# The Sandbox

- geometry
- shapes

- biology
- engineering
- geology
- physics

- exploration
- power structures

- decision-making
- hypothesis-testing
- problem solving
- thinking critically

###### Pros

Hundreds of elements and features give kids creative control as they build original worlds.###### Cons

Pixelated design takes some adjusting to, as does learning to use allotted resources without spending currency too quickly.###### Bottom Line

Encourages creativity and critical thinking as kids create their own universes, but requires a lot of paid extensions to advance.None

Opportunities to be creative and control their own world entice and entertain kids.

Challenges indirectly introduce scientific and mathematical principles.

Campaigns guide kids through the world, but heavily encourage use of paid extensions.

Most teachers will find that The Sandbox works best as a tool to use with early finishers or as part of enrichment time. However, teachers who have the opportunity to incorporate game-based learning in the classroom may find themselves making time for the game on a regular basis, helping students build crucial problem-solving and critical-thinking skills. This works particularly well in STEAM-based classrooms and may prove ideal for a technology-based class or an art class, where teachers have a little more creative freedom when it comes to their curriculum.

Read More Read LessThe Sandbox introduces kids to the process of creating a universe. To begin, they can create their own universe in free-play mode without any guidelines, or they can opt to participate in a campaign. In campaign mode, kids work side-by-side with a creator as they learn about the different elements and how to combine those elements. With the creator's guidance, they also begin to build their own worlds. When they first start playing, kids have a set amount of currency, called mana, to spend within the game -- and they'll find they spend it fairly quickly. They can earn new mana by connecting through Facebook or by watching a video; they also have the option of purchasing more mana as well as special extension packs. Although kids can enjoy the basics of the game without purchasing additional mana or extension packs, their experience will be limited.

Some updated features are provided in the Amplify tablet version of The Sandbox. For example, in free play, kids can undo their last action, and they can use a pause-and-play feature. Fewer levels are available in the tablet version than in the standard version, but between the free-play and challenge mode, kids still have plenty of opportunities to create and learn.

Read More Read LessOn Day 1 of campaign mode, kids learn how combining water and soil makes mud, and how letting water erode stone helps create sand. It's in these small tasks that learning takes place. The game presents these bits of information as essential to the game, so kids indirectly learn bits of information related to science and math. As they continue to play, they'll learn a little about geometry, engineering, physics, geology, biology, and other areas of math and science. However, a lack of explicit lessons means parents and teachers may want to help kids make a connection between what's going on in the game and the academic content they're learning.

Read More Read Less## Key Standards Supported

## Reading Informational | |

RI.5: Craft and Structure | |

RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |

RI.5.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |

RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |

Integration of Knowledge and Ideas | |

RI.5.7 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |

RI.5.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |

RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |

Key Ideas and Details | |

RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |

RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |

RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |

Range of Reading and Level of Text Complexity | |

RI.5.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. |

RI.6: Craft and Structure | |

RI.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |

RI.6.5 | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |

RI.6.6 | Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. |

Integration of Knowledge and Ideas | |

RI.6.7 | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |

RI.6.8 | Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. |

RI.6.9 | Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). |

Key Ideas and Details | |

RI.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

RI.6.2 | Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. |

RI.6.3 | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |

Range of Reading and Level of Text Complexity | |

RI.6.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |

RI.7: Craft and Structure | |

RI.7.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. |

RI.7.5 | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. |

RI.7.6 | Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. |

Integration of Knowledge and Ideas | |

RI.7.7 | Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). |

RI.7.8 | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. |

RI.7.9 | Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |

Key Ideas and Details | |

RI.7.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

RI.7.2 | Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. |

RI.7.3 | Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). |

Range of Reading and Level of Text Complexity | |

RI.7.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |

RI.8: Craft and Structure | |

RI.8.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |

RI.8.5 | Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. |

RI.8.6 | Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |

Integration of Knowledge and Ideas | |

RI.8.7 | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. |

RI.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. |

RI.8.9 | Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. |

Key Ideas and Details | |

RI.8.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

RI.8.2 | Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. |

RI.8.3 | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |

Range of Reading and Level of Text Complexity | |

RI.8.10 | By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. |

RI.9-10: Craft and Structure | |

RI.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). |

RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |

RI.9-10.6 | Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. |

Integration of Knowledge and Ideas | |

RI.9-10.7 | Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. |

RI.9-10.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. |

RI.9-10.9 | Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. |

Key Ideas and Details | |

RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

RI.9-10.2 | Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |

RI.9-10.3 | Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. |

Range of Reading and Level of Text Complexity | |

RI.9-10.10 | By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. |

## Geometry | |

5.G: Classify Two-Dimensional Figures Into Categories Based On Their Properties. | |

5.G.3 | Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. |

5.G.4 | Classify two-dimensional figures in a hierarchy based on properties. |

Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems. | |

5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |

5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |

6.G: Solve Real-World And Mathematical Problems Involving Area, Surface Area, And Volume. | |

6.G.1 | Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |

6.G.2 | Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. |

6.G.3 | Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. |

6.G.4 | Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. |

7.G: Draw, Construct, And Describe Geometrical Figures And Describe The Relationships Between Them. | |

7.G.1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |

7.G.2 | Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |

7.G.3 | Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. |

Solve Real-Life And Mathematical Problems Involving Angle Measure, Area, Surface Area, And Volume. | |

7.G.4 | Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. |

7.G.5 | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. |

7.G.6 | Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |

8.G: Solve Real-World And Mathematical Problems Involving Volume Of Cylinders, Cones, And Spheres. | |

8.G.9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. |

Understand And Apply The Pythagorean Theorem. | |

8.G.6 | Explain a proof of the Pythagorean Theorem and its converse. |

8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |

8.G.8 | Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. |

Understand Congruence And Similarity Using Physical Models, Trans- Parencies, Or Geometry Software. | |

8.G.1 | Verify experimentally the properties of rotations, reflections, and translations: |

8.G.1.a | Lines are taken to lines, and line segments to line segments of the same length. |

8.G.1.b | Angles are taken to angles of the same measure. |

8.G.1.c | Parallel lines are taken to parallel lines. |

8.G.2 | Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. |

8.G.3 | Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |

8.G.4 | Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them. |

8.G.5 | Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. |

#### See how teachers are using The Sandbox

#### Teacher Reviews

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