Environmental Education

Environmental Education

“Using the Environment as an Integrating Context for learning (EIC) defines a framework for education: a framework for interdisciplinary, collaborative, student-centered, hands-on, and engaged learning.”

Closing the Achievement Gap, Executive Summary, Gerald Lieberman and Linda Hoody, State Education and Environment Roundtable, 1998

Moving instruction out of the classroom into an outdoor learning laboratory creates memorable experiences that make learning “stick.” Students are interested and engaged in the process. As they build new knowledge, the integration of content, hands-on experiences, reflection, and assessment provides a context that allows them to meet, and in some cases exceed, state learning standards.

Key Characteristics of Environmental Education

  • Relates to an environmental topic or issue.
  • Uses the outdoors as a learning environment.
  • Is a lifelong learning process.
  • Is interdisciplinary and draws upon many fields of study and learning.
  • Is relevant to the needs, interests and motivations of the learner.
  • Ii based on accurate and factual information.
  • Presents information in a balanced, unbiased manner.
  • Inspires critical thinking and decision-making.
  • Motivates people to take responsible action.
  • Improves learner achievement and outcomes.

O.C.A.R.S team learned about composting: the basics, benefits and what to compost.

At ECS: 

  1. Students learn through real-world problem-solving
  2. Students study world’s weather: “Teachable” Moment
  • Storm Sandy-floods, winds, electricity, gas, communication, food…
  • Northeastern Winter Storm- climate, change, electricity..
  1. Students disperse to their individual or group-or team-based activities.
  2. The flexible scheduling allows students to pursue activities as the project, and not the clock, dictates. Assessment includes evaluation rubrics, long-term portfolios, evaluative journals, and the normal standardized tests.
  3. Teachers collaborate across grade lines (K-2 and 3-4 Houses).
  4. The curriculum’s focuses on site-based, real-world projects making learning relevant and accessible to all students, whether they are academically gifted or academically challenged.


Everyday is Earth Day at Evergreen!

Our school is participating in a variety environmental projects across all grade levels throughout the school year.

Groceries Project: Earth Day Groceries Project is a cost-free environmental awareness project in which our students decorate paper grocery bags with environmental messages for Earth Day. Thanks to Hempstead Stop and Shop for partnering with us. The bags can be found at the check out counter. Pick up one on your next shopping trip!

Environmental Challenge:  Students are being challenged to create a project reusing plastic water bottles. The projects are being presented by the engineers during morning assemblies. Pictures coming soon!

Environmental Themed Morning Assembly: School staff members will put on a performance for students highlighting the important of being eco-friendly.

Meet our Environmental Committee

Marelyn Diaz

Suzeth Reyes

Anthony Gonzales

Alicia Velazquez

Vanesa Villalta

Gabriella Guerra

Scope and Sequence


  • To recognize common objects, plants and animals in the immediate surroundings.
  • To acquire skills of observation, collection of information, classification, description and self-expression concerning various environmental phenomena.
  • To observe simple rules for healthy living and safe storage of food and water.
  • To practice ways of waste disposal.
  • To develop habits for protection of self as well as the surroundings.
  • To express love for the environment through drawing, painting, dancing, singing, gardening, tree plantation and other activities.
  • To take care of and show concern for all living beings.
  • To develop attitudes desirable for conservation of environment; and
  • To imbibe values like love for nature, respect for rights of animals, care of plants and other living beings, and protection of the environment.

Grades K-2

The curriculum for Environmental Education for these grades integrates ELA, Mathematics, Art, and Physical Education & Health:


  1. Child’s Environment– family, & home, school & friends, animals, plants, and objects; common animals, birds and plants in the local environment; and physical features of the local area like flora, fauna, landscape.
  2. Environment and Child’s Needs– need for food, water, shelter, play and recreation; protection from accidents, sharp objects, fire and the like.
  3. Cleanliness and Care of the Environment– personal cleanliness and good habits; keeping personal belongings neat and tidy; keeping the surroundings clean (home, play area, classroom and school); and taking care of plants & animals.

Grades 3-6

Environmental Education is taught as part of Science Curriculum in these grades in the form of environmental studies.


  1. The Environment Near and Far– living and non-living things; similarities and differences between human beings and animals; external body parts, internal organs of the human body and their function; physical features of hills, plains, deserts, valleys; general features of people, plants, and animals of the region; weather and climate- their effects on daily life; the earth, the sun, the moon and the stars, etc.
  2. The Environment and Child’s Needs– Food, Water and Air; Shelter; Clothing; Functions and Festivals; Health and Hygiene; and Transport and Communication.
  3. Care and Protection of the Environment– natural resources; pollution, renewable sources of energy, conservation, etc.
  4. Taking Care of the Surroundings– care of plants & animals; care of the old & sick, public property, parks, ponds, etc.; safety measures in the event of fire, flood, etc.