This document provides an overview of resources for teaching a unit on soils and erosion. It includes a binder, labelled materials, and 30 activities divided into three sections. The activities allow students to explore properties of soils and sediments, how igneous and metamorphic rocks form, and techniques for identifying rocks. Additional resources include videos, posters, minerals samples, and guidance for classifying rocks. The goal is to help students make connections between natural resources and everyday materials while fostering an interest in geology. Ongoing support is available to teachers through access to publications, field trips, and professional development opportunities related to geoscience topics.

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4. Deeper and Deeper arrives as stand‐alone learning kit containing this Resource Binder,
labelled envelopes and packages of materials, and additional resources for teaching the
activities. The 30 activities are divided into three sections:
2015 English resource binder is being updated – Topic 4: Soils and Erosion
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5. Why the disconnect? Because the natural resources are not living, the raw materials looks
very different from the finished product and most students have not seen a mine / quarry
to know that if it is not grown, it has to be mined
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6. What’s it made of? What are materials? Metals, ceramics, semi‐conductors, plastics,
composites…
Most things are made from many different kinds of materials
Our clothes are made of materials, our homes are made of materials ‐ mostly
manufactured.
Reinforces the key questions that are at the heart of the WHERE Challenge
‐ What on Earth is in your stuff?
‐ Where on Earth does it come from?
So, why the disconnect?
Maybe because the natural resources are not living, the raw materials looks very different
from the finished product and most students have not seen a mine / quarry to know that if
it is not grown, it has to be mined.
Materials Science ‐ Defined as the study of the properties of solid materials and how those
properties are determined by a material’s composition and structure. (VCSU, 2006)
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7. 1. Compositional layers differ in chemical composition
‐ Crust (oceanic (thickness uniform, mafic composition) and continental (thickness varies, felsic to mafic composition) – low density
silicates), mantle (ultra mafic, high density silicates), core (Fe, Ni, only layer of Earth that is a true liquid; outer part)
2. Mechanical layers differ in their strength or rigidity
Lithosphere (most rigid), athenosphere (flows easily), mantle (gradual changes in the rigidity)), lower mantle (flows somewhat, not a lot),
[core‐mantel boundary also a compositional boundary], outer core, inner core (solid)
*The two ways of categorizing the structure of Earth are distinct from each other.
3. Mining happens at the crust
Eight of the ten deepest mines in the world are in South Africa
Two , are located in Ontario Canada, Kidd Creek and Creighton
How deep are these mines? 2.5 – 4.0 km deep
http://www.mining‐technology.com/features/feature‐top‐ten‐deepest‐mines‐world‐south‐africa/
4. How do we know?
EQs and the tech used to monitor and measure energy propagating thorough the Earth tells us much about Earth’s interior. 
Seismology
READI
The Real‐time Earthquake Analysis for Disaster Mitigation Network is a research project that leverages the 550+ station real‐time GPS
super‐network in Western North America
http://sopac.ucsd.edu/readi.shtml
See the shaking – Seismograph viewer
http://earthquakescanada.nrcan.gc.ca/stndon/wf‐fo/index‐eng.php
Incorporated Research Institutions for Seismology (IRIS) Rapid Seismograph Viewer
The Rapid Earthquake Viewer (REV) gives you access to data from seismograph stations around the world. REV monitors the earth and
posts information about recent earthquakes so you can see where they happened and view the seismograms from global seismograph
stations for every notable earthquake.
http://rev.seis.sc.edu/
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8. Richly endowed with natural resources, Canada ranks among the top five countries in the
global production of 11 major minerals and metals (Mining Association of Canada, Facts
and Figures 2014, details in Annex 4):
• First in potash
• Second in uranium and cobalt
• Third in aluminum and tungsten
• Fourth in platinum group metals, sulphur and titanium
• Fifth in nickel and diamonds
http://mining.ca/documents/facts‐and‐figures‐2014
New Brunswick: 1 smelter Glencore, Brunswick
Provide teachers with the New Brunswick government commodities fact sheets
http://www2.gnb.ca/content/gnb/en/departments/energy/minerals/content/FactSheets.ht
ml
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9. A set of activities that describe the different stages of mining is called the mining sequence.
It is helpful to understand the mining sequence, as
each part of this sequence comes with different demands on communities, its people and
the environment
The mining sequence:
Exploration
Development
Operations
Closure / Reclamation
*The 3R’s, remediation, rehabilitation and reclamation are on going
The mining cycle presents an opportunity discuss career pathways with your students – its
never too early
From Red Seal training to advance technical and management skills, there is something for
almost everyone in the minerals industry
English ‐ www.acareerinmining.ca/en
French ‐ www.acareerinmining.ca/fr
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10. New Brunswick operations of 2014
1. Glencore Canada Corporation Brunswick, Bathurst (Pb, Zn, Cu, Ag)
2. Groupe Berger Ltée Baie‐Sainte‐Anne, Baie‐Sainte‐Anne (Vermiculite, perlite)
3. Graymont Inc. Havelock, Havelock (Lime, limestone)
4. Potash Corporation of Saskatchewan Inc. New Brunswick, Sussex (Potash, salt)
5. Brookville Manufacturing Company Brookville, Saint John (Dolomitic lime)
6. Elmtree Resources Ltd. Sormany, Sormany (Limestone)
4 NRCan posters
Chart paper
Markers
Differentiate between the mine and the quarry with respect to process and economic value
(e.g. hard rock vs. soft rock)
What are the benefits of mining natural resources?
What are the costs of mining natural resources?
Which mind has a larger footprint?
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11. Show and tell the materials that are needed and where the can be sourced
Caterpillar’s Ground Rules
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12. Topic 2 envelop with supporting print resources
Rock and Mineral concentration game
Insects – Making a fossil
Numerous Rock and mineral sample bags
NickelQuest DVD
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13. Material:
• Provide teachers with 4 minerals are building blocks samples (Mica, Feldspar, Quartz,
Granite)
• Based on current knowledge, observe and classify
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14. Photos sourced from www.geology.com
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15. Have instruction cards and materials available
Rocks and Minerals Activity 7
Compare two igneous rocks looking at the physical properties of grain size, vesicles (air bubbles), and colour.
• Igneous rocks
• Clear water container
• Water
• Activity Card (laminated)
Rocks and Minerals Activity 8
Investigate the grain size of different sediments, and discover how this affects the rate the sediments settle in water.
• 1 set of various grain size containers
• Sedimentator
• Grain size chart
Rocks and Minerals Activity 10
Discover how granite, an igneous rock, is changed through heat and pressure to form gneiss, a metamorphic rock.
Observe the change in physical appearance and how foliation is created in metamorphic rocks.
• Metamorphic rocks
• Pennies
• Play Doh
• Activity Card (laminated)
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16. Identifying rocks is not an easy task especially for young students however given time to
practice coupled with the understanding that geology has more grey are.as compared to
black and white students can learn to pick up on clues the can use to support their guess
Sedimentary Metamorphic Igneous
Sandstone quartzite
Shale slate
Limestone marble
gneiss granite (intrusive, coarse grain, slow cooling)
rhyolite (extrusive, fine grain, vesicles, fast cooling)
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19. hard , shiny or angular pieces (crystals) ‐ both
Banding, stripes ‐ metamorphic
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20. "Rock Identification Answer Key": http://www.haikudeck.com/p/pCGcN0wUpl
• Rock Discovery bag (9)
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22. "Mineral Discovery": http://www.haikudeck.com/p/lywGM0NexC
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24. Materials:
Earth Exploration Bags (no two bags are the same)
There is no in between. The contents of the bag must be assigned to one group or the
other.
Discuss with how your students might sort these samples
What challenges might they have?
What if you had completed this activity at the outset, do you think your classification
scheme would have been the same?
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25. Students need to understand that they only have a small piece of a very large outcrop! That
is why the samples are not uniform.
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26. Material:
• 3D net Handout
• Glue, popsicle sticks, small plastic cups
• Scissors x 10
• Various decorating material
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27. Topic 1 envelop with supporting print resources
Magic School bus
Don’t let the colourful hand‐drawn graphics fool you, there’s a lot of sophisticated science
presented with in. Students may need some scaffolding.
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28. 1. Too often we take for granted that students are able to make the connection between
origin of the natural resources and the production of items/materials we use daily. The
Challenge shines a light on an emerging field, materials science.
2. It is an opportunity to present an integrated approach to teaching (and learning)
incorporating science and technology, language and visual arts, geography and careers.
3. Feeds on our students natural curiosity and creativity as well as allowing for
differentiated instruction.
4. Fosters stewardship and increased awareness of the sustainable resource use and
importance of conservation.
5. Most important, it is fun way for students to learn and share lessons learned!
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29. Added associated with this workshop:
• ongoing classroom support, access to Mining Matters publications posters, newsletters,
activity books and more (mailed to teacher free of charge [*subject to availability])
• Exclusive access funding for geoscience related excursions ‐ Field Trip Subsidy Program
• Advance notification of PD opportunities related to geoscience i.e. PDAC Convention
school group, Teacher Mining Tour, M4S, etc.
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