythmic, and naturalistic intelligence:

To cater to bodily/kinaesthetic learners, incorporate hands-on activities such as creating models or

conducting experiments. For musical/rhythmic learners, include music and rhythm in lessons and
activities. For naturalistic learners, emphasize outdoor experiences and nature-based activities.

2. Design activities that appeal to learners with various intelligences:

Activities can be designed to appeal to learners with various intelligences by incorporating a variety
of approaches such as storytelling for linguistic learners, hands-on experiments for
bodily/kinaesthetic learners, and nature walks for naturalistic learners. By providing diverse activities,
students can find connections to environmental issues that resonate with their unique intelligences.

3. Balance collaborative and individual activities:

Incorporate group projects and discussions for learners with interpersonal intelligences, allowing
them to work closely with others. For learners with intrapersonal bits of intelligence, provide
opportunities for self-reflection and independent research. Both group work and self-reflection
contribute to a holistic learning experience by allowing students to engage with the material in
different ways and develop a deeper understanding of environmental issues.

4. Enrich the school environment to support different intelligences:

Creating outdoor learning spaces for naturalistic learners, incorporating music and rhythm into the
curriculum for musical/rhythmic learners, and providing hands-on learning materials and
opportunities for bodily/kinaesthetic learners can significantly enhance the learning experience for
students with different intelligences.

5. Consider the learners' experience and prior knowledge:

Know your learners and their prior knowledge, learning styles, preferences, motivations, and goals.
Use surveys, interviews, quizzes, and conceptual frameworks to assess your learners' prior
knowledge and learning styles. Use technology and resources to support your curriculum design,
delivery, and evaluation.

6. Design EE activities and assessments to help learners meet the objectives and demonstrate their
learning:

Differentiate and personalize the activities and assessments by providing multiple options for
learners to engage with the process and product of learning. Integrate different perspectives,
cultures, and contexts into the curriculum to foster a deeper understanding of environmental issues].
By incorporating these strategies, an inclusive curriculum that caters to the diverse intelligences of
students in environmental education can be designed and implemented, leading to a more engaging
and effective learning experience for all students.

5.2.2 To design activities that appeal to learners with various intelligences in environmental
education, educators can use a variety of strategies. These strategies include diversifying activities to
target different types of intelligence, incorporating hands-on activities for bodily/kinaesthetic
learners, music and rhythm for musical/rhythmic learners, and outdoor experiences for naturalistic
learners. Educators can also balance collaborative and individual activities, providing group projects
for interpersonal learners and self-reflection for intrapersonal learners. The school environment can
be enriched by creating outdoor learning spaces, incorporating music and rhythm into the
curriculum, and providing hands-on learning materials. By incorporating these strategies, educators
can promote a deeper connection to environmental issues and enhance the learning experience for
all students.

5.2.3 To maintain a balance between collaborative and individual learning activities for
Environmental Education (EE) students, teachers can include group projects and discussions for those
with strong interpersonal skills, while allowing independent research and self-reflection for those
with intrapersonal intelligence. These approaches enable students to engage with the course
material in different ways, leading to a more comprehensive learning experience and deeper
knowledge of environmental issues.

5.3 To cater to different learning styles in the EE curriculum, educators can enrich the school
environment in various ways. One way is to create outdoor learning spaces for naturalistic learners.
This could include providing opportunities to explore nature and engage in hands-on learning
experiences, such as by building birdhouses or planting gardens. This allows students to connect with
nature and understand environmental concepts more practically.

Another way to accommodate different learning styles is by incorporating music and rhythm into the
curriculum for musical/rhythmic learners. This can involve using songs and chants to teach
environmental concepts and promote engagement, or even creating musical compositions to explain
different environmental processes.

For bodily/kinaesthetic learners, providing hands-on learning materials and opportunities is key. This
could involve creating models or conducting experiments to learn about environmental issues, or
even engaging in physical activities that promote environmental awareness, such as cleaning up a
local park or planting trees.

By adopting these strategies, educators can create a more inclusive and engaging learning
environment that accommodates the diverse learning needs of students in the EE curriculum. It is
important to recognize that every student learns differently, and by making small changes to the
learning environment, we can ensure that every student has the opportunity to thrive and succeed.

References:

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3105&context=reading_horizons
https://www.linkedin.com/advice/0/how-do-you-design-personalized-environmental

https://www.studocu.com/en-za/messages/question/6644476/activity-5answer-the-following-
questions-51-in-designing-an-environmental-education-ee

https://onlinedegrees.sandiego.edu/3-ways-to-create-inclusive-learning/

https://www.smileandlearn.com/multiple-intelligences-promote-classroom/

https://www.studocu.com/en-za/messages/question/6311459/discuss-how-you-would-balance-
collaborative-and-individual-activities-in-the-ee-curriculum

https://eprints.soas.ac.uk/29552/1/10731708.pdf

https://www.researchgate.net/publication/233350143_Outcomes-
based_education_and_educational_reform_in_South_Africa

https://www.plt.org/educator-tips/top-ten-benefits-environmental-education/

https://www.afdb.org/sites/default/files/documents/publications/afdb-
economics_of_climate_change_in_africa.pdf

https://blogs.sun.ac.za/cib/impacts-of-invasive-alien-species-in-south-africa-reviewed/