Baguio City National High School

SENIOR HIGH SCHOOL

Earth Science
Quarter 1, Week 8

ANSWER SHEETS
Waste Generation and Management
Name: Thomas Rey Joseph D. Ang Section: 11 STEM-B Date: __________
Please Read:
1. Keep these answer sheets NEAT and CLEAN. Use separate sheets of papers for your drafts before writing your final answers here.
Use black or blue ink ONLY in writing your answers.
2. Read the instructions carefully before doing the activities. Study the rubrics also and do what they ask you to do.
3. The module stays with you but you have to detach these answer sheets for submission. Your parent or guardian should also sign at
the end page.

What I Know:
1. C
2. A
3. B
4. D
5. B
6. B
7. B
8. D
9. C
10. B
11. B
12. C
13. B
14. A
15. A
What’s In:
1. Farming
2. Mining
3. Construction & Development
4. Farming
5. Mining

What’s New: Think Big!

Everything goes Everything is connected.

somewhere! There is no such thing as
waste. Everything we think of
as an output of one system of
 production is an input
somewhere else.

Basura ay Ihiwalay Pollution has becomes a

Gawin Lagi….. serious issue due to the
improperly solid wastes
disposal. Reduce, Reuse,
Recycle and Compost
practices is a new approach
act as a strategy to minimize
the solid wastes.

Irisan dumpsite Saturated soils. Wet soil is

avalanche, 2011 heavier than dry soil and it
can put a strain on the
retaining wall if it is not
designed to handle that
increased weight. The
typhoon and the pressure of
the weight of the wastes
resulted the wall to collapse.
What’s More: Activity 1
1. Reduce
2. Reuse
3. Recycle
4. Recovery
5. Disposal

Assesment 1: Graph Me!

1. Graph the information:
2. 78,903. 89kg

3. 1.16kg

4. Biodegradable
 5.
Governments must take urgent action to address waste management for their people and the planet. This can
be done by:

Providing financing to countries most in need, especially the fastest growing countries, to develop state-of-the-
art waste management systems. 

Supporting major waste producing countries to reduce consumption of plastics and marine litter through
comprehensive waste reduction and recycling programs. 

Reducing food waste through consumer education, organics management, and coordinated food waste
management programs.

What I Have Learned:

W- Extraction of raw materials, manufacture of products, consumption, and waste management all generate wastes.

A- Recyclable waste materials, which have the potential to be reused can be recycled as raw materials, can reduce
energy consumption, pollution, further pollution of water and landfills. Sources of these wastes come from
households, agricultural sectors, construction debris, etc. 

S- Hazardous waste sources include industry, institutional establishments, research laboratories, mining sites, mineral
processing sites, agricultural facilities and the natural environment.

T- Improper handling and disposal of wastes do not only damage the environment, but it has its way in causing severe
health problems to everyone with no exception. Infections, diseases, contaminations are health problems  related to
improper waste disposal. 

E- Contaminations on soil, water and air. Other effects of wastes to the environment are ozone depletion, forests
deforestation, landfill volume, as well as negative impacts on marine life.
What I Can Do:

SAINT PATRICK SCHOOL OF QUEZON CITY

• How much total waste is generated by schools?

• How much of the material generated at a typical school could be recycled?
• What percentage of the recyclable material available is being captured by the existing recycling program?
• How much of the material generated at a typical school could be composted or processed through a food-to-
animals program?
• What percentage of the organic material is being captured by the existing composting programs?
• How much of the material placed in recycling and organics bins is contamination? What types of materials are
prominent contaminants?
• What materials are present in the overall waste stream generated by schools? How prominent are those
materials?
Understanding the total generation and composition of school waste can help in identifying targets for reducing waste
and designing and evaluating recycling and organics programs. The findings of this study should help municipal solid
waste profesals, school operations and facilities managers, or any
member of a school community to better understand the most accessible and significant opportunities for improving
the waste management practices of the schools with which they work.

Recommendations for reducing waste

While recycling and composting efforts often receive the most
attention, efforts designed to reduce the amount of waste
generated have the greatest potential to reduce costs and
benefit the environment. When an item that would otherwise be
discarded as trash, recycling or organics recycling is
“reduced” that means
it is never used in the first place, and waste is prevented.
Thus, there’s no need to obtain raw materials for its
manufacture, or to use energy to manufacture, transport or
dispose of it. It is because waste prevention avoids this
consumption of resources that it is the top priority in the waste
hierarchy.
Many schools have implemented policies and programs
designed to reduce waste. Some simple strategies that can
accomplish this goal include implementing paper reduction
programs, expanding the use of reusable items, extending
the life of items, and eliminating the use of products with short
life-spans. The composition data from this study suggest a
number of materials could be targeted for reduction.
School District is an environmental magnet school that has taken great strides to reduce their waste.
With an active parent organization, the school uses reusable trays, plates, bowls, and flatware. The
students who bring their lunches from home are asked to take the uneaten portion of their lunch
home with them. This accomplishes two goals it reduces the school’s waste, and also gives feedback
to the parents about what their children are eating or not eating.
More information about waste reduction strategies is detailed below.
a. Paper reduction
Paper materials (cardboard, office paper and mixed paper) accounted for 23.48% of the school
waste. Office paper in particular can be easily reduced. Simple strategies, such as duplex
printing, reducing the size of margins, and reusing paper with printing on only one side can
significantly reduce paper use and waste generation. Reducing paper waste is advantageous
from both an environmental
and economic standpoint because it can reduce both disposal and procurement costs.
Guidelines, strategies and resources for reducing paper use at schools can be found on
Junk mail is another source of paper waste that is a good target for reduction – many schools
receive excessive quantities of catalogs and unwanted solicitations which create paper waste.
Mixed paper, which includes junk mail, accounted for nearly 7% of the waste generated at
schools participating in this study. Asking mailers to have staff names removed from mailing
lists or to mail fewer copies to a school can be an effective way to reduce waste. Schools can
also contact distributors of other common items, such as extra copies of phone directories, if
they are not wanted. A small, up-front effort
can reduce schools’ waste generation and also save staff and janitorial time in sorting and
handling unwanted paper
b. Reuse - trays, utensils and food
Promoting and implementing reuse is an excellent way to reduce waste.
Disposable trays in the cafeteria can be a meaningful target for reduction.
Reusable trays, dishes and utensils can be washed and used repeatedly.
Any school evaluating the materials used in its cafeteria must consider
procurement and disposal costs for disposable items. Comparing those
costs to a
one-time procurement cost, and staffing and washing costs can be
challenging, but it is certainly a worthwhile exercise from an
environmental standpoint. One of the schools that participated in this
study uses reusable trays, and many other schools across the state
have found it practical to
use reusable utensils and trays. While waste from compostable and Styrofoam
trays was tracked in separate categories for this study, disposable utensils
were tracked within the true garbage category. A number of other potentially
reusable containers also contributed to the true garbage category.
Food waste can be reduced through reuse. To accomplish this, a number of
schools have set up tables where students can place uneaten and
unwanted wrapped items (such as granola bars and chips) or unopened
milk cartons. These items are then available for other students who
want them.
Food reuse tables, and most composting or food-to-animals programs,
tend to work best when cafeterias have an orderly and systematic
recycling, composting and disposal process. In most situations, the best
way to accomplish this is to have students pass through a line adjacent to
recycling, compost and trash containers which can be paired with a food
reuse table. Having a person designated to monitor this process can also
help keep things orderly and ensure that materials are disposed of
properly. The role of monitor can be filled by a teacher, student or parent
volunteer and indications are that students quickly learn how to use the
system, making the monitoring process relatively simple.
There are many factors that contribute to the generation of food waste at
schools. Policies that define quantities and types of food which much be
served to students impact waste generation. Students who are served
food that they do not eat generate more waste. Another contributing
factor to food waste generation may be the amount of time students have
to eat – less time to eat may contribute to less food being consumed and
more food being wasted.
c. Bulk purchasing and distribution
Additional waste prevention is possible through a strategy that has been
 common in cafeterias for many years: providing products in bulk. Container
and packaging waste accounts for 30.8% of all municipal solid waste and is
one of the more substantial sources of waste (EPA, 2008). Distributing
items without packaging is a viable option for a wide variety of food
items. It is particularly effective at reducing waste when paired with the
use of reusable containers and/or utensils. In a cafeteria, bulk
distribution of condiments, chips, salads and even beverages may be
feasible. Other sources of
unnecessary packaging, such as the film packaging surrounding packets of
disposable utensils, napkins and straws, can be eliminated through bulk
distribution.

Conclusions
Substantial components of the waste stream schools could be
reduced, recycled or composted. There is great opportunity
to expand and improve school recycling and composting
programs. In addition, this study points to opportunities to
reduce overall waste generation by adopting additional waste
prevention strategies and implementing expanded use of
reusable items. Although schools are not, per capita, the
largest waste generators in the state, their waste impact is
significant because of the sheer number of schools, students
and staff. Making the effort to act on the potential for
improved waste management at our schools will return
dividends in schools’ budgets and in conserved natural
resources.

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