Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
Animal or Plant?
K - 2
Students will learn about the sources of different foods by differentiating between foods originating from plants and foods originating from animals.
- Index cards
- Crayons, colored pencils, or markers
- Small recyled cardboard boxes
- Example Food Cards
Essential Files (maps, charts, pictures, or documents)
livestock: animals farmed for food and fiber, such as pigs, sheep and chickens
crops: plants that farmers grow for fuel and fiber, such as corn or soybeans
farmer: a person who grows crops or raises livestock as a job
Background Agricultural Connections
Interest Approach – Engagement
- Tell your students that they will be going on an imaginary field trip to a farm. Ask them to close their eyes as you describe the journey to them. Describe to the students the path they would take in your school to leave the classroom and board the bus. Use as many descriptive words as you can of what they would see along the way to help them start visualizing the field trip in their minds.
- Continue the description of your imaginary field trip as the students ride the bus and eventually arrive at the farm. Help the students visualize looking out the window of the bus and seeing the farm.
- Pause for a moment in your story allowing the students to visualize on their own what they might see if they were really visiting a farm. Then, ask the students to open their eyes and raise their hand to tell you what kinds of things they would imagine seeing. Some students may list various farm animals and others may list items such as barns, fences, or crops.
- After students have offered their ideas, inform them that they will be learning about the plants and the animals that are often found on on farms.
- Open a discussion with students and ask them what foods they typically eat in a day or week. Use a classroom white board to list their responses. Try to keep their responses limited to simple, raw foods that come from purely a plant or animal source and not both. If your students list food items such as pizza or a sandwhich, just list a single part of the food (Pepperoni, bread, or ham) so they don't get confused.
- Ask students where they think these foods originate. Write their responses next to each food on the class list. For example, students may state that corn comes from the seeds of a plant. If they don't know where a food comes from, label it with a question mark. Keep their responses on display for future reference.
- Distribute crayons, colored pencils, or markers and several index cards to each student. Instruct them to draw a picture of 1 type of food on each card. Use the attached Example Food Cards as an example. If students are able, ask them to write the name of their food under their illustration. Store each student's cards in an envelope or recycled cardboard box.
- Read the book, How Did That Get In My Lunchbox? The Story of Food by Chris Butterworth to the class. Allow students time to react to the reading and discuss their ideas regarding the origination of their foods. As you read the book, ask the students the origin of each food after you read the page. For example, "Does (bread) come from a plant or an animal?" Make changes to the class list of foods and originations as students learn.
- Have students take their index cards of food illustrations and divide them into two categories: foods from animals and foods from plants. Check student work for accuracy.
- Make this activity into a game. Divide students into groups of 4-8. Provide 2 small boxes for each group to decorate. Label one box, "Food from Plants" and the second box, "Food from Animals." Take a selection of the food cards the group made and have the students mix them up. Instruct each group to look at the pictures and determine if the illustration originates from an animal or plant. Once a determination is made, students will place the card in the correct box. Check for accuracy.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- The foods we eat were produced on a farm. Food comes from either a plant or an animal.
- Animals provide food such as milk, meat, and eggs.
- Plants provide food such as fruits, vegetables, and grains.
Organize a class trip to a local farm. Prior to the trip, students discuss when questions they have for the professional farmer. After the trip, students meet in small groups to discuss what they learned and use Crayola Crayons or colored pencils to illustrate their experiences.
Use a map of the world and a map of the United States to help students identify where in the world certain crops and livestock are raised. For example, corn in Iowa, peaches in Georgia, Kiwifruit in New Zealand, olives in Italy, etc. Discuss why certain areas of the world grow certain crops and livestock.
Discuss food from other countries that might not be typical for the U.S. Introduce foods like escargot, guacamole, tripe, and wasp crackers.
Invite a community member that is a practicing nurse or nutritionist to visit with students and discuss food groups and eating habits. Prior to the meeting, talk with students to determine what their questions are for the expert. Write these questions on a classroom white board or easel paper. Have student questions in a visible spot in the classroom when the expert arrives. After the visit, students talk in small groups about what they learned. Using Crayola Crayons, students illustrate what they have just learned about foods. Encourage students to share their illustration and learning with parents and other family members.
Create short videos of students reporting about foods from animals or plants. Students use recycled materials to create a costume and give themselves a name for their reporting exercise, such as "Frank, the Food Reporter." Video the students responding to student illustration of foods or photographs. Share videos with parents and other family members.
Suggested Companion Resources
- Farm Animals (Book)
- How Did That Get in My Lunchbox? (Book)
- Look Inside Food (Book)
- Pigs (Book)
- The Fruits We Eat (Book)
- The Goat Lady (Book)
- Weslandia (Book)
- Livestock Cards (Poster, Map, Infographic)
- Eat Happy Project video series (Multimedia)
- Food Doesn't Grow in the Supermarket! (Multimedia)
- National Geographic Kids: Making Stuff videos (Multimedia)
State Standards for Utah
Kindergarten: Social Studies Standard 4Students can explain how humans meet their needs in many ways.
Objective 1Recognize that people have basic needs (food, shelter, and clothing) and wants (toys, games, treats). Meeting one or more of the following indicators: a) Identify the difference between basic wants and needs. b) Explain that families have needs and wants. c) Describe how basic human needs, such as food, shelter, and clothing, can be met.
Grade 1: Social Studies Standard 4Students will describe the economic choices people make to meet their basic economic needs.
Objective 1Explain how goods and services meet people’s needs. Meeting one or more of the following indicators: a) Identify examples of goods and services in the home and in the school. b) Explain ways that people exchange goods and services. c) Explain how people earn money by working at a job. d) Explain the concept of exchanging money to purchase goods and services.
Objective 2Recognize that people need to make choices to meet their needs. Meeting one or more of the following indicators: a) Describe the economic choices that people make regarding goods and services. b) Describe why wanting more than a person can have requires a person to make choices. c) Identify choices families make when buying goods and services.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Trace the sources of agricultural products (plant or animal) used daily (T5.K-2.f)
Plants and Animals for Food, Fiber & Energy
- Identify animals involved in agricultural production and their uses (i.e., work, meat, dairy, eggs) (T2.K-2.b)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K-ESS2: Earth's Systems
K-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.