Minnesota's Natural Resources
Summary
In this lesson students will learn about Minnesota's natural resources, particularly iron ore. Students will use higher order thinking skills in order to evaluate the Iron Range's past, present, and future in regard to their economy.
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Learning Goals
The student will be able to gain an understanding of iron ore as a unique natural resource of MN.
The student will be able to gain an understanding of the geologic history of the Iron Range.
The student will be able to draw conclusions.
The student will be able to access primary sources online.
The student will be able to develop research skills.
The student will be able to gain an understanding of the geologic history of the Iron Range.
The student will be able to draw conclusions.
The student will be able to access primary sources online.
The student will be able to develop research skills.
Context for Use
This lesson is designed for the integration of science and social studies. The fourth grade social studies curriculum covers the regions of the U.S. As we study the Upper Midwest and the state of Minnesota, we will learn about the natural resources and land formations of our state. The Iron Range is just north of our school, where many of our families go camping, so it is a natural fit to study the area. In addition, students will also be able to make the connection between the history of the Proctor Railroad with the Iron Range.
Description and Teaching Materials
Duration: approximately 1-2 weeks.
The lesson will begin by my asking if any of the students have ever traveled to, or heard of, Hibbing, Gilbert, or Virginia. I'll then inquire if anyone knows of another name for this area. Once we arrive at the term "Iron Range", I'll ask why they think the area is called that. I'll use a map to illustrate the 3 ranges: Vermillion Range, Mesabi Range, and the Cuyuna Range. I will then inform the students that we will be learning about the Mesabi Range and why.
Students will be led through the on-line lesson plan through the MN Historical Society. www.mnhs.org I will guide them through the use of an LCD projector, but they will work along with me at their computer. This activity will introduce students to what iron ore is, how it was formed, provide illustrations, and will reinforce their learning by asking questions. The students will check the answers only after the class has discussed the possibilities.
We will look at the map of the Iron Range taken in 1927 and compare it to a more recent photo. We will discuss how the mining industry has affected the region and explore in further detail the past, present, and future of the Iron Range.
We will end this study by brainstorming other "natural resources" of Minnesota and other states in the Midwest.
The lesson will begin by my asking if any of the students have ever traveled to, or heard of, Hibbing, Gilbert, or Virginia. I'll then inquire if anyone knows of another name for this area. Once we arrive at the term "Iron Range", I'll ask why they think the area is called that. I'll use a map to illustrate the 3 ranges: Vermillion Range, Mesabi Range, and the Cuyuna Range. I will then inform the students that we will be learning about the Mesabi Range and why.
Students will be led through the on-line lesson plan through the MN Historical Society. www.mnhs.org I will guide them through the use of an LCD projector, but they will work along with me at their computer. This activity will introduce students to what iron ore is, how it was formed, provide illustrations, and will reinforce their learning by asking questions. The students will check the answers only after the class has discussed the possibilities.
We will look at the map of the Iron Range taken in 1927 and compare it to a more recent photo. We will discuss how the mining industry has affected the region and explore in further detail the past, present, and future of the Iron Range.
We will end this study by brainstorming other "natural resources" of Minnesota and other states in the Midwest.
Teaching Notes and Tips
This is the first time I will be teaching this lesson. Since attending the Earth Science Institute, I am striving to weave science education into my daily curriculum as much as possible.
Assessment
Tying natural resources to communities:
Students will work in groups and focus on a particular state in the region of study. They will make state maps which feature a particular kind of natural resource and show the major cities that have developed there. The groups will give a short presentation informing the class about the natural resources found in that state.
These maps will then be displayed so that students may compare the location of the cities to the locations of the region's natural resources. How many major cities have grown where there are no resources? How many cities are near more than one kind of natural resource? Does the number of resources available seem to have anything to do with how large the city is?
Students will work in groups and focus on a particular state in the region of study. They will make state maps which feature a particular kind of natural resource and show the major cities that have developed there. The groups will give a short presentation informing the class about the natural resources found in that state.
These maps will then be displayed so that students may compare the location of the cities to the locations of the region's natural resources. How many major cities have grown where there are no resources? How many cities are near more than one kind of natural resource? Does the number of resources available seem to have anything to do with how large the city is?
Standards
4.III.A.1 Earth Structure and Processes
4.III.B.2 The Water Cycle, Weather and Climate
4-8.V.D.1 Interconnections - Mining activity
4.III.B.2 The Water Cycle, Weather and Climate
4-8.V.D.1 Interconnections - Mining activity