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WASTE MANAGEMENT AND CONSERVATION OF WATER PRESENTERS: BEATRICE SCHILDER & ESMERALDA BEUKES.

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Presentation on theme: "WASTE MANAGEMENT AND CONSERVATION OF WATER PRESENTERS: BEATRICE SCHILDER & ESMERALDA BEUKES."— Presentation transcript:

1 WASTE MANAGEMENT AND CONSERVATION OF WATER PRESENTERS: BEATRICE SCHILDER & ESMERALDA BEUKES

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3 Wespoort Primary Situated in Portlands, Mitchell’s Plain, Cape Town Established in 1983 Many learners come from poverty stricken areas. A third of 1100 learners’ home language is isiXhosa

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5 Overview - Waste On average each individual creates 2,5 kg of waste per day. We are approximately 6,5 billion people on earth. From a Cape Town perspective we only have 3 landfill sites remaining. Coastal Park, Vissershok and Bellville landfill site. Life expectancy of each landfill site is approximately 30 years but the more we generate waste the quicker it will fill.

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8 Reason for selecting waste and water Complaints from parents. Leading to implementation of the 3 R’s Litter damaging to the school’s image and filling up the trenches. Trenches filled with stagnant water. Health hazard

9 Grade 3: Planning meeting

10 Implementation Phase During our grade 3 lesson plan discussions we addressed the problem. We took the initiative to report to principal. Assembly with the entire school. Grade 3’s were identified as litter police.

11 Assembly: Entire school

12 The litter Police

13 Active Learning Framework Up until recent it was only education in and about the environment. Education for the environment seeks to promote a willingness and ability amongst learners to adopt lifestyles that are compatible with the society and ecologically sustainable. Learners cannot expect to do clean-up operations as if it is of no sustainable value. They have to engage in more complex environmental learning processes.

14 Active learning framework “Taking action” Learners came up with the idea of having litter police to Minimize the littering and water police control the taps during interval. Also to recycle some of the litter. IN the school ground. Our learners took a walk around the school to do an audit on the amount of litter and also the amount of water that is being wasted. Learners had to report back on their findings on the audit that was conducted. This is a combination of knowledge from about & in and this equals to a better understanding of the whole issue. Knowledge ABOUT the topic. At an assembly we introduced the learners to our topic and spoke on the advantages and disadvantages of liter and water. Waste & Water

15 Playground before

16 Cleaning up operation during intervals.

17 The yellow bag for the chips packets

18 Interval is over!

19 The penalty for not obeying the litter police!

20 This is hard work

21 Playground after interval

22 Folding our green bands at the end of the day.

23 Charity begins at home Spot fine of 50c in a 2litre bottle. Money for end of year party.

24 Paying my fine

25 Rolling it out to entire school Meeting with staff and non teaching staff – evaluate process way forward SWOT ANALYSIS Spot checks – sustainability Unannounced class visitations

26 Grade R

27 Grade 1

28 Grade 2

29 Grade 3: Checking – Is it clean?

30 Grade 7

31 At the end of the school day Very little work for the cleaner. Only sand and pencils and that’s it!

32 Benches were removed and now it is safe for learners to play.

33 Looking at the water problem Proud water police (WET) Wespoort Environmental Team Man the taps and monitoring the trenches

34 Polluted trenches and blocked drains a serious health hazard.

35 After the water police stepped in.

36 Saving water and using it in our garden.

37 What then about the saving of water? Water tank sponsored by Sanbi. Catching up rain water.

38 Time frame – 5 Year project Phase 1: February 2010 Rolled out WSD April 2010 Think global act local: Recycle, re-use in order to reduce waste-July 2010 Completion of phase one – December 2011 Implementation of phase 2:January 2012 Adopt a plot Completion of phase 2 - December 2014

39 The making of a placemat!

40 We sure having fun!

41 Oh! So pretty!

42 Moving to our homes: collecting 2 liter bottles

43 Grade R: proud to be part of the project

44 A bottle a day keeps the litter away!

45 The making of candle holders and jewellery boxes

46 Washing the dirty bottles!

47 This looks like a funnel and a desert bowl don’t you think?

48 Now we are ready to decorate our product.

49 Partnership Sanbi Peninsula Feeding scheme Mondi- paper Consol- glass Unemployed parents- get boxes City of Cape Town Working for water Business community Parents Metro Rail Neighbouring schools Caretaker and cleaning staff

50 In need of a permanent room for learners to eat..

51 Sorting the lost property!

52 Helping our community

53 Linking the project with the curriculum. Numeracy: LO 1: Number, Operations and Relations – using the bottle tops. LO 4: Measurement- Capacity – Using the 2 liter bottles. LO 5: Data Handling – Sorts, orders and organizes the chips packets.

54 Literacy LO 1: Listening – Instructions LO 2: Speaking – Asking questions LO 3: Reading - information on chips packets

55 Life Orientation LO 1:Health Promotion - Participates in recycling project LO 3:Personal Development – Group work skills

56 E M S LO 1: The economic cycle – Ways in which the school can generate money. Ways of avoiding waste.

57 Natural Sciences LO 1: Scientific investigations Plans – use waste to communicate the group’s plan. Does – Participates in activity. Reviews – Explains the purpose of activity.

58 Technology LO 1: Technological processes and skills Investigates – Why products are made of particular materials Designs – Choose material to make simple products Makes – How products are going to be made and what will be used Evaluates – Identifies strengths and weakness

59 Challenges One of the biggest challenge is the negativity of some of our educators. Lack of EE knowledge. Implementation of new projects. To stay motivated. Dedication

60 Socio- economic challenges

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63 The way forward To apply to the city council for the piece of land along our school fence next to the bridge. Convert it into an indigenous walk way that is free from litter, squatting and drug trafficking. Involve neighboring schools. Get funding so that the project can become sustainable and to take on new projects. Get the political leaders involve. Contact Metro Rail for funding. City Police Portlands community

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65 Recommendation More involvement from the school community. Neighboring schools to come on board. Mindset of teachers must change. Stakeholders to become more visible.

66 Conclusion This is a 5 year project hence the reason for using the grade 3’s. The success and sustainability of this project will depend on the dedication, commitment and support from educators, learners, parents and the community of the Portlands area. It will also depend on NGO’s other stakeholders and government assistance.

67 Thank you!


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