Grade 3: Eco Curriculum
Different types of land use – (farms / residential area / industry / forest / reserves / open spaces recreational sites) and the function each of these fulfills.
Learn what is being produced (agricultural products / various factories / housing / bio-diversity) in these areas and how humans benefit from it.
They learn how these sites are positioned in relation to each other and the reasons why, for example the river starts in the rainy forests of the mountain and flows downhill to the sea. Or industries with smoke are positioned outside cities because of the amounts of smoke it produces…
Distinguish between the natural elements of the environment and where change occurs because of human intervention.
Human influence on the environment – (buildings, roads, houses and other infrastructure)
Natural environment – (unspoiled nature with plants and animals co-existing)
Refer to competition between natural and human environment – pollution follows.
Waste and waste management – concepts of reducing, recycling and re-using waste.
Air pollution and ways to monitor and manage it.
Incorporating a mix of elements in our towns and cities to create a good natural balance.
National symbols (including fauna and flora of country)
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 and specifically ‘why’ question about aspects of the past (using written accounts, visual sources and objects)
E.g. learners identify why change (improvements) has occurred over time – need for betterment (medically / socially / economically / technologically)
Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding by comprehending cause and effect relationships and identifying similarities and differences over the passage of time.
E.g. how medical and technological advancement affected the course of history.
The learner will be able to interpret aspects of history by discussion and giving opinions, incorporating objects, articles, family stories and observations.
E.g. explain how change over the course of time has affected his or her destiny for the better and/or the worse.
Life and Living
Life processes and Healthy Living:
Summery: Animals can be grouped by the roles they fulfill.
Distinguish between various types of living creatures – cannibals / herbivores / parasites and draw different types of food pyramids. Each should include humans.
Interactions in Environments:
Summery: Resources can easily be damaged or polluted.
Resources should stay in a good condition in order to maintain environmental health. Discuss various ways in which we often pollute the environment – air, water,… Mention ways in which this could be avoided.
Bio-diversity, Change and Continuity:
Summery: Identify negative elements in the environment.
Alien and Invader species – Name them and explain their negative effects.
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.
The Economic Cycle:
Summery: Taking responsibility of resources and goods
• Describes ways in which ways the household or school can generate an income from waste materials (paper, glass, tin), or save money from recycling
• Discuss alternative goods and services as a way to economise and save.
• Mentions ways of avoiding waste of resources when working.
Technological processes and skills:
Summery: Comparing old and new ways of solving problems
• After comparing historical methods of solving problems via products to satisfy a given need, with existing methods, come up with an improved method and make it, using different materials. Mention its strengths and weaknesses.