This is a Self-Learning Module (SLM) for the Technology and Livelihood Education (TLE) Aquaculture Exploratory Course for Grade 7 and Grade 8. It is Quarter 2, Module 12, and covers Lesson 6: Protecting the Marine Environment (PME). After working through it, learners can name the different categories of marine garbage and sort waste correctly. The module was published by DepEd SOCCSKSARGEN Region (First Edition, 2020).
On this page 8 sections
What learners will learn
The module explains ways to protect the marine environment. By the end of it, learners are expected to:
- Identify different marine garbage categories
- Perform garbage segregation
Why the marine environment matters
The module calls the marine environment one of the most important resources on Earth. The sea covers up to 70.8% of the Earth’s area and is described as “the hometown of life.” Marine ecosystems also:
- regulate the climate
- prevent erosion
- collect and distribute solar energy
- absorb carbon dioxide
- maintain biological control
People depend on the sea for income, well-being, and quality of life. As the population and human activity grow, more contaminants reach the ocean. These come from treated and untreated wastewater, agriculture, shipping, port activities, aquaculture, offshore oil exploration, fossil fuel use, and industry. They can dissolve in water, settle in sediments, or be eaten by animals.
Garbage from ships and from shore
Ship garbage can be as deadly to marine life as oil or chemicals. The biggest danger is plastic, which can float for years. Fish and marine mammals may eat plastic, thinking it is food, and nets, bags, and other items can trap animals. Much beach garbage comes from people on shore, such as beach visitors, fishermen, and towns that dump rubbish into rivers or the sea. In some areas, most of it comes from passing ships. The module also points out that the sea can break down many items, but this can take months or years.
The 11 marine garbage categories
| Category | What it includes |
|---|---|
| Plastics | Packaging, bottles, containers, ship parts such as fiberglass and piping, disposable utensils and cups, bags, floats, strapping bands, rope, and ashes from burned plastic |
| Food wastes | Spoiled or unspoiled food such as fruits, vegetables, dairy, poultry, meat, and food scraps, mainly from the galley or dining area |
| Domestic wastes | Waste from living spaces on board not covered elsewhere, such as paper products, rags, glass, metal, bottles, and crockery |
| Cooking oil | Edible oil or animal fat used or meant for cooking (not food cooked in it) |
| Incinerator ashes | Ash and clinkers from shipboard incinerators |
| Operational wastes | Solid wastes, including slurries, from cargo handling (pallets, plywood, cardboard, wire, steel strapping) and from maintenance (soot, scraped paint, deck sweepings, oily rags) |
| Animal carcasses | Bodies of animals carried as cargo that die or are put down during the voyage |
| Fishing gear | Any device placed in the water or on the seabed to catch or harvest marine or freshwater organisms |
| E-waste | Electronic cards, gadgets, instruments, computers, printer cartridges, and similar items |
| Cargo residues (non-HME) | Waste left on deck or in holds after cargo is unloaded |
| Cargo residues (HME) | Residues of cargo classified as Harmful to the Marine Environment |
Two best practices for segregating garbage on ships
- Specify the storage areas. These are named in the ship’s Garbage Management Plan and have proper receptacles that follow a color code for each category.
- Use proper waste receptacles. Bins should be easy to use and maintain, secured so they do not move when the ship rolls, and in good condition with no side or bottom openings.
Strategies for protecting the marine environment
The module lists these protection measures:
- MARPOL (Marine Pollution) Convention: the main international agreement to prevent pollution from ships, whether from normal operations or accidents.
- Marine Protected Areas (MPAs): areas set aside and managed to protect marine ecosystems, habitats, and species, helping restore resources.
- Sustainable Development Goal (SDG) 14: aims to conserve and sustainably use oceans, seas, and marine resources.
- Government mandates on proper waste segregation and disposal: meant to build discipline in sorting and disposing of garbage on land and at sea.
Activities in this module
- What I Know, Activity 1.1 “I WILL”: learners write “I WILL” or “NOT” for 10 statements about protecting the sea, such as bringing a reusable bag or buying coral jewelry.
- What’s In, Activity 1.2 “Can I Still Remember This?”: five multiple-choice questions reviewing the previous lesson on waste.
- What’s New, Activity 1.3 “Behind a Picture Is a Story”: learners write a short story with a title about a photo of a garbage-covered shoreline.
- What’s More, Activity 1.4 “Let’s Familiarize It”: learners define five terms (marine environment, marine ecosystem, marine pollution, waste contaminants, waste segregation) before and after reading.
- What I Have Learned, Activity 1.5 “Designing Solution”: learners name at least three marine problems and a solution for each.
- What I Can Do, Activity 1.6 “Let’s Do It!”: learners sort 15 items, such as an apple core, broken glass, a fishing net, and damaged computers, into labeled bins, then answer two process questions.
- Assessment, Activity 1.7 “Modified True or False”: 10 statements; learners correct the underlined word in false ones.
- Additional Activities, Activity 1.8 “Protected Marine Environment”: learners draw a protected marine environment and explain it in at least 50 words.
How to use this module
- Learners: Start with the pretest in Activity 1.1, then follow the parts in order. Write your answers on a separate sheet of paper, not on the module. Check your work honestly using the answer key at the end. Ask your teacher or facilitator if a task is hard.
- Parents and facilitators: The module includes notes to help you support home-based learning. Encourage your child to read each direction carefully before answering.
- Teachers: The answer key covers Activities 1.1, 1.2, 1.6, and 1.7. Activities 1.3, 1.4, 1.5, and 1.8 are open-ended, so check them yourself, along with the process questions in Activity 1.6.
Frequently asked questions
What grade and quarter is this module for?
It is Quarter 2, Module 12 of the TLE Aquaculture Exploratory Course for Grade 7 and Grade 8. The lesson inside is Lesson 6: Protecting the Marine Environment.
What are the marine garbage categories in this module?
The module lists 11: plastics, food wastes, domestic wastes, cooking oil, incinerator ashes, operational wastes, animal carcasses, fishing gear, e-waste, cargo residues (non-HME), and cargo residues (HME).
Does the module have an answer key?
Yes. The answer key at the end covers Activities 1.1, 1.2, 1.6, and 1.7. The open-ended activities, such as the story, the problem-and-solution table, and the drawing, are checked by the teacher.
What does HME mean?
HME stands for Harmful to the Marine Environment. It refers to cargo that meets certain criteria for being harmful to the sea.
What is MARPOL?
MARPOL (Marine Pollution) Convention is the main international agreement that aims to prevent pollution from ships, whether caused by normal operations or accidents.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Aquaculture Exploratory Course Quarter 2 – Module 12: Protecting Marine Environment (PME)
AQUACULTURE EXPLORATORY COURSE Quarter 2 – Module 12: PROTECTING MARINE ENVIRONMENT (PME)
[illustration: students and a teacher learning outdoors and at home, with a globe, a lamp, and a child writing; the ADM (Alternative Delivery Mode) logo is at the bottom]
CO_Q2_TLE-Aquaculture 7/8_Module12
TLE – Grade 7/8
Alternative Delivery Mode Quarter 2 – Module 12: Protecting Marine Environment First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers : DESIREE BARETE EMBAJADOR, KATHLEEN JOY P. BARTIANA Editor : PINKY G. TANAP Reviewers : MARIO DONIO, EDWARD RYAN F. GULAM Illustrator : ASCER P. ABELLON JR. Layout Artist : GERALD V. LAUGLAUG, MAYLENE F. GRIGANA, JEFFERSON D. UY Management Team: ALLAN G. FARNAZO, FIEL Y. ALMENDRA, GILDO G. MOSQUEDA, NERISSA A. ALFAFARA, GILBERT B. BARRERA, ARTURO D. TINGSON JR., PETER VAN C. ANG-UG, DONNA S. PANES, JUDITH B. ALBA
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: region12@deped.gov.ph
Protecting the Marine Environment (PME)
AQUACULTURE EXPLORATORY COURSE Quarter 2 – Module 12: Protecting the Marine Environment (PME)
EXPLORATORY COURSE GRADE 7 and GRADE 8
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, notes to the teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thankyou.
Lesson 6: Protecting the Marine Environment (PME)
What I Need to Know
This module was designed to help you know some measures and ways in protecting the marine environment. The scope of this module permits it to be used in many different learning situations.
After going through this module, you are expected to:
- Identify different marine garbage categories
- Perform garbage segregation
What I Know
Activity 1.1 “I WILL”
Direction: Below are statements that may or may not be a proper way of protecting the marine environment. Write the word “I WILL” if the statement describes the proper way of protecting the marine environment and write “NOT” if it does not describe the proper way of protecting the marine environment. Write your answer in the space provided before the number.
_____________1. Start being conscious of your energy use at home and work.
_____________2. Bring your own reusable bag when shopping and practice recycling whenever possible.
_____________3. Choose to eat seafood that is both healthful and sustainable to help reduce the demand for overexploited species.
_____________4. Avoid interfering with wildlife, or removing rocks and corals while exploring the ocean.
_____________5. Purchase items such as coral jewelry and shark products.
_____________6. Release aquarium fish into the ocean or other bodies of water.
1 CO_Q2_TLE-Aquaculture 7/8_Module12
_____________7. Try to volunteer for hands-on work or advocacy with a national organization.
_____________8. Patronize restaurants and groceries that offer sustainable seafood.
_____________9. Throw your empty bottle overboard.
_____________10. Be aware about oceans and marine Life.
What’s In
Let’s try to recall your previous lesson. Answer the following questions:
Activity 1.2 “CAN I STILL REMEMBER THIS?”
Read and analyze each item carefully. Write your answer in the space provided before the number.
____1. Waste is any material that is not needed by the a. owner b. producer c. processor d. all of the above
_____2. Which of the following is NOT true? a. there is no real waste in nature b. all processes of production and consumption produce waste c. the apparent waste from one process becomes an input to another d. spoiled foods such as fruits and vegetables thrown in seas are not considered as garbage or waste
_____3. Most disposable wastes are in the form of _________. a. liquids b. slurries c. solids d. all of the above
2 CO_Q2_TLE-Aquaculture 7/8_Module12
_____4. In the cities, the simplest and most common method is to collect and dump the waste in a ______. a. forest b. landfill c. ocean d. river
_____5. Feature(s) od Zero Waste Management is (are): a. Separate collection of each kind b. Separation of garbage at the source c. Involvement of community in all activities d. all of the above
What’s New
Activity 1.3 “BEHIND A PICTURE IS A STORY”
Below is a picture taken from the article of Robert Frerck entitled “Top Ocean Stories of 2017”. Share your interpretation of the picture through a short story. Create a title for your story too. I’m so excited to hear from you.
[photo: a shoreline with boats and mounds of plastic and other refuse washed up on the beach]
Title
3 CO_Q2_TLE-Aquaculture 7/8_Module12
What is It
Marine Environment is considered as one of the most important resources on Earth as the sea accounts for up to 70.8% of the Earth’s area, and is known as the hometown of life. Marine ecosystems also perform key environmental functions such as regulating the climate, preventing erosion, accumulating, and distributing solar energy, absorbing carbon dioxide, and maintaining biological control.
The ocean is closely related to human beings, and human society depends a lot on seas for survival, may it be for the economic prosperity of human society, or social well-being, and quality of life. Increasing human population, and activities has a huge impact on the marine environment, waste contaminants are being introduced that causes pollution to the ocean. Contaminants in the marine environment that comes from treated, and untreated wastewater, agriculture, shipping, port activities, aquaculture, offshore oil exploration, consumption of fossil fuels, and industrial activities can be dissolved in water, stored in sediments, or ingested by the animal and can become a threat to a healthy marine environment. We all benefit from the seas, and therefore have a moral obligation to use them wisely.
Prevention of Pollution cause by Garbage from Ship
The garbage from ships can be just as deadly to marine life as oil or chemicals, and the greatest danger comes from plastic, which can float for years. In some cases, fish, and other marine mammals ingest plastics mistaken for food. Plastics thrown overboard as well as nets, bags, and other items could also trapped marine animals living in the ocean.
It is clear that a good deal of the garbage washed up on beaches comes from people on shore – holiday-makers who leave their rubbish on the beach, fishermen who simply throw unwanted refuse over the side – or from towns and cities that dump rubbish into rivers, or the sea. But in some areas, most of the rubbish found comes from passing ships which find it convenient to throw rubbish overboard rather than dispose of it in ports.
For a long while, many people believed that the oceans could absorb anything that was thrown into them, but this attitude has changed along with greater awareness of the environment. Many items can be degraded by the seas – but this process can take months or years.
4 CO_Q2_TLE-Aquaculture 7/8_Module12
11 Different Marine Garbage Categories
Garbage includes all kinds of food, domestic, and operational waste excluding fresh fish, and parts thereof, generated during the normal operation of the vessel, and liable to be disposed continuously or periodically. More specifically:
Plastics – Are used for a variety of marine purposes including packaging (vapourproof barriers, bottles, containers, liners), ship construction (fiberglass, and laminated structures, siding, piping, insulation, flooring, carpets, fabrics, paints, and finishes, adhesives, electrical and electronic components), disposable eating utensils, and cups, bags, sheeting, floats, strapping bands, rope, line and incinerator ashes from plastic products.
Food wastes – Any spoiled or unspoiled food substances, such as fruits, vegetables, dairy products, poultry, meat products, food scraps, food particles, and all other materials contaminated by such wastes, generated aboard ship, principally in the galley or dining area.
Domestic wastes – All types of food wastes and wastes generated in the living spaces onboard the ship that are not being covered in other waste categories such as paper products, rags, glass, metal, bottles, crockery, etc.
Cooking Oil – Any type of edible oil, or animal fat used or intended to be used for cooking (not the food that has been prepared with these oils/fats).
Incinerator ashes– Ash and clinkers produced from shipboard incinerators.
Operational wastes– All solid wastes (including slurries) that are not covered by other waste categories. Operational are wastes produced from cargo stowage, and handling (dunnage, shoring, pallets, lining, and packing materials, plywood, paper, cardboard, wire, and steel strapping) and from maintenance (collected from the engine, and deck departments while maintaining the operating vessel: soot, machinery deposits, scraped paint, deck sweeping, wiping wastes, rags, and oily rags, etc.,).
Animal Carcasses– Bodies of any animals carried on board as cargo that die or euthanized during the voyage.
Fishing gear– Includes any physical device placed in the water, or on the sea-bed for purposes of capturing, controlling, or harvesting marine, or freshwater organisms.
E-Waste– Electronic cards, gadgets, instruments, equipment, computers, printer cartridges, etc.
Cargo Residues (non-HME) – these are the remaining wastes on deck, or in holds after cargoes are unloaded.
Cargo Residues (HME) – The term HME refers to cargoes under certain criteria classified as Harmful to the Marine Environment.
There are two best practices to be followed for the segregation of garbage in ships:
- Specify the storage areas: These areas are identified in the garbage Management Plan and equipped with adequate reception/storage receptacles following the specified color code for each category.
- Waste receptacles: The garbage storage receptacles should be convenient to use and easy to maintain. They should be secured in the specified storage areas, in order to be protected from the pitch and roll of the vessel. They should be in a good condition for storage without any side or bottom openings.
Strategies on Marine Environment Protection
In response to the threat to a healthy marine environment, several protection measures were established internationally such as:
- ✔ Establishment of MARPOL (Marine Pollution) Convention is the main international convention aimed at the prevention of pollution from ships caused by operational or accidental causes.
- ✔ Identification and establishment of Marine Protected Areas (MPA’s)- these are areas designated and efficiently managed to protect marine ecosystems, processes, habitats, and species that can contribute to the restoration and replenishment of resources for social, economic, and cultural enrichment.
- ✔ Establishment of Sustainable Development Goal (SDG) 14- aims for conservation and sustainable use of the oceans, seas, and marine resources.
- ✔ Government Mandates on Proper waste Segregation and Disposal- aims to instill discipline in people to do proper segregation and disposal of garbage both for marine and terrestrial environment.
What’s More
Activity 1.4 “Let’s Familiarize It”
You have just read the different ways of how to protect our marine environment. So far, so good.
In the table below are the lists of unfamiliar terms/concepts encountered in the lesson, write what you think they mean, then give your new meaning after reading the discussion.
| Unfamiliar word | What I think it means | What it really means |
|---|---|---|
| 1.) Marine environment | ||
| 2.) Marine Ecosystem | ||
| 3.) Marine Pollution | ||
| 4.) Waste Contaminants | ||
| 5.) Waste Segregation |
What I Have Learned
Take your time to review the things that we have discussed previously and make use of your realizations and learn to answer the next activity.
Activity 1.5 “Designing Solution”
“In every problem, there is a solution”. After reading the previous discussion in this module, I am sure that you have realized many problems in our marine environment. Among those different problems, cite at least three of them and share its corresponding solution(s).
| PROBLEM | SOLUTION |
|---|---|
| 1.) | |
| 2.) | |
| 3.) |
What can I do
You are now equipped with knowledge about the different issues, solutions, and even policies concerning the Protection of the Marine Environment. As a responsible citizen, you can make your own part in the preservation and protection of our Marine Environment.
You can answer the next activity carrying with you the lessons and realizations gained from our previous activities and discussion.
Activity 1.6 “Let’s Do It!”
In this activity, you are to perform segregation of garbage identified as a contributor to marine pollution. Segregate the waste contaminants listed below according to its category by writing them inside the garbage cans provided. After the activity, answer the process questions that follow.
Waste Contaminants:
Electronic Cards 6. Food scraps 11. Crude oil
Apple Core 7. Paper Plates 12. wire
Water bottle 8. Scratch paper 13. metal
Dead mouse 9. Broken glass 14. Fishing net
Rags 10. Damaged computers 15. Paint container
[illustration: eight garbage bins with labels PLASTIC, FOOD WASTE, DOMESTIC WASTE, FISHING GEAR, OPERATIONAL WASTE, OIL, E-WASTE, ANIMAL CARCASS]
Process Questions:
How do you find the activity?
Why should we practice proper waste/garbage segregation?
Assessment
Activity 1.7 “Modified True or False”
After going through the lesson and completing all the exciting activities, you are already equipped with knowledge on protecting the marine environment, it is now time to check what you have learned.
Carefully read the statements below and identify if it is true or false. Write “TRUE” if the statement is correct and write “FALSE” if it is incorrect, then replace the underlined word/s to make the statement correct. Write your answer in the space provided before the number.
_____1. The marine environment is a vital resource for life on Earth.
_____2. Human activity has a huge impact on the marine environment.
_____3. Food scraps are considered plastic waste.
_____4. Damaged gadgets belong to operational waste.
_____5. Used cooking oil thrown in seas is considered as waste.
_____6. Garbage or waste thrown in oceans can become water contaminants.
_____7. Damaged fishing nets belong to the category of operational waste.
_____8. Animal carcasses are one of the marine garbage categories.
_____9. Mandates on proper waste segregation are one of the strategies done to protect the marine environment.
_____10. Excess plywood thrown in the ocean is E-waste.
Additional Activities
Activity 1.8 “Protected Marine Environment”
Since you are already equipped with knowledge on protecting the marine environment, it’s time for you now to share your Vision about the beauty of the
Protected Marine Environment. You may share it with us through DRAWING. Your drawing must depict a Protected Marine Environment and an explanation of it is not less than 50 words.
[illustration: empty bordered box for the learner’s drawing]
Answer Key
[transcriber’s note: the answer key on this page is printed upside down; the entries below are read from the rotated text]
Activity 1.2
1.) D 2.) D 3.) D 4.) B 5.) D
Activity 1.1
1.) I Will 2.) I Will 3.) I Will 4.) I Will 5.) Not 6.) Not 7.) I Will 8.) I Will 9.) Not 10.) I Will
Activity 1.6
[transcriber’s note: the letters E, F, P, A, D, F, D, O, O are printed as separate vertical fragments beside the answers, and some words are split across lines in the rotated print]
E Waste – F ood waste P lastic A nimal carcass D omestic waste F ood waste D omestic waste O perational waste O perational waste 10.) E waste 11.) Oil 12.) Operational waste 13.) Domestic waste 14.) Fishing gear 15.) Plastic
Activity 1.7
1.) TRUE 2.) TRUE 3.) FALSE, FOOD WASTE 4.) FALSE, E-WASTE 5.) TRUE 6.) TRUE 7.) FALSE, FISHING GEAR 8.) TRUE 9.) TRUE 10.) FALSE, OPERATIONAL WASTE
References
Bayley, D.T.I., Purvis, A., Nellas, A.C. et al. Measuring the long term success of small scale marine protected areas in a Philippine reef fishery. Coral Reefs 39, 1591 1604 (2020). https://doi.org/10.1007/s00338-020-01987-7
http://www.imo.org/en/OurWork/Environment/PollutionPrevention/Garbage/Pages/Default.aspx. Retrieved June 2, 2020
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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