KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS
Goals, Objectives, & Essential Questions

Teacher: Reed, Meredith A. ID: 177559

School: Prichard Elementary Date of May 21, 2010

Observation:
Subject Science, Geography, District: Carter County
area: Literature
Ages of 6-9 Type of Traditional
students: classroom
Grade level: 2nd or 3rd # of IEP 0
# of 504 0
Total # of GSSP 0
number
of students: # of ELL 0
Title of Stellaluna
Lesson
Plan:
Title of Unit: Mammals: Bats

A. Broad Goal:
Students will be able to list several characteristics of a bat’s anatomy, they
will be able to tell the differences between microbats and megabats,
students will understand where bats live and what their basic habitats are
like, and students will be able to identify what bats like to eat.

B. Objectives:
1. Students will listen to and follow along in the book Stellaluna, and be
able to answer different questions about the book with 100% accuracy.
2. Students will be able identify different facts about bats using the power
point and the websites included with 100% accuracy.
3. Students will be able to identify different locations and habitats where
bats like to live and could be found using the power point and the
websites given with 100% accuracy.
4. Students will be able to identify what bats like to eat and how they hunt
given the power point and the websites with 100% accuracy.
5. Students will be able to tell the difference between microbats and
megabats given the power point and the websites with 100% accuracy.
6. Students will be able to identify why bats are important to the world we
live in given the power point and the given websites with 100%
accuracy.
 A. Essential Questions:
1. What was the struggle that Stellaluna was facing when she got
separated from her mother?
2. What are some different facts about bats? (i.e., how do they fly? Or
when do they hunt for food?)
3. Where do bats like to live?
4. What are some of the things that bats like to eat?
5. What is the difference between microbats and megabats?
6. Why are bats important to us?

Student Assessment:

Procedure Objective Type of Description of Depth of Adaptations

Number Number Assessment Assessment Knowledge and/or
Accommodations
1 1,2 Formative Answer 1,2 Aide
questions Extended time
about bat
facts, listen to
story and
answer
questions.
2 3 Formative Answer 1,2 Aide
questions Extended time
about where
bats like to
live.
3 4 Formative Answer 1,2 Aide
questions Extended time
about how
bats hunt and
what they like
to eat.
4 5 Formative Answer 1,2 Aide
questions Extended time
about
different
kinds of bats.
5 6 Formative Answer 1,2 Aide
questions Extended time
about
different
kinds of bats
and their
importance.

Connections
A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

2.1 Students understand scientific ways of thinking and working and
use those methods to solve real-life problems.
2.3 Students identify and analyze systems and the ways their
components work together or affect each other.
2.19 Students recognize and understand the relationship between
people and geography and apply their knowledge in real-life situations.
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen.

Program of Studies:
SC-P-UD-U-1
Students will understand that most living things need water, food and air,
while nonliving things can continue to exist without any requirements.
SC-P-UD-U-2
Students will understand that plants and animals have features that help
them live in different environments.
SC-P-UD-S-2
Students will identify the characteristics that define a habitat
SC-P-UD-S-3
Students will investigate adaptations that enable animals and plants to
grow, reproduce and survive (e.g., movements, body coverings, method of
reproduction)
SC-P-UD-S-4
Students will analyze structures of plants and animals to make inferences
about the types of environments for which they are suited
SC-P-UD-U-3
Students will understand that some animals are alike in the way they look
and in the things they do, and others are very different from one another.
SC-P-UD-U-5
Students will understand that organisms may not be able to survive if
some of their parts are missing.
SC-P-UD-S-3
Students will investigate adaptations that enable animals and plants to
grow, reproduce and survive (e.g., movements, body coverings, method of
reproduction)
SC-P-UD-S-4
Students will analyze structures of plants and animals to make inferences
about the types of environments for which they are suited

SS-P-G-U-1
Students will understand that the use of geographic tools (e.g., maps,
globes, charts, graphs) and mental maps help to locate places, recognize
patterns and identify geographic features.
 SS-P-G-S-3
Students will compare ways people and animals modify the physical
environment to meet their basic needs (e.g., clearing land to build homes
versus building nests and burrows as shelters)
EL-P-DIU-U-1
Students will understand that reading a wide range of print and non-print
texts builds an understanding of texts, of themselves, and of different
cultures.
EL-P-DIU-U-2
Students will understand that different purposes to read include reading to
acquire new information and reading for personal fulfillment. Among these
texts are plays, fiction and non-fiction, classic and contemporary works.
EL-P-DIU-U-3
Students will understand that the use of comprehension strategies
enhances understanding of text.
EL-P-DIU-U-4
Students will understand that different types of texts place different
demands on the reader. Understanding text features and structures, and
characteristics associated with different genres (including print and non-
print) facilitate the reader’s ability to make meaning of the text.
EL-P-DIU-S-7
Students will demonstrate understanding of literary elements and
literary passages/texts:

a) identify and describe characters, major events/plot, setting or

problem/solution
EL-P-DIU-S-8
Students will demonstrate understanding of structure and features of
informational passages/texts:
a) locate key ideas, facts or details
b) use information from texts to accomplish a specific task or to answer
questions

Core Content for Assessment:

SC-EP-3.4.1
Students will explain the basic needs of organisms.
Organisms have basic needs. For example, animals need air, water and
food; plants need air, water, nutrients and light. Organisms can survive only
in environments in which their needs can be met.
DOK 2

SC-EP-3.4.2
Students will understand that things in the environment are classified as
living, nonliving and once living. Living things differ from nonliving things.
Organisms are classified into groups by using various characteristics (e.g.,
body coverings, body structures).

SC-EP-3.4.3
 Students will describe the basic structures and related functions of plants
and animals that contribute to growth, reproduction and survival.
Each plant or animal has observable structures that serve different
functions in growth, survival and reproduction. For example, humans have
distinct body structures for walking, holding, seeing and talking. These
observable structures should be explored to sort, classify, compare and
describe organisms.
DOK 2

SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to
understand patterns of the growth, development, reproduction and death
of an organism.
Plants and animals have life cycles that include the beginning of life,
growth and development, reproduction and death. The details of a life
cycle are different for different organisms. Observations of different life
cycles should be made in order to identify patterns and recognize
similarities and differences.
DOK 2
SS-EP-4.2.1
Students will describe places on Earth’s surface by their physical
characteristics
(e.g., climate, landforms, bodies of water).

RD-EP-2.0.2
Students will describe characters, plot, setting or problem/solution of a
passage. DOK 3

A. National Standards:

B. Other Disciplinary Standards:

C. Statement Connecting the Standards to Your Objectives:

 The above statements relate to my objectives because the students will be
learning about different characteristics about bats, about their habitats, where
you can find bats, what they like to eat, and why they are important to us.

Context

1. The unit
a.1 of 1
b. The lesson will last for 5 days.
2. The students
a. Prior to this lesson, the students will have little knowledge about mammals.
This lesson will introduce mammals to the students, and they will learn about bats
and different facts about bats. After this lesson, students should have a good
understanding of bats and why they are mammals.
b. Unknown

Differentiation:
A. Accommodations:

Student Plan/Need Describe the type of plan for this student and the specific
needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation

B. Individual Learning Styles:

Variations for: Description of Variation

Students will view different power point slides and visit
Visual Learners different websites with a lot of visuals. The students will also
watch several videos about bats.

Students will listen to the story Stellaluna and they will also
Auditory view and listen to several videos about bats.
Learners

Kinesthetic Students will go through an interactive power point/WebQuest

Learners and answer questions in their Stellaluna Journal.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

1,2,3,4,5 KN, CO 1,2

Real-Life Connections:
Students will need to know how to classify different animals and be able to tell
the differences that set them apart from one another. Students will also need to
learn what kind of impact some animals have on our planet, such as bats.

Resources
Computer
Internet
Websites
WebQuest
Stellaluna by Janell Cannon
Journal
YouTube videos

Technology
Computer

Procedures (5 hours, 300 minutes totals, 5 days)

1. Day 1(60 min.) Introduce to the class that they will be learning about bats. Tell
them that they will be learning about bats. Tell the students that they will be
going through a WebQuest for the next five days. They will be given a journal
that they must complete by the end of the five days. Inform them that their
journal will be graded and there is a rubric on the power point/WebQuest.
“For the next five days we will be learning about the wonderful world of bats! I
have set up a power point/WebQuest for you all to go through each day. The
power point/WebQuest includes websites and videos that you must go through
and watch. Once you have completed a process, go through your journal and fill
out each question for the day that we are on. Remember to use complete
sentences and that this is for a grade. For the first day, you all are going to learn
some interesting bat facts and you will read and listen to the book Stellaluna. If
any of you have questions, feel free to ask me. Have fun exploring! And when
the time is up I will ring the bell and have everyone clean up.”

2. Day 2 (60 min.) Explain to the students that they will be going through day 2 of
the process and that they will need to fill out day 2 questions of their journal.
“I hope you all had fun learning about bats yesterday! Today you all will be
learning about where bats like to live and where you could most likely find a bat.
I also put the online story back up so you could go back and listen to it again if
you needed to refresh your memory. Have fun and remember to ask me any
questions you have and when I ring the bell it will be time to clean up and get
back to your seats.”
 3. Day 3 (60 min.) Have the students ask any questions they have so far on their
journals. Then have them start on the day 3 process of the power
point/WebQuest.
“Are there any questions that you all have about your journals? Start on your day
3 process and day 3 of your journal. Today you will learn about how bats hunt
and how they use echolocation. When the bell rings clean up and return to your
desk.”

4. Day 4 (60 min.) Have the students start on day 4 of the process and their journal.
“Today you all will learn about fruit bats, little brown bats, and vampire bats.
You will learn about what they eat and where they live. When the bell rings clean
up and return to your desk.”
5. Day 5 (60 min.) Let the students know that today is the last day of this lesson.
Remind them that their journal will be graded and turned in at the end of the
lesson.
“Today is the last day of our bat lesson. You will learn about the differences
between microbats and megabats. You will also learn why bats are so important
to us and our world. Fill out and complete your journal, then turn it in to me
when you are finished. When the bell rings you should be finished with your
journal and have it turned in to me.”

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up