Environment 3: Grade 07

Grade 7: Eco Curriculum

SOCIAL SCIENCES

Geography
• Natural hazards (e.g. drought, floods, earthquakes, volcanoes and tropical cyclones)
• simple explanations of how natural hazards occur – physical processes, climate change, poor environmental management
• management of risks and risk reduction – preventative measures (e.g. with regard to flooding, measures such as catchment management to improve the quality of rivers, vleis and wetlands, and reduce risk to human life and ecosystems).
• Population growth and change:
• factors affecting population growth and change:
 age and gender structures
 population movement
 aging populations
• processes affecting population growth and change:
 disease
 poverty
 forced migrations
 rural-urban migrations

History

Human evolution: rock art as an expression of hunter-gatherer society.
Influence of trade and moving frontiers had on the environment
Historical Enquiry
The learner will be able to use inquiry skills to investigate the past and the present via archaeological, historical and old manuscripts, statistics.

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.
NATURAL SCIENCES

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)

Interactions in Environments:
Summery: A good bio-diversity is key to a healthy co-existence between living things.
• An ecosystem maintains numerous food webs and competition for food among different individuals and populations. Your country has certain ecosystems which have exceptional bio-diversity.  All uses of these areas must be based on principles for sustainable development.

Bio-diversity, Change and Continuity:
Summery: Variation allows us to classify the various kinds of life on earth. The bigger the variety of elements in a particular environment, the stronger the chance for it to survive.
• Bio-diversity enables ecosystems to sustain life and recover from changes to the environment. Loss of bio-diversity seriously affects the capacity of ecosystems and the earth to sustain life. Classification is a means to organise the great diversity of organisms and make them easier to study. The two main categories of animals are the vertebrates and invertebrates, and among vertebrates the five classes are amphibians, birds, fish, reptiles and mammals.
LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself
ECONOMIC MANAGEMENT

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.
TECHNOLOGY THEME

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;
• 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.