Rocks and Minerals

EC 7.3 Investigate the characteristics and formation of the surface geology of Saskatchewan, including soil, and identify correlations between surface geology and past, present, and possible future land uses. [DM, SI] EC 7.2 Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. [SI, DM, CP]

Topic Outline
INTRODUCTION (1 Class) Big Idea: Not all rocks are created equally. Each rock is unique with its own origins much like people. a) Discuss the similarities and differences between rocks. Have students examine a piece of soapstone and a piece of granite. b) Students will complete Mission Control, This is on Page 286 of their textbooks. Provide a sample of four rocks, Table 4-10 (X4), and magnifying glasses. c) Talk about what might cause these similarities and differences between rocks. Explain that each kind of rock has its own story and where it came from kind of like a family tree. d) Handout unit outline and go through what students will learn in this unit, and the vocabulary needed to be mastered.

1. Properties of Rocks and Minerals (2 classes)

Big Ideas: (1) What is the difference between Rocks and Minerals? (2) There are four properties of rock: colour, lustre, streak, and hardness. a) Remind students of last day s discussion about not all rocks being created equal. All rocks have a story, an origin. Their origins are discovered by examining the minerals that make up the rock. b) Students will read Page 287 of their textbooks to define the difference between a rock and a mineral. They will define the two terms and also create a t-chart that states the most common and uncommon minerals located in most of the earth s rocks. Discuss afterwards using a video clip from Rocks and Minerals . c) Discuss with students how geologists determine what type of mineral is present within a rock. Students will turn to Page 288 in their textbook and read about the 4 properties of minerals. Students will briefly describe in their notes what is meant by a rock s colour, lustre, streak, and hardness. Discuss d)LAB Students, in pairs, will test the mineral properties of colour (visual), lustre (visual), streak (inside a toilet lid), and hardness (will need penny, knife, steel file, and quartz) of a selection of rocks. Students will do this in centers. (Use hardness test found on Page 289) Discuss findings afterwards.

2. The formation of Igneous, Metamorphic, and Sedimentary Rocks (1 Class) Big Idea: (1) There are three kinds rocks in the world: Sedimentary, Igneous, and Metamorphic. (2) Each type of rock comes from a unique rock-making process. a) JIG SAW - Students will be put into groups of three. These groups will be pre-selected by the teacher. b) Students will be instructed in how the jig-saw will work. Each will be the group expert on one of three types of rocks that we are going to look at today. c) Have students observe Igneous Rock on Page 291, Sedimentary Rock on Page 292, and Metamorphic Rock on Page 294. Groups will decide who is doing what. d) Hand out the Jig-Saw Package. Talk about the importance of media text within informational articles (review from Disaster and Survival Unit in ELA) e) Commence the Jig-Saw Activity f) Debrief the three kinds of rock with a general class discussion. g) Summarise the class Big Ideas with a video segment from The Geology of the Earth on the formation of Igneous, Metamorphic, and Sedimentary Rock. 3. Classifying Rocks Using Dichotomous Key (1 Class)

Big Idea: (1) A Dichotomous Key allows geologists and amateurs to determine the type of rocks they are examining. (2) There are three kinds of rock: Igneous, Metamorphic, and Sedimentary. a) Review with students the three kinds of rock from last class. b) Explain what a Dichotomous Key is and how it is used to determine the kind of rock you are examining. Have students examine the Dichotomous Key on Page 295 of their textbook. c) Place a picture of a rock up on the SMART Board and use the dichotomous key to determine the type of rock that it is. d) Students will get into pairs and select 5 rocks in which to analyze together. e) Students will identify the type of rock they have, and determine whether it is igneous, metamorphic, or sedimentary. They may use a laptop to research it if it is not found in their next book. 4. The Rock Cycle (Page 308-21)

Weathering Lab (1 Class) Big Idea: (1) The Rock Cycle shows how rocks are broken down (weathering), moved (erosion), and eventually recycled into new rock. (2)There are three kinds of weathering that occurs to break rocks down and ready them for transport: Mechanical, Chemical, and Biological. a) Have students, in pairs, look at the house on Page 308 of their textbooks. Their task is to theorize about what happened to this house in the picture.

What natural factors have taken a toll on this house? Answers should contain: rain, acid rain, wind, wind-driven particles of rock, the Sun, temperature changes, rot, and insects Place these things in a concept web (students do the same) y Which of the factors listed in the web would also affect rocks? y Discuss how slow or quick these factors would affect rocks b) Have students read the section on Weathering on Page 309 0f their textbook. y c) Weathering Lab on Page 309-310. Students will complete this lab in pairs, but each student will individually complete the lab for their notes. d) Students will complete the Procedure and Before Record in the first class. e) The next day, take the bowl out of the freezer and allow pairs to examine their cup. They will complete the Analyzing and Interpreting and Forming Conclusions section of their Lab. f) Debrief the activity in a general class discussion Examining the Types of Weathering and Erosion that Drives the Rock Cycle (1 Class) g) Students will examine the Three kinds of weathering that occurs in rocks: Mechanical, Chemical, and Biological. This examination will occur on Page 310-312 in students textbooks. Students will briefly explain the three types of weathering in their notes. h) Explain to students during the debriefing of the reading that if weathering is nature s way of breaking rocks down, then erosion forces is the way that nature transports rock. Rock Cycle Group Diagram (1-2 Classes) Big Idea: The three kinds of rocks, through weathering and erosion, are eventually recycled into different rocks. a) In pre-selected groups of three, students will create a visual representation (diagram) of the Rock Cycle. They will use the procedure discussing in What s the Connection? On Page 320 of their textbooks. QUIZ (1 Class) Students will write a test that will examine their knowledge of the following concepts: y y y y y The difference between a rock and mineral The 4 properties of minerals (colour, luster, streak, and hardness) The 3 types of rock and their formation: Igneous, Sedimentary, and Metamorphic. The Rock Cycle This test will also have a vocabulary component

5. Mining in Saskatchewan (1-2 Classes) Big Idea: (1) Saskatchewan has many resources that are accessed above and below the Earth s surface. (2) Different regions of Saskatchewan hold different kinds of mineral deposits. a) Work with students to make a list of resources found in Saskatchewan. Once the list has been made on the board, have students create a ruled T-chart that they will use to separate the listed resources into two groups: Above Ground and Below Ground. Resources like coal can be placed in both categories. b) Have students observe the map on Page 302 of their textbook. Ask them to identify where in Saskatchewan oil is found. Have them also identify Coal, Uranium, and Diamonds (and potential). c) With an elbow partner have them come up with a connection for the location of coal and oil. Discuss the idea of fossil fuels. What might this suggest about southern Saskatchewan s prehistoric past? (a sea existed there at one point) d) With an elbow partner, have them identify the connection between the location of uranium, diamonds, and base metals. All these things are usually located in igneous rock. Talk about the Precambrian shield on Page 300. e) Put students in pre-selected groups to carry out the Looking At Mining In Saskatchewan research activity on Page 303 of the student textbook. Students will discuss findings in order to pick a position in #3-4 in the Your Opinion section of the activity. f) Discuss student-group findings. Types of Mining (1 Class) Big Idea: There are different kinds of mines for different kinds of mineral extraction. a) Students will view the video Mining In Canada. b) Students will complete a Film Observation Sheet for this video. c) Discussion afterwards on the impact of mining on communities and environment.

6. The Technology of Mining (1-2 Classes)

Big Idea: (1) Looking for mineral deposits through new technology has made mining and exploration much more efficient than the past. (2) Core Sampling is a new technology that eliminates luck and large amounts of time in mineral exploration. a) Play a video clip of the prospectors during the Yellowknife Gold Rush in the 1930 s OR show a flip on the Klondike Gold Fever. Have students observe the method of looking for gold in the old days, regardless of the clip that is shown in class. b) Discuss with students how far the mining industry has come since the days of picking a rocks and panning for gold in order to find the jackpot.

c) Have students read Page 304 in their textbooks. Their job is to record a list of new ways that minerals are explored by mining companies, as well, a description of what a core sample is d) Core Sampling Activity Students will complete the Core Sampling Activity on Page 305 of their textbooks in order to see what a core sample is and how it can lead mining companies to begin operations in specific areas, all while removing the guess work that used to be involved (like the Gold Rush). e) Debrief the activity and the concept of new technology in mining by completing the chart on Page 307. Students will identify areas that geologists and mining companies have identified as areas with possible large deposits of minerals.

Mining in Saskatchewan Research Project (3-4 classes) Students (individually) will select a mineral resource that is mined in Saskatchewan. They will produce a pamphlet that addresses the following: y y y y y y Why this mineral is mined. (What is it used for?) What type of rock is this mineral typically found in? (Igneous, Metamorphic, Sedimentary) This part of the pamphlet must contain an explanation of the type of rock and how it was formed) How is this mineral explored and mined? What part of Saskatchewan is this mineral found in? How much of this mineral is mined every year? In the overall amount of this mineral mined in the world, how much is Saskatchewan responsible for?

Review and Unit Test (2 Classes) Students will write a comprehensive unit exam that covers the following: y
y y

The difference between a rock and a mineral

The 3 types of rock and their formation: Igneous, Sedimentary, and Metamorphic. The Rock Cycle

y y y y y

The regions of Saskatchewan that fossil fuels and metals are mined in What core sampling is and why it is an effective mining technology Be able to name 1 other kind of exploration technology used today by mining companies. The effects of mining on communities and the environment (from video Mining in Canada) Unit Vocabulary Set

Unit Vocabulary Set

Core Sample Samples of rock in the shape of a cylinder that are taken from deep in the earth through drilling. Geologists examine the core sample for mineral deposits like diamonds, gold, uranium, etc. Erosion The movement of rock materials and soil by water, wind, and ice. Geologist A person who studies the Earth s history, found in landforms and rock formation. Hardness One of the properties of rock minerals. Some minerals are soft, others hard. Depending on the hardness of the minerals, geologists can determine the type of mineral in the rock. Igneous Rock Rocks that are formed from lava or magma. Kimberlite Igneous rock that is best known for sometimes containing diamonds. There are huge amounts of kimberlite in the Prince Albert area. Lava Hot molten rock that has reached the Earth s surface and has spilled out. Lustre One of the properties of rock minerals. It is the way the surface of a mineral looks in the light. An example of lustre is: shiny or metallic like gold. Magma Hot molten rock that is below the earth s surface. Metamorphic Rock Rocks that had started out as Igneous or Metamorphic, but exposure to intense heat and pressure from the Earth s interior has changed their appearance. Minerals A pure substance that has formed naturally as a solid in the Earth. Minerals form rocks. Ores When minerals are found in high concentrations. Where the concentrations are high enough, ores can be mined. Potash A salt mineral found in sedimentary rock. Precambian Shield Also known as Canadian Shield . It is found in Canada s north, and is stable (unchanging) rock. The Shield contains most of Canada s mineral resources (gold, nickel, diamonds, uranium, etc.). The Precambrian Shield is rock that is the product of a violent convergent plate boundary billions of years ago. Rocks A substance that is made up of one or more minerals.

Rock Cycle Shows how rocks are broken down (weathering), moved (erosion), and eventually recycled into new forms of rock. Sedimentary Rock Rock that was created by layers (strata) of rock fragments (from erosion) settling on top of each other. Most sedimentary rock usually contains layers. It is usually soft rock like sandstone or limestone. Strata Layers of sedimentary rock. Streak One of the properties of rock minerals. When rubbed on rough porcelain, the minerals in rock will leave a coloured line. This coloured line helps geologists determine the type of mineral(s) present in the rock. Weathering The process that wears down or breaks down rock. There are three types of weathering: Mechanical, Chemical, and Biological.