IOWA 4-9 SCIENCE PROJECT

TEACHER GUIDE for: Predator-Prey Bob Seyba
Edited by Lowell Wiele
ECOLOGY.694 Grade 6-8

CONCEPT OBJECTIVE:
The concept developed is that the natural cover of the organism's
ecosystem will aid in its survival and aid in its ability to be a
successful predator.

PROCESS OBJECTIVE:
Thinking skills developed in this cycle are recording, inferring,
and reporting.

TEACHER BACKGROUND:
If you examine an outdoor ecosystem you will discover there are a
great variety of predator-prey relationships. Many of these
relationships rely on natural cover and instincts. Color of
animals can aid in the protection and disguise of the organisms
of an environment.

MATERIALS:
Per group of three or four. A note book to record data. Boxes
of assorted colored toothpicks.

EXPLORATION:
Students keep a record of foods they eat during a one day period
of time. Break these foods down into plant and animal foods. A
discussion can follow in which producer, consumer, herbivore,
carnivore, omnivore, predator, prey, and other terms are
discussed. This can lead to the exploration toothpick activity
in which habitat and environment can be introduced.
Do a habitat drawing showing that different organisms each live
in a specific environment. Identify these as producers and
consumers. Which of the consumers are predator, and which are
prey?
Continue by scattering the colored toothpicks over a large area
outdoors. Allow the students to gather as many toothpicks as
they can in an allotted amount of time. Have them record the
frequency of each color on a chart. The colors can be used to
represent different animals. Food pyramids, chains, and webs can
be drawn from the data. Graphs for population can also be made.

CONCEPT DEVELOPMENT:
A discussion should occur that brings out such things as
limiting factor and optimum conditions as well as camouflage,
mimicry, adaptation, survival, and protection.
The following questions can be asked as a continuation of the
colored toothpick activity:
. Which colors were least successful for protection?
. Which colors were most successful for protection?
. What other factors would protect the animals of an
ecosystem from predation?
. What factors would aid the predator in his quest in the
ecosystem?
Design a chart which lists a specific community. List the
producers and consumers in the community and give the predator-
prey relationships. Do charts for a water, land, and forest
community.

APPLICATION:
1. Many variations of the toothpick search can be developed such
as seeking out only a certain color, changing the type of ground
cover, or changing the time limit.
2. Each predator is only allowed a certain color and a limited
number is available. If the quota is not reached the predator
dies and the prey survives.
3. Contrast the food getting adaptations of the wolf and elk.
4. Surviving in a community. Students design and construct a
model ecosystem (aquarium or terrarium). Change the
environmental conditions to show the long-term effects on
organisms and the ways in which they must adapt.

EVALUATION:
The teacher's observations of the student toward attaining the
process and concept objectives during the learning cycle is a
valid evaluation tool.