![](media/image1.jpeg){width="6.75in" height="0.7680555555555556in"}

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

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

# Section 12 -- ParKids Productions and Video Activities

-   **ParKids Productions**

-   **A Short Story About a Deep Subject**

-   **Stewardship**

-   **It's All About Caving Safety and Caving Rules**

-   **Bats! Bats! Bats!**

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

**ParKids Productions**

**Project Background and Purpose**

The title of the "series" is Parkids Productions. This scope of work
pertains only to one video, *ParKids Productions Presents Carlsbad
Caverns National Park*. Using *Parks As Classrooms* funding, Carlsbad
Caverns National Park produced the first in what is hoped to become a
series of educational videos that feature the resources of America's
national parks. Schools that routinely visit the park may request a free
copy of the video for their library. Teachers are encouraged to use the
video to prepare their students for field trips to the Caverns.

Carlsbad's video has four major parts. Part 1 covers the history of the
caverns, and is itself divided into four segments---geological history,
American Indian influence, guano mining period, and National Park
Service management. Part 2 is about park stewardship. Part 3 explains
cave safety rules. Part 4 concludes the video with a bat skit and
rap---dispelling many bat myths and presenting bats as beneficial to our
environment.

The purposes of *ParKids Productions Presents Carlsbad Caverns National
Park* are as follows:

-   To prepare and excite elementary students about their upcoming field
    trips to Carlsbad Caverns National Park through a curriculum-based
    video.

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-   To introduce or reinforce the significance of Carlsbad Caverns to
    families visiting the park.

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-   To create a curiosity among young children so that they will wish to
    learn more about park resources.

-   To allow students who are unable to visit the park to have a
    long-distance "park experience."

*ParKids Productions Presents Carlsbad Caverns National Park*'s four
video segments collectively will aid the students in obtaining the
following:

-   An insight into the mission of the National Park Service.

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```
-   An understanding of and appreciation for the reasons behind park
    rules.

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```
-   The realization that cave exploration is exciting and educational,
    but is dangerous if rules are not followed.

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```
-   A desire to help take care of Carlsbad Caverns because it has a
    monumental past and holds the key to many stories yet untold.

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**A Short Story About a Deep Subject**

**Part 1: The History and Geology of Carlsbad Caverns National Park**

**Pre-Visit, Field Trip and Post-Visit Activities**

**Primary/Elementary and Intermediate Levels**

**Science** (Unifying Concepts, Inquiry, Life, Personal) **Language
Arts** (Unifying Concepts, Listen and Read, Speak and Write**), Social
Studies** (Environment)**, Math** (Geometry and Measurement Concepts)

**60 minutes Pre-Visit, Field Trip, Two 60 minute sessions**

**plus more if needed for perfection of brochure and evaluation**

**Objective(s)**

-   Students will identify Carlsbad Caverns National Park as part of the
    Permian sea by listing its characteristics.

-   Students will explain the history as recorded through rocks and
    various artifacts.

-   Students will define a fossil by describing how one is formed.

-   Students will identify and depict the three mountain ranges as part
    of the Capitan Reef.

-   Students will describe the process of Carlsbad Caverns' cave
    formations.

-   Students will identify the impact of the internal and external
    climate of Carlsbad Caverns on the dress preparation.

**Related NM Content Standards with Benchmarks.** SC1-E1, SC1-E1,
SC2-E3, SC2-M3, SC4-E1, SC4-E2, SC4-E3, SC5-E2, SC5-M2, SC6-M6, SC9-ME,
SC12-E3, SC12-E5, SC12-E3, SC12-E6, LA1-E1, LA1-E2, LA1-M2, LA1-H2,
LA2-E4, LA2-M4, LA2-H4, LA3-E3, LA3-M3, LA3-H3, LA4-E1, LA4-M1, LA4-E7,
LA5-E1, LA5-M1, LA5-H1, LA6-E1, LA6-E3, LA6-M3, SS12-E6, MA9-E1

**Method**

-   View the video Part 1 on the geology and history of Carlsbad
    National Parks.

-   Read [Geology of Carlsbad
    Caverns](http://www.nps.gov/cave/teacherguide/fs.geology.htm) and
    [About Types of
    Caves](http://www.nps.gov/cave/teacherguide/fs.typesofcaves.htm).

**Materials.** Video "ParKids Productions," New Mexico map, [The Geology
of Carlsbad
Caverns](http://www.nps.gov/cave/teacherguide/fs.geology.htm), [Jim
White](http://www.nps.gov/cave/teacherguide/fs.jimwhite.htm), [Carlsbad
Caverns National Park Area History,
1848-1998](http://www.nps.gov/cave/teacherguide/fs.history.htm), fact
cards at bottom of page, drawing paper, pencil, color pencils, pocket
journals

**Key Vocabulary**. reef, fossil, desert, marine organisms, calcite,
limestone, sulfuric acid, carbonic acid

**Background.** Carlsbad Caverns, located in the Chihuahuan Desert, is
an ancient marine fossil reef called Capitan Reef. It has a radius of
400 miles and includes 3 mountain ranges---the Apache, Glass and
Guadalupe. Many scientists believe that 250 million years ago this reef
was covered by the Permian Sea. The history is recorded in the stone
fossil as observed in the fossilized marine organisms.

The combinations of dirt, sand and calcite hardened the remains of
marine organisms. Compacted and under pressure these organisms became
cemented into limestone. Carlsbad Caverns was formed when water mixed
with sulfuric acid seeped through the cracks in the rocks. The seeping
water dissolved the rocks---making the cracks larger and larger. The
cracks became water-filled underground rooms. Eventually the reef rose
above ground and air replaced groundwater. Without the water to support
the ceiling, large pieces of the ceiling collapsed. Large rooms and
hallways resulted from the process.

Pictographs are prehistoric records of human existence. These are
usually found in areas protected from sun and weather. Human
preservation efforts ensure these to be enjoyed and studied in the
future.

Although he was not the first man to discover the cave, Jim White made
Carlsbad Caverns famous through his exploration efforts. During the
twenty years bat guano was mined in the cave, White worked for all but
one of the mining companies. In his spare time he continued exploring
the cave. Guano mining stopped in 1923 when Carlsbad Caverns became part
of the National Park System. As the park's first ranger, White made the
cave more accessible to the public.

**Suggested Pre-visit Procedure for Carlsbad Caverns National Park
Brochure**

1.  Provide students with vocabulary before viewing video.

2.  Introduce the brochure and its use as an accurate source of
    information for tourist. (see the [brochure
    rubric](http://www.nps.gov/cave/teacherguide/brochure.pdf))

3.  View Part 1 of the video, *ParKids Productions*, for the brochure
    information. Have students take notes in notebooks.

4.  Stop the video after the geology section and discuss cave formation
    and fossils.

5.  Locate Carlsbad Caverns and the three mountain ranges on a New
    Mexico map.

6.  Continue viewing part one of the video on history. Provide students
    with information from [fact
    sheets](http://www.nps.gov/cave/teacherguide/factsheets.htm).
    Provide time for students to create a timeline to be included in
    their brochure.

7.  Review the brochure criteria and expectations for quality using the
    rubric. Provide a rubric for each student.

8.  Break into groups and have students glean information from fact
    sheets.

9.  While still in the groups provide the students with fact cards found
    at bottom of page. Students will read the information to determine
    the cave type of Carlsbad Caverns.

10. Have students independently create a rough draft of their brochure.

**Suggested Field Trip Procedure for Carlsbad Caverns National Park
Brochure.** The students will pick up various brochures related to
Carlsbad Caverns and surrounding areas. Students will observe the
various cave formations within the cave. They will also observe the
landscape surrounding the visitor center. Be sure students take note of
the external and internal climate. Ask them what they can observe in
visitors that demonstrates the impact of the two climates.

**Suggested Post-Visit Procedure for Carlsbad Caverns National Park
Brochure**

1.  Compare and contrast the student-made brochure with the brochures
    gathered from the field trip. Students will make recommendations and
    provide positive feedback for their brochures and the brochures of
    classmates.

2.  Revise rough draft based on feedback. Students will create the final
    draft of their brochure.

3.  Students evaluate their brochure and exchange for a peer evaluation.

4.  Students will present their brochure to the group. Students will
    make recommendations and provide positive feedback for their
    brochures and the brochures of classmates.

**Suggested Expansion.** *Use as a multimedia activity.*

-   Assign students to create a multimedia brochure using PowerPoint or
    HyperStudio

> OR

-   Create a computer generated 3-fold brochure. Brochure could be
    created in small groups.

  ------------------------------------- ---------------------------------
  **Types of Caves -- Fact Cards**      

  **Solution Caves**\                   **Lava Tubes\
  Formed by weak, natural acid          **Formed during the cooling of
  dissolving soluble rocks such as      lava flows. First, a crust forms
  limestone, dolomite, gypsum and       on the lava as it begins to cool.
  marble.                               A break in this crust allows some
                                        of the molten lava to flow
                                        through the break leaving long,
                                        tunnel-like passages.

  **Sea Caves**\                        **Wind Caves**\
  Formed from wave action. The waves    Formed from wind erosion or
  force water into the cracks in rock,  cliffs or hills. They are almost
  breaking off the rock.                always small caves that seldom
                                        penetrate into total darkness.

  **Talus Caves**\                      **Glacier Caves**\
  Formed from huge rocks that have      Formed by melting waters moving
  fallen from cliffs.                   through glaciers.

  **Soil Caves**\                       **Tectonic Caves**\
  Formed when flash floods move through Formed by the action of
  the soils and transport earth with    earthquakes.
  them. They are found in desert areas. 
  ------------------------------------- ---------------------------------

**Brochure Advertising Carlsbad Caverns National Park**

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

Grades: (4) Very Few Errors, (3) Few Errors, (2) Several Errors, (1)
Incomplete, (0) Not Evident

Visual\_\_\_\_ Content and Written\_\_\_\_\_ Presentation\_\_\_\_\_
Overall\_\_\_\_\_

  ------------------------------------- ---------- ---------- ------------- --------------
                                        **Self**   **Peer**   **Teacher**   **Comments**

  **Brochure -- Quality of Visual**                           /44           

  Brochure is neat and free of wrinkles                       /4            
  and extra marks                                                           

  Lettering is neat, evenly spaced, and                       /4            
  legible                                                                   

  Illustrations: \_\_\_\_colorful                             /20           
  \_\_\_\_ neat \_\_\_\_ focused                                            
  \_\_\_\_ fills area \_\_\_\_ detailed                                     

  The brochure is an accurate source of                       /4            
  information for the tourist.                                              

  Descriptions are clear, concise, and                        /4            
  use a variety of vocabulary                                               

  Correct spelling and usage of                               /4            
  vocabulary                                                                

  Complete sentences with capitals,                           /4            
  punctuation, and complete thought.                                        

  **Content and Written**                                     /28           

  Brochure is interesting and follows a                       /4            
  central theme.                                                            

  Brochure includes: \_\_Location                             /24           
  \_\_Timeline \_\_Mountain Ranges                                          
  \_\_Cave Type and Formation                                               
  \_\_Formation of Fossils \_\_Internal                                     
  and External Climate and its Impact                                       
  on Dress                                                                  

  **Presentation of Brochure**                                /20           

  Sequenced and uses the brochure as                          /4            
  part of the presentation                                                  

  Variety of voice                                            /4            

  Eye contact with audience                                   /4            

  Interesting and informative                                 /4            

  Prepared with appropriate materials                         /4            
  and evidence of rehearsal                                                 
  ------------------------------------- ---------- ---------- ------------- --------------

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

**Stewardship**

**Part 2: Stewardship of Carlsbad Caverns National Park**

**Pre-Visit, Field Trip and Post-Visit Activity**

**Primary/Elementary and Intermediate Levels**

**Science** (Inquiry, Life, Technology)**, Language Arts** (Unifying
Concepts, Listen and Read, Speak and Write)**, Art** (Theater and
Visual)

**60 minutes Pre-Visit, Field Trip, Two 60 minute sessions plus more if
needed for perfection of script, performance and evaluation.**

**Objective(s)**

-   Students will define stewardship and identify daily applications.

-   Students will illustrate the basic rules of stewardship as it
    applies to Carlsbad Caverns National Park.

**Related NM Content Standards with Benchmarks.** SC5-E2, SC5-M2,
SC6-M6, SC11-E8, SC11-E6, SC15-E2, AE1-E1, AE1-M1, AE1-E2, AE2-E3,
AE4-E7, AE8-E9, LA1-E1, LA1-E2, LA1-M2, LA1-H2, LA2-E4, LA2-M4, LA2-H4,
LA3-E3, LA3-M3, LA3-H3, LA4-E1, LA4-M1, LA4-E7, LA5-E1, LA5-M1, LA5-H1,
LA5-E5, LA6-E1, LA6-E3, LA6-M3

**Method.** Students review rules through discussion and viewing Part 2
of ParKids Production/Stewardship.

**Materials.** Video *"ParKids Productions,"* drawing paper, pencil,
color pencils, pocket journals

**Key Vocabulary.** stewardship

**Background.** Stewardship on the National Park System involves a
staggering 83 million acres. Many experienced volunteers donate
thousands of hours to restore and conserve the caves. Stewards view
caves as a precious nonrenewable resource.

**Suggested Pre-visit Procedure for Carlsbad Caverns National Park**

1.  To introduce the lesson on stewardship, the teacher will conduct a
    brief discussion on rules which students view to be related to
    safety and preservation of Carlsbad Caverns National Park. Explain
    to students that they will be creating a four-fold books depicting
    stewardship and the basic rules of stewardship.

2.  Ask the students what rules they think will be included in the
    video. First, have students record their ideas in their pocket
    journal. Then discuss in pairs. Have students form groups of four by
    combining two pairs and discuss their answers. Students should make
    revisions and additions here.

3.  View Part 2 of *ParKids Productions*. The teacher will stop and
    start the video to reinforce definition and rules.

4.  Discuss correlation between student and video suggestions. Ask
    students why the rules of stewardship apply and how each of them
    could contribute to the park.

**Suggested Field Trip Procedure for Carlsbad Caverns National Park**

1.  Review the rules of stewardship. Have students silently observe
    another person and note how they were stewards of the park.

2.  As the fieldtrip progresses have the park ranger identify ways
    students could contribute in a positive way to the needs of the park
    presently and in the future.

**Suggested Post-Visit Procedure for Carlsbad Caverns National Park**

1.  Have students share how each of them observed the rules of
    stewardship, what they observed in another person and a suggestion
    for their wish for the future of the park.

2.  Explain the procedure for making the four-fold book using the
    directions provided.

3.  Have students design a cover depicting the definition of stewardship
    and the concepts presented in video and the field trip. They are to
    use a page to identify one basic rule with possible elaboration. The
    page facing the written is to illustrate the rule. Students should
    fill the book with the rules of stewardship. Refer to
    [rubric](http://www.nps.gov/cave/teacherguide/steward.pdf) as a
    guide for students and grading.

**Suggested Expansion**

-   Assign students to create a multimedia presentation on stewardship
    using PowerPoint or HyperStudio

> OR

-   The book could be created in small groups. ABCD has suggested other
    [stewardship
    activities](http://www.nps.gov/cave/teacherguide/activities.htm).
    These may be incorporated to fill the needs of your students.

**Four-Fold Book**

> **Materials:** Any size paper. Large sheets of newsprint work well.
> Scissors are optional.
>
> **Steps:**

1.  Fold paper in half lengthwise. Fold in half again. Fold in half
    again.

2.  Open and re-fold width-wise. Cut from center of fold edge to center
    of paper.

3.  Open the slit.

4.  Pull points D and B out while pushing A and C to the middle forming
    a plus sign.

5.  Bring points D and B toward you. Bring remaining point toward to
    make the book.

6.  Crease the main folds well.

7.  To increase the number of pages, glue two or more books together.

> \*The slit for this book may be torn rather than cut if scissors are
> not available. The initial folds must be creased very well.

**Four-Fold Book on Stewardship**

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

Grades: (4) Very Few Errors, (3) Few Errors, (2) Several Errors, (1)
Incomplete, (0) Not Evident

Visual \_\_\_\_\_ Content and Written \_\_\_\_\_ Presentation \_\_\_\_\_
Overall \_\_\_\_\_

  ----------------------------------- ---------- ---------- ------------- --------------
                                      **Self**   **Peer**   **Teacher**   **Comments**

  **Four-Fold Book Quality Visual**                         /44           

  Book is neat and free of wrinkles                         /4            
  and extra marks.                                                        

  Lettering is neat, evenly spaced,                         /4            
  and legible                                                             

  Illustrations: \_\_ colorful \_\_                         /20           
  neat \_\_ focused\                                                      
  \_\_ fills area \_\_ detailed                                           

  The book is an accurate source of                         /4            
  information on stewardship.                                             

  Descriptions are clear, concise,                          /4            
  and use a variety of vocabulary.                                        

  Correct spelling and usage of                             /4            
  vocabulary.                                                             

  Complete sentences with capitals,                         /4            
  punctuation, and complete thought.                                      

  **Book - Content and Written**                            /20           

  Book is interesting and follows a                         /4            
  central theme of stewardship.                                           

  Book includes: \_\_Definition of                          /16           
  stewardship \_\_Rules of                                                
  Stewardship \_\_Illustrations of                                        
  Each Rule \_\_Elaboration included                                      
  for each rule and/or additional                                         
  rules may be referred to and                                            
  explained.                                                              

  **Presentation of Book**                                  /20           

  Sequenced                                                 /4            

  Variety of voice                                          /4            

  Eye contact with audience                                 /4            

  Interesting and informative                               /4            

  Prepared with appropriate materials                       /4            
  and evidence of rehearsal.                                              
  ----------------------------------- ---------- ---------- ------------- --------------

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

**It's All About Caving Safety and Caving Rules**

**Part 3: Caving Safety**

**Pre-Visit, Field Trip and Post-Visit Activity**

**Primary/Elementary and Intermediate Levels**

**Science** (Inquiry, Life), **Language Arts** (Unifying Concepts,
Listen and Read, Write and Speak), **Social Studies** (Environment)

**60 minutes Pre-Visit, Field Trip, Two 60 minute sessions plus more if
needed for perfection of book and evaluation.**

**Objective(s)**

-   Students will identify rules of safe caving.

-   Students will effectively communicate the message of cave
    preservation.

-   Students will elaborate on the three rules of safe caving.

**Related NM Content Standards with Benchmarks.** SC-5E3, SC-5M2,
SC11-E1, SC11-E9, SS11-E3, LA1-E1, LA1-E2, LA1-M2, LA1-H2, LA2-E4,
LA2-M4, LA2-H4, LA3-E3, LA3-M3, LA3-H3, LA4-E1, LA4-M1, LA4-E7, LA5-E1,
LA5-M1, LA5-H1, LA6-E1, LA6, E3, LA6-M3

**Method**

-   View the video, Part 3 of the *ParKids Production* Video.

-   Read "[Safe Cave
    Exploration](http://www.nps.gov/cave/teacherguide/fs.safecaving.htm)"
    in Section 2 -- just the Facts.

**Materials.** Video "*ParKids Productions,*" [Safe Cave
Exploration](http://www.nps.gov/cave/teacherguide/fs.safecaving.htm),
fact cards, pencil, pocket journals. Art supplies will vary according to
what the students use in their skits.

**Background.** Cave safety involves responsible planning.

**Suggested Pre-visit Procedure for Carlsbad Caverns National Park
Skit**

1.  Introduce the skit. (See the [brochure
    rubric](http://www.nps.gov/cave/teacherguide/brochure.pdf).)

2.  View Part 3 of the video, *ParKids Productions*, for skit
    information. Have students take notes in notebooks.

3.  Stop the video after the caving section and discuss cavers' rules of
    three.

4.  Break students into groups of five and have them plan, write and
    create props for their skit depicting cave safety and preservation
    of the cave environment. (See rubric for the skit.)

5.  Have students exchange their skit with another group for feedback.
    Tell students to list the materials needed.

    **Suggested Field Trip Procedure for Carlsbad Caverns National
    Park.** The students will take notes on park ranger presentation on
    cave safety and cave preservation. They will also want to note
    observation of self and others as it relates to cave safety and cave
    preservation. Have students look for cave formations that have
    obviously been touched and compare them to formations that have not.
    Have students look for cave hazards and elaborate on the rules of
    three. Students should note evidence of human impact on the natural
    cave environment.

**Suggested Post-Visit Procedure for Carlsbad Caverns National Park**

1.  Compare and contrast the information gained through the video with
    the information provided by the park ranger and student
    observations.

2.  Revise rough draft of the skit script based on feedback from peer
    students and observations. Students will create the final draft of
    their script.

3.  Provide time for students to practice skits.

4.  Have students perform their skit and have students provide peer
    evaluation based on the rubric requirement.

**Suggested Expansion**

-   Use as a multimedia activity. Assign students to create a multimedia
    presentation using PowerPoint or HyperStudio.

> OR

-   Create a computer-generated slideshow.

Skits may be performed for other classes.

**Skit and Props on Caving Safety**

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

Grades: (4) Very Few Errors (3) Few Errors (2) Several Errors (1)
Incomplete (0) Not Evident

Visual\_\_\_\_\_ Content and Written\_\_\_\_\_ Presentation\_\_\_\_\_
Overall\_\_\_\_\_

  ---------------------------------- ---------- ---------- ------------- --------------
                                     **Self**   **Peer**   **Teacher**   **Comments**

  **Skit Props - Quality of Visual**                       /36           

  Props are neat and free of                               /4            
  wrinkles and extra marks.                                              

  Lettering is neat, evenly spaced,                        /4            
  and legible.                                                           

  Illustrations: \_\_ colorful \_\_                        /20           
  neat \_\_ focused \_\_ fills area                                      
  \_\_ detailed                                                          

  The prop(s) accurately relate to,                        /4            
  and communicate the message of the                                     
  skit.                                                                  

  Props are appropriate to the skit.                       /4            

  **Script -- Content and Written**                        /36           

  Descriptions are clear, concise,                         /4            
  and use a variety of vocabulary.                                       

  Complete sentences with capitals,                        /4            
  punctuation, and complete thought.                                     

  The script and props are                                 /4            
  interesting and follows the                                            
  central theme of caving safety.                                        

  The script includes correct                              /4            
  spelling and usage of vocabulary.                                      

  Script: \_\_ Communicates Rules of                       /20           
  Three\                                                                 
  \_\_ Costume is appropriate to                                         
  script \_\_ Props are appropriate                                      
  to the message \_\_ Defines Cave                                       
  Safety \_\_ Elaboration is                                             
  included for each rule and/or                                          
  additional rules may be referred                                       
  to and explained                                                       

  **Presentation of Skit**                                 /20           

  Sequenced with use of props                              /4            

  Variety of voice                                         /4            

  Eye contact with audience                                /4            

  Interesting and informative                              /4            

  Prepared with appropriate                                /4            
  materials and evidence of                                              
  rehearsal                                                              
  ---------------------------------- ---------- ---------- ------------- --------------

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

**Bats, Bats, Bats!!!**

**Part 4: Respecting and Understanding Bats**

**Pre-Visit, Field Trip and Post-Visit Activities**

**Primary/Elementary and Intermediate Levels**

**Science** (Unifying Concepts, Inquiry, Life, Technology, Personal)**,
Language Arts** (Unifying Concepts, Listen and Read, Write and Speak)**,
Social Studies (**Technology)

**60 minutes Pre-Visit, Field Trip, Two 60 minute sessions\
plus more if needed for perfection of game, gameboard, and evaluation**

**Objective(s)**

-   Students will identify common myths about bats.

-   Students will effectively communicate the message of bat
    preservation.

-   Students will elaborate on bats and their benefit to the environment
    and to humans.

-   Students will identify the role of bats in their ecosystem.

-   Students will identify the common bats found at Carlsbad Caverns
    National Park.

-   Students will classify and identify the characteristics unique to
    each classification relating to bats.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC5-E2,
SC5-M2, SC6-M6, SC10-E1, SC11-E6, SC15-E2, SC16-E2, SS14-E3, LA1-E1,
LA1-E2, LA1-M2, LA1-H2, LA2-E4, LA2-M4, LA2-H4, LA3-E3, LA3-M3, LA3-H3,
LA3-E4, LA4-E1, LA4-M1, LA4-E7, LA5-E1, LA5-M1, LA5-H1, LA6-E1, LA6-E3,
LA6-M3

**Method.** View the video Part 4 Bats of Carlsbad National Park.

Read "[The Bats of Carlsbad Caverns and
Elsewhere](http://www.nps.gov/cave/teacherguide/fs.bats.htm)" in Section
2 -- Just the Facts.

Students will create a game of knowledge and chance

**Materials**. Video *"ParKids Productions,"* [The Bats of Carlsbad
Caverns and Elsewhere](http://www.nps.gov/cave/teacherguide/fs.bats.htm)
in Section 2 -- Just the Facts, game card template, pencil, markers,
paper, glue, spinner or dice, pocket journals

**Vocabulary.** scat

**Background.** At Carlsbad Caverns there is a large, active colony of
roosting bats with a long-term occupancy record dating back 5,000 years.
The population of bats has been steadily decreasing over the years. This
decrease can be linked to a lack of knowledge and awareness of the
beneficial contributions of their existence.

**Suggested Pre-visit Procedure for Carlsbad Caverns National Park
Skit**

1.  Introduce the game concept. (see the game board and game cards
    rubric) Explain to students that they will need a variety of
    resources. Students will need to gather bat facts from books, the
    video, presentations, Just the Facts and interviews to provide a
    large range of questions relating to the objectives. Review the
    objective with the students so they will know what types of
    questions to create.

2.  View Part 4 of the video, *"ParKids Productions,"* for game
    information. Have students take notes in notebooks.

3.  Stop the video after the bat section and discuss myths and facts
    relating to bats. Ask students how they felt for the bats in
    question.

4.  Break students into groups of two and have them plan, write, and
    create game boards, cards, playing strategy, and the rules of the
    game. [See
    rubric](http://www.nps.gov/cave/teacherguide/batrubric.pdf). The
    design of the game must be related to the bat theme, must provide a
    variety of accurate information and include chance.

5.  Have students share their rules, game ideas and bat facts with
    another group. They should review the rubric to provide feedback for
    each other. Students should provide a list of materials needed.

**Suggested Field Trip Procedure for Carlsbad Caverns National Park
Game**

1.  The students will take notes on the park ranger presentation on as
    it relates to bats. They will also want to note any observation and
    evidence of bat life within Carlsbad Caverns National Park.

2.  While at the park students will interview park visitors about their
    bat knowledge. Record information to share during the post visit
    activities. Extend the interviews at home with parents and
    neighbors.

**Suggested Post-Visit Procedure for Carlsbad Caverns National Park
Game**

1.  Compare and contrast the information gained through the video with
    the information provided by the park ranger, student observations
    and student interviews. Create a t-chart (myth and or inaccurate
    information vs. factual) and share their information with the class.
    The teacher may want to display these charts.

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1.  Revise rough draft of the game cards and board based on feedback
    from peers and observations. Students will create the final version
    of their game.

2.  Provide time for students to polish the games.

3.  Have students share their game. Provide time for students to play
    games created by others. Have students provide peer evaluation based
    on the [rubric
    requirement](http://www.nps.gov/cave/teacherguide/batrubric.pdf).

**Suggested Expansion**

-   Games may be shared as part of an open house or conference where
    students may share their games with their parents and allow others
    to play their game.

-   You may have a game day where students rotate around the room
    playing the games of others.

-   You may want to display the games in centers where students can play
    as they have time.

-   Games could be shared with other classes by inviting another class
    to partner with your class to play.

-   Students could create a digital game based on a multimedia program
    such as HyperStudio.

**Bat Game Card**

To be copied for student's use.

  ----------------------- ----------------------- -----------------------
                                                  

                                                  

                                                  

                                                  

                                                  
  ----------------------- ----------------------- -----------------------

**Bat Game and Game Board**

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

Grades: (4) Very Few Errors (3) Few Errors (2) Several Errors (1)
Incomplete (0) Not Evident

Visual\_\_\_\_\_ Content and Written\_\_\_\_\_ Presentation\_\_\_\_\_
Overall\_\_\_\_\_

  -------------------------------- ---------- ---------- ------------- ----------------
                                   **Self**   **Peer**   **Teacher**   **Comments**

  **Game and Board - Quality**                           /44           

  The board and cards are neat and                       /4            
  free of wrinkles and extra                                           
  marks.                                                               

  Lettering is neat, evenly                              /4            
  spaced, and legible.                                                 

  Illustrations: \_\_colorful                            /20           
  \_\_neat \_\_ focused \_\_ fills                                     
  area \_\_ detailed                                                   

  The game is accurate in its                            /4            
  information to provide a game of                                     
  knowledge.                                                           

  Directions are clear, concise,                         /4            
  and use a variety of vocabulary.                                     

  Correct spelling and usage of                          /4            
  vocabulary.                                                          

  Complete sentence with capitals,                       /4            
  punctuation, and complete                                            
  thought.                                                             

  **Game and Board - Content and                         /24           
  Written**                                                            

  The game is interesting and                            /4            
  follows a central theme.                                             

  Game includes: \_\_ Board \_\_                         /20           
  Cards\                                                               
  \_\_ Directions \_\_ Spinner or                                      
  Dice\                                                                
  \_\_ Markers                                                         

  **Presentation of the Game**                           /20           

  Sequenced                                              /4            

  Variety of voice                                       /4            

  Eye contact with audience                              /4            

  Interesting and informative in                         /4            
  describing the skill of                                              
  knowledge and chance as it                                           
  relates to bats.                                                     

  Prepared with appropriate                              /4            
  materials and evidence of                                            
  rehearsal.                                                           
  -------------------------------- ---------- ---------- ------------- ----------------