Environment 7: Grade 04

Grade 4: Eco Curriculum

SOCIAL SCIENCES (Municipal district)

• Resources and services within a settlement (e.g. land, water, sewerage, waste services, education, medical, green/open spaces), and difficulties faced by those without access to resources and services.
• Food production in your country:
• subsistence and commercial farming
• main crops grown and animals reared (including fish harvesting)
• location and processes
• Access to food and water:
• consequences of lack of access to food and proper nutrition
• ways of accessing food and water in different contexts, past and present
• wise use and management of these resources

Beliefs linked to natural features of local area.
Indigenous environmental practices.

Historical Enquiry
The learner will be able to use enquiry skills to investigate aspects of the past using, objects, pictures, written sources, buildings, museum displays and people (oral history).
E.g. with the help of various given sources (oral, written, maps graphs, tables, objects, buildings monuments, museums) indicate the ways in which natural resources in the local environment has been used in the past as food, protection, decoration, habitation and more.
Communicate the knowledge and understanding in a  variety of ways, including discussion, writing a paragraph, constructing a book, collaged, poster, artwork, drama, dance and music (communicate the answer).

Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding by firstly grasping how the cause-and-effect  principle relate to actions taken by people and secondly noticing similarities and differences between past and present ways of doing things.
E.g. explain how either good or bad environmental stewardship in own community has lead to the present state of the local environment.

Historical Interpretation
The learner will be able to interpret aspects of history. Knowing that there can be more than one point of view about the same event in the past, the learner selects and gives reasons for the selection of key objects that represent an aspect of the past of the local area (representation of the past)
E.g. environmental symbols that were and are still in use to represent culture and practices of the area.


Life and Living

Life processes and healthy living:
Summery: Green plants make the energy from the sun available to other living organisms.
• Green plants produce their own food and grow by using water and substances from the air and soil. Energy from light is needed to change these substances into food and plant material. Green plants are the only organisms that can produce food in their own bodies.

Interactions in Environments:
Summery: An ecosystem is where animals and plants and other natural elements co-exist in an inter-dependent fashion.
• Animals cannot make their own food, and so some animals eat plants for food while some animals eat other animals. All animals depend ultimately on green plants for their food.
• Ecosystems are self-contained areas where a wide variety of plant and animal species live and reproduce. They depend on one another and on the non-living environment. The life and reproduction of all organisms in an ecosystem depend on continuing growth and reproduction of plants.

Bio-diversity, Change and Continuity:
Summery: Plants reproduce through seed dispersal, bulbs and other methods.
• New plants can grow from certain parts of a parent plant. This is called vegetative reproduction and does not need seeds. The new plants have all the characteristics of the parent plant. (focus on our role in the agricultural sector and in the conservation of plant heritage)

The Planet Earth and Beyond

Our place in Space
Summery: Identifying varying climatic/seasonal conditions, (heat, rainfall, tides, duration of days) and the effect that it has on humans.
• The effect of regular change (like seasons) on humankind locally and abroad.

Atmosphere and weather
Summery: Most of earth consists of water, but not all of it is readily available to our disposal
• Water changes its form as it moves in a cycle between the hydrosphere, atmosphere and lithosphere in what is known as the water ‘cycle’.
• Most of planet earth is covered by water in the oceans. A small portion of the planet is covered by land that is separated into continents. At the poles there are ice caps. Only a small amount of water is available to living things on land to use and only a small portion of land is easily habitable by humans.

The Changing Earth
Summery: Proper management of the catcment areas is crucial to the quality of our water.
• Earth materials are solid rocks and soils, water and gasses of the atmosphere.
• The quality of water resources is determined by the quality of catchment area. Proper care and the management of catchment areas and water resources are essential, and factors affecting the quality of water resources and catchment areas may be investigated. (Links with Life and Living)
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: Personal responsibility regarding resources
Explain the effects on the community of both responsible and irresponsible use of resources and services.

Sustainable Growth & Development:
Summery: How different standards of living affect the environment
• Identify the differences in standards of living of highly developed and subsistence communities.
• Identify the local community’s efforts in fighting poverty (e.g. RDP, urban renewal and development development projects)

Entrepreneurial Knowledge & Skills:
Summery: Importance of natural resources to maintain sustainability
Explain how entrepreneurs combine labour (work), capital (money, machinery, tools), and natural resources (raw materials) to gain profit.

Technological processes and skills:
Summery: Focussing on people and the environment, solve a simple problem by identifying main design aspects and a scientific investigation.
• With assistance, find out the background context (e.g. people, environment) when given a problem, need or opportunity.
• Find out about existing products relevant to the problem, need or opportunity, and identify the main design aspects (who is it for / what is it for / what does it look like) that make them suitable as a solution.
• Perform a scientific investigation about concepts relevant to the problem, need or opportunity using science process skills:
• Planning investigations;
• Conducting investigations;
• Processing and interpreting data;
• Evaluating and communicating; findings.