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Protecting a Camping Path from Heavy Rain
Compare model camping-path designs using rain-test results and building time. Recommend a design that meets two goals.
Grade 3ScienceInteractive · Printable
Aligned to3-ESS3-1
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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 3
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students compare model-test evidence to judge designs that reduce damage from heavy rain.
- Students evaluate path designs using damage limits and building-time limits.
- Students support a design recommendation with evidence and describe a model's limits.
How to use
Read the investigation together, then have students compare the graph and building times. Discuss why model evidence helps with designs but does not guarantee real-world protection.
Curriculum
NGSS standard covered
Judge a design that reduces the damage from a weather hazard such as floods, strong winds or lightning.
Preview
OwlSheets.com
Protecting a Camping Path from Heavy Rain
Use a class investigation to judge designs that reduce rain damage.

Investigate the Camping Path
Read the class report. Think about what the class changed, kept the same, and measured.
A Path That Washed Away
During a class camping trip, heavy rain sent water down a hillside. The moving water carried loose soil from the path leading to the campsite entrance. After the storm, deep ruts made the path difficult to use. Back at school, the class investigated designs for reducing this kind of damage.
Step 1: Students shaped matching clay hills in trays. They marked a path down each hill and spread 12 level teaspoons of dry sand along it. The sand represented loose path soil.
Step 2: Students changed the channels in the clay above each path. Channels are shallow grooves that water can follow. Design A had no channels. Design B had one channel pointing downhill toward the path. Design C had two slanted channels leading toward the tray's sides. Design D had four slanted channels leading toward the sides.
Step 3: A teacher poured two cups of room-temperature water through a sprinkler bottle over each hill in 30 seconds. The hill slope, path size, starting sand amount, bottle height, and pouring time stayed the same. Trays caught the water.
Step 4: Students collected the sand washed off each path. They let it dry without heating it, then measured it in level teaspoons. They rebuilt the hills with fresh sand and repeated the test twice. The graph adds the sand losses from three tests per design. The teacher also recorded how long each model design took to build. The models had no plant roots, and real storms can last much longer.
- A. The model path became wider before the test.
- B. The teacher finished pouring the water sooner.
- C. Less sand washed away from the model path.
- D. More water flowed directly down the model path.
- A. They could guide flowing water away from the path.
- B. They could make the loose sand become plant roots.
- C. They could make the teacher pour less test water.
- D. They could guide more flowing water onto the path.
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