Unit Planning

Unit Plan

<>I. Bats

                       Credit: www.sandiegozoo.org/animalbytes/t-bat.html                                       Credit: http://www.lubee.org/center-bats-pteropus_poliocephalus.aspx

        Grade: 2
        Overview: During our study on bats, we will be learning about the physical characteristics of bats, what they eat, where                             they live, and other such information that the students might want to know about bats.

II. Unit Objectives

During this unit the students will learn about the physical and behavioral characteristics of bats. Students will also study echolocation.

N.C. Standard Course of Study (NCSCS)

Science Competency Goal 1: The learner will conduct investigations and build an understanding of animal life cycles.

Science Competency Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of the concepts of sound.

Computer/Technology Competency Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

III. Enabling Objectives

I. Science Competency Goal 1: The learner will conduct investigations and build an understanding of animal life cycles.

1.01 Describe the life cycle of animals including:

Birth.

Developing into an adult.

Reproducing.

Aging and death.

II. Computer/Technology Competency Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

1.04 Recognize individual's rights of ownership of created works.

1.07 Identify spreadsheets as a tool to organize, calculate, and graph data to make predictions.
1.11 Identify and discuss issues (e.g., personal information, images, appropriateness and accuracy of information) to consider in selection and use of materials for multimedia projects.

III. Science Competency Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of the concepts of sound.

4.01 Demonstrate how sound is produced by vibrating objects and vibrating columns of air.
4.02 Show how the frequency can be changed by altering the rate of the vibration

IV. Introduction

Lesson 1

This lesson includes:

Introductory parent/child newsletter (info): What We're Studying!
Introductory electronic slideshow (info): Bats
Web cover page (info): Multimedia page which includes link introductory videoclip
Higher Order Thinking Skills Example Starter Questions:

Recall: What animal group to bats belong to?
Analysis: Why are bats considered mammals instead of birds?
Comparison: Why are there so many different kinds of bats in the world?
Inference: Is using echolocation better or worse than using eye sight?
Evaluation: What can you tell me about bats and echolocation?

V. Development

Lesson 2 -Students will explore and answer questions related to the bat spreadsheet.

Science 1.01 Describe the life cycle of animals including:

Birth.

Developing into an adult.

Reproducing.

Aging and death.

Computers/Technology 1.07 Identify spreadsheets as a tool to organize, calculate, and graph data to make predictions.

Lesson 3- Introduction to sound waves and echolocation. Students will participate in a hands on activity where they will have the chance to experience what it is like for a bat using echolocation.

Science 4.01 Demonstrate how sound is produced by vibrating objects and vibrating columns of air.
Science 4.02 Show how the frequency can be changed by altering the rate of the vibration

Lesson 4 - Students will begin their partner studies of specific bats. Some groups will be allowed to use the computers to look up information.

Science 1.01 Describe the life cycle of animals including:

Birth.

Developing into an adult.

Reproducing.

Aging and death.

Computers/Technology 1.04 Recognize individual's rights of ownership of created works.
Computers/Technology 1.11 Identify and discuss issues (e.g., personal information, images, appropriateness and accuracy of information) to consider in selection and use of materials for multimedia projects.

Lesson 5 - Students will continue their bat projects with their partners. Groups that did not get computer time yesterday will be given the opportunity today.

Science 1.01 Describe the life cycle of animals including:

Birth.

Developing into an adult.

Reproducing.

Aging and death.

Computers/Technology 1.04 Recognize individual's rights of ownership of created works.
Computers/Technology 1.11 Identify and discuss issues (e.g., personal information, images, appropriateness and accuracy of information) to consider in selection and use of materials for multimedia projects.

VI. Conclusion

Lesson 6

VII. Materials/Resources Available/Needed

Brains

Expert from the United States:

Bat Conservation International [email protected]

                               Mailing Address: Bat Conservation International
                                                            P.O. Box 162603
                                                            Austin, TX 78716

Expert from another country:

I searched by 'bat expert' and 'international bat expert' and everything was related to the Bat Conservation International (BCI) listed above.

Email Conferences

LISTSERVs (info):
Newsgroups (info):

Shelves

Set of Books for BK-12 students: -A set of age-appropriate books and/or instructional materials for this unit plan.

Cannon, Janell. Stellaluna. Harcourt Children's Books, 1993.

Gibbons, Gail. Bats. Holiday House, 2000.
Earle, Ann and Henry Cole. Zipping, Zapping, Zooming Bats (Let's-Read-and-Find-Out Science 2). HarperTrophy, 1995.
Williams, Kim et al. Stokes Beginner's Guide to Bats. Little Brown, 2002.

Video Resources (info) (TV/Cable, videotape, videodisc, online digital video):

Drives

Web sites

Expert database (info): (Encylopedia Britannica Online).

http://www.batconservation.org/
http://www.batcon.org/main.html
http://www.bats.org.uk/

General Catalog database (info): (e.g., Yahoo.com).

www.cccoe.k12.ca.us/bats
www.educationworld.com/a_lesson/lesson/lesson031.shtml

Web site Robot database (info): - (e.g., hotbot.com)

members.aol.com/bats4kids/
http://www.cdli.ca/CITE/bats.htm

Web sites from Child Safe search engines (info):

Yahooligans!

http://intergate.cccoe.k12.ca.us/bats/
http://www.eparks.org/wildlife_protection/wildlife_facts/bats/
http://www.worldalmanacforkids.com/explore/animals/bat.html

MetaLibrary catalogs (info): web sites pre-sorted by educational topics.

Instructional Software (info)

Shareware (info):

Non available

Searched under 'bat software', 'software, bats', 'software, echolocation'

Commercial (info):

Non available

Same as above

Unit Plan Topic Database: This database file will not display on a web page. To see and use the database, you must download it to your computer and open it running the same application as was used to create it.

Microsoft Access Database

Comparison Spreadsheet: -

Application file. This spreadsheet file will not display on a web page. To see and use the spreadsheet, you must download it to your computer and open it running the same application as was used to create it.
Microsoft Excel file on bats
Web page view. Click this file name to see a web view of this spreadsheet.

VIII. Equipment Needed

This is a list specific equipment needed and where equipment will be secured in the room or returned after its checkout.

Classroom layout.

Two dimensional view

Wishlist Shopping Spreadsheet

Wish List
It is easy for Technology Shopping Lists to go beyond your classroom or even your school budget. To find that funding, one can consult the Grant Development Process site.

IX. Evaluation

When this unit has been completed, I hope that my students will have a knowledge base of what a bat is in general, some information about a few individual species of bats, and echolocation (what it is, why bats use it, how it works). After each lesson I plan to reflect on how the lesson ran, how the students responded to it, and if the students got anything out of it. From this point I will decided to either keep each lesson to use again, to make modifications to any lesson, or to find a different way of approaching that same information. In order to determine if the students have mastered the objectives, I will use daily discussions as well as their final group projects for this unit. If, after this, I am still not sure if my students have gained the information I had hoped they would, I might create a short test to assess what they have learned.

This unit will be evaluated through each individual lesson, as well as as a whole unit through the post-test.

Further technology integration:

Grading Spreadsheet:

Application file. This spreadsheet file will not display on a web page. To see and use the spreadsheet, you must download it to your computer and open it running the same application as was used to create it.

Grade Book (for Windows)

Web page view. Click this file name to see a web view of this spreadsheet.

Grade Book

Student information Database: (used for grades, comments on assignments and general student information such as emergency phone numbers and health issues) This database file will not display on a web page. To see and use the database, you must download it to your computer and open it running the same application as was used to create it.

This Database was created in Microsoft Access

Progress Report letter

X. Time Period

We will be spending two weeks studying bats and echolocation. During these two weeks, we might not study bats everyday. However, I feel this is enough time to cover all the information and materials that I have planned for this unit.

Unit Plan Author: - Jennifer Galloway

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Unit Plan Grading Template.

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