An In-Service Training (INSET) Package in Science and Technology

Waste Management with the 5Es

Facilitator’s Guide
Presentation Plan
Master Set of Resources
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright © 2000 by PROBE
Revised Edition 2010

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides: “No copyright shall subsist in any
work of the Government of the Republic of the Philippines. However, prior approval
of the government agency of office wherein the work is created shall be necessary
for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE)
implemented by the Educational Development Projects Implementing Task Force (EDPITAF)
of the Department of Education, Culture and Sports (DECS) in collaboration with the Bureau
of Elementary Education, Bureau of Secondary Education and the Commission on Higher
Education. Prior approval must be given by the PROBE Management Unit lodged at EDPITAF
and the source must be clearly acknowledged.

Loreto S. Nadal
ISF Elem. Science/Math
Division of Siquijor
Writer

This INSET package has been edited and produced by the PA - PROBE RLMC VII staff.

This edition has been revised for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII-Bohol under Project
STRIVE for BESRA, a project supported by AusAID.
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WASTE MANAGEMENT WITH THE 5Es

1 FACILITATOR’S GUIDE

Description

This is a two-day workshop designed to show how the 5Es can be used as another
strategy to develop science skills. However, within each stage, some strategies are also
used. For example, in the first stage ENGAGE, the Brainstorming strategy is used
to focus ideas on a particular issue or concept. In EXPLORE, the use of newspaper
and magazine clippings is introduced to provide additional information needed to
answer earlier questions. The third stage EXPLAIN, uses a game (Conscience Game)
to challenge participants with contrasting values and issues that surround a particular
topic. ELABORATE introduces the use of the “Seven at Once: Multiple Intelligence
Work Stations” to help participants extend their understanding of the topic in different
ways. EVALUATE is the stage wherein Concept Mapping is introduced as a valuable
tool through which participants can organize the ideas they have about the topic.

Waste management is used here as the vehicle to explore the strategy.

Rationale

The benefits of using a wide range of strategies in teaching are many. Perhaps the
most powerful reason is the extent to which this can better meet the diversity of student
needs and learning styles. Different strategies demand different ways of working - some
strategies will access or promote a particular pupil’s understanding better than others.

If one of the goals of teaching is proper understanding of the world, then we must
teach in a way that promotes understanding (not just recall of facts). The deliberate use
of strategies that stimulate a range of ‘ways of knowing’ helps pupils meaning. They
also add to both the teachers’ and the pupils’ “tool kit” for investigating and understanding
this complex world.

Target Audience

Grades V and VI Science Teachers

Duration

4 hours (2 hours per daily session)

1
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Objectives

At the end of the workshops, participants will be able to:

• explain what the 5 Es strategy is
• enumerate the advantages of using this strategy in teaching science
• identify topics in science wherein the 5Es strategy can be used.

Preparation

Before conducting this workshop, facilitator must have thoroughly read the
contents of this material, most especially the tasks in the different Work Stations.

Evaluation

The success of this workshop will be measured by:

• participants’ involvement in the activities
• participants’ ability to explain what the 5Es strategy is
• participants’ ability to enumerate the advantages of using this
strategy in teaching science
• participants’ ability to identify topics wherein the 5 Es strategy can
be used.

Resource List

OHPT 1/Handout 1 Workshop Objectives and Rationale

Handout 2 Think and Do Green (Clipping)
Activity Sheet 1 Think and Do Green (The Activity)
Activity Sheet 2 The Conscience Game

Tasks sheets for the 7 Work Stations

Work Station 1 Verbal - Linguistic
Work Station 2 Visual - Spatial
Work Station 3 Musical - Rhythmic
Work Station 4 Logical - Mathematical
Work Station 5 Bodily - Kinesthetic
Work Station 6 Interpersonal
Work Station 7 Intrapersonal

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Note: Facilitator provides the cassette player and the recorded music. One tape
will be a classical song with very soft melody, while the other tape will be a rock
music similar to those played in discos and bars.

Work Station 5 needs a sand table. Facilitator provides materials like real plants
or plant cutouts, miniature houses, dolls to represent people, materials to
represent a clean abundant river (blue transparent plastic and fish cutouts).
These are
. to be arranged by each group to show a model
environment.

Additional materials to be provided by the facilitator for each group:

• manila paper

3
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2 PRESENTATION PLAN FOR FACILITATOR (Day 1)
Session Time Activity
1 45 min • Introduction to the Workshop
• Present the Objectives and
Rationale of the Workshop.
• Let participants sit in groups of
3 to 4 members.
ENGAGE
• Distribute Activity Sheet 1 to
each group.
• Group reporting.
2 30 min EXPLORE
• Facilitator introduces the use
of newspaper or magazine clip -
pings to be sources of additional
information. They are also useful
to help develop critical literacy.
• Distribute Handout 2 to each
group.
• Let them check the responses
they wrote earlier.
1
Comment
• Use OHPT 1for the presen-
tation.
• Let each group study the
procedure outlined in the
activity sheet.
• Process the responses
given by each group.
• Inform participants that
since the second stage aims to
further stimulate participants’
curiosity and provide new
information which may answer
some of their earlier questions,
they need access to experiences
and resources that will provide
them with new information.
• Let participants read and
reflect upon the information
presented in the handouts
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Session Time Activity
3 45 min EXPLAIN
• Organize the participants into
two teams.
• Each team will have three sub-
groups (Conscience A ,
Conscience B and Conscience
C).
• Let participants play the
Conscience Game .
(Procedure outlined in
Activity Sheet 2)
• Let Conscience C give their
decision.
2
Comment
• The ‘Conscience Game’
uses moral dilemmas to
challenge participants
with contrasting values
and issues that surround
a particular topic. The
facilitator (or participants
themselves) designs
a short scenario about
the topic in which a
difficult decision must
be made. The issue is
then analyzed and argued
using what participants
have learbed about the
topic to support or
challenge suggestions.
• As participants study the
scenario, encourage them
to review and re-assess
what they know as a
group.
• Provide guidance if
necessary, so that their
feelings, values and
attitudes associated with
the topic could be xplored.
• Give the necessary
instructions to the assigned
moderator.
• Remind each team to stick
to the issue at hand.
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2 PRESENTATION PLAN FOR FACILITATOR (Day 2)
Session Time Activity Comment

1 10 min • Have a recap of the activities • The final decision given

done in Day 1. during the Conscience Game
might be discussed.

• Provide linkage to the activities • Participants establish a

to be presented. connection.

2 50 min ELABORATE

• Introduce the ‘Seven at Once: • Inform participants that

Multiple Intelligence Work using Howard Gardener’s
Stations’ multiple intelligences as a
• Set up seven work stations with framework enables them to
tasks to do, around which groups extend their understanding of
of participants will rotate during
the session. the topic in different ways.
“Seven at Once...” involves
• Each station requires participants a significant amount of
to explore the topic through organization, but is worth the
a different medium or result.
‘intelligence’.

• Participants move through each • Refer to the Resource List

station by groups. They stop at for the necessary
the sound of the bell. (timer) preparations for the sand
table and the recorded
• Distribute a sheet of manila music.
paper for each group. Instruct • Allow 5 minutes for each
participants to write their group to work per station.
responses to each question/
task indicated in each station. • Make sure that every
member contributes to
• Refer to the prepared sheets accomplishing the tasks
with the assigned tasks for each assigned in every station.
Work Station.
• Mill around each group to
provide assistance, if
• Group reporting. needed.
• Once all participants have
experienced each station
and reported, make a list
of new ideas and
understandings that have
emerged.

3
INSET PACKAGE: Waste Management With The 5 Es
Session Time Activity
3 45 min EVALUATE
• Facilitator introduces Concept
Mapping as a valuable tool
through which participants can
organize the ideas they have
about the topic.
• Follow these basic steps in
carrying out concept mapping:
• Give each group about 10 small
cards.
• On one card, let them write the
word or phrase that is the
subject for the concept map
(waste management).
• On the remaining cards, let them
write or draw other words that
they consider to be important
about the topic.
• On a sheet of manila paper, let
participants arrange the cards in
a way that makes sense to them.
• Let participants show the way
the ideas relate to each other.
Lines or arrows are drawn
between the related ideas.
Words or connecting phrases
are written on the line or arrow
to make the connection clearer.
(Brainstorming a list of possible
connecting phrases is helpful
here.)
• Have them make
generalizations.
• Group reporting
4
Comment
• Inform participants that:
1. The essential features of a
concept map (in contrast to
flowchart of
brainstorming) is the
connections explicitly made
between the key items on
the map. For this reason,
concept mapping is often
easier for participants to do
at the end of the discussion.
2. Concept maps are often
best done on an individual
basis as they reflect their
personal views of the topic.
• Guide participants in
organizing their maps.
• Cards can be attached
with removable adhesive to
make reorganization easier.
• Ask participants to share
maps and ‘read’ others’
maps.
• Generalizations can then
be written on the basis of
these concept maps.
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Session Time Activity Comment

4 15 min Wrap-up

• Let participants do the following • Allow approximately 3

by groups: minutes for each group
reporter to render the
• explain what the 5 Es strategy is report.
• enumerate the advantages of
using this strategy in teaching • In identifying topics
science wherein the 5 Es
• identify topics in science wherein strategy could be used,
the 5Es strategy can be used. let participants refer to
the PELC.

5
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OHPT 1/Handout 1

OBJECTIVES

At the end of the workshop, participants will be

able to:
• explain what the 5Es strategy is
• enumerate the advantages of using this
strategy in teaching science
• identify topics in science wherein the 5Es
strategy can be used.

RATIONALE

The benefits of using a wide range of strategies

in teaching are many. Perhaps the most powerful
reason is the extent to which this can better meet the
diversity of student needs and learning styles. Different
strategies demand different ways of working - some
strategies will access or promote a particular pupil’s
understanding better than others.

If one of the goals of teaching is proper understanding

of the world, then we must teach in a way that
promotes understanding (not just recall of facts). The
deliberate use of strategies that stimulate a range of
‘ways of knowing’ helps pupils meaning. They also
add to both the teachers’ and the pupils’ “tool kit” for
investigating and understanding this complex world.
 INSET PACKAGE: Waste Management With The 5 Es

Activity Sheet 1 Time Frame: 10 minutes

THINK AND DO GREEN

Procedure

1. Study the situation/problems below.

You have often heard of the environmental crisis we

are experiencing today, but how serious is the condition
our planet is really in? More importantly, what can you, as
an inhabitant of this planet, do to help alleviate this pressing
concern?

2. Be guided by the following questions:

• What do I already know about this aspect?
• How do I feel about it?
• How do I come to know and feel these things?
• What am I interested in finding about?
• How can I find out?
• What do my friends know and think about this?
• How is this relevant to me?

2. Spend approximately 3 minutes to jot down each group

member’s ideas and then share them to the whole group.

3. Choose a member of your group to read out the group’s

responses.

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Handout 2

THINKbyAND DO GREEN
Russel J. V. M. Gutierrez

Environmentalists liken the state our planet is in, to a disease. Like all diseases,
it is manifested through certain symptoms. These include global warming, the depletion
of the ozone layer, pollution and deforestation.
The earth’s atmosphere is made up of gases which serve as a blanket to keep it
warm. The rapid increase in the amounts of certain gases in the air, however, is trapping
more heat than usual all over the world. This global warming is caused by a phenomenon
called the greenhouse effect. The so-called greenhouse gases, like carbon dioxide,
chlorofluorocarbons, and methane are deflecting the infrared waves back towards the earth
preventing them from escaping into space. Increased amounts of these gases will cause
rise in atmospheric temperature. Around 22 billion tons of carbon dioxide are produced
each year from the burning of fossil fuel. It is during the 1980s that the four hottest years
in the last 110 years were recorded. Global warming has the adverse effect of changing
the climate as we experience it today.
Another symptom is the depletion of the ozone layer. Much alarm has been caused
by the reported holes in the ozone layer over the polar regions, but even in the middle to
high latitudes, the ozone shield has been depleted at a rate of 2 to 10 percent over the last
20 years. Ozone, in the high layers of the atmosphere, prevent harmful ultraviolet rays
from reaching the surface of the planet. Chlorofluorocarbons, commonly used in aerosol
cans, airconditioners, and refrigerators, break down into chlorine atoms which in turn
break down ozone which protects us from ultraviolet radiation. The thinning of the ozone
shield could increase the occurrences of skin cancer, and also prove harmful to plant and
ocean life.
Pollution is yet another concern. Our air, water, and soil are being filled with
toxic substances. Exhausts from cars and factory fumes make our air not only unclean
but unbreathable. Rivers are becoming uninhabitable by fish and other water life due to
waste from factories and excessive dumping of garbage in them. Our soil is also being
polluted by chemical fertilizers and careless dumping of garbage and other wastes. As a
mainly agricultural country, we depend much on our soil for subsistence and the dangers
of pollution cannot be overstated.
We are also faced with the problem of deforestation. Excessive logging has
vastly reduced our once abundant areas of rain forest. Rain forests serve as the home to
a rich variety of plant and animal wildlife and prevent erosion and floods. They are also
crucial in keeping the climate in balance and a major source of our oxygen. Despite their
importance, they are being cut down at a systematic rate.
These are the problems we have to face today. It is not enough to know what is
going wrong, we also have to do something about the problem. But what can you do?
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Handout 2 cont.

Here are a few small tips which will help take care of our environment:

• Reduce your energy consumption at home by turning off lights
and appliances when not in use. Take short showers to reduce
the amount of water you use everyday. Also, wash and dry
clothes in batches so that you can save energy and water
consumption.

• When buying products, such as shampoos and other toiletries,

choose those with as little packaging as possible. Avoid products
which will use numerous and unnecessary layers of plastic,
cardboard, and styrofoam as they will only add to the garbage
you throw out. Choose products with reusable or recyclable
containers. Jars and tin cans can be reused at home instead of
being thrown away as garbage at once.

• In cases of cardboard packaging, choose products which come

in brown or gray or those which specify that they are made from
recycled materials. Avoid white ones which are almost always
not recycled.

• Always opt for refillable and reusable products, such as

refillable pens, markers, reusable razors, and the like, rather
than disposable items. Single-serving products should also be
avoided.

• Gasoline combustion is a major source of carbon dioxide, so

always opt to walk, ride a bicycle, or use public transportation
whenever possible. You can also try carpooling with friends
to reduce fuel consumption.

• Recycle paper. It is one way of saving trees. Use the back

sides of used paper for notes and scribbles. You can bind used
paper together as a scratch pad. You can also send all your
used paper to recycling centers. You may have one in your
neighborhood or in your school. Share your magazines and
comic books with your friends.

The contributions you make need not be big. Each one’s efforts, no matter how
small, will add up to something that will make a difference.
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Activity Sheet 2 Time Frame: 30 minutes

The CONSCIENCE GAME

Procedure

1. Agree on who will compose the sub-groups Conscience A,

Conscience B and Conscience C. Conscience A of both
teams will compose one group while Conscience B of both
teams will also form another group. Conscience C of both
groups will act as the judge.

2. Assign a moderator to preside over the discussion.

3. Study the scenario below.

You are out with a new group of friends for the first
time. You really want to be part of the group (to be “IN”
with them) and you are having a great time. Each of you
buys a hamburger and a can of soft drinks for lunch.
Some of your new friends throw their empty containers/
wrappers on the street. You know that they should put
their rubbish in the bin but you are nervous about saying
something to them, for fear of hurting their feelings.
What will you do? Why?

4. Conscience A presents arguments ‘for’ (telling the group

about the proper thing to do) while Conscience B presents
arguments ‘against’ (refrain from telling them on the
proper thing to do). They stand either side of Conscience C
- the final decision-maker.

5. Conscience A and Conscience B take turns in convincing

Conscience C of their points of view. Allow 5 minutes for
each team to present their arguments.
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WORK STATION 1
VERBAL/LINGUISTIC INTELLIGENCE

Related to written and spoken languages

Sensitivity to the sounds, rhythms, and meanings of

words; sensitivity to the different
functions of language.

A mirror is in front of you. A picture of

a community 10 years from now is shown.
You see your children and/or grandchildren
living in squalor. Their poor state of health
is very apparent. Garbage and flies are
everywhere. The sky is full of smoke
and smog. The once abundant bodies of
water around them are full of domestic
and industrial wastes excessively dumped
there. Plant and animal life could hardly
survive due to extreme heat as a result of
global warming. What remained of a once
very luxurious forest are now burnt tree
stumps.
Write a list of things you would like to say to the people in the picture.
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WORK STATION 2

VISUAL/SPATIAL INTELLIGENCE

This intelligence relies on the sense of sight and ability to

visualize an object and to create mental images/pictures.

Capacities to perceive the visual-spatial world accurately

and to perform transformations on one’s initial perceptions.

Think of an invention you would

like to create for the improvement of

the environment. It should be some-

thing that would make this world a

better place to live in for us and the

generations to come. How would it

work? Draw it.

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WORK STATION 3

MUSICAL/RHYTHMIC INTELLIGENCE

This intelligence is based on recognition of tonal patterns,

including environmental sounds, and on sensitivity to rhythms and beats.

Abilities to produce and appreciate rhythm, pitch, and timbre: appreciation

of the forms of musical expressiveness.

Here are two taped songs/music.

Listen to each tape. Which of them

would you choose to express your

idea about a clean and healthy

environment? Why?
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WORK STATION 4

LOGICAL/MATHEMATICAL INTELLIGENCE
Often called “scientific thinking”, this intelligence
deals with deductive thinking and reasoning, numbers,
and the recognition of abstract patterns.

Sensitivity to, and capacity to discern, logical or

numerical patterns: ability to handle long chains of
reasoning.

Assign a specific timeline for people

to start doing things to help sustain

the environment so that those who

will be taking our place will also

have the chance to enjoy nature as

we have now.
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WORK STATION 5

BODILY/KINESTHETIC INTELLIGENCE

This intelligence relates to physical movement and

the knowing/wisdom of the body, including the brain’s
motor cortex, which controls bodily motion.

Abilities to control one’s body movement and to handle

objects skillfully.

Out of the materials provided, add

or remove anything to/from the

sand table to show an environment

that we would like our children to

have.
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WORK STATION 6

INTERPERSONAL INTELLIGENCE

This intelligence operates primarily through person-

to person relationships and communication.

Capacities to discern and respond appropriately to

the moods, temperaments, motivations,
and desires of other people.

Role-play a conversation with a

loved one who is sick and lying in

bed due to respiratory diseases caused

by a very polluted environment.

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WORK STATION 7

INTRAPERSONAL INTELLIGENCE

This intelligence relates to inner states of being, self

reflection, metacognition, and awareness of spiritual realities.

Access to one’s own feelings and the ability to discriminate

and draw upon them to guide behavior; knowledge of one’s
own strength, weakness, desires, and intelligence.

React on these:

• What do you think is the best thingto do to

provide our children and the generations to
come with an environment that has sustained
all its beauty and natural resources?

• Modern technology has proven to be

beneficial to mankind. Can you also say
that it has somehow contributed to the
deterioration of the environment? Why or
not?