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Foods for Flying Mammals—Bats!

What do bugs, fish, frogs, and fruit all have in common? Bats eat them! Create a 3-D science project that shows bats’ eating habits.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Bats are fascinating creatures. Learn more about where they live, how they help people, and which ones are endangered.
    2. For this science project, students find out what different types of bats eat. Read Stellaluna by Janell Cannon, Bat Loves the Night by Nicole Davies, or Outside and Inside Bats by Sandra Markle, for example. Some bats eat scorpions, others eat flying insects, and others eat fruit or frogs! Students choose one kind of bat that intrigues them and demonstrates what they know about its diet.
    3. Press Crayola Model Magic® compound to cover the outside of both halves of a plastic egg. Make it look like a bat. Be sure the egg can still open and close!
    4. Roll a Model Magic ball for the bat’s head. Press it on the end of one egg section. Add eyes, ears, a nose, and mouth in different colors. Model Magic that is fresh from the pack sticks to itself.
    5. Make bat wings by rolling Model Magic flat and cutting the shape. Attach wings to the back of the bat. Air-dry the bat with the wings flat.
    6. Make several tiny replicas of foods that the bat eats. Add minute Model Magic details. Be sure that all of the food pieces will fit into the "belly" of the bat. Air-dry everything for about 24 hours.
    7. Put the food inside the bat’s belly. Share facts about bat foods with classmates and family. Compare and contrast the diets of various bats on a chart. Which bat diets have the most variety? Which have the least?
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

    LA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.

    LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    SCI: Ask questions about the natural and human-built worlds.

    SCI: Construct drawings or diagrams as representations of events or systems.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

  • Adaptations

    Invite an animal control specialist or zookeeper to meet with the class and share personal experiences and scientific information about bats. Prior to the meeting, students compose questions for the guest. After the visit, students post new learning to a class blog.

    Working in small groups, students investigate several species of bats and select on for in-depth research. Organize research into an electronic format and upload it to a classroom computer for future viewing.

    Bats are capable of consuming as many as 1,000 mosquitoes in one hour! Investigate how this helps humans.

    Why should people never touch any wild animal, including bats? Investigate and write up a simply ad that encourages people to be wary of touching wild animals.

    ?Scientists are attempting to conserve bats. What are some common threats to bat habitats and food supplies? Which species of bats live in your area? How can you help to protect these animal species, as well as their food supplies and habitats


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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