1. PRESENTERS  Ursula Carsten Life Sciences Physical Sciences Life Sciences Physical Sciences SCHOOL: DIAZVILLE SECONDARY in SALDANHA BAY  Ursula Booys

2. PRESENTERS

3. OVERVIEW of our SCHOOL

4. Satellite Photo of our school

5. SOCIO-ECONOMIC BACKROUND  High rate of unemployment-poverty  Very few skilled workers  Alcohol and drug abuse  A community (learners) who in most cases live without hope and vision

6. DIAZVILLE HIGH-EXPO 4 YOUNG SCIENTISTS

7. OVERVIEW OF PROJECT  The vast majority of us are aware that our environment is reaching a crisis point.  A crisis point that society is desperately trying to pull back from as humanity continues to belch out toxic carbon emissions (CO 2 gasses) in its continued efforts to provide the type of existence we feel is necessary.  Through our project learners must be realize that all of us are responsible for a sustainable environment.

8. Rondonia, Brazil 1975 Rondonia, Brazil 2000

9. 1. Habitat loss or degradation Agriculture 26% of the CFR 96% of renosterveld 49% fynbos

10. Consumerism

11. 3. Increased use of natural resources Medicinal plants and animals

12. Impact of climate change globally  Scientists have recently discovered that the Earth`s temperature is rising at an alarming rate. In fact, if we see a further 3 degree rise in temperature, we will be at a point of no return.

13. Grinnell Glacier, USA 1940

14. Grinnell Glacier, USA 2007

15. Rising sea levels – coastal cities sinking

16. Rising sea levels – eroding beaches Maldives 1995Maldives 2007

17. Flooding- extreme weather episodes Hitzacker, Germany 1999

18. Hitzacker, Germany 2006

19. Global Warming Global Warming

20. REASON FOR THIS PROJECT  The planting of indigenous trees (plants) and to restore the natural habitat will have an immense positive impact on the positive energy flow and natural climate control on global scale.  The importance of biodiversity is to create a balance between the greenhouse gasses and the availability of oxygen in the atmosphere and especially the ozone layer.

22. RESTORE!!! DIAZVILLE’s RESPONSE DIAZVILLE`S RESPONSE

23. FINDING OUT ABOUT ACCOUNTABLE : Gr. 10 Life Sciences Teacher and learners Gr. 10 Life Sciences Teacher and learners  Concepts and data 1.Biosphere & biomes 2.Climate & climate change 3.Soil 4.Ecosystem & Energy flow 5.Nutrient cycles 6.Biodiversity 7.Photosynthesis 8.Invasive Alien Plants

24. LEARNING OUTCOMES Gr. 10 Life Sciences  LO 1: Planning/designing an investigation, collecting data & analysing data/information. Making deductions/conclusions  LO 2 : Applying acquired Life Sciences knowledge in a new/unfamiliar knowledge in a new/unfamiliar context context  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.

25. LEARNERS’ SUPPORT  Information  Assessment activities  Assessment rubrics  Websites  Guidelines how to create graphs, PowerPoint presentations, etc.

26. TEACHER’s SUPPORT  Lesson Plans  PowerPoint presentations to use in lessons  Background Information  Assessment tools  Assessment rubrics and memo’s

27. INVESTIGATION QUESTION  How can we as learners of Diazville High School reduce the carbon footprints in our community through a sustainable program?

28. HYPOTHESIS  We can reduce the carbon footprints by creating a indigenous garden and restore the plant biodiversity in a given area.

29. CURRICULUM LINKS  Geography – Climate change  Mathematical Literacy- Graphs, %  Languages – Essays, Oral presentations, comprehension  Physical Sciences – Physical & chemical properties  CAT- Designing of brochures and newsletters

30. IDENTIFIED AREA

31. WHAT needs to be done? By WHOM? By WHEN? RESOURCESCOSTS EXCPECTED OUTCOMES S pecific M easurable A chievable R ealistic T ime-bound Action Management Plan:

32. TIMEFRAMEACTIONTIMEFRAME TARGET GROUP Awareness and gathering of knowledge First school quarter Grade 10 learners, teachers, parents. Partnerships Before and during implementation of plan SanParks, WfW, Correctional Services, Rastafarians Removal of Invasive Alien Plants & preparing soil In 2011 WfW,SANBI,IIMBOVA NE, Local Municipality,Learners, gr 10 teachers Rehabilitation After removal of Invasive Alien Plants WfW, SanParks, Department of Forestry, nursery Indigenous garden After rehabilitation Learners, teachers, community

33. FOCUS PLANT - SPEKBOOM FOCUS PLANT - SPEKBOOM

34. NATURAL FLORA

35. WHAT HAS BEEN DONE ALREADY!

36. VISION

37. Phase 4- Monitoring& Evaluation phase  Controlling the project. 1.Maintenance 2.Internal factors – development of area, plant growth, etc. 3.External factors – pesticides 4.Expert ‘s opinion

38. What we learned from this Project 1.Investigation skills. 2.How to restore. 3.Team work. 4.Broadening of general knowledge about invasive alien plants and skills to remove them.. 5.We realized that environmental problems isn’t only the scientist ‘s responsibility, but each of us have the capacity and ability to do so.

39. CONCLUSION As learners of Diazville Secondary school we can contribute towards a sustainable environment by being responsible, caring and respecting mother earth. We can change the negative connotations of carbon footprints into positive carbon handprints.

40. PARTNERSHIPS

41. Madiba ‘s challenge to the human race: Madiba ‘s challenge to the human race:  “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light not our darkness that frightens us. We were born to manifest the glory of God within us. It is not just in some of us it’s in everyone. As we are liberated from our own fear our presence automatically liberates others.”

42. Thank You !!!