Bats

The students will learn that bats are nocturnal and use echolocation.

A lesson plan for grade K Science

By Debbie Lanier

Learn more

• Bat Conservation International information about conservation, with sections for kids
• Bats why we should care about bats

Related pages

• Singletary Lake State Park: The Singletary Lake program introduces students to the unique geology of Carolina bays.
• An integrated lesson comparing the butterfly and frog life cycles: Students will build on their prior knowledge about the butterfly life cycle to compare and contrast the life cycles of butterflies and frogs. Students will locate butterflies on the school grounds and create pictographs and models of fractions to explain their findings mathematically. Students will also use a variety of resources to read about and study the food, space and air needed by butterflies and frogs to grow. They will create visual and written products to demonstrate their findings.
• The Walter L. Stasavich Science and Nature Center at River Park North: This park with its new nature center is a fun place for students to go and learn about the indigenous species of eastern North Carolina.

Related topics

• Learn more about animals, bats, biology, field trips, habitats, read-alouds, and science.

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Learning outcomes

Students will identify the use of echolocation by bats. They will also be able to explain that bats are nocturnal.

Teacher planning

Time required for lesson

7 days

Materials/resources

• field trip to Pisgah National Forest
• Stellaluna by Janelle Cannon
• Bats by Gail Gibbons
• chart tablet
• sign up sheets for projects
• materials for the various projects for which students sign up for
• bat snack
• books about bats for the library in your class

Technology resources

computer with internet access

Activities

Day One

students will chart, with the teacher, “What We Know about Bats.”

Day Two

1. The class will chart “what we want to know about bats.” The teacher will chart each of the students’ answers.
2. Then the teacher will read “Stellaluna” by Cannon. The class will discuss the similarities and differences between bats and birds.

Day Three, Four, and Five

1. Read Bats by Gail Gibbons.
2. Answer the many questions asked by the students the previous day on the chart entitled “what we want to know about bats.”
3. The students will each sign up for a project that they will do during center activities throughout the week. The possible projects are as follows:
   • painting
   • model
   • book
   • mural
   • diorama
   • chart
   • letter
   • poster
   • drawing
   • sewing
4. The students will have to label or write something about bats at the completion for their project. All projects have to have writing in them.
5. During center time, the computer center will be open with the web pages open for the students to view.

Day Six3

Each student or group of students will share their projects with the entire class.

Day Seven

1. Review the two charts and make additions.
2. Field trip to the Pisgah Wildlife Center in the Pisgah National Forest to see bats and their habitats. During the field trip, the students will have a snack of mangoes, dates, sunflower seeds, and figs. These are foods that bats also eat.

Assessment

During the project writing, the teacher will be able to evaluate the students’ knowledge of bats.