Lanugage Arts Cross Curricular Unit Plan-Animals

ELEMENT
DESCRIPTION
Author Name
Amanda Erickson
Mini-Unit Name Animals and their Habitats
Content Area(s) Second Grade
Must include at Reading
Language Arts
least 2
(Language Arts Science
and something
else)
Grade Level(s)
Duration
(Must be 10
Days)
2nd Grade
12 lessons in the classroom
This unit will focus on helping students understand the many different habitats within our world and the
animals that live in them. This cross curricular unit is designed to focus on 12 connecting lessons that result in
one big final writing project. Students will understand the seven major habitats (Grasslands, Temperate
Forests, Tropical Rain Forests, Desserts, Oceans, Wetlands, and Polar Regions) and some of the animals that
Unit Theme and
live in them. By the end of this unit students will create their own animals and choose what habitat it lives in.
Overview
Students will write a paper on the animals characteristics and features that help them survive in their chosen
habitat. They will include a drawing of their chosen animal and it must portray the animals features as best
as they can.
Grasslands- A Grassland Habitat (Introducing Habitats) by Kelley Macaulay and Bobbie Kalman
Temperate Forests- Temperate Forests: Biomes and Ecosystems (Science Readers) by Rice William
Tropical Rain Forests- Animals of the Rain Forest http://www.readworks.org/passages/animals-rain-forest-0
Text
Resources
(3-5)
Desserts- A Desert Habitat (Introducing Habitats) by Kelley Macaulay and Bobbie Kalman
Oceans - Dive into a Coral Reef http://www.readworks.org/passages/dive-coral-reef-0
Wetlands- Here Is the Wetland (Web of Life) by Madeleine Dunphy
Polar Regions- Artic Life http://www.readworks.org/passages/arctic-life
Science
LS4.2.1- Make observations of plants and animals to compare the diversity of life in different habitats.
Writing
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
Standards being
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
addressed (from
including in collaboration with peers.
all content areas
integrated)
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing.
Reading
RI.2.2 Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the
text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Speaking and Listening
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
I can write about one topic with supporting details.
I can revise my writing with help from others.
I can edit my writing with help from others.
I can write a topic sentence for an informative and explanatory text.
I can use facts to support my topic for an informative and explanatory text.
I can use definitions to support my topic for an informative and explanatory text.
I can write a conclusion sentence for an informative and explanatory text.
Daily Learning
Targets or
Objectives
I can explain how real ideas in science are connected.

I can explain how and why steps in a set of directions are connected to each other.
I can identify the main topic of a text.
I can identify the main topic of a paragraph.
I can compare the most important points in two texts about the same topic.
I can contrast the most important points in two texts about the same topic
I can describe the main idea and details of a story/report/video I hear or see.
I can remember and repeat the details of a story/report/video I hear or see.
I can use a variety of technology tools with my teachers help to write and share projects with my classmates
Students will write a paper on their own made up animal

In the paper students must describe this animals characteristics and what features help them survive in their habitat
Final
Assessment of Students will need to provide facts and supporting details
student
Students need to make sure that their paper has a beginning, middle, and an end.
success
(Description of
the
Students will publish their papers on word and hand them in as a hard copy
Culminating
Project)
Students will provide a picture of their made up animal as well.
The picture must include detailed characteristics that help this animal survive in the habitat
Lesson 1 (Day -60 minutes)

Objective/Learning Target:
Introduction:
Raise your hand if you know what a habitat is?
Can anyone name some of them?
Can you think of some animals that live in those habitats?
Well today we are going to learn about the Grassland habitat.
Read Aloud: Read the story A Grassland Habitat (Introducing Habitats)
Description of Task/Student work time: As we read this book, I want you to think about what animals live in the grassland
habitat and what they do to survive there.
How do these animals survive in this climate?
Instructional What do these animals eat?
Strategies and
How do these animals decide where their homes are?
Activities
(10 days)
Individual Work time/Assessment: Students will get into groups of 5 and make different pieces to make a huge bulletin
Technology
board of all 7 main habitats.
must be
integrated in a
minimum of 2 Group 1 will work on making the animals like prairie dogs, wolves, and buffalo
Group 2 will work on making the plants like trees and grass
days.
Group 3 will work on making burrows for the animals to sleep in
Group 4 will work on making the sun and the title Grasslands
Closure: Ask students to post their different pieces to space for the grasslands on the bulletin board. They need to make
it look nice and put together. I will be there to help.
Lesson 2 (Day 2- 60 minutes)

Introduction:
Yesterday we learned about the grassland habitat, today we are going to learn about another one the temperate forests
Who knows what a temperate forest is?
Can anyone name some animals you would see there?
Well today we are going read about the temperate forest
Read Aloud: Temperate Forests- Temperate Forests: Biomes and Ecosystems (Science Readers) by Rice William
Description of Task/Student work time: As we read this book, I want you to think about the temperate forest and if you
have been in one before and if so what animals live there.
What animals live in this habitat?
How do these animals survive in this habitat?
How is this habitat similar and different to the grassland habitat?
Individual Work time/Assessment: Students will get into their same groups as the previous day
Group 1 will work on making the plants like conifer trees, grass, and shrubs.
Group 2 will work on making the title temperate forest
Group 3 will work on making weather like sun and rain
Group 4 will work on making animals that live there like squirrels, deer, and mice
Closure: Ask students to post their different pieces to the correct bulletin board

I can remember and repeat the details of a story/report/video I hear or see
Introduction:
We have already learned about two habitats, the grasslands and the temperate forest, but today we are going to learn
about the tropical rainforest.
Where can we find tropical rain forests?
Does anyone know some animals that live there?
Well today we are going read about tropical rain forest and the animals that live there
Read Aloud: Tropical Rain Forests- Animals of the Rain Forest http://www.readworks.org/passages/animals-rain-forest-0
Description of Task/Student work time: As we read this article, I want you all to think about the similarities and
differences between the temperate forest and the rain forest
How many layers are there in the rain forest?
What are some animals that live in each layer?
Does the temperate forest and the rain forest have some similarities?
Individual Work time/Assessment: Students will get into groups and make the tropical forest habitat
Group 1 will work on making the top layer and middle layer of the tropical forest- tree tops, shrubs, and vines
Group 2 will work on making the weather rain and the title Tropical Rainforest
Group 3 will work on making the ground layer of the tropical forest- tree trunks, greens
Group 4 will work on making the an animals from each layer- birds, jaguar, snakes

I can remember and repeat the details of a story/report/video I hear or see
Introduction:
We have learned about all kinds of different habitats, but there are a couple more we still need to learn about. Today we
are going to read about the desert.
What do you think of when you hear desert?
What animals live in the dessert?
How do these animals survive the heat?
We are going to read a book about the dessert today
Read Aloud: Deserts- A Desert Habitat (Introducing Habitats) by Kelly Macaulary and Bobbie Kalman
Description of Task/Student work time: As we read this book, I want you to think about the animals in this habitat and
how they survive in the extreme heat
How do these animals find their food?
How do these animals choose their homes?
Where do these animals go to get out of the heat?
Individual Work time/Assessment: Students will get split up into different groups of 5 to work on the dessert
Group 1 will work on making sand dunes and the sandy ground
Group 2 will work on making the animals that live in the desert- lizards, snakes, mice, and birds
Group 3 will work on the title Desert and a huge sun
Group 4 will work on making the plants- cactus and small grasses and small trees

Introduction:
Today we are going to talk about the ocean.
How many of you have been to the ocean?
Do you know any animals that live in the ocean?
Read Aloud: Oceans - Dive into a Coral Reef http://www.readworks.org/passages/dive-coral-reef-0

Description of Task/Student work time: As we read this article I want you to think about the animals that live in the ocean
and how they survive there.
How do these animals survive in the ocean?
What is the difference between rivers and lakes and the ocean?
Do we as humans know every animal that lives in the ocean?
Individual Work time/Assessment: Students will work with their new groups to make the ocean habitat
Group 1 will work on making the title Ocean
Group 2 will work on making the waves and blue backgrounds
Group 3 will work on the animals that live there- fish, dolphins, and sea turtles
Group 4 will work on making the coral reef- bright and colorful pieces

Introduction:
Yesterday we learned about the ocean and today we are going to learn about lakes and rivers, or the wetland habitat
Do we have wetlands where we live?
Does anyone know what animals live there?
Read Aloud: Wetlands- Here Is the Wetland (Web of Life) by Madeline Dunphy
Description of Task/Student work time: As we read this book. I want you to think about the animals that live there and
how they are similar and different from the animals in the ocean habitat.
What are some animals that live in the wetlands?
Are any of these animals similar to the animals found in the ocean?
How are some of the same species different when it comes to fresh water and salt water?
Individual Work time/Assessment: Students will get in the same groups

Group 1 will work on making the animals in the wetlands- fish, ducks, and frogs
Group 2 will work on making the plants like lily pads and algae
Group 3 will work on the title Wetlands and the sun
Group 4 will work on making the ponds and streams

Introduction:
We have learned about 6 habitats and today we are going to focus on our last one, the Polar Regions
Does anyone know what animals live in the polar habitat?
How does this habitat differ from all the rest we have talked about?
Today we are going to read an article on our final habitat
Read Aloud: Wetlands- Polar Regions- Artic Life http://www.readworks.org/passages/arctic-life
Description of Task/Student work time: As we read this article. I want you to think about the animals that live there and
how they survive in these harsh conditions.
What do these animals have to survive this harsh weather?
Where are the Polar Regions located?
Individual Work time/Assessment: Students will work with their groups one last time
Group 1 will work on making the title Polar Regions
Group 2 will work on making the animals that live in the polar regions- polar bear, seals, and penguins
Group 3 will work on the title ice burgs and snow on the ground
Group 4 will work on making the water and snow flakes

I can write a topic sentence for an informative and explanatory text.
I can use definitions to support my topic for an informative and explanatory text.
Introduction:
Now that we have learned about all of the habitats we are going to start working on our final project.
Description of Task/Student work time: Students will be writing a final paper on a made up animal that has characteristics
of your choice. You pick the habitat that your chosen animals live in and make sure to give reasons why they can survive
there.
I will model for my students by making up my own animals and choosing its characteristics and habitat.
As students pick out their animals I will be walking around for support.
Individual Work time/Assessment: Students will work independently on choosing their animals and the habitat that they
want it to live in. They can begin to write their papers on their chosen animals
Closure: Students will pick and animals and begin to write their paper so we can focus more on it tomorrow.

I can write about one topic with supporting details
I can use facts to support my topic for an informative and explanatory text.
I can write a conclusion sentence for an informative and explanatory text.
Introduction:
Yesterday we worked on choosing our animals and their habitats. Today you are going to finish up on your papers and
start drawing your pictures of your chosen animals.
Description of Task/Student work time: Students will work on writing their papers. The paper must describe their
animals characteristics and the features help them survive in their habitat. It also must include facts and supporting
details and have a beginning, middle, and end.
I will model for my students how to write a good paper by showing them an example students will finish up on their
papers and then start their pictures
Students pictures must include detailed characteristics and the habitat that their chosen animal lives in. I will provide a
drawing as an example for my students to look at.
Individual Work time/Assessment: Students will work independently on their papers and drawings while I walk around
the room and help when needed.
Closure: Students will make sure that their pictures and papers are finished so we can peer edit the next day.
Lesson10 (Day 10- 60 minutes)

I can revise my writing with help from others.
I can edit my writing with help from others.
Introduction:
Today we are going to work on peer editing. I am going to partner you up and your task today is to read your partners
paper and edit there mistakes.
Description of Task/Student work time: Students will work on editing their peers papers, first I will model the correct way
to peer edit before I let them try on their own.
Students will look for misspelled words, run on sentences, and incorrect information or facts.
Individual Work time/Assessment: Students will work with their partner to edit their papers, I will be walking around to
help when I am needed.
Closure: Students get their papers back from their peers and make the necessary corrections before class tomorrow.

I can use a variety of technology tools with my teachers help to write and share projects with my classmates
Introduction:
Now that we have finished writing and editing our papers, we are going to use Microsoft word to type out and print off
our papers. I want these papers to look professional because we are going to present them to the class.
Description of Task/Student work time: Students will work on the laptops to type out their edited papers.
Papers must be typed out and printed off with times new roman font and 12 font size and double spaced
Individual Work time/Assessment: Students will independently type up their papers in the correct format and then print
them off when they are done
Closure: Students will have their competed paper printed off and ready to share

I can explain how real ideas in science are connected.
I can explain how and why steps in a set of directions are connected to each other.
Introduction:
Now that we have finished our habitat projects, you will all share your papers and pictures in groups today.
Description of Task/Student work time: Students will be split up into groups of 3 or 4 to share read their papers and
explain their pictures.
Students will also share why they chose to make up that animal and the features that their animal has to survive in that
chosen habitat
Individual Work time/Assessment: Students will share their projects with their classmates and I will be walking around to
make sure everyone is participating and getting a chance to share.
Closure: Students will finish up presenting and we will hang up their picture of their animals in the habitats that match.
List of
Assessments
(formative
and
summative)
Formative: Think of this as work you will look at and analyze to inform your instruction. It does not necessarily need to be scored. Y
formative assessment for each day. Instead, think about where you as their teacher will need to check in to make sure if they are ge
formative assessments. Each Standard that is being assessed in your summative assessment should also be formatively assessed thr
you to best prepare your students to be successful in the summative project.
Day
Standard
Projects
How it will be used
Day 1-7
RI.2.2
Creating each habitat and the
To determine if the students are understanding
RI.2.3
animals that go in it on a
the different aspects to each different habitat
RI.2.9
bulletin board
Day 8 -9
W.2.2
Day 10
W.2.5
Day 11
W.2.5
Teacher Notes on how well

student is working on their
paper
Teacher notes how well the
groups are working together
on editing each others papers
Teacher notes how the
student is working on typing
their paper
As students work on their papers and pictures,

teacher will decide if the students is
understanding the task they were given
As students work together the teacher will
decide if the students are working well with one
another and if they are understanding the
editing process
As students work on their papers the teacher
will decide if the student is doing well on the
computer
Summative: Think of this as your final measure of student success. The formative assessments will help you ensure that all students
their final project.
Use
Standards
Assessment Tool
How it will be Used
After Completion
SL.2.2
Final Rubric
As the students final score for this unit.
of Culminating
SL.2.6
project
Paper Sequence
(A)
Animal Picture
Rubric for
Culminating
Activity
(B)
Publishing Process
(C)
Advanced
Proficient
Basic
Below Basic
Students paper has

a beginning, middle,
and end.
Students paper has

a beginning, middle,
and end.
Students paper
includes 2 parts of
the sequence
Students paper
includes one part of
the sequence.
It includes facts and

at least 5
supporting details

3 supporting details


Students picture
supports the facts
given in their paper
and it includes
detailed
characteristics
Students picture
supports the facts
and it includes little
detail
characteristics
Students picture
supports the facts
but does not
include detailed
characteristics
Students picture
does not support
the facts given in
their paper and
does not include
detailed
characteristics
The student creates

a final paper
printed from word.
The student creates

a final paper
printed from word.
The student creates

a final paper
printed from word
The final product

includes vocab
words and a picture
to match
The final product

includes a picture to
match but no vocab
words
The final product

does not include
vocab words or a
picture to match
The student creates

a final paper but it
is not printed from
word
The final product
does not include
vocab words or a
picture to match
Scoring Guide
Add the total points

used for each
section
Use the cut scores
to determine
proficiency
Advanced 12-10
12=100%
Proficient 9-7
11=98%
Basic-7-5
10=96%
Below Basic 5 and

below
9=94%
8=92%
And so on
Differentiation
Students who may struggle in groups may work independently

Students who may struggle with typing can either have the teacher type them up or just keep their written copy
Articles from Readworkds.org

Student
resources and Animals of the Rain Forest http://www.readworks.org/passages/animals-rain-forest-0
materials
List here and Dive into a Coral Reef http://www.readworks.org/passages/dive-coral-reef-0
attach to the
unit plan
Polar Regions- Artic Life http://www.readworks.org/passages/arctic-life

Lanugage Arts Cross Curricular Unit Plan-Animals

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ELEMENT

I can explain how real ideas in science are connected.

Students will write a paper on their own made up animal

Lesson 1 (Day -60 minutes)

Lesson 2 (Day 2- 60 minutes)

Lesson 3 (Day 3- 60 minutes)

Lesson 4 (Day 4- 60 minutes)

Lesson 5 (Day 5- 60 minutes)

Do you know any animals that live in the ocean?

Read Aloud: Oceans - Dive into a Coral Reef http://www.readworks.org/passages/dive-coral-reef-0

Lesson 6 (Day 6- 60 minutes)

Individual Work time/Assessment: Students will get in the same groups

Lesson 7 (Day 7- 60 minutes)

Lesson 8 (Day 8- 60 minutes)

Lesson 9 (Day 9- 60 minutes)

Lesson10 (Day 10- 60 minutes)

Lesson 11 (Day 11- 60 minutes)

Lesson 12 (Day 12- 60 minutes)

Teacher Notes on how well

As students work on their papers and pictures,

Students paper has

Students paper has

It includes facts and

It includes facts and

It includes facts and

It includes facts and

The student creates

The student creates

The student creates

The final product

The final product

The final product

The student creates

Add the total points

Below Basic 5 and

Students who may struggle in groups may work independently

Articles from Readworkds.org

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