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Life Cycles of Frogs, Dragonflies, and Butterflies

Elementary

Description

This lesson introduces students to life cycles and metamorphosis by exploring how frogs, dragonflies, and butterflies grow and change over time. This lesson deepens students' understanding of the similarities and differences in the life cycles of organisms.

Students will:

  • Listen to a reading of Eric Carle's The Very Hungry Caterpillar or another picture book that highlights life cycles
  • Watch a video to learn the developmental process of metamorphosis in frogs, dragon flies and butterflies
  • Arrange the Life Stages Cards in the correct order to represent each animal’s life cycle
  • Compare similarities and differences between these animals’ life cycles and the human life cycle

By the end of the lesson, students will understand that all living things grow and change, even though their life cycles may look different

General Assessment

Strengths

  • this resource is age-appropriate for K-3
  • clearly explains and visualizes the life cycles of multiple species
  • includes a simple hands-on activity
  • encourages observation, discussion and  comparison supporting age appropriate inquiry learning

Weaknesses

  • no assessment tools or rubrics provided
  • the optional activities (butterfly larvae, fertilized chicken eggs) should be included in the lesson plan to enhance the learning

Recommendation of how and where to use it

This lesson plan is appropriate for K to 3 students with outcomes linked to science units such as habitats and animal growth and changes. To enhance the learning students can draw a life cycle diagram of another animal or insect or write a story about an animal’s life cycle or create a timeline showing developmental stages. For a hands-on experience, students could observe the development of chicks, butterflies, or frogs in the classroom, connecting the concepts of growth and change to real-life examples.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 1
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      • Science
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        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
    • Grade 2
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      • Science
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        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions
    • Grade 3
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      • Science
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        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
  • British Columbia
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    • Kindergarten
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      • Science
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        • Science: Daily and seasonal changes affect all living things.
        • Science: Plants and animals have observable features
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      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
    • Grade 3
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      • Science
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        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
  • Manitoba
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        • Life Science
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      • Science
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        • Characteristics and Needs of Living Things
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        • Growth and Changes in Animals
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        • Life Science
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        • Explore Your World: Diversity and Social Responsibility
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        • Explore Your World: Diversity and Social Responsibility
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        • Explore Your World: Diversity and Social Responsibility
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        • Exploring Our World: STSE and Knowledge
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        • Needs and Characteristics of Living Things
    • Grade 2
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        • Animal Growth and Changes
  • Northwest Territories
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    • Kindergarten
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      • Science
        • Step 4Relevant matches
        • Science: Daily and seasonal changes affect all living things.
        • Science: Plants and animals have observable features
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Characteristics and Needs of Living Things
        • Science 1: Plants and animals have features and behaviours that help them survive in their environment
    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Life Science: Growth and Changes in Animals
        • Science 2: Plants and animals have life cycles adapted to their environment
    • Grade 3
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      • Science
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        • Science 3:Plants and Animals are diverse, can be grouped, and interact in their ecosystems
  • Nova Scotia
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        • Primary Science: Living Things
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        • Science 1: Needs of Living Things
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        • Science 2: Animal Growth
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      • Science
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        • Life Systems: Characteristics and Needs of Living Things
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      • Science
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        • Life Science: Growth and Changes in Animals
  • Ontario
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        • Exploring the World Using Our Senses
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      • Science
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        • Needs and Characteristics of Living Things
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        • Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
  • Quebec
  • Saskatchewan
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      • Science
        • Step 4Relevant matches
        • Needs & Characteristics of Living Things
    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Animal Growth and Changes
  • Yukon Territory
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Daily and seasonal changes affect all living things.
        • Science: Plants and animals have observable features
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems

Themes Addressed

Ecosystems (2)

  • Appreciating the Natural World
  • Biodiversity

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

The resource presents life cycles through a scientific lens and supports comparison across the different species. It does not include any alternate perspectives such as Indigenous knowledge systems to environmental viewpoints,

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

This lesson touches indirectly on ecology, habitats, growth stages.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The resource accurately represents the biological complexity of life cycles across species, e.g., different life cycles and developmental stages of multiple species.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The action opportunites are included as extensions.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

This could happen through discussions, but it is not a direct approach within the resource.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Not consisdered in this resource.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

The resource makes a limited connection to the real world. It focuses on observing and comparing life cycles in a classroom setting. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

The learning is made relevant to the lives of the students especially if the teacher chooses to complete one of the suggested optional activities.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered

Not considered in this resource.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

This lesson deepens students' understanding of the similarities and differences in the life cycles of organisms.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource mainly supports science outcomes but can also be used for subjects like writing, art, or geography.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students are encouraged to observe, compare and describe the life cycles of frogs, butterflies and dragonflies, which involves asking questions, and drawing conclusions. The inquiry component is age appropriate.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

The variety of activities includes different instructional approaches.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

The only opportunity for a hands-on learning experience is through the extension activities.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

The students discuss the life cycles, then physically arrange cards on coloured paper and draw arrows to show the stages, reinforcing their understanding through interaction and visualization.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered

Not considerred in this lesson plan.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

Not considered in this resource.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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