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Lesson Plan: Animal Food Detectives!

A collection of animal figures or picture cards (e.g., lion, cow, bear, rabbit, shark, chicken, deer, wolf).
Picture cards of different foods (e.g., grass, leaves, berries, fish, meat, seeds, insects).
Three trays, bowls, or pieces of construction paper labeled: "Plants Only," "Meat Only," and "Plants & Meat."
Play-Doh in various colors (green, brown, red, blue).
A plate for the Play-Doh activity.
Optional: A children's book about animal diets, like "What Do Animals Eat?" by The World of Eric Carle.

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

Identify and name the three main animal diet groups using simple terms: plant-eaters (herbivores), meat-eaters (carnivores), and everything-eaters (omnivores).
Correctly sort at least 6 different animals into their respective diet categories.
Create a model of a meal appropriate for a chosen animal, demonstrating understanding of its diet.

Science Inquiry & Application: The student will observe, ask questions, and use evidence (sorting) to draw conclusions about animals.
Life Science Concepts: The student will understand that different animals have different needs, specifically related to what they eat to live and grow.

Hook: Start by asking, "What did you have for breakfast today? Do you think a lion would like to eat that? What about a cow?" Discuss how different people and animals eat different things.
Introduce the Concept: "Today, we are going to be Animal Food Detectives! Our job is to figure out what different animals eat to stay healthy and strong." If you have a storybook, read it now to introduce the topic in a fun, narrative way.

Introduce the Categories: Lay out the three labeled trays/mats ("Plants Only," "Meat Only," "Plants & Meat").
Plant-Eaters (Herbivores):
- Pick up the cow figure. "This is a cow. A cow loves to eat grass and plants. We call animals that ONLY eat plants 'Plant-Eaters.'"
- Ask the student to find a plant food card (like grass or leaves) and place it on the "Plants Only" mat with the cow.
Meat-Eaters (Carnivores):
- Pick up the lion figure. "This is a lion. A lion eats meat to be strong. We call animals that ONLY eat meat 'Meat-Eaters.'"
- Ask the student to find a meat food card and place it on the "Meat Only" mat with the lion.
Everything-Eaters (Omnivores):
- Pick up the bear figure. "This is a bear. A bear is special! It likes to eat plants like berries, but it also eats meat like fish. We call animals that eat BOTH plants and meat 'Everything-Eaters.'"
- Ask the student to find a plant card (berries) AND a meat card (fish) and place them on the "Plants & Meat" mat with the bear.

Instructions: "Now it's your turn to be the lead detective! Your job is to pick an animal and decide which group it belongs to."
Activity: Lay out the remaining animal figures/cards. Let the student pick one at a time. For each animal, ask: "What do you think a [rabbit] eats? Does it eat plants, meat, or both?"
Guidance: Help the student sort each animal onto the correct mat. Provide hints and facts as needed. For example, "A shark lives in the ocean... what kind of food do you think it finds there?" or "A rabbit has big teeth for nibbling on carrots and grass." This encourages critical thinking.

Instructions: "You've sorted all the animals! Now you get to be a chef and make a special dinner for one of them. Choose your favorite animal from one of the mats."
Creative Play: Give the student the plate and Play-Doh. "Okay, you're the chef for the [lion]! What will you make it for dinner? Remember, it's a meat-eater."
Application: The student should use the Play-Doh to create a meal appropriate for their chosen animal (e.g., green Play-Doh grass and carrots for a rabbit; red Play-Doh "meat" for a wolf; green "leaves" and blue "berries" for a bear).

For Extra Support: Focus on just two categories first (e.g., plant-eaters vs. meat-eaters) before introducing omnivores. Use very familiar animals (cat, dog, cow, sheep).
For an Advanced Challenge: Introduce the scientific terms (Herbivore, Carnivore, Omnivore) and encourage the student to use them. Discuss more complex animals (e.g., a chicken eats seeds and bugs) or ask "why" questions ("Why do you think a shark doesn't eat salad?").

Observation: Watch the student during the sorting activity. Are they able to correctly categorize most of the animals with minimal prompting? Listen to their reasoning.
Creative Check: The "Animal Chef" activity serves as a primary assessment. Does the meal they create align with the animal's diet? For example, if they make a salad for a tiger, it indicates a need for review.
Show and Tell: At the end, ask the student to present their "Animal Chef" plate. "Tell me about the meal you made for the [bear]. What foods did you include and why?" This assesses their ability to articulate their understanding.

Review: Quickly point to each mat and review the categories. "So we learned that some animals are plant-eaters, some are meat-eaters, and some are everything-eaters!"
Real-World Connection (Snack Time!): End with a fun, related snack. Make a "trail mix" with berries/raisins (plants), seeds (plants), and maybe some jerky or a cheese cube (animal product). As you eat, ask, "What kind of eater does this snack make US? That's right, we are Everything-Eaters, or omnivores!" This connects the concept directly to the child's own experience.

What Do Animals Eat? A Hands-On Lesson Plan on Herbivores, Carnivores & Omnivores