Rocky Mountain School of Expeditionary Learning Learning

Expedition Plan
Mining Colorados Past

Title Mining Colorados Past
Grade Level(s) 9-10
Discipline(s) Geology
Specific Topic Minerals, Metals and Mining
Duration 8-9 weeks
Author(s) Maggie Kane

Summary
Give an overview of the learning expedition. Describe it in a manner that ignites enthusiasm and interest in the
compelling topic, and leaves the audience excited to engage in the learning.
Spaniards seeking gold and silver were trying to find the elusive El Dorado in the American
southwest, looking for riches in the rocks in the 4-corner states. Driven by stories of finding riches
without toil in California in 1948, miners rushed west, traveling through the Rocky Mountains and
later returning to find some of the riches outcrops of precious metals in Colorado.

Guiding Questions
Identify 1-3 open-ended questions that guide inquiry and link the key concepts of the expedition
What are minerals and metals and why are they found in the Colorados Rocky Mountains?
How did the discovery of metals shape the history of Colorado and our nations character?
How have the exploitation of minerals changed our environment and society?


Standards Addressed in the Learning Expedition
List all national, state, district, or school standards you will assess (not just address)
Discipline Standard
Chemical Reactions Construct and revise an explanation for the outcome of a simple chemical reaction based
NGSS on the outermost electron states of atoms, trends in the periodic table, and knowledge of
the patterns of chemical properties.
Natural Resources Resource availability has guided the development of human society. (HS-ESS3-1)
NGSS All forms of energy production and other resource extraction have associated economic,
social, environmental, and geopolitical costs and risks as well as benefits. New
technologies and social regulations can change the balance of these factors. (HS-ESS3-
2)
Earth System Science (HS5) There are costs, benefits, and consequences of exploration, development, and
CDE consumption of renewable and nonrenewable resources


Case Study Specifics

Case Study Case Study Summary Big Ideas/Broad Concepts
Title List specific content students will study. List the enduring conceptual
Give your case Think of this list as a highly-abbreviated understanding(s) you want students to
study a descriptive, syllabus remember years from now
succinct name
All that Glitters *minerals and metals are formed Minerals and metals are found in
is Not Gold because of the chemistry and Colorado
physics of Earths crust
Mineral Lab (4 *Colorados Mineral Belt - where the The chemistry of minerals and
days) ore was found metals leads to their properties
*the periodic table of the elements is and value
organized by chemical attributes and
relates to Earth materials
*the chemistry of molecules relates
to the physical properties of minerals Physical properties of minerals
and metals which leads to their
appeal
Pikes Peak or *the Colorado gold and silver rush in Colorado became so rich it
Bust 1859 and 1878 guided the path of became a state in 1876
the nation with prospectors Mining Camps sprung up through
Mining Day for streaming west the mountains
the lower school
grades K-6 *As gold became the dominant Silver dropped out of favor and
standard for US currency in 1893, bankrupted many silver barons
many mining towns were busted in and towns
Colorado.
Wildlife, forests, soils and
*metals and minerals are used for a waterways were damaged by
wide variety of items we use today mining industry
How do we use the metals and
minerals that Colorado extracts?
Colorado *Many silver, gold, zinc, lead, nickel The rich history of the mines tells
59ers and molybdenum mines sprung up an interesting tale of how
throughout the Rockies from that Colorado developed
Choose a point forward, each with their own
prospecting stories and personalities
party, leave from *Study one mine and present about:
the east coast people, geography and geology,
and travel to CO chemistry, ore uses, lode, value, run,
to seek your environmental issues
fortune. (ppt, skit,
video, book,
chautauqua)

Mining Today *mining practices have caused Balancing gains and risk of mining
ecological disasters and continue to
Socratic Seminar supply our nation with needed
materials.

Field Work:

Colorado School of Mines Museum
Idaho Springs Argo Mine Tour
Leadville Mining Museum?
Where to go to test/ID minerals in the field?



Case Study #1:
Standard Long-Term Targets Supporting Targets Assessments
s Develop long-term, student- Craft the supporting targets that Identify the assessments of
(abbrev.) friendly goals based on each will scaffold student learning learning (summative) and the
standard assessments for learning
(formative) you and students
will use to track their
progress toward each set of
learning targets





Case Study #2:
Standard Long-Term Targets Supporting Targets Assessments
s Develop long-term, student- Craft the supporting targets that Identify the assessments of
(abbrev.) friendly goals based on each will scaffold student learning learning (summative) and the
standard assessments for learning
(formative) you and students
will use to track their
progress toward each set of
learning targets





Case Study #3:
Standard Long-Term Targets Supporting Targets Assessments
s Develop long-term, student- Craft the supporting targets that Identify the assessments of
(abbrev.) friendly goals based on each will scaffold student learning learning (summative) and the
standard assessments for learning
(formative) you and students
will use to track their
progress toward each set of
learning targets





Product(s)
Briefly describe the project(s) and/or product(s) your students will create during this expedition. Include ideas for
differentiation and extensions in the summary
Project/Product Project/Product Summary Ideas for Integration with
Title Describe the main outcome and purpose of the Specials Classes
project. (Spanish, Fitness, Visual Art,
Technology, and/or Music)



Resources, Links, and Anchor Texts
List texts, websites, and other resources you want to associate with this expedition






Connections to the Local and Global Community
Fieldwork
Name research/active
experiences students will
have outside of the classroom
Experts
List people and contact
information you plan on
utilizing during this expedition
Service Learning
List opportunities students will
have to actively participate in
organized experiences that
meet authentic community
needs
Expedition Kick-off
Briefly describe what
experience(s) students will
have to generate curiosity
and excitement about the
expedition topic
Expedition
Culmination
Briefly describe what
experience(s) students will
have to share their learning
with others and celebrate
their progress