Environment 3: Grade 04

Grade 4: Eco Curriculum

SOCIAL SCIENCES (Municipal district)

• Settlement features:
• classification (urban, rural)
• Define & identify:
• types of buildings
• Resources and services within a settlement (e.g. land, water, sewerage, waste services, education, medical, green/open spaces), and difficulties faced by those without access to resources and services.
• Food production in your country:
• subsistence and commercial farming
• main crops grown and animals reared (including fish harvesting)
• location and processes
• Access to food and water:
• consequences of lack of access to food and proper nutrition
• ways of accessing food and water in different contexts, past and present
• wise use and management of these resources

Beliefs linked to natural features of local area.
Indigenous environmental practices.
Place names, names of rivers, mountains and other land marks.

Historical Enquiry
The learner will be able to use enquiry skills to investigate aspects of the past using, objects, pictures, written sources, buildings, museum displays and people (oral history).
E.g. with the help of various given sources (oral, written, maps graphs, tables, objects, buildings monuments, museums) indicate the ways in which natural resources in the local environment has been used in the past as food, protection, decoration, habitation and more.
Communicate the knowledge and understanding in a  variety of ways, including discussion, writing a paragraph, constructing a book, collaged, poster, artwork, drama, dance and music (communicate the answer).

Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding by firstly grasping how the cause-and-effect  principle relate to actions taken by people and secondly noticing similarities and differences between past and present ways of doing things.
E.g. explain how either good or bad environmental stewardship in own community has lead to the present state of the local environment.

Historical Interpretation
The learner will be able to interpret aspects of history. Knowing that there can be more than one point of view about the same event in the past, the learner selects and gives reasons for the selection of key objects that represent an aspect of the past of the local area (representation of the past)
E.g. environmental symbols that were and are still in use to represent culture and practices of the area.


Life and Living

Interactions in Environments:
Summery: An ecosystem is where animals and plants and other natural elements co-exist in an inter-dependent fashion.
• Animals cannot make their own food, and so some animals eat plants for food while some animals eat other animals. All animals depend ultimately on green plants for their food.
• Ecosystems are self-contained areas where a wide variety of plant and animal species live and reproduce. They depend on one another and on the non-living environment. The life and reproduction of all organisms in an ecosystem depend on continuing growth and reproduction of plants.
The Planet Earth and Beyond

Atmosphere and weather
Summery: Most of earth consists of water, but not all of it is readily available to our disposal
• Water changes its form as it moves in a cycle between the hydrosphere, atmosphere and lithosphere in what is known as the water ‘cycle’.
• Most of planet earth is covered by water in the oceans. A small portion of the planet is covered by land that is separated into continents. At the poles there are ice caps. Only a small amount of water is available to living things on land to use and only a small portion of land is easily habitable by humans.

The Changing Earth
Summery: Proper management of the catcment areas is crucial to the quality of our water.
• Earth materials are solid rocks and soils, water and gasses of the atmosphere.
• The quality of water resources is determined by the quality of catchment area. Proper care and the management of catchment areas and water resources are essential, and factors affecting the quality of water resources and catchment areas may be investigated. (Links with Life and Living)
LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself


The Economic Cycle:
Summery: Personal responsibility regarding resources
Explain the effects on the community of both responsible and irresponsible use of resources and services.

Sustainable Growth & Development:
Summery: How different standards of living affect the environment
• Identify the differences in standards of living of highly developed and subsistence communities.
• Describe the economic and social impact of the discovery of minerals in South Africa (e.g. job creation, wealth creation, exploitation of cheap labour, migratory labour, health and safety hazards.
• Identify the local community’s efforts in fighting poverty (e.g. RDP, urban renewal and development development projects)

Entrepreneurial Knowledge & Skills:
Summery: Importance of natural resources to maintain sustainability
Explain how entrepreneurs combine labour (work), capital (money, machinery, tools), and natural resources (raw materials) to gain profit.

Technological processes and skills:
Summery: Focussing on people and the environment, solve a simple problem by identifying main design aspects and a scientific investigation.

• With assistance, find out the background context (e.g. people, environment) when given a problem, need or opportunity.
• Find out about existing products relevant to the problem, need or opportunity, and identify the main design aspects (who is it for / what is it for / what does it look like) that make them suitable as a solution.
• 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.

Systems and Control: Demonstrates knowledge and understanding of how to use simple mechanisms (e.g. wheels and axles, pivots, hinges) to make a product move in some way.
Report on the effect it has on the natural environment.

Technology, society and the environment:
Summery: How technology created inequalities between cultures.

Indigenous Technology and Culture
Describe how local indigenous cultures have used scientific principles or technological products for specific purposes.

Impact of Technology
Express opinions about how technological products made people’s lives easier.

Bias Technology
Express why certain groups of people might be disadvantaged when using technological products.