The written curriculum contains a page for each week indicating some of the standards that are addressed by the activities in the lesson plans for that week. For example, Week #1 of the Color and Light module includes making bottles of colored water, painting with water colors, finger painting with colored puddings, going on a scavenger hunt for colors, and making colored popsicles.

Teachers expand children's receptive vocabulary when they engage children in conversation about color, and read color themed stories. As children explore color, they use color vocabulary to describe their activities and communicate the results of their investigations. Children match and sort colors, and create graphs to describe the class' favorite colors. They may create formula cards to describe the outcome of combining specific colors.

Standards met by these activities, typical of the ScienceStart! curriculum, are listed below.

National Council for Teachers of English (NCTE) Language Arts

• Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

New York State Language Arts

• Speak for different purposes (e.g., share ideas about personal experience, books, or writing; retell a story; dramatize an experience or event).
• Show interest in reading for different purposes (e.g., gaining information about the world and others).
• "Write" messages as part of play.

American Association for a the Advancement of Science Benchmarks

• When a science investigation is done the way it was done before, we expect a very similar result.
• Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
• People can often learn about things around them just by observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.

National Council for Teachers of Mathematics (NCTM)

• Understand measurable attributes of objects and the units, systems, and processes of measurement.
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
• Create and use representations to organize, record, and communicate mathematical ideas.