SHREE VASISHTHA

VIDHYALAYA

Sustainability
and Waste
Waste is only ‘Waste’ if we
‘Waste’ it.

Reduce Reuse Recycle Regenerate Repair

Overview
𝑾𝒂𝒔𝒕𝒆 𝒊𝒔 𝒏𝒐𝒕 𝒋𝒖𝒔𝒕 𝒈𝒂𝒓𝒃𝒂𝒈𝒆. 𝑰𝒕 𝒓𝒆𝒑𝒓𝒆𝒔𝒆𝒏𝒕𝒔 𝒆𝒙𝒄𝒆𝒔𝒔, 𝒏𝒆𝒈𝒍𝒆𝒄𝒕, 𝒂𝒏𝒅 𝒐𝒇𝒕𝒆𝒏 𝒊𝒓𝒓𝒆𝒔𝒑𝒐𝒏𝒔𝒊𝒃𝒊𝒍𝒊𝒕𝒚. 𝑳𝒊𝒌𝒆,
𝒘𝒉𝒂𝒕 𝒎𝒂𝒌𝒆𝒔 𝒔𝒐𝒎𝒆𝒕𝒉𝒊𝒏𝒈 𝒘𝒂𝒔𝒕𝒆? 𝑺𝒐𝒎𝒆𝒕𝒉𝒊𝒏𝒈 𝒃𝒆𝒄𝒐𝒎𝒆𝒔 𝒘𝒂𝒔𝒕𝒆 𝒘𝒉𝒆𝒏 𝒘𝒆 𝒕𝒉𝒓𝒐𝒘 𝒕𝒉𝒊𝒏𝒈𝒔 𝒕𝒉𝒂𝒕
𝒂𝒑𝒑𝒆𝒂𝒓𝒔 𝒍𝒆𝒔𝒔 𝒗𝒂𝒍𝒖𝒂𝒃𝒍𝒆 𝒕𝒐 𝒖𝒔. 𝑰𝒕𝒔 𝒏𝒐𝒕 𝒂𝒍𝒘𝒂𝒚𝒔 𝒂𝒃𝒐𝒖𝒕 𝒃𝒆𝒊𝒏𝒈 𝒃𝒓𝒐𝒌𝒆𝒏 𝒐𝒓 𝒅𝒊𝒓𝒕𝒚, its 𝒂𝒃𝒐𝒖𝒕 𝒉𝒐𝒘 𝒘𝒆
𝒑𝒆𝒓𝒄𝒆𝒊𝒗𝒆 𝒊𝒕. 𝑺𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒎𝒆𝒂𝒏𝒔 𝒍𝒊𝒗𝒊𝒏𝒈 𝒊𝒏 𝒂 𝒎𝒆𝒂𝒏𝒊𝒏𝒈𝒇𝒖𝒍 𝒘𝒂𝒚 𝒕𝒉𝒂𝒕 𝒇𝒖𝒍𝒇𝒊𝒍𝒔 𝒐𝒖𝒓 𝒏𝒆𝒆𝒅𝒔 𝒕𝒐𝒅𝒂𝒚
𝒘𝒊𝒕𝒉𝒐𝒖𝒕 𝒉𝒂𝒓𝒎𝒊𝒏𝒈 𝒕𝒉𝒆 𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒐𝒇 𝒇𝒖𝒕𝒖𝒓𝒆 𝒈𝒆𝒏𝒆𝒓𝒂𝒕𝒊𝒐𝒏 𝒕𝒐 𝒎𝒆𝒆𝒕 𝒕𝒉𝒆𝒊𝒓 𝒐𝒘𝒏 𝒏𝒆𝒆𝒅𝒔 .it 𝒊𝒔 𝒂𝒃𝒐𝒖𝒕
𝒎𝒂𝒊𝒏𝒕𝒂𝒊𝒏𝒊𝒏𝒈 𝒂 𝒃𝒂𝒍𝒂𝒏𝒄𝒆 𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒉𝒖𝒎𝒂𝒏𝒔 𝒂𝒏𝒅 𝒏𝒂𝒕𝒖𝒓𝒆. 𝑹𝒆𝒔𝒑𝒆𝒄𝒕𝒊𝒏𝒈 𝒕𝒉𝒆 𝒍𝒊𝒎𝒊𝒕𝒂𝒕𝒊𝒐𝒏𝒔 𝒐𝒇 𝒐𝒖𝒓
𝒓𝒆𝒔𝒐𝒖𝒓𝒄𝒆𝒔 𝒑𝒓𝒐𝒎𝒐𝒕𝒆𝒔 𝒔𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒍𝒆 𝒅𝒆𝒗𝒆𝒍𝒐𝒑𝒎𝒆𝒏𝒕 . 𝒕𝒂𝒌𝒊𝒏𝒈 𝒎𝒐𝒓𝒆 𝒕𝒉𝒂𝒏 𝒘𝒉𝒂𝒕 𝒆𝒂𝒓𝒕𝒉 𝒄𝒂𝒏 𝒈𝒊𝒗𝒆 𝒎𝒂𝒚
𝒍𝒆𝒂𝒅 𝒕𝒐 𝒂 𝒎𝒂𝒔𝒔𝒊𝒗𝒆 𝒂𝒏𝒅 𝒊𝒓𝒓𝒆𝒗𝒆𝒓𝒔𝒊𝒃𝒍𝒆 𝒅𝒊𝒔𝒂𝒔𝒕𝒆𝒓. 𝑶𝒏𝒆 𝒄𝒓𝒊𝒕𝒊𝒄𝒂𝒍 𝒇𝒂𝒄𝒆𝒕 𝒐𝒇 𝒔𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒊𝒔 𝒘𝒂𝒔𝒕𝒆
𝒎𝒂𝒏𝒂𝒈𝒆𝒎𝒆𝒏𝒕, 𝒘𝒉𝒊𝒄𝒉 𝒊𝒏𝒗𝒐𝒍𝒗𝒆𝒔 𝒎𝒊𝒏𝒊𝒎𝒊𝒛𝒊𝒏𝒈 𝒘𝒂𝒔𝒕𝒆 𝒈𝒆𝒏𝒆𝒓𝒂𝒕𝒊𝒐𝒏, 𝒓𝒆𝒖𝒔𝒊𝒏𝒈 𝒎𝒂𝒕𝒆𝒓𝒊𝒂𝒍, 𝒓𝒆𝒄𝒚𝒄𝒍𝒊𝒏𝒈
𝒓𝒆𝒔𝒐𝒖𝒓𝒄𝒆 𝒓𝒊𝒄𝒉 𝒔𝒖𝒃𝒔𝒕𝒂𝒏𝒄𝒆𝒔 𝒂𝒏𝒅 𝒆𝒏𝒔𝒖𝒓𝒊𝒏𝒈 𝒓𝒆𝒔𝒑𝒐𝒏𝒔𝒊𝒃𝒍𝒆 𝒅𝒊𝒔𝒑𝒐𝒔𝒂𝒍 𝒎𝒆𝒕𝒉𝒐𝒅𝒔. 𝑰𝒏 𝒆𝒔𝒔𝒆𝒏𝒄𝒆,
𝒔𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒊𝒔 𝒂𝒃𝒐𝒖𝒕 𝒇𝒊𝒏𝒅𝒊𝒏𝒈 𝒂 𝒉𝒂𝒓𝒎𝒐𝒏𝒊𝒐𝒖𝒔 𝒃𝒂𝒍𝒂𝒏𝒄𝒆 𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒆𝒄𝒐𝒏𝒐𝒎𝒊𝒄 , 𝒔𝒐𝒄𝒊𝒂𝒍 𝒘𝒆𝒍𝒍
𝒃𝒆𝒊𝒏𝒈, 𝒂𝒏𝒅 𝒆𝒏𝒗𝒊𝒓𝒐𝒏𝒎𝒆𝒏𝒕𝒂𝒍 𝒑𝒓𝒆𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏 𝒕𝒐 𝒆𝒏𝒔𝒖𝒓𝒆 𝒂 𝒃𝒆𝒕𝒕𝒆𝒓 𝒒𝒖𝒂𝒍𝒊𝒕𝒚 𝒐𝒇 𝒍𝒊𝒇𝒆 𝒇𝒐𝒓 𝒃𝒐𝒕𝒉 𝒄𝒖𝒓𝒓𝒆𝒏𝒕
𝒂𝒏𝒅 𝒇𝒖𝒕𝒖𝒓𝒆 𝒈𝒆𝒏𝒆𝒓𝒂𝒕𝒊𝒐𝒏𝒔.
 Scroll down to explore the efforts we made for Sustainability and Waste

Index/ Table Of Contents

Here is a rough look at our activities:

01 Acknowledgement
Basic Introduction
Why Does Waste Matter ?
Introduction
Compulsory Activities -
Activity-1
Waste scavenger Hunt
Activity-2

02
Categorising waste- Is all waste the same ?
Activity-3
Where does waste go and why is it a problem ?
Activity-4
Segregating Waste and Composting Part A:
Activity-5
The ‘R’s of Waste for a zero waste school
Understanding our
Relationship with
Elective Activities- Waste
Activity-2
The Packaging problem
Activity-3
Agriculture and Waste

Compulsory

03 Writing an Essay to change Local Waste

Management Strategies
Objectives

Part B
Moving Communities towards Sustainable
waste Management
Acknowledgement
We express our sincere gratitude to the WIPRO EARTHIAN
Programme for giving us this opportunity. We would also like to
take this moment to thank everyone who helped make this project
possible. We want to thank our teachers sincerely for their
unwavering support and invaluable guidance. Without their
assistance, we would not have been able to properly put this
together. We also want to express our gratitude to our friends who
encouraged us when we were stuck, offered advice, and shared
their thoughts. In addition to gathering information, working on this
project taught us patience, responsibility, and teamwork. Last but
not least, we would like to thank our parents and other family
members for always supporting us and pushing us to do our best.
We are glad to have travelled this path together, and this project
taught us that even modest efforts can have a significant impact.

Basic introduction
When we hear the word “waste”, the first thing that pops into
anyone's mind is garbage. But waste is so much more than it is
related to lifestyles, the choices people make, and how they use
available resources. We see it daily, whether in the streets, in drains,
or strewn along awkward little corners where it does not belong.
 Most times, we just walk past it without thought, as if it is not our
problem. But through this project, we realized that waste is not just
something dirty or unwanted; from another point of view, it is water,
energy, and raw material used in creating it. So, in a way, throwing
something away is equivalent to throwing away all the effort and
resources employed in creating it. This realization compelled us to
ask some simple yet important questions: Do we really understand
what waste is? Is everything that we discard truly useless, or is it
just that we do not value it anymore? Upon reflection, we started
viewing waste not just as a problem but also as an opportunity to
learn, to change, and to move towards sustainable living.

Why does waste matter?

We use things every day and throw them away without a second thought. But when we
started learning about waste, we realized how big the problem really is. Around the world,
billions of tons of waste are created each year. In India alone, millions of tons are produced.
If this keeps up, we’ll need huge areas just to dump trash—land that could have been used
for homes, farms, or parks.

Before this project, we didn’t often ask

ourselves:
Where does all this waste come from?

What happens to it after we throw it “away”?

And is “away” even a real place?

Once we started paying attention, waste was everywhere—on roads, in fields, in rivers. It’s
not just gross to look at; it pollutes water, hurts animals, and affects people’s health. To our
surprise, waste has even made its way to Mount Everest, the Moon, and the deepest parts of
the ocean.

We’ve learned that waste is not simply trash. Everything that is thrown away is associated
with some natural resource like trees, water, and minerals. Discarding items equates to
wasting natural resources. But what is waste, actually? It is not always something broken or
dirty. Many times, the waste is assessed based on perspective. It is something that has
value, but believed to be waste, something that has value but is no longer useful to us.

We also learned that waste shows someone does not properly care for something. It shows a
person’s overconsumption without regard to the actual resources. Sustainability goes
beyond the "impressive" term; focuses on living without harming the future. It brings
together people and nature and the use of resources and preservation for future
generations.

A primary feature of sustainability is effective waste management. This involves using less,
proper disposal of trash, reusing what is possible, and recycling items that are still valuable.
In a way, the essence of sustainability revolves around exploring new and

innovative methods to protect the Earth

Let’s uncover the story of

“Waste” together.
 Activity 1 :waste scavenger
hunt
Purpose:
To investigate different areas of the school by collecting waste in a responsible way, and to
separate the waste into two categories: biodegradable waste and non-biodegradable waste.

Material Used:
Dustbins
Plastic Gloves
Worksheets
Pens/Pencils

Steps taken:
1. Plastic gloves were provided to students for safety prior to beginning the activity.

2. Dustbins were lined up to ensure waste was collected properly.

3. Groups of students travelled to different areas of the school including: classrooms,

corridors, ground, staff rooms, washrooms, labs.

4. The waste observed in these areas was picked up and thrown directly in to the dustbins.

5. While collecting waste, students segregated found items into two categories:

Biodegradable content - i.e. fruit peels, onion peels, coconut shells, cloth scraps.
Non-Biodegradable content - i.e. plastic bottles, wires, PVC pipes, chemical bottles,
broken pencils.

6. After collecting waste, students filled out their worksheets, including the type of waste they
observed and its materials.
Records:
Observations:
Students noticed there were different types of waste in different areas of the school. Sports
areas (handball court, volleyball court, and grounds) seemed to have band-aids, likely due to
kids getting minor cuts while playing. Around buildings and corridors, wrappers and small
plastic items were found. Around trees and plants, it was mainly fruit peels and organic waste.
Under and around trees, pens, empty refills, pen caps, and crumpled up paper were sort of
common. In classrooms and lab,s small scraps of paper, broken pencils, wires, and used
chemical bottles were found.

Reflection questions
1. What is waste? How would you define waste in one sentence?

For us, waste is simply those things that we cannot use anymore. They just lie
around, make the place messy, and so we throw them away.

2. Where does waste come from? How does everything we do

create waste?

We realized that waste comes from almost everything we do. When we eat,
there are wrappers and peels. When we study, there are broken pencils or
used paper. Even while playing, I noticed Band-Aids lying on the ground. So
yes, every activity creates some form of waste.

3. Describe natural resources.

Trees, water, soil, and minerals are examples of the basic things that nature
provides for us. we realized that these natural resources are actually the
source of many waste products, such as paper and pencils.

4. What constitutes waste?

When we are no longer able to use something, we believe it becomes waste. For
instance, a half-eaten banana peel or a broken pencil that cannot be
sharpened. However, we also occasionally discard items that may still be
useful simply because we don't feel like keeping them.

5. Who decides when an object becomes waste?

It’s really the person using it. What I throw away as “useless,” someone else
might still find useful. Like I may not want old chart paper, but another
student can reuse it for practice work.

6. Who collects the waste from your school/college bins?

In our school, the cleaning staff collects it daily. I feel they do a very important
job because without them, our school would look really dirty.

7. Where does this waste go?

First, it goes to the bigger dustbins outside the school. After that, the
municipality takes it. I honestly don’t know exactly where it ends up, but I
hope some of it is recycled and not all of it is just dumped.

8. Do you think everything you listed was actually a waste? Why or

why not?

No, I don’t think so. Some things could still be reused. For example, plastic
bottles can be used again, and old papers can be used for rough work. Only
spoiled food items or damaged things were actual waste.

9. Do you think that some of the things you listed as waste may
actually be of value to someone else?

Yes, definitely. One person’s waste can be another person’s need. For example,
we saw cloth pieces that could be used as cleaning rags, and bottles that can
be refilled. So waste doesn’t always mean useless.

10. Define littering.

Littering means carelessly throwing garbage outside the dustbin. In our

activity, we saw chocolate wrappers and chip packets on the playground. That
was clear littering, and it spoiled the neat look of the school.

11. If you did the Waste Scavenger Hunt at home, were the results
the same as those you got at school/college?

No, the waste at home is a bit different. At home, most of the waste is from the
kitchen, like fruit and vegetable peels, leftover food, and wrappers. But in
school, we noticed more paper waste, broken pens, plastics, and things from
sports areas like band-aids.

Activity-2 CATEGORISING WASTE -IS

ALL WASTE THE SAME?

​INTRODUCTION
​As a part of the Sustainability and Environmental Awareness Program, different classes
participated in activities related to waste management and segregation. The aim of these
activities was to spread awareness and help students understand the different types of
waste, the importance of cleanliness, how to manage and segregate waste, and to learn
about biodegradability. These steps, along with hands-on exercises, provided a valuable
experience on how waste can be managed in an eco-friendly and responsible way.

​PART 1: WASTE MATCHING EXERCISE

​Objective:
To identify and categorize waste into the following types:
​Dry/Recyclable Waste
 ​ et/Biodegradable Waste
W
​Electronic Waste (E-Waste)
​Hazardous (Chemical) Waste
​Construction/Demolition Waste
​Biomedical Waste

​Activity:
Students were given a worksheet with two columns:

Column A listed different items of waste, and Column B listed categories of waste. They
matched the items based on their knowledge and understanding.
Examples:
​ lastic bags → Dry/Recyclable Waste
P
​Metal strips → Construction/Demolition Waste
Wires → Electronic Waste
​Onion peels → Wet/Biodegradable Waste
​Cleaning fluid (phenyl) → Hazardous (Chemical) Waste
​Used Band-Aids → Biomedical Waste

Learning Outcomes:
This activity helped Class 6 students realize that waste management and segregation are not
just about separating dry and wet waste, but also involve the careful identification of
different types and categories of waste. This understanding will help them ensure proper
disposal and recycling of waste.

PART 2: WASTE SEGREGATION GAME

Objective:
To practice and follow correct waste segregation through a fun, team-based activity.

Procedure:
Six empty containers were collected and labelled according to the six different categories of
waste. For this activity, Class 8 was chosen and divided into two teams. Each team selected
ten different waste items from the school premises. The names of these items were written
on plain paper slips and placed into a common bowl. One by one, students picked up the
slips and placed them into the correctly labelled containers. Points were awarded for each
item that was placed in the correct waste category.
​Observations:
Some waste items, such as plastic bags, wrappers, or plastic bottles, were easy to categorize.
However, items like cleaning fluids and used bandages created confusion about whether
they belonged to the recyclable or hazardous category. This activity encouraged teamwork,
quick decision-making, and logical as well as critical thinking among students.

​Outcomes:
The activity helped Class 8 students understand the importance of segregation at the
source of waste generation. They realized that if all types of waste are mixed together,
recycling and safe disposal become complicated.

​PART 3: BIODEGRADABILITY EXPERIMENT

​Objective:
To observe how different types of waste degrade over time and to understand the process of
biodegradability.

​Procedure:
Four pots were filled with soil, and different items of waste were placed in each pot to
observe the changes over time. The waste items were selected from both biodegradable
(e.g., vegetable, fruit peels, paper) and non-biodegradable (e.g., polythene) categories. Four
pots were filled with soil, and different waste items were placed in them:

​Pot 1: Plastic bag

Pot 2: Cardboard and paper

​Pot 3: Vegetable and fruit peels

Pot 4: Vegetable and fruit peels with extra water

​The pots were kept aside for two weeks to observe the changes.
Observation:
​Pot 1 (Plastic bag): After two weeks, there was no change in the plastic bag. It looked
the same as before, which showed clearly that plastic is non-biodegradable and does not
mix with soil even after a long time.

​Pot 2 (Cardboard and paper): The paper and cardboard became soft and fragile. Most of it
had decomposed, with only a few small pieces remaining, showing that paper materials
break down naturally when kept in soil.

​Pot 3 (Vegetable and fruit peels): The peels decomposed and mixed with the soil. The soil
gave off a bad smell, like rotten eggs or sulphur, which proved that microorganisms were
breaking down the waste.

​Pot 4 (Vegetable and fruit peels with extra water): The waste decomposed even faster
than in Pot 3. Because of the extra moisture, the peels softened more quickly and mixed
with the soil better, showing that water helps speed up biodegradability.

Outcomes:
This experiment showed that biodegradable waste (such as vegetable and fruit peels, paper,
and other organic matter) decomposes naturally and can be converted into compost or
manure. On the other hand, non-biodegradable waste (such as plastic) does not decompose
and remains in the environment, causing pollution. It was also observed that factors like
moisture, temperature, soil quality, and microorganisms play a major role in the speed and
efficiency of decomposition.

Overall Reflection:
​ hrough these activities, Class 6, Class 8, and we together understood that waste is not just
T
garbage, but a resource if managed properly. We realized that correct segregation at the
source makes recycling and safe disposal much easier. At the same time, we also learned
how harmful non-biodegradable waste like plastic and e-waste can be for the environment.

These experiments and activities gave us a sense of responsibility to manage waste better in
our daily lives. We also gained practical knowledge beyond textbooks, which helped us see
waste management in a real way.

We understood that sustainable living begins with small actions like separating different
types of waste, reducing unnecessary waste, recycling, and reusing waste. By doing this, we
can reduce pollution and move towards a cleaner and greener planet.

Reflection Questions
1. What is the most common type of waste found on your
school/college campus?

Plastic wrappers, paper waste, and leftover food are the most common types
of waste we see in our school.

2. Is it the same at home?

Not really. At home, we mostly see vegetable peels, leftover food, paper, and
plastic packaging as waste.

3. If not, what kind of waste is most common in your home?

Most of the waste we have at home is vegetable and fruit peels, used paper,
and plastic bags.
4. Why do we categorize waste?

We separate waste because it makes things easier and cleaner. If we mix

everything together, recycling or turning some waste into compost becomes
difficult . Separating waste also helps us take care of the environment better.
It’s like doing a small job that helps in a big way.

5. What happens when you mix different types of waste, like

biomedical and hazardous wastes? Would it have an effect on
human health?

Mixing dangerous waste like used bandages, syringes, or chemicals with

regular waste is really bad. It spreads germs and harmful chemicals
everywhere. This can make people sick or pollute the soil and water, which is
dangerous for animals too.

So, we should always throw such waste in special bins and keep it separate
from regular waste.

6. Why is it important to segregate our waste? Do you segregate

your waste into WET and DRY at your school or at home?

Separating waste into WET (vegetable peels, leftover food) and DRY (plastic
wrappers, paper) is important because it helps us manage waste properly. At
home, we try to do it whenever possible. At school too, we use separate bins
for wet and dry waste. Even small steps like this help reduce pollution and
keep our surroundings clean.

7. What is biodegradable waste? How can it be used to improve

plant growth?

Biodegradable waste is the kind of waste that breaks down naturally, like fruit
peels, leftover food, and paper. Instead of throwing it away, we can turn it into
compost. Compost is like natural plant food that helps plants grow strong and
keeps the soil healthy, without using chemicals.

Essential Information About Different Waste

Decomposition Periods
Vegetables and fruits: 2–3 weeks

Paper bag: 1 month

Thread: 2–4 months

Cigarette: 10–12 years

Wood: 10–15 years

Leather shoes: 25–40 years

Rubber tyres: 50–80 years

Plastic bags: 300–400 years

Children’s diapers and sanitary napkins: 500–800 years

Thermocol: Never biodegrades

Note:
Nature breaks down waste naturally using microorganisms, which turn dead leaves and plant matter
into nutrients that help plants grow and keep the ecosystem balanced

ACTIVITY-3 WHERE DOES WASTE

GO AND WHY IS IT A PROBLEM?
In every stage of the program, convenience is essential: What do we do with the waste after
we have finished with it?

Normally, we throw garbage into bins, and after that, we forget about it. But we realized how
waste continues its journey and how it creates problems for people, animals, and the
environment. We also tried comparing how waste is managed in our school with that in other
Indian cities.

PART-1: WHERE DOES MY WASTE GO

Our School’s Waste Management:
For the first part of the program, we worked in groups of three. As a self-contained unit, we
tried finding out the disposal systems within our school. Diverse people with differing
perspectives and opinions formed the basis of our investigation.

Through our investigation, we gathered insights from a teacher, the in-charge of waste
management, and the dining manager of our school. The teacher highlighted that waste
always has a negative impact, whether at the school, state, or global level. At the school
level, unmanaged waste can harm students’ and teachers’ health, increase absenteeism, and
disturb academics as well as the learning environment. At the state and global level,
improper waste disposal can deplete resources, cause pollution, lead to land degradation,
and create serious challenges for future generations in terms of survival and clean air.

Video link:
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The in charge of waste management explained the practical process followed in our school.
According to him, school employees and workers collect the waste and place it in dustbins.
Later, the municipal corporation members arrive with tractors to take it away. He also
shared that workers ensure their own safety by wearing masks and gloves while handling the
waste, which helps in maintaining hygiene and cleanliness across the campus.

Video link:
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The dining manager provided details about the type of waste generated in the dining hall.
He mentioned that nearly 15–20% of vegetable waste is produced daily, mainly from
peelings and cuttings. This waste is not discarded carelessly but instead sent for
composting, where it is converted into manure. The manure is then used in the school
farmhouse, plantation areas, and for flowering, which reflects the school’s effort toward
sustainability.

Video link:
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Overall, the interviews made it clear that waste is a major concern with harmful effects at
every level, but our school is taking significant steps to manage it effectively. Through
segregation, safety measures, and composting, the school demonstrates that proper waste
management can reduce harm and also create useful resources for the environment.

Part 2: How Does India Manage Its Waste

For the second part of the program, our class was divided into four groups. Each group was
given a case study from a different city of India — Delhi, Mumbai, Kolkata, and Bengaluru.
We worked in teams, read the material, discussed among ourselves, and then presented it to
the class. Some groups quietly read and wrote down their points, others explained things to
each other before writing, and finally, everyone came forward and shared their learnings. It
was interesting to see how different groups presented in their own styles, but together we
learned a lot about how waste is managed in different parts of the country.

Case Studies

Delhi:

The group told us that Delhi struggles mainly because of burning waste and huge landfills.
Burning garbage releases harmful smoke which increases asthma and even cancer cases.
They compared this to our school and said that although sometimes our waste also gets
mixed, at least we are composting part of it, which prevents such pollution.
Mumbai:

The Mumbai case study focused on plastic. The group explained that most of the plastic
ends up in the sea, where it breaks down into microplastics. These enter fish and finally
come back to humans. They suggested that just like Mumbai does beach clean-ups, we could
also organize small clean-up drives in our campus or nearby areas. They also reminded us to
use less single-use plastic in school.
Kolkata:

Here, students shared about the garbage mountain at Dhapa. From this dump, toxic water
leaks into the ground and smoke pollutes the air, making people sick. They compared it with
our school, where workers carefully collect and dispose of waste every day. They said that if
cities like Kolkata had better segregation and composting like our school’s dining hall, such
huge landfills could be avoided.
Bengaluru:

This group explained that overflowing bins are the main issue in Bengaluru. These attract
dogs, rats, and flies which spread diseases, and people often burn waste, adding to the
pollution. They related this to our dining hall bins, which can also overflow if not emptied on
time. Their solutions were composting, biogas plants, and proper collection systems.
Reflection from Case Studies
After listening to all the groups, we realised that the problems in cities may look different
but the root causes are the same — poor segregation, careless disposal, and lack of
awareness. The solutions are also similar everywhere: waste should be separated at the
source, composting and recycling should increase, and everyone must take responsibility.
We also understood that just like these cities, our school too needs to improve its system
and move towards more sustainable practices.

Brainstorming Ideas
During the discussion, we brainstormed how our school can do better:

Keep separate bins for dry and wet waste in every classroom.

Avoid using plastic bottles and snack wrappers in the canteen.

Expand our composting system so more organic waste is reused.

Organize awareness campaigns among students, just like cities do for citizens.

Did You Know?

While preparing, we came across some surprising facts:

India generates over 150,000 tonnes of waste every day.

Only about 30% of this waste is processed; the rest goes to landfills.

A single plastic wrapper takes hundreds of years to break down.

These facts made us realise that every small action, even in school, matters.

Linear vs Circular Economy

We also learned about the difference between linear and circular systems of waste. In a
linear economy, waste is produced, used, and then thrown away. This is what happens in
most cities and sometimes in our school too, when all waste is collected in the same bin. In a
circular economy, waste is reused or recycled into something useful. Our school’s
composting system is a small but clear example of circular practice, where vegetable waste
is turned into manure for our garden. This showed us that if we adopt more circular ideas,
waste can actually become a resource.

Reflection Questions
Q1. What are the differences and similarities between waste
problems in these four cities?

The problems are different in form — Delhi has air pollution, Mumbai has
plastics in the ocean, Kolkata has giant landfills, and Bengaluru has
overflowing bins. But all share the same root causes: lack of segregation and
careless disposal.

Q2. How are people in these cities affected by waste?

People suffer from diseases like asthma, diarrhoea, and even cancer. Pollution
affects their air, water, and food, and in the case of Mumbai, microplastics
enter the food chain.

Q3. What role does nature play in these problems?

Nature gets polluted when toxins leak into soil, water, and air. Animals like
cows, fish, and stray dogs are directly harmed when they eat plastic or live
near waste.

Q4. Can you connect these city problems to your own school or
locality?

Yes. For example, just like Bengaluru, our dining hall bins can overflow if not
cleared on time. And like Mumbai, our school also produces plastic waste
from wrappers and bottles.

Q5. What are some solutions that were suggested in the case
studies?

Segregating waste at source, composting, recycling, biogas plants, awareness

campaigns, and reducing single-use plastic.

Q6. Which of these solutions can be applied in your school?

Segregating waste in classrooms, composting more food waste, avoiding

plastics in the canteen, and organizing awareness campaigns.

Q7. Why do you think these solutions are not always implemented?

Because of lack of awareness, carelessness, and sometimes lack of resources.

Many people feel it is not their responsibility, so waste keeps piling up.

Q8. What can students like you do to make a difference?

We can start with small steps — using bins properly, reducing plastic, helping
with composting, and spreading awareness among our friends and families.
Even small actions can bring change.

Final Conclusion
Doing this activity really opened our eyes to how serious the issue of waste is. At first, we
only thought about it in terms of our school, but through the interviews and case studies, we
realised it’s a problem at every level — from classrooms to big cities.

From the teacher, we understood how unmanaged waste directly affects students and
teachers by harming health and disturbing academics. The in charge of waste management
showed us the ground reality of how waste is collected and safely handled. The dining
manager taught us that waste can actually become useful when composted and turned into
manure. Together, these conversations made us see that waste doesn’t just disappear after
we throw it away — it has consequences.

Then, when we studied the case studies of Delhi, Mumbai, Kolkata, and Bengaluru, we
understood how cities too are struggling with the same issues, only on a much bigger scale.
Different places had different problems, but the common thread was lack of segregation and
careless disposal.

The most important lesson we learnt is that waste can either be a burden or a resource. If we
keep following the linear system — use and throw — we will only create landfills, pollution,
and health problems. But if we start adopting a circular system — reduce, reuse, recycle, and
compost — then waste can actually give back to us. Our school’s composting is already a
small example of this change, and it shows that even small efforts matter.

In the end, this activity made us realise that waste management is not just the responsibility
of workers or authorities — it’s everyone’s job, including us students. Even small steps like
using bins properly, reducing plastic, and supporting composting can create a big difference.
If we all do our part, then schools, cities, and even the country can move towards a cleaner
and healthier future.

ACTIVITY-4 Segregating Waste and

Composting

Objectives
The main objective of this activity was to understand how waste can be managed in a proper
way instead of simply throwing it away. By doing this activity, we wanted to learn about the
difference between biodegradable and non-biodegradable waste, and how biodegradable
waste can be recycled into compost. Composting is important because it not only reduces
the amount of garbage that goes into landfills but also produces a natural fertilizer that
helps plants grow better. Our aim was to see this process in action by trying it ourselves in a
simple and practical way.

Materials We Used
For this activity, we collected materials that are usually available at home or around us.

Browns (carbon-rich): Dry leaves, sawdust

Greens (nitrogen-rich): Fresh leaves, grass clippings, vegetable waste (like peels and
leftovers)

Other materials: A little soil, water (to maintain moisture)

Container: One plastic bucket, in which we drilled small holes for air circulation

These materials were chosen because composting needs both carbon and nitrogen sources.
Browns (like dry leaves) help to absorb moisture and balance the smell, while greens (like
vegetable peels) provide nitrogen that speeds up the decomposition.

Procedure We Followed

1. Segregating the Waste

First, we separated biodegradable and non-biodegradable waste. Things like plastic
wrappers, glass, and metals were kept aside as they cannot be composted. For the compost,
we collected only biodegradable items such as dry leaves, grass, and vegetable peels.
2. Preparing the Compost Bucket
We took a plastic bucket and drilled small holes on its sides. This step was very important
because these holes allowed air to flow inside. Without air, the waste would rot and smell
bad. With air circulation, proper aerobic decomposition could happen.
3. Layering the Waste
At the bottom of the bucket, we placed a layer of dry leaves and sawdust (browns).

On top of that, we added a layer of vegetable peels, fresh leaves, and grass clippings
(greens).

We then sprinkled a thin layer of soil and a little water to keep it moist.

We repeated the same layering process: browns → greens → soil + water.

We always made sure that the topmost layer was dry leaves (browns), because this kept the
compost neat and prevented any foul smell.
4. Maintaining the Compost
We regularly checked our compost bucket. If it looked too dry, we sprayed a little water. If it
was too wet, we added more dry leaves. The holes we made in the bucket kept the waste
aerated, and this helped the decomposition go smoothly without creating any bad odour.
Observations
In the beginning, the bucket just looked like a mix of waste materials. The vegetable peels
and fresh leaves were clearly visible, and the bucket looked like it was filled with garbage.
After a few days, we noticed that the size of the waste was reducing. The materials started
breaking down and losing their original shape.

As weeks passed, the waste transformed completely. It turned into a dark brown, crumbly
substance that had an earthy smell — just like soil after rainfall.

It was surprising to see that what once looked like kitchen and garden waste had turned into
something that could enrich the soil. Holding the compost in our hands felt very satisfying
because we had created something useful from waste with our own effort.

Important Learnings
Composting is a natural recycling process where waste is broken down into useful manure.
Not everything can go into compost — items like plastic, metal, oily food, and meat should
never be added.

The right balance of “browns” and “greens” is necessary for good compost.

Moisture and air circulation are very important to avoid foul smell.

Even a simple bucket can be used for composting if we follow the proper method.

Composting not only reduces waste but also gives back to nature by making the soil fertile.

Understanding the process of Vermicomposting

From the box given in the activity, we also learned about vermicomposting.

In vermicomposting, special types of earthworms are used to make compost. The worms eat
organic waste such as vegetable peels, leaves, and grass. After digesting it, they release a
nutrient-rich material called vermicompost.

Vermicompost is much healthier for plants than normal soil. It contains:

5 times more Nitrogen

7 times more Phosphorus

11 times more Potassium

While moving in the compost, earthworms make small tunnels. These tunnels allow air to
circulate, which helps the waste to break down faster.

Earthworms for vermicomposting can be bought from nurseries, garden shops, or farmers
who are already doing this.

Vermicomposting is a faster and more effective way of composting. The compost made by
worms is soft, rich in nutrients, and very beneficial for farming and gardening. It also
reduces the need for harmful chemical fertilizers.

Brainstorming Insights:
While doing this activity, we also discussed why composting is so important for India:

Nearly 50% of our waste is organic and biodegradable. If we compost it properly, it won’t
end up in dumpsites.

The Government of India had even passed a law to convert organic waste into compost or
biogas by October 2019, but proper implementation is still lacking.
Farmers often don’t use urban compost because sometimes waste is mixed with plastics and
heavy metals, which contaminates the soil.

Contaminated compost can spread diseases and harm plants instead of helping them.

Therefore, it is necessary to make clean and rich compost by following proper rules.

If done correctly, urban compost can become a blessing for farmers, who otherwise spend a
lot of money on chemical fertilizers.

This made us realize how important it is to compost properly, so that farmers can trust and
use it.

Reflection Questions
1. How does composting reduce waste?

Composting reduces waste because it converts biodegradable garbage into

compost instead of sending it to landfills.

2. What are the other benefits of composting?

Composting improves soil fertility, provides free natural manure, reduces

pollution and bad smell, saves money on fertilizers, and encourages eco-
friendly living.

3. What gets composted in nature?

In nature, dry leaves, fallen fruits, twigs, flowers, and dead plants fall to the
ground and slowly decompose with the help of microorganisms and worms,
forming humus in the soil.

4. What can you do if there is more compost than what your school
can use?

Extra compost can be shared with local farmers, used in community gardens
or parks, or distributed among students and teachers for their home plants.

5. Where can you get the earthworms for composting? Where can
you learn more about composting from?

Earthworms can be bought from nurseries, garden shops, or farmers. More

knowledge about composting can be learned from agricultural experts, NGOs,
or online resources.
Conclusion
This activity was one of the most practical and enjoyable experiences for us. Using a simple
bucket with holes, some dry and fresh leaves, soil, and water, we turned ordinary waste into
compost. The whole process showed us that waste is not really useless, it can be
transformed into something valuable.

Through this, we understood that even small steps like segregating waste and making
compost can have a big impact on the environment. The compost we created will help
plants grow stronger and healthier, and it also reduced the garbage we would have
otherwise thrown away.

This activity not only taught us how composting works but also gave us a sense of
responsibility toward nature. It proved that sustainable living starts with small and simple
actions.

Additional Learning from References

Vermicomposting :

From the material, we learned that earthworms can be added to compost to make it faster
and richer. This process is called vermicomposting.

Earthworms eat organic waste and turn it into “vermicompost,” which is full of nutrients like
nitrogen, phosphorus, and potassium (NPK).

Vermicompost improves soil quality and provides better nutrition to plants.

Worms also create tunnels in compost, which allows more oxygen inside.

Brainstorming Insights:

India generates a huge amount of biodegradable waste. If all of us start composting, it can
reduce landfill waste and help farmers.

Farmers often buy costly chemical fertilizers. Compost can be a natural, cheaper
alternative.

but for compost to be useful, it must be “clean” and not mixed with plastics or harmful
waste.

Government policies encourage composting, but awareness and proper methods are still
needed.
Our Experience

Since only our group performed this activity, we were involved in every stage — from
collecting waste to drilling holes and layering the compost. Doing it ourselves gave us
practical knowledge and confidence. It felt good to know that our compost will soon be
ready and can be used in the school garden as a natural fertilizer.

Reflection Questions
Q1. How does composting reduce waste?

Composting reduces biodegradable waste going to landfills by converting it

into manure.

Q2. What are the other benefits of composting?

It enriches soil, reduces pollution, saves money on fertilizers, and helps

manage waste sustainably.

Q3. What gets composted in nature?

Fallen leaves, grass, and other organic matter naturally decompose into
compost.

Q4. What can you do if there is more compost than what your
school can use?

Extra compost can be shared with farmers, donated to community gardens,

or used in nearby parks.

Q5. Where can you get the earthworms for composting? Where
can you learn more about composting from?

Earthworms can be purchased from plant nurseries or local

vermicomposting units. More knowledge about composting can be learned
from books, environmental workshops, and government awareness program

Activity 5 – The R’s of Waste for a

Zero-Waste School
Objective
The aim of this activity was to understand how waste can be managed using the 7 R’s of
Waste Management (Reduce, Reuse, Repair, Recycle, Rot, Recover, and Landfill). The activity
also involved applying these concepts to real-life school items and spreading awareness
through the Zero Waste Card Game with junior students.

Procedure and Classroom Learning

At the beginning, most of us could only recall the common three R’s: Reduce, Reuse,
Recycle. Then our teacher explained that there are actually seven R’s, which form a
hierarchy of waste management.

To demonstrate, the teacher took the example of a school bag and showed us how each R
can be applied. After that, she encouraged us to come up with our own examples. A few
students volunteered, and the discussion went like this

1. School Bag

The teacher explained this example first.

Reduce: Do not keep buying new bags every year. A strong bag can be used for many years.

Reuse: The same bag can be given to a younger sibling or friend instead of throwing it.

Repair: If the strap tears or the chain breaks, a cobbler or tailor can fix it.

Recycle: An old cloth bag can be cut and stitched into mats, covers, or dusters.

Rot: Bags made of natural material like jute or cotton will decompose if thrown in soil.

Recover: Zips, buckles, and straps can be removed and reused in other things.

Landfill: Only the parts made of synthetic plastic which cannot be reused will finally go
here.

This example made us realize that an item we use every day can be handled in many better
ways instead of simply throwing it away

2. The uniform worn to school

One pupil used the example of the uniform. Minimize: Avoid buying unnecessary extra
uniforms. Two or three sets will suffice. Reuse: Old uniforms can be passed down to juniors
or siblings. Repair: It is simple to sew small tears, missing buttons, or ripped pockets back
together. Recycle: Used uniforms can be turned into cleaning cloths, handkerchiefs, or cloth
bags. Rot: Cotton uniforms will naturally decompose in soil. Recover: Large portions of old
uniforms can be used for school projects or crafts. Landfill: This location would only be used
for synthetic materials that are hard to recycle or break down. We learned from this that
even clothes, which we usually throw away, can be used in a variety of ways before winding
up in a landfill.

3. Shoes
Another student talked about shoes.

Reduce: Do not buy new shoes every time for fashion or style. Use the same pair until it is
not usable.

Reuse: Proper polishing and care can extend the life of shoes for many years.

Repair: Broken soles or straps can be fixed by a cobbler instead of buying new ones.

Recycle: Old shoes can be reused as planters for small plants or for decorative purposes.

Rot: Leather shoes will slowly decompose when left in soil.

Recover: Rubber soles and laces can sometimes be separated and reused.

Landfill: Synthetic sports shoes or torn parts that cannot be recycled will end up in landfill.

This example showed us how even footwear, which we usually think has no use once torn,
can still follow many of the R’s..

4. Flowers for Decoration

Finally, another student gave the example of flowers.

Reduce: Stop plucking fresh flowers every day for decoration.

Reuse: Dried flowers can be kept and used for artwork or decoration.

Repair/Replace: Instead of real flowers, we can make paper flowers for decoration.

Recycle: Old and waste paper can be recycled to prepare craft flowers.

Rot: Natural flowers can be composted to make manure.

Recover: Petals of flowers can be used to make natural colors.

Landfill: Only mixed flower waste with plastics may end up here.

This made us realize that creativity can also reduce waste, as in the case of making paper
flowers instead of cutting fresh ones daily.

The zero-waste card game

After completing the exercise on the R’s of Waste, we conducted the Zero Waste Card Game
within a single group of 6 students. The group was divided into two teams of 3 each, who
played against one another.

Students rolled the dice, moved their counters, and answered questions depending on the
colour of the box they landed on:

Green cards focused on identifying good and bad practices.

Blue cards asked students to choose the correct bin.

Red cards tested their knowledge of the correct ‘R’.

The game created a very lively atmosphere. Team members cheered when someone gave
the right answer and laughed when someone made a mistake, but they also quickly
corrected each other. For example, when one student said that a toffee wrapper belonged in
the green bin, the others immediately shouted, “No, it’s blue!” This made the activity both
fun and educational.

Through the game, students were able to understand waste management concepts in an
interactive way, without feeling like it was a dry subject.

Reflection Questions
1. Is just putting waste into bins enough to make a Zero-Waste
School?

No. We understood that only using bins does not reduce waste. A Zero-Waste
School means we have to stop waste at the source by reducing, reusing,
repairing, and composting. Bins are just for segregation, but they cannot
solve the problem alone.

2. Why should we follow all the R’s?

Because every R is important. Reducing helps us avoid waste in the first

place, reusing and repairing increase the life of objects, recycling gives new
life to old materials, rotting makes natural compost, and recovering saves
useful parts. Only landfill should be the last option. Following all R’s saves
money, resources, and the environment.

3. Do we reuse everything we recycle?

Not all of it. Waste is a constant in recycling. For instance, some of the fibers
in recycled paper are lost, making it less durable than new paper. This
indicates that recycling is helpful but not flawless, and that reducing and
reusing should be our top priorities.

4. Do "green" or "eco-friendly" products always have superior

quality?

Not every time. While they are unquestionably superior to plastic, excessive
use can also be harmful to the environment. For instance, excessive paper bag
use can result in tree waste. Even if a product is environmentally friendly, the
best way to avoid waste is to use it carefully.

5. How many R's can we use in real life?

Almost all of them. At our school, we can fix uniforms, recycle paper, compost
food waste, reuse bottles, and recover useful items. Lastly, a very small
percentage should wind up in a landfill.

6. How can we turn our school into a zero-waste establishment?

By promoting repair and reuse, avoiding single-use plastics, composting

canteen waste, and following the seven Rs every day. If each student makes
even a small contribution, the entire school can reach zero waste.

conclusion
From this activity, we gained a thorough and useful understanding of the seven Rs of waste
management from this exercise. The concept was made easier to understand by the
teacher's explanation using the school bag, and the students' examples demonstrated how
practically everything we use can adhere to the seven Rs. The teacher’s explanation using a
school bag, along with students’ examples (like shoes, uniforms, and using paper flowers
instead of plucked flowers), made the concept simple and relatable.

It was also a lot of fun to play the Zero Waste Card Game with our Classmates as The Zero
Waste Card Game played in one group of 6 students (3 vs 3) made the learning process fun
and interactive. We realized that games are a more effective way to learn compared to
lectures. Finally, we concluded that recycling alone is not enough. To truly become a Zero-
Waste School, we must focus on reducing, reusing, repairing, composting, and recovering as
much as possible, with landfill being the last resort.

PART A: ELECTIVES

ACTIVITY 2: THE PACKAGING PROBLEM

Repackaging the Parle-G Biscuits in Eco-Friendly Material

Step 1: Item Chosen

We chose Parle-G biscuits to repackage in a way that is more sustainable and more eco-
friendly

Step 2: Current Packaging Analysis

Impact on the environment: Currently packed in a multilayer of metallized and plastic,
which are both non-biodegradable and nearly impossible to recycle. This adds to the
persistent waste problem we are currently facing.

• Protection: Great protection from moisture and breakage, but the protective features
are detrimental to the planet.

• Appearance: Visually appealing, but the image could be remade using natural
alternatives.

• Usability: Simple to tear open but impossible to reseal.

• Cost: Production is expensive, but the cost to mother nature is more.

• Overpackaging: Not described as heavily overpackaged, however, the overpacking is

an issue.

• Layers: Two to three plastic layers

• Materials: Metallized plastic film.

• Alternatives: Biodegradable paper, cardboard, and materials made from biological
agricultural waste.

Step 3: Redesigning the Packaging

We used cardboard and paper to redesign the packaging.

• Inner Layer: Wrapped the biscuits in plain biodegradable paper which acts as a
protective layer.

• Outer Layer: Used the cardboard as the primary packaging since it is strong and
recyclable

• Branding: Can be printed on the cardboard using eco-friendly or soy based ink.

• Moisture Resistance: The biscuits are packed neatly by the paper and the cardboard
offers moisture resistance.

Step 4: Outcomes and Evaluation

The new packaging materials are protective, eco-friendly and cost-effective. Along with the
protective features, the materials used are sustainable. The new packaging is also quite
appealing and nature-friendly.

Measures of success are visual impact, cost, delivery, and whether the aim is achieved or
not. Evaluation of the packaging design is mostly based on the cost. Parle-G biscuits are
made with a profit, and the cost goes to the packaging.

The result is a profit and cost-effective packaging that is also sustainable and eco-friendly.
Each and every goal that was set was achieved.

There was a lack of design which made it simple and cost-effective. The single design has
made the packaging modular with the separate layers easily assembled. It is a huge success
and a matter of simplicity.

Previous documents are final and history. Each step goes to detail for the packaging. The
success goes to the timeline which shows the gradual design of the packaging.

Reflection Questions
[Link] of a natural form of packaging, something like a banana
skin. Why do you think it evolved to be packaged this way?
A banana has its own natural cover which protects it from dust, dirt, and
insects. The skin keeps the fruit fresh and safe until we eat it. I think it
evolved this way because it needed protection while growing, just like man-
made packaging protects products.

2. Can similar methods be employed in man-made packaging?

Yes, definitely. Just like fruits have natural covers, we can design packaging
from natural or biodegradable materials like paper, leaves, or cardboard. It
would protect the product and also not harm the environment.

3. Can you think of any product for which the packaging problem
can be solved in some innovative way?

Yes, cold drinks or juices can be sold in glass bottles that can be returned and
reused. Even biscuits or cakes can be packed in paper/cardboard boxes
instead of plastic. Buy-back systems or refill stations would also reduce
waste.

4. What are some of the types of packaging that cannot be recycled

easily? How can those problems be addressed?

Things like metallized plastic (used in chips, biscuits, snacks) and thermocol
are very hard to recycle. To solve this, companies should slowly replace them
with biodegradable films, cardboard, or other eco-friendly materials.

5. Which providers or companies need alternatives to packaging

since they are packaging a lot?

Online shopping sites like Amazon or Flipkart, food delivery apps like Zomato
and Swiggy, and factories that sell daily-use items use too much packaging.
They really need better alternatives.

6. How can they ideate on creating less packaging?

They can use one simple outer cover instead of multiple layers, avoid bubble
wrap and replace it with shredded paper or cardboard, and even start
reusable boxes for deliveries.

7. Apart from plastics, what other materials are used for

packaging? Are they harmful to the environment?

Materials like thermocol, styrofoam, or polystyrene are also used. Yes, they
are harmful because they don’t break down easily, they pollute land and
water, and animals can die if they eat them.
ACTIVITY 3 : AGRICULTURE AND WASTE

Objective

The main purpose of this activity was to understand that almost every farming practice
creates some kind of waste. The task also aimed at identifying the types of waste that
farmers deal with and to study how waste management has changed over the years. For this,
two girls from our group went to nearby farmers, asked them questions, and then shared
their learnings with us.

Moving further,

As a part of the work, the two girls interacted with two farmers from the local area. They had
a set of questions with them related to crops, waste produced, how the waste is managed,
its effects, and the role of climate change.

Farmer 1

The first farmer grows sugarcane and okra. He told the girls that the waste mainly comes
from plant cuttings, fallen leaves, and some damage caused by pigs, mice and insects. For
sugarcane, he uses an organic medicine which reduces leaf fall. In case of okra, there isn’t
much waste, so the remains are simply buried under the soil.

He explained that this way of disposal is safe since the medicine is organic and does not
harm humans or the environment. The buried leaves also decompose slowly and make the
soil better. The girls also came to know that leftover pieces of sugarcane are put into a
compost pit.

The farmer did share his concern about climate change, saying that it reduces crop yield and
increases insect attacks. He estimated that around 10–12 tons of waste per acre is produced
on his farm.

Farmer 2

The second farmer grows only sugarcane. He said that the main waste in his farm is
sugarcane debris. Most of it is either buried in the soil or used to prepare fertilizers, which
are sometimes also sold commercially.

But before harvesting, the crop is often burned, which leaves behind ash and causes air
pollution. The girls noted that while making compost out of sugarcane waste is useful,
burning is clearly harmful.
This farmer too confirmed that climate change has affected both the quality and the yield of
his crop. According to him, around 4–5 tons of waste per acre is produced on his land.

Overall Learning

From both interviews, the girls realized that farmers try to recycle their waste in different
ways like composting or burying it in soil. But some practices like burning crops before
harvest are still common and harmful. They also noticed that climate change is a big
problem for both farmers and has become a serious challenge in farming.

Reflection Questions
Q1. What sustainable alternatives can you suggest for the waste
generated by the farmers?

The girls felt that instead of burning, farmers can use options like
vermicomposting, bio-fertilizers, or bio-energy production. These methods
are safer for the environment and also useful for the crops.

Q2. Would all farmers have answered the same way?

If not, why? Not every farmer would give the same answer. It depends on the
crop they grow, the size of the farm, and the area they belong to. For example,
rice farmers face stubble burning issues, vegetable farmers may face waste
from spoiled produce, and small farmers often recycle more. On the other
hand, large farmers may burn waste quickly to save time.

Q3. What differences do you see in how your parents or

grandparents dealt with agricultural waste compared to what
farmers do today?

The girls noticed that in the past, almost everything was reused. Crop
remains were used as fodder, cow dung was natural manure, and crop waste
was put back into the soil. Burning was not common. But today, because of
modernization and pressure to clear fields quickly, burning and chemicals are
more common, which is harmful to nature.

Conclusion
Through these interviews, the two girls understood how waste is produced in farming and
how farmers deal with it. When they shared their findings, we as a group also learned many
things. We now know that composting and organic methods are good for soil and crops,
while burning creates air pollution and health problems.

Both farmers told us that climate change is making farming harder, reducing both crop
quality and quantity. This made us realize how sensitive farming is to changes in weather.

In the end, the girls’ effort not only helped them but also helped all of us to understand that
sustainable methods of waste management are very important for protecting the
environment, farmers’ income, and the future of agriculture.
 SHREE VASISHTHA
VIDHYALAYA

Sustainability
and Waste
Waste is only ‘Waste’ if we
‘Waste’ it.

Reduce Reuse Recycle Regenerate Repair

Overview
𝑾𝒂𝒔𝒕𝒆 𝒊𝒔 𝒏𝒐𝒕 𝒋𝒖𝒔𝒕 𝒈𝒂𝒓𝒃𝒂𝒈𝒆. 𝑰𝒕 𝒓𝒆𝒑𝒓𝒆𝒔𝒆𝒏𝒕𝒔 𝒆𝒙𝒄𝒆𝒔𝒔, 𝒏𝒆𝒈𝒍𝒆𝒄𝒕, 𝒂𝒏𝒅 𝒐𝒇𝒕𝒆𝒏 𝒊𝒓𝒓𝒆𝒔𝒑𝒐𝒏𝒔𝒊𝒃𝒊𝒍𝒊𝒕𝒚. 𝑳𝒊𝒌𝒆,
𝒘𝒉𝒂𝒕 𝒎𝒂𝒌𝒆𝒔 𝒔𝒐𝒎𝒆𝒕𝒉𝒊𝒏𝒈 𝒘𝒂𝒔𝒕𝒆? 𝑺𝒐𝒎𝒆𝒕𝒉𝒊𝒏𝒈 𝒃𝒆𝒄𝒐𝒎𝒆𝒔 𝒘𝒂𝒔𝒕𝒆 𝒘𝒉𝒆𝒏 𝒘𝒆 𝒕𝒉𝒓𝒐𝒘 𝒕𝒉𝒊𝒏𝒈𝒔 𝒕𝒉𝒂𝒕
𝒂𝒑𝒑𝒆𝒂𝒓𝒔 𝒍𝒆𝒔𝒔 𝒗𝒂𝒍𝒖𝒂𝒃𝒍𝒆 𝒕𝒐 𝒖𝒔. 𝑰𝒕𝒔 𝒏𝒐𝒕 𝒂𝒍𝒘𝒂𝒚𝒔 𝒂𝒃𝒐𝒖𝒕 𝒃𝒆𝒊𝒏𝒈 𝒃𝒓𝒐𝒌𝒆𝒏 𝒐𝒓 𝒅𝒊𝒓𝒕𝒚, its 𝒂𝒃𝒐𝒖𝒕 𝒉𝒐𝒘 𝒘𝒆
𝒑𝒆𝒓𝒄𝒆𝒊𝒗𝒆 𝒊𝒕. 𝑺𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒎𝒆𝒂𝒏𝒔 𝒍𝒊𝒗𝒊𝒏𝒈 𝒊𝒏 𝒂 𝒎𝒆𝒂𝒏𝒊𝒏𝒈𝒇𝒖𝒍 𝒘𝒂𝒚 𝒕𝒉𝒂𝒕 𝒇𝒖𝒍𝒇𝒊𝒍𝒔 𝒐𝒖𝒓 𝒏𝒆𝒆𝒅𝒔 𝒕𝒐𝒅𝒂𝒚
𝒘𝒊𝒕𝒉𝒐𝒖𝒕 𝒉𝒂𝒓𝒎𝒊𝒏𝒈 𝒕𝒉𝒆 𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒐𝒇 𝒇𝒖𝒕𝒖𝒓𝒆 𝒈𝒆𝒏𝒆𝒓𝒂𝒕𝒊𝒐𝒏 𝒕𝒐 𝒎𝒆𝒆𝒕 𝒕𝒉𝒆𝒊𝒓 𝒐𝒘𝒏 𝒏𝒆𝒆𝒅𝒔 .it 𝒊𝒔 𝒂𝒃𝒐𝒖𝒕
𝒎𝒂𝒊𝒏𝒕𝒂𝒊𝒏𝒊𝒏𝒈 𝒂 𝒃𝒂𝒍𝒂𝒏𝒄𝒆 𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒉𝒖𝒎𝒂𝒏𝒔 𝒂𝒏𝒅 𝒏𝒂𝒕𝒖𝒓𝒆. 𝑹𝒆𝒔𝒑𝒆𝒄𝒕𝒊𝒏𝒈 𝒕𝒉𝒆 𝒍𝒊𝒎𝒊𝒕𝒂𝒕𝒊𝒐𝒏𝒔 𝒐𝒇 𝒐𝒖𝒓
𝒓𝒆𝒔𝒐𝒖𝒓𝒄𝒆𝒔 𝒑𝒓𝒐𝒎𝒐𝒕𝒆𝒔 𝒔𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒍𝒆 𝒅𝒆𝒗𝒆𝒍𝒐𝒑𝒎𝒆𝒏𝒕 . 𝒕𝒂𝒌𝒊𝒏𝒈 𝒎𝒐𝒓𝒆 𝒕𝒉𝒂𝒏 𝒘𝒉𝒂𝒕 𝒆𝒂𝒓𝒕𝒉 𝒄𝒂𝒏 𝒈𝒊𝒗𝒆 𝒎𝒂𝒚
𝒍𝒆𝒂𝒅 𝒕𝒐 𝒂 𝒎𝒂𝒔𝒔𝒊𝒗𝒆 𝒂𝒏𝒅 𝒊𝒓𝒓𝒆𝒗𝒆𝒓𝒔𝒊𝒃𝒍𝒆 𝒅𝒊𝒔𝒂𝒔𝒕𝒆𝒓. 𝑶𝒏𝒆 𝒄𝒓𝒊𝒕𝒊𝒄𝒂𝒍 𝒇𝒂𝒄𝒆𝒕 𝒐𝒇 𝒔𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒊𝒔 𝒘𝒂𝒔𝒕𝒆
𝒎𝒂𝒏𝒂𝒈𝒆𝒎𝒆𝒏𝒕, 𝒘𝒉𝒊𝒄𝒉 𝒊𝒏𝒗𝒐𝒍𝒗𝒆𝒔 𝒎𝒊𝒏𝒊𝒎𝒊𝒛𝒊𝒏𝒈 𝒘𝒂𝒔𝒕𝒆 𝒈𝒆𝒏𝒆𝒓𝒂𝒕𝒊𝒐𝒏, 𝒓𝒆𝒖𝒔𝒊𝒏𝒈 𝒎𝒂𝒕𝒆𝒓𝒊𝒂𝒍, 𝒓𝒆𝒄𝒚𝒄𝒍𝒊𝒏𝒈
𝒓𝒆𝒔𝒐𝒖𝒓𝒄𝒆 𝒓𝒊𝒄𝒉 𝒔𝒖𝒃𝒔𝒕𝒂𝒏𝒄𝒆𝒔 𝒂𝒏𝒅 𝒆𝒏𝒔𝒖𝒓𝒊𝒏𝒈 𝒓𝒆𝒔𝒑𝒐𝒏𝒔𝒊𝒃𝒍𝒆 𝒅𝒊𝒔𝒑𝒐𝒔𝒂𝒍 𝒎𝒆𝒕𝒉𝒐𝒅𝒔. 𝑰𝒏 𝒆𝒔𝒔𝒆𝒏𝒄𝒆,
𝒔𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒊𝒔 𝒂𝒃𝒐𝒖𝒕 𝒇𝒊𝒏𝒅𝒊𝒏𝒈 𝒂 𝒉𝒂𝒓𝒎𝒐𝒏𝒊𝒐𝒖𝒔 𝒃𝒂𝒍𝒂𝒏𝒄𝒆 𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒆𝒄𝒐𝒏𝒐𝒎𝒊𝒄 , 𝒔𝒐𝒄𝒊𝒂𝒍 𝒘𝒆𝒍𝒍
𝒃𝒆𝒊𝒏𝒈, 𝒂𝒏𝒅 𝒆𝒏𝒗𝒊𝒓𝒐𝒏𝒎𝒆𝒏𝒕𝒂𝒍 𝒑𝒓𝒆𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏 𝒕𝒐 𝒆𝒏𝒔𝒖𝒓𝒆 𝒂 𝒃𝒆𝒕𝒕𝒆𝒓 𝒒𝒖𝒂𝒍𝒊𝒕𝒚 𝒐𝒇 𝒍𝒊𝒇𝒆 𝒇𝒐𝒓 𝒃𝒐𝒕𝒉 𝒄𝒖𝒓𝒓𝒆𝒏𝒕
𝒂𝒏𝒅 𝒇𝒖𝒕𝒖𝒓𝒆 𝒈𝒆𝒏𝒆𝒓𝒂𝒕𝒊𝒐𝒏𝒔.
 Scroll down to explore the efforts we made for Sustainability and Waste

Index/ Table Of Contents

Here is a rough look at our activities:

01 Acknowledgement
Basic Introduction
Why Does Waste Matter ?
Introduction
Compulsory Activities -
Activity-1
Waste scavenger Hunt
Activity-2

02
Categorising waste- Is all waste the same ?
Activity-3
Where does waste go and why is it a problem ?
Activity-4
Segregating Waste and Composting Part A:
Activity-5
The ‘R’s of Waste for a zero waste school
Understanding our
Relationship with
Elective Activities- Waste
Activity-2
The Packaging problem
Activity-3
Agriculture and Waste

Compulsory

03 Writing an Essay to change Local Waste

Management Strategies
Objectives

Part B
Moving Communities towards Sustainable
waste Management
Acknowledgement
We express our sincere gratitude to the WIPRO EARTHIAN
Programme for giving us this opportunity. We would also like to
take this moment to thank everyone who helped make this project
possible. We want to thank our teachers sincerely for their
unwavering support and invaluable guidance. Without their
assistance, we would not have been able to properly put this
together. We also want to express our gratitude to our friends who
encouraged us when we were stuck, offered advice, and shared
their thoughts. In addition to gathering information, working on this
project taught us patience, responsibility, and teamwork. Last but
not least, we would like to thank our parents and other family
members for always supporting us and pushing us to do our best.
We are glad to have travelled this path together, and this project
taught us that even modest efforts can have a significant impact.

Basic introduction
When we hear the word “waste”, the first thing that pops into
anyone's mind is garbage. But waste is so much more than it is
related to lifestyles, the choices people make, and how they use
available resources. We see it daily, whether in the streets, in drains,
or strewn along awkward little corners where it does not belong.
 Most times, we just walk past it without thought, as if it is not our
problem. But through this project, we realized that waste is not just
something dirty or unwanted; from another point of view, it is water,
energy, and raw material used in creating it. So, in a way, throwing
something away is equivalent to throwing away all the effort and
resources employed in creating it. This realization compelled us to
ask some simple yet important questions: Do we really understand
what waste is? Is everything that we discard truly useless, or is it
just that we do not value it anymore? Upon reflection, we started
viewing waste not just as a problem but also as an opportunity to
learn, to change, and to move towards sustainable living.

Why does waste matter?

We use things every day and throw them away without a second thought. But when we
started learning about waste, we realized how big the problem really is. Around the world,
billions of tons of waste are created each year. In India alone, millions of tons are produced.
If this keeps up, we’ll need huge areas just to dump trash—land that could have been used
for homes, farms, or parks.

Before this project, we didn’t often ask

ourselves:
Where does all this waste come from?

What happens to it after we throw it “away”?

And is “away” even a real place?

Once we started paying attention, waste was everywhere—on roads, in fields, in rivers. It’s
not just gross to look at; it pollutes water, hurts animals, and affects people’s health. To our
surprise, waste has even made its way to Mount Everest, the Moon, and the deepest parts of
the ocean.

We’ve learned that waste is not simply trash. Everything that is thrown away is associated
with some natural resource like trees, water, and minerals. Discarding items equates to
wasting natural resources. But what is waste, actually? It is not always something broken or
dirty. Many times, the waste is assessed based on perspective. It is something that has
value, but believed to be waste, something that has value but is no longer useful to us.

We also learned that waste shows someone does not properly care for something. It shows a
person’s overconsumption without regard to the actual resources. Sustainability goes
beyond the "impressive" term; focuses on living without harming the future. It brings
together people and nature and the use of resources and preservation for future
generations.

A primary feature of sustainability is effective waste management. This involves using less,
proper disposal of trash, reusing what is possible, and recycling items that are still valuable.
In a way, the essence of sustainability revolves around exploring new and

innovative methods to protect the Earth

Let’s uncover the story of

“Waste” together.
 Activity 1 :waste scavenger
hunt
Purpose:
To investigate different areas of the school by collecting waste in a responsible way, and to
separate the waste into two categories: biodegradable waste and non-biodegradable waste.

Material Used:
Dustbins
Plastic Gloves
Worksheets
Pens/Pencils

Steps taken:
1. Plastic gloves were provided to students for safety prior to beginning the activity.

2. Dustbins were lined up to ensure waste was collected properly.

3. Groups of students travelled to different areas of the school including: classrooms,

corridors, ground, staff rooms, washrooms, labs.

4. The waste observed in these areas was picked up and thrown directly in to the dustbins.

5. While collecting waste, students segregated found items into two categories:

Biodegradable content - i.e. fruit peels, onion peels, coconut shells, cloth scraps.
Non-Biodegradable content - i.e. plastic bottles, wires, PVC pipes, chemical bottles,
broken pencils.

6. After collecting waste, students filled out their worksheets, including the type of waste they
observed and its materials.
Records:
Observations:
Students noticed there were different types of waste in different areas of the school. Sports
areas (handball court, volleyball court, and grounds) seemed to have band-aids, likely due to
kids getting minor cuts while playing. Around buildings and corridors, wrappers and small
plastic items were found. Around trees and plants, it was mainly fruit peels and organic waste.
Under and around trees, pens, empty refills, pen caps, and crumpled up paper were sort of
common. In classrooms and lab,s small scraps of paper, broken pencils, wires, and used
chemical bottles were found.

Reflection questions
1. What is waste? How would you define waste in one sentence?

For us, waste is simply those things that we cannot use anymore. They just lie
around, make the place messy, and so we throw them away.

2. Where does waste come from? How does everything we do

create waste?

We realized that waste comes from almost everything we do. When we eat,
there are wrappers and peels. When we study, there are broken pencils or
used paper. Even while playing, I noticed Band-Aids lying on the ground. So
yes, every activity creates some form of waste.

3. Describe natural resources.

Trees, water, soil, and minerals are examples of the basic things that nature
provides for us. we realized that these natural resources are actually the
source of many waste products, such as paper and pencils.

4. What constitutes waste?

When we are no longer able to use something, we believe it becomes waste. For
instance, a half-eaten banana peel or a broken pencil that cannot be
sharpened. However, we also occasionally discard items that may still be
useful simply because we don't feel like keeping them.

5. Who decides when an object becomes waste?

It’s really the person using it. What I throw away as “useless,” someone else
might still find useful. Like I may not want old chart paper, but another
student can reuse it for practice work.

6. Who collects the waste from your school/college bins?

In our school, the cleaning staff collects it daily. I feel they do a very important
job because without them, our school would look really dirty.

7. Where does this waste go?

First, it goes to the bigger dustbins outside the school. After that, the
municipality takes it. I honestly don’t know exactly where it ends up, but I
hope some of it is recycled and not all of it is just dumped.

8. Do you think everything you listed was actually a waste? Why or

why not?

No, I don’t think so. Some things could still be reused. For example, plastic
bottles can be used again, and old papers can be used for rough work. Only
spoiled food items or damaged things were actual waste.

9. Do you think that some of the things you listed as waste may
actually be of value to someone else?

Yes, definitely. One person’s waste can be another person’s need. For example,
we saw cloth pieces that could be used as cleaning rags, and bottles that can
be refilled. So waste doesn’t always mean useless.

10. Define littering.

Littering means carelessly throwing garbage outside the dustbin. In our

activity, we saw chocolate wrappers and chip packets on the playground. That
was clear littering, and it spoiled the neat look of the school.

11. If you did the Waste Scavenger Hunt at home, were the results
the same as those you got at school/college?

No, the waste at home is a bit different. At home, most of the waste is from the
kitchen, like fruit and vegetable peels, leftover food, and wrappers. But in
school, we noticed more paper waste, broken pens, plastics, and things from
sports areas like band-aids.

Activity-2 CATEGORISING WASTE -IS

ALL WASTE THE SAME?

​INTRODUCTION
​As a part of the Sustainability and Environmental Awareness Program, different classes
participated in activities related to waste management and segregation. The aim of these
activities was to spread awareness and help students understand the different types of
waste, the importance of cleanliness, how to manage and segregate waste, and to learn
about biodegradability. These steps, along with hands-on exercises, provided a valuable
experience on how waste can be managed in an eco-friendly and responsible way.

​PART 1: WASTE MATCHING EXERCISE

​Objective:
To identify and categorize waste into the following types:
​Dry/Recyclable Waste
 ​ et/Biodegradable Waste
W
​Electronic Waste (E-Waste)
​Hazardous (Chemical) Waste
​Construction/Demolition Waste
​Biomedical Waste

​Activity:
Students were given a worksheet with two columns:

Column A listed different items of waste, and Column B listed categories of waste. They
matched the items based on their knowledge and understanding.
Examples:
​ lastic bags → Dry/Recyclable Waste
P
​Metal strips → Construction/Demolition Waste
Wires → Electronic Waste
​Onion peels → Wet/Biodegradable Waste
​Cleaning fluid (phenyl) → Hazardous (Chemical) Waste
​Used Band-Aids → Biomedical Waste

Learning Outcomes:
This activity helped Class 6 students realize that waste management and segregation are not
just about separating dry and wet waste, but also involve the careful identification of
different types and categories of waste. This understanding will help them ensure proper
disposal and recycling of waste.

PART 2: WASTE SEGREGATION GAME

Objective:
To practice and follow correct waste segregation through a fun, team-based activity.

Procedure:
Six empty containers were collected and labelled according to the six different categories of
waste. For this activity, Class 8 was chosen and divided into two teams. Each team selected
ten different waste items from the school premises. The names of these items were written
on plain paper slips and placed into a common bowl. One by one, students picked up the
slips and placed them into the correctly labelled containers. Points were awarded for each
item that was placed in the correct waste category.
​Observations:
Some waste items, such as plastic bags, wrappers, or plastic bottles, were easy to categorize.
However, items like cleaning fluids and used bandages created confusion about whether
they belonged to the recyclable or hazardous category. This activity encouraged teamwork,
quick decision-making, and logical as well as critical thinking among students.

​Outcomes:
The activity helped Class 8 students understand the importance of segregation at the
source of waste generation. They realized that if all types of waste are mixed together,
recycling and safe disposal become complicated.

​PART 3: BIODEGRADABILITY EXPERIMENT

​Objective:
To observe how different types of waste degrade over time and to understand the process of
biodegradability.

​Procedure:
Four pots were filled with soil, and different items of waste were placed in each pot to
observe the changes over time. The waste items were selected from both biodegradable
(e.g., vegetable, fruit peels, paper) and non-biodegradable (e.g., polythene) categories. Four
pots were filled with soil, and different waste items were placed in them:

​Pot 1: Plastic bag

Pot 2: Cardboard and paper

​Pot 3: Vegetable and fruit peels

Pot 4: Vegetable and fruit peels with extra water

​The pots were kept aside for two weeks to observe the changes.
Observation:
​Pot 1 (Plastic bag): After two weeks, there was no change in the plastic bag. It looked
the same as before, which showed clearly that plastic is non-biodegradable and does not
mix with soil even after a long time.

​Pot 2 (Cardboard and paper): The paper and cardboard became soft and fragile. Most of it
had decomposed, with only a few small pieces remaining, showing that paper materials
break down naturally when kept in soil.

​Pot 3 (Vegetable and fruit peels): The peels decomposed and mixed with the soil. The soil
gave off a bad smell, like rotten eggs or sulphur, which proved that microorganisms were
breaking down the waste.

​Pot 4 (Vegetable and fruit peels with extra water): The waste decomposed even faster
than in Pot 3. Because of the extra moisture, the peels softened more quickly and mixed
with the soil better, showing that water helps speed up biodegradability.

Outcomes:
This experiment showed that biodegradable waste (such as vegetable and fruit peels, paper,
and other organic matter) decomposes naturally and can be converted into compost or
manure. On the other hand, non-biodegradable waste (such as plastic) does not decompose
and remains in the environment, causing pollution. It was also observed that factors like
moisture, temperature, soil quality, and microorganisms play a major role in the speed and
efficiency of decomposition.

Overall Reflection:
​ hrough these activities, Class 6, Class 8, and we together understood that waste is not just
T
garbage, but a resource if managed properly. We realized that correct segregation at the
source makes recycling and safe disposal much easier. At the same time, we also learned
how harmful non-biodegradable waste like plastic and e-waste can be for the environment.

These experiments and activities gave us a sense of responsibility to manage waste better in
our daily lives. We also gained practical knowledge beyond textbooks, which helped us see
waste management in a real way.

We understood that sustainable living begins with small actions like separating different
types of waste, reducing unnecessary waste, recycling, and reusing waste. By doing this, we
can reduce pollution and move towards a cleaner and greener planet.

Reflection Questions
1. What is the most common type of waste found on your
school/college campus?

Plastic wrappers, paper waste, and leftover food are the most common types
of waste we see in our school.

2. Is it the same at home?

Not really. At home, we mostly see vegetable peels, leftover food, paper, and
plastic packaging as waste.

3. If not, what kind of waste is most common in your home?

Most of the waste we have at home is vegetable and fruit peels, used paper,
and plastic bags.
4. Why do we categorize waste?

We separate waste because it makes things easier and cleaner. If we mix

everything together, recycling or turning some waste into compost becomes
difficult . Separating waste also helps us take care of the environment better.
It’s like doing a small job that helps in a big way.

5. What happens when you mix different types of waste, like

biomedical and hazardous wastes? Would it have an effect on
human health?

Mixing dangerous waste like used bandages, syringes, or chemicals with

regular waste is really bad. It spreads germs and harmful chemicals
everywhere. This can make people sick or pollute the soil and water, which is
dangerous for animals too.

So, we should always throw such waste in special bins and keep it separate
from regular waste.

6. Why is it important to segregate our waste? Do you segregate

your waste into WET and DRY at your school or at home?

Separating waste into WET (vegetable peels, leftover food) and DRY (plastic
wrappers, paper) is important because it helps us manage waste properly. At
home, we try to do it whenever possible. At school too, we use separate bins
for wet and dry waste. Even small steps like this help reduce pollution and
keep our surroundings clean.

7. What is biodegradable waste? How can it be used to improve

plant growth?

Biodegradable waste is the kind of waste that breaks down naturally, like fruit
peels, leftover food, and paper. Instead of throwing it away, we can turn it into
compost. Compost is like natural plant food that helps plants grow strong and
keeps the soil healthy, without using chemicals.

Essential Information About Different Waste

Decomposition Periods
Vegetables and fruits: 2–3 weeks

Paper bag: 1 month

Thread: 2–4 months

Cigarette: 10–12 years

Wood: 10–15 years

Leather shoes: 25–40 years

Rubber tyres: 50–80 years

Plastic bags: 300–400 years

Children’s diapers and sanitary napkins: 500–800 years

Thermocol: Never biodegrades

Note:
Nature breaks down waste naturally using microorganisms, which turn dead leaves and plant matter
into nutrients that help plants grow and keep the ecosystem balanced

ACTIVITY-3 WHERE DOES WASTE

GO AND WHY IS IT A PROBLEM?
In every stage of the program, convenience is essential: What do we do with the waste after
we have finished with it?

Normally, we throw garbage into bins, and after that, we forget about it. But we realized how
waste continues its journey and how it creates problems for people, animals, and the
environment. We also tried comparing how waste is managed in our school with that in other
Indian cities.

PART-1: WHERE DOES MY WASTE GO

Our School’s Waste Management:
For the first part of the program, we worked in groups of three. As a self-contained unit, we
tried finding out the disposal systems within our school. Diverse people with differing
perspectives and opinions formed the basis of our investigation.

Through our investigation, we gathered insights from a teacher, the in-charge of waste
management, and the dining manager of our school. The teacher highlighted that waste
always has a negative impact, whether at the school, state, or global level. At the school
level, unmanaged waste can harm students’ and teachers’ health, increase absenteeism, and
disturb academics as well as the learning environment. At the state and global level,
improper waste disposal can deplete resources, cause pollution, lead to land degradation,
and create serious challenges for future generations in terms of survival and clean air.

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The in charge of waste management explained the practical process followed in our school.
According to him, school employees and workers collect the waste and place it in dustbins.
Later, the municipal corporation members arrive with tractors to take it away. He also
shared that workers ensure their own safety by wearing masks and gloves while handling the
waste, which helps in maintaining hygiene and cleanliness across the campus.

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The dining manager provided details about the type of waste generated in the dining hall.
He mentioned that nearly 15–20% of vegetable waste is produced daily, mainly from
peelings and cuttings. This waste is not discarded carelessly but instead sent for
composting, where it is converted into manure. The manure is then used in the school
farmhouse, plantation areas, and for flowering, which reflects the school’s effort toward
sustainability.

Video link:
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Overall, the interviews made it clear that waste is a major concern with harmful effects at
every level, but our school is taking significant steps to manage it effectively. Through
segregation, safety measures, and composting, the school demonstrates that proper waste
management can reduce harm and also create useful resources for the environment.

Part 2: How Does India Manage Its Waste

For the second part of the program, our class was divided into four groups. Each group was
given a case study from a different city of India — Delhi, Mumbai, Kolkata, and Bengaluru.
We worked in teams, read the material, discussed among ourselves, and then presented it to
the class. Some groups quietly read and wrote down their points, others explained things to
each other before writing, and finally, everyone came forward and shared their learnings. It
was interesting to see how different groups presented in their own styles, but together we
learned a lot about how waste is managed in different parts of the country.

Case Studies

Delhi:

The group told us that Delhi struggles mainly because of burning waste and huge landfills.
Burning garbage releases harmful smoke which increases asthma and even cancer cases.
They compared this to our school and said that although sometimes our waste also gets
mixed, at least we are composting part of it, which prevents such pollution.
Mumbai:

The Mumbai case study focused on plastic. The group explained that most of the plastic
ends up in the sea, where it breaks down into microplastics. These enter fish and finally
come back to humans. They suggested that just like Mumbai does beach clean-ups, we could
also organize small clean-up drives in our campus or nearby areas. They also reminded us to
use less single-use plastic in school.
Kolkata:

Here, students shared about the garbage mountain at Dhapa. From this dump, toxic water
leaks into the ground and smoke pollutes the air, making people sick. They compared it with
our school, where workers carefully collect and dispose of waste every day. They said that if
cities like Kolkata had better segregation and composting like our school’s dining hall, such
huge landfills could be avoided.
Bengaluru:

This group explained that overflowing bins are the main issue in Bengaluru. These attract
dogs, rats, and flies which spread diseases, and people often burn waste, adding to the
pollution. They related this to our dining hall bins, which can also overflow if not emptied on
time. Their solutions were composting, biogas plants, and proper collection systems.
Reflection from Case Studies
After listening to all the groups, we realised that the problems in cities may look different
but the root causes are the same — poor segregation, careless disposal, and lack of
awareness. The solutions are also similar everywhere: waste should be separated at the
source, composting and recycling should increase, and everyone must take responsibility.
We also understood that just like these cities, our school too needs to improve its system
and move towards more sustainable practices.

Brainstorming Ideas
During the discussion, we brainstormed how our school can do better:

Keep separate bins for dry and wet waste in every classroom.

Avoid using plastic bottles and snack wrappers in the canteen.

Expand our composting system so more organic waste is reused.

Organize awareness campaigns among students, just like cities do for citizens.

Did You Know?

While preparing, we came across some surprising facts:

India generates over 150,000 tonnes of waste every day.

Only about 30% of this waste is processed; the rest goes to landfills.

A single plastic wrapper takes hundreds of years to break down.

These facts made us realise that every small action, even in school, matters.

Linear vs Circular Economy

We also learned about the difference between linear and circular systems of waste. In a
linear economy, waste is produced, used, and then thrown away. This is what happens in
most cities and sometimes in our school too, when all waste is collected in the same bin. In a
circular economy, waste is reused or recycled into something useful. Our school’s
composting system is a small but clear example of circular practice, where vegetable waste
is turned into manure for our garden. This showed us that if we adopt more circular ideas,
waste can actually become a resource.

Reflection Questions
Q1. What are the differences and similarities between waste
problems in these four cities?

The problems are different in form — Delhi has air pollution, Mumbai has
plastics in the ocean, Kolkata has giant landfills, and Bengaluru has
overflowing bins. But all share the same root causes: lack of segregation and
careless disposal.

Q2. How are people in these cities affected by waste?

People suffer from diseases like asthma, diarrhoea, and even cancer. Pollution
affects their air, water, and food, and in the case of Mumbai, microplastics
enter the food chain.

Q3. What role does nature play in these problems?

Nature gets polluted when toxins leak into soil, water, and air. Animals like
cows, fish, and stray dogs are directly harmed when they eat plastic or live
near waste.

Q4. Can you connect these city problems to your own school or
locality?

Yes. For example, just like Bengaluru, our dining hall bins can overflow if not
cleared on time. And like Mumbai, our school also produces plastic waste
from wrappers and bottles.

Q5. What are some solutions that were suggested in the case
studies?

Segregating waste at source, composting, recycling, biogas plants, awareness

campaigns, and reducing single-use plastic.

Q6. Which of these solutions can be applied in your school?

Segregating waste in classrooms, composting more food waste, avoiding

plastics in the canteen, and organizing awareness campaigns.

Q7. Why do you think these solutions are not always implemented?

Because of lack of awareness, carelessness, and sometimes lack of resources.

Many people feel it is not their responsibility, so waste keeps piling up.

Q8. What can students like you do to make a difference?

We can start with small steps — using bins properly, reducing plastic, helping
with composting, and spreading awareness among our friends and families.
Even small actions can bring change.

Final Conclusion
Doing this activity really opened our eyes to how serious the issue of waste is. At first, we
only thought about it in terms of our school, but through the interviews and case studies, we
realised it’s a problem at every level — from classrooms to big cities.

From the teacher, we understood how unmanaged waste directly affects students and
teachers by harming health and disturbing academics. The in charge of waste management
showed us the ground reality of how waste is collected and safely handled. The dining
manager taught us that waste can actually become useful when composted and turned into
manure. Together, these conversations made us see that waste doesn’t just disappear after
we throw it away — it has consequences.

Then, when we studied the case studies of Delhi, Mumbai, Kolkata, and Bengaluru, we
understood how cities too are struggling with the same issues, only on a much bigger scale.
Different places had different problems, but the common thread was lack of segregation and
careless disposal.

The most important lesson we learnt is that waste can either be a burden or a resource. If we
keep following the linear system — use and throw — we will only create landfills, pollution,
and health problems. But if we start adopting a circular system — reduce, reuse, recycle, and
compost — then waste can actually give back to us. Our school’s composting is already a
small example of this change, and it shows that even small efforts matter.

In the end, this activity made us realise that waste management is not just the responsibility
of workers or authorities — it’s everyone’s job, including us students. Even small steps like
using bins properly, reducing plastic, and supporting composting can create a big difference.
If we all do our part, then schools, cities, and even the country can move towards a cleaner
and healthier future.

ACTIVITY-4 Segregating Waste and

Composting

Objectives
The main objective of this activity was to understand how waste can be managed in a proper
way instead of simply throwing it away. By doing this activity, we wanted to learn about the
difference between biodegradable and non-biodegradable waste, and how biodegradable
waste can be recycled into compost. Composting is important because it not only reduces
the amount of garbage that goes into landfills but also produces a natural fertilizer that
helps plants grow better. Our aim was to see this process in action by trying it ourselves in a
simple and practical way.

Materials We Used
For this activity, we collected materials that are usually available at home or around us.

Browns (carbon-rich): Dry leaves, sawdust

Greens (nitrogen-rich): Fresh leaves, grass clippings, vegetable waste (like peels and
leftovers)

Other materials: A little soil, water (to maintain moisture)

Container: One plastic bucket, in which we drilled small holes for air circulation

These materials were chosen because composting needs both carbon and nitrogen sources.
Browns (like dry leaves) help to absorb moisture and balance the smell, while greens (like
vegetable peels) provide nitrogen that speeds up the decomposition.

Procedure We Followed

1. Segregating the Waste

First, we separated biodegradable and non-biodegradable waste. Things like plastic
wrappers, glass, and metals were kept aside as they cannot be composted. For the compost,
we collected only biodegradable items such as dry leaves, grass, and vegetable peels.
2. Preparing the Compost Bucket
We took a plastic bucket and drilled small holes on its sides. This step was very important
because these holes allowed air to flow inside. Without air, the waste would rot and smell
bad. With air circulation, proper aerobic decomposition could happen.
3. Layering the Waste
At the bottom of the bucket, we placed a layer of dry leaves and sawdust (browns).

On top of that, we added a layer of vegetable peels, fresh leaves, and grass clippings
(greens).

We then sprinkled a thin layer of soil and a little water to keep it moist.

We repeated the same layering process: browns → greens → soil + water.

We always made sure that the topmost layer was dry leaves (browns), because this kept the
compost neat and prevented any foul smell.
4. Maintaining the Compost
We regularly checked our compost bucket. If it looked too dry, we sprayed a little water. If it
was too wet, we added more dry leaves. The holes we made in the bucket kept the waste
aerated, and this helped the decomposition go smoothly without creating any bad odour.
Observations
In the beginning, the bucket just looked like a mix of waste materials. The vegetable peels
and fresh leaves were clearly visible, and the bucket looked like it was filled with garbage.
After a few days, we noticed that the size of the waste was reducing. The materials started
breaking down and losing their original shape.
As weeks passed, the waste transformed completely. It turned into a dark brown, crumbly
substance that had an earthy smell — just like soil after rainfall.

It was surprising to see that what once looked like kitchen and garden waste had turned into
something that could enrich the soil. Holding the compost in our hands felt very satisfying
because we had created something useful from waste with our own effort.
Important Learnings
Composting is a natural recycling process where waste is broken down into useful manure.

Not everything can go into compost — items like plastic, metal, oily food, and meat should
never be added.

The right balance of “browns” and “greens” is necessary for good compost.

Moisture and air circulation are very important to avoid foul smell.

Even a simple bucket can be used for composting if we follow the proper method.

Composting not only reduces waste but also gives back to nature by making the soil fertile.

Understanding the process of Vermicomposting

From the box given in the activity, we also learned about vermicomposting.

In vermicomposting, special types of earthworms are used to make compost. The worms eat
organic waste such as vegetable peels, leaves, and grass. After digesting it, they release a
nutrient-rich material called vermicompost.

Vermicompost is much healthier for plants than normal soil. It contains:

5 times more Nitrogen

7 times more Phosphorus

11 times more Potassium

While moving in the compost, earthworms make small tunnels. These tunnels allow air to
circulate, which helps the waste to break down faster.

Earthworms for vermicomposting can be bought from nurseries, garden shops, or farmers
who are already doing this.

Vermicomposting is a faster and more effective way of composting. The compost made by
worms is soft, rich in nutrients, and very beneficial for farming and gardening. It also
reduces the need for harmful chemical fertilizers.

Brainstorming Insights:
While doing this activity, we also discussed why composting is so important for India:
Nearly 50% of our waste is organic and biodegradable. If we compost it properly, it won’t
end up in dumpsites.

The Government of India had even passed a law to convert organic waste into compost or
biogas by October 2019, but proper implementation is still lacking.

Farmers often don’t use urban compost because sometimes waste is mixed with plastics and
heavy metals, which contaminates the soil.

Contaminated compost can spread diseases and harm plants instead of helping them.

Therefore, it is necessary to make clean and rich compost by following proper rules.

If done correctly, urban compost can become a blessing for farmers, who otherwise spend a
lot of money on chemical fertilizers.

This made us realize how important it is to compost properly, so that farmers can trust and
use it.

Reflection Questions
1. How does composting reduce waste?

Composting reduces waste because it converts biodegradable garbage into

compost instead of sending it to landfills.

2. What are the other benefits of composting?

Composting improves soil fertility, provides free natural manure, reduces

pollution and bad smell, saves money on fertilizers, and encourages eco-
friendly living.

3. What gets composted in nature?

In nature, dry leaves, fallen fruits, twigs, flowers, and dead plants fall to the
ground and slowly decompose with the help of microorganisms and worms,
forming humus in the soil.

4. What can you do if there is more compost than what your school
can use?

Extra compost can be shared with local farmers, used in community gardens
or parks, or distributed among students and teachers for their home plants.

5. Where can you get the earthworms for composting? Where can
you learn more about composting from?
Earthworms can be bought from nurseries, garden shops, or farmers. More
knowledge about composting can be learned from agricultural experts, NGOs,
or online resources.

Conclusion
This activity was one of the most practical and enjoyable experiences for us. Using a simple
bucket with holes, some dry and fresh leaves, soil, and water, we turned ordinary waste into
compost. The whole process showed us that waste is not really useless, it can be
transformed into something valuable.

Through this, we understood that even small steps like segregating waste and making
compost can have a big impact on the environment. The compost we created will help
plants grow stronger and healthier, and it also reduced the garbage we would have
otherwise thrown away.

This activity not only taught us how composting works but also gave us a sense of
responsibility toward nature. It proved that sustainable living starts with small and simple
actions.

Additional Learning from References

Vermicomposting :

From the material, we learned that earthworms can be added to compost to make it faster
and richer. This process is called vermicomposting.

Earthworms eat organic waste and turn it into “vermicompost,” which is full of nutrients like
nitrogen, phosphorus, and potassium (NPK).

Vermicompost improves soil quality and provides better nutrition to plants.

Worms also create tunnels in compost, which allows more oxygen inside.

Brainstorming Insights:

India generates a huge amount of biodegradable waste. If all of us start composting, it can
reduce landfill waste and help farmers.

Farmers often buy costly chemical fertilizers. Compost can be a natural, cheaper
alternative.
but for compost to be useful, it must be “clean” and not mixed with plastics or harmful
waste.

Government policies encourage composting, but awareness and proper methods are still
needed.

Our Experience

Since only our group performed this activity, we were involved in every stage — from
collecting waste to drilling holes and layering the compost. Doing it ourselves gave us
practical knowledge and confidence. It felt good to know that our compost will soon be
ready and can be used in the school garden as a natural fertilizer.

Reflection Questions
Q1. How does composting reduce waste?

Composting reduces biodegradable waste going to landfills by converting it

into manure.

Q2. What are the other benefits of composting?

It enriches soil, reduces pollution, saves money on fertilizers, and helps

manage waste sustainably.

Q3. What gets composted in nature?

Fallen leaves, grass, and other organic matter naturally decompose into
compost.

Q4. What can you do if there is more compost than what your
school can use?

Extra compost can be shared with farmers, donated to community gardens,

or used in nearby parks.

Q5. Where can you get the earthworms for composting? Where
can you learn more about composting from?

Earthworms can be purchased from plant nurseries or local

vermicomposting units. More knowledge about composting can be learned
from books, environmental workshops, and government awareness program
 Activity 5 – The R’s of Waste for a
Zero-Waste School

Objective
The aim of this activity was to understand how waste can be managed using the 7 R’s of
Waste Management (Reduce, Reuse, Repair, Recycle, Rot, Recover, and Landfill). The activity
also involved applying these concepts to real-life school items and spreading awareness
through the Zero Waste Card Game with junior students.

Procedure and Classroom Learning

At the beginning, most of us could only recall the common three R’s: Reduce, Reuse,
Recycle. Then our teacher explained that there are actually seven R’s, which form a
hierarchy of waste management.

To demonstrate, the teacher took the example of a school bag and showed us how each R
can be applied. After that, she encouraged us to come up with our own examples. A few
students volunteered, and the discussion went like this

1. School Bag

The teacher explained this example first.

Reduce: Do not keep buying new bags every year. A strong bag can be used for many years.

Reuse: The same bag can be given to a younger sibling or friend instead of throwing it.

Repair: If the strap tears or the chain breaks, a cobbler or tailor can fix it.

Recycle: An old cloth bag can be cut and stitched into mats, covers, or dusters.

Rot: Bags made of natural material like jute or cotton will decompose if thrown in soil.

Recover: Zips, buckles, and straps can be removed and reused in other things.

Landfill: Only the parts made of synthetic plastic which cannot be reused will finally go
here.
This example made us realize that an item we use every day can be handled in many better
ways instead of simply throwing it away

2. The uniform worn to school

One pupil used the example of the uniform. Minimize: Avoid buying unnecessary extra
uniforms. Two or three sets will suffice. Reuse: Old uniforms can be passed down to juniors
or siblings. Repair: It is simple to sew small tears, missing buttons, or ripped pockets back
together. Recycle: Used uniforms can be turned into cleaning cloths, handkerchiefs, or cloth
bags. Rot: Cotton uniforms will naturally decompose in soil. Recover: Large portions of old
uniforms can be used for school projects or crafts. Landfill: This location would only be used
for synthetic materials that are hard to recycle or break down. We learned from this that
even clothes, which we usually throw away, can be used in a variety of ways before winding
up in a landfill.

3. Shoes
Another student talked about shoes.

Reduce: Do not buy new shoes every time for fashion or style. Use the same pair until it is
not usable.

Reuse: Proper polishing and care can extend the life of shoes for many years.

Repair: Broken soles or straps can be fixed by a cobbler instead of buying new ones.

Recycle: Old shoes can be reused as planters for small plants or for decorative purposes.

Rot: Leather shoes will slowly decompose when left in soil.

Recover: Rubber soles and laces can sometimes be separated and reused.

Landfill: Synthetic sports shoes or torn parts that cannot be recycled will end up in landfill.

This example showed us how even footwear, which we usually think has no use once torn,
can still follow many of the R’s..

4. Flowers for Decoration

Finally, another student gave the example of flowers.

Reduce: Stop plucking fresh flowers every day for decoration.

Reuse: Dried flowers can be kept and used for artwork or decoration.
Repair/Replace: Instead of real flowers, we can make paper flowers for decoration.

Recycle: Old and waste paper can be recycled to prepare craft flowers.

Rot: Natural flowers can be composted to make manure.

Recover: Petals of flowers can be used to make natural colors.

Landfill: Only mixed flower waste with plastics may end up here.

This made us realize that creativity can also reduce waste, as in the case of making paper
flowers instead of cutting fresh ones daily.

The zero-waste card game

After completing the exercise on the R’s of Waste, we conducted the Zero Waste Card Game
within a single group of 6 students. The group was divided into two teams of 3 each, who
played against one another.

Students rolled the dice, moved their counters, and answered questions depending on the
colour of the box they landed on:

Green cards focused on identifying good and bad practices.

Blue cards asked students to choose the correct bin.

Red cards tested their knowledge of the correct ‘R’.

The game created a very lively atmosphere. Team members cheered when someone gave
the right answer and laughed when someone made a mistake, but they also quickly
corrected each other. For example, when one student said that a toffee wrapper belonged in
the green bin, the others immediately shouted, “No, it’s blue!” This made the activity both
fun and educational.

Through the game, students were able to understand waste management concepts in an
interactive way, without feeling like it was a dry subject.

Reflection Questions
1. Is just putting waste into bins enough to make a Zero-Waste
School?
No. We understood that only using bins does not reduce waste. A Zero-Waste
School means we have to stop waste at the source by reducing, reusing,
repairing, and composting. Bins are just for segregation, but they cannot
solve the problem alone.

2. Why should we follow all the R’s?

Because every R is important. Reducing helps us avoid waste in the first

place, reusing and repairing increase the life of objects, recycling gives new
life to old materials, rotting makes natural compost, and recovering saves
useful parts. Only landfill should be the last option. Following all R’s saves
money, resources, and the environment.

3. Do we reuse everything we recycle?

Not all of it. Waste is a constant in recycling. For instance, some of the fibers
in recycled paper are lost, making it less durable than new paper. This
indicates that recycling is helpful but not flawless, and that reducing and
reusing should be our top priorities.

4. Do "green" or "eco-friendly" products always have superior

quality?

Not every time. While they are unquestionably superior to plastic, excessive
use can also be harmful to the environment. For instance, excessive paper bag
use can result in tree waste. Even if a product is environmentally friendly, the
best way to avoid waste is to use it carefully.

5. How many R's can we use in real life?

Almost all of them. At our school, we can fix uniforms, recycle paper, compost
food waste, reuse bottles, and recover useful items. Lastly, a very small
percentage should wind up in a landfill.

6. How can we turn our school into a zero-waste establishment?

By promoting repair and reuse, avoiding single-use plastics, composting

canteen waste, and following the seven Rs every day. If each student makes
even a small contribution, the entire school can reach zero waste.

conclusion
From this activity, we gained a thorough and useful understanding of the seven Rs of waste
management from this exercise. The concept was made easier to understand by the
teacher's explanation using the school bag, and the students' examples demonstrated how
practically everything we use can adhere to the seven Rs. The teacher’s explanation using a
school bag, along with students’ examples (like shoes, uniforms, and using paper flowers
instead of plucked flowers), made the concept simple and relatable.

It was also a lot of fun to play the Zero Waste Card Game with our Classmates as The Zero
Waste Card Game played in one group of 6 students (3 vs 3) made the learning process fun
and interactive. We realized that games are a more effective way to learn compared to
lectures. Finally, we concluded that recycling alone is not enough. To truly become a Zero-
Waste School, we must focus on reducing, reusing, repairing, composting, and recovering as
much as possible, with landfill being the last resort.

PART A: ELECTIVES

ACTIVITY 2: THE PACKAGING PROBLEM

Repackaging the Parle-G Biscuits in Eco-Friendly Material

Step 1: Item Chosen

We chose Parle-G biscuits to repackage in a way that is more sustainable and more eco-
friendly

Step 2: Current Packaging Analysis

Impact on the environment: Currently packed in a multilayer of metallized and plastic,
which are both non-biodegradable and nearly impossible to recycle. This adds to the
persistent waste problem we are currently facing.

• Protection: Great protection from moisture and breakage, but the protective features
are detrimental to the planet.

• Appearance: Visually appealing, but the image could be remade using natural
alternatives.

• Usability: Simple to tear open but impossible to reseal.

• Cost: Production is expensive, but the cost to mother nature is more.

• Overpackaging: Not described as heavily overpackaged, however, the overpacking is

an issue.

• Layers: Two to three plastic layers

• Materials: Metallized plastic film.

• Alternatives: Biodegradable paper, cardboard, and materials made from biological

agricultural waste.

Step 3: Redesigning the Packaging

We used cardboard and paper to redesign the packaging.

• Inner Layer: Wrapped the biscuits in plain biodegradable paper which acts as a
protective layer.

• Outer Layer: Used the cardboard as the primary packaging since it is strong and
recyclable

• Branding: Can be printed on the cardboard using eco-friendly or soy based ink.

• Moisture Resistance: The biscuits are packed neatly by the paper and the cardboard
offers moisture resistance.

Step 4: Outcomes and Evaluation

The new packaging materials are protective, eco-friendly and cost-effective. Along with the
protective features, the materials used are sustainable. The new packaging is also quite
appealing and nature-friendly.

Measures of success are visual impact, cost, delivery, and whether the aim is achieved or
not. Evaluation of the packaging design is mostly based on the cost. Parle-G biscuits are
made with a profit, and the cost goes to the packaging.

The result is a profit and cost-effective packaging that is also sustainable and eco-friendly.
Each and every goal that was set was achieved.

There was a lack of design which made it simple and cost-effective. The single design has
made the packaging modular with the separate layers easily assembled. It is a huge success
and a matter of simplicity.
Previous documents are final and history. Each step goes to detail for the packaging. The
success goes to the timeline which shows the gradual design of the packaging.

Reflection Questions
[Link] of a natural form of packaging, something like a banana
skin. Why do you think it evolved to be packaged this way?

A banana has its own natural cover which protects it from dust, dirt, and
insects. The skin keeps the fruit fresh and safe until we eat it. I think it
evolved this way because it needed protection while growing, just like man-
made packaging protects products.

2. Can similar methods be employed in man-made packaging?

Yes, definitely. Just like fruits have natural covers, we can design packaging
from natural or biodegradable materials like paper, leaves, or cardboard. It
would protect the product and also not harm the environment.

3. Can you think of any product for which the packaging problem
can be solved in some innovative way?

Yes, cold drinks or juices can be sold in glass bottles that can be returned and
reused. Even biscuits or cakes can be packed in paper/cardboard boxes
instead of plastic. Buy-back systems or refill stations would also reduce
waste.

4. What are some of the types of packaging that cannot be recycled

easily? How can those problems be addressed?

Things like metallized plastic (used in chips, biscuits, snacks) and thermocol
are very hard to recycle. To solve this, companies should slowly replace them
with biodegradable films, cardboard, or other eco-friendly materials.

5. Which providers or companies need alternatives to packaging

since they are packaging a lot?

Online shopping sites like Amazon or Flipkart, food delivery apps like Zomato
and Swiggy, and factories that sell daily-use items use too much packaging.
They really need better alternatives.

6. How can they ideate on creating less packaging?

They can use one simple outer cover instead of multiple layers, avoid bubble
wrap and replace it with shredded paper or cardboard, and even start
reusable boxes for deliveries.
7. Apart from plastics, what other materials are used for
packaging? Are they harmful to the environment?

Materials like thermocol, styrofoam, or polystyrene are also used. Yes, they
are harmful because they don’t break down easily, they pollute land and
water, and animals can die if they eat them.

ACTIVITY 3 : AGRICULTURE AND WASTE

Objective

The main purpose of this activity was to understand that almost every farming practice
creates some kind of waste. The task also aimed at identifying the types of waste that
farmers deal with and to study how waste management has changed over the years. For this,
two girls from our group went to nearby farmers, asked them questions, and then shared
their learnings with us.

Moving further,

As a part of the work, the two girls interacted with two farmers from the local area. They had
a set of questions with them related to crops, waste produced, how the waste is managed,
its effects, and the role of climate change.

Farmer 1

The first farmer grows sugarcane and okra. He told the girls that the waste mainly comes
from plant cuttings, fallen leaves, and some damage caused by pigs, mice and insects. For
sugarcane, he uses an organic medicine which reduces leaf fall. In case of okra, there isn’t
much waste, so the remains are simply buried under the soil.

He explained that this way of disposal is safe since the medicine is organic and does not
harm humans or the environment. The buried leaves also decompose slowly and make the
soil better. The girls also came to know that leftover pieces of sugarcane are put into a
compost pit.

The farmer did share his concern about climate change, saying that it reduces crop yield and
increases insect attacks. He estimated that around 10–12 tons of waste per acre is produced
on his farm.

Farmer 2
The second farmer grows only sugarcane. He said that the main waste in his farm is
sugarcane debris. Most of it is either buried in the soil or used to prepare fertilizers, which
are sometimes also sold commercially.

But before harvesting, the crop is often burned, which leaves behind ash and causes air
pollution. The girls noted that while making compost out of sugarcane waste is useful,
burning is clearly harmful.

This farmer too confirmed that climate change has affected both the quality and the yield of
his crop. According to him, around 4–5 tons of waste per acre is produced on his land.

Overall Learning

From both interviews, the girls realized that farmers try to recycle their waste in different
ways like composting or burying it in soil. But some practices like burning crops before
harvest are still common and harmful. They also noticed that climate change is a big
problem for both farmers and has become a serious challenge in farming.

Reflection Questions
Q1. What sustainable alternatives can you suggest for the waste
generated by the farmers?

The girls felt that instead of burning, farmers can use options like
vermicomposting, bio-fertilizers, or bio-energy production. These methods
are safer for the environment and also useful for the crops.

Q2. Would all farmers have answered the same way?

If not, why? Not every farmer would give the same answer. It depends on the
crop they grow, the size of the farm, and the area they belong to. For example,
rice farmers face stubble burning issues, vegetable farmers may face waste
from spoiled produce, and small farmers often recycle more. On the other
hand, large farmers may burn waste quickly to save time.

Q3. What differences do you see in how your parents or

grandparents dealt with agricultural waste compared to what
farmers do today?

The girls noticed that in the past, almost everything was reused. Crop
remains were used as fodder, cow dung was natural manure, and crop waste
was put back into the soil. Burning was not common. But today, because of
modernization and pressure to clear fields quickly, burning and chemicals are
more common, which is harmful to nature.
Conclusion
Through these interviews, the two girls understood how waste is produced in farming and
how farmers deal with it. When they shared their findings, we as a group also learned many
things. We now know that composting and organic methods are good for soil and crops,
while burning creates air pollution and health problems.

Both farmers told us that climate change is making farming harder, reducing both crop
quality and quantity. This made us realize how sensitive farming is to changes in weather.

In the end, the girls’ effort not only helped them but also helped all of us to understand that
sustainable methods of waste management are very important for protecting the
environment, farmers’ income, and the future of agriculture.