1. Lead a conversation about Empatico and your partner class.

Use this slideshow to introduce Empatico, and then show your students their partner class’s location on a map. Ask students what they know about the location, what they think it’s like to live there, and what similarities or differences they predict they might share. 

  1. Prompt students to think about ways they help in their community, and ways they would like to help in the future. 

You might ask students: 


Ask students to try out a new way of helping their community!

As they take action, encourage students to document their experiences by writing, taking photos, or recording videos, and describe how taking these actions made them feel. Consider sharing these artifacts with your partner educator before the video call by using a tool such as Padlet or Flipgrid. 


  1. Facilitate a video call between your classes. 

Start the video call with your partner class by asking students to introduce themselves to each other. After introductions, students can take turns sharing how they helped in their community, their feelings during this experience, and how their actions made a difference. Remind them to use the “me too” hand signal when they have something in common!

  1. Encourage students to listen to each other’s stories and respond with kindness. 

Students might ask questions about each other’s stories, express appreciation for their peers’ actions, and reflect on new ways to help that they learned from their partner class. 

If students in both classes have individual devices (e.g., mobile phone, tablet, laptop, etc.)...

Use a platform such as Google Meet, Zoom, or Microsoft Teams which allows you to screen-share during a video call. 
One educator should set up the Kahoot! game and share the code with students in both classes by following this tutorial about using Kahoot! in a remote learning environment, and share their screen so everyone can follow along.

If students in either class don’t have individual devices...

Follow the same instructions above, with one educator starting the game and sharing their screen so both classes can follow along.  
Instead of students joining the game to answer the questions, they can hold up their fingers, call out their answer, or use a paper template to indicate their response.

If you prefer not using Kahoot!...

Use this document (Spanish version) to prompt students.

Additional Resources