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SUSTAINABILITY SUPERHEROES IN K-12 SCIENCE CLASSROOMS

Integrating Environmental Literacy & Entrepreneurial Thinking into Science Instruction

PRESENTERS:

• Christine Angel Danger — USF Master Teacher Mentor & Hillsborough Science Coach�• Carrie Frump — Assistant Director, USF Stavros Center

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Sustainability Superheroes began in my classroom in response to a challenge many students were facing. They were constantly hearing alarming news about environmental problems and the future of our planet. Instead of feeling empowered to make a difference, many were becoming worried, discouraged, and unsure about what the future might hold.

To change that mindset, I became their “Superhero Trainer” and branded my students as “Sustainability Superheroes in Training.” The message was simple: the world needs heroes, and those heroes are not fictional characters with capes and superpowers. Real superheroes solve real problems. They work to combat disease, respond to natural disasters, reduce pollution, protect ecosystems, and improve the quality of life for people around the world.

By helping students see themselves as future problem-solvers, innovators, and leaders, Sustainability Superheroes shifts the focus from fear to action. Students begin to understand that they already have the power to make a positive impact and that they can play an important role in creating a more sustainable future for their communities and our planet.

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The SDG Wedding Cake shows how all 17 Sustainable Development Goals are connected and depend on one another. The biosphere forms the foundation. Goals related to water, climate, oceans, and land must be healthy for everything else to succeed. The society layer sits on top of the biosphere. Healthy environments support strong communities, education, health, equity, and well-being. The economy is the top layer. Economic growth, jobs, innovation, and production depend on stable societies and a healthy planet. A key takeaway: the economy exists within society, and society exists within the biosphere. The model reminds us that we cannot achieve long-term prosperity if environmental systems are damaged. Simply put: if the bottom of the cake collapses, everything above it falls too. Sustainable development requires balancing environmental, social, and economic needs together.

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1. PEOPLE & DIGNITY

• End Extreme Poverty: Eradicate hunger and poverty in all forms.

• Quality Education & Health: Ensure healthy lives and lifelong learning for all.

• Reduce Inequality: Empower women, girls, and marginalized communities.

2. PLANET PRESERVATION

• Halt Climate Change: Urgent global action on greenhouse emissions.

• Protect Oceans & Land: Preserve marine habitats, forests, and biodiversity.

• Clean Water & Energy: Universal access to sustainable natural resources.

3. PROSPERITY & TECH

• Sustainable Innovation: Build resilient infrastructure and green jobs.

• Universal Scope: A single blueprint for both developing and developed nations.

• Global Partnerships: Mobilizing technology, finance, and community action.

GLOBAL MISSION & DRIVERS

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USF STAVROS CENTER

Program Background & Educational Mission

PROJECT INITIATIVE

Developed by the Gus A. Stavros Center for Free Enterprise & Economic Education at the USF College of Education.

FUNDING & SUPPORT

Created with generous grant funding from Coca-Cola Beverages Florida.

CORE MISSION

Equipping K-12 educators with tools to teach environmental challenges while fostering an entrepreneurial mindset.

STUDENT GOAL

Inspiring students to become ‘real world” superheroes' through daily sustainable practices and real-world problem-solving.

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STUDENT ACTIVITY DIRECTIONS

Florida Resources�Jigsaw Activity

Explore the Costs, Benefits, and Sustainable Future of Florida's Natural Resources

USF Sustainability Superheroes • Science Inquiry

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PHASE 1: TEAM SETUP

Step 1 & 2: Resource Groups & Costs vs. Benefits Teams

STEP 1: Join Your Resource Group

Your teacher will assign you to one of 5 Florida resource groups:

• Silica: Used in glass, electronics & solar panels

• Phosphate: Essential for agricultural fertilizers

• Limestone: Key for construction, cement & water filters

• Oil & Natural Gas: Energy sources and industrial materials

• Solar Power: Clean, renewable energy from Florida sunshine

STEP 2: Split Into Two Teams

Within your resource group, divide equally into two specialized research teams:

[ COSTS TEAM ]

Research and record the costs, challenges, environmental risks, or negative impacts of your resource.

[ BENEFITS TEAM ]

Research and record the benefits, economic value, uses, or positive impacts of your resource.

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PHASE 2: TEAM RESEARCH

Step 3: Complete Your Graphic Organizer Section

[ TIME ALLOCATED: 2 TO 5 MINUTES ]

Work rapidly and cooperatively with your team members to extract facts from your resource sheets.

RESEARCH ACTION STEPS

• Focus exclusively on your assigned perspective (Costs OR Benefits).

• Record clear bullet points on your graphic organizer.

• Include specific details, data, or real-world Florida examples.

• Ensure every teammate understands the arguments written.

SUPERHERO PRO TIPS

★ Be concise: Write key phrases instead of full long paragraphs.

★ Categorize impacts: Environmental, economic, or community.

★ Prepare to explain your findings clearly to teammates who researched the opposite side!

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PHASE 3: JIGSAW EXCHANGE

Step 4: Rejoin & Peer Teaching Exchange

1. REJOIN GROUP

Costs Team & Benefits Team come back together into one full resource table.

2. COSTS TEACH BENEFITS

Costs Team members teach their findings while Benefits Team listens & notes.

3. BENEFITS TEACH COSTS

Benefits Team members teach their findings while Costs Team listens & notes.

[ TARGET GOAL: EVERYONE COMPLETES BOTH SECTIONS ]

By the end of Step 4, every student in your group must have both the COSTS and BENEFITS sections completely filled out with accurate evidence.

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PHASE 4: CRITICAL EVALUATION

Step 5: Evaluate & Decide Your Recommendation

As a group, discuss all gathered evidence and decide which course of action Florida should take:

OPTION A: CONTINUE CURRENT USE

Maintain current extraction and consumption levels as they currently exist.

OPTION B: CONSERVE MORE CAREFULLY

Continue using the resource, but enforce stricter conservation and efficiency standards.

OPTION C: REDUCE OR STOP USE

Significantly reduce or completely phase out the use of this resource in Florida.

[ MANDATORY REQUIREMENT FOR DISCUSSION ]

Be prepared to explain your reasoning using direct facts and evidence recorded on your graphic organizer!

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PHASE 5: CLASS PRESENTATION

Step 6: Present Findings to the Class

PRESENTATION CHECKLIST

Each resource group will present their conclusions to the whole class. Ensure your talk covers all 4 required points:

• 1. Benefits of the Resource: Explain key environmental, economic, or societal advantages.

• 2. Costs & Challenges: Detail negative impacts, environmental risks, or resource limitations.

• 3. Your Group's Recommendation: State clearly whether Florida should continue, conserve, or stop use.

• 4. Supporting Evidence: Cite specific data points and arguments from your graphic organizer.

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USF STAVROS CENTER • K-12 SCIENCE RESOURCES

Florida Science Standards Alignment (K-12)

ELEMENTARY (K–5)

SC.K-5.N.1 (Inquiry & Evidence)�SC.2.L.17 & SC.5.L.17 (Interdependence & Human Impact)�SC.4.E.6 / SC.5.E.7 (Natural Resources & Earth Systems)�SC.4.P.10 (Renewable vs Nonrenewable Energy)

MIDDLE SCHOOL (6–8)

SC.6-8.N.1 (Problem-Solving & Modeling)�SC.7.L.17 & SC.7.L.18 (Ecosystems & Human Impact)�SC.6.E.7 & SC.8.E.6 (Earth Systems & Climate)�SC.7.P.11 (Energy Efficiency & Sustainability)

HIGH SCHOOL (9–12)

SC.912.N.1 (Inquiry & Real-World Innovation)�SC.912.L.17 & SC.912.L.18 (Biodiversity & Climate Action)�SC.912.E.6 & SC.912.E.7 (Resource Use & Biogeochemical Cycles)�SC.912.P.10 (Energy Efficiency)

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BIODIVERSITY & ECOSYSTEMS

DECISION-MAKING STRATEGIES

HUMAN IMPACT

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HUMAN IMPACT & RESTORATION

STEM CAREERS

ENERGY SOURCES

NEARPOD DECISION-MAKING LESSONS: BEES, ENDANGERED ANIMALS, INVASIVE SPECIES, RECYCLING, AND MORE.

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One of the most important lessons we can teach students is that failure is not the opposite of success. In science, engineering, and entrepreneurship, failure is often the pathway to improvement.

The Mistakes Corrected Protocol helps students view setbacks as valuable learning opportunities rather than something to avoid. When an experiment doesn't work as expected or a prototype fails, students are guided to analyze what happened, identify what they learned, and determine their next steps. This creates a structured process for reflection and revision.

The graphic illustrates a pivot point between failure and success. Rather than stopping when challenges arise, students learn to make adjustments, test new ideas, and continue improving their solutions. This approach builds resilience, problem-solving skills, and confidence.

By normalizing mistakes as part of the learning process, we help students develop the mindset of innovators and Sustainability Superheroes. They begin to see every mistake as data, every setback as feedback, and every revision as progress toward a stronger solution.

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Our goal is not just to provide a workshop, but to connect educators to an extended network of resources, expertise, and instructional tools that can support implementation throughout the school year.

One area of support is Industry Access, where teachers can connect with guest speakers and sustainability professionals who can provide real-world perspectives and help students see connections between classroom learning and careers.

Teachers also gain access to Interdisciplinary Modules, including the comprehensive instructional frameworks. These resources are designed to help educators integrate sustainability themes across multiple subject areas while maintaining strong standards-based instruction.

Additional support includes Advanced Mindsets modules focused on AI, entrepreneurial thinking, and innovation. These resources help students develop the skills needed to solve complex problems and think creatively about future challenges.

Participants can also explore the Archive Vault, an extensive collection of past workshops and materials focused on design thinking, makerspaces, and environmental decision-making. This allows teachers to revisit ideas, access new strategies, and continue expanding their instructional toolkit over time.

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Each unit is intentionally aligned to key science concepts and provides opportunities for students to apply their understanding to real-world sustainability challenges. For example, students explore renewable and non-renewable resources through the Earth's Natural Resources and Sustainable Energy unit, investigate water conservation and watershed protection in Save Water!, and examine waste management systems and life-cycle analysis through Recycling and Sustainability.

What makes these lessons powerful is that students are not simply learning scientific facts. They are analyzing problems, evaluating solutions, and considering how scientific decisions affect people, communities, and the environment. This creates opportunities for deeper thinking while supporting required science standards.

The goal is to help teachers seamlessly integrate sustainability concepts into their existing curriculum while strengthening student understanding of core science content.

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A key component of Sustainability Superheroes is giving students authentic opportunities to apply their learning through project-based experiences.

Students begin by observing and understanding real-world systems. In Wild About Sustainability, they investigate local ecosystems, habitats, and wildlife conservation. In Sustainability Superheroes in the Garden, students explore soil science, food systems, and sustainable agriculture through hands-on experiences.

Students then move into innovation and problem-solving through activities like the Engineering Design Challenges, where they transform discarded materials into creative artwork or functional prototypes. This activity demonstrates one of the core principles of sustainability: finding new value in materials that would otherwise become waste.

These experiences help students develop creativity, collaboration, engineering thinking, and environmental awareness while actively engaging with sustainability concepts.

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Students and teachers explore emerging solutions through resources such as Tech for Transformation: AI and the Path to a Sustainable Future, where learners investigate how artificial intelligence can help address environmental challenges through data analysis, modeling, and problem-solving.

To support instruction, the program also provides ready-to-use Nearpod lessons with embedded checks for understanding and opportunities for immediate student feedback. These resources help teachers implement engaging lessons with minimal preparation time.

In addition, resources such as CSI to ESI at FAST help bridge traditional science standards instruction with deeper environmental inquiry and critical thinking. This allows teachers to reinforce required content while helping students make meaningful connections to real-world sustainability issues.

The overall goal is to equip teachers and students with the tools, technologies, and thinking skills needed to address the challenges of an increasingly interconnected world.

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The Sustainability Superheroes model is designed to create a ripple effect that extends far beyond the classroom.

We begin with Ripple 1: The Classroom, where students build a strong understanding of environmental science and sustainability concepts. At this stage, learning is connected to real-world issues by helping students explore how scientific decisions influence communities, industries, and everyday life.

The next stage is Ripple 2: The Community. Here, students engage in civil discourse by participating in structured discussions and debates about environmental policies, scientific ethics, and economic trade-offs. These experiences help students develop critical thinking, communication, and collaboration skills while examining multiple perspectives on complex sustainability challenges.

Finally, we reach Ripple 3: The Globe. Students move from learning and discussion into action by designing and implementing local sustainability projects that address real community needs. Through this process, they see how local actions can contribute to global goals and challenges