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 Worksheet • Appendix 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)