In order to facilitate a cooperative learning activity on “Saltwater Marshes” the Jigsaw method will be used. There are ten steps to the Jigsaw method: 1. Divide class into diverse groups of five to six students 2. Choose a leader for each group 3. Divide the lesson into five to six segments 4. Give each group member their own segment to learn 5. Students are given time to read over their segment at least two times 6. Create provisional groups, that members from the Jigsaw groups with the same segment will come together to collaborate and practice what will be told to their jigsaw group 7. Have the segment groups return to their Jigsaw group 8. Have the students present their segment to their group and promote group questions and discussion of each other 9. Observe each group and regulate student behavior and participation, but the group leader should take this role 10. At the conclusion of the task give a quiz on the material covered in the groups, so students know it is a learning time not a socializing group time (Aronson, 2000.)
Choosing students of different genders, academic ability, and race to form the jigsaw groups will create groups of five members for the “Saltwater Marsh” lesson. Next the student in each group who is the most responsible and mature will be chosen as the group leader. The “Saltwater Marsh” lesson will be divided up into the following segments: tidal changes, plant, 2 different animal segments and a vocabulary segment. Each member of the jigsaw group will be given one of the five segments and specific material for their segment to learn. Once students have had enough time to read through their material a few times, they will be joining other students who have the same segment. In the new segment groups (tidal change, plants, animals mammals, animals non-mammals, and vocabulary) the members will be discussing the material they read and practice what information they will be taking back to their group. When all students have had time to discuss and review their segments the students will return to their jigsaw group at the same time. Once the members are back into their groups they will take turns informing the other members about their segment. Other members are encouraged to ask question because they will take a quiz on all segments. The teacher will be roaming around the classroom listening and encouraging groups. While roaming the teacher will assist groups with behavior and participation, but would ideally want the group leader to regulate the group. When all groups have finished sharing their specific information with the group and all questions have been answered the students will have a quiz. The quiz will consist of each student writing a paragraph about what they have learned about saltwater marshes and must have at least 5 facts and the following vocabulary salt marsh, tide, cord grass, marsh hay, burrow, and gills. Observing the groups as they work will give the teacher an idea of the amount of participation by members. By keeping notes on which students were in which group and segment they had will help track how well the individual did their part of informing their group. To assess the individual the mechanics and writing ability will be graded, but if the student is missing information and the rest of the group, also missed it then who had that segment will be graded different. For group assessment the teacher will ask the leader to keep track of participation too. Groups will, also be graded on time management. There will be two scores for the lesson individual and group, with the group being weighted heavier.

Reference
Aronson, E. (2000). Jigsaw Classroom Retrieved from http://www.jigsaw.org/