Second Graders Ask "Why are Landmarks Important?"

In second grade Social Studies, students enjoyed an in-depth investigation of landmarks. From well-known Shorecrest landmarks, to world famous ones, the study began with a group discussion of what defines a landmark and a share of favorite examples.

As they moved to the research stage of the project, students practiced their note-taking skills as they brainstormed lists of questions about landmarks. To find the answers to those questions, students used World Book Online and Facts4Me.com to look-up and retrieve information. 

 

For phase two of the study, the children worked in groups to answer the driving question, "Why are landmarks important?" Using their research, each group designed a new landmark and chose a specific area/country in which to place it. Each collaborative group developed reasons that the landmark was unique and how it impacted the culture, environment, and even the tourism of that area. Using resources from school as well as from their imaginations, students built models of their landmarks, many of which included backdrops, and designed materials for their presentations. The students proudly shared their projects with teachers, parents and friends on March 16. 

 

Mrs. Smay, Lower School Maker Media Specialist, had this to say after attending the second grade project share, "What a wonderful experience I had at the museum of landmarks! The second graders, with the guidance of their excellent teachers, did a tremendous job in creating their own landmarks and explaining why they were built and the stories behind each one. They were so unique and inspiring. The presentations were done by very proud students who were the 'experts' on their models. It was fascinating to watch the parents' reactions and everyone was very impressed. Differentiation was apparent and the students displayed the skills of entrepreneurs. This is a project share that I feel was very 'real' for the students and definitely involved the higher thinking skills of design thinking and project-based learning."