Standard 2: Learning Differences

The teacher understands individual learner differences and cultural and linguistic diversity.
Artifact #1 - Lesson Plan
Rationale: In this particular lesson plan I focus on language development and provide visual
opportunities for English language learners through pictures and drawings. Providing
opportunities for students to discuss vocabulary with their neighbors and also draw or portray the
vocabulary words visually, it helps embed learning for ELL's. In this particular lesson, I also make
note to compare vocabulary words from Utah studies to vocabulary from students native
language. For example, we learn the word plateau which is French, and I make note to explain
that it is commonly known as a Mesa (meaning table) in Spanish. By doing and explaining these
sorts of exercises it allows students to use their current knowledge and experience to make
connections and learn new vocabulary.
Utah's 3 Regions
Standard 1:
Students will understand the interaction between Utah's geography and its inhabitants.
- Read and interpret a variety of maps.
- Identify the physical features and regions of Utah.
- Compare and contrast the relationship between physical features and regions to settlement, land use, and the economy.
Learning Objectives:
-SWBAT complete a vocabulary worksheet
-SWBAT complete a information assignment on Utahs 3 regions.
-SWBAT label the 3 regions of Utah on a map along with examples to help them remember the geography of each region.
Language Objectives:
-SWBAT to discuss the significance of landforms and climate in Utah
-SWBAT read with a partner a short text about the three regions of Utah.
Essential Question:
How do landform regions affect where people live in Utah?
Activity #1
-Vocabulary Exercises Think, Pair, Share
Students will complete a vocabulary worksheet. The students will initially work on the vocabulary assignment for the first 5
minutes alone. They will then share their knowledge about the vocab words with their neighbors at their table for another
5 minutes. The class will then come together to learn and discuss the vocabulary terms.
-The vocabulary worksheet also has a portion for students to draw the vocabulary term for visual learners.
-Remember to tell the students that plateau is a French word that describes the region, the Spanish word that describes
the region is Mesa (meaning Table) for ELL learners.

Activity #2
Students will again label the 3 physical regions of Utah on a map. As a classroom I will leave the map blank and I will
orally quiz the students on the 3 regions by pointing on a map and the classroom will complete a choral rehearsal of each
of the regions I point to. (It will become a game at how fast they can say the region that I point to, continually repeating
pointing to the three regions in a randomly)
Activity #3
Fill in the blank assignment.
Students will read a short text about the 3 regions of Utah and will complete a fill in the blank activity about the
reading. A text box including the answers will be included so the students have the vocabulary to fill in the blanks.
Name_______________________________ Period ____
When you come into class review this list of geographic (things about land) terms.
1. Put a check in box 2 next to the ones you know.
2. In box 3 write what the word means.
3. In box 4 draw an illustration (picture) for the word.
1
Geographic term

2
Put a check if
you know the
word
3
Write a definition for the
words you know
4
Draw an illustration for
the word
mountain






landform






basin





desert






plateau






valley







1. What landform do you live closest to?
________________________________________________________________________________________________________________________________
______________________
________________________________________________________________________________________________________________________________
__________________________
Artifact #2 - Personal Map Project
Rationale: My class did a unit on maps. The unit included learning the important components
of maps, terms and definitions, how to read a compass and give directions, and how to read
legends and scales. At the end of this unit the student's were given a project to complete their
own personal maps. They could create the map about anything that interested them. This gave
my students an opportunity to create their own maps through that played to their own
strengths. Students were able to share their cultures with me by displaying places they have
lived or would like to live, while others displayed their personal knowledge on sports venues,
music, and food. This project allowed students to share their personal interests and home
cultures and create and demonstrate their own knowledge of maps.