This cooperative learning lesson plan template connects five fact cards, expert rehearsal, and home-group teaching in a proposed 45-minute lesson. A route selector identifies one learner's card and current destination. The completed constraint puzzle has a separate teacher explanation, while actual group and individual responses remain blank.
Give each learner one original fact
The fictional garden-planning puzzle offers Monday at 9:00 a.m. or Tuesday at 9:00 a.m. Card A supplies those candidates. B says the space is available Tuesday only. C supplies a tool set Tuesday at 9:00 only. D supplies supervision Tuesday at 9:00 and says it is unavailable Monday at 9:00. E supplies the water-access window Tuesday at 9:00.
These are reading constraints, not actual garden permissions or resources. The teacher has the complete card set; each learner initially receives only their own card. The shared task asks which candidate fits every supplied fact and why. An early clue from B does not replace checking the complete packet.
Write the route explicitly
Use two home groups H1 and H2, each with roles A through E. Expert A contains H1A and H2A, Expert B contains H1B and H2B, continuing through E. Each learner rehearses the assigned card with a same-card partner, then returns to their original home group to teach that fact.
Select H2C and the expert phase in the example. The destination is Expert C, the partner is H1C, and the assigned fact concerns tool availability. Select Home teaching and H2C returns to H2. The selector shows one current destination, not simultaneous home and expert participation. The Jigsaw Classroom describes this segment-to-expert-to-home sequence and an individual check; the puzzle and routes here are original.
Use time for observable work
Allow 5 minutes for launch, 8 for own-card reading, 10 for expert rehearsal, 12 for home teaching, 5 for joint reasoning, and 5 for an individual exit. The total is 5 + 8 + 10 + 12 + 5 + 5 = 45 minutes. Adjust for actual reading and discussion needs.
During rehearsal, ask learners to restate the fact and retain its ID. During home teaching, listeners record the supplied constraint and a clarification question on a five-row A–E sheet. Leave actual heard explanations blank when preparing materials. A route display shows the plan, not evidence that any conversation occurred.
Separate the two kinds of answer
The teacher comparison selects Tuesday at 9:00 because it is in A and meets B–E. Monday conflicts with B, C, D, and E. A fixed candidate check can explain those constraints, but it cannot judge a learner's free reasoning or turn a group selection into individual understanding.
After the joint comparison, ask each learner which slot fits, cite at least two fact IDs with explanations, and explain why Monday fails. Keep individual evidence after the group answer. Accept sound alternative wording rather than requiring the sample sentence. An empty response is missing evidence, not an automatic error. Keep the teacher key separate from learner materials; the local reveal is a convenience, not a protected teacher account or saved assessment.
Copy this prompt to adapt the example
Design a cooperative puzzle lesson with five distinct evidence cards, an assembly workspace, and an individual explanation check. Return one self-contained HTML file with embedded styling and working interactions. Use readable type, strong contrast, clearly labeled keyboard controls, and a layout that flows on a narrow phone. Identify the supplied data as a fictional example.
Create an original 45-minute cooperative-learning route planner and completed fictional constraint puzzle. Two home groups H1/H2 each have roles A–E. Card A offers Monday 9:00 or Tuesday 9:00; B space Tuesday only; C tool set Tuesday 9:00 only; D supervisor Tuesday 9:00 and unavailable Monday 9:00; E water-access window Tuesday 9:00. Actual garden resources and permission are unknown. Agenda 5 launch, 8 own reading, 10 expert, 12 home teaching, 5 joint reasoning, 5 individual exit.
Provide a labeled learner code input accepting H1A through H2E and buttons for Own reading, Expert rehearsal, and Home teaching. Show assigned card, current destination, same-card partner, and return home. H2C in expert phase goes to Expert C with H1C, then returns to H2; never show simultaneous destinations. Invalid learner codes give a clear request without inventing a learner. Add Monday/Tuesday candidate buttons and a Check candidate button with full fact-based explanation. Blank selection is unanswered; changes clear feedback. Keep the teacher comparison and actual individual exit separate. Exit asks slot, at least two explained fact IDs, and why Monday fails; no semantic grading or saved responses.
Prepare the individual exit sheet alongside the group cards. A teaching colleague can inspect their route through the lesson in the HTML companion rendered by NOS, including how each card reaches a home group. After class, compare the individual explanations with the group solution: that gives you a specific starting point for helping a learner who heard the answer without understanding its evidence.