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Kent Scheme of Work for Primary Science, 2014, Edukent

Year 3 - Rocks Reference to the Programme of Study 2014 Pupils should be taught to:

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter. The learning journey – ‘Materials’ Year group Statutory Requirements from the Programme of Study

1 Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic, glass, water and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their physical properties.

2 Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. 3 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter. 4 Compare and group materials together, according to whether they are solids, liquids or gases

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this

happens in degrees Celsius (°C)

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

5 Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

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Understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and

evaporating

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals,

wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including

changes associated with burning and the action of acid on bicarbonate of soda.

How the children should learn science at Lower Key Stage 2

The principal focus of science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

Guidance for Working Scientifically Pupils might work scientifically by: observing rocks, including those used in buildings and gravestones, and exploring how and why they might have changed over time; using a hand lens or microscope to help them to identify and classify rocks according to whether they have grains or crystals, and whether they have fossils in them. Pupils might research and discuss the different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are formed. Pupils could explore different soils and identify similarities and differences between them and investigate what happens when rocks are rubbed together or what changes occur when they are in water. They can raise and answer questions about the way soils are formed. Further Guidance The following opportunities for working scientifically should be provided across Years 3 and 4 so that the expectations in the programme of study can be met by the end of Year 4. Pupils are not expected to cover each aspect for every area of study.

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Raising Questions. They should be given a range of scientific experiences to enable them to raise their own questions about the world around

them. Choosing a suitable scientific enquiry. They should start to make their own decisions about the most appropriate type of scientific enquiry they

might use to answer questions Observations. They should help to make decisions about what observations to make, how long to make them for. They should make systematic and

careful observations. Fair testing. Recognise when a simple fair test is necessary. Sorting and classifying. Talk about the criteria for grouping, sorting and classifying and use simple keys. Secondary sources. They should recognise when and how secondary sources might help them to answer questions that cannot be answered

through practical investigations. Choosing equipment. They should help to make decisions about the type of simple equipment that might be used. They should learn how to use

new equipment, such as a data loggers and thermometers, appropriately. Collecting data. They should collect data from their own observations and measurements. Measuring. They should use standard units. Recording. They should make decisions as to how to record. They should record in notes, drawings, labelled diagrams, bar charts and simple tables.

Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

Analysing data. They should make decisions as to how to analyse the data. They should begin to look for patterns and decide what data to collect to identify them. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected.

Making improvements. They should find ways of improving what they have already done.

Preparation for this unit of study Try to research the types of rocks that can be found close to your school. The following website will help: https://www.bgs.ac.uk/data/mapViewers/home.html Plan a walking route near to the school; identifying where rocks can be found in the ground and in the buildings and other structures. Place a map of the UK and a map of the world on display. Have small flags ready to show where different rocks, minerals, volcanoes, fault lines, etc can be found. Maybe place a desk in front of this display so that can display some rocks, and items that children bring in.

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Find information about rocks in the news. Fracking is something that is has been quite controversial. For a real wow factor find out if it is possible to take your children on a trip to somewhere where they can look for their own fossils. To find out if there is somewhere near to your school use the following website: http://www.discoveringfossils.co.uk/ You could create an outdoor rockery made from different types of rocks. Small signposts could indicate the names of the different rocks. Overtime children could study the affect of weathering on these rocks. Resources Like many areas of science, the children’s learning can be dramatically increased by ensuring that the children have plenty of resources so that they can work in pairs or a group of three. As a school, you also have to be prepared to replace many of the resources used in this unit.

UK map for display

World map for display

Mohs hardness pencils (available from http://www.ukge.co.uk/uk/hardness-testing.asp)

Mineral samples (available from http://www.ukge.co.uk/uk/hardness-testing.asp)

Fossils (these can be purchased from fossil shops and online). You might be luckier enough to live near somewhere that is easy to find fossils..

Bags of 1kg rocks – lots of different rocks

Microscopes and/or hand lenses

Rock pictures and labels for display

Sand (one that will slightly stick to a plastic surface)

Trays (some shallow)

Beakers

Labelled pictures of rocks

Signs representing heat and pressure

Nightlights

Metal bowls

Pipettes

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Kent Scheme of Work for Primary Science, 2014, Edukent

Beakers

Minerals (across the Mohs scale)

Mohs hardness pencils

A book of minerals

2p coins

Steel nails

Fossils

Shells that leave good imprints in Plasticene (e.g. cockles)

Plasticene

Plaster of Paris

Metal teaspoons

A variety of soils: loamy, sandy, silty and clayey

2 litre plastic bottles; top third cut off.

Filter paper

Trays; small and large

Forks

Digital cameras

Presentation software

Key vocabulary

Names of rocks – Chalk, limestone, granite, basalt, sandstone, flint, slate, shale, marble

Types of rock – Sedimentary, metamorphic, igneous

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Types of minerals – Calcite, feldspar, topaz, diamond, talc, corundum

Properties of rocks – Hard/soft, permeable/impermeable

Processes – Heat, pressure, erosion, transportation, deposition, melt, solidify

Size of rocks – Grain, pebbles

Rock describing words – Crystals, layers

Early areas of land – Gondwana, Pangea

Land formations – Plates, volcanoes, mountains, valleys

Key information for teachers

Mineral – a naturally occurring chemical with the same properties all the way through Rocks are made of minerals, fragments of older rocks, or fossils. Most rocks contain a variety of minerals, but some, like limestone, can contain lots of grains of just one mineral. Rock formation - Rocks are formed in 3 different ways: Igneous: This is when molten rock has cooled. Igneous rocks contain crystals. The igneous rocks that have cooled slowly contain large crystals, those that cool quicker have smaller crystals (e.g. granite, basalt). Sedimentary: This is when the igneous rocks are worn down and carried by rivers and wind to the sea where they form sediment. Over time, layers of sediment build up and are compressed into rocks. These rocks are softer than igneous rocks and sometimes contain fossils (e.g. chalk, limestone, sandstone, clay). Metamorphic: This when the structure of the rock has been changed due to intense pressure and heat. Shale turns to slate, and limestone turns to marble. Fossil – any preserved sign of past life more than 10,000 years old.

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Hardness is the most important property for classifying rocks. Hardness is the amount of resistance to scratching. Diamond is the hardest rock (10 on the Mohs’ scale). Talc scores 1. Uses of rocks - Glass is made out of two rocks; sand and limestone that are heated. Bread is made from flour to which some powdered limestone has been added. Toothpaste can contain small amounts of tiny pieces of rock to rub on teeth to clean them.

Soil comes from the ground when rocks are worn away (eroded). Soil consists of small bits of rock, organic matter, air, water and living things.

The rock the soil has developed from affects its properties.

Clay particles feel silky when dry because they are very fine. As there are few air spaces the water cannot drain through easily. When wet, they are sticky, can be rolled into a ball, and can become waterlogged. When the clay dries out it sticks together, forming a hard layer.

Sand particles feel gritty because they are larger with bigger air spaces so the water drains through easily. When wet they cannot be rolled into a ball. The chalk in soils comes from fossil shells deposited millions of years ago. The particles are very fine and do not become sticky when wet. Water drains through some soils quicker than others. The movement of water through rocks and soils is called permeability.

Key Scientists

http://www.geologists.org.uk/famous-geologists/

The website above is a good place to search for more information on famous geologists

Professor Ian Stewart (contemporary geologist)

Adriana Ocampo (1955 - ) Space geologist http://iwaswondering.org/inez_homepage.html

Friedrich Mohs (1773-1839)

Inge Lehmann (1888-1993)

Alfred Wegener (1880 – 1930)

Tuzo Wilson (1908- 1993)

Marie Tharp(1920 – 2006) Dorothea Bate (1878 – 1951)

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An outline of her work and a timeline can be found at - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/dorothea-bate/index.html

William Smith (1769 – 1839)

An outline of his work and a timeline can be found at - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/william-smith/index.html

Mary Anning (1799-1847)

An outline of her work and a timeline can be found at - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/mary-anning/index.html

James Hutton (1726 – 1797)

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Learning Expectations Possible Tasks Resources

To be able to compare and group together different kinds of rocks on the basis of their appearance.

To be able to make careful observations.

Hook – Being an Earth Scientist! You could begin this area of study by demonstrating to the children the different scientific jobs that there are that are based in working with rocks and soils. These include jobs such as palaeontologist, space geologist and geophysicist. http://www.bbc.co.uk/learningzone/clips/limestone-and-its-usage/2209.html The website above looks at how a particular limestone is quarried and then used to make buildings Observation – What do the different rocks look like? Begin by allowing the children to handle a selection of rocks and look at them carefully using a hand lens or microscope. The children could sort them according to whether or not they can see crystals in them. They could then choose sorting criteria of their own: e.g. texture, sharpness of edges, whether or not it feels powdery, etc. Each group could sort according to their own criteria, and then visit a different group’s rocks to work out how they sorted their rocks. As a class, find some interesting ways to remember the names of the rocks that you have. Place the pictures of the rocks on display with their names and how to remember them written underneath the picture. Where are the rocks in the world? http://www.bbc.co.uk/learningzone/clips/rocks-clip-compilation/2208.html The above short video is a good introduction to where rocks can be found. Where are the rocks in the UK? https://www.bgs.ac.uk/data/mapViewers/home.html To begin, show the children a geological map of the United Kingdom. As a country, we have a great variety of rocks. The website above will allow you to zoom in anywhere in the UK and find out the types of rocks that are found there.

Bags of 1kg rocks – lots of different rocks

Microscopes and/or hand lenses

Rock pictures and labels for display

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Learning Expectations Possible Tasks Resources

. Survey - Which are the rocks near our school? Plan a route around an area near to your school. Look for where rocks have been used in buildings and other structures around where your school is? Encourage the children to think about which rocks have been formed where you found them and which have been transported there by humans to be used in different structures. Recording The children could draw some of the close observations of the rocks, labelling crystals, grain size, colours, etc. The children could record where on the walk they found rocks, what they had been used for, and why they think these particular rocks were chosen for those objects (i.e. working out the rocks’ properties). Deep thinking time Odd one out – Choose three rocks and ask children to give reasons as to why one of them can be judged as the odd one out. How many reasons can they make for each of the rocks? Fit for purpose – If you were choosing a rock for making a church, which would you choose?

To be able to compare and group together different kinds of rocks on the

Modelling – How were rocks formed? Sedimentary rocks modelling. http://www.bbc.co.uk/learningzone/clips/coastlines-beach-formation/8433.html The website above shows how rocks can be broken down and deposited by water.

Sand (one that will slightly stick to a plastic surface)

Trays (some shallow)

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Learning Expectations Possible Tasks Resources

basis of their appearance and simple physical properties.

Each of the pairs of children can fill a small shallow tray with sand or/and soil. You could try using layers of different colours of sand. This tray can be placed on a gradient inside a larger one. By adding water gradually to a point at the top of the shallow tray, the children can observe how small parts of rock are eroded by the water, transported down the tray and finally deposited in the larger tray. There are obvious links here to geography; the formation of rivers. The children could look at what has been deposited at the bottom by using a microscope or hand lens. They can then compare what they have found to one of the best examples of sedimentary rock we have in the UK: sandstone. To hook children further into sedimentary rocks, you could use some photos on the interactive white board to show children how chalk has been formed through sediments of plankton remains. Look up where sedimentary rocks like chalk and sandstone can be found in the UK/world. Show these locations on your UK/world display map with small flags. Metamorphic rocks modelling. These rocks are formed when other rocks experience great pressure and heat. Two examples are: shale changing to slate, and limestone into marble. http://www.bbc.co.uk/learningzone/clips/metamorphic-rock-formation/10622.html The website above clearly shows the process that forms metamorphic rocks. http://www.bbc.co.uk/learningzone/clips/igneous-landscapes-aberdeen/3071.html The website above looks at the granite in Aberdeenshire; examining how it is made and its uses. Drama - Challenge the children to invent a piece of drama that will show rocks being put under great pressure and experiencing very hot conditions. They could use labels, arrows and pictures of rocks to enhance their drama. Look up where metamorphic rocks like slate and marble can be found in the UK/world. Show

Beakers

Labelled pictures of rocks

Signs representing heat and pressure

Nightlights

Metal bowls

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Learning Expectations Possible Tasks Resources

these locations on your UK /world display map with small flags. Igneous rocks modelling. These rocks are formed when rocks melt and then solidify. This process can occur both under the ground and above it.. http://www.bbc.co.uk/learningzone/clips/the-formation-of-igneous-rocks/10620.html The website above clearly shows the process that forms igneous rocks. Each pair of children can have a nightlight lit for them. This nightlight will need to be on a few centimetres of sand in a metal bowl like a dog bowl (for safety). The children can be asked to imagine that the wax represents a rock that is experiencing a lot of heat.. They can predict what will happen when the heat source is extinguished. Relate this to some of the rock formation in the UK: basalt at the Giant’s Causeway (Northern Ireland) and Arthurs’ Seat (Edinburgh), and granite in Cornwall.

Look up where metamorphic rocks like slate and marble can be found in the UK/world. Show these locations on your UK /world display map with small flags

To be able to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.

To be able to set up simple comparative tests.

Comparative test – Which rock is the most permeable? Hook. This can be made more relevant by relating it to rocks in the UK. Certain areas of the UK (Kent being one of them) and some rivers rely on permeable rocks for some of their water supply. Areas of land that hold water are known as aquifers. The children could therefore be working for a water company that is travelling around the UK trying to find where are the best places to have boreholes so that they can abstract water out of the land. The children can use pipettes to place just a few drops on each of the rocks. They can use hand lenses/microscopes to look carefully at which rocks allows the water in. To extend this, the children could devise an investigation to find out how much water each of the rocks would absorb in a given time. Recording The children could draw their methods; i.e. how they tested the rocks.

Pipettes

Beakers

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Learning Expectations Possible Tasks Resources

To be able to measure using beakers and syringes.

They could draw how they sorted their rocks according to how permeable they were to water.

To be able to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.

To be able to set up simple comparative tests.

Comparative test – How hard are different rocks? This is a very important exercise for geologists; it allows them to classify all minerals (the building blocks of rocks). Show children a book of minerals. It will show how each mineral is given a number from the Mohs scale. If possible, show some children some minerals (usually available from fossil shops). Also, show some children some hardness pencils that geologists use to test minerals for hardness. The children can investigate how difficult it is to scratch each of the rocks using: their finger nail (between 2 and 3 on the Mohs scale), a 2p coin (between 3 and 4 on the Mohs scale) and a steel nail (about 6 on the Mohs scale). The children will therefore be able to give each of their rocks a rough score from the Mohs scale. Recording The children can record their find in a table.

Minerals (across the Mohs scale)

Mohs hardness pencils

A book of minerals

2p coins

Steel nails

To be able to describe in simple terms how fossils are formed when things that have lived are trapped within rock.

Modelling - How are fossils made?

The following video shows fossil hunting: http://www.bbc.co.uk/learningzone/clips/hunting-for-fossils/12963.html To hook children in, allow them to handle a selection of fossils. Use the timeline to establish when the animals/plants were alive. Describe to children (using images on the interactive white board to help - http://www.discoveringfossils.co.uk/whatisafossil.htm and http://www.bbc.co.uk/nature/fossils#p00djfkn ) and http://www.bbc.co.uk/nature/life/Ammonite

Fossils

Shells that leave good imprints in Plasticene (e.g. cockles)

Plasticene

Plaster of Paris

Metal teaspoons

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Learning Expectations Possible Tasks Resources

If possible, show somewhere in the local area where fossils have been found. To make their own fossils, children should first make a mould by pressing a shell (cockles work well) into Plasticene. They will then need to make a mixture (place 3 teaspoons of Plaster of Paris into a plastic cup, add around 20 ml of water and stir. You want a mixture like thick ketchup). Finally, scrape the mixture into the mould made from Plasticene and allow around an hour to harden. Remove the Plasticene to expose the ‘fossil’. Recording The children could draw a flow diagram to show the stages of fossil formation.

To be able to recognise that soils are made from rocks and organic matter.

To be able to set up simple comparative tests.

To be able to present information in a branching key.

Observation – What are soils made from?

Allow children to handle some different types of soil. Ask them to work out what is in it and possibly how it was formed? http://www.bbc.co.uk/learningzone/clips/what-is-soil/2215.html The video above is a good introduction to how to extract a soil sample. It also explains what soil is, and how to test its properties. http://www.bbc.co.uk/gardening/basics/techniques/soil_testingyoursoil1.shtml The website above explains the different types of soil http://www.soil-net.com/primary/ The website above is good for children to find out much more about soil

The children could look at different soils using hand lenses and microscopes. Try to provide them with the following types of soil: loamy, sandy, silty and clayey. Classifying – Which types of soil do you have? First, moisten the soils with a little bit of water and then test if they are sticky. Then see if you can roll them into balls. If it was sticky and could roll into a ball, then see if it can break easily. Loamy = It is not sticky but it can roll into a ball

A variety of soils: loamy, sandy, silty and clayey.

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Learning Expectations Possible Tasks Resources

Sandy = It is not sticky and cannot roll into a ball Silty = It is sticky, it can roll into a ball and it can break easily Clayey = It is sticky, it can roll into a ball and it won’t break easily They can also add small amounts of water to the soil and see whether they can be rolled into ball and sausages. Recording The children could draw their yes/no classification key. They can write the names of the soils in the appropriate places in the key Provide the children with the following information and ask them which soil farmers would prefer to have: Sandy soils form lightweight, free-draining soils; cannot hold on to nutrients Clayey soils hold water well; can become heavy and waterlogged when wet; can hold on to nutrients. Silty soil holds water, can be hard to drain, can hold limited nutrients. Problem-solving – How can we separate the different parts that make up a soil? The children can go on to explore separating the contents of soil. Shake soil samples in a jar of water and allow the different sized pieces of rock to settle. Put about 5 cm of soil into the jar. Fill the jar until ¾ full with water, replace the lid and shake vigorously. The larger fragments of rock material will settle quickly whilst finer particles will remain in suspension for some time. The different sized rock particles will form well-defined layers. Much of the organic matter will float. Recording The children could draw how they separated the contents of soil. They can draw their results and label the different parts.

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Learning Expectations Possible Tasks Resources

To be able to recognise that soils are made from rocks and organic matter.

To be able to set up simple comparative tests.

To be able to measure using beakers and syringes.

Comparative test – How much water do different soils absorb? Ask the children to pretend they are farmers looking for the best soils in which to grow their crops. Discuss which soils would be best (i.e. those that can hold moisture) and those with a certain pH. Cut the top third of the 2l plastic bottle and turn upside down into the remainder of the bottle. Place some filter paper in the neck of the bottle. Pour in one of the soil samples. Add water to the sample and measure how much goes through into the base. http://www.ngfl-cymru.org.uk/vtc/phase4_20030801/Wales/Science/Keystage2/Lifeprocessesan/Anonlinesoilexp/Introduction/MainSession.htm Using what they have found out, the children could interact with the virtual experiment on the website above. Modelling – How can the way the farmer uses the field affect how much water is absorbed by the soil? Context 1 – Sometimes, the way in which the farmer ploughs the filed affects how much water runs off the land. The children could create a slight slope with a tray, cover it with soil and place it in a larger tray. They can use forks to plough the land. They can plough in a direction down the slope. They can also prepare a tray of soil where they plough in ever-increasing circles from the middle of the land. Now they can model what happens to rain when it falls on these different lands. If there was a river at the bottom of the slope, what would happen to this river in both circumstances? Context 2 – The different farmers allow their cattle onto the land for different amounts of time. The children could model the affect of heavy cattle on soil by kneading it inside a tray. They could then investigate how much water is absorbed by soil that has been pushed down upon for different amounts of time. This they could also relate to aquifers. If the soil is too compacted, little is absorbed and so little there is little recharge of the groundwater, which in turn can affect how much water enters rivers over time or is abstracted by water companies.

2 litre plastic bottles; top third cut off.

Filter paper

Trays; small and large

Forks

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Learning Expectations Possible Tasks Resources

To be able to use presentations to report on findings from enquiries.

Applying understanding – How could you inform farmers about how best to use their land, so that it is good for plants, and will not add to flooding of local areas, and so that there is plenty of recharge of the groundwater in the aquifer for the water companies to abstract and for the river

This is an opportunity for children to plan and produce their own presentation. This will provide you with plenty of opportunities for assessing what the children have learnt.

Digital cameras

Presentation software

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Year 3 – Rocks Assessing children’s knowledge and understanding of the nature, processes and methods of science

Learning expectation Group 1

(lower ability)

Group 2 (average ability)

Group 3 (higher ability)

Comments

To be able to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.

To be able to recognise that soils are made from rocks and organic matter.

To be able to recognise that soils are made from rocks and organic matter.

To be able to make careful observations.

To be able to set up simple comparative tests.

To be able to measure using beakers and syringes.

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To be able to present information in a branching key.

Children below the learning expectations

Children above the learning expectations