Learning Objectives

Notes

25.1
To become familiar with the safety regulations, procedures, equipment and personnel at local or regional mines and processing facilities.

Students could explore safety concerns in regard to operation of heavy equipment, handling of explosives and hazardous chemicals and internal and external exposure to airborne particles.

Students could interview managers, safety officers, First Responder teams and workers from the potash industry. They could prepare reports on potential hazards, occupational heath and safety laws and regulations, enforced safety procedures and drills, safety and emergency equipment and training, ongoing safety programs and specialist training. Site tours would provide added depth.

Students should be familiar with Workplace Hazardous Materials Information System (WHMIS). Students could use WHMIS to assess potassium-based chemicals both in the workplace and in the home.

25.2
To investigate the potential environmental effects of potash exploration, mining, milling, transport and use.

Students could do research or conduct interviews to determine the environmental issues that are of local or general concern. They could identify wastes and by-products of mining and milling and investigate the potential effect of these on surface water and the water table. They could examine the dispersal by wind of escaping gases and dust and the potential impact of these on the air, water, soil, plants, animals and people.

Students could set up an experiment using plants. Using three or four plants in separate containers, water each plant with different concentrations of salt water, representing the contents of a tailings pond after varying amounts of concentration by evaporation and observe the changes. This is a different experiment from the one using fertilizer.

25.3
To become familiar with the legislation in place to protect the environment and how it is applied in practice.

Before a mine can open or shut down, the company must have completed an impact assessment and report, including reclamation procedures and have had it accepted by government regulators. As well as examining samples of these reports, students might explore the financial impact of environmental legislation on the costs of bringing a mine to production.

Students should also research and report on the nature and frequency of tests done to monitor the environment and the standards of the mine, mill, or other facility.

25.4
To identify and assess the consequences of failure of one or more waste management programs or controls, whether through accident or failure to follow established procedures.

Students could identify emergencies that might arise (e.g., explosion, fire, gas concentration, cave-in, dike or tailings pond failure, leaking storage vessel, transport truck accident) and the solutions in place for these emergencies, as well as the immediate and long-term effects. Students could investigate real emergencies and find out what happened.

25.5
To discuss the economic and social impact, both positive and negative, of the potash industry on the community, families and individuals.

Students could research, conduct interviews or simply brainstorm to assess how local industry affects public services, housing, schools, construction, food services, shopping, recreation, etc. They might also be encouraged to examine the social effects of a fluctuating or transient population and the effects of varying work schedules and seasonal or cyclical employment on the quality of life for individuals and families.

Students could participate in a “Town Hall Meeting” to discuss the pros and cons of local industry introduction or expansion. A hypothetical situation could be set up with each student or groups of students representing a community organization that either is for or against the proposed development. Students would discuss the benefits or detriments of the project. A student “Mayor” could chair the meeting, or a community leader could be invited to preside. Interest groups might include on-site managers (environmental officer, mine superintendent), federal and provincial authorities, environmental groups, First Nations groups and members of the general public. Areas of local concern could include a possible failure in the waste management system at the mine site, the disposal and storage of waste (tailings), contamination of the air, land, surface water, groundwater or food chain with milling by-products, disruption of the ecosystem in the mine area and decommissioning a mine or mill.

The teacher could refer to Saskatchewan Mining: A Resource for Teachers, “Nesslin Lake Project” for ideas.

25.6
To demonstrate familiarity with employment opportunities and careers in the potash industry.

Students could develop a list of careers or jobs, either local or throughout the industry and categorize each as professional/non-professional, technical/non-technical, permanent/seasonal, full time/part time. Gender equity in job opportunities could be explored.

Students could compare job descriptions and responsibilities with educational levels and training required. General categories might include administration, management, scientific positions, mill workers and blue-collar workers, mine support staff. Students could prepare hypothetical tax returns for selected employees, to get an idea of pay and deductions.

Students could be introduced to trade unions, bargaining, labour-management relations and issues around non-union contracting.

Students could prepare a detailed report on one specific career in the industry after research, interviews and, where possible, work study or job shadowing.