ELA / 2nd Grade / Unit 2: Exploring Habitats
Students explore various habitats (forest, desert, water, rainforest, and wetland), investigating how plants and animals survive within them, and compare and contrast the information that they gather.
ELA
Unit 2
2nd Grade
Jump to
In this unit, students explore different habitats (forest, desert, water, and rainforest) and investigate how different plants and animals survive in each habitat. Rather than just learning facts about the habitats, students examine the connection between parts of each habitat and how those connections are crucial for survival. Over the course of the unit, students are challenged to use the information they learn about different habitats to compare how different plants and animals depend on their surroundings and other living things to meet their needs. Students will also be challenged to compare the differences in the kinds of living things that are found in different areas and why those differences exist. This unit builds on the 1st Grade Amazing Animals unit, in which students learned about different types of animals and their characteristics, and prepares students for the 3rd Grade Understanding the Animal Kingdom unit.
This unit uses the Bobbie Kalman Introducing Habitats series as mentor texts. Due to the repetitive structure of the texts, the texts allow readers to explore how text features help the reader learn more about a particular idea or topic. Students also learn how to use text features and text structure to think about how details are connected and to determine the main topic of a section of text. Additionally, students use discussion and oral discourse to show their understanding of texts.
Students continue to build writing fluency by writing daily in response to the Target Task question. Students learn how to write complete sentences, ensuring that they are able to clearly communicate their ideas. Students also use what they have learned about text features to include text features in their own informational writing, writing multiple pages in their own informational books about the different habitats they have studied.
Please Note: In March 2025, this unit and its lesson plans received a round of enhancements. This unit now includes an opinion writing project, along with an updated informational writing project. This unit is now 33 instructional days (previously 26 days). Teachers should pay close attention as they intellectually prepare to account for the updated pacing, sequencing, and content.
Fishtank Plus for ELA
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Some of the links below are Bookshop affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.
The following assessments accompany Unit 2.
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.
The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.
The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. Find guidance for using this assessment and supporting reading fluency in Teacher Tools.
Suggestions for how to prepare to teach this unit
Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.
The central thematic questions addressed in the unit or across units
To understand details in an informational text, readers think about how details are connected.
Text features help the reader learn more about a particular idea or topic and determine the main topic of a section of text.
Brainstorm and outline before writing.
Introduce a topic, develop supporting details, and provide a concluding statement or section.
Use facts, definitions, and text features to support a point.
State an opinion on a topic, supply reasons that support the opinion, and provide a concluding statement or section.
Use evidence from the text or experience to support an opinion.
Follow agreed-upon rules for discussions.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
burrowcarnivorecoral reefdependdesertenergyforestforest floorfresh waterhabitatherbivorelakeliving thingnestnonliving thingoceanomnivorepondrainforestriversalt watershoreswamptide poolwaterproof
To see all the vocabulary for Unit 2, view our 2nd Grade Vocabulary Glossary.
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Fishtank ELA units related to the content in this unit.
Identify questions about forest, desert, rainforest, and water habitats by asking and answering "what" questions about key details in a text.
Standards
RI.2.1RI.2.7SL.2.1
Identify key information about forest habitats by reading with sufficient accuracy and fluency to support comprehension.
L.2.4RF.2.4RI.2.1RI.2.4RI.2.5
Explain where different plants and animals in forest habitats live and get their energy by asking and answering "where" questions about key details in a text.
RI.2.1RI.2.3
Generate a variety of sentence types orally and in writing.
L.2.2
Explain how the author uses various text features to teach the reader about a forest habitat by reading with sufficient accuracy and fluency to support comprehension.
L.2.2RF.2.3RF.2.4RI.2.1RI.2.2RI.2.5
Create a visual representation of a forest habitat that shows how plants and animals depend on their surroundings and other living things to meet their needs.
L.2.2RI.2.1RI.2.3SL.2.1SL.2.2SL.2.5
Write an informational book all about how plants and animals in the different habitats depend on their surroundings and other living things to survive and thrive in the places they live.
Brainstorm a single paragraph using facts and details to support the topic.
L.2.2W.2.2W.2.7W.2.8
Draft an informational paragraph about forest habitats that introduces a topic, includes related details, and provides a concluding statement.
Explain what types of plants and animals live in the desert and why they live there by asking and answering "who" and "why" questions about details from the text.
L.2.2RI.2.1RI.2.4
Explain how plants and animals in the desert survive by asking and answering "how" questions about key details in a text.
Explain how the author uses various text features to teach us about a desert habitat by reading with sufficient accuracy and fluency to support comprehension.
Create a visual representation of a desert habitat that shows how plants and animals depend on their surroundings and other living things to meet their needs.
L.2.2RI.2.1SL.2.1SL.2.2SL.2.5
Draft an informational paragraph about desert habitats that introduces a topic, includes related details, and provides a concluding statement.
Compare and contrast how plants and animals in two habitats depend on their surroundings to meet their needs by identifying key details from two texts.
L.2.2L.2.3.aL.2.6RI.2.9SL.2.1SL.2.6
Identify key information about water habitats by reading with sufficient accuracy and fluency to support comprehension.
Describe what life is like in a pond, river, and swamp, and how plants and animals depend on their habitats by asking and answering "how" questions about key details in the text.
Explain how the author uses various text features to teach us about a water habitat by reading with sufficient accuracy and fluency to support comprehension.
Correctly use regular and irregular plural nouns in writing.
L.2.1.b
Create a visual representation of a water habitat that shows how plants and animals depend on their surroundings and other living things to meet their needs.
L.2.1.bL.2.2RI.2.1SL.2.1SL.2.2SL.2.5SL.2.6
L.2.1.bL.2.2W.2.7W.2.8
Brainstorm an informational paragraph about water habitats that introduces a topic, includes related details, and provides a concluding statement.
L.2.1.bL.2.2W.2.2W.2.7W.2.8
Draft an informational paragraph about water habitats that introduces a topic, includes related details, and provides a concluding statement.
Identify key information about what makes a rainforest habitat unique by reading with sufficient accuracy and fluency to support comprehension.
L.2.1.bL.2.2RF.2.4RI.2.1RI.2.4
Explain how animals in the rainforest survive by asking and answering questions about key details in the text.
L.2.1.bL.2.2RI.2.1SL.2.1
Explain how the author uses various text features to teach us about a rainforest habitat by reading with sufficient accuracy and fluency to support comprehension.
L.2.1.bL.2.2RF.2.3RF.2.4RI.2.1RI.2.2RI.2.5
Create a visual representation of a rainforest habitat that shows how plants and animals depend on their surroundings and other living things to meet their needs.
L.2.1.bL.2.2RI.2.1SL.2.1SL.2.2SL.2.5
Draft an informational paragraph about rainforest habitats that introduces a topic, includes related details, and provides a concluding statement.
L.2.1.bL.2.2RI.2.9SL.2.1SL.2.6W.2.2
2 days
Revise and edit the pages of an informational book to prepare for publication.
Publish an informational book on habitats.
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Write an opinion paragraph supported by relevant details, facts, illustrations, labels, and information about the plants and animals that live in a habitat.
Brainstorm and organize facts and information about a chosen habitat to support an opinion paragraph.
L.2.1.bL.2.2W.2.1W.2.8
Draft an opinion paragraph about a habitat that introduces a topic, states an opinion, includes supporting reasons, and provides a concluding statement.
Revise and edit an opinion paragraph before publishing.
Publish a travel brochure about the best habitat to visit.
L.2.1.bL.2.1.fL.2.2RI.2.5W.2.1W.2.8
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
These projects are optional and serve as a great way to enrich students' experience and deepen their content knowledge in this unit. If teachers have flex days in their schedules, we strongly recommend any of the below options.
4 days
Design a zoo habitat for a given animal using knowledge of plant and animal relationships and habitat features from the unit.
SL.2.1
The content standards covered in this unit
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats. Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats. Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.
L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1.b — Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.a — Compare formal and informal uses of English.
L.2.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.5 — Demonstrate understanding of word relationships and nuances in word meanings.
L.2.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2 — Identify the main topic of a multiparagraph 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.2.4 — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.9 — Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.5 — Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 — Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
W.2.1 — Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
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.
W.2.5 — With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.7 — Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 — Recall information from experiences or gather information from provided sources to answer a question.
Read Next
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free