1. Playground Design
A WebQuest for 2nd Grade
Designed by Rosanna Sartore
rmsartore@usieagles.org
2. INTRODUCTION
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Our school has recently designed a new playground and the
construction process is underway. I know it has been rough
since you cannot play on the playground like usual, but now
you get the chance to be a real playground designer. This
way, the difficulties of not having a playground for months
will all be worth it! If you are ready to get started, click on
the task section.
3. THE TASK
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
The new playground designs do not include a
sandbox, so you get to work in a group to
create a one-of-a-kind sandbox out of
different geometric shapes. Our principal is
very excited to see what you can come up
with as an addition to the playground. The
class will be voting on which design they
would most like to have. Design can sound
scary when you have not done it, but this is a
fun activity you get to do with friends. I will
still be here to answer your questions every
step of the way. If you think you are up to the
challenge, click on the process section to get
started.
4. THE PROCESS
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Design involves many steps. First, you must actually create the
sandbox with the help of your group members. After the design is
complete, your group will present your new sandbox to the
class, mentioning the shapes used to make it such an awesome and
fun playground piece. After all groups present, the class will vote on
the one we think will be the most fun to have here at school. So if you
are ready to jump into the fun world of design, please ask the teacher
who is a member of your group. Then you and your group can get
started as soon as possible!
Now that you have a group, you and your group
members have a choice to make. Two of you will work
together to create the design of the actual sandbox.
The other two will work together to find the best
accessories that students can use in the new sandbox.
Once your duos are chosen, you may begin to design
by clicking on the duo you have chosen.
5. THE PROCESS
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Sandbox Design Duo:
o First, your duo needs to practice figuring out how
different shapes fit together by visiting the following
site: Tangram Game
o Take notes over the game by printing out this sheet. Turn them into
the teacher for a grade.
o Next, your duo needs to use the paint program on this computer to
create the design for you sandbox. To find this program, go to
start, then programs, then accessories, then paint. Notice that there
are different art tools on the left of the screen and different colors on
the right. Please save your work!
• Make sure your sandbox has at least 3 different shapes that fit
together.
• Make sure your sandbox has a cover to keep the sand from
getting wet.
o Print out your sandbox design to share with all of your group then
click NEXT->
6. THE PROCESS
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Accessories Duo:
o First, your duo needs to practice finding shapes in
the environment by visiting the following site:
Shapes Game
o Take notes over using the game by printing out this sheet. Turn
them into your teacher for a grade.
o Next, your duo needs to use the following site to find your 3 favorite
sandbox accessories: Sandbox Accessories
o Copy and paste the pictures of these favorites into a word
document. Copy by selecting the text, going to edit (top left of the
screen), and clicking copy. Paste by putting the cursor over where
you want the text to go, going to edit, and clicking paste.
o Save and print the document.
o Label the different shapes that are part of these accessories on your
printout.
o Click NEXT-> to finish the process.
7. THE PROCESS
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Now your duos need to meet back into your big group of four. Show each
other the work you have done to design this sandbox and what will go
inside the sandbox. Together, create a presentation to show the rest of the
class, your teachers, and your principal just how amazing your sandbox is.
Use the printouts your duos have made to create a poster together. Your
teacher will have poster board and other decorating supplies for you to use.
Practice your presentation as a group. Make sure that:
o Your poster is utilized and has printouts from both duos.
o Every person in the group has a speaking role.
o Your presentation tries to convince others to vote on your design.
After all groups have presented to the class, your teacher will conduct a
vote to see which sandbox design is the favorite. Don’t forget that the
principal will be here for both the presentations and the vote.
8. EVALUATION
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
You are almost finished with your design project!
Now just click on the links below to ensure that you
didn’t forget a step along the way. I want everyone
to receive as high of a grade as they possibly can
because you all have been working very hard!
Click here to see a checklist for the Sandbox Design Duo
Click here to see a checklist for the Accessories Duo
Click here to see a rubric for you presentation. Remember that I
will fill out a rubric and the principal will fill out a rubric and these
will both be used to determine your group grade!
Remember that your grade will be based on your Checklist and
Presentation, so complete everything and visit the Conclusion Page.
9. SANDBOX DESIGN DUO CHECKLIST
Tasks Yes (1 point) No (0 points)
Students visited the site documented
in the process and fit together different
shapes.
Students created a sandbox on the
paint program together.
Sandbox had a least 3 different
shapes that were fit together.
A cover was also designed.
The sandbox cover fit the sandbox
designed.
Students completed their tasks
working together and with a good
attitude.
Click Here to Return to the Evaluation Page
10. ACCESSORIES DUO CHECKLIST
Tasks Yes (1 point) No (0 points)
Students visited the site to practice
finding shapes in the environment.
Students worked together to find their
3 favorite sandbox accessories.
Students copied and pasted these
favorite accessories to a word
document.
Students printed the word document.
Students properly labeled the shapes
that were part of their accessories.
Students completed their tasks
working together and with a good
attitude.
Click Here to Return to the Evaluation Page
11. GROUP PRESENTATION RUBRIC
Categories 4 3 2 1 pts
Public All four students All four students Two or three Only one student
participated in the participated in the students did the did the majority of
Speaking presentation equally. presentation, but entire presentation. the presentation.
some had very
minor roles.
Working with Every group Most group One group member No group members
member tries to members try to tries to hold the attempt to work
Others work well with work well with group together. with others.
others. others.
Attitude All group members Most group One group member All group members
are not overly critical members are not is not overly critical are overly critical of
of the project. overly critical of the of the project. the project.
project.
Poster Poster is colorful, Poster is somewhat Poster is colorful Poster is not
creative and neat. colorful, creative and creative but is colorful, creative or
Presentation Contains both duo's and neat. Poster missing key organized.
printouts in an contains both components, such Printouts are
organized manner. printouts but needs as organization or a missing.
more organization. duo's printout.
Pride Work reflects this Work reflects a Work reflects some Work reflects very
group's best efforts. strong effort from effort from this little effort on the
this group. group. part of this group.
Click Here to Return to the Evaluation Page
12. CONCLUSION
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Great job students! I was very impressed by the way all of you
worked together to create great sandboxes. Even though many of
you were nervous about presenting your projects to other people
for a vote, I was proud of your presentations.
Did you think design was a scary thing? Or
was it more fun than you thought it would
be? I have heard a few students in class
wonder why we had to learn about math and
science. Hopefully, now you can see how
using math and science in the real world can
be fun and exciting. Can you think of other
ways that math and science can be used in
your life? What about here in our
classroom? Or even at your house?
13. STANDARDS
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
Math
2.4.5 Recognize geometric shapes and structures in the
environment and specify their locations.
2.6.2 Use tools such as objects or drawings to model problems.
Science
2.1.5 Demonstrate the ability to work with a team but still
reach and communicate one’s own conclusions about findings.
2.5.4 Begin to recognize and explain that people are more likely to
believe ideas if good reasons are given for them.
Language Arts
2.7.5 Organize presentations to maintain a clear focus.
2.7.11 Report on a topic with facts and details, drawing from
several sources of information.
14. TEACHER NOTES
Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes
This webquest was created with an inclusion classroom in mind. This is the reason
that the students worked within a duo instead of working separately. It helps
students who struggle with reading comprehension or math skills to have a student
with different strengths work together. This way, both of the students can both better
understand all aspects of the project. If this type of scaffolding and support is not
needed in your classroom, this duo work can be written out of your webquest.
Also, if your school is not under construction or building a new
playground, the introduction can be rewritten but the basic
process can remain the same. Students will still be engaged and
excited about the project, especially if a principal or other guest
can still be arranged to come in and view the presentations.
I created this webquest dealing with math and science because these are my weakest
areas of teaching. This was a way to keep both myself and my students engaged and
learning. I believe that my teaching has been strengthened through this
assignment, which greatly helped my students. I hope that the same can be said of
your classroom, even if the original project was modified to better suit your personal
classroom needs. Good luck!