Extreme Makeover - 4th grade Edition
​                                     By:  Myca Belknap

Project at a Glance :

This project is for a 4th grade Spanish Immersion Math class.  Students will plan and propose a classroom makeover that will make our space both conducive to learning and inviting to students, while working within a budget set by the teacher. Students must measure wall and floor space to accommodate moving furniture, adding furniture or rugs, and other seating. 

Driving Question:

How can we design a better classroom  to meet all the stakeholders’ needs?            

Standards:
  • CCSS Math 4.0A.A.3
  • CCSS Math 4.MD.A.1
  • CCSS Math 4.MD.A.2
  • CCSS Math 4.MD.A.3
  • Students will need to use the following Math skills:  measurement (metric and standard), reasoning/problem solving, area and perimeter, multiplication, division, addition, subtraction, operations with decimals and fractions, and some basic geometry.
  • CCSS ELA W.4.6, 4.7, & 4.8
  • CCSS ELA W.4.7
  • Students will use technology and print research to price materials for the project.
  • CCSS ELA  L.4.3.A, L.4.3.C, SL.4.1, & SL.4.4
Team / Culture Building:
  • Students will fill out the “super power” (Inner Heroes) cards and teams will be made of a mix of colors (strengths).​
Entry Event:
  • Students will watch part of an episode of “Extreme Makeover: Home Edition” and brainstorm how to divide up work so each team takes part of the load.
Stakeholders:
  • Students
  • Teacher
  • Principal
  • Parent club
Empathy Building:
  • Returning to the Lansing Capitol Field Trip and asking: “What if the Governor just designed rooms based on what she liked instead of keeping in mind the work being done and people using the space?
  • How can we be sure we consider EVERYONE when designing our “4th Grade Home” as well as the work that we do as a class?
  • Stakeholders Map
  • Pains/Gains
Inquiry / Need to Knows:
  • Teaching Math Mini-lessons of the skills they’ll need for the project.
  • Provide “informational texts” during reading and opportunities to practice researching skills.
  • Embed “using technology” mini lessons into the week to support independent student research, accountability, and safety.
  • Writing/Reading note taking with and without technology lesson. 
  • Bug List protocol​​
  • Ask questions like: How would that work? What might that look like? What would we need? Where would we look/find_____? Who would benefit from _______? Who might be bothered/distracted? Who have you run this idea by? What might _________ group think about it? How much would it cost? 
  • Rip, Slap, Pass protocol
Incubation: 
  • Anti Question (describe the worst classroom design you can think of, then describe the best classroom design you can think of) and then 3 reasons the design “sucked” and 3 reasons the other “rocked”.
  • Change positions and look at the classroom from a different angle (referring to the Stakeholder Map and Pains/Gains)
  • Idea Quota - 100 solution ideas
  • Work with table/elbow buddies to make a Top 10 list.​​
  • Pair up with another group and share/discuss reasonableness. Vote on best 3.
  • Groups share with whole group while teacher makes a list.
  • Group discusses Pluses and Deltas of the generated list.
Checking in: 
  • Ask burning questions on sticky notes
  • Revisit Hopes/Fears/Norms
  • Whole group: daily (end of day debrief)
  • Conferring with teacher/stakeholders:
    • Individual groups (every other day)
    • Each student:
      • Daily, quick “state of affairs” exit ticket (Google Forms/paper)​
  • Return to Stakeholders’ Map and Driving Question
  • Conferring
  • Talking Chips
Solution Building:
  • Saturate and Group all solution ideas
  • Students create categories for ideas
  • Compare solution ideas to the Driving Question
  • Asl - What options do you think Parent Club will be most likely to approve? - use the NUF Test  as a rubric for evaluating ideas.
Critique and Revision: 
  •  Use the Dot Voting strategy to narrow dow to Top 3 - 5 ideas.
  • Create mini prototype poster for Elevator Pitch.
  • All students will present their plan/ideas to the class to give and receive feedback at our daily debrief.
  • Possibly bring in stakeholders for in-person (zoom) interview (Elevator Pitch).
  • “I like, I wonder” - Students will both take and receive notes from their peers to consider improving/modifying their remodel zone.
 Authentic Audience:
  • Parent Club
  • Administration  
Final Presentation:
  • Students will attend a Parent Club meeting (in person or through Zoom) and pitch their proposal including budget, why they chose their design, and a prototype or model of their design.
  • Parent Club may offer feedback, suggestions, or modify the budget.
  • If Parent Club lowers the budget amount, students will have the opportunity to adjust and modify the design.
Click here for teacher's full plan.

​Reflection and Feedback:

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

Myca Belknap teaches 4th grade Spanish Immersion in Jenison Public Schools.
​
     “Project Based Learning provides wonderful opportunities for our Spanish immersion students to develop reasoning and problem solving skills, increase oral and receptive language skills, and gain confidence in the target language all within an authentic, real world context."
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