1.

Lesson Title: ​Butterfly Life Cycle

2. Grade level: ​Kindergarten

3. Duration of Lesson: ​60 minutes

4. Previous knowledge: ​Prior to this lesson, students have a knowledge of sequencing words such
as first, next, then, last. Students in this class also have a high interest in animals and nature so
they will be engaged and interested in the lesson. Some students have background knowledge on
butterflies and caterpillars from pre-school.

5. A​cademic/Everyday Vocabulary:
Life cycle- stages that an animal progresses through throughout its life.
Egg- first stage of the butterfly life cycle.
Caterpillar- second stage of a butterfly life cycle
Chrysalis/Pupa- third stage of a butterfly life cycle
Butterfly- fourth and final stage of a butterfly life cycle

6. Objectives/Assessment/Standards: ​Usually no more than 3. Connect these to your standards

and assessments.

7. Standards​:
8. Assessment: ​Describe the forms of assessments.

Objective Assessment Standard

SWBAT identify the 90% of students will P-LS1-1. Observe
stages of a butterfly’s correctly cut and paste familiar plants and
life cycle in order. the butterfly life cycle animals (including
in the proper order. humans) and describe
what they need to
survive.

P-LS3-1. Develop a
model to describe that
some young plants
and animals are
similar to, but not
exactly like, their
parents.

9. Activities:​ Use the table below to describe your lesson’s activities/process.

Engagement
Duration 10 mins.
Students Role Students will be told that they are going to listen to
The Very Hungry Caterpillar by Eric Carle. They
will be told that it relates to the topic we will be
talking about in science this week. At the end of
the book, students will be asked to make a
prediction as to what they think they will be
learning about in science.
Description/Steps/ -Read The Very Hungry Caterpillar
Questions to enact -Ask students what Eric Carle’s job is if he wrote
lesson component the words
-Ask students what their predictions are after
reading the book.
-Students will be told they will be learning about
the butterfly life cycle this week and we will
discuss what a life cycle is.

Teaching
Duration 15 mins.
Students Role -Students will watch introductory video to the
butterfly life cycle found at
https://www.youtube.com/watch?v=O1S8WzwLPl
M​ (Hicks 2011).
-Students will be called randomly to the smart
board to put the life cycle in the correct sequence.
-Students will then play a memory game on the
smart board. Each student will randomly have a
turn to try to make a pair.
Description/Steps/ -Life cycle sequence game can be found at
Questions to enact http://www.sheppardsoftware.com/scienceforkids/li
lesson component fe_cycle/butterfly_lifecycle.htm
-Memory game will be played at least twice to
ensure each student gets a turn. Popsicle sticks
will be used to keep choices random and to keep
track of who has had a turn (Carter 2000). Memory
 game was made at ​www.matchthememory.com
(Hicks 2011).

Practice
Duration 15 mins.
Students Role Students will create their own butterfly life cycle
using a paper plate and pasta to represent each
life cycle they have learned (​Willingham 2017)​.
Description/Steps/ Pasta that will be used: Orzo for the egg, rotini for
Questions to enact the caterpillar, medium shells for the chrysalis
lesson component (pupa), and bowtie for the butterfly. Pasta, leaves,
and stick to hang the chrysalis as well as labels
will each be divided into bags prior to the lesson to
allow for easier distribution of materials.

Assessment
Duration 10 minutes.
Students Role After students complete the pasta activity, they will
move on to a cut and paste activity where they cut
out the stages of a life cycle and glue them in the
correct order.
Description/Steps/ 90% of students will be able to correctly sequence
Questions to enact the order of a butterfly’s life cycle without guidance
lesson component or support.

Closing
Duration 10 mins
Students Role As students finish their worksheet, they will be told
to find a book out of the butterfly basket to read
independently in a quiet spot around the room.
Once all students are finished, students will put
books away and get ready for math.
Description/Steps/ Students will be told to hand in their worksheet to
Questions to enact the work bin and then they will pick a book.
lesson component

Differentiation
WS Student will be in close proximity to teacher to hold
his attention during the lesson.
BH Student will be asked what butterflies and
caterpillars need to survive and why as a higher
level thinking question.
CN Student will be asked if he knows any other
animals that go through metamorphosis similar to
butterflies.

10. References:​ List of references for your lesson.

Hicks, S. D. (2011). Technology in Today's Classroom: Are You a Tech-Savvy Teacher?. ​Clearing House​,
84(​ 5), 188-191.

Willingham, D. T. (2017, Fall). Ask the Cognitive Scientist: Do Manipulatives Help Students Learn? 
American Educator,​ ​41​(3), 25+. Retrieved from 
http://libproxy.cortland.edu:2715/apps/doc/A510636812/PROF?u=sunycort_main&sid=PROF&xid=62
882747 
 
Carter, A. (2000). Who Are We Not Calling On? A Study of Classroom Participation and the Implementation
of the Name Card Method.
11. Please include all materials to teach the lesson below.
The Very Hungry Caterpillar
Smart Board
Popsicle sticks with students names
Variety of pasta shapes
Paper plates
Glue
Sequencing worksheet
scissors
Basket of butterfly books