Year 3 Rocks

Knowledge and Understanding

Statutory Requirements

3c1: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

3c2: describe in simple terms how fossils are formed when things that have lived are trapped within rock

3c3: recognise that soils are made from rocks and organic matter.

Knowledge and Understanding

Notes and Guidance

Linked with work in geography, pupils should explore different kinds of rocks and soils, including those in the local environment.

Pupils might work scientifically by: observing rocks, including those used in buildings and gravestones, and exploring how and why they might have changed over time; using a hand lens or microscope to help them to identify and classify rocks according to whether they have grains or crystals, and whether they have fossils in them. Pupils might research and discuss the different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are formed. Pupils could explore different soils and identify similarities and differences between them and investigate what happens when rocks are rubbed together or what changes occur when they are in water. They can raise and answer questions about the way soils are formed.

Lower KS2 - Working Scientifically

Statutory Requirements

lks2w1: asking relevant questions and using different types of scientific enquiries to answer them

lks2w2: setting up simple practical enquiries, comparative and fair tests

lks2w3: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

lks2w4: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

lks2w5: recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

lks2w6: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

lks2w7: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

lks2w9: using straightforward scientific evidence to answer questions or to support their findings.

Lower KS2 - Working Scientifically

Notes and Guidance

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

How fossils are formed Worksheet Free!

Outstanding Science Year 3 | Rocks | OS3C004

Learning objective

I can explain how fossils are formed.

Children explore how fossils are formed in sedimentary rock. They learn that some ancient organisms died, were covered soon after death, formed fossils and were then uncovered. Children create their own process description with diagrams by cutting and pasting, or draw their own diagrams and write their own descriptions.

3c2: describe in simple terms how fossils are formed when things that have lived are trapped within rock

Fossils are the remains of ancient organisms.

Fossils are formed when an organism dies, is quickly covered by sediment, which over millions of years becomes sedimentary rock containing a fossil.

Only a small fraction of dead organisms leave a fossil.

Fossils tell us about ancient organisms, many of which are extinct.

An extinct organism is one of which there are no longer any living examples.

A palaeontologist is a scientist who studies the ancient past.

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Observing rocks Investigation

Outstanding Science Year 3 | Rocks | OS3C001

Learning objective

I can observe and describe the properties of rocks.

Children use a hand lens to look at a selection of rocks. They make observational drawings and describe them with the help of a word bank. Children try to identify the name of each rock and whether it contains grains, crystals, or fossils.

3c1: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

A magnifying glass can be used to examine objects in closer detail.

Rocks can be described as smooth, rough, shiny, dull, sparkly, heavy, light, regular, irregular, sharp, flat, round, jagged or dark.

Some rocks contain features such as crystals or fossils.

2 pages

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Testing rock hardness Investigation

Outstanding Science Year 3 | Rocks | OS3C002

Learning objective

I can test and compare rocks based on their hardness.

Children carry out an investigation to place a selection of 8 rocks in order of hardness. They predict and then test whether a rock can scratch each of the other rocks. They use their simple results table to create a frequency table and bar chart, and finally attempt to place the rocks in order of hardness.

3c1: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Some rocks are harder than others.

The hardness of rocks can be discovered through investigation.

2 pages

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Investigating rocks Investigation

Outstanding Science Year 3 | Rocks | OS3C003

Learning objective

I can investigate the properties of rocks.

Children investigate the properties of rocks. They predict and then observe whether 8 different rocks can be scratched with a nail, are porous, or can float in water. They use their results to create and label a 1-set Venn diagram.

3c1: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Porosity is the ability of an object to allow water to pass through it.

Rocks have different properties.

The properties of rocks can be discovered through experiment.

On a Venn diagram, the objects placed within a set have a given property, while those outside the set do not.

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Animals and their fossils Worksheet

Outstanding Science Year 3 | Rocks | OS3C005

Learning objective

I can describe fossils and guess how they were formed.

Children research and discuss some different types of living things whose remains have become fossils inside sedimentary rock. They learn that fossils are rare and often incomplete. They look at 4 images of fossils, label what they can see, and make a drawing of what the organisms might have looked like when it was alive.

3c2: describe in simple terms how fossils are formed when things that have lived are trapped within rock

Organisms are living things.

Fossils can tell us about organisms that lived millions of years ago.

Palaeontologists are scientists who use evidence such as fossils to find out about the distant past.

More ancient fossils are often found at a lower depth.

Few dead organisms leave fossils.

Fossils are often incomplete and palaeontologists need to infer what the entire organism looked like.

3 pages

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Investigating soils Investigation

Outstanding Science Year 3 | Rocks | OS3C006

Learning objective

I can investigate what soils are made from.

Using hand lenses, children explore two different soil samples. They identify differences and similarities, looking for sand, plant parts, water and minibeasts. They create an observational drawing and write a description of each sample.

3c3: recognise that soils are made from rocks and organic matter.

Soils are vital for plant growth.

Soils are an important habitat.

Soil may contain sand, small rocks, humus, air spaces, minibeasts, seeds, roots, or other parts of plants, and human litter or rubbish.

Humus is made of dead or rotting organisms.

The components of soil can be discovered through observation.

Different soil samples may contain different components.

Soil may contain harmful materials and it is important to use safety equipment when handling them.

2 pages

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Soil composition Investigation

Outstanding Science Year 3 | Rocks | OS3C007

Learning objective

I can examine what a soil sample is made from.

Children examine a soil sample. They mix it with water inside a bottle, then allow it to settle. They draw and label its initial appearance, and then its appearance after several days. They discuss how it changes over time.

3c3: recognise that soils are made from rocks and organic matter.

Soils are composed of different materials.

The components of soil can be separated by mixing in water and settling.

Soil can contain harmful materials and we should follow hygiene procedures when handling them.

2 pages

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Rocks and their properties Worksheet

Outstanding Science Year 3 | Rocks | OS3C008

Learning objective

I can match rocks to their properties and suggest uses for them.

Children learn that rocks can be placed into three categories - sedimentary, metamorphic and igneous. They examine pictures of 8 familiar rocks - chalk, diamond, sandstone, slate, granite, flint, marble and limestone - and match them to their descriptions and physical properties. They suggest potential uses for each of these rocks.