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Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Lourdes Andrade

Science

1st grade

11/06/14

Standard:
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this
concept:
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies,
frogs, and mice.
NGSS- LS1.B: Growth and Development of Organisms
 Adult plants and animals can have young. In many kinds of animals, parents and the offspring
themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
The students are learning the bat’s life cycle.
II. LEARNING OUTCOME (Objective):
Given a book, worksheet, and poster board, students will know the four stages of a life cycle of a bat by
placing them in order on their worksheet with 95% accuracy.
DOK/Cognitive Rigor Level: LEVEL 1 -Students will be able to recall facts, vocabulary, and
information about a bat's life cycle.
Language Demands - In this learning segment, students will learn about the bat's life cycle. The academic
language includes: pup, nursery, hunting, clinch, roost, and adult. Student will also learn vocabulary
terms such as nocturnal and mammals, which are in the story that I will read to them. Students will be
exposed to academic language through practical and engaging ways. They will be exposed to the
academic vocabulary through pictures, drawings, modeling, repetition, and a graphic organizer. They
will have several opportunities to listen, practice, and understand new vocabulary and key terms used
throughout the lesson.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
PRIOR: WHAT IS A BAT?
AFTER: OTHER ANIMAL'S LIFE CYCLES.
COMPARE AND CONTRAST THE LIFE CYCLE OF OTHER ANIMALS.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Students will draw a bat on the bat border paper with
teacher's assistance and will be asked what they are drawing.
Then will have the opportunity to label the bat with basic words
(i.e.-face, ears, nose, mouth, fangs, fur, feet, hands, body)

Student friendly objective: By the end of our lesson you should know the four stages of the life
cycle of a bat by putting the pictures in order.
Purpose:
You need to know this because life for animals and people changes over a period of time. We start
as babies then we grow into adults. Then adults have babies and the cycle begins again.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

*Book will be previously divided with Post-it Notes into 8 sections
Key terms will be written on Bat Graphic Organizer made out of brown butcher paper:
(pup, one, nursery, hunting, clinch, roost, adult)
The key terms will be used on worksheet.
Step #1: Read, Bats by Gail Gibbons
a. T input- Now will read section 1 ( pg. 2) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the bookWhat do bats do?
What are they?
What is nocturnal?
a. T model- Teacher will show pictures from the book, repeat important words.
b. Student response: Teacher will questions as she is reading the book-choral response and or/ pick
individual to answer questions -They dive, swoop and swerve; They are Nocturnal; They are awake
and active at night, they fly and hunt at night- Have students repeat important words.
Step #2: Read, Bats by Gail Gibbons
a. T input- Now will read section 2 ( pg. 5 ) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the bookWhat are bats?
What other animals are mammals?
What are mammals?
They are the only mammals that can do what?
a. T model- Teacher will show pictures from the book, repeat important words.
b. Student response: Teacher will questions as she is reading the book-choral response and or/ pick
individual to answer questions -Bats are Mammals, Other mammal animals are dogs, cats, us;
Mammals are born alive, instead of being hatched from an egg, and drink milk from their
mother; They are the only mammals that can fly- Have students repeat important words.

Step #3: Read, Bats by Gail Gibbons
a. T input- Now will read section 3 ( pg. 10 )from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the bookWhat do bats do?
How do they hang?
a. T model- Teacher will show pictures from the book, repeat important words.
b. Student response: Teacher will questions as she is reading the book- Students will respond in
choral response and or/ pick individual to answer questions- They hang upside down; They use their
claws to hang upside down- Have students repeat important words.
Step #4: Read, Bats by Gail Gibbons
a. T input- Now will read section 4 ( pg. 11& 12 ) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the bookWhere do bats live?
What are these places called?
What is hibernating?
What do bats do?
What is hunting?
a. T model- Teacher will show pictures from the book, repeat important word/ key terms.
b. Student response: Teacher will questions as she is reading the book- Students will respond in
choral response and or/ pick individual to answer questions-They live in dark areas, nooks and
crannies; They are called Roost (write word on Bat Organizer); Hibernate means they sleep for
long periods of time;They go hunting (write word on Bat Organizer); Look for food- Have
students repeat important words and key terms.
Step #5: Read, Bats by Gail Gibbons
a. T input- Now will read section 5 ( pg. 23 ) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the book
Where do they gather?
What will roost become?
Why is a nursery?
What are baby bats called?
How many pups do they have?
a. T model- Teacher will show pictures from the book, repeat important words/key terms..
b. Student response:. Teacher will questions as she is reading the book- Students will respond in
choral response and or/ pick individual to answer questions -They will gather in their roost; Their
roost will become a nursery; A nursery(write word on Bat Organizer) is a room for the babies.
They are called pups (write word on Bat Organizer). They have one (write word on Bat
Organizer) or 2 pup(s); - Have students repeat important words and key terms.
Step #6: Read, Bats by Gail Gibbons
a. T input- Now will read section 6 ( pg. 24 ) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the book
What do mom bats do?
Where do pups stay?
a. T model- Teacher will show pictures from the book, repeat important words.
b. Student response: Teacher will questions as she is reading the book- Students will respond in
choral response and or/ pick individual to answer questions -They hang and form a basket so it can
carry its pup ; They stay in the mothers basket- Have students repeat important words

Step #7: Read, Bats by Gail Gibbons
a. T input- Now will read section 7 ( pg. 25 ) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the book
What does the mother bat do?
What does the pup do?
What does clinch mean?
How do they clinch onto their mother?
a. T model- Teacher will show pictures from the book, repeat important words.
b. Student response:. Teacher will questions as she is reading the book- Students will respond in
choral response and or/ pick individual to answer questions -They hang upside down; They clinch
(write word on Bat Organizer) to their mother; Clinch means they hold on tightly; They use their
sharp teeth and claws to clinch onto their mother- Have students repeat important words and key
terms.
Step #8: Read, Bats by Gail Gibbons
a. T input- Now will read section 8 ( pg. 26 ) from the book Bats by Gail Gibbons
Teacher will ask questions as she is reading the book
When does the pup get too heavy?
When does it begin to hunt?
What do they become at one?
How old is the bat when it becomes an adult?
What is an adult?
a. T model- Teacher will show pictures from the book, repeat important words.
b. Student response:. Teacher will questions as she is reading the book- Students will respond in
choral response and or/ pick individual to answer questions -When they are a few days old; As soon
as they begin to fly at three months; They become an adult(write word on Bat Organizer); An
adult is a grownup- Have students repeat key terms.

C. APPLICATION ACTIVITY :

Students' worksheet

Teacher's worksheet

On the top of your page are some terms we have been using, together let us read the words out
loud. These are some of the words we will use fill in the blank spaces.

Now we will do our very own cycle of a bat's life.
You have a worksheet in front of you and we will work together to fill it out.
*Wait for at least 10 students to finish before moving on to next picture. Ask student to give you a
thumbs-up as they finish writing each word.
We will begin with the picture with the mother with its wings wrapped around its pup.
Step #1: A bat pup is born. Mother bats usually have only one.
What is a baby bat called?
Remember a bat is a mammal; it is very similar to that of human beings. A mother bat has how many
babies?
Now find the picture with the three pups.
Step #2: Pups spend time together in a nursery while their mothers are hunting
Does anyone remember where pups stay?
What does the mother do?
Now find the picture mother bat and the baby bat clinging to its mom.
Step #3: Pups clinch to their mother while she flies to roost . The pup cannot fly on its own until
it is 2-3 months old.
What do pups do?
Where does the mother do while the baby clinches on, it flies to do what?
Step #4: A bat is an adult when it is around one year old.
What does a bat become when it is a grown up?
How old is he/she when it becomes an adult?

Now you will cut these out on the dotted line. Stay on the lines. You should have 4 pieces. Do not
throw anything away!

*Walk around to ensure students are cutting on the dotted line.

You have a bat made out of construction paper. Write with me the title with pencil, "The Bat
Life Cycle." Now rewrite it with a black marker/crayon. Read it to your neighbor.

Now before you glue them down, place them on your paper bat put them in order.
Which one do you think should goes first? Allow students to answer.
The bat with the mother with its wings wrapped around its pup will go in the middle?

Ok, What is next? You should have picture with the three pups roosting.
After that? You should have the picture of the mother with its pup.
Lastly? You should have the adult bat.
Walk around to make sure they are in the correct order.
If in the correct order then have the student glue it down and refold.
Now that it is done, let's read it together.
Now group 1 read it to your partner. Walk around to make sure they are reading.
Now group 2 read it to your partner. Walk around to make sure they are reading.

D. MATERIALS & RESOURCES:.









BOOK BATS BY GAIL GIBBONS
PAPER WITH BAT BORDER(1/STUDENT)
TEACHER WILL NEED TO PRECUT BAT SHAPED ORGANIZER
STUDENT WORKSHEET(1/STUDENT)S
TEACHER WORKSHEETS (4)
SCISSORS (1/STUDENT)
GLUE (1/STUDENT)
PENCIL (1/STUDENT)
BLACK CRAYON/ MARKER (1/STUDENT)
HOMEWORK VERIFICATION SHEET (1/STUDENT)

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative:
QUESTIONS THROUGHOUT LESSON, CHORAL RESPONSE, AND THINK, PAIR, SHARE
Summative:
STUDENTS WILL BE ASKED WHAT THEY LEARNED TODAY. WHAT WERE SOME OF THE WORDS
THEY LEARNED TODAY.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS

STUDENTS WHO ARE HIGH ACHIEVER CAN WORK WITH STUDENTS STRUGGLING WITH SUBJECT
MATTER.
HELP STUDENTS WHO ARE STRUGGLING WITH CUTTING.
KEY WORDS ARE ON THE WORKSHEET TO REINFORCE KEY TERMS AND HELP STUDENTS WITH
SPELLING AND REPETITION.

VII. HOMEWORK :
For homework students will have read their bat organizer to two adults and must teach their parent(s)
what they learned today. Each adult will have to sign the verification. If they bring back the document
signed with a minimum of two adult signatures they will have the opportunity to take their very own bat
home.