2. This flickclip could then instigate
breaking the students into teams to experience discovery stations.
These stations could detail different life stages of various organisms
affording students with the opportunity to compare and contrast various
different life cycles.
3. Teams of students could also research
a particular organism and present that life cycle to the rest of the
class. They could include diagrams or models of the different phases.
4. This flickclip could also take place
after a unit on life cycles. Students could watch the scene and then
comment about the life cycle of the caterpillar, why it changed and
what the reasons behind the change were. They might also discuss possible
factors that would affect various stages of the life cycle, e.g. drought,
predators, lack of food, diseases, pollutants