WHAT DO ROCKS TELL US ABOUT THE WAY THE EARTH WAS FORMED?
This topic combines science and DT objectives.
Working scientifically children will observe rocks, including those used in buildings and explore how and why they might have changed over
time; using a hand lens or microscope to help them identify and classify rocks according to whether they have grains or crystals and whether
they have fossils in them.
Using their DT skills children will look and discuss the work of Andy Goldsworthy and David Kemp both sculptors who use rocks and pebbles in
their work. The children will be encouraged to design their own sculpture using rocks and pebbles and natural materials either as free choice
or with a brief.
WOW – how to start the topic and ‘hook’ everyone in.
Give each partnership a tower of pebbles that have been glued together. Ask them to discuss and feedback their thoughts.
KEY QUESTIONS
KEY SKILLS
What songs can we learn for this topic?
Music focus:
• Use their voices expressively and
creatively by singing songs and speaking
chants and rhymes.
Science focus:
• Compare and group together different
kinds of rocks on the basis of their
appearance and simple physical
properties.
Science focus:
• Compare and group together different
kinds of rocks on the basis of their
appearance and simple physical
properties.
1. What are rocks used for?
2. What does the inside of the Earth look
like?
SUGGESTIONS
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Take a walk around the school and
identify everything made from rock/stone.
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Look at diagrams of a cross section of the
Earth.
Either make own diagram or use collage,
paint or other medium to make a
representation.
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3. What are igneous rocks?
Maths focus:
• Present data using pictograms
Science focus:
• Compare and group together different
kinds of rocks on the basis of their
appearance and simple physical
properties.
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Research how igneous rocks are formed.
Feel and examine examples of igneous
rocks using microscope.
Make notes.
Computing focus:
4. What are sedimentary rocks?
Science focus:
• Compare and group together different
kinds of rocks on the basis of their
appearance and simple physical
properties.
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Research how sedimentary rocks are
formed.
Feel and examine examples of
sedimentary rocks.
Make notes.
Computing focus:
5. What are pebbles and sand formed?
6. Can we separate sand and pebbles?
7. How is soil formed?
Science focus:
• Compare and group together different
kinds of rocks on the basis of their
appearance and simple physical
properties.
Science focus:
• Compare and group together different
kinds of rocks on the basis of their
appearance and simple physical
properties.
Science focus:
• Recognise that soils are made from rocks
and organic matter.
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Research what rocks are made from.
Examine what pebbles are and how they
were formed.
Examine what sand is and how it is
formed.
Give each partnership a bowl of sand and
very small pebbles.
Give them a variety of equipment
including a sieve to use.
Can they find out a quick and easy way of
separating the sand and pebbles.
Let them record their attempts.
Explain how soil id formed.
Let children examine soil using
magnifying glasses.
8. What are fossils and why are they so
fascinating?
9. Could I be a palaeontologist?
10. How did we find out about fossils?
11. Would you like to live next to a rock?
12. Who is Andy Goldsworthy?
13. Who is David Kemp?
14. Can I design a sculpture using stones?
Science focus:
• Describe in simple terms how fossils are
formed when things that have lived are
trapped within rock
Science focus:
• Describe in simple terms how fossils are
formed when things that have lived are
trapped within rock
History focus:
• A study of an aspect or theme in British
history that extends pupils’ chronological
knowledge beyond 1066
Art focus:
• To create sketchbooks to record their
observations and use them to review and
revisit ideas.
PSHE focus:
• Be content with what you have
Art focus:
• Learn about great artists, architects and
designers in history.
Art focus:
• Learn about great artists, architects and
designers in history.
Art focus:
• To create sketchbooks to record their
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Explain how fossils are made.
Find examples of fossils from the internet,
books etc.
Research what is a palaeontologist?
Re-cap the work of a palaeontologist.
Discuss the pros and cons of the job.
Give out chocolate chip biscuits and a
tooth pick, ask children to get the
chocolate chips (fossils) out of the biscuits
without breaking the chocolate chips.
Revise pros and cons if necessary.
Read the story of Mary Anning (Stone Girl,
Bone Girl, The Story of Mary Anning from
Lime Regis by Laurence Anholt)
Draw and sketch fossil shapes in sketch
book
Read The Hill and the Rock by David
McKee
Research and look at the sculptures of
Andy Goldworthy.
Identify the materials he uses
Discuss what he is trying to depict.
Research and look at the sculptures of
David Kemp.
Identify the materials he uses.
Discuss what he is trying to depict.
Children to plan and design their own
sculpture either from free choice or a
15. Can I make my design?
16. Did my sculpture work out as planned?
17. ?
18. ?
19. ?
observations and use them to review and
revisit ideas.
Art focus:
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• To improve their mastery of art and design
techniques, including drawing, painting
and sculpture with a range of materials
(e.g. pencil, charcoal, paint, clay).
Art focus:
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• To improve their mastery of art and design
techniques, including drawing, painting
and sculpture with a range of materials
(e.g. pencil, charcoal, paint, clay).
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given focus, e.g. animals, flowers, etc.
Children work on their sculpture designed
last lesson.
Children finish making sculptures and
evaluate.
If time teachers free to add to the lessons above with their own ideas and different subjects if they wish.