Curriculum Toolkit

Over the years, we have honed in on priority curricular units for every grade level, preschool through 12th grade, that build on each other and provide a meaningful food education for the students we work with.

This Toolkit is the compilation of these units, along with their related teaching standards, activities, and assessment tools. We are constantly adding to this site, so please check in again soon for updates.

We designed this curriculum framework to help our students grasp the following key concepts by the time they graduate from high school:

Feel confident in making healthy food choices

Appreciate the farming profession

Know that everyone can grow food

Understand the connection between healthy soil, healthy plants, and healthy people

Recognize the difference between the industrial and local food systems

Kindergarten: Seed to Fork

In kindergarten,

students follow the life cycle of a seed through literature, art and an introduction to the wide world of science.

In the fall, students use their senses to observe plants as they begin to die back, collecting seeds and harvesting produce. During the winter, they explore the plant life cycle through stories, songs, art, and cooking activities. Once the weather warms, they use their knowledge to plant their own seeds in the garden, learning about community, friendship and the power of working together.

Connections to IGS Learning Goals:

Appreciate the farming profession
Know that everyone can grow food
Understand the connection between healthy soil, healthy plants and healthy people

Essential Questions:

Where does food come from?
Why do we have farms?
What do living things need to survive?
Where do seeds come from?
How do seeds grow?
Why are seeds important?


Construct an argument supported by evidence for how plants and animals (including humans) can change their environment.


Obtain information about the purpose of weather forecasting to prepare for, and respond to, different types of local weather.


Communicate solutions to reduce the amount of natural resources an individual uses.


Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.


Recognize that all plants and animals have a life cycle; a. most plants begin as seeds, develop and grow, make more seeds, and die; and b. animals are born, develop and grow, produce young, and die.


Make observations to determine that sunlight warms materials on Earth’s surface.


Use tools and materials to design and build a prototype of a structure that will reduce the warming effect of sunlight on an area.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

Classify objects and count the number of objects in categories

Analyze, compare, create, and compose shapes


Describe the location of people, objects, and places, using correctly words and phrases such as up, down, near, far, left, right, straight, back, behind, in front of, next to, between.


Put events from their personal lives, observations of the natural world, and from stories and informational texts read or read aloud in temporal order, using words and phrases relating to chronology and time.


With prompting and support, give examples from literature and informational texts read or
read aloud of characters who show authority, fairness, caring, justice, responsibility, or who show how rules are created and followed.

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Kindergarten Book List


  • The Sunflower House, by Eve Bunting
  • From Seed to Sunflower, by Gerald Legg
  • Sunflower Sal, by Janet Anderson
  • A Field of Sunflowers, by Neil Johnson


  • Eating the Alphabet, by Lois Ehlert
  • The Yummy Alphabet, by Jerry Pallotta
  • The Vegetable Alphabet Book, by Jerry Pallotta
  • A Garden Alphabet, by Isabel Wilner
  • Gardener’s Alphabet, by Mary Azarian
  • A Cow’s Alfalfa-Bet, by Woody Jackson
  • An Edible Alphabet, by Carol Watterson
  • An Edible Alphabet, by Bonnie Christensen

Garden Literature

  • Stone Soup, by Heather Forest
  • Green Eggs and Ham, by Dr. Seuss
  • The Lorax, by Dr. Seuss


  • Planting a Rainbow, by Lois Ehlert
  • My Five Senses, by Aliki*
  • Eat Lots of Colors, by Helen Marstiller


  • The Global Garden, by Kate Petty
  • Pancakes for Breakfast, by Tomie DePaola *
  • Pancakes Pancakes! by Eric Carle
  • The Vegetables We Eat, by Gail Gibbons
  • Who Grew My Soup, by Tom Darbyshire
  • Oliver’s Vegetables, by Vivian French
  • Growing Vegetable Soup, by Lois Ehlert
  • Apples and Pumpkins, by Anne Rockwell
  • One Bean, by Anne Rockwell
  • LMNOPeas, by Keith Baker
  • Inch by Inch, by David Mallet (song book)
  • Counting in the Garden, by Emily Hruby
  • And Then It’s Spring, by Julie Fogliano
  • Up, Down and Around, by Katherine Ayres


  • Chickens Aren’t the Only Ones, by Ruth Heller
  • From Egg to Chicken, by Robin Nelson
  • Too Many Chickens, by Paulette Bourgeois
  • Chicken Big, by Keith Graves


  • The Carrot Seed, by Ruth Krauss
  • Ten Seeds, by Ruth Brown
  • The Tiny Seed, by Eric Carle
  • The Seed Song, by Judy Saksie
  • What’s This, by Caroline Mockford


  • My Farm Friends, by Wendell Minor
  • On the Farm, by David Elliott
  • Going to Sleep on the Farm, by Wendy Lewison (rhyming)

* Suggested by MA Curriculum Frameworks