Nature and biodiversity :Grade 8 excursion to Pigeon Valley

The grade 8's today had and exciting and enjoyable morning at Pigeon valley doing an ecology study.  They identified some of the many trees in the reserve, counted the species of animals and plants in a quadrant and practiced their skills of making scientific diagrams.  The group enjoyed sightings of red duiker and one group were most fortunate to see a squirrel which quickly scampered away.  Someone even spotted a Narina Trogon (although he did not know what it was until some ardent bird watcher came by and helped him identify it)

Mrs Barnard

NAME:  _____________________________________

GRADE 8 ECOLOGY EXCURSION

PIGEON VALLEY

Equipment:  Worksheet; clipboard or something to press on; soft pencil 2HB; ordinary pencil; pen; jam jar with lid for specimens; blank piece of paper; camera or cell phone for pictures.

1. Describe the Pigeon valley ecosystem.  How would you define this as aquatic, forest or grassland?    (3)

2. In groups of three or four mark out an area about 3 m X 3 m (3 big steps).  In this square count:

1. The number of plants
2. The number of different plant species
3. The number of animals
4. The number of different animal species.

Fill the answers in in the table below    (4)

No. of plants	Different plant species	No of animals	Different animal species

3. Look at the soil in your marked area.  From your observations tick the relevant boxes to describe the soil you see.  (8)

Leaf Litter	Present		Not present
Soil Colour	Dark		Light
Humus (natural compost)	Present		Not present
Soil moisture	Damp		Dry

Do you think this soil is fertile or not?  Give a reason for your answer.  (2)

__________________________________________________________

4. Find a nearby tree.   (5)

Give your tree a name:  _______________________________

Try to find out the given scientific name of your tree  

Take a rubbing of the bark of your tree using the blank paper and the soft pencil.  Put your name on this piece of paper.

Draw a scientific diagram of your tree below labeling all parts.  (5)

Draw another diagram of your tree labeling this to show the process of photosynthesis.  (5)

Pick a leaf from your tree and draw a scientific diagram of the leaf labeling all parts including the stomata.  (4)

What is the function of the stomata?  (4)

5. Collect some specimens of animals.  Do this carefully and release them when you have finished.

Identify the animals you have collected.

Choose one of these and draw a picture of it below.  (2)

Is your animal a:   (Ring the correct answer)     (1)

1. Herbivore
2. Carnivore
3. Omnivore
4. Insectivore

Draw a food chain below for your animal.  Label this.  (3)

6. Identify the water course in the valley.  What has happened to it?  (2)

7. Spread out and sit quietly.  See if you can spot at least two different birds and hear two different calls.

Can you identify them?  (2)

Global and Local Issues : Acting for Rhino's

Global and local issues : Grade 7 Acting for Rhinos

The Grade 7 class at Eden were so excited about the school's recent launch of the 'Acting for Rhinos" campaign, that they decided to run their own fundraiser in the form of a showcase of their combined talents. The class invited family ,staff and friends to attend the function on Mon June 9th.They set up the hall as a candlelight theatre and decorated the tables themselves. The evening was a great success.The children were all involved in a Eco mini-play that tackled the issue of man's negative impact on the environment. Many individual items followed including dances,songs ,beat boxing and instrumental recitals. A Whopping R1500 was made that has been donated to Project Rhino KZN. Any schools,individuals or performing artists who would like to get involved in the" Acting for Rhino" Project can contact Micah at micah@projectafrica.com

Global and Local Issues : Acting for Rhinos

Acting for Rhinos’ is an exciting new project initiated by Eden College Durban and members of the Durban Theatre community. It is aimed at empowering South African and International school children as well as theatre practitioners to assist Project Rhino KZN. Professional and school based productions are an existing component of our rich South African culture.’ Acting for Rhinos ’provides the link between the Arts and Conservation. The basic concept is to challenge schools and theatre companies to donate R1.00 of each ticket sold of any performance staged. Creative projects can now make a significant contribution to our Wildlife heritage.

The ‘Acting for Rhinos’ participants will also be able to display the ‘Acting for Rhinos’ logo on their posters and promotional material. Participants website addresses will be displayed on the Acting for Rhino page of the Project Rhino KZN website. Regular updates will be given on the webpage of who the contributors are and how the money is being spent.

Project Rhino KZN (PRKZN) was established in 2011 by the KwaZulu-Natal conservation community to bring together government, private and civil society and create a province-wide, united front against rhino poaching and other wildlife crime threats. It supports and extends the work of KZN’s 16 leading conservation organisations and two associate members, with a focus on both reactive and proactive needs and has entrenched an ethos of collaboration and trust between state, private and civil society – something that has not been achieved by any other province in South Africa.

If your school is interested in participating in this worthwhile campaign, please contact  Micah van Schalkwyk on micah@projectafrica.com.

Nature and Biodiversity : Grade 2 outing to the beach

Japan - the land of the rising sun

Mel and I decided that it would be a great idea if we could get all our Grade 2 pupils down onto the beach to see the sun rise ....... after all Japan is known as 'The Land of the Rising Sun'. We were thrilled that everyone in both classes were able to be there to witness the sun rise - for many it was a first ( even for some parents!) THANK YOU parents!

We all traipsed down onto the beach and after waiting patiently the sun rose midst great excitement.

We started off the morning with some yoga ...... thank you to Mrs Gaylard who kindly led them.

We realized that few children would eat traditional Japanese food - fish and soup - for breakfast so we gave them hot chocolate and muffins but the muffins had to be eaten with CHOPSTICKS!

We had explained to the children at the start of our theme about how the earth moves around the sun. We conducted an experiment to show them this fact. We divided the children into groups, used a stick as a marker and got them to draw around a group members shadow. Just before we left we compared their shadows once again.They were amazed at how different their shadows were and could not believe how much they had 'moved'!

The next activity was met with a mixed response. As Japanese eat a lot of fish and our phonic sound for the week was the 'sh' sound, we decided to dissect a fish! Some of the children were horrified at first but the more involved they got, the more their inhibitions vanished! By the end I was proud to see that everyone was messily involved!

We left the beach at 8.30am with many of the children asking if when they returned back to school would it be second break!

A special THANK YOU must go to Mel for managing to capture these beautiful moments. Such a privilege to teach with her. 

Global issues : Cancer Awareness

Today we let off a number of balloons as a tribute to all the cancer sufferers that we may know or are part of our families. It was very touching, especially as we have had a number of staff members who have been directly affected by this dreaded disease.

Mrs Peens explaining to the children about cancer

Each teacher held a purple balloon.

And away they go

Resources : Poems written by Grade 5's