Whose Part Do I Have?

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" also located in Resources. This task assesses students' ability to sort body parts into groups and describe how the groups are formed; record observations about parts of animals including wings, feet, heads, and tails; and identify parts that, when separated from the whole, may result in the part of the whole not working, such as cars without wheels, and plants without roots.

Weblink address (URL):

Whose Part Do I Have?

Standards & Objectives

Academic standards

CCSS.ELA-Literacy.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and...
CCSS.ELA-Literacy.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to...
CCSS.ELA-Literacy.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use...
CCSS.ELA-Literacy.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement...
CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and...
CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
GLE 0101.3.1: Compose simple stories with a clear beginning, middle, and end.
GLE 0101.3.3: Begin to develop topic sentences.
GLE 0107.1.1: Recognize that living things have parts that work together.
GLE 0201.3.1: Write in a variety of modes for different audiences and purposes.
GLE 0201.3.3: Organize ideas into a topic paragraph with complete coherent sentences.
GLE 0301.3.2: Write in various modes and genres, including narration, literary response, personal experience, and subject matter content.
GLE 0401.3.2: Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject...
SPI 0401.1.13: Recognize and use grade appropriate vocabulary within context.
SPI 0401.3.8: Select appropriate time-order or transitional words to enhance the flow of a writing sample.
TSS.ELA.1.W.TTP.1: With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some...
TSS.ELA.1.W.TTP.2: With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure.
TSS.ELA.1.W.TTP.3: With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words...
TSS.ELA.2.W.RBPK.7: Participate in shared research and writing projects, such exploring a number of books on a single topic or engaging in science experiments to produce a report.
TSS.ELA.2.W.TTP.1: Write opinion pieces on topics or texts.
TSS.ELA.2.W.TTP.2: Write informative/explanatory texts.
TSS.ELA.2.W.TTP.3: Write narratives recounting an event or short sequence of events.
TSS.ELA.3.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
TSS.ELA.3.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information.
TSS.ELA.3.W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
TSS.ELA.4.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
TSS.ELA.4.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information.
TSS.ELA.4.W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Students will:

conduct investigations
gather, organize, and represent data
formulate conclusions from investigational data
apply scientific principles to develop explanations

Lesson Variations

Blooms taxonomy level:

Applying

Extension suggestions:

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.

Helpful Hints

Materials needed:

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

References

Contributors:

Sarah Armstrong

Originator:

Ayers Institute for Learning & Innovation

eduToolbox® is a resource-sharing portal developed by the Ayers Institute for Learning & Innovation with collaborative support and funding from the Tennessee Department of Education and the U.S. Department of Education's Math & Science Partnership program.