Life Cycle of a Butterfly: 1 Device Lesson

Life Cycle of a Butterfly: 1 Device Lesson

Author: Jessica Speaks

Students will be working in small groups to research the life cycle of a butterfly.  Each group will become experts on a certain area of the life cycle.  Each group will be given a different print out of information on the life cycle of a butterfly.  Each group will be working with one question and will be working together to answer their given question.  Students will have the opportunity to review a short presentation as a whole class before exploring on their own.  The end result of this lesson will be to create a collaborative whole group word cloud using the website textisbeautiful.com.  Students will have the ability to investigate the different life cycles behaviors and needs with the hope of students developing an understanding and grasp the assortment of living things.  They will explore the life cycle of a butterfly and use the information to take part in a whole group project to enhance their knowledge in this area. 

Common Core standards:

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)


California State Content Standards:

Life Science

2a. Students know the sequential stages of life cycles are different for different ani­mals, such as butterflies, frogs, and mice.


Technology standards:

1. Creativity and Innovations

c. Use models and simulations to explore complex systems and issues

2. Communication and Collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3. Research and Information Fluency

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

d. Process data and report results

5. Digital Citizenship

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

During this lesson students will become experts on the life cycle of a butterfly.  They will be given a hand out with information on the life cycle to use as a resource to answer a given question.  Students will be broken up into small groups of 4 to 5 students and will be working together to answer one question about the life cycle.  The group will then collaboratively write up three or four sentences in their own words to answer that question.  As groups finish up they will choose one member of their group to type their write up on the classroom computer, in an already created word document.  Once all the groups have completed their sentences and typed in their response on the classroom computer, the teacher will then transform their finding into a word cloud.  The teacher will use the textisbeautiful.com web tool to create the word cloud.  The classroom computer is connected to a smart board so the students will be able to see the word cloud transformation right before their eyes.  Once completed there will be a whole group discussion on some of the key words that stand out in the word cloud.

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Digital Citizenship

1. During this lesson students will we be exploring different articles I have found on the internet.  

2. It is important to make sure you know how to have positive Digital Citizenship when exploring the internet. 

3. Since this lesson uses only one device together we will look at positive ways to look for credible and valid information you are seeking. 

4. Let's  create a do’s and dont's chart and then a KWL chart for things you may already know about cyber safety, what you want to know, and then finally what you have learned after watching a few of these short videos on netsmartzkids.org.

5. As a whole class let's navigate through some of the videos and games this site offers to support the idea of being safe when searching the web.  

6. On the smart board we will go to  http://http://www.netsmartzkids.org/LearnWithClicky/KidsPSABeSaferOnline.

7.  Since we have watched a few videos on this site let's play a few games on the smart board together as a class and then complete the KWL chart.

How to use the Text is Beautiful Website...

This is a short slideshow on how to use the Text is Beautiful website. For this small and whole group project we will be creating one class Word Cloud about the life cycle of a butterfly. However, this short tutorial gives directions on how to use it on your own!

Short Video on the Life Cycle of a Butterfly

Student Instructions

Day 1

1. As a whole group show the we will watch a short video of the life cycle of a butterfly displayed above.  This will be a preview of some of the information they should be looking for when finding information on the life cycle. The link to the short video is also provided below.


2. We now need to get into small small groups.  We will be researching a given question of the Life Cycle of a Butterfly.  You will be the experts on their question.

  • What is the first stage and what happens during this stage?  What does it look like?
  • What is the second stage and what happens during this stage? What does it look like?
  • What is the third stage and what happens during this stage? What does it look like?
  • What is the forth stage and what happens during this stage? What does it look like?
  • How long is the entire process of the life cycle?  What is the life span of a butterfly?
  • What kind of habitat can you the life cycle in?

3. Begin research on the life cycle of a butterfly with the print outs provided. Your group will be given two printed information sheets to draw information from.  Some groups may have the same print out.  Each group will be researching a different question. As they look through the different information hand outs they can use their own creatively on how they want to draw the model of the cycle using a sheet of paper and coloring tools.

Click the pictures of the butterflies or the link and will take you to the provided print outs for groups below:







Day 2

1.Your group will create different pages to draw on and the different writing/drawing tools you can use to sketch the life cycle of a butterfly.

Explain to students they need to keep in mind they need to draw a step-by-step replica of the life cycle of a butterfly.

2.  Your groups will continue to work together to answer their question.

3. Once you have had time to work with each other and come to a conclusion on how to properly answer your groups question you each need to collaboratively choose a group member to be a scribe.  This person will begin to write down important thoughts and ideas.

4.  Now your groups need to put their answer to their question in a short descriptive paragraph using their own words.


Day 3

1.  Have another group member peer edit their write up.

2. Collaboratively choose another group member to type in their answer on the teachers classroom computer.  More than one group memeber can be chosen to help.  Type in your write up using the teachers classroom computer using the WSQ submission form provided at the bottom of this page. (Keep this page up so the students can submit their write up in order for your teacher to copy and paste all of the groups submission into the text is beautiful site).


Day 4

1. Once all groups have typed in their short descriptive write up, I will now show you how to get to the http://textisbeautiful.net/ website.  Those of you who still need more time to finsih up this is the time to do it.

2.  First I will copy and paste all the group responses and paste it into the text is beautiful generator. (Show students entire process using the smart board connected to the computer so they will be able to do this on their own in the future.)

  • Use the smart board to show your students the textisbeautiful.com website. 
  • Show students how to get to the website by using the tool bar and typing in the website.
  • Once you have entered the site show students where to begin.
  • Let the students know you will be copying and pasting their short descriptions in the generator box. 
  • Explain once you have copied and pasted they just push the Go button to begin creating the word cloud.  Tell students to be patient as it may take a few minutes to generate.

3.. Your work will now be turned into a word cloud before your eyes.

4. Once the image is created let's have a class discussion on what they see. What are the most revealing words?  What is the important of the larger words?  Discuss the significance of a word cloud to find important information in their writing.

Submission Form

Submit your group's short description by typing in your response using this WSQ form. Your teacher will use you group's responses to create the class word cloud.

WSQ for Life Cycle Project

After working with your groups on your given life cycle question, fill in the form below. Be sure to scroll down to complete the WSQ.