Environmental education was during the 1980s confused with outdoor education In

Environmental education was during the 1980s confused

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Environmental education was during the 1980’s confused with outdoor education. In 1982 the first international conference on environmental education was held in SA. This saw the formation of the EEASA (EE Association of SA). Many NGOs popped up, such as the Wildlife Society of SA and the Umgeni Valley Project. The UVP enjoyed the cooperation of the Natal ED Department and the Natal Parks Board. Two very good EE programmes Bophuthatswana and the National Environmental Awareness Council. The ‘White Paper on EE’ was tabled in 1989. It was based on the Tbilisi Principles and emphasized the EE should be talking all through education. EE was pioneered at North West Uni. Rhodes, UNISA and Stellenbosch both played a major role. Gold Fields, Swedish International Development Agency and Danish International Development Agency all funded development. Post-1994 developments in South Africa: Post- 1994 a lot of work was put into a new curriculum. The 1995 ‘White Paper on Education and Training’ set the scene for a focus on EE at all school and tertiary levels. The SA Constitution enshrines the right to a healthy environment, and truly sustainable development has come to the fore in government policies. A clearer African focus for EE is developing and is being found in industry training, public education and communities.
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Lesson plan: CAPS phase: Foundation GRADE: 2 SUBJECT: Life skills TOPIC: Soil Lesson theme: Land pollution LESSON AIMS : Learners must be able to: - Cooperate with others in a group activity to improve the environment - Identify the causes and results of land pollution CONTENT: The concept of land pollution will be discussed in this lesson, under the topic of soil. We will also touch on the concept of recycling and waste management, as well as the concept that every action has an effect on the environment. Learners will discover the importance of protecting their environment, and that a cooperative effort can help improve our environment in a holistic manner. TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES Introduction: The lesson will begin with a brief discussion where I will discuss what land pollution entails, as well as why it is detrimental to the environment. I will ask the learners (in groups of 5 at their desks) to look at the soil samples in front of them and discuss why the samples differ, I will provide leading questions for them to discuss such as: “which sample seems the cleanest/dirtiest?”, “what do you think makes the samples different?”, etc. Middle: I will take the children to the playground, explain their worksheets to them, and ask them to find a spot where they can investigate the soil. Each child will use a pre-printed worksheet that has simple leading activities on it. I will facilitate and guide where necessary to ensure that they grasp the concepts. Once all of the children have completed their worksheets, we will vote as a class for the ‘area with the most pollution’. The class will then go to that area and clean it up as much as possible.
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