Lesson Plans

[Vibrations] [Sound Waves] [Family Sense] [Echolocation--Physical Education] [Sensational Ears]
[What's the Flap?] [Bats Incredible] [Mammals on my Mind] [Stuffed Bat]

Vibrations

OBJECTIVES

1. Explore how vibrations create sound by strumming a rubber band.
2. Feel the vibration of your own vocal chords.
3. Conclude that sound is given off when something vibrates.

MATERIALS

1. one large rubber band per student
2. pencil
3. paper to record adjectives about sounds/vibrations

PROCEDURE

1. Firmly grasp each end of the band. Stretch and release. Record the sound.
2. Use thumb and index finger to strum the band and produce a variety of sounds. Carefully watch the rubber band and listen to the sound.
   ?'s---- Were all the sounds alike?
What was the rubber band doing when it made noise?
3. Place fingers on your Adam's Apple. Say "Ahh, eeh, ohh" and describe how each feels.
   ?'s---- Did all sounds feel the same? Did all sound the same?
Think about what was happening to the rubber band when it made sound.
What might be happening in your throat?

EVALUATION

1. Did all students participate in producing sounds with rubber bands?
2. Were the students able to describe what they felt in their own throats?
3. Were the students able to conclude that both bands and chords vibrate to create sound?

Sound Waves

OBJECTIVES

1. Students will explore the motion of waves.
2. Students will describe the path of the wave.
3. Students will observe how an echo is formed.

MATERIALS

1. overhead
2. clear pan filled with 1" of water
3. food coloring (optional)
4. eyedropper full of water

PROCEDURE

1. Tint the water.
2. Wait for the water to become calm.
3. Drop droplet of water into the pan. Repeat.
   ?'s---- What did you see?
What happened when the waves touched the side of the pan? When you hear an echo, your sound waves have hit and bounced off a surface, then traveled back to you.

EVALUATION

1. Were students familiar with the action of waves?
2. Were they able to describe the movement of the water?
3. Could the students describe the waveÕs motion after it collided with the sides of the pan?

Family Sense

OBJECTIVES

1. Simulate the ways a mother bat finds her pup.
2. Practice using the senses of hearing and smell.

MATERIALS

1. butcher paper
2. cotton balls
3. glue
4. blindfolds for each bat (6)
5. orange, mint, vanilla, banana, lemon, and coconut extract
6. stopwatch
7. hole punch
8. bat pattern
9. yarn
10. graph for recording

PREPARATION

1. Cut a 1'x1' piece of butcher paper. Glue 500 cotton balls to this to demonstrate the density of bat babies in a nursery.
2. Cut out necklaces and add yarn. Place a few drops of extract on the adult and a random pup. Use a different extract for each pair. Allow to dry.
3. Talk about the characteristics of a bat nursery.
   - What might it feel like to live in a bat nursery?
   - How would a mother bat find her baby?

Locating the pup using scent only.

1. Explain to the students that you have put different scents on different necklaces.
   Discuss the importance of not discussing the smell of their necklace with any other student. Explain that the adult will be blindfolded and their job will be to their pup who has the same scent. There is one pup matched to each adult.
2. Separate the adults from the pups. Each pup will put on a necklace and stand in a line along one side of the room. Indicate to them the point at which the adult will be starting.
3. The teacher will blindfold and take one adult to the starting line.
4. The adult is released, noting the elapsed time until the pup is found. Record on chart column "By Scent Only." Repeat for each adult.

Locating the pup using scent and sound.

1. Have students trade necklaces to have 6 different adults and pups.
2. Pair up adults with their pups and let them arrange a special signal of clicks.
   Each of the other pups will figure out their own set of signals.
3. Blindfold the adults one at a time and take them to the starting line.
   Mix up the pups.
4. Have the pups quietly make their own clicks as the adult hunts.
   Time and record under "Scent and Sound."

Locating the pup by scent, sound and placement.

1. Trade necklaces again. Pair up with matched-scented pup and agree upon clicking signal.
2. Allow the adult to place the pup in position. All others can choose a spot in the nursery. Adults should return to the starting line and be blindfolded. At a given time, one adult may find their pup using all 3 senses while the pups emit their sounds.
3. Record the amount of time used.
   ?'s---- Was it easy to find the baby using the sense of smell?
- Which way did it seem easier to find the babies? Explain.
- How important was it to know the placement...smell...sound of baby?
- When we lose something, which of our senses helps us the most in finding the lost item?
Is it the same for the bat?

EVALUATION

1. Did the students work together cooperatively? Did they follow directions?
2. Were the students patient with using certain, unfamiliar senses?

Echolocation -- Physical Education

OBJECTIVES

1. Students will rely on their hearing to locate other group members.
2. Students will attribute a batÕs open mouth to the use of echolocation.
3. Students will conclude that bats are specialized to rely on echoes for navigation.

MATERIALS

1. blindfold

PROCEDURE

1. Explain that bat 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 enlarge 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 tree.
5. If the bat is too close to the edge, the trees whisper "Tree," and gently steer the bat towards the middle of the circle.
   ?'s---- Why does the bat call out?
Why must the moths respond each time the bat calls out?

EVALUATION

1. Was relying on hearing as efficient as utilizing sight? Were the students cooperative?
2. Were students able to conclude that the batÕs mouth is open to create sound waves?
3. Did the students find it difficult to rely only on hearing? Did this effectively demonstrate that bat navigation differs from human navigation?

Sensational Ears

OBJECTIVES

1. This simulation activity will enable students to attempt to catch a moving object using only their sense of hearing.
2. Students will generalize why larger ears may enable insect-eating bats to locate their food efficiently.

MATERIALS

1. copy paper lids
2. marbles
3. bat ears

PROCEDURE

1. Introduction
   - How can an insect-eating bat cat its prey using only its sense of hearing? Think about whether or not it should be hard to catch something you could not see. Show the lid and the marble. Roll the marble in the lid and ask the students if they can hear it. Explain that the bat will have to close his or her eyes, and use the bat ear like a mitt. With the hand cupping the back of the ear, the ear will funnel the sound.
2. Begin the activity.
   - Divide the class into groups of 3 (2 movers and 1 bat). Students will rotate jobs after each turn.
   - Distribute the lids, marbles, and bat ears to each group.
   - Without closing their eyes, the bats will practice catching the marble between the thumb and forefinger as the movers gently move the lid from side to side.
   - Have bats put the bat ear on their non-dominant hand. Close eyes and try to catch the marble while the movers gently move the lid.
   -Change jobs once the marble is caught. Do this until everyone in the group has had a turn catching the marble.
3. Group Discussion
   - Discuss among the group how it felt to catch the marble using only the sense of hearing.
   - Write how it felt on the lines of the bat ears.
4. Class discussion
   ?- Was it as easy to catch the marble with your eyes closed as when you could see it?
   - Did anyone develop a strategy to help find the marble with your eyes closed?
   - What do you know about the physical characteristics of bats that use echolocation?
   - How do large ears help them find their food?
   - Explain in your own words how bats use echolocation.

EVALUATION

1. Did students conclude that an insect-eating bats sense of hearing is different than their own?
2. Were students able to associate keen hearing with echolocation abilities?

What's the Flap?

OBJECTIVES

1. Examine the differences and similarities between bat and bird flight.
2. Discuss structural differences between bat wings and bird wings.

MATERIALS

1. bat and bird in motion copies
2. stapler
3. scissors
4. butcher paper (bat vs. bird)

PROCEDURE

1. Brainstorm the differences between bat and bird flight.
2. Create a flip book.
   - Book should help them look carefully at bat and bird flight.
   - Cut out and arrange the book. Repeat the sequence 3 times for both the bat and the bird.
   - Staple the book together and demonstrate how to use the flip book.
   - Direct students to use the books to observe the similarities and differences between their wings in flight.
   ?'s---- How does the bat wing help it survive in its world?
- What is the importance of wings in flight?
- Bats must roost high enough to drop before beginning flight. Reflect on a bat's
flight and explain why they must roost high in caves, trees or other places.
- What are the similarities on bat and bird flight? The differences?

EVALUATION

1. Did students observe that there are, indeed, differences in the flight patterns?
2. Did they understand that the anatomy of the wing determines the flight pattern?

Bats Incredible

OBJECTIVES

1. Students will demonstrate letter writing skills.
2. Students will use their acquired knowledge of bats.
3. They will use this knowledge to persuade a friend that bats are useful and unique.

MATERIALS

1. transparency of friendly letter format.
2. copy of letter format without labels.

PROCEDURE

1. Distribute format page to each student.
2. Review the format of a friendly letter using the overhead.
3. Tell students that they are each going to write a letter to whomever they choose. The letter should emphasize what they have learned about bats and the need for bat preservation.
4. Also encourage the student to include facts about a batÕs physical and behavioral characteristics, and habitats.
5. Direct the students to independently write the letter on the paper provided.
6. Collect the letters for content (and structural?) evaluation.
   ?'s---- Did you enjoy the study of bats? Why or why not.
What suggestions do you have to ensure the preservation of bats?

EVALUATION

1. Did students follow the friendly letter format?
2. Did students demonstrate knowledge by discussing specific characteristics?
3. Were their thoughts complete and well-organized?

Mammals on my Mind

OBJECTIVES

1. Students will observe characteristics of different animals.
2. Students will analyze information to divide the pictures into categories.
3. Students will determine which category to place bats.

MATERIALS

1. animal pictures for each group
2. chalkboard
3. scissors

PROCEDURE

1. Living things are grouped by similarities and differences. Scientists group things so it is easier to study them. Mammals are warm-blooded and give birth to live young and nurse the young. Their bodies are covered with hair or fur. Humans, monkeys, whales, rabbits and dogs are all mammals.
2. Form pairs. Distribute pictures. Cut pictures apart and sort into groups.
3. Discuss the sorting rules that each pair used with the class.
4. If names are volunteered, ask students to describe the characteristics of each group. Record the information on the board. Use a cat and a dog for examples.
5. Discuss the classification for a mammal. Compare these characteristics to those features of the other animals.
6. Decide if another picture is a mammal. Write the name of the animal on the checklist and check the characteristics that apply.
7. Hold up the picture of the bat. Decide if it fits into the criteria for a mammal. Check the list for criteria.
   ?'s---- Shouldn't a bat be considered a bird?
Can anyone name another mammal that flies?

EVALUATION

1. Can students differentiate mammals from other animals?
2. Were students able to logically sort their pictures?
3. Could students support their classification of bats logically?
4. Given pictures of four animals, could students decide if the animals are mammals?

Stuffed Bat

OBJECTIVES

1. Construct a lesser long-nosed bat by following written instructions.
2. Practice coloring, cutting and stapling skills.

MATERIALS

1. bat body and wings
2. scissors
3. markers/crayons
4. stapler
5. polyfill or old newspaper

PROCEDURE

1. Color bat body and wings.
2. Cut out parts along dotted lines.
3. Place wings in between the body parts. Staple or glue together leaving the head open to stuff the bat through.
4. Stuff the bat, then staple around the head.

EVALUATION

1. Could the students read (or orally), follow directions?
2. Were students able to decorate and cut the bat along the curves?