Grade 6: Eco Curriculum
SOCIAL SCIENCES (The world)
• Development issues:
• causes of poverty
• case studies of positive development projects that exemplify ways of sharing resources and reducing poverty
• Environmental issues – the contribution of societies to the loss of bio-diversity:
• disappearing wetlands
• extinction of plants and animals
Life and Living
Life processes and healthy living:
Summery: Organisms have unique ways to adapt to their particular environments.
• All living things can respond to their environment in various ways; animals, including humans have specialised sense organs.
• Living things can move themselves; animals including humans can move themselves from place to place. Many species of animals move themselves by means of muscles attached to some kind of skeleton, which is either on the inside or surface of the body.
Interactions in Environments:
Summery: A healthy habitats are necessary for organisms to play their part successfully and to ensure continued existence.
• Organisms’ habitats are the places where they feed, reproduce young and, in many cases, shelter the young until the young have a better chance of survival. Animal species live in their habitats in a variety of social patterns (such as being solitary, pairing for life, or living in packs, prides. Herds, troops or colonies).
Bio-diversity, Change and Continuity:
Summery: In prehistoric times plants and animals looked differently and conditions on earth were not the same as today.
• Africa has a rich fossil record of animals and plants which lived many millions of years ago. Many of those animals and plants were different from the ones we see nowadays. Some plants and animals nowadays have strong similarities to fossils of ancient plants and animals. We infer from fossil records and other geological observations that the diversity of living things, natural environments and climates were different in those long-ago times. (Links with soil in Planet Earth and Beyond)
The Planet Earth and Beyond
The Changing Earth
Summery: Because of the slow formation of soil, erosion should at all costs try to be prevented.
• Fossils are remains of life forms that have been preserved in stone. Fossils are evidence that life, climates and environments in the past were very different from those of today. (Links with Life and Living)
LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself
In the National Curriculum Framework no theory, but only practical application has been identified for this learning area.
Sustainable Growth & Development:
Summery: Governmental steps that can be taken to improve the environment
• Identify steps that can be taken by the government to redress historic imbalances and poverty (e.g. redistribution of resources, gender equity, capacity building, restoring people’s dignity, creating opportunity and empowerment).
Entrepreneurial Knowledge & Skills:
Summery: Cooperation between school and community in promoting natural resources
Identify a variety of possible business opportunities in the community (school co-operatives, sports, entertainment, tourism)
Technological processes and skills:
Summery: Focusing on the environment explain the positive and negative effects that technology has had. Compare technologies from past and present progress.
Find out about the background context (e.g. people, environment, nature of need) when given a problem, need or opportunity and list the advantages that a technological solution might bring to the environment.
• Find out about existing products relevant to the problem, need or opportunity, and identify as well as compare some of the design aspects (who is it for / what is it for / what does it look like / what is it made of / whether it affects the environment).
• Perform a scientific investigation about concepts relevant to the problem, need or opportunity using science process skills:
• planning investigations;
• conducting investigations;
• processing and interpreting data;
• evaluating and communicating; findings.