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Assignment 11:
What do you remember?
(i) An ecosystem is formed by all the living organisms that have a mutual influence on one another and on their environment
(ii) air; water; sun and soil
(iii) organism – matter – energy
(iv) plants (producer); caterpillars (primary consumers); birds (secondary consumers)
(iv) horse; elephant
(vi) Carnivores are meat eaters and herbivores are plant eaters
3. MACROCONSUMERS
(a) HERBIVORES
They eat seed-pods, grass, leaves and vegetables. They do not eat meat and therefore do not hunt. Instead, they are hunted by carnivores. Their bodies are adapted to suit their way of life and feeding habits.
They have large ears and can hear exceptionally well. Some of them have stripes (e.g. kudu, nyala, zebra, etc.) to camouflage themselves. Many carnivores only see shades of grey, black and white. As carnivores do not distinguish between colours, kudu and other buck can remain safe while they stand quite still when danger threatens.
Most plant-eaters have very good eye-sight, with the eyes set at the sides of the head, which gives them a wide field of vision. They also have a good sense of smell. Herbivores (e.g. kudu, rabbits, hares, locusts, springbuck, sheep, etc.) are constantly on guard against danger!
Assignment 11
Write a short report on one of the above-mentioned animals, describing its ears, eyes, sense of smell, food and enemies.
MY REPORT ON THE . . .
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EDUCATOR’S ASSESSMENT
| CRITERIA | 1 | 2 | 3 | 4 |
| Research done correctly | _____ | _____ | _____ | _____ |
| Data meaningful | _____ | _____ | _____ | _____ |
| Reporting complete | _____ | _____ | _____ | _____ |
(b) CARNIVORES
The largest group of carnivores are mammals, which include the cat family (wild cats, lions, leopards, tigers and domestic cats) and the dog family (wolves, foxes, jackals, wild dogs and domestic dogs).
They are hunters and can only eat once they have caught their prey (not the domestic dog). Carnivores hear and smell well and have strong, pointed jaws to snap at their prey and tear off chunks of flesh easily. Their eyes are situated in the front of their heads, so they can focus well and judge distance very accurately. They also have strong legs that enable them to be fast and agile when chasing their prey. They can run fast for long distances, without tiring.
Carnivores are found everywhere:
Supply an appropriate example of each in the space provided!
(c) OMNIVORES
Omnivores eat a variety of foods, including meat and vegetables. Baboons, rats, cockroaches and people are all examples of omnivores.
They normally have small ears and eyes set in the front of their heads.
What do you remember?
SUMMATIVE: 10
(i) Explain the term ecosystem:
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(1)
(ii) Name THREE examples of resources from the non-living environment:
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(2)
(iv) Rename the living organisms in the ecosystem:
Plants
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caterpillars
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birds
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hawks
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tertiary consumer
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(v) Name TWO examples of herbivores:
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(2)
(vi) What is the difference between the food of carnivores and herbivores?
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(vii) Choose an example of both a carnivore and omnivore and then answer the following questionnaire, in order to do a comparative study: (You may work in groups of 2 or 3)
| Criteria | My example of a carnivore:______________________ | My example of an omnivore:______________________ |
| Position of the eyes | ______________________ | ______________________ |
| Size of the ears | ______________________ | ______________________ |
| Favourite food | ______________________ | ______________________ |
| Where and how is food acquired? | ______________________ | |
| Describe the legs | ______________________ | ______________________ |
| Enemies? Who? | ______________________ | ______________________ |
| Rate the following senses as very good, good or bad and give reasons for your answers: | ||
| Smell | ______________________ | ______________________ |
| Hearing | ______________________ | ______________________ |
| Sight | ______________________ | ______________________ |
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Learning Outcome 1:The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.
Assessment Standard 1.2: We know this when the learner leads investigations and gathers data.
Learning Outcome 2:The learner will know and be able to interpret and apply scientific, technological and environmental knowledge.
Assessment Standard 2.1: We know this when the learner recalls meaningful information;
Assessment Standard 2.2: We know this when the learner categorises information.
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Last edited by Siyavula Uploaders on Mar 11, 2009 3:57 am GMT-5.
