Unit 3.3: Formation and distribution of geological resources

Beth Dushman, Howard Community College

Initial Publication Date: September 20, 2024

Summary

In this unit, students learn how some important geological resources form. They then use that knowledge and a series of maps to make predictions about where those resources might be forming today. Next, they use geological maps to predict where those resources may have formed in the past, and use Google Earth to investigate mines (if any) in those areas. Students will engage in arguments from evidence about where resources are likely to be forming today and in the past. Students will consider the impact of mining on local communities.

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Learning Objectives

A successful student will be able to:

  1. Describe the geological processes that make certain important resources
  2. Analyze maps of modern biological and geological processes to form an argument about where geological resource could be forming today
  3. Analyze and synthesize data to hypothesize where resources could be extracted today.
  4. Investigate how humans impact Earth and how Earth processes impact humans in order to make decisions about societally relevant issues

Context for Use

This is the third part of the Earth Resources Unit. In this unit, students will connect the geological processes that make minerals and rocks to the distribution of resources on Earth. This unit is intended for students in an introductory level Earth science class, but could be used in Environmental Science or Physical Geology courses as well. This module will likely take about 2 hours of class time.

Description and Teaching Materials

Class overview: Review the resources that students determined were most necessary in the previous activity. In this unit, students will examine some examples of resource-forming geological processes, and will examine geological data to determine where those resources might be forming today, and where they might have formed in the past.

Teaching Materials

This activity is guided by a slideshow with some background information (PowerPoint 2007 (.pptx) 18.1MB Sep19 24) about resource formation, maps for students to analyze, and links to online maps (same as links below):

Links to maps:

In class: Students work in groups to complete the Unit 3.3 Worksheet (Microsoft Word 2007 (.docx) 138kB Sep19 24)

Instructors may want to share these slides and links with students: Maps for Students (PowerPoint 2007 (.pptx) 8MB Sep18 24)

Students should complete an exit ticket (Microsoft Word 2007 (.docx) 3.6MB Aug20 24)

Pre-class work

Students should read these two chapters about geological resources and their distribution:

Why do we care? Students should read one of the two following articles about the relationship between geological resources and geopolitics:

Students should come prepared to discuss the key points of the article that they read.

In Class

The class should start with a review of the main resources that students determined were necessary, from the previous class, and a discussion of the key points of the homework article that they read. The instructor may also want to review the basics of rock formation. Students will complete the worksheet linked above. The activity has three main parts:

  1. Mini-lecture on a few examples of how specific resources form (see slideshow linked above). Students answer questions individually and in groups throughout the lecture.
  2. Students will look at a series of maps (in the slide show, but the images could be shared online or printed) and determine where they think certain resources could be forming today (or in modern geological time) based on the processes they just learned. For each map, they should state which resource they think it refers to, and where, if anywhere, the resource in question might be forming today, and they will justify their answers.
  3. Students will examine the distribution of active mines using online maps, and analyze patterns of distribution, and determine locations that appear to have the best access to resources.

Homework

Instead of learning about a specific scientist, students will explore geology as a potential career. A good place to start is the US Bureau of Statistics: descriptions of careers in geology.

Students will read the information on the page and reflect on whether geology would be a good fit for themselves. They can fill out this short Geology Career Spotlight worksheet (Microsoft Word 2007 (.docx) 129kB Sep18 24).

In-class discussion (or can be done as an online discussion)

Students will learn some background information about a specific type of mining, and then answer this question: Should we be mining this material in the USA? Why or why not? Instructors are strongly encouraged to find mining resources relevant to their communities, but here are background resources and a question for lithium mining in the USA, as an example:

Read/watch the following sources about lithium mining. Note that these articles cannot cover all of the issues, so these are just two snapshots.

Then, answer this question: Should we push forward with lithium mining in the USA? Are the environmental and social costs worth the overall benefit in terms of climate change and national security? Your response should take one side and be backed up with logical reasoning. Note that there is NOT a "right" answer. Be prepared to share your answer with the class.

Teaching Notes and Tips

Students are expected to have a basic background in plate tectonics and geologic time scales in order to understand resource formation and distribution.

To fill out the "how resources form" part of this section, students will need to have an introduction to how basic rock types form. I recommend doing the rock and mineral identification unit (unit 3.1) of this unit first. This could be done as a mini-lecture by the instructor, or students could complete the readings below before class. Assigning the readings as homework and doing a brief review in class probably works best.

For part 3, where students look at geologic maps, the students are only expected to make basic connections. For example, they should recognize "carbonate sedimentary rocks" as a potential source of limestone. They should associate intrusive igneous rocks with the possibility of gold and copper, so these are very basic connections.

Optional activity

The IGUaNA Environmental Magnetism activity uses magnetometers in phones to map magnetic anomalies. This activity could easily serve as a fun, low-cost activity in which students could practice finding magnetic "resources," as an example of one mineral exploration technique.


Assessment

Students will turn in their completed worksheets. Criteria for evaluation are in the worksheet and in the

.

Students will complete an exit ticket (Microsoft Word 2007 (.docx) 3.6MB Aug20 24).

References and Resources

Generalized geological maps:

USGS mineral commodities information: a comprehensive site with data on economically important minerals: National Minerals Information Center. (n.d.). Commodities Statistics and Information. USGS. Retrieved September 19, 2022, from https://www.usgs.gov/centers/national-minerals-information-center/commodity-statistics-and-information

Dawes, R., & Dawes, C. (2013, November 9). Basics - Rocks - Igneous. Retrieved September 19, 2022, from https://commons.wvc.edu/rdawes/g101ocl/basics/igneous.html

Dawes, R., & Dawes, C. (2013, November 9). Basics - Rocks - Sedimentary. Retrieved September 19, 2022, from https://commons.wvc.edu/rdawes/g101ocl/basics/sedimentary.html

Dawes, R., & Dawes, C. (2013, November 9). Basics - Rocks - Metamorphic. Retrieved September 19, 2022, from https://commons.wvc.edu/rdawes/g101ocl/basics/metamorphic.html

USGS. (2022). USGS Mineral Resources Data System [Dataset]. https://mrdata.usgs.gov/mrds/map-commodity.html