Environment 1: Grade 01

Grade 1: Eco Curriculum



Basic needs – eat / breathe / drink / shelter

Resources to help meet these needs – food / air / water / various building materials (mud, straw, sticks, bricks, IBR sheeting…

Wants – extravagant toys, vehicles, clothes, …

Familiar places – public toilets / parks / shops / industrial areas / mine dumps

Dangers associated with these places and actions to prevent danger like adult supervision or going in a group.

The value people put on these places, for example relaxation or environmental education in a park, buying necessities and playing games in shopping centre. 


Life and Living  

Life processes and Healthy Living:

Summery: Animals and humans have similar needs.

Compare human body parts (and their function), human needs (eat/drink/breathe) and their homes with that of various animals.

Interactions in Environments:

Summery: Co-existence between humans, animals and plants involves benefits as well as dangers.

Dangersassociated with animals – sicknesses and pests; attack in self-defense

Benefits of animals – food, milk, pets, beauty  & variety (reserves)

Plants – edible / non-edible / poisonous / medicinal

Plants – functional: making thatch roofs / arts and crafts / products (paper/tea/…)

If we do not eat sufficient variety of vegetables we become weak and are prone to sickness. 

Bio-diversity, Change and Continuity:

Summery: Distinguish between biotic and a-biotic elements.

As there are different animals and plants and landscapes – deserts / forest / grass lands.

The Changing Earth:

Soilalso has different characteristics that contribute to the type of vegetation and animals living there.

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. 


The Economic Cycle:

Summery: Understanding one’s role in looking after resources and goods.

  • Identifies own personal role in home as a consumer and the roles of others as e.g. savers and buyers.
  • Recognises that different advertising media influence personal needs and wants.
  • Starts understanding that goods (clothes, food) and services (electricity, water) have a price.

Sustainable Growth & Development:

Summery: Keep in mind your responsibility to the environment in all your efforts.

  • Name ways and the importance of using limited classroom materials without waste.
  • Use artistic skills (drawing, cutting, measuring, pasting) to design and use environmentally friendly products that could be sold or exchanged in the community. 


Technological processes and skills:

Summery: Realising responsibility towards the environment

  • After choosing a suitable material or substance to make a simple product to satisfy a given need and making it, explain own feelings as to how it affects the environment.