Animal Food

Overview

In this short science session, pupils explore how animals get what they need from food by sorting animal pictures into “eat plants” and “eat animals” (and, with support, “eat both”). The lesson links to inclusion by using visuals, simple choices, turn-taking routines, and careful fine-motor scaffolds.

Learning intentions

• Students will name a few common animals.
• Students will recognise that animals eat different foods to stay alive.
• Students will make a simple food choice using visuals (plants / animals).
• Students will communicate their choice using words, gestures, or a pointing response.

Success criteria

• I can point to and name at least one animal.
• I can sort at least one animal picture into the correct food group with support.
• I can tell someone (or show) whether the animal eats plants, animals, or both.
• I can follow the turn-taking routine during sorting.

Curriculum links

• Animals, including humans (Year 1 programme of study): identify and name common animals.
• Animals, including humans (Year 1 programme of study): identify and name animals that are carnivores, herbivores and omnivores.
• Working scientifically (KS1): ask and answer simple questions; observe and use simple data from sorting.

Lesson structure (10 minutes)

1. 0–2 min · Welcome and visual hook. Teacher shows three large picture cards: a rabbit (plants), a lion (animals), and a human child (both) and asks, “What does this animal eat?” Students respond by pointing, repeating key words (“plants”, “animals”, “both”), or using a choice board.

2. 2–5 min · Mini teach with actions and sounds. Teacher models: “Herbivore eats plants” (tap a green plant icon), “Carnivore eats animals” (tap a red meat/chicken icon), and “Omnivore eats both” (tap both icons). Students practise together using the same actions while teacher holds the pace slowly.

3. 5–8 min · Inclusive sorting task. Teacher gives each pupil 1–2 animal picture cards (e.g., cat, cow, bird, fish) and a tray with two or three sorting zones. Students place cards into the correct zone using:

• large picture cards with high-contrast borders
• Velcro/peg assistance (if available) or a guided slide tray
• a “first–then” rule card and a clear visual timer Teacher prompts: “Show me plants / show me animals.” Pupils may communicate by pointing or using a sentence starter card.

4. 8–10 min · Quick check and calm closure. Teacher picks two sorted cards and asks one question: “Where does this animal fit? Plants or animals?” Students answer using their pointing response. Teacher finishes with praise for effort and correct choices, then encourages a final behaviour cue: “All finished, hands down, eyes on teacher.”

Resources

• Large animal picture cards (rabbit, cat, cow, chicken/bird, fish, etc.)
• Sorting mats with 2–3 zones: “Plants”, “Animals”, “Both”
• Green plant icon card and red animal-food icon card
• Choice board for responses: “Plants / Animals / Both”
• Sentence starter strip (with symbols): “It eats ___”
• Visual timer (short, clear countdown)
• Fine-motor supports: thicker card edges, Velcro dots, or peg/handle card holders
• Trays with raised edges to prevent dropping
• Behaviour support card: “First, then sort”
• Small rewards/praise tokens for each correct sort or attempted communication

Assessment

• Teacher observes whether pupils correctly match at least one animal to a food group.
• Teacher listens for or checks pointing/choice-board responses (“plants/animals/both”).
• Mid-task check: teacher confirms one card together (“We think it eats plants because…”) and watches the pupil’s next choice.

Differentiation

• Fine motor difficulties: use larger cards, thicker edges, Velcro or guided placement; allow pupils to place cards with two-hand support; offer “push-and-slide” placement rather than delicate grasping.
• Communication and interaction difficulties: provide fixed response options (pointing/choice board), repeat key words, and use short, predictable questions; offer turn-taking with a visual cue card.
• Challenging behaviour: keep instructions to one step at a time; use a visual timer, “first–then” routine, and planned movement breaks (e.g., quick hand action when a card is placed); avoid open-ended questions during sorting.
• Support: teacher models the first card, then uses hand-over-hand prompting only if needed; allow pupils to sort just one card initially, then add another.
• Extension (only if ready within 10 minutes): ask a pupil to choose “both” using the “human child” or a given omnivore card and justify with a single word/gesture.
• EAL/SEN: use consistent visuals and a “no-pressure” response route (pointing/gestures) alongside the verbal model.