A School Teachers Guidebook to Marine Environmental Education ...

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of this book, and to assist in this process teachers are encouraged to develop classroom and outdoor activities which include the participation of the students in order to help them acquire new skills. A section on ‘teaching and learning strategies’ is included at the end of each chapter, listing a few examples of such activities. Teachers are free to decide how they wish to incorporate and disseminate the information provided. They are encouraged to develop their own individual presentation style and modify the teaching and learning strategies as they see fit to their situation and the experience of their students. 2x
ENVIRONMENT AND ECOLOGY 1 ENVIRONMENT AND ECOLOGY INTRODUCTION This section is aimed at assisting teachers understand what is meant by the terms environment, ecology and ecosystems. Specific objectives At the end of this Chapter, the student should be able to: a) Define the environment, b) List and describe the components of the environment, c) Describe the importance of the environment to people and other creatures, d) Explain the meaning of an ecosystem as one of the important areas of the environment, e) Demonstrate that the coastal ecosystem is one of the important components of the environment, f) Demonstrate that different ecosystems are linked and affect each other, g) Emphasise that human beings are dependent on a healthy environment, and h) Participate in practical activities related to the marine environment. Student skills to be reinforced The ability to define and classify components of the environment as well as observe and distinguish different features of the environment. Student behaviours to be reinforced Students should develop a greater appreciation for nature, respect for other creatures in the environment and a sense of duty to care for the environment. BACKGROUND INFORMATION The word environment means our surroundings, which influence the growth, survival and continued existence of living things. When we see mountains, land, rivers, lakes and oceans; experience different climates and weather patterns; or interact with people in economic, political and social settings, we are experiencing the environment. In general, we call the place and conditions in which we live our environment. 3
Page 1 and 2: A SCHOOLTEACHER’S GUIDE TO MARINE
Page 3 and 4: A SCHOOLTEACHER’S GUIDE TO MARINE
Page 5 and 6: CONTENTS Acknowledgement Foreword v
Page 7 and 8: FOREWORD The eastern African region
Page 9: INTRODUCTION The need to incorporat
Page 13 and 14: ENVIRONMENT AND ECOLOGY c) All cons
Page 15 and 16: ENVIRONMENT AND ECOLOGY TEACHING AN
Page 17 and 18: OCEANS AND SEAS Reunion, Mauritius,
Page 19 and 20: OCEANS AND SEAS Ocean topography Th
Page 21 and 22: OCEANS AND SEAS Currents These are
Page 23 and 24: OCEANS AND SEAS Some common fishes
Page 25 and 26: OCEANS AND SEAS Minerals Salt is on
Page 27 and 28: THE SEASHORE 3 THE SEASHORE INTRODU
Page 29 and 30: THE SEASHORE Shorelines are both ec
Page 31 and 32: MANGROVES 4 MANGROVE FORESTS INTROD
Page 33 and 34: MANGROVES Mangrove forests also act
Page 35 and 36: CORAL REEFS 5 CORAL REEFS INTRODUCT
Page 37 and 38: CORAL REEFS Aerial view of the main
Page 39 and 40: CORAL REEFS A coral reef food web E
Page 41 and 42: COASTAL POLLUTION 6 COASTAL POLLUTI
Page 43 and 44: COASTAL POLLUTION TEACHING AND LEAR
Page 45 and 46: COASTAL RESOURCE MANAGEMENT may inc
Page 47 and 48: Role simulation COASTAL RESOURCE MA

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