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The National Strategies  Secondary
Secondary Framework in Science, 5.2 Changing earth
5.2 Changing Earth
Year
Yearly learning
objectives
Amplification – pupils could
learn to
Strategies for progression
Rich questions
7
recognise the
processes involved in
the formation of rocks
recognise, using simple models,
the processes of sedimentation,
erosion and weathering in the
formation of rocks, e.g. in
sedimentary rock
Create experimental opportunities to consolidate
pupils’ models of the processes involved in the
formation of sedimentary rocks and explore their
misconceptions. (This should be done first, before
moving to igneous and metamorphic.)
Were rocks
made yesterday?
Can rocks be
recycled?
Plan structured whole-class discussion and
independent pupil work around the formation of
fossils, sedimentary, metamorphic and igneous rocks
and their occurrence in the environment.
Is a rock always
a rock?
Create experimental opportunities to model the
processes involved in the formation of other rocks.
Involve pupils in activities to recognise the different
types of rocks and to articulate why this is useful.
8
describe the processes
involved in the
formation of
sedimentary,
metamorphic and
igneous rocks and use
the characteristics of
the rocks to explain
how they formed
describe the processes involved
in the formation of sedimentary
rocks
describe the effect of heat and
pressure on the formation of
igneous and metamorphic rocks
as a possible progression from
sedimentary rocks
explain, using models, how
some of the characteristics of
rocks are linked to biological,
physical and chemical
processes of formation
9
use the rock cycle as a
model to explain the
cyclical nature of rockforming processes and
the timescales over
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explain how the ideas of
biological, physical and chemical
rock-forming processes are
linked
use the rock cycle as a model to
Explore with pupils the processes involved in rock
formation and identify the links between them.
Why study
rocks?
Discuss as a class, and allow pupils to research
independently, some of the short- and long-term
cycles in nature, e.g. sunspots, ice ages, water cycle.
Where is
Pangaea?
Create experimental opportunities to model the
stages in the rock cycle and explore pupil
misconceptions, e.g. using confectionery, comparing
the strengths and weaknesses of each model.
Do all rocks
come from
volcanoes?
Provide opportunities to use the rock cycle to identify
the relative timescales involved in the development of
the Earth.
Support pupils in using data and observations about
earthquakes and volcanic activity as evidence for
changes in the Earth’s surface over time.
Involve pupils in a class discussion on the nature of
the scientific data that is used as evidence for the
Do rocks tell
stories?
Do continents
move?
Do detectives
© Crown copyright 2009
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Year
The National Strategies  Secondary
Secondary Framework in Science, 5.2 Changing earth
Yearly learning
objectives
Amplification – pupils could
learn to
Strategies for progression
Rich questions
which they operate
explain the formation and
composition of different rock
types
timescales involved in the development of the Earth.
use rocks?
use the rock cycle as a model to
develop the idea of the relative
timescales over which the rockforming process takes place
10
11
use the theory of plate
tectonics to explain
some of the major slow
(long-term) changes
and the distribution
and nature of active
zones on the surface
of the Earth
apply and use geological
processes to explain how they
shape the appearance of the
Earth’s surface
Involve pupils in comparing the strengths and
weaknesses of a variety of sources of evidence
about the Earth’s activity and use this to justify the
plate tectonic theory.
link ideas and evidence for plate
tectonic theory to explain the
active zones of the Earth and
movement of the plates
Create opportunities for pupils to explore how
‘scientific knowledge’ undergoes a revolution using
the plate tectonic theory as an example.
link plate tectonic
theory to its supporting
geological evidence
evaluate the evidence for the
movement of the plates to justify
the plate tectonic theory
Involve pupils in the development of their own
models to explain plate tectonics and use these to
devise questions to test predictions about future
changes based on the theory.
compare a variety of sources of
evidence to present an
argument for or against the
acceptance of plate tectonics as
a scientific theory
Extension
Create opportunities for pupils to compare some of
the scientifically accepted explanations for geological
changes and what evidence would be needed to
disprove them.
apply and use the
theory of plate
tectonics to explain
related geological
phenomena
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Plan opportunities for substantial discussion to
compare the strengths and weaknesses of
predictions made using plate tectonic theory.
Have natural
disasters always
occurred?
Is the plate
tectonic theory
true?
Do mountains
change size?
Can volcanic
activity be
predicted?
Why do they
have monorails
in Japan?
apply and use the plate tectonic
theory to critically evaluate a
number of scenarios
explore how movement of the
plates and the active zones of
the Earth can be used
accurately to make predictions
about future events
© Crown copyright 2009