I embedded the venting hoses into a box that I set up vertically in the sand table. This is a view from one side of the apparatus.
Here is the view from the other side of the apparatus.
I embedded four different hoses in the box. Because the aluminum tubing was flexible, I was able to weave the tubes through the box so the children had to figure out where the sand exited when they poured it into one of the tubes.
On one side, A, B and C are the holes the children poured the sand into and E and H was where the sand exited. In the picture below A and E were connected so when a child poured sand in A the sand exited from E.
As seen from the other side, A and B were the same. D was the fourth hole into which the children poured the sand. B and F were connected so when a child poured sand in B it exited from F. C from the other side was connected to G on this side. And D from this side was connected to H on the other side.
If you understood that explanation of how the four tubes are woven inside the box, your spatial acuity is off the charts. If you were to imagine looking through the bottom of the box, you would see a tangle of hoses filling the inside of the box.
The children, of course, had other ways to figure out the apparatus as they creatively problem solved in their own quest for spatial literacy.
P. S. If you are attending the NAEYC annual conference and would like to join a
discussion about the need for children to move to learn in the
classroom and outdoors, three of my colleagues and I will be holding a
three-hour session on Wednesday morning at the conference. It is
entitled Teaching with the Body in Mind. If you come, please come up
and introduce yourself.
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