Guardians of Heritage and Earth: Bridging Cultures for Climate Action

Teacher presents the 12-week project journey, explaining how Indonesian heritage (membatik, traditional dance, Gamelan, language) connects to global climate challenges and sustainable development.

Students explore the project timeline and collaborative expectations, learning that they will work with an international partner school to exchange ideas, create together, and develop English skills in authentic contexts.

Each student shares their initial thoughts about Indonesian culture and environmental stewardship, identifying personal connections to the project themes and setting individual learning goals.

Students create short introduction videos (30-60 seconds) in English sharing their names, hobbies, and one interesting fact about their Indonesian community or school.

Both partner classes post their introduction videos and photos on the Project Board, creating a collaborative welcome mural on Padlet where students exchange greetings, symbols, and visual representations of their cultures.

Students watch partner class videos and write down 3 questions they want to ask their international peers about their communities and environmental awareness.

Students participate in a live Zoom meeting or asynchronous Q&A session where they ask and answer questions with their international partners, building initial connections and celebrating cultural diversity.

Zoom Meeting for Activity 1 (Lost in Translation), students participate in interactive role-play and peer introductions, introducing themselves confidently in English and translating unique Indonesian expressions (e.g., gotong royong, salam) using descriptive English adjectives, documenting their learning on a shared Google Doc.

Name of Activity: Designing My Motif
● Learning Objectives: Identify and name geometric shapes, line types, and traditional motifs (e.g., Mega Mendung, Parang) using precise English art vocabulary.
● Method: Sketching original motifs on heavy canvas paper using wax crayons or liquid glue bottles
as a safe alternative to traditional hot wax canting.
● Duration: 45 minutes
● Setting: Indoor Activity
● Worksheet (Formative Assessment): "Shape & Symmetry" – Labeling complex geometric design elements using English parameters (e.g., diagonal, parallel, spiral).
● Reflection Journal: What story does the pattern I drew tell?

Name of Activity: The Color Splash
● Learning Objectives: Utilize procedural sequential transitions (first, next, then, finally) to explain a multi-step artistic technique in English.
● Method: Applying vibrant liquid dyes or watercolor washes over the wax designs to observe and document the chemical resist process.
● Duration: 45 minutes
● Setting: Outdoor Activity
● Worksheet (Formative Assessment): "The Batik Recipe" – A procedural cloze text formatting exercise using transitional sequencing phrases.
● Reflection Journal: What happened when the paint hit the wax? Describe it in three English words.

Name of Activity: Earth Words in Bahasa & English
● Learning Objectives: Expand geography-related English vocabulary by mapping Indonesian landform terms (hutan, sungai, gunung) with international scientific definitions.
● Method: A dynamic flashcard relay game linking topographical features to environmental vulnerabilities.
● Duration: 45 minutes
● Setting: Outdoor Activity
● Worksheet (Formative Assessment): "Landscape Matchup" – An analytical connecting grid between regional ecosystem terms and their English conceptual maps.
● Reflection Journal: Why is it important to have exact words to describe the natural world around us?

Name of Activity: Meeting the Gamelan
● Learning Objectives: Categorize traditional ensemble instruments (Saron, Gong, Bonang) and
implement auditory descriptive vocabulary (metallic, resonant, pitch, volume).
● Method: Practical exploration of striking and dampening techniques using live instruments or interactive high-fidelity simulations.
● Duration: 45 minutes
● Setting: Indoor Activity
● Worksheet (Formative Assessment): "Gamelan Sound Map" – Identifying pitch, timbre, and amplitude variations through structured auditory tests.
● Reflection Journal: Which Gamelan sound makes me feel peaceful, and which makes me feel excited?

Name of Activity: Playing as One
● Learning Objectives: Formulate and follow real-time ensemble instructions in English (accelerando/faster, ritardando/slower, tempo, sustain).
● Method: Student-led orchestra execution where individual learners take turns serving as the group conductor utilizing explicit English commands.
● Duration: 45 minutes
● Setting: Indoor Activity
● Worksheet (Formative Assessment): "The Conductor's Score" – Creating an icon-based minimalist musical notation table with paired English command lines.
● Reflection Journal: Why must we listen intently to each other to create beautiful music?

● Name of Activity: Playful Movement (Tari Dolanan)
● Learning Objectives: Describe physical spatial layout and intricate kinetic postures (hand positions, posture, sways, synchronization) using directive English structures.
● Method: Deconstructing and practicing the deliberate, storytelling movements of Javanese children's folk dances (Tari Dolanan).
● Duration: 45 minutes
● Setting: Indoor/Outdoor Flexibility
● Worksheet (Formative Assessment): "Dance Action Coding" – A descriptive mapping sheet where students identify body geometry and motion arcs using target vocabulary.
● Reflection Journal: How difficult is it to coordinate my physical movements with the rhythm and meaning of the song?

● Name of Activity: Synchronized Traditional Dance Performance
● Learning Objectives: Execute a collaborative group performance; employ advanced comparative structures (more gracefully, faster, better synchronized) for peer assessment.
● Method: Group rehearsal and performance of a complete choreographic sequence with real-time adaptive synchronization checks.
● Duration: 45 minutes
● Setting: Outdoor Activity
● Worksheet (Formative Assessment): "Self-Evaluation Stars" – A criteria-based metric matrix covering velocity, posture alignment, and team coherence.
● Reflection Journal: What happens to the group's synchronization when the emotional tempo of the performance changes?

● Name of Activity: The Trash Audit
● Learning Objectives: Contrast non-biodegradable waste types and toxic emissions using advanced qualifiers (excessive, hazardous, unsustainable).
● Method: Conducting an empirical waste mapping and field observation around the surrounding perimeter to classify physical micro-pollutants and assess visible air exhaust.
● Duration: 45 minutes
● Setting: Outdoor Activity
● Worksheet (Formative Assessment): "Pollution Pie Chart" – Quantifying field trash collections and writing data-justified diagnostic sentences in English.
● Reflection Journal: Where does the plastic waste we discard travel if we fail to intervene or recycle?

● Name of Activity: Flood and Landslide Tracking
● Learning Objectives: Construct coherent conditional logic models (if/then, due to, consequently) to trace how regional environmental mismanagement directly fuels severe regional disasters like flash floods and catastrophic landslides.
● Method: Interactive mapping of real-world hydrological flowcharts illustrating the dangerous path of rain when blocked by plastic-choked urban waterways or deforested slopes.
● Duration: 45 minutes
● Setting: Indoor Activity
● Worksheet (Formative Assessment): "Disaster Chain Reaction" – Constructing cause-and-effect logical loops linking plastic blocks and tree clearance to sudden environmental damage.
● Reflection Journal: How do seasonal floods and unchecked pollution directly threaten vulnerable human and animal habitats across our archipelago?

● Name of Activity: Saving Our Treasures
● Learning Objectives: Formulate multi-sentence persuasive defenses explaining the direct, destructive impact of unchecked climate conditions on physical and material cultural artifacts.
● Method: Structured Socratic seminars connecting artistic tools (such as chemical corrosion of
Gamelan bronze or river pollution affecting fabric washing) to global industrial factors.
● Duration: 45 minutes
● Setting: Indoor Activity
● Worksheet (Formative Assessment): "Save Our Art Challenge" – Draft actionable hazard containment protocols combining target artistic media with proactive eco-restoration measures.
● Reflection Journal: If our surrounding physical ecosystems disintegrate, what will ultimately happen to the traditions, music, and dances born from them?

● Name of Activity: The Final Pledge
● Learning Objectives: Deliver a formal, structured public speech in English demonstrating intercultural awareness and concrete commitments to localized climate defense.
● Method: A culminating cross-disciplinary public presentation blending Javanese dance postures, Gamelan orchestration beats, and oral English advocacy manifestos spoken directly to external visitors and potential international peers.
● Duration: 45 minutes
● Setting: Outdoor Activity
● Worksheet (Formative Assessment): "My Official Ambassador Oath" – Formulating a formal written declaration of long-term intent, visually accented with hand-drawn geometric batik border grids.
● Reflection Journal: What is the single most defining lesson I have uncovered over this 12-week voyage concerning my identity, my nation, and the survivability of our planet?