Life Cycle of a Butterfly Lesson
Objective:
MOSC02 – 3.1.B.a.
The learner will identify and sequence the life cycle of a butterfly.
Set:
Show pictures of butterfly eggs. Ask: “What is this?” Record answers.
Show pictures of chrysalis’. Ask: “What is this?” Record answers.
Say: “Let’s read this book and see if we will find the answer?”
Input:
Read Born to be a Butterfly by Karen Wallace.
Define metamorphosis: the biological process by which an animal physically
develops after birth or hatching involving a noticeable change in the animal’s
body structure.
Guided Practice:
As a class, review the life stages focusing on titles for each stage and the image
to go with each title. (egg, caterpillar, chrysalis, butterfly)
Independent Practice:
Students will sequence the life cycle of a butterfly on a chain. Students will label
the first length of chain with ”Life Cycle of a Butterfly”. Students must label each
stage and illustrate the stage on one length of the chain and then attach them in
order.
Modifications:
Students will sequence the life cycle of a butterfly on lengths of chain, using the
given pictures. Students must also label each stage using the given titles on the
chain lengths.
Extensions:
On the inside of each length of chain, the students will write a fact about that
stage of growth.
Closure:
Students will share their chain with a small group of students while discussing the
life cycle of a butterfly. Students will work as a group to make any needed
corrections to the chain.
Life Cycle of a Butterfly Lesson
Objective:
MOSC02 – 3.1.B.b.
The learner will record observations of the caterpillars changing into a chrysalis
and then butterfly in the net cage.
MOSC02 – 3.3.D.a.
The learner will identify the similarities and differences of a caterpillar and
butterfly.
MOSC02 – 7.1.B.a.
The learner will make observations using the five senses.
MOSC02 – 7.1.B.b.
The learner will make observations using magnifiers/hand lenses.
Set:
Show students the cup of caterpillars. Discuss the needs of the caterpillars as
they grow in the net cage. (food, plants, air)
Input:
As a class, label the parts of the caterpillar.
Review the life cycle of a butterfly.
As a class, label the parts of a butterfly.
Ask: “What are the similarities and differences between a caterpillar and a
butterfly?” Fill out a Venn diagram as a class.
Guided Practice:
Ask: “What do we see in the net cage and cup?” Write the answers on the
board. Have students copy one or more sentences in their butterfly journal.
Have students illustrate their sentence(s).
Independent Practice:
Each additional day of the Life Cycle of a Butterfly Unit, students will record their
observations in complete sentences and illustrate.
Modifications:
Students will copy a sentence starter and continue the sentence. Then they will
illustrate the sentence.
Extension:
Students will write additional sentences about their observations in paragraph
form.
Closure:
Have several students share their journal entries with the class.
Life Cycle of a Frog Lesson
Objective:
MOSC02 – 3.1.B.a.
The learner will identify and sequence the life cycle of a frog.
Set:
Show pictures of several different frog eggs. Ask: “What is in this picture?”
(eggs) “What will they grow into?” Say: “Let’s read this book and see if we will
find the answer.”
Input:
Read How a Tadpole Grows into a Frog by David Steward.
Define metamorphosis: the biological process by which an animal physically
develops after birth or hatching involving a noticeable change in the animal’s
body structure.
Guided Practice:
As a class, review the life stages focusing on titles for each stage and the image
to go with each title. (egg, tadpole, froglet, frog)
Independent Practice:
Students will sequence the life cycle of a frog on a lift-the-flap sheet. Students
must label each stage on the outside of the flap and illustrate the stage under the
flap.
Modifications:
Students will sequence the life cycle of a frog on a lift-the-flap sheet, using the
given pictures under the flaps. Students must label each stage using the given
titles on the flaps.
Extensions:
Students will sequence the life cycle of a frog on a lift-the-flap sheet. Students
must label each stage on the outside of the flap and illustrate the stage under the
flap. The student will include a fact about each stage on the underside of each
flap.
Closure:
Students will share their lift-the-flap sheet with a small group of students while
discussing the life cycle of a frog. Students will work as a group to make any
needed corrections to the lift-the-flap sheet.
Life Cycle of a Frog Lesson
Objective:
MOSC02 – 3.1.B.b.
The learner will record observations of the tadpoles and frogs as they grow in the
aquarium.
MOSC02 – 3.3.D.a.
The learner will identify the similarities and differences of a tadpole and frog.
MOSC02 – 7.1.B.a.
The learner will make observations using the five senses.
MOSC02 – 7.1.B.b.
The learner will make observations using magnifiers/hand lenses.
Set:
Show students the aquarium filled with water and the tadpoles. Discuss the
needs of the tadpoles as they grow in the aquarium. (food, water, land, air)
Input:
As a class label the parts of the tadpole. (mouth, gills, eyes, legs, tail)
Review the life cycle of a frog.
As a class label the parts of a frog. (mouth, nostril, ear drum, vocal sac, eyes,
legs)
Ask: “What are the similarities and differences between a tadpole and a frog?”
Fill out a Venn diagram together as a class.
Guided Practice:
Ask: “What do we see in the aquarium?” Write the answers on the board.
Have students copy one or more sentences in their frog journal. Have students
illustrate their sentence(s).
Independent Practice:
Each additional day of the Life Cycle of a Frog Unit, students will record their
observations in complete sentences and illustrate.
Modifications:
Students will copy a sentence starter and continue the sentence. Then they will
illustrate the sentence.
Extension:
Students will write additional sentences about their observations.
Closure:
Have several students share their journal entries with the class.
Life Cycle of a Chicken Lesson
Objective:
MOSC02 – 3.1.B.a.
The learner will identify and sequence the life cycle of a chicken.
Set:
Show egg carton.
Ask: “Where do the eggs you buy at the store come from?” (chickens)
Ask: “Can chicks hatch out of the eggs you buy at the store?” (no)
Ask: “Why?” (not fertilized)
Guide students in filling out worksheet on how eggs get from the chicken to the
store.
Ask: “What happens to the fertilized eggs?” List answers on the board.
Input:
Read How an Egg Grows into a Chicken by Tanya Kant.
Guided Practice:
As a class, review the life stages focusing on titles for each stage and the image
to go with each title. (egg, embryo growing in egg, chick, chicken)
Independent Practice:
Students will sequence the life cycle of a chicken on a divided wheel. Students
must label each stage and illustrate the stage.
Modifications:
Students will sequence the life cycle of a chicken on a divided wheel, using the
given pictures. Students must label each stage using the given titles.
Extensions:
The student will include a fact about each stage on the divided wheel.
Closure:
Students will share their wheels with a small group of students while discussing
the life cycle of a chicken. Students will work as a group to make any needed
corrections to wheels.
Bring the class together and look at many different birds’ and their eggs.
Compare and contrast the eggs, baby birds, and adult bird.
Life Cycle of a Chicken Lesson
Objective:
MOSC02 – 3.1.B.b.
The learner will record observations of the eggs and chicks as they grow in the
incubator and brooder box.
MOSC02 – 7.1.B.a.
The learner will make observations using the five senses.
MOSC02 – 7.1.B.b.
The learner will make observations using magnifiers/hand lenses and
thermometers .
MOSC02 – 7.1.B.c.
Measure the temperature using a thermometer.
Set:
Show students the incubator. Discuss the needs of the chicks as they grow in
the eggs. (food, air, warmth)
Input:
As a class label the parts of the incubator including: thermostat, thermometer,
water tray, heater/light bulb, egg basket, eggs, and air hole. Read the
thermometer in the incubator and color the diagram to show the temperature.
Read and label Temperature Comparison Chart.
Review the life cycle of a chicken. Ask: “What parts of the life cycle do you think
we will observe before the chickens must be returned to the farmer?”
Guided Practice:
Ask: “What do we see in the incubator?” Write the answers on the board. Have
students copy one or more sentences in their chick journal. Have students
illustrate their sentence(s).
Independent Practice:
Each additional day of the Life Cycle of a Chicken Unit, students will record their
observations in complete sentences and illustrate.
Modifications:
Students will copy a sentence starter and continue the sentence. Then they will
illustrate the sentence.
Extension:
Students will write additional sentences about their observations.
Closure:
Have several students share their journal entries with the class.
Life Cycle of a Chicken Lesson
Objective:
MOSC02 – 3.1.B.b.
The learner will record observations of the eggs and chicks as they grow in the
incubator and brooder box.
MOSC02 – 7.1.B.a.
The learner will make observations using the five senses.
MOSC02 – 7.1.B.b.
The learner will make observations using magnifiers/hand lenses and
thermometers.
MOSC02 – 7.1.B.c.
Measure the temperature using a thermometer.
Set:
Show the kids an egg from the store. Break open the egg into a bowl. Have kids
take turns looking at the egg.
Input:
As a class, label the parts of an egg. Explain the importance of each part.
Guided Practice:
As a class, glue the pages of “What’s Inside?” in the correct order to create a
book sequencing the development of the chick inside the egg. Read the book as
a class. Discuss the parts of the egg which are changing on each page.
Have students examine the incubator including the thermometer and eggs.
Independent Practice:
Students will record their observations in complete sentences and illustrate.
Have the students include information about what is happening inside the eggs
and thermometer readings.
Modifications:
Students will copy a sentence starter and continue the sentence. Then they will
illustrate the sentence.
Extension:
Students will write additional sentences about their observations.
Closure:
Have several students share their journal entries with the class.
Life Cycle of a Chicken Lesson
Objective:
MOSC02 – 3.1.B.b.
The learner will record observations of the eggs and chicks as they grow in the
brooder box.
MOSC02 – 7.1.B.a.
The learner will make observations using the five senses.
MOSC02 – 7.1.B.b.
The learner will make observations using magnifiers/hand lenses and
thermometers.
MOSC02 – 7.1.B.c.
Measure the temperature using a thermometer.
Set:
Have the class take turns observing the chicks in the brooder box.
Input:
As a class, label the parts of a chicken.
Guided Practice:
Discuss the similarities and differences of a chick and chicken using the diagram
as a guide.
Independent Practice:
Students will record their observations in complete sentences and illustrate.
Have the students include information about how the chicks are similar and
different from adult chickens. Have students include information about the
conditions in the brooder box.
Modifications:
Students will copy a sentence starter and continue the sentence. Then they will
illustrate the sentence.
Extension:
Students will write additional sentences about their observations.
Closure:
Have several students share their journal entries with the class.