Life cycles lesson plan Learning about the life cycles of invertebrates shows their variety; it leads into other areas of biology that are directly influenced by life cycles such as evolution and taxonomy. Learning intentions The purpose of this lesson is to understand the process of metamorphosis and how this process affects an organism’s life cycle. By the end of this lesson pupils should be able to:

1. Understand the different stages in an invertebrate’s life cycle. 2. Understand why these stages occur. 3. Be able to present examples of this process in nature – theoretically and in a practical

session. Curriculum for excellence First level

Create and present work using visual elements of line, shape, form, colour, tone, pattern and texture (EXA 1-03a).

Listen and talk with others for different purposes, exchanging information, experiences, explanations, ideas and opinions, clarifying points by asking questions or by asking others to say more (LIT 1-09a).

Investigate, and collect information on the variety and quantity of invertebrate life which lives locally. Learning about different microhabitats and how the physical characteristics of the habitat affect the invertebrates that live there (SCN 1-01a / SOC 1-13b).

Second level

Listening and talking with others for different purposes, sharing information, experiences and opinions (LIT 2-09a).

Learning about adaptations that invertebrates have to their natural environment and the life cycles of some invertebrates; how their physical form changes though development (SCN 2-01a, 2-14a).

Creating and presenting work that shows development of skill using visual elements and concepts (EXA 2-03a).

Core outcomes Pupils will be able to describe metamorphoses and how this relates to different invertebrates. Challenge outcome Pupils will use knowledge of the life stages of invertebrates to understand changes in other animal’s lifecycles.

Indoor activities Class briefing Discuss learning outcomes and what you hope to achieve. Introduction Ask pupils if they can think of invertebrates that change form during their life, for example, butterfly, ground beetle, ladybird and bumblebee. What are the stages that some invertebrates go through in their life cycle?

Match up (takes 20 minutes) This activity showcases the range of invertebrates that have different life cycles and what each stage looks like. Discuss two types of metamorphosis:

Incomplete o Three stages: egg, larvae and adult. o Larvae looks similar to the adult. o No “pupa” stage. o Examples: Aphids, shield bugs and dragonflies.

Complete o Four stages: egg, larvae, pupa and adult. o Larvae looks different to adult. o Pupa stage. o Examples: butterflies, beetles and bumblebees.

Highlight the stages– egg, larvae, pupae and adult. Show simple pictures of each stage. An example of a moth is located on the worksheet at the end of this document. Explain that

The egg – helps develop organism.

Larva – likes to eat and get bigger!

Pupa –this is another egg phase that helps organism develop.

Adult – bigger and winged, can now go far and wide to mate.

Cut out pictures of various life stages of different organisms (these are located on the worksheet at the end of this document from page 7):

Butterfly

Ground beetle

Hoverfly

Dragonfly

Wasp

Mix the pictures and get pupils to match them together in the correct order. Get them to spot the similarities and differences between life stages. What does the organism eat at each stage of its life? Answer:

Larvae Adult

Butterfly Leaves of plants Nectar

Dragonfly Pond life (e.g. water beetles, tadpoles)

Terrestrial invertebrates

Ground beetle

Various insects Worms, snails, slugs, other beetles

Hoverfly Aphids Nectar

Wasp Small insects brought by adults

Nectar

At different stages of their life cycle, they eat different things therefore there is less competition. Outcomes Pupils will learn that organisms have life cycles which involve different stages of metamorphosis. They will grasp what these stages are. They will learn what they eat at different stages and that this provides less competition. Extension work From their own experience can pupils draw/describe where they have seen caterpillars e.g. on leaves?

This is your life! (takes 30 minutes) What you will need:

Crafting materials (pipe cleaners, straws, glue, crepe paper, cardboard, paper etc.)

Colouring pens and pencils

Poster paper

This activity involves telling the life story of the organisms described in the previous activity. Assign one of the following organisms to a group:

Butterfly

Ground beetle

Hoverfly

Bumblebee

Get the pupils to research there invertebrate, specifically:

1. How many stages are in this invertebrates lifecycle? 2. What do they eat at each stage? 3. Where do they live at each stage? 4. What was each stage best suited for, eating, mating or protection?

Get the pupils to tell a story about the life cycles of these organisms using the crafting materials. They can create a diorama or a poster using crafting materials. Then they can narrate each life stage of the organism in a presentation to the class. Outcomes The pupils will be able to describe the life cycle of these organisms. They will understand that organisms live in different habitats at different stages of their life cycle with different behaviours. They will realise that this is an effective mechanism for stopping competition. They will note the cyclical nature of the process.

Outside activities Pre-lesson Discuss learning outcomes that you hope to achieve. Develop a health and safety contract with pupils over the correct way to behave in an outdoor environment that will ensure the wellbeing of invertebrates. This should be on a large poster, the pupils will then sign at the bottom to maintain the agreement. Prior reading at www.buglife.org.uk/, our website has many resources for helping with invertebrate identification. Additionally:

Arrange transport to a site with green spaces; this could be to a grassland meadow or woodland.

Complete a risk assessment.

Assure proper dress for conditions e.g. wellies and waterproofs.

Organise permission slips if heading off site from school.

Stage tag (takes 15 minutes) Everyone in the group starts off as an egg. Get the class to think of a very slow movement that is reminiscent of an egg. Once you tag someone you grow into a larva. Get the class to think of a movement for larva – it should be faster than the egg. Once you tag a larva you grow into a pupa. Pupae are the slowest of all the stages; get the class to come up with a movement that represents this. Once you tag a pupa you grow into a butterfly. They are the fastest and have an elaborate motion; the class must decide what this looks like. Once you tag a butterfly you win the game. Rules

You can only tag someone that is at the same “stage” as you.

Eggs can only tag eggs; larva can only tag larva etc.

The person who is tagged reverts back to their previous form i.e. butterfly to pupa.

You must stay in a small area.

After the game ask pupils:

Did you move faster as a caterpillar or a butterfly?

Why did you have to move a lot slower as an egg/pupa?

Why do you think adults have wings?

Was it easier that the different stages could not tag you? [highlight absence of competition]

Outcomes Pupils will learn there are challenges to the different stages of a life cycle. They will learn that the flying stage of an adult allows the organism to reach a wider area. They will learn about the advantages of no competition between the life stages.

Bug Hunt (takes 60 minutes) By now the pupils should have a familiar idea of what each insect life stage looks like. They will now experience these organisms in their natural environment and find and interpret these organisms for themselves. For this activity you will need:

Sweep nets (if available)

Magnifying glass

Jars

Paper

Coloured pencils/pens

Simple ID guide

Different habitat types o Long grass o Deadwood

o Flowers o Bushes

Spend 15 minutes exploring each habitat. Remember to look under leaves and on stalks. The sweep nets can be used on the bushes and long grass. On paper draw circles with: “larva”, “pupa” and “adult” within them. Capture organisms and assign them to each circle. Do not remove eggs, this could prove harmful to their development. Remember to keep a record of where each organism was found so they can be put back in their correct habitat. Ask the pupils:

1. Where did you find eggs? [answer: under leaves and hidden in deadwood for protection] 2. What where the larva eating and why? [leaves and deadwood – need a lot to grow quickly] 3. Where did you find the adults? [usually on flowers eating nectar or hunting on floor] 4. Where the pupa a lot more difficult to find? [usually hidden in detritus or under leaves to

protect themselves at this vulnerable stage]

Outcomes Pupils will gain practical skills in identification. They will also be able to locate organisms using previous knowledge gained. Pupils will also be able to answer questions on the purpose of life cycles for insects. Further discussion Relate this quest for survival to other organisms, what survival methods have they come up with? Do they also change form?

Worksheet Match up Butterfly life cycle Eggs Caterpillar

Pupa Adult

All butterfly images © Roger Keys

Ground beetle life cycle Eggs Larvae

Image credit © Phil Bendle Image credit © Roger Keys Pupa Adult

Image credit © Paul Franklin Image credit © Roger Keys

Hoverfly life cycle Egg Larvae

Image credit © Plant and Food Research Image credit © G. Bradley Pupa Adult

Image credit © Brian Valentine Image credit © Steven Falk

Dragonfly life cycle Nymph (Larvae)

Image credit © Warren photographic Adult

Image credit ©Paul Keene

Wasp life cycle Sealed egg cases and larvae

Image credit ©Roger Keys Adult

Image credit © Steven Falk