Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
Hundreds of aquatic and wetland plant species can be
found throughout Florida -- in our own backyard, neighborhood,
or local pond. Learning more about these plants is the first step
to becoming better environmental stewards. After all, we need
to know more about our native plants and animals before we
can begin to tackle the problems associated with invasive
species. Having the ability to recognize and identify flora and
fauna gives us a greater sense of ownership; studies show that
we tend to care more about a plant or animal if we know its
name. The following puzzle activities are designed to help
students develop better observation skills and a working
vocabulary of aquatic plant species commonly found in Florida.
Note: Jigsaw puzzles (14” x 20”) available by request from:
[email protected] .
For more information about Florida’s freshwater plants (macrophytes) and habitats: http://plants.ifas.ufl.edu and
http://plants.ifas.ufl.edu/manage
KEY QUESTION(S):
What characteristics or “clues” can we use to define and identify aquatic plants?
What characteristics can we use to categorize or classify aquatic plants?
What is the difference between personal opinion and verified observation?
Why is observation so important in science?
SCIENCE SUBJECT:
Biology, Earth Science, Environmental Science, Life Science, Integrated Science
GRADE LEVEL:
Grades 4-5 and Grades 6-7-8
SCIENCE BIG IDEAS: Grades 4-5: Through observation, data collection and interpretation compare and contrast
adaptations displayed by plants and animals. Compare and contrast the major steps in the life
cycles of Florida plants (and animals), such as those that undergo incomplete and complete
metamorphosis, and flowering and non-flowering seed-bearing plants.
Grades 6-7-8: Analyze and describe how and why organisms are classified according to shared
characteristics with emphasis on Linnaean system, combined with the concept of Domains.
LANGUAGE ARTS:
Grades 4-5-6: Recording information (observations, notes, lists, charts, etc.); organizing
information to show understanding; use of new vocabulary and using context clues to determine
the meaning of unfamiliar words.
TIME ESTIMATE:
2 class periods
LEARNING STYLES:
auditory, kinesthetic, visual
LESSON SUMMARY: Students begin with Silent Invaders AV presentation, followed by discussion of the four categories
commonly used for classifying aquatic plants: emersed (includes grasses, sedges/rushes); floating; floating-leaved; and
submersed. After completing a quick review of the terminology (see matching activity), students will assemble a jigsaw puzzle
of a typical Florida freshwater pond/lake habitat. Next, they use the puzzle and accompanying field guides to complete an
observation chart. Last, students and teacher play “What Am I?”... a plant identification guessing game.
University of Florida © 2012
Page 1 of 10
Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
STUDENT LEARNING OBJECTIVES:
1)
Learn about aquatic plants and associated terminology through presentation, discussion and observation.
2)
Complete a word-matching activity; learn to define emersed, floating-leaved, free floating, and submersed plants;
native, non-native and invasive plant species.
3)
Use visual clues/observation skills to assemble a 14” X 20” jigsaw puzzle illustration of a Florida freshwater
environment. Use some of these same clues to help categorize the aquatic plants.
4)
Use newly learned plant characteristics to “guess” the identity of various plants, based only on descriptions (clues)
given by the teacher.
5)
Learn to use more than one resource or visual clue (field guides, etc.) to recognize and/or identify plants.
VOCABULARY:
aquatic plants: plants that grow in water or wet areas; plants that complete part or all of their life cycle in, on or near
the water.
emersed plants: plants rooted to the bottom (in shallow water) and having most of the vegetative growth above the
water. Note: Sometimes these plants are found out of the water, near the shoreline or in areas that flood.
floating-leaved plants: plants that may or may not be anchored to the sediment, but have leaves that float on the
surface of the water.
free-floating plant: a plant that floats freely on the surface; it does not have any roots attached to the bottom of a
lake or pond.
habitat: the locality or external environment in which a plant lives (aquatic, terrestrial, etc.).
invasive plant: a non-native plant species that is able to spread on its own and cause environmental or economic
harm.
native plant: a plant species that occurs naturally in a geographic region or area (also referred to as an indigenous
plant); it has not been introduced by humans--intentionally or unintentionally.
non-native plant: a plant species that is outside its original, historic range because of intentional or unintentional
introduction; exotic; not necessarily invasive. The plant species is often introduced to a new area by human activity.
submersed plants: plants growing with roots, stems, and leaves completely under the surface of the water.
Sometimes the leaves and/or flowers may grow above the surface.
terrestrial plants: plants that live on dry land.
University of Florida © 2012
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
MATERIALS NEEDED: All print materials (except the puzzles) are available online: http://plants.ifas.ufl.edu/education
Teacher
•
Access to Silent Invaders presentation http://plants.ifas.ufl.edu/education (online or see teacher resource disk)
•
6 -- Freshwater Plants Jigsaw Puzzles (UF/IFAS Center for Aquatic and Invasive Plants: [email protected])
•
6 -- Freshwater Plants Jigsaw Puzzle Illustration (8.5” x 11”)
•
6 -- Freshwater Plants Jigsaw Puzzle -- Plant List (8.5” x 11”)
•
15 -- Freshwater Plant Habitats – 8.5” X 11” or 8.5” x 14”: color illustrations/definitions of emersed, free-floating,
floating-leaved, and submersed plants; quantity = 15 (one for every 2 students). See teacher kit or online.
•
Hand lens magnifiers – classroom set of 30
•
Answer Key for activities (Steps 1&2, 3 and 4) listed below
Teacher -- Optional
•
Freshwater Plants in the Southeastern
United States – 8.5” X 14” (quantity=15; 2
pgs, printed both sides)
•
Freshwater Plant Habitat Checklist
Note: to be used if lesson involves
additional plants (other than those
depicted on the puzzle).
•
Prizes for guessing teams (for Step 3)
Students (Grades 4-5)
•
•
•
Steps 1 & 2: Plant Terminology Match-up (UE)
Step 3: Observation Chart (UE)
Step 4: WHAT AM I? activity (UE)
Student (Grades 6-7-8)
•
•
•
Steps 1 & 2: Plant Terminology Match-up (MS)
Step 3: Observation Chart (MS)
Step 4: WHAT AM I? activity (MS)
Per Student
•
•
•
1 -- Plant Terminology Match-Up activity (UE version or MS version)
1 -- Observation Chart (UE version and/or MS version)
1 -- hand lens magnifier
Per Lab Group
●
●
●
●
1 -- Freshwater Plants Jigsaw Puzzle per group (minimum of 2 students / maximum of 4)
1 -- Freshwater Plants Puzzle Illustration 8.5” X 11” (one per puzzle)
1 -- Freshwater Plants Jigsaw Puzzle—Plant List (one per puzzle)
1 -- Freshwater Plant Habitats
●
OPTIONAL: 1 set -- Freshwater Plants in the Southeastern U.S. 8.5” x 14” (4 pages)
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
PROCEDURE
Step 1: View Silent Invaders presentation and discuss
●
Watch Silent Invaders new media lesson/presentation as a group; discuss keywords and concepts.
●
Use Freshwater Plant Habitats to discuss and clarify types of aquatic plants/habitats (vocabulary).
●
OPTIONAL: Observe and discuss the Freshwater Plants in the Southeastern United States (8.5” x 14”; two
pages, 2-sided). Talk about the tools available for identifying plants (field guides, internet, books, etc.). Notice
how plants are categorized and/or classified in this particular field guide (emersed, submersed, grass-like, etc.).
Discuss how this can be used as way to classify plants; it also makes them easier to remember. NOTE: For this
activity, grass-like plants would also be classified as “emersed.”
●
Distribute Terminology “Match-Up” activity for students to complete.
Step 2: Assemble and discuss puzzles
●
When “match-up” activity is complete, divide students into groups to assemble the puzzles (group size 3-4).
●
Once the puzzles are assembled, give students magnifying hand lenses and begin discussion:
o What types of plants do they see?
o How many are in the water?
o Have they seen plants like this before?
o Do they see anything besides plants (any animals)? What other animals might be found there?
o Do any of the plants have flowers?
o Are any plants UNDER the water? FLOATING?
o Do they understand the difference between “floating-leaved” and “free-floating”?
o Do they see plants “emerging” out of the water, along the shoreline?
Continue to discuss the various types of plants (emersed, floating-leaved, free-floating, submersed, etc.) Which
category do the grasses and sedges fit into? (answer=emersed). Discuss the possibility that some emersed plants
may be found out of the water (in the flood zone) and yet they will still be considered “emersed.”
Step 3: Use Observation Chart to record data
Give students the Freshwater Plant Jigsaw Puzzle Observation Chart (UE or MS version). Let students choose their
own plants or assign plants from the puzzle illustration to each lab group to research using the materials available
(field guides, etc.). Ask students to use their new terminology knowledge to determine if the plants are emersed,
submersed, floating-leaved or free-floating and record data about them.
Consult the Freshwater Plants Jigsaw Puzzle--Plant List or Freshwater Plants in the Southeastern United
States to check their work.
Step 4: Play WHAT AM I? Game
Now… it’s time to play the freshwater plant guessing game: WHAT AM I? Call out the characteristics for the listed
plants (provided on the What Am I? activity sheet). Note: DO NOT read out the name of the plant. Give students a
number of chances to name the plant based on clues you give them. You decide how many chances they get, based
on time available. Extensions: Students take turns researching and writing descriptions of other plants shown in
the puzzle and play the game among their own teams.
University of Florida © 2012
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
Next Generation Sunshine State Standards
Note 1: Standards listed in italics are touched on briefly and can be more fully developed by the teacher.
Note 2: This Teacher Guide includes all of the standards for the various Jigsaw Puzzle activities. Standards for
extension activities are also included here.
4th Grade
LA.4.1.5.1: Demonstrate the ability to read grade-level text.
LA.4.1.6.1: Use vocabulary that is introduced and taught directly.
LA.4.1.6.2: Listen to, read, and discuss familiar and conceptually challenging text.
LA.4.1.7.3: Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant
supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.
LA.4.2.2.2: Use information from the text to answer questions related to explicitly stated main ideas or relevant details.
LA.4.4.2.1: Write in a variety of informational/expository forms (e.g., summaries, procedures, recipes, instructions,
graphs/tables, experiments, rubrics, how-to manuals).
LA.4.4.2.2: Record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including
visual aids as appropriate.
LA.4.5.2.1: Listen to information presented orally and show an understanding of key points.
LA.4.6.2.1: Select a topic for inquiry, refine a predetermined search plan.
LA.4.6.2.2: Apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate
resources, gather and record information, noting the difference between opinions and fact.
SC.4.E.6.6: Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that
undergo incomplete and complete metamorphosis, and flowering and non-flowering seed-bearing plants.
SC.4.N.1.4: Recognize ways plants and animals, including humans, can impact the environment.
5th Grade
LA.5.1.5.1: Demonstrate the ability to read grade level text.
LA.5.1.6.1: Use vocabulary that is introduced and taught directly.
LA.5.1.6.2: Listen to, read, and discuss familiar and conceptually challenging text.
LA.5.1.7.3: Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing,
and identifying relevant details.
LA.5.2.2.2: Use information from text to answer questions related to explicitly stated main ideas or relevant details.
LA.5.4.2.1: Write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments,
rubrics, how-to manuals, assembly instructions).
LA.5.4.2.2: Record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including
visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate.
LA.5.5.2.1: Listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic
and poetic recitations, and formal presentations.
LA.5.6.2.1: Select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g., usefulness, validity,
currentness, objectivity) to select and use appropriate resources.
LA.5.6.2.2: Read and record information systematically, evaluating the validity and reliability of information in text by
examining several sources of information.
LA.5.6.3.2: Use a variety of reliable media sources to gather information effectively and to transmit information to specific
audiences.
SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and animals, including
humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -while some plants have stems for support.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different
environments such as life cycles variations, animal behaviors and physical characteristics.
University of Florida © 2012
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
6th Grade
LA.6.1.6.1: Use vocabulary that is introduced and taught directly.
LA.6.1.6.2: Listen to, read, and discuss familiar and conceptually challenging text.
LA.6.1.7.3: Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing,
and identifying relevant details.
LA.6.2.2.2: Use information from the text to answer questions related to the main idea or relevant details, maintaining
chronological or logical order.
LA.6.4.2.1: Write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments,
rubrics, how-to manuals, assembly instructions).
LA.6.4.2.2: Record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including
visual aids as appropriate.
LA.6.5.2.1: Listen and gain information for a variety of purposes, (e.g., clarifying, elaborating, summarizing main ideas and
supporting details).
LA.6.6.2.1: Select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g., relevance, accuracy,
organization, validity, currentness) to select and use appropriate resource.
LA.6.6.2.2: Collect, evaluate and summarize information using a variety of techniques from multiple sources (e.g.,
encyclopedias, websites, experts) that includes paraphrasing to convey ideas and details from the source, main idea(s) and
relevant details.
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis
on the Linnaean system combined with the concept of Domains.
7th Grade
LA.7.1.6.1: Use new vocabulary that is introduced and taught directly.
LA.7.1.6.2: Listen to, read, and discuss familiar and conceptually challenging text.
LA.7.1.7.3: Determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details.
LA.7.2.2.2: Use information from the text to state the main idea and/or provide relevant details.
LA.7.4.2.1: Write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments,
rubrics, how-to manuals, assembly instructions).
LA.7.4.2.2: Record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to
organize and record information, as appropriate, and attribute sources of information.
LA.7.5.2.1: Use effective listening strategies for informal and formal discussions, connecting to and building on the ideas of a
previous speaker and respecting the viewpoints of others when identifying bias or faulty logic.
LA.7.6.2.1: Select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g., relevance, objectivity, scope
of content in print and online sources) to select appropriate resources for research.
LA.7.6.2.2: Assess organize and check the validity and reliability of information in text, using a variety of techniques by
examining several sources of information, including both primary and secondary sources.
SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion,
air and water quality, changing the flow of water.
SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations,
including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
th
8 Grade
LA.8.1.6.1: Use new vocabulary that is introduced and taught directly.
LA.8.1.6.2: Listen to, read, and discuss familiar and conceptually challenging text.
LA.8.1.7.3: Determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details.
LA.8.2.2.2: Synthesize and use information from the text to state the main idea or provide relevant details.
University of Florida © 2012
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
8th Grade continued
LA.8.4.2.1: Write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments,
rubrics, how-to manuals, assembly instructions).
LA.8.4.2.2: Record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to
organize and record information, as appropriate, and attribute sources of information.
LA.8.5.2.1: Demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by
paraphrasing and/or summarizing.
LA.8.5.2.2: Use effective listening and speaking strategies for informal and formal discussions, connecting to and building on
the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic.
LA.8.6.2.1: Select a topic and develop a search plan with multiple research strategies, and apply evaluative criteria (e.g.,
scope and depth of content, authority, reputation of author/publisher, objectivity, freedom from bias) to assess
appropriateness of resources.
LA.8.6.2.2: Assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of
techniques by examining several sources of information, including both primary and secondary sources.
SS.8.A.1.2: Analyze charts, graphs, maps, photographs, timelines; analyze political cartoons; determine cause and effect.
SS.8.G.5.2: Describe the impact of human modifications on the physical environment and ecosystems of the United States
throughout history.
Common Core State Standards
Note: Standards listed in italics are touched on briefly and can be fully developed by the teacher.
th
4 Grade
Common
Core Code
FL Common
Core Code
RI.4.1
LACC.4.RI.1.1
RI.4.4
LACC.4.RI.2.4
RI.4.10
LACC.4.RI.4.10
RF.4.3
LACC.4.RF.3.3
RF.4.3a
LACC.4.RF.3.3a
RF.4.4
LACC.4.RF.4.4
RF.4.4c
LACC.4.RF.4.4c
W.4.4
LACC.4.W.2.4
W.4.8
LACC.4.W.3.8
W.4.9
L.4.3
LACC.4.W.3.9
LACC.4.L.2.3
L.4.4
LACC.4.L.3.4
L.4.4a
LACC.4.L.3.4a
L.4.4b
LACC.4.L.3.4b
Common Core Standard
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area.
By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding
as necessary at the high end of the range.
Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of context.
Read with sufficient accuracy and fluency to support comprehension.
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience.
Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a
word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., telegraph, photograph, autograph).
University of Florida © 2012
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
L.4.6
LACC.4.L.3.6
SL.4.1
LACC.4.SL.1.1
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed,
whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing
their own clearly.
5th Grade
RI.5.1
LACC.5.RI.1.1
RI.5.4
LACC.5.RI.2.4
RI.5.10
LACC.5.RI.4.10
RF.5.3
LACC.5.RF.3.3
RF.5.3a
LACC.5.RF.3.3a
RF.5.4
LACC.5.RF.4.4
RF.5.4c
LACC.5.RF.4.4c
W.5.4
LACC.5.W.2.4
W.5.8
LACC.5.W.3.8
W.5.9
L.5.3
LACC.5.W.3.9
LACC.5.L.2.3
L.5.4
LACC.5.L.3.4
L.5.4a
LACC.5.L.3.4a
L.5.4b
LACC.5.L.3.4b
L.5.6
LACC.5.L.3.6
SL.5.1
LACC.5.SL.1.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4–5 text complexity band
independently and proficiently.
Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of context.
Read with sufficient accuracy and fluency to support comprehension.
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience.
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 5 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning
of a word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., photograph, photosynthesis).
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
their own clearly.
6th Grade
RI.6.1
LACC.6.RI.1.1
RI.6.4
LACC.6.RI.2.4
RI.6.10
LACC.6.RI.4.10
W.6.4
LACC.6.W.2.4
W.6.8
LACC.6.W.3.8
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Gather relevant information from multiple print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
University of Florida © 2012
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Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
W.6.9
LACC.6.W.3.9
L.6.3
LACC.6.L.2.3
L.6.4
LACC.6.L.3.4
L.6.4a
LACC.6.L.3.4a
L.6.4b
LACC.6.L.3.4b
L.6.6
LACC.6.L.3.6
SL.6.1
LACC.6.SL.1.1
RST.6-8.1
LACC.68.RST.1.1
RST.6-8.4
LACC.68.RST.2.4
RST.6-8.7
LACC.68.RST.3.7
RST.6-8.9
LACC.68.RST.3.9
RST.6-8.10
LACC.68.RST.4.10
WHST.6-8.9
LACC.68.WHST.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
a word (e.g., audience, auditory, audible).
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
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.
Cite specific textual evidence to support analysis of science and technical texts.
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 6–8
texts and topics.
Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Draw evidence from informational texts to support analysis reflection, and research.
7th Grade
RI.7.1
LACC.7.RI.1.1
RI.7.4
LACC.7.RI.2.4
RI.7.10
LACC.7.RI.4.10
W.7.4
LACC.7.W.2.4
W.7.8
LACC.7.W.3.8
W.7.9
LACC.7.W.3.9
L.7.3
LACC.7.L.2.3
L.7.4
LACC.7.L.3.4
L.7.4a
LACC.7.L.3.4a
L.7.4b
LACC.7.L.3.4b
L.7.6
LACC.7.L.3.6
SL.7.1
LACC.7.SL.1.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
a word (e.g., belligerent, bellicose, rebel).
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
University of Florida © 2012
Page 9 of 10
Module 1 ~ Silent Invaders (UE/MS)
Teacher Guide – Freshwater Plants Jigsaw Puzzle Activities (Steps 1, 2, 3, 4)
RST.6-8.1
LACC.68.RST.1.1
RST.6-8.4
LACC.68.RST.2.4
RST.6-8.7
LACC.68.RST.3.7
RST.6-8.9
LACC.68.RST.3.9
RST.6-8.10
LACC.68.RST.4.10
WHST.6-8.9
LACC.68.WHST.3.9
Cite specific textual evidence to support analysis of science and technical texts.
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 6–8
texts and topics.
Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Draw evidence from informational texts to support analysis reflection, and research.
th
8 Grade
RI.8.1
LACC.8.RI.1.1
RI.8.4
LACC.8.RI.2.4
RI.8.10
LACC.8.RI.4.10
W.8.4
LACC.8.W.2.4
W.8.8
LACC.8.W.3.8
W.8.9
LACC.8.W.3.9
L.8.3
LACC.8.L.2.3
L.8.4
LACC.8.L.3.4
L.8.4a
LACC.8.L.3.4a
L.8.4b
LACC.8.L.3.4b
L.8.6
LACC.8.L.3.6
SL.8.1
LACC.8.SL.1.1
RST.6-8.1
LACC.68.RST.1.1
RST.6-8.4
LACC.68.RST.2.4
RST.6-8.7
LACC.68.RST.3.7
RST.6-8.9
LACC.68.RST.3.9
RST.6-8.10
LACC.68.RST.4.10
WHST.6-8.9
LACC.68.WHST.3.9
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6–8 text complexity band independently and proficiently.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
a word (e.g., precede, recede, secede).
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
Cite specific textual evidence to support analysis of science and technical texts.
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 6–8
texts and topics.
Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Draw evidence from informational texts to support analysis reflection, and research.
University of Florida © 2012
Page 10 of 10