Grade 7: Eco Curriculum
• Natural hazards (e.g. drought, floods, earthquakes, volcanoes and tropical cyclones)
• simple explanations of how natural hazards occur – physical processes, climate change, poor environmental management
• why some people are more at risk than others
• who is at risk
• management of risks and risk reduction – preventative measures (e.g. with regard to flooding, measures such as catchment management to improve the quality of rivers, vleis and wetlands, and reduce risk to human life and ecosystems).
Human evolution: rock art as an expression of hunter-gatherer society.
Influence of trade and moving frontiers had on the environment
The learner will be able to use inquiry skills to investigate the past and the present via archaeological, historical and old manuscripts, statistics.
Communicate knowledge and understanding by formulating arguments based on evidence from the sources either in debate, by producing longer pieces of historical writing, through artwork, graphics and drama; use technology where available.
E.g. resources in nature that tell us something of the past – rock paintings, iron age implements, remains of historic settlements, monuments and other.
Historical Knowledge and Understanding
The learner will be able to apply historical knowledge and understanding by making links between reasons for and results of key events and changes. He or she needs to explain why certain aspects of society in different contexts have not changed over time.
E.g. compare the natural environment of a servitude / indigenous culture with that of a capitalistic western rule.
The learner will be able to interpret aspects of history understanding that events might have been interpreted differently afterwards than while it was occurring and also because of the influence of different value systems and traditions.
E.g. how war could be seen as a means to an end for some (to lay hands on energy resources) and as completely negative by another (death, destruction).
Life and Living
Interactions in Environments:
Summery: A good bio-diversity is key to a healthy co-existence between living things.
• An ecosystem maintains numerous food webs and competition for food among different individuals and populations. Your country has certain ecosystems which have exceptional bio-diversity. All uses of these areas must be based on principles for sustainable development.
Bio-diversity, Change and Continuity:
Summery: Variation allows us to classify the various kinds of life on earth. The bigger the variety of elements in a particular environment, the stronger the chance for it to survive.
• Variation in human biological characteristics such as skin colour, height and so on have been used to categorise groups of people. These biological differences do not indicate differences in innate abilities of the groups concerned. Therefor such categorisation of groups by biological differences is neither scientifically valid nor exact; it is a social construct.
• Bio-diversity enables ecosystems to sustain life and recover from changes to the environment. Loss of bio-diversity seriously affects the capacity of ecosystems and the earth to sustain life. Classification is a means to organise the great diversity of organisms and make them easier to study. The two main categories of animals are the vertebrates and invertebrates, and among vertebrates the five classes are amphibians, birds, fish, reptiles and mammals.
The Planet Earth and Beyond
Atmosphere and weather
Summery: Prevalent atmospheric conditions determine the kind of life that it most likely would sustain.
• Climates varies in different parts of the globe. It tends to be cold in the polar regions and hot in the tropics. Different types of plants and animals are adapted to live in different climatic regions. (Links with Life and Living)
• The atmosphere protects the earth from harmful radiation and from most objects from outer space that would otherwise strike the earth’s surface. The atmosphere is the most important factor in keeping the earth’s surface temperature from falling too low or riding too high to sustain life.
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.