Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education.

Two laboratory experiments have been developed to engage students in scientific practices and to central ideas of chemical practices. The experiments are based on the model of pH color scale from plant extracts and its application on acid–base reactions. Three color pH models from red cabbage, radish, and flowers have been developed by students during the first experiment. After evaluating the merits and limitations of each model, the most appropriate pH indicator has been chosen to be used during the second experiment dealing with carbon dioxide production and properties. The activities have been designed in a way that fosters collaboration, decision-making, and the connection of chemistry to the natural world and everyday life. The majority of the materials are household, inexpensive and suitable for both face-to-face performance of the experiments at a school laboratory or for hands on activities on distance learning. The experiments have been implemented in (a) a training course to a group of 23 secondary chemistry teachers and (b) two laboratory lessons to a group of 25 upper secondary students. The activities of the laboratory experiments and the feedback from both teachers’ and students’ implementation are further described.