Jigsaw
Jigsaw
Jigsaw
Grade level
/subject
Context
description
Standards
met
Concept
addressed
Jigsaw Activity
evolution.
Objectives
on Earth today
Present species developed form common ancestors with
modifications
Become scientist in the particular field to examine change
over time
Academic
language
Learning
strategies
Materials
needed
Jigsaw Activity
Safety
Physical Anthropologist
o Hominid images
o Small rulers
o Protractors
o Pictures of human, chimpanzee and mystery bones
o Instruction Sheet
All
o Poster board
o BSCS Book
o Journal
o Writing utensil
Students must follow all safety instructions given in the
beginning of class.
Dissecting tools should only be out when they are need
Students must clean up their area each day and after each
activity.
Engagement/Introduction/Hook
We are going to be doing a project for the next 3 days. This project
allows you to become specific scientist in the field.
Instructional sequence:
Instructional
outline
Day 1: 55 min
Segment 1: Opener: What type of evidence can we look for
when trying to find evidence of change? (4 min attendance)
Transition 1: Turn in bell openers to the folders (1 min)
Segment 2: Assign team members roles and have them read
what they are supposed to do for the activity(pages vary by
specialist in the BSCS Book) (4 min)
Transition 2: Open journal to a new clean page and title it
Evidence of Change (1 min)
Jigsaw Activity
Segment 3: In your journal write down what specialist you are
and draw the table on page 42 (2 min)
Transition 3: Break into your specialist groups while going
over safety instructions (2 min)
Segment 4: Follow the instruction for your specialist (rest of
class period leave 5 min for clean up)
Closure: Clean up all materials (5 min)
Day 2: 45 min
Segment 1: Bell Opener: What is your specialist job? What do
they do? (4 min attendance)
Transition 1: Turn in bell opener to the folder (1 min)
Segment 2: Students should finish all of their specialist
directions from the previous day (15 min)
Transition 2: Clean up all materials (4 min) Hand out poster
paper to each person along with a rubric (1 min)
Segment 3: Student will create a poster to present to their
original groups about their finding. Be sure to follow the rubric.
(15 min)
Closure: Discuss with your specialist group what you learned
about your job and predict how it is different from your
classmates (5 min) When leaving class turn in your poster and
your prediction.
Day 3: 45 min
Segment 1: Opener: List evidence that you found about
change. (4 min attendance)
Transition 1: Turn in bell opener to the folders (1 min)
Jigsaw Activity
Assessments
of learning