What are the Curriculum Connection Possibilities?

This project has several possibilities for connections to the curriculum depending upon the grade level. Since I'm teaching first grade, I looked for standards in that grade level:
Social Studies: 1.3.8 Give examples of natural resources, such as water, trees, plants, and soil, and describe how people in the school and community use these resources.
1.4.3 Compare and contrast different jobs people do to earn income. (This could be done after talking about all the people involved in the production of cotton. The information in a quote I had in an earlier post surprised me about how many people are involved in the cotton industry.)
Science: 1.1.1 Observe, describe, draw, and sort objects carefully to learn about them. (I would see the part about observing and describing being useful here.)
1.1.2 Investigate and make observations to seek answers to questions about the world, such as "In what ways do animals move?" (Translated in this project the question would be, "How does cotton grow?)
1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely for a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.
1.2.6 Describe and compare objects in terms of number, shape, texture, size, weight, color and motion.
Language Arts: 1.7.5 Use descriptive words when speaking about people, places, things, and events.
1.7.9 Provide descriptions with careful attention to sensory detail.

Standards for grade 5 that could be met in learning about cotton:
Social Studies: 5.1.10 Examine the causes and consequences of the establishment of slavery, and describe how slavery became an issue that began to divide the Northern and Southern colonies.
5.3.8 Identify the major manufacturing and agricultural regions in colonial America, and cite ways that agriculture and manufacturing have changed in the past and continue to change.
5.4.5 Use economic reasoning to explain why certain careers are more common in one region than in another, and how specialization results in more interdependence.
5.4.6 Predict the effect of changes in supply and demand on price.
5.4.7 Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history. Ex: price of cotton
5.5.3 Read fiction and non-fiction stories about conflicts among and between groups of people at different stages in the formation of the United States, and give examples of how these conflicts were resolved. (I think of the issues in the cotton mills.)
Science: 5.4.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all.

The learnings in fifth grade are not so much about how cotton grows, but more about the industry.

Information Literacy Standards that can be met:
Formulates questions based on information needs.
Identifies a variety of potential sources of information.
Selects information appropriate to the problem or question at hand.
Integrates new information into one's own knowledge.

Indiana's Academic Standards for Social Studies, Science and Language Arts
Information Power: Building Partnerships for Learning prepared by the American Association of School Librarians, 1998.