Week 12 w/b 13th July
Year 4 Home Learning 13/07/20
It’s the last week of term so it’s time to start thinking about winding down. In addition to some of the ideas here, I have also posted some transition activities linked to moving up to Year 5 on the school website. These booklets don’t necessarily have to be done this week - you can dip in and out of them over the summer if you’d like to. There’s also a rather nice Dream Jar activity where children can write down their dreams for the year ahead and set themselves some targets before decorating the jar.
This week you will be looking at symmetry, position and translation. This is actually really fun! I have posted some Twinkl sheets in addition to the White Rose ones but please don’t feel that you have to complete them all (unless you’re really enjoying yourself!).
Continue to keep your carbon footprint diary. Have you been able to make much of an impact one week on? Is it harder than you thought to be more eco-friendly or surprisingly easy? Have you had any more ideas about reducing your own carbon footprint?
Thank you for letting me know how the children got on with their grammar tests. From what I have read, most of the problems seem to be around the following areas of grammar: fronted adverbials, plural possession, determiners, inverted commas, word classes and noun phrases. I have included some PowerPoints, activities and quizzes on each of these areas except plural possession since we have covered this recently and the resources are still on the website. There are rather a lot of documents and I do NOT expect everyone to do all of them this week. I just thought it might be helpful to have access to some worksheets etc over the summer holidays before they start Year 5.
I have included an assessment list of all the words on the statutory Years 3 and 4 spelling list. It could be useful at some point to test your child on these spellings (maybe not all at once) to see which ones they are still wobbly on, then work on these over the summer. In September they will be moving on to the Years 5 and 6 spelling list. I have included this new list on the school website so it might be worth looking at it over the summer, especially if your child is already a strong speller and is keen to move on to trickier vocabulary.
We have finished our most recent science topic so this week I am encouraging you to do free science. Think about what you have enjoyed most in science this year or what we haven’t done that you’d really like to do. Research some fun science experiments to do at home and give them a go – just make sure you have an adult with you please! I’d love to see photos, videos or write-ups explaining what your experiment was about and what you have learnt from it. Have fun!
LO: To understand the vital role of the Nile for the Ancient Egyptians and know that the Ancient Egyptians regarded the river as a god.
Over 5000 years ago the Ancient Egyptian civilisation started on the banks of the River Nile. Locate Egypt & the River Nile in an atlas &/or on a globe to ensure children realise what part of Africa they are studying.
The river runs right through the country & even today the towns & villages are situated along its banks. The River Nile runs through several other African countries too: Uganda, Ethiopia, South Sudan, Sudan & Tanzania & Burundi – show children the map in session resources. Only about 22% of its length is in Egypt. The river is about 6,850km (4,260 miles) long – the longest river in Africa & in the world. It empties into the Mediterranean Sea. Sometimes the source is described as Lake Victoria but nowadays the River Kagera (which starts in Burundi & flows into Lake Victoria) is considered to be the source by many people (& by which the overall length is measured).
There are two main tributaries: The Blue Nile (originating at Lake Tana in Ethiopia) and The White Nile (Lake Victoria in Uganda) that combine to form the main River Nile. Look at the image of the River Nile from space, which emphasises that Egypt is mostly desert with the fertile green valley of the River Nile running north/south through the country. Can you name any other parts of a river, e.g. delta, estuary, mouth, waterfall, floodplain? The branches that the river splits into in the delta region are called distributaries. Heavy rains and melting snow in the mountains of Ethiopia & Uganda (Tanzania & Burundi) feed the tributaries which form the White Nile and the Blue Nile, before joining to become the great river.
The villages that Ancient Egyptians lived in were built on high ground near the River Nile. The river was considered to be a god – Hapi/Hapy (session resources), a god of water & fertility. He is usually depicted with lotus flowers or papyrus reeds as his headdress & a pot belly to show he was well-fed. Amulets & offerings were thrown into the river to please Hapi/Hapy. Tawaret, the goddess of pregnancy and childbirth, had the head & body of a hippo & the back/tail of a crocodile (session resources) & often was shown with the sa symbol that represented ‘protection’. The Ancient Egyptians had to be aware of these two wild animals in the Nile because they were very dangerous. Many fish & birds also lived in or by the Nile & other animals came to the river to drink.
Point out that there was very little, if any, rainfall in Egypt itself, so the River Nile was very important as a source of water. Tefnet was the goddess of moisture, moist air, dew and rain. The climate of Egypt today is the same – hot desert climate with very little rainfall, except on the northern Mediterranean coast. It is cooler along the coast too.
TASK: Produce a large scale map of Egypt and the Nile. An outline map of the Ancient Egypt area & the river is given in session resources to act as a template for this. Children should indicate the green fertile valley on the map. They should annotate the map with, e.g. the names of seas. Pencil the river & coastlines in lightly before marking them permanently. Challenge children to mark some of the ancient sites on the map too (e.g. Valley of the Kings & the pyramids at Giza) – they can use maps given in sessions in other blocks or an atlas or internet maps.
TOPIC EXTENSION: Many of you have produced lots of incredible pieces of writing and art linked to our Egyptians topic. It might be a really nice idea to fishow off what you have done in a mini-exhibition. You could invite family members for a Zoom exhibition or set it up in your garden for friends and family to look at one afternoon.