Assessment

Before project:

K-W-L worksheet
Debate on donations

Presentations on various topics researched

During project

Team skills

Research skills

Planning

Graphic presentations

After project:

Newsletter

Presentation answering focus question

Production Phase (How will the learners share their findings?)

Learners will make the PowerPoint presentations and a newsletter which will be critiqued in a presentation session. The learners will use the Checklist as a guide in documenting their findings and recommendations in the newsletter. The newsletter assessment rubric will also guide learners in developing their argument and the newsletter.

Processing Phase (How will the learners process the information they have gathered?)

Learners will synthesise the findings on various topics, report back as groups through their spokespersons using multimedia powerpoint presentations to the whole class. The audience learners will ask clarity seeking questions and that will prompt class discussions. They will work on a webQuest designed by the teacher for a week. Their discussions will culminate into analytical debates on various issues concerning development versus environmental protection in particular focusing on the donations of electronic goods especially computers disguised as developmental aid. Learners will lead discussions on comparison of e-Waste management in SA, China, and India and after the discussion they will work on the worksheet as individuals. The learners as groups must decide on strategies of dealing with e-Waste and also propose a legislation or amendment to the existing as part of recommendations to be forwarded to parliament.

Gathering Phase (How do the learners gather information?)

Learners form collaborative teams to research on the challenges faced by African countries in their quest to bridge the digital gap, the topic they brainstormed in the challenge phase. They will be expected to reconcile their research findings with the decisions of their debate sessions with their findings of the research on Basal convention, Bamako agreement and United Nations Environmental programme documents to familiarize themselves with protocols on dealing with dangerous waste materials. Learners will be using the internet, text sources, newspapers and CD Rom as resources. All learners will be using the planning sheet to gather information.
Key points to guide the learners in their research groups are as follows:

*Developmental aid / donations
*e-Waste
*e-Waste management in SA,China,India
*Recycling of e-Waste in China, India, Palestine and
other developing countries
*Dangerous chemicals from e-Waste
*Environmental issues
*Economical implications
*Legislation / Suggested solutions
*Report presented to PAP on hazardous chemicals
*Basal ban

Challenge Phase (What connection is there with prior knowledge? What stimulus and challenge are the learners given?)

The teacher gives the background about the developmental aid, especially electronic goods coming into Africa and in particular South Africa, in the form of donations .The teacher let the learners fill the K-W-L worksheet. Debate in groups will be stimulated by brainstorming session on whether there is a need for donations or not emphasising the consequences of pile up of materials and the management thereof.

Introductory slide show will set the stage for investigations by showing the followings:

• Consequences of colonialism


• Poverty and unemployment


• Underdevelopment


• Neo-colonialism


• Waste dump

e-Waste dumbing site