Ashlee Humphrey
Predator – Prey Lesson Plan
*The bolded paragraphs in my lesson are the parts I modified.
Lesson Topic/Title: Adaptation: Predator vs. Prey
Grade Level: 8th-10th grade Life Science/Biology
Duration of Lesson: 20 min
Instructional Model Used: Direct Instruction, Cooperative Learning, Discussion
Rationale for using instructional model(s):
Direct instruction is necessary for this lesson to lead students through important information
and the process of the activity. The cooperative learning will help the students work through the activity
and guide their learning. Discussion is necessary at the end of the lesson after the students have
completed the activity. This will give the teacher a chance to bring up questions and lead a discussion
about the information obtained during the activity.
Standards Addressed:
National Standards:
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Systems, order and organization: predictions to explain observations or changes in a system.
Evidence, models and explanation: model/demonstration is used to bring together scientific
knowledge and new evidence from observation.
Constancy, change and measurement: demonstrates the relationship between change and
constancy in a system.
Evolution and equilibrium: an evolutionary example is provided beyond a biological
application.
Environmental quality and population growth: distinguishes human and natural changes in
the environment and their effect on populations.
Scientific inquiry: students investigate and perform their own scientific activity in order to
understand the scientific concept(s).
State Standards:
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SC11.1.1 – Biological Evolution: Explain how species evolve over time. Understand that
evolution is the consequence of various interactions, including the genetic variability of
offspring due to mutation and recombination of genes, and the ensuing selection by the
environment of those offspring better able to survive and leave additional offspring. Discuss
natural selection and this its evolutionary consequences provide a scientific explanation for
the great diversity of organisms as evidenced by the fossil record. Explain how organisms
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are classified based on similarities that reflect their evolutionary relationships, with species
being the most fundamental unit of classification.
SC11.1.6 – Behavior and Adaptation: Examine behavior as the sum of responses of an
organism to stimuli in its environment, which evolves through adaptation, increasing the
potential for species survival. Identify adaptations as characteristics and behaviors of an
organism that enhance the chance for survival and reproductive success in a particular
environment.
Objective: Students will be able to understand the basics of adaptations in predators and prey, and why
they have to adapt. Students will understand how the interaction between different species can
influence the process of evolution.
Agenda: November 22, 2011
-vocabulary terms
-predator/prey activity
-worksheet
-discussion
Materials Needed:
-Black, white, and pinto beans
-Paper cups
-Plastic forks
-Clothes pins
-Worksheets
-Pencil/Pen
Introduction: Yesterday we talked about adaptations in animals. Today we will see why animals have to
adapt to survive. We will also see what will happen if a species in unable to adapt.
Step by Step Procedures:
1. (0-2 minutes) Before lesson begins, hand out the worksheets, predator cards, setup beans, cups,
and forks/clothes pin. Begin lesson, (Alright class, let’s get started for today) shut off the lights.
a. What is happening to your vision and your eyes right now?
i. Look for responses like:
1. Vision is blurry
2. Eyes are trying to adjust to no light
3. Can’t see as clearly
b. Your eyes were used to the light and now they are trying to adjust themselves to the
dark, can you tell me what they are doing, in a scientific term?
i. Looking for adapting
2. (2-3 minutes) Briefly go over the agenda for the day.
3. (3-7 minutes) Discuss the four important vocab terms (adaptation, predator, prey, and
coevolution).
a. Ask for someone to give what they think the definition of adaptation and an example.
i. Look for:
1. Changes in a living organism to meet changes in its environment;
example: bacteria/antibiotics, arctic fox/white fur, etc.
b. Ask for someone to give what they think the definition of a predator is and an example:
i. Look for:
1. Animal or living organism that hunts and eats other living organisms;
example: carnivores, wolves, bears, killer whale, falcon, etc.
c. Ask for someone to give what they think the definition of a prey is and an example:
i. Look for:
1. Animal or living organism that is hunted and caught for food; example:
rabbit, mouse, deer, etc.
d. Ask for someone to give what they think the definition of coevolution is and an
example:
i. Look for:
1. When a predator and its prey evolve together; example: Snake and a
frog, the frog starts producing poisonous skin secretions that will kill the
snake when it tries to eat it, in order the poison of the prey, the snake
will evolve to be immune to the poison.
e. On the worksheets, there will be a blank chart that student will need to fill out as we
discuss the different vocabulary terms. Along with filling out definition and important
facts, students should add examples of each term.
4. (7-15 minutes) Predator - Prey Activity
a. Have everyone take out their worksheets that were handed out at the beginning of the
class and their predator cards.
b. Have the class clear off the front two tables in the room of each group to work on.
i. This will be easier for the teacher to monitor the activity.
c. Spend a short amount of time discussing to the students how the activity will work.
d. Split the students into groups of 12. There will be one of each predator group in each
group of twelve. There is the hands predator group, the clothes pin predator group, and
the plastic fork predator group.
e. Students will have 30 seconds to collect as much food as they can. As they collect food
it must be put into their cups.
f. The predators that collect the least amount of food will dies off. The predators that
survived will pass their characteristics on to new offspring (2nd generation, which will be
the predators that just died off).
g. Students will record their own results as well as the entire group’s results.
h. Depending on time, we will repeat the process several times with different factors
influencing the predators.
5. (15-20 minutes) Wrap up and discussion
a. Discuss what was happening with the predators and why some did better than others.
Some examples in life?
b. Go over the summative assessment.
c. Any questions or concerns about adaptation, predator/prey.
Opening Statements/Questions:
“Alright class, let’s get started for today. (turn off lights) What is happening to your vision and your
eyes right now? Your eyes were used to the light and now they are adjusting to the dark, can anyone
tell me what they are doing in a scientific term?”
Guiding Questions:
1.
2.
3.
4.
5.
Does anyone know what adaptation means?
Who can define what a predator is?
Who can define what prey is?
Can anyone tell me what coevolution might mean?
Can anyone give me an example of adaptation? Coevolution? Predator- prey?
Classroom Management Considerations:
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Stay on task.
No talking while the teacher is talking.
Listen to other classmates; be respectful to both the teacher and other students.
Raise your hand when you have a question or comment.
Separate/move students if needed.
Have them work on the handout if there is downtime or transitions within the lesson.
Closing Statement/Questions:
“Today we saw firsthand how adaptations affect predators and prey. Tomorrow we will look at species
through time that were not able to adapt, why they couldn’t adapt, and species that have adapted and
how they did. Also we will begin the making our own species assignment. Does anyone have any
questions about the material we covered today? Well, you are free to go! Have a good rest of the day.”
Modifications & Accommodations:
-
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For ELL students, the handout will help them follow along through the activity and lesson.
Important aspects of lesson will be written on the board to help ELL students stay on track with
the rest of the class.
For gifted/talented students I could add critical thinking questions or an activity that the
student(s) must answer and turn in the next class period. Then allow the student(s) to discuss
the questions with myself and/or each other (if there are multiple gifted/talented students).
Integration of Other Content Area:
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As well as this being a science lesson, math will also be incorporated. Students have to make
calculations during the lab. Writing will also be incorporated in their assessment.
Integration into three other science disciplines:
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This lesson is a life science or biology lesson, and it could be incorporated into: chemistry, math,
and ecology. Chemistry could be used to explain the chemical changes that occur in a system
when they adapt. Math will be used to calculate the changes in populations over time. Ecology
shows us how these adaptations occur in predator and prey populations.
Formative Assessment: There will be two formative assessments during this lesson. The first will be the
worksheet that they do during the activity and the second will be the discussion at the end of the lesson.
Summative Assessment: The summative assessment will be given at the end of the lesson to begin in
during the next class period. Students will make up their own species. They will make a time table
showing how their species evolved over time to better its chances for survival. They will come up with
at least three different reasons that the species evolved and what the changes were.

If I were ever to do this lesson again, I would find a way in the beginning to make my catch
more relevant to the information I was presenting in class. I would still probably you the
lights but find a way to discuss it better than I did. With the activity I would probably find two
big tables before class to put in front of the classroom or before beginning the activity have
students clear off two tables at the front of the class. Having the students work at tables in
front of the classroom I will be able to monitor the activity better and be able to watch each
group during that time. It would be easier to give bullets of the directions on the student’s
worksheets and on the board. I learned that I would be sure to thoroughly go over these
before starting the activity.