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Ground Plans for the Rainforest Nut Shed
Compare repeated water tests and a wind graph to choose and improve ground covers near a rainforest nut-sorting shed.
Grade 2ScienceInteractive · Printable
Aligned to2-ESS2-1
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 2
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students compare test results for designs that slow land changes caused by wind and water.
- Students use evidence to choose and improve designs that keep sand in place.
How to use
Read the test directions and records aloud. Review the graph scale, then have students compare designs and explain their choices using test results.
Curriculum
NGSS standard covered
Compare ways to slow or stop wind or water from changing the shape of the land.
Preview
OwlSheets.com
Ground Plans for the Rainforest Nut Shed
Compare designs that keep wind and water from carrying sand away.

Rain Beside the Shed
Read about the models. Use the water test records to compare the designs.
Testing Before Building
Workers sort nuts in a shed at the edge of a rainforest clearing. Rainwater has cut small grooves into a sandy slope beside the shed. During dry weather, wind blows loose sand toward the doorway. The workers want to keep more sand in place.
A class built small models to compare plans. Each model began with 20 level scoops of sand. For water tests, the trays had the same slope. An adult poured one cup of water onto each tray over ten seconds. The class tested bare sand, a plant mat, and a row of branches across the slope. The mat was a woven cover made from plant fibers.
The class ran each water test twice, using fresh sand each time. A larger tray caught the sand that washed away. After it dried, students measured it with the same small scoop.
For wind tests, the class used level trays with fresh sand. They compared bare sand, the plant mat, and a woven screen facing the wind. An adult gave each tray 30 gentle hand-fan strokes from the same distance. Students measured the sand blown out.
Bare sand — Test 1: 10 scoops; Test 2: 12 scoops
Plant mat — Test 1: 5 scoops; Test 2: 5 scoops
Branch row — Test 1: 3 scoops; Test 2: 4 scoops
- A. The tray began with fewer scoops.
- B. More sand stayed inside the tray.
- C. The water carried more sand away.
- D. The water turned into extra sand.
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