Title of Unit: Then and Now Title of Lesson: Local historical landmarks Submitted By: Teresa Dhondt

A. Summary of the Lesson Plan: This social studies lesson will teach students about local landmarks and their importance to the community. This lesson uses content from various sources and a guest speaker. B. Target Population: Grade Level: 1st grade Skill Level: All levels Grouping: group discussion and independent work/assessment C. Materials: Guest speaker from Churchill Co. Museum Website: http://www.nevada-landmarks.com/ch-home.htm http://www.nvgenweb.org/churchill/histchurch.htm Computer and overhead projector access Construction paper (light colors) Crayons or coloring pencils D. Objectives: o NV State Social Studies Standards o H1.1.3 Listen to histories of important local landmarks that create a sense of community among citizens.

Student-Friendly Standards I can listen to histories of important local landmarks that create a sense of community among citizens.

E. Procedure: 1. Introduced the lesson and objective. Write the following vocabulary on the the board and discuss with the students. Landmarks - a object on land that marks a locality or an event or development that marks a turning point or a stage History tells story of people, things, and events from the past.

2. Introduce the guest speaker to the students. Teacher will begin talking about the local landmarks of Churchill County and how they are important and historical to the community. They are symbolic of past life, attitudes, and events that have taken place. Citizens may have a personal connection to a place; for example: going to the old post office as a child with grandparents, growing up and living in Stillwater (now a wildlife refuge), or taking trips to Grimes Point as a family or school trip.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Then and Now Title of Lesson: Local historical landmarks Submitted By: Teresa Dhondt

http://www.nevada-landmarks.com/ch-home.htm Visit this page and scroll down to the list of landmarks. Select and talk about the following: Sand Mountain, Grimes Point, Churchill County Courthouse, and Hazen. (With time permitting visit other places & counties later on this site.) Read and describe to the students and then allow for group discussion. http://www.nvgenweb.org/churchill/histchurch.htm Visit this page for a brief history of Fallon (the county seat) and for pictures of buildings that are considered landmarks. Most students will have past by these places often during their ride to town or on the school bus.

3. Have the speaker stand and introduce him/herself again and begin the presentation about Grimes Point, Hidden Cave, and other local, visible landmarks. 4. CLOSURE: Encourage students ask the speaker questions. Finish off with a question/answer session of the local landmarks and how they are important to the community. Review the vocabulary once more. F. Assessment: What will you use to measure student understanding? Students will be provided with construction paper and crayons/coloring pencils. The assignment is to draw a landmark they have learned about today or one that they are familiar with (does not have to be in Churchill County). The students will label their drawing and give a brief written description of how the landmark creates a sense of community among the citizens. Explain how you will know students understand the concepts from the lesson. Students will understand the concept by creating a drawing of local landmarks and writing about the landmarks history or meaning to the community. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part will be showing the website and discussing the local landmarks. Many of the students will already be familiar with these places by having been there themselves or have at least heard about them. 2. Which part will be most challenging for you to teach? The challenging part may be having all students able to write the descriptions. I can write words at their request on the board (include common words too). 3. How will you follow up or extend this lesson?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Then and Now Title of Lesson: Local historical landmarks Submitted By: Teresa Dhondt

A follow up of this lesson would be to have the students do a mini-speech about the landmark they chose to draw and write about. 4. What will you do for students who dont grasp the concepts? I will review the concepts and vocabulary with the class as a whole and then if some students who still dont understand I would assemble a pull-out group and work with them. I would find more examples of landmarks to show and describe the history they hold. I could have the students think about their own lives a little more in depth to try to find something or an experience that would be similar to the lesson. Maybe one took a picnic to Oats Park with family; how might that hold meaning and history for the student. Try to make it a personal connection to grasp the concept. 5. Which part of the lesson, if any, do you think might need to change? I might have small groups form to brainstorm and create their own believable landmark and describe a meaning or history for it. They would have to come up with community significance for it as well. 6. When you were writing this lesson plan, what was the most difficult part? I did not have any difficulty with this lesson.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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