Explore a Model UDL Lesson Plan

 [ Back to Model Lessons ]

Click on the UDL Connections button to see how UDL principles have been integrated.

The Life Cycle of Butterflies, Day 1


Lesson Overview | Unit Description | Lesson Description for Day | State Standards
Goals | Methods | Wrap-Up | Assessment | Materials

Lesson Overview

Title: The Life Cycle of Butterflies, Day 1
Author: CAST
Subject: Science
Grade Level(s): Pre-K–2
Back to Top

Unit Description

This first lesson of two is part of a larger unit that focuses on the life cycle of butterflies, including their habitats, eating habits, and growth cycle. In this particular set of lessons, students will learn about the growth cycle of the butterfly, and will extend that knowledge to understand that the growth cycle of butterflies is different from many other animals. Students will engage in several different activities to support their learning and they will have several different opportunities throughout the two days to share their new knowledge.

Back to Top

Lesson Description for Day

In this first lesson, students will explore and learn about the four stages in the life cycle of a butterfly.

Back to Top

State Standards

  • Minnesota Academic Standards, Strand IV.B: (Diversity of Organisms) The student will recognize that plants and animals have life cycles. The student will describe life cycles of plants and animals.
  • California Science, Standard 2.a, 2.b: (Life Sciences) Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another; b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Back to Top

Goals

Unit Goals:
  1. Students will identify and describe the life cycle of a butterfly
  2. Students will demonstrate that the life cycle of the butterfly is different than other animals
  3. Students will demonstrate their understanding that at the beginning of an animal's life cycle, some young animals represent the adult while others do not.

Lesson Goals:
Students will—
  1. describe each stage in the life cycle of a butterfly
  2. identify the stages of the life cycle of the butterfly, using correct vocabulary
Back to Top

Methods

Anticipatory Set:

Share lesson goals and objectives with students: that they will learn about the life cycle of butterflies, the names of the stages, and what they look like. Ask them why they think it's important to learn about the life cycle of a butterfly, so they can understand and compare the life cycle of different living animals, how they are the same and how they are different.

Using KidspirationTM with projection, or using a chalk or white board, lead a class brainstorming session on the lesson's topic, ask students to tell you everything they know about the life cycle of butterflies. After a 5-6 minute brainstorming session, engage students in a class discussion to organize and categorize the different ideas raised by the students. Summarize the discussion and highlight the main categories and ideas that emerged during the brainstorming session. Ask students to return to their work areas and draw what they think the life cycle of a butterfly looks like.

When children return to the group circle, ask them to bring their life cycle butterfly pictures. Read Watch Me Grow, Butterfly by Lisa Magloff, to your class. As you read, ask your students questions about the book to keep them engage and focus on the critical features in the life cycle of the butterfly. As you and they discover a new stage, ask one of the children to write name of that stage on the board. As you continue to read, ask students to share what they are discovering about each stage such as egg, little, white, found on a leaf. After you finish reading the book, ask summarizing questions (e.g. What did you learn about butterflies? What part of the book did you like best?). Next, ask students to share their picture of the butterfly life cycle with a partner and discuss whether and how they would change the picture that they drew.


Introduce and Model New Knowledge:

Present students with new information appropriate to the lesson, highlighting the various stages of the butterfly life cycle and the correct vocabulary including metamorphosis and the name of each stage (egg, caterpillar or larva, chrysalis or pupa, and adult butterfly).

  • Use images to illustrate life cycle stages (see attached image for your use).
  • Show the film Butterflies to your class.

Following the lesson's introduction, use a set of life cycle playing cards to reinforce new information. Tell students that each card represents one stage in the life of a butterfly, but the stages are not in order. Provide a think aloud to model the correct way to order the cards so students can accurately represent the life cycle of butterflies.


Provide Guided Practice:

Give students a choice to work alone or with a partner in this activity. Ask each student or pair of students to choose a web site, a book, etc. (see list of materials for details), to find out more about the life cycle of butterflies. (Audio copies of books should be available in the listening center for students who require decoding support or who may have low vision. Or books should be scanned into the computer so these students can access the content using a screen reader. The content of web sites can also be accessed by using a screen reader). Give students time to browse their resources. Ask them to be prepared to share one new or interesting thing about the life cycle of a butterfly with the group. Students will have a choice of how to share their new knowledge. They can dictate what they have learned to the teacher or they can write or draw a picture of the information they want to share on a sticky. If students work with a partner, they only need one sticky between them. When students return to the large group, ask children to share what they have learned and write it on a large sheet of paper to post in the room.

Next, provide each student with their own set of four cards (in a plastic bag). Each card represents one stage in the life cycle of a butterfly. Ask students to correctly sequence their cards. Visit students and provide guidance as needed. (See the end of this lesson for materials and directions to make the cards). Students will keep these cards and they can take them home to share their new knowledge with family members.


Provide Independent Practice:

Set up 4 learning centers in your classroom, to provide opportunities for students to describe each stage of the butterfly life cycle. Provide students choice to work alone or in pairs. Students will visit either Center 1 or Center 2 and they will visit Center 3 or Center 4. Each student will have a card with a corresponding picture/label for each center and they will check off the two centers they visit.

  • Center 1: Make A Book Center: Provide materials (paper, markers, crayons, etc.) so students can author their own book about the life cycle of butterflies. Explain that the story can be either fiction or non-fiction. (many younger students will use inventive spelling and may need to have their text transcribed).
  • Center 2: Writing Center: pencils, paper, word processor with text-to-speech. Students write about the life cycle of butterflies in a format comfortable for them (e.g. poetry, sentences, bulleted points, etc.)
  • Center 3: Art Center: markers, crayons, pencils, paper, glue, and scissors, computer drawing program. Students create their own representation of the life cycle of butterflies. Provide a template (Center 3 Chart.doc) with four squares labeled Stages 1-4. For students who need scaffolding to complete this activity provide a picture and a printed vocabulary word for each stage. Students will need to match the correct word and picture to complete their life stage cards. In addition, they need to write or dictate a descriptive sentence about each cycle.
  • Center 4: Graphic Organizer Center: Students complete one of the two attached life cycle maps (Center 4 Graphic Organizers.doc), on or off the computer. Students can use either words or pictures to complete their maps. The first template is empty; students are required to fill in all four stages. The Second template provides some pictures and words to support students . Once the template is completed, students need to write or dictate two descriptive words for each stage.
Back to Top

Wrap-Up

Students choose to share their new understandings about the stages of the life cycle of butterflies, with a partner and then they may volunteer to present their center project to the class. They are expected to use correct vocabulary, correctly sequence the stages, and use appropriate language that describes the butterfly in each of the stages.

When students are finished presenting ask the following questions:
How many stages are in the life cycle of a butterfly?
Can we name the stages?
What did you notice about each stage?

Back to Top

Assessment

Formative/Ongoing Assessment:

Provide ongoing assessment throughout the lesson.

  • Observe and encourage student participation in class discussion, asking and answering questions, and volunteering comments and ideas.
  • Visit students throughout the center activities and provide direction, correct any errors, and affirm successes.
  • Did student's responses accurately answer the questions?

Summative/End Of Lesson Assessment:

At the end of the lesson, collect the student center projects depicting and describing the correct sequence of the stages of metamorphosis and use the following questions to evaluate their work.

  • Did students accurately sequence the four stages?
  • Did use the correct vocabulary words?
  • Were graphical representations accurate? If needed, students can use printed vocabulary words and images of the stages of development, rather than worrying about correct spelling and the accuracy of their drawings.
  • Could students verbalize or draw a picture describing the changes at each stage?
Back to Top

Materials

This list of materials represents several different media including text, graphics, and video.

Web Sites Books & Articles
  • The Very Hungry Caterpillar, by Eric Carle (Philomel, 1969)
  • Crinkleroots Guide to Knowing Butterflies & Moths, Jim Arnosky (Simon & Schuster, 1996) Lots of text, but the pictures are great!
  • Monarch Butterflies, Emilie U. Lepthien (Children's Press, 1989)
  • The Life Cycle of a Monarch Butterfly, Julian May (Children's Press, 1973)
  • From Caterpillar to Butterfly (Let's-Read-and-Find-Out Science, Stage 1) Deborah Heiligman, Bari Weissman [Illustrator] (Harper Trophy, 1996)
    An excellent depiction of the life cycle of butterflies in words and illustrations. Told from a classroom perspective.
  • Learning about Tropical Butterflies (Soft cover, 2004, Dover Publications, Ruth Soffer, ISBN: 048643706x)
    An activity book for ages 4–8 that includes information about twelve different butterflies, such as their range, habitat, and distinguishing characteristics
  • Where Butterflies Grow (Paperback, 1996, Puffin Books, Joanne Ryder, ISBN: 0140558586)
    A book for ages 4–8 blending fiction and non-fiction about butterflies and 'butterfly gardening.'
Video & Audio Resources Other Resources
Back to Top

Print

UDL Connections
UDL Connection
UDL Feature:

Strategic Network – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process).

Listen

UDL Reflection:

The lesson goals are stated in a way that does not limit what media or means students will use to demonstrate their knowledge.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Recognition Network – Provide supports for limited background knowledge, and establish a context for learning.

Affective Network – Offer choices of content and tools (e.g. choice of books to study literature).

Listen

UDL Reflection:

I thought about how my students increase their background knowledge when I provide different ways for them to engage with new concepts Some students prefer to talk about new concepts while others prefer to think about what they are learning through drawing or writing. So I included different ways to introduce and engage my students in thinking about the life cycle of a butterfly. I read a story, led a brainstorming and discussion session, and asked them to draw a picture of what they thought the life cycle looked like.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Recognition Network – Highlights critical features (e.g., teacher tone of voice, marker underline, etc.)

Listen

UDL Reflection:

I want to make sure that I use lots of graphic, video, and auditory representations to highlight the key vocabulary associated with butterflies change.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Strategic Network – Provide flexible models of skilled performance.

Listen

UDL Reflection:

I have shown the film, and completed a think aloud thereby providing students with two different expert models of the butterfly life cycle.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Strategic Network – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process).

Affective Network – Offer choices of content and tools (e.g., choice of books to study literature).

Listen

UDL Reflection:

I know that students are more engaged when they can choose how they want to proceed with their learning. To support this, I developed four learning centers and asked students to select two centers of their choice that they will visit during activity time. I also know that some of my students will express themselves better using language while others will express themselves better through visuals. My center activities allow students to express their knowledge linguistically or visually.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Affective Network – Offer choices of learning context (option to work in study carrel v. open classroom, student use headphones).

Listen

UDL Reflection:

One thing I can do to vary the learning environment is allow students to have choices about grouping. I know that some of my students work better alone and others work better in groups because talking about the information with their peers helps them to process it. Giving students a choice about working individually or in groups increases their engagement for the learning task.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Affective Network – Provide adjustable levels of challenge: (e.g., range of materials at different reading difficulties).

Listen

UDL Reflection:

I have two templates that students can use to complete their life cycle of the butterfly map. The first template has four empty squares representing each stage and no supports are provided. I included supports in the second template. It has four squares and each square has either a picture or word to help the student generate the additional pictures or words.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Strategic Network – Provide ongoing, relevant feedback (e.g., questions and answers in classroom).

Listen

UDL Reflection:

I want to catch student's misconceptions immediately so I roam the room during the activity period when they are at the various learning centers, then I can redirect them if they are forming misconceptions.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Recognition Network – Provide multiple examples, show the range of examples, provide examples and counter-examples.

Listen

UDL Reflection:

Because I know that my students learn in different ways, I want to ensure that I use several different media to illustrate the life cycle of butterflies. The materials I selected to describe the life cycles represent a variety of media including photographs, film, text, and video with auditory feedback. I know that some of my students will learn best by watching the film, while others will benefit from watching the real time video on the web site over and over. Others will be supported by viewing pictures in the books I have selected.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.

UDL Connections
UDL Connection
UDL Feature:

Affective Network – Provide adjustable levels of challenge: (e.g. range of materials at different reading levels).

Listen

UDL Reflection:

Since my students are at different reading levels, I want to provide a wide range of books as resources to ensure that students will have access to text that is just right for them.

Listen

Note: If you do not get sound when you click on the audio Listen button within a UDL connection, simply close and reopen the UDL Connection, and click on the audio Listen button again.