Hot Topics in Bat Conservation Efforts
By: Jessica Mickey
Grades: 6-8
Time: 5 50 minute class periods
Purpose: to research dangers to bats in the United States and create calls for action toward bat conservation.
Indiana Social Studies Standards
6.1.20 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of
individuals, ideas, human interests, beliefs, and chance in history.
6.3.8 Identify major biomes of the United States and explain how these are influenced by climate.
6.3.13 Explain the impact of humans on the physical environment in the United States.
6.4.6 Analyze current economic issues in the countries of Europe or the Americas using a variety of
information resources.
8.2.5 Compare and contrast the different functions of national and state government within the federal
system by analyzing the United States Constitution and the Indiana Constitution.
8.2.9 Explain how citizens can monitor and influence the development and implementation of public policies
at local, state and national levels of government.
8.3.7 Using primary and secondary sources, identify ways people modified the physical environment as the
United States developed and describe the impacts that resulted.
Indiana English/Language Arts Standards
6.RN.2.1 Cite textual evidence to support analysis of what a text says explicitly as well as inferences drawn from
the text.
6.RN.2.2 Determine how a central idea of a text is conveyed through particular details; provide an objective
summary of the text.
6.RN.2.3 Analyze in detail how a idea is introduced, illustrated, and elaborated in a text (e.g., through examples
or anecdotes).
6.RN.4.1 Trace and evaluate the argument and specific claims in a text, distinguishing claims that the author
supports with reasons and evidence from claims that are not supported.
6.W.3.1 Write arguments in a variety of forms that Introduce claim(s), using strategies such as textual analysis,
comparison/contrast and cause/effect; use an organizational structure to group related ideas that
support the argument; support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text; create and maintain a consistent
style and tone appropriate to purpose and audience; provide a concluding statement or section that
follows from the argument presented.
6.W.4
Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach;
and edit to produce and strengthen writing that is clear and coherent, with some guidance and
support from peers and adults.
6.W.5
Conduct short research assignments and tasks to build knowledge about the research process and the
topic under study; formulate a research question (e.g., In what ways did Madame Walker influence
Indiana society?); gather relevant information from multiple sources, and annotate sources; assess the
credibility of each source; quote or paraphrase the information and conclusions of others; avoid
plagiarism and provide basic bibliographic information for sources; and present information, choosing
from a variety of formats.
6.W.6.1e Writing simple, compound, complex, and compound-complex sentences; recognizing sentence
fragments and run-ons.
6.W.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling.
7.RN.2.1 Cite several pieces of textual evidence to support analysis of what a text says explicitly as well as
inferences drawn from the text.
7.RN.2.2 Analyze the development of two or more central ideas over the course of a text; provide a detailed,
objective summary of the text.
7.RN.3.2 Analyze the structure an author uses to organize a text, including how the major sections contribute to
the whole and to the development of the ideas.
7.RN.4.1 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to support the claims, noting instances of bias and
stereotyping.
7.W.3.1 Write arguments in a variety of forms that introduce claim(s), acknowledge alternate or opposing
claims, and use appropriate organizational structures; support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text; establish and maintain a consistent style and tone appropriate to purpose and audience; and
provide a concluding statement or section that follows from and supports the argument presented.
7.W.4
Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach;
and edit to produce and strengthen writing that is clear and coherent, with some guidance and
support from peers and adults.
7.W.5 Conduct short research assignments and tasks to build knowledge about the research process and the
topic under study; formulate a research question (e.g., In what ways did Madame Walker influence
Indiana society?); gather relevant information from multiple sources, and annotate sources; assess the
credibility of each source; quote or paraphrase the information and conclusions of others; avoid
plagiarism and provide basic bibliographic information for sources; and present information, choosing
from a variety of formats.
7.W.6.1e Writing simple, compound, complex, and compound-complex sentences; recognizing and correcting
sentence fragments and run-ons; varying sentence patterns for meaning, reader interest, and style.
7.W.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling.
8.RN.2.1 Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well
as inferences drawn from the text.
8.RN.2.2 Analyze the development of a central idea over the course of a text, including its relationship to
supporting ideas; provide a detailed, objective summary of the text.
8.RN.4.1 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
8.W.3.1 Write arguments in a variety of forms that introduce claim(s), acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and evidence logically; support claim(s)
with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text; establish and maintain a consistent style and tone appropriate to
purpose and audience; provide a concluding statement or section that follows from and supports the
argument presented.
8.W.4
Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach;
and edit to produce and strengthen writing that is clear and coherent, with some guidance and
support from peers and adults.
8.W.5
Conduct short research assignments and tasks to build knowledge about the research process and the
topic under study; formulate a research question (e.g., In what ways did Madame Walker influence
Indiana society?); gather relevant information from multiple sources, and annotate sources; assess the
credibility of each source; quote or paraphrase the information and conclusions of others; avoid
plagiarism and provide basic bibliographic information for sources; and present information, choosing
from a variety of formats
8.W.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling.
Indiana Science Standards
6-8.RS.1 Cite specific textual evidence to support analysis of science texts.
6-8.RS.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
6-8.RS.6 Analyze the author’s purpose in providing an explanation in a text.
6-8.WS.2 Write informative/explanatory texts, including scientific procedures/experiments. Introduce a topic
clearly, previewing what is to follow; organize ideas, concepts and information into broader categories
as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations, or other information and examples. Use appropriate
and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use
precise language and domain-specific vocabulary to inform about or explain the topic. Establish and
maintain a formal style and objective tone. Provide a concluding statement or section that follows
from and supports the explanation or information presented.
6-8.WS.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
6-8.WS.7 Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
6-8.WS.8 Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and following a standard format for citation.
6-8.WS.9 Draw evidence from informational texts to support research.
6.3.1
Describe specific relationships (i.e., predator and prey, consumer and producer, and parasite and host)
between organisms and determine whether these relationships are competitive or mutually
beneficial.
6.3.2
Describe how changes caused by organisms in the habitat where they live can be beneficial or
detrimental to themselves or to native plants and animals.
Materials:
- Paper copies of “Bats and White Nose Syndrome” from EcoReporters
(http://www.ecokids.ca/pub/ecoreporters/articles/bats-white-nose.cfm)
- Paper copies of “US Weighs Endangered Species Listing for 2 Bats Threatened by Disease” from The New York
Times (http://www.nytimes.com/gwire/2011/06/29/29greenwire-us-weighs-endangered-species-listing-for-2bat-82346.html)
- Computers/in class books for research
- Copies of Bat Articles Text Features Worksheet
- Copies of news article rubric/questions
Background: Students should have some knowledge about the format of a news article and what text features are.
Procedures:
1) As a class, read the article (online or on paper) “Bats and White Nose Syndrome.”
a. Have students fill out the worksheet attached to look at various features of the news article. Give
students about 10 minutes to complete this.
b. Discuss answers aloud with students.
2) As a class, read the article (online or on paper) “US Weighs Endangered Species Listing for 2 Bats Threatened by
Disease.”
a. Have students complete the worksheet for this article. Give students about 10 minutes to do this.
b. Once completed, allow students to compare answers with a partner. If students have questions over the
worksheet, discuss answers selectively as a class.
3) Make sure students’ names are on their worksheets, and inform them that they will need to keep these
worksheets until the end of their mini-research project.
4) Pass out the rubric/project guidelines for mini-research project. Go over the project as a class.
5) Begin research to write a news article about bats and some ecological or health issue affecting bats (one species
or multiple) in Indiana.
a. You can allow class time for this research project or make it a homework assignment. The project should
take about 4 days (2 for research, 1 for writing, 1 for revising) to complete.
b. The revision stage should take place in class with an exercise for peer-collaboration on the editing
process. See http://libarts.wsu.edu/english/composition/Peer%20Review%20Activities.pdf for ideas.
Assessments:
- Completed worksheet for news article text features
- Guide for news article
- Written news article
Resources:
http://www.ecokids.ca/pub/ecoreporters/articles/bats-white-nose.cfm
http://www.nytimes.com/gwire/2011/06/29/29greenwire-us-weighs-endangered-species-listing-for-2-bat-82346.html
http://libarts.wsu.edu/english/composition/Peer%20Review%20Activities.pdf
http://www.batconservation.org/bat-houses/research
http://batcon.org/index.php/bats-a-people/bats-human-health.html
http://batstore.org/collections/books (Books)
Name: ________________________________________
Date: ______________
Bat Articles Text Features
Text 1
1) Who are the authors of “Bats and White Nose Syndrome”?
___________________________________________________________________________________________
_________________________________________________________________
2) What is the main idea of this text?
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
3) What evidence do the authors use to support this main idea?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________
4) Identify 2 text features you see in this article and their purposes.
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
5) What do the authors of this article want their readers to do after reading this article? How do you know?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________
Text 2
1) Who is the author of ““US Weighs Endangered Species Listing for 2 Bats Threatened by Disease”?
______________________________________________________________________________
2) What is the main idea of this text?
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
3) What evidence do the authors use to support this main idea?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________
4) Identify 2 text features you see in this article and their purposes.
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
5) What do the authors of this article want their readers to do after reading this article? How do you know?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________
Guidelines/Essential Questions for News Article
1) Conduct research on various risks to Indiana bat populations. You might want to start your research at the
following links:
a. http://www.batconservation.org/bat-houses/research (Go to About Bats>Conservation Issues)
b. http://batcon.org/index.php/bats-a-people/bats-human-health.html (What We Do)
2) Choose a bat-related conservation issue(disease, ecological, habitat, etc.).
___________________________________________________________________________________________
_________________________________________________________________
3) What is the primary question you will attempt to answer during your research and in your news article?
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
4) List each of your resources (you need at least 3) with their full MLA citation. Attach any additional resource
information on a separate piece of paper and staple to this guide.
*__________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
*__________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
*__________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
5) Explain why the issue you chose in a problem and what the issue is.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________
6) What evidence do you have (from your resources) that supports this is an issue? Attach any additional resource
information on a separate piece of paper and staple to this guide.
*__________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
*__________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
*__________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
7) Find/offer at least one quote about this conservation issue from an expert in the field. Make sure you identify
the expert’s name and what he/she does professionally as well as the quote.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________
8) What text features (besides title, author’s name, and publication date) will you use? Be sure to provide source
credit as necessary.
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
9) What is the main idea of your news article?
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
10) What is your call to action?
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________
11) What is the title of your news article?
___________________________________________________________________________________________
________________________________________________________________
News Article Rubric
Master
Developing
Undeveloped
1-3 questions are left
blank. Information may
not be presented
accurately or in
complete sentences.
Article reads smoothly
and is informative.
Each question is
answered on the guide,
but some may not be
answered fully, with
complete sentences, or
with accurate
information.
Some answers to
questions in the guide
may not be clearly used,
though nearly all
information from the
guide is covered. No
additional information
is present or additional
information is clumsy.
Article is arranged in
the general format of a
news article.
Article is readable but
choppy or longwinded
in parts.
Article does not
resemble news article
format.
At least 3 text features
besides title, author
name, and date of
publication are present.
Article is arranged in
the general format of a
news article.
Only 1 text feature
besides title, author
name, and date of
publication are present.
Each question on the
guide is answers fully,
correctly, and in
complete sentences.
Questions
____/20
News Article Content
It is clear that each
answer from the guide
is used appropriately in
the article. Additional
application information
is also present.
Article appropriately
____/40 persuades reader to
buy into call to action.
News Article
Mechanics
None to very few
grammar, spelling,
and/or punctuation
____/10 issues.
News Article
Organization
Article is clearly ordered
in a way that makes
sense. Conservation
issue is identified
immediately. Call to
action is in the
conclusion. Order of
main ideas(s) and
____/15 supporting evidence
makes sense.
At least 2 text features
besides title, author
name, and date of
publication are present.
Article attempts to
persuade reader to buy
into call to action.
Few repeated grammar,
spelling, and/or
punctuation issues.
Article is organized in a
way that a reader can
read it once and
understand what’s
going on, but individual
parts may be a bit
unclear regarding how
information is
presented.
All questions from guide
are not included, nor is
additional information
as relative to the topic.
Article does not read
smoothly because of
excessive choppiness or
long-windedness.
Article makes little or
no attempt to persuade
reader to follow a
specific call to action.
Many grammar,
spelling, and
punctuation issues.
Article offers the main
idea of the chosen
conservation issue but
may not be clear in how
that issue affects bats
or can be resolved.
Individual sections are
confusing.
Full participation in
peer review process.
Peer Review
Participation
____/15
Total
_____/100
Participates in peer
Little to no participation
review process but not
in peer review process.
equally with partners(s).