Safe Home, Clean Earth

Household Hazardous Products
Presentation Outlines

Overall Goal:
To show participants ways in which they can minimize the amount of household hazardous waste they produce by properly purchasing, using, storing, and disposing of household hazardous products.

Intended Audience:
The presentations are geared to a general adult audience. The following groups may be interested in presentations on household hazardous products:

Community and social service groups Outdoor and environmental groups Garden clubs Local Sierra Club chapters Churches Parenting groups (PTAs, etc.) Neighborhood organizations Environmental education groups Senior citizens organizations Universities and colleges High school classes

Before Each Presentation:
1. Carefully review the Background Information, overheads, and handouts for each presentation.

2. Contact your county solid waste officer or household hazardous waste collection program to find out about any local regulations, information, additional materials, or services they may provide in dealing with household hazardous products.

3. Check with these county personnel for local statistics on household hazardous products (i.e., amount purchased, disposed of, recycled, etc.) and what types of household hazardous products are the biggest problem in your county.

4. Arrange to borrow any supplemental videos or materials available through your solid waste officer, the Minnesota Office of Environmental Assistance Education Clearinghouse, or the Minnesota Pollution Control Agency's Household Hazardous Waste Program, if desired (see Resource List in this packet). Preview these materials before your presentation.

Effective Presentation Suggestions:
Below are some suggestions for increasing the effectiveness of your presentation. These suggestions are based upon current research in social marketing:

1. Adjust your presentation to fit your audience. It is important to ask yourself the following questions:
   1. What will motivate this audience to care about household hazardous products (e.g., home safety, environmental issues, financial issues). Focus on the issues that will motivate them. Each audience you work with will have different motivations.
   2. What initial attitudes might they have toward this subject (e.g., don't see it as important; too complicated; too time consuming; want to stay with familiar products)? Address these attitudes in your presentation.

2. If an audience is already interested in this topic, you can spend more time giving information and less time doing the hands-on activities. (Do not exclude the hands-on activities, however.) If your audience is not already interested in this topic, spend more time doing the hands-on activities and less time giving information.
3. Tie the behavior you want your audience to adapt to some activity they are already doing (e.g., suggest they do their home inventory when they clean their home).
4. Focus more on what your topic can do for your audience, than on what you want your audience to do for you.
5. The more involved your audience can be in their own learning, the more they will remember and use what they learned. Give them opportunities to practice skills and make their own decisions.
6. Ask participants to identify their concerns at the beginning of your presentation. Be sure to address these issues in your presentation or individually afterwards.

Presentation #1:

An Introduction to Household Hazardous Products

Lesson Objectives:
Upon completing this session, participants will be able to:

1. Identify what household hazardous products are and where they are usually located in a home.

2. Understand how household hazardous products can affect human health, the environment, and people's money.

Materials Needed:
Overheads #1-3; "Does Your House Hold Hazardous Products?" handout (one copy per participant); and an overhead projector.

Time Needed:
30 minutes

Note: Roman numerals in this outline correspond to the roman numerals in the Background Information materials.

I. What Is a Household Hazardous Product?

Give examples of products that fit in each category. Explain where these products are generally found in a home (i.e., lawn products, cleaning products, home improvement products, etc.).

II. How Big a Problem Are Household Hazardous Products?

III. Why Are Household Hazardous Products a Concern?

1. Show overhead #2. Explain the health risk concerns. Show overhead #3 and explain the environmental concerns. Discuss the cost savings involved for both individuals and communities.

2. Explain: Due to these health, environmental, and cost concerns, it is important to properly purchase, use, store, and dispose of household hazardous products. If you will be presenting sessions #2 and #3 to this audience, explain that these issues will be discussed in future presentations.

3. Ask participants to share their concerns, attitudes, or beliefs about this subject.

4. Explain that household hazardous product management is not exact, nor are there "pat" answers to many of these issues. As further research is conducted, recommendations made today may change. Look at this lesson as creating awareness of the issues and helping participants to begin to change their own actions.

5. If this is the only presentation you will be giving to this audience, give each participant a copy of the "Household Hazardous Products Shopping Guide" and the "Household Hazardous Product Home Inventory" handouts to take with them. Briefly explain each and encourage their use.

Also provide participants with information on additional educational resources (fact sheets, videos, etc.). Mention that they can also contact their county solid waste officer or household hazardous waste collection program for more information.

Summary:

At the end of this session, review the following key points with participants (you may want to revise these summary points into questions for participants to answer):

1. Review the general definition of a household hazardous product.
2. Review the four properties of household hazardous products. Give examples of products with these properties and where they are found in a home.
3. Review briefly the major health and environmental problems with household hazardous products.

Ask participants if they have any additional questions or comments.

Session # 2:

Selecting Household Hazardous Products

Upon completing this session, participants will be able to:

1. Explain why it is important to read product labels before buying, using, storing, and disposing of household hazardous products.
2. Demonstrate how to read product labels using signal words.

Materials Needed:

Overheads #1 and #4; "Product Labels" handout (set up labels prior to session); overhead projector; and miscellaneous household hazardous products.

Time Needed:
30 minutes

Note: Roman numerals in this outline correspond to the roman numerals in the Background Information materials.

Introduction

IV. Which Household Hazardous Products Cause the Most Concern?

1. Review the definition of a household hazardous product. Review the four main properties of these products. Show overhead #1.
2. Explain that some products are more or less hazardous and more or less risky to use. Show overhead #4. Explain what signal words are and how to recognize signal words on product labels.
3. Explain the following steps in reading product labels (steps outlined in the Background Information, Section IV):
   1. Find the signal words.
   2. Learn more about the signal word hazards.
   3. Read any additional label information.

Product Label Reading Activity:

This exercise provides participants a hands-on experience in reading product labels.

1. Before the session: Use actual product containers, place the labels provided in this exercise on generic containers, or use the labels by themselves (you may want to laminate these). Cut out the labels. If actual product containers are used, make sure they are empty and placed in plastic ziplock bags.
2. Divide participants into groups of 2 to 3 people. Give each group a copy of all the product labels or set up stations around the room where product containers are located. Have each group visit each station. Note: Keep overhead #4 on the screen for reference during this activity.
3. Have each group look at labels for Products A, B, C, and D (page 1 of "Product Labels" sheet.) These product labels represent actual products, but the brand names have been changed. These products are used for the same purpose (as household cleaners), but have different hazard levels. Look for the main signal words: Poison, Danger, Warning, Caution.
   

4. Ask each group the following questions:
   1. Which product appears to be most hazardous? (Answer: Bleacho Cleaner)
   2. Which product is least hazardous? (Answer: Vinegar or Hazard-Not)
   3. Rank the products from most hazardous to least hazardous using the signal words. (Answer: Bleacho, Earthsaver, Hazard-Not/Vinegar)
   
   Notice that the "environmentally-friendly" product is not necessarily the least hazardous. When trying to decide which product is the least hazardous, it is important to compare products of the same type or use.

5. Have each group look at the product labels for the other products. Look for signal words on these products. Some products may have no signal words. This could be because they are not hazardous or too old (products were not required to have signal words until 1987).
6. Look for the more specific signal words indicating level of hazard. Place each product label in one of four groups: Flammable, Toxic, Corrosive, or Reactive based on the specific signal words they find on the labels. (Note: some products may be in more than one category.)
7. When done, bring the group together and ask the following:
   1. Which products are flammable?
   2. Which products are corrosive?
   3. Which products are toxic?
   4. Which products are reactive?
   5. Which have no signal words?
   Flammable
   paint thinner, oil-based paint, spot remover, wood polish, nail polish remover, charcoal lighter
   Corrosive
   crystal drain opener, herbicide, toilet bowl cleaner
   Toxic
   paint thinner, oil-based paint, latex-based paint, crystal drain opener, spot remover, wood polish, herbicide, nail polish remover, tub & tile caulk, toilet bowl cleaner
   

   Reactive "bleacho" cleaner

   No Signal Words shoe polish

8. What different wording is used to show each type of product? (Note: Older products may have different terms). Examples:

Corrosive
Causes severe burns to eyes and skin
Caustic soda-lye
May cause blindness
Avoid contact with skin, eyes, mouth, and clothing
Wear goggles, face shield, or safety glasses
Produces chemical burns
Corrosive to metal

Toxic
Harmful or fatal if swallowed
Avoid breathing of vapor or spray mist
Use only with adequate ventilation
Avoid contact with skin, eyes, and mouth
Harmful if taken internally
Close container after each use

Reactive
Do not mix this product with other household chemicals

9. Have each group then look for proper use, storage, and disposal instructions for each product. Note: In many cases, products do not have proper disposal instructions.

   Answer these questions:

   1. Do any have storage instructions? (Answer: herbicide, toilet bowl cleaner, tub and tile caulk, latex-based paint, and some flammable products) Have them read the instructions to the rest of the group. Discuss the reasons for the instructions.
   2. How many have disposal instructions? (Answer: toilet bowl cleaner, herbicide) Discuss these instructions. If any product labels say "wrap and discard in trash," discuss why this is not appropriate. (Answer: Most of these products if disposed of in this manner could harm collection workers, pollute air and water sources).
   3. Do any recommend safety precautions or protective clothing? (Answer: Most products) Discuss the likelihood of consumers reading and understanding the label, despite the manufacturer's intention to protect health or reduce risk.
   4. Which of these products do you use on a regular basis?

10. Explain: When going to the store to buy products, you will want to keep signal words in mind. Hand out copies of the "Household Hazardous Products Shopping Guide" to each person. This can be used as a shopping list and guide when going to the grocery store, hardware store, etc. (Make multiple copies for each person, if desired.) It is best to buy products with the least hazardous signal words or no signal words.
11. If you will not be presenting session #3 to this audience, also hand out a copy of the "Household Hazardous Product Home Inventory" form to each participant. Discuss and encourage its use.

Summary:

1. Review why it is important to look for signal words on products.
2. Review each type of household hazardous product (flammable, corrosive, etc.) and its most common signal words.
3. Have participants rank order signal words in terms of hazard level. Ask participants if they have any questions or comments.

Session # 3:

Buying, Using, Storing, and Disposing of
Household Hazardous Products

1. Practice smarter buying, using, and storing of household hazardous products.
2. Understand how household hazardous products can become wastes and how to properly dispose of these wastes.

Note: Roman numerals in this outline correspond to the roman numerals in the Background Information materials.

Introduction

1. Review the definition of household hazardous products and their four general categories (flammable, corrosive, toxic, reactive). Use overhead #1, if desired.
2. Review the health, environmental, and cost concerns related to improper buying, using, storing, and disposing of household hazardous products. Use overheads #2 and #3, if desired.
3. Review briefly the purpose and use of signal words. Use overhead #4, if desired.
4. Distribute a copy of the "Household Hazardous Product Home Inventory" handout to each participant.

V. Smart Consumer Purchasing

1. Discuss the following steps to take in shopping for household hazardous products:
   1. First, ask yourself, "Why do I want this product? What am I trying to accomplish?"
   2. Then ask yourself, "Can I accomplish this task with a nonhazardous product?" If you can, use that product.
   3. If you cannot, read the signal words and try to buy the least hazardous product possible.
2. Go through each of the actions outlined in the inventory. Supplement this information with material from the Background Information.
3. Hand out copies of the "Household Hazardous Products Shopping Guide." Encourage participants to use the form for their shopping lists. When in the store, use the guide to review products before making buying decisions.
4. Briefly discuss the use of alternative cleaners, using material in the Background Information. If there is strong interest in this subject, you may want to hand out copies of the Minnesota Pollution Control Agency fact sheet on alternative cleaners provided in this packet.

VI. Proper Use Considerations

VII. Proper Storage

VIII. Proper Disposal

1. Discuss the importance of properly disposing of household hazardous wastes. Discuss the decision steps one should take when trying to decide how to get rid of wastes (i.e., use it up, reuse it, recycle it, dispose of it at home, take it to a collection program). Go through each of the actions outlined in the Inventory. Supplement this information with material from the Background Information.
2. Discuss the household hazardous waste collection program in your community. How does it operate? Where is it located? When is it open? What types of wastes are accepted? How should wastes be prepared for transport and disposal? Contact your county's collection program for this information. List this information below:

3. Talk specifically about the most common wastes brought to your collection site. How could the use of these products and their remaining wastes be reduced at home?

Specific Household Hazardous Product Information
Ask participants if there are any specific household hazardous products they need information on. Use the fact sheets included in this packet to provide more specific information on disposal options.

Discussion Questions
Discuss the following questions with the group:

1. What were three key ideas you learned?
2. What more would you like to know?
3. What might keep you from using this information and doing these actions in your home?
4. How could you prevent this from happening?
5. What concerns do you still have about household hazardous products?

IX. Conclusion

1. Briefly review the information presented in the session. Encourage participants to use the shopping list and home inventory form.
2. Provide participants with information on additional educational resources including factsheets, videos, etc. Mention that they can also contact their county solid waste officer or household hazardous waste collection program for more information. Provide these phone numbers.

Produced by Communication and Educational Technology Services, University of Minnesota Extension.

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