Predator or Prey? - Grades 3 - 4 - SAS
describe predator/prey relationships and related adaptations; explain the importance of . Also see food chain fun in the SAS lesson plans. A predator prey activity for an ecology or environmental science unit. This graphic organizer is an excellent way to bring organization and creativity into your. This type of interaction is seen in predator-prey relationships. The data in the chart came from records of the Hudson's Bay Company, one of the first OF PLANTS, ANIMALS, AND THE ENVIRONMENT WITH GRAPHIC ORGANIZERS.
- Predator & Prey Organizers
- Predator and Prey
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The plant can photosynthesize, and it provides the fungus with fixed carbon in the form of sugars and other organic molecules. The fungus has a network of threadlike structures called hyphae, which allow it to capture water and nutrients from the soil and provide them to the plant. Photograph of an adult tapeworm.
Predator Prey 5E Lesson plan
Based on the ruler provided for scale, the tapeworm appears to be over 25 feet long! The brown structures are roots of Picea glauca, white spruce. The fuzzy white threads are the hyphae of a mutualistic fungus that interacts with the roots.
For instance, many of the bacteria that inhabit our bodies seem to have a commensal relationship with us. They benefit by getting shelter and nutrients and have no obvious helpful or harmful effect on us. It's worth noting that many apparent commensalisms actually turn out to be slightly mutualistic or slightly parasitic harmful to one party, see below when we look at them more closely. For instance, biologists are finding more and more evidence that our normal microbial inhabitants play a key role in health.
Some parasites cause familiar human diseases. For instance, if there is a tapeworm living in your intestine, you are the host and the tapeworm is the parasite—your presence enhances the tapeworm's quality of life, but not vice versa!
Image of a mature A mature tapeworm. For a sense of scale, see the ruler at the bottom of the image—this is a long tapeworm! Also, compared to predators feeding on prey, parasites are less likely to kill their hosts—or at least, not right away.
This "freezing" occurs as a kind of physiological shock in the animals. Many times humans come upon animals suddenly and see them "frozen" and think they are unafraid - not realizing the physiological aspect of the immobility. Review basic food chains.
Partner the students, and ask each pair to draw a basic food chain consisting of animals with which they are familiar. Ask "Do the food chains contain any predators or prey species? Prey and Predator on the board. Ask the students to help create the lists. Call on students to share their experiences.
Tell them that this occurs when the animal is too close to a perceived predator to run or hide, so they "freeze" in place in an attempt to not be seen. Ask the students, "What other adaptation s would help the animals appear "invisible" while they are "frozen? Ask the students, "What other ways to prey attempt to escape from predators? Ask the students, "How do predators typically catch their prey? Explain to the students they will be participating in an activity very similar to Freeze Tag.
Interactions in communities (article) | Khan Academy
Vary the amount of predators and keep track of the amount of prey left at the end of the game. Keep the games about the same length of time. For example, if you had one predator, many prey should survive. Try camouflaging the predators. The prey get really frustrated because they cannot tell who is trying to capture them.
Usually more prey will die.
Exploring Predator and Prey Relationships
Have the students complete the bar graph. Use one color for the prey and one for the predator. Label the axis "Number of Survivors.
They may need reference material for information on predators and their prey.