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Week 5 w/b 18th May

Home Learning Week 5 18/05/20


This week you are recapping fractions.

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.


LO: Write a creative story set in Ancient Egypt.

It’s time to write a story! I’m well aware that some of you absolutely love writing stories while others do not, however story writing is an essential and required skill at this level and we have to do at least one story per half term.

Your story needs to be set in Ancient Egypt BUT it’s up to you what happens. For instance, are you going to write your story about an Ancient Egyptian OR will your story be about a child - or children - who time travel back to that time? Will your story be about a pharaoh, a priest or a slave? What will happen to them?

You will need to think very carefully about the key events in your story and to help you do this, I have created a folder of resources. Included in the folder you will find a story mountain planning sheet, a word bank, question prompts and a short PowerPoint reminding you about how to use speech marks.

All stories need:

  • An introduction – set the scene and introduce your main characters.
  • A build up – start to build the tension and excitement with lots of action.
  • A problem or dilemma – introduce an issue that the character needs to try and solve.
  • A resolution – the character solves the problem, but how?
  • A conclusion – you wrap up the story with a clear ending (happy or sad, your choice).

Your stories need to include lots of detailed descriptions about characters and settings, dialogue between characters (but not too much!) and plenty of exciting action.

I suggest you plan your stories in detail at the start of the week and then write a little bit every day, checking as you go along. It’s up to you how you present your work: I’m happy for you to type, write it on lined paper or make yourself a little book with a proper cover.

I look forward to reading them but it will probably take me a while to read and respond to everyone’s so please bear with me!


LO: To compare the diets of different animals, and to use the evidence of the food they eat to answer questions.


Remind the children what they discovered about human digestion in the last two sessions. Point out that many animals have similar digestive systems to humans. Explain that different animals have different sorts of diets.

Make 3 columns on a piece of paper or use the session resource and write the terms carnivore, herbivore and omnivore at the top. Ask the children if they know the meaning of these words. Write the definitions under the words (a meat & fish-eating animal, an animal that feeds on plants (including plant products such as nuts, berries, grains & cereals), an animal that feeds on both plants and animals). Children need to think of 3 examples to go under each of the headings.

Explain that human and animal diets partly depend upon what is available. Humans in other parts of the world eat different fruits, vegetables and animals than in the UK because different plants & animals thrive in that particular climate and terrain, e.g. Inuit eat seals, Peruvians eat guinea pigs, Japanese people eat a lot of seaweed. Can children think of other examples? Do they like trying different foods if they go on holiday to another country?

Animals have slight adaptations to parts of their digestive system depending on their diet. Remind the children of the different teeth they looked at during the first session. Explain that children will be researching the diets of different animals using the National Geographic website.

Activity: Follow the link to

Show the children how to choose different animals and skim and scan the information to find out what it tells you about the animal’s diet. They should choose an omnivore, a carnivore and an herbivore and make notes on the recording sheet (session resource).

Finish off by talking about how different animal diets will make their poo or faeces look different e.g. horse poo looks very different to dog poo! Watch this funny (but not recommended !) clip at and discuss any other examples they can think of.


LO: To build mastabas and pyramids using Lego bricks and nets


Information: Show children the Zoser/Djoser step pyramid (session resources), including the plan from above. Discuss the shape of the whole building – it is like a series of mastabas (session resources) built on top of one another & gradually getting smaller. It is regarded the first pyramid ever built & was made as the tomb for Pharaoh Zoser by his adviser & architect Imhotep. It was constructed from stone rather than mud bricks & was considered more secure against robbers than the earlier mastabas. The steps could have been steps to help the Pharaoh get to the afterlife (heaven). There were many passages and underground galleries within the Step Pyramid & it was apparently constructed in phases (session resources), originally looking like a simple mastaba.

Visit the Development of pyramids gallery to find out & discuss how pyramids gradually developed over the years looking at the Step Pyramid c. 2660 BCE, Meidum Pyramid c. 2610 BCE, Bent Pyramid c.2600 BCE, Great Pyramid c.2560 BCE and Pyramid at Deir el Medina c. 1500 BCE. The pyramids took a long time to build – as soon as the Pharaoh became King he would order the building to begin! Show children The Great Pyramid – the tomb of Khufu (2589-2566 BCE), in more detail online (click on the images to see the detail). Point out that it was originally covered with white limestone & must have dazzled onlookers in the sunshine.

Tackle The Great Pyramid Challenge together (children could visit this part of the site again later in pairs). Take a virtual trip online to the pyramids at Giza. Point out that the pyramids were built on the west bank of the Nile where the Sun god Re/Ra ‘slept’ or ‘died’ each night. Discuss the pyramid shape: square base (or rectangular base for Step pyramid) & 4 triangular sides. Show children how to create a 2D net to produce the 3D shape (session resources), then discuss how to create a mastaba shape with a rectangular base, trapezium sides and a rectangular top. How might a net for the Bent Pyramid be created? Explain that children will be making some pyramids from card.

Activities: There are a few things you can do this week for this particular lesson:

  1. Build a pyramid of your own design from Lego – many of you have already done this, but could you build a larger, grander pyramid than before? Once you have constructed it, use the evaluation form in the session resources and complete.
  2. Draw and construct your own pyramid nets on card – this is tricky, especially getting the triangular faces to the correct size to join together without gaps, but fun all the same. It’s a great time to recap the difference between a square-based pyramid and a triangular-based pyramid too.
  3. Complete the Twinkl pyramid worksheet and create the range of nets for weird and wonderful pyramids. You can colour them in first to look like a real pyramid before you assemble them.

Here are the web addresses, just in case the links above don’t work: - Development of pyramids gallery; - Pyramid timeline; - Map of pyramids; - The Great Pyramid in detail;  - Virtual trip to the pyramids at Giza; - The Great Pyramid Challenge!