This post is by Jessica Fries-Gaither, a 2024-2025 Albert Einstein Distinguished Educator Fellow at the Library of Congress. It is one in a series exploring how to analyze primary sources through the three dimensions of the National Research Council’s “A Framework for K-12 Science Education” and the Next Generation Science Standards.
How might you study an animal’s life cycle?
Maria Sibylla Merian (1647-1717) was a Dutch painter, explorer, and scientist. As a teenager she became fascinated with the caterpillars she gathered for her artist stepfather, who always included an insect in his botanical paintings. Wanting to know more, she raised various species in her kitchen, observing and painting their different stages along with their host plant. This was remarkable for a time when many believed that caterpillars arose spontaneously from mud or rotting meat and that butterflies and moths, or “summer birds,” flew in from other locations. Over the course of her life, she published several books that shaped society’s understanding of insect life cycles and the relationships between insects and plants.
Show students this painting from Merian’s book of European insects and invite them to look closely. What do they see? Do they recognize the plant or any of the insects? What questions do they have? Guide students to notice that Merian included all four stages of the moth’s life cycle (egg, pupa, larvae, adult), although it is not essential that they know or use the correct scientific terminology.
I’ve found that students can also analyze this primary source through the three dimensions enumerated in A Framework for K-12 Science Education (Framework; NRC 2012). By considering disciplinary core ideas (science content), science and engineering practices (activities used to discover content), and cross-cutting concepts (broad ideas that frame the content), students are engaged in active learning that better represents the work of scientists and engineers.
To encourage three-dimensional thinking, provide additional context: Merian raised caterpillars and observed them closely in order to paint them. Ask guiding questions to help students reflect more deeply on the painting and the three dimensions represented in it.
Disciplinary Core Ideas
- What was Merian trying to show in this painting?
- Why do you think she included the parts that she did?
- What was her purpose in creating this painting?
During discussion, listen for evidence that students recognize the Disciplinary Core Idea of life cycles. You might also highlight the groundbreaking nature of Merian’s work in understanding this concept.
Science and Engineering Practices
- Which science and engineering practices would Merian have used to learn about these insects?
- What kinds of activities would Merian have engaged in to create this piece?
To facilitate discussion, you might show students a list of the eight science and engineering practices. Alternatively, you might invite students to think more broadly about the types of activities that scientists engage in, such as recording observations.
Cross-Cutting Concepts
- Which cross-cutting concepts might Merian have been thinking about as she studied these caterpillars?
- How can these cross-cutting concepts help us understand what is shown in this painting?
It may be helpful to provide students a list of the cross-cutting concepts for reference.
This primary source analysis could set the stage for students to engage in their own study of life cycles, particularly through firsthand observation. How might Maria Merian’s work inspire them to represent their findings?
Do you enjoy these posts? Subscribe! You’ll receive free teaching ideas and primary sources from the Library of Congress.
Comments (5)
Which grade levels would this lesson be appropriate for?
According to Jessica, “The best alignment to the Next Generation Science Standards is 3rd grade (see 3-LS1-1 in the standards). However, as life cycles and particularly butterfly life cycles are taught across many elementary grade levels (and even early childhood in some cases), this primary source analysis could be used with early childhood and elementary students. Some adaptation would be necessary for younger students, of course. I would omit specific reference to Science and Engineering Practices (in favor of discussing activities that a scientist might engage in and provide a cross-cutting concept like patterns instead of asking students to generate one themselves).”
Thank you for this valuable information.
I love the connection this makes between the close observation of “scientists” and of “artists”!
You can find additional Maria Merian related science content on two other LC blogs, Guardians of Memory (preservation directorate) and Minerva’s Kaleidoscope!