Year 3Science Light – Block 3R – Rocks and Fossils

Session 1: Become Rock Stars!
Science curriculum area: Rocks / i. compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
Working Scientifically (LKS2) / i. asking relevant questions and using different types of scientific enquiries to answer them
ii. making systematic and careful observations
iii. recording findings using simple scientific language, drawings, labelled diagrams
Teaching Objectives /
  • To observe rocks closely and discover that they have different qualities and features
  • To group rocks in different ways according to their observable features
  • To be able to name 6 common rocks

Key Vocabulary:rock, sandstone, limestone, chalk, granite, slate, marble, classification, observation
Resources
Small rock samples of: chalk, slate, sandstone, granite, limestone, marble, flint, basalt and pumice (you will need 5 - 6 samples of each of the rocks in bold type depending on the size of your class and groups). The rocks that are not emboldened are examples only (alternative samples could be used), tambourine, paper plates, marker pen, magnifying lenses, pastel crayons (or wax crayons), pencils, pens, rulers, A3 copy of the S1 Task sheet per child and 1 copy between two children of the task prompt sheet
1 copy on card of the rock labels with descriptions sheet per group, rock star template printed onto card and a cut out (1 per group), a strong cloth drawstring bag
Whole Class:Give every child a small rock sample to examine. These are a clue to our next exciting science project. What are they? Rocks. Where did they come from? The earth or ground. Let’s begin with a game called “The Hard Rock Challenge”. Use the Teacher’s Guide and a tambourine to play the game. What do you already know about rocks? Gather information from the chn and make a list of known “facts” about rocks on the flip chart. What would we like to find out about rocks? Make a list of questions, e.g. How did they get there? What are they made of? Over the next few science sessions we shall become rock and fossil scientists who will create an amazing Rock and Fossil Museum, full of exciting information, incredible facts and fascinating activities for our visitors.Now we are going to be rock detectives and look even more closely at different samples of rock using magnifiers.Explain to the chn that when scientists observe something in detail they usually make carefully labelled drawings to record what they have found. We are going to take a detailed look at 6 different rocks, making drawings with labels and descriptions of each to make interesting exhibits for our museum. Later we will work out the name of each rock.
Activity:
Rock Detectives– mixed ability task for groups of 4-6
Before the session prepare 6 paper plates for each table (numbered 1-6) in bold marker pen. Place chalk on plate 1, slate on plate 2, sandstone on 3, granite on 4, limestone on 5 and marble on 6. If you have enough samples put more than one on each plate. Chn should use magnifiers to make detailed observational drawings of each of the rock samples on an A3 copy of the task sheet (session resource). Also give a copy of the Rock Detectives Help Sheet between 2 chn. Use pastel crayons to make the drawings as the colours can be blended to give matched shades.At the end of the task, praise the chn for their detailed observations and descriptions. Briefly share some good examples. These will be great exhibits for our museum!
Plenary / Now we are going to learn the name of each of our 6 rocks by playing Rock Stars! We will stay in our activity groups for this game. But first let’s try to work out the name of each type of rock we have been studying. Give out the Rock labels with Descriptionssheet (1 per group). Cut out the 6 rock labels. Together read the descriptions and try to match the correct label to each plate of rock samples. Support the groups by telling them how many are correct but not which ones – that way they will continue to read the descriptions and discuss the samples until all 6 are correctly matched. Before playing the game briefly reinforce the rock names by asking the chn to gather up the labels and place them face down on the table. Call out a rock name – each child should point to that plate. Once everyone seems confident, play Rock Stars (see Teachers’ Guide to Rock Stars).
Outcomes / Children will
  • Collectively make a list of questions on rocks that can be answered through a range of scientific enquiries during the course of the topic
  • Undertake The Hard Rock Challenge – a game that requires them to begin to observe rocks carefully and group them in different ways according to their features
  • Make detailed labelled drawings of 6 common rocks and write descriptions of their observable features
  • Learn the names of 6 common rocks whilst playing an active game – Rock Stars!

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

We refer you to our warning, at the foot of the block overview, about links to other websites.