Soils, Rocks and Minerals: a full term of science

Ten ready-to-teach lessons for Year 3 Earth and space. Print this pack and the term is prepared: every lesson comes with a step-by-step plan, the questions to ask, student worksheets, cut-out cards, an assessment kit and every answer.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need. Each lesson is three A4 sheets: plan, worksheet, cards or tickets.
3. Gather the few everyday items under “You need” on the plan. Tray samples only; no chemical reagents.
4. Open the free interactive unit on your board or projector. Every plan tells you which picture to show and when.
5. Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.

No science background needed

This pack is written for the busy generalist teacher. Each plan explains the science idea in plain words, lists the misconceptions children bring, and gives model answers, so you can walk in and teach it even if Earth science was never your subject.

Two ways to run each lesson

Every lesson works as one 60-minute block, or as two 30-minute sessions. The split point is marked in every plan. Ten lessons fill a weekly science slot for a whole term, or up to twenty shorter sessions if your timetable runs small blocks.

The term at a glance

One lesson a week for a term. Each lesson stands on the ones before it, so run them in order where you can.

How the sequence builds

Lesson 1 teaches how to observe one rock. Lesson 2 lines samples up to compare. Lesson 3 shows that soil is a mixture. Lesson 4 sorts soil, rock and mineral. Lesson 5 asks why these Earth resources matter for people. Lessons 6 to 8 deepen the science: soil layers, a rock hunt, and minerals as the ingredients of rocks. Lesson 9 turns to caring for soil and local resources in an Australian setting, and Lesson 10 is the presentation and final check.

Curriculum links (Australian Curriculum V9)

The whole term teaches the Science Understanding descriptor AC9S3U02 quoted on the cover. The lessons also work these Science Inquiry and Human Endeavour descriptors:

Assessment in this pack

• Every plan ends with “Answers and look-fors”: what meeting the idea sounds like in a Year 3 voice.
• The assessment sheet near the front has a class observation checklist and a three-level rubric.
• Lesson 10 is the summative pair: a short presentation plus the “Show what we know” check sheet.

Materials for the whole term

One gathering session covers all ten lessons. Everything on this page is a tray sample or everyday item. No chemical reagents, acids or powders beyond ordinary dry soil and water.

The one-trip list

• From the classroom: trays, paper, markers, clear jars with lids, spoons, towels, clipboards.
• From the shops or hardware aisle: a bag of dry potting mix or garden soil, a few pebbles or landscape rocks, hand lenses if you do not have them.
• From home donations: clean pebbles, clear jars, old teaspoons, a speckled rock from a garden path (wash and dry before class).

Safety in one look

• Tray samples only: no chemicals, no acid tests, no open flames.
• Wash rocks and pebbles before use; check for sharp edges and discard unsafe pieces.
• Hands washed after handling soil. Soil stays on trays, not in mouths or eyes.
• Outdoor rock hunts need adult supervision and agreed boundaries; leave natural sites as found.
• Allergy check if using chalk or any shared outdoor materials.

Assessment without extra work

The term assesses itself. Every lesson plan ends with answers and look-fors, and Lesson 10 is the summative pair: a short presentation plus the check sheet. This sheet is the place to jot down what you notice along the way.

The three levels

Class observation checklist

A tick a lesson is plenty; the Lesson 10 check sheet fills the gaps.

Word wall cards

Cut out the cards and build the wall as the words arrive. Lesson 1 starts the wall with property and observe; add soil, rock and mineral as the lessons land.

Dear families

This term in science, Year 3 becomes a class of Earth detectives. We look closely at soils, rocks and minerals, compare how they look and feel, and find out why they matter as resources for people.

Every investigation points to a few big ideas: an observable property is something you can see or feel; soil is a mixture; rocks are often mixes of minerals; and the ground under our feet supplies materials for building, farming and roads.

Try this at home

• On a walk, pick up one clean pebble (where it is allowed) and ask: what colour is it? How does it feel? Is it hard or soft?
• Look at garden soil together. Can you spot tiny rock bits, sand and dark plant matter?
• Name one thing at home that came from rock, clay, sand or soil (a brick wall, a glass jar, a plant pot).
• Talk about looking after soil: why do gardeners add mulch or compost, and why do we leave some places undisturbed?

What to ask your scientist

• What properties did you test today?
• Is that sample soil, rock or mineral? How do you know?
• Why does that resource matter to people?

A small safety note: at school we use tray samples only, with no chemical tests. At home, an adult helps with outdoor collecting, and we leave natural places as we found them.

Warm regards,

The Year 3 team

Printed from the free seegongsik Soils, Rocks and Minerals teaching pack · seegongsik.com/au/y3/earth-and-space/AC9S3U02/pack

Test a rock

Children learn that an observable property is something you can see or feel, and they test one rock for colour, hardness, texture, shine and layers. This lesson lays the ground for the term: you cannot compare soils, rocks and minerals until the class can describe what they notice.

We are learning to

• say what an observable property is: something you can see or feel,
• test a rock for colour, hardness, texture, shine and layers,
• record what we observe using science words.

Success criteria

• I can name at least three properties of a rock.
• I can record what I observe on a property table.

You need

• one clean rock or pebble per pair (tray samples only; wash and dry first),
• hand lenses if you have them, and dark paper or trays so colours show up,
• the worksheet (next sheet), one per child,
• the property cards (third sheet), one set per table, cut out ahead or by fast finishers.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after the board picture. Start Session B by re-testing one property together, then go on to Test your rock.

Watch for these ideas

• “It is just a rock.” Push for properties: colour, feel, shine. The word rock is the name of the group, not a property.
• “Hard means heavy.” Hardness is about scratching, not mass. A small crystal can be hard; a big lump of chalk can be soft.
• Children scratching too hard or with tools. Stop the class and restate: fingernail only, gentle, tray stays still.

Keep it safe

Tray samples only. No chemical reagents, no acid drops, no open flames. Rocks with sharp edges leave the set. Hands washed after handling samples.

Make it easier, make it bigger

• Easier: test only colour and texture first, then add hardness as a whole class.
• Bigger: write one sentence that uses three property words about the same rock.

Answers and look-fors

• Worksheet rows will vary by sample. Look for real observations (grey with pale specks, rough and grainy) rather than empty labels like nice or big.
• Hardness: if a fingernail leaves no mark, hard is a fair answer; if it does, soft or medium is fine at Year 3.
• Meeting the idea sounds like “My rock is hard, rough and dull grey” rather than “It is a rock.”

Test a rock

Observe one rock carefully. Fill each row with what you can see or feel. Use the property cards to help.

Test one property at a time

Cut out the cards. Use one card at a time. Talk, then write on your worksheet.

Teacher note: hardness is a gentle fingernail test only. If a sample looks fragile or chalky, model the test yourself first.

Compare three samples

Children line up three samples and compare the same properties side by side. Comparing means asking the same questions of each sample, then reading down the columns. This builds straight on Lesson 1: last week we tested one rock; today we use that skill to see how samples differ.

We are learning to

• compare samples by the same properties: colour, hardness and shine,
• fill a comparison table so patterns are easy to see,
• say one way two samples are the same and one way they are different.

Success criteria

• I can fill a table that compares three samples.
• I can say one similarity and one difference.

You need

• three labelled tray samples per table (A speckled rock, B clear or milky crystal, C soft white rock or chalk),
• the worksheet (next sheet), one per child,
• the sample cards (third sheet) if you do not have three real samples for every table,
• hand lenses optional.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Table teams (tables partly filled is fine). Start Session B by finishing one missing cell together, then Same and different.

Watch for these ideas

• “They are all just rocks.” Point at the table: same group name can hide big property differences.
• Comparing different properties (colour of A with hardness of B). Redirect: same property, side by side.
• Guessing without testing. Require a look or a gentle touch before a cell is filled.

Keep it safe

Soft chalky samples can dust hands and desks: wipe trays after use and wash hands. No crushing or powdering of samples.

Make it easier, make it bigger

• Easier: compare only two samples and only colour and hardness.
• Bigger: add a fourth sample from the rock hunt tray later in the term and extend the table.

Answers and look-fors

• Board model: granite speckled grey / very hard / dull; quartz clear or white / hard / glassy; chalk white / soft / dull.
• Classroom samples may differ; mark fair observations, not exact matches to the board labels.
• Meeting the idea sounds like “A and B are both hard, but C is soft”.

Compare three samples

Test the same properties on each sample. Fill every cell you can.

Three samples to compare

Cut out the cards. Use the sample cards as labels on real tray pieces, or as stand-ins if a sample is missing.

Teacher note: real samples beat pictures. If you only have two kinds of rock, still compare them; the skill is lining properties up, not owning a museum set.

What is soil made of?

Children discover that soil is not one pure thing but a mixture: bits of rock, sand, clay and old plant matter. Spreading a dry handful on paper makes the parts easier to see. This is the first lesson that sets soil apart from solid rock samples.

We are learning to

• say that soil is a mixture,
• name the main parts of soil: rock bits, sand, clay and old plant matter (humus),
• observe a handful of soil and record what we find.

Success criteria

• I can name at least three parts of soil.
• I can explain that soil is a mixture, not one pure material.

You need

• dry garden or potting soil (a few tablespoons per pair on paper plates or trays),
• newspaper under trays, teaspoons, hand lenses if available,
• the worksheet (next sheet), one per child,
• the ingredient cards (third sheet), one set per table.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Spread and spot. Start Session B by reopening the board jar, then finish the Parts list.

Watch for these ideas

• “Soil is just dirt.” Dirt is a casual word; soil is a mixture with parts we can name. Celebrate the science word.
• “Clay means mud.” Clay is a fine particle; wet mud is soil mixed with water. Keep the particle idea.
• Children blowing soil or tossing it. Trays stay flat; soil stays on the paper.

Keep it safe

Use dry soil only today. Wash hands after handling. No tasting. Cover desks with newspaper and sweep carefully; soil dust stays low.

Make it easier, make it bigger

• Easier: find just two parts together as a class, then children tick those two on the sheet.
• Bigger: compare two soils (dark potting mix and pale sandy soil) and list which parts look more common in each.

Answers and look-fors

• Parts: rock bits, sand, clay, old plant matter (humus). Air and water may be mentioned as extras.
• Sentence: soil is a mixture (or made of more than one part).
• Meeting the idea sounds like “Soil has rock bits and plant matter mixed together”.

What is soil made of?

Spread a small amount of dry soil. Look closely. Tick and draw the parts you find.

Parts of soil

Cut out the cards. Match each card to something you can see or feel in your soil sample.

Teacher note: air and water are real parts of soil but hard to see in a dry sample. Treat them as discussion cards rather than finds on the paper.

Sort the samples

Children sort samples into soil, rock or mineral and give a reason for each choice. The simple rules are: soil is a loose mixture with plant matter; a rock is a solid lump made of minerals; a mineral is one pure natural substance, often with a regular shape. Sorting makes the boundaries clear.

We are learning to

• sort samples into soil, rock or mineral,
• give a reason that uses the science ideas, not just a guess,
• use the words soil, rock and mineral correctly.

Success criteria

• I can sort a sample into soil, rock or mineral.
• I can say why it belongs in that group.

You need

• three sorting mats or labelled zones: soil, rock, mineral,
• the sample cards (third sheet), one set per table,
• optional real tray samples to place beside cards,
• the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Table sort. Start Session B by re-sorting two cards from memory, then Record reasons.

Watch for these ideas

• “All shiny things are minerals.” Some rocks can look shiny; use purity and shape, not shine alone.
• “Soil is a soft rock.” Soil is a loose mixture, not a solid lump. Squeeze a pinch: it falls apart.
• Sorting by colour only. Bring them back to the three rules on the board.

Make it easier, make it bigger

• Easier: sort only six clear cards and skip the trickier crystal cards at first.
• Bigger: invent one new sample card of your own and challenge another table to sort it.

Answers and look-fors

• Soil: dark garden dirt, crumbly topsoil, sandy playground soil.
• Rock: grey pebble, speckled granite, smooth beach stone.
• Mineral: clear quartz crystal, shiny gold, single salt crystal (classroom model).
• Meeting the idea sounds like “It is a mineral because it is one pure substance with a regular shape.”

Sort the samples

Choose three samples. Write which bin each goes in and why.

Soil, rock or mineral?

Cut out the cards. Sort them onto the three mats. Be ready to say why.

Teacher note: answer key is on the plan page. Gold and salt are simplified classroom models of minerals; keep the focus on one pure substance versus a mix.

Why they matter: match the use

Children investigate why soils, rocks and minerals are important Earth resources by matching materials to everyday jobs: building, farming and roads. Properties matter because they help people choose the right material for the job.

We are learning to

• say what an Earth resource is: a material from the ground that people use,
• match rock, clay, sand and soil to important uses,
• link a property to why that material works for the job.

Success criteria

• I can match a resource to a use.
• I can say why that resource is useful for people.

You need

• the resource and use cards (third sheet), cut out,
• optional photos of buildings, farms and roads (no brand names),
• the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Card match. Start Session B with one board rematch, then Write the link.

Watch for these ideas

• “Resources only means money.” In this unit a resource is a material from Earth that people use.
• “Sand is only for beaches.” Sand is melted into glass and used in concrete; beaches are one place sand is found.
• Matching randomly without a reason. Require a property or a job word before a match sticks.

Make it easier, make it bigger

• Easier: match only the four board pairs (rock, clay, sand, soil).
• Bigger: invent a new use for rock in your local area (kerbs, fences, river walls) and justify it.

Answers and look-fors

• Board pairs: Rock to building strong walls; Clay to baking into bricks; Sand to making clear glass; Soil to growing our food.
• Extension: gravel and rock pieces for roads; limestone for cement or building stone.
• Meeting the idea sounds like “Soil is an Earth resource because we grow food in it.”

Why they matter: match the use

Match each Earth resource to a job it does for people. Write the use and one reason.

Match the resource to the use

Cut out the cards. Match each resource to a use. Extra cards are for extension pairs.

Resources

Uses

Teacher note: resource card hints are teacher-facing; if children read them, treat the activity as a check rather than a pure puzzle.

Soil layers jar model

Children shake a jar of soil and water, then watch layers settle. The model shows that soil is made of different-sized parts, and that heavier pieces sink first. It deepens Lesson 3: soil is a mixture you can partly unmix by settling.

We are learning to

• make a simple soil-and-water jar model,
• observe and record layers as they settle,
• explain that different parts of soil have different sizes and masses.

Success criteria

• I can draw the layers in a settling jar.
• I can say why some parts sink faster than others.

You need

• clear jars with lids (one per group of three or four),
• dry soil, water, spoons, towels for spills,
• the worksheet (next sheet), one per child,
• the layer cards (third sheet) for labelling drawings.

Lesson flow (about 60 minutes)

Running two half-sessions instead? Shake in Session A and leave jars overnight on a safe shelf. Start Session B with a quiet look at the settled jars, then Watch and draw.

Watch for these ideas

• “The soil disappeared.” It separated into layers; the same stuff is still there.
• “The water turned into mud forever.” Cloudiness is fine particles still floating; more time usually clears it a little.
• Groups shaking without lids sealed. Stop and reseal before any shake.

Keep it safe

Lids stay on during shaking. Jars stand in the centre of tables, not on edges. Wipe spills at once. Hands washed after. No drinking the water.

Make it easier, make it bigger

• Easier: one teacher jar at the front; whole class draws the same settled layers.
• Bigger: run two jars with different soils (sandy vs dark potting mix) and compare layers.

Answers and look-fors

• Typical order bottom to top: coarse grit or gravel, sand, finer silt or clay, water; light plant matter may float.
• Real jars vary; accept careful drawings that show more than one layer and a water band.
• Meeting the idea sounds like “Heavy bits sank first, so soil has different parts.”

Soil layers jar model

Predict, then observe. Draw the jar after it has settled. Label the layers.

Label the layers

Cut out the cards. Use them as labels beside your jar drawing.

Teacher note: not every jar shows every layer. Children only use the cards that match what they can see.

Rock hunt

Children apply their property tests on a supervised outdoor hunt or on a rich tray of mixed samples indoors. The hunt is about careful observing and recording, not collecting a pile of rocks to take home. Leave natural sites as found unless your school has an agreed keep tray.

We are learning to

• use property tests on real samples outdoors or from a tray,
• record finds with drawings and property words,
• follow safe hunt rules, including leave no trace.

Success criteria

• I can describe at least two finds using property words.
• I can follow the hunt rules and keep the site tidy.

You need

• clipboards or hard pads, pencils, the hunt log (next sheet),
• either a supervised outdoor patch with clear boundaries, or a mixed tray of clean samples indoors,
• the field prompt cards (third sheet),
• hand lenses optional; a bag for any agreed keep samples only if your school allows it.

Lesson flow (about 60 minutes)

Running two half-sessions instead? Teach rules and board refresh in Session A. Run the hunt and share in Session B (best if weather is the risk).

Watch for these ideas

• Collecting for collecting’s sake. Redirect to observing and logging; praise put-backs.
• “This is just dirt.” Ask for properties of the soil: colour, texture, plant matter.
• Leaving the agreed boundary. Pause the hunt and reset the map on the ground.

Keep it safe

Adult supervision outdoors. Closed shoes recommended. No climbing, no river edges without a plan, no tasting. Wash hands after. Sharp or glass-like finds stay on the ground and are reported to the teacher.

Make it easier, make it bigger

• Easier: indoor tray hunt with six pre-chosen samples and two prompt cards only.
• Bigger: map where each find sat (path, garden bed, gravel area) and look for a pattern.

Answers and look-fors

• Logs should use property words (colour, hardness, texture, shine) not only big or pretty.
• Leave no trace is part of success, not an optional extra.
• Meeting the idea sounds like “Find one was rough and hard; find two was soft and pale.”

Rock hunt log

Record two careful finds. Use property words. Follow leave no trace.

Hunt prompts

Cut out the cards. Complete at least three during the hunt.

Teacher note: the leave no trace card is non-negotiable. Celebrate children who put samples back carefully.

Minerals vs rocks

Children learn a simple, accurate model for Year 3: minerals are ingredients; rocks are mixes of those ingredients stuck together. A speckled rock is the everyday proof. This lesson tightens the sort from Lesson 4 with a clearer scientific story.

We are learning to

• say that a mineral is one pure natural substance,
• say that a rock is often a mix of minerals,
• use the ingredients idea to explain a speckled rock.

Success criteria

• I can explain minerals as ingredients and rocks as mixes.
• I can point to different mineral parts in a speckled rock (or a photo).

You need

• one speckled rock per table (granite-like), and if available one single-crystal sample,
• the mix cards (third sheet),
• the worksheet (next sheet), one per child,
• hand lenses if available.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Speckled rock look. Start Session B with the fruit-salad image again, then Sort the cards.

Watch for these ideas

• “Minerals are only precious gems.” Everyday minerals include quartz and the pale and dark grains in common rocks.
• “Rocks and minerals are the same word.” Keep the ingredients / mix model on the board all lesson.
• Children prising rocks apart. Observation only; no tools.

Keep it safe

Tray samples only. No hammers, no chisels, no chemical tests. Wash hands after handling.

Make it easier, make it bigger

• Easier: only two cards, quartz and granite, and act out ingredient vs mix with coloured counters.
• Bigger: invent a recipe for a made-up rock (three mineral ingredients) and draw the speckles.

Answers and look-fors

• Minerals: quartz, feldspar, mica, gold. Rocks: granite, sandstone.
• Key sentences: A mineral is one pure natural substance. A rock is often a mix of minerals.
• Meeting the idea sounds like “Granite is a rock because it mixes several minerals.”

Minerals vs rocks

Minerals are ingredients. Rocks are mixes. Use that idea to complete this page.

Ingredient or mix?

Cut out the cards. Sort into mineral ingredients and rock mixes.

Teacher note: card notes give the answer away for support groups; blank the notes if you want a harder sort, or cover them with a sticky note.

Caring for soil

Children explore why soil and local Earth resources need care, with Australian settings such as gardens, dunes, farms and building sites. No brand names. The science link is clear: if soil is a mixture that grows food and rocks are resources we use carefully, then looking after them is part of using them wisely.

We are learning to

• explain why healthy soil matters for plants, animals and people,
• suggest simple ways to care for soil and local resources,
• link care actions to the science ideas from the term.

Success criteria

• I can give one reason soil needs care.
• I can suggest one action that protects soil or a local resource.

You need

• the scenario cards (third sheet), one set per table,
• optional simple map of your school grounds or local area (hand-drawn is fine),
• the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Scenario tables. Start Session B with one shared scenario, then Care plan.

Watch for these ideas

• “Australia has endless soil and rock.” Resources are large but not infinite in the places people live and farm; care still matters locally.
• “Caring means never using resources.” The unit is about wise use: build, farm and road-make carefully, not never at all.
• Brand names or company debates. Keep the talk on materials and places, not products.

Make it easier, make it bigger

• Easier: one shared scenario for the whole class, then each child writes one care action.
• Bigger: design a three-step care poster for the school garden using term science words.

Answers and look-fors

• Risks: washing away, blowing away, compaction, pollution, digging without care.
• Actions: plant cover, mulch or compost, stay on paths, sediment fences near creeks, leave some areas undisturbed (all at Year 3 level).
• Meeting the idea sounds like “We need soil for food, so we protect it with plant cover.”

Caring for soil

Earth resources need care. Plan two actions and link them to science.

Care scenarios

Cut out the cards. For each: name the risk, suggest a care action, give a science reason.

Teacher note: keep discussion local and practical. Avoid brand names and commercial claims.

Show what we know

The summative lesson, run as a celebration. Children present one favourite sample (or a drawing of one) using property words and the soil / rock / mineral ideas, visit each other’s work in a short gallery walk, then sit the final check sheet quietly and alone. The term closes with the on-screen quiz played as a class game.

We are learning to

• describe a sample using observable properties,
• say whether it is soil, rock or mineral and why it matters as a resource,
• show what we know on our own on the final check.

Success criteria

• I can present a sample using at least three property words.
• I can show what I know about soils, rocks and minerals on the final check.

You need

• the term’s samples on display (tray samples only),
• the presentation notes sheet (next sheet), one per child,
• the final check sheet (third sheet), one per child,
• the interactive unit open on the board for the closing quiz.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after the gallery walk. Start Session B with the final check and the class quiz.

Watch for these ideas

• Under pressure, children write dirt for every sample. Quietly prompt: mixture, solid lump, or one pure substance?
• Presentations that only say pretty or cool. Require three property words before the gallery ends.
• Some children freeze when choosing a sample. Offer a class rock and a pinch of soil as ready options.

Make it easier, make it bigger

• Easier: present with a partner; still complete the final check alone.
• Bigger: include one care action from Lesson 9 in the presentation.

Answers and look-fors

• Final check marking guide: 1 any sensible property (colour, hardness, texture, shine). 2 mixture of rock bits, sand, clay and plant matter. 3 mineral. 4 chalk (softest of the three). 5 growing food / farming. 6 ingredients / pure substance vs mix (any clear wording). 7 yes for soil as resource. 8 any care action that protects soil or uses resources wisely.
• A score of 6 or more out of 8, together with a presentation using at least three property words, meets the descriptor. The rubric sheet near the front of the pack turns this into a three-level judgement.
• Meeting the idea at the gallery sounds like “This granite is hard, speckled and dull; it is a rock made of mixed minerals, and rock is used for building.”

My presentation notes

Choose one sample (or draw one). Plan what you will say. Use property words and a clear soil / rock / mineral reason.

Show what we know

Show what you know about soils, rocks and minerals. Read each one, then write, circle or draw. Take your time.

Teacher note: read the items aloud one at a time. The marking guide is on this lesson’s plan page; the rubric sheet near the front of the pack turns the score into a level.