Year 3 Science · AC9S3U02

Compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources

Students learn to compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources. They use the visual model…

Ready to project and teach

Learning goalsSay it simply

Students learn to compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

  • Recognise soil
  • Use rock
  • Explain mineral
  • Apply in a new context
  • Justify with evidence
Clean visual examplesOne-page board

Clean one-page examples

AC9S3U02 - Compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources
Example 1

1. Model and notice Use the visual model to identify soil, then explain the important features. topsoil dark, organic matter subsoil finer particles and minerals rock fragments larger pieces bedrock solid rock

Example 2

2. Apply and compare Apply rock to a new example and compare the result. Material Property Possible use sand large grains, drains building / filtration clay fine, holds water pottery / lining granite hard construction

Example 3

3. Create and explain Create an example using soil, rock and mineral. soil rock mineral

Example 4

Content description: compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources

Curriculum examplesCopied content

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

  • Content description: compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources
  • E1: examining different soils from local areas and using magnifying glasses to observe their components, such as pebbles, sand or plant matter as well as living things such as earthworms and insects
  • E2: exploring the school grounds or a local area and observing or collecting different types of rocks and describing similarities or differences such as texture, colour, grain or crystal size
  • E3: recognising that minerals are the building blocks of rocks and that the different characteristics of rocks depend on the minerals they are made up of
  • E4: identifying rocks as key components of the built and natural environment and recognising uses of minerals such as gemstones in jewellery, graphite in pencils, and table salt in food
  • E5: investigating First Nations Australians’ knowledges of different rock and mineral types, and how they were used such as for stone blades, grindstones and pigments (teaching context)
  • E6: describing ways in which living things including humans depend on soils, such as for food, growing plants, providing habitat for organisms, and holding and cleaning water
  • E7: examining information on plant tags and exploring the vocabulary used to describe soils and different plant soil requirements
  • E8: investigating which rocks or minerals are quarried or mined locally or regionally and how those resources are used
Questions and answersWith answers

Core idea: Students learn to compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

  • Recognise soil
  • Use rock
  • Explain mineral
  • Apply in a new context
  • Justify with evidence

Important questions

  • Which property best helps compare sandy and clay soil? Explain using the model or evidence above.
  • Complete the relationship. Explain using the model or evidence above.
  • Explain compare soil layers and particle sizes. Explain using the model or evidence above.
  • Correct: All soil is the same. Explain using the model or evidence above.
Practice and reviewReady for practice
  • All soil is the same — Soil samples can differ greatly in particles, organic matter and water movement.
  • Feature named without effect — Explain how the feature changes meaning or outcome.
  • One example treated as a rule — Test the idea with another example.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

Curriculum alignmentStart here

Students learn to compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

  • Recognise soil
  • Use rock
  • Explain mineral
  • Apply in a new context
  • Justify with evidence
Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Year 3 Science concepts.

Explore all Year 3 Science topics

Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.