PAGE 1: Overview OVERVIEW ======== Solid waste is the unwanted solid material we throw away at home, at school and in public places. In this sub-strand you will sort waste into decomposable and non-decomposable, describe the dangers of leaving it in the environment, and use reduce, reuse and recycle safely. ## Strand 2.0: Matter Sub-strand 2.2: Management of solid waste Suggested lessons: 16 ## What this sub-strand covers • Types of solid wastes (decomposing and non- decomposing (plastic, metals, food wrappers, kitchen waste) • Dangers of solid waste to the environment • Managing wastes in places (classrooms, schools, home, public functions) • Methods of managing solid waste (reuse, reduce and recycle) • Safety measures during solid waste management (wearing protective gear and use of appropriate tools) ## Source • KICD Grade 4 Science and Technology Curriculum Design (Revised 2024) — Strand 2.0 Matter, Sub-strand 2.2 Management of solid waste ## Learning outcomes By the end of the sub-strand, the learner should be able to: a) classify solid waste into decomposable and non- decomposable b) describe the dangers of solid waste to the environment c) apply appropriate methods to manage solid waste in the environment d) appreciate the need for proper management of solid waste in the environment ## Key inquiry questions 1. How is solid waste dangerous to the environment? PAGE 2: How we will learn ## Learning experiences • walk around the school compound and its environment to identify solid waste in the environment • discuss with peers the meaning of decomposable and non-decomposable solid waste • collect solid waste in the school, sort and classify them into decomposing and non-decomposing • discuss the dangers of solid waste to the environment and present in class • discuss methods of managing different types of waste in their environment (To include Re-using, Recycling and Reducing) • Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses • practice observe proper safety measures in solid waste management • use digital or print media to search for more information on ways of managing different types of solid waste • Projects: 1. Learners to make dustbins for safe disposal of waste at home and in school using locally available materials • Make toys or ornaments from solid waste ## Core competencies • Critical thinking and problem solving: The learner reflects and practices good ways of managing different types of waste in their environment as they collect solid waste in the school, sort and classify them into decomposing and non-decomposing. • Learning to learn: The learner explores ways of making dustbins, toys or ornaments from locally available materials ## Values • Responsibility: The learner plays different roles from other peers as they use locally available materials to make dustbins, toys and ornaments. • Patriotism: The learner practices carrying out community service activities as they collect solid waste in the school, sort and classify them into decomposing and non-decomposing. ## Pertinent and contemporary issues • Health issues: The learner learns about preventive health measures as they discuss the dangers of solid waste to the environment and presents in class. • Socio-economic issues; environmental education: The learner discusses ways of managing different types of solid waste in their environment and generate outcome out of the locally available waste by making dustbins, toys and ornaments. ## Links to other learning areas • Creative arts: The learner uses knowledge on management of solid waste to make ornaments and dustbins. PAGE 3: Lesson 1: Solid waste around us — Examples of solid waste LESSON 1: SOLID WASTE AROUND US =============================== ## What you will learn • Explain the meaning of solid waste. • Identify solid waste in the school and its surroundings. Curriculum outcomes: a) classify solid waste into decomposable and non- decomposable ## Introduction After break, the floor of a classroom may hold sweet wrappers, pencil shavings and pieces of paper. Those unwanted solids are not useful where they lie. They are solid waste. ## Notes Waste is something we no longer want or need and decide to throw away. Solid waste is waste that is in the solid state. It has a shape of its own, unlike waste water, which is a liquid. ### Examples of solid waste At school you may see food wrappers, waste paper, pencil shavings, broken pieces of chalk, dry leaves, fruit peels and empty bottles. At home, the kitchen produces vegetable peels, maize cobs, eggshells and food that has gone bad. You may also see plastic bags, metal tins, broken glass and old newspapers. Animal droppings in a compound are solid waste. Old broken radios, spoilt phones and used batteries are called e-waste, which is electronic waste. They are solid waste too. ### Where solid waste collects Solid waste collects in classrooms, under desks, along paths, near the school kitchen, in the market and after a public function such as a sports day. Wind can blow light waste such as papers and plastic bags into the fence or into a drain. ### Not everything on the ground is waste A stone in a flower bed, a tool left outside and a book on a desk are solids, but they are not waste if someone still needs them. Waste is unwanted. A clean dry leaf that has been gathered to make compost is being used, so it is no longer waste. When you walk around, look and list. Do not pick waste with bare hands yet. Some of it is sharp or dirty. Later lessons show how to sort it and how to stay safe. ## Key words • solid waste — unwanted solid material that is thrown away • e-waste — electronic waste such as spoilt phones, broken radios and used batteries ## Worked examples ### Example 1 A class lists these items on the compound: a fruit peel, a metal tin, a hoe that the gardener is using, and a food wrapper. Which ones are solid waste? Working: 1. A fruit peel, a tin and a wrapper have been thrown away. 2. They are solids. 3. The hoe is still being used, so it is not waste. Answer: The fruit peel, the metal tin and the food wrapper are solid waste. The hoe is not waste. PAGE 4: Lesson 1: Solid waste around us — Answers to practice ## Worked examples ### Example 2 Why is a puddle of dirty water not called solid waste? Working: 1. Dirty water is a liquid. 2. Solid waste is unwanted matter in the solid state. 3. Liquid waste is managed differently from solid waste. Answer: Dirty water is a liquid, so it is not solid waste. ## Activity: Waste walk around the school You will need: Notebook and pencil, A school map or a simple sketch of the compound 1. Walk with your teacher around the classroom, the paths, the kitchen area and the fence. 2. Do not touch the waste. Point and name what you see. 3. Record the place and the type of waste, for example path — plastic bag. 4. Mark on your sketch where most waste collects. 5. Back in class, share the list and wash your hands. ## Practice 1. What is solid waste? 2. Give three examples of solid waste found at school. 3. What is e-waste? Give one example. ## Answers to practice 1. Unwanted solid material that is thrown away. 2. Any three, such as food wrappers, waste paper, fruit peels, pencil shavings or empty bottles. 3. E-waste is electronic waste. An example is a spoilt phone, a broken radio or a used battery. ## Summary • Solid waste is unwanted material in the solid state. • It is found in classrooms, at home, in markets and after public functions. • Look and list first. Do not pick waste with bare hands. LESSON 2: DECOMPOSABLE AND NON-DECOMPOSABLE WASTE ================================================= ## What you will learn • Explain the meaning of decomposable and non-decomposable solid waste. • Give examples of each group. Curriculum outcomes: a) classify solid waste into decomposable and non- decomposable ## Introduction A banana peel left on soil slowly rots and disappears into the ground. A plastic bag left beside it is still there weeks later. The difference is whether the waste can decompose. PAGE 5: Lesson 2: Decomposable and non-decomposable waste — How to tell them apart ## Notes To decompose means to rot and break down into simpler materials. Tiny living things in the soil do this work. Some solid waste decomposes. Some does not, or takes a very long time. ### Decomposable waste Decomposable waste, also called decomposing waste in this topic, rots. Examples are kitchen waste such as fruit peels, vegetable remains, food leftovers and eggshells. Animal waste, dry leaves, grass, wood shavings and paper also decompose. When this waste rots in soil it can become compost, which makes soil richer for crops. ### Non-decomposable waste Non-decomposable waste, also called non-decomposing waste, does not rot easily. It stays in the environment for a very long time. Examples are plastics, metal tins, glass bottles, many food wrappers made of plastic or foil, and e-waste such as batteries and broken electronics. These should not be mixed into a compost heap. ### How to tell them apart Ask: If I buried this in moist soil, would it rot and become part of the soil? A maize cob and a cabbage leaf will. A plastic bottle and a piece of glass will not. Paper is decomposable, but a plastic-lined wrapper may not be. Both groups are still solid waste. The group tells us the safe way to manage them. Decomposable waste can be composted. Non-decomposable waste should be reduced, reused or sent for recycling, not buried and forgotten. [DIAGRAM] TYPE: svg ALT: Two groups of solid waste PAYLOAD: CAPTION: Two groups of solid waste [/DIAGRAM] ## Key words • decompose — to rot and break down into simpler materials • decomposable waste — solid waste that rots, such as food peels, leaves and paper • non-decomposable waste — solid waste that does not rot easily, such as plastic, metal and glass • compost — rotted plant and food waste used to make soil richer ## Worked examples ### Example 1 Classify these: cabbage leaves, a plastic bottle, a used battery, animal droppings, a glass bottle, waste paper. Working: 1. Cabbage leaves, animal droppings and paper rot. 2. Plastic, glass and batteries do not rot easily. 3. Batteries are e-waste and should be kept separate. Answer: Decomposable: cabbage leaves, animal droppings, waste paper. Non-decomposable: plastic bottle, used battery, glass bottle. PAGE 6: Lesson 2: Decomposable and non-decomposable waste — Meaning of the two groups ## Worked examples ### Example 2 A learner wants to put plastic bags in the compost pit. Is that correct? Working: 1. Compost is made from waste that rots. 2. Plastic bags are non-decomposable. 3. They would stay in the soil and spoil the compost. Answer: No. Plastic bags are non-decomposable and should not go into a compost pit. ## Activity: Meaning of the two groups You will need: Two cards labelled Decomposable and Non-decomposable, Pictures or real clean samples: a leaf, paper, a fruit peel, a plastic lid, a bottle top, a piece of glass shown by the teacher only 1. Discuss with your group what decompose means. Agree on a sentence for each group. 2. Sort the samples or pictures onto the two cards. The teacher handles any glass. 3. Add three more examples from home to each card. 4. Explain to another group why a food wrapper made of plastic is not grouped with a banana peel. 5. Wash your hands after touching any waste samples. ## Practice 1. What is decomposable solid waste? 2. Give two examples of non-decomposable solid waste. 3. Why can kitchen waste be put in a compost pit while a metal tin should not? ## Answers to practice 1. Solid waste that rots, such as food peels, leaves and paper. 2. Any two, such as plastic, metal, glass or a used battery. 3. Kitchen waste rots and becomes compost. A metal tin does not rot easily. ## Summary • Decomposable waste rots. Kitchen waste, animal waste, leaves and paper are examples. • Non-decomposable waste does not rot easily. Plastics, metals, glass and e-waste are examples. • Only decomposable waste belongs in a compost pit. LESSON 3: SORTING AND CLASSIFYING SOLID WASTE ============================================= ## What you will learn • Collect solid waste safely in school. • Sort it into decomposing and non-decomposing waste. Curriculum outcomes: a) classify solid waste into decomposable and non- decomposable ## Introduction One mixed dustbin makes every later job harder. A peel that could become compost is stuck to a plastic bag, and a sharp tin is hidden under paper. Sorting means separating waste before it is thrown together. ## Notes To sort waste is to separate it into groups. To classify it is to name the group each item belongs to. In this lesson the two groups are decomposing and non-decomposing. ### A simple sorting plan Use at least two containers: - One for decomposing waste: food remains, fruit peels, dry leaves and plain paper. - One for non-decomposing waste: plastics, metal and glass. If you have a third container, keep e-waste and batteries in it, away from food waste. Glass and sharp metal should be in a strong container, not a thin plastic bag that can tear. PAGE 7: Lesson 3: Sorting and classifying solid waste — Why sorting helps ### How a class can sort After a collection, spread the waste on paper on the ground, or tip a bin onto a sheet while wearing gloves. Pick up items with a stick, tongs or gloved hands. Place each item in the correct group. Count or list what you found so you can tell the class which waste is most common. ### Why sorting helps Decomposing waste can go to a compost pit. Clean plastic bottles and metal tins can be reused or sent for recycling. Mixed waste is more likely to be dumped in a heap, where it smells and attracts flies. Do this only with your teacher. Do not open tins that still hold unknown liquids. Do not break bulbs or batteries. Wash your hands with soap when you finish, even if you wore gloves. ## Key words • sort — to separate items into groups • classify — to name the group an item belongs to ## Worked examples ### Example 1 A bin contains a banana peel, a plastic bread bag, an old exercise book, a bottle top and dry leaves. Sort them into decomposing and non-decomposing. Working: 1. The peel, the paper book and the leaves rot. 2. The plastic bag and the metal bottle top do not rot easily. 3. Each item goes into one container only. Answer: Decomposing: banana peel, exercise book, dry leaves. Non-decomposing: plastic bread bag, bottle top. ## Worked examples ### Example 2 Why should glass not be put in the same soft bag as fruit peels? Working: 1. Glass does not rot, so it does not belong with compost. 2. Broken glass can cut the person carrying the bag. 3. A strong separate container is safer. Answer: Glass is non-decomposing and can cut people, so it needs its own strong container. PAGE 8: Lesson 3: Sorting and classifying solid waste — Answers to practice ## Activity: Sort school waste into two groups You will need: Gloves, Two labelled containers or sacks, A stick or tongs, Soap and water 1. With your teacher, collect solid waste from one part of the school. Wear gloves and use a stick for dirty items. 2. Sort the waste into decomposing and non-decomposing. 3. Make a third pile only if you find batteries or other e-waste, and let the teacher store it. 4. Record how many items are in each group and present the result. 5. Wash your hands with soap. Do not touch your face while sorting. ## Practice 1. What is the difference between sorting and classifying waste? 2. Name the two groups you should use when classifying solid waste in this sub-strand. 3. Where should a used battery be placed during sorting? ## Answers to practice 1. Sorting means separating items into groups. Classifying means naming the group each item belongs to. 2. Decomposing (decomposable) and non-decomposing (non-decomposable). 3. In a separate e-waste container, not in the compost and not mixed with food waste. ## Summary • Sort solid waste into decomposing and non-decomposing groups. • Keep glass, sharp metal and e-waste separate. • Wear gloves, use tools, and wash your hands after sorting. PAGE 9: Lesson 4: Dangers of solid waste to the environment — Harm to health LESSON 4: DANGERS OF SOLID WASTE TO THE ENVIRONMENT =================================================== ## What you will learn • Describe the dangers of solid waste to people, animals and the environment. • Explain why waste should not be left in the open. Curriculum outcomes: b) describe the dangers of solid waste to the environment ## Introduction A pile of rubbish behind a classroom smells bad after a few days. Flies settle on it, then fly onto food. The pile is not only ugly. It can make people ill. ## Notes Solid waste that is left in the open harms people, animals, soil, water and air. These dangers are the reason we manage waste instead of ignoring it. ### Harm to health Rotting waste smells and attracts flies, cockroaches and rats. Flies that land on the waste can carry germs onto food and spread diseases such as cholera and typhoid. Cockroaches and rats also spread germs. Tins and plastic containers hold rainwater, and mosquitoes breed in that water. Mosquitoes spread malaria. Sharp metal and broken glass cut the skin. People who eat while collecting waste, or who do not wash their hands, can swallow germs. ### Harm to animals and soil Animals may eat plastic bags and wrappers. The plastic can block their stomachs and kill them. Waste dumped on soil can make the place unfit for growing food. Batteries and some e-waste leak harmful substances into the soil. ### Harm to water and air Paper, plastic and bottles blown into drains block them. When rain comes, the blocked drain causes flooding. Waste washed into rivers makes the water dirty and unsafe. Burning plastic and other rubbish in the open produces harmful smoke, which we should not breathe. ### Harm to the way a place looks and feels A school or market full of litter is unpleasant to use. Visitors and learners lose pride in the place. Managing waste is a way of caring for the community. These dangers can be reduced when waste is sorted, composted, reused or recycled, and when what remains is put in a covered bin. PAGE 10: Lesson 4: Dangers of solid waste to the environment — Example 1 ## Key words • environment — everything around us, including air, water, soil, plants, animals and people • germs — tiny living things that can cause disease ## Worked examples ### Example 1 Empty tins are left in the school field during the rainy season. What danger do they cause? Working: 1. The tins hold rainwater. 2. Mosquitoes lay eggs in still water. 3. Mosquitoes spread malaria. Answer: The tins collect water where mosquitoes breed, which can spread malaria. ## Worked examples ### Example 2 A goat eats plastic bags from a rubbish heap. Why is this dangerous? Working: 1. Plastic is non-decomposable. 2. It does not rot inside the animal. 3. It can block the stomach and harm or kill the goat. Answer: The plastic can block the goat's stomach and harm or kill it. ## Activity: Present the dangers of solid waste You will need: Manila paper, Coloured pencils, Notes from the waste walk 1. In groups, choose one danger: disease, blocked drains, harm to animals, dirty soil or harmful smoke. 2. Discuss how the danger happens and who or what it harms. 3. Draw a poster or prepare a short talk for the class. 4. Present and listen to the other groups. Add any danger you had not listed. 5. End by naming one action that would reduce that danger. ## Practice 1. State two dangers of leaving solid waste in the open. 2. How can empty tins left in a field lead to malaria? 3. Why should we not burn plastic waste in the open? PAGE 11: Lesson 5: Managing waste in different places — In the school compound ## Answers to practice 1. Any two: bad smell, flies and rats that spread disease, mosquitoes breeding in tins, cuts from glass, blocked drains, harm to animals that eat plastic, dirty water or harmful smoke if waste is burnt. 2. They collect rainwater, mosquitoes breed in the water, and mosquitoes spread malaria. 3. Burning plastic produces harmful smoke. ## Summary • Open waste attracts flies, rats and mosquitoes and can spread disease. • Plastic harms animals, and waste can block drains and dirty water and soil. • Burning plastic produces harmful smoke. LESSON 5: MANAGING WASTE IN DIFFERENT PLACES ============================================ ## What you will learn • Describe how to manage solid waste in the classroom, school, home and at public functions. • Show why proper management is needed in each place. Curriculum outcomes: c) apply appropriate methods to manage solid waste in the environment; d) appreciate the need for proper management of solid waste in the environment ## Introduction Waste at a wedding, waste in a kitchen and waste under a classroom desk are not managed in exactly the same way. The place tells you which bin to use and who should clean up. ## Notes Managing solid waste means handling it so that it does not harm people or the environment. The method changes a little with the place, but the idea stays the same: do not drop waste, put it in the right container, and empty that container before it overflows. ### In the classroom Keep a small bin in the corner. Put papers, pencil shavings and wrappers in it, not in the desk or out of the window. Empty the bin every day. Paper that is still clean on one side can be kept for rough work. Sweep the floor after activities that make shavings. ### In the school compound Place bins where learners eat and play. Sort decomposing waste, such as food remains, from plastics. Food waste from the kitchen can go to a compost pit away from classrooms. A duty roster helps every class take a turn to pick litter. Animal waste from a school farm should be composted, not left on paths. ### At home Keep a container in the kitchen for peels and food remains, and another for plastics and tins. Cover the containers so that flies stay out. Compost the kitchen waste in a pit or heap in the garden. Do not throw waste into the road, a river or a neighbour’s compound. PAGE 12: Lesson 5: Managing waste in different places — At public functions ### At public functions Sports days, meetings and ceremonies produce many wrappers and bottles in a short time. Organisers should provide bins before people arrive, and a team should sort and remove the waste when the function ends. If you attend, carry your waste to a bin even if you did not bring the bin yourself. Proper management in all these places keeps the community healthy and shows responsibility. ## Key words • manage — to handle something in a planned and safe way • duty roster — a list that shows whose turn it is to do a job ## Worked examples ### Example 1 Learners drop bread bags on the field every break. Suggest two ways the school can manage this waste. Working: 1. The waste is produced where learners eat. 2. A bin should be placed there. 3. Someone must empty it, and learners must use it. Answer: Place a bin on the field and make a roster so classes empty it. Remind learners to carry wrappers to the bin. ## Worked examples ### Example 2 A family throws vegetable peels into the road. What should they do instead? Working: 1. Vegetable peels are decomposing kitchen waste. 2. They can be composted. 3. Throwing them in the road dirties the neighbourhood. Answer: They should put the peels in a covered kitchen container and then compost them. ## Activity: A plan for four places You will need: Manila paper divided into four parts, Pencil 1. Label the four parts: Classroom, School compound, Home, Public function. 2. For each place, write the common waste and one way to manage it. 3. Include sorting and who is responsible. 4. Present the plan and agree on one action your class will start this week. 5. Put the plan on the classroom wall. PAGE 13: Lesson 6: Reduce, reuse and recycle ## Practice 1. How should solid waste be managed in a classroom? 2. What should a family do with vegetable peels? 3. Why should a public function have bins before people arrive? ## Answers to practice 1. Put it in a bin, empty the bin daily, and keep clean paper for rough work. 2. Keep them in a covered container and compost them, not throw them into the road or a river. 3. So that wrappers and bottles are put in bins instead of being left on the ground. ## Summary • Use bins in the classroom, school, home and at public functions. • Compost kitchen and animal waste, and sort plastics and tins. • Everyone who makes waste has a part in managing it. LESSON 6: REDUCE, REUSE AND RECYCLE =================================== ## What you will learn • Explain the meaning of reduce, reuse and recycle. • Apply each method to a common type of solid waste. Curriculum outcomes: c) apply appropriate methods to manage solid waste in the environment ## Introduction Three words help you decide what to do with waste before you throw it away: reduce, reuse and recycle. They are often called the 3Rs. ## Notes The three methods of managing solid waste in this sub-strand are reduce, reuse and recycle. They work for waste at school and at home, including kitchen waste, animal waste, plastics, e-waste, metals and glass. ### Reduce Reduce means to make less waste in the first place. Carry a bottle of water from home instead of buying many small plastic bottles. Write on both sides of a paper. Take only the food you can finish, so less food is thrown away. Refuse an extra plastic bag if you can carry the item. ### Reuse Reuse means to use an item again for the same job or a new job. A clean tin can hold pencils. A strong plastic bottle, with an adult’s help to make a small hole, can become a watering can. A sack can be a shopping bag. Old clothes can become cleaning cloths. A glass jar can store dry food. Reuse only items that are clean and safe. Do not reuse bottles that held chemicals or medicine. PAGE 14: Lesson 6: Reduce, reuse and recycle — Example 1 ### Recycle Recycle means to turn waste into a new product. Used paper can be made into new paper. Some plastics and metals are collected and taken to places that make new items from them. Glass can be melted and made into new bottles. Kitchen and animal waste are recycled when they rot into compost that feeds the soil. You may not run a factory, but you can sort waste so that it can be recycled, and you can compost waste at school. Reduce comes first, because waste you never make does not have to be collected. Then reuse. Recycle what you cannot reuse. ## Key words • reduce — to make less waste • reuse — to use an item again • recycle — to turn waste into a new product ## Worked examples ### Example 1 A learner uses both sides of an exercise-book page, then later makes a paper ball from a spoiled sheet. Which of the 3Rs has the learner used? Working: 1. Using both sides means less new paper is needed. That is reducing. 2. A spoiled sheet used as a ball is used again. That is reusing. 3. Making new paper in a factory would be recycling. Answer: Reduce and reuse. ## Worked examples ### Example 2 Old metal tins are collected and made into new metal items at a workshop. Which method is this? Working: 1. The tins are not used again as tins. 2. They are turned into a new product. 3. Turning waste into a new product is recycling. Answer: Recycle. PAGE 15: Lesson 6: Reduce, reuse and recycle — Answers to practice ## Activity: Match waste to a method You will need: Cards labelled Reduce, Reuse and Recycle, A list of waste: food peels, plastic bottles, paper, metal tins, glass jars, batteries 1. Discuss the meaning of reduce, reuse and recycle with your group. 2. For each type of waste, choose the best method and say how it would be done at school or at home. 3. Include kitchen waste, animal waste, plastics, e-waste, metals and glass. 4. Agree that batteries should be given to a teacher or parent, not put in compost or burnt. 5. Write one action you will take this week to reduce waste. ## Practice 1. What do reduce, reuse and recycle mean? 2. Give one way to reduce plastic waste. 3. A clean tin is used as a pencil holder. Is this reuse or recycle? 4. How can kitchen waste be recycled at school? ## Answers to practice 1. Reduce means make less waste. Reuse means use an item again. Recycle means turn waste into a new product. 2. Carry a water bottle from home, or refuse an extra plastic bag. 3. Reuse. 4. By composting it so that it becomes food for the soil. ## Summary • Reduce means making less waste. • Reuse means using an item again. • Recycle means turning waste into a new product, including compost from kitchen waste. PAGE 16: Lesson 7: Safety when managing solid waste — Rules while you work LESSON 7: SAFETY WHEN MANAGING SOLID WASTE ========================================== ## What you will learn • Describe safety measures used during solid waste management. • Choose the right protective gear and tools for a waste task. Curriculum outcomes: c) apply appropriate methods to manage solid waste in the environment ## Introduction A rusty tin and a pile of rotting peels can both injure you, in different ways. Managing waste is good work only when you protect your hands, your feet and your health. ## Notes Safety measures are the actions we take to avoid injury and disease. When you manage solid waste you need protective gear and the right tools. ### Protective gear Wear gloves so that dirt, germs and sharp edges do not touch your skin. Wear closed shoes so that glass cannot cut your feet. An apron keeps waste off your clothes. If the waste is dusty or smelling strongly, cover your nose and mouth with a clean cloth or a mask. Do not wear open sandals for a clean-up. ### Appropriate tools Use a broom, a rake, a dustpan, a spade and a wheelbarrow or strong sack. Use tongs or two sticks to pick up items you should not touch. A strong box is better than a thin bag for glass and metal. Do not use your bare hands, and do not use a tool that is broken. ### Rules while you work Do not eat or drink while collecting waste. Do not touch your eyes or mouth. Do not open batteries, chemical bottles or unknown tins. Leave those for an adult. Do not burn waste, especially plastic. Do not play with waste or throw it at other learners. Separate sharp objects so they do not cut the person who carries the bag. ### After the work Wash your hands with soap and water. Wash gloves if they will be used again, or dispose of spoilt gloves safely. Clean and store the tools. Tell the teacher about any cut at once so it can be cleaned. These measures let you help the school without getting hurt. ## Key words • protective gear — clothes and coverings such as gloves, closed shoes and a mask that keep you safe • appropriate tools — the right equipment for a job, such as a broom, rake, tongs or wheelbarrow PAGE 17: Lesson 7: Safety when managing solid waste — Example 1 ## Worked examples ### Example 1 A group is asked to collect broken glass and dry leaves. What gear and tools should they use? Working: 1. Glass can cut, so they need gloves and closed shoes. 2. They should pick glass with tongs or a stick, not bare hands. 3. Glass goes in a strong box. Leaves can be raked into a sack for compost. Answer: Gloves, closed shoes, tongs or a stick, a rake, a strong box for glass and a sack for leaves. ## Worked examples ### Example 2 A learner finds a leaking battery in the litter. What should the learner do? Working: 1. Batteries contain harmful substances. 2. They should not be opened, burnt or put in compost. 3. An adult should handle them. Answer: Leave it and tell the teacher or another adult. Do not open it or put it in the compost. ## Activity: Practise safe collection You will need: Gloves, Closed shoes, Broom, Dustpan, Tongs or sticks, Two containers, Soap and water 1. Before you start, check that everyone has gloves and closed shoes. Name the tool each person will use. 2. Collect litter from an agreed area. Use tools, not bare hands. 3. Sort into decomposing and non-decomposing waste. Set sharp items aside for the teacher. 4. Stop and report any battery, broken glass you cannot lift safely, or unknown container. 5. Wash your hands with soap and store the tools. ## Practice 1. Name three pieces of protective gear used when managing solid waste. 2. Name two tools used to collect solid waste. 3. Why should you not eat while collecting waste? 4. What should you do immediately after handling solid waste? PAGE 18: Lesson 7: Safety when managing solid waste — Answers to practice ## Answers to practice 1. Any three: gloves, closed shoes, an apron, a mask or a cloth over the nose and mouth. 2. Any two: broom, rake, dustpan, spade, tongs, stick or wheelbarrow. 3. Germs from the waste can get onto your food and into your mouth. 4. Wash your hands with soap and water. ## Summary • Wear gloves, closed shoes and, if needed, a mask or apron. • Use brooms, rakes, tongs and strong containers instead of bare hands. • Do not eat while collecting waste, and wash your hands with soap afterwards. LESSON 8: USEFUL THINGS FROM SOLID WASTE ======================================== ## What you will learn • Make a simple dustbin, toy or ornament from solid waste. • Explain why proper management of solid waste is needed. Curriculum outcomes: c) apply appropriate methods to manage solid waste in the environment; d) appreciate the need for proper management of solid waste in the environment ## Introduction An old bucket with a lid, a carton and a piece of string can become a classroom bin. Waste that looked useless becomes a tool for keeping the school clean. PAGE 19: Lesson 8: Useful things from solid waste — Why this work matters ## Notes Proper management of solid waste does more than remove dirt. It protects health, keeps water and soil clean, and can give us useful objects. When you take part, you are caring for your school and your community. ### A dustbin from local materials A dustbin should hold waste, be easy to empty and, if possible, have a cover to keep flies out. You can use a strong carton lined with a sack, an old bucket, or sticks and offcuts tied into a box. Cut edges must be smooth. Ask an adult before you cut plastic or metal. Label the bin Decomposing or Non-decomposing so users sort as they throw. Place bins where waste is made: the classroom door, the eating area and the kitchen. ### Toys and ornaments Clean, safe waste can become toys and ornaments. A plastic bottle, bottle tops and sticks can make a toy car or an animal. Paper can be rolled into beads for a string. Bottle tops can be fixed onto a card to make a picture. Wash every item first. Do not use broken glass, rusty tins with sharp edges, or anything that held chemicals. Do not put small bottle tops near very young children, who might swallow them. ### Why this work matters A dustbin makes it easier for everyone to dispose of waste safely. A toy made from a bottle means one less bottle on the ground. Sorting and making things from waste shows responsibility. Keeping the school clean is also a service to the community: it reduces disease and makes the place pleasant. Search a book or a safe digital source, with your teacher, for one more way to manage a type of waste you have at school. Share what you find in your own words, then try the safest idea. PAGE 20: Lesson 8: Useful things from solid waste — Answers to practice ## Key words • dustbin — a container used for safe disposal of waste • ornament — an object made to decorate a place • disposal — getting rid of waste in a safe way ## Worked examples ### Example 1 A class has clean plastic bottles, bottle tops and sticks. They also have a cracked glass bottle. Which materials are safe for making a toy? Working: 1. Toys should be made from clean, safe waste. 2. Plastic bottles, tops and sticks can be washed and used. 3. Cracked glass cuts and should not be used for a toy. Answer: The plastic bottles, bottle tops and sticks are safe if they are clean. The cracked glass is not safe. ## Worked examples ### Example 2 Why is a covered dustbin better than an open pile of waste? Working: 1. A cover keeps flies off rotting waste. 2. Waste does not blow away. 3. People can see where to put litter. Answer: A covered bin keeps flies out, stops waste blowing away and shows people where to throw litter. ## Activity: Make a dustbin or an ornament You will need: Clean cartons, old buckets, sacks, string, paper, bottle tops or plastic bottles, Scissors used with an adult, Water and soap for washing materials, Labels 1. In groups, choose one project: a dustbin for the classroom or home, or a toy or ornament. 2. Wash the materials. Reject glass, sharp metal and anything that held chemicals. 3. Share the jobs: one learner cuts with adult help, others join pieces, another writes the label. 4. If you made a bin, put it where waste collects and tell the class which waste it is for. 5. Use a book or a digital device with your teacher to find one more idea, and describe it in your own words. ## Practice 1. Give two features of a good dustbin made from local materials. 2. Name one toy or ornament you can make from clean solid waste. 3. Why should broken glass not be used to make a toy? 4. Give two reasons why proper management of solid waste is important. ## Answers to practice 1. It should hold waste, be easy to empty, and have a cover if possible. It should be labelled. 2. Examples: a toy car from a bottle, paper beads, or a picture decorated with bottle tops. 3. Broken glass can cut the person making or using the toy. 4. Any two: it prevents disease, stops drains blocking, protects animals and soil, and can turn waste into useful items. ## Summary • Local materials can be made into dustbins, toys and ornaments. • Use only clean, safe waste. Do not use broken glass or chemical containers. • Proper waste management protects health and serves the community. PAGE 21: Revision quiz REVISION QUIZ ============= Answer all the questions, then mark yourself on the Answers tab. 1. Which of these is solid waste? A. Clean drinking water B. A hoe that is being used C. A food wrapper on the path D. Air in a ball 2. Which waste is decomposable? A. A plastic bottle B. A glass jar C. Fruit peels D. A used battery 3. Non-decomposable waste is waste that: A. rots quickly into compost B. does not rot easily C. is always a liquid D. is safe to burn in class 4. A bin has paper, a metal tin and a banana peel. Which item is non-decomposing? 5. Empty tins left in the field are dangerous mainly because they: A. turn into compost B. hold water where mosquitoes can breed C. make the soil richer D. dry clothes faster 6. Why is it dangerous for animals to eat plastic bags? 7. Using a clean tin as a pencil holder is an example of: A. reducing B. reusing C. burning D. dumping 8. Which action reduces solid waste? A. Buying a new plastic bag every day B. Writing on both sides of paper C. Burning plastic behind the classroom D. Throwing peels into a river 9. Which set is the right protective gear for collecting waste? A. Open sandals and no gloves B. Gloves and closed shoes C. A hat only D. Eating a snack as you collect 10. Give one reason why a school should manage solid waste properly. PAGE 22: Quiz answers ANSWERS ======= 1. C. A food wrapper on the path A food wrapper has been thrown away and is a solid. A hoe still in use is not waste. Water and air are not solid waste. 2. C. Fruit peels Fruit peels rot and can become compost. Plastic, glass and batteries do not rot easily. 3. B. does not rot easily Plastics, metals and glass stay in the environment for a very long time. 4. The metal tin. Paper and a banana peel rot. A metal tin does not rot easily. 5. B. hold water where mosquitoes can breed Mosquitoes breed in the rainwater collected in the tins and can spread malaria. 6. Plastic does not rot and can block the animal's stomach. Plastic is non-decomposable. Inside an animal it can cause serious harm. 7. B. reusing The tin is used again for a new job. That is reuse. 8. B. Writing on both sides of paper Using both sides means less paper is thrown away. That is reducing. 9. B. Gloves and closed shoes Gloves protect the hands and closed shoes protect the feet. Do not eat while collecting waste. 10. To prevent disease, keep the compound clean, stop drains blocking, or protect animals and soil. Proper management protects people and the environment and shows care for the community.