Module 5.4: Exercise 1
Once the diagnosis has been made, we will see for each of these activities what management is currently done and what could be done in the future to improve it:
Activities/Spaces | currently | Alternative solutions or methods |
Breakfast | Common bin or on the floor | - Distribute envelopes or paper bags (boc'n roll custom) - Specific bins for each waste (plastic, paper, organic fraction) |
Dining room/ Kitchen | - All the remains are thrown in the same bin. - Poor control of water consumption | - Make a selective separation by separating the organic fraction from its remains. - Individual and reusable cloth napkins. - Put a water meter or that there is only one jug at each table and thus rationalize it. |
Classroom | Accumulation of large amounts of paper in bins as well as plastic containers and aluminum foil (absence of organic matter) | - Specific trash in the classroom for each waste (plastic, paper and remains). - Reduce paper consumption with the use of computers and tablets. |
school transport | A certain number of students arrive at the center with their own motorized vehicle. | Promote other healthier and more sustainable forms of transport such as cycling, walking or public transport |
Dressing rooms/WC | - An abundant amount of soap is used daily. - Toilet paper and paper towels for drying hands are often wasted. - Excessive water consumption in toilets. | - Put soap dispensers (ecological) with a mark that indicates the daily consumption. - Replace paper towels with dryers. - WC buttons with two different water discharges. |
Activity: Design your own guideline to carry out the diagnosis in your class in accordance with the activities and spaces where the educational activity of your students is distributed.