Global Animal and Person Guessing Exchange via Zoom

Teacher presents the project purpose, goals, and four-week timeline to students, explaining how they will explore cultural identity and connect with international partner classrooms through guessing games and intercultural dialogue.

Students learn about the Class2Class platform and how to use the Project Board, group chat, and group functionality to communicate with international peers.

Students watch a short video example showing previous successful cultural exchanges and discuss what excites them about connecting with students from different countries.

Each student identifies one cultural tradition or animal from South Korea they want to share with international peers and writes it on the Project Board to build anticipation.

Students participate in Activity 1 by creating short introduction videos (2-3 minutes) where they share their names, family background, and one meaningful cultural tradition or celebration from South Korea.

Each student posts their introduction video on the Project Board for partner classrooms to view and respond to.

Students watch introduction videos from international partner classrooms and post initial observations and questions about cultural similarities and differences on the shared digital platform.

Teacher facilitates a whole-class discussion where students share what surprised them about the partner classrooms and what they want to learn more about.

Students post a welcome message or reaction emoji on the Project Board to greet their international peers and express enthusiasm for the collaboration.

Teacher launches Activity 2 by asking students, 'How do different cultures understand and celebrate animals, and what does this reveal about our values?' to spark initial curiosity.

Students brainstorm in small groups what they want to learn about animals and cultural figures from their own and international communities, recording ideas on a shared Google Doc.

The class collaborates to refine and finalize a shared driving question that captures their collective curiosity about animals, culture, and global perspectives.

Students post the driving question and their initial thoughts on the Project Board for partner classes to see and respond to, creating a shared inquiry focus across all participating classrooms.

Students participate in Activity 3 by researching animals and cultural figures that are significant to South Korean culture, such as tigers, cranes, dragons in folklore, or national symbols, using school library resources or guided online research.

Each student conducts interviews with family members about why specific animals matter in Korean culture, recording audio stories or taking detailed notes about cultural meanings and traditions.

Students create photo journals or visual collections showing animals and cultural icons from their own community, gathering images from family albums, local parks, or cultural sites.

Small teams compile their individual findings into group presentations using Google Slides or Canva, including photos, interview quotes, and written explanations of cultural significance.

Students post their research findings and presentations on the Project Board so international peers can preview Korean cultural perspectives before the live exchange.

Teacher facilitates a class discussion where students share surprising discoveries about their own culture and explain why certain animals hold special meaning in Korean traditions.

Students participate in Activity 4 by creating riddles, descriptions, or short skits about Korean animals and cultural figures to share with international peers, ensuring language is clear for non-native speakers.

Teams prepare questions about animals and cultural icons from partner countries that they want to ask during the live exchange, showing curiosity about international perspectives.

Small groups practice their presentations and organize materials for the collaborative exchange using the group functionality on the Class2Class platform to coordinate and share files.

Students participate in Activity 5 by joining a synchronous video call where they take turns presenting their animal riddles and cultural stories to international partner classrooms.

During the live exchange, international peers guess the animals while Korean students provide hints and explanations, engaging in real-time dialogue about cultural significance and building understanding through active listening.

Students ask prepared questions about animals and cultural icons from partner countries, listening respectfully to responses and noting similarities and differences they discover.

Students participate in Activity 6 by posting reflections on a shared forum comparing how Korean culture and international partner cultures view specific animals (for example, noting that both cultures revere tigers but may assign different symbolic meanings).

Each student identifies and documents at least two similarities and two differences between how their culture and international partner cultures understand animals, recording observations in a shared Google Doc.

Students respond to peer posts from international classmates with follow-up questions and observations, deepening intercultural understanding through asynchronous dialogue on the Project Board.

Small teams analyze patterns in cultural animal symbolism across all participating countries and prepare brief written summaries of key insights discovered through the exchange.

Teacher facilitates a reflection discussion where students articulate how understanding animals through a cultural lens has expanded their perspective on global diversity.

Students participate in Activity 7 by working with international peers to co-create a digital mural using Padlet or Miro that visually represents animals and cultural figures from all participating countries.

Each student or team contributes illustrations, symbols, or written descriptions of Korean animals and cultural icons to the shared mural, ensuring their contributions reflect what they learned about cultural significance.

Students view contributions from international partners and add comments or reactions on the mural, celebrating the diversity of perspectives and artistic expressions.

The collaborative mural is finalized as a shared artifact celebrating cultural diversity and the connections discovered through the project, with all student names or team credits displayed.

Students participate in Activity 8 by curating and organizing all project materials, including videos, photos, riddles, comparative notes, and the collaborative mural, into a cohesive presentation.

Small teams design posters or digital slides using Canva or Google Slides that summarize key cultural insights about animals and traditions from their research and international exchange.

Students prepare talking points and practice presentations explaining what they learned about their own culture and international perspectives, building confidence in public speaking.

Teams decide how to present findings to the school community, assigning roles such as narrator, demonstrator, or question facilitator to ensure all students participate actively.

Students participate in Activity 9 by hosting a cultural exchange fair or assembly for other classes, families, and school staff, displaying the collaborative mural and screening videos from partner classrooms.

Student teams present animal riddles, cultural stories, and key insights from their research to visitors, engaging audiences with interactive guessing games and questions.

Students answer visitor questions about cultural traditions, international perspectives, and what they learned through the project, demonstrating confidence and knowledge gained.

Students collect feedback from visitors on comment cards or a digital form, noting which aspects of the cultural exchange resonated most with the school community.

Students participate in Activity 10 by completing a guided reflection using questions such as, 'What surprised you about how other cultures view animals?' and 'How did this project change your understanding of your own culture?'

Each student documents reflections in journals, video messages, or written responses, expressing personal insights about intercultural understanding and global perspectives.

Students identify one new intercultural friendship or meaningful connection made through the project and write a brief note to that peer expressing appreciation for the exchange.

Teacher facilitates a whole-class reflection circle where students share key takeaways, discussing how the project deepened their empathy, cultural awareness, and confidence in cross-cultural communication.

Students participate in Activity 11 by providing constructive peer feedback to classmates using a simple rubric focused on communication, creativity, collaboration, and respect.

International partner classes exchange thank you messages or short appreciation videos with Korean students, celebrating the collaboration and shared learning.

Students post appreciation comments on the Project Board for international peers, highlighting specific moments or contributions that made the exchange meaningful.

Teacher facilitates a celebration discussion where the class identifies individual and collective strengths demonstrated during the project, such as active listening, creative expression, or respectful dialogue.