Winona History

Grade 1 Ed 333
45 minute lesson plan Class 12:30-1:50
Teacher: Ms. Jennifer Roberts

1. Theme/Title of the day’s lesson with a brief description: Changes in the classroom.
The students will learn about how the classroom has changed over the past hundred years through discussion and examination of historical pictures.

2. Materials/resources needed:
Pictures from the Winona Historical Society: Pictures of one room schools. (2) (Small pics in the lesson plan, larger ones provided to show class.)
Small hand held chalk boards, enough for each student, or one for every two students.
A piece of chalk for each child.
This weeks spelling list for teacher to read from.
The book “One-Room School” by Raymond Bail

3. Goal(s) for today’s lesson: (This shows people how your lesson “fits” into the MN standards)
The student will recognize how the school classroom has changed in the last one hundred years. Students will also understand how families live today and in earlier times, recognizing some aspects change over time while others stay the same.

4. Objectives for today’s lesson: (This tells people what kids will know or be able to do at the end of the lesson
Students will learn about the difference between their classrooms and their ancestor’s classrooms. They will be able to identify the difference in the classrooms as well as what was expected of the student back then compared to now.

5. Procedures
a. introductory experiences 15min
1. Ask the students to think about how many rooms there are in our school building. Let several students provide answers and then tell the students how many rooms are in the building. (This number will include lunch room, gym, library, offices and so on.)
2. Ask the students to name as many rooms as they can and what they are used for. (Answers teacher is looking for; library, lunch room, gym computer room, principal’s office, nurses office …. Ecs)
3. Once the children have listed several rooms and their uses ask the students if any of them have been in a one room school before. Try and keep these answers short and to the point.
4. Explain to the children that the first schools in Winona were one room schools where all the children, all different ages, would be taught their school lessons in a one room building. Talk about how some of their grandparents might have even gone to a one room school when they were children.
5. Bring out the book “One-Room School” by Raymond Bial and read several pages to the children. Showing the pictures of the different types of one room school houses.

b. developmental experiences: (Please number the steps and include approximate time each step will take) 15 min.
1. Ask the children “What do you think your ancestors learned in school? (Answers should be along the line of math, reading, and spelling.)
2. Tell the children today we are going to practice our spelling lesson in a similar fashion as our ancestors. Because paper was more rare back then than it is today the students would practice their spelling on individual chalk boards.
4. Hand out a chalk board to each child if there are enough. If not pair students up and have them take turns. 5. Practice the student’s spelling words of the week on the chalk boards. (Say the word, give the students a chance to write the word and then the teacher will write the word on the board.)

c. culminating experiences (closure) 15 min
Show the students the two pictures from the Winona Historical Society. Explain that the pictures are of actual Winona schools and children. Have the students point out similarities and differences between the classroom in the picture and the student’s current classroom. Ask the students if their ancestors had lunch rooms or a library and so on.




















6. Assessments used during lesson:The students will be able to point out the difference between the classroom in the picture and their classrooms. Students will also be able to talk about how one room schools did not have lunch rooms, computer labs, and offices.

Grade 1 Ed 333
45 minute lesson plan Class 12:30-1:50
Teacher: Ms. Jennifer Roberts

1. Theme/Title of the day’s lesson with a brief description: Transportation
Students will learn how transportation has changed during the last one hundred years through discussion and examination of historical pictures.

2. Materials/resources needed:
Pictures from the Winona Historical Society: steamboats, streetcars, and horse drawn buggies. (Small pics in the lesson plan, larger ones provided to show class.)
Pictures of transportation today (car, trucks, airplanes, trains, boats, submarines…)
5 small cans
Small cut outs of a car, a person walking, school bus and a bike.
Blank story paper (paper that is blank on the top and has several writing lines on the bottom)
Crayons
Pencils

3. Goal(s) for today’s lesson: (This shows people how your lesson “fits” into the MN standards)
The student will recognize how the changes in transportation have made significant contributions to U.S. History. Student’s will also understand how families live today and in earlier times, recognizing some aspects change over time while others stay the same.

4. Objectives for today’s lesson: (This tells people what kids will know or be able to do at the end of the lesson
Students will learn about the different types of transportation used by their ancestors. They will be able to identify the difference in how they commute compared today to a hundred years ago.

5. Procedures
a. introductory experiences 15 min
Ask the students “How did you get to school today? Have several children answer. Show the children the four cans that each have a picture of a way to get to school on it. (There will actually be five cans, car, bus, bike, walking and other, just in case there is a different way the teacher hasn’t thought of.) Have the children get a Popsicle stick from the teacher and put it in the can that matches the way they went to school. The teacher will then take out the popsicles and count how many each can has, students will help with this by counting out loud. Find out which is the most popular form of transportation.
Ask the students how they think people from a hundred years ago would get to school. Remind the student’s about the discussion we had earlier in the week about when the car was invented and how since it was a new invention not everyone had access to one or could afford one. Answers should be along the lines of walking, bikes and horses.
Show the students the pictures of horse drawn buggies. (A man, women and little girl all dressed in black with a house and horse buggy in the background) Talk about how families who lived outside of town would either have to walk into town, ride a horse or ride in the horse drawn buggies. This pictures is from a Winona farm family.

Show the picture of the horse pulling a buggy and getting a drink of water. The horses would need a place to get a drink and rest. Also talk to the students about how the town would hire people who would clean up after the mess left by horses in the street. If they don’t understand have the students think about when they have seen parades with horses walking in them and point out the people who follow behind horses during a parade to clean up the messes.


Next, talk to the students about transportation in town.
Ask “Who can point out a form of transportation in this picture?” (The picture is of children walking across the street with a streetcar waiting for them and a horse and buggy on the left side.) Answers would be walking, horse with buggy and a streetcar. Students might not be able to identify the streetcar; we haven’t talked about it yet. If no student can name the streetcar then the teacher will point it out and explain what it was. Let the students know this is a picture of a street in Winona.
*Streetcar info: A streetcar would work like public buses do now. The difference was streetcars would run on rails imbedded into the street. The one in the picture was powered by electricity. At first they where pulled by horses but after 1888, many cities started to use electric-powered streetcars instead of horse drawn street cars. To get electricity to the streetcars from the powerhouse where it was generated, an overhead wire was installed over city streets. A streetcar would touch this electric wire with a long pole on its roof. Back at the powerhouse, big steam engines would turn huge generators to produce the electricity needed to operate the streetcars. Point out in the picture the long pole on top of the streetcar. Streetcars could only run on their tracks that were set into the road. * Streetcars also did not leave behind a mess or need watering and feeding like horses do.
Show the next two pictures. (One is a close up of the bridge, the other a long shot of the bridge.) Talk about how the streetcar even had a bridge it could use to get across Lake Winona. Point out the power polls to the students and explain that is were the electricity would come from to power the streetcar.

b. developmental experiences: (Please number the steps and include approximate time each step will take) 25 min
Hand out to the student’s story book paper (paper that is blank on the top and has several writing lines on the bottom) and have them get out their crayons.
Ask the students to think of a friend or relative they would like to visit, encourage them to think of someone who doesn’t live close by or within walking distance. Then tell the students to imagine they are living a hundred years ago and they want to go visit this friend. Ask “How would you and your parents get to this person’s house. Tell the students they are going to write a story about how they would get to their friends house. Teacher will give examples: One of my friends lives all the way across town, if I wanted to go see her I would take a street car over to a street near her house and get dropped off closer to her home. Have the students draw a picture of their means of transport and write a story about their trip to their friends. The students should be able to fill up the half page on the front and if more room is needed tell the students to write on the back on the paper.
c. culminating experiences (closure) 10min
The students will tell their stories and show their pictures. These stories can be shared with the whole class or individually with the teacher depending on time left.

6. Assessments used during lesson: The student’s stories will point out the types of transportation used one hundred years ago.