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GEO7 NELSON AUTHOR TEAM Graham Draper, formerly York Region DSB Ethel Johnston, formerly Toronto DSB 00a_geo7_fm.indd 1 2014-04-16 1:25 PM Nelson GEO7 Authors Graham Draper Ethel Johnston Publisher, Social Studies and Business Paula Smith Fact Checker Marc-André Brouillard Cover Design Cathy Mayer Managing Editor Jennifer Hounsell Director, Content and Media Production Linh Vu Cover Image Piriya Photography/Getty Product Manager Jessie MacKinnon Senior Production Project Manager Kathrine Pummell Program Managers Kimberly Murphy Adele Reynolds Content Production Editor Cheryl Tiongson Consultants Jennette MacKenzie Janice Schoening Developmental Editors Jessica Fung Susan Hughes Proofreader Shana Hayes Indexer Noeline Bridge Editorial Assistants Sarah Jones Jackie Marchildon Design Director Ken Phipps COPYRIGHT © 2014 by Nelson Education Ltd. 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Or you can visit our website at www.nelson.com. 00a_geo7_fm.indd 2 Copyeditor Susan McNish Interior Design Courtney Hellam Asset Coordinator Suzanne Peden Illustrators Michael Borop Crowle Art Group Ralph Voltz Compositors Courtney Hellam Jennifer Leung Cathy Mayer Carianne Sherriff Photo/Permissions Researcher Lisa Brant Cover Research Cathy Mayer Every effort has been made to trace ownership of all copyrighted material and to secure permission from copyright holders. In the event of any question arising as to the use of any material, we will be pleased to make the necessary corrections in future printings. ALL RIGHTS ARE OTHERWISE RESERVED. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, scanning, recording or otherwise, except as specifically authorized. 2014-04-16 1:25 PM NELSON GEO7 Advisors and Reviewers ADVISOR TEAM Lew French, O.I.S.E, University of Toronto Stephanie Giannatselis, Halton DSB Mark Lowry, Toronto DSB Jonathan Rajalingam, Simcoe Muskoka Catholic DSB SPECIALTY REVIEWERS Wilfred Burton, First Nations, Métis, and Inuit Jayson Childs, Ph.D Accuracy, Department of Geography Brock University Nancy Christoffer, Bias CLASSROOM REVIEWERS Leslie Blais-Omerod, Rainbow DSB Greg Dixon, Limestone DSB Oriane Falkenstein, Private (Bialik Hebrew Day School) Matt Gariepy, Hastings and Prince Edward DSB Melissa George, Peterborough Victoria Northumberland Clarington Catholic DSB Todd Horn, Sudbury Catholic DSB Joanne Kenney, Halton Catholic DSB Tara Kydd-Wintle, Kawartha Pine Ridge DSB Steven Ladewig, Durham Catholic DSB Janice Maggio, Halton DSB Cindy J. McNeice, Simcoe County DSB Kathy Morris, Lambton Kent DSB Lisa Mulrine-Gorman, York Region DSB Sonia Racco, York Catholic DSB Lori Ramer, Simcoe County DSB Ian D. Robertson, Toronto DSB Adriana Silvestre, Toronto Catholic DSB Sharon You, Peel DSB Robert Zavitz, Ottawa Carleton DSB 00a_geo7_fm.indd 3 2014-04-16 1:25 PM TABLE OF CONTENTS USING THIS RESOURCE WHAT IS GEOGRAPHY? Why Study Geography? CASE STUDY: The Kayapo of Brazil UNIT 1 PHYSICAL PATTERNS IN A CHANGING WORLD GLOBAL CONCERN: Global Disaster: Earthquake in the Indian Ocean UNIT 1 CHALLENGE: Design a Natural Disaster Response Plan CHAPTER 1: LANDFORM PATTERNS VI 2 4 5 12 14 15 16 What Are Landforms? 18 READING ELEVATION ON MAPS22 How Are Landforms Created and Changed? 26 FOCUS ON: Patterns and Trends 29 How Do We Respond to Challenges Caused by Earth’s Forces? 34 FOCUS ON: Formulate Questions 36 HEROES IN ACTION: Bilaal Rajan: Helping Victims of Haiti’s Earthquake 38 CASE STUDY: Eyjafjallajökull: Icelandic Hot Spot 40 LOOKING BACK: CHAPTER 1 42 iv 00a_geo7_fm.indd 4 TABLE OF CONTENTS CHAPTER 2: CHANGING PATTERNS OF CLIMATE 44 Why Is Climate Important? 46 NATIONAL GEOGRAPHIC CASE STUDY: Australia’s Water Woes 50 How Do We Describe Climate? 54 READING CLIMATE GRAPHS55 MAKING CLIMATE GRAPHS58 What Factors Affect Climate? 60 GEOGRAPHY AT WORK: Climatologist 62 FOCUS ON: Gather and Organize 63 What Causes Climate Change? 66 HEROES IN ACTION: Alec Loorz: Kids vs Global Warming 69 LOOKING BACK: CHAPTER 2 72 CHAPTER 3: CHANGING PATTERNS OF NATURAL VEGETATION 74 Why Is Vegetation Important? 76 How Do Natural Factors and Vegetation Interact? 84 READING THEMATIC MAPS85 How Are We Affecting Natural Vegetation? 90 HEROES IN ACTION: Felix Finkbeiner: Plant-for-the-Planet92 How Do Changing Vegetation Patterns Affect Species? 94 FOCUS ON: Spatial Significance 96 CASE STUDY: Saving Brazil’s Atlantic Forest 98 LOOKING BACK: CHAPTER 3 100 NEL 2014-04-16 1:25 PM CHAPTER 4: PATTERNS OF RIVERS AND OCEANS 102 Why Are Earth’s Water Systems Important? 104 What Are the Characteristics of Rivers and Oceans? 108 READING AND ANALYZING TOPOGRAPHIC MAPS110 GEOGRAPHY AT WORK: Marine Geologist 112 How Are We Changing Rivers and Oceans? 116 FOCUS ON: Interpret and Analyze 119 NATIONAL GEOGRAPHIC CASE STUDY: China’s Powerful Rivers 122 How Can We Protect Earth’s Rivers and Oceans? 126 HEROES IN ACTION: Naomi Estay Casanova and Omayra Toro Salamanca: Protecting the Antarctic from Oil Spills 128 LOOKING BACK: CHAPTER 4 130 LOOKING BACK: UNIT 1 UNIT 2 OUR WORLD’S NATURAL RESOURCES: USE AND SUSTAINABILITY GLOBAL CONCERN: Global Goods, Local Costs: Leather Processing in Bangladesh UNIT 2 CHALLENGE: Create a Personal Plan of Action CHAPTER 5: OUR NEEDS AND WANTS AND THE ENVIRONMENT 132 134 136 137 CHAPTER 7: FLOW RESOURCES 138 How Do We Use Natural Resources? 140 NATIONAL GEOGRAPHIC CASE STUDY: Tourists Threaten Antarctica146 How Does Our Use of Natural Resources Vary? 150 How Do We Measure the Impact of Our Natural Resource Use? 154 ANALYZING AND CREATING THEMATIC MAPS156 How Are We Addressing Our Use of Natural Resources?160 FOCUS ON: Geographic Perspective 161 HEROES IN ACTION: Adeline Tiffanie Suwana: Sahabat Alam 163 LOOKING BACK: CHAPTER 5 166 CHAPTER 6: RENEWABLE RESOURCES 168 What Are Renewable Resources? 170 FOCUS ON: Evaluate and Draw Conclusions 172 How Do We Use and Misuse Soil? 174 HEROES IN ACTION: Kehkashan Basu: Green Hope UAE 177 MAKING AND READING CIRCLE GRAPHS178 Why Care about Fish? 180 How Renewable Are Forests? 184 GEOGRAPHY AT WORK: Zoologist 187 CASE STUDY: Protecting Natural Resources in India 190 LOOKING BACK: CHAPTER 6 192 NEL 00a_geo7_fm.indd 5 194 Why Are Flow Resources Important? 196 CREATING SPATIAL JOURNALS199 What Are the Challenges Facing Flow Resources? 202 GEOGRAPHY AT WORK: GIS Analyst 205 HEROES IN ACTION: Avani Singh: Ummeed 207 NATIONAL GEOGRAPHIC CASE STUDY: Argentina’s Sunny Future 210 How Do We Use Flow Resources for Energy? 214 FOCUS ON: Interrelationships 218 LOOKING BACK: CHAPTER 7 220 CHAPTER 8: NON-RENEWABLE RESOURCES 222 Why Are Non-renewable Resources Important? 224 CREATING GIS MAPS227 How Do We Extract Fossil Fuels? 230 How Do We Extract Minerals? 236 FOCUS ON: Communicate 239 CASE STUDY: Conflict Minerals in the Democratic Republic of the Congo 242 What Is the Future of Non-renewable Resources? 244 HEROES IN ACTION: Ben Powless: Eco-Activist 246 LOOKING BACK: CHAPTER 8 248 LOOKING BACK: UNIT 2 250 GLOSSARY252 INDEX255 CREDITS260 TABLE OF CONTENTS v 2014-04-16 1:25 PM USING THIS RESOURCE INTRODUCTION The discipline of geography is introduced in the Introduction, as well as the inquiry skills and geographic thinking concepts you will be using throughout the resource. Use the Introduction as a reference that you can turn back to throughout this resource. THINKING LIKE A GEOGRAPHER GEOGRAPHIC PERSPECTIVE Studying geography helps you develop ways of thinking about the world. There are four geographic thinking concepts that are unique to geographic learning: interrelationships, spatial significance, geographic perspective, patterns and trends. You can explore the Kayapo case study by examining it through the lens of each thinking concept. Geographers study a wide range of issues facing people and the planet today. Every issue has supporters and opponents that reflect environmental, political, economic, and social values. It is important to know and examine all perspectives, or points of view, in order to determine a plan of action to resolve the issue. This way, we understand how our plan will affect others. These various perspectives are based on the beliefs and value systems of the people and groups involved. Geographers need to listen to what people say about a specific problem and consider the following values: • environmental: related to the use of the natural world • political: related to decisions made by a governing body INTERRELATIONSHIPS • How do people change the physical environment? • How do these connections affect the lives of people living in a specific area? The Kayapo people have focused on maintaining a traditional lifestyle of hunting and fishing. They connect with the land and try not to change it. The chiefs appreciate the importance of land ownership and use twenty-first century technology to try to protect it. However, a planned dam development is threatening their environment and way of life. PATTERNS AND TRENDS Once we know about a specific place, we want to compare its characteristics with characteristics of other places. That helps us to determine similarities and differences— that is, whether there are any patterns. Patterns are arrangements or similarities in characteristics. Trends are patterns in how something is changing or developing. As you learn about the characteristics of the natural environment, think about the patterns that exist and ask questions about them, such as the following: • What characteristics are similar or repeat in different places? • What causes these patterns? • Do all places have similar patterns? • What has happened over time in particular places? SPATIAL SIGNIFICANCE Spatial refers to something that exists or occurs in a space. Spatial significance relates specifically to where places are located on the planet. To indicate where a place is, geographers talk about its • absolute location: the precise position of a place; for example, the Kayapo territories are at latitude 7.98°S, longitude 53.03°W • relative location: where a location is compared to other places around it; for example, the Kayapo territories are south of the Amazon River Basin Significance means importance. So spatial significance can be defined as the importance of a place and those things that are around it. In the Kayapo case study, we can use maps to locate where the Kayapo people live. Latitude and longitude can give us the precise location of the Kayapo territories. But, this place is also important to others because it will help them meet their energy needs. People value or see the significance differently. The case study tells us some precise details about the physical characteristics of the area, such as its location in the Amazon River Basin. INTRODUCTION: What Is Geography? NEL WHAT IS >> >> >> > > >> > > >> > > >> >> > >> > > >> > > >> >> > >> > > >> > > >> >> >> >> > >> >> >> >>> > > >> > >> >> >> >> >> >> > >> >> >> >> >> >> > > >> > >> >> > >> >> > >>>> >> >>>> >> >>>> >>>> >> >>>> >> >>>> >>>> >> >>>> >> >>>>>>> > > >> >> >> > >> >>>> >> > > > > >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> They might even spark a new inquiry question! Or you may not reach a conclusion because you need different sources of evidence. Then you may have to go through the inquiry process again. Remember that it’s possible to draw many different conclusions from the same evidence, and there is no one “right” answer. In the Kayapo case study, what evidence could help you to draw a logical conclusion? >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> NEL NEL INTRODUCTION: What Is Geography? >> > >> >> >> > >> INTERPRET AND ANALYZE > > > > Think about the evidence you collect > >in different ways. In geographic research, >> > >of it is crucial to present a variety > >> perspectives. Try to uncover >for>waysnewthatdetails >> or perspectives. Look > > fit together. Try > > different pieces>might >to>find patterns. When you interpret and > > make inferences or best analyze, >>>you > based guesses > > on the evidence. > >Is there evidence > that a variety > of points of view> are >included in the > Kayapo case study? > > >> EVALUATE AND DRAW > > >> > CONCLUSIONS >> >> >> > your evidence by thinking about how it > > Evaluate >> supports or doesn’t support your inquiry question. > > >Use your new understanding and what you already > > to draw conclusions about your inquiry >> know > > >Your conclusions might be quite different > question. > you thought you would find. from the answers >> > >> inquiry question, evidence, and conclusions are clear and engaging to your intended audience. When geographers communicate their findings, people learn about the world around them. If you were presenting the Kayapo case study, what format would you use? >> > > > >> >>>> >> > >> >> >> >> > 00a_geo7_fm.indd 6 USING THIS RESOURCE >>>> >> >> > >> > >> > >> >> vi INTRODUCTION: What Is Geography? >>>> >> > >> >> > 8 > >>>> Good inquiry questions • are important and meaningful to us • are open-ended; they do not have just one final and complete answer • can be answered by gathering evidence • need support; to explain and prove your answers, you need to provide evidence and facts It can be challenging to come up with a good inquiry question, but it is worth spending the time to formulate one. How are the Kayapo people using twenty-first century technology to protect a traditional lifestyle? >>> >>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> FORMULATE QUESTIONS Collect your data, keeping your inquiry question in mind. Your data will come from field studies, primary sources, and secondary sources. Primary sources are maps, photographs, satellite images, letters, journals, and other types of documents. Secondary sources are often based on analysis of primary data, such as documentaries, news articles, reference books, or websites. Organize your evidence so that you are using sources connected to your inquiry question. What geographic clues are found in the Kayapo case study that give you an idea of the characteristics of where the Kayapo live? Where do you think the author might have found this information? 7 You can communicate your findings in many different ways, including >> > GATHER AND ORGANIZE If we look at a map of the Kayapo territory, such as the one on page 10, we might see a pattern of forests and deforestation. The case study tells us that the Kayapo have maintained a traditional lifestyle and have protected their land from development. It also tells us that the chiefs are concerned about development that is going on around them. We could find out how development has affected similar communities around the world. Then we could try to draw some conclusions about what might happen to the Kayapo in the future. spatial journals, blog posts, slide >>> shows, and presentations. When >>> > > > >you communicate, make sure your >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> In any geography course, you will be asked to find out about topics that connect to physical geography, natural resources, and related issues. Doing research can seem like a very complicated process, but by breaking it down into smaller pieces, you can make it more manageable. Once you have a topic or issue that you want to learn more about, you can gather, organize, and analyze information in various stages. How can you use the inquiry process to examine the Kayapo case study? This will help you expand your understanding of the world around you. INTRODUCTION: What Is Geography? COMMUNICATE GEOGRAPHIC INQUIRY? • What might happen in the future? • How do these patterns affect the lives of people living there? NEL >> > 6 In the Kayapo case study, the government of Brazil believes that the dam is essential to develop industries. That is an economic perspective. It may also be a political perspective as the government’s supporters want the development. However, for the Kayapo, their way of life is being threatened. They also agree with the environmentalists who say that building dams will have a severe impact on the environment. Understanding different perspectives can give geographers insight into how to develop alternative solutions. >> When geographers look at the significance of a place, they also look at interrelationships. Interrelationships are the connections between parts in one system, or between two systems, such as between the natural environment and human environments. Geographers examine interrelationships by asking • What characteristics do the physical and human environments in a specific area have? • How are these systems connected? • economic: related to opportunities to make money in order to meet needs and address wants • cultural/social: related to protection of a society 9 NEL 2014-04-16 1:25 PM UNIT OPENER UNIT2 There are two units in this book. Each unit has four chapters. These questions are from the point of view of each geographic thinking concept. You will also see these bubbles throughout each chapter. The colours will always connect to the same thinking concept. PINK means Interrelationships, YELLOW means Spatial Significance, GREEN is Patterns and Trends, and BLUE means Geographic Perspective. OUR WORLD’S NATURAL RESOURCES: USE AND SUSTAINABILITY GEOGRAPHIC PERSPECTIVE What different ideas might groups of people have about developing this area? SPATIAL SIGNIFICANCE What clues can you use to decide where this photo was taken? RAL WHY ARE NATURTANT? PO IM S CE UR SO RE PATTERNS AND TRENDS What do you think this place might look like in 100 years? Natural resources are materials found in the environment that people find useful or valuable. In some parts of the world, it’s easy for people to meet their needs. In other areas, it is much more challenging. This satellite image shows the Irrawaddy River Delta, which runs through Burma (Myanmar). Mangrove forests (in dark green) used to line the whole shoreline of the delta before the area was cleared for rice fields. Mangrove trees protect the local area from erosion and flooding. Removing them has left nearby villages exposed to the sea. INTERRELATIONSHIPS How does the environment affect the people who live nearby? We use natural resources to meet our basic needs. This has led to an overuse of natural resources, and they are being consumed faster than they can be replaced. In this unit, you will learn more about how we use natural resources, the impact of that use, and communities around the world that are acting to protect natural resources. 134 NEL 135 NEL The Global Concern case studies take an in-depth look at an issue related to the unit. UNIT2 GLOBAL CONCERN CHALLENGE GLOBAL GOODS, LOCAL COSTS LEATHER PROCESSING IN BANGLADESH Bangladesh N Ga Have you ever wondered where your leather boots, shoes, belt, or bag comes from? Look at the label. Chances are that the leather goods were made in Europe, North America, or Hong Kong, but the leather itself came from Bangladesh. The government of Bangladesh has identified leather exporting as a major source of economic development. There are even specific zones within Dhaka, the capital city of Bangladesh, where the major employers are tanneries, factories where animal skins are processed. Most of the tanneries are in the district of Hazaribagh. More than 15 000 people, some as young as 11 years old, work in Dhaka tanneries. In Bangladesh as a whole, about 4.7 million children work; many children go to Dhaka from rural Bangladesh, where schooling is limited. Work at the tanneries is very hazardous because of the toxic chemicals used to soften the leather. Safety equipment (such as gloves, boots, and masks) ng INDIA BANGLADESH es R iv er Dhaka 23.71°N, 90.40°E Bay of Bengal 0 BURMA (MYANMAR) 200 km is scarce, so the workers use their bare hands to apply the chemicals to the leather. Once the leather is processed, the toxic waste is dumped into the Buriganga River that runs through the city. The water is so polluted that scientists call it a dead zone: there is no life in the water. However, there is no alternative fresh water for the people who live near the tanneries. It is not uncommon to see women using the water to prepare food or to wash clothes. People also use the water for bathing. The tanneries are poisoning the people who work at them, those who live nearby, and even the people who live hundreds of kilometres away, where the polluted river water flows into farmland and the Bay of Bengal. Organizations such as Human Rights Watch are lobbying the Bangladeshi government to get the factory owners to improve the environmental practices and working conditions in these factories. One researcher said it is difficult to explain how polluted the environment is and how ill the people are. The district of Hazaribagh has been identified as one of the five most polluted places on the planet. A report by the World Health Organization states that most tannery workers will die before they are 50 years old. FIGURE U2.1 This waterway runs through the tannery district in Dhaka, Bangladesh. Geography 7 SB EXPLORE THE ISSUE 0-17-659048-X FN CO Pass Approved Not Approved 136 NEL 00a_geo7_fm.indd 7 U02-F01-G07SB Crowle Art Group 1. What does Figure U2.1 tell us about the effect of the tanneries on Hazaribagh? 5th pass 2. How do your decisions about what you wear and what you buy affect the environment? 3. Look at U2.1. What questions do you want to ask the children in the photo or their families? NEL NEL CREATE A PERSONAL PLAN OF ACTION Throughout Unit 2, you will learn about different kinds of natural resources. You will also learn about how people use natural resources, and about the impact of that use on the environment. There are many individuals and groups that would like to see resources used more sustainably, that is, used in a way that does not completely harm or deplete them. Everyone can make a difference to the planet, including you. Maybe you have never thought about what you can do to protect the planet—here is your chance to start. Even if you are already engaging in activities to protect the natural environment, maybe there is more you can do. In the Unit 2 challenge, you will create a personal plan of action and a persuasive campaign for the sustainable use of a natural resource. Your final product will include • information about your selected natural resource • how the natural resource is removed from the environment • the environmental impact of removing and using the natural resource • the actions you can take to reduce the impact and use of the resource • alternatives to using the natural resource and other solutions to the problem This is an introduction to the Unit Challenge, an activity that you will work on throughout the unit. As you work through Unit 2, you will learn more about natural resources and sustainability. Use this information to develop your plan. At the end of each chapter in Unit 2, you will have the opportunity to review and add to your challenge. 137 USING THIS RESOURCE vii 2014-04-16 1:25 PM CHAPTER OPENER Chapter openers introduce the theme and content covered in the chapter. The main question that you will explore in the chapter The skills and ideas that you will cover in the chapter CHAPTER 3 CHANGING PATTERNS OF NATURAL VEGETATION TURAL AT EARTH’S NANG? WHY CARE TH GI AN CH IS VEGETATION LEARNING GOALS As you work through this chapter, you will • identify patterns in the world’s natural vegetation • describe how nature and humans change natural vegetation patterns • gain an awareness of the impact we have made on the world’s natural vegetation Grasslands and forests around the world are shrinking. Deserts have always grown and shrunk over time due to changes in climate and periods of drought. But now, more of Earth’s surface is turning into desert. For example, the grasslands on the edges of the Gobi Desert, in China, are getting smaller every year. At the same time, the Gobi Desert is growing by 3600 km2—about two-thirds the area of Prince Edward Island—every year. A major cause of growing deserts today is human activity. We are cutting down trees and grasses to make fields for crops and other human uses. This exposes the soil to the Sun, which dries and cracks it, as shown here in the Namib Desert in south-western Africa. The exposed soil blows away. The ground becomes less fertile, and plants struggle to grow. Also, the ground cannot absorb rainwater, and there is less water in the region. With no vegetation, humans and animals suffer from hunger. What other effects can growing deserts have? 74 NEL CHAPTER FEATURES Questions from the point of view of each geographic thinking concept. Each colour represents a different thinking concept. WATER IS A BASIC NEED WHY ARE Water is our most precious natural resource. It is a basic need for all living organisms. As well, different water bodies, from oceans and rivers to wetlands and lakes, are unique ecosystems for many plants and animals. FLOW RESOURCES IMPORTANT? Figure references tell you what the photo, graph, map, diagram, or table is about. These questions ask you to think about a photo in different ways and from your own perspective. 75 NEL As you read in Chapter 5, flow resources include water, air, and sunlight. Running water (Figure 7.1), wind, and sunlight are called flow resources because they flow or move. Flow resources are neither renewable nor non-renewable. Flow resources are extremely important to us and to all living things. Without them, there would be no life on Earth. We drink water. We need air to breathe. Plants use sunlight to grow and support other life. As well, these resources supply us with energy when they are “on the move.” For example, we use the energy created by water when it flows as rivers, ocean currents, and tides. We use the energy created by air when it moves as wind, and we use the Sun’s energy as it arrives through the atmosphere as sunlight. We must use the energy created by flow resources when and where it occurs. Because flow resources are so important, we need to understand more about what they are and how we can use them wisely and sustainably. WHERE WE FIND FRESH WATER As you read in Chapter 4, about 97 percent of the water on Earth is salt water and about 3 percent is fresh water. However, we only have access to about 1 percent of Earth’s fresh water. We need fresh water to survive. Some countries have more fresh water than others (Figure 7.2). A small percentage of fresh water is found in rivers and lakes. Most fresh water, however, is groundwater, which is water under Earth’s surface. It is stored underground in natural rock formations called aquifers. An aquifer is an underground layer of rock, such as sandstone, that can hold water in the spaces between the grains of sediment. Water from rain or melted snow drains into the ground, moving downward until it reaches, and fills, the aquifer. The aquifer acts as a reservoir. Aquifers can supply water to wells or springs. They range in size from several square kilometres to thousands of square kilometres. They are important for millions of farmers worldwide who use them to irrigate their fields and water their livestock. As well, they are an important source of drinking water for over 2.5 billion people. flow resource a resource that must be used up when and where it is found or it is lost FIGURE 7.1 Waterfall in the Mealy Mountains in Newfoundland and Labrador How do you think the location of water has influenced where people live? aquifer underground layer of rock that can hold water Freshwater Resources Worldwide I wonder how moving water can be turned into energy? 150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E ARCTIC OCEAN 90˚ E 120˚ E 150˚ E Arctic Circle 60˚N 60˚N 30˚ N 0˚ Tropic of Cancer ATLANTIC PACIFIC OCEAN OCEAN 30˚N PACIFIC Equator 0˚ OCEAN Available Cubic Metres per Person per Year INDIAN OCEAN Tropic of Capricorn 30˚10 S 000 or more 30˚ S N 4000–9999 1700–3999 0 1000–1699 500–1000 60˚ S 0–500 2000 km 60˚S Antarctic Circle no data 150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E FIGURE 7.2 This map shows the amounts of water available per person every year around the world by country. 196 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL CHAPTER 7: Flow Resources NEL 197 Important words are highlighted and defined directly on the page. Geography 7 SB 0-17-659048-X FN CO C07-F01-GO7SB Crowle Art Group/SP Pass Approved 5th pass Not Approved viii 00a_geo7_fm.indd 8 USING THIS RESOURCE NEL 2014-04-16 1:25 PM Heroes in Action profiles young people from around the world who have taken action to improve conditions for people and the environment. HEROES IN ACTION TAKING ACTION NAOMI ESTAY CASANOVA AND OMAYRA TORO SALAMANCA: PROTECTING THE ANTARCTIC FROM OIL SPILLS In 2011, Naomi Estay Casanova, 15, and Omayra Toro Salamanca, 16, of Chile, in South America, read a newsletter about Antarctica. It described the problem of pollution from oil spillage there. The newsletter explained that the pollution was worse than people thought. Toro says, “We were worried about this situation and were basically looking for a solution to it.” The girls got in touch with José Manuel PérezDonoso, a scientist at the University of Chile, who was studying the properties of bacteria from Antarctica. He permitted them to use his lab to study more than 100 different types of bacteria. Estay and Toro hoped to find a bacteria that could degrade or break down oil. In the event of an oil spill in the Antarctic, this bacteria could be used to make the oil less toxic to the environment. Eventually Toro and Estay were successful. They discovered a strain of bacteria that could degrade oil molecules even in extremely low temperatures. They won the Antarctic School Fair, which allowed them to travel to Antarctica for one week. While they were there, they visited the bases of different countries and hiked on the glaciers, and they also learned how to take samples of bacteria from snow. By 2013, Estay and Toro had identified 12 strains of bacteria that could break down oil at low temperatures. With this discovery, they won the 2013 Stockholm Junior Water Prize. “After winning the prize, my personal mission is to share our experience with other young people, to create interest about how they must protect natural resources like water,” said Toro. Estay added, “We wanted to share our research with the world so that everyone knows the importance of the Antarctic continent ... which is our biggest freshwater reserve.” (Figure 4.29) FIGURE 4.30 Volunteers pick up trash along the shoreline southwest of Manila on World Oceans Day How can I help to reduce water pollution? “WE WANTED TO SHARE OUR RESEARCH WITH THE WORLD SO THAT EVERYONE KNOWS THE IMPORTANCE OF THE ANTARCTIC CONTINENT ... WHICH IS OUR BIGGEST FRESHWATER RESERVE.” 2. 1. How could you raise awareness of this issue in your community? FIGURE 4.29 Antarctica contains around 70% of the world’s fresh water. 2. What other types of action could you take to protect the world’s fresh water? UNIT 1: Physical Patterns in a Changing World NEL GLOBAL CLIMATE FACTOR: OCEAN CURRENTS ocean current a flow of water within an ocean influenced by winds, gravity, and the spinning of Earth on its axis CLIMATOLOGIST Climatologists study climate. They study weather patterns and the factors that affect them (Figure 2.17). Climatologists use long-term weather data to identify trends and understand their causes. They make predictions about how the climate will change. Dr. Chris Funk (Figure 2.18) is a geographer with the United States Geological Survey. He specializes in climatology and is studying climate change in Africa and Central America. He examines data from satellite images and monitoring stations in those regions in order to better understand rainfall patterns. This will help governments and other organizations predict droughts and food shortages so they can deliver food aid to the affected regions quickly. Dr. Funk is developing computer models of climate change. His models require a large amount of climate data. This includes data on rainfall patterns in East Africa and water temperatures in the Pacific and Indian oceans. Geographers and climatologists in Africa and Central America share their data, which helps improve everyone’s ability to make better predictions. One of the most satisfying parts of Dr. Funk’s job is helping vulnerable people. As he says, “We help identify people in harm’s way.” This will in turn help people to respond promptly to the challenges of climate change. FIGURE 2.18 Dr. Chris Funk, geographer and climatologist MAKING CONNECTIONS FIGURE 2.17 Climatologists use devices such as these to gather weather data. These climatologists are on Ellesmere Island, Canada. 62 UNIT 1: Physical Patterns in a Changing World SPATIAL SIGNIFICANCE Where are most of the ocean’s coral reefs? Locate them on a map. How many are near Canadian coasts? Why should Canadians care whether coral reefs are damaged? 3. GEOGRAPHIC PERSPECTIVE Which forms of ocean pollution—garbage, toxic wastes, fertilizers, and oil pollution—are connected to the way you live your life and the products that you use? Make a personal plan for reducing the chances that you will contribute to ocean pollution. CHAPTER 4: Patterns of Rivers and Oceans NEL 129 The Focus On features will help you look more closely at a geographic thinking concept or inquiry skill and practise using it. FOCUS ON Oceans make up about 70 percent of Earth’s surface. Within the oceans are massive flows of water called ocean currents. Ninety percent of ocean currents are cold deep-water currents. Cold currents begin in the polar regions and bring cool water toward the equator. The remaining 10 percent of ocean currents are warm surface currents. Warm currents start in the tropics and bring warm water into cooler regions. These currents either warm or cool the climates of land areas nearby. The movement of cold and warm currents creates a global ocean circulation system. This system has been called a conveyor belt because the ocean waters travel around the world in a long, slow loop. It would take about a thousand years for a single particle of water to make one complete circuit of the global ocean circulation system. GEOGRAPHY AT WORK Use the Check-In questions and activities to assess your understanding. They are labelled by geographic thinking concept and inquiry skill. CHECK-IN 1. GATHER AND ORGANIZE Research different ways to protect coral reefs from harm. Summarize your findings using a graphic organizer. A CALL TO ACTION 128 Government efforts to protect rivers and oceans can only work if citizens support the efforts and take actions on their own. What can you do to help? • Use the Internet to find out what rivers in your province or territory might be diverted or dammed. • Learn more about coral reefs and how you can help to keep them healthy. Here are some simple things that you can do to reduce river and ocean pollution: • Reuse plastic bags and containers whenever possible. • Refuse to buy products that come with too much plastic packaging. • Reduce, reuse, and recycle all of your waste. • Volunteer with an environmental group that is working to protect rivers or oceans, such as the group shown in Figure 4.30. • Support an organization that is working to clean up rivers and oceans. • Write letters to elected officials to tell them that you want action to clean up rivers and oceans. 1. What skills do climatologists need to have? 2. Name three things that interest you about climatology. What else would you like to learn about this career? NEL GATHER AND ORGANIZE To investigate a research question, you must first begin by gathering information. As you gather your information, ask yourself these questions: • Where can I find the data I need? What primary and secondary sources can I use? What studies apply to my research question? • Is the data relevant to my inquiry question or topic? • Where does the data come from? To what degree should I trust this source? • What is the purpose or intent of each source? • What other sources can I look at to understand other perspectives on my topic? • What is the point of view in each source? • What other inquiry questions or topics could the information be used to support? • How will I record where I found the information? ORGANIZING GEOGRAPHIC INFORMATION Graphic organizers can help you record and make sense of the evidence you collect. A t-chart can be used to connect two sets of ideas, such as similarities and differences, or facts and opinions. A Venn diagram can be useful for comparing characteristics, especially where there is some overlap. A wheel-and-spoke diagram can show how a number of ideas or facts are connected to one main idea. What other graphic organizers are you familiar with? UNDERSTANDING HURRICANES Consider this research question: Why do hurricanes, such as Hurricane Sandy, mainly affect only the southeastern part of North America? To answer this question, you need to think about the climate factors that influence the formation of hurricanes. As you read the information below, think about how you would organize it to help you understand the research question. Hot tropical air is critical to hurricane development. As hot air rises quickly, colder air rushes in to the lower-pressure area. Clouds build rapidly, and the moving air swirls to create a low-pressure cyclone. NEL FIGURE 2.19 The track of known North Atlantic (1851–2012) and eastern North Pacific (1949–2012) tropical cyclones Most hurricanes that begin near Africa are brought westward across the Atlantic Ocean by trade winds. These storms veer to the right (northward) in the northern hemisphere (Figure 2.19). They meet the dominant westerlies, which push them eastward and northward. As hurricanes pass over the warm Gulf Stream, the surface air is heated, adding moisture. This warm air rises, lowering air pressure in the eye of the hurricane and adding wind speed. When Atlantic hurricanes move over land they meet the Appalachian Mountains and are forced upward, cooling the air. The high relief and orientation (southwest—northeast) block the hurricanes from the interior and force them eastward and northward. TRY IT 1. Select an appropriate graphic organizer and record the facts above to help you better understand the research question. Use the climate factors discussed in this section as a guide. A sketch map may also be helpful. 2. Do you need to gather other information to help answer the question? If so, where can you find it? CHAPTER 2: Changing Patterns of Climate 63 Geography at Work profiles different careers related to geography. NEL 00a_geo7_fm.indd 9 USING THIS RESOURCE ix 2014-04-16 1:25 PM CHAPTER FEATURES (CONTINUED) Activity pages appear in every chapter to help you to read, analyze, and create different kinds of maps and graphs. ANALYZING AND CREATING HDI in Asia THEMATIC MAPS A map, like a written document, is a communication tool. The features of a map can tell a story and give information, just as paragraphs and words can. Specifically, maps tell stories about places, interrelationships, and patterns. They can show complex and detailed information at a glance. You learned how to read thematic maps in Chapter 3. In this activity, you are going to learn how to construct and analyze a thematic map. One way of creating a thematic map is by constructing a graded shaded map. That is, a map where colour is used to represent different categories. These maps show global patterns and give the reader a picture of a specific set of data. One type of thematic map is choropleth maps. A choropleth map is a map that uses differences in shading and colouring to illustrate the average values or quantities of something in an area. Figure 5.13 shows some countries with a range of Human Development Index (HDI). We can see patterns just by glancing at the map. In the following activity, you will analyze a choropleth map showing HDI categories. After, you will create your own thematic map comparing the life expectancy, income, or literacy rate of selected countries. 45°N 60°N 75°N STEP 3 STEP 4 The last step is to draw some conclusions and make connections. Work with a partner to brainstorm the characteristics of countries that fit into the different HDI categories. Find images that demonstrate these characteristics. Compare photos with another group. Decide which photos best depict the characteristics. 165°W PAC I F I C 180° OCEAN GEORGIA 30°N TURKEY KAZAKHSTAN CYPRUS ARMENIA AZERBAIJAN NORTH JAPAN LEBANON MONGOLIA KOREA UZBEKISTAN ISRAEL SYRIA TURKMENISTAN SOUTH IRAQ HDI KYRGYZSTAN JORDAN KOREA TAJIKISTAN IRAN very high KUWAIT AFGHANISTAN CHINA high SAUDI QATAR ARABIA medium PAKISTAN BHUTAN U.A.E. low NEPAL 15°N TAIWAN OMAN no data YEMEN BANGLADESH BURMA LAOS PHILIPPINES INDIA (MYANMAR) THAILAND VIETNAM 0° CAMBODIA INDIAN 0° BRUNEI OCEAN SRI MALAYSIA LANKA N SINGAPORE FIGURE 5.13 Thematic map of Asia showing HDI by country 45°E Look at the countries in the “very high” HDI category first. What do you notice about their locations? What do they have in common? Look at factors such as • where they are located • whether they are located on waterways • whether they are isolated or surrounded by countries with a similar level of development 60°E 75°E 90°E 105°E Choose a base map that shows national borders. Ensure that it has space for a title, legend, and compass rose or North pointer. STEP 1 STEP 2 Choropleth maps are usually different shades of one colour, for example, dark to lighter greens. You will need a different shade for each. The darkest should represent the highest category. Decide what groupings of colour you are going to use. STEP 5 STEP 3 STEP 4 Create a legend to explain the categories and colour grading to the map reader. Add the scale to the map according to the source of your base map. NEL 120°E 135°E HOW TO CREATE A THEMATIC MAP Repeat Steps 2 and 3 for the other three HDI categories. How do the categories compare? Look for similarities and differences. UNIT 2: Our World’s Natural Resources: Use and Sustainability 15° S INDONESIA 800 km STEP 5 STEP 6 156 45°N RUSSIA 0 STEP 2 60°N 15°E STEP 1 Assess what you know about these countries. What have you read about them before? Have you visited any of these places? Do you have family members who live there or who have lived there in the past? 75°N 0° HOW TO ANALYZE A THEMATIC MAP Examine Figure 5.13. What does the map tell you? What patterns do you see on it? North Pole ARCTIC OCEAN Select which category you want to represent in your map: life expectancy, income, or literacy rate and which region you would like to focus on. Use the United Nations website to locate your data. Record the data in a table. Decide how you are going to group your data (for example, 60–65, 65–70, and so on for life expectancy). Use an atlas or the Internet to locate the countries on your map. Neatly print their names on the map where possible. If the countries are too small, you may have to number them and provide the list of countries in the legend. Colour the countries based on their HDI category. Decide on a title and print it clearly at the top of the map. Indicate direction with a north arrow or compass rose. Write your name and data source (including the year) at the bottom of the map. CHAPTER 5: Our Needs and Wants and the Environment NEL 157 In every chapter, you will use Case Studies, including National Geographic Case Studies, to explore different places around the world and look at how people are responding to challenges. TOURISTS ANTARCTICA HALF MOON ISLAND N THREATEN FIGURE 5.6 Tourists come right up to a colony of chinstrap penguins on Half Moon Island off Antarctica. The black line around the penguins’ white faces looks like a strap holding on a black helmet. Antarctica Lemaire Channel SOUTHERN OCEAN 0 AN TA 69 RCT .50 IC °S PE ,6 N 5.0 IN 0° SUL W A 300 km A RUDE AWAKENING BANG!.... In the middle of a still November night in 2007, the cruise ship M/S Explorer was crunching through ice near Antarctica when suddenly it struck an iceberg (Figure 5.5). Water began pouring from toilets, alarms wailed, and terrified passengers raced from their cabins. All 154 people on board scrambled into lifeboats and escaped from the ship. Near dawn, the shivering travellers were pulled to safety by two cruise ships sailing nearby. These tourists were incredibly lucky. Antarctica is a remote, frozen wilderness with no cities, hospitals, or rescuers—just 45 scattered research stations. Fortunately, on that night, waters were calm and assistance was just 64Geography km away. 7 SB FIGURE 5.5 This iceberg lies in the Lemaire Channel, a top cruise destination for tourists to Antarctica. Those tourists are endangering the continent’s habitat. The M/S Explorer sank later that day, the first tourist ship to be lost in these waters. Its sinking raised an important question: how should Antarctic tourism be controlled? THE GREAT WHITE CONTINENT Antarctica is the coldest, windiest, and driest continent on Earth. It’s enormous, too—one and a half times the size of the United States. A vast sheet of ice, miles thick, covers 98 percent of the land and holds 70 percent of Earth’s fresh water. Yet Antarctica is a desert. In fact, it’s one of the world’s largest deserts. Antarctica gets only 20 cm of precipitation a year because its frigid air is too cold to hold water vapour. Only plants such as lichens and moss, small insects and worms, and breeding birds and seals are adapted to this icy land. On the other hand, many species thrive in the mild climate of the Antarctic Peninsula, which stretches about 1900 km toward South America. This peninsula, a strip of land jutting out from the mainland, and nearby islands support more species. The surrounding food-rich oceans teem with whales, seals, penguins (Figure 5.6), and flying sea birds well-suited to the frigid temperatures. Many of these species have layers of insulating fat, and oily feathers waterproof the penguins. Most fish even have an antifreeze-like substance in their bodies. Antarctica might seem like an icy wasteland, but it helps control the global climate and holds many keys to understanding climate change. It is also Earth’s last great wilderness. 0-17-659048-X 146 x 00a_geo7_fm.indd 10 FN CO C05-F12-GO7SB Crowle Art Group Pass Approved Not Approved 2nd pass UNIT 2: Our World’s Natural Resources: Use and Sustainability USING THIS RESOURCE NEL NEL CHAPTER 5: Our Needs and Wants and the Environment 147 NEL 2014-04-16 1:25 PM LOOKING BACK You will have the opportunity to look back at what you’ve learned at the end of each chapter and at the end of each unit. These questions and activities help to apply your learning. Each question relates to an inquiry skill or to a geographic thinking concept. LOOKING BACK: CHAPTER 2 APPLY YOUR LEARNING ND D WE RESPO HOW SHOULATE CHANGE? TO CLIM INTERPRET AND ANALYZE In a small group, create a concept map to show the ideas in this chapter. 2. INTERRELATIONSHIPS “We cannot blame recent global climate change on natural forces.” Discuss this statement in a small group. Use specific examples in your discussion. Present your conclusions to the class. 3. PATTERNS AND TRENDS Here are three weather facts from around the world: i. Marble Bar, Australia, recorded daily temperatures at or above 37.8 °C for 161 days in a row (from October 30, 1923, to April 7, 1924). ii. Argentia, Newfoundland, has over 200 foggy days each year. iii. The highest temperature ever recorded in Antarctica is 14.6 °C. Record the locations of these places on a blank map. Use your knowledge of climate patterns to annotate the map with explanations about why these conditions occurred where they did. 4. PATTERNS AND TRENDS In a group of three, give three examples of places in the world where there is a connection between a landform and climate. Use a map and a diagram to show the effects of the landform on the climate. LEARNING GOALS As you worked through this chapter, you had opportunities to • describe patterns in the climates of the world • use climate graphs to understand characteristics of climates • describe how some natural processes and human activities change climate patterns An activity that will help you summarize what you have learned in the chapter 1. 5. EVALUATE AND DRAW CONCLUSIONS What if there were no mountains or other major landforms on the surface of Earth? How would the global climate be different? Individually or in your group, create a painting, sculpture, or model to share your ideas. As you learned in Chapter 2, climate is changing due to natural factors and human actions. If we do not address climate change, we will continue to feel the impact. Think back to the question that started the chapter: How should we respond to climate change? GEOGRAPHIC PERSPECTIVE Many people have suggested that Canada’s climate has helped to shape our culture. Create a cartoon or cartoon strip that shows how climate influences life in Canada. Before creating your cartoon, do some research to see how this medium is used to convey messages. 7. COMMUNICATE Research one of the following topics: • extreme weather events around the world that have occurred within the past 10 years • climate change affecting Canada’s North Create a blog, an infographic, or some other method of communication to effectively summarize what you have learned. 8. GATHER AND ORGANIZE Find climate information for your community or a place nearby. Look for data related to temperature, precipitation, and important climate factors. Create a chart that will allow you to organize the data and compare your community with another location. a) Use the data to construct a climate graph. b) Analyze the climate graph, following the steps in the Reading Climate Graphs feature on page 55. Add that information to your chart. c) Think of a place on another continent that you would like to visit. Find climate data for that place, and use it to draw a climate graph. Use the information on your climate graph to complete the chart. UNIT1 Summarize Your Learning CHALLENGE What have you learned about climate patterns and climate change in this chapter? Reflect on what you have read and discussed throughout Chapter 2. Select one of the following tasks to help summarize your learning: • Create a poster to draw attention to the issue of climate change. In your poster, highlight something people can do to take action against climate change. The poster should be informative: present information about climate or a particular climate region, explain the factors that are causing this change, and include data that shows the climate is changing. • Write a story for a newspaper about climate change and its effects in a particular climate region. Provide some information about the climate in that region, evidence of climate change, and some solutions to address it. 72 6. CHECK-IN 1. What do you know about the climate of your selected community? What else do you need to know? Think about how climate affects your community. Review the Focus On: Gather and Organize feature on page 63. Gather information on the climate of your community, and organize the information using a graphic organizer. UNIT 1: Physical Patterns in a Changing World NEL 2. How will climate affect the response to your natural disaster? How will it affect the recovery from the disaster? Record this information to include in your final product. 3. Review the Unit 1 Challenge on page 15 and the questions you created in Chapter 1. Do you need to make any changes to your questions? What information do you still need? Make any necessary changes to your research questions. CHAPTER 2: Looking Back NEL 73 At the end of each chapter, you will complete a step in your Unit Challenge. This spatial journal helps you to find the location of each case study in the unit. Instructions for how to complete your Unit Challenge LOOKING BACK: UNIT 2 OUR WORLD’S NATURAL RESOURCES: USE AND SUSTAINABILITY WHY ARE NATURAL ANT? RESOURCES IMPORT We have many natural resources on Earth. Some are renewable, some are flow, and some are non-renewable. We use all of these resources to meet our needs and wants. In many cases, we are misusing and overusing our resources. Unsustainable use has resulted in many negative impacts on the environment and on humans. How can we use our resources more sustainably or more responsibly in the future? PROTECTING NATURAL RESOURCES IN INDIA Dehradun, Uttarakhand, India (30.32°N, 78.03°E) UNIT2 CHALLENGE LEATHER PROCESSING IN BANGLADESH Dhaka, Bangladesh (23.71°N, 90.40°E) Deforestation in Uttarakhand is rising due to an increase in Bangladesh is the source of most leather for 120˚ W 90˚ W 60˚ Wfor30˚ W nearby 0˚ 30˚ E 60˚ Eleather 90˚ E products. 120˚ E 150˚Toxic E industries. But these forests are 150˚ an W important resource the chemicals used to process ARCTIC OCEAN communities. Protests like the Chipko movement have been successful leather are poisoning the workers, the river, and at stopping more deforestation. those who live nearby. Organizations are pressuring Arctic Circle the government to get factory owners to change 60˚ N 60˚ N their practices. 30˚ N Tropic of Cancer Equator 0˚ ATLANTIC PACIFIC OCEAN OCEAN 30˚ N PACIFIC 0˚ OCEAN INDIAN OCEAN Tropic of Capricorn 30˚ S 30˚ S N 0 2000 km CONFLICT MINERALS IN THE 60˚ S DEMOCRATIC REPUBLIC OF THE CONGO (DRC) Kinshasa, DRC (4.33°S, 15.32°E) ARGENTINA’S SUNNY FUTURE 60˚ S Buenos Aires, Argentina Antarctic Circle (34.60°S, 58.38°W) Fossil fuels produce about 150˚ W 90 percent of Argentina’s energy. The leaders are aware that the fuels they are relying on are non-renewable. Argentina is looking toward renewable energy sources for the future, including solar power. 250 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E TOURISTS THREATEN ANTARCTICA Antarctic Peninsula, Antarctica (69.50°S, 65.00°W) Tourism in Antarctica is on the rise, which is increasing the environmental impacts. The continent is not governed by any country. The UN is working on conservation efforts. UNIT 2: Our World’s Natural Resources: Use and Sustainability 150˚ E The DRC is known for its conflict minerals, which have a large impact on humans and the environment. Some people are working toward raising awareness to end the trade in conflict minerals. NEL CREATE A PERSONAL PLAN OF ACTION Now it is time to create your personal plan of action and persuasive campaign. You will need to include • your reason for selecting the product or process • detailed information about your selected natural resource (what it is, what it is used for, who it is used by), including a map showing the location of the natural resource • how the natural resource is removed from the environment and the environmental impact of removing and using the natural resource • the actions you can take to reduce the impact and use of the resource • alternatives to using the natural resource and other solutions to the problem • an explanation as to why these alternatives are better for the environment • inspiration for others to join you in your plan of action NEL Your final product should include • in-depth research questions • research related to natural resources, natural resource use, and sustainable or more responsible alternatives • a variety of credible sources (Make sure to evaluate your sources. Use the information you have collected to draw conclusions.) • a well-organized final product, where each area of information is addressed Do you have all the information that you need? Look at what you’ve assembled so far. Does your information give you thorough answers? What is missing? Where can you find the missing information? What conclusions can you draw from your evidence? Your final product can take a form of your choosing. Keep in mind that your final product should inspire others to join in your cause. You might want to create a website, a multimedia presentation, or a report. Select a target audience and the most appropriate format for them. UNIT 2: Looking Back 251 Geography 7 SB 0-17-659048-X NEL FN C08-FXX-GO7SB CO Crowle Art Group Pass 1st pass USING THIS RESOURCE xi Approved Not Approved 00a_geo7_fm.indd 11 2014-04-16 1:25 PM CHAPTER 3 CHANGING PATTERNS OF NATURAL VEGETATION RAL U T A N ’S H T R EA T A H T E R A C ? G N I WHY G N A H C S I VEGETATION LEARNING GOALS As you work through this chapter, you will • identify patterns in the world’s natural vegetation • describe how nature and humans change natural vegetation patterns • gain an awareness of the impact we have made on the world’s natural vegetation Grasslands and forests around the world are shrinking. Deserts have always grown and shrunk over time due to changes in climate and periods of drought. But now, more of Earth’s surface is turning into desert. For example, the grasslands on the edges of the Gobi Desert, in China, are getting smaller every year. At the same time, the Gobi Desert is growing by 3600 km2—about two-thirds the area of Prince Edward Island—every year. A major cause of growing deserts today is human activity. We are cutting down trees and grasses to make fields for crops and other human uses. This exposes the soil to the Sun, which dries and cracks it, as shown here in the Namib Desert in south-western Africa. The exposed soil blows away. The ground becomes less fertile, and plants struggle to grow. Also, the ground cannot absorb rainwater, and there is less water in the region. With no vegetation, humans and animals suffer from hunger. What other effects can growing deserts have? 74 03_geo7_ch3.indd 74 NEL 2014-04-15 8:56 AM NEL 03_geo7_ch3.indd 75 75 2014-04-15 8:56 AM WHY IS VEGETATION IMPORTANT? Grasslands and forests around the world are shrinking. What happens to the soil in these regions? How are the wildlife and the people who live in these regions affected? Your answers to these questions help to explain why Earth’s vegetation is important. Vegetation affects the soil, interactions within the environment known as ecosystems (Figure 3.1), and the climate of a region. It also affects the people who live there, and whether or not they live well or struggle to survive. Changes in vegetation have both local and global effects. The more we learn about vegetation, the better we will understand how and why we need to protect it. What animals might live in grasslands but not in deserts? ecosystem interactions that link living and non-living parts of the environment EARTH’S NATURAL VEGETATION REGIONS Earth’s natural vegetation consists of the plants that grow freely without help from people, as opposed to those planted by people. There are three major natural vegetation regions around the world: forests, grasslands, and deserts. Each region covers about one-third of Earth’s total land area. Where the regions are located depends mostly on the climate, which includes temperature and precipitation, and the type of soil. natural vegetation plants that are natural to an area and grow freely there FORESTS OF THE WORLD Trees can grow from areas below sea level to places high in the mountains. They can grow at different latitudes, from the equator and almost up to the Arctic Circle. For example, boreal forests are in northern regions. Tropical forests grow between the Tropic of Cancer (23.5°N latitude) and the Tropic of Capricorn (23.5°S latitude), and subtropical forests are found on the outer edges of these. Some species of trees need large quantities of water to survive; others do not. Trees are either coniferous or deciduous. Coniferous trees have needle-shaped leaves. Deciduous trees lose all their leaves for part of the year. Broadleaf trees have broad, flat leaves. Some are deciduous, such as maple and oak; others, such as mahogany, are evergreen. Evergreen trees have some leaves all year round. They can be both broadleaf or coniferous. On Figure 3.2, you can locate the six main forest types: tropical broadleaf forests, subtropical broadleaf forests, Mediterranean forests, broadleaf deciduous forests, mixed forests, and needleleaf evergreen or boreal forests. 76 03_geo7_ch3.indd 76 UNIT 1: Physical Patterns in a Changing World boreal of the North or northern regions tropical between the Tropic of Cancer and the Tropic of Capricorn subtropical just north of the Tropic of Cancer and just south of the Tropic of Capricorn NEL 2014-04-15 12:49 PM GRASSLANDS OF THE WORLD Grasses do not need as much precipitation as trees. They can survive in drier regions. As well as grasses, grasslands include species of wildflowers and other grass-like plants, such as sedges and rushes. They are also home to many animal species. There are two types of grasslands: tropical grassland and mid-latitude grassland. DESERTS OF THE WORLD Deserts are extremely dry regions. A region is a desert if it has low precipitation, about 250 mm per year or less. Or it is a desert if it has a very high rate of evaporation compared to the amount of rain it gets. Evaporation is the change of a liquid to vapour or gas. There are three types of deserts: semi-desert scrub, desert, and tundra and high-mountain vegetation. Semi-desert scrub and deserts are usually hot. The tundra and high-mountain vegetation regions, which have low precipitation, are cold regions. FIGURE 3.1 Grasslands’ ecosystems support high numbers of grazing animals, such as giraffes and elephants. I wonder what other animal species live in grasslands? tundra vast Arctic region without trees where the soil is frozen year round Global Natural Vegetation Regions 150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E ARCTIC OCEAN 90˚ E 120˚ E 150˚ E Arctic Circle 60˚N 60˚N 30˚ N Tropic of Cancer PACIFIC OCEAN OCEAN 30˚N PACIFIC Equator 0˚ ATLANTIC 0˚ OCEAN INDIAN OCEAN Tropic of Capricorn 30˚ S 30˚ S N 0 60˚ S FIGURE 3.2 This map shows the natural vegetation regions around the world. NEL 03_geo7_ch3.indd 77 60˚S Antarctic Circle 150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 2000 km Global Natural Vegetation Regions 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E tropical broadleaf forest subtropical broadleaf forest Mediterranean forest broadleaf deciduous forest mixed forest needleleaf evergreen or boreal forest tropical grassland mid-latitude grassland semi-desert scrub desert tundra and highmountain vegetation CHAPTER 3: Changing Patterns of Natural Vegetation 77 2014-04-15 8:56 AM TYPES OF FORESTS B FIGURE 3.3 There are six types of forests: (A) tropical broadleaf forest (Thailand, Asia); (B) subtropical broadleaf forest (Mexico, North America); (C) Mediterranean forest (Italy, Europe); (D) broadleaf deciduous forest (Canada, North America); (E) mixed forest (Japan, Asia); and (F) needleleaf evergreen or boreal forest (Finland, Europe). A C A. Tropical broadleaf forest B. Subtropical broadleaf forest Climate – large amounts of precipitation: more than 2000 mm of rainfall per year – rains every month of the year – very hot all year; average temperature above 24 °C Climate – large amounts of precipitation: as much as 2000 mm of rainfall per year – several dry months – hot all year Description – greatest abundance and diversity of plant and animal species – most trees have broad or wide, flat leaves – trees do not lose their leaves 78 03_geo7_ch3.indd 78 Description – trees are deciduous and lose their wide, flat leaves during the dry season – many species are adapted to use the light that reaches the ground during the dry season when the treetops are bare UNIT 1: Physical Patterns in a Changing World C. Mediterranean forest Climate – less than 1000 mm of precipitation per year – hot, dry summers and cool, damp winters – distinct dry season Description – plant species have adapted to survive summer drought conditions – includes woodlands (mix of smaller trees and shrubs) and shrublands (mainly short, woody plants) – tree species include olive and cork trees NEL 2014-04-15 8:56 AM D E F D. Broadleaf deciduous forest Climate – from 600 to 1500 mm of precipitation throughout the year – four distinct seasons, including warm, moist summers and mild winters – average annual temperature between 7 °C and 17 °C Description – tree species are mostly deciduous, such as oak, maple, and beech – leaves falling on the ground every year form a thick, fertile soil NEL 03_geo7_ch3.indd 79 E. Mixed forest Climate – from 600 to 1500 mm of precipitation throughout the year – warm, moist summers and mild to cool winters Description – transition zone between coniferous forests and broadleaf deciduous forests – mix of coniferous and deciduous tree species F. Needleleaf evergreen or boreal forest Climate – from 300 to 850 mm of precipitation per year, much of it as snow – cold temperatures; short growing season Description – few plant species because of harsh conditions – tree species are mostly coniferous with narrow, needle-like leaves, such as spruce and pine – ground cover is slow-growing lichen, mosses, and grasses that are adapted to the cold CHAPTER 3: Changing Patterns of Natural Vegetation 79 2014-04-15 8:56 AM TYPES OF GRASSLANDS FIGURE 3.4 There are two types of grasslands: (A) tropical grassland (Tanzania, Africa); and (B) mid-latitude grassland (Argentina, South America). A B A. Tropical grassland B. Mid-latitude grassland Climate – from 100 to 1200 mm of precipitation per year – most moisture arrives during a short rainy season Climate – from 250 to 750 mm of precipitation per year – cold winters and warm summers Description – includes many species of tall grasses, and some shrubs and trees – supports large herds of grazing animals such as elephants and zebras 80 03_geo7_ch3.indd 80 UNIT 1: Physical Patterns in a Changing World Description – includes tall and short grasses, some shrubs, and scattered trees, some of which grow in river valleys – growing seasons average 100 to 175 days – plant species have adapted to the scarce moisture by creating thick root mats that prevent moisture from soaking into the soil NEL 2014-04-15 8:56 AM TYPES OF DESERTS B FIGURE 3.5 There are three types of deserts: (A) semi-desert scrub (Bolivia, South America); (B) desert (Morocco, Africa); and (C) tundra and highmountain vegetation (United States, North America). A C A. Semi-desert scrub Climate – from 250 to 500 mm of precipitation per year – high rates of evaporation Description – transition zone between desert and grassland – includes a mix of vegetation types, such as sagebrush and dwarf shrubs NEL 03_geo7_ch3.indd 81 B. Desert C. Tundra and high-mountain vegetation Climate – less than 250 mm of precipitation per year – high rates of evaporation – very high daytime temperature and low nighttime temperature – average temperature for hot deserts is 22 °C and for cool deserts is 10 °C Climate – from 150 to 250 mm of precipitation per year – average summer temperatures are below 6 °C – most moisture is locked up in ice and snow Description – includes plants such as short grasses, sagebrush, and cacti – plants have very long roots to reach for water deep below the surface – plants may have no leaves, which reduces evaporation Description – soil is frozen solid except for the top few centimetres that thaw each summer – vegetation includes mosses, lichen, grasses, and wildflowers CHAPTER 3: Changing Patterns of Natural Vegetation 81 2014-04-15 8:57 AM BENEFITS OF VEGETATION Plants benefit us and the planet in many ways. For example, they prevent soil erosion and maintain the water cycle. They slow climate change by removing carbon dioxide (CO2) from the air. Here are five other ways that vegetation benefits us and the planet. OXYGEN During photosynthesis, plants use energy from the Sun to combine CO2 from the air with water. This creates carbohydrates and oxygen. Plants use the carbohydrates for growth and reproduction. They release the oxygen back into the atmosphere. Animals, including humans, breathe in oxygen. They need oxygen to survive. photosynthesis the process by which plants convert sunlight into energy for growth NATURAL HABITATS Natural vegetation provides animals with habitats. Habitats give animals food, water, shelter, opportunities for mating, and some protection from predators. RESOURCES For thousands of years, people have used materials from plants, such as trees, to build shelters, furniture, and modes of transportation. We have used plant materials, such as bark, cotton, or vines, to make clothing, tools, and weapons. We have used wood to keep us warm and to provide heat for cooking. Thousands of medicines come from plants. At least three-quarters of the world’s population uses plants or parts of plants for medicine. Over the centuries, farmers domesticated, or adapted, some wild plants, such as the ancestors of today’s wheat and corn. Over time, the plants adapted and changed, becoming easier to grow. We eat food made from grasses (grains) and trees (nuts), drink beverages (tea and coffee) made from shrubs, and make clothes from plant fibres such as cotton. Plant materials can be used to make various products, including car parts (Figure 3.6). habitat the place where a plant or an animal lives that provides it with all it needs to survive domesticated wild animals tamed, or wild plants adapted, for use by humans FIGURE 3.6 The exterior of this hybrid concept car contains seaweed (inset). In what ways do I use plant materials in my life? 82 03_geo7_ch3.indd 82 UNIT 1: Physical Patterns in a Changing World NEL 2014-04-15 8:57 AM RECREATION Around the world, natural environments are important places for recreation and relaxation. People enjoy camping in forests, hiking or skiing on mountain trails, and boating or swimming in rivers and lakes. These connections have encouraged ecotourism, tourism with low environmental impact, as more people choose vacations to enjoy nature in many places, such as the tropical rainforests of Costa Rica. In addition, many countries have developed national parks to preserve wilderness areas for people to enjoy, as well as to protect land and wildlife. There are also many urban parks around the world where city dwellers go to relax and reconnect with the natural world. ecotourism to enjoy nature with low impact to the environment, promote conservation, and benefit the local people What might be some characteristics of Costa Rica’s vegetation that encourages ecotourism? SPIRITUAL CONNECTION Many people find spiritual value in the natural world. For example, Indigenous peoples all around the world are strongly connected to the land. The land holds a key importance in their belief systems. Australian Aboriginals’ values are based on a deep respect for the land. They use plants for medicine and for ceremonial purposes. In North America, many First Nations people also use specific types of vegetation, such as sweetgrass, sage, and cedar, for similar purposes (Figure 3.7). I wonder why sage is used in this ceremony and not cedar? FIGURE 3.7 Sage is burned in this Muncee-Delaware First Nations smudging ceremony for spiritual cleansing. CHECK-IN 1. PATTERNS AND TRENDS Create an organizer to compare the characteristics of the tropical broadleaf forest to two other vegetation types. Suggest reasons why there are differences in the characteristics. 2. INTERRELATIONSHIPS Why is natural vegetation important? Write a short paragraph or create an oral presentation to explain your ideas. NEL 03_geo7_ch3.indd 83 3. INTERPRET AND ANALYZE Use the natural vegetation regions tables (pages 78 to 81) to identify the type of natural vegetation in your community. Discuss with a classmate whether more of the vegetation in your community is human-influenced or natural, and identify some reasons why. 4. INTERRELATIONSHIPS With a partner, make a list of ten items you use that come from vegetation. Create a poster to demonstrate how your life would change without them. CHAPTER 3: Changing Patterns of Natural Vegetation 83 2014-04-15 8:57 AM HOW DO NATURAL FACTORS AND VEGETATION INTERACT? Natural factors such as moisture, temperature, and soil affect vegetation. In turn, vegetation affects these natural factors. They interact. Why should you care about this? As you read in Chapters 1 and 2, Earth is a place of change. Its climate and landforms change over time. Natural vegetation changes too. Earth’s systems are interconnected. A change in one system can lead to changes in the others. When we learn about how plants grow, how they interact with the environment around them, and how they affect us and the planet, we gain a better overall understanding of Earth and our place on it. First, let’s look at how three natural factors affect vegetation. Two main factors are moisture and temperature, which are part of the climate system. The third main factor is soil. MOISTURE Plants need moisture to survive (Figure 3.8). The moisture in a region depends on the amount of precipitation and evaporation that occurs there. PRECIPITATION The amount of precipitation, moisture that falls to the ground, such as rain or snow, differs from region to region. Plants adapt to the amount of precipitation in their region. Grasses can survive with low amounts of precipitation. Trees need more water than grasses do. This is why grasslands are more common than forests in hotter, drier areas. This is also why forests grow best where moisture is available year round, especially during the growing season. 84 03_geo7_ch3.indd 84 UNIT 1: Physical Patterns in a Changing World FIGURE 3.8 Fog (evaporation) surrounds this mixed forest. The trees take in moisture through their roots. I wonder how much moisture a mixed forest needs compared to a grassland? How does precipitation affect plants? NEL 2014-04-15 8:57 AM READING THEMATIC MAPS Annual Precipitation Rates in North America 180˚W 160˚W 140˚W 120˚W 80˚W 60˚ W 40˚ W 100˚W 20˚ W ARCTIC OCEAN le irc cC i t c Ar ˚N 60 A thematic map shows one topic or theme within a geographic area, such as the Global Natural Vegetation Regions map on page 77 (Figure 3.2). The topic or theme is identified in the legend. Thematic maps use symbols and colours to help users “see” patterns and find important geographic relationships. The purpose of these symbols or colours is identified in the legend. Often thematic maps include some location information, such as lines of latitude and longitude. On some maps, water bodies and places may have name labels, depending on the theme. Thematic maps will also include a scale and north arrow. Figure 3.9 is one example of a thematic map. It uses colours to represent the different values shown on the map. Precipitation rates vary from place to place. By using a thematic map to show the annual rates of precipitation across an area, we are able to quickly see any patterns or interrelationships. N 60˚N PACIFIC OCEAN 40 ˚N N 40˚ Precipitation (mm) 0–100 100–200 200–400 ATLANTIC 400–600 OCEAN 600–800 800–1200 Tropic of Cancer 1200–1600 20˚N 1600–2000 2000–3000 3000–4000 4000–6250 FIGURE 3.9 This map shows total yearly precipitation, measured in millimetres. 0 700 km 100˚W 60˚W HOW TO READ A THEMATIC MAP Review Figure 3.9. Read the title. What is the theme or topic? What is the location? Explain the meaning of the topic to another person. Geography 7 SB STEP 1 STEP 2 0-17-659048-X Look for patterns you can see on the map. What 3 C03-F10-GO7SBSTEP (redo) factors might explain theFN patterns? CO Pass Crowle Art Group 3rd pass Approved Identify how precipitation rates might affect Not Approved patterns of natural vegetation around the world. NEL 03_geo7_ch3.indd 85 STEP 4 Read the legend. Identify the colours on the map. How does the legend show the colours? What units of measurement are used in the legend? Most precipitation maps use blue as a colour. Can this be an exception to the rule? Make connections. What other natural systems might show similar patterns? STEP 5 CHAPTER 3: Changing Patterns of Natural Vegetation 85 2014-04-15 8:57 AM EVAPORATION Plants are affected by the amount of moisture that evaporates from the ground. Places with high temperatures have high evaporation rates. The moisture leaves the soil more quickly in these regions than in regions with lower temperatures. Plants in hot regions will not grow as well as plants in places with less extreme temperatures. TEMPERATURE Plants are affected by the amount of solar energy or heat in a region. During photosynthesis they use sunlight for energy. Also, the amount of heat that plants receive depends on their location and the temperatures there. PHOTOSYNTHESIS Plants use energy from the Sun during photosynthesis. The photosynthesis of a plant increases as the temperature rises. Plants do not usually start growing until the daytime temperature reaches 6 °C. Plants usually grow well at temperatures of around 20 °C. At very high temperatures, photosynthesis slows down, and plants do not grow as well. LATITUDE AND ELEVATION Temperatures are higher near the equator and lower near the poles. As a result, vegetation changes as the latitude changes. As you learned in Chapter 2, air is colder at higher elevations. This affects the natural vegetation, such as trees, that grows on mountainsides. The treeline is the transition zone where a forest ends because the climate has become too cold or too dry (Figure 3.10). 86 03_geo7_ch3.indd 86 UNIT 1: Physical Patterns in a Changing World treeline an area or region beyond which trees do not grow because of dry or cold conditions FIGURE 3.10 In this photo of a mountain in Alberta, you can see exactly where the treeline begins. What differences would I notice if I were standing at the treeline? NEL 2014-04-15 8:57 AM Look at Figure 3.11. What types of trees can grow where it is colder? How are they different from other types of trees? The answers give clues about how trees adapt to colder temperatures. Temperature and Precipitation Ranges of Natural Vegetation Regions FIGURE 3.11 This figure shows how types of vegetation adapt to ranges of temperature and precipitation levels. –15 tundra and highmountain vegetation –10 needleleaf evergreen or boreal forest 10 15 20 25 30 mixed forest mid-latitude grassland 5 cold desert 0 hot desert Decreasing temperature (°C) –5 broadleaf deciduous forest tropical grassland semi-desert scrub 500 subtropical broadleaf forest Mediterranean forest tropical broadleaf forest 1000 1500 2000 2500 3000 3500 4000 4500 Increasing precipitation (mm) SOIL Soil is an anchor for a plant. As the plant grows, its roots grip the soil. Soil plays a key role in the health of most plants. Plants need nutrients to grow, and they absorb these from the soil. In agriculture, if the soil does not have enough nutrients for crops to grow, farmers may use fertilizers, which add nutrients to the soil. HOW VEGETATION AND CLIMATE INTERACT Geography 7 SB 0-17-659048-X FN CO Pass Approved Not Approved NEL 03_geo7_ch3.indd 87 You have read about the ways in which the climate, including moisture and temperatures, and soil affect natural vegetation. Natural vegetation has an effect on the climate, too. In fact, natural vegetation and the climate affect C03-F02-G07SB each other. Here are two examples: Crowle Art Group • It rains in a mid-latitude grassland. Plants take in the water through their roots. They use some of it for photosynthesis to grow and reproduce. 4th pass They return what they do not use to the air. As the plants continue to grow larger, they use more and more of the moisture and return less to the air. This makes the overall climate in that particular region drier over time. • Leaves absorb sunlight, which is energy from the Sun, to use in photosynthesis. This cools the air. When the air is cool, less moisture is evaporated, and more moisture is available for plants, which helps them live and reproduce. CHAPTER 3: Changing Patterns of Natural Vegetation 87 2014-04-15 8:57 AM HOW VEGETATION, CLIMATE, AND SOIL INTERACT Vegetation, climate (moisture and temperature), and soil interact with one another, too. Here are three examples: • Plants and animals decay on the surface of the ground and become humus (Figure 3.12). Humus is full of nutrients. Rainfall carries the nutrients down into the top layer of the soil. Here, they are available to the roots of living plants. Warm temperatures encourage plant growth. Eventually these plants die and decompose. As a result, warm, moist places, such as a broadleaf deciduous forest vegetation region, generally have excellent soils for plants. humus decaying plant and animal matter found in the top layer of soil FIGURE 3.12 This diagram shows how plants, precipitation, and soil interact. Older plants die. Dead plants decay to humus, which contains nutrients. Living plants use nutrients from humus to grow. Precipitation moves the humus into the soil. The humus is further decomposed by organisms such as earthworms. • When rain washes away the top nutritious layer of the soil, the soil loses fertility, making it more difficult for plants to grow. If there are plants growing in the soil, however, they can help prevent this. The roots of the plants anchor the soil. The plants’ leaves stop raindrops from hitting the ground hard enough to wash away the soil particles. • A growing amount of evidence suggests that the Sahara Desert was created over time by interactions between the climate, the natural vegetation, and the soil. Read the timeline, Figure 3.13, to find out more about how grasslands changed to desert. 88 03_geo7_ch3.indd 88 UNIT 1: Physical Patterns in a Changing World NEL 2014-04-15 8:57 AM Grasslands cover what is now the Sahara Desert. People live in the area with grazing animals. 7000 BCE FIGURE 3.13 This timeline describes how the Sahara Desert, in the northern part of Africa, may have been created by climate and vegetation interactions. Note that BCE means before the Common Era. The climate becomes hotter and drier due to natural causes. With less moisture available, grasses do not grow well. 5000 BCE As the grasses die, more soil is exposed to sunlight. The soil dries and starts to crack. A severe desert environment is created. 4000 BCE CHECK-IN 1. INTERRELATIONSHIPS Create an ideas web that shows some of the interactions between vegetation, climate, and soil. 2. INTERRELATIONSHIPS In some parts of Canada, such as in the mixed forest regions of Ontario, the soil is deep and fertile. In other places, such as the tundra regions, soil is thin and poor. What factors help to create soils? What role does natural vegetation play in creating soils? Create a diagram or a chart to show your ideas. NEL 03_geo7_ch3.indd 89 3. SPATIAL SIGNIFICANCE Use Figure 3.2 (page 77) and a political map of the world to locate a community in two of these types of vegetation regions: • mixed forest • tundra and high-mountain vegetation • tropical grassland CHAPTER 3: Changing Patterns of Natural Vegetation 89 2014-04-15 8:57 AM HOW ARE WE AFFECTING NATURAL VEGETATION? At the beginning of this chapter, you read how people are playing a part in changing areas of grassland and forest into deserts. People have also made huge changes to other natural vegetation regions. In fact, scientists estimate that humans have changed more than half of Earth’s surface to some extent. CHANGING VEGETATION PATTERNS As you read in Chapter 2, human activities are contributing to climate change. Changes in climate are causing changes in vegetation patterns around the world. For example, rising temperatures are causing many plant species to migrate. Some plants are growing in places that used to be too cold for them, such as closer to the poles and higher on mountains (Figure 3.14). They can survive in these locations now because average temperatures there have increased. What happens to the species that are already there? They have more competition for their living space and for the resources needed to live. Some lose out and die. Others may die off if they cannot adapt to warmer temperatures. FIGURE 3.14 Studies show that some plants on Austrian mountaintops are being replaced by plants that used to live lower down the mountain. I wonder what other species are affected by this change in plants? 90 03_geo7_ch3.indd 90 UNIT 1: Physical Patterns in a Changing World NEL 2014-04-15 8:57 AM CREATING MORE DESERT The change from fertile land into desert is called desertification. Desertification can be caused by changes in climate. It can also be caused by poor farming methods, such as grazing and overuse of the soil. About 1 billion people live in areas affected by desertification. Many of them can no longer grow crops, and they face hunger if they remain in the area. Desertification also changes plant and animal habitats. Species must adapt or migrate out of the area, or they will die off. desertification change from fertile land into desert REDUCING NATURAL VEGETATION Starting thousands of years ago, people removed natural vegetation, such as grasses and trees, to create flat, open areas for farmland. They domesticated some species of plants for their crops. Today, about one-third of Earth’s land surface is farmland instead of natural vegetation. That is larger than the area of North America and South America combined. LOSING FORESTS In the last 5000 years, about 18 million km2 of Earth’s forests, an area about the size of South America, has been lost. The removal of forests is called deforestation. Forests have been cut down to create space for cities, roads, and farmland. In the past, farmers cut down trees by hand and burned them, which was known as slash-and-burn (Figure 3.15). Today, the slash-and-burn method is widespread. Also, large machines remove trees very rapidly. Forests are being lost at a rate where they cannot regrow in our lifetime. These changes are dramatically changing the natural vegetation of these ecosystems and the lives of the species that live in them. NEL 03_geo7_ch3.indd 91 deforestation to clear a forest from an area FIGURE 3.15 Slash-and-burn in a tropical rainforest in South America What farming method would I use in South America and Canada? CHAPTER 3: Changing Patterns of Natural Vegetation 91 2014-04-15 8:57 AM HEROES IN ACTION FELIX FINKBEINER: PLANT-FOR-THE-PLANET In 2007, in Germany, a nine-year-old student named Felix Finkbeiner (Figure 3.16) read about Wangari Maathai. She was an activist from Kenya whose goal was to plant 30 million trees across Africa. Why? To stop soil erosion and capture greenhouse gases. Inspired, Finkbeiner came up with his own goal: to plant a million trees in every country on the planet. This would fight global climate change and improve the world’s vegetation. He and his classmates created an organization called Plant-for-the-Planet. They planted the first tree outside their school in March 2007. In one year, Finkbeiner led students in planting 50 000 trees in Germany. In 2008, he was elected to the United Nations Environment Programme FIGURE 3.16 Felix Finkbeiner (UNEP) children’s board. It is made up of young people from around the world who are committed to improving the environment. Finkbeiner spoke to UNEP’s youth conference in South Korea in 2009. He inspired other participants to start tree-planting programs in their own countries (Figure 3.17). In 2011, there were activities in 131 countries. More than a million trees had been planted. Many were planted by children in countries already suffering from the impacts of climate change. To the members of Plantfor-the-Planet, the trees that they plant are symbols of climate justice. Not only do they reduce the harmful effects of climate change, but they also show that every child can make a difference in the world. In 2011, UNEP turned over its “Billion Trees Program” to Plant-for-the-Planet. This gave the organization access to more funds and to more people who could help out. By 2014, Plant-for-the-Planet has planted close to 13 billion trees across 193 countries. Now the organization’s goal is to plant 1000 billion trees until 2020. A CALL TO ACTION 1.With a partner, discuss why Felix Finkbeiner chose trees as the focus for his environmental actions. 2.In a small group, discuss, and agree on, what you would choose as the focus for your own environmental actions. Take the first step toward making this happen. FIGURE 3.17 Planting a tree can help the planet in many ways. 92 03_geo7_ch3.indd 92 UNIT 1: Physical Patterns in a Changing World 3.How would you organize a treeplanting campaign in your community? NEL 2014-04-15 12:50 PM Traditionally, why was it important that people moved their grazing animals from place to place? BURNING GRASSLANDS For tens of thousands of years, people have lived on grasslands. They moved from place to place, grazing their livestock where grass grew naturally. Herders often set fire to grasslands to encourage new growth for their animals to eat. Sheep and goats destroyed many native plants by pulling out their roots. Over time, burning has altered entire ecosystems. Now, grasslands are one of the most threatened habitats worldwide. PRESERVING THROUGH ECOTOURISM FIGURE 3.18 An experienced guide assists birdwatchers in the Costa Rican rainforest. I wonder what impacts ecotourism can have on the environment? While some people change or remove natural vegetation, others living in a similar environment preserve the natural vegetation through ecotourism. The goal of ecotourism is for tourists to learn about and explore the natural environment without interfering with it. Costa Rica, with its protected and undisturbed rainforests, is a well-known ecotourism destination (Figure 3.18). Some countries with tropical grasslands, such as South Africa and Australia, encourage ecotourism. Ecotourism creates jobs for the people who live there. They might work as tour guides, or own or work in local restaurants or hotels. CHECK-IN 1. PATTERNS AND TRENDS In which parts of the world have people had the greatest impact on natural vegetation patterns? In which parts of the world have people had the least impact on natural vegetation patterns? Explain your choices to a partner and explain why such a pattern might exist. NEL 03_geo7_ch3.indd 93 2. EVALUATE AND DRAW CONCLUSIONS List some ways that people have adapted to live in tropical grasslands. How have they responded to its challenges and opportunities? Explain whether or not their ways of life are sustainable. CHAPTER 3: Changing Patterns of Natural Vegetation 93 2014-04-15 8:57 AM HOW DO CHANGING VEGETATION PATTERNS AFFECT SPECIES? In most cases, changes to vegetation regions have been made on purpose. Often people have made these changes as a way to improve their own lives. But sometimes the changes and effects have been unintentional. In some cases, we do not yet know what the effects will be. In other cases, we know that the changes are harmful to people, wildlife, and the local environment (Figure 3.19). Some even harm the global environment, which means we are all affected. On the following pages are some examples of how changes we have made to vegetation patterns affect plant and wildlife species specifically. 94 03_geo7_ch3.indd 94 UNIT 1: Physical Patterns in a Changing World What is an example of an unintended change that I already know about? FIGURE 3.19 This part of forest in the Yucatan Peninsula, in Mexico, has been destroyed. The Northern Tamandua lives there (inset). I wonder what other animal species lived here? NEL 2014-04-15 8:58 AM LOSS OF BIODIVERSITY The vegetation regions on Earth are made up of ecosystems. An ecosystem is made up of the plants and animals in a location interacting with their environment and depending on one another to survive. All the different species of plants and animals in these ecosystems create Earth’s biodiversity. Some of the countries with the highest biodiversity are Brazil, Indonesia, Mexico, Ecuador, and Australia. Changes in natural vegetation patterns are threatening this biodiversity. It is important that we preserve Earth’s biodiversity. An ecosystem that includes a great variety of animals and plants is better able to respond to changing conditions. Imagine, for example, that one plant species becomes extinct, or dies out. An animal that feeds on it must adapt by eating other species of plants. Otherwise, it will also become extinct. All living things benefit if there is greater diversity on Earth. Tragically, many of Earth’s animal and plant species are extinct or endangered, close to becoming extinct. Earth’s biodiversity is shrinking, and so is our ability to survive as a living planet. LOSS OF HABITAT Forests, grasslands, and even deserts are home to plant and animal species. Changes in natural vegetation patterns caused by factors such as growing cities (Figure 3.20), the destruction of forests and grasslands, and desertification are causing the loss of many animal habitats. Habitat loss, or loss of where a species lives, is one of the leading causes of biodiversity loss. It can result in smaller numbers of many species and even the extinction of some species. NEL 03_geo7_ch3.indd 95 biodiversity the variety of life on Earth; “bio” means life, and “diversity” means variety extinct loss of all individuals of a species endangered at risk of becoming extinct habitat loss occurs when a habitat no longer meets the needs of the species it once supported FIGURE 3.20 A view of the city of Athens, in Greece, from nearby Ymittos mountain I wonder how much natural vegetation has been changed so that people have a “habitat” of their own? CHAPTER 3: Changing Patterns of Natural Vegetation 95 2014-04-15 8:58 AM FOCUS ON SPATIAL SIGNIFICANCE Spatial significance relates specifically to where places are located on the planet. Every location has certain features or characteristics that make it unique. The term that geographers use to describe the specific characteristics of a place is site. Spatial significance also looks at the importance of a place and the things around it. We determine the spatial significance of a place by asking questions such as the following: Where? • What are the absolute and relative locations of the place? Why there? • What physical conditions or characteristics make this place important? • What human conditions or characteristics make this place important? Why care? • How does its location make the place important to people? to animals? to plants? on Madagascar evolved on their own. Today, 95 percent of the reptiles, 92 percent of the mammals, and 89 percent of the plants on Madagascar exist nowhere else on Earth. It is considered one of the planet’s biodiversity hot spots. The biodiversity of Madagascar is under threat for several reasons: • deforestation is taking place as a growing human population clears the forests for fuel and for farming • valuable timber is being harvested illegally because of the income it creates • many species are being captured by wildlife traders who sell the animals illegally to pet stores and collectors • climate change is altering the natural patterns on the island DEMOCRATIC REPUBLIC OF THE CONGO TANZANIA MALAWI ANGOLA WHAT CHARACTERISTICS MAKE A PLACE SIGNIFICANT? ZAMBIA MOZAMBIQUE A place might be significant for various reasons. It might be significant because of its physical characteristics, such as its landforms, climate, or natural vegetation. It might be important because of human activities, such as manufacturing. Often the significance of a place comes from a combination of these characteristics. We can also think about spatial significance for plants and animals. The places that have the greatest spatial significance for plants and animals are those that best meet their needs for food and shelter. These places will have quite different characteristics than places that people find significant. MADAGASCAR ATLANTIC OCEAN The island of Madagascar is located off the east coast of Africa (Figure 3.21). It was separated from other land masses by tectonic plate movement about 160 million years ago. The plant and animal species 96 03_geo7_ch3.indd 96 UNIT 1: Physical Patterns in a Changing World ZIMBABWE NAMIBIA MADAGASCAR BOTSWANA SOUTH AFRICA Antananarivo 18.93°S, 47.52°E SWAZILAND INDIAN OCEAN N LESOTHO 0 500 km FIGURE 3.21 Map of Madagascar TRY IT 1.Where? Locate Madagascar on a world map. What is its absolute location? What is its relative location? 2. Why there? What are the unique characteristics of Madagascar? 3. Why care? How is its location important to the people, plants, and animals that live there? Use the Internet and other sources of information to develop your answers. NEL 2014-04-15 8:58 AM LOSS OF SPECIES Any large change in natural vegetation patterns also leads to the extinction of plant and animal species. Because of this, and sometimes other factors such as poaching, the illegal taking or killing of wildlife, species are now becoming extinct at a faster rate than ever before. Since 1970, many animal species have become extinct. This includes the West African black rhinoceros, the Dutch Alcon Blue butterfly, and the Labrador duck. Many plant species, including Kingman’s prickly pear, have also become extinct. There are an estimated 16 000 plant and animal species currently on the edge of extinction, including the tiger (Figure 3.22). In the last 100 years, we have lost 97 percent of wild tigers. Studies predict that climate change will cause more loss of species than habitat loss. One-quarter of all plant and animal species on land may be threatened with extinction by 2050. FIGURE 3.22 The tiger is near extinction due to habitat loss and poaching I wonder how losing all wild tigers would impact the planet? RISE IN NON-NATIVE PLANT SPECIES Native species are plant or animal species that naturally live in a place. Non-native species are species that have moved into, or been introduced into, a new environment. Australia now has more non-native plant species than native species. Sometimes this change happens accidentally. Sometimes people have brought in new plants on purpose. For example, in the 1930s, Australia introduced the athel pine to provide shade and to help prevent soil erosion. When non-native plant species are in a new environment, they compete with the species already there for space and nutrients. Sometimes the new species are fast-growing, produce many seeds, and are hardy. They can take over the habitat of the native species, such as the athel pine has done. These are known as invasive species. Invasive species can cause the native species to become extinct. native species species that develop naturally in an area non-native species species that are not natural to an environment but have moved, or been introduced, into it invasive species non-native species that cause harm, for example, to the environment CHECK-IN 1. GEOGRAPHIC PERSPECTIVE Should Canadians be concerned about global patterns of natural vegetation loss? Debate the question with a classmate. NEL 03_geo7_ch3.indd 97 2. INTERPRET AND ANALYZE Create a graphic organizer to outline the causes of changes in natural vegetation and the consequences arising from the changes. Sum up your thinking in a 15-second soundbite. CHAPTER 3: Changing Patterns of Natural Vegetation 97 2014-04-15 8:58 AM CASE STUDY SAVING BRAZIL’S ATLANTIC FOREST A unique rainforest lies along the east coast of South America, mainly in Brazil. Known as the Atlantic Forest, it is one of the top five biodiversity hot spots on the planet. This means it is a place with great biological diversity but it is under high risk of destruction. WHERE IS THE FOREST? Brazil N BRAZIL Brasilia PARAGUAY ATLANTIC OCEAN Rio de Janeiro São Paulo 23.55°S, 46.63°W URUGUAY ARGENTINA 0 1600 km The Atlantic Forest contains many ecosystems. This gives the forest a great diversity of animal and bird species, second only to the much larger Amazon Rainforest. The Atlantic Forest is home to an estimated 2200 species of wildlife. It has 200 bird species that are found nowhere else in the world. It also has 250 types of mammals, such as the puma and the ocelot. Of the 26 primates found in the Atlantic Forest, 21 do not exist anywhere else in the world. The Atlantic Forest is very narrow, squeezed between the Atlantic Ocean on the east and the Serra do Mar mountains on the west. The forest extends up the east side of the mountains to about 1800 metres. Above Geography 7 SB that, the climate is too cool for tropical plants 0-17-659048-X to grow. Far to the north-west, on the other sideFN C03-F07-G07SB of the mountains, is a completely differentCO Crowle Art Group rainforest, the Amazon Rainforest. The higher elevations separate the two rainforests. Pass 5th pass Each one has different species of plants and Approved animals. The capital city label is the correct style. Not Approved WHY IS THE FOREST SPECIAL? The Atlantic Forest is a tropical broadleaf forest. It is amazingly diverse, with unique vegetation and climate characteristics. It has about 20 000 species of plants. About 40 percent of them are found nowhere else on Earth. 98 03_geo7_ch3.indd 98 UNIT 1: Physical Patterns in a Changing World NEL 2014-04-15 8:58 AM Comparison of Atlantic Forest Coverage in 1900 and in 2012 BRAZIL Brasilia BOLIVIA AT L A N T I C FIGURE 3.25 An endangered golden lion tamarin OCEAN São Paulo PARAGUAY ARGENTINA WHAT NOW? Rio de Janeiro N Forest coverage in 1900 Forest coverage in 2012 URUGUAY 0 350 km Urban areas in 2012 FIGURE 3.23 This map shows how the size of the Atlantic Forest has changed over time. WHAT IS DESTROYING THE FOREST? Five hundred years ago, the Atlantic Forest covered an area larger than the size of Ontario. Today, less than 12 percent of the original forest remains (Figure 3.23). Over the years, people cut down much of the Atlantic Forest to make room for grazing livestock, growing crops, and commercial logging. Also, trees were cleared to make room for mining and drilling operations, and for building roads and railways. Part of the forest destruction can also be blamed on human population growth. This small area of Brazil is home to 70 percent of the country’s population, and it includes Brazil’s largest cities, Rio de Janeiro and São Paulo. FIGURE 3.24 A patch of Atlantic Forest. Deforestation and small patches of forest make it very difficult for wildlife species to survive. NEL 03_geo7_ch3.indd 99 The remaining forest has been reduced to small patches of trees (Figure 3.24). Many of these forest patches are damaged. It is very difficult for wildlife species to survive and find suitable habitats. Many species are endangered, such as jaguars and golden lion tamarins (Figure 3.25). The human population in the region continues to grow, creating more air and water pollution. However, there are efforts to save the forest. Environmentalists are trying to protect the forest patches that remain, as well as create a corridor system to link them. This would allow species to move safely from one forest patch to another, enlarging their habitats. Other actions include: buying farmland and returning it to a more natural state; developing other forms of economic activities; pressuring governments to create protected parks. EXPLORE THE ISSUE 1.Research to find out more about efforts to preserve the Atlantic Forest and its wildlife. 2.People have cut down much of the Atlantic Forest. Research other ways people in Brazil are responding to the challenges and opportunities offered by this forest. CHAPTER 3: Changing Patterns of Natural Vegetation 99 2014-04-15 8:58 AM LOOKING BACK: CHAPTER 3 S ’ H T R A E T A H T E R A C N WHY O I T A T E G E V L A R U T NA ? G N I G N A H IS C LEARNING GOALS As you worked through this chapter, you had opportunities to • identify patterns in the world’s natural vegetation • describe how nature and humans change natural vegetation patterns • gain an awareness of the impact we have made on the world’s natural vegetation As you learned in Chapter 3, Earth’s natural vegetation is changing. Think back to the question that started the chapter: Why care that Earth’s natural vegetation is changing? Hopefully you now know many different ways to answer this question. Summarize Your Learning Reflect on what you have read and discussed throughout Chapter 3. Then select one of the following tasks to summarize your learning about natural vegetation patterns: • Write a short story about a character who is taking action to prevent some type of harm to the environment, or to a species, caused by a change to a natural vegetation region. Include facts to create a realistic scenario. • Write a proposal to your principal suggesting that a large mural on the theme of habitat preservation be placed on one of the hallway or cafeteria walls. Your proposal should persuade your principal that the mural will both teach your fellow students and inspire them to take action. 100 UNIT 1: Physical Patterns in a Changing World 03_geo7_ch3.indd 100 NEL 2014-04-15 8:58 AM APPLY YOUR LEARNING 1. INTERRELATIONSHIPS Think about all the different types of natural vegetation around the world. Which ones do you think would have the greatest impact on people—both good and bad? How did you decide? Choose two or three, and list some of their impacts on people. 2. INTERRELATIONSHIPS What are some ways that people cope with the challenges of living in a particular type of natural vegetation region, such as a semi-desert scrub or a mixed forest? Choose one type and create an annotated photo montage or annotated drawings describing the region and ways that people cope with it. 3. INTERPRET AND ANALYZE Deforestation is viewed as one of the major threats facing natural vegetation, especially tropical forests. Find a pair of “before” and “after” photos that show the impacts of deforestation. Write a caption for each photo. As always, remember that photos are someone’s intellectual property, so make sure you are allowed to use them and that you attribute the owner in your work. 5. FORMULATE QUESTIONS What questions do you have about human activities in the tundra and high-mountain vegetation environments? Research an answer to one of them. 6. COMMUNICATE The Chapter Big Question is “Why care that Earth’s natural vegetation is changing?” Create a blog, vlog, or podcast to answer the question. Use details from this chapter. 7. SPATIAL SIGNIFICANCE A housing developer wants to build new homes in a forested area near your community. Using point-form notes, record the spatial significance of the forest for different groups in your community. Include • town officials •environmentalists • construction workers • people wanting to buy new homes • any other group you think should be included 4. EVALUATE AND DRAW CONCLUSIONS Write a letter for a politician to read in Parliament (this should take no more than two minutes to read) that explains the interactions between soils and natural vegetation and then emphasize why we should protect natural vegetation cover. UNIT1 CHECK-IN CHALLENGE 1.Review the Focus On: Spatial Significance on page 96. What are the characteristics of your selected community that make it important? 2. Review what you learned about natural vegetation in Chapter 3. Research to see how vegetation can be used to prevent or mitigate your natural disaster. What are the pros and cons to including this vegetation? Think about how the vegetation might impact the recovery from the disaster. Use a t-chart to help organize your thinking. NEL 03_geo7_ch3.indd 101 3. Investigate your chosen community to see what they are already doing to prevent or mitigate a natural disaster. 4. Review the Unit Challenge on page 15 and the information you have collected so far. Look over your research questions. Do you need to make any changes based on what you learned about vegetation in Chapter 3? CHAPTER 3: Looking Back 101 2014-04-15 8:58 AM GEO7 NELSON Teacher’s Resource Nelson GEO7 Teacher’s Resource Author Graham Draper, formerly York Region DSB Publisher, Social Studies and Business Paula Smith Managing Editor Jennifer Hounsell Product Manager Jessie MacKinnon Program Managers Jackie Brown Adele Reynolds Developmental Editors Naomi Go Susan Hughes Advisors Lew French, O.I.S.E., University of Toronto Stephanie Giannatselis, Halton DSB Ethel Johnston, formerly Toronto DSB Mark Lowry, Toronto DSB Jonathan Rajalingam, Simcoe Muskoka Catholic DSB Assessment and DI Consultant John Piper ELL Consultant Maureen Innes Editorial Assistant Sarah Jones Director, Content and Media Production Linh Vu Fact Checker Marc-André Brouillard Production Project Manager Kathrine Pummell Content Production Editors Rebecca Rosenblum Debbie Wright Proofreader Shana Hayes Design Director Ken Phipps Interior Design Cathy Mayer Compositor MPS Limited Reviewers The authors and publisher gratefully acknowledge the contributions of the following educators: Oriane Falkenstein, Private (Bialik Hebrew Day School) Naomi Persaud, Toronto DSB Lori Ramer, Simcoe County DSB Lisa Mulrine-Gorman, York Region DSB Sonia Racco, York Catholic DSB Jean Tong, ESRI (Environmental Systems Research Institute) Copyeditor Susan McNish Copyright © 2015 by Nelson Education Ltd. ISBN-13: 978-0-17-659044-4 ISBN-10: 0-17-659044-7 Printed and bound in Canada 1 2 3 4 18 17 16 15 For more information contact Nelson Education Ltd., 1120 Birchmount Road, Toronto, Ontario M1K 5G4. Or you can visit our website at www.nelson.com. Pages of this publication designated with the following icon NEL may be reproduced under licence from Access Copyright. All other pages may only be reproduced with the express written permission of Nelson Education Ltd., or as permitted by law. Requests which fall outside of Access Copyright guidelines must be submitted online to www.cengage. com/permissions. Further questions about permissions can be emailed to [email protected]. ALL RIGHTS ARE OTHERWISE RESERVED. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, scanning, recording or otherwise, except as specifically authorized. Every effort has been made to trace ownership of all copyrighted material and to secure permission from copyright holders. In the event of any question arising as to the use of any material, we will be pleased to make the necessary corrections in future printings. CREDIT BLM 3.4: Courtesy of The International Union for Conservation of Nature, IUCN Red List version 2014.1: Table 5, Last Updated: 12 June 2014; BLM 5.3; Courtesy of Fisheries and Oceans Canada, Ecological Footprint Handout, http://www.pac.dfo-mpo.gc.ca/ education/documents/empreinte-ecofootprint/ecofootprint_handout_e. pdf; BLM 6.5: Source: Food and Agriculture Organization of the United Nations, 2012, Statistics and Information Branch of the Fisheries and Aquaculture Department, FAO Yearbook 2012 Fishery and Aquaculture Statistics resource, http://www.fao.org/3/a-i3740t.pdf. Reproduced with permission. SOURCES BLM 1.5: Source: http:// earthquake.usgs.gov/ (as of May 9, 2014 at 11:21 a.m.); BLM 2.5: Sources: www.climatemps.com, www.worldweatheronline.com; BLM 5.4: Source: Human Development Index and its components, https:// data.undp.org/dataset/Table-1Human-Development-Index-and-itscomponents/wxub-qc5; BLM 7.5: Source: Ambient (outdoor) air pollution in cities database by country and city. World Health Organization, http://www.who.int/phe/health_ topics/outdoorair/databases/cities/en/ Table of CONTENTS Teaching Geo7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Cross-Curricular Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X Key Principles of a Differentiated Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XVI Introduction: What Is Geography? . . . . . . . . . . . . . . . . . . . . . . . 1 Why Study Geography? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Case Study: The Kayapo of Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Unit 1: Physical Patterns in a changing world . . . . . . . . . . . 11 Global Concerns: Global Disaster: Earthquake in the Indian Ocean . . . . . . Unit 1 Challenge: Design a Natural Disaster Response Plan . . . . . . . . . . . . . . Unit 1 Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 1 Curriculum Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 14 16 26 CHAPTER 1: LANDFORM PATTERNS . . . . . . . . . . . . . . . . . . . . . . . . . . 31 What Are Landforms? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Are Landforms Created and Changed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Do We Respond to Challenges Caused by Earth’s Forces? . . . . . . . . . . . Case Study: Eyjafjallajökull: Icelandic Hot Spot . . . . . . . . . . . . . . . . . . . . . . . . . . Looking Back: Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 37 43 49 52 CHAPTER 2: CHANGING PATTERNS OF CLIMATE . . . . . . . . . . . . . . . . 55 Why Is Climate Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . National Geographic Case Study: Australia’s Water Woes . . . . . . . . . . . . . . . . How Do We Describe Climate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What Factors Affect Climate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What Causes Climate Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Looking Back: Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 60 63 68 73 78 CHAPTER 3: CHANGING PATTERNS OF NATURAL VEGETATION . . . . . 83 Why Is Vegetation Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 How Do Natural Factors and Vegetation Interact? . . . . . . . . . . . . . . . . . . . . . . . 88 How Are We Affecting Natural Vegetation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 How Do Changing Vegetation Patterns Affect Species? . . . . . . . . . . . . . . . . . . 97 Case Study: Saving Brazil’s Atlantic Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Looking Back: Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 CHAPTER 4: PATTERNS OF RIVERS AND OCEANS . . . . . . . . . . . . . . 107 Why Are Earth’s Water Systems Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . What Are the Characteristics of Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . How Are We Changing Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . National Geographic Case Study: China’s Powerful Rivers . . . . . . . . . . . . . . . NEL 108 111 117 122 Table of Contents iii How Can We Protect Earth’s Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . . . . 125 Looking Back: Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 LOOKING BACK: UNIT 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Unit 1 BlackLine Masters BLM U1.1 Unit 1 Challenge: Steps in a Natural Disaster Response Plan BLM U1.2 Unit 1 Challenge: Evaluation Rubric BLM U1.3 Unit 1 Challenge: Final Checklist BLM U1.4 Unit 1 Challenge: Sharing My Plan BLM U1.5 Unit 1 Challenge: My Selected Community and Natural Disaster BLM U1.6 Unit 1 Challenge: Progress Chart Chapter 1 BLM 1.1 Describing Landforms BLM 1.2 3-D Plate Tectonic Models BLM 1.3 Anticipation Guide: What Challenges Are Caused by Earth’s Forces? BLM 1.4 The Richter Scale BLM 1.5 Mapping Earthquakes BLM 1.6 Chapter 1: Self-Assessment of Learning Chapter 2 BLM 2.1 Making Connections about Climate Change BLM 2.2 Analyzing Australia’s Climate Change Problem BLM 2.3 Analyzing Climate Graphs BLM 2.4 Climate Graph BLM 2.5 Global Climate Statistics BLM 2.6 Climate Factors BLM 2.7 Anticipation Guide: What Are the Causes of Climate Change? BLM 2.8 Summarizing Causes of Climate Change BLM 2.9 Ways of Adapting to Climate Change Chapter 3 BLM 3.1 Looking for Patterns in Natural Vegetation BLM 3.2 What Three Main Factors Affect Our Natural Vegetation? BLM 3.3 Anticipation Guide: How Do Changing Vegetation Patterns Affect Species? BLM 3.4 Mapping Countries with the Most Threatened Species BLM 3.5 Atlantic Forest Music Video Plan BLM 3.6 Checklist for Music Video Chapter 4 BLM 4.1 Comparing Water Salinity BLM 4.2 Parts of a River BLM 4.3 Drawing a Cross-Section of the Bow River Valley BLM 4.4 Researching the Great Pacific Garbage Patch BLM 4.5 Comparing Two River Diversions BLM 4.6 Water Systems Ideas Web BLM 4.7 Taking Action against Water Pollution iv Table of Contents NEL Unit 1 Answer Key UNIT 2: OUR WORLD’S NATURAL RESOURCES: USE AND SUSTAINABILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Global Concern: Global Goods, Local Costs: Leather Processing in Bangladesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 2 Challenge: Create a Personal Plan of Action . . . . . . . . . . . . . . . . . . . . . Unit 2 Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 2 Curriculum Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 139 140 152 CHAPTER 5: OUR NEEDS AND WANTS AND THE ENVIRONMENT . . . 157 How Do We Use Natural Resources? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . National Geographic Case Study: Tourists Threaten Antarctica . . . . . . . . How Does Our Use of Natural Resources Vary? . . . . . . . . . . . . . . . . . . . . . . . . How Do We Measure the Impact of Our Natural Resource Use? . . . . . . . . How Are We Addressing Our Use of Natural Resources? . . . . . . . . . . . . . . . . Looking Back: Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 162 165 169 175 181 CHAPTER 6: RENEWABLE RESOURCES . . . . . . . . . . . . . . . . . . . . . . . 185 What Are Renewable Resources? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Do We Use and Misuse Soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Why Care about Fish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Renewable Are Forests? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Case Study: Protecting Natural Resources in India . . . . . . . . . . . . . . . . . . . . . Looking Back: Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 190 196 199 203 206 CHAPTER 7: FLOW RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Why Are Flow Resources Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What Are the Challenges Facing Flow Resources? . . . . . . . . . . . . . . . . . . . . . . National Geographic Case Study: Argentina’s Sunny Future . . . . . . . . . . . . . How Do We Use Flow Resources for Energy? . . . . . . . . . . . . . . . . . . . . . . . . . . . Looking Back: Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 217 222 225 229 CHAPTER 8: NON-RENEWABLE RESOURCES . . . . . . . . . . . . . . . . . . 233 Why Are Non-renewable Resources Important? . . . . . . . . . . . . . . . . . . . . . . . How Do We Extract Fossil Fuels? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Do We Extract Minerals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Case Study: Conflict Minerals in the Democratic Republic of the Congo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What Is the Future of Non-renewable Resources? . . . . . . . . . . . . . . . . . . . . . . Looking Back: Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 240 244 249 252 256 LOOKING BACK: UNIT 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Unit 2 Blackline Masters BLM U2.1 Unit 2 Challenge: Personal Plan of Action Evaluation Rubric BLM U2.2 Unit 2 Challenge: Progress Chart BLM U2.3 Unit 2 Challenge: My Selected Natural Resource BLM U2.4 Unit 2 Piece It Together: Questions and Answers NEL Table of Contents v BLM U2.5 Unit 2 Challenge: Final Checklist BLM U2.6 Unit 2 Challenge: Sharing My Personal Plan of Action Chapter 5 BLM 5.1 Antarctica: Causes, Effects, and Solutions Organizer BLM 5.2 Comparing Resource Use BLM 5.3 Determining Your Ecological Footprint BLM 5.4 Analyzing a Thematic Map: Human Development Index BLM 5.5 Sample 2012 HDI Data: North and Central America BLM 5.6 HDI Data Recording Page BLM 5.7 Anticipation Guide: What Are Our Attitudes Toward Using Natural Resources? Chapter 6 BLM 6.1 Uses for Renewable Resources BLM 6.2 Evaluating Evidence: Deforestation in Kenya BLM 6.3 Anticipation Guide: How Do We Use and Misuse Soil? BLM 6.4 Circle Graph: Global Food Supply BLM 6.5 Top 15 Fishing Countries of the World, 2012 BLM 6.6 How to Stop Overfishing BLM 6.7 Jigsaw Activity: Changes in Forest Area BLM 6.8 Environmental Impacts of Deforestation BLM 6.9 Social Impacts of Deforestation BLM 6.10 Actions to Protect Forests Chapter 7 BLM 7.1 Anticipation Guide: Why Are Flow Resources Important? BLM 7.2 Layers of the Atmosphere BLM 7.3 Guam’s Water Conservation Ideas BLM 7.4 Top 10 Cities for Air Pollution, 2010–2013 BLM 7.5 Most Polluted Cities Spatial Journal Checklist BLM 7.6 Argentina’s Energy Plans BLM 7.7 Comparing Water Power Generating Methods Chapter 8 BLM 8.1 My Use of Non-renewable Resources BLM 8.2 Anticipation Guide: How Are Fossil Fuels Extracted? BLM 8.3 Comparing Oil and Gas Extraction Methods BLM 8.4 Flow Chart for Processing Minerals BLM 8.5 Conflict Minerals: Causes, Impacts, and Consequences BLM 8.6 Using Non-renewable Resources Responsibly BLM 8.7 Effects of Resource Development on Indigenous Peoples Unit 2 Answer key Generic BLMs BLM 0.1 Understanding Interrelationships BLM 0.2 Causes and Effects BLM 0.3 Reviewing Sources for Credibility BLM 0.4 Points of View BLM 0.5 Sequencing vi Table of Contents NEL BLM 0.6 The Geographic Inquiry Process BLM 0.7 Inquiry Process Checklist BLM 0.8 Formulating Questions to Guide Research BLM 0.9 Political Outline Map of the World BLM 0.10 Reading Thematic Maps BLM 0.11 Thematic Map Checklist BLM 0.12 Climate Graph Checklist BLM 0.13 Cross-Section Map Checklist BLM 0.14 Percentage Circle Graphs BLM 0.15 Circle Graph Checklist BLM 0.16 Writing a News Article BLM 0.17 Ten Tips for Designing a Good Survey Questionnaire BLM 0.18 Creating an Action Plan BLM 0.19 Written Project Checklist BLM 0.20 Exit Cards BLM 0.21 Exit Card Stem List BLM 0.22 3-2-1 BLM 0.23 Compare/Contrast Matrix BLM 0.24 Frayer Model BLM 0.25 Placemat BLM 0.26 K-W-L Chart BLM 0.27 Fishbone BLM 0.28 Response Wheel BLM 0.29 Venn Diagram BLM 0.30 Unit Research Questions BLM 0.31 Unit Research Notes BLM 0.32 Tiered Activity Template NEL Table of Contents vii Chapter 3 Changing Patterns of Natural Vegetation Student Book pages 74–75 Launching the Chapter Chapter Big Question • Ask students: What is vegetation? (plants) What is natural vegetation? (plants that are natural to an area and grow freely there) • Point out the Chapter Big Question as well as the Unit Big Question. Discuss with students how this chapter links to the Unit Big Question, Why care about changes in Earth’s physical environment? (plants are an important part of Earth’s physical environment; plants are affected by physical elements and also causes changes). Ask them how the Chapter 3 Big Question also connects to the Chapter 1 Big Question, Why are landforms important? (landforms help to shape natural vegetation) and the Chapter 2 Big Question, How should we respond to climate change? (vegetation responds to changes in the climate). • After students read the three learning goals for this chapter, ask: What are the key words in the Learning Goals? Which of these learning goals interests you most, and why? • Use a K-W-L Chart to assess what students already know about the topic of natural vegetation. Have students complete the first two columns of BLM 0.26 K-W-L Chart indicating what they already Know and what they Want to know. (At the end of the chapter, they will record what they Learned.) Why care that Earth’s natural vegetation is changing? Learning Goals • identify patterns in the world’s natural vegetation • describe how nature and humans change natural vegetation patterns • gain an awareness of the impact we have made on the world’s natural vegetation ✓ Assessment What Is Where? Why There? Why Care? Highlight the where aspect of geography by pointing out that the Namib Desert is located primarily along the western edge of Namibia in southern Africa (24.75°S, 15.28°E). Rainfall in this desert rarely exceeds 200 mm annually. Although this desert is located right on the Atlantic coast, prevailing wind patterns mean that little moisture finds its way inland (why there). Human use of the land is minimal, with only a few herding groups across the whole region (why care). Most of the species that do exist in this inhospitable environment, such as the camel thorn tree, the black-backed jackal, and the Namib desert beetle, are found nowhere else in the world. Have students discuss what they see in the chapter opener photo on pages 74–75. Then display Figure 3.26, an online version of the photo. Provide students with these labels (numbers here provide the answers): (1) prevailing wind direction; (2) sand dune; (3) sparse plants growing in sand; (4) isolated trees; (5) dense grassland; (6) sparse grasses; (7) dried cracked soil. Point out the foreground, NEL middle ground, and background in the photo. Ask students to describe what they see in each part of the photo, matching the labels to the numbered lines. Have them explain what possible factors created the conditions that they see (wind, lack of rain), and suggest some implications of these conditions. As they do so, they will make connections between climate and vegetation. Note that that the term desertification is defined on Student Book page 91 and that the chapter opener photo and narrative exemplify desertification. Desertification refers to the changing conditions of formerly productive land that causes it to become more desert-like. Where appropriate while reading the chapter, have students consider questions such as What natural causes make deserts expand? What human actions create deserts? How is this a good example of the geographic concept of changing patterns? How is this a good example of the geographic concept of interrelationships between humans and natural environments? Chapter 3: Changing Patterns of Natural Vegetation 83 Why Is Vegetation Important? Student Book pages 76–83 Geographic Thinking Concepts Interrelationships Spatial Significance Patterns and Trends Inquiry Skills Focus Interpret and Analyze Related Materials BLM 3.1 Looking for Patterns in Natural Vegetation BLM 0.22 3-2-1 LESSON SUMMARY Expectations A3.9 Criteria for Success Students can • identify the major natural vegetation regions and describe the role that climate and soil has in shaping these regions • describe the importance of vegetation to humans and the planet Suggested Assessment Strategies • Think-Pair-Share • No Hands • 3-2-1 Cross-Curricular Connections • Grade 7 Math: Patterning and Algebra: represent linear growing patterns, using a variety of tools and strategies • Grade 7 Math: Data Management and Probability: make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs Map, Globe, and Graphing Skills • extracts information from and analyzes photographs of unfamiliar places and sites Geography Background Possible Misconceptions There are various acceptable ways of categorizing natural vegetation. The 11 vegetation types referred to in this chapter are commonly used at this grade level. However, if students are using other sources of information, they will find different categories and names for the vegetation types. For example, one source from the University of California has 37 different zones across the world. Prompt students to consider why categorization approaches vary; for example, approaches may depend on the purpose and level of analysis. Some, for instance, are designed for gardeners, who need to understand subtle differences in growing conditions. There are no right or wrong approaches, just ones for different purposes. In Canada, there has been a tendency to describe trees as deciduous (lose all their leaves for part of the year; often have broad, flat leaves) or coniferous (have needle-like leaves). This can be confusing; some species, such as the tamarack (also called larch), are coniferous and do lose their needles. You will encourage better understanding by referring to trees as either deciduous or evergreen (the latter lose some leaves, but have leaves all year round), and point out that many coniferous trees in Canada (such as pine and fir) are evergreen trees. In tropical areas, evergreens include mangrove, teak, rosewood, and palm trees. 84 Unit 1: Physical Patterns in a Changing World NEL TEACHING NOTES Minds On • Ask students: What is, or was, the natural vegetation of our own area? (deciduous trees, evergreen trees, grasses, forests) Have them describe examples of species or types of natural vegetation that they have seen in the media or when travelling to other parts of the world (palm trees, rainforests, scrub). • Use a Think-Pair-Share to observe students’ conversations and check their understanding of the importance of natural vegetation. Ask students to think about the statement: The world is better off if natural vegetation is left natural. Have them pair up to discuss their response. Provide another prompt, such as We would all be better off without cities. Have a whole class discussion in which students share their responses around each statement. Check that students are considering all living things as part of “the world,” not just humans. ELL Encourage ELLs to describe the vegetation in their current or past living communities and to bring in photos to share with the class. ✓ Assessment Action • Help students extend their thinking about the role of natural vegetation in ecosystems by discussing the interrelationships question on Student Book page 76. For example, after listing examples of animals that live in grasslands but not in deserts, such as lions, giraffes, bison, and kangaroos, they may note that the habitats of wildlife species change as natural vegetation is altered. • Students will also make connections between wildlife and vegetation when they consider the photo question for Figure 3.1. From past experience, they may be able to identify other grazing species such as gazelles, or predators such as lions. • After introducing the forests, grasslands, and deserts of the world, have students identify the geographic distribution of the different natural vegetation types on the world map in Figure 3.2, noting the vegetation types found in our part of North America. • Have students use online or classroom atlases to locate on Figure 3.2 the countries where each of the photos in Figures 3.3 to 3.5 were taken. Introduce the natural vegetation region tables (types of forests, types of grasslands, and types of deserts), shown on pages 78 to 81. Each type is described, along with the climate conditions that surround it. • Point out that the great diversity of vegetation makes it difficult to see patterns in natural vegetation characteristics. Explain that using graphic organizers can help us identify those patterns, for example, by making comparisons and noting similarities and differences among the various vegetation regions. Have students use BLM 3.1 Looking for Patterns in Natural Vegetation to correlate variables (amount of vegetation and latitude) along two general scales, creating four quadrants. Ask them to write the names of the natural vegetation regions in the appropriate quadrants or on the lines, using the information in the Student Book to make their decisions. Then, have students describe patterns in natural NEL INTERRELATIONSHIPS DI To Support Students who live in large urban areas may have never experienced truly natural vegetation. Supplement their understanding of forests, deserts, and grasslands by showing additional photos, such as Online Figures 3.27 to 3.32. Chapter 3: Changing Patterns of Natural Vegetation 85 ✓ Assessment • • • SPATIAL SIGNIFICANCE • weblink • vegetation around the world (all tropical forests are near the equator, the tundra is far from the equator). Use a No Hands strategy with a whole class discussion to assess students’ understanding of these connections. Have students create a new graphic organizer with four quadrants and the same two general scales they used in BLM 3.1 but identifying a different set of variables (temperature and amount of plant diversity; and location of plants and height of plants). Students can make the graphic organizers individually in their notebooks, or in small or large groups with electronic whiteboards. For a more hands-on approach, prepare labels of the natural vegetation regions and have students add them to graphic organizers enlarged as posters. Have students read the definition of domesticated on page 82. Discuss how domesticating plants has helped people, and brainstorm a list of possible negative consequences. Ask students to list the benefits of vegetation to people (providing food, medicines, beverages, clothing, oxygen; cleaning water; protecting soil from erosion; offering spiritual comfort). Once students have compared their lists, have them discuss their conclusions. The spatial significance question on Student Book page 83 invites students to connect the natural vegetation in Costa Rica (tropical and subtropical broadleaf forests) and human uses of it. Ecotourism uses vegetation in ways that generally help to protect it from harmful humaninduced changes. Have students look at photos of Costa Rican forests and point out the vegetation characteristics that they believe would encourage ecotourism (unique wildlife and plants, beautiful landforms, bodies of water). In their answer to the photo question for Figure 3.7, students might suggest that some vegetation grows in certain regions but not in others; some vegetation is better for some uses than others—for example, in certain ceremonies, the herbal properties of sage may be preferred, or other aromatic plants, such as sweetgrass, may be preferable to plants with a stronger scent, such as cedar. Consolidation ✓ 86 Assessment • To do a quick assessment of students’ understanding of natural vegetation, use a 3–2–1 strategy. Students should note 3 things they learned about patterns in natural vegetation, 2 things they learned about the benefits of natural vegetation, and 1 thing they learned about why natural vegetation is important. Unit 1: Physical Patterns in a Changing World NEL Check-In Sample Answers Student Book page 83 1. Patterns and Trends Graphic organizers for this question could include comparison charts or ideas webs. The characteristics they could compare include type of vegetation (forest/grassland/desert), location, climate conditions, elevation, plant characteristics, and so on. Reasons for differences will vary but will mainly be made up of climate and landform characteristics. For example, if tropical broadleaf forests are compared to deserts, reasons for differences could include global wind patterns, the direction of prevailing winds, and proximity to large bodies of water. If tropical broadleaf forests are compared to tundra and highmountain vegetation, reasons for differences could include latitude and effects of high elevations. (Knowledge and Understanding) 2. Interrelationships Student Book pages 82 and 83 identify the following as reasons why natural vegetation is important for humans: oxygen, natural habitats, resources, recreation, and spiritual connection. Students should give specific examples to explain how NEL many of these benefits are important to us and to all living things. (Communication) 3. Interpret and Analyze Answers will vary by location of communities. Students should distinguish generally natural areas from places where the vegetation is largely influenced by human activity. Areas differ depending on use; for example, vegetation is more likely to remain natural in a protected park or an inaccessible wilderness area than in a human settlement. Reasons why the areas differ could range from being a place where people live to being a place inaccessible to people or to being a protected park area. (Application) 4. Interrelationships Ask students to think about the different aspects of their lives as they make their lists of uses of plants (food, clothing, housing, recreation, spiritual connection). Their posters may show a local, community, or global view of life without the resources that come from plants. Alternatively, students may choose to create an infographic. (Thinking) Chapter 3: Changing Patterns of Natural Vegetation 87 How Do Natural Factors and Vegetation Interact? Student Book pages 84–89 Geographic Thinking Concepts Interrelationships Spatial Significance Chapter Feature Reading Thematic Maps Related Materials BLM 3.2 What Three Main Factors Affect Our Natural Vegetation? BLM 0.11 Thematic Map Checklist BLM 0.24 Frayer Model BLM 0.23 Compare/Contrast Matrix Where on Earth? • Sahara Desert 23.01°N, 11.61°E LESSON SUMMARY Expectations A3.10, A3.11 Criteria for Success Students can • describe how moisture, temperature, and soil affect natural vegetation • read and analyze a thematic map • describe how different factors of the environment (natural vegetation, climate, and soil) interact with one another in different regions of the world Suggested Assessment Strategies • Frayer Model • Compare/Contrast Matrix Cross-Curricular Connections • Grade 7 Math: Data Management and Probability: collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject and record observations or measurements; read, interpret, and draw conclusions from primary data and from secondary data presented in charts, tables, and graphs • Grade 7 Math: Number Sense and Numeration: represent and order integers, using a variety of tools Map, Globe, and Graphing Skills • extracts information from, analyzes, and creates increasingly complex thematic maps, including physical • extracts information from and analyzes photographs of unfamiliar places and sites Geography Background Possible Misconceptions We can make some general statements about the relationship between natural vegetation and soils. For example, we can say that soil under needleleaf forests tends to be thin and acidic, and soil under deciduous forests tends to be thick and fertile. However, the interrelationships between natural vegetation and soil are complex, and more detailed explanations are beyond the scope of the Student Book. Clarify for students that tropical broadleaf forests are also known as rainforests. Students might think that the massive trees in these forests indicate that the soil there must be fertile. In fact, nutrients that make it to the soil from decaying plant material are quickly washed away by the precipitation, which is typically heavy in these regions. Soils under rainforests are notoriously infertile. The soils in temperate rainforests, such as those found on Canada’s West Coast, typically contain more nutrients than tropical rainforests. 88 Unit 1: Physical Patterns in a Changing World NEL TEACHING NOTES Minds On • Ask students: What is the most important factor shaping the vegetation of our area? Tell them to consider what they have already learned about vegetation, such as factors that affect vegetation, and then think about what those factors are like in their local area, what type of vegetation is in their local area, and how local factors influence the plants. Point out that soil is also a key factor. Action • Have students note the three headings in the Student Book, which name three key natural factors that affect natural vegetation—moisture, temperature, and soil. Have students use information from pages 84, 86, and 87 to record ideas and facts about how each factor helps to shape natural vegetation on BLM 3.2 What Three Main Factors Affect Our Natural Vegetation? (Students will complete BLM 3.2 as they work through this section of the chapter.) • Have students respond to the interrelationships question on Student Book page 84. From past experience, they may be able to explain that precipitation is essential for vegetation growth and that plant species have adapted to the amount of moisture that is available to them. • In their answers to the photo question for Figure 3.8, students should mention that forests need more moisture than grasslands. Have them support their responses using the geographic terms they have studied in the chapter. Reading Thematic Maps Check student understanding of the term shaping. Invite students to consider factors shaping the vegetation in their current or past living communities. ELL Partner ELLs with students strong in English. Have each pair focus on one factor and then share what they have learned as a whole group. Have them complete BLM 3.2 together and then refer back to the text to see if they have missed any critical information. INTERRELATIONSHIPS Student Book page 85 • Refer to the chart below to familiarize yourself with a variety of common thematic maps. Then describe them to students and refer them to the examples found in the Student Book. Map Type Description Example choropleth shades of colour show differences in variables Figure 2.11, Student Book pages 56-57 elevation colours represent heights Figure 1.6, Student Book page 23 flow direction of movement indicated Figure 2.15, Student Book page 61 isopleth lines connect places of equal value Figure 1.5, Student Book page 22 proportional symbols size of symbol represents volume Figure 1.12, Student Book page 29 • Consider adding these terms to a word wall or creating a display of these types of maps. • It is important that students develop a procedure for reading maps. Review with them the steps NEL ELL on page 85. Then have students work in small groups to answer the questions in the steps about the map in Figure 3.9. (continued) Chapter 3: Changing Patterns of Natural Vegetation 89 Step 1: The theme is annual precipitation rates and the location is North America. Step 2: The 11 colours in the legend represent precipitation amounts measured in millimetres. Students should recognize that each category represents a range of rainfall and these ranges vary from 100 mm in the category at the top of the legend (0–100) to 2250 mm in the bottom category (4000–6250). Step 3: The pattern shows more precipitation on the edges of the continent and less in the interior and the northern parts. Step 4: Climate systems, which students read about in Chapter 2, might show similar patterns. To make connections, students can use what they learned about climate factors, such as the effect of elevation and proximity to large bodies of water. Step 5: Students should use their understandings about natural vegetation factors, particularly the role of temperature and precipitation, to draw their conclusions. Sample response: North America has a wide range of precipitation conditions, and this could lead to a great diversity of natural vegetation. • Have students complete BLM 0.11 Thematic Map Checklist. Ask them to locate these maps in sources other than the Student Book, such as on the Internet or in books, magazines, or brochures. • ASSESSMENT: To check student understanding, use a Frayer Model. Distribute BLM 0.24 Frayer Model. Have students write the term Thematic Maps in the centre. Tell them the four categories are definition, some characteristics, examples, and non-examples. An example can include the map of global natural vegetation regions in Figure 3.2, and a “non-example” can include the topographic map of Lake Louise, Alberta, in Figure 1.5. • Ask students: What is a treeline? (an area beyond which trees do not grow) Why do trees not grow above a certain elevation or a certain latitude? Explain that there are lower temperatures at higher elevations. With lower temperatures, less photosynthesis takes place, to the point where there is not enough for adequate tree growth. Tell students that often there is less precipitation at higher latitudes, such as in tundra conditions. Point out that the graph in Figure 3.11 connects the two variables of temperature and precipitation. Ask students: What information is on the x axis? (increasing precipitation) On the y axis? (decreasing temperatures) Explain to students that biologists have discovered that the different types of vegetation grow only where the conditions are right for them. So, for example, Mediterranean forests grow where there is between 1400 and 2700 mm of rainfall annually and temperatures are higher than about 22 °C. Have students use the graph to identify the temperature and precipitation conditions in which the natural vegetation in your area grows. • Before reading about how vegetation and climate interact, on pages 87 and 88, have students list simple examples of ways that vegetation and moisture or temperature might interact, using observations of plants and climate in your local area (when it rains, the grass grows; when it starts to get cold and there is less daylight, the leaves begin to drop off the trees). 90 Unit 1: Physical Patterns in a Changing World NEL • Have students apply the factors on BLM 3.2 (which they started earlier) by working in small groups to compare the three factors and rank them in importance for your location. For example, they might gather data that describes the amount of precipitation in the local area and the annual temperatures; they might consider the quality of soil to some degree by considering the vegetation in the local area (gardens and crops could mean soil is fertile; desert vegetation could mean soil is less fertile). Assign one or several students the role of advocate of each of the factors. They may organize the evidence for their factor and attempt to convince the rest of the group that it is the most important one. The group should then consider all the evidence and attempt to reach an agreement about the rankings. Assist students by providing information pages containing details about the moisture, heat, and soil conditions for your local area. They can summarize their thinking in the bottom chart on BLM 3.2. Note that there is no correct answer; the conversations that take place using ideas about factors is the goal of this activity. weblink Consolidation • Have students forecast how the following changes would likely affect the natural vegetation in your area: – the average temperature goes up by 3 degrees Celsius – annual precipitation drops by 20 percent – the soil dries out and winds blow it away Students can share their forecasts in a variety of ways, such as by making a comic strip, writing a story, making a model, or preparing a photo essay. • Ask students to locate the Sahara Desert on a world map (23.01°N, 11.61°E) and refer to Figure 3.2 to see its natural vegetation region. Have them read the timeline in Figure 3.13 showing the changes in the Sahara Desert. Give out copies of BLM 0.23 Compare/Contrast Matrix. Have students work in pairs to examine each of the photos. Have them make a list of characteristics of natural vegetation regions, which might include vegetation conditions, soil conditions, and ability to produce crops. Then tell them to compare and contrast the natural vegetation region shown in the top (7000 BCE) photo to the natural vegetation region shown in the bottom (3800 BCE) photo, recording their ideas on BLM 0.23. To help them think about the changes they see, ask: What vegetation factors have changed? How do the patterns show interrelationships? Read their written work and listen to their answers to assess their understanding of how natural factors and vegetation interact. NEL ✓ Assessment Chapter 3: Changing Patterns of Natural Vegetation 91 Check-In Sample Answers Student Book page 89 1. Interrelationships Ideas webs can vary considerably, but check to see that students’ work includes interactions between vegetation and soils (decaying plants add nutrients to soil), vegetation and climate (trees will not grow where it is too cold), and climate and soils (rain can wash nutrients out of the soil). (Knowledge and Understanding) 2. Interrelationships In their diagrams or charts, students should include the following factors that help to create soil: • worms, insects, and other decomposers live in the soil and affect its fertility • inorganic material (eroded rock material) is contained in the soil • soil needs air to support decomposition of the organic matter 92 Unit 1: Physical Patterns in a Changing World They should include the following information about the role natural vegetation plays in creating soil: • the amount of humus in the soil is directly linked to the amount of vegetation in the area (the more vegetation there is, the more humus there is) • roots of natural vegetation help to anchor the soil and prevent erosion, so soil can continue to increase in thickness and develop greater fertility (Thinking) 3. Spatial Significance The places that students choose will vary. Ensure that they are finding places within two of the three natural vegetation regions mentioned in the Student Book. (Application) NEL BLM 3.1 Name:_____________________________________ Date:_________________________ Looking for Patterns in Natural Vegetation Print the names of vegetation types on the organizer in the appropriate places. “Tropical broadleaf forest” and “tundra and high-mountain vegetation” have been done for you. Use the information on Student Book pages 76 to 81 to help you. tropical broadleaf forest much vegetation far from the equator near the equator little vegetation tundra and high-mountain Describe three patterns in natural vegetation around the world. 1.Describe a pattern for deserts. 2. Describe a pattern for forests. 3. Describe a pattern for grasslands. Blackline Master 3.1: Looking for Patterns in Natural Vegetation NEL Blm 3.2 Name:_____________________________________ Date:_________________________ What Three Main Factors Affect Our Natural Vegetation? 1. Use information about natural vegetation on Student Book pages 84 to 89 to complete this t-chart. Natural Vegetation Factor How Each Factor Shapes Natural Vegetation moisture (precipitation) temperature (heat) soil 2. Record information about each of the natural vegetation factors for our local area. Natural Vegetation Factor Evidence for Our Local Area moisture temperature soil NEL Blackline Master 3.2: What Three Main Factors Affect Our Natural Vegetation? Blm 0.11 Name:_____________________________________ Date:_________________________ Thematic Map Checklist The map has … Yes No Comments • a title • a legend that shows all the symbols used • countries shaded neatly and correctly using the data • country names labelled correctly • a north arrow or compass rose • a scale • evidence that care was taken to do a good job Assessment done by: Self_________ Peer_________ Teacher_________ Additional comments: NEL Blackline Master 0.11: Thematic Map Checklist Blm 0.22 Name:_____________________________________ Date:_________________________ 3-2-1 3 things that I already know about this topic are … • • • 2 questions about the topic that I would like to answer are … • • 1 other topic that I think connects to this topic is … • NEL Blackline Master 0.22: 3-2-1 Blm 0.23 Name:_____________________________________ Date:_________________________ Compare/Contrast Matrix Title: (Categories) (Item 1) Blackline Master 0.23: Compare/Contrast Matrix (Item 2) NEL Blm 0.24 Name:_____________________________________ Date:_________________________ Frayer Model Use this graphic organizer to help you understand key words and concepts. In the middle oval, place the key word or concept. Add a heading to each of the boxes around the oval, and fill in the relevant details. NEL Blackline Master 0.24: Frayer Model NELSON GEO7 AND 8 DEVELOPED FOR THE 2013 ONTARIO GEOGRAPHY CURRICULUM The Student Book is offered in a blended format and features: • 100% curriculum alignment including Inquiry, Geographical Thinking Concepts, Citizenship, and Map and Globe Skills continuum built into every chapter • Multiple Case Studies—including 2 National Geographic Case Studies in every unit! CHAPTER 3 CHANGING PATTERNS OF Grade 7 Trillium Approved NATURAL VEGETATION URAL T EARTH’S NAT WHY CARE THAN IS CHANGING? VEGETATIO LEARNING GOALS As you work through this chapter, you will • identify patterns in the world’s natural vegetation • describe how nature and humans change natural vegetation patterns • gain an awareness of the impact we have made on the world’s natural vegetation Grasslands and forests around the world are shrinking. Deserts have always grown and shrunk over time due to changes in climate and periods of drought. But now, more of Earth’s surface is turning into desert. For example, the grasslands on the edges of the Gobi Desert, in China, are getting smaller every year. At the same time, the Gobi Desert is growing by 3600 km2—about two-thirds the area of Prince Edward Island—every year. A major cause of growing deserts today is human activity. We are cutting down trees and grasses to make fields for crops and other human uses. This exposes the soil to the Sun, which dries and cracks it, as shown here in the Namib Desert in south-western Africa. The exposed soil blows away. The ground becomes less fertile, and plants struggle to grow. Also, the ground cannot absorb rainwater, and there is less water in the region. With no vegetation, humans and animals suffer from hunger. What other effects can growing deserts have? 74 03_geo7_ch3.indd 74 NEL 2014-04-15 8:56 AM NEL 03_geo7_ch3.indd 75 75 2014-04-15 8:56 AM The Teacher’s Resource is offered in a blended format and features: • The Printed Teacher’s Resource including: – Unit and Lesson Planning – Blackline Masters – Access to the Online Teaching Centre • The Online Teaching Centre including: – Projectable Student Book images – Modifiable Blackline Masters – Videos to launch each unit – ESRI Canada GIS Links – Tech Tools View sample material at: www.nelson.com/geo7and8 SC FL Nelson GEO 7 and 8 FY16_revise.indd 1 4/22/15 3:25 PM
