Herbivores Carnivores Omnivores Worksheets Predator Prey Worksheets Special Ed

These herbivore, carnivore, and omnivore worksheets examine what animals eat as well as predator-prey relationships. This adapted science unit is for students in special education.

This unit addresses the main characteristics of herbivores, carnivores, and omnivores, including:

• Herbivores
  • Grazers
  • Browsers
• Carnivores
  • Hunters
  • Scavengers
  • Caniformia (dog-like)
  • Felinformia (cat-like)
• Omnivores
  • Adaptability
• Predator-prey examples and relationships

Students have many opportunities to engage with repeated information about what various animals eat and how their habitats affect their food choices.

In addition, many of the activities and assessments include more than one version, suggestions for differentiation, and options for presentation.

*****This unit has digital versions of the printable activities. There are 40 Google Slides and a movie version of the book.

See the preview for a more detailed look at the contents.

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Herbivores, Carnivores, Omnivores Unit Includes:

⭐ This unit comes in 2 complete files. One is in color and one is in black and white.

In the zipped folder you will find:

• 14 days of lesson plans
• Activities in color
• Activities in black and white
• Voice-recorded PowerPoint show
• What Animals Eat PowerPoint to use with activities
• Meet the Animals PowerPoint to use with activities
• Links and directions to digital activities

Herbivores, Carnivores, Omnivores Worksheets

• Vocabulary board
• Vocabulary cards and cut/paste activities (includes digital version)
• Group activities
  • Who am I
  • Bingo cards

• 3 Circle maps (includes digital version)
• 4 Sorting activities (includes digital version)
• Circle foods animals eat (includes digital version)
• 3 Collages (using magazines or pictures provided)
• 3 Quizzes (includes digital version)
• Final assessments (3 versions) (includes digital version)

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Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.