This article reports on an Australian project involving preschool and kindergarten children learning about 'giving' and the environment. Teachers designed learning modules based on the Learning by Design framework, which views pedagogies as knowledge processes, and conducted action research to explore the impact of learning about 'giving' on student wellbeing and their literacy learning. From observations of students and analyses of students' work samples, teachers agreed that students were more empathic, collaborative and felt more connected to their environments. Their engagement in authentic learning resulted in improved literacy outcomes as well as students taking action for the environment. Parent involvement also increased and strong connections were made between the schools and the wider community.