Bat Salad

Activity

Students make the connection between different mega-bats around the world and the special relationships they have with certain foods. They will create a salad using foods that bats play an important role in the processes of pollination, dissemination, and germination. To obtain the components of the salad the students will have to identify the country which certain bats are associated with.

Materials Needed: dried mango, dried banana, dried figs, dried papaya, dried dates, cashews, world map, place mats, serving cups, laminated bats with species names and countries, 6 spoons, 6 bowls, centerpiece with fresh examples

Procedure

  1. Docent will show students a map of the world and where we live.
  2. Docent will then explain to students that some bats and plants have a special relationship that helps plants to be able to live and produce more plants.
  3. Docent will then explain that the students are about to make a salad out of the foods that bats have a special relationship with.
  4. Students are given a ring of laminated bats with stickers on them.
  5. Each bat has a species name and country on it. The students try to find the countries listed on their bats on the place mats in front of them.
  6. Then they are told they are going to look for the countries on maps at another table, and the other maps have the name of the food associated with that bat. They are to write the food on the sticker on the bats.
  7. The students are then instructed to take a few pieces of the dried foods and put them in their bowls and then continue the search for all the countries and foods associated with each bat on the ring.
  8. After the students have located all the components to the bat salad the Docent will ask the students what the names of the fruits were and show them the fresh sample available so that the students can see what the bat eats. While this is happening the students can eat their bat salad.

Modified procedure for K-2

  1. Docent will show students a map of the world and where we live.
  2. Docent will then explain to students that some bats and plants have a special relationship that helps plants to be able to live and produce more plants.
  3. Docent will then explain that the students are about to make a salad out of the foods that bats have a special relationships with.
  4. Students are given a ring of laminated bats that are in order.
  5. Then they are told they are going to another table to look for the countries named on the bats on maps at another table, and the other maps have the name of the food associated with that bat.
  6. The students are then given a few pieces of the dried foods in their bowls, and shown the fresh example, as each country is associated with each bat on the ring.
  7. Students then eat the bat salad.

Alabama Course of Study for Science

This activity meets goals specified for grades:

  • K–#’s 1, 2, 3, 4, 5, 19, 20, 21
  • 1st–#’s 1, 2, 3, 4, 5, 19, 20, 25
  • 2nd–#’s 1, 2, 3, 4, 5, 25, 26
  • 3rd–#’s 1, 2, 3, 4, 32, 37, 39, 41
  • 4th–#’s 1, 2, 3, 4, 41, 43, 46
  • 5th–#’s 1, 2, 3, 4, 30, 39


Learning Outcomes

Students will recognize that there are bats all over the world and that some bats have a very specialized, very important role in the life of some plants.

Instrumental Objectives

Students will be able to:

  • locate countries around the world.
  • experience the foods that bats eat and help to germinate.
  • make connections between different countries and the food products they produce with the help of bats.
  • distinguish mega-bats from micro-bats.
  • recognize genus and species.