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# LESSON PLAN OUTLINE

## JMU Elementary Education Program

Maci Dyer
Walker
IDLS 400
November 20, 2013

## TITLE OF LESSON (Day 3) Tanzania: geographical, culturally, and religiously

CONTEXT OF LESSON
The lesson is appropriate for children at this time, because it allows them to see
other cultures day-to-day life and trade system. It allows the students to reinforce
what they have learned in previous grades, so that they are ready to build on what
they know.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will be able to explain

## Plan for Assessment

In our discussion I will be able to tell if the student can explain

## services and describe how people are

consumers and producers of goods and
services in the United States and
Tanzania.
2. The student will determine, by

I will give a currency worksheet that will asses the students ability

## RELATED VIRGINIA STANDARDS OF LEARNING

Economics
o 1.7 The student will explain the difference between goods and
services and describe how people are consumers and producers of
goods and services.

Measurement
o 3.8 The student will determine, by counting, the value of a collection
of bills and coins, compare the value of the bills and coins, and make
change.

MATERIALS NEEDED

Computer
Paper
Money Worksheet
Money
o Dollars
o Shillings
o Credit cards
Goods

PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT: I have set up two
different market places an American style and Tanzania style.
INTRODUCTION AND ORGANIZATION: I will start out by talking about the
roles of the students and how they wake up at 4:30 in the morning to do chores
before going to school. Class starts at 7 in the morning and goes until 10 at night.
The girls are taught to cook, clean, and sow. The boys are taught to be the protector,
so they can protect their property and families. Get out your Venn diagram and see
if you can add more to it. After the students are through filling in there Venn
diagrams, I will ask, How many of you get paid for doing work for your parents?
(Many will raise their hands.) What do you get paid with? (Money.) Do you

mean dollars? (Yes.) In Tanzania they use Shillings. Showing the bills in Dollars
and in shillings. We will talk about how the value of the shilling changes on a dayto-day basis. When you go to the store, how do you get the stuff you want? (Mom
and dad, buy it, ect.) Can you barter at the mall? (No, you can only buy with
money.) Okay, in Tanzania people can barter and use shillings to get what they
want.
IMPLEMENTATION: Today we are going to act out the market place in the
United States and in Tanzania. The market place in the United States will be acted
out, as you would go to the store normally. Then I have a script for the market in
Tanzania and will need volunteers to participate.
CLOSURE: After acting out the skit the class should have a better understanding
of the barter and trade in both cultures. Also pointing out that trade and barter are
necessities to living where ever you may be. To end the assignment the students are
to refer back to their KWL chart on what they have learned from the currency
worksheet and the skit.

## DIFFERENTIATION:I have set my lesson plan up to provide student more hands on

activity. It also creates discussion for those who learn better by talking it out. Then
writing it down provides another way of making sure students that dont like to speak in
class understand the connections of the lesson.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO