Jigsaw Reading

MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.

My goal for this lesson was to incorporate literacy of scientific articles as well as emphasize the need for collaboration in science. We had previously introduced students to the molecular structure of solids, liquids, and gases, and were learning about how molecular and macro scale events related to each other. Students normally sit at tables of 4, so for this lesson I had each student at a table read a different article relating to a macro scale event that related to a phase change at the molecular scale. The four articles were about Old Faithful, Niagara Falls, Slot Canyons, and Glacier Caves. After students read their articles, they met in "expert groups", or groups of students who had all read the same article. In their expert groups, students filled out the section of a graphic organizer I made that corresponded to the phase change in their article.

Student work sample

After students completed the organizer in their expert groups, they went back to their original tables and filled in the rest of the organizer together. They finally used the completed organizer as evidence to support and refute claims about the movement of molecules. 

Reflection: I really liked this lesson for a few reasons. Students seemed to enjoy filling out the organizer, and once they had finished, they had a huge amount of evidence in one place. When giving writing assignments in science, my cooperating teacher always focuses on evidence and reasoning over grammar and structure. Because of this, students who do not take organized notes often suffer when trying to put together evidence from many different activities. With this organizer, students were able to compile molecular scale evidence from an online simulation, as well as macro scale evidence from their nature articles. Finally, they could practice refuting claims with the evidence from each phase change. The one part of this lesson that I did not like was when the students filled out their charts for the articles they did not read. I can't think of a more thoughtful way for students to gather information at the end of a jigsaw reading, but a vast majority of students were mindlessly copying the chart of whoever had read the article they needed. I want them to be able to get more out of it, but having them discuss their articles together didn't seem to help. If anyone has any suggestions on how to share info after a jigsaw reading I would love to hear it!