Environment 7: Grade 05

Grade 5: Eco Curriculum

SOCIAL SCIENCES (Your country)

• Resources:
• links between natural resources and economic activities (like mining and manufacturing) in your country, and the impact of these activities on settlement now and in the past
• renewable and non-renewable resources
 use and abuse of natural resources in your country
 focus on water and energy resources


Early civilizations – role of environment in shaping these societies; their use of resources; farming development of cities; technology; trade.
1600 Southern Africa societies – hunter-gatherer societies; herders; African farmers.
Significance of place names, names of rivers, mountains and other land marks and symbols.

Historical Enquiry
The learner will be able to use enquiry skills to investigate aspects of the past, present and future using, objects, pictures, written sources, buildings, museum displays and people (oral history).
E.g. with the help of various sources they find themselves (oral, written, maps graphs, tables, objects, buildings monuments, museums) indicate the ways in which natural resources in the country has been used in the past, is being used in the present and will be used in the future as food, protection, decoration, habitation and more.

Communicate the knowledge and understanding in a variety of ways, including presenting historical information in short paragraphs, simple graphs, maps, diagrams, artwork, posters, drama, dance and music; using information technology where available. (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 events that had taken place and secondly noticing similarities and differences between past and present ways of doing things.
E.g. explain how environmental conditions (drought / floods / climate change / fauna / flora) and legislation (groups area act) in own country has influenced and shaped 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 items which represent an aspect of the past being studied to contribute to a class display or school museum (representation of the past)
E.g. environmental symbols across the country that stood for something specific, like war, eating habits, cultural habits, decoration,…



Life and Living

Life processes and healthy living:
Summery: Organisms receive nutrients from plant material in order to be healthy.
• Living things need food for energy, to move, grow, and repair damage to their bodies (’tissues’). Animals including humans have digestive systems for getting nutrients from food. Humans need a balanced diet from certain groups of food t be healthy.

Interactions in Environments:
Summery: Good quality water and soil is crucial to the maintenance of a healthy ecosystem.
• Ecosystems depend on soil. Soil forms by natural processes from rock and dead plant and animal material, but it takes an extremely long time to form. Substances which plants take from the soil must be replaced to maintain fertility of the soil. (Links with soil in Planet Earth and Beyond)
• Water plays an important role in ecosystems, sustaining both plant and animal life. Industrial, agricultural and domestic activities may have a serious impact on the quality and quantity of water available in the area. (Links with soil in Planet Earth and Beyond)
The Planet Earth and Beyond

Our place in Space
Summery: Exploring how these varying conditions influence the behavior of animals and birds.
• The effect of regular change on nature – plants and animals. Noticeable patterns and its role in sustaining life.

Atmosphere and weather
Summery: Weather has unique influences on water, soil, animals and humans.
• Weather may change from day to day. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
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: Government responsibility regarding resources
Identify and describe the role of government in the use of resources and services.

Sustainable Growth & Development:
Summery: Personal steps that can be taken to improve the environment
Describe the changes in lifestyles, living standards and patterns of consumption from self-sufficient societies to modern societies.
• Explain the concept of economic growth and development, and its impact on the development of communities and society.
• Explore personal steps and attitudes to improve the standard of living (e.g. developing entrepreneurial skills, using time and resources productively and promoting a healthy environment).

Technological processes and skills:
Summery: Focusing on people explain the positive and negative effects that technology has had on health and progress.
• Find out about the background context (e.g. people, environment, nature of need) when given a problem, need or opportunity and list the advantages that a technological solution might bring to people.
• Find out about existing products relevant to the problem, need or opportunity, and identify some of the  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.

Technological knowledge & understanding:
Summery: How to make things work using energy resources.

Systems and Control: Demonstrates knowledge and understanding of how to use energy resources to power mechanical systems in order to make a product move in some way.

Report on the effect it has on the natural environment.

Technology, society and the environment:
Summery: How technology affected health and environment.

Indigenous Technology and Culture
Recognise how products and technologies have been adapted from other times and cultures.

Impact of Technology
Identify possible positive and negative effects of scientific developments and technological products on the quality of people’s lives and/or the health of the environment.

Bias Technology
Describe possible consequences that the lack of access to technological products or services might have on certain groups of people.