The best examples of environmental science projects for high school students

Real examples of environmental science projects for high school classes

Let’s start with what you actually came for: clear, classroom-ready ideas. These examples of environmental science projects for high school are designed so a typical class can collect data, analyze it, and present findings within a few weeks to a quarter.

Each example of a project below can be run as:

• A single-student science fair project
• A small-group investigation
• A full-class study with different teams handling different tasks

The goal is for students to ask a real question, collect real data, and communicate real findings.

Example 1: School air quality and traffic patterns

This is one of the best examples of environmental science projects for high school because it connects directly to student health and their daily routine.

Core question: How does traffic around the school affect local air quality during arrival and dismissal times?

What students do:
Students choose several locations around the school (parking lot entrance, bus loop, playground, a quieter back field) and measure air quality at different times of day. They can use:

• Low-cost handheld particulate sensors
• Simple diffusion tubes for nitrogen dioxide (NO₂)
• Even basic indicators like visible haze or odor, paired with weather data

They record particulate matter (PM2.5 or PM10), temperature, wind direction, and traffic counts (cars per minute). Then they compare morning rush, midday, and afternoon dismissal.

Why it works:

• Links to physics (particles), chemistry (pollutants), and biology (respiratory health)
• Connects to public data from the U.S. Environmental Protection Agency’s AirNow program: https://www.airnow.gov
• Opens up discussions about bus idling policies, carpooling, and safe walking routes

Students can also compare their data to nearby official monitoring stations (if available) to see how local conditions differ from regional averages.

Example 2: Microplastics in local water or school tap

Microplastics are a huge topic in environmental science right now, and they make for powerful, hands-on investigations.

Core question: Are there detectable microplastics in local surface water, school tap water, or campus soil samples?

What students do:
Students collect water samples from different sources: a nearby stream, a campus retention pond, tap water from several fountains, and maybe even melted snow (if you’re in a colder climate). They filter samples using fine mesh or filter paper, then examine what’s left under a microscope.

Students learn to distinguish organic debris from synthetic particles by:

• Checking shape (fibers, fragments, beads)
• Testing buoyancy in saltwater
• Observing whether particles melt or deform gently when warmed (with teacher supervision)

This example of a project can be extended by comparing samples collected before and after a heavy rainstorm, or in different seasons.

Why it works:

• Ties directly into current research and news
• Encourages careful observation and classification
• Can incorporate reading from sources like the National Oceanic and Atmospheric Administration (NOAA) Marine Debris Program: https://marinedebris.noaa.gov

Students can end by proposing local actions, such as reducing single-use plastics on campus or improving storm-drain filters.

Example 3: Urban heat island mapping on campus

Here’s another of the best examples of environmental science projects for high school because it blends data, mapping, and climate science.

Core question: How do different surfaces around the school (asphalt, grass, concrete, shaded areas) affect temperature and heat retention?

What students do:
On a hot, sunny day, students measure surface temperature and air temperature at different locations: parking lots, sidewalks, grassy fields, tree-shaded areas, and building roofs (if safely accessible). They can use:

• Infrared thermometers
• Standard thermometers in the shade

They mark each location on a simple map of the campus and record temperature at set times (for example, every hour from late morning to late afternoon). Then they create a heat map showing the hottest and coolest zones.

Students can compare their findings to background information from the U.S. Environmental Protection Agency on urban heat islands: https://www.epa.gov/heatislands

Why it works:

• Directly connects to climate adaptation and city planning
• Easy to understand visually
• Leads naturally to design ideas: more trees, reflective roofing, or shaded outdoor seating

This is a strong example of a project that can lead to a persuasive presentation to school administration or the facilities team.

Example 4: Food waste audit in the school cafeteria

Sometimes the most powerful examples of environmental science projects for high school happen right in the lunch line.

Core question: How much food is wasted in the school cafeteria, and what patterns can we identify?

What students do:
For a set number of days, students work with cafeteria staff (and with administrator approval) to collect and weigh food waste at the end of each lunch period. They can separate:

• Unopened items (like milk cartons or packaged snacks)
• Edible leftovers (e.g., uneaten fruit, untouched entrées)
• Non-edible waste (peels, cores, napkins)

They record mass in pounds or kilograms, note which menu items generate the most waste, and track differences by day of the week.

Students then calculate per-student waste and estimate yearly totals. They can compare their findings to national data on food waste from the U.S. Department of Agriculture: https://www.usda.gov/foodwaste

Why it works:

• Integrates math (percentages, extrapolation) and environmental science (landfill methane, resource use)
• Leads to direct, visible changes like share tables, menu adjustments, or composting programs

This example of an environmental science project also fits beautifully with service-learning requirements.

Example 5: Testing local water quality after storms

This project links weather, chemistry, and human behavior.

Core question: How does heavy rainfall affect water quality in a nearby stream, pond, or drainage ditch?

What students do:
Students select a local water body and test it for indicators such as pH, turbidity, nitrate levels, phosphate levels, and dissolved oxygen. They collect data:

• On a dry day
• Within 24 hours after a significant storm
• Possibly again 48–72 hours later

Simple water-testing kits are widely available and suitable for high school labs. Students track land use near the sampling site (parking lots, lawns, roads, construction) and predict what might wash into the water during storms.

Students can compare their results to state water quality standards or background information from the U.S. Geological Survey (USGS): https://www.usgs.gov/special-topics/water-science-school

Why it works:

• Connects chemistry concepts (nutrients, dissolved gases) to real ecosystems
• Shows how human activity and weather interact
• Encourages repeated sampling and trend analysis

This is one of the best examples of environmental science projects for high school classes located near rivers, lakes, or coastal areas.

Example 6: Indoor vs. outdoor air quality in classrooms

Students often suspect that some rooms “feel stuffy.” This project helps them investigate that feeling with data.

Core question: How does indoor air quality in different school spaces compare to outdoor air quality?

What students do:
Using low-cost sensors or indicator tests, students measure carbon dioxide (CO₂) levels, temperature, and humidity in various rooms: a crowded classroom, a gym, a music room, a library, and an outdoor reference point.

They take measurements at the beginning, middle, and end of class periods, and note whether windows are open, vents are blocked, or doors are propped.

Students can compare their CO₂ readings to guidelines from sources like the U.S. Centers for Disease Control and Prevention (CDC) on ventilation and indoor air: https://www.cdc.gov/niosh/topics/indoorenv

Why it works:

• Connects environmental science to health and learning
• Encourages students to think about building design and ventilation
• Provides data that can support simple interventions like opening windows or adjusting schedules

This example of a project is very approachable and works well even if your school doesn’t have access to specialized lab equipment.

Example 7: Biodiversity survey in a schoolyard habitat

If your campus has even a small patch of grass, trees, or shrubs, you have a living laboratory.

Core question: How does plant or insect biodiversity vary across different microhabitats on campus?

What students do:
Students choose several plots: a mowed lawn, a shrub border, a tree line, and maybe a neglected corner with weeds. They use simple quadrats (a square frame) or transects (a line) to count plant species, insects, or other visible organisms.

They identify as many species as possible using field guides or apps, then calculate basic biodiversity metrics such as species richness (how many different species) and relative abundance.

Students can compare their findings to local biodiversity initiatives or guidance from organizations like the National Park Service: https://www.nps.gov/subjects/biodiversity

Why it works:

• Gets students outdoors and observing carefully
• Connects to ecology, evolution, and conservation topics
• Can be repeated over seasons to track changes

This is one of those examples of environmental science projects for high school that can grow into a multi-year monitoring effort if your school is interested.

Example 8: Energy audit and carbon footprint of the school

For classes interested in climate and energy, this project hits the sweet spot between data and advocacy.

Core question: What is the school’s energy use pattern, and how could we reduce our carbon footprint?

What students do:
Students gather information from utility bills (with permission), count and estimate usage of major energy consumers (lighting, HVAC, computers, vending machines), and conduct spot checks of which lights or devices are left on unnecessarily.

They estimate energy use in kilowatt-hours and convert that into approximate carbon dioxide emissions using emissions factors available from the U.S. Energy Information Administration (EIA): https://www.eia.gov

Students then model scenarios: What if we switched to LED lighting? What if we adjusted thermostats by 2°F? What if we installed occupancy sensors?

Why it works:

• Integrates math, physics, and environmental science
• Produces concrete, school-specific recommendations
• Can lead to budget savings, which administrators tend to appreciate

Among the many examples of environmental science projects for high school, this one is especially good for students interested in engineering or policy.

Tips for guiding high school environmental projects in 2024–2025

You can have the best examples of environmental science projects for high school on paper, but the experience still falls flat if students feel lost or overwhelmed. A few teaching moves make a big difference.

Start with a local question, not a topic label.
Instead of “Do a project on climate change,” try “Why is the student parking lot hotter than the soccer field?” or “Why does the creek behind the school turn brown after storms?” A concrete question anchors the entire investigation.

Push students to define variables clearly.
Have them write down:

• What they are changing (independent variable)
• What they are measuring (dependent variable)
• What they are holding constant (controls)

Then ask them to explain it out loud in plain language. If they can’t explain it to a younger sibling, the design probably needs simplification.

Build in at least two rounds of data collection.
Many first attempts at data collection are messy. Encourage a pilot run, reflection, and then a second round. This is where students start to think like scientists instead of just following directions.

Connect to current data and research.
For each example of a project, have students find at least one outside source: a government report, a university article, or a reputable organization. This builds information literacy and helps them see where their small dataset fits into the bigger picture.

End with action or communication.
The most memorable examples of environmental science projects for high school end with a presentation to a real audience: school board members, cafeteria staff, the facilities team, or younger students. Even small actions—like a poster campaign about idling cars—help students feel that their work matters.

FAQ: examples of environmental science projects for high school

Q: What are some quick examples of environmental science projects for high school that can be done in two weeks or less?
Shorter projects can include measuring temperature differences between sun and shade on campus, testing pH of rainwater vs. tap water, doing a one-day cafeteria waste snapshot, or surveying students about transportation modes and estimating related emissions. Each of these can be expanded later if time allows.

Q: What is a good example of an environmental science project for students with limited lab equipment?
A strong example of a low-equipment project is a school energy or lighting audit. Students walk the building, record which lights and devices are on, estimate usage time, and calculate energy consumption using published wattages. Another option is a biodiversity survey using only paper quadrats and field guides.

Q: How can I make sure these examples of projects align with science standards?
Most of the best examples of environmental science projects for high school naturally align with Next Generation Science Standards (NGSS) practices such as asking questions, planning investigations, analyzing data, and engaging in argument from evidence. You can map each step of the project (question, data collection, analysis, communication) to specific performance expectations in your state or national standards.

Q: Are these examples suitable for both AP Environmental Science and general classes?
Yes. The same examples of environmental science projects for high school can be scaled. For AP-level students, you can add more rigorous statistics, require more detailed literature reviews, or expect more sophisticated written reports. For general classes, you can simplify variables, reduce the number of sampling locations, or focus more on qualitative observations.

Q: How can students safely work with environmental samples like water or soil?
Have students wear gloves when handling samples, avoid direct contact with unknown water sources, and wash hands afterward. Emphasize that they should never drink or taste anything from the environment. If you’re unsure about a specific site, choose a less risky location or consult local guidelines. Many school districts publish safety expectations based on national recommendations.

By grounding your assignments in real examples of environmental science projects for high school—air quality, microplastics, urban heat, food waste, water quality, indoor air, biodiversity, and energy use—you give students a chance to see themselves not just as learners, but as contributors to their community’s understanding of the environment.