Landscapes & Cultures: Discovering Our World Together

Teacher introduces the project purpose, explaining that students will explore and share their country's geography and culture with an international partner school through asynchronous Padlet exchanges over six sessions.

Students learn about the six-session timeline, the Culture Kit creation process, and how the project will help them develop intercultural understanding and digital collaboration skills.

Teacher explains how to use translation tools respectfully (PenTalk, Google Translate, DeepL) and demonstrates how to navigate Padlet for uploading materials, leaving comments, and viewing partner school contributions.

Students ask clarifying questions about the project and express their initial excitement about meeting their international peers, discussing what they hope to learn about the partner country.

Students record a short greeting video (1-2 minutes) introducing themselves, their school, and their country, highlighting what makes their community special.

Each student uploads their greeting video to Padlet with an English caption describing their name, interests, and one fact about their country.

Students view the partner school's greeting videos on Padlet and leave friendly comments in English, asking questions about the partner school and expressing enthusiasm about the exchange.

Teacher facilitates an optional live Zoom or Google Meet session (weekdays 13:00-14:30 KST) where students can greet their international peers in real-time, or students upload their greeting as an asynchronous video if unable to attend.

Students reflect on the greeting videos they watched, noting similarities between their school and the partner school in a brief written response posted to the Padlet board.

Teacher poses the driving question: 'What makes the natural landscapes and cultural traditions of our country unique and beautiful?' to spark student curiosity and reflection.

Students interview family members about their favorite geographic features or cultural traditions in their country, recording notes and stories that reveal personal connections to their homeland.

Students explore and photograph local landscapes, natural landmarks, or cultural sites in their community, collecting visual evidence of their country's natural beauty.

Each student selects one geographic feature or cultural tradition they feel deeply connected to and creates a personal presentation (video, slides, or collage) highlighting why this aspect represents their community.

Students write a reflection explaining what this geographic feature or cultural tradition means to them and why they chose it to share with the partner school, preparing materials for upload to Padlet.

Students finalize their geography and culture introduction materials (videos, PowerPoint presentations, or collages) that showcase one or more natural landscapes or cultural traditions from their country.

Each student drafts an English caption or introduction text for their materials, using translation tools to ensure clarity and accuracy in English expression.

Students review their materials with peers in small groups on the Class2Class platform, providing feedback and suggestions to strengthen the presentation before sharing with the partner school.

Teacher guides students to ensure their materials are visually engaging, informative, and respectful in representing their country's natural beauty and cultural heritage.

Students upload their finalized geography and culture introduction materials to Padlet with English captions, making them visible to the partner school for the next session.

Students explore the partner school's geography and culture introduction materials on Padlet, carefully viewing videos, presentations, and photos that showcase the partner country's natural landscapes and traditions.

Each student completes a comparison worksheet identifying similarities and differences between their own country's landscapes and the partner school's, noting geographic features, climate, vegetation, and cultural elements.

Students post thoughtful reflection comments in English on Padlet, responding to what they discovered in the partner school's materials and sharing their observations about the partner country's natural beauty.

Students add genuine questions to the Q&A section on Padlet, asking the partner school about specific geographic features, cultural traditions, or details they want to understand better.

Teacher facilitates asynchronous dialogue by encouraging students to respond to partner school questions about their own country's geography, deepening the intercultural exchange and building curiosity.

Students brainstorm ideas for a handmade Culture Kit that will represent their country's natural beauty and cultural elements, considering items such as postcards, drawings, small crafts, or natural materials.

Each student sketches their Culture Kit design on paper, planning what items to include and how to arrange them in the kit to tell a story about their country's geography and culture.

Students draft an English introduction text for their Culture Kit, explaining what each item represents and why they chose these elements to share with the partner school, using translation tools as needed.

Students photograph their sketches and design plans and upload them to Padlet as a progress update, allowing the partner school to see their creative process and offer encouragement.

Teacher provides feedback on students' plans, offering suggestions to enhance creativity and ensure the kits effectively represent their country's natural landscapes and cultural traditions.

Students gather materials needed for their Culture Kits, including art supplies, natural materials, postcards, or craft items that represent their country's landscapes and culture.

Each student creates their handmade Culture Kit, incorporating drawings, postcards, small crafts, or natural materials that authentically represent their country's natural beauty and cultural heritage.

Students finalize the English introduction text for their Culture Kit, reviewing it for clarity and ensuring it effectively explains the significance of each item included.

Students photograph their completed Culture Kit from multiple angles, capturing clear images that show the kit's contents and overall presentation.

Students record a short voice introduction (1-2 minutes) in English describing their Culture Kit, explaining the items included and what they represent about their country, using PenTalk or voice recording tools.

Students upload both the Culture Kit photos and voice recording to Padlet, creating a complete presentation of their handmade creation for the partner school to discover.

Students explore the partner school's completed Culture Kits on Padlet, viewing photos and listening to voice introductions that reveal the natural beauty and cultural traditions of the partner country.

Each student leaves appreciative comments in English on the partner school's Culture Kit posts, expressing what surprised, delighted, or impressed them about the kits.

Students ask specific questions about items in the partner school's Culture Kits, demonstrating genuine curiosity about the cultural significance and meaning behind each element.

Teacher facilitates a celebration of both schools' creativity by highlighting exceptional Culture Kits and the thoughtfulness students demonstrated in representing their cultures.

Students respond to questions from the partner school about their own Culture Kits, deepening the dialogue and sharing additional stories or details about the items they created.

Students record a 1-2 minute reflection video answering three guiding questions: 'What did I learn about my international classmates?' 'What did I discover about my own culture?' and 'Why is it valuable to know other ways of seeing the world?'

Each student uploads their reflection video to Padlet, sharing their personal insights about the intercultural exchange and what the project meant to them.

Students watch reflection videos from the partner school, discovering how their international peers experienced the cultural exchange and what they learned about Korea and the students' country.

Students exchange thank-you messages in English on Padlet, expressing gratitude for the cultural exchange, the new friendships formed, and the opportunity to share their country's natural beauty.

Teacher facilitates an optional live Zoom or Google Meet session (weekdays 13:00-14:30 KST) where students can share final thoughts and say goodbye to their international peers, or students upload farewell messages asynchronously to Padlet.

Class discusses the project's impact on their understanding of global citizenship, intercultural respect, and the importance of diverse perspectives in building a more connected world.