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Plantegroeistreke in SA

Module by: Siyavula Uploaders. E-mail the author

AARDRYKSKUNDE

Graad 5

KLIMAAT- EN PLANTEGROEISTREKE VAN SUID-AFRIKA

Module 15

PLANTEGROEISTREKE VAN SUID-AFRIKA

  • Die plantegroei van ‘n streek word beïnvloed deur die temperatuur en reënval van die gebied. Net soos ons verskillende klimaatstreke in ons land aantref, is daar ook verskillende plantegroeistreke. Die mense pas aan by die tipe plantegroei wat in hulle onmiddellike area groei. Boere is veral afhanklik van die plantegroei en klimaat as dit kom by die keuse van ‘n boerderytipe. Sekere gewasse aard beter in sekere klimaatstoestande as ander, terwyl sekere natuurlike plantegroei as voedsel vir sekere diersoorte kan dien.

Die volgende kaart dui die hoofplantegroeistreke in Suid-Afrika aan.

Figure 1
Figure 1 (graphics1.png)

Nama-Karoo

  • baie groot streek
  • baie droog
  • somerreënvalstreek
  • plante: klein met houtagtige stamme en klein blare (min water nodig)
  • diere: springbokke en ander wild (loop ver agter kos aan) skape en bokke kan hier oorleef
  • plase baie groot vir genoeg kos en water
  • ekonomies: boere
  • water skaars – dikwels boorgate

Sukkulent-Karoo

  • langs Weskus
  • somers baie warm met baie min reën
  • winterreën (min)
  • mis uit see bring vog vir plantegroei
  • plante: stoor water in blare en stamme (sukkulent)
  • grond nie vrugbaar en dus ongeskik vir grootskaalse boerdery
  • ekonomies: mense maak staat op see as hulpbron vir inkomste (vis)
  • ekonomies: blommeprag in lente (toeriste groot bron van inkomste)

Grasveld

  • baie groot streek (van Limpopo tot Kalahari – sluit Bosveld in)
  • plante: baie verskillende soorte (gras / bosse / bome )
  • gras kort; groei tussen bome
  • bome gehard (sambreelvormig – bied skaduwee vir diere)
  • diere: baie wildsoorte (olifante/renosters/kameelperde/bokke)
  • beeste volop – goeie weiding
  • ekonomies: baie wildplase / sommige vir jag en ander vir toeriste
  • nadeel: baie tsetsevlieë

AKTIWITEIT 1

OM 'N PARAGRAAF OOR 'N ONDERWERP TE SKRYF

[LU 1.7]

Lees meer oor die tsetsevlieg en watter nadelige invloed dit op ‘n streek se mense en diere kan hê. Skryf nou ‘n kort paragraaf hieroor.

Savanne

  • grootste gedeelte van Vrystaat, binneland van Kwazulu-Natal en die Oos-Kaap
  • somerreën – donderstorms en hael
  • winter – baie koud met ryp
  • plante: as gevolg van koue winters – min bome
  • lang en kort gras
  • ekonomies: boere plant dikwels mielies

Fynbos

  • Mediterreense reënvalstreek
  • somers – warm en droog (boorgate vir besproeiing)
  • winters – koud en nat
  • plante: blaartjies klein en fyn – hou water in somer en vries nie maklik in winter nie
  • immergroen
  • ekonomies: goeie grond (vrugteboerdery – veral druiwe)
  • van die beste wyne uit hierdie streek

Woude

  • dwarsoor Suid-Afrika versprei (slegs 1% van land se oppervlak)
  • Knysna / KwaZulu-Natal / Mpumalanga
  • net waar reënval hoog is
  • plante: bome nie baie hoog – mooi bome, varings en orgideë
  • diere: mooi voëls
  • gevaar – bome word uitgeroei vir brandhout, medisyne, boumateriaal
  • plantasies uitheems; bedreig ons inheemse woude

AKTIWITEIT 2

OM 'N DEBAT OOR 'N SPESIFIEKE ONDERWERP TE VOER

[LU 1.2; 1.7]

Voer ‘n debat oor die volgende stelling (verdeel die klas in twee groepe met die een groep teen en die ander groep vir die onderwerp):

“Uitheemse plantasieS moet aangemoedig word, want dit skep werk en kan baie nuttig deur die inwoners van Suid-Afrika gebruik word.”

Oseane

  • van ons mooiste plante onder die see
  • weskus – bamboeswoude (woning vir baie visspesies)
  • ekonomies: weskuswater (natuurlike hulpbron) = baie ryk aan plankton = baie vis = baie vissers
  • ekonomies: ooskus – koraalriwwe (tuiste vir baie plante en visspesies) / toerisme (duik)
  • ekonomies: eksotiese kosse soos mossels, perlemoen, kreef groot bron van inkomste

AKTIWITEIT 3

OM 'N ONDERSOEK OOR 'N ONDERWERP TE DOEN

[LU 1.1; 1.7]

Ondersoek een metode van visvang en verduidelik dit aan die klas.

Figure 2
Figure 2 (graphics2.png)

Assessering

LU 1

AARDRYKSKUNDIGE ONDERSOEK

Die leerder is in staat om ondersoekvaardighede te gebruik om aardrykskundige en omgewingsbegrippe en -prosesse te ondersoek.

Dit is duidelik wanneer die leerder:

  • bronne met nuttige aardrykskundige inligting kan kies en gebruik;
  • tussen feite en menings onderskei [werk met bronne];
  • inligting kategoriseer;
  • sketskaarte en/of planne na aanleiding van veldwaarnemings en afmetings teken [werk met bronne];
  • deur projekte, bespreking, debat en diagramme, kennis en begrip van die vraagstuk toon [dra die antwoord oor].

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