Bats - Florida After School Alliance

Transcription

Week of March 9
ELEMENTARY UNIT ANIMALS
Scary Creatures:
DAY
1
▼
Bats
On chart paper, draw a T-chart with one column labeled “Myths” and one
column labeled “Facts.” Have pairs of students generate at least two myths
and two facts about bats, such as “Myth: Bats are flying mice” and “Fact:
Bats are mammals.” Have a student from each pair record at least one
entry on the T-chart. Students will add to this chart throughout the week,
and they will use it for an activity at the end of the week.
Link to Standard:
Students compare
and contrast a
bird’s anatomy as
shown in the Birds
of Prey book and a
bat’s anatomy as
shown in this text.
2. Introduce the book by displaying the cover. Ask: Does this look
like a scary bat? Note that the book is another in the same series about
scary animals, like the Birds of Prey book. Some of the elements in this
book, such as the “X-Ray Vision” feature, will be the same as in other
books in the series.
3. Go through the table of contents and read the headings
together. Point out that each chapter title is a question. Why do students
think the author used questions as titles?
VOCABULARY REVIEW & PREVIEW
1. Explain key vocabulary. Say: Let’s learn the meanings of a few
Materials
Needed:
important words before we start reading. I’ll read the definitions and an
example sentence using each word.
rodent (ROW-dint) a small mammal with gnawing teeth, such as a mouse,
rat, or squirrel
• Most people want to keep rodents out of their homes.
✓ Scary Creatures:
Birds of Prey
mammal (MAM-uhl) an animal that feeds on its mother’s milk when it is a
baby
✓ white glue
• Bats and mice are mammals.
✓ black cardstock
or construction
paper
nectar (NECK-tuhr) a sweet, sticky liquid produced by flowers to attract
animals
✓ metallic markers
✓ chart paper
✓ markers
AFTER SCHOOL LEARNING™
• Some bats feed on nectar from flowers.
™ and © Scholastic Inc. All rights reserved.
Bats
Day 1
10 MIN
1 Ask students to think about myths and facts about bats.
1.
____/____/____.
Objective:
BEFORE READING
BUILD BACKGROUND KNOWLEDGE
TODAY IS
LA.3.1.7.7
Students will
compare and
contrast elements
in two texts.
BY DANIEL GILPIN
Week of March 9
Bats
▼
DAY ONE Page 2
DURING READING
10–15
MIN
PAGES 4–9
1. Read pages 4–5. Compare and contrast bats and other animals. Ask:
• How is a mouse similar to a bat? How is it different? (They are both
mammals, but a mouse cannot fly.)
• How is a butterfly similar to a bat? How is it different? (A butterfly has wings
like a bat, but a butterfly is not a mammal.)
2. Read pages 6–7. Discuss the different sizes of bats.
• Have students hold out their index finger and imagine the smallest bat,
Kitti’s hog-nosed bat, sitting on their finger. Explain that this bat is only
about an inch long.
• Have students hold out one arm. Explain that North America’s biggest bat,
the western mastiff bat, has a wingspan of 22 inches, which is about the
length of a person’s arm. That’s pretty big!
3. Read pages 8–9. Ask:
• Let’s compare the wings of a bird with the wings of a bat. What do a bird’s
bones support? (muscles from which feathers grow) What does a bat’s bones
support? (skin, like the crossed poles of a kite)
Book Navigation Tip
Remind students to read the main body text before reading the captions, sidebars, and
“Did You Know?” features. Encourage students to hold their books up toward the light
when they get to an X-Ray Vision icon so they can see through the page.
Day 1
Week of March 9
Bats
▼
DAY ONE Page 3
AFTER READING
CONNECT TO ANATOMY: Bat’s and Bird’s Bones
30–35
MIN
1. Review how a bird’s bones and a bat’s bones are alike and different. For an
“X-ray vision” of a bird’s skeleton, see page 10 of Scary Creatures: Birds of
Prey. Have students hold up that page and compare it to page 9 of Scary
Creatures: Bats.
2. Tell students they will draw models of the bald eagle skeleton shown on page
10 of Scary Creatures: Birds of Prey and the Natterer’s bat skeleton shown on
page 9 of Scary Creatures: Bats.
3. Provide students with two sheets of black letter-size cardstock or construction
paper. They will draw their animals’ fragile bones on this paper. First, have
them lightly sketch their outline with white crayon, using the book illustrations
as reference.
4. Then have them label the bones with a metallic marker.
5. Next, have them give dimension to the drawing by tracing the outline with the
▼
white glue. Wait for the glue to dry and display the artwork.
WRAP UP
5 MIN
Discuss what students have read so far about bats. Review the chapter titles
and summarize the answers. Add facts to the “Myths and Facts” T-chart. Ask:
• What is a bat? (a flying mammal)
• How big are bats? (different sizes, from the size of your fingertip to the size of
a small fox with wings)
• How do bats fly? (by flapping their wings)
Explain: Today we learned what bats are, how big they are, and how they fly.
Tomorrow we will learn what’s inside a bat and what bats eat.
YOU’VE COMPLETED DAY 1!
Day 1
Week of March 9
Scary Creatures:
DAY
2
▼
Bats
BY DANIEL GILPIN
BEFORE READING
10 MIN
1 Summarize what students have learned so far. Explain: So far,
1.
we’ve learned several facts about bats. Say:
• There are two main types of bats. One eats insects or meat. What does
the other type eat? (fruit or nectar)
TODAY IS
____/____/____.
• Do bats have feathers or skin? (skin)
Link to Standard:
LA.3.1.6.5
Students will relate
new vocabulary to
familiar words.
2. Think aloud to set a purpose for reading. Say: Let’s read on to
learn what’s inside a bat, whether bats can walk, and what bats eat.
1. Explain: I’m going to read vocabulary words from this
Objective:
Students will use
prior knowledge to
understand words
such as membrane,
soprano, and
epaulette.
section and give the definitions. Then I’ll relate that word to
something you already know.
membrane (MEM-brain) a thin, flexible sheet of material
• Ask: Imagine you just peeled an orange into sections. If you remove the
membrane, you’ll be left with just the juicy part of the orange. What other
fruit has a membrane? (grapefruit, lemon)
soprano (so-PRAH-no) in singing, the highest-ranging voice
Materials
Needed:
Bats
✓ blindfold
• Ask: Would a soprano most likely be a woman or a man? (woman)
roost (ROOST) a place to rest or sleep
• Ask: Why is rooster a good name for the male chicken? (It is often seen
roosting, or resting, on a barn or a fence.)
echolocation (EH-kow-low-KAY-shun) a system of determining where
something is based on the time it takes for an echo to return
• Ask: Where might you hear an echo? (in an empty room with no furniture;
in a canyon)
Day 2
Week of March 9
Bats
▼
DAY TWO Page 2
DURING READING
PAGES 10–17
10–15
MIN
1. Read pages 10–13. Practice the day’s objective of using prior knowledge
to understand new vocabulary. Ask:
• Have you ever heard the expression “blind as a bat”?
• Is it true that bats are blind? (no)
• So the expression “blind as a bat” is just a myth. Let’s add that to the
“Myths and Facts” chart we started yesterday.
• On page 12, we read about a soprano pipistrelle. This bat makes a highpitched squeak. Why is soprano a good name for this bat? (In a choir, a
soprano has the highest singing voice.)
2. Read pages 14–15. Say:
• On page 14, we see an epauletted bat. Do you know what an epaulette is?
(a shoulder ornament worn by military officers)
• You can’t see it in this picture, but an epauletted bat has large patches of
white fur on its shoulders.
• Do insect-eating bats have good hearing? Why? (Yes, because their huge
ears amplify sound.)
Gesture as You Read
Gesturing helps students remember new concepts. Complement your reading with
gestures and facial expressions. For example, as you read about canines and molars on
page 11, point to your own canines and molars.
Day 2
Week of March 9
Bats
▼
DAY TWO Page 3
AFTER READING
CONNECT TO SCIENCE: Demonstrate Echolocation
30–35
MIN
1. Explain to students that they are going to play a game that demonstrates how
bats use echolocation to find their prey and to avoid obstacles as they fly. This
game is best played in an open area or outdoors.
2. One student is blindfolded as the “bat.” The other students act as either prey
(the insects) or obstacles like buildings and trees. For large groups, you may
want to divide the class into two to four smaller groups.
3. The “bat” emits a squeak, and the “insects” then bounce back the sound by
emitting their own squeak. Obstacles should announce what they are at the
same time. The insects may only move in between each of the bat’s “turns.”
After the bat has squeaked, the insects have responded, and the bat has had
a chance to get closer to them, the insects may move to a new location for the
next “turn.” The obstacles should find a location to stand at the beginning of
the game and then should not move from their places throughout.
4. The bat listens carefully and moves in the direction of the insects. When the
bat tags the squeaking insect, that student is out.
5. Each student should have a chance to act as the bat.
6. After the game, discuss with students the difficulties in differentiating the
▼
obstacles from the prey. Ask students how they think bats are able to tell the
difference between the two, such as the fact that insects move and obstacles
do not, and that the two reflect sounds differently.
WRAP UP
5 MIN
Discuss what you have learned about bats. Ask:
• Can bats walk? (The vampire bat can use its wings like another pair of legs,
and then it will walk on all fours.)
• What do vampire bats eat? (the blood of animals and people)
• Do bats rely on their eyesight to catch prey at night? (No, they use
echolocation.)
Day 2
Explain: Today we learned about what’s inside a bat, whether bats can walk,
and what bats eat. We also learned about echolocation. Tomorrow we will learn
about other bat behaviors.
Week of March 9
Scary Creatures:
DAY
3
▼
Bats
BY DANIEL GILPIN
BEFORE READING
REVIEW THE LEARNING
10 MIN
1 Remind students that so far, they have learned what a bat
1.
is, how big bats are, whether bats fly or walk, what’s inside
a bat, what bats eat, and how bats hunt. Add more facts to the
“Myths and Facts” T-chart.
TODAY IS
____/____/____.
2. Tell students that today they will learn more about bats.
Say: Today we will learn why bats hang upside down and whether bats
hibernate. We will also find out if vampire bats are a myth or a fact.
Link to Standard:
LA.3.1.6.2
Students will
listen to and
discuss familiar
and conceptually
challenging text.
1. Explain: Here are some important vocabulary words for
Objective:
Students will listen
to new information
about bats and
relate it to what
they already know.
Materials
Needed:
Bats
✓ butcher paper
this section. I’ll read the definitions and give a sentence using each
word. Then I’ll ask you a question about the word so you can relate it to
something you already know.
hibernate (HI-ber-nayt) to sleep through the winter
• Some bats hibernate in the winter.
Ask: What other animals hibernate in the winter? (bears, groundhogs)
colony (KOL-uh-nee) a group of animals living together
• Bats live in colonies.
Ask: What other animals live in colonies? (ants, bees, prairie dogs)
regurgitate (ree-GUR-ji-tate) to bring up food from the stomach to the
mouth
• Vampire bats regurgitate food for sick bats.
Ask: What animals regurgitate food for their babies? (birds)
✓ watercolor paints
and brushes
Day 3
Week of March 9
Bats
▼
DAY THREE Page 2
DURING READING
10–15
MIN
PAGES 18–23
1. Read pages 18–19. Encourage students to restate conceptually
challenging vocabulary. Ask:
• What is another way to say spectacled ? (“one who wears glasses”)
• How do a bat’s legs help it fly? (They help hold the bat’s wings open.)
• What is another way to say “the freezing point of water”? (“temperature
at which water becomes ice”) What is the freezing temperature on the
Fahrenheit scale? (32 degrees)
• What would happen to bats if they did not hibernate in cold weather? Why?
(They would starve to death because food is hard to find.)
• Where do vampire bats live? (South and Central America)
• Do vampire bats suck blood? (No, they make a cut and then lap up the
blood that flows.)
More About Vampire Bats
Vampire bats have fewer teeth than any other bats because they drink their food instead
of chewing. They are so careful and quiet when they land on their victims that they can
drink blood from an animal for up to thirty minutes without waking it up!
Day 3
Week of March 9
▼
DAY THREE Page 3
Bats
AFTER READING
30–35
MIN
CONNECT TO ART: Nighttime Murals
1. Have collaborative groups of students choose a bat species discussed in the
book and create a night-scene mural about that bat.
2. Provide each group with a large sheet of butcher paper or poster board. Provide
dark watercolor paints (such as black, blue, and brown), white paint, and
watercolor brushes.
3. Have students start by wetting the paper so that it is slightly damp. Then have
them mix the dark colors on the paper to form a mottled background. It should
not be completely black, since they will be adding black shapes on top of it
once it has dried.
4. They can add a white or gray moon and some streaks of light throughout the
background. When students have painted the entire sheet of paper, let the
paper dry.
5. While the paint dries, have students cut out shapes showing their bat and
its habitat and favorite foods or prey from black construction paper to add to
their night scene. They can cut trees, buildings, a fence, bats, cows, and other
things to glue onto the background.
6. Display students’ murals and ask groups to explain which bat its mural is
▼
depicting.
WRAP UP
Have students summarize what they learned today about bats. Ask:
5 MIN
• Why do bats hang upside down? (Because of the way their legs are
positioned, it’s hard for them to fly from a standing position.)
• Why do some bats hibernate? (Because food is hard to find, and they live off
their fat reserves as they sleep.)
• Should we be worried about vampire bats? (No; they feed off the blood of
other animals.)
Day 3
Explain: Today we talked about some behaviors of bats, such as hibernation,
hanging upside down, and drinking blood. Tomorrow we will learn if bats can
harm us by spreading disease. We’ll also explore more myths. Think about this:
Why are bats considered scary?
Week of March 9
Scary Creatures:
DAY
4
▼
Bats
BY DANIEL GILPIN
BEFORE READING
10 MIN
1 Remind students that every habitat has scary creatures. Ask:
1.
• This week we learned about scary bats. What makes them scary?
TODAY IS
• Does it have anything to do with their nighttime activities?
____/____/____.
Link to Standard:
• Does it relate to their association with vampires?
2. Preview the day’s learning objective. Say: Today we’re going to
identify shades of meaning in words that mean almost the same thing. For
example, we know that bats fly. But consider these two ways of conveying
that thought:
LA.3.1.6.6
Students will
identify “shades
of meaning” in
related words.
The bats flew into the town.
The bats descended on the town.
Objective:
Students will
identify the
nuances between
words that relate
to bats, such
as descend/fly,
develop/get.
Materials
Needed:
• Ask: What is the subtle difference in meaning? (Answers may vary but
should include that in the first sentence, the bats are flying, and this
action has no effect on anyone. They are just traveling through the air. In
the second sentence, the bats come down like a heavy curtain. We have a
sense that the town is overwhelmed by so many bats. The presence of the
bats is a problem.)
1. Explain: I’m going to read the vocabulary words from this
Bats
section and give the definitions. Then I’ll tell you which page that
word appears on and ask for volunteers to find and read aloud the sentence
containing the word.
✓ drawing paper
epidemic (eh-pih-DEH-mik) a widespread outbreak of a disease
✓ art supplies,
including
markers, pencils,
and paint
• Vampire bats caused a rabies epidemic in Brazil. p. 24
conservationist (kon-ser-VAY-shun-ist) a person who works to protect
wildlife or wild places
continent (KON-tih-nent) a very large landmass; there are seven
continents: North America, South America, Europe, Africa, Asia, Australia,
and Antarctica
• Bats can be found on every continent except Antarctica. p. 28
Day 4
• The only people who get bitten by bats are those who work with them,
such as scientists and conservationists. p. 24
Week of March 9
Bats
▼
DAY FOUR Page 2
DURING READING
10–15
MIN
PAGES 24–30
1. Read pages 24–25. Take this opportunity to discuss shades of meaning.
Model how students can identify differences in the words.
• On page 25, it says that mosquitoes transmit malaria. What is the difference
between transmitting malaria and carrying malaria? (To transmit a disease
means to communicate it, or to transfer a disease to another. To carry a
disease means to have the ability to transfer a disease.)
2. Read pages 26–27 and discuss the images. Say: These pictures
present the scary side of bats. Ask:
• Where have you seen bats portrayed in a scary way? (Answers will vary, but
students may mention Halloween or horror movies.)
• What are some myths that we can add to our “Myths and Facts” T-chart?
(Bats get tangled up in women’s hair; bats turn into human vampires; bat
bites are painful.)
3. Read pages 28–30 and talk about bats around the world. Ask:
• Of all the bats pictured here, which bat can be found on our continent, North
America? (spotted bat)
• Which one can be found in South America? (wrinkled-face bat)
• Which three can be found in Asia? (Kitti’s hog-nosed bat, Indian flying fox,
hammer-headed bat)
Encourage
Questions
As you read,
encourage students
to ask questions.
Pause at key
points and share
thoughts and
questions. Model
how to respond
to questions. If
you don’t know
the answer to a
student’s question,
say, “Hmm, I don’t
remember. Let’s
flip back and see
if we can find the
answer.”
• Let’s summarize some of the facts on page 30 and list them in our “Myths
and Facts” T-chart.
Day 4
Week of March 9
▼
DAY FOUR Page 3
Bats
AFTER READING
30–35
MIN
CONNECT TO ART: Draw a Bat Caricature
1. Tell students that a caricature is a drawing that exaggerates certain physical
features. Perhaps they have seen caricatures of famous people or politicians in
the newspaper.
2. Many of the bats featured in this book lend themselves to caricature, if only for
their unusual names. Together, flip through the book and list names of bats:
fruit bat, hog-nosed bat, flying fox, long-nosed bat, spear-nosed bat, vampire
bat, spectacled flying fox, horseshoe bat, Australian ghost bat, leaf-nosed bat,
hammer-headed bat, wrinkled-face bat.
3. Have students choose a bat with an unusual name. Then have them draw a
caricature, exaggerating the feature that the bat is named for. For example,
students may draw a fruit bat with the body of a fuzzy kiwi and red wings
studded with watermelon seeds. Or a spectacled flying fox can sport tiny
glasses and a long bushy tail. Tell students to use their imagination!
4. When students are finished with their drawings, have others guess what bat is
▼
being represented.
WRAP UP
After discussing the Bat Facts on page 30, allow students to respond. Ask:
5 MIN
• What bat fact did you already know?
• What bat fact surprises you?
Talk about the title of the book, which says that bats are scary. Students may
agree that not all of them are scary. Ask:
• Which bats do you think are cute?
• Which are funny-looking?
• What other animals do they resemble?
Day 4
Explain: Because there are almost 1,000 species of bats in the world, this
book only gives a glimpse into the world of this fascinating flying mammal.
Now that you know a little about bats, you may be curious to find out more. You
may even help raise awareness about bats. As with other scary creatures we
have learned about, people are afraid of bats. Do you still think bats are to be
feared?
Week of March 9
Woodrow Wilson
DAY FIVE Page x
Scary Creatures:
Bats
DAY
5
TODAY IS
____/____/____.
Objectives:
Students will
• create and
innovate.
• communicate
and collaborate.
• direct their own
learning.
• enjoy their own
creative process.
Materials
Needed:
✓ index cards
✓ long jump rope
✓ black craft foam
✓ black feather
boas
✓ black beads
for eyes
✓ fishing line or
dental floss
Apply All the NEW IDEAS!
1
Day 5 Is Wrap-Up Day! These activities are
designed to let students take charge of their learning and explore
their own creative processes. Choose one or several of the activities
below. Set up a table, or “station,” where students can go to
take part in each. At the start of the session, explain the choices.
Depending on the number of choices and students interested in each, you may
need to set time limits and have students take turns at some of the stations.
BAT FOOD
Have students create images on index cards of foods and prey that bats like to
eat, such as mangoes and bugs. Then they can use these cards for a game of
memory. They should place all the cards face down. Each student playing the
game can pretend to be one species of bat. The first player turns over a card. If
it’s a food he or she would eat, the player takes the card out of the game. If it
is a food he or she would not eat, the player turns it face down again. The first
player to locate five foods that his or her bat would eat is the winner.
FEATHERY BOA BAT
Students can make different species of bats from pieces of black feather boa.
First, have students choose a bat species from the book that they would like to
create and note a few key characteristics, such as wing shape and size. Have
students cut the wings out of a piece of black craft foam. Make sure the wings
are connected in the center. (This is easy if they cut the wings from a folded
piece of craft foam.) Next, give each student a length of feather boa. Have
them place a double-sided piece of tape down the center of the wings and
tape the boa in place (or use hot glue). Add beady eyes and any other defining
characteristics. Thread fishing line to the back, and hang where desired.
BAT MYTHS
Refer to the “Myths and Facts” T-chart started earlier in the week. Have
students choose a myth and a fact to illustrate in such a way that the myth
seems silly. For example, for the myth that bats get tangled in your hair,
students can draw a woman with a tall beehive hairdo struggling with a bat that
has become entangled. They can also illustrate a corresponding fact, such as the
idea that bats’ sense of echolocation helps them avoid obstacles.
WRAP-UP DAY ACTIVITIES Continued on next page.
Day 5
✓ Internet access
BY DANIEL GILPIN
Week of March 9
Bats
DAY FIVE Page 2
WRAP-UP DAY ACTIVITIES Continued from previous page.
LITTLE BAT JUMP ROPE SONG
Students can jump rope to this “batty” version of the classic “Teddy Bear” jump
rope song. Ideally, this is a song for two turners and one jumper. However, if the
rope is long enough and the jumpers skilled enough, two can jump simultaneously.
The jumper can jump in or stand in, but in the end, he or she must be able to jump
out without touching the rope.
Little
Little
Little
Little
Little
Little
bat,
bat,
bat,
bat,
bat,
bat,
little
little
little
little
little
little
bat,
bat,
bat,
bat,
bat,
bat,
turn around.
touch the ground.
communicate. (squeak)
hibernate. (close eyes)
catch your prey.
fly away! (jump out)
After all interested students have jumped to this tune, encourage them to create
their own songs about bats to the tune of other jump rope songs they know.
ONLINE ACTIVITIES
If online resources are available, invite students to learn more about bats. Make
sure the computer’s sound is turned on before you begin.
Bats
1
• Go to http://goafterschool.grolier.com.
• Click on the Science Explorations button on the right.
• Scroll over the picture of the bat and click on it to open the
“Soar With Bats” page.
• At the bottom of the page, click on Read Article next to the
Super Science logo. Print the article and follow instructions to
do the “Chip Challenge.”
YOU’VE COMPLETED SCARY CREATURES: BATS!
Day 5

Bats - Florida After School Alliance

Transcription

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