Predator Prey Relationships, Lesson PowerPoint

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• Which letterbelow represents the predator, and which represents the prey?

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• RED SLIDE:These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy

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-Please make noteslegible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Individual Population Community Ecosystem Biome Biosphere

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• RED SLIDE:These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

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• Which isthe predator and which is prey? Copyright © 2010 Ryan P. Murphy

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 Predator: Anorganism that lives by preying on other organisms. Copyright © 2010 Ryan P. Murphy

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 Prey: Ananimal hunted for food. Copyright © 2010 Ryan P. Murphy

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• You cannow complete this question on your bundled homework package.

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• Activity Simulation!Learning optimal foraging techniques and predator prey cycles. – How are you going to avoid becoming prey? Copyright © 2010 Ryan P. Murphy

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• Some techniquesto survive this simulation. Copyright © 2010 Ryan P. Murphy

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• Some techniquesto survive this simulation. – Are you going to be a generalist Copyright © 2010 Ryan P. Murphy

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• Some techniquesto survive this simulation. – Are you going to be a generalist or specialist? Copyright © 2010 Ryan P. Murphy

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• Rhino left– White Rhino eats grass and lots of it. Copyright © 2010 Ryan P. Murphy

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• Rhino left– White Rhino eats grass and lots of it. • Rhino right – Black Rhino, Browses for best food and doesn’t eat as much. Copyright © 2010 Ryan P. Murphy

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• Which isthe White Rhino (generalist), and which is the Black Rhino (specialist)? Copyright © 2010 Ryan P. Murphy

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• Which isthe White Rhino (generalist), and which is the Black Rhino (specialist)? – Hint! Their lip can tell you what they eat. Copyright © 2010 Ryan P. Murphy

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Copyright © 2010Ryan P. Murphy

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• Generalist doesn’twaste energy looking for high quality food. Eat the obvious! Copyright © 2010 Ryan P. Murphy

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• Generalist doesn’twaste energy looking for high quality food. Eat the obvious! • Specialist uses lots of time and energy to find the energy rich foods. Copyright © 2010 Ryan P. Murphy

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• Which plantspecies would the rhinos below eat? Copyright © 2010 Ryan P. Murphy

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• Review! –Habitat: Thearea or environment where an organism or ecological community normally lives. Copyright © 2010 Ryan P. Murphy

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• Habitat includesspace, take advantage of safe places to rest such as burrows. Copyright © 2010 Ryan P. Murphy

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• Habitat includesspace, take advantage of safe places to rest such as burrows. • Take advantage of the food that a habitat has to offer. Copyright © 2010 Ryan P. Murphy

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• Habitat includesspace, take advantage of safe places to rest such as burrows. • Take advantage of the food that a habitat has to offer. Copyright © 2010 Ryan P. Murphy

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• Make cachesof food. • Storing food for later. – Don’t forget where they are. Copyright © 2010 Ryan P. Murphy

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• Swarming: Isa collective behavior exhibited by animals of similar size which group together. – Often moving together, or migrating in some direction as a mass. – Schooling, flocking, herding, etc. Copyright © 2010 Ryan P. Murphy

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• Swarming: Isa collective behavior exhibited by animals of similar size which group together. – Often moving together, or migrating in some direction as a mass. – Schooling, flocking, herding, etc. Copyright © 2010 Ryan P. Murphy

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• Video Link!(Optional). Starlings of Otmoor – http://www.youtube.com/watch?v=XH- groCeKbE Copyright © 2010 Ryan P. Murphy

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 Gregarious: Tendingto form a group with others of the same species. Copyright © 2010 Ryan P. Murphy

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 Gregarious: Tendingto form a group with others of the same species. Copyright © 2010 Ryan P. Murphy

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• By livingin a herd or group, members make each other aware of danger. Copyright © 2010 Ryan P. Murphy

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• By livingin a herd or group, members make each other aware of danger. Copyright © 2010 Ryan P. Murphy Observing

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• By livingin a herd or group, members make each other aware of danger. Copyright © 2010 Ryan P. Murphy Feeding

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• By livingin a group, you gain… Copyright © 2010 Ryan P. Murphy

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• By livingin a group, you gain… – Young are all born at once. Copyright © 2010 Ryan P. Murphy

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• By livingin a group, you gain… – Young are all born at once. – Group can protect and nourish young and each other. Copyright © 2010 Ryan P. Murphy

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• By livingin a group, you gain… – Young are all born at once. – Group can protect and nourish young and each other. – Finding a mate is easy. Copyright © 2010 Ryan P. Murphy

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• By livingin a group, you gain… – Young are all born at once. – Group can protect and nourish young and each other. – Finding a mate is easy. – Safety in numbers. Copyright © 2010 Ryan P. Murphy

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• Flocking: – Allowsbirds to take advantage of abundant food sources. • A few birds will find the food and the rest take advantage. – Increases safety / protection – Attract a mate – Raising a family is safer – Aerodynamics in flying / migrating – Warmth from your neighbors Copyright © 2010 Ryan P. Murphy

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• Flocking: – Allowsbirds to take advantage of abundant food sources. • A few birds will find the food and the rest take advantage. – Increases safety / protection – Attracting a mate is easier – Raising a family is safer – Aerodynamics in flying / migrating – Warmth from your neighbors Copyright © 2010 Ryan P. Murphy

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• Flocking: – Allowsbirds to take advantage of abundant food sources. • A few birds will find the food and the rest take advantage. – Increases safety / protection – Attracting a mate is easier – Raising a family is safer – Aerodynamics in flying / migrating – Warmth from your neighbors Copyright © 2010 Ryan P. Murphy Disadvantages: Disease spreads, competition, increase in visibility.

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• Flocking: – Allowsbirds to take advantage of abundant food sources. • A few birds will find the food and the rest take advantage. – Increases safety / protection – Attracting a mate is easier – Raising a family is safer – Aerodynamics in flying / migrating – Warmth from your neighbors Copyright © 2010 Ryan P. Murphy Disadvantages: Disease spreads, competition, increase in visibility. Flocking is helpful or the birds wouldn’t do it…

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• Schooling – Schoolsprotect fish from enemies because there is always safety in numbers. Predators find it easier to chase down a fish when it is all alone, than trying to single out a fish from a huge group.

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• Schooling – Schoolsprotect fish from enemies because there is always safety in numbers. Predators find it easier to chase down a fish when it is all alone, than trying to single out a fish from a huge group.

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• Activity! • Youare a predator. • Try and focus on this fish. Copyright © 2010 Ryan P. Murphy

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• They useverbal and visual cues to warn their group that danger is near. Copyright © 2010 Ryan P. Murphy

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• Herbivores earscan swivel to hear predators from all directions. Copyright © 2010 Ryan P. Murphy

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• Herbivores eyescan see almost all the way around them because the poke out of the head. Copyright © 2010 Ryan P. Murphy

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• Herbivores eyescan see almost all the way around them because the poke out of the head. – Note: They don’t see in front very well. Copyright © 2010 Ryan P. Murphy

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• Herbivores eyescan see almost all the way around them because the poke out of the head. – Note: They don’t see in front very well. Copyright © 2010 Ryan P. Murphy Blind Spot

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• Herbivores canhave powerful legs that are streamlined for running great distances, and kicking hoofs. Copyright © 2010 Ryan P. Murphy

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• Herbivores canhave powerful legs that are streamlined for running great distances, and kicking hoofs. Copyright © 2010 Ryan P. Murphy

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• Herbivores willjump and prance to show predators how fit they are? Copyright © 2010 Ryan P. Murphy

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• Herbivores willjump and prance to show predators how fit they are? Copyright © 2010 Ryan P. Murphy

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• Herbivores willjump and prance to show predators how fit they are? Copyright © 2010 Ryan P. Murphy “If you want me, then try and catch me…” “Ha-ha.”

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• Herbivores havestrong noses for smelling predators from a great distance. Copyright © 2010 Ryan P. Murphy

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• How manyZebras are in this picture? Copyright © 2010 Ryan P. Murphy

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• Which bodygoes to which head? Copyright © 2010 Ryan P. Murphy

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• Maybe? Copyright ©2010 Ryan P. Murphy

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• Many animalshave coloration patterns that confused or intimidate predators. Copyright © 2010 Ryan P. Murphy

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• Predators struggleto single out one zebra for prey. Copyright © 2010 Ryan P. Murphy

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• Even moredifficult when they are all running.  Watch as I go quickly through the next few slides. Copyright © 2010 Ryan P. Murphy

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• Stripes alsomake the Zebra look bigger than it may actually be because of the curved black lines. Copyright © 2010 Ryan P. Murphy

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• Stripes alsomake the Zebra look bigger than it may actually be because of the curved black lines. Copyright © 2010 Ryan P. Murphy

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• Stripes alsomake the Zebra look bigger than it may actually be because of the curved black lines. Looks very large! Copyright © 2010 Ryan P. Murphy

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• Stripes alsomake the Zebra look bigger than it may actually be because of the curved black lines. Looks very large! Copyright © 2010 Ryan P. Murphy Learn more about how the stripes aid in zebra survival at.. http://education.nationalgeographic.com/education/encyclopedia/food- web/?ar_a=1

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• Add inthe visual distortion from rising heat on the plains, and a herd of zebra becomes a difficult prey. Copyright © 2010 Ryan P. Murphy

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• Add inthe visual distortion from rising heat on the plains, and a herd of zebra becomes a difficult prey. Copyright © 2010 Ryan P. Murphy

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• Video Link!(Optional). Crossing the Mara River in the great wildebeest survival. – http://www.youtube.com/watch?v=rppnoYZABFA Copyright © 2010 Ryan P. Murphy

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• Never turnyour back! • Take small bites, and watch your back. • Use your senses and be alert! • Predators are always lurking. Copyright © 2010 Ryan P. Murphy

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• Never turnyour back! • Take small bites, and watch your back. • Use your senses and be alert! • Predators are always lurking. Copyright © 2010 Ryan P. Murphy You if you turn your back tomorrow in the simulation

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• Video –How herbivores avoid predation, and how predators attack. – http://www.youtube.com/watch?v=RtnLNmB3Z NE&feature=results_video&playnext=1&list=PL DD3AA55406C01593 Copyright © 2010 Ryan P. Murphy

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• Feeding SimulationsAvailable Sheet.

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• Set-up ofsimulation. Hula-Hoop = Habitat / Safe Zone Teacher = Predator Seeds are everywhere in the grass Grass

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White bean =1

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White bean =1 Red Bean = 5

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White bean =1 Red Bean = 5 Green Bean = 10

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White bean =1 Red Bean = 5 Green Bean = 10

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• Directions toSimulation (Round 1). – Each round, obtain 30 energy units • White = 1 unit • Red = 5 units • Green = 10 units • Seeds are collected at end of each round, they are not rolled over. • If you have less than 30 you die, you will play again soon. • If you have more than 30 you survive again Copyright © 2010 Ryan P. Murphy

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• Predator PreySecond Round • Habitat and Predators – Same as first, but this time with predators. – You still need 30 energy units. – You are safe from predators if you are touching Hula-Hoop. – Predators can only walk (no running), only tag someone out if they deliberately don’t stop feeding and run away when you are standing over them making hawk noises. Copyright © 2010 Ryan P. Murphy

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• Please recordthe following questions in your journal and leave four lines in between questions for your response. • Describe the competition for resources that you experienced? • What type of seeds did you look for? Why? • How did predators (hawks) affect your feeding? • How did habitat help you? Copyright © 2010 Ryan P. Murphy

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• Predator Prey(Round 3) No habitat – A shopping plaza has cut habitat in half. – Only one Hula-Hoop – Predators still exist but in smaller numbers. Copyright © 2010 Ryan P. Murphy

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• Activity! IndoorPredator Prey Cycle – Please record the spreadsheet on the next slide into your journal. – 11 x 3

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Generations Rabbits Coyotes 1 2 3 4 5 6 7 8 9 10

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• Activity! PredatorPrey Cycle – Have many (300+ per table group) normal note cards (rabbits) (colored if possible) – Have jumbo note cards (different color represent coyotes) – Spread 20 rabbits all over large lab table so no two rabbits are touching but they are all close. – Toss 5 coyote cards onto large lab table to get the most rabbits that you can from a short distance. – If coyote card touches a rabbit then the rabbit is eaten and removed. The coyote reproduces, pick up cards and double them. If coyote misses – It’s dead and removed. Record new number after doubling each round – All the surviving rabbits reproduce as well and then spread onto the table. – Repeat rounds, record statistics on spreadsheet. – Visual of activity on the next series of slides.

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Generations 1 23 4 5 6 7 8 Rabbits 20 Coyotes

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Generations 1 23 4 5 6 7 8 Rabbits 20 Coyotes 5

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Generations 1 23 4 5 6 7 8 Rabbits 20 Coyotes 5 8

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Generations 1 23 4 5 6 7 8 Rabbits 20 Coyotes 5 8

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Generations 1 23 4 5 6 7 8 Rabbits 20 32 Coyotes 5 8

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Generations 1 23 4 5 6 7 8 Rabbits 20 32 Coyotes 5 8 Double Coyotes

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Generations 1 23 4 5 6 7 8 Rabbits 20 32 Coyotes 5 8 12 Double Coyotes

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Generations 1 23 4 5 6 7 8 Rabbits 20 32 52 Coyotes 5 8 12 Double Rabbits

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Generations 1 23 4 5 6 7 8 Rabbits 20 32 52 Coyotes 5 8 12

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Generations 1 23 4 5 6 7 8 Rabbits 20 32 52 70 Coyotes 5 8 12 24

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Generations Rabbits Coyotes 120 5 2 32 8 3 50 12 4 80 20 5 32 40 6 20 50 7 32 10 8 50 16 9 80 30 10 32 50

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0 10 20 30 40 50 60 70 80 90 1 2 34 5 6 7 8 9 10 Rabbits Coyotes

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0 10 20 30 40 50 60 70 80 90 1 2 34 5 6 7 8 9 10 Rabbits Coyotes

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0 10 20 30 40 50 60 70 80 90 1 2 34 5 6 7 8 9 10 Rabbits Coyotes Lag Time

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0 10 20 30 40 50 60 70 80 90 1 2 34 5 6 7 8 9 10 Rabbits Coyotes Lag Time Note: Many other limiting factors can influence populations besides predators. Disease, seasonal change, water availability, shelter, pollution, climate change, and much more.

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• Answer! Asprey rise, predator rise just behind them. As they rise they overpopulate and many prey get eaten. The predators then die until the prey repopulate. The cycle repeats. Copyright © 2010 Ryan P. Murphy

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• Answer! Asprey rise, predator rise just behind them. As they rise they overpopulate and many prey get eaten. The predators then die until the prey repopulate. The cycle repeats. Copyright © 2010 Ryan P. Murphy

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• Answer! Asprey rise, predator rise just behind them. As they rise they overpopulate and many prey get eaten. The predators then die until the prey repopulate. The cycle repeats. Copyright © 2010 Ryan P. Murphy Learn more about predator prey relationships at… http://www.globalchange.umich.edu/globalchange1/current/lec tures/predation/predation.html

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• Predator PreySimulator (Optional) – http://www.shodor.org/interactivate/activities/R abbitsAndWolves/

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• Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)

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• Video Link(Optional) Predators and Prey – http://www.youtube.com/watch?v=vZynrBA91fY

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• Video Link!(Optional) Ecosystems (Advanced) – http://www.youtube.com/watch?v=Ot_KmOTYfRA

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• Video Link!Ecology: Rules for Living on Earth. Watch first few minutes. – Advanced and Optional – http://www.youtube.com/watch?v=izRvPaAWgyw

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• “AYE” AdvanceYour Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet

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• “AYE” AdvanceYour Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p=1 • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst

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• This PowerPointis one small part of my Ecology Interactions Unit. This unit includes • 3 Part 2000+ Slide PowerPoint • 12 page bundled homework packaged that chronologically follows PowerPoint, + modified version and answer keys. • 7 pages of unit notes with visuals • 3 PowerPoint review games with answer keys. • Rubrics, games, flash cards and much more. • http://sciencepowerpoint.com/Ecology_Interactio ns_Unit.html

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Areas of Focuswithin The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. An entire mini unit of ecological succession is also included with homework, notes, field study project and PowerPoint review game Full Unit can be found at… http://sciencepowerpoint.com/Ecology_Interactions_Unit.html

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• Please visitthe links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade

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Physical Science UnitsExtended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

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• Thank youfor your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • ryemurf@gmail.com

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• The entirefour year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

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