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PREDATOR PREY
Predator Prey
Curricular
Connection
3.0 LIFE SCIENCE: The students will use the scientific skills and processes to explain the dynamic nature
of living things, their interactions, and the results from the interactions that occur over time.
E. Flow of Matter and Energy (Grade 5)
1. Recognize and explain that some source of energy is needed for all organisms to grow and survive.
a. Identify the sun as the primary source of energy for all living organisms.
Plants use sunlight to make food
Plants and animals use food for energy and growth c. Provide examples that justify the statement "Most animals' food can be traced back to plants."
F. Ecology (Grade 4) 1.Explain ways that individuals and groups of organisms interact with each other and their environment. a. Identify and describe the interactions of organisms present in a habitat.
o Competition for space, food, and water o Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the
Chesapeake Bay, etc. o Roles within food chains and webs: scavengers, decomposers, producers, consumers.
Background
Predator-Prey Relationships
A predator is an organism that eats another organism. The prey is the organism which the predator eats.
Some examples of predator and prey are lion and zebra, bear and fish, and fox and rabbit. The words
"predator" and "prey" are almost always used to mean only animals that eat animals, but the same concept
also applies to plants: Bear and berry, rabbit and lettuce, grasshopper and leaf.
Predator and prey evolve together. The prey is part of the predator's environment, and the predator dies if it
does not get food, so it evolves whatever is necessary in order to eat the prey: speed, stealth, camouflage
(to hide while approaching the prey), a good sense of smell, sight, or hearing (to find the prey), immunity to
the prey's poison, poison (to kill the prey) the right kind of mouth parts or digestive system, etc. Likewise, the
predator is part of the prey's environment, and the prey dies if it is eaten by the predator, so it evolves
whatever is necessary to avoid being eaten: speed, camouflage (to hide from the predator), a good sense of
smell, sight, or hearing (to detect the predator), thorns, poison (to spray when approached or bitten), etc.
The fastest lions are able to catch food and eat, so they survive and reproduce, and gradually, faster lions
make up more and more of the population. The fastest zebras are able to escape the lions, so they survive
and reproduce, and gradually, faster zebras make up more and more of the population. An important thing to
realize is that as both organisms become faster to adapt to their environments, their relationship remains the
same: because they are both getting faster, neither gets faster in relation to the other. This is true in all
predator-prey relationships.
Another example of predator-prey evolution is that of the Galapagos tortoise. Galapagos tortoises eat the
branches of the cactus plants that grow on the Galapagos Islands. On one of the islands, where long-necked
tortoises live, the branches are higher off the ground. On another island, where short-necked tortoises live,
the branches are lower down. The cactuses, the prey, may have evolved high branches so that the tortoises,
the predators, can't reach them. (Note, however, not just in this case but in any case of co-evolution and
evolution, that there is always more than one cause that forces an organism to adapt, and though it is likely
that the higher branches are to avoid the tortoises, it is also possible that it was a different cause, such as
the sun, the ocean, or a different organism.)
Source: http://necsi.edu/projects/evolution/co-evolution/pred-prey/co-evolution_predator.html
Materials/ Teacher Materials Student Materials
(1of each item per student)
Resources
Promethean Board/ Pens
Predator Prey PowerPoint
Assorted Pinnies (colors)
Predator Prey Life Tags (including white punch card)
Disease, Natural Disaster, and Decomposer Tags
Electronic Whistle
Human Game Bag
Safety
Provide the students with safe methods of movement through the playing area, with special caution given to avoiding poison ivy, wild animals, and animal burrows.
Handle the materials properly with respect and safety in mind.
Make sure all the students have on appropriate footwear and are dressed properly for the weather.
The students are to remain the playing area at all times.
Identify and use appropriate shelter areas in the event of emergent inclement weather.
Enduring
Questions and
Focus
Question
Enduring Questions
What is an ecosystem and how does it support life?
What are the biotic (living) and abiotic (nonliving) components of an ecosystem and how do they interact?
Focus Question
How do organisms interact with each other in a habitat?
Vocabulary
competition – the struggle among organisms for food, space, and other requirements for existence
producer – an organism that makes its own food
consumer – an organism that eats other organisms for food
scavenger – an organism, object, or person that scavenges, especially an animal that feeds on dead
organic matter
decomposer - an organism, especially a soil bacterium, fungus, or invertebrate, that decomposes organic
material
biotic – with life (living things such as plants and animals)
abiotic – without life (non-living things such as rocks, water, etc.)
ecosystem – a complex set of relationships between living organisms and their environment
environment – the physical surroundings of an organism which includes the living (biotic) and nonliving
(abiotic) components
carnivore – organism that eats only meat
herbivore – organism that eats only plants
omnivore – organism that eats meat and plants
organism – a living thing
5 E Model Time
Frame Activity
Engage
45 minutes 1. Have the students line up outside the Roundhouse by their group letters.
2. Give colored pinnies out to herbivores, omnivores, carnivores, disease, natural
disasters, decomposer (parent chaperone if possible) and the human. (Approximately
half as many omnivores as herbivores and half as many carnivores as omnivores.
Assign elements, disease, and decomposer to children who have physical limitations.)
Color Codes
carnivores-red, omnivores-green, herbivores-yellow, human-orange, disease-purple,
natural disaster-blue, and decomposer-black
3. After passing out pinnies to all the students, have the students enter the top of the
Roundhouse and face the Promethean board seated on the floor.
4. Using the provided PowerPoint, Promethean board and pens, discuss energy flow,
trophic levels, photosynthesis and abiotic and biotic factors in an ecosystem.
5. Continuing with the PowerPoint, explain the rules that all the students must follow in
the predator/prey simulation game, depending on their role in the game.
6. Walk the students down to the predator/prey playing field, (Arboretum) and show the
students the boundaries they must remain within. Also, show the students Cedar Lodge
and explain to them this is where they go when they are out of lives or when they hear
the siren to end the game. Finally, spread the teachers and parent chaperones around
throughout the entire playing area to supervise the students.
7. Give colored tags to match the colors of the pinnies for herbivores, omnivores,
carnivores, disease, natural disasters, decomposer and the appropriate materials to the
human.
Explore
Explore
1 hour 15
minutes
1. Send the herbivores into playing area after making sure they understand all their
needs, rules, boundaries, and end of game signal. Also, send the decomposer to the
decomposition pit. (Cedar Lodge)
2. After five minutes, send in the omnivores making sure they understand all their needs,
rules, boundaries and end of game signal.
3. After three minutes, send in the carnivores making sure they understand all their
needs, rules, boundaries and end of game signal.
4. After three minutes send in disease and natural disasters.
5. Introduce the human into the game about twenty minutes before you want the game
to end. (The human should be escorted by a teacher or parent chaperone.)
6. To end the game, blow the siren and have all the teachers and parent chaperones do
a sweep of the entire playing field to ensure all the students return to Cedar Lodge.
‘
7. The home school teacher will line students up and do a head count before leaving the
(Continued)
playing field and returning to the Roundhouse.
8. Walk the students to the Roundhouse.
9. The Fairview teacher will complete the predator/prey lesson wrap-up in the top of the
Roundhouse.
Explain
15 minutes 1. At the end of the game, compare ratios of surviving individuals in each trophic level to
see if ecosystem food pyramid shape remains.
2. Discuss the effect of the entrance of the human into the game.
3. Summarize the relationship between the herbivores, carnivores, omnivores, and producers, and how they interact in order to maintain the balance of nature.
Extend
10 minutes Allow time for oral feedback if possible. Relate to the white tail deer hunting activity by
humans as a necessity due to current lack of natural predators.
Evaluate
5 minutes Enduring Questions
What is an ecosystem and how does it support life?
What are the biotic (living) and abiotic (nonliving) components of an ecosystem and how do they interact?
Focus Questions
How do organisms interact with each other in a habitat?
Cleaning Up
and Setting Up
for the Next
Teacher
Have the volunteers restore the life tags to the original rings so that the materials are ready for the next group.
Career Links
officer for the Department of Natural Resources
wildlife biologist
ecologist
park ranger
zoologist
marine biologist
wildlife rehabilitator
animal welfare advocate
Chart 1
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Chart 15
Power Point for Back Up Plan
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