6323-Y3 Rocks Soils All

Hamilton Trust 2008 Y3 – Science

Hamilton Trust

Science Year 3

Chemistry Strand

Rocks & Soils


Science Year 3 Chemistry Strand: Rocks & Soils

What is under our feet? Chn are always fascinated by rocks & in this strandthey describe rocks & compare their properties after tackling someexciting activities. Discover how soil is formed from rocks & investigate thepermeability of different soils.

Description of sessions

Session ARockdetectives

Revisit vocabulary that describes properties of materials. Explore‘what we know’ and ‘what we would like to know’. Go for a walk toidentify how materials that come from rocks are used in and aroundthe school.

Session BUnder ourfeet

Explore what is under our feet. Draw and label a cross section of theearth. Discover the three main rock types. Test the permeability ofdifferent kinds of rocks. Find out information from websites.

Session CRockinvestigations

Learn some key vocabulary about rocks. Take part in a workshopoffering a range of activities including testing hardness of rocks,sorting rocks, finding information, drawing rocks and thinking abouthow pebbles and sand are formed.

Session DExplorerocksfurther

Take part in more practical workshop activities including separatingsand and stones by sieving, using ICT to research rocks, looking upvocab in dictionaries, sorting and naming rocks and testing the effectof vinegar on rocks.

Session EProperties ofsoil

Discussing how soil is formed and why it is important to look after it.Find answers to questions on the web. Closely observe a soil sampleand record what is found. Look at and draw a soil profile. Discusserosion.

Session FSoilinvestigation

Look at images, and discuss the effects and causes of flooding.Plan and carry out a practical investigation about the permeability of3 different types of soils including measuring. Review what childrenhave learnt.


Science Coverage LKS2 Y3 Strands

Programme of Study/ Strand Attracting &Stretching Rocks & Soils Eating Growth of Plants Material Properties Sun & Shadows

Ideas &evidence inscience

1a, 1b 1a, 1b 1a 1a, 1b 1a, 1b 1a, 1bSc1ScientificEnquiry:

Investigativeskills

2a, 2d, 2e, 2g, 2i,2j, 2k

2a, 2d, 2e, 2i 2c, 2d, 2e, 2h, 2i,2l, 2m

2a, 2c, 2d, 2e, 2f,2g, 2h, 2i, 2k, 2l,2m

2a, 2b, 2c, 2d, 2i,2j, 2k, 2l, 2m

2a, 2b, 2c, 2d, 2e,2h, 2i, 2l

Life processes 1aHumans & otheranimals

2a, 2b

Green plants 3a, 3b, 3c, 3dVariation &classification

Sc2 Lifeprocesses &living things

Living things intheirenvironment

5e

Grouping &classifyingmaterials

1a, 1d 1a

Changingmaterials

Sc3Materials &theirproperties

Separatingmixtures ofmaterials

3a

ElectricityForces &motion

2a, 2b, 2d, 2e

Light & sound 3a, 3b

Know

ledg

e, s

kills

& u

nder

stan

ding

Sc4 PhysicalprocessesBreadth

The Earth &beyond

4a, 4b, 4c

Brea

dth

of s

tudy

1a, 1b, 1d, 2a, 2b 1a, 1b, 1d, 2b 1a, 1b, 1c, 1d, 2a 1a, 1b, 1d, 2a 1a, 1b, 1d, 2a 1a, 1b, 1c, 1d, 2a, 2b


Science Strands LKS2(with equivalent QCA units)

Year 3 Year 4Eating Biology (3A) On the Move Biology (4A)

Growth of Plants Biology (3B) Life in Habitats Biology (4B)Material Properties Chemistry (3C) Hot & Cold Chemistry (4C)

Rocks & Soils Chemistry (3D) Separating Solids & Liquids Chemistry(4D)

Attracting & Stretching Physics (3E) Friction & Resistance Physics (4E)Sun & Shadows Physics (3F) Circuits & Conductors Physics (4F)

Science Strand suggested links to current LKS2 Topics (italics indicate that strand is mentioned to develop work further when chn are older)

Topic Science Strand(s)Adventure in Space Space (Y5 Strand)/ Rocks & Soils/ Sun & Shadows/

Attracting & Stretching/ Separating Solids & Liquids/Balanced Forces (Y6 Strand)

Romans Attracting & Stretching/Material Properties/ Hot &Cold/ Water (Y5 Strand)/ Reversible & IrreversibleChanges (Y6 Strand)

Once Upon a Time Growth of Plants/ Friction & Resistance/ Attracting &Stretching/ Life in Habitats

Healthy Me Circulation (Y5 Strand)/ On the Move/ EatingMighty Mountains Separating Solids & Liquids/ Hot & Cold/ Life in

Habitats/ Rocks & Soils/ Separating Materials (Y6Strand)

Rise of the Robots Circuits & Conductors/ Attracting & Stretching/ Gases(Y5 Strand)

Rainforests Life in Habitats/ Water (Y5 Strand)/ Growth of Plants/Chains & Webs (Y6 Strand)

Talking of Tudors Drugs & Bugs (Y6 Strand)/ Human Reproduction &Relationships (Y6 Strand)

Incredible Egyptians Material Properties/ Friction & ResistanceMinibeasts & More Life in HabitatsSettlements Material PropertiesCountries & Cultures:France

N/A

Olympics LKS2 On the Move/ Friction & Resistance/ Eating/Drugs &Bugs (Y6 Strand)


You will need: Topic Y3 Science Strand Rocks and Soils

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectivelyreferred to as the ‘Links’) have been checked by Hamilton Trust and to the best of Hamilton Trust’s knowledge, are correct and

accurate at the time of publication. Notwithstanding the foregoing of any other terms and conditions on the Hamilton Trust website,you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which

you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.

S You will need to collect We will provide

A

Clip boards, pebbles, several different kinds (& sizes) ofrocks, e.g. chalk, slate, marble, sandstone, basalt, limestone,obsidian, slate & mudstone/shalehttp://www.coxhoe.durham.sch.uk/curriculum/Science.htm

What we know/what we would liketo find out frameRock detectives grid

B

A set of several examples of different rocks e.g. chalk,granite, limestone, marble, slate, basalt, sandstone,mudstone/shale, obsidian, water dropperhttp://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtmlhttp://www.fi.edu/fellows/fellow1/oct98/index2.htmlhttp://www.virtualquarry.co.uk/Not essential: ‘What’s Under the Bed’ by Mick Manning andBrita Granstrom ISBN 9780749627546

Cross section of Earth and a volcanoRecord sheet ‘Are they permeable?’Frame for diagrams of Earth andvolcano‘Where are the rocks?’ photographs

C

Rocks, iron nails, brass butterfly clips, fingernails (toscratch with), tray to collect bits, safety goggles. 2 mixedsets of rocks. A range of topic books about rocks. Handlenses, rocks, paper and oil pastels or other media. Booksfor ideas, paper, pens, pencils

Workshop record sheetErosion sheetWorkshop activity sheets 1-10

D

Bag of washed mixed sand, gravel, pebbles and stones,computers, dictionaries, lists of words (ring words on sheetwith diff colours according to ability groups), examples ofdifferent kinds of rocks (chalk, limestone, granite, slate,sandstone, marble, basalt, mudstone, obsidian), a range oftopic books about rocks, A6 folded paper, glue, large pieceof paper. Vinegar, dropper. Jam jar(s) & soil samples.http://www.coxhoe.durham.sch.uk/curriculum/Science.htmhttp://www.fi.edu/fellows/fellow1/oct98/index2.htmlhttp://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtml

Vocabulary and labelsScratch test frameWorkshop activity sheets 1-10

E

A soil sample (or different soil samples); if possible includesome vegetation and a creature or two! Plastic gloves, handlenses, blotting paper, bottle tops, beaker of water. Soilsamples in jam jars prepared in session Dhttp://soil.gsfc.nasa.gov/http://www.nrcs.usda.gov/feature/education/squirm/skworm.htmlhttp://www.fieldmuseum.org/undergroundadventure/

Diagram and photograph of soilprofileLabels and observation sheetSoil cocktail!What does soil contain?Soil quiz

F

3 different types of soil, 6 beakers, 6 funnels, measuringjugs, filter papers, timers, plastic gloves.http://www.bbc.co.uk/scotland/education/int/geog/envhaz/flash/floods/index.shtml?floodchoice=floodshttp://www.coxhoe.durham.sch.uk/curriculum/Science.htm

Photograph of floodsDifferentiated investigation sheets(partly filled in or blank)

http://www.coxhoe.durham.sch.uk/curriculum/Science.htm

http://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtml

http://www.fi.edu/fellows/fellow1/oct98/index2.html

http://www.virtualquarry.co.uk/




http://soil.gsfc.nasa.gov/

http://www.nrcs.usda.gov/feature/education/squirm/skworm.html

http://www.fieldmuseum.org/undergroundadventure/

http://www.bbc.co.uk/scotland/education/int/geog/envhaz/flash/floods



© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual usersY3 Chemistry – Rocks & Soils – 6 Sessions With thanks to The Oxford Trust for funding support

Session ARock

detectives

Objectives: Understand that rocks are used for different purposes.Sc3 1a Compare everyday materials on the basis of their material properties, including hardness,strength, flexibility and magnetic behaviour.1d Describe and group rocks and soils on the basis of their characteristics.Breadth of study: 1a Study a range of domestic and environmental contexts that are familiarand of interest to them.1b Look at the part science has played in the development of many useful things.

ScientificEnquiry

Sc1 2b Consider what sources of information, including first-hand experience and a range ofother sources, they will use to answer questions.

ResourcesClip boards, pebbles, several different kinds (& sizes) of rocks, e.g. chalk, slate,marble, sandstone, basalt, limestone, obsidian, slate & mudstone/shale.

http://www.coxhoe.durham.sch.uk/curriculum/Science.htm Follow ‘Materials Activities’ links for good activitiesand ideas.Whole class teaching: (links to Session 8, Our Planet Theme, Adventure in Space Topic)Remind the chn about work on changing materials in Year 2. Show several different types of rocks (sometimescalled stones) and ask them to think about some words about materials that would describe the rocks, stones,pebbles (e.g. strong, rigid, hard, smooth, rough). Write on flip chart/whiteboard.Ask What do we know about rocks and soils and what would we like to find out? (Session resources).Complete frame or make concept map individually or as a class.

Group activities:Adult-led activity:Ask How could we find out more about rocks and how they are used? Collect ideas.Explain that one way is to be rock detectives and see if we can spot how materials from rocks are used inside,outside and around the school. Collect ideas first e.g. tiles, toilets, basins, plaster, bricks, roofing materials,playground, pavements, kerbs, walls, steps, posts, lintels. You may need to tell them that sand and other rockingredients make concrete, clay is used to make ceramics and tiles, sand and limestone makes glass and thatmetals are found in rocks called ores.Go for a walk around the school. Draw and write what you see/have seen (session resources, 2 levels). Think aboutwhy the particular rocks or materials manufactured from rocks were used in each situation.Plenary:Share work and especially ideas about why materials for rocks are used in buildings, refer to words collected atbeginning of session and add others e.g. waterproof, long lasting. Look at particular uses, e.g. slate for a roof – canbe split easily into thin flat layers, waterproof; marble for a kitchen work surface – hard, not easily damaged -attractive. Rocks occur naturally, but some building materials e.g. bricks, do not – they are manufactured. Are chnaware that rocks are used in lots of other everyday things, e.g. limestone in glass, toothpaste, cosmetics (make-up); pumice to rub away hard skin; coal as a fuel; marble for ornaments & sculpture; gemstones as jewellery.

I can:1. Find where rocks or materials made from rocks have been used in and around school.2. Talk about and record why rocks are useful in and around school.


© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session A With thanks to The Oxford Trust forfunding support

Rocks and SoilsWhat we know

•

What we would like to find out•


Rock DetectivesCan you find materials made from rocks used in and around our school?

Write and draw about what you have found

Useful words: sand, rock, concrete, clay, tiles, glass, metal, bricks, tiles. Rigid, strong, waterproof, hard, attractive.

Why are these materials suitable for making buildings? -________________________________


Rock DetectivesCan you find materials made from rocks used in and around our school?

Write and draw about what you have found

Give 2 reasons why these materials are suitable for making buildings:1.

2.



Session BUnder our

feet!

Objectives: Understand that rock is everywhere under our feet.Sc3 1d Describe and group rocks and soils on the basis of their characteristics.Breadth of study: 2a Use appropriate scientific language and terms to communicate ideas andexplain the behaviour of living things, materials, phenomena and processes.

ScientificEnquiry

Sc1 1a Understand that science is about thinking creatively to try to explain how living and non-living things work, and to establish links between causes and effects.

ResourcesA set of several examples of different rocks e.g. chalk, granite, limestone,marble, slate, basalt, sandstone, mudstone/shale, obsidian, water dropper.

Whole class teaching: (could develop this further using Sessions 2 & 3, Mountain Ranges Theme, MightyMountains Topic & links to Sessions 7 to 8a, Our Planet Theme, Adventure in Space Topic)Sit chn in group and ask them to close their eyes and imagine they are sitting on the grass in schoolfield/park/garden. Write the word grass at the top of the flip chart. Ask What is underneath the grass? Write‘topsoil’ (rich and dark with rotting vegetation) below ‘grass’. Ask What is below the topsoil? Write ‘clay’ or‘subsoil’ (tightly packed, different colour). Continue down with ‘rocky soil’ (rocks breaking down into soil) then‘bedrock’ (just rock). Could continue with ‘crust, mantle, outer core and inner core’. Sometimes the rocks do showon the surface of the Earth, buildings, roads, etc cover the rocks instead of grass (session resources).The crust is the thin outer layer of cold hard rock that covers the world (10km-90km thick). The mantle(extremely hot rock that often flows like treacle) is 3,000 km thick. The core which is made of metal, is hotterthan the mantle. So the material that planet Earth is made of is rock, wherever you stand on earth there is rockbeneath you and no other known planet is like this. Explain that when the crust is very thin sometimes the liquidrock (magma) escapes and this is a volcano. Show a picture (session resources).(Could introduce this idea with ‘What’s Under the Bed’ by Mick Manning and Brita Granstrom ISBN9780749627546 which can also inspire some good art work.)

Show a selection of rocks with names and explain briefly that rocks fall into three types: igneous, metamorphicand sedimentary. Briefly explain how they are formed: igneous rocks are formed from molten rock that has cooledand solidified, sedimentary rocks are formed from fragments of old rocks & dead organisms that settled andformed a sediment (often on the bottom of the sea or a lake) which was then compressed over millions of yearsinto rocks, metamorphic rocks are formed from igneous or sedimentary rocks by heat and pressure. Examples:chalk (sedimentary), granite (igneous), limestone (sedimentary), marble (metamorphic), slate (metamorphic),basalt (igneous). These rocks can be grouped together according to their properties, e.g. some are waterproof(non-permeable) and some are less waterproof (permeable).Group activities:Adult-led activity:In a small group use droppers to drop water on different rocks and observe whether the water soaks in or rollsoff. Practice dropping agreed amount e.g. two drops to make it a fair test. Look at and discuss scale on droppers.Record results (session resources).Independent activity:Draw a carefully labelled picture of a cross section of the earth with a volcano in books (or session resources).Independent activity:Try website below for activity:http://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtmlIndependent activity:or for lots of information and detail presented in a fun way visit Rock Hounds at-http://www.fi.edu/fellows/fellow1/oct98/index2.htmlThis site is worth exploring for clips about quarries (sorting rocks etc), also has games.http://www.virtualquarry.co.uk/Plenary: Practise vocabulary relating to session e.g. chalk, granite, limestone, marble, basalt, sandstone,permeable, non-permeable, crust, mantle, outer core and inner core, magma. Relate the permeability of the variousrocks to their uses. Remind chn of dangers of places like quarries and cliffs.



http://www.virtualquarry.co.uk/



I can:1. Recognise that there is rock under all surfaces.2. Understand that rocks can be grouped according to their properties.3. Talk about a fair test.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y3Chemistry – Rocks & Soils – 6 Sessions With thanks to The Oxford Trust for funding support

A cross section of Earth and a volcano


Are they permeable?

granite

marble

chalk

limestone

slate

obsidian

sandstone

basalt

mudstone

Are they permeable?

granite

marble

chalk

limestone

slate


Name: Date:

Cross section of the Earth Cross section of a volcano

Useful words – core, crust, mantle, magma, liquid, hot, lava


Where are the rocks?

Chalk cliffs

Dartmoor

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual usersY3 Chemistry – Rocks & Soils – 6 Sessions With thanks to The Oxford Trust forfunding support

Edge of a town

Limestone pavement – Pennines


Malham Cove

Mountain view


Muddy field

Oxford


Portland stone quarry

Rocky shore


Sand and gravel quarry

Sandstone cliff


Sandy beach

Granite peak

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session BWith thanks to The Oxford Trust for funding support

Volcano



Session CRock

investigations

Objectives: Understand that there are many types of rocks and they vary in appearance andhardness.Sc3 1d Learn to describe and group rocks and soils on the basis of their characteristics, includingappearance, texture and permeability.Breadth of study: 1a Study a range of domestic and environmental contexts that are familiar andof interest to them.

ScientificEnquiry

Sc1 1b Learn that it is important to test ideas using evidence from observation and measurement.

Resources

Rocks, iron nails, brass butterfly clips, fingernails (to scratch with), tray tocollect bits, safety goggles. 2 mixed sets of rocks. A range of topic books aboutrocks. Hand lenses, rocks, paper and oil pastels or other media. Books for ideas,paper, pens, pencils.

Whole class teaching: (links to Sessions 8 & 8a, Our Planet Theme, Adventure in Space Topic & Session 3a,Believers & Thinkers Theme, Meet the Greeks Topic)Go over those exciting words again! Sedimentary rock - usually softest kind. Made from particles of sand, clay, animalor plant remains. These collect in layers at the bottom of seas and lakes and are pressed down to form rock overmillions of years (chalk, limestone, sandstone, mudstone, shale, coal). You often find fossils of animals and plants thatwere trapped as the rock formed. Igneous rock - it was once a liquid. Sometimes it cools slowly inside the earth(granite – large crystals). Sometimes it spouts out of volcanoes and cools more quickly and hardens into e.g. basalt –small crystals or pumice – light and full of holes. Metamorphic rock –formed when buried rock is pressed and squeezedby forces inside the earth. The pressed rock gets hot but does not melt. Limestone changes to marble, shale/mudstoneto slate.Sessions C and D are in the form of practical workshops with the teacher working with one group and chn rotating ingroups depending on time. Each activity has a card to go with it (session resources). There are 10 activities to form 2 ormore workshops. Chn record different activities according to ability/time. Could provide A5 paper to do this on (sessionresource).Group activities:Safety: - Discuss issues such as taking care with small particles and eyes. Wash hands after handling rocks, pebbles andsand.Activity 1 Adult-led activity:Objective To test rocks to see which is the hardest.Activity: Explore scratching different kinds of rocks. What do you notice? Order them according to hardnessResources - rocks, iron nail, brass butterfly clip, fingernail (to scratch with), tray to collect bits, safety goggles.Activity 2Objective To sort rocks.Activity: Sort 2 sets of rocks (3 children to each set).Resources – 2 mixed sets of interesting rocks.Activity 3Objective To research information about rocks and soils by reading non-fiction books.Activity: Design a FLIP QUIZ poster. Write a fact on the inside of an A6 folded piece of paper and then make up aquestion for the outside. Stick questions on large piece of paper.Resources - a range of topic books about rocks, A6 folded paper, glue, A3 piece of paper.Activity 4Objective To observe rocks closely using a hand lens and then drawing.Activity: Sketch the rocks looking closely at colours and patterns.Resources - paper and oil pastels or other media.Activity 5Objective To recognise that rocks break down into pebbles and sand erosion .Activity: Draw pictures of a river and sea with different sized rocks, pebbles and sand (session resource).Resources – books for ideas, paper and pens, pencils.Plenary: Review activities. Explain that diamond is the hardest known mineral and would scratch all the rocks. Talc is the softest.Show how easy it is to scratch talc (if you have a piece) with your fingernail. There is a scale known as Moh’s scale that puts mineralsinto hardness order, with talc at 1 and diamond at 10.



I can:1. Put rocks in order of hardness (ease of scratching).2. Understand how rocks are broken down.3. Recognise differences between rocks.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session C/D With thanks to The Oxford Trust for funding support

Activity 1 (adult-led activity)

Objective – To test rocks to see which isthe hardest.

Activity: Explore scratching differentkinds of rocks. What do you notice? Tryto put rocks in order of hardness.Resources - rocks, iron nail, brass butterfly clip, finger nail (toscratch with), tray to collect bits, safety goggles.


Activity 2

Objective – To sort rocks.Activity: Sort a set of rocks (3 childrento each set).

Explain how you have sorted them –colour, crystals, texture, etc.

Resources – mixed sets of interesting rocks.


Activity 3Objective – To use non-fiction books to findinformation.

Activity: Design a FLIP QUIZ poster. Write a fact onthe inside of a folded piece of A6 paper and thenmake up aquestion for the outside. Glue onto A3 poster.

Resources - a range of topic books about rocks, A5 and A3paper.


Activity 4

Objective – To observe rocks closely.

Activity: Sketch the rocks looking closelyat colours and patterns. Can you seecrystals or fossils?Resources – magnifying glasses, paper and oil pastels or othermedia.


Activity 5

Objective – To recognise that rocksbreak down into pebbles and sand.Activity: Draw pictures to show erosionby sea, rivers, wind, ice and rain.

Resources – books for ideas, paper and pens/pencils.

Activity 6 (adult-led activity)


Objective – To understand that particlesof different sizes can be separated bysieving.Activity: Use different sized sieves to separate sand,pebbles and stones into bags. In which order did you use thesieves?Resources – sieves, bag of washed mixed sand, gravel,pebbles and stones.


Activity 7Objective – To use ICT to researchrocks.Activity: Visit Rock Hounds and see what else you canlearn.http://www.fi.edu/fellows/payton/rocks/index2.htmlor do quiz onhttp://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtmlResources – computers.

http://www.fi.edu/fellows/payton/rocks/index2.html

http://www.bbc.co.uk/schools/scienceclips/ages/7_8


Activity 8

Objective – To understand the vocabularyof rocks and soils.

Activity: use a dictionary to look up yourgroup’s words and write their meanings.

Resources- dictionaries, lists of words to look up.


Activity 9

Objective – To be able to sort rocks intodifferent groups and name some of them.

Activity: Sort rocks and match some ofthem to the labels. How did you sortthem?

Resources - examples of different kinds of rocks and labels.


Activity 10

Objective – To find out what happenswhen you drip vinegar onto rocks.

Activity: Use a dropper to carefully addtwo or three drops of vinegar to eachrock in turn. Record what happens.

Resources – vinegar, dropper, selection of rocks.


Record what you have done or found out. Record what you have done orfound out.

Activity: Name: Activity: Name:


Activity 1 Scratch test (tick if it scratches)

Rock Finger nail Brassbutterfly clip Iron nail

granitechalk

limestoneslate

obsidiansandstone

marblebasalt

mudstone


Name: Date:EROSION - How big rocks become tiny particles - read and illustrate

Activity 5The sea breaks off chunks ofrock from cliffs and waves rollthem about and wear them down.

Rivers break bits of rock frommountains and rush and roll themto the sea.

Wind wears away rocks in thedesert by blowing sand againstthem making more sand and makingthe rocks smooth.

Draw 2 stones, one that is roughwith sharp edges and one that hasbeen made smooth.

Water goes in cracks in rocksthen when it turns to frost andice smaller bits crack off.

Rain, sometimes polluted rain(with chemicals from car andfactory fumes), can wear awaystone.



Session DExplorerocks

further

Objectives: Understand that particles of different sizes can be separated by sieving.Sc3 1d Learn to describe and group rocks and soils on the basis of their characteristics, includingappearance, texture and permeability.3a Learn how to separate solid particles of different sizes by sieving [for example those in soil].Breadth of study: 2b Recognise that there are hazards in living things, materials and physicalprocesses, and assess risks and take action to reduce risks to themselves and others.

ScientificEnquiry

Sc1 2e Use simple equipment and materials appropriately and take action to control risks.2j Use observations, measurements or other data to draw conclusions.

Resources

Bag of washed mixed sand, gravel, pebbles and stones, range of sieves, computers,dictionaries, lists of words (ring words on sheet with diff colours according to abilitygroups), examples of different kinds of rocks (chalk, limestone, granite, slate, sandstone,marble, basalt, mudstone, obsidian), a range of topic books about rocks, A6 folded paper,glue, large piece of paper. Vinegar, dropper. Soil(s) and water in jam jar(s).

http://www.coxhoe.durham.sch.uk/curriculum/Science.htm follow ‘Materials Activities’ links.Whole class teaching: (links to Sessions 8a to 9a, Our Planet Theme, Adventure in Space Topic & Session 3a,Believers & Thinkers Theme, Meet the Greeks Topic)Review learning from last session. Read vocabulary sheet together (session resource for activity 8). Explain activitiesand remind how to record on A5 paper as they rotate round the activities (session resources see session D).Safety: - Discuss issues such as taking care with small particles and eyes. Wash hands after handling sand, pebbles,rocks, etc.Group activities:Activity 6 Adult-led activity:Objective To understand that particles of different sizes can be separated by sieving.Activity: Use different sized sieves to separate sand, pebbles and stones into bags.Sieves can be made by using 4 containers (margarine, bigger margarine and ice cream tubs for example). Make holesin 3 of these - small, medium and large, last container catches everything - start with container with largest holes.Resources – bag of washed mixed sand, gravel, pebbles and stones.Activity 7Objective To use ICT to research rocks.Activity: Visit Rock Hounds and see what else you can learn http://www.fi.edu/fellows/fellow1/oct98/index2.htmlor do quiz on http://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtmlResources – computers.Activity 8Objective To understand the vocabulary of rocks and soils.Activity: Use a dictionary to look up your group’s words and write their meanings (teacher will need to checkdictionaries and ring words on sheet with diff colours according to ability groups).Resources - dictionaries, lists of words (session resources).Activity 9Objective – To be able to sort rocks into different groups and name some of them.Activity: Sort rocks and match some of them to the labels (session resources) and make a list.Resources - examples of different kinds of rocks (chalk, limestone, granite, slate, sandstone, marble, basalt, pumice,obsidian) and labels.Activity 10Objective To find out what happens when you drip vinegar onto rocks.Activity: Use a dropper to carefully add two or three drops of vinegar to each rock in turn. Record what happens.Resources - vinegar, dropper, selection of rocks.Plenary: Review activities. If you have an example of talc – show chn how soft this is and explain that the rock isthe basis for talcum powder. Show chn how pumice floats on water – air trapped inside. Pass pumice round for chn tofeel how light it is. Prepare a soil sample for session E – put some soil in a jam jar (or clay soil, loam soil & sandy soilin 3 separate jam jars) of water and mix thoroughly. Stand in a safe place where contents can settle withoutdisturbance.






I can:1. Describe how sand particles and pebbles can be separated.2. Sort rocks and name some of them.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session D With thanks to The Oxford Trust for funding support

Vocabulary (words) about Rocks and SoilsActivity 8 Copy and look up your words first then try any others

absorbclay

crystalparticlepebble

sievepermeable

predictrocksand

soilstone

texturevolumeweight

Names of common rockschalk

limestonebasalt

granitemarble

mudstone

sandstoneslate

obsidianTypes of rock

sedimentary igneous metamorphic

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session D With thanks to The Oxford Trust for funding support

Labels for Activity 9

chalk granite sandstone

limestone marble slate

basalt pumice obsidian



Session EProperties

of soil

Objectives: Understand how soil is formed and why it is so important to look after it.Sc3 1d Learn to describe and group rocks and soils on the basis of their characteristics,including appearance, texture and permeability.Breadth of study: 1a Study a range of domestic and environmental contexts that are familiarand of interest to them.

ScientificEnquiry

Sc1 2i Make comparisons and identify simple patterns or associations in their own observationsand measurements or other data.

ResourcesA soil sample (or different soil samples) - if possible include some vegetationand a creature or two! Plastic gloves, hand lenses, bottle tops, beaker of water,blotting paper. Previously prepared soil sample from session D.

Whole class teaching: (links to Session 9, Our Planet Theme, Adventure in Space Topic)Remind children about the layers of the earth (discussed in session B). Explain that we are going to look at thevery top layer which is extremely important to us. Ask What is the top layer?Ask the children to think of questions about soil that they would like answered and record on flip chart.What is soil? (A mixture of rocks, rotting plants and animals.) Why is soil important?Go to website http://soil.gsfc.nasa.gov/.Look at How much soil is there?’ for sequence showing how- soil forms approx 10% of the land area of the world.This small fragment of land - represents the soil we depend on for the world's food supply. It competes with allother needs - housing, cities, schools, hospitals, shopping centres, land fills, etc. etc. And, sometimes, it doesn'twin.

Group activities:Adult-led activity:Give each pair a soil sample (or different soil samples) to explore. If possible include some vegetation and acreature or two! Use hand lenses to observe carefully (hold the lens close to your eye). Do two small investigationstoo: a) put some of each soil sample on a piece of blotting paper for a couple of minutes – see if any water hasbeen absorbed by the blotting paper, b) place a bottle top full (not pressed down) of soil carefully into a beakerof water – what do chn see (air bubbles rising)?Safety: - Children should wear plastic gloves when handling soil and handle creatures with care.Explain that there are different types of soil; clay soil, loam soil and sandy soil and show children names anddefinitions (session resources).Children record findings on table (session resources).Independent activity:Draw a soil cocktail (session resources)! Include all the wonderful things found in soil – particles of rock ofdifferent sizes, water, air bubbles, creatures, etc – perhaps a worm dangling over the rim, or a spray of leaveslike a cocktail umbrella!Independent activity:Draw a careful diagram of a soil profile (session resources for diagram and photo).http://www.nrcs.usda.gov/feature/education/squirm/skworm.htmlIndependent activity:Look at the soil samples in jam jars prepared in session D. What can chn see? Draw carefully with labels (sessionresources).Independent activity:Ask the Answer Worm (http://www.nrcs.usda.gov/feature/education/squirm/skworm.html). Children might findanswers to some of their questions here.Independent activity:http://www.fieldmuseum.org/undergroundadventure/ for a virtual tour of underground.Plenary:"The nation that destroys its soil destroys itself." --- Franklin Delano RooseveltTalk about the quote- What did he mean? Explain the word ‘soil erosion’ (how soil is moved, worn away or pollutedby water, wind, people, animals). Have a soil quiz (questions in session resources).

http://soil.gsfc.nasa.gov/



http://www.fieldmuseum.org/undergroundadventure/



I can:1. Talk about why soil is important to humans.2. Explain what soil contains.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session E With thanks to The Oxford Trust for funding support

Types and properties of soil

Sandy soil• contains sand• has gaps between particles (bits)• water drains through quickly• dry and light

Clay soil• made from fine particles (bits)• not much space between particles• water does not drain through easily• heavy and sticky

Loam soil• water does not drain too slowly or too quickly• not too heavy or too light


Name: Observing and Describing Soil Date:I can see Yes No

leavesstonestwigsplants

living creaturessand

water (place on blotting paper)air (soil in bottle cap lowered into water)

My soil feels______________________________________________________________

The colours I can see are_____________________________________________________

Draw a picture of your soil


A diagram and a photograph of a soil profile (looking from the side).

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks & Soils – Session EWith thanks to The Oxford Trust for funding support

Soil Cocktail!

Ingredients:


What does soil contain?

Useful vocabulary: Stones, tiny, small, larger, particles, plants, water, airbubble, animals, humus, leaves, twigs


Soil Quiz

What needs soil?What would not be here if there was no soil?Where does soil come from?How long does it take to make an inch of soil? (1000years)Why do gardeners dig things into the soil?What is compost?What might harm soil?How does soil help plants grow?Why can wind be a problem to soil?How do farmers stop wind blowing soil away?Why do animals need soil?What different types of soil are there?Do all soils look and feel the same?Which soil feels heavy and sticky?Which soil feels dry and light?Why is it important that soil contains water?Why is it important that soil contains air?Can you name some creatures that live in the soil?



Session FSoil

investigation

Objectives: Understand that science plays a part in helping us understand and look after ourenvironment.Sc3 1d Learn to describe and group rocks and soils on the basis of their characteristics,including appearance, texture and permeability.Breadth of study: 1d Use first-hand and secondary data to carry out a range of scientificinvestigations, including complete investigations.

ScientificEnquiry

Sc1 2d Make a fair test or comparison by changing one factor and observing or measuring theeffect while keeping other factors the same.2e Use simple equipment and materials appropriately and take action to control risks.

Resources3 different types of soil, 6 beakers, 6 funnels, measuring jugs, filter papers,timers, plastic gloves.

Whole class teaching:Show children image of flooding and follow link tohttp://www.bbc.co.uk/scotland/education/int/geog/envhaz/flash/floods/index.shtml?floodchoice=floods to seefootage and hear reports of flooding in Inverness. Make links from this to soil types and how with ‘impermeable’soils the water lies on the surface whereas with ‘permeable’ soils the water can drain away. Explain that they aregoing investigate this with 3 different types of soil.

Plan soil investigation together (differentiated session resources). Scientists often need to find out about theproperties of soils to see what they are suitable for or how they will react in different conditions. Children willtest 3 types of soil or mixtures of soil and sand by pouring water through soil in a filter and funnel.Investigate- Which soil can water flow through more easily (which is the most permeable)?Show chn equipment and explain they will work as a group to test one type of soil.Split class into 6 groups. Each soil type will be investigated by two groups. Why is it important to repeat scientificinvestigations? To check that the answers.Safety: - Children should wear plastic gloves when handling soil and wash their hands afterwards.

Group activities:Adult-led activity:Carry out investigation and measurements.

Individual activity:Complete writing frame, to show results and conclusions.Plenary:Look at http://www.coxhoe.durham.sch.uk/curriculum/Science.htm follow ‘Materials Activities’ links to ‘ExploringSoils’ activity and compare on-line investigation with investigation they have just done. Were the findings thesame? Look at the results from the groups using the same soil - were they the same? Ask Which soil would afarmer or gardener prefer?Assess children’s learning by returning adding to concept maps or frame asking What do we know about rocksand soils and what would we like to find out? What can we add that we have learnt?I can:1. Plan a complete investigation.1. Make and record measurements of time and volume of water.2. Use my results to make comparisons and draw conclusions.

http://www.bbc.co.uk/scotland/education/int/geog/envhaz/flash/floods/index.shtml?floodchoice=floods


© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y3 Sc- Rocks &Soils – Session F With thanks to The Oxford Trust for funding support

When water cannot drain away through the soil quickly enough we get flooding.Follow the link below to find out more about floods. Click on the map icon to findout why they happen.



© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3 Sc-

Rocks &Soils – Session F With thanks to The Oxford Trust for funding support

Soil InvestigationName: Date:

Our question Which soil can water flow through more easily (most permeable)

We will need(equipment)

• 3 different types of soil• 3 beakers• 3 funnels• Measuring jugs• Filter papers• Timers• Plastic gloves

What we willdo (method)

• Put a filter paper in each funnel• Put soil in each funnel• See how long the water takes to run through 3 types of soil

We will keepthese thingsthe same(fair test)

• The amount of soil• The amount of water we pour into the funnels

We willmeasure

1. The amount of soil2. The amount of water we pour into the funnels3. How long the water takes to run through into the beaker4. How much water runs through each type of soil

What wethink willhappen(prediction)

What wefound out(results)

Why did ithappen?




Our question Which soil can water flow through more easily (most permeable)

We will need(equipment)-

• 3 different types of soil• 3 beakers• 3 funnels• Measuring jugs• Filter papers• Timers• Plastic gloves

What we willdo (method)-

• Put a filter paper in each funnel• Put soil in each funnel• See how long the water takes to run through 3 types of soil


• The amount of soil• The amount of water we pour into the funnels

Draw a picture to show what happened.




Our question

We will need(equipment)

What we willdo (method)


We willmeasure

What wethink willhappen(prediction)



What wefound out(results)

Why did ithappen?

Documents

6323-Y3 Rocks Soils All