Leaf Tissue Jigsaw
Identifying Information:
(Group Members and Schools, Title of Lesson, Length in Minutes, Course Level)
 Katie Blansit, Teacher, Crestview High School, Crestview, Fl
blansitk@mail.okaloosa.k12.fl.us
 Brittany Brown, Teacher, Paxton School, Paxton, Fl
brownb@walton.k12.fl.us
 Melissa Brown, Teacher, Crestview High School, Crestview, Fl
brownme@mail.okaloosa.k12.fl.us
 Sharon Steen, Teacher, Crestview High School, Crestview, Fl
SteenS@mail.okaloosa.k12.fl.us
Mentor-Katie McCurdy
Lesson: Time Frame-Two 50-minute classes
Level of course: Biology (General)
Motivation:
Students are issued a multiple-choice pre-test to assess what they currently know about plant
structure and function. (5 minutes)
Students will watch a video clip to introduce plant tissues:
View Crash Course video clip (11 minutes) at YouTube
http://www.youtube.com/watch?v=h9oDTMXM7M8
or
Education World video clip (6:13 minutes) at YouTube
http://www.youtube.com/watch?v=U87MdGeMHRI
After viewing the clip, the teacher will facilitate a Think. Pair. Share. discussing, “Are plants
static organisms or can they actively interact and respond to their environment?”. Remind
students about information from yesterday’s lecture on Plant Structure and Function as well as
the information in the video clip. (4-8 minutes)
Assess NGSSS:
SC.912.L.14.7-Relate the structure of each of the major plant organs and tissues to physiological
processes.
SC.912.L.14.3-Compare and contrast the general structures of plant and animal cells. Compare
and contrast the general structures of prokaryotic and eukaryotic.
SC.912.L.18.12-Discuss the special properties of water that contribute to Earth’s suitability as an
environment for life: cohesive behavior, ability to moderate temperature, expansion upon
freezing, and versatility as a solvent.
LACC.910.RST.2.4-Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant to grades
9-10 texts and topics.
LACC.910.SL.1.1-Initiate and participate effectively in a range of collaborative discussions with
diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
Needed Materials & Set-Up:
(Prior Knowledge: “Plant Structure and Function”
PowerPoint lecture)
Day 1: Materials for Motivation Segment:
1. “Leaf Tissue Jigsaw” Pre-test
2. Projector and screen
3. Video clip: YouTube Crash Course video clip (11 minutes) at YouTube
http://www.youtube.com/watch?v=h9oDTMXM7M8 or Education World video clip (6:13
minutes) at YouTube http://www.youtube.com/watch?v=U87MdGeMHRI
Day 1: Materials for Jigsaw Activity:
1. Articles for “Jigsaw” activity:
a. A Companion to Plant Physiology, Fifth Edition by Lincoln Taiz and Eduardo Zeiger
http://5e.plantphys.net/article.php?ch=1&id=19 Topic 1.4: Plant Tissue Systems: Dermal,
Ground and Vascular
b. Ground Tissue in Plants: Function, System & Definition,
Sarah Fried, http://education-portal.com/academy/lesson/ground-tissue-in-plants-functionsystem-definition.html#lesson
c. What is Dermal Tissue? http://www.wisegeek.com/what-is-dermal-tissue.htm
d. Anatomy Of Plants, http://www.biologyreference.com/A-Ar/Anatomy-of-Plants.html
e. Stomata http://www.eoearth.org/view/article/156262/
f. Vascular Tissues, BioCoach activity, http://www.phschool.com/science/biology_place/biocoac
h/plants/vascular.html
Day 2: Materials for Leaf Tissue Model
1. Leaf templates (see PowerPoint “plant tissue jigsaw leaf templates)
2. Plant Tissue Jigsaw Leaf Tissue Cross Section Handout
3. Instructions: “Construction of Plant Tissue Leaf Model”
4. Green construction paper
5. Color pencils, crayons, markers
6. Scissors and glue
Day 2: Materials Needed for post-activity
1. “Leaf Tissue Jigsaw Post-Test
2. Remediation video http://www.bozemanscience.com/plant-structure
Transition Method:
All materials will be on the designated resource table. One student from each group will collect
and return all supplies.
Students will complete the activities at their table.
Community Resource:
An ideal community resource speaker for this lesson is a scientist or university professor who is
expert in the field of plant physiology. If possible, set-up a live conference with the scientist
or professor during the execution of the lesson so students can ask their questions directly to the
resource person.
Outcomes
Dimensions of K-12 Science Education Standards:
Scientific and Engineering Practices: Dimension 1
1. Developing and using models
2. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Dimension 2
1. Systems and system models
2. Structure and function
Disciplinary Core Ideas: Dimension 3
1. LS1: From molecules to organisms: Structures and processes
Next Generation Sunshine State Standards:
SC.912.L.14.7-Relate the structure of each of the major plant organs and tissues to physiological
processes.
SC.912.L.14.3-Compare and contrast the general structures of plant and animal cells. Compare
and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.18.12-Discuss the special properties of water that contribute to Earth’s suitability as an
environment for life: cohesive behavior, ability to moderate temperature, expansion
upon freezing, and versatility as a solvent.
Content Literacy Standards:
LACC.910.RST.2.4-Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant to grades
9-10 texts and topics.
LACC.910.SL.1.1-Initiate and participate effectively in a range of collaborative discussions with
diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
Specific Learning Outcomes:
1. During this “Jigsaw” activity, students will work cooperatively with group members to
analyze scientific text in order to help each other build comprehension of the major plant
tissue types with 100% accuracy as assessed by teacher observation. (Bloom’s Level IVAnalysis)
2. Using the information gathered from the “Jigsaw” activity, students will compare and contrast
form and function of the major plant tissue and correlate this to the evolution of land
plants with 100% accuracy as assessed by teacher observation. (Bloom’s Level IV-Analysis)
3. After completing the “Leaf Model”, students will accurately identify the major tissue types of
a leaf with 100% accuracy as assessed by teacher observation. (Bloom’s Level III-Application)
4. Given a post-test following this activity, students will apply the content information gained by
answering questions relating to plant tissue with 80% accuracy or better. (Bloom’s
Level III-Application)
Presentation and Participation:
Day 1:
• The teacher will administer a pre-test, present a video clip, and facilitate a Think, Pair,
Share (Cognitive). (20 minutes)
• The teacher will disseminate articles on dermal tissue, ground tissue, vascular tissue, and
stomata to be used in a jigsaw activity. “Jigsaw is a strategy that emphasizes cooperative
learning by providing students an opportunity to actively help each other build
comprehension. Use this technique to assign students to reading groups composed of
varying skill levels. Each group member is responsible for becoming an "expert" on one
section of the assigned material and then "teaching" it to the other members of the team.”
(http://www.adlit.org/strategies/22371/) (Behavior) (10 minutes)
• The students will form into their assigned groups and discuss the characteristics of plant
tissues they read about (Other, Cooperative learning) and the teacher will monitor and
provide feedback (Other/providing feedback) while circulating throughout the room. (20
minutes)
Day 2:
• The teacher will distribute materials and demonstrate how to construct the leaf tissue
model. (Behavior/modeling) (5 minutes)
• The students will create a leaf tissue model. (Application/project) (37 minutes
• The students will complete a post-test. (8 minutes)
Questions:
(3 higher order—analysis, synthesis, evaluation)
1. (Evaluation) Based on what you know about the general location of stoma (usually
located on the underside of leaves), how would you explain why soma of water lilies are
found on the top of their leaves? Explain and justify your answer.
The stomata are usually located under the leaf to prevent excess loss of water due to direct
sunlight causing evaporation. Water lilies have adapted to unique environmental conditions
unlike most terrestrial plants. The undersides of the leaves are in direct contact with water,
causing an inadequate design for gas exchange to occur through the stoma. Due to water loss
not being a concerning factor for the water lilies, then the location of the stoma is more
successful on the top of the leaf than the bottom.
2. (Evaluation) What would happen to a plant if the guard cells never close? Explain and
justify your answer.
Because the stoma is responsible for gas exchange in photosynthesis and movement of water,
both of these processes would occur at all times. Increased water movement could cause a loss
of water during times of drought. The plant would eventually die to an inability to remain in
homeostatic conditions. It is imperative that the guard cells close the stomata to control water
loss, but stay open long enough for photosynthetic gases to enter and exit.
3. (Synthesis) Describe how a cuticle could have evolved through natural section. Explain
and justify your answer.
As a result of a random mutation, the leaves of a certain plants may have been covered by a
waterproof layer. Through natural selection, this trait increased in frequency among the plant
population. This trait was therefore introduced into the population.
4. (Synthesis) Explain why most seedless vascular plants live in moist environments?
Seedless vascular plants need free standing water for reproduction. The sperm must swim
through water in order to reach and fertilize an egg. Without moist environments, fertilization
would not be possible.
5. (Synthesis) The flowering proteas of South Africa are adapted to a dry climate that receives as
little as 600 mm of rain each year. However, plants must retain moisture in order for
photosynthesis to occur. Describe the adaptations that allow these plants to retain moisture in
their leaves while still allowing for air to move in and out.
The surfaces of many plants are covered with a cuticle, which is a waxy, waterproof layer that
helps hold moisture. Tiny holes in the cuticle, called stomata, allow air to movie in and out of the
plant surfaces. Without this stoma, the ability to control water concentrations would cease. The
plant would then be limited to an environment with high moisture.
Reflection:
An initial multiple choice pre-test at the onset of the day 1 lesson plan will provide the
teacher an assessment of the students’ initial set of knowledge prior to instruction. An
identical post test administered at the close of the class session will measure cognitive
growth. Students with a post-test score lower than 80% will be asked to watch an
additional animation video from Bozeman Science: http://www.bozemanscience.com/plantstructure.
Formative assessment will also occur throughout the lesson as the teacher circulates and
asks questions during the activity.
Verbal feedback will be provided to individuals throughout the lesson based on their
answers to the teacher’s oral questions.
Safety:
Safety Precautions:
There will be a conversation to remind students of what respectful behavior and appropriate
practices are in the classroom. The teacher will also have students review previously stated
classroom safety rules from the beginning of the year. Emphasis will be on the following
classroom procedures:
• Never eat or drink while working in the laboratory.
• Read and follow the procedures/directions carefully.
• Do not use any equipment/supplies/materials without any instruction given by the teacher
or approved by the teacher.
• Do not play with the scissors, glue, tape, markers, crayons, folders or any other supplies
given. Be extra careful not to cut or glue yourself or your classmates.
• Keep the work area clear of all materials except those needed for your assignment.
• Clean up your work area before leaving.
Transformative:
(Accommodations for at least 2 special needs students)
•ESE students whose IEP specifies flexible schedule will be given extended time (double)
to complete the leaf tissue model.
• Hearing impaired students will have the aid of an interpreter as needed for
communication with their teacher.
• 504 student suffering from fibromyalgia, who has flexible scheduling, will be given
extended time (double) to complete the leaf tissue model.
• ESOL students will have a recording of the lesson steps and a peer partner who can help
with interpreting.
Utilize:
Challenges presented in this lesson are based on teacher observation throughout the lesson AND
student assessment data from the pre-test and post-test.
Challenges
1. Some students may lack prior knowledge about plants. These students will need
remediation on the subject of these during after school tutoring or by use of Bozman science,
quizlet, crash course or education portal video lessons.
2. Students may have difficulty using materials such as the scissors to cut the paper and
glue. To minimize this challenge, the teacher will demonstrate proper tool techniques at
the beginning of class.
3. Students’ post-test scores may not show mastery. Re-teaching is required if this challenge
presents itself.
Re-teaching following the Post-Test
Re-teaching will be conducted if at least 80% of the students are unable to obtain at least an
80% average on the Post Test. A review of plant tissue would be suggested if post-test results are
not optimal. The teacher may use educational videos such as Bozman science, Quizlet, Crash
Course Biology or Education Portal to assist students master the benchmark. The teacher can
provide a copy of the answer key for the students to review and compare their results with the
correct answers. The teacher will call on students at random.
Strengths
1. The teacher has the ability to circulate and re-direct students who may not understand the
material sufficiently during the activity.
2. Students are working collaboratively during the lesson activity.
3. Students can check their understanding by comparing their results to the findings of their
peers.
Following the post-test, students have the opportunity for remediation and re-test if mastery of
the standards are not met.