National Wildlife Federation's Bat Guide

Night Friends-
American Bats
On-line Activity Guide

The National Wildlife Federation™ and
Bat Conservation International are working with the
U.S. Postal Service to promote the American
Bats Stamps as a tool to educate and inspire Americans
about the beauty of our nation's wildlife and urgent
need to conserve it.

BAT CONSERVATION INTERNATIONAL

You can purchase stamps by calling 1-800-STAMP24
or online at www.usps.com

NATIONAL WILDLIFE FEDERATION BATS

Background

Origins and Relatives
Did you know that the world’s smallest mammal, the bumblebee bat,
weighs less than a penny?

Bats play a vital role in the health of our natural world, and are
fascinating creatures. They are a group of mammals that belong to
the group, “Chiroptera,” which means hand-wing. All living bat
species fit into one of two sub-groups, the Microchiroptera or the
Megachiroptera. Members of the latter group are often called
“flying foxes” because of their fox-like faces. They are found only
in the Old World tropics, while the Microchiroptera, which are
highly varied in appearance, occur worldwide.

Diversity and Distribution
The more than 1,000 species of bats make up approximately 25
percent of all mammal species, more than any other mammal
group except rodents, and they are found everywhere in the world

AMERICAN BATS: ONLINE ACTIVITY GUIDE | 1

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BATS NATIONAL WILDLIFE FEDERATION

except in the most extreme
desert and polar regions. Some
40 species live in the United
States and Canada, but the
majority inhabit tropical forests
where, in total number of
species, they sometimes
outnumber all other mammals
combined.

Bats come in an amazing A bat emits a high-frequency sound,
variety of sizes and appear- which hits an object and bounces
ances. While the bumblebee back to the bat, telling it how far
bat is at one extreme, some away the object (prey) is.
flying foxes of the Old World
tropics have wingspans of up to
six feet. The big-eyed, winsome intricate facial features that total darkness they can detect
expressions of flying foxes often become more fascinating when obstacles as fine as a human
surprise people who would their sophisticated role in navi- hair. The sophistication of
never have thought that a bat gation is explored. these unique echolocation
could be cute. Some bats have systems surpasses current scien-
long angora-like fur, ranging in tific understanding and has
Navigation and Migration been estimated to be billions of
color from bright red-brown or
Like dolphins, most bats times more efficient than any
yellow to jet black or white.
communicate and navigate similar system developed by
One species is furless, and
with high-frequency sounds, humans. In addition, bats are
another even has pink wings
which they bounce off of not blind and many have excel-
and ears. A few are so brightly
objects to determine where and lent vision.
patterned that they are known
how far away they are. Using
as butterfly bats. Others have
sound alone, bats can “see” In temperate regions, cold
enormous ears, nose leaves, and
everything but color, and in winters and the subsequent
lack of insect prey force bats to
migrate or hibernate. Most
travel fewer than 300 miles to
find a suitable cave or aban-
doned mine, where they
remain for up to six months
or more, surviving solely on
stored fat reserves. However,

2 | AMERICAN BATS: ONLINE ACTIVITY GUIDE

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several species are long-distance nating sites to warmer roosts, attack humans, and they live
migrators, traveling from as far where they form nursery only in Latin America. With
north as Canada to the Gulf colonies. Birth occurs approxi- the exception of three species
states or Mexico for the winter. mately a month and a half to of nectar-feeding bats that live
A few species can survive short- two months later. Young bats along the Mexican border of
term exposure to sub-freezing grow rapidly, often learning to Arizona and Texas, all bats in
temperatures, enabling them to fly within three weeks. While the United States and Canada
overwinter in crevices in cliff they are being reared, males are insectivorous.
faces or inside the outer walls
of buildings. Bats can be found roosting in a
wide range of shelters,
although they are best
Courtship and known for living in
Reproduction caves. Tropical
Most bats that live species occupy an
in temperate even wider range of
regions, such as the roost sites than
United States and temperate species.
Canada, mate in the For example,
fall just before entering some make
hibernation. Ovulation tent-like roosts
and fertilization (through by biting
sperm that have been dormant Proportion of bat species through the
in the female reproductive tract with each kind of bat diet. midribs of
large leaves, and several species
have suction discs on their
and non-reproductive females wings and feet that enable
often segregate into separate them to live in the slick-walled
Young bats grow groups called bachelor colonies. cavities formed by unfurling
rapidly, often leaves, such as those of the
learning to fly within Although 70 percent of bats eat banana plant. Others live in
insects, many tropical species animal burrows, flowers,
three weeks. feed exclusively on fruit or termite nests, and even in large
nectar. A few are carnivorous, tropical spider webs. Despite
hunting small vertebrates such the wide variety of roosts used
since the previous fall) occur in as fish, frogs, mice, and birds. by bats, many species have
the spring as females emerge Despite their notoriety, there adapted to living in roosts of
from hibernation. Pregnant are only three species of only one or a few types and
females then move from hiber- vampire bats, they do not cannot survive anywhere else.


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Why Should I Care species. Each of these
about Bats? species of bats
Worldwide, bats play essential supports plants that
roles in keeping populations of are crucial to entire
night-flying insects in balance. ecosystems. Many
Just one bat can catch hundreds plants bloom at
of insects in an hour, and large night, using unique odors
and special flower shapes
that attract bats. The
famous baobab tree of
Seeds dropped the eastern African
savannas is a good
by bats can account example. Only bats can
for up to 95 percent approach from below in a
of forest regrowth manner likely to contact
the flower’s reproductive organs
on cleared land. and achieve pollination.
provide more than 450
Wild varieties of many of the economically important prod-
world’s most economically ucts, valued in the hundreds of
colonies catch tons of insects valuable crop plants also rely millions of dollars annually.
nightly, including beetle and on bats for survival. Some of The value of tropical bats in
moth species that cost Amer- the better-known commercial reforestation alone is enor-
ican farmers and foresters products include fruits such as mous. Seeds dropped by bats
billions of dollars annually, not bananas, breadfruit, avocados, can account for up to 95
to mention mosquitoes in our dates, figs, peaches, and percent of forest regrowth on
backyards. In a single mid- mangoes. Others include cleared land. Performing this
summer night, the 20 million cloves, cashews, carob, balsa essential role puts these bats
free-tailed bats from Bracken wood, and even tequila. among the most important
Cave in central Texas eat more seed-dispersing animals of both
than 200 tons of insects! We already know that more the Old and New World
than 300 plant species in the tropics.
Throughout the tropics, the Old World tropics alone rely Excerpted with permission from “The World
seed dispersal and pollination on the pollinating and seed of Bats’’ in America’s Neighborhood Bats
activities of fruit- and nectar- dispersal services of bats, and by Merlin Tuttle, Copyright © 1988.
Courtesy of the University of Texas Press.
eating bats are vital to the additional bat-plant relation-
survival of rain forests, with ships are constantly being
some bats acting as “keystone’’ discovered. These plants


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Featured Bats another gleaner that feeds and to migrate. Unlike most
mostly from the ground, unlike bats, red bats often give birth to
the majority of North American twins and can have litters of up
Macrotus californicus,
bats, which capture flying prey. to five young, though three is
California leaf-nosed bat
With its huge ears, it can detect average. In the fall they perform
The Cali-
insects simply by listening for long-distance migrations, travel-
fornia leaf-
footsteps, and it can respond ling the same routes along the
nosed bat is
accurately to a split-second Atlantic seaboard as many small
the only bat
sound from up to 16 feet away. birds do.
in the United
Its most common prey include
States to have Euderma maculatum,
crickets, beetles, grasshoppers,
both large ears and a nose leaf. It spotted bat
and even scorpions. Pallid bats
is also one of the most acrobatic The
roost in rock crevices, buildings,
fliers. This bat is a “gleaner,” spotted bat
and bridges in arid regions.
which means it is one of the few is one of
They are found from Mexico
U.S. bats that swoops down to America’s
and the southwestern United
capture insect prey straight from most
States north through Oregon,
the ground or plants rather than striking
Washington, and western
in flight. It typically hunts mammals. Its long, silky fur is
Canada.
within a few feet of the ground, snow white beneath and jet
using its superior eyesight and Lasiurus black above, with large white
hearing to search for insects such borealis, spots on its shoulders and
as crickets, grasshoppers, beetles, red bat rump. Its translucent pink ears,
and sphinx moths. California Red bats nearly as long as its body, are
leaf-nosed bats do not hibernate, are North the largest of any bat found in
nor do they migrate. They can America’s the United States, and it has
be found in desert scrub habitats most abundant “tree bats.” pink wings to match! Initially
in the Colorado River valley in They are found east of the thought to be extremely rare,
southern California, Nevada, Rocky Mountains from central the spotted bat is now known to
and Arizona, and throughout Canada to central Florida wher- live from southwestern Canada,
western Mexico. ever there are trees. Red bats south through the western
roost in tree foliage, where their United States to northern
Antrozous pallidus,
rusty red color makes them look Mexico. It is hard to find
pallid bat
like dead leaves. They are because it roosts high up in
The pallid
perfectly camouflaged as they cliff-face crevices and emerges to
bat has
hang from a single foot with feed late at night. Moths that
large ears,
their furry tails curled around are caught high above the
but no nose
them. Red bats are solitary, ground are its favorite prey.
leaf. It is
coming together only to mate


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ACTIVITY
investigating bat adaptations 1
Summary: Background piper fruits, but some flying
Students investigate adaptations foxes are generalists that eat
Did you ever stop to think what many sizes and kinds of fruit as
that increase a bat’s chance of
the world would be like if all well as nectar.
finding food and surviving in a
animals suddenly tried to eat
particular habitat.
just one kind of food? What if Some bats that catch insects
Grade Level: they all decided to eat just grass? have adaptations for hunting
3-6 The answer is simple. They certain kinds of prey or for
Time: soon would run out of grass and capturing them in certain
starve to death. Because animals places. Free-tailed bats are like
two activity periods
eat a wide variety of foods, they little jet airplanes, using their
Subject: compete less, allowing many long, narrow wings and far-
science different species of animals to reaching echolocation (sonar
Skills: live in the same habitat and systems) for chasing moths high
observation, comparison, maintain healthy ecosystems. up in the sky. California leaf-
hypothesizing nosed bats are more like heli-
Learning Objectives:
Most of the world’s bats eat copters, relying on short, broad
Students will be able to: insects, and in areas with cold wings to snatch crickets and
✔ List several different foods winters, that is all they eat. other insects from plants or the
that bats eat. Many tropical bats eat fruit and ground. They can use their
✔ Describe anatomical features nectar, and a few are carnivores extra-large eyes and ears to find
that lend themselves to that eat other animals, including insects without even using
particular bat diets. rats and mice, small birds, frogs, echolocation. Big brown bats
✔ Analyze bat features to accu- lizards, or even fish. Only three have especially strong jaws and
rately predict their diets. out of more than 1,000 species teeth for chewing hard beetles.
of bats drink blood. Pipistrelles have tiny teeth for
Materials: eating gnats and mosquitoes,
✔ Bats Adapt for Food cards Each species of bat is adapted and gray myotis have large feet
(one set of six cards for each for the food it eats. Some bats for catching mayflies as they
group) specialize in eating just one or a hatch from a pond’s surface.
✔ Bat Food Clues at the end of few kinds of food, but others
the lesson, paper for students are generalists that eat a wide Most experienced bat scientists
to write answers variety of foods. Long-nosed can guess what a bat eats by
bats have noses of varied lengths looking closely at its adapta-
and widths that match the sizes tions. Long, narrow wings or
and shapes of the flowers from large tail membranes are usually
which they drink nectar. adaptations for catching insects,
Carollia fruit bats are adapted to but if the bat also has huge feet
feeding almost entirely on small and claws, it probably eats fish.


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Just having large, but not overly specialists, such as the huge- fact cards among its members
large, feet would indicate a bat footed fishing bats, or long- so that every student can
that catches insects from pond nosed nectar bats, live only in become an expert on one of
surfaces. If a bat is large and has tropical areas where climates the bat eating habits. (Two
strong jaws, long canine teeth, and food sources are students can share a single
and a large tail membrane, it is the most predictable. card in groups having more
probably a carnivore, adapted Bats that live in than six students.)
both to eating meat and to northern climates,
turning quickly while chasing where changes are 3. Ask students to take out a
prey. If it has strong jaws and frequent and piece of paper and number it
long canine teeth, but has only unpredictable, from one to twelve down the
a very small tail membrane, it is are all insect-eaters left-hand side. Ask questions
a fruit bat that does not need to that seldom by reading the “Bat Food
chase prey, but is adapted for specialize on Clues” to the class one at a
biting into tough-skinned fruit any one time.
to squeeze the juice out. insect type.
Both insect-eating and In these 4. Give each group a minute or
meat-eating bats always places, it is rare to find two to discuss each given
have long tails or tail a bat with highly specialized clue, and decide what type of
membranes, but wings, feet, or ears. bat it is (for example, insect-
meat-eaters are eating, fruit-eating, etc.).
the largest and have the
strongest jaws. Preparation 5. After all Bat Food Clues are
given and students have
Special adaptations allow bats to Make enough copies of the Bats written their answers, go back
find and eat certain kinds of Adapt for Food cards to through the ’ Bat Food Clues’
food with little or no competi- distribute one complete set to and lead the class in
tion from other species. This is each group. You may want to discussing the answers. Bonus
very successful as long as their laminate the cards for durability. questions after each Bat Food
unique food type is abundant, Clue can be used to stimulate
but such specialization is risky, additional discussion. Each
because the kinds of prey, fruit,
Procedure group’s expert on each feeding
or flowers a bat eats might die 1. Divide your class into groups type can be called upon to
out, leaving the bat to starve. of six or more students each. help lead discussions.
Animals that eat a variety of
foods can switch types if one 2. Distribute one complete set
disappears, but they cannot of Food Cards to each group.
compete well with specialized Tell the group to divide the
animals for any one food. Most


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Extensions Assessment
✔ Challenge students to investi- ✔ Have students write letters to
gate other animals that have advertisers they select,
food habits similar to bats. explaining why they think a
For example, some birds bat would make the perfect
snatch insects out of the air, mascot for their product.
while others pick them from Students could apply their
foliage. How do the habits and knowledge of bat characteris-
habitats of these birds compare tics and make their own
with those of bats? What about connections to products.
fruit-eating birds? Nectar- For example, bats can fold
eating birds? Fish-eating birds? their wings around them to
Are there any other animals protect them from the
that eat blood? Students can elements, so
present their results in poster they’d make
or report format. a great mascot
✔ There have been many other for umbrellas or rain-
bats featured on stamps from coats. Or bats could adver-
all countries and many other tise insect repellent since they
backyard wildlife species eat mosquitoes. Or maybe
featured on U.S. stamps. See aircraft manufacturers, since
how many you can find to bats use radar. Sports teams?
start your collection. Visit Night vision goggles?
the American Philatelic ✔ Have students create a
Society’s website, Halloween card with a bat on
www.stamps.org/kids/kid_ it to mail to their grandpar-
StampFun.htm, for more ents or friends. Inside, they
information on these stamps, could include a “Did You
stamp collecting, and Know?” section listing inter-
National Stamp Collecting esting facts they learned
Month (October, 2002). about bats.

Excerpted with permission from
“Discover Bats!’’ a multi-media activity
guide by Bat Conservation International,
Copyright © 1998.

8 | WHERE IN THE WORLD IS THE ARCTIC?

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ACTIVITY
teacher REFERENCE SHEET 1
Bat Food Clues
1.WHO AM I? 4.WHO AM I?
Clue: My toes and claws are exceptionally long, Clue: I fly fast over quiet water, searching for tiny
and the sides of my toes and claws are flat. moving objects. My fur is oily.
Bonus Questions: Bonus Questions:
What is the advantage of having long toes and What is the advantage of flying over calm water?
claws? What is the advantage of having flattened What is the advantage of oily fur?
toes and claws? Answers:
Answers: 4. I am a fish-eating bat. To easily detect tiny fin
1. I am a fish-eating bat. Can reach into water tips using echolocation. To shed water, keep bat
without submerging body. To glide easily fur dry, and avoid getting cold.
through water.
5.WHO AM I?
2.WHO AM I? Clue: My short, broad wings and my large tail
Clue: My legs are extra strong and my kidneys membrane allow me to dart in and out of
work quickly so I can eliminate water as fast as branches.
I eat. Bonus Questions:
Bonus Questions: What is the advantage of being able to dart in and
How do fast-working kidneys help a blood-eating out of branches? What is the advantage of being able
bat? What is the advantage of extra strong legs? to catch insects on the ground or in bushes?
Answers: Answers:
2. I am a blood-eating bat.To get rid of the water, 5. I am an insect-eating bat that catches prey on
so the bat won't be too heavy to fly. To walk on the ground or on plants. To avoid obstacles and
the ground while stalking large prey or to jump catch prey. To avoid competing for food with
away quickly if the prey wakes. other bats that feed in the open.

Clue: I am a large, strong bat with large ears and Clue: I have sharp teeth and strong jaws that can
broad wings. cut or crush big meals, I also have a big tail
Bonus Questions: membrane.
Why does a carnivorous bat need big ears? What is Bonus Questions:
the advantage of having broad wings? What is the advantage of having sharp teeth and
Answers: strong jaws? What is the advantage of a big tail
3. I am a meat-eating bat. To listen to and find membrane?
prey. To better lift heavy prey. Answers:
6. I am a meat-eating bat. To quckily kill and cut
up large prey and break bones. To maneuver
better when chasing prey.



ACTIVITY
teacher REFERENCE SHEET 1
Bat Food Clues
Clue: My teeth are small, except for my front Clue: My tongue is long and my wings allow me
teeth, which are sharp and can cut like a razor. to hover.
My nose can detect heat. Bonus Questions:
Bonus Questions: Why does this bat need to hover in flight? What is
Why are razor-sharp teeth important? What is the the value of a long tongue?
advantage of a heat-sensitive nose? Answers:
Answers: 10. I am a nectar-eating bat. To visit flowers
7. I am a blood-eating bat. To make quick, rapidly without landing, therefore staying safe
painless cuts. To find areas on prey that are rich from predators. To reach deep in to flowers and
in blood. lap up nectar.

Clue: I have sophisticated echolocation abilities; Clue: My teeth are flat and my jaws are strong so
long, narrow wings; and small ears. I can squeeze juice from my food.
Bonus Questions: Bonus Questions:
Why do bats have echolocation as well as good Why does this bat discard as much pulp as possible?
eyesight? What advantages do long, narrow wings What is the advantage of having flat teeth?
have? Answers:
Answers: 11. I am a fruit-eating bat. To get the most nutri-
8. I am an insect-eating bat that catches prey in tious part of the fruit without carrying extra
the air. To pursue prey on the darkest nights and weight. To squeeze out juice without cutting up
to roost in deep, dark caves where they are safe the pulp.
from predators. To chase fast-flying insects and
travel far. 12.WHO AM I?
Clue: My nose is long and narrow and my teeth
9.WHO AM I? are very small.
Clue: I can smell my food from a long way off Bonus Questions:
and I don't have to echolocate. What is the advantage of small teeth? What is the
Bonus Questions: advantage of a long, narrow nose?
Why do many of these bats not need to echolocate? Answers:
Why is a good sense of smell important? 12. I am a nectar-eating bat. Nectar doesn't need
Answers: to be chewed, so heavy teeth aren't needed. To
9. I am a fruit-eating bat. They don't live in caves reach deep into long, narrow flowers.
and echolocaiton isn't necessary for finding fruit.
To smell ripe fruits, because color can't be seen in
the dark.


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ACTIVITY
WORKSHEET 1

Bats Adapt for Food Cards

Meat-Eating Bat Fish-Eating Bat
Carnivore (CAR-nih-vore) Piscivore (PISK-kah-vore)

Body: Larger than average size; long legs and
enormous feet; long, sharp, hooked claws; toes flat
for knifing through water; oily fur that sheds
water to keep dry.
Body: Large size for capturing and carrying
off other animals. Head: Strong jaws for killing and chewing fish;
special echolocation ability to detect ripples or
Head: Strong jaws for killing prey; large ears help fins on water surface.
identify and locate a mouse's footsteps or the call of
a frog. Wings: Narrow and long for flying fast over water.

Wings: Broad, with up to three-foot wingspan; large Teeth: Sharp (similar to insectivores), for chopping
tail membrane for maneuvering rapidly. and grinding fish.

Teeth: Sharp molars and long canines for chopping
flesh and crushing bones.


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ACTIVITY
WORKSHEET 1


Blood-Eating Bat Insect-Eating Bat
Sanguivore (SAN-gua-vore) Insectivore (in-SECK-tih-vore)

Body: Strong legs for walking on ground or climbing Body: Many body shapes, all small.
on prey and for jumping into flight when full of blood.
Head: Many kinds of faces and ears that aid
Head: Heat-sensitive nose helps find blood vessels echolocation and hearing while hunting for
closest to prey’s skin surface; short pug muzzle makes insects.
biting easier.
Wings: Insectivores that catch insects on the
Wings: Broad and short; strong enough to carry ground or on plants (gleaning insectivores) have
heavy food loads with a full stomach. broad, short wings and large tail membranes for
Teeth: Tiny molars; incisors forming large, razor-sharp
darting in and out of branches or hovering close
blades for slicing prey's skin; grooved tongue for lapping
to the ground. Insectivores that chase insects in
blood; special saliva keeps blood from clotting so bat
the air while flying (aerial insectivores) have longer,
can keep drinking.
narrower wings and often have smaller ears for
streamlining; some use their tail membrane to help
Special: Kidneys allow bat to urinate as fast as it catch prey.
eats to lighten the load before flying home
Teeth: Sharp, for grinding and chopping tough
insect bodies.


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ACTIVITY
WORKSHEET 1


Fruit-Eating Bat Nectar-Eating Bat
Frugivore (FROO-gah-vore) Nectarivore (NECT-ter-ah-vore)

Body: Often large with bright colors; most have no
tail and little or no tail membrane.
Body: Small body
Head: Medium to short snouts; keen nose for
smelling ripe fruit; strong jaws for biting fruit; large eyes Head: Long, slender snout fits perfectly into flowers;
with excellent vision; many don't echolocate. long, delicate jaw; grooved lower lip and rough,
scaly tongue to catch nectar; excellent vision; and
Wings: Wide and short for carrying heavy fruits; small sense of smell.
tail membrane.
Wings: Short and wide with long wingtips for
Teeth: Wide, flat grinding teeth and strong jaws for hovering above flowers.
crushing fruit-separates juice and spits out pulp; some
have grooved teeth to more easily collect juice. Teeth: Small; not used much for chewing due to
liquid diet.


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ACTIVITY
bats:maligned or malicious? 2
Summary: Background drink blood? Only three out of
Students explore their views the more than 1,000 species of
Humans tend to find some bats are actually ’ vampire
of a threatened bat and
animals naturally compelling, bats,’ and these species all live
present their findings.
while others are not so only in Latin America.
Grade Levels: appealing. For example, many Virtually all U.S. bats are
3-8; K-2 of us would much rather see insect-eaters (There are a few
Time: moose, loons, and rabbits on a bats in the Southwest that live
Two or more class periods, jaunt in the woods than snakes, on nectar and a few species eat
depending on the presentations. spiders, and bats. Because of fish). Do bats carry disease?
the way these animals have Like all animals, bats can carry
Subjects: been portrayed in myths, folk-
science, reading, presentation, diseases. Yet public-health
lore, books, and movies, many worries about bats are exagger-
social studies
of us are biased towards cute, ated. The probability of
Skills: furry animals, even though all catching a disease from a bat is
analysis, application, classifica- species play important roles in far less than the risk of being
tion, comparison, description, their ecosystems. Although struck by lightning. For anyone
evaluation, research, synthesis some of our responses to who simply leaves bats alone,
certain wildlife help protect us and never attempts to handle
Learning Objectives:
from danger, logic does not them, they are invaluable allies
Students will be able to:
always guide our beliefs and that need not be feared.
✔ Describe several views behaviors. Furthermore, we
people hold about bats. However, as with other wild
tend to overlook the benefits animals, those that can be
✔ Identify misconceptions
some species offer humans and caught are most likely to be
about a threatened species.
other wildlife. For example, sick, and, because these may
✔ Reflect on changes in their
spiders and bats help control ’ bite in self-defense, and can
attitudes about wildlife.
nuisance’ insects and provide transmit potentially dangerous
✔ Share natural history and
food for other animals. Many diseases, they never should be
conservation knowledge
about bats.
snakes control some rodent handled.
populations. Yet, many of our
Materials: beliefs about animals are not Most of our fears about wildlife
✔ Copies of “Threatened:The based on scientific facts. are generated from some level
Indiana Bat” readings of primal fear based simply on
(whichever one is more Beneficial Bats
the unknown. Bats are small,
appropriate for your Bats often suffer from negative,
mysterious creatures of the
students’ reading level). Each Halloween-like associations.
student will need one night that spend time in caves
Many people think of Dracula,
reading. and other dark places. Interest-
blood-sucking fangs, disease, or
✔ Craft materials (optional) ingly, in the tropics, where
bats tangled in the hair. Are
✔ Props (optional) many of the bats are much
these perceptions fair? Do bats

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larger and more easily seen in Procedure two versions are provided; pick
their habitats, they are not the version with the reading
feared. 1. Tell your students that they level most appropriate for your
will be learning about bats. students.) Another option is to
Due to killing stemming from For fun, ask them to practice have students conduct the
carelessness or the fear of bats, making a special sound research themselves. Mention
and continued habitat loss, bat made by a bat called the that Indiana bats are threat-
populations have suffered. Bats “body buzz.’’ The body ened species in the United
reproduce slowly, typically buzz is a low sound bats States. There are also many
rearing only one young per make when they are resting other species of bats
year, making population and seem contented before throughout North America.
recovery a slow process. Instead they go to sleep. The bat’s 5. Give students time to read
of spreading myths, we should whole body vibrates. about bats.
consider bats’ real roles in 2. What do your students 6. If possible, head outside to
ecosystems. Bats are important know about bats, important evaluate your school
to the natural world. Feeding animals throughout North grounds or a local area as
at night, they catch billions of America? Instruct students habitat for bats. Is there a
insects. Nature’s bug-zappers to create a concept map for forest nearby? Are there any
are wonderfully efficient, bats. A concept map is a caves or streamside trees
catching as many as 600 diagram representing where bats could roost and
mosquitoes an hour. Bats also thoughts and ideas associ- feed? Are there trees with
eat a number of crop pests, ated with a certain subject, peeling bark for bats to hide
helping farmers and reducing in this case a bat. (See under?
the need for harmful pesticides. diagram for an example, 7. Back in the classroom,
Many tropical bats feed on done for wolves.) Encourage divide the class into small
fruit or nectar and in the students to record their own groups of two to three
process pollinate plants and ideas and then share with students. Explain that each
disperse seeds, helping to their group; there are no group will be responsible
regenerate the forest. Any right or wrong answers. for designing and sharing a
number of familiar plants 3. Review the concept maps as presentation about bats.
depend on bats, including figs, a class and discuss any 8. Give students the following
bananas, avocados, cloves, and commonalities. How are guidelines for their presen-
cashews. bats generally perceived by the tations. The presentations
class? In a positive light? A might be in the form of a
negative light? Why? newscast (perhaps inter-
4. Distribute copies of ’ viewing a biologist), skit,
Threatened: The Indiana radio show, documentary,
Bat’ to each student. (Note: song, poster, mural,


www.nwf.org


diorama, or other medium. additional research mate- Modifications for
The final presentation rials available, particularly Younger Students
should last roughly five on bat pollination if (Grades K-2)
minutes. In addition to possible. Also, consider
being fun and creative, the having props available, or For younger students, intro-
presentations should also put students in charge of duce the book Stellaluna, by
convey key, accurate infor- finding what they need for Janell Cannon. This delightful
mation about bats. One their presentations. If time story portrays bats in a posi-
important role of the pres- allows, this can develop tive light, following the antics
entation is to educate into a more involved of the young bat Stellaluna as
people about myths they project taking several class she spends time with a family
may have heard about bats. periods. of birds and discovers her true
For example, are bats really 11. Presentation time! Invite identity.
blood suckers? What kinds of student groups to deliver
benefits do bats provide to their presentations to the
Modifications for
people and ecosystems? rest of the class. After each
(Grades 5-8)
9. Let students know they will presentation, review the
be evaluated on their criteria listed on the board Older students can research
presentations. As a class, as a class and evaluate the different species of bats on
develop a list of criteria for presentation. Remind their own, instead of relying on
judging the presentations. students of the difference the readings provided. They
Record the ideas on the between constructive and could conduct comparisons
board. Encourage students destructive criticism. among different kinds of bats,
to think about what they Encourage students to their diets, habitat require-
believe makes a good begin with positive ments, and what plants they
presentation. For example: comments and add sugges- may pollinate.
Did the presentation demon- tions for improvement.
strate how bats really behave? 12. To conclude, have students
Did it show us why bats are develop a second concept Extensions
important? Were the facts map for bats. Then have
correct? Was the information students compare their pre- ✔ Have students deliver their
clearly presented? Was the pres- and post-concept maps to presentations for other audi-
entation interesting? reflect on their new under- ences. For example, invite
Creative? Did it change the standing of these animals. another class, or parents. Or
way classmates think about Discuss some of their share the presentations with a
bats? results. parent or teacher association.
10. Give students time to work ✔ Do bats live in your region? If
in their groups to prepare so, which ones? Build (or
their presentations. Have order) bat boxes to make a


www.nwf.org


Schoolyard Habitats® site Compare the views that stories, art, phrases, and folk
for bats. Bats are declining various cultures, including tales. Consider a trip to an
in part due to a loss of Native American nations, art or natural history
roosting sites. Providing a have toward eagles and other museum to search for infor-
place for bats to roost and wildlife species. Which mation on bats. As follow-
raise their young can be an wildlife species do they like up, students can investigate
exciting project to benefit and dislike? Why? whether the portrayal is fair
bats, and a great lead-in to ✔ Examined up close, bats given the animal’s true
the Schoolyard Habitats have beautifully complicated behavior.
project. For details, and faces and bodies. As a class ✔ For young students,
more information about bats project, feature a bat beauty encourage them to list as
and bat research projects, contest. Students can find many adjectives as they can
consult Bat Conservation pictures of bats and create think of that begin with the
International’s (BCI) website detailed drawings of their letters ‘b’ to describe bats.
at www.batcon.org. BCI is a features. Which of the ‘b’ adjectives
nonprofit organization dedi- ✔ Think of common phrases accurately describe the bat?
cated to bat conservation, that refer to bats. For Do people ever use some of the
research, and public educa- example, “blind as a bat’’ other adjectives to describe the
tion. BCI sells ready-made and “going batty.” Can animals? Which ones? Why?
bat houses and offers you think of others? Have For example, are bats blind
detailed instructions on how students investigate the and bold or beautiful and
to build inexpensive bat origin and meaning of these beneficial?
houses. See pages 20-23 of phrases, as well as whether ✔ Pre- and post-concept maps
this guide for a lesson plan they are fair statements based described in the lesson offer
using these instructions. The on bats’ true behaviors and a great assessment tool.
estimated cost of materials characteristics.
to build a BCI bat house
that can host over 100 bats
is less than $20. Assessment
✔ What other animals suffer
from human misconceptions? ✔ Compare the perceptions
Investigate and find out. various cultures have
One example is raptors, such regarding bats today and
as eagles and hawks. historically. Students might
Although they are protected divide into groups (perhaps
by law, magnificent animals by region of the world or
such as eagles were once shot era) to investigate how these
as pests and for sport. bats are portrayed in myths,


www.nwf.org


ACTIVITY
WORKSHEET 2

Indiana Bat

Is a bat a mouse with wings? No, bats are not caves with a temperature of
rodents. Instead, bats belong to their own special 37-43° F. The caves were once
group of mammals, Chiroptera.There are more filled with bats, but now many of the bats are gone.
than 1,000 different kinds or species, of bats in the For example, one cave in Kentucky had at least
world. Forty-five different species live in the 100,000 bats in the 1960s, but only 250 by 1987.
United States.
Why are bats disappearing? Some people like to
Some bats eat nectar, fruit, or even fish, but almost explore caves, which may disturb bats while they
all of the bats in the United States eat insects. In are hibernating. If bats wake up from hibernation
fact, they eat lots and lots of insects. One bat can and have to move around, they will use too much
eat more than 600 flying insects such as mosqui- energy and not have enough to survive the winter.
toes in one hour! They find their food by “echolo- Other times, people build cave gates that lock the
cation.’’ They make sounds (which humans can't bats out of their winter homes. Some gates trap air
hear) that bounce off other objects and return to in the caves and make it too hot for the bats.
their ears.These sounds help them to fly safely and Humans are also changing forests and causing
locate their prey. problems for Indiana bats in their summer habitat.
Bats like to feed and roost in trees near water-
Many people don’t like bats. People think bats can ways. But in some areas, these important trees are
get tangled in their hair or spread disease. In fact, cleared by logging, driving away the bats. In other
bats can see and are very good at finding their way places, dams have been constructed, removing the
around in the dark. A bat can “see” something as trees near the waterways that bats prefer.
fine as a human hair using echolocation.The chance
of a bat giving someone a disease is less than the But there is hope! In some places, people have
chance of being struck by lightning. In fact, bats are built bat-friendly gates. For example, in Tennessee,
very useful to people. They eat insects that might people built a special gate that weighs 23 tons.The
damage farmers' plants and help gate lets bats into their natural habitat but keeps
pollinate our crops. people out of this important place for bats.

At least nine bat species in the United States are Many other animals also like to live and feed in
endangered. Many bats are disappearing because forests next to streams. So, if we protect trees
people misunderstand them or try to get rid of next to waterways, we’re protecting habitat for
them, and they are losing their habitat. Bats suffer bats and other animals.
because we disturb the caves and forests they
need. The Indiana Bat is one species in trouble. What do you think about saving bats?
This bat lives in parts of Maine,Vermont, New
Hampshire, and New York, as well as states farther
south and west. In winter, Indiana bats hibernate in


www.nwf.org


ACTIVITY
WORKSHEET 2

Indiana Bat

Bats look like mice with wings, but they are not on the Endangered Species List.The story of the
rodents. In fact, they belong to their own group Indiana bat shows the problems faced by many of
within the class of mammals, and this group is the 45 bat species in the United States.
among mammals' most successful. Of the approxi- The Indiana bat is roughly the size of a house
mately 4,000 species of mammals, nearly a quarter- sparrow, with gray-brown fur and pink to cinnamon
over 1,000 species-are bats. underparts. It eats insects, which females and juve-
niles snatch from the air over streams and trees.
A few bats feed on nectar or fruit, but most feed on Males look for food at treetop level over dense
insects.They have large appetites.A single bat, flying woods.The species can be found in the Midwest
through the night sky in pursuit of prey, may eat more and eastern United States, from the western
than 600 flying insects in one hour.A bat that lives for Ozarks of Oklahoma north to southern Wisconsin,
30 years may consume several million insects. east to Vermont, and south to Florida.

Bats are high on the list of animals that are victims In winter, the Indiana bat hibernates in limestone
of human myths and misunderstandings.Well- caves, especially caves in which temperatures
adapted to flying at night, bats can navigate in total average 37° to 43° F with a relative humidity aver-
darkness across a room crisscrossed with strings. aging 74 percent. In summer, Indiana bats live in
They do it by sending out sounds that bounce off hilly countryside, along riverbanks, and on low
of objects and return to the bats' ears, which read plains.The bats roost under the bark of dead and
them like radar. One myth, that bats generally carry dying trees in these areas.
the disease rabies, is also false. Only one-half of
one percent (0.5%) of healthy-looking bats exam- The Indiana bat population has been falling since at
ined in one U.S. study was found to be rapid. least the 1960s. For example, in the 1960s,
Kentucky had five caves in which more than
On the other hand, bats are useful to people. Some 150,000 Indiana bats hibernated. By 1988, the total
bat species are pollinators of useful plants, eating winter population in the five caves was only
nectar from blossoms and carrying pollen from 49,000.Today, nearly 90 percent of all Indiana bats
flower to flower.Agaves, plants of the desert hibernate in only seven caves.
Southwest used in making fiber ropes and other
products, are bat-pollinated. Bats not only help One of the main reasons that bat
people by eating huge numbers of insects, but bat numbers are falling is the loss of
studies have been important in the development of cave habitat, especially caves used for
low-temperature surgery, vaccines, and navigational hibernation. Some caves have been made into
aids for the blind. tourist attractions. Others have been destroyed by
vandals or disturbed by spelunkers (people who
In recent decades, several U.S. bat species have had explore caves). Since 1950, these and other causes
population declines. In 1973, the Indiana bat have eliminated and degraded major winter bat
became the first of nine U.S. bat species to appear colonies of West Virginia, Indiana, and Illinois.


www.nwf.org


ACTIVITY
build a bat house! 3
Summary: ✔ One pint water-based primer, Background
Students build a bat house for exterior-grade
their Backyard Wildlife ✔ One quart flat water-based
paint or stain, exterior-grade* Why Build a Bat House?
HabitatTM or Schoolyard America’s bats are an invaluable
Habitats® Site. ✔ One tube paintable latex
caulk natural resource. Yet, due to
Grade Level: ✔ 1'' x 3'' x 28'' board for roof decades of unwarranted human
2-8 ✔ 6 to 10 7/8'' roofing nails
fear and habitat loss, bats are in
Time: alarming decline. The loss of bats
* Years of research have shown that bat
contributes to growing demands
2 hours (plus painting and
houses are far more successful at for toxic pesticides that increas-
installation time) attracting bats if they are painted or ingly threaten our personal and
Subject: stained. Painting helps maintain the
proper internal temperature for bats environmental health.
science, art, math and also increases the life span of the
bat house.Appropriate color depends
Skills: upon geographic location and amount of
The most important goal is to
construction, description, sun exposure.Adjust to darker colors preserve America’s most abun-
for less sun. Use exterior-quality, water- dant bats in sufficient numbers
analysis based stain or latex paint, and choose
Learning Objectives: flat paint rather than gloss or semi-gloss. to maintain nature’s balance. If
Students will be able to:
you live in areas of bat habitats,
putting up a bat house near your
✔ Identify reasons for building a Recommended Tools
home or school can help provide
bat house. ✔ table saw (for adults only) or
a critical safe haven for bats. Bats
✔ Demonstrate a method for handsaw, caulking gun, vari-
building a bat house. able speed reversing drill, make good neighbors; as
✔ Identify key criteria for paintbrushes, Phillips bit for primary predators of night-
successful bat houses. drill, tape measure or yard- flying insects, they play a vital
stick, scissors (optional), role in maintaining the balance
Materials: staple gun (optional) of nature. People with occupied
(for each house) bat houses on their properties
✔ 1/4 sheet ( 2'' x 4'' ) 1/2'' Bat House Color benefit from having fewer lawn
CDX (outdoor grade) Recommendations Based and garden pests, and they enjoy
on Average Daily High
plywood Temperatures in July learning about bats and sharing
✔ One piece 1' x 2' (3/4'' x their knowledge with friends
Less than 85˚ F = black
13/4'' finished) x 8'' pine and neighbors. Few efforts on
(furring strip) 85˚ to 95˚ F = dark brown or other behalf of wildlife are more fun
✔ 20 to 30 11/4'' coated deck dark shade or rewarding than helping bats.
or exterior-grade Phillips 95˚ to 100˚ F = medium brown or
screws other medium shade Note: Some teachers opt to buy
✔ One pint black, water-based ready-to-hang bat houses and
100˚ F or greater = light tan or other
stain, exterior-grade light shade concentrate the lesson instead on
selecting a good site for mounting

www.nwf.org


it. Superior quality bat houses are neighborhood bats use your and disturbance. If you live
available through the Bat Conser- outdoor wildlife habitat, and in an area bats use for habitat
vation International catalogue at not your house! (check www.enature.com if
1-800-538-BATS in the U.S. you need to check), what
and Canada. Preparation could you do to help them?
One idea is to build a bat
Looking for additional or other 1. Measure and cut plywood house to provide additional
ways to provide better bat into three pieces for each habitat for them.
habitat? You can try these other group: 26 1/2'' x 24'' for the 3. Divide your students into
simple actions to attract bats to back board, 16 1/2'' x 24'' small groups to make bat
your Backyard Wildlife Habitat for the front top, 5'' x 24'' houses, or make one
or Schoolyard Habitats site, by for the front bottom. together as a large group.
providing the insects to eat, 2. Pre-drill 11 screw holes on Make sure to use all appro-
water to drink, and places to the back board, four on each priate safely considerations,
hide that bats need for their side and three across the top. equipment, and adult super-
habitat. 3. Pre-drill nine screw-holes on vision for use of tools.
✔ Got an anti-bug zapper in the front top board, three on 4. Roughen inside of back-
your yard? You might want each side and three across board and landing area by
to think about getting rid of the top. cutting horizontal grooves
it! Zappers are useless on 4. Pre-drill four screw holes on with sharp object or saw.
most biting insects and only the front bottom board, two Space grooves about 1/2"
kill light-attracted moths, on each side. apart, cutting 1/32" to 1/16"
which are good food for bats. deep. Ask students, why you
✔ Trees and shrubs, even dead might want to do this? (The
ones left standing, are excel- Procedure bats need such texture for
lent hideouts for bats—and climbing and roosting.)
1. Ask students, What do you
birds.
know about bats? Make a list
✔ Bats need water to drink. If on the board. What would you
you build a mini-pond, like to know? Make a parallel
you’ll also attract frogs and list. Discuss some of the
many other water creatures. major characteristics of bats
Find out how to do this on (from background) with the
NWF’s website: students, and refer back to
www.nwf.org/backyard- their list for later explorations.
wildlifehabitat/ or at a 2. Explain to students that
garden center or library. many bats are highly endan-
✔ Close up any holes in your gered (What does that mean?)
attic to ensure that your due to habitat destruction


www.nwf.org


5. Apply two coats of black, Start with 24'' piece at top. BACK

water-based stain to interior Roosting chamber will be
surfaces. Do not use paint, 3/4'' wide (front to back).

as it will fill grooves, making 8. Attach front to furring
them unusable. strips, top piece first (don’t
6. Measure and cut furring forget to caulk wherever FRONT TOP

strips into one 24'' and two pieces meet along both top
20 1/4'' pieces. and sides). Leave 1/2'' vent
7. Attach furring strips (3/4'' space between top and
wide) to back, caulking first. bottom front pieces.
FRONT BOTTOM

FURRING STRIPS

KEY CRITERIA FOR SUCCESSFUL BAT HOUSES
DESIGN: - All bat houses should be at least 2 feet metal siding are seldom used.Wood or stone build-
tall and 14 inches or more wide, with a landing area ings with good solar exposure are excellent
extending below the entrance at least 3 to 6 inches. choices, and locations under the eaves often have
• Most houses have one to four roosting cham- been successful. Mounting two bat houses back to
bers—the more the better. Roost partitions back on poles is ideal. Place houses 3/4 inch apart
should be carefully spaced 3/4 to 1 inch apart. and cover both with a galvanized metal roof to
• All partitions and landing areas should be rough- protect the center roosting space from rain.
ened.Wood surfaces can be scratched or grooved All bat houses should be mounted at least 12 feet
horizontally, at roughly 3-inch intervals, or above ground; 15 to 20 feet is better.
covered with durable plastic mesh (1/8 inch or 1/4
inch mesh, available from companies such as PROTECTION FROM PREDATORS: Houses
Internet, Inc. at 1-800-328-8456). mounted on sides of buildings or on metal poles
• Include vents 6 inches from the bottom of all provide the best protection from predators.
houses to be used where average July high
temperatures are 85º F or above. Front vents are AVOIDING UNINVITED GUESTS: Wasps can
as long as a house is wide; side vents are 6 inches invade bat boxes before bats fully occupy it. Use of
tall by 1/2 inch wide. 3/4-inch roosting spaces reduces wasp use. If nests
accumulate, they should be removed in late winter
HABITAT: Most nursery colonies of bats choose or early spring before either wasps or bats return.
roosts within 1/4 mile of water, preferably a stream, Open-bottom houses greatly reduce problems with
river, or lake. Greatest bat house success has been birds, mice, squirrels or parasites, and guano (bat
achieved in areas of diverse habitat (with lots of droppings) does not accumulate inside.
different species present). Bat houses are most
likely to succeed in regions where bats are already TIMING: Bat houses can be installed at any time of
attempting to live in buildings. the year, but are more likely to be used during their
first summer if installed before the bats return in
MOUNTING: Bat houses should be mounted on spring.
poles or buildings. Houses mounted on trees or


www.nwf.org


9. Caulk around all outside contributes to successful
joints to further seal roosting bat habitat.
chamber. 13. Install your bat house and
10. Attach a 1'' x 3'' x 28'' observe it! What do you
board to the top as a roof, if discover?
desired (optional, but highly
recommended). Assessment
11. Paint or stain exterior three
times (use primer for first ✔ Write a letter to Ranger Rick
coat). Raccoon at the National
12. Where will you put up your Wildlife Federation about
new bat house? Ask students your bat house, explaining
to identify criteria for good what you learned about
placement, based on what building and planning your
they know about bats. bat house. Ask any bat-
Consider: related questions you have.
• permission to put it up, Be sure to use Bat Stamps on
close to a pond, stream, or your envelope!
lake where bats feed and ✔ Design a brochure showing
drink, how to build and where to
• diverse habitat that place a bat house.
supplies a variety of
insects,
• lots of sunshine to warm the
house (at least six hours
daily in hot climates, more
in cool locations, so young
stay warm and grow fast),
• facing east, west, or south
(avoiding west in exception-
ally hot climates)
• on a pole or the side of a
building),
• about 12-15 feet above
ground,
• in an open area at least 20
feet away from nearest
trees or other obstacles. For
each of these factors, ask
students to consider how it

www.nwf.org


What You Can Do to Help Bats
You do not need to travel far or between the wall and the www.batcon.org and click
have a degree in biology to help opening. The bat then can on "Reading Lists" or call
bats. You can make a big differ- be released outside. Do not 512-327-9721 for a packet
ence for bat conservation by attempt to handle bats of materials. For NWF
working on local projects. The without gloves; they may teacher resources, visit
following suggestions may bite in self-defense. www.nwf.org/
apply to your bats locally. ✔ Provide bats and rabies facts schoolyardhabitats.
to local health departments, ✔ Building a Schoolyard
Actions That Everyone veterinarians, and personal Habitat Site® at your school
Can Take: physicians. To obtain infor- or Backyard Wildlife
✔ Visit Bat Conservation mation about bats and Habitat™ at your home,
International public health issues, visit complete with native plants,
(www.batcon.org or call www.batcon.org and click bird feeders, bee-attracting
512-327-9721) to obtain on “Bats and Rabies” or call flowers, and other food,
the most up-to-date infor- 512-327-9721 to receive a water, shelter, and places to
mation about bats and bat hard copy of these materials. raise young for all your local
conservation. ✔ Help a neighbor, school, or wildlife. To find out more,
✔ Encourage your family to community center provide visit www.nwf.org/
visit National Wildlife bat habitats. backyardwildlifehabitat
Federation (www.nwf.org) and www.nwf.org/
to learn about all kinds of Even if you don't live in an schoolyardhabitat. To find
wildlife and habitat area with bats, out what wildlife live in
protection. there are still lots of actions your area, visit
✔ Consider giving a bat lecture you can take to help protect www.enature.com.
to local schools, nature wildlife and habitat! ✔ Organizing a wildlife appre-
centers, zoos, museums, or It is important to understand ciation day at your school
libraries. Slides and videos are wildlife before people can really and educating other
available through BCI’s care about their survival. students about the impor-
catalog. Teachers and students can tance of wildlife and habitat.
✔ Write an article about bats increase wildlife awareness and ✔ Promoting the “look, but do
for your local newspaper contribute to habitat protec- not touch” approach of
(especially for Halloween). tion and restoration by: respecting wild animals.
✔ Help people safely remove ✔ Teaching a unit on habitats
stray bats from living quar- and wildlife. Exciting
ters. This can be done easily activity guides are available
by covering the bat with a both through BCI and
coffee can when it lands and NWF. For a list of teacher
slipping a piece of cardboard references, visit


www.nwf.org


Further Resources
For more information on bats ✔ Link to other bat conserva- ✔ Download bat house plans
and Backyard Wildlife Habitat tion resources and over 150 and secrets to successful bat
projects, check out: different bat conservation houses at
www.nwf.org/ and resource sites at www.batcon.org/bhra/
backyardwildlifehabitat/ and www.batcon.org/home/ index.html.
www.batcon.org. batlinks.html.
✔ For information on which
For articles and activities on all species are present in your
kinds of wildlife, subscribe to: area, visit
Ranger Rick, Your Big Backyard, www.enature.com.
or Wild Animal Baby by ✔ Check out Bats of the United
visiting www.nwf.org/kids/. States by Michael Harvey, J
Scott Altenbach, and Troy L.
Best, 1999. Published by the
Arkansas Game and Fish
Resource Information Commission in cooperation
For independent study, with the U.S. Fish and
answering questions, and Wildlife Service, this 64-
educating others, go to page color paperback book
www.batcon.org/discover/ has large photos, range map
layout-discovery.html. and descriptions for each
U.S. bat species and lots of
To delve deeper into special general bat information.
topics and research about bats
✔ Search BATS Magazine back Teacher and Student
Issues and access all text and Activities—Free Stuff!
photos from BATS Maga- ✔ Download activities from
zine archives at the “Educator’s Activity
www.batcon.org/batsmag/ Book” (elementary age
index.html. students) at
✔ Search bibliographic data- www.batcon.org/
base of scientific literature topedu.html.
about bats and browse bibli- ✔ Download an activity from
ographic references for “Discover Bats!” (middle-
6,000 entries about bats and school age students) at
bat research at www.batcon.org/disco/
www.batcon.org/bibsearch. intro.html.
html.


www.nwf.org

National Wildlife Federation's Bat Guide

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National Wildlife Federation's Bat Guide