Subject(s): Science, ELA Unit: Adaptations Grade: First

Teacher(s): Ms. Mancini School: Cove Elementary School

Lesson Title

Beaks and Muzzles!

How are bats and birds the same? How are they
different?

Essential Question(s)

Why do animals in different habitats have different body

parts?
What is an adaptation?
Students will learn that birds and bats adapt their ways of
feeding so that they can get the food they need.

Learning Objective(s)

Students will become further aware of the differences and

similarities between birds and bats by reviewing
Stellaluna.

Standards (Common Core/MA Curriculum Frameworks)

1-LS1-1: Use evidence to explain that (a) different

animals use their body parts and senses in different ways
to see, hear, grasp objects, protect themselves, move
from place to place, and seek, find, and take in food,
water, and air, and (b) plants have roots, stems, leaves,
flowers, and fruits that are used to take in water, air, and
other nutrients, and produce food for the plant.
Clarification Statement: Descriptions are not expected to
include mechanisms such as the process of
photosynthesis.
RL.1.9: Compare and contrast the adventures and
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experiences of characters in stories.

W.1.1: Write opinion pieces in which they introduce the
topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide
some sense of closure.
Cross-Disciplinary/ELA: Students will recall what they
learned about bats and birds based on Stellaluna that
they read a few weeks ago. I will make reference to their
schema chart on bats at the beginning of the lesson to
help assess their prior knowledge. Students will compare
and contrast bats and birds and will answer the question
would you rather have bat teeth or a bird beak? in
writing.
Vocabulary
Cross-Disciplinary Connections/Academic Vocabulary

Adaptation-I will explain that beaks are

an adaptation because birds need to be able to eat
worms. Likewise, bats need to be able to fruit so
they have teeth and mouths.
Compare
Contrast
Differences
Similarities
Habitat
Muzzle-mouth

Prior Knowledge/Common Misconceptions

Prior Knowledge: Students have read Stellaluna and

completed a whole group schema chart on bats. This
chart consisted of things they knew about bats before the
unit, questions they had about bats, and new learnings
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they gained throughout the unit. In writing center, they

were asked to compare and contrast bats and birds using
evidence from the text. They did not understand what
evidence from the text meant but were quick to identify
that bats can see at night and birds cannot. Some were
able to say that bats could see at night because they
have to fly at night. Some were exposed to the word
habitat at the teacher table during literacy centers.
Students are discussing wants and needs this week,
which could coincide with adaptations.
Common Misconceptions: It has been a few weeks
since they have talked about bats, they may struggle in
retrieving prior knowledge on the subject. Students also
have shown confusion towards the terms compare and
contrast and use evidence from the text. Some
students take everything literally and may have trouble
grasping the ideas behind the experiment.
Formative Assessment/Summative Assessment/Self
Assessment

Formative: Ask students what they know about bats.

Prompt them to think about Stellaluna and share some
of what they recall from the story. Go over their schema
chart on bats to further access their prior knowledge.
Then, ask them to share some of the differences between
birds and bats. Write these down on stickies to place on
chart paper. Students will answer the question Which
animal caught more fruit? by participating in an
experiment in small groups, where they will use a
clothespin to represent a bird beak and their fingers to
represent a bats mouth.
Summative: Students will respond to a worksheet
asking would you rather have a bird beak or bat teeth?
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They will explain their reasoning utilizing evidence from

the book and experiment. For example, students may say
theyd rather have a bat mouth because they like fruits
but do not like bugs.
Self: Determine how much students recall about bats
and birds by asking them to think about Stellaluna and
referring to their schema chart on bats. When they
decide whether they would want a bird beak or bat teeth,
prompt them to use information from the lesson to
support their response. If students are unable to grasp
additional information from the lesson about this subject,
the lesson needs work.
The majority of this lesson consists of whole group
discussions until we transition into the experiment in
small groups. After the experiment, we will go back to
whole group to discuss what we saw. The lesson
concludes in students independently completing a
worksheet.

Instructional Strategies/ Grouping

Lesson Sequence

1. Have students sit in their story spots.

Remind them that we read Stellaluna a few weeks
ago. Ask them to summarize some of the story.
Have a copy of Stellaluna on hand. Then, ask them
what they remember about bats. Refer to their
schema chart on bats if necessary. (6 minutes)
2. Ask the question, What are some
things about bats and birds that are the same?.
After some responses, ask how they are different.
Finally, ask what do bats need that birds do not?
Write responses on stickies to add to a chart. Point
out evidence based on their previously made
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schema chart and the Stellaluna book. (6

minutes)
3. Explain that birds and bats eat different
foods to survive, as exemplified in the story. Clarify
that this is evidence, and that animals have
adapted to get what they need to survive. This
will transition into a demonstration where students
will use a clothespin to represent a bird beak and
their thumb and index finger to represent a bats
mouth. They will be trying to get beans to eat,
which would represent pieces of fruit. Explain the
expectations of this experiment by demonstrating
how to properly use each method of feeding.
Remind students that we will be using this as
evidence later. (6 minutes)
4. Have students participate in the
demonstration in small groups. If possible, have
two stations with the same experiment for time
purposes (one group of seven, one group of eight).
(1 minute)
5. Call students back to their story spots.
Discuss what they discovered during the
demonstration. Ask the question, which mouth
caught more fruit? Ask why do you think this is
the case? Students should conclude that bats
need fruit to eat so they must have the better
mouths to eat them. (5 minutes)
6. Have students return to their desks and
complete a worksheet asking Would you rather
have a bird beak or bat teeth? Prompt them to use
evidence from the text or experiment (the foods
each animal eats) to support their answer. Model an
example, such as maybe I would say Id like a bird
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beak because I wanna see what worms taste like!

(8 minutes)
Approximate Lesson Run Time: 32 minutes
Differentiation: While we will discuss prior knowledge,
the characteristics of bats and birds, and answer to the
question which animal caught more worms?, these
responses will be recorded on stickies for students to
refer to if necessary.

Differentiation/Modifications/Accommodations

Modifications: N/A
Accommodations: Some students may have extra
support in completing the Would you rather?
worksheet.
Bat schema chart
Copy of Stellaluna
Sticky notes
Would you rather have? worksheet
Chart paper to display students
response to what do bats and birds have in
common and what makes them different? and the
question Which animal was able to catch more?
12 goya beans (6 for each group)
4 clothespins (2 for each group)

Materials