Shawn Ray

Pasodale Elementary School/Grand Canyon University

Student Intern

April 8th, 2019

Predator and Prey (Animal Characteristics)

TEKS

2.9A Identify the basic needs of plants and animals

2.9C Compare the ways that living organisms depend on each other and on their environments
such as through food chains

2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing.

Focus

2.10A observe, record, and compare how the physical characteristics and behaviors of animals
help them meet their basic needs.

Learning Objective

The students will be able to identify characteristics of animals that classify them as consumers,
producers, herbivore, omnivore, carnivore, and predators or prey.

Language Objective

The students will take the vocabulary that they have learned and answer questions about animal
characteristics.

Essential Questions

How do an animal’s characteristics help it to survive?

Lesson Cycle: Approximately 40 minutes

Engage/Explore

Anticipatory Set 5-7 minutes – Connect prior knowledge

Ask questions that will help promote critical thinking such as: What are some characteristics of a
carnivore (predator)? What are some characteristics of an herbivore? Omnivore? Why do you
think predators need sharp claws and sharp teeth? Why do you think herbivores need flat teeth?

Our focus today will be on the characteristics of animals:

Vocabulary

Consumer Food Chain

Predator Prey Producer

Carnivore Herbivore Omnivore

Materials

Note cards Pencils

Cones

Predator Lanyards

In-focus Projector

Hula-hoops

I do: I will use vocabulary words and ask students to give their own definition for carnivore,
herbivore, omnivore, predator, prey, and food chain. I will reinforce the correct definitions so
that way every student has the correct definition in mind. I will give examples of how to play the
Predator & Prey game to the students.

We do & You do: Students will all participate in the Predator and Prey game. Some students
will be predators while others will be the prey. Predators will be identified by a predator lanyard.
Students will be organized into an equal ratio Predator to Prey, a heavy ratio of Predators to
Prey, and a heavy ratio of Prey to Predators (3 rounds).
Main Activity:

1. Find/Create boundaries for playing field

2. Disperse “food” tokens/objects on one end of the playing field
3. Place “shelters” (hula-hoops) throughout playing field

Predator-Prey Distinction

1. Introduce the predator (carnivore/omnivore)

2. Introduce the prey (herbivore/omnivore)

Predator and Prey Game – 15-20 minutes

1. Introduce the game

a. The field will represent the habitat
b. There are two types of animals, one the predator and one the prey
2. Some participants will be predators, signified by the predator lanyard, and
others will be the prey.
3. Explain that the object of the game will be for each player to cross the field to
the other side, pick up ONE food card/token (show cards) and make it back to
your home (starting line). The catch is that there are predators out there,
lurking, and trying to “eat” or tag its prey.
4. There are 3-5 hula-hoops out in the field that represent shelter areas where the
prey can hide: i.e. tall grass, under a cliff. You can stop there to escape the
predator on the way to get food but cannot stop there for more than 5 seconds.
Predators will not “babysit” the safe areas.
5. There is no running, only fast walking (both feet must be on the ground at all
times) – practice fast walking/speed walking. Predators must also walk this
way.
6. Remind players that they must make it to the other side (walking fast, no
running) and grab ONE piece of food and make it back to the other side. The
process is continued until there is no food left. If a player goes out of bounds
(marked by cones), starts running, or is tagged, then that player is out until the
next round.
 7. Ask if there are any questions
8. Teachers can play the predator role as well.
9. After game is concluded – ask a couple review questions such as: Was it
easier to stay alive when you walked together as a group?
Why was it harder when there were more predators?
Why was it easier when there were less predators?

Assessments

Formative – I will ask students for a characteristic about the predator.

Summative – Students will take an Exit ticket out of the lesson

Bloom’s

Through analysis, synthesis, and evaluation

Exit Tickets

What would a carnivore (lion) eat? (tier 3)

a. Meat
b. Meat and grass
c. Fruit and berries

Tier 1 & 2

What would happen if there are not enough predators?

If deer are herbivores, would they be the predator or the prey, and why?

What did you learn from the lesson?