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![](media/image3.jpeg){width="5.220138888888889in"
height="7.227777777777778in"}***Elementary School***

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# Section 5 -- Bat Activities

-   **How About Those Bats?**

-   **Comparing Bats and Birds**

-   **Bat Wings**

-   **Beneficial Bats Puppet Show**

-   **Bat and Moth**

-   **The Nose Knows**

-   **What Big Ears You Have**

-   **The Better to Hear You With, My Dear**

-   **Bat Math Quiz**

-   **Bat, May I?**

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**How About Those Bats?**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Life)**, Art** (Unifying Concepts**)**

**Two 45-Minute Sessions**

**Objective(s).** Students will differentiate between myths and
realities about bats.

**Related NM Content Standards with Benchmarks.** MA2-E2

**Method.** By reviewing background information and drawing pictures of
bats, students learn more about these flying mammals.

**Materials.** graph with three columns, light colored construction
paper, white construction paper, scissors

**Key Vocabulary.** myth, anatomy

**Background.** Bats are unique animals. They are the only mammals that
are true fliers. They have specialized wings that are made of tough
skin. Bats have long *fingers* that spread and support the wings. The
skeleton and soft anatomy in the wing of a bat may be directly compared
to the arm and hand of a human. Bats live on all continents except
Antarctica. They make up nearly a quarter of all animals on earth. There
are nearly 1,000 species of bats. Carlsbad Caverns National Park has 15
species of bats. The park is famous for its large colony of Mexican
free-tailed bats.

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Create a large graph that the entire class can see. You may want to
    use the blackboard. The graph should contain three columns: "I like
    bats" and "I don't like bats" and "I'm not sure."

2.  Ask, "How do you feel about bats?" Give each student a 3\" X 5\"
    piece of white construction paper. Ask each student to draw a
    picture of a bat. When they have completed their pictures, allow
    them to place their pictures on the graph, indicating how they feel
    about bats.

3.  After placing all the bats on the graph, ask students to state three
    things that are true about the graph. Discuss findings. Ask them to
    observe the details in the pictures. Encourage students to notice
    the similarities and differences in the illustrations.

4.  Have each student fold a 9\" X 12\" piece of construction paper in
    half, lengthwise. Instruct students to fold the long slender
    rectangle in half and in half again.

5.  Have students open the paper to the original fold. Place the fold
    away from you and open the flap. Cut along the other three fold
    lines up to the original fold.

6.  Have students write a question about bats on the top of each of the
    flaps. When they have written their questions, have them open the
    flap and write information they may know about the question on the
    inside top of the flap.

7.  At this time, do not have students write anything on the lower
    interior part. Collect the booklets for later use.

8.  After the class has studied bats, have students write the answers to
    their questions on the inside of their booklets.

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**Comparing Bats and Birds**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary and Intermediate Levels**

**Science** (Life)

**30 Minutes**

**Objective(s).** Students will compare and contrast bats and birds.

**Related NM Content Standards with Benchmarks.** SC10-E1, SC10-M2

**Method.** Students complete a chart deciding which animal has the
characteristic listed.

**Materials.** copies of "Comparing Bats and Birds" student worksheet ,
pencils, illustrations and/or models of birds and bats

**Key Vocabulary.** compare, contrast, echolocation

**Background.** The bat is the only mammal that can truly fly. Birds
fly, but they are in a separate scientific classification. Other than
the characteristic of flight, are bats and birds alike in other ways?
How are bats and birds different?

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Have students complete their student worksheets, with what they
    believe to be the characteristics of bats, birds or both.

2.  Facilitate a class discussion comparing and contrasting the two
    animals, making a classroom *master* chart.

3.  Use illustrations or models of birds and bats to emphasis the
    characteristics.

**Key**

  ------------------------------------------------------------------------
  **Characteristics**                            **Bat**      **Bird**
  ---------------------------------------------- ------------ ------------
  The animal has an inside skeleton.             **X**        **X**

  The animal has feathers.                                    **X**

  The animal has fur.                            **X**        

  The animal makes a nest.                                    **X**

  The animal hangs upside down to sleep.         **X**        

  The animal lays eggs.                                       **X**

  The animal gives birth to live babies.         **X**        

  The animal has teeth.                          **X**        

  The animal has a beak.                                      **X**

  The animal flies.                              **X**        **X**

  The animal uses echolocation to catch food.    **X**        

  The animal breathes air.                       **X**        **X**

  The animal uses its eyes and ears to get food. **X**        **X**
  ------------------------------------------------------------------------

**COMPARING BATS AND BIRDS**

Student Worksheet

**Name:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Date:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Directions:** Place an **X** for the statements that are true for
bats, birds or both.

  ------------------------------------------------------------------------
  **Characteristics**                                **Bat**    **Bird**
  -------------------------------------------------- ---------- ----------
  The animal has an inside skeleton.                            

  The animal has feathers.                                      

  The animal has fur.                                           

  The animal makes a nest.                                      

  The animal hangs upside down to sleep.                        

  The animal lays eggs.                                         

  The animal gives birth to live babies.                        

  The animal has teeth.                                         

  The animal has a beak.                                        

  The animal flies.                                             

  The animal uses echolocation to catch food.                   

  The animal breathes air.                                      

  The animal uses its eyes and ears to get food.                
  ------------------------------------------------------------------------

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**Bat Wings**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concepts, Life)**, Art** (Visual)

**45 Minutes**

**Objective(s).** Students will illustrate the similarities of a bat
skeleton and the human body.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC10-E1

**Method.** Students construct a simplified model of the wing structure
and body of a bat.

**Materials.** finished model of bat wings, copies of bat wing pattern,
black or brown construction paper, white or manila paper, scissors, glue

**Key Vocabulary.** symmetrical, anatomy, skeleton

**Background.** Bats are unique animals; they are the only true flying
mammals. Bat wings are actually modified arms. The bones are like those
in a human arm and hands, except a bat has very long fingers. The wing's
front edge is supported by the upper arm, forearm, second and third
fingers. The rest of the wing is supported by the fourth and fifth
fingers. The wing has two thin layers of flexible skin stretched between
these fingers. The skin is so thin that you can almost see through it.
The thumb of a bat is like a claw; it is used to help the bat move
across rough surfaces of cave walls or tree bark.

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Facilitate a class discussion about how a bat's wing is like a human
    hand to assess what students already know. Let them share ideas.
    Show students the bat wing pattern. Bats have many more bones in
    their wings than the pattern shows. Because a bat is symmetrical, it
    will usually have the same number of bones on both sides of the body
    at approximately the same location.

2.  Make copies of the bat wing pattern. Give each student a copy of the
    bat wing pattern, a sheet of black or brown construction paper, a
    sheet of white or manila construction paper, scissors and glue.

3.  Have students cut out wings and trace them twice onto the
    construction paper. Instruct students to cut out the two wings. Then
    have them cut out the bat wing bones from the pattern piece and
    trace them twice onto the white or manila paper and cut along
    tracings.

4.  Using the finished model of the bat wings for reference and to
    self-correct, students glue the *arm* and *finger* bones on the
    wings in their proper locations. When students have completed their
    bat wings, have them put their names on the backs of both wings.
    Collect wings for use in the *Beneficial Bats Puppet Show*.

**BAT WINGS PATTERN**

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**Beneficial Bats Puppet Show**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Life)**, Language Arts** (Unifying Concepts, Expressive
Language**),**

**Art** (Visual, Theatre)

**Four 40-Minute Sessions**

**Objective(s).** Students will identify at least three ways bats are
beneficial.

**Related NM Content Standards with Benchmarks.** SC10-E1, LA2-E1,
LA5-E3, LA5-E5, AE1-E10, AE1-E15, AE3-E11

**Method.** Students script and perform in a puppet show to illustrate
the benefits of bat conservation.

**Materials.** finished bat puppet, copies of bat pattern, paper lunch
bags, glue, scissors, student's bat wings from the "Bat Wings" activity

**Key Vocabulary.** symmetry, anatomy, pollinate

**Background.** Bats have been the subject of much misrepresentation and
bad publicity*.* Maybe it is due to their ability to fly. Or maybe it is
because of the places they inhabit, such as caves. But for whatever
reason, bat species are declining at an alarming rate, mostly due to
human impact. Bats are beneficial to man and the environment. They have
a vital role in the balance of nature---controlling the night-flying
insect populations, scattering seeds for new plant growth and
pollinating plants. Therefore, people need to help keep bat populations
stable.

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure for Session One**

1.  Give each student a copy of the bat pattern, a paper lunch bag,
    scissors and glue.

2.  Have students cut out the bat body parts from the pattern. Place the
    lunch bag with the flap up and the opening down.

3.  Using the finished puppet for reference and to self-correct, have
    students glue the bat's body parts in their proper locations. The
    eyes and nose are glued on the flap, with the flap acting as the
    mouth. (Do not glue the flap down.) Glue the ears on the back of the
    bag, so they stick up above the head. The feet are glued near the
    opening of the bag.

4.  Give each student his/her own pre-made bat wings from the *Bat
    Wings* activity. Have students glue the wings in the side folds of
    the lunch bag.

**Suggested Procedure for Session Two**

1.  Divide students in groups of four.

2.  Instruct each group to write a funny, short script to explain how
    bats benefit people. Students will be either bats and/or
    people---according to the script. Allow students to write their
    lines on index cards.

**Suggested Procedure for Session Three.** Have students practice and
rehearse their shows.

**Suggested Procedure for Session Four.** Have students conduct their
puppet shows for the lower elementary grades.

**PAPER BAG PUPPET PATTERN**

**Bat**

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**Bat and Moth**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concepts, Life)

**45 Minutes**

**Objective(s).** Students will demonstrate how insectivorous bats catch
prey in the dark.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC10-E1

**Method.** Through physical activity, students simulate how a bat uses
echolocation to find its prey.

**Materials.** blindfolds

**Key Vocabulary.** echolocation, insectivorous

**Background.** Some bats make a high pitched squeaking sound to find
insects. These sounds (usually too high-pitched for human ears to hear)
bounce off objects in their path. Bats are able to determine what an
object is and their distance from it, simply by listening to their own
echoes. Bat also make noises that human can hear---clickings, whinings
and squeaks. A bat echolocation tape is available through Bat
Conservation International in Austin, Texas.

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Blindfold one student. He/She will be the *bat*. Designate 4 to 6
    other students to be *moths*. The remaining students form a circle
    around the bats and moths.

2.  Both the *bat* and the *moths* can move. The *bat* calls out "bat,"
    and the *moths* respond "moth." Using the sounds, the *bat* must
    find and tag the *moths*. Tell students that every time the *bat*
    calls out "bat," he/she is pretending to be a bat sending out a
    high-pitched sound. When the *moths* reply "moth," they are
    pretending to be the bat's echo bouncing off the moth and back to
    the bat's ears. As the moths are tagged, they join the students
    forming the circle.

3.  Another variation is to add another *bat*. Be sure they do not
    collide with one another. Try adding some *trees*. When the *bat*
    calls out "bat," the *trees* respond "tree." The *trees* must stand
    still. If a *bat* runs into a *tree*, the student must join the
    students in the circle.

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**The Nose Knows**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concepts, Life)

**1 Hour**

**Objective(s).** Students will model how a mother bat finds her own
baby among hundreds of pups.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC10-E1

**Method.** Using scents and sounds, students theorize how a mother bat
finds her pup.

**Key Vocabulary.** mammal, pup, colony

**Materials.** cinnamon oil, clove oil, mint extract, vanilla extract,
lemon extract, construction paper, yarn, scissors, blindfold

**Background.** Many mother mammals use the sight, sound, taste and
smell of their young to recognize them as soon as they are born. In a
cave environment, mother bats cannot use sight to recognize their
babies. It is theorized that mother bats identify their young by using
sound and smell.

In Bat Cave, at Carlsbad Caverns National Park, Mexican free-tailed bats
hang upside down touching each other, covering the ceiling in
single-layered groups with up to 500 pups (baby bats) huddled together
in one-square-foot space. This closeness raises the temperature of the
cave, keeping the pups warm while their mothers are flying the night
skies in search of food. Upon returning to the cave, each mother bat
finds her own baby in total blackness. How can this be?

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Explain to students what a nursery colony is and what would life be
    like.

2.  Have each student draw a bat on the construction paper and cut it
    out. Using the yarn, make a necklace from the paper bat.

3.  Designate 5 students to be *adult* *bats.* Designate 5 other
    students as *pups*. Have students leave the classroom. Place a
    couple of drops of cinnamon oil onto one of the adult necklaces.
    Using the same oil, place a couple of drops onto one of the baby
    necklaces. Repeat this step using the various scents to pair adult
    necklaces with baby necklaces.

4.  When students return to the classroom, tell them you have put a
    scent on their *bats*, and they are not to discuss their scent with
    each other. Separate the *adults* and *pups*. Have each student put
    on their bat necklace. On one side of the room have the *pups* line
    up against the wall. On the other side of the room, blindfold *one
    adult*. Tell the *adult* to walk across the room and find the *pup*
    that matches his/her scent. Record how long it takes to find the
    matching *pup*. Next, blindfold the second *adult* and repeat the
    process. Continue until each *adult* has found its own *pup.* Repeat
    #3 and #4 to allow 10 other students to participant.

5.  Have the original 10 students trade necklaces and reverse their
    previous roles. Pair each *new adult* with its correct *pup*. Have
    each pair agree on a special click.

6.  Have *pups* go to one side of the room. Blindfold the first *adult*
    on the other side of the room. Mix *pups* around. Have *pups* do
    their special click quietly. The *adult* will try to find its *pup*
    by using not only scent, but also sound. Have each blindfolded
    *adult* find its *pup*. Record the time it takes for the *adult* to
    find the *pup*. Is it quicker than with just smell alone? Repeat #5
    and #6 to allow the second group of 10 students to participate.

7.  Have the original 10 students once again trade necklaces. Pair each
    *adult* with its own *pup.* And again ask them to agree upon a click
    sound. Allow each *adult* to place its *pup* in a position along the
    wall. All the *pups* can then pick a spot along the wall. The
    *adult* is then blindfolded and sets off to find the *pup* using
    smell, hearing (the clicks) and memory. Allow each *adult* to find
    its *pup*. Record the time it takes for each adult to find its pup.
    Is it quicker than the previous ways? Repeat #7 to allow the second
    group of 10 students to participate.

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**What Big Ears You Have**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concepts, Physical, Life)

**15 Minutes**

**Objective(s).** Students will model and describe sound waves. They
will then describe how a bat uses sound waves for survival.

**Related NM Content Standard with Benchmarks.** SC2-E3, SC9-E1, SC10-E1

**Method.** Students illustrate sound waves using water.

**Materials.** tape player, tape of soft music, glass pan or clear
container, water, dropper filled with water, overhead projector

**Key Vocabulary.** sound waves, sonar system, echolocation

**Background.** Although bats are not blind, most of them (70%) use a
sonar system, called echolocation, to navigate in the dark. The sound
that these bats make are high-pitched---most too high for people to
hear. As the sound waves coming from the bat hit objects (trees,
buildings, people or potential food), they are reflected back as echoes
and are collected by the bat's ears. Using sound alone, the bat can tell
the size, texture and even the direction of a moving insect.
Echolocation tells a bat, not only the location of the object, but what
the object is.

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
The Facts.

An echolocation tape is available through Bat Conservation International
in Austin, Texas.

**Suggested Procedure**

1.  Have students close their eyes. Play a tape of soft music. Next have
    students cup their hands behind their ears and continue to listen.

2.  Ask students the following questions:

> "Does cupping your hands behind your ears help you hear the music
> better?"
>
> "How are your cupped hands like a bat's big ears?"
>
> "Why do you think a bat has such big ears?"

3.  Fill the pan with about one inch of water. Place the pan on the
    overhead projector. Turn the projector on and let the water settle.
    When the water is calm, instruct a student to drop a couple of drops
    of water from the dropper into the middle of the pan.

4.  Ask students the following questions:

> "What happened?"
>
> "Could you see the ripples move out from the source?"
>
> "What happened when the water waves reached the edges of the pan?"
>
> "Compare the water waves to sound waves from a bat."

5.  Ask who has witnessed a bat flight program at Carlsbad Caverns
    National Park. Ask the following questions to those who have
    witnessed a bat flight.

> "Did you hear the bats echolocate?" (No.)
>
> "Did you see any of the bats hit trees, people or other bats?" (No.)
>
> "Were you close enough to hear the bats just before you saw them?"
>
> "If you answered yes, what sound did you hear?" (Suggest wings
> flapping, clicking, whining or squeaks.)

![](media/image4.png){width="0.6in" height="0.8346456692913385in"}

**The Better to Hear You With, My Dear**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary and Intermediate Level**

**Science (**Unifying Concepts, Physical, Life**)**

**45 Minutes**

**Objective(s).** The students will illustrate basic wave patterns.

**Related NM Content Standards with Benchmarks.** SC9-E1, SC9-M1

**Method.** Using water and a wave generator, students sketch sound wave
behaviors in various situations.

**Materials.** overhead projector, screen, ripple tank, water, wave
generator with parallel-wave and circular-wave attachments, various
types of barriers for the tank

**Background.** Review the different types of wave behavior
(interference, refraction, reflection, diffraction).

See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Set up the equipment, using enough water to completely cover the
    bottom of the tank and still obtain a clear image of wave fronts on
    the screen. It may be necessary to readjust the focusing after the
    tank is filled with water. CAUTION: Spilled water may damage
    equipment and cause electrical shock. Unplug immediately, if water
    spills.

2.  Set up barriers and waves for each situation.

-   straight-line waves

-   parallel straight-line waves off a straight barrier

-   parallel straight-line waves moving towards a triangular glass plate

-   circular (curved waves)

-   reflection of curved waves off a straight barrier

-   reflection of curved waves of a convex barrier

-   interference of curved waves from two wave sources

3.  Have students sketch the resulting waves on the student worksheet.
    It may be easier to start with a single pulse before generating a
    steady wave train.

**OBSERVATION OF SOUND WAIVES**

Student Worksheet

Sketch and label the wave patterns produced in each of the situations
demonstrated in the ripple tank.

+-------------+-------------+-------------+------------+-------------+
| ![](me      | barrier     | glass       | Barriers   |             |
| dia/image5. |             |             |            |             |
| wmf){width= | straight    | plate       | \-\        |             |
| "0.85069444 | generator   |             | -\-\-\-\-- |             |
| 44444444in" |             | on bottom   | \-\-\      |             |
| height="    |             |             | -\-\-\-\-- |             |
| 0.720833333 |             | straight    |            |             |
| 3333333in"} |             | generator   | straight   |             |
|             |             |             | generator  |             |
| straight    |             |             |            |             |
| generator   |             |             |            |             |
+=============+=============+=============+============+=============+
+-------------+-------------+-------------+------------+-------------+

+-------------+-------------+-------------+------------+-------------+
| •           | •           | ![](med     | •          |             |
|             |             | ia/image6.w |            |             |
| circular    | circular    | mf){width=" | •          |             |
| generator   | generator   | 0.429166666 |            |             |
|             |             | 66666664in" | circular   |             |
|             |             | height="0   | generator  |             |
|             |             | .4291666666 |            |             |
|             |             | 6666664in"} |            |             |
|             |             |             |            |             |
|             |             | •           |            |             |
|             |             |             |            |             |
|             |             | circular    |            |             |
|             |             | generator   |            |             |
+=============+=============+=============+============+=============+
+-------------+-------------+-------------+------------+-------------+

![](media/image4.png){width="0.6in" height="0.8346456692913385in"}

**Bat Math Quiz**

**Pre-Visit or Post-Visit Activity**

**Intermediate Level**

**Science** (Life)**, Mathematics** (Unifying Concepts, Statistics)

**30 Minutes**

**Objective(s).** Students will solve bat-related math problems, and
then draw and write conclusions based upon their answers.

**Related NM Content Standards with Benchmarks.** SC10-M1, MA1-M1,
MA1-M6, MA4-M4, MA10-M3

**Method.** By solving math problems, students draw several conclusions
about bats.

**Materials.** paper, pencil

**Background.** After solving the math problems, students should draw
the following conclusions:

-   An active bat's heart beats much faster than an active human heart.

-   A bat's heartbeat is dramatically slower when it hibernates.
    (Carlsbad Cavern's famous colony of Mexican free-tailed bats does
    not hibernate. When the weather turns cool, they fly south for the
    winter.)

-   Some bat species eat a lot of harmful insects. (Most species of bats
    are insect-eaters. Carlsbad's Mexican free-tails eat mostly moths.
    Research is currently being conducted to estimate how many thousands
    of bats live in Bat Cave. One can only try to image the tons of
    moths that these bats eat.)

-   See "The Bats of Carlsbad Caverns and Elsewhere" in Section 2 --
    Just the Facts.

**Suggested Procedure for Question One and Two.** Tell students that a
human's active heartbeat is about 150 times per minute. An active bat's
heartbeat averages 900 beats per minute.

-   When compared to a human, how many more beats does the bat make per
    minute? Answer: 750

-   How many times does a bat's heartbeat a second? Answer: 15

**Suggested Procedure for Question Three.** Tell students that when the
average bat hibernates, its heart rate drops to about 20 beats per
minute.

-   How many times will a hibernating bat's heart beat in one day (24
    hours)? Answer: 28,800

-   What do you think would happen to hibernating bats, if human
    activity woke them frequently? What is your explanation for the
    answer you gave?

**Suggested Procedure for Question Four, Five and Six.** Tell students
that insectivorous bats can eat half their weight in insects each night.

-   If the bat weights 16 grams and a moth weights 0.4 grams, how many
    moths will the bat eat before it is full? Answer: 20

-   If the bat ate only moths, how many moths could it eat from May to
    September (150 days)? Answer: 3,000

-   How many could a colony of one billion bats eat? Answer: 3 billion

-   Why do farmers like bats? Why should everyone like bats?

![](media/image4.png){width="0.6in" height="0.8346456692913385in"}

**Bat, May I?**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Life)

**30 Minutes**

**Objective(s).** Students will recall answers to a variety of
bat-related questions.

**Related NM Content Standards with Benchmarks.** SC10-E1, SC11-E1,
SC11-E6

**Method.** Students play a game of *Bat, May I?* as a review of the
information they have learned about bats.

**Background.** See "The Bats of Carlsbad Caverns and Elsewhere" in
Section 2 -- Just the Facts.

**Suggested Procedure**

1.  Divide students into two or more groups. Groups are to stand in the
    middle of the playing field.

2.  The leader will ask bat-related questions. The first group decides
    how many steps to the finish line they are willing to risk (up to 3
    steps). The leader then asks a bat-related question. The group asks,
    *Bat May I?* (The leader should respond, *Yes, you may.*) The group
    gives its answer. If the group answers correctly, then they may
    advance the number of steps they were willing to risk. If they
    answer incorrectly, then they must go back the number of steps they
    risked. The second question goes to group two. Once again they
    decide how much to risk and a question is asked. After saying *Bat,
    May I?* and answering the question, they either advance or retreat.
    The third question goes to the next group and so on. The group who
    arrives at the finish line first wins the game.