Environment 2: Grade 09

Grade 9: Eco Curriculum


• Social and environmental conflicts in your country:
• comparison with other countries in Africa and elsewhere
• the role of power, control and discrimination (including racism and xenophobia) in shaping access to and use of resources such as land, food, water, housing and jobs
• use of relevant case studies

Effect of war and the conflict over territory on the environment.

Historical Knowledge and Understanding
The learner will be able to apply historical knowledge and understanding by distinguishing between long- and immediate term cause-effect relationships. He / she needs to be able to give reasons  for certain results  of events in history and realize that change and development does not always mean progress.
E.g. compare the effect that natural, chemical and mechanical eradication of alien vegetation has had on people and their environment.

Historical Interpretation
The learner will be able to interpret aspects of history by analyzing various interpretations and construct his / her own interpretation of events, explaining his / her reasoning.
E.g. come up with a solution to conflict that seems fair to all parties involved and respects the natural heritage.



Life and Living

Interactions in Environments:
Summery: As humans we have the cognitive ability to make choices and should by all means encourage the well-being of all elements in the system.
• Pollution interferes with natural processes that maintain the interdependencies and diversity of an ecosystem..

Bio-diversity, Change and Continuity:
Summery: As humans we have the cognitive ability to make choices to understand this co-existence and should by all means encourage the well-being of all elements in the system.
• Human activities such as the introduction of alien species, habitat destruction, population growth, pollution and over consumption, result in the loss of bio-diversity. This becomes evident when more species become endangered or ultimately extinct.
The Planet Earth and Beyond
Atmosphere and weather
Summery: As human activities has an effect on the gaseous composition and weather globally, we should care of how we apply development.
• Human activities and natural events can slightly change the composition and temperature of the atmosphere. Some effects of these small changes may be changes in annual weather patterns and long-term changes in rainfall and climate.

The Changing Earth
Summery: In pre-historic history minerals have been deposited for various reasons at different places across the globe; as fossil fuels were formed over millions of years. Point out the harmful effects of fossil fuel and mining on the environment.
• Fossil fuels such as coal, gas and oil are the remains of plants and animals that were buried and fossilized at high pressures. These fuels are not renewable in our lifetimes. (Links with Energy and Change)
• Mining is a major industry in Africa, with local examples in all the nine provinces. It is important in terms of the supply of coal for energy, essential raw materials for other industries, employment and earnings for the country. A great number of other industries depend on the mining industry. Legislation controls mining with regard to safety and environmental effects.

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

Technological processes and skills:
Summery: Identify a ‘real-life need and then design a product to fulfill the need taking into account safety and environmental considerations.
• Identify and explain a problem, need or opportunity from a given real-life context, and investigates the context, the nature of the need, the environmental situation, and the people concerned.
• Analyse existing products relevant to an identified problem, need or opportunity based on:
• safety;
• sutability of materials;
• fitness for purpose;
• cost;
• manufacturing method.
• Develop and perform practical testing procedures to determine or compare the suitability or fitness for purpose of relevant properties of materials, electrical or mechanical systems, structures, processes or finished products.
• List product and design specifications and constraints for a solution to an identified problem, need or opportunity based on all of the design key words listed below:
• People: age, target market, human rights, access;
• Purpose: function; what the product will do;
• Appearance and aesthetics: form, colour, shape, feel;
• Environment: where the product will be used or made, impact on the environment in the long and short term;
• Safety: for users and manufacturers;
• Cost: cost of materials, wastage, cost of manufacture, maximum selling price;
• Ergonomics;
• Quality;
• Production: mass production, batch production, one-off production.

Technological knowledge & understanding:

Technology, society and the environment:
Summery: Improved methods to ensure continued existence without degradation of environment or marginalization

Indigenous technology and culture
Explore, compare and explain how different cultures in different parts of the world have effectively adapted technological solutions for optimal usefulness.

Impact of Technology
Recognise and identify the impact of technological developments on the quality of people’s lives and on the environment in which they live, and suggest strategies for reducing any undesirable effects.

Bias on Technology
Produce evidence that details opinions, backed up by factual evidence, about bias (e.g. gender, age, access) in making technological decisions, and suggest strategies for redress.