Hsinchu Dreams, Global Connections.

Teacher introduces the project purpose and learning goals, explaining that students will connect with peers from other countries through asynchronous exchange using the Padlet platform to share their language and culture.

Students watch a brief overview video or slideshow showing examples of how students from different countries share their cultures "asynchronously".

Teacher demonstrates how students will use Padlet to upload their work, view partner classes’ posts, and respond through comments or short messages, emphasizing the flexible and asynchronous nature of the exchange.

Students share their excitement about making international friends and learning about new cultures, and raise initial questions about what they would like to explore.

Students work in small groups to create a short, creative introduction (video, digital poster, or recorded message) about one aspect of their culture that makes it special, such as a favorite celebration, traditional food, or local landmark.

Each group presents their icebreaker work to the class, explaining what they chose and why it represents their culture.

Teacher posts all group introductions on the Project Board for partner classes to view asynchronously.

Students view partner classes' icebreaker materials on the Project Board and post thoughtful comments or reactions (e.g., 'I liked how you...', 'This reminds me of...'), building initial curiosity and connection.

Guide students to use the Class2Class group chat to share their excitement about the partner classes and ask questions they want answered during the exchange.

Teacher poses the driving question: 'What makes our culture special, and how is it similar to or different from cultures around the world?'

Students complete Activity 2, a guided self-reflection worksheet or digital form identifying key aspects of their own cultural identity, including favorite traditions, family celebrations, daily routines, and personal interests.

Students share their reflections in small groups, discussing what they discovered about themselves and their culture.

Facilitate a class discussion where students brainstorm what aspects of their culture they want to share with international peers and why those aspects are meaningful.

Teacher explains Activity 4, guiding students to gather authentic materials representing their daily life and culture, such as photos of favorite foods, family activities, or local landmarks; audio recordings of family members sharing stories or traditions; or drawings of meaningful cultural symbols.

Students work with their families to collect materials, taking photos, recording audio clips, or creating drawings that represent their culture.

Each student organizes their collection in a digital folder or simple template, adding captions that explain the significance of each item (e.g., 'This is my grandmother's recipe for moon cakes, which we make during the Mid-Autumn Festival').

Students share their collected materials with a partner or small group, explaining why each item is important to them and what it reveals about their culture.

Teacher reviews student collections and provides feedback, ensuring materials are authentic and ready for the next phase of creating presentations.