At the end of Grades K-2, students know where the garden is located, that it is a learning environment, and they understand how to be in the garden in a safe and caring way. They begin to understand that the garden is integrated with and complements the teaching kitchen. Students can describe structure and function of plants, identify edible parts of plants and they understand what plants need to grow.

Students can describe the life cycle of a plant and explain the concepts of soil web and food web. Students understand how seasons, climate, and geography play a role in food production, and they begin to understand that a garden is a natural system that produces food.

Students develop key observational, data collection, and critical thinking skills in support of activities they will conduct in later grades.

• Locate the garden and recognize that it is a learning environment.
• Participate in school garden activities with safe and caring behaviors.
• Demonstrate understanding of what a plant is, recognize plant parts and identify soil.
• Demonstrate understanding through inquiry and observation about the life cycle of plants, plant parts and soil.
• Demonstrate understanding of what weather is and name the seasons.
• Identify living and nonliving things in the garden.
• Recognize and name what plants and a garden need to thrive
• Demonstrate understanding of abundance (a lot/more) and scarcity (few/less) in the garden.

At the end of Grades K-2, students know where the garden is located, that it is a learning environment, and they understand how to be in the garden in a safe and caring way. They begin to understand that the garden is integrated with and complements the teaching kitchen. Students can describe structure and function of plants, identify edible parts of plants and they understand what plants need to grow.

Students can describe the life cycle of a plant and explain the concepts of soil web and food web. Students understand how seasons, climate, and geography play a role in food production, and they begin to understand that a garden is a natural system that produces food.

Students develop key observational, data collection, and critical thinking skills in support of activities they will conduct in later grades.

• Demonstrate knowledge of plant parts and name specific edible parts of plants in the garden.
• Demonstrate understanding of how seeds transport.
• Demonstrate understanding of the role a seed plays in the life cycle of a plant.
• Demonstrate knowledge of what forms a soil web.
• Demonstrate understanding of living and non-living organisms in the garden.
• Identify, count, and draw living organisms in the garden.
• Demonstrate ability to distinguish a variety of similar and different plants, and collaborate to select plants to grow in the garden.
• Demonstrate knowledge of what plants and gardens need to thrive, and explain how to provide those needs.

At the end of Grades K-2, students know where the garden is located, that it is a learning environment, and they understand how to be in the garden in a safe and caring way. They begin to understand that the garden is integrated with and complements the teaching kitchen. Students can describe structure and function of plants, identify edible parts of plants and they understand what plants need to grow.

Students can describe the life cycle of a plant and explain the concepts of soil web and food web. Students understand how seasons, climate, and geography play a role in food production, and they begin to understand that a garden is a natural system that produces food.

Students develop key observational, data collection, and critical thinking skills in support of activities they will conduct in later grades.

• Identify elements in a food web.
• Demonstrate understanding of the role of plants in the food web.
• Demonstrate knowledge of the structure and functions of plant parts, specifically stems and leaves.
• Demonstrate knowledge of planting seeds, transplanting seedlings and seed saving.
• Demonstrate knowledge of how soil is made.
• Demonstrate knowledge of how plant and other matter is broken down.
• Demonstrate knowledge of beneficial and non-beneficial insects.
• Demonstrate understanding of how the environment and weather shape the garden and its inhabitants.
• Begin managing scarcity and abundance in the garden environment.

At the end of Grades 3-5, students understand the structure and function of plant parts and how to propagate plants. They are able to identify components of and build soil. Students are able to define what local means, and they can map local food regions. Students understand the environmental factors that shape food regions. They acquire a foundational understanding of the garden as a natural system. They are able to design, plot and implement elements of a school garden. Students perform these skills with appropriate grade level personal and community life skills that include and/or benefit their families and communities.

• Demonstrate increased understanding of the structure and function of plant parts, specifically of flowers.
• Demonstrate knowledge of germination, propagation, and plant growth.
• Demonstrate ability to design and conduct science experiments in the garden.
• Demonstrate knowledge of geographic and climate influences on food.
• Demonstrate knowledge of food systems.
• Demonstrate knowledge of beneficial insects in the garden.
• Demonstrate knowledge of pollinators and predators in the garden.
• Demonstrate knowledge of basic garden design using basic math.

At the end of Grades 3-5, students understand the structure and function of plant parts and how to propagate plants. They are able to identify components of and build soil. Students are able to define what local means, and they can map local food regions. Students understand the environmental factors that shape food regions. They acquire a foundational understanding of the garden as a natural system. They are able to design, plot and implement elements of a school garden. Students perform these skills with appropriate grade level personal and community life skills that include and/or benefit their families and communities.

• Demonstrate knowledge of the structure and function of plant parts, specifically of seeds and seed parts.
• Demonstrate knowledge of photosynthesis.
• Demonstrate knowledge of soil management strategies in the garden.
• Demonstrate knowledge of how geographic place and climate influence the foods growing in a bioregion.
• Demonstrate knowledge of how latitude and altitude influence plant growth.
• Demonstrate knowledge of how to identify, assess, and resolve stress and/or poor health of plants.
• Demonstrate knowledge of a regional food system.
• Demonstrate knowledge of urban garden design.

At the end of Grades 3-5, students understand the structure and function of plant parts and how to propagate plants. They are able to identify components of and build soil. Students are able to define what local means, and they can map local food regions. Students understand the environmental factors that shape food regions. They acquire a foundational understanding of the garden as a natural system. They are able to design, plot and implement elements of a school garden. Students perform these skills with appropriate grade level personal and community life skills that include and/or benefit their families and communities.

• Demonstrate knowledge of genetic traits in plants.
• Demonstrate knowledge of geographic and geologic factors that shape soil.
• Demonstrate knowledge of how to make soil for seed germination and garden beds.
• Demonstrate knowledge of the cultural origin of food.
• Demonstrate knowledge of how plants have migrated around the world.
• Demonstrate knowledge of seed to plate process.
• Demonstrate understanding of how food systems are connected to social,
• economic, political, and environmental systems.

At the end of Grades 6-8, students understand how the culinary garden is complementary to and wholly integrated with the teaching kitchen by growing foods to use in the kitchen. Students understand basic garden maintenance and safety skills, how to build and amend soil, how to build and use compost, the seed-to-plant cycle, and how to harvest plants for food. They perform these skills while applying social and emotional life skills that include and/or benefit their families and communities.

• Demonstrate knowledge of garden design and installation.
• Demonstrate understanding of the relationship between weather and seasonality.
• Demonstrate understanding and proper use of soil amendments.
• Demonstrate knowledge of various propagation methods.
• Demonstrate knowledge of basic business skills to plan a garden project.

At the end of Grades 6-8, students understand how the culinary garden is complementary to and wholly integrated with the teaching kitchen by growing foods to use in the kitchen. Students understand basic garden maintenance and safety skills, how to build and amend soil, how to build and use compost, the seed-to-plant cycle, and how to harvest plants for food. They perform these skills while applying social and emotional life skills that include and/or benefit their families and communities.

• Demonstrate knowledge of microclimates and seasonal planting.
• Demonstrate increased understanding of basic business skills to create a budget with income and expenses.
• Demonstrate knowledge of various soils types and soil composition.
• Demonstrate increased knowledge of photosynthesis.
• Demonstrate understanding of the relationship between producers and consumers in the garden food system.
• Evaluate the interdependence of organisms in the garden environment.

At the end of Grades 6-8, students understand how the culinary garden is complementary to and wholly integrated with the teaching kitchen by growing foods to use in the kitchen. Students understand basic garden maintenance and safety skills, how to build and amend soil, how to build and use compost, the seed-to-plant cycle, and how to harvest plants for food. They perform these skills while applying social and emotional life skills that include and/or benefit their families and communities.

• Demonstrate mastery of garden planning and maintenance, seasonal planting, post-harvest techniques, basic business skills, and plant identification.
• Demonstrate ability to resolve watering, weeding, harvest, and distribution challenges that exist in a garden.
• Demonstrate knowledge of and explain the proportional relationship of soil components.
• Demonstrate understanding of weather, seasonality, and succession planting.
• Demonstrate ability to analyze differences between locally grown and imported food.
• Demonstrate knowledge of urban garden design.

At the end of Grades K-2, students know where the teaching kitchen is located, understand that it is a learning environment and model proper safety and sanitary practices in the kitchen. They begin to understand that the kitchen is integrated with and complements the culinary garden. Students can identify and name various fruits, vegetables, grains, and legumes. Students can identify food groups and categorize different foods into the correct food group. They can describe taste and texture sensations. Students understand how to use their hands as tools along with basic kitchen tools to safely carry out simple cooking tasks.

• Locate the teaching kitchen and recognize that it is a learning environment.

• Demonstrate an understanding of the five senses.

• Demonstrate knowledge of flavor and texture.

• Name and identify basic kitchen tools.

• Perform basic food preparation tasks.

• Recognize what a healthy food option is.

• Perform basic safety and sanitary practices.

• Demonstrate understanding of the basic concepts of abundance (a lot/more) and scarcity (few/less) as it relates to the kitchen.

At the end of Grades K-2, students know where the teaching kitchen is located, understand that it is a learning environment and model proper safety and sanitary practices in the kitchen. They begin to understand that the kitchen is integrated with and complements the culinary garden. Students can identify and name various fruits, vegetables, grains, and legumes. Students can identify food groups and categorize different foods into the correct food group. They can describe taste and texture sensations. Students understand how to use their hands as tools along with basic kitchen tools to safely carry out simple cooking tasks.

• Demonstrate understanding that one food item can have a variety of flavors and textures.

• Demonstrate knowledge of basic flavor sensations.

• Demonstrate understanding of basic food preparation.

• Demonstrate understanding of a recipe.

• Begin to understand abundance and seasonality.

• Demonstrate the ability to recognize and provide examples of whole foods, a balanced meal, and a healthy snack.

• Demonstrate understanding of food traditions in their community.

• Demonstrate knowledge of food related professions.

At the end of Grades K-2, students know where the teaching kitchen is located, understand that it is a learning environment and model proper safety and sanitary practices in the kitchen. They begin to understand that the kitchen is integrated with and complements the culinary garden. Students can identify and name various fruits, vegetables, grains, and legumes. Students can identify food groups and categorize different foods into the correct food group. They can describe taste and texture sensations. Students understand how to use their hands as tools along with basic kitchen tools to safely carry out simple cooking tasks.

•Demonstrate knowledge of taste sensations and describe a variety of familiar and unfamiliar foods.

•Identify and further articulate basic textures and palate experiences.

•Demonstrate understanding of local and seasonal foods.

•Begin managing scarcity and abundance in the kitchen environment.

•Describe and/or perform preservation processes to manage abundance in the garden.

At the end of Grades 3-5, students understand the parts of a recipe, ingredients, flavors and basic cooking techniques. Students demonstrate knowledge of proper safety and sanitation in the kitchen environment. Students understand the basic concepts of a food system, principals of home economics and nutrition. Students perform these skills with appropriate grade level personal and group skills that include and/or benefit their families and communities.

• Use descriptive language to explain foods and their flavor attributes and textures.

• Demonstrate understanding of and articulate the relationship between flavor and culture.

• Demonstrate increased understanding of the seed to plate cycle.

• Demonstrate understanding of recipe sequencing and basic recipe techniques.

• Demonstrate knowledge of eating on a budget and begin to understand that health is connected to food choices.

• Demonstrate understanding of whole and processed foods.

• Demonstrate understanding of abundance.

• Identify and interpret information from a food label.

At the end of Grades 3-5, students understand the parts of a recipe, ingredients, flavors and basic cooking techniques. Students demonstrate knowledge of proper safety and sanitation in the kitchen environment. Students understand the basic concepts of a food system, principals of home economics and nutrition. Students perform these skills with appropriate grade level personal and group skills that include and/or benefit their families and communities.

• Demonstrate increased understanding of culinary flavors and textures and begin to make simple combinations.

• Demonstrate understanding of how to preserve abundance from the garden.

• Demonstrate knowledge of recipe parts, processes, and yields.

• Demonstrate understanding of purchasing and preparing nutrient rich food on a budget.

• Demonstrate ability to apply grade level math skills to food preparation techniques.

• Begin to understand the versatility of ingredients and how they are used in various cultural dishes.

• Demonstrate safe and proper use of various tool with increasing independence.

At the end of Grades 3-5, students understand the parts of a recipe, ingredients, flavors and basic cooking techniques. Students demonstrate knowledge of proper safety and sanitation in the kitchen environment. Students understand the basic concepts of a food system, principals of home economics and nutrition. Students perform these skills with appropriate grade level personal and group skills that include and/or benefit their families and communities.

• Assign flavors, textures, and techniques to various cultural traditions.

• Understand basic principles of keeping foods at correct hot, holding, and cold temperatures.

• Demonstrate knowledge of proper tool use with supervision.

• Use more advanced kitchen tools and equipment.

• Demonstrate knowledge of food preservation techniques.

• Demonstrate knowledge of and perform simple recipes.

• Demonstrate understanding of the relationship between gardening, healthy food choices, and wellness.

• Interpret and utilize nutrition fact labels and food labels.

• Demonstrate knowledge of basic home economic principles for sourcing food items.

• Demonstrate understanding of food cost and food waste in the kitchen.

At the end of Grades 6-8, students demonstrate mastery of culinary flavors and textures, recipe concepts, food preparation, menu development and health concepts. Students can identify seasonal ingredients, spices and f lavors through taste and texture. They can cook independently using various cooking methods and describe the reason they selected a specific cooking method. Students can read, follow, modify and create recipes for a variety of occasions and they are knowledgeable of food traditions in their community and in other cultures. Students understand the origin of food, can explain how the kitchen is integrated with the garden, and can apply principals of home economics and food business skills outside the classroom to include and/or benefit their families and communities.

• Demonstrate knowledge of culinary flavors and textures to identify ingredients.

• Demonstrate mastery of basic cooking methods and recipe preparations.

• Demonstrate ability to increase and decrease recipe portions.

• Demonstrate understanding of nutrition facts on food labels to make informed choices about healthy eating.

• Demonstrate understanding of food traditions and culture.

• Demonstrate knowledge of whole food versus processed food.

• Demonstrate the ability to plan and stage a thematic classroom event.

At the end of Grades 6-8, students demonstrate mastery of culinary flavors and textures, recipe concepts, food preparation, menu development and health concepts. Students can identify seasonal ingredients, spices and f lavors through taste and texture. They can cook independently using various cooking methods and describe the reason they selected a specific cooking method. Students can read, follow, modify and create recipes for a variety of occasions and they are knowledgeable of food traditions in their community and in other cultures. Students understand the origin of food, can explain how the kitchen is integrated with the garden, and can apply principals of home economics and food business skills outside the classroom to include and/or benefit their families and communities.

• Understand and articulate the relationship between the culinary arts and senses.

• Demonstrate increased skill of kitchen tools and equipment.

• Demonstrate the ability to prepare a variety of dishes following more complex recipes.

• Demonstrate knowledge of ingredients and relate seasonality to the availability of ingredients.

• Demonstrate knowledge of various ways other cultures incorporate food groups into their diets.

• Describe the health benefits of seasonal eating.

• Demonstrate understanding of and define a local food system.

• Demonstrate knowledge of all food groups and explain how cooking methods can alter the nutritive value of food.

• Demonstrate knowledge of basic business planning skills for a food related product or concept.

At the end of Grades 6-8, students demonstrate mastery of culinary flavors and textures, recipe concepts, food preparation, menu development and health concepts. Students can identify seasonal ingredients, spices and f lavors through taste and texture. They can cook independently using various cooking methods and describe the reason they selected a specific cooking method. Students can read, follow, modify and create recipes for a variety of occasions and they are knowledgeable of food traditions in their community and in other cultures. Students understand the origin of food, can explain how the kitchen is integrated with the garden, and can apply principals of home economics and food business skills outside the classroom to include and/or benefit their families and communities.

• Demonstrate mastery of culinary flavors and textures, recipe concepts, food preparation, menu development, and health concepts.

• Demonstrate the ability to modify recipes independently and incorporate seasonal ingredients and spices when available.

• Demonstrate understanding and articulate the relationship between soil, food, and health.

• Demonstrate knowledge of basic business planning to market and sell a food related product.

• Demonstrate knowledge and identify appropriate cooking methods to meet dietary and health needs.

• Demonstrate ability to create a dish using flavors and textures from other cultures.

• Demonstrate knowledge of complex menu development using several cooking methods and ingredient substitutions.