This document discusses experiences integrating environmental education (EE) into high school biology classes. It outlines both advantages and difficulties of EE integration. The advantages include support from various organizations, while difficulties include limited time and lack of equipment. The document also describes experiences using teaching aids from GIZ, a German organization, to support EE integration. It provides three examples of using posters, leaflets, and pictures in class activities where students observe, read, and discuss environmental issues. The goal is for students to understand messages about environmental protection and what actions they can take.

1. EE integration in teaching Biology at high schools
HUYNH QUOC ANH
II. EXPERIENCES LEARNED FROM TEACHING AID
TOOLS APPLICATION IN EE INTEGRATION IN
HIGHSCHOOL BIOLOGY
I. ADVANTAGES AND DIFFICULTIES

2. I. Advantages and difficulties:
1. Advantages:
- EE integration in biology is easily implemented
- Strategies and detail guideline from MoET and Bac Lieu
DoET regarding to EE integration in Biology are available
- Assistance from schools, youth unions, students and
community
- Support from GIZ project such as: syllabus, teaching aids
and financial support for extra curricular
Environment Education (EE) integration in high school biology
HUYNH QUOC ANH

3. Discussion:
EE integration in teaching Biology at high schools
I. Advantages and difficulties:
2. Difficulties:
- Time for EE integration is limited (not exceed 5 minutes)
- Other contents are required to be integrated in teaching
Biology
- Lack of equipments, teaching aids and materials in schools
for teaching EE
- EE integration takes time
- EE integration is influenced by some social issues such as:
low living standard , limited awareness of EE protection
etc…

4. Discussion:
EE integration in teaching Biology at high schools
II. Experiences in using teaching aids from GIZ for EE integration in
Biology

5. II. Experiences in using teaching aids from GIZ for EE integration in
Biology
1. Poster:
Option 1: Hanging pictures -> let student observes the pictures and
explain the messages from the pitures -> teacher gives the
conclusion in term of the meaning and integrates EE
Option 2: Hanging pictures (hide the titles) -> let students observe
the pictures and discuss what messages from the pictures are and
create the suitable titles -> teacher gives the particular title and
praise the best title and integrates EE
Option 3: Use the three similar pictures, cut in pieces -> divide into 3
groups to match these pieces completely and raise the messages
from the picture -> teacher gives the conclusion in term of
meaning and integrates EE

6. II. Experiences in using teaching aids from GIZ for EE integration in
Biology
2. Leaflets:
Distribute the leaflets to each student group -> students read through
and answer the question
- What are the meaning of the content and environment protection
issues from the leaflet?
- What do we have to do in order to protect environment regarding to
the leaflet?

7. II. Experiences in using teaching aids from GIZ for EE integration in
Biology
3. Pictures:
Distribute the pictures to individual student group ->students look at
the pictures and complete the requirement from teacher, for
instance:
- Arrange the pictures logically in term of environmental status. What
do you have to do to avoid this environment problem?
- What can be inferred from these pictures ? What do you have to do
to avoid this environment problem?
Some examples of usages
Video clip of EE teaching in class

8. KÍNH CHUÙC SÖÙC KHOÛE
QUYÙ VÒ ÑAÏI BIEÅU