De Beers Impact Report - December 2020

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De Beers Eco-Schools Environmental Education Project Blouberg, Limpopo

December 2020

Natural Sciences lesson on Plants: Gymnosperms and Angiosperms; Monocotyledons Dicotyledons; Plant reproduction pollinators.

CONTENTS

Organisational details..................................................4 WESSA- De Beers partnership.....................................5 Situating the project....................................................6 WESSA Schools Programme........................................7 De Beers Eco-Schools Narrative report.....................8 Evidence of environmental education integration..10 The COVID-19 Response Strategy...........................12 WESSA Schools Programme stats and figures for COVID-19 Response Strategy...................................15 Schools we worked with in 2020..............................16 Stories of Change ......................................................... 19 Project Highlights ......................................................... 24 Project Posters .............................................................. 25 Project Beneficiaries .............................................. .....31 Challenges ................................................................... 32 Lessons learnt ............................................................... 32 Funder Acknowledgment ......................................... 33 Contact us ..................................................................... 34

De Beers supported

Eco-Schools: a partnership since 2015 that has benefited many, changing mindsets around sustainability and the environment as a whole.

Organisational details

Name of the organisation: WESSA

Author of report: Cindy-Lee Cloete

Position in organisation: Programme Manager: WESSA Schools Programme

Contact number: 064 752 0598

Email: Cindy.Cloete@wessa.co.za

De Beers Blouberg 2020

WESSA- De Beers partnership

The WESSA-De Beers partnership started in 2015 in the Blouberg area and has benefited over 10 000 learners in the 10 schools and expanded on the teachings around environmental education.

Blouberg municipality is faced with a number of social and environmental issues including water shortages, poverty and unemployment. Through the Eco-Schools project, we have worked on reducing the effects of the social and environmental issue through our vegetable garden projects and recycling projects using education and project based learning as tools.

An example would be learners measuring how much water they are using per day as part of their maths lesson and looking for solutions to lower their water consumption through tippy taps, placing containers with drinking water in classrooms for learners to drink from instead of using the taps outside, and looking at waterwise gardening methods to help conserve water in their area. The gardens supplied learners from disadvantaged home with a variety of fruits and vegetable such as spinach, onions and oranges.

Ramaahlo Primary School won 3rd place for the South African Green Schools Programme: Care for the planet on 15th April 2017.

De Beers Blouberg 2020 5

Situating the project

The most acute environmental problems are in rural developing settings, where natural resources are central to income and meeting daily needs. Land-based activities such as farming, livestock husbandry, and consumption and trade in natural resources (e.g. fuelwood, wild plants) are significantly impacted by environmental change. Communities rely more heavily on the environment as a buffer against household distresses, such as job loss or mortality. The state of the local natural environment is, therefore, central to the well-being of households in rural regions in the area.

The Programme is running in ten schools in the Blouberg Local Municipality , near Alldays.

De Beers Blouberg 2020

WESSA Schools Programme

Our goal to support and strengthen quality education through Maths and Science hands-on activities , have inspired and engaged teachers to venture their teaching outside of textbooks and thereby transforming school environments positively. Learners showed great interest and enthusiasm, participating excitedly during interventions, developing a positive mindset towards STEM subjects. Throughout the project, interventions were conducted with Grade 6 and 7 learners at 10 schools and 4000 learners were reached directly . According to the learner record sheets submitted by teachers, the percentage of learners passing Maths and Science assessments on interventions facilitated by the Programme, has increased from 80% in 2017/18 to 93% in 2018/19.

The following activities were completed in line with the Eco-schools 7 step framework:

1 2

Planned and implemented action- learning projects related to findings of audit linked to the Eco-schools 11 themes. In planning the projects schools looked at opportunities to inform and involve

Linked projects to the CAPS curriculum in Maths and Science subjects and used the scientific method to implement projects. The projects further integrated learning into Technology, Social Sciences and Life Skills subjects.

Monitored and evaluated action

Conducting baseline audits to determine the state of environmental management at the school before projects are implemented.

projects for annual assessment through portfolios of evidence in order for the schools to advance to the next award level.

other individuals either from the schools or the community.

The Eco-School themes are:

COMMUNITY and HERITAGE

BIODIVERSITY and NATURE

HEALTH and WELLBEING

ENERGY

COASTS and OCEANS

CLIMATE CHANGE

WASTE

SCHOOL GROUNDS

ECO- TOURISM

WATER

TRANSPORT

De Beers Blouberg 2020 7

De Beers Eco-Schools Narrative report

In the past 6 years the project has had a sole focus of getting learners to enjoy maths and science while using environmental education as a tool. Using the WESSA Eco-schools themes the schools performed numerous experiments linking them to the CAPS curriculum.

With the Maths and science focus the project was able to increase the quality of results in Maths, Science and Language . The project was also very successful in helping learners make the connection between what they have learned and how to apply in to their every day lives. The WESSA team also invested time into skills development for teachers through capacity building workshops to ensure that there is space for innovation and critical thinking on how teachers can solve environmental issues at local level. We improved teachers’ skills to teach Maths and Science, project-based learning through these capacity building workshops, and co-teaching interventions conducted at schools. Teachers are using information and communications technology TEACHERS: SKILLS DEVELOPMENT

to research topics and share project successes. The workshops were also to ensure that the teacher can carry on with the project and continue being agents of change in their communities.

WHOLE SCHOOL DEVELOPMENT

The projects have also successfully contributed to whole school development , learners are more aware of their surroundings, and through planting and cleaning the schools look pleasing to the eye. The schools have been recognised for their efforts through external competitions such as Baswa le Meetse (a competition led by the Department of Water and Sanitation) with their Eco-Schools water projects and the South African Green Schools Programme: Care for the planet competition, where Ramaahlo Primary School won 3 rd position .

Community members planting seedlings donated by school.

Teachers attend Fundisa for Change Water course at DWS Youth Summit.

De Beers Blouberg 2020

INVOLVING PARENTS AND COMMUNITY MEMBERS

The schools have also found ways to share with and involve parents and community members in the projects, particularly during the lock- down period in 2020 we saw a lot of parents get involved in maintaining the school garden to ensure that the learners continue to benefit from the vegetable garden. The overall goal of achieving a change in mindset and enhancing understanding and love for math and science has been achieved through the implementation visits and overall support for the schools.

Learners from Mama Primary School making art from waste.

Learners at Briershof Primary school using waste to create art as a part of their waste project.

Teachers conduct scientific experiments with learners.

Learners received seedlings to care for and plant at home.

De Beers Blouberg 2020 9

Evidence of environmental education integration

Maths and Science lessons: Science in a box

Mamoyahabo Primary School learners identifying different insects from their surroundings.

Learners exploring parts of a flower as a part of their Natural Science lesson.

Maths lesson on doing a Biodiversity audit.

De Beers Blouberg 2020

Natural Science lesson on the effects of pollution on groundwater, affecting drinking water from boreholes.

Ramaahlo Primary School showing data collection and representation in bar graph of Waste Audit conducted for Maths.

Science experiment with learners at Rasegkale Primary School.

Water purification experiment with learners.

The benefits of Wetlands.

De Beers Blouberg 2020 11

The COVID-19 Response Strategy

The effects of the COVID-19 pandemic required us to think differently about how we implement our projects and successfully support the schools in the WESSA- De Beers Eco-Schools project. As the WESSA Schools Programme, we identified 3 priority areas as our focus to help schools cope with the effects of the systematic shift and supplement essential items that will be provided by the Department of Basic Education.

Skills education

Lesson plan support

Assessment tools

Engaged, competent and well-informed citizens

Continued journey of quality education

Tippy taps

Life long, practical skills

Safe water points

Health and wellbeing

Sanitation plan

Food gardens

Awareness points

Response to local and global social, economic and environmental challenges

De Beers Blouberg 2020

In our COVID-19 strategy, we supported teachers with the trimmed curriculum so that they were able to continue to deliver quality education. To also provide the Eco-School committee and as many other learners as possible with health and hygiene resources and continue with the food gardens to ensure food security at schools. THE 3 MAIN OBJECTIVES OF THE PROJECT IN 2020:

with 6 litres of sanitizer and provided 3 COVID-19 related posters at each school for common areas. Teachers and learners where given a demonstration on how to use each of the resources provided. Makgari Primary school got a community member to replicate the hygiene system and added 3 more for their school. We were able to give a lesson at 6 of the 10 schools on how they can better protect themselves from COVID-19. The posters given to the schools were to remind teachers and learners to take precautions to protect themselves from COVID-19, they were explained and put up in strategic areas around the schools. We gave support to teachers on how they can effectively use the garden as a tool for curriculum lessons in different subject like Maths, Life orientation and Science.

1) Curriculum support, 2) Covid-19 School readiness, and 3) Food security.

We got schools COVID-19 ready by installing School Hygiene System stations at each school, gave 20 masks for the Eco-committee, 1 sanitizer stand

Each School Received:

3 posters

1 sanitizer stand

20 masks

6 litres of sanitizer

Rasekgale Primary school receiving the COVID-19 response resources.

De Beers Blouberg 2020 13

Demonstration and COVID-19 lesson with learners at Briershof Primary School.

Hygiene system demonstration and

Learner from Mama Primary school demonstrating how the sanitizer stand works to the rest of the learners.

Teachers at Madikwa Primary School showing the groundsman how the hygiene system works.

COVID-19 related lesson with learners from Mama Primary school.

De Beers Blouberg 2020

WESSA Schools Programme stats and figures for COVID-19 Response Strategy

Gardens

10 Schools

Hygiene systems

Hand soap (in litres)

Hand sanitiser stands

Sanitiser (in litres)

De Beers Eco- Schools

200 Masks

Posters

Demonstrations

Lessons

De Beers Blouberg 2020 15

Schools we worked with in 2020

We worked with 10 schools in the 2020 project year and due to the pandemic, a lot of the projects have been paused. With guidance and support from WESSA and DeBeers the schools have managed to maintain and benefit from the vegetable garden, health and wellbeing and water projects.

AWARD WORKING TOWARDS

SCHOOL

1. Mama Primary School

International Flag

2. Sepanya Primary School

Platinum 1

3. Makgafela Primary School

Platinum 1

4. Makgari Primary School

Platinum 1

5. Briershof Primary School

Gold Certificate Award

6. Ramaahlo Primary School

Platinum level 4

7. Alldays Primary School

Platinum level 4

8. Mamayahao Primary School

Platinum 1

9. Modikwa Primary School

Platinum 1

10. Rasekgale Primary School

Platinum 1

Maths lesson using the garden as teaching tool at Sepanya Primary School.

Rasekgale Primary School learners harvesting spinach for their kitchen.

De Beers Blouberg 2020

Soil science experiment with the learners at Makgari Primary School.

De Beers Blouberg 2020 17

Building a creche for over 150 young children .

De Beers Blouberg 2020

Stories of Change

Briershof Primary School in Alldays written by Emmanuelle Peniston

Briershof Primary School was founded in 2013 to address a serious need for alternative education in the Alldays area. “From the outset we at Briershof wanted to include an environmental education and community assistance policy in our educational approach and to date we have started many such projects within the schools activities.”

Vegetable Garden Projects

“Within the first few months of opening, we had started our own veggie garden at school which was eco friendly. The idea was to show our learners how to produce their own food while not harming the world around them . Produce from the veggie gardens would be sent home with the children and also used in our community assistance programs. We have also helped set up other veggie projects in the Alldays Community including a community veggie garden for the elderly in Alldays.”

De Beers Blouberg 2020 19

Alldays Cleaning Campaign

We have run a number of environmental programs to not only teach about conservation and environmental sustainability but also give specific learners an opportunity to participate in these projects too. Briershof runs an annual cleaning campaign to clean up the Alldays town area in conjunction with the Vision Africa Community and Wildlife Foundation. Our Learner assist us in this clean up and we collect and fill an average of 200 bags of rubbish! This is then processed and recycled as best as possible but Alldays does not have proper recycling facilities. Last year we worked with The Alldays Wildlife Communities and Research Centre (AWCRC) to recycle some of the collected rubbish.

Community Veterinary Program

Once a year Briershof Primary School assists Vision Africa Wildlife with their annual community veterinary campaign to give free veterinary care to various members of the Alldays community. Many in our our community cannot afford specialist care. We have helped provide many vaccines, assisted with emergency vet care and also helped with a bigger dog and cat free sterilisation program.

Soup Kitchen on Mandela Day

We completed our first Mandela Day community soup kitchen day. We as a school prepared a hot (and tasty!) soup for vulnerable, elderly community members in Alldays. The learners assisted in the whole preparation and serving project! It was an very cold day but there were no complaints in preparing the soup outside as the school has always strived to teach our learners the value in helping others! It was a great day and we ended up running out of soup after serving many people. This will be an annual event now and next year we will make much more soup!

De Beers Blouberg 2020

Building a Creche

While visiting a local creche in our community our school noticed that in one specific creche there was a great determination to provide excellent care for over 150 young children. The head of the creche was totally committed to her children and was dong her absolute best to ensure she gave a good ECD service to the community. However we discovered a serious lack of adequate facilities which include a set of holes in the ground for toilets (no privacy whatsoever and totally exposed) as well as a class which had a caving in roof as just a few of the most pressing issues. We decided to help as much as we could and we are now in the process of building two new classrooms as well as proper toilets. We are making the bricks on site and including the community in the build project. Briershof Primary School supports a number of conservation projects in the area. We have in the past included rhino awareness as part of our teaching and also we support Lion Watch and Vision Africa Wildlife in their efforts to conserve and raise awareness for rhinos and lions. Working with the AWCRC we have also hosted and provided environmental programs in the bush to further instill a love for wildlife and the environment for all our learners which we hope will remain a part of their thinking through out their lives even after finishing school! good quality education in our community and including a strong environmental and community assistance component is very important to us! “ “ Briershof Primary School in Alldays will continue to provide essential, Environmental and Conservation

De Beers Blouberg 2020 21

Learners enjoy and learn from practical investigations.

De Beers Blouberg 2020

Makgafela Primary School written by Mpya Aletta Mokgadi

Makgafela Primary School was established in 1991 with just 90 learners and 3 teachers, it started with one block of 3 classrooms. Presently we have 219 learners from grade R-7 with 2 classroom blocks and six teachers.

“

We started as an Eco-School in 2015 and found value in the workshops that were conducted by WESSA to help us start and plan our change projects. We particularly enjoy being a part of the programme because it gives alternative teaching methods for maths and science at our school. In our journey we have mastered teaching natural science outside and learned that the learners enjoy and learn from practical learning.

“

Vegetable production

The school produces vegetables throughout the year, the vegetables are then used to supplement the school’s kitchen and to provide people from the community with produce to ensure income generation for the school, we have raise over R3000 for our school over the years. Some of our biggest challenges were the fact that the school garden was full of stones (big and small) and the Eco-Schools committee came up with the following ways to deal with the issue; We dug seed beds and planting holes to get rid of stones and pebbles, bought soil from contractors and fed the soil with organic manure to maintain fertility. From this particular project learners now know how to grow vegetables even at and the teachers acquired gardening skills. the community members are more aware of what is happening in the school and more involved. parents don’t have to walk too far to by vegetable as they are readily available at the school. In the next year we are looking to purchase a 100m net structure that will protect seedlings from weather, insects and introduce the school garden to the drip method of irrigation.

De Beers Blouberg 2020 23

Project Highlights

Over 100 visits to schools to meet with Eco-committees and advise on project implementation, lesson plans and projects completed.

Conducting Permaculture food garden workshops at schools and their communities.

Vegetable seedlings: 200 spinach, 200 beetroot, 100 onions,100 cabbage per 4 schools = Total 2800.

Installing 2 vegetable tunnels at 2 schools to prevent damage from wildlife.

Vegetable garden as a teaching tool.

4 Rainwater harvesting tanks and gutters to increase water supply to food gardens.

Maths and science integration into the Eco-Schools Programme.

Schools winning environmental competitions

Fencing materials for food gardens to protect against domestic animal damage and theft for 4 schools.

Irrigation infrastructure and gardening tools. Supplied learning materials to 20 schools.

Field excursions to places like Lapalala wilderness and Mapungubwe National Park.

10 Hygiene systems, sanitizer stand and 30 posters given to the schools to help them cope with the effects of COVID-19 replication from Madikwa Primary School.

We successfully linked all of the projects to the CAPS curriculum.

De Beers Blouberg 2020

Project Posters

All the schools have worked really hard in maintaining their projects over the years and submitted their Portfolio of Evidence in a form of posters in 2016. The posters clearly demonstrate how the schools have followed the Eco-schools seven step framework and the outcomes of their projects for that particular year.

ALLDAYS PRIMARY SCHOOL PRIMARY SCH OL

ALLDAYS PRIMARY SCHOOL LL AYS PRIMARY SCHOOL Modikwa

Our school is situated in Alldays, Limpopo. Most of the learners come from child-headed families, as parents are working elsewhere or have passed away. Poverty has an effect on the environment in that there is a sense of hopelessness and this shows in the degradation of the environment through littering. Poverty and unemployment also have an effect on the learners' dietary requirements. We have huge issues with water supply and at the same time much water is wasted while learners wash their hands. THEME: RESOURCE USE ACTION We decided to use the Scientific Method to investigate if the tippy tap saves water compared to using a tap for washing hands. Step 1: Ask a question: Will the tippy tap save water? Step 2: Observe: We looked at where we were wasting water & drew a map of the school grounds & taps. Step 3: Make a hypothesis: Then we made a prediction of what will happen – We think the tippy tap will save water. Plan your experiment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under a tippy tap and comparing the measurements. Conduct your experiment: We measured the amounts of water used, obtained the average and recorded our findings on a table. Our school is situated in Alldays, Limpopo. Most of the le rners c me from child-headed families, as parents are working elsewhere or have passed away. Poverty has an effect on the environment in that there is a sense of hopelessness and this shows in the degradation of the environment through littering. Poverty and unemployment also have an effect on the l arners' dietary requirements. We have huge issues with water supply and at the same time much water is wasted while learners wash their hands. THEME: RESOURCE USE ACTION We decided to use the Scientific Method to investigate if the tippy tap saves water compared to using a tap for washing hands. Step 1: Ask a question: Will the tippy tap save water? Step 2: Observe: We looked at where we were wasting water & drew a map of the school grounds & taps. Step 3: Make a hypothesis: Then we made a prediction of what will happen – We think the tippy tap will save water. Step 4: Plan your exp riment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under a tippy tap and comparing the measurements. Step 5: Conduct your experiment: We measured the amounts of water used, obtained the av rage and r corded our findings on a table. Our school is sit ted in Alldays, Limpopo. Most f the learners come from child-headed families, as parents are working elsewhere or have passed away. Poverty has an effect on the environment in that the is a se se of hopel ssness and this hows in the degradation of the environment through littering. Poverty and unemployment also have an effect on the learners' di tary requireme ts. We have huge issues with water supply and at the same time much water is wasted while learners wash their hands. THEME: RESOURCE USE ACTION We decided to use the Scientific Method to investigate if the tippy tap saves water compared to using a tap for washing hands. Step 1: Ask a question: Will the tippy tap save water? Step 2: Observe: We looked at where we were wasting water & drew a map of the school grounds & taps. Step 3: Make a hypothesis: Then we made a prediction of what will happen – We think the tippy tap will save water. Step 4: Plan your experiment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under a tippy tap and comparing he measurements. Step 5: Conduct your experiment: We measured the amounts of water used, obtain d th average and recorded our findings on a able. H llo! Our school is situated in Blouberg, Limpopo, under the jurisdiction of his majesty, Kgoši Kibi. There is a high rate of un mploy t and he community rely on soci l grants. The Simpson Ga-Ramaswikana Village is located next to the Mogalakwena River. Environmental problems include pollution of the river and Illegal hunting n ighbouring g me reserv s. THEME: RESOURCE USE ACTION We decided to use the Scientic Method to investigate if the tippy tap s ves water compared to using a tap for washing hands. Step 1: Ask a questio : Will the tippy tap save water? Step 2: Observe: W looked t wher e w re wasting water & drew a map of th school grounds & aps. Step 3: Make a hypothesis: Then we made a prediction of what will happen – We think the tippy tap will save water. Step 4: Plan your experiment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under a tippy tap and comparing the measurements. Step 5: Conduct your experiment: We measured the amounts of water used, obtained the average and recorded our ndings on a table. Step 4: Step 5:

ECO- 2016 CODE 1. We recycle to keep our school grounds litter free 2. We reach out to our community by supporting the needy & elderly and in turn parents volunteer their time in the vegetable garden & feeding scheme. 3. We use our schoolyard to produce vegetables with the aim to become self-sufficient. 4. We protect our nature & biodiversity on the school grounds ECO- 2016 CODE 1. We recycle to keep our school grounds litter free 2. We reach out to our community by supporting the needy & elderly and in turn parents volunteer their time in the veg table garden & feeding scheme. 3. We use our schoolyard t produce vegetables with the aim to become self-sufficient. 4. We protect our nature & biodiv rsity on the school grounds

THEME: HEALTHY LIVING

THEME: HEALTHY LIVING ACTION: We are preparing to plant our vegetable garden and have to find out how fertile our soil is. Step 1: Ask a question: Which soil is best for plants? Step 2: Research: We learned that soil comes from rocks and consists of tiny stones and living things. Step 3: Make a hypothesis: We predicted that soil with lots of organic matter will be the best for plants. Step 4: Plan your experiment: We will test the qualities of 3 types of soil – sand, clay & loam. S e 5: Do your experiments: We examin d the colour, texture, smell and size of each soil. We also tested how much water drains through each soil. Then we tested the mount of organic matter in the soil. ACTION: We are preparing to plant our vegetable garden and have to find out how fertile our soil is. Step 1: Ask a question: Which soil is best for plants? Step 2: Research: We learned that soil comes from rocks and consists of tiny stones and living things. Step 3: Make a hypothesis: We predicted that soil with lots of organic matter will be the best for plants. Step 4: Plan your experiment: We will test the qualiti s of 3 types of soil – sand, clay & loam. Step 5: Do your experiments: We examined the colour, texture, smell and size of each soil. We also tested how much water drains through each soil. Then we tested the amount of organic matter in the soil.

THEME: HEALTHY LIVING THEME: HEALTHY LIVING ACTION: We are preparing to plant our vegetable garden and have to find out how fertile our soil is. Step 1: Ask a question: Which soil is best for plants? Step 2: Research: We learned that soil comes from rocks and consists of tiny stones and living things. Step 3: Make a hypothesis: We predicted that soil with lots of organic matter will be the best for plants. Step 4: Plan your experiment: We will test the qualities of 3 types of soil – sand, clay & loam. Step 5: Do your experiments: We examined the colour, texture, smell and size of each soil. We also tested how much water drains through each soil. Then we tested the amount of organic matter in the soil. ACTION: We are preparing to plant our vegetable garden and have to  out how fertile our soil is. Step 1: Ask a question: Which soil is best for plants? Step 2: Research: We learned that soil comes from rocks and consists o tiny stones and living things. Step 3: Mak a hypot sis: We pre icted that soil with lots of organic ma ter will be the best for plants. Step 4: Plan your xperiment: We will test the qualities of 3 types of soil – sand, clay & l am. S p 5: Do your experim nts: We xamined the colour, texture, smell and size of each soil. We also tested how much water drains through each soil. Then we tested the amount of organic matter in the soil.

RESULTS Step 6:

Draw your conclusions and share: We calculated that we save 2 975 litres per day if the whole school washed their hands on average 4 times a day using tippy taps! We drew a graph to show our results.

RESULTS Step 6:

Draw your conclusions and share: We realised that loam soil has the most

Draw your conclusions and share: We realised that loam soil has the most organic matter. It is the best soil to let water pass through it for the roots of plants. We learned that to make soil more fertile, we have to add compost to the soil. organic matter. It is the best soil to let water pass through it for the roots of plants. We learned that to make soil more fertile, we have to add compost to the soil.

RESULTS Step 6:

Draw your conclusions and share: We calculated that we save 2 975 litres per day if the whole school washed their hands on average 4 times a day using tippy taps! We drew a graph to show our results. RESULTS Step 6: Draw your conclusions and share: We calculated that we save 509 litres per day if the whole school washed their hands on average 3 times a day. We drew a graph to show our results. RESULTS Step 6:

RESULTS Step 6: Draw your conclusions and share: We realised that loam soil has the

most organic matter. It is the best soil to let water pass through it for the roots of plants. We learned that to make soil more fertile, we have to add compost to the soil.

RESULTS Step 6:

Draw your conclusions and share: We calculated that we save 2 975 litres per day if the whole school washed their hands on average 4 times a day using tippy taps! We drew a graph to show our results.

RESULTS Step 6:

PRIMARY SCHOOL

Modikwa

ECO- 2016 CODE

Hello! Our school is situated in Blouberg, Limpopo, under the jurisdiction of his majesty, Kgoši Kibi. There is a high rate of unemployment and the community rely on social grants. The Simpson Ga-Ramaswikana Village is located next to the Mogalakwena River. Environmental problems include pollution of the river and Illegal hunting neighbouring game reserves.

1. We strive to save every drop of water 2. We grow veggies to alleviate malnutrition for learners & the community

THEME: RESOURCE USE

THEME: HEALTHY LIVING

ACTION We decided to use the Scientic Method to investigate if the tippy tap saves water compared to using a tap for washing hands. Step 1: Ask a question: Will the tippy tap save water? Step 2: Observe: We looked at where we were wasting water & drew a map of the school grounds & taps. Step 3: Make a hypothesis: Then we made a prediction of what will happen – We think the tippy tap will save water. Step 4: Plan your experiment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under a tippy tap and comparing the measurements. Step 5: Conduct your experiment: We measured the amounts of water used, obtained the average and recorded our ndings on a table.

ACTION: We are preparing to plant our vegetable garden and have to nd out how fertile our soil is. Step 1: Ask a question: Which soil is best for plants? Step 2: Research: We learned that soil comes from rocks and consists of tiny stones and living things. Step 3: Make a hypothesis: We predicted that soil with lots of organic matter will be the best for plants. Step 4: Plan your experiment: We will test the qualities of 3 types of soil – sand, clay & loam. Step 5: Do your experiments: We examined the colour, texture, smell and size of each soil. We also tested how much water drains through each soil. Then we tested the amount of organic matter in the soil.

RESULTS Step 6: Draw your conclusions and share: We calculated that we save 509 litres per day if the whole school washed their hands on average 3 times a day. We drew a graph to show our results.

RESULTS Step 6: Draw your conclusions and share: We realised that loam soil has the

most organic matter. It is the best soil to let water pass through it for the roots of plants. We learned that to make soil more fertile, we have to add compost to the soil.

MAKGARI PRIMARY SCHOOL

ECO-CODE 1. We protect our biodiversity which pollinates our crops. 2. We green our schoolyard to attract pollinators.

We are the Eco-committee! Our school is situated in Bahananwa Circuit, Limpopo. Most of the learners come from child-headed families as

parents are working elsewhere or have passed away. The low rainfall results in crops failing, overgrazing leads to soil erosion and this keeps people in the poverty cycle. THEME: BIODIVERSITY & NATURE 2018

THEME: SCHOOLGROUNDS 2019

ACTION Conduct a Biodiversity Audit and compile a species list of our schoolgrounds. MATHS LESSON – DATA

• plants can produce their seeds in flowers (Angiosperms) or in cones (Gymnosperms) • Angiosperms consist of two major groups, dicotyledons and monocotyledons. These groups differ with respect to their roots, stems, leaves, flowers, fruits and seeds. Diversity of plants • plants are classified as plants with seeds (such as maize) or plants without seeds (such as ferns) • plants with seeds are Angiosperms (flowering plants) and Gymnosperms (cone bearing plants such as the cycad) NATURAL SCIENCES LESSON: GRADE 7, TERM 1 (19 FEB 2019) ACTION: Discover the diversity of plants in our schoolgrounds - identifying and describing the observable differences between Angiosperms and Gymnosperms, monocotyledons and dicotyledons. · Monocotyledons (one seed) are characterised by a fibrous root system, parallel veined leaves with no stalks. The flowers are made up of parts in multiples of 3 (3, 6, 9, etc.). · Dicotyledons (two seeds) are characterised by a taproot system and net-veined leaves with stalks. The flowers are made up of parts in multiples of 4 or 5.

3. Hypothesis / prediction – Which habitat will have the highest biodiversity? We predicted the natural area will have the highest biodiversity. 4. Plan how you will test your hypothesis – Materials needed? ID sheets, clipboard and markers. Divide the learners into two groups to investigate two types of habitats. Working in groups of two each with an id sheet. Allocate time. 6. Organise your data – table, graph, etc. 5. Do your investigation & record your data - Circle the animals & plants observed on the ID sheet. important? What are the requirements for high biodiversity? When will we find the most biodiversity, before or after rain? Why? 7. Draw conclusions / Report – Was your hypothesis correct or incorrect? Yes, we found more types of animals and plants in the wild area. Why? We found food and shelter in the natural area for animals and greater variety of plants. HANDLING: GRADE 6, TERM 4 (5 Nov 2018). Scientific Method to find the highest biodiversity area in our schoolgrounds: 1. Ask a question – What do we want to find out? Which habitat type has the highest biodiversity? We compared the natural bush and the schoolgrounds. 2. Research , observe, read, find out (Resource: Enviro Facts 39: Biodiversity) – What is biodiversity? Why is it Geography: climate change effect on biodiversity; Life Skills – animals that help us. Curriculum links: Natural Sciences – biodiversity; habitats; decomposers; ecosystems; food webs/chains.

Reproduction in Angiosperms: · identifying, drawing and describing the components of a flower · pollinators play an important role in the production of food crops for humans

MAMOYAHABO PRIMARY SCHOOL

Hello, we are Mamoyahabo Primary School. Our school is situated in Blouberg, Limpopo Province. The area is very dry with little rainfall. Our water supply is very limited and unreliable. We have many orphans and child-headed families. Most parents are not

ECO-CODE 1. We protect our biodiversity which pollinates our crops. 2. We prevent pollution that can harm our underground water.

working or have low paying jobs. Our schoolyard has several dongas caused by soil erosion. Goats find ways to enter the school and eat our trees. THEME: BIODIVERSITY & NATURE 2018

THEME: SCHOOLGROUNDS 2019

ACTION Conduct a Biodiversity Audit and compile a species list of our schoolgrounds MATHS LESSON – DATA HANDLING: GRADE 6, TERM 4 (5 Nov 2018) Scientific Method to find the highest biodiversity area in our schoolgrounds:

ACTION:

-- soluble substances such as soaps, Protecting our underground water Natural Sciences & Technology Lesson for Gr 6 Term 2: Matter & Materials - Mixtures & water resources Water pollution • in the environment, many things mix or dissolve in water • water can be polluted by -- insoluble substances, such as oil, plastics, tyres, tins, glass, toilet waste fertilizers, insecticides, acids and other poisons -- living germs from toilet waste causing water- borne illnesses such as diarrhoea Water pollution : visit a specific wetland - write a brief report on the importance of wetlands including: habitats and biodiversity, water quality or Importance of wetlands - writing about the impact of loss of wetlands for biodiversity and water quality. Experiment: We built a model catchment by reusing a 2-litre plastic bottle filled with stones, smaller stones and finally sand. A rock represented a mountain where the rain fell, which filtered down in between the stones. The syringe and tube represented the borehole pump. We could see how the clear rainwater was drawn from underground. When we added food colouring, which represented pollution, on top of the soil and it rained, the pollution ended in the underground water and the river.

1. Ask a question – What do we want to find out? Which habitat type has the highest biodiversity? We compared the natural bush and the schoolgrounds. 2. Research , observe, read, find out (Resource: Enviro Facts 39: Biodiversity) – What is biodiversity? Why is it important? What are the requirements for high biodiversity? When will we find the most biodiversity, before or after rain? Why? 4. Plan how you will test your hypothesis – Materials needed? ID sheets, clipboard and markers. Divide the learners into two groups to investigate two types of habitats. Working in groups of two each with an id sheet. Allocate time. 3. Hypothesis / prediction – Which habitat will have the highest biodiversity? We predicted the natural area will have the highest biodiversity.

7. Draw conclusions / Report – Was your hypothesis correct or incorrect? Yes, we found more types of animals and plants in the wild area. Why? We found food and shelter in the natural area for animals and greater variety of plants. 6. Organise your data – table, graph, etc. 5. Do your investigation & record your data - Circle the animals & plants observed on the ID sheet.

Conclusion : Pollution on land and rivers end up in underground water as it is dissolved in rainwater and filters into the soil. This can contaminate our borehole water that we use for drinking and cooking.

Curriculum links: Natural Sciences – biodiversity; habitats; decomposers; ecosystems; food webs/chains. Geography: climate change effect on biodiversity; Life Skills – animals that help us.

SEPANYA PRIMARY SCHOOL

ECO- 2016 CODE 1. Repair, recycle, reuse and reduce because every drop of water counts! 2. We grow veggies to alleviate malnutrition of learners & the community.

Hello! Our school is situated in the remote Setloking Village, at the foot of the Blouberg Mountain, Limpopo. The socio-economic challenges faced by families of the learners are lack of transport, illiteracy, high rate of orphans and vulnerable children, unemployment and alcoholism. The area suffers from scarcity of water and the school's borehole is drying up. Soil is eroded due to the mountainous terrain and overgrazing.

THEME: RESOURCE USE

THEME: HEALTHY LIVING

ACTION We decided to use the Scientific Method to investigate if the tippy tap saves water compared to using a tap for washing Ask a question: Will the tippy tap save water? Observe: We looked at where we were wasting water & drew a map of the school grounds & taps. Make a hypothesis: Then we made a prediction of what will happen – We think the tippy tap will save water. Plan your experiment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under a tippy tap and comparing the measurements. Step 5: Conduct your experiment: We measured the amounts of water used, obtained the average and recorded our findings on a table. Step 3: Step 4: hands. Step 1: Step 2:

ACTION: We are preparing to plant our vegetable garden and have to find out how fertile our soil is. Step 1: Ask a question: Which soil is best for plants? Step 2: Research: We learned that soil comes from rocks and consists of tiny stones and living things. Step 3: Make a hypothesis: We predicted that soil with lots of organic matter will be the best for plants. Step 4: Plan your experiment: We will test the qualities of 3 types of soil – sand, clay & loam. Step 5: Do your experiments: We examined the colour, texture, smell and size of each soil. We also tested how much water drains through each soil. Then we tested the amount of organic matter in the soil.

RESULTS Step 6:

Draw your conclusions and share: We calculated that we save 450 litres per day if the whole school washed their hands on average 3 times a day using tippy taps! We drew a graph to show our results.

RESULTS Step 6: Draw your conclusions

and share: We realised that loam soil has the most organic matter. It is the best soil to let water pass through it for the roots of plants. We learned that to make soil more fertile, we have to add compost to the soil.

RASEKGALE ECO- 2016 CODE PRIMARY SCHOOL 1. We strive to save every drop of water

Hello! We are the Eco-committee! Our school is situated in Eldorado Village, in Blouberg Municipality, Limpopo. Most families are child-headed due to parents working away or have passed away. Poverty lead to malnutrition. Due to overgrazing and deforestation, there is much soil erosion leading to bad roads.

2. We grow veggies to alleviate malnutrition for learners & the community

THEME: RESOURCE USE

THEME: HEALTHY LIVING

ACTION We decided to use the Scientific Method to investigate if our containers save water compared to using a tap for washing Ask a question: Will the containers save water? Observe: We looked at where we were wasting water & drew a map of the school grounds & taps. Make a hypothesis: Then we made a prediction of what will happen – We think the containers will save water. Plan your experiment: We chose 3 learners to wash their hands under a tap and 3 learners to wash their hands under the containers and comparing the measurements. Conduct your experiment: We measured the amounts of water used, obtained the average and recorded our findings on a table. Step 3: Step 4: Step 5: hands. Step 1: Step 2:

RESULTS Step 6: Draw your conclusions & share: We calculated that

RESULTS Step 6: Draw your conclusions

we save 509 litres per day if the whole school washed their hands on average 3 times a day using containers. We drew a graph to show our results.

Project Beneficiaries

Breakdown of beneficiaries:

Direct beneficiaries 5 000

Indirect beneficiaries 10 000

All learners and teachers at 10 Blouberg schools, who benefit from school transformation projects completed at schools.

Intermediate Phase and Senior Phase Math and Science teachers from 10 rural under-resourced schools.

Community members, including parents, benefit from their children receiving project-based Math and Science learning, which develops practical skills for life. Solutions implemented by learners spread to the wider community.

Grade 5, 6 and 7 learners from 10 Blouberg schools, majority from low-income households and orphaned or vulnerable children.

Male 38%

Male 50%

5 000

1 900

5 000

3 100

Female 62%

Female 50%

South African Born Chinese

African Coloured Indian White

Other

Disabled

Direct beneficiaries: Indirect beneficiaries:

4 980

10 000

De Beers Blouberg 2020 31

Challenges

• The COVID-19 pandemic highlighted in the schools the underlying issues that affect learners including access to food. • There are many dynamics within the management of schools, which also has an effect on how well projects are supported. Lack of leadership and management skills of principals result in delays in taking decisions.

Lessons learnt

Parents are always willing to get involved and better the projects and extend the reach.

Some schools require more support than others.

De Beers Blouberg 2020

Funder Acknowledgment

Briershof Primary School

“

Thank you very much to the De Beers group for the financial support, we as Briershof Primary School are grateful for your kindness.

“

Mama Primary School

“

Mama Primary School would like to thank the Eco-Schools’ team and the De Beers group for their continuous support, through the much-needed support we able to maintain healthy living at our school.

“

De Beers Blouberg 2020 33

Thank you De Beers for allowing WESSA to redirect the project funds for 2020 to the new COVID-19 response strategy and for affording us the creative space to shift our focus to ensure that we remain relevant in supporting the learners, teachers and schools to better cope with the global pandemic. We would like to express sincere gratitude for supporting the WESSA Eco-schools Programme in Blouberg for the many meaningful action projects that have been implemented because of their generous funding.

The project has over the years benefited the schools and changed mindsets around sustainability and the environment as a whole.

Donavan Fullard General Manager: WESSA Schools Programme

Tel 011 462 5663 Cell 076 790 4989 Email Donavan.Fullard@wessa.co.za

Cindy-Lee Cloete Programme Manager: WESSA Schools Programme

Tel 011 462 5663 Cell 064 752 0598 Email Cindy.Cloete@wessa.co.za

www.wessa.org.za

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