PRESENTERSPRESENTERS

Ursula CarstenUrsula Carsten

Life SciencesLife Sciences Physical Physical

SciencesSciencesSCHOOL: SCHOOL: DIAZVILLE DIAZVILLE

SECONDARY in SECONDARY in SALDANHA BAYSALDANHA BAY

Ursula BooysUrsula Booys

PRESENTERSPRESENTERS

OVERVIEW of our OVERVIEW of our SCHOOLSCHOOL

Satellite Photo of our Satellite Photo of our schoolschool

SOCIO-ECONOMIC SOCIO-ECONOMIC BACKROUNDBACKROUND

High rate of unemployment-povertyHigh rate of unemployment-poverty Very few skilled workersVery few skilled workers Alcohol and drug abuseAlcohol and drug abuse A community (learners) who in most A community (learners) who in most

cases live without hope and visioncases live without hope and vision

DIAZVILLE HIGH-EXPO 4 DIAZVILLE HIGH-EXPO 4 YOUNG SCIENTISTSYOUNG SCIENTISTS

OVERVIEW OF PROJECTOVERVIEW OF PROJECT The vast majority of us are aware that our The vast majority of us are aware that our

environment is reaching a crisis point. environment is reaching a crisis point. A crisis point that society is desperately trying A crisis point that society is desperately trying

to pull back from as humanity continues to to pull back from as humanity continues to belch out toxic carbon emissions (CObelch out toxic carbon emissions (CO22 gasses) gasses)

in its continued efforts to provide the type of in its continued efforts to provide the type of existence we feel is necessary.existence we feel is necessary.

Through our projectThrough our project learners must be realize learners must be realize that all of us are responsible for a sustainable that all of us are responsible for a sustainable environment.environment.

Rondonia, Brazil 1975 Rondonia, Brazil 2000

1. Habitat loss or 1. Habitat loss or degradationdegradation

Agriculture

• 26% of the CFR• 96% of renosterveld• 49% fynbos

Consumerism

3. Increased use of natural 3. Increased use of natural resourcesresources

Medicinal plants and animals

Impact of climate change Impact of climate change globally globally

Scientists have recently Scientists have recently discovered that the Earth`s discovered that the Earth`s temperature is rising at an temperature is rising at an alarming rate. In fact, if we see a alarming rate. In fact, if we see a further 3 degree rise in further 3 degree rise in temperature, we will be at a point temperature, we will be at a point of no return.of no return.

Grinnell Glacier, USA 1940

Grinnell Glacier, USA 2007

Rising sea levels – coastal cities sinking

Rising sea levels – eroding Rising sea levels – eroding beachesbeaches

Maldives 1995 Maldives 2007

Flooding- extreme weather episodes

Hitzacker, Germany 1999

Hitzacker, Germany 2006

Global WarmingGlobal Warming

REASON FOR THIS REASON FOR THIS PROJECTPROJECT

The planting of indigenous trees (plants) The planting of indigenous trees (plants) and to restore the natural habitat will have and to restore the natural habitat will have an immense positive impact on the positive an immense positive impact on the positive energy flow and natural climate control on energy flow and natural climate control on global scale.global scale.

The importance of biodiversity is to create a The importance of biodiversity is to create a balance between the greenhouse gasses balance between the greenhouse gasses and the availability of oxygen in the and the availability of oxygen in the atmosphere and especially the ozone layer. atmosphere and especially the ozone layer.

RESTORE!!!RESTORE!!!

DIAZVILLE’s RESPONSEDIAZVILLE’s RESPONSEDIAZVILLE`S RESPONSE

FINDING OUT ABOUTFINDING OUT ABOUT

ACCOUNTABLE :ACCOUNTABLE : Gr. 10 Life Sciences Teacher and learnersGr. 10 Life Sciences Teacher and learners

Concepts and dataConcepts and data1.1. Biosphere & biomesBiosphere & biomes2.2. Climate & climate changeClimate & climate change3.3. SoilSoil4.4. Ecosystem & Energy flowEcosystem & Energy flow5.5. Nutrient cyclesNutrient cycles6.6. BiodiversityBiodiversity7.7. PhotosynthesisPhotosynthesis8.8. Invasive Alien PlantsInvasive Alien Plants

LEARNING OUTCOMESLEARNING OUTCOMESGr. 10 Life SciencesGr. 10 Life Sciences

LO 1: Planning/designing an investigation, LO 1: Planning/designing an investigation, collecting data & analysing collecting data & analysing data/information. Making data/information. Making deductions/conclusionsdeductions/conclusions

LO 2 : Applying acquired Life Sciences LO 2 : Applying acquired Life Sciences knowledge in a new/unfamiliarknowledge in a new/unfamiliar contextcontext

LO 3 : Applying Life Sciences knowledge in LO 3 : Applying Life Sciences knowledge in industry, in everyday life and explore industry, in everyday life and explore career opportunities in Life Science.career opportunities in Life Science.

LEARNERS’ SUPPORTLEARNERS’ SUPPORT

InformationInformation Assessment activitiesAssessment activities Assessment rubricsAssessment rubrics WebsitesWebsites Guidelines how to create graphs, Guidelines how to create graphs,

PowerPoint presentations, etc.PowerPoint presentations, etc.

TEACHER’s SUPPORTTEACHER’s SUPPORT

Lesson PlansLesson Plans PowerPoint presentations to use PowerPoint presentations to use

in lessonsin lessons Background InformationBackground Information Assessment toolsAssessment tools Assessment rubrics and memo’sAssessment rubrics and memo’s

INVESTIGATION INVESTIGATION QUESTIONQUESTION

How can we as learners of How can we as learners of Diazville High School Diazville High School reduce the carbon footprints reduce the carbon footprints in our community through a in our community through a sustainable program?sustainable program?

HYPOTHESISHYPOTHESIS

We can reduce the carbon We can reduce the carbon footprints by creating a footprints by creating a indigenous garden and indigenous garden and restore the plant restore the plant biodiversity in a given biodiversity in a given area.area.

CURRICULUM LINKSCURRICULUM LINKS

Geography – Climate changeGeography – Climate change Mathematical Literacy- Graphs, %Mathematical Literacy- Graphs, % Languages – Essays, Oral presentations, Languages – Essays, Oral presentations,

comprehensioncomprehension Physical Sciences – Physical & chemical Physical Sciences – Physical & chemical

properties properties CAT- Designing of brochures and CAT- Designing of brochures and

newslettersnewsletters

IDENTIFIED AREAIDENTIFIED AREA

WHAT needs WHAT needs to be done?to be done?

By WHOM?By WHOM? By WHEN?By WHEN? RESOURCESRESOURCES COSTSCOSTS EXCPECTED EXCPECTED OUTCOMESOUTCOMES

SSpecificpecific

MMeasurableeasurable

AAchievablechievable

RRealisticealistic

TTime-boundime-bound

Action Management Plan:

TIMEFRAMETIMEFRAMEACTIONACTION TIMEFRAMETIMEFRAME TARGET GROUPTARGET GROUP

Awareness and Awareness and gathering of knowledgegathering of knowledge

First school quarterFirst school quarter Grade 10 learners, Grade 10 learners, teachers, parents.teachers, parents.

PartnershipsPartnerships Before and during Before and during implementation of planimplementation of plan

SanParks, WfW, SanParks, WfW, Correctional Services, Correctional Services, RastafariansRastafarians

Removal of Invasive Removal of Invasive Alien Plants & Alien Plants & preparing soilpreparing soil

In 2011In 2011

WfW,SANBI,IIMBOVAWfW,SANBI,IIMBOVANE, Local NE, Local Municipality,Learners,Municipality,Learners,

gr 10 teachersgr 10 teachers

RehabilitationRehabilitation After removal of After removal of Invasive Alien PlantsInvasive Alien Plants

WfW, SanParks, WfW, SanParks, Department of Department of Forestry, nurseryForestry, nursery

Indigenous gardenIndigenous garden After rehabilitationAfter rehabilitation Learners, teachers, Learners, teachers, communitycommunity

FOCUS PLANT - FOCUS PLANT - SPEKBOOM SPEKBOOM

NATURAL FLORANATURAL FLORA

WHAT HAS BEEN DONE WHAT HAS BEEN DONE ALREADY!ALREADY!

VISIONVISION

Phase 4- Monitoring& Phase 4- Monitoring& Evaluation phaseEvaluation phase

Controlling the project.Controlling the project.

1.1. MaintenanceMaintenance

2.2. Internal factors – development of area, Internal factors – development of area, plant growth, etc.plant growth, etc.

3.3. External factors – pesticidesExternal factors – pesticides

4.4. Expert ‘s opinionExpert ‘s opinion

What we learned from What we learned from this Projectthis Project

1.1. Investigation skills .Investigation skills .

2.2. How to restore.How to restore.

3.3. Team work.Team work.

4.4. Broadening of general knowledge about Broadening of general knowledge about invasive alien plants and skills to remove invasive alien plants and skills to remove them. .them. .

5.5. We realized that environmental problems isn’t We realized that environmental problems isn’t only the scientist ‘s responsibility, but each of only the scientist ‘s responsibility, but each of us have the capacity and ability to do so . us have the capacity and ability to do so .

CONCLUSIONCONCLUSION

As learners of Diazville Secondary school As learners of Diazville Secondary school we can contribute towards a we can contribute towards a sustainable environment by being sustainable environment by being responsible, caring and respecting responsible, caring and respecting mother earth . mother earth .

We can change the negative connotations We can change the negative connotations of carbon footprints into positive carbon of carbon footprints into positive carbon handprints. handprints.

PARTNERSHIPSPARTNERSHIPS

Madiba ‘s challenge to Madiba ‘s challenge to the human race:the human race:

““Our deepest fear is not that we are Our deepest fear is not that we are inadequate. Our deepest fear is that we inadequate. Our deepest fear is that we are powerful beyond measure. It is our are powerful beyond measure. It is our light not our darkness that frightens us . light not our darkness that frightens us . We were born to manifest the glory of We were born to manifest the glory of God within us. It is not just in some of us God within us. It is not just in some of us it’s in everyone . As we are liberated from it’s in everyone . As we are liberated from our own fear our presence automatically our own fear our presence automatically liberates others.”liberates others.”

Thank You !!!Thank You !!!