Fernando M. Reimers et al.

and extending into those represented by students in their partner school. In
this unit students are also introduced to their peers in their partner school
in another country, and they collaborate to describe the games that children
play in their school and in their sister school.

The teacher and the students communicate with second graders in a school
in at least one other country—and if possible, in two or three other coun—
tries. The purpose of this activity is to have students introduce themselves
to their peers, exchange greetings, and then share descriptions of the games
they play. Each student will introduce him or herself by stating his or her
name, age, number of siblings, and favorite game.

This activity could be supported by the following Coverdell lesson plan,
which was designed to help students think about themselves and how they
are similar to and different from children in other countries: https://share—
mylesson.com/partner/peace~corps—world-wise—schools.

If possible, the students will communicate with one another in real time
by using Skype to hold a videoconference. If a time difference precludes
that, they will exchange a series of PowerPoint slides with videos and pic—
tures in them to present the games they’ve examined in class. They will re—
ceive a similar presentation from their peers, and they’ll then discuss in class
how those games are similar to or different from the games they themselves
play. Students will explore possible connections between the games they’ve
learned about from their peers in another country and the games they them—
selves play and those that their parents played.

Activity 2.1.5 Understanding Maps

This unit expands on the brief introduction to maps in the previous ac—
tivity, focusing on the study of what a map is, what a globe is, where the
students’ school is located, and where their sister schools are located. If
possible, they may be encouraged to draw a map of their route from their