Investigating Environmental Issues Globally

Teacher presents Activity 1 by explaining the project purpose, goals, and 12-week collaboration framework with international partner classrooms.

Students explore the Class2Class platform together, learning how to access the Project Board, post work, use group chat for communication, and navigate the group functionality for teamwork.

Teacher walks through the timeline showing how students will explore environmental challenges in their own communities and compare findings with peers from other countries.

Students discuss initial thoughts about what environmental issues they notice in their daily lives and express curiosity about how young people in other countries experience similar or different challenges.

For Activity 2, students work in small teams to create a 2-3 minute video, digital mural, or photo collage showcasing their school, neighborhood, and key environmental features.

Each team includes visual elements of their community (photos of parks, streets, buildings, natural areas) and shares initial observations about environmental issues they notice locally (e.g., litter, green spaces, water sources, air quality).

Teams post their creative artifacts on the Project Board, using the group functionality to organize submissions by class.

Students watch partner class introductions and write down 3-5 questions they want to ask about their peers' communities and environmental contexts.

Students post their questions on the Project Board discussion forum, and the partner class responds asynchronously, sparking early intercultural curiosity and dialogue about local environmental realities.

Teacher launches Activity 3 by asking students, 'What do you want to discover about environmental issues in your community and around the world?' and facilitates a brainstorming session.

Students brainstorm questions individually on a shared Padlet or Google Doc, contributing ideas like 'How do young people in different countries perceive local environmental challenges?' or 'What sustainable solutions are being tried in different parts of the world?'

Teams review all brainstormed questions, identify themes, and vote on the most compelling driving question that will guide their exploration.

The class refines the selected driving question to ensure clarity and relevance, then posts it on the Project Board for the partner class to review.

Partner classes exchange feedback via asynchronous forum, suggesting adjustments or confirming the question resonates with their context, creating a co-owned inquiry focus for both classes.

For Activity 4, students conduct local exploration by interviewing family members, community leaders, or local environmental organization representatives about environmental challenges they observe.

Teams divide responsibilities to document environmental issues through photos, videos, or written reflections of their neighborhood, capturing examples of water quality, waste management, green spaces, air quality, or other relevant themes.

Each student maintains a reflection journal throughout the exploration, recording personal observations, questions that arise, and insights about how environmental issues affect their community.

Teams organize their findings into thematic categories (e.g., waste management, water pollution, deforestation, renewable energy) using a shared Google Doc or spreadsheet to prepare for sharing.

Students compile their research materials, including photos, interview notes, observation videos, and journal reflections, into a folder on the Project Board under their group's workspace.

Teams review their collected materials and identify the most compelling evidence and stories to transform into communicable products for their international peers.

For Activity 5, teams synthesize their local research into engaging, shareable products such as short documentaries (3-5 minutes), infographics, podcasts, or photo essays that present their environmental findings.

Teams use tools like Canva for infographics, Google Slides for presentations, or simple video editing software to highlight local perspectives, solutions being attempted, and questions for their international peers.

Each team practices their presentation internally, refining talking points, clarifying key messages, and preparing 2-3 discussion questions that invite partner class reflection.

Teams upload their final products to the Project Board, organizing them in the group section so partner classes can easily access and review all materials.

For Activity 6, students engage in synchronous or asynchronous exchange: if synchronous, partner classes hold a virtual meeting where each class presents their environmental research (10-15 minutes) followed by live Q&A and guided discussion; if asynchronous, products remain on the Project Board with a discussion forum where students post observations, questions, and reflections over several days with clear deadlines.

Students use the group chat feature to ask clarifying questions and engage in real-time dialogue with international peers about similarities and differences in their environmental contexts.

A shared document or collaborative mural captures key comparisons and insights emerging from both classes' perspectives, creating a visual record of intercultural dialogue.

For Activity 7, students prepare exhibition materials to share their collaborative work with the school community, creating posters, infographics, or presentation slides that summarize key findings from both their local research and international exchange.

Teams organize a local 'Environmental Exchange Fair' where students present their findings to other classes, families, or community members, explaining what they learned about environmental issues globally and locally.

Students curate final products on the Project Board as an international gallery, organizing work by theme or country to celebrate the collaborative research achieved by both classes.

Optional: Partner classes co-create a joint compilation video or interactive presentation using Google Slides or Canva that highlights both perspectives, with students from each class contributing narration, visuals, or reflections.

Students share their collaborative work with the partner class through the Project Board, celebrating how their combined efforts created a richer understanding of global environmental challenges.

For Activity 8, students reflect individually on their learning through guided questions posted on the Project Board: 'What surprised you about how your international peers see environmental issues? How did sharing your perspective change your thinking? What does it mean to be a global citizen concerned about the environment?'

Students write reflective journal entries, create simple visual reflections using Canva, or record brief audio reflections (1-2 minutes) addressing these questions.

Teams share key takeaways in a closing discussion or forum post on the Project Board, synthesizing what they learned about environmental issues, sustainability solutions, and global perspectives.

For Activity 9, partner classes exchange appreciation messages, thank you videos (30-60 seconds), or collaborative reflection mural posts, articulating what they valued in their international peers' perspectives.

Students post their appreciation messages on the Project Board group chat, creating a visible record of gratitude and intercultural respect.

A shared closing document summarizes key learnings from both classes, highlighting how local environmental issues connect to global patterns and reinforcing pride in collaborative achievement.