# Week 7 w/b 8th June

Home Learning Week 7 08/06/20

Maths

This week you are looking at decimals (tenths and hundreds) and recapping how to divide by 10 and 100.

You can find the worksheets and answer sheets on this page. There is also a sheet of video links for each mini-lesson which children can watch before they complete the sheets.

English

LO: Write a persuasive letter to the council about a housing project.

This week, English will be linked to science again and you will be doing some persuasive writing. When you are writing to persuade, you are trying to convince somebody why they should or should not do something, and to see things from your own point of view.

Let’s imagine that you have just found out that the local council is going to turn the field behind our school into a small housing estate. You have decided that this is completely unacceptable and you feel compelled to write a letter to the council explaining exactly why they should NOT build the houses.

But why shouldn’t they build there? You will need to think about the problems and damage that would arise before you start. Here are a few things to think about:

· Negative impact on the environment and the animals that live there

· Loss of play space for children

· Increase in noise in the local area for other residents

· Impact on school events such as sports day

There are many other things to consider... what negative issues can you come up with?

Before you start you will need to recap how to set out a letter. Your letter will need: a clear introduction to explain to the councillor why you are writing; a different paragraph for every point you make about the impact of the housing estate; and a conclusion to sum up your main points.

To help you with this task, I have uploaded a number of resources to the website including examples of persuasive letters (which I suggest you read through and highlight any similar features that you notice), a PowerPoint explaining how to set out your letter and a word bank.

Science

LO: To consider some of the natural changes that could happen to an environment and to understand what some living things can do to survive such changes.

This week we are starting our new science topic of Habitats. Habitats and Environments change. Sometimes they change naturally and sometimes humans change them. I want you to think of some changes to an environment that happen naturally (seasons, tides, volcano erupting, night and day, extreme weather). Make a list on some paper of all of the changes that you can think of.

Most natural changes happen regularly and do not pose a danger to the living things within that habitat. Living things have special adaptations that allow them to survive the changes. What do some living things do to cope with winter? Go through the slides on the PowerPoint. You should try to choose the correct answer for each slide (grow thicker fur, store food for when there is less, hibernate, lose their leaves). What about if there is less food? Some reptiles such as crocodiles and snakes can go a very long time without eating. A change in temperature? Crocodiles lie with their mouth opening when they get too hot, some lizards lie on a rock in the sun if they need to warm up. Nocturnal animals often have larger eyes to let in as much light as possible to help them see at night. Flowers close up when they sun goes down and open out when they sun rises. Watch the clip about living things in rockpools. Now make a note of some of the things that the living things do to survive life in a rock pool (watch the clip twice if necessary).

TASK: Design a living thing (plant or animal) that could survive all of the natural environment changes listed in the introduction. It would need to be able to survive under water for 12 hours when the tide comes in, survive on the land, endure winter, hot summer, a storm, a drought, darkness, daylight. What would it eat if lava had covered the ground? Have fun with your design, but discuss how being adaptable to so many huge changes would actually be impossible. Just something simple such as being able to survive summer and winter can be difficult for many living things. If they are old or weak, changing to winter may be enough to cause a living thing to die. The task sheet provided with the lesson provides focus (resource). Watch the clip about the animals injured from the bush fire. Can any living thing survive fire? Even if they had managed to run away, where would they go? Their home would be destroyed, perhaps their source of food too. Nowadays, any human change to an environment has to be allowed by the local council, etc. Do any of you live in a new house? Explain that a need for housing has meant that more houses are being built, but the location of the new houses will be chosen because a change to that area would have been assessed as having the lowest impact. People are more aware of the negative impacts of some changes and so will consider everything before they allow environmental changes to happen. Unfortunately, we have only become more aware by making a lot of mistakes. Great Britain was once entirely covered in trees. They were chopped down for firewood and for building materials. Now we could try to source our wood from sustainable sources – what does this mean? Use a dictionary to find the definition of sustainable.

Optional extra - Before the next session, try to find out anything you can about climate change (see homework on session resource).

Weblinks: http://www.bbc.co.uk/learningzone/clips/life-in-a-rockpool/49.html - Clip about surviving life in a rock pool; http://news.bbc.co.uk/cbbcnews/hi/newsid_7390000/newsid_7391600/7391613.stm - Article about threat of deforestation to orangutans (for extra information/example); http://www.bbc.co.uk/newsround/38674408 - News clip about endangered primates (extra information/example); http://news.bbc.co.uk/cbbcnews/hi/newsid_5380000/newsid_5385900/5385912.stm - Article about threats to koalas (extra information/example); http://www.bbc.co.uk/newsround/30797190 - News clip about injured animals after a bush fire in Australia.

No-one knows for certain why the Pharaohs stopped having pyramids built, perhaps it was because they were so enormous that they a) attracted a lot of attention from potentials robbers, & b) because they were very expensive to build & needed a large number of workers. Within a thousand years every single mummy & piece of treasure had been stolen from the pyramids, despite the builders trying all sorts of tricks to prevent the robbers getting in.

Instead in the New Kingdom they began to be buried in tombs cut into the cliffs of a hidden valley, called The Valley of the Kings. It was in the shadow of a mountain that is pyramid-shaped (session resources), so the Pharaohs still felt the pyramid-shape was important. Tutankhamun’s tomb is an example of these tombs. The Valley is located on the West Bank of the Nile & is close to the Ancient Egyptian capital city of Thebes (see map in session resources), now called Luxor. The Valley of The Queens & The Valley of the Nobles are close by, where many other tombs have been excavated. Watch the BBC video clip in which an Egyptologist visits the tomb of an Ancient Egyptian architect called Kha. The video shows some of the tools that he & the tomb builders would have used & then visits a royal tomb (for Pharaoh Amenhotep III) that Kha designed. Point out in particular the decorations on the walls of the tomb. The tombs of the Pharaohs were lavishly decorated (see some examples in session resources).

Point out the way in which the people are drawn: the shoulders are facing forwards but the head & legs are facing sideways. Now you need to get up & stand in that way – it feels quite awkward! The one eye that can be seen on the side of the head is shown as if looking straight out of the painting. An unusual example is given in

Topic

LO: To understand how figures were represented in Ancient Egyptian art and draw and paint a figure in the Ancient Egyptian style.

session resources of a farming scene where unusually the people are shown in a more realistic pose (found in a nobleman’s tomb). Pharaoh Akhenaten also promoted the use of more naturally-posed pictures.

The Ancient Egyptians used 6 main colours made from natural materials like rocks & plants & these colours have stayed bright because the Sun could not penetrate into the tombs & fade them. The people are painted in the right proportions, though servants & less important people are shown as smaller than the Pharaohs & gods quite often. Children are also shown much smaller in comparison with adults than they really are (session resources), & with adult proportions (children’s heads are actually larger compared with the length of their bodies).

Some paintings were on papyrus scrolls that were put in the tomb & on objects, e.g. boxes that contained precious items for the afterlife. Show the PowerPoint from the British Museum about tomb painting. Notes to accompany the PPT are also available on the website (see session resources too). Also show the ‘reading a papyrus’ PowerPoint, as this applies to tomb paintings too (also see session resources). The painters were very skilled workmen.

TASK: I challenge you to draw a figure in the style of the Ancient Egyptians & colour it with bright colours: red, yellow, blue, green, black & white. Other colours used were formed by mixing white or black with the other colours. The men were painted with red-brown skin & the women with lighter, yellow-brown skin (they spent a lot more time indoors & were not so suntanned). Sometimes gods were shown with green or blue skin. Think about the style of clothing & the jewellery that people wore. Hair was quite stylised – they wore wigs. You should sketch the figure first in pencil, then add details like the clothing, wigs, etc. When they paint, they should fill in the background colours first & add the detail when the background has dried. If you do not have access to paints the feel free to use colouring pencils or felt tips.