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 9

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.
Nestlé Philippines, Inc.
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 crafted by experts from multiple sectors.
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 under the Office of the
President.
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
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 artist, Dodie Garcia, with more than
thirty years experience in graphic design and print production.

HOW TO USE THESE MATERIALS

This module is divided into two lessons.

• Lesson 1 talks about the importance of a clean environment on our health and well-being.
• Lesson 2 teaches that an essential part of maintaining a clean environment is to manage our waste by
practicing the 3R’s (Reduce, Reuse and Recycle) and segregating waste properly.
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 Opportunities for Blended Learning
be found at the end of each lesson section as well as While these lessons were designed primarily for face-
in 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: Healthy Environment
Session 1
Warm-up.............................................................................................. 5
Listen and Learn............................................................................... 5
REFERENCES
Let’s Try This...................................................................................... 7 Alam, P. & Ahmade, K. (2013). Impact of solid waste
Session 2 on health and the environment. Special Issue of
International Journal of Sustainable Development
Warm-up............................................................................................. 9 and Green Economics, 2 (1), 165 – 168.
Listen and Learn.............................................................................. 9
Let’s Try This.................................................................................... 11 American Public Health Association. (2020.)
Environmental Health. Retrieved from: https://
Wrap-up............................................................................................ 11 www.apha.org/topics-and-issues/environmental-
Lesson 2: Our Community for Our Health health
Session 1
Kaza, S., Yao, L., Bhada-Tata, P., Van Woerden, F.
Warm-up........................................................................................... 14 (2018). What a Waste 2.0: A Global Snapshot of
Listen and Learn............................................................................ 14 Solid Waste Management to 2050. Washington DC:
Let’s Try This................................................................................... 22 World Bank. https://openknowledge.worldbank.
Wrap-up............................................................................................ 22 org/handle/10986/30317
Session 2 National Center for Health Promotion & National
Warm-up.......................................................................................... 23 Center for Disease Prevention and Control. (2012)
Listen and Learn............................................................................ 23 Philippine Health Advisories. Manila: Department of
Let’s Try This................................................................................... 28 Health.
Wrap-up............................................................................................ 28 National Solid Waste Management Commission.
Session 3 (2020). Waste Analysis and Characterization
Study. Manila: Office of the President, Republic of
Warm-up.......................................................................................... 29 the Philippines.
Culminating Activity ................................................................... 29
Republic Act 9003. Ecological Solid Waste
Management Act of 2000. Retrieved from https://
emb.gov.ph/wp-content/uploads/2015/09/RA-
9003.pdf
US Environmental Protection Agency Office of Solid
Waste. (2005). The Quest for Less. Washington,
DC: United States Environmental Protection
Agency.

3
LESSON 1

HEALTHY ENVIRONMENT

CONTENT OVERVIEW
This lesson is delivered in two sessions that aim to teach children the following key points:

1. Environmental health focuses on the relationship between people and their environment. The
field of environmental health is concerned with addressing the pollution and contamination of
air, water and land, in order to promote the health and well-being of communities. (apha.org)
2. An unclean, unsanitary environment leads to increases in diseases such as dengue,
leptospirosis, cholera, malaria and typhoid fever.
3. The quality of our environment directly impacts the quality of our health and well-being.

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

1. Define community and environmental health.

2. Explain how a healthy environment positively impacts the health of people and communities.
3. Discuss and analyze the effects of environmental issues on people’s health.

4
SESSION 1 OF 2
Prior Preparation
MATERIALS Ask students to research on
the spread of diseases such
• Healthy Environment Session 1 Powerpoint as cholera, typhoid fever,
leptospirosis, dengue and
• Healthy Environment Session 1 Worksheet (optional; p. 12) malaria. Have them read
about how these diseases
spread and their common
• Sheet of manila paper (one per group) signs and symptoms.
• Measuring tool (measuring tape, meter stick; one per group)
• Pencils and highlighters

WARM-UP
5 Minutes

Begin the session by asking students to share what they learned, through their individual research, about the
spread of these diseases, as well as their common signs and symptoms:
• Cholera
• Typhoid fever
• Leptospirosis
• Dengue
• Malaria

LISTEN & LEARN

10 Minutes

Use the PowerPoint presentation (Healthy Environment Session 1 PowerPoint) to help students realize the
impact of an unclean environment on our health.

Slide Teacher’s Script Children’s Expected Responses

Let’s think about this for a moment...

What happens when we leave the dishes in Ants, cockroaches and mice come out.
the sink and don’t wash them?
The leftover food on the plates get spoiled
and start to smell bad.

What happens when we do not dispose of The house looks messy.

our trash properly? We will not have a place to put any more
trash.

What happens when we do not sweep
our floors or remove the dust around our
house?
I get allergies. I start to sneeze and cough.
Our things get dirty easier, and it is harder
to clean them - such as our electric fan.
Our feet get dirty and they make marks on
the floors.

5
Slide Teacher’s Script Children’s Expected Responses
When we leave out food and trash, or allow
dust to build up in our homes, this attracts
insects and rodents, and allows germs to
multiply.

Heavy dust and dust mites cause some

people to sneeze or have a runny nose.
Germs that invade our bodies can cause
other, more serious, illnesses.
In short, an unclean environment can cause
us to get sick.

Examples of illnesses related to an unclean

environment are:
• Cholera
• Typhoid fever
• Leptospirosis
• Dengue
• Malaria
These illnesses have symptoms such as
fever, vomiting and diarrhea.

Cholera and typhoid fever are caused by

dirty food and water. This is why we always
have to make sure that we cook our food
and boil our water well, and make sure our
surroundings are clean when we cook and
eat.

Another illness we don’t want to get is

leptospirosis, which is caused by a bacteria
that is transferred from mice or rats to us
humans.
When we come into contact with urine from
mice or rats infected with leptospirosis,
we could get leptospirosis as well. This is
why we must avoid exposing ourselves to
surfaces or flood water that might contain
the urine of mice and rats.
Dengue and malaria are spread by
mosquitoes. When a mosquito carries one
of these illnesses, and it bites you, you end
up getting the illness from them.
This is why it is important to keep all areas
- inside and outside - of your house as clean
and dry as possible, so that the mosquitoes
don’t have any place where they can leave
and grow their eggs or larvae.

6
Slide Teacher’s Script Children’s Expected Responses
Because germs are all around us, we
need to wash our hands with soap often.
When we touch unclean surfaces, germs
contaminate our hands and can make us
sick if we touch our eyes, nose and mouth
afterwards.
We can also unknowingly spread germs by
touching surfaces with our unclean hands.
Wearing a mask can help protect us and
others from germs that are in the air.
And of course, cleaning our homes and
surroundings on a regular basis helps to
keep us healthy.
We also need to be mindful of how we
manage our trash. When we neglect the
trash in our immediate surroundings, it can
end up in rivers and oceans, contaminating
the fish and resources we get from it.

Think about this:

What parts of your house need to be Possible answers:
cleaned regularly? • All floors and surfaces
• Bathrooms
• Eating areas
• Places where trash cans are located
• Closets and areas that pick up dust
• Pet areas

LET’S TRY THIS!

35 Minutes

1. Have the students form groups of 8 to 10 members. This can be done according to their seating
arrangement. Distribute the materials (one set per group)
2. Ask each group to choose an area of the school they feel should be cleaned. Depending on what is
allowed in your school, suggest open areas where the students can be monitored by an adult. You may
also want to pre-assign the areas instead and have 3 to 4 groups work on the same area. Examples
include:
• classroom
• canteen
• dismissal area
• garden area
3. Instruct the group to draw a rough draft of a map of their selected / assigned area. Remind them to try
to recall any corners or dividers.
4. Next, inform them that they can now go to the actual area to measure its perimeter. With a tape
measure, record the perimeter of the area in meters.
5. Using the ratio of 1 meter is to 1 centimeter, instruct them to draw an accurately scaled map of the area,
including any furniture and permanent fixtures.

7
6. Once they are finished with making the maps, challenge the
students to use a highlighter to identify areas that either
already have clutter or could potentially gather a lot of
clutter. They should also identify areas that may be a potential
breeding ground for germs, or conditions that may promote
the spread of germs, such as trash bins left unattended,
portions of the floor that are constantly wet or damp, areas
that are hard to reach when sweeping or mopping.
7. Once they are done identifying these areas, have them return
to the classroom so that each group can share their output
with the other groups. (You may need to use the Warm Up
portion of the next session to give time to groups that are not
able to share in this session.)
Suggestions for Learning at Home
If this lesson cannot be delivered
through a face-to-face session, you
may use the optional worksheet for this
session (Healthy Environment Session 1
Worksheet, p. 12) and have students do
this activity individually. They can make
a scaled map of a section of their home
and, likewise, identify areas that need
cleaning and sanitation, or conditions that
may promote the spread of germs. Aside
from identifying these areas, ask students
to describe why these areas pose a health
risk and what should be done to address
those conditions.
8
SESSION 2 OF 2
MATERIALS

• Healthy Environment Session 2 PowerPoint

WARM-UP
15 Minutes

Begin the session by calling on the groups that were not able to share their outputs during the last session.

LISTEN & LEARN

10 Minutes

Use the PowerPoint presentation (Healthy Environment Session 2 PowerPoint) to help students be more
aware of the quality and cleanliness of their immediate environment.
Slide Teacher’s Script Children’s Expected
Responses
Who among you have seen trash piled like this on your [Show of hands.]
way to school?

Who among you have seen trash in canals like this? [Show of hands.]

Who have seen bodies of water that look a bit like this? [Show of hands.]

As we learned during our last session, germs love to grow

and multiply where there is trash. The more trash there
is, the more germs grow and multiply, posing a health
hazard to the people around the contaminated area.
Furthermore, when we neglect the trash in our immediate
surroundings, it can end up in rivers and oceans,
contaminating the fish and resources we get from it.
Here is a practical example of how we can get sick from
trash:
When our drainages get clogged with trash, and it rains, [Allow students to share
what do you think happens? theeir thoughts to this
question.]

9
Slide Teacher’s Script Children’s Expected
Responses
Drainages are made so that the rain water will flow out of
and under our streets. But if the drainages are clogged up
by trash, the water will have nowhere to go. This is when
our streets become flooded with water.

Now, is that flood water clean or dirty? Dirty.

Why do you think so? It is dirty because of all of

the germs in the street that
come from the cars and the
trash.

When our streets are flooded with water, we can end up

getting parts of our body wet with the flood waters.

So, what do you think happens when we have a wound,

and it gets submerged in the floodwater? An open wound could get
infected with germs and
make us sick.

Last session, we talked about dengue, malaria, typhoid

fever, cholera, and leptospirosis.
Aside from those illnesses, we can also experience
diarrhea or vomiting when germs are able to get into our
digestive system through dirty food or water. Exposure
to dirty food or water can be a result of an unclean
environment.

Humans are not the only ones who are affected by land
and water pollution.
Animals like fish and frogs end up having to leave or die
because their homes have become polluted.

We have to make sure to keep the outside of our houses

- including canals and rivers clean. By doing so, we
help the animals keep their homes, and we also help
ourselves stay clean and healthy. Not only that, a healthy
environment helps us to feel a greater sense of well-
being, be more productive and perform our duties well.

10
LET’S TRY THIS!
20 Minutes

1. Form groups of 5 to 6 members. Each group should, preferably,
have members who live in the same barangay or in close
proximity of each other.
2. A
sk them to think of an area in their barangay where trash is
not properly managed and ends up polluting the land, air or
waterways.
3. H
ave them brainstorm and list down factors that they think
contribute to that area’s current condition. For example, they
may have a dirty canal in their vicinity. Factors that contribute
to this canal’s condition may include:
Suggestions for Learning at Home
If this lesson cannot be delivered through a
face-to-face session, you may have students
do this activity individually. They can describe
an area in their community where trash is not
managed properly, posing a health hazard to
the members of the community. Have your
students create either a video, poster, or essay
that describes the factors that they think
contribute to the state of that unsanitary area.
Their output for this activity can be used for the
culminating activity.
Do not require your students to visit that area if
health conditions are not safe.

• High volume of people passing through that area or

families living nearby who find it convenient to just dump their trash in the canal
• Lack of trash cans in the area
• Lack of community workers available to do regular clean up
• Trash is actually coming from other areas, and building up in that particular canal
4. After discussing the contributing factors, have each group discuss and list down the potential health
consequences this area has on the members of their community.
5. As they discuss, go around to each group to check on the quality of their inputs. They shall keep note of
the key points of their discussion, as these will be needed for their culminating activity.

WRAP-UP
5 Minutes

Call on volunteers from each group to share their answers with the rest of the class. Remind them again to
keep their notes of this discussion, which will be needed for the culminating activity later on.

11
Grade 9: Lesson 1 Healthy Environment Session 1 Worksheet

NAME: ________________________________________________________________________________

DATE: _______________________________________ SECTION:__________________________________

DIRECTIONS
Using the ratio of 1 meter is to 1 centimeter, draw an accurately scaled map of an area of your home,
including any furniture and permanent fixtures. Identify areas that need cleaning and sanitation, or
conditions that may promote the spread of germs.

Describe why these areas pose a health risk and what should be done to address those conditions.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

12
LESSON 2

OUR COMMUNITY FOR

OUR HEALTH

CONTENT OVERVIEW
This lesson is delivered in three sessions that aim to teach children the importance of avoiding
waste, practical examples of how to practice the 3R’s and the basics of segregating waste.
Students will learn that:
1. Practicing the 3R’s (reduce, reuse and recycle) can help to lessen the amount of waste we
produce, which contributes to a cleaner environment and to maintaining our health.
2. Wastes can be classified as biodegradable and non-biodegradable.
3. 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.
4. 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.
a. Recyclable waste includes plastic, dry paper, metal, glass. These are sent to recycling
centers for further processing.
b. 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.
c. Special waste pertains to items which require special handling or treatment in a particular
facility:
i Hazardous waste that contain toxic materials.
ii Healthcare / medical waste that contain infected materials.
iii Bulky waste that require special hauling arrangements due to their size and physical
attributes.
5. In school and in our communities, it is good to practice the 3R’s 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. Suggest ways to prevent and manage environmental health issues

2. Participate in implementing a waste segregation campaign

13
SESSION 1 OF 3

MATERIALS
• Our Community for Our Health Session 1 PowerPoint
• Old tarpaulin banners that will no longer be re-used
• Sheets of cartolina (one per group)
• Coloring materials

WARM-UP
10 Minutes

Begin the lesson by asking students to think of the area that they described in the activity of the
previous session, i.e. the area of their community where trash is not managed properly, posing a health
hazard to the members of the community. Challenge them with this question:
“If the people of your community were more conscious of the things they bought and threw away,
what impact would that have on this area that you (your group) described in our previous session.”
(Expected answer: If people were more conscious of their purchases and the waste they produce, we
would see less trash building up in places like this.)

LISTEN & LEARN

20 Minutes

Use the PowerPoint presentation to discuss the concepts of linear economy, circular economy, avoiding
waste and the 3R’s (Reduce, Reuse and Recycle).

Slide Teacher’s Script Learner’s Expected Responses

We already know that the different products we
use every day are made from our earth’s natural
resources.

Manufacturers take trees, plants and animals to make

paper products, food and clothing.

Manufacturers take minerals and sand from the

ground to make metal and glass products.

Manufacturers also take gas, oil and fossil fuels from

the ground to make plastic products.

In short, manufacturers TAKE something from the

environment in order to MAKE something that we
need.
Let’s look at this process of taking and making in the
case of a disposable baby diaper.
[Hold up the baby diaper and point to its
components.]

14
Slide Teacher’s Script Learner’s Expected Responses
A disposable baby diaper has a soft, absorbent
material on the inside and a plastic lining on the
outside.
The soft material on the inside is made from wood
pulp or paper fluff and sodium polyacrylate to
absorb the liquid. The plastic lining is made from oil.
Let’s call these materials – the wood and oil – raw
materials. They’re called RAW because they are in
their pure, untouched form. The first step in making
a disposable diaper, then, is to TAKE or EXTRACT
wood from trees and oil from the ground.

The raw materials are then transported or shipped

to facilities where they are manufactured into other
materials.
The wood is made into pulp with different
components mixed into it so that it becomes soft,
white and very absorbent. This now forms the soft,
absorbent material you see on the inside.
The plastic is made into very thin sheets, which
becomes the lining on the outside.
So, at this point, the raw materials have been
manufactured into something else, but not yet the
final product.

These two materials are brought to yet another

facility where they are put together to form the
diaper. We will call this the finished product. The
finished product is then placed inside its packaging
to keep it clean and safe for babies to use while it is
transported to either a warehouse or to places where
it can be sold.

The product is eventually brought to a place where it

can be sold, like a supermarket or grocery store.

The people who buy the product then transport it to

their homes, where they use it for their babies.

Now, let’s have a look at this entire process. How 6 times.

many times was transportation needed throughout
this process?

15
Slide Teacher’s Script Learner’s Expected Responses
To get from raw material to disposable diaper, six
different instances of transportation were needed.

Aside from the raw materials, another resource was

needed to make this process possible – fuel. Fuel was
needed to power that ship and those trucks. Stop
and imagine the carbon dioxide coming out of those
ships and trucks while they are transporting goods.

Now, how many different factories, plants or Four.

buildings were involved in the process, from
manufacturing to sale?

Four different facilities were involved in the process.

The materials passed through three manufacturing

plants before it could get to the store. Each of
those plants use up electricity. Those plants may
also emit carbon dioxide and other chemicals into
the air, that may add to air pollution. They may also
produce chemical wastes, and that waste must be
disposed of properly. Improper disposal of chemical
wastes might contaminate our land, water table and
waterways.
So, you see, when we TAKE from the environment
to MAKE a product, this has various effects on the
environment. We not only use up natural resources,
but we produce gases and chemical waste that can
pollute the land, water or air. Not only that, the
emission of greenhouse gases into the atmosphere,
can cause global warming and climate change.

What do you know about the terms ‘global warming’ [Allow students to share what
and ‘climate change’? they know and have heard about
climate change.]

Scientists have begun to document changes in the

earth’s climate. They’ve noticed that the earth’s
average surface temperature has been increasing,
thus the term ‘global warming’. When we say ‘climate
change’ it encompasses global warming, but also
refers to extreme weather conditions like heavy
typhoons and droughts in different parts of the
world. All of these changes are said to be due to
human activities that add heat-trapping greenhouse
gases to the atmosphere.
Extracting and processing natural resources may also
result in deforestation, destruction of animal habitats
or disruption of ecosystems.
Aside from these effects on the environment, we
need to remember that not all of our resources are
renewable. Renewable resources are those that can
be replenished almost as quickly as they are used,
such as the sun, wind and water used for generating
energy.
However, many of our natural resources are
non-renewable, which means they are not easily
replenished. Non-renewable resources are those that
take years to regenerate, such as minerals.
So, if we are not careful about the use of non-
renewable resources, we may not have enough for
our use in the future.

16
Slide Teacher’s Script Learner’s Expected Responses
[Hold up the disposable diaper again.]
Now, what usually happens to a disposable diaper It gets thrown into a trash can.
after it has been used?

A used disposable diaper gets thrown into a trash

can because there is really nothing else that you can
do with a used diaper.

It cannot be washed to be used again, its materials

cannot be recycled. The only thing you can do with it
is throw it in the trashcan.

So, after we TAKE natural resources, MAKE the

diaper, and USE the diaper, it is simply DISPOSED.
TAKE – MAKE – USE – DISPOSE.
This is what happens in a LINEAR ECONOMY. In
a linear economy, natural resources are taken and
made into products that are disposed after their
use. In a LINEAR ECONOMY, we will surely run out
of natural resources because we keep TAKING from
the environment to replace the products we throw
away. We will also end up filling up our landfills much
more quickly if we keep throwing things away. There
simply won’t be any space left for our trash.

We need to shift our thinking and behavior toward

a CIRCULAR ECONOMY. In a circular economy, we
are not dependent on virgin, raw materials. We do
not need to TAKE more raw materials every time we
need to create new products.

17
Instead, products are designed in such a way that
we lessen the resources we take from the earth.
Products are designed so that its components are
built to last or can be reused, repaired, or recycled –
not merely disposed. In a circular economy, we aim
to recover materials for further use.

To help you understand this concept, let’s imagine a

typical forest filled with trees and plants.
Insects like grasshoppers and caterpillars roam
freely around the forest, eating off of these plants
and trees. These insects are eaten, in turn, by small
animals such as birds or frogs. Birds or frogs are
preyed upon by larger animals, such as snakes.
When a snake dies, it decomposes and returns to the
ground. Its decomposing body provides nutrients to
the soil that allows trees and plants to grow – and
the cycle starts all over again.
So, you see, in the forest, nothing goes to waste.
This is similar to what a CIRCULAR ECONOMY aims
to achieve.
Now let’s look at the process of manufacturing a
bottle of drinking water.

In the case of a plastic bottle, our raw material is

oil and fossil fuel, and these are extracted from the
ground.

The raw material is shipped to a facility where it is

made into plastic material. So, at this point, the raw
material is already formed into plastic, but not yet
formed into this product.
[Hold up your plastic bottle.]

The plastic material is transported again to another

facility that molds the material into the shape of
bottles.

18
The empty plastic bottles are taken to yet another
facility where the beverage – in this case, drinking
water – is placed inside. The bottled water is then
sealed and stored in packaging boxes to protect the
contents.

The bottles are transported yet again, this time to a

warehouse.

From this warehouse, the bottles are brought to

places where they can be sold, like a supermarket or
convenience store. Customers go to the convenience
store to buy the product.

There are people who just throw these plastic bottles

away, adding to the trash in our landfills.

But in a circular economy, we must look for ways

to avoid having to extract more oil to make plastic
bottles. We would gather used plastic bottles and
recycle them for future products. Doing this does not
require new oil and fossil fuels to be extracted from
the earth. This makes use of plastic materials that
are already existing, and therefore, this benefits the
environment.

Let’s look at a few more examples.

First, we all know that paper is extracted from trees.
It goes through a whole process -- all the way up to
bleaching, screening, and cleaning the paper. But
once the paper is distributed as a product for sale,
and it is used by people, the paper is then thrown
into the trash.
In a LINEAR economy, the paper would just end up
in a landfill. In some places, though, the paper is
retrieved and goes through a whole other process in
order for it to be recycled.
Once the papers are retrieved, they are sent to a
recycling center. At the recycling center, the papers
are shredded up and soaked to become pulp. Once
the pulp is soaked, it is then flattened and dried back
into paper again.

19
Aluminum has a similar life cycle. The raw material
is mined and manufactured, making it ready as a
product to be purchased and used. This process
is quite long and tedious, and uses a lot of other
resources such as the energy it takes to run the
machines that manufacture the raw material into
something we can actually use.
Sometimes, in a LINEAR economy, aluminum is
used and then just thrown into a landfill. But in a
CIRCULAR economy, the material is recycled. The
production and fabrication are only done once,
saving precious natural and energy resources.
Let’s look at one last example. These are household
appliances. In a linear economy, these appliances
would most likely end up in a garbage dump once
their parts become too rusted and too worn out to
be repaired.
In a circular economy, the manufacturer would do
things differently. They would make sure that the
different components can be easily replaced or
repaired. And the parts that cannot be replaced
or repaired, they would create with materials
that do not harm the environment. They might
even make those parts with materials that are
compostable. When the appliance becomes too old
to be repaired, they would find a way to retrieve it
so that it can be disassembled. They would make
sure that the compostable parts are segregated for
decomposition, and the recyclable parts are used to
make new products.
Ultimately our goal is to control the amount of
natural resources that we need to take from the
environment and minimize the amount of waste we
generate. We need to do this before we run out of
natural resources or before we run out of space to
place our waste.
Effective waste management entails waste
avoidance, followed by the 3R’s of reduce, reuse
and recycle. I am sure you have heard of these
terms. As this diagram shows, the largest portion of
the triangle is labeled AVOID which connotes that
avoiding waste should be our priority.
Part of avoiding waste is being mindful of the things
we buy. We should purchase only what we need,
and this helps to lessen the number of things we use
or consume that eventually end up as waste. Even
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 this something I can borrow from someone
rather than buying?
In cases where we cannot avoid purchasing a new
item, then we should either REDUCE, REUSE or
RECYCLE.
What do we mean by REDUCE, REUSE or RECYCLE? [Allow students to share what
they recall about the 3Rs and to
give some examples. You may use
the examples given here if they
are not able to come up with their
own.]

20
An example of reduce is when you go to the
supermarket and buy products in bulk rather than
smaller packages. When you buy in bulk, it takes
longer to use up that product and you use up less
amount of packaging.

An example of reuse is when you donate the items

you no longer want, instead of throwing them away.
We can donate some of those items and give others
a chance to reuse them.

Another example of reuse is when you bring an

ecobag to the supermarket. This, at the same time,
reduces the number of plastic or paper bags we
consume.
Recycle means to convert something that you would
otherwise throw away into something that is usable.
Many items made of glass, paper, plastic and metal
can be recycled.

Paper, plastic, glass and metals are recovered

and sent to recycling facilities to produce new or
“recycled”products for use such as:
• Newpaper to newsprint
• Old carton boxes to new boxes
• Plastic to fabrics, bottles, containers, trays,
rulers, crates, pallets and many other plastic
items
• Glass to new glass bottles and jars
• Aluminum cans to other aluminum products
• Metals and steel melted to produce new steel
Alternative Recycling is also promoted where
products are converted into useful products such as
arts and crafts, construction materials, plant boxes,
and many more.
Let’s think for a moment about product packaging [Allow students to share their
and see how we can apply the 3R’s. Products come thoughts on this question before
in different forms of packaging. Why do you think giving out the correct answer.]
the product’s packaging is necessary?
The packaging protects the inner contents from
getting wet or being exposed to elements that
would degrade its quality. Without that packaging,
the item would spoil more quickly.
Packaging protects the contents from germs and
bacteria that could make you sick.
If the factory where the product is made is far from
where it is sold, it would need to be transported
over a long distance and stored in a warehouse.
The packaging helps keep that product safe for
consumption throughout the transport and storage
process.

21
 (con’td)
There’s another reason why packaging is important.
It contains information about the product that you
need to know. What information can we get from
food packaging?
Proper packaging describes the ingredients of a food
item, so you will know if it contains any ingredients
that you may be allergic to or ingredients that you
need to stay away from.
Packaging tells us about the product’s nutritional
value, like the amount of protein, fats, sugar and
carbohydrates it contains. Packaging tells us how
many calories a serving of that product contains.
Packaging also tells us the shelf life or expiration
date for safe consumption.
As you can see, packaging is necessary. We can opt
for packaging that is recyclable or reusable.
We should constantly find ways to avoid or reduce
waste, and reuse or recycle items, so that we can
conserve natural resources and prevent our landfills
from getting full.

LET’S TRY THIS!

15 Minutes

1. Show students the tarpaulin banners you collected. Inform them that tarpaulins are non-biodegradable,
but are also very durable.
2. Group students into small groups of 3 to 4 members. Challenge them to think of different ways that
used banners can be re-used or recycled. Give a few examples, such as: a door mat, a window cover, a
table cloth. Have them list down their answers on a piece of paper.
3. After this exercise, combine two groups to make a larger group of 6 to 8 members. Distribute one sheet
of cartolina and coloring materials to each group.
4. Now challenge each group to agree on a product that can be mass produced with used tarpaulins. They
must draw the design and specifications of the product on their sheet of cartolina.
5. Have them list down the steps to make the item, including materials needed.

WRAP-UP
5 Minutes
Call on volunteers from each group to share
their product designs with the rest of the
class. Then, call on a few students to explain
how practicing the 3R’s helps protect our
environment and our health.
Suggestions for Learning at Home
If this lesson cannot be delivered through a face-to-face session,
you may have students do this activity individually. Have them
describe their product idea, its design and specifications, on
a sheet of bond paper. They should also describe the steps to
make the item and other materials needed.

22
SESSION 2 OF 3
MATERIALS

• Our Community for Our Health Session 2 Powerpoint

• Our Community for Our Health Session 2 Worksheet (optional; see page 30)

WARM-UP
5 Minutes

Begin the class by asking students to recall what struck them the most from the previous session. Ask a
few students to once again explain how practicing the 3R’s helps protect our environment and our health.

LISTEN & LEARN

20 Minutes

Use the PowerPoint presentation (Our Community for Our Health Session 2 Powerpoint) to remind students
of the different categories of waste and the basics of waste segregation. Emphasize that segregating
waste is important because it enables our trash collectors to manage waste more effectively, minimizing
contamination of our land, air and water.
Before showing the slides, however, instruct students to create this table on a sheet of paper or in their
Health Notebooks:

Category of Waste Examples Important Guidelines for Managing Waste

Biodegradable
Food and Kitchen Waste

Yard Waste

Non-biodegradable
Recyclable

Residual

Special
Hazardous

Healthcare

Bulky

As they listen carefully to your presentation, students should fill in the blank cells with examples of each
type of waste (according to category) and all important guidelines for how to manage that kind of waste.

23
Slide Teacher’s Script Children’s Expected Responses
In our previous sessions, we learned that our priority
should be to avoid generating waste, or find ways
to reduce, reuse or recycle the items we use. Even
though we try our best to avoid and reduce waste,
or reuse and recycle items, it is inevitable that we
will generate waste. If we are not careful about how
we manage that waste, however, we may end up
running out of space in our landfills and harming our
environment.
Before we resort to disposing our waste in a landfill,
we have other options.

One option would be treatment of waste, such as

pyrolysis, co-processing in cement kilns, and waste-
to-energy that meets local and global standards.
In Pyrolysis, waste materials are exposed to very high
heat with little or no oxygen to control emissions
and this produces a liquid that can be upgraded to
fuel. With pyrolysis, we can generate light fuels and
electricity without needing to extract more oil or coal,
both of which are non-renewable resources.
Co-processing is used by cement factories where
waste is placed in kilns as a substitute for coal for
energy generation. Waste is also used as a raw
material for cement production.
Waste-to-enegy is a process where waste is thermally
treated to generate heat to run steam turbines to
generate electricity.
Generating energy from waste creates less pollution
than the usual processes needed to generate
electricity from oil or coal.

At the bottom of the hierarchy of waste is DISPOSAL

in Sanitary Landfills. This should be the last resort.
The Philippines lacks available and acceptable land
for disposing our waste, and 70% of our waste (as of
2019) was illegally disposed on open and controlled
dumpsites that pose health risks. Furthermore, open
dumpsites potentially affect the water table where we
get our drinking water, pollute our waterways and can
cause accidents like trash slides.
Remember that decomposing garbage produces
methane gas, which is actually another potential
energy resource. When methane gas is emitted
into the air, it poses a health risk to us and the
environment. But if methane gas is harnessed, it can
be used as fuel, and can also produce electricity and
heat.
If we must landfill, this must be done in a sanitary
landfill. A sanitary landfill is is carefully designed
to prevent chemicals and unsafe substances from
contaminating the soil and water that surrounds the
landfill, as well as the water table beneath it.
Garbage is placed in the sanitary landfill, layer by
layer. In between layers of garbage are layers of soil.
These alternating layers of waste and soil helps to
control odors and allows the garbage to decompose
more rapidly.

24
Slide Teacher’s Script Children’s Expected Responses
Another reason why garbage is structured layer by
layer is so that it remains stable in the ground. The
layers are carefully constructed so as to prevent
erosion or the risk of trash slides.

When a landfill is full, it is sealed and covered with a

thick layer of clay soil. It is left to settle for a very long
time, roughly 20 to 30 years, to make sure that the
land is stable. Once it has been evaluated as safe, the
land is converted back into a park or open space for
recreation.
This is why it is so important for us to segregate our
waste. If we segregate our waste at home and in
school, it is much easier to gather all the waste that
can be set aside for recycling, and what cannot be
recycled may undergo treatment to produce energy
prior to final disposal to sanitary landfills.

As you already know, there are different

classifications of waste, and it is important for us
to know these classifications, because each type of
waste is handled in a different way. We cannot just
throw all our waste into trash cans, we are responsible
for making sure our trash is properly segregated. This
is actually a law, Republic Act 9003 (or the Ecological
Solid Waste Management Act of 2000), which we will
talk about later.

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.

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
turn it into compost.

25
Slide Teacher’s Script Children’s Expected Responses
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 other materials.

Not only that, it’s the kitchen waste that actually

generates methane as it decomposes, causing
garbage to smell bad. Kitchen waste also attracts
insects and rodents that often carry germs. 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.

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

The ones you see on the screen now are

RECYCLABLE materials. What materials can be
recycled?
When we throw these items away, our trash collectors
set them aside 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.

The recyclable category also includes items such as

sachets and used beverage cartons which people
sometimes just throw away.
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. We just need to cut a corner of the
pack open, empty the contents, rinse the inside of the
carton and then dry. 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.
Some cities or municipalities have programs for
alternative recycling of these items. For example,
used beverage cartons can be turned into paper and
plastic sheets while sachets can be used to produce
energy or to make items like eco-bricks and chairs.
But even if your city or municipality does not have
such a program yet, we should still separate these
items from our other trash.

26
Slide Teacher’s Script Children’s Expected Responses
Let’s go back to recyclable newspapers. Imagine
if the dry newspapers came into contact with your
kitchen waste. Will our trash collectors be able to
send the newspapers to recycling centers to be used
again?
If the newspaper, or any type of paper is too soiled,
then we would not be able to recycle it.

With glass, plastics and metals – we can also help

prepare them for our trash collectors. We can rinse
and dry these so that they can be easily set aside for
recycling.
If you have broken glass, you should place the pieces
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 mix
different colors of glass.

Let’s look at these items. Here are examples of trash

that are soiled and oily or have come into contact
with food. We call these RESIDUAL waste.
The ones on the left side can still be cleaned up and
sent to recycling centers, but the ones on the right
side are too soiled to be recycled.

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.
The first is HAZARDOUS waste. 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.
HEALTHCARE waste include items used in hospitals
or clinics, expired medicines, or anything that may
contain infected matter.

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.

27
 Slide Teacher’s Script Children’s Expected Responses
Like I mentioned earlier, we are mandated by law,
through Republic Act 9003, to segregate waste.
This is also known as the Ecological Solid Waste
Management Act of 2000. With R.A. 9003, we all
have a responsibility to fulfill.

Each household is responsible for sorting and

segregating their waste, selling recyclables directly to
recycling centers, or making sure that recyclables are
retrieved. Each household should use separate, and
appropriately marked, containers for compostable,
recyclable, residual and special waste to be collected.
Each household is also encouraged to do their
own composting, but if that is not possible, they
are responsible for making sure that compostable
materials are separated for the barangay to retrieve.

Each barangay is responsible for forming a committee

that will ensure that biodegradable/compostable
and recyclable waste is segregated and properly
collected. Each barangay must also establish a
Materials Recovery Facility to retrieve recyclables that
can be sold to recycling centers. Each barangay must
also have facilities for composting.

It is the city or municipality’s responsibility that all

residual and special waste is collected transported,
treated or disposed in a way that protects the public’s
health and the environment.

LET’S TRY THIS!

20 Minutes

1. Have the students form groups of 5 to 6 members. This can be done according to their seating
arrangement.
2. Allow students to share their answers to the above table with each other. They should help each other
identify different examples of waste and guidelines for managing waste.
3. Have them compare their answers and check which guidelines they were not able to take note of during
the lecture that others in their group were able to note down.

WRAP-UP
5 Minutes

Ask students to think of the area of their community

that they described in Lesson 1, Session 2. Call on some
students to explain how proper waste segregation
can prevent having areas in their community such
as that. Ask them to share their thoughts, as well, on
how proper waste segregation ultimately benefits the
health and well-being of their community.
Suggestions for Learning at Home
If this lesson cannot be delivered through a face-to-face
group session, you may have students do this activity
individually by using the worksheet (Our Community for
Our Health Session 2 Worksheet on p. 32) to help them
organize the information presented in the PowerPoint
presentation.

28
SESSION 3 OF 3
MATERIALS
• We Can Save the World PowerPoint
• We Can Save the World Handout (see page 31)

WARM-UP
15 Minutes

Use the PowerPoint presentation and handout for this

session (We Can Save the World PowerPoint and We Can
Save the World Handout) to do a quick review of all the
key points throughout Lessons 1 to 3. As you go through
each slide, ask students to recall the key ideas they
learned related to the contents shown on each slide.

CULMINATING ACTIVITY

Have students return to their groups of 5-6 members, the groupings used in Lesson 1, Session 2 (i.e. the
groups that, preferably, have members who live in the same barangay or in close proximity of each other.)
In Lesson 1, they were tasked with thinking of an area in their barangay where trash is not properly managed
and ends up polluting the land, air or waterways. They were tasked with brainstorming and listing down
factors which they thought contributed to that area’s current condition.
As a culminating activity for this module, each group is to create advocacy materials meant to address
the problem area in their community. Their materials should spread awareness of the importance of
environmental sanitation on the health and well-being of the members of a community. Furthermore, their
materials should educate community members on how to segregate waste and prevent the factors they
identified which contributes to that area’s current condition.
Their advocacy materials may consist of posters, flyers, or even an audio-visual presentation. They may use
the remainder of the session to plan out the design of their materials. You may need to give them extra time
during another class session to plan and execute their audio-visual materials.
Find ways for students to actually share their materials, not just within the class, but to other members of
the community, where possible.

29
Grade 9: Lesson 2 Our Community for Our Health Session 2 Worksheet

NAME: ________________________________________________________________________________

DATE: _______________________________________ SECTION:__________________________________

DIRECTIONS
Identify examples of each category of waste. Note down important guidelines for managing each kind of
waste.

Category of Waste Examples Important Guidelines for Managing Waste

Biodegradable

Food and Kitchen Waste

Yard Waste

Non-biodegradable

Recyclable

Residual

Special

Hazardous

Healthcare

Bulky

30
31