Visual data--or visual sources of information--are a crucial part of helping students understand STEM concepts, improve their reading skills, and engage in science and engineering practices (Finson and Pedersen 2011). Indeed, many science and engineering practices require students to make meaning from visual data. When students are developing and using models; analyzing and interpreting data; or obtaining, evaluating, and communicating information, they are often working with visual data. Although students in the early grades often receive a great deal of instruction on literacy skills, much less time is devoted to teaching students the skills necessary to understand visual data that often accompanies text. In this article the authors describe a kindergarten 5E lesson (partially addressing K-ESS3-1) where they scaffold students using visual data to build understanding and model relationships between living things and the places they live. This 5E is part of a bigger unit about plants, animals, and the environment. Prior to this 5E lesson, students have learned about the difference between living and nonliving as well as plants and animal needs. With this background knowledge, the students were ready to learn about living things and habitats.