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Miss Steever's Wikispace
{colorful-school-rainbow-lockers.jpg} Wish I had lockers like these! :)Hi! Thanks for visiting my wikispace. I'm really excited for this year and I can't wait to get out into the field.
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{flash card words and definitions.docx}

Sputnik: History changed on October 4, 1957, when the Soviet Union successfully launched me, Sputnik I. As a technical achievement, I caught the world's attention and the American public off-guard. My size was impressive at 189 pounds and 23 inches in diameter. The public feared that the Soviets' ability to launch satellites also translated into the capability to launch ballistic missiles that could carry nuclear weapons from Europe to the U.S. While my launch was a single event, it marked the start of the space age and then United States- U.S.S.R space race
.Narrator: Following the Soviet Union launch of Sputnik the United States and the Soviet Union both begin to expand their space programs and race to the moon in what will become known as the Space Race. During July of 1958 President Eisenhower will sign the National Aeronautics and Space Act, thus establishing NASA.
For the next 3 years both the US and the USSR will launch numerous satellites into space. During a speech in September of 1961 President Kennedy will say “We choose to go to the moon because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.”
In the coming years following his speech, more satellites will be sent into space, men will orbit the earth, the first woman will be sent into space, crew members will take space walks, satellites will orbit the moon, astronauts will die, and Neil Armstrong along with Edwin “Buzz” Aldrin will land on the moon. Join us now as Buzz, Neil, and the rest of the crew prepare for lift off at the Kennedy Space Center on July 16th, 1969.
Neil: Alright, here goes nothing let’s hope this thing works out.
Buzz: Yeah I know, I’m getting a little nervous about this but were heading into orbit now!
Collins: Time for the Translunar Injection!
Neil and Buzz: Mike, no need to use the fancy terms all the time you can just say time to head for the moon.
Collins: Yeah okay, I’m just really excited about this!
NASA: SOUND CLIP
Liftoff
Narrator: 3 days later the crew is in lunar orbit. Once in lunar orbit Buzz and Neil climb into the lunar module, Eagle, and Collins continues to orbit in the command module Columbia.
Buzz: Good thing we’ve landed, we only had about 30 seconds of fuel left that was a close call!
Narrator: At 4:18pm on July 20th 1969 Eagle lands on the moon.
Neil (to NASA): Houston, Tranquility Base here. The Eagle has landed.
NASA: We were getting nervous down here, now we’re breathing again!
Buzz (to Neil): That landing was really worrying me there were about a thousand things to worry about and that terrain was unknown and rampant.
Neil: Yeah, the computer was starting to sound alarms so I just did some improvising and manually piloted past all those boulders to set us down.
Buzz: Good call Neil! It’s our time to shine!! Let’s get geared up to take this giant leap.
Neil: Okay, let’s do this thing!
Narrator: At 10:56pm Armstrong is finally ready to take a step outside. More than half a billion people are watching on their televisions from home and the moment the world has been waiting for has finally arrived.
SOUND CLIP (Pirates)
Neil: (while climbing down the ladder) That’s one small step for a man, one giant leap for mankind.
Narrator: Buzz is ready to join Neil shortly after he takes the first step.
SOUND CLIP (Pirates)
Buzz: This place, what a magnificent desolation. Let’s explore!!!!!!!
Neil: I couldn’t agree with you more. Let’s do what we came to do.
SOUND CLIP (Coldplay)
Narrator: For the next two and a half hours, Buzz and Neil collect samples and take pictures of the moon. While they are surveying the surface of the moon Collins continues to orbit around the moon in the command module.
TAKE TIME TO EXPLORE, COLLECT ROCKS, AND TAKE PICTURES
Neil: It looks like Collins is ready to land back down for us. I think it’s time now to leave our mark.
Buzz: Agreed!! Let’s get the American flag and head back to the Sea of Tranquility to leave them there.
Neil: Alright let’s do that. And make sure we have patch honoring the fallen crew of Apollo 1 on the flag.
Buzz: Yep I checked before we left, it’s on there!
Narrator (while Buzz and Neil leave items): Buzz and Neil leave these items on the surface of the moon in addition to a plaque. The plaque reads “Here men from the planet Earth first set foot upon the moon. July 1969 AD. We came in peace for all mankind.” Buzz and Neil meet back up with Collins and dock in Columbia.
Collins: Wow guys, for the first time I can’t believe we really carried this thing off.
Neil: Yeah, I know the feeling.
Buzz: Me too!
Neil: Well, I guess now’s a better time than ever to make our way back down to Earth.
Buzz: I’ll get ready for take-off.
Collins: I’m all set up here in the cock pit.
Narrator: On July 24th the crew lands down in Hawaii. The challenge presented by President Kennedy has been met. 10 years after their lunar landing, the crew of Apollo 11 meets with interviewers.
Interviewer 1: Hello, and good afternoon! I’m Nicki Sput here to talk with Buzz Aldrin and Neil Armstrong about their landing in the Sea of Tranquility on the 10th anniversary of their trip to the moon. Standing by we also have Rita Skeeter who we will conference in later as she interviews Michael Collins, another member of the Apollo 11 crew. (turns to Buzz) Buzz- does it feel like it’s been 10 years?
Buzz: No, it really feels like it was just yesterday. It’s hard to come down from such a great experience, you know? We didn’t think we’d be able to do it, even once we took off.
Interviewer 1: I agree- it’s hard to believe it’s been 10 years it’s amazing to see the progress that we’ve made in that time. Neil- what are some of your thoughts on this day?
Neil: Well, 10 years later and I am still in awe of what we did up there it was something we weren’t sure if it was going to happen or not. But I really want to take time to just really thank the hundreds of thousands behind me that made this happen. I mean everyone- every guy that’s setting up the tests, cranking the torque wrench, and so on. I’ll say what I said back on that day we landed- that flight, it was and is the beginning of a new age.
Interviewer 1: You’re right Neil- it was the start of a new age and there’s so much left to explore. Now we’ll take it over to Rita Skeeter with Michael Collins.
Interviewer 2: Thanks Nicki. Some great comments from Buzz and Neil and now I’m standing here with a 3rd crew member Michael Collins. Collins, what kind of emotions are you feeling on this day?
Collins: I’m feeling great. Landing on the moon is just something that will be difficult to top. I really think from here we can only go further. People say that Mars is going to be impossible, but that’s what they said about the moon. If you ask me- that’s just where we’re headed next.
Interviewer 2: That’s one big ambition, but we’re definitely developing the technology to get there. Thanks so much Michael! I’m Rita Skeeter reporting for NBC back to you Nicki in the studio.
Interviewer 1: Thanks Rita some inspirational words from Michael. Thanks Buzz and Neil, for being here with us today. We’ll be back with this weekend’s forecast after this commercial break.
{dramatizing lesson.docx}

TCH 347 Walmart Project
Lesson Plan Author: Megan Steever
Lesson Topic/Title: The 50 States
Subject Ares: Social Studies, Science, and Math
Grade Level: 4-5th
Time during Social Studies time in class over 3 day period
PA Standards:
7.3.5.A: Identify the human characteristics of places and regions using the following criteria:
Population
Culture
Settlement
Economic activities
Political activities
7.2.5.A: Describe the characteristics of places and regions.
NCSS Standards
People, places and environment
Individual development and identity
Essential Questions
What are the state abbreviation and capitals?
How can we show the 50 state populations?
What are the 50 state birds?
Learning Objectives
The students will be able to review the state abbreviations and capitals given a worksheet and computer access.
The students will be able to find and record information about the state birds given a graphic organizer and computer access.
The students will be able to graph the populations of states given computer access and graph paper.
Concept/Vocabulary
State names – Alabama, North Carolina, etc.
State capitals – Harrisburg, Lansing, etc.
State bird names – ring-necked pheasant, ruffed grouse, etc.
Materials
Graph paper
Pencils
Colored pencils
Laptops
Blank 50 state maps
Instruction Procedures:
Get students attention
Explain that today they will be working in stations to review the 50 states, their capitals, state birds, and populations.
Give the directions for each station before you divide/send the students to their stations.
Divide students into groups.
Explain that students will have 15-20 min to complete their station
Learning station-A (SS) Name each state with its abbreviation and capital
Students will need a blank map with the capital dots on it and a list of each state capital (for spelling purposes)
- Students in this groups will name each state and its capital
- This should be a review for them because we will have covered each state and its capital
- When the students complete the map they will be able to use their colored pencils to color the map if they choose
- The teacher will then collect the map and check it for correctness
Ø There won’t be a grade given just a star if it’s entirely correct or a smile and the corrections that need to be made
The purpose of this activity if so the students will know the capitals and abbreviations of each state.
Learning Station-B (Math) Students will graph the population of each of the 50 states
Website for this activity:
http://www.worldatlas.com/aatlas/populations/usapoptable.htm
The students in this group will use the computers and graph paper to graph the population of 10 states of their choosing.
- Students will first choose 10 states that they want to graph
- They will set up their graph in any way they choose (bar graph or line graph would be best)
- Student will then use the website provided to find the population of each of the states they have chosen and graph each population
- The students will then color code the graph with colored pencils and make a key for each state
- The teacher will then collect the graphs and review them
Ø If there are any mistakes in the graphs the teacher will go over those with students or the class depending up the number of mistakes
The purpose behind this activity is for the students to use their knowledge of graphs to represent the population of each state.
Learning Stations-C (Science) Students will find each state’s bird, match them on the website and complete the worksheet.
Websites for activity:
http://elearn.wvu.edu/teachers/birds/index.html
http://www.wildbirds.com/IdentifyBirds/StateBirds/tabid/691/Default.aspx
The students in this group will use the computers to find each states bird and play the matching game.
The students will then complete the worksheet about the state birds
- Students will choose 7 state birds and list the name of the bird, the state the bird comes from, and 2 facts about the birds.
Ø Some states have the same bird and this will be reflected on the worksheet.
- Student should complete this organizer after they have looked at the website listing the birds and played the matching game
- The facts about the birds will be from the game
- The teacher will demonstrate how to complete this worksheet during the group instruction time
The purpose of the assignment is for the students to learn facts about the states and to integrate science into social studies.
Assessment
Assessments will be the worksheets that the students complete during the stations.
The teacher will also observe the students to see if they understand the activities and to help them if necessary.
There will be no grades given for these activities because they are simply review activities but the students will have to correct their worksheets if they have made mistakes.
{blank map with capital dots.docx}
{science station organizer (1).docx}

Megan Steever
Book Review
Introduction:
Title: Abe’s Honest Words: The Life of Abraham Lincoln
Author: Doreen Rappaport
Illustrator: Kadir Nelson
Copyright Date: 2008
What it’s about:
This book is about the life of Abe Lincoln. It’s a very kid friendly and simple version of his life. It goes through his entire life. It starts out when he was a young boy in Kentucky. Then it talks about how his mother died and that his father remarried. It goes into how the family moved to Indiana then to Illinois and the jobs he held while living there. Then it talks about how he moved to New Orleans and that he didn’t like the slavery he saw there. It talks about his love for books and education. Then it goes into his political career and his career as a lawyer. The book also gives an example of how he got the nickname of “honest Abe.” It says that because he was a lawyer that never told a lie his clients would call him honest Abe. The book goes more into his political career and how he worked to abolish slavery. It also talks about the Civil War and Lincoln’s affect on it. The book ends with his assassination and how he never got to see what came of all his hard work. Throughout the entire book there are parts of speeches that Lincoln gave on every page because the focus of the book is how his words got him to the presidency.
Related subjects:
The book is history based because it goes through Abraham Lincoln’s entire life.
It relates to the Civil War because it directly talks about it.
It also relates to the topic of slavery because the books talks about how Abraham Lincoln wanted to abolish slavery.
Some vocabulary from the book would be: perpetual, election, occupation, slavery, Civil War, presidential, liberty, etc.
Standards and NCSS Themes:
8.3.5.A: Compare and contrast common characteristics of the social, political, cultural and economic groups in United States history.
8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history.
NCSS Theme: Time, Continuity, and Change.
Grade Level:
I would choose 5th grade because it’s a subject that is covered in that grade and because the vocabulary in this book is on a 5th grade level.
Use of the book:
I may use this book as a read aloud if we were studying Abraham Lincoln specifically, but if we were studying the Civil War as a whole then I would put this book in a center for the students to look at during reading time.

Teacher: Megan Steever
Lesson Topic: Identify Needs and Wants
Level: 3rd
Time: 10 min
PA Standards:
Civic Ideals and Practices
Learning Objectives:
of each.
Students
Students will identify matching worksheet.
Materials:
Definitions of needs and wants, large Venn diagram, pictures of items that are needs and wants, matching worksheet
Hands-On Activity Description:
and wants.
The
The teacher will a want.
The
The teacher will and wants.
The teacher ask the students to identify either a need or a want and then the teacher will place it on the Venn diagram
This a place where the teacher can explain how sometimes needs and wants overlap.
individual worksheets.
The
The teacher will be doing.
The teacher will collect the worksheets when the students are finished.
Assessment:
Informal: The class completing the Venn diagram.
Formal: The students’ completion of the worksheet.
Attachments:
{handsonworksheet.docx}
{venndiagramforhandsonactivity.docx}
{picturesforhandsonactivity.docx}