TEACHER'S NOTES:

Objectives:

• Given access to the NSRL data containing wingspan and/or ear size  of bats in Texas, students will collect comparative data and construct graphs and tables.  
  

• While comparing this data, students will observe the diversity of the species of bats in Texas.
  

• Grades 7-9:  Given group discussion, students form hypotheses regarding circumstances that may dictate particular features of bats.
  

Materials:  

• Scissors, string, glue, poster board, basic art supplies, metric rulers, paper & pencil.
  

• Computer set-up for small group use or computer-TV interface for entire class viewing.
  

• Optional:  overhead, sheets, markers.
  

Procedure:

Teacher initiates discussion by asking students to remember the diverse mammals studied in previous lessons.  Use the sample pictures of different bats provided by the NSRL Texas Bats Box traveling lab, or browse the site ahead of time and print a set of your own (to do this, you have two choices: right click on the picture and save it in your online picture gallery to print later, or highlight the entire page and print picture/text to use as a ready reference).  Direct discussion toward the similarities and differences between species of bats.  Use specific examples.  Do not discuss the possible reasons for such features at this time.

Click here to bring up the opening bat page from the Mammals of Texas portion of the NSRL site, or print a copy ahead of time to display on the overhead.  Select a species to look over.  In the description,  you will find measurements for ear size and body length.  Explain that scientists collect the specimens and carefully record every little detail for future use.  Direct the students to notice the areas regarding body length and ear size.  

Click here to bring up the Kid's Bath Math Page, located here and in the right-hand column of this page.  As you display it.  Explain that in small groups, the students will choose 10 body lengths and 10 ear sizes of different species of bats to compare.  Students may choose any species that interest them.   Direct the students to create a table and to make notes with scientific and common names, along with the measurements for the body length or ear sizes.  Emphasize that their job is to illustrate diversity among bats.  When finished, each group should have data on 20 different bat species, depending on grade level and time constraints.  Student groups will construct two graphs using the numerical data transferred to string cut to match each one..  The display that will be graded on the following:

Grade 7-9 Enrichment

After all displays are finished and posted on walls, teacher initiates discussion about diversity, in general.  Aim the students toward forming hypotheses regarding how and why their bats have such features.  Write all hypotheses on the board, stressing proper scientific format.  Discuss ways you may go about proving the students'  hypotheses.

Assessment: 

Teacher will use discussion as an informal assessment of students' understanding of diversity.  Teacher will devise a rubric to grade finished display board.