EED2601/101/0/2023

Tutorial Letter 101/0/2023

Environmental Education

EED2601
Year module
Department of Science and Technology
Education

This tutorial letter contains important information

about your module.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .............................................................................................. 4
2 PURPOSE AND OUTCOMES .......................................................................... 5
2.1 Purpose ............................................................................................................ 5
2.2 Outcomes ......................................................................................................... 5
3 CURRICULUM TRANSFORMATION............................................................... 6
4 LECTURER(S) AND CONTACT DETAILS ...................................................... 6
4.1 Lecturer(s) ........................................................................................................ 6
4.2 Department ...................................................................................................... 7
4.3 University ......................................................................................................... 7
5 RESOURCES................................................................................................... 8
5.1 Prescribed book(s) ........................................................................................... 8
5.2 Recommended book(s) .................................................................................... 8
5.3 Electronic reserves (e-reserves) ....................................................................... 8
5.4 Library services and resources ......................................................................... 8
6 STUDENT SUPPORT SERVICES ................................................................... 9
6.1 First-Year Experience Programme @ Unisa ..................................................... 9
7 STUDY PLAN ................................................................................................ 10
8 PRACTICAL WORK ...................................................................................... 11
9 ASSESSMENT............................................................................................... 11
9.1 Assessment criteria ........................................................................................ 11
9.2 Assessment plan ............................................................................................ 11
9.3 Assignment due dates .................................................................................... 12
9.4 Submission of assignments ............................................................................ 12
9.5 The assignment .............................................................................................. 12
9.6 Other assessment methods ............................................................................ 26
9.7 The examination ............................................................................................. 26
10 ACADEMIC DISHONESTY ............................................................................ 26
10.1 Plagiarism ...................................................................................................... 26
10.2 Cheating ......................................................................................................... 26
10.3 More information about plagiarism can be downloaded on the link below ....... 27

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11 STUDENT WITH DISABILITY ........................................................................ 27

12 FREQUENTLY ASKED QUESTIONS ............................................................ 27
13 SOURCES CONSULTED............................................................................... 27
14 IN CLOSING .................................................................................................. 27
15 ADDENDUM .................................................................................................. 29

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Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a
transformation charter based on five pillars and eight dimensions. In response to this
charter, we have also placed curriculum transformation high on the agenda. For your
information, curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the
scholarship of teaching and learning, and the infusion of African epistemologies and
philosophies. These pillars and their principles will be integrated at both the programme
and module levels, as a phased-in approach. You will notice the implementation thereof in
your modules, and we encourage you to fully embrace these changes during your studies
at Unisa.

1 INTRODUCTION

Welcome to Environmental Education (EED2601).

A hearty welcome to this module dealing with Environmental Education (Education for
Sustainable Development) in formal education. There is a growing awareness amongst
citizens across all sectors of society of the global environmental crises facing us such as
climate change, biodiversity loss, acid mine water drainage, environmental degradation
and many types of pollution to mention just a few. We believe that the only way to counter
this is to expose educators and learners to such environmental challenges in an effort to
promote positive attitudes, behaviours and actions towards the environment and to
empower them with the necessary knowledge and skills to live sustainably. The best place
to ensure that this happens is in the school setting and the people that are in the best
position to achieve this are the educators. It is our aim to prepare you to become an
informed and enthusiastic environmental educator that can inspire children to be aware of
the many environmental issues and to do something about them.

Because this is a fully online module, you will need to use myUnisa to study and complete
the learning activities. Visit myModules site for EED2601-23-Y on myUnisa frequently. The
myModules site for your module is EED2601-23-Y.

We wish you every success in your studies!

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2 PURPOSE AND OUTCOMES

2.1 Purpose

Students who have completed this module successfully, will be able to:

I. discuss the history and origins of Environmental Education (Education for

Sustainable Development) as a movement
II. provide a definition of the holistic environment
III. define environmental education
IV. discuss the characteristics of Environmental Education
V. identify and discuss the key international principles of Environmental Education
VI. define sustainable development and explain the sustainable development goals
VII. discuss the emergence of the Anthropocene and its implications for sustainability
VIII. discuss the key historical international events in the development of Environmental
Education (Education for Sustainable Development)

2.2 Outcomes

For this module, you will have to master several outcomes:

• Specific outcome 1: Understand key ideas and debate on issues related to

Environmental Education (Education for Sustainable
Development).

• Specific outcome 2: Adopt and adapt flexibly a variety of roles and

strategies in response to changing learner and learning
needs and contexts in promoting Environmental
Education (Education for Sustainable Development).

• Specific outcome 3: Identify and justify varied strategies for promoting

Environmental Education (Education for Sustainable
Development) in ways that are appropriate for different
purposes and contexts.

• Specific outcome 4: Use innovative ways to contribute to the development of

Environmental Education (Education for Sustainable
Development) in ways that are informed by contextual r

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 ealities, the nature of multicultural schools and
classrooms, historical legacies, social diversity, and the
integration of indigenous knowledge.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter based on five pillars and eight
dimensions. In response to this charter, we have placed curriculum transformation high on
the teaching and learning agenda. Curriculum transformation includes the following pillars:
student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African
epistemologies and philosophies. These pillars and their principles will be integrated at
both programme and module levels as a phased-in approach. You will notice a marked
change in the teaching and learning strategy implemented by Unisa, together with how the
content is conceptualised in your modules. We encourage you to embrace these changes
during your studies at Unisa in a responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is:

Dr Lettah Sikhosana
Department: Science and Technology Education
Unit: Education for Sustainable Development
E-mail: [email protected]

The co-primary lecturers for this module are:

Ms Nonkanyiso Pamella Shabalala

Department: Science and Technology Education
Unit: Education for Sustainable Development
E-mail: [email protected]

Dr MV Makokotlela
Department: Science and Technology Education
Unit: Education for Sustainable Development
E-mail: [email protected]

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The secondary lecturers for this module are:

Prof S Shava
Department: Science and Technology Education
Unit: Education for Sustainable Development
Email: [email protected]

Prof LDM Lebeloane

Department: Science and Technology Education
Unit: Education for Sustainable Development
Email: [email protected]

Assessment queries

For assessment queries, contact the following lecturers:

Assessment 01 Assessment 02 Assessment 03 Assessment 04 Assessment

05
Dr Lettah Sikhosana Dr Lettah Sikhosana Dr MV Ms Nonkanyiso Ms
Makokotlela Pamella Nonkanyiso
E-mail: E-mail: Shabalala Pamella
[email protected] [email protected] Email: E-mail: Shabalala
emakokm@unisa. shabanp1@unisa.
ac.za ac.za E-mail:
Shabanp1@
unisa.ac.za

4.2 Department

You can contact the Department of Science and Technology Education as follows:

Telephone: 012 429 3803/4658

E-mail: [email protected] or [email protected]

4.3 University

To contact the University, follow the instructions in the brochure Study @ Unisa.
Remember to have your student number available whenever you contact Unisa. When you
contact a lecturer, please include your student number to enable him/her to help you more
effectively.

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5 RESOURCES

5.1 Prescribed book(s)

There is no prescribed book for this module.

5.2 Recommended book(s)

Loubser, CP. 2014 Environmental education and education for sustainability. Some South
African perspectives. (2nd Edition). Pretoria: Van Schaik Publishers.

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the Library catalogue. More information is

available at https://libguides.unisa.ac.za/request/request

5.4 Library services and resources

The Unisa Library offers a range of information services and resources:

• For a general Library overview, go to

https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
• For detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. personal librarians and literature
search services), go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Researchsupport

The Library has created numerous Library guides to assist you:

http://libguides.unisa.ac.za

Recommended guides:

• Request recommended books and access e-reserve material:

https://libguides.unisa.ac.za/request
• Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support

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• Frequently asked questions about the library: https://libguides.unisa.ac.za/ask

• Services to students living with disabilities: https://libguides.unisa.ac.za/disability
• A-Z databases: https://libguides.unisa.ac.za/az.php
• Subject-specific guides: https://libguides.unisa.ac.za/?b=s
• Information on fines & payments: https://libguides.unisa.ac.za/request/fines

Assistance with technical problems accessing the Unisa Library or resources:

https://libguides.unisa.ac.za/techsupport

[email protected] (insert your student number in the subject line please)

General library enquiries can be directed to [email protected]

6 STUDENT SUPPORT SERVICES

The Study @ Unisa website is available on myUnisa:

www.unisa.ac.za/brochures/studies

This website has all the tips and information you need to succeed at Unisa.

6.1 First-Year Experience Programme @ Unisa

For many students, the transition from school education to tertiary education is beset with
anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open
distance and e-learning institution. Unlike face-to-face/contact institutions, Unisa is
somewhat different. It is a mega university and all our programmes are offered through a
blended learning mode or fully online learning mode. It is for this reason that we thought it
necessary to offer first-time students additional/extended support so that you can
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few
barriers. In this regard we offer a specialised student support programme to students
entering Unisa for the first time. We refer to this programme as Unisa’s First-Year
Experience (FYE) Programme. The FYE is designed to provide you with prompt and
helpful information about services that the institution offers and how you can access
information. The following FYE programmes are currently offered:

• FYE website: All the guides and resources you need to navigate through your first
year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and
motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics
related to your first-year studies (e.g., videos on how to submit assignments online).

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• FYE mailbox: For assistance with queries related to your first year of study, send an
e-mail to [email protected]

7 STUDY PLAN

7.1 What does it mean to study fully online?

• All your study material and learning activities for online modules are
designed to be delivered online via myUnisa.

• All your assignments must be submitted online. This means that you will
complete all your activities and submit all your assignments via myUnisa. In other
words, you may NOT post your assignments to Unisa using the South African Post
Office.

• All communication between you and the University happens online. Your
lecturers will communicate with you via e-mail and SMS, and by using the
Announcements, Discussion Forums and Questions and Answers tools. You
can also use all of these to ask questions and contact your lecturers.

7.2 myUnisa tools

We will mainly be using the Lessons tool, which provides the content of, and assessments
for, your module. At times, you will be directed to join discussions with your fellow
students, and to complete activities and assessments before continuing with the module.

It is crucial that you log in to myUnisa regularly. We recommend that you do so at least
once a week to do the following:

• Check for new announcements. You can also set your myLife e-mail account so
that you receive announcement e-mails on your cell phone.
• Complete the Discussion Forum activities. When you complete the activities for
each learning unit, we want you to share your answers with the other students in
your group. You can read the instructions and even prepare your answers offline,
but you will need to go online to post your messages. To this end, we provide a
Social Cafe where you can socialise with other students taking this module.

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• Complete other online activities. For certain learning unit activities, you may need
to post something on the Blog tool, take a quiz or complete a survey under the
Self-Assessment tool. Do not skip these activities because they will help you
complete the assignments and activities for the module.

We hope that by giving you extra ways of studying the material and practising all the
activities, you will succeed in the online module. To get the most out of the online module,
you MUST go online regularly to complete the activities and assignments on time.

8 PRACTICAL WORK

There is no practical work for this module.

9 ASSESSMENT

9.1 Assessment criteria

Your course assessment will comprise of your final year mark.

9.2 Assessment plan

• To complete this module, you will be required to submit a total number of four (4)
assessments.
• Assessment 1 is compulsory and assessment 2, 3, 4 and 5 are elective; answer any
three elective assessments.
• All information on when and where to submit your assignments will be made
available to you via the myUnisa on the EED2601-23-Y myModules site.

• Due dates for assignments, as well as the actual assignments are available on the
EED2601-23-Y myModules site.

• Your assessments will comprise a combination of MCQs/Quiz and written

assignments
• You need to obtain a year mark average of 50% across 4 assessments to pass this
module
• The assessments weighting for this module is 25% per assessment.
• There will be no examination for this module as it is a continuous assessment
module.

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9.3 Assignment numbers

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the landing page on the
EED2601-23-Y myModules site for this module. We envisage that the due dates will
be available to you upon registration.

• Please start working on your assignments as soon as you register for the module.
• Log on to the myUnisa site for this module to obtain more information on the due
dates for the submission of the assignments

9.4 Assignment due dates

• Modules offered by Unisa are either blended (meaning that we use a combination of
printed and online material to engage with you) or online (all information is available
via the internet). In all cases of online engagement, we use myUnisa as our virtual
campus.

• From 2022, the myUnisa virtual campus will be offered via a new learning
management system. This is an online system that is used to administer, document
and deliver educational material to you and support engagement with you.

• Look out for information from your lecturer as well as other Unisa platforms to
determine how to access the virtual myUnisa module site.

• Information on the tools that will be available to engage with the lecturer and fellow
students to support your learning will also be communicated via various platforms.

• The University undertakes to communicate as clearly and as frequently as is

necessary to ensure optimum advantage in the use of the new learning
management system.

• Additional information on the use of the myUnisa site for the module, as well as
features to engage and communicate with your lecturer and other students will also
be made available via the online site for the module.

• Therefore, log on to the myUnisa site for your module to gain more information on
where to complete and/or upload your assignments and how to communicate with
your lecturer.

9.5 Submission of assignments

As indicated in section 9.2, you need to complete a total of four (4) assessment to pass
this module. Assessment 01 is compulsory and assessment 02, 03,04 and 05 are elective;
answer any three elective assessments. Below is the weight for each assessment:

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Assessment number Weighting

Assessment 1: MCQs/Quiz’s 25%

COMPULSORY
Assessment 2- Short essay type questions 25%

ELECTIVE
Assessment 3- Short essay type questions 25%

ELECTIVE
Assessment 4- Short essay type questions 25%

ELECTIVE
Assessment 5- Short essay type questions 25%

ELECTIVE

FINAL YEAR MARK 100%

Before you submit your assessments, PLEASE ensure that:

• Your assessment cover page consists of your full names, surname, student
number, assessment number and correct module code.
• You submit ONLY pdf files.
• You submit a complete assessment that is not blank and does not contain any
missing pages.
• You sign the online declaration.

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9.5.1 ASSESSMENT 01: COMPULSORY

Assessment 01 is compulsory and contributes 25% to your final mark. It consists of

50 multiple-choice questions (Answer ALL the MCQs), it will be done on myUnisa
on the EED2601-23-Y myModules site under Assessment 1 shell. Hence it is NOT
included in this tutorial letter.
Study Tutorial Letter 101 and learning units 1-4 in the study guide to complete
this assessment.

TOTAL: [50 X 2 = 100]

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9.5.2 ASSESSMENT 02: ELECTIVE

ASSESSMENT 02

MARKS: 100

This assessment is ELECTIVE and contributes 25% to your final mark for this
module.

Answer ALL the questions.

ACTIVITY 1

1.1 Briefly explain the following concepts using your own understanding after
reading what literature says about them:

1.1.1 The Environment (2)

1.1.2 Environmental Education (2)
1.1.3 The Anthropocene (2)
1.1.4 Sustainability (2)
1.1.5 The Holistic Environment (2)

ACTIVITY 2

2.1 Mention five NGO principles of environmental education and discuss how you can
apply them in teaching an environmental education topic of your choice. (10)

Use the table below to present your answer:

Environmental topic:
NGO Principles Application of the NGO principles to
the chosen topic
1.

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 2.
3.
4.
5.

ACTIVITY 3

Read the extract below and answer the questions that follows:

THE SUSTAINABLE DEVELOPMENT GOALS

The United Nations SDGs of the 2030 Agenda for Sustainable Development
officially came into force in January 2016. The SDGs are a call for action by all
countries- poor, rich and middle income to promote prosperity while protecting
the planet.

3.1 Mention and discuss any five Sustainable Development Goals (SDGs) after reading
what literature says about them. (5)

3.2 SDGs emphasise that ending poverty must go hand-in-hand with strategies that
build economic growth and fulfil a range of social needs including education, health,
social protection and job opportunities while tackling climate change and
environmental protection. Briefly explain how you can apply the above-mentioned
SGDs in your:

a. school
b. community

Use the table below to present your answer:

Sustainable Development Goals Application of the Sustainable Development Goals

1. School: (2)

Community: (2)

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2. School: (2)

Community: (2)
3. School: (2)

Community: (2)
4. School: (2)

Community: (2)
5 School: (2)

Community: (2)
(20)

ACTIVITY 4

4.1 Identify one environmental issue experienced in the community that you stay
in, attach four pictures of the identified environmental issue, add GPS
coordinates and attach a map showing the location of the community that you
stay in. (5)

4.2 Briefly discuss five activities that caused the abovementioned environmental
issue in your community. (5)

4.3 Discuss the negative effect of the abovementioned environmental issue towards:

4.3.1 the environment. (5)

4.3.2 the people in your community. (5)

4.4 In not more than 150 words, elaborate on what contribution could environmental
education and yourself make towards resolving this environmental issue. (15)

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 ACTIVITY 5

Read the extract below and answer the questions that follows:

DIFFERENT LEARNING STYLES IN ENVIRONMENTAL EDUCATION

Learners may prefer one or more of several learning styles, and on this
basis, we place them in the following categories: auditory learners, visual
learners and tactile learners.

5.1 Write an essay which focuses on the different learning styles in environmental
education. Structure your essay as a mini essay which requires an introduction,
body and conclusion. The following serves as a guideline on how your essay
SHOULD be structured:

5.1.1 Introduction: should explain what is meant by learning styles. (2)

5.1.2 Body: should begin by choosing a grade (1), any subject (1) and a topic
from a Curriculum Assessment Policy Statement (CAPS) document (1)
(attach 1 page of that chosen topic from CAPS document) whereby you are
going to write an essay and describe how you are going to teach the
chosen topic taking into consideration the following learning styles:

a. Auditory learners (4)

b. Visual learners (4)
c. Tactile learners (4)

5.1.3 Conclusion: should be shaped by the recommendations on how you would

ensure that all learners with these different styles are catered for during
teaching and learning process. (3)

The rubric below will be used for mark allocation.

Introduction 2
Body 15
Conclusion 3
TOTAL 20
TOTAL: [100]
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9.5.3 ASSESSMENT 03: ELECTIVE

ASSESSMENT 03

MARKS: 100

This assessment is ELECTIVE and contributes 25% to your final mark for this
module.

Answer ALL the questions.

ACTIVITY 1

1.1 Environmental education (EE) processes need to take into consideration the history
and context behind certain environmental issues and their implications for
communities and their lived context.

1.1.1 State any three environmental issues faced by the South African citizens.
(3)
1.1.2 Discuss the implications of the above-mentioned environmental

challenges. (6)

1.1.3 Name at least one softwood tree species. (1)

ACTIVITY 2

2.1 After completing an environmental learning activity, learner’s environmental

competences are amongst other things that learners should accomplish. As a
teacher, plan how you will make teaching and learning interesting in your class by
selecting an environmental theme and then applying any of the five 21st-Century
Sustainability Competencies.

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 Use the table below to present your answers.

Environmental theme:
21st Century Sustainability Application of the 21st Century
Competencies Sustainability Competencies
1.
2.
3.
4.
5.
(20)

ACTIVITY 3

3.1. Identify two pillars of sustainability and discuss how they can be aligned with
the purpose of environmental education. (8)

3.2. It is imperative for a teacher to select appropriate teaching methods for

environmental education.

3.2.1. Describe how you will use any of the five guiding criteria for selecting
environmental education approaches in your lesson. (10)

3.3. Mention and discuss the three factors that influence teachers' method
selection. (12)

ACTIVITY 4

4.1. The world is faced with different environmental issues that affect communities. In
your community, choose one environmental issue that you have observed which
poses a threat to the lives of the learners. Prepare an environmental lesson taking
into consideration education about, in and for the environment. (12)

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Use the table below to present your answers.

Topic:
Environmental education in the social Application of the environmental
context education in the selected social
contexts
1.
2.
3.

4.2. Indigenous communities have had a long interaction and relationship with their lived
environments, and their association with the land makes it an integral part of their
identity.

4.2.1. List five indigenous knowledge aspects that can be used in environmental
education activities (5)

4.2.2. Briefly outline how the above-mentioned indigenous knowledge aspects

have aided in environmental sustainability. (12)

ACTIVITY 5

5.1. Briefly discuss five opportunities presented by environmental education in

multicultural contexts. (5)

5.2. Describe the following:

5.2.1 three roles and responsibilities of teachers in effective environmental

education classroom practices. (3)

5.2.2 three roles and responsibilities of learners in effective environmental

education classroom practices. (3)

TOTAL: [100]

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9.5.4 ASSESSMENT 04: ELECTIVE

ASSESSMENT 04

MARKS: 100

This assessment is ELECTIVE and contributes 25% to your final mark for this
module.

Answer ALL the questions.

ACTIVITY 1

1.1 Progress towards achieving sustainability can be gauged using sustainability

indicators.

1.1.1. Mention any two sustainability indicators. (2)

1.1.2. State four examples of the application of the above-mentioned

sustainability indicators. (4)

1.2 Define sustainable development using your own understanding after reading what
Brundtland Report says about it. (4)

1.3 Identify an environmental issue around your school and discuss how you will apply
any five Tbilisi Principles of environmental education in teaching the lesson topic of
your choice. (15)

Use the table below to present your answers.

Environmental issue:
Lesson topic:
Tbilisi principles Application of the Tbilisi principles
1.

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2.
3.
4.
5.

ACTIVITY 2

2.1 Learners should not only learn about the environment but should also be active
participants in the learning situations in environmental education processes.

2.1.1. Discuss your role in promoting active learning. Your answer should
reflect the process of active learning process by Rosenberg et al (2013).
In your discussion, clearly indicate the programs that you can initiate to
promote active learning and how you keep learners engaged in the whole
process of teaching and learning. (20)

ACTIVITY 3

3.1. Environmental education promotes multiple intelligences in the classroom.

3.1.1. Choose any three multiple intelligences and plan a lesson that clearly
outlines how you would cater for these intelligences in your classroom while
teaching EE. (15)

Use the table below to present your answers.

Topic:
Multiple intelligences Application of multiple intelligences in formal
education processes

1.
2.
3.

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3.2. Environmental education can take place in different contexts:

3.2.1. Discuss the different contexts in which environmental education can occur.
In your answer, explain how you will encourage environmental education
learning in these different contexts. Substantiate your answers with
relevant activities that you will do. (10)

ACTIVITY 4

4.1. Historic international events have influenced the development of environmental

education. In these events, United Nations Educational, Scientific and Cultural
Organization (UNESCO) has contributed to hosting some of these events.

4.1.1. Select any five events that have been hosted by UNESCO and mention
the year, name of the event and discuss the outcome (in your own
understanding after reading what literature says) for each event. (10)

Use the table below to present your answers.

Year Name and outcome of each event

1.
2.
3.

4.
5.

ACTIVITY 5

Read the extract below and answer the questions that follows:

It is imperative for individuals to understand the concept of “holistic

environment”.
O’Donoghue and Janse van Rensburg (1995) refer to holistic model as the
interconnected variables of a holistic environment.

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5.1 Write an essay which focuses how each variable influences the other. Structure
your essay as a mini essay which requires an introduction, body and conclusion.

The following serves as a guideline on how your essay SHOULD be structured:

5.1.1 Introduction: should briefly explain the concept of holistic

environment. (3)
5.1.2 Body: should discuss the different variables of a holistic environment and
comment on how they influence one another. (15)

5.1.3 Conclusion: should comment on the need for balance among the
variables of holistic environment. (2)

The rubric below will be used for mark allocation.

Introduction 3
Body 15
Conclusion 2
TOTAL 20

TOTAL: [100]

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9.5.5 ASSESSMENT 05: ELECTIVE

Assessment 05 is elective. It consists of 50 multiple-choice questions (Answer ALL the

MCQs), it will be done on myUnisa on the EED2601-23-Y myModules site under
Assessment 05 shell. Hence it is NOT included in this tutorial letter.
Study Tutorial Letter 101 and learning units 1-4 in the study guide to complete
this assessment.

TOTAL: [50 X 2 =100]

9.6 Other assessment methods

There are no other formative assessment methods.

9.7 The examination

There is no examination for this module.

10 ACADEMIC DISHONESTY

10. Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting
them as your own. It is a form of theft which involves several dishonest academic
activities, such as the following:

• Cutting and pasting from any source without acknowledging the source.
• Not including or using incorrect references.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying from another

student during an assessment or allowing a student to copy from you.

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• Using social media (e.g., WhatsApp, Telegram) or other platforms to disseminate

assessment information. Submitting corrupt or irrelevant files.
• Buying completed answers from “tutors” or internet sites (contract cheating).

10.3 More information about plagiarism can be downloaded on the link below

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENT WITH DISABILITY

The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.

• If you are a student with a disability and would like additional support or need
additional time for assessments, you are invited to contact the primary lecturer for
this module, Dr Lettah Sikhosana; or the co-primary lecturers for this module,
Ms Nonkanyiso Pamella Shabalala and Dr MV Makokotlela (see section 4.1
above).

12 FREQUENTLY ASKED QUESTIONS

Question: Can I get an extension for submitting my assessment?

Answer: Assessment submissions are compulsory. No extensions will be provided
for the submission of assessments. Adhere to the assessment submission
deadline.

Question: Can I skip submitting assessments?

Answer: All assessments contribute to your final mark as indicated above.

13 SOURCES CONSULTED

See the sources in your study guide

14 IN CLOSING

Enjoy the journey!

Do not hesitate to contact us via e-mail if you are experiencing problems with the content
of this tutorial letter or with any academic aspect of the module.

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We wish you a fascinating and satisfying journey through the learning material and trust
that you will complete the module successfully.

Your lecturers

Dr Lettah Sikhosana, Email: [email protected]

Ms Nonkanyiso Pamella Shabalala, Email: [email protected]

Dr MV Makokotlela, Email: [email protected]

Prof S Shava, Email: [email protected]

Prof LDM Lebeloane, Email: [email protected]

DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION

EDUCATION FOR SUSTAINABLE DEVELOPMENT UNIT.

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 EED2601/101

15 ADDENDUM

The under-mentioned declaration must accompany written assignments. Your

assignment will be cancelled and returned unmarked if you do not include a fully
completed and signed declaration form.

I (full names):

Student number: ___________________________

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 _________________________ Date: ____________________________

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