The article considers certain stages of formation of educational and research skills of high school students of secondary education institutions in the implementation of environmental projects. The purpose is to analyse the specifics of attracting high school students of general secondary education institutions to the implementation of environmental projects. The main methods of research were methods of systematization, statistical processing, analysis, observation, induction, deduction, and synthesis used to solve scientific and methodological problems. Results. It is established that the goal of an environmental project makes it possible to choose a range of tasks that should be implemented by a high school student, namely: the object of research and the method of achieving the final result. In accordance with the set goal, the project objectives are determined. The solution of each task is a stage of research. Tasks determine the content of the study, methods, and results obtained. They can include the formulation of a problem, the identification of new facts, the establishment of new connections, a new formulation of a known problem, original conclusions and recommendations for the implementation of the obtained experimental data. The proposed scheme is a model for conducting research on determining water quality in aquatic ecosystems. The diagram shows three stages of step-by-step research. The first one is aimed at selecting the object of research (the main selection of criteria and objects of research is revealed). The second stage is the selection of methods for conducting the experiment. The criteria for selecting experimental sites are disclosed and, accordingly, identifiers for conducting an experiment and implementing an environmental project are given. The third stage is aimed at analysing the results of the study, formulating appropriate conclusions and planning the next stages of the study. The main stages in the formation of scientific research are considered from the formation of the topic, research tasks to the discussion and formation of conclusions of an environmental project. Conclusions. In the process of implementing environmental projects, which is aimed at search activities, high school students improve their ability to perform mental actions, operate in practice with all the acquired skills and abilities. The implementation of eco-projects develops logical and ecological thinking, forms a scientific and practical style of thinking, intuition, and develops interest in natural science. Scientific literature can’t provide deep and thorough knowledge, practical skills and abilities if the acquired theoretical knowledge is not combined with research activities. During their own observations, high school students are convinced that there are close connections between living organisms and the surrounding component, i.e. the environment.