Final Quiz: Self in Society

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Question 1 of 20

1. Question
1. Which gas is primarily responsible for trapping heat in the Earth’s atmosphere?
- Nitrogen
- Oxygen
- Carbon dioxide
- Hydrogen
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Question 2 of 20

2. Question
2. Which human activity is a major contributor to the increase in greenhouse gases?
- Deforestation
- Planting trees
- Recycling plastic
- Using public transportation
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Question 3 of 20

3. Question
3. What is the primary cause of rising sea levels due to climate change?
- Increased volcanic activity
- Melting polar ice caps and glaciers
- Decreased precipitation
- Water pollution
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Question 4 of 20

4. Question
4. Which international agreement aims to combat climate change by reducing greenhouse gas emissions?
- Kyoto Protocol
- Paris Agreement
- Copenhagen Accord
- Geneva Convention
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Question 5 of 20

5. Question
5. What is one effect of climate change on biodiversity?
- Increased species diversity
- Decreased extinction rates
- Habitat loss and species extinction
- Expansion of natural habitats
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Question 6 of 20

6. Question
6. How does climate change influence food security?
- By increasing agricultural productivity
- By decreasing the frequency of droughts
- By causing crop failures and food shortages
- By enhancing water availability for farming
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Question 7 of 20

7. Question
7. How can individuals contribute to reducing carbon emissions from transportation?
- Using public transport or carpooling
- Increasing personal vehicle usage
- Idling vehicles for extended periods
- Avoiding walking or cycling
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Question 8 of 20

8. Question
8. What is emphasized as crucial for teaching Life Orientation for sustainability amidst climate change, based on the provided course text?
- Focusing solely on scientific methods to understand climate change
- Drawing inspiration and skills from diverse areas of human endeavour
- Disregarding environmental content embedded in other subjects
- Relying solely on knowledge without practical application
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Question 9 of 20

9. Question
9. According to the course text, what is highlighted as a key goal of the Fundisa for Change programme in relation to teaching environmental and sustainability knowledge in the curriculum?
- Encouraging teachers to ignore the environmental content embedded in their subjects
- Preparing teachers to focus on theoretical knowledge rather than practical solutions
- Supporting teachers to engage with environmental content and skills across subjects
- Promoting teachers' reliance on a single method of teaching environmental issues
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Question 10 of 20

10. Question
10. What are some predicted consequences of climate change according to the course text?
- Increased agricultural production globally
- Decreased storm intensity and frequency
- Reduced fisheries productivity due to coral loss and sea acidification
- Stagnant rates of sea level rise
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Question 11 of 20

11. Question
11. According to the UNESCO Declaration of Ethical Principles concerning climate change, which principle emphasizes the importance of addressing climate change while benefitting everyone in a fair manner?
- Prevention of harm
- Precautionary approach
- Equity and justice
- Sustainable development
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Question 12 of 20

12. Question
12. Which ethical principle from the UNESCO Declaration emphasizes the necessity to adopt measures even in the absence of complete scientific evidence to mitigate climate change effects?
- Prevention of harm
- Precautionary approach
- Equity and justice
- Solidarity
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Question 13 of 20

13. Question
13. In which Life Orientation sections are adaptation and decision-making regarding climate variations discussed, emphasizing the importance of teaching learners to adapt to change?
- Environmental conservation and biodiversity
- Physical education and sports activities
- Personal development and self-awareness
- Social and environmental responsibility
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Question 14 of 20

14. Question
14. What is highlighted as essential in the teaching methods for addressing climate change in Life Skills according to the text?
- Solely focusing on theoretical classroom-based activities
- Utilizing only investigative methods without practical applications
- A mix of practical, action-oriented aspects in real-life contexts and classroom-based activities
- Implementing only group-based activities for comprehensive learning engagement
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Question 15 of 20

15. Question
15. According to the course text, why is it important to use diverse teaching approaches in addressing climate change?
- To limit learners to specific learning styles
- To ensure all learners respond better to specific methods
- To engage learners with different learning styles in the learning process
- To enforce uniformity in teaching methodologies across subjects
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Question 16 of 20

16. Question
16. What specific skills are emphasized as crucial for learners regarding climate change within Life Skills?
- Development of literary skills and isolation from community-oriented learning experiences
- Focusing solely on language and theoretical scientific literacy
- Language skills for scientific literacy, analytical skills, critical decision-making, and numerical skills relevant to climate change
- Restricting learning to theoretical scientific concepts without practical application
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Question 17 of 20

17. Question
17. What distinguishes the Fundisa for Change programme based on the CAPS+ approach?
- Focusing solely on teaching essential principles
- Concentrating on fragmented topic-centered teaching
- Enhancing teaching practices in three key areas: subject knowledge, teaching practices, and assessment
- Promoting a whole school approach without emphasis on teaching methodologies
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Question 18 of 20

18. Question
18. Which principles inform all teaching and learning in the CAPS curriculum, according to the text?
- High knowledge and low skills
- Progression and individual competition
- Human rights and inclusivity
- Fragmentation and exclusion of indigenous knowledge systems
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Question 19 of 20

19. Question
19. What is a primary focus of assessment in Education for Sustainable Development (ESD)?
- Evaluating individual competition and achievement
- Supporting transformative and change-oriented learning approaches
- Assessing solely for final outcomes rather than learning processes
- Prioritizing summative assessments over formative assessments
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Question 20 of 20

20. Question
20. What characterizes learning-centred assessment in ESD?
- Solely summative assessments at the end of the learning process
- Formative assessments exclusively during the learning process
- Both formative and summative assessments fostering and strengthening the learning process
- Assessments focused on individual competition rather than collaborative learning
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Life Orientation: Self in Society

Final Quiz: Self in Society

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