Functional feeding guild classification of aquatic insects is partly based on mouthpart morphology, but the link between mouthpart morphology and ecological feeding roles is often missed by students in the classroom. We implemented a Jigsaw activity in a freshwater biology course to help students connect morphology and ecology. Paired students dissected two common (to the whole class) and one unique aquatic insect's mouthparts and predicted their ecological feeding roles. Students then divided into new groups and taught peers about their unique insect. A pre- and post-activity survey measured students' ability to relate morphology and feeding roles. Open-ended questions graded via a rubric showed students scored significantly higher and provided more answers discussing feeding roles. Likert-type questions probing students' perceptions of mouthpart importance resulted in marginally higher importance ratings of mouthparts for identification but no differences for insect feeding. On an end-of-the-semester assessment, students generally rated the activity as helpful. Some reported the activity to be difficult due to small insect size. The activity enhanced students' understanding of the link between mouthparts and feeding roles but may have decreased their engagement due to perceived difficulty. Further modification alleviating difficulty may improve student perceptions while retaining knowledge gains.