Seeds, Caterpillars and Change

Overview

Students investigate how living things grow and change by comparing a sunflower life cycle with a Monarch butterfly life cycle. They classify objects, make predictions, practise scientific observation and begin a five-week project using a planted sunflower seed and a classroom caterpillar habitat.

Learning intentions

• WALT compare characteristics of living and non-living things.
• WALT identify and sequence early stages in plant and animal life cycles.
• WALT make careful observations, record data and use digital tools appropriately.
• WALT communicate a prediction using scientific vocabulary.

Success criteria

• I can explain why something is living, once living or non-living.
• I can sequence sunflower and butterfly life-cycle stages.
• I can record an observation using words, drawings, measurements or a photograph.
• I can make a prediction and explain it using evidence.

Curriculum links

• Science: characteristics of living and non-living things; differences between plant and animal life cycles.
• Science: posing questions, making predictions, following procedures and recording observations.
• Science: using tables, visual models and simple data to identify change and patterns.
• Science: communicating findings and predictions for an identified audience using scientific vocabulary.
• Integration: English oral language and explanatory writing; Mathematics data collection and measurement; Digital Technologies for photographing and organising observations.

Lesson structure (60 minutes)

1. 0–8 min · Introduction and hook. Teacher displays a close-up image of a sunflower seed beside a caterpillar and asks, “How can something so small change so much?” Open with the hook and project introduction slides. Students use think-pair-share to suggest what each might become and contribute living/non-living examples.

Introduce the five-week investigation: the class will grow a sunflower and observe a Monarch caterpillar developing into a butterfly. Explain that scientists look for evidence of change rather than simply guessing.

2. 8–18 min · Explicit teaching – I Do. Teacher models a three-part classification: living, once living and non-living, using characteristics such as needing energy or water, growing, responding, reproducing and having a life cycle. Teacher demonstrates a careful observation of a seed, recording the date, a labelled drawing, size and a question in a class table. Students help decide the category of several examples and practise the words living, non-living, once living, life cycle, stage, germination, seedling, caterpillar, chrysalis and adult.

3. 18–30 min · Life-cycle investigation – We Do. Teacher introduces the sunflower sequence: seed, germination, seedling, mature plant, flower and seeds. Contrast it with the Monarch sequence: egg, caterpillar, chrysalis and adult butterfly, highlighting metamorphosis and the different appearance and activity at each stage. Students work in teams to sequence and explain the picture cards using the Life Cycles Sorting Cards. Each team places a living/non-living explanation beside one card and shares one observation with the class.

4. 30–42 min · Set up the project – We Do. Teacher models the safe procedure: moisten a paper towel, place a sunflower seed in a clear resealable bag, tape it to a sunny window and label it with the group name and date. Students predict what they will observe first, then collaborate in roles: equipment manager, seed placer, recorder and photographer. They complete the first row of the sunflower and caterpillar observation journal and take one digital photograph if available. Explain that the caterpillar habitat must remain closed, be observed gently and be cared for according to the supplier or school procedure.

5. 42–53 min · Independent application – You Do. Students complete an individual “scientist’s first record” on the worksheet: draw and label the seed and caterpillar, classify each as living or non-living, write one difference between their life cycles and make a prediction beginning, “I predict … because …”. Early finishers add a question the class could investigate, such as “Which stage will change most in appearance?” Teacher conferences with students and checks use of evidence and vocabulary.

6. 53–60 min · Plenary and reflection. Return to the discussion and reflection slides. Students share one observation and one prediction, then complete the Traffic Light Check-in Exit Ticket Slips. Invite students to place their ticket in the appropriate class tray and explain that future observations will test and revise predictions.

Key questions

• What evidence tells us that something is living?
• Why might a fallen leaf be described as once living?
• How are the sunflower and Monarch life cycles alike and different?
• What changes might we observe first?
• How will a dated drawing, measurement or photograph help us explain change?
• What should we do if our prediction is not correct?

Resources

• the living things and life cycles slide deck
• the sunflower and caterpillar observation journal
• the Life Cycles Sorting Cards
• the Traffic Light Check-in Exit Ticket Slips
• Sunflower seeds, clear resealable bags, paper towel, water and masking tape
• Caterpillar habitat or approved classroom butterfly kit
• Magnifying glasses and trays
• Tablets or camera, class observation chart and pencils
• Timer and cleaning materials

Assessment

• Listen for reasoning during classification and card sequencing; prompt students to justify answers with an observable characteristic.
• Check the group observation table, safe procedure, labelled drawings and predictions for accurate vocabulary and evidence.
• Use exit tickets to identify students who can distinguish living from non-living and describe one life-cycle change. Photograph or transcribe selected responses to establish a baseline for the five-week project.

Differentiation

• Support: provide illustrated vocabulary cards, partially completed life-cycle arrows, sentence starters (“It is living because…” and “I predict…”), mixed-ability grouping and the option to record orally or through labelled drawings.
• EAL/D and students requiring additional support: explicitly model gestures and images for each stage, rehearse answers with a partner, reduce writing load and offer enlarged, high-contrast materials.
• Extension: students create a two-column comparison of the sunflower and Monarch cycles, identify metamorphosis, and propose a fair observation question with the data they would collect.
• Allow students with sensory or fine-motor needs to observe rather than handle materials, use a digital drawing tool and take a defined group role.

Extension

• Maintain a dated weekly observation table for five weeks, including height or stage, a drawing and a photograph where possible.
• Students create a final visual model or short life-cycle story explaining how evidence showed growth and change.