Dear Administrators and Teachers,

Despite the challenges we face, we enter this school year with the same passion and
commitment as any year to deliver meaningful and engaging instructional materials that help
students understand the importance of health and wellness.
Nestlé Wellness Campus was launched in 2014 with the goal of teaching students how to attain
good nutrition. Since its initial launch, the program has evolved from focusing on good nutrition
to teaching five important Healthy Habits that significantly reduce the risk of childhood
malnutrition, identified by Nestlé researchers and a Global Advisory Panel of renowned experts.
These Healthy Habits have been found to help parents establish healthier eating, drinking and
lifestyle habits for children:

I. Choose Nutritious and Varied Options

Eat a variety of Go, Grow and Glow food to get an assortment of
nutrients needed by the body.

II. Manage Portions

Eat a variety of food in the right amounts to achieve good nutrition.

III. Choose to Drink Water and Milk

Drink water and nutritious beverages like fortified milk every day.

IV. Play Actively

Physical activity is important for children to grow up happy and healthy.

V. Enjoy Meals Together

Studies show that children who always eat meals with their families are
less likely to become overweight or obese because of higher intake of
fruits, vegetables, and milk.

This year, we introduce two new Healthy Habits that are highly relevant to the issue of COVID-19
and navigating the challenges of the “new normal”.

VI. Keep Good Hygiene

We added modules that focus specifically on personal hygiene and the
importance of a strong immune system.

VII. Care for the Planet

We also developed modules on the importance of caring for our
environment and proper solid waste management. The ‘Care for the
Planet’ habit reminds us that the quality of our environment largely
determines the quality of our health.

We once again look forward to another year of meaningful partnership with such dedicated
educators in the Department of Education. Together, let us continue to influence a generation of
young Filipinos who will make responsible choices about their personal health and the quality
of our environment.
Nestlé Philippines, Inc.
i
GRADE 4

SOLID WASTE
MANAGEMENT
NESTLÉ IS WORKING TOWARDS A WASTE-FREE FUTURE
The ‘Care for the Planet’
Healthy Habit reminds us that
the quality of our environment
largely determines the
quality of our health, and
solid waste management is
certainly a pressing concern in
environmental health.
1 waste
LET’S LOOK AT SOME NUMBERS …
• An estimated 2.0 billion metric tons of waste
was generated worldwide in 2018.
• It is estimated that by 2050 – a mere thirty years
from now – 3.4 billion metric tons of waste will
be generated worldwide.
To achieve this, Nestlé has been exploring multiple
solutions in three core areas:
• Innovating to develop the packaging for the
future
• Helping to increase collection, recovery and
recycling of waste in an effort to shape a
waste-free future
• Helping to drive new behaviors and
understanding on the proper management of
These Solid Waste Management Modules were
developed with the third core area in mind, recognizing
the immeasurable potential of school-based
interventions on influencing the future behaviors of
young citizens.

OBJECTIVES OF THE SOLID WASTE MANAGEMENT MODULES

OUR COMMITMENT
We at Nestlé believe that we all have a role to play
in conserving our natural resources, protecting the
environment, and reducing the amount of waste we
generate. Nestlé is deeply committed to making our
packaging 100% recyclable or reusable by 2025, as
part of our vision that none of our packaging ends
up as litter or in landfills.
Through our modules, we aim to engage students to:
• Think about how we produce and consume
products, and its effects on the environment;
• Practice the 3Rs – reduce, reuse and recycle –
consistently, and urge others to do the same;
• Be more mindful about the waste we generate,
and how to manage that waste properly.

1
World Bank Group, 2018

1

Since a significant source of solid waste is
generated in homes, we hope that these
modules will influence students to feel a
personal responsibility for encouraging
proper waste management within their own
homes, and at the same time, influence and
advocate for proper waste management
outside their homes as well.
We recognize that we will not achieve our
vision alone, so it is with great pleasure
that we partner with you, our dedicated
educators in the Department of Education,
on this meaningful endeavor. Let’s come
together to shape a waste-free future.
Our Panel of Experts and Module Developers
These materials were developed by Nestlé Philippines under the
guidance of Corporate Affairs Executive and Head of Nestlé’s Plastics
Task Force, Misha Rabat, and experts from multiple sectors, with the
endorsement of the National Solid Waste Management Commission of
the Office of the President. Our team of content and material developers
included the following:
Commissioner Crispian Lao is the Founding President of the Philippine
Aliance for Recycling and Material Sustainability (PARMS) and is the
Private Sector Representative from the Recycling Industry Sector of the
National Solid Waste Management Commission.
Angela Abaya-Garcia has been developing modules for Nestlé Wellness
Campus since 2015. She has a master’s degree in Psychology from
the Ateneo de Manila University and is pursuing a PhD in Educational
Psychology at De La Salle University, where she is also a part-time
faculty member of the Br. Andrew Gonzalez College of Education.
Kristine Ortiz-Cortes is a graduate of the College of Arts and Sciences and
the School of Communication of the University of Asia and the Pacific,
and holds a certificate from the Association Montessori Internationale.
She has been working in both corporate and academic settings in New
York City, USA and Metro Manila, Philippines since 2001.

Kristine Olfato is a graduate of the University of the Philippines, Diliman,

Quezon City. She is a licensed teacher, registered nurse and has been
working as a curriculum developer and instructional designer for the
past 6 years.

Film-maker, author and Komiket Co-Founder Paolo Herras and his

Nestlé Philippines, Inc. creative team at Komiket were engaged to develop cartoon characters
and illustrated stories that make our materials more appealing to young
learners, helping them visualize the attitudes and behaviors our modules
aimed to develop.

Completing the team is graphic designer, Jake Ruiz, with more than ten
years experience in graphic design, as well as 8 years in teaching visual
communication.

HOW TO USE THESE MATERIALS

Each module is divided into three lessons.
• Lesson 1 talks about how we produce and consume products and its effects on the environment.
• Lesson 2 focuses on practicing the 3Rs – Reduce, Reuse and Recycle.
• Lesson 3 teaches students the basics of proper waste segregation and management.

Each lesson is delivered in two or three class sessions estimated to take 40 minutes (for Grades 1 to 6) or
50 minutes (for Grades 7 to 10). Each session includes:

• Warm Up. This portion helps students recall what they
learned from previous sessions or asks questions that get
students to focus on the topic for the day.
• Listen and Learn. This pertains to the lecture portion
of the lesson, containing suggested scripts for teachers
and expected responses of students for the corresponding
PowerPoint slides pictured.
The PowerPoint files for these lessons are
in PDF format. Open the PDF file, and at
the top menu bar, select VIEW > Enter Full
Screen. This places one page of the PDF
file on the computer screen and you can
scroll up or scroll down to go through each
page like a PowerPoint slide.

• Let’s Try This. In this portion, students take part in an

activity designed to deepen their understanding of the topic.

• Wrap Up. To wrap up the lesson, students are asked to

reflect on questions that help gauge or summarize their
learnings for the day.

2
Printable worksheets are included for students to do
in the classroom or at home. These worksheets can be Opportunities for Blended Learning
found at the end of each lesson section as well as in While these lessons were designed primarily for face-
the folders marked ‘Printable Worksheets.’ to-face classroom instruction, they can be tweaked
for blended learning delivery. For example, you may
print Listen and Learn portions of the lesson guide
for students to review with parents, guardians or an
older sibling at home. You may opt to use face-to-
face or synchronous online sessions to clarify or assess
their understanding. Other suggestions for learning
tasks that can be done at home have been provided
throughout this document.

A Final Note on Health and Sanitation

Always remember to follow safety guidelines when
conducting face-to-face activities, such as wearing
masks, maintaining social distance, and having children
wash their hands before and after activities where they
may come into close contact with their peers. Also
require them to wash their hands immediately after any
activity where waste materials were handled.

TABLE OF CONTENTS
Lesson 1: How Long Before It’s Gone?
Session 1
Warm-up.............................................................................................. 5
Listen and Learn............................................................................... 5
Let’s Try This...................................................................................... 6
Wrap-up............................................................................................... 6
Session 2
Warm-up............................................................................................. 7
REFERENCES
Listen and Learn.............................................................................. 8 Kaza, S., Yao, L., Bhada-Tata, P., Van Woerden, F.
Let’s Try This.................................................................................... 9 (2018). What a Waste 2.0: A Global Snapshot of
Wrap-up............................................................................................. 9 Solid Waste Management to 2050. Washington DC:
Lesson 2: 3Rs for the Earth World Bank. https://openknowledge.worldbank.
org/handle/10986/30317
Session 1
Warm-up........................................................................................... 15 National Center for Health Promotion & National
Let’s Try This................................................................................... 15 Center for Disease Prevention and Control. (2012)
Wrap-up............................................................................................ 15 Philippine Health Advisories. Manila: Department of
Homework ....................................................................................... 15 Health.
Session 2 National Solid Waste Management Commission.
Warm-up........................................................................................... 16 (2020). Waste Analysis and Characterization Study.
Listen and Learn................................................................................... 16 Manila: Office of the President, Republic of the
Let’s Try This................................................................................... 18 Philippines.
Wrap-up............................................................................................ 18
Republic Act 9003. Ecological Solid Waste
Lesson 3: Waste Not Want Not Management Act of 2000. Retrieved from https://
Session 1 emb.gov.ph/wp-content/uploads/2015/09/RA-
Warm-up........................................................................................... 23 9003.pdf
Listen and Learn............................................................................ 23
Wrap-up............................................................................................ 28 US Environmental Protection Agency Office of Solid
Waste. (2005). The Quest for Less. Washington,
Homework........................................................................................ 28 DC: United States Environmental Protection
Session 2 Agency.
Warm-up........................................................................................... 28
Listen and Learn............................................................................ 29
Let’s Try This................................................................................... 29
Culminating Activity..................................................................... 29

3
LESSON 1

HOW LONG BEFORE IT’S GONE?

CONTENT OVERVIEW
This lesson is delivered in two sessions that aim to teach children the following key points:
1. The different products we use every day are made from our earth’s natural resources.
2. To make many of our everyday products, manufacturers must extract raw materials from the earth
and process these materials in manufacturing plants. They are then transported and distributed to
consumers, requiring products to be packaged in order to maintain their quality as they are being
transported.
3. Extracting, processing and transporting the earth’s natural resources can cause problems on our
environment, like pollution of our land, water and air, deforestation or destruction of animal habitats.
4. Some products end up as trash, and if not properly disposed or recycled, can further harm our
environment.
5. Aside from the effects on the environment, we need to remember that some natural resources
are non-renewable. This means they are not easily replenished. Non-renewable resources such as
minerals and fossil fuels, take millions of years to form.
6. Renewable resources – such as trees, plants and animals – can be replenished more quickly, but
even these take time to grow, so we need to be careful with how we use these resources as well.
7. We need to be more mindful about what we buy, use and throw away in order to protect our
environment.

OBJECTIVES
By the end of this lesson, students shall be able to:
1. Recall where products may come from and how their production impacts our natural resources
and environment.
2. Explain how we can protect our natural resources and environment by avoiding and reducing
waste and prioritizing use of products that can be recycled or reused.

4
SESSION 1 OF 2
Prior Preparation
MATERIALS Prior to this class, ask students to do online research on
the items listed below:
• Paper towel / table napkin
• How Long Before It’s Gone? Session 1
• Chewing gum
PowerPoint
• Aluminum foil
• How Long Before It’s Gone? Session 1 • Foamed polystyrene or “Styrofoam” food container
Worksheet (optional; see page 10) • Glass bottle
• How Long Before It’s Gone? Observation Have them research the following:
Sheet (see page 11) • What is the item made of (raw material)?
• Where do we get that raw material?
• What was done to the raw material to turn it into the
finished product?
• What is the impact to the environment of making
these products?
Make sure they list down their references.

WARM-UP
15 Minutes

Begin the class by asking students to share what they researched about how these products were produced
(see Prior Preparation):
• Paper towel / table napkin
• Chewing gum
• Aluminum foil
• Foamed polystyrene or “Styrofoam” food container
• Glass bottle

LISTEN & LEARN

15 Minutes

Use the PowerPoint presentation (How Long Before

It’s Gone? Session 1 PowerPoint) to introduce the main
character of this module, Red, and his quest to save
the earth by educating his family and friends to avoid
waste, practice the 3R’s (reduce, reuse and recycle)
and segregate waste properly.

Part 1 of Red’s story aims to teach students that the

products we use every day come from limited natural
resources and that we need to be responsible with
how we take and use these resources.

Suggestions for Learning at Home

This part of the lesson can also be done by students at home. Provide them with copies of the cartoon either online
or printed on sheets of paper. Encourage them to share this cartoon with their parents, guardians, or siblings. Use the
optional worksheet that comes with this lesson (page 10) to check their understanding of the story and to process their
insights. You may then use a face-to-face or synchronous session to discuss what they have learned.

5
LET’S TRY THIS
10 Minutes

1. Refer back to the products you discussed during the Warm Up portion (on the previous page). Ask them:
• What do you do with a paper towel or napkin after you use it to wipe a wet or dirty table?
• What do you do with chewing gum after you have chewed it?
• What do you do with aluminum foil after using it to wrap food?
• What do you do with a foamed polystyrene (“Styrofoam”) food container after consuming the food it
was used to contain?
• What do you do with a glass bottle if it breaks or cracks?
2. It is expected that more children will say they usually throw such items away. At this point, remind them
about the problems we encounter if we overconsume and generate so much trash (i.e. run out of natural
resources; run out of space for trash; health and environmental consequences). Have them recall some of
the problems presented in the story.
3. Explain to the class that being responsible with consumption and being mindful of the waste we
generate means:
• We should not be wasteful with the products that have no other use after being consumed, such as
soiled paper towels and chewing gum. We consume reasonable amounts.
• We should learn which waste products can be reused or recycled so that we can help our trash
collectors ensure that these do not end up in a landfill. For instance, we can wash, clean and dry
soiled aluminum foil, and separate it from wet trash, so that it will be easier for trash collectors to put
them aside in case there are facilities for treating or recycling them in your municipality.
4. Divide students into groups of four to five members. Distribute sheets of bond paper and coloring
materials. (Have them draw on the clean side of used bond paper to set an example of how to conserve
paper.)
5. Ask them to imagine and draw what your school community would look like if students were not mindful
about what they consume, how much they consume, and how much they throw away. What effect would
that have on your school community?
6. Alternatively, ask them to imagine and draw what your school community would be like if the opposite
were true.

WRAP-UP
5 Minutes

Call on some groups to share their drawings, thoughts and insights from this activity.

6
 Suggestions for Learning at Home
You may do this activity in school over a period of three weeks or you can assign this for students to do on their own
at home. It is meant to help them visualize and understand what happens to various products and materials in the
environment.
They will need:
• How Long Before It’s Gone? Observation Sheet (see page 11)
• One large container (e.g. batya) filled with soil
• One large plastic bag (large enough to cover the container)
• Plastic items – spoon, fork, cup, bottle
• Strips of paper – newspaper, bond paper, coated or laminated paper, coated cardboard
• Popsicle sticks and toothpicks
• Used aluminum foil, aluminum food container
• Portion of a banana, apple, tomato, green leafy vegetable
• Water spray bottle
Directions:
1. Fill the batya (about three-fourths) with soil.
2. Place all of the items in the soil, partially submerged but still visible.
3. Observe the items for a period of three weeks, using the observation sheet to capture notes and observations.
4. The items in the container must be kept moist by regularly spraying them with water.
5. Keep the container covered with a plastic bag to protect it from insects or rodents.
If you choose to do this in the classroom with the entire class, only one batya is needed. At each meeting, have students
check the state of the items in the batya and record their observations. They may work in groups as they observe and
record their observations.
If you choose to have students do this activity individually, at home, regularly check on each students’ progress and ask
some of them to report on the state of the items in their batya each week.
At the end of three weeks, discuss their insights about the state of the materials in the batya and guide them to see
parallels between the batya and an open dumpsite in a community (i.e. smell from decomposing food, risk of attracting
insects and rodents, presence of germs and bacteria, space taken up by materials that do not decompose quickly).

SESSION 2 OF 2

MATERIALS
• How Long Before It’s Gone? Session 2 PowerPoint

WARM-UP
10 Minutes

Begin the lesson by asking students to identify common everyday items that come from the following:
• Trees and plants (possible answers: paper, books, wooden furniture, cotton clothing)
• Animals (possible answers: food, leather)
• Mineral ore (possible answers: metal, aluminum cans, iron sheets, copper wiring)
• Oil & fossil fuel (possible answers: plastics, plastic spoons and forks, plastic cups, plastic food
containers)
• Sand (possible answers: glass jars, drinking glasses, windows, house decors)

7
LISTEN & LEARN
10 Minutes

Use the PowerPoint presentation (How Long Before It’s Gone? Session 2 PowerPoint) to remind students
that we need to be responsible with how we take and use limited natural resources. The presentation shares
some ideas on how to lessen the things we buy, use and consume so that we do not use up our natural
resources.

Slide Teacher’s Script Children’s Expected Responses

At our last session, we talked about some of
the problems caused by extracting natural
resources, processing and manufacturing
products, and transporting products to
consumers in various locations.

What are some of the problems caused by

extracting, processing and transporting
materials? pollution of land, water, air deforestation
destruction of animal
habitats
depletion of natural
resources
At our last session, we also learned that Non-renewable resources are those that
some natural resources are non-renewable. can be depleted more quickly than they
Does anyone remember what this means? can be naturally regenerated, such as
Why do we need to be careful with non- minerals. They can take millions of years
renewable resources? to form. So, if we are not careful about the
use of non-renewable resources, we may
not have enough resources to use in the
future.
Even renewable resources take time to
replenish – such as trees, plants and animals.
We need to be careful with how we use
these resources as well.
We also said that some products eventually
end up as trash, and if not properly
disposed or recycled, can further harm our
environment.

That is why we need to change the way

we think about buying and using things.
We need to conserve our limited natural
resources and we should avoid generating
so much trash.

We can do this by being mindful about our

purchases. Before we buy a product, we
need to think:
• Do I really need this item?
• Is this something that will just end up
as waste?
• Is there an existing alternative that I can
use instead of buying a new item?
One way that we can avoid waste is by
buying and getting only what we need and
can consume, such as when we buy food.
We should only buy food that we will, for
sure, finish.

8
Slide Teacher’s Script Children’s Expected Responses
Another way is to urge our family members
and friends to buy quality products that last
long, not the kind that break, wear and tear
easily that would end up as trash.

We can ask our family members if they

already have something we can use, instead
of buying a new item, especially if you will
only use it once or twice. An example of this
would be clothes or formal attire that we
will only wear once or twice.

Rather than immediately buying a brand-

new item, we should also check if the old
item can still be repaired.

When we are mindful of our purchases,

we help save natural resources and lessen
the volume of products that we consume
which could eventually end up as trash. By
avoiding waste in the first place, we are
helping to save natural resources and lessen
the harm on our environment.

LET’S TRY THIS

15 Minutes

1. Divide students into groups of four to five members. On a sheet of paper, challenge them to list down as
many items as they can that fall into these categories:
• Things I can borrow instead of buy
• Things that are not necessary or I don’t need too much of
2. Challenge the groups to come up with as many items as they can for each column in a span of ten
minutes.
3. When the time is up, call on the groups to read out their answers. As one group reads out their
answers, the other groups must cross out similar items on their list. See which group came up with the
most unique answers not thought of by other groups.
4. Point out to students that there are so many opportunities – as they themselves have listed – to avoid
producing unnecessary waste.

WRAP-UP
5 Minutes

Call on a few volunteers to share something they will START, STOP or CONTINUE doing as a result of what
they’ve learned in today’s session.

9
 Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
Grade 4: Lesson 1 How Long Before It’s Gone - Session 1 Worksheet (optional)
NAME:
NAME: ________________________________________________________________________________
sson 1 - Food Labels
Grade Session
4, Lesson
1 Worksheet
1 - Food Labels Session 1 Worksheet

DATE: SECTION:
DATE:NAME:
_______________________________________ SECTION:__________________________________

DATE:
DIRECTIONS SECTION: SECTION:
Read “Help Red Save the World!” and answer the following questions.
A food label contains all the information you need to make good choices about a product. Read this
ONS DIRECTIONS
example of a food label and write down all the information it provides.

1. What is the difference between renewable and non-renewable resources?

bel contains A
allfood
the information
label contains
youallneed
the information
to make goodyouchoices
need toabout
makeagood
product.
choices
Readabout
this a product. Read this
___________________________________________________________________________________
of a food label
example
and write
of adown
food all
label
theand
information
write down
it provides.
all the information it provides.
___________________________________________________________________________________

Give examples of each that were mentioned in the story, and examples of products that can be
made from them.
Renewable Non-renewable
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________

2. What are some problems that affect our environment when we extract, manufacture and transport
natural resources?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Look for a food label that does NOT contain all the information you need to understand a food’s nutritional
quality. What information is missing?
3. How do you think the problems that affect our environment might affect us as well?
a food label that
Lookdoes
for aNOT
foodcontain
label that
all the
doesinformation
NOT contain
youallneed
the information
to understand
youa need
food’stonutritional
understand a food’s nutritional
___________________________________________________________________________________
hat information
quality.
is missing?
What information is missing?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. Red reminds us to, “change the way we think about buying and using things so we can
conserve our natural resources.” What do you think he means by this?
GLUE FOOD
LABEL HERE
_________________________________________________________________________
_________________________________________________________________________
GLUE _________________________________________________________________________
FOOD GLUE FOOD
LABEL HERE LABEL HERE
_________________________________________________________________________
_________________________________________________________________________

10
 Grade 4: Lesson 1 How Long Before It’s Gone - Observation Sheet
Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
NAME:
NAME: ___________________________________________________________________________________________________________
NAME:
DATE:
DATE: ____________________________________________________
DATE: SECTION: SECTION:________________________________________________
SECTION:
esson 1 - Food Labels Session 1 Worksheet Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
DIRECTIONS DIRECTIONS
For the next four weeks, you and your NAME:
friends will observe items left in a compost pile. You will keep track of your observations using the
A food label contains all the information
table below. A you
foodneed
labeltocontains
make goodall the
choices
information
about a
youproduct.
need toRead
makethis
good choices about a product. Read this
example
• In of
thea first
foodcolumn,
label and
listwrite theSECTION:
downdownDATE:
example
all thethat
items information
ofyou
a food label
it provides.
placed inand
yourwrite downpile.
compost SECTION:
all the information it provides.
• In the second column, describe each item’s physical properties on the day that you created the compost pile.
• In the succeeding columns, describe what changes you observed about each item from week to week.
ONS DIRECTIONS
bel contains all the information you need to make
A food
goodlabel
choices
contains
aboutallathe
product.
information
Read this
you need to make good choices about a product. Read this
Item ORIGINAL STATE
of a food label and write down all the information
example
it provides. Observation 1 Observation
of a food label and write down all the information 2
it provides. Observation 3
Date: Date: Date: Date:
Look for a food label that does NOT contain
Look for
all the
a food
information
label thatyou
does
need
NOTto contain
understand
all the
a food’s
information
nutritional
you need to understand a food’s nutritional
quality. What information is missing? quality. What information is missing?
a food label that does NOT contain all the information
Look foryou
a food
needlabel
to understand
that does NOT
a food’s
contain
nutritional
all the information you need to understand a food’s nutritional
What information is missing? quality. What information is missing?
Item ORIGINAL STATE Observation 1 Observation 2 Observation 3
Date: Date: Date: Date:
Item ORIGINAL STATE Observation 1 Observation 2 Observation 3
Date: Date: Date: Date:
LESSON 2

3R’S FOR THE EARTH

CONTENT OVERVIEW
This lesson is delivered in two sessions that aim to teach children practical examples of how to
practice the 3R’s. Students will learn that:
1. Reduce is lessening the amount of waste we produce.
2. Reuse is using items over and over again.
3. Recycle is creating new, useful products out of old or used items.

OBJECTIVES
By the end of this lesson, students shall be able to:
1. Explain the importance of practicing the 3Rs: reduce, reuse and recycle.
2. Give examples of how to practice the 3Rs.

14
SESSION 1 OF 2

MATERIALS
• 3Rs for the Earth! Session 1 PowerPoint
• 3Rs for the Earth! Session 1 Worksheet (optional; see page 20)
• 2 empty glass bottles
• 2 old plastic containers
• 2 plastic egg cartons
• 2 used pieces of cloth
Suggestions for Learning at Home
This part of the lesson can also be
WARM-UP done by students at home. Provide
them with copies of the cartoon either
10 Minutes online or printed on sheets of paper.
Encourage them to share this cartoon
with their parents, guardians, or
Begin the lesson by calling on some students to state, in their own siblings.
words, why it is important to be mindful of the natural resources
we use and the waste we generate.

LISTEN & LEARN

10 Minutes

Part 2 of Red’s story aims to teach students that we can save the
environment by practicing the 3R’s (reduce, reuse and recycle)
and managing waste properly. Read the story (in 3Rs for the Earth!
Session 1 PowerPoint) and ask a few volunteers to answer the
questions that follow.

LET’S TRY THIS

15 Minutes

1. Divide the class into eight groups. You may group the students
according to their existing seating arrangement to save time.
2. Distribute one of the items listed in the materials list (i.e. empty
glass bottle, old plastic container, plastic egg carton, used cloth) to
each group.
3. Challenge the groups to think of ways to reuse the item they received. Give them a few minutes to
share their ideas.
4. After a few minutes, re-distribute the items so that each group has a different item. Challenge them to,
again, think of ways to reuse the item they now have.
5. You may rotate the items until each group has gotten a chance to name ways of reusing each item.
6. Call on some groups to share their ideas for reusing those items.

WRAP-UP
5 Minutes

Call on some students to answer the following:

• Which ideas for reusing these items are you already doing at home?
• Which ideas for reusing these items will you like to try?

15
HOMEWORK

Instruct students to list down – with the help of their family members – all the waste generated at home over the
next two days. They are to list down all of the items they consumed and discarded. Students should place this list
in their subject notebooks. They will need this list for the following session.

SESSION 2 OF 2

MATERIALS
• 3Rs for the Earth! Session 2 PowerPoint
• 3Rs for the Earth! Session 2 Worksheet (see page 21)
• 3Rs for the Earth! Session 1 Worksheet (homework from the previous session)

WARM-UP
5 Minutes

Ask students to recall and describe the characters in the story presented in the previous session. Ask the
students if they personally know someone (without mentioning that person’s name) who is very much like
one of the characters in the stories. Have them describe some of that person’s behaviors that remind them
of the character.

LISTEN & LEARN

10 Minutes

Use the PowerPoint presentation (3Rs for the Earth! Session 2 PowerPoint) to review the key points taught
in the previous session.
Slide Teacher’s Script Children’s Expected Responses
In our last lesson, we learned that many
of the products we use come from non-
renewable resources. Non-renewable
resources are those that can be depleted
more quickly than they can be naturally
regenerated, such as minerals.

We also learned that many of the products

we use eventually end up as trash, and if we
do not dispose of our trash properly, this
may harm our health or our environment, or
we may run out of space to place our waste.

This is why we discussed the importance

of being mindful of the things we buy and
use to AVOID generating waste. Avoiding
waste is so important in saving our natural
resources and environment.

16
Slide Teacher’s Script Children’s Expected Responses
Before we buy a product, we need to think:
• Do I really need this item?
• Is this something that might just end up
as waste?
• Is there an existing alternative that I can
use instead of buying a new item?

At our last session, we mentioned a few
ways that we can avoid generating waste.
What ways can you recall?
[Allow students to freely share what they
recall from the previous session. Check
that their answers reflect the following:
• When buying or preparing food,
buy or prepare only what you can
consume.
• Buy durable products that last long.
• We can ask our family members if
they already have something we can
use, instead of buying a new item,
especially if you will only use it once
or twice. ]

[Encourage students to also share other

ways they have thought of to avoid
generating waste.]

Avoiding waste is just one step towards

effective waste management. As this
diagram shows, the largest portion of the
triangle is labeled AVOID which connotes
that avoiding waste should be our priority.
If we cannot avoid waste, then we should
practice the 3R’s of reduce, reuse and
recycle to save our environment and lessen
the waste that ends up in a landfill. I am sure
you have heard of the 3R’s before.

What do you recall about the concept of [Allow students to share what they
REDUCE? remember from prior lessons.]

An example of this is when your parents buy

products in larger sizes rather than smaller
packages. How does this help to save the
environment?
It takes longer to use up a product that we
buy in bulk and this reduces the amount of
packaging that we use up.

What about REUSE? What does this refer [Allow students to share what they recall.]
to?

Reuse is when we look for ways that items

can be used over and over instead of just
throwing them away. For example, when we
give items for donation rather than throwing
them away, we are giving someone else an
opportunity to reuse that item rather than
it ending up in a trash dump. This saves the
environment because we lessen what we
consume and throw away.

What are examples of items that we can

donate instead of throw away? • clothes that no longer fit but are in
good condition
• decorations
• furniture
• household items

[Accept all correct answers.]

17
 Slide Teacher’s Script Children’s Expected Responses
And lastly, we can RECYCLE. To recycle
means to convert something that you would
otherwise throw away into something that
is usable.

What are some items that we can recycle? • newspapers

• carton boxes
• magazines
• old textbooks
• plastic bottles
• items made of sturdy plastic
• glass bottles
• aluminum and tin cans
• steel products

[Accept all correct answers.]

We all need to work together to avoid or
reduce our waste, and reuse or recycle
old items, so that we are not adding on to
waste that, if mismanaged, may harm the
environment.

LET’S TRY THIS

20 Minutes

1. Distribute the worksheet (3R’s for the Earth! Session 2 Worksheet) for this lesson and give students some
time to answer it individually.
2. To complete the worksheet, students must refer back to their list of waste items generated at home over
a two-day period (as assigned in the previous session.) They will fill up the worksheet to identify which of
their waste they can reduce, reuse and recycle.
3. After all students have finished answering the worksheet, pair them up and have them share their
answers with their partner.

WRAP-UP
5 Minutes

Call on some volunteers to share their answers to the worksheet as well as any insights they may have as a
result of that exercise. Collect their papers for safekeeping. These will be returned to them at the end of this
module, for them to use as reference for their culminating activity.

18
MAKE & LEARN
Need more project ideas? Challenge your students to try this activity with their parents, guardian
or an older sibling! This is a good opportunity to show them how recycling conserves natural
resources. You can also do a live demonstration on social media or record yourself following the
steps below and make the video available to them online.

PAPER RECYCLING
MATERIALS
• scratch paper (around 4 sheets of bond paper or two spreadsheets of a newspaper)
• empty ice cream tub
• 2-3 tablespoons of cornstarch
• large basin
• silkscreen frame

Part 1
1. Divide class into 5 - 6 groups and provide each group with scratch paper (around 4 sheets of
bond paper, or two spreadsheets of a newspaper).
2. Have the students shred the paper into very small pieces. The pieces will go inside the ice
cream tub.
3. Assist the students as they place hot water into the container with the paper shreds.
4. Have the students mix the paper to ensure that all pieces of paper are thoroughly soaked.
5. Mix occasionally and add 2-3 tablespoons of cornstarch.
6. Continue to mix until the end of the period.
7. Have the students cover their containers so that the mixture stays overnight.

Part 2
1. Instruct them to take their tubs of shredded paper that are soaking in water.
2. Provide each group with a silkscreen frame, which they will take turns in placing in the basin,
flat side down.
3. Each group will take turns in pouring their paper-water mixture into the silkscreen frame.
4. Using their fingers, they will then gently spread out the paper evenly, making sure there are
no gaps, and then squeeze or push out the excess water.

19
 Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
Grade 4: Lesson 2 3R’s for the Earth - Session 1 Worksheet (optional)
NAME:
NAME: ________________________________________________________________________________
sson 1 - Food Labels
Grade Session
4, Lesson
1 Worksheet
1 - Food Labels Session 1 Worksheet

DATE: SECTION:
DATE:NAME:
_______________________________________ SECTION:__________________________________

DATE:
DIRECTIONS SECTION: SECTION:
Read “Help Red Save the World!” and answer the following questions.
A food label contains all the information you need to make good choices about a product. Read this
ONS DIRECTIONS
example of a food label and write down all the information it provides.

1. What advice did Red give to his sister and friends?

bel contains A
allfood
the information
label contains
youallneed
the information
to make goodyouchoices
need toabout
makeagood
product.
choices
Readabout
this a product. Read this
of a food label
example
and write
of adown
food all
label
theand
information
write down
it provides.
all the information it provides.
Maymay Pasaway Patty Patapon Mando Abusero
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________

2. Describe other ways to avoid or reduce the waste we produce.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Look
3. Whyfor
is aitfood label that
important does
to put NOT
trash contain
in its allplace?
proper the information
How doesyouthisneed
save to
theunderstand a food’s nutritional
environment?
quality. What information is missing?
___________________________________________________________________________________
___________________________________________________________________________________
a food label that
Lookdoesfor aNOT
foodcontain
label that
all the
doesinformation
NOT containyouallneed
the information
to understand
youa need
___________________________________________________________________________________food’stonutritional
understand a food’s nutritional
hat information
quality.
is missing?
What information is missing?
___________________________________________________________________________________
___________________________________________________________________________________

4. Describe the kind of waste that goes in each trash can.

GLUE FOOD
BIODEGRADABLE RECYCLABLE RESIDUAL
LABEL HERE
___________ ___________ ___________
GLUE FOOD GLUE FOOD
___________ ___________ ___________
___________ ___________ ___________
LABEL HERE LABEL HERE
___________ ___________ ___________
___________ ___________ ___________
___________ ___________ ___________
___________ ___________ ___________
___________ ___________ ___________

20
 Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
Grade 4: Lesson 2 3R’s for the Earth Session 2 Worksheet
NAME:
NAME: ________________________________________________________________________________
DATE: SECTION:
DATE:Grade
_______________________________________
sson 1 - Food Labels Session
4, Lesson
1 Worksheet
1 - Food Labels Session 1 Worksheet
SECTION:__________________________________

NAME:
DIRECTIONS
InDATE:
your subject notebook, list downSECTION: SECTION:
all of the items you and your family consumed and discarded
A food label contains all the information you need to make good choices about a product. Read this
this week. Then, in the spaces below, identify which of your waste items you can REDUCE, REUSE or
example of a food label and write down all the information it provides.
RECYCLE.

ONS DIRECTIONS

bel contains A
allfood
the information
label contains
youallneed Items we threw away that we can
the information
to make goodyouchoices
need toabout
makeagood
product.
choices
Readabout
this a product. Read this
of a food label
example
and write
of adown
food all
label
theand
information
write down
it provides.
all the information it provides.

Reduce Reuse Recycle

Look for a food label that does NOT contain all the information you need to understand a food’s nutritional
quality. What information is missing?

a food label that

Lookdoes
for aNOT
foodcontain
label that
all the
doesinformation
NOT contain
youallneed
the information
to understand
youa need
food’stonutritional
understand a food’s nutritional
hat information
quality.
is missing?
What information is missing?

GLUE FOOD
LABEL HERE

GLUE FOOD GLUE FOOD

LABEL HERE LABEL HERE

21
LESSON 3

WASTE NOT, WANT NOT

CONTENT OVERVIEW

This lesson is delivered in two sessions that aim to teach children the following key points:
1. Wastes can be classified as biodegradable and non-biodegradable.
2. Biodegradable wastes are those that can be broken down by microorganisms naturally, such as
leftover food, paper waste, or plant waste. Biodegradable wastes can be used as compost for
gardens or to feed animals.
3. Non-biodegradable wastes cannot be broken down by microorganisms, and these can stay on
the earth for thousands of years. Non-biodegradable waste can be further segregated into the
following categories, which also is the basis for their proper disposal.
• Recyclable waste includes plastic, dry paper, metal, glass. These are sent to recycling centers
for further processing.
• Residual waste pertains to items that have been soiled by food scraps or oil, and these may or
may not be easily recycled. These are to be segregated for transport to a sanitary landfill.
• Special waste pertains to items which require special handling or treatment in a particular
facility:
• Hazardous waste that contain toxic materials.
• Healthcare / medical waste that contain infected materials.
• Bulky waste that require special hauling arrangements due to their size and physical
attributes.
4. At home, in school and in our communities, it is good practice to practice the 3Rs along with
proper waste segregation to maintain a clean and healthy environment.

OBJECTIVES

By the end of this lesson, students shall be able to:

1. Define what is meant by waste and classify different types of waste.
2. Identify the proper means of disposal for different types of waste.
3. Teach and encourage family members and school community to practice the 3Rs and
segregate waste properly.

22
SESSION 1 OF 3

MATERIALS
• Waste Not, Want Not Session 1 PowerPoint
• Waste Not, Want Not Session 1 Worksheet (see page 30)

WARM-UP
5 Minutes

Call on some students to narrate what they recall from the story “Help Red Save the World!”

LISTEN & LEARN

30 Minutes

Use the PowerPoint presentation (Waste Not, Want Not Session 1 PowerPoint) to teach students more about
waste segregation.

Slide Teacher’s Script Children’s Expected Responses

In our last lesson, we learned that we all
need to work together to avoid or reduce
our waste, and reuse or recycle old items,
so that we are not adding on to waste that
may harm the environment if not managed
properly.
Even though we try our best to reduce
waste, and reuse and recycle items, we will
still generate waste. The very first thing
we need to remember about the waste
we generate is, we should dispose of it
properly, not just throw it anywhere we
please! When we litter, our trash collectors
have a harder time gathering the trash to
put them in the right place. So, we can
really help them out by not littering and by
reminding others not to litter also.
The waste that we generate can be [Allow students to share what they know
classified as biodegradable (nabubulok) or or can recall of these terms. Correct any
non-biodegradable (hindi nabubulok). misconceptions they may have. If none
of the students are able to identify what
 What do you think we mean when we say these terms mean, proceed with giving
something is “biodegradable / nabubulok” examples on the following slide.]
or “non-biodegradable / hindi nabubulok”?

Biodegradable waste refers to items that

decompose. What this means is, when left
on soil-covered ground, biodegradable
items will eventually turn into small particles
and become part of the soil again.
Here are some examples of biodegradable
items. What do you see in this picture?
• tomatoes
• pandesal
• banana peel
• carrot top and peelings
• chicken and pork bones
• egg shells
• dried leaves
• twigs

23
Slide Teacher’s Script Children’s Expected Responses
What  you see here are two types of
biodegradable waste that we usually
generate at home or in school: kitchen
waste or garden waste.
Kitchen waste includes our leftover food or
the food waste that comes from preparing
meals. Garden waste includes dried leaves,
grass, plant stems and branches.  

Non-biodegradable waste refers to items

that do not decompose. If you leave these
items on soil-covered ground, they will
hardly change in physical appearance.
These are examples of non-biodegradable
items. What do you see in this picture?
• food cans
• empty glass jar
• broken glass
• plastic bottles
• plastic sachets and wrappers
• foamed polystyrene or “Styrofoam”
• doy packs
• used diaper
• rubber slipper

It is important to know whether something

is biodegradable or non-biodegradable,
because the way that we dispose of these
items depends on what type of waste it is.
Let’s go back to the waste that is
biodegradable.
When it comes to segregating waste, the
first thing you and your family can do is to
separate the kitchen waste that can be fed
to animals.
These can be set aside as pig slops or for
pets to eat. You should keep the leftovers
in covered containers, such as old ice cream
tubs, so that it doesn’t attract insects or
rodents.
If you are not caring for your own animal,
find a neighbor who does, or find out who
collects animal feed in your barangay. Each
barangay is supposed to have someone who
collects food waste and biodegradables for
composting.
The biodegradable items that you do not
set aside as animal feed can be turned into
compost. This should include your garden
waste.
Composting is when you allow
biodegradable materials to decompose,
because they can be used as soil
conditioners or fertilizer for gardens. If you
do not have your own compost pile, keep
this kind of waste separate and let the
trash collectors of your barangay use it for
compost.
Even if you are not gathering animal feed or
composting in your own home, you should
still separate kitchen and garden waste from
other types of waste to avoid contaminating
the dry waste that could have been reused
or recycled.
When kitchen waste, in particular, comes
into contact with reusable or recyclable
waste, then it makes it much harder for us
to reuse or recycle these materials.

24
Slide Teacher’s Script Children’s Expected Responses
Not only that, it’s the kitchen waste that
causes garbage to smell bad. So always
keep the wet kitchen waste separate from
dry waste.
When your trash collectors come by, make
sure that the kitchen waste is in covered
containers and your garden waste is in
tightly tied plastic bags. 

Now let’s look at non-biodegradable items.

There are three sub-categories of non-
biodegradable items. These are: recyclable,
residual and special waste.

You can give it to waste pickers, junk shops

or our trash collectors so that they can be
brought to recycling centers. In recycling
centers, these items are processed so that
they can be used again.
 
We can also give these items to waste
pickers (“bote-dyaryo”) that go around or
bring it to the nearest junkshop or waste
market.

We can help our trash collectors and waste

pickers by making sure that our recyclable
waste items have been rinsed, cleaned and
dried. For example, we can rinse and dry an
opened can of sardines or an empty plastic
beverage bottle.

Even broken glass should be handed over to

trash collectors for recycling, but make sure
you put broken glass in a sturdy container!
Do not just throw glass pieces in a trash can
because trash collectors handling the trash
can get injured by the cut glass. If you are
putting pieces of glass in a container, try not
to mix different colors of glass.

The residual category also includes items

such as sachets and used beverage cartons
which people sometimes just throw away.

25
Slide Teacher’s Script Children’s Expected Responses
Beverage cartons are made from 70%
virgin pulp with different layers of material
to protect and preserve the contents. This
material increases shelf life to prevent
it from spoiling or expiring early. Some
paper mills are equipped to recover these
materials to be used and recycled into
paper material and plastic sheets.

Some cities or municipalities even have

programs for alternative recycling of these
items. For example, used beverage cartons
and sachets can be used to make items like
eco-bricks and chairs.
If your city or municipality does not have
such a program yet, you can still prepare
and separate these items as recyclables.  

We can prepare these for trash collectors by

cutting a corner of the pack open, emptying
the contents, rinsing the inside of the carton
and then drying it out. We should then push
the straw back in the pack before handing
these boxes over to be recycled.
The same goes for sachets – we should
totally empty the contents, rinse the inside
of the sachet thoroughly if contents are
wet, or dust off remaining powder, and dry
them out for alternative recycling or co-
processing.
Let’s look at these items. Here are examples
of trash that are soiled and oily or if paper
comes in contact with food. We call these
residual waste.

Items like the ones on the left side can

sometimes still be cleaned up and sent to
recycling centers, but the ones on the right
side are too soiled to be recycled.

This kind of residual waste is usually the

kind that ends up in our landfills – but they
can still be used as a valuable resource!
There are technologies that can use
unrecyclable, residual waste as a substitute
for coal to produce energy and reduce our
dependency on fossil fuels.
Cement facilities can also take in clean
residual waste for co-processing as
a substitute for coal, and use it in the
production of cement products.
Not all cities or municipalities have such
facilities, but even so, we should still
separate these items from our other trash.

26
Slide Teacher’s Script Children’s Expected Responses
The third category of non-biodegradable
waste is called special waste. This pertains
to items which require special handling or
treatment in a particular facility.
There are three sub-categories of special,
non-biodegradable waste: hazardous,
healthcare and bulky.

Hazardous waste include such as paints,

solvents, used motor oils, dry cell batteries,
cleaning chemicals, and pesticide
containers. This category also includes
electronics such as televisions and radios, or
gadgets such as cellphones and laptops.
These should not be thrown away with
other wastes because they contain toxic
materials and must be registered with the
Department of Environment and Natural
Resources in order to obtain the necessary
permits for their disposal.
The second sub-category special waste is
healthcare waste, and this includes syringes,
expired medicines, used surgical gloves and
old medical devices such as thermometers
with mercury.  
These should not be thrown away with
other wastes because they contain infected
matter and there are guidelines published
by the Department of Health for their
proper disposal.

Last but not least is the category of bulky

waste. This refers to items that require
special hauling arrangements due to
their bulky size, shape or other physical
attributes. Examples include bulky yard
waste, rubber tires, construction debris and
large furniture . They need special handling
to be transported to a sanitary landfill.

[Use these two slides to assess whether

students recall which waste items fall under
the different classifications of waste. See
correct answers under Children’s Expected
Responses.]
In what waste categories do each of these
items belong?
In what waste categories do each of these
items belong?
• ketchup sachet (residual)
• Plastic microwavable food container
(recyclable)
• foamed polystyrene “Styrofoam” food
container (residual)
• used gauze (special healthcare)
• take away box for food (residual)
• containers of chemicals for cleaning
(special hazardous)
• diaper (residual)
• coated paper cup (residual)
• used beverage carton (residual but
must be cleaned first)
• glass bottle (recyclable but must be
cleaned and dried first)
• plastic beverage bottle (recyclable)
• light bulbs (special hazardous)
• used face mask (special healthcare)
• old electronics (special hazardous)
• construction waste (special bulky)

27
Slide Teacher’s Script Children’s Expected Responses
Remember, the more we segregate, the
more we can recycle, the more we can help
our planet.  

WRAP-UP
5 Minutes

Call on some students to share practices related to waste management that they are correctly following at
home, and practices that they should change as a result of what they have learned in this session.

HOMEWORK

Distribute the worksheet (Waste Not Want Not Session 1 Worksheet) for this lesson. They must look for a
location in school where waste was not managed properly (e.g. places where litter can be found, places where
trash cans were provided but waste was not segregated correctly.) They shall use the worksheet to describe
what they observed.

Suggestions for Learning at Home

Students can also do their observations at home or around the neighborhood.
Encourage students to closely observe their own home practices. They might even end up teaching their own family
members about proper segregation as a result of this exercise. You can also encourage them to go for a walk with a parent,
guardian, or older sibling to look for places in their immediately vicinity where waste was not properly managed. Remind
them, of course, to practice safety measures such as wearing a face mask and social distancing.
They can use the same worksheet to describe their observations.

SESSION 2 OF 3
MATERIALS
• Waste Not, Want Not Session 1 PowerPoint (used in previous session)
• Cartolina (one per group)
• Coloring materials (one set per group)

WARM-UP
5 Minutes

Begin the lesson by asking some students to share what they observed while doing their homework
assignment. As students share, take note of the examples they describe and use that as an opportunity to
check any misconceptions they may have about the proper management of waste.

28
LISTEN & LEARN
10 Minutes

You may use the PowerPoint presentation (Waste Not, Want Not Session 1 PowerPoint) to do a quick review
of the key concepts that students must remember when it comes to waste segregation.

LET’S TRY THIS

25 Minutes

1. After reviewing the key concepts of waste disposal, return each student’s worksheet from Lesson 2
Session 2 (3Rs for the Earth! Session 2 Worksheet; page 21).
2. Divide the class into groups of 7 to 8 members.
3. Students will create a poster that shows the correct way of managing waste by category. They may
refer to their two worksheets for ideas on common mistakes made at home, in school and around their
neighborhood when disposing waste. These should be highlighted in the poster.
4. The remainder of the session will be used for working on the poster.

CULMINATING ACTIVITY
Allow students to share their posters, not just with their classmates, but with students from other sections
or even other grade levels (e.g. the younger students in grades 1 to 3) to educate others about proper
segregation of waste.

Suggestions for Learning at Home

Here are some alternatives to the culminating activity that can be done from home:
• Have students collaborate, online, to create their instructional poster which they can later post on the social media
accounts of parents or older siblings. Students may also work individually.
• Some students may prefer to create a simple instructional video of how to segregate waste at home. If they have the
recording devices to do so, have them create one with the participation of their parents or older siblings. This can
also be posted on social media to help spread the word about proper waste segregation.

29
 Grade 4, Lesson 1 - Food Labels Session 1 Worksheet
Grade 4: Lesson 3 Waste Not Want Not - Session 1 Worksheet
NAME:
NAME: ________________________________________________________________________________
DATE: SECTION:
DATE:Grade
_______________________________________
sson 1 - Food Labels Session
4, Lesson
1 Worksheet
1 - Food Labels Session 1 Worksheet
SECTION:__________________________________

DIRECTIONS
NAME:
In each of the boxes below, draw and describe a location in school where trash was not managed properly.
A can
It DATE:of
foodbelabel
example
place
a
contains all thecan
where litter
food label and
SECTION:
information
be found
write down
you need where
or places
all the
to make
SECTION:
good
trash
information it
choices
cans whereabout
provides.
a product.
provided Read
but waste thisnot
was
segregated correctly. Identify the location, draw what you saw and explain why that is an example of
improper waste management.

ONS DIRECTIONS

bel contains A
allfood
the information
label contains
youallneed
the information
to make goodyouchoices
need toabout
makeagood
product.
choices
Readabout
this a product. Read this
of a food label
example
and write
of adown
food all
label
theand
information
write down
it provides.
all the information it provides.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

Location: _______________________

____________________________________________
____________________________________________
Look for a food label that does NOT contain all the information you need to understand a food’s nutritional
quality. What information is missing? ____________________________________________
____________________________________________
____________________________________________
a food label that
Lookdoes
for aNOT
foodcontain
label that
all the
doesinformation
NOT contain
youallneed
the information
to understand
youa need
food’stonutritional
understand a food’s nutritional
Location:
hat information is_______________________
quality.missing?
What information is missing?

____________________________________________
GLUE FOOD ____________________________________________
LABEL HERE
____________________________________________
____________________________________________
____________________________________________
GLUE FOOD GLUE FOOD
LABEL HERE LABEL HERE
Location: _______________________

30