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Predator-Prey Teaching Plan

Teacher Name Liam Richardson and Date June 3, 2019

Grayden Cowan

Subject Area Phys Ed and Science Grade 1

Topic Food Chain Time 20-25 minutes

Learning Objectives Students will:

What do you want your students to
learn? ● Identify each animal's role within the food chain. To
meet this expectation, students should be able to
identify the animals as plant eaters, animal eaters or
decomposers and identify other animals that may use
them as a food source. (Grade 2, science)
● Identify and give examples of ways that small animals
avoid predators, including camouflage, taking cover in
burrows, use of keen senses and flight. (Grade 2,
● Observe, describe and compare living things. (Grade
1, science)
● Further develop and perform basic locomotor skills
[walking, running] (Grade 1, Phys. Ed.)
● Apply basic skills in games [demonstrate body and
space awareness, demonstrate an understanding of
basic rules and fair play] (Grade 1, Phys. Ed.)
● Co-operation: Interact positively with others [develop
and demonstrate respectful communication skills
appropriate to context, identify and demonstrate
etiquette and fair play, identify different roles in a
variety of physical activities, display a willingness to
play cooperatively with others in large and small
groups] (Grade 1, Phys. Ed.)
● Show a willingness to participate regularly in short
periods of activity with frequent rest intervals (Grade 1,
Phys. Ed.)
● Demonstrate effort while participating in various
activities (Grade 1, Phys. Ed.)
● Show a willingness to listen to directions and simple
explanations (Grade 1, Phys. Ed.)

Assessment ● Observation: observing students participating in the

How will you know your students activity, applying motor skills and following directions.
have learned?
● Observation: observing students participating in their
food-chain roles.
● Questions and response: Asking students to identify
what role a specific animal has in a food chain by
holding up cards with animals and asking for a show
of hands.
● Checklist: checking off each student that understands
from a class list.

What resources will you need?
● Red, Blue and Green armbands/headbands (or
pinnies) to mark teams
● Plastic straws to act as food (energy) for producers,
primary consumers and secondary consumers
● Box to hold the sun’s energy
● 3 boxes to hold straws for each team
● 3 hula hoops to mark ‘goals/bases’ for the roles to
place their energy in
● A few soft dodgeballs for the teachers to ‘hunt’ with
● Flags to stick in the ground to help mark the bases
● Stopwatch to time out the activity

Introduction ● Gather students into a semi-circle in front of teacher to

(how will you “hook” students? ) await instructions.
● Explain the roles of producers, primary consumers and
Time: 5 minutes
secondary consumers in a food chain.
● Ask students to identify various plants and animals from
each role
● Explain the rules of the game
● To determine teams, number students from 1-4, 3s &
4s will become plants.

Learning activity or sequence of ● In the game, there will be 3 distinct roles for students
activities. ) with specific goals:
Time:​ 10 minutes ● Straws in this box are considered ‘Energy’ from the sun
● Roles:
○ Producers (who get their energy from the sun),
will attempt to gather “energy” in the form of
plastic straws, one at a time, and move it from
one side of the playing field to the other.
○ Primary consumers will attempt to tag producers
as they are gathering their energy straws.
Should a primary consumer be successful at
tagging a producer, they will take the straw from
the producer and collect it for their team. A
primary consumer may only hold 1 energy straw
at a time. Their goal is to take an energy from a
producer and return it to their ‘base’ before
being tagged by a secondary consumer.
○ Secondary consumers will attempt to tag
primary consumers holding “energy”. Should
they successfully tag a primary consumer, they
will receive their energy straw. Secondary
consumers may hold 2 energy straws at a time
since they are at the top of the food chain. They
may only tag secondary consumers.
○ One of the teachers will take the role of a
hunter. They will be trying to hunt secondary
consumers. They may “shoot” their targets at a
distance, without a tag by underhand throwing a
soft ball at the secondary consumer. Should a
hunter “shoot” a secondary consumer, they
must drop all their energy and restart.
● Each team will start beside their base and begin playing
on the whistle. Play will stop with another whistle.
● Have to do demonstrations what a tag looks like.
○ Make sure there’s no sliding, rough play and
students are to accept being tagged and to start

Closure ● Go get the buckets and count the straws, determine the
Time:​ <5 minutes ● Can ask questions to determine winners
○ What was the green/blue/red team called?
● Talk a bit about who the most successful group (it
should be the producers because there’s way more of
them. Ex. in nature, there’s grass/plants everywhere)

Notes and Ideas

- Might have to consider how to divide the students. There could be concerns about
being put into a specific role. Could incorporate ‘switches’ where students would
cycle through the roles.
- More producers than consumers (½), then primary consumers (¼), then secondary
consumers (¼)
- Have them running, then skipping, then galloping so you change how they move -
add another element into their movement. (Now we can only walk really fast, now
we can only skip, now we can only run)
- Use buckets inside of place of hula hoops for easier clean up
- Ground rules:
- If I blow the whistle that means everybody stops/comes back to the sun
- Have to demonstrate what a tag looks like for safety purposes
- No sliding, just accept being tagged
- After you get tagged, accept it and nicely hand the straws to your predator
- If you’re in the hula hoop you’re safe
- If you’re holding a straw you are considered ‘live’ and are in play to be