Constructed Response Assessment - Second Grade

The following constructed response assessments have been used with second grade students.  They could likely be used plus or minus one grade level, but you may need to modify them to match your needs. 

The assessments listed at the right are targeted for other grades, but you might want to investigate them, too.

The following assessments are currently available on the third grade page:
  • Sound
  • Light and Color
  • Light and Shadows
The following assessments are currently available on the first grade page:
  • Mixtures
  • Seeds
  • Animal Classification
  • Evaporation - Puddle-drying

Click here for directions on how to download the assessments and save them on your computer.

Assessment Topics

Water - Evaporation
This assessment can be used as either a pre- or post-assessment on the topic of where water goes when it "dries up," and what weather conditions are best for evaporating puddles.  At the elementary level students do not need to know all the components of the water cycle, nor do they even need to know the term "water cycle."  They do need to learn what evaporate means.  This assessment asks students to explain where the puddles that formed during a recent rain went and what weather conditions would be best for drying puddles on a soccer field.  There is a simple rubric that you can lead them through to score their own work.  The rubric should best be used only if the assessment is given as a post-assessment.

Water - Evaporation Assessment 
Water - Evaporation Assessment Rubric 

Seed/Plant Pre- and Post-Assessments
The post-assessment is similar to the pre-assessment, but it makes reference to what students have already observed by germinating seeds in a baggie garden.  I would recommend using both the pre- and post-assessments.  The post-assessment has a scoring rubric you should use with your students.  The post-assessment asks students to draw and label the missing parts on a seed diagram (seed coat, new plant, and food for the plant).  Keep in mind that elementary students, especially 2nd graders do not have to know the terms embryo or cotyledon.  

Students must explain why seeds get so much bigger when soaked in water and they must understand that the root is the first part to come out of a seed as it germinates and why that is a good thing.

Seed and Plant Pre-Assessment
Seed and Plant Post-Assessment
Seed and Plant Post-Assessment Rubric

Animal Adaptations
This assessment assesses students' understanding of behavioral as well as physical adaptations of common animals.  It asks students to choose one from a list of ten common animals found in Michigan.  It has them thinking about and responding to these two questions: 

a.     How does it get what it needs to survive?

b.    What does it do to survive a cold Michigan winter?

They are asked to draw their animal and label it (students will need a mini-lesson on how to label something, if have not done much of that before).  Then must then write down what the animal does (the behavioral adaptations) to survive a Michigan winter.  They must then explain to a classmate what they have drawn and written about their animal.  There is a rubric that you might choose to have them use when they work with another classmate, or you may choose to just walk around and listen in as they describe their animal to others.

Animal Adaptations Assessment
Animal Adaptations Assessment Rubric

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Created by Pete Spencer
Principal - Academic Transitional Academy of St. Clair County
St. Clair County Intermediate School District
Marysville, Michigan
Email:  pete@miscience.org

This page was last modified on Thursday, August 21, 2003