Sea Turtles

Ages 5–10 · 13 minutes · Science

A shell-abratory exploration all about sea turtles

Sea Turtles are exceptional swimmers and travel great distances. Students will learn about the sea turtle’s habitat and adaptations in this enriching animal lesson.

Part of

All About Animals

Standards alignment

Common Core State Standards

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.
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.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
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

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.
SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.
SC23.1.6 — Obtain information from text and other media to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive.

Alaska

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.
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.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
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.

Arizona

1.L4U1.10 — Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.
Identify questions and make predictions based on prior experiences.
2.L2U1.9 — Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive.
1.L1U1.6 — Observe, describe, and predict life cycles of animals and plants.

Arkansas

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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need 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.
K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
3-LS4-3 — Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

California

K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live 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.

Colorado

SC.K.2.1.a — Use observations to describe patterns of what plants and animals (including humans) need to survive.
SC.1.2.1 — All organisms have external parts that they use to perform daily functions.
SC.2.2.2.a — Make observations of plants and animals to compare the diversity of life in different habitats.
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.
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.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Delaware

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.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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 animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

Florida

SC.2.L.17.2 — Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
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.
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.4.L.17.4 — Recognize ways plants and animals, including humans, can impact the environment.
SC.5.L.17.1 — Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

Georgia

S3L1.c — Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
S3L1.b — Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
S3L2.a — Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.
S5L1.a — Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.
SKL2.a — Construct an argument supported by evidence for how animals can be grouped according to their features.
S3L2.b — Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

Hawaii

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.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
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.
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

All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS-1.1)
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)
2-LS-2.1 — Students who demonstrate understanding can: Make observations of plants and animals to compare the diversity of life in different habitats.
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)
3-LS-3.3 — Students who demonstrate understanding can: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Illinois

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.
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.
LS1.C-P1 — All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
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.
LS4.D-P1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.

Indiana

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.
1.LS.3 — Make observations of plants and animals to compare the diversity of life in different habitats.
2.LS.1 — Determine patterns and behavior (adaptations) of parents and offspring which help offspring to survive.
K.LS.2 — Describe and compare the physical features of common living plants and animals.
K.LS.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Iowa

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.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
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

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.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
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.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Kentucky

2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
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.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

Louisiana

Make predictions based on prior experiences.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Maine

Make predictions based on prior experiences.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Maryland

DCI.LS1.A.K-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.
DCI.LS1.C.K-2.1 — All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
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.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
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.

Massachusetts

2-LS4-1 — Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas.
1-LS1-1 — Use evidence to explain that (a) different animals use their body parts and senses 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, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.
2-LS2-3(MA) — Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.
3-LS1-1 — Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.
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

2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS4-3 — Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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)

Mississippi

L.2.1.2 — Classify vertebrates (mammals, fish, birds, amphibians, and reptiles) based on their physical characteristics.
L.2.3B.1 — Evaluate and communicate findings from informational text or other media to describe and to compare how animals interact with other animals and plants in the environment (i.e., predatorprey relationships, herbivore, carnivore, omnivore).
L.2.4.1 — Evaluate and communicate findings from informational text or other media to describe how plants and animals use adaptations to survive (e.g., ducks use webbed feet to swim in lakes and ponds, cacti have waxy coatings and spines to grow in the desert) in distinct environments (e.g., polar lands, saltwater and freshwater, desert, rainforest, woodlands).
L.2.3A.1 — Evaluate and communicate findings from informational text or other media to describe how animals change and respond to rapid or slow changes in their environment (fire, pollution, changes in tide, availability of food/water).

Missouri

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.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
Make predictions based on prior experiences.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
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

2-LS4-1 — make observations of plants and animals to compare and contrast the diversity of life in different habitats.
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;
K-ESS3-3 — communicate ideas about the impact of humans on the land, water, air, or other living things in the local environment;
K-LS1-1 — use observations to describe patterns of what plants and animals, including humans, need to survive.
4-LS1-1 — construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction; and

Nebraska

SC.2.7.2.C — Make observations of plants and animals to compare the diversity of life in different habitats.
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.

Nevada

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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

New Hampshire

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.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

New Jersey

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.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
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

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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need 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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

North Carolina

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.
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.
LS.4.1.1 — Use models to explain that plants and animals have external structures that function to support survival.
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

1-LS1-1 — Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.
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.
K-ESS3-1 — Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.
There are many kinds of living things in any area, and they exist in different places on land and in water.

Ohio

K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
1.LS.2 — Living things survive only in environments that meet their needs.
3.LS.2 — Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.
3.LS.3 — Plants and animals have life cycles that are part of their adaptations for survival in their natural environments
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Oklahoma

Make predictions based on prior experiences.
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.
K.LS1.1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
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. (1.LS1.1)
2.LS4.1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Oregon

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.]
2.LS4.1 — Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
4.LS1.1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
K.LS1.1 — Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.][assessment boundary: assessment is limited to patterns of light, food, or water as sources of matter and energy needed for growth. the process of photosynthesis is beyond the standard at this grade level.]
K.ESS3.3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.][assessment boundary: assessment focuses on the ability to choose solutions and communicate ways to reduce the impact(s) on land, water, and air, and other living things. communication can be written, oral, drawings, modeling, or other ways that are comprehensible to others.]

Pennsylvania

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.
3.3.K.C — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
3.1.K.A — Use observations to describe patterns of what plants and animals (including humans) need to survive.
3.1.2.C — Make observations of plants and animals to compare the diversity of life in different habitats.

Rhode Island

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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

South Carolina

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. — 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, humans use soil and water to grow food, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system. State Assessment Boundary: Assessment does not include specific habitats or biomes.
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.
3-LS4-3.DCI.C: — Adaptation Adaptation can lead to organisms that are better suited for their environment. For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. NRC Framework Link
K-LS1-1. — Use observations to describe patterns of what plants and animals (including humans) need to survive. Clarification Statement: Examples of patterns could include that animals need to take in food, but plants make food; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water. Patterns could be described using multiple modes of representation.

South Dakota

What is the relationship between animals and what they eat, and how does that determine where they live?
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Make predictions based on prior experiences.
Describing similarities and differences in different organisms of the same species and different species.
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.

Tennessee

2.LS1.2 — Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.
3.LS4.2 — Infer that plant and animal adaptations help them survive in land and aquatic biomes.
2.LS1.1 — Use evidence and observations to explain that many animals use their body parts and senses 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.
2.LS2.2 — Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).
3.LS1.1 — Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Texas

1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
1.13A — identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;
2.10A — observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs;
3.13A — explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and
5.13B — explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

Utah

2.2.1 — Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats. Emphasize the diversity of living things in land and water habitats. Examples of *patterns*in habitats could include descriptions of temperature or precipitation and the types of plants and animals found in land habitats. (LS2.C, LS4.C, LS4.D)
2.2.2 — Plan and carry out an investigation of the structure and function of plant and animal parts in different habitats. Emphasize how different plants and animals have different structures to survive in their habitat. Examples could include the shallow roots of a cactus in the desert or the seasonal changes in the fur coat of a wolf. (LS1.A, LS4.A, LS4.D)
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)
Students relate the shape and structure of an object or living thing to its properties and functions.

Vermont

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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Virginia

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.
1.1.a.i — Ask questions and make predictions based on observations.
1.5.a — Animals need air, food, water, shelter, and space (habitat).
2.5.b — An animal’s habitat provides all of its basic needs.
2.4.a — Animals have life cycles.

Washington

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.
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
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.
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.

Washington, D.C.

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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Make predictions based on prior experiences.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

West Virginia

S.K.5 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
S.2.7 — Make observations of plants and animals to compare the diversity of life in different habitats.
S.K.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
S.K.6 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
Determining the relationships between structure and function

Wisconsin

There are many different kinds of living things in any area, and they exist in different places on land and in water.
Particular organisms can only survive in particular environments.
Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions.
All organisms have external parts that they use to perform daily functions.
Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles.
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.

Wyoming

All organisms have external parts that they use to perform daily functions.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Animals obtain food they need from plants or other animals. Plants need water and light.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.