What grade levels do these standards cover?

Grade 1, Grade 2, and Kindergarten

Where can I read the official document?

Wisconsin Standards for Environmental Literacy & Sustainability

K–12 Standards

Grades K, 1, 2
Other Wisconsin Environmental Literacy & Sustainability sets
Grades 3, 4, 5
Grades 6, 7, 8
Grades 9, 10, 11, 12

Connect

C1.
Students develop and connect with their sense of place and well-being through observation, exploration, and questioning .ELS.C1
1. A.
  PerspectiveC1.A
  e.
  Identify personal understandings, views, and beliefs, about how natural and cultural systems work within their community.ELS.C1.A.e
2. B.
  Sense of PlaceC1.B
  a.
  Identify the natural and cultural parts that make up one's community (e.g., natural and built environments, habitats, family, school, cultural diversity), identify relationships between parts, and the role and impact of humans in those systems.ELS.C1.B.e.a
  b.
  Identify where one's food and water comes from and where it goes.ELS.C1.B.e.b
  c.
  Identify different levels that make up one's sense of place (local, regional, national, global).ELS.C1.B.e.c
3. C.
  Curiosity and WonderC1.C
  e.
  Explore outdoors, observing changes over time; describe and ask questions about patterns in natural and built environments.ELS.C1.C.e
4. D.
  Well-beingC1.D
  a.
  Recognize emotions relating to daily sensory observations and learning during integrated nature play.ELS.C1.D.e.a
  b.
  Recognize the mental, socio-emotional, and physical benefits of time spent outdoors, and explore strategies for self-regulation (e.g., practicing quiet time, bringing awareness to the process of breathing, choosing a natural object to focus on over time), gauging self limits, and developing confidence.ELS.C1.D.e.b

Explore

EX2.
Students evaluate relationships and structures of natural and cultural systems and analyze their interdependence.ELS.EX2
1. A.
  Systems ThinkingEX2.A
  a.
  Recognize parts, wholes, and boundaries of an idea or thing.ELS.EX2.A.e.a
  b.
  Identify a familiar natural system, name its parts, and identify relationships among the parts (e.g., the schoolyard has playground equipment, trees, a garden, and birds; birds use trees for homes and find food in the garden), and compare one's identified system to others' to explore similarities and differences.ELS.EX2.A.e.b
2. B.
  Natural Systems EmphasisEX2.B
  e.
  Identify species within an ecosystem and describe how the ecosystem provides resources and services necessary for survival.ELS.EX2.B.e
3. C.
  Cultural Systems EmphasisEX2.C
  a.
  Identify ways in which people are dependent on natural resources and how access to resources can lead to conflict and cooperation.ELS.EX2.C.e.a
  b.
  Identify rulemakers and why rules are made related to the environment.ELS.EX2.C.e.b
EX3.
Students assess how diversity influences health and resilience of natural and cultural systems.ELS.EX3
1. A.
  Multiple PerspectivesEX3.A
  a.
  Recognize different perspectives about the environment and identify ways these perspectives could lead to collaboration or conflict.ELS.EX3.A.e.a
  b.
  Review information from multiple perspectives and ask questions about books, photos, artifacts, websites, and other sources used to learn about natural and cultural systems.ELS.EX3.A.e.b
2. B.
  Natural Systems EmphasisEX3.B
  a.
  Recognize that environments are different based on location and time of year.ELS.EX3.B.e.a
  b.
  Identify that producers are the basis of any food chain, and that a variety of producers is necessary to support the overall resilience of ecosystems.ELS.EX3.B.e.b
  c.
  Discover and design ways to improve environmental quality.ELS.EX3.B.e.c
3. C.
  Cultural Systems EmphasisEX3.C
  a.
  Discover differences in environments and cultural traditions and practices.ELS.EX3.C.e.a
  b.
  Explain the concept of shared natural resources, and identify ways people can work together to maintain health of a common area.ELS.EX3.C.e.b
  c.
  Identify and explain the difference between fair and equal.ELS.EX3.C.e.c
EX4.
Analyze the interactions and outcomes of cycles and flows in natural and cultural systems.ELS.EX4
1. A.
  Natural Systems EmphasisEX4.A
  a.
  Recognize that animals (including humans) get the nutrients, energy, and hydration needed to grow and function from the food and water they consume.ELS.EX4.A.e.a
  b.
  Identify places where water is found in different forms on Earth.ELS.EX4.A.e.b
2. B.
  Cultural Systems EmphasisEX4.B
  a.
  Differentiate between a "want" and a "need."ELS.EX4.B.e.a
  b.
  Describe resources that are essential to the health of individuals, families, and communities.ELS.EX4.B.e.b
  c.
  Differentiate between buyers (consumers) and sellers (producers).ELS.EX4.B.e.c
EX5.
Investigate and analyze how change and adaptation impact natural and cultural systems.ELS.EX5
1. A.
  Decision MakingEX5.A
  a.
  Examine ways one's own beliefs, views, and understanding, influence decision-making and actions.ELS.EX5.A.e.a
  b.
  Explain the impact of one's decisions on others.ELS.EX5.A.e.b
  c.
  Identify how individuals and groups make choices that individually and collectively impact natural and cultural systems.ELS.EX5.A.e.c
2. B.
  Natural Systems EmphasisEX5.B
  a.
  Identify changes that take place in natural systems (e.g., weather, water, day length).ELS.EX5.B.e.a
  b.
  Identify how plants and animals are adapted to habitats that provide the food, water, and protection needed for their sustainability.ELS.EX5.B.e.b
  c.
  Observe and identify patterns in weather and day length.ELS.EX5.B.e.c
3. C.
  Cultural Systems EmphasisEX5.C
  a.
  Compare historical and contemporary natural resource use and practices.ELS.EX5.C.e.a
  b.
  Identify how humans change the environment.ELS.EX5.C.e.b

Engage

EN6.
Students analyze the dynamic balance between natural and cultural systems.ELS.EN6
1. A.
  System Structure and OutcomesEN6.A
  a.
  Identify how positive and negative feedback impacts relationships and behavior.ELS.EN6.A.e.a
  b.
  Recognize that there are short and long-term consequences of choices.ELS.EN6.A.e.b
2. B.
  Rights & ResponsibilitiesEN6.B
  e.
  Describe the characteristics of personal responsibility and explain how a person's choices can impact and affect the local community as well as the environment.ELS.EN6.B.e
3. C.
  Models of SustainabilityEN6.C
  a.
  Identify resources, services, and jobs where people depend on the environment.ELS.EN6.C.e.a
  b.
  Describe the importance of sustainability and identify characteristics of a sustainable society.ELS.EN6.C.e.b
EN7.
Students engage in experiences to develop stewardship for the sustainability of natural and cultural systems.ELS.EN7
1. A.
  Inquiry and InvestigationEN7.A
  a.
  Explore ways people work together to create positive change and how their actions have made a difference.ELS.EN7.A.e.a
  b.
  Discuss sustainability issues that need attention in a school or community and explore ways to address the issue.ELS.EN7.A.e.b
2. B.
  Design and ImplementationEN7.B
  e.
  Identify steps and engage in an experience to address a sustainability issue at school or in the community.ELS.EN7.B.e
3. C.
  Evaluation and ReflectionEN7.C
  e.
  Reflect on a stewardship experience and identify one action experience and related outcome.ELS.EN7.C.e

Frequently asked questions

What grade levels do these standards cover?: Grade 1, Grade 2, and Kindergarten
When were these standards adopted?: 2018
Where can I read the official document?: Wisconsin Standards for Environmental Literacy & Sustainability

Keep exploring

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