World Environment Day– Climate Action - June 5, 2026

Teacher presents the project purpose and goals, explaining that students will investigate broken environmental habits in their community and collaborate with students from another country to discover solutions together.

Students explore the 4-week timeline and learn how they will exchange ideas, compare findings, and co-create solutions with international peers.

Students discuss what they already know about environmental problems in their own community and express their curiosity about how students in other countries experience similar or different environmental challenges.

Teacher explains the collaborative process on Class2Class.org, including how to use the project board, group functionality, and group chat to connect with their international partner class.

For Activity 1, students participate in the Global Classroom Meet and Greet by creating short introduction videos (30-60 seconds) or digital contributions sharing their names, one interesting fact about their community, and one environmental issue they notice around them.

Each class posts their introductions on the project board so the partner classroom can view and learn about them.

Students watch videos from their international partners and write down 2-3 questions they want to ask about their peers' communities and environmental observations.

Students participate in a live video call or asynchronous Q&A exchange where they ask and answer questions with their international peers, building initial connections and discovering shared interests.

Teams collaborate to create a shared digital mural or document on Padlet or Google Docs where both classes post their introductions and initial observations about environmental issues they notice in their respective communities.

For Activity 2, students brainstorm in small groups what they want to understand about environmental problems, discussing questions like 'What environmental habits are broken in our community?' and 'How do young people in different countries see these problems differently?'

Class discusses what they already know about environmental challenges locally and globally, sharing observations and initial thoughts.

Students vote on or co-create the final driving question with their international partners: 'How do young people in our communities perceive broken environmental habits, and what solutions can we imagine together?'

Students document the agreed-upon driving question and their initial thoughts on the project board, establishing this as the foundation for their exploration.

For Activity 3, students conduct a guided local exploration in their community to identify broken environmental habits, observing local environments, taking photos, and collecting stories about environmental challenges.

Students interview family members, neighbors, or local community members about environmental issues they witness and document their perspectives in observation journals.

Working individually or in pairs, students organize their findings into categories such as pollution, waste, water issues, deforestation, or energy waste, documenting specific examples and locations.

Each student or pair prepares a mini-presentation or visual summary of their discoveries using sketches, photos, or written descriptions, explaining what they found and why it matters to their community.

Students share their findings with classmates in small group discussions, comparing observations and identifying patterns in the environmental challenges they discovered.

The class collaboratively creates a master list of broken environmental habits identified across all local explorations and posts this on the project board for reference.

For Activity 4, working in small groups of 3-4 students, teams select one or two key environmental findings from the local audit to develop into a creative, shareable product.

Groups choose their format, such as a video presentation (2-3 minutes), infographic, podcast episode, or Google Slides presentation, that clearly shows the broken environmental habits identified and includes local perspectives on why these problems exist.

Teams research and gather additional information about their chosen environmental issue, including statistics, expert quotes, or community stories that strengthen their presentation.

Groups create their communicable products using tools like Canva for infographics, Google Slides for presentations, or simple video recording on smartphones, ensuring clear visuals and compelling narratives.

Teams prepare talking points and practice presenting their work internally, receiving feedback from classmates before sharing with their international partners.

For Activity 5, students present their environmental research to their international partners through a synchronous video meeting or asynchronous forum exchange on the project board, with each group explaining their findings and answering questions from peer viewers.

Students watch and review all presentations from their international partner class, taking detailed notes on the environmental challenges identified in that community.

In small groups, students complete a comparative analysis chart identifying common environmental patterns (such as plastic waste, air pollution, or water contamination) that appear in both communities.

Groups also document context-specific challenges that are unique to either their community or their international partners' community, such as water scarcity in arid regions or industrial pollution near factories.

Students use a shared digital document or mural on Google Docs or Padlet to collaboratively build a visual comparison of environmental challenges, noting which problems are global and which are locally specific.

The class discusses surprising discoveries, such as unexpected similarities or differences between communities, and reflects on what these patterns reveal about environmental challenges worldwide.

Students use the group chat on Class2Class.org to ask clarifying questions of their international peers and deepen their understanding of the environmental context in partner communities.

For Activity 6, students form international teams by pairing with students from the partner class, either through synchronous video calls or asynchronous collaboration using the group functionality on Class2Class.org.

International teams select one shared environmental challenge that affects both communities and brainstorm innovative solutions that could work in both contexts.

Teams research existing solutions from around the world by exploring case studies, environmental organizations, and successful initiatives, documenting their findings in a shared Google Doc.

Groups evaluate the feasibility of each potential solution by considering factors such as cost, local resources, community support, and environmental impact, rating solutions on a feasibility scale.

Teams develop collaborative action plans that show how 3-5 promising solutions could be adapted and implemented in both their local community and their international partners' community.

For Activity 7, students create a shared infographic or document showcasing their proposed solutions with clear explanations, visual representations, and specific steps for local and global adaptation, posting their work on the project board.

For Activity 8, students prepare exhibition materials for a final local presentation event, including printed copies of their environmental audit findings, infographics from their presentations, and visual displays of the international exchange process.

Teams create a video compilation (3-5 minutes) highlighting key moments from the international exchange, such as clips from partner class introductions, presentation excerpts, and student reflections on collaboration.

Students design posters or digital displays that showcase the solutions co-created with international partners, explaining how these solutions address environmental challenges in both communities.

The class organizes a local presentation event where students explain what they learned from their international partners, demonstrate their collaborative work, and share the environmental solutions they developed together.

During the event, students present their findings to teachers, families, and other students, answering questions and discussing the value of global collaboration for solving environmental problems.

Students post photos and summaries of the local presentation event on the project board so their international partners can see how their work was celebrated in the school community.

For Activity 9, each student completes a reflective journal entry responding to guiding questions such as, 'What did I learn from my international peers about environmental challenges?' and 'How did seeing another community's perspective change my understanding of global environmental issues?'

Students write personal responses to prompts like, 'What surprised me most about the similarities and differences between our communities?' and 'How can young people like us make a difference in protecting the environment?'

Students exchange thank you messages with their international partners using the group chat on Class2Class.org, expressing appreciation for specific insights they gained and friendships they built.

The class participates in a group discussion where students share key takeaways from the project, discuss how global collaboration strengthened their understanding of environmental problems, and reflect on their role as global citizens.

Students complete a simple self-assessment identifying one new skill they developed (such as critical thinking, collaboration, or intercultural communication) and one way they will apply their learning to help protect the environment in their daily life.