Animal Guessing Game 1

Ages 3–8 · 6 minutes · Science, Geography

Guess the animal based on a close-up picture and discover new animal facts!

Practice using observational skills and learn about animals during this fun guessing game. For each animal, guess the animal based on a close-up picture! Hints included as needed.

Games can be taken out of order.

Part of

Guessing Games

Standards alignment

Common Core State Standards

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
There are many different kinds of living things in any area, and they exist in different places on land and in water.

Alabama

SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.
SC23.2.7 — Obtain information to explain that there are many different kinds of living things that exist in habitats on land and in water.
ELA21.K.17 — With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.

Alaska

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Make predictions based on prior experiences.

Arizona

1.L.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
K.L.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
1.L4U1.10 — Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.

Arkansas

There are many different kinds of living things in any area, and they exist in different places on land and in water.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
K.V.3 — Sort and categorize objects and images by concepts.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

California

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Make predictions based on prior experiences.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

Colorado

RWC20-GR.PS-S.2-GLE.1-EO.g — Make predictions based on illustrations.
SC.P.2.1.a — Observe, describe and discuss living things.
RWC20-GR.1-S.2-GLE.3-EO.f.ii — Define words by category and by one or more key attributes (for example: a duck is a bird that swims; a tiger is a large cat with stripes).
SC.P.2.2.b — Predict, explain and infer patterns based on observations and representations of living things, their needs and life cycles.

Connecticut

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Make predictions based on prior experiences.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

Delaware

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Make predictions based on prior experiences.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Florida

SC.1.L.14.1 — Make observations of living things and their environment using the five senses.
SC.K.L.14.3 — Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
SC.3.L.15.1 — Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

Georgia

ELAGSE1L5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
SKL2.a — Construct an argument supported by evidence for how animals can be grouped according to their features.

Hawaii

1.L.5b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
There are many different kinds of living things in any area, and they exist in different places on land and in water.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Idaho

There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS-2.1)
All organisms have external parts. Different animals use their body parts in different ways to see; hear; grasp objects; protect themselves; move from place to place; and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS-1.1)
Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-ESS-2.2)
K-LS-1.1 — Students who demonstrate understanding can: Use observations to describe how plants and animals are alike and different in terms of how they live and grow.

Illinois

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
LS1.A-P1 — All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Indiana

K.LS.2 — Describe and compare the physical features of common living plants and animals.
1.LS.3 — Make observations of plants and animals to compare the diversity of life in different habitats.
2.LS.3 — Classify living organisms according to variations in specific physical features (i.e., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments.

Iowa

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
SL.K.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
SL.K.2 — 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.

Kansas

There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Kentucky

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.a — Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Louisiana

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Make predictions based on prior experiences.

Maine

L.5.1.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
SL.2.K.b — Ask and answer questions in order to seek help, gather information, or clarify something that is not understood.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Maryland

DCI.LS4.D.K-2.1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
SEP.3.K-2.6 — Make predictions based on prior experiences.
SL.PK 3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Massachusetts

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
PreK-LS1-3(MA) — Use their five senses in their exploration and play to gather information.
PreK-ESS2-1(MA) — Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things.
PreK-LS1-1(MA) — Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts.

Michigan

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
CCRA.SL.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Minnesota

0L.1.2.1.2 — Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)
0L.2.1.1.3 — Record and use observations to describe patterns of what plants and animals (including humans) need to survive. (P: 4, CC: 1, CI: LS1)

Mississippi

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Missouri

There are many different kinds of living things in any area, and they exist in different places on land and in water.
K.LS1.C.1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
K.R.1.B.a — identifying and sorting pictures of objects into conceptual categories
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Montana

CCRA.SL.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Nebraska

There are many different kinds of living things in any area, and they exist in different places on land and in water.
SC.2.7.2.C — Make observations of plants and animals to compare the diversity of life in different habitats.
Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

Nevada

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
There are many different kinds of living things in any area, and they exist in different places on land and in water.
CCRA.SL.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

New Hampshire

There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

New Jersey

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Make predictions based on prior experiences.
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

New Mexico

Make predictions based on prior experiences.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Ask questions based on observations to find more information about the natural and/or designed world(s).

New York

1L5b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
PKL4 — Explore and use new vocabulary in child-centered, authentic, play-based experiences.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
KL4 — Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences, including, but not limited to the following:

North Carolina

SL.K.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LS.K.2 — Understand characteristics of organisms that make them alike and different.
SL.1.3 — Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.

North Dakota

Ask questions based on observations to find more information about the natural and/or designed world(s).
1.R.2 — Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Ohio

K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
1.LS.2 — Living things survive only in environments that meet their needs.

Oklahoma

PK.S.2 — Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom (e.g., pencils, markers, and highlighters make different marks on paper) and outside a classroom (e.g., leaves look different at different times of year, sticks in different areas of the school yard are different shapes and sizes, it is cooler in the morning than at lunch). Explanations for why things inside and outside the classroom look, feel, or smell the way they do are not expected.
PK.S.1 — Engage in play to explore the physical and natural world. Clarification Statement: Exploration-based play should include playing inside the classroom (e.g., building towers with blocks, interacting with a balloon, mixing water colors, placing different objects in water) and outside the classroom (e.g., swinging at different speeds, kicking a ball in different ways, rolling round objects down a hill, digging in the dirt). Emphasis is on basic play as a means of exploration.
PK.S.3 — Notice and describe similarities and differences among plants, animals, and objects. Clarification Statement: Similarities and differences might include grouping like plants, animals, or objects based on observations. Descriptions of groupings might be based on how plants, animals, or objects look, feel, or smell.
PK.4.R.1 — Students will name and sort familiar objects into categories based on similarities and differences with prompting.

Oregon

K.SL.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
K.SL.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
K.SL.2 — 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.
1.SL.3 — Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
K.ESS3.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.][assessment boundary: modeling is limited to describing the relationship and does not include patterns of structure and function to show how needs are met. impact on the environment is beyond the standard.]

Pennsylvania

Make predictions based on prior experiences.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Rhode Island

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

South Carolina

2-LS4-1. — Make observations of plants and animals to compare patterns of diversity within different habitats. Clarification Statement: Emphasis is on the diversity of living things in a variety of different habitats. State Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.
2-LS4-1.DCI.D: — Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different places on land and in water. NRC Framework Link
1-LS1-1.DCI.A: — Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. NRC Framework Link
K-ESS3-1.DCI.A: — Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. NRC Framework Link

South Dakota

Make predictions based on prior experiences.
Describing similarities and differences in different organisms of the same species and different species.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Tennessee

K.ETS1.1 — Ask and answer questions about the scientific world and gather information using the senses.
1.FL.VA.7.b.ii — Define words by category and by one or more key attributes.
2.LS1.2 — Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.

Texas

K.4B — use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.
K.10A — sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;
1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

Utah

1.2.2 — Construct an explanation by observing patterns of external features of living things that survive in different locations. Emphasize how plants and nonhuman animals, found in specific surroundings, share similar physical characteristics. Examples could include that plants living in dry areas are more likely to have thick outer coatings that hold in water, animals living in cold locations have longer and thicker fur, or most desert animals are awake at night. (LS1.A, LS1.D)
K.2.2 — Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things (plants and animals, including humans) and the places they live. Emphasize that living things need water, air, and resources and that they live in places that have the things they need. Examples could include investigating plants grown in various locations and comparing the results or comparing animals with the places they live. (LS2.A, LS2.B, ESS3.A)

Vermont

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Virginia

K.1.b.ii — Identify characteristics and properties of objects through observations.
1.5.b — Animals have different physical characteristics that perform specific functions.
1.5.c — Animals can be classified based on a variety of characteristics.
K.1.a.iii — Make predictions based on observations.

Washington

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Make predictions based on prior experiences.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Washington, D.C.

L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Make predictions based on prior experiences.
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

West Virginia

Observing patterns
ELA.1.40.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
ELA.K.32 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Building and appropriately using science domain vocabulary and phrases

Wisconsin

Students collect, record, and share observations. This includes the following: Record information (observations, thoughts, and ideas). Use and share pictures, drawings, or writings of observations. Use observations (firsthand or from media) to describe patterns or relationships in the natural and designed worlds in order to answer scientific questions and solve problems. Compare predictions (based on prior experiences) to what occurred (observable events). Analyze data from tests of an object or tool to determine if the object or tool works as intended.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

Wyoming

Make predictions based on prior experiences.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
A range of different organisms lives in different places.