Thinking - reflections.eduskills.plus

Introduction

Background information and didactical perspective

Philosophy for Children (P4C) is an approach that was developed by Professor Matthew Lipman, who was influenced by educational psychologists and philosophers such as Vygotsky, Piaget and Dewey as well as by the tradition of Socratic dialogue. P4C builds on higher order thinking (critical, creative and caring thinking), inquiring, reasoning, listening and dialogical skills. Children are encouraged to create their own philosophical questions. The facilitator supports children in their own thinking, reasoning and inquiring, as well as in building on each other’s ideas in a dialogue. In P4C, the facilitator fosters student-led discussions on philosophical questions. The role of the facilitator is crucial to ensuring quality dialogue and progress, as well as integration within the curriculum. It is well documented that P4C has an impact on children's cognitive, personal, social and emotional development. P4C encourages children as well as young adults to think for themselves and develop dialogical skills.

Learning outcomes

Competencies: Critical thinking, reasoning skills, inquiry skills, creative skills, dialogical skills

	10-14
	17 x 60 min.
	board/flip chart; mounting material (magnets / tape / push pins); colored A4 printing paper;
	Communication Dialogue Language

Lesson plan

Abbreviations:

A = Activity
D = Discussion
GW = Group work
IW = Individual work

HW = Homework
PW = Partnerwork
PTS = Previous Teacher’s Study

PO = Pupils opinions
PP = Pupil’s presentations
TP = Teacher’s presentation

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Lesson No 1: Thinking

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Thinking in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs One copy of a thought cloud Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Thinking and thoughts to each pupil, then introduces the subject asking students to read the questions contained in the text	M1 Leading idea “Thinking” M2 Exercise “Thinking and thoughts”
Main section (10 min.) PO	Pupils try to think about the questions contained in exercise Thinking and thoughts reflecting about their thinking process
Discussion (40 min.) A D PP	After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about the relation between thinking and thoughts Pupil can write or draw their ideas about thinking into a thinking cloud

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Thinking in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
One copy of a thought cloud
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Thinking and thoughts to each pupil, then introduces the subject asking students to read the questions contained in the text

M1: Leading idea “Thinking”

M2: Exercise “Thinking and thoughts”

Main section
(10 min.)

Pupils try to think about the questions contained in exercise Thinking and thoughts reflecting about their thinking process

Discussion
(40 min.)

After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about the relation between thinking and thoughts
Pupil can write or draw their ideas about thinking into a thinking cloud

Lesson No 2: Reasoning

Phase	Content	Media, Material
Introduction (5 min.) PTS TP PO	Previous activity Teacher studies previously the leading idea Reasoning and the exercises Giving reasons , Giving reasons and giving explanations and Inductive reasoning in order to be aware of thinking in a logical way in order to form a conclusion or judgement Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of and the exercises Giving reasons , Giving reasons and giving explanations, Inductive reasoning and Hypothetical reasoning to each pupil, then introduces the subject asking students to read the questions contained in the text	M3 Leading idea “Reasoning” M4 Exercise “Giving reasons” M5 Exercise “Giving reasons and giving explanations” M6 Exercise “Inductive reasoning” M7 Exercise “Hypothetical reasoning- thinking with if- then statements”
Main section (15 min.) A	Pupils try to think if the people give good reasons – they also have to give reasons to their answers in material Giving reasons - then they move to Giving reasons and giving explanations to learn to distinguish between giving a reason and giving an explanation and also move to Inductive reasoning and Hypothetical reasoning to learn about distinguishing between giving reasons and giving explanations
Discussion (35 min.) D PP	After pupils have shared their conclusions with their classmates, teacher stimulates a discussion and encourage them to think of own examples Giving a reason and giving an explanation Use examples to make general rules Practice “If- then- statements”

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Reasoning and the exercises Giving reasons , Giving reasons and giving explanations and Inductive reasoning in order to be aware of thinking in a logical way in order to form a conclusion or judgement

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of and the exercises Giving reasons , Giving reasons and giving explanations, Inductive reasoning and Hypothetical reasoning to each pupil, then introduces the subject asking students to read the questions contained in the text

M3: Leading idea “Reasoning”

M4: Exercise “Giving reasons”

M5: Exercise “Giving reasons and giving explanations”

M6: Exercise “Inductive reasoning”

M7: Exercise “Hypothetical reasoning- thinking with if- then statements”

Main section
(15 min.)

Pupils try to think if the people give good reasons – they also have to give reasons to their answers in material Giving reasons - then they move to Giving reasons and giving explanations to learn to distinguish between giving a reason and giving an explanation and also move to Inductive reasoning and Hypothetical reasoning to learn about distinguishing between giving reasons and giving explanations

Discussion
(35 min.)

After pupils have shared their conclusions with their classmates, teacher stimulates a discussion and encourage them to think of own examples
Giving a reason and giving an explanation
Use examples to make general rules
Practice “If- then- statements”

Lesson No 3: Underlying assumptions

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Underlying assumption in order to be aware of assumptions Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Figuring out underlying assumption to each pupil, then introduces the subject asking students figuring out underlying assumptions and finding out different Mental acts	M8 Leading idea “Underlying assumptions” M9 Exercise “Figuring out underlying assumptions”
Main section (10 min.)	Pupil try figuring out underlying assumptions and inquire mental acts
Discussion (40 min.) D	Then the pupils share their conclusions with their classmates reflecting on the investigation process

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Underlying assumption in order to be aware of assumptions

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Figuring out underlying assumption to each pupil, then introduces the subject asking students figuring out underlying assumptions and finding out different Mental acts

M8: Leading idea “Underlying assumptions”

M9: Exercise “Figuring out underlying assumptions”

Main section
(10 min.)

Pupil try figuring out underlying assumptions and inquire mental acts

Discussion
(40 min.)

Then the pupils share their conclusions with their classmates reflecting on the investigation process

Lesson No 4: Dreaming

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Dreaming in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs One piece of paper for drawing Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Dreaming to each pupil, then introduces the subject asking students to read the questions contained in the text	M11 Leading idea “Dreaming” M12 Exercise “Dreaming”
Main section (10 min.) PO	Pupils try to think about the questions contained in this exercise reflecting about dreaming
Discussion (40 min.) A D PP	After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about dreaming Students can write or draw their ideas about dreaming

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Dreaming in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
One piece of paper for drawing
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Dreaming to each pupil, then introduces the subject asking students to read the questions contained in the text

M11: Leading idea “Dreaming”

M12: Exercise “Dreaming”

Main section
(10 min.)

Pupils try to think about the questions contained in this exercise reflecting about dreaming

Discussion
(40 min.)

After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about dreaming
Students can write or draw their ideas about dreaming

Lesson No 5: Good Reasons

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Good Reasons in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercises The relevance of reason and Good reasons to each pupil, then introduces the subject asking students to read the text looking for criteria for good and poor reasons	M13 Leading idea “Good reasons” M14 Exercise “The relevance of a reason” M15 Activity “Good reasons”
Main section (15 min.) PW	Pupils try to think about the reasons in The relevance of reason and Good reasons.
Discussion (30 min.) D PP	After pupils have shared their criteria with their classmates, teacher stimulates a discussion among pupils about good reasons and criteria

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Good Reasons in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercises The relevance of reason and Good reasons to each pupil, then introduces the subject asking students to read the text looking for criteria for good and poor reasons

M13: Leading idea “Good reasons”

M14: Exercise “The relevance of a reason”

M15: Activity “Good reasons”

Main section
(15 min.)

Pupils try to think about the reasons in The relevance of reason and Good reasons.

Discussion
(30 min.)

After pupils have shared their criteria with their classmates, teacher stimulates a discussion among pupils about good reasons and criteria

Lesson No 6: Relation between parts and whole

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Relation between parts and whole in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Relations between parts and whole to each pupil, then introduces the subject asking students to read the questions contained in the text	M16 Leading idea “Relation between parts and whole” M17 Exercise “Relation between parts and whole”
Main section (10 min.) PO	Pupils try to answer questions contained in the exercise clarifying the relation between the parts and the whole
Discussion (40 min.) D PP	After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about the relation between the parts and the whole

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Relation between parts and whole in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Relations between parts and whole to each pupil, then introduces the subject asking students to read the questions contained in the text

M16: Leading idea “Relation between parts and whole”

M17: Exercise “Relation between parts and whole”

Main section
(10 min.)

Pupils try to answer questions contained in the exercise clarifying the relation between the parts and the whole

Discussion
(40 min.)

After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about the relation between the parts and the whole

Lesson No 7: Hypothetical Syllogism

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Hypothetical Syllogism in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise The syllogism to each pupil, then introduces the subject asking students to read the text looking for their conclusions of the if…then statements	M18 Leading idea “Hypothetical syllogism, if…..then….” M19 Exercise “The syllogism”
Main section (10 min.) PO	Pupils try to think about the syllogism reflecting about their conclusions
Discussion (35 min.) D PP	After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about the different examples

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Hypothetical Syllogism in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise The syllogism to each pupil, then introduces the subject asking students to read the text looking for their conclusions of the if…then statements

M18: Leading idea “Hypothetical syllogism, if…..then….”

M19: Exercise “The syllogism”

Main section
(10 min.)

Pupils try to think about the syllogism reflecting about their conclusions

Discussion
(35 min.)

After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about the different examples

Lesson No 8: Looking for alternatives

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity Teacher studies previously the leading idea Looking for alternatives in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher introduces a simple game What is it used for? and then hands out a copy of exercises Looking for alternatives - Criteria Looking for alternatives to everyday situations and Alternatives to each pupil, then introduces the subject asking students to look for alternatives	M20 Leading idea “Looking for alternatives” M21 Activity “What is it used for?” M22 Exercise “Looking for alternatives. Criteria” M23 Exercise “Looking for alternatives to everyday situations” M25 Exercise “Alternatives”
Game (10 min.) A	Playing a simple game	M21 Activity “What is it used for?”
Main section (10 min.) PO	Pupils try to think about the questions contained in the exercises reflecting about their thinking process	M22 Exercise “Looking for alternatives. Criteria” M23 Exercise “Looking for alternatives to everyday situations” M25 Exercise “Alternatives”
Discussion (30 min.) A D PP	After pupils have shared their conclusions with their classmates, teacher stimulates a discussion among pupils about looking of alternatives and criteria Pupils can think about conflict situations and perform a play/scenes in front of the class

Lesson No 9: What would change? Looking for alternatives

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Looking for alternatives” in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Hand out a copy of each exercise to each student Execution Teacher divides the students in groups and asks them to think about a conflict situation and asks to perform a play/scenes in front of the class	M20 Leading idea “Looking for alternatives” M24 Activity “What would you change? Looking for alternatives”
Main section (15 min.) A	Each group will prepare a scene and performs it in front of the class
Discussion (20 min.) D	After performing the scenes the teacher invites the pupils to think about different solutions for the conflicts in the scenes

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea “Looking for alternatives” in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Hand out a copy of each exercise to each student

Execution

Teacher divides the students in groups and asks them to think about a conflict situation and asks to perform a play/scenes in front of the class

M20: Leading idea “Looking for alternatives”

M24: Activity “What would you change? Looking for alternatives”

Main section
(15 min.)

Each group will prepare a scene and performs it in front of the class

Discussion
(20 min.)

After performing the scenes the teacher invites the pupils to think about different solutions for the conflicts in the scenes

Lesson No 10: Lying

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Lying in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Lying to each pupil, then introduces the subject asking students to read the questions contained in the text	M26 Leading idea “Lying” M27 Exercise “Lying”
Main section (10 min.) PO	Pupils try to think about the questions contained in the exercise reflecting about lying, reasons and justifications
Discussion (40 min.) D PP	After pupils have shared their ideas with their classmates, teacher stimulates a discussion among pupils about lying

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Lying in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Lying to each pupil, then introduces the subject asking students to read the questions contained in the text

M26: Leading idea “Lying”

M27: Exercise “Lying”

Main section
(10 min.)

Pupils try to think about the questions contained in the exercise reflecting about lying, reasons and justifications

Discussion
(40 min.)

After pupils have shared their ideas with their classmates, teacher stimulates a discussion among pupils about lying

Lesson No 11: Truth

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity Teacher studies previously the leading idea Truth in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Prepare a flip chart Execution Teacher writes on the flip chart the questions contained in exercise Truth, then introduces the subject asking students to read the questions written on the flip chart	M28 Leading idea “Truth” M29 Exercise “Truth”
Discussion (40 min.) D	Teacher stimulates the discussion among the pupils inviting them to discuss with their classmates the issues that they think are more relevant. Students do not need to answer all the questions. The teacher should facilitate a philosophical dialogue and should always ask for reasons (not allowing “yes” or “no” answers)

Phase

Content

Media, Material

Introduction
(10 min.)

Previous activity

Teacher studies previously the leading idea Truth in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Prepare a flip chart

Execution

Teacher writes on the flip chart the questions contained in exercise Truth, then introduces the subject asking students to read the questions written on the flip chart

M28: Leading idea “Truth”

M29: Exercise “Truth”

Discussion
(40 min.)

Teacher stimulates the discussion among the pupils inviting them to discuss with their classmates the issues that they think are more relevant. Students do not need to answer all the questions. The teacher should facilitate a philosophical dialogue and should always ask for reasons (not allowing “yes” or “no” answers)

Lesson No 12: Lift the veil

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Truth in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a sheet Prepare a lamp Execution After having fixed the sheet upright in a way that makes it seem like a screen, the teacher puts a lamp behind it. S/he closes the windows or shades since the room must be dark, and turns on the lamp. Before turning on the lamp, the teacher will have put some objects between the lamp and the sheet. Depending on the distance of the objects from the light, the shadows will assume a different size. S/he tries to make the smallest objects seem bigger and vice versa	M28 Leading idea “Truth” M30 Activity “Lift the veil”
Main section (15 min.) A	Then the teacher asks the students what they see in the shadows projected on the sheet, for example their size and colour. Then the teacher lifts the sheet and shows everyone what is truly behind it
Discussion (35 min.) D	After the activity, the teacher asks students to think about how many means exist to reach the truth, if is easy to reach the truth, when and whether we can understand that a thing is true. The teacher invites students to share their reasoning

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Truth in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a sheet
Prepare a lamp

Execution

After having fixed the sheet upright in a way that makes it seem like a screen, the teacher puts a lamp behind it. S/he closes the windows or shades since the room must be dark, and turns on the lamp. Before turning on the lamp, the teacher will have put some objects between the lamp and the sheet. Depending on the distance of the objects from the light, the shadows will assume a different size. S/he tries to make the smallest objects seem bigger and vice versa

M28: Leading idea “Truth”

M30: Activity “Lift the veil”

Main section
(15 min.)

Then the teacher asks the students what they see in the shadows projected on the sheet, for example their size and colour. Then the teacher lifts the sheet and shows everyone what is truly behind it

Discussion
(35 min.)

After the activity, the teacher asks students to think about how many means exist to reach the truth, if is easy to reach the truth, when and whether we can understand that a thing is true. The teacher invites students to share their reasoning

Lesson No 13: What is true? What is false?

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Truth in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise True/False to each pupil and invite them to decide if the statements contained in the text are true or false and give reason of their choices	M28 Leading idea “Truth” M31 Exercise “True or False”
Main section (15 min.) PO	Pupils work individually on the exercise
Discussion (40 min.) D	Teacher invites pupils to share their conclusions, asking for the reasoning behind students’ assertions to facilitate the critical thinking

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Truth in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise True/False to each pupil and invite them to decide if the statements contained in the text are true or false and give reason of their choices

M28: Leading idea “Truth”

M31: Exercise “True or False”

Main section
(15 min.)

Pupils work individually on the exercise

Discussion
(40 min.)

Teacher invites pupils to share their conclusions, asking for the reasoning behind students’ assertions to facilitate the critical thinking

Lesson No 14: Reality

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Reality in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Prepare a flip chart Execution Teacher writes on the flip chart the questions contained in exercise Reality, introduces the subject inviting pupils to reflect on the concept reality	M32 Leading idea “Reality” M33 Exercise “Reality”
Discussion (35 min.) D	Teacher stimulates the discussion among students about the questions written on the flip chart, remembering that they do not need to answer all of them. The teacher should facilitate a philosophical dialogue and should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers)

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Reality in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Prepare a flip chart

Execution

Teacher writes on the flip chart the questions contained in exercise Reality, introduces the subject inviting pupils to reflect on the concept reality

M32: Leading idea “Reality”

M33: Exercise “Reality”

Discussion
(35 min.)

Teacher stimulates the discussion among students about the questions written on the flip chart, remembering that they do not need to answer all of them. The teacher should facilitate a philosophical dialogue and should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers)

Lesson No 15: Investigating reality

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Reality” in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation prepare a large box, a glove and a stocking, glue prepare some objects of different shapes to put in the box (one of these must be something with which the students are not familiar) Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Step 1 Teacher cuts the foot of a stocking and sews a glove in place of it. S/he makes a hole in one of the box’s sides. It must be big enough to allow an arm to go inside, and then the teacher sticks the stocking on it, putting the glove into the box. S/he puts some objects of different shapes in the box; five are enough, but one of these objects must be something with which the students are not familiar Step 2 Teacher divides the students in four groups and asks them to take turns slipping their hand into the glove and reaching into the box touching the objects	M32 Leading idea “Reality”
Game (20 min.) A	Each team will write down on a piece of paper the objects it thinks it recognizes. Then the teacher collects the papers, opens the box, shows them the content and gives one point for each recognized object. The winner will be the team that has recognized the most objects
Main section (15 min.) PO	After doing the previous activity, the Teacher invites pupils to answer the questions contained in exercise What is this?	M34 Activity “What is this?”
Discussion (20 min.) D	Then the pupils share their conclusions with their classmates reflecting on the investigation process they used to recognize the objects in the box

Lesson No 16: Imagination or reality?

Phase	Content	Media, Material
Introduction (15 min.) A PTS TP	Previous activity Teacher studies previously the leading idea “Reality” in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a sheet Prepare a lamp Execution Step 1 After having fixed the sheet upright in a way that makes it seem like a screen, the teacher puts a lamp behind it, closes the windows or shades since the room must be dark, and turns on the lamp Step 2 Teacher asks two or more students to act out some scenarios in order to make their bodies appear deformed on the other side. For example, if the lamp is next to the sheet and one of the students stands next to it, his or her shadow will appear to be a normal size. But if another student stands next to the other side of the lamp and goes towards whoever is still next to it, he or she will seem like a giant who is about to attack a poor victim. The teacher asks pupils to use their imagination to create different stories	M32 Leading idea “Reality”
Main section (15 min.) PP	The pupils chosen act out their invented scenarios while the other students are the observers
Discussion (30 min.) D	After the activity the teacher invites students to reflect on whether the perception of the observers is different from that of the actors, and in what sense

Phase

Content

Media, Material

Introduction
(15 min.)

Previous activity

Teacher studies previously the leading idea “Reality” in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a sheet
Prepare a lamp

Execution

Step 1 After having fixed the sheet upright in a way that makes it seem like a screen, the teacher puts a lamp behind it, closes the windows or shades since the room must be dark, and turns on the lamp
Step 2 Teacher asks two or more students to act out some scenarios in order to make their bodies appear deformed on the other side. For example, if the lamp is next to the sheet and one of the students stands next to it, his or her shadow will appear to be a normal size. But if another student stands next to the other side of the lamp and goes towards whoever is still next to it, he or she will seem like a giant who is about to attack a poor victim. The teacher asks pupils to use their imagination to create different stories

M32: Leading idea “Reality”

Main section
(15 min.)

The pupils chosen act out their invented scenarios while the other students are the observers

Discussion
(30 min.)

After the activity the teacher invites students to reflect on whether the perception of the observers is different from that of the actors, and in what sense

Lesson No 17: Is it real or not?

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea Reality in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise Preparation Prepare a circle of chairs Prepare a flip chart Hand out a copy of each exercise to each student Execution Step 1 Teacher gives a copy of exercise Is it real or not? to each pupil and invites them to say if they define the things listed in the first part of the text as real or not. Step 2 While the pupils are working on the exercise, the teacher writes the questions contained in the second part of the exercise on the flip chart	M32 Leading idea “Reality” M36 Exercise “Is it real or not?”
Main section (15 min.) PO	The pupils work on the exercise individually. After completed the table of the exercise, pupils give reasons to their answers on a piece of paper
Discussion (40 min.) D	After completed the exercise, pupils compare their answers with their classmates and try to answer the questions the teacher has written on the flip chart, discussing the different points of view

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea Reality in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise

Preparation

Prepare a circle of chairs
Prepare a flip chart
Hand out a copy of each exercise to each student

Execution

Step 1 Teacher gives a copy of exercise Is it real or not? to each pupil and invites them to say if they define the things listed in the first part of the text as real or not.
Step 2 While the pupils are working on the exercise, the teacher writes the questions contained in the second part of the exercise on the flip chart

M32: Leading idea “Reality”

M36: Exercise “Is it real or not?”

Main section
(15 min.)

The pupils work on the exercise individually. After completed the table of the exercise, pupils give reasons to their answers on a piece of paper

Discussion
(40 min.)

After completed the exercise, pupils compare their answers with their classmates and try to answer the questions the teacher has written on the flip chart, discussing the different points of view