SUPPLEMENTAL MODULE

on

ECOLOGICAL SOLID WASTE

MANAGEMENT

in

ENVIRONMENTAL SCIENCE

ARLENE T. DALAWIS
January 2016
 PREFACE

This Ecological Solid Waste Management Supplemental Module in Environmental Science

subject for College students is an Integration Program designed to assist the school
management to implement the 3R’s (reuse, reduce and recycle) practices as a way of minimizing
if not eradicating the improper use of wastes in school, at home and in the community.

Basing from the comments and suggestions taken during the survey on the knowledge
and practices of students who were respondents of this study in December 2015, to January,
2016, involving BSHRM students from first to fourth year levels at St. Therese-MTC-Colleges-La
Fiesta Site in Molo Iloilo City, the inputs were very useful and relevant to come up with the
learning activities in a modular approach, to serve as complementary to classroom discussion
and co-curricular undertakings such as clean-up drive and other related endeavors in urban
areas, rivers and coastal areas.

The contents of the topics are simplified in a manner that is well-understood by

concerned college students to be guided by the teacher of the Environmental Science subject.
Under the National Service Training Program (NSTP) which exposes students to hands-on
learning activities, specifically more on environmental aspect preferably waste management and
disposal, they may also utilize this module.

The information used in this supplemental module are likewise taken from the handbooks
distributed and published by the National Solid Waste Management (NSWMC)-Department of
Environment and Natural Resources (DENR) with the assistance from UNDP and the Government
of Japan. Other references of the same content are likewise used.

Pre-test and post test are provided before and after the lecture discussion, respectively,
to determine the performance of the student as part of the evaluation.

This will assist the teacher to find out if learning takes place. The measure of effective
teaching is the knowledge gained by the learner and his/her application in real –life situation.
 There are 5 (five) chapters in the module, which include the objectives, topics, learning
activities in a maximum of three (3) hours per week to be piloted within the month of February
2016. A sort of a teaching guide was included to complete the session for the teacher to
undertake.

Behavioral objectives are presented in every topic in which after every learning activity,
the student will undertake what is expected of him/her after the discussion or lecture. The
student shall test his/her knowledge by answering the assessment exercises at the beginning of
the module. This is called pre test.He will answer the same test exercises thereafter which will
hopefully gauge his understanding and learning of the topic. This is a post test.

It is expected that after five (5) chapters are taught and tested, the level of knowledge of
the student will increase on ESWM and the compliance with the ESWM practices will be done
later by him/her more often, or always to materialize the goals of the law.

Let this ESWM supplemental module be used as part of the classroom activities being a
vital component of curriculum enrichment and in augmenting the co-curricular activities which
shall supplement the requirements of the subject or any other relevant co-curricular program
such as the NSTP.

Sincere appreciation is extended to Engr. Melba Teruel (St. Therese-MTCC), Mr. Edgar
Hortillosa (WIT) and Dr. Danilo Rubrico (NIPSC) for their expertise on the subject and in
refining the module. Likewise, to Ms. Juliet Salubre (DENR-EMB) in providing the author the
needed materials for reference. Most of all, to Dr. Remedios Somcio, my adviser and mentor for
her guidance.

ARLENE T. DALAWIS
 SUPPLEMENTAL MODULE ON ECOLOGICAL
SOLID WASTE MANAGEMENT
(ESWM)

Chapter I- Republic Act No. 9003 and Its Goals

(Supplement to Lecture II - Environmental Jurisprudence in the book, “Environmental
Science” by Sergio Lee & Myrna Añes)
General Objective: To enhance the knowledge of the students on R.A 9003 (Ecological Solid
Waste Management)
Specific Objectives: At the end of the lesson, the students should be able to:

1. explain what is R.A 9003.

2. discuss the goals of the law.
3. enumerate the requirements of the law.
4. define ecological solid waste management and its mechanics.

Subject Matter/Topic: The Salient Provisions of R.A 9003.

Waste Reduction and proper solid waste segregation are no longer the choices we
have to make. As law-abiding citizens of this country, we are required to follow a law enacted as
early as 2001.
Republic Act 9003.or the Ecological Solid Waste Management Act of 2000, was signed
into law on January 26, 2001. It is considered a broad-based and comprehensive approach to
solid waste management.
It involves segregation at source, segregate collection, storage, transfer, processing,
treatment and disposal of solid waste.

Goals of RA 9003
 Protect public health and the environment.
 Encourage resource conservation and recovery.
 Promote greater public participation.
  Support research on technologies and techniques in SWM.
 Promote environmental awareness.
The law promotes a way of thinking that waste is a resource that can be recovered. This
can be achieved by following the 3 Rs: reduction, reuse and recycle. The law mandates us to put
these principles into practice. By doing so, the problem of solid waste management can be
solved.
The law requires the following:
 Solid waste must be reduced at source.
 Recyclable materials must be recovered.
 The remaining waste, after recyclable and biodegradable materials have been
separated and used, is to be disposed of properly.

Solid waste management begins inside the household. Starting in our homes, we must
learn to conserve resources so we can reduce the amount of materials that we throw away.
Our local government units (LGUs) are responsible for enforcing the law. Government
agencies on the national level are required to support LGUs in carrying out this responsibility.
LGUs are to draw up a solid waste management plan.
In terms of areas of responsibility, the barangay is tasked to ensure that household and
establishments reduce waste, reuse materials, and recover recyclable items. The city or
municipality provides a garbage collection system, and proper waste treatment and disposal
facility that protect the environment.

The Mechanics of Solid Waste Management

Ecological solid waste management is the systematic administration of activities that
provide for segregation at source, segregated transport, storage, transfer, processing,
treatment, and disposal of solid waste and all other waste management activities that do not
harm the environment.

Waste Generation
Of the different components of solid waste that need to be managed, the generation of
waste is the most difficult to control. The amount of waste generated in particular area depends
on the level of economic activity - the greater the economic activity, the higher the rate of
generation. In this part of the process, solid waste must be identified, sources categorized,
amount of waste, their nature type and characteristics must be analyzed.
 At the basic level, there must be segregation of wastes at source. That means, members
of every household must be informed about how to segregate their trash to compostable, non-
recyclable and special or hazardous waste.

On-site- storage
It is not practical to design a solid waste management system that collects and disposes
of waste. At the instant, it is generated. For this reason, waste must be stored prior to collection.
There must be a separate container for each type of waste. Segregated recyclables must be
properly cleaned before being stored in their respective containers.

A good on-site storage system must meet the following requirements:

1. It must isolate waste from the environment effectively to avoid creating health hazards.
2. It must be aesthetically acceptable.
3. It must facilitate collection.

Collection
Collection involves gathering of solid wastes and hauling them to transfer stations,
processing and recovery stations of final disposal sits. In most solid waste management systems,
the cost of collection accounts for a significant portion of the total cost (from 40% to 80%). The
use of special collection schedules and/or separate trucks or haulers must be required for
specific types of waste.

Transfer and transport

When the final disposal site is at a considerable distance waste collection points, it is
often more economical to transfer collected wastes to larger transport vehicles, e.g. large
container trucks, rail cars, or barges- before transporting them to the final disposal site.
In this system, relatively smaller collection vehicles carry the wastes to the transfer
station where the wastes are loaded into much larger transport vehicles. A properly designed
transfer and transport system of wastes from on- site storage to final disposal sites.

Processing and recovery

 This stage includes waste reduction, magnetic serration, and density separation using air
classifier and other processes and operations designed to recover or produced usable materials
like compost or energy such as electricity. Recyclable waste material should be taken to a
Materials Recovery Facility (MRF) in every barangay or cluster of barangays where they would be
received, sorted, processed and stored efficiently in an environmentally-sound manner.
Compostable wastes, on the other hand, should be composted either in the backyard or at the
community composting site. Hazardous wastes must be screened and sent to appropriate waste
treatment and disposal centers.

Disposal
The final step in any solid waste management system is disposal. Processing of solid
wastes by incineration that leaves behind ash and other unburned materials that require
disposal. In selecting the final disposal method, the nature, amount and characteristics of waste
materials must be taken into consideration to prevent secondary environmental problems. The
most common and most widely accepted final disposal method is the use of sanitary landfill.
(END)
----------------------------------------------------------------------------------------------------------------------
Time Requirement: Three (3) hours
Process Skills:
1. Discussing the goals of the law.
2. Enumerating the requirements of the law.
3. Defining the ecological solid waste management and its mechanics.

Value Focus: Awareness of the law and appreciation of clean environment through applying the
knowledge/learning gained.

References: - Handbook on RA 9003

- Solid waste Management Made Easy: A Do-It yourself guide to a community-
based Ecological Solid Waste Management Program published by DENR-
National Solid Waste Management Commission, 2004
- Session Guide in Science & Technology II by Maryleane P. Palmes, 2014
- Ecological Solid Waste Management for household and for Public Information,
Environmental Management Bureau, DENR, Quezon City.
Materials: Pictures
 Handbooks
Sample Waste Materials

Developmental Activities

Teacher’s Activity Student’s Activity Teacher’s Note

A. Motivation
Present a picture of dirty & clean places. Present their reaction orally
Ask question about their reaction and give their feelings &
insights.
Do you want this kind of environment in
your place, to be clean? or dirty?
Explain your answer.
B. Presentation of the salient Read the handbook photo-
provisions of RA 9003 through copied for their reference.
handbook or CD.
C. Activity Proper “Role-Playing”
Divide the students into 2 groups to play Dramatize their role how to Process the activity by
their role in disposing wastes in coastal dispose wastes properly. asking students’ feeling &
and lowland areas. Share your learnings. learning
D. Post-Activity
1. Discussion of RA 9003. Listen to lecture-discussion.
2. Q & A portion Participate in the open
a. Explain the provisions. forum
b. Discuss the goals. Explain the goals of the law
c. Enumerate the and enumerate the
requirements of the law. requirements of the law.
E. Generalization/Conclusion
Is the government successful in Answer the questions
the implementation of the law? If
yes, or no, justify.
F. Application
When in school, what is your Answer the questions
 advocacy? To your family,
neighbor and the community,what
will you tell them?
G. Evaluation (Pretest-Post Test) Take the Pre & Post tests

Multiple Choice: Choose the letter of the correct answer.

1. The goals of RA 9003 (ESWM) are____.
a. protect public health and environment
b. encourage resource conservation
c. promote environmental awareness
d. all of these
2. RA 9003 was signed into law on
a. January 4, 2002 c. January 26, 2001
b. January 15, 2000 d. none of these
3. The law involves
a. segregation of source c. disposal of solid waste
b. segregated collection d. none of these
4. The law mandates to put these into practice:
a. The 3R’s b. the 4 R’s c. the 5 R’s d. none of these
5. The law requires these except one.
a. Solid waste must be reduced at source.
b. Renewable materials must be numbered.
c. The wastes must be segregated into biodegradable and non- biodegradable.
d. None of these
6. _____ is the one responsible for enforcing the law.
a. national government
b. local government
c. private sector
d. school or academe
7. _____ refers to the recovery of discarded materials such glass, plastic, steel, aluminum
and paper to be used as new material again.
a. composting b. recycling c. segregation d. solid waste management
8. The agency in-charge directly of overseeing the implementation of the law.
 a. EMB b. DENR c. MGB d. DAR
9. ____is called garbage, trash, rubbish or junk.
a. Solid waste b. compost c. biodegradable d. residual waste
10. SWM begins at __________.
a. school b. park c. home d. office

H. Assignment
1. Write your experiences from your sharing with others the advocacy of ESWM like to a
friend or acquaintance on a weekend. Write the date, name of the person, and name
of the place. Include the insights of the person you were able to talk to. Likewise,
your own insight/learning.
Chapter II-Ecological Solid Waste Management, Its classification and Approaches
(Supplement to Lecture on garbage in the book of Lee & Anes)

General Objective: To familiarize the student on ecological solid waste management (ESWM)
the types of solid wastes and the different approaches to ESWM.

Specific Objectives: At the end of the lesson, the student should be able to:
1. define ecological solid waste management.
2. classify the different types of solid waste
3. discuss the various approaches to the ESWM.

Subject Matter/Topic: Ecological Solid Waste Management

Ecological solid waste management refers to the systematic administration of activities

which provide for segregation at source, segregated transportation, storage, transfer,
processing, treatment, and disposal of solid waste and all other waste management which do
not harm the environment.

Ecological solid waste management should start at the household level. Management of
waste materials in the households are normally carried out by the servants and often the
housewives. Thus, they must be well-informed about proper waste handling and management.

What is solid waste?

Solid waste refers to all discarded household, commercial waste, non hazardous
institutional and industrial waste, street sweeping, construction debris. Agricultural waste and
other non- hazardous and non-toxic solid waste.

CLASSIFICATION OF SOLID WASTE

A. COMPOSTABLE WASTES: Compostable wastes are biodegradable wastes such as food
waste. Garden waste and animal waste. They undergo biological degradation under
controlled conditions and can be turned into compost (soil conditioner or organic
fertilizer) by mixing them with soil, water, air and biological additives/ activators.
 Examples are:
 Fruit and vegetable peelings
 Leftover foods
 Vegetable trims
 Fish/fowl/meat/animal entrails
 Soft shells
 Seeds
 Leaves
 Flowers
 Twigs
 Branches
 Stems
B. RECYCLABLE WASTES: Recyclable materials refer to any waste material retrieved from
the waste stream and free from contamination that can still be converted into suitable
beneficial use. These may be transformed into new product in such a manner that the
original products may lose their identity.
Examples are:
 Papers
 Plastics
 Metals/Aluminum
 Glass

C. RESIDUAL WASTES. Residual wastes are solid waste materials that are non-
compostable and non-recyclable. They should be disposed ecologically through a long-
term disposal facility or sanitary landfill.
Examples are:
 Sanitary napkins
 Disposable diapers
 Worn-out rugs
 Cartoons which contain a plastic lining usually used for milk and juice containers
 Ceramics
 Candy wrappers/ sachets
 Other soiled materials that cannot be composted and recycled.
D. SPECIAL WASTES. Special wastes refer to household hazardous wastes:
Examples are:
 Paints
 Thinners
 Household batteries
 Lead-acid batteries
 Spray canisters
 Bulky wastes such as:
 Large worn-out or broken furniture
 Lamps
 Book cases
 Filing cabinets
 Consumer Electronics refer to worn-out, broken and other discarded items such as
 Radios
 Stereos
 TV sets
 White goods which refer to large worn-out or broken household appliances such as:
 Stoves
 Refrigerators
 Dishwashers
 Clothes washers
 Dryers

APPROACHES TO ECOLOGICAL SOLID WASTE MANAGEMENT

1. Segregation of wastes at source, so all the members of the household must be informed
how to segregate wastes into compostable, non-recyclable and special or hazardous
wastes.
2. There must be a separate container for each type of waste. Segregated recyclable must
be properly cleaned before storing them in their respective containers.
3. The use of special collection schedules and/or separate trucks or haulers must be
required for specific types of wastes.
4. Recyclable waste materials should be taken to the Materials Recovery Facility (MRF) in
every barangay or cluster of barangays where they are received, sorted processed and
stored efficiently in an environmentally sound manner. Compostable wastes on the other
 hand, should be composted either in the backyard or the community composting site.
Hazardous wastes are further screened and sent to appropriate hazardous waste
treatment plants.
5. The residual wastes or the non-recyclable and non-compostable wastes shall be
transferred to a long-term storage or disposal facility or sanitary landfill. (END)
----------------------------------------------------------------------------------------------------------------------

Time Requirement: Three (3) hours

Process Skills:
1. Defining the ecological solid waste management (GSWM)
2. Classifying the different types of solid waste
3. Discussing the different approaches to ESWM.
Value Focus: Valuing wastes that are still useful and to make money out of wastes which are
recyclables.
References: (same with those mentioned in Chapter I)
Materials: Samples of Solid Waste (Actual)
Handbook/CD

Developmental Activities

Teacher’s Activity Student’s Activity Teacher’s Note

A. Motivation
Present a story or case
problem and ask
students to share their
point of view
B. Presentation of the
topic using the
handbook on ESWM.
Present their reaction &
insights
Read the handbook or photo-
copied module. View the video
or power point presented

C. Activity Proper Exchange of views, or ideas if Process Learning after the

“A Debate” will be affirmative to use plastic bag debate
done. Proposition: or otherwise
“Whether to use plastic
 bag in shopping in
malls or better bring
the reused bags or
papers bags.”

D. Post-Activity Student Participation

Discussion and open
forum

E. Generalization Students will conclude that

Can we make being familiar with the kinds
segregation at source? of wastes will make them
aware how to segregate.

F. Application
Distribute the flyer or
information to other
people.

G. Evaluation Take the pre test/post test

(Pre-test/Post-Test)

Choose the letter for their

answer.

Multiple Choice:
1. Solid wastes refer to the following except one.
a. Construction debris
b. Commercial waste
c. Agricultural waste
d. Microorganisms
2. Flowers are _____wastes.
a. compostable b. recyclable c. residual d. special
3. The _____wastes should be disposed in sanitary landfill.
a. Compostable b. Residual c. Recyclable d. Special
4. Recyclable should be____ before storing them.
a. kept b. cleaned c. destroyed d. disposed
5. Paints are ______wastes.
a. residual b. recyclable c. special d. compostable

H. Assignment
Bring a recycled item next meeting and discuss what it is made of and present its
usefulness.
Chapter III. The 3 R’s of SWM (Supplement to lecture on garbage in the book of Lee
& Anes)

General Objective: To practice the 3 R’s at Home and in the School

Specific Objectives: At the end of the lesson, the students should be able to:
1. explain how to reduce the use of unnecessary wastes.
2. narrate how to re-use products that can be recycled.
3. discuss how to recycle products that are still useful.
4. enumerate the ten (10) tips in practicing the 3R’s.

Subject Matter/Topic: The 3 R’s : Reduce, Reuse and Recycle.

To bring down the amount of trash we throw out, experts came out with the three Rs,
which stands for Reduce, Reuse and Recycle. It is possible to limit the trash we generate by
simply avoiding the ways we make them in the first place.
Reduce means bringing down the amount of trash we dispose of by consciously avoiding
buying items that generate a lot of trash. For example, an item that comes with packaging or
too much wrapping results in unnecessary trash. Disposable items like razors, ball pens, printer
ink cartridge also produce waste. Go for refillables. Don’t buy poorly made products that don’t
last or could no longer be repaired. They quickly end up in the dumpsite.
RA 9003 sums it up:
 Avoidance-buy only things you need and avoid items with heavy packaging.
 Product reuse- find creative ways to reuse things and have broken items fixed.
 Increase product durability-go for tough, durable and well-made items.
 Reduce materials used in production-efficiency in manufacturing is called for.
 Decreased consumption-less means less waste
 The 3Rs of Solid Waste Management

Common sense tells us the most cost-effective way of managing waste is to do

something at the source of generation, that is, at home, at the office or at the institutional level.
Activities such as sorting and eventually recovery works best if done at this point. Thus, we
should always put the three Rs at the heart of every waste management campaign.

REDUCE
Avoid wasteful consumption of goods. Begin by asking yourself. “ Do I really need it?” In
doing so, we minimize waste and conserve our natural resources. Reduce the amount of
unnecessary packaging. Adopt practices that reduce waste toxicity.

REUSE
Whenever practicable, reuse items that are still useful instead of just throwing them
away. Maintain and repair durable products. Borrow, rent or share items that are not used
frequently. Sell or donate goods instead of throwing them out. It would greatly help if we
patronize goods that are reusable, rather than “throw-away” types.

RECYCLE
Waste should be treated as a valuable resource. Items that are useless or of very little
value to one person often have significant value to another within a different setting or time.
The process whereby portions of waste material are sorted and used for something of benefits is
called recycling.

To put it simply, remember the following:

REDUCE
 Reduce the amount of unnecessary packaging
 adopt practices that reduce waste toxicity
REUSE
 consider reusable products
 maintain and repair durable products
 reuse bags, containers, and other items
 borrow, rent, or share items used infrequently
  sell or donate goods instead of throwing them out
RECYCLE
 choose recyclable products and containers and recycle them
 Select products made from recyclable materials
 Compost yard trimmings, food scraps and other biodegradable wastes.
 Do not burn

Tips for the Consumer on Practicing the 3Rs:

1. Avoid over packaged goods.

2. Avoid or limit the use of disposable goods such as throw-away razors, pens, diapers, and
cameras.
3. Buy food in bulk. Patronize products with contents that are refillable.
4. Buy durable products.
5. Compost yard clippings and leaves. These should never be burned, as the smoke could
only contribute to more air pollution.
6. Patronize recycled and recyclable goods. There are different kinds of plastics. Avoid
polyvinyl chloride containers, such as those often used as cooking oil or salad dressing
bottles. Avoid containers made from multiple layers of plastics such as squeezable
bottles. These are virtually non-recycled.
7. Promote community“curbside” recycling programs. These can make recycling as easy as
throwing trash away. This way, recycling can be painless even for those too lazy to do it.
8. Eliminate household toxic wastes from the garbage stream. These include disinfectants,
bleaches, oven and drain cleaners, toilet cleaners, nail polish removers, chemical paint
strippers and paints, expired medicines, used motor oil, transmission and brake fluids,
and batteries of all kinds.
9. Limit the use of toxic substances or use substitutes. For example, soap and water can
replace strong cleaning solvents. Latex paint particularly when allowed to air dry open
cans, are less toxic in landfills than solvent based paints.
10. Patronized products that are made from renewable, rather than non-renewable,
resources. (END)
----------------------------------------------------------------------------------------------------------------------
 Time Requirement: Three (3) Hours

Process Skills:
1. Explaining how to reduce the necessary wastes.
2. Telling how to reuse products.
3. Discussing how to recycle products.
4. Enumerating the tips in practicing the 3Rs.

Value Focus: Awareness and appreciation of applying the 3Rs.

References: (Already mentioned in Chapter I and II)
Materials: CD for viewing pictures
Developmental Activities:

Teacher’s Activity Student’s Activity Teacher’s Note

A . Motivation
Present a short film on the topic.
Ask them to share their
comments/reactions.
B. Discuss the 3Rs by the use of
references thru lecture with
Open Forum
C. Activity Proper
Focus –group discussions in 3 groups
on reduce, reuse and recycle
D. Post-Activity
Processing of each group’s output
and presentation.
E. Generalization
Do you practice the 3Rs at home
and in our school?
F. Application
Ask students to look for waste
materials & in the classroom &
segregate in throwing them
properly in trash cans.
Give their insights.
Listen and ask questions
Brainstorming among the 3
groups requesting the 3 Rs
Write their output on Manila
Paper after brainstorming
and present to the class.
Present recommendation to
practice the 3Rs at
home/school.
Make any item or dress out
of a plastic for recycling for
future fashion show/exhibit.
 G. Evaluation (Pre/post test)

Multiple Choice. Select the best answer.

1._____ means bringing down the amount of trash.

a. reuse b. reduce c. recycle d. all of these
2. When you repair durable products, you intend to___them.
a. reuse b. reduce c. recycle d. all of these
3. When you renew materials that can create a new item, you are practicing___.
a. Waste avoidance b. segregation c. recycling d. all of these
4. Patronize products that are made from ____resources.
a. Non-renewable b. renewable c. recycled d.all of these
5. It is recommended to buy ________ products.
a. Durable b. easy-to-use c. disposable d. all of these

H. Assignment

Bring waste materials that can be made into containers for storage of foods, things, etc.
 Chapter IV- Composting and Its Benefits and Uses?

General Objective: To apply composting in reducing the amount of solid wastes.

Specific Objectives: At the end of the lesson, the starts should be able to:
1. give the main purpose of composting.
2. explain the benefits and uses of composting.
3. discuss how to make and compost

Subject Matter/Topic: Composting and Its benefits and Uses.

The main purpose of composting is to reduce the amount of solid waste. Half of the trash
we generate are biodegradable. This means it can be broken down by microorganisms in the soil
and turned into compost.

Composting our biodegradable waste is highly encouraged under the law as it cuts by
half the trash that go into our dumpsites.
Composting is like recycling because we turn organic waste into soil conditioner and even
fertilizer for our plants. It enriches, restores and replenishes the topsoil with valuable nutrients.
Through composting, organic waste is made useful because it goes back to the cycle as plant
food and into the food chain.

Finished compost is a natural fertilizer that is more environmentally-friendly than chemical

fertilizers. With the proper volume, finished compost can be sold to farms and homes to enrich
garden soil.

What Can Be Composted?

Below are some of the items that can be turned into compost:
1. Kitchen waste food scraps, fish and animal skin and innards, seeds, vegetables and fruit
trimmings, shells and seafood, coffee grounds, tea bags, used paper napkins, egg shells
and dried pet or animal waste.
2. Garden waste grass cuttings, leaves, twigs and branches, and other woody material.
 BENEFITS AND USES OF COMPOST
 Compost improves the physical, chemical and biological properties of the soil, as a
soil conditioner.
 Compost can be used as a soil supplement in flower beds, vegetable garden, lawn
and in planting a new tree or shrub.
 Compost helps conserve moisture, prevent erosion and reduce weed growth.

HOW TO MAKE COMPOST

1. Chop the biodegradable wastes into finer portions. The smaller the size of organic
wastes, the faster the compost will be ready for use.
2. Mix-up the biodegradable wastes and place them into the composters. Do not
burn on top of the piles or composters because the heat will kill the
biological-“decomposers” thus, delaying the composting process.
3. Sprinkle a small amount of water. Moisture is essential for microbial activity.
Protect the composters from accumulating too much liquid to avoid leaching.
4. Sprinkle or layer with soil so as not to invite flies and to control odors. Place the
soil in between the layers of the mixture.
5. Aerate the pile. Turn it once or twice a month to provide the necessary oxygen to
hasten the composting process.
6. When the interior of the pile is no longer hot and the material has broken down
into a dark and dry soil, the composting is finished.(END)
----------------------------------------------------------------------------------------------------------------------
Time Requirement: Three (3) Hours
Process skills: (based from the specific objectives cited)
Value Focus: To appreciate the value of composting by being resourceful and responsible to
make an alternative to chemical fertilizer.
Materials: Pictures on “How-to-do” Composting.
Handbook

Developmental Activities:

Teacher‘sActivity Student’s Activity Teacher’s Note

 A. Motivation
Games/contest with prizes by Group Class will select contestant for
“News Casting on TV” on any each group. They give their
ESWM/Composting as best practice. reactions after news casting.
B. Presentation of the topic Exchange of views and
using Illustration on the opinions.
Handbook
C. Activity Proper – Lecture – They will give reaction and
discussion on composting. insights.
D. Post-Activity
Discussions/open forum Answers questions
E. Generalization
Is composting applicable to They will present their plan
our school and at home? Who orally how to do composting
will take charge of this? in their backyards.
F. Application
Composting will be done at
home first. Ask students to
conduct information drive to
apply composting in the
neighborhood.
G. Evaluation (Pre/PostTests)

Multiple Choice: Select the correct answer.

1. The main purpose of composting is to___ the amount of solid waste.
a. increase b. decrease c. expand d. eliminate
2. ____should not be included in composting.
a. animal waste b. human waste c. foods scraps d. none of these
3. Finished compost is a ___fertilizer.
a. artificial b. organic c. natural d. chemical
4. The smaller the size of organic waste, the____ compost will be ready for use.
a. faster b. slower c. smaller d. chigger
5. Compost helps ____.
 a. Conserve moisture b. prevent erosion c. reduce weed growth d. all of these

H. Assignment
Write an Essay on your project at home which is “Making a Compost.” Attach pictures.
Chapter V. How to Make a Simple Material Recovery Facility (MRF)
(Supplement to Lecture XIX in the book of Lee & Anes)

General Objective: To participate in the establishment and maintain the MRF in the barangay.
Specific Objectives: At the end of the lesson, the student should be able to:

1. discuss how to make a single MRF.

2. describe the facilities needed for MRF.
3. enumerate some ways being practiced by some communities.

Subject Matter/Topic: Putting Up the MRF.

HOW TO MAKE A SIMPLE MATERIALS RECOVERY FACILITY (MRF)

RA 9003 states that the barangay shall be responsible for setting up an MRF to process
the recyclable and biodegradable materials it collects. But what is an MRF?

An MRF is simply a site where collected materials can be stored until they are sold or
processed for composting. An MRF is not a dumpsite; it should not hold residual waste. It is also
not advisable to do the sorting of unsegregated trash at the MRF for environmental and hygienic
reasons.
There are no hard and fast rules on what an MRF should look like. It should , however,
provide the following facilities:
 A covered area where various recyclable materials can be separately stored to
facilitate sale to buyers.
 An area where composing can be performed.
 Adequate drainage and security.

Since an MRF is run efficiently like a plant, it should always be maintained clean and color
free. No flies, rats and animals should be present. It should not release leachate from the
collected biodegradable waste.
Building a basic MRF is like building any storage space. Here’s how”
1. Choose a site as small as 12 square meters that is accessible to the barangay.
2. Build a storage space with roofing and partitioned areas protected by cyclone wire. These
partitions will hold recyclable materials in separate cells for plastics, glass, metal,
aluminum, paper, etc. Hold the area under lock and key to prevent pilferage or theft of
the materials.
3. For sites with larger land area, a composting facility can be put up. Construct a mixing
pond from concrete where kitchen and garden waste and coco dust can be mixed. The
mixing pond should have adequate drainage for the leachate from the kitchen waste and
a roofed area for storage of compost sacks. The roofed area will also hold the shredder
and mixer.
4. If the barangay chooses other ways of composting, the site should have open ground for
compost pits of piles.

Having an MRF on a Shoestring Budget

Not all barangays can afford to set up a Materials Recovery Facility (MRF). While some will have
the funds, they may also lack the space. But there are other ways to recover recyclable materials
without breaking the bank.
Here are some ways that are being practiced by some communities:
 The hauler will collect the segregated waste to be transported in a truck with
partitioned cargo space.
 Households will sell recyclables directly to JunkShops and compost biodegradables in
the backyard. Hauler will collect residual waste or even biodegradable waste.
 Barangay will put up an MRF, sell the recyclables to junkshops, and make their own
compost. Households can also do backyard composting. The hauler will collect
residual waste. (END)
----------------------------------------------------------------------------------------------------------------------

Time Requirement: Three (3) Hours

Process Skills: 1. Discussing how to make a simple MRF.
2. Describing the facilities needed for MRF.
 3. Enumerating some ways being practiced by some communities.

Value Focus: Responsibility and resourcefulness to put up and maintain the MRF.
Materials: Pictures on MRF in a barangay.
CD or Handbook

Developmental Activities:

Teachers Activity Students’ Activity Teachers Note

A. Motivation
Ask to share stories on Share stories on MRF compliance
the compliance of the of their barangay. Narrate
students on their experience on best practices.
barangay to put up an
MRF.
B. Presentation
Discussion & lecture on Listen to the lecture and discuss
the topic. each other’s experiences.
C. Activity Proper
Ask students to write a Present their individual poster
“SLOGAN in a POSTER” with slogans.
on ESWM.
D. Post –Activity
Processing of output Share insights/learning.
presented. Q and A
portion (open forum)
Award the best
slogan.Set the criteria
for it.
E. Generalization Students will reflect and share
Is your barangay feelings.
compliant with the
required MRF? What is
your participation?
 F. Application Be able to tell their stories later.
Are you now willing to
join and support in
maintaining the MRF in
your place?
G. Evaluation ( Pre/Post
Test)

Multiple Choice: Select the best answer.

1. MRF is not like a _____.
a. landfill b. dumpsite c. reservation area d. none of these
2. The materials found in the MRF are_____.
A. hazardous b. biodegradable c. recyclable d. left-over
3. The site for MRF should be____ square meters.
a. 10 b. 11 d.12 d. 15
4. All barangays can afford to put up the MRF.
a. True b. False c. Not sure d. None of these
5. The MRF site should have security personnel.
b. True b. False c. Not sure d. None of these

H. Assignment:
Be able to update or give feedback on the status of the MRF in your barangay and
recommend for improvement. This is an ORAL EXAM next meeting.

*****END*****

Suggested criteria for evaluating the content of the module: (Kindly check)
Agree Disagree Undecided
1. Appropriateness of the terms used ____ ____ ____
2. Clarity of the content ____ ____ ____
3. Scope/Coverage is just right ____ ____ ____
4. Time allotment is just enough ____ ____ ____