LESSON PLAN OUTLINE

JMU Elementary Education Program

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

TITLE OF LESSON Introduction to 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 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.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will be able to identify

Plan for Assessment

I will provide each student with a map that they will have to label

the equator and the prime meridian.

2. The students will be able to find the

where the equator and the prime meridian.

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

precise location of the capital of

precise location on a world map.

Tanzania based on longitude and

latitude.

RELATED VIRGINIA STANDARDS OF LEARNING

Geography

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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
MATERIALS NEEDED

Computer
Internet access
World map work sheet

PROCEDURE:
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PREPARATION OF THE LEARNING ENVIRONMENT: First I will provide a map and a

globe to see two different possible views of the world.
INTRODUCTION AND ORGANIZATION: I will start by talking about what they already
know and move towards finding precise location with latitude and longitude lines. For starters I
will project an unlabeled world map on the board and ask the students to label the seven
continents. Once the students have identified the seven continents, I will focus in on Africa and
ask the students, How many of you have heard of Tanzania? (Most likely there wont be many).
That is when I will ask the students to create a KWL chart (a chart that has three columns: what
they know, what they want to know, and what they learned). They will start out by filling out the
first two columns and they will be asked to revisit this chart throughout this lesson.
IMPLEMENTATION: Then I will show where Tanzania is located at in Africa. At this point I
will introduce a little bit of History about the area. Tanzania became independent from Britain
in 1961, similar to the United States in 1776. In 1964 the territories of Tanganyika and the costal
Zanzibar formed a union is when Tanzania was formed. (Pointing out where these to locations are
on the map; revisit later during the week). Tanzania also served as a military out post during
World War II, providing financial help, munitions, and soldiers. Why do you think this was the
location of the outpost? (The student will provide an answer of the geographical position of the
land, like being costal, ect.) Then I will point out the capital of Tanzania, which is Dodoma. The
also talk about the largest city in Tanzania, which is Dar es Salaam with a population of
2,698,652. The largest city in the United States is New York, New York with a population of
8,213,839. How would you describe the location of Dodoma? (The students say in the middle
of Tanzania.) This is true, but what is the exact location? (Students might not know) Today we
are going to learn how to find the precise location of these of Dodoma and Dar es Salaam. If we
have time I will identify a few of the places I have been in Tanzania.
I will then provide a video that helps students use what they know and build their knowledge in
developing their mapping skills (http://olc.spsd.sk.ca/DE/k9mod/Mapskill/mod3fl5.swf). As the
video is being played I will be roaming the room and answering any questions as we go along.
The students will read each step as a class. They will be introduced the Northern, Southern,
Eastern, and Western Hemispheres. As the video goes along there are questions the class will
answer as a whole. The video shows a globe view and a map version. (Flat= latitude) It shows a
grid over top of the map. I would ask, How many of you know what this is? Have you seen this
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before? (More students should have at least seen this before.) The video provides a way to help
the students remember between latitude and longitude lines. The video provides some examples
the students will try. Then I will ask if there are any questions. I can further explain if there is any
confusion.
CLOSURE: Then I will hand every one a map of their own and they will have to fill in the
equator, prime meridian, and the exact location of Dar es Salaam and Dodoma. If enough time
left I can share the places that I have been and find the exact location: Arusha, Dar es Salaam, and
Kisarawe.
DIFFERENTIATION: I have set my lesson plan up to provide student that are auditory, visual and
hands on learners. I will spend more time with the students need additional help.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The Internet might be down, which would prevent the video from playing. If this was to happen I
would use the actual map and explain to the students how to find the latitude and longitude.

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