Predator Prey

Subject: Science
Duration: 30-60 minutes
Location: Outside
Key Vocabulary: Food Chain; Population; Predator;
Prey; Carrying Capacity; Endangered Species; Climate
Change; Exotic Species; Native Species
Curriculum Standards: PE.5.C.1.2; PE.5.L.1.1; PE.5.L.1.2; PE.6.L.1.1; PE.6.R.1.3;
SC.5.L.15.1; SC.5.L.17.1

Objectives: The student will be able to: a) understand the

delicate balance of animal relationships in the wild, and how an Materials:
imbalance between predator and prey species can affect the
overall food web, and b) identify ways in which humans interact  Boundary lines/ markers
and impact these relationships. (ropes/cones)
 Food chips (e.g. pipe cleaners,
Background: Animals need homes, just as people do. poker chips)
Scientists refer to an animal’s home as its habitat. And animal’s
 Hula hoops (“shelter”
habitat must include food, water, shelter, and space in order for
the animal to survive. Within a habitat, there are various
populations that interact and are interdependent of each other in
order to survive. One such species that depends on their habitat and on the interaction with other species to
survive is the endangered Florida panther. The Florida panther has succumbed to numerous pressures,
including the loss of suitable habitat, to become a highly endangered species. A viable population needs
large tracts of undeveloped land to sustain an adequate pry base and territory for young to disperse. Access
into wilderness areas by agriculture, mining, oil and gas drilling, housing and recreation all impact the
panther habitat and the viability of the population. Furthermore, other human-induced threats to the
panther population include pollution, water, drainage, hunting and poaching, vehicle collisions, exotic-
invasive spaces, and even climate change.

Suggested Procedure:
1) Set up a playing field before beginning this activity (see diagram below). Gather the students in the
chickee or behind home base, and begin a discussion about predators in the Everglades. Establish
some predator-prey relationships found in our environment, and how those form a food chain.
2) Explain to the students that you are going to role-play the relationship between predators and their
prey in the wild. Pick a predator-prey combination (panther and deer works well), and assign
roughly half of the group as predators and the other half as prey. Show students the playing field
and explain the rules:

 Home Base, Food Base, and the Shelters are all safe zones where prey cannot be tagged

 Only 2 “prey” may hide in a Shelter zone at a time

  When a “prey” has made it to the Food Base, they can only take food chip at a time

 “Prey” must return at least 3 food chips to Home Base in order to survive

 When a “predator” tags a “prey,” they must WALK together to the Predator Den; after the
“predator” has taken their “prey” to the Den, they can return to the game to hunt

 The Ranger is in control of the game, and players must freeze when they are told to
3) Generally, this is a good game to allow kids to run around, but use your discretion. If running will
be allowed, make it clear that if the group is too rambunctious they will lose the privilege. Feel free
to institute other rules, such as a time-limit to stay in safe zones, or a buffer area that “predators”
must maintain around the safe zones. Have the students develop additional rules and consequences
(possibly for subsequent rounds) if they are high-functioning.
4) For the first round, the “predators” usually annihilate the “prey.” The students should understand
that this is due to a severe imbalance in the number of predators and prey. Ask the kids who they
think won the game. If the predators eat all of the prey, what happens? Gear the discussion towards
solving this issue: our first round had a 1:1 ratio of predator-prey; what would be a more realistic
ratio? Allow for multiple rounds if needed, for students to understand the large number of prey
required to both support the predator population and the propagation of the prey (usually you only
need 2 or 3 predators for an effective game).

Evaluation/Extension:
Discuss how humans can affect this balance. Use examples like loss of habitat for one or both species
(perhaps due to climate change), human-caused death to panthers, over-population (and over-grazing) of
deer in the absence of large predators, or the loss of the prey source due to the invasion of the exotic
species the Burmese python. Positive examples to illustrate the effects of human stewardship and
restoration of the Everglades can include improving habitat with prescribed fire or restoring water flow into
the Everglades. Expand the predator-prey relationship (and its human component) into the larger food web
to demonstrate how an effect on one or two species can impact the entire ecosystem. Plants (food chips) are
a “hidden” third player in this game, and variations can be used with too few food chips, to further
demonstrate the food web connections.