Elaborate

D.E.E.C.D. Level 4 info: (1) The teacher explains the taxonomy used to structure the task and inform the assessment criteria. They support students to use evidence to challenge assumptions underpinning principles when extending the learning to new contexts. The teacher structures opportunities for students to sustain a conversation, deepening individual and collective understanding. They support students to critique one another’s ideas to increase the intellectual rigour of the conversation. The teacher continuously monitors student progress and provides feedback that enables each student to understand what they need to do to improve. __Student Task 1__ Teacher to instigate conversation on Primary Pad relevant to the topic of saving water, further elaborating on concepts that students have explored and explained as part of their learning. Continually altering real life situations of water saving techniques will aid to promote alternate thinking and ideas of the concept by students, allowing them to elaborate on their learned knowledge by digitally conversing with each other in real time, sharing new knowledge, concepts and ideas. This also allows students to critically analyse other students ideas and concepts, and create problem-solving solutions among those participating. Example questions; What is the role of the different waterways, how are the waterways involved, what are the effects to the environment of water wastage etc. media type="custom" key="20066954" __Student Task 2__ Students are asked to create a Decide Already questionnaire for other students to participate in. Utilising learned concepts and further concepts and ideas from Primary pad, create a questionnaire that challenges students conventional thoughts of water saving and question whether these concepts are workable. Each question can have multiple choice or rated responses (eg. 1 - 5 of importance) based on students elaborating on the water saving concepts, from simple home saving techniques to community and even global water saving issues and solutions. All students will need to have a basic email account as this is the how students are invited to participate. Results can be assessed and discussed during the evaluation stage.  Decide Already!!

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__Student Task 3__

Following the discussion from Primary Pad, students are to create their own comic strip displaying their learned knowledge of water saving, but also to elaborate on a specific concept from the topic, and question its effectiveness/impact/issues/resolutions. This could involve the water cycle concept, the need for reservoirs, purification of water etc. on either a local, national or international scale. Below is a suggested comic strip making site, but others can be utilised, as long as they are are free and able to be shared with the rest of the class (eg. ToonDoo). Use evaluation stage for discussion and feedback of comic strips.  Comic Strip Maker

Reference. (1) D.E.E.C.D. (2010). Elaborate. The e5 Instructional Model. Retrieved July 6, 2012, from []