Lesson plan featuring Internet video clips and other information found online regarding bats, owls, possums, and raccoon.

Objectives

Students will...

• Verbalize the difference between a nocturnal animal and animals that come out in the daytime.
• Describe a specific detail about the animals discussed (eating habits, defenses, etc.)
• Understand how some of these animals are beneficial to their environment.

 

Materials

• laptop or computer
• projector with connection to computer
• viewing screen
• drawing or construction paper
• crayons, markers, or coloring pencils
• stuffed animals, toys, and/or cut-outs representing an owl, bat, possum, and raccoon
• Bag or box large enough to hold the toys/cut-outs

 

Sources

 

National Geographic.  (2009).  Animals:  creature feature:  vampire bats.  Retrieved October 2, 2009, from http://kids.nationalgeographic.com/Animals/CreatureFeature/Vampire-bat.

 

National Geographic.  (2009).  Animals & pets:  night owls.  Retrieved October 2, 2009, from http://video.nationalgeographic.com/video/player/kids/animals-pets-kids/wild-detectives-kids/wd-ep2-owls.html.

 

National Geographic.  (2009).  Opossum.  Retrieved October 16, 2009, from http://animals.nationalgeographic.com/animals/printable/opossum.html.

 

National Geographic.  (2009).  Raccoon.  Retrieved October 16, 2009, from http://animals.nationalgeographic.com/animals/printable/raccoon.html.

 

Suggested Reading

Don't Laugh, Joe!  by Keiko Kasza

Night Creatures by Wade Cooper

Nighttime by Alastair Smith

Nocturnal Animals by John Bonnett Wexo

Stellaluna by Janell Cannon

 

1. Set up your equipment and perform a test-run at least one to two days prior to the lesson.  Be sure all Web links are also active.  This will give you time to trouble-shoot any technical difficulties.
2. Prepare for this activity by printing and cutting out pictures of the nocturnal animals represented.  Stuffed animals or plastic toys may also be used or a combination of these.
3. Place all items into a bag or box and have one student choose from the items without looking.  Lead the class in a discussion about that animal.  Ask them what they know about it:  What does it eat?  Where does it live?
4. Go to the computer and pull up the Web site or video clip.  When finished viewing, ask the students what they learned.
5. Repeat steps 2 and 3 until all the animals are discussed.
6. Provide the students with paper and crayons, markers, or coloring pencils.  Instruct them to draw their favorite of the animals viewed and how they catch their food.

Three points: The students were actively engaged in class discussions; gave their full attention to the video clips; created colorful drawings that clearly identified a specific animal discussed.

Two points: The students participated in class discussions; their attention wandered a little during the Web information sessions; created drawings that depict one of the animals discussed.

One point: The students were minimally engaged in class discussions; did not pay attention to the Web information sessions or were disruptive; created incomplete or incorrect drawings that do not identify one of the animals discussed.