Enko Ouaga

THEME 1 : Fondation
Duration: 6 Weeks, 16 hours
Unit dates: 2nd Sep 2024 - 14th Oct 2024
Subjects: Environmental systems and societies
Levels: SL
Grades: DP 1

Inquiry & action

Aims and objectives

Aims
Environmental systems and societies aims
Environmental systems and societies (ESS) aims to empower and equip students to develop
understanding of their own environmental impact, in the broader context of the impact of
humanity on the Earth and its biosphere
Environmental systems and societies (ESS) aims to empower and equip students to develop
knowledge of diverse perspectives to address issues of sustainability
Environmental systems and societies (ESS) aims to empower and equip students to engage and
evaluate the tensions around environmental issues using critical thinking
Environmental systems and societies (ESS) aims to empower and equip students to develop a
systems approach to provide a holistic lens for the exploration of environmental issues
Environmental systems and societies (ESS) aims to empower and equip students to be inspired
to engage in environmental issues across local and global contexts
Assessment objectives
AO1: Knowledge and understanding
Demonstrate knowledge and understanding of relevant concepts, theories and perspectives
Demonstrate knowledge and understanding of data and data manipulation
Demonstrate knowledge and understanding of methods and models
AO2: Application and analysis
Explain, analyse and develop relevant concepts, theories and perspectives
Explain, analyse and develop data and data interpretation
Explain, analyse and develop methodologies and models

AO3: Evaluation and synthesis

Evaluate and synthesize relevant concepts, theories and perspectives
Evaluate and synthesize methodologies and models, recognizing their value and limitations
AO4: Use and application of appropriate skills
Identify an appropriate environmental issue and research question for investigation.

Page 1 / 14
Enko Ouaga

Syllabus content

Topics and subtopics

Topic 1: Foundation
1.1 Perspectives
Guiding questions
How do different perspectives develop?
How do perspectives affect the decisions we make concerning environmental issues?
SL and HL
1.1.1 A perspective is how a particular situation is viewed and understood by an individual. It is based on a mix
of personal and collective assumptions, values and beliefs.
Personal perspectives give rise to a wide range of different positions on environmental and social issues.
Perspectives also influence people’s choices and actions.
1.1.2. Perspectives are informed and justified by sociocultural norms, scientific understandings, laws, religion,
economic conditions, local and global events, and lived experience, among other factors.
A perspective is not the same as an argument. Arguments are made to support a personally held
perspective or to counter a different one.
1.1.3 Values are qualities or principles that people feel have worth and importance in life.
Values affect people’s priorities, judgements, perspectives and choices. They are individual but are shared
with, and shaped by, others in a community.
1.1.4 The values that underpin our perspectives can be seen in our communication and actions with the wider
community. The values held by organizations can be seen through advertisements, media, policies and actions.
Different values often lead to tensions between individuals and between organizations.
1.1.5 Values surveys can be used to investigate the perspectives shown by a particular social group towards
environmental issues.
The effective design of values surveys for a particular social group accommodates various perspectives
towards a particular environmental issue, and assesses how these are likely to impact the issue.
Application of skills: Design and carry out questionnaires/surveys/interviews, using online collaborative
survey tools, to correlate perspectives with attitudes towards particular environmental or sustainability
issues. Select a suitable statistical tool to analyse this data. Students may use and develop behaviour-time
graphs to show lifestyle changes.
1.1.6 Worldviews are the lenses shared by groups of people through which they perceive, make sense of and
act within their environment. They shape people’s values and perspectives through culture, philosophy,
ideology, religion and politics.
With the development of the internet and social media, one’s perspective can be influenced by a far greater
variety of worldviews than just that of the local community. Consequently, models that attempt to classify
perspectives, though helpful, are invariably inaccurate as individuals often have a complex mix of positions.
1.1.7 An environmental value system is a model that shows the inputs affecting our perspectives and the
outputs resulting from our perspectives.
A value system has inputs (for example, information from media, education, worldviews) and outputs (for
example, our judgements, positions, choices and actions).
1.1.8 Environmental perspectives (worldviews) can be classified into the broad categories of technocentric,
anthropocentric and ecocentric.

Page 2 / 14
Enko Ouaga

These are not exclusive categories; a variety of alternative schemes exist. There are many ways to classify
our perspectives; these models are useful but imperfect, as individuals often have a complex range of
positions that change over time and context. Technocentrism assumes all environmental issues can be
resolved through technology. Anthropocentrism views humankind as being the central, most important
element of existence, and it splits into a wide variety of views. Ecocentrism sees the natural world as having
pre-eminent importance and intrinsic value.
1.1.9 Perspectives and the beliefs that underpin them change over time in all societies. They can be influenced
by government or non-governmental organization (NGO) campaigns or through social and demographic
change.
Application of skills: Interpret behaviour-time graphs. Examples could include specific changes, such as
smoking, littering, eating meat or how traditional lifestyles in indigenous cultures are being replaced by
modern ones.
1.1.10 The development of the environmental movement has been influenced by individuals, literature, the
media, major environmental disasters, international agreements, new technologies and scientific discoveries.
Select one example of influence from each of the following categories.
An individual environmental activist
An author
The media—for example, Al Gore’s documentary An Inconvenient Truth (2006), No Impact Man (2009),
Breaking Boundaries: The Science of Our Planet (2021)
An environmental disaster—for example, Minamata disaster (1956), Chernobyl disaster (1986),
Fukushima Daiichi nuclear disaster (2011)
International agreements—for example, Rio Earth Summit (1992) and Rio+20 (2012); 2015 and 2022
United Nations Climate Change Conferences (COP 21, COP 27)
Technological developments—for example, the Green Revolution, reduction of energy inputs and enteric
fermentation, plant-based meats
Scientific discovery—for example, pesticide and biocide toxicity, species loss, habitat degradation
Examples may also be recent, from indigenous cultures or local/global events of student interest.
Possible engagement opportunities
Practise debating or discussing students’ own perspectives and how they might influence behaviour.
Design appropriately persuasive materials to advocate for an environmental or social cause.

1.2 Systems
Guiding question
How can the systems approach be used to model environmental issues at different levels of complexity and
scale?
SL and HL
1.2.1 Systems are sets of interacting or interdependent components.
System components are organized to create a functional whole.
1.2.2 A systems approach is a holistic way of visualizing a complex set of interactions, and it can be applied to
ecological or societal situations.
A system has storages and flows, with flows providing inputs and outputs of energy and matter.
1.2.3 In system diagrams, storages are usually represented as rectangular boxes and flows as arrows, with the
direction of each arrow indicating the direction of each flow.
Application of skills: Create systems diagrams representing the storages and flows, inputs and outputs of
systems, such as a lab-based or local natural ecosystems. The size of the boxes and the arrows may be
representative of the size/magnitude of the storage or flow.

Page 3 / 14
Enko Ouaga

1.2.4 Flows are processes that may be either transfers or transformations.

Transfers involve a change in location of energy or matter; transformations involve a change in the chemical
nature, a change in state or a change in energy.
1.2.5 Systems can be open or closed.
An open system exchanges both energy and matter across its boundary, while a closed system exchanges
only energy across its boundary. Almost all systems are open; only the global geochemical cycles
approximate to closed systems. Biosphere 2 is an example of a closed system, and a local ecosystem is an
example of an open system.
1.2.6 The Earth is a single integrated system encompassing the biosphere, the hydrosphere, the cryosphere,
the geosphere, the atmosphere and the anthroposphere.
James Lovelock’s Gaia hypothesis is a model of the Earth as a single integrated system. The hypothesis (also
known as the Gaia theory) was introduced to explain how atmospheric composition and temperatures are
interrelated through feedback control mechanisms. Many variations of the Gaia theory were further
developed by James Lovelock and Lynn Margulis.
1.2.7 The concept of a system can be applied at a range of scales.
Systems are at a range of scales, including a small-scale local ecosystem, such as a bromeliad in a
rainforest; a large ecosystem, such as a rainforest; and the Gaia hypothesis or atmospheric circulation as an
example of a global system.
1.2.8 Negative feedback loops occur when the output of a process inhibits or reverses the operation of the
same process in such a way as to reduce change. They are stabilizing as they counteract deviation.
Use James Lovelock and Andrew Watson’s Daisyworld model to show how temperature regulation can occur
due to the presence of life on a planet in contrast with a dead one. Include other examples.
Application of skills: Use diagrams representing examples of negative feedback.
1.2.9 As an open system, an ecosystem will normally exist in a stable equilibrium, either in a steady- state
equilibrium or in one developing over time (for example, succession), and will be maintained by stabilizing
negative feedback loops.
A stable equilibrium is the condition of a system in which there is a tendency for it to return to the previous
equilibrium following disturbance. A steady-state equilibrium is the condition of an open system in which
flows are still occurring but inputs are constantly balanced with outputs.
1.2.10 Positive feedback loops occur when a disturbance leads to an amplification of that disturbance,
destabilizing the system and driving it away from its equilibrium.
Positive feedback loops have amplifying roles. Positive feedback can lead to both an increase or a decrease
in a system component. For example, as a population declines, the reproductive potential decreases leading
to further decrease. An example of positive feedback is the reduced albedo (amount of reflection by a
surface) due to melting ice caps leading to greater global warming, or an increase in population leading to
increased potential for further growth. There are many other examples.
Application of skills: Use diagrams representing examples of positive feedback.
1.2.11 Positive feedback loops will tend to drive the system towards a tipping point.
A tipping point is the minimum amount of change that will cause destabilization within a system. The system
then shifts to a new equilibrium or stable state.
1.2.12 Tipping points can exist within a system where a small alteration in one component can produce large
overall changes, resulting in a shift in equilibrium.
Tipping points result in regime shifts between alternative stable states.
Use examples to support the explanation. For example, a change of nitrate/phosphate concentrations
leading to eutrophication.

Page 4 / 14
Enko Ouaga

Identify other examples of such tipping points throughout the course.

1.2.13 A model is a simplified representation of reality; it can be used to understand how a system works and to
predict how it will respond to change.
A model may take many forms, including a graph, a diagram, an equation, a simulation or words. Models are
used throughout the course to represent systems and processes.
1.2.14 Simplification of a model involves approximation and, therefore, loss of accuracy.
The simplification of a model can make it less accurate. The systems approach uses models throughout the
course. For example, predictive models of climate change or projections of human population growth
explain how a model may give very different results. Simplification will also affect how well a lab-based
model ecosystem approximates to a natural ecosystem.
1.2.15 Interactions between components in systems can generate emergent properties.
Emergent properties appear as individual system components interact; the components themselves do not
have these properties. For example, predator–prey oscillations and trophic cascades are examples of
emergent properties where patterns of change occur that would not occur in isolated components. Include
other examples.
1.2.16 The resilience of a system, ecological or social, refers to its tendency to avoid tipping points and
maintain stability.
Resilience of a system is the capacity to resist damage and recover from, or adapt efficiently to, disturbance.
1.2.17 Diversity and the size of storages within systems can contribute to their resilience and affect their speed
of response to change (time lags).
Consider an example of resilience (for example, the loss of resilience with the displacement of North
American prairie systems with monoculture crops) showing how diversity contributes to the resilience of a
system. Consider how size of storage affects the relative stability of a puddle compared to a lake.
1.2.18 Humans can affect the resilience of systems through reducing these storages and diversity.
Use the example of loss of resilience in deforestation resulting in reduced size of storages and loss of
diversity.
Possible engagement opportunities
Build a bottle ecosystem, aquarium, terrarium, compost heap or other school-based ecosystem and use it to
construct a systems diagram. Compare variables of the system (for example, with and without one organism or
with different levels of water/nutrients).
Use the skills of system analysis to help solve a school-wide problem.
Advocate to peers to educate them about the importance of tipping points.

1.3 Sustainability
Guiding questions
What is sustainability and how can it be measured?
To what extent are challenges of sustainable development also ones of environmental justice?
SL and HL
1.3.1 Sustainability is a measure of the extent to which practices allow for the long-term viability of a system. It
is generally used to refer to the responsible maintenance of socio-ecological systems such that there is no
diminishment of conditions for future generations.
All activity is embedded in a system and, in general, enhancing system resilience increases sustainability.
1.3.2 Sustainability is comprised of environmental, social and economic pillars.
The ways in which environmental, social and economic sustainability interact can be shown with diagrams.
Strong sustainability models show the economy embedded in society, and both society and economy
embedded in the natural environment. Weak sustainability models only show an overlap in the three pillars.

Page 5 / 14
Enko Ouaga

1.3.3 Environmental sustainability is the use and management of natural resources that allows replacement of
the resources, and recovery and regeneration of ecosystems.
Sustainability in this context focuses on resource depletion, pollution and conserving biodiversity. Active
regeneration of ecosystems is also considered a component of environmental sustainability. There are
different timescales in the replacement of natural resources.
1.3.4 Social sustainability focuses on creating the structures and systems, such as health, education, equity,
community, that support human well-being.
Sustainability in this context focuses on the survival of societies and their cultures; it may include
consideration of the continued use of language, belief, or spiritual practices in a society.
1.3.5 Economic sustainability focuses on creating the economic structures and systems to support production
and consumption of goods and services that will support human needs into the future.
In terms of resource use to meet human needs, there is no economic sustainability without environmental
sustainability.
1.3.6 Sustainable development meets the needs of the present without compromising the ability of future
generations to meet their own needs. Sustainable development applies the concept of sustainability to our
social and economic development.
Sustainable development is a framework that guides further development of human civilization while
maintaining economic stability, social equity and ecological integrity. The Brundtland report of 1987
introduced the social and economic aspects of sustainability to sustainable development.
1.3.7 Unsustainable use of natural resources can lead to ecosystem collapse.
Use an example of ecosystem collapse due to human overexploitation of the environment (for example, the
impact of overfishing on Newfoundland cod fisheries).
1.3.8 Common indicators of economic development, such as gross domestic product (GDP), neglect the value
of natural systems and may lead to unsustainable development.
GDP is a measure of the monetary value of final goods and services produced and sold in a given period by
a country. Focusing on GDP as a measure of economic progress may cause unsustainable development.
Green GDP measures environmental costs and subtracts these from GDP.
1.3.9 Environmental justice refers to the right of all people to live in a pollution-free environment, and to have
equitable access to natural resources, regardless of issues such as race, gender, socio- economic status,
nationality.
Consider one local and one global example of environmental injustice. Examples could include: Deepwater
Horizon oil spill, Gulf of Mexico (2010); landfills located in low-income areas; Union Carbide gas release in
Bhopal, India (1984); Maasai land rights in Kenya and Tanzania; plastic waste disposal by developed to
developing countries.
1.3.10 Inequalities in income, race, gender and cultural identity within and between different societies lead to
disparities in access to water, food and energy.
Examples of inequality include the inability to afford an electricity supply, or the privatization of water
sources.
1.3.11 Sustainability and environmental justice can be applied at the individual to the global operating scale.
Sustainability and environmental justice issues exist at different operating scales. Different operating scales
are individual (individual decisions on how to live and work), business, community (religious, cultural,
political, indigenous), city, country (policies, laws and socio- economic systems) or global (for example, the
United Nations (UN) Sustainable Development Goals (SDGs)).
1.3.12 Sustainability indicators include quantitative measures of biodiversity, pollution, human population,
climate change, material and carbon footprints, and others. These indicators can be applied on a range of
scales, from local to global.

Page 6 / 14
Enko Ouaga

Consider the use of one named environmental indicator to assess sustainability.

1.3.13 The concept of ecological footprints can be used to measure sustainability. If these footprints are
greater than the area or resources available to the population, this indicates unsustainability.
An ecological footprint is the area of land and water required to sustainably provide all resources at the rate
of consumption and absorb all generated waste at the rate of production for a specific population.
Application of skills: Use footprint calculators to establish students’ own ecological/carbon/water footprint.
Present comparative data on footprints graphically, using a spreadsheet and graph-plotting software.
1.3.14 The carbon footprint measures the amount of greenhouse gases (GHGs) produced, measured in carbon
dioxide equivalents (in tonnes). The water footprint measures water use (in cubic metres per year).
There are different ways of using footprints to measure sustainability. Students do not need to know details
of how these are calculated.
1.3.15 Biocapacity is the capacity of a given biologically productive area to generate an ongoing supply of
renewable resources and to absorb its resulting wastes.
Unsustainability occurs if the area’s ecological footprint exceeds its biocapacity.
1.3.16 Citizen science plays a role in monitoring Earth systems and whether resources are being used
sustainably.
Citizen science has a role in the larger picture of scientific research on environmental systems. The
information gathered is relevant to local problems and conditions, and can be used in research on global
issues, such as climate change.
1.3.18 The UN Sustainable Development Goals (SDGs) are a set of social and environmental goals and targets
to guide action on sustainability and environmental justice.
Consider the SDG model and the uses and limitations of the SDGs.
The SDGs provide a framework for sustainable development supported by the UN and address the global
challenges faced by humanity, including those related to poverty, inequality, climate, environmental
degradation, prosperity, and peace and justice.
1.3.19 The planetary boundaries model describes the nine processes and systems that have regulated the
stability and resilience of the Earth system in the Holocene epoch. The model also identifies the limits of human
disturbance to those systems, and proposes that crossing those limits increases the risk of abrupt and
irreversible changes to Earth systems.
Consider the planetary boundaries model and select which planetary boundaries appear to have been
crossed and factors that have led to this.
Example uses and limitations include the following. Uses: Identifies science-based limits to human
disturbance of Earth systems; highlights the need to focus on more than climate change (which dominates
discussion); alerts the public and policymakers about the urgent need for action to protect Earth systems.
Limitations: Focuses only on ecological systems and does not consider the human dimension necessary to
take action for environmental justice; the model is a work in progress— assessments of boundaries are
changing as new data becomes available; the focus on global boundaries may not be a useful guide for local
and country-level action.
1.3.20 The doughnut economics model is a framework for creating a regenerative and distributive economy in
order to meet the needs of all people within the means of the planet.
Consider the doughnut economics model and the concepts of regenerative and distributive design.
The social foundation (inner boundary of the doughnut) is based on the social SDGs. The ecological ceiling
(outer boundary of the doughnut) is based on planetary boundaries science. Together, the social foundation
and the ecological ceiling represent the minimum conditions for an economy that is ecologically safe and
socially just—thus, the doughnut is the “safe and just space for humanity”. Today, billions of people still fall
short of the social foundation, while humanity has collectively overshot most of the planetary boundaries.

Page 7 / 14
Enko Ouaga

Therefore, the goal as illustrated by this model is to move into the doughnut and create an economy that
enables humanity to thrive in balance with the rest of the living world. It can only be achieved by making
economies that become regenerative and distributive by design. A regenerative economy works with, and
within, the cycles and limits of the living world. A distributive economy shares value and opportunity far more
equitably among all stakeholders.
Example uses and limitations include the following. Uses: The model includes both ecological and social
elements, so it supports the concept of environmental justice; it has reached popular awareness and is
being used at different scales (for example, countries, cities, neighbourhoods, businesses) to support action
on sustainability. Limitations: The model is a work in progress—different groups are trying to apply the
model for concrete action; it advocates broad principles of regenerative and distributive practice but does
not propose specific policies.
1.3.21 The circular economy is a model that promotes decoupling economic activity from the consumption of
finite resources. It has three principles: eliminating waste and pollution, circulating products and materials, and
regenerating nature.
The butterfly diagram from the Ellen MacArthur Foundation is a useful illustration of the circular economy. It
is different to the linear economic model (take–make–waste).
Example uses and limitations include the following. Uses: Regeneration of natural systems; reduction of
greenhouse emissions; improvement of local food networks and support of local communities; reduction of
waste by extending product life cycle; changed consumer habits. Limitations: Lack of environmental
awareness by consumers and companies; lack of regulations enforcing recycling of products; some waste is
not recyclable—technical limitations; lack of finance.
Possible engagement opportunities
Present research on examples of environmental injustice and inequalities leading to problems of access to
resources.
Promote the doughnut economics model and/or circular economy strategies for the school community.
Investigate the whole-school carbon footprint and produce a plan to reduce the school’s carbon emissions.
Design and plan a sustainability walk to highlight sustainable options locally.
Use an SDG to advocate for a particular issue.
Remarks:
Cette unité est une base de l'SES à travers l'étude des trois concepts clés.

Learner profile attributes

• Reflective
• Inquirers
• Balanced
• Open-minded

• Knowledgeable
• Thinkers
Remarks:
L'attributs du profil de l'apprenant porteur de cette unité est la reflexion

Page 8 / 14
Enko Ouaga

Transfer goals

• Développer une compréhension critique des différentes perspectives sur les enjeux
environnementaux.
• Appliquer une approche systémique pour modéliser les problèmes environnementaux.
• Évaluer les concepts de durabilité et de justice environnementale.

Essential understandings

Students will know the following content:

Les différentes perspectives sur les enjeux environnementaux et leur impact sur les
décisions.
Les outils et méthodes d’analyse systémique pour modéliser des problèmes
environnementaux.
Les critères de mesure de la durabilité et les défis associés au développement durable.

Students will develop the following skills:

Analyser des problèmes environnementaux en tenant compte de perspectives variées.
Utiliser une approche systémique pour décomposer et comprendre des enjeux
complexes.

Évaluer des situations sous l’angle de la durabilité et de la justice environnementale, en

proposant des solutions concrètes.

Students will grasp the following concepts:

La nature interconnectée des systèmes environnementaux et sociaux.

Les principes de durabilité et leurs implications pour la société.

Les liens entre les défis du développement durable et les questions de justice sociale.

Missed concepts / misunderstandings

Content-based:
Réductionnisme : Les élèves pourraient croire que les enjeux environnementaux peuvent
être compris isolément, sans tenir compte de leurs interconnexions.
Durabilité simplifiée : Comprendre la durabilité uniquement comme un objectif à
atteindre, sans considérer les dynamiques complexes qui la sous-tendent.
Perspective unique : Penser qu’une seule perspective (scientifique, économique, etc.)
suffit pour appréhender un problème environnemental.

Page 9 / 14
Enko Ouaga

Skill-based:
Analyse superficielle : Avoir du mal à appliquer une analyse approfondie des systèmes
en raison d'une compréhension limitée des interactions complexes.
Manque de pensée critique : Ne pas remettre en question les sources d’information ou
les biais dans les perspectives présentées.
Compétences en modélisation : Difficulté à utiliser des outils systématiques pour
visualiser et comprendre les problèmes à différentes échelles.
Concept-based:
Interconnexion : Ne pas saisir l’importance des relations entre les systèmes
environnementaux et sociaux.

Justice environnementale : Confondre le développement durable avec une simple

répartition équitable des ressources, sans comprendre les dimensions éthiques et
politiques.

Durabilité absolue : Croire que la durabilité peut être atteinte sans compromis, sans
prendre en compte les réalités économiques et sociales.

Inquiry questions

Content-based:
Comment les différentes perspectives influencent-elles nos décisions concernant les
enjeux environnementaux ?

Quelles sont les principales méthodes pour mesurer la durabilité d’un système ?
Pourquoi est-il important de considérer les interconnexions entre les problèmes
environnementaux ?
Skill-based:
Comment peut-on appliquer une approche systémique pour analyser un problème
environnemental complexe ?

Quelles stratégies peut-on utiliser pour évaluer la fiabilité des sources d’information sur
les questions environnementales ?

Comment pouvons-nous modéliser un système environnemental et quelles en sont les

implications ?

Concept-based:
En quoi les principes de durabilité sont-ils liés à des questions de justice
environnementale ?
Comment les systèmes environnementaux et sociaux interagissent-ils pour influencer
notre qualité de vie ?

Page 10 / 14
Enko Ouaga

Quelles sont les limites des approches traditionnelles face à la complexité des défis
environnementaux contemporains ?

Formative assessments

Formative assessments
1ère évaluation formative

Summative assessment

1ère évaluation sommative

Learning process

Analyser des études de cas réelles sur des problèmes environnementaux, en examinant
les perspectives multiples et les impacts des décisions prises.
Mener des recherches sur un enjeu environnemental local, en utilisant une approche
systémique pour comprendre les interactions entre les différents facteurs impliqués.

Participer à des ateliers où les élèves utilisent des outils de modélisation pour visualiser
des systèmes environnementaux complexes.

Organiser des débats sur des questions de durabilité et de justice environnementale,

encourageant les élèves à défendre différentes perspectives.
Utiliser des simulations pour modéliser des scénarios d'impact environnemental et tester
les résultats de différentes décisions.
Impliquer les élèves dans des projets de service communautaire liés à l'environnement,
leur permettant de mettre en pratique les concepts appris.
Inviter des experts en environnement pour partager leurs perspectives et expériences,
suscitant des discussions enrichissantes.
Ces processus seront atteint à travers :

Études de cas
Projets de recherche
Ateliers interactifs
Débats et discussions

Simulations
Projets de service communautaire
Invités expert

Page 11 / 14
Enko Ouaga

Approaches to learning (ATL)

ATL skills
DP 1
Thinking
Social
Communication
Self-management
Research
Details:
Pensée : Développer la pensée critique pour analyser des perspectives variées et
résoudre des problèmes complexes.
Sociale : Collaborer efficacement en groupe lors de projets et de discussions sur des
enjeux environnementaux.

Communication : Exprimer clairement ses idées et arguments dans des débats et

présentations.

Autogestion : Gérer son temps et ses ressources pour mener à bien des projets de
recherche et des études de cas.

Recherche : Utiliser des méthodes de recherche appropriées pour collecter et évaluer

des informations sur les questions environnementales.

Metacognition

Metacognitive approaches
• Reflection on content

• Reflection on concepts

• Reflection on skills
Details:
Réflexion sur le contenu :

Tenir mon carnet de réflexion pour noter les idées clés et les découvertes sur les
enjeux environnementaux et discuter des différentes perspectives et de leur
influence sur la compréhension des problèmes.
Réflexion sur les compétences :

Évaluer régulièrement ses propres compétences en recherche et en analyse

systémique à travers des auto-évaluations.

Page 12 / 14
Enko Ouaga

Réflexion sur les concepts :

Organiser des séances de questions-réponses pour explorer comment les

concepts de durabilité et de justice environnementale se manifestent dans des
cas concrets.

Differentiation

Differentiation approaches
• Process

• Content
Details:
Contenu : grossir les écritures pour certains élèves
Processus : porter une attention particulière aux élèves ayant une aptitude réduite

Language and learning

Language and learning connections

• Acquisition of new learning through practice

• Scaffolding for new learning

Details:
Acquisition de nouveaux apprentissages par la pratique : intégrer des activités écrites et
orales, comme des présentations et des rapports de recherche, pour renforcer l'apprentissage
des concepts.

Échafaudage pour un nouvel apprentissage : fournir des ressources linguistiques et des

modèles pour aider les élèves à structurer leurs réflexions et analyses.

TOK connections

Optional themes
Knowledge and technology
Knowledge and politics
Knowledge and indigenous societies
Areas of knowledge
History
The human sciences
Mathematics

Concepts
Culture
Evidence

Page 13 / 14
Enko Ouaga

Perspective
Power
Values
Details:
-

CAS connections

CAS strands
Creativity, Activity, Service
Details:
Service et créativité : Durabilité : créer des poubelles

Activité : peindre les poubelles

International mindedness

Topic
-
Details:
-

ICT connections

Details:
Manipuler les bases de données

Resources

Epreuve 1_2_SES_Evaluation Interne_comment réussir

Unité 1_Foundation_chapitre3
Unité 1_Foundation - Chapitre2
Unité 1_Foundation - Chapitre1

Page 14 / 14