GRADE 2 SCIENCE INSTRUCTIONAL TASKS
The Environment
Grade-Level Expectations
The exercises in these instructional tasks address content related to the following science grade-level expectation(s):
SE-E-A3 Describe a variety of activities related to preserving the environment (GLE 48)
SE-E-A4 Describe how consumption of resources can be reduced by recycling, reusing, and conserving (GLE 49)
SE-E-A5 Describe ways in which habitat loss or change can occur as a result of natural events or human impact
(GLE 50)
LS-E-C1 Identify the components of a variety of habitats and describe how organisms in those habitats depend on
each other (GLE 35)
Contents
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These instructional tasks contain a set of document- or resource-based exercises about the environment and ways
humans can both help and harm the environment.
Teachers may choose to use or modify the tasks as part of an instructional lesson or as a formative or summative
assessment.
The printable student version excludes teacher directions.
Objective(s)
Scaffolding Exercise 1
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Interpret a diagram
Determine specific relationships between living things
using a diagram
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Scaffolding Exercise 2
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Investigate endangered and threatened animals
Investigate natural and human threats to animal
populations
Scaffolding Exercise 3
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Classify actions as ways to reduce, reuse, or recycle
Culminating Exercise
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Plan actions to benefit a particular environment
Explain reasoning behind planned actions
Scoring Rubric
Scoring Notes
Printable Student Version
Scaffolding Exercise 1
epa.gov
Student Directions
Step 1: In groups of 3, discuss what this picture shows. As a group, write four specific details it shows.
Step 2: Choose three of the living things from the diagram and describe the relationship between them.
Present your ideas to the class in the form of a song, poem, or skit.
Scaffolding Exercise 2
Teacher Directions
The poster above shows Endangered, Threatened, and Candidate Species of Louisiana (2013).
Display the poster for students and brainstorm reasons why the specific wildlife pictured might be
dying out. As a class, study one of the animals. Investigate natural and human impacts and steps
being taken to protect the animal.
Image from: http://www.fws.gov/lafayette/es/endangered_species.html
Reuse
Recycle
Scaffolding Exercise 3
Reduce
Student Directions
Some of your friends saw the sign above in their neighborhood. They wanted to see if people are following directions on the sign and
helping the environment. They kept a log over the next 3 days. Your friends need your help organizing the log. With a partner, make a
chart like the one above. Organize the sentences on your chart to help find out if people are following the three R’s. Some of the
sentences may not belong on your chart.
A boy shared his books with a
friend.
A man took his
own grocery bags
to the store.
A woman went to the secondhand store to buy a shirt for
working outside.
A man rode his bike to the store
instead of driving his car.
A man threw his empty drink can
in the garbage.
A family used empty bottles to
plant vegetable seeds.
A girl started a compost pile in
her backyard.
A girl turned off the lights when
she went out of the room.
A boy turned off the water while
he was brushing his teeth.
A family drove around because
they didn’t have anything fun to
do.
A girl used left-over
A woman unplugged her
fabric to make a tent to computer when she wasn’t using
play in.
it.
Culminating Exercise
Student Directions
Kerri went camping in Louisiana. He wanted to do something good for the environment before he left. Write about two things he might
do. Describe how each thing Kerri will do helps the environment.
Rubric
Key Elements:
A. Response clearly describes one way Kerri can help the environment AND the benefit of
this action.
B. Response clearly describes a second way Kerri can help the environment AND the
benefit of this action.
Response includes both key elements.
2 Points
Response contains no scientific errors.
Response includes one of the key elements.
1 Point
Response may include scientific errors.
0 Point
Response does not include any key elements.
Scoring Notes
The following are examples only. All reasonable, valid responses should be accepted.
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Kerri walked around the campground and picked up litter that was on the ground. He recycled things like plastic, cans, and paper. This made
the campground look clean and kept animals from getting sick or hurt from human trash. He also kept a lot of garbage out of the landfills by
putting things in the recycling bin.
Kerri asked the campground worker if any of the local animals were endangered. He learned that Louisiana Pine Snake is in danger of becoming
“Threatened.” Kerri knows that many people kill snakes. He made posters with drawings of the Louisiana Pine Snake. He wrote on the poster,
“Don’t harm me. I help the environment.” Then Kerri put the posters up all around the campground.
Kerri saw that there were no recycling bins around the campground. There were only garbage cans. He talked to the manager and they
decided to create recycling bins out of plastic storage containers the manager was about to throw away. Kerri made signs for the bins and put
them around the campground. This helped the environment because less garbage was thrown away.
Kerri made signs to clearly mark hiking trails around the campground. This helped keep people out of the rest of the woods. Animals need
some parts of the woods just for themselves so their ecosystem isn’t hurt by people.
Printable
Student Version
Step 1: In groups of 3, discuss what this picture shows. As a group, write four specific details it shows.
Step 2: Choose three of the living things from the diagram and describe the relationship between them.
Present your ideas to the class in the form of a song, poem, or skit.
Reduce
Reuse
Recycle
Some of your friends saw the sign above in their neighborhood. They wanted to see if people are following directions on the sign and
helping the environment. They kept a log over the next 3 days. Your friends need your help organizing the log. With a partner, make a
chart like the one above. Organize the sentences on your chart to help find out if people are following the three R’s. Some of the
sentences may not belong on your chart.
A boy shared his books with a
friend.
A man took his
own grocery bags
to the store.
A woman went to the secondhand store to buy a shirt for
working outside.
A man rode his bike to the store
instead of driving his car.
A man threw his empty drink can
in the garbage.
A family used empty bottles to
plant vegetable seeds.
A girl started a compost pile in
her backyard.
A girl turned off the lights when
she went out of the room.
A boy turned off the water while
he was brushing his teeth.
A family drove around because
they didn’t have anything fun to
do.
A girl used left-over
A woman unplugged her
fabric to make a tent to computer when she wasn’t using
play in.
it.
Kerri went camping in Louisiana. He wanted to do something good for the environment before he left. Write about two things he might
do. Describe how each thing Kerri will do helps the environment.