Green School Dreamers: Building Tomorrow's Eco-Spaces

Step 1: Empathize

• Explain to students the project's objectives and its importance in improving the school environment.
• Organize students into groups of 3 to 4 members.
• Assign each team a specific area of the school, such as the laboratory, playground, or cafeteria.
• Accompany the teams as they inspect their assigned area. To facilitate observation, provide a worksheet with key questions, such as:
• Where is trash found?
• Where is water being wasted?
• Where is it too hot or too cold?
• Where are there plants?
• Where could more plants be added?
• Each team will create a simple presentation that includes:
• A basic map of the school highlighting the inspected area.
• Key ideas from their inspection findings.
• Visual symbols (happy or sad faces) to indicate the condition of the area.
• Photographs showing the state of the space.
• Teams will present their findings to the partner class to encourage an exchange of ideas.
• Facilitate a discussion where each team shares their favorite area, the one most in need of improvement, and which could be transformed to create a positive impact.

Step 2: Define

• Guide students in analyzing the shared reports, helping them identify similar issues between their school and the partner class's school.
• Use stickers or symbols to mark shared problems, making it easier to connect both experiences.
• Encourage students to draw their ideal school, removing the identified problems and illustrating how an improved environment would look.
• Each team chooses a specific problem to work on, ensuring it is manageable and feasible to solve.
• Ask students to write three changes they would like to implement and explain why each one is important for solving the problem.
• Teams post their decision on the project board as a comment directed to the partner class, mentioning which area of the school they plan to improve.

Step 3: Ideate

• Guide students in generating ideas to solve the chosen problem. To encourage creativity in a fun way, use techniques such as:
• "What if...?" technique: Ask unexpected questions to spark innovative ideas (e.g., "What if trees could walk?").
• Quick sketching of crazy and fun solutions: Students rapidly sketch ideas without worrying about perfection.
• Encourage students to vote for the most practical ideas that can be implemented in their environment.
• Post the ideas on the project board so the partner class can explore them.
• Invite students from the other class to review the proposals, provide feedback, and ask questions to refine the ideas.
• Based on the analysis and feedback received, each team selects a solution to prototype and move forward to the next stage of the project.

Step 4: Prototype

• Support students in developing a prototype for their solution, which could take the form of a drawing, a digital design, or a mock-up.
• Encourage the use of recyclable materials to construct prototypes, fostering sustainability in the process.
• Suggested prototype ideas include:
• Innovative tools or devices.
• Creative educational models.
• Sustainable design concepts tailored to address the identified problem.
• Some examples:
• Eco-School model showcase. Students create 3D models of improved school areas using cardboard boxes, recycled materials, and natural elements. The models include eco-friendly features such as vertical gardens, decorated recycling stations, or green play areas.
• Green space transformation plan. Students design a visual plan to transform a specific area of their school using large drawings on kraft paper or poster boards. The prototype includes a "before and after" view with explanatory labels, a list of necessary materials (focusing on recycled and natural resources), and simple steps for implementation. They share their plans through photos and short videos on the project board.
• Green school map adventure. Students create interactive maps of their school, identifying problem areas and proposed solutions. The prototype includes color-coded symbols, "green" routes, and environmental "treasures" to discover.

Step 5: Test and Preparation

• Guide students in refining their prototype, ensuring it clearly reflects the solution to the identified problem.
• Support students in preparing a simple PowerPoint (PPT) presentation to explain their proposed solution.
• Structure of the presentation:
• Introduction: Briefly summarize the problem being addressed.
• Solution: Explain how the proposal works and how it tackles the problem.
• Conclusion: Highlight the conclusions and lessons learned during the process.
• This will ensure clarity and effectiveness in communicating with their international peers.

Step 6: Final Presentation

• Organize a video call with the partner classes to share the final work.
• Each team presents their prototypes or proposed solutions to the identified problem.
• Encourage a feedback session where the classes can provide constructive comments.
• At the end, encourage students to share their learnings and reflections on the process, highlighting how they collaborated to find solutions and what new perspectives they gained throughout the project.

Assessment and reflection ✍️

• Rubrics to assess student participation, collaboration, and the quality of their research and presentations.
• Assessment Matrix - Facing a global challenge
• Reflective journal prompts to encourage students to think critically about their learning, personal growth, and the potential impact of their actions.
• Peer and self-assessment opportunities to foster accountability and ownership of learning.

Teacher tips 💡

• Foster a safe and inclusive learning environment that values diverse perspectives and experiences.
• Provide clear guidelines and expectations for respectful communication and collaboration. We suggest you review the coexistence policies of Class2Class.org.
• Facilitate the formation of diverse international teams, ensuring a mix of skills, backgrounds, and perspectives.
• Provide scaffolding and support throughout the research and action planning process, offering guidance and resources as needed.
• Encourage student agency and ownership of their learning, allowing them to drive the direction of their projects.
• Celebrate student achievements and facilitate meaningful reflection on their growth and the impact of their actions.

This project allows children to take the lead in environmental change while developing important skills in a fun and meaningful way. The combination of hands-on activities, storytelling, and international collaboration makes learning an exciting and memorable experience.