Grade 1 - Science: Life Cycle of a Butterfly, Plant, and Frog

Lesson Plan: Life Cycles of Animals and Plants

Grade Level: 1st Grade
Subject: Science
Duration: 50 minutes

1. Standards Alignment

Science (NGSS)

1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

English Language Arts (CCSS)

CCSS.ELA-LITERACY.RI.1.2: Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations about grade-appropriate topics.

By the end of this lesson, students will be able to:

Observe and describe the stages in the life cycle of a plant and an animal (e.g., seed → plant; larva → butterfly; egg → tadpole → frog).
Predict what happens next at each stage of the life cycle.
Use key vocabulary to explain life-cycle stages.
Participate in group discussions to compare plant and animal life cycles.

Chart paper & markers
Life-cycle picture cards (seed, sprout, flower, fruit; egg, larva, pupa, butterfly)
Short video clip: “Caterpillar Shoes by The Old Branch” (7 minutes)
Student journals or blank paper
Scissors, glue sticks, crayons
Exit-ticket quiz (5 questions)
Worksheet: Cut-and-paste life-cycle diagram

larva – a wingless and wormlike feeding form that hatches from the egg of a butterfly
pupa – is a process between the larva and the adult, where the insect is undergoing transformation
butterfly – a colorful, flying insect with large, patterned wings
seed – a small, often hard, part of a plant that contains a baby plant, called an embryo, and stored food, all protected by a seed coat
sprout – a tiny new plant that grows from a seed
plant – a living thing that grows from the ground, usually has roots, stems, and leaves, and can make its own food using sunlight, water, and air
tadpole – the larval stage of a frog or toad, characterized by a round body, long tail, and gills for breathing underwater
froglet – a young frog that has recently transformed from a tadpole
frog – a type of tailless amphibian known for its smooth, moist skin, long, powerful hind legs, and ability to jump and swim

Time	Component	Description
0–5 mins	Warm-up Hook	Ask, “What do you think this little creature will become?” Show the student the short clip of Caterpillar Shoes.
5–10 mins	Introduce Vocabulary	Present a chart of key words & simple definitions. Students repeat the words.
10–20 mins	Lesson Proper: Discussion	Have the students read the words as the cycle progresses in the life of a butterfly, a plant, and a frog.
20–30 mins	Guided Practice: Sorting Game	In pairs, students sort picture cards into “Plant Life Cycle” and “Animal Life Cycle” on desk mats. The teacher circulates and prompts explanations.
30–40 mins	Independent Practice: Drawing	Students draw one life cycle (choice of plant or animal) in journals, label stages, and write one sentence describing each stage.
40–45 mins	Assessment: Exit-Ticket Quiz	Short 5-question quiz (matching stages, sequencing, one prediction question).
45–48 mins	Review & Reflection	Gather in a circle, and call on volunteers to share one thing they learned. Ask, “Which stage is your favorite and why?”
48–50 mins	Assign Worksheet	Distribute the cut-and-paste worksheet as in-class work or homework: Assemble a butterfly’s life cycle & color each stage.

Think-Pair-Share: Engages all learners.
Multimodal Input: Video + picture cards + discussion.
Hands-on Sorting & Craft: Kinesthetic reinforcement.
Sentence Frames: “First the egg hatches. Next…” helps ELLs and struggling writers.

Formative: Observations during the sorting game; teacher questions in discussion.
Summative: Exit-ticket quiz; labeled drawing in journal.
Worksheet: Completed cut-and-paste diagram accuracy.

For Struggling Learners: • Provide pre-cut picture cards. • Offer sentence starter strips.
For Advanced Learners: • Challenge to write two sentences comparing plant vs. animal life cycles. • Research an additional life cycle (e.g., frog) and share with class.
ELL Supports: • Visual vocabulary cards with pictures. • Pair with a buddy.

After class, reflect on:

Life-Cycle Diagram Cut-and-Paste
Labeling & Sequencing: Blank life-cycle circles for students to number 1–4 and label.