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Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea*: Caterpillar to Butterfly, Change
Lesson Overview/Summary*: The purpose of this lesson is for the students to understand the life cycle of a
butterfly and the four stages in the life cycle. To introduce the students to the lesson I will read them the story
“The Very Hungry Caterpillar” and have them discuss the different stages in the caterpillar’s life cycle. Next, the
students will connect the vocabulary words discussed after reading the book to their own drawing of each stage
of the life cycle. Each student’s drawing will be added to a large outline drawing of a caterpillar to line the
hallway. Students will then be able to observe real caterpillars and record their observations and connections to
the information learned about the caterpillars’ life cycle. Lastly, students will create their own stages for their
own life cycles through pictures and drawings of each stage. Students will then understand that insects undergo
dramatic changes throughout their life cycle. All living things change during their lifetimes.

Grade Level*: First Grade
Class Periods Required:
(please circle)



Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Visual Art:
1. Where do caterpillars come from?
2. Where do butterflies come from?
 How to draw each stage of the life cycle
3. Why does every life cycle have stages?
 Why each stage visually builds from the previous one
4. How does art connect a human life cycle to a butterflies’ life
 Each person experiences change during their life cycle and can
artistically express that
2. Literacy:
 What metamorphosis means
 Correct vocabulary words to describe the life cycle
 How to describe their observations of change
 How to connect their own life cycle development to the
3. Science:
 The life cycle stages of a caterpillar to a butterfly
 All insects and living things have a life cycle
 Correctly identify the order of each stage and the characteristics
of each stage
Lesson Objectives: (Excellent resource at What you want the students to do. *
. Visual Art: The students will be able to draw and label the four stages of the butterfly’s life cycle.

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2. Literacy: The students will be able to document observations and connections between a butterfly’s life cycle ad their own
3. Science: The students will be able to correctly identify each stage of the butterfly’s life cycle.
Grade Level Expectations (GLEs) (3-4)
Identify & define common vocabulary that connect the art form with
the other identified content areas:
1. Science: Strand 7, Scientific Inquiry (SI): Make observations
1. Life cycle: The series of changes in the life of an organism

 using simple tools and equipment (e.g., magnifiers/hand
2. Cocoon: A silky case spun by the larvae of many insects for
lenses, magnets, equal arm balances, thermometers)
protection in the pupil stage.
2. Science: Strand 7, Scientific Inquiry (SI): Communicate simple
3. Chrysalis: The hard shell covering the pupa; shaped like an
procedures and results of investigations and explanations
upside down teardrop
Metamorphosis: A series of developmental stages often marked
through: ⇛ oral presentations ⇛ drawings and 
 maps ⇛
by body changes
data tables ⇛ graphs (bar, 
 pictograph) ⇛ writings
5. Butterfly: An insect with two pairs of brightly colored wings
3. Visual Art: Strand 1, Product/Performance (PP): Create original
and has a long thing body that flies mostly during the day.
artwork that communicates ideas about the following themes:
6. Caterpillar: The larval stage of a butterfly or moth
 People (e.g., self, family, friends)
7. Egg
 Animals (e.g., pets, farm, zoo, wild)
8. Larva: The second stage of metamorphosis, during which an
 Things (e.g., toys, tools, food)
insect is wormlike and has new wings
4. Literacy: Write informative/explanatory texts in which they
9. Pupa: The third stage of metamorphosis; encased by a chrysalis
name a topic, supply some facts about the topic, and provide
some sense of closure.
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: _Eric Carle_)
2. Literacy
3. Science

Lesson Activities & Procedure(s) (please be very specific):
Day 1:
1. Ask students to join you on the center carpet. Introduce to them
to the book, “The Very Hungry Caterpillar”. Before you read
the book ask them to just observe the picture in the book you
turn to and think about what is going on in the picture. For each
page I will do VTS on that picture.
2. When the students have finished brainstorming ideas of what
the book is about through VTS I will read the book once
without stopping.
3. After I will discuss with the students what they think a life
cycle means. Then, I will go through each stage of the
butterfly’s life cycle and reference the appropriate page in the
book just read.

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4. Once I have discussed the different stages and feel the students
understand what a life cycle means the students will go back to
their desk and on the worksheet I hand out they will color in
each stage of the butterfly’s life cycle and appropriately
write/label each one.
5. After they’re done with their drawing they will place it on the
large cut out of a caterpillar I will have on the center carpet that
will then be hung in the hallway.
6. To end the lesson for that day I will tell the students I have a
surprise for them. They’re going to get to observe their very
own live butterfly life cycle.
7. When I bring out the caterpillar to butterfly kit I’ll ask the
students to take out their science journals. I will hand out to
each student their own magnifying looking glass to observe the
8. I will dismiss each table one by one to come up and observe the
eggs and write down anything they notice about them. They
will be keeping journal entries each day of their observations.
9. Ask the students to raise their hand and share what they wrote
down in their journal about what they observed
Day 2:
1. I will share an example of a journal entry I wrote about the
eggs from the day before.
2. Next, I will start a discussion about who/what else experiences
a life cycle.
 Do all living things have a life cycle?
 Why do all living things have a life cycle?
 Why does each stage of a life cycle become more complex than
the one before?
 How would you describe your own life cycle?
3. After the discussion I will introduce the students to their next
assignment, which is to create their own version of their life
4. I will have an example to hold up and show to the class of what
I expect from them.

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5. They will have time in class to color, cut, design, and create the
layout of their life cycle. However, if they want to bring in
pictures of themselves growing up they are able to bring their
life cycle home to do so.
6. There will be 4-6 stages in their life cycle.
7. Under each stage there needs to be a title of that stage and 1-2
sentence description of that stage.
8. While students are working on their life cycle I will dismiss a
table at a time to go up to the front of the class and observe the
caterpillar to butterfly kit. I will be standing by the kit asking
them questions to consider answering in their journals about
what they notice
 What is different?
 Have they gotten bigger,smaller?
 Are they a different color?
9. Ask the students then what they wrote down in their science
journals about what they observed.
10. If the students are not done they can bring their life cycle home
to work on it.
Day 3:
1. Have students take out their life cycle and share among each
other at their table.
2. Then, while they’re doing that, dismiss each table to go up and
write down their observations for that day. Remind them that if
they notice the same thing as the day before to record that as
well… observations don’t always have to be about what is
3. Ask the students to raise their hand and share what they wrote
down about what they observed.
4. After each table has gone up to write down their observations
have the students circle up on the center carpet.
5. Each student will get a turn to sit in the big comfy chair and
present his or her life cycle to the class.
6. Close the unit with a review of each stage of a butterfly’s life
cycle and a discussion about how in order to experience the

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Anticipatory Set (Gaining Attention)*:
1. Visual Art: VTS of “The Very Hungry Caterpillar” illustrations
2. Literacy: Students will write their own stages of their life cycle
3. Science: Students record their observations of the caterpillar to
butterfly kit

next stage in any life cycle change must be experienced.
Day 4- (day that butterfly life cycle is complete)
1. At the beginning of the day dismiss the tables one by one to go
up to the front of the room and write down their observations
for the day.
2. On the last day bring the students outside to release the fullygrown butterflies.
Closure (Reflecting Anticipatory Set):
Have students present their life cycle and drawings of each stage to the

Formative Assessment strategy:
Summative Assessment strategy*:
1. Visual Art: Is the butterfly life cycle correctly represented in
1. Visual Art: Students artwork represents a creative version of
their picture? Is their own life cycle represented with
their life cycle
2. Literacy: Students will have journal entries with detailed
2. Literacy: Has the student written detailed observations in their
observations. Students will have created unique descriptions for
science journal? Is each stage of their life cycle personal and
each of their life cycle stages.
3. Science: Students know each stage of the butterflies’ life cycle
3. Science: Does the student know each stage of the butterflies’ life
and can connect the big idea to the lesson learned.
cycle? Did they correctly label each stage and describe it? Are
they able to connect change with growth in each stage of a life

What student prior knowledge will this lesson require/draw upon?
1. The student will already know how to make a scientific journal entry.
2. The student’s will have done TVS on picture books the teach has already read to them.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. Through VTS the students are able to imagine, explore, and experiment with what is happening in the picture and how that applies to the
lesson being introduced
2. Their daily observations allows them to explore the development of each stage.
3. They are able to imagine and predict what the next day’s observations will look like based off their previous entries.

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How will this lesson allow for/encourage students to solve problems in divergent ways?
1. Each day I ask that students use their own observations to make predictions and conclusions. This allows them to use critical and high
level thinking to learn through their personal entries about each stage of the butterfly’s life cycle.
How will you engage students in routinely reflecting on their learning?
1. Throughout the entire lesson I ask that students share their observations and discuss with each other at their tables what they wrote down
in their journals. I also refer back to each of the stages learned and connect it to the VTS we did the first day of the lesson in order to make the
lesson feel like each day is connected.
How will you adapt the various aspects of the lesson to differently-abeled students?
1. Most of this lesson is for student interpretation and self-driven journal entries. The students are able to use personal experiences to
approach the tasks.
2. I will work with students individually when they come up to write daily observations to guide them.
3. Each table will have the equal amount of art materials for each student so they do not have to go around the room to get them.

What opportunities/activities will students be given to revise and improve their understandings and their work?
1. Students can take their life cycles home to revise and improve upon before presenting to the class.
What opportunities/activities will you provide for students to share their learning in this lesson?
1. VTS allows for the students at the beginning of the lesson to give personal interpretation and share their own understanding of what is
being represented in the artwork. It gives the student a chance to feel free to put any ideas/opinions out there for further discussion.
2. Each day the students have the opportunity to share what they wrote down in their science journals about what they observed.
3. Each student will share their life cycle to the class and explain each stage of their personal life cycle.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Butterfly Life Cycle. (n.d.). Retrieved from
2. Carle, E. (1987). The very hungry caterpillar. New York: Philomel Books.

* Include this information during the Popplet presentation.

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Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from