Beacon Lesson Plan Library

Yum Yum – What Animals Eat

Kimberly Perez

Description

Have you ever wondered what animals eat? Children enjoy learning more about animals by cutting out animal pictures and placing the animals into the categories of omnivore, herbivore or carnivore.

Objectives

The student speaks clearly and uses appropriate volume in a variety of settings (for example, large or small groups, learning centers).

The student understands that animals can be grouped according to what they eat.

Materials

-Various magazines with animal pictures (World, National Geographic, Ranger Rick, etc.)
-12” x 18” piece of construction paper per student
-Scissors
-Glue

Preparations

1. Have enough magazines with pictures of animals for all students to use for the project.
2. Gather enough 12” x 18” construction paper, scissors, glue and have it out ready to use.

Procedures

1. Ask, “What did you eat for lunch today?” List foods on the board. Direct the children to group the items according to plant items, meat items or foods mixed with both categories. Have the children give these lists a title and write the titles on the board.

2. Explain that plant eaters are called herbivores, and write the word “herbivores” under the children’s group title. Introduce the term “carnivore” and write the word under the children’s title for that category; ask the children what they think the term carnivore means (make sure to define it correctly). Explain that “omnivores” are animals that eat plants and animals (meat) and write that word under the title for the appropriate category.

3. Erase the foods from these categories and ask children to name various animals that would fit into those categories. List these animals on the board into the correct groups. Lists may include black bears, panthers, alligators, eagles, cats, wolves, lions, tigers, raccoons, humans, armadillos, opossums, ants, cows, goats, chickens, pigs, sheep, bees. Try to list as many animals as possible onto the board.

4. Discuss why we would group these animals as such. Listen to discussion. Provide feedback to students for their answers during class discussion.

5. Explain the purpose of the lesson-to learn how to group animals according to what they eat.

6. Explain that students will cut out pictures of animals from magazines to fit into these categories and will create a chart with 5 animals for each group. Afterwards, they will present their charts to the class.

7. Review rules for using scissors and glue. Example:
a. Hold scissors safely, at the sharp end inside your hand if you are walking to or from the scissors box.
b. Sit still in your chair when using scissors and cutting.
c. Use safety at all times with scissors; for example, do not spin the scissors around your finger.
d. When using glue, remember that it is a limited resource and to use it carefully.
e. Magazines are also a limited resource; therefore, use them with care. Turn pages carefully. Make sure you are only cutting one page at a time and that you are not cutting two or more pages. Please do not tear or rip magazine pages. When you are done, place the magazine back into the magazine box before choosing another magazine.
f. Share supplies with your neighbors; for example, glue, scissors, magazine pictures that you may not be interested in.
g. Preview with students what the expectations are for clean up; for example, all magazines will be in a neat pile in the magazine box, all scissors in the class scissors box or in individual boxes, glue put away, no clippings left on the floor or desks.

8. Ask students to explain the assignment to be completed to ensure everyone understands.

9. Students may now search through the magazines for their pictures. Remind students periodically that they need 5 herbivores, 5 omnivores and 5 carnivores for their charts. Students may place their animal pictures into a pile on their desk until they are finished cutting.

10. Children may need to trim their animals to fit onto their charts.

11. Children glue animals into appropriate categories.

12. Students may quietly share their charts with peers as they finish early, as time allows.

13. Make sure class is cleaned up from activity and explain that presentations will soon begin.

14. Students and teacher review/share good listening, viewing and speaking skills expected during the chart presentations and list on board. Make sure to review clear speaking voice and correct volume. List these on the board as well.

15. Ask students to show how to demonstrate the skills listed on the board. The teacher or students should provide feedback on each demonstration to make sure the skill is understood.

16. Introduce that it is presentation time, as well as time for all students to demonstrate good listening, viewing and speaking skills. Students take turns presenting their charts to the class. Students may also share which of the animals they found most interesting.

Assessments

Students create a chart, grouping animals according to what they eat. Students include herbivores, carnivores and omnivores as the chart labels. Students cut a total of 15 animal pictures from magazines and glue groups of 5 correctly into each category according to what the animal eats.

Criteria:
Commendable - 5 correctly placed animals in each column
Satisfactory - 4/5 correctly placed animals in each column
Needs More Practice - 3 or fewer correctly placed animals in each column

During presentations:
1. Student speaks in a clear voice.
2. Student speaks with appropriate volume.

Provide corrective feedback if necessary.

Extensions

Modifications:
1. Allow students to work in cooperative groups to complete the project.

Extensions:
1. Students write the name of each animal to be included on the chart and list the specific foods that each animal eats on index cards.
2. Students write a report on an animal, including a specific amount of information about the animal as assigned by the teacher; for example, animal name, where it lives, what it eats.
3. Students play the following animal eating game. Divide the class into 3 groups--carnivore, herbivore and omnivore. Have the children spread out (as if they were in a forest) and tell the carnivores and omnivores to eat lunch (the herbivore/carnivore assigned students). Discuss whether everyone found food. Explain there has been a terrible drought and the plants have died. Ask what happens to the herbivores-they die. Tell the carnivores and omnivores to eat again. Discuss the problems (scarcity of food, starvation). Discussion of what could have happened to the dinosaurs is also appropriate.

Web Links

Use this site for students to discover, learn more about, or print graphics of animals.
Enchanted Learning

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