Hello, everybody.

It's Ms. Panchal here.

I'm so glad that you've decided to join me on today's science lesson.

So we're going to continue with our topic of rocks and soils, but we're going to think really carefully today about the appearance of rocks and what they look like.

We've got lots of learning to do today.

So let's get started.

So the outcome for our lesson today is I can compare, group and identify different rocks by observing their appearance.

So we're going to think about some keywords for our lesson today, and it's important that with these keywords we practise saying them.

So I'm going to say the word and then I want you to repeat it back to me.

Rock.

Super.

My turn, appearance.

Your turn.

Fantastic.

My turn, compare.

Your turn.

Superstar.

My turn, identify.

Your turn.

Wow, amazing.

My turn, secondary source.

Your turn.

Amazing.

Well done for practising saying these words.

Now we're going to be thinking and using these words in our lesson today.

So we're going to think about what they mean.

Now don't worry too much if you're not too sure because that's what the whole point of today's lesson is.

We are going through these key words, and by the end of the lesson you'll know exactly what they mean.

So let's just read through the definitions.

A rock is a solid material that occurs naturally in Earth.

The appearance of an object is the way something looks.

To compare is to look for similarities and differences.

To identify is to be able to name something correctly.

And information gathered using secondary sources is information that has been collected by someone else.

Well done, everyone.

So our lesson today is split up into two sections.

So the first part of the lesson is going to be focusing on the appearance of rocks, so what the rocks look like.

And then we'll move on to identifying rocks.

So let's move on to the first part of the lesson.

So these objects have been made from rock.

So we've got three pictures here.

We've got chalk sticks, roof and kitchen worktop.

Rock can look very different depending on what type of rock it is.

What do you observe about the appearance of these rocks? Now we're going to see the word observe quite a lot in today's lesson, and when we think about observing, we think about looking with our eyes.

Okay, so I want you to look really carefully at these three pictures.

What do you observe about the appearance of these rocks? What do they look like? If you need to, get a little closer to the screen.

Have a think.

Excellent work, everybody.

If we look really closely, we can see that all these types of rocks are very different shapes but also very different colours as well.

So they're all rock, but actually they're very different.

Well done.

So rock is found in the Earth's crust and can look very different depending on which part of Earth it comes from.

So we've got a mountain, a canyon, a rock pool, and a crag.

We can use a piece of scientific equipment to look more closely at the appearance of a rock.

What might be used to look more closely? So there's a piece of scientific equipment.

Does anyone know what it's called? Can you tell me? Excellent, well done, everybody.

So there's actually two things we could use.

So we could use a hand lens and it's also known as a magnifying glass, but we could also use a microscope.

This equipment will help us to magnify, that means make bigger, the surface of the rock and describe its appearance in more detail.

So if we're using a hand lens or a microscope, we're able to look at the rock a lot more closely and we can see it in a lot more detail because it makes it much bigger for us to see.

What do you observe about this rock by looking at it with your eyes? So pause the video here.

Have a look at this picture here.

What can you see with your eyes? So we can see the pumice stone here.

We can see it's quite a few different shapes, and there's a few different sizes as well.

So its appearance looks bumpy and rough.

What do you observe about this rock by looking through a hand lens or microscope? So look carefully.

What can we see? Now, through the hand lens or microscope, we can see the surface of the rock a lot more clearly and it's a lot larger for us to see.

What can you observe? Great.

Well done, everyone.

We can see that the rock has lots of holes in it, which is what makes its appearance look bumpy and rough.

So when we look with our eyes, we might not be able to see everything.

So that's why using a hand lens or a microscope is really helpful.

Well done, everybody.

So let's do a quick check of our learning.

Which of these pieces of equipment help you to look more closely at things that are near to you, a, a hand lens, b, binoculars or c, a microscope? Have a think.

Amazing work, everybody.

The answer is a, a hand lens and c, a microscope.

So binoculars we know are actually used to look at things that are really far away, but actually a hand lens and microscope are going to help us see things clearly that are close to us.

Super job, everyone.

So Alex here says, "These are some of the rocks in my rock collection." So we've got rock number one, two, and three.

Can you observe them and think of some words to describe their appearance? So I want you to look really carefully at Alex's three rocks.

What kind of words could we use to describe them? Have a think.

You might want to write them down on a whiteboard too or maybe talk to your talk partner.

How would we describe their appearance? Super job, everyone.

Now we can see Alex's three rocks are all rocks, but actually they're quite different.

So Alex wonders what more he would be able to see if he used a hand lens to observe their appearance.

So he'd be able to see a lot more because it'd make the appearance and outside a lot bigger for us to see.

These are what Alex's rocks look like when he has used a hand lens to look at their appearance more closely.

So Alex here has used a hand lens, and we can see rock number one, two, and three, and we can see that a lot more clearly now.

What else can you observe now to describe the appearance of these rocks? So I want you to look really carefully now.

So we can see a lot more closely the rock.

So what words could you use to describe the rocks now? Have a think.

Excellent work, everybody, well done.

So we can see that rock one is actually quite holey and there's lots of holes in there.

Rock two, we can see there's a bit of a shine there.

So they've got lots of shiny grains.

And rock three almost looks like powder, so it's very powdery.

But notice we weren't really able to notice these things when we were just looking at it with our eyes.

We needed something to magnify the rock and what we could see.

Well done, everybody.

You're working really hard so far in today's lesson.

So let's do a check of our learning.

Which of these things could you do to observe the appearance of a rock more closely? Is it a, I could hold the rock really close to my eye, b, I could spend more time looking at it, or c, I could look at it through a hand lens or microscope? What do you think? Super job, everyone.

The answer is c.

So holding the rock really close to your eye is not actually going to help you see it much better and more closely, okay? And spending more time looking at it, or actually the more you look at it is not necessarily you're going to be able to see it more clearly.

Well done, everybody.

Now Alex has observed his rocks more closely.

He can compare them by looking at similarities and differences and sorting them into groups.

He adds other rocks too.

So he can see here that Alex has been really busy sorting his rocks.

Can you see why Alex has sorted them into these groups? So pause the video here and look carefully at the two groups that Alex has put there.

Can you think about what titles each group will have? Have a think.

Super job, everybody.

So we can see here that Alex may have grouped it as not white and white.

So we can see here that Alex has actually looked at the colour of the rocks.

Is that the answer that you got? Well done.

So let's do another quick check of our learning.

Which of these statements explains how we could group rocks by their appearance? Is it a, group them by their differences, b, group them into equal sized groups, c, group them by how much they cost, or d, group them by their similarities? So which of the statements explain how we could group rocks by their appearance? What do you think? Amazing work, everybody.

The answer is a and d.

So we can think about grouping them by their differences but also their similarities as well.

Super job, everybody.

Well done.

I'm so impressed with your learning so far today.

So let's move on to the first task.

Now I would like you to use a hand lens or microscope to observe your rocks closely.

Discuss with a partner what you observed.

I then want you to compare the rocks, thinking about what is the same and what is different about them.

Once you've done that, I would like you to sort the rocks into groups depending on their similarities and differences.

I then want you to add some labels to your groups to show how you have sorted them by their appearance.

So there's quite a few different steps to this task.

So what I would like you to do is pause the video here and do each of the tasks step by step.

And you may need an adult's help to collect your rocks.

Off you go to complete the task.

We'll have a look at some example answers in a few moments.

Off you go, and have fun.

Super job, everybody.

Well done.

So this is an example answer.

So observe closely, compare and group your rocks by appearance.

So this person has put, there are lots of ways to sort rocks by their appearance.

You may have sorted your rocks like this.

You may have looked at the layers or the stripes that you could see.

We can see a person here has grouped their rocks in this way.

Did you group your rocks like this or did you group them differently? Maybe you can compare your work to somebody else in your group.

Did you group them the same or did you group them differently? Have a go at comparing.

Fantastic job, everybody.

Well done.

So we've come to the end of that first part of our lesson where we've looked at the appearance of rocks and what they look like.

And we're now going to think about identifying rocks.

So there are lots of different rocks in the Earth's crust, and different rocks have different names.

Humans have named rocks so we can identify them, so we know which one is what.

Do you know any of the names of these rocks or other rocks? Have a look really closely.

Do you know any of the names? Great, let's go through some of the answers.

So we've got chalk, slate, pumice and gneiss.

So these are different types of rocks that we have in the Earth's crust.

Well done, everybody.

A geologist is an expert who knows a lot about rocks.

Does anyone want to be a geologist when they're older? It's such a fascinating job as you get to learn about so many different rocks.

Geo here means of the earth.

So a geologist is a scientist who studies the Earth's solid features like rock, soil and minerals.

Maybe some of you will be geologists in the future.

Geologists identify rocks by observing their appearance and comparing them to other rocks.

So we've done some comparing in our lesson today.

So you've done a skill that geologists also do.

So geologists do a lot of comparing because they look at what's similar between lots of things, but also what's different as well.

So let's do a quick check of our learning.

So who do you think is correct? Andeep says, "Different metals and plastics have different names.

Different rocks have different names too." And Izzy has said, "Rocks don't have different names because they all look the same." Who do you think is correct, Andeep or Izzy? Have a think.

Super job, everybody.

Andeep is correct.

So I wonder how I could identify and name the rocks in my collection.

So what do we think Alex would need to do? So he's got lots of rocks in his collection, but he needs to identify them to know which is which, but also to know what the names are.

What do you think you would need to do? Excellent.

So, Andeep here is saying, "You could look closely at their appearance using a hand lens or a microscope." So he could look really carefully and understand more about what the rock looks like.

Izzy here has said, "Then you could do some research to compare your rocks to other rocks and help you identify the rocks from their appearance." So there's a few different steps here that Alex could do.

We can research rocks using secondary sources.

Now we've spoken a little bit about secondary sources in other lessons.

This is information that has been collected by somebody else, not something that you have collected.

What secondary sources could you use to help identify rocks by their appearance? Maybe you've used some secondary sources in your other lessons.

Have a think with your talk partner.

What secondary sources could you use to help identify the rocks by their appearance? Maybe you can write down some of your ideas on a whiteboard.

Fantastic, so you could read about rocks in a book.

You could look at rock websites on the internet, and there's lots of information on the internet.

You could visit a rock museum, or you can ask a geologist.

So there's lots of different ways that you can get information about rocks using secondary sources.

So let's do a quick check of our learning.

Which of these methods would be secondary research to help you identify a mystery rock, a, make a good guess, b, ask a geologist, c, read a book about rocks, or d, search the internet? So think back to the learning we've just done.

Which answer do you think is correct? Super job, everybody.

Well done.

So you could ask a geologist, you could read a book about rocks, or you could search the internet.

So all of those ways are different ways using secondary research that you can help to identify a mystery rock.

Well done, everybody.

So we're going to move on to the next task now.

So we're going to use the rocks that we used in task A.

And I would like you to use secondary sources to identify the rocks from the task earlier.

So observe the appearance of your rocks closely and try to match them to the rocks on the identification sheet provided for you.

You could also go to the school library and find some rock books, or use the internet, or contact a geologist to help you.

Once you've identified your rocks, make name labels for them.

So there's lots of different ways that you can gain information about different rocks, and those different information can help you to name the different rocks.

So pause the video here, have a go at the task and click Play when you're ready to continue.

Super job, everybody.

Well done.

So you may have used the identification chart to identify and name some of these rocks, for example, lodestone, slate, chalk and gneiss.

I used a book from the library and contacted a geologist to help me identify one of the rocks I couldn't find the name of.

So maybe you went to the library as well, and maybe you contacted a geologist, or maybe you used the internet to help you.

So as I said, there's lots of different places that you can get information about rocks and lots of other different things.

Well done for having a go at this task, everybody.

I'm so impressed with the research that you completed.

Well done.

So we've come towards the end of the lesson now.

So we're going to do a summary of all our learning.

So our lesson was all about the appearance of rocks.

And we know the appearance of rocks can be observed more closely using a hand lens or microscope.

And that means we can see it magnified, and that means it's easier for us to see.

Rocks can be compared and grouped by appearance.

So that's what they look like.

And we can think about looking out for similarities and differences between those different rocks.

And we also know that different rocks have different names.

They may look very similar, but actually they'll have lots of different names.

Rocks can be identified and named using simple secondary sources of information.

So as I said, there's lots of different places you can get information all about rocks.

Now we've come to the end of the lesson, and I'm so impressed with all of the learning you have done today.

We've covered quite a lot of things about about rocks, but you've all worked incredibly hard and produced some fantastic work.

So you should be really proud of yourselves.

I hope you have a great rest of the day, and I'm sure I'll see you very soon in the next science lesson.

Bye bye.