探索项目

Reciclaje en nuestra comunidad

Across the six online sessions with Jordanian peers, students alternate between English-only and translanguaging sessions while sharing ideas on food, school life, and traditions. After the whole six-session program, they record how each policy helped or limited their ability to express complex ideas, then discuss with peers strategies to challenge restrictions, such as using gestures, visuals, or peer translation.

Students draw a picture of their typical day, from waking up to bedtime, including study, play, and rest. They share their drawings with partner classes and find routines that look similar or different from their own.

Students introduce their families, pets, hobbies, and daily routines to partner classes during a live video exchange, using simple present sentences. They compare routines with their international peers and note similarities and differences on a shared low-tech chart.

This project introduces students to diplomacy through a Mini United Nations Session. Students will represent different countries and practice basic Model UN skills such as public speaking, negotiation, and resolution writing.

Student teams investigate how festivals and famous natural or cultural sites shape local identity in their countries and partner countries. They analyze similarities and differences, then evaluate which traditions and places are best protected for future generations.

Students explore and share how technology shapes their daily lives across different cultures, fostering understanding of digital habits and cultural perspectives on technology use.

Students investigate their chosen local story by collecting evidence from interviews, photographs, historical records, and community members, then analyze how the story has shaped their community's identity over time. They examine what their partner class discovered and discuss the similarities and differences between how both communities preserve and value their heritage.

Children create a small picture book about their town or favorite place, then read and show it to the partner class during a live video call. Together the two classes decide on one simple thing they will make and share next.

Students learn where potatoes grow in Tanzi and share photos and facts about local farms with partner classes. They compare how potatoes are grown and eaten in their own communities.

Students post a short written or sketched idea that could change their community, then read and comment on classmates' ideas on a shared Padlet board. They discuss similarities and differences in how each class sees the problems that matter most.

Students co-write an original fairy tale that blends elements from both cultures, then rehearse and perform it for each other in a live video call. Each class designs costumes or simple props and gives feedback to improve the performance.