as we watch chn draw a flow diagram / cartoon strip of how they are made

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1 Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: We will: 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 Rocks and soils can feel and Rocks and soils can be different in different places/environments Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Writing notes, researching. Mathematics links Computing links Other links Tables/results Research, photographing evidence, also some recording could be done on word/publisher Geography- rocks around the world/ history fossils/stone age Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Make a wormery (tank, soil, play sand) Homework planning research famous rocks and chn could make models of them to display. Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: Pocket chart to compare rocks that chn find/ box display Womery

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 Describe in simple terms how fossils are formed when things that have lived are trapped within rock Year 34 A1B Science Medium term planner Material Properties Rocks (Y3) Possible Activities including use of Computing and other Outcomes/Evidence of what technologies, and showing at least 3 differentiations they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? What are fossils? Show some images How do you think they are formed? Give chn paper and big pens and let them discuss how they think they are formed 5mins and feedback and discuss answers Today you are going to become fossil hunters (palaeontologists) Good link explain in pictures how they are formed You tube vids explaining how fossils are formed as we watch chn draw a flow diagram / cartoon strip of how they are made main activity- modelling we are going to make our own fossil - see lesson plan and powerpoint in resources (nb to make fossil imprints collect small plastic bugs/shells) guide chn step by step through process of making an refer back to all stages of fossil forming at each step. Flow chart for how fossils are formed A fossil Possible extension into homework if appropriate to enhance and deepen learning Ask the children to find out what a palaeontologist does. You could also perhaps ask them to find out about the work of Mary Anning. The children could research the kinds of tools that palaeontologists use to carry out their work 2 Describe in simple terms how fossils are formed when things that have lived are trapped within rock See attached resources Today you are going to become fossil hunters (palaeontologists) Fossils need 24 hours to set (during setting process you can mimic the pressure of the soil/rocks being formed with on cast. Chn do not excavate their own fossil- this is too easy- they need to be careful, not damage the fossil when excavating it, clean it up and then identify it (this is where HA could be given more complicated fossils and an ipad to identify and La could have a selection of shells etc to choose from) To help chn understand the role of a palaeontologist you could watch this video and see powerpoint in resoruces Plenary An excavated fossil that is labelled Photo of class post its for why fossils are important

3 Ask the children to discuss in groups why they think fossils are important and what they can tell us. They could record their ideas on post-its and stick them on the board. Collect feedback from each group. Key ideas you might like to discuss include: 3 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Rocks and soils can be different in different places/environments Rocks and soils can feel and fossils show the types of animals and plants that were on the earth at different times in the past. This helps us learn how the earth and the creatures on the earth, including our own ancestors and their relatives, have changed over time. So, fossils are evidence for the theory of evolution. by studying fossils we can understand how different life forms are related to each other. fossils can tell us about how plants and creatures in the past grew, what they ate, how they interacted with each other. fossils help us to learn about what the climate/weather was like in the past. fossils help us build a picture of what different environments looked like at particular periods from the past. fossils can give us information about where in the world human life originated. fossils can tell us how long life has existed on earth. Some rocks are very old. If fossils are found in very old rocks, life must be very old too. Intro exercise: draw some rocks and label them with adjectives (e.g. hard) Discuss images- probably very similar look like a pebble. Today we are going to look at rocks and see what different types we can find: Around school and in local environment (gravestones show age though erosion call it wearing away, colour change and moss) You can look at tiles, sinks, bricks, roofing, playground, kerbs, walls, lintels posts, jewellery etc. (nb clay makes tiles, sand and rocks make concrete, sand and limestone makes glass) On walk around chn make notes/ sketches on different rocks found and take photos as a group Back in classroom: Why have these rocks been used? Vocabulary to use: soft, hard, waterproof, rigid, permeable etc. LA- as a group choose one example i.e slate on a roof why has this been use? MA- choose 2 examples, discuss and explain reasons HA- choose and explain several examples BBC bitesize explains uses of some types of rocks Photos of rocks seen Notes and explanation Find famous rocks around the world and what rock they are made from: e.g Ayers rock, easter island heads, stone henge. Chn could make models of them to display Homework project: Find and bring a rock (in class have boxes/ sorting pockets so that we can observe the rocks and classify them by our own properties e.g. small, dense, shiny, dull, smooth, spiky etc) Plenary: What if? Questions Pose questions to groups/class- can chn give reasons to support their points using the properties and vocabulary discussed today? What if the roof was made of paper? What if the dishes were made of wire? What if our rucksacks were made of bricks?

4 4 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Rocks and soils can feel and Year 34 A1B Science Medium term planner Material Properties Rocks (Y3) What if the walls were made of chalk? HA could begin to ask their own what if questions A good ongoing extension would be to allow chn to ask one of these questions per day and let other chn write answers. WALT observe, compare and classify rocks. Round robin (will take double lesson) 1. Independent task Observe rocks closely and sketch them (using magnifying glass) look for crystals/ particles to compare rocks (model this with the class first) label or add notes to sketches. (LA give less rocks to sketch and compare and give vocabulary card to support their discussion/notes HA- give more rocks to sketch and compare- can they name the rocks) 2. Independent task compare, groups and classify rocks. According to your own categories and photograph classifications/grouping (print and notes in books) (LA- less rocks to classify or more obvious differences and suggested categories to group them in, MA- vocabulary cards to support and choice of how to group, HA- encourage use of more complex vocabulary to sort and including venn diagrams where there are some in both categories, also give rocks with more subtle differences) 3. Independent task: research the 3 types of rocks and present as a poster or in a word/publisher document. (LA- give simpler website to find information on and give simple images of rocks to add notes on paper, Ma- free research. HA- free research project and ask for examples of each rock) BBC bitesize 3 types of rock help LA You tube video explaining rock types geology kitchen See worksheet for LA with rock descriptions and catroon images- la canstill add own notes 4. Adult-lead task after doing task 3-model the three types of rocks using sweets 1. Sketches and notes 2. Photos and notes of groupings 3. Poster/document showing the 3 types of rocks 4. Photos of our 3 types of rock with labels

5 The three main types, or classes, of rock are sedimentary, metamorphic, and igneous and the differences among them have to do with how they are formed. Sedimentary- use scissors to cut sweets into pieces and then pressure from above (i.e. through a book) to form the rock (starbusrts) Sedimentary rocks are formed from particles of sand, shells, pebbles, and other fragments of material. Together, all these particles are called sediment. Gradually, the sediment accumulates in layers and over a long period of time hardens into rock. Generally, sedimentary rock is fairly soft and may break apart or crumble easily. You can often see sand, pebbles, or stones in the rock, and it is usually the only type that contains fossils. Examples of this rock type include conglomerate and limestone. Metamorphic- heat and pressure from your hands onto the sweet. Metamorphic rocks are formed under the surface of the earth from the metamorphosis (change) that occurs due to intense heat and pressure (squeezing). The rocks that result from these processes often have ribbon like layers and may have shiny crystals, formed by minerals growing slowly over time, on their surface. Examples of this rock type include gneiss and marble. Igneous- use a microwave for extreme heat to make it molten and then cool (Caution here do not let the children touch the molten sweets or do before) Igneous rocks are formed when magma (molten rock deep within the earth) cools and hardens. Sometimes the magma cools inside the earth,

6 and other times it erupts onto the surface from volcanoes (in this case, it is called lava). When lava cools very quickly, no crystals form and the rock looks shiny and glasslike. Sometimes gas bubbles are trapped in the rock during the cooling process, leaving tiny holes and spaces in the rock. Examples of this rock type include basalt and obsidian. 5 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Rocks and soils can be different in different places/environments Rocks and soils can feel and Types of rock song Testing rocks. WALT to test rocks to see which is the hardest Ask how can we test rocks? Ask chn to come up with any ideas- collect ideas as a class How can we test in a scientific way? To make sure it is a fair test? Dicuss fair test means changing only one variable- what do we want to test- what is the one thing we should change? Can chn contribute any ideas? Or see where a test might be unfair? Notes on planning Table of results Note on conclusion Lead to the ideas of scratching the rocks Chn draw a diagram and a few notes for how they will test: LA- choose only one thing to scratch with (adult supported maybe a paper clip) MA- choose 2 things to scratch with HA- freer range- what ideas do they have? Could test with finger nail, paper clip and an iron nail for each. Lets test the rocks and record in a table model first- how do we decide how hard they are- scale of 1-10 or describing words? LA- pre-drawn table MA/HA- draw table from a model and adapt to their own experiment 6 Recognise that soils are made from rocks and organic matter Rocks and soils can feel and From results chn say which rock is the hardest and how they know. Extend HA can they relate the particles/ type of the rock to it being the hardest? i.e no big particles, dense etc. NB Task 1 Ask chn what they think soil is- what is in soil? What is it for? Get them to draw a sketch and discuss (look at our wormery) Today we will investigate: in pairs give chn samples of soil to investigate: using magnifying glasses (an chn need gloves) get them to draw and label the soil cocktail can they find and creatures, sand, rock particles, twigs, plants? how dense is it or crumbly, how light or heavy is it? Why would it be lighter of heavier? (display some of this voacb) Sketch of what they think soil is Results in table/observations and which soil type it is With adult help- have a look at your soil at home

7 As part of close observations let chn do some simple tests: put a small sample on blotting paper for 1 minute- how much water has been absorbed, they could weigh a cup full of each soil on digital scales, they can see how much air is in soil by putting a small amount in a bottle lid (not pushed down) and counting how many air bubbles rise. Chn can record these as notes or in a table: Things found in the soil Diagram of soil and things found in it. Weight Water (blotting paper test) Air bubbles LA- supported to observe closely and to test (one soil sample) MA- two soil samples HA- several soil samples. Task 2 Chn need to identify the type of soil they have LA/MA give them descriptions of the soil or one of these tree diagrams

8 Ha- get them to use ipads to research different types of soil and identify their own 7 Recognise that soils are made from rocks and organic matter Rocks and soils can feel and extension: make edible soil from learning about types of soil tell chn we are going to make edible soil what need to go in it? Hopefully say rocks (cocoa krispies, sand- sugar, animals worms, plants/twigs sweet string etc. Testing soils What happens to all the rain in your garden? Where does it go? elicit soaks through the soil rivers and seas. What happens when it floods? Like in lancaster Investigation sheet Do different soils allow water to flow more easily though them? Key voacb : permeable/ impermeable Activity: investigation Recap different types of soils and their properties- which soil do you think will allow water to flow most easily? Chn write a prediction and give a reason why they think this.

9 Quick ideas discussion- how can we investigate this making sure it is a fair test? Chn carry out experiment in small groups. 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 Chn weigh soil to check same weight, same amount of water could use a pipette. Chn record results in a table and write conclusion. There are lots of other experiments you could do if you have the time- such as testing the permeability of rocks, or the effects of acid rain using vinegar on different rocks etc.