,EED2601 ASSESSMENT 4 PORTFOLIO:
DUE DATE: 19 OCTOBER 2026
LEARNING UNIT 1: CORE CONCEPTS AND DISCUSSIONS IN ENVIRONMENTAL
EDUCATION
BEd assignment: Instructing about the integrated environment and the
Anthropocene
To introduce the integrated environment to Grade 6 learners in Natural Sciences and
Technology or Social Sciences, I would start with a known local scene instead of an
abstract scientific term. I would display an image of a nearby stream, roadside drain or
wetland within a residential zone in eThekwini. Learners would be asked to list everything
visible—trees, soil, moving water, homes, streets, refuse containers, informal sellers and
children walking to class. Their responses would demonstrate that surroundings consist of
natural elements together with the people who rely on them. The integrated environment
covers biophysical, social, economic, political, cultural, spatial and historical aspects that
interact continuously (EED2601 Study guide, 2021, p. 2). Next I would sketch a large
community diagram on the board and encourage learners to mark the links between these
aspects. A clogged drain is never merely a litter issue. Intense rain can wash rubbish into it,
inadequate refuse collection can worsen the blockage, and resulting floods can stop pupils
reaching school. Shops may lose trade and households may face repair costs. Local
government decides on drainage and waste services while residents choose what they
discard. The exercise shows why environmental difficulties cannot be resolved by
examining only one element. Learners would first name familiar features in isiZulu before
expressing the same ideas in the language of assessment.
The Anthropocene would be presented as a label for the era of intense human impact on
planetary systems, even though its acceptance as an official geological epoch is still
contested. Side-by-side images of an open green area and a densely built urban zone
would prompt discussion about the changes produced by human activity. Topics would
include roads, expanding settlements, energy consumption, litter, disappearance of natural
plant cover and greenhouse-gas releases. Learners would also recognise that communities
, require housing and employment, so the lesson would avoid portraying all development as
harmful. Instead it would explore how development choices influence both nature and
people, especially those with fewer resources (EED2601 Study guide, 2021, p. 14).
For a hands-on group exercise, learners would examine litter around the school grounds
without handling sharp or hazardous items. Each group would note the position, visible kind
of waste and likely pathway into a storm-water channel. After sharing findings they would
suggest practical steps such as clearly marked bins, a class awareness notice and a
request to school management for improved refuse collection. Assessment would take the
form of a brief written account, a labelled sketch or an oral report, giving multiple routes to
show the same understanding. The activity also builds the environmental-education
principles of involvement, problem-solving, community relevance and action (EED2601
Study guide, 2021, p. 5).
BEd evidence: Classroom activity linked to the Sustainable Development Goals
Activity title: Clean Water Begins at Our School.
Grade: 6.
Duration: Two 45-minute periods.
Sustainable Development Goals: SDG 6 Clean Water and Sanitation, SDG 11 Sustainable
Cities and Communities, and SDG 12 Responsible Consumption and Production.
Learning aim: explain how human choices influence water quality and propose two realistic
ways to stop water pollution.
Lesson one: Display two photographs—one of a clean watercourse and one of a littered
drain—discuss possible connections with health and flooding, and ask pairs to sketch the
journey of a plastic wrapper from the school yard to a nearby watercourse. Learners identify
one natural factor, one human factor and one local decision that shape the problem.
Lesson two: Groups conduct a safe observation walk, record litter without collecting
dangerous materials, and create a poster or short oral explanation of their suggestions. The
teacher evaluates accurate cause-and-effect links, cooperation and workable solutions.
Learners needing extra support receive picture cards and sentence starters.
BA Environmental Management assignment: Anthropocene crises in a local context
DUE DATE: 19 OCTOBER 2026
LEARNING UNIT 1: CORE CONCEPTS AND DISCUSSIONS IN ENVIRONMENTAL
EDUCATION
BEd assignment: Instructing about the integrated environment and the
Anthropocene
To introduce the integrated environment to Grade 6 learners in Natural Sciences and
Technology or Social Sciences, I would start with a known local scene instead of an
abstract scientific term. I would display an image of a nearby stream, roadside drain or
wetland within a residential zone in eThekwini. Learners would be asked to list everything
visible—trees, soil, moving water, homes, streets, refuse containers, informal sellers and
children walking to class. Their responses would demonstrate that surroundings consist of
natural elements together with the people who rely on them. The integrated environment
covers biophysical, social, economic, political, cultural, spatial and historical aspects that
interact continuously (EED2601 Study guide, 2021, p. 2). Next I would sketch a large
community diagram on the board and encourage learners to mark the links between these
aspects. A clogged drain is never merely a litter issue. Intense rain can wash rubbish into it,
inadequate refuse collection can worsen the blockage, and resulting floods can stop pupils
reaching school. Shops may lose trade and households may face repair costs. Local
government decides on drainage and waste services while residents choose what they
discard. The exercise shows why environmental difficulties cannot be resolved by
examining only one element. Learners would first name familiar features in isiZulu before
expressing the same ideas in the language of assessment.
The Anthropocene would be presented as a label for the era of intense human impact on
planetary systems, even though its acceptance as an official geological epoch is still
contested. Side-by-side images of an open green area and a densely built urban zone
would prompt discussion about the changes produced by human activity. Topics would
include roads, expanding settlements, energy consumption, litter, disappearance of natural
plant cover and greenhouse-gas releases. Learners would also recognise that communities
, require housing and employment, so the lesson would avoid portraying all development as
harmful. Instead it would explore how development choices influence both nature and
people, especially those with fewer resources (EED2601 Study guide, 2021, p. 14).
For a hands-on group exercise, learners would examine litter around the school grounds
without handling sharp or hazardous items. Each group would note the position, visible kind
of waste and likely pathway into a storm-water channel. After sharing findings they would
suggest practical steps such as clearly marked bins, a class awareness notice and a
request to school management for improved refuse collection. Assessment would take the
form of a brief written account, a labelled sketch or an oral report, giving multiple routes to
show the same understanding. The activity also builds the environmental-education
principles of involvement, problem-solving, community relevance and action (EED2601
Study guide, 2021, p. 5).
BEd evidence: Classroom activity linked to the Sustainable Development Goals
Activity title: Clean Water Begins at Our School.
Grade: 6.
Duration: Two 45-minute periods.
Sustainable Development Goals: SDG 6 Clean Water and Sanitation, SDG 11 Sustainable
Cities and Communities, and SDG 12 Responsible Consumption and Production.
Learning aim: explain how human choices influence water quality and propose two realistic
ways to stop water pollution.
Lesson one: Display two photographs—one of a clean watercourse and one of a littered
drain—discuss possible connections with health and flooding, and ask pairs to sketch the
journey of a plastic wrapper from the school yard to a nearby watercourse. Learners identify
one natural factor, one human factor and one local decision that shape the problem.
Lesson two: Groups conduct a safe observation walk, record litter without collecting
dangerous materials, and create a poster or short oral explanation of their suggestions. The
teacher evaluates accurate cause-and-effect links, cooperation and workable solutions.
Learners needing extra support receive picture cards and sentence starters.
BA Environmental Management assignment: Anthropocene crises in a local context
