## Introduction: Learning the Four Classical Elements: the Constructivism Way

Constructivism is the theory that supports learners constructing knowledge rather than just passively accepting information. This Instructable sets up a learning situation where students create their own meaning of the classical elements using Lego parts.

Each student (or group of four)is given four 16x16 plates (blue, white, dark tan, and dark bluish gray). Students are asked to create an example of fire, air, water, and earth on each the 16x16 plates. A variety of plates, bricks (regular and modified with studs on sides), tiles, slopes, mountains, fire, technic bricks, and leaves are provided.

## Supplies

Four 16x16 plates in white, blue, dark blushing gray, and dark tan for each student or group of students.

Variety of plates, bricks (regular and modified with studs on sides), tiles, slopes, mountains, fire, technic bricks, and leaves.

## Step 1: Earth

The photo shows my interpretation of earth. I have included trees, plants, and flowers on the green plate. The dark tan and tan borders on two sides are 2x16 plates which connect the 16x16 plates together.

## Step 2: Air

The first photo shows my interpretation of air. The second photo shows the cloud base from above with patches of blue shining through. The 2x16 plates along two sides will be used to use the 16x16 plates. The remaining photos show the creation of an air balloon which floats above the clouds in the "air".

## Step 3: Water

The first photo shows my interpretation of water. It contains an ocean (made of tiles) with a dolphin and a wave crashing into the beach. Photos two through five show the construction of the wave and the location on the 16x16 where the wave attaches (plates).

## Step 4: Fire

The first photo shows my interpretation of fire. The image shows a volcano erupting with lava pouring down the mountain. Cooled black lava is disbursed around the area. The second photo shows the four 16x16 plates connected displacing the four classical elements.

Allow the students to create their interpretations. Then, have the students share their projects with one another.

Participated in the
The Elements Speed Challenge