THORPE HESLEY PRIMARY SCHOOL Topic Term Planning. Geography and History

Transcription

1 WEEK Hook for Learning 1 LEARNING OBJECTIVE (NATIONAL CURRICULUM OR CHRIS QUIGLY) Observe or handle evidence to ask questions about the past. Ask questions such as: What was it like for people? How long ago? INTENDED OUTCOME In the last week of Spring 2, children will be involved in digging over the garden and planting plants which have some use in herbal medicine. CROSS-CURRICULAR LINKS Links to Literacy: Link to George s Marvellous medicine and poetry/spell writing. Use artefacts, pictures, stories and online sources to find out about the past. Use maps, atlases, globes and digital/computer mapping to locate countries studied. Hook for learning: Apothecary in Classrooms Workshop 3 carousels: (1) Making herbal medicine with Mrs Stenton - creating a balm from plants and labelling. (2) Researching the use of different plants over the ages. - Using computers and printed secondary sources to find out about the use of different plants in medicine over the ages. Trip to Grim & Co trip creative writing Geography: Location on a map of where in the world different herbal medicines are used. History: Researching the history of herbal medicine (3) Researching herbal medicine around the world - using the internet and printed secondary sources, children to locate on a map where key uses of herbal medicine was. 2 and 3 Understand the concept of change over time, representing this, along with evidence, on a time line. Ancient Greece and Hippocrates Father of medicine and the Hippocratic Oath Introduce the timeline and concept of dates and centuries.

2 Use dates and terms to describe events. Measurement of time before and after Christ. Locate Ancient Greece on the timeline. Learn about health problems in Ancient Greece (high infant mortality; low life expectation; cholesterol; diabetes; cholera; leprosy; allergies) and their common (gruesome) remedies. Diary entry of a family with a child suffering from leprosy describing the remedies that they ve tried. - Introduce Hippocrates (4 humours) and his ideas for cures. Debate looking at Hippocrates and his critics. Separation of religion and medicine. Piecing together an image of what medicine was like during the time of Ancient Greece by piecing together evidence about Hippocrates. 4 and 5 Observe or handle evidence to ask questions about the past. Medieval medicine: (1) The Black death (2) Women in medicine herbal medicine and witches Ask questions such as: What was it like for people? How long ago? Use artefacts, pictures, stories and online sources to find out about the past. (1) The Black Death Use media videos and images to explore the story of the Black Death. Ask questions about what was the same and different about medicine during the time.

3 Discuss how people must have felt during the time of the Black Death. Learn about life and health in Medieval England ( ). (Poor hygiene - no sewage system (food and toilet waste thrown out the window). Life expectancy 30 = lots of disease.) Children to be given a picture of a typical street in Medieval England. Label aspects that contributed to poor health and disease and write a description. Read about the Black Death together and discuss. ( Children to be given a copy of the information and to use this to begin creating their own Black Death quiz in pairs/small groups Drama about the Black Death Look at the meaning behind the nursery rhyme ring a ring of roses (2) Women in medicine The role of women in medicine Humors in medicine (blood, phlegm, yellow bile, and black bile). Using stories to explore what medieval medicine was like. 6 Use literacy, numeracy and computing skills to Understanding how bodies work. The 1500s to the 1800s (the enlightenment). Autopsy understanding of bodies and understanding skeletons, blood vessels and nervous system. Link to science learning.

4 Explore a heart and draw the way that a heart works. 7 Use literacy, numeracy and computing skills to 1786 Edward Jenner Small Pox vaccination Look at the history of smallpox. Edward Jenner tested on humans, would you have volunteered? Why was this a medical breakthrough? Children to write a job advert imagining that they are Edward Jenner looking for volunteers to be tested on. Plotting key events on timeline looked at so far (ongoing). Compare period of time to medieval and discuss how medicine has advanced thus far. 8 Suggest causes and consequences of some of the events studied. Florence Nightingale and Mary Seacole and the Crimea War Introduce Florence Nightingale (link to History work Victorian Era). Place events and historical figures on a time line. Explore the conditions in the Crimea War use of evidence file to construct and understanding of what it was like. Use drama to explore. Use the stories of Florence Nightingale and Mary Seacole children to write a biography of one of the women.

5 9 Use appropriate historical vocabulary to communicate, including: dates, time period and chronology. Alexander Flemming Research Sir Alexander Fleming (discovered penicillin in 1928). Children to write a fact file about him. Use literacy, numeracy and computing skills to 10 Use literacy, numeracy and computing skills to Marie Curie Study medicine at war WW1 (Marie Curie WW1 xray equipment in ambulances. Died from leukaemia due to researching radiation) Show an understanding of the concept of nation and a nation s history. Place events and historical figures on a time line. Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time. Modern medicine and the NHS Look at relevant news articles of recent medical break-throughs. Discuss the nature of these and reflect on how far we have come (looking back at the work that we have done this term). What might the future hold for health and medicine? If you could cure anything what would it be? The NHS why is it so important what difference did it make to people s lives? Look at current work into creating exo-skeletons. Children to begin desgining their own exo-skeleton of the future. Trip to York Castle Museum to make medicines and explore medicine through the ages. Assess and recap the

6