Environment 3: Grade 10

Grade 10: Eco Curriculum


B. Atmosphere: weather and climate (Context: The World)
■ The atmosphere
• impact of humans on the atmosphere and weather (e.g. the ozone issue, global warming, acid rain, the
greenhouse effect – use case studies from African states);

D. People and places: population Context: (The World and Africa)
■ Key foci emphasising spatial distribution, processes and patterns include:
• population movements: rural-urban migration, urbanisation;
• population growth and density;
• population distribution;
• population explosion;
• ageing population;
• population control;
• population policies;
• rural depopulation;
• population characteristics;
• population pyramids.
■ Key human-environment interactions, including:
• population issues and dilemmas including poverty, racism, employment, conflicts, inequalities,
HIV/AIDS and refugees;
• gender issues.



Food Production

Revise the definitions of producers, consumers and decomposers

The importance of photosynthesis
Discuss consequences of large scale removal of vegetation such as in deforestation

Food preservation
Discuss traditional ways that people of different cultures have used to preserve food for later use
Compare the effectiveness of various methods of preservation
Discuss how modern technology has allowed humans to preserve food for much longer periods of time
Identify which foods are best suited to each method of preservation.
Human Nutrition, Related Diseases and Allergies

State the importance of food in for the supply of energy needs; provision of material for growth and to maintain body processes

State the importance of maintaining a balanced diet
Investigate whether learners are getting a balanced diet
Analyse the ingredient list on the labels of various food items to explore the importance of the ingredients to a healthy life
Discuss the use of indigenous plants in treating nutritional disorders
Discuss one or more of the following
 Socio-economic factors/poverty and nutrition  – related to school nutrition programme/feeding poor learners
 How your school can promote good eating habits e.g. school tuckshop not selling junk-food.
 Should richer countries help to feed the starving, poorer nations?
 Role of organizations e.g. Heart Foundation in promoting good nutrition
 People with special diets eg, diabetes, vegetarian, athletes, pregnancy, cultural diets



Biosphere, biomes and ecosystems

Describe examples of biomes found in South Africa with reference to:
 climate
 organisms found there

Interaction between biotic and abiotic components
Discuss the interaction between biotic and abiotic components in an ecosystem selected from one of the biomes in South Africa (e.g. effect of light/water, etc. on the growth of plants and activity of animals)



Biodiversity of plants and animals and their conservation

Define the terms biodiversity and conservation
Outline the biodiversity that exists with regard to:
 habitats
 modes of nutrition
 structural adaptations

Study of a biome
Define a biome
Review the variety of biomes that exist (from Environmental Studies)
Briefly describe the selected biome and list the challenges that face organisms that live here
Describe the diversity of organisms that exist in a selected biome
Compare, through a practical study,  the similarities and differences that organisms show in order to survive in water and on land (using at least one example of an aquatic and a terrestrial plant and animal)
Highlight the advantages of structural adaptations of organisms to the environment for survival, in contributing to biodiversity

Significance and value of biodiversity to ecosystem function and human survival

Energy flow and energy relationships
Review energy flow through an ecosystem (from environmental studies)
Use data to briefly describe the effect of environmental imbalances (eg. drought, disease) on food chains, food webs, energy flow and biodiversity
Explain the influence of biodiversity on the number of food chains in an ecosystem
Explain how the number of food chains increases the complexity of the food web in an ecosystem
Explain how the complexity of a food web contributes to ecosystem survival

Provision of living and non living resources for humans
Define natural resources
Name the living and non-living resources in an ecosystem near you
Discuss ways that humans utilise these resources
Explain how humans can use these resources in a sustainable way
Investigate how some community uses living and non-living resources for cultural purposes
Threats to Biodiversity

What is meant by loss of biodiversity
List consequences of a loss in biodiversity

Threats to Energy Relationships
and continued provision of human
Discuss any two natural factors that may lead to loss of biodiversity such as…
• floods
• earthquakes
• fires
• tsunamis
• volcanic eruptions
• cyclones
• tornadoes
• droughts
Discuss any two human activities that may lead to loss of biodiversity such as…
• Habitat Destruction
• Deforestation
• Silviculture/Commercial Forestry
• Poaching and Hunting
• Overfishing
• Traditional medicine/muti-trade
• Introduction of alien species
• Global warming
• Ozone depletion
• Commercial agriculture
• Ranching
• Pollution,
• Dune mining

Preventing threats to biodiversity
Conduct research to find out
• Species that have become extinct
• species that are endangered
• factors that lead to species becoming endangered or becoming extinct
• strategies to prevent extinction (arbor day, world environment day, etc.)
• legislation as a strategy to overcome threats to biodiversity, e.g. legislation controlling fishing, legislation for protected species, legislation over pollution control
Nutritional disorder
Use one example of a nutritional disorder that arises from resource limitations, e.g. mineral, protein, carbohydrate, vitamin deficiency