We’re Going to

the Zoo!
Thematic Unit:

Grade 2
2021

Kathy Rowan / Destiny Gray-Harlow / Kiera Riehl / Shayanne Bear

 1. Read a Zoo Book: “T’was the Day Before Zoo Day” by Catherine
Ipcizade.
https://www.amazon.ca/dp/1607188732/ref=as_li_tl?ie=UTF8&linkCode=gs2&linkId=c50d265391
1607018b733c8d2706c4cb&creativeASIN=1607188732&tag=funwithmamaca-
20&creative=9325&camp=1789

2. Decorate the Classroom- The teacher will have the craft supplies and templates prepared for
students. They will choose one animal to make and the animal crafts be displayed around the
classroom. Students can decorate one corner of the classroom to be a designated ‘animal habitat’
where they can go read or do work quietly. https://www.simpleeverydaymom.com/zoo-animal-
crafts/

3. San Diego Zoo Live Cams- As a class, we will watch the live cameras on the animal
habitats at the San Diego Zoo. There are so many habitats to view such as polar bears, penguins,
tigers, etc. https://zoo.sandiegozoo.org/animals-plants

Image Sources:
4.
https://www.pinterest.co.uk/pin/326299935497132510/

5.
 Zoo Bandit:
A Math Mystery

Grade: 2
Strand: Number
Lesson Length: 60 mins

Specific Learning Outcomes

2.N.9.
Demonstrate an understanding of addition (limited to 1- and 2-digit numerals)
with answers to 100 and the corresponding subtraction by n using personal
strategies for adding and subtracting with and without the support of
manipulatives n creating and solving problems that involve addition and
subtraction n explaining that the order in which numbers are added does not
affect the sum n explaining that the order in which numbers are subtracted may
affect the difference [C, CN, ME, PS, R, V]

2.N.10.
Apply mental mathematics strategies, including n using doubles n making 10 n
using one more, one less n using two more, two less n building on a known
double n using addition for subtraction to develop recall of basic addition facts
to 18 and related subtraction facts. [C, CN, ME, R, V]

Essential Understandings
Students will know:
• How to solve a complex word problem as a group and be able to explain
their findings with the class.
• Which mental math strategy works best for them to solve the word
problem.
Assessment
Observe the students to ensure they are working together as a group and are able to solve the
problem using both subtraction and addition strategies correctly. Look for strategies used while
the groups are solving the problem and during the class discussion groups will share strategies
they used.

Flexible Grouping
Homogeneous groups will be used for this lesson. Each child will be given a zoo animal card and
they will find the other students who have a card with the same card. They will complete
the task with this group of ‘animals.’

Learning Plan Activating:

• Read the opening letter of the activity to the students and have a short discussion on
different math operations we might be able to use during the mission.

Acquiring:
• Divide the students into groups of 3 by pulling popsicle sticks (or names out of a hat).
• Have the groups report to their “office” where they will find their information
packages.
• Once each group has had a chance to review their packages, the groups can begin
exchanging clues with each other. Provide an adequate amount of time for students to
work through the problem without pressure.

Applying:
• Once the questions have been answered, as a class have a discussion on the various
ways the groups worked through the word problem.
• Create a class generated list of ways the groups solved the problem.

Extensions:
To make the activity more challenging for older students, have them use all four number
operations to solve the problem. Challenge them to try and find multiple solutions for the
problem.

Learning Resources
• Zoo Bandit game (create an information package for each group with their clues inside).
• Pencils
• Paper
• Manipulatives
Multiple Intelligences
• Verbal / Linguistic – read books about the zoo.
• Visual / spatial – have the students watch a short zoo video.
• Logical / Mathematical: have students think of multiple ways to solve the problem.
• Bodily / Kinesthetic – provide manipulatives for students to use while working through
the word problem.
• Musical – quietly play zoo music while the students are working.
• Intrapersonal – students can work independently to solve the problem and answer the
questions.
• Interpersonal – the students work together to solve the problem.
• Natural / Spiritual – go out and create a class zoo where each student pretends to be a
different zoo animal

Sources
• MB curriculum
• Adapted from 1, 2 Skip a Few 99… Zoo by Channing Smendziuk, Courtney White,
Tawny Kerkowich, and Leah Ryden
• The Zoo Bandit – Cultivating Lifetime Learners – Teachers Pay Teachers
https://www.teacherspayteachers.com/Product/Addition-andsubtraction-worksheets-
Math-Mystery-Game1794565?st=49663fa6f20f22938153871f0d2e47ee
5
 Dear Mr. LaZoo, your precious animals are mine now.

Your animals will be the start of a magnificent new zoo.

You had 11 elephants in a cage.

I took 6 elephants to be the start of my show.

There were 15 lions hiding in a lair.

I took 10 lions to guard my grand fair.

Those precious peacocks, of which there were

9.

3 of those peacocks will be on my sign.

Penguins are my favourite, you had 12.

I took 6 penguins, although I wish I had taken more.

Mr. LaZoo, how could you keep 10 jaguars in a cage?

Now, 8 of those jaguars will roam free in my zoo.

The monkey cage was at maximum capacity, 24

monkeys is far too many!

To mark more space, I took 12 monkeys off of your

hands.

You had 4 zebras roaming in the grass.

I only took 1 zebra, so you wouldn’t be so sad.

I realized I had too many animals, so I put back
3 lions.

The fierce cheetah’s den was occupied by 8.

I took 4 cheetahs before it was too late.

The penguins were running a muck and causing chaos,

so I put back 3 of them.

There were 3 alligators swimming in a swamp.

The alligators were frightening, so I left all of them for

you.

The elephants were loud and almost blew my cover. I

returned 3 of them to their cage.

One of the jaguars escaped from my clutches and ran

back to it’s liar.
Lesson: Patterning at the Zoo Kiera Riehl
Grade 2 Mathematics- Patterning and Relations

Learning Outcomes
2.PR.1 Predict an element in a repeating using a variety of strategies

Essential Question: Can you predict the next element in repeating patterns? Can you identify a
pattern?

Students will be able to identify a pattern and be able to predict the next element in a pattern.

Materials
Zoo animals pattern cards
Counters
Zoo animals patterning worksheet

Differentiation Strategies
If students struggle with this independently, they can do the worksheet and patterning with a
partner
If the class is needing a movement break you can create patterns with the students in the class
by hair colour or height or colours of clothing.
Students who are hearing impaired you can write the pattern scheme they are looking for on
the board or have them posted on smartboard
Assessment
FOR: Students will be asked to make certain patterns with their zoo animal patterning cards,
while this is happening the teacher will be roaming around the classroom checking for
understanding and correct patterns. The teacher will be asking the students to explain the rule
and see if the know what the __th element would be in the pattern.

OF: Students will be handing in their Zoo animal pattern worksheets for assessment.

Teaching Activities
Activate
Ask the students if they know what a pattern is and see if they notice any patterns around the
classroom. The students will use counters to recreate a pattern demonstrated by the teacher.

Acquire
Students will be given the zoo animal patterning cards and the teacher will be giving pattern
criteria’s that they will need to create with their cards and be asked what the core of each
pattern is.

Apply
Once students have gotten lots of practice with the patterning cards, they will need to
complete the Patterning worksheet and hand in for assessment.

Sources
Manitoba Math Curriculum

Idea from Kelsey Evans Farm patterns

lesson
Circle the CORE of the pattern Circle what comes next
Grade Level: 2
Strand: Shape and Space

Learning Outcome: 2.SS.4 – Measure length to the nearest non-standard unit by using multiple
copies of a unit [C, ME, R, V]

Achievement Indicators:
§ Count the number of non-standard units required to measure the length of an object
using a single copy or multiple copies of the same unit of measure.
§ Estimate and measure an object using multiple copies of a non-standard unit and using
a single copy of the same unit many times, and explain the results.
§ Create a ruler, using non- standard units of measure, and use the ruler to measure
length.

Instructions: Cut out the ruler at the bottom of the page and use it to measure all the zoo
animals.

Materials: Scissors and the ‘Zoo Animal Measuring’ page.

Sources: Zoo Animal Measuring page- https://www.teacherspayteachers.com/Product/Zoo-

Animal-Activity-Pack-Math-Literacy-Games-Puzzle-SAMPLE-1228355

Lesson from C. Smendziuk, C. White, T.Kerkowich, L.Ryden adapted by Destiny Gray-Harlow

Activating: Students will be asked what they know about the zoo and the animals at the zoo.
We will discuss what students learned or noticed during the live cams of the habitats at the San
Diego Zoo. I will then ask students if there is a way to know how big an animal is at the zoo,
what could we do?

Acquiring: Students will learn that objects can be measured using non-standard units such as
manipulatives, pencils, paper clips, etc. To model for students, we will use objects and will
measure them in paperclips. For example, we will use a Kleenex box and use the paperclips to
measure the length. In another example, we will use a stuffed animal to measure the height in
Unifix cubes.

Applying: Students will cut out the hippo ruler at the bottom of the page. Students will use the
hippo ruler to measure length and height of the zoo animals. In addition, students will record
the number of non-standard units for each animal. If students finish early, they can take their
hippo ruler or other manipulatives to measure other objects around the classroom to practice
their measurement in non-standard units.

Assessment: Assessment for students understanding will be observed through their

measurement of zoo animals in non-standard units. Students will also be assessed on their
math vocabulary. For example, the lion is 1 unit in length and the flamingo is 5 units in height.
A checklist with students’ names will be used to check off students who are understanding.

Different ways of learning:

§ We can watch a YouTube video on non-standard units
§ We can read a book related to non-standard units such as Carry Me, Mama by Monica
Devine and Pauline Paquin
§ We can partner students up and use larger manipulatives to measure parts of their
partner (e.g., arm, foot)
 Zoo Animal Measur ing
Cut out the r uler at the bottom of the page. Use it to measur e the
Zoo animals!

___________ hi ppos

___________ hi ppos

___________ hi ppos

__________ hi ppos
___________ hi ppos
_______________________________________________
Grade Level: 2

Strand: Probability and Statistics

Learning Outcomes:
2.SP.1. Gather and record data about self and others to answer questions.
2.SP.2. Construct and interpret concrete graphs and pictographs to solve problems.

Achievement Indicators:
• Organize data as it is collected using concrete objects, tallies, checkmarks, charts, or lists.
• Answer questions using collected data.
• Answer questions pertaining to a concrete graph or pictograph.
• Create a concrete graph to display a set of data and draw conclusions
• Solve a problem by constructing and interpreting a concrete graph or pictograph.

Instructions:
1. Put prompt “Which Zoo Animal is you Favorite?” on the board
2. Collect data from class, record date, display data
3. Construct answers questions from the data
4. Optional* have student write their answers as to why they chose what they did, and have
them illustrate a picture of their favorite animal

Materials:
Voter chips
Pencil
Colouring supplies
Sources: https://www.teacherspayteachers.com/Product/Favorite-Zoo-Animal-Graphing-
Common-Core-Aligned-738903

Lesson from Rachael Mitchell adapted from Shayanne Bear

Delivery
Activating:
Put the prompt “Which Zoo Animal is you Favorite?” on the board. Students will come into the
room and begin trying to read it on their own, and it may begin dialogue about the subject matter.

Acquiring: Once students sit down I will read the prompt to them. I will ask them to turn to their
partner sitting beside them and share their favorite animal and why it is their favorite.

Applying: I will hand out their “voter” chips and then have them put their chip on the appropriate
place on the class graph.

Assessment: As we finish the work on the graph together I will assess students based on their
performance task-based questions. Ex. Which animal had the most votes.

Differentiation: Watch a instructional video on the same type of project so they can see what the
purpose of the project is, and better understand. Also, I may show other pictures of graphs as
examples.
ELA

Within English Language Arts, students could read the book “My School’s a Zoo” written by Stu
Smith. Students may create their own creative writing piece by writing about their own zoo if
they had one! They may describe the animals they have in their zoo, the types of food, their
habitats. Etc. Then they may illustrate the ideas they are recording.

SCIENCE

Within Social studies students will research all the different climates that Zoos have to adhere to
for the different animals. Ex. Sea animals such as dolphins need water to live in, where as a
giraffe needs the safari. Students will pick their favorite habitat, and study it, becomes experts,
and share it with the class.

SOCIAL STUDIES

Students may go into groups and do a project-based reach assignment discovering a single
animal and becoming “Zoologists.” Students will be required to research their habitats, food,
climate they in, and how they spend an average day. Students will present this information to the
class in a thematic way!

ART

Students will create their own textured Zoo. They will do this with visual representations of the
animals they want to choose to put into their zoo. This will be executed with a variety of
manipulatives and materials to use. Either using tissue paper, paint, pipe cleaners, googly eyes,
or whatever types of materials they can also think of.

PHYS-ED

Students will use the zoo theme, as a movement break where they pretend to be zoo animals.
Teacher will prompt them during this movement break by asking them to be their favorite zoo
animal, their least favorite zoo animal, a zoo animal they wish they could be, or anything of
those sorts!
Books:
§ “T’was the Day Before Zoo Day” by Catherine Ipcizade.

Internet:
§ San Diego Zoo Live Cams- https://zoo.sandiegozoo.org/animals-plants
§ The Zoo Bandit- Cultivating Lifetime Learners- Teachers Pay Teachers-
https://www.teacherspayteachers.com/Product/Addition-and-subtraction-
worksheets-Math-Mystery-Game-1794565
§ Lesson Idea for Patterns and Relations from Kelsey Evans adapted by Kiera
Riehl
§ Zoo Animal Measuring page-
https://www.teacherspayteachers.com/Product/Zoo-Animal-Activity-Pack-
Math-Literacy-Games-Puzzle-SAMPLE-1228355
§ “Which Zoo Animal Is Your Favorite?” Graphing Activity-
https://www.teacherspayteachers.com/Product/Favorite-Zoo-Animal-
Graphing-Common-Core-Aligned-738903