Lesson 8Hd: Sedimentary Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Starter: Fossils n/a Resources n/a Students Recall the names of some sedimentary Hand fossil samples around the class from 8Hd observe a and metamorphic rocks. and then hold a short brainstorming Exploring of different Describe the textures and properties of session where students suggest what Science. sedimentary sedimentary rocks. organisms the fossils are from and rocks in detail. Describe how sedimentary rocks are how the fossils came to be in the formed. rock. Describe the link between the size of rock fragments deposited and the Exploring: Describing sedimentary water or wind speed. rocks Securing Give students a of different Describe how fossils are formed. sedimentary rocks to observe in Relate the grain size and roundness to detail. Once they have recorded their transport history. observations, they should attempt to Use the rock cycle model to link the describe how the grains in the rock formation of igneous, sedimentary and were formed and how the sediments metamorphic rocks. were deposited. Appreciate the different timescales involved in different rock cycle Explaining: The carbon processes, and give examples of fast Revise the carbon cycle with students and slow processes. then consider the slow carbon cycle, Exceeding which includes the effects of Compare quantitative data about the weathering rocks and carbonate rock effect of speed on the size of grain that formation. can be transported. Working Scientifically Plenary: Thinking about sedimentary Outline the basic scientific method and rocks how it is modified for largely Odd One Out: limestone, marble, observational sciences such as (Possible answers: slate, as geology. marble is made from limestone, so Identify hypotheses and some of the the other two contain the same evidence that supports/refutes them. minerals; limestone as it is sedimentary while the others are metamorphic.)
Lesson 8Hd: Sedimentary Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Recall the names of some sedimentary and metamorphic rocks. Describe the textures and properties of sedimentary rocks. Describe how sedimentary rocks are formed. Describe the link between the size of rock fragments deposited and the water or wind speed. Securing Describe how fossils are formed. Relate the grain size and roundness to transport history. Use the rock cycle model to link the formation of igneous, sedimentary and metamorphic rocks. Appreciate the different timescales involved in different rock cycle processes, and give examples of fast and slow processes. Exceeding Compare quantitative data about the effect of speed on the size of grain that can be transported. Working Scientifically Outline the basic scientific method and how it is modified for largely observational sciences such as geology. Identify hypotheses and some of the evidence that supports/refutes them. Starter: Fossils Hand fossil samples around the class and then hold a short brainstorming session where students suggest what organisms the fossils are from and how the fossils came to be in the rock. Exploring: Describing sedimentary rocks Give students a of different sedimentary rocks to observe in detail. Once they have recorded their observations, they should attempt to describe how the grains in the rock were formed and how the sediments were deposited. Explaining: The carbon Revise the carbon cycle with students then consider the slow carbon cycle, which includes the effects of weathering rocks and carbonate rock formation. Plenary: Thinking about sedimentary rocks Odd One Out: limestone, marble, (Possible answers: slate, as marble is made from limestone, so the other two contain the same minerals; limestone as it is sedimentary while the others are metamorphic.) n/a Resources from 8Hd Exploring Science. n/a Students observe a of different sedimentary rocks in detail.