Unearthing Knowledge: Why Science Teachers Should Explore Modern Mining

By Teachers On Call - Interview with STAO Member Rob Millard

Unearthing Knowledge: Why Science Teachers Should Explore Modern Mining

An Interview with STAO Member Rob Millard

It’s no secret that teachers love a great summer adventure, especially when it involves learning and professional growth. In August, Joanne Sallay, President and CEO of Teachers on Call, an in-person and online tutoring service, joined a diverse group of 20 educators on the Mineral Resources and Mining Education Tour in Gogama, Ontario. The group included Ontario Certified Teachers, as well as informal educators from the Royal Ontario Museum, Carleton University, and First Book Canada. Organized by the Canadian Ecology Centre, Mining Matters, and sponsored by the Ontario Mining Association, the tour provided a unique opportunity to explore modern mining practices, including a visit to the Côté Gold Mine, and the Jane Goodall Reclamation Trail to learn about Sudbury’s impressive regreening efforts. Among the dedicated participants was Rob Millard, a member of the Science Teachers’ Association of Ontario (STAO), who shared his insights with Joanne about incorporating mining topics into the classroom. More about Joanne’s “This is Mine Life” tour experience is available on the Teachers on Call blog.

Educator Mining Tour at Côté Gold Mine – August 2024

Rob Millard has been teaching science, math, and geography at Notre Dame Catholic High School in Carleton Place since 2001. In addition to his full-time role, he teaches high school summer school credits for the Near North District School Board at the Canadian Ecology Centre. With a deep commitment to professional development, Rob has participated in over 15 educator Mineral Resources and Mining Education Tours  across Ontario and beyond, gaining valuable insights into the industry. Joanne had the opportunity to learn alongside and from Rob during the tour, and she is eager to bring as much of that knowledge back to the STAO community. For a more in-depth view of how these learnings can be incorporated into the classroom, see the video clip and read their full interview below.

Joanne Sallay, President & CEO of Teachers on Call, interviews Rob Millard, a dedicated secondary school teacher and STAO member, to discuss the importance of integrating modern mining topics into the classroom and how hands-on learning experiences can help bring this subject to life for students.

What insights would you like to share with fellow STAO members to help them bring mining topics into their classrooms?

Modern mines are very forward-thinking and efficient. They work collaboratively, sharing experiences with each other to make the workplace safer and more productive. It is an area where innovation is rewarded and efficient problem solving is encouraged. By taking a page out of the modern mindset of mines and mining, we as educators should be working in a similar fashion.  We should work collaboratively, routinely touching base with our peers to share our successes, challenges and next steps.  

As for bringing mining into our classrooms, we need to be creative. There are so many opportunities and places where mining can fit into our lessons. Mining is not expressly mentioned in our curriculum for most strands, but applications from activities in the Mining Sector are there. 

What initially sparked your interest in attending these mining tours, and how has your understanding of modern mining evolved since your first tour?

I went on my first educator mining tour in 2011 as I was planning to teach the grade 12 Earth and Space Science course (SES4U) for the first time. I knew that I was going to touch on mining as part of the course and wanted to get it right. 

I was not prepared for how out of date my own understanding of the sector was until I saw it for real. I very quickly realized that many of the ideas I had about mining were not just incomplete, but they were decades out of date. After the tour I reviewed my notes and realized that as much as I had learned, I still missed ideas and concepts. I decided I needed to go again.  

What stood out to you most during the Mineral Resources and Mining Education Tour, and how did this experience compare to other mining tours you’ve attended?

This recent tour was special for me for several reasons. On previous tours, I have been lucky enough to visit mines that have been in operation for over a hundred years and saw how that mine had been modified and retrofitted to suit new techniques and technology. This tour, however, was at the other end of a mine life spectrum, the Côté Gold Mine is a very new gold mine. It only poured its first gold bar this past March!  

This, however, was not my first tour of the Côté Gold Mine. I had an opportunity to visit the mine in November of the previous year when it was still under its initial construction. The changes that I witnessed were truly impressive. Technologies that were being tested 8 months prior were now in full swing. 

Grade 12 Earth and Space Science (SES4U) is a unique course that not many secondary schools offer. How do you incorporate modern mining topics into this curriculum?

Whether we realize it or not, everything that we own, or use comes from somewhere. It either is mined or grown, and in all honesty most of what is grown requires mined products to get it planted, grown, harvested and produced.  Previous generations had a connection to their stuff, they knew where it came from and often, they could make it themselves.  

Students have lost that connection to where their stuff comes from. That on its own is a big reason to showcase the mining sector!  For example, few people know that there are over 30 elements that go into making an iPhone. All those elements are found in the minerals that make up the rocks of the crust of our planet. These minerals must be mined and processed to get the raw materials to make the components for the phone. 

With the current focus and push for green energy, again, there is a disconnect with where we get the materials to build and manage the new infrastructure. We are going to need significant amounts of minerals that again need to be located, extracted and processed. If we expect to continue to have this lifestyle and focus on “stuff,” our students need to understand the true impact and source of it.

What value do you see in exposing students to mining and geoscience at this advanced level?

Part of all science curriculum in Ontario involves exploring the careers and jobs that are related to the field. It is our job as educators to expose our students to the widest variety of careers that we can. The more options they are exposed to, the higher the likelihood of them finding a career path that they identify with. 

Few teachers are aware that mining is a great topic to examine for career exploration, as there are over 120 different careers available in the mining sector including all the trades, transportation, geology, environmental jobs, finances, management, coding, communications, nursing…the list is quite extensive.  

Mining is increasingly focused on environmental sustainability. How do you showcase examples like Sudbury’s regreening efforts to your students, and what impact does this have on their understanding of the industry?

Many people’s perception of mining sadly has come out of the sins of the past.  The history of mining is sadly filled with many examples of environmental damage. This has not been the case for a long time, but the myths and stories persist. For many, Sudbury was an example of what not to do in mining. The interesting thing is that this itself is a very outdated viewpoint and myth. I believe that it should be heralded as a showcase of what to do. 

I use the Sudbury story a lot in my teaching as it hits on many subject areas: geology, chemistry, biology, and environmental science. Examining the Sudbury case study is also a fantastic example of the evolution of science, and society and an example of the impact a changed viewpoint and science can have. A hundred years ago our understanding of the science of metallurgy, geochemical processing, and environmental science was in its infancy. 

#ThisIsMining – “Footprints Erased: Sudbury’s Story of Environmental Hope”

What are some of the most surprising advancements in modern mining that you’ve come across?

Everywhere I look in modern mining, the focus is on safety.  Every employee is constantly tasked with working to make the workplace safer. Every shift starts with a safety talk where everyone shares their observations and concerns with the day’s tasks and plans are created to accomplish them safely.  

From autonomous vehicles to robotics, modern mining is driven by cutting-edge technology. What has been the most impressive innovation you’ve encountered during your tours?

By far the most amazing, to me, innovations must be the operations at the Côté Gold Mine with a fleet of autonomous haul trucks. The fact that the trucks drive themselves is amazing.  

The other amazing thing is the amount of remote sensing that is collected by the trucks. As the trucks drive the route, they are constantly collecting data about the route and the mine so the mine map can be updated in real time as the mine changes shape and depth with every blast and load moved.

What advice would you give to educators who may be unfamiliar with modern mining and want to introduce it in a way that is engaging and relevant for their students?

My best advice is to investigate the realities of modern mining first-hand, see it yourself if you can. Then look for any opportunity where you can wedge it into your curriculum. There are many ways to slide it in from using example questions that refer to the sector or are based on the role of one of the many jobs in the sector. 

When examining chemical reactions, use example reactions that are used to extract the target elements from an ore. In physics, examine seismic survey techniques used in underground or ocean floor mapping when exploring sound application.  There are numerous examples all over the sector that fit into our curriculum. Be creative!  

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Educators have a unique opportunity to shape the next generation, and understanding diverse STEM (Science, Technology, Engineering, and Math) career opportunities is a vital part of that journey. Modern mining opens the door to exciting STEM and skilled trades job opportunities that students should be aware of—careers that can set them up for long-term success in a rapidly evolving job market. Immersing ourselves in the latest industry practices not only enhances teaching but also inspires critical thinking in students. Let’s step outside the classroom and explore modern mining together, equipping our students to become informed, responsible leaders in an ever-changing world. Embrace the adventure—your students will thank you!

We hope you enjoyed the interview from Joanne Sallay, President & CEO of Teachers on Call, with STAO Member and Secondary School Teacher Rob Millard. Interested in participating in learning more about future Mineral Resources and Mining Education Tours? Check in with Mining Matters for upcoming dates and details.

This blog has been created by Teachers on Call, a personalized in-person and online tutoring service providing learning support in all subjects and grades from kindergarten to grade 12 by Ontario Certified Teachers. www.teachersoncall.ca

This educator tour was organized by the Canadian Ecology Centre, Mining Matters, and sponsored by the Ontario Mining Association, reflecting a shared mission to inform educators about modern mining, career pathways, and the vast opportunities the industry offers. Special thanks to IAMGOLD as the mining tour host. Photography during the mining tour by Michael Scholz.

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