Environment 5: Grade 09

Grade 9: Eco Curriculum


• Development issues:
• approaches to development:
 concepts of developing, developed, sustainable development and sustainability
 applicability to your country and elsewhere
• the role of science and technology:
 effect on development and its effect on the environment
 the Green Revolution
 modification of crops
use of appropriate technology
• Sustainable use of resources:
• principles of Agenda 21, such as the need for everybody to participate in the management of resources
• the dependence of all people on natural resources for their livelihood and survival
• the need for all our actions to ensure future sustainability
• the need for everybody to be actively involved in addressing environmental problems (e.g. pollution, waste disposal)
• Social and environmental conflicts in your country:
• comparison with other countries in Africa and elsewhere
• use of relevant case studies

Effect of war and the conflict over territory on the environment – for example wildlife destruction in Zimbabwe.

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 – but also identify bias and stereotypes, omissions and gaps as he /she works with sources.

Presents an independent line of argument in communicating knowledge and understanding. He / she justifies (using evidence) the conclusion reached.
E.g. combine the collection of evidence from nature to answer a problem question and prove that evidence is reliable.

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

Life processes and healthy living:
Summery: Without fertile soil, plants cannot produce the nutrients required for healthy living. This natural resource should be protected.
• Green plants use energy from the sun, water and carbon dioxide from the air to make food by photosynthesis. This chemical reaction is central to the survival of all organisms living on earth.
• Animals including humans require protein, fat, carbohydrates, minerals, vitamins and water. Food taken in is absorbed by the body via the intestine. Surplus food is stored as fat or carbohydrate.

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.
• Many biological changes, including decomposition and recycling of matter in ecosystems and human diseases, are caused by invisibly small, quickly reproducing organisms.

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.
• Extinction also occur through natural events. Mass extinctions have occurred in the past, suggesting that huge changes to environments have occurred. However these changes occurred very slowly, compared to the fast rate at which humans can destroy plant and animal species. (Links with soil in Planet Earth and Beyond)
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.



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.