This is an introductory unit on bats.

Materials

The book,  Stellaluna,  By Jannell Cannon.
An unlabeled picture or diagram of a bat for each student.  Pictures can
be obtained from local Audubon or nature centers,  or from web site:
http://users.mildura.net.au.users/dgee.
Pencils
Computer with internet access
Poster board
Markers

Objectives

To distinguish differences between bats and birds
To identify parts of a bat
To identify habits of bats

Initiation

The teacher asks the class  "Does anyone know anything about bats?"
After accepting  various responses teacher will tell the students that
the class is starting a unit on bats and will start off today’s activity
with the story Stellaluna.

Procedure

· Read story to the class.  Ask the class if, after listening to the
story,  do they think that birds and bats are more alike or different?
Responses may be reinforced with the fact that while birds and bats
share some characteristics and  habits* they have more
differences than similarities.
· Using a Venn diagram drawn on poster board,  chart the similarities
and differences of the two animals.  (left circle can represent
characteristics, traits and habits unique to bats,  right circle will
contain those unique to birds,  intersecting part will contain the
similar or same characteristics shared by both animals.)

1.  Ask the class to list some of the things the birds and bats like
Stellaluna have in common.
        Some responses may be:
        Both fly
        Both have wings
        Both are warm blooded
        Both birds and bats live in many different parts of the world.
2.  Ask the class for specific characteristics and/or habits that make a
bat different from a bird
        Some responses may be:
        Bats have hands and feet
Their wings are made of membranes*
        Bats are mammals*
        Bats are born live from their mothers
Bats sleep during the day.  They are nocturnal*
Bats sleep upside down
Baby bats nurse from their mothers
Bats hibernate*

3.  Ask the class for specific characteristics and/or habits that make a
bird different from a bat
Birds’ wings are made of feathers
Birds have only feet no hands
Birds are hatched from eggs
Birds sleep at night in an upright position
Birds migrate or remain in their year- round habitat
Baby birds mothers feed them worms and insects

*words may have to be reviewed or defined

· Summarize the Venn diagram results highlighting the characteristics
and habits of bats.  Tell the students that while we’ve  listed many
characteristics and habits today,  there are even more interesting facts
that we will learn about as we study  bats throughout our unit.  Today
we will begin by learning about the parts of a bat.
     At this point assign students to work in two’s or three’s on the
computer to research parts of the bat.

· Direct the students to the following web site:

        http://members.aol.com/bats4kids2look.htm

This web site provides not only a labeled diagram of the parts of the
bat,  but also describes the function of each part.

Assessment

Provide each student with an unlabeled picture or diagram of a bat and
have them label the parts of the bat using the information obtained from
the above web site.

Closing

Review the characteristics and habits of bats.  Have students think
about one myth or tale they or their parents may have heard about bats
and be prepared to share one with the class next time.

The teacher may find these web sites helpful for additional lesson
plans.

http://www.birminghamzoo.com/ao/bats/htm
http://www.batcon.org/
http://www.torstar.com/rom/batcave/myths/index.html
http://www.members.aol.com/bats4kids2world.htm
http://dir.yahoo.com/Science/Biology/Zoology/Animals_Insects_and_Pets/Mammals/Bats/
 
 

B. McCarthy  1999