Lesson 1)Jeopardy: Subject Bats

Bat Festival High School Lesson Plans

Lesson 1)Jeopardy: Subject Bats

Lesson 2)Stellaluna: High School Writing Activity

Lesson 3)Stellaluna and the Science of Batsby: Jessica Mickey

Jeopardy: Subject Bats(lesson 1)

By: Jessica Mickey

Grades: 8-12

Time: 2-3 50 minute class periods

Purpose: to review or preview material for the bat unit in a fun, interactive, and collaborative way.

Indiana Social Studies Standards

8.2.7 Explain the importance of responsible participation by citizens in voluntary civil organizations to bring about social reform.

8.3.3 Identify and locate the major climate regions in the United States and describe the characteristics of these regions.

WG.5.1 Identify and describe the effect of human interaction on the world’s environment.

Indiana English/Language Arts Standards

9-12.W.4: Apply the writing process to plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent; use technology to generate, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically (e.g., use of publishing programs, integration of multimedia).

9-12.W.5 Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study. Present information, choosing from a variety of formats.

9-12.W.6.1 Demonstrate command of English grammar, and usage.

9-12.W.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

9-12.SL.4.2 Create engaging presentations that make strategic and creative useof digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

Indiana Science Standards

9-10.WS.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9-10.WS.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

9-10.WS.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.WS.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

B.4.1 Explain that the amount of life environments can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle the remains of dead organisms.

B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long-term stability of an ecosystem.

B.8.5 Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.

Materials:

-Jeopardy rubrics

-Class notes (students should have their own)

Procedures:

1)Pass out Jeopardy rubric and go over with students.

2)Assign partners or have students choose partners. One of the partners should log on to a laptop/computer and go to

1. Students with no Internet access have the option of creating a paper copy of PowerPoint for Jeopardy. If they choose PowerPoint, they will have to create links to go back and forth between questions/point values and answers.

3)Once students log on to this website, they should click on the yellow square at the top that says “Start Building.” Students will then need to create their own username and password for their Jeopardy game. Once this step is completed, they can start creating their Jeopardy game by typing in their own questions and answers.

1. Make sure to have partners share their username/password so you can check the template for grading and/or have other partners play this game at a later point.
2. It’s up to you whether you allow students to research outside resources for their questions/answers. If this is an end-of-unit activity, students should use their knowledge/notes from class to create the document (this can be used as a study tool for an upcoming summative test). If this is a middle of the unit project, students can use it as a mini-research opportunity. If this is a pre-unit project, students can use this to develop prior knowledge about bats for the upcoming unit.

4)Allow 1-2 full class periods for students to work on their templates. After templates are complete and turned in, you can then spend another day having partners trade templates and play one another’s games. You could make this a small competition by offering a prize (like a piece of candy) to the partnership (between the two that trade) that gets the most points on the traded template.

Assessments:

-Jeopardy template

-Participation in playing through another partner’s Jeopardy game

Resources:

Bat Jeopardy Rubric

Mastery / Developing / Undeveloped
Title
____/5 / Creative and appropriate title. / Appropriate title. / No title present.
Content
____/30 / Content reflects knowledge of bats to be learned or learned throughout the unit.
Questions vary in format (true/false, fill in the blank, short answer, multiple choice, etc.), and are mostly phrased in a creative manner.
Questions provided go beyond basic knowledge of material. / Content reflects knowledge of bats to be learned or learned throughout the unit.
There is more than one type of question format, but differences are not used frequently and/or phrasing may be somewhat similar between questions.
Few questions provide go beyond basic knowledge of material. / Content reflects knowledge of bats to be learned or learned throughout the unit.
Questions are mostly of the same format and/or phrasing is mostly the same between questions.
Questions provided do not go beyond basic knowledge of material.
Mechanics
____/10 / Few to no grammar, punctuation, or spelling errors. / Few grammar, punctuation, and/or spelling errors. / Many grammar, punctuation, and/or spelling errors.
Group Communication Skills
____/5 / Works well in communicating with partner while creating template and while playing other group’s game. Conflicts do not require teacher interference.
Participates to an equal extent as partner. / Works well in communicating with partner while creating template and while playing other group’s game. Conflicts may need some teacher interference.
Does not do equal work as partner. / Communication skills are lacking. Conflicts consistently require teacher interference.
Does not do equal work to partner.
Total
____/50

Stellaluna: High School Writing Activity(lesson 2)

By: Jessica Mickey

Grades: 9-12

Time: 2 50 minute classes

Purpose: to develop free writing skills from a universal text.

Indiana Social Studies Standards

S.2.1Define culture as a human survival strategy; Identify the, material and non-material components of culture.

S.3.6 Identify the major agents of socialization and evaluate the role each plays (family, play group, peer group, school, mass media, job, religion, total institutions – re-socialization, and others)

S.6.1Sociologically define social group and distinguish groups from crowds, aggregates, etc.

S.6.8Define different types of groups (involuntary, voluntary, coercive, reference).

S.8.2Examine various social influences that can lead to immediate and long-term changes.

Indiana English/Language Arts Standards

9-12.RL.2.2 Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.

9-12.W.3.3Write narrative compositions in a variety of forms that creates a smooth progression of experiences or events; uses a variety of techniques to sequence events so that they build on one another to create a coherent; and uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters whole.

9-12.SL.1 Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

9-12.SL.2.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.

Materials:

-Stellaluna by Janell Cannon

-Notebook paper

Background:

-Students should have some prior knowledge about bats from previous class sessions. This could be used in conjunction with other class material to emphasize it.

-Students should have some experience with Read Aloud from previous class sessions.

-Students should have an understanding of what elements make up a person’s culture.

Procedures:

1)Discuss with students what they can learn from children’s books like Stellaluna.

1. Faster way to analyze the same literary concepts
2. Different perspective on the same or similar topics
3. Lots of meaning in fewer words

2)Read Stellaluna as a Read Aloud (teacher reads book to students as they actively listen).

3)After reading, discuss the book’s themes, main characters, and setting.

1. Discussion should take place in small groups to ensure each student participates. The teacher should walk around to make sure each group member is speaking and writing their answers on a blank piece of paper (answers to what is the book’s themes, main characters (describe), setting, and conflict).

4)As a class, discuss sociological concepts in the text: social structure, culture, social groups, etc. Identify examples of each of these in Stellaluna and analyze how these concepts affect understanding of the book’s events.

5)Students should spend 5 minutes free writing about something brought to mind from the book and/or discussions.

1. If desired, the teacher can demonstrate the technique by writing at the top of a blank piece of paper or overhead projector the first topic that comes to mind from the book. From there, write a couple paragraphs about the topic.
2. Free writing can take any form (narrative, informative, argumentative, etc.).

6)If there is time left, students can share their free writes aloud either to the class or with a partner, partners, or small groups.

Assessments:

-Small group discussion

-Written answers from small group discussion

-Free write

Resources:

Stellaluna by Janell Cannon

Stellaluna and the Science of Bats(lesson 3)

By: Jessica Mickey

Grades: 9-12

Time: 2 50 minute classes (more for group compilation component)

Purpose: to identify scientific concepts in a literary text and conduct self-directed research on these concepts.

Indiana Social Studies Standards

WG.1.3 Create and compare mental maps or personal perceptions of places. Explain how experiences and culture influence these perceptions and identify ways in which mental maps influence decisions.

WG.3.1 Define Earth’s physical systems: atmosphere, lithosphere, biosphere or hydrosphere. Categorize the elements of the natural environment as belonging to one of the four components.

WG.3.3 Describe the world patterns of natural vegetation and biodiversity and their relations to world climate patterns.

WG.5.1 Identify and describe the effect of human interaction on the world’s environment.

Indiana English/Language Arts Standards

9-12.RL.2.1 Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

9-12.W.3.2Write informative compositions in a variety of forms. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Choose language and content-specific vocabulary that express ideas precisely and concisely to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

9-12.W.5 Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.Gather relevant information from multiple authoritative sources, using advanced searches effectively, and annotate sources. Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., MLA, APA) for citation.

Indiana Science Standards

9-12.RS.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9-12.WS.2Write informative/explanatory texts. . Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

9-12.WS.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-12.WS.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-12.WS.9 Draw evidence from informational texts to support analysis, reflection, and research.

B.3.4 Describe how matter cycles through an ecosystem by way of food chains and food webs and how organisms convert that matter into a variety of organic molecules to be used in part in their own cellular structures.

B.4.1 Explain that the amount of life environments can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle the remains of dead organisms.

B.8.5 Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.

Materials:

-The bookStellaluna by Janell Cannon

-Copies of the Bat Research Guide

Procedures:

1)Read Stellaluna as a class. Have students popcorn read the book aloud.

1. As the book is read, students should keep a list of questions about bats (how they live, what happens in the book, etc.)

2)After reading the book, have students share their questions aloud. Discuss things that they learned about bats that they did not know before reading this book. Students can also discuss how their prior knowledge contributed to their understanding of the book.

1. Some things that should be on the list include bat predators, bat eating habits, bat eyesight, bat adaptations, how bats fly, differences between bat flight and bird flight, and bat habitats.

3)Select 4-5 of your favorite topics. Have students choose what topic they want to do further research on. Pass out numbers (one for each student) blindly to each student and let them choose in order. There should be the same amount of students assigned to each topic.

1. After students do their individual research on their chosen topic, they will be put in a random group with one member from each of the other topic groups (each of these groups will have one person to cover each of the 4-5 topics). These groups will create a unique presentation (PowerPoint, video, drama, etc.) to compile all the information they discovered about bats through their research. If desired, you can have these groups present their information to the class.

4)Distribute and go over the research guide with students.

5)Have students begin research on their topics individually.

Assessments:

-Class discussion

-Completed research guide

-Group research compilation

Resources:

Stellaluna by Janell Cannon

Bat Research Guide

1)What is your topic? ______

2)From your research, what are the top 5 most important scientific details for understanding your topic?

• ______
• ______
• ______
• ______
• ______

3)What are the 3 most interesting things you have found out about your topic?

• ______
• ______
• ______

4)What other information is important to understanding your topic?

______

5)How does the research that you found mirror what you read in Stellaluna? How does it differ?

______

6)Write the full MLA citation for each of your sources (you need at least 3).

• ______
• ______
• ______
• ______