Stoneco Newport Quarry

Take your students on a virtual field trip to the Stoneco Newport quarry, where miners process the earth’s raw materials into usable material for construction projects around the region. Quarry technology, processes, career paths, and environmental context are explored. The following modules are designed to correspond to Michigan curriculum standards for fourth grade through sixth grade.

Stoneco Quarry Virtual Field Trip Overview Part 1: Introduction and Overview of Quarry Process5:46
Life Cycle of a Quarry thumbnail Part 2: Life Cycle of a Quarry3:26
Blasting thumbnail Part 3: Blasting!2:49
Customers and Scales thumbnail Part 4: Customers and Scales2:39
Quarry Technology thumbnail Part 5: Quarry Technology2:24
Quality Control Testing thumbnail Part 6: Quality Control Testing5:04
Mining Career Paths thumbnail Part 7: Mining Career Paths5:21

360° Images

Compatible with devices including virtual reality viewers

360° Video

Compatible with devices including virtual reality viewers

Printable Curriculum

This Virtual Field Trip ties into the following NGSS standards:

Earth Science (Geology/Geography)

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Analyze and interpret data from maps to describe patterns of Earth’s features.

Make observations and measurements to identify materials based on their properties.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.


Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Rules, Regulations, and Safety

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Environmental Impact

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Construct an argument supported by evidence for how increases in human population and per- capita consumption of natural resources impact Earth’s systems.

This Virtual Field Trip ties into the following Michigan Grade Level Content Expectations for social studies:

4th Grade

G5 Environment and Society Understand the effects of human-environment interactions.
4 – G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the United States.

6th and 7th Grade

G5.1 Humans and the Environment Describe how human actions modify the environment.
6 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water).
6 – G5.1.2 Describe how variations in technology affect human modifications of the landscape.
6 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places.

G5.2 Physical and Human Systems Describe how physical and human systems shape patterns on the Earth’s surface.
6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change.