A 60 minute lesson in which students will develop their understanding of the concept of metamorphosis.
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Display the Comparing Animals to Their Parents Templateon the board. As a class, brainstorm animals which lay eggs. Jointly complete the table, encouraging the students to decide which animals that hatch from an egg resemble their parents and which do not. Also, discuss animals which give birth to live young and whether the offspring resemble the adults or not. Encourage the students to use language such as ‘features’, ‘similar’ and ‘different’.
Revisit the following hypothesis: Young animals look like mini-versions of their parents. Allow the students to explain why this hypothesis is not true for all animals.
What are some of the stages of the frog’s life cycle?
How does the frog’s life cycle differ from the life cycle of the chicken?
Why do you think frogs lay so many eggs at once?
As a class, complete the interactive activity on the life cycle of frogs on the Sheppard Software website.
Students watch and listen to the A Caterpillar Emerges and From Caterpillar to Butterfly videos on YouTube. Discuss those features which change, indicating a new stage in the butterfly’s life cycle. Explain definitions of new terminology such as ‘larva’ and ‘chrysalis.’ Ensure that the students understand that each of the stages in a life cycle is a phase in the animal’s development – each stage is not a new animal.
Explain to the students that they are going to arrange the life stages of another animal whose life cycle is very similar to that of the butterfly. Provide the students with a copy of the Silkworm ‘Lift the Flap’ Life Stages Template.Read aloud the life stage descriptions and make sure the students understand the task instructions.
Monitor and support the students as they independently assemble the life stages template. Once the students have finished, check that they have correctly sequenced the life stages.
Revisit the template from the tuning in activity to see if the students can add any more animals. Discuss any interesting observations, particularly in relation to the number of animals in each column.
Encourage more capable students to research and draw the life cycle of another animal which goes through metamorphosis.
Allow less confident students to complete their silkworm templates in a small group with adult support.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities