Safe Roads,Safe lives

Teacher introduces the project purpose: exploring road safety signs and symbols across India, USA, UK, and Uganda, helping students understand how their local road safety knowledge connects to global perspectives.

Students learn about the collaborative journey with partner schools in the USA, UK, and Uganda, and discover that they will create digital presentations and participate in a global road safety quiz challenge.

Students explore why road safety matters by discussing: What road signs do you see every day? Why are some signs confusing? How might road safety be different in other countries? Teacher posts the project timeline and learning goals on the Class2Class project board.

Each student team creates a short introduction video (1-2 minutes) sharing their names, school location, and 2-3 key facts about road safety in their country, then posts videos on the Class2Class project board for partner classes to view.

Students prepare digital introductions showing photos or drawings of 3-4 common road signs they see daily in their community, labeling each sign and explaining what it means.

Students watch partner class videos from the USA, UK, and Uganda, taking notes on interesting road safety facts and road signs that look different from their own country.

Students post 3-4 questions on the Class2Class group chat asking partner classes about their road signs and road safety practices (e.g., 'What does that red sign mean?' or 'Do you have the same speed limit signs as us?').

Partner classes respond asynchronously through the group chat, answering questions and sharing additional road safety insights, building curiosity and intercultural connections about how different countries keep people safe on roads.

Students participate in Activity 3, an empathy walk around their school neighborhood, observing and documenting road signs, traffic patterns, and how different people (children, adults, elderly) interact with roads using sketches, photos, or written notes.

Students focus their observations on key questions: Which signs do people notice? Which seem confusing? How do different age groups respond to road signs? Students record at least 5 specific observations.

Students complete Activity 4 by interviewing 2-3 community members (family members, shopkeepers, traffic officers) about road safety challenges they face, documenting responses in a simple Google Doc or Padlet with quotes and notes.

Students organize their empathy findings into a shared Google Doc or Padlet post, including: sketches or photos of observed road signs, interview quotes about challenges, and their own observations about which signs work well and which are confusing.

Each class shares their empathy findings on the Class2Class project board, allowing partner classes to read and comment on the different road safety challenges in India, USA, UK, and Uganda through the platform's commenting feature.

Students review all empathy findings from their own community and partner classes, identifying patterns in road safety challenges (e.g., confusing signs, unsafe crossing areas, lack of awareness among children).

Teams create a comparative chart in a shared Google Doc showing: main road safety challenges in their country, who is most affected (children, elderly, cyclists, pedestrians), and specific examples of confusing or ineffective signs.

Using a digital whiteboard or sticky notes (physical or digital), students brainstorm 5-10 'How might we...?' questions focused on improving road safety (e.g., 'How might we make road signs clearer for children?' or 'How might we help elderly people cross safely?').

Teams prioritize the most important problem using an impact vs. feasibility matrix, evaluating which challenge would have the biggest safety benefit and is realistic to address with a prototype.

Teams formulate a shared problem statement with partner classes and post it on the Class2Class project board (e.g., 'How might we design road signs that are clearer and more noticeable to children and elderly people?'), inviting partner class feedback through comments.

Students participate in Activity 7, an ideation sprint using brainstorming techniques (SCAMPER, worst-idea flip, rapid sketching) to generate 20+ ideas for improving road safety signs or awareness in their country.

Ideas might include: redesigned signs using universal symbols, interactive digital signs, creative awareness campaigns, educational games, or videos teaching road safety to children; students sketch or describe ideas quickly without judgment.

Teams organize their ideas into categories (e.g., physical sign redesigns, digital solutions, awareness campaigns, educational tools) and create a visual idea bank on a shared Padlet or Google Slides presentation.

Teams share their idea banks on the Class2Class project board, and partner classes review ideas asynchronously, adding comments with the 'Yes, and...' thinking approach to build on each other's concepts.

Students read partner class ideas and brainstorm how to combine international perspectives (e.g., 'We like your idea about interactive signs. What if we added features from our country's approach?'), posting creative combinations on the group chat.

Teams evaluate their top ideas using criteria: impact on safety, feasibility with available materials, cultural appropriateness, and creativity, then select 1-2 ideas to develop into prototypes.

Teams decide what form their prototype will take: a physical model (redesigned road signs using cardboard and markers), a digital mockup (using Canva or PowerPoint), an awareness poster, or an educational game.

Teams create a simple prototype plan in a shared Google Doc listing: materials needed, step-by-step building instructions, timeline, and who is responsible for each task; teacher reviews plans and provides feedback through the Class2Class group chat.

Students participate in Activity 8, building prototypes using available materials such as cardboard, markers, digital tools like Canva or PowerPoint, and recycled items, working collaboratively within their teams.

Teams document their prototypes with photos or short videos (30-60 seconds) showing how the solution works, what problem it solves, and why it matters; teams upload documentation to the Class2Class project board.

Teams conduct internal testing with classmates, gathering feedback on clarity, effectiveness, and appeal using a simple feedback form (Google Forms or Padlet), and record at least 5 pieces of feedback.

Students participate in Activity 9, presenting their prototypes to partner classes via recorded videos (3-5 minutes each) explaining: What problem does it solve? How does it work? Who benefits? Teams upload videos to the Class2Class project board.

Partner classes watch videos and provide structured feedback through a shared Google Doc, answering: What works well? What is unclear? Would this solution work in our country? Why or why not?

Teams participate in Activity 10, showing their prototypes to real users (younger students, families, community members) and observing reactions, asking: Would you use this? What is confusing? What works well? What would you change?

Students document user feedback through observation notes, short interviews (recorded or written), or simple surveys using Google Forms, collecting at least 8-10 pieces of feedback from diverse users.

Teams analyze feedback patterns in a shared Google Doc, identifying: What worked? What needs fixing? What surprised us? Teams organize feedback into categories (e.g., design improvements, clarity issues, cultural adaptations needed).

Teams review all feedback from classmates, partner classes, and real users, identifying the top 3-5 improvements that would make their prototype more effective and culturally appropriate.

Students participate in Activity 11, refining their prototypes based on feedback, making changes such as: clearer visual design, simpler instructions, added features, or cultural adaptations that reflect insights from partner countries.

Teams create improved versions (Version 2.0) and document changes in a shared Google Doc, explaining what changed, why it changed, and how feedback influenced their decisions.

Teams briefly test improvements with a few users to confirm enhancements work better, collecting quick feedback (thumbs up/down or 1-2 sentence comments) and recording results.

Teams upload photos or videos of Version 2.0 to the Class2Class project board, alongside a brief reflection on how their solution evolved and why the improvements matter for real-world road safety.

Students participate in Activity 12, creating a digital PowerPoint or Google Slides presentation (8-10 slides) on road safety in their country, with slides including: local road signs and symbols explained, road safety challenges identified, their designed solution, testing results, and key learnings.

Teams design presentations using images, diagrams, and clear text, ensuring each slide is visually engaging and easy to understand; teams use Canva or Google Slides templates to maintain professional appearance.

Teams practice presenting their slides together, assigning roles (e.g., who presents which slides, who answers questions) and rehearsing to ensure smooth delivery and confident responses to questions about their work.

Students participate in Activity 13, a global road safety quiz challenge using Kahoot or Google Forms with 15-20 questions about road safety facts from all four countries (India, USA, UK, Uganda), testing knowledge about local road signs, safety rules, and solutions designed by partner classes.

Classes take the quiz together in a video call or asynchronously, competing or collaborating as a group; teacher shares results and sparks discussion about which road safety concepts were learned best and how solutions differ across countries.

Students participate in Activity 14, an international solution showcase and celebration event where partner classes hold a joint virtual meeting; each class presents their final PowerPoint (5-7 minutes), shares their prototype, and explains their solution's potential impact.

Students compare solutions with partner classes, discussing: How are they similar? How do they reflect each country's unique context? Students exchange appreciation messages and certificates of collaboration through the Class2Class platform; event is recorded for sharing with families and school community.

Students participate in Activity 15, a guided reflection discussion using questions: What did we learn about road safety in our country and others? How did our solution change from first idea to final version? What was hardest? What are we proud of? How could our solution help real people?

Students complete a self-assessment rubric (using simple scales, emojis, or written responses) evaluating their collaboration, creativity, problem-solving, and digital literacy skills; teacher collects responses on the Class2Class project board.

Each student writes or draws one key learning from the project in a shared digital journal or Padlet, reflecting on how the experience changed their thinking about road safety and global collaboration.

Students participate in Activity 16, a cross-cultural learning exchange where partner classes exchange final reflections and thank you messages via video or written notes posted on the Class2Class project board.

Classes discuss together: How did working with students from other countries change our thinking? What surprised us about road safety in different places? How could our solutions be improved or scaled? Each class posts one key insight on a shared digital mural.

Teacher facilitates closing remarks celebrating international collaboration and the real-world impact of their design thinking work, highlighting how students from four countries worked together to improve road safety awareness.