Students work in collaborative groups to look at the effects of changing temperature and ice Ice cubes (with blue melting food colouring in then), beakers, kettles, thermometers, stopwatches. Catch: using a collection of different types of rocks Different samples of Students will be able Describe and group rocks and soils on the basis of (including some local examples) along with viewers” rocks (including local to observe and “bio their characteristics, or hand lenses. Students can then sort out the rocks examples), hand identify different including appearance, texture and permeability based upon some of their physical characteristics. The lenses or bio viewers properties of rocks. teacher can ask students/groups of students, why they They will be able to grouped the rock samples as they did. use their own Teacher can link these skills to ones previously methods for Key Vocabulary: developed when classifying animals using the same classifying rocks, Rocks, metamorphic, and dark sedimentary, igneous, method of dichotomous keys. Rocks can be classified then using chocolate, plastic texture, permeability, into 3 broad groups, igneous, metamorphic and dichotomous keys. knife, aluminium foil, characteristics, gravel, sedimentary. Explaining some of the key characteristics, sand, soil, pressure, heat hot water, grater Students like their appearance (getting students to observe), understand the key texture (getting students to feel) and permeability (getting characteristics of students to observe trying to pour water through them) Examples of local igneous, fossils in rock such as Students working in small groups can then demonstrate metamorphic, and corals and conch etc. the basics of the rock cycle and the features of each type sedimentary rocks, using the rocks demo” specifically their “Chocolate
Ice cubes (with blue food colouring in then), beakers, kettles, thermometers, stopwatches. Students work in collaborative groups to look at the effects of changing temperature and ice melting Describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability Key Vocabulary: Rocks, metamorphic, sedimentary, igneous, texture, permeability, characteristics, gravel, sand, soil, pressure, heat Catch: using a collection of different types of rocks (including some local examples) along with “bio viewers” or hand lenses. Students can then sort out the rocks based upon some of their physical characteristics. The teacher can ask students/groups of students, why they grouped the rock samples as they did. Teacher can link these skills to ones previously developed when classifying animals using the same method of dichotomous keys. Rocks can be classified into 3 broad groups, igneous, metamorphic and sedimentary. Explaining some of the key characteristics, like their appearance (getting students to observe), texture (getting students to feel) and permeability (getting students to observe trying to pour water through them) Students working in small groups can then demonstrate the basics of the rock cycle and the features of each type using the “Chocolate rocks demo” Different samples of rocks (including local examples), hand lenses or bio viewers and dark chocolate, plastic knife, aluminium foil, hot water, grater Examples of local fossils in rock such as corals and conch etc. Students will be able to observe and identify different properties of rocks. They will be able to use their own methods for classifying rocks, then using dichotomous keys. Students understand the key characteristics of igneous, metamorphic, and sedimentary rocks, specifically their
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