ALEX Learning Activity

  

Literacy Strategies in the Science Classroom: Collaborative Jigsaw Research

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  This learning activity provided by:  
Author: Hannah Bradley
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 1617
Title:
Literacy Strategies in the Science Classroom: Collaborative Jigsaw Research
Digital Tool/Resource:
ReadWriteThink Strategy Guide: Using the Jigsaw Cooperative Learning Technique
Web Address – URL:
Overview:

This strategy guide will provide teachers with the background knowledge needed to implement the Jigsaw Cooperative Learning Technique in their classroom. The digital tool explains the research basis of this technique, provides tips for integrating this strategy in the classroom and offers links to related resources. 

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.27- Conduct a short research project and construct a product.


English Language Arts
ELA2015 (2015)
Grade: 6
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]

a. Apply Grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). [W.6.9a]

b. Apply Grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). [W.6.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.29- Draw evidence from a literary or informational text to support a research topic.


English Language Arts
ELA2015 (2015)
Grade: 6
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

Science
SC2015 (2015)
Grade: 6
Earth and Space Science
10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Construct a scientific explanation based on evidence regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes.
Teacher Vocabulary:
  • Natural resources
  • Minerals
  • Fossil Fuels
  • Groundwater
  • Geoscience processes
  • Distribution
  • Extraction
  • Depletion
  • Water cycle
  • Rock cycle
  • Plate tectonics
Knowledge:
Students know:
  • Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources.
  • These resources are distributed unevenly around the planet as a result of past geoscience processes.
  • The water cycle, the rock cycle, and plate tectonics are examples of geoscience processes that distribute Earth's resources.
  • The environment or conditions that formed the resources are specific to certain areas and/or times on Earth, thus identifying why those resources are found only in those specific places/periods.
  • The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth
  • As resources as used, they are depleted from the sources until they can be replenished, mainly through geoscience processes.
Skills:
Students are able to:
  • Articulate a statement that relates a given phenomenon to a scientific idea, including that ongoing geoscience processes have caused the distribution of the Earth's resources.
  • Identify and use multiple valid and reliable sources of evidence to construct a scientific explanation of the phenomenon.
  • Use reasoning to connect the evidence and support an explanation of the distribution of Earth's resources.
Understanding:
Students understand that:
  • The Earth's resources are formed as a result of past and ongoing geoscience processes.
  • These resources are distributed unevenly around the planet as a result of past and ongoing geoscience processes.
  • The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth.
  • Because many resources continue to be formed in the same ways that they were in the past, and because the amount of time required to form most of these resources (e.g., minerals, fossil fuels) is much longer than timescales of human lifetimes, these resources are limited to current and near-future generations. Some resources (e.g., groundwater) can be replenished on human timescales and are limited based on distribution.
AMSTI Resources:
AMSTI Module:
Exploring Plate Tectonics
Learning Objectives:

  • Students will conduct research on the distribution of fossil fuels on Earth.
  • Students will use evidence from research to explain how non-renewable resources are the result of ongoing natural geological processes. 
  • Students will conduct a short research project to answer essential questions related to the science content. 
  • Students will draw evidence from a variety of informational texts to support their research on fossil fuels.
  • Students will engage in collaborative discussions with diverse partners, building on their classmates' ideas and expressing their own ideas.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

During Strategy/Explore & Explain: 60+ minutes

Note: This portion of the lesson will make use of the "Jigsaw" literacy strategy. If the teacher is unfamiliar with this method, the following websites provide additional information about the implementation of this research-based strategy.

"Using the Jigsaw Cooperative Learning Technique" from readwritethink.org 

"Jigsaw" from adlit.org

  1. Students should be divided into groups of four. This will be the students' "home group". Each student in the home group will be assigned a different essential question to research:

    • How do we use fossil fuels in everyday life?
    • How are fossil fuels created?
    • Where on Earth and within Earth are fossil fuels located?
    • How can we conserve this non-renewable resource, and what alternate forms of energy could we use?

  2. After the teacher assigns each student in the home group one essential question, the students who are researching the same topic will meet in "expert groups". These are students across the home groups who are assigned to research the same essential question.
  3. Students will use the "Jigsaw Research" handout to guide their research and take note of important information. 

    Note: If the students have access to digital devices, the teacher could allow students to research the answer to their assigned essential question online. Alternatively, the teacher can lead students to the following websites to conduct their research. If the students do not have access to digital devices, the teacher could print the information from the websites or provide other resources (books, encyclopedias, etc.) for students to use for research purposes.

    "Energy Sources: Nonrenewable"-from Energy Kids U.S. Energy Information Administration

    "Non-renewable energy"-from National Geographic

    "Adventures in Energy"-from adventuresinenergy.org

    "Fossil Fuel Energy"-from kidzworld.com

    "Learning About Fossil Fuels"-from the U.S. Department of Energy

  4. After students complete their research with their "expert groups," students will return to their original "home groups." Each student will share their research with their home group. As students discuss their findings, students should take notes on the "Home Group Discussion" handout. Be sure students know they will be responsible for knowing the answers to all of the essential questions in the culminating activity.
Assessment Strategies:

The students will be informally assessed as they conduct research on the distribution of fossil fuels on Earth to ensure students are focusing on pertinent information. The teacher could formally assess the students by evaluating their research notes on the "Jigsaw Research" handout.

The students will be informally assessed as they meet with their home groups to discuss their research. The teacher could formally assess the students by evaluating their research notes on the "Home Group Discussion" handout.


Advanced Preparation:

Teacher Background Information:

Our planet contains a variety of natural resources that help support life on Earth. The products that we use every day are developed from these natural resources. For example, notebook paper is a product made from the pulp of trees. Natural resources are generally divided into seven categories: plants, animals, soil, minerals, air, water, and energy sources (including sunlight, fossil fuels, the wind, and hydropower). Some resources are considered renewable because they are naturally replenished in a relatively short amount of time. Some examples of renewable resources are plants, animals, and solar energy. Other resources, such as coal, oil, and natural gas, are considered to be non-renewable resources because there is a limited amount available on Earth, and they take millions of years to form. This lesson will focus on the non-renewable resource of fossil fuels, including coal, oil, and natural gas.

This lesson will utilize the "Jigsaw" literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The following websites will provide additional background information regarding this research-based literacy strategy: "Using the Jigsaw Cooperative Learning Technique" from readwritethink.org and "Jigsaw" from adlit.org.

The teacher will need to make a copy of the "Jigsaw Research" and "Homegroup Discussion" handouts for each student. The teacher should preview these two handouts prior to teaching the lesson to be aware of the specific instructions for these parts of the activity. The teacher should copy the "Research Project Rubric" from readwritethink.org to formally assess each student's work at the conclusion of the lesson's activities.

Visit The Distribution and Creation of Fossil Fuels: A Collaborative Jigsaw Research Project lesson plan to learn more about this activity and additional lesson procedures to redeliver this Science activity in the classroom. 

Variation Tips (optional):
 
Notes or Recommendations (optional):

For more information about incorporating the Jigsaw strategy in your science classroom, please visit "Literacy Strategies in the Science Classroom: Using the Jigsaw Cooperative Learning Technique."

  Keywords and Search Tags  
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