LESSON PLAN OUTLINE

JMU Elementary Education Program

Maci Dyer
Walker
IDLS 400
3rd Grade
November 20, 2013

TITLE OF LESSON (Day 4) 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 and reinforce geography, mathematics, history, and English skills
from k-2 while incorporating third grade SOLs. It will catch their interest because
it is a new place and many of them are curious to learn more beyond the United
States. It helps ties everything together.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will be able to read

Plan for Assessment

I will provide different temperatures of water and thermometers

temperature to the nearest degree from a

for the students to do a work sheet. Another way this will be

Celsius thermometer and a Fahrenheit

assessed is when we are cooking Ugali, because the water has to

thermometer.
2. The students will be able to find the

be a certain temperature for the outcome to be right.

Each student will have to use longitude and latitude lines to fine

precise location of the capital of

the precise location on a map quiz.

Tanzania based on longitude and

latitude.

RELATED VIRGINIA STANDARDS OF LEARNING

Geography
o K.3 The student will describe the relative location of people, places,
and things by using positional words, with emphasis on near/far,
above/below, left/right, and behind/front.
o K.4 The student will use simple maps and globes to
a) Develop an awareness that a map is a drawing of a place to
show where things are located and that a globe is a round
model of the Earth;
b) Describe places referenced in stories and real-life situations;
c) Locate land and water features
o K.5 The student will develop an awareness that maps and globes
a) Show a view from above;
b) Show things in smaller size;
c) Show the position of objects
o 1.4 The students will develop map skills by
a) Recognizing basic map symbols, including references to land,
water, cities, and roads
o 2.5 The student will develop map skill by
a) Locating the equator, the seven continents, and the five oceans
on maps and globes.
o 3.5 The student will develop map skills by
a) Using the equator and prime meridian to identify the Northern,
Southern, Eastern, and Western Hemispheres;
e) Locating specific places, using a simple letter-number grid system

Measurement
o 3.13 The student will read temperature to the nearest degree from a
Celsius thermometer and a Fahrenheit thermometer. Real
thermometers and physical models of thermometers will be used.

MATERIALS NEEDED

Stove area
Pots
Corn Flour
Water
Celsius thermometer
Fahrenheit thermometer
Tanzania clothing
Computer
Pictures
Directional Cards

PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT: I will dress in
Tanzanian clothing and I will have stations set up to practice using thermometers.
INTRODUCTION AND ORGANIZATION: The class will start of by taking a
map quiz labeling the Equator, Prime Meridian, Southern, Eastern, and Western
Hemispheres. Along with Tanzanias capital and largest city that we had went over
earlier in the week. From there we will start a new lesson on using thermometers. I
have set up water from different temperatures to practice using the thermometers.
IMPLEMENTATION: After the student practice using them we will move into
making Ugali one of the popular foods in Tanzania. First is to measure four cups of
water, pour it in a pan, and heat until it starts to boil. I
would place the thermometer in the water to prevent the
children from getting burnt, but I would let a student
take a picture of the thermometer so I can later refer to
the temperature of boiling water in Celsius and Fahrenheit. Each
group will get a bowl of hot water and two people will be
sprinkling corn flour slowly as one person is stirring and the
students can take turns, because it takes anywhere from 10 to 20
minutes until the corn flour thickens to wear it looks like mash
potatoes. Through out this process I will answer any questions the students have
about measurement. Once we finish cooking the Ugali we will split it up for the
class to try.

CLOSURE: Once the class is settled eating their Ugali, I will provide a
presentation of Tanzania and my Trip to Arusha, Dar es Salaam, and Kisarawe.
Allowing the students to ask any questions they might have. I will show pictures of
the wildlife and people I met. If possible I will Skype one of the students I taught
when I was in Tanzania. Allowing the students to hear it first hand.

DIFFERENTIATION: I have set my lesson plan up to provide student that are auditory,
visual and hands on learners. Any student that needs assistance I will have with me as we
are going through the activity to make sure they get the attention they need.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
Some one could get burn there hand. That is why I am handling the boiling water and
placing it in bowls for the class. If the Internet is down at the school or in Tanzania we
would not be able to Skype my friend from Kisarawe, Thobias David.