Scatter range of images, books, dates, key words relating to Mayans around room – which part of history is this? Collate ideas and recap chronology / timeline
Using the clues, children generate historically-valid questions (eg. Did the Mayans invent chocolate? Why did the Mayans have pyramids?) and suggest how we could find answers
Introduce children to key words relating to topic and ensure understanding of definitions
Decide on which aspect of Mayan civilisation they want to research eg. social, religious etc
Use a wider range of sources to find answers to their questions, ensuring they select and organise key information
Consider how and why there are different representations of history
Draw comparisons with previously-taught eras, looking for similarities and differences
Present findings in a lively, engaging way
Children discuss and research typical dishes from N and S America, drawing on their own experiences
Collect images and recipes based on this
‘Zoom in’ on Mayan civilisation and its links to discovery of cocoa / chocolate – what recipes could we make using chocolate?
Children design own dish using American influence and / or combining chocolate into a savoury dish such as chocolate chimichanga
Decide on list of ingredients and utensils required
Prepare dish using a range of skills eg. cutting, slicing, dicing etc.
Cook dish, paying close attention to health and safety in a kitchen
Sample dish and evaluate, considering improvements and taking on feedback
Examine images of Mayan art including carvings. Children comment on subject matter and colours - what do they notice? Critique and discuss using artistic language
Collect examples and try to emulate designs with pencils, capturing the process in sketchbooks
Consider how they create own Mayan art piece using printingDevelop skill of making own printing blocks eg. using string, card etc – how could this emulate the designs they see?
Design and make own Mayan art using printing and painting
Research famous artists from other countries / periods who used printing eg. Katsushika Hokusai from Edo period in Japan
Recap different types of materials and their properties, ensuring that children use correct scientific language
Sort a range of everyday materials according to given properties eg. conductivity, magnetic, transparency etc. explaining and justifying reasons
Recap changes in states of matter, making links to Mayan chocolate (solid to liquid etc.) What can children remember about states of matter from Y4?
Introduce concept of reversible / irreversible changes to states of matter. Children explore which processes can be reversed and which cannot eg. bread into toast; water into ice / steam
Lead into solutions – what do children already know? What links can they make to solids / liquids / gases?
Set a range of challenges to children with regard to dissolving and separating solutions eg. Which substances dissolve in water? How can we remove salt from sea water?
Children select the best type of scientific enquiry and suggest type of test to carry out
Decide what equipment they need and what to observe and record
Encourage children to be autonomous when carrying out tests
Discuss findings and make links to wider world
Writing a narrative story based on a folk tale.
Non-chronological report about the Mayan's.
Explanation text about properties and changes focussing on Mayan food.
Children carry out an in-depth study of Mayan civilisation, exploring different aspects of social and religious history. In English they use The Chocolate Tree as a stimulus to write their own narrative, interweaving character, setting and plot. In Science, children will learn about properties and changes to material by focusing on food eaten in the Mayan times.
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