Sustainable development has three components: environment, society and economy. If we consider the three overlapping circles to be the same size, the area of ​​overlap in the center is human well-being. As the environment, society and economy become more aligned, the area of ​​overlap increases, and so does human well-being. Therefore, education for sustainable development (ESS) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pages 7-9). Population Children in grades 3 to 5 are moving from “learning to read” to “reading to learn” and from “learning to write” to “writing to communicate”. Students learn to work independently. They learn to read words and create mental images. Third through fifth graders also learn to write paragraphs, short essays, and stories that make a point. The curriculum becomes more integrated. “Read to Learn” helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, “read to learn” helps students graph and calculate scientific observations and then write their conclusions. Third grade science lessons will open up new worlds of wonder and invite the curious mind to explore (Williams, 2012). Children in grades 3-5 are highly social. They learn more about values ​​and respect. Students are also encouraged to develop their written communication skills through diaries, journals or short stories. They work quickly and have a limited attention span. Pupils in years three to five are very competitive. This age group works well in small groups or with partners. The...... half of the document......e&_&ERICExtSearch_SearchValue_0=EJ774626&ERICExtSearch_SearchType_0=no&accno=EJ774626.EPA. (n.d.). What is sustainability? Retrieved May 9, 2012, from http://www.epa.gov/sustainability/basicinfo.htm.Macnagthen, P. & Jacobs, M. (1998). Public identification with sustainable development: Investigating cultural barriers to participation, Global Environmental Change, 7(1): 5-24. Retrieved May 13, 2012, from http://www.sciencedirect.com/science/article/pii/S0959378096000234.Lange, J.M. (2012). Education for sustainable development: How can science education contribute to the perception of vulnerability?, Research in Science Education, 42(1): 109-127. Extract on May 13, 2012, Dahttp: //web.ebcohost.com.lib.kaplan.edu/ehost/detail? Sid = 1EB64274-4b62-b915-2e Q%3D%3D #db=eric&AN=EJ949568.