Cookie mining: The purpose of this lesson is to understand the full cycle of mining minerals. We will glance at the economics of mining and its effect on the environment. Students will be purchasing “land” (cookie) and “mining equipment” (toothpick, forked toothpick, paper clip). You will not be allowed to touch the cookie with your hands once you start extracting “minerals” from chocolate chip cookies. In return, you will be paid for minerals extracted. Your goal is to make as much money as possible and preserve an in-tact environment. State and Federal regulations state that we must put the area we mine back as close to original condition as possible. It is cheaper and easier to do less damage while we are mining than to repair it after the mining. You will mine the cookie (land) for minerals (chocolate chips) and then restore the land (reclaim the land through the process of reclamation) once you have finished mining. You will need to mine the minerals, quantify your minerals, reclaim the land, and complete the profit/loss worksheet. Manage your time wisely. Time is money in the mining industry!
Each student will fill out a Cookie Mining Worksheet
Each student must choose (buy) their own mining “land” ~ cookie.
Chips Ahoy Cookie ---- $5
After purchasing “land”, place cookie on grid sheet in the "Pre-mining Land Use Area" and use a pencil to outline the cookie. Count each square that falls inside the circle. Count partial squares as a full square. Survey the land for potential mineral resources, color/shade boxes where potential minerals are located.
Look at the cookie from a side view and sketch the cookie in the “Pre-Mining Topography Area”.
Each student must buy their own “mining equipment”.
Bamboo Fork ---- $6
toothpick ---- $4
Paper clip ----- $5
The sale of one “mineral” mined from a cookie results in a $2 profit. Broken chocolate chips can be combined to make one whole chip.
You will have 10 minutes maximum to mine your cookie (on paper towels)! See Mining Regulations for how to mine your cookie.
Push the earth (cookie) together on the “Post-Mining & Reclaimed Land Area” graph to reclaim the land. Try to put the earth back together the way it was originally. Trace around it once you have reclaimed the earth the best you can. Count the squares and record it on your worksheet (partial squares count as a whole). This can only be accomplished using the mining tools ---- no fingers or hands allowed. Draw a side view of your reclaimed land in the “Post-Mining & Reclaimed Topography” part of your graph.
No student may use hands or fingers to hold cookie. The only things that can touch the cookie are the mining tools and the paper on which the cookie is sitting.
http://www.sheridan.edu/site/assetlibrary/nwccd/NSF/NSF%20Lesson%20Plans/2012/5_Simulating%20Surface%20Mining%20&%20Reclamation%20-%20Grades%206-9/The minerals_Mining_Activity-Student_Directions.pdf Answer the following questions. Turn your completed page when done.
Part 1: QUESTIONS:
Were the minerals (chips) evenly distributed throughout the earth (cookie)? __________
Do you think the distribution was a good model for the way the minerals are distributed throughout the earth in the real world? _____________________________________
Explain the differences between the Pre-Mining Area drawing and the Post-Mining & Reclaimed Land Area drawing. _____________________________________________
There were crumbs of earth (cookie) that were on the towel, fell on the floor, or maybe even blew away while you were mining. How does this affect the reclamation process?