Set a time limit of five to seven minutes per round.Identify predators with labels on yarn.Place the tokens in the food source area (three per prey).Place the hula hoops (or rope circles) in the area between the shelter & food source to stand for cover or extra shelters.Go to game area and identify one end as 'shelter' and the other as 'food source.'.Have students choose roles by picking from the labeled (prey/predator) slips of paper.Once they tag prey, the predator has to walk the 'prey' to the designated area on the sidelines. Predator: Attempt to capture only moving (not 'frozen') prey.While making trips from shelter to food, they may use these adaptation for survival: signaling others, running to shelter, or 'freezing.' While 'frozen' they may blink but otherwise must make no movement or sound. To survive they must collect three food tokens.

Prey: Must move from the permanent shelter to the food source, collecting only one food token each trip.

All students must behave in ways that are safe to others, even when acting as a predator.

Ask the students, 'What adaptations do predators have that help them stay invisible from their prey'?Įxplain to the students they will be participating in an activity very similar to Freeze Tag.

Ask the students, 'How do predators typically catch their prey?'. Example: warning others, running away, or hide.Ħ. Ask the students, 'What other ways to prey attempt to escape from predators?' List the ways on the board. Ask the students, 'What other adaptation(s) would help the animals appear 'invisible' while they are 'frozen?' Example: camouflage, shelter, or hiding place.ĥ. 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.Ĥ. Explain that this is a type of adaptation many animals use to stay alive. Ask students, Are there ways prey avoid predators?' Ask the students, 'How many of you have ever seen an animal in the 'wild' appear to be 'frozen' or standing completely still ? Call on students to share their experiences. Example: rabbits/coyotes, squirrels/hawks, deer/humans, etc.ģ. Ask the students to help create the lists. Write two columns: Prey and Predator on the board.

Ask 'Do the food chains contain any predators or prey species?Ģ. After approximately 10 minutes ask partners to share and explain their drawings. Partner the students, and ask each pair to draw a basic food chain consisting of animals with which they are familiar. This lesson and activity is for students to recognize the importance of adaptations to both predators and prey.ġ. Many times humans come upon animals suddenly and see them 'frozen' and think they are unafraid - not realizing the physiological aspect of the immobility. This 'freezing' occurs as a kind of physiological shock in the animals. If none of these alternatives are feasible, the prey will 'freeze' in place. However if the predator is too close to flee safely, the prey may scurry for a hiding place. If the predator comes closer, the prey may attempt to run away. If the predatror is a distance away, the prey may just signal others of the presence the threat. The type of behavior depends in part on the proximity to the predator when detected. Some of these behaviors are: flight, posturing in a fighting position, signaling to others, finding cover, and 'freezing' on the spot to escape detection by prey. Background: Animals display a variety of behaviors in predator/prey relationships.

Predator vs prey for kids