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Middle School Study Guide
Water
T
o survive, every living thing needs water.
In Canada, we can turn the tap and our needs for safe drinking water are met.
At times, when we use more than usual and there’s a lack of rainfall, we’re asked to use
less. Conserving water doesn’t mean we stop drinking water. It means using less for
everything else. While we focus on conserving, 20 per cent of the world’s population has
no drinking water.
For everyone in Canada, and the rest of the world, water supply is affected by pollution,
changes in climate and demand from increasing population and lifestyles.
Water Availability
Available drinking water
makes up less than 1% of the
world’s total water supply.
In the raindrop image, the
tiny white triangle at the top
of it represents the small
percentage of potable water.
Vocabulary
Aquifer - an underground source of water. Water can be found
by drilling a well into the ground and installing a pump.
Hydrological cycle - also known as the water cycle. Water
moves continuously on, above and below the surface of the
Earth. It moves in liquid, vapour, and ice forms.
How is water used in Canada?
60%
Hydroelectric power generation
18.5% Manufacturing
9.5%
Municipalities
8%
Agriculture
4%
Mining
Impervious surfaces - a surface that prevents water from
soaking or seeping through it. e.g. pavement.
Irrigation - water that is added to soil to help grow crops when
there is not enough rain.
Potable water - water that is safe for drinking.
Precipitation - water (in any form of solid, liquid or gas) that
falls to the Earth.
How does water use compare?
On average, per person daily use (in litres):
Europeans
135
Americans
300
Canadians
British Columbians
343
490
Storm drain pollution - water that flows along roads and other
paved areas carry pollutants into storm drains. This polluted
water travels untreated to local streams and rivers.
Surface runoff - water that flows along the ground that is not
absorbed because either the soil is saturated or the surface is
impervious (e.g. concrete).
Watershed - an area of land where all the water within it flows
into a particular river or set of rivers.
Typical Indoor Water Use
Water conservation - using less water by reducing waste.
At home, we don’t just use water for drinking. We use
Water sustainability - using water in a way that helps ensure
water to cook, flush toilets, take showers and baths, wash
future water needs are met and its quality is protected.
clothes and dishes.
35% Showers and baths
30% Toilet flushing
Most of the 1.1 billion people lacking access to clean
20% Laundry
water use just 5 litres of unsafe water each day – less than
10% Kitchen and drinking
what we use to flush a toilet.
5% Brushing teeth and washing hands
ENVIRONMENTAL MIND GRIND
–1–
Elementary School Study Guide
Middle School Study Guide
Water
Principles of Water
(from Water Stewardship: A Guide for Teachers, Students, and Community)
Cities and communities use either ground water or surface water for their drinking water supply.
1. Water is essential for life. All plants and animals (including us) could not survive without it. On average, our
bodies are 60% water.
2. Water is unique. Water can be a solid, a liquid, or a gas. Liquid water can dissolve many things.
3. All the world’s water forms the water cycle. Water moves through this cycle and some water changes from one
form to another. For example, water can change from liquid, to gas (vapour), and back to liquid. Water can remain
in one form for short or long periods of time. For example, water may remain solid (ice and snow) for thousands
of years.
4. Streams, lakes, and rivers are part of larger systems known as watersheds. A watershed is an area that
drains all precipitation it receives as runoff or as groundwater into a particular river or set of rivers. The
watershed is defined by the landscape where water moves towards a common river.
5. People use water for more than drinking. In one way or another, water is a part of almost everything we make
or do. The largest use of water in British Columbia is by industry (40%), followed by agricultural (28%), municipal
(25%), rural domestic (5%), and mining (2%). (Environment Canada)
6. Water is limited. Many parts of Canada, particularly in cities where most people live, have limited water
resources. Between 1994 and 1999 one in four Canadian municipalities reported water shortages because of
increases in demand, drought or limitations of supply systems. (Environment Canada 2002).
7. Water supports life. Many different types of plants and animals live in the oceans, seas, rivers, lakes and streams
for all or part of their lives. For example, salmon live part of their life in the ocean and return to the rivers they
were born to spawn.
8. Water pollution has an impact. When water is polluted, some species will die or have to move to another area.
Even small amounts of pollutants can travel through the water for a long time, for long distances and affect large
areas. For example, one drop of motor oil can contaminate one million drops of water.
Students in Action
Destination Conservation - KLO Middle School
This team made reducing water use at their school one of their goals for the year. They worked with the custodian to install 1-litre plastic bottle in the 33 toilet reservoirs at our school. The custodian wasn’t too sure about
the project at first, but he made it possible to get started. The results will reduce water use for years to come.
This team also adopted a stream as part of a community clean up. They completed 150 good actions for
the planet and earned ‘Jade Status’ as a GREEN SCHOOL from SEEDS. For example, they wrote letters to
elected officials and asked for more parks and support for an ‘Endangered
Species Act’ for British Columbia. The school finished third in the City
of Kelowna Eco-Challenge.
Their next quest is completing even more projects and earning
‘Emerald Status.’
For information, contact Destination Conservation at www.dcplanet.ca
ENVIRONMENTAL MIND GRIND
–2–
Elementary School Study Guide
Middle School Study Guide
Water
Water through Time
The water we depend on today is the same water that
living things used in the past and others will depend on
in the future. By caring for water, we help protect it for
plants and animals of the future.
Water Moves
When enough heat (or energy) is added to ice, it melts.
When enough heat is added to water, it evaporates.
Evaporation turns liquid water into a gas, called water
vapour.
When water vapour cools enough, the water condenses.
Condensation turns water vapour into a liquid. When
liquid water cools enough, it freezes to become ice. The
movement of water from one form to another is part of the
water cycle (hydrologic cycle).
Water from oceans, lakes, swamps, rivers, plants, and
even the water within you, can evaporate. When water
vapour condenses, clouds form. Precipitation comes from
About 97% the world’s water is salt water
from oceans. 2% is freshwater that is
locked up in glaciers and icecaps, while
the remaining 1% is freshwater found
mostly under ground and a small fraction
of this is found in lakes and rivers.
clouds as rain, snow or hail and is either absorbed into
the ground or runs off into rivers.
Some water in the ground is used by plants. And, plants
lose some water vapour that enters the atmosphere.
Rivers, ponds, lakes, or oceans also contribute water to
the atmosphere through evaporation.
As a cycle, water moves through different places in
different forms, and at different rates.
Ground water is a part of the water cycle, even though it can’t be seen as
easily as rivers, lakes and clouds. This water flows through spaces in soil and
rock through underground lakes and rivers while some eventually seeps to
the surface into streams, lakes, and oceans.
Groundwater can be reached by digging a well and it is a great source of
drinking water for many communities and cities. However, in the Okanagan
Valley, some communities use water from lakes, known as surface sources.
In Canada, outdoor uses can double water use. In the Okanagan Valley, water use is
FIVE times higher in summer than in winter.
The water supply and the pipes to carry it need to be built big enough to meet this
demand, even though it’s only for a few short weeks in the summer.
The lawn watering factor.
Lawns use more water than we do. A typical sprinkler uses 1,300 litres of water per HOUR! That’s as much water as
one Canadian, on average, uses for drinking, bathing and toilet flushing in about a week. While only a fraction of
water is used for drinking, it is all treated to drinking water standards, even if it is used to water lawns.
Lawns only need 2.5 cm of water (including rain) a week to stay green. Keep the grass a little longer (at least 6 cm)
to shade roots and reduce evaporation. Or, you can choose a brown lawn as another way to be green!
ENVIRONMENTAL MIND GRIND
–3–
Elementary School Study Guide
Middle School Study Guide
Water
Watersheds
No matter where you live, work or play, you are ALWAYS in a watershed.
A watershed includes all of the water (ponds, lakes, rivers, streams, wetlands,
and groundwater) and all of the land that drains into a common area. For
example, all the land that surrounds a creek (mountains, houses, forests, farms,
businesses, etc.) and all of the creeks and ponds that contribute water to this
creek are part of its watershed.
Watersheds supply water, drinking water, a place to live, habitat for wildlife
and aquatic life, irrigation, industry, recreation, and beauty.
You don’t see all the water in a watershed. A large portion of water is stored
in the ground. Wells allow people to access groundwater. Rain and water from
lakes and rivers flows into the ground recharging lost groundwater.
The area where groundwater is stored is called the water table. In wet areas the
water table will be closer to the surface and in dry areas it will generally be
further from the surface and harder to access.
Water and Power Generation
The main use of water in Canada is for hydroelectric power generation.
We have diverted more water by damming rivers for hydro than any
other country, with massive effects on ecosystems and communities.
85 per cent of the drainage basins in the Boreal Shield have been altered
by hydroelectric development one way or another with major dams,
reservoirs and rivers with flows that are either higher or lower than they
would be otherwise.
About 60% of Canada’s
freshwater drains north,
while 84% of our population
lives within 300 kilometres
of our southern border.
Storm Drains
A lot of people think that storm drains go to a sewage treatment plant (if your community has one), and are
surprised that they flow directly into local watersheds.
The Yellow Fish Road program is a nation-wide pollution-awareness program in which Yellow Fish
are painted on or near storm drains to remind people that whatever goes into the storm drain will eventually
affect the fish in the nearby stream, river, and ocean.
Reduce storm drain pollution.
•
Limit the use of household hazardous products.
•
Dispose of harmful products properly,
•
Repair fluid leaks on vehicles.
•
Reduce or eliminate the use of fertilizers and
pesticides.
•
Wash vehicles on grass or gravel, rather than
on pavement or use a car wash (where water is
treated).
ENVIRONMENTAL MIND GRIND
–4–
Elementary School Study Guide
Middle School Study Guide
Water
Water
and Agriculture
Water is used to grow fruits, vegetables and crops to feed farm animals.
About 70% of the water used in irrigation is consumed. This means that water
is used and does not return to the water system afterwards.
The Okanagan watershed is almost 200 kilometres long and covers 21,600
square kilometers, Okanagan Lake is one of many smaller lakes and rivers
that make up this watershed.
The Okanagan Valley was carved out by glaciers. When the glacier retreated
approximately 10,000 years ago, the basin filled with water.
While it appears to have a lot of water, the Okanagan Basin is considered one
of the driest watersheds in Canada. It’s capacity is unusable. The true volume
of water available from Okanagan Lake is the amount that flows through the
Okanagan Channel. Lowering the lake past that point will destroy the
Okanagan River.
Only a small portion of the water in our lakes and aquifers is renewed
each year from rainfall and snow melt.
Wetlands
Fresh water wetlands are found all over the world in lowland areas or along rivers, lakes, and streams. Some wetlands are temporary and seasonal. They occur for a few weeks at a time and then disappear until they are refilled
with water. Other wetlands are always under water.
How are wetlands important?
Almost 25 percent of the
world’s wetlands are found
in Canada, and nearly 70
percent have vanished
already.
Wetlands are among the most fertile and productive ecosystems on earth.
They provide:
• habitat for fish and wildlife,
• spawning and nursery areas for young fish,
• improvements to the quality of water for aquatic species in nearby lakes and rivers,
• hundreds of species of birds, especially waterfowl and other water birds, with a
place unavailable elsewhere for part of their life cycles,
• surface water with the ability to filter pollutants,
• flood control by storing large amounts of melting snow and runoff,
• erosion control as plants, called emergents, are able to slow the flow of water,
• a water source for agriculture, especially livestock producers,
• economic activities such as hunting and trapping activities for rural and remote
areas,
• carbon ‘sinks’ for climate change by reducing impact of greenhouse gas emissions.
In Canada, found only in British Columbia mainly in the Okanagan Valley. The Great
Basin Spadefoot Toad is at risk in British Columbia because of the loss of wetlands
from urbanization, agriculture and a reduced water table.
HOW DO WE PAY FOR THE WATER WE USE?
ENVIRONMENTAL MIND GRIND
–5–
Elementary School Study Guide
Middle School Study Guide
Water
Water and Climate Change
Water sustainability is being impacted by Climate Change.
As global temperatures go up, BC’s growing season will be longer and dryer while our winter season will be
wetter. This means that the water is not available when it is needed most, during the long, hot summer months.
It also means that water storage levels will be replaced earlier by snow melt or rainfall, when water storage
levels are usually already high.
Sustainable Action
WHAT CAN WE DO TO CONSERVE & PROTECT WATER?
The key to water sustainability includes ensuring we value water, today and for future generations.
Solutions include: planting drought tolerant crops, irrigating efficiently, and choosing water efficient
appliances. Every drop we save means more available for us and the environment when it is needed.
There are a number of things we can do to take care of our watersheds and be more water-smart.
Quite simply: use less water!
This involved things such as:
•
turning of taps
•
having short showers instead of baths
•
capturing rain water to use in your garden
•
installing low-flow shower heads and toilets.
But where is it that we could really save the most water? When thinking about water conservation we
need to look at the difference between water that we NEED (like drinking and bathing), and water
that we WANT, but don’t need (like hot tubs, swimming pools, and green lawns).
Other ideas for taking action on water conservation:
•
Plant (native) trees near streams – they help hold banks in place, and keep water running clean.
•
Don’t put anything toxic down your drains – it all leads to our watersheds and oceans.
•
Lobby government for sewage treatment, water management, and safe drinking water.
•
Drink your tap water! Bottled water uses more resources (packaging and shipping) and it isn’t
any safer than what comes out of your tap!
ENVIRONMENTAL MIND GRIND
–6–
Elementary School Study Guide
Middle School Study Guide
Climate Change
C
limate Change is a topic you may have seen in newspapers, in a textbook, or even in a
few movies. Scientists from around the world have been studying an observed increase
in average global temperatures, and from their work we have learned that human activity is
increasing the greenhouse gases in
our atmosphere. This is causing some
unpredictable weather patterns that are
leading to all kinds of instability in our
environment.
Vocabulary
What is
Happening?
Carbon Dioxide (CO2) - a colourless, odourless gas that is made of 2
oxygen atoms and one carbon atom. It is formed during respiration,
combustion of carbon-based fuels and the decomposition of organic
materials. Volcanoes also naturally contribute CO2. Increases in the
level of CO2 is considered to have the greatest impact on our Earth’s
climate today, as it accounts for an estimated 60% of the greenhouse
effect.
Our climate is changing:
global temperatures have
been climbing steadily at
a historically significant rate
over the past 200 years,
Why?
The increase in the rate of change has been linked
to human activities that have increased the amount
of greenhouse gases, changing the makeup of our
atmosphere and how it interacts with the Sun’s
energy.
So now…the question is:
How will Climate Change affect the world?
and…
What can we do about it?
Average temperatures have climbed
0.8 degree Celsius around the world
since 1880, much of this in recent
decades.
Arctic ice is rapidly disappearing,
and the region may have its first completely ice-free summer by 2040 or
earlier. Polar bears and indigenous
cultures are already suffering from
the sea-ice loss.
ENVIRONMENTAL MIND GRIND
Climate - is patterns of variables, including weather, temperature, and
precipitation, averaged over long periods of time. Weather changes
from day to day; however climate tend to remain stable and therefore
predictable.
Climate Change -increased changes to weather patterns over a period
of time. Climate change is used interchangeably to describe both
human-created and natural changes in weather patterns.
Global Warming - the increase in the earth’s surface, atmosphere and
ocean temperatures.
Greenhouse Effect - the natural process whereby greenhouse gases
trap solar radiation in the atmosphere to insulate our earth and stabilize
temperatures.
Greenhouse Gases (GHGs) - gases in the atmosphere that absorb
and re-emit radiation. Some of these gases include carbon dioxide,
methane, nitrous oxide and fluorinated gases.
Methane (CH4) - a colourless, odorless gas formed by the decay
of natural materials and can also be found naturally in pockets
beneath the earth’s surface. This gas is often called natural gas. It is
considered a greenhouse gas.
Nitrous Oxide - a colourless, non-flammable gas. It is produced
naturally in soils through microbial processes. Emissions of N20 have
increased mainly because of agricultural activities, including the use of
nitrogen fertilizers.
–1–
Middle School Study Guide
Middle School Study Guide
Climate Change
A Layered
Envelope
The Earth has 4 distinct
zones of atmosphere. But
it is the lowest zone that
reaches the earth’s surface
that is responsible for most
of the weather. This zone is
evenly made of the gases
listed below. The gases
are stirred by strong winds
across the entire planet.
The gases that make up our
lower atmosphere are:
78.08% Nitrogen (N2) 20.94% Oxygen (02)
0.93% Argon (Ar)
0.03% Carbon (CO2)
0-4% Water vapour 40 other trace elements
The Earth’s Natural Greenhouse Effect
• The Earth’s natural greenhouse effect ensures the life-sustaining global average temperature of +15° Celsius; without it, the Earth would be a chilly -18°
Celsius.
• The greenhouse effect is a result of the interactions between energy from the
Sun, gases in the atmosphere, and the Earth’s surface.
• Roughly 30% of the energy from the Sun is reflected back out to space by
clouds, gases, snow, ice, lakes, and oceans as it moves through the atmosphere
to the Earth.
• Of the remaining solar radiation, 20% is absorbed by the atmosphere (i.e., gases and clouds) and 50% is absorbed by and warms dark areas on the surface
of the Earth (i.e., the upper layers of lakes, oceans, the soil, rocks, grasslands,
and forests)
•
Greenhouse gases naturally occur in the atmosphere. They trap heat reflected
or emitted from the earth or oceans in the lower atmosphere. Increasing the
level of these greenhouse gases is linked to increases of global temperature.
In Balance: The Carbon Cycle
Our Earth is all about balance. Looking at Earth from space reveals the perspective of earth as a living system,
made up of millions of parts all working together.
The carbon cycle works much the same way as the water cycle. Carbon exists in many places on the Earth and
is transferred over time from one form to another.
Carbon, in the form of CO2, occurs naturally in the atmosphere and is used by plants in a process called
photosynthesis. Photosynthesis uses the Sun’s energy to break apart CO2 into oxygen and carbon based sugar.
This carbon rich sugar provides the building blocks of plants including tree trunks.
Burning wood is a chemical reaction where carbon in the wood mixes with oxygen in the air to remake CO2.
Since the Industrial Revolution about 200 years ago, human activities have emitted a large amount of carbon in
a very short period of time, making the natural sequestration of carbon through photosynthesis too slow for the
carbon cycle to stay in balance.
ENVIRONMENTAL MIND GRIND
–2–
Middle School Study Guide
Middle School Study Guide
Climate Change
What is accelerating Climate Change and increasing global
temperatures?
Humans and their activities are believed to be the main reason climate change is occurring so rapidly. In particular, it
is the production and burning of fossil fuels that appears to have the biggest impact.
These fuels contain carbon. Burning them makes carbon dioxide gas. Since the early 1800s, when people began
burning large amounts of coal and oil, the amount of carbon dioxide in the earth’s atmosphere has increased by nearly
30%, and average global temperature appears to have risen between .6° C and 1°C.
The amount of carbon dioxide (CO2) now by far exceeds the natural range of atmospheric carbon dioxide over the last
650,000 years.
The same is true for methane (CH4) from agricultural activities, large landfills, and fossil fuel use. Additionally,the use
of nitrogen-based fertilizers and the production of chemicals with a nitrogen base have led to an increase in nitrous
oxide concentrations.
As we know, plants (trees especially!) absorb carbon dioxide. When forests are cleared for farmland, human
settlements, and other purposes, less CO2 is removed from the atmosphere. More forest is better for combating
climate change!
HOT TOPICS
How does higher CO2 affect the water cycle?
Where does our CO2 go?
The water cycle may also speed up climate change. With
higher temperatures more water evaporates and becomes
water vapour. Water vapour effectively traps heat in the
lower atmosphere and is listed as a powerful Greenhouse
Gas. A concern raised by some scientists is that as global
temperatures rise, water vapour may speed up global
warming and contribute to climate change.
Plants and soil absorb about 1/3 of it, and ocean
surface waters absorb about ¼. The rest stays in
our air.
How do we cause CO2 emissions?
80% is from burning fossil fuels (in factories, our vehicles,
and for heating and powering our homes).
The rest is from cutting down forests, (especially the clearing and burning of forests in tropical regions), organics in
landfills and other land changes.
How does CO2 contribute to the Greenhouse Effect?
It absorbs some of the heat coming off Earth’s surface
(after it’s been warmed by the sun’s rays) trapping heat in
the lower atmosphere.
Have CO2 levels ever been as high as they are now?
Yes, according to really old air bubbles found in Antarctic
ice, levels were as high as they are today more than 800,000
years ago.
How much CO2 is too much?
No one is sure. Many scientists think we are already beyond
the safe level of CO2 in our atmosphere and we need to bring
it to a lower level to avoid serious climate changes.
ENVIRONMENTAL MIND GRIND
–3–
Taken from: http://maps.grida.no/go/graphic/
global-atmospheric-concentration-of-co2
What if we stop increasing emissions – will
that make a difference?
It WILL make a difference! If we continue at our
current rate of CO2 emissions, our atmosphere
will continue to heat up. If we lower our
emissions, the rate of heating will decrease.
What can we do?
There’s lots we can do! See the Sustainable
Action section on the last page!!!
Middle School Study Guide
Middle School Study Guide
Climate Change
The Montreal Protocol: Canada’s Success
In the 1980s Canada was a leading proponent of the Montreal Protocol to halt the production of chlorofluorocarbons
(CFCs). CFCs were used historically in refrigerators, air conditioners and industrial applications. Source located http://www.water.ca.gov/climatechange
Although the main reason for banning CFCs was due to their depletion of the ozone layer, CFCs are also a potent
greenhouse gas. The warming effect or CFCs range from 3000 to 13000 times that of carbon dioxide.
What impacts can
Climate Change
have?
• average higher global temperatures
• glacier and snow pack decline
• crop yield reduction
• extreme weather
• sea level rise
• species extinction
• human displacement
As climate change occurs, not every
day or every place will be warmer. But
on average most places will be warmer.
Even if a higher average temperature doesn’t seem like a big change, it can cause changes in the amount
and pattern of rain and snow, the length of growing seasons, in the frequency and severity of storms, and the
height of sea level.
What else? We’re not really sure what else will happen. Once patterns start changing, it is bound to change
other patterns that humans won’t have control over.
What about Canada?
As a cold northern country, Canada will experience the impacts of global
climate change. For instance, temperatures are rising, particularly in the
Arctic. Permafrost is thawing and the ocean’s ice cover is shrinking.
Rising temperatures won’t affect everyone the same way. Northern
regions will experience more extreme temperature changes, and the
Atlantic region is actually expected to cool slightly! Some areas of
Canada will experience drought more significantly and overall, weather
events are predicted to be more frequent and extreme.
Credit: www.kewlwallpapers.com
ENVIRONMENTAL MIND GRIND
–4–
Middle School Study Guide
Middle School Study Guide
Climate Change
Impact of Climate Change
in British Columbia
British Columbia is already facing the consequences of
climate change. Temperatures in the BC Interior have
increased by more than 1°C in the past 100 years –
that’s more than two times the global average!
While 1°C doesn’t seem like much from one day to the
next, it makes a big difference over time. It means we
get less frost, that more of our glaciers are melting, and
that more of our rivers are drying out. This makes a
big difference to BC ecosystems.
As climate change continues, you can expect the
following in BC:
• potential spread of pests like the Mountain pine
beetle
• loss of habitats, especially for migratory birds along
shorelines
• increase in the number and severity of storms
• potential decline in river levels, threatening salmon
stocks
• increased potential of forest fires
• a increase in smog levels
• sea levels to rise, threatening coastal communities
• potential threats to human health due to food shortages, spread of diseases, and natural disasters
Large scale agriculture plays a part in
climate change. In order to raise beef cattle,
a great deal of energy goes into feeding
them (through clearing land, growing the
feed, and often transporting the feed).
Cattle also add methane to the atmosphere
(from their burps!), they are transported
for slaughter, and then shipped to markets
around the world. That is a lot of emissions.
Aerial view of extensive attack by mountain pine beetle.
Photo by Lorraine Maclauchlan, Ministry of Forests, Southern
Interior Forest Region
What is a carbon footprint?
Your carbon footprint is the sum of all CO2
emissions that are directly and indirectly associated
with your activities.
What about BC’s carbon
footprint?
By 2020, B.C. will reduce its greenhouse gas
emissions by 33 per cent, compared to 2007 levels.
In addition, legally binding targets are set for 2012
and 2016, at six per cent and 18 per cent compared
to 2007 levels, respectively.
A meat-eater on a bicycle has a larger
carbon footprint...
...than a vegetarian in a small car.
What can we do instead? Buy local meat,
or eat less meat (just one or two days a week
perhaps), or go vegetarian. And keep riding
that bicycle!
ENVIRONMENTAL MIND GRIND
–5–
Middle School Study Guide
Middle School Study Guide
Climate Change
Sustainable Action
What can we do about climate change?
Now that we know what causes climate change, what its impacts are, what can we do about it?
We can start by assessing our own behaviour to help mitigate climate change (and slow down its
effects). As well as help our environment cope with current changes. Get to work!
• Calculate your carbon footprint www.livesmartbc.ca/calc/.
• Explore sustainable transportation options- ride your bike, take the bus, walk.
• Change the way you eat- eat less meat and dairy. Eat local, organic, and/or fair trade foods.
• Investigate the energy efficiency of your home/school/work- switch to energy-saving compact
fluorescent light bulbs (CFL’s), lower the heat, and/or conserve water.
• Go for Green Energy: fund raise for a solar hot water heater for your school; lobby your government
for green and sustainable energy infrastructure development; check out solar panel stoves for your
next camping trip.
• Compost and create a food garden at home.
• Support protected natural areas, including intact forest ecosystems, like the Flathead River Valley, the
Great Bear Rainforest and the Peace River Valley for their value in absorbing CO2.
Cooking with solar power!
How is this connected to climate change? About half the people on Earth, primarily in
developing countries, cook using wood fires. In fact 45% of the world’s wood is used as
cooking fuel, and burning wood creates carbon dioxide.
Cutting down forests is not always good for the
environment (they absorb carbon dioxide!), and in
many regions, there isn’t enough wood for everyone.
The earth traps some of the sun’s rays to warm up the
land and grow plants, and we can capture sun for our
own use too. It’s called solar power.
You can capture the sun’s rays by making your own
solar cooker. One solar cooker can save at least one
whole tree all by itself, each year.
www.solarcooking.org/plans/collapsible-box.htm
Look at the other Environmental Mind
Grind packages for tips on how you can
help prevent climate change.
ENVIRONMENTAL MIND GRIND
–6–
(from Teaching About Climate Change: Cool
Schools Tackle Global Warming, edited by Tim
Grant and Gail Littlejohn, 2001)
Middle School Study Guide
Middle School Study Guide
Forests
F
orests provide us with so much - they give off oxygen, store carbon, provide food, absorb
pollutants, filter water, help to conserve energy, mitigate climate change, and provide us
with innumerable other resources. Forests cover almost two-thirds of British Columbia, and are
important to everyone for oxygen, for wildlife, for healthy waterways, for jobs, and for fun!
Vocabulary
Allowable Annual Cut - the rate of timber harvest permitted each year from
a specified area of land.
Conservation - making use of resources so that people and the
environment will be able to use the same resources in the future.
Conifer - an evergreen tree that produces cones.
BC’s Forest Regions
Type of Forest
Dominant species
Coast
Western redcedar,
Western hemlock,
Sitka spruce, Douglas fir
Boreal (subalpine) Engelmann spruce,
Alpine fir, Lodgepole pine
Connectivity - parts of land connected to others, allowing species to travel
between different regions, encouraging genetic diversity.
Disturbance - an event such as a fire, disease epidemic, insect infestation,
harvesting, or weather event (such as wind or drought) that disrupts the
natural cycles in the forest and causes change in habitat, or loss of species.
Ecosystems - a functional unit consisting of all the living organisms in a
given area, and all the non-living physical and chemical factors of their
environment, linked together through nutrient cycling and energy flow.
Forest Canopy - the more or less continuous cover of branches and foliage
formed by adjacent trees.
Forest Succession - the gradual replacement of one specific community
by another in an ecosystem following disturbance such as fire, flood, or
harvesting. E.g. A burned field is replaced by small saplings which is in turn
replaced by fully grown trees, which is replaced by a full forest.
Montane
Douglas fir, Lodgepole
pine, Ponderosa pine,
Trembling aspen
Grasslands
Trembling aspen, Willow
Harvesting - the removal of organism (trees, plants, animals) from the
forest for use as food or products such as lumber.
Columbian
Western red cedar,
Western hemlock,
Douglas fir
Interconnectedness - the concept that many elements, organisms, and
events connect together through systems.
Tundra
mosses, lichen,
Labrador tea
Over-harvesting - gathering an un-sustainable amount of an organism from
an ecosystem, so that the ecosystem may not be able to recover.
Sustainable - capable of being sustained, of continuing in the future with
minimal environmental damage.
Timber - wood suitable for building houses, ships, etc., whether cut or still in
the form of trees.
Wildlife Corridor - Bands of vegetation, usually older forest connecting
one fragmented forest patch to the next, to enable wildlife to move from one
space to another.
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Forests
Forests in BC
About 96 percent of the forested land in the province is coniferous, representing approximately half of Canada’s
total softwood forest. British Columbia’s topography and climate divides the province into two distinct forest
regions: the Coast and Interior. Coastal forests contain more hemlock than any other species, while pine, spruce
and fir are the major interior species.
Why does BC have so many forest Ecosystems?
Trees need certain amounts of moisture, nutrients and sunlight. Some trees can grow just about anywhere. For
example, the lodgepole pine isn’t particularly picky about where it lives; it occurs on the mild, rainy coast, as well
as in the hot, dry Interior. It can grow where the soil is very dry and poor in nutrients or where the soil is very rich
and moist. The one thing lodgepole pine cannot do without is sunlight.
Other trees are more demanding and will grow only in certain parts of the province. Some trees are very particular
about the amount of nutrients and moisture they receive. For example, the Arbutus is found only in southern
coastal areas within a few kilometres of the ocean, where the climate is mild in the winter and the summers are
warm. It likes to grow in dry areas, such as on rocky outcrops. The Arbutus also prefers to grow where there is
plenty of sunlight.
Because trees, other plants, and animals vary in their ability to tolerate environmental conditions, we see a variety
of ecosystems throughout the province, from lush coastal rain forests to dry, open grasslands and subalpine areas.
Coastal Rain Forest
While most of BC receives an average of about 300 milimetres of rain a year,
BC’s temperate rainforest gets between 200 and 300 centimetres!
The rain and the mild temperatures enable trees to grow big and to grow fast.
The temperate rainforest holds more biomass than any other ecosystem on the
planet.
A temperate rainforest is different than a tropical rainforest because of its
location and temperature. Tropical rainforests, located close to the equator, are
obviously much warmer, while temperate rainforests are found farther away
from the equator, as in BC.
Ponderosa Pine Ecosystem
Ponderosa pine is a conifer that occurs in moist and dry forests
throughout southern BC. Natural wildfires historically burned
through most ponderosa pine forests, leaving in their wake a
wide variety of species that evolved
through forest succession.
Northern BC Forest
The northern forests of BC consist
of spruce, pine and fir. Dominating
these forests are two species of White
Spruce and Engelmann Spruce.
Engelmann cones are papery and
flexible with
wavy-edged and
pointed scales.
White Spruce are
stiffer with rounded
smooth-edged
scales.
Ponderosa pine ecosystems supports
wildlife ranging from small birds like
the Clark’s nutcracker and other small
animals like the Pygmy chipmunk all
the way up to large herbivores like Mule
and White-tailed deer, Bighorn sheep,
and Rocky Mountain elk. Raptors (eagles
and hawks), snakes, rabbits, and bats are
also inhabitants of this zone.
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Forests
Forest
Fires
Each year in BC there is an average of 2500 forest fires. 48% are human-caused, and 52% caused by lightning strikes.
Many BC residents live in fire interface areas, and although most fires occur far from populated areas, some threaten
and occasionally burn homes.
Some things to do to be fire smart around the home:
The natural role of wildfires.
• If you have a bonfire or campfire, make SURE it is
completely extinguished before leaving the scene.
Forest landscapes change naturally over time, and
wildfires are a natural occurrence. Periodic burns can
contribute to overall forest health. Fires typically burn
lower branches and dead wood on forest floors which
kick-starts regeneration by providing ideal growing
conditions. Many tree species have evolved to take
advantage of fire. Fires also improves floor habitat for
many species that prefer relatively open spaces.
• Make sure cigarettes are disposed carefully.
• Remove leaf clutter and dead and overhanging
branches.
• Store firewood away from the house.
• Use care when refueling garden equipment.
• Store and use flammable liquids properly.
** Homeowers FireSmart Manual BC Edition
Terrace Mountain Fire
The 2009 fire on Terrace Mountain, just outside of Kelowna,
covered a total of 8858 hectares, with approximately 15%
being within the Fintry Provincial Park and Protected Area.
Over 300 kilometers of fire guards were built during the fighting
of the fire. These fire guards have now been rehabilitated, a process
that loosens compacted soils, re-establishes the natural drainage patterns of streams and rivers, and grass seeds areas where soil erosion is of concern.
Approximately 1/3 of the area had been logged before, and the area affected by the fire is scheduled to be
replanted in 2011 and 2012.
The fire had a huge impact on forestry initiatives and the local economy, and although it is common to salvage
wood from fired-affected areas, wood with charcoal bits can not be used for pulp or paper uses.
How are forest fires put out?
Wildfires that are not left to burn themselves out, are extinguished by firefighters on the ground and in the air. On
the ground, firefighters fight with pick axes and hoses and shovels, while from the air, they drop water, chemical
retardants, or firefighting gels.
Sometimes firefighters set a backfire, which is a fire that has been deliberately set as a way to remove wood fuel and
monitored and controlled very carefully to keep it from spreading. Once it has burned, it reduces the chances of a
wildfire burning through that area.
What makes it so hard to put out a forest fire?
• Thick forest canopies can act like umbrellas, sheltering flames from water on the forest floor, and even if burning
trees are put out, smouldering root systems can unexpectedly flare up in the coming days.
• Relative humidity, temperature, wind speed, and wind direction are all factors that affect a fire’s behaviour– and
they change from moment to moment.
White
• The topography
Spruce of an area also can affect how difficult it is to put out a fire. For example, north-facing slopes are
cooler and wetter, while south-facing slopes are drier and hotter, influencing how the fire burns.
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Forests
Forestry
in BC
Forestry is a key driver of the economy – 15% of BC’s economy depends on it!
Forest companies directly employ 65,000 people.
For the past ten years, the average total timber harvest in BC has been 77 million
m3 per year. Of the 77 million m3, 68 million m3 per year (89%) were from forests
where harvest levels are regulated by government-determined Allowable Annual
Cuts (AAC). The remaining 9 million m3 per year (11%) were from lands with no
government-set AACs, primarily private land and some public land.
BC’s Forest and Range Practices Act outlines objectives for many forest values,
including soil conservation, reforestation, stream protection, fish and fish habitat,
watersheds, biodiversity, range, aboriginal culture, recreation, timber, tourism
and wildlife which must be met.
Under the Act, forest companies are required to develop forest stewardship plans
that outline how they will meet environmental requirements. They also must
reforest an area with native species suited to the local ecology of the area.
BC has roughly the
same amount of
forested area as it
did before European
settlement. Only 2%
of the province’s land
has been permanently
converted to other
uses such as farming,
ranching and urban
development.
Each year, about 200 million seedlings are planted in British Columbia to reforest
areas after logging, wildfire or insect infestations.
Timber Forest Products
Several varieties of trees are harvested for timber in BC and include, but are not limited to: Douglas fir, Pine,
Spruce, Hemlock, Cedar, and Balsam and Amabalis firs.
Hemlock and Fir
Lodgepole pine
Western redcedar
The two species comprising the
Pacific Coast Hemlock group are
western hemlock and amabilis
fir. They grow in mixed stands
throughout the coastal and interior wet belt forests in British
Columbia extending from Alaska
southward.
One of the most widespread conifers
found in the province is lodgepole
pine.
Western redcedar is British Columbia’s official tree. It is is found on
BC’s coast and in the Interior wet
belt. It is also referred to as ‘arborvitae’ or ‘tree of life’.
Aboriginal people used its wood
for constructing housing, totem
poles, and crafted into many objects,
including masks, utensils, boxes,
boards, instruments, canoes, vessels,
and ceremonial objects. Roots and
bark were used for baskets, ropes,
clothing, blankets and rings.
Hemlock and Fir are one of the
primary sources of lumber for
home construction, used for
mouldings, flooring, panelling,
doors and door components, window components, staircase components, ladder stock, finished
boards, and veneer.
The cones of lodgepole pines need
fire or heat to melt the resin in their
cones and release the seeds. Seeds
can stay on the ground for many years
until there are suitable growing conditions.
Western redcedar is currently used
for house siding, outdoor furniture,
decking, fencing, and roof shakes.
Lodgepole pine is used for plywood,
paneling, furniture, doors, windows,
fence posts, and railway ties.
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Forests
Non-Timber Forest Products
Pine Beetle Epidemic!
Timber is not the only resource that forests have to
offer. Many plants and mushrooms that grow in BC’s
forests have been harvested and used for thousands
of years, and play a role in BC culture and economy.
Many local products (like pine mushrooms) are now
being sold internationally, bringing business to
rural areas in BC. Species from the forest other than
timber-wood are often called Non-Timber Forest
Products, which have cultural, spiritual, recreational,
commercial, and subsistence value.
One of the most important forest health issues currently
affecting BC’s interior forests is the mountain pine beetle,
with the potential to devastate up to 80% of the pine
stands. Impacts include:
• timber loss
• environmental concerns
• negative economic impacts
Significant infestations of Western pine beetle can
also be found in southern BC’s ponderosa pine stands.
Isolated infestations of other forest pests can also be
found throughout the province.
Some examples include chanterelle and pine
mushrooms, blackberries, huckleberries, Labrador
tea, salal, sword fern, and cedar.
Adult beetles search for mature pines in July and August,
and bore into the thin outer bark. This stimulates the tree
to produce pitch to try to fight the insect – the easiest way
to look for affected trees is to look for pitch. Most trees
can not fight off the aggressive insects, and beetles can
infest entire areas in just one season. In the spring, the
larvae mature, and fly off to find other healthy trees.
Salal.
Blackberries
Traditional Ecological
Knowledge (TEK) is placebased knowledge that
people learn to adapt to their
own environment through
interactions, observations
and experiences with their
ecological system. It is
established through years of
living in an ecosystem, and is
passed down from generation
to generation.
TEK is important for species
and ecosystems, because
it often holds the key to
the balance between
harvesting and overharvesting, and addressing
the balance between
human needs and overall
ecosystem needs.
ENVIRONMENTAL MIND GRIND
Epidemics usually occur during drought periods when
trees are stressed, and after warmer winters, when the
cold hasn’t killed off many larvae. Pine beetle lives here
naturally, however because of warmer winters and our
vast, mature pine forests, this epidemic is lasting longer
than other recorded outbreaks.
So how is BC responding?
BC is responding to the pine beetle epidemic by salvaging beetle-killed
timber before its value is lost and reforesting harvested areas, as well as
working to find new markets and products for the beetle wood and targeting
sawmill and forest harvest waste for potential bioenergy projects.
Pine Beetle Wood Used at the Olympics
The roof of the Richmond Oval, site of the Vancouver 2010 Olympic
Games Speed Skating events includes one million board feet of B.C.
pine beetle lumber. The distinctive feature of the Richmond Oval
is its unique “wood wave” roof. This roof is one of the longest clear
spans in North America. The salvaged beetle wood is linked
together in undulating sections to create a beautifully rippled effect.
The Oval was given an award of
excellence in architectural
innovation by the Royal
Architectural Institute of
Canada specifically for the
innovative use of beetle-killed
lumber in its ceiling.
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Forests
Forests and Climate Change
Climate change and forests are linked. On the one
hand, changes in global climate are already stressing
forests through higher mean annual temperatures,
altered precipitation patterns and more frequent and
extreme weather events. At the same time, forests and
the wood they produce trap and store carbon dioxide,
playing a major role in mitigating climate change.
However, when destroyed or cleared and burned,
forests can become sources of the greenhouse gas,
carbon dioxide.
Forests store enormous amounts of carbon.
The world’s forests and forest soils currently
store more than one trillion tons of carbon
-- twice the amount found floating free in the
atmosphere.
Food and Agriculture Organization of the United Nations
When fossil fuels are burned they release carbon dioxide into the atmosphere, contributing to an atmospheric
carbon dioxide increase that, in turn, contributes to global warming and climate change.
Trees and forests help alleviate these changes by removing carbon dioxide from the atmosphere and converting
it during photosynthesis to carbon, which they then “store” in the form of wood and vegetation, a process referred
to as “carbon sequestration.” Trees are generally about 20 percent carbon by weight and, in addition to the trees
themselves, the overall biomass of forests also acts as a “carbon sink.” For instance, the organic matter in forest soils
– such as the humus produced by the decomposition of dead plant material -- also acts as a carbon store. When trees
are harvested, carbon remains stored in the wood.
Destruction of forests, on the other hand, adds almost six billion tons of carbon dioxide into the atmosphere each
year, and preventing this stored carbon from escaping is important for the carbon balance and vital in conserving
the environment, the UN agency says.
Wood vs Other Materials and Fuels to Combat Climate Change.
Using wood used in construction or for furniture effectively stores carbon for centuries. High-energy construction
materials used in place of wood, such as plastics, aluminum or cement, typically require large amounts of fossil fuels
during manufacturing. Replacing them with wood therefore has additional benefits in terms of reducing carbon
emissions.
Similarly, the use of wood fuel instead of oil, coal and natural gas, can actually mitigate climate change. Although
burning wood and biomass does release carbon dioxide into the air, if those fuels come from a sustainably-managed
forest, those carbon releases can be offset by replanting. If managed properly, forests can supply bioenergy virtually
without contributing any greenhouse gas to the atmosphere.
Sustainable Action
What can we do for BC forests?
There are a number of things we can do to take care of our forests. We can:
• use less paper, and use both sides
• borrow books from the library instead of
buying new ones
• use recycled paper, or paper from
sustainably-managed forests
• contact your local government to support sustainable
forestry practices in local parks and protected areas
• be fire-conscious – don’t have any open flames in the
forest
• learn about traditional uses of forest ecosystems near
you
• learn about the forests near you – what trees
grow there?
• stay on marked trails and avoid environmentally
what animals live there? what issues exist
sensitive areas near streams and waterways
there?
• learn about Forestry practices near you – are
they sustainable?
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Species & Spaces
B
ritish Columbia is filled with magnificent species and spaces, some found
nowhere else on earth. From sea floor to mountain summit, this region is home
to a staggering abundance of natural diversity.
The Diversity of Life
Vocabulary
Our world is made up of a web of life where all
species are connected though relationships:
• predators and prey
Alien Species - also known as Invasive Species, these are
species from one part of the world that are introduced to a new area
and become established there.
• oxygen givers and takers
• sun absorbers
Biodiversity - the number and variety of any species and
ecosystems in a region.
• decomposers
In general, biodiversity refers to the number and
variety of any species and ecosystems in a region.
Boreal forest - a forest made up of mostly conifer trees, that
stretches across northern Canada from Newfoundland to the Rocky
Mountains, as well as from southern grasslands to the arctic tundra.
This can mean three things:
• how many different types of species there are in
an area
Connectivity - parts of land connected to others, allowing species
to travel between different regions, encouraging genetic diversity.
• the differences within a species (between one
bald eagle and another)
Endangered Species - a species facing a very high risk of
extinction in the wild, making them particularly sensitive to human
activity.
• the variety of ecosystems that make up a larger
landscape.
Extirpation - a species going extinct in a particular region.
Some of the significant species and
ecosystems in BC include:
Habitat - the location and environmental conditions in which a
particular organism normally lives.
• endangered Vancouver Island Marmot, not
found anywhere else in the world
Keystone Species - a species who plays a fundamental role in
their ecosystem.
• 80% of the world’s Cassin’s Auklets nest in BC
Park - an area of land preserved in its natural state that is
accessible by the public.
• almost all the world’s Mountain Caribou
Wildlife Conservation - regulation of wild animals and plants to
provide for their success in the future.
• more than half the world’s Mountain Goats
• temperate rainforests
(which are decreasing
rapidly elsewhere around
the world.)
BC has more biodiversity than any other Canadian
province or territory—including 35,000 insect species,
488 bird species, 468 fish species, and 142 species of
mammals.
Did You Know?
Three-quarters of Canada’s
mammal species are found in BC.
24 of those species are ONLY
found in BC.
The Endangered Vancouver Island Marmot considered Canada’s most endangered species.
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Species & Spaces
What does Endangered mean?
An organization called the Committee on the Status of Endangered Wildlife
in Canada (COSEWIC) makes a list of all species that are in threat of going
extinct or being extirpated. Threatened species are those listed as Critically
Endangered, Endangered or Vulnerable.
• Critically Endangered: A species facing an extremely high risk of extinction
in the wild.
• Endangered: A species considered to be facing a very high risk of
extinction in the wild.
• Vulnerable: A species considered to be facing a high risk of extinction in
the wild.
BC Species in Danger!
The Endangered
Burrowing Owl
Some of the many species that are in danger of going extinct in BC include:
Marbled Murrelet
This rare seabird is considered the “most mysterious bird on the Pacific coast”
because it is almost never seen on land, although it comes ashore to nest in oldgrowth trees in the interior of BC. The Marbled Murrelet zigzags low over the
water like an oversized bumblebee and uses its stubby wings to “fly” underwater. It spends a lot of its time on the water, and carries a meal as much as 70 km from
the sea to its nestling every night for a month. Biologists have roughly estimated
the BC population at 40 000 to 50 000 birds, but their habitat is threatened because
the old growth forest stands in the province are shrinking because of human
development and logging.
Spotted Owl
The Northern Spotted Owl is currently the most endangered bird in Canada. Found exclusively within the southwest forests of BC, it depends on unfragmented
old-growth forests to roost, nest and forage. It largely preys upon flying squirrels,
deer mice, and other small mammals. Although the Spotted Owl was formerly
abundant, it has become an endangered species in both the US and Canada, with
fewer than 11 breeding pairs left in Canada because of the fact that over 80% of its
habitat has been logged since the 1940s. The remaining owl habitat in BC’s oldgrowth forests has been highly fragmented.
Mountain Caribou
Caribou are larger than deer and smaller than elk, weighing approximately 150200 kg. Their colouring changes with the seasons between various degrees of
brown and grey accentuated by a white collar of fur. Their extra-large hooves act
like snowshoes, enabling them to stand on deep, packed snow and reach their
primary food source - lichen growing on old-growth trees. In the past decade, the
number of mountain caribou has declined by 40% because of changes to their
habitat caused by global warming and human-induced habitat changes from
logging and mining.
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Species & Spaces
Eelgrass
These bright-green, ribbon-like leaves are a vital component of BC’s coastal
ecosystem. Eelgrass grows in beds and provide habitat for a variety of species
of algae, bacteria, sea worms, shrimp, crabs, clams, snails, anemones, sea urchins,
and juvenile salmon. Recent research suggests that seagrasses like BC’s Eelgrass
provide protection against climate change because they store carbon. Eelgrass beds
are destroyed by human activities such as dredging with large machinery along
the coast (both in and out of the water). High water temperatures, pollution, excess
runoff of fertilizers, and chemicals such as oils, heavy metals, pesticides, or solvents
can damage or kill Eelgrass. Tailed Frog
These frogs can live up to 15 to 20 years! They do not grab insects with a sticky
tongue, instead, because its tongue is attached to the floor of its mouth, it jumps on its
prey. These frogs live in cold, clear water, and in BC are found either in the mountain
streams on the west coast or in small patches in the southeast corner of BC in the
Kootenay area. The Rocky Mountain tailed frogs are endangered because of habitat
destruction from roads, logging, and other development.
BC Spaces in Danger!
BC species depend on our spaces. There are several unique ecosystems in BC that are threatened by human
development and climate change. Two of these special spaces include:
Antelope-brush Habitat of the Okanagan
This grassland has many grasses; sagebrush and different native bunchgrasses such as Bluebunch Wheatgrass, needle-and-thread grass and Sand
Dropseed.
68% of South Okanagan antelope-brush habitat has been destroyed since 1938
– it ranks among Canada’s top four endangered ecosystems. The greatest
loss has been because of expanding farmland (which takes land and possibly
pollutes the area) and growing towns and cities (which takes land and creates
roads and other polluters).
Garry Oak Woodlands
Found on the coast of BC, Garry Oaks are the only native oak trees in western
Canada. Garry Oak ecosystems range from shady woodlands to open
meadows with scattered trees. Garry Oak trees may be found in mixed stands
with other trees, mainly Arbutus and Douglas-fir. Threats are from habitat loss,
the land being broken into smaller parts, and invasion of exotic species.
An ecosystem is the result of all the biological, climatic, geological and
chemical “ingredients” in a particular area.
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Species & Spaces
Keystone Species
A keystone in a building is that one stone that if you removed
it, the entire building could collapse. The same is true about a
keystone species. An entire ecosystem could collapse if that one
species was extirpated or went extinct.
Some examples of keystone species include Pacific salmon,
Whitebark pine, and badger, and sea otter.
It is possible that we won’t know which species are keystone
species until their populations are threatened.
http://kelewis.com In Canada, about 5% of
mammal species and 27%
of plant species are aliens.
Aliens in BC?
Okay, so maybe not aliens, but alien species.
Alien species are plants, animals and microorganisms from one part of the world that are introduced to a new area
and become established there. Sometimes they are considered weeds, or called “invasive species”.
How Do They Get Here? Likely by humans (not by UFO!). We carry seeds or microorganisms on our shoes when
we travel, people want exotic plants in their gardens, or we bring them on boats from one body of water to
another. Sometimes introducing alien species is on purpose, but most of the time it’s by accident.
Should We Be Concerned? Some of Canada’s alien species are beneficial, but a great number are not. Sometimes
the conditions are right for alien species to become invasive—they move into new habitats and take over, their
populations sometimes expanding beyond control. The harm they cause to the environment, the economy, or
human health can be costly and sometimes irreversible
BC Ecosystems that are Vulnerable to Alien Species Invasions
1. Southern Interior Valleys – Grassland Ecosystems have been negatively affected by the introduction of
invasive alien species such as Largemouth Bass, Purple Loosestrife and European Starling.
2. Pacific Coastal Islands – These unique coastal ecosystems have been disrupted by herbivores (such as deer
and rabbits), and vertebrate and invertebrate predators (including rats, raccoons, and some snails).
3. Eastern Vancouver Island – Garry Oak Meadow Ecosystem is home to 91 species at-risk - it is both
biologically rich and very vulnerable, with less than 5% of the original habitat remaining in a near-natural
condition. The introduction of European species of animals and plants (like grasses) has had a devastating
affect.
4. Freshwater Ecosystems: River and Lake Systems, Wetland Habitats and Coastal Estuaries have a species
extinction rate that is five times faster than all other groups of species. Invasive alien species are thought to
be the cause of over 70% of this century’s extinctions of native freshwater species.
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Species & Spaces
Parks
Climate Change
A park is an area of land preserved in its natural state
that is accessible by the public. Parks are important
because they limit development within their boundaries, so species and habitats can thrive naturally. They
are also important so that people can experience wild
places and get to know the ecosystems that they are a
part of. Different parks allow different activities – some
are geared for hiking, camping, mountain biking, or
picnicking. Effect on Species and Spaces
We are already experiencing climate change
in British Columbia. Frost seasons have grown
shorter, several large glaciers in southern
BC retreated, and river levels have changed
dramatically in the past decade. Species will
respond to these climate changes either by
adapting in place, migrating, or going extinct.
In BC, there are different types of parks:
Some examples of climate change’s impact on
BC species and spaces:
• Regional park (for example,
Glen Canyon Regional Park)
• Mountain pine beetle is extending its reach
because of changing temperatures and
weather patterns;
• Provincial park (for example,
Okanagan Provincial Park)
• An outbreak of needle blight in Lodgepole
Pine;
• National park (for example,
Kootenay National Park)
• Earlier arrivals, later departures, and
changes in migration patterns of several bird
species;
Tweedsmuir Provincial
Park is BC’s largest
provincial park at
989,616 hectares.
• Fewer sockeye salmon spawning in rivers
because the water is warmer.
(reference: Gayton, D.V. (2008). Impacts
of Climate Change on British Columbia’s
Biodiversity: A Literature Review)
The smallest is
Memory Island, at less
than one hectare.
Parks - Coastal British Columbia
The thousands of species that live on BC’s coast are
linked to each other and the environment around them
in all kinds of ways, creating complex and delicate
networks that stretch from inland forests to the deep
ocean.
Like hiking?
There are approximately
6,000 kms of hiking trails
in BC!
Remember: take only
pictures, leave only
footprints!
Strathcona Park was BC’s first provincial park
(created in 1911). It contains the 440 metre Della Falls,
which is Canada’s highest and one of the ten highest
falls in the world.
• The world’s largest octopus species ever known, a 272 kg Giant Pacific Octopus, was once found off the B.C. coast.
• The Sunflower Star lives here -- one of the world’s heaviest sea stars using over 15,000 sucker feet to capture its
prey!
• Populations of grey, minke and humpback whales, orcas, dolphins and porpoises make their home along BC’s coast.
The coast includes amazing spaces such as:
• the Bowie Seamount, an underwater mountain rising from a bottom depth of 3,100 m to a peak of 24 m below the
surface over a 1,375 sq km area.
• the Hecate Strait Sponge Reefs, which have been growing on the sea floor for 9,000 years! • the Scott Islands with their 2.2 million breeding seabirds from 13 different species, and the waters surrounding the
Queen Charlotte Islands.
ENVIRONMENTAL MIND GRIND
–5–
Middle School Study Guide
Middle School Study Guide
Species & Spaces
Students in Action
Another Species at Risk - The Burrowing Owl
The Leadership Ecology Adventure Program offers
an exciting opportunity to students who love to
be active and are interested in improving their
leadership skills. LEAP also encourages students
to enhance their understanding of local marine
and terrestrial ecology through hands-on field
based studies. LEAP is a dynamic and experiential
program that focuses on both the hard and soft
skills associated with living well and being in the
outdoors. During LEAP, students will have countless
opportunities to positively interact with each other
while creating memories to last a lifetime!
It is estimated that 500 to 800 pairs nest in
Canada, with approximately half nesting in
Saskatchewan. In Saskatchewan the
population has declined 94% since the 1980s.
In 2004, there were 47 pairs found nesting in
Grasslands National Park in Saskatchewan.
In 2008 there were only 20 nesting
pairs. They had completely
disappeared from Manitoba and
British Columbia. Now some have
been sighted in 2006 and 2007
in Manitoba. The Burrowing Owl
has been reintroduced in British
Columbia.
www.outdoors.sd47.bc.ca/leap.html
Operated by the School District 67 as a summer
program and available as a credit course to students
throughout BC.
Sustainable Action
What Can We Do For BC Species and Spaces?
There are a number of things we can do to take care of our species and spaces. We can:
• Visit parks and protected areas – take nothing but pictures, leave nothing but footprints!
• Learn about the endangered species in your region, find out what their habitat needs are.
• Join organizations who are working to protect species and spaces, like the Okanagan-Similkameen
Conservation Alliance and the Garry Oak Ecosystem Recovery Team.
• Help restore degraded habitats – plant native species.
• Choose products that recognize ecologically-friendly forestry products. Even better: switch to cloth napkins, kitchen towels and handkerchiefs.
• Eat non-threatened fish species by using SeaChoice’s Canada Seafood Guide
• Do what you can in your yard and neighbourhood – put up bat boxes
or birdhouses.
“ We have a responsibility to conserve a high percentage of species at risk in British Columbia
and Canada . We are uniquely positioned to protect some of the most important grasslands in the
province. A functional protected areas network with core protected areas and appropriate landscape
linkages and altitudinal corridors can fortunately still be put in place. In a few years it may be too
late.”
Dr. Geoff Scudder, Professor of Zoology, University of British Columbia
ENVIRONMENTAL MIND GRIND
–6–
Middle School Study Guide
Middle School Study Guide
Energy
W
e use energy to heat our homes, drive to school and power our iPods and TVs. This energy is
created from a variety of sources, some of which are more harmful to our planet than others.
The choices we make on how we use our energy and where we get it from affects the entire planet.
Where does my power
come from?
Vocabulary
Atmosphere - a layer of gas surrounding Earth that protects life by
absorbing ultraviolet solar radiation, warming the surface through
heat retention (greenhouse effect), and reducing temperature
extremes between day and night.
93% of the electricity in BC comes from hydroelectric
dams. When it rains in the hills and the mountains, the
water becomes streams and rivers that run into lakes
and oceans.
Hydro-electricity is captured through dams. Dams
hold some of the river back, so that the water that
flows downstream is forced to go through a small
area. The force of that water turns something called a
turbine, which spins to produce electricity.
Climate change - increased changes to weather patterns over a
period of time. Climate change is used interchangeably to describe
both human-created and natural changes in weather patterns.
Energy Conservation - reducing the amount of resources we use
to create energy to help protect what we have left.
The electricity travels along electric lines to your
home and to your school, so when you flick your light
switch, voila! Light!
Emissions - the release of gases into the atmosphere from some
type of human activity (cooking, driving a car, etc).
Fossil Fuel - fuels that result from the compression of ancient plant
and animal life formed over millions of years. Common fossil fuels
are natural gas, oil and coal.
Cora Linn Hydro Dam on the Kootenay River near Nelson
BC uses flowing water to generate electricity.
Geothermal Energy - renewable power extracted from heat within
the earth.
Greenhouse Gas (GHG) - gases in the atmosphere that absorb
and re-emit radiation. Some of these gases include carbon
dioxide, methane, nitrous oxide and fluorinated gases.
Hydroelectricty - hydroelectric energy is generated from the
gravitational flow of water.
Nonrenewable Energy - nonrenewable energy is energy derived
from limited sources of naturally occurring resources that are
created through natural processes that take millions of years.
Oil - naturally occurring liquid found in rock that is made from dead
plants and animals through exposure to heat and pressure in the
earth’s crust over millions of years.
Renewable Energy - energy that comes from natural sources such
as sunlight, wind, rain, tides, and geothermal that can be re-filled
through natural processes.
Canada has 417 hydroelectricity
generating facilities with a total combined
installed capacity of 67,689 megawatts.
(2009)
ENVIRONMENTAL MIND GRIND
Solar Energy - the harnessing of radiant light and heat energy from
the sun.
–1–
Middle School Study Guide
Middle School Study Guide
Energy
Energy is
in Everything
Since the industrial revolution (about
200 years ago) when we started
burning fossil fuels in factories and
engines, we’ve made it easier for
many people to live on earth using
this carbon energy. We’ve become
used to using as much energy as we
want, but this type of energy will run
out unless we conserve energy and
start using alternative forms of energy
in addition to fossil fuels.
All the stuff you have requires energy for it to exist. It will also
use energy to be disposed of. We call this the lifecycle of a
product. The energy that is used to find the materials to make
a product, produce or manufacture it, ship it to be sold, power
the building to store and sell it, use it (electronics or other), and
finally dispose of it, is referred to as the ‘embodied energy’ of
a product. That is the total amount of energy that was part of a
product’s lifecycle.
Consider that in the past 30 years, 33% of the world’s natural
resources have been consumed. That is a lot of energy! We
need to be more concerned about the stuff we get, and spend
less energy getting stuff. Visit The Story of Stuff website to view
the video and learn more about a product’s lifecycle.
There are two different sources of energy: nonrenewable and
renewable sources. What is the difference? Renewable resources
replenish themselves naturally with the passage of time, while
nonrenewable resources do not.
The average Canadian uses
almost 50 times the energy
of the average person from
Bangladesh!
Where Does Canada Get its Energy?
74% of the energy we use is from nonrenewable sources,
Total Energy Consumption in Canada by Type (2006)
Natural Gas
24%
Coal 10%
Hydroelectric
power 25%
Oil 32%
ENVIRONMENTAL MIND GRIND
EIA International Energy Annual 2006
–2–
Nuclear 7%
Other Renewables
1%
Middle School Study Guide
Middle School Study Guide
Energy
Energy Sources in BC
Nonrenewable Energy Sources
Nonrenewable energy is energy that comes from a limited
source, which means if we use them all up, they don’t come
back! It took 360 million years to make fossil fuels of today,
and if we keep consuming them at today’s rate, we’ll use them
all up within 200 years.
All fossil fuels are nonrenewable energy resources because
although they will be replenished in several million years, we
can’t wait around that long for them!
Fossil fuels are fossils?
When plants, dinosaurs and other
animals died millions of years ago,
layers of rock and dirt covered their
remains - this is how fossils were formed.
After many years of being pushed down
into deep earth, heat and pressure
turned these layers of fossils into natural
gas, oil and coal.
Oil & Petroleum
Petroleum” means “rock-oil”. You can find it in thick liquid form in rocks, formed from the fossils of dead plants and
animals, after they’ve been exposed to heat and pressure in deep earth, over millions of years. The oil that is taken
from the ground (crude petroleum) can be made into products such as gasoline, diesel fuel, jet fuel, kerosene,
plastics, pesticides, fertilizers, lubricants, and more.
Coal
Coal is a sedimentary rock that is capable of catching fire and burning. It begins as layer upon layer of
decomposing plant matter pile up over millions of years, creating enough pressure to turn the plant material into
rock. Coal is removed from the earth through mining in either underground or pit mines, and is the largest source
of energy for electric power generation in the world.
Natural Gas
Natural gas comes from deep inside the earth. It burns cleaner than other fossil fuels and is mostly made of
methane. As the name implies, it is typically found in a gaseous state. When burned, natural gas releases
carbon dioxide and water vapor. It can be used to heat your home or cook your food, and it can also be used for
transportation.
Oil was discovered in Alberta at Turner Valley in
1914 and in the Northwest Territories at Norman
Wells in 1920. The discovery that really started the
modern Canadian oil industry was Imperial Leduc
#1, which first flowed oil on February 13, 1947 near
the town of Leduc, Alberta.
ENVIRONMENTAL MIND GRIND
–3–
Canada’s coal production in 2008 totalled
68.3 million tonnes. Coal is mined in British
Columbia, Alberta, Saskatchewan, New
Brunswick and Nova Scotia.
Middle School Study Guide
Middle School Study Guide
Energy
Renewable Energy Sources
Renewable energy is energy that comes from a natural source such as sunlight, wind, rain, ocean tides, and
geothermal. These sources of energy can be replenished over time through natural processes. Sometimes
weather and seasons will affect renewable energy sources. For example, we usually receive less rain in the
summer than we do in the winter.
Hydroelectric
Hydroelectric power uses naturally moving water to power a generator to produce electricity. 93% of our
electricity in BC is made from Hydroelectric power plant.
Geothermal
Geothermal means “rock” or “earth” and “heat”, the heat energy that is produced by natural processes inside
the earth. Conventional geothermal can be taken from hot springs, pools of hot water deep underground, or
by breaking open the rock itself. Such projects use designated plants that are placed in certain areas where
temperatures can be found to be over 170°C Energy is created capturing the steam deep in the ground to
power turbines that generate electricity.
Geothermal Heat pumps operate on a smaller scale to heat or cool a building. Smaller geothermal projects
burrow geothermal heat pumps (GHPs) into the Earth at depths from 10ft – 300 ft. The heat pumps use the
Earth’s constant temperature to circulate water or other liquids through pipes that are buried in a continuous
loop.
Solar
Energy from the sun can be captured in solar panels and converted into other forms of energy, such as heat
or electricity. Solar energy can be used for heating, cooling, cooking, lighting, forcing chemical reactions,
water purification, and more!
Wind
Wind power converts wind into electricity, usually through wind turbines, big towers that capture the wind.
Because winds change naturally, the availability of wind power is unpredictable unless power is stored in a battery.
There are no greenhouse gases produced in the generation of wind power.
Tidal
Tidal power is a form of hydro power (because it relies on water) that converts the energy of the tides into
electricity. Tidal power is linked to the cycles of the earth and moon and is said to be more reliable than solar
and wind.
Biomass
Biomass energy is the energy stored in non-fossil organic materials such as wood, straw, vegetable oils and
wastes from the forest, agricultural and industrial sectors. Biomass energy may be in solid, liquid or gaseous
form, permitting a wide range of applications. Biomass produces more than 600 MW of power in British Columbia,
mostly for industrial use at pulp and paper mills on Vancouver Island and the British Columbia coast.
ENVIRONMENTAL MIND GRIND
–4–
Middle School Study Guide
Middle School Study Guide
Energy
How does a Wind Turbine work?
Warm air is less dense than cool air. When warm air contacts cool air, the
density difference can cause the warm air to rise. As it rises, cool air flows in
to replace the rising air. This is the source of wind. Since air is warmed, either
directly or indirectly, by the sun, wind energy can be considered solar energy.
The blades of the turbine are shaped in such a way that wind causes them to
rotate, which spins a shaft that runs through a generator, creating electricy.
Energy at Home
The power of
the sun!
Our homes in British Columbia account for 1/3 of our total greenhouse gas
emissions in our province! Every year a huge amount of energy is wasted.
You can help save energy by doing simple things like turning off the
lights when you leave a room, powering off your video games when you’re
done playing, and keeping the windows and doors closed when the air
conditioner is running.
The earth receives
more energy from the
sun in one hour than the
population of the world
uses in an entire year!
BATHROOM
• Turn off the tap when you
brush your teeth.
BEDROOM AND LIVING ROOM
• Close windows if the
heat is on.
• Fix leaky taps! A hot water
tap, dripping once every
second, wastes 720 litres of
water per month
• Use door ‘socks’ (long,
snake-like pieces of
material stuffed with sand
or birdseed) to stop drafts
under doors.
• Take showers instead of
baths! This can save up to
30L of water each time you
wash!
HEATING & LIGHTING
• Turn off lights when
you leave a room.
GENERAL
• Do a ‘house check’ and
look for drafts near
window and doors.
• Use energy-efficient
light bulbs.
• Dust off light bulbs.
• Keep your garage door
closed if the garage is
attached to your house.
• Leave space and air
around your furnace.
YARD
• Keep outside doors
closed
• Grow a small vegetable garden
and eat some local food!
ENVIRONMENTAL MIND GRIND
–5–
Middle School Study Guide
Middle School Study Guide
Energy
Who knew renewable energy was so cool....
There are a lot of benefits to using renewable energies. From an environmental
view, solar, wind and water power are all green power sources. Unlike coal
combustion power plants, no harmful exhaust is produced when using alternative
energy generators. There is also no worry about toxic or radioactive waste
products, like there is with nuclear power.
In addition to the lack of emissions and waste products, no valuable resources
are “used up” with renewable resource power generation. If every home on earth
were powered with an alternative energy system, it would never cause a shortage
of wind, water or sunlight.
Sustainable Action
Save Water,
Save Energy?
Why does conserving
water help conserve
energy? One of
the biggest uses of
electricity in cities and
towns goes to treating
and supplying water
and then cleaning it up
after it’s been used.
What can we do to use energy sustainably?
In order to make the most of Earth’s resources, you can:
• Turn off your appliances, video game consoles, computers, monitors, and televisions when you’re not
using them
• Unplug your chargers when you’re not using them – they use power even when you don’t need them!
• Turn off the lights and use energy efficient light bulbs
• Wear a sweater instead of cranking up the heat.
• Turn the heat down in your home during the day.
• Don’t idle. Turn your car off if you’re parked.
• Look into alternative energy sources. Check out handheld solar chargers for phones, iPods, phones
or laptops. Even easier: use your own power – walk and bike places!
Student in Grades 7-11 have a creative edge with eCards.
An eCard is an electronic card about energy that you research, write, design and send using eCards.
The title, text and image of your eCard form a powerful message that you can deliver to a family member,
friend or a politician. Teach others while you learn!
Teachers across BC can access these free eCards
and other on-line activities for their classes
by signing up to Green Learning. Ask your
teacher to visit www.greenlearning.ca for more
eCard design by Amy Z.
information.
Henery Kelsey Public School
ENVIRONMENTAL MIND GRIND
–6–
Middle School Study Guide
Middle School Study Guide
Transportation and Air Quality
C
aring for the air we breathe is important to our health. We can care for the air by
making choices that consider their impact on air pollution. Transportation is one of
the largest sources of air pollutants (and GHGs) in British Columbia. As most emissions
happen close to where we live and work, they can have a significant impact on our health.
We can also be more air aware by learning about other factors that decrease air quality.
Air Pollution
Air pollution is defined as “too much of any
airborne substance that causes harm to people,
plants, or animals”. While some air pollution
is visible, such as smoke from burning organic
material, a lot of the time our air may look clean yet
it isn’t. Common examples of pollutants include:
dust, wood smoke, nitrogen dioxide, ground-level
ozone, and particulate matter.
Air pollution can come from many sources, but two
of the most common are:
Burning - Smoke consists of fine particles
and over 100 chemicals, many that are known or
suspected to cause cancer.
Smoke comes from burning yard waste, tree
prunings and stumps, as well as wood heating
appliances, campfires, and forest fires. Air pollution
from smoke is easy to see and smell.
Vehicles - The burning of fossil fuel in vehicles
produces particles, ozone, ground level ozone when
mixed with sunlight and other toxic gases.
Other sources of air pollution in the air shed
include:
•
gas spills or leaks exhaust from lawn mowers,
leaf blowers, etc
•
dust from roadways and development
•
natural sources (dust, volcanoes, forest fires
etc.)
•
industrial emissions
North Americans travel more than
8 trillion kilometers per year on the
road and in the air.
ENVIRONMENTAL MIND GRIND
Vocabulary
Air Pollutants – toxic particles that vehicles emit into the air, which
includes Nitrogen oxides, Fine Particulate Matter, Volatile Organic
Compounds, Carbon Monoxide, Sulphur Dioxide, Coolants, and Air Toxics
(benzene, 1,3-butadiene, acrolein, formaldehyde and polycyclic aromatic
hydrocarbons).
Climate Change - increased changes to weather patterns over a period
of time. Climate change is used interchangeably to describe both humancreated and natural changes in weather patterns.
Fossil fuels - fuels made up of ancient fossils that have been heated up
and transformed into coal, oil, and gas that can then be used in our cars.
Greenhouse Gas (GHG) - gases in the atmosphere that absorb and reemit radiation. Some of these gases include carbon dioxide, methane,
nitrous oxide and fluorinated gases.
Green Space - open, undeveloped land with natural vegetation, often
available for public use.
Photochemical Reaction– a reaction between the sun (photo) and one
or more chemicals.
Smart Growth - an urban planning and transportation theory that
concentrates growth in the center of a city to avoid urban sprawl; and
advocates compact, transit-oriented, walkable, bicycle-friendly land use,
with neighbourhood and sustainability in mind.
Transportation Footprint – the total set of greenhouse gas (GHG)
emissions caused by modes of transportation. It is often expressed in
terms of the amount of carbon dioxide, or its equivalent of other GHGs,
emitted.
Transportation Demand Management - policies, programs, services
and products that influence transportation options to make travel
behaviours more sustainable and efficient.
Urban Sprawl - spreading of a city and its suburbs over rural land at the
fringe of an urban area.
–1–
Elementary School Study Guide
Middle School Study Guide
Transportation & Air Quality
The Basics of Air Quality
Particulate matter (PM) is two types of microscopic
pollutants: coarse and fine particles which affect our
health and the air we breathe. Fine particles, are smaller
than a piece of human hair! If they get into our lungs, these
particles can cause a lot of damage.
PM10 - Coarse particles (microscopic dust) are up to
10 microns in diameter and typically come from rock,
clay and soil. They can get past the filtering action of
you nose and nasal passage and into your lungs.
PM2.5 - Fine particulates are up to 2.5 microns
diameter and typically come from burning and
chemical reactions. They are small enough to get
deep into your lungs.
www.envbop.govt.nz
The average person takes about 20,000
breaths a day. That’s an amazing
10,000 litres of air passing through
your lungs - every day!
GROUND LEVEL OZONE
Ozone in the atmosphere is good, but ground
level ozone is bad. Ground level ozone is a
colourless, odourless gas that forms when
vehicle emissions mix with sunlight. It creates
smog and is a respiratory irritant.
Backyard Burning
Wood Burning for Home Heating
Landscaping and land clearing practices can cause a
lot of material to build up such as tree prunings, leaves,
and grass clippings. It may seem like the easy thing to
do is just burn it. But, how easy is that on your health?
Ironically, backyard burning often occurs during calm
weather, when the smoke can't be dispersed — and on the
weekend, when many people are out for a "breath of fresh
air." Going inside and closing the doors and windows
won't protect you, since smoke easily seeps through small
cracks and holes. Don’t clear your yard at the expense of
clear air. Remember these tips:
Smoke is generated by incomplete combustion
(the burning of a fuel and oxidant to produce heat),
which can be caused by lack of oxygen, low burning
temperature, wet or green wood and other factors.
Generally, any wood stove design feature that has
been proven to promote more complete combustion
is desirable. These features include insulated baffles,
heated primary and secondary air, firebox insulation
and advanced designs that promote secondary
combustion.
•
Start a backyard compost. Both the air and your
garden will benefit! If your town has a community
compost, take your organic leftovers there.
•
Take it to the curb. Many municipalities have yard
waste pick-up programs
•
Never burn your garbage or prohibited materials,
such as tires, plastics, treated wood, paper and
cardboard. Reduce waste at its source by avoiding
overpackaging.
•
Recycle everything you can! Use your community
recycling depots.
ENVIRONMENTAL MIND GRIND
Burn only 100% untreated wood or manufactured
fireplace logs. Avoid burning other materials
such as colored paper, plastics, rubber, trash
and treated wood products that give off harmful
chemicals, more pollution, and less heat.
–2–
Residential wood heating accounts for
15% of PM2.5 releases in B.C.
Elementary School Study Guide
Middle School Study Guide
Transportation & Air Quality
Health
1 in 10 people suffer when air quality deteriorates. Fine particles and ground level ozone affect health by:
• irritating airways (nose, throat, lungs)
• aggravating asthma
• reducing lung function, even in healthy children
• effecting the health of plants and animals which can damage leaves, reduce growth, increase disease
and invasion by insects
Scientific research shows that increased levels of small particulate are responsible for more doctor and
emergency room visits, lost days at school and work for adults. The very young and the elderly may also
experience symptoms, even though they may not have a diagnosed heart or lung condition.
Health Impacts of
Vehicles
•
Nitrogen oxides: can irritate airways, especially
your lungs.
•
Carbon monoxide: decreases the ability of your
blood to carry oxygen.
•
Volatile organic compounds (VOCs): some of these,
such as benzene and 1,3-butadiene, are cancercausing agents.
Asthma is now the number-one reason for hospital
admissions among Canadian children. The exhaust
emissions of vehicles contain some chemical culprits that
cause these negative health consequences.
•
Fine particulate matter: are known to
aggravate symptoms in individuals
who already suffer from respiratory or
cardiovascular diseases.
So, what is coming out of the tailpipe?
•
Ground-level ozone: irritates airways and can
trigger reactions in people who have asthma.
According to Environment Canada, transportation is the
single largest source of greenhouse gas emissions in
Canada, accounting for more than one quarter of the total.
And that is not all…
Transportation Alternatives
Making different transportation choices can reduce pollution, accidents, and traffic congestion. You can also improve
your health, save money, and have more fun! With a little organization and forethought, we can break the car
addiction.
Ride your bike
Take the bus
Carpool
Cycling isn’t just for fun – it’s a way to and
from places. In fact, it’s the fastest growing
mode of transportation. There are more
cyclists now than ever!
One city bus can take 40 vehicles
off the road, save money, and
keep pollutants from our air!
Ask around for others heading in
your direction, and get onboard.
Organize a carpool to go to
swimming lessons, to a party, or to
school.
There are new bike lanes and off-road
bike paths all over BC. Contact your local
bike shops and ask about the best cycling
routes, safe practices, and tips for bike
maintenance.
Skateboard,
Scooter,
In-line skates…
Walk
Use your feet! Humans have
walked all over the world,
traveling from one continent to
another. Plan ahead and enjoy
the slower pace.
ENVIRONMENTAL MIND GRIND
One bus can hold all these people, taking
their cars off the road.
–3–
Use whatever wheels
you’ve got!
Elementary School Study Guide
Middle School Study Guide
Transportation & Air Quality
Want some new skills, and make a difference (your
own form of Transportation Demand Management)?
Cycling skill courses offer people the chance to get confident
and take the challenge of being
a cycling commuter.
Courses offered by the I-go program of Central Okanagan can
provide you with the know how
to take to the road.
You will learn:
• bicycle handling techniques
• traffic skills
• how to prevent collisions
• rules of the road
• how to choose equipment
and clothing
• route planning
Vehicle Alternatives
Scientific studies in Europe have
shown that children living in areas
with higher traffic density have more
respiratory symptoms than other
children. (Health Canada)
Greener Vehicles
Sometimes you’ve got no choice but to use an
automobile, and now there are more choices than ever
for more sustainable vehicles. Talk with your parents
and teachers about these.
Hybrids
Biodiesel
A hybrid vehicle uses two or more distinct
power sources for energy. Most hybrid cars
use electric power from batteries and
conventional gas from
a gas station. Using
battery power means
hybrid cars burn
less fuel.
Biodiesel is a vegetable or animal fat-based diesel
fuel that can be combined with petroleum diesel
(from fuel stations) to be used in regular diesel
engines.
It is produced from renewable sources such
recycled cooking oils and grease, that would be
otherwise would be thrown away.
In 1997, a college
graduate named Josh
Tickell drove across
the United States in a
Winnebago fuelled
with used French fry grease from fast
food restaurants. Since then, the “Veggie
Van” has traveled more than 40,000km.
Its exhaust smells like French Fries.
ENVIRONMENTAL MIND GRIND
Transportation accounts
for 25% of Canada’s
greenhouse gas emissions – and 40% of BC’s
emissions (largest % of
any Canadian province).
As individual Canadians,
transportation emissions
represent more than
50% of our personal
greenhouse gas emissions.
Plug- in Electrics
…Coming Soon!!!
–4–
Plug-in hybrid vehicles combine electric
motors with gas-powered engines, just like
traditional hybrids, but they can also be
charged by plugging them in when they
aren’t in use. Several
major auto manufacturers
will be offering plug-in
hybrids in the near future.
Elementary School Study Guide
Middle School Study Guide
Transportation & Air Quality
Go Idle Free, BC!
A vehicle produces loads of pollution, even when it is not moving (when
we’re idling). It’s a waste of gas AND it’s needlessly polluting the air.
Why do people idle?
Usually people leave their car running when they don’t think they’ll be
there very long, like when someone comes to school to pick you up. But
even 60 seconds of idling is bad for the environment and for us.
Some people think that it saves gas to keep the car running, but in fact
that’s a myth. It’s more gas-effective to turn off your vehicle and then
restart it when it’s time to drive off.
Children are especially impacted by idling because they breathe faster
than adults and they breathe 50% more air per pound of body weight!
Therefore many schools are going IDLE FREE, which means that school bus
drivers and parents have to turn off their engines when they’re picking up
students. It makes a difference!
Schools In Action
E. J. Dunn Middle School developed a “Rust to Ride Program”. They put the word out tothe community
through the local media for bikes that people have rusting at home in the basement, garage, or outside. If
the public decide to donate their unused bikes to the program, a student from the school fixs up one of the
donated bikes. The student then gets to keep the bike that he/she fixed up with the promise to use it not
only for fun but also to use it for transportation to and from school.
Smart Growth
Transportation systems used to be designed
around roads to move vehicles around a city.
This makes it more difficult to take the bus or
to bike or walk.
It’s important that a community develops in
transportation.
Smart growth is about
creating which people
live, work, and play,
without having to drive
everywhere.
Five key principles to smart
growth:
• More people in a space – more people living in
smaller areas so they can share resources and easily get
to shops and schools.
• Various land uses in a space – neighbourhoods with
different types of land
uses there - homes, businesses, stores, schools, daycares,
gyms, and more.
• Green space – more parks and farmland in a space.
• Public transit –convenient, affordable public transit like
buses and trains.
• Pedestrian and cyclist friendly –more sidewalks,
paths, and bike lanes.
Between 1998 and 2005. In 2005. the proportion of Canadians who made at least one trip under their own power
by bicycle or on foot has declined. 19% of people 18 and over walked or pedalled from one place to another,
down from 26% and 25% in 1992 and 1998 respectively. What can young Canadians ,most of whom live in large
metropolitan regions, do to reduce their need to use cars rather then use alternative forms of transporation?
ENVIRONMENTAL MIND GRIND
–5–
Elementary School Study Guide
Middle School Study Guide
Transportation & Air Quality
Resources
Explore transportation alternatives to school at HASTE (Hub for
Action on School Transportation
Emissions). Try the MyTravel
calculator to calculate your travel
impacts.
www.hastebc.org.
If you live 2 kilometers from school and
you are driven in a minivan every day,
the minivan emits about 1 tonne of GHG
emissions. If you were to walk or ride
3 days a week, you would reduce GHG
emissions by more than a half a tonne!
Sustainable Action
What can we do about
Transportation and Air Quality?
There are a number of things we can do to lesson vehicle emissions
and make our air cleaner:
• Suggest you not always use the car, and when you use it, plan the trip wisely –
combine tasks to make just one trip instead of several. Pick up the dog from the
vet, get your groceries, and go to the pool all in the same neighbourhood, and
walk from place to place.
• Strap on your running shoes and a backpack and walk all, or part of the way to the
grocery store, to school or wherever you’re going.
• If you have to go far, walk or bike to the closest bus stop, and then take the bus to
your destination.
• Instead of driving, make it an adventure on your bikes! Plan your day around it,
learn basic repair skills, and make it a routine!
• Be part of the change! Find out where the bicycle lanes are in your
neighbourhood, and learn basic bike safety and maintenance.
• Talk to your school principal about safe bike lock-up space at school. Bike to
school with a friend or neighbour. Ask around to find the safest route to school.
ENVIRONMENTAL MIND GRIND
–6–
If you
km to
you w
Elementary School Study Guide
calori
year, t
Middle School Study Guide
Waste
W
henever something is made, moved around or put into a landfill, energy and other
resources are used, greenhouse gases (GHGs) are produced and harmful pollutants
are introduced to our environment.
The negative impacts of waste can be reduced by re-thinking our purchases, buying only
what we need, choosing alternatives to toxic products, repairing, reusing, and recycling
what we can, and composting.
How much waste?
In 2006, Canadians generated approximately
35 million tonnes of waste.
Where does the waste go?
8 million tonnes (23%) was recycled and 27 million
tonnes (77%) was hauled to landfills or burned in
incinerators.
**Statistics Canada 2006
Composition of Solid Waste Generated by Households in Canada
(by weight)
Other (animal waste,
textiles, tires and
wood)
18%
Organic
Metal 4%
Material
40%
Glass 3%
Plastic 9%
Paper 20%
** Statistics Canada 2005
Garbage from homes and businesses that cannot be
recycled or composted ends up in landfills or is
incinerated. Landfills can release methane and toxic
liquids while incinerators can produce air pollution!
Studies show that 25 per cent of municipal
waste can be diverted away from landfills
through changes in consumer behaviour.
Vocabulary
Biodegrade - to break down into very small particles after being
exposed to soil, water, or air.
Compost - a mixture of decaying organic matter, like leaves, fruit and
vegetable scraps, used to improve soil and provide nutrients for plants.
Leachate - the liquid created from garbage breaking down in landfills.
Landfill - a site for the safe and sanitary burial of waste materials..
Mesophiles - a bacteria that is active in composts. It thrives at
moderate temperature, typically between 15 and 40 °C.
Methane - a potent greenhouse gas generated from the decomposition
of organic materials.
Microorganisms - small organisms like bacteria and fungi that help
breakdown organic waste so growing plants can use the nutrients.
Organic waste - biodegradable waste from plants or animals
Psychrophiles - a bacteria that is active in composts. It thrives at low
temperature, typically below 13°C.
Recycle - to process used materials into new products again and
again.
Reduce - buying or using less, in order to make something last longer.
Reuse - to use more than once, sometimes with a different use.
Re-think - o reconsider; to think about your choices and behaviours
differently than you have in the past.
Thermophiles - a bacteria that is active in composts that thrives at
relatively high temperatures, between 45 and 80 °C.
** source Waste Not 2004
Canada has over 10,000 landfill sites.
$1 out of every $10 spent on food goes into
packaging.
ENVIRONMENTAL MIND GRIND
The Cache Creek Landfill is a major landfill site for
garbage shipped by truck from BC’s Lower
Mainland. It collects 500,000 tonnes of municipal
solid waste annually.
–1–
Middle School Study Guide
Middle School Study Guide
Waste
The 4Rs
The 3Rs - Reduce, Reuse and Recycle have another ‘R’ to help reduce waste; Rethink. This step helps make the 3Rs
work even better. For example, as consumers, we can ‘Rethink’ our ideas about what we purchase and how garbage
could be a resource, instead of waste.
Rethink items before we buy them.
Consider:
•
What happens to this item when it is disposed?
•
Can it be Reused or Recycled?
•
What will make this product no longer useful?
•
Do I really need this item or just want it?
•
How is it made?
•
What raw materials were used to make it?
•
How can I set a good example for my community?
Recycle what can’t be reduced or
reused.
40 soft drink bottles are needed to make the
recycled fibrefill of one sleeping bag.
The total amount of energy required to produce
and deliver one single-use plastic bottle of
water is equivalent to filling that bottle 1/4 full
with oil.
Reuse when we can.
The best way to decrease garbage going to
landfills is to Reduce what we use. That means
buying only what we need and choosing products
with little or no packaging.
The next best way to minimize our garbage is to Reuse
as much as possible. Rent, repair, share and find a new
purpose for things rather than purchasing new.
•
Select products that are built to last.
•
Use paper on both sides.
•
•
Pack your lunch in reusable containers.
Donate to second-hand shops or trade items at consignment stores.
•
Rent items that are not used often.
•
When shopping, consider buying used.
•
Avoid food packaged in individual
servings, and when possible, buy in bulk.
•
•
Use cloth bags for purchases.
Organize a ‘litterless’ lunch day with a focus on reusable containers to raise awareness about garbage
and ways to reduce.
•
Share your newspapers, magazines, and books.
•
Reuse jars and containers for storage.
•
Recycle what we don’t Reduce and can’t Reuse.
Recycling is the last of the four Rs. Even though people often practice recycling more than the other Rs, it is more effective to reduce and reuse waste first. Our waste is a valuable resource; once we rethink, reduce and reuse it makes
sense to recycle as it keeps resources out of the landfill. Recycling materials rather than using new materials makes
this a closed loop system where little or no waste exists (zero waste).
To ensure recycling is most effective:
•
•
•
•
Buy things with recycled content.
Look for the recycling loop or statements like ‘Contains Recycled Content’.
Use the recycling services available in your community whether
it is a curbside program or a depot system.
Be selective with purchases to ensure all items are recyclable in your area.
Canadians use over 55 million plastic bags
every week, or between 1.5-2 bags a person.
ENVIRONMENTAL MIND GRIND
–2–
Websites for Waste
There are many websites that
help people reuse or recycle
items they no longer want.
Check out the Recycling
Council of BC’s website
www.rcbc.bc.ca. and click on
material exchange for options
in your local area:
Middle School Study Guide
Middle School Study Guide
Waste
What is Zero Waste?
What happens when we recycle?
Materials are sorted and shipped to companies that use
this waste as a resource. Most of the waste paper, cardboard, metal, and plastic is shipped to factories where
it is made into new newspaper, tissues, metal items and
cardboard boxes.
What do our recyclables become?
Zero Waste is a way of looking at the problems of
waste and using solutions that create a future without
landfills or incinerators.
Zero Waste means anything that is no longer wanted
becomes a resource or raw material for something
else. To achieve zero waste, we need to rethink the
way materials, energy, and people work in order to
reduce the volume and make up of waste to conserve
and recover all that we can. Zero Waste means that
products are made to be reused, repaired, or recycled
back into nature or the marketplace.
Newsprint becomes:
Glass becomes:
•
•
recycled newsprint
insulation
•
•
new glass containers
fibreglass
•
•
fruit packing trays
new paper
•
reflective paint
Zero Waste Products are designed to:
•
golf course sand
•
•
•
•
•
•
•
Plastic becomes:
•
•
•
•
polar fleece
carpets
sleeping bag fill
plastic lumber
Aluminum becomes:
•
•
•
beverage containers
automobile parts
construction industry
materials
Cardboard becomes:
• more cardboard
•
new paper
•
tissue and toilet paper
Mixed paper becomes:
• car interiors
• asphalt shingles
• new paper
use recycled materials
use less raw materials
use less toxic materials
last longer
be repaired easily
be taken apart easily
reuse as many parts as possible and recycle the
rest
Why is recycle the last R?
Recycling is achieved at a cost. Making something new from something else uses resources
like water and energy. Collecting, sorting, and
transporting recyclables requires people, equipment and buildings in communities. All of these
requirements involves some degree of pollution.
Electronic Waste
Electronic waste (E-waste) is defined as computers, entertainment device electronics, mobile phones, and other
items such as television sets and refrigerators that become obsolete and are discarded or recycled. E-waste includes
persistent toxins that accumulate in the environment, including arsenic, antimony, beryllium, cadmium, copper, lead,
nickel and zinc. These toxins are associated with cancer and neurological disorders, especially in children.
E-waste poses a serious risk to human health and the environment when landfilled, as exposure to high levels of
these chemicals is linked to adverse effects on human health and wildlife. In 2005, at least 200 million cell phones
were in use across Canada and another 500 million older phones were stockpiled in drawers, closets and elsewhere,
prior to being placed in the garbage. **source: Pitch In Canada
Approximately 1.5 million barrels of oil—enough to run 100,000 cars
for a whole year—are used to make plastic water bottles, while
transporting these bottles burns even more oil.
ENVIRONMENTAL MIND GRIND
–3–
5 billion drink boxes
are thrown away each
year in North America.
Middle School Study Guide
Middle School Study Guide
Waste
Plastic Waste
Plastics are made from crude oil; an example of an non-renewable resource.. There are seven types of plastic. Each
is a different type of resin with a different chemical composition. The codes surrounded by a Mobius Loop (chasing arrows) on the bottom of plastic products, distinguishes each type of plastic. Plastic can be used to make new
items, but plastic food containers are made from new plastic to ensure that food is not contaminated by a non-food
substance. Plastic can be used to make new items but plastic food containers are always made from new plastic to
ensure that uses do not contaminate a container for food.
How are plastics recycled?
Plastics are collected at the curb or at a depot and sorted according to resin type. Plastic items are then baled and
shipped to a facility for shredding, screening, cleaning, filtering, melting, extruding, and pelletization in order to sell
for new processing.
•
•
•
•
•
•
•
Plastic was first unveiled by Alexander Parkes at the 1862 Great International Exhibition in
London.
Plastic takes 1 million years to break down.
The production and transportation of bottled water contributes to greenhouse gas emissions.
It takes more water to produce a plastic bottle than the bottle holds.
Even if a plastic bottle is recycled, energy is needed to reuse the plastic.
Recycled plastic can be made into fibre to make new bottles, buckets, pails, carpeting, and
fleece jackets.
20% - 40% recycled content is common in plastic bottles for shampoo, skin care or laundry soap.
Plastic Soup
In landfills, plastic can take over 1000 years to degrade (no sunlight, water or air). When plastic is not recycled or contained in a landfill, even greater problems can occur. Plastic waste can have dramatic, negative impacts on all ecosystems. One growing negative impact is that plastics and other waste materials from
land have been gathering in the world’s oceans in several ‘gyres’ (large surface circling, ocean currents).
According to the National Oceanic and Atmospheric Administration, the actual sizes of the waste patches are
difficult to measure as they are not all a solid mass of waste. One of the larger waste patches, the North Pacific Subtropical Gyre, spreads roughly 7-9 million square miles stretching off the coast of California towards
Japan. These giant, floating collections of trash have continued to expand affecting all marine life. Tiny bits
of plastic are often mistaken as a food source (Zooplankton) and are consumed by other marine animals,
while larger
pieces can entangle
animals making movement
difficult to impossible.
The challenge with plastic
waste is that it does not
biodegrade to a natural
source, rather it
photodegrades
(breaks down in sunlight)
into smaller and smaller
pieces, but still remains
plastic.
ENVIRONMENTAL MIND GRIND
–4–
Middle School Study Guide
Middle School Study Guide
Waste
Composting
What is composting?
Composting uses processes of decomposition and renewal to recycle
food and yard waste into a product that is beneficial to plants. Bacteria,
fungi, worms, and other organisms in the soil and air break down organic
waste. Decomposition is nature’s way of recycling.
On average, the composting process can take 3 to 12 months, depending
on temperature, moisture, size of material, oxygen, carbon-to-nitrogen
ration and the degree of turning or mixing. The more actively these are
managed, the faster the process.
Compost can be harvested and applied to yard and gardens throughout
the year. However, early spring is the best time to use it because the nutrients are available to the plants over a longer period of time.
There are many benefits to composting.
Some of the benefits include:
•
•
•
•
•
•
•
•
•
•
creates air and water space in dense soils (clay) for good root
penetration
holds moisture in the soil
releases nutrients slowly
provides important macronutrients (nitrogen, phosphorous and
potassium)
provides micronutrients (calcium, magnesium and boron)
balances the ph enabling a greater variety of plants to grow the
soil and makes soil nutrients available over a wider range of
acidities,enabling a greater variety of plants to grow
controls some soil-borne diseases
prevents soil erosion
reduces overall waste sent to landfill, and
reduces the amount of methane gas produced in landfills.
What can be composted?
Green Material (Nitrogen-rich)
• vegetables and fruits
• tea leaves/bags
• coffee grounds
• fresh grass clippings
• green plant trimmings
Brown Material (Carbon-rich)
•
•
•
•
straw
sawdust, wood shavings
dry leaves
shredded newspaper
What cannot be
composted?
•
•
•
•
•
anything that attracts pests
(e.g. meat, bones, greasy
foods and oils)
dairy products, processed
foods, and greasy foods and
oils
grass clippings treated with
pesticides
dog or cat feces
BBQ ashes or coal
Secrets for composting
success
•
•
•
•
•
Chop up large material thumb size is best.
Add equal amounts of carbonrich and nitrogen-rich materials.
Add grass clippings in thin
layers (5 cm thick).
Keep composting material
moist but not soggy. It should
feel like a wrung-out sponge.
Add air (aerate) once a week
by turning or poking holes in
decomposing material.
3 major types of bacteria work
in a compost bin, each active at
a different temperature range;
psychrophiles at 0-13°C,
mesophiles at 15-40°C and
thermophiles at 45-70°C.
One application of compost could have a positive effect
on plant growth for up to 8 years.
**source Recycling Council of BC
ENVIRONMENTAL MIND GRIND
–5–
Middle School Study Guide
Middle School Study Guide
Waste
Waste and Climate Change
Greenhouse gases (GHGs) are the main contributors to climate change. Carbon dioxide and methane are two major GHGs. In terms of waste, carbon dioxide enters the atmosphere from the energy used to harvest materials, make
and transport products and waste to their destinations. The more we consume, the more waste we produce, the more
trucks are required to move the waste whether it is for recycling, incineration, or landfill and therefore more GHGs are
produced.
Practicing the 4Rs reduces GHG emissions because:
•
•
•
fewer raw materials are extracted
less energy is required
less waste is generated
Methane enters the atmosphere from landfills. In landfill sites, methane is produced whenever organic wastes like
food, wood or paper decompose anaerobically, i.e. without the presence of air. Landfill sites account for about 38% of
Canada’s total methane emissions. The problem with landfill gas is that methane is among the more powerful greenhouse gases. It’s 20 times more powerful than carbon dioxide as a GHG and has a big impact on climate change. A
modern, well-managed landfill site is much less damaging than an older one with poor or no methane recovery systems. Even with a methane recovery system, not all landfill gas will be captured. A landfill site operating to the best
standards has about 15% of its methane escape. Reducing methane gas from landfill sites is one way climate change
can be addressed.
Landfill gas production can be reduced by:
• keeping food out of landfills (i.e. purchase only what you need to reduce waste and compost as much as possible)
• reusing, recycling, or composting paper and wood
• composting yard waste at home or at specific facilities
Students in Action
Giant’s Head Elementary School District 67 - Okanagan-Skaha
The goal of this Destination Conservation (DC) campaign was to reduce the amount of garbage at school
during Litterless Lunch Thursdays by increasing participation and recycling more containers.
This team assessed the problem and then set a target for waste reduction. Their strategy encouraged everyone to participate by providing specific suggestions about how to reduce waste. The team achieved success by
delivering classroom presentations and announcements and using posters as reminders. They achieved this in
several ways. They visited each class to make a presentation, delivered announcements and used posters to
remind everyone. In addition, the DC team went to each classroom to collect recyclables before sorting and
returning these to a depot.
What they learned was that it was more effective to deliver an awareness campaign instead of having a competition so families could decide for themselves how they wanted to participate. This made the campaign easy
for more people to participate. for more people. The team reduced waste and raised over $800 for their playground fund from recycling containers.
For more information on Destination Conservation programs, visit www.dcplanet.ca.
More than 140,000 tonnes of computer equipment, phones, televisions, stereos and small home
appliances accumulate in Canadian landfills each year. That’s equivalent to the weight of about
28,000 adult African elephants. **source: Environment Canada via the Recycling Council of BC
ENVIRONMENTAL MIND GRIND
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Middle School Study Guide