action plan as(2)

8/2/2019 Action Plan as(2)

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Environmental Education: Action Plan in School

Involve Community

Educate the community about the impacts of air pollution, and how to reduce

personal contributions to air emissions.

Create an anti-idling education program.

Develop a woodstove education program.

Creation of a Biodiversity Action Plan that includes aquatics and wetlands.

Restore and protect significant areas identified through the plan.

Increase community awareness and support for the protectionand enhancement of the biodiversity and ecology of the Urban

forest, waterways and corridors.

Develop, implement, and provide sustained funding for a comprehensive

Urban Forest Master Plan that integrates people, trees, environment and their

continual change and interaction with each other.

Use best management practices to develop and maintain an inventory of

trees. Identify and protect heritage trees.

Protect and enhance the survival rate of existing trees.

Increase green space within the community.

Sustained funding for the coordination of the Tree Stewardship Program.

Integrate the identification, restoration, and protection of

Environmental Protection Areas and the concept of

biodiversity and ecosystem function into the Citys Official plan,planning process, and documents.

Consult with all sectors of the community to determine the feasibility of

regulating tree cutting on private land

Develop an integrated food waste management system that minimizes the

environmental impacts of food production and consumption.

Expand municipal composting initiatives.

Continue to subsidize and support education for individualComposting units.


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Investigate intensive food waste management

Provide disincentives for litter-producing food, for example tax disposable plates

and cups

Whole School Approach

In practice, this approach means that a school will incorporate teaching and

learning for sustainable development not only through aspects of the

curriculum, but also through sustainable school operations such as integrated

governance, jstakeholder and community involvement, long-term planning,

and sustainability monitoring and evaluation.

The integration of sustainable development throughout the curriculum and

through the management and operations of school facilities, such as:-

Paper

Plants

Food

Electricity

Green Audit Approach

The first phase was the development of the environmental program, which provided

information for learners and educators on how to do an eco audit at their schools.

This considered elements such as waste reduction, water conservation, energy

efficiency and promoting natural biodiversity.

The Green Audit Programs will comprise of the following:

An Activity and Information Booklet for learners that outlines what a green

audit entails (background information); Information on Waste, Water, Energy,

Biodiversity and Carbon e.g. what excess carbon emissions mean for the

planet, how individuals contribute.

A Teachers Guidebook that provides guidance to teachers which will enable

learners to do audits and make the curriculum links.


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A set of Audit Sheets that can be copied for learners to audit their schools.

A set of Activity Sheets to supportlearners and teachers to do the audits.Example of Environmental Lesson Plan

Lesson Plan for Reading Comprehension

Class : 3 Gemilang

Date : 20.09.2010

Time : 8.00 8.30

Theme : World of Knowledge

Topic : (Sea World) Dolphin

Focused Skills : Reading

Integrated Skills : Writing and Spelling (learn new vocabulary)

Learning Outcome : By the end of the lesson, pupils should be able to:-

1.3 Acquire vocabulary and understand the meaning of

words and Phrases in context

1.5 Obtain information from texts listed to, in relation to

main ideas Specification, details and sequence

2.3 Give relevant information politely in response to

enquiries made

3.3 Read and understand phrases, sentences,

paragraph and Whole text

Curriculum Specification : 1.3.3 Listen and match the meaning of words to

pictures and the Spoken words

1.5.3 Listen and understand simple factual texts

2.3.1 Respond to Wh question

3.3.3 Read and understand simple sentence

Lesson Objectives : By the end of the lesson, pupils should be able to:-

i) Understand the meaning of words and phrases in


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context

ii) Obtain information from text given and get the

main idea of the text

iii) Read and understand simple factual text

Thinking Skills : Cognitive skills

Moral Values : Keep the sea clean

Teaching Aids : Power point, MP3, Picture card, word card, hand out

and white board

Stage /

Time

Content Teaching/Learning

Strategies

Rationale Remarks

Set

Induction

+-3 mins

Student will recite a

doa translated in

English, and Surah

Alam Nasrah and

they will sing a song

from Barney I Love

You

i. Student are asked to recite

doa every time before start

the class

ii. Student also will sing a

different song for every class

but for today they will sing I

Love You song because it

will relate with the topic that

we will discuss in class

i. To educate the

student that we

need to start

everything with

doa before we do

anything else

ii. Music will

make them feel

enjoy and havefun in English

class


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Stage 1

15

minutes

1. What can find in

the sea, have you

even been scuba or

went to any

underwater worldbefore or watch any

documentary about

sea creatures?

2. Before we start

watching this video I

need you to list down,

names of any sea

creatures in the video

that you will watchafter this, OK

Student? Notes :

Teacher will pass one

blank paper for pupils

to list down all the

sea creatures that

they knows.

3. Have you ever

watch that kind ofvideos and did you

recognised anything

inside that video?

4. Teacher give

some names from the

video that they have

seen

5. Whose have everheard this word?

Mammals, octopus,

squid, shark, dolphin

6. Can you recognise

these pictures?

dolphin, whale, turtle,

octopus, squid, shark,

I .Before watching a sea

video, teacher want to know

some background knowledge

about what sea creatures do

they know anything about it

ii. Teacher want to know do

they know some of the

names of the see creatures

because teacher want to

know how much is their

vocabulary on the seacreatures video

iii. Student will list down sea

creatures name and teacher

will get to know how much

vocabulary they have in

minds on sea creatures

names

iv. Student will check in thelist names of the sea

creatures that they have seen

v. Teacher will first explain

new vocabulary that they will

learn from the text e.g.

mammals, octopus, squid,

shark, dolphin,

vi. Teacher will show fewpictures card of sea creatures

like whale, dolphin, octopus,

squid, & shark

v. Teacher pronounces the

words, pupils listen, pupils

repeat after teacher. Teacher

spell: dolphin, whale, turtle,octopus, squid, shark,

Sea

creatures videos,

pictures card with

spelling and

blank paper forpupils to list

down all the sea

creatures name


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seahorse, fish.

7. Please repeat after

me kids : dolphin,

whale, turtle, octopus,

squid, shark,

seahorse, fish.

8. Teacher shows thepicture cards in front

of class and ask

pupils to match the

name card and

pictures card on the

board

1. Can you tell mewhat is dolphin,

where can we find

dolphin, what colour

dolphin has? What

makes dolphin

different from other

fish?

seahorse, fish. and ask

student to spell it together

with teacher

vi. Teacher paste dolphin,

whale, turtle, octopus, squid,

shark, seahorse, and fish

spelling on the board and ask

student to paste the picture

on the board


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2. What is a

mammal?

3.Teacher will explain

dolphin body parts

and introduce

Snouts means

Stage 2 i. Teacher will explain what isdolphin

Bottlenose dolphins are small,toothed whales that have a long,

beaklike snout, a sickle-shapeddorsal fin, and sharp teeth. Dolphinsbreathe air through a singleblowhole. They grow to be at most12 feet (3.3 m) long. Dolphins live insmall groups of up to 12 whales;these groups are called pods.Dolphins make high-pitchedwhistles, clicks, moans, squeaks,and other sounds. Bottlenosedolphins have a life span of about25 years. They mammals and notfish.Swimming: Like other whales,dolphins swim by moving their tail(called flukes) up and down. Fishswim by moving their tail left andright.

Diet: Bottlenose dolphins arehunters who find their prey at thesurface of the water, eating mostlyfish andsquid.

Distribution: The bottlenosedolphin is found worldwide intropical and temperate waters.

Some live offshore and others livenear the coast.

Echolocation: Like other toothedwhales, dolphins use echolocation,a way of sensing in which they emithigh-pitched clicks and sense themas they bounce back off objects(including prey).

ii. Teacher will explain types

or mammals animals and is

mammals example: -

Mammals are animals that

have hair, are warm-blooded,

and nourish their young with

milk. Some modern-day

mammals include cats, dogs,

tigers, mice, elephants,

gorillas, pandas, horses,

whales, and dolphins.

iii. Teachers will explain

Pictures of

mammals

animals such

as cats, dogs,

tigers, mice,elephants,

gorillas,

pandas,

horses,

whales, and

dolphins.
http://www.enchantedlearning.com/subjects/invertebrates/squid/Squidprintout.shtmlhttp://www.enchantedlearning.com/subjects/invertebrates/squid/Squidprintout.shtmlhttp://www.enchantedlearning.com/coloring/cats.shtmlhttp://www.enchantedlearning.com/subjects/mammals/dog/index.shtmlhttp://www.enchantedlearning.com/subjects/mammals/tiger/http://www.enchantedlearning.com/subjects/mammals/rodent/Mouseprintout.shtmlhttp://www.enchantedlearning.com/subjects/mammals/elephant/Africancoloring.shtmlhttp://www.enchantedlearning.com/subjects/apes/gorilla/http://www.enchantedlearning.com/subjects/mammals/panda/http://www.enchantedlearning.com/subjects/mammals/horse/Horsecoloring.shtmlhttp://www.enchantedlearning.com/subjects/whales/http://www.enchantedlearning.com/coloring/cats.shtmlhttp://www.enchantedlearning.com/subjects/mammals/dog/index.shtmlhttp://www.enchantedlearning.com/subjects/mammals/tiger/http://www.enchantedlearning.com/subjects/mammals/rodent/Mouseprintout.shtmlhttp://www.enchantedlearning.com/subjects/mammals/elephant/Africancoloring.shtmlhttp://www.enchantedlearning.com/subjects/apes/gorilla/http://www.enchantedlearning.com/subjects/mammals/panda/http://www.enchantedlearning.com/subjects/mammals/horse/Horsecoloring.shtmlhttp://www.enchantedlearning.com/subjects/whales/http://www.enchantedlearning.com/subjects/whales/http://www.enchantedlearning.com/coloring/cats.shtmlhttp://www.enchantedlearning.com/subjects/mammals/dog/index.shtmlhttp://www.enchantedlearning.com/subjects/mammals/tiger/http://www.enchantedlearning.com/subjects/mammals/rodent/Mouseprintout.shtmlhttp://www.enchantedlearning.com/subjects/mammals/elephant/Africancoloring.shtmlhttp://www.enchantedlearning.com/subjects/apes/gorilla/http://www.enchantedlearning.com/subjects/mammals/panda/http://www.enchantedlearning.com/subjects/mammals/horse/Horsecoloring.shtmlhttp://www.enchantedlearning.com/subjects/whales/http://www.enchantedlearning.com/coloring/cats.shtmlhttp://www.enchantedlearning.com/subjects/mammals/dog/index.shtmlhttp://www.enchantedlearning.com/subjects/mammals/tiger/http://www.enchantedlearning.com/subjects/mammals/rodent/Mouseprintout.shtmlhttp://www.enchantedlearning.com/subjects/mammals/elephant/Africancoloring.shtmlhttp://www.enchantedlearning.com/subjects/apes/gorilla/http://www.enchantedlearning.com/subjects/mammals/panda/http://www.enchantedlearning.com/subjects/mammals/horse/Horsecoloring.shtmlhttp://www.enchantedlearning.com/subjects/whales/http://www.enchantedlearning.com/subjects/whales/http://www.enchantedlearning.com/subjects/invertebrates/squid/Squidprintout.shtml


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dolphin body part

Stage 3 1. Teacher pass the

handouts and the

reading texts and

present to pupils by

using power point

2. Teacher reads the

texts to pupils and

they listen the text

carefully

3. Then pupils read

the story by them self

(handouts are given)

4. Teaches ask

student to works in

pairs, read the

instruction, discuss

and answer the

question on the work-

sheets given

i. student will answer the

question after reading the text

:-

1. The bottlenose dolphin isone of the ____________marine animals.A) FastestB) SmartestC) LongestD) Warmest

2. This word starts with an

"M." Dolphins belong to this

group of animals that are

warm-blooded, have hair, and

nourish their young with milk.

What is this group called?

____________________

3. Which of the following isNOT a characteristic of amammal?A) They have hair on their

Text (handouts) ,

power point

presentation


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skinB) They are cold-bloodedC) They are warm-bloodedD) The female produces milkfor its young

4. In the sentence, Thebottlenose dolphin gets itsname from its bottle-shapedsnout, what does the wordsnout mean?A) TailB) FinC) HeadD) Nose

5. This word starts with a "S."Dolphins have these in theirmouth - they are used tocatch their food. What arethey called?

_______________________

6. This word starts with an"F." What type of animals do

dolphins eat?

___________________

Closure 1. Is dolphin a fish?

2. What is a

mammal?

3. Where can we find

whale, dolphin,octopus, squid, and

i. Teacher ask student to

what is dolphin, what is

mammals and where can we

find whale, dolphin, octopus,

squid, shark and snout

means

5. Food that

bottlenose

dolphin

likes to eat


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shark?

4. What is snout

means?

5. What will happento all the sea

creatures if we did

not take a good care

of the seas?

ii. Teacher infuses moral

values

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