Draw a picture to show the stages in the life cycle of the butterfly. Label each stage and/or write something you know about each stage. Use arrows to show the relationships between the stages. 1 of 10
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 write something you know about each stage. Use arrows to show the relationships between the stages. Big Ideas and Unifying Concepts Change and constancy Form and function Life Science Concepts Evolution, diversity and adaptations Regulation and behavior Reproduction and heredity Structure and function Mathematics Concepts Data collection, organziation and analysis Diagrams 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 the characteristics of the caterpillars and measuring them and recording the observations in a journal. They have observed changes over time and they learned that the complete metamorphosis of a butterfly (class Insecta; order Lepidoptera) includes the larval stage, pupa stage (encasement in a cocoon/chrysalis), adult stage and egg stage. The primary function of the larva is to eat and grow; the primary function of the adult is to mate and reproduce. The female butterfly lays eggs on a food source so the larvae may begin eating as soon as they 2 of 10
hatch. Larvae do not resemble the adults. Butterflies, which emerge from the chrysalis, have two 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 they have learned, through their observations and discussions, about how the individual stages "fit together" in a sequences of events that is continuous. The emphasis in this task is on the proper sequencing of the stages and the understanding of a cycle. Thus, it is important that students 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 life cycle of the butterfly. They will label their pictures of each stage and write what they know about each 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 butterflies and 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 Mathematics Students can measure the size of the caterpillar over time and describe changes in size and form. Science Students could look for cocoons/chrysalises' around the school. What other insects form cocoons/chrysalises? Research this question and report what was learned to the class. Compare differences in cocoons/chrysalises and life cycles of other insects. Students could also research other types of butterflies. Consumer Economics Observe and compare products make from silk and other materials. Research silkworms and the silk industry. 3 of 10
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 task would show that students are able to use data from one source to answer questions in another format. Prior to this experience, students should have had ample experiences observing these changes. 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 Exemplars Science Rubric under the criterion: Science Concepts and Related Content) Life Science: Students observe, explain and represent the life cycle of a butterfly. Students observe that each animal has different structures that serve different functions in reproduction, growth and survival. Life Science Regulation and Behavior; Evolution, Diversity and Adaptations: Students observe 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 species reproduces, obtains food and changes is related to physical characteristics that have been passed 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 to construct a reasonable explanation, drawing conclusions, communicating findings and challenging misconceptions. 4 of 10
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 modify explanations when new observations are made. Life Science: Students recognize that living things grow and change in cycles and that these cycles 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 observed firsthand, students learned that the primary function of the adult butterfly was to lay eggs in order to complete the life cycle. The stages should be properly sequenced, beginning anywhere in the cycle, but linking the four stages with no beginning and no end, as a continuous process. Task-Specific Assessment Notes Novice The student's picture represents only three stages; one stage is not represented. The student labels only two of the stages. There is no connection represented between the adult and egg stage. There is little evidence that the student uses prior observations and/or data to explain the life cycle or understands the concept of a continuous cycle. Apprentice The student's picture represents all four stages egg, caterpillar, pupa and adult. The student draws two different pictures for larva (one for caterpillar and one for larva), indicating some confusion in understanding this stage. S/he labels each of the stages, but there are no connections between stages. There is little evidence that the student uses prior observations and/or data to explain the life cycle or understands the concept of a continuous cycle. Practitioner The student's picture represents all four stages egg, caterpillar, pupa and adult. Additional pictures for larva and chrysalis are included, indicating some misconceptions about these being the same stages as caterpillar and pupa. The student labels each of the stages correctly. There are connections between the stages. There is some evidence that the student uses prior 5 of 10
observations and/or data and understands the concept of a continuous cycle. No other written explanations are included. Expert The student's picture represents all four stages egg, caterpillar, pupa and adult. Three phases of 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. There is evidence that the student uses prior observations and/or data to explain the life cycle and and understands the concept of a continuous cycle. There is a written description/explanation for each stage. 6 of 10
Novice 7 of 10
Apprentice 8 of 10
Practitioner 9 of 10
Expert 10 of 10