Diggin' it Geology Tour

Last updated on
Tuesday, October 6th, 2020
Experience type: 
In-Person
Program Description

This tour includes:

  • Watching a short film on the history of Rossland and a scavenger hunt in the museum;

  • Instruction in goldpanning on site (year round);

  • Rock identification activity where students will learn the different classifications or rocks and their properties.

Big Ideas
  • Communities include many different roles requiring many different skills.
  • Everything we learn helps us to develop skills.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Everything we learn helps us to develop skills.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Everything we learn helps us to develop skills.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Everything we learn helps us to develop skills.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Exploring our strengths and abilities can help us identify our goals.
  • Good learning and work habits contribute to short- and long-term personal and career success.
  • Exploring our strengths and abilities can help us identify our goals.
  • Good learning and work habits contribute to short- and long-term personal and career success.
  • New experiences, both within and outside of school, expand our career skill set and options.
  • Safe environments depend on everyone following safety rules.
  • Leadership represents good planning, goal-setting, and collaboration.
  • Safe environments depend on everyone following safety rules.
  • Achieving our learning goals requires effort and perseverance.
  • Adapting to economic and labour market changes requires flexibility.
  • Our career paths reflect the personal, community, and educational choices we make.
  • Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals.
  • Achieving our learning goals requires effort and perseverance.
  • Adapting to economic and labour market changes requires flexibility.
  • Our career paths reflect the personal, community, and educational choices we make.
  • Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals.
  • Effective career planning considers both internal and external factors.
  • Successful career and education paths require planning, evaluating, and adapting.
  • The global economy affects our personal, social, and economic lives and prospects.
  • A network of family, friends, and community members can support and broaden our career awareness and options.
  • Effective career planning considers both internal and external factors.
  • Successful career and education paths require planning, evaluating, and adapting.
  • The global economy affects our personal, social, and economic lives and prospects.
  • A network of family, friends, and community members can support and broaden our career awareness and options.
  • Effective career planning considers both internal and external factors.
  • Successful career and education paths require planning, evaluating, and adapting.
  • The global economy affects our personal, social, and economic lives and prospects.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Technologies are tools that extend human capabilities.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Technologies are tools that extend human capabilities.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Technologies are tools that extend human capabilities.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Technologies are tools that extend human capabilities.
  • Designs can be improved with prototyping and testing.
  • Skills are developed through practice, effort, and action.
  • The choice of technology and tools depends on the task.
  • Designs can be improved with prototyping and testing.
  • Skills are developed through practice, effort, and action.
  • The choice of technology and tools depends on the task.
  • Complex tasks may require multiple tools and technologies.
  • Design can be responsive to identified needs.
  • Complex tasks may require multiple tools and technologies.
  • Design can be responsive to identified needs.
  • Complex tasks may require multiple tools and technologies.
  • Design can be responsive to identified needs.
  • Complex tasks require different technologies and tools at different stages.
  • Social, ethical, and sustainability considerations impact design.
  • Humans interact with matter every day through familiar materials.
  • Matter is useful because of its properties.
  • Materials can be changed through physical and chemical processes.
  • All matter is made of particles.
  • Wind, water, and ice change the shape of the land.
  • Matter has mass, takes up space, and can change phase.
  • Earth materials change as they move through the rock cycle and can be used as natural resources.
  • Machines are devices that transfer force and energy.
  • Everyday materials are often mixtures.
  • Earth and its climate have changed over geological time.
  • Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined.
  • The theory of plate tectonics is the unifying theory that explains Earth’s geological processes.
  • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
  • Healthy communities recognize and respect the diversity of individuals and care for the local environment.
  • We shape the local environment, and the local environment shapes who we are and how we live.
  • Canada is made up of many diverse regions and communities.
  • Local actions have global consequences, and global actions have local consequences.
  • British Columbia followed a unique path in becoming a part of Canada.
  • Demographic changes in North America created shifts in economic and political power.
  • The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
  • Canada’s policies and treatment of minority peoples have negative and positive legacies.
  • Natural resources continue to shape the economy and identity of different regions of Canada.
  • Economic specialization and trade networks can lead to conflict and cooperation between societies.
  • Geographic conditions shaped the emergence of civilizations.
  • Exploration, expansion, and colonization had varying consequences for different groups.
  • Human and environmental factors shape changes in population and living standards.
  • The physical environment influences the nature of political, social, and economic change.
  • COVID Precautions
    AS OF JUNE 3RD, 2020, THE ROSSLAND MUSEUM & DISCOVERY CENTRE HAS REOPENED TO THE GENERAL PUBLIC. The Government of BC announced museums can reopen as of mid-May as part of the Province’s Restart Plan. Worksafe BC published new guidelines for the sector to help employers ensure that sites are safe for returning employees and volunteers. Protocols for the Arts and Cultural facilities can be found here and protocols for offices can be found here. The BC Museums Association (BCMA) also developed guidelines for BC museums. This plan has been developed with resources and guidelines from Worksafe BC, BC Centre for Disease Control (CDC), the BCMA, Destination BC, and similar industry resources and understanding and knowledge of the existing facilities and visitors. The focus of the plan is on developing protocols that address elimination by focusing on physical distancing and where this is challenging, implementing engineering controls. We have focused on key risks for the museum which represent the categories within this plan. This plan will be reviewed as new information from the BC CDC/Interior Health Authority becomes available and assessed every two weeks minimum to adjust for on-site requirements. IMPORTANT NOTES: If you are feeling ill, do not enter the museum Follow specific guidance posted throughout the facility for restrictions in the visitors centre, gift shop, washrooms, etc. Limit of 40 people in the museum Maintain physical distancing 2 metres/6 feet Sanitize hands upon entry & when you leave In case of contact tracing needs, a name & phone number will be required for each party/person Masks are encouraged for indoor access
    Trip Details
    City: 
    For Grades: 
    K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
    Duration: 
    60 minutes unless otherwise stated.
    Maximum Students: 
    Offered In French: 
    Packages Provided: 
    Fee Details
    Cost Per Student: 
    $5.00
    Cost Per Adult: 
    $5.00
    Fee Notes: 

    Students: $5
    1 free Chaperone per 10 students
    Additional chaperones are $5