Warm-up While technical issues with the video are being handled, allow participants to choose their art supplies and explain that they are free to make art while participating in class and listening to each other. Invite participants to think about their hopes, goals, and fears about participating with the group. Stimulus (9 minutes) Watch video … Inclusivity and Difference
Notes about Lesson Plan Warm-Up Question How does the weather affect the way we feel and behave? Matching Weather Events with Emotions Inquiry Building on Matching Activity Reflection about how our minds have changed Discussion Questions Question Individual Connections Note: modify these questions to fit the results of the class Question Subjectivity and Objectivity Question … Weather and Emotions
Notes on the documents in the Resource tab Introduction Introduce the concept of “life cycles” to the class, highlighting that even though there are differences in the life cycles of various species, the general steps of birth, growth, reproduction, and death are involved in all living things’ life cycles. Independent + Collaborative Thinking
This lesson assumes that the students have some background knowledge on the topic already, including: (if not every student knows all of these facts, it will be okay!) In this lesson, students will engage with philosophical quotations about atoms and the structure of the universe. They will work on the skill of interpreting what other … Atoms and The Structure of the Universe
Important Notes Regarding Implementation: Warm-Up: Discuss “Voice” Recommendation: Do not mention AI at the beginning of this lesson. They should first explore “voice” before thinking about how AI might play a role. Warm-Up Questions:You often hear people say: “It is important for everyone’s voices to be heard.” or “Use your voice to stand up for … AI and Your Voice
For as long as humans have walked the Earth, we have been looking up into the sky and asking questions. In this lesson, students will activate their innate sense of wonder and curiosity by reflecting on objects moving in the sky. Phase 1 “Activating Wonder” (w/ Video + Teacher Script) The goal of this “wondering … “Activating Wonder: Objects in the Sky”
Why do we sometimes see the same thing differently? Step 1 Depending on the age or grade level of the participants, either the facilitator or the participant/s read chapter one of The Little Prince. Step 2 Facilitator introduces the prompt (Step 3) and poses the questions (listed below each image) for participants to consider, discuss, … The Little Prince, Chapter One
This lesson plan can be used on its own or as an accompaniment to the Arnold Lobel Frog and Toad story, “The Garden.” Divide students into groups of 3-4. Ask each group to come up with 2-3 examples of the following three cases: See Discussion Questions tab for discussion prompts.
Activity Description: Break the students into groups of three. Put the following list on the board and ask each group to come up with at least one thing that fits each category. Something that isn’t real but seems to be real Something that is real but seems not to be real Something you can’t tell … Reality Scavenger Hunt
Have each person write down on a piece of paper: Once everyone has their statements, then have them pair up to talk about their claims, and why they put them in the category they did. This should get them started on a conversation about the difference between belief and knowledge. Then have the group come … Belief and Knowledge
PLATO is part of a global UNESCO network that encourages children to participate in philosophical inquiry. As a partner in the UNESCO Chair on the Practice of Philosophy with Children, based at the Université de Nantes in France, PLATO is connected to other educational leaders around the world.
This work is licensed under CC BY-NC-ND 4.0
If you would like to change or adapt any of PLATO's work for public use, please feel free to contact us for permission at info@plato-philosophy.org.
Connect With Us!