BATS . Interactive Online Adventure of Echo the Bat_National Aeornautics and Space Administration

http://science.hq.nasa.gov/kids

+ Visit NASA.gov + Science@NASA + IMAGERS Home



Follow Echo through Arizona on his adventure to his winter hibernaculum. Learn about remote sensing and use false-color satellite images to help you find Echo. (Grades 5 – 8)

You experience the Electromagnetic Spectrum everyday but did you know scientists use it to study our Earth and Space. Come have a look at what they see.

Bring the Echo experience into your classroom or home with hands-on activities that teach about the electromagnetic spectrum and remote sensing. (Grades 5 - 8)

A colorful print version of the Echo story. Rich satellite images have lift-the-flaps for exploring each habitat Echo visits along his journey. Hands-on activities for the BOOK and DVD are developed for ages 4-9.

Now visit Echo the Bat on his adventure through Arizona State Parks!

Bats Conservation International.

Bats are essential to the health of our natural world. They help control pests and are vital pollinators and seed-dispersers for countless plants. Yet these wonderfully diverse and beneficial creatures are among the least studied and most misunderstood of animals.

Centuries of myths and misinformation still generate needless fears and threaten bats and their habitats around the world. Bat populations are declining almost everywhere. Losing bats would have devastating consequences for natural ecosystems and human economies. Knowledge is the key. Bat Conservation International has been combining education, research and conservation to protect bats worldwide since 1982.

The more than 1,100 species of bats – about one-fifth of all mammal species – are incredibly diverse. They range from the world's smallest mammal, the tiny bumblebee bat that weighs less than a penny to giant flying foxes with six-foot wingspans. Except for the most extreme desert and polar regions, bats have lived in almost every habitat on Earth since the age of the dinosaurs.

Bats are primary predators of night-flying insects, including many of the most damaging agricultural pests and others that bedevil the rest of us. More than two-thirds of bat species hunt insects, and they have healthy appetites. A single little brown bat can eat up to 1,000 mosquito-sized insects in a single hour, while a pregnant or lactating female bat typically eats the equivalent of her entire body weight in insects each night.

Almost a third of the world's bats feed on the fruit or nectar of plants. In return for their meals, these bats are vital pollinators of countless plants (many of great economic value) and essential seed dispersers with a major role in regenerating rainforests. About 1 percent of bats eat fish, mice, frogs or other small vertebrates.

Only three species, all in Latin America, are vampires. They really do feed on blood, although they lap it like kittens rather than sucking it up as horror movies suggest. Even the vampires are useful: an enzyme in their saliva is among the most potent blood-clot dissolvers known and is used to treat hu

Bats_ Lesson Plans

Vibrations

OBJECTIVES

-Explore how vibrations create sound by strumming a rubber band.
-Feel the vibration of your own vocal chords.
-Conclude that sound is given off when something vibrates.

MATERIALS
one large rubber band per student
pencil
paper to record adjectives about sounds/vibrations

PROCEDURE
Firmly grasp each end of the band. Stretch and release. Record the sound.
Use thumb and index finger to strum the band and produce a variety of sounds. Carefully watch the rubber band and listen to the sound.
?'s---- Were all the sounds alike?
What was the rubber band doing when it made noise?
Place fingers on your Adam's Apple.
Say "Ahh, eeh, ohh" and describe how each feels.
?'s---- Did all sounds feel the same? Did all sound the same?
Think about what was happening to the rubber band when it made sound.
What might be happening in your throat?

EVALUATION
Did all students participate in producing sounds with rubber bands?
Were the students able to describe what they felt in their own throats?
Were the students able to conclude that both bands and chords vibrate to create sound?
-----------------
Sound Waves
OBJECTIVES
-Students will explore the motion of waves.
-Students will describe the path of the wave.
-Students will observe how an echo is formed.

MATERIALS
overhead
clear pan filled with 1" of water
food coloring (optional)
eyedropper full of water

PROCEDURE
Tint the water.
Wait for the water to become calm.
Drop droplet of water into the pan. Repeat.
?'s---- What did you see?
What happened when the waves touched the side of the pan? When you hear an echo, your sound waves have hit and bounced off a surface, then traveled back to you.

EVALUATION
Were students familiar with the action of waves?
Were they able to describe the movement of the water?
Could the students describe the waveÕs motion after it collided with the sides of the pan?

..........................
Family Sense
OBJECTIVES
-Simulate the ways a mother bat finds her pup.
-Practice using the senses of hearing and smell.

MATERIALS
butcher paper
cotton balls
glue
blindfolds for each bat (6)
orange, mint, vanilla, banana, lemon, and coconut extract
stopwatch
hole punch
bat pattern
yarn
graph for recording

PREPARATION
Cut a 1'x1' piece of butcher paper. Glue 500 cotton balls to this to demonstrate the density of bat babies in a nursery.
Cut out necklaces and add yarn. Place a few drops of extract on the adult and a random pup. Use a different extract for each pair. Allow to dry.
Talk about the characteristics of a bat nursery.
- What might it feel like to live in a bat nursery?
- How would a mother bat find her baby?
Locating the pup using scent only.

Explain to the students that you have put different scents on different necklaces.
Discuss the importance of not discussing the smell of their necklace with any other student. Explain that the adult will be blindfolded and their job will be to their pup who has the same scent. There is one pup matched to each adult.
Separate the adults from the pups. Each pup will put on a necklace and stand in a line along one side of the room. Indicate to them the point at which the adult will be starting.
The teacher will blindfold and take one adult to the starting line.
The adult is released, noting the elapsed time until the pup is found. Record on chart column "By Scent Only." Repeat for each adult.
Locating the pup using scent and sound.

Have students trade necklaces to have 6 different adults and pups.
Pair up adults with their pups and let them arrange a special signal of clicks.
Each of the other pups will figure out their own set of signals.
Blindfold the adults one at a time and take them to the starting line.
Mix up the pups.
Have the pups quietly make their own clicks as the adult hunts.
Time and record under "Scent and Sound."
Locating the pup by scent, sound and placement.

Trade necklaces again. Pair up with matched-scented pup and agree upon clicking signal.
Allow the adult to place the pup in position. All others can choose a spot in the nursery. Adults should return to the starting line and be blindfolded. At a given time, one adult may find their pup using all 3 senses while the pups emit their sounds.
Record the amount of time used.
?'s---- Was it easy to find the baby using the sense of smell?
- Which way did it seem easier to find the babies? Explain.
- How important was it to know the placement...smell...sound of baby?
- When we lose something, which of our senses helps us the most in finding the lost item?
Is it the same for the bat?

EVALUATION
Did the students work together cooperatively? Did they follow directions?
Were the students patient with using certain, unfamiliar senses?

.....................
Echolocation -- Physical Education
OBJECTIVES
Students will rely on their hearing to locate other group members.
Students will attribute a batÕs open mouth to the use of echolocation.
Students will conclude that bats are specialized to rely on echoes for navigation.

MATERIALS
blindfold

PROCEDURE
Explain that bat use sound waves, echoes and their ears to navigate at night.
Form a large circle. Blindfold the bat and lead to the middle of the circle.
Appoint others to be moths and step inside the circle. Remaining students will enlarge the circle and be trees.
The bat calls for the insect by saying "Moth?" Moths reply "Here!" The bat must listen and tag as many moths as possible using only his or her sense of hearing. Continue for approximately 2 minutes. If a moth is tagged, it becomes a tree.
If the bat is too close to the edge, the trees whisper "Tree," and gently steer the bat towards the middle of the circle.
?'s---- Why does the bat call out?
Why must the moths respond each time the bat calls out?

EVALUATION
Was relying on hearing as efficient as utilizing sight? Were the students cooperative?
Were students able to conclude that the batÕs mouth is open to create sound waves?
Did the students find it difficult to rely only on hearing? Did this effectively demonstrate that bat navigation differs from human navigation?

...................
Sensational Ears
OBJECTIVES
This simulation activity will enable students to attempt to catch a moving object using only their sense of hearing.
Students will generalize why larger ears may enable insect-eating bats to locate their food efficiently.

MATERIALS
copy paper lids
marbles
bat ears

PROCEDURE
Introduction
- How can an insect-eating bat cat its prey using only its sense of hearing? Think about whether or not it should be hard to catch something you could not see. Show the lid and the marble. Roll the marble in the lid and ask the students if they can hear it. Explain that the bat will have to close his or her eyes, and use the bat ear like a mitt. With the hand cupping the back of the ear, the ear will funnel the sound.
Begin the activity.
- Divide the class into groups of 3 (2 movers and 1 bat). Students will rotate jobs after each turn.
- Distribute the lids, marbles, and bat ears to each group.
- Without closing their eyes, the bats will practice catching the marble between the thumb and forefinger as the movers gently move the lid from side to side.
- Have bats put the bat ear on their non-dominant hand. Close eyes and try to catch the marble while the movers gently move the lid.
-Change jobs once the marble is caught. Do this until everyone in the group has had a turn catching the marble.
Group Discussion
- Discuss among the group how it felt to catch the marble using only the sense of hearing.
- Write how it felt on the lines of the bat ears.
Class discussion
?- Was it as easy to catch the marble with your eyes closed as when you could see it?
- Did anyone develop a strategy to help find the marble with your eyes closed?
- What do you know about the physical characteristics of bats that use echolocation?
- How do large ears help them find their food?
- Explain in your own words how bats use echolocation.

EVALUATION
Did students conclude that an insect-eating bats sense of hearing is different than their own?
Were students able to associate keen hearing with echolocation abilities?

......................
What's the Flap?
OBJECTIVES
Examine the differences and similarities between bat and bird flight.
Discuss structural differences between bat wings and bird wings.

MATERIALS
bat and bird in motion copies
stapler
scissors
butcher paper (bat vs. bird)

PROCEDURE
Brainstorm the differences between bat and bird flight.
Create a flip book.
- Book should help them look carefully at bat and bird flight.
- Cut out and arrange the book. Repeat the sequence 3 times for both the bat and the bird.
- Staple the book together and demonstrate how to use the flip book.
- Direct students to use the books to observe the similarities and differences between their wings in flight.
?'s---- How does the bat wing help it survive in its world?
- What is the importance of wings in flight?
- Bats must roost high enough to drop before beginning flight. Reflect on a bat's
flight and explain why they must roost high in caves, trees or other places.
- What are the similarities on bat and bird flight? The differences?

EVALUATION
Did students observe that there are, indeed, differences in the flight patterns?
Did they understand that the anatomy of the wing determines the flight pattern?

........................
Bats Incredible
OBJECTIVES
Students will demonstrate letter writing skills.
Students will use their acquired knowledge of bats.
They will use this knowledge to persuade a friend that bats are useful and unique.

MATERIALS
transparency of friendly letter format.
copy of letter format without labels.

PROCEDURE
Distribute format page to each student.
Review the format of a friendly letter using the overhead.
Tell students that they are each going to write a letter to whomever they choose. The letter should emphasize what they have learned about bats and the need for bat preservation.
Also encourage the student to include facts about a batÕs physical and behavioral characteristics, and habitats.
Direct the students to independently write the letter on the paper provided.
Collect the letters for content (and structural?) evaluation.
?'s---- Did you enjoy the study of bats? Why or why not.
What suggestions do you have to ensure the preservation of bats?

EVALUATION
Did students follow the friendly letter format?
Did students demonstrate knowledge by discussing specific characteristics?
Were their thoughts complete and well-organized?

...................
Mammals on my Mind

OBJECTIVES
Students will observe characteristics of different animals.
Students will analyze information to divide the pictures into categories.
Students will determine which category to place bats.

MATERIALS
animal pictures for each group
chalkboard
scissors

PROCEDURE
Living things are grouped by similarities and differences. Scientists group things so it is easier to study them. Mammals are warm-blooded and give birth to live young and nurse the young. Their bodies are covered with hair or fur. Humans, monkeys, whales, rabbits and dogs are all mammals.
Form pairs. Distribute pictures. Cut pictures apart and sort into groups.
Discuss the sorting rules that each pair used with the class.
If names are volunteered, ask students to describe the characteristics of each group. Record the information on the board. Use a cat and a dog for examples.
Discuss the classification for a mammal. Compare these characteristics to those features of the other animals.
Decide if another picture is a mammal. Write the name of the animal on the checklist and check the characteristics that apply.
Hold up the picture of the bat. Decide if it fits into the criteria for a mammal. Check the list for criteria.
?'s---- Shouldn't a bat be considered a bird?

.....................
Can anyone name another mammal that flies?

EVALUATION
Can students differentiate mammals from other animals?
Were students able to logically sort their pictures?
Could students support their classification of bats logically?
Given pictures of four animals, could students decide if the animals are mammals?
Stuffed Bat

OBJECTIVES
Construct a lesser long-nosed bat by following written instructions.
Practice coloring, cutting and stapling skills.

MATERIALS
bat body and wings
scissors
markers/crayons
stapler
polyfill or old newspaper

PROCEDURE
Color bat body and wings.
Cut out parts along dotted lines.
Place wings in between the body parts. Staple or glue together leaving the head open to stuff the bat through.
Stuff the bat, then staple around the head.

EVALUATION
Could the students read (or orally), follow directions?
Were students able to decorate and cut the bat along the curves?

Bats, creatures of the Night.

BATS:
Creatures of the Night

Rationale:
This unit uses a combination of science discovery centers, small group activities, and whole group discussions. During the second week of the unit, the students were able to observe "bats" in a "cave" that had been set up in the classroom. This unit was developed to be a two week thematic unit on bats. This unit introduces a lesson on mammals, which they will be studying this year

BAT UNIT GOALS
-Identify the various parts of a bat's anatomy.
-Distinguish between bats and birds.
-Identify the differences between Microbats and Megabats.
-Identify bat habitats and the characteristics that make these locations attractive to bats.
Describe how echolocation is used to locate objects and navigate surroundings.
OVERVIEW
A unit on bats is a great way to expand of the concepts of observing and classifying. Studying bats allows for students to consider the physical differences between the two main groups of bats.
It also provides a means for learning to compare different animals and their features. For example, students may notice that the wing of a bat is very structurally similar to the hand of a human.
This will allow for a class discussion comparing and contrasting mammals.

The question, "Is a bat a bird?" is one that will begin a wonderful discussion comparing the two animals. By merely providing pictures, the children will notice the finest of details and cite them as evidence to support their claims and generalizations.

A bat unit is also a great way to encourage the use of technical and scientific terminology in your classroom.
By the end of the unit, our students might bespeaking to one another about the subject using the terms that they had before believed that were used only by scientists.

A great deal can be learned from a unit on bats--from social studies (how bats interact with their young) to measuring (using standard and non-standard units to compare wingspans) can be covered in merely two weeks.

In addition, many misconceptions exist about these creatures, and it gives the students a great deal of pride to have the evidence to explain the truth about bats to others, especially adults.

BACK TO SCHOOL.

Name Song
Higgelty, wiggelty, bumblebee who can say their name for me?
(child says name)
let's all say it (name)
Let's clap and say it (name)
Let's whisper it (name)

First Day of School.
Sung to: "I'm a little teapot"

Good morning, _____ how are you?
This is the very first day of school.
I'm so glad to meet you,
others will be too,
just come in the classroom,
there's lots of things to do.

Brand New Year.
Sung to: "London Bridge"

It's time to start a brand new year,
Brand new year, brand new year,
It's time to start a brand new year,
Welcome new friends.

We'll learn lots of brand new things,
Brand new things, brand new things,
We'll learn lots of brand new things
Let's get started now.

What is your name?
Sung to: "Frere Jacques"

What is your name? What is your name?
Tell us please, tell us please,
We would like to meet you,
we would like to meet you,
What's your name? What's your name?

Off to school we go.
Sung to: "A-hunting we will go"

Off to school we go,
It's off to school we go,
We'll take our lunch and ride the bus,
With everyone we know.
Off to school we go,
It's off to school we go,
We learn our ABC's and more,
With everyone we know.

We like to come to school.
Sung to: "The farmer in the dell"

We like to come to school
We like to come to school
Our school is such a happy place
We like to come to school


Happy Faces.
Sung to: "Jingle bells"

Smiling faces, happy faces,
giggling all around
oh, what fun we'll have this way
in a happy class today.
He-he-he, he-he-he-
Ha-ha-ha, ha-ha-ha-ha,
In a happy class today!

Biddely Diddely Bumblebee.
Biddely Diddely Bumblebee
Won't you tell your name to me?
(child says name) Jane!
(everyone claps and repeats the name twice)
Jane! Jane!

Important Rules.
Sung To: "Twinkle, Twinkle, Little Star"

Here are rule for you and me,
See how important they can be.
Always be honest, be kind and fair,
Always be good and willing to share.
These are rules that we should know,
And follow these rules wherever we go.

I Like To Go To School.
Sung To: "Farmer in the Dell"

I like to go to school.
I like to go to school.
Heigh-ho-the-derry-oh,
I like to go to school.

I like to sing new songs.
I like to sing new songs.
Heigh-ho-the-derry-oh,
I like to sing new songs.

I like to play with friends.
I like to play with friends.
Heigh-ho-the-derry-oh,
I like to play with friends.

ABC School Chant.
Sung to: " Marines marching cadence"

A B C D E
School is where I want to be.
F G H I J
Learning to read and write each day.
K L M N O
Boys and girls I want to know.
P Q R S T
Sharing books with you and me.
U V W X Y
Now it's time to say goodbye.
Z Z Z Z Z
School is where I want to be.

I Like to...
Sung to: "London Bridge is Falling Down"

I like to paint and build with blocks,
Build wit blocks, build with blocks,
I like to paint and build with blocks,
At my school.

I like to sing and model clay,
Model clay, model clay,
I like to sing and model clay,
At my school.

I like to ride the trikes and swing,
Trikes and swing, trikes and swing,
I like to ride the trikes and swing,
At my school.


We Welcome You
Sung to: "Mary Had A Little Lamb"

We welcome you to school today
School today, school today
We welcome you to school today
Please come in and play

We're glad to have you here today
Here today, here today
We're glad to have you here today
Yes, it's a special day

I Want To Say Hello.
Sung to: "I'm A Little Teapot"

I am your new teacher, Ms. (name)
I want to say hello to you
We will learn our letters and numbers too
We'll have fun and learn lots too

Welcome Song.
Sung to: "Happy Birthday"

We welcome you here
We welcome you here
We welcome everybody
We welcome you here

Hi There!
Sung to: "Shoo, Fly"
Hi there, so glad you came
Hi there, so glad you came
Hi there, so glad you came
1-2-3 let's shout "hurray!"
Hurray (spoken)
Hi there, so glad you're here
Hi there, so glad you're here
Hi there, so glad you're here
1-2-3 let's give a cheer!
Yea! (spoken)
Teacher can shake hands with the children as this song is sung.

Little Children.
Sung to: " Twinkle Twinkle Little Star"

Little children, how are you?
Keep a smile all day through
Come to school to dance and play
Paint a picture of your day
Little children sing along
Keep a smile all day long

School's the Place to Be!
Sung to: "Sing a Song of Sixpence."

Sing a song of gladness;
Another year's begun!
We'll be busy learning
Till the year is done.

Sing a song of good times,
For all my friends and me!
New discoveries every day.
Yes, school's the place to be!

BATS.

In Search of
Stellaluna's Family
http://projects.edtech.sandi.net/chavez/batquest/stella.html
Introduction | Task | Process | Evaluation | Resources | Conclusion
Introduction
Stellaluna became lost from her mother when she was a baby. She did not get a chance to learn about who she was. Stellaluna feels very sad because she is not like her bird friends. Let's help Stellaluna learn more about being a bat. Stellaluna is a very unique mammal with special gifts. It will be your quest to learn the facts about bats. You can help teach Stellaluna and others about the special qualities of being a bat.
The Task
After reading the book, work with a partner to find out more information about bats. You will investigate:
the different types of bats
how bat mothers care for their babies
echolocation
unique bat characteristics
why bats are important to the world
The Process
1. Stellaluna is one type of bat, a megabat. Bats can be first classified into two groups, megabats and microbats. Then there are several different types of bats within these two groups. Choose who will investigate the megabats and who will investigate the mircrobats.
Megabat
Megabats
There are over 900 different kinds of bats in the world, most are found in the tropics.
The megabats are large and found in tropical rain forests (like Australia and Africa). These bats are also called flying foxes because they look like foxes or dogs.
They either eat fruit or drink nectar from flowers, and sometimes look for food during the day instead of at night. They can see well. They have large eyes, simple ears, and simple noses. Stellaluna is a megabat.
>The biggest bat in the world is the gigantic flying fox and it is found in Asia. It weighs over 2 pounds and has a wingspan of about 6 feet. Take a look at some different types of megabats, which one do you like the most?
Microbat
Information
Microbatshttp://projects.edtech.sandi.net/chavez/batquest/images/brazilian_bat.gif
The majority of bats are microbats. Microbats (microchiropterans) are small bats found all over the world, including the U.S. There are at least 4 types of bats in California. The biggest population of bats are the red bats.
Most microbats eat insects. A red bat can eat up to 600 mosquitoes in one night. Some types of microbats eat bigger animals like rodents, other bats, reptiles, birds and even fish.
Microbats have very poor eyesight and use highly sophisticated echolocation, or radar, to find their food. That is why their ears are very large and their eyes are small.
Microbats live in different places. It is important that a bat's home is warm, the temperature needs to be between 80 and 90 degrees farenheit. That is why many bats live together in caves. Microbats also can live in trees, buildings and houses if the temperature is between 80 and 90 degrees.

Investigate some different types of microbats. Which one is the most interesting to you?
2. Stellaluna had a loving mother. You will work with your partner and complete the assignment together. Your job is to find out how bat mothers care for their babies until they are able to be on their own. Click on the bats.

3. Stellaluna could fly at night and not get hurt. Investigate her special gift called echolocation. Your job is to discover how echolocation works. Could you use echolocation to see in the dark like bats do? Click on the bat to find out.

4. Stellaluna and her bat friends help our world. Your job is to list how bats help the world and then teach your friends! Click on the world to discover how bats help us.
5. Bats are unique and helpful mammals. Why do you think some people are afraid them? You will investigate bat facts and myths and decide for yourself. What could you teach people to not be afraid of bats?
6. Write a letter to Stellaluna and explain to her why she is so special. This is your opportunity to show that you are a bat expert!
Evaluation
You and your partner can earn up to 75 points on this webquest. You will find a graphic organizer to complete tasks 1, 2, 3, 4, and 5. Each task can earn up to 10 points. The letter to Stellaluna is most important! You can earn up to 25 points. Each task has a graphic organizer, directions and grading rubric. You can decide how many points you can earn. You will help grade your own work.

65-75 points
54-64 points
47-53 points
40-46 points
Excellent work!
You're a whiz kid and bat expert, keep it up!
Great work!
You really know your bat facts, bat master.
Very Good work!
You have helped Stellaluna be proud
Good work!
Now go out there and teach others about bats.
Remind your teacher to give you the "Certificate of Accomplishment" after you complete this webquest, you deserve it!
Conclusion
Now that you have become a bat expert, visit these fun and exciting sites. You can learn even more about bats or play bat games and make bat art. Maybe you would like to build a bat house in your backyard!
Crossword Puzzle
Sellaluna on line
Bat Quiz
Build A Bat House
Bat Games

Resources
If you just can't get enough of bats, keep on learning. Visit your local library.

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