Science Year 3
Chemistry Strand: Rocks
Session A Programme of study: Compare and group together different kinds of rocks on the basis of their
Rock
detectives
Working
scientifically
Resources
needed
simple physical properties
Record findings using simple scientific language and tables
Gather data
Clip boards, pebbles, several different kinds (& sizes) of rocks, e.g. chalk, slate, marble, sandstone,
basalt, limestone, obsidian, slate & mudstone/shale, hand lenses. Access to internet.
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 (sometimes called
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, shiny, dull). Write on flip chart/whiteboard.
Ask What do we know about rocks 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 rock ingredients make
concrete, clay is used to make ceramics and tiles, sand and limestone makes glass and that metals are found in rocks
called ores. Perhaps you can spot some jewellery worn by staff that is made from rocks!
Go for a walk around the school or local neighbourhood (e.g. church or cottages built of local stone, gravestones, dry
stone walls). Draw and write what you see/have seen (session resources, 2 levels). Think about why the particular
rocks or materials manufactured from rocks were used in each situation. Look at how the rocks may have changed
over time – erosion, lichens, colour change, etc.
A graveyard can be particularly interesting as chn can spot how the older gravestones show erosion (wording worn
away) as well as lichen/moss growth. Newer gravestones are easy to spot by date & lack of erosion. Note the different
rocks used. Chn can use a hand lens to explore for crystals, grains, fossils, etc. in the rocks.
Independent activity:
Visit http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/play/ and decide which materials to use for a
building.
Plenary:
Share work and especially ideas about why materials for rocks are used in buildings, refer to words collected at the
beginning of the session and add others, e.g. waterproof, long lasting. Look at particular uses, e.g. slate for a roof –
can be 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 chn
aware 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.
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