Science · Year 8 · 3 weeks
Legacy of the Red River
Driving question
How healthy is the Red River today after centuries of tin mining near Carn Brea?
mixtures, including dissolving
TAUGHT IN Week 1, activity 1; Week 2, activity 1; Week 2, activity 3ASSESSED BY Dissolved Substances
how organisms affect, and are affected by, their environment, including the accumulation of toxic materials
TAUGHT IN Week 2, activity 2; Week 2, activity 3; Week 3, activity 2ASSESSED BY Ecosystem and Spoil Effects
the pH scale for measuring acidity/alkalinity; and indicators
TAUGHT IN Week 1, activity 2; Week 1, activity 3; Week 3, activity 2ASSESSED BY Acidity and Indicators
Contains public sector information licensed under the Open Government Licence v3.0.
Pupils investigate the environmental legacy of historical tin mining along the Red River below Carn Brea. Working in small groups, they test local river water against tap water for acidity using indicators, investigate dissolved metal salts, and examine how mine spoil heaps affect plant life and bioaccumulation. The unit finishes with pupils presenting an illustrated water and ecology monitoring report to members of the parish council and the school eco-council.
The teacher places three sealed, unlabelled jars of water on the front desk: clear tap water, muddy pond water, and reddish-orange river water taken from the Red River. Pupils examine the jars without opening them, write down initial observations on sticky notes, and listen to a brief local account of why the river ran red for generations.
- Why did mining make the Red River turn red or orange?
- How can we test if the water is acidic or contains dissolved metals?
- Can plants and animals survive in water and soil from old mine sites?
- Who needs to know if the river water is safe right now?
Your lessons: 3 a week, 60 minutes.
Week 1
Test the acidity of Red River water samples and compare them to tap water.
Observe river water and tap water, record appearance and odour, and define what makes river water a mixture.
· 1 lessonPractise using universal indicator paper and liquid indicator to test known acidic, neutral, and alkaline household liquids.
· 1 lessonMeasure and record the pH of water collected from the Red River and compare the values against local tap water. Take samples from the Red River at Tuckingmill as well as the leat by school so pupils can compare two points on the same river.
· 1 lesson
Supports
Provide visual colour charts and bilingual glossaries for EAL pupils; provide pre-printed table templates for pupils with SEND; challenge advanced pupils to explain the mathematical difference between integer pH steps. Provide a results table with the expected colour changes for copper and iron hydroxide precipitates so pupils know what a positive looks like.
Deliverable
A completed comparative pH and observations table with a summary sentence on river acidity.
Week 2
Investigate dissolved metals in mine drainage and their impact on local plant life.
Perform simple precipitation test-tube reactions using sodium hydroxide solution on orange ochre deposits from the adit outfall to detect iron and copper salts.
· 1 lessonModel how dissolved heavy metals accumulate in river food chains and examine sample plant survey data from mine spoil heaps.
· 1 lessonSynthesise laboratory findings into a first draft of the community water-quality summary board.
· 1 lesson
Supports
Offer step-by-step pictorial lab protocols for pupils with SEND; provide sentence starters for bioaccumulation explanations for EAL pupils.
Deliverable
A drafted monitoring poster section showing metal test results and a food chain diagram.
Week 3
Refine findings through peer critique and present the final report to community representatives.
Run a structured peer critique session using warm and cool feedback cards to review poster drafts against the rubric.
· 1 lessonRevise poster graphics and draft speaking notes to clearly explain mine runoff, pH data, and plant tolerance.
· 1 lessonPresent findings in an exhibition format to invited eco-council pupils and parish council visitors, followed by written self-reflection.
· 1 lesson
Supports
Allow speech-to-text tools or partnered rehearsals for pupils with SEND; provide key phrase banks for oral delivery for EAL pupils; extend confident pupils by asking them to propose low-cost remediation ideas.
Deliverable
The completed Red River water monitoring poster and written personal reflection.
The third lesson of week 2.
Pupils conduct a gallery walk during lesson 1 of week 3, using a three-point checklist to leave sticky-note comments on data clarity, scientific vocabulary, and neatness.
Student reflection
Pupils complete a written exit ticket at the end of lesson 3 of week 3, reflecting on what surprised them about local water health and how their teamwork contributed to the final report.
What they make
A collaborative scientific monitoring poster reporting pH readings, dissolved metal findings, and vegetation patterns along the Red River.
Options
Teams may present their data primarily through hand-drawn diagrams, printed digital charts, or an annotated catchment map with physical sample vials securely attached.
Who sees it
School eco-council representatives and invited parish council members during the final lesson of week 3.
Teams
Teams of three or four pupils, mixed by the teacher to balance practical lab skills and scientific writing.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Acidity and Indicators KS3 Science: the pH scale for measuring… · individual | Names indicator colours but cannot match them correctly to the pH scale. | Identifies river sample as acidic or neutral but misstates numerical pH values. | Uses indicator data correctly to determine the pH of river and tap water samples. | Explains how indicator colours link accurately to pH numbers and compares degrees of acidity across sites. |
Dissolved Substances KS3 Science: mixtures, including dissolving · individual | Confuses solid sediment in river water with substances dissolved in solution. | Identifies that metals can dissolve in water but does not link precipitate tests to dissolved salts. | Explains that clear water can hold dissolved metal salts and uses test results as proof. | Distinguishes clearly between insoluble particles and dissolved solutes, citing precipitation evidence. |
Ecosystem and Spoil Effects KS3 Science: how organisms affect, and are… · team | States that mining harms nature without detailing how plants or animals are affected. | Mentions that mine waste stops some plants growing but omits accumulation in organisms. | Describes how mine runoff and spoil heaps alter local plant growth and can accumulate in river wildlife. | Explains in detail how toxic metals pass through the food chain and why specific plants tolerate spoil heaps. |
Scientific Communication Collaboration · team | Presents disjointed data with missing labels and uneven team speaking roles. | Presents accurate data but uses informal terms rather than science vocabulary when addressing visitors. | Presents clean charts and clear explanations with all team members sharing speaking parts. | Delivers an engaging, well-organised poster presentation that answers audience questions with precision. |
Acidity and Indicators
KS3 Science: the pH scale for measuring… · individualbeginning
Names indicator colours but cannot match them correctly to the pH scale.
developing
Identifies river sample as acidic or neutral but misstates numerical pH values.
proficient
Uses indicator data correctly to determine the pH of river and tap water samples.
advanced
Explains how indicator colours link accurately to pH numbers and compares degrees of acidity across sites.
Dissolved Substances
KS3 Science: mixtures, including dissolving · individualbeginning
Confuses solid sediment in river water with substances dissolved in solution.
developing
Identifies that metals can dissolve in water but does not link precipitate tests to dissolved salts.
proficient
Explains that clear water can hold dissolved metal salts and uses test results as proof.
advanced
Distinguishes clearly between insoluble particles and dissolved solutes, citing precipitation evidence.
Ecosystem and Spoil Effects
KS3 Science: how organisms affect, and are… · teambeginning
States that mining harms nature without detailing how plants or animals are affected.
developing
Mentions that mine waste stops some plants growing but omits accumulation in organisms.
proficient
Describes how mine runoff and spoil heaps alter local plant growth and can accumulate in river wildlife.
advanced
Explains in detail how toxic metals pass through the food chain and why specific plants tolerate spoil heaps.
Scientific Communication
Collaboration · teambeginning
Presents disjointed data with missing labels and uneven team speaking roles.
developing
Presents accurate data but uses informal terms rather than science vocabulary when addressing visitors.
proficient
Presents clean charts and clear explanations with all team members sharing speaking parts.
advanced
Delivers an engaging, well-organised poster presentation that answers audience questions with precision.
- Water samples collected from the Red River near Carn Brea in sealed plastic containers.check before use
- Full-range universal indicator paper and liquid universal indicator with colour comparison charts.
- Standard laboratory glassware including test tubes, test tube racks, dropping pipettes, and safety goggles.
- Dilute sodium hydroxide solution (0.4 M) for precipitation testing of metal cations.
- A simplified local topographic and stream map showing the Red River corridor below Carn Brea.check before use
- A reference card illustrating common plant species found on local metalliferous mine spoil heaps.
- A3 poster card sheets and marker pens for exhibition display drafting.