Grade 1 – Science: Animal Food Sources

Subject: Life Science

Unit Topic: Animal Food Sources

Level: Grade 1

Duration: 50 minutes

 

1. Learning Objectives

By the end of this lesson, students will be able to:

  • Explain that all animals need food to live and grow.
  • Classify animals by their food source: plants (herbivores) or other animals (carnivores).
  • Provide examples of animals that eat plants and animals that eat other animals.

2. Standards Alignment

Next Generation Science Standards (NGSS):
• 1-LS1-1: Use materials to model the needs of animals (food).

Common Core State Standards (CCSS) – ELA Literacy in Science:
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations about grade-level topics.
• CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text (or science talk).

3. Materials & Resources

  • Picture cards of various animals (cow, rabbit, lion, frog, etc.)
  • Picture cards of plants (grass, leaves, fruits) and animal prey (insects, fish)
  • Chart paper & markers
  • “Animal Food Sort” worksheet (Appendix A)
  • “My Favorite Animal” drawing & labeling worksheet (Appendix B)
  • Exit ticket slips
  • Crayons, pencils, scissors, glue sticks

4. Key Vocabulary

  • Herbivore: An animal that eats only plants.
  • Carnivore: An animal that eats only other animals.
  • Food chain: A sequence of who eats whom in nature.
  • Consume: To eat or take in food.

5. Lesson Timeline

Time Activity
0–5′ Warm-Up/Hook
5–12′ Introduce Vocabulary & Chart
12–25′ Lesson Proper (Direct Instruction)
25–35′ Guided Practice (“Animal Food Sort”)
35–45′ Independent Practice (Worksheets)
45–48′ Quick Assessment (Exit Ticket/Test)
48–50′ Review & Student Reflection

6. Lesson Procedures

 

A. Warm-Up Activity (5 minutes)

  • Show two large picture cards: a rabbit munching grass and a lion roaring.
  • Ask: “What do you think these animals are doing? Why?”
  • Elicit responses: rabbits eat grass; lions eat meat.
  • Transition: “Today we’ll learn why animals eat different foods!”

B. Vocabulary & Anchor Chart (7 minutes)

  • Introduce each key term with student-friendly definitions.
  • On chart paper create two columns: “Herbivores” and “Carnivores.”
  • Place a simple sketch or printed label under each heading as you define.

C. Lesson Proper / Direct Instruction (13 minutes)

  • Display mixed picture cards of 6–8 animals.
  • Model sorting each card into the herbivore or carnivore column.
  • Think-aloud: “A cow eats grass, so it goes under herbivore.”
  • Invite 2–3 students to come up and sort the next cards.

D. Guided Practice – Animal Food Sort (10 minutes)

  • Distribute laminated animal cards & two small hoops labeled “Plants” and “Animals.”
  • In pairs, students decide where to place each animal card.
  • Teacher circulates, asking partners to explain their choices using vocabulary.

E. Independent Practice – Worksheets (10 minutes)

  • Hand out: • Appendix A: Animal Food Sort WorksheetAppendix B: My Favorite Animal (Draw & Label)
  • Students complete worksheets individually: – A: Cut-and-paste animals under correct feeding category. – B: Draw a chosen animal, label it as herbivore or carnivore, and write one sentence why.

F. Quick Assessment / Test (3 minutes)

  • Exit Ticket: On a slip, students answer: – “Name one herbivore and one carnivore.” – “What do herbivores eat?”
  • Collect slips as they leave.

G. Review & Reflection (2 minutes)

  • Gather as a class. Recap: “All animals need food to live.”
  • Invite two students to share their favorite fact.
  • Teacher reflection prompt: Note student misconceptions for next lesson.

7. Assessment Methods

  • Observation during sorting activities and discussions
  • Review of guided-practice hoop sorting
  • Evaluation of worksheets (accuracy & labeling)
  • Exit tickets for individual understanding

8. Differentiation Strategies

  • Struggling Learners: • Provide picture cues on worksheets. • Allow peer-supported sorting.
  • English Language Learners (ELL): • Pre-teach key vocabulary with real objects. • Use sentence frames: “A ___ is a herbivore because it eats ___.”
  • Advanced Learners: • Challenge to name omnivores or draw simple food chains.
  • Special Needs: • Offer 1:1 or small-group support. • Provide extra time and simplified instructions.

9. Reflection (Teacher Notes)

  • Which animals did students find most challenging?
  • Were vocabulary terms used correctly?
  • Adjust grouping or materials for next lesson based on observations.

10. Worksheets / Appendices

Appendix A: Animal Food Sort Worksheet

Instructions:

  • Cut out each animal picture at the bottom.
  • Glue the pictures in the correct box: [ ] Eats Plants (Herbivore) [ ] Eats Animals (Carnivore)
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