EED26
01
ASSIGNMENT 4
PORTFOLIO SEMESTER 2 ANSWERS
2026 - DUE 19 OCTOBER 2026
,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.
Ecological Footprint: This indicator measures the environmental impact of
human activities in terms of the amount of natural resources used and
waste generated, compared to the Earth's capacity to regenerate those
resources and absorb the waste.
Human Development Index (HDI): The HDI combines indicators like life
expectancy, education level, and per capita income to assess the overall
development and well-being of a country's population.
1.1.2. State four examples of the application of the above-mentionedsustainability
indicators.
Ecological Footprint Application:
Calculating the ecological footprint of a city or country to determine its
environmental impact.
Assessing the ecological footprint of an individual or household to promote
sustainable lifestyle choices.
Human Development Index (HDI) Application:
16
, Comparing the HDI scores of different countries to identify disparities in
development and target areas for improvement.
Tracking the changes in HDI over time to measure progress towards
achieving sustainable development goals.
1.2 Define sustainable development using your own understanding after
reading what Brundtland Report says about it.
Sustainable development, as defined in the Brundtland Report (also
known as "Our Common Future"), is development that meets the needs
of the present without compromising the ability of future generations
to meet their own needs. It emphasizes finding a balance between
economic, social, and environmental aspects to ensure a better quality
of life for all while safeguarding the planet's resources for the future.
1.3 Identify an environmental issue around your school and discuss how you
will applyany five Tbilisi Principles of environmental education in teaching
the lesson topicof your choice.
Environmental issue: Excessive use of single-use plastics in and around
the school premises, leading to pollution and harm to wildlife.
Applying five Tbilisi Principles of environmental education:
Principle 1: Awareness: Raise awareness among students about the
impact of single-use plastics on the environment, marine life, and
human health through discussions, videos, and presentations.
Principle 2: Knowledge: Provide factual information about the types of
plastics, their decomposition rates, and the benefits of reducing plastic
usage.
Principle 3: Attitudes: Encourage students to adopt positive attitudes
towards using alternatives to single-use plastics, such as reusable
bottles and bags, and inspire them to become change agents.
Principle 4: Skills: Organize workshops where students can learn
practical skills like making eco-bricks from plastic waste or crafting
reusable items from recycled materials.
Principle 5: Participation: Involve students in plastic cleanup drives in
and around the school area and engage them in campaigns to reduce
plastic waste, not just within the school but also in the local community.
01
ASSIGNMENT 4
PORTFOLIO SEMESTER 2 ANSWERS
2026 - DUE 19 OCTOBER 2026
,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.
Ecological Footprint: This indicator measures the environmental impact of
human activities in terms of the amount of natural resources used and
waste generated, compared to the Earth's capacity to regenerate those
resources and absorb the waste.
Human Development Index (HDI): The HDI combines indicators like life
expectancy, education level, and per capita income to assess the overall
development and well-being of a country's population.
1.1.2. State four examples of the application of the above-mentionedsustainability
indicators.
Ecological Footprint Application:
Calculating the ecological footprint of a city or country to determine its
environmental impact.
Assessing the ecological footprint of an individual or household to promote
sustainable lifestyle choices.
Human Development Index (HDI) Application:
16
, Comparing the HDI scores of different countries to identify disparities in
development and target areas for improvement.
Tracking the changes in HDI over time to measure progress towards
achieving sustainable development goals.
1.2 Define sustainable development using your own understanding after
reading what Brundtland Report says about it.
Sustainable development, as defined in the Brundtland Report (also
known as "Our Common Future"), is development that meets the needs
of the present without compromising the ability of future generations
to meet their own needs. It emphasizes finding a balance between
economic, social, and environmental aspects to ensure a better quality
of life for all while safeguarding the planet's resources for the future.
1.3 Identify an environmental issue around your school and discuss how you
will applyany five Tbilisi Principles of environmental education in teaching
the lesson topicof your choice.
Environmental issue: Excessive use of single-use plastics in and around
the school premises, leading to pollution and harm to wildlife.
Applying five Tbilisi Principles of environmental education:
Principle 1: Awareness: Raise awareness among students about the
impact of single-use plastics on the environment, marine life, and
human health through discussions, videos, and presentations.
Principle 2: Knowledge: Provide factual information about the types of
plastics, their decomposition rates, and the benefits of reducing plastic
usage.
Principle 3: Attitudes: Encourage students to adopt positive attitudes
towards using alternatives to single-use plastics, such as reusable
bottles and bags, and inspire them to become change agents.
Principle 4: Skills: Organize workshops where students can learn
practical skills like making eco-bricks from plastic waste or crafting
reusable items from recycled materials.
Principle 5: Participation: Involve students in plastic cleanup drives in
and around the school area and engage them in campaigns to reduce
plastic waste, not just within the school but also in the local community.
