Series

Wild Kratts

16 episodes

Chris and Martin Kratt animate themselves into creature power suits and go find out what an animal body actually does. Episodes here cover echolocation in bats, the cheetah flexible spine and semi-retractable claws, beaver dams as ecosystem engineering, monarch migration to Mexico, firefly bioluminescence and the firefly that fakes another species flash, wolf pack structure, and a savanna food chain the brothers stage as a giant board game. Four 48-minute movies round it out, including an Earth Day argument over whether oceans or forests matter more. Specific enough to anchor structure-and-function or ecosystems work, with a villain plot carrying the middle.

what this series covers

What Wild Kratts covers

16 episodes in the library, tagged for K–5th. Heaviest coverage: Science and Social-Emotional Learning. Between them they line up with 14 distinct standards across 2 frameworks.

Episodes per grade

K: 7
1st: 14
2nd: 15
3rd: 12
4th: 3
5th: 2

Episodes per subject

Science: 16
Social-Emotional Learning: 1

NGSS (Science) 13

4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
3-LS2-1Construct an argument that some animals form groups that help members survive.
3-LS4-3Construct 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-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
K-ESS3-1Use a model to represent the relationship between the needs of different plants and animals and the places they live.
1-LS1-2Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

+ 7 more

2-LS2-2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
4-LS1-2Use 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.
5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
5-PS3-1Use models to describe that energy in animals' food was once energy from the sun.
K-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-3Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.