Mama+is+a+Miner+Reinforcing+Activity

A piece of charcoal Two pieces of clothesline rope, about 5 feet long A lightweight blanket Flashlight Masking tape Piece of tag paper, 10” X 4”, with the word “Technology” written on it 8” X 11” sheet of plain white paper, 1 for each student Laminated desk map and a marking pen, 1 for each student Internet “Interview worksheet” 1 copy for each student || The student will be able to draw and label pictures of the capital resources used in the mining process. The student will be able to discuss the impact of technology on the mining process. The student will be able to make predictions about the location of coal deposits. ||
 * **Materials:** || // Mama is a Miner //
 * **Objectives:** || The student will be able to identify different jobs involved in coal mining, and how that affects citizens and economics.
 * ** Procedures: **

//Exploration///

// Introduction: //

//Development://

//Expansion://

// Conclusion: // || 1. To give the students an idea of the cramped working space of a coal miner in a “low coal” mine, make a simulated coal mine in your classroom: Attach the two pieces of clothesline rope to the wall 36” apart and 36” off the floor. Tie the other end of the ropes to the backs of two chairs. Place a blanket over the ropes to create a dark tunnel. Place some strips of masking tape, marked black with the charcoal, on the wall at the end of the “mine” to be the “seams” of coal.

2. Show the students the pieces of charcoal and explain that this natural resource comes from under the ground. Tell them they will be “miners” working in a mine “shaft” to collect the “coal”. Have the children take turns crawling on hands and knees through the pathway, carrying a flashlight, to get to a coal “seam”. Each student should tear off a small piece of the tape (“coal”) and return with it to the “mouth” end of the mine. Discuss with the students how it feels to be in a dark, cramped space for this work.

3. Read the story, //Mama is a Miner//, to the students.

4. Have students create a list of different types of work that miners do. They can use the internet for this if additional help is needed. Some of the jobs are driving the mantrip, watching the roof, keeping the cable of the continuous miner clear, spreading rock dust on the roof and ribs, checking the air quality, shoveling, and digging. Explain opportunity cost: the next best alternative given up when a decision or choice is made. Have the students share their responses to the following questions:
 * How do the workers in a coal mine depend on each other?
 * Why do you think the workers take turns doing the different jobs?
 * Why does the mama do this kind of work if it is dangerous?
 * What might be the opportunity cost for Mama in making a decision to be a coal mine worker?
 * What workers in other occupations choose jobs that may be dangerous?

5. Distribute a desk map of the United States and a nonpermanent marker to each student. Have the students create a map symbol for coal deposits and make if part of a map key on the map. List on the board the following states that are rich in coal deposits: Kentucky, West Virginia, Wyoming, Pennsylvania, Illinois, Virginia, Ohio, Texas, Indiana, and Montana. Have the students use their markers to draw the symbol for coal deposits in these states. - Ask whether the students observe any pattern in the distribution of the coal symbols on the map.

6. Explain that Maryland is not listed as a leading state for coal deposits. - Ask students, “If Maryland does have coal, in which part of the state would you expect to find deposits?”

7. Remind the students that the workers use capital resources to help them produce a product (coal) to sell. Distribute white paper to each student. Have them fold it to make 8 boxes and give it the title, “Capital Resources Used in Coal Mining”. Have the student’s name the capital resources mentioned in the story, and draw and label pictures of 8 of them in the boxes. (Pick, shovel, helmet, rubber boots, etc.).

8. Hold up the card with the word “technology” in bold print. Explain to the students that technology has changes the process of mining for coal. Refer back to the activity in the exploration part of the lesson in which the students crawled into the mine to get coal from a seam. Explain to the students that this was the technique for mining before people invented special machinery to help them in the mining process. (The coal was collected by hand, using picks to remove coal from the rock. Then the coal was shoveled into baskets or wheelbarrows and taken outside. Later, mine cars were developed that were drawn over wooden boards and later rails. These loads were pulled by humans, dogs, ponies, mules, or horses. Two of the most important developments in the late 1700’s and early 1800’s were the locomotive for transporting coal and the pump for draining the mines. These inventions greatly aided underground coal mining). Help the students to make the generalization that the term “technological changes” means changing the work from work done by hand to a mechanized method using machinery.

9. Have the students look through the story page by page to find examples of technological advances in the mining process. Note: If only one book is available, reread the book aloud and have students take notes. –Discuss with the students the impact of these technological advances on the productivity of the mine. Point out to the students that mining methods are still changing.

10. Help the students to list examples of technology being used in their daily lives. As a use is mentioned, discuss the positive and negative aspects of using the technology. Help the students generalize that technological changes can be viewed as positive or negative, depending on a person’s viewpoint. (Example: A car is used for going shopping. Advantages: The trip is faster; my legs don’t get as tired; I can shop at a store further away; Disadvantages: I have to pay for gasoline; I don’t get the exercise I’d get from walking; my car pollutes the atmosphere.)

Have students answer the following questions to assess for understanding: -Would you like to a coal miner? Why or why not? -How has mining changed over time? Think about technological changes as well as economic changes. -Where are common locations for coal mining? That is, in which parts of the country is coal commonly found? || -Students will be receiving a participation grade for contributing to the discussions, as well as completing activities. -Students will be evaluated on their final questions for completeness and information. || **Extension** **Activities:** || Students can try to locate someone who has worked in the coal mining industry and interview them about their job. -If a coal miner is not applicable, students can interview any employee in another field that they viewed as a dangerous job (from earlier discussion). ||
 * **Assessment:** || -The teacher will observe and listen to students responses during discussions.
 * **Suggested**
 * ** Additional **

**References & Web Links** || // In Coal Country // by Judith Hendershot // Growing Up in Coal Country // by Susan Campbell Bartoletti // Boys of the Deeps // by Ian Wallace // Coal Camp Kids Coming Up Hard and Making It // by B.A.Ritch // Candle Dark // by Carole Anne Carr // Up Molasses Mountain // by Julie Baker // Shadows of Disaster // by Cathy Beveridge // Survival! Cave-in (Pennsylvania, 1859) // by Kathleen Duey [] [] [] []

Lesson retrieved from: [] ||