Step 3: Develop a sustainability curriculum. Teachers from every department and grade level can collaborate in the cre- ation of the curriculum. Start by establishing a curriculum writing task force with one teacher representative from each subject area who can lead the designing of the lessons and coordinate schedules for topic implementation. Collabora- tively write one unit, approximately one to three weeks of lesson plans, and choose which topics to cover in each sub- ject area. Curriculum topics should include the lifecycle of plastics; the effects of plastics on the environment; alterna- tives to plastics; and plastic waste management, monitoring, and reduction practices. An example of a curriculum topic could be eliminating plastic drink bottles from vending machines and replacing with carton alternatives, or selling school sponsored reusable water bottles and bamboo travel utensils. These topics can be structured into lessons for any subject using a makerspace, educational outreach program, and citizen science or water quality testing projects. Plastic Education, Plastic Pollution Coalition, and Ocean Plastic Education provide planned units by subject and inquiry- based lesson plans for a variety of grade levels. Using the survey results in Step 1 will also help inform lesson plan topics based on student and community knowledge and atti- tudes towards plastics.


Step 4: Gain community commitment of project goals. Communicate curriculum topics with the school and com- munity to spread awareness of the project and the issue of plastic waste in order to gain commitment from individuals to achieve the project goals. The first and most influential person to share his or her commitment is the principal. The principal’s dedication to the project is needed to gain school- wide recognition and support. The principal can show com- mitment through a letter or statement posted on the school’s website pledging to make the school plastic-free. Next, there


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needs to be a commitment made by teachers, students, staff (including cafeteria supervisors), and parents. Commitments can be made through the use of an online pledge form on the school website, where people read the goals of the project, sign their name, and submit to show support.


Step 5: Recruit teacher leaders and student ambassadors to help manage and monitor the progress and success of the initiative. These teachers could be on the curriculum writing task force or passionate about the program. Teacher leaders should separate into teams based on project goals and exper- tise. Two examples are a plastic alternatives team or fund- raising for bamboo utensils team. In addition, teachers need to recommend student leaders who would be ideal ambas- sadors of the program. A teacher leader will meet with the recommended students to explain the project and ask them to pledge to be ambassadors of the program. Writing and signing an additional, more detailed pledge as a group will create a more personalized and united experience for teachers and students. The student ambassadors will spread awareness of the progress and success of goals met with fel- low students and the community through the school website and social media. Student ambassadors are also ideal leaders to create a catchy slogan campaign for the initiative to spark attention and recognition of efforts in the community. It is recommended that teacher leaders and student ambassadors meet once a week to continue to monitor and support the program, and once a month with the principal to share prog- ress and successes. The implementation of this five-step action plan requires


advanced planning, efforts made by the total school commu- nity, and continuous development of the curriculum to see what fits best with the school. However, the results will be well worth the effort for a healthier and cleaner plastic-free environment now and for future generations.


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