# data[].attributes.attachment_link.title
LSP Orginal Learn Together Long - Term Plan

# data[].attributes.headline
Values & ethical perspectives picture books

# data[].attributes.subject
Values & ethical perspectives picture books

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.provider_name
National Center for Transgender Equality

# data[].attributes.attachment_link.readable_text
Nonbinary Defined

Most people - including most transgender people - are either male or female. But some people don't neatly fit into the categories of "man" or "woman," or "male" or "female." For example, some people have a gender that blends elements of being a man or a woman, or a gender that is different than either male or female. Some people don't identify with any gender. Some people's gender changes over time.

People whose gender is not male or female use many different terms to describe themselves, with being one of the most common (sometimes spelled with a hyphen, as "non-binary") . Other terms include genderqueer , agender , bigender , genderfluid , and more. None of these terms mean exactly the same thing - but all speak to an experience of gender that is not simply male or female. If you're not sure what a word means, you can usually just ask politely.

Why "Nonbinary"?

Some societies - like ours - tend to recognize just two genders, male and female. The idea that there are only two genders is sometimes called a "gender binary," because binary means "having two parts" (male and female). Therefore, "nonbinary" is one term people use to describe genders that don't fall into one of these two categories, male or female.

Basic Facts about Nonbinary People

Nonbinary people are nothing new. Non-binary people aren't confused about their gender identity or following a new fad - nonbinary identities have been recognized for millennia by cultures and societies around the world.

Some, but not all, nonbinary people undergo medical procedures to make their bodies more congruent with their gender identity. While not all nonbinary people need medical care to live a fulfilling life, it's critical and even life-saving for many.

Most transgender people are not nonbinary. While some transgender people are nonbinary, most transgender people have a gender identity that is either male or female, and should be treated like any other man or woman.

Being nonbinary is not the same thing as being intersex. Intersex people have anatomy or genes that don't fit typical definitions of male and female. Most intersex people identify as either men or women, though some may be nonbinary. Non-binary people are usually not intersex: they're usually born with bodies that may fit typical definitions of male and female, but their innate gender identity is something other than male or female.

How to Be Respectful and Supportive of Nonbinary People

It isn't as hard as you might think to be supportive and respectful of nonbinary people, even if you have just started to learn about them.

You don't have to understand what it means for someone to be nonbinary to respect them. Some people haven't heard a lot about nonbinary genders or have trouble understanding them, and that's okay. Identities that some people don't understand still deserve respect.

Use the name a person asks you to use. This is one of the most critical aspects of being respectful of a nonbinary person, as the name you may have been using may not reflect their gender identity. Don't ask someone what their old name was.

Try not to make any assumptions about people's gender. You can't tell if someone is non binary simply by looking at them, just like how you can't tell if someone is transgender just by how they look. A nonbinary person might appear feminine, masculine, or genderless, or show a mix of gendered ch aracteristics - and their appearance doesn't determine their pronouns.

If you're not sure what pronouns someone uses, ask. Different nonbinary people may use different pronouns. Many nonbinary people use "they" while others use "he" or "she," and still others use other pronouns. Asking whether someone should be referred to as "he," "she," "they," or another pronoun may feel awkward at first, but is one of the simplest and most important ways to show respect for someone's identity.

Advocate for non-binary friendly policies. It's important for nonbinary people to be able to live, dress and have their gender respected at work, at school, and in public spaces.

Understand that, for many nonbinary people, navigating gendered spaces - like bathrooms - can be challenging. For many non binary people, using either the women's or the men's rest room might feel unsafe, because others may verbally harass them or even physically attack them. Non binary people should be able to use the restroom that they believe they will be safest in . You can help support nonbinary people by accepting their judgment about where they feel most comfortable when dealing with spaces that are based on binary gend er distinctions .

Talk to nonbinary people to learn more about who they are. There's no one way to be nonbinary. The best way to understand what it's like to be nonbinary is to talk with nonbinary people and listen to their stories.

Related Links:

# data[].attributes.attachment_link.title
Understanding Nonbinary People: How to Be Respectful and Supportive

# data[].attributes.body
PPts on book recommendations

# data[].attributes.attachment_link.readable_text
Bilingual

In this slideshow, you will find 10 bilingual books (grades K-3) with LGBTQ+ themes. You will also find various Instagram accounts that advocate for different aspects of inclusion/representation in the classroom.

# data[].attributes.attachment_link.title
LGBTQ+ Book Recs - Teaching Outside the Binary

# data[].attributes.attachment_link.description
In this slideshow, you will find 10 bilingual books (grades K-3) with LGBTQ+ themes. You will also find various Instagram accounts that advocate for different aspects of inclusion/representation in the classroom.

# data[].attributes.headline
Non Binary awareness powerpoint from Twinkl

# data[].attributes.subject
Non Binary awareness powerpoint from Twinkl

# data[].attributes.attachment_link.title
7 Top “What Is Non Binary” Teaching Resources curated for you

# data[].attributes.attachment_link.description
Instant access to printable lesson plans, assessments, interactive activities, resource packs, PowerPoints, ebooks and teaching ideas in English and as Gaeilge.

# data[].attributes.headline
30+ books for teaching about family diversity

# data[].attributes.subject
30+ books for teaching about family diversity

# data[].attributes.attachment_link.authors[].name
A Brief History of LGBTQIA+ Marriage & Relationships – The Tiny Planner

# data[].attributes.attachment_link.title
30+ Books That Celebrate Family Diversity and LGBTQ+ Inclusion for Young Children | Lesbemums.com

# data[].attributes.attachment_link.description
I’m a firm believer that children need to see themselves within the society that they’re living in. The earlier the better. Likewise, just as much as childr…

# data[].attributes.body
A same-sex penguin couple hatches an egg of their very own, offering questions about family structure, freedom, and identity.

And Tango Makes Three depicts the true life story of Roy and Silo, two chinstrap penguins who reside at the Central Park Zoo. One day Mr. Gramzay, their keeper, notices the penguins’ attempts at hatching a rock. Why not just hatch an egg? Because both Roy and Silo are male. Mr. Gramzay then provides them with a fertile egg and a chance to become a family. When the egg hatches, they name the chick Tango because “it takes two to make a Tango.”

# data[].attributes.headline
Morris Micklewhite and the tangerine dress

# data[].attributes.subject
Morris Micklewhite and the tangerine dress

# data[].attributes.body
Morris is a little boy who loves using his imagination. But most of all, Morris loves wearing the tangerine dress from his classroom’s dress-up box. The children in Morris’s class don’t understand. Dresses, they say, are for girls. This book explores gender stereotypes, and the fact its not what you wear, but who you are.

# data[].attributes.attachment_link.title
Morris Micklewhite and the Tangerine Dress- Read Aloud

# data[].attributes.body
What does my shadow is purple mean?

In a deviation from the traditional gender norms of associating blue with masculinity and pink with femininity, the child's shadow is purple, symbolizing gender fluidity. The child participates in activities for both genders without feeling the need to conform to societal expectations.

# data[].attributes.attachment_link.title
My Shadow is Purple READ ALOUD Book with Music by Scott Stuart

# data[].attributes.body
Funny, insightful, and colorful, Red: A Crayon's Story is about being true to your inner self and following your own path despite obstacles that may come your way.

# data[].attributes.attachment_link.title
RED A CRAYON'S STORY - Read Aloud - Francie Dillon

# data[].attributes.body
A sweet and gentle story about being true to yourself and being a good friend, Introducing Teddy can also help children understand gender identity

# data[].attributes.attachment_link.title
Introducing Teddy Read-Aloud by Jessica Walton

# data[].attributes.body
Book details. Young Casey loves sparkly things, just like his older sister, who does not approve until an encounter with teasing bullies helps her learn to accept and respect Casey for who he is. Casey loves to play with his blocks, puzzles, and dump truck, but he also loves things that sparkle, shimmer, and glitter.

# data[].attributes.attachment_link.title
Sparkle Boy by Lesléa Newman, illustrated by Maria Mola | Read Aloud for Kids | The Reading Booth

# data[].attributes.body
Registered charity committed to improving life for LGBTQ+ people

# data[].attributes.attachment_link.description
ShoutOut aims to improve the lives of LGBTQ+ people by delivering educational and capacity-building workshops to secondary school students, teachers, parents, youth workers and workplaces on queer issues.

# data[].attributes.body
Some lovely pintables

# data[].attributes.attachment_link.description
Banned Books Call Me Tree Colonization Coloring Pages Continuum Gender Wheel Gender Wheel Approach History I Can Be Me Implicit Bias Inclusive Learning Environments Lesson Plans LGBTQIA+ Coloring Nature Nature-based Planetary Mindset Playing with Pronouns Card Deck Posters Pride Pronoun Kids Pronouns Reading Guide Stereotypes and Assumptions Systemic Oppression The Gender and Infinity Book for Kids The Girl Boy Lie They She He easy as ABC They She He Me Tree Pronoun Videos Worksheets & Handouts

# data[].attributes.attachment_link.description
The Proud Trust is an LGBT+ organisation that supports LGBT+ young people through youth groups, peer support, mentoring programs and the Proud Connections chat service.

# data[].attributes.attachment_link.readable_text
GOAL's Global Citizenship team have carefully designed creative, curriculum-linked lesson plans, including wellbeing activities, videos and worksheets suitable for in-person and virtual spaces, to help primary school teachers explore Global Citizenship with their 1st - 6th class students and inspire action for a sustainable and fair world, even in a remote setting.

All support materials are readily available here on our website, in both English and Irish, to help teachers navigate their pupils through this uncertain time while fostering empathy, solidarity, and inspiring action for a brighter future for all.

# data[].attributes.attachment_link.description
GOAL Changemakers Resources to help children learn about the 17 UN Global Goals

# data[].attributes.attachment_link.title
National Association of Teachers of Religious Education

# data[].attributes.attachment_link.description
Subject teacher association for religious education professionals. Made by teachers for teachers to support those who teach and lead in all schools!

# data[].attributes.headline
Living Different syllabus- Conceptual Enquiry Approach

# data[].attributes.subject
Living Different syllabus- Conceptual Enquiry Approach

# data[].attributes.headline
Mini Guide to religious Belief- The do's and don'ts

# data[].attributes.subject
Mini Guide to religious Belief- The do's and don'ts

# data[].attributes.attachment_link.title
Mini Guides to religions ^M beliefs with Dos and Donts 2021 Lat B RE Today Syll A^M (1)

# data[].attributes.headline
DICE guidelines for hosting Intercultural Events

# data[].attributes.subject
DICE guidelines for hosting Intercultural Events

# data[].attributes.attachment_link.description
A step-by-step guide for students and educators to work together to: learn about child rights; assess how rights-respecting their school is, based on the CRC, and using rights-based child participation; recognize and appreciate what's going well; identify ways to improve.

# data[].attributes.headline
Padlet of Resources for teaching Philosophy for children

# data[].attributes.subject
Padlet of Resources for teaching Philosophy for children

# data[].attributes.attachment_link.description
Educate Together E-Learning and Resources

# data[].attributes.attachment_link.description
Educate Together E-Learning and Resources

# data[].attributes.body
Link to Resource bank

# data[].attributes.attachment_link.description
Educate Together E-Learning and Resources

# data[].attributes.body
Link to the resource bank for the strand

# data[].attributes.attachment_link.description
Educate Together E-Learning and Resources

# data[].attributes.body
Link to Resource bank

# data[].attributes.attachment_link.description
Educate Together E-Learning and Resources

# data[].attributes.attachment_link.title
Sample Whole School Planning Template (1)

# data[].attributes.attachment_link.title
Termly plans curriculum outcomes content for all stages classes PETNS

# data[].attributes.attachment_link.title
Yearly overview of Learn Together curriculum PETNS

# data[].attributes.body
To question and wonder about the many things that puzzle us in life but that we nearly never have an opportunity to discuss in a group.

# data[].attributes.attachment_link.title
What’s the Point? - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Have students answer the prompt: “I am wondering, what’s the point of _______?” with as many responses as they can think of. Make a list of their answers and then vote for which ones the group would like to discuss first. Think together about what the point is of the thing in question. Might it ... What’s the Point?

# data[].attributes.body
To think together about what demands the group would make if they were able to do so and then practice reasoning and reason-giving.

# data[].attributes.attachment_link.readable_text
In the book Click, Clack, Moo Cows That Type by Doreen Cronin, a group of animals refuse to produce for a farmer until he meets their demands. Read the story together (or watch a read aloud of the book online), then ask the children to make their own list of demands. Give them full freedom to write whatever they want on the list.

When they are done, go through the list of their demands and think together about which of the demands seem like promising ideas and which ones might have unfortunate consequences. Would it, in fact, be better never to have homework?

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
What Are Your Demands? - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
In the book Click, Clack, Moo Cows That Type by Doreen Cronin, a group of animals refuse to produce for a farmer until he meets their demands. Read the story together (or watch a read aloud of the book online), then ask the children to make their own list of demands.

# data[].attributes.body
Students can think together about the limits of automatization, the differences between humans and robots, and whether any of these differences might ever be overcome.

# data[].attributes.attachment_link.readable_text
Many students, even those who are quite young, are aware of the rapid pace at which technology and artificial intelligence (AI) are developing. This lesson entails an exploration of what the world might look like if all human jobs become automated, or done by robots. Are there jobs that humans can do that a robot will never be able to do?

The lesson begins by asking students a fairly straightforward question: If you could invent a robot to do something for you, what would you want your robot to do? Answers here may range from more specific tasks - e.g., "I would want a robot that could put away my laundry." - to broader, or more involved ones - e.g., "I would want a robot that could go to school and learn then transfer its knowledge to me."

Then, students can watch the short (<3 min.) video "The Last Job on Earth: Imagining a Fully Automated World," linked below. The ensuing discussion can take one of two formats.

(1) Ask students to come up with a question that the video made them wonder about. Then, have students split into small groups, with each group selecting a question to present to the larger group. The class as a whole can then vote on which question to use to guide the large group discussion.

(2) Ask students whether this is a world that they would want to live in, and why.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Robots at Work - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Many students, even those who are quite young, are aware of the rapid pace at which technology and artificial intelligence (AI) are developing. This lesson entails an exploration of what the world might look like if all human jobs become automated, or done by robots.

# data[].attributes.body
Students will discuss the concepts of time/changes caused by time, and reflect on their own fundamental identity markers that time does (or does not) change.

# data[].attributes.attachment_link.title
Time & Identity: A Visually Guided Discussion - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Notes for teachers/facilitators: The years students spend in the classroom are some of the most meaningful for their self-awareness, identity developments, and opportunities for intellectual growth. This lesson provides a fun and tactile way for students to think about the concept of time: What is time? What is the tie between identity and time? Are ... Time & Identity: A Visually Guided Discussion

# data[].attributes.body
Hakuna Matata or Hard-Knock Life: What is Your Responsibility?

# data[].attributes.attachment_link.title
Hakuna Matata or Hard-Knock Life: What is Your Responsibility? - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Activity: Watch the videos ahead of time and review the potential discussion questions below. Tell children that you are going to show them two videos and you want them to pay attention to the messages of the songs. Show “Hakuna Matata” video to children, followed by “It’s a Hard Knock Life.” After the video has ... Hakuna Matata or Hard-Knock Life: What is Your Responsibility?

# data[].attributes.body
This lesson provides an opportunity for students to think together about beauty by contemplating that which they find beautiful that others do not.

# data[].attributes.attachment_link.readable_text
Present the following challenge to students:

Think of something (e.g., objects, places, people) that you think is truly beautiful, but that at the same time you think others might not notice and/or consider as beautiful. What do you think it is that makes it beautiful?

Take a couple minutes of quiet time for students to write and/or draw their thoughts.

Go around in a circle and have everyone share what they wrote about/drew. If anyone forgets to share why they think their chosen thing is beautiful, gently remind them to before moving to the next person. As students share, write down the "whys" they use to describe the thing on the board, particularly the adjectives they use to describe their chosen thing.

After everyone shares, ask them to think about something another person shared that they also think is beautiful and why, particularly if their reasons for thinking the thing is beautiful are different. After a couple minutes, ask them to share again. As students share, add to "whys" on the board.
Part 2:
Have students look for a pattern in the "whys." From the list, how might we define "beautiful"?
Sample questions for part 2:

Do you think some/all of the "whys" capture what makes something beautiful?

Which of the "whys" are necessary for something to be beautiful? Sometimes describe something that is beautiful? Never describe something that is beautiful?

Is there anything missing from the list that is necessary or frequently needed for something to be beautiful?

Note: If you meet with a class regularly (e.g., weekly), parts 1 and 2 can be done in separate sessions. If you do that, you can make a list of the "whys" for the second session and use it as a worksheet to prompt the discussion. A sample worksheet is available in the lesson attachment above.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
What is Beauty? - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Part 1: Present the following challenge to students: Think of something (e.g., objects, places, people) that you think is truly beautiful, but that at the same time you think others might not notice and/or consider as beautiful. What do you think it is that makes it beautiful?

# data[].attributes.body
By coming up with examples of things they believe and things they know, students will discuss what makes the difference between believing something and knowing something.

# data[].attributes.attachment_link.readable_text
Do they agree with where all the statements are listed? If not, why not?

What does it take for something we believe to count as knowledge? Consider things like whether we have direct experience of it, whether it is more "objective", whether it is certain or at least justified, etc.

Can we know something we don't believe? (e.g., maybe in those "I have to pinch myself moments"? Why would we say we can't really believe it?)

Can we ever know things? Can we really be wrong about things we thought we knew?

# data[].attributes.attachment_link.title
Belief and Knowledge - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Using dreams as a starting place, students can think together about reality - what is real, what is unreal, and whether there is a clean line between real and unreal.

# data[].attributes.attachment_link.readable_text
Contemplating the nature of dreams
Part 1:
Have each person think of a dream they've had recently. After giving them a moment to think, go around in a circle and have each person share a bit about their dream. (Elementary school students may get exceptionally excited about sharing their dreams and may want to share an enormous amount of detail about their dream or share multiple dreams. They may need to be reminded to wrap things up so that everyone has a chance to share.)
Part 2:
After everyone has had a chance to share, pose the question: How do you know the dream you had wasn't real?

People will usually come up with several potential criteria to use to distinguish between what happens in a dream and what happens while they are awake. Try to get people to question each criterion to see how good it might be.

For example, someone may suggest that you can't feel pain in dreams, so if they feel pain, they know they're awake. As a follow-up, survey the class to see if anyone has experienced pain in a dream. Generally, whatever the criterion, at least one or two people will raise their hands. Of the people who raised their hands, ask for a volunteer to share a bit about what it (e.g., experiencing pain in a dream) was like. In the case that no one raises their hand for a particular criterion and you (the facilitator) have experienced it in a dream, feel free to share what that experience was like for you to try to further the discussion on that criterion.

The best way to conduct this activity is by means of Socratic Questioning that responds directly to what people are bringing up in the discussion by posing additional questions to get them to think more deeply about it. However, for particularly quiet groups, you can use the questions on the Discussion Questions tab to help generate discussion.
Part 3:
Near the end of the discussion, after they've had a chance to consider some potential criteria by which they might be able to determine what is a dream and what isn't, pose the question: How can you tell if you're dreaming right now? This question can either be posed to generate a brief discussion or as a question for people to think about more later.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Dream Activity - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Part 1: Have each person think of a dream they've had recently. After giving them a moment to think, go around in a circle and have each person share a bit about their dream. (Elementary school students may get exceptionally excited about sharing their dreams and may want to share an enormous amount of detail ...

# data[].attributes.body
One student will use their partner's directions to draw an unfamiliar shape. Students will compare the shape drawn to the picture of the original shape. Students will discuss what the process was like for them and what questions the activity raised - in particular thinking about the nature of communication.

# data[].attributes.attachment_link.readable_text
Thinking together about communication.

One student will use their partner's directions to draw an unfamiliar shape. Students will compare the shape drawn to the picture of the original shape. Students will discuss what the process was like for them and what questions the activity raised - in particular thinking about the nature of communication.
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.
Activity:

One student will use their partner's directions to draw an unfamiliar shape.

Students will compare the drawn shape to the picture of the original shape.

Students will discuss what the process was like for them and what questions the activity raises.

Materials:

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.).

Loose leaf paper or a document for typing

Something to draw on (white board or paper)

Something to write or draw with (dry erase marker or pencil)

Steps:

1. Divide the class into groups with 3-4 members.

2. Give each group one of the pictures from the image above (or images you have selected yourself).

3. Note that groups should not see each other's pictures.

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.

5. Change the papers of the description between the groups so that each group will have a new description of a picture to draw.

6. Ask the groups to draw whatever they understand from the paper.

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?

8. See the Discussion Questions tab for suggestions of other questions the group might discuss together.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Being Philosophical with Shapes - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
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. Activity: Materials: Steps:

# data[].attributes.body
This activity enables students to to think together about identity, values, and relationships with the people and things they love. It will also encourage students to think about what traits define them.

# data[].attributes.attachment_link.readable_text
To think about identity, values, and relationships.

This activity enables students to to think together about identity, values, and relationships with the people and things they love. It will also encourage students to think about what traits define them.

If you have time, this lesson will work best over a few sessions so the students have time to work on their artwork for as long as they wish.

Optional: One pre-prepared outline of a house for each student. You can use pre-prepared house outlines or have students draw their own houses from scratch.

Supplies for students to decorate and create their houses.

What are the most important things in your life?

What are the most important things about yourself?

Hand out prepared house outlines and have students create their own house that represents themselves in some way.

Things they might wish to include are:

Representations of things they love

Representations of things they value

Representations of how they think

Representations of what they wish for

Students can break into small groups and choose to share their house if they want. If they do not want to share their house, they can share one thing that they think makes them themself.

After small group discussions, gather together again and share if they discovered anything new about themselves from the activity. Students can share their art with the whole group if they would like.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Activity: Create Your House - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
If you have time, this lesson will work best over a few sessions so the students have time to work on their artwork for as long as they wish. Materials: Optional: One pre-prepared outline of a house for each student. You can use pre-prepared house outlines or have students draw their own houses from scratch.

# data[].attributes.body
Students will think together about what goes into making a language, what words really are, and if there are differences between language and communication.

# data[].attributes.attachment_link.readable_text
Materials Needed (samples are available in the lesson plan attachment above):

Pre-prepared cards with simple pictures on them

Pre-prepared sentences to give to students

Blank paper cut into card-shape sizes or blank index cards

Write a sentence on the board that can have two different meanings. For example: "They don't know how good meat tastes."

Ask students to share what they think the sentence means. They may realize there are two meanings to this seemingly simple sentence. This will help them start thinking about how we use language and understand what we mean when we communicate.

Explain how the activity works.

Each students will get their own secret sentence which they will use cards to try to recreate in picture form.

In their small groups, their teammates will try to guess their sentence based only on the arrangement of cards.

After enough time has passed that every student has gotten a chance to create their sentence, pause from playing the game and talk about what made the game hard. Students might also offer suggestions for how to alter the activity to make communication better.

For the second round of play, students will be able to create their own sentences. They will also receive blank cards where they can draw their own images to try and help them communicate. Some students have drawn symbols like +, -. =, or ~. Some draw arrows, and some draw pictures they would like to incorporate into their sentences.

Wrap-up Discussion:

Ask the students to come up with their own questions about language or to think about questions they had while playing the game. Use those questions to have a discussion.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Activity: Language Game - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Materials Needed (samples are available in the lesson plan attachment above): Pre-prepared cards with simple pictures on them Pre-prepared sentences to give to students Blank paper cut into card-shape sizes or blank index cards Warm-Up Activity: Write a sentence on the board that can have two different meanings.

# data[].attributes.attachment_link.readable_text
To think about the nature of reality and what we mean when we say something is "real."

As students work through the scavenger hunt and subsequent discussion, they will have in-depth discussions about the nature of reality and what we mean when we say something is "real."
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.

1. Something that isn't real but seems to be real

2. Something that is real but seems not to be real

3. Something you can't tell if it's real or not

4. Something that has to be real

5. Something that is both real and not real

6. Something that it doesn't matter if it's real or not real.

After they have had 15- 20 minutes or so to complete this, come back together and each group takes turns reading aloud one of their items, with the students in the other groups having to guess in which category the item belongs. Points are given for the correct guesses, and the group with the most points at the end wins the game. If a group guesses wrong and wants to challenge the other group's category choice, they can explain why they think the item should be in another category and see if they can convince the group they are right. If they successfully do so, they are given the point.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Reality Scavenger Hunt - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
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 ...

# data[].attributes.body
Students will be introduced to the concept of a paradox and will discuss three well-known examples of paradoxes.

# data[].attributes.attachment_link.readable_text
Introduction to Lesson:

Today we are going to talk about paradoxes, and we are going to discuss some examples together.

First, what is a paradox? Has anyone heard of paradoxes before?

[Invite student responses].

A paradox is a special type of puzzle or riddle. It's when two things seem to be true at the same time, but it's really hard to understand how they can both be true, because they seem to contradict, or go against, one another.

To understand paradoxes better, we are going to talk through some examples.

Superhero/Omnipotence Paradox

We are going to start with the Superhero Paradox (it is sometimes called the omnipotence paradox or God paradox, because it's about someone who is very very powerful - omnipotent means all-powerful).

So, let's say there is a superhero, and this superhero is so powerful that they can do anything and everything. Take a minute and imagine your superhero in your head. What do you want to ask them to do?

[Students may volunteer ideas].
Offer questions:
If I asked the superhero to create a 9-million-foot-tall balloon animal, could the superhero do that? Yes, remember, the superhero can do ANYTHING.

What if I asked the superhero to drink all of the water in all of the oceans of the world? Our superhero can do that too - no problem!

What if I asked the superhero to make a huge boulder that turns into cotton candy when someone touches it; could s/he do that?

Now - what if I asked him/her to make a boulder that is so heavy (SO HEAVY!) that s/he cannot lift it when s/he tries. Can the superhero make that boulder?
[Invite yes/no responses from students].
If yes - how is it possible that s/he can't lift the boulder? I thought we said s/he could do everything?

If no - how come s/he can't make a boulder that heavy? I thought we said s/he could do everything?

[Invite discussion from students.]

Depending on students' ages/grade level, level of understanding, interest in the topic, and time available, this may lead into a discussion of the concept of omnipotence and its limits, including tasks that are logically possible vs. physically possible vs. technologically possible within a given world. For example - could our superhero make it such that 2 + 2 = 5? Why or why not?]

Sorites Paradox:

The name of this next paradox, the Sorites paradox, comes from a Greek word, soros, meaning pile or heap, and we'll see in a minute why this paradox is so named.

Language and the words that we use can be specific, or they can be vague. When we use specific language, we can be pretty sure that we know what the speaker or writer means, and we can confidently point to something in the world to go along with the word(s) that are being used. So, if someone says, "I have a dozen bagels," then we know that they mean that they have exactly 12 bagels. So, the word dozen cannot apply to 11 bagels, nor 13 bagels. We know exactly what "a dozen bagels" refers to. (At least in terms of the number - we don't know what assortment of delicious flavors are contained in the dozen!) J

Vague is when a word doesn't pick out something specific in the world, but rather we have to make a decision for ourselves about how we use the word - it's a little unclear. Has everyone here heard of the word "a bunch"? Can someone give us an example of a sentence using "a bunch"?

If someone says they have a "bunch" of bagels, how many do they have?

If they have one bagel, is that a bunch of bagels? Why or why not?

If they have two bagels, is that a bunch of bagels? Why or why not?

What about four?

What about a million bagels? Do you think the word "bunch" still makes sense if you have a million bagels?

Do you think there is a specific number we can say is the line or the marker between one bagel and a bunch of bagels? How do we know when to use the word?
[Invite discussion/debate from students].

How come we use the word "bunch" in our daily lives rather than using specific numbers, if "bunch" causes so much disagreement?

Are vague words useful? Why or why not?

What about a man with no hair on his head - what do we call that? (Students may respond with "bald").

Now, what if he has just one hair, just one, and you can barely see it? Imagine that man in your mind. Is he still bald? What about two hairs?

Is there a specific number of hairs that suddenly changes the man from bald to not bald?

These questions are examples of, or variations of, the Sorites paradox, which originally used the idea of a pile of sand and the number of grains it takes to form a pile.

So let's say you're trying to build a big pile of sand, and I give you just one grain. Do you have a pile yet? What about if I give you a second grain, so now you have two - is that a pile?

We may feel that we know what the word pile means, and we can picture a pile in our head, and we know that at some point, if I keep giving you one extra grain of sand, and another, and another, it will turn into a pile. But what number of grains turns us from not having a pile to having a pile? If we can't pick out a specific number, then do the grains ever really turn into a pile? When?

Why does the Sorites paradox matter? Can you think of an example of a real-world problem where we have to decide on a cutoff, but it's kind of hard to decide where that cutoff is?
[Invite student answers].
Sometimes we may not have really good reasons for why we decide to place the cutoff at one point versus another. Could this cause problems in the real world? When or why?
[Invite student answers]. Offer example:
In the United States, we let 18-year-olds vote in elections, but we do not let people vote who have not yet reached exactly 18 years. Do you think that a person who is 18 years and one day old is better able to think about the policy issues or the candidates and make an informed choice compared to someone who is 17 years and 364 days old? Is it okay that we let the person who is just two days older vote, whereas the person who is two days younger cannot vote and has to wait until the next election to cast their ballot? Why or why not?

Now, I invite you to think of more examples of the Sorites paradox! Do our cutoffs have significance, or importance, in the real world? If so, how can we justify, or give good reasons, for where we draw our cutoffs?

Zeno's Dichotomy Paradox

An ancient Greek philosopher named Zeno came up with four famous paradoxes. We are going to focus on just one today, called the Dichotomy Paradox. A dichotomy is when something can be divided into two main parts, or when something is usually thought of in terms of two major forces - like good and evil, or war and peace, or happy and sad. But today, we can call this paradox the "forever cake paradox." J If you don't like cake, think of something else you really like to eat that can be cut nicely. Maybe a pizza!

So, let's say that you have a delicious cake, and you love this kind of cake so much - it is your favorite flavor. And you decide that every day, you are going to cut the cake in half and eat just one half, until it's gone. So on the first day, you have your whole cake, and you cut it into two halves, and you eat one half. So what is left? Yes, the other half is left!

The next day, you take the piece you have left over out of the fridge, and you cut it into two halves again. And you eat one of the halves, and so the other half is left in the fridge. And then the next day, you do the same thing, and you cut it into two halves, and you leave one of the halves for your next day's snack.

Will you ever run out of cake? Why or why not? If you cut the leftover cake into two pieces every day, you can always leave the other piece. So how could you ever run out of cake?
[Invite student discussion. Depending on students' grade level and interest, may use mathematics to explore the paradox further.]
EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
Introduction to Paradoxes: Superhero, Sorites, and Zeno's Dichotomy Paradox - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Introduction to Lesson: Today we are going to talk about paradoxes, and we are going to discuss some examples together. First, what is a paradox? Has anyone heard of paradoxes before? [Invite student responses]. A paradox is a special type of puzzle or riddle. It's when two things seem to be true at the ...

# data[].attributes.attachment_link.readable_text
Thinking together about happiness.

Ask the students to rank, from 1 to 8, the following activities according to how important they think each is for their happiness (1 is the most important on the list and 8 is the least important on the list). It can be helpful to prepare this list before the session and make a copy for each student.

_____ Eating your favorite food.

_____ Playing a game.

_____ Reading a book.

_____ Sitting in a dentist's chair.

_____ Listening to or playing music.

_____ Having fun with a friend or friends.

_____ Volunteering or helping someone with something they need.

_____ Thinking.

Now ask students to share their rankings. What were the first two or three, and what was last?

Why did they choose the ones they did for what was most important and least important?

Many students will rank activities like having fun with a friend, playing a game, and eating your favorite foods as the most important for happiness. Sitting in a dentist's chair tends to be the activity ranked by most students as the least important for happiness. Ask them why. Often, they will describe visiting the dentist as not a particularly pleasurable activity. But are happiness and pleasure the same things? Are all things that make us feel good important for our happiness? And are there things important for happiness that are not pleasurable? This can lead to discussions about such topics as long-term versus short-term happiness, the relationship between feeling happy and happiness, the role of satisfaction in happiness, and whether happiness is important.

EXPAND TOOL TEXT COLLAPSE TOOL TEXT

# data[].attributes.attachment_link.title
What is Happiness? - PLATO - Philosophy Learning and Teaching Organization

# data[].attributes.attachment_link.description
Ask the students to rank, from 1 to 8, the following activities according to how important they think each is for their happiness (1 is the most important on the list and 8 is the least important on the list). It can be helpful to prepare this list before the session and make a copy ...

# data[].attributes.attachment_link.title
133 Top "Philosophy" Teaching Resources curated for you

# data[].attributes.attachment_link.description
Instant access to printable lesson plans, assessments, interactive activities, resource packs, PowerPoints, ebooks and teaching ideas in English and as Gaeilge.

# data[].attributes.attachment_link.readable_text
When you begin to understand the impact of ideas, philosophy becomes a fascinating subject.

It teaches us to think about the world in a completely different way. It opens a gateway to ideas that can change the world.

But how do you teach a discipline that explores profound questions with intangible answers? How do you teach that tangibly?

Well, I hope to help you with that today. Together, let's explore a few games, exercises, and activities designed to make philosophy fun and engaging for students of all ages.

How to Introduce Philosophy to Students

Philosophy isn't just a topic in a textbook that you read and write about. Rather, it's a subject that can spark your imagination and inspire you to think about the world around you.

Your students will learn so much more by doing an activity based on a philosophical question than from simply reading a passage in a textbook.

So, when introducing students to philosophy, I love starting with questions and structured "what if" scenarios. It sparks imagination (and feels less like school work).

"What if" questions open our minds and get us thinking about the world (and how we view it).

And the best part is: the questions don't have to be complicated. They can actually be very simple as I will soon demonstrate.

If you're ready, let's look at a few fun philosophy activities that strike a good balance between interesting and thought-provoking-without being too difficult or requiring too much setup for the teacher.

7 Philosophy Learning Activities for Students of All Ages

1. Read Books and Ask Thought-Provoking Questions

This activity is about as simple as it gets and is a great way to introduce philosophy to elementary school students -even the youngest of readers.

Reading stories is a natural way to inspire philosophy discussions. Especially when guide the discussion by asking students what they think about the characters and events in the story.

Follow-up by asking students to share their feelings about the story. Then ask them to explain why they feel that way.

You can do this with just about any book. If you need some ideas to get you started, here are some stories with examples of questions you might ask:
Home for a Bunny by Margaret Wise Brown

What does "home" mean to you?

Can we be "at home" somewhere else?

The Conductor by Laetitia Devernay

What does "listening" mean?

Can we listen only with our ears?

Can we listen to silence?

Little Toot by Hardie Gramatky

What does it mean to be scared?

Does fear really exist?

The Wise Woman with Journal Questions is a good option for pre-teens and middle schoolers. It is a thought-provoking story with critical thinking questions at the end of each chapter.

It offers philosophical questions that help students engage in meaningful reflections on the story (and, consequently, on real life issues). Older students can use as part of their literature and writing work.

Of course, just because the book is a story doesn't mean it needs to be fiction. You can look to history books for examples of philosophies and principles put into action. Even children's nonfiction books can provide great material for discussion.

2. Explore False Beliefs vs Truth

This philosophy activity is an exciting way to make students aware of the concept of false beliefs and what happens when they abound. It's a good one for upper elementary school students through middle school.

It can take as long as you want (about 45 minutes is typical.) Older kids should be able to do the activity with minimal help from you.

Start by talking about the difference between knowledge and opinion. Within that discussion, address topics like reason and evidence.

Have students write 2-4 things they know, along with why they believe it is so.

Discuss them - either amongst themselves - or with you if you only have one student.

Then write 3 obviously false beliefs like "blueberries are orange" or "elephants live in the ocean."

Ask your students how they know those things aren't true. Is there evidence? Do they know the statements aren't true or is it just their opinion?

Finally, circle back to their original written statements of things they know. Ask them how they know it's true using evidence, proof, and reasons rather than just opinion.

3. Have Students Go to "Court"

This philosophy exercise is a significant activity to break down critical thinking barriers and awaken the critical thinking skills of older students. It's creates a mock court scenario that fits like a puzzle piece into that larger learning goal.

Use this exercise with junior high through senior high kids, and spend as much time on it as you want. It is often used as a class activity, but it can still work with just 2 people (even if the teacher is one of them).

Present a case that needs to be ruled upon. A popular one is the "transplant" case-where 5 people need the same life-saving transplant, but only one person can get it.

Who gets it? Why? How do you determine that?

Have students write their thoughts and discuss them.

As students imagine themselves in the shoes of a defendant or prosecutor, they are challenged to think deeply about the case.
It's such a fun and effective critical-thinking scenario that we used it as a philosophy activity in Philosophy Adventure .

4. Play the "What's Your Reason?" Game

This philosophy activity is fun and flexible. The name says it all, really. It explores the concepts of logic and reason while digging deep into what makes up a "good" reason for believing something.

Students will write claims, along with their reasons for making them, and then guess each other's claim after hearing the reasons.

It doesn't matter how many claims you want to do, but make sure you have at least one genuine claim and one false (which represents the fact that some people believe things that aren't true).

Then play the game like charades. But instead of acting out, the student should read their reasons aloud, and others can shout out what they think the claim is.

When the game is over, and every claim is guessed, encourage discussion on the philosophy of reason.

5. Do the 1-Minute Critical Thinking Exercise

This quick philosophy activity is great for students with shorter attention spans, but they do still need to have the ability to write. When it comes down to it, this is really just a Q & A style exercise to spark discussion of ideas, so it could be done orally.

Provide your student with a set of 3-5 questions and encourage them to write short answers. If you pose the questions a certain way, you can use this activity as a review at the end of the school day of whatever they learned or practiced that day.

What questions do you have that remained unanswered today?

What was the most useful thing you learned today?

What was the primary purpose of what you learned today? How do you think you'll use it in life?

6. Pick a Partner and Paint "Blind"

This one's a fun philosophy activity for students, no matter what grade they're in. It'll take about 30 minutes, and you'll need paper, pencils or crayons, and a whiteboard.

Pair students up, and sit them facing away from each other with one of them having a solid surface to draw on, paper, and a pen or pencil. You, the teacher, draw a picture on the whiteboard.

The student who isn't drawing is acting as the "eyes" of the "painter" (the other student) behind him. Their goal is to describe the painting in as much detail as possible so that the other student can try to replicate it on their paper without ever actually seeing what's drawn on the whiteboard.

When students finish the exercise, talk about what worked and what didn't. Were some instructions or details confusing? How could the "eyes" have described it better?

Then switch roles and let the "eyes" become the "blind painter."

7. Practice Reasoning and Arguments

This is a good philosophy activity for high school students. It explores deductive reasoning and argument and should practice concepts like premises, validity of those premises, and making a sound argument based on conclusions.

First, discuss the terms-conclusion, premise, and argument-and what they mean.

Next, provide a very simple argument (not as in a "fight" but as in a conclusion/statement based on a premise).

Premise: If you're about to paint, you should change out of your nice dress clothes.

Premise: You're about to paint.

Conclusion: Therefore, you should go change clothes.

Then ask your students whether the conclusion is based on a sound premise. Is the conclusion well supported? Discuss why or why not.

How to Use These Activities

There is no right or wrong way to do these philosophy exercises. You can incorporate them into your homeschool day however works best for your family.

As an example, I've heard of homeschool families turning their "morning time" (where all students gather to focus on one subject) into "philosophy time." It's a great way to wake up the brain, spark imagination, and engage the entire family.

You can also create a philosophy club of sorts with your kids that meets once a week or twice a month. Keep it positive and fun, respecting students' levels of understanding, as you would when working individually with them.

I hope this selection of philosophy activities for students inspires you with ways to incorporate philosophical thought and critical thinking exercises into everyday life!

Want to go a little deeper? Try Philosophy Adventure , an award-winning homeschool philosophy course where students learn to think critically, write skillfully, and speak articulately as they explore the history of ideas.

# data[].attributes.attachment_link.title
Creative Philosophy Activities for Students to Exercise the Mind

# data[].attributes.attachment_link.description
Philosophy is such a fascinating subject, isn't it? It teaches us to think about the world in a completely different way and is, in many ways, a gateway to ideas that can change the world. Being a discipline that explores questions with no one right answer, how do you teach that in a tangible way?

# data[].attributes.attachment_link.title
CGI 3D Animated Short Film "HISTORY OF GREED" Hilarious Animation by Vancouver Film School / VFS

# data[].attributes.body
The Big Life Kids podcast teaches children to stay resilient, believe in themselves, and face life's challenges with confidence! In each episode, Zara and Leo travel the world to discover the living heroes that are making a difference in the world today. Each episode is reviewed and approved by a licensed therapist to ensure that the social-emotional learning and growth mindset lessons covered on this children's podcast are science-backed and accurate. Ideal for children ages 5-10.

# data[].attributes.attachment_link.title
Big Life Kids Podcast - a growth mindset podcast for kids

# data[].attributes.attachment_link.description
In each episode, Zara and Leo will travel the world to discover the living heroes that are making a difference in the world today.

# data[].attributes.body
But Why is a show led by kids. They ask the questions and we find the answers. It’s a big interesting world out there. On But Why, we tackle topics large and small, about nature, words, even the end of the world. Know a kid with a question? Record it with a smartphone. Be sure to include your kid's first name, age, and town and send the recording to questions@butwhykids.org!

# data[].attributes.attachment_link.title
‎But Why: A Podcast for Curious Kids on Apple Podcasts

# data[].attributes.body
Created and produced by parents of young children, WBUR's Circle Round adapts carefully-selected folktales from around the world into sound- and music-rich radio plays for kids ages 4 to 10. Each 10- to 20-minute episode explores important issues like kindness, persistence and generosity. And each episode ends with an activity that inspires a deeper conversation between children and grown-ups.

# data[].attributes.attachment_link.description
Created and produced by parents of young children, WBUR's Circle Round adapts carefully-selected folktales from around the world into sound- and music-rich radio plays for kids ages 4 to 10. Each 10- to 20-minute episode explores important issues like kindness, persistence and generosity.

# data[].attributes.body
Adorable nine-year-old Eva Karpman and her mom Olga interview celebrities, entrepreneurs, award-winners and experts in a variety of industries to answer questions and encourage kids to dream big. It can be a little cheesy, but the interviews are always well worth it.

# data[].attributes.attachment_link.readable_text
#1 Ranked Podcast in Kids & Family Section of iTunes

Subscribe and listen to the DREAM BIG Podcast on your favorite platform!

FEATURING GUESTS LIKE

THE ULTIMATE PERSONAL GROWTH RESOURCE FOR KIDS (5-14)

Free Instant Access To Over 50-Hours Of Ad-Free Quality Content Including Eva’s Interviews With Kobe Bryant, Mel Robbins, Simon Sinek, Evanna Lynch, and Mark Cuban.

First Name Please enter your First Name Please enter a valid First Name

Email Please enter your Email Please enter a valid Email

If you are human, leave this blank.

FAMILY-FRIENDLY PODCAST INSPIRING KIDS AND PARENTS TO DREAM BIG

Media and Sponorship Inquires

If you are interested in appearing on the Dream Big Podcast or sponsoring the show, please contact Olga Karpman (Eva’s mom) at [email protected]

# data[].attributes.attachment_link.description
The Dream Big Podcast is a family-friendly podcast inspiring kids (and adults) to pursue their passions in life and take action to make their dreams a reality.

# data[].attributes.body
Wind down at the end of the night by tucking in, turning on the nightlight, grabbing a teddy and listening to original content from ‘Little Stories for Tiny People’. Think of this podcast as a bedtime story in audio form. The oft animal-based stories are aimed at younger kids, though they tend to have blessedly chunky running times, usually around half an hour.

# data[].attributes.attachment_link.readable_text
Copyright © Little Stories for Tiny People 2015-2022

# data[].attributes.attachment_link.description
Original audio stories to delight the tiny people in your life.

# data[].attributes.body
With a touch of humour and a side helping of curiosity, ‘Short & Curly’ focuses on ethics while exploring topics in pop culture, tech and everyday life. It sounds a bit haughty, but this Australian podcast is a pretty clever take on the classic kids asking questions theme. Some previous episodes include, ‘was Robin Hood right? Should you rob the rich to help the poor?’ and ‘what's the point of a school uniform?’ We've all asked those questions, in fairness.

# data[].attributes.attachment_link.authors[].name
Presented byCarl SmithMolly DanielsDr Matt Beard

# data[].attributes.attachment_link.title
Short & Curly with Carl Smith and Molly Daniels and Dr Matt Beard - ABC listen

# data[].attributes.attachment_link.description
A fast-paced fun-filled ethics podcast for kids and their parents, with questions and ideas to really get you thinking.

# data[].attributes.body
Perfect for the budding feminists in your life, ‘Girl Tales’ is a long-running podcast that reimagines fairytales – popular, obscure, and made-up for the show – through an empowering lens. Don't expect any helpless damsels in distress in this likeable series, which is all written by female, non-binary and trans authors.

# data[].attributes.body
It is a truth universally acknowledged that kids almost constantly need to calm the heck down, both for their well-being and that of everybody else. ‘Peace Out’ – the sister podcast of ‘Story Time’ – offers the perfect solution. Youngsters can learn all about the subject of mindfulness as they are guided through activities, relaxing stories and breathing techniques, paired with interest piquing topics such as descriptions of sea creatures.

# data[].attributes.attachment_link.readable_text
Mindfulness stories that help children calm down and learn social-emotional skills by guiding them through visualization and breathing exercises focused on kindness and fun science facts. Perfect for parents or teachers who want to teach mindfulness and self-regulation. Subscribe on Apple Podcasts or anywhere you get your podcasts. Find out more at www.PeaceOutPodcast.com.

Proud member of Kids Listen, a grass roots organization promoting content just for children.

Mindfulness stories that help children calm down and learn social-emotional skills by guiding them through visualization and breathing exercises focused on kindness and fun science facts. Perfect for parents or teachers who want to teach mindfulness and self-regulation. Subscribe on Apple Podcasts or anywhere you get your podcasts. Find out more at www.PeaceOutPodcast.com.

Proud member of Kids Listen, a grass roots organization promoting content just for children.

peace out and peace within

helps me get too sleep every night ☮️☮️☮️
bebe age 8

Very happy

I have been listening to peace out for 4 years I have always loved it I now listen to it every night when I go to sleep

# data[].attributes.attachment_link.description
Mindfulness stories that help children calm down and learn social-emotional skills by guiding them through visualization and breathing exercises focused on kindness and fun science facts. Perfect for parents or teachers who want to teach mindfulness and self-regulation. Subscribe on Apple Podcasts o...

# data[].attributes.body
‘Five Minutes with Dad’ is not unlike the conversations that might happen in your family. Listeners will enjoy how this father and his two kids tackle everyday issues, from staying positive in school to losing a tooth to showing appreciation for your relatives. Host Nick Pavlidis (the dad) and his school-age co-hosts Pavlos and Angela are as charming as they are relatable. Despite the moniker, the episodes are more like 20 minutes long.

# data[].attributes.attachment_link.provider_name
Five Minutes With Dad - Kids Podcast and Parenting Podcast Starring Two Toddlers and featured in Parents Magazine, Fatherly, Geico More, Chicago Now, Cocoro, Mom Junction, Savvy Mom.ca, Big Life Journal, HiMama, SmartParents.org, and More!

# data[].attributes.attachment_link.title
Five Minutes With Dad - Kids Podcast and Parenting Podcast Starring Two Toddlers and featured in Parents Magazine, Fatherly, Geico More, Chicago Now, Cocoro, Mom Junction, Savvy Mom.ca, Big Life Journal, HiMama, SmartParents.org, and More!

# data[].attributes.attachment_link.description
Kid-hosted podcast about having fun and becoming leaders and positive influences in the world.

# data[].attributes.body
Smash Boom Best is a debate show for kids and families from the makers of the award-winning podcast, Brains On! Every episode takes two cool things, smashes them together and lets you decide which is best. Our debaters use facts and passion to make their case -- teaching listeners how to defend their own opinions along the way.

# data[].attributes.attachment_link.description
Smash Boom Best is a debate show for kids and families from the makers of the award-winning podcast, Brains On! Every episode takes two cool things, smashes them together and lets you decide which is best. Our debaters use facts and passion to make their case -- teaching listeners how to defend their own opinions along the way.

# data[].attributes.attachment_link.title
Educate Together E-Learning and Resources: Log in to the site

# data[].attributes.attachment_link.description
Your first step is to register as a user on the site. When you have registered you can choose the course or resource bank you want to access. To register for the first time click on "Create new Account" below. If you are already registered on the site, please enter your username and password on the left.

# data[].attributes.attachment_link.authors[].name
The Cosy Bookworm - Kids Books Brought To Life

# data[].attributes.attachment_link.title
The Pain In My Chest by Áine Murray - Children's Mental Health Week

# data[].attributes.attachment_link.title
Little Island Storytime: All Better! by Catherine Ann Cullen, Inese Zandere, and Reinis Petersons

# data[].attributes.attachment_link.title
❤ 👨‍👩‍👧 We Belong Together Read Aloud - Children's Book

# data[].attributes.attachment_link.authors[].name
Annie's workshop - Books Read Aloud for Kids

# data[].attributes.attachment_link.title
The Storm Whale by Benji Davies I Read aloud I Books about friendship

# data[].attributes.attachment_link.title
Footpath Flowers by JonArno Lawson and Sydney Smith

# data[].attributes.attachment_link.title
Tough Guys Have Feelings Too: Kids books read aloud by Books with Blue

# data[].attributes.attachment_link.title
THE RED TREE Written & Illustrated by Shaun Tan

# data[].attributes.attachment_link.title
INCREDIBLE ME by Kathi Appelt ~ Kids Book Storytime, Kids Read Aloud, Bedtime Stories, Storytelling

# data[].attributes.attachment_link.title
I Like Me! Storytime | Children's Read Aloud Picture Book

# data[].attributes.attachment_link.authors[].name
Magical Little Minds - Read Along Storytime

# data[].attributes.attachment_link.title
Kids Book Read Aloud Story 📚Last Stop on Market Street 🥖🧺 by Matt de la Peña

# data[].attributes.attachment_link.title
THE FEELINGS BOOK | Todd Parr | Read aloud 🥰 #storyoftheweek

# data[].attributes.attachment_link.description
Skip to create new account Your first step is to register as a user on the site. When you have registered you can choose the course or resource bank you want to access. To register for the first time click on "Create new Account" below.