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Introduction
In the unit 'Rocks and soils' # came to recognise that underneath all surfaces is rock which ^ may not be able to see, that rocks get broken down into pebbles and soils which ^ can often see, and that there are different sorts of rock with different characteristics. Pebbles and soils from different rocks consequently have different characteristics. ~ experimental and investigative work focused on * considering whether a test was fair, measuring ~ volumes of liquids using appropriate apparatus, making ~ own comparisons and drawing and suggesting ~ own explanations for ~ conclusions.The work in this unit also offered * opportunities to use ~ understanding of science to explain ~ observations about rocks and soils. ^ has collected evidence to ~ test ideas, and ^ has needed to recognise hazards and risks facing *.
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Identify
Section 1: Looking at rocks

^ was able to identify some rocks e.g. marble, granite, slate and explain why they were used for a particular purpose e.g. slate for a roof.


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Grouping
Section 2: Grouping rocks

^ was able to group ~ rocks according to the differences in their texture and record and justify ~ groupings.
^ was able to allocate an additional rock to a group and explain ~ decision. 


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Erosion
Section 3: Erosion and permeability

^ was able to use the results of ~ tests to rank rocks in order of ease of wearing away and permeability.

^ was able to use the results of ~ tests to rank rocks in order of permeability.

^ was able to use the results of ~ tests to rank rocks in order of ease of wearing away.
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Uses
Section 4: Using rocks
Children:

^ has related the use of particular rocks to their characteristics and ^ was able to explain why they are used e.g. that granite is often used for steps to buildings because it doesn't wear away easily, that marble is used because it is attractive to look at. 


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Rocks
Section 5: Rock is everywhere

^ was able to explain why ^ couldn't see the rocks in some pictures ~ teacher had shown * e.g. by saying because it is covered with soil or buildings.
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Soils
ection 6: Different types of soil

^ was able to describe how some soils differ from those in ~ local environment.
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Soil tests
Section 7 - 9: Looking at soil samples

^ separated soil particles using the equipment provided.
^ could rank soils in terms of changing colour and particle size, justifying the ranking in terms of ~ own observations.
^ has described how the soil particles were separated e.g. by saying the stones were too big to go through the holes. 
^ could explain why the test was unfair and describe what should have been done.
^ has used the apparatus provided to measure volume of water carefully. 
^ was able to explain how ~ test was fair e.g. by saying ^ had used the same volume or amount of soil, the same volume of water and measured how long the water took to flow through.
^ could make careful measurements of the time and volume.
^ could explain ~ results e.g. by saying that the water went through the sandy soil most quickly because there were bigger spaces which let the water through.
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