Career Pathways-Technology and Livelihood Education (CP-TLE) HOME ECONOMICS HOME BUSINESS MANAGEMENT I Quarters 3 and 4: Waste Management

t Module 3: Waste Reduction, Segregation, and Utilization

The waste management activity includes the separation of wastes, storage, collection, transportation, processing, recycling and disposal. Its primary objective is to ensure protection of public health and environment from indiscriminate or unsystematic managing of waste materials.

EXPLORE Your Understanding

As you go through this module, you will be able to understand and apply the basic concepts, principles, and skills in providing quality, marketable and profitable products/services for waste reduction, segregation, and utilization.

Guide Questions

Here, you will be guided by the following questions to understand the content of this module. 1. Why do you need to understand the objectives of Ecological Solid Waste Management Act of 2000? 2. How will you classify the types of waste? 3. How can you properly demonstrate the various processes and related activities in waste reduction and segregation? 4. Why is there a need to make a GRASPS model and Gantt chart in performing a task? 5. How can you provide quality, marketable and profitable products/services in waste reduction and segregation? 6. Why is it essential to determine the production cost and price of your recycled products and services rendered as waste management advocate and practitioner? 7. How can you refine your recycled products and efficiency in your service?

My Target At the end of this module, you are expected to provide quality, marketable, and profitable products/services in reducing, segregating, and utilizing waste materials. Input Concepts and principles in waste management Different processes in waste management Process Understanding of concepts and demonstration of various processes in waste management Assessment of products/performance Output Quality, marketable, and profitable products and services in waste management

Activities

Before proceeding to the next episode of this module, answer the suggested activities provided based on the instructions given, to activate and assess your prior knowledge.

Self-Rating Checklist Directions: You will use this matrix to rate your level of mastery of each competency prior to studying the lesson (PRE), and after you complete the module (POST). For each competency, place a check mark (/) under the appropriate PRE column which best describes your level of mastery prior to studying the lessons of the module. You will place a check mark (/) under the appropriate POST column when you have completed the module.

Competency

I cannot do this yet Pre

I am learning how to do this Post Pre Post

I can do this but I need to learn more Pre Post

I can do this very well Pre Post

Define the key concepts/elements. State the importance of studying waste management. Describe the different processes. Reflect, revise, and improve the knowledge, skills, attitudes learned/gained. Produce/provide quality, marketable, and profitable products/services. State challenges met and propose possible solutions. Evaluate the products/services based on a given set of criteria.

Open-Ended Statement

Directions: Complete the clauses below with your perception, opinion or prior knowledge about waste reduction and segregation. What I know about ______________________________________________________
_______________________________________________________________________

What I can do in relation to _______________________________________________

_______________________________________________________________________

What I understand about ________________________________________________

_______________________________________________________________________ What I know about ______________________________________________________ _______________________________________________________________________ 4

Entrance, Exit, and Extra Tickets

Directions: In assessing your prior knowledge on waste management, please write down your honest responses to the questions written on each ticket.

Entrance Ticket

Exit Ticket

What I know about waste reduction and segregation?

The three best things I learned today are

Extra Ticket

If you were to start all over again, what else you want to think, say, and act? Pre-Assessment Directions: Each item in this test is composed of a question or an incomplete statements with options lettered a, b, c, and d. Read each item, then select the best or the correct option that answers the question or complete the statement. 1. Which of the following definitions of waste management is most true? A. Waste management is the minimization of resources and selling of reusable materials. B. Waste management includes the separation of wastes, storage, collection, transportation, processing, recycling and disposal C. Waste management ensures the protection of public health. D. Waste management refers to the management of all discarded household, commercial waste, non-hazardous institutional and industrial wastes 2. Which of the following approaches to solid waste management promotes the objectives and awareness among schools stakeholders? A. Adopting the best environmental practice in ecological waste management excluding Incineration B. Ensuring the protection of public health and environment C. Encouraging greater private sector participation in solid waste management D. Strengthening the integration of ecological solid waste management and resource
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conservation into the academic curricula of formal and non-formal education 3. Which of the following waste reduction methods is sustainable in the long period? A. Composting B. Segregation C. Collection D. Recycling 4. The following are violations of the Solid Waste Management Act of 2000, except A. burning of wastes in an open public area B. importation of products packaged with environmentally-accepted materials C. littering or throwing of wastes in public areas D. production of non-environmental products 5. Which of the following is not a waste? A. garbage B. refuse C. organic fertilizer D. rubbish 6. Which types of waste would be the most likely to cause a serious threat to human health if not managed in a scientific and discriminate manner? A. agricultural trimmings B. construction debris C. hospital waste D. kitchen refuse 7. Which of the following practices has a largest threat to public safety and environment? A. Burning of agricultural trimmings and pruning B. Burying of biodegradable waste in public areas C. Dumping of waste in sanitary landfill D. Dumping of florescent lamp in public areas indiscriminately 8. Which of the following options is the most favored method in waste management? A. prevention B. reduction C. recycling D. reuse 9. Which of the following options is the least favored method in waste management? A. disposal B. recycling C. reduction D. reuse 10. Albert is looking for a waste material that could be recycled a hundred percent (100%) again and again. Which of these waste materials should he choose? A. glass B. metal C. paper D. plastic 11. Which of the following wastes is considered special or hazardous? A. leftover foods B. painted wood C. plastic cap D. vegetable peelings 12. Which of the following is not considered as non-biodegradable materials?
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A. cotton swab C. rice hay

B. kitchen refuse D. wall paper

13. The following are the characteristics of an appropriate waste bin or can, except A. easy to clean B. insect free C. permeable (leaky) D. sturdy 14. Which of the following is not a benefit of recycling? A. Conserves natural resources B. Conserves energy C. Prolongs the life span of furniture D. Reduces wastes by using incinerator or burner. 15. Which of the following color-coded bins is applicable for kitchen refuse like vegetable peelings and leftover foods? A. black B. green C. red D. yellow

My Performance

Your performance in the previous activities will be rated based on the given criteria. Tasks Observation/ Documentation Outstanding 4 All tasks were done with outstanding quality; works exceeds expectations Reflection statements are profound and clear Analysis of questions were answered completely Very Good 3 All or nearly all tasks were done with high quality Good 2 Nearly all tasks were done with acceptable quality Poor 1 Half of the tasks done but with poor quality

Reflections

Analysis of Assessment

Reflection statements are almost profound and clear Analysis of questions were almost answered

Reflection statements are shallow and clear Analysis of questions were almost answered

Reflection statements are shallow and unclear Analysis of questions were not answered

Time Management

Submitted activities before deadline

completely Submitted activities on time

incompletely Submitted activities a hour after the deadline

Submitted activities two days or more after the deadline

Sub Totals Over-all score

If you scored 32 and above to all indicators, congratulate yourself for a job well done. If not, ask your teacher for comments so that you can understand better.

Now, that you have already assessed your level of understanding of the context of this module, you are now ready to move on the next phase.

FIRM UP YOUR UNDERSTANDING

Lesson 1. Ecological Solid Waste Management Act Protecting every individual and environment from indiscriminate throwing, dumping, and burning of waste in public areas has been a continuing effort for every one of us. We are both victim and wrongdoer to the countrys garbage problem, thus, we all must take part and do our share. The enactment or passing of the Ecological Solid Waste Management Act of 2000 is a very important guide or policy that each of us will have to follow. This will remind us with our mandate or responsibility as citizens in understanding concepts, and principles of waste management and their effects to people and environment.

The objectives of this Act are as follows: (a) Ensure the protection of the public health and environment; (b) Utilize environmentally-sound methods that maximize the use of valuable resources and encourage resource conservation and recovery; (c) Set guidelines and targets for solid waste avoidance and volume reduction through source reduction and waste minimization measures, including composting, recycling, re-use, recovery, green charcoal process, and others; (d) Ensure the proper segregation, collection, transportation, storage, treatment and disposal of solid waste through the formulation and adoption of the best environmental practice in ecological waste management excluding incineration or burning in a container; (e) Promote national research and development programs for improved solid waste management and resource conservation techniques, more effective institutional arrangement and improved methods of waste reduction, collection, separation and recovery; (f) Encourage greater private sector participation in solid waste management; (g) Retain primary enforcement and responsibility of solid waste management with local government units while establishing a cooperative effort among the national government, other local government units, non-government organizations, and the private sector; (h) Encourage cooperation and self-regulation among waste generators through the application of market-based instruments; (i) Institutionalize public participation in the development and implementation of national and local integrated, comprehensive, and ecological waste management programs; and (j) Strengthen the integration of ecological solid waste management and resource conservation and recovery topics into the academic curricula of formal and non-formal education in order to promote environmental awareness and action among the citizenry.

To give you better understanding of different operational terms used in this Act, the following are defined: Agricultural waste refers to waste generated from planting or harvesting of crops, trimming or pruning of plants and wastes or run-off (pls. provide context clue here) materials from farms or fields. Bulky wastes refer to waste materials which cannot be appropriately placed in separate containers because of either its bulky size, shape or other physical attributes such as lamps, bookcases, filing cabinets, and other similar items. Buy-back center refers to a recycling center that purchases or otherwise accepts recyclable materials from the public for the purpose of recycling such materials. Collection refers to the act of removing solid waste from the source or from a communal storage point. Composting refers to the controlled decomposition of organic matter by microorganisms, mainly bacteria and fungi, into a humus-like product. Consumer electronics refers to special waste that includes worn-out, broken, and other discarded items such as radios, stereos, and TV sets. Controlled dump refers to a disposal site at which solid waste is deposited in accordance with the minimum prescribed standards of site operation. Disposal refers to the discharge, deposit, dumping, spilling, leaking or placing of any solid waste into or in a land. Ecological solid waste management refers to the systematic administration of activities which provide for segregation at source, segregated transportation, storage, transfer, processing, treatment, and disposal of solid waste and all other waste management activities which do not harm the environment. Environmentally acceptable refers to the quality of being re-usable, biodegradable or compostable, recyclable and not toxic or hazardous to the environment. Generation refers to the act or process of producing solid waste. Generator refers to a person, natural or juridical, who last uses a material and makes it available for disposal or recycling. Hazardous waste refers to solid waste management or combination of solid waste which because of its quantity, concentration or physical, chemical or infectious characteristics.
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Leachate refers to the liquid produced when waste undergo decomposition, and when water percolate or seep through solid waste undergoing decomposition. It is contaminated liquid that contains dissolved and suspended materials. Materials recovery facility - includes a solid waste transfer station or sorting station, drop-off center, a composting facility, and a recycling facility. Municipal waste refers to wastes produced from activities within local government units which include a combination of domestic, commercial, institutional and industrial wastes and street litters. Open dump refers to a disposal area wherein the solid wastes are indiscriminately thrown or disposed of without due planning and consideration for Environmental and Health Standards. Receptacles refer to individual containers used in separating and collecting recyclable materials. Recovered material refers to materials and by products that have been recovered or diverted from solid waste so that these can be collected, processed and used as a raw material in the manufacture of a recycled product. Recyclable material refers to any waste material retrieved from the waste stream and free from contamination that can still be converted into suitable beneficial use or for other purposes Recycled material refers to post-consumer material that has been recycled and returned to the economy. Recycling refers to the treating of used or waste materials through a process of making them suitable for beneficial use and for other purposes. Resource conservation refers to the reduction of the amount of solid waste that are generated or the reduction of overall resource consumption, and utilization of recovered resources. Resources recovery refers to the collection, extraction or recovery of recyclable materials from the waste stream for the purpose of recycling, generating energy or producing a product suitable for beneficial use. Re-use refers to the process of recovering materials intended for the same or different purpose without the alteration of physical and chemical characteristics.

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Sanitary landfill refers to a waste disposal site designed, constructed, operated and maintained in a manner that exerts engineering control over significant potential environment impacts arising from the development and operation of the facility. Segregation refers to a solid waste management practice of separating different materials found in solid waste in order to promote recycling and re-use of resources and to reduce the volume of waste for collection and disposal. Segregation at source refers to a solid waste management practice of separating, at the point of origin, different materials found in solid waste in order to promote recycling and re-use of resources and to reduce the volume of waste for collection and disposal. Solid waste refers to all discarded household, commercial waste, nonhazardous institutional and industrial waste, street sweepings, construction debris, agricultural waste, and other non-hazardous or non-toxic solid waste. Waste identified or listed as hazardous waste of a solid, liquid, contained gaseous or semisolid form which may cause or contribute to an increase in mortality or in serious or incapacitating reversible illness, or acute or chronic effect on the health of persons and other organisms. Infectious waste from hospitals such as equipment, instruments, and utensils used by patients who are suspected to have or have been diagnosed as having communicable diseases and must therefore be isolated as required by public health agencies. Solid waste management refers to the discipline associated with the control of generation, storage, collection, transfer and transport, processing, and disposal of solid wastes in a manner that is in harmony with the best principles of public health, economics, engineering, conservation, aesthetics, and other environmental considerations, and that is also responsive to public attitudes. Solid waste management facility refers to any resource recovery system or component thereof; any system, program, or facility for resource conservation; any facility for the collection, source separation, storage, transportation, transfer, processing, treatment, or disposal of solid waste. Source reduction refers to the reduction of solid waste before it enters the solid waste stream by methods such as product design, materials substitution, materials reuse and packaging restrictions. Source separation refers to the sorting of solid waste into some or all of its component parts at the point of generation. Special wastes refer to household hazardous wastes such as paints, thinners, household batteries, lead-acid batteries, spray canisters and the like.
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Storage refers to the interim containment of solid wastes after generation and prior to collection for ultimate recovery or disposal. Transfer stations refers to those facilities utilized to receive solid wastes, temporarily store, separate, convert, or otherwise process the materials in the solid wastes, or to transfer the solid wastes directly from smaller to larger vehicles for transport. Waste diversion refers to activities which reduce or eliminate the amount of solid waste from waste disposal facilities. White goods refer to large worn-out or broken household, commercial, and industrial appliances such as stoves, refrigerators, dishwashers, and clothes washers and dryers collected separately. Yard waste refers to wood, small or chipped branches, leaves, grass clippings, garden debris, vegetable residue that is recognized as part of a plant or vegetable and other materials. With regard to collection, we should all be aware of the minimum standards and requirements for the collection of solid waste. All collectors and other personnel directly dealing with collection of solid waste shall be equipped with personal protective equipment to protect them from the hazards of handling wastes. Also, collection of solid waste should be done in a manner which prevents damage to the container and spillage or scattering of solid waste within the collection vicinity. After having learned the different operational terms used in this Act, please be reminded not to violate any one of the following prohibited acts to avoid troubles of paying fines, doing community service, or going to jail. The following are violations of this Act: (1) Littering, throwing, dumping of waste matters in public places, such as roads, sidewalks, canals, esteros or parks, and establishment, or causing or permitting the same; (2) Undertaking activities or operating, collecting or transporting equipment in violation of sanitation operation and other requirements or permits set forth in established pursuant;

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(3) The open burning of solid waste; (4) Causing or permitting the collection of non-segregated or unsorted wastes; (5) Squatting in open dumps and landfills; (6) Open dumping, burying of biodegradable or non-biodegradable materials in flood prone areas; (7) Unauthorized removal of recyclable material intended for collection by authorized persons; (8) The mixing of source-separated recyclable material with other solid waste in any vehicle, box, container or receptacle used in solid waste collection or disposal; (9) Establishment or operation of open dumps as enjoined in this Act, (10) The manufacture, distribution or use of non-environmentally acceptable packaging materials; (11) Importation of consumer products packaged in non-environmentally acceptable materials; (12) Importation of toxic wastes misrepresented as "recyclable" or "with recyclable content"; (13) Transport and dump log in bulk of collected domestic, industrial, commercial, and institutional wastes in areas other than centers or facilities prescribe under this Act; (14) The construction of any establishment within two hundred (200) meters from open dumps or controlled dumps, or sanitary landfill; and (15) The construction or operation of landfills or any waste disposal facility on any aquifer, groundwater reservoir, or watershed area and or any portions thereof.

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Activities

Task 1. Decision Matrix Directions: Using the following samples of violations on waste management, list down the possible causes and possible solutions. Violations on Waste Management 1. Throwing wastes in public areas Possible Causes Possible Solutions

2. The open burning of solid waste

3. Squatting in open dumps and landfills

4. Importation of consumer products packaged in nonenvironmentally acceptable materials 5. The construction of any establishment within two hundred (200) meters from open dumps

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Task 2: Word Jumble Directions: Unscramble the letters to find the word/phrase that answers each clue. Then unscramble the letters in the parentheses to solve the final clue. 1. GRIALARCLUTUESAWT: waste generated from trimming and pruning of plants __ __ (__) __ __ __ __ __ __ __ __ __ __ __ __ __ __ 2. LCETCOOILN: removing of waste from the source __ __ __ __ (__) __ __ __ __ __ 3. TICOSMPOGN: decomposition of organic matter by microorganism (__) __ __ __ __ __ __ __ __ __ 4. NOIRTAYMENVENLL ACCEPTABLE: quality of being re-usable and biodegradable __ __ __ __ __ __ __ __ __ __ __ __ __ __ (__) 5. NOTIAGRENE: act of producing solid waste (__) __ __ __ __ __ __ __ __ __ 6. IONFUESCTI ASTWE: disposable fomites or hospital utensils having disease __ __ __ __ (__) __ __ __ __ __ __ (__) __ __ __ 7. SNYAIART LANILDLF: waste disposal site __ __ __ __ __ __ __ __ __ __ __ __ __ __ (__) __ 8. SWGHOIOTDE: broken household or industrial appliances __ __ (__) __ __ __ __ __ __ __ 9. GSEGATIEONR: sorting out of solid wastes to promote recycling __ __ __ __ __ __ __ __ __ __ (__) 10. UR-EES: materials intended for the same purpose without physical alteration __ __ __ __ __ __

Final clue: What method do you want to do in managing your waste? ___ ___ ___ ___ ___ ___ ___ ___ ___

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Lesson 2. Types of Waste

Solid wastes are wastes arising from human and animal activities that are normally solid and that are discarded as useless or unwanted. The term is all-inclusive, and it encompasses the heterogeneous mass of throw away from the community as well as the homogeneous accumulation of agricultural, industrial, and mineral wastes. Solid waste includes garbage, rubbish, refuse, sludge from a wastewater treatment plant, water supply treatment plant, or air pollution control facility, and other discarded material, including solid, liquid, semisolid, or contained gaseous material resulting from industrial, municipal, commercial, mining, and agricultural operations and from community and institutional activities. Solid waste can be classified into different types depending on their source: a) Household waste is generally classified as municipal waste, b) Industrial waste as hazardous waste, and c) Biomedical waste or hospital waste as infectious waste. Municipal solid waste Municipal solid waste consists of household waste, construction and demolition debris, sanitation residue, and waste from streets. This garbage is generated mainly from residential and commercial complexes. With rising urbanization and change in lifestyle and food habits. The Four Broad Categories of Wastes Toxic Recyclable Old medicines, paints, Paper, glass, chemicals, bulbs, spray metals, cans, fertilizer, pesticide plastics containers, batteries, shoe polish, etc.

Organic Kitchen waste, leftover foods, vegetables, flowers, leaves, fruits Hazardous waste

Soiled Hospital waste such as cloth soiled with blood and other body fluids

Industrial and hospital waste is considered hazardous as they may contain toxic substances. Certain types of household waste are also hazardous. Dangerous wastes which are corrosive, highly flammable, or explosive, and react when exposed to certain things like gas and chemicals could be highly toxic to human, animals, and plants. Household wastes that can be categorized as hazardous waste include old batteries, shoe polish, paint tins, old medicines, and medicine bottles. Also, hospital waste contaminated by chemicals used in hospitals is considered hazardous. These
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chemicals include formaldehyde and phenols, which are used as disinfectants, and mercury, which is used in thermometers or equipment that measure blood pressure. In the industrial sector, the major generators of hazardous waste are the metal, chemical, paper, pesticide, dye, refining, and rubber goods industries. Direct exposure to chemicals in hazardous waste such as mercury and cyanide can be fatal. Hospital waste Hospital waste is generated during the diagnosis, treatment, or immunization of human beings or animals or in research activities in these fields or in the production or testing of biological. It may include wastes like sharps, soiled waste, disposables, anatomical waste, cultures, discarded medicines, chemical wastes, etc. These are in the form of disposable syringes, swabs, bandages, body fluids, human excreta, etc. This waste is highly infectious and can be a serious threat to human health if not managed in a scientific and discriminate manner. Typical solid waste generation sources, activities, and location associated with various source classification Source Residential Activities & location Single-family and multi-family dwellings, low, medium and high rise apartments Stores, restaurants, markets, office buildings, hotels, print shops, auto repair shops, medical facilities and institutions, etc. Office buildings, parks, construction sites, streets, medical facilities, institutions, etc. Construction, fabrication, light and heavy manufacturing, refineries, chemical plants, lumbering, mining, power plants, demolition, etc. Streets, alleys, parks, vacant lots, playgrounds, beaches, highways, recreational areas, etc. Water, waste water and industrial treatment processes, etc. Field and row crops, orchards, vineyards, dairies, feedlots, farms, etc. Types of solid wastes Food waste, rubbish, ashes, special wastes Food waste, rubbish, ashes, demolition and construction wastes, occasionally hazardous wastes Household waste, construction and demolition debris, sanitation residue, and waste from streets Food waste, rubbish, ashes, demolition and construction wastes, special wastes, hazardous wastes Special wastes, rubbish

Commercial

Municipal

Industrial

Open areas

Treatment plant sites Agriculture

Treatment plant wastes principally composed of residual sludge Spoiled food wastes, agricultural wastes, rubbish, hazardous wastes

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Suggested Activities

Task 1: Think-Group-Share

What to do: 1. Students will be grouped. 2. Discussion per group will be guided by a facilitator. Each group shall select a secretary and a reporter. 3. Discussion will revolve around the results on solid waste situation. a. Issues and problem will be defined b. Concrete manifestations of these problems will be enumerated c. Causes of these issues and problems will be analyzed. d. Possible solutions will be given. 4. Each group will be provided the idea cards/manila paper to write down their synthesis or drawing as a group. 5. After discussion, the output will be presented by the reporter for five minutes per group only. Issues and Problems Ex. Improper collection of waste Concrete Manifestations Wastes are scattered in public areas Causes or Contributory factors No clear cut policy on waste collection Possible Solutions Strict monitoring and implementation of policy

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Task 2: Good and Bad Practices

This exercise can be done by individuals working in small groups. Spend the first half of the available time preparing the guidelines, and the second half discussing them as a group. In this section, you will discuss the key practices necessary for ensuring ecological solid waste management. Think about your group as your house/organization/community as it relates to these key practices. Identify all the practices you are doing right and all the practices you are doing wrong. For the things you are doing wrong, develop ways to correct them.

Issues and concerns Waste segregation

Right practices According to biodegradable and non-biodegradable

Ways to correct them Hospital waste Separate the being placed to non- wastes based on biodegradable the following: a) Biodegradable b) Nonbiodegradable c) Toxic waste

Wrong practices

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Lesson 3. Waste Management Hierarchy

In order to provide some background for solid waste reduction, a discussion of waste management hierarchy will provide a good basis. The hierarchy is a solid waste management approach that many individuals, families, houses, organizations, communities or nations employed. Waste Management Hierarchy

The figure above reflects that prevention is the most favored option followed by minimization, and reuse while recycling and energy recovery are the least favored options. The very least favored solid waste management option or method is disposal The diagram represents the waste hierarchy. The purpose of the diagram is to illustrate an integrated approach to waste management. While all levels in the diagram are important options, it is the amount of emphasis on each level that will be given consideration in creating waste management policy. Accordingly, the emphasis now is to avoid and minimize waste that will save items for disposal. Reduce The best way to deal with trash, garbage, refuse or rubbish is to minimize the amount of thrash you have to dispose to avoid them from piling up. To minimize the waste, avoid unnecessary packaging and items designed to be used once. Any action
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undertaken by an individual or organization to eliminate or reduce the amount or toxicity of materials before they enter the municipal solid waste stream (i.e., reducing packaging). Thus, bringing your own bags when you shop, using your own mug when traveling when you buy coffee, and choosing durable, reusable products to make less trash are strategies in reducing waste. This action is intended to conserve resources, promote efficiency, and reduce pollution. Reuse To use something over again in its current form, without breaking it, will down into a raw material. Reusing items saves a lot of energy and money, prolongs the life span of items you buy, and gives joy when you donate. Recycle The processing of collecting, sorting, cleansing, treating, and reconstituting materials that would otherwise become solid waste, and returning them to the economic mainstream in the form of raw material for new or reconstituted products which meet the quality standards necessary to be used in the marketplace. Similarly, composting is another approach in recycling or controlled biological decomposition of organic materials such as leaves, grass clippings, bush, and food waste into a soil amendment. Every day, we use products made from recycled materials. Use your glass, cans, newspapers, milk jugs, and other acceptable recyclable items in similar or different purposes or take them to your local transfer station or curbside collection so that they can be turned into new products. Thus, recycling saves money, energy, and the environment. Energy recovery Waste-to-energy facilities accept our solid waste and combust it very high temperatures producing heat that is used to convert water into steam. The steam is used to run turbines to generate electricity. Scrubbers, filters, and other pollution control equipment reduce pollutants released during the incineration process. Ash and other residues are disposed. Disposal Todays landfills are very different from the old ones where people just dumped their garbage in an open area. Landfills are constructed and operated to strict environmental standards, including liners to protect groundwater. Within this hierarchy, landfills are the last of the various solid waste management options that should be considered. Waste reduction is also known as source minimization, it is the practice of using less material and energy to minimize waste generation and preserve natural resources.
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Waste reduction is broader in scope than recycling and incorporates ways to prevent materials from ending up as waste before they reach the recycling stage. Waste reduction includes the following: a) reusing products such as plastic and glass containers, purchasing more durable products, and using reusable products, such as dishrags instead of paper towels, b) donating products, from office equipment to eyeglasses and clothing, hence, reduces the amount of material manufactured overall, and c) purchasing products that replace hazardous materials with biodegradable ingredients reduces pollution as well as waste. In general, waste reduction offers several environmental benefits. Greater efficiency in the production and use of products means less energy consumption, resulting in less pollution; therefore, more natural resources are preserved, less solid wastes disposed in landfills.

Activities

Task 1: Group Dynamics

What to do: 1. Have learners work in five (5) groups. 2. Discussion per group will be guided by a facilitator. Each group shall select a secretary and a reporter. 3. Each group will work on its assigned activity Group A: Waste prevention Group B: Waste reduction/minimization Group C: Reuse Group D: Recycling Group E: Energy recovery 4. The table below will be used by each group in generating ideas. 5. Each group will be provided with idea cards/manila paper to write down their synthesis or drawing as a group. 6. After discussion, the output will be presented by the reporter for five minutes per group only.

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Directions: List in the columns provided the ways to manage waste and their expected benefits you have been or could be involved in. Waste Management (Prevention) Ways to manage At the institution

Expected benefits

At home

In the community

Task 2: Group-Think-Share
Directions: Explain the waste management hierarchy using the following graphic organizers: Group A: Ladder Group B: Step-by-step chart Steps Details

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Group C: Process Order Chart

Topic

__________________ __________________

__________________ __________________

__________________ __________________ Group D: Sequence Chart Topic:

__________________ __________________

__________________ __________________

Group E: Accordion Chart Topic:

First:

First:

Next:

Next:

Next:

Next:

Next:

Next:

Final:

Final:

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My Reflection

After having performed task/s or activity/ies______________________ Which is/are ______________________________________________ Reflections are as follows: What went wrong: ________________________________________________________ ________________________________________________________ What should be done ________________________________________________________ ________________________________________________________ Students comments ________________________________________ Teachers comments: _______________________________________

Lesson 4. Waste Segregation

Waste segregations is sorting of waste from biodegradable to nonbiodegradable. It also means division of waste into dry (paper, glass, tin cans, cardboard and others) and wet (vegetable peels, left-over food and others) wastes. Most countries including Philippines practice no segregation of garbage, no collection policy. This scheme helps the collectors identify the proper method of garbage disposal- whether to recycle, to compost or to totally dispose. Waste segregation can be classified according to: 1) Biodegradable 2) Non-biodegradable Biodegradable waste includes agricultural or organic wastes such as: kitchen waste or refuse, vegetables, flowers, wood branches, leaves, from the garden and paper.

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Non-biodegradable waste can also be segregated into: 1) Recyclable wastes glass, papers, metals, plastics, rubbers, leathers, etc. 2) Toxic wastes bulbs with mercury, spray cans, insecticide cans, chemicals, batteries, fertilizer and pesticide containers, etc. 3) Hospital or soiled wastes soiled cloth with blood and body fluids, fecal excreta, etc. Tips on Proper Waste Management 1. Educate and create awareness to students, residents, garbage collectors and garbage contractors on proper waste management. 2. Segregate waste into dry waste such as paper, cardboard, glass and wet wastes such as kitchen waste, dry leaves and others. 3. Buy goods with little or no packaging that can be recycled. 4. Re-use strong plastic carrier bags instead of buying them, or use more permanent cloth bags for groceries. 5. Recycle as much of your refuse as possible. Items such as glass bottles, tin cans, paper, plastic, vegetable matter and car oil can be recycled. Recycle is the processing used material into new one to reduce consumption of fresh material and prevent wastage of materials. 6. Make compost from vegetable matter (kitchen waste) and garden waste (e.g. leaves/grass cuttings). Compost improves the soil structure and provides extra nutrients for garden plants. 7. Repair an item instead of replacing it, or if you no longer want it, give it to a person who does. 8. Monitoring is identifying recycling opportunities and ways to minimize waste output, and reviewing how waste minimization is progressing. 9. Try putting up different trash cans with labels as to the kind of trash that should be thrown into them. 10. Separating them and classifying them into their proper categories would surely help on waste disposal. 11. Avoid generating of wastes. Re-use in using of material again and again. 12. Do not dump kitchen waste in sink as it consumes more water and cause a bigger trouble for you and your family.

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According to the World Health Organization (WHO, 2010), waste segregation has the following advantages and strategies: Key to waste minimization, Essential for effective waste management, Improves public health protection, Should be done according to specific treatment and disposal requirements, e) Should be carried out by waste producer f) Should be harmonized all over the country g) Same segregation from production until disposal To love the environment, everyone should do his/her part of saving it. Planting trees, recycling plastic bags, reusing old things or prolonging the life span of certain items by maintaining their physical appearance and uses, cleaning the streets, and segregating our trash are simple ways that one can do to save the environment. Trash or waste segregation is basically the process of sorting out the garbage to make sure the right waste go to the right place. This is usually done by putting the same kind of garbage in one trash bag or container and other kinds in another bag or container. This is primarily to organize wastes, to reduce litter and segregate those materials that can be reused or recycled. Trash containers or bags should be assigned with specific colors to help facilitate trash segregation accordingly. Here are the basic colors we need to familiarize ourselves for proper waste segregation: 1) Clear is normally used to hold recyclable products or things we can reuse or remake into something new. Clear or white color is beneficial so as materials inside can be easily seen even without opening it. What we can put here are tin cans, bottles, papers, etc. 2) Black is generally used to hold non-biodegradable and non-infectious wastes, which means those that cannot be easily decomposed. Examples of which are plastic cans, styrofoams, candy wrappers, popsicle sticks, etc. 3) Green is mainly used to carry biodegradable materials or those wastes that can be easily decomposed. We can see these as left-over foods, vegetables and fruit peelings, dried leaves, twigs, etc. 4) Red is commonly used for bio-hazardous or infectious waste products or those that could be harmful to the public's health. Usually these trashes are taken from the hospitals or clinics such as syringe, cotton, disposable cups, plastic food bags, human wastes, etc. a) b) c) d)

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5) Blue is usually used to handle industrial materials or those bulk goods for businesses. Examples of these are glasses, heavy plastics, fabrics, woods, etc. So the next time we are going to put away our trash, we already know in what trash bag they need to be placed. By proper waste segregation, we are doing our part for a cleaner environment. Cans and bins are designed and created for indoors and outdoors use, each with strength to match their use. For easy handling, some larger cans and bins are equipped with rollers, wheels, or dollies, and special tops. Tops are flip tops, removable tops, circular, square, rectangular, or vented for options. Trash and garbage bins and cans, effectively placed around a school building or home, is the first step toward safe material handling and building maintenance. Make cleaning and housekeeping work faster and easier.
Uy, Qwertypalopalo (2010). Segregate waste by using colorful trash bags. Retrieved October 4, 2011 from http://EzineArticles.com/4845992

Activities

Task 1: Group-Read-Think- Share (GRTS) What to do: 1. Have learners work in five (5) groups. 2. Discussion per group will be guided by a facilitator. Each group shall select a secretary and a reporter. 3. Each group will synthesize the readings provided based on assigned tasks. Group A: Dramatization Group B: Oral Reporting using graphic organizers Group C: Poetry Writing Group D: Write-Rap-Sing Group E: Poster Making 4. The output/performance will be rated based on the given criteria

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Readings No. 1 Eco-Waste Coalition Reminds Consumers to Watch Out for Toxic Toys as Christmas Nears With just 90 days before Christmas, a toxic watchdog exhorted consumers to exercise due diligence in shopping for holiday gifts to prevent childrens exposure to unsafe toys proliferating in the market. The Eco-Waste Coalition, a non-profit group promoting the right of consumers to chemical safety, appealed for consumer vigilance with the anticipated rise in toy sale as the long Christmas shopping frenzy gets underway. Not all toy products that made it to store shelves are child-friendly as they ought to be. If we are not careful with our purchasing choices, it is likely we will be giving away toys that are not safe for children to play with, said Thony Dizon, Coordinator of the Eco-Waste Coalitions Project Protect. Unsafe toys are playthings that can choke, cut, poke, strangulate and expose young children to dangerous chemicals such as lead and mercury, which can damage the brain and nervous system and cause serious developmental delays and disorders, the Eco-Waste Coalition explained. By being super diligent in demanding information about chemicals in products such as toys, we can make better choices and lessen childrens exposure to toxic chemicals that can badly affect their health and development, he pointed out. Consumer vigilance can push toy companies to finally shape up and put the health interests of young consumers ahead of corporate gains," he emphasized. Consumer demand for safe toys will hopefully compel manufacturers to disclose the chemical ingredients of their products through understandable and truthful labelling, he added.

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As per Department of Health (DOH) Administrative Order 32, Series of 2007, all toy products in the market, whether imported or locally produced, should bear the following minimum information on the label or package: a) correct and registered trade or brand name, b) duly registered trademark, c) model or reference number, d) duly registered business name and address of the manufacturer and/or distributor, e) place, country and date of manufacture, f) license to operate (LTO) number, g) warning and/or precautionary indications, h) instructions on toys usage, functions, features and assembly, and i) information on the specified age requirements. Consumers should specifically look for the LTO number, which is an indicator that the product is duly registered and compliant with the health and safety requirements of the DOH and the Philippine National Standard for Safety of Toys, the EcoWaste Coalition said. Since most toy labels would not reveal the chemical ingredients that make up a product, consumers could ask retailers to call the manufacturer, importer or distributor to get the essential information and refuse to buy the item if the requested information is kept confidential, Dizon said. To stir up public attention on the issue of toxic toys, the Eco-Waste Coalition will conduct awareness raising activities in the weeks leading up to Christmas. The Eco-Waste Coalition will distribute a colorful Play Safe poster co-published with the Food and Drug Administration and IPEN through public and private schools and other childrens hubs. In July this year, the Eco-Waste Coalition and IPEN tested 435 samples of childrens products bought from bargain, high-end and ukay-ukay shops in Metro Manila, Metro Cebu and in Davao City. Using a device called X-Ray Fluorescence (XRF) analyzer, the tests indicated that 124 products, or 29 percent of the 435 samples, were found to contain at least one toxic metal above levels of concern such as antimony, arsenic, cadmium, chromium, lead and mercury.

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Retrieved (October 4, 2011) from www.ecowastecoalition.org

Suggested Rubrics/Rating Scales Writing Rubrics Directions: The paper will be given one of the three scores: Q, A, or NA. The presenter will present the paper with these descriptors in mind: Criteria Quality Descriptions Can easily complete process has no more than three minor errors (mechanics, word choice, sentence structure) captures message fully Take some efforts to complete process has four to seven minor errors (mechanics, word choice, sentence structure) captures message partially Cannot complete process has more than seven errors (mechanics, word choice, sentence structure) does not capture message Oral Presentation Rubric Oral Presentation Rubric Very good (has no more than three minor errors) 1. Gave an interesting introduction 2. Presented clear explanation of topic 3. Presented information in logical manner 4. Used complete sentence 5. Offered a concluding summary 6. Spoke clearly, correctly, distinctly, and confidently 7. Maintained eye contact 8. Maintained acceptable posture. 9. Utilized audio-visual aids 10. Handled questions and comments from the

Acceptable

Not Acceptable

Satisfactory (has four to seven errors)

Poor (has more than seven errors)

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class Total Grand Total

Group Project Likert Scale Directions: For each of the following criteria, place the most appropriate number or letter to evaluate your peer's actions in group project. Group may be evaluated as a whole or as individuals.

5=Excellent

4=Very good

3=Good

2=Fair

1=Poor

1. _____Your peers participated in the initial discussion used to get project going. 2. _____Your peers contributed with creative ideas that enhances project. 3. _____Your peers came up with few ideas, but these were always original and unique. 4. _____Your peers were quick to suggest solutions to problems with project as they occurred. 5. _____Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of project. 6. _____Your peers showed strong leadership skills during development and construction of project. 7. _____Your peers were friendly, enthusiastic, and positive during group work. 8. _____Your peers were encouraging and complimentary of your own performance in group project. 9. _____Your peers were always available to spend time working on group project. 10._____Overall, your peers were essential to the development and construction of your group project. Total

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Task 2: Pitching In Words

Directions: Write in the appropriate bins the wastes from the pool. Leftover foods, soda can, bulb, battery, metal, fruits, bones, shells, insecticide container, ink cartridge, painted wood, plastic, textile, paper, cardboard, eggshells, thermometer, pesticide container, hospital waste, cloth with blood, tissue paper, agricultural trimmings, bottle, tin cans, plastic ribbons, cotton swab, syringe, appliance, clay jar, debris,

Biodegradable 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ 6. ____________

Non-biodegradable 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ 6. ____________

Hazardous/Special 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ 6. ____________

Directions: After filling in the bins above with waste materials, select one bin and further segregate them.

Type of waste 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ 6. ____________

___

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My Reflection

Minute Paper What was/were the most important or useful idea/s or thing/s that you have learned from this lesson? ________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

How do you feel today? Please explain. ( ) Happy ( ) Intelligent ( ) Challenge ( ) Bored ( ) Sad

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Lesson 5: Waste Utilization

Recycling is the process of turning used products into raw materials that can be used to make new products. Its purpose is to conserve natural resources and reduce pollution. Recycling reduces energy consumption, since it generally takes less energy to recycle a product than to make a new one. Similarly, recycling causes less pollution than manufacturing a new product and conserves raw materials. It also decreases the amount of waste sent to landfills or incinerators. Although people have always reused things, recycling as we know it today emerged as important option in saving the environment. The benefits of recycling are as follows: 1) Helps reduce the greenhouse effect. Gas emissions occur due to the manufacturing and the disposal of products that are not biodegradable. 2) Help lessen the amount of materials (which are not biodegradable) that end up in the landfills. 3) Plastics are equally hazardous to planet Earth. The reduction in the use of plastics would help in the conservation of energy. Besides, recycling also creates job opportunities for most people, which is all for a good cause. The benefits of recycling are many more to name, but to actually use these concepts in our everyday life would require awareness and also the urge to spread this message. So, whenever you can, just spread the word. Recycling will benefit everybody around the globe, including you! Cardboard is the single largest component of municipal solid waste that businesses produce every year. Even with the huge increases in recycling efforts over the past few decades, the amount of cardboard disposed as municipal solid waste is still staggering. Businesses that process and recycle cardboard can also reap monetary advantages since the recycled cardboard market remains very strong. The high per-ton prices for cardboard means that the benefits of implementing a cardboard recycling program are usually straight forward. Benefits of cardboard recycling are as follows:

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a. can produce big savings in waste carrying costs (by removing the cardboard from the waste stream, the waste volume is reduced accordingly), b. can create income from the recycled cardboard that is sold to the recycler, c. can help cut waste disposal labor requirements that are typically necessary due to flattening and handling of cardboard, d. can help waste processing operations with streamlining benefits and better productivity, e. can help reduce problems associated with the temporary storage of cardboard, including fire hazards and loss of workspace, and f. can help improve overall cleanliness and safety in the workplace. Every single day we use items that are made from plastic such as soda and water bottles. Unfortunately, a large percentage of these plastics are found in garbage cans, trash bins and waste dumpsters all over the Philippines, each day when they could be sent to a recycling center to be reused. Schools serving soda and water in plastic bottles should reuse them before ending up in landfills. If you are new to recycling or are interested in learning more, it is a good idea to understand what PET is. PET is plastic made out of polyethylene terephthalate and is used to make soda bottles, water bottles, medicine containers, and others. Many people consider Tupperware to be one of the greatest containers ever made, and of course, it is made of high-density polyethylene (HDPE). That says a lot about the strength of HDPE and makes it increasingly important that this plastic is recycled. When it is recycled, it is made into piping, plastic lumber, rope, toys, waste bins, and others. Benefits that can be derived from PET bottles and containers are as follows: a. can help reduce waste disposal costs (since the PET Plastic is removed from the waste stream), b. can generate revenues from the sale of the recycled PET, c. can reduce labor costs associated with the handling of PET during the waste disposal process, d. can help waste processing operations with streamlining benefits and better productivity, e. can help with streamlining overall waste processing operations, and f. can help improve workplace safety and neatness. The HDPE plastics on the other hand, has the following benefits, these are: a) can help reduce waste disposal costs (since the HDPE Plastic is removed from the waste stream), b) can generate revenues from the sale of the recycled HDPE, c) can reduce labor costs associated with the handling of HPDE during the waste disposal process, d) can help with streamlining overall waste processing operations, e) can help free up space (used for the temporary storage of HPDE), and naturally, e) can help improve workplaces safety and neatness.
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Different types of paper are used in schools, offices or communities which need to dispose for mixed paper recycling. Mixed paper by definition is, different types of paper mixed together. For instance, phone books, magazines, junk mail, office paper, paperboard packaging, or any kind of paper that doesnt fall into the category of corrugated cardboard or newspaper is considered mixed paper. Mixed paper constitutes the largest portion of municipal solid waste (MSW). Because it is the largest portion of the waste stream, mixed paper also offers the best opportunity for recycling. The basic benefits of mixed paper recycling are hereby indicated: a. can help reduce waste disposal costs (since the paper is removed from the waste stream), b. can generate revenues from the sale of the recycled paper, c. can reduce labor costs associated with the handling of paper during the waste disposal process, d. can help with streamlining overall waste processing operations for better productivity, e. can aid with the reduction of fire hazards (due to temporary storage of paper), and f. can assist improve workplace safety and neatness. Fluorescent bulbs and lamps provide lighting to the majority of office buildings, manufacturing facilities, restaurants, schools, hospitals, shopping centers and other businesses. Recycling is the most favored option for disposal method of these bulbs and lamps. Recycling fluorescent bulbs and lamps is especially important due to the component of mercury, which is essential for many energy-efficient light bulbs. The cost of recycling these bulbs and lamps is relatively small compared to the cost savings from using energy efficient lighting. Traditionally, fluorescent lamps are up to 10 times more efficient than other bulbs. Fluorescent lamps reduce energy consumption creating a monetary savings. Reducing energy use also cuts down on power plant emissions of mercury and other emissions that contribute to global climate change, acid rain and smog. With regard to glass recycling, because of its density and weight, glass makes up a large component of all waste. The process of turning waste glass into usable products instead of discarding it is usually very advantageous. Glass 'waste' is usually made up of glassware, bulbs, bottles and other items. Glass is initially created from soda ash, limestone or sand and is formed into a variety of colors. Glass is rushed and made into cullet. Cullet is processed and melted down at a lower temperature than new glass so substantial comparative energy savings are achieved by recycling glass.
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Below are the reasons for glass recycling. a. It can take up to one million years to break down glass naturally. b. Making new glass consumes a tremendous amount of energy compared to recycling glass into new containers. To manufacture new glass, extremely high temperatures are necessary. This creates pollution from manufacturing facilities and consumes energy. c. Recycled glass is used in fiberglass, turf, ammunition, tiles, manufactured sand (for beaches in need), and of course, containers. d. Glass has a low rate of chemical reaction with glass container contents. This is because it is made from natural materials. This makes glass a safe material to be recycled and reused. Waste reduction through recycling does not only promote extra income generating activities but also reduces waste. Thus, recycling saves public and environment. In general, recycling reduces disposal of wastes in landfill, safeguards the public from harmful substances, protects our environment from greenhouse effects, and conserves our energy and natural resources. Recycling Facts for Kids

Wondering, how much amount of garbage can be recycled? Know about the fun recycling facts for kids about plastic, glass, metal, paper and other materials. On plastic recycling United States use 4 million plastic bottles every hour. However, only 25% of these plastic bottles are used for plastic recycling. Did you know that, over 46,000 pieces of plastic debris float on every square mile of the ocean? Every year, a person gets through 90 drink cans, 70 food cans and 107 bottles and 45 kg of plastic.

Metal Recycling Facts for Kids Did you know that recycling aluminum can save up to 95% of energy which is required to make aluminum from bauxite ore? Tin cans are 99% steel, with a thin layer of tin added to prevent the tins from corroding. Recycling 1 ton of aluminum can save up to 27 cubic yards of landfill space.

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Paper Recycling Facts for Kids Making paper from recycled materials can result in 74% less air pollution and 35% less water pollution, rather than making paper from wood pulp. Recycling one ton of paper saves around 17 trees, 463 gallons of oil, 6,953 gallons of water and 3 cubic yards of landfill space. An average British family throws away paper, which is worth 6 trees in their household garbage can a year.

Glass Recycling Facts for Kids One of the most interesting recycling facts about glass is that glass can be recycled again and again. As it never wears out, because most glass bottles and jars that we use contain at least of the recycled material. Did you know that, the energy saved by recycling just one bottle can light a 100 watt light bulb for four hours! Recycling centers sort glass by color, so that the glass pieces and items can be used for recycling. In France, most grocery stores sell drinks in glass bottles which can be returned to the store for refilling.

Other Recycling Facts for Kids The first municipal dump was formed in ancient Athens in 400 B.C. The recycling symbol was designed by Gary Dean Anderson in the year 1970. Every year we dispose around 24 million tons of leaves and grass clippings, which can be used by converting to compost to conserve landfill space. Use and throw bags are a waste of trees (paper bags) or fossil fuels (plastic bags). Not just that, they also they contribute to water pollution during their production. Reusable cloth or paper bags are a better alternative to single use bags. Plant waste like potato, orange, banana peels and grass cutting, leftover food, can quickly fill up the garbage can. This kind of waste can be easily used to make compost, which is a very good fertilizer for plants. Did you know that, up to 80% of an average car is recyclable?

Pragya, T (2011). Recycling facts for kids, Retrieved 10/4/2011 from http/www.buzzle.com

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Easy Recycling Tips If you are an environment conscious person, it is not necessary for you have to contribute on saving your surroundings. You can simply start by keeping your homes, gardens and vehicles clean, so that they don't create problems for others. There are three main points which you can consider in the following mentioned recycle tips, and they are, reduce, reuse and recycle. With these three factors in mind, you can help save the public and environment. Recycling Tips at Home Try using phosphate-free detergents and never use chemical pesticides. While disposing hazardous waste, don't ever pour chemicals down the drain! There are many recycling facts which remain unknown to us, due to such mistakes. When buying groceries and other home requirements, do your weekly shopping in a single trip so you can save on gas, and turn off your engines whenever you are not using them. Don't use plastic bags while picking up groceries, instead use cloth bags or paper bags. Also reuse them till they get completely worn out, and then dispose them adequately. Purchase recycled home objects if you see them on sale and help save the environment from damage. Plastic recycling is also a very important act, if you have unused plastic which is dumped or to be disposed. Make use of rechargeable batteries and not the regular ones, to save power. Older homes should be updated with insulation to make them more energy efficient. Don't buy or use styrofoam peanut packaging as it doesn't degrade. And if you have to use it for some purpose, reuse it for other purposes. Recycling Tips at Work Purchase objects made from recycled paper, plastic and other materials, to keep on your office desks and cubicles. Print the both sides of the paper to reduce paper usage and waste by almost 50%. Always try to use reusable products rather than disposable products in office such as dishes, cups, liquid chalk boards, stationary, etc. Instead of making multiple paper copies of memos and other notices, rotate one through the office or put it up on the notice board. Also use e-mail, if available. Like at home, use the office appliances properly and turn them off when not required, as this will surely help the environment by recycling the energy we have.
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Aparna, Jadhay (2010). Recycling tips, Retrieved 10/4/2011 from http/www.buzzle.com

Suggested Activities

Task 1: Weigh the Impact

Directions: Each group will answer the given questions, do research, write paragraph, make poster, or think critically. Be sure to use graphic organizers in sharing the outputs to the class.

Group 1: Identify the Need (Oral report) a. How does society rely on paper? b. How would your life be different if paper had never been invented? Group 2: Research a. Use the Internet to investigate e-paper, a new technology that may replace traditional paper. b. List some potential uses of e-paper. Group 3: Write a. Write a paragraph comparing e-paper and regular paper. Be sure to include the pros and cons of both technologies based on your research. Group 4: Draw Make a poster using the theme Paper and the Environment. Group 5: Think Predicting a. Predicting. Explain what would happen to trees, if paper is constantly produced without re-planting is done. b. Comparing and contrasting. What do a peso bill, your report card, and comic book have in common?

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Activity 2: Organizing Information

Directions: Copy the concept map about waste recycling onto a separate sheet of paper. Then complete it and add a title.

Plastic Glass

Can be recycled again and again

Reduce waste disposal cost

Improve workplace safety and neatness

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Lesson 6: Composting

Composting is natures way of recycling. Composting is controlled biological reduction of organic wastes to humus. The end product, compost, is used as a soil improvement that provides plant nutrients, supports beneficial soil life, reduces soil diseases, increases water retention in sandy soil and adds drainage to clay soils, and promotes weed and erosion control. Compost is a nutrient-rich food product for ones garden and will help improve soil structure, maintain moisture levels, and keep your soil's PH balance in check while helping to suppress plant disease. It will have everything your plants need including nitrogen, phosphorus and potassium and it will help buffer soils that are very acidic or alkaline. Compost improves soil's condition, plants and flowers will love it. Specifically, composting has the following benefits. a. Organic materials make up a large part of an institutions waste stream. b. It provides you with an alternative to incineration or dumping organic materials in landfills, which can be quite densely and costly. c. It improves soils water retention, aeration (ventilation), and replenishes lost nutrients, thus, makes soil fertile. d. It can save your money in buying mulch, fertilizer, and pesticide. e. It reduces the emission of methane gas, a greenhouse gas which causes global warming. Compostable materials like grass, leaves, tree limbs, shrub waste, food animals, animal waste, paper plates, napkins, cardboard and other materials should only be used while non-compostable materials such as oils, weed, meat, bones, dairy products, cat, dog, or human waste, hazardous material, treated wood, large tree limbs, and others are not helpful. Step-by-step procedure in composting 1. Find the right site and prepare the composter (ground, bin, pot, or other container). Ideally, place your compost bin or area in a sunny site on bare soil. If you have put your compost bin on concrete, pathway or patio slabs ensure theres a layer of paper and twigs or existing compost on the bottom.

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2. Segregate compostable from non-compostable materials and add the right ingredients. Have a container available such as a kitchen caddy or old ice cream tub. Fill your kitchen caddy or container with everything from vegetable and fruit peelings to teabags, toilet roll tubes, cereal boxes and eggshells. Take care not to compost cooked food, meat or fish. 3. Shred the compostable materials into tiny pieces and mix them with wet and dry materials. A fifty/fifty (50/50) mix of greens and browns is the perfect composition for good compost. 4. Star with a four-inch layer of brush, twigs, hays or straws at the bottom of the bin. Then, add a four-inch layer of brown materials, then a thin layer of compost or good garden soil followed by another four-inch layer of green material topped with a thin layer of soil. Moisten each layer by misting or sprinkling it lightly with water. Keep adding materials in alternating layers of greens and browns until the bin is full. 5. Wait a while. It takes between nine and twelve months for your compost to become ready for use, so now all you need to do is wait and let nature do the work. Keep on adding greens and browns to top up your compost. The more you turn the pile the faster you will have finished compost. 6. Remove the compost and use it. Open the hatch or cover and scoop out the fresh compost with a garden fork, spade or trowel. Dont worry if your compost looks a little lumpy with twigs and bits of eggshell this is perfectly normal. Use it to enrich borders and vegetable patches, plant up patio containers or feed the lawn. Remember, adding some items, like vegetable fats and dairy products will simply slow down the composting process by excluding the oxygen that helpful organisms need to do their job. If you add these materials you will still have usable compost, it will just take much longer. Also, adding other materials to your pile is simply dangerous because of the chance of poisoning or disease. Human and pet feces, chemically or pressure treated wood or sawdust, and meat and animal fats fall into this category and should never be added to your compost pile.

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Suggested Activities

Task 1: Composting Procedure

Directions: Explain the composting procedure using the following graphic organizers: Group outputs will be presented to the class.

Steps

Details

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

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First:

Next:

Final:

Next:

Next:

Next:

Topic:

Final:

Next:

Next:

Next:

First:

Directions: Fill in the spaces provided. 1. What are the concepts and principles that you have learned, please explain? ____________________________________________________________ ____________________________________________________________ 2. What are the concepts and principles that you still need to know? ____________________________________________________________ ____________________________________________________________ 3. What do you expect to learn and do in the stage? ____________________________________________________________ ____________________________________________________________
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DEEPEN YOUR UNDERSTANDING

At this stage, you shall be engaged in processing and making meanings out of the information having studied. As you reflect, revisit, revise and rethink your ideas; express your understandings and engage in meaningful self evaluation. You shall also undergo in-depth study of how to do different processes of producing quality, marketable, and profitable products and providing effective and efficient services in waste utilization

Suggested Activities

Task 1: Lets do composting

Directions: Perform the composting procedure in waste bin or pot by writing first its steps. Composting Procedure

1.

2.

3.

4.

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Task 2: Squiggles
Directions: Make a story board on composting by manipulating or creating characters, drawings, figures, and posters using the given squiggles (different lines). Color them with crayons, pastels, craypas, water color, or others coloring materials. Then, present your group output to the class.

Write your short explanation below

______________________________________________________________________ ______________________________________________________________________

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Task 3: Project Making

Compact Disk (CD) Coaster Materials Needed: A few CDs (preferably of the same color) White cotton lace Glue

Instructions: You can use any old CDs which have gone bad, but this looks best with plain gold or silver CDs. Don't cut the cotton lace before starting. All you have to do is take the CD and spread some glue all along the periphery of the CD. Then take one end of the lace and start sticking it onto the edge of the CD, making small pleats as you go all around. When you've finished, cut the lace and you have the coaster or table-mat ready! If you wish, you can even add some lace in the middle.

These coasters will look very pretty, and are even double-sided. They even retain heat well and can be used on the dining table easily.

Step 1

Step 2

Step 3

Glue

Note: Health safety and sanitary practices must be practiced at all times.

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Candle Holder Materials Needed: Glass paint Baby Food Jar Paint brush Candle Ribbons Piece of tool cloth

Instructions: Paint the glass with your own design; it should be small enough to fit on the side of a baby food jar. Tie the tool cloth on the mouth of a jar with colored ribbons. Present the candle holder

Step 1

Step 2

Step 3

Note: Health safety and sanitary practices must be practiced at all times.

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Egg Carton Bugs Craft Materials Needed: Egg Cartons Paint Glue Miscellaneous supplies (wiggle eyes, stems, sequins, etc)

Instructions: Use egg carton cups to make a variety of bugs! Cut a long row of cups and make a caterpillar. Use two sections and some tissue paper and make a butterfly. Make a spider with long, chenille stems legs! Use your imagination and I bet you can think of a lot more! Hog: Paint half the bump side of an egg carton any color and let dry. Make two holes in top of one end section and insert chenille stem down and up so both ends of stem stick out on top of bump. Shape ends of stems for antennae. Add wiggle eyes to front of bump for caterpillar eyes. Penguin: Trim an egg carton cup to even it out a bit. Paint inside and outside black. Let dry. Poke a hole in the middle of cup and four holes in each side. Put string through top hole and tie off. (Elastic string works great for a dragline) Put twist ties in each side hole and bend back ends inside cup to hold. May need to add glue or tape to hold in place. Glue eyes on.

Note: Health safety and sanitary practices must be practiced at all times.

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Denim Rugs Materials Old denims Scissors Dressmakers pencil Needle Thread

Instructions Cut a piece of heavy-duty denim fabric for the backing, to the desired size, and finish the edges with bias tape. Mark the backing fabric with dressmaker's pencil or something similar. Start at the outside edge and draw lines one inch apart. In the sample shown, the lines were drawn in decreasing rectangles, but straight lines would work too. Cut two (2) by three (3) inch rectangles of thin denim. Starting in the center of the denim fabric, and working outwards, begin sewing the fabric rectangles to the backing fabric. Sew straight through the middle of the rectangle width, so both sides stick up evenly, gathering the fabric either before you stick the fabric under the presser foot, or bunching it up as you sew. When you have completed one line, or gone around one marked rectangle, sew it down again to secure it. For the last rounds, cut the rectangles in half along the length, to make rectangles that are 1 inches by 2 inches, and sew along the edge of the backing fabric, so that the last row lies flat.

Note: Health safety and sanitary practices must be practiced at all times.
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Tin Can Storage Containers Materials Tin cans in assorted sizes Wallpaper remnants Scrapbook paper Gift wrap paper or fabric wooden coat rack Ribbon Wood Two (2) part epoxy glue Acrylic craft paint Two 1-1/2" saw tooth picture hangers Glue

Instructions: First, take the labels off the cans carefully; these labels will be your templates. Wash and dry the cans thoroughly. Take your label templates and trace them onto wall paper, paper, or fabric whatever you want to use to cover the cans. Cut out each traced template and glue around your cans. Let dry. While the cans are drying, you can sand the piece of wood and wipe off any wood dust. Paint the wood in your choice of colors and let dry. You can seal the wood that you painted with a spray or brush on sealer. Hammer the hangers on the back of your wood, one on each side. For each can, glue a matching ribbon around the lip of the can, with each end meeting in the front.

Sample Rubric Beginning (1) Effectiveness Both form and of Product function need Design improvement Overall quality and workmanship Creativity and imagination Low quality, not marketable No evidence Developing (2) Satisfactory form or function but not both Marginal quality of workmanship Little evidence Accomplished Exemplary (3) (4) Good form Outstanding and function form and function Fair quality, somewhat marketable Some evidence Very good quality and marketable Highly creative and innovative Score

Note: Health safety and sanitary practices must be practiced at all times.
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Task 4: Making a Job Order

Waste Management Job Order and Agreement Directions: Fill in the blank job order below and compare with other groups.
Date Order: To: _______________________ _______________________ Preparation Designing/Planning Soil Preparation Composting Excavation Waste preparation Layering Watering Others Waste Management Prevention Reduction Recycling Energy saving Disposal Collection Transfer Segregation Biodegradable Non-Biodegradable Hazardous Soiled Job Location: Brown Green Order Taken By: Job Name: Fertilizin g ( ) ( ) ( ) ( ) Disposal ( ( ( ( ) ) ) )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) Description of Work Hours

Labor

Rate

Amount

Qty.

Materials

Total Labor Cost Unit Cost

Amount

Total I hereby acknowledge the completion of the described work. _____________________________________ Signature/Date

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My Reflection Directions: Fill in the responses column your honest answers. Questions 1. What have you just done today? Responses

2. How can familiarity in the various processes and principles help you in providing quality and marketable waste management products/services?

3. How can your new learning help you be a recycling artist and waste management personnel in the future and harvest great rewards? 4. What are your general impressions about waste management now?

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TRANSFER YOUR UNDERSTANDING This phase challenges you to organize your learning experiences on the practical applications of waste reduction, segregation, and utilization by producing quality, marketable, and profitable recyclable products and providing effective and efficient waste management services. Likewise, the activities you will undergo in this phase will challenge you to transfer independently your learning in a new setting.

Suggested Activities

Task 1: GRASPS Model

Directions: Please prepare a Goal, Role, Audience, Situation, Product, Performance and Performance, and Standards and Criteria for Success (GRASPS) design in creating new articles/projects out of recyclable materials

GRASPS Model Goal Your task is to create a new article out of recyclable materials.

Role

You are a craftsman or a handicrafts maker and you need to come up with quality, marketable, and profitable article from waste products. You are letting your classmates know the marvel of transforming waste materials to marketable, useful, and totally innovative product. The challenges involve looking for waste materials, designing a new product, and creating new product.

Audience

Situation

Product and You will create quality, marketable, and profitable recyclable product Performance using the concepts and principles you have learned in waste management. Standard for Your product must meet the following standards: effectiveness of product Success design, overall quality and workmanship, and creativity and innovativeness.
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Task 2: Mini-Exhibit

The students outputs/projects in home business management class, specifically, the lessons learned from waste management will be showcased in a mini-exhibit. Also, students will be guided by their teacher in planning, implementing, and assessing the said activity. Also, students will use Gantt chart in planning and tracking their activities. Directions: Fill in the chart with projects/tasks/activities and their corresponding dates of implementation. Projects/Tasks/Activities 1. Planning Dates

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TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

RUBRIC FOR PERFORMANCE Highly Skilled 5 Use of tools, Appropriate equipment, and selection, materials preparation, and use of materials and tools/ equipment all the time Application procedure Dimension Skilled Moderately Skilled 3 Appropriate selection, preparation, and use of materials and tools/ equipment some of the time Systematic application of procedures some the time with constant supervision Unskilled No Attempt

Never follows systematic application of procedures all the time without supervision Safety/ Work Highly self- Highly self- Highly self- Needs to be habits motivated motivated motivated motivated and and and and observes all observes observes observes all safety most safety sometimes safety precautions precautions some safety precautions at all times most of precautions the times Speed/ Time Work Work Work Work finished finished finished finished way ahead of meets close to beyond time deadline deadline deadline Maximum points: 20

4 Appropriate selection, preparation, and use of materials and tools/ equipment most of the time of Systematic Systematic application application of of procedures procedures all the time all the time without with supervision minimum supervision

2 1 Never No attempt t selects, use tools/ preparation, equipment and use of materials and tools/ equipment all the time No attempt to apply procedures to project

No motivation and totally disregards precaution

No concept of time

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Self-Rating Checklist
Directions: You will use this matrix to rate your level of mastery of each competency prior to studying the lesson (PRE), and after you complete the module (POST). For each competency, place a check mark (/) under the appropriate PRE column which best describes your level of mastery prior to studying the lessons of the module. You will place a check mark (/) under the appropriate POST column when you have completed the module. I am I cannot learning do this yet how to do this Pre Post Pre Post I can do this but I need to learn more Pre Post I can do this very well Pre Post

Competency

Define the key concepts/elements. State the importance of studying __________________. Describe the different processes. Reflect, revise, and improve the knowledge, skills, attitudes learned/gained. Produce/provide quality, marketable, and profitable products/services. State challenges met and propose possible solutions. Evaluate the products/services based on a given set of criteria.

Students comments: ____________________________________________ _____________________________________________________________ Teachers comments: ___________________________________________ _____________________________________________________________

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Post-assessment
I. TRUE OR FALSE: Write the appropriate letters on the space provided with the corresponding representation. A if statement A is True and statement B is false; B if statement A is False and statement B is true C if both statements A and B are True; D if both statements A and B are False. ______1. A. B. Waste management is the minimization of resources and selling of reusable materials. Waste management refers to the management of all discarded household, commercial waste, non-hazardous institutional and industrial wastes Solid waste management ensures the protection of public health and environment. Solid waste management adopts the best environmental practice in ecological waste management including incineration. Burying of biodegradable waste in public areas is a serious threat to human health. Burning of biodegradable waste in public areas is not a serious threat to human health. Recycling as waste reduction method is sustainable in the long period. Composting as waste utilization method is practical but expensive. Agricultural trimmings are not good materials for composting. Kitchen refuse and leftover foods reduce the time of composting. Glass can be recycled over and over again. Metals physical properties can be recycled up to hundred percent. Wood with paint is considered non-biodegradable material. Wood with blood is a special or hazardous waste. Reduction is considered as the least option in waste management. Prevention is considered as the most favored option in waste management.

______ 2.

A. B.

______ 3.

A. B.

______ 4.

A. B.

______ 5. ______ 6. ______7. ______ 8.

A. B. A. B. A. B. A. B.

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______9.

A. B.

Dumping of bulbs in public is one of the good practices in waste disposal. Burying of garbage in public is allowed. Recycling is considered as least option in waste management. Disposal is considered as most favored option in waste management. Cloth with blood is hazardous. Syringe is considered as special and hazardous waste. Waste management conserves natural resources. Waste management promotes the use of incinerator. Recycling reduces the use of energy. Recycling prolongs the life span of an article/item. Do not use chargeable batteries as much as possible. Use plastic bags in picking up groceries. Buy goods with little or no packaging that can be recycled. Re-use strong carrier bags instead of buying them.

_____ 10.

A. B. A. B. A. B. A. B. A. B. A. B.

_____ 11. _____ 12. _____ 13. _____ 14. _____ 15.

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Key Answers

Pre-Assessment 1. B 2. D 3. D 4. B 5. C 6. C 7. D 8. A 9. A 10. A 11. C 12. A 13. C 14. D 15. B

Post-Assessment 1. C 2. A 3. A 4. A 5. D 6. A 7. B 8. B 9. D 10. D 11. C 12. A 13. C 14. B 15. C

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REFERENCES Aparna, Jadhay (2010). Recycling tips, Retrieved 10/4/2011 from http/www.buzzle.com Roldan, A.S and Crespo, A.M. (2003). Housekeeping Management, Paranaque City: AR Skills development and Management Services Srinivasan, Sunita (2009). Theory and practices of professional housekeeping, Daryaganj, India: Anmol Publication Pvt. Ltd. Ecologocal Solid Waste Management Act of 2000 Uy, Qwertypalopalo (2010). Segregate waste by using colorful trash bags. Retrieved October 4, 2011 from http://EzineArticles.com/4845992 www.ecowastecoalition.com

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