Lesson 1
Title: Cookie Mining Lab
Approximate length of time: 1 hour
Learning Objective(s): After working on the Cookie Mining Lab, students will be able to understand the economics of mining and explain it to others with a 98% accuracy.
Standards:
SS4 1.10 DOK 2 Apply the following economic concepts: a. scarcity b. supply and demand c. trade-offs (opportunity cost).
F. Interpreting the past, explaining the present and predicting the future of economic decisions.
SS4 3.8 DOK 3 Interpret the past, explain the present and predict future consequences of economic decisions. https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. http://www.corestandards.org/ELA-Literacy/RI/5/
Write and interpret numerical expressions.
2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Students will be purchasing land areas and mining equipment, as well as paying for mining operations and reclamation. The miners will receive money for the lead that they have mined. In this lesson, we are going to use chocolate chips as lead. The rock in which the lead is found in and must be separated from is going to be the rest of the cookie.
Materials:
Graph paper
Various chocolate chip cookies:
Store brand
Chip Ahoy
Chips Deluxe
Mining Equipment:
Flat toothpick
Round toothpick
Paper clip
Clock or timer
Kitchen Scales
Mining Data Sheet (Adapted from http://www.blsyouthcan.org/BLS_Youth_C.A.N./Lesson_Plans_files /SCI_7-8_%20Earth%20Science.%20Man,%20Mining,%20Sustainability%20Unit.pdf)
Instructions:
1. Each miner may apply for credit to start their mining operation.
2. Cookie mines for sale: Mines and values may vary.
a. Mother’s Chocolate Chips $ 3.00
b. Chips Ahoy $ 5.00
c. Mother’s Double Chips $ 6.00
d. Keebler Chips Deluxe $ 7.00
e. Chunky Chips Ahoy $10.00
3. Following the purchase of a cookie (land area), the miner places the cookie on the graph paper and traces the outline of the cookie. The miner then counts each square that fall inside the circle. Each partial square counts as a full square. Miners will attempt to reclaim the land to the original shape after the ore has been removed.
4. Each cookie will be massed.
5. Mining equipment for rental
a. Flat toothpick $2.00
b. Round toothpick $5.00
c. Paper clip $6.00
d. If any of the above is returned broken, an extra fee of double the rental price will be charged.
No miner may use their fingers to hold the cookie. The only items which can touch the cookie are the mining tools and the paper the cookie is sitting on.
6. Mining and Reclamation time costs: $2.00/MINUTE.
7. Sale of the chocolate chips brings $10/gram. Chips with 25% to 50% impurities will be worth only $5/gram.
8. When mining is completed, count and mass the chips.
9. After the cookie has been mined, the remaining rock, cookie, must be placed back into the circled area on the graph paper. This can only be done using the mining tools. No fingers or hands may touch the cookie.
10. Count up the number of squares covered by the cookie. If the cookie covers more squares than the original cookie, a reclamation cost of $1.00 per Extra Square will be assessed.
Title: Cookie Mining Lab
Approximate length of time: 1 hour
Learning Objective(s): After working on the Cookie Mining Lab, students will be able to understand the economics of mining and explain it to others with a 98% accuracy.
Standards:
- Economic Concepts and Principles
SS4 1.10 DOK 2 Apply the following economic concepts: a. scarcity b. supply and demand c. trade-offs (opportunity cost).
F. Interpreting the past, explaining the present and predicting the future of economic decisions.
SS4 3.8 DOK 3 Interpret the past, explain the present and predict future consequences of economic decisions. https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
- English Language Arts Standards – Reading: Informational Text – Grade 5
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. http://www.corestandards.org/ELA-Literacy/RI/5/
- Common Core State Standards for Mathematics Grade 5
Write and interpret numerical expressions.
2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Students will be purchasing land areas and mining equipment, as well as paying for mining operations and reclamation. The miners will receive money for the lead that they have mined. In this lesson, we are going to use chocolate chips as lead. The rock in which the lead is found in and must be separated from is going to be the rest of the cookie.
Materials:
Graph paper
Various chocolate chip cookies:
Store brand
Chip Ahoy
Chips Deluxe
Mining Equipment:
Flat toothpick
Round toothpick
Paper clip
Clock or timer
Kitchen Scales
Mining Data Sheet (Adapted from http://www.blsyouthcan.org/BLS_Youth_C.A.N./Lesson_Plans_files /SCI_7-8_%20Earth%20Science.%20Man,%20Mining,%20Sustainability%20Unit.pdf)
Instructions:
1. Each miner may apply for credit to start their mining operation.
2. Cookie mines for sale: Mines and values may vary.
a. Mother’s Chocolate Chips $ 3.00
b. Chips Ahoy $ 5.00
c. Mother’s Double Chips $ 6.00
d. Keebler Chips Deluxe $ 7.00
e. Chunky Chips Ahoy $10.00
3. Following the purchase of a cookie (land area), the miner places the cookie on the graph paper and traces the outline of the cookie. The miner then counts each square that fall inside the circle. Each partial square counts as a full square. Miners will attempt to reclaim the land to the original shape after the ore has been removed.
4. Each cookie will be massed.
5. Mining equipment for rental
a. Flat toothpick $2.00
b. Round toothpick $5.00
c. Paper clip $6.00
d. If any of the above is returned broken, an extra fee of double the rental price will be charged.
No miner may use their fingers to hold the cookie. The only items which can touch the cookie are the mining tools and the paper the cookie is sitting on.
6. Mining and Reclamation time costs: $2.00/MINUTE.
7. Sale of the chocolate chips brings $10/gram. Chips with 25% to 50% impurities will be worth only $5/gram.
8. When mining is completed, count and mass the chips.
9. After the cookie has been mined, the remaining rock, cookie, must be placed back into the circled area on the graph paper. This can only be done using the mining tools. No fingers or hands may touch the cookie.
10. Count up the number of squares covered by the cookie. If the cookie covers more squares than the original cookie, a reclamation cost of $1.00 per Extra Square will be assessed.
cookie_mining_labe_data_sheet.docx | |
File Size: | 18 kb |
File Type: | docx |
Lesson 2
Title: Cookie Mining Simulation
Approximate length of time: 1 hour
Learning Objective(s): After working on the Cookie Mining Simulation, students will be able to demonstrate the effects of mining on the Earth’s surface and explain the limits of energy sources with a 98% accuracy.
Standards:
SS4 1.10 DOK 2 Apply the following economic concepts: a. scarcity b. supply and demand c. trade-offs (opportunity cost).
F. Interpreting the past, explaining the present and predicting the future of economic decisions.
SS4 3.8 DOK 3 Interpret the past, explain the present and predict future consequences of economic decisions. https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. http://www.corestandards.org/ELA-Literacy/RI/5/
Write and interpret numerical expressions.
2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Take three sheets of paper and on each one, write the following: Mined Ore, Waste Rock, and Remaining Earth. The student is to find the masses of each sheet of paper and a cookie. The students is to take the cookie and measure the diameter of it and the height. Next they are to set the cookie in the center of the sheets of paper. The student is to count the number of visible chunks of chocolates embedded in the cookie. Next they are to predict how many chocolate deposits they will find. Using mining tools, the student is to extract the ore (chocolate) from the earth (cookie). As the student mines, they will separates the ore from the crumbled cookie. The process is complete when the student has excavated as much as possible. Count the number of ore deposits extracted. Now find the mass of the cookie crumbles, then the mined ore, then the remaining Earth (if there is any).
Materials:
Chocolate chip cookies
Ruler
Plastic Pipette
Balance
Paper
Taper
Toothpicks
Data Table (adapted from http://whsapes.pbworks.com/w/page/5456933/cookie%20mining%20lab)
Title: Cookie Mining Simulation
Approximate length of time: 1 hour
Learning Objective(s): After working on the Cookie Mining Simulation, students will be able to demonstrate the effects of mining on the Earth’s surface and explain the limits of energy sources with a 98% accuracy.
Standards:
- Economic Concepts and Principles
SS4 1.10 DOK 2 Apply the following economic concepts: a. scarcity b. supply and demand c. trade-offs (opportunity cost).
F. Interpreting the past, explaining the present and predicting the future of economic decisions.
SS4 3.8 DOK 3 Interpret the past, explain the present and predict future consequences of economic decisions. https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
- English Language Arts Standards – Reading: Informational Text – Grade 5
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. http://www.corestandards.org/ELA-Literacy/RI/5/
- Common Core State Standards for Mathematics Grade 5
Write and interpret numerical expressions.
2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Take three sheets of paper and on each one, write the following: Mined Ore, Waste Rock, and Remaining Earth. The student is to find the masses of each sheet of paper and a cookie. The students is to take the cookie and measure the diameter of it and the height. Next they are to set the cookie in the center of the sheets of paper. The student is to count the number of visible chunks of chocolates embedded in the cookie. Next they are to predict how many chocolate deposits they will find. Using mining tools, the student is to extract the ore (chocolate) from the earth (cookie). As the student mines, they will separates the ore from the crumbled cookie. The process is complete when the student has excavated as much as possible. Count the number of ore deposits extracted. Now find the mass of the cookie crumbles, then the mined ore, then the remaining Earth (if there is any).
Materials:
Chocolate chip cookies
Ruler
Plastic Pipette
Balance
Paper
Taper
Toothpicks
Data Table (adapted from http://whsapes.pbworks.com/w/page/5456933/cookie%20mining%20lab)
cookie_mining_simulation_data_table.docx | |
File Size: | 24 kb |
File Type: | docx |
Analysis:
1. The cookies in this mining simulation represent the untouched earth. The chocolate represents the desired ore. The cookie pieces is the waste earth (or spoils). The toothpicks are mining tools.
2. The volume of the waste rock is greater than that of the ore for cookies 1 and 2, and less for cookies 3 and 4.
3. In one case (cookie 2), the number of chips counted on the exterior was greater than the actual number it contained. In all other cases, there were more chips than counted on the surface, but the numbers were similar (flat shape=high surface area, low volume).
4. Surface area was not calculated, but greater mass correlated to more chips in most cases.
5. No, most of the data remains the same; measurements from cookie to cookie weren't too disparate.
6. Most of the time and energy was in separating ore from cookie. Other time/energy uses would include refining the ore, transporting it, disposing of the waste, and restoring the environment.
7. The pipette and the water served no role for us, but in a real mining situation it would clean/wash away the excess earth, and possibly help dissolve it, too.
Conclusion:
Strip mining is commonly used due to its convenience. Large tracts of land can be bulldozed and strip-mined with comparatively little effort. Surface mining destroys vegetation, causes erosion, and can lead to permanently damaged habitat. Coal and lignite are mined extensively in Texas. Coal is extracted mostly through subsurface methods, and lignite is either mined the same way or through strip mining. Iron is mined in East Texas, primarily by contour strip mining. Sources of error in this lab could be the instruments we used, I think using toothpicks would yield a better result.
1. The cookies in this mining simulation represent the untouched earth. The chocolate represents the desired ore. The cookie pieces is the waste earth (or spoils). The toothpicks are mining tools.
2. The volume of the waste rock is greater than that of the ore for cookies 1 and 2, and less for cookies 3 and 4.
3. In one case (cookie 2), the number of chips counted on the exterior was greater than the actual number it contained. In all other cases, there were more chips than counted on the surface, but the numbers were similar (flat shape=high surface area, low volume).
4. Surface area was not calculated, but greater mass correlated to more chips in most cases.
5. No, most of the data remains the same; measurements from cookie to cookie weren't too disparate.
6. Most of the time and energy was in separating ore from cookie. Other time/energy uses would include refining the ore, transporting it, disposing of the waste, and restoring the environment.
7. The pipette and the water served no role for us, but in a real mining situation it would clean/wash away the excess earth, and possibly help dissolve it, too.
Conclusion:
Strip mining is commonly used due to its convenience. Large tracts of land can be bulldozed and strip-mined with comparatively little effort. Surface mining destroys vegetation, causes erosion, and can lead to permanently damaged habitat. Coal and lignite are mined extensively in Texas. Coal is extracted mostly through subsurface methods, and lignite is either mined the same way or through strip mining. Iron is mined in East Texas, primarily by contour strip mining. Sources of error in this lab could be the instruments we used, I think using toothpicks would yield a better result.
Lesson 3
Title: Mining the Web
Approximate length of time: 1 hour
Learning Objective(s): After mining on the web, students will have a better understanding of rocks and minerals and be able to discuss them with the class with 95% accuracy.
Standards:
SS4 3.8 DOK 3 Interpret the past, explain the present and predict future consequences of economic decisions. https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
Write and interpret numerical expressions.
2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Students are given some worksheets that go along with the Kid Zone website. The students are to follow the instructions on the worksheets and have fun exploring and learning about rocks and mineral.
Materials:
Mining the Web worksheets (adapted from http://sciencespot.net/Media/miningweb.pdf)
Computer access
Website Kid Zone at http://sciencespot.net/
Title: Mining the Web
Approximate length of time: 1 hour
Learning Objective(s): After mining on the web, students will have a better understanding of rocks and minerals and be able to discuss them with the class with 95% accuracy.
Standards:
- Economic Concepts and Principles
SS4 3.8 DOK 3 Interpret the past, explain the present and predict future consequences of economic decisions. https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
- Common Core State Standards for Mathematics Grade 5
Write and interpret numerical expressions.
2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Students are given some worksheets that go along with the Kid Zone website. The students are to follow the instructions on the worksheets and have fun exploring and learning about rocks and mineral.
Materials:
Mining the Web worksheets (adapted from http://sciencespot.net/Media/miningweb.pdf)
Computer access
Website Kid Zone at http://sciencespot.net/
cookie_mining_the_web.docx | |
File Size: | 28 kb |
File Type: | docx |