The purpose of this project is to engage fourth graders in exploring the impact of a four-day school week through experiential learning and active inquiry. Students will participate in hands-on activities such as role-play and collaborative research to investigate how different school schedules affect individuals and communities. They will cultivate critical thinking, communication skills, and self-directed learning by contributing to discussions on education policies, fostering a deeper understanding of civic participation and decision-making processes.

Students will engage in age-appropriate exploration of school schedules, focusing on understanding how changes to school weeks can affect learning and well-being. They will use basic data interpretation skills and simple economic concepts to discuss outcomes and make recommendations. Collaboration will be fostered through interactive group activities where students listen, share, and build common solutions. Effective communication will involve presenting findings to classmates, providing peer feedback, and reflecting on their experiences. Self-directed learning will be encouraged by guiding students through their inquiries and decision-making processes, creating a foundational understanding of policy discussions.

Throughout this project, students will craft visual case study presentations reflecting schools with varied schedules, emphasizing impacts on academic achievement and community wellness. They will collaboratively write debate scripts that showcase the viewpoints and concerns of diverse stakeholders such as students, faculty, and parents. Students will collect interview highlights from experts to enhance their policy recommendations. By the project's conclusion, they'll produce a formal policy recommendation letter with an engaging graphic representation that visually supports their argument for or against implementing a four-day school week.

To kick off the project for a 4th-grade audience, organize an engaging storytelling session featuring local alumni who have experienced different school schedules. These alumni will share stories about their school experiences, including the benefits and challenges of a four-day week. The session will include interactive discussions that prompt students to ask questions and express curiosity about school scheduling. By examining mixed experiences, students will gain an understanding of diverse perspectives, setting the stage for creative exploration and collaborative learning throughout the project.

In the final stage, students will showcase their policy recommendations in a community forum tailored for engaging with peers, educators, and local stakeholders. Small groups will present their arguments for or against a four-day school week, backed by researched data, demonstrating their understanding of varied perspectives. The audience can ask questions, fostering lively civic discussion. The forum will also incorporate analysis of historical educational policy decisions, linking past and current practices.