Giraffes

Ages 5–10 · 12 minutes · Science

Reach for the treetops with the gentle giraffe!

From long tongues to spotted fur patterns, there's always more to learn about giant giraffes. Students will practice their observation skills, learn all about the giraffe's unique adaptations, and share a joke or two.

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.
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.

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.
SC23.4.8 — Make a claim, using evidence, that the functions of both internal and external structures of plants and animals (including humans) support growth, survival, and behavior.

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-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.
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-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Arizona

1.L4U1.10 — Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.
K.L1U1.6 — Obtain, evaluate, and communicate information about how organisms use different body parts for survival.
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
1.L2U1.8 — Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.

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.
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-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

California

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.
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
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.
3-LS4-2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Colorado

SC.K.3.2.a — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
LS1.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, grow and produce more plants.
SC.3.2.4.b — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
SC.K.2.1.a — Use observations to describe patterns of what plants and animals (including humans) need to survive.
SC.2.2.2.a — Make observations of plants and animals to compare the diversity of life in different habitats.

Connecticut

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.
3-LS4-2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
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.

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.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.
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.
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Florida

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.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.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.
SC.1.N.1.2 — Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.

Georgia

S3L1.b — Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
S3L1.c — Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
ELAGSEKSL2 — Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.
ELAGSEKSL4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Hawaii

4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
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.
3-LS2-1 — Construct an argument that some animals form groups that help members 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)
K-ESS-2.1 — Students who demonstrate understanding can: Use a model to represent the relationship between the needs of different plants and animals and the places they live.
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.
Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (3-LS-2.1)

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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
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.
PAT-P1 — Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

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.

Iowa

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.
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.
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.

Kansas

3-LS4-2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

Kentucky

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-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-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.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

Louisiana

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.
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Maine

3-LS4-2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Maryland

3-LS4-2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

Massachusetts

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-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.
3-LS4-3 — Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.
4-LS1-1 — Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.

Michigan

4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.
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.

Minnesota

3L.4.1.1.1 — Construct an argument about strategies animals use to survive. (P: 7, CC: 2, CI: LS2)
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)
2L.4.1.1.1 — Construct an argument with evidence that evaluates how in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (P: 7, CC: 2, CI: LS4, ETS2)
3L.4.2.1.1 — Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (P: 8, CC: 4, CI: LS1)
1L.4.2.1.2 — Obtain information using various features of texts and other media to determine patterns in the behavior of parents and offspring that help offspring survive. (P: 8, CC: 1, CI: LS1)

Mississippi

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.2.1.2 — Classify vertebrates (mammals, fish, birds, amphibians, and reptiles) based on their physical characteristics.
L.3.1.3 — Obtain and communicate examples of physical features or behaviors of vertebrates and invertebrates and how these characteristics help them survive in particular environments, (e.g., animals hibernate, migrate, or estivate to stay alive when food is scarce or temperatures are not favorable).

Missouri

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.
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
K.ESS3.A.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.C.1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

Montana

2-LS4-1 — make observations of plants and animals to compare and contrast 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;
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
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;

Nebraska

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.
SC.2.7.2.C — Make observations of plants and animals to compare the diversity of life in different habitats.
SC.3.7.2.C — 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..
SC.K.7.2.A — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Nevada

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.
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.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

New Hampshire

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.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
SS.GE.2.3.2 — Explore the components and distribution of ecosystems, e.g., desert or rain forest. (Themes: C: People, Places and Environment)

New Jersey

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.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

New Mexico

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.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
3-LS2-1 — Construct an argument that some animals form groups that help members 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.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

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.4.1 — Understand the effects of environmental changes, adaptations, and behaviors that enable organisms to survive in changing habitats.
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.
LS.K.2 — Understand characteristics of organisms that make them alike and different.

North Dakota

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-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.
K-ESS3-1 — Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.
K-LS1-1 — Describe patterns, through observation, 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.

Ohio

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.
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.
1.LS.1 — Living things have basic needs, which are met by obtaining materials from the physical environment.

Oklahoma

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)
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.
Animals obtain their food from plants or from other animals. (K.LS1.1)
3.LS4.2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproducing.
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.

Oregon

3.LS4.2 — Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.][assessment boundary: assessment does not include patterns of genetic inheritance.]
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. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.][assessment boundary: assessment does not include multi-generational shifts in population traits due to natural selection.]
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.]
3.LS2.1 — Construct an argument that some animals form groups that help members survive. [Clarification Statement: Emphasis is on how being part of a group helps animals obtain food, defend themselves, and cope with changes, and does not cover how group behavior evolved as a result of a survival advantage.][assessment boundary: assessment does not include evolution of group behavior, altruism, and signaling behaviors.]
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.]

Pennsylvania

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.
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.
3.1.K.A — Use observations to describe patterns of what plants and animals (including humans) need to survive.
3.1.3.B — Construct an argument that some animals form groups that help members survive.

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.
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.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

South Carolina

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.
3-LS2-1. — Construct an argument that some animals form groups that help members survive.
3-LS4-2. — Use evidence to construct an explanation for how the variations in traits among individuals of the same speciesmay provide advantages in surviving and producing offspring. Clarification Statement: Examples could include plants that have larger thorns than other plants may be less likely to be eaten, or animals that have better camouflage may be more likely to survive and produce offspring.
3-LS4-3. — Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive. Clarification Statement: Examples could include needs and characteristics of the organisms and habitats involved. Changes in a habitat are sometimes beneficial, sometimes neutral, or sometimes harmful to an organism.
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.

South Dakota

What is the relationship between animals and what they eat, and how does that determine where they live?
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS4-2 — Use evidence and reasoning to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS4-3 — Construct an argument with evidence how some organisms thrive, some struggle to survive, and some cannot survive in a particular habitat.
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 — Describe patterns of what plants and animals (including humans) need to survive.

Tennessee

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.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.
K.ESS3.1 — Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.

Texas

3.10A — explore how structures and functions of plants and animals allow them to survive in a particular environment; and
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
1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
2.10A — observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs;
2.13C — record and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and

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)
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)
3.2.4 — Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. Examples of traits could include large thorns protecting a plant from being eaten or strong smelling flowers to attracting certain pollinators. Examples of behaviors could include animals living in groups for protection or migrating to find more food. (LS2.D, LS4.B)
3.2.5 — Engage in argument that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. Examples of evidence could include needs and characteristics of the organisms and habitats involved such as cacti growing in dry, sandy soil but not surviving in wet, saturated soil. (LS4.C)
Students relate the shape and structure of an object or living thing to its properties and functions.

Vermont

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.
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

1.1.a.i — Ask questions and make predictions based on observations.
1.1.b.ii — Identify characteristics and properties of objects by 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.
2.5.b — An animal’s habitat provides all of its basic needs.
3.4.b — Adaptations may be behavioral or physical.

Washington

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.
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-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
3-LS2-1 — Construct an argument that some animals form groups that help members 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.
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.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

West Virginia

S.2.7 — Make observations of plants and animals to compare the diversity of life in different habitats.
S.4.8 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
S.K.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
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.
Observing patterns
S.3.6 — Construct an argument that some animals form groups that help members survive. 5.3.7 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. 5.3.8 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

Wisconsin

Plants and animals have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.
Animals obtain food they need from plants or other animals. Plants need water and light.
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.
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.
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.

Wyoming

Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
A range of different organisms lives in different places.
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.