Grade 6: Eco Curriculum
SOCIAL SCIENCES (The world)
• Climate and vegetation regions of the world:
• cold and warm climates
• temperature and rainfall conditions
• linking climatic regions to population distribution and the use of resources in these regions,
• Development issues:
• causes of poverty
disrespect of human rights
lack of access to resources
• case studies of positive development projects that exemplify ways of sharing resources and reducing poverty
• Environmental issues – the contribution of societies to the loss of bio-diversity:
• disappearing wetlands
• soil erosion
• extinction of plants and animals
Kingdoms of Southern Africa’s (Mapungubwe / Thulamela / Great Zimbabwe) – role and contributions in terms of gold, iron, ivory and cattle.
Contributions and negative effects of exploration and exploitation of 14th century onwards on people and the environment.
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 across the world 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 comparing how the cause-and-effect principle relate to varying conditions across the world and secondly noticing how change occurred at different rates in various places..
E.g. explain the effect that various cultures across the world have had on environmental health as well as on technical and medical progress.
The learner will be able to interpret aspects of history. The learner compares two versions of a historical event using various resources studied to contribute to a class display or school museum or community archive (representation of the past)
E.g. various environmental symbols that were and are still being used by various cultures in the same country and the differences in meaning it has.
Life and Living
Life processes and healthy living:
Summery: Organisms have unique ways to adapt to their particular environments.
• All living things can respond to their environment in various ways; animals, including humans have specialised sense organs.
• Living things can move themselves; animals including humans can move themselves from place to place. Many species of animals move themselves by means of muscles attached to some kind of skeleton, which is either on the inside or surface of the body.
Interactions in Environments:
Summery: A healthy habitats are necessary for organisms to play their part successfully and to ensure continued existence.
• Organisms’ habitats are the places where they feed, reproduce young and, in many cases, shelter the young until the young have a better chance of survival. Animal species live in their habitats in a variety of social patterns (such as being solitary, pairing for life, or living in packs, prides. Herds, troops or colonies).
Bio-diversity, Change and Continuity:
Summery: In prehistoric times plants and animals looked differently and conditions on earth were not the same as today.
• Africa has a rich fossil record of animals and plants which lived many millions of years ago. Many of those animals and plants were different from the ones we see nowadays. Some plants and animals nowadays have strong similarities to fossils of ancient plants and animals. We infer from fossil records and other geological observations that the diversity of living things, natural environments and climates were different in those long-ago times. (Links with soil in Planet Earth and Beyond)
The Planet Earth and Beyond
Our place in Space
Summery: Exploring how catastrophic events and environmental deterioration can disrupt the regular behavior of humans, plants and animals.
• The effect of unusual events like flash-floods and dry spells on humans and the environment. Possible causes (overgrazing / gross pollution / global warming) and possible solutions.
Atmosphere and weather
Summery: Nothing in nature is constant. There is always change or movement of material or in weather patterns.
• Other changes take longer to occur. An example of this type of medium-term change is annual seasonal changes, which may be described in terms of changes in rainfall, average wind direction, length of day or night and average maximum and minimum temperatures.
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.
Sustainable Growth & Development:
Summery: Governmental steps that can be taken to improve the environment
• Research and analise standards of living and patterns of consumption in modern societies where people specialise and trade to satisfy needs and wants.
• Explain economic actions taken against the apartheid government to bring about change (e.g. sanctions, disinvestment), and how these impacted on change, growth and development.
• Identify steps that can be taken by the government to redress historic imbalances and poverty (e.g. redistribution of resources, gender equity, capacity building, restoring people’s dignity, creating opportunity and empowerment).
Entrepreneurial Knowledge & Skills:
Summery: Cooperation between school and community in promoting natural resources
Identify a variety of possible business opportunities in the community (school co-operatives, sports, entertainment, tourism)
Technological processes and skills:
Summery: Focusing on the environment explain the positive and negative effects that technology has had. Compare technologies from past and present 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 the environment.
• Find out about existing products relevant to the problem, need or opportunity, and identify as well as compare some of the design aspects (who is it for / what is it for / what does it look like / what is it made of / whether it affects the environment).
• 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 electricity.
Systems and Control: Demonstrates knowledge and understanding of simple electrical circuits (e.g. connecting wires, battery, switch, output device), and how electrical energy can be converted into other forms (e.g. light, heat, sound, movement).
Report on the effect it has on the natural environment.
Technology, society and the environment:
Summery: Compare technologies of past and present to come up with solutions.
Indigenous Technology and Culture
Describe similarities in problems and solutions in own and other societies – past, present and future.
Impact of Technology
Suggest ways to improve technological products or processes to minimize negative effects on people and/or the health of the environment.
Suggest how technological products or services can be made accessible to those presently excluded.