supplemental graphics, activities and worksheets for the what’s … · 2016-11-01 ·...

Supplemental Graphics, Activities and Worksheetsfor the What’s It Worth DVD Demonstrations

The supporting materials are: Rocks on the Ground . . . Rocks on Your Face, page 2 Pet Rock, pages 3 - 5 Apple Earth, pages 6 - 9 Plate Tectonics, pages 10 - 18 Sedimentary Rocks, pages 19 - 22 Mineral Exploration: Cupcake Core Sampling, pages 23 - 25 Economics of Mining: Cookie Mining, pages 26 - 31 Gold Panning in Your Classroom, pages 32 - 33

Find additional FREE educational resources and low-cost supplemental materials at www.MineralsEducationCoalition.org.

Makeup— A Wealth of Minerals

One of the first ingredients listed in eye shadow is usually talc - a magnesium silicate mineral. Its platy crystal habit is in part the reason why talc has been an important ingredient in cosmetics since 3500 B.C. The plates glide smoothly across each other, allowing makeup to be applied easily. They lie across the pores in the skin and lessen the chance of clogging pores, while providing texture to the skin. Yet they are translucent enough not to be seen. Talc is resistant to acids, bases, and heat and tends to repel water. In addition to eye shadows, talc is used in loose and pressed powders, blushes, is a filler in some deodorants, and is added to lotions and creams. Talc can also be found in chewing gum and pharmaceuticals. Mica, a mineral widely used in eye shadows, powder, lipstick, and nail polish, is added to give luster or pearlescence to a product. Mica is resistant to ultraviolet light, heat, weather and chemical attack and adheres to the skin. Like talc, it has excellent slip characteristics and may be used to replace talc in a makeup. When coated with iron oxide, mica flakes sparkle with a gold tint. Kaolin, a clay, is added to makeup to absorb moisture. It covers the skin well, will stay on the skin, and is resistant to oil. Kaolin and another clay, bentonite, are added to the earth-based face masks or packs predominately for their cleansing effects. Clays

Have you ever read the ingredients in makeup, shampoo, or toothpaste? It might surprise you. Many personal-care products contain a wealth of mineral materials taken from the Earth. Take, for example, eye shadow:

Distributed by Women In Mining Education Foundation

Authors Donna Boreck and Liane Kadnuck are geologists formerly with the USBM Denver Research Center, Colorado.

are also used as fillers in different products. Powdered calcite, a calcium carbonate, absorbs moisture. Because of this, calcite and a magnesium carbonate, processed from dolomite, are added to powders to increase the ability of the makeup to absorb moisture. When it comes to makeup, color is the name of the game. Minerals provide the color to eyes, cheeks, lips, and nails. Iron oxide, one of the most important color minerals, was used by Cleopatra in the form of red ochre as rouge. Today, iron oxides give red, orange, yellow, brown, and black tones to makeup. Chrome oxides are used for greens; manganese violet for purple; ground lapis lazuli may be added to makeup for blue. Ultramarine blue and pink coloring is made from a mixture of kaolin, soda ash, sulfur, and charcoal. Even gold has historically been used as a colorant. Ancient Egyptians used gold to color skin and hair. Gold can still be found in powders and other makeup to add a ‘rich’ golden sheen to the skin. As an artist starts a painting with a bright white canvas to give the colors brightness and intensity, titanium dioxide is added to brighten and intensify the color of makeup, and to give whiteness and opacity. Titanium dioxide is also a natural sunblock and, like talc, iron oxides, and gold, it has been used for centuries. Titanium dioxide can be found in any makeup—shadow, blush, nail polish, lotions, lipstick, and

powders. Titanium dioxide also makes Oreo cookies frosting extra-white and is the “M” on M&M’s candy. Minerals also find their way into health-care products we use daily. Salt is effective in treating skin disease and is used in some soaps. Fluorite, processed for fluoride, is added to toothpaste and drinking water to help prevent tooth decay. Calcium carbonate (calcite) and baking soda (nahcolite) are abrasives in toothpaste. A borax and beeswax mixture is added to cleansing creams as an emulsifier to keep oil and water together. Boric acid is a mild antiseptic and is added to powder as a skin-buffering agent. Zinc oxide is added to creams to allow the cream to cover more thoroughly. Zinc oxide ointment, which contains approximately 20% zinc oxide, is used to heal dry, chapped skin. When an unlucky hiker runs into poison ivy, calamine-base lotions are often used to soothe the itchy skin. Calamine is another name for hemimorphite, a zinc silicate mineral. As you can see, minerals are found in many things we use. So, the next time you are in the supermarket, take a moment and acquaint yourself with the multitude of minerals that are a part of our daily lives.

Rocks On the Ground ...Rocks On Your Face Page 1 of 1

PET ROCK

OBJECTIVE

Students will learn to use various physical properties for rock identification.

MATERIALS REQUIRED

Rocks (one per student)Pet Rock FormRulersWaterVinegarNailsPenniesEye droppers

OPTIONAL MATERIALS

Weight ScalesHand LensStreak Plates

INSTRUCTIONS (30-40 minutes)

1. Place all of the rocks in a pile on a table and let each student pick out their own “Pet Rock”.

2. Give each student 10 to 15 minutes to complete the “Pet Rock” form using the various supplies given. Have them record all of their observations on the form. These will be the physical properties that are specific to their rock.

3. Collect all of the rocks and spread them out over a large table. Give the students 10 to 15 minutes to see if they can find their own rock.

4. Have the students explain what properties they used to identify their own “Pet Rock”.

TEACHERS HINT

As an alternative to having each student find their rock, have the students give their form to another student. See if the second student can identify the correct rock using only the form. This can be used to show the importance of using good descriptions to identify something.

Pet Rock Page 1 of 3

Additional supplemental material: Purchase the Rock & Mineral newspaper activity at: https://www.mineralseducationcoalition.org/store/rock-mineral-newspaper-activity-pageStudents fill out this 17” x 22” newspaper-style worksheet to learn more about rocks &

Name

Pet Rock

What is special about your rock?

Draw a front view of your rock Draw a side view of your rock

Rock’s Name: Light or Dark: Rough or Smooth: Color Description:

Other Information?

How Big? How Heavy? How Hard? Will It Float? Will Vinegar Make It Bubble?A Penny?

Fingernails?A Nail?

Scratched by ...

Pet Rock Page 2 of 3

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Apple Earth Page 1 of 4

CrustThickness of Earth’s crust is0 to 44 miles (0 to 70 kilometers)

Upper Mantle

Lower Mantle

Outer Core

Inner CoreDistance from Earth’s surface to center is approximately 3,960 miles (6,370 kilometers)


From the U.S. Geological Survey— Cutaway views showing the internal structure of the Earth.

Above (circle): This view drawn to scale demonstrates that the Earth’s crust literally is only skin deep.

Like the shell of an egg, the Earth’s crust is brittle and can break.

Above (wedge view): A view not drawn to scale to show the Earth’s three main layers (crust, mantle, and core) in more detail.


Not to scale

To scale

Asthenosphere

Lithosphere(crust and upper-most solid mantle)

Inner core

Outer core

Mantle

Crust

Solid

Liquid

Core

Mantle

Crust 0-100 km thick

2,900 km

5,100 km

6,378 km

Plate Tectonics, Page 1 of 9

PLATE TECTONICS WITH AN ORANGE

PURPOSE: To acquaint the student with the concept of plate tectonics.MATERIALS: • oranges • clay or play dough (optional) • toothpicks

INSTRUCTIONS: 1. Have the students peel the orange without the use of a knife and in as few pieces as

possible. This peel represents the Earth’s crust and the crust is in pieces just like the orange peel.

2. Have the students lay the orange peel on their work surface and record their observations.

3. Tell the students to replace the peel on the orange, securing the peel with toothpicks.

DISCUSSION: 1. The earth is spherical like the orange although it is difficult to see the roundness of the

Earth except from space.

2. What did the students observe when the orange peel was laying on their work surface? Did they notice that the pieces flattened out. The pieces didn’t appear to be as round as they were when attached to the orange.

3. Now that the peel is back on the orange, this better represents the Earth’s crust. The cracks are called faults and it is the shifting of the plates (orange peel) which causes earthquakes and volcanic activity.

EVALUATION: 1. How do the continents fit into this theory?

OPTIONS: Since most of the fault lines on the Earth’s crust are not visible, the students may wish to roll out a thin piece of clay (or play dough) and cover the orange. They should carefully remove the toothpicks as the clay is placed.

Revised and Distributed by Women In Mining Education Foundation

Additional supplemental material: TectonoCycle activity pages can be purchased at: www.MineralsEducationCoalition.org/store/tectonocycle-activity-page Each student follows the provided instructions to fold and cut the worksheet to create a model of the Earth. The resulting hexaflexagon demonstrates plate tectonics.

Before there was plate tectonics there was continental drift, and it was hotly debated for decades. When first proposed, it was largely dismissed as being eccentric, preposterous, and improbable.

Continental Drift is the theory that continents move slowly about the surface of the earth, changing their positions relative to one another and to the poles of the earth.

The first detailed theory of continental drift was put forth by Alfred Wegener in 1912. On the basis of geology, biology, climatology, and the alignment of the continental shelf rather than the coastline, he believed that (long ago) all the continents were united into a vast supercontinent, which he called Pangaea (Greek for “all land” or “all Earth”).

From the USGS—Wegener’s scientific vision sharpened in 1914 as he was recuperating in a military hospital from an injury suffered as a German soldier during World War I. While bed-ridden, he had ample time to develop an idea that had intrigued him for years. Like others before him, Wegener had been struck by the remarkable fit of the coastlines of South America and Africa. But, unlike the others, to support his theory Wegener sought out many other lines of geologic and paleontologic evidence that these two continents were once joined.

According to the continental drift theory about 225-200 million years ago, Pangaea broke into two supercontinental masses—Laurasia to the north, and Gondwanaland to the south. The present continents began to split apart about 100 million years ago (in the latter Mesozoic era), drifting to their present positions. See Figure 1.

In addition to the jigsaw fit of the continents bordering the Atlantic Ocean, Wegener also cited coal deposits in the South Polar regions and evidence of glacial activity in today’s equatorial regions. For example, the discovery of fossils of tropical plants (in the form of coal deposits) in Antarctica led to the conclusion that this frozen land previously must have been situated closer to the equator, in a more temperate climate where lush, swampy vegetation could grow. See Figure 2.

Another mismatch is the occurrence of glacial deposits in present-day arid Africa, such as the Vaal River valley of South Africa. See Figures 3.

Wegener devoted the rest of his life to doggedly pursuing additional evidence to defend his theory. He froze to death in 1930 during an expedition crossing the Greenland ice cap, but the controversy he spawned raged on. However, after his death, new evidence from ocean floor exploration and other studies rekindled interest in Wegener’s theory, ultimately leading to the development of the theory of plate tectonics. (End of USGS information.)

The majority of the information below is excerpted from the U.S. Geological Survey report, This Dynamic Earth,The Story of Plate Tectonics, by W. Jacquelyne Kious and Robert I. Tilling. http://pubs.usgs.gov/gip/dynamic/dynamic.html


The theory of continental drift was not generally accepted, particularly by American geologists, until the 1950s and 60s, when a group of British geophysicists reported on magnetic studies of rocks from many places and from each major division of geologic time. They found that for each continent, the magnetic pole had apparently changed position through geologic time, forming a smooth curve, or pole path, particular to that continent. The pole paths for Europe and North America could be made to coincide by bringing the continents together. (Source: The Columbia Encyclopedia, Sixth Edition.)

Development of Plate Tectonics TheoryEvidence was discovered which was hard to explain without plate tectonics.The plate tectonics theory holds that the lithosphere, the hard outer layer of the Earth, is divided into about 7 major plates and perhaps as many as 12 smaller plates, resting upon a lower soft layer called the asthenosphere. Because the sides of a plate are continually being created or destroyed, the size and shape of the plates are continually changing. The continents are embedded in some of the plates, and move as the plates move about on the Earth’s surface.

The mechanism moving the plates is mostly unknown, but is probably related to the transfer of heat energy or convection within the Earth’s mantle. Scientists generally agree with Harry Hess’ theory that the plate-driving force is the slow movement of hot, softened mantle that lies below the rigid plates.

The main features of plate tectonics are: • The Earth's surface is covered by a series of crustal plates.• The ocean floors are continually moving, spreading from the center, sinking at the

edges, and being regenerated.• Convection currents beneath the plates move the crustal plates in different

directions.• The source of heat driving the convection currents is radioactivity deep in the

Earth’s mantle.

For an on-line demonstration of the movement of Pangaea, visit: http://www.ucmp.berkeley.edu/geology/anim1.html


Figure 1: Pangaea, from This Dynamic Earth, U.S.G.S.Plate Tectonics, Page 4 of 9

Equator

PERMIAN 225 million years ago

TRIASSIC 200 million years ago

G O N D W A N A L A N D

JURASSIC 135 million years ago

CRETACEOUS 65 million years ago

Equator

EquatorEquator

TETHYS SEA

L A U R A S I A

PA

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A

PRESENT DAY

ASIA

AFRICA

INDIA

AUSTRALIA

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ANTARCTICA

SOUTHAMERICA

NORTHAMERICA

Fossil remains of the freshwater reptile Mesosaurus.

Fossil remains of Cynognathus, a Triassic land reptileapproximately 3 m long.

Fossils of the fern Glossopteris, found in all of the southern continents, show that they were once joined.

Fossil evidence of the Triassic land reptile Lystrosaurus.

AFRICA

AUSTRALIA

INDIA

ANTARCTICA

SOUTH AMERICA

Figure 2: Fossil record across continents, from This Dynamic Earth, U.S.G.S.

Figures 3: Glacial evidence for the theory of plate tectonics. Graphics from U.S.G.S.

Top: Grooves carved by glaciers (shown by arrows) provided evidence for continental drift. This diagram assumes the continents were in their present-day locations.

Bottom: The distribution of glacial features can be best explained if the continents were part of Pangaea.

Figure descriptions from Plate Tectonics: Looking for the Evidence, © by Michael Ritter ([email protected])



Figure 4The maximum extent of glacial ice in the north polar area during Pleistocene time.

Generalized geographic map of North America in Pleistocene time.

OUR CHANGING CONTINENTBy John S. Schlee at http://pubs.usgs.gov/gip/continents/During the Great Ice Age, or Pleistocene Epoch, which began about 2 million years ago, large portions of Canada and the Northern United States were blanketed by the continental ice sheet, as shown in Figure 4.

Seafloor spreading. Spreading plates (rift zones) result in an overall “thinning” of the Earth’s crust (lithosphere). This process brings new minerals to the Earth’s crust and creates new plate material.

Oceanic meets oceanic. One of the plates is always more dense than the other, and the denser plate slides under the less dense plate. Subduction results in mountain building and an overall thickening of the Earth’s crust. Where magma can force its way to the surface, a chain of volcanoes can form.

Oceanic crust

Lithosphere Lithosphere

Asthenosphere

Oceanic crust

Lithosphere

Asthenosphere

Oceanic crust

Graphics reprinted with permission: 6th edition of Global Science by Christensen, Kendall/Hunt publisher, © 2006.


Continental meets oceanic. When a denser oceanic crust meets a less-dense continental crust, the result is a thick, granitic continental crust. Many mountain chains originated this way, including the Rocky Mountains, California’s Sierra Nevada Range, and the Andes Mountains in South America.

Continental meets continental. Uplift results from the collision of two continental crust plates. Weathering and erosion processes (deposition, evaporation, and groundwater movement) can cause the minerals uplifted by the plate process to be concentrated, creating new orebodies.

Oceanic crust

Lithosphere

Asthenosphere

Continental crust

Continental crust

Lithosphere

Asthenosphere



The Earth’s crust is continually being recycled through subduction and seafloor spreading. This process allows other geological process to separate, deposit, or crystallize various minerals and metals, including the ability to create new mineral deposits in the Earth’s crust.

Remember, crust that had been at the bottom of the ocean may now be on a mountain hillside.



Igneousrocks Metamorphic

rocks

Sedimentary rocks

Sediments

Magma

Hardens

Cooling Melting

Heat andpressure

Weatheringand Erosion

Rock Cycle

Sedimentary Rocks, Page 1 of 4

Additional supplemental material: Purchase the Everyday Uses of Minerals and Rock Odyssey posters at www.mineralseducationcoalition.org/store

Show students that everything comes from our natural resources. See examples of sedimentary, igneous and metamorphic rocks.

SEDIMENTARY ROCKSRocks formed from the consolidation of loose sediment (Sandstone) or from chemical precipitation (Limestone) at or near the Earth’s surface. Sedimentary rocks are formed by the weathering, (physical and chemical) of igneous, metamorphic and other sedimentary rocks. The weathered fragments are transported via water, air or ice before they are deposited and transformed. Sediments are transformed into rocks by:

Sedimentary rocks generally occur in layers or beds that range in thickness from inches to thousands of feet. Their texture ranges from very fine grained, to very coarse. Colors include red, brown, gray, yellow, pink, black, green and purple. Examples of sedimentary rocks are:

Cementation, usually by calcite, silica or iron oxides that glue the fragments together.

Compaction, fragments being squashed together. Re-crystallization, which produces interlocking textures.

limestone sandstone shaleconglomerate gypsum calcite

1. Igneous rocks are formed at very high temperatures or from molten materials. They come from magmas—molten mixtures of minerals, deep below the surface of the earth. When magmas reach the surface red hot, they some times form lava which cools and become volcanic rocks.

2. Sedimentary rocks are formed by erosion— the action of wind, water, snow, or organisms. They cover about three quarters of the Earth’s surface. Most are laid down—as sediments—on the bottom of rivers, lakes, and seas. The most common sedimentary rocks are sandstones, limestones, conglomerates and shales. Oil and natural gas are found in sedimentary formations.

3, Metamorphic rocks are those that have been changed from what they were at first into something else—by heat, pressure or chemical action. All kinds of rocks can be changed. Slate was once shale. Marble came from limestone. Granite is changed into gneiss.

The relative abundance of the three rock groups in the Earth’s crust:

65% are Igneous

27% are Metamorphic

8% are Sedimentary


There are three main types of rocks.Igneous Sedimentary Metamorphic

Rocks are grouped by the way they are formed.

AIM To become aware of some different particle sizes present in soil and to try to predict their influence on water movement.

MATERIALS• Different Soil Samples (a. Sandy b. Loamy c. Forest d. Clay) • 4 TaIl Glass Jars With Lids • Water Softener

ACTION— I1. Fill each glass jar 1/4 full of soil, putting a different type in each jar. Label each jar. 2. Then, add water until each jar is 2/3 full. 3. Add a small amount of water softener. 4. Shake each jar vigorously for 2 minutes. 5. Allow the contents to settle for the next 15-20 minutes.

SOAKING SOILS Soil ranges from that good ol’ mud you like to stomp around in to the dry hot sands of the desert. Soil covers most of the solid surface of our Earth. It has enormous variations in its thickness and in the materials in it. Most is made of (a) sand, (b) organic matter, and (c) clay. Soil is basically composed of broken rock material and decayed vegetable and animal matter. This discovery is planned to help you relate soil and water movement.

• 4 Funnels • Clock • Drawing Paper • Filter Papers


An alternative sedimentary activity: Sedimentary rocks are just soil that has been compacted and cemented together.


DISCOVERY TIME1. Hold a piece of paper against the side of each jar; draw a diagram showing the different layers; label each layer based on its particle size. 2. Some rocks and minerals are more tightly cemented together than others. Or they are harder than others and don’t break apart as easily as do the softer ones. That’s why particles differ considerably in size and weight. 3. Which pieces of soil in the glass jars settled to the bottom first? These are sand!

4. The smaller pieces that settled slowly are silt! 5. Some pieces never settled; they remained suspended in the water. These are clay.

(Clay eventually will settle but rarely in 15-20 minutes, so you might want to study the jars over a longer period and graph the build-up of the clay layer to see just how slowly it forms.)

6. The size of the particles is important because it has lots to do with how well the soil holds water for plants and how well water will move through the soil. Here’s how to test this; it’s called permeability.

ACTION— II1. Allow the water in the jars to completely evaporate. 2. Separate out the sand, silt, and clay layers. 3. Place each in funnels lined with filter paper; one for sand, one for silt, and one for clay. 4. Pour equal amounts of water into the funnels and record the amount of time it takes for the first water to drip out of the bottom of the funnel.

DISCOVERY TIME1. Can you predict which

particle size will allow the water to pass through the fastest? Second fastest? Most slowly?

CUPCAKE CORE SAMPLING

Trying to “see” what is beneath the surface of the earth is one of the jobs of a geologist. Rather than digging up vast tracts of land to expose an oil field or to find some coal bearing strata, core samples can be taken and analyzed to determine the likely composition of the Earth’s interior. In this activity students model core sampling techniques to find out what sort of layers are in a cupcake.

Materials Needed:

Cupcake mix Plastic knivesFoil baking cups Food coloringDrawing paper ToothpicksFrosting Plastic transparent straws (large diameter works better)

Directions:

Make cupcakes with two to three layers of colored batter. Provide each student with a cupcake, straw, toothpick, and drawing paper. Foil baking cups and frosting will prevent the students from seeing the interior of the cupcakes in much the same way that a geologist can’t see the interior of the Earth. Ask the students to fold a piece of drawing paper into four sections and in one of the sections draw what they think the inside of the cupcake would look like. Ask the students how they might get more information about the cupcake without peeling the foil or cutting it open with a knife. Someone may suggest using the straw to take a core sample. If not, show them how to push the straw into the cupcake using a rotating motion and pull out a sample (straws can be cut to a length slightly longer than the depth of the cupcake.) The students should make a second drawing of the cross section of their cupcake based on the information from three (or more) core samples. Each new drawing should be carefully labeled and placed in a different section of the recording paper. Finally, the students should cut open the cupcakes with a knife to compare them to the drawings.

Teacher Hints:

Keep relating what the students are doing to what real life geologists do. Nobody eats until the discussion if complete!

Distributed by Women In Mining Education Foundation

Mineral Exploration: Cupcake Exploration Page 1 of 3

Mineral Exploration: Cupcake Core SamplingName

ProcessWith straw, drill cores samples in cupcake and indicate location by number.

Draw core sample sections below in Core Log Book.

Draw shape of ore body in Plane and Cross Section Views, below.

Break cupcake open to see how accurate your drawing is.

1 2

1 2 3 4 5

Core Log Book

Cross Section View

Surface View6


Draw the Hidden Ore Body

34

5

1 2 34 5

1 2 3

4

5

Nos. 4 & 5 Were

Dry Holes

6th hole not drilled

EXAMPLE

Mineral Exploration: Cupcake Core SamplingName

ProcessWith straw, drill cores samples in cupcake and indicate location by number.

Draw core sample sections below in Core Log Book.

Draw shape of ore body in Plane and Cross Section Views, below.

Break cupcake open to see how accurate your drawing is.

1

1 2 3 4 5

Core Log Book

Cross Section View

Surface View6


Draw the Hidden Ore Body

COOKIE MINING INSTRUCTIONS

PURPOSE: The purpose of this game is to give the player an introduction to the economics of mining. This is accomplished through the player buying their “property”, purchasing the “mining equipment”, paying for the “mining operation” and finally paying for the “reclamation”. In return the player receives money for the “ore mined”. The objective of the game is to make as much money as possible.

INSTRUCTIONS:

1. Each player starts with $20 of play money.

2. Each player receives a Cookie Mining sheet and a sheet of grid paper.

3. Each player must buy his/her own “mining property” which is a cookie. Only one “mining property” per player. Cookies for sale are:

Generic; not many chips - $3.00 A medium brand of cookie - $5.00 A deluxe brand with lots of chips - $7.00

4. After the cookie is bought, the player places the cookie on the grid paper and, using a pencil, traces the outline of the cookie. The player must then count each square that falls inside the circle. Note: Count partial squares as a full square.

5. Each player must buy his/her own “mining equipment”. More than one piece of equipment may be purchased. Equipment may not be shared between players. Mining equipment for sale is:

Flat toothpick - $2.00 each Round toothpick - $4.00 each Paper clips - $6.00 each

6. Mining costs are: $1.00 per minute.

7. Sale of a chocolate chip mined from a cookie brings $2.00 (broken chocolate chips can be combined to make 1 whole chip).

8. After the cookie has been “mined”, the cookie should be placed back into the circled area on the grid paper. This can only be accomplished using the mining tools - No fingers or hands allowed.

9. Reclamation costs are: $1.00 per square over the original count.

Economics of Mining: Cookie Mining Page 1 of 6

COOKIE MINING INSTRUCTIONS

RULES:

1. No player can use their fingers to hold the cookie. The only thing that can touch the cookie are the mining tools and the paper on which the cookie is sitting.

2. Players should be allowed a maximum of five minutes to mine their chocolate chip cookie. Players that finish mining before the five minutes are used up should only credit the time spent mining.

3. A player can purchase as many mining tools as the player desires and the tools can be of different types.

4. If the mining tools break, they are not longer usable and a new tool must be purchased.

5. The players that make money by the end of the game win.

6. The quality of the reclamation is determined by the teacher. The better the reclamation, the more valuable the remaining cookie for determining the real profit or loss.

REVIEW: The game provided each player an opportunity to make the most money that a player

could make with the resources provided. Decisions were made by each player to determine which properties to buy and which piece or pieces of mining equipment should be purchased.

Each player should have learned a simplified flow of an operating mine. Also, each player should have learned something about the difficulty of reclamation especially in returning the cookie back to the exact size that it was before “mining” started.


1. Name of cookie . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____________________________ (generic, medium, or deluxe)

2. Price of cookie . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____________________________

3. Size of cookie . . . . . . . . . . . . . . . _________ squares covered

4. Equipment:

Flat toothpick _______ x $2.00 = __________

Round toothpick _______ x $4.00 = __________

Paper clip _______ x $6.00 = __________

TOTAL EQUIPMENT COST . . . . . . . . . . . . . ___________________

5. Mining: ________ minutes x $1.00

Cost of removing chips . . . . . . . . . . . . . . . . . . . . . . .___________________

6. TOTAL COST OF MINING . . . . . . . . . . . . . . . . . . . . . . . . . ___________________ 7. Chip removal:

Number of chips ________ x $2.00

VALUE OF CHIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . ___________________


How much did I make?(+)

(-)

(-)

(+)

Value of Chips . . . . . . . . . .

Total cost of mining . . . . . . . . . . .

Reclamation of ____ squares

over the original size x $1.00 = . . .

PROFIT/LOSS . . . . . . . . .

Name

EXAMPLE

Dough Boy$5.00

Generic- $3; Medium- $5; Deluxe- $7

1

4

15

$4

50

$9.00

$13.00

$30.00

$4.00

$30.00$13.00

$ 4.00$13.00

4

Now, about that $20 loan that started your mining venture— it needs to be repaid.If you did a good job of reclamation, you have a valuable cookie that can re-used or resold. Plus, you gained an employment income during the mining activity.

COOKIE MINING SPREADSHEET


Name

1. Name of cookie . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____________________________ (generic, medium, or deluxe)

2. Price of cookie . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____________________________

3. Size of cookie . . . . . . . . . . . . . . . _________ squares covered

4. Equipment:

Flat toothpick _______ x $2.00 = __________

Round toothpick _______ x $4.00 = __________

Paper clip _______ x $6.00 = __________

TOTAL EQUIPMENT COST . . . . . . . . . . . . . ___________________

5. Mining: ________ minutes x $1.00

Cost of removing chips . . . . . . . . . . . . . . . . . . . . . . .___________________

6. TOTAL COST OF MINING . . . . . . . . . . . . . . . . . . . . . . . . . ___________________ 7. Chip removal:

Number of chips ________ x $2.00

VALUE OF CHIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . ___________________

How much did I make?(+)

(-)

(-)

(+)

Value of Chips . . . . . . . . . .

Total cost of mining . . . . . . . . . . .

Reclamation of ____ squares

over the original size x $1.00 = . . .

PROFIT/LOSS . . . . . . . . .

Generic- $3; Medium- $5; Deluxe- $7

Now, about that $20 loan that started your mining venture— it needs to be repaid.If you did a good job of reclamation, you have a valuable cookie that can re-used or resold. Plus, you gained an employment income during the mining activity.

COOKIE MINING SPREADSHEET


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Pan for Gold in Your Classroomwww.MineralsEducationCoalition.org/store/

What: A great activity or demonstration for your classroom.

Caution: If your students will be sharing a kit or a refill, while there will be enough gold to share, each bag of gold ore only has one vial for the students to keep their gold. You can get extra vials from your Pharmacy, most hardware stores or use a plastic test tube.

For Classroom Panning: Two kids can share a pan although it slows down the activity. A wading pool will work best but you can use sinks or wash tubs. Sinks are easier if your entire class is panning and you have a room full of sinks. Make sure to plug the drain with a strainer and piece of cloth to prevent the dirt from clogging the drain. Then fill the sink about 3/4 full of water. Wash tubs are cumbersome but easier for students to use because they are larger and the extra space helps. Best Suggestion: Use a 4-5 ft. diameter inflatable kids wading pool: if you can’t be outside, cover the floor with plastic tarps. In all these methods, remember there will be a little splashing and a mess to clean up. If possible do it outside. Better yet, try to find a small stream or pond, then the clean up is a breeze.

For teachers who are beginning panners we strongly recommend getting a Kit and extra Refill. This way you can practice your technique in the privacy of your room so you can look like an expert in front of your kids when you use the Refill (with new gold) for the demonstration.

Read The Instruction Book provided with the kit first. Gold Panning is really quite easy.

If you will be using the kit (s) as an activity rather than just a demonstration, it's best if each student has his own pan but two can easily share a pan and refill (three on a pan is too many).

12 “Gold Pan — $7 ea.

12" Thermoplastic pan

Suggested Grades: ALL

Gold-bearing sand refill $5.75

Contains: gold-bearing sand for hand panning, instruction book and vial for gold flakes. Each refill contains 8 to 10 flakes of real gold.

Suggested Grades: 6 - 12

Gem-bearing sand refill $5.50

Contains: gem-bearing sand for hand panning, instruction book and precious stone guide. Each refill contains at least 20 gems.

Suggested Grades: - 8

Gold Panning Kit“Contains Everything But The Stream”

$ 15 ea

* 12" Thermoplastic Gold Pan* Gold-bearing sand refill* Instruction book Printed in English, French, Japanese, German, Spanish, Greek, Italian, Korean, Swedish, and Chinese.* Hand Lens * Magnet* Eyedropper* Display Vial for GOLD

Suggested Grades: 6 - 12

supplemental graphics, activities and worksheets for the what’s … · 2016-11-01 ·...

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