I would expect GCSE students to have studied rock types and the rock cycle either in KS3 Geography or in their Science lessons, but it is important that they have a good understanding of it. The 2016 exam specifications focus on the characteristics and distribution of rock types and their influence on the physical landscape, rather than their formation. Starter To jog students' memories, I would place cards on the whiteboard or their desks with names of rock types, how they're formed, characteristics and examples with photos. Students match the cards into rock types in groups or pairs. Elicit answers as a class. Main activities This video is a fun, memorable way of looking at rock formation. I particularly liked the demonstration of the changes in rock type using jelly beans. Students take notes during the video and complete a rock cycle diagram. Now they understand the rock types and the rock cycle, students write the "Autobiography of a Rock". I assign each student with a rock type (so they can't copy their neighbour's work) and they tell their story of being a rock changing into each type of rock. Plenary A short quiz to test what they've learnt. For example: I formed from magma cooling at the surface. What type of rock am I? I used to be limestone but now I'm marble. How did I change? I have fossils of seashells in me. What type of rock am I? Homework Students could research the everyday uses of these rock types. Although uses of rocks isn't part of the exam specification, it could link into looking at human uses of the landscape, such as quarrying.
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AuthorMy name is Heather and I am going to begin my SCITT course to train as a Geography teacher. ArchivesCategories
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