5/23/2013
Early Childhood Education
Name: Mary Horvath
Date:
Standard(s)/Guideline(s):
Cognition and General Knowledge, Life Science, Exploration of Living Things: With modeling and support, identify and explore the relationship between living
things and their environments (e.g., habitats, food, eating habits, etc.).
Cognition and General Knowledge, Cognitive Skills, Reasoning and Problem-Solving: Explain reasoning for the solution selected.
Pre-assessment of current knowledge: Ask each student what they think a predator is, what prey is, and for an example of a predator and prey relationship.
Instructional Objectives (2-3)
Two- Three Assessed
Instructional Objective(s):
The student will be able to identify
predators and prey based on their
relationship with each other and
their environments.
The student will be able to explain
why they pair a predator and prey
using evidence from their own
experience or previous
knowledge.
One Assessed Developmental
Skill:
The student will be able to
regulate their emotions or go to
the home shelter if they get
frustrated when trying to match.
Safety Considerations:
Students use the paper materials
in an appropriate way making sure
to not hurt themselves or others by
throwing them.
Learning Experience Template
Lesson Title: Predator or Prey Matching
Grade Level: Preschool Circle one:
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
A T-chart will be given for students responses to the
before and after questions.
Anecdotal records can also be recorded to see if students
can identify the relationships and their explanations.
Program Monitoring:
If 80% of students can better explain 1 aspect of a question
given (What is a predator, prey, example) based on the
chart, then we can move on. If not, this topic should be
revisited with more literature, videos, and sentence stems.
Anecdotal records should also be viewed to aid in this
decision as well.
ECE PKSN
Learning Experience
Academic Language:
Predator, prey, animal, food, eat
Procedural steps:
1. In groups of 4-5, the teacher will explain to students
what a predator is, what prey is, and why it is
important for the environment for this relationship to
be there. The teacher should also give examples.
2. The teacher will lay pre-made animal cards face
down on a table.
3. The teacher will use the predator and prey
worksheet to define predators and prey.
4. The teacher will explain that the point of the lesson
is to collect matching cards (a predator along with its
specific prey or vice versa)
5. The teacher will flip over all the cards.
6. Students try to match the predator-prey matches.
7. The teacher goes around and aids students, making
sure to remind them that the matches will live in the
same habitat, as defined earlier, and answers any
questions.
8. For students who struggle, the teacher can give
students a card and three options so they have a
smaller pool to concentrate on.
9. At the end, the teacher will ask each student what
they now know about predators and/or prey and to
give an example of a predator-prey relationship they
might have learned during this activity.
Authentic Materials:
Matching cards (animals with name labels)
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Early Childhood Education
Learning Experience Template

Adult Roles:
Give instructions
Define terms
Guide matching games
Scaffold learning
Guide final discussion and provide sentence stems

Resources & References:

Lion Antelope Shark Dolphin

Eagle Bunny Fox Sheep

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Early Childhood Education
Learning Experience Template

Armadillo Ants Jaguar Tapir

Polar bear Seal Desert Coyote Lizards

Frog Fly Heron Blue Crab

List of animals
Lions
Dolphin
Antelope
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Early Childhood Education
Learning Experience Template

Fox
Shark
Eagle
Bunny
Polar bear
Lizard
Armadillo
Ants
Sheep
Tapir
Frog
Blue Crab
Seal
Jaguar
Desert Coyote
Fly
Heron
 5/23/2013
Early Childhood Education
Learning Experience Template

PREDATOR OR PREY?
o in a habitat, animals interact by eating each other
o Animals are classified as either/both predator and/or prey

A prey and predator example is a snake eating a mouse.

PREDATOR:
An animal that eats or kills other animals
Takes energy from the prey

PREY:
An animal that is eaten by other animals

Reflection: (What have you learned about your students? How will this inform future instruction?)
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Early Childhood Education
Learning Experience Template

I learned that some of my students know more about animals than others. During the pre-assessment some students were able to supply more information about
animals than others. For future instruction, I will make sure I am giving ample opportunities to amplify schema. I also learned that sometimes it’s easier to ask
students for examples than for them to give definitions. For example, a student told me he couldn’t define what a predator was, but was able to give me many
predator examples. In the future, I will make sure to have prompting questions ready and help students understand terms and build their vocabulary.