FAU LESSON PLAN FORMAT
Teacher _______________ Date _____ Subject _Science__ Grade Level _K__ Length of Lesson _50 minutes__
I. Instructional Objective(s)/Outcomes:
Specific Lesson Plan Objectives
Х By the end of this 5-E Teaching Model Lesson (Engage, Explore, Explain, Elaborate, Evaluate), students will be able to label 9 out of 12 body parts of a bat in the diagram provided.
S Body parts of a bat M 9 out of 12
A Labeling
R Diagram
T 10 minutes
Next Generation Science Standards
Х K-LS-1-1. Use observations to describe what plants and animals (including humans) need to survive.
Х LA.K.1.1.1: The student will locate a printed word on a page. Х LA.K.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
Х LA.K.1.6.2: The student will listen to and discuss both familiar and conceptually challenging text.
Х LA.K.1.6.6: The student will relate new vocabulary to prior knowledge.
Goal 3 Standards
Х Standard 8 : Florida students work cooperatively to successfully complete a project or activity.
II. Subject Matter Content:
Content: Bats; body parts (anatomy).
Vocabulary: Bat vocabulary includes names for body parts of the bat: thumb, second finger, third finger, fourth finger, fifth finger, leg, foot, ear, forearm, tail, knee, wing membrane.
III. Instructional Procedures:
Lesson Initiating Activity (10 minutes)
1. Students will have already seen a PowerPoint presentation with an introduction on bats including where they usually live, that there are many kinds, what they eat, and what they need to survive.
2. The PowerPoint will include bright, colorful pictures and few words. Nothing will be specific but instead, a general
overview. This will serve as prior knowledge.
3. To further engage the students, they will then watch a video found on BrainPOP.com all about bats.
(http://www.brainpop.com/science/diversityoflife/bats/preview.weml)
Core Activities (20 minutes)
1. In order to explore the anatomy of a bat, students will be divided into groups and will receive a large poster board and pieces of a bat that the teacher had already
(Diagram will be cut up into pieces (without the labels) so that students can
reassemble the piece in the correct
cut.
2. The students will be instructed to put the pieces of the bat in the right order and then use glue sticks to glue it to the poster board. The students will also be asked to write their names on the back of the poster board. 3. Once the students have finished gluing their diagrams
together, they will all have a seat on the carpet in front of the teacher.
4. The teacher will take one of the diagrams that was completed correctly and will introduce each body part. 5. The students will be asked a few higher-order
thinking questions: for example, (a) “How can you compare the different parts of a bat to those of people?”, (b) “Can you explain what each body part is used for and how that helps the bat to survive”.
6. The teacher will carefully explain each body part and will show the name of each body part displayed in large letters on a piece of paper so that students can see the word and how it’s spelled while the teacher is explaining.
7. The students will return to their original groups.
8. The teacher will hand out 12 post-its to each group. Each post-it will have the name of a body part.
9. To elaborate on what was taught, students will be instructed to place a post-it on the body part of the bat that correctly names that body part. (Ex. The post-it with the word ‘leg’ should be place on the bat’s leg, etc.) 10. Students will be encouraged to sound out the words on the post-it if they do not know it. The teacher may then help them out after they have tried.
11. The teacher will collect the poster boards.
Closure Activity (20 minutes)
1. The teacher will call the students back to the carpet. 2. The teacher will read the book “Flying Bats”, by Faye Robinson,
3. The teacher will stop and ask the students questions on each page to check for any misconceptions about bats. Common ones include:
(a) Bats are blind. No, bats are not blind. The book points out that bats have very good eyesight for flying in the dark.
(b) Bats are flying mice. False. The book states that even though bats and mice are mammals, bats are more closely related to primates and people.
(c) Bats get caught in your hair. Not true. Again, the book states that if bats have very good eyesight for finding small insects at night, they do not bump into people.
4. The students will be asked a few more higher-order thinking questions, for example: (a) “What would happen if we did not have bats?”, (b) “Can you figure-out a way to attract bats to your back yard?”.
Then the students will return to their individual seats. 5. The teacher will hand out a worksheet where one side
has a connect-the-dots activity of a bat and the other side has a coloring sheet of a bat
6. Students will be asked to complete both sides of the worksheet. They may whisper to their neighbors.
Connection to other disciplines:
Language arts: Students will be improving language arts skills as they relate new vocabulary to prior knowledge.
Visual arts: Students will use their visual arts skills as they label the body parts of a bat on a large diagram.
Websites/Technology:
-BrainPop.com video on bats Diverse Learners:
The language level for these ESOL students will be at a Kindergarten or Pre-K level since they are not as fluent as the native students. Because of this, PowerPoint slides will be mostly pictures with a few big words. Book will be read to them and the pictures shown so
that they can have another visual to help them.
To help them, they will be put in groups with some of the higher language level students who will help them identify the words on the diagram.
The strategies used will be visual (pictures, diagram) and auditory (PowerPoint presentation and book reading).
For students with disabilities, a table near the front of the room will be used for them so that they can receive the attention that they may need.
IV. Materials and Equipment: Computer Projector
PowerPoint Presentation BrainPOP Video
Poster board
Enlarged diagram of bat cut into pieces Glue sticks
8.5 x 11 sheets of paper (at least 12) Post-its with names of parts
Book: “Flying Bats” by Fay Robinson V. Assessment/Evaluation:
those students individually.
The teacher will be looking for 9 out of the 12 body parts to have been labeled correctly. For the groups that did not meet this objective, each student will be called to have the one-on-one time with the teacher as described above.
VI. Follow-up Activities:
At the end of this lesson the students will actually take a field trip to see a refuge where bats live, how they are attracted and cared for, as well as bat houses that people can buy to put in their yards. The students will get to see bats, how they live, and thereby connect with what we had learned in class.
VII. Self Assessment:
Unfortunately, this lesson was not presented. I would make sure that I have everything set up for the lesson and that all materials are ready for students to use. I would also make sure to assess whether students understand the key ideas. After the lesson, I would write an evaluation complete with suggestions for next time. References:
2014. Goal 3 Standards. Retrieved on October 16, 2014 from http://www.fldoe.org/workforce/pdf/ch2.pdf .
2014. Next Generation Science Standards. Retrieved October 4, 2014 from http://www.nextgenscience.org/4e-energy . Images from Google.com retrieved on October 16, 2014. Robinson, F. (2002). Flying bats. New York: Cartwheel. Appendix: (To be completed after Science Project is presented.)
General Student Research Interests and Experience: SCE 4350 Science Fair Project
Title of Research Project:
