T o u r i s t s l o v e t o v i s i t g a m e r e s e r v e s i n t h e b u s h v e l d , w h e r e t h e y c a n s e e t h e “ B i g F i v e ” – l i o n , l e o p a r d , r h i n o , h i p p o a n d
buffalo. But in the City of Cape Town, most wild animals are very small – insects, spiders, birds, lizards and mongooses.
Some larger animals like grysbok, porcupines and mole rats do survive in the City’s nature reserves but they are hard to
observe because they are secretive, nocturnal or live in burrows. If you plan to visit a nature reserve to observe animals, prepare learners to look for small animals that they are likely to see, and for signs of the animals that they probably won’t
see. In this activity, learners will investigate which animals live in a local nature reserve and classify the animals they observe.
Learning Outcome 1:
Scientific Investigations The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Standards
Conducts investigations and collects data.
Evaluates data and communicates findings.
Learning Outcome 2:
Constructing Science Knowledge The learner will be able to interpret and apply scientific, technological and environmental knowledge. Assessment Standards
Recalls meaningful information: distinguishes types of organisms.
Categorises information: applies classification systems to familiar and unfamiliar organisms.
Learning Outcome 3:
Science, Society and the Environment The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment. Assessment Standard
Understands sustainable use of the earth’s resources.
Core Knowledge and Concepts
All organisms have adaptations for survival in their habitats.
This learning activity is based on a field trip developed by Mrs Ivy Kinnear at the Cape Flats Nature Reserve