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Week 4 w/b 11th May

Home Learning Week 4 11/05/20

Maths  

You can find the worksheets and answer sheets in two folders on the home learning page of the school website. There is also a sheet of video links for each mini-lesson which children can watch before they complete the sheets.

English

LO: Write an informative piece about the process of mummification.

As usual this subject is linked to topic, so study mummification first. I would like you to write a factual, informative piece about the process of mummification BUT it’s up to you how you present it. Many of you have access to computers so it’s a good excuse to practise your computing skills. Here are some ideas:

  • You could simply type your work on Word but decorate with a border and add images
  • Create a PowerPoint of the mummification process with pictures, colourful background and effects,
  • Make a poster on Publisher about mummification,
  • Produce an information leaflet on Publisher.

If you don’t have a computer then you can write about the process by hand, creating a large poster, fact file, information leaflet, set of instructions or simply a written description of the process.

I want you to be creative with your writing this week! I’m really looking forward to seeing what you come up with.

Science

LO: describe the simple functions of the basic parts of the digestive system in humans

Begin by watching this clip: http://kidshealth.org/en/kids/dsmovie.html

Have a discussion after watching the clip, mention organs like the gall bladder that children may have heard of – perhaps someone in your family has had a surgical operation to have theirs removed or the appendix, which is generally thought to have no function in humans anymore. Again, children might know someone who has had their appendix removed.

What happens when we eat food that is poisonous or going bad? We might vomit and/or have diarrhoea. When you are sick the stomach pushes the bad food as quickly as possible back out of your stomach so that your body isn’t harmed by the poison or bad food (it doesn’t taste nice because of the acidic digestive juices). When you have diarrhoea, the large intestine hasn’t absorbed as much water as normal (isn’t functioning normally).

Our bodies can be harmed if we don’t eat enough of some foods, e.g. scurvy results from a lack of Vitamin C, rickets results from a lack of Vitamin D (which we make from cholesterol when exposed to adequate sunlight), lack of iron can cause anaemia, goitre is caused by lack of iodine, and night blindness is caused by a lack of Vitamin A. We can of course become overweight if we eat too much food, which causes many health problems.

Activity: To review the functions of the digestive system, you are going to play a game today. Recap the parts of the system (teeth – canine, incisor, molar – oesophagus, stomach, small intestine, large intestine) and ask the children to come up with a shape or a movement that they can make with their bodies for each. This will work best if you have a garden or large space for them to run around in, then it can be linked to PE. Get them to move about and then call out a part of the digestive system e.g. stomach. The children have to do the movement that they have chosen to represent the stomach (they can use sound effects too if they want!) and then explain what the function is.

There are a couple of extra websites about the digestive system here which might be worth looking at too:

http://www.ngkids.co.uk/science-and-nature/digestive-system – More information on the digestive system; http://www.dkfindout.com/uk/human-body/digestion/ - More information on the digestive system.

Topic

LO: Recognise that the Ancient Egyptians buried their dead to enable them to reach the afterlife.

Information: The early burials of the dead found in Egypt were of the body buried in small pits at the edge of the desert in a curled up position on their left side, with some goods, e.g. food in bowls, for the afterlife (Ancient Egyptian type of heaven). The bodies were preserved naturally because of the drying effect of the sand. Gradually over the years, they began to bury the bodies in clay or wooden coffins to protect them from desert wildlife. However, they then realised that the bodies decayed because they were not in contact with the hot, dry sand, so a process of mummification was developed to preserve the bodies for the afterlife. Mummification developed over the centuries – show the mummy timeline at  http://www.ancientegypt.co.uk/time/explore/main-mum.html- until it was quite an elaborate & drawn out process. Show the process of mummification at http://www.ancientegypt.co.uk/mummies/story/main.html & look inside a mummy online at  http://www.akhet.co.uk/clikmumm.htm

Eventually many of the internal organs which were more liable to decay were removed & put into canopic jars (see the resources for this session): Imnesty (human head) looked after the liver, Hapy (baboon) looked after the lungs, Duamuteh (jackel) looked at the stomach, & Qebehsenuef (falcon) looked after the intestines. These jars were to be buried alongside the body. Later the organs were dehydrated & replaced into the body.

The early pits are thought to have been covered with a mound of sand (roughly the shape of a pyramid). Then richer & more important people began to be buried in timber or brick-lined tombs with one or two ‘rooms’, & more elaborate goods were included. By the time of the first Dynasties mud-brick tombs called mastabas (looking like benches that stand outside a traditional Egyptian home today from word meaning bench in Arabic) were built for pharaohs & other high status officials. These continued to be built for officials even after pyramids were built for pharaohs. The sides are shaped like trapeziums. Two chambers were built in the ground, one for the body & one for the ‘grave goods’ for the afterlife. A chapel for offerings was built into the side (see the resources).

The Ancient Egyptians believed that the dead travelled to the afterlife after passing through the underworld. To help them get through the dangerous underworld, they used spells from The Book of the Dead written on tomb walls or on rolled up papyrus scrolls placed in the tombs (resources). Show children the short video of The Afterlife in Egypt at  http://www.bbc.co.uk/education/clips/z2svcdm

Activities: There are some really fun mummification activities online at these websites...

explained; https://www.metmuseum.org/art/collection/search/543937  - Visit the tomb of a noble;

http://www.bbc.co.uk/education/clips/zmf34wx Short video clip of tomb of an architect;

http://www.ancientegypt.co.uk/mummies/activity/main.html - Take the challenge to pass through the Underworld;

http://www.childrensuniversity.manchester.ac.uk/learning-activities/history/ancient-egypt/making-a-mummy/ , or http://oi-archive.uchicago.edu/OI/MUS/ED/mummy.html - Both Mummy making activities;

In addition to this you can attempt to recreate mummification is a number of different ways. If you have an excess of toilet roll then you could ‘mummify’ a member of the family! You could also mummify a soft toy if toilet roll is low on the ground. Another option (if you are able to get hold of the resources and you really want an art-based project) is to create a body out of air-dry clay and use mod-roc or plaster of Paris to wrap the body and mummify it. Once it is dry it can be decorated to look like a sarcophagus. Alternatively you could make your own canopic jar.

In the resources, there is also an activity where children can order the events of mummification (answers are provided).