Students will launch the ladybug life cycle project by observing live or model stages, listening to a library-supported read-aloud and picture walk, asking questions about growth and survival, and beginning the class skit through movement, sequencing, feedback, and reflection.

Students will observe live or model ladybug stages, ask questions, gather evidence with drawings and talk, and use stage cards and props to build a shared idea about how ladybugs grow, change, and survive.

Students will collect and record evidence about the ladybug life cycle by sequencing stage cards, making picture notes from live or model observations, and using props to test whether their stage order makes sense. They will compare evidence from books, models, and classmates, revise their skit parts and notebook pages after feedback, and complete a midpoint checkpoint showing the correct sequence and one improvement they made.

Students will review observation evidence, notice patterns in the ladybug life cycle, revise their skit parts using peer feedback, and prepare clear explanations for guests before a performance checkpoint and picture walk practice.

Students will present their class ladybug life cycle skit and picture walk to guests, share evidence from observations and books, and reflect on what they learned about how ladybugs grow, change, and survive.