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Are You Sleeping? • Day 7

281 Module 5Early Learning

Day 7Are You Sleeping?

When do you like to sleep? Do you like to sleep during the day or at night?

Bats like to sleep during the day and keep busy during the night. Today, you will learn many interesting things about bats.

You may think that bats are terrifying creatures of the night. Many bats do have scary faces. These facial features look frightening, but they are actually important attributes used to direct the high-pitched sounds that help bats fl y in the dark.

The high squeaking sound that a bat makes scans the scene in front of it—just like the beam from a fl ashlight in the dark. A bat’s brain uses the echoes of

the sounds to form a picture of the scene. A long delay means a target is far away; a short delay means the bat is closing in.

Bats are shy creatures that fl y at night to avoid predators such as birds. During the day, most bats roost in caves, trees, and buildings.

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Day 7 • Are You Sleeping?

Module 5

Calendar Time • Goodnight Moon by

Margaret Wise Brown • Goodnight Moon Journal

from Student Folder • calendar resources as

required

Math Time • 20 counters such as

interlocking cubes, buttons, or beans

• transparent bag

Music and Movement • blindfold (optional) • a large space free of

obstacles to play a game • small bells or noise maker

(optional)

Sharing Time • stapler

Letter and Word Time • Letter and Word Board

(fridge) • lower case magnetic letters

Project TimeProject Choice 1 • computer with Internet access

Project Choice 2 • black construction paper or

black fun foam • clothespins, googly eyes

or paper circles from hole puncher

• glue, chalk, and safety scissors

Learning Centre TimeDramatic Play/Block Centre • black clothes • blankets and shower curtain • pre-made bats if made during

Project Time • movable furniture • various sizes of blocks and

boxes

Math Centre • interlocking cubes or other

types of counters

Story Sharing Time • a selection of books about bats • blank Word Cards • Goodnight Moon Word Box

and ongoing collection of Goodnight Moon theme words

What You Need Today



Calendar Time

Time recommended: fl exible

Re-read the book Goodnight Moon with your student. Then, discuss some of the things to which Bunny said goodnight, such as room, moon, light, and balloon. Next, focus your learner’s attention on the rhyming words throughout the story such as chairs, bears; kittens, mittens; toyhouse, mouse.

Let’s

• discuss the things to which Bunny said goodnight • identify rhyming words • learn about bats • record today’s date and a journal entry

Tell your student that bats will be the topic of discussion today. Share with your student the following idea.

Instead of going to sleep at night, bats wake up!

Brainstorm and list the things a bat might see when it wakes up. Some possible suggestions are such words as bark, park, dark, bug, slug, cave, and wave.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

park

darkslugs

bark

bugs

wave

cave

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Remind your student that rhyming words sound the same at the end of the word. If your student does not have any words that rhyme within the list, think of rhyming words for some of the items listed.

Then, print the rhyming words on Word Cards.

At the top of the Goodnight Journal entry page, guide your young journalist to print today’s day, month, date, and year.

On the bottom lines of the entry page, have your student record at least two goodnight sentences.

To prepare for printing these sentences in the journal, have your student select two rhyming words from the list. After the two rhyming words have been selected, model the printing of each sentence on a sentence strip. Begin with a capital letter for the fi rst word and end with a period. Your young journalist’s sentences might be similar to those shown below.

_______________________________________Today’s Date

______________________________________

______________________________________

slugs

bugs



Invite your student to copy the two sentences on the entry page. Then, ask your student to draw and colour a picture that illustrates the sentences.

Encourage your young reader to read the Goodnight Journal entries to family and friends.

When the Goodnight Journal is not in use, place it in the Celebration Folder for use on Day 8.

MaterialsCelebration Folder

_______________________________________Today’s Date

______________________________________

______________________________________

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Math Time

Time recommended: 30 minutes

Together with your learner cut out the 1, 2, and 3 Bat Numeral Cards on the following pages.

When the cards have been cut, you are ready to play a game called Collect 10 Bats.

It’s time to

• identify the numerals 1, 2, and 3 • match the numerals 1, 2, and 3 with the correct

number of counters • count forward to 10 • identify groupings of 10

ActivitiesMath Time

6 542

1

3



Collect 10 Bats Game Procedure

The object of this game is to collect 10 counters with a partner.

Step 1: Mix the 12 Bat Numeral Cards together and stack them face down. Place the following Tower of 10 page close to the stack of cards.

Step 2: Take turns choosing a Bat Numeral Card and saying the name of the numeral on the card and counting the number of bats on the card. Then, the player who chose the card takes the matching number of counters and places them on the Tower of 10. Check the total number of counters on the Tower of 10 page after each turn.

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Step 3: When the number of counters on the Tower of 10 page reaches 10, remove all the counters from the page and start again.

Step 4: When your young counter tires of playing the game, place the Bat Numeral Cards, Tower of 10 page, and the counters in the Math Centre for play later today. You may wish to keep these items in a transparent bag labelled Collect 10 Bats Game.



Tower of 10

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Bat Numeral Cards

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Bat Numeral Cards

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Bat Numeral Cards

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Bat Numeral Cards

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Music and Movement


Introduce the following Mother Goose rhyme, “Are You Sleeping?”

Let’s

• echo-sing two new songs • review that the words of a song are very important

to understanding the song • learn more about nocturnal animals

Invite your student to say each line of the rhyme after you say it. Inform your student that this technique is called echoing. Your learner can sing this rhyme to the tune of “Frère Jacques”.

Optional: If you have a small bell or other noise maker, you may wish to provide your student with it for ringing during the words “Ding, Ding, Dong.”

ActivitiesMusic and

Movement Time

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Are You Sleeping

Are you sleeping,

Are you sleeping,

Brother John?

Brother John?

Morning bells are ringing,

Morning bells are ringing,

Ding, Ding, Dong,

Ding, Ding, Dong.

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After repeating the rhyme a few times, continue with the following the Home Instructor’s Script.

We are now going to sing about bats. Let’s list some things that we know about bats.

Record on a separate list the things that you know about bats.

Bats sleep in the day and fl y around at night. They have the opposite sleep pattern to humans. Bats are called nocturnal animals.

The word nocturnal means to occur at night.

Do you know any other creatures that sleep during the day?

Invite and list suggestions such as sloths, owls, lemurs, cats, rabbits, and hamsters. Later, you may want to do a search on the Internet to add to your list of nocturnal animals.

nocturnal: occurring in the night

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To travel around at night, bats use something called echolocation. This ability helps bats fi nd food and not bump into things in the dark. A bat sends out sound waves using its mouth or nose. Then, that sound hits an object and sends an echo back to the bat, letting the bat know the object’s size, shape, texture, and distance.

Now let’s pretend that I am a bat and you echo my words.

On the following large print copy of the “Bats Are Sleeping” song, sing each line, and ask your learner to echo it.

Sing the song to the tune of “Are You Sleeping?” or “Frere Jacques”. After a few echo versions of the song, sing together a few times.

echolocation: using sound waves to judge distance

Bats are sleeping.

Bats are sleeping.



Bats are Sleeping

Bats are sleeping,

Bats are sleeping,

Do you know when?

Do you know when?

Sleeping in the day time.

Flying in the night time.

Hunting for food.

Hunting for food.

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Continue with the following Home Instructor’s Script.

You will now pretend to be a bat and I will be a piece of food sending sound waves back to you.

Find a large space free of obstacles or any area with safe boundaries that might be appropriate for a blindfolded person.

Close your eyes (or wear a blindfold) and try to fi nd me, your food. You will say, “Bat.” Every time you say that word, I must answer by saying, “Food.” The sound of my voice will help you to fi nd me. Open your eyes when you tap me!

Change roles and play the game again.

Food

Bat



Sharing Time


Together with your learner, compile the following Bat Book. Staple the four pages together on the left-hand side.

Proceed with the following Home Instructor’s Script:

Let’s make a book about bats so we can read it together!

Show your student the prepared book.

Put your fi nger on the title of the book.

What do you notice about the two words on the page?

Help your student notice that both words begin with the same letter.

ActivitiesSharing Time

tail knee

wing membrane

foot

fifth finger

fourth finger

thirdfinger

secondfinger

thumb(first finger)

ear

leg

forearm

Bat Book

By _______________________

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Let’s fi nd out how many sounds make up each of the title’s words.

Use snail talk to say the fi rst word (B-a-t).

How many sounds do you hear? For each sound place one counter under the letter or letters that makes the sound.

Repeat a similar procedure for the word Book. Guide your student to notice that each of these words has three sounds and to place one counter under each sound. The two o’s in the word book make one sound.

Under the title is a picture of a bat with the body parts labelled. Let’s read the labels.

What colour do you think bats are?

? ??



camoufl age: conceal or disguise to look like surroundings

Talk about the colour a bat might be. Introduce the idea of camoufl age and how important it is for a bat to blend with the night-time sky. Explain that a bat’s dark colour helps it remain safe as it travels at night.

Next, print your name to the right of the word By.

Now, let’s turn the page and read what it says.

Together with your student, read one page at a time. Have your student trace over the words. Then, place one tally mark under each sound in the word. The only word that will require more than three tally marks is found on the last page of the book. For the word together, have your student say the word slowly and put a tally mark for each sound that the student hears in the word.

Total the marks to show how many sounds are on each page. Two examples follow.

Total ___________

Total ___________

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Encourage your young reader to read the Bat Book to family and friends. Also, have this book available to read at Story Sharing Time for the next few days of learning.

Print the module and day number on the back of the Bat Book. When it is not in use, place the Bat Book in the Celebration Folder to celebrate and share your child’s ongoing learning accomplishments.

MaterialsCelebration Folder



tail knee

wing membrane

foot

fifth finger

fourth finger

thirdfinger

secondfinger

thumb(first finger)

ear

leg

forearm

Bat Book

By _______________________

Print this page.

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Total ___________

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Total ___________

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Total ___________

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Have some fruit for lunch today. Share with your student that some bats are called Fruit Bats because they like to eat fruit.

Your student may enjoy pretending to be a fruit bat eating the juicy fruit.

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Letter and Word Time


In advance, gather the lower case magnetic letters from the Letter and Word Centre. Use these letters to construct the Word Families in, un, and up on the right side of the Letter and Word Board (fridge). Also, ask your learner to place the letters b, f, k, p, s, t, w, n, r, g, h, and c on the Letter and Word Board.

Today, you will review and make words that belong to the in, un, and up word families.

Guide your learner to use the lower case magnetic letters to make words that belong to each Word Family. For example, assist your learner to make the words

bin, fi n, kin, pin, sin, tin, and win, as part of the in Word Family.

After your young word maker has made as many recognizable words as possible from the selection of the three word families, introduce the following Word Family Card Game.

Word Family Card Game

The object of the game is for each player to take turns making a word, using the following Letter and Word Family Cards.

Together with your learner, use safety scissors to cut out the following Letter and Word Family Cards. While cutting out the cards, identify the letters and the sounds they make.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can



Up Word Family Cards

c

p

s

up

up

up

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In Word Family Cards

bs

in th

shwt

pkf

in in in inin in in in

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Un Word Family Cards

b

s ng

prf

un un un un

un un un

st

un

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Shuffl e the Letter and Word Family Cards, and then give three cards to each player.

Place the remaining cards face down. Flip over the top card and lay it face up beside the face down pile.

For each turn, the player must pick up a card from the face down pile or face up pile. Then, the player must make a word with the cards the player has. This is done on the table for all the others players to see.

The player sounds out the Word Family word. If it is a recognizable word such as bun, then the next player takes a turn. If it is not recognizable word, the player chooses another Letter and Word Family Card until a recognizable word is identifi ed.

sunun

b un

un

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upcuppupsup

sun nun pun run bun fungun stunshun

inbinfi nkinpinsintinwinshinthin

When you and your student have fi nished playing this game for today, place all the cards in a transparent plastic bag for later card game fun.

Word Families

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Project Time


For Project Time today, your student may choose one or both of the activities listed below.

Project Choice 1: Internet Search

The Internet has many sites about bats.

Some suggested sites are as follows:

• www.geocities.com/EnchantedForest/7914/bat.html• www.backfl ip.com/members/RanchoVerde/12629837/

page=1/sort=1/linkspp=25

Sometimes a site becomes unavailable. If this is the case when you try to enter a site, show your student how to enter key words into any Internet search engine to search

about a chosen topic. For example, you could show your student how to type ‘Bat games for kids’ or ‘Bats’ into a search engine such as http://www.google.ca

and see what you fi nd. Together, you can choose some suitable

sites and activities.

ActivitiesProject Time

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Project Choice 2: Bat Decorations

Together with your learner, use safety scissors to pre-cut the following two bat shape tracers.

Bat Decoration Procedure

Step 1: Provide your student with black construction paper or black fun foam. Show your student how to hold the tracer in place with one hand while tracing around the shape with a piece of white chalk or light-coloured pencil crayon.

Step 2: Have your student use safety scissors to cut out the two black shapes.

Step 3: Prompt your student to glue the wings across the clothespin fi rst. Then glue the body to cover the exposed clothespin.

Step 4: Guide your student to glue the googly eyes or hole-punched circles on the bat’s face to give the bat eyes.

Make as many bats as you like. A whole bat family could be fun to play with. You may even wish to prepare a puppet show with your student or you can clip these great bats all around the house–on curtains, furniture, tablecloths, and anywhere else a bat might like to perch.



Bat Shape Tracers

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Learning Centre Time

Recommended Time: fl exible

Dramatic Play/Block Centre

Use your creativity to build an imaginary bat cave. The blocks may be used to outline the space. Perhaps light-weight cardboard boxes could be stacked to make walls. A blanket or shower curtain could be draped over pieces of furniture (chairs or tables) to add to the cave-like feeling.

Then, if your learner chose the previous Project Choice 2, hang the bats upside down from the inside of the bat cave.

Encourage your student and a friend or sibling to dress in black and pretend to be bats. Prompt your student to do what bats do. Refl ect on some of the learning from the day’s activities to help your student consider some bat ideas. Then, play along!

ActivitiesLearning Centre Time

Pretending to be bats is fun!

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Math Centre

Play the Collect 10 Bats Game from Math Time today.

Also, encourage your learner to complete the following connect-the-dots bat picture.

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Story Sharing Time


Provide a selection of books about bats for storytime. Be sure to have your student’s Bat Book from today’s Sharing Time available to read as well! Some examples that you may fi nd in the library are identifi ed below.

ActivitiesStory Sharing Time

• Stellaluna by Janell Cannon• Stellaluna: A Pop-Up Book and Mobile by Janell Cannon• Zipping, Zapping, Zooming Bats (Let’s-Read-And-Find-Out Science, Stage

2) by Ann Earle and Henry Cole• Bats by Gail Gibbons (Illustrator)• Bats Around the Clock by Kathi Appelt• Bat Jamboree by Kathi Appelt• Night Creatures by Sylvaine Perols (First Discovery Books)• Bats: Shadows in the Night by Diane Ackerman• Bats: The Amazing Upside-Downers by Phyllis J. Perry (First Books–

Animals)• Bats (Zoo Books) by John Bonnett Wexo, Linda C. Wood• Bat’s Surprise by Kelli C. Foster, et al. (Get Ready...Get Set...Read!)

Also, have available some blank Word Cards, the Goodnight Moon Word Box, and the ongoing collection of Goodnight Moon theme words.

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Together with your learner, sound out each letter in the word bat and print it on a Word Card. Review with your young writer that the word bat belongs to the at Word Family.

Ask your student how many sounds the word bat has. Have your student place the corresponding number of interlocking cubes or another type of counter under the word. Your student may wish to draw a small bat beside the word.

Encourage your student to place the bat Word Card in front of him or her, and then search one of the books about bats to record the number of times the matching word appears.

Add the bat Word Card to the Goodnight Moon Word Box.

Happy Reading!

Goodnight Moon Word Box

bat

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