Week 10 w/b 29th June
Home Learning Week 10 29/06/20
This week you are looking at graphs. You will work on interpreting data, making comparisons between information given on graphs such as bar charts and pictograms, and you will start to look at line graphs.
You can find the worksheets and answer sheets below.
LO: Write a non-chronological report about the daily lives of Egyptian men, women and children.
We have learnt about some of the famous pharaohs in Egyptian history and recently we have been learning about their gods but so far we have learnt nothing about the lives of everyday people living in Egypt. Not everybody was lucky enough to live in great palaces or beautiful temples! Your task this week is to research the lives of men, women and children living in Egyptian times and write a non-chronological report about them.
What kinds of thing will you need to find out about everyday people? Have a think about the different jobs that people had, the differing roles of men and women, what people ate and what types of homes they lived in, what they did for fun and how they worshipped the gods.
‘Non-chronological’ means that your writing does not necessarily have to be in a particular order. You can choose which bits to research and write about first and what order to put the rest of your information in. You will need to use subheadings to organise your paragraphs though.
I have included a PowerPoint to go through about non-chronological reports and a checklist to use whilst you are writing. There is also a reading comprehension about the discovery of Tutankhamen’s tomb which you can read through as a non-chronologica example and then answer the questions as an extension activity.
I look forward to reading your writing!
LO: Use apostrophes to show plural possession.
This week you are going to look at apostrophes for plural possession. This is slightly different to apostrophes for singular possession, which we did last week. In the apostrophes folder you will find a PowerPoint to go through, a warm up game and lots of activity sheets. I’m not suggesting you do all of the sheets just the ones that you think are appropriate. Choose an appropriate level of difficulty as well: 1, 2 or 3 stars. This is tricky so don’t be disheartened if at first you struggle! You will continue to revisit apostrophes over the next two years.
CHALLENGE: Can children include a plural possessive apostrophe in their writing this week?
LO: To plan positive changes to a local environment and use evidence to answer questions about why they are making the changes.
Two weeks ago you wrote a letter of complaint to the council, asking them not to build a housing estate on the pitch behind the school. You gave lots of excellent reasons to support your arguments such as damage to the habitat and the creatures that live there. The council have written back to you and have agreed that building an estate would indeed be a bad idea – hooray! Instead they would like you to plan a change for the better for the pitch and redesign the whole area to benefit wildlife and plants.
Before you begin, take some time to explore the area (if possible, go down there and have a look around with a notepad and pen). Does it look different in the winter? What is there now? Does any living thing use the space? Does it have any positive impact as it is now? Is there water nearby? A dangerous road? Does it have sunlight or is it in the shade? Who walks past this space? Whose windows overlook this space?
Model drawing a birds-eye view of the area, what shape was it? Include on it any immovable objects. Ask children to think of 5 different living things (plants, minibeasts and animals) that might use this space if it were changed for the better. Jot each one on a sticky-note and stick it to the table. What will they need to have there for these living things to use it? (Hedgehogs will need slugs and snails, which will need plants. Bees will need flowering plants. If it is particularly large area, how could humans use it? A bench in the shade?)
Watch the BBC clip. Some of the bad changes that humans have made might seem irreversible, or that one person making one change won’t really make any big difference- but if everyone made a small change then it will really start to make a big difference.
TASK: Children should re-design the space. They must draw their own birds-eye view of the area and draw and label the things that they would include. They must create a list of resources that they will need. Can they use materials from a recycling centre? A simple hedgehog shelter could be constructed using a couple of large stones with some off-cuts of wood placed on top and straw inside. Discuss with the children and listen to all of their ideas, talking about the pros and cons of each.
EXT: Once the design is complete, present your idea on video and explain why it would benefit the local area.
http://www.bbc.co.uk/education/clips/zyx6wxs - Clip about impact of environmental issues on our planet.
LO: To understand the range of foods eaten by Ancient Egyptians and list ingredients used in their diet.
Show children the BBC video about food in daily life (4:40 to 7:40 approx.). No Egyptian recipes have been found, but food found in the tombs plus the depictions in paintings gives Egyptologists a good idea of the diet of Egyptians.
The Egyptians grew barley and wheat (session resources). Flour was made from the grain using grinding stones, mixed with water & baked. Small pieces of grit from the stones got into the bread, so eating this caused the teeth of Egyptians to be worn down. Lots of the mummies that have been examined closely show that even wealthy Egyptians had bad teeth, with lots of abscesses (which must have been very painful & could cause serious medical problems if the infection got into the blood circulation).
There is no evidence that Egyptians drank milk, but they did make cheese from it. Cheese would keep better in the hot climate than milk. Eggs were also eaten. See a list of ingredients used in Egyptian food in session resources. They also used a lot of herbs & spices, e.g. cinnamon, coriander, aniseed, dill, fennel, mustard, thyme, to flavour their food (& perhaps disguise the fact that it was going off a bit!).
Sticks, dried grass & dried animal dung were used as fuel for their fires. Food was grown in gardens & by farmers & sold at markets (remind children that there was no money, instead people bartered goods of equivalent value). Food was eaten with their fingers (not knives & forks). The Nile was very important as a source of water for the growing of food.
TASK: Explain that chn are going to be able to taste some food that the Ancient Egyptians used to eat. Look at the recipes given in session resources & together choose some to make. Some raw food such as fruit (dates, figs, melon, etc.) & vegetables can also be tried. Bread was the staple diet, so plenty broken into chunks should be provided OR you could have a go at baking your own bread! Water will have to replace the beer or wine! Display all the different foods as if at a feast & encourage chn to taste many different things using bread to dip into soup etc.
Please take lots of pictures!