The Rock Cycle Journey and Mineral Deposits Overview Students will use observation, inference, and data collection skill to discover that the rock cycle, like the water cycle, has various phases and does not necessarily move linearly through those phases Students will make the connection between rock type, mineral deposit type and processes as they travel through the rock cycle. Source: The original idea for this lesson comes from a lesson by DLESE Mountain Building Teaching Box. It has been adapted for Saskatchewan schools by the SMA. Duration: one – two classes Materials: Rock Cycle Journey Paper dice Rock Cycle Journey Station and Mineral Deposits cards Student Data Table Mineral Deposits Chart Student Rock Cycle Journey Summary Student Cartoon Sheet Saskatchewan Rock Kit (optional): see Resources Keepers of the Earth: “Tunka-shila, Grandfather Rock”; Learning Outcomes and Indicators “Old Man Coyote and the Rock” Grade 7: Earth’s Crust and Resources EC7.1 analyse societal and environmental impacts of Prior Knowledge: historical and current catastrophic geological events, Before attempting these activities students should have and scientific understanding of movements and forces some understanding of the following: within Earth’s crust. Metamorphic, Sedimentary and Igneous rocks b. Provide examples of past theories and ideas, including cultural mythology, that explain geological phenomena such as volcanic activity, earthquakes, and mountain Note to Teachers: building. (Extension 1.) In this activity, rock cycle phases (igneous, sedimentary and metamorphic), processes, such as melting, cooling EC7.2 Identify locations and processes used to extract (crystallization), weathering, erosion, burial, Earth’s geological resources and examine the impacts of deformation, heating, and information about those locations and processes on society and the Saskatchewan mineral deposits are located at 11 environment. [SI, DM, CP] different stations. Each station has a “die” – a box that is d. Identify locations of Saskatchewan’s primary mineral labeled on each of its six sides. The sides of the dice are resources (e.g., potash, gold, diamond, salt, uranium, marked to reflect the relative likelihood of materials copper, and graphite) and their primary uses. actually moving through the phase. EC7.3 Investigate the characteristics and formation of the surface geology of Saskatchewan, including soil, Instructional Methods: and identify correlations between surface geology and past, present, and possible future land uses. [DM, SI] g. Simulation c. Construct a visual representation of the rock cycle (e.g., formation, weathering, sedimentation, and Saskatchewan Saskatchewan Mining Mining Association Association www.saskmining.ca Page 1 The Rock Cycle Journey and Mineral Deposits continued reformation) and relate this representation to the rocks can be recycled as new rocks. Nearly all of the surface geology of Saskatchewan and Canada. earth’s crustal material originates from the flow of molten magma from deep within the Earth. Magma Earth Science 30 becomes Igneous rock upon cooling. If it solidifies slowly Lithosphere deep within the Earth’s crust, it forms plutonic rock such ES30-LS2 Examine the processes that lead to the as granite. If it reaches the surface and erupts from a formation of rocks and minerals. volcano, it solidifies quickly into volcanic rock such as a. Differentiate the three main rock groups (i.e., basalt. The processes of weathering, erosion, sedimentary, igneous and metamorphic) by their transportation and deposition (in rivers, lakes and processes of formation, including the roles of time, heat oceans) can convert any pre-existing rock into a and pressure. sediment and finally a new sedimentary rock. Increased heat and pressure due to deep burial cause the growth ES30-LS3 Investigate the processes and technologies of new minerals and possibly partial melting, converting used to locate and extract mineral resources and fossil any pre-existing rock into a metamorphic rock. fuels locally, provincially and globally. Complete melting converts metamorphic rocks into b. Identify the location, method of extraction, uses and magma, which may form a new igneous rock (Geological economic impact of major fossil fuel and mineral (e.g., Highway Map). gold, diamond, rare earth elements, copper, zinc, kaolin, coal, potash, uranium, salt, and sodium sulphate) Not all rocks to go through each step in the cycle. For resources. instance, a sandstone may be weathered breaking up into small fragments, the fragments are transported and c. Investigate how the location of major mineral and deposited eventually to be lithified as another fossil fuel resources in Saskatchewan are influenced by sedimentary rock. their depositional setting and geologic history including depth of deposit and geological stability/instability. Mineral deposits are associated with particular rock (indirectly) types and processes. Sometimes a mineral can occur in several rock types but the processes in the formation of Source: Saskatchewan Evergreen Curriculum the deposit will differ. For example: Other: In Saskatchewan, we have deposits of uranium occurring As a result of this lesson, students will be able to: in sandstone, as well as the in the underlying gneiss. The process by which uranium is deposited in both rocks is Identify the various phases of the rock cycle. the same. Hot, oxidizing, uranium-rich fluids migrated Explain that Saskatchewan mineral deposits occur in through the rocks and precipitated uranium upon hitting specific rock types and as a result of processes a reducing environment. The smaller pegmatite-hosted identified in the rock cycle uranium deposits also found in the basement gneiss, have a different origin. Quartz, feldspar, tourmaline, and uranium rich magma was injected into fractures in the Big Picture Questions Earth’s crust, where it slowly cooled in a final stage of 1. Where do Saskatchewan’s mineral deposits fit into granitic pluton emplacement. the Rock Cycle? Potash was deposited as a sedimentary rock by Background Information crystallization of potassium-rich brines at the bottom of James Hutton (1726—1797), the 18th-century founder of an ancient sea. Coal formed when vegetation rotting in a modern geology came up with the concept of the rock swamp was buried and subjected to pressure and cycle. The main idea is that rocks are continually increased temperature. Coal is also a sedimentary rock. changing from one type to another and back again as they are weathered, eroded, and compacted at the The elements, copper and zinc commonly occur as earth’s surface and subjected to heat and pressure and sulfide minerals in igneous rocks. Gold occurs as a are melted at depth when forces on the earth cause natural element finely disseminated in igneous rocks or them to sink back into the mantle. A continuous cycle. in quartz veins in Saskatchewan. The Rock Cycle Diagram shows the many ways that old SaskatchewanSaskatchewan Mining Mining Association Association www.saskmining.ca www.saskmining.ca Page 2 The Rock Cycle Journey and Mineral Deposits continued with. Vocabulary GLOSSARY deposit extrusive 4. Students begin by taking turns rolling the die at their Igneous rock intrusive station and following the directions to either “go to” magma mine another station or “stay put”. If they stay put they go metamorphic rock sedimentary rock to the back of the line and wait their turn to roll again. The Activity For example, rock material may remain in a molten state inside the earth for long periods of time. To show this, the die at station # 10, “Magma,” has four Teacher Preparation: sides that say “magma (stay as you are)” and only 1. Cut out each die pattern and the signs for each two sides that say “cooling and hardening.” If you roll station. Assemble dice by folding along lines the “magma (stay as you are)” side of the die, you and taping the edges together. will stay at station #10 and roll again when it is your turn. If you roll one of the sides that say “cooling and 2. Set up the eleven stations in the classroom – one for hardening” you would move to station #9, the each die and matching cards (Station title and “Cooling and Hardening (crystallization)” station. Mineral Deposits). Each card has the number of the station and the name of the phase or rock type Remind the students to be careful with the die. printed on it. Each die also has the name and number of the station on it. 5. Information about Saskatchewan’s mineral deposits is posted at each station. Have the students pick up a 3. Copy and cut out the Mineral Deposits information Saskatchewan Mineral Deposits “card” and tape/glue sheets for each station. Have at least 30 copies of it into the correct column on the Rock Cycle Journey each slip per station. Not all students will reach Table. If the student stays at the station for several every station but some may visit twice and may stay at the station for several turns. Place tape or glue tosses of the dice they can enter the symbol “ to beside the information slips. indicate the same information. 4. If you have rock samples you could place a 6. While at each station students must record (station # corresponding sample at the appropriate station. and what happened to them) on the Rock Cycle Journey Table for each roll of the die and its outcome on their data table even if they end up rolling it The Activity: multiple times. (Minerals cards see Step 5.) Rock Cycle Journey and Mineral Deposits See example Rock Cycle Journey Table. 1. Explain to the students that they are going to do an Each step in the rock cycle can take as little as 200,000 activity to learn more about rocks and what happens years or as much as several million years. For this to them. activity, count each roll of the die as 200,000 years. Students multiply the number of tosses of the die by 2.