To tape the incline to the box, I jury-rigged a paper brick to lessen the incline and to hold the end of the pipe above the bottom of the table. To help keep it stable and make the whole apparatus even more secure, I also taped the pipe to the lip of the clear plastic sand table
The hopper worked well. Without the hopper it would have been harder to pour sand down the inclined pipe. That was especially true when the children tried to pour a bucket of sand down the pipe; without the hopper, most of it would have missed the pipe.
The children also used the embedded tubes to connect in play. Below, one child is reaching with a spoon full of sand through a tube to deposit it in another child's container. To guide her actions, she watched her own actions through the tube. On the other side, a child focused on the spoon and constantly adjusted his actions so he could receive the gift of sand from the other.
I have always been intrigued by how children explore spaces and the elements within those spaces. Sometimes those explorations are solitary but often times the explorations are in solidarity with others. They continually improvise within the immediacy of their world. If their immediate world at the sand table is rich in possibilities, the potential for those improvisations grows exponentially.