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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.
The resource teaches to look critically at information and to carry out research in order to dispel myths about bats. Attitudes can change once exposed to correct information.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives
The bias is positive and necessary to dispel myths about bats, The focus is restricted to the little brown bat.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
As this is geared towards younger students, multiple dimensions of problems and solutions are not fully addressed.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses 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.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
There are no action experiences developed. Students do build bat boxes and mention is made to share what they learn with their parents.
|Acting on Learning:
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
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
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:
Encourages a personal affinity with -the natural world.
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.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
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.
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.
Learning brings together content and skills from more than one subject area
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.
Learning is directed by questions, problems, or challenges that students work to address.
Because this is a heavily teacher-directed resource there is very little room for differentiated instruction.
Activities address a range of student learning styles, abilities and readiness.
Authentic learning experiences are provided
Students work in groups in the games played.
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
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.
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.
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control
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.