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2.1 Omgewingstelortein suid-afrika  (Page 3/3)

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Aktiwiteit 1:

Om die verskillende omgewingstekorte in die rsa te identifiseer

[lu 1.5]

1. Fisiese geografie

  • Die Suid-Afrikaanse ekosisteem is broos en ons moet almal tot die instandhouding daarvan bydra. Gee redes hoekom Suid-Afrika se ekosisteem broos is. Hoe sou jy die term “broos” verduidelik? Sê hoe jy sou kon bydra om ons ekosisteem meer volhoubaar te maak (sodat dit in stand bly en nie aangetas word nie). Doen dit in tabelvorm soos volg:
  • Redes waarom ons ekosisteem broos is
  • Wat jy sou kon doen om ons ekosisteem meer volhoubaar te maak

2. Strukturele tekorte

a) Gee VYF redes hoekom swart mense in die tuislande geen sukses van boerdery kon maak nie. (Onthou dat “strukturele tekorte” te doene het met swakplekke in die sisteem of stelsel.)

3. Aanvraag-gedrewe tekorte:

a) Verduidelik in jou eie woorde wat ‘aanvraag-gedrewe tekorte’ beteken.

b) Maak twee afleidings uit elk van tabelle 4 en 5.

4. Beskikbaarheidsgedrewe tekorte:

a) Verduidelik wat ‘beskikbaarheidsgedrewe tekorte’ beteken.

b) Hoe dra ontbossing by tot beskikbaarheidsgedrewe tekorte?

5. Maak vir jouself ‘n opsomming van die redes hoekom verstedeliking in Suid-Afrika oor die afgelope tyd so vinnig plaasgevind het.

Aktiwiteit 2:

Om vrae oor omgewingsbesoedeling te beantwoord

[lu 2.2]

In Pare:

  • Bestudeer die volgende tabel en beantwoord die vrae wat daarop volg:
Probleem Impak Gebied
Grondverdigting 2 miljoen ha Hoëveld – mielies
Versouting 1,2 miljoen ha Besproeiingsgrond
Besoedeling 31 000 ha Nywerheids/Huishoudelik

1. Watter probleem in bogenoemde tabel beïnvloed die grootste gebied?

2. Waar kom die probleem van versouting meestal voor?

3. Wat kan ons by die huis doen om die invloed van besoedeling van landbougrond te verminder of te voorkom?

Assessering

Leeruitkomstes(LUs)
LU 1
AARDRYKSKUNDIGE ONDERSOEK Die leerder is in staat om ondersoekvaardighede te gebruik om aardrykskundige en omgewingsbegrippe en –prosesse te ondersoek.
Assesseringstandaarde(ASe)
Dit is duidelik wanneer die leerder:
1.3 gevolgtrekkings oor inligting uit bronne soos foto’s, kaarte, atlasse, grafieke en statistiek ontleed en maak [werk met bronne];
1.5 inligting in die veld waarneem en dit opteken [werk met bronne];
1.7 verslag doen oor kennis wat tydens die ondersoek verkry is deur ‘n redenasie en interpretasie gegrond op inligtingsbronne te formuleer; gebruik kaarte, diagramme en grafika; gebruik, waar moontlik, rekenaars in die aanbieding [dra die antwoord oor].
LU 2
AARDRYKSKUNDIGE KENNIS EN BEGRIP Die leerder is in staat om aardrykskundige en omgewingskennis en -begrip te toon.
Dit is duidelik wanneer die leerder:
2.1 ‘n beredeneerde verduideliking van sommige benaderings tot ontwikkeling verskaf [mense en plekke];
  1. maniere waardeur Wetenskap en Tegnologie ‘n positiewe en negatiewe invloed op ontwikkeling het, identifiseer [mense en hulpbronne];

Memorandum

AKTIWITEIT 1:

a) Elektrisiteit

Riolering

Lopende water

Vullisverwydering

Openbare vervoer

Veilige en duursame behuising

Gesondheidsorg

Opvoedkundige instellings

ens.

b) Nee

Rede: Gebruik enigste beskikbare waterbron vir die was van wasgoed

Geen vullisverwydering

Geen riolering

Siektes (epidemies) kan maklik uitbreek

c) Behuising is gebou van materiaal wat baie ontvlambaar is. Brand sal dit heeltemal verwoes. Inwoners kan al hul besittings verloor. Sal dakloos wees.

AKTIWITEIT 2:

Soek self antwoorde in groepsverband.

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Source:  OpenStax, Aardrykskunde graad 9. OpenStax CNX. Sep 14, 2009 Download for free at http://cnx.org/content/col11054/1.1
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