Environment 2: Grade 07

Grade 7: Eco Curriculum



Historical Knowledge and Understanding
The learner will be able to apply historical knowledge and understanding by making links between reasons for and results of key events and changes. He or she needs to explain why certain aspects of society in different contexts have not changed over time.
E.g. compare the natural environment of a servitude / indigenous culture with that of a capitalistic western rule.

Historical Interpretation
The learner will be able to interpret aspects of history understanding that events might have been interpreted differently afterwards than while it was occurring and also because of the influence of different value systems and traditions.
E.g.  how war could be seen as a means to an end for some (to lay hands on energy resources) and as completely negative by another (death, destruction).


Life and Living

Life processes and healthy living:
Summery: Without clean air, living beings cannot function properly. A proper respect for these resources should therefor be maintained.
• Animals as well as humans have a circulatory system which include the heart, veins, arteries and capillaries, and which carries nutrients and oxygen to all parts of the body and removes waste products. Oxygen, which is provided by the breathing system, reacts with food substances to release energy. (Links with soil in Planet Earth and Beyond)


LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself


The Economic Cycle:
Summery: Impact that wants has on environment and community
Explain needs and wants and how the differences between them impact on communities and the environment.


Technological processes and skills:
Summery: Design a product to fulfill a need in the community taking into account safety and environmental considerations.

• Investigate the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a local context.
• Examine existing products relevant to the problem, situation or need based on the following key aspects of design:
• people;
• purpose;
• appearance;
• environment;
• safety;
• cost.
• Investigate by performing simple practical tests relating to aspects of the technological knowledge areas (Structures, Processing, and Systems and Control)
• List product and design specifications and constraints for a solution to a given problem, need or opportunity based on some of the design key words:
• People: age, target market, human rights, access;
• Purpose: function; what the product will do;
• Appearance: colour, shape
• Environment: where the product will be used or made, impact on the environment;
• Safety: for users and manufacturers;
• Cost: cost of materials, wastage, cost of manufacture, maximum selling price.
Technology, society and the environment:
Summery: Various cultures have various needs – pursuing wants has lead to marginalization of some.

Indigenous technology and culture
Explain how indigenous cultures in South African history have used specific materials to satisfy needs and main reasons for the differences.

Impact of Technology
Express some reasons why products of technology affect the quality of people’s lives positively and negatively.

Bias on Technology
Express an opinion that explains how certain groups of society might be favoured or disadvantaged by given products of technology.