making the difference programme module 9

making the difference programme

Creating a Sustainable South Africamodule 9:

This module relates to the following Outcomes for the Learning Areas:Natural Science• Learningoutcome1:ScientificInvestigations• Learningoutcome2:ConstructingScienceKnowledge• Learningoutcome3:Science,SocietyandtheEnvironment

For the educator:

ThismodulefocusesonSustainabilityEducationandaimstoprovideeducatorswitharesource,whichwillfacilitatemeaningfulteachingandlearningintheclassroom.Ittakesacloserlookathowtheenvironment,societyandtheeconomyareinterlinkedandhowoureverydayactionsimpactontheenvironment.Itaimstoprovidepractical solutionstothegrowingcrisisoflivingunsustainably.

By the end of this module, learners will be able to:

• UnderstandwhatSustainabilityis.• Understandthatallformsoflifearelinkedandthereforeimpactdirectlyoneachother.• Understandtheimpactthatsocietyandtheeconomyhaveontheenvironment.• Understandthatwehavetochangethewayweviewtheworldinordertoensureourfutureandthatof futuregenerations.• Implementthepracticalsolutionsprovidedinthemodule.

fundraising initiative

DearEducator,

Aswerealisethateverythingwedoimpactsonourplanet,ourenvironmentandourfuture,“sustainability”isfastbecomingthewatchwordofthe21stcentury.Understandingwhatitmeansandwhatitdemandsofusiscrucial.

Asabusiness–andasacorporatecitizen–Woolworthshasrecognisedthisandlastyearembarkeduponajourney,whichwecallourGoodbusinessjourney,thatwillseeusmakefundamentalchangesinthewayweworkasacompanyandthewayweliveasSouthAfricansinordertobringaboutpositivechangeinourcommunities,ourcountryandourworld.OurGoodbusinessjourneyaddressesfourkeyareas:acceleratingtransformation,drivingsocialdevelopment,protectingtheenvironmentandaddressingclimatechange.Whetheritisinhelpingtocreatesustainableeconomicgrowthbysupportingsmallenterprisesorbyofferingcustomersawiderrangeoforganicallygrownproducts,sustainabilityisathemethatrunsthroughvirtuallyeveryaspectofthismulti-facetedplan.

Woolworthshasalsolongbelievedthatbestwaytobuildabetterfutureforourcountryistodevelopthepotentialwithinitschildren.Werecognisethatyou,asaneducator,playavitalroleinhelpingSouthAfrica’syoungpeopleunderstandtheprinciplesandpracticesofsustainability.Thismodule,CreatingaSustainableSouthAfrica,isdesignedtohelpyouinthisimportanttask.

Wehopeyoufindituseful,andwishyouallthebestasyouprepareyoungSouthAfricanstomeetthechallengesofthefuture.

Sincerely,

BrianFrostChairmanoftheWoolworthsSustainabilityCommittee

Module9:PG2|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative

DearEducator,

InlightofthemanychallengeswhicharefacingSouthAfricaintermsofsocialandeconomicdevelopment,aswellasthemoreglobalchallengesofpreservingnaturalresourceswhileprovidingagrowingpopulationwithgood,healthyfoodandcleandrinkingwater,wewelcomethislatestadditiontotheWoolworthsMakingtheDifferenceprogramme.

TheSustainabilitymodulewaspreparedwiththeassistanceofWCEDpersonnelresponsiblefortheLearningAreaNaturalSciencestoensurethealignmentofthemodulewiththeNationalCurriculumStatement.

TheWesternCapeEducationDepartmentbelievesyouwillfinditofinvaluableassistanceinhelpingyourlearnersachievetherequiredoutcomes.

Yourssincerely,

GenevieveKoopmanDirector:CurriculumDevelopment

January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG3fundraising initiative

Dear Educator,

WelcometoCreating a Sustainable South Africa,aresourceforSustainabilityEducationcreatedbytheWoolworths Making the Difference programme.

Aswepreparefuturegenerationsforpositiveparticipationinaworldwhichisfacingcriticalenvironmental,socialandeconomicissues,Sustainabilityisarguablyoneofthemostimportantaspectsof21stCenturyeducation. However,SustainabilityEducationpresentssomedauntingchallenges.Someofthebiggestisthatthethinking,principlesandinformationaboutSustainabilityarerelativelynew.AlthoughthereiscurrentlyalotofinformationinthemediaaboutSustainableLifestyles,feweducatorshavehadthebenefitofhavingstudiedSustainableLivinginthecourseoftheirowneducationandtraining,andtheymayhavelittleornoexperienceofactuallylivingsustainablythemselves.

Withthisinmind,wehavepreparedthispracticalresourcetohelpyouindeliveringmeaningfulteachingandlearninginyourclassroom.

SustainabilityEducationisnotsimplyaboutlearningfactsandfigures–itrequireschangingthewayweseetheworld,adoptingnewattitudesandexpressingdifferentbehaviour.It’saboutchangingthewayweliveourlivessothatweconsciouslycarewellforourselves,foreachotherandforourenvironment.ThebenchmarkofSustainabilityEducationsuccess,isifitresultsinlearners,educators,parentsandwholeschoolcommunitieschangingtheirday-to-daybehaviourssothatasustainableSouthAfricaiscreated.

Forthistohappen,SustainabilityEducationshouldbeguidedbythefollowingimportantprinciples.

The 8 Top Principles for Sustainability Education:

1. Systems Thinking –knowingthateverythingisinterconnectedandinterrelated,andthatnothingexistsinisolation;

2. Lifetime Learning –makingacommitmenttodiscoveringandlearningonanongoingbasis,andchangingattitudesandbehaviourstoaccommodatenewknowledgeandexperiences;

3. Environmental Learning –understandingthenaturalworld,itssystemsanditsinhabitants,andtakingtheenvironmentintoaccountinallourdecisionmakingandactivities;

4. Relationship Learning –understandingthatalllearningisconnectedacrossdifferentdisciplinesandthatSustainabilityEducationcanfeatureinalllearningareas;

5. Effective Use of Technology –usingsoundenvironmentallyfriendly,human-friendlytechnologiesassolutionstotheworld’sproblems;

6. Community-based Learning –knowingwhatisgoingoninyourowncommunity,andbeingactivelyinvolvedinthoughtfulenvironmental,socialandeconomicupliftment;inotherwords,ThinkingGloballyandActingLocally.

7. Family Involvement –allchangebeginsathome.Childrenlearntheirattitudesandbehaviourfromtheirrolemodels.Asadults,wemustbethechangewewanttoseeintheworld.Wecannotexpectfuturegenerationsnottothinkaswethink,ornottoactasweactourselves.

8. Personal Responsibility –everyindividual,childoradult,impactsontheworldateverymoment.Ourchoicesdeterminewhetherthoseimpactsarepositiveornegative.Whenweareresponsibleforlookingafterourselves,eachotherandtheEarth,weareabletomakechoicesthathavepositiveimpact.

Wehopethatyouenjoyusingthisresource.


overview of module1. What is sustainability?

1.1. Crisisofunsustainability 1.2. Pastandfuture 1.3. InfluenceonSA 1.4. Globalwarminganddeforestation 1.5. Impactofawatershortage 1.6. Foodchains 1.7. Weboflife(interdependenceoforganisms)

2. Sustainability and the environment

2.1. Resources 2.2. Yourecologicalfootprint 2.3. Recycling CaseStudy:Badgerfriendlyhoney

3. Sustainability and society

3.1. Societyandhumanwell-being 3.2. Foodandyou 3.3. Impactofourfoodchoicesontheenvironment CaseStudy:Organicchoices

4. Sustainability and the economy

4.1. Thequalityoflifeinthecommunity 4.2. Sustainableagriculture CaseStudy:Madumbifarmers


section 1 what is sustainability?

Lesson Format

Forthislesson,youwillberequiredtoprepareaflashcardwiththequotationbelow,whichwillformtheintroductionofthelesson.Thiswillbefollowedbyanexplanationofsustainability.

Educator Notes

We do not inherit the Earth from our ancestors.We borrow it from our children –NativeAmericanProverb

Inshortitmeansthatwehavetoprovideforourselvesinsucharesponsiblewaythatourchildrenandtheirchildren’schildrencanstillprovideforthemselves.WehaveonlyonePlanetEarth,sowehavetotakecareofit.

Definition of sustainabilitySincetheearly1970’smanydifferentinternationalconferencesandmeetingshavebeenheldtodiscusstheworld’senvironmentalcrisisandtheurgentmovetowardssustainableliving.Overtheyears,scientists,conservationists,economists,governmentleadersandmanyotherexpertshavecomeupwitharangeofdefinitionsofsustainability.

Worldwide,themostcommonlyuseddefinitionofsustainabilityis:

… the ability to provide for the needs of the world’s current population without damaging the ability of future generations to provide for themselves… -WorldCommissiononEnvironmentandDevelopment.OurCommonFuture.1987

The way a worldview changesAlinear,unsustainableview,acknowledgingnorelationshipsandinterconnections,regardingtheeconomyasadominantsystem:

Thisisamechanical,industrialisedworldviewthatfailstoseethattheeconomyisahumansystemexistingtoservepeople,andthatpeopleandtheirsystemscannotexistseparatelyfromtheenvironment.

society economyenvironment


Amovetowardsamoresustainableview,acknowledgingthatthereissomerelationshipandconnection,yetstillregardingtheeconomyasthedominatesystem:

Thisisaworldviewthatacknowledgesthattherearerelationshipsandconnectionsbetweenthese3systems.However,theenvironmentandpeoplearestrategicallypositionedinservicetotheeconomy.

Asustainableworldview,acknowledginginterdependenceandinterconnection,regardingtheeconomyandsocietyasimportanthumansystemsnestingwithinthegreatersystemoftheenvironment:

Thisisalsocalledasystemicview–itshowsadeeplyconnectedweboflifewherepeopleandtheirhumansystemsareverymuchpartof,anddependentontheEarth.Evenifweliveincitiesandsupportourliveswithasystembasedonmoney,westillneedhealthysoil,air,water,plantsandanimalsinordertolivehealthylives.

Learning Area: Natural SciencesLO 2 : Constructing Science Knowledge.AS 1 : Recalls meaningful information.AS 2 : Categorises information.

society

economyenvironment

society

economy

environment

Group Activity

Asklearnersthequestion,“Howdopeopleliveunsustainably?”Buildontheexampleslistedbythelearners.• Learnersworkinpairs.• Asklearnerstowritedownalistofthingsthattheythinkaredamagingtheearthe.g.littering,smoking,cuttingdowntoomanytrees,smokefromfactories,exhaustingminerals,excessivefishingetc.• Eachgroupchoosesateamleaderwhowillreportback.• Oncelearnershavecompiledtheirlists,groupsimilarexamplestogether.

1.1 crisis of unsustainbility


Educator Notes

Prepare3mapsindicatinganincreaseinpopulationoverasetperiodoftime.

Class Discussion

•Whatisthemaindifference?(Astimepassed,thepopulationincreasedfromveryfewtomillionsofpeople.)•Whatdoesthismeanwithregardtothefollowing: –Housingforeveryone –Waterforeveryone –Farming–producingfoodforeveryone –Factories(Industries)–manufacturinggoods –Transport(ThinkabouthowMom/Dadcomplainsabouttrafficinthemorning) –Electricitysupply• Asthepopulationincreases,themorethedemandforhousing,water,food,factories,transport,electricity supplyincreases.

Class Discussion

• Educatorwritesthelearners’answersontheboard.• Consolidate: –Weareusingtoomuchoftheearth’sresourcessuchasland,soil,treesandfish –Discussland,airandwaterpollutionRightnowweareusingtoomuchandwastingtoomuch.Asaresult,wearecompromisingtheabilityoffuturegenerationstoprovideforthemselves.

1.2 past and future

1652 1990 2008

Worksheet 1

Learnersinterpretagraphwhichillustratestheeffectsofanincreaseinpopulationonnaturalvegetation.Worksheetprovidedonpage28.


Educator Notes

SouthAfricaisgenerallyregardedasa‘developing’country,butwehavewell-developedindustrial,businessandagriculturalsectors.

Problemswearealreadyfacing:• Deteriorationofnaturalenvironment • Speciesextinction• Massivesoilerosion • Highlevelsofair,waterandsoilpollution• Collapsingfisheries • Climatechange

Inaddition,SouthAfricaalsofacestheproblemsofadevelopingnation:• Poverty • Unemployment• Skillsshortages • Inadequatehousing• Electricitysupply • Healthcare• Transportsystems • Highcrimerates

Educator Notes

Peoplepollutetheairbyburninglargeamountsofcoalandoil.Thefuelsreleasepoisonousgasesintotheatmospherewhichformsasortofblanketovertheearth.Thiscausesheatthatwouldnormallyescapetheatmosphere,tobetrappedandinthiswaytemperaturesrise.Takealookatthefollowingillustration:

1.3 influence on SA

1.4 global warming & deforestation

heat heat

blanketofpoisonousgases

Unhealthy (Unsustainable)Healthy (Sustainable)

Lesson Format

DeforestationIflearnersdonotmention“treesarecutdown”,youcanleadthembysaying“Treesgivelife…”Doyouthinkthisistrue?Why?Thinkaboutallthebirds,animals,insects,etc.thathavetreesastheirhabitat.


Educator Notes

People cut down too many trees because: • Peopleusetoomuchwoodtomakeproductssuchaspaper,tissues,toiletpaper,furnitureandtools. Wealsousewoodforfire(energyandheat).• PeoplewanttoclearforestedareastousethelandforgrazingcattleorforplantingSoya.• Peopledon’tplantenoughtreestoreplacethosetheyhavecutdown.

Trees are important because: • Theycleantheairbytakingincarbondioxideandreleasingoxygen,whichanimalsandpeopleneed. Theterminologyresources,globalwarminganddeforestationcanbeused,butnotasarequirement forassessment.

1.5 the impact of water shortage

Learning Area: Natural SciencesLO 1 : Scientific Investigations.AS 1 : Plans investigations.AS 2 : Conducts investigations and collects data.AS 3 : Evaluates data and communicates findings.

Lesson Format

Nowthatlearnersunderstandtheconceptofsustainability,weneedtoaskthenextimportantquestion:

DOESTHISISSUEONLYHAVEANIMPACTONHUMANS?

Tellthelearnersthattheheadlineinthenewspaperthismorningread:

“DROUGHTSTRIKESSOUTHAFRICA”

Brainstormpossibleideasforsolvingthisproblem(e.g.usingbathwaterorbottlingexcesscleanwaterwhilebrushingtheirteethetc.)

Worksheet 2

ExperimentLearnersinvestigatetheeffectsofawatershortage.Threekidneybeansarewrappedincottonwool-oneiswellsoaked,onelightlysprinkledwithwaterandtheotherleftdry.Learnersrecordobservationsovera2-weekperiod.Worksheetprovidedonpage29.

Follow-up

Class discussionHowdoesashortageofwateraffectplants,animalsandhumans?Conclusion:plants,animalsandhumansaredependantoneachother.


1.6 food chainsLesson Format

Prepareachartwiththefoodchainbelow.Discussthefoodchainwiththelearners.

Foodpassingfromonelivingthingtoanotheriscalledafoodchain.Afoodchainstartswithenergyfromthesunwhichiscalledsolarenergy.Greenplantsproducefoodfromthesun’senergyandarecalledproducers.Animalscannotmaketheirownfoodandthereforedependongreenplantsfortheirfood.Someanimalsfeedonplantsandarecalledherbivores.Animalsthateatotheranimalsarecalledcarnivores.Someanimalseatbothplantsandanimalsarecalledomnivores.Allanimals,evencarnivores,dependongreenplantsforfoodbecausetheyeattheanimalsthateattheplants.

Posethequestion:Whatcouldcauseabreakinthechain?

Encouragelearnerstocomeupwithexampleslikeanimalsthatarekilledformoney,e.g.elephanttusks,forfurorexoticdishes.

Learner Activity

1. Learnerslisttwofoodchains.2. Theymayillustratetheirfoodchains.3. Learnerswiththelongestormostoriginalfoodchainscanberewarded.

Wheat needs solar energy to make food The mouse eats the wheat The cat eats the mouse


1.7 the web of life (interdependence of organisms)

Learning Area: Natural SciencesLO 2 : Constructing Science Knowledge.AS 1 : Recalls meaningful information.AS 2 : Categorises information.

Lesson Format

Forthislesson,youwillneed:oneballofstringorwool,blankwhitepaper,markers.Revisetheconceptofafoodchain.Dependingonthenumberoflearnersinyourclass,dividetheclassinto onelargegrouporseveralgroups.Asyouwillneedspacetomovearound,youmaywanttoconducttheactivity outsideorinahall.Usingthetableof35differentelementsinabushveldecosystem,assigneachof5-6 learnersoneitemfromthelist.Makesuretoassignsoil,waterandthesuntolearners.Donotassigntwolearnersthesameitem.


Educator Notes

An Example of Different Elements in a Bushveld Ecosystem

No ElementsofEcosystem Linkedto

1 TheSun Alllivingorganismsi.e.allplants&allanimals

2 TheSoil Alllivingorganismsi.e.allplants&allanimals

3 TheAir Alllivingorganismsi.e.allplants&allanimals

4 TheWater Alllivingorganismsi.e.allplants&allanimals

5AcaciakarooAseed-bearingsweetthorntree

Thetreefeedsthesoilwithnitrogenthroughitsroots;Thetree’sfallenbranches,leavesandseedpodsmulchthesoilaroundit;ThetreetakesincarbonmonoxideandreleasesoxygenintotheairBeespollinateitsflowerswhilefeedingonnectar;Weavers(birds)nestinit;AGoshawk(abird)huntstheWeaversnestinginthetree;ADrongo(abird)huntsthebeesvisitingthetree;Elephanteatsitsleavesandbranches;Giraffeeatsitstopmostleavesandshoots;Impalaeatsitslowerleavesandfallenseedpods;Warthogeatsitsfallenleavesandseedpods.

6 BeesPollinateflowers,makehoneythatHoneyBadgersandpeoplecollectforfood

7 Weavers(bird) Maketheirnestsofgrassandeatgrassseeds,foodfortheGoshawk

8 Drongo(bird) Roostsandhuntsintrees,eatsinsects

9 Elephant Eatsgrass,leavesandbranches,feedsthesoilwithitsdroppings

10 Giraffe Eatsleaves,podsandtwigs,feedsthesoilwithitsdroppings

11 ImpalaEatsgrassesandleaves,feedsthesoilwithitsdroppings,foodforLionsandpeople

12 WarthogEatsseeds,fruitsandleaves,feedsthesoilwithitsdroppings,foodforLionsandpeople

13CarissaedulisTheNum-numshrub

Bulbuls(birds)eatitsfruit,peopleeatitsfruit Peopleuseitsrootsasmedicine,it’sfallenleavesandfruitsmulchandprotectthesoilaroundit,earthwormsliveinthesoilaroundit

14 Bulbuls(birds) Eatfruits

15 Earthworms Aeratethesoilbecausetheyburrow,feedthesoilwiththeirdroppings

16 MoleAeratesthesoilbecauseitburrows,eatsearthworms,foodforaMoleSnake

17ZyzygiumcordatumAfruit-bearingWaterBerryTree

Thetreesfallenbranches,leavesandfruitpodsmulchthesoilaroundit;thetreereleasesoxygenintotheair;Butterfliespollinateitsflowerswhilefeedingonnectar;WoodLiceliveandfeedunderitsbark;aTreeAgama(alizard)livesinthetreeandfeedsontheinsectsthatliveandfeedthere;GreyGo-awaybirdsvisitandfeedonitsfruit;Dovesroostinitsbranchesatnight;AMoleSnakelivesinaburrowamongstthetreesroots;ApairofEaglesnestinthetreeandhunttheMoleSnake;BushbabiesliveinthetreeandfeedonitsfruitandWoodLice;Porcupineeatsitsfallenleavesandfruits;Lionslieinthetree’sshade;Peoplecollectthetree’sberriestobrewadrinkanduseitswood.

18 ButterfliesFeedsonnectarofflowers,pollinatesflowers,foodforinsectivorousbirdsandanimals


Educator Notes

An Example of Different Elements in a Bushveld Ecosystem cont.

No ElementsofEcosystem Linkedto

19 WoodLice Liveunderthebarkoftrees,foodforLesserBushbabies

20 TreeAgama(Lizard) Livesintrees,eatsinsects

21 GreyGo-AwayBirdsRoostsandnestsintrees,germinatesseedsfromfruittreesinitsdroppings

22 Doves Roostsandnestsintrees,eatsseeds,foodforaCaracalandPeople

23 MoleSnake Livesinthesoil,eatsinsectsandfieldmice

24 Eagles Roostandnestintrees,eatssnakes,lizards,miceandlocusts

25 Bushbabies Liveintrees,eatsbothfruitandinsects,feedsthesoilwithitsdroppings

26 Porcupine Eatsfallenleavesandfruits

27 Lion EatsWarthogsandImpala,feedsthesoilwithitsdroppings

28 PeopleUsewoodforwarmth,cooking,tools,housingandfurniture Usegrassforhousingandmats,usemanyplantsformedicine Eatfruits,honeyandmeat

29 GrassProtectstopsoil,foodforlocusts,Weavers,Doves,FieldMice,ElephantsandImpala,usedbypeopleforhousingandmats

30 Locusts Livesingrasses,eatsgrass,foodforHoneyBadgersandEagles

31 FieldMouse Livesingrasses,eatsgrassseeds,foodforMoleSnake

32Artemisiaafra–ashrubalsocalled:WildWormwood,Umhloyane,Lengana

Leavesandstemsusedbypeopletotreatmanyailmentssuchascoughs,cold,fevers,rashes,wounds,bitesandstings

33 DungBeetle Breaksdownthedroppingsoflargemammals,feedingthesoil

34 HoneyBadger Eatsfruits,locustsandhoney

35 Caracal EatsDoves

Learner Activity

1. Eachlearnermustwritedowntheirassignedorganismorelementonapieceofpaper.2. Standinacircle.3. Chooseonelearnertostandinthemiddleofthecircle.4. Thelearnerinthecentreofthecirclewillbegiventheballofwoolorstring.5. Learnerinthecentrewill: a. Nametheorganismheorsheis. b. Givethenameofanorganismheorshedependsonforsurvival.Forexample,abirdmaydependonaworm orfreshwater,whilecornmightdependonthesunorhealthytopsoilandtopsoilmaydependoncleanwater andnitrogen.

6. Thelearnerinthecentrethentossestheballofwoolorstringtothatorganismitdependson,holdingontooneendofthestring.

7. Repeattheprocessuntileachlearnerisholdingapieceofthestring.


Learner Activity cont.

8. Oncethestringistossedtoeitherwaterorthesun,thelearnerplayingthatpartshouldthentossthestringtoanorganismheorshesupports.Itisokayifalearnergetstheballofstringmorethanonce.

9. Onceeachlearnerhasapieceofstring,introduceaman-madechangeintheenvironment,suchasglobalwarmingordeforestation.

10.Anylearner(playingtheroleoftheassignedorganism)potentiallyovercomebythatchangedropsthepieceofstringandexitsthecircleorsitsdown.Anyorganismrelyingontheaffectedorganismwillalsobeinfluencedandshoulddropthestring.

11.Eventuallynearlyallorganismsareaffected.Thelearnerswillseetheresultsofasmallchangeinthefoodchain.Willthisscenarioalsoaffectthesunand/orwater?

12.Thisprocessisrepeatedasmanytimesasnecessaryusingdifferentscenariossothatonlythesunisstillholdingthestring(watermayalsostillbeholdingthestring,dependingonhowsevereyoudecidetomaketheclimatechangeprocess).

Class Discussion

Concluding thoughts: • Whathappenstothefoodchainwhenachangeoccurs?• Howcanhumansnegativelyaffectthechain?• Howcanhumansaffectthefoodchainpositively?• Giveanexampleofananimalthathasalreadybecomeextinct.• Wasthisduetoahumanfactorornaturalcauses?• Describethetwomainexamplesofhowhumanscausechangesintheenvironment–thuscausingbrokenfoodchains.

-Givetwoexamplesofnaturalcausesbreakingthefoodchain. -Whyshouldwecarewhetherotherspeciessurviveornot?


Educator Notes

What does Planet Earth give us?• Itprovidesorganismswiththeresourcestheyneedtolivei.e.sun,air,water,soilandfood.• Itkeepseverythinginadelicatebalancewiththecyclesofbirthanddeath,therebypreventingover-populationandover-useofresources.Examplesoftheseare:

What do we give Planet Earth in return?Inoneshortword:WASTE• Ourmodernhumanwayoflifegeneratesatremendousamountofwaste.• Ourwastenegativelyaffectstheair,soil,waterandtheclimate.• Wehavetoremindourselvesthatnomatterhowadvancedandtechnologicalwemayhavebecome,westillneedlotsofcleanairandcleanwater,fertilesoil,plantsandanimals.

• Pollutedair,soil,andwatercausepoorhealthandapoorqualityoflife.

TheWorldWildlifeFund(WWF)estimatesthatpeoplearegrosslyover-usingtheearth’snaturalresources.Ifwecontinuedoingthis,wewillneedasecondPlanetEarthtosustainthehumanpopulationby2050!

Type of waste Examples

Organic Uneatenfood;gardenrefuse

InorganicMan-madee.g.,plasticsandpolystyrene;chemicalwasteproducedbymanufacturing

Recyclable Paper;metal;glassproducts

Poisons Artificialfertilisers;pesticidesusedinfarming

Gases Madevisibleinthesmokeoffactoriesandvehicles

Lesson Format

Discussthedifferencebetweennon-renewableandrenewableresourceswiththeclass.Listexamplesofeach.

Non- Renewable (Finite) resources Renewable resources

CoalOilMinerals• Thesearenaturallyoccurringsubstancesthatlieundertheearth’ssurface.• Oncemined,itcannotbereplaced.•Weneedtosaveasmuchenergyaspossible.• Solarandwindpowerarealternativesourcesofenergythatshouldbeused.

TreesFishAnimalsPlants• Thesearepartofnature’srenewablelifecycles.• Unfortunatelypeopleusetheseresourcesatsuchademandingrate,thatitdoesnothavethenaturaltimeitneedstobereplaced.• Thisishowspeciesbecomeextinct.

section 2 sustainability and the environment

2.1 resources


Worksheet 3

Letusmeasureourclass’secologicalfootprint.

The Ecological Footprint Quiz1. ExplaintotheclassthattheyaregoingtoparticipateinanEcologicalFootprintQuiz.Youarethequizmaster.2. ThelearnerswillgetthechancetoanswerquestionstodeterminewhethertheclasshasabigorasmallEcologicalFootprint.

3. Drawtwocolumnsontheboardwiththeheadings“BigFoot”and“SmallFoot”.4. Foreachcorrectlyansweredquestion,tickthe“SmallFoot”column.Ifthelearnersareunabletoansweraquestionoriftheyanswerincorrectly,tickthe“BigFoot”column.

5. Attheendofthequiz,addtheticksineachcolumntodeterminewhethertheclasshasabigorasmallEcologicalfootprint.

Worksheetprovidedonpage30andanswersonpage31

2.2 your ecological footprint

Learning Area: Natural SciencesLO 2 : Constructing Science Knowledge.AS 2 : Categorises information.

Lesson Format

What is the Ecological Footprint?Explaintothelearnershowweallleavefootprintsinthesandwhenwalkingalongthebeach.Drawattentiontothefactthattherearemanydifferentsizesoffootprintsinthesand.Inthesameway,weleaveanimaginaryfootprintonourenvironment.Themoreresourcesweuseandthemorewastewegenerate,thebiggerourfootprintwillbe.Weshouldallstrivetohavethesmallestpossiblefootprint.


Group Activity

Setouttheflashcards,reduce,re-use,repair,refill,refuse,andrecycle.1. Asaclass,learnersunpackthebin-bagfullofwaste.2. Learnerscategorisethecontentsaccordingtowhethertheythinkitshouldhavebeenreduced,re-used,repaired,refilled,refusedorrecycled.

3. Learnersexplaintheirchoices.

Class Discussion

Onceallthewasteitemshavebeencorrectlycategorised:• Discusswhichoftheseitemsshouldnotbethrowninthebin-bag.• Whicharetheitemsthatyoucanmosteasilykeepoutofthebin-bagbyjustchangingyourhabitsslightly?• Whichitemsdotheythinkyouwouldstillthrowaway?Why?• Canyouthinkofawaytosolvethisproblem?• Whatcouldbedoneaboutwastethatisgeneratedinpublicandputinpublicbins?

2.3 recycling

Learning Area: Natural SciencesLO 2 : Constructing Scientific Knowledge.AS 2 : Recalls meaningful information.

Lesson Format

Prepareflashcardswiththe‘Rs’-Reduce,Re-use,Repair,Refill,Refuse,RecycleandRemember

Youwillneedabin-bagfullof‘rubbish’–forsuggesteditemsseeWaste List below.Theeducatorwillneedlabelsofreduce,re-use,repair,refill,refuse,recycle.(Educator to make flashcards)

Waste list worn-outshoes aplasticshoppingbag anewspaper aplasticmilkbottle ausedteabag abananapeel apaperplate abread-bag sockswithholes anemptyegg-box

IntroductionDiscussthemeaningofthe‘Rs’:Reduce… theamountofwastecreated.Re-use… anobjecteitherforitsoriginalpurpose,orfindanotheruseforit.Repair… abrokenortorniteminsteadofbuyinganewone.Refill… youremptycontainers.Refuse… tobuyoracceptsomethingthatusesunnecessarypackaging.Recycle… yourwastesothatitcanbebrokendown,reprocessedandre-manufactured.Remember… tothinkbeforeyouputsomethinginthebin-doesitreallyneedtobethrownaway?

Askthelearnerstothinkofatleastonesimplewayinwhichtheycandoeachofthesethings,e.g.gettingtheirshoesre-heeledorre-soled,orputtingwastefoodonacompostheap.

(Please note: ‘Recycling’ is often used incorrectly. Recycling an object means it is ‘broken down’ to return it to its material state so that it can then be re-manufactured. So, for example, if you are re-addressing an already used envelope, this is re-using because the item has not been ‘broken down’. But when our glass bottles are collected they are recycled because they are re-processed and re-manufactured.)


Case Study 1Woolworths, sustainability & the environment

Selling Only Badger-Friendly Honey Helps to Protect SA’s Biodiversity

WoolworthsworkedwithKeithandColleenBeggoftheEndangeredWildlifeTrusttodevelopBadger-FriendlyhoneyinSouthAfrica.Weworkedtoraiseconsumerawarenessoftheissue,andweworkedcloselywithconservationorganisationssuchastheEndangeredWildlifeTrustandbeekeeperstoestablishanationalbadger-friendlyinitiative.ACodeofPracticefortheproductionofBadger-Friendlyhoneyhasbeenacceptedandpromotedbyvariousbeekeepingassociations,theSouthAfricanBeeIndustryExecutive,NatureConservation,theWorldWildlifeFund(WWF),WESSAandotherNGO’s.

The importance of conserving the Honey Badger Someyearsago,theindiscriminatekillingoftheHoneyBadger(Mellivoracapensis)bybeefarmerscametolight.TheHoneyBadgerisrelativelysmallpredatorwithavarieddietthatincludesrodents,reptiles,scorpions,spidersandthelarvaeofbees.Asatoppredatorinmanyofitsranges,theHoneyBadgerplaysanimportantroleinmaintainingahealthybalanceinanecosystem.

Do you know this animal? ThisattractiveandintrepidmammalissparselydistributedfromSouthAfrica,throughAfricatotheMiddleEast.InthiscountryitislistedintheRedDataBookofMammalsasavulnerablespecies,indicatingthattheymaybecomeendangeredinthenearfutureiftheyarenotproperlyprotected.Despiteareputationforbeingsurprisinglyfierce,theHoneyBadgerisactuallyshy,reclusiveandmostlynocturnal.Theyarefoundinvarioushabitats,oftenoutsideofprotectedconservationareas.HoneyBadgersarenaturallyattractedtobeehives,seekingoutthenutritiouslarvaeofbees,ratherthantheactualhoney.

Conflict with beekeepers BeekeepersplayavitalroleintheSouthAfricanfarmingeconomy,andnotjustforthehoneythattheyproduce.Beesarealsospecificallyfarmedsothattheywillpollinateorchards,andtheyarethus,veryimportanttotheSouthAfricanfruit-growingindustry.TheHoneyBadger’snaturallikingforbeelarvaebringsthemintoconflictwithbeekeepersastheycancausesubstantialdamageandlosstothefarmers.IthasbeencommonpracticeforbeekeeperstoindiscriminatelysettrapsordeliberatelypoisontheHoneyBadger,contributingtoitsvulnerablestatusasaspecies.

A better solution Woolworthsbegantoworkcloselywithconservationorganisationsanditwasdiscoveredthattherearebettersolutionstothisconflict-suchasraisingthehivesoutofreachofHoneyBadger.Woolworthsinitiatedaprojecttoraiseawareness,todevelopaBadger-FriendlycodeofpracticeandactivelyencouragebeekeeperstousealternativemethodstoprotecttheirhivesthatdidnotimpactnegativelyontheHoneyBadgerpopulationinSouthAfrica.

CommitmentWoolworthsadoptedaBadger-Friendlyhoneypolicy,ensuringthatallhoneysoldbyWoolworthsnationwidehasbeenproducedwithoutharmtoHoneyBadgers.WoolworthsiscommittedtoitsGoodbusinessjourney,anongoingsustainabilityinitiativethatincludesprotectingSouthAfrica’sbiodiversity.


Educator Notes

Someofthevalues,attitudesandbehaviourofsustainablesocietiesare:• respectingourselves,othersandourplanet;• includingothers–youngandold,boysandgirls,blackandwhite,richandpoor,plantsandanimals;• beingresponsible,beinginvolvedandtakingactioninyourcommunities;• takingcareofyourownhealthbyeatingwell,exercisingregularlyandavoidingthingsthatdamagethebody,likesmokingortakingdrugs;

• sharingwithothersandhelpingothers;• consistentlycaringforandassistingthemostvulnerablepeopleinyoursociety.

Lesson Format

Discussthefollowingpointswiththeclass.

1. What is a society?Inclass,yousometimesworkindividually(workingalone),inpairsoringroups.Asocietyisalargegroupofpeoplelivingtogetherinsuchawaythatthewell-beingofallindividualsisensured.Ifwehavehappyindividuals,we’llhavehappyfamilies,happycommunities,happycities,societiesandcountries. Isn’tyourclassnormallyhappywhenyoureducatorishappy?Educatorsarehappywhentheclassunderstandstheworkordidwellinatest.Ifyoumakeyoureducatorunhappybybehavingbadlyforexample,youwillbedisciplined,whichwillinturnmakeyouunhappy.Our happiness is also affected by others and we often rely on others for our happiness.

2. What is human well-being?Youcouldintroducethisconceptbyaskinglearnerswhattheynormallyanswerwhensomeoneasksthem,“Howareyou?”(WELL,thankyou)Humanwell-beingrequirescleanair,cleanwater,safefoodandgoodhealth.Humansalsorequiresafehomeswithsupportivefamiliesandplentyofopportunitiestolearn,towork,tohavefunandtorelatewellwithotherpeople.

3. Can people transform their societies?Yes,theycan.Becausepeoplecreatetheirownsocietiesandkeepthemworking,theyareabletochangethemiftheyareunsustainable,bychangingtheirattitudesandbehaviours.Sustainablesocietiesarecharacterisedbythevalues,attitudesandbehaviourofmostofthepeople.

section 3 sustainability and society

3.1 society and human well-being


3.2 food and you

3.3 the impact of our food choices on the environment

Lesson Format

Discussthefollowingwithyourlearners.Wholikestake-aways?Whenwasthelasttimeyouwenttoarestaurant?Whereandwhatdidyoueatatyourfamilycelebration?Howmanytimesdoyou‘braai’perweek?WhenhavingapartyorcelebratingChristmas/Diwali/Eid,howimportantisthefoodthatyoueat?

BUTHaveyoueverthoughtthatthefoodyouandyourfamily(andyoursociety)eats,hasadirectimpactontheenvironment?

Lesson Format

Inthisexercise,learnerswillexplorethemanyingredientsthatgointotheirfavouritefoods.Thelearnersworkinsmallgroups.Thislessonwillrequirethreedifferentsized“FoodandYou”FootprintCut-outsforeachgroup.(Refertoworksheet4) The cut-outs will be used as follows:1. FoodandYouSmallFootprint-Foritemsrequiringfewerresources,producinglesswaste,andrequiringlessproduction.

2. FoodandYouMediumFootprint-Foritemsthatrequiremoreresources,producemorewaste,andrequiremoreproduction.

3. FoodandYouLargeFootprint-Foritemsthatrequirethemostresources,producethemostwaste,andrequirethemostproduction.

Discussion: Favourite Food1. Makealistofthelearners’favouritefoodsontheboard.2. Asaclass,brainstormallthecomponentswhichmakeuponetypeoffood.

Identifying Resources Used1. Discusswherethesefoodscomefrom.2. Whatisusedtoproducethem(i.e. :largeareasofproductivefarmland,soilnutrients,water,sunshine,farmers,farm-workers,fertilisers,farmmachines,trucks,petrol,marketarea,restaurant,frozenfoodsectionofsupermarket.)Learnersdonothavetocreateanexhaustivelist,aslongastheyunderstandthatmoreresourcesgointoamealthantheymayrealise.

Learner Activity

1. Learnersareinstructedtofindoutwhattheirparentsandgrandparentsateyearsagoandhowtheypreparedtheirfood.

2. Learnershavetodrawatablecomparingtheirowneatinghabitstothoseoftheirparents.Learnerscancomparee.g.whatwaseatenforbreakfast,lunch,supperandsnacktime.

3. Learnerstoidentifychangesintheuseofresources.

Learning Area: Natural SciencesLO 2 : Constructing Scientific Knowledge.AS 1 : Recalls meaningful information.


Group Activity

1. Organisetheclassintogroups.2. Assigneachgroupthreetypesoffood.3. Ensurethateachgroupoflearnershasatypeoffoodthatrequiresmanyresourcesandonethatrequiresfew.4. Learnershavetoidentifytheresourcesusedintheproductionofthedifferenttypesoffoodtheyhave beenassigned.

Forexample:Anorange/orangejuice/orangesweetsMilk/cheese/aready-madecheeseandtomatosandwichWater/freshlysqueezedjuice/afizzydrink

Class Discussion

1. Learners’listsarepastedonthewallforalltosee.2. Giveeachgroup3differentsizedFootprintCut-outs(worksheet4).ExplainthatthebigFootprintwillcoverfoodthatmakesthelargestimpactontheEarth,themediumFootprintcoversfoodthatmakesamediumimpactandthesmallestFootprintwillcoverfoodthatmakesthesmallestimpactontheEarth.

3. LearnershavetomatchthecorrectsizedFootprintstothefoodontheirlists.

Nowthattheyhavediscoveredthesizeoftheirfoodfootprint,askthemtothinkofanychangesthattheycanmaketotryandreducethesizeoftheirfootprint.

Identifying Resources cont.

For example - hot chips: potatoes,tomatoes(inthetomatosauce),oil,salt,pepper(potatoesandtomatoesarefarmedusingsoil,water,sunshine,people,fertilisers,farmmachines,trucks,petrolandpackaging).


Case Study 2Woolworths, sustainability & society

More and More Organic Choices – Good for You and Good for the Environment

WoolworthshastakentheleadinofferingSouthAfricanconsumersmoreandmorechoicesofcertifiedorganicproducts.Webelievethatchoosingorganicproductsisacommitmenttolivingsustainablynowsothatweleaveabetterworldforourchildren.

Organic farming is a good way to farmWoolworthsrecognisesorganicfarmingasvitalinpromotingandsupportingsustainableagricultureforthebenefitoffuturegenerations.Organicfarmingsubscribestothehigherprinciplesofbuildingsoilfertility,minimisingpollutionanddamagetotheenvironment,workingwithratherthanagainstnaturalsystemsandrespectinganimalwelfare.Organicproduceisfreefromgeneticmodificationandgrownwithouttheuseofsyntheticfertilisersorpesticidesaccordingtothegloballyaccepteddefinitionoforganic.Organicgrowersmakeuseofapprovednaturalrepellentsandcompost,aswellastechniquessuchascompanionplantingandcroprotation.

Organic food is good food you can trust Woolworthsoffersconsumersayear-roundsupplyoforganicfoodsincludingfreshproduce,nuts,chocolates,milk,eggs,cheese,winesandjuicesaswellasorganicgrocerieslikepastaandpeanutbutter.Theyareallcertifiedorganicbyindependentauditors.Organicproduce,ofcourse,isfreeofgrowthhormones,syntheticpesticides,herbicidesandantibiotics.Whenitcomestoprocessedorganicfood,ifitsaysorganiconthelabel,itmeans95%oftheingredientsofagriculturalorigin(e.g.strawberries,wheat,olives,etc.)arecertifiedorganic.Whilecertainapprovednon-organicingredients(suchassalt)maybeadded,nosyntheticflavoursorcoloursmaybeused.

Woolworths fashion goes greenInadditiontoourofferingsofhighqualityorganicfood,Woolworthsisalsocommittedtoprovidingconsumerswithagrowingrangeofclothingandhomewareitemsmadefromorganiccotton.

Certified Organic in South Africa Wemakeiteasyforconsumerstofindcertifiedorganicproductsonourshelvesbyclearlylabellingourcertifiedorganicproductswithourdistinctiveorganiclogo.WeadheretoInternationalOrganicStandardsandbuyfromorganicfarmerswhoareannuallyauditedandcertifiedbyindependentbodiesbecausetheymeetgloballyacceptedorganicrequirements.ThecertificationnumberorlogooforganiccertifyingauthoritiessuchasEcocertorAfriscoalsoappearsonthelabelofanorganicproductastheconsumer’sguaranteethatwhenwesayorganic,wemeanorganic.

Our commitmentAspartofoursustainabilityinitiative,theWoolworthsGoodbusinessjourney,wewillcontinuetoincreaseourofferingoforganicfoodandtextiles.


Lesson Format

Explainwhatsustainabilityisincontextoftheeconomy.Includeadefinitionofeconomics.Thisisfollowedbyagroupactivity,whichfocusesonthequalityoflifeinthecommunity.

Educator Notes

Sustainabilityrelatestotheabilityoftheeconomic,socialandenvironmentalsystemsofacommunitytoprovideahealthy,productiveandmeaningfullifeforallitspresentandfuturecommunityresidents.

Economicsrelatestohowwemanageourindividualhouseholdsandourcollectivecommunity‘households’.Peopleneedfood,water,energy,aplacetoliveandclothestoweartosurvive.Thesematerialgoodsareallbasedonresourcesfromthenaturalenvironmentinwhichwelive.Formanypeoplehowever,‘economy’isacomplextopicrelatedtomoney.

4.1 the quality of life in the community

Class Discussion

1. Dividethelearnersintogroups.2. Eachgroupmustchooseateamleader,whoreportsback.3. Posethefollowingquestions: a.Arepeopleinyourcommunityworkingmoreandearninglessoraremostpeoplewelloff? b. Istherelessormorepovertyandhomelesspeopleinyourcommunity? c. Isitharderoreasierforpeopletofindhomestheycanafford? d.Doyoulikelivinginyourcommunity?Explain. e.Wherewouldyouliketoliveoneday? f. Doyouthinkthatyouwillbeabletoaffordit? g.Whatkindofjobdoyouthinkyouwouldneedtohavetoliveinthatcommunity?4. Writetheanswersofthelearnersontheboardanddiscusstheiranswers.

4.2. sustainable agriculture

Lesson Format

ExplaintothelearnerswhatSustainableagricultureis.

section 4 sustainability and the economy


Case Study 3Woolworths, sustainability & the economyThe Madumbi Farmers –Woolworths organic suppliers break barriers to trade

Oneofthestrikingadvantagesofdevelopingorganicfoodmarketsistheopportunitythatopensupforpreviously-disadvantagedSouthAfricanfarmerstoenterandparticipateintheeconomicmainstream.Traditionalsubsistencefarmersgrowcropsorganically.Theynaturallycomplywiththecriteriaforfarmingwithouttheuseofartificialpesticides,herbicidesandfertilisers.

Access to a premium market AcollaborationbetweentheEzemveloFarmersOrganisation,DrJamesHartzellofAssegaiOrganicsandDrAlbertModioftheUniversityofKwa-ZuluNatalhasresultedinmorethan200farmerssupplyingWoolworthswithorganicmadumbis,sweetpotatoes,babypotatoesandgreenbeans.

From subsistence to agribusiness TheEzemvelofarmersliveonsmallholdingsscatteredoverthegreenhillsandvalleysnearUmbumbulu,onKwa-ZuluNatal’ssouthcoast.Whilethecommunityisnotgeographicallyremote,thepeoplehavebeenisolatedfromfirst-worldlife.Theyhavehadnoaccesstorunningwaterorelectricity.Parentshavebattledtopayevennominalfeesfortheirchildrentoattendschool.Thecommunityhasbeeneatingwhattheycangrow,cookedoverfiresinsmokyhuts.Untilnow,thefarmershavehadnoideathattheirlandcouldbeaneconomicassetandthatgrowingmorethantheyeatcouldtapthemintotheeconomy.

First certified organic group of subsistence farmers Theprojectstartedin2001with28originalmembers,andquicklyexpanded.DrHartzellandDrModiworkedcloselywiththefarmerstoimprovefarmingmethodsandundertakecroptrials.Theyassistedwithputtinginplacetheprocessesrequiredforthefarmerstoqualifyfororganiccertificationandestablishedthechannelforthemtosupplytheirproducetothedevelopedmarket.TheKwa-ZuluNatalDepartmentofEconomicDevelopmentandTourismprovidedfundingforinfrastructuresuchasfencing.AFRISCO,aninternationalorganiccertificationagency,agreedtowaivethecertificationfeeforthefirstyear.TheEzemveloFarmersOrganisationbecametheirfirstcertifiedgroupofsubsistencefarmersinSouthAfrica.

Brighter better future ThefactthatthesefarmersaregrowingproduceforWoolworths,renownedforitshighstandardsoffoodqualityandfoodsafetyisamotivatingfactoramongstthemembersoftheEzemveloFarmersOrganisation.Theytakeaspecialprideinthequalitytheyproduceandmakethenecessaryeffortstomaintaintheprocessesandstandards.Theyseeabrightfutureaheadofthemandtheyareworkinghardtowardsthis.ThefactthatorganicproducefromtheEzemveloFarmingOrganisationisonWoolworthsshelvesalsoaddsanotherdimensiontoorganicconsumerismwherechoosingtobuyorganicproductsisnotjustgoodforyouandbetterfortheearth,butitcanalsomakeapositivedifferenceinyoursociety.

Educator Notes

Agoodexampleofsustainabilityandtheeconomyissustainableagriculture.Sustainableagricultureintegratesenvironmental stewardship,farm profitabilityandprosperous farming communities.Itreferstotheabilityofafarmtoproduceanindefinitesupplyoffood,withoutcausingirreversibledamagetotheecosystem.Cropsaredependentonair,sunlight,soilnutrientsandwater.Whencropsaregrownandharvestedbyfarmers,theyremovesomeofthenutrientsfromthesoil.Ifthesoilisnotreplenished,thelandwillbeunusable,asitwillsufferfromnutrientdepletion.Sustainableagriculturedependsonreplenishingthesoil,whileminimizingtheuse ofnon-renewableresources,suchasnaturalgasormineralores.


Learning Area: Natural ScienceLO 3 : Science, Society and the Environment.AS 2 : Understands the impact of science and technology.

Lesson Format

Nowthattheyknowaboutsustainability,theycanapplyall their knowledgeanddesigntheirownBOARDGAME(refertooppositepage).

Educator Preparation• Youwillneedscissors,largesheetsofpaperorcardboardonwhichtomaketheboardgame;• countersanddice–(trytore-usewasteforcounterse.g.differentcolouredplasticbottlecaps);• Ideasaboutlivingsustainably(see“IdeasforSustainabilityBoardGame”).

Askthelearnershowtheycouldliveamoresustainablelifeathomeandatschool.Herearesomeideasonhowtoencouragethem:• keepinghealthye.g.notsmoking,eatingabalanceddiet;• respectingotherse.g.beingconsideratetoothers,lookingafterotherpeople’sthings;• respectingtheenvironmente.g.savingwater,electricityandpaper,recycling.

Ideas for Sustainability Board Game1. Plantedatree–moveforward3spaces2. Pickeduplitteratschool–moveforward2spaces3. Boiledfullkettlefor1cupoftea–goback2spaces4. Recycledcold-drinkcan–moveforward3spaces5. Saidnotocigarettes–moveforward3spaces6. WatchedTVallafternoon–goback2spaces7. Helpedanelderlywomanacrossthestreet–moveforward3spaces8. Leftthecomputeronallnight–goback1space9. Threwoldtoysinthebin–goback3spaces10.Fittedenergy-savinglightbulbs–moveforward3spaces

Group Activity

1. Writesomeoftheideasontheboard2. Asklearnerstoworkinpairs/groupsdependingontheclasssize.3. Eachpair/groupmustthinkof15actionsthatwillresultinplayersmovingforwardorbackonaboardgame.E.g:‘Didnotturntapoffproperly-goback2spaces’or‘Fittedenergy-savinglightbulbs–moveforward3spaces’.Thetextneedstobebrieftofittheparticularsquaresontheboardgame.(Refer“IdeasforSustainabilityBoardGame’)

4. Asklearnerstocreateasimpleboardgametrackofabout50squaresoncardboardorpaper.(Trytouserecycledpaperorcardboardasmuchaspossible.)Theboardgameshouldincludea“Start”squareandan“End”square.

5. Choose40to50actionsthatthelearnershavecomeupwith.6. Preparethe50actionsonsquaresandpastethemontheboard.

section 5 consolidation


Follow-up Activity

1. Oncompletion,playthegameingroupsensuringthateveryonehasachancetoplay.(Youmightneedahavea“games”lessonforacoupleofdaystoensurethateveryonehasachancetoplay.

2. Thegame: a. Thegameisplayedbyeachlearnerthrowingthediceinturn,movingontotheboardaccordingtothenumber

onthedice. b. Playersreadthesquaretheylandonandthenmoveeitherforwardorbackaccordingtotheinstructions. c. Thenextlearnerthenthrowsthediceandmovesaccordingly,andsoon,untilthelearnersinturnreachthe

“End”square.


worksheet 1theeffectsoflivingunsustainably

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16521652 1752 1852 1952 2052

The following graph represents the population and natural vegetation in a specific area. Answer the following questions:

1. Whatisthepopulationin1652?2. Whatisthedifferenceinpopulationbetween1752and1852?3. Inwhichyearisthenaturalvegetationthehighest?4. Inwhichyearisthenaturalvegetationthelowest?5. Isthevegetationincreasingordecreasingovertheyears?6. Isthepopulationincreasingordecreasingovertheyears?7. Howistheincreaseinpopulationaffectingthenaturalvegetation?8. Whatdoyounoticeaboutthenaturalvegetationandthepopulationintheyear1852?9. Whathappenstothenaturalvegetationafter1852?10.Whydoyouthinktherehasbeenadecreaseinthenaturalvegetationovertheyears?

Population

Natural Vegetation


worksheet 2investigatingwatershortage

Experiment:

Youwillneedthefollowingforyourexperiment:• 3kidneybeans• cottonwool• aplasticdish• water Step 1• Bringyourbathwatertoschool.

Step 2 • ClearlymarkthethreedishesBeanA,BandCrespectively.• BeanA:Soaksomecottonwoolinwater.Makesurethatthecottonwooliswellsoaked. Wrapthebeaninsideandplaceitinthedish.• BeanB:Takesomecottonwoolandlightlysprinkleitwithwater.BesureNOTtosoakthecottonwool. Wrapthebeaninsideandplaceitinthedish.• BeanC:Takesomedrycottonwoolandplacethebeaninside.Placeinthedish.

Step 3 • Monitorthethreebeanscloselyfor2weeksandrecordyourobservations.

Step 4 • RemembertokeepBeanA’scottonwoolmoistatalltimes.• CheckonthemoisturelevelofcottonwoolofBeanBevery3days.• DonotaddanywatertoBeanCatallduringthetwoweekperiod.

Step 5• Ensurethatallbeanshavesufficientsunlightduringthe2weekperiod.

Step 6 • CompareobservationsofBeanA,BandCinatable.• Findingscanbepresentedonagraphe.g.growth.• Makeadrawingofwhatyouobservedineachdish.


Answerthefollowingquestionsbychoosingthemostsustainableoptione.g.1a.

1. What kind of breakfast do you have in the mornings? a. Porridgeandfruit b. Baconandeggsorcafébreakfast

2. How do you get to school and back? a.WithMomorDaddrivingandyouastheonlypassenger. b.Walking,cyclingorliftclubs.

3. What type of food do you generally eat? a.Foodthatisproducedinyourowncommunityorinyourowngarden. b.Foodthathastravelledmanythousandsofkilometres,fromthefarmsandfactorieswhereitwasproduced, totheshopsinyourneighbourhood.

4. If you have one sweet wrapper in your hand, do you… a.throwitontheground? b.throwitinadustbin?

5. What happens to your litter at home? Do you …. a.throwyourlitterinadustbin? b.recycleandre-useyourlitter?

6. How do we save energy in our classroom? By … a.switchingthelightsoffwhenweleave. b.installingenergy-savinglightbulbsandswitchingthelightsoffwhenweleave.

7. Describe the packed lunch you bring to school? a.MomorDadmadeandpackedinacontainerIcanre-useeveryday. b.Inpackaging,whichIwillhavetothrowawayonceIhaveeatenmylunch.

8. What type of electricity is provided at school? a.Ourschoolcanonlypayforcoal-basedelectricity. b.Ourschoolcangetpowerbyinstallingsolarpanelsontheroofs.

9. Which meal would you prefer? a. Asaladmadefromthevegetablesyou’vegrownathome. b. takeawaymealfromafastfoodshop.

10. If you are not watching TV, you… a.switchtheTVto‘standby’. b.switchofftheTVandswitchofftheplug.

worksheet 3ecologicalfootprintquizquestions


worksheet 3ecologicalfootprintquizanswers

1. Answer: aPorridge(especiallyorganiccereal)andfruitarehealthyfoodsproducedinenvironmentallyfriendlyways-goodforyouandgoodfortheenvironment!

2. Answer: bBelongingtoaliftclubsavespetrol,whichmeanslesscarbondioxideintheair–andthat’sgoodfortheenvironment.Walkingorcyclingisthebestoption-nopetrolwhilekeepingfit!

3. Answer: aItisbettertoeatmorefoodthatisproducedasnearaspossibletoyourhome,becauseiffooddoesnotneedtobetransportedlongdistances,thenthere’slesscarbondioxideintheair–andthat’sgoodfortheenvironment!

4. Answer: bItisalwaysbettertothrowyourlitterinadustbinthanontheground,aslitterpollutesyourenvironment.

5. Answer: bItisalwaysbesttorecycleandre-useyourlitterratherthantothrowitinadustbin.Thelitterwethrowawaystillhastogotoarubbishdumpcalledalandfill,whichresultsinlandthatpeopleandotherspeciescannotuse.

6. Answer: bByinstallingenergy-savinglightbulbs,youcansaveenergywhenthelightsareonandwhenyouswitchthemoffwhenyouleave!

7. Answer: a Eatingfoodpreparedathomeandusingthesamere-usablecontainersallweekismuchbetterthaneatingpackagedfoodboughtatashop;thepackagingresultsinlotsofwaste.

8. Answer: b SouthAfricagetsplentyofsunshine!–yourschoolcansavemoneyandreducepollutionbygettingpowerforlighting,heating,computersandotherappliancesbyinstallingsolarpanelsonroofs.

9. Answer: a Foodthatyouhavegrownorganicallyathomeisfreeandhealthyfood.Ontheotherhand,fastfoodsareunhealthyandmoreexpensive–theyalsousealotofresourcestoproduceandgeneratealotofwaste.

10. Answer: bAppliancesthatgoto‘standby’modesuchasTVsandcomputersarestillusingelectricity,somakesureyou switchthemoffattheplugswhenyouarenotusingthem.Youwillsavemoneyandenergyandhelptopreventunnecessarypollution.


worksheet 4footprintcutouts


ASSESSMENTrecordsheetof

Assessment 1:

Interpreting graphs (worksheet 1)

Learnerswereableto… YES NO

Readthekeys

Answersimplequestions

Interpretinformation

Drawcomparisons

Drawconclusions

Assessment 2:

Evaluating food chains (1.6)

ManagedtogiveTWOexamples Good(3) Ave(2) Poor(1)

Completionoftask

Flowofdiagram

Evidenceofgoodknowledge

Neatness

Assessment 3: (worksheet 2)

Scientific investigation through conducting an experiment and communicating observations

Iwasableto…

Followinstructions

Identifythedifferencebetweenthe3dishes

ExplaininmyownwordswhatI’veobserved

Diligentlyrecordmyfindings

Keepobservingfor2weeks

assessments


Assessment 4 :

Food and you (3.3)

Howwelldidyourgroupdoin… Good(3) Ave(2) Poor(1

Identifyingnaturalresourcesusedintheproductionofthedifferentfood

Comparingtheuseoftechnologyintheproductionofdifferentfood

Understandingpersonalimpactonnaturalresources

Makingsustainablefoodchoices

Workingtogetherasateam

Assessment 5 :

Evaluating the board game

LayoutofGameboard

Instructionsofgame(clear/vague)

Balancebetweenforward/backwardmovements

Socialawareness

Creativity


contact details

WOOLWORTHSMAKINGTHEDIFFERENCEPROGRAMMEREGIONALCOORDINATORS

Regional Offices

Regional Coordinator

E-mail Address

Telephone No.

Fax. No.

Western Cape

VusaniMlilo [email protected] (021)4472911 (021)4472918

KwaZulu Natal

CassandraChappel [email protected] (031)2015606 (031)2020808

Pretoria SonjaVisser [email protected] (012)6621880 (012)6622876

JHB NW VarinaSingh [email protected] (011)4502494 (011)4503025

JHB SE TarynSchoeman [email protected] (011)4502494 (011)4503025

WOOLWORTHSMAKINGTHEDIFFERENCEPROGRAMMEREGIONALRELATIONSHIPMANAGERS

Region Name E-mail Address Telephone No.

Western Cape SadiaAnsary [email protected] 0833792868

Gauteng AdeleFrancis [email protected] 0832773875

KwaZulu Natal JackieHardien [email protected] 0761517980

WOOLWORTHSMAKINGTHEDIFFERENCEPROGRAMMENATIONALENQUERIES

Name E-mail Address Telephone No. Fax.No.

BonitaSolomon [email protected] (021)4472911/0833669481 (021)4472918

MYSCHOOLFUNDRAISINGINITIATIVE

Forfurtherinformation:0860100445


the difference

www.woolworths.co.za

Documents

making the difference programme module 9