Nutrition for Animals

Overview

• Age Group: Year 1
• Duration: 50 minutes
• Class Size: 4 students
• Unit: Seasons and Living Things (Lesson 14 of 14)
• Curriculum Reference:
  • Science Programme of Study (DfE, 2014)
  • Animals, including humans (Key Stage 1 – Year 1)
  • “Identify and name a variety of common animals that are carnivores, herbivores and omnivores”
  • “Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)”
  • Working Scientifically: Asking simple questions, observing closely, performing simple tests, using observations to answer questions

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Explain that animals, including humans, need nutrition to survive.
• Identify and describe different types of food animals eat (carnivore, herbivore, omnivore).
• Understand that animals get their nutrition from the food they eat.
• Use simple scientific vocabulary such as nutrition, herbivore, carnivore, omnivore, food types (plants and animals).

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Resources Needed

• A variety of realistic animal pictures or toy animals (e.g., lion, cow, bear, rabbit, parrot, cat)
• Picture cards of different food types (plants, meat, fish, seeds, fruits, vegetables)
• Whiteboard and coloured markers
• “Food Chain” visual diagram poster
• Animal nutrition sorting mat (3 categories: Herbivore, Carnivore, Omnivore)
• Small trays or boxes
• Paper and colouring pencils for drawing activity
• Snack (optional, e.g., carrot sticks and biscuit) for a practical tie-in

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Lesson Structure

Time	Activity	Description
0 - 5 mins	Engage – Starter Discussion	Begin with an open chat: “What did you eat for breakfast?” Introduce the question: “How do animals get their food?” Use a puppet or toy animal to grab attention.
5 - 15 mins	Explore – Sorting Activity	Show pictures of animals and food cards. As a class, sort animals into herbivores, carnivores, omnivores by matching them to their foods on the sorting mat. Use visual clues and simple explanations.
15 - 25 mins	Explain – Mini Whiteboard Drawing	Ask each child to choose an animal and draw its favourite food on a mini whiteboard or paper, labelling it. Discuss the drawings with the group, reinforcing vocabulary and nutrition concepts.
25 - 35 mins	Elaborate – Role Play / Storytelling	Children role-play being animals looking for food in the 'jungle' (classroom space). Provide food cards; children collect ‘food’ suitable for their animal type. Follow up with a story from the teacher about how animals rely on food for energy and growth.
35 - 45 mins	Evaluate – Quiz and Q&A	Use simple questions, e.g. “What is a carnivore?” “Which animal eats plants only?” Encourage children to use key words. Give small rewards for participation.
45 - 50 mins	Reflect – Snack and Talk	If snack available, compare human food (carrots) with animal diets discussed. Recap key points and ask children to say one thing they learned today.

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Differentiation and Inclusion

• Support: Use picture prompts and physical objects for children with additional needs. Allow oral responses if writing is difficult.
• Challenge: Extend questioning to why certain animals cannot eat certain foods or how animals in different seasons might find food.
• EAL: Introduce key vocabulary with real objects and gestures; repeat and model words multiple times.

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Assessment for Learning

• Formative assessment through observation during sorting and role play activities to check understanding of diets.
• Question and answer portion to assess recall and use of scientific vocabulary.
• Review drawings for correct association between animal and food.
• Teacher notes on individual contributions and understanding to inform future planning.

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Cross-Curricular Links

• English: Speaking and listening skills developed through discussions and storytelling.
• PSHE: Understanding needs for healthy eating in humans and respect for animals.
• Art: Drawing animals and their food encourages fine motor skills and creativity.

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Key Vocabulary

• Nutrition
• Animal
• Human
• Food
• Herbivore
• Carnivore
• Omnivore
• Plants
• Meat
• Seeds
• Energy

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Final Notes – Teacher Tips

• Use enthusiastic tone, real objects, and relatable examples ("What’s your favourite food? Animals have favourites too!") to make abstract concepts concrete.
• Keep activities short and varied to maintain attention for this small group of young learners.
• Celebrate correct answers and participation to encourage confidence in speaking science words.
• Connect learning back to seasons and living things by briefly mentioning how food availability may change seasonally (link to earlier lessons in unit).

This final lesson builds both scientific understanding and vocabulary while engaging multiple learning styles for Year 1 students, ready to conclude the unit with confidence and curiosity about animal nutrition.