Session n#1 : Discovering the butterfly

Whatever students’ abilities, introducing or revising key vocabulary is essential and should be done throughout the sequence.

• Introduction: The session may be introduced with the story of a caterpillar, The very hungry caterpillar by Eric Carle. Before reading the story the teacher asks students to say what they see on the cover. «Something very, very special happens to the caterpillar. What do you think happens?» Students give their opinion. Teacher may also use the very good French version adapted by Helen Thomas for FLE teachers (Document 1_La chenille qui a très faim). This PowerPoint version may be printed or viewed using a video projector as the story is accompanied by sounds.
  **This part of the session may be done as an introductory vocabulary session. Reading is followed by question and answer on what happened to the caterpillar, followed by an activity and/or game.
• Development: Discussion on the story. How did the caterpillar become a butterfly? Students describe the stages of transformation. Teacher numbers and notes the stages on the board. Teacher uses Document 2_Dossier images papillon and Document 3_life cycle butterfly to explain that before becoming a butterfly the caterpillar must go through four stages.

Activities

• Material 1_ the butterfly
• Material 2_ Fill in the blanks (according to students level)
• Students can enact the metamorphosis of the butterfly. the egg : sitting on the floor, arms wrapped around their knees ; the caterpillar : pupils lie on the floor and move around like a caterpillar; the pupa : students stand still with arms crossed tightly across the chest, heads bent, chins resting on the chest ; the butterfly : pupils ‘spread their wings’ and fly around the class.
• Group work: each group illustrates the life cycle of the butterfly using different techniques and materials: paint, crayons, collage…, on cardboard, Bristol board, wood, regular paper, paper plates… Each group’s work is hung up in the class. Pupils of higher classes can add short explanatory notes to their work.
• Butterfly game: each child is given a scarf or length of cloth. Pupils lie on the scarves and try moving like a caterpillar while staying on the scarf. Pupils listen to the song sung by the teacher and do the motions to the song. Teacher sings: (Wheels on the Bus melody)
  The caterpillars are wriggling around, wriggling around, wriggling around.
  The caterpillars are wriggling around, all around the yard.
  The caterpillars are building a cocoon, building a cocoon, building a cocoon.
  The caterpillars are building a cocoon all around the yard (Pupils roll up into a ball and cover their heads with the scarves).
  The butterflies are flying around, flying around.
  The butterflies are flying around, all around the yard (Pupils ‘fly’ around the class with the scarf).

Going further

• Each student illustrates the life cycle of the butterfly. The pages are then linked together to create a book.
• Colour elbow pasta using several food colourings. String the pasta to create colourful caterpillars. Don’t forget to draw them eyes and a mouth!
• Raise butterflies in the classroom. Pupils follow the evolution of the butterfly, observe and comment on changes. The butterflies are then released.