Category

Year 5

Mummification

By History, Year 5

If you were an Ancient Egyptian, would you want to be re-joined with your body in the afterlife when you die?

Today, Year 5 found out more about the process of becoming a mummified person.

The first step is to wash the body. This can be done with wine, Nile water, or both.

Next is the removal of your brain. The brain was thought to be useless, as ancient Egyptians believed that we thought with our hearts, not our heads.

Getting the brain out is tricky, and quite disgusting. To do it, a long hook is inserted up the nose and swivelled around to blend the brain, which is then poured into a bowl.

Then a cut is made on the left side of your body, so that the liver, lungs, intestines, stomach can be removed.

Your heart might be removed too, but only to be dried and put back in later. Ancient Egyptians believed that the heart was the most important organ in the human body, and that you needed it in order to enter the afterlife.

All of these organs need to be cleaned. The liver, lungs, intestines and stomach get put into special containers called canopic jars, which allow the organs to be rejoined with your body in the afterlife.

Each of the jars have a different Egyptian god’s head on them:

  • Qebehsenuef (pronounced kay-beh-sinoo-uf) has a falcon head and holds the intestines
  • Hapy has the head of a baboon and holds the lungs
  • Duamutef has the head of a jackal and holds the stomach
  • Imset has a human head and holds the liver

Your body is now filled and covered with special Egyptian salt called natron – which gets rid of moisture and prevents decay – and you’re left for around 40 days, depending on how long it takes to dry you out. The natron will be changed on a daily basis.

Next your body is dressed in linen binds.

Finally, a mask is put over your face, you’re placed into a casket, and lastly put into a sarcophagus ensuring you’re ready for the afterlife.

 

Y5 Science Separating Materials

By Science, Year 5

An experiment to see whether some mixtures can be separated by filtering

First, we collected all the apparatus we needed. Next, we folded the filter paper so that it would fit into the funnel. After that, we poured the water and soil mixture into the filter paper, making sure that the liquid did not go above the filter paper. Once all the liquid had been filtered, we removed the funnel from the container and observed the liquid obtained.

Creating Textile Pieces in Year 5

By Art, Year 5

Year 5 have been continuing their textile art project by dyeing their fabric.  We had to be careful with the dye so we wore gloves to stay as clean as possible.

Here are a few photos showing the dyeing process.

 

Once the fabric is dry we will embellish our textile creations.

Year 5 visit Weston Park Museum

By History, Visits, Year 5

Today, Year 5 visited Weston Park where we travelled back in time to the Bronze age.  We considered what it was like in Sheffield at that time.

We thought about how the people were buried.

Once we had looked at the artefacts in the collection, we travelled in space to think about the Ancient Egyptians. We considered the similarities and differences between England and Egypt.  We discussed the location of Egypt in Northern Africa and the River Nile which flows through it.

We found out more about the sarcophagus and how X-Rays and CT Scans were used to find out more about the mummified person inside.

We learned more about the mummification process and how internal organs were removed.

We started an experiment to see how salt preserves organic matter.

We discussed grave goods. (Grave goods, in archaeology and anthropology, are items buried along with a body.)

We looked carefully at the artefacts and created some of our own.

We also discussed whether grave goods should be in museums and had a debate as ethical archaeologists.

 

 

Geography in Year 5 – Global Trade

By Geography, Year 5

Trade is the buying and selling of goods and services we want and need.

When we think about trade as geographers, we consider the scale of trade and think about how trade links places and people.

Everything we want and need cannot be sourced within the national borders of the United Kingdom. We therefore import items such as food products from other countries. We import some goods into our country for sale and we export other goods which means we send goods to other countries for sale.

The physical geography of the UK prevents us from growing certain foods here.

This week in geography, we have been looking at the packaging of different food to see where it was produced.  We discussed the country of origin and the continent and presented our work on a map using an atlas to make sure we located different countries correctly.

 

Year 5 Parent Art Afternoon

By Art, Community, Year 5

Year 5 have been studying the abstract art movement and the work of Kandinsky. We have read The Noisy Paintbox which is an exuberant celebration of creativity. Barb Rosenstock and Mary GrandPré tell the fascinating story of Vasily Kandinsky, one of the very first painters of abstract art. 

This afternoon, we created our own abstract pieces and shared our creative session with our grown ups. A productive afternoon was had by all and we were so pleased with how much the adults enjoyed sharing this time with our Year 5 children.

Empathy plus Migration in Year 5

By Collective worship, Community, Equality, Mental Health, Religious Education, Year 5

This afternoon, Year 5 had a workshop session with Taiye from the Red Cross.  He explained to us about the role of the British Red Cross.  We talked about the key vocabulary of empathy, migration, refugee and asylum seeker. We learned that empathy is the ability to imagine, understand and share the feelings or perspectives of others. By developing empathy, it can help us increase our awareness and understanding of others, our willingness to support others, and create more inclusive, resilient communities.  

We listened to the account of Hamza’s journey as he was seeking asylum and wrote a feeling story and thought about how we would feel if we were in Hamza’s shoes. We also wrote a letter to someone who was new to our country.

As our final task, we considered if we were to do one thing differently about how we treat others from today, what could we do?

Many of the children had some very thoughtful ideas about what we had been working on and were a credit to St Alban’s as always.

During our end of day prayer, Esme said she had chosen The Ukraine as our place in the world to focus our thoughts because she had chosen a prayer that she believed was fitting.  I hope you agree with Esme’s choice. 

Prayer for the Afraid

Dear God,

Take care of those who live in war zones:

Afraid of noise,

afraid of silence:

 

Afraid for themselves,

afraid for others:

 

Afraid to stay,

afraid to go:

 

Afraid of living,

afraid of dying.

 

Give them peace in their hearts,

in their homes

and in their land.

 

Amen

Year 5 have Norse Visitors

By Art, History, Year 5

Today, Year 5 were lucky enough to have two Norse visitors who shared their knowledge of the Anglo Saxons and the Vikings who raided, traded and settled in Britain from AD 786.

We thought about the role of archeology and studied artefacts. We looked at them closely and tried to decide what they were made of and how they would have been used.

We tried on clothes and helmets and held swords.

Vikings often traded in people.  Enslaved humans were very important to the Vikings. They were enslaved for life and were worth about as much as a cow.

We looked at runes and used them to make a leather key ring.