Historically, decision-making around food, energy, and water (FEW) have not emphasized naturally occurring and complex interconnections. As such, these decontextualized approaches have led to environmental degradation and a disproportionate distribution of environmental risk to vulnerable communities. Alternatively, food, energy, and water can be taught as interconnected content embedded in science courses as a more justice oriented approach promoting environmental sustainability. This poster presentation describes equity-based strategies for the teaching of food, energy, and water in the science classroom.