There are a growing variety of science curricula and supplemental materials that can be directly applied to local ecosystems.  The learning of concepts prescribed by state frameworks is greatly enhanced by using the sustainability education process to integrate existing curriculum materials within a school district and the gathering of information in community settings.  This process, which uses systems thinking, involves student participation in deciding what to study, why to study it, what the information gathered means, and how it can be applied to solving the problems identified.

By working with community partners, teachers do not need to have the scientific expertise.  Teachers learn along with the students, thus setting a good example.  After the arena to be studied has been agreed upon by students and an initial set of issues identified by students, a preliminary conversation with the community experts, or those identified as potential resources, will help pinpoint the types of field study methods the project will require.

Several of these areas can apply to one issue, offering a variety of study opportunities for students while remaining focused on a single issue or theme.  With information being gathered from a variety of sources and methods, each student will be providing essential information about the effects on the problem identified, who the stakeholders are (those who have an interest in or are affected by the problems), and possible solutions to the problems identified.

Students will learn the importance of providing quality information and of sharing what has been learned clearly and effectively.  Additionally, students will learn strategies to work cooperatively with other students and learn to appreciate the importance of each individual contribution to the communal knowledge base.

As students' knowledge base expands through research and investigation, they will continue to gather information from a variety of sources until they feel prepared to propose solutions.