Lesson Plan Format

Name:            Sarah Briggs______________Topic: Bats__________________             Grade: 3­               

1.  NEW MEXICO ACADEMIC CONTENT STANDARD(S)

Strand II: Content of Science

Content Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.

K-4 Benchmark: Know that living things have diverse forms, structures, functions, and habitats.

3^rd Grade Performance Standard

2. Observe that plants and animals have structures that serve different functions (e.g., shape of animals' teeth).

3. Classify common animals according to their observable characteristics (e.g., body coverings, structure).

Language Arts Strand: Reading and Listening for Comprehension:

Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard, and viewed

K-4 Benchmark: Listen to, read, react to, and retell information

2. Summarize main idea(s) from written or spoken text succinctly

4. Increase vocabulary through reading, listening, and interacting

ISTE-Technology Strand

Content Standard: Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources

2.  OBJECTIVE(S)

• Students will research information about bats
• Students will interpret information about bats

• Students will create a project about bats; how they live, where they live, etc.
• Students will evaluate literature and internet resources

3.  LESSON SUMMARY

Use the Internet to research bat-related websites to learn more about where bats live, what they eat, and how they interact with people, what is the view of them.

4.  RESOURCES

• Computers, paper, pencils, websites, literature, graphic organizers and butcher paper or poster-board.

5.  PROCEDURES

a.      READINESS (ENGAGEMENT)

§         To activate students’ prior knowledge I will ask them open-ended questions. Have they seen a bat? Where? What did it look like? Can anyone tell me anything they know about bats?

§         To spark interest in the lesson I will read the book, “Amazing Bats” by Frank Greenaway

b.      FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND)

1. Create a KWL chart; fill in student lead throughout the lesson.

2. Break into teams of two to four members. Brainstorm on paper what your team already knows about bats. (Teaching is facilitating while students are learning with collaboration from team and using prior knowledge)

3.  Assign team members roles for accountability and begin research.

-Within each group decide who is going to search Mega bats and Micro bats. (Teacher is assigning roles and guiding, students are learning their own responsibility roles and reading, reacting and retelling what they have researched).

Websites students will access: (more available)

http://www.borealforest.org/zoo/bat.htm - Northwest Ontario Mammal Species website

http://www.bbc.co.uk/nature/wildfacts/factfiles/677.shtml - BBC Nature Wildfacts: Little brown bat

http://www.batcon.org/discover/species/mylucif.html - Bat Conservation International website: Bat Species

http://www.aaawildlife.com/sm_bat.html - AAA Wildlife Control website: Little Brown Bat Quick Facts

3. When everyone on your team is finished, share your findings with the rest of your team. (Teacher is guiding students with the process while students are discussing and engaging with each other, retelling and reacting to their findings).

4. Create poster board project with team. (Teacher is guiding while students are using collaboration and cooperative skills).  Teacher will write directions on white board on what should be including in presentation.

-Where they live, what they eat, sleeping, drinking, habitat, characteristics.

5. Have each group present their final project to the class in 3-5 minutes. (Teacher is guiding and asking informal questions while students orally present poster board).

-What did you find?

-Do you like or dislike bats now? Why?

-What did you find out that you didn’t know before?

-Are there any other animals like bats?

c.       CLOSURE

To wrap up the lesson and enforce learning from a teacher lead discussion we will

- Write a list as a class of what we know now about Bats.

-We will also complete our KWL chart with what we know and how we learned it.

d.      ASSESSMENT (EVALUATE how students met objectives)

§         Classroom Observation

§         Poster board project (will collect for students progress)

§          KWL chart (will collect for students progress)

.

§         -I will use this information to determine if student liked the lesson or not. I would use it this way to determine if for the following year this would be a good lesson to use and what changes I would need to make.

§          

6. ENRICHMENT—

-Read “Stellaluna” by Janelle Cannon.

-Create a power point to teach younger children, family or friends about bats

-Go on a fieldtrip to a zoo, or other site with bats

-Have a guest speaker come in who is a specialist on bats

-Take the bat quiz at- http://www.lhs.berkeley.edu/BATQUIZ/B7.html

Where this WebQuest came from- http://homepage.mac.com/tandrew_ak/webquest/