, © DBE
TABLE OF CONTENTS
Life Sciences Teacher’s Guide: An Introduction 1
Strand: Diversity, change and continuity
1. Biodiversity and classification of micro-organisms 21
2. Biodiversity of plants 41
3. Biodiversity of animals 60
Strand: Life processes in plants and animals
4. Photosynthesis 78
5. Animal nutrition
100
6. Cellular respiration 120
7. Gaseous exchange
135
8. Excretion in humans
160
Strand: Environmental studies
9. Population ecology
184
,10. Human impact on the environment
208
, Life Sciences Teachers’ Guide: An Introduction
The purpose of this textbook and teachers’ guide series is to equip you, the teacher,
with the necessary tools to effectively teach life sciences within the FET phase. All
the materials have been designed with the aim of covering all the content required for
CAPS but at the same time effectively communicating the broader value of Life
Sciences to your students and classes in a way that is easy to read. We hope that
you find this book to be a helpful resource as you teach and engage with your
students, and may it facilitate an even greater appreciation within you of the subject.
Since January 2012 the teaching in all schools was adapted to meet the standards
laid out in the National Curriculum and Assessment Policy Statements (CAPS)
document. It is highly recommended that you be familiar with this document.
Overview of the National Curriculum
(a) The knowledge, skills and values deemed most important for South African
learners is clearly set out in the National Curriculum and Assessment Policy
Statement for Life Sciences. The content is adapted to the unique environment
and context of South Africa, but at the same time provides an awareness of
important global trends.
(b) The National Curriculum Statement Grades R - 12 undertakes to:
• equip all learners, irrespective of their backgrounds, race, gender or ability,
with the knowledge, skills and values necessary to reach their goals and be
functioning members of society.
• facilitate access to higher education.
• smooth the transition of learners into to the workplace.
• provide employers with a profile of a learner’s competencies.
(c) The key principles of the National Curriculum Statement for Grades R - 12 are: •
social transformation: working to alleviate the educational differences of the past
and providing equal educational opportunities to all.
• active and critical learning: encouraging learners to think about and
understand what they are learning and not merely emphasising the
rotememory of facts.
• high knowledge and high skills: specified minimum standards of knowledge
and skills are set to be achieved at each grade.
• progression: both the content and the context of subjects will be expanded as
one progresses through the grades.
• Social awareness: being sensitive to issues such as poverty, inequality, race,
gender, language, age, disability and other factors.
• Valuing human rights, inclusivity and environmental and social justice.
• Valuing indigenous knowledge systems: acknowledging the rich history and
heritage of this country.
• Credibility, quality and efficiency: providing an education that is comparable in
quality, breadth and depth to those of other countries.
1
TABLE OF CONTENTS
Life Sciences Teacher’s Guide: An Introduction 1
Strand: Diversity, change and continuity
1. Biodiversity and classification of micro-organisms 21
2. Biodiversity of plants 41
3. Biodiversity of animals 60
Strand: Life processes in plants and animals
4. Photosynthesis 78
5. Animal nutrition
100
6. Cellular respiration 120
7. Gaseous exchange
135
8. Excretion in humans
160
Strand: Environmental studies
9. Population ecology
184
,10. Human impact on the environment
208
, Life Sciences Teachers’ Guide: An Introduction
The purpose of this textbook and teachers’ guide series is to equip you, the teacher,
with the necessary tools to effectively teach life sciences within the FET phase. All
the materials have been designed with the aim of covering all the content required for
CAPS but at the same time effectively communicating the broader value of Life
Sciences to your students and classes in a way that is easy to read. We hope that
you find this book to be a helpful resource as you teach and engage with your
students, and may it facilitate an even greater appreciation within you of the subject.
Since January 2012 the teaching in all schools was adapted to meet the standards
laid out in the National Curriculum and Assessment Policy Statements (CAPS)
document. It is highly recommended that you be familiar with this document.
Overview of the National Curriculum
(a) The knowledge, skills and values deemed most important for South African
learners is clearly set out in the National Curriculum and Assessment Policy
Statement for Life Sciences. The content is adapted to the unique environment
and context of South Africa, but at the same time provides an awareness of
important global trends.
(b) The National Curriculum Statement Grades R - 12 undertakes to:
• equip all learners, irrespective of their backgrounds, race, gender or ability,
with the knowledge, skills and values necessary to reach their goals and be
functioning members of society.
• facilitate access to higher education.
• smooth the transition of learners into to the workplace.
• provide employers with a profile of a learner’s competencies.
(c) The key principles of the National Curriculum Statement for Grades R - 12 are: •
social transformation: working to alleviate the educational differences of the past
and providing equal educational opportunities to all.
• active and critical learning: encouraging learners to think about and
understand what they are learning and not merely emphasising the
rotememory of facts.
• high knowledge and high skills: specified minimum standards of knowledge
and skills are set to be achieved at each grade.
• progression: both the content and the context of subjects will be expanded as
one progresses through the grades.
• Social awareness: being sensitive to issues such as poverty, inequality, race,
gender, language, age, disability and other factors.
• Valuing human rights, inclusivity and environmental and social justice.
• Valuing indigenous knowledge systems: acknowledging the rich history and
heritage of this country.
• Credibility, quality and efficiency: providing an education that is comparable in
quality, breadth and depth to those of other countries.
1
