MMSD Curriculum Standards

Planting and Harvesting

  • Science

    • SCI.LS1.A.1 – all organisms have external parts that they use to perform daily functions

    •  SCI.LS1.A.4 – plants and animals have both internal and external macroscopic structures that allow for growth, survival, and reproduction

    • SCI.CC1.K-2 – students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence

    • SCI.CC1.3-5 – students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions

    • SCI.SFP1 – students ask questions and define problems in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems

    •  SCI.LS1.C.m – plants use energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy

    •  SCI.LS2.A.2 – plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around

    • SCI.LS3.A.1 – young organisms are very much, but not exactly like the parents, and also resemble other organisms of the same kind

    • SCI.LS3.B.1 – individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways

  • Social Studies

    •  K Geography Performance Standard 5 – Explain how people’s actions can have an impact on the environment

    •  Grade 2 Political Science and Citizenship Performance Standard 2 – List ways they can participate responsibility in their community (recycling, littler pick-up, planting trees, flowers, etc.)

Weeding, Mulching, Cover Cropping

  • Science

    •  SCI.LS1.A.1 – all organisms have external parts that they use to perform daily functions

    • SCI.LS1.A.4 – plants and animals have both internal and external macroscopic structures that allow for growth, survival, and reproduction

    • SCI.CC1.K-2 – students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence

    • SCI.CC1.3-5 – students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions

    • SCI.SFP1 – students ask questions and define problems in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems

    • SCI.LS1.C.m – plants use energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy

    • SCI.LS2.A.2 – plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around

    • SCI.LS2.B.5 – matter cycles between the air and soil, and among organisms as they live and die

    • SCI.LS3.A.1 – young organisms are very much, but not exactly like the parents, and also resemble other organisms of the same kind

    • SCI.LS3.B.1 – individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways

    • SCI.LS4.B.m – both natural and artificial selection result from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population

  • Social Studies

    • A.4.6 -Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes

    • K Geography Performance Standard 5 – Explain how people’s actions can have an impact on the environment

Farm-to-table Cooking

  • Social Studies

    • D.8.11 - Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment

Outdoor Art

  • Wisconsin Academic Standards – Visual Arts – Grades K-8

    • Content Standard OneSees in ways that engage the student in personal inquiry leading to a vision of what could be
    • Content Standard TwoImagines and problem solves a variety of approaches to and solutions for visual problems
    • Content Standard ThreeDesigns artwork organized by compositional principles, expressive features, and sensory qualities
    • Content Standard FourCreates images and objects that communicate and express ideas used varied media, techniques, and processes
    • Content Standard FiveProduces artwork that exemplifies craftsmanship
    • Content Standard SixReflects upon and assesses the characteristics and merits of own work and work of others

Composting

  •  Science

    •  SCI.CC1.K-2 – students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence

    • SCI.CC1.3-5 – students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions

    • SCI.SFP1 – students ask questions and define problems in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems

    • SCI.LS2.B.5 – matter cycles between the air and soil, and among organisms as they live and die

  • Social Studies

    •  D.8.11 - Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment.

    • K Geography Performance Standard 5 – Explain how people’s actions can have an impact on the environment

    • K Economics Performance Standard 4 – describe how any why people recycle in the school, home, and community

    • Grade 2 Political Science and Citizenship Performance Standard 2 – List ways they can participate responsibility in their community (recycling, littler pick-up, planting trees, flowers, etc.)

Seed Saving

  •  Science

    • SCI.LS1.A.1 – all organisms have external parts that they use to perform daily functions
    • SCI.LS1.A.4 – plants and animals have both internal and external macroscopic structures that allow for growth, survival, and reproduction
    • SCI.CC1.K-2 – students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence
    • SCI.CC1.K-2 – students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence
    • SCI.CC1.3-5 – students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions
    • SCI.LS2.A.2 – plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around
    • SCI.LS3.B.1 – individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways
  • Social Studies

    • K Geography Performance Standard 5 – Explain how people’s actions can have an impact on the environment

Tasty Tour

  • Science

    • SCI.SFP1 – students ask questions and define problems in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems
    • SCI.LS1.C.m – plants use energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy
    • SCI.LS4.B.m – both natural and artificial selection result from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population
  • Social Studies

    • A.4.4 – Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters
    • 2 Geography Performance Standard 2 – Compare and contrast life in cities, towns, suburbs, and farms
    • Grade 3 Geography Performance Standard 4 – Investigate and describe the geography (land forms and natural features) of Madison
    • Grade 4 Geography Performance Standard 3 – Explain how physical environment affects the way we live
    • Grade 4 Economic Performance Standard 4 – List Wisconsin’s natural, human, and economic resources
    • Grade 5 Geography Performance Standard 1 - Identify and Explain how physical features and climate influences specific cultures

Beekeeping

  •  Science

    • SCI.LS1.A.1 – all organisms have external parts that they use to perform daily functions
    • SCI.LS1.A.4 – plants and animals have both internal and external macroscopic structures that allow for growth, survival, and reproduction
    • SCI.CC1.K-2 – students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence
    • SCI.CC1.3-5 – students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions
    • SCI.SFP1 – students ask questions and define problems in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems
    • SCI.LS2.A.2 – plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around
    • SCI.LS3.B.1 – individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways
  • Social Studies

    • K Geography Performance Standard 5 – Explain how people’s actions can have an impact on the environment
    • Grade 4 Economic Performance Standard 4 – List Wisconsin’s natural, human, and economic resources

Fits into all categories

  •   Social Studies

    • K Economics Performance Standard 2 – participate in activities that require the division of labor
    • 1 Behavioral Science Performance Standard 6 – follow rules and directions