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.
A PowerPoint presentation used to introduce soils, what soils are made from and how this produces different types of soil. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourceA PowerPoint presentation used to introduce rocks, the variety, range and properties of rocks and their uses. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourcePupils investigate two different soils, a peaty soil and a sandy soil. They learn that the content and structure of soils vary and that their are a range of different soil types
View ResourcePupils investigate what soils are made from and what they contain. Through investigation they learn that soils contain organic matter, minerals, water and air.
View ResourcePupils investigate different soils and growing mediums to see if a fertilized soil produces healthier growth in plants.
View ResourcePupils learn that most soils are made from rock fragments (sand), animal and plant fragments (humus), water and air and that soils can be different depending on the plant and animal fragments they contain and the types, number and size of the rock fragments and plant fragments mixed into them. Pupils use a hand lens to investigate two soils to see what they consist of. During the investigation they have to try and identify if the soil samples belong to a sandy soil, peaty soil, clay soil or a stony soil.
Pupils learn that most soils are made from rock fragments (sand), animal and plant fragments (humus), water and air and that soils can be different depending on the plant and animal fragments they contain and the types, number and size of the rock fragments and plant fragments mixed into them. Pupils investigate two soils to see if they can identify a sandy soil and a peaty soil based on an investigation into their structures.
Pupils investigate three soils, a peaty soil, a clay soil and a sandy soil. They have to decide which soil sample is which and say how and why they made their choices. For the purpose of the investigation a sandy soil can be made by adding sand to a normal garden soil, a peaty soil can be made by adding peat/compost to a normal garden soil and a clay soil can be made by adding clay to a normal garden soil.
Pupils look at using rocks for a purpose and why the properties of certain rock make them ideal for building houses.
Pupils learn that many different rocks can be used for many different purposes around the world and that some rocks are better at doing certain jobs than others. Pupils learn that it is the rock's properties that will determine how the rock is used.
Pupils learn that many different rocks can be used for many different purposes and that some rocks are better at doing certain jobs than others. Pupils learn that it is the rock's properties that will determine how the rock is used.
Pupils learn that rocks can be used for many purposes and that some of these rocks are naturally-occurring and some are artificial. Pupils identify what purpose a number of rocks are being used for and identify whether these rocks are natural or artificial (a cut, sort, match and paste activity).
Pupils plan and design an investigation to see which of the rocks they have in their sample are permeable or impermeable. The visual clues and equipment available will help them to design their own water drop test.
Pupils learn that some rocks are permeable (they allow water to pass into and through them) and some are impermeable (they do not allow water to pass into or through them). They carry out the 'Water drop test' to investigate which of the rocks they are investigating are permeable or impermeable. Teachers can select the range and type of rocks they wish to investigate.
Pupils learn that some rocks are permeable (they allow water to pass into and through them) and some are impermeable (they do not allow water to pass into or through them). They carry out the 'Water drop test' to investigate which of the rocks they are investigating are permeable or impermeable.
Pupils think about how they could set up an investigation to find out which rocks are impermeable and which rocks are permeable. Pupils then set up and carry out their investigation.
Pupils investigate whether a rock is permeable or impermeable by submerse them in water and carefully observing and recording what happens.
Pupils investigate whether a rock is permeable or impermeable by submerse them in water and carefully observing and recording what happens.
Pupils use hand lenses to investigate and study a variety of rocks. The draw each rock and record properties such as colour, smoothness and weight.
Pupils look at a range of common rocks and predict which ones they think are the hardest. Pupils carry out the 'scratch' test to investigate which are the hardest rocks and whether or not their predictions were correct. Pupils have to then identify where hard and soft rocks are used to do a variety of jobs.
Pupils look at a range of common rocks and predict which ones they think are the hardest. Pupils carry out the 'scratch' test to investigate which are the hardest rocks and whether or not their predictions were correct. Pupils have to then identify where hard and soft rocks are used to do a variety of jobs.
The 'Common rock' picture bank helps pupils to identify a number of common everyday rocks.
Pupils use a hand lens to investigate a variety of rocks and record a number of visual and physical observations. They record their observations in words and pictures on the pages of a 'Studying Rocks' booklet. Pupils then make their booklet.
Pupils learn that different rocks can be used to do different jobs based on their characteristics and that not all rocks can do the same job.
Pupils match common rock and soil definitions with their correct images.
View ResourcePupils play a game that helps to reinforce the processes required for the fossil formation of prehistoric animals.
View ResourcePupils learn that fossils are the preserved remains of animals, plants, and other organisms which died many thousands of years in the past and that fossils are usually found in the ground by digging.
View ResourcePupils learn that soils are made from rocks and organic matter and that soils can be different depending on the rocks and organic matter that they are made from. Pupils also learn that soils are made up from four different common layers.
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