Chris Antal
Western Connecticut State University
Student Teacher Christopher Antal Grade Level_7 Date of lesson January 25, 2010
Institution Scotts Ridge Middle School Length of lesson 45 minute lessons
Content Standards:
Identify one or two primary local, state or national curricular standards this lesson is designed to help students attain.
How will the learning tasks lead students to attain the identified standards?
CSCF 7.3 - C 20.
C INQ.5,7,10
History Standards
Family as a concept to expand knowledge of geography, history, human interdependence, etc. Include comparisons to families in other regions, states or countries.
One’s town as a context to expand knowledge of geography, history, human interdependence, etc., incorporating international comparisons. This may include the history and geography of the local community with at least one other town in the
United States and at least two towns or regions in other parts of the world.
World Regional Studies of up to four countries or regions from different continents considering the geography, two selected periods of history and contemporary culture of these countries. For example, studying China might include the Han Dynasty,
Communist Revolution and Modern China. In that Grades 6-7 will provide a student’s first significant exposure to world history, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials.
World Regional Studies as a continuation of the Grade 6 program with three to four different countries.
NBTS Standards
NSTA standard A
NSTA standard B
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?
Students have previously learned about the Rock Cycle, Magma, Lithosphere and Asthenosphere. They also are aware that the earth’s surface is actually in a constant state of motion and has dramatically changed over 100’s of millions of years. They are also familiar with Plate Tectonics and the 8 major plates. Recently students were introduced to the 3 types of Plate Boundaries.
Student Learning Objective(s):
Identify specific and measurable learning objectives for this lesson.

Chris Antal
Western Connecticut State University
1.
Students will gain in depth knowledge on Convergent Plate Boundaries.
2.
Students will learn a bit about Tibet as well as Genghis Kahn.
3.
Students will be able to locate Convergent Plate Boundaries on geological map.
4.
Students will be able to identify specific mountain ranges and trenches caused from Convergent
Plate Boundaries.
Assessment:
How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.
1.
Students will participate in a demonstration on Convergent plates.
2.
Students will be asked questions throughout the class period.
3.
Homework Assignments a.
Come up with the name of 3 Glacier formed Mountains/Ranges and 5 different
Mountains/Ranges formed from Convergent Plates. b.
Research Tibet and give a brief synopsis of what you discovered. c.
Read text on Divergent Plate Boundaries.
Materials/Resources:
List the materials you will use in each learning activity including any technological resources.
SMART Board, Classroom Computer, Igneous Rock, Metamorphic Rock, Sedimentary Rock, Sponge
Rock, Lined Paper, Textbooks
Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.
Initiation:
Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
The Students will take their seats. I will ask them if anyone experienced any aftershocks over the weekend, just to refresh their memories of where we left off. I will ask the students how their weekend was and if anyone learned or read anything interesting about our current subject over the weekend? After a nice warm up and some response to the class, I intend to really get them going with another acting demonstration.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).
A.
I will ask the class to come back up to the front of the classroom. I will tell them we are going to portray a Convergent Plate Boundary again, but this time we are going to represent the section where the Indian Plate meets the Eurasian Plate. This time I will half the class make equal sides. Each side will make 2 rows. The taller students will be facing one another as the edges of the plates. The shorter students will stand behind them as the driving forces pushing the plates towards one another. The front row of students will both have their hands extended and will match hands up as they move into each other. As the student push together their hands

Chris Antal
Western Connecticut State University will rise up and form mountain peaks. I will explain to them that the mountain range they just formed was the Himalayas.
B.
From here I will talk about the Himalayas. I will incorporate History by telling the students the story of Genghis Kahn, the greatest conqueror to ever live. I will tell them how he was able to take over every area of land he and his army ever encountered. Luckily for Southern Asia, he and his army would never make it theirs. The convergent Plate Boundaries saved the day by pushing together to form a natural barrier for the Southern Asian. The Himalayas remained victorious and to this day are the most famous mountains on the planet. Not only does the tallest mountain in the world, Mt. Everest reside there, but so does Tibet, the highest region in the world. I will ask the students to make note of Tibet and see what they can find in the world news about the region.
C.
To get back to the subject of mountain ranges, I will ask the students if they recall the certain mountain range in the U.S. that we mentioned on Friday. The topic will go to that of the
Rockies, when I will ask the class if anyone has ever travelled to them. If so, what did they do there. Hopefully someone will say they have snowboarded or skied there. If not, I will share with them the story of how I slipped a disk in my back while snowboarding there. I will make sure to warn them to always where a helmet on the slopes and always make sure you have at least one person with you in case you should get hurt.
D.
I will go on to address the local mountain range, the Appalachian Mountains and explain that these mountains too were formed from convergent plate boundaries. I will tell them though, that not all mountain ranges are formed from plates, some are the results of glaciers. As a homework assignment, I would like for them to come up with the name of 3 Glacier formed
Mountains/Ranges and 5 different Mountains/Ranges formed from Convergent Plates. They should be able to map these out.
Closure:
Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
In closing, I will elaborate once again how Convergent Plate Boundaries lead to Mountain Ranges and Trenches. I will also inform the students however, that at all of these plate boundaries, there is the possibility the magma under its intense heat and pressure may find a way through this boundary and release some of that pressure with an outpour of lava! Of course, this defines that a volcano may in fact even be present at Convergent Plate Boundaries. The last thing I will inform the class of, is the test they will be taking one week from today. I will tell them it will cover the
Rock Cycle, Pangaea, Tectonic Plates, Plate Boundaries and Plate Movements.
Individuals Needing Differentiated Instruction:
Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Oscar Robertson
Evidence that the student needs differentiated instruction
Currently reading at 4 th grade level. Acts out frequently.
How will you differentiate instruction learning? in this lesson to support student
The lesson is designed to be demonstrational as well as highly interactive.
The student will be able to keep up during the lessons. Oscar also is aware of

Chris Antal
Western Connecticut State University my extra time after school for help with homework.
Which students will need opportunities for enrichment/higher level of challenge?
Student name Evidence that the student needs How will you differentiate instruction in this lesson to support student differentiated instruction learning?
Dwight Howard Dwight has not received a grade lower than a 97% all year. He always has the answers in class
Dwight will be able to research other subjects, such as the history of Tibet. discussions.
Notes from the pre-conference