ࡱ> ` Qbjbj 7.Geeeetf!gggggiiiiii$ُhArƍx)i@iixxƍgguۍzzzxxRggzxzz:,b"8gg EtPe4zL܀ 0!Rzd88ii*nzCr7uiiiiiiƍƍziiiiii!xxxxDLPP Curriculum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 1 - introduction Time: 2 hoursSkills:Key Vocabulary: terrain P.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesGeography: 1a), 2c) d), 3a) b) c).To understand about the climate and terrain of Greece today.Children will be able to locate Greece on a map. Children will know some physical and climate features of Greece.Introduce Greek topic. Brainstorm existing knowledge the children have. With children, locate Greece on a globe and/or world map. Talk about fact that Greece is part of Europe. Many go there on holiday. Why? Children who have been to Greece could talk about what Greece is like - weather, buildings etc. Distribute photographs of Greek landscapes from holiday brochures. Talk about what children can gain from the photographs - Greece is hilly, Greece is hot, There are people in shorts, and There are lots of bushes on the hills.  Children can stick the photograph into their topic book and record their observations underneath. Use word banks Children can stick the photograph into their topic book and record their observations underneath. As core and extend with -Calculate distance from Britain to Greece using the scale on the map.Can children locate Greece on a world map/globe? Can children use photographs to make observations about Greece?Holiday brochure pictures, globe, Atlases, World map.Assessment and Impact for future learning:  Curriculum Area: History Ancient Greeks Year Group: Year 3/4Theme: Lesson 2 to place ancient Greece in time Time: 2 hoursSkills:Key Vocabulary: A.D. B.CP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 1a) b), 5a) b) c)To be able to place the ancient civilization in time. To understand that Ancient Greece was made up of city states.Children will be able to locate Ancient Greek civilization in time. Children will have knowledge of BC and ADRecap on knowledge of Greece today. Introduce children to the topic of Ancient Greece. Explain that the Ancient Greeks lived about 4000 years ago. Explain the terms BC - Before Christ & AD - Anno Domini (Latin) 'In the Year of our Lord'. Talk about how our calendar works, and that it is based around the Christian belief that Jesus Christ was born in 0AD. Look at how the numbering works for AD & BC. The bigger the BC number, the longer ago it happened. Discuss travel and the city states, boats and sailing etc. the difficulty of being isolated and the lack of communication.Have some of the timeline printed on the sheet already with words toWork through with the children placing some Greek events onto a timeline. Children to continue on own timeline. Children could use information books on Ancient Greece to find further events to add to their timeline.Can children correctly place events on a timeline? Do children understand the terms AD and BC?Preprinted time line sheets - differentiatedAssessment and Impact for future learning:  Curriculum Area: History - Ancient Greeks Year Group: Year 3/4Theme: Lesson 3 Athens and Sparta Time: 2 hoursSkills:Key Vocabulary: DemocracyP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/AccessCoreExtension/ challengePlenaryResourcesHistory: 2a) b), 4a), 12To understand what is meant by democracy. To understand some of the ideas of people living in Athens and Sparta.Children will know that Athens and Sparta were city states that governed themselves. Children will know some differences and similarities between Athens and Sparta. Locate Athens and Sparta on a map. Children to describe physical features of location - near to the sea, by mountains etc. Talk about the fact that these cities were states; they ran their states differently and were rivals. Look at a scene of Athenian and Spartan life; compare differences and similarities. Focus on homes, buildings/statues, what women/men/children roles were and the size of their army. Explain the term democracy and what it means for us today. Did Athens and Sparta have a democracy? Read pages 6-8 in Ginn. Discuss differences and similarities, as a class sort out statements from sheet into either Athens or Sparta.With teacher discuss where they would have liked to have lived. Create postcard from imagining they are a person living in one city or the other.Discuss differences and similarities, as a class sort out statements from sheet into either Athens or Sparta. Use books to add to statements about life in Athens and Sparta.Where would they like to live and why? Can children talk about the similarities and differences between Athens and Sparta? Do the children understand 'democracy'?Statement sheets. Resource books (Ginn)Assessment and Impact for future learning:  Curriculum Area: History Ancient Greeks Year Group: Year 3/4Theme: Lesson 4 What made Greeks such great fighters? Time: 2 hoursSkills:Key Vocabulary: tireme, artifacts, P.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/AccessCoreExtension/ challengePlenaryResourcesHistory: 2a), 4a) b), 12To infer information about Greek wars and warfare from illustrations and artifact photographs. To study armour and warships.Children will understand why Greek fighting ships were important. Children will be able to draw information and make conclusions from 'real' evidence. Children will have knowledge of Greek soldier and ship terms.Recap on ideas that Ancient Greece was split into city states and that Greece is made up of many islands; often to get to different states there was a need to cross water. Lead onto why army and ships were so important - city states often fought against each other, the armies needed to cross water and it would take a long time to cross the hills, on foot, with heavy armour. Look at pictures of pottery depicting Greek soldiers fighting, and ships. What information can be gained? Ginn page16Children could compare the Greek and Persian soldiers and label both, using terms to describe the armour and weaponryChildren could compare the Greek and Persian soldiers and label both, using terms to describe the armour and weaponry. Children could record the strengths and weaknesses of each army. Which army do the children think will win? Why? As an extension: Children could research into some of the battles of Ancient Greece, and report back their findings to the rest of the class.Do children understand why Greek ships were important and necessary? Are children able to use evidence and draw conclusions?Ginn Pictures of Greek and Persian soldiers. Resource pictures of pottery.Assessment and Impact for future learning:  Curriculum Area: History Ancient Greece Year Group: Year 3/4Theme: Lesson 5 The story of Marathon Greece and the battle with the Persians Time:Skills:Key Vocabulary: Marathon, Persia, AthensP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 2c), 3, 12To look at the main events and characters of a key battle. To know that a battle may be interpreted in different ways and why this is so. To understand how modern events have connections with the past.Children will know the main characters and events of a key battle. Children will understand that events can be interpreted differently depending on viewpoint. Children will appreciate that modern events may have connections with the past.Talk about real or fictitious events that will encourage a discussion of interpretation of events by different people: a playground fight where both children involved feel the other is to blame, a goal in a football match described as 'skilful' by one team and 'lucky' by the other. Talk about why different people might interpret events differently and the effect this has on the value of the History recounts that have survived. Explain that you are going to tell the story of a battle that took place in Ancient Greece. Enlist children to act out parts of the story to make it more visual. Ask the children to think about how different people might have interpreted the battle and how much we can 'trust' the retellings. Ask the children to decide whether they think a Persian or a Greek recounted this event and give reasons for their thoughts. Children to story board Greek or Persian story but with sections already filled in to help.Children could provide an illustration for each part of the Greek or Persian story, again depicting the story the Greeks or Persians would 'want' to be told. Give word bankChildren could provide an illustration for each part of the Greek or Persian story, again depicting the story the Greeks or Persians would 'want' to be told. Do children have knowledge of the key characters and events of the battle of Marathon? Do children understand that people may view events differently? Can children relate the events of the battle of Marathon to the Marathon that takes place today?Ginn pages 14-15 Story board sheets differentiatedAssessment and Impact for future learning:  Curriculum Area: History Ancient Greeks Year Group: Year 3/4Theme: Lesson 6: Greek Gods and Temples Time: 2 hoursSkills:Key Vocabulary: Acropolis, Parthenon, Mt. OlympusP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 2a) b), 4a), 5a) c), 12To be able to deduce information about Greek beliefs and religious practices from pictures of buildings and pottery. To learn about the beliefs of Ancient Greeks.Children will be able to deduce information from pottery and buildings about the religious beliefs of the ancient Greeks.Show Mount Olympus on a map and introduce it as the home of the Gods (Page 30 in Ginn). Discuss the Parthenon the home of Athena (page 10 in Ginn). Discuss the Acropolis. How do we find out about things in the past? From the buildings and pottery. Class to use whiteboards to record what information can be gained from the pictures displayed record on flip chart. Watch program 2 Greek Gods and temples in Eureka. Draw a picture of a Greek god of their choice and label.In mixed ability pairs, children are to find out as much as possible about the Greek Gods as they can. ( using sheet) Children are to present their findings as a group.By outcome on sheetChildren to share findings with class. What can they tell the class about the God of their choice and where did they find out the information?Greek God sheet Eureka tape Greek books for research Ginn booksAssessment and Impact for future learning:  Curriculum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 7 - Greek Myths Time: 2 hoursSkills:Key Vocabulary: Herakles, Theseus , mythsP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 2a) b), 4a), 5a) c), 12To understand aspects of Greek Myths and where we gain this information. To know what a myth is.Children to be able to retell a Greek myth and to understand what a myth is.Read together page 32 of Ginn and discuss. Read a Greek myth to the class, such as The labours of Herakles, Theseus and the Minotaur etc. How have these myths been recorded? Record parts of the story on the board to help the children in their independent task. Children to storyboard Greek myth but with some sections already filled in.Children to storyboard the chosen Greek Myth in cartoon form.Can they use their own sentences for the storyboard?Do the children know any other Greek myths? Can they find some and bring them to class? Show childrens work and discuss.Storyboard sheets differentiated. Greek myth Pictures?Assessment and Impact for future learning:  Curriculum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 8 and 9 Greek Theatre Time: 2-4 hoursSkills:Key Vocabulary: comedy, tragedy, Dionysus, acousticsP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 2a), 4a), 12To be able to understand the role of theatre in Greek life. Children are to recognise the main features of a Greek theatre.Children will understand the role of Greek theatre and to recognise the main features of it.Discuss page 42 and 43 in the Ginn book. Ask questions for verbal response. Talk about the shape, acoustics, and presence of an altar, seating, the stage and how it was built in the open air. Explain that Ancient Greek theatre originated from a festival held in honour of the God Dionysus. Introduce the different types of plays that were shown - tragedies and comedies. Talk about the elements of each. Ask children to suggest whether the Greek myths they know would be comedies or tragedies. Discuss the fact that the masks had to have exaggerated features because of the seating Cloze procedure differentiated. Teacher to help with mask makingCloze procedure in books. Children to choose a myth in their groups and then design and make masks to display ensuring the exaggerated features.Children to record a few sentences about Greek Theatre. Same as core for mask making.Show masks and discuss how they might portray their play next week.Mask templates Elastic Art supplies for masks Cloze procedure on board.Assessment and Impact for future learning:  Curriculum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 10 Performing Greek myths Time: 2 hoursSkills:Key Vocabulary: evaluate, theatre, exaggeration, expressionP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesS+L En 1:1,2, 4Children to develop their speaking and listening skills through practicing and producing their own Greek myth. Children to appreciate and recognise the main features of Greek theatre.Children will develop their speaking and listening skills through practicing and producing their own Greek myth appreciating the conventions of Greek theatre Remind children of the previous lesson on Greek theatre. How would they have dressed? Discuss dramatic arm movements etc. Teacher to helpIn their mixed ability groups, children are to practice and rehearse their Greek Myth. Perform with masks made in previous lesson.Teacher to guideChildren to perform and evaluate their plays.Space. Perhaps hall time?Assessment and Impact for future learning:  Curriculum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 11 The Olympic Games Time: 2 hoursSkills:Key Vocabulary: OlympicsP.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 1b), 2a) c) d), 4a) b), 5a) c) 12Children to make inferences about the Olympic Games. Children to know why the Olympic Games were important to the Ancient Greeks.Children will be able to make inferences about the Olympic Games. Children will know why the Olympic Games were important to the Ancient Greeks.Recap on learning so far through the Ancient Greece topic. Provide children with Information texts and information packs to enable them to research The Olympic Games (pictures of Greek vases showing events, photos of Olympia, information on the present day Olympics). Select true or false statements from a list of statements about the Olympic Games, draw pictures of events taking place.Create their own Olympic games timetable/poster and present it to the class.Children could work in a group to research the Olympics, and make decisions about selecting, recording and presenting the information. Groups to present their findings to the class. What can they tell us about the Olympic games? As a class, record the similarities and differences between the Olympics then and now on the board.Greek information books, photos, internet etc. True/false statements for support group.Assessment and Impact for future learning:  Curriculum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 12 - Everyday life Time: 2 hoursSkills:Key Vocabulary:P.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/ AccessCoreExtension/ challengePlenaryResourcesHistory: 2a) b), 4a), 12To be able to understand aspects of Greek everyday life and the types of work done by ordinary Greek Citizens.Children will be able to list Greek jobs, to understand why they needed to be done and appreciate the nature of Greek life. Read through relevant parts of Ginn pages 20-29. As a class, list the types of jobs that took place in Ancient Greece. Watch Eureka program 4 on Everyday life. Discuss. Give the children the list of jobs and they are to draw and label a picture of each.Children to record in their books a brief description for jobs discussed and draw an accompanying picture with labelsExt: same as core but can they children say which job they would like to have done and justify their answers.What would they have liked to have done if they lived in ancient Greece?Ginn books Eureka videoAssessment and Impact for future learning:  Curriuclum Area: Ancient Greeks Year Group: Year 3/4Theme: Lesson 13/14 Greek Activities afternoon Time: 2-4 hours.Skills:Key Vocabulary: Fun!P.O.S.Learning objectivesLearning outcomesOpportunities for skills developmentSupport/AccessCoreExtension/ challengePlenaryResourcesTo experience Greek activities. To understand how we gain evidence from the past.Consolidate project through practical and fun activities.  Assessment and Impact for future learning: Thought shower what the children now know about the Ancient Greeks to compare with the original one completed in Week 1.  All children to thought shower what they know of Ancient Greece in order to form part of comparison assessment at the end of the unit. Children to experience a range of activities for the afternoons. Perhaps they could make Laurel wreaths to wear in preparation? 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