Tribal Tunes ~ Year 4 ~ Topic 3
Homework Project – Choose 5 of the activities that you would like to do for your topic homework for the next few weeks.
Please bring each item that you have completed to school on, 19/03/2018.
You will share your item, and what you learned with the class.
On a map of Taiwan, show all
REMEMBERING 16 Tribe locations.
Write a diary entry as though
you have just visited a tribal
UNDERSTANDING
festival.
(e.g. Harvest Festival - Rukai)
Learn ten phrases from one
tribe and teach a family
APPLYING member.
Film it for evidence
Compare and contrast two
tribes’ weapons using a
ANALYSING
Venn diagram.
Sound Box: Design a sound box,
differing materials to cover it.
Evaluate which materials are the
EVALUATING
best insulators of sound. Choose a
method to record your results.
Create your own tribal outfit
CREATING and label it.
Find one interesting fact for
five of the tribes.
Draw a diagram explaining
how sound travels.
Choose one tribe. Study the
location and explain why the
tribe chose that particular
area e.g. mountains for
defence.
Use a decibel meter app. to record
the sound level in five different
locations. Plot this on a graph and
explain your findings.
Evaluate a known tribal
instrument and the method of
playing it.
Make your own tribal
instrument.
For example, nose flute or
Jews harp.
Research tribal foods (pick one
tribe) and present a plate/dish.
(Google drawing)
Write a conversation between two
tribal members for the first time.
Introduce each other and tell one
another about their lifestyle.
Tribal Survival Task
Using your knowledge of a particular
tribe, which six objects would you take
to survive in the year 1850? Explain
reasons for each one.
Compare and contrast your family
with a traditional tribal family.
You can choose how to present it.
Evaluate the benefits and
disadvantages between
matriarchal and patriarchal
structures.
Use your knowledge of a particular
tribe’s music/instruments/culture,
to create a verse of a song to teach
others.
Dear Parents,

Welcome to the first Year 4 Homework Grid. As this format may be new to you, we have included this cover sheet to help you understand the
process.

This Homework Grid follows Blooms Taxonomy of Learning. Tasks are grouped according to the type of thinking involved, from the lower order
skills of remembering to the higher order skills of evaluating and creating. The level of thinking required often indicates the time and commitment
required to complete the task to a high level.

Firstly, it is important to allow the students to select their own activities. It would be helpful to have a conversation with your child about the
reasons why they want to do certain activities and for parents to act as an enabler of your child’s choices. Children should aim to complete 5
activities, however they can do more if they wish.

The tasks and challenges should be student-led, not parent-enforced.

Students should plan their time wisely, time-management is a vital life skill and your child will develop skills when they are allowed to make their
own decisions. There are 5 weeks to complete the selected tasks.

We are looking for careful and thoughtfully produced items. Students should aim to do their very best.

Reflection is an important part of learning. The student may decide that they want to improve on their first attempt. However, they should be
aware of managing their time over the whole course of the unit.

ALL work should be the student’s own, no matter how tempting it is to ‘help’ your child so they ‘get a good mark’.
Students will feel a much greater sense of accomplishment, satisfaction and learn more, when they themselves complete a task.

Students are strongly encouraged to complete the homework and challenge themselves. Merits will be awarded to those students who present
the item and share their learning meaningfully with their class mates.

The due date for sharing our items with the whole year group will be on Monday 19/03/2017