The vegetation of a region is influenced by the temperature and rainfall of the region. As in the case of climatical regions, there are also different vegetation regions. People adapt to the vegetation that is found in their immediate environment. Farmers depend on the vegetation and climate when they have to choose a type of farming. Certain plants are better suited to a particular climate than others, while certain natural vegetation can serve as food for certain types of animals.
The following map shows the main vegetation regions in South Africa.
Vegetation regions in South Africa
Nama-Karoo
very large region
very dry
summer rainfall region
vegetation: small with woody stems and small leaves (needs little water)
animals: springboks and other game (walk long distances in search of water)
sheep and goats able to survive
farms big enough for sufficient food and water
economical: farmers
water scarce – often boreholes
Succulent-Karoo
along the West Coast
summers very hot with little rain
winter rain (sparse)
mist from the sea supplies moisture for plants
vegetation: water is stored in leaves and stems (succulents)
soil not fertile and unsuitable for large scale farming
economical : people depend on the sea as a source of income (fish)
economical : floral abundance in spring (tourists an important source of income)
Grassland
very large region (from Limpopo to Kalahari – includes Bushveld)
vegetation: very large variety (grass, bush, trees)
grass short and grows among trees
trees hardy (umbrella shaped – offers shade to animals)
animals: very wild (elephants, rhinoceros, giraffes, antelope)
cattle in abundance – ideal grazing
economical : many game farms (some for hunting, other for tourists)
drawback: many tsetse-flies
Activity 1:
To read more about the tsetse-fly and the harmful influence it has on the people and animals in a region
[lo 1.7]
Write a short paragraph on this topic.
Savannah
large areas of the Free State, interior of KwaZulu-Natal and the Eastern Cape
summer rainfall – thunderstorms and hail
winter – very cold with frost
vegetation: few trees due to cold winters
tall and short grass
economical : farmers frequently plant maize in the place of the grass
Fynbos
Mediterranean rainfall region
summers – hot and dry (bore-holes for irrigation)
winters – cold and wet
vegetation: leaves small and fine – retains water in summer and does not freeze easily in winter
spread across South Africa (only 1% of the area of the country)
Knysna, KwaZulu-Natal, Mpumalanga
only where the rainfall is high
Vegetation: trees not very high – attractive trees, ferns and orchids
animals: beautiful birds
danger: trees are uprooted for firewood, medicine, building material
plantations foreign and a threat to our indigenous forests
Activity 2:
To debate a statement
[lo 1.2; 1.7]
Debate the following statement. Divide the class in two groups. One group debates in favour of the statement, and the other against the statement.
“FOREIGN PLANTATION MUST BE ENCOURAGED BECAUSE IT WILL CREATE JOB OPPORTUNITIES, AND IT WILL BE USEFUL TO THE INHABITANTS OF SOUTH AFRICA.”
Oceans
of our most attractive plants below the surface of the sea
west coast: bamboo forests (habitat for many marine species)
economical : west coast water (natural source) = rich in plankton = abundant fish = many fishermen
economical : east coast – coral reefs (home of many plant and fish species – tourists (scuba diving)
economical : exotic foods such as mussels, oysters, crayfish, abalone (perlemoen) important source of income
Activity 3:
To explain one way of catching fish
[lo 1.1; 1.7]
Investigate a method of catching fish and explain it to the class.
Assessment
LO 1
GEOGRAPHICAL ENQUIRY
The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.
We know this when the learner:
1.1 with guidance, selects and uses sources of useful geographical information (including graphs, maps and fieldwork outside the classroom) [finds sources];
distinguishes between facts and opinions [works with sources];
categorises information [works with sources];
draws sketch maps and/or plans from field observation and measurements [works with sources];
1.7 demonstrates knowledge and under-standing of the issue through projects, discussion, debate and charts [communicates the answer].
LO 2
GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING
The learner will be able to demonstrate geographical and environmental knowledge and understanding.
We know this when the learner:
2.1 identifies and describes major physical features of South Africa, including those of the home province [people and places];
2.2 identifies links between natural resources and economic activities in South Africa [people and resources];
2.3 describes ways in which the physical environment influences human activity and how human activity is influenced by the physical environment [people and the environment].
