Butterfly Life Cycle Diagram
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Butterfly Life Cycle Diagram

Content area lesson
Lesson PlanContent Butterfly Life Cycle Context: This lesson is designed for a heterogeneous kindergarten class with some novice English language learners and some native will identify and sequence the stages of a butterflys life cycle.Students will understand that living things change and grow over time.Standards: VA Science SOL K.6 The student will investigate and understand basic needs and life processes of plants and animals.

Key concepts include a) living things change as they grow, and they need food, water, and air to survive; b) plants and animals live and die (go through a life cycle); and c) offspring of plants and animals are similar but not identical to their parents and to one another.Materials/Resources: Whiteboard and markers Flip book: life cycle of a frog Frog life cycle diagram (attached) The Butterfly Counting Book by Jerry Palotta Where Butterflies Grow (modified) by Joanne Ryder Farfalle pasta (butterflies) Shell pasta (chrysalises) Ziti pasta (caterpillars) Mini marshmallows (eggs) Labels (Egg, Caterpillar, Chrysalis, Butterfly)one per student Butterfly life cycle flow chartone per student (attached) Butterfly writing pageone per student (attached) Pictures of eggs, caterpillars, chrysalises, butterflies (attached) Content and Instructional Strategies: Preparation Stage (5 minutes): 1.Remind students that they have been learning about the life cycle of a frog.

A life cycle is a circle (draw circle on board, have students circle in air and say cycle).

Review the life cycle of the frog with flip book.

Emphasize the cyclical nature with a diagram of the life cycle.2.Ask students to predict another animal that has a life cycle.

Show students butterfly books to aid in prediction.3.Ask student what sound butterfly starts with.

Write butterfly on board.

Ask who has seen a butterfly.

Ask what they know about butterflies.

If no one mentions flying, ask whether butterflies walk or fly.

Underline fly in butterfly on board to emphasize.

Have students fly to the center of the room for the story.4.Write egg, caterpillar, and chrysalis on board next to butterfly.

Explain that these are the stages of the butterflys life cycle, just like the frogs life cycle had stages.

Make connectionseggs to frog eggs, bird eggs/chicken eggs; caterpillar to real life (have they seen one? Show pictures); chrysalis is a new and funny wordhave students repeat.Presentation Stage (10 minutes): 5.Read Where Butterflies Grow by Joanne Ryder (modified to include key vocabulary and remove unnecessary information.

Read slowly, pausing to point out pictures.

Where appropriate, show real pictures of stages.

Instruct students to act out key parts of the story (creeping/crawling, eating a lot, flying, etc.).6.Post pictures on board out of order.

Ask which stage comes first.

Post eggs first under word eggs.

Continue through the life cycle, arranging pictures in correct order with labels.7.Remind students that it is a cycle, so it goes in a circle.

Rearrange pictures so that they form a circle.

Emphasize that butterflies lay eggs and the cycle continues.8.Have students act out the stages of the butterflys life cycle several times (including butterfly to egg).

Check for Understanding (3 minutes)9.Back at their seats, give each student a set of manipulatives.

Instruct them to put them in order and then explain to their partner what happens at each stage.

Monitor to check for comprehension.

Have some students read the correct order to the class.

(Think-pair-share) 10.After ensuring that all students have the correct sequence, pass out flow charts.

Instruct students to trace the words and put the pictures in order.Application or Detailed Analysis (10 minutes)11.Pass out butterfly writing pages.

Explain to students that we will be making a class book about butterflies.

They can decorate their butterflies however they would like.

They need to write at least three sentences about butterflies.

12.After a few minutes, provide scaffolding for ELL students and students with lower writing comprehension.

Write most of the sentence on the line for the student, leaving a blank.

Instruct the student to fill in the blank and trace your words.

Examples: This is my _______.

Butterflies can ____.

__________ grow into butterflies.

Linking Beyond the Immediate Lesson (2 minutes): 13.Remind students that butterflies have different stages that they go through in their life cycles.

Many living things change as they grow.

We know that butterflies change and grow.

Ask what else changes and grows
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Students should know that frogs change and grow.

Ask whether the students are the same as they were when they were babies and point out that humans also change and grow.

Explain that next they will learn about plants that also change and comprehension frequently by asking questions about what stage is next, assessing students kinesthetic models of the life cycle, and checking their pasta models and flow charts.Differentiation and Adaptations:

Speak slowly and clearly so that ELL students can understand.

Encourage peers to assist ELL students as necessary during partner work.

Scaffold writing instruction for I liked about this lesson:I think this was my best lesson.

I have the most experience teaching this age level, and I think it showed.The students were very kinesthetically engaged during most of the lesson.I think my verbal, visual, and gestural supports made the meanings of most of what I said accessible to the ELLs.

I did a good job helping students to help each other during the partner portion of the lesson.What I would change about this lesson:I would have used a better book about the butterfly life cycl
Butterfly
Life Cycle of a Butterfly Activity Objective: The students will analyze the life cycle of a butterfly and identify its pattern using various items representing the cycle.Learning Standards: -National Standards: Life Cycles of Organisms- Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying.The details of this life cycle are different for different organisms.-State Standards: 11.A.2b.Collect data for investigations using scientific process skills including observing, estimating, and measuring.

11.A.2d.Use data to produce reasonable explanations.12.A.2a.Describe simple life cycles of plants and animals and the similarities and differences in their offspring.Safety Concerns and Precautions: Scissors Exploring: 1.Concepts a.Caterpillars undergo a cycle in order to become butterflies b.Without an appropriate transformation.2.Materials a.Pasta noodles for each student (bowtie, rotini, rice, shell) b.Caterpillar and butterfly diagrams c.Scissors d.Colored pencils e.Masking tape 3.

Process Skills a.Observation b.Classification c.Modeling d.

Investigating 4.

Procedure a.The students will discuss what happens in order for a caterpillar to become a butterfly.

b.With teacher guidance, the students will label the caterpillar and butterfly diagrams.They will color and cut out these diagrams and have them taped to their desks throughout the lesson.c.The students will arrange the pasta noodles so that they represent the life cycle of a butterfly.Explaining 1.

What does each pasta noodle represent?

Rice noodle = Egg

Rotini noodle = Caterpillar

Shell noodle = Chrysalis

Bowtie noodle = Butterfly

e comfortable with the new vocabulary.

2.Why must a butterfly undergo this process in order to mature?

Students may compare this life cycle to other life processes, perhaps that of a .How might we investigate the life cycle of a butterfly more thoroughly?

Students may suggest finding more detailed diagrams containing more parts to label on a caterpillar and/or a butterfly; they may also suggest watching a video of a butterfly coming out of a cocoon.

4.

Vocabulary: Life Cycle, Chrysalis, Process, Antennae, Larvae Expanding 1.Concepts a.Caterpillars spin their own chrysalis in order to mature into butterflies.

2.

Materials a.

Critter cage b.Chrysalis obtained from nature c.Appropriate environment for the obtained chrysalis to survive naturally d.Paper e.

Pencils f.Magnifying glass 3.Process Skills a.Observation b.

Communication c.Measurement d.Prediction e.Forming Hypotheses f.Experimenting g.Investigating 4.Procedure a.The teacher will obtain a chrysalis from outdoors if possible.(If this cannot be done, a local nature center should be contacted to assist this experiment.) b.The chrysalis will be placed in an appropriate critter cage in order for the chrysalis to react naturally.c.The students will record daily observations while watching the chrysalis.

d.The students will make predictions about what will happen each day, including a prediction about how many days it will take for the butterfly to emerge.Evaluating The students will be assessed based on a collection of the gathered information in a folder.The folder must meet the checklist below:
Contents Points Caterpillar Diagram 5 Butterfly Diagram 5 Baggie with Pasta Cycle 5 5 Record from Chrysalis Observation 3/day Resources:

The world book encyclopedia of science: Vol.6.The animal world.(2000).Chicago, IL: World

Book.(Original work published 1997) http://www.aginclassroom.org.
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