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Field trips can help learners to apply in practice what they have learnt about in the classroom. In this fieldwork activity,

learners will observe plants and animals both in their school grounds and in a nature reserve. They will decide how they are adapted to survive physical conditions such as the climate, and how they are adapted to interact with other plants

and animals in their habitat. Most of the City of Cape Town’s nature reserves are too small for large mammals, and it is hard to find the small mammals such as buck, porcupines and mole rats that do occur there because they are often secretive, nocturnal or live in burrows. Prepare learners to look for small animals that they are likely to see, such as birds, reptiles and invertebrates.


Grade 7-9

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: uses a simple classification system.

  • Interprets information.

Core Knowledge and Concepts

  • All organisms have adaptations for survival in their habitats.

Pre-visit preparation:

Learning Activity 1: Where are we going?

  • Working in pairs, look at the map of protected areas in the City of Cape Town (Module 6: Conserving nature in the City) and find the site you will be visiting.

  • What habitat type will you be observing? (See map of habitat types in Module 2: Four unique ecosystems). Describe the physical conditions in this habitat type

    • (e.

      g. soil, climate).

  • On the interactive electronic poster in Module 1: Nature on your doorstep, find the section that represents this habitat.

  • Read about the site in Module 6. Find the names of three indigenous plants and three indigenous animals you could expect to find at the nature reserve.

Learning Activity 2: Are you well adapted?

  • In your school grounds, work in pairs to observe one plant. Draw and label a diagram of this plant, showing details like leaves, flowers and fruit.

  • Decide whether or not you think the plant is adapted to survive in a Mediterranean climate (hot, dry summers). List ways in which it is well or poorly adapted to this environment.

  • Look for evidence of how the plant reproduces (pollination / seed dispersal / vegetative reproduction). How are flowers, fruits and seeds adapted to enable the plant to reproduce effectively? Are any animals involved in reproduction?

Assessment tasks and tools

  • Correctly identify and record the nature reserve, vegetation type, physical conditions, three plants and three animals.

Assessment tasks and tools

  • Drawing of plant; list of features that make it well or poorly adapted to our climate; list of adaptations for reproduction.


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