Medium Term Plan – Topic (Ancient Greeks)
2016-2017 – Autumn 2
Class 3 (C Land)
Lesson 1
Introduction/whole class
Main Activity:
Plenary:
Assessment Questions:
Resources:
Learning Objectives:
To be able to
create a soap
sculpture in the
style of ancient
Greek statues.
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What is sculpture? Children to discuss their ideas and write a definition
as a class on the slides.
Explain that sculpture was very popular in ancient Greece and that lots
of sculptures and statues still survive today which tell us about Greek
culture. Most sculptures in ancient Greece were made out of marble or
bronze. Go through the pictures on the slides. What do you think of
these statues? How do you think they have been made? What do the
statues have in common? Invite children to share their ideas.
Explain that today children will be creating their own ancient Greek
sculptures using soap instead of marble. What are the differences
between marble and soap? Explain that soap is much easier to work
with than marble as it is more malleable.
Go through the information and tips on the slides about how to create
a soap sculpture
Children to use tools to create
sculpture of person from bar of soap.
Focus on creating male/female
head/shoulder sculpture.
May take several sessions to create
work.
Class art gallery.
Discuss what found
positive/points to
change if did again.
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Can children work with
soap to create a
sculpture?
Can children evaluate their
finished artwork and say
what they think and feel
about it
Slides
Bars of soap
Instruments
for sculpting
e.g. cocktail
sticks and
knives
Picture Card
Lesson 2
Introduction/whole class
Main Activity:
Plenary:
Assessment Questions:
Resources:
Learning Objectives:
To identify that
many English
words have Greek
origins.
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What do you already know about the ancient Greek civilisation? Give
children a few minutes to discuss their ideas then share as a class.
Go through the information on the slides about when the ancient
Greeks lived and describing how lots of aspects of ancient Greek life
can still be seen in our society today.
Tell children that a lot of the words we use come from ancient Greece,
for example the suffix -ology comes from the Greek ‘logia’ meaning
‘the study of’. How many words can you think of with the suffix
ology (e.g. biology, ecology, technology, astrology)?
Display some other suffixes and prefixes and describe their Greek
origins, e.g. geo-, photo-, phon-, tech-, -phobia. How many words can
you think of that have these Greek origins?
To research suffix/prefix examples
from list displayed onto IWB.
Use laptops/tablets to research words
and meaning of suffix/prefix. Write list
into books.
Share words found
and meaning of
prefix/suffixes.
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Can children identify
prefixes and suffixes that
originate from the ancient
Greek language?
Can children explain the
original meanings of words
that originate from
ancient Greece?
Slides
Tablets
Laptops
Lesson 3
Introduction/whole class
Main Activity:
Plenary:
Assessment Questions:
Resources:
Learning Objectives:
To identify the
similarities and
differences
between our
schools and
schools in ancient
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What questions would we need to ask to find out if school was similar
in ancient Greece to our schools today? Give children a few minutes to
discuss their ideas then write a list of their questions on the slides (e.g.
Did all children go to school? How old were children when they started
and left school? What subjects did they learn at school? What games
did they play? What equipment did they have?)
Use fact sheet to complete table of
similarities/differences in books.
What are the
similarities between
schools in ancient
Greece and our
schools today?
Children to answer
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Can children ask questions
for an enquiry?
Can children find the
answers to questions
using a range of sources?
Can children describe the
Slides
Fact sheet
Greece.
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the question
providing facts and
evidence from the
work they have
done during the
lesson.
Go through the slides explaining briefly what school life was like for
children in ancient Greece. What similarities or differences did you
find?
Tell children that today they will be finding out the answers to all their
questions and learning if we have similar school systems or not. Ask
children to choose a number on the scale to show whether they think
ancient Greek schools would have been very similar or very different to
our schools.
similarities and differences
between schools in
ancient Greece and now
Lesson 4
Introduction/whole class
Main Activity:
Plenary:
Provide children with a copy of
worksheet 4C and ask them to use the
internet to find the given buildings in
Britain that have some Greek
architectural features. Children to
describe on the sheet what features
tell them that the building has been
based on the Greek architectural style.
What do you think
of the Greek style
of architecture?
What does it tell us
about the ancient
Greek civilisation?
Are there any
buildings near us
that are Greek in
style? Invite
children to share
their ideas.
Main Activity:
Plenary:
Assessment Questions:
Resources:
Learning Objectives:
To find out about
ancient Greek
architecture and
how it has
influenced our
buildings today.
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When you think of ancient Greek buildings, what comes to your mind?
Ask children to close their eyes and try to picture an ancient Greek
building. What do you see? What colour is it? How big is it?
Show children some pictures of examples of ancient Greek architecture
on the slides. What do you notice? What features are there?
Go through the slides explaining the features of ancient Greek
buildings, e.g. columns, capitals, the Golden Rectangle, Ionic, Doric and
Corinthian orders, etc. Explain that in modern times, architects have
imitated the ancient Greek style. Why do you think this is and what
does this tell you about how people view the ancient Greek
civilisation? Children to think, pair, share their ideas.
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Can children recognise the
features of ancient Greek
architecture?
Can children identify
aspects of Greek culture in
their surroundings?
Do children show an
understanding that Greek
architectural ideas were
prized by people living in
recent times?
Slides
Worksheet 4C
Laptops/
tablets
Lesson 5
Introduction/whole class
Assessment Questions:
Resources:
Learning Objectives:
To find out how
ancient Greek
scholars have
contributed to
our knowledge
and
understanding of
the world.
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Explain that the ancient Greeks had many great thinkers who wrote
books that many people still study today. Go through the profiles of
some of the different scholars explaining who they were, when they
lived and why they are remembered. For each ask the question: “What
area of knowledge has this scholar contributed to?” (e.g. geography,
history, science).
Display the picture and names of some of the most well-known Greek
scholars on the slides. Have you heard of any of these men before? Do
you know why they are famous?
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Ask children to get into small
groups and give each group one of
the scholars to study from the
Greek Scholar Cards. Give children
some time to find as much
information as they can about
their chosen scholar from the
Information Sheet, books,
encyclopaedias, the internet, etc.
When they have found the
information, children to choose
one of the group to role-play
being the scholar while the rest of
the group are interviewers who
ask questions about their life,
work and contribution to the
world. • Allow each group some
time to show their role-play to the
rest of the class.
Which of these
ancient Greek
scholars do you
think made the
biggest contribution
to the world and
why? Children to
think, pair, share
their ideas.
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Can children name some
of the scholars from
ancient Greece and
describe their contribution
to the world?
Can children discuss the
impact of the scholars on
our knowledge of the
world today?
Can children use a variety
of sources to find out
information?
Slides
Greek Scholar
Cards
Tablets/
laptops
Lesson 6
Introduction/whole class
Main Activity:
Plenary:
Children to fill in the Venn diagram on
worksheet 6C comparing the ancient
and modern Olympic games. Children
can use the Information Sheet to help.
What do you think
the biggest
difference is
between the
ancient and modern
games? What do
you think the
biggest similarity is?
Why do you think
the games have
changed so much
over the years?
Invite children to
share their ideas.
Assessment Questions:
Resources:
Learning Objectives:
To compare the
ancient and
modern Olympic
games.
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What do you know about the Olympic games? Children to see how
many of the questions on the slides they can answer.
What evidence is there of the last school sports day or the last Olympic
games? What information will this evidence tell people in years to
come? • What evidence do you think there is of the ancient Olympic
games in Greece? Children to discuss their ideas.
Go through the information on the slides about the ancient Olympic
games. What differences did you spot between the ancient and
modern games?
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Can children identify
similarities between
ancient and modern
Olympic games?
Can children identify
differences between
ancient and modern
Olympic games?
Can children suggest
reasons for why the games
have altered over the
years?
Slides
Information
Sheet
Lesson 7
Introduction/whole class
Main Activity:
Plenary:
Children to design either a comedy or
tragedy mask and then follow their
design to create their mask. Encourage
children to add other features to their
masks in the style of the ancient Greek
masks, such as hair and hair
decorations, ears, beards, etc
Children to discuss
how well their
masks portray an
emotion, how easy
they are to wear,
what they would
change about them
if they were to
make them again,
etc.
Assessment Questions:
Resources:
Learning Objectives:
To be able to
design, create and
evaluate comedy
and tragedy
masks.
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Go through the information on the slides about the theatre during the
ancient Greek civilisation.
Show the pictures of the modern comedy and tragedy masks. Do you
know what these are? Go through the information on the slides about
how they originated and how they have now become a symbol of the
theatre.
Tell children that today they will be designing, making and evaluating
their own comedy and/or tragedy masks. How do you think we could
do this? Invite children to share their ideas.
Go through the step-by-step instructions on the slides for making a
tragedy mask. What else could you add to this mask (e.g. hair, tears,
etc.)? What would you have to do differently to make a comedy mask?
Encourage children to think about how they would have to alter the
facial features as well as the smile.
THIS WILL TAKE SEVERAL SESSIONS
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Do children understand
the significance of the
comedy and tragedy
masks both in the past and
today?
Can children design and
create a mask based on
the features of ancient
Greek comedy and tragedy
masks?
Can children evaluate their
finished artwork?
Slides
Scissors
Card
Newspaper
Slides
Glue
Modroc
Paint
Elastic/ribbon