Saskatchewan Mining Association Resources for Teachers (Smart)

SASKATCHEWAN MINING ASSOCIATION RESOURCES FOR TEACHERS (SMART)

MINING … GOOD FOR SASKATCHEWAN www.saskmininged.com 1

Saskatchewan Mining Association Resource for Teachers

This resource has been assembled by the Education Committee of the Saskatchewan Mining Association. Its purpose is to provide teachers with an activity package that will help raise student’s awareness of the impact of mining on their lives and on the economy of Saskatchewan. These mineral industry lesson plans have been developed or adapted to correlate with the learning outcomes of the Saskatchewan Curricula. They were developed / adapted by Saskatchewan teachers and geoscientists to highlight the provinces mineral resources, the innovative technology, and careers associated with the extraction and processing of the minerals. This resource is meant as a guide to be used and modified to suit your styles and needs. These resources wiIl be revised/updated periodically.

Man has always utilized the earth’s resources. The impact of mineral resources on our society is staggering. We can only imagine how our lives would change if all things connected with mining were removed from our homes or offices.

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TABLE OF CONTENTS History of Mining in Saskatchewan Early Mining in Saskatchewan .…………………………………………………………………………..4 Early Stone Materials ……………………………………………………………………………….……....5 Base and Precious Metals ………………………………………………………………….……….……..7 Clay ………………………………………………………………………………………………….……………....9 Coal ………………………………………………………………………………………………………………….10 Diamonds …………………………………………………………………………………………………………11 Potash ……………………………………………………………………………………………………………..11 Other …………………………………………………………………………………………………………….…12

Lesson Plans Saskatchewan’s Mineral Resources Mineral Potential and Mines in Saskatchewan ……………………………………….14

Saskatchewan’s Mineral Resources: Exploration Exploring for Minerals in Saskatchewan: Stream Sediment and Soil Sampling ……………………………………………………………………………………...24 Exploring for Minerals in Saskatchewan: Geophysics – Using Magnetics to Find a Mine ...... 34

Saskatchewan’s Mineral Resources: Mining Finders, Miners? ……………………………………………………………………………….……44 Cookie Mining …………………………………………………………………………………….….54 Potash Solution Mining (see separate folder)

Saskatchewan’s Mineral Resources: Processing Physical Separation of Minerals ……………………………………….…………………….61 Sizing and Separation of Minerals ………………………………………….……………….71

Saskatchewan’s Mineral Resources: Products Rocks and Minerals in Your Life ……………………………………………………………..75

Saskatchewan’s Mineral Resources: Careers Careers in the Minerals Industry …………………………….………………………………84 Investigating Careers in the Minerals Industry ………………………………………127

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History of Mining In Saskatchewan

Early Mining in Saskatchewan

The earliest mining occurred when earth’s inhabitants started using various stones for tools or certain clays for cooking vessels. The earliest recorded occupation in Saskatchewan was around 9000 B.C. at the Niska site in the southern part of the province.

Ample evidence of the use of stone tools, arrow heads, and spear heads, etc. has been found in the area. Much of the material used by these early inhabitants was imported or traded from other regions of North America.

The study of the stone tools provides us with information about the people’s work, their history, their religion, their travels and their relationships with other groups or nations.

Stone is readily available throughout most of Saskatchewan. This was especially important for Saskatchewan’s First Nations people who moved their camps frequently in search for food.

The stones available were not all suitable for tools and they needed a constant supply of stone material that broke cleanly or was hard enough for pounding. Consequently, they made regular trips to the source areas or traded with people who lived near the sources. For these early residents of our province, the exchange of goods was more than just a means of acquiring things. Bartering and gift exchange was a means of creating and reinforcing relationships between individuals, families and nations.

For thousands of years, goods have been exchanged through networks that extended across North America. Although perishable goods were also traded, our records are in the form of shell or stone artefacts.

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Early Stone Materials

Stone suitable for tools were widely distributed in the river beds, quarries and glacial deposits of Saskatchewan.

Chithos was used for scraping caribou hides Early Talthielei points from the Lake Athabasca and Key Lake areas (2600 ~2100 years old)

Pottery in the Amisk Lake area ~550 – 450 year old, made of local clay. These tools were used for many purposes, including cutting meat.

Stone knives came from the Reindeer Lake and Cree Lake areas. The age is unknown.

Heavy coarse scrapers were used to tan hides; smaller scrapers were used to smooth arrow shafts.

Stone scrapers found in the Reindeer Lake and Haultain River areas (age unknown)

Pre-Dorset end blade from the Lake Athabasca area (3500 ~3600 years old)

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RAW MATERIALS LOCATION TIME TRADED Pebble chert West central Saskatchewan 500 years Gronlid siltstone Nipawin area 5,000 years Ochre, hematite Southern Saskatchewan 1,000’s of years Swan River chert Eastern Saskatchewan, 10,000 years Western Manitoba Knife River flint Southern North Dakota 10,000 years Cypress Hills quartzite South-west Saskatchewan 2,000 years Fused shale South-east Saskatchewan 1,000 years Obsidian Yellowstone Wyoming 3,000 years Pipestone Minnesota, Wisconsin, South 1,200 years Datoka Shells Gulf of Mexico 2,000 years Copper Lake Superior 4,000 years Basalt Oregon, Washington, British 1,000 years Columbia

With exploration, migration and settling of the west, the search for usable metals and minerals increased.

1780 A.D. The first written reports of mineral occurrences in Saskatchewan were made by explorers like Kelsey, La Verendry, Hearne, Mackenzie and the fur traders at Fort Carlton and Cumberland House.

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BASE AND PRECIOUS METALS (Copper, lead, zinc, nickel, platinum, palladium, silver)

1909 Copper deposits on the north shore of La Ronge were reported by a prospector. From 1966 – 1972, the Anglo- Rouyn mine produced copper along with gold and silver.

1915 A copper-zinc deposit was discovered north and east of Amisk Lake. The Flin Flon mine opened at this site and operated from 1932 until 1989.

1916 Thomas Creighton, Jack Mosher and Leon Dion, who had found the copper-zinc deposit found gold in quartz veins near the present town of Creighton on the shore of Amisk Lake. The Prince Albert Monarch mine removed gold in 1937 then again from 1940 – 1942.

1923 The Rottenstone deposit at the south-west end of Reindeer Lake yielded nickel, copper, platinum, palladium, silver and gold. Ore from this deposit was later hauled to and refined in Flin Flon from 1965 -1968.

1930’s and 40’s Deposits of gold in combination with small deposits of copper, nickel, platinum and other metals were found in the Creighton, Flin Flon and Lac La Ronge areas.

1930 Copper production began at Flin Flon.

1941 Copper was found near Flin Flon. The Flexor Mine worked this deposit from 1969 – 1972.

1949 More copper was discovered near Flin Flon. The Birch Lake Mine operated from 1951-1957.

1967 The Western Nuclear Mine, lead-zinc silver, on the Hanson Lake Road was opened but closed two year later.

1988 A copper-zinc deposit was discovered west of Flin Flon at McIlvena Bay.

1996 Exploration for Rare Earth Elements started in the Hoidas Lake area north east of Uranium City.

1997 Konuto Lake copper-zinc mine starts.

1998 Production started at the Konuto Lake Mine for copper and zinc.

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CLAY

1000 B.C. Big Muddy Clay was used by First Nations people for earthenware and stoneware.

1886 Commercial clay production of various kinds of construction bricks began in the Estevan, Bruno and Claybank areas.

1913 Claybank: Saskatchewan Clay Products official opening June 16, 1913.

1940 Saskatchewan clay was used in Medicine Hat for tableware for troops during World War II.

1978 Bentonite clay was mined at Truax and processed at Wilcox.

1984 Kaolin mined in the Eastend and Wood Mountain area.

1989 The Brick Plant at Claybank closed.

2008 The Gollier Creek kaolin deposit started production

COAL (lignite)

1857 Captain Palliser reported coal in the Souris Valley.

1870 Coal mining began in the Willow Bunch, Wood Mountain and Cypress Hills areas. Early mines were open pit but later underground mines became operational.

1880 The first commercial coal mine was opened near Roche Percee. Coal was sent to Winnipeg by barges on the Assiniboine and Souris Rivers.

1905 The Bienfait Mine started production.

1907 Eagle Lake coal mine opens.

1927 Sunlight Coal Company initiates large-scale open-pit mining.

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1930’s, 40’s, and 50’s Coal was used both in homes and industrially as a source of heat. Some coal was made into briquettes.

1930 Truax-Traer Coal Company starts strip mining. The first successful large scale strip mine.

1955 The last underground coal mine in Saskatchewan was closed. Strip or surface mining in the Souris area expanded.

1959 The first boundary Dam thermoelectric unit went into production using local lignite as fuel. Further units were opened between 1960 – 1977.

1960 Costello coal mine opens.

1961 Klimax coal mine opens.

1973 Boundary Dam coal mine opens.

1980 Poplar River coal mine opens.

The first Coronach Power Plant went into operation followed by a second unit in 1982.

1991 The Shand Power Plant began operating near Estevan.

1992 Shand coal mine opens.

DIAMONDS

1948 A Flin Flon prospector, John Johnson claimed to have found five diamonds in the area between Prince Albert and Flin Flon where kimberlite bodies containing diamonds have been located.

1961 Diamond claims were made near Prince Albert by prospectors.

1988-1989 Kimberlites containing diamonds were found in the Sturgeon Lake area as well as the Fort a la Corne region.

1990’s Prospecting for diamonds continues in Saskatchewan.

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2003 A test shaft is sunk on the Star Kimberlite to collect a bulk sample to evaluate the deposit.

2007 A test shaft was sunk on the Orion South kimberlite.

GOLD

1858 Gold was discovered in Saskatchewan in the North Saskatchewan River. Dr. Hector of the Palliser expedition reported finding “flour gold” near Prince Albert.

1895 T.B. Tyrell wrote that gold could be found at the east end of Lake Athabasca. This site opened as the “Box Mine” in 1939 and closed in 1942 because of the low grade of ore found.

1896 Tyrell returned to Saskatchewan and reported quartz veins on Amisk Lake. These became significant in 1916.

1913 Gold discovered at Amisk Lake

1934 Gold discovered on the north shore of Lake Athabasca started a gold rush and established the town of Goldfields and the Box Mine.

1937 The Prince Albert (Monarch) gold mine begins production but closes in 1942.

1939 Box gold mine near Goldfields starts.

1942 Box gold mine closes.

1947 The Jolu gold deposit north of La Ronge was mined by the Mallard Lake Mine (1947-1976), the Jolu Mine (1988-1991) and the Jasper Mine (1990-1992).

1987 Star Lake gold mine in the La Ronge belt begins production.

1988 Jolu gold mine begins production.

1989 Star Lake gold mine closes.

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1991 Seabee gold mine production starts

Jolu gold mine closes.

1995 Contact Lake gold mine opens.

1998 Contact Lake gold mine closes.

2010 Production of gold at the Roy Lloyd Gold Mine

2014 Production at Roy Lloyd gold Mine suspended.

Claude Resources poured the 1,000,000th ounce of gold from their Seabee operation

POTASH

1917 Exploration for potash in the Weyburn area.

1918 Canadian Salt and Potash Co. of Canada Ltd. attempts alkali recovery at Muskiki Lake.

1941 Potash is accidentally discovered near Radville when an oil company was drilling.

1951 The first attempt to mine potash by Western Potash Corporation Limited, using the solution method was unsuccessful. This was near Unity.

1958 The first underground potash mine at Patience Lake near Saskatoon opened. It was closed because of flooding in 1985 and reopened as a solution mine in 1989.

1961 First commercial potash production near Esterhazy.

1962 Esterhazy K-1 potash mine opens.

1964 Solution mine opened at Belle Plaine.

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1968 – 1970 Other conventional (underground) mines soon opened Esterhazy K-2 (1967), Saskatoon (1968), Allan (168), Lanigan (1968), Vanscoy (1969), Colonsay (1969), and Rocanville (1970).

2012 K+S Potash Canada broke ground on their Legacy potash solution mine.

URANIUM 1935 Uranium discovered in the Beaverlodge District.

1945 Uranium was discovered north of Goldfields and Uranium City became the mining center from 1953 until 1982 when the mines closed.

1948 Uranium staking rush

1953 Mining begins at Uranium City.

1968 Gulf Oil discovered the Rabbit Lake uranium deposit at Wollaston Lake. The mine opened in 1975. Mining is continuing in this region.

1969 and 1971 Mokta (Canada) Ltd. found extremely high grade uranium at Cluff Lake. The Cluff Lake mine opened in 1980.

1975 and 1976 Uranerz Exploration and Mining Ltd. and the Saskatchewan Mining Development Corporation discovered uranium ore deposits at Key Lake.

1976 Uranium was discovered at McClean Lake. The mining operation began in 1979.

1978 Discovery of Midwest Lake uranium deposit

1981 Rich uranium deposits were discovered at Cigar Lake.

1982 Mining ends at Uranium City.

1983 The Key Lake Mine was opened in 1983 and was at that time the world’s largest uranium producer.

1988 McArthur River the world’s largest and richest uranium mine was discovered

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1998 McClean Lake uranium mine begins production.

1999 McArthur River uranium mine opens.

2002 Cluff Lake uranium mine closes after 22 years of operation.

2010 The McClean Lake mine closes. The mill is being recommissoned to process Cigar Lake ore.

2014 Cigar Lake uranium mine commenced production

OTHER

1942 Alsask sodium sulphate plant opens.

1949 Prairie Salt Company starts salt production at Unity.

1991 Alsask. Cabri and Metsikow sodium sulphate plants close.

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SASKATCHEWAN’S MINERAL RESOURCES

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Saskatchewan’s Mineral Resources Lesson: Mineral Potential and Mines in Saskatchewan.

Overview Using maps and online resources students will determine what minerals occur in the ground below their school; where to prospect for diamonds and other minerals; and where Saskatchewan’s current mines are located. Students will gain an appreciation that Saskatchewan’s mineral resources are not evenly spaced about the province.

Duration: One to two classes Learning Outcomes and Indicators

SCIENCE Materials: Grade 4: Rocks, Minerals and Erosion  Mineral Resource Map of Saskatchewan Student RM4.2 Assess how human uses of rocks and Map minerals impact self, society, and the  Saskatchewan Energy and Mines Minerals environment. Resource Map (SMA website) e. Identify locations where minerals, including  Saskatchewan Energy and Mines Mineral potash, sodium sulphate, salt, kaolin, uranium, Resource Map Paper Copy (see Resources) copper, coal, diamond, and gold, are extracted in Saskatchewan.

Note to Teacher: Grade 7: Earth’s Crust and Resources The Saskatchewan Energy and Mines Mineral EC7.2 Identify locations and processes used to Resource Map is available on-line as well as in extract Earth’s geological resources and examine paper copy. On the map the carnallite (potassium- the impacts of those locations and processes on magnesium chlorite) region (hot pink) is separated society and the environment. from the rest of the potash region. For the d. Identify locations of Saskatchewan’s primary purposes of this lesson it is considered as part of mineral resources (e.g., potash, gold, diamond, salt, the potash region. uranium, copper, and graphite) and their primary uses. This activity is similar to the Work On It Activity in the new Grade 4 Science textbook. PAA Energy and Resources 10,20, 30

Module 12,16,22 Instructional Methods: SOCIAL STUDIES  Independent and guided learning, map reading Grade 4 Resources and Wealth RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities a. Represent on a map the major resources in Saskatchewan (e.g., minerals, potash, oil, uranium, natural gas, lumber, water, crop, and livestock production). b. Locate on a map the major industries in Saskatchewan (e.g., agriculture processing, mining,

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manufacturing, forestry products, energy THE ACTIVITY refinement, tourism, livestock production). Teacher Preparation: Grade 7 Resources and Wealth The student Mineral Resource Map should be RW7.2. Investigate the influence of resources blown up to fit 11 x 14 paper. It will be much easier upon economic conditions of peoples in for the students to read the city/town names as circumpolar and Pacific Rim countries. well as see the outlines. b. Identify the locations of natural resources of circumpolar and Pacific Rim countries using Activity: appropriate maps, and analyse the impact of the resources on local communities. (indirectly). 1. Review the terms, deposit, mine, occurrence and potential. Source: Saskatchewan Evergreen Curriculum Students will see these terms on the Mineral Resource Map keys on the side and bottom of the map. Big Picture Questions 2. Have students look at the Mineral Resource Map of Saskatchewan. This can be done either 1. What minerals are mined in Saskatchewan? using a paper copy or by going on-line to the 2. Where are Saskatchewan’s mines? Saskatchewan Mining Association site. 3. Have students find the legend (on the bottom of the map), locate the various mineral potential Background Information areas and colour them on their Mineral Resource Map of Saskatchewan. Outlines of the Mining is the province’s third largest industry and a resource potential areas have been put on the significant contributor to the provincial economy map (in a very light grey) for guidance. spending over $3 billion annually on wages, goods Students will have to be told that it is alright to and services, and generating over $2 billion colour over the oil and gas pools. Oil and gas annually to the provincial government revenue deposits occur in the same area as potash in the through royalties and taxes. west and south east of the province. They occur in rocks that are both deeper and shallower than Saskatchewan has over 25 operating mines. Our the potash. mines produce potash, uranium, coal, gold, salt, 4. Have the students locate mine sites using the meta-kaolin, silica sand, sodium sulphate, clay and key to the right of the map and number them on bentonite. their map according to their chart. The Government and SMA Mineral Resource Saskatchewan also has a wealth of developing Maps have a key to the mineral deposits and mineral resources including diamonds, platinum & mines. The numbers beside the mines on the key palladium, rare earth elements, copper, zinc, and are not the same numbers on the student map. nickel. The key shows the dots for the mineral deposits/mines as separate colours. Uranium Vocabulary red, gold yellow. This will help the students determine what mineral is being mined at each deposit mine location. occurrence potential 5. Have students answer the questions.

Assessment Method and Evidence

 Map  Students will have an understanding of where

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Saskatchewan’s resources and mines are located Street Regina, SK and be able to show this by colouring in the S4P3Z8, Canada resource potential areas, and locating the mines Tel. (306) 787-2528 on the map. Web Site. http://www.er.gov.sk.ca/  Students will be able to identify the mineral that Available as 8.5 x 11 and 31 x 48 maps. is mined at each mine site. Mineral posters (free). Available at:  Questions http://www.er.gov.sk.ca/Default.aspx?DN=077818  Students will gain an appreciation that 66-0b2e-4798-8022-a085766aac4b Saskatchewan’s mineral resources are not evenly spaced about the province. They will be able to Saskatchewan Mining Association Website: show that uranium is found in the north, coal http://www.saskmining.ca along the border in the south, potash runs across http://www.saskmining.ca/index.php/map/Map/map.ht the southern part of the province, diamonds ml occur in a small area east and north-east of Prince http://www.saskmining.ca/uploads/news_files/70/minre smap2010.pdf Albert, gold mines are located north and east of

La Ronge and most of the copper deposits in the Great Western Minerals: middle along the border with Manitoba. http://www.gwmg.ca/html/projects/index.cfm

Extension Vocabulary

1. Use two different colours to indicate current Deposit: A mineral occurrence of sufficient size and mines and future mines. Add the location of grade that it might, under favourable newly announced mines. circumstances, be considered to have economic 2. Follow Saskatchewan’s mining news in your local potential. paper and locate the areas on the map.

3. Go on-line to the Great Western Minerals web Mine: An excavation beneath the surface of the site to find out where their Rare Earth Elements ground from which mineral matter of value is (REE) deposit is located. Learn more about rare extracted. Mines are commonly known by the earth minerals. mineral or metal extracted such as uranium

mines, potash mines etc.

Resources Occurrence: A concentration of a mineral that is considered to be valuable or that is of scientific or Saskatchewan Energy and Mines Mineral technical interest. Resource Map. Available at: Ore: The naturally occurring material from which a http://www.er.gov.sk.ca/adx/aspx/adxGetMedia.as mineral or minerals of economic value can be px?DocID=5145,4477,3440,3385,5460,2936,Docum extracted profitably. ents&MediaID=31999&Filename=MINRESMap2010 .pdf Prospect: An area that is a potential site of mineral deposits, based on preliminary exploration. Or purchased at: Energy and Resources. Showing: Surface occurrence of mineral. 300 - 2103 11th Avenue and 200 - 2101 Scarth

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Name:______

Student Activity

1. Using the websites below, go online to the SMA or the Ministry of Energy and Resources website and find the Mineral Resource Map of Saskatchewan. Use the colour key at the bottom of the map to help you colour in the mineral potential areas. Don’t forget to put the colours you have used in your key.

2. Find the list of deposits and mines along the side of the web page map. Zoom in on the map to locate the mines below. A) Put the number from your chart beside the mine location on your map. B) Write down what mineral is mined.

Number Saskatchewan’s Mines Mineral mined (Ore mineral) OPERATING 1 Allan 2 Belle Plaine 3 Bienfait 4 Big Quill 5 Boundary Dam 6 Chaplin 7 Colonsay 8 Cory 9 Esterhazy K1 and K2 10 Lanigan 11 McArthur River 12 McClean Lake 13 Patience Lake 14 Poplar River 15 Rabbit Lake 16 Rocanville 17 Roy Lloyd (Bingo ) 18 Seebee 19 Vanscoy

RECENTLY CLOSED MINES 20 Cluff Lake 21 Key Lake

IN THE NEWS 22 Cigar Lake 23 Star 24 Jansen

StudentSaskatchewan Activity Sheet: Mining Mineral Association Potential www.saskmining.ca and Mines in Saskatchewan 18

3. Where do most of the potash mines occur?

4. Where do the uranium mines occur?

5. Where would you find diamonds in Saskatchewan?

6. Where in the province would you go to find coal?

7. The price of gold in rising quickly these days. If you were interested in finding a gold mine where would you look?

8. If you were a mining company and you owned the mineral rights under your school what mineral resource would you explore for?

Websites:

Saskatchewan Mining Association: http://www.saskmining.ca/index.php/map/Map/map.html http://www.saskmining.ca/uploads/news_files/70/minresmap2010.pdf

Ministry of Energy and Resources Mineral Resource Map 2011: http://www.er.gov.sk.ca/mineralresourcemap

StudentSaskatchewan Activity Sheet: Mining Mineral Association Potential www.saskmining.ca and Mines in Saskatchewan 19

Mineral Resource Map of Saskatchewan

Mine location

Future mine location

StudentSaskatchewan Activity Sheet: Mining Mineral Association Potential andwww.saskmining.ca Mines in Saskatchewan 20

Answers

Number Saskatchewan’s Mines Mineral mined Ore mined OPERATING 1. Allan Potash 2. Belle Plaine Potash 3. Bienfait Coal 4. Big Quill Potassium Sulphate 5. Boundary Dam Coal 6. Chaplin Sodium Sulphate 7. Colonsay Potash 8. Cory Potash 9. Esterhazy K1 and K2 Potash 10. Lanigan Potash 11. McArthur River Uranium 12. McClean Lake Uranium 13. Patience Lake Potash 14. Poplar River Coal 15. Rabbit Lake Uranium 16. Rocanville Potash 17. Roy Lloyd (Bingo ) Gold 18. Seebee Gold 19. Vanscoy Potash

RECENTLY CLOSED MINES 20. Cluff Lake Uranium 21. Key Lake Uranium

IN THE NEWS 22. Cigar Lake Uranium 23. Star Diamond 24. Jansen Potash

3. Where do most of the potash mines occur?

TeacherSaskatchewan Answer Sheet: Mining Mineral Association Potential www.saskmining.ca and Mines in Saskatchewan 21

Most of the mines occur between Saskatoon and Rocanville (or the Manitoba border).

4. Where do the uranium mines occur? The mines are all associated with a particular rock unit, the Athabasca sandstone of the Athabasca basin in the provinces north. All of the current mines are located on the east side of the Athabasca Basin.

5. Where would you find diamonds in Saskatchewan? The diamond potential area occurs from Prince Albert east and northwards along highway 106 and along the Saskatchewan River.

6. Where in the province would you go to find coal? A person would go to the very south of the province close to the border with the United States near Estevan and south of Assiniboia. There have recently been deep coal discoveries in the Hudson Bay area.

7. The price of gold in rising quickly these days. If you were interested in finding a gold mine where would you look? (Name the nearest city/town) The area with the most gold deposits, mines and closed mines runs north from La Ronge towards and west of Southend. Other areas are around Uranium City, west of Stony Rapids, and Flin Flon area.

8. If you were a mining company and you owned the mineral rights under your school what mineral resource would you explore for Answers will vary

Websites:

Saskatchewan Mining Association: http://www.saskmining.ca/index.php/map/Map/map.html http://www.saskmining.ca/uploads/news_files/70/minresmap2010.pdf

Ministry of Energy and Resources: http://www.geoscapesask.ca/pdfs/riches_from_the_earth/MINRESMap2008.pdf

Great Western Minerals: http://www.gwmg.ca/html/projects/index.cfm

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Mineral Resource Map of Saskatchewan

20 15 22 12

17 18

8 13 19 7 24 1 4 10

9 6 2 16 Mine location

Future mine location

14 5 3

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SASKATCHEWAN’S MINERAL RESOURCES EXPLORATION

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Saskatchewan’s Mineral Resources Lesson: Exploring for Minerals in Saskatchewan: Stream Sediment and Soil Sampling

Overview In this activity, students use information from geochemical surveys (stream sediment and soil samples) to predict the location of a mineral deposit.

Source: This lesson has been modified from a Learning Outcomes and Indicators lesson developed for Oresome Resources. Grade 7 Mixtures and Solutions MS7.3Investigate the properties and applications Duration: one class of solutions, including solubility and concentration. j. Research how various science disciplines and Materials: engineering fields study and apply scientific  Student Activity Sheet knowledge related to solutions.  Teacher Answer Sheet Grade 7 Earth’s Crust and Resources EC7.2Identify locations and processes used to Instructional Methods: extract Earth’s geological resources and examine Guided inquiry the impacts of those locations and processes on society and the environment. f. Provide examples of technologies used to further scientific research related to extracting geological resources (e.g., satellite imaging, magnetometer, and core sample drilling). g. Evaluate different approaches taken to answer questions, solve problems, and make decisions when searching for geological resources within Earth (e.g., trial-and-error prospecting versus core sampling).

Source: Saskatchewan Evergreen Curriculum

Big Picture Questions

1. How do they find mineral deposits in Saskatchewan?

Background Information

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In the soil and rocks near a mineral deposit, higher- collect and analyse these gases, both with ground than-normal concentrations of metals and other and airborne collection systems. Results to date elements often exist. These are known as have been variable. geochemical anomalies and are more extensive than the actual ore deposit. This makes them Geo-botanical sampling somewhat easier to target and locate. Certain plant species are capable of taking up metals from the soil through their root systems and Geochemistry is the scientific process of locating concentrating them in leaves and bark. Geo- these geochemical anomalies by sampling and botanical surveys, based on direct sampling of chemical analysis of rocks, soils, water or plants or ground litter, have been undertaken with vegetation. Geochemical analysis can determine some success around the world. These surveys are whether the level of an element found in a often used when it is difficult to get access to the particular area is at background levels or at higher ground to obtain samples. levels, which could mean that economic mineral concentrations are nearby. Vocabulary By collecting and analysing sediment samples from creeks, rivers, lake bottoms and soils, geoscientists analysis assay can trace minerals back to the source rocks. The geochemistry ore sample sites are located on high-quality aerial till photos. These days each sample location also has its location recorded using a global positioning system. THE ACTIVITY

Stream sediment surveys Motivational Set ( 5 minutes) A series of samples are taken working upstream Show the picture of the two prospecting methods along a creek bed. This involves collecting 500 to the students. grams of stream sediment samples from creek Ask the students what they think each man is doing. beds. The number of stream sediment samples Most students will be familiar with the idea of the taken varies, but is usually one to four samples for old prospector panning for gold. each square kilometre. Panning is still used for gold and other minerals that Rock sampling are heavy. It is back breaking work that takes many Explorers use a geological pick to break small pieces hours and running water. of rock from an outcrop to send to a laboratory for chemical analysis. Ask the students what it is the modern day prospector or exploration geologist is sampling. Soil sampling The samples taken for chemical analysis can range Two hundred grams of soil samples are collected from coarse gravel through sand, silt, and mud. below the grass roots. Geochemical soil sampling is usually conducted over a relatively small area. Soil Not all minerals/metals can be found by panning. samples are typically collected by hand from a small Today most prospectors and exploration geologists hole dug to a depth of about 10 centimetres. will collect samples of the stream and lake sediment, and soil. The samples are sent to a Gas sampling laboratory where they will be crushed, sieved and Mineral deposits can emit gases that leak to the dissolved in acid to determine their chemistry. This surface. These can accumulate in soils or be process is called assaying the sample. Once the emitted to the atmosphere in extremely low assay results are back to the mining company they concentrations. Attempts have been made to are plotted on a map.

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for mineral resources, is an example of how In this class the students will be the exploration science and technology are an integral part of geologists interpreting the results. Saskatchewan’s lives and communities related to the minerals industry.

Activity: Resources 1. Provide students with a copy of the work sheet and read through the task together. Students Oresome Resources The original resource is may complete the task individually or in groups available at: of two. http://www.oresomeresources.com/resources_vie 2. Discuss student findings after the work sheet is w/resource/publication_the_science_of_mining/se completed. ction/resources/parent//category/exploration

Wikipedia Gold Prospector. Available at: Source: Assessment Method and Evidence http://en.wikipedia.org/wiki/File:Gold_prospector.j pg  Maps • Students will be able to how geologists apply the results obtained from solutions derived from a Vocabulary sediment sample in their exploration for mineral Analysis: The identification and measurement of deposits. the chemical constituents of a substance or • Using the information gained from geochemical specimen. Samples are sent to the laboratory for analysis of sediments, students will determine the analysis. most likely location of a mineral deposit and

propose an area for further exploration by Assay: To analyze the proportions of metals in an drilling. ore; to test an ore or mineral for composition, • Students will be able to show how geochemistry purity, weight, or other properties of commercial is used to help pin point the location for further interest. exploration, such as diamond drilling, for mineral

resources Geochemistry: The study of the presence of

elements in the earth; their abundance and  Questions distribution. • Students will be able to explain how the concentration of an element in a solution derived from a sediment can help determine an Ore: A source of minerals that can be mined at a exploration program. profit. Ore refers to either metallic or nonmetallic • Students will able to explain why geologists must deposits such as sulfur. take into consideration the affects of glaciations when searching for geological resources within Till: Unsorted and unstratified, unconsolidated clay, the earth. silt, sand, gravel and boulders deposited directly • Students will be able to show how the by and underneath a glacier without subsequent geochemistry of sediments/soils, used to explore reworking by melt water.

Saskatchewan Mining Association www.saskmining.ca 27

Name: ______

Name:______

Student Activity Stream Sediment Sampling

Survey One - June During the summer, geologists mapping near Penny Creek in the Flin Flon area, find indicators that an ore deposit containing copper is nearby. They collected stream sediment samples from the four points on the map and sent them to the Acme Chemistry Lab to be analysed. When they got the results back the samples from A and B showed traces of copper, but C and D did not. With these results in mind they had to plan where they were going to sample next.

1. Circle the area on the map showing where you think the ore deposit is likely to be.

2. Explain why you think it is located where you have shown it.

3. Why do you think the sediment from the stream was sampled instead of the water?

Once you have finished these questions ask for the results from the second survey.

Student Activity Sheet:Saskatchewan Exploring for MiningMinerals Association in Saskatchewan: www.saskmining.ca Stream Sediment and Soil Sampling Page 1. 28

Name: ______Name: ______

Survey Two - September

The search was narrowed to the north area of Penny Creek. Stream sediment samples or soil samples were taken at each point on a grid marked on a map of the area thought most likely to contain the ore. The table below gives the map references of locations where medium, high and very high concentrations of copper were found.

Copper concentration Locations Medium C3 C5 D3 D6 E3 E6 F7 G4 G7 H5 H7 I6 I7 I8 I9 J7 K8 K10 L9 L11 High C4 D5 F4 F6 G5 G6 H6 J8 J9 K9 L10 M10 Very High D4 E4 E5 F5

1. Use different coloured pens or pencils to plot the locations where medium, high and very high concentrations of copper were found.

2. Using the same coloured pencils used above, shade in the predicted location of the ore deposit showing medium, high and very high copper concentrations.

3. What is the approximate size of the ore deposit on the surface? Use the scale 1 cm = 20 m.

4. The next step in exploration is to drill and collect samples for analysis. Your budget allows only three holes. Give the map references of the three places you would drill, mark the locations with an X, and explain your choice.

In parts of the world where there have been no periods of glaciation this would be a great way to find an ore deposit. However, in Saskatchewan the last glaciers swept across the province from the north-east to the south-west. The glaciers scraped off some of the surface rocks and deposited them along the way as it advanced (moved forward). This is something the geologists in Saskatchewan must consider when planning their exploration and drill programs.

Student Activity Sheet:Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: www.saskmining.ca Stream Sediment and Soil Sampling Page 2. 29

5. How will this new information affect where you are going to put your drill holes?

6. Drilling holes into the ground is very expensive, up to $1,000.00 per meter in some rock types.

Do you have enough information based on the stream sediment and soil geochemistry to accurately know where to put your drill? Explain why or why not.

Student Activity Sheet:Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: www.saskmining.ca Stream Sediment and Soil Sampling Page 3. 30

Name: ______

Student Activity Sheet:Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: www.saskmining.ca Stream Sediment and Soil Sampling Page 4. 31

Answers to worksheet questions Part A

1. Students should circle an area that excludes site C and D

2. Copper will be present only in areas downstream from the mineral deposit. Because no copper is at C and D, the copper deposit must be located to the north-west of B.

3. Concentrations in the water are too low and can be inconsistent. Heavy rains will dilute the concentration.

Part B

3. About 800 square metres.

4. D4, E4.5, F6. Drill in the section that has the highest copper concentrations.

5. Geologists in Saskatchewan have to consider that the trace ore minerals found in the samples may have been scraped off of an ore deposit and transported along with the glacier. They therefore have to consider which direction the glacier came from and will have to sample more in that direction (generally to the north-east) before they decide to drill. If they drilled on the highest anomaly there may be nothing below it, rather the ore deposit could be several kilometres away up the path of the glacier.

6. No, you must consider more factors such as the local geology (are the rocks the right type for a copper deposit?), glacier direction, geological history (are there any faults in the area). Answers will vary

Teacher Answer SaskatchewanSheet: Exploring Mining for Minerals Association in Saskatchewan: www.saskmining.ca Stream Sediment and Soil Sampling 32

Copper Locations concentration Medium C3 C5 D3 D6 E3 E6 F7 G4 G7 H5 H7 I6 I7 I8 I9 J7 K8 K10 L9 L11 High C4 D5 F4 F6 G5 G6 H6 J8 J9 K9 L10 M10 Very High D4 E4 E5 F5

Teacher Answer SaskatchewanSheet: Exploring Mining for Minerals Association in Saskatchewan: www.saskmining.ca Stream Sediment and Soil Sampling 33

Source: Wikipedia.

Saskatchewan Mining Association www.saskmining.ca 34

Saskatchewan’s Mineral Resources Lesson: Exploring for Minerals in Saskatchewan: Geophysics – Using Magnetics to Find a Mine

Overview In this activity, students use the magnetic properties of iron nails to search for them in a tray of sand.

Source: This lesson has been modified from a Learning Outcomes and Indicators lesson developed for Oresome Resources. Grade 7 Earth’s Crust and Resources EC7.2Identify locations and processes used to Duration: one class extract Earth’s geological resources and examine the impacts of those locations and processes on society and the environment. Materials: f. Provide examples of technologies used to further Per group scientific research related to extracting geological . Three 75 millimetre iron nails resources (e.g., satellite imaging, magnetometer, . Tray of sand (preferably square) and core sample drilling). . Compass g. Evaluate different approaches taken to answer . Two copies of grid maps questions, solve problems, and make decisions . Ruler when searching for geological resources within . Permanent magnet. Earth (e.g., trial-and-error prospecting versus core . Dry erase marker or water soluble marker sampling).

Using Magnetics to Find a Mine Earth Science 30: Tools and Techniques of Earth Map of Exploration Area Science Teacher Answer Sheet ES30-TT1 Investigate the use of remote sensing Colour Overheads – Figures 1 - 4 tools to collect evidence relevant to understanding Earth’s structure.

Instructional Methods: Guided Inquiry, hands on Source: Saskatchewan Evergreen Curriculum

Big Picture Questions

1. How do they find mineral deposits in Saskatchewan?

Background Information Geophysical methods are used to measure the

Source: Fugro Airborne Surveys physical properties of rocks at or below the Earth’s surface.

Aerial Magnetometer Survey Geophysicists look for differences in the density,

Saskatchewan Mining Association www.saskmining.ca 35

magnetic properties and electrical conductivity of rocks. The levels of natural radioactivity and the Seismic methods are commonly used in exploring speed with which sound can travel through rocks for oil, potash and are now being used in the search are also measured. for uranium.

Types of surveys Radiometric surveys Many rocks and minerals are naturally radioactive. Geophysicists collect information using equipment In fact, almost everything has some level of on the ground and from aircraft to measure the radioactivity—even us! This is due to small make-up of rocks found both on and under the concentrations of radioactive elements like surface. Ground geophysical surveys can be potassium and uranium. Radiometric surveys expensive and are generally undertaken only over measure variations in the natural radioactivity of relatively small areas of particular interest. the Earth’s surface. Modern spectrometers enable radioactivity to be detected at very low levels not Airborne surveys are conducted using fixed-wing previously detectable. These surveys are normally aircraft or helicopter normally flying 60 to 200 done from the air, the ground and down all holes. metres above the surface.

Vocabulary Ground magnetic survey

The Earth acts as a giant magnet and influences geophysics kimberlite mineral deposits that are magnetic or may be magnetised particularly objects containing iron.

Magnetometers measure the magnetic field. THE ACTIVITY Magnetic surveys may be undertaken from the air or on the ground. The data can be presented as a Teacher Prep: magnetic map using computer 1. Before starting, ensure iron nails are magnetic technology. enough. If the field is too weak, students can magnetise nails by rubbing them on a Electrical properties permanent magnet. Paperclips or small magnets could also be included to give a range of Mineral deposits have a wide variety of electrical magnetic field strengths. properties, including its electrical conductivity and 2. Copy the Map of The Exploration Area onto capacity to hold an electric charge. These overheads. Make sure the grid area fits over the properties are measured by inserting electrodes square container of sand. These can be used into small holes dug in the ground, connecting them over again as long as students us dry erase or to a generator and running an electric current water soluble overhead markers. through the ground. Other methods include electro-magnetics, which can be measured on the Motivational Set ( 5 minutes) ground, down drill holes or from aircraft.

COOL FACT: Some geophysical exploration Seismic methods techniques (for example, magnetics) originated Seismic surveys measure the speed sound travels from military technology used to search for through rock under the surface. It shows changes in submarines underwater. porosity and permeability density. Sound waves are reflected at the surface of the denser rock. Explain: The Earth acts as a giant magnet and Different rock types and geological structures affect influences minerals that are magnetic or may be these seismic waves in specific ways; and by magnetised, particularly objects containing iron. studying the results obtained, the shape and structure of layers under the Earth’s surface can be Magnetometers measure changes in the magnitude predicted. of a magnetic field.

Saskatchewan Mining Association www.saskmining.ca 36

pipe is most often a vertical pipe of rock with Magnetic surveys may be undertaken from the air magnetite in it. (Figure 4). or on the ground. The data are presented as a magnetic map using computer technology. Assessment Method and Evidence

Tell the students that they will be looking for buried  Hands on Activity object s without disturbing the land.  Students will understand and be able to describe how deposits with magnetic minerals can be Activity: located using magnetic surveys.  Students will be able to provide information 1. Check the magnetism of the nails using the about magnetic surveys as an example of a compass to ensure their magnetic field is strong technology used to further scientific research enough. related to extracting geological resources 2. Hand out the sheets Using Magnetics to Find a Mine and Map of The Exploration Area  Discussion Questions 3. Have students work in pairs to complete the  Students will evaluate different approaches taken hands on activity. Students will work in pairs to and will be able to determine the most hide the iron nails and exchange their nails with advantageous path to take when searching for another group. The students will then work geological resources using the magnetic survey as together to find the location of the nails hidden a tool. by the other group. Have the students take turns using a magnet to locate the iron nail while the other is plotting the location. Resources 4. When the hands on portion is complete students can answer the questions. Fugro Airborne Surveys. Available at: 5. Take up the questions. http://www.fugroairborne.com/ 6. Saskatchewan Connection: Show the students Oresome Resources Available at: the magnetic map of Saskatchewan (Figure 1). http://www.oresomeresources.com/resources_vie Try to find your city/town. w/resource/publication_the_science_of_mining/se

ction/resources/parent//category/exploration Explain that the magnetometer locates rocks with magnetite and other magnetic minerals in them.

The higher the amount of magnetite the brighter the colour. Pink and red areas have the most Vocabulary magnetite call magnetic highs. The blue areas have little to no magnetite, called magnetic lows. When Geophysics: A branch of physics dealing with the looking for ore deposits one of the methods used is Earth, including its atmosphere and hydrosphere. the magnetometer survey. It includes the use of seismic, gravitational, electrical, thermal, radiometric, and magnetic In Saskatchewan magnetometer surveys have phenomena to interpret Earth data. helped to locate deposits of diamonds. Diamonds are found in an area east and north-east of Prince Kimberlite: This is the rock diamonds are found in Albert (Figure 2). Although there are a lot of rocks but only a small percentage of the known with a magnetic signature (the long red/pink bands) kimberlite occurrences are diamondiferous. diamonds are not found in all of them. Diamonds It is commonly brecciated and occurs in vertical are associated with very small, roundish magnetic pipes, dikes, and sills. highs, usually around 100 m across. The small size of these deposits makes them very difficult to find. On the magnetic maps these deposits look like little bulls eyes (Figure 3) this is because the diamond

Saskatchewan Mining Association www.saskmining.ca 37

Using Magnetics to Find a Mine The Earth acts as a giant magnet and influences minerals that are magnetic or may be magnetised, particularly objects containing iron. Magnetometers measure changes in the strength of a magnetic field. Magnetic surveys may be undertaken from the air or on the ground. The data are presented as a magnetic map using computer technology. This information can be used to help find mineral deposits associated with magnetite. Magnetic surveys can also help map geological units and faults. This activity simulates how a magnetometer would find an ore deposit associated with magnetic minerals and buried deep underground. Method 1. Check the magnetism of the nails using the compass to ensure their magnetic field is strong enough. If not, magnetise the nails by rubbing them along a permanent magnet.

2. Without showing the group you are to exchange with, you will hide the three nails in the tray of sand. Place the nails on top of the sand then place the grid map over the sand box and mark the location of the nails on your map. Push the nails into the sand making sure they are between two and three centimetres deep. Smooth out the surface.

3. When the surface is flat, mark north in the sand.

4. Exchange your mineral deposit (BUT NOT THE MAP) with another group.

5. Your task is to locate the three nails using the compass and without disturbing the sand. Mark the nail location (and how they are trending) on the second grid map you were given.

6. When you think you have found and mapped all the nails ask for the location map from the other group and check if you were right

7. Check the locations using a pencil to probe.

8. Answer the discussion questions.

Student Activity Sheet:Saskatchewan Exploring for MiningMinerals Association in Saskatchewan: www.saskmining.ca Geophysics - Using Magnetics to Find a Mine 38

Name: ______

Discussion Questions

1. What property of the nails was being used to allow them to be located?

2. What sort of mineral deposits can be explored this way?

3. What are some advantages and disadvantages of exploring for underground mineral deposits in this manner?

Conclusion What did your results show? What worked well? What didn’t work well? Suggest changes to the experiment.

Student Activity Sheet:Saskatchewan Exploring for MiningMinerals Association in Saskatchewan: www.saskmining.ca Geophysics - Using Magnetics to Find a Mine 39

Map of the Exploration Area

Student Activity Sheet:Saskatchewan Exploring for MineralsMining Association in Saskatchewan: www.saskmining.ca Geophysics - Using Magnetics to Find a Mine 40

Answers to Discussion Questions

1. What property of the nails was being used to allow them to be located? Magnetism.

2. What sort of mineral deposits can be explored this way? Ore deposits containing magnetic minerals; for example, magnetite. Another magnetic mineral is pyrrhotite which looks similar to pyrite.

3. What are some advantages and disadvantages of exploring for underground mineral deposits in this manner? Advantages: a wide area can be covered using a plane or satellite. Disadvantages: not all deposits contain useful amounts of magnetic minerals; not all magnetic anomalies contain ore-bearing minerals; expensive; still need to drill to confirm ore is present.

4. Below are some patterns a survey could follow. Each place where a measurement is taken is marked with a star. Which pattern do you think is the most efficient way to conduct the survey? Explain why. The diagram with the straight lines is the most efficient way to conduct the survey. You travel less distance, and the measurements are taken in an ordered method.

Teacher Answer Sheet:Saskatchewan Exploring for MiningMinerals Association in Saskatchewan: www.saskmining.ca Geophysics - Using Magnetics to Find a Mine 41

Figure 1. AIRBORNE MAGNETIC MAP OF SASKATCHEWAN High magnetic

Low magnetic

Source: Saskatchewan Ministry of Energy and Resources

Figure 2. Kimberlites (diamond bearing rocks) have been found east of Prince Albert. These diamond bearing rocks were found by conducting airborne and ground magnetic surveys. Kimberlites (little blue diamond shapes) are shown associated with small magnetic highs.

ExploringSaskatchewan for Minerals in Mining Saskatchewan: Association Geophysics www.saskmining.ca - Using Magnetics to Find a Mine 42

Figure 3. This magnetic map is looking at the ground as if from an airplane. The circular magnetic highs represent the kimberlite pipe. This is the diamond bearing pipe that goes deep into the ground.

They are usually very small, generally less than 100 metres across, which makes them very difficult to find.

Figure 4. Kimberlite pipes are typically steeply dipping, with surface dimensions of several hundred metres. A diameter of 400 metres or more is considered large; less than 100 metres, small. The magnetic minerals associated with diamonds occur within the pipe producing a round magnetic signature on the magnetic maps.

Source: Kansas Geological Survey – Geological Record Available at: http://www.kgs.ku.edu/Publications/GeoRecord/2000/vol6.1/Page1.h tml

Exploring Saskatchewanfor Minerals in MiningSaskatchewan: Association Geophysics www.saskmining.ca - Using Magnetics to Find a Mine 43

SASKATCHEWAN’S MINERAL RESOURCES MINING

Saskatchewan Mining Association www.saskmining.ca 44

Saskatchewan’s Mineral Resources Lesson: Finders, Miners?

Overview Students will explore the various phases involved in the development of a mine and the economic aspects of these phases. They will gain an understanding of the decision-making processes involved in determining whether an ore body can be profitably mined.

Source: This lesson has been adapted from a Learning Outcomes and Indicators lesson in Ground Rules, a series of lesson plans developed by Caterpillar and Science North, as well SCIENCE as Saskatchewan Mining Association’s Mining For Grade 4: Rocks, Minerals and Erosion Peanuts in the Teacher Resource Unit and the RM4.2 Assess personal, societal, and Women in Mining’s Mining In A Nutshell lesson. environmental impacts of human uses of rocks and minerals. g) Discuss economic benefits associated with Duration: Two - three class periods mineral extraction and refining, including related

careers, in Saskatchewan.

Materials: h) Analyze issues related to the extraction and utilization of minerals from the perspectives of • Approximately 500 poker chips (same colour if various stakeholders (e.g., company owner, you can find them!)or 500 squares of cardstock or employee, scientist, Elder, environmental group, foam sheet, or 500 pennies or 500 bottle caps. As and end user). long as the colour of paint does not show through. These represent ore samples. Grade 7: Earth’s Crust and Resources • Five colours of paint (not same colour as poker EC7.2 Identify locations and processes used to chips) and brushes extract Earth’s geological resources and examine • Graph paper the impacts of those locations and processes on • Coloured markers (colours to match poker society and the environment. chip colour and paint colours) f. Provide examples of technologies used to further • Worksheet (included in lesson plan) scientific research related to extracting geological • Timers resources (e.g., satellite imaging, magnetometer, • Calculators and core sample drilling). • Ore body Cluster sheet g. Evaluate different approaches taken to answer questions, solve problems, and make decisions when searching for geological resources within Instructional Earth (e.g., trial-and-error prospecting versus core Methods: sampling). Guided inquiry, Energy and Resources 10,20,30 discussion Foundational Objectives: To become familiar with the technology of the energy and mining industries.

Source: Saskatchewan Evergreen Curriculum

Saskatchewan Mining Association www.saskmining.ca 45

Big Picture Question claim drilling exploration ore body 1. How do you develop a mine? waste rock

Background Information THE ACTIVITY (Guided Inquiry, Discussion ) The first stage in the development of a mine is called “Mineral Exploration”. This phase involves Mining Operation Activity (120 minutes) identification of an ore body, mapping the location The objective of the activity is to develop a and extent of the ore body, staking a claim, drilling profitable mining operation. to collect core samples, analyzing the core samples for mineral content and chemistry, and determining Teacher Preparation (30 minutes) the resource potential of the property. 1. Assign the paint colours to 5 mineral types. For example: yellow = gold, green = copper, blue = In mining, there are a variety of costs, such as diamond , red = potash, black = uranium exploration work, regulatory processes, equipment, 2. Paint a spot of colour on one side of engineering challenges, mining labour, training, approximately 25 to 30 poker chips for each health and safety, and reclamation. colour. The remaining unpainted poker chips will represent waste rock. The benefits of mining arise from the value of the 3. While students are out of the room, put the metals extracted. The grade or concentration of the poker chips in clusters in various locations metal as well as its form of occurrence will affect around the room (1 or 2 more clusters than the costs associated with mining the ore. Therefore, there are groups of students). Each property the costs involved in extracting the ore must be should have one dominant mineral type and less weighed carefully against the value of the metal of the secondary mineral(s); make sure the deposit to determine if the mine can be profitable. deposits differ from one another. Each cluster Mining companies usually conduct feasibility represents a property which may or may not studies to determine the viability of potential contain a valuable ore body. You can group the mines. different colours together to represent the ore bodies because several different minerals are Different minerals have different values (for often found together in nature. example, a pound of gold is worth much more than 4. Place approximately 25% of the painted poker a pound of lead). The value of the mineral is chips with the painted side up and the rest with determined by the demand for that mineral to the painted side down. Do not reveal the make the things that we use in our everyday lives. numbers of each “mineral” to your students. 5. Add approximately three times as many Only a portion of the ore body contains the metals unpainted poker chips to each cluster. The of interest. During the mining process, the metals unpainted chips represent waste rock. of interest are extracted from the surrounding rock. 6. Keep an answer sheet that indicates how many The remaining waste rock must be disposed of in an of each colour of poker chips are used in each environmentally responsible manner. Typically, the cluster (see suggested ore body cluster sheet) volumes of waste rock are far greater than the volumes of the metal. The company has to decide where to stock pile the waste rock and how to Mapping: (30 minutes) incorporate this into the reclaimed landscape at the 1. Divide the class into eight groups, representing conclusion of the mining process. mining companies. 2. Let each group name their company and create a company sign (that will be used for staking their mining claim). Vocabulary

Saskatchewan Mining Association www.saskmining.ca 46

3. Using the graph paper, each group should TIME. prepare a “base map” of the room where the activity will take place. The map should show all 3. When mapping is completed, stop the timer. major features such as doors, windows, desks, 4. Each company must record on their worksheet tables, cabinets, etc. To increase mapping the number of minutes used in the exploration precision, the map may be phase and calculate the cost of exploration on drawn to scale and compass direction, although their worksheet. Some companies may not use this is not essential to the activity. Have the full ten minutes therefore their costs will be students leave room for a legend. Be sure to lower. have each map oriented in the same way – e.g. the chalkboard is North on the paper. Phase 2: Staking the Claim: 1. Set the timer for 10 minutes. Phase 1 Site Reconnaissance: (15 minutes) 2. During this time, each company should look Explanation (5 min) over their exploration map and decide where 1. Ensure each group has a set of coloured they are going to “stake their claim” (i.e., which markers (matching the paint colours and poker property they are going to mine). Have chip colour). companies prioritize where they would like to 2. Provide a list or explain the poker chip colours stake. They should have more than one option and their corresponding mineral type. in case their choice is already taken. 3. Ask students to add a legend to their map 3. When the timer goes off, one representative indicating which colours represent which from each company will place their company mineral types (using the coloured markers). sign on the property they want to claim. 4. Explain the value of 1 poker chip of each 4. Only one company can claim each property. The mineral type (use dollar amounts for gold and first company to place their sign on the copper in mine valuation section of the property has the claim. If there is a tie, use a worksheet or similar values reflective of the coin toss to settle it. relative value of these or other mineral types in 5. Students will move their chairs around their the real world). mining claim. 5. Prior to starting the activity, explain that the poker chips represent minerals and waste rock Phase 3: Exploration Drilling: and that some of the painted poker chips are 1. Set the timer for 10 minutes. upside down, so the full extent of the deposit is 2. Each company must drill up to six holes on their unknown. The objective of the activity is to property. Drilling consists of turning over up to 6 develop the most profitable mine. unknown poker chips to expose the mineral 6. Remind the students that time costs money in types on the underside of the poker chips. The the mining process, so all phases of mining must group decides how many and which poker chips be done as quickly as possible, but with careful they will turn over. thinking as well! 3. Drilling must be completed before the timer goes off. Activity: 4. Calculate the cost of drilling on the worksheet. 1. Set the timer for 10 minutes. 2. Using coloured markers, two representatives Phase 4: Mine Development: from each company will visit each potential Now that each company has mapped and drilled its “property” and record dots on their base map property, it is time to put the information to the where the known (i.e., chips with painted side test by mining. face up) and unknown (i.e., face down) poker 1. Each company will mine their whole property by chips are located. turning over each remaining unknown poker chip. This is called an exploration map. THE POKER CHIPS 2. Record the number of mined poker chips (i.e., CANNOT BE MOVED OR TURNED OVER AT THIS the total number of poker chips). This includes

Saskatchewan Mining Association www.saskmining.ca 47

unpainted poker chips (i.e., waste rock) and • Students will be able to show that with careful previously face-up poker chips because it also planning and decision making that a mineral costs money to extract these from the ground. resource can be mined for a profit provided that 3. Calculate the cost of mine development on the there was enough ore to be mined. worksheet. • Students will be able to explain that ore minerals can have different values; therefore some mines Phase 5: Mine Valuation: may be more profitable than others. 1. Record the number of poker chips of each • Students will understand that there is a mineral type on the worksheet and calculate the requirement and a cost to reclaiming an old mine value of each mineral type. site. 2. Record the number of waste rock poker chips on • Students will discover that some of the issues the worksheet and calculate the waste disposal related to mining extraction from the point of costs. view of the company owner are: the cost, the length of time for a mine to be developed, the Phase 6: Calculate Mine Profit: differing values of the ore; that not all ore 1. Fill in the cost-benefit table on the worksheet. deposits are profitable when taking into 2. Calculate the total costs, total benefits and gross consideration reclamation costs. profit. • Students will be able to explain that drilling can 3. Calculate reclamation costs and net profit. help in the exploration and definition of an ore deposit. Discussion (Length: 20 minutes) • Students will have to work together to make 1. Which company had the most profitable mine? decisions on the best property to develop, where 2. Discuss the reasons why each mine was more or to drill hole locations as well as whether or not to less profitable. For example, it had more gold use up all their resources in the exploration ore in it than copper, exploration costs were process in a similar way that a mining company minimized, etc. relies on the views of many people to make these 4. Discuss the decision-making processes involved decisions. in each stage of mine development. • Students will be able to explain some of the costs 5. What was the most difficult decision to make? involved in the running of a mine. 6. While the students are still in their groups, Show the students the Mineral Resources  Discussion Questions Development Cycle and assign one of the 8 • Students will be able to explain that the value of a sections (Available Land Resources; Exploration; commodity (mineral), its abundance, costs of Environmental Assessment; Construction; exploration, mine development and reclamation Operation Extraction; Operation Processing; all determine whether or not a mine will be Closure, Reclamation and Monitoring) to each profitable. group for them to review. Reform groups with • Students will be able to explain why it can take up one person from each of the 8 topics in each to 13 or more years to develop a mine. new group and have them go through the • Students will start to think about the role of mining cycle and share their section. environmental assessment in the development of 7. Discuss some of the reason why it takes so long a mine. They will be able to show that for a mine to be developed. environmental assessment starts with the initial stage of exploration and once a mine is developed it will continue on forever. Assessment Method and Evidence • Students will be able to explain the mining cycle from the mapping and exploration stages through  Hands on Activity mine development, processing, and reclamation • The students will be able to describe the major stages. steps that a company must follow from the initial discovery of a mineral deposit through to mining. Extension

Saskatchewan Mining Association www.saskmining.ca 48

Nutshell_Advanced.pdf 1. If you do not have allergies to peanuts in the classroom try the Mining for Peanuts activity available in the SMA Teacher Resource Book or Vocabulary available on line at the Women in Mining website. Claim: A claim covers the minerals rights over a http://www.womeninmining.org/activities/Mining_ portion of land or water held either by a prospector in_a_Nutshell_Advanced.pdf This activity is or a mining company. The claim must be recorded similar but takes it a step further with in a government claim recording office. processing, manufacturing, consumption and recycling phases. Drilling: The operation of making deep circular 2. Watch the videos from Ground Rules "Ground holes with a drill for prospecting, exploration, or Rules: Mining Right for a Sustainable Future" mining purposes. follows the development of new and operating mines as geologists, engineers and mine Exploration: Exploration aims at locating the managers tackle complex problems and draw on presence of economic deposits and establishing the experiences and achievements of other mine their nature, shape, and grade. The search for sites to illustrate creative and core concepts of economic deposits is by (1) geological surveys; (2) sustainable development and social geophysical prospecting (may be ground, aerial, or responsibility. The entire video may be viewed both); (3) boreholes and trial pits; or (4) surface or online at http://www.cat.com/groundrules. underground headings, drifts, or tunnels. 3. Follow the news reports or go online to follow the development of Cameco’s Cigar Lake Ore body: A mineral deposit that can be worked at uranium deposit: a profit under existing economic conditions or: A (http://www.cameco.com/mining/cigar_lake/), solid and fairly continuous mass of ore that is Shore Gold’s Star diamond prospect: individualized by form or character from the (http://shoregold.com/properties/star_diamond/) adjoining country rock. or BHP’s Jansen potash deposit: (http://www.bhpbilliton.com/home/investors/new Waste rock: Barren or sub marginal rock or ore that s/Pages/Articles/Environmental-Impact-Statement- has been mined, but is not of sufficient value to Approval-for-the-Jansen-Potash-Project.aspx) warrant treatment and is therefore removed ahead

of the milling processes.

Resources

Ground Rules: Mining Right for a Sustainable Future: Lesson plans and links to video Available at: https://mining.cat.com/groundrules

Mineral Resources Education Program of BC: Available at: http://www.bcminerals.ca/s/MinDevCycle.asp?ReportID =474152

Saskatchewan Mining Association Teacher’s Resource Unit (2001). This document is out of print.

Women in Mining Lesson Plans: Available at: http://www.womeninmining.org/activities/Mining_in_a_

Saskatchewan Mining Association www.saskmining.ca 49

WORKSHEET

Company Name: ______Date: ______

Phase 1: Site Reconnaissance

Field/Mapping costs: $15,000 per minute (maximum 10 minutes)

______minutes x $15,000/minute = $______

Phase 3: Exploration Drilling

Drilling costs: $30,000 per poker chip (maximum of 6 per site)

______poker chips x $30,000/chip = $ ______

Phase 4: Mine Development

Mining costs: $5,000 per poker chip

______poker chips x $5,000/chip = $ ______

Expenses Sub –total = $______

Phase 5: Mine Valuation

Mineral Revenue: Gold $500,000 X ______= $______Silver $150,000 X ______= $______Uranium $80,000 X ______= $______Copper $10,000 X ______= $______

Total Mineral Revenue (Sum) = $ ______

Waste Rock Disposal Costs:

______poker chips x $2,000 = $ ______

Student Sheet Activity: Finders, Miners?

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Phase 6: Calculate Mine Profit

MINING PHASE AMOUNT

BENEFITS

Total Mineral Revenue (Phase 5) $

Total Project Benefits $

COSTS $

Site Reconnaissance (Phase 1) $

Drilling (Phase 3) $

Mining (Phase 4) $

Waste Rock Disposal (Phase ) $

Total Project Costs $

GROSS PROFIT (project benefits – project costs) $

Reclamation costs (10% of gross profits) $

NET PROFIT (gross profit – reclamation costs) $

SaskatchewanStudent Mining Sheet Association Activity: Finders, www.saskmining.ca Miners? 51

Environmental Assessment & Approval: This process begins at the exploration stage with the acquisition of land use permits needed to build an exploration camp or create grids for surveys. The process of environmental assessment and permitting is an extremely complex one that can take years to complete.

When a company decides to develop a deposit into a mine it is at this stage that they must include a complete reclamation, land-use end goal, and monitoring plan. The proposal must be submitted to government agencies (the

Environmental Assessment office) at the Available Land Resources: provincial and federal government levels for Unlike other resource industries, mineral approval. The company must also go through resources are hidden. Finding a deposit worth rigorous processes to involve the community in mining is very difficult. Large areas of land are which the project is to take place. necessary for mineral exploration. The location of It is only after these permits and community deposits depends upon the geology of an area approvals are received that construction plans and these potential areas can sometimes be can proceed. directly below sensitive areas and ecosystems.

This is the reason why we have to carefully weigh Construction (1-3 years): and balance the consumer demand that drives After discovery and evaluation, feasibility studies resource extraction. and acquiring permits and licenses, the physical

construction of the operation can begin. Establishing a mine is a very lengthy, expensive Suppliers of transportation, utilities, building and complex process. The following steps aim to materials, equipment and hundreds of other describe that process. goods and services are brought in to take the project into production. Exploration (8-10 years): Finding a new ore deposit that can be mined is Overall responsibility of the design, planning and not quick or easy. Smaller mining companies construction of the operation is usually secure investment dollars to carry out most undertaken by a mining company's engineering mineral exploration. They employ geologists and department which works with the various prospectors to gather field data, and utilize contractors and consultants to build the mine. satellite imagery, geophysical surveys, and innovative technologies to help make a discovery. Operation (10-30 years): Extraction: Exploration work relies on many others besides Surface mining methods are used to extract ore geologists, and the larger or more advanced the close to the surface of the Earth. Large-scale project, the more skilled workers are involved. equipment - drills, shovels or draglines, and Pilots, drillers, assayers, equipment operators, trucks - are used to make operations efficient and surveyors, mechanics, camp cooks, and many economical. When they move in, the ore is dug others all play essential roles in the discovery of up and sent to the mill for processing and mineral deposits. reclamation procedures are initiated.

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Underground mining methods are used to extract Whatever the reasons for closure, the operation ore that is deeply buried. They require specialized cannot be shut down immediately. Closing down equipment to move people and material and a mine can take months and lots of careful carry on work underground in restricted space. planning.

Processing: There is a transition period that needs to be These are the steps required to change raw, observed so that the company can make sure broken rock into useable material or to liberate everything is in place for reclamation and and separate valuable minerals from waste rock. monitoring. The company also has to ensure the community in which they operate will also have a For granite rock mined for crushed stone smooth transition into life after the operation is aggregate, only crushing and sizing are done prior shut down. to selling it. Reclamation (1-4 years; Monitoring (5 years to Metallic ore deposits, in contrast, are conveyed infinity): to a mill complex on site where the ore is Environmental management is an essential part pulverized to fine sand which is directed through of all mining operations from start to finish. one of several separation processes: froth Bonds are posted with the provincial government flotation, density separation, gravity separation, before mining begins to insure that reclamation magnetic separation. The recovered valuable and monitoring of the environment will continue mineral material, called concentrate, is sent to long after the mine has closed. Baseline studies smelters for further refining. to evaluate vegetation, wildlife, air and water quality are also carried out prior to mining, as is Closure: the design of a complete mine site reclamation Closure of a mine doesn't necessarily mean that plan. The goal is to leave the site in a safe and ore has been exhausted or completely taken out productive state, as similar in appearance to the of the ground. More often than not, closure of a surrounding landscape as possible. mine is brought about by a variety of factors related to market prices and demand. Anything from rising production costs to a crash in Source: Mineral Resources Education Program commodity prices can make the project no longer of B.C. financially viable and mine closure is imminent.

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Suggested Ore Body Clusters

#1 10 Gold (2, 8); 13 waste (Total 23)

#2 1 Gold (1, 0); 35 Uranium (5, 30); 14 waste (Total 50)

#3 2 Silver (1, 1); 28 waste (Total 30)

#4 5 Gold (1, 4); 2 Copper (1, 1); 30 waste (Total 37)

#5 2 Gold (1, 1); 10 Uranium (5, 5); 13 waste (Total 25)

#6 15 Uranium (3, 12); 10 waste (Total 25)

#7 4 Copper (1, 3); 21 waste (Total 25)

#8 20 Copper (5, 15); 10 Gold (2, 8); 20 waste (Total 50)

Note: 2 Gold (1, 1) means 2 gold poker chips, one up, one down

Gold = yellow Silver = blue Copper = green Uranium = black

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Saskatchewan’s Mineral Resources Lesson: Cookie Mining

Overview The students will be introduced to the economics of mining. Students will buy a “property”, purchase “mining equipment”, and pay for the “reclamation” of the property post “mining”. In return the student receives “money” for the “ore” mined.

Source: Saskatchewan Mining Association Learning Outcomes and Indicators Teacher’s Resource Unit (2001). Grade 4 Rocks, Minerals and Erosion RM4.2 Assess personal, societal, and Duration: One class environmental impacts of human uses of rocks and minerals. j. Suggest methods of reclaiming resource Materials: extraction sites (e.g., quarry, strip mine, open pit Each group mine and hard rock mine) to reduce impacts on  Three varieties of chocolate chip cookies (with communities and the environment. different amount of chips)  “cookie mining money” (use play money or Grade 7: Earth’s Crust and Resources: coloured paper to represent values of one, two or EC7.2 Identify locations and processes used to five dollars to a total of nineteen dollars) extract Earth’s geological resources and examine  Cookie mining worksheets the impacts of those locations and processes on  Cookie mining grid sheets society and the environment.  Flat toothpicks i. Suggest solutions to economic and environmental  Round toothpicks issues related to the extraction of geological  Paper clips resources in Saskatchewan (e.g., managing mine  stopwatch tailings and pollutants; reclaiming open pit mining sites; ecological impact of pipelines; resource depletion; maintaining water quality; and Instructional Methods: Small group work, Hand-on increasing urbanization). activity Source: Saskatchewan Evergreen Curriculum Notes to the Teacher Do this activity after the “Resources in Saskatchewan” Activity. Big Picture Questions

1. How are mineral resources extracted from the earth? 2. What can be done to reclaim mining sites?

Background Information

Sue uranium open pit mine. Mining is the province’s third largest industry and a significant contributor to the provincial economy

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spending over $3 billion annually on wages, goods outline of the cookie with a pencil. The player and services, and generating over $2 billion then counts the number of squares inside the annually to the provincial government revenue circle. through royalties and taxes. Partial squares count as a full square. 4. Have the student replace the cookie inside the Saskatchewan has over 25 operating mines. Our drawn outline. From now on, the only things mines produce potash, uranium, coal, gold, salt, that can touch the “mining property” are the meta-kaolin, silica sand, sodium sulphate, clay and UNROKEN mining tools and the paper the bentonite. cookie is sitting on. No player can use his/her fingers to hold the Saskatchewan also has a wealth of developing cookie. mineral resources including diamonds, platinum & 5. Each player must by his/her own “mining palladium, rare earth elements, copper, zinc, and equipment”. More than one piece of equipment nickel. may be purchased and the tools can be different for each person. Mining equipment MAY NOT be shared Vocabulary between players. If the” tool” breaks, it must be replaced by buying a new tool – broken tools ore mineral deposit may not be used. reclamation waste rock Mining Equipment for Sale: Flat toothpick - $2.00 THE ACTIVITY Round toothpick - $4.00 Paper clip - $6.00 (the paper clip may be bent) Introduction: (10 minutes) 6. Once all the students have their equipment they 1. Review the minerals mined in Saskatchewan. may all start mining. Allow up to 5 minutes for 2. Introduce the vocabulary terms. In this mining. simulation pre = chocolate chips, mineral Mining Costs: $1.00 per minute deposit = whole cookie, waste rock = cookie Students who finish mining before the five without the chocolate chip, minutes are used up should only be charged for 3. Explain that the students will be mining and the time spent mining. rehabilitating a mine site. Warn students not to eat their ore as it is to be The Activity: “sold”

1. Hand out a cookie mining worksheet on which 7. Sale of the chocolate chips brings $2.00 per chip the student will record the mining information; a (broken chips can be combined to make 1 whole cookie mining grid sheet. chip). *See Options. 2. Each player must buy his/her own “mining 8. After the cookie has been mined, the player property” which is a cookie. Only one should “reclaim” the property by placing the “property” per player. Cookie prices are as cookie (and crumbs) back into the circled area follows: brand 1 - $3.00, brand 2 - $5.00, and on the grid paper. This can only be brand 3 - $7.00. accomplished by using the mining tools, no * See options. fingers, hands or blowing allowed. 3. After the cookie is purchased, the player places 9. Reclamation costs are $1.00 per square over the the cookie on the grid paper and traces the original square count. There could also be a “fine” if the “land” is piled too high. Allow 2 minutes for reclamation.

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10.The player with the most money at the end of Assessment Method and Evidence the game is the best miner. Each student “wins” because he/she gets to eat  Hands on Activity the remained or the cookie.  Students will learn that some of the costs of 11. Discussion: mining are: the cost of the land, cost of the  In this activity a limit of $19.00 was used. Ask mining tools, and cost of reclamation. the students to think about this cost and ask if  Students will learn that is there is sufficient ore they think a more realistic cost to mine a deposit then mining will be profitable however if there is in the , hundreds of dollars; thousands of isn’t enough ore then the costs of the tools, dollars, millions of dollars, or billions of dollars. mining and reclamation will mean no profit for Depending upon the size of the deposit and the the mine. method used to mine (aboveground or underground) the costs are more likely to be in  Discussion the high millions to billions of dollars.  Discuss some of the costs of mining (cost of  Through discussion the students will realize that land, tools, removing the ore, reclamation) ask it costs in the billions of dollars to develop a mine what are some other costs that were not through to its closure and reclamation of the site. involved (wages, buildings, energy, marketing,  Students will learn that there are more costs such costs of finding the ore deposit, transportation). as wages, building, energy, marketing,  Discuss why the mines reclaim the mine transportation costs that must be considered property. when thinking about developing a mine. Explain that before a mining company starts to  Students will think about ways to reclaim mine mine a deposit they must submit a plan that sites, to reduce impacts on communities and the details how they are going to reclaim the mine environment. site and they must pay up the money to the government before they start to mine.  Show the students a picture of an open pit Resources deposit and discuss how they would reclaim the

site. Saskatchewan Mining Association Teacher’s

Resource Unit (2001). Out of Print Options  For lower grades, only use one kind of cookie.  The teacher could appoint a banker to collect Vocabulary money or assess fees or fines.  The highest priced cookie need not be the one Ore: A source of minerals that can be mined at a with the most chips. profit. Ore refers to either metallic or  Because chips are different sizes, older students nonmetallic deposits. could weigh their chips to determine their “profit” Mineral deposit: A mineral occurrence of sufficient  Multi-coloured chips could be used so “miners” size and grade that it might, under favourable could sell their bi-products. For example, yellow circumstances, be considered to have economic chips could be gold; red could be copper. potential.  The “market price” could vary up or down during the mining process so the player would need to Reclamation: On completion of mining, the law decide to either sell “now” at a higher price or now requires that the land disturbed by mining keep mining and hope the price stays high. be returned to near-original condition. Requires clean up of ponds, dumps, and roads. Land must be revegetated and land contoured to match

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existing topographic slopes in the area.

Waste rock: Barren or sub marginal rock or ore that has been mined, but is not of sufficient value to warrant treatment and is therefore removed ahead of the milling processes.

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COOKIE MINING BALANCE SHEET

1. Name of the Ore Body (cookie) ______

2. Price of the Ore Body (cookie) ______

3. Size of the Ore body (cookie) ______(squares covered)

4. Equipment Costs

Equipment How Many? Price for Each Total Price Flat Toothpick $2.00 = $ Round Toothpick $4.00 = $ Paper Clip $6.00 = $ Total Equipment Cost = $

5. Cost of Removing Ore (Chips)

Number of Minutes Mining cost per Minute $1.00 = $

6. Reclamation

Number of Squares Reclamation cost per Square $1.00 = $

7. TOTAL COST OF MINING

(A) (B) (C) (D) (E) $ + $ + $ + $ = $

8. VALUE OF ORE (CHIPS)

Number of Chips Sale Price of Chips $ + $ = $

9. HOW MUCH DID I MAKE?

Value of Ore (Chips) $ - Total Cost of Mining $ PROFIT OR LOSS $

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COOKIE MINING GRID

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SASKATCHEWAN’S MINERAL RESOURCES PROCESSING

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Saskatchewan’s Mineral Resources Lesson: Physical Separation of Minerals

Overview Students design a process to separate the four components of a mixture containing iron filings, salt, sand and sawdust.

Source: This lesson has been adapted for Safety: Review each student’s proposed method for Saskatchewan. The original lesson is from the EdGeo separation before the actual procedure is carried Publication Bringing Earth Science to Life. out. Modify where needed to ensure safe practice.

Duration: Two classes Learning Outcomes and Indicators

Grade 7: Mixtures and Solutions: Materials: MS7.1Distinguish between pure substances and  Student Activity Page – Separation Challenge mixtures (mechanical mixtures and solutions)  Iron filings using the particle model of matter.  Salt a. Examine a variety of objects and materials, and  Sand record qualitative (e.g., colour, texture, and state of  Sawdust matter) and quantitative (e.g., density, melting  Sample of copper wire 2-3 inches point, and freezing point) physical properties of  Sample of pyrite and if possible chalcopyrite those objects in a chart or data table.  Magnet b. Describe the characteristics of pure substances,  Filter paper mechanical mixtures, and solutions.  Beakers/containers, small plastic containers  measuring cylinders, or measuring cups MS7.2Investigate methods of separating the  pH test strips components of mechanical mixtures and solutions,  sieves – (sieve, colander, screening, needle point and analyze the impact of industrial and plastic, stockings, cheese cloth) agricultural applications of those methods.  4 small zip lock bags per student. a. Describe methods used to separate the components of mechanical mixtures and solutions, including mechanical sorting, filtration, Instructional Methods: Inquiry, lab activity, evaporation, distillation, magnetism, and discussion chromatography. d. Design and conduct an experiment to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. e. Report the strengths and limitations of a chosen experimental design to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. j. Use a technological problem-solving process to design, construct, and evaluate a prototype of a Floatation Process at Rocanville Potash Mine process or device for separating a mechanical mixture or solution (e.g., purifying drinking water,

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separating household waste). equipment to inspire the students’ methods. Set Grade 10: Chemical Reactions: out the laboratory materials listed above, plus CR1 - Observe common chemical reactions in your other common equipment world 2. Fill small containers with a mixture of iron filings, 1. Provide examples of how science and technology salt, sand and sawdust. If you would like the are an integral part of our lives and community. students to determine efficiency of their 9. Identify examples of technologies or experiment measure the amount/weight of each technological processes that were developed based material in the mixture. on scientific understanding of chemical reactions. Motivational Set (5 minutes) Energy and Resources 10,20,30 Show students a sample of pyrite or chalcopyrite, Goal - Awareness: To provide students with an along with some copper wire. Explain that pyrite awareness of the nature, technology and products and chalcopyrite both occur in copper ores, and of Saskatchewan's energy and mining industries, that copper rarely exists in a pure form in the Earth. as well as the related goods, services and Pyrite and chalcopyrite must be processed to processes that support those industries. extract their copper content. Processing uses the physical or chemical properties of an economic Module: 13, 24 mineral like copper to separate (or extract) it from its host ore. Source: Saskatchewan Evergreen Curriculum Activity:

Big Picture Question Students to work in pairs or small groups.

1. How do you extract the valuable minerals from 1. Distribute the Student Activity Page and the rock? prepared mixtures. 2. Encourage students to observe the four separate components carefully to establish the Background Information physical properties of each that would be useful for designing a separation process. Be prepared Most economic natural resources are not found in to offer hints and instruction about laboratory the Earth in a native (pure) state, but are extracted techniques. (See Teacher Answer Sheet – from mineral-bearing rocks and processed to Separation methods. Note: the sample method is extract the resource. There are many physical and not intended as a prescriptive solution, and there chemical separation techniques, and these are is plenty of room for student design and continually being redesigned to improve efficiency innovation). and percentage returns, or to diminish any 3. Allow time for students to complete their environmental impact. observations and plan a separation process for each of the four components in their mixtures. Each extraction process is specific to the mineral 4. Approve the planned methods and provide being extracted and the host rock. students with the equipment they need to carry out their methods. The salt separation may take several days to THE ACTIVITY fully evaporate and crystallize. (Independent learning, Guided Inquiry, Discussion ) 5. Once the students have finished their separations have them look at the methods used Teacher Preparation to separate gold, diamonds, uranium, and 1. Reproduce copies of the Student Activity Page potash from the host rock. and provide a range of suitable laboratory 6. Have students answer the discussion questions.

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7. Ask students to hand in their approved planning  Students will assess and report on the strengths sheet, questions sheet as well as the sample of and limitations of their methods of separation. the separated materials.  Processing Methods for Saskatchewan Mines  Students will realize that knowledge of chemistry Assessment Method and Evidence and technology is an integral part of the processing of mineral resources.  Separation Activity  Students will be able to explain how the  The students will describe the characteristic of separation of uranium, gold and potash from the the mechanical mixture. rock is a result of chemical reactions and physical  The students will examine and record the separation and that these processes were physical properties of the iron filings (magnetic), developed based on scientific understanding of sand (insoluble, dense, grain size), salt (soluble in chemical reactions. water, grain size) and sawdust (insoluble, floats in water), and decide upon the property(s) of each material that will allow them to separate it Resources from the rest of the mixture. Bringing Earth Science To Life. Using Natural  Students will develop a plan describing the Resources. EdGeo Canadian Earth Science Teacher methods they will use to separate the various Workshop Program. Available at: components of the mechanical mixture. Methods http://www.edgeo.org/images/pdf/bringing-earth- used will be a variety of sorting (grain size, science-to-life/natural-resources.pdf density), filtration (grain size, solubility), evaporation (solubility in water), and magnetism. How Products are Made. 1. Available at:  Students will design and conduct an experiment http://www.madehow.com/Volume-1/ to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions.  An effective experiment will separate the four materials. If the teacher has measured the amounts of each material in the initial mixture, measurement of the product will determine the efficiency of each method.  Students will be able to describe the steps involved when using technological problem- solving process to design, construct, and evaluate a prototype of a process or device for separating a mechanical mixture or solution.

 Discussion Questions  The students will look at the methods of separating the ore minerals uranium, potash, diamonds and gold from the waste rock and make comparisons with their separation activity.

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Names: ______

SEPARATION CHALLENGE

You are going to design a process that will separate the four components of your mixture: iron filings, salt, sand and sawdust.

Materials Mixture: iron filings, salt, sand, and sawdust Beakers/containers Separation equipment of your choice

Instructions 1. From your experience or observation, describe the properties of the four parts of the mixture. Density Solubility Magnetism Iron filings:

Salt:

Sand:

Sawdust:

2. Based on the properties that you have described, and using the technological method of problem solving (below), design a series of steps that will separate the mixture into its four parts. Draw diagrams to help with your explanation.

3. Have your process approved, and then carry out the steps that you have designed.

4. Place the four separated substances into 4 separate, zip lock bags. Label the bags with your names and the substance. Staple the bags to this sheet, your plan and your answers to the discussion questions and hand in to your teacher.

The Technological Method of Problem Solving

Procedure 1. Identify what the problem is. 2. Write down what you want to accomplish. What are some of the things that might prevent you from accomplishing it? 3. How are you going to know that you have accomplished the task? 4. Identify what you know about the problem. This could be things you know from past experiences, classes, etc. 5. Identify what information you need to learn to solve the problem. 6. Brainstorm possible solutions. List and sketch as many solutions as you can think of. 7. Identify the pros and cons of each solution. 8. Make a choice based on the pros and cons. 9. Test and evaluate the solution you have chosen. 10. How would you modify the solution for different or better results?

SaskatchewanStudent Sheet Mining Activity: Association Physical www.saskmining.ca Separation of Minerals 65

Names:______Questions for Discussion

1. How important is the sequence of the steps that you have chosen?

2. How might you change the sequence and still have successful results?

3. How effective was your method?

4. How efficient was your method? How can you measure this?

5. What could you do to improve your method?

SaskatchewanStudent Sheet Mining Activity: Association Physical www.saskmining.ca Separation of Minerals 66

Teacher Answer Sheet

Sample Separation Methods

1. Wrap a magnet in a plastic bag and pass it through the mixture. When all the iron filings have been collected, turn the bag inside out to contain iron filings.

2. Add water to the mixture to dissolve the salt. Filter the solution to separate salt (in liquid form) from the sand and sawdust. Allow the liquid to evaporate to collect the salt crystals.

3. Add new water to the sand and sawdust mixture. The sawdust will float, and the sand will sink. Decant off the top part of the liquid containing sawdust. Filter to collect the sawdust.

4. Filter the remaining liquid to collect the sand.

Other possible suggestions:

Sorting by density using a bag and shaking. Iron filings and sand and salt will occur at the bottom, saw dust on top. Then hand sort – pick out the saw dust (not all sawdust will be removed)

Once salt has been dissolved and decanted, add water and swirl in a pan or a bowl with a crease. The heavy iron filings should collect along the bottom, make sure when spilling the water off it is collected in a filter to collect remaining sawdust.

Use a series of sieves to sort the different materials. Salt and sand may be similar in grain size.

Properties:

Iron filings: very fine, heavy, when shaken dry would sink to the bottom, would sink in water, attracted to magnets Salt: fine grained, dissolves in water, when water evaporates would crystallize as salt. Saw dust: very light, less dense than other materials, floats on water, when shaken dry, would rise to the top Sand: heavier than salt and sawdust, does not float, does not dissolve.

Discussion Question Answers will vary. 1. How important is the sequence of the steps that you have chosen? This will vary depending upon the sequence. Removing the iron filings with a magnet must be done before water is added otherwise it is much more difficult attracting the magnetic filings as they cling to the wet particles.

2. How might you change the sequence and still have successful results?

3. How effective was your method?

4. How efficient was your method? How can you measure this? If the materials were measured before mixing, the student could measure the amount they separated out and compare.

5. What could you do to improve your method?

SaskatchewanTeacher Answer Mining Sheet Association Activity: Physical www.saskmining.ca Separation of Minerals 67

Processing methods for Saskatchewan’s Mines

Once the gold, diamond, or uranium ore has been mined, it usually is washed and filtered at the mine as a preliminary refinement technique. It is then shipped to mills, where it is first combined with water and ground into smaller chunks. The resulting mixture is then further ground in a ball mill—a rotating cylindrical vessel that uses steel balls to pulverize the ore. This mixture goes on to several different process for the valuable ore mineral to be recovered. Potash and coal have different process as seen below.

Ore Method

The gold is refined with one of five main processes: floatation, amalgamation, cyanidation, carbon-in- pulp and smelting. Each process relies on the initial grinding of the gold ore, and more than one process may be used on the same batch of gold ore.

1. Floatation involves the separation of gold from its ore by using certain chemicals and air. The finely ground ore is dumped into a solution that contains a frothing agent (which causes the water to foam), a collecting agent (which bonds onto the gold, forming an oily film that sticks to air bubbles), and a mixture of organic chemicals (which keep the other contaminants from also bonding to the air bubbles). The solution is then aerated—air bubbles are blown in—and the gold attaches to the air bubbles. The bubbles float to Gold the top, and the gold is skimmed off. 2. Cyanidation also involves using chemicals to separate the gold from its contaminants. In this process, the ground ore is placed in a tank containing a weak solution of cyanide. Next, zinc is added to the tank, causing a chemical reaction in which the end result is the precipitation (separation) of the gold from its ore. The gold precipitate is then separated from the cyanide solution in a filter press. A similar method is amalgamation, which uses the same process with different chemicals. First, a solution carries the ground ore over plates covered with mercury. The mercury attracts the gold, forming an alloy called an amalgam. The amalgam is then heated, causing the mercury to boil off as a gas and leaving behind the gold. The mercury is collected, recycled and used again in the same process.

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3. The Carbon-in-pulp method also uses cyanide, but utilizes carbon instead of zinc to precipitate the gold. The first step is to mix the ground ore with water to form a pulp. Next, cyanide is added to dissolve the gold, and then carbon is added to bond with the gold. After the carbon particles are removed from the pulp, they are placed in a hot caustic (corrosive) carbon solution, which separates the gold from the carbon. 4. In amalgamation, the gold ore is dissolved in solution and passed over mercury-covered plates to form a gold/mercury amalgam. When the amalgam is heated, the mercury boils off as a gas and leaves behind the gold. 5. Smelting involves heating the gold with a chemical substance called flux. The flux bonds with the contaminants and floats on top of the melted gold. The gold is then cooled and allowed to harden in molds, and the flux- contaminant mixture (slag) is hauled away as a solid waste.

1. Crushing: In the crushing operation, large chunks of kimberlite are broken up into more easily transportable segments. After an initial crushing, the kimberlite passes through a grizzly, or a set of iron bars. If the crushed chunks do not pass through the grizzly, they are still too large, and they are sent back for further crushing. Crushing is done so as not to damage the potential gems inside. 2. Separating: The diamonds must be separated from the rock that surrounds them. A gravity- based device is used to sort the diamond- Diamonds containing portions—called the concentrate— from the waste rock. One of the most commonly used methods to separate the two is a type of washing pan. The crushed kimberlite and water is put into the pan and swirled about. The lighter particles will rise to the top, but the diamonds and other heavy minerals will descend to the bottom of the pan. 3. Separation using iron-silicon powder. A slurry of water added to the crushed kimberlite along with ferro (iron) – silicon powder, which has a heavy density. The slurry is agitated or spun about creating a vortex so that the lighter rock fragments separate from the heavier diamond

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rich particles. 4. Greasing: The diamond rich concentrate then moves to a greasing area. Mixed with water, the kimberlite-and-diamond mixture is placed on a greased belt or table. This device is usually slanted and vibrated. The method operates on the premise that diamonds newly excavated will not become wet when brought into contact with water. Instead they will stick to the grease. The water then carries away the remaining non- diamond particles. The diamond-laden concentrate is then swept off the table and boiled to remove the traces of grease. 5. In a newer method, X-ray technology is used to determine which of the concentrate is diamond. X-ray is used to fluoresce the diamond in a dark chamber. A detector in the chamber senses the light emitted by the diamond and triggers a gate ejecting the diamond away from the waste rock.

1. Thickener: Ore is ground to a fine powder then water is added to make a slurry. Excess water is removed. 2. Leaching Tanks: The slurry is leached with sulphuric acid. 3. Wash Tanks: Un-dissolved ore is separated from this solution. Waste goes to the tailings pond 4. Sand filter: The solution is filtered. 5. Solvent Extraction: Uranium is extracted with a Uranium kerosene solution. 6. Precipitation: Ammonia is used to precipitate the uranium out of the solution. 7. Thickener: A thickener is added and excess water is removed. 8. Centrifuge: Uranium is separated from the solution. 9. Dryer: Uranium is dried at 700oC to produce concentrate – Yellow cake.

Conventional Mining 1. Crushing and sizing: The large chunks are broken down to help separate the potash from salt and clay. Potash 2. Removing clay and de sliming: 3. Heavy media: Sometimes the ore is mixed with a magnetite and salt brine. This mixture is spun in a cyclone resulting in the heavier salt and magnetite accumulating in the bottom and the potash floating to the top.

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4. Flotation: Separation of potash and salt occurs in the flotation cells. Various chemical reagents are added to the slurry and attach to the potash. The slurry is agitated and the salt crystals sink to the bottom. The air bubbles stick to the potash crystals floating them to the top where they are skimmed off. 5. De-brining: A centrifuge spins the brine out of the potash brine mixture. 6. Drying: The remaining potash is sent to the gas fired dryers. Dryers are kept around 100oC. 7. Sizing: The potash crystals go through a series of screens (sieves) to sort them by size. Granular, Coarse, Standard, and Fine. 8. Compaction: The dried fines and dust are compacted by high pressure rollers into thick flakes which are then ground to form Granular potash.

Solution Mining 1. Crystallization: The saturated brine is cooled under pressure in a large vessel. This causes the potash to precipitate out as very pure white crystals. 2. De-brining: A centrifuge spins the brine out of the potash brine mixture 3. Drying: The remaining potash is sent to the gas fired dryers. Dryers are kept around 100oC. 4. Sizing: The potash crystals go through a series of screens (sieves) to sort them by size. Granular, Coarse, Standard, and Fine 5. Compaction: The dried fines and dust are compacted by high pressure rollers into thick flakes which are then ground to form Granular potash.

Coal 1. Separation from rocks and dirt. 2. Sizing by screens or floatation.

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Saskatchewan’s Mineral Resources Lesson: Sizing and Separation of Mixtures

Overview Students will separate mixtures by using a set of sieves or materials similar to sieves.

Duration: One class Learning Outcomes and Indicators

Grade 7: Mixtures and Solutions: Materials: MS7.1Distinguish between pure substances and  Jars with lids mixtures (mechanical mixtures and solutions)  Instant coffee using the particle model of matter.  some beans a. Examine a variety of objects and materials, and  instant rice record qualitative (e.g., colour, texture, and state of  a large can with a lid matter) and quantitative (e.g., density, melting  a supply of fairly large ball bearings (about 1 cm point, and freezing point) physical properties of in diameter) those objects in a chart or data table.  sieves of different sizes, colanders, mesh, filter paper MS7.2Investigate methods of separating the  water components of mechanical mixtures and solutions,  some small rocks (~ 2 cm in diameter) and analyze the impact of industrial and  some pebbles (~ 1 cm ) agricultural applications of those methods.  sand and soil. a. Describe methods used to separate the components of mechanical mixtures and solutions, including mechanical sorting, filtration, Instructional Methods: Inquiry, lab activity, evaporation, distillation, magnetism, and discussion chromatography. d. Design and conduct an experiment to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. e. Report the strengths and limitations of a chosen experimental design to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions.

Source: Saskatchewan Evergreen Curriculum

Big Picture Question

1. How do you extract the valuable minerals from Source: Wikipedia the rock?

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Background Information methods they will use to separate the various components of the mechanical mixture. A number of methods have been developed to  Students will use a problem-solving process to separate particles or components from the ores design, construct, and evaluate a prototype of a they are found in. These would include the process or device for separating a mechanical processes of crushing, screening and grinding. Some mixture. mixtures can be separated by a series of screens. This activity will demonstrate how screening and crushing might be used in a milling complex. It Extension might be useful to find or review definitions of the following terms before starting this activity: 1. Research the process used at one of the mines in mixtures, ore, mineral. Saskatchewan.

THE ACTIVITY (Independent learning, Guided Inquiry, Discussion ) Resources

Students to work in pairs or small groups. Saskatchewan Mining Association: Education/Outreach Activities. Available at: 1. Mix about ½ cup each of the beans, coffee and http://www.saskmining.ca/index.php/info/Educatio rice. n-Outreach/schoolprojects-mixtures.html 2. Pass this mixture through the set of sieves. 3. Place the rice into the large can along with the ball bearings. Place the can on its side and roll to grind the rice finer. 4. Pass this mixture through the set of sieves. 5. Mix the ground rice and the coffee together. 6. Develop ideas that will help you to separate the coffee from the rice. 7. Develop a plan and proceed with the separation of the coffee from the rice.

Assessment Method and Evidence

 Separation Activity  The students will describe the characteristic of the mechanical mixture.  The students will examine and record the physical properties of the beans, rice and coffee, and decide upon the property(s) of each material that will allow them to separate it from the rest of the mixture (grain size).  Students will develop a plan describing the

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Name: ______

Student Activity

1. Mix about ½ cup each of the beans, coffee and rice. Describe this mixture. What type of mixture is it?

2. Separate this mixture. Explain the properties of the beans, coffee and rice that will enable you to separate each from the other.

PLAN:

RESULTS:

3. Place the rice into the large can along with the ball bearings. Place the can on its side and roll to grind the rice finer.

4. Pass this mixture through the set of sieves to remove the ball bearings. What is the result?

5. Mix the ground rice and the coffee together.

6. Develop a plan that will help you to separate the coffee from the rice. Explain the properties of the beans, coffee and rice that will enable you to separate each from the other.

PLAN:

7. Proceed with the separation of the coffee from the rice. RESULTS:

Student Sheet Activity: Sizing and Separation of Mixtures

SASKATCHEWAN’S MINERAL RESOURCES PRODUCTS

Saskatchewan’s Mineral Resources Lesson: Rocks and Minerals in Your Life

Overview Students identify products they use in their daily activities, and discover the rocks and minerals used to make them.

Source: This lesson has been adapted for Learning Outcomes and Indicators Saskatchewan. The original lesson is from the EdGeo Publication Bringing Earth Science to Life: SCIENCE Natural Resources. Grade 4: Rocks, Minerals and Erosion RM4.2 Assess how human uses of rocks and minerals impact self, society, and the Duration: One class environment. a. Identify objects in their local environment that are made from rocks and minerals (e.g., nickel, Materials: table salt, pottery, cement, carvings, brick, Video Why MineralsMatter to You jewellery, bicycle, nutrients, battery, copper wiring, List of Natural Resources in Everyday Products soda can, plumbing pipe, and sidewalk). Paper Student Discussion Questions Grade 5: Properties and Changes of Materials Teacher Answer Sheet MC5.3 Assess societal and environmental impacts that result from the production, use, and disposal of raw materials and manufactured products. Instructional Methods: c. Research a product to determine the raw  Independent learning, guided inquiry, discussion materials from which it is made, and describe the changes required to the natural materials to manufacture the product. (partial fit)

Grade 7: Earth’s Crust and Resources EC7.2 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. d. Identify locations of Saskatchewan’s primary mineral resources (e.g., potash, gold, diamond, salt, uranium, copper, and graphite) and their primary uses.

Energy and Resources 10,20,30 Goal - Awareness: To provide students with an awareness of the nature, technology and products of Saskatchewan's energy and mining industries, as well as the related goods, services and processes that support those industries.

SOCIAL STUDIES Grade 4: Resources and Wealth

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RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the Activity: provincial, national, and global communities. 1. Have students divide a large sheet of paper into d. Illustrate the goods made from the major natural three parts, labelled morning, afternoon and resources, the consumers of those goods and the evening. export destinations. 2. In each part, ask students to write down what things they might be doing at these different Source: Saskatchewan Evergreen Curriculum times of day. 3. Distribute the list of Natural Resources in Everyday Products. Big Picture Question 4. Direct students to fill in each section of the day with products they would use and the resources 1. Why is mining so important? needed to make those products. Products can be repeated as necessary. 5. Have students highlight the resources found in Background Information Saskatchewan. 6. Ask several of the students to share an item or Our lives are made more convenient by the two, from their lists, with the rest of the class. resources we use throughout the day. Many of 7. Have students answer the questions and discuss these resources are imported to Saskatchewan and in class. Canada from other countries but some can be supplied by the province or country. Assessment Method and Evidence Natural resources are materials occurring in nature  Three Part Chart that can be used for economic gain, i.e. made into  consumer goods. Natural resources include plants Students will discover that many of the items they (trees, crops), animals, fossil fuels (oil, coal, gas), use in daily life are made up of minerals/metals and rocks and minerals. Canada’s natural resource that were mined. industry is the backbone of our economy and  Students will come to the realization that the among the most productive, high-tech sectors in equipment and processes used to create items the global economy. are made of or use minerals and metals.  By completing the chart students will have We use rocks and minerals for every conceivable identified items in their daily life that are made of purpose. Early humans used them for tools, minerals/metals. weapons and building materials. Today, every  Students will be able to list some of the minerals product we use comes from plants, animals, and metals they use every day. minerals or fossil fuels, or combinations of them. By  Students will be able to list some of the minerals far the most common product source is minerals. that are found in Saskatchewan and their primary Even products that are not made directly from uses. minerals are manufactured using metal machines, and all metals are made from minerals.  Discussion Questions  Students will make the personal connection that minerals, metals and mining may or may not play THE ACTIVITY an important role in their lives and be able to (Independent learning, Guided Inquiry, Discussion ) explain why.

 Students will realize that Saskatchewan has many Motivational Set (5 minutes) mineral resources and be able to list some of Show the students the video.”Why Minerals them. Matter to You” (This video can be downloaded  Students will start to think about what items are from the WHERE Challenge site) made of and be able to explain the connection

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between consumers, material goods, and mining.

Extension

1. Display everyday items and samples of the rocks and minerals they contain. Then separate these products from the corresponding resources, and see if students can match them again. 2. If students are curious about some of the minerals/metals on the list, they can go to the website http://www.nwma.org/education/Uses%20for%20Mi nerals.htm to find out more. 3. Choose an item and enter the WHERE Challenge. http://earthsciencescanada.com/where/

Resources

Bringing Earth Science To Life: Using Natural Resources. EdGeo Canadian Earth Science Teacher Workshop Program. Available at: http://www.edgeo.org/images/pdf/bringing-earth- science-to-life/natural-resources.pdf

Earth Sciences Canada WHERE Challenge. Available at: http://earthsciencescanada.com/where/

Northwest Mining Association. Uses of Minerals. Available at: http://www.nwma.org/education/Uses%20for%20 Minerals.htm

Saskatchewan Energy and Mines Mineral Resource Map. Available at: http://www.er.gov.sk.ca/adx/aspx/adxGetMedia.aspx?D ocID=5145,4477,3440,3385,5460,2936,Documents&Med iaID=31999&Filename=MINRESMap2010.pdf

Or purchased at: Energy and Resources. 300 - 2103 11th Avenue and 200 - 2101 Scarth Street Regina, SK S4P3Z8, Canada Tel. (306) 787-2528 Web Site. http://www.er.gov.sk.ca/ Available as 8.5 x 11 and 31 x 48 maps. NATURAL RESOURCES IN EVERYDAY PRODUCTS

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Resources found in Saskatchewan are in bold

PRODUCT ROCKS OR MINERALS USED TO MAKE THE PRODUCT

Aquarium Silica, sand, gravel

Baby powder Talc

Batteries Nickel, cadmium, lithium, steel, manganese dioxide, carbon, zinc potassium hydroxide, ammonium chloride, lead, rare earth elements

Basement Concrete (limestone, clay, shale, gypsum, sand, gravel) Foundation

Bike Petrochemicals, iron, chromium, nickel, aluminum

Bike Helmet Copper, zinc, iron, petrochemicals

Bread and cereals Gypsum, salt, limestone

Car or bus Clays, dolomite, metals, magnesium, silica, lead, nickel, chrome, iron

Carpet Limestone, dolomite, barite

Ceramic tile Limestone, gypsum, clay, aluminum

Clothes Petrochemicals, aluminum

Computer Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin, lithium, cadmium, rare-earth elements

Concrete Limestone, clay, shale, gypsum, aggregates

Cosmetics Talc, mica, kaolin, bentonite, calcite, dolomite, iron oxide, chrome oxide, manganese, soda ash, sulphur, titanium dioxide, gold

Countertop Titanium dioxide, calcium carbonate, aluminum hydrate

Crayons Petrochemicals, gypsum

Door key Brass, copper, zinc, iron, chrome

Drinking water Filtered by zeolite, fluorite, silver

DVD player Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin, lithium, cadmium, rare-earth elements

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Eaves trough Zinc, iron or silica, borate, limestone, soda ash, feldspar

Electrical wires Copper, aluminum, tin, zinc

External walls Clay or stone

Fertilizer Phosphorous, Potassium, magnesium

Fridge Fluorspar, silica, tungsten, chrome, aluminum, antimony, beryllium, copper, iron, nickel, lead, tin, titanium, zinc

Gasoline Oil direct from the ground, drilling for oil requires barite diamonds, metals

Glass Silica sand

Golf clubs Graphite, titanium

Heat Coal, oil, gas, uranium

Household cleaners Silica, pumice, diatomite, feldspar, limestone

Insulation Silica, feldspar, vermiculite

Internal walls Gypsum, clay, calcium carbonate

Jewellery Gold, silver, platinum, nickel, chrome, diamond, garnet, opal, topaz, sapphire

Kitty litter Zeolite, volcanic ash, pumice, clay, bentonite

Light bulbs Tungsten, silica, copper, aluminum

Lipstick Calcium carbonate, talc, mica

Linoleum Calcium carbonate, clay, wollastonite

Medicines Barite, calcium carbonate, zinc oxide, salt, gold, mercury, magnesium, kaolin, lithium, iodine

Microwave oven Steel, copper, silica, aluminum, beryllium, iron, molybdenum, nickel, titanium, tungsten, zinc

Mirror Silica sand, silver

Money- coins Gold, silver, nickel, chrome, aluminum, brass, copper

Money - paper Kaolin, clay

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Nails and screws Iron ore, zinc, brass, steel

Paint Titanium, dioxide, kaolin clays, calcium carbonate, mica, talc, silica, wollastonite

Paper Kaolin, clay, titanium dioxide, sodium sulphate, soda ash

Paper clips Iron, clay, limestone, zinc

Pen Barite, oil products

Pencil Graphite

Planting soils Vermiculite, perlite, gypsum, zeolite

Plastic Oil from the ground

Plates and dishes Gypsum, limestone, clay, silica

Plumbing Copper, zinc, nickel, chrome, tin, lead, iron, petrochemicals

Pop can Aluminum

Porcelain toilet Limestone, gypsum, clay

Pots and Pans Aluminum, iron, steel

Power tools Zinc, copper, iron, molybdenum, tungsten, chromium, vanadium

Roads Sand, gravel, crushed stone, iron oxide, limestone

Roof Silica, borate, limestone, soda ash, feldspar, talc

Sandpaper Garnet, diamond

Siding Aluminum or silica, borate, limestone, soda ash, feldspar

Sports equipment Graphite, fiberglass

Stove Steel, copper, silica, aluminum, beryllium, iron, molybdenum, nickel, titanium, tungsten, zinc

Sunscreen Titanium dioxide, zinc

Swimming pool Diatomite, zeolite, salt

Telephone Silica, copper, chromium, iron, nickel, silver, mercury, carbon, lead, zinc, tin, rare-earth elements

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Television Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin, lithium, cadmium, rare-earth elements

Toothpaste Calcium carbonate, limestone, sodium carbonate, zeolite, silica, fluorite

Vitamins Zinc, lithium, iron

Watch Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin

Windows Iron, silica sand, and feldspar

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Name: ______Discussion Questions

1. What other products that use rocks or minerals/metals can be added to the list?

2. Is there an activity that you do that does not use rocks or minerals?

3. What are some of the minerals that can be found in Saskatchewan?

4. Think about one item that you just could not do without. What if the main mineral in that item was currently found in only one country and they decided not to sell it to other countries.

What would that mean for you and others who like the same item?

What could be done about it?

5. Why is mining important to you?

SaskatchewanStudent Sheet Mining Activity: Association Rocks and www.saskmining.ca Minerals in Your Life 83

Name: ______

Discussion Question Answers

1. What other products that use rocks or minerals/metals can be added to the list? Answers will vary. Dish soap, laundry soap, binders, rulers, play ground structures, steel school doors, door knobs, bathroom taps .....

2. Is there an activity that you do that does not use rocks or minerals?

Answers will vary. One possibility would be swimming in a lake in a natural fibre bathing suit with no metal. Remind students that although products may be natural fibre, there are minerals /metals used in harvesting, transportation and manufacturing.

3. What are some of the minerals that can be found in Saskatchewan?

Uranium, copper, nickel, cobalt, gold, zinc, rare earth elements, potash, salt, potassium sulphate, sodium sulphate, clay, coal, silica sand, diamonds as well as oil and gas resources.

Saskatchewan currently has uranium, gold, coal, sodium sulphate, and potash mines. There is however the potential for mines to develop in the other minerals.

4. Think about one item that you just could not do without. What if the main mineral in that item was currently found in only one country and they decided not to sell it to other countries.

What would that mean for you and others who like the same item?

That item would no longer be available to you. When it broke it would not be replaced.

What could be done about it?

Manufacturers could find another mineral/metal to use.

Other countries could explore for the mineral/metal in their own country.

5. Why is mining important to you?

Answers will vary.

SaskatchewanTeacher Answer Mining Sheet: Association Rocks and www.saskmining.ca Minerals in Your Life 84

SASKATCHEWAN’S MINERAL RESOURCES

CAREERS

Saskatchewan’s Mineral Resources Lesson: Careers in the Minerals Industry

Overview The Minerals Industry offers career opportunities in a wide variety of areas. This activity has the students matching cards, with brief job descriptors, to posters with more fully developed job descriptions as well as educational requirements.

Source: This lesson has been adapted for Learning Outcomes and Indicators Saskatchewan. The original lesson is from The Women in Mining Education Foundation. SCIENCE Grade 4: Rocks, Minerals and Erosion RM4.2 Assess personal, societal, and Duration: One 45 minute class environmental impacts of human uses of rocks and minerals. g. Discuss economic benefits associated with Materials: mineral extraction and refining, including related  33 Clue cards careers, in Saskatchewan. (Lesson will need to be  33 Career Sheets (Posters) modified).

Grade 6: Understanding Electricity Instructional Methods: Independent learning, EL6.1 Assess personal, societal, economic, and matching activity environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts Note to Teachers: To work in the Saskatchewan f. Research employers and careers related to Minerals Industry a high school diploma or electrical energy generation, distribution, and equivalent is required. conservation in Saskatchewan (indirect).

Grade 7: Earth’s Crust and Resources EC7.2 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. k. Research Saskatchewan careers directly and indirectly related to resource exploration.

PRACTICAL AND APPLIED ARTS Energy and Mines 10, 20, 30 Module 15: Workplace Safety

CAREERS Grade 6: Connections to Communities CC6.1. Investigate various aspects of careers and their requirements. b. Examine at least one occupation through an exploration of work information such as occupational description, working conditions,

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earnings, and education/training requirements Modules 1, 3, 4, 5, 11, 14, 16, 18 c. Utilize various sources of information such as parents, relatives, community members, Source: Saskatchewan Evergreen Curriculum newspapers, and digital resources h. Describe various work roles (such as labourer, entrepreneur, manager) and settings (such as Big Picture Question outside, office tower, manufacturing plant) of interest to oneself. 1. What careers are there in the Minerals Industry?

Grade 7: Connections to Communities CC7.1. Reflect on and express insights about how Background Information knowledge and skills learned in school transfer to one’s future life and work. Saskatchewan’s mining industry creates direct and a. Research to identify the skills, knowledge and indirect employment for approximately 30,500 abilities needed in specific economic sectors such people or 6% of total employment, almost 1 in as manufacturing, agriculture, business or mining every 16 jobs. f. Research and report on some key occupations available in the various economic sectors in In the next 10 years the Saskatchewan Mining Canada as represented by sector councils Industry will require an additional 15,000 workers. This includes 4000 trades people, over 500 Grade 7: Life and Work Plan engineers as well as 1000 technologists. There are LW7.1 Investigate and demonstrate the personal over 120 different occupations in the mining qualities and abilities needed to seek, obtain, or industry to choose from. One of the fastest growing create work. career areas in the mining industry is information c. Compare advantages and disadvantages of technology. secondary and post-secondary programs for the attainment of career goals including university, The average weekly salary of an employee in the college, apprenticeship, and entrepreneurship. mining industry is almost twice that of the average weekly salary of employees in other sectors. Grade 9 Connections to Community CC 9.1. Utilize career information to construct an The Saskatchewan mining industry is a great organized plan of career building which reflects an employer offering job and career opportunities in a attitude and expectation of lifelong learning. wide range of areas from exploration through b. Demonstrate how education and training production and processing to administration and interests relate to various options regarding post- marketing. All mining companies offer extensive secondary programs, workplace training, and/or training to their employees. entry into the workforce

CC 9.2. Analyze and express one’s own THE ACTIVITY understanding of how societal and economic (Hands on matching activity, Independent research) needs influence the nature of paid and unpaid work. Teacher Preparation: a. Utilize career information resources such as 1. Print out the individual career sheets (posters). occupation classification systems, labour market Paste the corresponding clues onto the back. information, mass media, and Internet-based 2. Make individual career clue cards with four (3-4) information delivery systems to analyze the clues per career. Do not include the career realities and requirements of various work roles. name on the card. 3. Place career sheets on walls around classroom Practical and Applied Arts Career and Work and have each student select a clue card. Exploration 10, 20, A30, B30

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Activity: matches would win. 1. Give students a few minutes to read their clues then have them look at the posters and stand in front of the career sheet they think matches Assessment Method and Evidence their clues. 2. After the students have found a career sheet,  Students will find a career in the minerals have the students check the back of the sheets industry that they would be interested in and to find out if they are correct. summarize the job description and the education 3. Once the students have all found their matching needed for that job. career, have several read their clues and explain  Students will be able to explain that there are how the clues relate to the specific career. many jobs associated in the minerals industry 4. Class Discussion: Some suggested questions that do not involve going underground or working are: in the mine.

 How many careers were included in the game?  Are there other careers in the Minerals Extension Industry that were not included? 1. Show the Saskatchewan Mining Association  Do any of the Mineral Industry careers have PowerPoint Building Career Opportunities in something in common with other careers in the Saskatchewan Mining Industry. other industries? 2. Students could be given a career card or could  Which careers can be classified as entry select another career available in the Minerals positions? Industry and research information including  What other career possibilities could these wages, opportunities etc. entry positions lead to?

5. Have students find a career on the Future Paths site and create a card and poster for it. These Resources cards could be used in future lessons. Future Paths Available at: http://www.futurepaths.ca/storage/CareerTree- OPTIONS: Mining.pdf#zoom=25 1) Half the students can be given career cards and other students could receive the clues. The Saskatchewan Mining Association website: students with the clues would have to find the http://www.saskmining.ca/index.php/info/Careers/care student with their matching career. ers.html 2) Students could guess the careers from the clues in a game. Saskatchewan Job Futures Available at: a) All the career sheets could be posted at the http://www.saskjobfutures.ca/ front of the room. b) The class could be divided into groups. Women In Mining Lesson Plans: Available at: c) The teacher or leader could read off one clue http://www.womeninmining.org/edu-activitiesAlpha.asp at a time from the clue cards and the groups could guess the appropriate career. d) The group with the highest number of

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CLUE CARDS Print out the cards but do not give the students the title of the career. Keep a “Teacher Set” with the names of the careers on the back of each card.

Accountant Administrative Assistant

Self -motivated Friendly personality Keeps track of costs Must be organized Numbers are a mainstay Uses latest technology Budgets are vital to their existence Able to multitask

Chemical Technician Assay Technician

Likes the security of repetitive work Likes the security of repetitive work Operates lab sized equipment Operates lab sized equipment Likes experiments Keeps detailed records Work indoors and outdoors Turns samples into powder

Blaster Crusher Operator

Likes working outdoors most times Monitors operations Breaks large rocks into smaller ones Knows belts, rollers, chutes and ladders Safely handles explosives Sizes rocks for processing Must be precise

Driller Electrician

Enjoys messy repetitive work Very hands on Found underground and above ground Works with special equipment Works all year round Should not be a shocking experience Puts holes in the ground Can work anywhere in a mine

Heavy Equipment Operator Environmental Manager

May climb a ladder to start work Nature is important Could work above or below ground Stickler for detail and deadlines Aware of immediate surroundings Works with local, provincial and federal offices Seated but in motion all day Responsible for most permits

Environmental Technician Geologist

Takes samples Works with maps Likes all aspects of nature Carries a hammer Performs numerous laboratory tests Enjoys being outdoors Monitors air, water, plants and soil Knows how rocks were formed

Human Resources Information Systems Manager

Works with many people Knows several languages Knows laws and regulations Good at problem solving Hires and fires Good at interfacing Feeds on hardware and software

Maintenance Planner Truck Mechanic/Mechanical Repair

Thrives on schedules Likes to know how things work Has knowledge of all equipment on site Doesn't mind dirt, grease or oil Down equipment can create havoc Likes to put things back together

Metallurgist Metallurgy Technician

Great at chemical analysis Collects and analyzes solutions Works in a laboratory Good at Math and Chemistry Knows a pure product is the goal Does both physical and mental work Monitors the process systems

Mine Engineer Central Control/Process Operator

Details are important Monitors material and solution flow Works with numbers and computers Collects samples Determines how best to mine Works with computers Creates maps and drawings

Purchasing Agent Refiner

Likes people and making deals Kept separate from all others Knows all parts of the operation Good at recipes Good at spending and saving money Great at keeping things clean and tidy First to see results

Safety Coordinator Sample Prep Technician

Concerned about everyone Doesn't mind repetitive action Knows the laws and miners rights Good memory for numbers Enjoys training others Can lift weights Has life-saving skills Grinds rocks to powder

Security Guard Surveyor

Has an eagle eye on everyone Outdoors in all weather Knows to keep people honest Provides information to others Gracious figure of authority Detailed, accurate and conscientious Uses tapes and lasers

Underground Miner Warehouse Person

Works in warm, and sometimes damp Tends to be an organizer surroundings Wears reflective tape on clothing and hat Knows proper lifting procedures Walks or rides down to work Works with numbers and computers Can usually deliver what is needed

Welder Records Management/File Clerk

Puts things together Organized Can work in a variety of locations Keeps track of things Can make things from metal Knows ABC’s and numbers Extreme heat gets required results Works in an office

Drafting Technologist/Technician Surface Miner

Enjoys drawing Works above ground Provides information to others Wears reflective tape on clothing and hard hat Uses latest technology Likes big machinery Detailed, and accurate Digs rocks

Hydrologist

Knows about rocks Follows precipitation effects on land Does a lot of computer modeling Determines underground water movement

Extra Cards

ACCOUNTANT

If you enjoy working with numbers (dollars), like to work by yourself, and are self-motivated then maybe Accounting is a career for you.

An Accountant provides all the cost information for the mine site. This includes the maintenance of the general ledgers, reviewing payroll records, performing internal audits, providing all financial reports, and assisting in preparing annual budgets. In addition, you will be working to train other department staff on the use of the chart of accounts.

As an Accountant, you must have a university degree in accounting or business administration. The U. of Regina offers degrees in Business Administration; the U. of Saskatchewan offers degrees in Commerce. To work in the Accounting Department look into a diploma program in Accounting and Financial Services, as well as other related office education and administrative programs and short courses offered by SIAST. SIIT offers a certificate or diploma program in Business Administration.

Helpful High School Courses: Accounting, Computer Science, Economics, English, Math

ADMINISTRATIVE ASSISTANT

Do you enjoy working with people and providing information? Do you like office clerical work and business machines? If so, you might consider a career as an Administrative Assistant.

As an Administration Assistant, you will assist various departments with clerical functions, route mail, type reports, and maintain files. In addition you will screen and route phone calls and visitors. You will work with various types of business machines, computers, typewriters, copy machines, calculators, etc.

To become an Administrative Assistant you could take a certificate in Administration from the U. of Regina. SIAST also offers a variety of training programs in Business Administration, Office Education, and Computer Office Assistant. SIIT offers diploma and certificate programs in Business Administration. Various programs in business and office administration are offered at regional colleges and private vocational schools as well.

Helpful High School Courses: Computer Science, English, Information Processing, Math

CHEMICAL TECHNICIAN

Do you like the security of repetitive work, working with your hands and working both indoors and outdoors? If you do then you might like the job of Chemical Technician.

As a Chemical technician, you may work independently or provide support in research and analysis, chemical quality control and environmental monitoring. You would set up and conduct chemical experiments, tests and analyses. Other duties may include operating and maintaining laboratory equipment and apparatus; preparing solutions, reagents, and sample formulations; compiling records and interpreting experimental or analytical results.

To become a Chemical Technician you would need to take a Bachelor of Science degree program in Chemistry at either U. of Regina or U. of Saskatchewan. U. of Regina also offers a degree program in Chemical Technology. Or you could take SIAST's two-year diploma program in Chemical Technology. SIAST also offers a one-year certificate program for Chemical Laboratory Technicians

Helpful High School Courses: Chemistry, Computer Science, English,

BLASTER

If you think you would enjoy the challenge of breaking up a large block of ground then maybe you would like a career as a Blaster.

As a Blaster, you will learn how to safely handle explosives, load and tie in blast patterns, calculate the tons of rock broken and quantities of explosives used. In addition, you must understand the basics of blasting, be able to fill out all required reports, and be able to communicate effectively both verbally and in writing.

To be a Blaster you will need a high school diploma or equivalent and a minimum of one to two years experience working as a labourer on a powder crew. You will also be expected to attend any required blasting schools and will be required to obtain a Certified Blasting Certificate.

Helpful High School Courses are: Energy and Mines, English, Math.

CRUSHER OPERATOR/MECHANIC

If you like to work with your hands and machinery, and do a variety of different tasks, then you might like to be a crusher operator/mechanic.

As a Crusher Operator/Mechanic you will operate and maintain all equipment associated with the crushing system. This includes all support equipment (trucks, loaders, dozers, forklifts and bobcats). You will also be required to perform physical work in an effort to keep the crushing system operational. You will need to be able to make decisions concerning the timeliness of repairs to lessen downtime.

To be a crusher operator/mechanic you will need a high school diploma or equivalent. There are no post-secondary education requirements, machine operators usually receive extensive on-the-job training, provided by their employer. You will need to be in good physical condition, have a background in mechanics, and have good verbal and written skills to perform this job successfully.

Helpful High School Courses: Machining, Mechanical and Automotive, Welding, Energy and Mines, English, Math, and Physical Education.

DRILLER

Do you enjoy the feeling of accomplishment when you look back at the quantity and quality of work you have done? Do you like having things planned out for you? Do you enjoy working alone? If you enjoy these and think you might like to operate a drill then this is the choice for you.

As a driller, you will be required to operate your equipment safely and efficiently. You will have to perform all pre-shift inspections, drill holes to designated depths, change bits and hammers on the drill to keep it operational, and fill out all required reports. You will also need to be able to communicate effectively.

To be a driller you will need a high school diploma or equivalent. Mine-related training programs are offered by the mines. In Northern Saskatchewan industries offer training to facilitate employment of Northerners. These programs are developed and offered under the guidance and direction of the Multi-Party Mine Related Training Program, a program designed to educate and train skilled labourers in northern Saskatchewan.

Helpful High School Courses: Energy and Mines, English. Machining, Welding, Math.

ELECTRICIAN

If you enjoy electronics, are curious about how electricity works, or just want to learn more about both, then maybe you would like to be an Electrician.

As an Electrician, you will work on electrical construction, instrumentation, and all electrical repairs on mine equipment. You will also be required to use electrical hand and power tools, plus electrical test equipment. In addition, you must have a working knowledge of Alternating Current (AC) and Direct Current (DC), electrical theory, and be able to work from schematics and blueprints. You must be willing to train on programmable controllers and computers.

To be an Electrician you will need a high school diploma or equivalent. SIAST offers certificate and diploma programs, such as Electronic Systems Engineering and Power Engineering Technology.

Helpful High School Courses: Computer Science, Electrical and Electronics, English, Math.

ENVIRONMENTAL ENGINEER

If you love the out-of-doors and want to see the environment managed carefully, if you are self-motivated with good negotiating skills and tact, then you might enjoy the job of Environmental Engineer.

In this position, you will work with all kinds of people on the mine site as well as Provincial and Federal Environmental personnel. You will be responsible for water, soil, and air monitoring procedures, and for reports, implementing environmental programs that include reclamation and water management. In addition, you will guide on-site environmental tours and inspections.

For those wishing to concentrate on Environmental Engineering, the U. of Regina offers a degree program in Regional Environmental Systems or Industrial Systems Engineering. The U. of Saskatchewan offers a degree in Environmental Engineering as well as a degree in Environmental Earth Science. SIAST offers related training through the Civil Engineering and Environmental Engineering diploma programs.

Helpful High School Courses: Biology, Chemistry, Computer Science, English, Math, Wildlife Management.

ENVIRONMENTAL TECHNICIAN

Do you like working outdoors? Are you interested in nature, self-motivated, interested in monitoring the impact of mining activities on the environment? Then consider becoming an Environmental Technician.

As an Environmental Technician, you will conduct water, soil, and air monitoring activities. You will be responsible for computer data entry and the proper documentation of your activities. You will interact with all kinds of people on the mine site, as well as Provincial and Federal regulatory personnel. This is an entry-level position that may advance to Environmental Specialist or Engineer or Environmental Manager.

To become an Environmental Technician you will need a high school diploma or equivalent. SIAST offers a diploma program in Integrated Resource Management. In order to advance you will need a university degree. U. of Saskatchewan offers degree programs in Land Use and Environmental Studies. U. of Regina also offers a degree in Environmental Biology as well as Environmental Health Science as a joint program with First Nations University.

Helpful High School Courses: Biology, Chemistry, Computer Science, English, Math, Wildlife Management.

EQUIPMENT OPERATOR

If you enjoy watching large equipment operate, maybe you should consider the job of Equipment Operator.

As an Equipment Operator, you will learn how to safely operate any one or more of the large pieces of equipment used on a mine site. Dozers, loaders, graders, shovels, and off-road haul trucks are some examples. In addition to the safe operation of the equipment, you will be required to perform the safety and mechanical inspections of the equipment you operate. You will need to be able to remain alert during a shift, climb a ladder to get on the equipment, and communicate effectively both verbally and in writing.

To be an Equipment Operator you will need a high school diploma or equivalent. Training for these occupations is generally provided on the job by the employer. However, SIAST offers a Heavy Equipment Operator Training certificate program, with various modules of training including Crawler, Scraper, Back-hoe and Front-end Loader. Regional colleges and private vocational schools also offer programs providing training in Heavy Equipment Operation.

Helpful High School Courses: Autobody, English, Math, Mechanical and Automotive.

GEOLOGIST

Are you curious about the earth and how it was formed? Do you like rocks and minerals? Do you want to know where mineral resources occur and how to mine them? If so, you might consider becoming a Geologist.

As a Geologist, you will study the relationship of geology (faults, rock types, structure, etc) to the formation of ore deposits. You will learn how to find and map ore deposits, and how to monitor ore grade during mining. Your time will be split between the office, working in the mine or in the field. While in the office you will enter data into the computer, create maps, model ore deposits, and provide information to the engineers. In the mine you will collect samples and map the exposed surface. In the field you will be prospecting, sampling, mapping and looking at drill core in order to find more ore.

To be a Geologist you will need a university degree in Geology. Both the U. of Regina and the U. of Saskatchewan offer undergraduate and graduate degree programs in Geology.

Helpful High School Courses: Biology, Chemistry, Computer Science, Drafting and Computer Aided Design, Math, Physics, and English.

HUMAN RESOURCE MANAGER

If you enjoy people, like rules and regulations, and have no fear of reminding people or the rules or enforcing such regulations and policies, then this may be the field for you.

As a Human Resource Manager, you will work to make sure all company policies are followed consistently and that all Federal and Provincial Labour laws are correctly followed. You will help ensure a positive company image in the community and business climate. Other duties will include the training and development of all employees, interviewing prospective employees, coordinating benefit programs, and mediating grievance cases.

To be a Human Resource Manager, you will need a university degree. You may wish to study Administration or Human Resource Management and Industrial Relations at U. of Regina, or Human Resource Management at the Edwards School of Business at the U. of Saskatchewan. First Nations University offers a degree program in Human Resources as well as Certificate in Business Administration (Indian Management). SIAST offers certificate and diploma programs in Human Resource Management.

Helpful High School Courses: Communication Studies, Computer Science, English, Law, Math, Psychology.

HYDROLOGIST

Are you curious about the earth, how it was formed, and what part water played in mobilizing and depositing minerals? Do you want to know how water moves underground? If so, you might consider becoming a Hydrologist.

As a Hydrologist, you will study groundwater as it applies to a mine setting and study the relationship of geology (faults, rock types, structures, etc) to groundwater. You will learn how to find water by drilling, and how to establish wells to de-water the ore deposit so that it can be mined. Or you can learn how to find process water to support mineral production.

To be a Hydrologist you will need a university degree in Geologic Engineering or Geology. Both of these are offered at the U. of Saskatchewan. The U. of Regina offers degrees in Geology and Environmental Systems Engineering.

Helpful High School Courses: Biology, Chemistry, Computer Science, Drafting and Computer Aided Design, Math, Physics, and English.

INFORMATION SYSTEMS MANAGER

If you enjoy the challenge of computers and like working with people then consider becoming a Systems Manager.

As a Systems Manager, you will be responsible for the operation of all computer hardware and software on the mine site. In addition, you will provide new or updated programming, training and troubleshooting for personnel on hardware and software, and you will enforce company computer policy. You will need to be able to work with all types of people and be good at solving problems.

As a Systems Manager, you will need a university degree or a college diploma in Computer Science or related field. U. of Regina and U. of Saskatchewan offer degrees in Computer Science. SIAST offers courses in Computer Information Systems. SIIT offers a diploma program in Information Technology. Related courses are also available through regional colleges and private vocational schools.

Helpful High School Courses: Computer Science, English, Information Processing, Math.

INDUSTRIAL MECHANIC

Do you like working with machines, working with your hands and problem solving? If so then you should consider a career as a Mechanic.

As an Industrial Mechanic you will diagnose, document, and repair all mobile equipment on the mine site. You will be trained on the operation of all mobile equipment including loaders, trucks, graders, dozers, pickups, cranes, forklifts, and shovels. Welding may also be required.

To be an Industrial Mechanic you will need a high school diploma or equivalent. Industrial Mechanic (Millwright) is a designated trade in Saskatchewan. Individuals wishing to become certified in this trade must apprentice for four years, 1800 hours per year, under a certified tradesperson and complete 32 weeks of in-class technical training. Training is delivered at SIAST. Applicants to the Industrial Mechanic apprenticeship program must be working in the trade. There are also several pre-employment and apprenticeship training courses in related areas available at SIAST; Industrial Mechanics and Heavy Equipment and Truck Transport Technician, for example.

Helpful High School Courses: Autobody, English, Machining, Math, Mechanical and Automotive, Welding.

METALLURGIST

Do you like science and math? Are you good at playing mind games? Do you like challenges? If so, you would like being a metallurgist.

As a metallurgist, you will monitor mineral processing to maintain or increase production while keeping costs at a minimum. You will also keep records of the production, work with the process operators, and have the opportunity to test new methods of extraction to improve production. Most metallurgists in the mining industry work to remove the product from the rock but some may specialize in combining different minerals or elements together to make a final product, for example: steel.

To be a metallurgist you will need a university degree in Metallurgical Engineering. Students wishing to specialize in Metallurgical or Materials Engineering, must attend university outside Saskatchewan.

Helpful High School Courses: Chemistry, Computer Science, English, Math, Calculus, Physics.

MINE ENGINEER

Do you like to problem solve, ask and answer questions, work with numbers and enjoy design work? Are you creative, goal oriented, a team player and good at time management? If so, an Engineering career may be for you.

Some of the jobs of a Mine Engineer will be to determine if a mine is profitable, prepare plans for mines, oversee the development of the mine, select equipment, report on production, design dewatering pumping systems and the reclamation of waste rock dumps.

Students wishing to specialize in Mining Engineering will need a university degree in Mining Engineering. The U. of Saskatchewan offers a degree in Geological Engineering and the U. of Regina offers a degree in Industrial Systems Engineering. Neither currently offer a degree specifically in Mining Engineering.

Helpful High School Courses: Earth Science, Chemistry, Physics, Biology, Computer Science, Math, Drafting, and English.

PURCHASING AGENT

Do you like finding the best price for an item? Do you like dealing with people and consider yourself a wheeler and dealer? If so, you might like to become a Purchasing Agent.

As a Purchasing Agent, you will be responsible for locating, purchasing, and obtaining delivery of all goods and services at a mine site. In addition, you will make sure that a good relationship is developed and maintained between the company and its suppliers. You must be familiar with all the phases of the mine operation, as well as be aware of the vendor supplied equipment and parts that match the company systems.

Most purchasing agents possess a degree or diploma. Many workers in this field also take post-secondary correspondence courses through the Purchasing Management Association of Canada's Professional Development Program. Finance and Operations Management degrees are offered at U. of Regina, U. of Saskatchewan and the First Nations University. SIAST offers related training through its Business Administration program. Management Studies are offered by SIIT. Various programs in Business are also offered at regional colleges and private vocational schools.

Helpful High School Courses: Accounting, Computer Science, Economics, English, Math.

REFINER

Do you like working alone, and are you in good physical shape? Do you like the idea of being the first to see the final product? Do you think you can handle working in a very secure area? If this sounds good then consider the job of Refiner.

In this position, you will be responsible for the operation of all equipment used in the refining process for gold. You will learn how to mix fluxes, know the various methods of extracting the gold, know how to operate the furnace, and pour and mark the bars. You will be expected to troubleshoot any problems that arise and to keep accurate records of production. You will need to work with minimal supervision, be self-motivated and able to tolerate extreme heat.

To become a refiner you will need a high school diploma or equivalent and receive on-the-job training. You will need to be able to communicate effectively in writing. Physical work is required so you will need to be in good physical condition. You will also need to satisfactorily complete a stringent background check.

Helpful High School Courses: Chemistry, Energy and Mines, English, Math, Physical Education.

HEALTH AND SAFETY COORDINATOR

Do you enjoy helping others learn new things and helping them perform them safely? Have you thought about a career in health services but don’t want to deal with blood? Then consider becoming a Health and Safety Coordinator.

As a Health and Safety Coordinator, you will conduct all aspects of safety training, perform workplace inspections, review material safety data sheets, develop, implement and watch over the health and safety guidelines making sure all the employees know, understand and follow the safety rules and procedures. You may also provide training in mine rescue, first aid, and firefighting.

To become a Health and Safety Coordinator you will need a university degree in Occupational Health and Safety, a Mining Technology diploma from a College or Technical School, or designation as a Canadian Registered Safety Professional. You may need 2 years of apprenticeship or an equivalent of 5-10 years of experience and education to become a Coordinator.

Helpful High School Courses: Computer Science, English, Psychology, Science and Math.

SAMPLE PREP TECHNICIAN

Do you like repetitive work and don’t mind getting dirty? Do you like to work with your hands? Can you tolerate standing for long periods? Then consider becoming a Sample Prep Technician in the Assay Lab.

As a Sample Prep Technician you will process samples from the mine by splitting, drying, crushing, and pulverizing them to the consistency of talcum powder without cross contamination of samples. This requires the operation and maintenance of small crushers and pulverizers. You may also be required to do computer data entry.

To assume the duties of a Sample Prep Technician you will need a high school diploma or equivalent and other on the-job training. You will also need to be in good physical condition. This is an entry-level position and advances to other positions in the Assay Lab.

Helpful High School Courses: Chemistry, Computer Science, English, Math.

SECURITY GUARD

If you are someone who likes quiet time intermixed with occasional bursts of excitement, you like people, and you are calm under pressure, you might consider becoming a Security Guard.

As a Security Guard you will protect and safeguard mine site employees, secure of any company assets against loss, and be responsible for recording the entry and departure of all individuals to the site. In addition, you will monitor activities through electronic and visual surveillance. You will have to communicate with all areas of the mine site both verbally and in writing, and demonstrate sound judgment.

There are no set educational requirements for security guards. However, a high school diploma is required. Most employers also require guards to be bondable. Most workers in this field receive their training on the job. You may be required to obtain advanced first aid training as a First Responder or Emergency Medical Technician. You may also be required to obtain hazard training and emergency response training.

Helpful High School Courses: Computer Science, English, Math, Physical Education.

SURVEYOR TECHNOLOGIST/TECHNICIAN

Are you organized and neat, like to be detailed and accurate, like both physical and mental work and enjoy working outside as well as inside? If so, you might look into becoming a Surveyor.

A surveyor is responsible for preparing and updating the surface and underground plans of a mine. They provide all sorts of information to personnel on a mine site. The information may include the locations of ore and waste, buildings, fences, or power lines. You may be called upon to locate underground utilities, historic underground workings, drill bits stuck in drill holes, or just to survey elevations of dewatering wells or other features around the mine site.

To be a Surveyor you will have to have a college diploma or certificate. SIAST offers diploma programs in Geomatics Technology. Certificate programs are available in Geographic Information Science for Resource Management.

Helpful High School Courses are: Computer Science, Drafting and Computer Aided Design, English, Math.

UNDERGROUND MINER

If you don't mind being underground in tunnels, enjoy seeing what is under the surface, like machines, and hands on work, you might consider becoming an underground miner.

Working underground, you will cut channels to facilitate blasting, operate power drills to bore the blast holes in the walls, and operate special heavy equipment to move rock. Good physical condition is necessary; safety in all aspects of these jobs is demanded.

To become an underground miner a high school diploma is required. There are no post-secondary education or training requirements. Miners generally receive on-the-job training, provided by their employer. A technical diploma from a mining school would help you to advance to a management job. Labourers in mine-related occupations, especially residents of Northern Saskatchewan, can take in- class training at Northlands College in Buffalo Narrows. They should receive training in the Workplace Hazardous Materials Information System (WHMIS), either through work or through courses offered by SIAST and the regional college.

Helpful High School Courses are: Energy and Mines, English, Math.

SURFACE MINER

Do you like to work independently but still be part of a team? Do you like machines, hands on work, and working outdoors? If so you might consider becoming a surface miner.

A surface miner is part of a mining team that begins the process of extracting rock and minerals from the ground. They use sophisticated machines and equipment to blast and move the rock containing the sought after minerals. Good physical condition is necessary; safety in all aspects of these jobs is demanded.

To become a surface miner a high school diploma is required. There are no post-secondary education or training requirements for most occupations in this group. Miners generally receive on-the-job training, provided by their employer. A technical diploma from a mining school would help you to advance to a management job. Labourers in mine-related occupations can take in-class training at Northlands College in Buffalo Narrows. They should receive training in the Workplace Hazardous Materials Information System (WHMIS), either through work or through courses offered by SIAST and the regional college. Helpful High School Courses are: Energy and Mines, English, Math.

WAREHOUSE PERSON

If you like inventory control, working with people, and doing a variety of tasks, then consider warehouse work.

A Warehouse Person stores and issues supplies, maintains supply levels, and keeps a running inventory of all supplies on a computer. In addition, you will perform inventory audits, operate light equipment, and maintain a clean work environment. Some physical work (lifting and moving) is required. You will need to be able to understand and follow both oral and written instructions.

To be a warehouse employee a high school diploma or equivalent and one-year experience in store keeping and inventory work is required.

Helpful High School Courses: Information Processing, English, Math.

WELDER

Do you enjoy working with your hands? Does the idea that you can fix heavy mobile and stationary equipment appeal to you? If this is your interest and you want a skilled career, and then consider becoming a Welder.

As a Welder in the minerals industry, you might work on many types of equipment from light vehicles to large crushers. You will generally work in either Mobile Maintenance or Crusher Maintenance. In either department, you will be required to identify and document the majority of welding related problems, communicate and solve the problems. You must be able to perform the majority of required welding repair jobs and use all tools and equipment properly. You may have the opportunity to be task trained in operating the equipment as well. You must be able to communicate effectively both in writing and verbally.

To be a mine welder you will need a High School diploma. Welder is a designated trade in Saskatchewan. Individuals wishing to become certified in this trade must apprentice for three years, 1800 hours per year, under a certified tradesperson and complete 22 weeks of in-class technical training. Technical training is delivered at SIAST. Applicants to the Welder apprenticeship program must be working in the trade. Welding certificate programs are also delivered at SIAST and regional colleges. SIIT offers a Welding Applied certificate program.

Helpful High School Courses: English, Math, Welding.

STORES KEEPERS AND PARTS CLERKS If you like organizing things, making lists and shopping, or helping people find what they need, then you might consider a job as a Stores Keeper or Parts Clerk.

Stores Keepers and Parts Clerks perform a variety of duties, such as purchasing, selling and ordering stock. They also receive, sort, store and issue parts, supplies and materials. Clerks are responsible for maintaining records of the amount, kind and location of all parts, supplies and materials.

To become a Stores Keeper or a Parts Clerk a high school diploma is required. Training for these occupations is usually obtained on the job. Partsperson is a designated trade in Saskatchewan. Individuals accepted into the Apprenticeship Training program in this trade receive 22 weeks of technical training. Level One and Level Two are taken on-line, while Level Three requires six weeks of classroom instruction at SIAST. Applicants to the Partsperson apprenticeship program must be currently working in the trade and have completed grade 10 or equivalent. SIIT offers a diploma program in Management Studies, and SIAST offers related training through the Business Administration programs.

Helpful High School Courses: Accounting, Computer Science, English, Information Processing, Math.

RECORDS MANAGEMENT/FILE CLERK

If you like organization, office work, and are good with computers, you should consider a job in Records Management.

Records Clerks are responsible for maintaining and filing all data within an office. This involves processing, classifying, coding, cross-referencing, storing and retrieving records and documents; maintaining indexes for classification systems. They are also responsible for maintaining access lists for security classified records and for compiling statistics and reports on activities within records services.

File clerks sort and file material according to particular filing systems and keep records of materials contained or removed from files. Increasingly, file clerks are required to use computer software to file electronic data. Their duties may also include responding to requests and locating and removing the files requested.

To become a file Clerk or work in Records Management a high school diploma is required. Certificate programs and short courses in Bookkeeping, General Business, Office Education, Computer Assistance and Accounting, Computer Office Assistant, are available at SIAST, regional colleges and private vocational schools. SIAST also offers a diploma program in Office Automation/Administration. Certificate and diploma programs are available in Management Studies, Information Technology and Office Management from SIIT.

Helpful High School Courses: English, Information Processing, Math

TRUCK MECHANIC/MECHANICAL REPAIRER If you like trucks and motors, working with your hands, don’t mind getting messy and like to problem solve then a job as a Truck Mechanic or a Mechanical Repairer might be right for you. Motor vehicle mechanics and technicians inspect, diagnose, repair and service the mechanical, electrical and electronic systems and components of the mine trucks and other vehicles. Motor vehicle mechanics are generally responsible for reviewing work orders and discussing work with supervisors. To become a Truck Mechanic or Mechanical Repairer a high school diploma is required. Truck and Transport Mechanic and Automotive Service Technician are designated trades in Saskatchewan. If you wish to become certified in one of these trades you must apprentice for four years, 1800 hours per year, under a certified tradesperson and complete 32 weeks of in- class technical training. Training for both programs is delivered at SIAST. Applicants to either program must be currently working in their chosen trade. SIAST offers related pre- employment Automotive Service Technician and Heavy Equipment and Truck and Transport Technician certificate programs. These and other pre-employment programs for mechanics are also offered through the regional colleges. Helpful High School Courses: Autobody, English, Math, Mechanical and Automotive.

DRAFTING TECHNOLOGIST/TECHNICIAN

If you like drawing, computers, and pay attention to detail, you should consider a career as a Drafting Technologist/Technician.

Drafting Technologists develop and prepare engineering designs and drawing from preliminary concepts, sketches, engineering calculations, specification sheets and other data. They may also operate computer-aided design and drafting stations, develop and prepare design sketches, complete documentation packages, and produce drawing sets. Drafting technologists may also be responsible for checking and verifying that design drawings conform to specifications. Other duties include writing technical reports, preparing contracts and tender documents, and preparing construction specifications, costs and material estimates. Some in this field also supervise and train other technologists, technicians and drafters.

Drafting Technicians develop and prepare engineering drawings, plans, diagrams or layouts from sketches. They operate computer aided drafting equipment and/or a conventional drafting station and may also examine drawings to check for errors.

To become a Drafting Technologist or Technician you would need to take a college course. SIAST offers diploma programs in CAD/CAM Engineering, Geomatics Technology and Computer Aided Drafting and Design (CADD).

Helpful High School Courses: Art, Drafting and Computer Aided Design, English, Math.

Saskatchewan’s Mineral Resources Lesson: Investigating Careers in the Minerals Industry

Overview: This activity explores careers in the minerals industry via online resources. Careers in the minerals industry refers to everyone from accountants to equipment operators, engineers, heavy-duty mechanics, lawyers, and welders.

. Source: This lesson has been modified and adapted CC6.1. Investigate various aspects of careers and for Saskatchewan. The original lesson was written their requirements. for the Mineral Resource Education Program of B.C. b. Examine at least one occupation through an (http://www.mineralsed.ca/i/pdf/InvestigatingCareersIn exploration of work information such as TheMineralsIndustryWeb_ME.pdf) occupational description, working conditions, earnings, and education/training requirements c. Utilize various sources of information such as Duration: One 45 minute class parents, relatives, community members, newspapers, and digital resources h. Describe various work roles (such as labourer, Materials: entrepreneur, manager) and settings (such as  Internet access outside, office tower, manufacturing plant) of  Worksheets interest to oneself.

Grade 7: Earth’s Crust and Resources Instructional Methods: Independent research EC7.2Identify locations and processes used to extract Earth’s geological resources and examine the impacts of those locations and processes on Note to Teachers: To work in the Saskatchewan society and the environment. Minerals Industry a high school diploma or k. Research Saskatchewan careers directly and equivalent is required. indirectly related to resource exploration.

Grade 7: Connections to Communities CC7.1. Reflect on and express insights about how knowledge and skills learned in school transfer to one’s future life and work. a. Research to identify the skills, knowledge and abilities needed in specific economic sectors such as manufacturing, agriculture, business or mining

f. Research and report on some key occupations available in the various economic sectors in Canada as represented by sector councils

Grade 7: Life and Work Plan LW7.1 Investigate and demonstrate the personal qualities and abilities needed to seek, obtain, or create work. Learning Outcomes and Indicators c. Compare advantages and disadvantages of Grade 6: Connections to Communities

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secondary and post-secondary programs for the attainment of career goals including university, Source: Saskatchewan Evergreen Curriculum college, apprenticeship, and entrepreneurship.

Other: Grade 9 Connections to Community CC 9.1. Utilize career information to construct an • relate personal attributes and interests to organized plan of career building which reflects an education and career planning attitude and expectation of lifelong learning. • compare a variety of post-secondary education b. Demonstrate how education and training and training institutions and programs interests relate to various options regarding post- secondary programs, workplace training, and/or • relate labour market information (e.g. types of entry into the workforce employment, required skills and education, salary range) to careers of interest CC 9.2. Analyze and express one’s own understanding of how societal and economic needs influence the nature of paid and unpaid work. Big Picture Questions a. Utilize career information resources such as

occupation classification systems, labour market 1. What careers are there in the Minerals information, mass media, and Internet-based Industry? information delivery systems to analyze the

realities and requirements of various work roles Background Information PRACTICAL AND APPLIED ARTS Energy and Mines 10, 20, 30 Module 15: Saskatchewan’s mining industry creates direct and Workplace Safety indirect employment for approximately 30,500 people or 6% of total employment, almost 1 in PRACTICAL AND APPLIED ARTS Career and Work every 16 jobs with a payroll of $1.5 billion. Exploration 10, 20, A30, B30 Modules 1, 3, 4, 5, 11, 14, 16, 18 In the next 10 years the Saskatchewan Mining Industry will require an additional 15,000 workers. Life Transitions 20, 30 This includes 4000 trades people and over 500 Module 5: Career Self Knowledge engineers. There are over 120 different Students will: occupations in the mining industry to choose from.  reassess their abilities, interests, personality and One of the fastest growing career areas in the personal standards and identify related careers mining industry is information technology. Eighty-  demonstrate use of a range of resources five per cent of the mining work force presently (handbooks, career materials, about market uses advanced technology. information and computerized career information delivery systems (C) The average weekly salary of an employee in the mining industry is almost twice that of the average Module 14: Career Planning weekly salary of employees in other sectors. Students will acquire and evaluate information in order to:  Recognize how aptitudes, attitudes and abilities affect career planning  Explore occupations of interest  Examine potential occupational options  Consider each alternative career path in terms of educational requirements. THE ACTIVITY

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(Independent research) National Occupational Classification Available at : http://www5.hrsdc.gc.ca/NOC/English/NOC/2006/ Activity: Welcome.aspx 1. Hand out worksheets. Students read the information investigating http://www5.hrsdc.gc.ca/NOC/English/NOC/2011/ Careers in the Minerals Industry, then complete OccupationIndex.aspx the Chart Your Path to a Career in the Minerals Industry. http://www30.hrsdc.gc.ca/NOC/English/NOC/2006 2. Discussion /SearchAlphabetical.aspx.

Assessment Evidence Relevance Job Chart 2012 Available at: http://www.relevancemag.ca/Portals/214715/docs  Students will discover that there are many /2012JobChart.pdf different careers in the minerals industry. Careers are not only at the mine site but in the offices as Saskatchewan Mining Association website: well. http://www.saskmining.ca/index.php/info/Careers/  Students will find a career in the minerals careers.html industry that they would be interested in and summarize the job description and the education needed for that job.

Extension

1. Students could search the mining company websites to see what jobs are currently available. Students will find links to the company websites at the Saskatchewan Mining Association website: http://www.saskmining.ca/info/Careers/careers .html

Resources

Future Paths Available at: http://www.futurepaths.ca/labourmarkets/mining/

MiHR Explore for More www.acareerinmining.ca

Mineral Resource Education Program of B.C. Geoscience and Mining Careers. Available at: http://www.mineralsed.ca/s/WorkExperience.asp

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Investigating Careers in the Minerals Industry

Many of the trades and professional careers in Canada are facing severe shortages as many workers are nearing retirement. Like all sectors, demand for skilled workers in the minerals industry is increasing greatly.

Mineral resources development, a cycle which includes exploration, assessment and approval, construction, operation and reclamation, employs many skilled workers from accountants to equipment operators, heavy duty mechanics, engineers, lawyers and welders. The jobs are challenging and they pay well. Skills can be applied to jobs anywhere in the world. Many people, who work in a range of different jobs at actual mining operations, commonly work in remote locations but live Source: Mineral Resource Education Program of B.C. Geoscience and Mining Careers. in the big city.

Check out this PowerPoint by the Saskatchewan Mining Association for a glimpse of several careers in the minerals industry.

Building Career Opportunities in the Saskatchewan Mining Industry

(http://www.saskmining.ca/uploads/general_files/11/sma-career-expo-presentation-2009.pdf)

Is there a career in the minerals industry for you? Complete the following worksheet using information from the FuturePaths (http://www.futurepaths.ca/labourmarkets/mining) and Explore for More (http://www.acareerinmining.ca) websites. See if there is a career in the mining sector for you.

Name: ______

Chart Your Path to a Career in the Minerals Industry Step 1: What personality are you? John Holland, a psychology professor at Johns Hopkins University, devoted his professional life to researching issues related to career choice and satisfaction. He found that most people fit into one of six personality types: artistic, conventional, emotional, enterprising, realistic and social. Holland’s research and hundreds of other studies have found that by choosing careers that match your personality type improves the likelihood that you will enjoy your work. Although we all have traits that appear in more than one list, pick the column in the table below that matches your personality best.

Which personality type best matches you?______

Artistic Conventional

I am able to rely on feelings & I am structured imagination I am accurate I am expressive I am detail-oriented I am intuitive I am loyal I value aesthetics

Enterprising Investigative

I am adventurous, a risk taker I am analytical I take on leadership roles I am creative, I think outside the box I am persuasive I am mathematical I value political & economic matters I am problem solver I am scientific, curious

Realistic Social

I am athletic I am sensitive to needs of others I am mechanical I am helpful, caring, empathetic I am a hands-on worker I enjoy interpersonal gatherings I am present-oriented I value educational & social issues I am persistent I have good mental organization

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Step 2: What job suits my personality? Go to the table for the personality type that fits you best. Read through the short description of the Work Environment/Skills and the examples of careers both in the minerals industry and other sectors. Pick one career that you find interesting from the minerals industry and write it in the blank on page 6.

Artistic Work Minerals Industry Careers Similar Careers in Other Sectors Environment

Unstructured Audio Visual Equipment Technician Advertising Allows non-conformity Drafting Technologist Architect Allows originality Graphic Artist / Designer Artist /Commercial Artist Rewards creativity Photographer Designer Technical Publications Editor Musical Director Musician Skills Photographer Writer / Editor Creative Emotionally expressive Good interacting with others

Social

Work Similar Careers in Other Minerals Industry Careers Environments Sectors

Cooperative Communications Officer Clergy Interactive Employee Relations Officer Counselor Provides services to others Health and Safety Worker Home Health Aide Rewards personal growth Human Resources Manager Nurses/Nurses Aide in others In-house Trainer Physical Therapist / Assistant Nurse Police Officer Personnel Officer/Recruiter Social Worker Skills Public Relations Professional Teacher Librarian Security Guard Social Worker Good interpersonal skills. Translator Skills in mentoring, treating, healing or teaching others.

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Enterprising

Work Similar Careers in Other Minerals Industry Careers Environment Sectors

Managerial roles in Advertising and Promotion Banker organizations personnel Financial Analyst Business driven Financial Investor Hairdresser Entrepreneurial Investment Analyst Hotel Manager Rewards monetary Lawyer Lawyer gains & achievements Marketing Representative Judge Public Relations Sales Representative Purchasing Agent Public Relations specialist Real Estate Agent Skills Reporter School Principal Good at persuading and Stock Broker manipulating others Travel Agent TV newscaster

Investigative

Work Similar Careers in Other Minerals Industry Careers Environment Sectors Biologist Academic atmosphere Chemists and Chemical Engineer Chemist/Biological Scientist Uses technical abilities Computer Programmer/Analyst Computer Analyst to complete tasks Economist Draftsperson Creative scrutiny of Engineers- Electrical, Mining, Mineral Emergency Medical Technician physical, biological or Processing, Mechanical, Forensic Specialist cultural theories Environmental Scientist Medical Lab Technician Laboratory work Geochemist Physician Assistant Geologist Police Detective Geophysicist Technical Writer Skills Hydrologist Veterinarian / Veterinarian Industrial Designer Technician Analytically, technically, Marketing Analyst scientifically and verbally Metallurgist competent. Nurse Practitioner Technical Writers

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Conventional

Work Minerals Industry Careers Similar Careers in Other Sectors Environment

Business-detail Accountant Accountant Data generated Administrative Assistant (Secretary) Bank Teller Traditional Data Processing Analyst Bookkeeper Rewards conformity & Economist Cashier dependability Mail Clerk Financial Auditor Office Clerk Medical Record Technician Payroll Clerk Mail Clerk Skills Purchasing Agent Office Clerk Receptionist Secretary Records Management/File Clerk Good clerical skills, Stores Keeper/Parts Clerk Meets precise standards and Warehouse Person performance

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Realistic

Work Minerals Industry Careers Similar Careers in Other Sectors Environment Blaster Hands-on tasks Carpenter/Construction worker Animal Caretaker Industrial Cook Auto Mechanic Outdoors Crusher Operator Carpenter Production-oriented Diamond Driller Cook Technical / mechanical jobs Electrician Drywall Installer Works with machines Engineer: Electrical, Mechanical Electrician Equipment Operator Firefighter Firefighter Mechanic Heating/Air Machinist Refrigerator Maintenance Worker Printing machine operator Skills Mechanic: Heavy Duty, Truck, Safety Inspector Industrial Mechanic Surveyor Mill Worker/Operator Water Quality Specialist Good with hands-on equipment, Miner Welder tools and machines. Nurse - Practical Plumber Quality Control Manager Refiner Surveyor Technicians/Technologists: computer, electrical, chemical, environmental, geo-physical, geological, mining , lab, metallurgical Truck drivers Welder

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If I worked in the minerals industry I could be a ..... Career of interest ______So you chose a career. That’s great, but right now it’s just a name. Let’s dig a little deeper and find out more about this job and what it’s all about.

Step 3: Learn the details. What is this job all about? On the FuturePaths Career Tree page ( http://www.futurepaths.ca/labourmarkets/mining/tree.php) click on the circles or ovals to open up listings of career opportunities. Find the career and NOC code you are interested in. Go to the National Occupational Classification home page (http://www5.hrsdc.gc.ca/NOC/English/NOC/2006/Welcome.aspx) , check out the listing by skill type (http://www5.hrsdc.gc.ca/NOC/English/NOC/2011/OccupationIndex.aspx) or check out the alphabetical listing http://www30.hrsdc.gc.ca/NOC/English/NOC/2006/SearchAlphabetical.aspx.

If the career you have chosen is not on the list, then go to the Explore for More web site www.acareerinmining.ca click on Careers in Mining tab, then open the Career Paths in Mining tab on the sidebar. If the career you have selected is on that list, click on it to open up information about the career including education required and average pay. You could also check out the Relevance Job Chart 2012 page at http://www.relevancemag.ca/Portals/214715/docs/2012JobChart.pdf to find information on education in Saskatchewan, job description and average wages.

Read the information about the work that a person in this career does and write a short summary in the space below on the roles and responsibilities.

Occupation Roles and Responsibilities: ______

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Step 4: Training and Education Now that you have selected a mining-specific career, use the FuturePaths, Explore For More, NOC and Relevance sites to find out where you would need to go for further education for that career and fill in the details. There may be several options available to you.

1. Institution name: ______

Location: ______

Time of study needed: ______

2. Institution name: ______Location: ______Time of study needed: ______

Step 5: Career Investigation Summary In this space below discuss the career you have investigated in relation to your personal characteristics and interests and the post-secondary education / training required. Would pursuing this career in the minerals industry be a good choice for you? Why or why not?

______

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