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Invasive Alien Plants

Invasive Alien Plants. Nonzwakazi Bans Percy Mdala High School Knysna Western Cape . South Africa. Southern Cape. Overview . Background of School Reason for Project Planning aligned to Curriculum Implementation of project Challenges Way Forward Conclusion.

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Invasive Alien Plants

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  1. Invasive Alien Plants Nonzwakazi Bans Percy Mdala High School Knysna Western Cape

  2. South Africa

  3. Southern Cape

  4. Overview • Background of School • Reason for Project • Planning aligned to Curriculum • Implementation of project • Challenges • Way Forward • Conclusion

  5. Background of School Percy Mdala opened in 1990, the only high school for Xhosa speaking learners in Knysna

  6. Community • The community profile show high levels of illiteracy • The majority of the people in the community are unemployed. • Peoples’ income is supported by tourism which is seasonal work.

  7. Tourist destination

  8. Reason for Project Knysna is a water stressed area, and currently experiencing a drought.

  9. On some days the school had to close earlier due to dry taps, and toilets need running water. Three grade 11 learners embarked on the Adopt A River Project, using the Khayalethu stream. The rest of the class decided to investigate the use of water by Invasive Alien Plants in the Khayalethu stream

  10. Planning aligned to curriculum

  11. Curriculum Links • Invasive Alien Plants is part of the Grade 11 Life Sciences syllabus • Hypothesis: Invasive Alien Plants absorb more water than indigenous plants. • Practical – Potometer will be used in the class to verify the hypothesis • Independent variable • Dependent variable • Fixed variable • Conclusion

  12. Links with other LearningAreas Geography :LO 1 Skill LO 2 Knowledge [Water cycle, droughts] Physical Sciences: LO 1 Investigation LO 2 Knowledge [Water cycle] Languages : LO 1 listening LO 2 Speaking [Presentation]

  13. Implementation of project • Learners started this project in July 2010 • The class lesson in July 2010 included * Identifying and legislation IAPs * Negative impact on our water resources • Meetings with partners in September 2010 • Workshop on the methods of control of IAPs in Sept

  14. Khayalethu stream with alien plants

  15. Pine trees

  16. Learners identified the different IAPs • Black Wattle • Pine • Inkberry • Bramble • Black Wood

  17. Organizations and individuals partners 1. Knysna Municipality 2. SANPARKS 3. Working for Water [WfW] 4. People and Parks [Rasta community] 5. Clubs at school [Enviro, Science, Drama, Interact, SCO, clubs] 6. Khayalethu Community

  18. Meeting with partners

  19. Workshop on methods to control IAPs

  20. Community awareness of water crisis and IAPs

  21. Continue with implementation • October • Class experiment on the use of water by selected IAP’s and indigenous plants • Use data to answer the hypothesis on the use of water by IAP’s • January 2011 • Monitoring of the areas with learners and partners.

  22. Challenges • Sustainability of the project • Community Involvement

  23. Way Forward Workshop with interested staff Involving the primary schools Weed buster week awareness campaign and control of IAP’s [ 4th – 8th October] Three year plan, Grade 11 project

  24. Conclusion Learners and community members must adopt an attitude of working for the environment. We need to realize that we are dependent on nature and not vice versa.

  25. Thank you Presenter Nzwaki Bans E-mail nzwaki@webmail.co.za

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