Butterfly Life Cycle

I. General Information
a. Subject / Grade: Science / Kindergarten
b. Concept: Butterfly Life Cycle
c. Time Frame: 5 days, 20-30 minutes each day
d. Linkage to Prior Knowledge: We will discuss and create a chart what students
already know about caterpillars and butterflies.

II. Standards / Learner Outcomes

a. Content Standards

Standard 3.0 Life Science
Topic A: Diversity of Life
1. Observe a variety of familiar animals and plants (perhaps on the
school grounds, in the neighborhood, and at home) to discover
patterns of similarity and difference among them.
a. Identify and describe features (observable parts) of
animals and plants that make some of them alike in the
way they look and the things they do.
b. Compare descriptions of the features that make some
animals and some plants very different from one another.
c. Identify a feature that distinguishes animals that fly (as an
example) from animals that cannot and examine a variety
of animals that can fly to discover other similar features
they might share.

Topic C: Genetics
1. Observe, describe, and compare the life cycles of different
kinds of animals and plants
a. Identify and draw pictures that show what an animal and a
plant look like at each stage of its life cycle
b. Describe and compare the changes that occur in the life
cycle of two different animals, such as a frog and a puppy
or two different plants, such as a rosebush and a maple
tree

b. Technology Standards

Standard 3.0 Technology for Learning and Collaboration
Topic A: Learning
1. Explore and use technology tools in an instructional setting for
learning
a. Explore and use teacher-selected technology tools,
including software and hardware, to learn new content or
reinforce skills
b. Use teacher-selected technology tools that enhance
learning
c. Reflect and discuss, as part of a larger group, on the
appropriateness of the selected technology for the given
task
Topic C: Increase Productivity
1. Explore and use technology to increase productivity
a. Use appropriate technology tools to support learning goals
b. Identify that a variety of forms of digital content (CDs,
DVDs, websites, videos) can be used to learn information
about a subject

Standard 5.0 Technology for Information Use and Management
Topic A: Locate, Evaluate, and Gather Information / Data
1. Explore and use age-appropriate information resources
available through technology with assistance
a. Select relevant information from teacher-selected
technology resources (such as picture interface databases
and bookmarked files)
III. Lesson Objectives
a. Students should be able to:
State the fact that caterpillars change into butterflies
Describe the four stages of a butterflys life cycle
Illustrate the four stages of a butterflys life cycle
Use technology tools to enhance learning of the lesson

IV. Procedures
a. Introduction
As a class we will discuss animals that we see outside in the spring time.
We will then go outside into the playground / field area and make
observations (the class will be reminded to look in the grass, trees, and
sky).

b. Teaching / Activities
Day One:
o We will come inside and make a list of what we have seen.
o I will guide the class into beginning the discussion on
caterpillars or butterflies (if none were observed).
o We will talk about the differences of the two insects, as
well as any similarities they may share (this will also be
done in the form of a new chart).
o Next, we will watch the video of The Very Hungry
Caterpillar (By Eric Carle) on YouTube.
o Finally, we will discuss observations the students made in
the video. I will tell the students for the coming days, we
will be learning more about how a caterpillar becomes a
butterfly.
Day Two:
o To begin todays lesson, I will have the students gather on the
carpet while I read the story book of The Very Hungry
Caterpillar (By Eric Carle).
o I will remind students to recall what they saw on the video at
the end of the previous days class and then pay close
attention again to the storybook.
o After reading, I will have students return to their seats.
o Next we will use the digital whiteboard as a tool for students
to create their own list of what they recalled from the story.
o I will call on students to write words or draw small pictures
that represented something from the story.
o After the list is created, we will discuss what was shown.
o I will guide the discussion into what happens first (an adult
butterfly lays its eggs). We will discuss that the eggs are
usually laid on or near a plant that the soon-to-be caterpillar
will eat. It also has a sticky chemical on them that keeps them
on the leaf. Most are laid on leaves of plants, but can also be
in the heads of flowers or on tree bark.
o We will discuss that the eggs come in different shapes and
colors.
o Next the students will be handed out the premade butterfly
journal (the cover and the pages have been cut into the shape
of a butterfly and the title A Butterflys Life Cycle has been
preprinted on the cover).
o The class will open the booklet to the first page and draw the
first stage of the life cycle. It should include at least one egg
and the place where it is laid (leaf, flower, etc). They will then
color the picture and label it The Egg.
o After the students have completed the first entry in the
butterfly journal, it will be collected to be used the following
days.
Day Three:
o To begin the class, we will recall what we learned the previous
day.
o Next students will be using computers to access the site
BrainPop.com. On this site, the students will be watching the
educational video of butterflies.
o They will be instructed to take note of the next stages in the
life cycle.
o After all the students have finished watching the video, we will
discuss the second stage (when the egg hatches into a
caterpillar).
o We will discuss that this is the stage where caterpillars are
almost always eating and growing very quickly. I will also state
that this stage lasts for about 2-4 weeks and that another
name for it is Larva.
o We will then discuss what the caterpillar (or larva) eat, such as
the leaves where they hatched.
o I will then tell students that when the caterpillar is finished
growing, it will stop eating and find a safe and sheltered place
to rest. The spot it chooses is where it will begin the next
stage in its life cycle.
o Next, the students will be handed out their butterfly journals
to draw the second stage of the cycle. The drawing should be
of a caterpillar and labeled The Caterpillar or The Larva.
o The journals will then be collected for use the following days.
Day Four:
o To begin the class, I will ask for volunteers to tell what the first
two stages of a butterflys life cycle are. We will use the
whiteboard to list and draw the two stages.
o Next, to get students more engaged, I will have them all stand
up and we will act out the first two stages.
o I will then read the book, Im a caterpillar by Jean Marzollo.
This story details the changes from a caterpillars point of
view.
o I will remind students to watch for the next stage in the life
cycle.
o After the reading, I will ask for a volunteer to tell me what the
third stage of the life cycle will be (the chrysalis or pupa). We
will all say the word chrysalis together multiple times and
throughout the days lesson to reinforce the term.
o I will remind the students that at the end of the last stage, the
caterpillar had stopped growing and found a safe place to rest
before beginning this next stage.
o Next, I will describe what happens the chrysalis stage. I will tell
them that this stage can last from a few days, to a few
months.
o I will discuss that the caterpillar will hang itself upside down
and create a cocoon. This will be its resting stage and during
this time, it does not eat.
o We will then attempt to act out this stage of the life cycle
(staying still).
o Next, we will review all of the stages we have learned so far.
o Finally, we will get out our butterfly journals, and on the next
page, students should draw the third stage of the cycle (the
chrysalis, or pupa).
o After drawing and coloring the third stage, the students
should label it with the words The Chrysalis, or The Pupa.
Day Five:
o To begin day five, I will pass out individual whiteboards to
each student. As a class, we will review the previous three
stages in a butterflys life cycle. Each student will draw a
picture and label it as we go. Students will take turns sharing.
o Next, I will ask the class what the final stage of the cycle would
be (the butterfly).
o We will discuss that the butterfly will hatch from the chrysalis.
Its wings will be wet and wrinkled, so it needs to let them
stretch and dry out. After this, the life cycle will begin again.
o We will act out this final stage of the life cycle.
o Next, the journals will be distributed so that the students can
illustrate the final stage of the cycle. The pictures should
include a picture of a butterfly and be labeled The Butterfly.
o The journal will be collected to be reviewed to help assess the
students knowledge. They will be returned afterwards to take
home and share.
o I will tell the students they are going to watch a short video
about life cycles. Then play a game to see if they learned
about a butterflys life cycle.
o Students will go to the computer lab and be directed to click
on the link
http://www.sheppardsoftware.com/scienceforkids/life_cycle/
movie.htm. They will watch the video and we will discuss it.
o Finally, the students will play an interactive game where they
have to match the picture in order for the butterflys life cycle.
This will be another tool used for assessment. The site for this
is http://www.turtlediary.com/kindergarten-games/science-
games/butterfly-life-cycle.html
V. Evaluation
a. I will use the journals, the completion of the game on the final website, and
scores from the upcoming test as an assessment.