The Predator Prey Relationship

Also known as Predator and Prey.

Students learn that selection pressure can lead to a change in the characteristics of a population.

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Requirements

On OS X 10.9 or newer, you will need to install a launcher application to run this Java activity. If you have not already installed it, please:

  • Download the launcher installer
  • Open the downloaded .dmg file and drag the CCLauncher application to your Applications folder
  • Return to this page and launch the resource

This activity uses a model of the Virtual Ecosystem with three species in it: grass, rabbits, and hawks, enabling the students to explore the effect of predation on the prey population. At first students explore protective coloration as they “become“ a hawk and try to catch and eat brown and white rabbits on a snowy field. The latter blend into the background and are harder to see, so they have a selective advantage. Students then explore how the color of the rabbit population changes as the environment changes over time. (Evolution Readiness Activity 9 of 10.)

» Teacher Guide

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Download Size: 35.5 MB

WARNING: Your data will not be saved. To save data, run this activity as a registered user. You can register at the project portal. Please view the requirements below before launching this activity.

AAAS Benchmark Alignments (2008)

5. The Living Environment

5A. Diversity of Life
  • 5A/M1. By the end of the 8th grade, students should know that one of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannot be neatly classified as either plants or animals.
  • 5A/M2. By the end of the 8th grade, students should know that animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce.
5D. Interdependence of Life
  • 5D/E1*. By the end of the 5th grade, students should know that for any particular environment, some kinds of plants and animals thrive, some do not live as well, and some do not survive at all.
  • 5D/E4. By the end of the 5th grade, students should know that changes in an organism's habitat are sometimes beneficial to it and sometimes harmful.
5E. Flow of Matter and Energy
  • 5E/E2*. By the end of the 5th grade, students should know that some source of "fuel" is needed for all organisms to stay alive and grow.
5F. Evolution of Life
  • 5F/E1. By the end of the 5th grade, students should know that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
  • 5F/M2a. By the end of the 8th grade, students should know that individual organisms with certain traits are more likely than others to survive and have offspring.
  • 5F/M2b. By the end of the 8th grade, students should know that changes in environmental conditions can affect the survival of individual organisms and entire species.

9. The Mathematical World

9B. Symbolic Relationships
  • 9B/E2. By the end of the 5th grade, students should know that tables and graphs can show how values of one quantity are related to values of another.
9C. Shapes
  • 9C/E3*. By the end of the 5th grade, students should know that graphical display of quantities may make it possible to spot patterns that are not otherwise obvious, such as cycles and trends.

11. Common Themes

11B. Models
  • 11B/E2*. By the end of the 5th grade, students should know that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and oral and written descriptions can be used to represent objects, events, and processes in the real world.
  • 11B/E3** (SFAA). By the end of the 5th grade, students should know that a model of something is similar to, but not exactly like, the thing being modeled. Some models are physically similar to what they are representing, but others are not.
11C. Constancy and Change
  • 11C/E2b. By the end of the 5th grade, students should know that often the best way to tell which kinds of change are happening is to make a table or graph of measurements.

Copyright
© Copyright The Concord Consortium

Record Link
<a href="">The Concord Consortium. The Predator Prey Relationship. Concord: The Concord Consortium, 2010, September 27.</a>

AIP
The Predator Prey Relationship (The Concord Consortium, Concord, 2010, September 27), WWW Document, (https://concord.org/).

AJP
The Predator Prey Relationship (The Concord Consortium, Concord, 2010, September 27), WWW Document, (https://concord.org/).

APA
The Predator Prey Relationship. (2010, September 27). Retrieved 2017, June 29, from The Concord Consortium: https://concord.org/

Disclaimer: The Concord Consortium offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure.

Requirements

This activity requires the Java Runtime Environment version 5 (sometimes referred to as 1.5) or later with Java Webstart. You can download it at java.com.

On OS X 10.9 or newer, you will need to install a launcher application to run this Java activity. If you have not already installed it, please:

  • Download the launcher installer
  • Open the downloaded .dmg file and drag the CCLauncher application to your Applications folder
  • Return to this page and launch the resource

The download for this activity will require 35.5 MB of disk space.

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Evolution ReadinessThis resource is a part of the Concord Consortium's Evolution Readiness project.

Grade Level
Elementary School
Subject
Biology
Focus Area
Modeling and Simulation
Rating
1
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