Environment 4: Grade 02

Grade 2: Eco Curriculum



Housing types and their immediate environments – cultural significance / environmentally friendliness / protection from the elements / dangers

Availability of Resources – (space / water / electricity / transport)
Comparison with city -, township and rural settlement.
Ways in which detrimental conditions of each could be limited and improved.
Discussion on energy resources such as wood, paraffin, coal, oil, electricity, food.


Stories about way of life that changed over time. (include how value systems and attitude to environment has changed)

Historical Enquiry
The learner will be able to use enquiry skills to investigate the past and the present. The learners will obtain answers to ‘what’, ‘where’ and ‘when’ questions about the past (using sources provided by teacher, retell, write draw act and dance out)
E.g. pictures and short articles of dress-codes, every-day objects used, practices and landscapes of the present and the past are used to distinguish differences.

Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding by explaining the difference between old / new and past / present.
E.g. explain how people’s lives (culture and practices) changed when moving from one environment to the next like rural life to the urban life.

Historical Interpretation
The learner will be able to interpret aspects of history through retelling and distinguishing between fact and fiction and referring to cultural celebrations.
E.g. interprets the reasons for different life styles in rural and urban settlements and how it applies to the chronology of time.

Life and Living

Life processes and Healthy Living::
Summery: Similar needs give raise to competition.
Compare functioning of human- and animal kingdom – competition should stay healthy so that sustainability in the long run can be maintained.

Interactions in Environments:
Summery: Identify resources that are good for humans to sustain life and should therefor be protected.
Distinguish between vegetables and fruit that you cultivate in your country and animals that you breed to secure a good variety of food stock.
Bio-diversity, Change and Continuity:
Summery: Identify the positive interaction between biotic and a-biotic elements.
Soil is a resource and should be protected. Without soil plants cannot grow and animals and humans not live. Soil originates from weathering rock – ways in which rock weathers. Volcano’s are molten rock.
The Plant Earth and Beyond

Our place in Space:
Summery: Explain their position in the universe.
Objects in the sky – distinguish between aeroplane / stars / satellites / planets. Explain their positioning in the sky in relation to the earth.

The Changing Earth:
Factors that contribute to the fertility or infertility of soil; the stability of the soil; and the colour and texture of soil.
LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself
In the National Curriculum Framework no theory, but only practical application has been identified for this learning area.