South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Bat's a Fact (Grade 2)

Master Teacher

Suzanne Decker

Overview

This lesson is designed to investigate the truths and misconceptions associated with bats. By illustrating the characteristics and uniqueness of these often feared and misunderstood crea-tures, students will increase their awareness of these nocturnal mammals.

SC Math/Science Standards Met

Science Achievement Standards
Area 1—Living Things
Strand 1: A, B, C
Strand 2: A, C

Area 4—Applications
Strand 2: B

Learning Objectives

The students will be able to:

classify bats as mammals
identify four types of bats—fruit-eating, insect-eating, blood-drinking, and carnivorous
compare flying foxes to ghost bats and bentwing bats

Materials

chart paper
bat shapes
markers
glue

ITV Series

Kratts' Creatures, Program #110, "Creatures of the Night"

Previewing Activities

1. Introduce the lesson by displaying a graph: HOW DO YOU FEEL ABOUT BATS?

Students will indicate their response by placing a bat shape under the appropriate symbol—happy face, sad face, or don't know face. (See Activity 1-A and Activity 1-B.) A short discussion will follow focusing on how the class feels in general about bats.

2. This discussion will lead into the start of a K (Know)-W (Want to Learn)-L (Learned) chart. Students will offer information for the chart and tell which column their information belongs under: WHAT WE KNOW, WHAT WE WANT TO KNOW, or WHAT WE LEARNED. (See Activity 2.)

Before viewing begins, the teacher will mention that some information on the chart may be untrue or a misconception. Students will be asked to highlight which items may be questionable.

Focus for Viewing

To give students a specific responsibility while viewing, ask them to focus on information that will prove or disprove the information listed on the K-W-L chart. If not already listed on the K-W-L chart, students need to be able to classify bats as mammals or birds, describe bats by the type of food eaten, and compare ghost bats with flying foxes.

Viewing Activities

Play the video from the beginning. You may want to fast forward through the theme song. Stop after he says, "Think of all the mammals you know that can fly." Ask students to name the mammals that can fly. List them on the board. Begin the tape again and listen until he says, "…neither of which is a horse or a tiger." Stop the tape and discuss the fact that bats are the ONLY mammals that can fly. It may be necessary to classify the other animals that were suggested correctly.

Forward to the third time the girl appears on the ladder. Stop tape after she says, "I thought bats were blind." Ask for a show of hands—who agrees, who disagrees with that statement? Begin tape and stop after narrator says, "They see with their ears." Lead students in a discussion as to how this may be true. Discussion should lead to a definition of echolocation.

Continue playing tape until you hear, "Have you ever wondered why do bats hang upside down?" List possibilities and resume tape. Stop tape after girl finishes hanging upside down and says, "Maybe they should keep their eyes open for some bats."

Forward to a picture on the wall that shows the guys approaching a house against night sky. Stop tape when he says, "Then we gotta head to Madagascar." Have the students quickly jot down all of the facts or characteristics about flying foxes they can after watching this segment. Share lists and rewind to verify questionable "facts."

Forward tape to cartoon globe. Continue watching until you see a small, pale bat lying on a branch. Pause the tape and ask, "Why were the bat's ears constantly moving?" Also discuss what was surprising about the flying fox "camp." (Large number of bats, outside, not in a cave, hanging from trees, bats are large.)

Forward to guys stretched out on the ground. Ask, "What kind of bat did we just see? What did it hunt?" Play the tape until he says, "I'm exhausted and hungry." Add more facts to the list of facts and characteristics for flying foxes, such as foods eaten and speed of flight, night hunter.

Forward to the screen showing dark clouds and lightning at night. When he says, "We're about to see something totally amazing," stop the tape and predict. Continue viewing until he says, "Time for night goggles!" Have students identify the two other types of bats mentioned in this segment—bentwing and ghost bats. For each type of bat, have students name as many facts and characteristics as they can. Rewind to verify questionable information.

Post-Viewing Activities

1. Revisit the K-W-L chart and check items for accuracy. If any questions remain unanswered, determine what sources are needed to get the answers.

2. BAT FACTS—Create large poster-sized bat shapes. Label and list facts for each of the three types of bats detailed in the video—flying foxes, bentwing and ghost bats.

Action Plan

Bats are incredible mammals with great eco-logical importance. The bat population is in jeopardy due to human fear and ignorance. Protection of these unique creatures depends on increased awareness of their importance and contributions.

In the end, we will conserve only what we love, we will love only what we understand, we will understand only what we are taught.

…Baba Dieum

1. Students will write letters describing the misconceptions concerning bats, the bene-fits of bats, or the similarities and differences of bats. Letters could be addressed to friends, parents, political leaders, or conservation groups.

Extensions

1. Language Arts: Read Stellaluna by Janell Cannon and complete a Venn diagram (see Activity 3) to compare birds and bats.

Read Zipping, Zapping, Zooming Bats by Ann Earle. Before reading create a T- chart (see Activity 4). On one side, list "Things I Know" and on the other side, "Things I Learned." Complete the "Things

I Know" side before reading Zipping, Zap-ping, Zooming Bats and the "Things I Learned" side after reading the book.

For more information on bats, write: Bats Conservation International, P.O. Box 162603, Austin, TX 787161. 2. Science: Conduct an echolocation simulation. (See Activity 5 below.)

Demonstrate how sound waves move by dropping water into a pan of water.

3. Math: Research the weight and/or wingspan of several bats. Graph weights. Measure wingspans and compare.