Skip to Main Content

Educator Guide: Eat or be Eaten: Eat or be Eaten Educator Guide

Eat or be Eaten

Tips to Come Prepared

Before you visit the Genovesi Environmental Study Center (GESC) with your class, review the Educator's Guide to prepare for your students.

  • Read the Essential Questions (p. 1) and Connections to Standards (p. 2) to decide how you want to link your curriculum with your field trip
  • Complete the Pre-Visit Lesson with your class activating student interest and engagement
  • Come to GESC ready to engage and learn with our experiential, hands-on field trip program, Eat or be Eaten

Library Finds

Essential Questions

  • What is ecology?
  • How does energy flow through an ecosystem?
  • What are the four types of consumers?
  • Why do scientists study ecology?

Our Educator Guide

Sora eBooks

Access these free ebooks by signing in to the Sora app with your NYC DOE credentials.

Eat or be Eaten


Materials for Pre-Visit Lesson

Materials for Post-Visit Lesson

Exciting Ecology Facts!

  • Adult tigers eat approximately 40 pounds of fresh meat in one sitting. Talk about carnivores!
  • Mushrooms are excellent decomposers. In addition to decomposing organic matter, they can break down pesticides, paint, plastic, and petroleum.
  • Carnivorous plants, like the Venus flytrap, use photosynthesis to make glucose, but also must capture animals to take in nutrients their soil lacks, making them producers and consumers.
  • In Antarctica, shrimp-like animals called krill are a vital part of the food web because the vast majority of the region’s consumers feed on them. Krill are considered a keystone species because without them the food web would fall apart.
  • Dragonflies are master predators. They catch 95% of their prey whereas lions only catch 40%.

Connections to Standards


Grade 3: Unit 4: Plant and Animal Adaptations
Grade 4: Unit 1: Animals and Plants in their Environment
Grade 5: Unit 4: Exploring Ecosystems

Third Grade

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Fourth Grade
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Fifth Grade
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1. Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.