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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.
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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.
Module9:PG4|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG5fundraising initiative
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
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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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG7fundraising initiative
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.
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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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG9fundraising initiative
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.
Module9:PG10|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG11fundraising initiative
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.
Module9:PG12|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG13fundraising initiative
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.
Module9:PG14|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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?
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG15fundraising initiative
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
Module9:PG16|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG17fundraising initiative
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.)
Module9:PG18|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG19fundraising initiative
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
Module9:PG20|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG21fundraising initiative
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).
Module9:PG22|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG23fundraising initiative
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
Module9:PG24|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG25fundraising initiative
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
Module9:PG26|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
Follow-up Activity
1. Oncompletion,playthegameingroupsensuringthateveryonehasachancetoplay.(Youmightneedahavea“games”lessonforacoupleofdaystoensurethateveryonehasachancetoplay.
2. Thegame: a. Thegameisplayedbyeachlearnerthrowingthediceinturn,movingontotheboardaccordingtothenumber
onthedice. b. Playersreadthesquaretheylandonandthenmoveeitherforwardorbackaccordingtotheinstructions. c. Thenextlearnerthenthrowsthediceandmovesaccordingly,andsoon,untilthelearnersinturnreachthe
“End”square.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG27fundraising initiative
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
Module9:PG28|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG29fundraising initiative
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
Module9:PG30|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG31fundraising initiative
worksheet 4footprintcutouts
Module9:PG32|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG33fundraising initiative
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
Module9:PG34|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
contact details
WOOLWORTHSMAKINGTHEDIFFERENCEPROGRAMMEREGIONALCOORDINATORS
Regional Offices
Regional Coordinator
E-mail Address
Telephone No.
Fax. No.
Western Cape
VusaniMlilo mtd@okuhle.co.za (021)4472911 (021)4472918
KwaZulu Natal
CassandraChappel mtd@hotstuffmarketing.co.za (031)2015606 (031)2020808
Pretoria SonjaVisser mtd@visario.co.za (012)6621880 (012)6622876
JHB NW VarinaSingh mtd@stirfrymarketing.co.za (011)4502494 (011)4503025
JHB SE TarynSchoeman mtd@stirfrymarketing.co.za (011)4502494 (011)4503025
WOOLWORTHSMAKINGTHEDIFFERENCEPROGRAMMEREGIONALRELATIONSHIPMANAGERS
Region Name E-mail Address Telephone No.
Western Cape SadiaAnsary sadiaansary@woolworths.co.za 0833792868
Gauteng AdeleFrancis adelefrancis@woolworths.co.za 0832773875
KwaZulu Natal JackieHardien jackiehardien@woolworths.co.za 0761517980
WOOLWORTHSMAKINGTHEDIFFERENCEPROGRAMMENATIONALENQUERIES
Name E-mail Address Telephone No. Fax.No.
BonitaSolomon bonita@okuhle.co.za (021)4472911/0833669481 (021)4472918
MYSCHOOLFUNDRAISINGINITIATIVE
Forfurtherinformation:0860100445
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module9:PG35fundraising initiative