SENIOR HIGH SCHOOL

EARTH SCIENCE

SELF-LEARNING PACKAGE
Quarter 1 | Week 6

Soil and Different Types of Waste

SHS—Earth Science
Competencies: Give ways of conserving and protecting the soil for future generation
(S11ES-lh-i-18); Describe how people generate different types of waste (solid, liquid, and
gaseous) as they make us use of various materials and resources in everyday life
(S11ES-li-19).
Earth Science – SHS
Self-Learning Package
Soil and Different Types of Waste
First Edition, 2020

Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
SCIENCE
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agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
Quarter 1| Lesson 1
This Self-Learning Package is published to be utilized by the Schools Division of
Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written
permission from the Schools Division of Iloilo.

Development Team of Self-Learning Package

Writers: Rachelle Ann B. Amparo

Illustrator: Armand Glenn S. Lapor

Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Zaldy M. Tondo

Emmanuel S. Sasi

Reviewer: Zaldy M. Tondo

Division Quality Assurance Team: Lilibeth E. Larupay, Zaldy M. Tondo

Armand Glenn S. Lapor

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Zaldy M. Tondo

SHS—Earth Science
Competencies: Give ways of conserving and protecting the soil for future generation
(S11ES-lh-i-18); Describe how people generate different types of waste (solid, liquid, and
gaseous) as they make us use of various materials and resources in everyday life
(S11ES-li-19).
Introductory Message
Welcome!

The Self-Learning Package for Senior High School is developed to guide you
our dear learners to meet the standards set by the K to 12 Curriculum.

The Self-Learning Package aims to guide our learners in accomplishing activi-

ties at their own pace and time. This also aims to assist learners in developing and
SCIENCE
achieving the lifelong learning skills while considering their needs and situations.

For learning facilitator: Quarter 1| Lesson 1

The Self-Learning Package is developed to address the current needs of the
learner to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.

For the learner:

The Self-Learning Package is developed to help you, dear learner, in your needs
to continue learning even if you are not in school. This learning material aims to
primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.

REMEMBER ….
To answer the given exercises, questions and assessment, USE your Activity
Notebook or Answer Sheet. When you are DONE, wait for the teacher/volunteer to
collect your activity notebook/ answer sheet.

Good luck and God bless.

SHS—Earth Science
Competencies: Give ways of conserving and protecting the soil for future generation
(S11ES-lh-i-18); Describe how people generate different types of waste (solid, liquid, and
gaseous) as they make us use of various materials and resources in everyday life
(S11ES-li-19).
 SELF-LEARNING PACKAGE IN

EARTH SCIENCE
Soil
Quarter 1– Week 6
Learning Competency:
Give ways of conserving and protecting the soil for future generations (S11ES-lh-i-18)
 Lesson 11 ( Competency 11)

Ready to Launch!
In your previous lesson, you have learned the ways we affect the quality
and quantity of soil
Even this pandemic has led us to become “plantitos and platitas that we make
used of the time while we are staying at home and making an impact to the environ-
ment.
But aside from being plantita/plantito this pandemic, what are some ways to
conserve and protect our soil for our future generations? We will answer this question
as we go along . Are you ready? Let’s get started!

Aim at the Target!

In this module, you will be to:

• Give ways of conserving and protecting the soil for future generations (S11ES-lh-i-
18)

Try This!
Directions: : Read and analyze the following questions. Blacken the circle of the
letter that best answers each question.

1. It is a farming operation in an area “on the level” across or perpendicular to a

slope rather than up and down the slope.
A. Contour plowing C. Crop rotation
B. Conservation tillage D. Windbreaks
2. . It is a plantation usually made up of one or more rows of trees or shrubs planted
between fields.
A. Contour plowing C. Crop rotation
B. Conservation tillage D. Windbreaks
3. . It is a practice of planting different crops on the same field in different years or
growing seasons.
A. Contour plowing C. Crop rotation
B. Conservation tillage D. Windbreaks
4. The remains of harvested crops are simply left on the fields to cover and protect
the soil.
A. Contour plowing C. Crop rotation
B. Conservation tillage D. Windbreaks
5. . It helps channel rainwater so that it does not run straight downhill, carrying away
soil with it.
A. Contour plowing C. Crop rotation
B. Conservation tillage D. Windbreaks
 Keep This in Mind!

Activity 1: Answer the question below.

Q1: An inexperienced farmer wants to plant all the land in rice in order to grow as
much as possible. What argument would you use to convince the farmer to not
use the entire land conserve soil?

Analysis:
1. If you were building a new home in an undeveloped area, what steps would you
take to reduce the impact of construction on the soil?

Abstraction and Generalization

Our soil is very important when it comes to our quality of life. It not only plays a
role in how things grow, but in the air that we breathe. There are methods that can
protect and conserve our soil at the same time.

Activity 2
Directions: Give at least three (3) existing problems in your local area and make a
plan of action to reduce the soil problem.

Local Area Problem Plan/Action

1.

2.

3.

Q2: How can you help in conserving and protecting the soil for future gener-
ations based on the on the problems in your local area?
 The effects of human activities on soil can be mitigated through sus-
tainable soil management such as increasing soil organic matter content,
keeping soil surface vegetated, avoiding tillage, using nutrients wisely, pro-
moting crop rotations, reducing erosion, and preventing soil compaction.
Below are descriptions of a few of the many soil conservation methods that
are used by farmers around the world.

Ways to Conserve and Protect the soil

Contour Plowing
Contour plowing involves planting crops following the con-
tour of the landscape rather than planting crops in straight
vertical rows. This orients crop furrows to follow the con-
tour lines thus reducing water runoff during rainstorms.
A soil conservation method called strip-cropping is often
combined with contour plowing. Strips of grasses, shrubs,
or other plants are planted between bands of a grain crop
along the contour of a slope. These strips of plants also
help slow the runoff of water.

Crop rotation
It is the practice of planting different crops on the
same field in different years or growing seasons. Grain
crops, such as wheat, use up a lot of the nitrogen—a
necessary plant nutrient—in the soil.

The roots of bean crops, such as soybeans, contain

bacteria that restore nitrogen to the soil. By rotating
these crops, farmers can help maintain soil fertility.

Conservation tillage
Includes several methods of reducing the number
of times fields are tilled, or plowed, in a year. The less
soil is disturbed by plowing, the less likely it is to be
washed or blown away.

n one method of conservation tillage, fields are not

plowed at all. The remains of harvested crops are simply
left on the fields to cover and protect the soil. New seeds
are planted in narrow bands of soil.
 Windbreaks

Are rows of trees planted between fields to “break,” or

reduce, the force of winds that can carry off soil.

Increasing soil organic matter

The addition of new organic is important in im-

proving and maintaining soil quality. It also im-
proves soil structures and enhances water nutri-
ent-holding capacity.

Manage pests and nutrient efficiently

Efficient pests and nutrient management re-

quires regulator testing and monitoring soil condi-
tions and pests, along with the application of only
the necessary chemicals at the right time and
place.
Pesticides can contaminate soil, water and other
vegetation.

Q5: Why is soil conservation important

Q4: Are there any ways to conserve soil?

Reflect

The Parable of the Sower

(Matthew 13:8)
13That same day Jesus went out of the house and sat by the lake. Such large crowds gath-
2

ered around him that he got into a boat and sat in it, while all the people stood on the
shore. Then he told them many things in parables, saying: “A farmer went out to sow his
3

seed. As he was scattering the seed, some fell along the path, and the birds came and ate it
4

up.
 5 Some fell on rocky places, where it did not have much soil. It sprang up
quickly, because the soil was shallow. 6 But when the sun came up, the plants were
scorched, and they withered because they had no root. 7 Other seed fell among
thorns, which grew up and choked the plants. 8 Still other seed fell on good soil,
where it produced a crop—a hundred, sixty or thirty times what was
sown. 9 Whoever has ears, let them hear.”
10 The disciples came to him and asked, “Why do you speak to the people in para-
bles?”
11 He replied, “Because the knowledge of the secrets of the kingdom of heaven has
been given to you, but not to them. 12 Whoever has will be given more, and they will
have an abundance. Whoever does not have, even what they have will be taken from
them. 13 This is why I speak to them in parables:
16 But blessed are your eyes because they see, and your ears because they
hear. 17 For truly I tell you, many prophets and righteous people longed to see what
you see but did not see it, and to hear what you hear but did not hear it.

Q5: In this trying time-the COVID-19 we are being challenged specially our
faith. Reflect on the passage that God wants us to happen in our daily lives. What are
your insights?

Reinforcement & Enrichment

Activity 3: Vermicomposting

Materials:
Terracota (clay) pot
silt
Kitchen wastes (Peels of Fruits, Vegetable)
Green Leaves
Containers
African night crawlers (Earthworm)
Procedures:
1. Take a terracotta (clay) pot
2. Spread a net inside the pot
3. Also spread 1 or 2 centimeter thick layer of sand.
4. Put kitchen waste, such as peels of fruits to cover the sand.
5. Use green leaves to cover over the sand.
6. Sprinkle some water to make this layer wet.
6. Buy some African night crawlers (earthworm) and put them in the
pot.
7. Give them vegetable and fruit wastes as foods.
8. After 3-4 weeks, you will see loose soil like material in the pot.
9. Remove the material (vermicast) from the pot. Dry it in the sun.
10. Use this as a soil supplemental and mulch to increase soil fertility
and retain moisture.

Q6: How do earthworms help conserve the soil?

Assess Your Learning

Answer the following questions: Do this on your answer sheet.

1. What human activity can cause too much destruction on the environment? Why?
2. In what ways can you help eliminate the waste that you have generated at your
home?
 SELF-LEARNING PACKAGE IN

EARTH SCIENCE
Different types of Waste
Learning Competency:
Describe how people generate different types of waste (solid,
liquid, and gaseous) as they make us use of various materials
and resources in everyday life (S11ES-li-19)
 Lesson 12 ( Competency 12)
Ready to Launch!
Pollution degrades the environment for humans and other living things.
Because human actions are the major cause of pollution, we can do something to pre-
vent or minimize it. This is the reason why we are currently looking for modern solu-
tions to solve the growing problem of waste pollution.
Everywhere you go has pollution. Even social media can pollute our mind that
may somehow led us to have a messy life if we are not optimistic in facing reality.
How can we get rid of these waste? As a concerned citizen, how can you help resolve
this problem?

Aim at the Target!

In this module, you will be to:

• describe how people generate different types of waste (solid, liquid, and gaseous)
as they make us use of various materials and resources in everyday life (S11ES-li
-19)

Try This!

Task 1: Read and understand each statement and choose the correct letter. Do this
on your answer sheet.
1. E-waste is being sent to landfill at three times the rate of general waste. What
type of appliances make up the greatest percentage of e-waste?
A. copper wirings C. Electrical wires and plugs
B. cellphone, cases, and gadgets D. Washing machines & air conditioners
2. How many times can glass be recycled?
A. 5 years C. never
B. 1 month D. Indefinitely
3. Used pizza boxes should be...?
A. composted C. thrown away
B. reused D. reduced
4. What is it that we get rid of, thrown away, or do not use?
A. A. garbage C. waste
B. landfill D. Dirt
 5. How does recycling help the Earth and the environment?
A. makes more garbage C. less pollution
B. helps people make more waste D. causing less garbage
6. What is the process of reclaiming raw materials and reusing them to create new
products?
A. recycling C. reducing
B. composting D. Reusing
7. Which of the following items should NOT be put in a compost?
A. plastic containers C. leaves
B. food scraps D. wood clippings
8. what is termed as the conversion of organic waste into a substance that helps
make the soil healthier?
A. incineration C. composting
B. recycling D. biodegration
9. Which is NOT considered hazardous waste?
A. car battery C. electronic devices
B. Cloth D. Vegetables
10. Jaco, a Grade 11 student, threw his old electronic devices carelessly. What could
be the consequence of his action?
A. Nothing would happen to his trash.
B. The garbage collectors will collect his trash.
C. Toxic metals in his electronics will be retrieved, thus harming the atmosphere.
D. None of the above

Keep this in mind

Task 1:
Instruction: Label if it is a Biodegradable waste and if it is a Non-biodegradable
waste. Do this on your answer sheet.
___ 1. Hair ___6. AA battery
___2. Plastic bottles ___7. vegetables
___3. Skin of fruits ___8. metals
___4. Papers ___9. Fabrics/cloth rags
___5. Milk tea bottle ___10. Cardboard box

By knowing how to identify non-biodegradable and biodegradable waste,

we can now move on to how humans can generate waste as we make use of different
resources we have.

Analysis:
• As a student, how can you help reduce of the wastes that your family/ community
have created?
 Task 2: Eco-friendly.
Instructions: Put check on the following activities if you are doing this. Do this on
your answer sheet.

Questions: Do this on your answer sheet

Brings an eco bag when going to the market or malls.

Making a compost heap in the backyard.

Re-using papers and utilizing the clean back portion.

Donating my family’s clothes to the less fortunate

Segregating trash at our home.

Using my tumbler for refilling my water and lunch box when buying my
viand in the canteen.
Minimal use of disposable plates, utensils during family events.

Refusing the plastic straw in shops when buying milktea or other drinks.

Making toys or any recyclable materials out of something useful at home

Making our own vegetable and fruit garden in the backyard.

1. How many of those eco-friendly activities have you done? Why do you practice
this?

2. How important are these simple things we do for our environment?

Waste is anything that we get rid of, throw away or do not use. While some
items inarguably cannot be used again, many are tossed before
their time. Today, waste is a hu8ge problem, affecting very part
of our environment, from our waterways to our atmosphere, our
grassy fields to our forests, our plants to people. Waste are bro-
ken down into four parts as written below.
 This waste
Waste water may also contain organic substances and nutrients
that are of value to agriculture, or may be hazardous die to the chemicals or patho-
gens. It contains like liquid waste blood from hospitals.

• Plastic waste– this is consists of bags, containers, jars, bottles

and many other products that can be found in your house-
hold. Plastic is not biodegradable, but many types of plastic
can be recycled.
• Paper/ card waste– this includes packaging materials, newspa-
per, cardboards and other products.
• Tins and metals– appliances, product packaging, paint cans.
• Ceramic and glass– figurines, wine or liquor bottles. Glass can be recycled indefi-
nitely.

Organic waste in landfills causes the release of greenhouse gases like me-
thane, so it must never be simply discarded with general waste.
discarded with general waste.
Examples of these wastes are batteries, fluorescent bulbs, electronics and
small appliances, oil, gasoline, and auto fluids.

Look around your house. On the first column, list down the different waste in your
household. On the second column, write how humans generate these. Do this on your
answer sheet.

Ex: used cooking oil We use cooking oil for frying

our food.
Liquid

Solid

Organic

Hazardous
How can we eliminate waste and help the environment?
We can help by learning about and practicing the three R’s of waste
management: Reduce, reuse, and recycle. Practicing all three of these activ-
ities every day is not only important for a healthy environment, but it can al-
so be fun too. Everyone can become a key player in making our world a safe
and healthy place.
REDUCE
Reducing waste is a matter of planning ahead. In the case of food, for exam-
ple, there are many ways to reduce waste.
• Only buy what you need
• Bring your water bottle to school/anywhere you go rather than buying wa-
ter that comes in plastic bottles.
• Bring your eco bag, lunch box, and food containers when buying food
from carenderias or restaurants.
• Start a compost pile in the backyard. That way, instead of
heading to landfill where it won’t decompose for hundreds
of years, food gets a second life as a great fertilizer. You can
then use your garden to grow food, and avoid having to buy
fruits and
vegetables that come in packaging.

REUSE
• Shop secondhand. It helps others make money off their unwanted
items. At the same time, it keeps old items out of the landfill and saves
the resources and energy needed to make new ones.
• Be creative. For example: turning unused mason jars into
decorative ornaments at home, sew some old jeans into an
apron, etc.
• Turn used paper into art supplies or scrap paper for making
shopping lists.
RECYCLE

Don’t just toss everything in the trash. Lots of things (like cans, bottles, paper,
and cardboard) can be remade into either the same kind of thing or new prod-
ucts.

Making new items from recycled ones also takes less energy and fewer
resources than making products from brand new materials.
Here is a list of things you may be able to recycle
• Aluminum cans
• Cardboard
• Electronic equipment
• Glass (particularly bottles and jars)
• Magazines/Newspaper
• Metal
• Paper
• Plastic Bags & Bottles
• Steel Cans

Reflect
After knowing about how humans generate waste in everyday life, what will
you do to reduce the build-up of waste? Cite three reasons.

Reinforcement & Enrichment

Create a slogan about proper waste disposal on a piece of bond paper or any
available materials. Hold the Slogan that you have created and take a photo
and upload it on social media. BE AN ADVOCATE of CHANGE.
 Assess Your Learning
Answer the following questions: Do this on your answer sheet.
1. After knowing about how humans generate waste in everyday life, what will
you do to reduce the build-up of waste? Cite concrete examples.
2. What types of solid waste do you produce in your home? What could be
done to each type and what goes to the disposal site or dumpsite?

References & Photo Credits

Esmade, MG., Earth Science-Waste. Department of Education. (2020)

Marcaida, J., Earth Science– Water, soil and me. Department of Education.
(2020)
SOIL CLIPART. https://www.iconspng.com/image/66051/small-plant
WASTE. http://clipart-library.com/waste-cliparts.html
ORGANIC WASTE. http://clipart-library.com/search2/?q=organic%
20waste#gsc.tab=1&gsc.q=organic%20waste&gsc.page=1
HAZARDOUS WASTE. http://clipart-library.com/search2/?q=hazardous%
20waste%20clipart#gsc.
WASTE. https://www.pinterest.ph/pin/76631631144638755/
LIQUID WASTE. https://www.dreamstime.com/water-pollution-vector-
polluted-liquid-dirty-color-garbage-litter-organic-waste-apple-metal-can
-jar-floating-image145844528
SOLID WASTE. https://www.netclipart.com/isee/mJwRRR_picture-solid-
waste-management-icons/
REDUCE. ttps://blog.ezinearticles.com/2013/04/5-tips-to-reduce-waste-and
-improve-your-article-portfolio.html
REUSE. https://ar.pinterest.com/pin/573786808774826216/?
nic_v2=1acUeHQXn
RECYCLE. https://gsiwaste.com/reduce-reuse-and-recycle-are-important-to-
the-students-of-learning-haven/
 Pre-Assessment Lesson 12
1. D Task 1:
Lesson 11 1. NB
2. D
1. A 2. NB
3. A
2. D 3. B
4. C
3. C 4. B
5. D
4. B 5. NB
6. A
6. NB
5. A
7. A
7. B
8. C 8. NB
9. B 9. NB
10. C 10. B
Answer Key