Bat or Bird?
First and Last Name Stephanie Hicks
Unit Title Bats
Real world Students compare characteristics between bats and birds in order to distinguish
applications between the two, label the body parts of a bat and demonstrate the use of each
After listening to the story Stellaluna by Janell Cannon, students demonstrate what they learned about bats
Content Area Standards Alignment
(12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud
and selections read independently. The
(G) Identify similarities and differences across texts such as in topics, characters and problems.
Approximate Time Needed for this Lesson
One 20-25 minute class period
Terms/Vocabulary Bats, echolocation
Bat worksheet, Copy of the book Stellaluna, overhead or blackboard, Pencils,
Non-Technology: origami paper bat, sticky notes, cards with characteristics, Velcro or magnets,
poster for charting, pictures of bats, pictures of birds
Approximate Time Needed for this Lesson
Example: One 20-25 minute class period
Lesson Procedures (delete lesson stages not applicable for this lesson)
Stage of Lesson Lesson Sequence Lesson Management Resource Management
A description of the scope Describe how each stage Cite specifically what
and sequence of student of the lesson will be resources for this activity
activities and an explanation managed, including role of (non-technology and
of how these activities will teacher and learners (who technology, including
engage the students in is doing what at each technology support
planning for their own point), location (e.g., products) will be used, and
learning. Describe the flow of classroom, computer lab, describe in detail how they
the lesson. outside), and any special will be used. Note who will
considerations. be using the tool and in
Focus/ The teacher shows students Teacher uses paper bat to
Anticipatory Set (motivational Origami bat
an origami bat. Ask get students thinking about
students about the origami bats and what they know
bat, see if they can figure about them – how bats
out what it is (they may look, what bats eat, where
think it is a bird) and why bats live, etc.
you are holding a bat. If
they think it is a bird see
what it is about the bat
that could make them
think it is a bird.
“By looking at what is in my
hand, what do you think
we will be talking about
today? Several students
should have a chance to
answer before moving on.
Bat pictures Teacher shows students the Students use the images to
different pictures of the look at the different
bats and birds for them to characteristics of bats and
see. Teacher can let birds.
students pass them around
Content Input Students write on a sticky if Students have an
(could include content Bat-i-tude
they love bats, like bats, do opportunity to share how
outline, presentation format,
questioning, modeling, not like or do not know and they feel about bats with
examples) put it on a chart their peers.
Write down what students What do the students know Teacher uses overhead or
know about bats and their about bats? chalkboard to list
characteristics – include Are they the same as a characteristics students
similarities and differences bird? name about bats, also
between bats and birds. include some differences
What are some similarities
between bats and birds.
Stellaluna by Janell Cannon Read the book to the class. Teacher reads the book
Ask students to pay aloud to the class which
attention to how the bats will discuss behaviors of
and birds act in the story. bats and birds. Students
listen to the story and
gather information about
bats and birds
Independent Practice Students use the bat Students also complete a
(vertical expansions of lessons; Students discuss what they
learned about bats and how worksheet to record what worksheet on some of the
re-teaching and enrichment)
they differ from birds. they learned about bats. things they learned about
bats. Teacher can see
what students learned
about bats from
completing bat worksheet.
Closure Sharing Teacher calls on student Students share what they
volunteers to share what learned about bats and
Chart they learned about bats reinforce each others’
from the story and the understanding about bats.
differences between a bat Students are organizing the
and bird. characteristics of bats and
Use cards with magnets or birds while the teacher
Velcro on the back that facilitates.
each has a random
characteristic of a bat or
bird. Have students come
up and put the
characteristic under the
If there is time, this will be Origami Students use origami paper Students will have
done after students complete to make a paper bat of
their worksheet. their own through the
demonstration of the
Record what students know on a chart. Questioning for understanding throughout the reading of the book, let
students chart anything new they learned about bats together.
Potential Challenges/Plan B
If students finish too quickly, include an extra worksheet for students to work on if some finish faster than others.
Let students color the picture of the bats at the top of their worksheet. If there is not enough time, leave out
the origami bat.
Accommodations for Differentiated Instruction
Resource Students Provide extra time to complete worksheets.
Teach these students how to make the origami bat ahead of time. Have them help guide
Gifted Students the students who are having trouble folding their bat and make sure they are doing the
Notes and Credits*
A list of websites that I gathered ideas from, plus a couple more.
Bats worksheet – write some of the things you learned
Label the Anatomy of a bat
Bats Lesson Plan
*There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free
to use whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning it is highly likely you will need to add
additional information to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson
as is – even those found in your teacher’s guides. You will always know best what the individual
learners in your classroom will respond to.)