Butterfly Life Cycle - National Wildlife Federation
Butterfly Life CycleSummaryGrade Levels: K-2; 3-4Time: 45 minutes – 1 hourSubjects: history, science, artLearning Objectives:Students will be able to: Identify the stages in a butterfly’slife cycle. Discuss some of the habitatrequirements of butterflies intheir area and look for ways toprovide them. Name several factors thatmake the Karner blue butterflysusceptible to endangermentat each stage in its life cycle(Grades 3-4).Materials: Construction paper Scissors Glue or tape Pencils and paper Markers or pipe cleaners Copies of the Butterfly LifeCycle activity sheet Copies of the Butterfly Threatsactivity sheet (Grades 3-4) Nature journals (optional)2 Butterfly Activity Guidewww.nwf.org1of flowering plants that producenectar such as dewberry, goldenrod, New Jersey tea as well aswild lupine and many others.Students identify life cycle stagesof butterflies. Older students learnthreats facing the endangeredKarner blue butterfly at each stagein its life cycle.Skills: construction, synthesisACTIVITYBackgroundThe life cycle of the Karner bluebutterfly is similar to that ofmany other butterflies, and canbe used as an example of butterfly life history and the kindsof habitat threats butterfliesface. Karner blue caterpillarsfeed only on wild lupine (Lupinus perennis) plant leaves. Wildlupine grows within the oaksavanna and pine barren ecosystems that range from Maine toFlorida and west to Minnesota,but Karner blues live only onthe lupine of New Hampshire,New York, Michigan, Wisconsin, Indiana, Ohio, Minnesota,and possibly Illinois and Ontario.Two generations of Karner bluebutterflies are born every year. Inmid-April, the first set of caterpillars hatch from eggs that werelaid the previous summer. Inmid-May the caterpillars pupateand form chrysalises, and adultbutterflies emerge approximatelytwo weeks later in late May orearly June. Unlike caterpillars,adult butterflies feed on a varietyIn June, the newly emergedbutterflies mate and the femaleslay their eggs on or around wildlupine plants. The female adultbutterflies from this first generation die after laying their eggs,and the males die soon afterthat. The eggs take a weekto hatch, and the emergentcaterpillars feed for three weeksexclusively on the lupine beforepupating and emerging asbutterflies in July.Members of the secondgeneration of Karner bluesmate soon after emerging inJuly, and the females lay the eggsthat will hatch the followingApril. The females from thesecond generation lay their eggson plant litter, on the grass atthe base of the lupine, or on thelupine pods or stems.The second-generation femaleKarner blues die after depositingtheir eggs, and the males fromthis generation die by the endof August or early September.These eggs are left on andaround the wild lupine for thewinter. If the eggs survive thewinter, they will hatch thefollowing spring and becomethe first generation of nextyear’s Karner blues.
Like many other butterflies,the Karner blue butterfly facesmany human-caused andnatural threats during its different life cycle stages, includingthe following:Fire suppression: A history ofstopping or preventing naturally occurring fires has led towoodland and forest succession,which closes the forest canopyand blocks out light that lupineand other sun-loving plants needto survive. This has caused a lossof suitable Karner blue butterflyhabitat and a decrease in populations of wild lupine, whichdepend on fire to eliminate treecover and open up the canopy inorder to obtain the sunlight theyneed for growth. This humanaction has the greatest impact oncaterpillars because they are solely dependent on lupine for food,but it also reduces populationsof nectar plants used by adults.Fire supression does not affect allbutterflies.Urban/suburban development:The continual sprawl ofconstruction for housing andshopping centers has wiped outmuch of the butterfly’s habitatthroughout its range.Lack of snow and snowpackduring winter: Eggs are laid inthe fall and may have to survive harsh winter temperaturesbefore hatching in the spring.Winter snows protect eggs fromdehydration and provide insulation from freezing temperaturesthrough the coldest part of theyear. If the weather during thewinter is mild or dry and thereis not enough snow or if thesnowpack melts too quickly, theKarner blue eggs may not besufficiently insulated to surviveuntil spring.Mowing: Natural meadows area crucial part of Karner bluehabitat, providing food, water,cover, and places to lay eggs.Mowing for lawns decreasesboth lupine and nectar plants,food for larvae and adults, causing the greatest threat whenthe eggs are overwintering, thecaterpillars are feeding, and thechrysalises have formed. Seasonally mown natural meadows,however, can emulate the effectsof fire and are used as a management strategy for Karner blues.PreparationGather a list and pictures oflocal butterflies and the plantsthey need to eat and rest on, orhave your students do this.For help, try www.enature.com,where you can search by areafor local species, and theNorthern Prairie WildlifeResearch Center’s Butterfliesof North America sa/bflyusa.htmwhere you can also search by state.Procedure1. Ask your class what theyknow about butterflies. Do theyknow the link between caterpillarsand butterflies? (There are lots ofcute stories and puppets on thistheme!) Hold up a picture of acaterpillar, and then a butterfly.Ask, Do you know how these twoanimals are alike? Tell studentsthat they are actually the sameanimal, even though they lookvery different. This animalchanges (metamorphoses) overits life cycle. Ask, What doesthat mean?2. Review each stage of abutterfly’s life: egg, caterpillar,chrysalis, butterfly. What is theanimal’s main activity in eachstage? (Egg: growing and developing, caterpillar: eating, chrysalis:changing form, butterfly: eatingand reproducing.) Show picturesof each stageor have students follow alongusing the Butterfly Life Cycleactivity sheet.3. Tell students they are goingto make their own butterflies.To make the butterfly wings,have students cut four wingshapes out of constructionpaper. If desired, provide wingstencils made from cardboardfor students to use. With olderstudents, you can discuss thatthe wings are symmetrical. (Ask,What does that mean?)Butterfly Activity Guide 3www.aza.org
ACTIVITY14. It is time to assemble butterflies! Give each student a pipecleaner or piece of constructionpaper to use as the butterfly’sbody. With their four wings,have students glue or tape twowings to each side of the body.If desired, have students decorate their butterflies like oneof the local species, such as amonarch or zebra swallowtail.Provide pictures as examples.Have students label their butterflies’ species on the back. If theywish, students can create antennae for their butterflies out ofpipe cleaners.5. Ask students, What do butterflies need to survive? Have youseen any butterflies in our schoolyard or in your own backyard?Show students several picturesof the local butterflies and theplants these butterflies need tosurvive. Do we have these in ourschoolyard? Let’s go find out!6. For Grades 3-4: Take studentsoutside for a butterfly planthunt. As a group, search forthe plants you identified. Alternatively, divide students intogroups and have each group lookfor one specific plant. Depending on the time of year, studentscan also look for butterflies anddraw what they see in a naturejournal or on a sheet of paper.For Grades K-2: Have studentslook for butterflies on the schoolgrounds and draw what theysee on a piece of paper or in a4 Butterfly Activity Guidewww.nwf.orgnature journal. An alternative isto cut out squares of construction paper of different colors.Hand out one or more (depending on the level of the students)squares of several different colorsto each student. Take studentsout to the schoolyard or otheroutdoor area and have themlook for butterflies or flowersthat have their color in it. Ifpossible, have them look forbutterflies or flowers that havemore than one of their colors.Ask students to observe theseanimals/plants carefully anddraw them when they returnto class.7. When you return to theclassroom, examine your results.Make a list (or simple sketches)of the plants and/or butterfliesyou found. Could you add anyplants to make the schoolyard abetter place for butterflies?Consider planting or startinga butterfly garden as part of aSchoolyard Habitats site. Visitwww.nwf.org/schoolyardhabitatsfor more information on Schoolyard Habitats.Modifications for OlderStudents (Grades 3-4)1. Explain that the students willbe learning about the Karnerblue butterfly, an endangeredspecies of butterfly in the northeastern and mid-western UnitedStates. They should brainstormproblems the butterfly mightface at each stage of its life cycle.What might a caterpillar needfor food and cover that is different from what an adult butterflymight need?2. Give each student a copy ofthe Butterfly Threats activitysheet. Have them cut out eachof the Threat and Life CycleStage cards.3. Students should pair eachstage of the butterfly life cyclewith a logical threat at thatstage. Note that students willcome up with multiple pairings.Sample pairs include: fire suppression: caterpillars or butterfly;development: all four stages;snow: eggs; mowing: all four stages. Discuss with the class howand why they decided to paireach life cycle stage and threat.If desired, students can play asecond round to tryother pairings.Extensions4 For Grades K-2: Musicalbutterflies: Write the words: egg,caterpillar, chrysalis, butterfly onplain paper (eight times each,for a total of 32 pieces of paper).You can do this activity with anygroup size; just change thenumbers, making sure you havean even number of each lifecycle stage. Shuffle the pagesrandomly and place them in acircle in a large open area, eitheron the ground or on chairs.
Have students pick a place tosit/stand and then begin to playmusic as the students movearound the circle. When themusic stops, all students shouldstop where they are and pick upthe nearest piece of paper. Whichlife cycle stage are they? Ask allstudents to strike a pose as ifthey were a butterfly inthat stage (e.g., eggs get intoa ball on the ground, etc.).Then, tell them to move aboutand act their life stage for afew moments. What does a chrysalis do? What does acaterpillar do? Now turn on themusic and repeat a couple times,allowing students to try thedifferent stages.4 If you have found goodpictures of local butterflies andtheir host plants, make them intocards and tape them to a boardor easel paper. Have studentsplay a matching/memory gameto match up the butterflies withtheir respective host plants!Assessment4 Have students design a posterdepicting the different stages of abutterfly life cycle. Older studentscan indicate on the poster whatkinds of conservation threats butterflies face at each stage.Butterfly Activity Guide 5www.aza.org
ACTIVITY1WORKSHEETButterfly Life Cycle2caterpillarchrysalis1eggbutterfly6 Butterfly Activity Guidewww.nwf.org43
ACTIVITY1WORKSHEETButterfly ThreatsDirections: Cut out the cards below. Match each threat with a life cycle stage. Some stages may matchwith more than one threat.Threat: Fire SuppressionStage One: EggActivity: growing and developingThreat: Urban/Suburban DevelopmentButterfly habitat loss due to the sprawlof construction of shopping malls andhousing for people.Loss of habitat and decrease in populationsof wild lupine due to stopping or preventingnaturally occurring fires. These fires preventthe closing of the forest canopy which blocksout the sun that lupine and other sun-lovingplants need to survive.Stage Three: ChrysalisActivity: changing formThreat: Lack of snow/snowpack during winterSnow acts as an insulator for one stageof the butterfly life cycle.Without enough snow,will not beinsulated enough to survivefreezing temperatures.Stage Four: ButterflyActivity: eating and reproducingThreat: MowingStage Two: CaterpillarActivity: eatingNatural meadows provide food,water, cover, and places to raiseyoung. Mowing decreaseslupine and nectar plants.Butterfly Activity Guide 7www.aza.org
Pollination Partners:An Inquiry InvestigationSummaryBackgroundStudents study the role of butterflies inpollination.Animals play a key role in thereproduction of many floweringplants. Bees, butterflies, hummingbirds, bats, wasps, moths, beetlesand others visit flowers in search offood. In the process, animals pollinate the flowers, bringing reproductive cells (pollen) from one plantto another. When animals visitmultiple plants of the same species,they transfer pollen from plant toplant. This movement of pollen iscalled pollination. Pollination leadsto fertilization, the developmentof new seeds, and, in some plants,fruit. The young seeds (either contained in fruit or not) may be carried by wind, water or animals to anew location where, if all goes well,they will grow into new plants andstart this process all over again.Grade Levels: 3-8Time: several class periods spreadout over several weeks.Subjects: scienceSkills: observation, prediction,description, researchLearning Objectives:Students will be able to: Describe the process ofpollination. Identify butterfly roles inpollination. Name several different kinds ofbutterflies.Materials: Notebooks Pencils Cut flowers Photos of flowers and butterflies Magnifying glasses8 Butterfly Activity Guidewww.nwf.orgHow does the process of pollination work? Flowers contain a plant’sreproductive parts, including themale stamen and the female pistil(see diagram, pg. 12.). The structure of the flower forces the maleanther, holding pollen grains, tobrush up against the pollinatingspecies while it is looking for itsfood, the nectar. The female pistilincludes the ovary, which containseggs or ova, style, and stigma;the stigma is sticky and collectspollen from the bodies of animalvisitors. When pollen grains fertilize an ovum, a new seed begins todevelop.ACTIVITY2Since plants are rooted in oneplace, they need help transferringpollen to other flowers of the samespecies. Some flowers rely on windto carry pollen grains, while othersuse water. As you might imagine,lots of pollen carried by wind orwater never actually reaches flowersof the same species. Animalpollinators, however, give plants anadvantage, since they deliver pollen directly to the flower. Whilecollecting nectar from the base ofa flower, butterflies brush againstpollen from the flower’s anther. Thebutterfly ends up carrying a loadof pollen on its body. At the nextflower the butterfly visits, someof that pollen reaches the femalereproductive parts while the butterfly feeds. This direct contact is whatmakes butterflies and other nectarfeeding animals great pollinators.The pollination relationship ismutually beneficial to flower andanimal — one gets food while theother receives help with reproduction.Over time, flowers havedeveloped adaptations to ensurethat the most suitable pollinator fortheir species will visit and returnoften to feed. In fact, flowers’ fragrances, brightcolors, nourishing nectar and pollenand varied shapes are consideredadaptations to attract certain pollinators. For example, the brightcolors of flower petals are thoughtto help flowers stand out againsta green background. The shape of
the flower also plays a rolein determining the kind of pollinator that can feed from theflower. Butterflies must have aperch to land on while feeding,while hummingbirds can hovernear flowers while feeding. Pollinators are also well adapted toensure that they will have accessto flower nectar.Animal adaptations associatedwith pollination include senseof smell, color preferences, beakshape (in birds), and tonguelength. A butterfly’s “tongue,”or proboscis is very effective inreaching nectar at the base offlowers because it is long (compared to the butterfly’s body)and also very flexible. When notin use, the butterfly proboscis iscoiled up. When the butterflyneeds to feed on nectar, it willuncoil its proboscis to sip thenectar at the base of the flower.Pollinators play a critical rolein both agricultural and naturalsystems. Many of the plants thatproduce the food we eat dependon pollinators — from apples towatermelon. In fact, scientistsestimate that every third biteof food humans eat is madepossible by the act of pollination. Pollinators are also key tomaintaining ecosystem healthand biodiversity. Healthy pollinator populations ensure thatmany plants that help clean ourair and water and serve as foodand cover for wildlife canreproduce, which in turn sustainour ecosystem functions and adiversity of life.This activity will allow studentsto engage in their own studentdirected investigation of the relationship between butterflies andtheir nectar plants.Procedure1. Ask students what they knowabout butterflies and pollination.How do butterflies help to pollinate flowering plants? What doesthis mean?2. Provide students with severalphotographs/drawings ofbutterflies and flowers, includingreal cut flowers if you have themavailable. Divide your classinto smaller groups and giveeach group the same materials.Give students time to exploretheir materials and encouragethem to jot down questions theyhave about butterflies andpollination. Ask them to thinkabout how the flowers areshaped, and then guess whatkind of body shape, tongue, etc.would be best for pollinating aparticular flower structure.and writing questions abouttheir observations. They shouldwrite down additional questions that occur to them as theyobserve. If they don’t see anybutterflies, have them list possiblereasons why.4. Have students get together intheir groups and spend anotherfew minutes observing and writing down questions together.Butterfly Observation Tips:1. Wear comfortable clothing withoutbright colors, since those may startle butterflies. Greys and browns are good colors towear while butterfly watching.2. Most butterflies spend the majority oftheir time in the sun. Butterfly watching islikely to be most rewarding during middayon a sunny, warm day without much wind.3. Look for butterflies on or nearnectar-producing flowers.4. Take binoculars and butterfly field guideswith you to help you identify the differentspecies of butterflies you encounter.3. Next, take students outsideto observe butterfly/plant interactions in your schoolyard ornear-by outside area. Studentsshould bring their notebooksoutside with them. Have eachstudent spend about 10 minutesquietly observing on their ownButterfly Activity Guide 9www.aza.org
ACTIVITY25. When you return to the classroom, have students write theirquestions on large strips of paperand give them to you. Look atthe questions and sort them bycategory, (determined by thequestions themselves), and thenpost around the room in thecategories you have determined.This will give you a chance toeliminate questions that areeither inappropriate, irrelevant,or will be impossible to actuallyinvestigate given the time andmaterials and level of studentsyou have available. While youare doing this, students caneither take a break, draw illustrations of the butterflies they saw,or focus on something else.6. Ask students to spend a fewminutes wandering through theroom, looking at the questions,and picking one they are mostinterested in studying. Havestudents form small groups basedon which questions they pick.7. In their groups, ask studentsto develop an investigation planfor how they will answer theirquestion of choice. What materials do they need? How much timedo they need? What are the stepsin their investigation? Have themlay out their investigation plansin as much detail as possible.Check in with each group toprovide them with assistance ormake lists of materials they willneed.10 Butterfly Activity Guidewww.nwf.org8. If you have time, havestudents carry out their investigations — over the time neededto complete them. Assist themas necessary, when they appearstuck, but encourage them toexplore as much as possible.Allow students to conducttheir investigations intobutterfly/plant interactions.9. Have student groups givepresentations on their conclusions, sharing the informationthey collected through theirinvestigations.Note: Read the options belowfor alternative activities.Option 1: If your time is limitedor you are working with youngerstudents and you want to conduct a more structured observation activity, provide studentswith the Pollination Partnersactivity sheet, and have themmake observations over severalclass periods.Option 2: For classes with limitedoutdoor access, complete Steps 1and 2 above. After the overviewof pollination, have studentsresearch locally occurring butterflies (try www.enature.com)and the host and nectar plantsthe butterflies would need. Havestudents draw the host andnectar plants along with thebutterflies and create a butterflyhabitat mural on apiece of butcher paper or abulletin board. Plants and butterflies can also be created outof art materials such as tissuepaper, cotton balls, and fabricscraps. Older students can writea schoolyard butterfly habitatproposal that outlines where onthe school grounds a site couldgo, what native plants they areinterested in planting, and whatbutterfly species the site wouldattract. The proposal could alsoinclude how classes could usethe site, what benefits it wouldprovide the school and community, and fundraising ideas. Foradditional information oncreating a Schoolyard Habitats site, visit www.nwf.org/schoolyardhabitats.Extensions4 Have students think aboutwhere their investigations ledthem, and what kind of followup they would like to do. Havethem design these follow-upinvestigations and conduct themif time allows.4 Explain to students thatsome butterflies are endangeredbecause the plants they dependon as hosts for the caterpillarsare being decimated due tohabitat destruction. Havestudents conduct research tofind out if there are any endangered butterflies in your area,and explore the factors leadingto their endangerment.
4 Have students research thecharacteristics of flowers thatattract butterflies (e.g., How haveflowers adapted to makebutterfly pollination possible? Howare these flowers different fromthose pollinated by bats, hummingbirds, bees, etc.? Can youtell by looking at a flower how itis pollinated?). Then, in smallgroups have students design an“ideal” flower for a butterfly onlarge poster-size paper, pointingout those qualities that areespecially suited for butterflies.(You may choose to have somestudents research and designflowers pollinated by otheranimals, so that students can seethe different adaptations.)Assessment4 Student presentations canserve as excellent assessments oftheir work. Develop an evaluation rubric with students priorto their presentations, determining what criteria should be usedto assess them.Butterfly Activity Guide 11www.aza.org
ACTIVITY2WORKSHEETFlower DiagramStamenPistilStigmaStyleOvaryPetal12 Butterfly Activity Guidewww.nwf.orgAntherFilament
ACTIVITY2WORKSHEETPollination PartnersName:Date: Time:General weather conditions:Location of plant I will be observing:Name of plant:Sketch it:Hypothesis: When I observe a butterfly, I will see:Observation: Number of times I saw a butterfly on my plant:Same kind or different species? List the species if you know the names.What did the butterfly do while on the plant? Watch carefully.How long did each one spend on the plant?ButterflyTime on Plant1.2.3.Where did the butterfly go next?Sketch your butterflies:Conclusions:Was your hypothesis supported by your observations or not?What other questions do you have about butterflies and plant interactions?Butterfly Activity Guide 13www.aza.org
ACTIVITYThe Great nts trace butterfly migrationroutes.Approximately 13 species ofNorth American butterfliesmigrate north in early springand south in late summer. Mostof these migrations go unnoticed, but they are truly spectacular considering the small size ofthe butterflies and the tremendous distances they travel.1. Ask students what they knowabout migration. What is it?Which animals do they know ofthat migrate? (Examples: whales,many songbirds, zebras, butterflies, caribou, whooping cranes,hummingbirds, manatees.) Makea list on the board.Grade Level: 5-8Time: 1 class periodSubjects: science, geographySkills: research, predicting, communicatingLearning Objectives:Students will be able to: Define the term migration. Explain how and why someanimals migrate. Trace North American butterflymigration routes.Materials: Copies of blank maps of NorthAmerica Research sources (internet orreference books)These annual migrations rankhigh on the list of amazinginsect accomplishments. Consider that the monarch butterflycan migrate 4,500 km fromeastern Canada to their wintering sites in Mexico. For ananimal with a body of about 3cm (0.03 m), flying a distance of4,500 km is about 150,000,000body lengths for a monarchbutterfly. An equivalent feat fora 1.8 m (6 ft) tall person wouldbe 270,000 km or about 11times around the earth. Eachyear hundreds of millions ofbutterflies make their way acrossNorth America. This is a trulyamazing feat!This activity will allow yourstudents to examine severalbutterfly migration routes.2. If students do not mention itthemselves, point out that several species of butterflies migratevery long distances. How is thispossible? Why would they want todo that? Make a list of reasonson the board. Be sure to touchon: temperature, climate, foodsources, and habitat conditions.3. Give students blank maps ofNorth America (on pg.16), anda choice of migratory butterflies.(Common buckeye, red admiral,painted lady, mourning cloak,monarch, gulf fritillary, questionmark, cloudless giant sulphur,pipevine swallowtail, dwarf yellow, Mexican yellow, sleepyorange, and long-tailed skipper.)Have students conduct researchon their butterfly of choice todetermine where this speciesspends its summer and winter,and map out its approximateroute along the way. Studentsshould mark these routes ontheir maps.4. Ask students, What threats dothese animals face on theirmigrations? What threats wouldmigratory insects face that might14 Butterfly Activity Guidewww.nwf.org
not affect other migratoryanimals? Why would migratoryinsects face greater threats thananimals that do not migrate?5. Have students study themigratory routes they mappedout and research some of thelocations through which theirbutterfly species travels. Arethere any major cities along theseroutes? Areas of large humanpopulation? Large agriculturalareas? Have students mark theseplaces on their maps as well.What challenges do the butterfliesface along their migratory route?Have students conduct researchand prepare posters showingtheir butterfly routes and thechallenges faced on these routesas they attempt to meet all theirhabitat needs for food, water,cover, and places to raise young.Are any of these butterfliesconsidered endangered? Why mightthat be?6. Ask each small group of students to give a poster presentation, explaining their findings tothe class.Note: To participate in anactual migration-monitoring project, visit The JourneyNorth, www.learner.org/jnorth,where students can report theirsightings and communicatewith other students nationwide.You may also want to visitwww.monarchwatch.org formore information on trackingbutterfly migrations.Extension4 Create a large outline mapof North America on the groundin a large outdoor area. Usingreference sheets you provide,have students create large-scalemodels of migratory butterflyspecies out of construction paperand assorted craft materials.Provide student groups with butterfly migration map outlines.(Visit www.monarchwatch.org/tagmig/index.htm for monarchs.Other species require more indepth research and you mayneed to draw up the map yourself after some research.) Havestudents trace identified migration routes by walking over theapproximate route, demonstrating to others where the butterflies go in spring and fall.If possible, have a couple ofstudents stand still in key locations to show where major citiesare located in North America.Ask students volunteers toexplain where these butterflieswill find food, water, cover, andplace for their young along theirmigration routes.Assessment4 Have students write creative“breaking news” newspaperstories about their migratorybutterflies’ arrival, departure, orjourney through their key locations, including challenges theyface along the way and whatthey are looking forward to ateach location.Butterfly Activity Guide 15www.aza.org
WORKSHEETACTIVITYNorth America MapDirections:Mark the migration route of your chosen butterfly on the map. Mark any major cities, large agriculture areas,and other important landmarks along the butterfly’s route.16 Butterfly Activity Guidewww.nwf.org3
Action ProjectsButterflies are critical components of functioning ecosystems due to theirkey roles as pollinators and as indicators of ecosystem health. Butterfliesare also beloved by the public, which is largely unaware that many species are threatened or endangered. The National Wildlife Federation hasjoined the American Zoo and Aquarium Association and the U.S. Fishand Wildlife Service in a multi-year Butterfly Conservation Initiative,aiming to enhance recovery of imperiled butterfly populations in NorthAmerica and raise public awareness about the ecological role of butterfliesand the need to preserve them and their habitats.NWF has many programs that focus on butterflies and provide opportunities to help conserve them, including the Keep the Wild Alive campaign,Backyard Wildlife Habitat and Schoolyard Habitats. Drawing on theconservation and education experience of these different programs, NWFwould like to provide several model projects that can be easily carried outwith or without our assistance.The main objectives of these p
Karner blue butterfly at each stage in its life cycle. Grade Levels: K-2; 3-4 Time: 45 minutes – 1 hour Subjects: history, science, art Skills: construction, synthesis Learning Objectives: Students will be able to: Identify the stages in a butterfly’s life cycle. Discuss some of the habitat requirements of butterflies in
Scavenger Hunt Scavenger Hunt Scavenger Hunt Scavenger Hunt All butterflies have two antennae, four wings, and six legs. The third stage of a butterfly's life is pupa. A butterfly in the pupa stage is called a chrysalis. The first stage of a butterfly's life is an egg. The second stage of a butterfly's life is larva. A butterfly in the larva .
life cycle (pre-assessment from class 1) Introduction of group species and habitats Butterfly life cycle Activity 1 – Reproducing the butterfly cycle – In groups students will brainstorm and use their understanding of the butterfly cycle. They What I want my students to know? Every living Frog life cycle Writescience students to .
Super Teacher Worksheets - www.superteacherworksheets.com Side A Fact Card 1: How many legs does an adult butterfly have?. Fact Card 2: What is the first stage of a butterfly's life? Fact Card 3: What is a butterfly larva called? Fact Card 4: What is a butterfly pupa called? Fact Card 5: Which stage is a butterfly in when it has wings and can fly? Fact Card 6: What do butterflies drink from .
2.1 Life cycle techniques in life cycle sustainability assessment 5 2.2 (Environmental) life cycle assessment 6 2.3 Life cycle costing 14 2.4 Social life cycle assessment 22 3 Life Cycle Sustainability Assessment in Practice 34 3.1 Conducting a step-by-step life cycle sustainability assessment 34 3.2 Additional LCSA issues 41 4 A Way Forward 46
life cycles. Table of Contents Apple Chain Apple Story Chicken Life Cycle Cotton Life Cycle Life Cycle of a Pea Pumpkin Life Cycle Tomato Life Cycle Totally Tomatoes Watermelon Life Cycle . The Apple Chain . Standards of Learning . Science: K.7, K.9, 2.4, 3.4, 3.8, 4.4 .
Special Butterfly Valves 14 Butterfly Valves for Cryogenic Applications 16 Special Butterfly Valves 20 . staff make sure that our butterfly valves are sized, configured, . (labyrinth seal, 4), which is protected inside the body, and the massive seat ring (3) can be replaced as .
Baseball Mitt Beaded Beaded double p2p Beaded quad p2p Bee . Butterfly 2 p2p Butterfly double Butterfly Garden Butterfly Garden block Butterfly Open Button Cable Calm Waters block Candy Candy Corn Carnation Carnival Carnation face Carnation flower Carousel Flower Cat Paw.
anatomi tulang berdasarkan gambar berikut ini! Diaphysis: This is the long central shaft Epiphysis: Forms the larger rounded ends of long bones Metaphysis: Area betweent the diaphysis and epiphysis at both ends of the bone Epiphyseal Plates: Plates of cartilage, also known as growth plates which allow the long bones to grow in length during childhood. Once we stop growing, between 18 and 25 .
