THE

ECO

LOG

ICA

LH

EALT

H O

F TH

E B

UFF

ALO

RIV

EREx

plan

atio

n of

the

Stat

e-of

-Riv

ers

repo

rtin

g ap

proa

ch Catchment overviewCatchment size: 1280 square kilometreMajor tributaries: Mgqakwebe, Ngqokweni, YellowwoodsRiver flow: Easterly direction Dams: Maden, Rooikrantz, Laing and Bridle DriftLength: 125 kilometrePopulation supported by the catchment: 570 000 Geology: Sedimentary rock consisting of mud stones, shales

and sandstone which is highly erodableVegetation: Forest, Savannah, False Machia, Thicket

Iliso lawonemifudlana egalela kuwoUbubanzi: 1280 ikhilomitha eziskwereImilanjana enesixa egalela apha: nguMqgakhwebe, InqgokwenineYellowwoodsIcala obheka ngakulo: ngasempumalanga ukusuka kwilisoAmadama akuwo: YiMaden, yiRooikrans, yiLaing neBridledriftUbude: Zikhilomitha eziyi - 125Abantu abatya amanzi alo mlambo: 570,000Ijiyologi: Udongwe, Amadwala, namatye aphuqeka abe yisanti.Izihluma: Amahlathi nezinye izintlobo-ntlobo zezihluma.

The Umtiza tree is an indigenousspecies found only in the Buffalocatchment.

0 10 20 kilometres

Thicket and Bushland

Natural grassland

Indigenous forest

Plantations

Cultivated drylands

Cultivated irrigation

Improved grassland

Degraded land

Mines and quaries

Urban and built-up areas

National roads

Rivers

Land-use

South Africa

East London

Zwelitsha

Bhisho

King William’s

Buffalo

Ngqokweni

Mgqakwebe

Cwengcwe

Izele

Maden Dam

Rooikrantz

Laing Dam

Bridle Drift Dam

Mdantsane

UmtizaNature Reserve

Yello

ww

oo

ds

Dam

Buffalo

Town

State of the Buffalo River The Buffalo River is almost pristine in itsupper reaches. Industrial effluents, inadequatetreatment, overloaded sewage treatment worksand poor management of the sewage systemsresult in the discharge of untreated effluentinto the river, especially in the middle andlower reaches. High nutrient loads causeeutrophication and result in potentially toxicalgal blooms.

Imeko yomlambo i-QonceApho uphuma khona, kwaMathole, imeko yawoiseyileyaa yamhla mnene. Izinto zonakala aphaembindini ukuya kutsho apho utyekezela khonaelwandle - wonke lo monakalo wenziwa zizibiezivela kwimizi-mveliso namabibi avela koobhuqaabaphuphumayo. Ezi tyuwa ziza nala mabibizicutha iokayini apha emlanjeni, yenze loo ntokukhule izihluma ezityhefu apha emlanjeni.

Eastern Cape rocky, an endangered species.Rainbow trout, an alien fish species.

Uses and PressuresHuman related activities such as irrigation bycommercial farmers, demand for clean tap waterby the growing population and sewage treatmentworks that are overloaded and malfunctioningexert pressure on the river. Trout and otheralien fish species are found in the river andthese put pressure on the indigenous fish. Somedisturbed areas due to human activities havebeen invaded by alien vegetation, resulting inundercutting and slumping of river banks, siltation and reduced runoff.

Lo Mlambo Usetyenziselwa Ni? Zonke ezizinto zixhwitha ngokungaphaya kwamandla alo mlambo. Itrawuti nezinye intlobo zeentlanzi ezingezizo ezingezizo ezemvelizidakasa kulo mlambo zinciphise ezi zalo mlambo.Kukhula izihluma/utyani eziziphazamiso kwezindawo zimoshwe ngabantu, yenza ke loo ntoukuba umlambo ungabaleki ngendlela yawongenxa yeendonga zawo ezidilikela ngaphakathizaza zaxaba indlela yamanzi kwakhula nomhlabaoyisanti kwezinye indawo nawo waxaba indlelayamanzi.

Driving forcesHigh population densities,dense peri-urban and rural settlements, construction of dams,urban and industrial developments are themajor driving forces ofchange in the river.

IntroductionThe Buffalo River drains theforested Amatola Mountains of theEastern Cape, crossing the coastalplateau before reaching the IndianOcean where the East London harbour is situated in the BuffaloEstuary. Presented below is thestate of the Buffalo River using theDriving force-Pressure-State-

Impacts-Response framework. Thisframework describes the humanactivities which create pressures onthe river, the current status andtrends of environmental conditions,the consequences on human liveli-hoods and the natural environment,as well as actions that have to betaken to manage the river properly.

IntshayeleloUmlambo i-Qonce (Buffalo River) uphumakwintaba zakwaMathole eMpuma Koloni,ugwegweleze unxweme ude uye kungenakuLwandle lweNdiya apho isikhululo seenqanawe sikhoyo eMonti.

Apha ngezantsi sibonisa imeko okuyolomlambo ebangelwa zizinto ezenziwangabantu abanje ngabarwebi

nangabasemagunyeni. Isikhokelo esizakusisebenzisa siquka izinto ezenziwangabantu ezibe negalelo kwimekombi yalomlambo. Imeko okuyo wona ngoku nemekoyale ngingqi utyhutyha kuyo; iziphumozokwenzekileyo kuwo ezibonakala kwintlaloyabantu nakwindalo; kunye namanyatheloanokuthathwa ukulolonga isimo salomlambo singaphazamiseki.

Responses and ManagementRecommendations

Inform local communities about sustainable use of plants includinggrazing practices. Remove alien vegetation and control aquatic alienplants, destroy seeds also upstreamand follow up. Restore river banksthat have collapsed or eroded. Explorepublic/private partnerships. Upgradeand monitor sewage treatment works,employ and train staff and monitorthe success. Start managing ona catchment basis.Rehabilitate wetlands.

Iziphakamiso ema zilandelwe.Abantu abaphahle lo mlambo mabacaciselwe ngendlelayokulolonga izihluma (ingca nemithi) namadlelo zingat-shabalali; Mazitshatyalaliswe izihluma ezinobungoziezikhula kufuphi nomlambo nezo zikhula apha emlanjenikunye neembewu zazo ukususela apho ungena khonaelwandle ukuya kutsho elisweni lalo mlambo; Mazivusweiindonga zomlambo kwezo ndawo zidilikileyo nakwezozithe zakhukuliseka; Makujongwe indlela ekunokuthikubanjiswane ngayo nabantu nabahlali abakufuphikulomlambo kunye neenkampani ezizimeleyo; Oobhuqanemibhobho yabo mababekwe emgangathweni weziminibasoloko bebekwe esweni; Makuqeshwe abantu baqe-qeshelwe lomsebenzi ukuze zenzeke zonke ezizintongukuthe tyhatyhasini; Eli dabi maliqalwe apho aphumakhona la manzi alo mlambo; Imigxobhozo mayipheliswe.

ImpactsImpacts include sand mining, rubbish dumping,uncontrolled and excessive removal of wood from theriparian zone for firewood, cattle crossings andtrampling of the riparian zone. Soil erosion due tohuman activities such as removal of vegetation, is alsoevident, thus increasing sediment which has a negativeimpact on the river channel, e.g. water not fit fordrinking and fish dying. Proper sanitation is inadequate.

Izinto eziwuntlitha kakubi lo mlamboKukumbiwa kwesanti apha kuwo, kukulahlwakwenkunkuma apha kuwo, kukugawulwa kwemithiyokubasa apha enyeleni lomlambo de iphele, ziinkomoezinqumla apha kuwo ezithi zixovule izihluma/notyaniolukhula apha ecaleni komlambo. Ukhukuliseko lomhlabaolwenza kube kho udaka oluninzi ngaphakathi kwamanzioluthi lukhule luxabe kule ndawo afanele ukubalekakuyo amanzi, neentlanzi ezibulawa yiloo nto. Zonkeezi zinto zenza amanzi omlambo angaseleki. Akukholucoceko nampilo inle xa kunje.

1 : 200 000

DEPARTMENT: WATER AFFAIRS AND FORESTRY DEPT: ENVIRONMENTAL AFFAIRS AND TOURISM

Iziphazamiso Nazi ingxaki: Ingxinano ezilalini nakwindawo ezikufuphineedolophuUkwakhiwa kwamadama xhaphetshu Uphuhliso kwimizi-mveliso ezidolophiniUkusetyenziswa kwalo mlambo ngokungaphayakwamandla awo.Unkcenkcesho olwenziwa ngamafama arwebayo.Ukukhula kwenani labantu abafuna amanziaphuma ezitepini,Oompompi bokugutyula ilindle, abasetyenziswabade baphuphume bengasebenzi ngendlelaefanekileyo.

EDUCATOR’S FACILITATION GUIDE

Teaching TipsSet questions on the poster and give learners a certain amount of time e.g. one week, to view the poster (stuck up on the classroom wall) and write down the answers. Check their answers as a whole class.

Focus Questions on the: MapEach photographDriving force-Pressure - State - Impacts - Response framework

Use the poster to:☺ Introduce the topic of sustainability.☺ Informally evaluate their understanding of issues, such as Alien Invasive Species, sewage pollution.☺ To provide an overview of sustainability in a regional setting.☺ To sum up or wrap up a topic e.g. cholera.☺ To reinforce concepts e.g. infrastructure.☺ To provide learners with additional opportunities to demonstrate understanding of a topic e.g. harbours.

Environmental EducationOrganisations you can contactfor more information, for classroom resources and forenvironmental field trips:

BirdLife South AfricaP O Box 515 Randburg 2125Tel Kathy Stone 041 367 4503

Cape Nature ConservationPvt Bag X 100 Cape Town 8000Tel 021 483 4615

Department of Water Affairs and Forestry's WaterEducation ProgrammeLingiswa RadebeTel 043 604 5530Fax 043 604 5587

EarthLife AfricaP O Box 176 Observatory 7935Tel 021 683 5182

EcoSchoolsKim WardTel 033 330 3931

Endangered Wildlife TrustPvt Bag X 11 Parkview 2122Tel 011 486 1102Fax 011 486 1506

EnviroKids magazineJoanne AndersonTel 033 330 3931

Environmental Education Association of SouthernAfrica (EEASA)Jane BurtTel 046 603 8390Fax 046 636 1495

Eskom Education TeamBrigitte MoraisFax 011 800 5839P O Box 1091 Johanneburg 2000brigitte.morais@eskom.co.za

Food and Trees for Africa, incorporating EduPlantJeunesse ParkP O Box 2035 Gallo Manor 2052Tel 011 784 6399Fax 011 783 2134

Mondi Wetlands ProjectDavid LindleyTel 012 667 6597

National Environmental Education Project GETPrisha RamsarupTel 031 274 4046Fax 031 205 1704

National Botanical Institute (NBI)Pvt Bag X 7 Claremont 7735Tel 021 799 8800Fax 021 761 4687

River Health ProgrammeRegional DirectorPrivate Bag X7485King William's Town5600Tel: (043) 604 5400Fax: (043) 604 5592

SADC Regional Environmental EducationProgrammeTel 033 330 3931Fax 033 330 4576

Share-NetNathi NdlovuTel 033 330 3931Fax 033 330 4576

South African National Parks (SAN Parks)P O Box 20419 Humewood 6013Tel 041 508 5411

South African Water Information ServicesP O Box 359 Pretoria 0001Tel 012 841 2048

South African Working Crane GroupPvt Bag X 11 Parkview 2122Tel 011 486 1102Fax 011 486 1506

Wildlife & Environmental Society of South Africa(WESSA)Jim TaylorP O Box 394 Howick 3290Tel 033 330 3931Fax 033 330 4576Wildlife Biological Resource CentreTel 012 305 5831Fax 012 305 5840

Working for WaterToll Free 0800 005 376

Working for WetlandsPvt Bag X 101 Pretoria 0001Piet-Louis GrundlingTel 012 804 3200Fax 012 804 3211

SENIOR PHASE

Social Science GeographyThis poster can be used effectively in the classroom to promote the achievement of the followingLearning Outcomes and Assessment Standards:

Grade 7Core Knowledge: Natural hazards (floodsand droughts and poor environmental management; prevention and risk reduction).

LO 1 The learner will be able to use enquiryskills to investigate geographical and environmental concepts and processes.

AS 2 Organises and interprets informationrelevant to the enquiry from simple graphs,maps and statistical sources.AS 5 Uses information to suggest answers,propose alternatives and possible solutions.

Examples of tasks to achieve these LOs andASs

What poor environmental management prac-tices have been highlighted by this poster?The poster also reminds of the conse-quences of this poor environmental manage-ment. What are they, according to theposter?

Grade 8Core Knowledge: Natural resources (waterand how it is used, its conservation and pro-tection, threats and opportunities in water).Community development, ecotourism andsharing resources.

LO 3 The learner will be able to makeinformed decisions about social and environ-mental issues and problems.

AS 1 Identifies challenges to societies andsettlements associated with the use andabuse of people and natural resources.AS 2 Examines the unequal distribution of,and access to, resources in different con-texts.AS 3 Investigates possible ways of reducingresource consumption.AS 4 Makes suggestions to guide sustainableliving practices in a particular context.

Examples of tasks to achieve these LOs andASs

In this catchment, how are people abusingthe natural resources?Look at the photographs of the people care-fully, some clearly do not have easy accessto piped water. How can we say this? Whatare the consequences for these people? How could people in this catchment reducetheir production of waste water?What suggestions do you have for environ-mental managers located in this catchment?

Grade 9Core Knowledge: Sustainable use of resources (future sus-tainability).

LO 1 The learner will be able to use enquiry skills to investigategeographical and environmental concepts and processes.

AS 3 Analyses and reaches conclusions about information fromsources such as photos, maps, atlases, graphs, and statistics.

Examples of tasks to achieve these LOs and ASs

List the ways in which people are currently using the resourcesin this catchment in an unsustainable manner.What actions could local and provincial governments take toreduce this unsustainability?What problems can you foresee these governments havingwhen they try to implement your suggested actions?

LO 2 The learner will be able to demonstrate geographicaland environmental knowledge and understanding.

AS 3 Explains how sustainable development could impact posi-tively on people, places and environments.

Examples of tasks to achieve these LOs and ASs

How will the implementation of sustainable development, such asreduced waste water production, help the people of the region?

Revise your mapwork!1. Locate on the map where the three major tributaries of theBuffalo River are. In what compass direction does each one flow?2. Use your atlas, identify the geographical co-ordinates of the 4 dams.3. This map has a scale of 1:200 000. This means that 2 cm onthe map represents ________ km in reality?

Natural ScienceWorking with this poster and conducting thesuggested research will enable your learners towork towards achieving the following LearningOutcomes and Assessment Standards:

Core Knowledge:

Life and LivingInteractions in Environment

Each species of animal has charac-teristic behaviours which enable it tofeed, find a mate, breed, raiseyoung. All organisms have adaptations forsurvival in their habitats. An ecosystem maintains numerousfood webs and competition for food among different individuals and pop-ulations. South Africa has certain ecosystems which have exceptionalbiodiversity. All uses of these areas must be based on the principles ofsustainable development.

Grade 7LO 1: Scientific Investigations

AS 2 Conducts investigations and collectsdata, organises sources to gather and record information.AS 3 Evaluates data and communicatesfindings.

LO 2: Constructing science knowledgeAS 3 Interprets information by identifying keyideas in text, finding patterns in recordeddata, and making inferences from informa-tion in various forms. AS 4 Applies knowledge: applies conceptualknowledge by linking a taught concept to avariation of a familiar situation.

LO 3: Science, society and the environmentAS 2 Understands sustainable use of theearth's resources: analysis information about sustainable and unsustain-able use of resources.

Grade 8LO 1: Scientific Investigations

AS 2 Conducts investigations and collectsdata, collects and records information as accurately as equipment per-mits and investigation purposes require. AS 3 Evaluates data and communicates find-ings, considers the extent to which the conclusions reached are reason-able answers to the focus question of the investigation.

LO 2: Constructing science knowledgeAS 3 Interprets information by translating tab-ulated information into graphs, reading offgraphs and by making predictions from pat-terns. AS 4 Applies knowledge: applies conceptualknowledge to somewhat unfamiliar situationsby referring to appropriate concepts andprocesses.

LO 3: Science, society and the environmentAS 2 Understands sustainable use of theearth's resources: identifies informationrequired to make a judgement about resourceuse.

SENIOR PHASE

Population density

Population density refers to thenumber of people living in anarea per km2. Urban areas,especially large cities (such asEast London) have high popula-tion densities.

Peri-urban settlements

Peri-urban settlements are residen-tial areas found on the outskirts ofcities. The areas usually, in SouthAfrica anyway, house poor people. Peoplewho cannot afford to pay the rentscharged in the main city. Such poor people man-age to cope with their low incomes by living in informal set-tlements, where housing costs are as low as possible (however, costs are notthat low, it can cost between R 3000 and R 4000 to build a shack). In suchinformal settlements, services are few. There is usually a lack of clinics, ade-quate schools (especially high schools), post offices, police stations etc. Theimmediate environment is usually degraded, with piles of rubbish (because ofthe poor, inadequate or no refuse removal), pools or streams of dirty water(from the lack of waste water and storm water systems), loss of vegetation(people cut trees and bushes for firewood), air pollution (home fires generatea lot of smoke) and inadequate sanitation (no toilets or long drops or chemicaltoilets that are not cleaned often enough).

Unpacking this sceneThis poster highlights how human activities have impactedon the ecological integrity of the Buffalo River. The posterhighlights a particular theoretical framework for analysingthe impacts of humans on this river.

Dams

Dams have been built along the river to store water andreduce the possibility of flooding. The water stored inthese dams is used for irrigating commercial crops, suchas bananas and tobacco. The dams also supply piped waterto the urban areas of East London; Mdantsane, Bhisho andKing William's Town. The building of such large damscosts a great deal of money, but is necessary if we wantto make sure that we have an adequate supply of waterduring drought periods. However, we should also acknowl-

edge that the average urban consumer wastes a lot ofwater. This is also true for farmers who irrigate.

Crops could be irrigated more efficiently andpeople could use less water when they bath,

wash clothes, use the toilet and watertheir gardens.

Sewage Treatment Works

The treatment of sewage is necessary because we rely on a water-borne sewage system in urbanareas (a flushing toilet). Toilet water is dangerous to human health as it contains pathogens(bacteria that make you sick) such as E. Coli. So we need to treat this waste sewage water beforereturning it to the river. This treatment is done at the sewage or waste water treatment works.

Water entering the sewage plant contains floating material (such as plastic, wrappers, rags),dirt, oils, small solids, bacteria and dissolved nutrients (nitrites and orthophosphates). Thewater must first go through a filter screen to remove the floating material. Grit chambers slowthe water down so that stones, sand etc drop to the bottom and can be removed. A settling tankthen removes the fine or small solids and some of the bacteria. Bioreactor bacteria are addedto the water to feed on (and so remove) the dissolved nutrients. Another settling tank removesthe bioreactors and yet more bacteria. Lastly chlorine gas is added to the water to kill of anyremaining bacteria, so that the water is ready to be pumped back into the river. Sludge fromthe settling tanks is treated and used as fertilizer.

The sewage treatment works is usually designed to deal with a certain amount of waste watereveryday. If this amount is exceeded, then it is possible that the water returned to the river isnot as clean as it should be. It could also result in sewage pipes bursting due to the increasedvolumes and pressures. Some people also put objects (such as towels)down their toilets, causing huge blockages and burst pipes.

Urban communities need to manage their sewagesystems more wisely. This means not using the toiletas a dustbin, keeping their toilets working welland repairing them if they start to leak.Communities should also switch to low flow toilets,so that each flush uses no more than 9 litres ofwater. Burst sewer pipes should be reported to localmunicipalities immediately.

Sand mining

As urban areas expand and demand for housing and roads etcincreases, so more and more sand and gravel is needed to build

them. Companies respond to this demand by digging up river banks(and beds if they can) and selling the river sand to developers etc.

This process of mining is highly destructive of river systems. Itdestroys the river banks, and the river stops functioning as a true river,

it becomes nothing more that a storm waterdrain. After the company has completedthe mining, it usually leaves themining site. There is no rehabili-tation. Managing this mining isdifficult, as the issuing of per-mits to companies and themonitoring and rehabilitation ofthe site fall under different gov-ernment departments.

Toxic algal blooms

Usually linked to eutrophication. Nitrites and phosphatescause algae to grow rapidly. This rapid growth is known as an algalbloom, when the individual numbers of algae increase radically. Someof the algae species, however, are poisonous or toxic. At the timewhen such algae "blooms" it is advised not to swim in the river / damor make use of the water for domestic purposes.

Eutrophication

Nitrates and phosphates are natural plant "food". If there is a lot of thesetwo chemicals in a body of water, small plants known as algae grow rapidly,because there is a lot of food. However, algae soon die. Decomposingbacteria, then flourish, living off the dead algae, and, thus, decom-posing or breaking it down. After a while, however, the waterbody is left with very little dissolved oxygen in it, because thedecomposing bacteria use up the oxygen in the process ofdecomposition. Therein is the problem for other aquaticorganisms, they die due to the lack of dissolved oxygenin the water. This is eutrophication.

Rainbow Trout

This is an alien fish species deliberately introduced to therivers if the Eastern Cape by fly-fishermen. These fishhave become a huge problem in the catchment as they eatthe smaller, local indigenous fish. These small fish are nowunder severe threat from the introduced fish.

Watch the taps!!! Stop that drip!!!!!!!!!!!!!

For every 3 minutes that a tap is left running (open) 10 litres of water is lost. Imagine how much is lost inschools when learners leave taps running, sometimesfor hours!!!! A tap that has even a small drip losesthousands of litres of water in a year.

Turn taps off.Taps should turn off easily, if not, adjustthem.If possible, change the taps to a system thatturns off automatically.Check all taps for leaks. Replace the washers in leaking taps.

Saving water in the school toilets

Almost every school has damaged or leaking toilets, atleast some of the time. A leaking toilet can cause theloss of hundreds of litres of water a day. Check ALLthe school toilets on a regular basis. Get a repair teamin if necessary to fix the broken ones.

Do not use the toilet as a dustbin.Do not condone the vandalising of toilets.Encourage learners to report leaking ordamaged toilets immediately.Adjust the float level in the cistern to useless water per flush.Insert small sealed bottles of water into thecistern to use less water per flush.

Sanitation and water saving tips for your schoolSaving water and ensuring safe sanitation in schools is one of the ways in which catchments canbe managed well and future sustainability ensured.

Saving water in the school grounds

Many schools have garden staff that love to water with a hosepipes for hours on end. Is your school such aschool? A garden hosepipe uses thousands of litres of water every hour. Manage this wisely by setting up a sys-tem to manage the use of hosepipes in the garden, focus on reducing the number of hours of watering each day.

Adopt water wise gardening methods such as:☺ Water plants only in the mornings.☺ If the school has a sprinkler system, make sure it is on a timer.☺ Put mulch on the flower beds. This will significantly reduce evaporation and cut down on weeds.☺ Plant indigenous plants that do not need regular watering.☺ Avoid all ornamental water fountains or water features that do not use recycled water.

Your health is in your hands - literally

Doctors will tell you that the single most important action you can take to keephealthy is to wash your hands regularly with soap and water. Many SouthAfricans suffer from Hepatitis A and gastro-enteritis because they do not usesoap and water to wash their hands after using the toilet.

Wash your hands with soap and water:

After using the toilet.After changing baby's nappy.Before you prepare food.Before you eat food.After handling waste (human, animal or household waste).Anytime you think your hands might be dirty!

Safe sanitation is the path to good health!

A safe and effective sanitation system and good hygiene are essential parts of primarypreventative health care. Good sanitation and adequate hygienic practices improvequality of life. A high quality of life is a cornerstone of sustainability. You shouldmake an informed decision on your personal, community and environmental health.

A hygienic sanitation system is one that ensures that people do not come into directcontact with human waste, bad smells are prevented and flies do not flourish. A dirtytoilet can be extremely harmful to human health, it can spread water borne illnesses(such as cholera), cause diarrhoea or even pass on Sexually Transmitted Diseases.

A hygienic sanitation system:Makes use of safe, clean toilets. Cleans toilets regularly.

All toilets MUST be kept in a good condition, be well maintained and cleaneddaily, using a germ killer (such as bleach).

School sanitation systems:

According to the Dept of Education, all schools must:

Provide facilities for children to wash theirhands (with soap!).Maintain toilets and keep them clean.Prevent vandalism of toilets.Have ongoing health and hygiene educationwith all members of the school community.

Tasks for Grades 7, 8 and 9Conduct a research project into:

1. The Umtiza Tree Provide:

A description of its leavesWhen does it flower and what the flowers look like.What sort of habitat does the tree prefer?A description of the seeds.What do local people use the tree for?What is the current conservation status of this tree?What are your recommendations regarding theprotection and preservation of this tree?

Present your findings as a poster

2. The Eastern Cape Rocky FishProvide:

A description of its habitat.What does an adult fish of this species look like?What are the breeding habits of this fish? Howdoes it raise its young?Outline the feeding habits of this fish.What is the conservation status of the fish?What role does the fish play in the ecosystem?What would you suggest nature conservationofficials do to protect this fish from extinction?

Present your findings orally and use graphs to supportat least some of your statements.

Although you can give the same topics to Grade 7, 8and 9, the kind of information, the detail and the levelof sophistication expected will vary according to theassessment standards.

RRNNCCSS

aalliiggnn

eedd

Grade 9LO 1: Scientific Investigations

AS 2 Conducts investigations and collects data,contributes to systematic data collection withregard to accuracy, reliability. AS 3 Evaluates data and communicates findings,seeks patterns and trends in the data collected.

LO 2: Constructing science knowledgeAS 3 Interprets information by translating linegraphs into text descriptions and visa versa, byextrapolating from patterns in tables and graphsand by hypothesising possible relationshipsbetween variables. AS 4 Applies knowledge: applies principles andlinks relevant concepts to generate solutions tosomewhat unfamiliar problems.

LO 3: Science, society and the environmentAS 2 Understands sustainable use of the earth'sresources: responds appropriately to knowledgeabout the use of resources and environmentalimpacts.

Protecting river water qualityThere are many ways in which the river can be protected. One importantway is to make sure that factories do not release chemicals into rivers.This can be done by making such activities illegal and prosecuting theoffenders. Another way is to look after sewer systems. Not using thetoilet as a dustbin is a good start.Reporting sewer leaks to localauthorities is also recommended.

We can also clean up the litterfrom along the river banks andfrom the river itself. A riverfree from litter is a pleasure tolook at. Water pollution isreduced and it becomes safer forchildren to play and picnic alongthe river banks. Nature reserves arespecial places that have been set aside to preserve the localplants and animals. No developments such as houses and petrolstations or office blocks are allowed. Nature reserves playan important role in reducing water pollution. Naturereserves also provide excellent ecotourist sites. Byprotecting and preserving our local plants and animals, we can make sure that all SouthAfricans can enjoy them, make use of themand pass on this biological inheritanceonto their children.

BiomonitoringScientists use insects, fish and frogs etc to "tell" them about the condition ofthe river. Frogs, for example, have skins that are very sensitive to pollution.That means that rivers with high levels of pollution will usually only have a fewfrogs. Fish are also good indicators of pollution - they cannot breathe in waterthat is heavily polluted with silt, for example. They also cannot survive inwater that has low oxygen levels. Rivers that are full of fish are healthyrivers. Aquatic insects, such as mayfly nymphs, are also good indicators ofwater quality. Mayfly nymphs can only survive in clean, unpolluted water. If scientists catch a lot of mayfly nymphs in a river, then we can say that the

river water is probably safe and clean.

River HealthThe River Health Programme was launched in 1994 bythe Department of Water Affairs and Forestry. Theprogramme makes use of biological indicators, suchas fish, riparian vegetation and aquatic insects,to decide if a river is healthy or not. Theprogramme reports on the condition ofrivers in order for rivers to be managed well.

Rural settlements

The rural settlements of this catchmentare unusual by international standards.

Rural areas are usually characterisedby low population densities and theengagement of the local rural popu-lation in primary activities, especiallyagriculture. However, in this catch-

ment, many rural people live closetogether in dense communities and only

a few engage in traditional agriculturalactivities. There are many reasons for this.

One of the most significant is that parts of the catch-ment was used as an "apartheid dumping ground" for people forcibly removed from

white farms or from their land. Another reason, is that most rural people in thiscatchment are very poor and so have no access to the land, water, seed, fertil-izer and cattle etc needed to farm. Finally, many people lack the knowledge andskills required to be successful farmers, and perhaps, to some extent, theinterest as well. The result is, that these rural dwellers are very poor and they

lack sufficient or effective services, especially electricity, sanitation and pipedwater. These rural people, therefore, rely on rivers or wells for water, use inade-quate or no toilets and burn wood for fuel. This makes them vulnerable to choleraand other water-borne diseases.