Abstract
The present text proposes diverse strategies that could be used in order to (i) get Chemistry students acquainted with environmental Chemistry aspects, and (ii) depict Chemistry as a science in close relationship with students' personal, social and academic context. Diverse examples of environment-related wordings of numerical problems and theoretical questions are presented. They are compared to the usual statements of similar problems. These examples apply to different Chemistry disciplines. Finally, some remarks and environmental knowledge that help incorporate the suggested alternative wordings are included.