Journey for the Planet: Coach’s Guide and Educator Curriculum


“This program fills a void that needs filling. Standard environmental education curricula don’t have a program like this that focuses on personal habits and actions, and relates it to what we can do for the planet. I was a little uncertain how parents would respond. What happened was that parents called and said what I was doing was wonderful. There was no negative feedback from any of 60 parents in the two classes.”
— Steve Price, 6th grade science teacher, Cape Elizabeth, ME

The Coach’s Guide assumes that you, the coach, are working with a group of children. This allows you to add two important features to the children’s program: a peer support system and an adult support system. This support increases the likelihood of a successful journey for the children.

The Coach’s Guide provides a set of suggested activities for each of the Journey’s five sections. Each section is designed to be completed in one week, and each section has a menu of five activities. If you work with the children throughout the week, you can choose to do an activity each day for five days. Although, the program is designed for each section to be completed in one week, you can design any number of variations for the program’s delivery.

What people are saying:

“Kids loved the program. They loved the sense of empowerment, that they had choices, that they were on their honor, and that they were in the drivers seat and had control. This was the best thing we did all year.”
— John Barron, 6th grade teacher, Sturbridge, MA

“Kids that NEVER do work, or ever bring anything back and forth between home and school, responded overwhelmingly and worked hard to achieve their Global Hero points.”
— Tracy Licata, 5th grade teacher, Gansevoort, NY

“The program was easy to use. The kids could do any of the Earth Actions in one sitting at home in an evening. And, they could see their progress and that they really made a difference.”
— Jan MacKenzie-Polanski, 4th grade teacher, Minneapolis, MN


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