100% Based on Common Core State Standards

A Multidisciplinary Thematic Unit Plan

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BATS

Bats Table of Contents

Language Arts Bat Books Can Are Have Graphic Organizer Bob the Bat Making Words At Words Multiple Meaning Words Bats vs. Birds Stellaluna Story Map Statement or. Question How to Be a Good Bat Math Place Value Match Up Shape Search Batty Addition Bat Fruit Science/Social Studies Nocturnal Animals Echolocation Partner Search Bat Diagram Create a Bat Habitat Art Triangle Bat Common Core Standards

Bat Books

Here is a list of Bat-themed books to supplement the unit. The fiction books make great read-alouds, and the nonfiction books are good for student research. Happy reading!

Zipping, Zapping Bats by Ann Earle The Magic School Bus Bat Fact Finder by Joanna Cole Bats by Carolyn MacLuchich (pictures) Bats by Gail Gibbons Bats at the Beach by Brian Lies Bat Loves the Night by Nicola Davies Bats at the Library by Brian Lies Bats: Creatures of the Night by Joyce Milton Stellaluna by Janell Cannon Stokes Beginner’s Guide to Bats by Kim Williams The Truth About Bats by Eva Moore Little Lost Bat by Sandra Markle Amazing Bats by Seymour Simon Where Are the Night Animals by Mary Ann Fraser

Notes to Teacher:

CAN ARE HAVE Graphic Organizer

Use this graphic organizer at the beginning of the unit to brainstorm what students already know about bats. Continue to add to it as you proceed through the unit. Examples: Bats can fly. Bats are mammals. Bats have wings.

Bob the Bat

Bob the bat can only eat foods that start with the letter B. Students will circle the words that start with “B” and draw an x over the words that do not.

Making Words

Have students cut out the letters of nocturnal and see how many words they can make. Encourage students to use what they know about word families to help them find words. This makes a great independent activity, center activity, or even an activity to send home for family fun.

Name___________________________________________Date________

CAN ARE HAVE

Name___________________________________________Date________

Bob the Bat Bob the bat likes to eat things that start with the letter B. Circle the things that he can eat. Draw an X on the things he cannot eat.

Bonus: On the back of this page write down other things that Bob the Bat can eat.

Name___________Answer Key_______________________Date________

Bob the Bat Bob the bat likes to eat things that start with the letter B. Circle the things that he can eat. Draw an X on the things he cannot eat.

Bonus: On the back of this page write down other things that Bob the Bat can eat.

Name___________________________________________Date________

Making Words

Cut out the letters below and rearrange them to see how many words you can make.

2 Letter Words

_________________________

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3 Letter Words

_________________________

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N O C T U R N A

L

4 Letter Words

_________________________

_________________________

_________________________

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5 Letter Words

_________________________

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More Than 5 Letters

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

Notes to Teacher:

Fruity –at Words Game

Materials (for each group): game board coin game pieces fruit tokens Directions:

1. Have students flip a coin. Heads moves one space. Tails moves two. 2. When students land on a space, have them write that letter in front of

–at on their recording sheet. 3. If they can read the –at word correctly, they can choose a fruit token. If

they can use it in a sentence, they get an extra. 4. Encourage students to play until all students have reached the end.

Multiple Meaning Words

Students will use context clues to determine which words fit into both sentences. To extend this activity, you can keep a class chart of words with multiple meanings and add to the chart as students discover new words throughout the year.

Fruity -at Words Directions: Flip a coin. If you get heads, move one space. If you get tails, move two spaces. When you land on a space, write that letter in front of –at. If you read the word correctly, you get a bat fruit token. If you can use it in a sentence, you get an extra token.

start h b c

r

th ch spl s

fl

f m p end

Name___________________________________________Date________

Fruity -at Words Recording Sheet

1. ___at 2. ___at 3. ___at 4. ___at 5. ___at 6. ___at 7. ___at 8. ___at 9. ___at 10. ___at 11. ___at 12. ___at

Cut out the bat you would like to use for a game piece.

Fruity –at Words tokens

Mango

Guava

Papaya

Pineapple

Orange

Kiwi

Banana

Star Fruit

Mango

Guava

Papaya

Pineapple

Orange

Kiwi

Banana

Star Fruit

Name___________________________________________Date________

Multiple Meaning Words

Directions: Some words have more than one meaning. Read the sentences. Choose the word that can fit in both blanks.

1. I saw the ____________ flying around the streetlight. Don’t forget to bring your ____________ to the baseball game.

2. He wears the ____________ on his wrist.

Would you like to ____________ a movie?

3. My mom will ____________ the birthday candles. I don’t have homework, so my backpack is ____________.

4. Wipe your ____________ before you come inside.

The table is three ____________ long.

5. We had to ____________ the car two streets over. It is fun to play at the ____________.

6. The ____________ crashed on the shore.

____________ goodbye to your friends.

wave feet bat light watch park

Name___________Answer Key_______________________Date________

Multiple Meaning Words

Directions: Some words have more than one meaning. Read the sentences. Choose the word that can fit in both blanks.

7. I saw the ___bat______ flying around the streetlight. Don’t forget to bring your ___bat_________ to the baseball game.

8. He wears the ___watch_________ on his wrist.

Would you like to ___watch_________ a movie?

9. My mom will ___light_________ the birthday candles. I don’t have homework, so my backpack is ___light_________.

10. Wipe your ____feet______ before you come inside.

The table is three ___feet_________ long.

11. We had to ___park______ the car two streets over. It is fun to play at the ____park________.

12. The ___wave_________ crashed on the shore.

___Wave_________ goodbye to your friends.

wave feet bat light watch park

Notes to Teacher:

Stellaluna Story Map

Stellaluna by Janell Cannon is a sweet story of a bat who is temporarily raised by a family of birds. Read the story out loud and guide students to fill in the story map.

Bats vs. Birds

Use information from Stellaluna or have students do research to compare birds and bats.

How to Be a Good Bat Writing Prompt

Have students write detailed how-to directions to a bat. Students should give the bat tips and advice on “how to be a good bat.”

Statement or Question

Have students choose a bat. Read the sentence without the punctuation mark. Students will determine whether it is a statement or question and write it with the correct punctuation on the recording sheet.

Name___________________________________________Date________

Stellaluna Story Map

Characters Setting

Beginning/Problem

Middle/Events

End/Solution

Name___________________________________________Date________

Bats vs. Birds Use the chart below to compare bats and birds.

BATS

BOTH BIRDS

How to Be a Good Bat by _____________________

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Statement or Question Sentence Cards

Bats are nocturnal

animals ___

Do bats eat fruit ___

Bats can hear very

well ___

Statement or Question Sentence Cards

Where do bats live ___

The bat is hanging

upside down ___

Are you afraid of bats

___

Name________________________________________________Date____________

Choose a bat. Read the sentence and decide if it should be a statement or question. Write it on the correct lines below. Don’t forget punctuation

Statements

1. _____________________________________________ _____________________________________________

2. _____________________________________________ _____________________________________________

3. _____________________________________________ _____________________________________________

Questions

1. _____________________________________________ _____________________________________________

2. _____________________________________________ _____________________________________________

3. _____________________________________________ _____________________________________________

Statement or

Question

Name___________Answer Key_______________________Date________

Choose a bat. Read the sentence and decide if it should be a statement or question. Write it on the correct lines below. Don’t forget punctuation

Statements

1. Bats are nocturnal animals. 2. Bats can hear very well. 3. The bat is hanging upside down.

Questions

1. Do bats eat fruit? 2. Where do bats live? 3. Are you afraid of bats?

Statement or

Question

Notes to Teacher:

Place Value Match Up

Students will match a two-digit number with the expanded form version of that number.

Shape Search

Have students travel around the classroom (or playground) in search of real-life examples of plane shapes. Students will record their findings on the chart. If you have digital cameras available, you can give each group of students a digital camera and have them take pictures of the objects.

Batty Addition

Students will practice their 2-digit plus 2-digit addition skills. They do not need to regroup to solve any of the problems.

Bat Fruit Bar Graph

Fruit bats like to feast on juicy tropical fruits such as mango, guava, papaya, pineapple, orange, kiwi, banana, and star fruit. Bring in five different fruits for students to sample. Have students choose their favorite. Take a class poll and create a bar graph with the results.

Name________________________________________________Date____________

Place Value Match Up

Draw a line to match the number with its expanded form partner.

47

20 + 5

31

40 + 7

93

10 + 9

25

50 + 4

54

30 + 1

72

70 + 2

19

90 + 3

Name___________Answer Key_______________________Date________

Place Value Match Up

Draw a line to match the number with its expanded form partner.

47

20 + 5

31

40 + 7

93

10 + 9

25

50 + 4

54

30 + 1

72

70 + 2

19

90 + 3

Name________________________________________________Date____________

Shape Search Travel around the classroom and look for objects that match each shape. Write or draw real-life examples in the box. Use the back if you need to.

Shape Examples

circle

square

rectangle

triangle

octagon

Name________________________________________________Date____________

Batty Addition

Solve each problem carefully. Write the answer below the line. Be sure to check your work.

2 0

+ 1 4 ________

3 4

+ 2 1 ________

5 2

+ 1 5 ________

2 6

+ 2 2 ________

4 8

+ 3 0 ________

3 1

+ 1 7 ________

5 5

+ 3 4 ________

4 0

+ 1 9 ________

2 3

+ 2 3 ________

There are 16 bats that live in a cave and 13 more bats come to stay. How many bats are in the cave in all?

Name___________Answer Key_______________________Date________

Batty Addition

Solve each problem carefully. Write the answer below the line. Be sure to check your work.

2 0

+ 1 4 ________ 34

3 4

+ 2 1 ________ 55

5 2

+ 1 5 ________ 67

2 6

+ 2 2 ________ 48

4 8

+ 3 0 ________ 78

3 1

+ 1 7 ________ 48

5 5

+ 3 4 ________ 89

4 0

+ 1 9 ________ 59

2 3

+ 2 3 ________ 46

There are 16 bats that live in a cave and 13 more bats come to stay. How many bats are in the cave in all? 16 + 13 = 29

Name___________________________________________Date________

Bat Fruit Bar Graph

_____________ ____________ ____________ ____________ ____________

Types of Fruits

Nu

mb

er

of

Stu

de

nts

Notes to Teacher:

Nocturnal Animals

Have students read the nonfiction passage, or you can read it aloud. Use the passage to answer the questions about nocturnal animals. You can have students research nocturnal animals and record their findings on the back of the page.

Echolocation Partner Search

Bats have a weak sense of sight and rely on their other senses, especially hearing. They communicate through a system of echoes called echolocation. In this activity, students will be required to rely on their hearing to find their partners.

1. Pass out one animal card to each student. Make sure each animal has a match. *If you have an odd number of students, you can participate as a partner.

2. Remind students not to show anyone else their card. 3. Students will whisper the sound that is written on the card. For

example, if a student has the cow card, he/she will whisper “moo.” 4. Whisper the sound continuously while walking around the classroom

and listening for other sounds. 5. Students will continue whispering and walking until they find their

matching sound. 6. Remind students they can ONLY whisper the sound on their card. 7. Once they find their match, have them stand toe-to-toe with their

partner.

Name________________________________________________Date____________

Nocturnal Animals

When night comes, it is time for you to go to bed. Many animals,

however, are just waking up for the day. These animals are called nocturnal animals. Nocturnal animals sleep during the day and hunt at night. Since it is hard to see at night, nocturnal animals usually have really good hearing or a strong sense of smell. Here is a list of some nocturnal animals that you might know about: bats, owl, possum, raccoon, and skunks.

1. What is a nocturnal animal? ___________________________ __________________________________________________

2. What do nocturnal animals do at night?___________________ __________________________________________________

3. What senses are strongest on nocturnal animals? __________ __________________________________________________

4. List three nocturnal animals. ___________________________ __________________________________________________

5. If you were an animal, would you like to be nocturnal? Why or why not? __________________________________________ __________________________________________________

Name___________Answer Key_______________________Date________

Nocturnal Animals

When night comes, it is time for you to go to bed. Many animals,

however, are just waking up for the day. These animals are called nocturnal animals. Nocturnal animals sleep during the day and hunt at night. Since it is hard to see at night, nocturnal animals usually have really good hearing or a strong sense of smell. Here is a list of some nocturnal animals that you might know about: bats, owl, possum, raccoon, and skunks.

1. What is a nocturnal animal? A nocturnal animal is an animal that sleeps during the day.

2. What do nocturnal animals do at night? Nocturnal animals hunt at night.

3. What senses are strongest on nocturnal animals? Hearing and

smell are usually the strongest senses on nocturnal animals.

4. List three nocturnal animals. bat, owl, possum, raccoon, skunk

5. If you were an animal, would you like to be nocturnal? Why or why not? Accept all reasonable answers as long as they are supported with reasons.

Echolocation Partner Search Cards

BAT

“FLAP”

BAT

“FLAP”

CAT

“MEOW”

CAT

“MEOW”

SNAKE

“HISS”

SNAKE

“HISS”

BEE

“BUZZ”

BEE

“BUZZ”

HORSE

“NEIGH”

HORSE

“NEIGH”

COW

“MOO”

COW

“MOO”

SHEEP

“BAA”

SHEEP

“BAA”

DOG

“WOOF”

DOG

“WOOF”

BIRD

“TWEET”

BIRD

“TWEET”

DUCK

“QUACK”

DUCK

“QUACK”

MOUSE

“SQUEAK”

MOUSE

“SQUEAK”

PIG

“OINK”

PIG

“OINK”

BEAR

“GROWL”

BEAR

“GROWL”

LION

“ROAR”

LION

“ROAR”

ROOSTER

“COCK-A-DOODLE-

DOO”

ROOSTER

“COCK-A-DOODLE-

DOO”

FROG

“RIBBIT”

FROG

“RIBBIT”

MONKEY

“OOH OOH

EE”

MONKEY

“OOH OOH

EE”

DOLPHIN

“CLICK”

DOLPHIN

“CLICK”

OWL

“HOO”

OWL

“HOO”

TURKEY

“GOBBLE”

TURKEY

“GOBBLE”

SEAGULL

“CAW”

SEAGULL

“CAW”

RACCOON

“CH-CH”

RACCOON

“CH-CH”

CRICKET

“CLICK”

CRICKET

“CLICK”

MOSQUITO

“HUMMM”

MOSQUITO

“HUMMM”

Notes to Teacher:

Bat Diagram

Students will label the bat diagram with the correct body part. This is a great activity for sight word practice. Most of the body parts are self-explanatory, but it may be interesting to point out to students that yes bats have thumbs!

Create a Bat Habitat

Materials: Shoebox for each student Various assortment of arts supplies (clay, tissue paper, construction paper, pipe cleaners, etc…) Show students pictures of bat caves or other habitats. Have students create their own habitat with the art supplies and the shoe box. This can be a home project, or it can be completed in class. Student directions are included below.

Name________________________________________________Date____________

Bat Diagram Label each part of the diagram with the correct body part.

head nose tail wing foot thumb ear wing bone

Name___________Answer Key_______________________Date________

Bat Diagram Label each part of the diagram with the correct body part.

nose

thumb head ear

wing

tail wing bone foot

head nose tail wing foot thumb ear wing bone

Create a Bat Habitat

Due _______ Use a shoebox and your choice of arts and crafts supplies. Create a shoebox model of a bat habitat. Your habitat should be realistic and include shelter, food sources, and a water source. The design is up to you. Be creative and have fun!

Create a Bat Habitat

Due _______ Use a shoebox and your choice of arts and crafts supplies. Create a shoebox model of a bat habitat. Your habitat should be realistic and include shelter, food sources, and a water source. The design is up to you. Be creative and have fun!

Notes to Teacher:

Triangle Bat

Give students the challenge that they must make a bat but can only use triangles. Students can draw, trace, or use triangle cut-outs. Here is an example.

Triangle Bat

Name________________________________________________Date____________

Triangle Bat

Your task: Create a bat in the frame below. You may ONLY use triangles. You may draw, trace, or cut out triangles to make your bat. Be creative!

Common  Core  State  Standards  All  of  my  unit  plans  follow  the  Common  Core  State  Standards  (CCSS).      

Below  you  will  find  some  of  the  specific  core  standards  covered  in  this  unit  plan:    

English  Language  Arts  

Reading  Literature  

Key  Ideas  and  Details  1. Ask  and  answer  questions  about  key  details  in  a  text.  

2. Retell  familiar  stories,  including  key  details.  3. Identify  characters,  settings,  and  major  events  in  a  story.  

Integration  and  Support  7. Describe  the  relationship  between  illustrations  and  the  story  in  which  they  appear  (e.g.,  what  

moment  in  a  story  an  illustration  depicts).  

10. Actively  engage  in  group  reading  activities  with  purpose  and  understanding.  

Reading  Informational  Texts  1. Ask  and  answer  questions  about  key  details  in  a  text.  2. Identify  the  main  topic  and  retell  key  details  of  a  text.  9. Identify  basic  similarities  in  and  differences  between  two  texts  on  the  same  topic  (e.g.,  in  

illustrations,  descriptions,  or  procedures).  

Foundational  Skills  1.  Demonstrate  understanding  of  the  organization  and  basic  features  of  print.  

a) Follow  words  from  left  to  right,  top  to  bottom,  and  page  by  page.  b) Recognize  that  spoken  words  are  represented  in  written  language  by  specific  sequences  of  

letters.  

c) Understand  that  words  are  separated  by  spaces  in  print.  d) Recognize  and  name  all  upper-­‐  and  lowercase  letters  of  the  alphabet.  

2.  Demonstrate  understanding  of  spoken  words,  syllables,  and  sounds  (phonemes).  

a) Recognize  and  produce  rhyming  words.  b) Count,  pronounce,  blend,  and  segment  syllables  in  spoken  words.  

c) Blend  and  segment  onsets  and  rimes  of  single-­‐syllable  spoken  words.  

d) Isolate  and  pronounce  the  initial,  medial  vowel,  and  final  sounds  (phonemes)  in  three-­‐phoneme  (consonent-­‐vowel-­‐consonent,  or  CVC)  words.*  (This  does  not  include  CVCs  ending  with  /l/,  /r/,  

or  /x/.)  e) Add  or  substitute  individual  sounds  (phonemes)  in  simple,  one-­‐syllable  words  to  make  new  

words.  

Writing  

Text  Type  and  Purpose  1. Use  a  combination  of  drawing,  dictating,  and  writing  to  compose  opinion  pieces  in  which  they  

tell  a  reader  the  topic  or  the  name  of  the  book  they  are  writing  about  and  state  an  opinion  or  

preference  about  the  topic  or  book  (e.g.,  My  favorite  book  is  .  .  .).  2. Use  a  combination  of  drawing,  dictating,  and  writing  to  compose  informative/explanatory  texts  

in  which  they  name  what  they  are  writing  about  and  supply  some  information  about  the  topic.  3. Use  a  combination  of  drawing,  dictating,  and  writing  to  narrate  a  single  event  or  several  loosely  

linked  events,  tell  about  the  events  in  the  order  in  which  they  occurred,  and  provide  a  reaction  to  what  happened.  

Production  and  Distribution  of  Writing  5. With  guidance  and  support  from  adults,  respond  to  questions  and  suggestions  from  peers  and  

add  details  to  strengthen  writing  as  needed.  

Research  to  Build  and  present  Knowledge  7. Participate  in  shared  research  and  writing  projects  (e.g.,  explore  a  number  of  books  by  a  favorite  

author  and  express  opinions  about  them).  8. With  guidance  and  support  from  adults,  recall  information  from  experiences  or  gather  

information  from  provided  sources  to  answer  a  question.    

Mathematics  Each  unit  plan  focuses  on  a  distinct  few  core  standards,  therefore  not  all  of  the  standards  described  below  will  apply  to  any  one  unit  plan.    There  is  also  considerable  overlap  between  the  grades.  

Kindergarten  

Counting  and  Cardinality  •  Know  number  names  and  the  count  sequence.  •  Count  to  tell  the  number  of  objects.  •  Compare  numbers.  

Operations  and  Algebraic  Thinking  •  Understand  addition  as  putting  together  and  adding  to,  and  understand  subtraction  as  taking  apart  and  taking  from.    

Number  and  Operations  in  Base  Ten  •  Work  with  numbers  11–19  to  gain  foundations  for  place  value.  

Measurement  and  Data  •  Describe  and  compare  measurable  attributes.  •  Classify  objects  and  count  the  number  of  objects  in  categories.  

Geometry  •  Identify  and  describe  shapes.  •  Analyze,  compare,  and  compose  shapes    

Grade  1  

Operations  and  Algebraic  Thinking  •  Represent  and  solve  problems  involving  addition  and  subtraction.  •  Understand  and  apply  properties  of  operations  and  the  relationship  between  addition  and  subtraction.  •  Add  and  subtract  within  20.  •  Work  with  addition  and  subtraction  equations.  

Number  and  Operations  in  Base  Ten  •  Extend  the  counting  sequence.  •  Understand  place  value.  •  Use  place  value  understanding  and  properties  of  operations  to  add  and  subtract.  

Measurement  and  Data  •  Measure  lengths  indirectly  and  by  iterating  length  units.  •  Tell  and  write  time.  •  Represent  and  interpret  data.  

Geometry  •  Reason  with  shapes  and  their  attributes.    

Grade  2  

Operations  and  Algebraic  Thinking  • Represent  and  solve  problems  involving  addition  and  subtraction.  

• Add  and  subtract  within  20.  • Work  with  equal  groups  of  objects  to  gain  foundations  for  multiplication.  

Numbers  and  Operations  in  Base  Ten  • Understand  place  value.  • Use  place  value  understanding  and  properties  of  operations  to  add  and  subtract.  

Measurement  and  Data  • Measure  and  estimate  lengths  in  standard  units.  • Relate  addition  and  subtraction  to  length.  

• Work  with  time  and  money.  • Represent  and  interpret  data.  

Geometry  • Reason  with  shapes  and  their  attributes.