Grade 7 Life Orientation: Environmental Health – Week 6 Term 3

1. Environmental Health

The branch of public health that focuses on the relationships between people and their environment, promoting human health and well-being

2. Pollution

The introduction of harmful substances or contaminants into the environment that cause adverse effects

3. Sustainability

Meeting present needs without compromising the ability of future generations to meet their own needs

4. Waste Management

The collection, transportation, treatment, and disposal of waste materials in an environmentally responsible manner

5. Community Action

Collective efforts by community members to address local issues and create positive change

Hook Activity:

Show learners photos of local environmental problems (litter, polluted water, air pollution, illegal dumping). Ask: “What do you see in these pictures? How might these affect your health and the health of people in your community?”

Introduction Activities:

• Brainstorm environmental health problems learners have noticed in their community
• Create a mind map on the board with learners’ contributions
• Introduce the lesson objectives and explain the connection between environment and health

Direct Instruction (10 minutes):

Present information about common local environmental health problems in South African communities: poor water quality, air pollution from vehicles and industry, inadequate waste management, poor sanitation, noise pollution. Explain how these problems affect human health and well-being.

Guided Practice (15 minutes):

Working in groups of 4-5, learners identify specific environmental health problems in their local area. Using the “Problem-Solution Framework” worksheet, groups analyze one problem and brainstorm both community-level and individual-level solutions. Teacher facilitates discussions and provides guidance.

Independent Practice (10 minutes):

Each learner creates their personal “Environmental Action Plan” by selecting one environmental health issue they can address individually. They write down three specific actions they will take in the next month and explain how these actions will contribute to better environmental health.

Consolidation Activity:

Groups present their main environmental health problem and top solution to the class (30 seconds per group). Create a class “Solutions Wall” where all group solutions are displayed for reference.

Exit Ticket:

Each learner writes on a sticky note: “One environmental health problem in my community is _____ and I can help by _____.” Post these on the door as learners leave.

📝 Formative Assessment

• Observe group discussions for understanding of environmental health concepts
• Check “Problem-Solution Framework” worksheets for quality of analysis
• Listen to presentations for evidence of problem-solving thinking
• Review exit tickets for personal understanding and commitment

📋 Summative Assessment

• Personal “Environmental Action Plan” completion and quality
• Group presentation on environmental health problems and solutions
• Participation in class discussions and activities
• Understanding demonstrated through vocabulary usage

🤝 For learners who need support:

• Provide visual aids and picture cards showing environmental problems
• Use simplified vocabulary and repeat key concepts
• Pair with stronger partners in group activities
• Offer structured templates for action plans
• Allow extra time for written responses

🚀 For advanced learners:

• Research additional environmental health issues not discussed in class
• Create detailed action plans with timelines and success measures
• Lead group discussions and help explain concepts to peers
• Design a community awareness campaign about environmental health
• Explore connections between environmental health and global issues

♿ For learners with barriers:

• Use visual and tactile learning materials
• Provide oral instructions alongside written ones
• Allow alternative forms of expression (drawings, oral presentations)
• Break down tasks into smaller, manageable steps
• Ensure inclusive group compositions with supportive peers

✅ What worked well:

[To be completed after lesson – observe learner engagement with environmental topics, effectiveness of group work, quality of action plans created]

🔧 What could be improved:

[To be completed after lesson – note any concepts that need reinforcement, timing adjustments needed, materials that could be enhanced]

📝 Notes for next lesson:

[To be completed after lesson – follow up on action plans, address any misconceptions, plan for assessment of environmental projects]