Sustainable Spheres

Teacher presents the project purpose and context, explaining how students will explore what makes cities inclusive, safe, and environmentally friendly over the next 6 weeks.

Students watch a short video or view images showing contrasting urban environments (crowded streets, green spaces, pollution, community centers) and discuss what they notice.

Teacher introduces Sustainable Development Goal 11 (SDG 11) and explains how cities impact quality of life, asking students: 'What does a good city look like to you?'

Students share initial thoughts on the project board about their own city or town, noting one thing they like and one thing they would change.

Students create short introduction videos or digital presentations (using Google Slides or Canva) sharing their names, their city or town, and one unique feature about where they live (a landmark, tradition, or characteristic).

Each class posts their introduction videos or presentations on the project board for the partner classroom to view and explore.

Students watch partner class videos and note down 3 questions they want to ask their international peers about their cities (e.g., 'What is the biggest challenge in your city?' or 'What do you love most about your neighborhood?').

Students participate in an asynchronous Q&A exchange using the group chat or project board, asking and answering questions about their cities and building initial connections.

Teacher facilitates a live video call or recorded message exchange where students introduce themselves and share their excitement about learning from their partner class.

Teacher presents the driving question: 'How can our cities become more inclusive, safe, and environmentally friendly?' and explains that students will explore this question through their own local lens and then compare with their international peers.

Students brainstorm in small groups what 'inclusive,' 'safe,' and 'environmentally friendly' mean to them, using a shared Google Doc or Padlet to record their ideas.

Teacher guides students to think about their own city or town by asking: 'What are the biggest challenges your city faces?' Students identify 3-4 key issues (e.g., pollution, traffic, lack of green spaces, homelessness, water quality).

Students explore a visual map or infographic showing urban challenges globally (created by teacher or sourced from reliable sources) to see how their local challenges connect to global patterns.

Each student selects one urban challenge they are most interested in exploring further and explains their choice in the group chat or on the project board.

Students begin Activity 1 by conducting local exploration of their city or town, gathering evidence about urban challenges and positive examples of sustainability.

Working in small teams, students conduct simple audits or observations in their neighborhoods, documenting findings through photos, sketches, or written notes (e.g., counting trees, observing traffic patterns, visiting community spaces, interviewing local residents about city challenges).

Teams research one specific urban challenge in depth using local news, school library resources, or interviews with community members, creating a fact sheet that includes the problem, who it affects, and current efforts to address it.

Students identify and document examples of sustainable practices or initiatives already happening in their city (e.g., bike lanes, community gardens, recycling programs, public transportation, inclusive playgrounds) using photos or descriptions.

Each team synthesizes their findings into a visual research document (Google Doc, Padlet, or infographic using Canva) that presents their city's key challenges and existing sustainability solutions, ready to share with their international peers.

Teams post their local research documents on the project board so the teacher can review and students can prepare for exchange with their partner class.

Students view the research documents and findings from their partner class on the project board, exploring how their international peers experience urban challenges and sustainability in their own cities.

In small teams, students analyze the similarities and differences between their city and their partner class's city, using a Venn diagram or comparison chart in a shared Google Doc to document findings (e.g., 'Both cities have traffic problems, but our city has more green spaces').

Students engage in guided reflection discussions using the group chat, asking their international peers clarifying questions about their research and sharing observations about what surprised them or what they have in common.

Teams collaborate to create a comparative visual product (using Google Slides, Canva, or Padlet) that highlights 2-3 key similarities and differences in urban challenges and sustainability solutions between the two cities, with explanations of why these differences exist.

Each team develops one innovative idea or best practice inspired by their partner class's findings that could be adapted or applied in their own city, documenting it with sketches, descriptions, or a short proposal.

Students prepare a final presentation (using Google Slides, Canva, or a recorded video) that showcases their comparative research, key insights about urban sustainability, and their innovative idea inspired by their international peers.

Each team presents their findings to the class, explaining what they learned about their own city, how it compares to their partner class's city, and what solutions they propose for making cities more inclusive, safe, and environmentally friendly.

Teacher facilitates a live video presentation exchange where students present their work directly to their partner class, answering questions and celebrating the collaborative learning process.

Students create a digital campaign or poster (using Canva or Google Slides) promoting one sustainable urban practice they want to encourage in their own community, incorporating ideas from their international research.

The school shares student work on the project board and, when possible, displays presentations in the school community, local media, or social media to showcase student voices and commitment to sustainable cities.

Students complete a guided reflection activity using a simple reflection template or Google Form, answering questions such as: 'What did you learn about your own city?' 'What surprised you about your partner class's city?' and 'How has this project changed your thinking about sustainable cities?'

Each student writes a thank you message or reflection note to their international peers on the project board, acknowledging specific contributions and explaining how the exchange helped them grow as global citizens.

Teacher facilitates a whole-class discussion where students share key takeaways, celebrate their collaborative achievements, and discuss how they can continue to support sustainable urban development in their own communities.

Students evaluate the project experience by rating and commenting on collaboration, intercultural learning, and their own growth in understanding SDG 11, using a simple survey or reflection checklist posted on the project board.

Teacher and students co-create a summary of the most impactful ideas and solutions generated during the project, which can be shared with school leadership, families, or local community organizations to demonstrate student commitment to positive change.

Create a sustainable city model using recycled materials, incorporating green spaces, renewable energy sources like solar panels, and affordable housing designs

Map local walking paths, bike lanes, and public transit routes, then analyze environmental impacts and propose improvements to reduce emissions

Plan and implement a small-scale intervention project in school or community spaces, such as a recycling workshop or energy-saving initiative

Document your design choices and solutions with sketches, photos, or written explanations showing how your projects address sustainability challenges