Black Hills State University: Planning for a Lesson

Foundational Elements

Lesson Title: Bats!

Subject/Content Focus and Grade Band: Science; Kindergarten; Bats, Nocturnal

Standards:
K-LS1-1 Describe patterns of what plants and animals (including humans) need to survive. (SEP:
4; DCI: LS1.C; CCC: Patterns)

K-ESS3-1 Use a model to represent the relationship between the needs of different plants or
animals (including humans) and the places they live. (SEP: 2; DCI: ESS3.A; CCC: Systems)

K.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

K.L.6 Use vocabulary acquired through conversations, reading, and learning experiences, to ask
questions and convey ideas.

Learning Objectives:
As a result of this lesson, students will be able to identify the parts of a bat and what bats are,
what they can do, and what they have.

Assessment/Evaluation:
Formative: Assess the Bats Can, Have, Are Worksheet. Look for if students can distinguish the
difference between what it means for bats to have something, what they can do, and what bats
are. Look if students are able to pull the information they learned from the PowerPoint to the
worksheet.

Lesson Structure, Learning Activities, and Instructional Strategies:

● Introduction (5-10 minutes)
○ Ask the students what they are doing that day. Look for the answer nocturnal day.
■ (The day of the lesson is nocturnal day. Students brought in flashlights and for
the whole day the lights were off.)
○ Ask the students what nocturnal means then ask the students if bats are nocturnal.
■ “Nocturnal means that an animal sleeps during the day and are awake at night.”
○ “Today we are going to learn a little bit more about bats, but first I want to hear about what
you already know about them.”
■ Have the students raise their hands and share something they know about bats.
Each time something is shared write it on the board.
● Learning Activities (35 minutes)
 ○ Go through the bat's PowerPoint on the board to learn 11 facts about bats. When
something is brought up that the students already shared, make the connection between
the two.
○ “Now that we have learned some facts about bats we are going to learn about the different
parts of a bat.”
○ Parts of a bat worksheet
■ Hand out the Parts of a Bat worksheet and have the students go sit at their table
spots.
■ Under the document camera, demonstrate that the students need to cut out the
words at the bottom of the page.
■ Once the students have cut out the words, point out one of the parts of a bat
under the document camera and have the students share what it is (ear, wings,
thumb, fingers, foot, and fur). Ask the students what the first sound of the word is
and what letter it starts with. Help the students find the word it corresponds to
and have them glue it in the correct box. Continue this until all of the parts are
labeled.
■ Check the students’ work and if it is all correct have them mail it to their
mailboxes.
○ Watch the Do Bats Dink Blood video
■ Play the video for the students.
■ Once it is done ask some questions about the video “do bats drink human
blood?” “what blood do they drink?” “does it hurt the animals?”
○ Bats Can, Have, Are Worksheet
■ Have students sit at their carpet spots on the rug. Have one student help hand
out the worksheet and sent groups of students at a time to get a clipboard,
pencil, and eraser.
■ “Today we learned a lot about bats. We learned different facts about them like
what they eat and about the different parts of a bat. We are going to fill out a
chart on what bats can do, what they have, and what they are.”
■ Have students raise their hands and share something a bat can do. Write it on
the board and have students copy it onto their paper. Do this until there are three
things in the columns. Repeat this for the other two columns.
● To help students fill out the chart reference the video, PowerPoint, and
worksheet they completed earlier.
● Close/Reflection (5 minutes)
○ “Today we learned a lot about bats. We learned about the different parts of a bat, what
they eat, and what bats can do, have, and are.”
○ Ask the students to share one thing that they learned about bats from the lesson.
○ Remind the students that bats are nocturnal and have the students share what nocturnal
means.

Building Elements

Learner Characteristics:
12 students (5 girls, 7 boys) There is one student on an IEP so far.

Instructional Set-Up:
For whole-group learning, students sit on the rug in their assigned spots in front of the smart
board. For individual work time, students go back to their assigned spots at their tables. There are
4 tables with 3 students at each one. We always have group learning before students get sent
back to do individual work.

Resources, Materials, and Equipment:

● Parts of a Bat worksheet
● Bats Can, Have, Are worksheet
● Bats PowerPoint
● Do Bats Drink Blood Mystery Science video
● Pencils, Scissors, Glue
● Document Camera
● SMARTboard

Essential Questions:
● Do animals that are nocturnal sleep during the day or the night?
● Do bats sleep during the day or at night?
● What is echolocation?

Key Vocabulary:
● Nocturnal
● Echolocation

Prior Knowledge/Skills Needed for Lesson:

● What a bat is and some characteristics of a bat
● What nocturnal means

Technology:
● SMARTboard
● Document camera

Equity and Accessibility:

● Read instructions aloud

Differentiation:
● For my student on the IEP instead of sitting on the carpet, he may sit on his chair in the
square with a wiggle seat.
● One of my students has trouble using the clipboard while on the carpet, during our whole
class writing he may move to his table spot instead of using a clipboard.
● For my student who is unable to use scissors, help with hand over hand for cutting.

Follow-up Activity/Homework/Extension:
 ● Have students take home the Bats Can, Have, Are worksheet and work with their parents
to add any additional things they can think about bats.

Classroom Management Considerations

● The transition from table spot to carpet spot: students push in their chairs and walk to the
carpet, find their assigned spot on the carpet, and sit crisscross apple sauce quietly.
● The transition from carpet spot to table spot: students quietly stand up grab all of their
things and walk back to their chairs.
● Procedure for grabbing supplies: To grab their clipboards I call them up table by table to
grab them. I have one student hand out pencils and another student hand out the
worksheets. Students need to be sitting quietly in their spots at this time

Part C: Lesson Reflection

Pre-Lesson Reflection:
Something I already know about my students is that lessons that go on for long periods of time
can be draining for them and can cause them to get antsy. Knowing that the lesson I am planning
is relatively long and has lots of parts I know that we will have to take movement breaks in
between activities. Something else I know about my students is that we started writing not that
long ago, because of this I know not to expect perfect handwriting but I want to see them at least
try before I go in and help them with it.

Immediate Impressions:
Something that went well with my lesson, is that students already had some previous knowledge
of bats. They were able to tell me that bats are nocturnal and what nocturnal means. Another
thing that went well with my lesson was the transitions between learning activities. Students
already knew the routines for transitions so it went smoothly and gave me more instructional time.
One thing that didn’t go as well was how much time we took to go through the bat's PowerPoint.
Students wanted to stop and share something they either knew or we would talk more about what
was on the slide, this is great but it took up more time than planned. Something I could do to fix it
for next time is to go through each slide and pick out the most important ones to share and not go
through every slide that I have.

Post Lesson Reflection:

Overall I think that the lesson went as expected. We did take more time than planned but it went
well. Students were engaged throughout the lesson and seemed excited to learn about bats. I
believe that this lesson reflected me as a teacher by showing I am organized by having my whole
lesson planned out. It also showed that I can roll with the punches. My lesson went longer in
some places than expected but I was able to go with it and get through my whole lesson. A way
this lesson helped impact my future teaching is it showed me that not every lesson is going to go
the exact way you planned it and that's okay.
Created May 2021 (Modified TGK August 2021) Page 1 of 3