Arctic Foxes

Ages 5–10 · 12 minutes · Science

Sly, fluffy and fast

The arctic fox is a tiny snow explorer with a big sense of adventure! Wrapped in thick, fluffy fur that turns white in winter, this clever fox stays warm and camouflaged in icy lands. It has sharp ears, quick paws, and a playful curiosity that helps it survive the cold.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.

Alabama

SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.
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.
SC23.4.9 — Carry out investigations to support a claim that different animals receive information through their senses, process that information, and respond in various ways.
SC23.K.5 — Gather information from observations and media to explain how plants and animals can provide for their needs by changing their environment.
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.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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.
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.
Identify questions and make predictions based on prior experiences.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

California

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
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

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.
LS1.D — Information Processing: Animals have body parts that capture and convey different kinds of information needed for growth and survival - for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun).
LS2.A — Interdependent Relationships in Ecosystems: Animals depend on their surroundings to get what they need, including food, water, shelter and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat and chew the food. Plants depend on air, water, minerals (in the soil) and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals and sunlight.
SC.K.3.2 — Plants and animals meet their needs in their habitats and impact one another; people can prepare for severe weather.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Delaware

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

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.3.L.17.1 — Describe how animals and plants respond to changing seasons.
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.

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.
ELAGSE1SL2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
S3L1.c — Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
SKL2.a — Construct an argument supported by evidence for how animals can be grouped according to their features.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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)
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS-1.1)
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS-1.2)
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.
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.

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.
LS1.D-P1 — Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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-E1 — Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

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.
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.
2.LS.1 — Determine patterns and behavior (adaptations) of parents and offspring which help offspring to survive.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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.
4-LS1-2 — Construct an explanation to describe how animals receive different types of information through their senses, process the information in their brains, and respond to the information in different ways.
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.

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.
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-LS1-2 — Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Maryland

DCI.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.D.K-2.1 — Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
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

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.
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.
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-LS1-2 — Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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.
3-LS3-2 — Use evidence to support the explanation that traits can be influenced by the environment.

Minnesota

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)
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)
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)

Mississippi

L.2.1.2 — Classify vertebrates (mammals, fish, birds, amphibians, and reptiles) based on their physical characteristics.
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).
L.3.2.5 — Research to justify the concept that traits can be influenced by the environment (e.g., stunted growth in normally tall plants due to insufficient water, changes in an arctic fox’s fur color due to light and/or temperature, or flamingo plumage).
L.K.1B.2 — Identify and describe examples of how animals use their sensory body parts (eyes to detect light and movement, ears to detect sound, skin to detect temperature and touch, tongue to taste, and nose to detect smell).

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
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.
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and 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
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-LS1-2 — use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
SL.1.2 — Ask and answer questions about key details in 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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
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.

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.

New Mexico

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
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.
RL.K.NM.1 — Identify the main topic, retell key details of a text, and make predictions.

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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
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.

North Carolina

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.4.1.2 — Use models to explain that animals receive different types of information through their senses, process the information, and respond to the information in different ways.
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

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.
Different sense receptors are specialized for information, which may be processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
4-LS1-2 — Form an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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.
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).

Oklahoma

Animals have body parts that capture and convey different kinds of information needed for growth and survival. (1.LS1.1)
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)
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4.LS1.1)
Animals obtain their food from plants or from other animals. (K.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.

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.]
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.]
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

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.
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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.
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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.

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-LS1-1.DCI.D: — Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. NRC Framework Link
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.
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

Making an argument about how the structure and function of plant and animal anatomy can support growth, behavior, and reproduction.
Explaining the impact that habitat, genetic inheritance, and ability to adapt can have on an organism’s chances of survival. Understanding that plants and animals might change as a result of changes in the environment.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
What is the relationship between animals and what they eat, and how does that determine where they live?
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.
4-LS1-2 — Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

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.
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.
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

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;
2.13B — record and compare how the structures and behaviors of animals help them find and take in food, water, and air;
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

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)
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)
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)
4.1.1 — Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Emphasize how structures support an organism's survival in its environment and how internal and external structures of plants and animals vary within the same and across multiple Utah environments. Examples of structures could include thorns on a stem to prevent predation or gills on a fish to allow it to breathe underwater. (LS1.A)
4.1.2 — Develop and use a model of a system to describe how animals receive different types of information from their environment through their senses, process the information in their brain, and respond to the information. Emphasize how animals are able to use their perceptions and memories to guide their actions. Examples could include models that explain how animals sense and then respond to different aspects of their environment such as sounds, temperature, or smell. (LS1.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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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-LS4-2 — 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.

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.
2.5.b — An animal’s habitat provides all of its basic needs.

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.
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.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
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.
4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Washington, D.C.

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.
4-LS1-2 — Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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.

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.4.9 — Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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.
Determining the relationships between structure and function

Wisconsin

All organisms have external parts that they use to perform daily functions.
Particular organisms can only survive in particular environments.
Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive.
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.
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

4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.
Different sense receptors are specialized for particular kinds of information; Animals use their perceptions and memories to guide their actions.
All organisms have external parts that they use to perform daily functions.
Particular organisms can only survive in particular environments.
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.