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Aubrey
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SDG 13: Life and Land
– protect, restore and promote sustainable use of terrestrial ecosystem, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss.

Cognitive objectives – work on what learners know. Deal with factual information – what knowledge do they have on the trees being cut for charcoal/firewood/on bad cultivation practices in terms of using inorganic fertilizers. Therefore, set tests on the effects of man’s actions on the environment when preparing land for farming, cutting tees for fuel (charcoal or firewood), applying artificial fertilizers on soils in fields and orchards, etc. Test what really is their understanding of something.

Socio-emotional – assess them on what they think must be done to stop the indiscriminate cutting of trees. What alternative farming practices can be employed to save the ecosystem/environment and do away with prevailing cultural practices.

Behavioural – give projects to learn that will help re-afforest the environment. Let them come up with projects that will ensure trees are replaced and protected. What must be done to the soil to retain nutrients naturally and protect underground organisms by applying animal manure.

Social Learning Outcomes – Partner with community to replant trees as windbreakers in order to increase rainfall activities, which will help plant growth. Encourage the use of improved braziers in communities which do not use a lot of charcoal…just five or six dry sticks to cook many pots…also encourage use of dry cowdung (cattle waste) as charcoal; and the use of animal waster and compost as fertilizer instead of a conventional fertilizers.

Including the above in an inclusive end course examination? – Give examination questions which focus on describing the process, analyzing the process, critiquing or criticizing the process of good environmental protection farming practices. Also evaluating the advantages of good farming practices in the community.

Extent assessment reflects assessment of significant learning? – This assessment has covered many areas of concern to ensure significant direct and indirect learning for all on protecting the land and its life.