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PRESENTERSPRESENTERS
Ursula CarstenUrsula Carsten
Life SciencesLife Sciences Physical Physical
SciencesSciencesSCHOOL: SCHOOL: DIAZVILLE DIAZVILLE
SECONDARY in SECONDARY in SALDANHA BAYSALDANHA BAY
Ursula BooysUrsula Booys
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PRESENTERSPRESENTERS
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OVERVIEW of our OVERVIEW of our SCHOOLSCHOOL
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Satellite Photo of our Satellite Photo of our schoolschool
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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
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DIAZVILLE HIGH-EXPO 4 DIAZVILLE HIGH-EXPO 4 YOUNG SCIENTISTSYOUNG SCIENTISTS
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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.
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Rondonia, Brazil 1975 Rondonia, Brazil 2000
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1. Habitat loss or 1. Habitat loss or degradationdegradation
Agriculture
• 26% of the CFR• 96% of renosterveld• 49% fynbos
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Consumerism
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3. Increased use of natural 3. Increased use of natural resourcesresources
Medicinal plants and animals
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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.
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Grinnell Glacier, USA 1940
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Grinnell Glacier, USA 2007
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Rising sea levels – coastal cities sinking
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Rising sea levels – eroding Rising sea levels – eroding beachesbeaches
Maldives 1995 Maldives 2007
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Flooding- extreme weather episodes
Hitzacker, Germany 1999
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Hitzacker, Germany 2006
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Global WarmingGlobal Warming
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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.
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RESTORE!!!RESTORE!!!
DIAZVILLE’s RESPONSEDIAZVILLE’s RESPONSEDIAZVILLE`S RESPONSE
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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
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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.
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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.
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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
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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?
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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.
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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
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IDENTIFIED AREAIDENTIFIED AREA
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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:
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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
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FOCUS PLANT - FOCUS PLANT - SPEKBOOM SPEKBOOM
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NATURAL FLORANATURAL FLORA
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WHAT HAS BEEN DONE WHAT HAS BEEN DONE ALREADY!ALREADY!
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VISIONVISION
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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
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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 .
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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.
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PARTNERSHIPSPARTNERSHIPS
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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.”
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Thank You !!!Thank You !!!