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This interesting resource teaches students about bats in an effort to dispel negative myths and demonstrate the important contributions these animals make. It offers both a teacher's guide and a student booklet. The teacher's guide includes an introduction to six lessons as well as a number of activities, bat riddles and plans for building a bat house. Lessons are supported with additional resources and background information.
The student booklet includes a story about bats and five support activities. In addition to learning about the structure and behavior of bats, students will build bat houses, take part in predator-prey games that incorporate food chain concepts, make bat fruit salad and research different kinds of bats. Pre and post tests to determine student attitudes towards bats are included with the resource.
We should care about knowing the correct information about certain animals.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
The bias is positive and necessary to dispel myths about bats, The focus is restricted to the little brown bat.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Satisfactory|
As this is geared towards younger students, multiple dimensions of problems and solutions are not fully addressed.
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
Within the information, discussion and story the problems of bat survival are addressed.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience||Poor/Not considered|
There are no action experiences developed. Students do build bat boxes and mention is made to share what they learn with their parents.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
|Action Skills||Poor/Not considered|
The resource does not teach skills to take effective action.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Poor/Not considered|
This is not considered in this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
In the enrichment portion of lesson two teachers are encouraged to take the students to the zoo or a local pet store.
|Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
The resource has an Alberta focus but due to the extensive range of the little brown bat, the lessons have local application in many jurisdictions. Students are encouraged to bring other small animals to the classroom and make comparison to bats.
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Good|
This is accomplished through the background information and the story in the student booklet.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The resource provides opportunities within some of the activities for the students to make their own comparisons with other small animals but most lessons are teacher directed.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Good|
Within the lessons and activities, drama, art and movement are integrated into the Language Arts and a Science focus of the resource. The story is written as one containing informational text.
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
Within the primarily teacher directed approach to this resource the students do have opportunities to take part in some hands-on activities which provide elements of discovery learning. There is no KWL approach used or any efforts made to illicit prior knowledge of bats from the students.
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
A bat attitude pretest and post test are provided in the resource to determine what students think about bats before and after completing the unit.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
Because this is a heavily teacher-directed resource there is very little room for differentiated instruction.
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
|Experiential Learning: Direct, authentic experiences are used.
Students work in groups in the games played.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Other than the pre and post attitudinal surveys, assessment and evaluation tools are missing.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
As this is mostly teacher directed the students are encouraged to share what they have learned with their parents but there is no mention of further opportunities.
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Specific case studies are not referred to, however informational text is woven into the story in the student booklet.
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Poor/Not considered|
There are few meaningful opportunities for students to make their own choices.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|