Curriculum Links To Edgar's Field Geology Packs

 

Key Stage 3

Science

UNIT 8G
Rocks and Weathering

• Learn about rock texture.
• Model rock texture.
• Learn about processes of weathering, erosion, transportation and sedimentation.
• Relate processes e.g. evaporation and dissolving, involved in rock formation to processes observed in other contexts.
• Consider processes operating on different timescales.

 

Section 1 What are rocks made of?

• Grouping of rocks.
• Interlocking grains.
• Porosity.
• Texture.
• Difference between mixtures and chemical compounds.

 

Section 2 How does rain cause rocks to weather?

• Rocks at the Earth's surface disintegrate through exposure to water in the environment which causes chemical reactions.
• Using knowledge and understanding of the composition of rocks to explain results of changes over time.

 

Section 3 How do changes in temperature cause rocks to weather?

• Rocks are broken down by forces that result from stresses generated when water in cracks and fissures expands on freezing.
• Rocks at the Earth's surface are broken down by forces that result from stresses generated when rocks expand and contract on heating and cooling.

 

Section 5a What happens to weathered pieces of rock?

• Rock fragments become sediment grains which can be transported by water currents and deposited when the energy is dissipated.
• Make predictions about where sediment is deposited.

 

Section 6b as above

• Frame a question that can be investigated.
• Decide whether evidence supports predictions.
• Larger grains are not taken as far, as it requires more energy to move them than sediment grains of a similar size are deposited together.

 

Section 7c as above

• Transportation times and distances increase, sediment grains become more rounded and are also sorted into similar sizes.
• Present data in an appropriate form.

 

Section 9a Why do sediments form layers?

• Sedimentary layers are the result of distinct episodes of sedimentation over a variety of timescales.
• Suggest explanations for observations pupils make.

 

Section 10b Why do sediments form layers?

• Sedimentary layers can be formed by the evaporation of waters containing dissolved salts.
• The remains of dead organisms and their shelly material can accumulate to form sediments.
• Use evidence in rock layers to suggest a sequence of events over time.
• The use of fossils as evidence.

 

UNIT 8H
The Rock Cycle

• About the major rock-forming processes.
• How rock-forming processes are linked by the rock cycle.
• Use the concept of rock texture as one of the key characteristics of igneous, sedimentary and metamorphic rocks.
• Relate processes observed in other contexts, e.g. crystallisation, to processes involved in the rock cycle.
• Consider processes  operating on different time scales.

 

Section 1 How is a sedimentary rock formed?

• Sedimentary rock can be formed by pressure from layers of sediment resulting in the compaction and cementation of grains.
• Some characteristics of sedimentary rocks.

 

UNIT 9G
Environmental Chemistry

• Rocks, soils and building materials have a variety of chemical characteristics.
• Chemical weathering alters rocks and building materials over time.
• How the atmosphere and water resources are affected by natural processes and the activity of humans.
• How environmental conditions are monitored and controlled.
• Distinguish between different environmental issues.

Scientific Enquiry

• How scientists work to monitor the environment.
• How evidence for climate and environmental change needs careful interpretation.
• Evaluate the evidence obtained.

Section 1 How soils differ from each other

• Different soils have different characteristics, including pH ranges, and that this affects the plants that grow in them.
• Locate information about plants and preferred soil types in secondary sources.
• To use knowledge about acids, alkalis and neutralisation to suggest ways of reducing the acidity of soils.

 

Section 3 What causes acid rain?

• The atmosphere contains carbon dioxide from natural sources and the burning of fossil fuels, and this gas can dissolve in rainwater, causing it to be weakly acidic.
• Dissolved oxides of sulphur increase the acidity of rain.
• Oxides of sulphur in the air can arise from human activity and geological activity.

 

Section 4a What are the effects of acid rain and how can they be reduced?

• The effects of acid rain on rocks and building materials.
• Why acid rain will dissolve some building stones.
• Acids in the environment can lead to corrosion of metal.
• Make careful observations over a period of time.

 

Section 5b As above

• Acid rain damages living organisms and materials.
• Ways in which emissions of oxides causing acid rain can be reduced.
• Using secondary sources to find information about key questions.

UNIT 9M 
Investigating Scientific Questions

• Identify questions that are suitable for scientific enquiry.
• A variety of strategies to answer scientific questions of different kinds.
• Plan and set targets for a piece of work.
• Consider the strength of the evidence, or the quality of the product, in relation to the question investigated.
• Compare the different investigative methods used.
• Work together in a group.

 

Geography

UNIT 1
Making Connection

Section 1 Where is our place and what is it like?

• To use maps and plans.
• To use appropriate graphical techniques to present evidence.
• To identify important features of a place and its location.
• To describe the geographical context of the local area.
• To make comparisons.
• To write persuasively in ways appropriate to the task and audience.

 

Section 2 How is our place connected to other places?

• To suggest geographical questions for investigation.
• To use appropriate fieldwork techniques.
• To use an atlas and maps to locate places.
• To collect, record and present evidence.
• How places are connected.
• To identify patterns and the processes that might cause them.
• To describe the geographical context of the local area.

 

UNIT 3
People Everywhere

Section 3 What is a settlement?  Where do we build our settlements and why?

• To use appropriate graphical techniques to present evidence on maps.
• To make and justify a decision.
• To assess the advantages and disadvantages of different settlement sites.
• The reasons fro the location, growth and nature of individual settlements.

 

UNIT 5 
Exploring England

• To ask geographical questions.
• To suggest sequences of investigation.
• To collect, record and present evidence.
• To analyse evidence and draw conclusions.
• To investigate the composition of England's population.
• About the causes and effects of migration.

 

Section 3 Where are we in England and where did we come from?

• Investigate invasions Roman, Saxon, Norse, Norman.

 

UNIT 13
Landscapes Of England

Section 3 What is special about the landscape

• To identify the processes responsible for the development of a particular landscape.
• How one type of landform is formed.

 

Section 4 What features are typical of the selected landform?

• To select and use appropriate graphical techniques to present evidence.
• To identify the processes responsible for the development of selected limestone features.

 

Section 7 How is the landscape being changed?

• To appreciate how people's values and attitudes affect environmental issues.
• To communicate in ways appropriate to task and audience.
• To consider how conflicting demands on an environment arise and may lead to change.
• To explore the idea of sustainable development and its implications.

 

Section 8 What do I like/dislike about the scenery?

• To express substantiated views about the geographical features.
• To use geographical vocabulary correctly.

UNIT 14
Section 6 How can a resource be planned and managed?

• To carry out a geographical enquiry into resource planning and management of a suitable issue using a completed teacher-modelled activity as a guide.

UNIT 15 
Crime In The Local Community

• Location of crime in the local area.
• Strategies used to combat the problem.

UNIT 23
Local Action

Section 1

• To ask geographical questions and suggest appropriate sequences for investigation.
• To select and use appropriate techniques to present evidence, e.g. maps.
• To use fieldwork techniques to identify different leisure uses.
• To determine how conflicting demands on an environment arise.
• Through a decision-making task, how and why attempts are made to plan and manage environments.
• To consider the effects of environmental planning and management on people, places and environments.