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Science
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Science
of the Earth
11 - 14
Science
of the Earth
11 - 14
the PastFossils
Hidden c
the Earth
water overg round and
underground
National Curriculum Earth Science
at Key Stage 3
A Teachers' Guide
to the 'Science of the Earth' Approach
National Curriculum Earth Science at Key Stage 3
A Teachers' Guide to the 'Science of the Earth' Approach
Contents
I.
Introducing 'Science of the Earth I 1-14'
2. Schemes of Work using 'Science of the Earth'
page I
page I
3.
Science and Geography at Key Stage 3
page 3
4.
A Testing Time to Come
page 4
5. A Glossary of Important Phrases relating to Earth Science
used in the National Curriculum for Science at Key Stage 3
page 4
The Apparatus and Materials needed for teaching
'Science of the Earth' Earth Science.
page 6
7.
Whatever next?
page 6
8.
Useful References
page 7
6.
Appendix: The Content of 'Science of the Earth I 1-14' units
page 8
The Editors of 'Science of the Earth 11-14' are Peter Kennett and Chris King.
The part-time secondment for Chris King presently provided
by the Hertfordshire Science Teaching Scholarship is gratefully acknowledged.
Sponsors of the 'Science of the Earth I 1-14' Initiative
Amerada Hess;
British Coal;
British Coal Opencast;
Chevron Oil;
The Dennis Curry Charitable Trust;
English China Clays;
The Hertfordshire Science Teaching Scholarship;
The Mineral Industry Manpower and Careers Unit (MIMCU);
The Nationwide Geology Club;
The Natural Environment Research Council;
The Nuffield Foundation;
Ready Mixed Concrete Group PLC;
Shell UK.
The advice of Don Maclean, and the help of Kath Grant in setting up. are acknowledged with thanks.
ISBN I 873266 08 I
First Published 1993
'National Curriculum' Earth Science at Key Stage 3
A Teachers' Guide to the 'Science of the Earth' Approach
with the three units being on related topics. Each unit comprises pupil
worksheets and teacher guidance for a topic which takes two periods
to teach (ie. seventy to eighty minutes) with extension work/homework also being provided. Examples of a Pupil Sheet and a Teacher
Sheet from one of the units are shown in Figure I. Twelve three-unit
packs are available and details of their contents are listed in the
Appendix.
1. Introducing 'Science of the Earth 11-14'
The 'Science of the Earth 11-1,4' series of units has been prepared as
a key contribution to your teaching of the Earth-related part of the
National Curriculum at Key Stage 3.
'Science of the Earth 11-14' units are published in three-unit packs,
Figure I. Examples of a Pupil Sheet and a Teacher Sheet from the 'Is the Earth cracking up?' unit taken from the 'Earth's
surface features' three-unit pack.
Earth's surface feature~
ES2: Is the Earth cracking up?
and in real rocks and 10 the tHne
An IntroductiOn to folding an:!.!ulting. in the lab
sca:~ Involved trI these prOC
.
Contents;
To enable pupll~
hi between the deformahon of rocks and the directlOI"lS
a' ~o discover the relatlons P
of the forccs involved. les mvolved in some geological processes.
Aims:
b) to calculate the tune s.c3
T .... o
pe
PU?lis work in small
Time:
Organiution;
ES2:
k or extension work for abler pUpils.
~
riods of 35 to -'0 minutes, plus homewo r
_
grou~ t~OUgh~~r::~~ for~~ to layers ois-an: an~:r.
applv1ng. first tenSional. a
t
1.
en co cs of real rock sequences which aye
They then " : : : their results to PICtur
Is the Earth craCking
__________
~~~UP?
1 t 3 Thev test the results of
.
As old as the hills?
ime Involved for some
fold~ o~ ~ero~ \Section 4) involves calcu\atl~g th~~ class or set as homework.
~I~;al processes 10 take place and may be one I
E.1ch pupJ WIll need:.
(PS) 1 to 6lpages 21 - 26)
returnable copies 01 Pupil Sheets
1 See
Eachgroupw\il need:
d
component drawer (e.g. 6,.. 12,.. 5 crn .
a tranSparent plasuC box, such as a eep
Fi re 1 on 1'51 (page 21)
a ~eceof thin board. tofi~:~ vertical in the drawer
RequireC\en~
.a small
=-
::;:~tothree quarten--fiU the drawer
!~ing 'of flour or talcum powder
a spatula or spoon
an empty tray
Notes on teaching the Unit
As old os the hills1
1.
2.
ver have occurred to some pupils.
PUsh and pull
!,::e
Tlus IS merely a bnef introduction to the subjeCt: thc thoughts may ne
transparent box, SOme d
part exJ'er'iment.
2.1
Push and pull
2.
,
av '::>c conducted (dte r by followmg the
\.cn or pupils mav be
'rro~c~ tcn~Ion or of comprcSSlng
a)
Thl~ t'.vO-p.Ht c ... ?'!nmcnl m .
,lOon Hlto the cik...:.tS Of pulling <>and u
,),;.. C<1 w dcvlSot tr:<.'1r ow; I:~·I~sonn1v be nceded to help thc less able.
¥
It. :0
~IS case, PSI to rs
.
'Y sand and SOme flour in
Pull
~tand the piece of board vert'
~ box. Keep it in place
(F19tue
1).
wder need be used, e.g. 1 mm thicknL'SS sprinkled along
w.'h1caUy, haU·way aJong
a WOOd block
I
Onh ~he muumal amount of flour or talcum po
the .... ;>11 of the model.
Nonn"l
~,1
fault plane
Puil The tcnswr..ll forces should produce
onc 'er morc nonn.ll faults,."Is snown \tl
Fi):'..lrcTl.
\
§~~~~- . . """"~'d
T51
Fi~urt Tl
'~.. onnal j.lult'
,,,..'~~::,=_______,_~gure 1
In lavers 01 flour lnd sa.nd ..~nd~r l.lteul tensIOn.
"'
How to
ana ::,Jur
~t up the box (or'pu', •.
b)
;:'nnkle.J thin layer of flour
."
Pty part of the box.
on "'~ bottom of the
cl
d)
Add In
~\"en layer of sand
b
u
_
OUt:,
mm truck.
Sp n nk1e a (hin laver o·
the box only,
.
t flour aIorg
::'e/ront edge of
PS1
2. Schemes of Work
using 'Science of the Earth'
The 'Science of the Earth I 1-14' units were not designed to provide a
Scheme of Work for teaching Earth science. Instead, each unit was
planned to be a free-standing entity to be picked 'off the shelf and
slotted into a Scheme of Work in the appropriate place. Neverthe-
less, some units can be used sequentially with great value. A careful
selection of units can be used to teach the majority of the Earth
science in the National Curriculum with the exception of some of the
material relating to soils and the atmosphere.
The work can be sequenced and developed in a variety of different
ways. Some examples are given in Figure 2 (a modular approach) and
Figures 3 and 4 (a topic approach).
National Curriculum Earth Science at Key Smge 3, A Teachers' Guide to the 'Science of the Earth' Approach. page I
Figure 2. A Key Stage 3 modular approach to Earth science using 'Science of the Earth I 1-14'.
MODULE
SELECT MATERIAL FROM THE PACKS BELOW
Module I. Introducing the Science of the Earth.
An introduction to Earth science (eg. for Year 7)
including fieldwork (eg. at the end of the year).
GW:
LP:
FW:
12 double periods
Groundwork - introducing Earth Science
life from the past - introducing fossils
Steps towards rock face - introducing fieldwork
(add material from 'Science of the Eanh' Unit I
Gravestones or Unit 7 on Building Stones)
on
Module 2. Active Earth
Core study of Earth processes (eg. for Year 8).
This module includes the formation of igneous,
sedimentary and metamorphic rocks. linked
to the major features and changes on the Earth's surface.
ME:
SR:
12 double periods
ES:
M:
HC:
Module 3. Active Atmosphere
The factors influencing the weather (eg. for Year 8).
The module covers the movement of air masses
due to differences in density, and comparisons between
air masses in terms of temperature, water content, etc.
These are related to evaporation and condensation.
Moulding Earth's surface
Secondhand rocks - introducing sedimentary processes
Magma - introducing igneous processes
Hidden changes in the Earth - introdUCing metamorphic
processes
Earth's surface features.
(Include material on:
Weather measurements
The cause and effects of density differences in fluids
The water cycle
The effects of air passing over bodies of water
and surfaces of different temperatures)
12 double periods
(this materialis not provided by 'Science of the Eanh 11-14')
Module 4. Out ofthe Earth
Coverage of Earth resources (eg. for Year 9).
The module covers water resources, energy
resources, raw materials, soils and
environmental considerations.
WG:
E:
PP:
BM:
12 double periods
Water overground and underground
Power source - oil and energy
Power from the past - coal
Bulk constructional minerals
(add material on soil-forming processes)
Figure 3. Earth cycles as the basis of a topic approach.
Teach these key Earth Cycles through a topic approach by selecting appropriate material from the 'Science of the Earth I 1-14' packs
shown in Figure 4.
THE WATER CYCLE
condensation
KEY
Earth processes
SOLAR ENERGY causes:
evaporation & condensation
atmospheric & oceanic
movement
GRAVITATIONAL ENERGY
causes:
falling and flowing water
EARTH'S ROTATION
causes atmospheric &
oceanic circulation
IRocks at Earth's surface I Earth
Products of
processes
Water on the move
Sediment on the move
causes:
melting of rocks
metamorphism
of rocks
plate tectonic
movements
folding and faulting
u ift
Metamorphic rocks
THE ROCK CYCLE
National Curriculum Earth Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 2
Figure 4. A Key Stage 3 topic approach through Earth Cycles using 'Science of the Earth 11-14'
A Topic Approach - through Earth Cycles
The topics are taken in sequence around the Earth cycles shown in Figure 3. Select materials from the appropriate 'Science of the Earth
I 1-14' packs where listed.
I.
Building blocks of the Earth - minerals, fossils and rocks
GW:
LP:
Groundwork - introducing Earth Science
Life from the past - introducing fossils
2.
Breaking down - weathering and e r o s i o n . .
3.
Building up - transportation and deposition
.
ME:
Moulding Earth's surface - weatherl~~, e~?slon a~d ~ransporta~lon
,.
, .
add material on soil-forming processes (thIS sod material IS not provIded by the SCIence of the Earth I 1-14 serIes)
SR:
Secondhand rocks - introducing sedimentary processes
(Units 'SR I: In the stream' and 'SR2: Blowing hot and cold')
4.
Burial and beyond - sediments to rocks and resources
SR:
WG:
E:
PP:
BM:
5.
Change by heat and pressure - metamorphism
HC:
6.
Hidden changes - introducing metamorphic processes
Melting and rising. Igneous activity
M:
7.
Secondhand rocks (Unit 'SR3: Sediment to rock, rock to sediment')
Water - overground and underground
Power source - oil and energy
Power from the past - coal
Bulk constructional minerals
Magma - introducing igneous processes
Power in the Earth - folding, faulting, earthquakes and volcanoes
ES:
Earth's surface features
8. . Exploring the Earth. fieldwork
FW:
9.
Steps towards the rock face - introducing fieldwork
Heating the Earth
.
. . .
.
.
include material on the differences in heat receIved between the polar and equatorIal regIons and the dIfferentIal heatIng of
sea and land areas (this 'differential heating' material is not provided by the 'Science of the Earth 11-14 'series)
10.
Evaporation, Condensation, Precipitation and Flow· the water cycle
include study of the controlling factors on the rates of evaporation and condensation processes in the atmosphere (this 'water
cyde' material is not provided by the 'Science of the Earth 11-14' series)
11.
Currents in the air and ocean
include material on the two main current-producing processes, ie. the movement of fluid masses due to changes in density
and the circulation of masses due to the rotation of the Earth. Refer to masses as discrete bodies that are able to retain
their identities over long distances of movement, influencing the areas through which they move (this material on
currents ;s not provided by the 'Sdence of the EtJrth J J- J4' series)
Whichever approach you use in preparing a Scheme of Work to
teach the Earth Science component, you should include some fieldwork. Fieldwork is vital because:
a) it is required by the programmes of study;
b) a proper understanding of Earth processes and their products can
only be gained by investigating them in field situations; Earth
science is the scientific study of the Earth around you;
c) opportunities for Sc I investigation of Earth science topics. particularly at the higher levels. are greatly increased by field investigation.
The best way of tackling fieldwork is to begin by studying the
materials used in the school buildings. then to examine local building
and ornamental materials before moving on to investigate local
exposures (eg. in cuttings, quarries or cliffs). Later. pupils will gain a
great deal from day-long field excursions. Approaches to fieldwork
are described in the pack, 'Steps towards the rock face - introducing
fieldwork'.
3. Science and Geography at Key Stage 3.
The Earth science component is an important part of the Science
curriculum. but some aspects of Earth science are taught through the
National Curriculum for Geography as well. This has been seen as a
difficulty by some departments and teachers. Such a perception is
unfortunate because there are important differences of approach and
content between Science and Geography in the field of Earth Science.
These differences can be summarised as follows:
in Science. the scientific principles underlying Earth processes
are studied in an investigative way. involving laboratory experimentation through Sc I. These Earth processes are related to
their products in terms of weather conditions, Earth activity and
different types of rocks. soils, etc.
in Geography, evidence for activity of Earth processes is sought
in the environment, and the theme of the impact of these
processes on the landscape and human activities is developed.
These differences can be seen by comparing the Earth science-related
material in the Key Stage 3 Science Curriculum with that of the
Geography Curriculum.
There is great scope for collaboration between Science and Geography departments to give pupils an understanding of Earth processes
through Science. and how these have affected our living environment,
through Geography. Such a cross-curricular environmental approach
has been successfully developed in some schools.
National Curriculum Earth Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 3
4. A Testing Time to Come
From Scl, Strand iv), the following:
The properties of water
Earth science investigations can provide opportunities to both teach
and assess Scientific Investigation (Sc I of the National Science Curriculum). Those units which contain investigations suitable for tackling Sc I are indicated in the Appendix. which lists all the 'Science of
the Earth 11-14' units.
The scope of Earth science knowledge and understanding required by
pupils at the end of Key Stage 3 will be illustrated by the SATs that
test Earth science in future years. Use of a good selection of 'Science
of the Earth I 1-14' units during your Key Stage 3 teaching will ensure
that both you and your pupils have a good knowledge of the Earth
science material now included in the National Curriculum. You will
also gain a deeper understanding of the scientific principles which
drive the Earth processes that have shaped our Earth in the past, are
active today and will continue to have dramatic effects in the future.
5. A Glossary of Important Phrases relating to
Earth Science used in the National Curriculum for Science at Key Stage 3.
Key properties include the coexistence of the liquid and
gaseous phase of water allOWing evaporation and condensation at temperatures between boiling and freeZing points.
Condensation also occurs below freezing point prodUCing ice
crystals. The humidity of the atmosphere is controlled by the
amount of water it contains and the temperature; when the
air is supersaturated, condensation occurs. The properties of
water as a solvent and its strong surface tension effects are
also vital to Earth processes.
The water cycle
Water evaporates, is moved in air masses and condenses to
water droplets or ice crystals when the air is cooled. When
large enough, these fall to the ground in precipitation. Water
flows into and over the ground but moves downhill and
accumulates in surface depressions from where most evaporation takes place. Much water is taken from the Earth and
returned to the atmosphere through plant transpiration.
Conservation of water resources
Most teachers have received little Earth science teaching during their
education and so may not be aware of the scope of some of the terms
and phrases used in the Earth Science-related Programmes of Study.
It might be thought, for example, that a study of 'the formation of
sedimentary rocks' simply means pupils should be told that sediments
are found in rivers and that these become changed into rocks, called
sedimentary rocks. While this is true, the scope of this phrase in the
National Curriculum is much greater. Thus, a glossary is given below
to show how an Earth scientist would interpret such phrases in the
context ofthe National Science Curriculum at Key Stage 3.
Fresh water is conserved naturally in lakes, rivers and permeable rocks (called aquifers) and artificially in reservoirs. All
these resources must be protected from pollution. A vital
part of conservation is the cleaning up of polluted water for
reuse. The marine environment should also be protected
from pollution.
Covered in Pack WG.
Effect of water on the Earth's surface
From Scl, Strand iii), the following:
Water is a vital agent of weathering. Flowing water causes the
erosion, transportation and deposition of solid and soluble
material. The overall effect is the irregular erosion of upland
areas and net deposition in lowland and marine areas. Many
erosional and depositional processes also take place in coastal
regions.
Covered in Packs ME, SR, WG.
Effects of •• exploitation of raw materials
Factors influencing the weather
The topics in the glossary are cross-referenced in italics to 'Science of
the Earth 11-14' packs suitable for teaching them, using the code
letters explained in the Appendix.
Problems associated with quarrying rock, mining minerals,
mining coal, exploiting oil and natural gas resources and
dissolving and pumping out salt need to be balanced against
the vital importance of these materials to our everyday lives.
All our construction industries require quarried rock, all
metals and plastics come from minerals, coal or oil and
materials such as salt are essential to many industries, such as
the chemical and food industries. Problems include scars on
the landscape, the possible pollution of air, soil, water supplies
and the surrounding land or ocean area, and the effects of
these on the environment. Methods of reducing these problems should also be considered.
The amount of heat received by an area is primarily determined by the latitude and season, amount of cloud cover,
nature of the surface and the effects of incoming air masses.
Wind is air flow caused by pressure differences which are the
outcome of the density variations in the atmosphere resulting
from differential heating of the Earth's surface. Wind direction is linked to pressure distribution and to the atmospheric
circulation caused by the rotation of the Earth. The amount
and type of cloud cover and precipitation is affected by the
distance from a major source of water, prevailing wind direction and the effectiveness of different atmospheric cooling
processes.
Covered in Packs BM, PP, E, WG.
From Sel, Strand iii), the following:
Range of sources of raw materials
All our resources come from the atmosphere, the hydrosphere, out of the Earth or grow on the Earth's surface. This
range of sources includes the gases of the air; water from
various sources; salts recovered from sea water; sediments
such as sand used in construction and in glass-making; rocks
used for aggregate (crushed gravel-sized rock), building stones,
facing stones (to beautify the fronts of buildings) and for the
manufacture of bricks, tiles and cement; rocks such as limestone, rock salt and gypsum rock used to produce chemicals;
clay rocks such as china clay used for a variety of purposes.
Metals come from mineral ores of various types; plastics
derive from coal and oil and these sources also provide a
variety of other chemical compounds. Plants provide timber,
paper, natural fibres and a range of other materials and
chemicals, while animal sources supply other natural fibres,
materials and chemicals.
Covered in Packs BM, PP, E, WG.
Different airstreams .. different conditions
Air masses that derive from southern oceanic areas bring
warm wet weather while those deriving from northern continental areas bring cool dry weather, etc. Most air masses
passing over Britain derive from cool or warm oceanic areas.
Meteorological symbols
Pupils should be able to interpret the weather symbols
commonly used in the media referring to temperature, wind
strength and direction and cloud cover/precipitation.
Observation, experiment and fieldwork
Observation skills will be included in identification, using keys,
of the minerals and rocks listed below as well as in the
interpretation of pictures, videos and maps depicting Earth
activity and its effects.
Covered in Packs GW, LP, M, HC, ES.
National Curriculum Earth Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 4
Experimentation involves investigating Earth processes in the
lab or possibly, in the field. Lab experimentation can include
the effects of flows in tanks and over stream tables, the
relative resistance of different rock types under different
circumstances, the characteristics of simulated cooling magmas under different conditions, the responses of materials to
different stress fields and the movement of fluids through
different Earth materials.
Covered in Packs ME, M, He, FW, £S , E, WG.
Fieldwork can involve study of weathering. erosion and use of
different rock types around the school, a local graveyard or a
local urban or rural area, but will also include an excursion to
one or more local rock exposures.
Covered in Pack. FW.
The formation of igneous rocks
These are rocks formed from melts called magmas. Magmas
that reach the Earth's surface (eg. in volcanoes) cool quickly
and produce rocks with interlocking small crystals such as
basalts: however, volcanic explosions can break up these
rocks to form ash or larger fragments called blocks. When
magmas cool slowly, larger crystals form producing coarsegrained igneous rocks such as granite. Slow cooling of magmas occurs deep beneath the surface of the Earth due to the
insulation provided by the overlying layers.
Covered in Pack. M.
The properties of igneous rocks
These include crystal size, range of crystal size, colour, mineral composition and other characteristic features at hand
specimen scale (eg. presence of gas bubble holes): on a larger
scale they include the characteristics of the junctions between the igneous rock and the surrounding rock. A suitable
range of igneous rocks for study include fine-grained basalt,
medium-grained do le rite, coarse-grained gabbro. coarsegrained granite and volcanic ash. Pupils would not be expected to name these or any other rocks, but they should be
able to identify them using keys.
Covered in Pack. M.
The formation of sedimentary rocks
This includes the deposition of sediments in rivers, lakes,
beaches, shallow seas and deep seas. as well as the deposition
of fossil fragments to form limestones and deposition by
evaporation of sea water to form salt deposits, etc. Sediments
are also deposited by wind and melting ice. The sediments,
once buried, become compressed: fluids flowing through the
pore spaces can deposit minerals which cement the particles
together. The result is that sediments become hard rocks.
Covered in Pack. SR.
The properties of metamorphic rocks
These depend upon how the rock was formed. Regional
metamorphic rocks produced from fine-grained sediments
usually contain metamorphic layers and range from finegrained slates to more highly metamorphosed coarser-grained
schists and gneisses. Marble is a rock composed of interlocking calcium carbonate crystals that formed by metamorphism
of limestone, and metaquartzite (often called simply, quartzite) is formed of interlocking silica crystals from pure sandstone. Neither marble nor metaquartzite can take on metamorphic layering, so their origin from thermal or regional
processes cannot be determined by the examination of hand
specimens. Suitable rocks for study are: slate: schist: gneiss:
marble: metaquartzite.
.
Covered in Packs He, BM.
Major features .. on the Earth's surface
These features include continents, including mountain belts
and shield areas (areas of very old rock found near the
centres of many continents) and oceans, including ocean
basins. trenches and oceanic ridges. The distributions of
earthquakes and volcanoes and their links to these features
are also included.
Covered in Pack. £S.
Major changes .. on the Earth's surface
These include the study of events that happen fast, in geological terms, such as earthquakes, and volcanic eruptions, as well
as geologically slower events such as weathering, erosion,
deposition, variation in sea level and climatic change.
Covered in Packs ME, SR, M, £S.
Time scales involved in .. geological processes
Pupils should be aware that some processes such as those of
earthquakes, occur in seconds, others, such as those of
erosion, take thousands of years, while others, such as the
deposition of sequences of rocks, may take mi llions of years.
The ages of rocks can be determined from the rate of decay
of the radioactive minerals contained in some rocks and from
the types of fossils contained by others.
Most 'Science of the Earth 11-14' packs build an understanding of
geological time.
Ideas about the age of the Earth
These include some interpretations from the Bible that the
Earth is only a few thousand years old, through ideas such as
those based on the rate of salt accumulation in the sea which
indicate that the Earth is millions of years old, to the present
assessment, based on radioactive decay, that the Earth is
billions (thousands of millions) of years old.
The properties of sedimentary rocks
Properties of minerals .. uses as raw materials
These include grain size, range of ~rain size, shapes of grains,
porosity (ie. amount of pore space) and permeability (ie. rate
at which a fluid such as water can be transmitted), colour,
mineral composition, type of layering, fossil content and any
other characteristic features such as sedimentary structures
at hand specimen or larger scale: on a larger scale they
include the orientation (slope angle and slope direction) of
layers in the rocks. Suitable rocks for study are conglomerates (ie. cemented gravels): sandstones: mudstones or clays:
breccia (a rock formed of cemented angular rock fragments
such as those found in screes): limestones and rock salt.
Covered in Packs SR, BM, E and WG.
Minerals are identified on the basis of their properties, which
include, colour, surface appearance, shape, hardness (scratch
tests) and density. The minerals in the following list are
suitable for illustrating this range of properties: quartz:
calcite: mica: f1uorite; barite: halite; gypsum; galena: haematite: pyrite: srhalerite. Pupils would not be expected to know
the names 0 these minerals. Many of the mineral properties
have commercial uses and examples include: quartz hardnessused in sandpaper: halite solubility and taste - used in foods:
gypsum chemical bonding to water - used in plaster, haematite - used as iron ore, etc.
Covered in Pack. GW.
The formation of metamorphic rocks
Metamorphic rocks are formed by baking near igneous masses
(called thermal metamorphic rocks) and by great heat and
pressure in the root zones of mountains during mountainbuilding processes (called regional metamorphic rocks).
Covered in Pack He.
National Curriculum Earth Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 5
Properties of rocks .. uses as raw materials
each individual pupil is needed.
Most rocks are formed of several minerals or rock fragments,
although some, such as limestone, can be formed of fragments of only one mineral. Suitable rocks for study are listed
above in the igneous, sedimentary and metamorphic sections.
Rocks have a range of useful properties, from the permeability of sandstones which can thus hold water or oil, to the
'beauty' of igneous rocks used in tombstones, and to the
value of many rocks as construction materials.
Covered in Pack BM.
This list can be used as a checklist against which the resourcing of a
laboratory for the teaching of Key Stage 3 Earth science can be
evaluated.
The effects of weather on buildings and on rocks
Weathering is the breakdown of material in place, the
material often later being removed by erosion. Chemical
effects include attack by acid rain on carbonate-containing
rocks, such as limestones; physical effects include breakdown
by freezing and thawing water and by heating and cooling;
biological effects include attack by lichens and plant roots and
most soil-forming processes.
Covered in Packs ME, FW.
Soil-forming processes
These include the breakdown of the underlying rock and the
accumulation of humus from dead organic material. Soil
forms in place and if it is removed it then becomes sediment.
Soils can form on rocks or on deposited sediments.
From Sc4, Strand ii), the following:
National and global sources of energy
For Britain, the survey will include large scale sources of
energy being used today, such as coal, natural gas, oil and
nuclear, as well as those being used on a small scale, including
hydroelectric, solar, wind, geothermal and biomass supplies.
Those that might be used in the future in Britain include wave
and tidal energy sources.
Global surveys will include all the above at varying levels but
will also cover large scale use of timber and manure for fuel in
some less developed countries.
Covered in Pack £
Origin and accumulation of fossil fuels
Coal is formed by the accumulation and deep burial of plant
debris to form thin seams in sedimentary sequences. Coal
formation and heating can generate natural gas which, being
less dense than the water in the rock pore spaces, rises until
it is trapped beneath an upward-curving impermeable layer.
Oil is produced when buried microscopic marine organic
remains are heated and compressed. The oil rises and is
trapped in the same way as natural gas. Oil and gas resources
are tapped by boreholes.
Covered in Packs PP, £
6. The Apparatus and Materials needed for
teaching 'Science of the Earth' Earth Science.
A good gUide to the apparatus and materials reqUired forthe effective
teaching of the Earth science component of the National Science
Curriculum can be gained by examining the requirements for the
activities in all the 'Science of the Earth I 1-14' units.
In the block at the beginning of the Teacher Sheets relating to each
'Science of the Earth I 1-14' unit, a list of requirements is given for use
by the teacher and technician. Most of these will be available in
science laboratories. However those that may not normally be
available are listed below. A list of suppliers of geological materials is
given in each of the packs.
In the list, where one set or item only is needed for the whole class,
this is indicated, otherwise one item for each group of pupils or for
Mineral specimens
quartz, calcite, mica, fluorite, barite, halite, gypsum, galena,
haematite, pyrite, sphalerite.
Rock specimens
sedimentary - conglomerate, breccia, coarse sandstone,
soft sandstone, permeable sandstone,
mudstone, clay, limestone, chalk, flint, co a I,
rock salt.
igneous -
any lava with gas holes, granite, gabbro,
dolerite, basalt.
metamorphic - slate, schist, gneiss, marble, metaquartzite.
one set of specimens shOWing evidence of formation (eg. a
ripple-marked sandstone, a gneiss with large garnet crystals, a
fossiliferous limestone), a sandstone shOWing cross bedding, a
rock showing folds.
Fossil specimens
a fossil bivalve (eg. Gryphaea), a trilobite, a set of assorted
fossils, a set of fossils showing different modes of fossilisation.
Other 'Earth materials'
sea shells, snail shells, small pebbles, sand, gravel, peat, soil.
Special apparatus
steel scratching needle (eg. point of compasses) or old knife,
dropper bottle with 0.5M dilute hydrochloric acid, streak
plate (eg. the unglazed back of an old wall tile), hammer, grain
size comparator, clinometer, compass (orienteering type),
clipboard.
wide-mouthed plastiC containers with lids, strong plastic containers of various sizes, plastiC coffee cups, saucers, transparent plastic boxes (eg. component drawers or 'Ferrero Rocher'
chocolate boxes), large margarine container, plastic or metal
channel sealed at each end (eg. 1.2 m long), a buddle and a
jigger (home made), metalwork files or emery paper, two
house bricks.
Special materials
Salol (phenyl salicylate), plaster of Paris (eg. Kaffir-D dental
plaster), Portland cement, Plasticine, pottery clay; samples of
concrete, house tiles and brick.
treacle, flour, cooking or olive oil, green 'Oasis' and grey
'Oasis' flower-arranging material.
Other resources
atlases, a geological map of the United Kingdom.
7. Whatever next?
When you have planned and carried out an effective Scheme of Work
to deliver the Earth science component of the curriculum, and your
pupils have, we hope, been successful in the relevant Key Stage 3
SATS, you will then be faced with a similar exercise for Key Stage 4.
Here, ESTA can help again through the 'Science of the Earth' publications. Although these original units were largely written before the
National Curriculum, they contain a wealth of ideas applicable to an
investigational Key Stage 4 approach and, like the 'I 1-14' series are
produced as pupil worksheets with teacher gUidance. A 'slimmer and
fitter' series of 'Science of the Earth KS4' booklets is under preparation. All 'Science of the Earth' publications are available from:
Geo Supplies Ltd., 16 Station Road, Chapeltown, Sheffield, S30 4XH.
Tel. 0742 455746 or from ASE Booksales, College Lane, Hatfield,
Herts., All 0 9AA. Tel. 0707 267411.
National Curriculum Earth Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 6
You could also reinforce all your Earth science teaching by joining the
Earth Science Teachers' Association and receiving the quarterly
Journal and invitations to the Annual Course and Conference, as well
as members' reductions on all publications and other materials
available. If you are interested, please contact the Membership Secretary:
ESTA Membership Secretary, Burlington House, Piccadilly, London,
WIVOJU.
ESTA's prime objective is to support the teaching and teachers of
Earth science at all levels of the curriculum.
Education Forum, 1992, available from The Geological SOCiety,
Burlington House, Piccadilly, London, ISBN 0 9485 12 50 4.
'How the Earth Works - Key Stage 3' by Peter Brannlund,I991,
published by Crucible Books, ISBN 0 906306 17 5.
" _,4
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published by Oxford University Press, ISBN 019 914372 2.
Science
11 - 14
of the Earth
IJ - 14
the P
suttace .
Moulding EC:~ and transportation
weathering. erosl
'Co-ordinated Science - The Earth', by Peter Whitehead, 1992,
Science
of the Earth
Science
ot \he Earth
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FOSSils
ost -
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TEACHERS'
ASSOCIATION
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TEACHERS'
ASSOCIATION
Hidden
the Earth
'The Earth Science Directory' published by the Earth Science
1991, published by John Murray, ISBN 0 7195 4951 5.
The 20 'Science of the Earth' units were devised for the teaching
of the Earth science components of GCSE courses. More 'Science of
the Earth KS4' materials will be available soon. The materials are
available from the addresses in the Appendix.
TEACHERS'
ASSOCIATION
4' 1993, produced by the National Curriculum Council will soon be
available free to all schools in England by application to NCe. 'Earth
Science in the National Curriculum: Key Stages I and 2' will also be
available.
'Earth Science: Activities and Demonstrations', by Mike Tuke,
8. Useful References
~
'Earth Science in the National Curriculum: Key Stages 3 and
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TEACHERS'
ASSOCIATION
Earth's surface fea
water overground and
underground
National Curriculum Earth Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 7
Appendix: The Content of 'Science of the Earth 11-14' units.
Note: The units indicated by * below contain activities suitable for teaching or assessing scientific investigation (Sc I in the National Science
Curriculum).
Groundwork GW I:
GW2:
GWl:
introducing Earth Science
Found in the ground - simple classification of geological materials
Be a mineral expert - introduction to minerals, using a 'circus' of simple tests.
Be a rock detective - the use of observable properties of rocks to deduce their origins.
Life from the past - introducing fossils
Remains to be seen - introduction to fossilisation, from living snails to plaster 'fossils'.
LP I:
* LP2: A well-preserved specimen - introduction to the environments in which organisms lived and died.
LPl:
A fate worse than death - case studies of the ways in which fossils are preserved, from mushy peas to the Shropshire
mammoth.
Moulding Earth's surface - weathering, erosion and transportation
* MEl: Breaking up rocks - introduction to weathering processes.
* ME2: Sediment on the move - introduction to the transport of sediment by water.
* MEl: Landshaping - the influence of different rock types on the development of landscapes.
Secondhand rocks - introducing sedimentary processes
* SR I: In the stream - the effects of flowing water on sediments.
SR2:
Blowing hot and cold - the effects of ice and wind on sediments and on the landscape.
* SRl: Sediment to rock, rock to sediment - how sediments become cemented and broken down again.
Magma - introducing igneous processes
* M I: Lava in the lab- the treacle investigation - the factors affecting the viscosity of lava.
M2:
Lava landscapes - viscosity of lava related to landscape development in the Puys district of France.
* Ml: Crystallising magma - investigations into the main factors affecting the cooling rates and textures of igneous rocks.
Hidden changes in the Earth - introducing metamorphic processes
HC I :
Overheated - thermal metamorphism, starting with bread dough and clay bricks.
* HC2: Under pressure - metamorphism under pressure, from squashed fossils to snooker tables.
HCl:
Under heat and pressure - regional metamorphism, from examination of rock specimens to ancient mountain chains
in Britain.
Steps towards
FW I:
* FW2:
* FWl:
the rock face - introducing fieldwork
Thinking it through - indoor preparation for fieldwork.
Rocks from the big screen - a classroom simulation of a field site, using a colour slide (provided).
Rock trail - a group survey of the points of geological interest in the immediate locality of the school.
Earth's surface features
ES I:
Pattems on the Earth - the nature and location of the major features on the Earth's surface.
* ES2: Is the Earth cracking up? - investigations into folding and faulting of rocks.
ESl:
Earth's moving surface - earthquakes and their relationship to the Earth's 'plate' boundaries.
Bulk constructional minerals
BM I:
What is our town made of? - an introduction to a range of industrial raw materials, involving the use of specimens.
From source to site - choosing the right material for construction work, involving the properties and distribution of
BM2:
raw'minerals'.
BMl:
Dig it - or not? - a role play exercise in the planning of a working quarry, allowing for geological, economic and safety
factors.
.
Power from the past - coal
PP I :
Coal swamp - from swamp vegetation to fossil fuel.
PP2:
Layers and seams - coal and the associated sedimentary rocks in coalfields.
* PPl:
'Unspolling' the countrySide - investigating methods of separating coal from waste rocks during the reclamation of spoil
heaps.
Power source - 011 and energy
El:
Crisis in Kiama - surveying energy sources for a developing country.
E2:
Black gold - oil from the depths - the formation, migration and trapping of oil and gas.
El:
Trap - 011 and gas caught underground - hydrocarbons trapped in the lab and under the sea.
Water overground and underground
* WG I:
Oasis on a desert island - the permeability problem - applying an understanding of permeability to a third world
problem.
* WG2:
Out of sight, out of mind? - waste disposal and ground water pollution - the flow of water through the ground and
the pollution of underground water supplies by buried waste.
WGl:
The dam that falled- a case study of the factors involved in the siting of a dam and reservoir in South Wales.
'Science ofthe Earth' units and 'Science ofthe Earth II - 14' packs are available from:
Geo Supplies Ltd., 16 Station Road, Chapeltown, Sheffield, S30 4XH; Tel. 0742 455746.
ASE Booksales, College Lane, Hatfield Herts, AL 10 9AA; Tel. 0707 267411;
Each three-unit I 1-14 pack costs £3-95 (non-ESTA members, 1993 prices).
National Curriculum &mh Science at Key Stage 3, A Teachers' Guide to the 'Science of the Earth' Approach, page 8