Environmental Literacy and… · SHS2 Social Studies

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.2 - Examine ways of developing a sense of responsibility among the youth towards the physical environment with emphasis on environmental sanitation

By the end of the lesson, learners can:

Explain what a sense of responsibility towards the physical environment means, using at least three examples of responsible environmental behaviour relevant to their school and community.
Identify at least five environmental sanitation problems in their school or community and analyse the sources of these problems.
Investigate the effects of poor environmental sanitation on human health, the community and the natural environment, and present findings with supporting evidence.
Design a practical action plan for addressing a specific environmental sanitation problem in their school or community, including roles, timelines and expected outcomes.
Create an awareness poster that educates peers and community members on developing a sense of responsibility towards the physical environment.

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Curriculum details

Strand: Environment (Strand 3)
Sub-strand: Environmental Literacy and Sustainability (3.2)
Content standard: 2.3.2.CS.1 - Demonstrate knowledge and understanding of the interdependent relationship between humans and the physical environment and how they promote sustainable development 2.3.2.LO.1 Analyse the interdependent relationship between humans and the physical environment and ways of developing a sense of responsibility towards the environment
Indicator: 2.3.2.LI.2 - Examine ways of developing a sense of responsibility among the youth towards the physical environment with emphasis on environmental sanitation
Suggested placement: Semester 1, Week 6 (Week 6 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 56

Exemplars (from the NaCCA curriculum)

Problem-based learning: In small groups, learners identify an environmental problem within the school or community and investigate the source(s) of the problem, its effects, and measures to address the problem and share their findings
Experiential Learning: Learners watch a documentary on some environmental issues in Ghana and discuss how they feel about the damage to the physical environment
Project-based learning: Learners design posters to be used in educating the community on a sense of responsibility towards the physical environment
Teaching and Learning Resources:
- Library facilities
- Standard textbooks
- Stationery
- Projector
- Smart Phones/Tablets/iPad
- Computers with internet access
Assessment (2.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.