Sandbox 101 describes how using sandboxes in the classroom can engage students in history lessons. Students work in groups to build models in sandboxes that demonstrate their understanding of historical topics like trench warfare from World War 1. This hands-on activity allows students to directly apply their knowledge and receive feedback. It also serves as both a formative and summative assessment. The document provides examples of sandbox activities and assessments that align with the Ontario history curriculum, and discusses the benefits of using this strategy for differentiated instruction and student engagement.
11. Sandbox 101 , Benefits? Engages students – both ‘P’ and ‘D’ level, ESL Especially the ‘P’ level student Is an activity directed teaching strategy appeals to the ‘tactile’ learner
13. Results in students demonstrating what they know and understand about the topic (example: trench warfare) Marketing History Intrigues other students – promotes history electives within the school
14. Sandbox 101 , Benefits? Accommodates both the Spec. Ed and ESL student
15. Serves as an assessment piece Formative and summative
17. Sandbox 101 , How it works? 6 sandbox; 4-5 students per
18. Activities require students, working in groups, to demonstrate what they know and understand about various topics Trench warfare, WW1 Battles, D-Day and Archeological Digs Activities include both an opportunity for feedback and assessment (Formative and box summative)
19. Sandbox 101 , Application for teaching history Directly ties to the curriculum CHC2P/S/D
23. Sandbox 101 , Application for teaching history Student have the opportunity to model battle strategies, conditions, and battlefield geography Have to use their knowledge to create an accurate rendering
25. Learn from immediate and direct feedback Teacher can ask: Why did you do this? Or that?...
26. Students can circulate and see other groups models – learning from one another and providing feedback
27. Sandbox 101 , Application for teaching history Group work that works Activity and assessment can be done in one period Group member’s attendance does not influence the product or assessment All students are engaged and participating All feel capable (of playing in the sand) and are less likely to sit back and let others do the work for them
29. Unlikely students take various roles, including leadership, within the group Students feel proud of their product – not discouraged
30. Sandbox 101 , Application for teaching history Teaching Strategy Students learn (example - battle strategies; over-the-top ) by creating a rendering of it and defending it to the teacher - why they built it the way they did
31. Mistakes made during the modeling activity are learned from corrected for summative assessments
33. Sandbox 101 , Application for teaching history Assessment and evaluation Provides an excellent activity and product where students demonstrate curriculum expectations
34. All 4 assessment categories can be assessed for all students including the reluctant writer
46. Getting started 6 sandboxes IKEA – under the bed plastic storage containers with lids ($20) Plastic – waterproof
47. With lids – stacking Sand Any hardware store (home Depot) CHC2P/D Toy plastic soldiers - I provide them ! dollar stores Additions Wire, toothpicks, popsicle stick, paper, fabric….. students provide or improvise Is what brings them up from a level 1+/2- to a 3 or 4
48. Curriculum support material Sue’s website www.susanpannell.wikispaces.com For Grade 10 resources Rachel’s website www.collishaw.pbworks.com For Grade 11 resources
49. Getting Started CHW3M Students bring in all materials Divide tasks among group members