{"id":14210,"date":"2016-10-17T15:54:57","date_gmt":"2016-10-17T19:54:57","guid":{"rendered":"http:\/\/depts.washington.edu\/nwcenter\/?post_type=lessonplans&#038;p=2425"},"modified":"2024-09-12T11:47:59","modified_gmt":"2024-09-12T18:47:59","slug":"identity-essence-lego-activity","status":"publish","type":"teachertoolkit","link":"https:\/\/plato-philosophy.org\/teachertoolkit\/identity-essence-lego-activity\/","title":{"rendered":"Identity &#038; Essence Lego Activity"},"content":{"rendered":"<p><strong>Materials Needed:<\/strong><\/p>\n<ul>\n<li>Legos (the more the better)<\/li>\n<li>Something on which to display\/write out class thoughts (chalkboard, whiteboard, SMARTboard)<\/li>\n<li>Camera (optional)<\/li>\n<\/ul>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Have Legos divided up according to how groups will be organized, e.g. in separate piles or in one large pile.<\/li>\n<\/ul>\n<p><strong>Description:<\/strong><\/p>\n<p><span style=\"font-size: revert; color: initial;\">1. (Optional) Warm up and get a sense of our intuitions about the topic either by presenting anecdotes,\u00a0 questions, or connecting to previous discussions.\u00a0<br \/><em>Example: My car is always breaking down, and last time I did this activity I wondered aloud at the beginning of class: \u201cSince I\u2019ve had to take my engine apart and replace a bunch of stuff, do I really have the same car?\u201d<\/em><\/span><\/p>\n<p><span style=\"font-size: revert; color: initial;\">2. Break out the Legos and let everyone know they have 10 minutes to create <em>anything<\/em> they would like as long as they can tell the group: a) its name; b) what it does; and c) why they chose to make it. Let them know that no one should get too attached to their objects, but don\u2019t yet explain why.<\/span><\/p>\n<p><span style=\"font-size: revert; color: initial;\">3. Time has a way of flying during this activity, so as soon as the 10 minutes are up ask the group to begin presenting their objects one by one. Write each object\u2019s name, function, and reason for being made on the board. <em>Optionally, you can also take photos of each object to help track how they change over the course of the activity. <\/em><\/span><\/p>\n<p><span style=\"font-size: revert; color: initial;\">4. To some students\u2019 dismay, everyone is then asked to pass their objects to their neighbors. Tell everyone that they now have 2 minutes to make an alteration or two to their new object. <em>Some students might complain about their creations being modified&#8211;this can be an avenue for discussion. What is so bothersome about something we\u2019ve created being modified by someone else? Is it not our object anymore once it\u2019s been changed? etc. etc.<\/em><\/span><\/p>\n<p><span style=\"font-size: revert; color: initial;\">5. After everyone is done altering their new object, ask one or two students to share what they\u2019ve done, and track these changes on the board. What did you change, and why? Were you trying to stay true to the original object, or did you want to completely redesign it? Ask the original creator&#8211;is it still your object, or is it something new? Would you still call it by its original name?<\/span><\/p>\n<p><span style=\"font-size: revert; color: initial;\">6. After two or three rounds of passing objects along and modifying them, ask everyone to return all objects to their original creators. Give everyone a moment to acquaint themselves with their objects again, and think about whether or not it\u2019s still the object they originally created.<\/span><\/p>\n<p><span style=\"font-size: revert; color: initial;\">7. With about 15 minutes remaining, we can discuss what it means for an object to \u201cstay the same.\u201d Alternatively, students can be asked to brainstorm questions that the activity raises and vote on one they\u2019d like to discuss.\u00a0<\/span><\/p>\n<p><strong>Connects to:<\/strong><\/p>\n<ul>\n<li><a href=\"\/questionslibrary\/hello-red-fox\/\" target=\"_blank\" rel=\"noopener\"><em>Hello, Red\u00a0Fox<\/em>\u00a0by Eric Carle<\/a>\n<ul>\n<li>Do things change depending on how you look at or experience them?<\/li>\n<li>Are things really changing when we look at them in different ways? (i.e. when we notice more details in a book we\u2019ve read twice)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Materials Needed: Legos (the more the better) Something on which to display\/write out class thoughts (chalkboard, whiteboard, SMARTboard) Camera (optional) Preparation: Have Legos divided up according to how groups will be organized, e.g. in separate piles or in one large pile. Description: 1. (Optional) Warm up and get a sense of our intuitions about the <a href=\"https:\/\/plato-philosophy.org\/teachertoolkit\/identity-essence-lego-activity\/\" class=\"more-link\">&#8230;<span class=\"screen-reader-text\">  Identity &#038; Essence Lego Activity<\/span><\/a><\/p>\n","protected":false},"featured_media":15765,"template":"","toolkitcategory":[758],"gradelevel":[47,46],"topics":[298],"class_list":["post-14210","teachertoolkit","type-teachertoolkit","status-publish","has-post-thumbnail","hentry","toolkitcategory-metaphysics","gradelevel-middle-school","gradelevel-primary-elementary","topics-identity"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Identity &amp; Essence Lego Activity - PLATO - Philosophy Learning and Teaching Organization<\/title>\n<meta name=\"robots\" content=\"noindex, follow\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Identity &amp; Essence Lego Activity - PLATO - Philosophy Learning and Teaching Organization\" \/>\n<meta property=\"og:description\" content=\"Materials Needed: Legos (the more the better) Something on which to display\/write out class thoughts (chalkboard, whiteboard, SMARTboard) Camera (optional) Preparation: Have Legos divided up according to how groups will be organized, e.g. in separate piles or in one large pile. 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