Background

Metamorphosis is the series of developmental stages insects go through their life cycle. Butterflies and moths go through four different stages: egg, larva (the caterpillar stage), pupa (the chrysalis phase for a butterfly; the cocoon stage for a moth), and adult. It takes a monarch butterfly 30 to 40 days to complete its life cycle. Generally, warmer temperatures lead to faster development.

When planting flowers to attract butterflies, it is important to choose an ideal location. A place that gets about 5-6 hours of sun a day and is protected from the wind are important factors. Attached to this lesson is a list of California Native Plants and the butterflies they attract. Native plants are easy to care for, usually drought tolerant, and are excellent in teaching students about habitats. It’s a good idea to plant natives in the fall so they can begin to establish their root system before the summer heat arrives. They usually need to be watered periodically for the first two summers and generally do not need watering once they’ve been established.
 

Vocabulary

                                       
Metamorphosis: A metamorphosis is when an animal undergoes a transformation, or change, in distinct stages. In this case, a butterfly starts life as an egg, larva, pupa, and ending as adult.
Proboscis: A tubular feeding organ extending from the head of a butterfly. It could be compared to an elephant’s trunk.
Antenna: Insects use antenna to communicate with one another. Although scientists do not completely understand how antenna work, they believe functions may include sensing touch, air motion, heat, sound, and especially smell and taste. A commonly believed means of communication includes the antenna sensing different pheromones (hormones) other insects emit into the air.

 

Attention Grabber

Have students perform The Very Hungry Caterpillar, by Eric Carle in Reader’s Theatre.

 

Garden Activity

Part 1- “Metamorphosis”

Introduce the word “Metamorphosis” and explain to students what the word means. Relate it to the life cycle of a butterfly using the pictorial. Afterwards, play the game “Metamorphosis”.
•    This game uses the rules of rock, paper, and scissors to help determine the winner of each round.
•    Introduce the game as “Metamorphosis”. Explain that it has the same rules of “Rock, paper, scissor”.  The winner of each round “grows” to the next stage of the life cycle. Review the stages of the life have the students make a different body motion to help them remember each stage. It also helps the students find another partner. As they do the motion, be sure to have them say the stage of the life cycle as well.
•    All students start out as an egg. Ask them to find a partner.
•    Partners will play a round of rock, paper, scissor. The winner moves onto the next stage of the “larva” or caterpillar.
•    Two students that are in the “larva” round will then play each other. The winner of that round becomes a chrysalis. Students continue to play this way until they reach the “adult” stage. “Adults” can play each other and then be winners of the game. After the first round, students can continue from “adult” to egg to help show that this is a lifecycle.
 

Part 2- Butterfly Stations

Review what the word “metamorphosis” means and the stages of a butterfly.
Divide students into 3 different groups. Have them rotate through each station.
•    Students will match the life cycle cards with the words that go with each stage. Use those cards as a template for students to write what will happen next for each stage.
•    Color in the butterfly and label the different parts of the butterfly according to the pictorial.
•    Students will create a play in their group that shows the different stages of a butterfly. Students need to use the scientific word for each stage (egg, larva, pupa, and adult) and illustrate to the audience what they do. You or the students can create the list of characters in their performance. Props can be fun to add. (They will perform this at the end of the rotations). * It may be best to divide the group in half for this station.
 

Part 3- Plant the Butterfly Garden (Optional)

•    Have students look for a small area where you can plant the butterfly garden. Explain that you will be creating a butterfly habitat- a home for butterflies to visit. A list of California Native Plants that attract butterflies is attached to this lesson. Native plants provide for good instruction in animals habitats and take much less maintenance than non-native plants.
•    Have students choose a few plants that can attract butterflies in your area.
•    Students can plant and care for their new garden. (Extra grown up helpers may be useful for this activity.) When butterflies come, use a magnifying glass to try and observe the different parts of the butterflies.

 

Wrap Up & Assessment

•    After part 1, have students fold a piece of construction paper into four squares. Draw each stage of the life cycle in a square. You can use rice for the eggs and pieces of cotton to make the chrysalis. Display this in the room.
•    Include the students’ butterfly drawing and writing sample in their science portfolio.

 

What’s Next?

•    Raise butterflies in the classroom. 
•    After the flowers have been planted, have students observe the butterflies and look for evidence of the different stages of their life cycle.
•    During the wetter months, have students look for salamanders in the garden. You can play the game again using the life cycle of the salamander this time.
 

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Student Worksheets