Station Teaching Lesson Plan

Subject: Science Date: Teacher: Spano/D’Avanzo

 Students will accurately label and create their own diagram using noodles to represent the life cycle of a
Learning butterfly.
Objective(s)  Students will accurately label a diagram of a caterpillar and butterfly.
 Students will accurately sort caterpillars and butterflies, as they discuss what they know about them.
The purpose of this lesson is the introduction to the Painted Lady Butterfly unit. The content will be focused on
Rationale gathering an understanding of what students already know about caterpillars and butterflies. This lesson will also
introduce the life cycle of a butterfly and require students to apply that knowledge by creating a labeled diagram.
Four heterogenous groups and 1 homogeneous:
Grouping
Groups 1-4 (heterogenous)
Plan Group 5 (homogeneous- students with fine motor needs)
KW.3- Uses a combination of drawing, dictating, oral expression, and/or emergent writing to narrate events.
Standards K-LS1-1- Uses observation to describe patterns of what plants and animals (including humans) need to survive.
K-SL.1- Participates in collaborative conversations with diverse peers and adults in small and large groups and during play

Vocabulary Butterfly, caterpillar chrysalis, egg, metamorphosis

Duration Guided introduction (3-5 minutes) Review the class agenda/stations with the students:

 Butterfly song
 Mini lesson
 Stations

Mini Lesson (10 minutes) Let’s Look at the Life Cycle of a Butterfly

 I will inform students that we will be working as a class to examine and order pictures depicting the life
cycle of a butterfly.
 I will have five student volunteers with the pictures to create a class chart.
 I will begin the activity by pointing out the picture that goes first. “I see some nice green leaves and a
pretty pink flower, looks like a good place for a butterfly to … As I am saying this I will call the student
with the flower to the front. I will then proceed to ask the students what happens next, response should
indicate the butterfly laid eggs on the leaf. Student with the eggs on the leaf will stand next to student with
the flower. I continue ask what happens next? (response should indicate that a caterpillar will hatch from
the eggs. Student with caterpillar will stand next to the students with eggs on a leaf. I again ask what
happens next (response should indicate that the caterpillar goes into a chrysalis. Ms. D’Avanzo will put the
student with the chrysalis next to the students with the caterpillar. Again, I ask what happens next?
Response should indicate that a butterfly emerges from the chrysalis. Ms. D’Avanzo will put the student
with the butterfly picture next to the student with the chrysalis. I will then ask the students if they think we
have correctly ordered the stages in the life cycle of a butterfly from beginning to end. Response should
indicate yes. Ms. D’Avanzo will attach the pictures in order to chart paper.

Questions

How many parts are there in a butterfly life cycle? (4)

What is it called when a caterpillar moves from one stage of its life to another? (life cycle)

What are the four parts of the butterfly life cycle? (egg, larva, pupa, butterfly)

Which part comes first? (egg) Which part is last? (butterfly)

What is the protective covering around the caterpillar called? (chrysalis)

 What is it called when a caterpillar turns into a butterfly? (metamorphosis)

Stations (10 minutes at each)

See below
The Very Hungry Caterpillar
Texts From Caterpillar to Butterfly
The Impatient Caterpillar
Group 1 Members Group 2 Members Group 3 Members Group 4 Members Group 5 Members

Jurney Mariam Yacoub Raifa Omar

Shahrul Samuel Eshal Gabriel Brandon
Aameen
Zoharin Maliha Rasha Yunus Atta
Alfry Projoy Briana Aliana

Station 1 – Station 2 – Station 3 Station 4 Station 5

Label a Teacher 1: Label a Butterfly Sorting For Group 5
Caterpillar Life cycle of the Teacher 2:
Butterfly Differentiated
activities
Activity Label the Create the Life Label the Butterfly Caterpillar and Playdoh
Caterpillar cycle of the Butterfly Sort Sensory Bin
Butterfly
Learner Goal Students will be Students will label Students will be Students sort Students will use
able to label, and create their able to label, pictures of their fine motor
communicate, and own diagram using communicate, and caterpillars and skills to create the
locate the names noodles to locate the names butterflies, they life cycle of the
of the body parts represent the life of the body parts will use butterfly and
of caterpillars cycle of a butterfly of butterflies. communication sequence the story
skills to explain events
which label each
picture should be
placed under.

Materials Handout, pencil, Baggie with Handout, pencil, Sorting activity, Playdoh life cycle
Needed crayons different shape crayons scissors, glue, center, sensory bin
pasta, paper plate, sequencing center,
crayons, glue crayons, pencils
Assessment Students Students Students Students Students
completed work completed work, completed work completed work observation of
and discussions work