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Bats: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.

Language

Second Grade

CCSS.ELA-Literacy.RL.2.1 [CCSS page]

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Suggested Lesson

Read Stellaluna by Janelle Cannon. Write who the story is about on one side of a cube, where the story happens on another side, when the story happens on another, and so on. Here is a cube pattern.

Fourth Grade

CCSS.ELA-Literacy.SL.4.1 [CCSS page]

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Suggested Lesson

Read about bats. As a class, discuss the good things bats do for the environment. Invite a bat specialist in to participate in the discussion.

Fifth Grade

CCSS.ELA-Literacy.L.5.5 [CCSS page]

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Suggested Lesson

As a group, discuss the meanings and the reasons that certain phrases containing the word "bat" and why they might have been included in our language. Example: a person who is "batty," they have "bats in their belfry", "blind as a bat." Find others.

Math

Second Grade

CCSS.Math.Content.2.MD.A.1 [CCSS page]

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Suggested Lesson

Create bat cutouts for students to measure the wingspan.

Third Grade

CCSS.Math.Content.3.OA.D.9 [CCSS page]

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Suggested Lesson

Here is a bat activity based on the patterns of Pascal's Triangle. Students will identify the patterns.

Fourth Grade

CCSS.Math.Content.4.NBT.A.3 [CCSS page]

Use place value understanding to round multi-digit whole numbers to any place.

Suggested Lesson

Study several books and websites on bats. Science Trek and National Geographic Kids could be great resources. Find numerical values related to the lives of bats. Round these numbers to any place value as determined by the teacher.

Science

Kindergarten

Life Sciences: LS1-K-1[ICS page]

Use observations to describe patterns of what plants and animals (including humans) need to survive.

Supporting Content:

Examples of patterns could include that all animals need food in order to live and grow, and the different kinds of food needed by different types of animals. Animals obtain their food from plants or from other animals.

Earth and Space Sciences: ESS2-K-1 [ICS page]

Use a model to represent the relationship between the needs of different plants and animals and the places they live.

Supporting Content:

Living things need water, air, and resources from the land, and they live in places that have the things they need. Plants, animals, and their surroundings make up a system.

First Grade

Life Sciences: LS1-1-1 [ICS page]

Use materials to design a solution to a human problem by mimicking how plants or animals use their external parts to help them survive, grow, and meet their needs.

Supporting Content:

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek and take in food.

Life Sciences: LS1-1-3 [ICS page]

Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.

Supporting Content:

Reproduction is essential to the continued existence of every kind of organism. Changes animals go through during their life form a pattern.

Second Grade

Life Sciences: LS1-2-2 [ICS page]

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Supporting Content:

Plants depend on animals for pollination or to move their seeds around. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

Life Sciences: LS2-2-1 [ICS page]

Make observations of plants and animals to compare the diversity of life in different habitats.

Supporting Content:

There are many different kinds of living things in any area, and they exist in different places on land. The emphasis is on the diversity of living things in each of a variety of different habitats.

Third Grade

Life Sciences: LS1-3-1 [ICS page]

Construct an argument that some animals form groups that help members survive.

Supporting Content:

Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

Fourth Grade

Life Sciences: LS1-4-1 [ICS page]

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Supporting Content:

Animals have various body systems with specific functions for sustaining life: skeletal, circulatory, respiratory, muscular, digestive, etc.

Life Sciences: LS1-4-2 [ICS page]

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Supporting Content:

Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions.

Life Sciences: LS2-4-1 [ICS page]

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Supporting Content:

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Decomposition eventually restores (recycles) some materials back to the soil. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases and water from the environment, and release waste matter (gas, liquid, or solid) back into the environment Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.

Fifth Grade

Life Sciences: LS2-5-2 [ICS page]

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Supporting Content:

Populations of animals are classified by their characteristics. An example of cause and effect relationships could be animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.

Life Sciences: LS2-5-3 [ICS page]

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Supporting Content:

Examples of evidence could include needs and characteristics of the animals and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

Sixth Grade/Middle School

Life Sciences: LS1-MS-3 [ICS page]

Use argument supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.

Supporting Content:

In multicellular animals, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues. Tissues form organs that are specialized for particular body functions.

Life Sciences: LS2-MS-1 [ICS page]

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Supporting Content:

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.

Life Sciences: LS2-MS-2 [ICS page]

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Supporting Content:

Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments are shared. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms.

Life Sciences: LS2-MS-3 [ICS page]

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Supporting Content:

Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Life Sciences: LS4-MS-4 [ICS page]

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.

Supporting Content:

Natural selection leads to the predominance of certain traits in a population, and the suppression of others. Emphasis is on using concepts of natural selection in animals, such as overproduction of offspring, passage of time, variation in a population, selection of favorable traits, and heritability of traits.

Life Sciences: LS2-MS-6 [ICS page]

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Supporting Content:

Biodiversity describes the variety of species found in Earth's ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. Changes in biodiversity can influence ecosystem services that humans rely on.

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