{"id":17638,"date":"2022-09-06T15:41:07","date_gmt":"2022-09-06T22:41:07","guid":{"rendered":"https:\/\/www.plato-philosophy.org\/?post_type=teachertoolkit&p=17638"},"modified":"2025-10-06T15:21:21","modified_gmt":"2025-10-06T22:21:21","slug":"going-philosophical-with-shapes","status":"publish","type":"teachertoolkit","link":"https:\/\/plato-philosophy.org\/teachertoolkit\/going-philosophical-with-shapes\/","title":{"rendered":"Being Philosophical with Shapes"},"content":{"rendered":"\n

Lesson Summary:<\/strong><\/p>\n\n\n\n

Students will work with partners to draw an irregular shape described they their partners through writing. Students will raise questions about the process and outcome of this activity for philosophical discussion.<\/p>\n\n\n\n

Activity:<\/strong><\/p>\n\n\n\n

\n
\n
    \n
  • One student will use their partner\u2019s directions to draw an unfamiliar shape.<\/li>\n\n\n\n
  • Students will compare the drawn shape to the picture of the original shape.<\/li>\n\n\n\n
  • Students will discuss what the process was like for them and what questions the activity raises.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n

    Materials:<\/strong><\/p>\n\n\n\n

    \n
    \n
      \n
    • 6 images cut out (see Lesson Attachment file above) – Note: The shapes in the images are best suited for high school students. For younger students, use simpler shapes but make sure they are not shapes students can describe simply by naming them (e.g., triangle, square, house, etc.).<\/em><\/li>\n\n\n\n
    • Loose leaf paper or a document for typing<\/li>\n\n\n\n
    • Something to draw on (white board or paper)<\/li>\n\n\n\n
    • Something to write or draw with (dry erase marker or pencil)<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n

      Steps:<\/strong><\/p>\n\n\n\n

        \n
      1. Divide the class into groups with 3-4 members.<\/li>\n\n\n\n
      2. Give each group one of the pictures from the image above (or images you have selected yourself).<\/li>\n\n\n\n
      3. Note that groups should not see each other’s pictures.<\/li>\n\n\n\n
      4. Ask the groups to describe the picture they have in 4-5 sentences on a paper so that a person who hasn’t seen the picture can imagine and draw it.<\/li>\n\n\n\n
      5. Change the papers of the description between the groups so that each group will have a new description of a picture to draw.<\/li>\n\n\n\n
      6. Ask the groups to draw whatever they understand from the paper.<\/li>\n\n\n\n
      7. Compare the drawings with the real pictures. Ask about the process each group went through and why they could\/couldn’t draw something similar to the real pictures. What crossed their minds while doing this activity?<\/li>\n\n\n\n
      8. See the Discussion Questions tab for suggestions of other questions the group might discuss together.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

        Lesson Summary: Students will work with partners to draw an irregular shape described they their partners through writing. Students will raise questions about the process and outcome of this activity for philosophical discussion. 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