A. visit 1: meet and greet
1. For the first visit, the students and instructors from both classes should meet at one of the schools and get to know each other.
>Note: It may be easier for the first two activities to use school buses for transportation, but if this is not possible, walking may also be an option although different timing allowances would most likely need to be made.
a. Students can be broken up into small, mixed groups and do an ice breaker activity (such as each saying their name and an animal that begins with the same letter).
b. Students may then be further broken into partners (with each partner pair consisting of one student from each school) and ask each other a few questions (such as,“What is your favorite color?” and “What food do you like to eat?”). Students may then return to their small groups and tell the rest of the group what they learned about their partner.
i. The instructors may also model this with each other before asking the students to do it.
B. our schools
1. In between visits, each group should prepare a presentation for the other group on their school, including visual representations.
a. Perhaps each student in each class could create a picture of something they like about their school.
C. visit 2: presenting our schools
1. For the second visit, the students and instructors may meet at the second school and present their schools to one another.
a. Perhaps students could break into their partnerships from the first meeting and each student could present what they like about their school to their partner.
b. Instructors may also take the opportunity to talk with each other about what they find to be positive and negative about their respective schools.
D. visit 3: mapping our community
1. For the final project the two groups could create a map showing how to get from one school to another and decorate this map together.
Two nearby elementary schools that might work well for this partership are John B. Kelly School and John Wister Elementary School.