YEAR GROUP: 3
TERM: 2
CREATIVE CURRICULUM TOPIC: WE WILL ROCK YOU
Subject
National Curriculum links
Science
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.
Outcomes/focus
SCIENTIFIC ENQUIRY
 can test ideas using evidence from systematic observations and
measurements
 can predict what they think might happen and the best way of recording
the results
 can make a fair text make a fair test
 can use a wide range of methods to communicate their findings
 can make comparisons and identify simple patterns
 Begin to use their scientific knowledge to explain observations and
conclusions
MATERIALS & THEIR PROPERTIES (ROCKS & SOILS)
 can compare rocks and soils according to their properties
 can describe the characteristics of different rocks and soils
 can group rocks and soils according to their characteristics, including
appearance, texture and permeability
 know how to separate solid particles of different sizes by sieving
History
Understanding the passage of time between living creature to fossil.

Geography
DT
NO DT
PHOTOGRAPHY/MONTAGECreate sketch books to record their observations and use them to review
and revisit ideas.
Art
Music
NO MUSIC
Digital photography
Image editing
ICT
Use fieldwork to observe, measure, record and present the physical and
human features in the local area using a range of methods, including
sketch maps, plans and graphs, and digital technologies.



I can be discerning in evaluating digital content
I can use technology safely, respectfully and responsibly
I can select, use and combine a variety of software on a range of digital
devices.
 I can design and create a range of programs, systems and content that
accomplish given goals, including collecting, analysing, evaluating and
presenting data and information.
(creating a photomontage)
TOPIC SCHEME OF WORK
Lesson
Subject
LO
Success Criteria
Activity (including differentiation)
Trip to the warren – children to look at the different landscape and rocks the
warren. Search for fossils like Mary (in literacy story- Stone Girl, Bone Girl)
Trip
Record findings using photographs and collect fossil and rock examples.
1
Science
To share what I know
and ask questions.
*shown knowledge
*ask questions
2
Science
To describe, compare
and sort rocks on their
characteristics.
I can make comparisons
between objects.
I can name properties
of materials.
3
Science
To find out how rocks
Geography are made.
I can describe how
rocks are made.
Use scientific and
Ch to have two rocks on each table. Questions on the board to prompt prior
knowledge plus 3 more of their own to find out answers for though the topic.
Observe and asks q on sugar paper.
KWL Grid.
Plenary – use sorting cards to establish existing knowledge of the class at
beginning of the topic and review at end of topic.
Rock hunt – ch to work in groups to collect 3 rock samples from around the
school. Add these to given samples in a sand pit and sort using these questions.
(use hand lenses)
Which of your items are rocks?
How do you know?
How many different ways could you sort them?
Photograph of sorted rocks with labels of the criteria on WB.
Ch to write a sentence explaining what they have discovered about rocks using
vocabulary. Write a definition of a rock.
Plenary – Share definitions, add to WW. Ask q what is it used for? – show
granite clip.
T to teach 3 different rocks and how they are made (sedimentary, Igneous and
metamorphic) Using clips on BBC Clips.
Ch to make note in busy books.
As a class create a definition for each type of rock – write as a pie Corbett
geographical language.
4
Science
TBAT describe rocks
and classify.
Vocab:
*appearance
* texture
*hardness
*strength
5
Art
TBAT record from first
hand experience
6
Science
TBAT investigate
properties of rocks.
Understand changes of
state.
I can make comparisons
between objects.
I can name properties
of materials.
I can use scientific
vocab.
washing line.
Discuss – how are fossils made?
Ch to have a desk with pots of different rocks – Granite, Marble, Basalt, Slate,
Limestone, Chalk and Sandstone. Ch to discuss the rocks in a group.
Ch to complete rock files (name, texture, appearance) on each rock – key words
available to assist LA.
As a class create a fact file of rocks – discuss uses – add to class fact file.
Look at fossils closely
Make representations
of fossils
I can make a prediction.
Observations
Carry out a fair test
Record results
Scientific knowledge
Children to explore fossils, look closely at them using hand lenses etc.
Model drawing fossil, use a range of media e.g., pastels, charcoal, pencils, line
and wash (felt tip and a wet brush) in sketch books.
Discuss further tests we could do to describe rocks – hardness and permeability.
Group 1 - Ppt- Which rock is the hardest? Do all rocks have the same hardness?
How could we find out?
Begin by comparing the hardness of interlocking grains (granite) and cemented
grains (sandstone).Ask the pupils to compare the two rocks by scraping them
with a metal spoon on to a piece of paper.(The difference is usually very clear –
rocks crumble if the cement between the grains is not very strong (e.g. the
pupil’s sample of sandstone), whilst having interlocking crystals makes rocks
strong (e.g. granite).What happened? Why do you think this happened? Explain
observations and conclusions.
Group 2 – Which rock is the most permeable? Do all rocks have the same
permeability? How could we find out?
Ch to carry out experiment- weigh rock before hand – submerge and weigh
after- how could we record this? Ch to create their own results table and then
complete conclusion.
7
Science
TASC investigation –
separating soil.
TBAT plan and carry out
an experiment.
TBAT communicate the
findings.
Begin by talking about how soil is made. How could we separate our soil to see
what it is made up from?
TASC wheel investigation – soil
Gather – identify – generate – decide
Children to work in groups to share what they already know and generate ideas.
Share ideas as a class and then each group to plan the investigation (link to
literacy – instructions).
Implement – ch to carry out experiment in groups - recording findings using
photographs and notes.
Evaluate and Communicate – share findings by creating a video/presentation to
send to Archie and his team.
8
9
Art
ICT
Art
TBAT use digital
equipment to collect
images
TBAT use a range of
artistic materials and
processes.
TBAT change/improve
images using effects
I can add details to
images
I can evaluate my own
and others work
iPad
Share drawings in sketch books, use visualiser. What images do we like? Why?
Model taking photos of fossils AND drawings in sketch books.
Explore with photo editing app- changing colours etc. print out a range of
photos, share ideas. What works well?
Edit by hand photos e.g. emphasise features of fossils e.g. using pastels, pencils,
pen picking out certain details.
TBAT combine materials
and processes and
match them to the
Share image so far, what works well? In pairs children to create a photo
montage using drawn and digital images.
Model this, allow ch time to explore drawings and images. Select certain shapes
10
Art
montage
TBAT compare their
ideas and approaches
to others, saying what
they think about them
and adapting their work
where necessary.
TBAT work
collaboratively
TBAT compare ideas
and approaches to
others, saying what
they think about them
and adapting their work
where necessary.
from the fossils, enlarge using photocopier, iPad camera app. Print out and
combine images to make a montage. Explore effects using coloured paper,
textured paper, and camera effects.
Show children different ways to improve their photos using digital equipment
and hand drawn ideas, e.g. adding string, texture and tone to their images
Art gallery, children to finish their final pieces and display so others can
appreciate their work.
Discuss images and art work they like and explain why. What would they do to
make it better?