Year 5 Pharaohs Midterm Planning

Transcription

1 Year 5 Pharaohs Midterm Planning ENGAGE STAGE Memorable Experience Dim the lights, wait for quiet and roll your sleeves up to create a shadow play mummification scene! Before the children come into the room, hang a white sheet up and position a bright light and table behind it. Get a willing adult volunteer to lie on the table. As the children enter, you will act as an embalmer, using a hook to pull the deceased s brains out through their nose. Next, show your mesmerised audience a sharp-looking instrument that cuts through the gut, then proceed to remove the deceased s intestines and other internal organs. As you work, describe the gruesome procedure. The pharaoh is now ready for his tomb! Ask questions to find out if the children understood what was happening. What do they know about mummification, tombs and the ancient Egyptians? Ask them to record their ideas and organise them under headings of their choice. This activity may need adjustment according to the sensitivities of your children. Curriculum Enrichment: The Discovery Essential Skills Children could Programmes of Study Describe how different types of evidence tell us different things about the past and understand why contrasting arguments and interpretations occur. Geography Compare land use and geographical features on different types of maps. Look at photos of, and information about, the contents of Tutankhamun s tomb. Generate questions about the contents and write them on sticky notes. Consider what these artefacts and objects might tell them about the ancient Egyptians and the Boy Pharaoh. Think about and articulate the information the objects and artefacts cannot tell them. Teacher Note The mummified body of Tutankhamun tells us his age, height and even what diseases he had. Explain how ancient artefacts found in his tomb were viewed as treasures and therefore vulnerable to tomb robbers. Locate Egypt on a world map. Use online maps and other information sources to describe Egypt s landscape, surrounding countries and seas, climate, and significant geographical features, such as the river Nile. Locate important places, such as Cairo, Giza and the Valley of the Kings, where Tutankhamun s tomb was found. Make a sketch or digital map of Egypt, mark its significant features and Egypt; The Shang Dynasty of Ancient China.En SL 2; En R C 2b, 5 Ge LK 1 Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.hi 7; Ge SF 1; Ge HP 1, 2; Co 5, 7; En R C 5

2 Independently place historical events or change on a timeline, remembering key facts from a period of history studied. Art & Design Explain how an idea has developed over time. PSHE Talk and write about their own opinions and begin to explain their views on some issues, seeing and respecting others viewpoints. add a key for reference. Teacher Note Egypt, at the northeast corner of Africa on the Mediterranean Sea, is bordered on the west by Libya, on the south by the Sudan, and on the east by the Red Sea and Israel. Create a timeline to show how ancient Egyptian civilisation developed. Add the following significant events to their timeline: the reign of Tutankhamun ( BC); the unity of Upper and Lower Egypt (3000 BC); the building of the Great Pyramid of Giza (2584 BC). Research other important events and people, adding them to the timeline. Compare the chronology with other periods of history that they are familiar with. Teacher Note Add other details and events to the timeline throughout the project, including reigns of other key pharaohs. Make sure children understand that BC dates increase as they go back in time. Draw detailed, colourful pictures of decorative artefacts found in Tutankhamun s tomb. Look at other ancient Egyptian artworks and identify artistic styles that were popular at the time. Make a note of any common symbols, explaining how they have developed over time. Teacher Note The Wedjat is an eye symbol that appears on many important objects, particularly tomb items. It was a symbol of protection for the soul in the afterlife. Ask the children to use a magnifying glass or enlarge the pictures so they can see extra details. They could also use a range of different materials to recreate artefacts and objects in 3-D. Discuss whether it was right to open Tutankhamun s tomb or whether it should have been left as it was. Invite a museum officer to talk about the pros and cons of opening the tomb and take a vote on whether it was right to do so. Teacher Note Help the children to compare current archaeological approaches with those during Howard Carter s time. Ask questions to stimulate the debate. What is the difference between archaeology and tomb raiding? Is Egypt; The Shang Dynasty of Ancient China.En SL 1, 2; En R C 5; Co 5, 7 AD 2 Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).hi 7; AD 2, 3; En R C 5 PSHE 2e Reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people s experiences.pshe 4b, 5e; En SL 1, 2, 7, 9, 11

3 it still stealing, thousands of years later? What respect do the dead deserve? Is it okay to keep and display artefacts if they teach us about the past? DEVELOP STAGE Curriculum Enrichment: The Pharaohs Essential Skills Children could Programmes of Study Follow independent lines of enquiry and make informed responses based on this. Select, organise and record relevant information from a range of sources to produce well-structured narratives, descriptions and explanations. Use information books and online resources to find out about famous pharaohs of ancient Egypt. Make a character profile of a favourite, describing their personality, how long they ruled for and any special achievements. Present their case and compete in a Pharaoh X Factor or Egypt s Got Talent competition! Create a display about some of the most famous pharaohs and include information about each one. Teacher Note A pharaoh was the king or queen of Egypt. Famous pharaohs to find out about include: Akhenaten, Pepy II, Amenhotep III, Djoser, Khufu, Hatshepsut, Ramesses the Great, Narmer, Nefertiti and Cleopatra VII. Learn about the role of an Egyptian pharaoh, including what he or she was expected to do and what they were responsible for. Find out what Egyptian people thought about pharaohs. Write a job description for the role of a pharaoh, describing the qualities and experience that they might need. Outline the roles and responsibilities of the position and ask for a reference. Role play going to an interview for the job of Egyptian Pharaoh! Teacher Note You could give the children a template for their job description or find a suitable version that they can complete online. The king was not just the most powerful and important man in Egypt, he was also considered to be a god! That s a tough job application Egypt; The Shang Dynasty of Ancient China. En R C 1a, 5; En W C 1b, 2e; Co 5, 7 Egypt; The Shang Dynasty of Ancient China. En SL 9; En R C 1a, 5; En W C 1b, 2e; Co 6; PSHE 4b

4 to write! Explain why people acted as they did. Art & Design Combine a range of media within a piece of work and explain the desired effect. Describe how different types of evidence tell us different things about the past and understand why contrasting arguments and interpretations occur. Watch a presentation or search online to find out what happened to a pharaoh when they died. Describe their findings using key words and phrases such as: preserved; embalmer; the Beautiful House; canopic jar; afterlife; pyramid; ointment; natron; coffin; priest; sarcophagus. Decide how they would like to present the information. Teacher Note Nearly all the pharaohs chose to be buried in The Valley of the Kings, a valley west of the Nile, which today is a popular tourist attraction. Find out what the children think about this. Should the valley be open to tourists or should it remain a sacred place? Use images in books or online to investigate the ancient Egyptian headwear known as nemes. Sketch the nemes from different perspectives and capture details such as its shape, pattern and form. Make their own nemes using fabric, card, and gold and blue craft foils. Use a digital camera to take photos and record different points of the making process. Model the finished item and take a final photo. Teacher Note The nemes (pronounced neh-mehs) was the striped headwear worn by pharaohs in ancient Egypt. It covered the top and back of the head including the neck. It had two large flaps which hung down behind the ears and in front of both shoulders. Enable the children to make a small prototype of their nemes before they use more expensive materials. Discuss what we can learn about ancient Egypt from just one or a group of similar objects. Make detailed drawings of the artefact(s) and describe what they can see. Consider what each artefact tells them about life in ancient Egypt. Explain why it is important for historians to examine information from a wide range of sources before making a judgement on or drawing conclusions about the past. Teacher Note Divide children into small groups or pairs and give each group an image or group of images that relate to Egypt; The Shang Dynasty of Ancient China. En R C 5; En W C 1a, 1b, 2e; Co 5, 7; PSHE 2e AD 2 Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [e.g. pencil, charcoal, paint, clay].hi 7; En R C 5; Co 5, 6, 7 Egypt; The Shang Dynasty of Ancient China.AD 1, 2; En W C 1b, 2e

5 the pharaohs. Images might include mummy masks, amulets and magic charms, headdresses, carvings, scrolls, weapons, tools, pottery or statues. You can find images and examples of artefacts on the British Museum website. Curriculum Enrichment: Everyday Life Essential Skills Children could Programmes of Study Geography Explain how things change by referring to the physical and human features of the landscape. D&T Name and select appropriate tools for a task and use them with precision. Select, organise and record relevant information from a range of sources to produce well-structured narratives, descriptions and explanations. Watch documentary footage about the river Nile in ancient Egypt. Learn why the Nile was so important to the development of ancient Egyptian society and its wealth. Find out how the Nile flooded to create a rich and fertile land and compare how people used the river then with how it is used today. Sketch a map or 3-D diorama of the Nile, locating towns and cities along its course. Teacher Note Daily life in ancient Egypt revolved around the Nile and the fertile land on its banks, which forms a green valley across the desert to this day. The ancient Egyptians lived and farmed along the Nile, using the soil to produce food for their families and animals. Look at a range of jars and containers from ancient Egypt and find out what materials they were made from. Draw their shape and form, then use clay to make a jar or container that could be used in an ancient Egyptian home to carry water or store food. Teacher Note Children should begin by making a coil pot and smoothing the sides before adding detail, a lid and pattern work. Children will revisit this technique later when they make canopic jars during the Innovate Stage. Learn about the ancient Egyptian gods, including what they looked like and what their role was. Find images of the different gods in Egyptian tomb paintings and papyrus scrolls, then describe what the images show. Draw a favourite god or goddess and create an Ge HP 2 Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.ge HP 1; Hi 7; AD 2 DT M 1 Select from and use a wider range of tools and equipment to perform practical tasks [e.g. cutting, shaping, joining and finishing], accurately.hi 7; DT D 2; DT E 1; AD 2 Egypt; The Shang Dynasty of Ancient China.PSHE 4b;

6 D&T Explain what times of year particular foods are in season. Art & Design Explain how a piece of artwork makes them feel, explaining views by reference to effects (e.g colour and pattern). information sheet about them. Find out how the Egyptian people worshipped their deities. Teacher Note There are some amazing gods and goddesses to choose from, including: Anubis, god of embalming and the dead, who has the head of a jackal; Osiris, the god of the dead and the underworld, shown wrapped in linen like a mummy; Isis and Nephthys, protective goddesses, often shown standing behind Osiris; Thoth, the god of writing and knowledge, who has the head and beak of an ibis bird; and Ammit, a monster of the underworld, part lion, crocodile and hippopotamus. Make bread Egyptian style! Learn about the ancient Egyptian s daily diet, including how the Nile s flooding cycle provided seasonal rhythm for the Egyptian people. Follow a simple recipe to bake flatbread, adding a range of Middle Eastern fruits, such as dates or sultanas. Enjoy their bread with other common foods, including chickpeas, dates, honey, raisins and pomegranates. Children could mark on a calendar the season each ingredient becomes available. Teacher Note Put the children into small groups and show them how to make bread, a staple of the ancient Egyptian diet. Flour for baking bread was made in ancient Egypt by grinding the grain from wheat or barley, two of the country s main arable crops. Learn how to write like an Egyptian! Find out about the work of a scribe, including the tools of their trade and their special role in ancient Egyptian society. Practise writing in hieroglyphics and create a special cartouche with their name on it to wear as a pendant. Explore the role of amulets and how they were worn by ancient Egyptians for good luck. Sketch ancient designs, then make an amulet of their own, using soft wire, beading and clay. Teacher Note Show children examples of hieroglyphics, including those on the Rosetta Stone. Scribes usually wrote in red or black ink the red was used for important information. Amulets had a number of symbols that En R C 1a, 5; En W C 1b, 2e; Co 5, 7 DT CN 3 Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.hi 7; DT M 1, 2; DT CN 2; Ge HP 1 AD 3 Find out about great artists, architects and designers in history.hi 7; AD 1, 2

7 ancient Egyptians believed brought good luck. The most popular were probably the Eye of Horus (also known as Wedjat) and the scarab beetle, which represented new life and rebirth. Curriculum Enrichment: Tombs and Mummies Essential Skills Children could Programmes of Study Follow independent lines of enquiry and make informed responses based on this. Explain why people acted as they did. Watch a presentation about the process of mummification and ask questions to clarify their understanding. Refer back to their memorable experience and discuss whether it was an accurate representation of what used to happen in ancient Egypt. Imagine they are an embalmer and write a set of instructions to tell a new apprentice how to do it! Teacher Note Why not dim the lights, light a candle and burn incense to create a tomb-like atmosphere for the children to write in? Don t forget to mention the gruesome Weighing of the Heart and the Opening of the Mouth ceremonies! Read a letter from the nervous pharaoh, Khufu, to his priest, describing his worries about life after death. Write the priest s response, reassuring the ageing pharaoh and explaining how his soul will be protected and guided in the afterlife. Explain how mummification, the design of his pyramid and the contents of his tomb will help him. Teacher Note When someone died in ancient Egypt, it was believed that their soul went on a journey to the underworld, where they would be judged by Osiris, Lord of the Underworld. If they were judged as a good person, their soul would be reunited with their body and live in paradise for eternity. Egypt; The Shang Dynasty of Ancient China.En SL 2; En W C 1a, 1b, 2e Egypt; The Shang Dynasty of Ancient China.En R C 2c; En W C 1a, 1b, 2a

8 D&T Use various sources of information, clarifying/sharing ideas through discussion, labelled sketches, cross-sectional diagrams and modelling, recognising that ideas have to meet a range of needs. Copy PSHE Talk and write about their own opinions and begin to explain their views on some issues, seeing and respecting others viewpoints. Select, organise and record relevant information from a range of sources to produce well-structured narratives, descriptions and explanations. Build tombs and pyramids of different sizes using a range of construction materials, including Lego, wooden blocks, bricks and cardboard boxes. Work both indoors and outside to construct amazing buildings and consider which structures are more successful and why. Take digital photos during the making process, then use them to look back at and reflect on their work. Teacher Note Provide photos and drawings of different types of pyramid for the children to look at. Ask them to investigate what building materials were used in ancient Egypt and why the pyramid design is so effective. Collect a range of materials so that the children can make large-scale as well as smaller models. Use a range of historical source materials to find out what ancient Egyptians believed happened after they died. Discuss what they think about the Egyptians beliefs and compare them with other religions and their own beliefs. Draw a picture to represent what Egyptians believed and use labels and captions to add informative points. Teacher Note The ancient Egyptian beliefs about the afterlife were very complex and although aspects of it were recorded, the information we have isn t complete or consistent. You may find it interesting to compare children s different views of the descriptions given. Some personal issues about death may be raised during this activity, so be aware of children s sensitivities. Find out about the Book of the Dead, then explain what it was and why it was important. Write their own transformation spell, which will transform them into a plant or animal and give them special powers and abilities in the afterlife! Teacher Note The Book of the Dead was a collection of about 200 spells and illustrations, written on papyrus scrolls. The spells were believed to help the dead face dangers in the underworld and achieve eternal life. INNOVATE STAGE DT D 1 Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.dt M 2; DT E 2; Co 6 PSHE 2e Reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people s experiences.hi 7; En R C 1a, 5; Co 5, 7; En W C 1b, 2e; AD 2 Egypt; The Shang Dynasty of Ancient China.En W C 1a, 1b; En R C 1a, 5; Co 5, 7

9 Provocation My name is Ramose and I work here in the Beautiful House preparing bodies of the rich for their journey into the afterlife. My usual assistant, Ammit, is a little under the weather and so I m asking for your help. I am expecting the arrival of the body of a young wealthy male. I will prepare his body but would ask you to do the rest. I will oversee the quality of your work. Programmes of Study Spoken Language En SL 1 Listen and respond appropriately to adults and their peers.en SL 9 Participate in discussions, presentations, performances, role play, improvisations and debates. En SL 5 Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Writing En W H 1 Choose which shape of a letter to use when given choices and decide whether or not to join specific letters. Art & Design AD 2 Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [e.g. pencil, charcoal, paint, clay]. D&TDT D 1 Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. DT E 1 Investigate and analyse a range of existing products. DT E 2 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. civilizations an overview of where and when the first Egypt; The Shang Dynasty of Ancient China. Innovate Board Steps First you need to practise your embalming skills. Working with a fellow assistant, practise wrapping oiled linens around their hand or foot, making sure it is well covered. Have your work checked by Ramose. How does he think you ve done? Ramose has removed the boy s internal organs. Yuck! His liver, intestines, lungs and stomach are ready for preserving. Can you find out how organs should be stored? The boy must be protected by a sturdy sarcophagus for his journey into the afterlife. What materials will you use to build it? Ramose has sent the exact dimensions needed. How old do you think the boy was when he died? Ramose has requested that you decorate the boy s sarcophagus with plenty of sacred Egyptian symbols. Before you start decorating the sarcophagus, practise writing and drawing what you want to add. It needs to be done perfectly. Invite Ramose to view your work so far. What does he think? Work in pairs to design an appropriate death mask for the boy. Look at examples before getting started. How will you make your mask? Display your masks. Take a class vote on the best one for the boy. Ramose is here with the boy securely enclosed in his sarcophagus. Wearing your best attire as a mark of respect, carry the sarcophagus carefully to a place of rest. What items might the boy need in the afterlife? Bring something from home that will help him, explaining to others what it is and why you chose it. EXPRESS STAGE Curriculum Enrichment: The Legacy of Ancient Egypt Essential Skills Children could Programmes of Study Describe how a significant individual or movement has influenced the UK or wider world. Find out about events leading up to the death of Cleopatra VII, the last Egyptian Queen. Look at different versions of events and draw conclusions about what the true story might have been. Work in groups to present a short talk about their findings and views. Teacher Note The most popular version of events is that Cleopatra Egypt; The Shang Dynasty of Ancient China. En R C 5; Co 5, 6, 7; En SL 9

10 PSHE Critically enquire about citizenship issues and give an opinion on them. Geography Recognise and describe the physical and human features of places, appreciate the importance of wider geographical location in understanding places. Describe how a significant individual or movement has influenced the UK or wider world. Independently place historical events or change on a timeline, remembering key facts from a period of history studied. committed suicide by placing a poisonous snake on her body and letting it kill her. However, there are different accounts Work in two teams: one playing the part of a group of farmers and the other playing a nobleman and his family. Create freeze-frames from each group s everyday life. Present their freeze-frames to the other group and explain what they were showing. Teacher Note The children s tableaux and explanation should show a good historical understanding of the different social classes. You could provide some idea cards to get the groups started with example scenes, such as a farmer digging the soils in the Nile delta or the nobleman ordering his slaves around. Children could take photos of the scenes then sequence them to create a video using software such as Photo Story, adding appropriate music, text and narration. Write a tourist s guide to Egypt, detailing key monuments and locations that they would recommend visiting. Include information about the climate, currency, leisure activities and language. Teacher Note Show the children a range of travel maps and guides to major cities. The children could include a map with a key to show the main attractions. The guide could be presented using appropriate ICT tools. Consider what the ancient Egyptians contributed to world history. Make posters and animated presentations using software such as PowerPoint or Prezi to document their ideas. Present their work to an invited audience. Teacher Note Children could work in pairs to create their presentation. They could invite parents and family members to come in and see what they have learnt about how ancient Egyptian culture has influenced history. Hold a quiz about ancient Egypt! Plan questions for each other, making sure they cover key dates, mummification, pyramids, gods, pharaohs and everyday life. Teacher Note PSHE 4b Think about the lives of people living in other places and times, and people with different values and customs. Hi 7; En SL 1, 5, 9; Co 6 Ge HP 2 Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.en W C 1b, 2e; En R C 5; Co 6 Egypt; The Shang Dynasty of Ancient China.Co 6; En SL 9, 10; PSHE 5b

11 Use a familiar game show format and ensure the teams are mixed ability. Use picture clues, multiple choice and audio clips. Why not honour the winners with the double crown of the pharaoh? Egypt; The Shang Dynasty of Ancient China.En SL 1, 2, 4, 9; Co 6