How a visit to Killhope can inspire

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UNIT 3D: ROCKS AND SOILS Using Killhope: Killhope is an excellent context in which to study rocks and soils. There are diverse areas of the site – woodland, reservoirs, ditches, a river, the Washing Floor, and the mine itself, where a number of different types of soils which can be studied. The rocks and minerals on site are displayed to promote discussion of their uses and characteristics. We have minerals which can be handled by the children so they can test their properties. A visit underground or into the woodland will reveal the rock underneath the soil, and can support studies of permeability and erosion. LEARNING OBJECTIVES POSSIBLE ACTIVITIES LEARNING OUTCOMES Looking at rocks • That rocks are used for a variety of purposes. • That rocks can be grouped according to observable characteristics. • To observe and compare rocks. • That differences between rocks can be identified by testing. • That rocks are chosen for particular purposes because of their characteristics. • Review the differences between naturally occurring rocks and those which do not. Look at the different types of rock at Killhope and explain why they are used for particular purposes, eg walls or roofing. How did the miners use the minerals they found for? What are those minerals used for now? Grouping rocks • Present the children with a collection of rocks from our mineral room to observe and group. Ask children to choose criteria for grouping, and ask the others to guess what it is. Erosion and permeability • Compare how easily rocks are worn along the riverbanks and ditches. Look at the shakeholes in the woodland that were created by erosion. • Why were the ditches lined with clay?. • Go into the mine and feel the drip of water to see how permeable the rock is. Using rocks • Look at the different types of rock that are used on site. Why have different rocks been chosen for building and roofing? • Identify some rocks and identify why they are used for a particular purpose. • Group rocks according to differences in texture and record and justify the groupings. • Allocate an additional rock to a group and explain the decision. • Use results of the tests to rank rocks in order of ease of wearing away. • Relate the use of particular rocks to their characteristics and explain why they are used 42
• That beneath all surfaces there is rock. • That there are different kinds of soil depending on the rock from which they come. • To observe differences and make comparisons. • That particles of different sizes can be separated by sieving. • To use simple apparatus to measure volumes of liquids and to measure time. • To recognise when a test is unfair. • To plan a fair test. • To make and record measurements of time and volume of water. • To use their results to make comparisons, and draw and explain conclusions. Rock is everywhere • Go into the mine and see how the soil gives way to the natural bedrock. • Go up into the woodland and see where the soil has been washed away in hushes to reveal the stone underneath. Different types of soil • Compare the soil by the river to the soil by the reservoir or in the woods. Is this different to the soil that is washed out of the mine? Looking at soil samples • Find different samples of soil on site, and record differences in colour, texture etc. Separate out the soils and ask the children to describe what they found out about the soils. • See how it can be separated out on the Washing Floor. Measuring the permeability of soil • Demonstrate that some types of soil are more permeable than others, eg pour specific measured volumes of water through different types of soil collected on the site. In demonstrations, do the test unfairly and ask the children to decide if it was unfair and why. Testing the permeability of soil • Ask children to test the permeability of soil samples they have collected on site. • Explain why they can’t see the rock because soil or buildings cover it. • Describe how soils differ from those in the local environment. • Separate particles using the correct equipment. • Rank soils in terms of changing colour and particle size, justifying the ranking. • Describe how the soil samples are separated. • To explain why the test was unfair and describe what should have been done. • Use apparatus to measure water carefully. • Explain how the test is fair. • Make careful measurements of time and volume. • Explain their results. 43
Page 1 and 2: INFORMATION FOR TEACHERS AND OTHER
Page 3 and 4: WELCOME TO KILLHOPE Come and visit
Page 5 and 6: ABOUT US Preliminary visits for tea
Page 7 and 8: Mine Office • Differences between
Page 9 and 10: HAZARD IDENTIFICATION SHEET Teacher
Page 11 and 12: TOP TEN TIPS FOR GETTING THE MOST O
Page 13 and 14: History Literacy Speaking and Liste
Page 15 and 16: Candle holder: • Why is it made o
Page 17 and 18: PRIMARY MATHS AT KILLHOPE Just a fe
Page 19 and 20: Artefacts: List of contents: Most o
Page 21 and 22: PRIMARY HISTORY AT KILLHOPE How a v
Page 23 and 24: write an extract from a mine report
Page 25 and 26: • To identify and record characte
Page 27 and 28: • That there are different source
Page 29 and 30: UNIT 6: INVESTIGATING OUR LOCAL ARE
Page 31 and 32: UNIT 13: A CONTRASTING LOCALITY Usi
Page 33 and 34: UNIT 14: INVESTIGATING RIVERS Using
Page 35 and 36: PRIMARY SCIENCE AT KILLHOPE How a v
Page 37 and 38: • That materials can be used in a
Page 39 and 40: UNIT 2D: GROUPING AND CHANGING MATE
Page 41: Choosing materials for a particular
Page 45 and 46: • To use keys to identify local p
Page 47 and 48: UNIT 2B: MOTHER NATURE, DESIGNER Us
Page 49 and 50: UNIT 6C: A SENSE OF PLACE Using Kil
Page 51 and 52: • To identify how to select from
Page 53 and 54: UNIT 07: CHILDREN’S RIGHTS - HUMA
Page 55 and 56: UNIT 3B: SANDWICH SNACKS LEARNING O
Page 57 and 58: UNIT 5B: BREAD LEARNING OBJECTIVES
Page 59: OTHER PRIMARY SUBJECTS A visit to K

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