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Kindergarten Performance Task
Developed for Texas Essential Knowledge and Skills (TEKS)
Authors: Betty Crocker, Janette Fentress, Virginia Malone, Theresa
Weeks, Vanessa Westbrook
Description:
The student identifies an animal in a picture. The
student selects and names a body part on card. The student matches
a body part to a specific animal. Note: This task is one of three
linked tasks. The others are "Animals Piece by Piece"
and "Mythical Animals."
Time Frame:
1 to 4 (15 minute class periods)
Materials:
- Strips of manila paper for 6-7 headbands
- 6-7 simple line drawings of simple animals (dog, bird, fish,
frog, lizard, etc.)
- Photocopy of each animal line-drawing
- Tape
- 28 index cards
- Glue
- Scissors
- Animal Journals
- Meter-long piece of yarn for each student with a body part
card
Advance Preparation:
Use simple line drawing of very different animals
to make headbands. Photocopy each animal picture that you will use.
Mount a different animal picture in the center of each headband.
For each headband, you need to have two to four body part cards.
Cut photocopies of animal pictures into 2-4 body parts: heads, legs,
tails, wings/arms, etc., and mount each body part on an index card.
Procedure:
- Give animal headbands to one-fourth of the class.
- The class names the animal pictured on each headband.
- Call out a body part such as legs.
- Have all students wearing headbands with an animal with legs
stand together.
- Move all students back together before focusing on a different
part.
- Repeat steps 3, 4, and 5 until all body parts have been used.
Students will group and regroup based on the parts their animal
has.
Formative Assessment:
Monitor students as they move into the correct groups. Have students
without headbands make suggestions about where and when each student
with a headband should move.
- Give body part cards to the students without headbands.
- The class names the animal body part on each card.
- Instruct students with like body parts to stand together: all
legs together, all heads together, all tails together, and all
wings together.
Observe how students are grouping the body part cards. Have the
group assist students who are having difficulty.
- Ask students to explain how each body part (wings or arms, legs,
tails, or heads) would function or fail to function if not attached
to an animal.
Listen to student responses and explanations. Help students correct
any misconceptions.
- Line up with students wearing headbands across from students
holding body part cards.
- Play "Who's Part Do I Have?"
- Give a piece of yarn to each student holding a body part
card.
- Call out an animal from a headband.
- Ask students with body parts from that animal to give one
end of their yarn to the student wearing that animal headband.
- Class names the body parts on the cards and names the animal
the body parts match.
Students record the names of the animals and the body parts in
the Animal Journal. During center time, have individual students
rename animals and body parts. Also have students explain why the
animal needs each part, and how it needs to be part of the whole
animal for that part to work. If a student is having difficulty,
look for cross-grade level tutors, send animal puzzle packages home
for parental tutoring, or allow extra time at the animals/body parts
center.
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