By the end of this lesson, the students will be able to identify the four stages in the life of a butterfly.
Science Content Area Standards: 2a. Students know different plants and animal inhabit different kinds of environments and have external features that help them thrive in different ind of places. 2c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter.
1. Instructional Process:
i. YouTube Video: The Very Hungry Caterpillar
1. Students will watch this video, and then with the help of the teacher they will identify each of the changes that the caterpillar went through.
ii. Present Vocabulary: metamorphosis, egg, caterpillar, chrysalis, and butterfly. Using the vocabulary cards, the teacher explains to students that these are the stages that a butterfly goes through in its lifetime.
iii. Acting: To add some more understanding to the vocabulary words, students will act out the four stages of the butterfly’s life cycle. Each word will have a special motion to do. Egg- students sit on the floor, grasp their knees, and tuck their head under. Caterpillar- to represent the caterpillar, students stretch out in the floor wriggling. Chrysalis- students stand still crossing their arms very tightly around their chest. Butterfly-students gently stretch arms (representing the wings) and start to flutter around the room.
1. I do: First, teacher models for students each of the butterfly stages.
2. I do, you help: teacher will still represent all the stages of the butterfly life cycle, but the students will be helping
the teacher to identify which stage comes first, next, last.
3. I do, you tell: teacher models one more time all the movements for each of the stages, but this time students
are saying each stage,without the teachers help, while the teacher makes the motion.
4. You do, I help: it is the turn for the students to make the motions for each of the stages of the butterfly’s life cycle. At this point, the teacher will be saying the name of the stage and the students will represent it.
5. You do it yourself: Now, using their body movements, students will represent all the stages of the butterfly’s
life cycle, while repeating the name of the stage in a chorus.
2. Guided Practice:
a. With the help of the teacher, student will create a Butterfly Life Cycle Plate.
i. Teacher will give instructions to the students on how to create their butterfly life cycle plate. Teacher will
model each step and then will allow student to complete it individually (of course teacher will be monitoring and walking around to make sure all students are following instruction and staying on task).
1. Instructions to create the butterfly life cycle plate:
a. Step one: divide the plate into four equal parts. Label each part with the number 1-4, and draw arrows to connect them.
b. Step two: using the lentils, glue, and crayons, create the butterfly’s egg on box number one.
c. Step three: using the rotini, crayons, and glue create the caterpillar stage.
d. Step four: using the shell, crayons and glue create the chrysalis stage.
e. Step five: using the farfalle, crayons and glue create the butterfly stage.
a. At this point teacher will walk around making sure all students are finishing their projects. Teacher will review with the students the objective of the lesson, and she will make informal assessment by asking students to verbally explain the four stages of the butterfly life cycle.
Independent Practice: Students will take a short quiz
Source: The Very Hungry Caterpillar (Cartoon). (n.d.). Retrieved February 21, 2015, from https://www.youtube.com/watch?v=c8PT0HTqlcc