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CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.¹ Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

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Students will be able to build their own zoo maps after learning how to appropriately measure an object, identify a shape based on attributes, give examples of shape attributes, know what it means to be a regular shape, draw shapes and name them based on their attributes, and measure the side lengths of the shapes they created.

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Students will make a zoo map in their notebooks made up of shapes they named and measured the sides of. Students will then use the Adobe Illustrator app to create their maps on their iPads. They will then be able to print them out and decorate them.

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1. Students will view various objects and decide as a class what measurement is most appropriate.
2. Students will practice measuring the side lengths of shapes.
3. They will learn what a shape attribute is and how to figure out the name of a shape by looking at its attributes.
4. Students will draw a rough draft of their zoo maps in their notebooks. They will be required to include at least six shapes in their map.
5. A class discussion will be held over the various shapes students used.
6. Students will learn how to use the Adobe Illustrator App to create their zoo maps and print them out.
7. They will measure and name their shapes on their printed out final copy.
8. If there is time, students will decorate their maps.
9. A closing discussion will be held wrapping up what students learned in the lesson.

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Accommodations can be made for struggling students by requiring them to include fewer shapes, and assisting them with the app.
Technology is used when students use the Adobe Illustrator app and when the teacher shows students the app with Reflector.

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1.Students will examine different animals to compose a glog about a specific animal. 2.Students will be able to compare and contrast the habitats of different animals. 3.Students will use mathematical concepts to form their own zoo maps to house their animals. 4.Students will create an exhibit for a specific animal.

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1.Students will examine different animals to compose a glog about a specific animal. 2.Students will be able to compare and contrast the habitats of different animals. 3.Students will use mathematical concepts to form their own zoo maps to house their animals. 4.Students will create an exhibit for a specific animal.

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Time Span: about 5 days

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2-LS4-1:
Make observations of plants and animals to compare the diversity of life in different habitats.

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2-LS4-1:
Make observations of plants and animals to compare the diversity of life in different habitats.

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Students will be able to explain what a habitat is and be able to list different types of habitats.

Students will be able to state what plants live in a certain habitat as well as what animals live in a certain habitat.

Students will be able to compare and contrast plants and animals in a habitat using a Venn Diagram.

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Students will create a Venn Diagram that compares and contrasts plants and animals in a certain habitat. We will do some as a class, then students will have to come up with one similarity and one difference on their own to put in the Venn Diagram.

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1. Do you know what a habitat is? We will watch a video about what habitats are, including their characteristics, and the different kinds of habitats.
2. I will show multiple pictures of different habitats and on each slide, I will ask students what animals they think or know that live in this habitat.
3. Next, as a table group, students will use a white board to  come up with different plants that may live in this certain habitat. They will do this for each habitat.
4. I will write all of their ideas of plants on the board and we will discuss what plants can live in the habitat we are talking about.
5. As a class, we will pick one habitat that student have just learned about and create a Venn Diagram that shows the differences and similarities of plants and animals in the specific habitat. I will also teach them about what a Venn Diagram is and how it can help us. I will write this on the board and students will write this in their notebooks.
6. After we write and discuss a couple similarities and differences, students will come up with one more difference and one more similarity on their own to out in their Venn Diagram.
7. We will close the lesson with going over their ideas/facts that they put in their Venn Diagram and discuss what all it shows us now about plants, animals, and habitats.

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Technology that is used is the Promethean or SMART board to show the video about what habitats are.
Accommodations that could be made for struggling learners are to allow them to only write down one similarity and one difference that the class comes up with, then create one more on their own.

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SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

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Students will be able to use the book: A Rumble in the Jungle and class research to create a glogster about an animal they have learned about.

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Students will help me create an all class research page which will be projected onto the board as one of their resources. Students will develop an electronic poster of two animals using glogster.

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1. Tell me what animals you already are familiar with? I will begin by reading the book: Rumble in the Jungle. In the book, the animals are described by their appearance, what they eat, and their habitat. While reading the book I will stop in certain places to further explain or ask questions.
2. I will have a paper projecting on the board with each animal listed. Under each animal I will list habitat, food, description of the animal, and a fun fact. As a class, we will fill the paper out together.
3. After, I will pair students up into groups of two. I will give them the task of creating a glogster of one animal where they must describe their animal by their habitat, food, description of the animal, and a fun fact. The students will use their chrome books to achieve this task.
4. I would want my students to share their glogster' s with the class. After, I would print each glogster and hang them up in my classroom for students to refer to while completing the next three units.

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Glogster is the technology used in the lesson. For adaptations, I can give a group one less animal or pair students up differently where they could help each other. For an extension I could allow students to create their own book about their animals using story jumper.

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Students will be able to apply what they have learned by drawing two animal exhibits on their zoo maps. They will also be able to list characteristics of different habitats and compare and contrast two habitats.

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Students will draw two animal exhibits that include the habitat, an animal that lives there, a plant found in that habitat, and what the climate is like. They will list each of the things they drew along with one similarity and one difference between their two habitats.

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1. I will review each of the four habitats with the students and go over what types of animals, plants, and climates are found in each habitat.
2. I will explain that the students will finish their zoo maps by drawing two exhibits based on a habitat that they randomly choose.
3. I will go over the pre-planning sheet with them that has them list the habitat, what animal they chose to live there, a plant that is found in that habitat, and what the climate is like. Then they will also list one way their two habitats are similar and one way they are different.
4. I will go over the rubric that has everything discussed on the pre-planning sheet.
5. Students will choose two slips that have a habitat listed on it.
6. Students will complete the pre-planning sheet. They are allowed to ask me or use their papers from previous lessons if they need extra help.
7. Students will get their sheets approved by me before they can start drawing.
8. Students will draw each item on their exhibits.
9. Students will present their two exhibits to their group members.

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For students who finish early, I will have them create another exhibit based on a habitat that they have not already done. For struggling learners I will only require them to make one exhibit.