Bat Lesson Plan

Bat Biology Lesson Plan________________________
Type of Lesson: Environment and Ecology
Grade Level: 4-6
Standards: 4.6.4. A, 4.7.4. B
4.6.4. A: Understand that living things are dependent on non-living things in the
environment for survival.
 Describe the basic needs of an organism.
 Identify plants and animals with their habitat and food sources.
 Understand the components of a food chain.
4.7.4. B Know that adaptations are important for survival.

 Explain how specific adaptations can help a living organism to survive.
Objectives: Students will show an understanding of bat biology and demonstrate that
knowledge by creating a first person “bat story” using power point and publishing their
story to the class wiki.
Materials: Computer with internet, paper and pencils, books and other print material
about bats.
Procedures:
Beginning/Opening of Lesson:
 Motivational opening: Play podcast of bat recordings. Ask students to identify

what sound they are hearing and make a prediction about what animal is
making the sounds.
 Activation of prior knowledge: Do a class brainstorm about bats using
www.mywebspiration.com to create a knowledge web. Save knowledge web to
review and update at the end of the lesson.
 Statement of new learning that will occur: Students will show understanding
about concepts related to bat biology, for example: nocturnal, mammal,
migrate, adaptation, and echolocation.
Middle of Lesson:
 Direct instruction: Show and listen to the story Echo the Bat, found at
http://science.hq.nasa.gov/kids/imagers/intro/intro1.html. Discus the vocabulary
words (e.g. nocturnal, mammal, migrate, adaptation, echolocation, food chain);
write the words and their meanings on the board for the students to reference
during the independent practice.
 Independent practice: In this activity the students will work in pairs to create a
first person story from the perspective of a bat. A list of vocabulary words will be
presented on the board that they need to include in their stories. A rubric will be
distributed to aid students in organizing and including the necessary elements. The
stories will be typed into power point and graphics added for illustrations. Post to
wiki. Books and other print materials should be available as additional resources.
Closing of Lesson:
 To review the concepts and vocabulary words, revisit the knowledge web created
at the beginning of class. Ask students to define the vocabulary terms (now erased
from the board) in their own words and decide if any parts of the knowledge web
need updated or changed based on what they have learned. Post to class wiki.
Evaluation: Assess the students’ bat stories using the attached rubric.
Differentiation:
 For students who had trouble learning the concepts: Watch a simulation of
echolocation, or additional videos about bat biology. Have additional resources
available (books, magazines, websites) at various reading levels.
 For students who require a challenge: In some instances, biology informs
technology. Find an example of how echolocation has inspired a type of
technology. Explain what technology and how it is similar to echolocation.
 For students with a physical handicap: The student can be partnered with another
student according to need.
Bat Biology Vocabulary
1. Nocturnal
2. Mammal
3. Adaptation
4. Food Chain
5. Migrate
6. Echolocation
7. Colony
8. Sense
9. Ultrasonic
10. Wavelength
Bat Story Rubric
Correct number and kind of slides ____/5
Graphics used appropriately to illustrate ____/5

story and their sources sited
Vocabulary words used to show ____/10

understanding of concepts
Story shows understanding of bat biology ____/10
Overall appeal and creativity ____/5
Participation with partner ____/5
Total points ____/40

Additional Information
This lesson also meets the following ISTE NETS-S standards:
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments
and media.
d. contribute to project teams to produce original works or solve problems.
Play echolocation game found online at: http://bats4kids.org/echolocation_game_sc.swf

Echolocation Game______________________________
Objectives: In a twist on the game Marco Polo,
1. Students will rely on their hearing to locate other group members.

2. Students will understand how bat vocalizations are used in echolocation.
3. Students will conclude that bats are specialized to rely on sound waves for
locating prey and navigation.
Materials: blindfold, large open space (gym or outside).
Procedure:
1. Explain that bats use sound waves, echoes, and their ears to navigate at night.
2. Form a large circle. Blindfold the bat and lead to the middle of the circle.
3. Appoint others to be moths and step inside the circle. Remaining students will
form the circle and be trees.
4. The “bat” calls for the insect by saying "Moth?" Moths reply "Here!" The bat
must listen and tag as many moths as possible using only his or her sense of
hearing. Continue for approximately 2 minutes. If a moth is tagged, it becomes
a bat.
5. If the bat gets too close to the edge, the trees whisper "Tree.”
Questions:
1. Why does the bat call out?

2. Why must the moths respond each time the bat calls out?
3. How could we make it more like echolocation?
Variation: Use stomping instead of vocalizing to represent sound waves.

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Bat Biology Lesson Plan________________________

Type of Lesson: Environment and Ecology

Grade Level: 4-6

Standards: 4.6.4. A, 4.7.4. B

4.7.4. B Know that adaptations are important for survival.

 Motivational opening: Play podcast of bat recordings. Ask students to identify

Correct number and kind of slides ____/5

Graphics used appropriately to illustrate ____/5

Vocabulary words used to show ____/10

Story shows understanding of bat biology ____/10

Overall appeal and creativity ____/5

Participation with partner ____/5

Total points ____/40

1. Creativity and Innovation

2. Communication and Collaboration

Play echolocation game found online at: http://bats4kids.org/echolocation_game_sc.swf

1. Students will rely on their hearing to locate other group members.

Materials: blindfold, large open space (gym or outside).

1. Why does the bat call out?

Variation: Use stomping instead of vocalizing to represent sound waves.

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