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Module 3 • Natural Resources: Mineral Resources
Activity 3-1
2. Read aloud or as a class Teacher Notes 3-1 “Rumpelstiltskin.” Assessment:
Upon completion of this
Note: If appropriate see additional links for pictures to color, a
activity, students should:
movie version, and a humorous short-film version of the fairy tale
for older students.
- Know that earth con-
sists of different layers
Reflect with students—is it really possible to turn straw into gold? (Student Page 3-1a
Emphasize that it is impossible. Instead, gold comes from rocks “Earth Inside Out.”)
from the outer layer of earth.
- Recognize that gold is a
rare, nonrenewable min-
3. Show the students an apple and ask them to imagine the earth as
an apple. Share with students that the part of earth where we live
eral with many uses in
is called the crust, which is made entirely of rock. Cut the apple in
daily life.
half, and tell students that compared to the rest of the planet, the
- Illustrate how their life
crust is extremely thin—like the peel of an apple.
would change if a natu-
ral resource, gold, was
With younger students, you might consider the need to introduce
no longer available
the concept of “earth,” for example, by using a globe.
(Student Page 3-1b
4. Watch the BrainPop movie “Earth’s Structure” available in
“Gold and Me!”).
Curriculum Movies of the Scrapbook in the Explore section at
PolarHusky.com
Project or pass out Student Page 3-1a “Earth Inside Out.” Explain that this is a partial cross section
of earth. If appropriate, have students color and label the four different layers illustrated.
As illustrated in the student page, the deepest hole ever drilled (about 7 miles) that Tim men-
tioned in the BrainPop movie was actually drilled where Team GoNorth! is right now—in the coun-
try of Russia.
5. Explain that all rocks in the crust are made of one or more minerals. Show students some salt as
an example of a mineral. More than 4,000 minerals have been described in nature and are used in
everything from cosmetics, to electronics, beverage cans, card board packages, fireworks, and light
bulbs. Minerals—like salt—are even in our foods!
Ask students what they think makes a mineral valuable. Why are some minerals, like salt, less valu-
able than others, such as gold? Why is the king in Rumpelstiltskin so excited when he hears that
the miller’s daughter can turn straw into gold?
Share with students that gold only makes up a tiny amount of earth’s crust—about
5/10,000,000ths. If the entire crust were made of 10 million M&M candies, only 5 of these would
be made of gold!
Introduce the concept of nonrenewable and renewable resources by explaining to students
that once gold has been found and used no new gold is formed in its place.
Project or pass out Student Page 3-1b “Gold and Me!” Explore how gold is found in many things
that relate to the everyday lives of the students. Share with students that they are now going to
consider how their lives might be different if gold was not available. Students write or draw their
thoughts on the second half of the student page. Wrap the activity by sharing as a class and con-
sidering why gold would possibly become rare!
PolarHusky.com
© NOMADS Online Classroom Expeditions GoNorth! Chukotka 2007 Curriculum 7
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