Teacher – Georgia Horton
HLTA – Alexis Peck
HLTA – Pauline Dutch
Year 6: Term 2
MAYANS AND MEXICO
Science: ANIMALS INCLUDING HUMANS.
- Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
- Recognise the impact of diet, exercise, drugs and lifestyle on the way bodies function.
Describe the ways in which nutrients and water are transported within animals, including humans.
SCIENCE VOCABULARY: heart lungs blood circulate arteries veins oxygen carbon dioxide pulse rate drugs alcohol nicotine exercise balanced diet harmful
History: : THE MAYA CIVILISATION
- Know what the word ‘civilisation’ means.
- Understand the term ‘Meso-America’ and locate this area on a map.
- Discover facts about the Mayan civilisation, explaining who the Maya people were and when and where in the world they lived.
- Place key events on a timeline during the Ancient Maya period.
- Learn about the religious beliefs and practices of the Maya people and the gods they believed in.
- Understand the Mayan calendar and compare it to the Egyptian calendar.
- Learn about the Maya number system.
- Identify and use sources of evidence to learn about the Maya cities and some of the people who explored and documented them.
- Understand and decipher the Maya writing system.
- Learn about the food the Ancient Maya are ate and its religious and cultural significance.
- Recap civilisation and identify known civilisations and their key features (e.g. Rome, Greece and Egypt.)
- Compare Mayan beliefs about the afterlife to those of the Ancient Egyptians.
- Compare the Mayan calendar to the Egyptian calendar.
- Locate North, central and South America on a map.
- Use a map to name and locate the countries which make up North America, Central America and South America.
- Name some of the main physical features of North America such as mountain ranges and rivers.
- Learn about the key features of Mexico City – climate/ work/ population / Land use / dwellings and compare these to London
- Understand what a peninsula is and identify the Baja peninsula.
- Draw a cross section of the Earth.
- Understand what an earthquake is.
- Identify the causes of an earthquake.
- Locate where earthquakes have occurred and identify the ring of fire.
- Research the 2017 earthquake in Mexico City.
HISTORY VOCABULARY: disappearance Meso-America temples altar cocoa beans Mayan hieroglyph maize source artefacts step pyramids chamber celebration ancient calendar missionary sacrifice slave cause effect festival beliefs
GEOGRAPHY VOCABULARY: earthquake fault line tectonic plate magnitude seismic Richter scale birth rate mortality rate
Peninsula.CHALLENGES FOR THE MORE ABLE PUPILS: THE MAYA CIVILISATION
- Draw similarities between the Mayan, Greek and Viking gods.
- Would you rather live during the Mayan civilisation or another civilisation? Justify your choice.
- Compare Mayan life to another civilisation you know.
- What are the similarities and differences between the Mayan and the Roman numerical system?
- How do you think the Day of the Dead festival would be similar and different in Mayan times to now?
- Rank the reasons why the Mayans disappeared – which do you think is the most likely and why?
- Which evidence has told you the most about Mayan life? Why have you chosen this evidence?
CHALLENGES FOR THE MORE ABLE PUPILS: AMERICA AND MEXICO
- Looking at the physical features of each continent, what are the similarities and differences between North and South America?
- Create a fact file about Mexico for an atlas – what technical language can you use?
- Compare and contrast Mexico to another country in South America – which would you rather live in and why?
- Write an explanation of the environmental regions of North America – how much technical language can you include?
Present findings of the similarities and differences between Mexico City and London, looking at work, population, city size, climate, land use, dwellings etc. using comparative graphs and diagrams.
Art: MAYAN ART
- Research artwork from Ancient Maya (visit the British museum.)
- Research Mayan masks and create a Mayan inspired mask (celebration, death and battle) in oil pastels.
- Study the Mayan calendar and identify the symbols and what they mean.
- Design and draw a Mayan inspired black and white abstract using calendar symbols (use charcoal/ felt tip and/or ink.)
D.T : CREATE A WORRY DOLL (There are lots of you tube tutorials on this)
- Learn about the history of the Mayan worry doll.
- Design and create a Mayan worry doll.
- Work collaboratively.
- Evaluate the finished product.
- Write an explanation for how to make a worry doll.
Music: Pupils should play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy and fluency.
- Improvise and compose music for a range of purposes using the interrelated dimensions of music.
- Listen with attention to detail and recall sounds using aural memory.
- Use and understand staff and other musical notations.
- Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
- Develop an understanding of the history of music.
FOCUS STUDY – blues and jazz.
Please follow the Val Sabin scheme of work
Gymastics, dance and gamesR.E – Similarities and differences
- What values and practices do religions and world views share?
- Why is meeting together important for religious people?
- How does the church and mosque important to Christians and Muslims?
- What differences do places of worship make to an area?
- What beliefs do religions and world views share?
- What do I want to say to the world about the community?Easter
- What do people know about Easter and where do their ideas come from?
- What do artists know about the themes of Jesus’s death and resurrection from the gospels?
- What other stories explore Easter themes?
- What symbol can we create together which uses the themes and symbols of Easter?
- Is Easter the end of the story?
- What differences does the Easter story make?
Computing: Coding, Programming and Computer Games
- Understand how an algorithm relates to the intended outcome and the program that controls it
- Use a range pf programming languages to write programs with loops, procedures and interaction
- Explain some of the rules behind a simulation and why it was made
- Create more complex interactive games and puzzles
Work systematically to identify and correct errors and problems in their own and others programs
Entitlement and enrichment: British museum Pizza express visit to Borough Market for supplies
Topic writing links: (please teach during Friday’s literacy lesson and work in topic/Science books
- Write a day in the life from a Mayan perspective.
- Write a booklet about Mayan beliefs
- Write about Stepehn’s and Catherwood’s work on the Maya
- Write a diary/letter/postcard about a Day of the Dead festival
- Write an advert for a Day of the Dead festival
- Write an explanation of why the Maya disappeared from their cities
- Write a letter from an invader arriving at Meso-America for the very first times
- Write instructions re sacrifice
- Write an eye-witness account of a human sacrifice
- Write a report contrasting Mexico city/London
- Create an information leaflet about arthquakes.
- Write a news report about an earthquake.
- Write a story based around a Mayan mask.
- Write a problem letter to the worry doll.
Literacy books which link to the topic:
- Rain player
- Heart of a jaguar
- The chocolate tree