Year 4 Home Learning W/C July 6th

Hi,

I hope you are all well and are looking forward to some relaxation in the social distancing rules.

I hope you enjoyed the class Zoom meeting. I have arranged another one for this week.

Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. If I have included any you will need to type in a pin number in order to gain access to any materials that have been posted. I will post the number if required.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at commonly misspelt words from the Year 4.

  1. straight
  2. possession
  3. mention
  4. guide
  5. eight
  6. calendar
  7. special
  8. medicine
  9. guard
  10. earth

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Identify angles

Lesson 2 – Compare and order angles

Lesson 3 – Triangles

Lesson 4 – Quadrilaterals

Times tables

The times tables sheets are for 3 weeks. Just complete the first one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. Back to talk4writing this week.

Topic

How did you get on with your research on the pharaohs? This week, I’d like you to describe early burials in Ancient Egypt. Explain why mummification was developed to preserve bodies for the afterlife; describe the mummification process; make a model of a mummy; understand the importance of The Book of the Dead.

You will:

  • Describe early burials in Ancient Egypt.
  • Explain why mummification developed to preserve bodies for the afterlife.
  • Describe the mummification process.
  • Make a model of a mummy.
  • Understand the importance of The Book of the Dead.

The early burials of the dead found in Egypt (pre-Dynastic) were of the body buried in small pits at the edge of the desert in a curled up (called foetal – like a baby in the uterus) 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 – look at the online mummy timeline, until it was quite an elaborate & long-drawn out process. Watch the process of mummification here, & look inside a mummy online. Eventually many of the internal organs which were more liable to decay were removed & put into canopic jars (session resources): Imnesty (human head) looked after the liver, Hapy (baboon) – lungs, Duamuteh (jackel) – stomach, & Qebehsenuef (falcon) – the intestines, 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) because the Egyptians believed that Life was first created on a Primeval Mound that emerged out of the waters of chaos. 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. 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 . Watch the short video of The Afterlife in Egypt. The ceremonies of ‘opening the mouth’ & ‘weighing the heart’ are described.

Try one of these

  • Make online jigsaws of images from The Book of the Dead. Sort the mummification process into the right order.
  • Take the online challenge to pass through the Underworld.
  • Prepare a mummy online – there are various websites available for this.
  • Make a model of a mummy using clay or Plasticine to create a ‘body’ & then wrap it in Plaster of Paris or Modroc. Once the mummy is dry it can be carefully painted.

Weblinks

Early burials leading to mummification from ancientegypt.co.uk
The afterlife explained from bbc.co.uk
Mummy timeline from ancientegypt.co.uk
Process of mummification explained from ancientegypt.co.uk
Visit the tomb of a noble from metmuseum.org
Short video clip of tomb of an architect from bbc.co.uk
Take the challenge to pass through the Underworld from ancientggypt.co.uk
Mummy making activity from childrensuniversity.manchester.ac.uk
Mummy making activity from oi-archive.uchicago.edu
Inside a mummy from akhet.co.uk

Science

Following on from last week, I would like you to

  • Notice the tiny details that will help scientists to further classify living things and to record these details in a careful drawing of insects.

Activities

  1. Understand that it is the tiny details that will help scientists further classify living things.
  2. Complete your independent drawing.
  3. Test your knowledge of the classification of living things by playing a game.

Look again at the Levon Biss photographs (see Weblink). When something very small is shown in a very large image you can see so much of the tiny details and features that you wouldn’t usually get to see. To classify living things, scientists must look further than the obvious details to identify which species they are looking at – or if indeed it is a ‘never seen before’ species. Watch the clip on the Levon Biss website again. With this sort of technology available now, so much more can be discovered about tiny species of living things. Levon takes lots of very close-up photos and pieces them back together. Take another look at  some of your drawings from the previous session. Hopefully, these are big, but not enormous! I would like you to make some enormous drawings of tiny invertebrates, to show as many details as possible.

Remember that Levon Biss took hundreds of photos of tiny areas of the insects and slotted them back together. When you are looking at something so small, it’s sometimes easier to break it up into smaller parts. This is what scientists will do when trying to classify a living thing, they will look at all the tiny details as well as the more obvious things – and that is why we can name so many different types of beetle, rather than just one. For the most noticeable things (number of legs, antennae, etc.) beetles are all the same, it’s only when you look really closely that you notice more differences.

Vocabulary
Observation, classify, detail

Weblinks
Levon Biss website from http://microsculpture.net/
Classification game from www.bbc.co.uk
Classification game from http://sciencenetlinks.com

Art

Art ties in nicely with your science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mr Weaver or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4