ABOUT THE PACK - · PDF fileABOUT THE PACK This pack contains a book, Christina's Story, ......

ABOUT THE PACK

This pack contains a book, Christina's Story, relating the story of a gravestone, together with supporting activities and worksheets. The story format allows the material to be used as part of Literacy Hour and the same themes can then be developed further in Science and Geography - in particular, relating to "materials and properties" and "environmental change" and the QCA unit 3D Rocks and Soils.

It is suggested that the book be used as the introduction and key referencing point to other activities, in turn supported by the activity resource sheets.

The Book • Christina's Story

The pages are intentionally monochrome to permit easy photocopying. In particular they can be enlarged, if appropriate, from their present A5 page size. Copies can then be circulated for use in small groups or used by the teacher in front of the whole class as the story develops.

Background Information for Teachers

This includes sheets for teachers outlining the concept of the rock cycle, rock types, use of rocks and a list of further resources. (see overleaf)

Activity Sheets

The activities cover comparing, sorting, testing and identifying rocks. Investigations beyond the classroom can include home and school plus town and graveyard trails.

Building Stone Postcards

Sixteen full colour postcards are included. These show building stones frequently used in British towns. The stone surfaces are reproduced at actual size.

Introduction

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Investigating rocks can be great fun and could change the way your pupils look at their environment. They may not be aware that there are rocks underneath the playground, roads, houses and gardens - rocks form the whole of their world, without them realising it! Should you be fortunate enough to have people digging trenches outside the school e.g. laying new sewers or gas mains, then you may be able to show your pupils the reality. You may also be able to see the layers of soil and rocks as you gaze into this hole. Large pieces of rock may sometimes be used as decorative features in your locality. Rocks are extremely important in modern life. Each of us uses 6 to 7 tonnes of rock, sand and gravel a year. All this essential natural material has to be dug up from mines and quarries or even from the sea bed.

PAGE 1 ESTA Primary Pack

BACKGROUND BRIEFING FOR TEACHERS

The Rock Cycle diagram, which forms the inside cover of the pack, shows details of how rocks are formed. The concept of the rock cycle is a useful means of seeing the big picture while investigating small component parts in class activities. Notes to accompany the diagram are reproduced on the next page.

Rocks are accumulations of minerals, which are naturally occurring chemical compounds. Some rocks have grown together as crystals, others are the broken fragments of older rocks or minerals which have been cemented together. Rocks can be classified according to the way they are formed. There are three main types.

1. Rock is heated within the earth, under conditions of extreme heat and/or pressure, until molten. Conditions change and the liquid rock (magma) starts to cool down and solidify. The rate at which the molten rock cools affects the size of the crystals within it. Magma which cools slowly forms rocks with large crystals and that which cools quickly forms rocks with small crystals. These rocks are called igneous and are usually hard.

2. Rock is also formed by the erosion and weathering of existing rocks. The broken particles are deposited by water, air or ice, sometimes with dead animals or plants. These rocks are then squeezed by the weight of the succeeding layers on top and eventually solidify. These rocks are called sedimentary and often contain fossils and visible layers. They tend to be softer than igneous rocks.

3. Both igneous and sedimentary rocks can be compressed under conditions of great pressure and/or temperature and are altered by a process called recrystallisation into metamorphic rock. The characteristics of metamorphic rocks depend on the original rock and the extent of recrystallisation.

Resources

A selection of Rocks It may be useful to build up a reference collection of labelled specimens kept in individual boxes (small margarine tubs) and stored in strong trays or boxes. Your main collection of "working" specimens may be kept in larger plastic tubs. The following selection includes most of the common rock types. It is not exhaustive - there may be important local rocks and minerals which could be used in class.

Weathering & Erosion Sediment Sedimentary Rocks

Soil, flakes from bricks, beach pebbles eg.rounded brick & glass fragments Shells, pebbles, sand and mud from rivers, beaches etc: Conglomerate, gritstone, sandstone, mudstone, clay, limestone, (eg: shelly, oolitic, chalk) coal, ironstone

Metamorphic Rocks Marble, slate, schist. Igneous Rocks Granite, basalt, pumice. Materials manufactured from rocks, e.g. -From clays bricks, tiles, pottery From limestone and clay cement From cement and pebbles concrete

Where to obtain samp/es.:-ESTA see back cover Monumental Masons. eg; granite, marble, limestone, other polished rocks. Garden Centres. Collections made by yourself, or the class, from various localities.


THE ROCK CYCLE Notes to Accompany the A3 Inside Cover Diagram

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1.WEA~ERING ~

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4. METAMORPHIC J ROCKS ..-/

3. SEDIMENTARY ROCKS

1. WEATHERING AND EROSION WEATHERING attacks rocks in many ways. Examples include acid rain, freeze-thaw and plant roots. EROSION involves the transport and further breakdown of weathered rock material by wind, ice, rivers and sea.

2. DEPOSITION DEPOSITION of eroded mud, sand and pebbles often takes place in lowland areas. Most of this SEDIMENT is eventually deposited in the sea.

As layers of sediment build up the lower ones become compacted under their weight and water is squeezed out. In time minerals dissolved in the water may be precipitated between the grains, cementing them together, forming SEDIMENTARY ROCKS. Pebbles become CONGLOMERATE, sand becomes SANDSTONE, mud becomes MUDSTONE and shells become LIMESTONE.

(Over millions of years forces in the Earth's crust affect the sedimentary rocks. They may be squeezed during the collision of continental plates to form folds and be pushed above sea level where they may be attacked by weathering and erosion.)

4. METAMORPHIC ROCKS During plate collision rocks of any kind may be pushed to great depths where the pressures and temperatures are high enough to change them. The original layering and fossils are usually destroyed during recrystallisation but the rocks do NOT melt. Examples of changed or METAMORPHIC ROCKS include MARBLE (from Limestone), SLATE (from mudstone) and QUARTZITE (from sandstone).

(After millions of years of uplift and erosion of the overlying rocks these metamorphic rocks may themselves be exposed at the Earth's surface and be attacked by weathering and erosion.)

5. DEEP IGNEOUS ROCKS At very high temperatures some minerals in the metamorphic rocks begin to melt. This molten rock, called MAGMA, may rise in the crust, then cool to form IGNEOUS ROCKS. Some cools slowly at depth, forming rocks with large crystals such as GRANITE. (After millions of years of uplift and erosion, granite may be exposed at the Earth's surface and be attacked by weathering and erosion.)

6. VOLCANIC IGNEOUS ROCKS Some magma may reach the surface of the crust and erupt as LAVA from VOLCANOES. BASALT is a typical lava and since it cools quickly it is made of small crystals. Frothy lava forms PUMICE and explosive volcanoes produce ASH. Volcanoes are built up from many layers of lava, ash and pumice. (They are soon attacked by weathering and erosion).


PURPOSE

1. Sequencing

Worksheet A Worksheet 8

2. Sorting

3. Identifying

Worksheet C

4. Testing

Worksheet 0 Worksheet E

5. Weathering

6. Trail

PAGE 4

THE ACTIVITIES

CURRICULUM RELEVANCE

- Using Christina's Story

National Literacy Strategy. Y3 Term 3. Reading comprehension strategies.

- Using different criteria

PoS. KS2 Science. Systematic Enquiry. Materials and their Properties. - 1. d. Q.C.A. Unit 3 0 Rocks and Soils.

- Identifying common rocks using key terms as clues

Q.C.A. Unit 3 0 Rocks and soils

- Testing for porosity/permeability and hardness

PoS. KS2 Science 1. a & b; 3. a; 4. c; 5. a & b. Experimental & Investigative Science. - 1. a to e; 2. a, b, & c; 3. a to e. Q.C.A. Unit 3 0 Rocks & Soils.

- How to weather your own rock

Q.C.A. Unit 3 0 Rocks and Soils

- Town Trail

PoS. KS2 Science. 2. a & d. PoS KS2 Geography. 1. a, b, & c. Geographical skills 2. a, b, & c. 3. b Places. 4. Q.C.A. Unit 3 0 rocks and Soils.

ESTA Primary Pack

ACTIVITY 1

Sequencing

Learning Outcome:- To be able to recognise the order that events happen.

Vocabulary:-

Resources

Starting Off

To order pictures and text into the correct sequence.

sequence, order, plus words included in the story.

Christina's Story; Worksheet A, - pictures in correct order; Worksheet B. - text in incorrect order, with 5 different sets of instructions, for work at 5 levels. For sequence numbers 1 & 5, you will need to copy the picture worksheet (after removing the numbers) cut and paste into a random order and copy before use.

The story should have been read to the children and discussed previously, but should be read again before starting the exercise. The 2 basic worksheets (pictures and texts) can be altered (as above) to suit the age group and / or ability levels and thus used in different ways. The language in the texts can also be simplified or extended to provide further differentiation. More able pupils could compose their own text.

Suggested ways of using the worksheets:-

1. Use altered worksheet A (see above). Children put pictures in correct order. 2. Use sheet B. Children put the texts into the correct order by cutting and

pasting. 3. Use both worksheets as they are. Children write text under correct picture. 4. Use only worksheet B. Children write out text in correct order (without the

aid of the pictures). 5. Use altered worksheet A (see above) and worksheet B. Children put both

into correct order and then match.

Different approaches can be used at the same time to provide differentiation, or harder sequencing can be used as an extension.

PAGE5 ----------------------------------------------------ESTA Primary Pack

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WORKSHEET B (Activity 1)

Christina's Story

Sequencing

Use one of the sets of instructions 1 to 5, with the sentences below, depending on what level you wish the children to work at.

1. These pictures are all from "Christina's Story", but are in the wrong order. Put them into the correct order.

2. These sentences are all from "Christina's Story", but they are in the wrong order. Cut them out and put them in the correct order.

3. These sentences are all from "Christina's Story", but they are in the wrong order. Copy them out under the correct picture on your sheet.

4. These sentences are all from "Christina's Story", but they are in the wrong order. Copy them out in the correct order to fit the story.

5. These sentences are all from "Christina's Story", but they are in the wrong order.

A.

B.

C.

D.

E.

F.

The pictures are also in the wrong order. Put the pictures in the correct order and then match the words to them.

When I was finished, I was put into a field, looking bright and shining

I was cut off from the rest of the rock and shaped into a block ready to be brought to Britain on a ship.

Sometimes children come to investigate the colour and size of the crystals that I am made of.

I am a piece of rock from a warm, sunny country called Italy.

I became worn and dirty and covered with a green layer, which made me look old.

In Britain, Mr Ackroyd chipped bits off the block to shape me into an Angel.


ACTIVITY 2

Sorting Rocks

Learning Outcome:- To be able to group rocks according to differences in texture and record, identify and justify groupings.

Vocabulary:- colour, texture, size, shape, arrangement of crystals/fragments, rock names (those you have - see below)

Resources:-

Starting Off

Extension

Collection of rocks. :-Igneous. granite, basalt. Sedimentary. sandstone, mudstone, clay, limestone (including chalk). Metamorphic. marble, slate. And any additional samples that are to hand! Magnifiers.

Two possible approaches. i) Minimum guidance - let the children look at the rocks, feel them, talk about them and come up with their own criteria and record it. ii) More guidance - Introduce by discussion the terms relating to colour, texture, size, shape and arrangement of crystals and fragments. Then let them observe, sort and record.

The two approaches can be used consecutively and results compared. One group can try to identify criteria used by another group.

This leads on to Activity 3 - Rock Identification

If some samples are held back they can be used to reinforce or test the children's classification or grouping.

ACTIVITY 3

Learning Outcome:-

Vocabulary:-

Resources:-

Starting off

Extension

Rock Identification

to improve observation skills; to use textural terms; to identify common rocks.

(list as on activity 2)

Worksheet C - Looking at Rocks. Magnifiers. This exercise is based on material devised by ESTA to accompany a rock kit. Teachers may need to adapt the material to fit their available specimens. Rock name / keywords master sheet (adapted as necessary) Examples of rock samples on the above sheet:-Granite, sandstone (red), slate, limestone (shelly), basalt, marble

This follows on from Activity 2 - Sorting Rocks

Supply children with the rocks in trays, and magnifiers. Follow the instructions on the worksheet.

This leads on to Activity 4 - Testing Rocks

Additional specimens could be used in the same way. Detailing uses to which these rocks are put.

PAGE 8----------------------------------------------------------------------------------------------------- ESTA Primary Pack

WORKSHEET C (Activity 3) There are many sorts of rocks.

Name ............................ .

They are made from different minerals of various shapes and sizes.

1. Look carefully at each rock sample in turn. Use a magnifying glass. Try to match the rocks with the clues on the tickets. Find out the rock name by checking on the back of each ticket.

2. In the boxes below sketch what you see in your rocks. The clues will help you. Use colours when you can.

3. Label each picture with the clues and rock name.

Clues: Clues:

Rock Name: Rock Name:

Clues: Clues:


Clues: Clues:


PAGE 9

Date: ................... .

ESTA Primary Pack

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Tickets for Worksheet C (Activity 3)

Below is the master sheet for making the "Rock Tickets". Either photocopy twice and stick back to back (checking alignment), then cut and put into sets of six tickets or, photocopy once only, fold down middle, then stick back to back and cut and put into sets of six tickets. Use these with Worksheet C, which has instructions on it.

• I

large crystals, I I granite

different colours I I

P-I I

I

sand grains, I I sandstone

rusty colour I I I

~ I

splits into layers, slate dark grey or purple

P-

fossil shells, limestone pale colour

I-

I

small crystals, I I

basalt I

mostly black I I

P- I I

white, I I I marble

sugary crystals I I - I -•


ACTIVITY 4

Testing Rocks

A. Porosity/Permeability

Learning outcome:-

Resources:-

Starting Off

Porosity is a measure of pore space between the grains in a rock, as a percentage of the whole volume of the rock. Permeability is the measure of the flow of water through rocks, in metres per second. The two are often confused.

To be able to discover whether a rock is porous or not. To link this characteristic to uses of rocks.

Worksheet 0 - Porous Rocks. Worksheet E - Drilling holes and making wells. Rock Samples: Porous Non Porous sandstone granite, basalt chalk slate, marble Dropper bottle or pipettes.

Make sure of your porous rocks. (Some sandstones are not porous because the pore spaces between the grains are filled with silica cement. Some rocks may appear to be slightly porous as water goes into cracks.) The instructions for the investigation are on the worksheet. Teachers will need to demonstrate the use of the dropper bottles or pipettes.

Links to Use of Rocks - Non-porous slate for roofs.

Extension

Further Extension

Resources:-

What to do

B. Hardness

Research. - Find out about :-Use of porous rocks for water supply. e.g. Chalk in south east England; Red sandstone in the Midlands.

Non-porous layer of Chalk Marl is followed by the Channel Tunnel.

Making a Well. - Linked to the above. - for more able children.

Get the children to try this activity and link it to the questions on Worksheet E. Answer Question 1 before you start, - this links the two worksheets.

pea gravel or sand; water; bucket; tube with holes in it.

(a) Stand the tube upright in the middle of the bucket and cover the top. (b) Carefully scoop the sand or gravel into the bucket around the outside of the tube. (c) Gently pour the water over the sand, away from the tube.

Q.C.A. Unit 3D Rocks and soils suggests a rubbing test to compare how well different rock withstand being ground down and put in rank order.

Scratching with a nail will determine the hard rocks.

Links to use of rocks:- Hard rocks are used extensively. e.g. buildings, railway ballast, roadstone. Granite is used for steps. Marble is used as it is easy to carve and is attractive.

PAGE11------------------------------------------------------ ESTA Primary Pack

WORKSHEET D (Activity 4)

Name ..................................................... . Date ..................................... .

Porous Rocks

An experiment to find out which rocks are POROUS (water will soak into them).

Rock Samples, water, dropper. Put one drop of water on each rock sample in turn What happens to the water

Apparatus What to do Observe Record Your results with a tick in the correct column in the table below

ROCK POROUS NON-POROUS

Granite (large coloured crystals)

Sandstone (red grains)

Marble (white, sugary crystals)

Slate (grey/purple, hard)

Basalt (black, tiny crystals)

Chalk (white, smooth)

Name the Porous rocks

Name the non-porous rocks

Can you think of another method which we could use to find out which rocks are porous? Write down your ideas.


WORKSHEET E (Activity 4)

Name ..................................................... . Date ..................................... .

Drilling Holes and Making Wells

Answer this question before making your well.

1. If you drilled a borehole through the soil, deep into the layers of rock underneath, what would you find in the hole if the rock was sandstone or chalk? Keep in mind your results from worksheet D.

Now Make Your Well - (your teacher will help)

2. (a) What happens to the water?

2. (b) Can you suggest where the water has gone?

2. (c) Take the cover off the tube and look in. What do you see?

3. Do you think that sandstone and chalk are good rocks for supplying water? __ Explain your answer.

4. Do you think that sandstone and chalk are good for tunnels? ______ _ Explain your answer.


ACTIVITY 5

Weathering

FreezelThaw

Learning outcome:- to understand that some rocks, particularly porous ones, break down more easily that others.

Vocabulary:-

Resources:-

Starting Off

Check the results

Extension

Safety Notes:

freeze, thaw, expand, contract, rock names (same as porous/ non-porous list in activity 4)

Collection of rocks (as in activity 4) Access to a freezer or freezing compartment of a fridge. Plastic bags or dishes. This activity could be used for the children to devise their own recording sheet, with spaces for illustrations and text. Lime descaler (available from hardware/DIY shops, supermarkets).

Select three samples of each of three specimens. e.g. 3 pieces of slate, 3 pieces of granite and 3 pieces of a porous rock (sandstone or chalk). Divide into three sets, with one type of each in each set. One set is the control, One set is frozen dry One set is frozen wet. Make sure they are well soaked .

Freeze and thaw the dry set several times and check results. Do the same with the wet set. Do not do anything with the control set.

Little will have happened to any of the dry set. The wet sandstone or chalk should begin to disintegrate, but the granite and slate will not. Nothing should have happened to any of the control.

Natural rocks in the ground are wet most of the time -Use this as a basis for discussions on what has happened in your test.

Look out for examples of weathered rocks, particularly sandstones, in your area, as well as buildings around school. (see Activity 6)

Chemical Weathering

Further examples of weathering include acid rain. Use beakers of dilute lime de-scaler and samples of granite, slate, sandstone, limestone (chalk), marble, clay tiles, concrete tiles. Place the samples in the beakers. Note what effect this has and the length of time it takes.

(1) Read and comply with manufacturers safety precautions on lime descaler (2) Remember general hygiene considerations when freezing 'rock' specimens

PAGE 14 ----------------------- ESTA Primary Pack

ACTIVITY 6

Town Trail

The Town Trail should draw together the skills the children have learnt through the various classroom activities on rocks.

Learning Outcome:- to develop an understanding of the relationships between the properties and the use of rocks and other materials;

Vocabulary:-

Resources:-

Starting off:-

On the Trail :-

to begin to discriminate between natural and manufactured materials.

as in activity 2, with the addition of terms relating to buildings.

clipboard and paper large scale street plan / map building materials reference sheet (overleaf) adapted to suit your locality. building stones postcards magnifiers

We can study rocks outdoors simply by looking at the school buildings around us. This can then be extended to include the local neighbourhood, especially shops. Apart from timber, almost all materials used in buildings can eventually be traced back to rocks. This activity is a practical extension / follow up to the previous activities. Materials used in buildings, pavements, roads, walls and other features can be observed and recorded on sheets or cards, (to suit your requirements) and plotted on large scale town plans. Suitable teacher preparation should include walking round and planning the trail yourself, and deciding on the best method for your children to record the information. You can then take the children to appropriate local sites.

1. Let the children examine and describe materials. Plot the sites on street plans.

2. Prompt (see (i) below) them to identify the types of material using knowledge from previous activities, together with the reference sheet and postcards.

3. Follow up - back in the classroom - relate the properties of the materials observed to their uses. (see (ii) below).

Additional Information for Help and Guidance

(i) When observing the detail of the materials, the following prompts can be used for guidance. (Don't forget magnifiers).

• Feel • Colour • Condition • Texture • Size • Natural Stone • Aggregate • Manufactured material

(ii) Uses of Materials

rough, smooth, glassy, sugary don't forget shades fresh or weathered interlocking crystals or cemented grains of crystals/grains polished or natural/rough (crushed fragments, stuck together) composition cement, concrete, plastic, asphalt

• Comment on the use of certain materials for important buildings. e.g. churches, shops, banks. • Materials may show the effects of weathering, e.g. sandstone, limestone, concrete.

Others may be hard-wearing, e.g. granite, basalt, slate. • Manufactured materials may be just as prone to weathering, e.g. bricks flake, concrete cracks, and is

affected by acid rain.

PAGE 15 ------------------------------------------------------------------------------------------------- ESTA Primary Pack

TOWN TRAIL - BUILDING MATERIALS REFERENCE SHEET (Activity 6)

Many local rocks have been used as building materials, the most suitable are cut and dressed to form regular blocks. Slate was normally used for roofing. The best rocks for building were both hard and durable, and resisted attack by weathering. Today most buildings contain a lot of processed materials such as, bricks, and tiles made from fired clay-rich rocks, some rocks may be broken down as aggregates or processed. Limestone can be crushed, mixed with shale and heated to make cement. Aggregates mixed with cement make concrete, which is used in many buildings or with bitumen, to make asphalt for roads.

Item

Buildings

roof

walls rough stone ] cut/dressed polished facing slabs

floors/steps polished slabs

foundations

frame

Paving

cobbles

kerbstones

pavements

block paving

bollards

Roads/Car Parks

Surtace ]

Base made of aggregates

Ornamental

Including Sculptures ] Gravestones Memorials

PAGE 16

Natural Rocks

slate

[sandstone, limestone granite granite, limestone, basalt, marble

[ sandstone, limestone basalt, marble, granite

granite, basalt, sandstone

granite, basalt, sandstone

sandstone (flagstone)

e.g. crushed limestone, basalt, sandstone, granite

[ granite, basalt, marble sandstone, limestone

Manufactured Material

clay tiles, concrete tiles

brick, breeze block concrete, plaster board

clay tiles, bricks plastic

concrete

steel girders

concrete

concrete

bricks

concrete, iron

asphalt or concrete

cast metal

ESTA Primary Pack

ABOUT THE PACK - · PDF fileABOUT THE PACK This pack contains a book, Christina's Story, ......

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