Grade 8: Eco Curriculum
• Natural resources (such as types of marine life, water, air, forests and soil) in your country and worldwide:
• how they are being used
• conservation and protection of resources (including wildlife)
• why conservation is necessary
• threats to conservation
• new opportunities to conserve resources such as community development, eco-tourism, ways to share resources sustainably
Effect of Industrial Revolution on environment – changing technology, agriculture and trade, exploitation, new world of work, growth of urban areas, social problems.
Effect of Industrialisation in Southern Africa – colonialism, World War 1 and technological divide
The learner will be able to use inquiry skills to investigate the past and the present via archaeological, historical and old manuscripts, statistics – but also questioning the validity of those resources.
Communicate knowledge and understanding by constructing own interpretation and argument based on historical sources (including extended writing, artwork, graphics and drama; use technology where available.
E.g. study the methods applied by archeologists to access the reliability of information obtained from objects that has been buried underground or from other natural means like rock paintings.
Historical Knowledge and Understanding
The learner will be able to apply historical knowledge and understanding by comparing causes and effects that took place during the same period, but had different results. He / she explains this in the context of the cultures in which such action and results took place
E.g. compare the success of certain environmental actions in various parts of the country – eradication of alien vegetation in terms of success, employment, sustainability and more.
Life and Living
Life processes and healthy living:
Summery: Real action should be applied to both preserve water resources and prevent pollution of it.
• Water makes up a large portion of all living things, and their health depends on water passing through them in various ways, using structures (such as kidneys, skin or stomata) which can fulfill this function.
• All living things, including humans, have means of eliminating waste products which are produced during life processes. Water plays an important role in this process.
• Knowledge of how to prevent the transmission of sexually transmitted diseases, including the HIV virus, must be followed by behavior choices.
The Planet Earth and Beyond
Our place in Space
Summery: In our solar system all energy is somehow derived from the sun.
• The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system.
• The sun is the major source of energy for phenomena on the earth’s surface, such as growth of plants, winds, ocean currents, and the water cycle.
Atmosphere and weather
Summery: The gaseous composition of the atmosphere is crucial to maintain life.
• The outer layers of the earth are the atmosphere, the hydrosphere and the lithosphere. We live in the biosphere, which is where all these layers interact to support life.
• The atmosphere is a mixture of nitrogen and oxygen in fairly constant proportions, and small quantities of smaller gases that include water vapour. The atmosphere has different properties at different elevations.
LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself
Sustainable Growth & Development:
Summery: Importance of technology to ensure economic growth
• Discuss the importance of savings for investments.
• Investigate and report on how technology can improve productivity, economic growth, living standards, etc.
Technological processes and skills:
Summery: Design a product to fulfill a national need 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 nationally relevant context.
• Compare existing products relevant to the problem situation based on:
• sutability of materials;
• fitness for purpose;
• Develop and perform practical tests in the technological knowledge areas (Structures, Processing, and Systems and Control)
• List product and design specifications and constraints for a solution to an identified or given problem, need or opportunity based on most of the design key words listed below:
• 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.
Technological knowledge & understanding:
Technology, society and the environment:
Summery: The role of values in considering methods of advancement and quality of life.
Indigenous technology and culture
Compare how different cultures have solved similar problems and relate the differences to the culture and values of their societies.
Impact of Technology
Express opinions about the positive and negative impacts of products of technology on the quality of people’s lives and the environment in which they live.
Bias on Technology
Produce evidence that details opinions, backed up by factual evidence, about the effect of technological solutions on human rights issues (e.g. age, disability).