UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Erin Gliddon PSMT Name: April Kahle

Lesson Plan Title: Parts of a Bat Lesson Plan Topic: Science
Date: October 13, 2017 Estimated Time: 20 min
Grade Level: K School Site: Martinez

5. State Standard(s):
 K-LS1-1. Use observations to describe patterns of what plants and
animals (including humans) need to survive.
6. Teaching Model(s)
 Direct Instruction
7. Objective(s):
 Student will be able to recognize and name different parts of a bat.
8. Materials and Technology Resources:
 Bat anchor chart
 Post-it notes
 Student science notebook (per student)
 Worksheet (per student)
 Crayons (per student)
9. Instructional Procedures:
a. Motivation/Engagement:
1. Have all students sit on the carpet.
2. Talk to students about what we have been learning about
bats all week.
 First see which facts they can come up with on their
own.
 If students cannot come up with facts on their own
ask questions like:
 What do bats eat?
 Where do they live?
 What do they look like?
b. Developmental Activities or Learning Experiences:
1. Together we will go over an anchor chart with the same
labels as the worksheet.
 Ears, head, body, wings, fangs, feet, eyes,nose
 Teacher will point to the bat body part and students
will say what it is, or teacher can give them a word
 and a student could come up and point to the body
part on the chart.
2. Model for students that we are going to glue our paper in our
science notebooks.
c. Closure:
1. Send student back to the tables to glue the work sheet into
their science notebooks.
d. Extension:
1. When students are done, if there is still time left, students
may color their bat a natural color for a bat. i.e. brown, black,
grey.
10. Accommodations, Modifications and Differentiations for Diverse
Learners:
 Teacher will help prompt answers from all students if they are
struggling.
 Teacher will, also, be walking around to assist students if needed
during gluing or coloring.
11. Assessment and Evaluation of Learning:
 Formative
1. Students will show the teacher their science notebooks when
done. If students can correctly label each body part of the bat
it shows their understanding.
12. Homework Assignment:
 No homework for this lesson
13. Reflection:
 Strengths: The students in all kindergarten classes were learning
about bats this week. The first group with my own students went
phenomenal. They were answering my questions, I kept their
attention the entire lesson, and they followed the directions well.
They really enjoyed being able to come up and labeling the bat
themselves.
 Concerns: The last two groups didn’t work out as well as the first. I
kind of felt a little overwhelmed with two classes and it didn’t help
that I didn’t know most of their names. It seemed like the last two
groups was pure organized chaos. Ms. Kahle told me not to worry
about the last two classes, she said that it is hard to know how best
to teach other classes when I have spent little to no time with them.
 Insights: This lesson made my mind go back to my 2nd lesson, math.
I just need to remain flexible and get to the meat of the lesson.
Getting thrown off course or having extra students in class happens
all the time in school. Always be adaptable.
LABEL THE BAT