3.Tactile and kinaesthetic learners- They learn best through touching, moving around and doing things that are related to environmental education. They want to be actively involved in exploring the physical word. 5.4 MULTIPLE INTELLIGENCE IN ENVIRONMENTAL EDUCATION: People have different ways they demonstrate intellectual ability. -VISUAL INTELLIGENCE -Refers to learners who visualize their world and think in pictures in their mind to gain the information. They are good with puzzles. -LOGICAL INTELLIGENCE -Refers to learners who have special skill to deal with numbers, they have tendency to be very curious about their surrounding environment and they always trying to find answers to questions. -VERBAL INTELLIGENCE -Refers to learners with special skill to understand and use words and language very well. They are good with listening, writing and explaining. -NATURALISTIC INTELLIGENCE -Refers to learners who have good sensory skill which they can used to notice things from nature and for self-reflect. They are aware of their inner state of being. They like to participate in activities where they can recognize their own strengths and weaknesses. 5.5 ASSESSSMENT STRATEGIES IN ENVIRONMENTAL EDUCATION:
-Educators must choose the strategies that will benefit or fit for everyone (learners and teachers). -Make sure that strategies and criteria that are appropriate to environmental education include questioning, discussion and teaching peers. -This methods can utilized for environmental education may be more suitable if certain criteria are applied. -Investigation and problem solving may be appropriate to make provision for full, active participation of all learners. -Self assessment, peer assessment, group assessment, interview are some methods to be used in teaching. QUESTION 6 CAPS PHASE:GRADE 9 SUBJECT: Life orientation ENVIRONMENTAL TOPIC:POLLUTION TERM:1 DURATION: 1 lesson SUB-TOPIC:What is the littering and how to avoid it? Lesson aims: Environmental skills: Learners must acquire skills for identifying and solving environmental problems. Learners must be able to: -Identify the causes of littering on school grounds. -Communicate about littering as an environmental problem (causes and effects). -Problem solving: Learners must be able to brainstorm and come up with the ways to solve this issue. -Make decisions using
Knowledge: of the environment and its challenges. Let them understand: -What is littering -Its effects and causes -Who is responsible for it - How to reduce littering -Recycling and how it contributes to the community. -The importance of saving our environment. Attitudes: -Show respect towards the environment. -Be responsible toward the environment and people’s health. critical and creative thinking by giving examples of how to reduce littering. -Put decision on action to reduce littering and realize it is a daily responsibility. -Collaboration by involving them in a community activities for example picking up litter in the community.
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