Suggested Project WILD Activities: Bats

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Activities are available through our free Project WILD workshops.

Stereotypes/Misconceptions

And the Wolf Wore Shoes
Students divide books into those about "real" and those about "make-believe" animals and then distinguish between real and fictitious animal characteristics. Upon completion students distinguish between animals based on "real-life" and those based on "make-believe"; and give examples of real and make-believe animals and their characteristics. Requires children"s books and comics about or including both real and make-believe animals.

First Impressions
Students react to photos of different animals and discuss their different contributions to the plant. Upon completion students distinguish between reactions to an animal based on myth or stereotype and those based on accurate information; and recognize the value of animals" contributions to ecosystems – even those that people sometimes fear. Requires large photos or drawings of a variety of animals, including some the students might think are "cute" and some they might think are "scary".

Saturday Morning Wildlife Watching
Students watch, report, discuss and evaluate cartoons on television or comics. Upon completion students discriminate between realistic and unrealistic portrayals of wildlife and other animals in cartoons; identify possible influence on people from watching cartoons; and make judgments about appropriate and inappropriate behaviors they think can result from cartoon watching. Requires access to television at home for cartoon watching or comic books at school or at home.

Adaptations

Grasshopper Gravity (different critter, but allows for close-up observation of specific adaptations)
Students observe, handle and describe live grasshoppers or crickets. Upon completion students describe a relationship between structure and function; generalize that wildlife ranges from small to large and occurs in a variety of forms; recognize that people have power to affect other animals and with that power comes responsibility. Requires one plastic container; hand lenses; live grasshoppers or crickets for every two students; chalkboard.

Interview a Spider (use BCI's species profiles to learn more about different bat species)
Students use interview techniques, research and writing to develop natural history information about wildlife species. Upon completion students generalize that wildlife ranges in size and occurs in a variety of forms, colors and adaptations. Requires writing and research materials.

Surprise Terrarium (camouflage)
Students observe a live animal that uses camouflage techniques. Upon completion students identify camouflage as an example of adaptation in an animal; and describe the importance of adaptation to animals. Requires terrarium with vegetation and one animal suited to the kind of habitat components represented in the terrarium (the animal should be one that uses camouflage as a form of adaptation to survive; e.g. leaf hopper, tree frog, tree lizard, walking stick.

Which Niche? (value of bats in ecosystem)
Students compare ecological niches with careers in their community. Upon completion students define ecological niche; and give at least one example of an animal and its niche. Requires guest speaker; research materials.


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