De Beers Impact Report - December 2020

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