Life Cycle of the Butterfly

Draw a picture to show the stages in the life cycle of thebutterfly. Label each stage and/or write something you knowabout each stage. Use arrows to show the relationshipsbetween the stages.

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Life Cycle of the Butterfly

Suggested Grade Span

K–2

Task

Draw a picture to show the stages in the life cycle of the butterfly. Label each stage and/or writesomething you know about each stage. Use arrows to show the relationships between thestages.

Big Ideas and Unifying Concepts

Change and constancyForm and function

Life Science Concepts

Evolution, diversity and adaptationsRegulation and behaviorReproduction and heredityStructure and function

Mathematics Concepts

Data collection, organziation and analysisDiagrams

Time Required for the Task

One hour.

Context

Students have been studying the life cycle of the butterfly by observing and caring for the larva(caterpillar), which spends its time eating and growing. Students have been observing thecharacteristics of the caterpillars and measuring them and recording the observations in ajournal. They have observed changes over time and they learned that the completemetamorphosis of a butterfly (class Insecta; order Lepidoptera) includes the larval stage, pupastage (encasement in a cocoon/chrysalis), adult stage and egg stage. The primary function ofthe larva is to eat and grow; the primary function of the adult is to mate and reproduce. Thefemale butterfly lays eggs on a food source so the larvae may begin eating as soon as they

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hatch. Larvae do not resemble the adults. Butterflies, which emerge from the chrysalis, havetwo pairs of wings, hairy bodies, and a long coiled tongue for sucking.

What the Task Accomplishes

By drawing the various stages in the life cycle of the butterfly, students will show what theyhave learned, through their observations and discussions, about how the individual stages "fittogether" in a sequences of events that is continuous. The emphasis in this task is on theproper sequencing of the stages and the understanding of a cycle. Thus, it is important thatstudents show a continuous process and link the stages accordingly.

How the Student Will Investigate

Students will use their prior knowledge and observations to draw and label the stages in the lifecycle of the butterfly. They will label their pictures of each stage and write what they know abouteach stage in the cycle. They will use arrows to show the relationships between the stages.

Interdisciplinary Links and Extensions

Language Arts Students could read and write poetry about the life cycle of the butterfly. The topic of butterfliesand life cycles is also rich with related children's literature.

Here is a list of some titles:

• The Butterfly Hunt, by Yoshi• The Girl Who Loved Caterpillars, by Jean Merrill• How to Hide a Butterfly and Other Insects, by Ruth Heller• The Very Hungry Caterpillar, by Eric Carle• Where Butterflies Grow, by Joanne Ryder

MathematicsStudents can measure the size of the caterpillar over time and describe changes in size andform.

ScienceStudents could look for cocoons/chrysalises' around the school. What other insects formcocoons/chrysalises? Research this question and report what was learned to the class.Compare differences in cocoons/chrysalises and life cycles of other insects. Students couldalso research other types of butterflies.

Consumer EconomicsObserve and compare products make from silk and other materials. Research silkworms andthe silk industry.

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Teaching Tips and Guiding Questions

Since one of the purposes of keeping journals is to keep detailed records for future reference,students may be allowed to use their journals to complete this task. If this is done, the taskwould show that students are able to use data from one source to answer questions in anotherformat. Prior to this experience, students should have had ample experiences observing thesechanges.

Some possible guiding questions to ask students:

• What are the major stages in the life cycle of the butterfly?• What do you know about each stage?• How will your drawing represent each stage?• What words can you use to describe each stage?• How does the larva change? What happens as it changes?• What observations from your journal will help you with this task?• What is a cycle? How can you represent this idea?

Concepts to be Assessed

(Unifying concepts and big ideas and science concepts to be assessed using the ExemplarsScience Rubric under the criterion: Science Concepts and Related Content)

Life Science: Students observe, explain and represent the life cycle of a butterfly. Studentsobserve that each animal has different structures that serve different functions in reproduction,growth and survival.

Life Science – Regulation and Behavior; Evolution, Diversity and Adaptations: Studentsobserve that an organism’s behavior is related to how it has adapted to its environment.

Life Science – Reproduction and Heredity: Students can explain that how a speciesreproduces, obtains food and changes is related to physical characteristics that have beenpassed on from the last generation.

Mathematics: Students use diagrams and collect, organize and analyze data appropriately.

Skills to be Developed

(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)

Scientific Method: Observing, collecting/recording observations and data, using data toconstruct a reasonable explanation, drawing conclusions, communicating findings andchallenging misconceptions.

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Other Science Standards and Concepts Addressed

Scientific Method: Students describe, predict, investigate and explain phenomena.

Scientific Theory: Students look for evidence that explains why things happen and modifyexplanations when new observations are made.

Life Science: Students recognize that living things grow and change in cycles and that thesecycles are continuous.

Communication: Students use verbal and nonverbal skills to express themselves effectively.

Suggested Materials

• Paper• Pencils, markers and crayons• Journals (optional)

Possible Solutions

The life cycles should show all four stages that were studied by students: the egg, the larva(caterpillar), the pupa (chrysalis) and the adult (butterfly). Although the egg was not observedfirsthand, students learned that the primary function of the adult butterfly was to lay eggs inorder to complete the life cycle. The stages should be properly sequenced, beginning anywherein the cycle, but linking the four stages with no beginning and no end, as a continuous process.

Task-Specific Assessment Notes

NoviceThe student's picture represents only three stages; one stage is not represented. The studentlabels only two of the stages. There is no connection represented between the adult and eggstage. There is little evidence that the student uses prior observations and/or data to explain thelife cycle or understands the concept of a continuous cycle.

ApprenticeThe student's picture represents all four stages egg, caterpillar, pupa and adult. The studentdraws two different pictures for larva (one for caterpillar and one for larva), indicating someconfusion in understanding this stage. S/he labels each of the stages, but there are noconnections between stages. There is little evidence that the student uses prior observationsand/or data to explain the life cycle or understands the concept of a continuous cycle.

PractitionerThe student's picture represents all four stages egg, caterpillar, pupa and adult. Additionalpictures for larva and chrysalis are included, indicating some misconceptions about these beingthe same stages as caterpillar and pupa. The student labels each of the stages correctly. Thereare connections between the stages. There is some evidence that the student uses prior

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observations and/or data and understands the concept of a continuous cycle. No other writtenexplanations are included.

ExpertThe student's picture represents all four stages egg, caterpillar, pupa and adult. Three phasesof the larva stage are shown with evidence that the larva is going through a change process.The student labels each of the stages correctly. There are connections between stages. Thereis evidence that the student uses prior observations and/or data to explain the life cycle and andunderstands the concept of a continuous cycle. There is a written description/explanation foreach stage.

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Novice

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Apprentice

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Practitioner

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Expert

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