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FOSSILS, ROCKS AND SOILS YEAR 4 – YEAR 8 (2HOURS) INTRODUCTION Investigate rocks, extract fossils and explore how soil is formed. EDUCATION PROGRAMME OVERVIEW Introduction Students look at examples of fossils or identify some common rocks and find out how they were formed. Students are introduced to the concept of soil as a living system. Experience The programme uses Te Manawa’s Fossil Dig where students can dig for replica bones and real 2 million year old fossils shells from the banks of the Whanganui River. Students will take part in activities to demonstrate the structure and components of soil, and investigate how soil is affected by the presence of pollutants. Reflection There will be opportunity to discuss fossil formation and the rock cycle, and the importance of soil and why it needs protecting. Concepts Fossil formation, rock cycle, rock types, soil formation, soil pollution Big ideas Fossils are usually found in rocks. New discoveries of fossils are often made where there is fresh (new) exposure of sedimentary rock, either by natural processes or human activity. New rocks and landforms are derived from old rocks and landforms as the materials they consist of are changed by on-going geological processes. Soils consist of the remains of living matter combined with eroded rock material. Context The purpose built river in Te Awa –the River exhibition to model floods and land use. Nature of Science – Investigating in science, Communicating in science, Participating and Contributing Strand - Planet Earth and beyond Using language, symbols and texts Students will learn and become familiar with the specialist language associated with geology. [view / decipher / describe] Managing self Students meet challenges associated with the discipline and requirements of an activity programme where they are likely to get dirty. [question / focus on tasks] Relating to others Students will be challenged to interact effectively with others in a manner appropriate with the nature of the programme. [share / consider others / acknowledge] Participating and contributing Students will be encouraged to work together as scientists. [take turns / include / work with] Curriculum links Science / Social Sciences Possible learning outcomes • Build their scientific language and develop their understandings of fossils, rocks and soils • Through activities, discussing and questioning, extend their experiences and explanation of fossils and the rock cycle • Can discuss how soil is formed and its importance Preparation Prior knowledge of students’ level of understanding of context and concepts is appreciated. This can be provided by filling out our pre-visit questionnaire or contacting [email protected]. Special consideration Students are likely to get dirt; please ensure that they wear appropriate clothing. Resources Managing the Land Sharon Dalgleish 2002 Rock and Fossil Hunter Ben Morgan DK, London 2005 The Rock Cycle Cheryl Jakab Macmillan Education Australia 2007 KEY COMPETENCIES You are the Earth David Suzuki and Cathy Vanderlinden 1999 Thinking Students will make sense of and question information, experiences and ideas in regards to geology. [investigate / explain / summarise] This site is a great link to many fossil and dinosaur sites. Plenty of interactivity, good for kids. www.enchantedlearning.com/subjects/dinosaurs/ FOSSILS, ROCKS AND SOILS TEACHER RESOURCE