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Rocks Trail
Teachers’ Guidance Notes
Rocks Trail: Teachers’ Guidance Notes
Essential Information about the Rocks Trail
What you need to know and do before your visit
Lesson Plan
Brief overview of the day’s activities
Rocks Trail: Location Activity Guide
Observations, activities and learning objectives for the Trail
Rocks Trail: Location Map
Trail Stops, underground tour and coach park locations
Glossary
Definitions of terms used on the Trail
Stop by Stop Guide
Copies of all of the activities cards found at each Trail Stop
Rocks Trail Worksheet
Double-sided worksheet for you to photocopy for your class
National Coal Mining Museum for England Trust Ltd.
Caphouse Colliery, New Road, Overton, Wakefield, WF4 4RH
Tel: 01924 848806 Fax: 01924 840694 www.ncm.org.uk
Registered in England and Wales as a limited company by guarantee no. 1702426 VAT no. 457 5483 14 Reg. Charity 517325 Reg. Office Caphouse Colliery
Essential information about the Rocks Trail
Before your visit, please:
Read the Risk Assessment advice in the Education Pack and add your
own comments after your preliminary visit. Photocopy all the necessary information for the supervising adults that
you bring with you, and worksheets for your students.
Bring clipboards and pencils for your students.
How the trail works:
The rocks trail is a self-directed trail.
When you arrive on site, seven boxes will have been set out at various
locations (see Rocks Trail Locations sheet). You should guide the students
to each box, and encourage them to look at the activities card and the rocks
in the box. The students have a worksheet to fill in (enclosed), which should have been photocopied by you before visiting.
Questions for students are marked by a light-bulb symbol on the
cards. They will often involve asking the students to make
observations at and around the Trail Stop. Sometimes, students will
need to make inferences based on what they see and what they know.
Aim: Children should recognise that rocks are found underneath the surface of the
earth, and that there are different sorts of rock with different properties.
Teaching Objective Learning Objectives
Children will be encouraged to observe
the occurrence of rocks in the natural
and built environment through an
underground tour and buildings trail.
To know that rocks are found
underground.
To be able to identify the manner in
which rocks are used in buildings.
Children will be introduced to the
properties of rocks and how these relate
to their uses.
To be able to give reasons for suitability
or unsuitability of different rocks as
building materials.
Children will begin to test rocks for
properties.
To be able to conduct basic fair tests
into the properties of the rocks.
Children will begin to use appropriate
vocabulary.
To know the meaning of the following
words:
slate; marble; clay; granite; sand;
rock; pebble; texture; permeable;
impermeable
National Curriculum Links: QCA Links:
KS1, Sc3, 1a, b and d; Science Unit 3d, rocks and soils;
KS2, Sc1 2c – m; Plus some links to Science 1c, 2d
KS2, Sc3, 1a and 1d;
Lesson plan
Subject QCA Unit 3d, Rocks and Soils
Key Stage Key Stage 2
Aim To develop an understanding that rocks occur naturally beneath the surface of the earth, and can be used in different ways by people.
Location Caphouse Colliery at the National Coal Mining Museum for England: 1. Underground & 2. On the surface.
Activity Objective Teacher Activity Pupil Activity Resources
Underground
Tour To know that rocks are
found underground.
A miner will lead this session, but at least two adults from the school to
supervise each group of 17
children underground.
Emphasise the existence of rock
under the ground whilst the Mining
Guide explains the history of coal
mining.
Observe rocks
underground.
Cap lamps and
batteries
Sturdy shoes, warm
clothes*
Rocks Trail
To be able to identify
the way that different
rocks are used in the
built environment.
Adult supervisors to help children
find trail stops and complete
activities.
Help children work in pairs or small
groups.
Supervise the handling of rocks and
resources at trail stops.
Aid children’s observation of rocks
in the environment through
interpretation of photographs at
each stop.
Find trail boxes.
Observe and identify the
use of rocks in buildings
using trail-stop resources
(photographs and
questions).
Handle and observe rocks.
Answer questions to
complete worksheets.
Maps and other
plans
Plastic containers at
trail stops containing
rocks and laminated
photographs
Worksheets
* No contraband items (includes electrical items, batteries, tobacco, cigarette lighters etc.) to be taken underground.
Rocks Trail: Location Activity Guide
Stop Location Type of
Rock Observe with your group…
Help your group to…
(worksheet activities) Learning Objectives
1
Conveyor
Gantry
Support
Concrete,
breezeblock,
brick
The red brick, the breezeblocks
and the concrete, which are not
rocks or stones, but modern and
man-made
The close-up texture of concrete
Draw the close-up of concrete.
Use appropriate words to
describe the differences
between bricks and
breezeblocks.
Be able to recognise that modern building
materials are often man-made (concrete,
breezeblocks and bricks).
Know the meaning of the words CONCRETE,
BRICK and MAN-MADE.
2 Control
Room
Slate,
sandstone
That not all the buildings are made
from man-made materials
That the roof is made from a
natural material (slate)
The differences between roofing
materials
Use appropriate words to
describe the slate sample.
Draw the shape of the roof tiles.
Be able to recognise that some building
materials are natural (sandstone, slate).
Know the meaning of the words SANDSTONE,
BRICK, PEBBLE, SLATE and NATURAL.
3 Stables Granite,
sandstone
The shape of the granite cobbles
How hard the granite cobbles are
compared to the sandstone walls
Draw the granite cobbles.
Decide why granite is used in
this way.
Be able to recognise that sandstone is natural
whilst breezeblocks and bricks are man-made.
To know that bricks and breezeblocks are
usually used in modern buildings.
Know the meaning of the words COBBLE and
GRANITE.
4 Lancashire
Boilers Sandstone
The erosion of the sandstone wall
Sandstone and its properties
Use appropriate words to
describe the sandstone sample.
Consider why the steps are
worn.
Know that rock can wear away. To know that
wear can happen because of the way the rock is
used and because of the weather.
Be able to recognise the occurrence of
hardwearing rock in the built environment, and
to be able to recognise where rock used in
buildings has worn away.
Use the word WEATHERING.
You may photocopy these pages to give to all your group leaders.
5
Winding
Engine
House
Sandstone,
limestone
The colour and texture and shape
of the sandstone blocks and walls
Compare the steps to the Winding
Engine House with the older steps
to the boilers - which are the most
worn?
Look at the shape of sandstone
brick compared to red brick.
The similarities and differences
between the two sedimentary rock
samples, sandstone and chalk
Draw the shape of the
sandstone bricks.
Understand why sandstone is
used in so many buildings
locally.
Be able to recall that natural rock produces
building material of an irregular shape.
Know that brick and breeze-blocks are usually
more modern than sandstone.
Know that rock used in buildings is often that
found locally. Sandstone is easy to find in
Wakefield, and granite has to be transported
from another location.
6
Cobbles
outside
Learning
Curve
Granite
The hard granite cobbles are used
in the newer parts of the Museum,
because it is very hard wearing.
The similarities and differences
between the igneous granite
samples and the sedimentary
sandstone
Draw the cobbles.
Think about the differences
between the cobbles here and
at the stables, consider the
different uses.
Know that granite is hard and often used for
paving. It wears, but over a very long time.
7 Locomotive
tracks
Sandstone,
limestone
The sandstone and limestone in
the gravel on the locomotive
tracks
There is so much sandstone used
onsite because it is easy to find in
Wakefield – granite has to be
transported from another location.
Use appropriate words to
describe the sandstone and the
limestone.
Know that sandstone is found locally
(underground) at the colliery.
You may photocopy these pages to give to all your group leaders.
Rocks
Trail:
Location
Map
Key:
Rocks Trail Stop Location
Coach Park
Main Entrance
Entrance to Underground Tour
Please refer to the main map supplied with the Education Pack for further details relating to the other buildings and areas on site.
You may photocopy this map to give to all your group leaders.
Glossary
This glossary is intended to clarify some of the key words used in this booklet and
on the trail. Underlined words can be found elsewhere in the glossary.
Brick A man-made building material usually made by forming clay into regular rectangular blocks
and baking.
Clay A fine-grained material which can be moulded when wet and which hardens when dry.
In geological terminology ‘clay’ is a sedimentary material with grains of a diameter of 0.002
millimetres or less.
Cobble A small hard paving stone with a curved top.
In geological terminology a ‘cobble’ is a rounded rock fragment with a diameter between 64
and 256 millimetres.
Erosion A term used to describe the natural wearing away and transportation of material on the
earth’s surface. Weathering is a part of this process.
Granite An igneous rock containing a minimum of 80% quartz, which forms naturally from magma
beneath the earth’s surface.
Impermeable Used to describe rocks which do not allow water to penetrate their surface or be absorbed
into them.
Man-Made Used to describe anything made by people at any point in history.
Marble A metamorphic rock formed naturally underground at high temperatures from limestone.
Natural Used to describe anything which is made or happens without any influence from people.
Pebble A naturally occurring small, rounded, smooth stone.
In geological terminology a ‘pebble’ is a rounded rock fragment with a diameter between 4 and
64 millimetres.
Permeable Used to describe rocks which do allow water to penetrate through their surface and travel
through them.
Rock A hard, naturally occurring material made up of minerals. Rocks can be sedimentary
(formed from deposits of eroded rock/plant matter); igneous (formed from molten rock
which hardens underground or on the surface as lava); or metamorphic (formed deep
underground from rock that has been heated to high temperatures).
Sand Small loose grains of rock.
In geological terminology ‘sand’ is a sedimentary material with a particle size between 0.06and
2 millimetres.
Sandstone A sedimentary rock made up of particles of sand.
Slate A fine-grained metamorphic rock that can easily be split into layers.
Stone Rock, or a small piece of rock.
Texture The physical appearance or character of a rock, includes grain size and shape.
Weathering The physical, chemical and biological processes which break down rocks at their surface,
and contribute to erosion.
You may photocopy this page to give to all your group leaders.
** These cards are found in the boxes at each Trail Stop **
Trail Stop 1
The Conveyor
Take a look around you. From this point you should be able to see several different buildings
and structures.
Control Room
What materials have
been used in the
buildings around you?
How many different
materials can you find?
Notice the red brick of the Control
Room and Lamp Room. This red
brick is a modern, man made building material. Conveyor Gantry
Support
Coal Screening Plant
Concrete is another man made building material.
Concrete supports the conveyor gantry.
Concrete is modern and made from a mixture of
sand, cement, and limestone (or similar) pebbles.
Look closely: the pebbles can be seen in
the texture of the concrete.
Breezeblocks are another modern
building material. Breezeblocks
have been used to build the Coal
Screening Plant.
How are the breezeblocks
and the bricks different?
Think about colour,
texture, shape and size.
** These cards are found in the boxes at each Trail Stop **
Trail Stop 2
The Control Room
Not all building materials are man-made though. If you look across the yard to the Winding
Engine House, you can see that it is made from stone. Stone is a natural building material.
Look at the roof of the Control
Room. The tiles are made
from a natural stone called
slate.
How is this different to
the brick or sandstone?
Think about colour,
texture, shape and size.
Look at the roofs on the
other buildings. What
is the same, what is
different?
Winding Engine House
The walls are made from sandstone.
There is a sample in the box.
Notice the colour and texture
of the sandstone.
Notice the shape of the
sandstone blocks.
Control Room
Winding Engine House
** These cards are found in the boxes at each Trail Stop **
Trail Stop 3
The Stables
Notice the cobbles on the ground in the stables. The speckled cobbles are made from granite.
Brick wall of
Boiler House
Why do you think the cobbles look worn
away here?
Look at the building materials used in the
Stables. How many can you see?
What does this tell you about how the
Stable Block was built?
Sandstone
in Stables
Compare the shapes of the
building stones with the shapes of
the bricks and breezeblocks.
Which are regular shapes and
which are irregular shapes?
Breezeblock
s Brick and breezeblocks are very
regular shapes. Sandstone blocks are
very irregular.
Sandstone is natural and has been
roughly shaped or ‘dressed’ into
blocks. Often it has begun to wear
away.
** These cards are found in the boxes at each Trail Stop **
Trail Stop 4
The Lancashire Boilers Notice the weathering of the sandstone along the wall.
Notice the way the steps have worn away
What do you think has made the wall
look weathered?
Why do you think the steps are worn
away here?
Look at the wall behind the boilers. Compare the way it looks to the photograph above.
This picture is of the same building, but taken from the other side, next to the road.
Why do you think one wall is more weathered than the other?
What might have caused the weathering to be greater on the wall nearer the road?
Steps to
Boilers
Sandstone wall
** These cards are found in the boxes at each Trail Stop **
Trail Stop 5
The Winding Engine House
Notice the dry stone walling. Natural building material is often irregular in shape.
Dry Stone Walling
Look at the wall that the red
wheel is leaning against.
This is the lamp room exit.
The sandstone is highly
weathered. It is possible to
touch the wall and feel the sandstone crumble away.
Winding Engine House
Why do you think so much
sandstone has been used at
the colliery?
Sandstone is a rock that is found
locally. Other natural building
materials like granite and limestone
have to be transported from other places.
** These cards are found in the boxes at each Trail Stop **
Trail Stop 6
The Visitor Centre
Trail Stop 7
The Locomotive Tracks
Warning! Do not climb over, or reach through the barrier!
Notice the gravel on the tracks of the locomotive. How many different types of rock
do you think there are?
The gravel is made from sandstone and limestone. Sandstone has been used because it is easy
to find locally.
Why do you think gravel has been used in this way, at the end of the railway track?
Learning Curve
The Visitor Centre was opened in 2002,
and is the Museum’s newest building.
How can you tell from looking
around that this building is new?
Notice the granite cobbles at the Learning
Curve.
Have these cobbles worn away
like those at the Stables?
The cobbles in the Stables are only
twenty years older, and granite is a
very hard stone, but the way that
they are used could affect how fast they are worn away.
Notice the regular modern
bricks of the Visitor Centre.
This building is very different from
the Winding Engine House and
Lancashire Boilers because it is much newer.
Rocks Trail Worksheet
Can you identify the rock samples on the trail and their properties?
Stop 1 Look at the sample of concrete in the
box. Use the magnifying glasses to have
a close look. Draw what you can see.
As you can see, man-made materials come in
many shapes and sizes.
Breezeblocks are
than bricks.
smoother rougher
bigger smaller
Stop 2 Can you find the slate sample?
Is it: hard crumbly
soft smooth
rough
Slate makes a good roof tile because it
splits easily into thin sheets.
Draw the shape of the roof tiles here:
Stop 3 Look at the granite sample. Draw a place
in the stables where granite is used.
Why do you think granite is used to
make roads and steps?
Because it is:
strong crumbly
hardwearing permeable
(lets water through)
Stop 4 Look at the sandstone sample. Choose words to describe it:
Can you see something made of sandstone which has worn away (weathered)?
What do you think has made this sandstone wear away?
crumbly rough smooth permeable worn
Name
Date
Stop 5 Look again at the sandstone sample.
Can you see sandstone on a wall near
you?
Draw the shape of the bricks.
Are they regular or irregular?
Why do you think so many buildings
here are made out of sandstone?
Because
Stop 6 Look at the granite sample. It is used in
the cobbles. Draw the cobbles.
Compare this drawing to the one you made at
trail stop 2.
What are the differences?
Think about the different uses of the cobbles in
the stables and those at the visitor centre!
Stop 7 Look at the sandstone and limestone sample.
Choose a word which best describes each rock sample and complete the sentence.
crumbly permeable weathered soft impermeable light hard
Sandstone is
Limestone is
Well done! Why not go and see if you can investigate the different rocks which
are used around your home or school?