Little STEAMers Early Learning Program

Unit #1: Colors Remote Learning Activities

Little STEAMers Early Learning Program

The internationally recognized Illinois Mathematics and Science Academy® (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10- 12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships. (www.imsa.edu)

Materials Learning Objectives • Mix It Up by Hervé Tullet from your local

library or view an animated read aloud onYouTube.

• Yellow, blue, and red washable paint

• 3-6 waterproof containers*

• Rain or another water source

• Coloring materials (crayons, markers, orcolored pencils)

• Rain Paint student page or blank piece ofpaper for recording observations

*Note: Shallow containers are recommended for this activity.The containers do not need to be identical, and they could bewashed and reused if necessary. Additional containers areencouraged for students to design their own experiment.

I can make a prediction of what I think will happen in an experiment.

I can describe what happens to paint colors when they are left in the rain.

I can listen to a book being read aloud and participate when given directions.

Skills

Exploration Explain to students that they will be doing a science experiment to see what happens to paint colors when they are put outside in the rain. Provide each student with a Rain Paint student page and ask them to predict what will happen when each combination of colors is placed in the rain. Coloring materials may be used to shade in each circle as it corresponds to the listed color.

Following the color combinations on the student page, place a small amount of each paint color into a container. Paint samples should be approximately 2-3 inches apart within the container. Then, place containers outside in the rain near a window or area where students can view the experiment. As the rain falls and paints combine, pose the following questions to encourage student observation:

• What do you notice is happening?• Is this what you predicted? Why or why not?• How can we record our results?• What other things could we try with the paint colors and the rain?

Once the paint colors have combined, students can then record their results on their student page. Then, students may read or view Hervé Tullet’s storybook, Mix It Up. This interactive book discusses several of the primary color combinations explored in the previous experiment. Questions to connect this story to the experiment include:

• What happened when we mixed (Color #1) with (Color #2)? Was this the same or different than whathappened in the experiment?

• Can you tell me how to make purple? Orange? Green?

Rain Paint

Language Development

Scientific Inquiry

Creative Play

Rain Paint Student Page

Name: ____________________________________ Following the paint combinations, place a sample of each paint color into a container. Predict what will happen to the paint colors when placed in the rain. Put each container in the rain and record the result.

Paint Combination What do you predict will happen?

What was the result?

Red and Yellow

Yellow and Blue

Blue and Red

and

and

and

Materials Learning Objectives 3 paper towel strips or coffee filters*

Clear plastic cups or other transparent container

Water-soluble markers of different colors(including black)

Water

Pencil

Tape

Chromatography: Color Separation Student Page

*Note: If using paper towel, cut 3-6 strips approximately ½-1 inch inwidth. If using coffee filters, disregard the setup instructors belowand simply color a circle on each filter and fold into a triangle. Placethis triangle into a cup of water so that only the tip is submerged.

I can make a prediction of what I think will happen in an experiment.

I can explain chromatography and describe how colors can be separated.

I can make observations and draw the result of an experiment.

Skills

Exploration Explain to students that they will be doing a science experiment using chromatography. Provide each student with a student page and all necessary materials. To set up the experiment, place the pencil on top of the plastic cup or clear container. Using small pieces of tape, secure each paper towel strip to the pencil so that all strips are inside the cup, not touching the bottom or one another. The paper strips may need to be cut to adjust the length.

Then, ask students to select three colors (black is recommended) and color a circle approximately a half inch above the bottom of each paper towel strip. Placing the pencil and paper towel strips back into the cup, pose the following questions to prompt student thinking:

What colors did you choose?

Do you think those colors could be any other colors? Why or why not?

What do you think will happen to your paper strip once water is added to the cup?

Carefully add water to the bottom of the cup so that the very bottom of the paper strip is submerged in water. Be sure not to submerge the colored circle! As the water travels up the paper towel strip, encourage students to make observations, discuss what is happening to the colored circles, and record the results on their student page.

Chromatography is the separating of materials (i.e., colors of ink) through a filter. This processes allows students to see that black is actually a combination of several other colors, including yellow, red, and blue. Colors are made of molecules, and when these molecules are dissolved in water and travel through the paper towel filter, separate into individual shades based on their size and mass. Students may extend this activity using coffee filters or creating a work of art by drawing a design.

Chromatography: Color Separation

Language Development

Scientific Inquiry

Creative Play

Chromatography: Color Separation Student Page

Name: ____________________________________

Observe the results of the chromatography experiment. What do you notice? How can you record these results?

Materials Learning Objectives • Clear sandwich bags• Red food coloring• Blue food coloring• Water• Red marker• Blue marker• Picture shape (Anaglyph) template*• Blank shape template*

*Note: The templates may be made using paper andblack, red, and blue markers instead of using a colorprinter if needed

I can use a new tool to learn about colors

I can make predictions about what will happen when looking at pictures using red and blue lens filters

I can create my own Anaglyph image using red and blue markers and manipulating shapes

Skills

Fine Motor

Creative Play

Math Skills

Exploration Prep: This activity uses homemade red and blue filters. The filters can be made by filling two plastic sandwich bags ~½ way with water and adding ~30 drops of red food coloring to one and ~15 drops of blue food coloring to the other. The attached templates also need to be printed out in color or hand drawn by an adult ahead of time.

Activity: The first part of this activity begins with students making observations about the picture shape template. Show them the printed template (or one that has been made for them) and ask them to describe what they see. Next show them the red and blue sandwich bag filters. Here are some possible prompts:

• What do you see?• Do you recognize any familiar shapes?• What do you think you will see if you look at the picture with the red filter?• What do you think you will see if you look at the picture with the blue filter?

After predictions are made, allow students to experiment by looking at the pictures on the template through the lens filters. Some talking points could be:

• What happened to the pictures with the red filter?• How did the pictures change?• What happened to the pictures with the blue filter?• How did the pictures change?

Once they have had enough time to look at the template using the colored filters, tell them it is their turn to create their own shape pictures that they can look at using the filters. Using blue and red markers and the attached blank shape template (or a hand drawn one), allow students to create their own pictures.

Now You See It, Now You Don’t

Anaglyph Template

Blank Shape Template

Materials Learning Objectives • The Girl Who Heard Colors, by Marie

Harris from your local library, or viewan animated read aloud on YouTube

• Kandinsky from the Chrome Music Lab*

*Note: The Kandinksy program will work from anybrowser on a laptop, tablet, or phone via thefollowing website:

I can make observations using my senses

I can ask questions about what I see and hear

I can make art using technology

Skills

Fine Motor

Creative Play

Listening

Exploration Begin this activity by reading The Girl Who Heard Colors, by Marie Harris. If you’d prefer to watch a virtual read aloud, there are options to do so on YouTube. Before you read the story, consider the following with your student(s):

• What do you think it means to hear colors? What is the difference betweenhearing and seeing?

• What are your other senses?• Which sense do you think you use the most? Why?

During and after reading the story, consider the following: • Have you ever heard a color?• Do any of these sounds make you think of a certain color?

o Dog Barking, phone ringing, thunder, any other familiar sound

When you have finished discussing the story, navigate to the Chrome Music Lab’s Kandinsky program that is linked above. Allow your student(s) ample time to explore and play within the program. They can use the mouse/trackpad/stylus/finger to draw different shapes and lines on the screen and press play to see what happens. There are also three different color schemes to choose from. During and after exploring, encourage discussion:

• What did you draw?• What happened when you pushed play?• What did you notice about the different colors?• What did you notice about the different shapes?• What does this remind you of?

Can You Hear Colors?

https://musiclab.chromeexperiments.com/Kandinsky/

Materials Learning Objectives Planting a Rainbow by Lois Ehlert from your

local library or view an animated read aloudon YouTube.

Pattern Shapes app from The Math Learning

Center*

Pattern blocks (optional)

Piece of white paper (optional)

*Note: The Pattern Shapes app is available online or fordownload on laptops, iPads, Chromebooks, and Windowsdevices. Navigate to the following website for more information:

I can describe the colors, shapes, and pictures that I see in a book.

I can design a colorful garden using pattern blocks and describe my picture.

I can use technology to be creative.

Skills

Exploration

Begin this activity by reading (or viewing) Lois Ehlert’s picture book, Planting a Rainbow. As students explore the text, the following questions may be asked to encourage critical thinking, mathematical reasoning, and scientific investigation:

What do you think it means to “plant a rainbow”?

What is happening to the bulbs and seeds? What is making this happen?

How is the “rainbow” growing? What is happening?

Tell me about these flowers. What do you notice?

How is a flower garden like a rainbow?

Allow plenty of time for students to identify the attributes (i.e., shape, color, size) of the flowers. Then, tell students that they will “plant” their own rainbow by creating a garden using pattern blocks. Using the Pattern Blocks app from The Virtual Math Center, provide students time to explore the virtual manipulative. Alternatively, students could use regular pattern blocks to create their garden on white paper.

As students create their garden, encourage students to discuss their garden:

How can we build a flower using the pattern blocks?

What are the different parts of a flower?

What colors can we use to “plant a rainbow”?

What shapes have you used to create your flower? Tell me about these shapes.

A Garden of Colors

https://www.mathlearningcenter.org/resources/a

pps/pattern-shapes

Language Development

Creative Play

Hand-Eye Coordination

Math Skills

Materials Learning Objectives • Markers, Colored Pencils, or Crayons in the

following colors:o Redo Orangeo Yellow

• Game Board (print or draw your own)• A spinner with the six colors• Paper (optional)• Pencil (optional)• Paper Clip (optional)

*Note: A spinner can be made at home with some paper, apaperclip, and a pencil, as pictured below. You can also use avirtual spinner that can be found here (you will need to input thecorrect colors):

I can use colors to collect data

I can use a graph to show quantities from 1 to 10

I can use words to compare and describe data in a graph

Skills

Fine Motor

Hand-Eye Coordination

Math Skills

Exploration Prep: Before your student(s) is/are ready to play this game, you will need to prep the ‘game board’, as well as the die or spinner that will be used. The game board can be printed from the next page or hand drawn. There is also an example of a homemade spinner, as well as the virtual spinner linked above.

Playing the Game: This game can be played with one person or up to 6 people. A single player will be in charge of spinning and coloring all 6 colors, 2 players will take turns spinning and each be in charge of 3 colors, 3 players will take turns spinning and each control 2 colors, or 6 players would take turns spinning and each control a single color. Additionally, each player could play with their own game board and compete to see who gets the most of a certain color, etc…

To play, students spin the spinner, identify the color it lands on, and color in a box with the matching colored utensil in the column for that color on the game board. The game continues until all of the squares for one color have been filled in. In this example, orange has ‘won’ because it reached 10. Purple has ‘lost’ because it has the least.

During and after play, encourage students to make predictions about which colors will win or lose, and compare the different columns using words like: taller, tallest, shorter, shortest, more, most, less, least, same, & equal. In this example, you could say ‘orange has the most’, ‘yellow and green are equal’, ‘red has less than blue’, or even ask ‘how many more time would we need to spin red to reach 10?’.

Rainbow Race

http://thewessens.net/ClassroomApps/Main/spin.html?topic=utilities&id=4

Red Orange

Yellow Green

Blue Purple

Game Board

Standards Index Illinois Early Learning and Development Standards

Language Arts IELDS 1.A: Demonstrate understanding through age-appropriate responses

• Remote Unit 1: Colors—A Garden of Colors, Chromatography, Rain Paint, Rainbow Race, Can You Hear Colors?, Now You See It, Now YouDon’t

IELDS 1.B: Communicate effectively using language appropriate to the situation and audience • Remote Unit 1: Colors—Rainbow Race, Can You Hear Colors?, Now You See It, Now You Don’t

IELDS 1.C: Use language to convey information and ideas IELDS 1.D: Speak using conventions of Standard English

• Remote Unit 1: Colors—Rainbow Race, Can You Hear Colors?, Now You See It, Now You Don’tIELDS 1.E: Use increasingly complex phrases, sentences, and vocabulary

• Remote Unit 1: Colors— A Garden of ColorsIELDS 2.A: Demonstrate interest in stories and books

• Remote Unit 1: Colors— A Garden of Colors, Rain Paint, Can You Hear Colors?IELDS 2.B: Recognize key ideas and details in stories

• Remote Unit 1: Colors— A Garden of Colors, Rain Paint, Can You Hear Colors?IELDS 2.C: Recognize concepts of books

• Remote Unit 1: Colors— A Garden of Colors, Rain PaintIELDS 2.D: Establish personal connections with books

• Remote Unit 1: Colors— A Garden of ColorsIELDS 3.A: Recognize key ideas and details in nonfiction text IELDS 3.B: Recognize features of nonfiction books IELDS 4.A: Demonstrate increasing awareness of and competence in emergent reading skills and abilities IELDS 4.B: Demonstrate an emerging knowledge and understanding of the alphabet IELDS 4.C: Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes). IELDS 4.D: Demonstrate emergent phonics and word-analysis skills IELDS 5.A: Demonstrate growing interest and abilities in writing

• Remote Unit 1: Colors—Rainbow Race, Can You Hear Colors?, Now You See It, Now You Don’tIELDS 5.B: Use writing to represent ideas and information

• Remote Unit 1: Colors— Chromatography IELDS 5.C: Use writing to research and share knowledge

Mathematics IELDS 6.A: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations

• Remote Unit 1: Colors— Rainbow RaceIELDS 6.B: Add and subtract to create new numbers and begin to construct sets

• Remote Unit 1: Colors— Rainbow RaceIELDS 6.C: Begin to make reasonable estimates of numbers IELDS 6.D: Compare quantities using appropriate vocabulary terms

• Remote Unit 1: Colors— Rainbow RaceIELDS 7.A: Measure objects and quantities using direct comparison methods and nonstandard units IELDS 7.B: Practice estimating in everyday play and everyday measurement problems IELDS 7.C: Explore tools used for measurement IELDS 8.A: Explore objects and patterns

• Remote Unit 1: Colors— Now You See It, Now You Don’tIELDS 8.B: Describe and document patterns using symbols IELDS 9.A: Recognize, name, and match common shapes

• Remote Unit 1: Colors— A Garden of Colors, Can You Hear Colors?, Now You See It, Now You Don’tIELDS 9.B: Demonstrate an understanding of location and ordinal position, using appropriate vocabulary

• Remote Unit 1: Colors— Can You Hear Colors?, Now You See It, Now You Don’tIELDS 10.A: Generate questions and processes for answering them

• Remote Unit 1: Colors— Can You Hear Colors?, Now You See It, Now You Don’t

IELDS 10.B: Organize and describe data and information • Remote Unit 1: Colors— Chromatography, Rain Paint, Rainbow Race, Can You Hear Colors?, Now You See It, Now You Don’t

IELDS 10.C: Determine, describe, and apply the probabilities of events

Science IELDS 11.A: Develop beginning skills in the use of science and engineering practices, such as observing, asking questions, solving problems, and drawing conclusions

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Can You Hear Colors?, Now You See It, Now You Don’tIELDS 12.A: Understand that living things grow and change IELDS 12.B: Understand that living things rely on the environment and/or others to live and grow IELDS 12.C: Explore the physical properties of objects IELDS 12.D: Explore concepts of force and motion IELDS 12.E: Explore concepts and information related to the Earth, including ways to take care of our planet IELDS 12.F: Explore changes related to weather and seasons IELDS 13.A: Understand rules to follow when investigating and exploring IELDS 13.B: Use tools and technology to assist with science and engineering investigations

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Now You See It, Now You Don’t

Social Studies IELDS 14.A: Understand what it means to be a member of a group and community IELDS 14.B: Understand the structures and functions of the political systems of Illinois, the United States, and other nations IELDS 14.C: Understand ways groups make choices and decisions IELDS 14.D: Understand the role that individuals can play in a group or community IELDS 14.E: Understand United States foreign policy as it relates to other nations and international issues IELDS 14.F: Understand the development of United States' political ideas and traditions IELDS 15.A: Explore roles in the economic systems and human interdependence IELDS 15.B: Explore issues of limited resources in the early childhood environment and world IELDS 15.C: Understand that scarcity necessitates choices by producers IELDS 15.D: Explore concepts about trade as an exchange of goods or services IELDS 15.E: Understand the impact of government policies and decisions on production and consumption in the economy IELDS 16.A: Develop an awareness of the self and his or her uniqueness and individuality IELDS 16.B: Understand the development of significant political events IELDS 16.C: Understand the development of economic systems IELDS 16.D: Understand Illinois, United States, and world social history IELDS 16.E: Understand Illinois, United States, and world environmental theory IELDS 17.A: Explore environments and where people live IELDS 17.B: Analyze and explain characteristics and interactions of the Earth's physical systems IELDS 17.C: Understand relationships between geographic factors and society IELDS 17.D: Understand the historical significance of geography IELDS 18.A: Explore people, their similarities, and their differences IELDS 18.B: Develop an awareness of self within the context of family IELDS 18.C: Understand how social systems form and develop over time

Physical Development and Health IELDS 19.A: Demonstrate physical competency and control of large and small muscles

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Can You Hear Colors?IELDS 19.B: Demonstrate awareness and coordination of body movements IELDS 19.C: Demonstrate knowledge of rules and safety during activity IELDS 20.A: Achieve and maintain a health-enhancing level of physical fitness IELDS 20.B: Assess individual fitness levels IELDS 20.C: Set goals based on fitness data and develop, implement, and monitor an individual fitness improvement plan IELDS 21.A: Demonstrate individual responsibility during group physical activities IELDS 21.B: Demonstrate cooperative skills during structured group physical activity IELDS 22.A: Explain the basic principles of health promotion, illness prevention, treatment, and safety IELDS 22.B: Describe and explain the factors that influence health among individuals, groups, and communities IELDS 22.C: Explain how the environment can affect health IELDS 23.A: Describe and explain the structure and functions of the human body systems and how they interrelate IELDS 23.B: Identify ways to keeps the body healthy IELDS 23.C: Describe factors that affect growth and development IELDS 24.A: Demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict

IELDS 24.B: Apply decision-making skills related to the protection and promotion of individual health IELDS 24.C: Demonstrate skills essential to enhancing health and avoiding dangerous situations The Arts IELDS 25.A: Investigate, begin to appreciate, and participate in the arts

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Rainbow Race, Now You See It, Now You Don’t IELDS 25.B: Display an awareness of some distinct characteristics of the arts

• Remote Unit 1: Colors— Can You Hear Colors?, Now You See It, Now You Don’t IELDS 26.A: Understand processes, traditional tools, and modern technologies used in the arts IELDS 26.B: Understand ways to express meaning through the arts IELDS 27.A: Analyze how the arts function in history, society, and everyday life IELDS 27.B: Understand how the arts shape and reflect history, society, and everyday life English Language Learner Home Language Development IELDS 28.A: Use the home language at age-appropriate levels for a variety of social and academic purposes IELDS 29.A: Use the home language to attain benchmarks across all the learning areas and to build upon and develop transferable language and literacy skills Social/Emotional Development IELDS 30.A: Identify and manage one's emotions and behavior

• Remote Unit 1: Colors— Rain Paint IELDS 30.B: Recognize own uniqueness and personal qualities IELDS 30.C: Demonstrate skills related to successful personal and school outcomes

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Rainbow Race, Can You Hear Colors? IELDS 31.A: Develop positive relationships with peers and adults IELDS 31.B: Use communication and social skills to interact effectively with others IELDS 31.C: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways IELDS 32.A: Begin to consider ethical, safety, and societal factors in making decisions IELDS 32.B: Apply decision-making skills to deal responsible with daily academic and social situations IELDS 32.C: Contribute to the well-being of one's school and community

Approaches to Learning MO ELG.I.1: Shows curiosity

• Remote Unit 1: Colors— Chromatography, Rain Paint, Can You Hear Colors?, Now You See It, Now You Don’t MO ELG.I.2: Takes initiative MO ELG.I.3: Exhibits creativity and inventiveness

• Remote Unit 1: Colors— Rain Paint, Now You See It, Now You Don’t MO ELG.I.4: Shows confidence MO ELG.I.5: Displays persistence

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Rainbow Race, Can You Hear Colors? MO ELG.I.6: Uses problem-solving skills Social and Emotional Development MO ELG.II.A.1: Exhibits self-awareness and self-confidence MO ELG.II.A.2: Manages feelings and behavior MO ELG.II.B.1: Builds relationships Physical Development, Health and Safety MO ELG.III.A.1: Uses gross motor skills with purpose and collaboration MO ELG.III.A.2: Uses fine motor skills with purpose and control

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rainbow Race, Can You Hear Colors? MO ELG.III.A.3: Responds to sensory input to function in the environment MO ELG.III.B.1: Practices healthy behaviors MO ELG.III.C.1: Practices safe behaviors

Missouri Early Learning Goals

Language and Literacy MO ELG.IV.A.1: Represents feelings and ideas in a variety of ways

• Remote Unit 1: Colors— A Garden of Colors, Rain Paint, Now You See It, Now You Don’tMO ELG.IV.B.1: Listens for different purposes

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Rainbow Race, Can You Hear Colors?, Now You See It, Now YouDon’t

MO ELG.IV.C.1: Uses language to communicate MO ELG.IV.C.2: Develops and expands vocabulary MO ELG.IV.D.1: Applies early reading skills

• Remote Unit 1: Colors— Rain Paint, Can You Hear Colors?MO ELG.IV.D.2: Uses concepts of print

• Remote Unit 1: Colors— A Garden of ColorsMO ELG.IV.D.3: Attends to sounds in language (phonological awareness) MO ELG.IV.E.1: Uses writing as a means of expression/communication

• Remote Unit 1: Colors— Chromatography, Rainbow Race, Can You Hear Colors?, Now You See It, Now You Don’t

Mathematics MO ELG.V.A.1: Uses number to show quantity

• Remote Unit 1: Colors— Rainbow Race,MO ELG.V.A.2: Uses language to represent number of objects

• Remote Unit 1: Colors— Rainbow RaceMO ELG.V.A.3: Solves problems using number

• Remote Unit 1: Colors— Rainbow RaceMO ELG.V.A.4: Uses numerical representation

• Remote Unit 1: Colors— Rainbow RaceMO ELG.V.B.1: Uses language to represent number of objects MO ELG.V.B.2: Uses numerical representations MO ELG.V.C.1: Uses language to represent number of objects MO ELG.V.D.1: Makes comparisons

• Remote Unit 1: Colors— Can You Hear Colors?MO ELG.V.D.2: Uses measurement MO ELG.V.D.3: Collects, organizes, and displays information (charting and graphing)

• Remote Unit 1: Colors— Now You See It, Now You Don’tMO ELG.V.E.1: Investigates positions and locations

• Remote Unit 1: Colors— A Garden of Colors, Can You Hear Colors? MO ELG.V.E.2: Explores shapes in the environment

• Remote Unit 1: Colors— A Garden of Colors, Can You Hear Colors?, Now You See It, Now You Don’t

Science MO ELG.VI.A.1: Explores physical properties of objects and materials

• Remote Unit 1: Colors— A Garden of Colors, Rain Paint, Now You See It, Now You Don’tMO ELG.VI.A.2: Investigates properties of objects and materials

• Remote Unit 1: Colors— A Garden of Colors, Chromatography, Rain Paint, Now You See It, Now You Don’tMO ELG.VI.A.3: Solves problems involving physical properties of objects and materials

• Remote Unit 1: Colors— Chromatography, Rain Paint, Now You See It, Now You Don’tMO ELG.VI.A.4: Represents observations of the physical world in a variety of ways

• Remote Unit 1: Colors— Chromatography, Rain PaintMO ELG.VI.B.1: Explores characteristics of living things MO ELG.VI.B.2: Investigates characteristics of living things MO ELG.VI.B.3: Solves problems related to living things MO ELG.VI.B.4: Represents observations about living things in a variety of ways

• Remote Unit 1: Colors— A Garden of ColorsMO ELG.VI.C.1: Explores properties of earth and sky MO ELG.VI.C.2: Investigates properties of earth and sky MO ELG.VI.C.3: Solves problems involving earth and sky MO ELG.VI.C.4: Represents observations about earth and sky in a variety of ways

Understanding the World MO ELG.VII.A.1: Explores family MO ELG.VII.B.1: Shows interest in people and the community MO ELG.VII.B.2: Explores people and the community

MO ELG.VII.C.1: Investigates mechanical devices • Remote Unit 1: Colors— Rainbow Race, Can You Hear Colors?, Now You See It, Now You Don’t

MO ELG.VII.C.3: Investigates electronic devices • Remote Unit 1: Colors—A Garden of Colors, Rainbow Race, Can You Hear Colors?

Expressive Arts MO ELG.VIII.A.1: Shows interest in music and movement MO ELG.VIII.A.2: Explores music and movement

• Remote Unit 1: Colors— Can You Hear Colors?MO ELG.VIII.B.1: Shows interest in visual arts

• Remote Unit 1: Colors— A Garden of Colors, Rain Paint, Now You See It, Now You Don’tMO ELG.VIII.B.2: Explores visual arts

• Remote Unit 1: Colors— A Garden of Colors, Rain PaintMO ELG.VIII.C.1: Shows interest in dramatic arts MO ELG.VIII.C.2: Explores dramatic arts