Baby Animal Guessing Game

Baby Animal Guessing Game

Ages 3–7 · 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

Standards alignment

Common Core State Standards

  • 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).
  • 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.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Alabama

  • ELA21.K.17 — With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.
  • ELA21.K.20 — Name and sort pictures of objects into categories based on common attributes while relating vocabulary to prior knowledge and building background knowledge.
  • SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.

Alaska

  • 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).
  • 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.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

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).
  • 1.L1U1.6 — Observe, describe, and predict life cycles of animals and plants.
  • K.L1U1.6 — Obtain, evaluate, and communicate information about how organisms use different body parts for survival.
  • K.SL.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Arkansas

  • 1-LS3-1 — Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
  • K.V.3 — Sort and categorize objects and images by concepts.

California

  • 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).
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

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.
  • SC.P.2.2.b — Predict, explain and infer patterns based on observations and representations of living things, their needs and life cycles.
  • 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).

Connecticut

  • 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.
  • 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).

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).
  • 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.K.N.1.5 — Recognize that learning can come from careful observation.
  • 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.K.N.1.2 — Make observations of the natural world and know that they are descriptors collected using the five senses.

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.c — Ask questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.
  • SKL2.a — Construct an argument supported by evidence for how animals can be grouped according to their features.

Hawaii

  • Make predictions based on prior experiences.
  • 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).
  • 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.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Idaho

  • Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. (1-LS-2.1)
  • 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.
  • K.VD.WB.3 — With support, use words and phrases acquired through conversations, reading, and listening to texts.

Illinois

  • INV-P6 — 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).
  • LS1.B-P1 — Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.
  • LS3.A-P1 — Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.
  • 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.1 — Describe and compare the growth and development of common living plants and animals.
  • K.LS.2 — Describe and compare the physical features of common living plants and animals.
  • K.CC.1 — Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)

Iowa

  • Make predictions based on prior experiences.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Kansas

  • Make predictions based on prior experiences.

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.K.4.c — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
  • L.1.5 — With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Louisiana

  • 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).
  • 1-LS3-1 — Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents.

Maine

  • Make predictions based on prior experiences.
  • 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.2.1.a — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Maryland

  • SEP.3.K-2.6 — 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).
  • DCI.LS3.A.K-2.1 — Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.

Massachusetts

  • L.PK.4 — Ask and answer questions about the meanings of new words and phrases introduced through books, activities, and play.
  • PreK-LS1-3(MA) — Use their five senses in their exploration and play to gather information.
  • 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).

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).
  • 1-LS3-1 — Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Minnesota

  • 0.3.1.2 — Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
  • 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)
  • 1L.1.1.1.1 — Ask questions based on observations about the similarities and differences between young plants and animals and their parents. (P: 1, CC: 2, CI: LS3)

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).
  • L.K.2.4 — Use observations to explain that young plants and animals are like but not exactly like their parents (i.e., puppies look similar, but not exactly like their parents).

Missouri

  • Make predictions based on prior experiences.
  • Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Montana

  • 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.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Nebraska

  • Make predictions based on prior experiences.
  • Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.
  • LA.1.V.2.b — Define words by their category and simple attributes (e.g., a duck is a bird that swims).
  • SC.1.6.2.D — Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Nevada

  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.
  • 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).

New Hampshire

  • 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).
  • Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.

New Jersey

  • 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).
  • 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.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

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).
  • 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.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

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.
  • PKL5 — Explore and discuss word relationships and word meanings.
  • PKSL4 — Describe familiar people, places, things, and events.

North Carolina

  • LS.K.2.1 — Analyze and interpret data to compare the characteristics of different types of the same animal to determine individual similarities and differences.

North Dakota

  • 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.
  • K.R.6 — Identify photographs, illustrations, and labels during or after a shared reading or other text-listening experience.
  • 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.

Ohio

  • K.LS.1 — Living things have specific characteristics and traits.
  • 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).

Oklahoma

  • 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.1.S.3 — Students will ask and answer questions with prompting.
  • PK.3.R.2 — Students will answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.

Oregon

  • 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.
  • 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.

Pennsylvania

  • Make predictions based on prior experiences.
  • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.
  • 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

  • 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).
  • 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.

South Carolina

  • ELA.K.C.9.1 — Ask and answer questions in conversation on a topic.
  • ELA.K.OE.3 — Make inferences to support comprehension.
  • ELA.K.R.1.1 — Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.

South Dakota

  • Make predictions based on prior experiences.
  • Ask questions based on observations to find more information about the natural and/or designed world(s).
  • K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.

Tennessee

  • K.ETS1.1 — Ask and answer questions about the scientific world and gather information using the senses.
  • K.FL.VA.7.c — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
  • K.LS3.1 — Make observations to describe that young plants and animals resemble their parents.
  • K.SL.PKI.4 — Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

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.3B — make predictions based on observable patterns in nature; and
  • 1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
  • K.10B — identify basic parts of plants and animals;

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

  • 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.
  • 1-LS3-1 — Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Virginia

  • K.1.a.iii — Make predictions based on observations.
  • K.1.b.i — Make observations to collect data.
  • K.1.b.ii — Identify characteristics and properties of objects through observations.

Washington

  • 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).

Washington, D.C.

  • 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).

West Virginia

  • Building and appropriately using science domain vocabulary and phrases
  • 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).
  • S.1.6 — Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Wisconsin

  • ELA.K.SL.2 — With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • 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.
  • ELA.K.SL.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.

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).
  • Young organisms are very much, but not exactly, like their parents and also resemble other organisms of the same kind.