Over the past few weeks, I’ve shared two pieces of my thinking around sustainability education in elementary schools.
First, I wrote about moving out of survival mode and into my “why” phase, where I started asking deeper questions about what sustainability education actually means in a K–5 setting.
Then, I shared the framework that has been taking shape: Know, Explore, Lead. This was a tangible way to think about sustainability learning that is intentional and grounded in real classroom experience.
This post sits in between what you’ve seen and what’s coming next, because behind the scenes, the real work is happening.
From Framework to Practice
A framework is important, but it’s only the beginning.
The next step is translating big ideas into something I can actually use in my classroom every single week. For me, that means working through a scope and sequence that is vertically aligned, developmentally appropriate, and rooted in the major learnings of sustainability education.
Not a list of standards.
Not a finished curriculum (yet).
But the thinking that lives underneath it.
This part takes time. A lot of time.
What I’m Working Through Right Now
Right now, I’m asking questions like:
- What does sustainability really look like in Kindergarten versus fifth grade?
- How do ideas build without repeating the same lessons every year?
- Where do environmental literacy, systems thinking, outdoor learning, and green careers naturally fit?
- How do I honor student agency without rushing students into “action” before they’re ready?
This work is about vertical alignment!
Why This Takes So Long (And Why That’s Okay)
I’ll be honest: this part of the process is slow.
It requires revisiting research, reflecting on student responses, and constantly asking,
Does this actually serve kids?
It means letting go of the urge to rush to a polished product and instead sitting in the messy middle. But this is also where sustainability education becomes meaningful.
Because sustainability isn’t about quick fixes…it’s about long-term thinking, systems, and intentional design. The process should reflect the content.
A Few Sneak Peeks
While nothing is finalized yet, here are a few ideas guiding the scope and sequence work:
- Sustainability learning builds from awareness → connection → responsibility
- Outdoor learning isn’t a bonus; it’s foundational
- Action grows best from understanding, not pressure
- Students revisit core ideas each year, but with deeper questions and greater agency
These ideas are shaping decisions across grade levels, even as the details continue to evolve.
What’s Next
This February Framework update is simply a snapshot! A look into the thinking happening behind the scenes. I’m not finished, and that’s intentional.
In future posts, I’ll begin sharing more concrete pieces as they solidify: how vertical alignment shows up, what major sustainability learnings look like across K–5, and how this thinking translates into classroom practice. For now, I just wanted to share the process.
Because meaningful sustainability education isn’t built overnight! It’s designed thoughtfully, revised often, and grounded in purpose.
While You’re Waiting!
Take a look at some blogs that can bring sustainability into your classroom.
Miss Makey: Turning Trash to Treasure