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K–12 teaching and learning · from the UNC School of Education

Butterfly Metamorphosis

This is an integrated lesson which is introduced using the book The Very Hungry Caterpillar by Eric Carle. Butterfly metamorphosis is explored through art, math, and writing.

A lesson plan for grade 1 Visual Arts Education and English Language Arts

By Laura Byers

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Learning outcomes

Students will:

  • pronounce the word metamorphosis, and explain what it means.
  • match word cards for the butterfly stages with plastic models.
  • construct a model of butterfly metamorphosis, and label the stages.
  • write a paragraph explaining the process of butterfly metamorphosis.

Teacher planning

Time required for lesson

1 Weeks

Materials/resources

The Very Hungry Caterpillar by Eric Carle, (Putnam Pub Group Juv, April 1983 ISBN: 0399208534

plastic butterfly models, sentence strips for
word cards, white paper plates, green and white construction paper, lentil seeds, colored pipe cleaners, small twigs, colored tissue paper, scissors, glue, black marker, chalkboard

Technology resources

No technology needed.

Pre-activities

Before I do this lesson, I like for the students to have already seen pictures and live examples of caterpillars and butterflies.

Activities

Day One

  1. Show students the pictures in the book The Very Hungry Caterpillar. Have them predict what the story is about.
  2. Read The Very Hungry Caterpillar.
  3. Discuss the changes the butterfly goes through, and introduce the word metamorphosis.
  4. Have the students clap the number of syllables and pronounce the word several times.
  5. Show the plastic models of each stage of metamorphosis with the word card to match the stage. Discuss the changes the children notice with each new stage.

Day Two

  1. Review the word metamorphosis and the stages for a butterfly using the plastic models and word cards.
  2. Show an example of the paper plate model of the butterfly’s life cycle.
  3. Divide a paper plate in half by drawing a black line with a marker. Then divide the plate into quarters. Discuss halves and equal parts with students.
  4. Draw a large circle divided into quarters on the chalkboard. Starting in the upper left quadrant and continuing in a clockwise manner, label the quadrants “egg,” “larva,” “pupa,” and “adult butterfly.”
  5. Students label their paper plates accordingly.
  6. In the section labeled “egg” students cut and glue a green construction paper leaf and put a dried lentil on a spot of glue on the leaf.
  7. For the section labeled “larva” students twist two different colored pipe cleaners together and glue the resulting caterpillar to the plate.
  8. For the “pupa,” students cut a triangle from white construction paper, roll it, and glue it, alongside a twig, to the plate.
  9. For the “adult butterfly” stage, students accordion fold a square of tissue paper, hold it together in the middle with a piece of pipe cleaner, and glue it to the plate.

Day Three

  1. Let several students show their paper plate models to the class and describe the stages orally.
  2. Have students help come up with a good introductory sentence to write about the stages that the butterfly goes through.
  3. Have students write a paragraph to describe the life cycle. Encourage them to use words such as “first,” “second,” “next,” and “last.”

Day Four

  1. Review things to look for when editing, and editing symbols.
  2. Have students edit their paragraphs in pairs; and then meet with the teacher to edit further.

Day Five

  1. Students rewrite their edited paragraphs.
  2. Hang paper plate models on the wall along with rewritten paragraphs.

Assessment

The teacher can assess whether or not objectives are being met by listening to the students’ oral descriptions of metamorphosis, and by reading the paragraphs written by the students.

Supplemental information

The idea for the paper plate representation of the butterfly life cycle came from The Primary Mailbox Magazine, April/May 1994, p. 36.

Related websites

None in particular, although there are several interesting sites under the search word “butterfly.”

Comments

The plastic butterfly models and matching life cycle stage word cards can be placed in the science center during the week that you complete the above activities.

North Carolina Curriculum Alignment

Visual Arts Education (2001)

Grade 1

  • Goal 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
  • Goal 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes.
    • Objective 2.01: Become familiar with additional basic art media, techniques and processes which may include: fibers - papermaking and paper weaving.
  • Goal 7: The learner will perceive connections between visual arts and other disciplines.
    • Objective 7.01: Uses reading, writing and math in the creation of art.

English Language Arts (2004)

Grade 1

  • Goal 1: The learner will develop and apply enabling strategies and skills to read and write.
    • Objective 1.01: Develop phonemic awareness and demonstrate knowledge of alphabetic principle:
      • count syllables in a word.
      • blend the phonemes of one-syllable words.
      • segment the phonemes of one-syllable words.
      • change the beginning, middle, and ending sounds to produce new words.
      • create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.02: Recognize and relate similar vocabulary use and concepts across experiences with texts.
    • Objective 3.03: Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.
    • Objective 3.04: Share personal experiences and responses to experiences with text:
      • publishing non-print texts.
      • discussing interpretations.
      • recording personal responses.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.01: Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).
    • Objective 4.04: Extend skills in using oral and written language:
      • clarifying purposes for engaging in communication.
      • using clear and precise language to paraphrase messages.
      • engaging in more extended oral discussions.
      • producing written products.
      • completing graphic organizers.
    • Objective 4.06: Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings).