Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
This lesson deepens students' understanding of the similarities and differences in the life cycles of organisms. The lesson begins with a reading of Eric Carle's The Very Hungry Caterpillar Next, students use a video to study the developmental stages of frogs, dragonflies, and butterflies. They compare insect and frog life cycles to each other and to the stages of human development discussed in the previous lesson, Birth, Growth, and Development.
1. Engage students by reading The Very Hungry Caterpillar by Eric Carle. Ask:
2. If you haven't already done so, divide the class into groups of three. Distribute one copy of the Life Stages Cards (PDF) handout to each group. Assign each person in the group a different animal represented in the handout: frog, dragonfly, or butterfly. Then have someone in the group cut along the dotted lines to separate the cards.
Have students watch the video again and then arrange the Life Stages Cards (PDF) in the correct order to show the life cycle of their animal. (Make sure they arrange the cards in a circle.) Instruct group members to explain the life cycles of the different animals to each other and discuss their similarities and differences. Finally, have students glue their cards to a piece of colored paper and draw arrows between the stages to show the cycle of life.
3. Have students watch the Metamorphosis: Change of Plans video one more time, listening for answers to the following questions about their animal:
4. As a class, discuss the questions above and those that follow:
5. Refer to the stages in the human life cycle discussed in the previous lesson (Birth, Growth, and Development) and ask students if there are comparable stages in the life cycles of frogs, dragonflies, and butterflies. Which stages of frog or insect development might correspond to the child, teenage, and adult stages in the human life cycle? How does the development of frogs and insects differ from that of humans and animals like dogs, cats, and pigs? Point out that frogs and insects develop new body parts (like lungs and wings) and change body shape as they mature. This process is called metamorphosis.
6. Optional: Have students observe the development of chicks, butterflies, or frogs in the classroom.