Children do not always see a connection between themselves and other living things. Sometimes they do not even realize that they, too, are animals and represent a link in the food chain. By obtaining, evaluating, and communicating information (Scientific and Engineering Practice #8 in "A Framework for K-12 Science Education" [NRC 2012, p. 42]) about animals in the classroom environment, children make thoughtful connections and construct new knowledge about artificial and natural habitats and about animal characteristics and needs. They ask questions to learn about and discover what the animals need to survive. Children understand the complex dynamic of animal habitats by exploring the concepts in context and bringing the "circle of life" into the classroom. These explorations and conversations in first grade lay the foundation for the progression of studies of the "core idea of ecosystems: interactions, energy, and dynamics" (NRC 2012, p. 142) in later years. This article describes how the authors staged the learning environment, explored classroom and outdoor habitats, food chains, and the circle of life in their first grade class rooms.