Penguins

Ages 5–10 · 14 minutes · Science

Waddle with penguins!

These waddling, wing-flapping creatures are far more than just cute ice-dwellers. Penguins have amazing adaptations for swimming, devoted parenting skills, and playful personalities that will make you slide into learning with a big smile!

Part of

All About Animals

Standards alignment

Common Core State Standards

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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.

Alabama

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.
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.
SC23.3.11 — Construct explanations of how forming groups helps some organisms 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.
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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

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.
Identify questions and make predictions based on prior experiences.
K.L1U1.7 — Observe, ask questions and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.
1.L1U1.6 — Observe, describe, and predict life cycles of animals and plants.

Arkansas

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-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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.
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

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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.
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.

Colorado

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.1.2.1.b — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
SC.K.3.2 — Plants and animals meet their needs in their habitats and impact one another; people can prepare for severe weather.
Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
SC.3.2.2 — Being part of a group helps animals obtain food, defend themselves and cope with changes.

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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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.

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

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.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.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.

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.
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.
S3L1.c — Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Hawaii

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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Idaho

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)
Living things need water, air, and resources from the land. They live in places that have the things they need. (K-ESS-2.1)
1-LS-1.2 — Students who demonstrate understanding can: Obtain information to identify patterns of behavior in parents and offspring that help offspring survive.
3-LS-2.1 — Students who demonstrate understanding can: Construct an argument that some animals form groups that help members survive.
4-LS-1.1 — Students who demonstrate understanding can: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Illinois

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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
DATA-P3 — Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
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.

Indiana

2.LS.1 — Determine patterns and behavior (adaptations) of parents and offspring which help offspring to survive.
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.
3.LS.4 — Construct an argument that some animals form groups that help members survive.
K.LS.2 — Describe and compare the physical features of common living plants and animals.

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.

Kansas

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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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.

Kentucky

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.
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-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.

Louisiana

4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
1-LS1-2 — Read grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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 characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Maine

4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.
SEP.4.K-2.3 — 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.
DCI.LS2.D.3-5.1 — 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.

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.
1-LS1-2 — Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.
1-LS3-1 — Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind.
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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.

Minnesota

1L.3.1.1.1 — Develop a simple model based on evidence to represent how plants or animals use their external parts to help them survive, grow, and meet their needs. (P: 2, CC: 6, 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)
3L.4.1.1.1 — Construct an argument about strategies animals use to survive. (P: 7, CC: 2, CI: LS2)
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)
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.2.1.4 — Construct a scientific argument for classifying vertebrates that have unusual characteristics, such as bats, penguins, snakes, salamanders, dolphins, and duck-billed platypuses (i.e., bats have wings yet they are mammals).
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.2.3B.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).

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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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.
4.LS1.A.1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction.

Montana

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
1-LS1-2 — use information from print and other media to identify patterns in behavior of parents and offspring that help offspring survive; and
3-LS2-1 — construct a cause and effect argument communicating some animals, including humans, form groups and communities that help members survive;
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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.1.6.2.C — Read texts and use media to determine patterns in a behavior of parents and offspring that help offspring 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.
SC.4.6.3.B — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
SC.3.7.2.A — Construct an argument that some animals form groups that help members 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.
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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to 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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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.

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.
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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

New Mexico

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.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

New York

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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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 and animals (including humans) and the places they live.

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 — 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.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-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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.
K-LS1-1 — Describe patterns, through observation, of what plants and animals (including humans) need to survive.

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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

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)
Living things need water, air, and resources from the land, and they live in places that have the things they need. (K.ESS3.1)
Being part of a group helps animals obtain food, defend themselves, and cope with changes. (3.LS2.1)
1.LS1.2 — Obtain information from media and/or text to determine patterns in the behavior of parents and offspring that help offspring survive.
K.LS1.1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Oregon

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.]
1.LS1.2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).][assessment boundary: assessment is limited to behavior of parent and offspring and does not include group behaviors to find food or defend themselves.]
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.]
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.]
K.ESS3.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.][assessment boundary: modeling is limited to describing the relationship and does not include patterns of structure and function to show how needs are met. impact on the environment is beyond the standard.]

Pennsylvania

3.1.4.A — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
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.
3.1.1.B — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS2-1 — Construct an argument that some animals form groups that help members 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.

South Carolina

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
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
1-LS1-2.DCI.B: — Growth and Development of Organisms 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. NRC Framework Link
3-LS2-1. — Construct an argument that some animals form groups that help members survive.
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?
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS2-1 — Construct an argument that some animals form groups that help members survive.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.

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.
3.LS1.1 — Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.
3.LS2.1 — Construct an argument to explain why some animals benefit from forming groups.

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;
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
K.3B — make predictions based on observable patterns in nature; and
K.10A — sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;

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)
1.2.4 — Construct an explanation of the patterns in the behaviors of parents and offspring which help offspring to survive. Examples of behavioral *patterns*could include the signals that offspring make such as crying, chirping, and other vocalizations or the responses of the parents such as feeding, comforting, and protecting the offspring. (LS1.B)
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)

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.
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.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS2-1 — Construct an argument that some animals form groups that help members 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.
3.4.b — Adaptations may be behavioral or physical.
1.1.a.i — Ask questions and make predictions based on observations.
1.5.a — Animals need air, food, water, shelter, and space (habitat).

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.
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.
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.
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.

Washington, D.C.

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.
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
1-LS1-2 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.

West Virginia

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.1.5 — Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.*
S.K.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Wisconsin

Parents and offspring often engage in behaviors that help the offspring survive.
All organisms have external parts that they use to perform daily functions.
Being part of a group helps animals obtain food, defend themselves, and cope with changes.
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.
Particular organisms can only survive in particular environments.

Wyoming

All organisms have external parts that they use to perform daily functions.
A range of different organisms lives in different places.
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.
Animals obtain food they need from plants or other animals. Plants need water and light.
Parents and offspring often engage in behaviors that help the offspring survive.