vi

Contents

Features to Help You Unit 2: Patterns in

Use This Book viii Physical Geography 118
Chapter 6 Patterns in Natural Systems:
Unit 1: The Themes of Landforms 120
Geographic Inquiry 2 This Not-So-Solid Earth 120

Chapter 1 Place and Location 4 Landform Regions 129

Third Rock from the Sun 4

Chapter 7 Patterns in Natural Systems:
Getting Precise about Location 7 Climate and Vegetation 140
Does the Place Make Sense? 11 Weather or Climate? 140
A Sense of Place 16 Climate Factors 147
Global Climate Change 155
Chapter 2 Region 22
Vegetation and Soils 159
What Is a Region? 22
Different Ways of Organizing Chapter 8 Patterns in Natural Systems:
the World 27 Rivers 166
Regional Boundaries 38 Gateways to the Continents 166
How Regions Change 40 River Patterns 172

Chapter 3 Movement 48 Chapter 9 Patterns from Interactions:

Everything Is in Motion 48 Agriculture 180
People on the Move 52 Food for Thought 180
Transportation Movements 56 Three Types of Agriculture 184
Movement Creates Patterns 69
Unit 3: Natural Resources 198
Chapter 4 Environment 74
Chapter 10 Types of
The Environment 74 Natural Resources 200
Our Environment — Resources Are Life 200
The Storehouse of Resources 78 Taking Care of Our Resources 205
Ecosystems 81 Traditional Technology 212

Chapter 5 Interaction 92 Chapter 11 Non-Renewable

How the Environment Affects People 92 Natural Resources 218
How People Affect the Environment 103 Spaceship Earth 218
People and the Four “Spheres” 110 Minerals of the World 221
Mining Minerals 223
Mining in Canada 234

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 CONTENTS vii

Chapter 12 Renewable Chapter 13 Flow Natural Resources 262

Natural Resources 240 Sun, Wind, and Water 262
Nothing Is Forever 240 Running Water as a Resource 263
Using Forest Resources 245 The Oceans as a Resource 275
Logging in Canada 251
Pulp and Paper in Canada 256 Chapter 14 Sustainable Development 286
Disaster Strikes 286
We Must Do Better 291

Map Appendix
Global Landforms 304 Countries of the World 316
Plate Boundaries 305 World Population Density 318
Volcanoes and Earthquakes 306 Time Zones 318
Global Climate Regions 307 North America 319
Annual Precipitation 308 Canada Physical 320
Global Temperatures 309 Canada Political 321
Global Wind Patterns 310 South America 322
Global Ocean Currents 311 Europe 323
Global Ecosystems 312 Africa 324
Rivers of the World 313 Middle East and Asia 325
Land Use 314 Australia 326
Agriculture and Fishing 314 Pacific Rim 327
Oceans of the World 315

Glossary 328

Index 334

Visual and Text Credits 342

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viii

Features to Help You Use This Book

N EC
E C TT II
NN
N O
O
O
O

N
C

S
TO
KEY VOCABULARY
These features connect the
A Key Vocabulary list is found on Science material you are reading about with
the first page of each chapter to other subjects that you study, like
let you know the terms that are science, history, music, and language.
new or difficult in the chapter.

RE RE
O Before Reading questions and activities help you to think
A
F
BE

DING

about what you already know about the topic. Your own
experiences can give you some insights into the ideas.
You are sometimes asked to share your thoughts with others.
Each Fact File is a small
piece of information about
This helps you to improve your communication skills.
the topic you are studying.
Often, these facts are
quite unusual in that they G RE
IN
make you look at things These questions help you understand key points. They can
A
R

from a different angle.

DU

DING

help you check that you understand what you are reading.

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ER
T A After Reading activities help you identify main ideas,
AF

DI

make conclusions, and apply the ideas you have just

NG

learned to new situations.

LITERACY TIP WEB LINK

These margin notes send
Helpful Hints you to the Nelson Physical
Literacy Tips are helpful hints Geography 7 website to
that will make it easier for you learn more about the
to read, understand, and people, places, and events
communicate ideas. These tips discussed in this textbook.
are linked to activities or
information on or near the
page where they are found.

NEL
 1

GEOSKILLS GO GEO-GREEN
GeoSkills help you learn useful geographic Each Go Geo-Green feature lets you know
and literacy skills. They show you steps that about an interesting action that people have
you can take to practise difficult skills that taken to help protect our environment.
you will use in everyday life. They show what people can accomplish
when they set their minds to it.

BE A GLOBAL CITIZEN End-of-Chapter Exercises

At the end of every chapter, there are four
T hese features are reports about
actions that people have taken to
help others around the world. They
types of questions. These questions are
designed to let you test yourself on how
well you understand the chapter, to get
show how we are all connected to the
you to stretch your geography skills, and
world community. to allow you to demonstrate how ready
you are to move on to new material.

Knowledge and
Understanding
Inquiry/Research and
Map Appendix Communication Skills
Map, Globe, and
The Map Appendix, on pages 303 to 327, is a
Graphic Skills
set of maps you will need to help you under-
stand and do the work in this book. Application

Glossary Index
The Glossary, on pages 328 to 333, gives The Index, on pages 334 to 341, is a list of
meanings for all the words that are printed terms that you can find in the book and on
in bold throughout the book. It is like a what pages they are found. It is a quick way of
mini-dictionary. finding out on what pages a topic is located.

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 1
UNIT
The Themes of
Geographic Inquiry

I N T H IS U NIT
• show that you understand the themes of geography: location/
place, environment, region, interaction, and movement
• use the tools of geography to find and organize geographic
information, and to share your ideas with others
• use the themes of geography to study environmental
problems and events

1 Our blue-green planet is our

place in space. Each of us has a
place on Earth. What are some other
“places” you have in your world?

2 Areas of rock like this along the shores of Georgian Bay in

Ontario are found in many regions of the world. This is layered
sedimentary rock. It shows that this region used to be covered
by a sea for millions of years. Describe the region around your
community. Tell about any special physical features.

3 There are large populations of ethnic groups in many large

cities of the world. Cultural regions, such as Chinatown in Toronto,
Ontario, make cities more interesting places to live. From which
countries have immigrants to large Canadian cities come?
 3

4 Until recently, in Beijing, China,

bikes got more road lanes than cars
in their movement systems. Why do
you think this was so?

5 Someday, you will probably

want to own a car. What changes
do you think will have happened
in our traffic patterns?

6 Many introduced species have entered environments around

the world because of human activities. This lamprey eel found its
way into the Great Lakes through the St. Lawrence Seaway. What
problems might introduced species cause to plants and animals?

7 We value magnificent forests, like this

one near Temagami, Ontario, for timber,
wilderness, and recreation. The effects of our
interactions with such precious regions often
threaten to ruin them. How can we use such
forests now, while making sure that they
will be there for our children’s children?

8 We all produce garbage. It has to go somewhere.

What are some of the problems we face in dealing
with this growing mass of waste?
1 Place and Location
KEY VOCABULARY
I N THIS CHAP T E R
absolute location
• explain the theme of location/place in geography eastings
• create and use maps for different reasons Global Positioning System
• use the new terms in this chapter correctly as you investigate (GPS)
the topics grid coordinate system
• locate and use helpful information from primary and latitude
secondary sources light year
longitude
mental map
Third Rock from the Sun northings
place
RE RE
O
1. The study of geography is based on place and location. relative location
A
F
BE

DING

Look at the headings and subheadings on this page and site

the next page. What do these headings tell you about specific location
your place and location? Are “place” and “location” two words that
mean the same thing, or do they have different meanings?
2. Geographers want to be able to explain why things are where they
are. To begin to think as a geographer, think about where you
are on Earth. This is your place on Earth. Why are you and your
family living in this particular place on Earth? Think about your LITERACY TIP
surroundings. What are the natural features in the area around you? Using Headings to Predict
What have humans made around you? Why are these natural and It is a good idea to skim
human-made features where they are? As a geographer, you want a textbook section before
to understand these connections. you start reading it. The
headings and subheadings in
the section will give you a

E arth is the place in space for all people. Where we are on Earth
is our specific location. As you read this, you are probably at a
desk in a classroom in a school in a community in Ontario. That is
general idea of the content
you will be reading.

your specific location right now.

Our position in our solar system is on the third planet from the
Sun, a mere 148 800 000 kilometres away. Our nearest neighbour,
Venus, is just 42 000 000 kilometres from us. If you rode in a space
shuttle, you would reach
Venus in only 2333 hours,
The Earth in Space or 97 days! Beyond our
solar system, the nearest
Pictures taken by astronauts from the Voyager spacecraft in 1977 gave star is Proxima Centauri,
us our first views of Earth from space. Those pictures gave us a whole 4.22 light years away.
new outlook on our home — planet Earth. We gained a new sense of our
place from a different vantage point. For the first time ever, we could
NEL
 C H A P T E R 1 : Place and Location 5

look back at Earth and see it as our “lifeboat” in space. We could see
that we were part of something much larger than Earth. We realized the
awesome connections between humans and other life forms with which
we share the planet. That view struck awe in all of the astronauts.

Small but Important

We know that our solar system is part of a galaxy called the Milky
Way. There are over 100 billion stars in our Milky Way galaxy and
tens of billions of galaxies in the universe. Is it possible to truly
understand how enormous our universe is? Where does it start?
Where does it end? In the vastness of the universe, how important
is one human being? Before you answer, think about it. Each one
of us is important on Earth. Each one of us can make a difference
to Earth’s environment and its well-being. Could Earth’s well-being
affect the well-being of our solar system? Could the effect of Earth’s
Figure 1.1
well-being extend further into the universe?
Imagine an astronaut’s view of
Earth against the blackness of
space. Close your eyes and picture Your Place on Earth
it. What does the image in your
mind make you think about? Your personal position on Earth is your location, and you can iden-
tify it with an address. Imagine someone wants to send you a letter.
The address that person writes on the envelope is your location.
You could expand your address to make it your place on Earth. For
example, imagine someone living in Cape Town, South Africa. This
person might add Africa, Southern Hemisphere, Planet Earth to their
In 1960, there were address. Try expanding your address to make it your place on Earth.
only 19 cities with over
1 million inhabitants.
New York was the largest, Your Place
with a population of The place where you live is also called your site. A site is a place
6 million. In 2007,
with specific qualities. Some people choose a hill for the site of their
120 cities had over
2 million people. The home because of the view. Others prefer to live on a site near a river,
largest was Tokyo, with on a lake, or sheltered in the woods.
33.5 million people.That
Many of our communities started at a point where important
is more than the entire
population of Canada. land routes crossed. Other communities began at a river junction
where there were good opportunities for trade or beside a natural
harbour where ocean-going vessels could come and go. All these sites
had special or unique qualities that influenced people’s decisions to
locate there and not somewhere else.

G RE
IN
1. Based on what you have read, how question, find and list the clues that the text
A
R
DU

DING

would you describe your place provides. Compare your findings.

and location? 3. Why do you think people decided to
2. Are the terms “place” and “location” different settle where you are living? What physical
words that mean the same thing, or do they characteristics does your place on Earth have
mean different things? To help you answer this that make it a good place to settle?
NEL
6 U N I T 1 : The Themes of Geographic Inquiry

Figure 1.2
A village clings to the edge of
Naervoy Fjord, Norway (62° N, 6° E).
Why do you think people decided
to settle here?

WEB LINK
For more information about
“your place on Earth,” go to
www.nelson.com/phygeo7.

LITERACY TIP
Picturing What You Read
As you read, create mental
Mental Images and Mental Maps images, or pictures in your
Every day on television, we witness events from around the world. mind. They will help you
We watch a war as it happens, see a tornado rip through a city, understand and remember
what you read.
or watch rescuers dig for survivors of an earthquake. The pictures
of these events all contribute to our mental images of places in
the world. These are the pictures we have in our minds about the Figure 1.3
shape of our world and the features of different locations we see This photograph shows the
or hear about. damage that an earthquake
caused in Indonesia on April 5,
The more we know about a place, the clearer, more detailed, and
2005. Natural disasters can affect
precise our mental image of the place becomes. We are most familiar any place on Earth. However,
with our immediate neighbourhood, so our mental image of it is some places are more affected by
natural disasters than others. Can
usually the clearest. When we sketch a map from memory, using you suggest why? Have you ever
our mental image, this is called a mental map. However, mental experienced a natural disaster?
maps of areas of Earth about which we
know little, are not very clear,
accurate, or detailed. Studying
geography helps us improve
our mental images and
mental maps of places
in the world. As we
do, we will be able
to better understand
daily events, other
places, and people
from other cultures.
 C H A P T E R 1 : Place and Location 7

RE
ER
T A
1. Think about the address of the 2. We build special buildings on sites for specific
AF

DI place where you are on Earth right reasons, often because the site has special or
NG

now. This is your location. Use an important qualities. Identify three physical
atlas to help you extend your address as far characteristics of your school’s site that make
out as the Milky Way galaxy. it a good place for a school. Compare the
qualities you identified with a partner. How
do they compare?

Getting Precise about Location

RE RE
O 1. Explain the different ways you can think of to describe
A
F
BE

DING

your location.
2. What makes some ways of describing location more
exact than others?
GPS was first used by
the military to pinpoint
positions and, later, to When we study location, we are looking for the answers to two questions:
direct cruise missiles.
Now, it is used by sailors, • Where is it?
hikers, cartographers, • Why is it there?
surveyors, farmers,
foresters, truck drivers, With new technology, it is quite easy to determine your location
couriers, golfers, and
millions more. very precisely. A Global Positioning System (GPS) receives signals
from an orbiting satellite. Instantly, you receive your position in
latitude, longitude, and elevation. You know exactly where you are
on Earth. Using GPS, it is now possible to know the exact location
(within a few metres) of any spot on Earth. GPS is very useful for
many things, such as boater safety or hiking. The locational informa-
IN
G RE
tion given by GPS can be stored in computers. Later, this information
A
R
DU

DING

can be turned into maps. GPS is also used to help towns and cities
locate features on maps exactly. This type of locational information
1. List three people whose has made mapping more precise. Humans have come a long way
jobs would require the from the methods of early explorers to find their positions and make
use of GPS. How is GPS maps of areas they encountered.
important to them?

You are at
latitude 40° N
longitude 70° W.

Figure 1.4
Find this boat’s position on a map. Where
How do latitude and longitude am I?
help you find the exact location
of the boat?

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 C H A P T E R 1 : Place and Location 7

RE
ER
T A
1. Think about the address of the 2. We build special buildings on sites for specific
AF

DI place where you are on Earth right reasons, often because the site has special or
NG

now. This is your location. Use an important qualities. Identify three physical
atlas to help you extend your address as far characteristics of your school’s site that make
out as the Milky Way galaxy. it a good place for a school. Compare the
qualities you identified with a partner. How
do they compare?

Getting Precise about Location

RE RE
O 1. Explain the different ways you can think of to describe
A
F
BE

DING

your location.
2. What makes some ways of describing location more
exact than others?
GPS was first used by
the military to pinpoint
positions and, later, to When we study location, we are looking for the answers to two questions:
direct cruise missiles.
Now, it is used by sailors, • Where is it?
hikers, cartographers, • Why is it there?
surveyors, farmers,
foresters, truck drivers, With new technology, it is quite easy to determine your location
couriers, golfers, and
millions more. very precisely. A Global Positioning System (GPS) receives signals
from an orbiting satellite. Instantly, you receive your position in
latitude, longitude, and elevation. You know exactly where you are
on Earth. Using GPS, it is now possible to know the exact location
(within a few metres) of any spot on Earth. GPS is very useful for
many things, such as boater safety or hiking. The locational informa-
IN
G RE
tion given by GPS can be stored in computers. Later, this information
A
R
DU

DING

can be turned into maps. GPS is also used to help towns and cities
locate features on maps exactly. This type of locational information
1. List three people whose has made mapping more precise. Humans have come a long way
jobs would require the from the methods of early explorers to find their positions and make
use of GPS. How is GPS maps of areas they encountered.
important to them?

You are at
latitude 40° N
longitude 70° W.

Figure 1.4
Find this boat’s position on a map. Where
How do latitude and longitude am I?
help you find the exact location
of the boat?

NEL
8 U N I T 1 : The Themes of Geographic Inquiry

Ancient Map of the East Coast of Canada

Figure 1.5
Where Are You Exactly? Compare this map to a modern map
of the east coast of Canada. Where
There are many types of maps. Some of the most common are did this mapmaker do a good job?
provincial road maps, street maps, and topographic maps that map Are there any errors? Why might
surface features in great detail. these errors have occurred?

Different grid systems are used to find the locations of places

on maps. A road map usually uses a letter–number system to help you
find locations. The maps in an atlas usually use latitude and longi-
tude. Topographic maps are more detailed than maps in an atlas.
They use reference systems such as the six-figure grid coordinate
system of eastings and northings.

N EC
E C TT II
NN
N O
O
O
O
N
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S
TO

Math and
The military uses grid
History coordinate systems to pinpoint
a position or target on a map. By
finding a target, the artillery could be aimed
and fired on the location. In the grid coordinate system,
northings give a location on the y-axis and eastings
give a location on the x-axis. Where they intersect
is the absolute location on the map.

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 C H A P T E R 1 : Place and Location 9

G RE
IN Absolute Location
A
R
DU

DING
It is important to be able to locate places precisely. The use of grid
systems (for example, latitude and longitude, eastings and north-
1. As you read about the ings) help us identify exact locations. We need to be able to give the
next two types of location, absolute location of a spot on Earth. When natural resources are
think about the following found, the absolute location must be determined. The absolute
questions: location makes the resources the property of one country and not
• Which type of location another. Suppose oil is found along the border of two countries with
is most exact? a clearly defined boundary. It is important to know exactly where the
• When would you use oil field lies to determine who owns it.
each type of location? Oil was discovered in the Gulf of Mexico. Part of the Gulf belongs
to the United States, and part belongs to Mexico. It was essential
to find out how much of the oil was in the United States and how
much was in Mexico. Canada and the United States dispute who
has the right to fish for salmon in parts of the Pacific Ocean. Both
Figure 1.6
countries need to know the absolute location of the boundaries
This is a map of Kitchener and
area. Provincial road maps between the states of Washington and Alaska with the province
show travellers which highways of British Columbia. Absolute location affects trade and economic
and roads to take to get growth. It is also important to help resolve conflict between different
from one location to another.
Which highways provide the groups, companies, and countries.
most direct route between
Brantford and Guelph?
Figure 1.7
Find this section of Canada on a full map.
What type of map is shown here?

Figure 1.8
The brown lines on this
map of the Georgian Bay
area represent elevation,
or height above sea level.
What is the main feature
on this map? Look for a
label where the contour
lines are closest together.

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10 U N I T 1 : The Themes of Geographic Inquiry

GEOSKILLS
How to Read a Map — The TLC Method
A map is a drawing that shows the physical features for specific purposes. A transit map allows you to
and political boundaries of Earth. It usually includes navigate around a city, while a provincial park map
a title, legend, compass, and scale. Reading a may help you locate the best campsite or picnic
map is not the same as reading a piece of text. shelter. The TLC method will teach you the steps
Maps combine both visual information and text that you can use so that you can correctly read and
to create a visual representation. There are many understand maps.
different types of maps, but all of them are created

Step One: Step Two:

Read the title. The title will put Look for and read the legend. The
the map into context for you. legend will explain all the symbols
Q: What do you think and colours used on the map.
this map is showing
The Lakes of Canada
Beaufort
W the reader? How do 4
rct

120
ic

Sea you ˚Wknow this? 60˚W

Cir

Height of land in metres

cle

105˚W
90˚W 75˚W
C. 2750+ m
Ba Baffin Bay
th 2000 — 2750 m
urs
t 1000 — 2000 m
400 — 1000 m

Da
100 — 400 m

vis
0 — 100 m

St
ra
i
Great

t
Foxe Country boundaries
Bear Lake
Basin Rivers

Huds
Great
on St
rait
Q: What do the
C. Chidley A T L A N
Slave Lake symbols or colours in
Lake the legend represent?
Athabasca O C E A
Hudson
Wollaston Lake Bay
Reindeer Lake

James
Bay
N Lake Lake
45˚N Winnipegosis Winnipeg
Gulf of C. Ra
Lake
r

W E St. Lawrence
e
Riv

Manitoba
Lake of
ce

S
ren

the Woods
Lake
aw

Superior
.L
St

Lake
Huron C. Sable
Lake Lake
Michigan Ontario
120˚ 0 500 km 105˚ 90˚ Lake 75˚ 60˚
Erie

Figure 1.9
This map shows the common features of a map. Step Four:
When reading a map, it is a good idea to read from top to
Step Three: bottom and left to right, as you would read a book. When
Find the compass. Make sure you reading this map, you should look at the pattern made by
can identify the cardinal points of the lakes. Start at Great Bear Lake and follow the arc made
north, south, east, and west. by the lakes ending up in the St. Lawrence River.

NEL
 C H A P T E R 1 : Place and Location 11

LITERACY TIP Relative Location

Relative locations tell us where something is in relation to some-
Using Context Clues thing else. Have you heard directions such as the following?
If you come across a word that
is unfamiliar, read the whole • It is about 20 kilometres from here.
paragraph and look for clues • Kitchener is about halfway between London and Toronto.
that will help you define the • New York is about the midpoint between Paris and Los Angeles.
word. These clues can be
actual definitions, simpler In each example, the location of one site is given in relation to
terms, synonyms, or antonyms.
another site or sites. They are relative locations.
Relative location is not exact, but it does help us with more general
understandings. For example, the Interior Plains of North America are
said to run north to south through the middle of North America. This
statement is approximately correct. However, it is far from precise.

Figure 1.10
This is a photograph of Death
Valley, California, in the United
States. It is part of the Interior
Plains of North America. How
would you provide a different
relative location for the Interior
Plains? Use a physical map
of North America for ideas.
(See Map Appendix.)

RE
ER
T A
1. Why is it important to have 4. Use an atlas to find the latitude and longitude
AF

DI

different ways of describing your of Toronto (Canada), Calcutta (India), and

NG

location? How can you decide Sydney (Australia). Check their locations on
when to use absolute location and when to the classroom globe.
use relative location? 5. Describe the location of your school relative
2. Identify the two systems for finding an to where you live and two other important
absolute location. places in your area. Explain why you chose
3. Explain the absolute and relative location of those two places as important.
Vancouver Island. Use an atlas for help.

LITERACY TIP
Does the Place Make Sense?
Brainstorming
Brainstorming means coming RE RE

up with as many ideas about

O
1. Why are places located where they are? Look at the
A
F
BE

DING

a topic as possible. Begin by headings and subheadings in the next section. Based
writing down all your ideas. on these headings, brainstorm reasons why places
Then, add to, subtract from, are located where they are. Record your ideas so that you can
join, or change ideas. Finally,
compare them with what you read in the next section.
reflect on your ideas, and
choose the best ones.

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 C H A P T E R 1 : Place and Location 11

LITERACY TIP Relative Location

Relative locations tell us where something is in relation to some-
Using Context Clues thing else. Have you heard directions such as the following?
If you come across a word that
is unfamiliar, read the whole • It is about 20 kilometres from here.
paragraph and look for clues • Kitchener is about halfway between London and Toronto.
that will help you define the • New York is about the midpoint between Paris and Los Angeles.
word. These clues can be
actual definitions, simpler In each example, the location of one site is given in relation to
terms, synonyms, or antonyms.
another site or sites. They are relative locations.
Relative location is not exact, but it does help us with more general
understandings. For example, the Interior Plains of North America are
said to run north to south through the middle of North America. This
statement is approximately correct. However, it is far from precise.

Figure 1.10
This is a photograph of Death
Valley, California, in the United
States. It is part of the Interior
Plains of North America. How
would you provide a different
relative location for the Interior
Plains? Use a physical map
of North America for ideas.
(See Map Appendix.)

RE
ER
T A
1. Why is it important to have 4. Use an atlas to find the latitude and longitude
AF

DI

different ways of describing your of Toronto (Canada), Calcutta (India), and

NG

location? How can you decide Sydney (Australia). Check their locations on
when to use absolute location and when to the classroom globe.
use relative location? 5. Describe the location of your school relative
2. Identify the two systems for finding an to where you live and two other important
absolute location. places in your area. Explain why you chose
3. Explain the absolute and relative location of those two places as important.
Vancouver Island. Use an atlas for help.

LITERACY TIP
Does the Place Make Sense?
Brainstorming
Brainstorming means coming RE RE

up with as many ideas about

O
1. Why are places located where they are? Look at the
A
F
BE

DING

a topic as possible. Begin by headings and subheadings in the next section. Based
writing down all your ideas. on these headings, brainstorm reasons why places
Then, add to, subtract from, are located where they are. Record your ideas so that you can
join, or change ideas. Finally,
compare them with what you read in the next section.
reflect on your ideas, and
choose the best ones.

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12 U N I T 1 : The Themes of Geographic Inquiry

Physical Factors
There are many reasons why places are located where they are.
Physical characteristics of the area affect where places are located.
It is important to consider the landforms. Are there hills, ridges, or
valleys? Bodies of water are also important. Is there a lake or a river
nearby? Well-drained soil makes a better location for a place than
soil that is poorly drained where flooding might occur. Vegetation,
weather, and climate also affect where places are located. Is the area
forested, or is it grassland? Is it cold or hot, wet or dry?

G RE
IN
1. Think about the physical characteristics of the area in
A
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DU

DING

which you live. Which characteristics do you think

influenced the first settlers in this area?
2. Imagine that you want to settle in an area. Which physical
characteristics would influence your decision about where to settle?
Think about landforms, bodies of water, soil drainage, vegetation, Figure 1.11
and weather and climate. Why do you think anyone would
build a house here? Describe
3. Check your brainstorming list. Add any additional physical another unique place you have
characteristics that you did not have, and remove or change any seen people build.
that do not belong on the list.

Human Factors
Other places were chosen for their location based on human char-
acteristics. People tend to locate where there are other people. Large
cities attract people. If there is a river or lake, communities tend to
spread along the riverbank or the lakeshore. People tend to live with
people of a cultural group similar to their own. Religious reasons can
also affect where people choose to live. Some people want to live
near the centre of their faith, like Jerusalem or Mecca.
Locations for places like towns, farms, or factories are chosen
because of distinctive human and physical characteristics. These dif-
ferent characteristics allow us to distinguish places from each other.

IN
G RE
1. Think about the human 2. Imagine that you want to settle in an area.
A
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DU

DING

characteristics of the area in which Which human characteristics would influence

you live. Which characteristics your decision about where to settle?
would influence people to settle 3. Check your brainstorming list. Add any
in this area? additional human characteristics that you
did not have, and remove or change any that
do not belong on the list.

NEL
 C H A P T E R 1 : Place and Location 13

Figure 1.12
The Blue Mosque in Amman,
Jordan, is a holy site for Muslims.
Why would the followers of
Islam want to live close to
such mosques?

LITERACY TIP
Picturing What You Read
When you read, slow down
and try to picture what you
Why Here? Factors of Location
are reading. Creating mental People usually decide to locate a business, an industry, a home, or
images, or pictures in your a park by selecting the best possible combination of “influencing”
mind, will help you understand
factors. Often, you must choose between factors. Not all sites will have
and remember what you read.
everything you want. Imagine you want to open a video store. Where
would you locate this video store? You would probably want a place
that is easy to reach and close to where many people live. When people
Figure 1.13 decide to locate a home, business, or other building, they usually have
Utilidors connect homes and to think about a combination of physical and human factors.
cover utility lines such as water
and sewer, electricity, and
telephone in this community
Basic Needs
in the Northwest Territories. When people first roamed Earth, they made decisions about where
The insulated utilidors keep the to locate. They had to find sites that best provided for their basic
utility lines from freezing. How
does this show how technology needs of water, shelter, food, security, and clothing. The physical
is being used to solve problems? environment limited places for settlement. The climate may
have been too severe, or there may have been
too little fresh water. The soil may
have been unproductive, or the
landscape may have been too
rugged. However, because
of technology, people
now live in or have
visited just about
every place on Earth.
There are very few,
if any, new loca-
tions to be found.
14 U N I T 1 : The Themes of Geographic Inquiry

Change Happens
Over time, many things happen that can cause places to change.
Some places become more important and increase in size and Often, land is excellent
for many things. For
population, while other places become less important and decline. instance, much of the
Some places flourish and grow, while other places become ghost land between Niagara
towns. Many communities needed farmland when they began. Falls and Hamilton is
the best farmland in
Now, these communities need more land for housing and North America, outside
less for farming. of California, for tender
fruits such as grapes and
peaches. Now, much of
it has been turned into
housing developments
and industries. The
farmland is lost.

Figure 1.14
Which factors do you think
influenced the decision to
locate each of these places
where it is? Put them into
two groups: physical factors
and human factors.

The Big Picture

At the world level, places can suddenly change in our mental image.
Prior to the war against the Taliban in Afghanistan, few Canadians
had heard of the city of Kandahar. Now, Kandahar is the centre of
our command base, and we hear about it in the news daily. The city
of 450 000 people was a quiet trade and market centre for southern

NEL
 C H A P T E R 1 : Place and Location 15

G RE
IN Afghanis. Now, jets, tanks, and other military vehicles and equipment
A
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DU

DING
are the norm. Bomb blasts occur regularly. Reports of the conflict come
from in and around Kandahar as they happen. Suddenly, the city is in
1. In addition to conflict, the world spotlight because of its position and political importance.
what other human Human events have given the city new meaning and importance.
events can give a
city new meaning Afghanistan
and importance? UZBEKISTAN TAJIKSTAN
CHINA

Give examples.
TURKMENISTAN

Kabul

AFGHANISTAN
Figure 1.15
N
Can you name other 0 1000 km
places in the world that Kandahar
have become well known
quickly due to conflict?
PAKISTAN N

IRAN 0 175 km

Figure 1.16
Canadian troops oversee an
observation post in Kandahar,
Afghanistan. How might the
experiences of Canadian troops
change our understanding of
places such as Afghanistan?

RE
ER
T A
1. List three factors that would 3. Identify two places in the world that have
AF

DI

influence an auto-parts company made the news lately because of human or

NG

to locate at a specific site. physical events. Explain how these events

2. Explain three reasons why places grow and have affected the people and the physical
three reasons why places decline. environment of these places.

NEL
16 U N I T 1 : The Themes of Geographic Inquiry

RE RE

A Sense of Place O

A
F
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DING
Our world is full of fascinating things to be discovered. We can always
1. Think of all you have
observe something new, different, wonderful, or inspiring. There are
learned about place and
endless changing patterns and changing habits in our world.
location in this chapter.
What do you think it
What Makes a Place Special? means to have a sense
Some places may be outstanding human landmarks, like the Eiffel of place?
Tower in Paris or the CN Tower in Toronto. Some may be majestic
natural features, such as the Grand Canyon in the United States or
Mount Kilimanjaro in Tanzania. They may be the homes of famous or
important people, like the governor general’s home at Rideau Hall in
Ottawa or the White House in Washington, DC.
Figure 1.17
Which of these places do
you know, and which ones
do you not know? Why?
Compare your answers with
those of your classmates.

NEL
 C H A P T E R 1 : Place and Location 17

G RE
IN
Our Special Places
A
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DU

DING
Places have many effects upon us. Each of us has places that are
1. Choose a special place “special” to us for many reasons. We all have places where we would
that you have visited, and go if we could. It may be a walk to a nearby river or park for some
describe why it is special. “quiet time” with nature. It may be a trip to a place that excites
Identify the physical and/ our imagination and sense of adventure, like travelling by canoe
or human characteristics through a wilderness area. In the following news article, a Grade 7
of this place that make it student describes her favourite place, near Tobermory, Ontario, on
special to you. the Georgian Bay shoreline. Read her description, and think about
the physical and human characteristics that she cherishes.

Figure 1.18
What physical factors about
the shoreline near Tobermory My Favourite Place
catch your interest?
My family does not have many tradi-
tions, but of the ones we do have, my
favourite is going to Cyprus Lake in
the Bruce Peninsula National Park near
Tobermory. Every year, for as long as I
can remember, we have gone there.
There is a restaurant in Tobermory.
I remember sitting out on its patio eating
fish and chips with my family. This is
all we ever order from there because it is
our favourite.
After eating, we always go to climb
the cliffs and look at the islands in
Georgian Bay. We have pictures of my
brother and sister and me standing
there since we were little kids.
When I look at the pictures
of us by the cliffs, I am filled with
happiness and fond memories of my
childhood.

What’s in a Place Name?

Everyone sees the world differently. Our local place names reflect our
culture. We see many names that show ties to the First Nations peoples
who first lived in what is now Ontario. The list includes such names as
Algonquin Park, Mohawk Road, and the Lake Iroquois shoreline.
When we see places in other lands, we view them through our
own experiences and culture. The way we see such places may be quite
different from the way the people who live there see them. When we
look at a world map, it nearly always has the Atlantic Ocean near the
centre. We are seeing the world from our viewpoint.

NEL
18 U N I T 1 : The Themes of Geographic Inquiry

Pacific Rim
Arctic Circle GREENLAND
RUSSIA ALASKA
(U.S.)
60˚ Anchorage Hudson 60˚
CANADA Bay
Bering Sea Prince Rupert
Vancouver
45˚ MONGOLIA Seattle Montréal 45˚
Vladivostok Portland
Sea of Chicago New York
Beijing N. JAPAN ATLANTIC
UNITED STATES
KOREA Japan San Francisco Washington
CHINA S.
Tokyo
Los Angeles OCEAN
30˚ Shanghai East 30˚
China
Sea Tropic of Cancer MEXICO Gulf of
TAIWAN NORTHERN Mexico
VIETNAM CUBA
Hong Kong Guadalajara Mexico
MARIANAS MARSHALL IS.
LA

VIETNAM
OS

South BELIZE JAMAICA

15˚
THAILAND 15˚
Manila GUATEMALA HONDURAS
China EL SALVADOR NICARAGUA
CAMBODIA PHILIPPINES P A C I F I C
Sea COSTA RICA
MICRONESIA Bogotá
PANAMA
BRUNEI PALAU O C E A N
MALAYSIA COLOMBIA
0˚ KIRIBATI Equator 0˚
SINGAPORE
PAPUA NAURU ECUADOR
INDONESIA NEW SOLOMON
Jakarta TUVALU PERU
GUINEA IS.
Port Moresby Lima
15˚ VANUATU SAMOA 15˚
Coral
I N D I A N Height of land in metres
Sea FIJI
Tropic of Capricorn 4800+ m
O C E A N AUSTRALIA TONGA
Brisbane 3000 — 4800 m CHILE
30˚ 30˚
Perth 1800 — 3000 m
Sydney Santiago
Canberra Tasman 1200 — 1800 m A
Melbourne Sea
Auckland
600 — 1200 m NTIN
Wellington NEW GE
45˚ ZEALAND 300 — 600 m AR 45˚
Christchurch
N 150 — 300 m
0 — 150 m
W E Country boundaries
60˚ Rivers 60˚
S
Antarctic Circle
ANTARCTICA 0 1000 km
Weddell Sea
75˚ 90˚ 105˚ 120˚ 135˚ 150˚ 165˚ 180˚ 165˚ 150˚ 135˚ 120˚ 105˚ 90˚ 75˚ 60˚ 45˚ 75˚

Names such as Darfur, Chernobyl, Auschwitz, Bhopal, and Figure 1.19

Hiroshima convey sadness, horror, and other intense feelings to many From the centre of this map, in
adults. For you, a name like Iraq, Afghanistan, or Amazon rainforest which direction is North America?
How is that different from our
may do the same. On the other hand, places such as the Caribbean, “normal” world view?
Disney World, or Algonquin Park create positive, pleasant feelings and
images in our minds.

G RE
IN
1. Which place names create sad or upsetting feelings
A
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DU

DING

in you, and which create happy feelings?

RE
ER
T A
1. People may develop great 2. No two people see or feel about a place in the
AF

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attachments or deep feelings same way. Choose one of the following places,
NG

for a place. Identify three and compare and contrast how a person living
special places that would mean a lot to you there and a visitor would see and feel about
if they changed or closed. Why are they the place:
special to you? a) Amazon rainforest b) Beijing
c) Greenland d) Saudi Arabia
e) Sahara Desert
NEL
 C H A P T E R 1 : Place and Location 19

BE A GLOBAL CITIZEN

Protecting Special Places

T he United Nations Educational, Scientific,
and Cultural Organization (UNESCO) has
declared 851 sites in the world as World
physical geography of the region, they were
able to kill buffalo by chasing them over the
steep cliff. Then they would carve up the buf-
Heritage Sites. These are protected sites because falos’ remains at the camp below. The Plains
they form part of the cultural and natural First Nations were the last First Nations
heritage of the world. Canada has 14 of group to use this buffalo jump. Today, they
these World Heritage Sites. Our most recently are keen to preserve their culture, so they are
appointed World Heritage Site is Canada’s tied closely to the heritage site.
Rideau Canal, which was declared in 2007. Our Head-Smashed-In Buffalo Jump offers a
country’s sites were selected to protect parts of number of educational programs. Park inter-
our natural beauty and cultural heritage. preters must have strong knowledge of both
One of Canada’s World Heritage Sites is the Blackfoot language and the history of the
Head-Smashed-In Buffalo Jump in southern First Nations and Métis peoples who lived
Alberta. It was designated as a World Heritage on the plains. To protect this special site, the
Site by UNESCO in 1981. It is important Friends of the Head-Smashed-In Buffalo Jump
because it is an outstanding example of a Society work to maintain the area and educate
traditional way of life. First Nations peoples the public. As Alberta grows rapidly, this is a
used the site to hunt buffalo for nearly 6000 unique and very important site that must be
years. Because of their understanding of the protected for generations to come.

Figure 1.20
Here are two views of
Head-Smashed-In Buffalo
Jump in Alberta. The top
right view is a historic
painting showing how the
Plains First Nations used
the site. The bottom view is
a modern day photograph
of the site. How is this site
being used today?
20 U N I T 1 : The Themes of Geographic Inquiry

Knowledge and Understanding Where can you look to find answers to these
research questions? Try searching your commu-
1 Early explorers were able to navigate their ships nity’s website or contacting your community’s
across the oceans and make maps of the coasts museum, city or town offices, or library. Try
they encountered. What are two major things asking senior citizens in your community.
that would have helped them? To help you
b) How will you share what you have learned
recall the facts, go back to the section, Getting
about this interesting place in your community?
Precise About Location. Review the headings,
subheadings, and key vocabulary in this section. • Will you sketch or draw the place you
If you need more help, reread this section, and researched and present it on a poster
think about what early explorers had to help with what you learned?
them create maps. • Will you take digital images of the place you
researched and create a collage of visual and
2 Ontario has many special places. They are
text-based information?
special for different reasons.
• Will you set up a chart that shows the answers
a) Identify three places in Ontario that are
to the questions for the place you researched?
special because they are known as
“economic places,” or places of business. • Will you take on the role of investigative
reporter and videotape a mini documentary
b) Identify three places in Ontario that are
about the interesting place you chose?
special because of the happy feelings and
images they give people who visit them. • Will you create a PowerPoint presentation?
How can you include current and historic
photos of the place you chose in your
Inquiry/Research and presentation? How can you share what you
Communication Skills learned in an interesting way?

3 Songwriters often write songs about places.

These songs often do two things: they give Map, Globe, and Graphic Skills
information about these places, and show how
5 Create a mental map of your local community
people feel about them. Examples include New showing local landmarks, major roads, and major
York City by John Lennon, Good Morning Britain physical features such as rivers, lakes, or high hills.
by Aztec Camera, or Canadian Railroad Trilogy by Include a compass, a legend, and labels.
Gordon Lightfoot. Name one song that is about
a place. What place is the focus of the song? 6 If you had to give directions from your house to
What images and/or feelings does the song your school, how would you write them? Most
suggest about the place? If you need research people would use a combination of landmarks
help, try using strings of search terms such as and directions. Both are used to create and read
place names song titles or songs place names in a maps. Visualize your walk to school. Create a
search engine. t-chart. On one side, write down your directions
using only landmarks and the directions of left
4 a) Investigate the beginnings of an interesting
or right. On the other side, write down your
place in your community. Consider questions
directions using compass directions and distance
such as the following:
measurements. Which one is easier to write and
• When was it created or built? follow? Do you think that the best way of giving
• Who named it? directions is a combination of the two methods?
• Why was it given this name? Explain your answer.
• Does the name relate to the earliest people or 7 Each person in your class has a different
settlers there? If so, how? idea about how to organize space or estimate
• Have the features of this place been changed distance. Try this.
since its beginnings? a) Consider how far it is from the door of
your classroom to the end of the hall.

NEL
 C H A P T E R 1 : Place and Location 21

Have everyone write their “guesstimate” d) Did anyone get the distance exactly
of the distance, in metres, on the board. right? Was anyone out more than triple
b) Measure the distance. the distance? What general statement can
you make about the ability of you and
c) Draw a graph to show the distribution of the
your classmates to estimate distance?
guesstimates. Follow the instructions below.
• Use these as the basis of your graph:
3.5 to 6 metres over
Application
0.5 to 3 metres over 8 Imagine that you can go anywhere. To what
special places would you travel in Ontario,
0.5 metres over or 0.5 metres under
Canada, and the world? Why are these places
0.5 to 3 metres under special to you? In small groups, share your
3.5 to 6 metres under special places, and create a set of reasons that
• Plot all estimates on the graph. show why places are special.
• Calculate the percentage for each category 9 The Ganges River is very important in the Hindu
(number of estimates in the category divided religion. Are there places that are very important
by the total number of estimates). to other groups as religious, spiritual, or holy
• Analyze the results. Look for the following: centres? Make a list, and give a short description
of the importance of one of the places on your
– Where were the greatest percentages?
list. If you need to research, try holy places as
– Was there a difference between any groups your search term in a search engine.
in the class, such as age or gender?
– How close were you to the class
averages?

Figure 1.21
The Ganges River in India is a busy place as a waterway, and it is used heavily for domestic and
industrial purposes. It is also sacred to the Hindus. Bathing in the holy waters of the Ganges is
important to Hindus, but the practice is becoming increasingly dangerous to their health.

NEL
2 Region
I N THIS CHAP T E R KEY VOCABULARY
boundary
• explain the theme of region in geography
climate region
• create and use maps for different reasons
criteria
• use the new terms in this chapter correctly as you investigate
desert
the topics
drainage area
• locate and use helpful information from primary and
drainage basin
secondary sources
drainage divide
• produce a report that applies one or more of the five themes of
ecozone
geography to an environmental event
El Niño
functional characteristic
functional region
What Is a Region? geologic region
human characteristic
RE RE
O 1. How is the word “region” used in the world around human region
A
F
BE

DING

you? Scan newspapers and magazines for examples of land-based ecozone

how this word is used. Share the examples with others. landform region
2. Why do you think we have regions? Give some examples of regions marine-based ecozone
that you know. natural force
physical characteristic

W e organize the world into spaces and places called regions.

Any area that has a set of defined characteristics is a region.
The characteristics of a region are similar throughout the area of the
physical region
precipitation
region
region and different from the places outside the region. Your neigh- rural region
bourhood is a region. Your schoolyard is a region. Your town or city soil region
is a region. Your home has regions in it. It has different spaces where time zone
you eat, sleep, relax, and work. Each region is defined by a certain set of urban and regional planning
shared features or characteristics. urban region
Regions are areas used to user-defined region
examine parts of Earth in the vegetation region
study of geography. They help wilderness region
us understand what, where, how,
and why things are like they are.
This makes the investigation of Figure 2.1
physical and human patterns This apartment complex is a
region. Each apartment is a region
easier and more understandable. within a larger region. What are
Creating regions helps us see the common characteristics of
and explain relationships and each apartment? What are the
common characteristics of the
connections more clearly. For apartment complex?
example, regions help us plan
our cities and communities. NEL
 C H A P T E R 2 : Region 23

Organizing the World

A region is a space or area defined by
similar characteristics, or criteria. Some
Woods of these criteria are based on what appears
Creek naturally in an area. What landforms dis-
tinguish one area from another? What
grows naturally in different areas? Other
criteria are based on the people who live
and work in an area. What languages do
they speak? How do they earn a living?
A region has definite limits to its size.
It also has boundaries that outline its area.
Your neighbourhood region may have
boundaries formed by a road, a river, a rail
line, a farm fence, a forest, or a park.
Regions can be very small, like your
bedroom. They can be physical regions
that cover vast areas of the globe, such as
the coniferous forest region or the Sahara
School
Desert. Some regions are political, like
Canada or Ontario.

Figure 2.2
Think about the criteria that make your neighbourhood a region.
Does this neighbourhood resemble yours? How is it the same?
How is it different?

Political Regions We Use: Countries, Provinces, Counties, Towns/Cities, Townships

Sudbury Québec
Algoma (D) Ontario
Provinces
Sudbury (D)
tt l
Nipissing sco ssel
Pre Ru unda
Manitoulin (D)
Parry Sound (D) Renfrew Ottawa- and , D arr
Un Cana Carleton nt ng
ite da mo le
dS t or d G
Len

tat Muskoka Lanark S a n s

es ate
no

St
vil d

Haliburton
en an
Fro
xa

Un e
La

d
l
Gr eds

ite
n
nd
ke

ten

Le

Peterborough
Ad

Countries
ac

Hastings
din
Huro

gto

Victoria and
Simcoe berl Townships
n

Grey um
n

Prince
orth
N Bruce Dufferin Durham N Edward
York io
Peel ar
Wellington Toronto O n t 81 McGILLIVRAY BIDDULPH4 23
Huron Lucan Cranton
Halton ke WEST
Figure 2.3 Waterloo L a 7
Parkhill Ailsa Craig
NISSOURI
Perth Hamilton- WEST EAST LONDON
Thorndale
Wentworth WILLIAMS WILLIAMS LOBO Ilderton
This map shows the Oxford Brant
political regions in Ontario. Counties - Niagara ADELAIDE
Middlesex 4
2

and 22 100 Dorchester

Middlesex i m Strathroy Komoka
Hald orfolk
NORTH
There are several levels Lambton Elgin N Kerwood
402 London 401 DORCHESTER
Deleware
of political regions in Mount Brydges
METCALFE CARADOC
DELEWARE
Canada. Name the political Kent
0 60 km EKFRID 2 Indian Reserve
regions in which you live. E rie Towns
Essex ke MOSA
80
Glencoe
es
Rive
r Cities
La Newbury m
a
Th

Wardsville

NEL
24 U N I T 1 : The Themes of Geographic Inquiry

Is Anybody There? LITERACY TIP

The world can be divided into the following three main types of Making Jot Notes
regions based on where people live: When you read text that
has lots of information, it
• wilderness regions, where no people live is a good idea to use good
• rural regions, which are farms and countryside note-taking skills to help you
• urban regions, which are towns and cities remember the information.
First, think about the purpose
IN
G RE
of your reading. Then, use
1. In which type of region do you live: wilderness,
A
R

jot notes, or point-form notes,

DU

DING

rural, or urban? to record the information in

2. In addition to the population, what are other your own words.
characteristics that describe the region in which you live?

Wilderness Regions
A wilderness region is an area with no human population. Some
wilderness regions cover vast land areas, but they have similar
characteristics throughout.

Figure 2.4
What are some of the physical characteristics that define a polar
wilderness region, such as this one in Alaska in the United States?
 C H A P T E R 2 : Region 25

Figure 2.5
The boreal forest is a region that covers much
of the northern parts of Canada, Europe, and
Asia. Look at the trees in the photo. What
types of trees define this region?

WEB LINK Rural Regions

For more information A rural region has open countryside with few towns. As our popula-
about protecting wilderness tion has grown, the number of Canadians living in rural areas has
regions, go to decreased. Urban and rural regions in Canada have changed a lot over
www.nelson.com/phygeo7. the past 100 years. Less than 20 percent of Canadians now live in
rural regions. Fewer farmers are needed to supply our food because of
technological advances that reduce the need for farm workers.

The population of Urban Regions

Rwanda is 94 percent
An urban region has little open countryside. It has many homes,
rural. In contrast,
the island country of transportation routes such as roads and railway lines, businesses, and
Singapore is considered factories. Many urban regions try to create rural areas inside them in
100 percent urban.
the form of parks. In Canada, five people live in towns and cities for
every one rural person.

NEL
26 U N I T 1 : The Themes of Geographic Inquiry

RE
T
ER A 1. What is the nearest wilderness a) What does Locke mean by “landscape
AF

DI
region to you? Why is it important of the soul”?
NG
that this be maintained as a b) What is humility? Why does Locke say
wilderness region? we need humility to “leave some part of
2. Harvey Locke, President of the Foundation nature alone”?
for Canadian Parks and Wilderness, said that 3. In 1911, 41 percent of Canadians lived in urban
“Wilderness parks are the landscape of the regions. Now, over 80 percent do. Do you
soul. They are about beauty, about reflection think Canada’s population will ever become
and quiet contemplation. They are about a 100 percent urban? Explain your reasons.
society that retains enough humility to leave 4. List two reasons why people would choose to
some part of nature alone.” move from urban to rural regions.

Figure 2.6
Identify two characteristics that
make this an urban region.

Figure 2.7
Identify two characteristics
that make this a rural region.

NEL
 C H A P T E R 2 : Region 27

Figure 2.8
100
What is the present ratio of
urban population to rural
90
population? Predict the ratio Rural ?
of urban population to rural
population in 2021. 80
Urban Urban
26 650 000 Canadians
70 live in urban areas

Percent of Population
60

50

40

30 Rural
5 850 000 Canadians
live in rural areas
20
?
10

1881 1901 1921 1941 1961 1981 2001 2021

Year 2007

Different Ways of
Organizing the World
RE RE
O
1. What are some of the regions into which you could
A
F
BE

DING

organize the world? Record as many as you can.

Then, compare your list with a partner.
LITERACY TIP
Finding Important Ideas
A region can be defined by its physical characteristics. This could
Pages 27 to 35 have a lot
be type of soil, type of landform, or the amount of precipitation.
of information about ways
to organize the world. Note Another way to define a region is by its human characteristics —
how it is divided into smaller religion, language, or culture. A third way is by its functional
sections. Each of these sub- characteristics. The ways we use a region, such as for farming or for
sections has a heading that industry, fall into this group.
captures its main idea. Make
a list of these headings and
subheadings to help you IN
G RE
1. You have just read that there are three main ways by
A
R

understand and remember

DU

DING

the important points. which to define regions: physical characteristics, human

characteristics, and functional characteristics. As you
read the following pages on physical regions, think of the different
characteristics of each of the physical regions. Use jot notes to
record the characteristics.

NEL
 C H A P T E R 2 : Region 27

Figure 2.8
100
What is the present ratio of
urban population to rural
90
population? Predict the ratio Rural ?
of urban population to rural
population in 2021. 80
Urban Urban
26 650 000 Canadians
70 live in urban areas

Percent of Population
60

50

40

30 Rural
5 850 000 Canadians
live in rural areas
20
?
10

1881 1901 1921 1941 1961 1981 2001 2021

Year 2007

Different Ways of
Organizing the World
RE RE
O
1. What are some of the regions into which you could
A
F
BE

DING

organize the world? Record as many as you can.

Then, compare your list with a partner.
LITERACY TIP
Finding Important Ideas
A region can be defined by its physical characteristics. This could
Pages 27 to 35 have a lot
be type of soil, type of landform, or the amount of precipitation.
of information about ways
to organize the world. Note Another way to define a region is by its human characteristics —
how it is divided into smaller religion, language, or culture. A third way is by its functional
sections. Each of these sub- characteristics. The ways we use a region, such as for farming or for
sections has a heading that industry, fall into this group.
captures its main idea. Make
a list of these headings and
subheadings to help you IN
G RE
1. You have just read that there are three main ways by
A
R

understand and remember

DU

DING

the important points. which to define regions: physical characteristics, human

characteristics, and functional characteristics. As you
read the following pages on physical regions, think of the different
characteristics of each of the physical regions. Use jot notes to
record the characteristics.

NEL
28 U N I T 1 : The Themes of Geographic Inquiry

Physical Regions LITERACY TIP

Physical regions, such as the Himalayas (a mountain region) or the Mapping Important
Sahara (a desert region), are defined by their physical characteristics. Information
Each physical region has a common characteristic throughout its area. When you have to read and
understand text with a lot of
Figure 2.9 factual information, how can
you identify and organize
What is the most important
important information as you
physical region in your area?
Mountain region read? One way you can do this
is with a web or concept map.

Vegetation region

Maritime region

Sedimentary
rock region
 C H A P T E R 2 : Region 29

Desert Regions
Deserts are regions that receive less than 250 millimetres of precipi-
tation, or rainfall, per year. Look at the map of average precipitation
in North Africa. It helps to show us the boundaries of the world’s
largest hot desert region.

Sahara Desert, North Africa

Figure 2.10
The Sahara is the world’s largest

Nile
hot desert region. What other N
Sahara Desert

R.
deserts are found in North
Africa? Use an atlas. under 250 mm of precipitation
Se
over 250 mm of precipitation
ne
gal

Ni
ge
R.

rR
.

e R.
Zair
The Canadian Shield is
the world's largest rock
0 800 km
shield region. It makes
up nearly half of Canada.
At one time, shield
regions were often high
mountains.

Figure 2.11
On which continent could
this desert region be found?
Use an atlas.

Canada’s Geologic and Innuitian

Landform Regions Region Geologic and Landform Regions
Geologic and landform regions give us a way to study
Arctic Coastal Earth’s crust. The main characteristic of geologic regions
Plain
is that they have the same types or structures of rocks.
Arctic
For example, the Canadian Shield is a geologic
Lowlands
region. The main characteristic of landform
regions is that they have the same major
surface features. The Great Lakes/St. Lawrence
Lowlands is a landform region.

Western
Mountain
(Cordilleran) Figure 2.12
Region
Hudson Bay Nearly 90 percent of the
Interior
Lowlands population of Ontario lives in
Plains
LD the Great Lakes/St. Lawrence
H IE Appalachian
CA S Region Lowlands region, which
NA D IAN
covers only about 25 percent
of Ontario’s area. In which
landform region do you live?
Great Lakes/ N
0 400 km St. Lawrence Lowlands
NEL
30 U N I T 1 : The Themes of Geographic Inquiry

Climate, Vegetation, and Soil Regions

Natural forces define climate regions, vegetation regions, and soil
Range of Vegetation,
regions. These three types of regions usually have the same bound-
Climate, and Precipitation
aries. This is no accident. The climatic conditions of a region affect across North America
the types of vegetation that can grow there (for example, cactuses
or cattails). The climate and vegetation affect the soils that
develop. A specific climatic region will produce a spe-
cific vegetation region. In turn, the vegetation region Baker Lake
helps make a specific soil region.
Soil regions have similar patterns to geologic,
landform, and climate regions. A polar region has
a cold, dry climate — a cold desert. It is a region that has
little vegetation and very poor soil. A tropical region has a SW
warm, wet climate, which is perfect for plant growth. Thick United
States N
soil forms rapidly on the gentle slopes in this region.

0 1500 km
Figure 2.13 SW
United
N MIXED
The graph below shows the relationship
between climate
States
and vegetation. The corresponding band on the map of North DECIDUOUS CONIFEROUS
0 1500 km
America above gives the location. What sort of climate and
vegetation does your area have? (See Map Appendix.)

DESERT TUNDRA
Short Mixed Tall
VEGETATION
grass grasses grass

CLIMATE HOT, WARM, COOL, COLD,

DRY WET WET DRY

PRECIPITATION < 250 mm 250 mm 500 mm 500 mm < 250 mm

Regions within Regions

There are regions within regions. A coniferous forest is a large veg-
The coldest temperature
etation region. It can be divided into many smaller sections where ever recorded was –89.6 °C
climatic and growing conditions vary. Pine trees prefer sandy soils. at Vostok, Antarctica.
The hottest was 58 °C at
Spruce or cedar trees like wet and boggy soil. They will be found in Al Azizyah, Saudi Arabia.
another area of the forest. The driest streak was in
Arica, Chile, where there was
no precipitation for 14 years!
IN
G RE The wettest was 2646
1. Name the different physical regions in which you live. centimetres of precipitation
A
R
DU

DING

(See Map Appendix.) in one year in Cherrapunji,

India—7 centimetres a day!
2. Explain in your own words how climate, vegetation,
and soil regions are connected.

NEL
 C H A P T E R 2 : Region 31

Human Regions
Human regions are defined by human characteristics, such as how
many people live closely packed into a region. Cities are regions with
a high population density. Rural areas are regions with low popula-
tion density. Other ways to form human regions include culture
(language, religion, customs), political boundaries, or time zones.
A region can be defined in more than one way. For example,
the province of Québec has political boundaries, so it is a political
region. It is made up of mainly French-speaking people, so it is also
a cultural region.

High population density region

Figure 2.14
These regions share some
characteristics. Name two
shared characteristics
of these regions. What
characteristics make each
region different and
unique? Based on the
characteristics you can see
in each photo, where do
you think each of these
regions could be found?

Cultural region

G RE
IN
A
R
DU

DING

1. As you read the following

pages on human regions,
identify the important
characteristics of each
human region. Use your
jot-note skills, and add
these notes to your
concept map or chart.

Economic region

NEL
32 U N I T 1 : The Themes of Geographic Inquiry

Time Zone Regions

We define regions to make things simpler
and easier to handle. Time zones were EC
NE C TT II
NN
N O
O
O
O
developed to help us better commu-

N
C

S
nicate with people living in other

TO
In 1878, Sir Sandford Fleming, a
parts of the world. There are 24 time
zones, or regions. Generally, each
railway surveyor and construction
engineer from Ontario, led the
History
time zone represents a one-hour dif- development of the time zone system. His
ference in time. Time zones start at system was adopted worldwide in 1884. Today, with faster
Greenwich, England, and it is from here that transportation and mass communication systems, time
zones play an even greater part in our lives. For example,
the 24-hour clock is measured. The width instant messaging with a friend in a different country will
of each zone is 15 degrees of longitude. This have to take place when you are both awake and not
is based on the earth making one rotation in school. If it is midnight in London, England, what
of 360 degrees in 24 hours (360 ÷ 24 = 15). time is it in Halifax, Nova Scotia? in Vancouver,
British Columbia? in Moscow, Russia?
How can these variations affect you?
Figure 2.15 (See Map Appendix.)
If it is noon in London, England,
what time is it in your area?
Time Zones in the Northern Hemisphere
3 am 4 am 5 am 6 am 7 am 8 am 9 am 10 am 11 am Noon 1 pm 2 pm 3 pm 4 pm
A.M. P.M.
6
5 Behind Ahead
4 3 2
7
Prime Meridian

0 1
2
0
9 7
6 4 5
8 4 0 3
1
5
3h 30min 2
1 2
3h
4 3
0 30 min
0 750 km 2 5
0 4
0˚
67˚30'W

52˚30'W

37˚30'W

22˚30'W
82˚30'W
97˚30'W
112˚30'W
142˚30'W

67˚30'E
52˚30'E
127˚30'W

37˚30'E
7˚30'E
7˚30'E

22˚30'E

Hour Time Zones Zone 1 Zone 2 Half-Hour Time Zones

G RE
IN
1. In which political region do you live? 3. When you begin your school day in Ontario,
A
R
DU

DING

2. Describe where you live using other what time is it for a student in Italy? (See
human-based characteristics. Map Appendix.)
NEL
 C H A P T E R 2 : Region 33

G RE
IN
Functional Regions
A
R
DU

DING
Functional regions are defined by how they are used. They often
1. As you read the develop around a centre or focal point. A port can become the
following pages on centre of a functional region — the region from which people receive
functional regions, products to ship elsewhere. A town or city has a functional region
identify the important around it from which fresh produce comes. This region is an agricul-
characteristics of each tural region. Functional regions within our towns and cities include
region. Use your industrial areas, residential areas, and business areas.
jot-note skills, and add
these notes to your Making Decisions
concept map or chart. Knowing how functional regions relate to each other helps us solve
transportation problems, plan cities and towns, and make informed
decisions about what should go where. For example,
Dairy
a company wants to build an ice cream plant.
region This company would be wise to consider the
Ice cream plant dairy region (farms) and the market region
Market region
(customers), plus the transportation systems that
join everything together.

Figure 2.16 Regions Are the Same! Regions Are Different!

One partner in the ice cream Regions in one area may be both similar to and different from regions
company thinks it would save elsewhere. Your neighbourhood has characteristics that are similar to
money if they built the ice and different from other neighbourhoods. Often, regions not only
cream plant in the dairy region
to be closer to the milk supply look different, but they sound, smell, and feel different. Imagine how
instead of the market region a region like the Chinese market area in Toronto might look, sound,
to be closer to customers who
would buy the ice cream. What smell, and feel. Think of how different it is from a park region like
arguments would you use to Algonquin Park. Likewise, regions within your country have
change his or her mind? similarities to and differences from regions in other coun-
tries. Understanding and comparing regions is a strong
Figure 2.17 geographic tool for understanding our world.
Identify three ways your senses
would be stimulated if you visited
both of these regions.
34 U N I T 1 : The Themes of Geographic Inquiry

User-Defined Regions London’s Newspaper and Radio Regions

User-defined regions are defined by a special
product or service. They often are inside of, Newspaper
subscription region for
or overlap, other larger physical, human, and the London Free Press
functional regions. Your local radio station
has a broadcast area or region that is defined Listening region for a
London radio station
by where its listeners are. A newspaper has a
circulation region defined by where its readers Lake Huron
live. Shopping malls and stores have customer
areas, which are market regions based on
N
various products and services. The boundaries
for these regions are not clearly defined, like a
Toronto
coastline. They cross many other regions and
overlap each other.

G RE
IN
1. How would you describe your
A
R
DU

DING

area as a functional region? LONDON

2. Compare and contrast

0 50 km
the customer market area of Lake Erie
a convenience store and a mall.
Figure 2.18
Why do you think the broadcast
region of the radio station is
Multi-Factor Regions smaller than the circulation
Regions can have one main characteristic in common, such as similar region of the newspaper?
vegetation or population. Regions can also be defined by more than
one characteristic. They can share physical and human features.
A region could be defined by ski resorts (human) and mountains
(physical), or it could be defined by farms (human) and plains
(physical). When we combine natural features and human activities
in a particular area, we create a region called an ecozone.
The Riviera region along the north Mediterranean seacoast is
an ecozone. It includes parts of several countries (political regions).
These parts all have beaches and coastal mountains. They also have a
climate that is generally warm and dry all the time (physical region).
Similar kinds of crops are grown — grapes and olives (agricultural
regions). It has summer year round, so the area has become popular for
holidays (human region). All of these things together have made the
area a unique ecozone.

G RE
IN
1. As you read the following pages on multi-factor regions,
A
R
DU

DING

identify the important characteristics of ecozones.

Use your jot-note skills, and add these notes to your
concept map or chart.

NEL
 C H A P T E R 2 : Region 35

Figure 2.19 Riviera Landform Regions

This is a photograph of Nice, France. Which AUSTRIA
countries are included in the Riviera region? FRANCE

ITALY

SPAIN
erranean
e dit
M Se N
a

MOROCCO TUNISIA 0 350 km

ALGERIA
LIBYA
Landform Regions
Mountains Plateaus
Hills Plains
G RE
IN
A
R

In Canada, we have 15 distinct land-based ecozones and five

DU

DING

marine-based ecozones. Each of these ecozone regions has similar

1. Using an atlas, identify physical (natural) and human characteristics throughout its area.
the ecozone in which Defining these regions helps when dealing with problems. Suppose
you live. What makes we want to create a national park to protect unique
your ecozone different physical features or the habitats of particular animals.
from other ecozones? AC We need to know where each ecozone begins and
ends. We also need to understand how everything is
connected within each ecozone.
AB
AA
Ecozones
Canada’s Ecozones AC Arctic Cordillera
NA AM Atlantic Maritime
TC
BC Boreal Cordillera
BP Boreal Plains
NA 0 375 km BS Boreal Shield
BC TP SA
HP Hudson Plains

NW N MWP Mixed Wood Plains

TS MC Montane Cordillera
PM NA Northern Arctic
PMAR
BP
PM Pacific Maritime
MC TS P Prairie
SA Southern Arctic
MWP TC Taiga Cordillera
P
TP Taiga Plain
TS Taiga Shield
AM
BS AA Arctic Archipelago
Figure 2.20 AMAR
AB Arctic Basin
Which ecozones have the most national AMAR Atlantic Marine
parks? Which ecozones have the fewest HP
national parks? Why might national NW Northwest Atlantic
parks be distributed this way? National Parks PMAR Pacific Marine

NEL
36 U N I T 1 : The Themes of Geographic Inquiry

GEOSKILLS
How to Read a Map — Scale and Elevation
When you are reading a map, you should look Elevation: When you are reading a legend, some
at the Title, the Legend, and the Compass (TLC) maps will have an elevation chart, which tells you
first. These three items will help you determine the the elevation of the landforms.
purpose of the map. It is also important to know
how to read scale and elevation charts because the Figure 2.22
physical geography of a region has a direct impact This map is of the Middle East region. It is a region that
on the people living there. is often in the news, but what do we know about that
region’s physical geography?
Scale: All maps show Earth from a bird’s-eye view. Middle East Region
In order to make our drawing of Earth manage-
able, we shrink that view and use a map scale. KAZAKHSTAN
The map scale tells you how much the real land Aral
has been shrunk to fit on your map. You can use Sea Sea
Black Sea GEORG.

an
UZBEKISTAN
scale to calculate distance between places on a KYRGYZSTAN

Caspi
ARM. AZER.
map. A linear scale shows you the relationship TURKEY TURKMENISTAN TAJ.
between one unit (for example, 1 centimetre) on Mediterr CYPRUS SYRIA
anean LEBANON
the scale, and the ground distance (for example, Sea IRAQ IRAN AFGHANISTAN
ISRAEL
1 kilometre). Use a ruler to measure the dis- JORDAN
KUWAIT NEPAL
tance in a straight line between two places. Mul- Height of land in metres
4800+ m
QATAR
tiply this measurement by the ground distance G
Re
SAUDI
3000 — 4800 m U. A. E. ulf o
ARABIA fO
(represented by one unit on the scale) to calcu- 1800 — 3000 m d ma
n
INDIA
late the distance “as the crow flies.” Use a ruler 1200 — 1800 m
Se
OMAN
to measure the distance using roads or streets. 600 — 1200 m A r abian
a

300 — 600 m YEMEN

S ea N
Multiply this total measurement by the ground 150 — 300 m of Aden
Gulf
distance (represented by one unit on the scale) to 0 — 150 m
Country W E SRI
calculate the distance using roads or streets. boundaries
S LANKA
Rivers 0 1000 km
Figure 2.21
This is an example of a linear scale. On the maps below,
notice how the small-scale map shows less detail, and Q: Using the scale found at the bottom of
the large-scale map shows more detail. this map, what is the approximate distance
between the northern shore of Turkey and the
Linear Scale 0 1 2 3 4 km southwestern tip of Yemen?

Small-scale map
Q: Which country or countries have the highest
25 km elevation in this region? To which mountain
chain might these mountains belong?

25 km
Large-scale map

NEL
 C H A P T E R 2 : Region 37

GO GEO-GREEN
Saving the Niagara Escarpment
The Niagara Escarpment is a unique natural wonder.
You can find its location by looking at the red line
on the map below of southern Ontario. The United
Nations Educational, Scientific, and Cultural Orga-
nization (UNESCO) named the Niagara Ecarpment
as one of Canada’s 12 World Biosphere Reserves. It is
a unique natural wonder that stretches 725 kilome-
tres from Queenston, near Niagara Falls, all the way
up to Tobermory, at the tip of the Bruce Peninsula. Figure 2.23
It is mainly a forested ridge dotted with wetlands,
This is a side view of the Niagara Escarpment.
meadows, and waterfalls, the most famous being
Niagara Falls. This region is home to many different Many groups are working to restore the Niagara
species of animals and birds. Escarpment to protect what natural features are
The escarpment is located in one of the most left. Staff and volunteers with the Ontario Niagara
heavily populated regions in Canada. Since it was Escarpment Monitoring Program study the effects
rough with thin soils, people did not settle as quickly of climate change, increased population, and
on the escarpment as in surrounding regions. As development on the escarpment. Before there was
Ontario has grown rapidly, the area has become a conservation plan, many parts of the forests were
pressured by cottagers, campers, hikers, industries separated from other parts of the forest. Commu-
like quarries, farms, and private homes. Special nity groups are trying to link these forested areas
environmental features and natural areas have to increase and protect the habitats for many bird
been lost. The Niagara Escarpment has changed species. People of all ages come on tree-planting
more over the past 100 years than it did during the days to help restore this incredible region.
previous 4.5 million years!
Niagara Escarpment

Tobermory
La
ke
Huro
n

io
t ar
On
ke
La
Queenston

N
ie
Er
ke 0 60 km
La

Figure 2.24 Figure 2.25

The Niagara Escarpment runs from Tree planting is one way to restore regions
Queenston to Tobermory. such as the Niagara Escarpment.

NEL
38 U N I T 1 : The Themes of Geographic Inquiry

RE
T
ER A 1. Look at a population map of Canada 2. Imagine you are starting a business of your
AF

DI
and a physical map of Canada. choice. Which functional regions will you need
NG
Compare the two maps. Where do to consider? Which other regions should you
most Canadians live? What is the connection also consider for your business?
between physical regions and where most 3. Select one of Canada’s ecozones, and explain
communities are located? how its physical characteristics affect its human
and functional characteristics.

Regional Boundaries
RE RE
O 1. What is a boundary? Why are
A
F
BE

DING

boundaries necessary?
2. Describe the boundaries of Canada.
(See Map Appendix.)

Some regional boundaries are natural. They can

be rivers, the crests of mountains, coastlines, and
bodies of water. Sometimes natural boundaries,
such as mountains, act as obstacles or barriers.
Others, such as rivers, separate, but they also
allow contact and communication. Figure 2.26
The Alps form a boundary for
parts of different countries.
Divides Use an atlas to discover which
One type of natural physical region is a drainage area of a river, or countries are included. The tops
of some mountains act as divides
a drainage basin. All the water that falls as precipitation and runs for regional drainage basins.
off the land in a basin drains into one main river, and then usually
into another body of water. The boundary between drainage areas (or
watersheds) is called a drainage divide.

DRAINAGE
Source DIVIDE

Riv Drainage
er Basin
Drainage
ry Basin
Tributa
Figure 2.27
In this example, the drainage
divide makes the water flow
Ocean
into three different drainage
Drainage Mouth basins. Check to discover
= Direction of Water Flow Basin where the runoff water
drains in your area.

NEL
38 U N I T 1 : The Themes of Geographic Inquiry

RE
T
ER A 1. Look at a population map of Canada 2. Imagine you are starting a business of your
AF

DI
and a physical map of Canada. choice. Which functional regions will you need
NG
Compare the two maps. Where do to consider? Which other regions should you
most Canadians live? What is the connection also consider for your business?
between physical regions and where most 3. Select one of Canada’s ecozones, and explain
communities are located? how its physical characteristics affect its human
and functional characteristics.

Regional Boundaries
RE RE
O 1. What is a boundary? Why are
A
F
BE

DING

boundaries necessary?
2. Describe the boundaries of Canada.
(See Map Appendix.)

Some regional boundaries are natural. They can

be rivers, the crests of mountains, coastlines, and
bodies of water. Sometimes natural boundaries,
such as mountains, act as obstacles or barriers.
Others, such as rivers, separate, but they also
allow contact and communication. Figure 2.26
The Alps form a boundary for
parts of different countries.
Divides Use an atlas to discover which
One type of natural physical region is a drainage area of a river, or countries are included. The tops
of some mountains act as divides
a drainage basin. All the water that falls as precipitation and runs for regional drainage basins.
off the land in a basin drains into one main river, and then usually
into another body of water. The boundary between drainage areas (or
watersheds) is called a drainage divide.

DRAINAGE
Source DIVIDE

Riv Drainage
er Basin
Drainage
ry Basin
Tributa
Figure 2.27
In this example, the drainage
divide makes the water flow
Ocean
into three different drainage
Drainage Mouth basins. Check to discover
= Direction of Water Flow Basin where the runoff water
drains in your area.

NEL
 C H A P T E R 2 : Region 39

Drainage Basins in North America

Arctic Ocean

Co
nt
in
ental
Pacific Ocean

Div
ide
Drainage Basins
of North America
Pacific
Gulf of Mexico
Atlantic Atlantic Ocean
Gulf of
Hudson Bay Mexico
Arctic

N
Figure 2.28
Some of the precipitation that
falls on Canada drains out to the
Pacific Ocean
Gulf of Mexico. Which big river 0 650 km
would this water flow into?

Drainage Basins in North America

Drainage basins are natural physical regions.
The greatest drainage North America has five major drainage basins.
boundary on the map is Water runs off North America into the Pacific
the Continental Divide,
or Great Divide. It runs Ocean, the Arctic Ocean, Hudson Bay, the
from the Arctic Ocean Atlantic Ocean, and the Gulf of Mexico.
all the way to the tip of
South America. If you
were able to stand right
G RE
IN
1. What are the advantages of using
A
R

on the Divide and dump a

DU

DING

pail of water, half would natural features as boundaries?

flow toward the Pacific
Ocean, and the rest would 2. If a chemical were spilled in a river
flow toward the Atlantic or stream in your region, in which major body
Ocean or Arctic Ocean.
of water would the chemical eventually end up?
Trace its route.

Figure 2.29
What do you think the sign, near Upsala, Ontario,
says on the other side?
NEL
40 U N I T 1 : The Themes of Geographic Inquiry

Other Regional Boundary Markers Ontario’s Boundaries

Latitude and longitude are commonly used as boundary

lines. Many other features are used as well. Roads and
settlement patterns, such as survey lines for county
boundaries, act as boundaries. Distance limits from shore-
lines are used by countries to put boundaries around fish-
eries. A country will even include the air above it as its fly
zone or region, and other countries must ask permission N
to fly through this air space.

Ontario’s Boundaries
Ontario creates its limits or edges with natural and artificial
boundaries. The Great Lakes and the St. Lawrence River 0 300 km
form much of the southern boundary of the province. The
Ottawa River marks much of the eastern side. In the north,
James Bay and Hudson Bay are the limits. The rest of our boundaries Figure 2.30
are artificial. This means that they are shown on political maps of Check in an atlas or the Map
Appendix to see if there is a
Ontario, but they cannot actually be seen. province or territory that has
only natural boundaries or one
RE
T
ER A that has only lines of latitude or
1. Identify the major lakes and rivers that make up the
AF

longitude as boundaries.
DI
NG

drainage basin where you live.

2. Describe the boundaries of your school grounds. What natural and
artificial boundaries were used to create the region of your school?
3. Using a map of Canada or the Map Appendix, select a province or
territory, and describe the natural and/or artificial features used to
create its boundaries.

How Regions Change

RE RE
O
A
F
BE

1. What are some reasons why your

DING

school-ground boundaries could change?

2. Explain in what ways Canada’s boundaries could change
in the future.

A region changes because the characteristics that made it

a region changed. A new shopping mall may open in your
neighbourhood, which changes shopping areas. A new suburb
may be built, and people from your neighbourhood may choose
to move there. This new suburban area may result in increased or
decreased traffic through your area.
40 U N I T 1 : The Themes of Geographic Inquiry

Other Regional Boundary Markers Ontario’s Boundaries

Latitude and longitude are commonly used as boundary

lines. Many other features are used as well. Roads and
settlement patterns, such as survey lines for county
boundaries, act as boundaries. Distance limits from shore-
lines are used by countries to put boundaries around fish-
eries. A country will even include the air above it as its fly
zone or region, and other countries must ask permission N
to fly through this air space.

Ontario’s Boundaries
Ontario creates its limits or edges with natural and artificial
boundaries. The Great Lakes and the St. Lawrence River 0 300 km
form much of the southern boundary of the province. The
Ottawa River marks much of the eastern side. In the north,
James Bay and Hudson Bay are the limits. The rest of our boundaries Figure 2.30
are artificial. This means that they are shown on political maps of Check in an atlas or the Map
Appendix to see if there is a
Ontario, but they cannot actually be seen. province or territory that has
only natural boundaries or one
RE
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1. Identify the major lakes and rivers that make up the
AF

longitude as boundaries.
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drainage basin where you live.

2. Describe the boundaries of your school grounds. What natural and
artificial boundaries were used to create the region of your school?
3. Using a map of Canada or the Map Appendix, select a province or
territory, and describe the natural and/or artificial features used to
create its boundaries.

How Regions Change

RE RE
O
A
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1. What are some reasons why your

DING

school-ground boundaries could change?

2. Explain in what ways Canada’s boundaries could change
in the future.

A region changes because the characteristics that made it

a region changed. A new shopping mall may open in your
neighbourhood, which changes shopping areas. A new suburb
may be built, and people from your neighbourhood may choose
to move there. This new suburban area may result in increased or
decreased traffic through your area.
 C H A P T E R 2 : Region 41

Local Regional Planning

We plan for the future growth of our villages, towns, cities, and the
land around them. Due to the great size of some regions, the number
EC
NE C TT II
NN
N O
O of people involved, and the interactions that occur over large areas,
O
O
N
C

we must plan and manage very large regions.

S
TO

Think about your community as Urban and regional planning involves

History a region. What are its characteristics? dealing with systems such as trans-
What are its boundaries? Then, do a portation, hydro, water, waste han-
survey of some of the senior citizens in your area. dling, sewers, policing, firefighting,
Develop a set of questions to ask about how your local
and parklands; protecting special
region has changed during their lives. Consider such
things as shopping areas, how people earned a areas; and using the best farmland
living, the biggest changes, transportation, for agriculture. In order for urban and
environmental quality, and the climate. regional planning to work best, the gov-
ernments of the municipalities, townships,
and counties in these regions must work together.

Greater Toronto Area Regions

The Greater Toronto Area
An example of planning for a
Lake Ontario large region can be found in the
N Georgina
Greater Toronto Area (GTA).
Caledon East Gwillimbury
King
New-
Market
Brock In 2007, over 6 million people
Peel Aurora
York Whitchurch-
Uxbridge lived in this region, within an
Halton Hills Brampton Richmond Stoufville Scugog hour’s drive of the CN Tower.
Vaughan Hill
Markham
Milton North York Pickering Durham Many of these people worked
Etobicoke Whitby
Halton Mississauga York Scarborough Ajax
E. York Oshawa
in Toronto but lived in areas
Toronto
Oakville Newcastle well beyond the city limits.
Burlington Lake Ontario These people and their fami-
0 25 km
lies travelled into downtown
Figure 2.31 Toronto to shop; to go to a
If you were in charge of planning, where Raptors, Jays, Argos, or Leafs
in the GTA would you put a park, a new game; and to visit such places
highway, or a new shopping mall? Find as the Canadian National Exhi-
and use a topographical map of this
area to help you answer the question. bition, Ontario Place, or the
Royal Ontario Museum.
Others lived within the city and travelled into the sur-
rounding region for work or for recreation at the ski hills, lakes,
golf courses, and conservation areas. The area is alive with
agricultural, industrial, and commercial activities. The Greater
Toronto Area planners must understand the interactions between
these regions to plan wisely for the GTA’s future.

Figure 2.32
This is a photograph of the GTA. How do people use Lake Ontario? How would
this variety of uses affect the planning for functional regions within the GTA?
42 U N I T 1 : The Themes of Geographic Inquiry

Large Regional Planning LITERACY TIP

Decisions made in one part of a region will affect all parts of it, and Checking Comprehension
probably parts of other regions as well. People may decide to build as You Read
a dam to prevent flooding along a river that flows through your While you are reading, it is a
region. That decision causes changes in other areas upstream and good idea to stop and think
about what you have read,
downstream — all along the river. The dam itself backs up water in
by doing the following:
a reservoir, which drowns previously exposed areas. The flow of the
• Ask a question.
river below the dam is changed and usually controlled.
• Clarify something.
• Make a comment.
Better or Worse?
• Make a connection.
Activities in the region may change. It may be possible to use the res-
• Make a prediction.
ervoir for recreational activities like boating, swimming, and camping.
Interrupting your reading to
The dam may permit a power facility to be constructed for hydro
think aloud helps you check
power. Formerly flooded open areas below the dam become safer and your understanding of the text.
dry, and they may now be used for residential or other uses.
The entire ecological system will also change. It may become IN
G RE

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impossible for some existing species of plants and animals to survive,
while new ones may thrive. There are many interconnections that
are involved in any change to a region. All must be considered before 1. Think about the region
changing one aspect of one region. where you live. What
changes have occurred?
Figure 2.33 Why have these changes
A huge project in China called the Three Gorges Project is nearly complete. occurred?
It is now providing much-needed electrical power. It is also having
dramatic effects on the surrounding region. Over 3 million people
have been forced to move away from their homes to other
areas. Large land areas have been flooded, and entire
towns and cities have been moved. Why do you
think some people are opposed to such large
regional changes? How is it an example
of large-scale regional planning?
 C H A P T E R 2 : Region 43

Weather Changes Regions

Sometimes changes in the weather patterns in another area of the
world can cause changes in our regions. Amazingly, the pattern of
ocean currents over 8000 kilometres away affects our lives here in
Ontario. El Niño is a huge mass of very warm water. It appears
frequently off the coast of northern South America. Since 1985,
such episodes have happened in 1986, 1991, 1993, 1994, 1997–98,
and 2002.
It is difficult to predict what effect an “El Niño year” will have
on the weather in North America. However, these episodes can
result in more storms, higher precipitation, and more extreme
seasonal temperatures.

Hurricane Increase
In the past decade, more frequent and more intense hurri-
canes and tropical storms have affected North America and
the Caribbean. Many people believe that global warming
and effects like El Niño are to blame. In 2005, Hurricane
Katrina brought great devastation to the Gulf of Mexico
coast in the United States, especially to New Orleans. By
2007, New Orleans still needed more reconstruction despite
the tremendous efforts of governments and citizens.

Figure 2.34
This is a photograph of
Hurricane Frances, which
struck the coast of Florida
in September 2004. The
strongest El Niño on record
was in 1997–98. In that winter,
western Canada was unusually
warm, and the southern and
western parts of the United
States suffered many storms.
How do you think El Niños
have affected Ontario?

Figure 2.35
This is what a neighbourhood in
New Orleans, Louisiana, looked
like shortly after Hurricane Katrina.
Although billions of dollars have
been spent to provide protection
from future storms and to rebuild,
the future effects of climate change
are still hard to predict accurately.

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44 U N I T 1 : The Themes of Geographic Inquiry

Figure 2.36
Hurricane Felix, which struck
coastal Central America on
September 4, 2007, was
a devastating category-
five hurricane. The “tightly
wound” counterclockwise
spiral is characteristic of
such storms. Can you see the
calm eye of the hurricane in
the centre of the spiral?

2007 marked the first

time in history that two
category-five (the strongest)
hurricanes struck in the
same year. Both Felix and
Dean struck Central America
in August and September.
Also, on September 4, 2007,
two hurricanes, Felix and
Henriette, hit on the same
day — one on the Atlantic
Ocean side, and the other
on the Pacific.
Figure 2.37
This table shows that the frequency of hurricanes is increasing, but the greatest concern
is the occurrence of more major storms like Hurricanes Dean, Felix, and Katrina.

Years
Avg. Number of
Named Storms
Avg. Total
Hurricanes
Major
Hurricanes
LITERACY TIP
1985–1994 8.5 5 1.5
Using T-Charts
These questions ask you to
1995–2005 13 7.7 3.6 list opposing points and views
on a topic. A simple way of
T
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1. Under the title Dams: Why or Why Not, create a presenting two sides of a topic
AF

DI

is by using a t-chart. A t-chart

t-chart. Label one column Advantages, and the
NG

is a type of graphic organizer

other Disadvantages. Brainstorm with a partner the with two columns, one for
advantages and disadvantages of constructing dams and reservoirs each of the two different sides.
on rivers. Be sure to consider the positive and negative effects on Using t-charts and concise
people, nature, and wildlife. In your opinion, do the advantages jot notes will help you clearly
see opposing views and arrive
outweigh the disadvantages of building dams? at a conclusion.
2. Think about a change in your region. Using a t-chart, list the positive
and negative effects of this change. Overall, is your region better or
worse because of the change?

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 C H A P T E R 2 : Region 45

Knowledge and Understanding • Central America: Guatemala, Belize, El Salvador,

Honduras, Nicaragua, Costa Rica, Panama
1 Compare your neighbourhood to another in
• Southeast Asia: Burma (Myanmar), Thailand,
your community. List the physical and human
Laos, Cambodia, Vietnam, Philippines,
similarities and differences in a chart.
Malaysia, Singapore, Indonesia
Compare the language, customs, and religions
Inquiry/Research and of the people who live in these regions. Use an
Communication Skills encyclopedia or a search engine on the Internet
2 Describe how humans adapt to meet the to help you find the information you need. If
physical characteristics of a region. For example, you use a search engine, use keywords in your
in southern Ontario, people grew hedges and search string, such as Saudi Arabia language
trees around sides of their fields or homes to religion customs. Make jot notes of important
block winds. Use one of the following regions: information as you read. Organize your jot notes
the Polar Region, the Great Plains of North into similarities and differences for each of the
America, or the desert regions in Australia. areas for research: language, customs, and
Compare your findings with those of a class- religion. You may wish to use a chart format
mate. If you need to find out more about the such as the following:
physical characteristics of your chosen region,
Similarities Differences
use an encyclopedia for quick results.
Language

Customs

Religion

4 Using a software program such as PC Globe,

select a country in Europe, Asia, or Africa, and
compare it to Canada under the topics of
population, economy, culture, and services
(education, health). Report on the similarities
and differences between the two countries.

5 Investigate the Three Gorges Project in China.

Find answers to the following questions:
Figure 2.38 a) What is the Three Gorges Project?
Identify two adaptations people would make to their In which region in China is it located?
homes in a region like this one in Australia. (See Map Appendix.)
b) What are the goals of this project?
3 Choose one country from two of the following c) How is the Three Gorges Project having an
world regions: impact on, or affecting, the region?
• the Caribbean: Cuba, Jamaica, Haiti,
If you want to use a search engine to research
Dominican Republic, Puerto Rico, Trinidad
this project on the Internet, use the following
and Tobago, the Bahamas, St. Kitts and
search string: Three Gorges Dam. You can narrow
Nevis, Antigua and Barbuda, Barbados,
your results by adding to your search string
Guadeloupe, Martinique, St. Lucia
terms such as Three Gorges Dam impact
• Middle East: Saudi Arabia, Yemen, Oman, environment people.
Qatar, United Arab Emirates, Jordan, Israel,
Iraq, Iran, Lebanon, Palestine, Syria, Bahrain,
Turkey, Kuwait

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46 U N I T 1 : The Themes of Geographic Inquiry

Map, Globe, and Graphic Skills e) Look again at the maps of global landforms
and ecosystems. Explain how landform regions
6 Different regions at the same latitude have many and vegetation regions are connected.
physical characteristics in common. For example,
f) In two or three sentences, summarize how
there are fjord regions in British Columbia,
landforms, climate, and vegetation are related or
Greenland, Norway, and Newfoundland. Can
connected.
you find another set of regions that share the
same latitude? Use a physical map of the 8 Canada is divided into postal regions to make
world in an atlas or the Map Appendix to mail delivery faster. Every address has a postal
help in your search. code, such as N6A 3X4. The first letter in your
postal code indicates the largest region that
your address is part of (your province or part
of it). The last number tells the smallest part of
your postal region (your section of a street or
rural road). Write to Canada Post for a detailed
explanation of the postal codes they use. Find
their contact information at their website.
a) Get a map of the area around your school.
Plot the location of each student’s home by
placing a dot and the last three characters of
the code on the map.
b) Postal regions help us find addresses and
speed up mail service. Pizza delivery zones are
based on address and telephone numbers.
Sports teams draw players from areas based on
Figure 2.39 their addresses. List two other regions that have
been created to provide services.
Use your atlas to determine the length of some long
fjords in Norway.
Application
7 Use an atlas or the Map Appendix and find
maps that show global landforms, ecosystems, 9 Prepare a visual display, including maps, graphs,
and pictures, to compare ways in which people
and climate regions. Use these maps to make
work to earn a living in two different regions of
comparisons of these regions.
the world.
a) Find two landform regions and two climate
regions that almost match. Name the regions 10 As North Americans, we think of certain regions
and the continents they are on. as having special characteristics. Make a chart
with two headings: Characteristics and Place.
b) Study the maps of global ecosystems and
Write the following characteristics on your chart:
global climate regions. Find two ecosystems and
two climate regions that almost match. Name the • region with many earthquakes
regions and the continents they are on. • highest populated region
c) Study the maps of global landforms and • lowest populated region
global ecosystems. Find two landform regions • most undisturbed environment
and two ecosystems that almost match. Name
• highest snowfall region
the regions and the continents they are on.
• region with lots of crime
d) Look again at the maps of climate regions
and global ecosystems. Explain how climate • region with many lakes
regions and vegetation regions are connected.

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 C H A P T E R 2 : Region 47

• apple-growing region 12 Use an atlas to create your own geographic

• wheat-growing region region, as follows:
• government region a) Map at least one physical and one human
characteristic on a world outline map. For
• sunbelt region
example, you could map areas of greatest
Now put in a place name for each (for precipitation and population, or different soil
example, for “many earthquakes,” you might types and major industries. When you plot the
put in “California”). two sets of data on your map, you will see
that some areas will overlap. These will be your
11 Predict one change in your activities that
new regions. Show boundaries around the
may occur as a result of each of the following
overlapping areas by colouring, shading,
happening in the region in which you live or
striping, or using some other technique.
in your community:
b) Create a unique title for your map that
a) an increase in population density
captures the physical and human characteristics
b) a decrease in population density of your chosen region. For example, you
c) a series of very severe winters could map “number of tourists” and “highest
d) the opening of a new shopping mall sunlight hours” and call the map “Regions
for Fun in the Sun.”

Figure 2.40
Which concerns are making scenes such as this in Sauble Beach, Ontario, less “fun in the sun”?

NEL
3 Movement
KEY VOCABULARY
I N THIS CHAP T E R
barrier
• explain the theme of movement in geography fault zone
• create and use maps for different reasons migration
• use the new terms in this chapter correctly as you investigate movement
the topics pattern
• locate helpful information from primary and secondary sources plate
• produce a report that applies one or more of the five themes of pull factor
geography to an environmental event push factor
refugee

Everything Is in Motion
RE RE
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1. Name 10 things that move.
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2. Which ones do not require fuel power to move?

3. Name five things that move naturally.

Earthquakes and Resulting Deaths

O ur world is full of movement. Earth moves. The land,
255 000

water, and air move. We move from place to place

and change our locations. Goods are shipped from
places of production to markets. They are moved
200 000

from region to region. Information passes from

180 000

one person to another.

143 000
Number of Deaths

Under Your Feet

100 000

Planet Earth moves around the Sun once every

83 000
70 000

year, creating our seasons. It also spins around

66 000
50 000

on its axis once every 24 hours, giving us night

45 000

and day. Below Earth’s surface, movement

can be a hazard, in the form of earthquakes.
China 1927

China 1920
Sumatra/ 2004

Japan 1913

Iran 1990
Turkey 1999
China 1976

Italy 1908

Peru 1970
China 1932

Figure 3.1
As Earth moves around
Andaman

This bar graph shows some of the world’s

the Sun, it moves at about major earthquakes and the resulting
100 000 kilometres per deaths. According to the graph, in which
hour — and so do you! part of the world have most deaths
occurred as a result of earthquakes? Earthquakes

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 C H A P T E R 3 : Movement 49

Figure 3.2
In 1989, 27 people died on this
Bay Bridge in Oakland, near
San Francisco, California, after
an earthquake struck. Why are
earthquakes more dangerous in a
city than in the country?

Canada has over 1000

earthquakes annually.
British Columbia has
about 200 earthquakes,
and coastal British
Columbia is expected
to be the location of a
major earthquake soon.

The San Andreas Fault

Oregon
San Andreas Fault
Nevada
San
N Francisco th
Nor n
e rica
Am te
Severe earthquakes Pla
Minor earthquakes
Direction of Los Angeles
Arizona
Figure 3.3 plate movement
Los Angeles is slowly moving
northward toward San Francisco Pacific
c
because these cities are on Ocean Pacifi Mexico
Pl a t e
different plates. Los Angeles
will pass San Francisco to
0 300 km
the northwest in about
10 million years.

Earthquakes
Have you ever felt an earthquake? An earthquake occurs when parts
LITERACY TIP
of Earth move. Most people in Ontario have had experiences with
Making Connections earthquakes, but only minor ones. Windows shake and dishes rattle,
Ask yourself what experiences but no real damage occurs. Many people live in places where there
you have had or what you are earthquakes every day!
already know that connects to
Earthquakes happen when sections of Earth’s crust shift. These
what you are reading. Thinking
of how you can relate to what shifting parts are called plates. They are actually pieces of the crust
you are reading makes the text floating on Earth’s hot, molten interior. Most earthquakes happen
more meaningful. along the edges of these plates and along weak areas of the crust
called fault zones. (See Map Appendix.) In California, along the San
Andreas Fault, earthquakes occur in a clear pattern.

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50 U N I T 1 : The Themes of Geographic Inquiry

The Power of Movement

Natural movement can be caused by the following forces:

• gravity
• moving air and water
• heat and cold (expansion and contraction)
G RE
IN
1. Look carefully at the photographs on pages
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50 and 51. Before you read the captions, try

to identify the natural movement shown in
each photograph. Which of these movements match
those you identified at the beginning of this section?

Figure 3.4
Mount Etna, in Sicily, Italy,
erupted on July 24, 1998.
As volcanoes erupt, Earth’s
materials move. What do
you think happens to all
the dust and smoke that
flies into the air, along with
molten rock called lava,
during a volcanic eruption?

Figure 3.5 Figure 3.6

This glacier is located near Jasper, Alberta. As snow and ice This rock formation is located on
accumulate over time in great quantity, the weight of the Flowerpot Island in Georgian Bay.
glacier creates extreme pressure on the layers of ice. This The force of water moves Earth’s
pressure plus heat from Earth cause the glacier to slide materials and shapes them into
downward. The pressure changes and the pull of gravity features. The tops of these rocks
on downward slopes cause these tiny ice crystals to move. are harder than their bottoms
All of the motions combined propel the glacier forward. and so they wear down more
How fast do you think glaciers move? Estimate slowly. What do you think will
and then research to find out how happen to these strange
close your guess is. rock formations
over time?

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 C H A P T E R 3 : Movement 51

Figure 3.7
In January 2005, this mudslide in California destroyed or damaged
28 homes. As land that is steeply sloped becomes wet and heavy, it
falls away due to the force of gravity, and a landslide happens. As
mountains are worn, pieces break off and tumble down the slopes
due to gravity. How do these movements of Earth affect people?

Figure 3.8
The force of the moving air (wind) can
move ground materials such as sand and
help shape landforms. Why do you think
sand is constantly changing shape?

LITERACY TIP
Viewing Photographs
When viewing a photograph,
ask yourself the following
questions:
• What is the main idea in
this photograph?
• What was the first image
that caught my eye? Why?
• What other details
stand out?
• What is the purpose of
this photograph? Figure 3.9
• Is there a title or caption?
The wind and the oceans move
• How does this photograph heat away from the equator to
make me feel? other parts of the world. This
movement of heat northwards
makes the climate livable in
places even farther north than
Stavanger, Norway. Use an atlas
or the Map Appendix to find out
WEB LINK which ocean current brings
warmer water to Norway.
For more information about
natural hazards, particularly
volcanoes, go to T
ER
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1. Choose one way that parts of Earth move. Explain two
AF

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www.nelson.com/phygeo7.
dangers that can result because of the movement.
NG

2. In your opinion, which is more powerful: natural

movements, or human-created movements? Give examples to
support your answer.

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52 U N I T 1 : The Themes of Geographic Inquiry

RE RE

People on the Move O

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The movement of people to new areas is called migration. People
move more now than ever before. Personal mobility is a characteristic 1. What are some of the
of our modern society. Over the past 250 years, the most common reasons why people move
movement of people has been from the country to the city. That is, to new areas?
people have moved from rural to urban regions. 2. Imagine you were moving
People move within communities and to new communities and to another city. How would
provinces. People also move to new countries. There are many dif- you feel? Why?
ferent reasons for people to move. Some reasons are quite exciting,
like opening up a new frontier or starting a new life in a new place.
Other reasons are tragic, such as moving to escape hunger or war.
Sometimes, large numbers of people are forced to move. This creates
a flow of refugees.

Percentage of Foreign Born, by Region

Britain,
Northern and
Western
Europe Eastern Europe 8%
21%

Southern Eastern and

United States 4% Europe 12% Southeast
West Central Asia 20%
Asia and the Southern
Middle East 5% Asia 10%
N
Africa 6%
Figure 3.10
Central
Many world regions and South
have experienced losses of America and
population due to migration Caribbean
in recent years. On the other 13%
Oceania 1%
hand, countries such as
Canada have been gaining
population steadily, also
from migration.
0 2100 km

New Canadians—Immigration 1997–2005

1997 216 044 One of the largest single
migrations of people in
1998 174 100 the 1900s involved the
1999 189 691 move of 8 million Muslims
2000 226 837 into East Pakistan (now
Bangladesh) and West
Figure 3.11 2001 222 411 Pakistan (now Pakistan)
In the past decade, the 2002 229 091 in 1948 from India. Over
number of people immigrating 2003 3 million Hindus moved
221 352
to Canada has been rising. from East and West
What reasons might there
2004 235 822 Pakistan into India.
be for this increase? 2005 262 236

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 C H A P T E R 3 : Movement 53

GEOSKILLS
Reading a Map — Latitude and Longitude
Lines of latitude measure distance north and Lines of longitude measure distance east and
south of the equator. Latitude is given in degrees west of the prime meridian. Longitude is given in
because it measures the angle from the equator degrees because it measures the angle from the
to Earth‘s centre, then to a location on Earth‘s sur- prime meridian to Earth’s centre, then to a location
face. There are 180 degrees of latitude: 90° north on Earth’s surface. There are 360 degrees of longi-
and 90° south. tude: 180° east and 180° west.
North Pole North North
90˚ N Pole 160˚ 180˚ 160˚ Pole
140˚ 140˚
120˚ 120˚
30˚ N
West East
90˚ 100˚ 100˚
30˚ 0˚ Equator 80˚ 80˚
90˚ 60˚ Lines of 60˚ 60˚
latitude 40˚ 40˚
20˚ 0˚ 20˚
60˚ S
90˚ N South lines of South
South Pole Pole longitude Pole

Figure 3.12 Figure 3.13

These illustrations demonstrate how lines of latitude These illustrations demonstrate how lines of longitude
measure distance north and south of the equator. measure distance east and west of the Prime Meridian.

How to Read and Use Major Cities of Origin for Toronto’s Immigrants, 2005
80° N
Latitude and Longitude
What is the latitude and longitude of 60° N
s-OSCOW
Toronto, Ontario? In order to answer 40° N 4ORONTOs
s4EHRAN "EIJINGs s3EOUL
this question, you need to remember to )SLAMABADs s(ONG+ONG
20° N .EW$ELHIs
find degrees of latitude first and longi- s-ANILA
#OLOMBOs
0°
tude second. Think of it this way: if you
are going to a classroom on the second 20° 3
N
floor of a school, you enter the building 40° 3
and then go up the stairs. This is the 60° 3 0 KM
same way to read and use latitude and
180° W 140° W 100° W 60° W 20° W 0° 20° E 60° E 100° E 140° E 180° E
longitude coordinates. Always remember 160° W 120° W 80° W 40° W 40° E 80° E 120° E 160° E
to go in the door and up the stairs.
Figure 3.14
79° W Do you know someone who has immigrated from one of these cities?

Q: What is the purpose of this Q: Find the latitude and

map? How do you know that? longitude for the following cities:
• Beijing • Manila
• Islamabad • Colombo
Q: What cities are found at • your own community
43° N
Toronto
the following latitude and
longitude coordinates?
Figure 3.15 • 35° N, 51° E Q: By reading this map, which
Remember to go in the door (find the • 37° N, 126° E continent do most of Toronto’s
degrees of latitude) first, and then go up • 55° N, 37° E immigrants come from?
the stairs (find the degrees of longitude).

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54 U N I T 1 : The Themes of Geographic Inquiry

G RE
Factors in Deciding to Move IN

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There are many factors that influence a person’s decision to move.
Forces that encourage people to leave a place are called push factors. 1. Imagine that you could
These could be poor living conditions or war. Forces that draw you move anywhere in the
to another place are called pull factors. Good jobs, good education world. Where would you
for children, or better living conditions can pull people to a different move? What are the
place. Despite these pushes and pulls, many people experience barriers factors that are pulling
that make it difficult to move. Family ties, travel costs, and qualifying you to this location?
procedures can get in the way of people’s desire to move. What are the factors that
are pushing you from
Factors Involved in a Decision to Move your present location?
What barriers might
Physical, financial,
legal, and get in the way?
emotional barriers

Reasons for Attractive features

wanting to leave of another place Figure 3.16
Which do you think is generally
stronger — push or pull? Why?
Push factors Barriers Pull factors

Goods to Go
It is not just people that are on the
move. Goods and information also
move all over the globe. Clothes made
in China or Thailand are sold in North
America and Europe. People can be
seen drinking American pop in India,
Argentina, Australia, or Sweden. Large
corporations have a great impact on
the economy of a country. Many global
companies introduce new products
and services that people want. They
provide jobs, and, therefore, income,
to many people. The goods and services
they produce and sell make a country’s
economy grow.

Figure 3.17
This boy is from Bhutan, in South Asia.
Many North American products and
businesses are becoming more global.

NEL
 C H A P T E R 3 : Movement 55

BE A GLOBAL CITIZEN
Movement of Products and People
H ow can we make choices in what we buy
and how we travel that will make a posi-
tive difference to our world? One thing we can
We are addicted to the use of vehicles. We need
to find ways to use more energy-efficient vehi-
cles, use vehicles less, and use alternative fuels.
do is check labels and try to ensure that the Some companies have chosen to do long-
products we buy are not made by companies distance haulage only by train, a decision that
that take advantage of workers, particularly lessens the number of trucks on our roads.
children. There have been cases of 10-year- Some people have already chosen to buy hybrid
old children being forced to work 10 to 14 cars, small two-seater cars, scooters, and electric
hours a day in order to produce items such bikes. At some schools, students have helped
as clothing and sporting goods that we may organize monthly car-free days. On these days,
buy. Also, many farmers and small producers students are encouraged to carpool, walk, bike,
get very little profit from the products they or take mass transit to get to school. One school
sell because they must compete with large in Toronto has a walking school-bus program
international companies. The products made that students can participate in once a week.
through exploiting workers and by large multi- Your class could help by organizing car-free
national companies are less expensive and are days for your school, starting an environment
imported into our stores every day. In order club to organize and run events to raise
to be a thoughtful consumer, we should look environmental awareness, and beginning a
for a “Fair Trade” sign or label on the item or campaign to make people aware of fair-trade
the store in which we are shopping. This sign shops and products in your neighbourhood.
tells us that the people who made the item are
getting a fair share of the profits.

Figure 3.19
These children from Morton Way Public School in Brampton,
Ontario, participate in a walking school-bus program.

Figure 3.18
Fair-trade stores, such as this one in California, allow us to
buy fair-trade products. Check a label on another student’s
clothes. Then, survey the class to get an idea from which
countries most clothing and types of clothing come. Which
countries stand out in your survey?

Another way we can make a difference is in

our choice of transportation. Estimates show Figure 3.20
that 25 to 40 percent of our greenhouse emis- The solar car is powered by energy from the Sun. Solar cells
sions come from cars and trucks on our roads. convert solar energy to electrical energy to power the car.
56 U N I T 1 : The Themes of Geographic Inquiry

RE
T
ER A
1. Canada has always been a land of immigrants and LITERACY TIP
AF

DI
continues to accept immigrants from all over the world.
NG Venn Diagrams
Why does Canada need immigrants?
A Venn diagram is a circle
2. Using a Venn diagram, show how some factors can be both push diagram that can help show
and pull factors. how information or ideas
are related. Overlapping
circles are used to indicate
the areas where ideas or
Transportation Movements information are the same.

RE RE
O 1. Consider the forms of transport you and your family
A
F
BE

DING

use each week. Which two do you rely on most?

Why do you rely on these two forms?

We have created a number of ways to move ourselves and send products

all over the world. There are many kinds of transportation available.
A lot of people still depend on walking and using animals for
transport. In time, we may all be whisked along on moving sidewalks.
However, right now, bicycles, cars, trucks, buses, subways, trains, ships,
planes, and pipelines are the major people and/or product movers.
Figure 3.21

Bikes to Go! In Beijing, China, millions of

bicycles are in use every day.
In some parts of the world, the bicycle is the main means of transporta- Many people still cannot afford
cars, but the number of cars
tion. Millions of people use bicycles to travel to work and other places. there has increased rapidly.
Bicycles create movement patterns that
are high in volume, but short in range.
That is, there are a lot of them, but
people cannot travel far.
Bicycles have many advantages.
They require no fuel except pedal
power. They are relatively cheap trans-
port. They give the rider good exercise.
They do not pollute. They can take
many paths other vehicles cannot.

Figure 3.22
Some cities in Europe, such as Paris, France,
provide bicycles for people to use and then leave
for others. This reduces the amount of pollution
produced in the cities by cars. How can we get
more people in our community to use bicycles?
56 U N I T 1 : The Themes of Geographic Inquiry

RE
T
ER A
1. Canada has always been a land of immigrants and LITERACY TIP
AF

DI
continues to accept immigrants from all over the world.
NG Venn Diagrams
Why does Canada need immigrants?
A Venn diagram is a circle
2. Using a Venn diagram, show how some factors can be both push diagram that can help show
and pull factors. how information or ideas
are related. Overlapping
circles are used to indicate
the areas where ideas or
Transportation Movements information are the same.

RE RE
O 1. Consider the forms of transport you and your family
A
F
BE

DING

use each week. Which two do you rely on most?

Why do you rely on these two forms?

We have created a number of ways to move ourselves and send products

all over the world. There are many kinds of transportation available.
A lot of people still depend on walking and using animals for
transport. In time, we may all be whisked along on moving sidewalks.
However, right now, bicycles, cars, trucks, buses, subways, trains, ships,
planes, and pipelines are the major people and/or product movers.
Figure 3.21

Bikes to Go! In Beijing, China, millions of

bicycles are in use every day.
In some parts of the world, the bicycle is the main means of transporta- Many people still cannot afford
cars, but the number of cars
tion. Millions of people use bicycles to travel to work and other places. there has increased rapidly.
Bicycles create movement patterns that
are high in volume, but short in range.
That is, there are a lot of them, but
people cannot travel far.
Bicycles have many advantages.
They require no fuel except pedal
power. They are relatively cheap trans-
port. They give the rider good exercise.
They do not pollute. They can take
many paths other vehicles cannot.

Figure 3.22
Some cities in Europe, such as Paris, France,
provide bicycles for people to use and then leave
for others. This reduces the amount of pollution
produced in the cities by cars. How can we get
more people in our community to use bicycles?
 C H A P T E R 3 : Movement 57

Figure 3.23
Some new ideas have possibilities,
too! How would you use these
methods of transportation?

Figure 3.24
The car is a powerful moving force,
in more ways than one. Imagine
the effort and cost involved in
building road tunnels through
mountains like the Swiss Alps.

Cars and More Cars

The car has become the most commonly used
form of transportation in the Western world. It
has both short- and long-range capability. In
response to this invention, roads have been built
over farmland, across deserts, over (and through)
mountains, through forests, and over plains.

Figure 3.25
No matter how awkward the shape of the land,
such as this valley in Switzerland, a road can be
built over it. Do you think there are places where
no roads should be built? Why?

Figure 3.26
Even remote areas, such as this game reserve
in South Africa, have been made accessible to
NEL cars. What problems might this cause?
58 U N I T 1 : The Themes of Geographic Inquiry

Cars Change Cities IN

G RE

A
R
DU

DING
The designs of our urban places have been greatly affected by roads.
Ring roads have been built to form a circle pattern around some cities,
such as Paris and Boston. Ring roads are built to move people rapidly. 1. Why do you think cars are
They prevent traffic congestion in inner-city cores because they tend the most commonly used
to keep people out of the downtown area. Some interior road patterns form of transportation in
are designed with curves, crescents, and dead ends. These designs dis- North America?
courage traffic from residential neighbourhoods. Many people who live 2. What effects do cars
in quiet areas of the city do not want major roads built near them. have on cities?

The 18 Wheeler
For both short and long trips, huge amounts of freight are moved by
trucks. The 18 wheeler is now almost as common on North American
Highway 401 through
highways as the car. Companies building these trucks (like those in the Toronto region is the
Chatham and St. Thomas, Ontario) have become around-the-clock second busiest highway
operations. They have to work 24 hours a day to try to keep up with in North America.

the demand. Some trucks pull two trailers. Other trucks are out-
fitted with more axles to carry greater loads. As rail service declines,
trucking fills the gap. Trains move goods more cheaply over long
hauls, but they require goods to be transferred from train stations to
trucks to get them to the buyers. This increases the time taken and Figure 3.27
the cost. Trucks bring goods door to door. Around large urban areas, such
as Oshawa, Ontario, trucks make
up a large percentage of traffic.
What problems are created by
this large number of trucks? What
might happen if more goods were
transported by railway? What
changes would we have to make
in our daily lives?

NEL
 C H A P T E R 3 : Movement 59

Road Systems
A wide range of road systems exists to accommodate the various
vehicles we use. Roads range from narrow dirt lanes to complex net-
works of expressways. The scale and quality of the road system in a
place depends on its nearness to areas of high population, markets,
and other large centres.

Figure 3.28
In old towns and cities of the
world, such as Paris, France, the
road systems do not suit large,
modern transport.

Figure 3.29
This highway is in Anaheim,
California. We use a huge amount
of land for our highway systems.
Why should that be a concern?
60 U N I T 1 : The Themes of Geographic Inquiry

The Iron Wheeler

Trains can move people and huge loads long distances. Therefore, they
are an efficient mode of transportation. The development of railway
systems has been very important in the spread of settlement and
growth in many countries. In Canada, transcontinental railways moved
large numbers of people and great quantities of materials across the
continent. This helped to open up new areas and build our nation.
Today, most Canadian rail traffic is freight, not passenger trains.
Our large cities use subways, a form of rail transport, to move millions Figure 3.30
of people daily. They work well over rather short distances where Some regions of the world depend
heavily on trains. Why might trains
population density is high. be used more in some regions of
As trucking by 18 wheelers increases, rail faces high competition. the world than others?

Map of Europe with Railway Lines

Norway
o y
Sweden
den
en
n
SSccot
c tland
d
0 500 km North Sea La
Latvia
Denmaark Baltic
Ire
reland
re d Sea
N
U. K
K.
Wales
Wale
Wal
Wa Belar
Nethher
her
herlan
erlan
erlands
er ndsds
Atlantic Germa
many
m
Ocean Belg
Be
Bel
elgium
e gium
giu
um
u m P
Poland
Cze
Czec
zec
ech Rep
R p
pub
public
Slovakia
Sl kia
ia
A tria
Austria
Austr
F anc
France Hung
Hungary
ga
gary
Croatia
C r atia R
Romani
Bosniaa
Figure 3.31
Ad Herz
Herz
erzegovin vin
na
In the Swiss Alps, a new 34 kilometre Po
Portugal
ortug
o rtuga
gal
ga
gal ria Yu
Yug
Yugoslavavia
viaa Bulga
ga
Corsicaa I
It
Italy tic
train tunnel (Lötschberg) will cut Se Maacedo onia
onia
n
Sp
Spai
Spain
pa a
travel times by a third. How will Ibiza Alb
A b iaa
bania
this tunnel help reduce the 4000 Sardiniia A
Aeg
Majorca
j
trucks crossing into and out of Italy S
Se
daily? A second 60 kilometre tunnel Mediterranean Sea
(Gotthard) will be complete in 2015.
What effects will the building and
use of these train tunnels have on
the environment?

Figure 3.32
Fewer passenger trains are
taking people across Canada
today. Why do you think that is?
If more people decided to use
passenger trains to travel from
place to place, how would our
environment benefit?

NEL
 C H A P T E R 3 : Movement 61

G RE
LITERACY TIP IN
1. Think about the different types of regions in Canada.

A
R
DU

DING
How would road building be affected by physical,
Using Context Clues
human, and functional characteristics of these regions?
If you read terms that you do
(See Map Appendix.)
not know, try the following:
• Look for clues in the 2. Should more land be used to develop better road systems in all
sentence. regions? Why or why not?
• Read the whole text to
3. If trains move people and huge loads long distances, why do you
get the gist of the word.
think 18 wheelers are such stiff competition for trains?
• Look for clues in the
pictures or diagrams.
• Use a dictionary, an Across the Water
encyclopedia, or the
Ships have the ability to move great quantities long distances at low
Internet, or ask someone
to help you understand. cost. This makes them the cheapest way to move bulky products like
cars, wheat, or iron ore all over the globe.
Thousands of ships travel the world’s major shipping routes daily.
Ship traffic occurs on the oceans. It also occurs on inland waterways,
such as rivers and lakes. To shorten distances and increase traffic,
several major canals were built to permit ship traffic from one ocean
to another. The Panama Canal joins the Atlantic and Pacific Oceans.
The Suez Canal joins the Indian Ocean to the Mediterranean Sea.

Figure 3.33
The Panama Canal was a difficult
engineering project. What would make
it so difficult to build? Today, many new
large ships like some container ships and
supertankers will not fit the canals and locks.
62 U N I T 1 : The Themes of Geographic Inquiry

Bigger Ships, Big Problem

Ships have been increasing in size every year. The newer container
ships have become so large that they are too big to pass through the
Panama Canal. They do not fit in many harbours. Some giant oil
EC
NE C TT II supertankers travelling at maximum speed take 10 kilometres to
NN
N O
O
O
O
stop. Check your library or the Internet to discover
N
C

just how big some of these newer passenger

TO

Ship technology is being ships and freighters are.

Technology revolutionized to become greener
n
ne
ner
to protect the natural environment.
me en
ent
nt
nt.
n
In 2005, the E/S Orcelle was shown to be the innovative,
ova
ovvat
ativve,
sustainable cargo ship of the future. It may hit the
he
he
water in 2020. Already in service is the green ferrry
ry,,
Solar Sailor, that whisks 100 passengers a trip
across Sydney Harbour, Australia. This hybrid
ferry is solar and wind powered.

Figure 3.34
The Orcelle will combine at least three
alternative power sources. It will run
on wind, Sun, and wave power.

Figure 3.35
Note the large solar panels on the
Solar Sailor ferry. They power the
vessel over 90 percent of the time.

NEL
 C H A P T E R 3 : Movement 63

By Air
Several thousand aircraft are flying at any moment during a normal
day in the air space above North America. Many types of aircraft
carry people, mail, and cargo to all
points around the globe.

Figure 3.36
The Airbus 380 is the largest Some Regional Air Routes
commercial plane in the world.
Thunder Bay
It can carry 580 passengers. Québec
This is about three to four times L. Superior CANADA
what normal commercial jets
e
carry. The Airbus 380 will make Ontario enc
awr
per-person costs lower because St. L
it can carry more people each
time it flies. The competition by L. Huron
Boeing is a smaller but lighter
n

plane that will cut fuel costs by Toronto

iga

20 percent. Which do you want L. Ontario

ich
L. M

to see in our skies? Why?

e Boston
L. Eri
Chicago
UNITED STATES
N
New York

Atlantic Ocean

0 125 km

Figure 3.37
Some of our airports are so busy that planes are either
arriving or departing at a rate of two per minute. In an
18-hour day, that is 2160 planes. Our friendly skies may
soon have traffic jams, too!

NEL
64 U N I T 1 : The Themes of Geographic Inquiry

G RE
IN
1. Imagine that you are the captain of a large container
A
R
DU

DING
ship, and you need to transport your freight from
A few space tourists
Toronto, Canada to Tokyo, Japan. Travelling by inland
have paid several million
waterways and then by ocean, which is the best route? What could dollars to fly in space.
shorten the distance? (See Map Appendix.) Seats on the shuttle
spacecraft are being
2. Planes consider winds, weather, and the shortest route possible to sold to people who want
to become the world’s
cut time and cost. Long flights follow the Great Circle routes, which first space tourists.
travel in a circle around Earth’s circumference. Using a globe, follow One company has even
sold seats on a Moon
the Great Circle routes from Toronto to Tokyo. Why is the Great
flight. When do you
Circle route a shorter route? think tourism will actually
begin in outer space?

Pipe It On Through
Most of us are unaware of how much we rely on pipelines. Every
time you get water from a drinking fountain or flush a toilet, you
use a pipeline. We use pipelines to move water, waste, oil, gas,
chemicals, and coal. Foods such as grains (mixed with a liquid) can
be pumped through pipelines.
Pipelines have several advantages. Materials move continuously
with little labour involved. The movements are direct from point to
point and require little maintenance. The big problem is the cost of
installation.
Large pipelines (up to 120 centimetres in diameter) move oil in
huge quantities. In Canada, our largest pipeline is the Interprovincial
Figure 3.38
Pipeline from Alberta to Ontario. It moves the crude oil at an average
speed of nearly 16 kilometres per hour. These are the pipelines that
carry just one resource to us
Gas Pipelines in Canada — natural gas.

0 375 km

NEL
 C H A P T E R 3 : Movement 65

The Underground Network

Many different types of pipelines are arranged within our urban areas.
There are networks of water pipes, storm sewers, and sanitary sewers
running under our cities. Commercial enterprises supply our homes
with piped natural gas.

Figure 3.39
This oil pipeline is being built
in Alberta, from Edmonton
to Fort McMurray. How does
the use of pipelines affect the
environment? Overall, could
pipelines be considered a green
choice for transporting products?

Figure 3.40
We seldom think about the
millions of kilometres of
pipes beneath us. However,
they are critical to many
services we receive.

G RE
IN
1. What could be transported through pipelines in
A
R
DU

DING

the future?
2. How could pipelines be changed to increase their
possible uses?

NEL
66 U N I T 1 : The Themes of Geographic Inquiry

Needs Drive Movement IN

G RE

A
R
DU

DING
We do not grow all our own food. Much of it comes to a grocery
store from many different sources throughout the world. Thus, food
1. Many resources and
moves from its source of production to reach us. To do this, food
products are moved to
often moves across large distances.
us from their source of
We do not produce the electricity that runs our lights and
production. How many
appliances. It is moved or transmitted to us through a power grid
can you list? Compare
or system. The same is true for other resources that become the
your list with a partner.
products that we use.
Can you add to your list?

From Wood to Woodwind 2. How has the movement

A high-quality clarinet is made from granadilla. This tropical, dark of resources, products,
wood grows in the rainforests of Central America. From felling the money, and ideas
tree, the wood begins the first of many moves. It is taken out of the improved our quality
forest to a mill and cut to size. From the mill, it is trucked to a port and of life?
loaded onto a ship. Then, it is moved north along the Pacific Ocean
coast to Los Angeles. From there, it is sent by rail to Indiana where a
clarinet manufacturer makes clarinets. The instruments are shipped
by truck from the company to music stores all across North America.
Figure 3.41
You (or your school) may buy one. Its final move is to you.
Trace the movement from
a rainforest to you.
Making a Clarinet

Ontario

Clarinet manufacturer

Los Angeles

Rainforest

0 300 km
 C H A P T E R 3 : Movement 67

Trading around the World

Resources are not equally distributed around the world. For example,
Australia has a lot of bauxite (aluminum ore). Canada has no bauxite,
but it has a lot of hydro power to make the bauxite into aluminum.
This establishes a basis for trade. We import bauxite, use our hydro
power to make it into aluminum, and then export aluminum. Once a
basis for trade is established, movement of products will occur.

Figure 3.42
An employee works inside the
Alcan plant in Alma, Québec.
Canada is number one in world
aluminum production. How is
that possible without Canada
having any bauxite? How does
Canada benefit from unequal
resource distribution?

Figure 3.43
This world’s largest bauxite mine
in Huntly, Western Australia, sells
its bauxite to Canada. How does
Australia benefit?
68 U N I T 1 : The Themes of Geographic Inquiry

Electronic Movement —Satellite-to-satellite

communications
Money moves, ideas move, information and messages —Solar panels
move. Technology — the Internet and other telecom-
munication systems — has made it possible for these —Data relay

things to happen in an instant. Putting satellites in orbit ———Sensors “read”

information
allows us to relay signals and transmit information. We
can receive or send information in electronic format to
any place on Earth. Ideas and information once took
centuries to spread across the world. They now can
move around the world in less than a second.

N EC
E C TT II
NN
N O
O
O
O
N
C

S
TO

Many Canadian info-tech

Technology companies are world leaders,
especially when it comes to new
devices such as the Blackberry, developed by Research
in Motion in Kitchener-Waterloo, Ontario. Companies
must spend large budget amounts on research and
development to keep their market edge.
Figure 3.44
Satellites like this Landsat
can be used to produce
images of Earth’s surface.
Geographers use these
T
ER
RE
A images to monitor and
survey the environment.
AF

DI
NG

1. Examine the photos showing roads on page 57. What are What else could such a
satellite be used for?
three physical characteristics that would help with building
roads in a region? What are three physical characteristics
that would limit or interfere with road building in a region?
2. Three critical factors that affect choice of transportation type are
time, distance, and environmental impact. Create a chart to
show which is the best choice in the following situations:
• coal being moved 2000 kilometres Over half of Canadians
either use e-mail or
• an important parcel going 700 kilometres
browse the Internet
• cars made in Italy to sell in Canada daily. The top five
• students going to school 3 kilometres away world languages used
on the Internet are
3. Today, you can see events such as floods, battles, or spacecraft launches English (35 percent),
Chinese (14 percent),
as they are happening. A hundred years ago, this would not have Spanish (9 percent),
been possible. How do you think modern technology (TV, computers, Japanese (9 percent),
and German (7 percent).
the Internet) makes you think differently about this kind of event than
people who lived 100 years ago did?

NEL
 C H A P T E R 3 : Movement 69

Movement Creates Patterns

RE RE
O 1. Create a mental image of your neighbourhood or

A
F
BE

DING
Figure 3.45 community. Imagine the roads, houses, public buildings,
Geographers describe pattern and so on. Describe how the roads, homes, and public
using the terms “point,” “line,” buildings are arranged.
“area,” and “volume.” Find all of
these features in this sketch.
All movement creates a pattern. Using geographic methods, we
Pattern from Movement
can describe these patterns and try to account for them.
Every pattern has four components: points, lines,
areas, and volume. Your school and where you live
are two points. The two points are connected by
a road or line. Your place is in a neighbourhood
or area. The number of students moving along
VOLUME
the lines is a volume.

POINT
POINT
LINE Patterns for Planning
Recognizing, analyzing, and explaining pat-
terns is important in understanding relationships
and planning for the future.
AREA

A Settlement Pattern
IN
G RE
River valleys encourage people to settle along the river banks. This
A
R
DU

DING

pattern involves the houses (points), the river (line), the river valley
(area), and the number of settlers living there (volume). Town planners
1. Using the mental map must take the settlement pattern into account to maintain the health
of your neighbourhood of the ecosystem that is dependent upon the river.
or community that you
created in the Before
Reading above, identify
patterns of points, lines,
areas, and volume.

Figure 3.46
Find examples of point, line,
area, and volume in this picture
of Charlevoix, Québec.

NEL
70 U N I T 1 : The Themes of Geographic Inquiry

Figure 3.47
A Migration Pattern What might happen to the
Many animals and birds migrate, or move for feeding and mating. In volume if a new community is
built close to the migration line?
North America, many migrations follow a seasonal pattern. Caribou
migrate across vast distances in the Arctic tundra. The four components
of a pattern in caribou migration are as follows:

• the points (the caribou feeding grounds and mating grounds)

• the line (the migration path)
• the area (the tundra)
• the volume (the number of caribou in the herd)

It is important to know this migration pattern before any changes

can be planned. Companies and governments want to extract natural
Figure 3.48
resources from the area. They want to build communities there
Picture your community.
and lay pipelines across the tundra. To maintain the health of the
Think of examples of each of
caribou herd, the migration pattern must be studied and taken into these kinds of arrangement.
account before any activity takes place in the area.

What Kind of Pattern Is It?

Geographers use other qualities to describe patterns. Patterns can show
Linear
quantity by using descriptive terms such as dense (very thick), as in a
dense forest; or sparse (very thin), as in a sparsely populated area.
Arrangements are given descriptive terms such as in linear (in a
line), as in a row of houses; grid (like graph paper), as streets in a city;
or radial (as in the radius of a circle), like the arrangement of petals
on a flower. Grid
RE
ER
T A
1. Sketch the pattern of halls and classrooms in your school.
AF

DI

Label the four pattern components of point, line, area,

NG

and volume on your sketch.

2. Select two animals or birds that migrate. Imagine their migration
patterns. How would their migration patterns differ? Radial

NEL
 C H A P T E R 3 : Movement 71

Knowledge and Understanding 3 a) Trace a tomato’s journey to the tomato sauce

on your pizza (or to a fast-food outlet) from a
1 Create an organizer that shows five types of nat- source outside Ontario in winter. If you want to
ural movements and five types of human-related show your tomato’s journey on a map, look back
movements. For each movement, state the main at Figure 3.41 to see how it is done. You will
cause (for example, for earthquakes, the cause is need to find answers to the following questions in
plate movement). You can organize information order to discover your tomato’s journey:
about the types of movements and their causes
• Where are tomatoes grown outside of
in a web, diagram, or a chart.
Canada during the winter months?
• Where are tomatoes processed into
Inquiry/Research and tomato sauce?
Communication Skills • Where does your grocery store (or choice of
2 Choose a manufacturing industry that makes fast-food outlet) get its tomato sauce?
products from raw materials (for example, a b) This journey has hidden costs along the way.
steel plant uses iron ore to make steel; a pulp There are costs to people and to the environment.
and paper company converts logs into paper List three.
products). Research to find out the following: 4 Trucking has had an enormous effect on the
a) Where do these manufacturing companies decline of rail traffic. What would be two posi-
get their raw materials? tive effects of encouraging more rail traffic? What
b) What form or forms of transportation are would be two negative effects?
used to bring them to the company from the
5 Use a map of your local area to track your
source area?
movements for three days. Include all activities
c) What products does this company manufacture where you move to a place outside your home
from the raw materials? (for example, going to school, going to hockey,
d) Where do the products go next? How are or visiting friends).
they transported during this step? a) Plot the movement lines on your map.
Make the line wider if you travel the same path
more than once. What kind of pattern do the
movement lines create?
b) Do you notice that there are large areas of the
map where you would seldom travel? These areas
are the parts of your community you know the
least. Think about how well you know Ontario.
How is the pattern of your movements similar
to the patterns related to your understanding of
Ontario? Why might the patterns be similar?

6 Here in Canada, we have had major landslides

and avalanches (snowslides) that have been
disastrous. They include the following:
• the Frank slide in Alberta in 1903
• the St. Jean de Vianney slide in Québec in 1971
• the avalanche on Baffin Island in 1999, which
buried a school

Figure 3.49
How were trees cut down before such technology?

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72 U N I T 1 : The Themes of Geographic Inquiry

a) Research one of these disasters. Find answers b) Find the answers to the following questions:
to the following questions: • When was it built?
• Where did it happen? • Why was it built?
• Who was affected? • How does it work?
• How big was the slide or avalanche? • What physical obstacles were faced?
• What was the extent of the damage? • How long did it take to build?
• Why did it happen? • How many people were involved?
• What happened in the hours and days that • Who controls these canals today?
followed the slide or avalanche?
c) How will you report your findings? You could
• What rescue efforts were made? choose one of the following:
• How could this slide or avalanche have been • Write the results of your investigation in a
made less disastrous? news story or magazine article.
b) How will you share what you have learned • Write and create an audio recording of your
from your research? Choose from one of the report for radio or the Internet.
following options:
• Write and create a video recording of your
• Write a news report of the disaster. Then, report for television or the Internet.
create an audio or video recording of your
news report. Map, Globe, and Graphic Skills
• Write a front-page news story about the
disaster. Remember to include a gripping 9 a) Some communities in central and northern
Canada, Greenland, and parts of Asia and Africa
headline and to answer all the research
have no road links to other communities. Check
questions in your news story.
out an atlas to find these and other areas of the
• Create a three-dimensional model to show world without road links between communities.
the disaster area, and present your model and
b) On an outline map of the world, create
what you have learned from your research in
regions that show continental areas as one of
an oral presentation.
the following:
• Create a PowerPoint presentation about your
• no roads (sparse or void)
chosen slide or avalanche.
• some roads (medium density)
• Create an informative poster that answers
all the research questions about your chosen • many roads (high density)
disaster. c) Can you find another theme map in your
atlas that has a similar pattern?
7 What new ways of moving people and goods do
you think will have developed 100 years from 10 Many commercial jets fly to one centre, then
now? Describe one new way in detail. How do to another, and then return to their base. This
you think it will work? What special features will pattern creates a flight triangle.
it have? What type of energy will it use? Which a) Create a possible flight path, like the one
natural resources will it use? described, for jets flying to major North
8 Imagine you are a journalist. You are assigned American cities. Use an atlas to measure the
to investigate the building of either the Panama distance of the first flight and the second.
Canal or the Suez Canal. Calculate the distance of the return flight.
a) Sketch a map of the canal you have chosen. b) Flights from Toronto to Moscow may
sometimes fly over the North Pole. Why?

NEL
 C H A P T E R 3 : Movement 73

Application story by the action shown in the illustration

in each frame and by what characters say in
11 Consider your breakfast. speech balloons.
a) Plot the locations of the source countries for
the food you ate. Make a map of the routes
13 Choose one piece of clothing, such as your jeans
or a T-shirt.
taken by these foods in reaching your table.
a) Where did the material come from that was
b) Compile all the countries identified by you
used to make it?
and others in your class onto a master map for
the whole class. This map shows some of the b) How did this material get to the factory that
world connections to your global breakfast. manufactured it?
c) How did it get from the factory to you?
12 Draw a cartoon to show some growing
concerns about increasing air traffic or road
traffic. Remember that cartoons tell their

Figure 3.50
The next time you buy a piece of clothing, think about where it was made and how it got to the store.

NEL
4 Environment
KEY VOCABULARY
I N THIS CHAP T E R
atmosphere
• explain the theme of environment in geography balance of nature
• use the new terms in this chapter correctly as you investigate biome
the topics biosphere
• construct questions to help guide and connect your research on carbon dioxide
an environmental issue desalination
• locate and use helpful information from primary and ecology
secondary sources ecosystem
• share the results of research about different points of view on endangered
an issue using options such as computer slide shows, videos, extinct
websites, oral presentations, written notes and reports, drawings, finite
tables, charts, diagrams, maps, models, and graphs greenhouse effect
habitat
hydrosphere
introduced species

The Environment lithosphere

mantle
nitrogen cycle
RE RE
O
1. What do you think of when you hear the word oxygen
A
F
BE

DING

“environment”? ozone layer

photosynthesis
2. In one minute, list all the words you can think of that
steward
have something to do with the environment.
sustainable
3. Compile a class list of words related to the environment that you
can check off/add to as you work through the chapter.

O ur environment is everything that is on, in, or surrounding

Earth. We are part of the environment, and we have an
effect on it. At this moment, you are changing the environment.
Figure 4.1
When we look at the sky during
daytime, the atmosphere appears to
As you breathe in, you are taking oxygen out of the air. As you be of different colours. For instance,
breathe out, you are putting carbon dioxide into the air. at sunset, the atmosphere may look
red or orange due to the Sun’s rays
People are becoming more concerned about the environ- being scattered by dust, water
ment. They are noticing that Earth is changing. Our activities vapour, and smoke.
are affecting Earth in many ways, from polluting our
Outer space
water to warming the atmosphere.
60 kilometres Ionosphere

40 kilometres Stratosphere

20 kilometres Troposphere

Lower Atmosphere
The Atmosphere Earth
 C H A P T E R 4 : Environment 75

Everything we do affects the environment in some way — we

change it as we use it. We cut down trees, mine for minerals, catch fish,
use water, and walk on the grass. Every one of our actions is an inter-
action with the environment. We must have a good understanding of
our environment and how it works. Our very survival depends on it!

The Components of the Environment

The environment has four parts to it. They are

• the atmosphere: air

• the hydrosphere: water
• the lithosphere: Earth’s surface (rocky crust)
• the biosphere: living things; plants and animals, including
people

The Atmosphere
EC
NN
N NE C TT II
O
O Our atmosphere is made up of gases: nitrogen (76 percent), oxygen
O
O
N
C

(21 percent), carbon dioxide (0.6 percent), and other

S
TO

gases. It has four layers: the ionosphere,

R. Murray Schafer, a Canadian
Music composer, said, “A mountain
the stratosphere, the troposphere, and
the lower atmosphere. All life on Earth
stream is like a chord of many notes.”
He even wrote a special set of songs called “Music for a depends on the atmosphere. It allows
Mountain Stream.” Many of the early explorers wrote us to breathe. It shields us from the
and sang songs to ease the hard work of paddling direct rays of the Sun. It supplies water
their canoes. Use your library to find other music
related to water. for the land. The nitrogen and carbon
dioxide that plants need to grow come from
the atmosphere.

The Hydrosphere
The hydrosphere includes all the water on the surface of Earth:
oceans, lakes, rivers, and the frozen ice of the polar caps. The sur-
Figure 4.2 face of Earth is about 70 percent water and only about 30 percent
This illustration shows the world’s land. Maybe our planet should have been called Water instead of
water supply. What does the small
blue dot suggest to you about Earth! Just one ocean, the Pacific Ocean, takes up almost half of
how we treat and use fresh water? Earth’s entire surface. Our oceans supply most of the precipitation
that falls on the land. They are our giant reservoirs.
The World’s Water Supply
95 percent of all the water on Earth
is salt water.
5 percent of the water is fresh water,
but most of that is either frozen
or underground.

All the water on Earth

Fresh water on Earth
Fresh water that is not
ice or underground

That little blue dot represents the tiny amount of fresh water that is
not frozen or underground.
76 U N I T 1 : The Themes of Geographic Inquiry

The Lithosphere LITERACY TIP

The lithosphere is the crust (the surface) of Earth. It is the layer, about
Using Word Parts
5 kilometres to 50 kilometres thick, sitting on top of Earth’s mantle.
When you come across a word
The lithosphere is composed of different rocks and is the least dense
that you do not understand,
of Earth’s layers. Soils and other loose materials form a thin skin-like look to see if the word has a
covering over most of the crust. The lithosphere provides us with “root.” New words are often
the nutrients needed to grow crops, and with natural resources like created by adding beginnings
metals, oil, and natural gas. (prefixes) or endings (suffixes)
to a root word. Keeping a list of
common root words, prefixes,
Figure 4.3 and suffixes in your notebook
Note the different layers of Earth. The deepest hole we can help you figure out the
have drilled into Earth has not penetrated the upper meaning of unfamiliar words.
mantle. The thinnest parts of the crust are found under
the oceans. These parts are about 3 kilometres thick.
Why might the crust be thinnest under the oceans?

Upper mantle
Molten outer core

Solid inner core Scientists estimate that

there are over 50 million
species of plants and
animals! Nearly all the
larger species have been
found and identified.
However, each year, we
find nearly 5000 more in
remote areas of land and
sea. To speed up the search
process dramatically, the
University of Guelph has
a new genetic bar-code
system for cataloguing and
identifying new species.

Lower mantle Atmosphere

Solid crust

G RE
IN
A
R
DU

DING

The Biosphere
The biosphere is the life zone of Earth. It is the part of Earth where
plants and animals live. This zone overlaps with the other three 1. Why does life exist only
spheres: the lower layers of the atmosphere, the first few metres on the biosphere and
of the lithosphere, and all of the hydrosphere. Millions of living not in the upper layers
species are found in these spheres all over Earth. of the atmosphere or
in the different layers of
the lithosphere?

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 C H A P T E R 4 : Environment 77

The Nitrogen Cycle

Figure 4.4 The connections among the parts of the environment are well shown
People have affected the by the nitrogen cycle. Plants need nitrogen to grow. The atmosphere
nitrogen cycle by burning fossil is composed mainly of nitrogen. Large amounts are released into the
fuels, like coal, gas, and oil. air from Earth by volcanic action. More is stored in volcanic rocks.
This puts extra nitrogen into
the atmosphere. As well, we Plants cannot take in nitrogen in its gas state from the air. They need
are using large amounts of to take nitrogen in through their roots from the soil. Bacteria, and
fertilizers. These add nitrogen
to the soil. From the soil, it
some crops like peas and alfalfa, change the nitrogen they find in the
seeps into the water supply soil. When plants die, their nitrogen goes back into the atmosphere.
and causes pollution there. Our oceans also have nitrogen, mainly in algae. That nitrogen is also
Examine the diagram closely.
Can you explain how this extra used and eventually recycled to the atmosphere.
nitrogen could cause acid rain?
Nitrogen Cycle

lightning makes nitrogen

in the atmosphere
nitrogen in the atmosphere
ATMOSPHERE
nitrogen is
released by
volcanoes
smoke contains nitrogen

recycled nitrogen is released nitrogen is used by plants

into the atmosphere

fertilizer LITHOSPHERE
algae use nitrogen factories

HYDROSPHERE
sediments give off plants die and their nitrogen
nitrogen is reused or recycled

RE
ER
T A 1. a) Identify two ways in which humans the four prefixes: “atmo,” “hydro,” “litho,” and
AF

DI

have affected the nitrogen cycle. “bio.” Make sure that you use the prefix defini-
NG

b) What two actions could humans tion if more than one meaning is defined.
take to reduce the amount of nitrogen they add b) Now add the meaning of each prefix to
to the environment? the meaning of the root word “sphere.” Is the
2. The name of each of the four spheres is made combined meaning similar to the definition of
up of a prefix added to the root word “sphere.” each of these spheres? For example: “atmo”
(steam or vapour) + “sphere” (a globe-shaped
a) Use your dictionary to find the meaning of the body) = “atmosphere” (the mass of air
root word “sphere.” Then, find the meanings of surrounding Earth).

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78 U N I T 1 : The Themes of Geographic Inquiry

Our Environment —
The Storehouse of Resources
RE RE
O 1. What does the word “resource” mean to you?
A
F
BE

DING

2. In your opinion, what are some of the most important

resources that humans need to survive? In which spheres
of Earth do you find these resources? Compare your G RE
IN
answer with a partner.

A
R
DU

DING
Our world is finite. That means that there is only so much air, water, 1. As you read through the
rock, plant, and animal material on Earth. Earth is like a spaceship with following sections, you
only so many resources on board. There are no supply ships to drop in will notice that there
and give us a refill. This makes us stewards or caretakers aboard this are several problems
spaceship. We must preserve and wisely use what we have. found on Earth’s different
spheres. Use your note-
Resources from the Atmosphere taking skills to identify
and summarize what
To stay healthy and work well, there must be clean air for us and
each problem is, what
other living things. The major components of the air — nitrogen,
causes it, and what effect
oxygen, and carbon dioxide — are essential for all life.
or effects result from
High up in the stratosphere (about 25 kilometres high) is the
each problem.
ozone layer. This layer of ozone gases blocks out much of the harmful
ultraviolet (UV) light from the Sun. Ultraviolet light can cause
skin cancer and eye problems in people, and it harms trees, plants,
and animals.

Ozone Depletion
Recent studies have shown that the ozone layer of the atmosphere LITERACY TIP
has become thinner over various parts of Earth, particularly over
Antarctica. Our protection is weakening. Humans are the greatest Cause and Effect
threat to the ozone layer. When we use things like air conditioners, To understand why things
happen, we need to look for
spray cans, refrigerators, and some manufacturing processes, we put
cause/effect relationships.
ozone-destroying chemicals like chlorine, fluorine, and hydrocar- A cause is an action, event,
bons into the atmosphere. Worldwide co-operation is needed to stop or problem that makes
the damage. something happen. The effect
is the result of that action,
event, or problem. Often an
Global Warming
action, event, or problem
Our activities affect the atmosphere in another way. Burning fossil can have many causes and
fuels like oil and gas is causing the release of more and more carbon many effects that are both
dioxide and other gases into the atmosphere. This is causing higher positive and negative.
average temperatures and other changes to Earth systems. This Cause(s) Problem Effect(s)
greenhouse effect in the atmosphere is now a major concern due to
the impacts seen in recent years.

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 C H A P T E R 4 : Environment 79

Carbon Dioxide Concentrations, 1950–2020

380 ?
Figure 4.5

CO2 parts per million by volume

The Environmental
Carbon dioxide
Protection Agency (EPA)
concentrations have 360
in the United States has
dramatically increased
predicted there will be
since the middle of
153 million cases of skin
cancer worldwide by
the twentieth century. 340
2075 unless we act to Why does the graph
stop ozone depletion. In show such a jump
Australia, children in many after 1950? 320
areas may not attend
school without wearing
hats and sunscreen. 300

1950 1960 1970 1980 1990 2000 2020

Years

GEOSKILLS
Reading a Graph
Line graphs are a combination of numerical data and 3. Look for a pattern in the graph. This graph
visual information. Learning how to read and create shows a line steadily increasing over the years.
a line graph can become easy if you remember 4. Now let us determine purpose. You need to ask
TAPP: Title, Axes, Pattern, and Purpose. yourself this question: What is this graph telling
me about Canada’s greenhouse gas emissions?
Let us read the graph below: This graph shows that Canada’s greenhouse
1. Read the title — Canada’s Greenhouse Gas Emis- gas emissions have continued to rise. Now, as
sions, 1990–2004. This title tells you that you a reader, it is up to you to relate what this
are reading the amount of CO2 (carbon dioxide) graph shows to information you already know
gas Canada has released into the atmosphere about greenhouse gas and climate change.
over a 15-year period. Connecting what you already know with what
2. Read the two axes. The x-axis (horizontal) is the graph shows will help you draw a final
labelled “Years.” The y-axis (vertical) is labelled conclusion about the purpose of this graph.
“Kilotonnes (in thousands) CO2 eq.” At this
point, if you are unsure of a term, it is important
to look it up or ask a teacher for help.

Canada’s Greenhouse Gas Emissions, 1990–2004

Figure 4.6 800
Kilotonnes (in thousands) CO2 eq

This graph shows

Canada’s greenhouse
gas emissions for the 700
years 1990 to 2004.

600

500
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Years

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80 U N I T 1 : The Themes of Geographic Inquiry

Resources from the Hydrosphere

Fresh water is critical to all life on Earth. Farmers need fresh water to
grow crops. Industry uses water. We need water for all of our domestic
uses. We now have ways to make fresh water from the salt water in
the oceans (desalination), but the technology is complicated and
very expensive.

Figure 4.7
This desalination plant is located
in Spain. It costs over 40 times
more money to make desalinated
water than to deliver fresh water
in southern Ontario. Some desert
nations in the Middle East like
Kuwait use desalinated water.

Freshwater Problem Figure 4.8

From 1900 to 1950, the Great Lakes, particularly Lake Huron and The lamprey eel attaches itself
to the lake trout with its mouth.
Lake Superior, had large lake trout fisheries. The opening of the St.
Then, it feeds on the blood and
Lawrence Seaway in 1954 changed all that. A type of eel, the lamprey flesh of the fish. There are many
eel, made its way through the Seaway and into the Great Lakes. The other species affecting our lakes
and land. Can you name an
lamprey eel was not a natural species to the Great Lakes ecosystem. introduced species of insect
It became an introduced species. It attacked the lake trout and no that is causing problems for
natural predators stopped it from multiplying. The rapid growth of southern Ontario’s trees?
the lamprey eel meant the rapid decline of the lake trout.
Once a major industry, the fishing industry
is now disappearing.

A close-up of a
lamprey eel’s mouth
 C H A P T E R 4 : Environment 81

Resources of the Lithosphere

We use the top layer of soil at the surface of the lithosphere for
Zebra mussels, round
goby, ruffe, and purple farming. We quarry rock, sand, and gravel from it to build homes,
loosestrife are just buildings, roads, and other structures. We mine the lithosphere for
four of the 87 known
introduced species useful metals and non-metallic minerals. We extract coal, oil, and
increasing quickly in gas for our energy.
number and causing a
When we take resources from the lithosphere, that is it! They are
variety of problems in
the Great Lakes region. gone forever. It took millions of years for oil to form. When the world’s
Research to find out supply of oil runs out, it runs out. There will be no more. We must be
how one of these
introduced species got very mindful about wise use. Resources that cannot be renewed are not
into the Great Lakes sustainable. However, they can and must be managed wisely.
region and to find out
what is being done to RE
ER
control it. T A
1. a) Why is it important to reduce ozone depletion?
AF

DI

What are two ways you can reduce ozone depletion?

NG

b) Why is it important to reduce global warming?

What are two ways you can reduce global warming?
2. For each sphere, construct a chart with these headings:
Resource Type (living/non-living), Major Uses, and Renewability
(high/low/none). List two resources from each sphere.

Ecosystems
RE RE
O 1. If “eco” refers to the environment, could you use these word parts to explain
A
F
BE

DING

and a “system” is a group of what an “ecosystem” is? How close

things or parts that work together is your definition to what you learn in the
and combine to form a whole, how next section?

An ecosystem is a balanced arrangement of plants and animals and

their surrounding physical environment. All parts of an ecosystem
are related to each other, and all parts depend on each other. The
LITERACY TIP
biosphere contains many different ecosystems. They can be very small
Vocabulary Trees like a pond ecosystem, or they can be large, like a desert ecosystem.
Visual cues, like a vocabulary We must understand these systems and how they work in order to
tree, are good ways to make good planning decisions and manage our resources wisely.
remember words with common
“roots.” Draw a tree with
Ecosystems contain both biotic (living) elements like people,
several branches. Write the plants, and animals; and abiotic (non-living) elements like water and
common root word in the root rock. The place where living things survive is their habitat. A combi-
area of the tree. Record the nation of ecosystems and other factors like weather and temperature
definition in the trunk of the
make up the environment of a particular area.
tree. Write words that have the
same root on each tree branch. Some of the world’s largest land ecosystems are also our largest
Then, write a definition and vegetation regions, or biomes (see Map Appendix). The tropical rain
a sentence for each word. forest, the coniferous forest, and the tundra are all biomes. Larger
ecosystems tend to have a wide range of species. The study of eco-
systems is called ecology.
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 C H A P T E R 4 : Environment 81

Resources of the Lithosphere

We use the top layer of soil at the surface of the lithosphere for
Zebra mussels, round
goby, ruffe, and purple farming. We quarry rock, sand, and gravel from it to build homes,
loosestrife are just buildings, roads, and other structures. We mine the lithosphere for
four of the 87 known
introduced species useful metals and non-metallic minerals. We extract coal, oil, and
increasing quickly in gas for our energy.
number and causing a
When we take resources from the lithosphere, that is it! They are
variety of problems in
the Great Lakes region. gone forever. It took millions of years for oil to form. When the world’s
Research to find out supply of oil runs out, it runs out. There will be no more. We must be
how one of these
introduced species got very mindful about wise use. Resources that cannot be renewed are not
into the Great Lakes sustainable. However, they can and must be managed wisely.
region and to find out
what is being done to RE
ER
control it. T A
1. a) Why is it important to reduce ozone depletion?
AF

DI

What are two ways you can reduce ozone depletion?

NG

b) Why is it important to reduce global warming?

What are two ways you can reduce global warming?
2. For each sphere, construct a chart with these headings:
Resource Type (living/non-living), Major Uses, and Renewability
(high/low/none). List two resources from each sphere.

Ecosystems
RE RE
O 1. If “eco” refers to the environment, could you use these word parts to explain
A
F
BE

DING

and a “system” is a group of what an “ecosystem” is? How close

things or parts that work together is your definition to what you learn in the
and combine to form a whole, how next section?

An ecosystem is a balanced arrangement of plants and animals and

their surrounding physical environment. All parts of an ecosystem
are related to each other, and all parts depend on each other. The
LITERACY TIP
biosphere contains many different ecosystems. They can be very small
Vocabulary Trees like a pond ecosystem, or they can be large, like a desert ecosystem.
Visual cues, like a vocabulary We must understand these systems and how they work in order to
tree, are good ways to make good planning decisions and manage our resources wisely.
remember words with common
“roots.” Draw a tree with
Ecosystems contain both biotic (living) elements like people,
several branches. Write the plants, and animals; and abiotic (non-living) elements like water and
common root word in the root rock. The place where living things survive is their habitat. A combi-
area of the tree. Record the nation of ecosystems and other factors like weather and temperature
definition in the trunk of the
make up the environment of a particular area.
tree. Write words that have the
same root on each tree branch. Some of the world’s largest land ecosystems are also our largest
Then, write a definition and vegetation regions, or biomes (see Map Appendix). The tropical rain
a sentence for each word. forest, the coniferous forest, and the tundra are all biomes. Larger
ecosystems tend to have a wide range of species. The study of eco-
systems is called ecology.
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82 U N I T 1 : The Themes of Geographic Inquiry

Give and Take

The plants and animals of an ecosystem are all struggling to survive.
To be successful, each plant or animal makes use of special features
that allow it to take what it needs from the ecosystem. Plants use
their roots and leaves to get nutrients, while animals and birds use
their legs, talons, or teeth.

Omnivores very few Figure 4.9

All the life forms in an ecosystem
form a food pyramid. At the
base of the pyramid are the
decomposers. These life forms
Carnivores some Consumers break down dead plant and animal
matter and return nutrients to
the soil. Plants, or producers,
make up the next level of the
food pyramid. Plants are the only
living things that can make their
own food. Above these producers
Herbivores many are the consumers. This group is
composed of herbivores (plant
eaters) like rabbits, carnivores
(flesh eaters) like wolves or hawks,
and omnivores (plant and animal
eaters) like human beings.
Producers largest by far

Decomposers

Each member of an ecosystem also adds something to the system.

Small animals are the food source for larger animals. Some organisms
such as earthworms loosen soil by burrowing through the layers. The
decay of all organisms adds to the soil’s fertility. A rotten, hollow tree
becomes a home for squirrels and raccoons. Beaver dams make better
environments for fish by creating natural ponds. This give-and-take
is vital to the health of the ecosystem. Changing any one part of
an ecosystem changes the whole. No matter how small, any change
causes a ripple effect that impacts the entire ecosystem.

Food Pyramids and Webs

The key to all life on Earth is the Sun. The Sun provides warmth. It
gives the energy used by plants to make their food. Plants use solar
energy to change water and carbon dioxide into a kind of sugar that
they use as food for growth. This process, called photosynthesis,
produces oxygen as a by-product. Since most animals need oxygen
to survive, they are dependent on plants.

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 C H A P T E R 4 : Environment 83

Figure 4.10 Ecosystem

Within an ecosystem, the cycle
get energy by
of producing, consuming, and
eating herbivore
decomposing links all living
things together. At each stage in
this cycle, some energy is being Sun
used, and some is being stored Carnivores provides energy
by the living things. Where do
humans fit into this cycle?
get energy by
eating plants CONSUMERS Plants use Sun’s
energy to make food.
PRODUCERS

Herbivores

DECOMPOSERS

When plants or animals die, bacteria break

down organic materials to revitalize the soil.

Figure 4.11
A food web is a complicated feeding relationship between producers, herbivores, carnivores,
and omnivores. Nearly all species feed on more than one type of food. This makes the food web
very complicated. Any toxic (deadly) chemicals eaten by one species will be passed along to the
others. The higher on the food pyramid a species is, the more of these toxic chemicals it eats.
That is why bald eagles and beluga whales are now threatened with birth defects and disease.
These animals are high up in their food pyramid.
Food Web

Owls Hawks

Mice and voles

Marsh birds
Small Birds

Terrestrial
Heron invertebrates
Ducks
Terrestrial
plants

Aquatic
invertebrates

Aquatic Minnows
plants
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84 U N I T 1 : The Themes of Geographic Inquiry

Figure 4.12
These beluga whales in the St. Lawrence
River have ingested so many harmful
chemicals that their bodies are
considered toxic waste hazards.
How could you discover what
chemicals are being dumped
into the St. Lawrence River?

Figure 4.13
Note the misshapen beak of this cormorant, which was found on an
island in Lake Erie. Chemicals called PCBs (polychlorinated biphenyls)
were the likely cause of this deformity. PCBs are now banned from use
in Canada, and we try to store them safely. What were PCBs used for?

Figure 4.14
A deer stays alert to guard against a predator like
a wolf. What would be a predator of a wolf?
The Balance of Nature
Each ecosystem can support only a limited number
of plants and animals in a close relationship.
A good example of this can be found in wolf-
management plans. If wolves are removed, the deer
population rises. The deer then overeat the local
plants, especially young and low-growing trees.
Soon, even that food source is gone. Weakened by
the lack of food, the deer are more likely to die from
disease, from exposure to cold, or by being eaten
by predators. Some deer might move to another
area with a better food supply. Over time, predators,
disease, and migration reduce the size of the deer
herd. Changes to any part of the system can upset
the delicate balance of nature.
Humans are a huge part of many food webs. There
are so many people on Earth that our needs for food
and other resources have seriously affected many food
webs. The result is that many life species have become
extinct. That is, they no longer exist anywhere on
Earth. As well, many species are endangered, or at
risk of becoming extinct.

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 C H A P T E R 4 : Environment 85

Giant panda Snow leopard

G RE
IN

A
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DING

1. Retell how deer and wolf

populations can show
balance of nature.
2. Think of a slogan that
captures why it is
important that humans
do not upset the delicate
balance of nature.

LITERACY TIP
Creating Slogans
A slogan is a short phrase that
captures an important idea.
It is a saying that clearly
communicates a message and
that gives people a reason
to remember it. Effective Koala Black-footed ferret
slogans are simple, but they
Figure 4.15
contain keywords that use
emotions, present benefits, These four animals are on the endangered list from around the world. Can you name
or call people to action three animals in Canada that are endangered?
(for example, “Canada’s
Forests, A Fine Balance”). The Case for Protecting Species
You might think of some species in Ontario as nuisances or pests
that we could do without, such as mosquitoes, black flies, gophers,
EC
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O
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N
N
N
N O
O or mice. Do you ever wish we could get rid of them? Before
N
C

you respond, consider the following values of

S
TO

The Green Revolution protecting species:

Science promoted new types of high-yield
crops that were genetically changed. Value 1 — Ecosystem Effect
These new crops were supposed to save the
In an ecosystem, every species has
world in the 1960s and 1970s. Such crops were said to
yield 5 to 20 times more food per hectare. The effort value. All life is related to other life.
failed. Today, many companies want to market foods that Ecologists are trying to find out what
have been genetically changed. Use newspapers or the the impact of the loss of a species
Internet (search for genetically changed foods) to find may be. They think that losing one
foods that have been genetically changed and are
species may threaten the health of the
being sold (for example, milk). What are the
advantages of genetically altered foods? whole ecosystem. We still have a lot to
What are the disadvantages? learn about how creatures interact within
an ecosystem.

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86 U N I T 1 : The Themes of Geographic Inquiry

Value 2 — Genetic Loss

Every time a species is lost, we lose it as a genetic resource. It is our
genes that we pass on to the next generation. Characteristics such In 1870, there were 7098
different varieties of
as the colour of your eyes and hair, freckles, athletic ability, left- apples in North America.
handedness, and intelligence are all passed on through your genes. Today, there are fewer
than 1000. What do you
If we lose a species, its genetic materials are lost for all time. People think happened?
have discovered that we can take some important genetic quality
from one species and mix it with another. This can create a type
of wheat that does better in drought conditions, or an apple that is
redder and has harder fruit. Work with animals has been done to
breed cows that produce more milk and chickens that grow faster.
WEB LINK
Value 3 — Loss of Present or Potential Use For more information about
Would it not be a shame to lose a species that may hold the cure for endangered species, go to
cancer, AIDS, or the common cold? There are so many species yet www.nelson.com/phygeo7.
to study, or even to find. It is possible that a species is lost before
we discover its value. The rosy periwinkle is found in the tropical
rainforest. It is able to help fight leukemia, a deadly form of blood
cancer. Quinine is a drug that fights malaria. It was also discovered
in the tropical rainforest. Often species have been found with the
help of the Aboriginal peoples, who knew how to use them for many
different purposes.

Value 4 — Intrinsic Value

We are amazed by the creatures that surround us. We have pets. We
create zoos, aquariums, and special gardens to visit and enjoy. Many
people camp, canoe, and hike for leisure and recreation. Obviously,
we care about plants, birds, insects, fish, and other animals (and
their habitats) apart from any use they may have for humans.

Fragile Ecosystems
Ecosystems are constantly changing. As the climate changes, an
ecosystem may get drier and drier. Vegetation that prefers drier
conditions will do well and gradually become dominant. Trees and
plants that need more water will die off. Wildlife that can stand a
drier environment will increase.
Some ecosystems can handle change better than others. Ecosystems
that are drier and cold tend to be more fragile than others. They have
more difficulty handling changes. These ecosystems have fewer species.
When a change occurs, they have fewer choices to fall back on.
The tundra is a good example of a fragile ecosystem. It is both
cold and dry, with a very limited number of species. Suppose a
predator has only two animals on which it feeds. If one of these is
drastically reduced in number, many of the predators will starve.
This kind of change is much less likely in a warm, wet environment,
where there are far more species and very complex food webs.
 C H A P T E R 4 : Environment 87

Figure 4.16
What carnivore do you think is
at the top of the food pyramid
in this polar ecosystem?
What does it eat?

Figure 4.17
Plants and animals in deserts, such as this one in Arizona
in the United States, have special ways of surviving the
harsh climate. What special things do cacti do to help
them survive in the desert?
88 U N I T 1 : The Themes of Geographic Inquiry

GO GEO-GREEN
Saving Endangered Species Figure 4.20
Throughout the world, many governments, or- Madagascar’s most
famous species is the
ganizations, and individuals are working to save
lemur, of which there
endangered species. In Africa, over 310 species are 50 different types.
are getting a lot of attention.

0 1800 km
Uganda
Rwanda

Figure 4.18
Two regions in Africa are home
to a large number of endangered
Madagascar
species. These regions are central
Today, the main threats to these animals are
Africa and the island nation
of Madagascar. clearing of the forest and habitat degradation due
to human activities. By some estimates, 80 percent
Mountain gorillas were unknown to science until of Madagascar is now heavily eroded. As settlement
1902. They are the largest primates, and they have and development spread in these regions, threats
massive muscles. However, they are gentle, shy to these animals increase.
animals that live in family groups. Their natural
lifespan is 40 to 50 years. Only about 720 mountain
gorillas remain in the wild, and they are confined
to national parks in the central African countries
of Uganda and Rwanda. The island nation of Mada-
gascar has some of the rarest animals in the world.
In fact, 98 percent of the land mammals and 92
percent of the reptiles found on this island are
found nowhere else on Earth.

Figure 4.21
After every heavy rain, the bright red soils of Madagascar
are washed from the hillsides into the streams and rivers
out to the coast. Astronauts have described their view of
Madagascar as “bleeding into the ocean.”

International groups like the World Wildlife Fund

and the African Wildlife Fund have many programs
that need help from caring people like you. One
program is called Adopt an Animal. Your class or
Figure 4.19 school could adopt an endangered animal, like a
The number of mountain gorillas living in the wild, such gorilla or a lemur, and help save these species for
as these in Rwanda, Africa, is decreasing steadily. future generations to enjoy.

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 C H A P T E R 4 : Environment 89

How People See the Environment Differently

Have you ever seen ads on TV of someone driving a dune buggy
or jeep through a desert or over sand dunes? The message
of those ads is that those environments are there just
for our pleasure and that it does not matter if we
destroy some parts of these areas either know-
ingly or unknowingly. Many people will never
believe that. They know that a sand dune is
a special, delicate environment that can be
easily destroyed. They understand that deserts
and sand dunes are homes to fragile ecosys-
tems. Many animals live within a sand dune,
including fringe-toed lizards and sand snakes.

Take Care
Figure 4.22
In Ontario, there is an old-growth forest near
Temagami. Some people want to cut down Should we be encouraging such
activities? What might be done to
the trees for lumber. Others want to keep it limit damage from such activities?
as it is. They believe it is unique and must
be protected for coming generations. Many people are somewhere in
the middle. They want some use and some protection.
Most people are in favour of using our resources wisely. They
want to help make our resources sustainable. That is, we should use
our resources wisely now so we still have more for the future. We
Figure 4.23 are all responsible for looking after the environment. We can learn
Majestic, inspirational, genetic from Aboriginal peoples who have known for centuries how impor-
treasure — these are three terms
people use to describe this old-
tant it is to preserve the environment for future generations. What
growth forest in Temagami, you inherited and live with will become the inheritance of future
Ontario. This may be the last generations. We know the environment is complex and changing.
stand of old pine forest in the
world. Do we have a responsibility How humans interact with the environment is crucial to our well-
to protect it? Why or why not? being now, and in the future.

RE
ER
T A
1. Draw a diagram of an ecosystem Search in your library to find information about
AF

DI

that is real or made up by you. what your area was like before settlement.
NG

Use arrows to show how everything What are four major changes that have taken
interconnects in your ecosystem. Use a legend place over the past 100 or 200 years that have
of colours to distinguish between biotic and had an effect on your local ecosystem?
abiotic things. If you need help, look back at 3. Why should humans consider themselves
Figure 4.10. a part of nature as opposed to apart
2. a) With a partner, create a list of as many herbi- from nature? Give examples to support
vores, carnivores, and omnivores in your local your answer.
area as you can within a two-minute time limit. 4. Name one local area that you would not
b) Has your local area changed greatly in the want to see changed. Describe it in words or
number and variety of life forms within it? pictures. Explain why you want to preserve it.

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90 U N I T 1 : The Themes of Geographic Inquiry

Knowledge and Understanding Inquiry/Research and

1 Sunlight provides you with light and heat. How Communication Skills
does sunlight provide energy for you? 5 Find a map of global ecosystems in an atlas or
2 Parks Canada has a slogan: ”Take only pictures, the Map Appendix. Choose two ecosystems on
leave only footprints.” What do you think this one continent between 30° N and 30° S latitude.
slogan means? How does the quote help us You might select a desert and a rainforest or
understand how Parks Canada wants us to mountains and tropical grasslands. Use an
behave when we visit a park? Create two other encyclopedia or a search engine on the Internet
slogans that our parks could use to attract to find information on the climates and the
visitors, care for campsites, or help with some landforms of your chosen ecosystems. How does
other aspect of our parks. the location of the ecosystems you chose explain
the differing climates and landforms?
3 List two advantages and two disadvantages of
keeping animals in captivity in zoos. 6 Search in magazines like Canadian Geographic
and National Geographic on the Internet or
in the library for articles on life in tidal zones.
Make a presentation that shows the variety of
the life (plants, fish, other sea creatures) and
their relationships to the tides (obtaining food,
exposure to air and water environments). Use
these relationships to show how changing one
thing (cause) can destroy the whole ecosystem
(effect). The following are possible ways to
present the connections within this ecosystem:
• Create a three-dimensional model to show
Figure 4.24 the life forms and the environment of the
tidal zone. Present your model and the
The Toronto Zoo has over 5000 animals.
relationships between the life forms and the
tides in an oral presentation.
4 a) Make two lists about the things on Earth that
• Create a poster that shows the relationships
you inherited from your parents’ generation,
between the life forms in a tidal zone and the
like the air quality, the condition of your water
tides (refer to Figure 4.10 for ideas). Present
supply, the transportation system, and health
your poster and the relationships in an oral
care. On one list, record four positive things, and
presentation.
on the other list, record four negative things.
Now note beside each item on your lists how you • Create a PowerPoint presentation to show the
can preserve the good and improve the bad. life forms in tidal zones and their relationships
to the tides.
b) Make two lists about the things on Earth that
your children will inherit from your generation. Whether you choose a model, a poster, or a
On one list, record four positive things, and on PowerPoint presentation, make sure that you
the other list, record four negative things. Note show what can happen in this ecosystem if one
beside each item on your lists how you can thing is changed.
strengthen the good and improve the bad as
7 Choose one of the world’s largest ecosystems
you mature and become an adult.
(see Map Appendix) and write descriptions with
sketches (or find pictures) to show its major
plants and animals, and the ways they adapt to
the natural conditions in that ecosystem.

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 C H A P T E R 4 : Environment 91

8 Select an introduced species, such as purple Map, Globe, and Graphic Skills
loosestrife, zebra mussels, or Asian beetles,
and research to find out how it is a threat to 10 a) Using an atlas or the Map Appendix as a
Ontario’s wetlands, stream valleys, or lakes. reference, outline and lightly shade the world’s
Before you begin to research, it is important tropical rainforests on a base map of the world.
to think about what you want to know. What These areas have the greatest diversity of plant
questions do you have about the introduced and animal life on Earth.
species you chose? (for example, How did this b) Label the countries that share the rainforest.
introduced species get into Ontario? Where is Count the number of countries you have labelled.
it a natural life form? When was this species c) List some of the current threats to these
first introduced in Ontario?) Record as many areas. How would local farmers, native forest
questions as you can. These questions will guide dwellers, developers, and government resource
your research. If you are using a search engine management officials see the tropical rainforest
on the Internet to look for answers to your differently? Research to find out about each
research questions, try using search strings such group’s point of view regarding the tropical
as purple loosestrife introduced species Ontario rainforest. To begin, think about what you
or introduced species Ontario Asian beetles or want to find out and record questions to guide
zebra mussels Ontario. your search. If you use the Internet to search
for answers, use key words from your questions
9 a) Conduct research to create a list of species
that we once used as food and have been lost as possible search strings. To communicate
or threatened in the past 30 years. Consider what you learn from your research, present
seeds, grains, fruits, and/or animals. To begin, the different points of view about the tropical
think about what you want to find out, and rainforest using an organizer, such as a
record questions to guide your search. If you chart or a web.
use the Internet to search for answers, use d) Suggest why it is very difficult to protect
keywords from your questions as possible tropical rainforests.
search strings. A KWHL organizer can help you
plan your research and make notes. Focusing Application
on these questions will keep you on task and
your research notes organized. 11 a) In your local ecosystem, list five ways that
humans have caused changes by their activities
K W H L (for example, expanding farming into wooded
What do I What do I How can I What did areas, draining a wetland, building apartments
Know about Want to find find this I Learn? or a mall).
this topic? out about additional b) Select one of the changes from 11a), and
this topic? information? evaluate the positive and/or negative impacts
• • • • of the change on your local ecosystem. Use
• • • • an organizer to help you decide whether the
• • • •
changes caused by human activity have had
a positive or negative impact overall on your
local ecosystem.
b) Create a chart that shows what kinds of
12 A city has been described as an artificial
species we have already lost and/or those that
ecosystem. New sets of environmental
are threatened, and suggest how these losses
conditions have been created in cities.
affect or will affect us.
There are new habitats for all the life forms.
Think about what was there before and
what is there now. Which parts of the city
ecosystem are completely artificial, and which
are at least partly natural? Can you suggest
three changes that cities could make to help
NEL them be more natural?
5 Interaction
KEY VOCABULARY
I N THIS CHAP T E R
acidic precipitation
• explain the theme of interaction in geography chlorofluorocarbon (CFC)
• use the new terms in this chapter correctly as you investigate geothermal spring
the topics groundwater
• create and use maps for different reasons Mid-Atlantic Ridge
• select an environmental issue that illustrates one geographic monsoon
theme, and explain why some people/groups have different non-point pollution
points of view on the issue permafrost
• locate and use helpful information from primary and point pollution
secondary sources sea level
• use a visual presentation to show how the five themes of geography smog
can be demonstrated by conditions in and around your school wetland

How the Environment

Affects People
RE RE
O 1. Think of five different ways the weather affects
A
F
BE

DING

you and how you live. Compare your ideas with

a partner. Can you add to the ways in which
weather affects you?

O ur physical environment — weather and landforms —

affects what we do and how we live. We interact with it.

The Weather and You

When we wake up, the first thing many of us do is check the
weather. If it is cold, we put on warm clothing. If it is warm,
we wear shorts. The weather dictates what we wear. It also
controls our activities. The weather can rain out your base-
ball game. Wind and snow can close roads and schools.
Long stretches of dull, wet weather make some people
depressed. Changes in the weather can cause changes in
people’s attitudes, energy levels, and health.

Figure 5.1
All weather affects us, but severe weather
can also cause considerable damage.
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 C H A P T E R 5 : Interaction 93

Agriculture: What Grows Where

The growing season can Climate affects where and what we can grow. The amount of heat
be the number of days and moisture, along with its distribution throughout the growing
from the last frost in
spring to the first frost
season, sets the limits for agriculture. In Ontario, the area around
in fall. It can also be Windsor is called the Sun Parlour. This area has the longest growing
the total number of days season (over 200 days) and receives the most heat. The far north of
when the temperature
is above 6 °C. Ontario, along Hudson Bay, has a short growing season (fewer than
80 days) and receives the least heat of any part of Ontario.

Figure 5.2
Corn is a major product in Ontario.
What products are made from
corn? Glue and starch are two
examples to help get you started.

N EC
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NN
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S
TO

Prior to 1960, corn was

Science grown almost entirely in the
southwest part of the province
(mainly west and south of London and
Woodstock). Through research, new corn types were
found that would grow in shorter seasons and with less
heat. Their use spread rapidly, and corn is now grown
throughout southern Ontario, as far north as the
Bruce Peninsula and near Algonquin Park. Write to
an agricultural seed company to learn the different
types of corn now being grown in Ontario.

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94 U N I T 1 : The Themes of Geographic Inquiry

Extreme Climates and Agriculture

In other parts of the world, the climate affects agriculture in many
different ways. Most areas between 30° N and 30° S latitude have
year-round growing seasons. If these areas are well watered, agricul- Figure 5.3
ture continues throughout the year. However, if the areas are either The Masai have adapted to the dry
very wet or very dry, people must adapt to those conditions and use grassland regions of Tanzania by
different methods of agriculture. In a very dry area, raising livestock raising cattle. What other animals
are herded in east Africa?
may be the only major alternative to growing
crops. In very wet areas, people may have to
wait for a dry season to grow crops, or they
may grow crops like rice that thrive in water.
Where it is too cold, agriculture is not
possible. Permafrost covers a very large part
of Earth, particularly across northern Asia,
Europe, and North America. In these areas, the
subsoil is permanently frozen, and only a thin
surface layer thaws in summer. Until recently,
people who lived in these areas got their food
mainly from herding reindeer, fishing, and
hunting caribou, seals, walruses, and whales.

Figure 5.4
These farm workers are planting
rice in northern Philippines. Rice is
the main crop of this region. Often
three crops a year can be grown.
Do we grow rice in Canada?

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 C H A P T E R 5 : Interaction 95

Extreme Climates and Shelter

The climate of an area affects the nature of the agriculture. It also
influences the kind of shelter people need. For example, homes in
areas covered by permafrost must be built on gravel pads or other
insulators. The gravel pads prevent thawing of the ground because
Figure 5.5
of heat from the buildings. Thawing softens the ground and causes
High winds, extreme cold,
and long, dark winters are homes to shift or sink. In northern communities, the utilities
characteristic of tundra (water pipes and electrical wires) often run above ground from
regions. How is this settlement
in Nunavut built with these building to building. Insulated pipes, called utilidors, keep the pipes
characteristics in mind? and wires from freezing.

Pingos have been

tunnelled into and used
as natural freezers.

Figure 5.6
Pingos are ice-cored mounds
that rise up in permafrost zones
like the Mackenzie Delta in the
Northwest Territories. Some are
20 to 25 metres high.

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96 U N I T 1 : The Themes of Geographic Inquiry

Environmental Limits on Human Activity

People usually do not settle on lands that are too rough or steeply
sloped. People prefer to settle in areas that have flat plains, gently
sloping river valleys, or wide coastlines. There were many such
areas in Ontario when European settlers first arrived. The land
was mostly covered by forest. This
EC
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was cleared, providing good soil NN
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S
for building or agriculture. In con-

TO
trast, landforms like mountains, In Canada, finding a way
cliffs, canyons, ridges, and wet- History through the Rocky Mountains to the
lands can hinder or even block coast was a challenge. Finding and
people from moving from one area to building routes for the railway was an even greater
challenge. View the video The National Dream—The
another in search of a good place to live.
Western Mountains, which can be ordered from the
National Film Board. See the obstacles the workers
Mountain Barriers faced on this daunting project. Watch how
Mountains forced people to move along they overcame these challenges.
them until they found a pass — a way over
them — like the Khyber Pass in the Hindu
Kush mountains north of India. IN
G RE

A
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In North America, mountains once blocked the flow of European

DU

DING
settlers from east to west. The Appalachians were the first barriers
to movement inland. Then came the Canadian Shield. Further west 1. Identify the physical
was the Western Cordillera, or the Rocky Mountains. features in your local
region. How can these
physical features present
problems for settlement
or movement from
place to place?

Figure 5.7
This road in the Khyber Pass is
situated between Afghanistan
and Pakistan. Over centuries, the
Khyber Pass area has been a major
battleground for the many groups
who tried to control it. What
makes it fairly easy to defend?
 C H A P T E R 5 : Interaction 97

Today, mountains still obstruct human movements. It is difficult

to construct railways or roads through them. Some mountains are
active volcanoes, which present even more challenges. Volcanic ash
enriches the soil, but volcanic eruptions can be a constant threat.
Figure 5.8
Iceland is actually the top of a volcanic mountain area, which is part
These are the remains of a citizen
of the Mid-Atlantic Ridge. Iceland has many volcanoes. Most of the
of Pompeii, who was buried in
ashes when Mount Vesuvius heat and hot water needed by residents comes from the underground
erupted suddenly and violently geothermal springs. The people use the inner heat of the volcanoes
in 79 CE. Could a similar disaster
happen today? In 2006, some to meet their needs for heat. However, if the volcanoes erupt, homes,
smaller eruptions occurred! fields, and communities may be buried in lava or ash.

Water Barriers
There are many types of wetlands. Five
common ones are listed here:

• river deltas
• lagoons
• swamps
• bogs
• marshes

These areas are very rich in plant and

animal species. However, wetlands forced
settlers and settlement to go around them.
In the southern parts of North America,
huge swamplands, like the Okefenokee or
the Everglades in Florida, kept people on
their perimeters, or outer edges.

Figure 5.9
This is a photograph of the Everglades in Florida. Swamp and wetland areas are
drained for human activities. How is the wildlife affected? Find out how groups
like Ducks Unlimited or the World Wildlife Fund help protect wetlands.
98 U N I T 1 : The Themes of Geographic Inquiry

Hazardous Building Sites

Some areas are not stable enough to build on. Where there is no
solid bedrock for foundations, the land becomes waterlogged. It At Cherrapunji, India,
north of Bangladesh, it
will not support heavy buildings. In other areas, regular and sea- rained continuously for
sonal flooding forces people to live high above ground in houses over two years!
built on stilts. These types of homes are found in the Amazon River
basin in South America and in Bangladesh in Asia. Nearly all of
Bangladesh, with its 120 million people, is only a few metres above
sea level. Two large rivers, the Ganges and the Brahmaputra, flow
from the northern hill country and flood regularly. The flooding
has destroyed many communities. It has also drowned hundreds of
thousands of people over the years.
The summer monsoon winds blast Bangladesh and bring heavy
rains. They increase the height of the Indian Ocean’s waves and
tides. This pushes water farther inland, drowning many fields and
homes. Many people in Bangladesh have rebuilt their homes com-
pletely 10 to 20 times!

Figure 5.10
Before widespread logging in the
mountain and hill country, severe
BHUTAN floods happened only once every
NEPAL
Brahmaputra River 50 years or so. After the trees were
INDIA removed, the land lay open and
Cherrapunji
G a ng es Ri v e r
bare to the rains. Nothing was left
BANGLADESH to slow the flow of water. Now,
Dacca floods happen every second year.
INDIA
Calcutta Chittagong

BURMA
Bay of (MYANMAR)
Bengal

SUM M ER M O N SO O N S
I NDI A N OCEA N

Figure 5.11
Disastrous floods wash away homes,
kill livestock, and ruin crops. These
people of Bangladesh have few
resources and little wealth. They
have almost no control over what
is decided about land use. Many
families have lost their homes and
belongings several times. What
two things can you suggest to help
change the situation?
 C H A P T E R 5 : Interaction 99

The Physical Environment —

Challenge and Opportunity
People display an amazing ability to adapt to the physical environ-
ment. People use what the environment offers in these ways:

• Some people build snow houses, sod houses, leaf and thatch
houses, houses made from animal skins, log houses, and even
homes inside natural caves or cliff sides.
• Some people use trees to make canoes. Others use animals
and vegetation for going across snow and ice, or for moving
settlements.
• People adapt their surroundings to get food. Some people build
stone weirs, or fence traps in the water, to catch fish. Others
move water to irrigate farmland.

Figure 5.12
As times change, people’s methods
of living change as well. What
changes do you see in this photo
of a trapper in Nunavut?

Conflicting Viewpoints
Not every group of people sees the environment in the same way.
When Europeans entered North America, they placed a value on
furs that First Nations peoples and Inuit would have considered
foolish. First Nations peoples and Inuit used the furs they needed
for survival. The Europeans used the environment for its riches. First
Nations peoples lived with the environment. They used what they
needed, but they did not exhaust the resources.
In North Africa, local peoples lived more or less in balance
with their environment. They grew grains and raised animals. The
Europeans saw a chance to grow cash crops like peanuts. These crops
had high value, but growing them made the soil less fertile and more
easily eroded. Drought affected the soil more easily. The price of
growing cash crops became the environment.
100 U N I T 1 : The Themes of Geographic Inquiry

BE A GLOBAL CITIZEN

Traditional Ecological Knowledge

M any people believe we should be paying

more attention to Traditional Ecolog-
ical Knowledge, or TEK. This means the ways
More countries are recognizing and using TEK.
Here in Canada, TEK is used and supported by
the UNESCO Canada Man and the Biosphere
that Aboriginal peoples learn and make use of program, Environment Canada’s Species at Risk
what they know about their local ecosystems. Act (SARA), and the Canadian Environmental
For generations, they have learned about and Assessment Research Council. Preserving TEK is
experienced their land, waters, fish, plants, also important for social and cultural reasons.
and wildlife. Teachers and students in all schools can
In 1992, the Earth Summit was held in Rio find ways of including TEK in their classes and
de Janeiro, Brazil. Efforts were made to make assignments. It is one way to ensure that this
TEK part of resource management programs. knowledge is around for many generations.

Figure 5.13
Young Aboriginal students are now involved in programs at school to learn more about traditional
knowledge. The purpose of these programs is to make Aboriginal youth independent, increase
respect for their groups’ cultural past, present, and future, and increase self-confidence and skills.

NEL
 C H A P T E R 5 : Interaction 101

Natural Hazards
Volcanoes, earthquakes, and flooding are only three of many natural
hazards. Cyclones (hurricanes, typhoons), tornadoes, blizzards, ice
storms, drought, landslides, snowslides, sandstorms, tsunamis (tidal
WEB LINK waves), and plagues of insects (locusts or grasshoppers) also seriously
For more information about affect us. As more and more people live closer and closer together,
natural hazards, go to natural hazards become an increasing threat to life and property.
www.nelson.com/phygeo7.
One hundred years ago, a tornado could have passed through an
area unseen and unfelt, far away from any community. A similar
tornado today would probably cause damage to some community
simply because there are now more communities.

Preparation Is Needed
We can take steps to prepare for some of these hazards and to
Figure 5.14
reduce their effects. Hurricanes are now tracked on weather maps,
This is a photograph of Florida
City, Florida, following a tornado. and warnings are provided. Shelters against hurricanes have been
Tornadoes and hurricanes kill set up in areas that have frequent storms, like the southeastern part
people and cause billions of
of North America and the western Pacific islands. Emergency evacu-
dollars in property damage every
year. Have there ever been any ation routes have been set up to move people out of a threatened
tornadoes or hurricanes in your area quickly and safely. With warning, property can be protected by
area? What were their results?
What steps could have been boarding up windows, moving boats up and away from the shore,
taken in advance? and tying things down.

NEL
102 U N I T 1 : The Themes of Geographic Inquiry

Figure 5.15
A system like this can water huge
areas in a day. What are some
of the advantages of using large
irrigation systems? What problems
could this type of system cause?

People in some parts of the world deal better

with natural hazards than others. From time to time,
serious drought affects much of the central and
southern United States. However, people can keep
farming because of large-scale irrigation equipment
and dry-farming practices. A drought in Ethiopia or
Sudan in Africa can cause famine or starvation, and
forced migration.
The same natural hazards can occur around the
world, but people in different areas of the world expe-
rience them differently. What causes people in one
part of the world to deal with a hazard successfully,
while people in another part of the world experience
disaster? Great gaps in levels of technology, develop-
ment, and wealth cause these different results to sim-
ilar natural hazards. Some areas of the world have the Figure 5.16
technology and money to prepare for and respond Vast areas of Africa, such as Namibia, are experiencing
to natural hazards successfully; other areas do not. drought at present.

RE
ER
T A
1. a) Explain two physical factors b) How does the latitude of the Sun Parlour
AF

DI

that affect agriculture in region compare to California? Look it up in

NG

southern Ontario. an atlas. How might this explain why this

region of Ontario has the longest growing
season in the province?

NEL
 C H A P T E R 5 : Interaction 103

2. What natural hazard has made the news • Write the information you collected under
lately? Collect information about this natural the first category in sentence form. This
hazard, and write an informational paragraph will be your first supporting sentence.
that explains how it has affected the lives of Do the same for the information under
people. Use the following tips as a guide to the other categories. Sequence your
writing an effective informational paragraph: supporting sentences so they flow logically.
• Decide what categories of information • Write a concluding sentence that restates
you want to collect about your topic your topic sentence in a different way.
(for example, casualties and fatalities, This sentence should leave the reader with
property damage, economic devastation, something to think about.
prevention measures, and so on). Collect
• Reread your informational paragraph,
three pieces of information for each
and check that the flow of information is
category.
logical, or makes sense. Transition words
• Write a topic sentence that identifies the such as also, likewise, therefore, and finally
main idea of your informational paragraph. can help make your sentences flow more
This sentence should introduce your topic. naturally. Also, check that you have used
words correctly and that your spelling and
punctuation are correct.

How People Affect

the Environment
RE RE
O 1. List five different ways your daily activities affect
A
F
BE

DING

the environment. Compare your list with a partner.

Determine which activities on your lists affect the
environment in a negative way, and which ones have a positive
effect on the environment. In general, are your daily activities
good or bad for the environment?

We interact with the environment all the time. We take from the
environment, and we change it. Imagine that we walk in a forest,
pick a flower, and enjoy what we see. We have taken from the envi-
EC
NE C TT II
ronment. We have also changed and related to the environment.
NN
N O
O
O
O Our footprints change the ground under our
N
C

feet. The picked flower is gone, and

TO

the plant’s cycle of life is changed.

Literature The story A Sound of Thunder by Ray We have experienced the forest,
Bradbury is a science fiction tale about
and that experience has become a
similar issues. Search for it in your library and enjoy it.
part of us. All parts of the interac-
tion are important.

NEL
 C H A P T E R 5 : Interaction 103

2. What natural hazard has made the news • Write the information you collected under
lately? Collect information about this natural the first category in sentence form. This
hazard, and write an informational paragraph will be your first supporting sentence.
that explains how it has affected the lives of Do the same for the information under
people. Use the following tips as a guide to the other categories. Sequence your
writing an effective informational paragraph: supporting sentences so they flow logically.
• Decide what categories of information • Write a concluding sentence that restates
you want to collect about your topic your topic sentence in a different way.
(for example, casualties and fatalities, This sentence should leave the reader with
property damage, economic devastation, something to think about.
prevention measures, and so on). Collect
• Reread your informational paragraph,
three pieces of information for each
and check that the flow of information is
category.
logical, or makes sense. Transition words
• Write a topic sentence that identifies the such as also, likewise, therefore, and finally
main idea of your informational paragraph. can help make your sentences flow more
This sentence should introduce your topic. naturally. Also, check that you have used
words correctly and that your spelling and
punctuation are correct.

How People Affect

the Environment
RE RE
O 1. List five different ways your daily activities affect
A
F
BE

DING

the environment. Compare your list with a partner.

Determine which activities on your lists affect the
environment in a negative way, and which ones have a positive
effect on the environment. In general, are your daily activities
good or bad for the environment?

We interact with the environment all the time. We take from the
environment, and we change it. Imagine that we walk in a forest,
pick a flower, and enjoy what we see. We have taken from the envi-
EC
NE C TT II
ronment. We have also changed and related to the environment.
NN
N O
O
O
O Our footprints change the ground under our
N
C

feet. The picked flower is gone, and

TO

the plant’s cycle of life is changed.

Literature The story A Sound of Thunder by Ray We have experienced the forest,
Bradbury is a science fiction tale about
and that experience has become a
similar issues. Search for it in your library and enjoy it.
part of us. All parts of the interac-
tion are important.

NEL
104 U N I T 1 : The Themes of Geographic Inquiry

Creating a Built Environment

Human beings are inventive. This inventiveness has made it
possible for many amazing things to occur. We link areas by
building bridges. We also link areas by tunnelling great
distances under water or through mountains.

Figure 5.17
This is the Golden Gate Bridge in San Francisco, California.
As technology has developed new materials and new
construction techniques, the length and shape of the
bridges we build has changed. What are some advantages
to being able to span huge bodies of water with bridges?
What are some of the environmental problems we
could cause with such bridges?

English Channel

ttom
Sea Bo FRANCE Figure 5.18
The Chunnel This tunnel (called the Chunnel
because it is a tunnel under the
English Channel) runs between
Trucks and Cars England and France. It handles
cars, trucks, and trains. Research
Services to find out more about it. How
ENGLAND long is it? How long did it take
Train Tunnel to build? How was the Chunnel
constructed under water?

0 30 km
0 50 km N

ENGLAND Chunnel
Dover Route
el
a nn
Ch Calais
l ish
E ng FRANCE

NEL
 C H A P T E R 5 : Interaction 105

Figure 5.19
Windmill farms vary in scale, both in the
size of the wind towers and blades, and
the number of units built in an area.
Some wind towers being built are nearly
100 metres tall with 40- to 60-metre
blades! Could every community have at
least one wind tower?

Figure 5.20
How People and Electricity Interact
LITERACY TIP The power in these
lines was generated
What we do Extract resources from three major
Reading Complex Webs to produce electricity source types. Can
In a complex idea web, Build structures Create systems you name them?
look for titles or captions to create electricity to move electricity
that will help you identify
the main topic. Then, find Use electricity
Use electricity
the main web (often in PEOPLE for some
in businesses
the centre), and follow the transportation
arrows to the smaller webs
Use electricity
(subwebs). Then, follow the Use electricity
in industries to
arrows from the subwebs to in our homes
make products
the outside bubbles. These
bubbles contain specific How what we do
affects the
information related to ideas environment INTERACTIONS
in the subwebs. Finally, in
your own words, summarize Modified to provide Absorbs wastes from
all the information in the settings to produce producing electricity
electricity (e.g., (e.g., hot water, sulphur,
idea web. hydro-electric and carbon dioxide)
power dam) Figure 5.21
ENVIRONMENT Examine this web
to learn how the
Altered by transmission Reduced resource areas ways in which we
and transport systems through extraction obtain and use
(e.g., pipelines/power (e.g., coal mines, oil electricity affect
corridors fields) the environment.

NEL
106 U N I T 1 : The Themes of Geographic Inquiry

We control our local environments through engi-

neering and technology. We add heat or cold to our
buildings and homes when we need it. We use
resources such as oil, natural gas, and coal to
produce electricity. We have learned to take
advantage of the Sun, moving water, the tides,
and the wind to provide power.
Big urban areas use up a lot of energy.
We have built power lines to move energy
from the power sources to cities and towns.

Waste Management
The artificial environments in our cities
waste a lot of energy. In recent years, we have
tried to use more energy-saving methods such
as better insulation, windows, heating systems,
and lighting. In spite of this, Canada is a world
leader in energy consumption. This is not a “number
one” that we want. We can all reduce the amount of
electricity we use. Just remembering to turn off the lights
will help a lot! Figure 5.22
What do you think we should do
How Much Garbage Do We Produce? with all the garbage we produce?
When we use resources, we also generate waste products — leftover,
unwanted resources. Some societies generate very little waste of this
kind. Others, like ours, create huge amounts. North America has a
major problem storing and disposing of its waste products.

Figure 5.23
Compare how much garbage we
trash to how much we recycle.

Who Produces the Most Garbage? Family of Four in One Year

kilograms/person/day 2400 kg
Canada 1.7
Australia 1.6
United States 1.6
Switzerland 1.3
Netherlands 1.1
United Kingdom 0.9
Japan 0.9
500 kg
Sweden 0.8
China 0.5

Sweden produces less than half the garbage per person that
Canada does. Why do you think Canada produces the most Recycles Throws out
garbage per person? as garbage

NEL
 C H A P T E R 5 : Interaction 107

GEOSKILLS
Creating a Bar Graph
In order to create a graph, it is important to • The y-axis (vertical) should be labelled Kilograms
remember TAPP — Title, Axes, Pattern, and Purpose. per capita*. Start with 0 at the bottom, and go up
By following these steps, you will be able to create a by 25s — 0, 25, 50, 75, and so on. You will need
bar graph using the data below. 18 squares.

Step 1: Read the title and the data in Figure 5.24 Step 3: Place a title at the top of your graph.
so you begin to understand what you are going
to graph. Step 4: Look at the data set, and begin to create
your pattern. Start with Newfoundland and Lab-
Figure 5.24 rador, and draw a horizontal line at approximately
Use the data in this chart to create a graph.
445 on the y-axis. Use your ruler to draw two
vertical lines down to the bottom of your graph.
Residential Solid Waste Generated by Colour in your first bar. Follow Step 4 for all of the
Province and Territory, 2002 remaining provinces and territories.

Province/Territory Kilograms per capita*

Figure 5.25
Newfoundland 445 Use the data in Figure 5.24 to begin creating your graph.
and Labrador
Prince Edward Island X Residential Solid Waste Generated
Nova Scotia 270 by Province and Territory, 2002
New Brunswick 342 500

Québec 466
Ontario 363
* per person in that province
Manitoba 428 400 or territory
Saskatchewan 323
Kilograms per capita*

Alberta 372
British Columbia 329 300
Yukon, Northwest, and
X
Nunavut Territories
* per person in that province or territory 200
X — insufficient data

Step 2: Using graph paper and a ruler, create your

100
two axes, and label them accordingly.
• The x-axis (horizontal) should be labelled with
the names of all of the provinces and territo-
ries. Each province/territory bar should be two 0
NL PEI NS NB QC ON
squares wide on your graph paper. Leave one
Province/Territory
space before you begin your next province/
territory bar. You will need 33 squares.
Step 5: Determine purpose. Ask yourself: What
is this graph telling me about residential waste
in Canada?

NEL
108 U N I T 1 : The Themes of Geographic Inquiry

N EC
E C TT II
NN
N O
O
O
O

N
C

S
Figure 5.26

TO
We use the saying, “Out of Cities and towns can construct safe
Language sight, out of mind.” Another such dumping areas, that is, sanitary landfill
saying is, “What you don’t know can’t sites. Harmful substances are contained or
hurt you.” Both these sayings seem to tell us that as removed to prevent them from entering
the surrounding area.
long as we cannot see the problem, it does not exist.
Can you think of another similar saying? How are
these sayings wrong when it comes to the
environment and our garbage?

Where Do We Put Our Garbage?

Finding places to put our garbage is a
hot topic. We have dumped garbage in
oceans, lakes, rivers and streams, old
quarries, and in many other places. Our
environment has been damaged by our
garbage dumping. The piles of trash smell
terrible and look ugly. Over time, leaks from
the dumps cause many serious problems,
such as contaminated water and disease.

G RE
IN
A
R
DU

DING

1. NIMBY is an acronym.
The letters in the
acronym stand for Not
In My BackYard. NIMBY
is often associated with
waste issues. In your
opinion, why would it
apply to waste issues?

Figure 5.27
In 2006, waste removal experts worked
to get rid of more than 6000 tons of
toxic waste from garbage dumps in
Abidjan, the largest city in Africa’s Ivory
Coast. Dozens of people died or were
hospitalized. Why do you think cleaning
up these sites is so difficult and costly?

NEL
 C H A P T E R 5 : Interaction 109

LITERACY TIP What Happens When We Dump Chemicals?

There are many problem sites around the world. Close to home,
Creating Word Puzzles we have many toxic “hot spots” in the Great Lakes region. A toxic
Creating word puzzles can help hot spot is a place where chemical poison has been dumped into
you remember vocabulary or
information. “Acronyms”
the water and has not yet been cleaned up. It could have happened
are words formed from many years ago, or the dumping may still be occurring.
the first letter of other
words (for example, GPS:
Global Positioning System). Figure 5.28
“Mnemonics” are arrangements
Note where these hot spots are found around the Great Lakes. The distribution of
of words to help you remember these hot spots is directly related to two major factors. What do you think they are?
vocabulary, names, spelling,
concepts, or sequence (for
Toxic Hot Spots in the Great Lakes Region
example, Never Eat Soggy
Wafers: North, East, South,
West). Create your own word
puzzles to help you remember CANADA
geography vocabulary
Thunder Bay N
and concepts.
U.S.A.
Minnesota Lake Superior
Ontario
Duluth
Sault Ste. Marie
St. Marys River Sudbury
Michigan

Wisconsin Georgian
Bay iver
Lake c eR
Huron Kingston ren
aw
Green Bay .L
Toronto Lake St
0 100 km
Lake Michigan

Ontario
Michigan Hamilton Niagara River Syracuse
Flint St.Clair Sarnia Rochester
Milwaukee R.
Grand Lake St. Clair New York
Rapids Detroit Lake
Windsor Erie
Detroit River
Chicago Erie
Toledo Pennsylvania
Illinois Cleveland
Indiana
Ohio

RE
ER
T A
1. For one week, keep track of what 3. Discover how the electricity you use is
AF

DI

garbage you are putting out. produced, where it comes from, and how
NG

What are three ways you could it is moved to your community. List any
reduce the amount of this garbage? environmental problems you can identify.
2. Where does the garbage go in your commu- 4. What could big cities do to conserve the
nity? Contact your local municipality offices amount of energy they use? Would turning off
to find out. Draw a diagram showing how the every second light in a big city be a practical
garbage gets from your front door to its last and safe solution? Why or why not?
stop. Identify any environmental problems you 5. Why is conservation such an important topic?
see and explain them. Why do you think individuals and governments
have a hard time with conservation?

NEL
110 U N I T 1 : The Themes of Geographic Inquiry

RE RE

People and the Four “Spheres” O

A
F
BE

DING
The artificial environments we create have many large-scale effects.
1. Think back to Chapter 4,
These effects involve all four parts of the environment.
and name the four spheres.
If you cannot remember
People and the Atmosphere them, create a word puzzle
We pollute our atmosphere. The result is a thinning ozone layer, for future use. List some
acidic precipitation (rain or snow that is contaminated by acids environmental problems
from industrial pollutants, especially sulphur dioxide and nitrogen), that you think affect each
and smog (polluted air that is made up of fog and smoke or other sphere. Compare your list
chemical fumes). to what you read in the
following section, and add
Holes in the Ozone Layer any problems that are not
The thinning ozone layer is a fairly new and very complex situ- on your list.
ation. Chemical compounds, called chlorofluorocarbons (CFCs),
are used in such things as air conditioners and aerosol spray cans.
CFCs cause most of the thinning of Earth’s atmosphere. Efforts
have been made to get rid of CFCs worldwide, but these efforts are In the southern half of
not complete. Damage continues to be made to the ozone layer. Norway, 80 percent of
the lakes and streams
Predictions are that the decade 2003 to 2013 will be the world’s are either technically
worst period for the ozone layer. dead, which means
nothing can live in them,
or they are dying.
Acid Rain
Acid rain has become a major problem in several areas of the world.
Cars, trucks, planes, trains, power plants, and industry spew sulphur
and nitrogen into the air. These combine with sunlight, water
vapour, and oxygen to make acids and other
toxins, which fall to Earth as acid rain.
This increases the acid level of lakes.
It makes the water environments
unfit for life. Acid rain kills vegeta-
tion. It eats away buildings and even
makes car paint fade. Areas like the
Canadian Shield are the hardest hit.
The bedrock cannot make the acids
neutral so they do not cause damage.

Figure 5.29
The acid rain that killed this lake and
these trees in Petroglyphs Provincial
Park near Peterborough, Ontario, can
be controlled. What law would you
pass to help stop acid rain?
 C H A P T E R 5 : Interaction 111

Smog
Local weather reports, especially in southern Ontario, carry smog
Beijing, the capital of warnings. Imagine — breathing in a big city can be hazardous to your
China, sometimes has
been so covered in
health. Breathing in Mexico City on a hot summer day has been
smog that it could not compared to smoking two packs of cigarettes a day!
be seen on satellite
photos for days.
The city of Santiago Technology: Problem and Solution
in Chile has rules that Technology has helped create these problems. It has also given us
keep 30 percent of
all cars off the roads some ways to reduce the problems. It is easiest to deal with pollu-
each day. tion problems when they come from a single point source, called
point pollution. When environmental damage is caused by a single
source, like the smokestacks on a power plant, things like scrubbers
can be added to them.

Figure 5.30
Many cities all over the
world, such as Mexico City,
Mexico, have major smog
problems. How do you get
governments to clean up the
air? How do we get people
to change their behaviour
so the air will be cleaner?
112 U N I T 1 : The Themes of Geographic Inquiry

When the pollution is

non-point, environmental
damage is caused by sources
spread over a wide area, like
the millions of cars and trucks
spread over the world. Non-point
pollution is far harder to treat. In
the short term, we can help by devel-
oping better emission control systems.
The only way to eliminate harmful
emissions completely is to have vehicles
that do not produce harmful emissions
at all. Electric-powered or hydrogen-
powered vehicles look like good future
choices since they are non-polluting.

At least two companies

have small fleets of
hydrogen cars being
tested in several
countries. Hydrogen
cars have a problem
with systems for
storing enough fuel
for long trips.

People and the Hydrosphere

Figure 5.31
In the past, we thought oceans were great places to dump things.
Can you think of ways that
We felt they were so large that there could never be a problem. would convince people to leave
Today, we know that is not so. their cars at home and use
public transportation, a carpool,
or maybe even a bicycle?
Our Oceans
With so many people living in coastal regions dumping their sewage
and garbage into the oceans, there are big problems for the water
life (the fish we eat!) and for us. People have used the seas to hide
other things (out of sight, out of mind). Non-detonated explosives,
toxic industrial wastes, and even nuclear wastes have been dumped
in ocean waters. It is no wonder that world fisheries have declined.

NEL
 C H A P T E R 5 : Interaction 113

G RE
IN

A
R
DU

DING

1. As land is taken up
for living space, many
more people live on the
water. Some people even
consider living under
the water. What do you
think are the advantages
and disadvantages of
living on the water?

Figure 5.32
Already, a few million people live
on the water, as here in Hong Kong,
China. Do you know of any North
American examples?

Our Fresh Water

Our inland waters have not escaped this
kind of treatment. Lake Ontario has been
called a chemical soup because of what
has been dumped into it by all the indus-
tries around it. Untreated human wastes
make their way into our Great Lakes.
What we put into our rivers and streams
pollutes the water we need for life.
Chemicals — fertilizers, herbicides,
and pesticides — spread onto the land
find their way into our water systems.
They can also affect our groundwater
quality. Eventually, chemicals affect the
quality of all water. As these chemicals
are circulated by natural systems, they
become potential silent killers.

Figure 5.33
Ontario has strong regulations on
water quality. However, enforcing
the regulations is a difficult problem.
Why do you think that is?
114 U N I T 1 : The Themes of Geographic Inquiry

People and the Lithosphere

We clear woods for farming. We plough fields. We quarry rock, sand,
In 2006, we used over
and gravel. Each action changes the environment. Clearing land 165 million tonnes of sand
can cause more erosion and runoff. This process creates landforms and gravel for roads and
buildings in Ontario.
like gullies or increases flooding. Using the land for agriculture can
deplete its minerals and make it too acidic, waterlogged, or too salty.
Quarrying and mining remove some landforms and change others.

Figure 5.34
Most quarries end up looking
quite attractive when the owners
are finished with them. However,
some remain ugly scars on the
landscape. Many people make
their living working at quarries
or in other construction jobs
that depend on quarries.

Figure 5.35
Many municipalities and provinces have laws about what happens to pits and quarries when
they are no longer mined. Often, old quarries become new parks, golf courses, or other
recreation facilities, as this one in Milton, Ontario. Do you have any examples near you?
NEL
 C H A P T E R 5 : Interaction 115

People and the Biosphere

Our interactions with the environment cause major changes in the
biosphere. Many of the concerns mentioned regarding the other
spheres also apply to this sphere. The activities of people threaten all
forms of life. We know that many animal, bird, and fish species have
been wiped out. Many others are endangered. Our plants and trees
are also threatened by our activities. Our cities are growing, which
means there are fewer places left where some plants can grow. For
example, in North America, we have many kinds of beautiful orchids.
One such orchid is the calypso. It now only grows on Flowerpot
Island in Georgian Bay, Ontario. People go there from all over North
America just to see one!

Figure 5.36
How can we prevent the further
loss of the tiny calypso? Is there
one thing each of us could do?

RE
ER
T A
1. a) Compile a list of sources of 2. Scientist and broadcaster David Suzuki
AF

DI

pollution. Classify them as point commented, “If all humans disappeared today,
NG

pollution or non-point pollution. the Earth would start improving tomorrow.

Choose two sources you think would be If all the ants disappeared today, the Earth
the most difficult to manage. For each would start dying tomorrow.” Explain why
source, explain why. David Suzuki’s comment is true.
b) Pollution knows no borders or boundaries. 3. Explain how the saying “For every action,
Pollution produced in one part of the world, there is a reaction” applies to people and
say North America, causes problems in other the environment.
parts of the world, like Europe. Pollution in 4. Find the names of three animals that are now
someone else’s town could cause problems for extinct. Find three that are now endangered,
your area. Is there a major cause of air pol- that is, close to becoming extinct.
lution in your area? Is anything being done
about it? How can you find out?

NEL
116 U N I T 1 : The Themes of Geographic Inquiry

Knowledge and Understanding Inquiry/Research and

1 How does the physical environment limit your Communication Skills
activities on a seasonal basis? For example, 4 Where does the sewage from your house go?
how does the winter weather change what Contact your local municipality offices to find
you can do and how you can do it? Present out. Draw a diagram showing its route. Mark
your answer in a chart with a section for each any possible or real environmental danger spots.
season. List three activities for each season. What are two ways to make sewage disposal
Explain any changes you have to make in terms safer in your community?
of how you do activities because of the
seasonal changes in weather. 5 Research to find areas of the world, besides
Iceland, that are able to use geothermal heat
2 Describe how you and your family prepare for energy or hot water heating. Obtain a map
yourselves and your home for the different showing active volcanoes by searching for active
severe weather patterns in your area. Present volcanoes using a search engine on the Internet.
your information under two headings: Plot the areas with geothermal energy.
My Home; Me.
6 Research websites or books about the Niagara
3 What are the advantages of having a flower bed region. List five different ways people use the
or garden area on school grounds? Are there Niagara region. Find pictures that show people
any disadvantages? If so, what are they? How using the natural and built environments.
would having a flower bed or garden on school Describe each of the ways you chose. Do any
grounds affect the biosphere? of them conflict with each other? How?

Figure 5.37
This is a photograph of the Horseshoe Falls, which is on the Canadian side of Niagara Falls.
People use the region of Niagara Falls in many ways.

NEL
 C H A P T E R 5 : Interaction 117

7 Commercial forestry, mining, and hydro- Map, Globe, and Graphic Skills
electric development are not allowed in pro-
tected areas of Ontario. People cannot take any 11 a) Use a world base map to track natural hazard
usable resources from these protected areas. events for a week. Create a symbol for each
Sometimes, people become concerned about hazard shown, and plot uniformly sized symbols
other areas they feel should be protected from in the correct locations during the week. Colour-
development and industrial activity. They try code the symbols for each type of natural
to make their concerns known so that they can hazard, and explain your symbols in a legend.
stop the development. Note how severe each natural hazard is. Watch
for any patterns of movement or where these
a) Use the Internet to find one news story
natural hazards occur.
that shows how people have tried to make
their concerns known about the development b) Display your map. Identify the natural
and industrial use of land they feel should hazards, and describe where they happened.
be protected. Explain the pattern for the week.

b) Do you agree or disagree with the way in c) How should people prepare for a natural
which the people in this news story tried to hazard? Canada Public Safety has a website titled
make their concerns known? Explain why. Is Your Family Prepared? This website provides
family emergency and disaster planning. Learn
c) How would you voice your concerns over an
about the risks of natural hazards in your area, and
area you feel should be protected? Explain why.
prepare an emergency planning kit for your family.
8 Contact Environment Canada and ask for details
about the toxic hot spots around the Great Application
Lakes and what is being done about them.
12 Write to one or two of the different organizations
9 Research the whooping crane. Find answers to in Ontario that are concerned with conservation
the following questions: and our natural habitat. Find out how students
• How did it almost become extinct? your age can get involved.
• What steps were taken to save it?
13 Design the ideal residential community. Show
• How well did these steps work? how the land will be used in different and
• What is the status of the whooping crane responsible ways to preserve the environment.
today?
14 a) Create a visual presentation to show what
Use what you learn to write a short story. Make positive changes you can make to your school
the hero of your story a young whooping crane. environment to promote a healthy ecosystem.
Make sure that your presentation illustrates how
10 Select and research an environmental issue. In
the five themes of geographic inquiry — place
one paragraph, describe what the issue is all
and location, region, movement, environment,
about. (One example might be the concern
and interaction — are shown in the improve-
about tourist trips to the Galapagos Islands,
ments to your school environment.
why the islands are special, and what is at issue.)
Then, in point form, identify the groups involved b) Explain why you feel these changes are
in the issue, and how each group views the issue. important. Outline the steps you will need to
take to have these changes put into place.

NEL
2
UNIT
Patterns in
Physical Geography

I N T H IS U NIT
• find patterns in physical geography, and explain how they
were created
• use a variety of resources and tools to find, organize, and share
geographic information about Earth’s physical patterns
• point out ways that physical geography affects human activities

1 Describe the landform in this photograph taken in

Banff, Alberta. What processes created this landform?

Canada’s Landform Regions

Mountains
Appalachian
Western Cordillera 2 Landforms often establish large
Innuitian Mountains patterns. What patterns do you see in
the physical geography of Canada?
Plains
Interior Plain
Great Lakes–
St. Lawrence Lowlands
N
Hudson Bay Lowlands
Arctic Lowlands
Shield
Canadian Shield

°C Cheyenne, Wyoming, USA mm

30 400
0 450 km
20 350
10 300
Temperature

Precipitation

0 250
–10 200
–20 150
–30 100 3 This is a climate graph for Cheyenne, Wyoming, in
–40 50 the United States. It shows the average precipitation and
–50 temperature by month for one year. What do you think
0
J F M A M J J A S O N D are some of the factors that create climate?
 119

4 In what ways do landforms Height of land

affect other physical patterns,
such as the shape of rivers? Is
there a major river near or in
your community? Describe it. Source
Source
Lake
The place where
two rivers meet is
called a confluence.

Main branch
of the river Oxbow lake Streams that flow into the
main channel of a river
are called tributaries.
Each large twist or turn
is called a meander. Confluence

A delta forms when

silt or river mud is
deposited (dropped) at
the mouth of a river.

Mouth

5 How does the climate and natural vegetation

of an area, such as here in Australia, influence the
food people eat? Is there a special food grown or
raised in your area? What is it? Where is it sold
outside of your community?

6 How has agriculture stayed

the same over time in places such
as Vietnam? What are two major
changes in agriculture that have
occurred in the past 100 years?
6 Patterns in Natural
Systems: Landforms
KEY VOCABULARY
IN THIS CHAPTER
Appalachian Mountains
• identify various types of landforms, and explain how they are continental drift
used to describe regions contour line
• identify and describe world landform patterns fold mountain
• use the new terms in this chapter correctly as you investigate Innuitian Mountains
the topics Interior Plain
• use contour lines to represent elevation on maps island arc
• draw cross-sectional diagrams from topographic maps landform
• construct questions to help you find information to compare magma
physical patterns mountain chain
mountain range
• locate and use helpful information from primary and
secondary sources plain
plateau
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites, Ring of Fire
topographic map
oral presentations, written notes and reports, drawings, tables,
valley
charts, diagrams, maps, models, and graphs
volcano
Western Cordillera

This Not-So-Solid Earth LITERACY TIP

Making Connections
Before you start reading a text
RE RE
O 1. What do you think is meant by the heading above — or answering a question,
A
F
BE

DING

This Not-So-Solid Earth? What evidence is there that always connect the topic with
Earth’s crust is not one solid slab of rock? what you already know about
it. Think about what you have
already read, seen, or heard

W hat does Earth look like from outer space? Its surface appears
to be relatively smooth with large bodies of water between
the continents. However, we know that there are huge mountains,
about the topic. For example,
what do you already know
about Earth’s crust?
flat plains, and deep valleys on each of the large land masses. Some
of the mountains are so high that very few people have ever reached
their summits. If we were to drain the oceans, we would find great
trenches — some deeper than the height of the highest mountains. Earth is not round.
Instead, it is a sphere
Humans have inhabited almost every landform on Earth’s surface.
flattened at the poles,
They have discovered the patterns that exist in them. In fact, patterns or an oblate spheroid.
are all around us. Geographers study the patterns made by nature, The distance around
the globe at the equator
and by people, to help us understand our world. is 40 074 kilometres.
The distance around
the globe at the poles
is 40 007 kilometres.
NEL
 C H A P T E R 6 : Patterns in Natural Systems: Landforms 121

Figure 6.1
Everything looks different when viewed from different
heights. Imagine you could meet someone from 200 years
ago. This person would know nothing of space exploration
and satellite images. How would you describe this image
of Earth to that person?

Earth’s Crust
When we look at the great mountains, the seashores,
and the deserts, we just assume that they have been
there forever. It is logical to think that North America
has always been thousands of kilometres from Europe.
However, if you jumped into a time machine and went
back 100 million years, you might not recognize the
land and water patterns. They would be different from
what you see on maps or globes today.

The Continental Drift Theory

Continental Drift A German scientist, named Alfred Wegener, developed a theory
250 million years ago known as continental drift. He suggested that, at one time, all the
continents that we know today were one supercontinent, which
began to split up over 100 million years ago. The continents
have slowly moved apart over millions of years. Look at a
Pangaea
map of the world today. Can you see how the continents
might have once fit together?

Figure 6.2
With your finger, trace around the
part of the supercontinent that would
N eventually become North America
after the continents drifted apart.
How has North America shifted or
0 3000 km changed in size or appearance from
the supercontinent?

135 million years ago

North America Eurasia

Africa
WEB LINK South
America India
For more information about
continental drift, go to
www.nelson.com/phygeo7.
Australia

Antarctica
NEL 65 million years ago
122 U N I T 2 : Patterns in Physical Geography

G RE
IN
1. What evidence exists to support the theory of
A
R
DU

DING continental drift? As you read the next two sections,

find and record the proof of continental drift found in
mountains, rock, and fossils.

Landform Evidence of Continental Drift

The easiest pattern to see occurs when we shift South America east
across the Atlantic to meet Africa. The coastlines tend to fit together.
One of the world’s
In North America, the Appalachian Mountain range ends abruptly most famous volcanoes,
at the Newfoundland coastline. However, mountains of the same Krakatoa, is on the island
of Java. The eruption of
age and form occur in eastern Greenland, Ireland, Great Britain, and Krakatoa in 1883 was so
Norway. That is strong evidence that they were once joined together! great that it was heard
in Australia! Check the
There is evidence here in Ontario, too. A type of limestone known scale on an atlas map to
as corallian limestone can form only in tropical waters. Corallian find out how far the sound
limestone can be found on Manitoulin Island, a large island in Lake of that eruption travelled.
Compare that distance to
Huron. This fact suggests that North America must have drifted the same distance from
northward from somewhere warmer, closer to the equator. Toronto. Tsunamis that
resulted from the eruption
killed more than 35 000
Fossil Evidence of Continental Drift people. There was so much
volcanic dust that the
Fossils found at different places around the world provide more
sky was dark for days.
evidence that the continents were at one time linked into one large The dust floated in the
continent. Some fossil ferns are found on all southern land masses. air for long distances and
produced remarkable
sunsets for many weeks
Plates after the eruption.
The continental drift theory suggests that Earth’s crust is divided
up into large pieces called plates. These plates are floating on the
hot, plastic-like top layer of the mantle, which is the large middle
layer of Earth.

Figure 6.3 World’s Plate Boundaries

This map shows the
plate boundaries.

North America Eurasia

India
0 2800 km Africa
South
America
N
Australia

Antarctica
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 C H A P T E R 6 : Patterns in Natural Systems: Landforms 123

Figure 6.4
The crustal plates produce enormous heat when
they slide over one another. Try rubbing one hand
against the other to feel the heat effect of friction.

When Plates Meet

When two crustal plates come together,
one is forced up over the other. The top
plate folds, cracks, and breaks. As the
plates slide over each other, the friction
creates extremely high temperatures.
Molten rock, or magma, is formed below
Earth’s crust. It explodes up through the
cracks and breaks in the plates to Earth’s
surface to form volcanoes. Volcanic islands are common where the
IN
G RE continental plates collide. These islands often form a curved line, or
A
R

arc. This pattern in ocean volcanoes is known as an island arc. The

DU

DING

Japanese islands form a volcanic island arc in the Pacific Ocean.

1. Why is the Pacific Ring The tectonic plate that lies below the Pacific Ocean is called
of Fire a fitting name for the Pacific plate. Along the boundary of this plate, volcanoes have
the pattern of volcanoes formed on the continents and on the ocean floor. The pattern of
that exists along the volcanoes along the border of the Pacific plate is known as the
Pacific plate? Pacific Ring of Fire.

World’s Volcanic Regions

Plate boundaries
Volcanic regions
Notable volcanic
eruptions

0 2200 km

Figure 6.5
This map shows Earth’s volcanic regions. What characteristics do these regions share that define them as volcanic regions?

NEL
124 U N I T 2 : Patterns in Physical Geography

BE A GLOBAL CITIZEN

Responding to a Natural Disaster

F loods, hurricanes, tsunamis,
drought, and earthquakes are
natural disasters that are becoming
death of more than 2000 people
and displaced millions. People
died not only by drowning, but
Before the 2004 tsunami
all too common in today’s news struck a resort area in also from hunger and water-
stories. Some of these recent natural Thailand, a 10-year-old borne diseases. Others were
British girl proved that
disasters are tied to global warming. geography matters when crushed to death or electrocuted
Others are a reminder to all people she warned people of the when these monsoon floods
that we do not and cannot control disaster that was about to submerged these regions.
happen. As she was playing
the natural environment. It is easy to feel overwhelmed
on the beach, she recalled
The Pacific Ocean’s coast is her geography teacher’s when you read these stories. You
known as the Ring of Fire. It is an lesson about the tide going may feel as if there is little one
out rapidly ahead of a
area where earthquakes and vol- can do to help. However, there
tsunami. The resort
canic activity are common. Some managers took her and her are many ways people can help
earthquakes are focused on the mother’s information these ravaged regions. Large
ocean floor. These earthquakes seriously. They evacuated multinational organizations like
people from ground level and
cause tsunamis, or tidal waves, saved countless lives.
UNESCO, the Red Cross, and Red
that can cause unexpected disaster. Crescent organize fundraising
Such was the case on December 26, drives as soon as they realize an
2004. A huge tsunami wave struck area is in a state of emergency
southern Asia. Thailand, southern India, and the and needs immediate aid. There are medical
east coast of Sri Lanka were affected the most. relief groups, such as Doctors Without Borders,
The city of New Orleans and the coun- that will send medical professionals directly into
ties on the north shore of the Gulf of Mexico the disaster region to help with the aid efforts.
continue to recover from Hurricane Katrina, As a class, you could investigate current
which struck in August 2005. In August 2007, relief efforts that are being carried out around
massive monsoon rains devastated northern the world. You could become part of the
India and Bangladesh. These monsoon rains disaster relief effort by telling students in your
are vital to farmers, but they are both a blessing school about these disasters and organizing
and a curse. The floods of 2007 caused the school or class-based fundraising events.

Figure 6.6 Figure 6.7

Many people were affected by the recent monsoon Students can help in many ways with tsunami or other
floods in Bangladesh. How would so much water affect disaster relief efforts.
your daily activities? NEL
 C H A P T E R 6 : Patterns in Natural Systems: Landforms 125

Landforms
We live on landforms, which are the natural
physical features of the land. Most humans live
on the flattest or gently rolling areas of Earth.
Our landforms are changing all the time due to
forces on and within Earth.

Volcanoes
Volcanoes are landforms created by magma
escaping from below Earth’s surface. Volcanoes
are erupting regularly and building new land on
our continents and in the oceans. There are over
900 active volcanoes in the world.

Figure 6.8
Located in Hawaii in the United States, Kilauea is the
most active volcano on Earth. It has been erupting
almost continuously for the past 25 years. Check an
atlas or the Map Appendix to find the volcano that
is closest to where you live.

Fold Mountains
Moving plates buckle, bend, and fold rock layers
upward to create fold mountains. When plates
collide, the resulting pressure forces the rock to
bend and rise up.

The Appalachian Mountains

of eastern North America
are examples of old fold
mountains. They extend
over 3200 kilometres, from
Newfoundland in the north
to Alabama in the south.
(See Map Appendix.)

Figure 6.9
These fold mountains are located in Banff, Alberta. The Canadian Rockies and the Himalayas
in south Asia are fold mountains. Can you see the bending in the rock layers? These mountain
ranges were once relatively flat layers of rock that built up on ancient sea bottoms.
126 U N I T 2 : Patterns in Physical Geography

Plateaus
A plateau region is formed when a fairly flat area in a mountain
region has been uplifted by plate movement. Plateaus are typically
flat high areas with steep sides.

Figure 6.10 Plateau

The central portion of the Western
Cordillera is a plateau. Plateaus are Mountain Mountain
usually quite high and flat with steep
sides. One of the world’s highest large
plateaus is in central Bolivia. Use an Ocean
atlas and find La Paz, Bolivia. What is
that capital’s elevation above sea level?

Shields
Shields are the original foundations
for our continents. Other landforms
were built upon them. Major world
shields include the Brazilian Shield,
the Central Massif of France, and the
Canadian Shield.

Figure 6.11
A shield is the base of an ancient
mountain region. The mountains
have been worn away leaving a
rocky, rugged landform.

Plains
Large plains regions are found on every
continent. They are mainly former sea
bottoms that became exposed
NN
N N E
E C
C T
T II O
O after the water disappeared.
O
O
N
C

S
TO

Historically, we think of First

History Nations people hunting buffalo on
the plains with horses. However, there
were no horses in North America until the arrival of the
Europeans in the late 1600s. Prior to having horses,
First Nations people would often stampede buffalo
over the edge of steep cliffs by running on foot.

Figure 6.12
Plains like North America’s Great Plains (or Interior
Plain), the Eastern European Plain, or the Pampas of
Argentina provide wide open spaces where horizons
seem to go on forever! Check an atlas or the Map
Appendix to see how these regions are used today.
 C H A P T E R 6 : Patterns in Natural Systems: Landforms 127

Valleys
Valleys vary greatly in size and shape. Some are broad and gently
Some of the surface sloping. Others are very narrow with high steep walls. Key factors in
rocks found on the
Canadian Shield in the
valley formation include the following:
Northwest Territories
are over 3.8 billion years • time — The longer the time, the more weathering will occur,
old. The Shield has been and valleys will be broader and more gently sloped.
worn down by Earth's
forces. This includes
• local geology — Softer rocks like shale will erode away faster
the bulldozing action of than harder rocks like granite.
moving glaciers. • degree of slope of the valley walls
• agents of erosion like moving ice or running water
• the movement of land areas along faults

Figure 6.13
The Elora Gorge, in Elora,
Ontario, is a classic example
of a gorge. This deep, narrow
valley is created by water
running through a limestone
area. Why are the sides of
the gorge so steep?

Figure 6.14
Valleys like Africa’s Rift Valley are
formed when the valley sides are
pushed up along fault lines.
Africa’s Rift Valley extends from
central Africa to Israel. Can you
see the walls or sides of the
valley in the distance?

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128 U N I T 2 : Patterns in Physical Geography

RE
ER
T A
1. a) Look back at Figure 6.5, and explain how plate
AF

DI
boundaries and volcanoes are related.
NG

b) Some volcanoes occur at places on Earth’s crust

called “hot spots.” Find out how these volcanoes form using
a search engine and search strings such as Hawaiian volcanoes
or Mauna Loa.
2. Choose a landform from a continent of your choice from this
section (see Map Appendix), and research to find out more
about it. To begin, think about what you want to learn about this
landform on this continent, and record at least three questions
to guide your search (for example, How are different types of
valleys formed on this continent? What are the features of the
mountains found on this continent? How are the plains used
on this continent? Where are plateaus found on this continent?
How have the valleys on this continent changed over time?).
If you are using a search engine on the Internet to search for
answers, use key words from your questions as possible search
strings (for example, valley types formation Africa, or mountain
features South America, or plateau location Asia).
3. Copy and complete the chart below into your workbook.

Landform Description Location and Name of One Example

Volcano

Fold mountain

Plateau

Shield

Plain

Valley

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 C H A P T E R 6 : Patterns in Natural Systems: Landforms 129

RE RE
O

A
Landform Regions
F
BE

DING

1. Use what you already You already know that a region is a large area of land that has a
know about Canada’s major characteristic that is similar throughout its area. Regions
landforms to create a described by one special landform, like mountains or plains, are
mental image of Canada. called landform regions. Landform regions are generally one of the
Try to picture different three following types: mountains, plains, shields.
landforms. Make a list of
the landforms that you Canada’s Landform Regions
can picture, and describe
where they are found. Figure 6.15
This map shows the landform
regions of Canada. Can you
identify the pattern that these
landforms make across the land?
Mountains
Appalachian
Western Cordillera
Innuitian Mountains
Plains
Interior Plain
Great Lakes–
St. Lawrence Lowlands
Hudson Bay Lowlands
Arctic Lowlands
Shield
Canadian Shield N

0 400 km

Figure 6.16
This illustration cuts a slice of Earth across Canada
to view a profile of Canada’s landforms.

INTERIOR CANADIAN
WESTERN CORDILLERA SHIELD APPALACHIANS
PLAIN
ST. LAWRENCE LOWLANDS
Mountains
Interior Plateaus
Mountains

Mountains
Columbia

Rocky

Manitoba Plain
Saskatchewan
Coast

Alberta Plain

GREAT LAKES –
Plain

PACIFIC ATLANTIC
OCEAN OCEAN

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130 U N I T 2 : Patterns in Physical Geography

Mountains
Anything over 600 metres is generally considered to be a mountain.
Mountains present challenges to people in the following ways:

• It is difficult for people to settle on land that is so rough and

rugged.
• Transportation is a challenge. People must find a way between
the steep mountains.
• The harsher climate and the limited amount of topsoil in most
mountain regions make agriculture very difficult.

Several mountains clustered together as a group are called a

mountain range. When several ranges are grouped together, they are
called a mountain chain. The Himalayas and the Western Cordillera
are two of the largest and longest mountain chains in the world.
Mount Everest, in the Himalayas, is the highest peak in the world at
8848 metres high.
The Andes in South America continue from the Rocky Mountains,
which are part of the Western Cordillera. The Andes and the Rockies
are mountain chains that extend along the west coast of two con-
tinents. The southern side of Europe and south central Asia are also
mountainous. The most famous mountains in Europe are the Alps.

Figure 6.17
This map shows the mountain
regions of the world. World’s Mountain Regions

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
Arctic Ocean Arctic Ocean
Ural M

Mt. McKinley
60˚ N NORTH 60˚ N
Roc

t s.

EUROPE
ky Mountains

AMERICA Alps Cau

an
Mt. Blanc Elbrus casus h ASIA
chi s
s

ala ntain
Ku

p K2
Ap ou
du

.
30˚ N M Mts Him Mt. Everest Pacific 30˚ N
Hin

las alayas Ocean

Atlantic At
Sie

Tropic of Cancer Ocean AFRICA

rra

M
ad
re Ethiopian
Pacific Highlands
Equator Ocean Equator
Kilimanjaro
SOUTH
Indian
An

AMERICA Ocean
de

N
s

Tropic of Capricorn
AUSTRALIA
30˚ S Aconcagua 30˚ S

Mt. Cook

0 2400 km
Mountains
60˚ S 60˚ S
Antarctic Circle Plateaus, hills,
75˚ S and plains 75˚ S
ANTARCTICA
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

NEL
 C H A P T E R 6 : Patterns in Natural Systems: Landforms 131

G RE
IN
North American Mountains
A
R
DU

DING
North America has the following major mountain regions:
1. As you read the next • the Western Cordillera
section, compare and • the Appalachian Mountains
contrast the three major • the Innuitian Mountains
mountain areas in
Canada. Use a graphic The Western Cordillera
organizer, like a matrix. British Columbia promotes tourism in the province by calling itself
“Supernatural BC.” Perhaps the most spectacular part of British
Columbia is the highland region known as the Western Cordillera.
This highland region contains three distinct mountain ranges. The
LITERACY TIP Coast Mountains, as the name suggests, follow Canada’s West Coast
along the Pacific Ocean. The Interior Plateaus and Mountain Ranges
Using a Matrix are in the middle of the Cordillera. The Rocky Mountains are further
A matrix is a good visual tool. east. People often refer to the whole Western Cordillera as the
It helps you remember how
Rockies, but only a portion of the Western Cordillera is actually
things are alike or different.
To create a matrix, list the the Rocky Mountains.
mountain regions that you are The mountains of the Western Cordillera are much younger than
comparing along the left side. the Appalachian Mountains. Because they are younger, they are
Across the top of the matrix, higher, sharper-peaked, and more spectacular than the Appalachian
list the characteristics. As you
Mountains, which are older, “soft,” rounded mountains. Many of the
read about each different
mountain region, identify its mountains in the Western Cordillera region are over 3000 metres
characteristics by putting an high. Some of the highest peaks remain snow covered even during
X in the correct box. the summer months.

Figure 6.18
This illustration shows the profile of the Western Cordillera and its mountain ranges.

WESTERN CORDILLERA INTERIOR PLAIN

Rocky Mountain

Interior Plateaus and Rocky

Coast Mountains
Mountain Ranges Mountains
Trench

Columbia
Mountains

PACIFIC
OCEAN

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132 U N I T 2 : Patterns in Physical Geography

Figure 6.19
This is a photograph of Lobster
Cove Head in Newfoundland.
Mountains of this type are typical
of those found on Canada’s
East Coast. They are part of the
Appalachians. Use an atlas or the
Map Appendix to find where this
mountain region starts and ends.
You could hike the Appalachian
Trail’s 1600 kilometres!

LITERACY TIP
Viewing Photographs
Photographs are often used to
provide more information and
to support what you are
reading. Look at the
The Appalachian Mountains photographs of Canada’s
The Appalachian Mountains are located on North America’s East landform regions and think
Coast. Over the past 300 million years, erosion has worn down the about the following:
peaks of these mountains, making them smooth looking. They are • Where do you look first in
considered old mountains. Today, wide valleys and rolling hills make the photograph?
up the landscape of this region. • How does this part of the
photo relate to the text?
Innuitian Mountains • What else in the photo
relates to the text?
The third mountain region in North America is not as well known
• What new information can
because of its remote northern location. The Innuitian Mountains
you learn about the topic
are found in some of the northern Arctic islands, specifically from this photo?
Ellesmere Island. Like the Western Cordillera, the mountains in this
region are young. Erosion has not reduced them to hills. Extremely
cold weather creates a very short growing season, so there are no
trees. A very small number of Inuit live in small villages such as
Taloyoak and Qausuittuq in the territory of Nunavut.

Figure 6.20
This is a photograph of Ellesmere Island in Nunavut. The arctic climate and harsh,
mountainous landscape make the Innuitian Mountains an extremely difficult place One of the largest
to live. Why do you think there is no vegetation here? deserts in North America
is the Eureka Upland. It
is located on Ellesmere
Island in Canada's Arctic.
It is a very cold desert!

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 C H A P T E R 6 : Patterns in Natural Systems: Landforms 133

G RE
IN 1. As you Plains
A
R
DU

DING
read the
Plains are large areas of level or gently rolling land. The northern por-
next section,
tion of Europe and Asia is a mix of plains and plateaus. The grasslands
compare and contrast
of Eurasia are large, mainly treeless plains known as the Steppes. The
the three major plains
plains in southern Argentina are known as the Pampas.
(lowlands) in Canada.
Use a graphic organizer,
World’s Plain Regions
like a matrix.
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
Arctic Ocean Arctic Ocean

60˚ N NORTH 60˚ N

Steppes
Interior Plain EUROPE
ASIA
AMERICA
Pacific
30˚ N Ocean 30˚ N
Atlantic
Tropic of Cancer
Ocean AFRICA

Pacific
Equator Equator
Ocean
SOUTH
Indian
AMERICA Ocean
N
Tropic of Capricorn
AUSTRALIA
30˚ S Pampas 30˚ S
Plains
Mountains, Hills,
0 2400 km
and Plateaus
60˚ S 60˚ S
Antarctic Circle
75˚ S 75˚ S
ANTARCTICA
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
Figure 6.21
This map shows the plains of the world.

In North America, there is a large,

flat or gently rolling Interior Plain. It
begins at the Arctic Ocean and extends
south all the way to Mexico. The Interior
Plain includes the following:

• the Great Plains of the

United States
• the Prairie grasslands
• the Mackenzie valley
This region is well suited to farming
from central Canada to Texas. Because
of the huge wheat and other grain
Figure 6.22
farms found throughout the Interior
Notice the flat appearance of this area of the Interior Plain in Saskatchewan.
Some of the largest farms in Canada are found on the Interior Plain. Many of Plain, it is often called “The Bread Basket
them are wheat farms. Why do think such large farms developed in this region? of North America.”

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134 U N I T 2 : Patterns in Physical Geography

Canada’s Plain Regions

Canadian Plains
The major plains in Canada include the Hudson
Bay Lowlands, the Great Lakes–St. Lawrence
Lowlands, the Arctic Lowlands, and part N
of the North American Interior Plain.

Hudson Bay Lowlands 0 575 km

Just as the Innuitian Mountains are not

well known, the Hudson Bay Lowlands
are also not familiar to most Canadians.
This is a small, poorly drained piece of
land wedged between the Canadian
Shield and the southern shores of Hudson
Bay and James Bay. Many wide and slow-
moving rivers flow through this area Interior Plain
Great Lakes–St. Lawrence Lowlands
toward the salt water of Hudson Bay.
Hudson Bay Lowlands
Mosquitoes and black flies thrive here. Arctic Lowlands
This is a sparsely populated region. There
are a few small First Nations settlements on the southern shore of Figure 6.23
Hudson Bay at places like Moose Factory, Moosonee, and Fort Severn. This map shows the
Canadian plains.
Arctic Lowlands
The Arctic region is mostly in the territory of Nunavut. It is
NN
N N EC
E C TT II
O
O
a flat and barren region.
O
O
N
C

S
TO

History Henry Hudson wanted to find a

passage from the Atlantic Ocean
to the east through North America. In
1610, he sailed into and explored the huge saltwater bay
now called Hudson Bay. That winter, supplies ran low,
and his crew mutinied. They set him, his teenage son,
and eight loyal crew members adrift in a small boat
on the icy waters of the bay. Captain Hudson and
that small band were never heard from again.
Eight of the mutineers survived the winter
and returned to England.

Figure 6.24
Inuit who live in Nunavut, Canada’s
newest territory, have survived for
thousands of years in this harsh, cold
climate, with its long winter nights.

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 C H A P T E R 6 : Patterns in Natural Systems: Landforms 135

GEOSKILLS
Reading a Topographic Map
A topographic map is a representation of a three- elevation. The closer the lines appear on a topo-
dimensional surface on a flat piece of paper. Reading graphic map, the steeper the slope. Topographic
one of these maps is still based on the Title, Legend, maps have a variety of uses. They can be used for
and Compass (TLC) process. The contour lines are planning the best route for a bike ride or a hike.
the main element that is added to topographic They can also be used to figure out the location of a
maps. These lines are used to join points of equal new school or local sports field.

25
50
75
100
125
150
A B

1 cm = 10 km (1:1 000 000)

Figure 6.25
This landform sketch uses contour lines to join points of equal elevation. What is represented when the
contour lines are close together? What is represented when the contour lines are farther apart?

Draw a cross-section along the line A–B. Such a 5. Assign a vertical scale up the x-axis, such as
line makes use of the contours and map informa- 1 cm = 25 m.
tion to draw a representation of the ups and downs 6. Transfer the points from your paper edge
of the land surface. To make a cross-section, com- accurately to the graph by drawing tiny dots
plete the following steps: at the correct elevation.
7. Join the dots with a fine pencil line. Make sure
1. Place the edge of a piece of paper along the that you mark the starting and ending points
line A–B. correctly.
2. Mark where each contour meets the paper, 8. Title your cross-section “Cross-Section along
and number each contour’s elevation. A–B on Sketch Map.”
3. Place your marked paper edge along a line on 9. Label the words “hilltop,” “steepest slope,”
another sheet of paper. and “gradual slope” in the correct spots along
4. Draw an x-axis and y-axis. Let point A begin the cross-section profile line.
at the x-axis, and let point B be at the appro- 10. Label the scales: “Vertical Scale 1 cm = 25 m”;
priate point along the y-axis. “Map Scale 1 cm = 10 km.”

continues…

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136 U N I T 2 : Patterns in Physical Geography

GEOSKILLS
Reading a Topographic Map (continued) LITERACY TIP
Topographic maps can be used to look at location and place, and inter- Reading Maps
actions and movement within an area.
When reading a map, use
Location and Place: These maps can give you a clear picture of the the TLC method you learned
physical and human-made characteristics of a location. You can begin about in Chapter 1. Also,
to see physical features such as swamps, canyons, and orchards. Using examine the map for patterns
the topographic map (Figure 6.26), locate two physical features and two of points, lines, areas, and
volume. Then, look for
human-made features. Draw and label the symbols in your notebook.
connections between the
Interaction: When reading a topographic map, you can see why some map and the ideas you are
things are where they are. You can see how people have adapted to studying. Can you identify
the physical characteristics of a specific location. What is one interaction landforms? How have people
between people and the environment that you can see on this map? In adapted to the landforms in
your answer, be sure to explain the interaction (for example, a camp- this region? How do the
landforms influence trans-
ground is located near the water to provide a beach and an area for water
portation in this region?
sports for the campers).
Movement: A topographic map can also help you understand how the
Figure 6.26
physical geography (topography) of a location can influence transporta-
This is a topographic map for
tion and communication links within the region and with the rest of the the town of Vineland, Ontario.
world. Identify two different movement symbols used on this map. Draw This town is in the Niagara
and label the symbols in your notebook. Region of Ontario.

Topographic Map of Vineland, Ontario

0 0.25 0.5 0.75 1.0 km Map Scale 1:11 430

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 C H A P T E R 6 : Patterns in Natural Systems: Landforms 137

Great Lakes–St. Lawrence Lowlands

The third and smallest of Canada’s plains is the Great Lakes–
St. Lawrence Lowlands. It is the most densely populated part of
Canada. This small lowland region includes the southern portion of
Ontario between Georgian Bay and Kingston, and an area in southern
Québec along the St. Lawrence River. It is a relatively flat and easily
farmed region — a very prosperous area. The rivers in this area drain
into the Great Lakes and the Atlantic Ocean. These rivers have played
an important role in the development of settlement and industry.

Figure 6.27
The St. Lawrence Lowlands, mainly
east and northeast of Montreal,
were flooded by the sea after the
last Ice Age. When the sea moved
back, the St. Lawrence River
gradually established its course.

Shields
Canadian Shield Region Most shields are very rocky. They contain some of the oldest
rocks on Earth. Some are over 3.8 billion years old. Shields
exist on every continent around the world. In fact, shields are
N
the foundations of our continents.

Canadian Shield
The largest landform region in Canada is the Canadian
Shield. It covers over half of the country’s area. The
Canadian Shield is rich in mineral resources such as
nickel, copper, zinc, and lead. Most types of
farming and settlement are very difficult
on the Shield because of poor soil, the
C
a

a
n

d rocky landscape, and harsh weather.

ia
n Vast stretches are covered in lakes,
0 575 km Sh i eld
rivers, and swamp areas. Except for the
Figure 6.28 Trans-Canada Highway, and logging roads
The shield area is a storehouse of in the southern part of the Canadian Shield,
valuable minerals. few roads exist in this huge area.

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138 U N I T 2 : Patterns in Physical Geography

Figure 6.29
This is Arthur Lismer’s Isles of
Spruce, Hart House, University
of Toronto Permanent Collection.
It depicts the Canadian Shield.

N EC
E C TT II
NN
N O
O
O
O
N
C

S
TO

Often, artists give us their The southern part of the Canadian Shield,
Art “sense of place” in their work. We in Ontario, is often referred to as cottage
can understand a great deal about a country — the Muskokas, Kawartha Lakes,
place by studying artwork that depicts it. Look at the and the Haliburton Highlands. These
landscape shown in Figure 6.29. What characteristics of
the land were special to the artist? Does it create any three areas are on the border between the
feelings or moods for you? What aspect of the Great Lakes–St. Lawrence Lowlands and
place do you think the artist captures best? the Canadian Shield.

RE
ER A
T
AF

DI

1. Look at a world population map in the Map Appendix.

NG

Compare it to the map of mountain regions on page 130.

Describe and explain the pattern you discover.
2. Copy and complete the chart comparing Canada’s different regions
to other world regions.

Type of Physical Name of Name of One

Landform Characteristics One Canadian Non-Canadian
Region Location Location

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 C H A P T E R 6 : Patterns in Natural Systems: Landforms 139

Knowledge and Understanding Map, Globe, and Graphic Skills

1 a) What is a landform region? Give examples to 6 a) Look at a physical map of North and South
make your explanation clear to someone who America (see Map Appendix). Find and list at
has not studied this part of geography yet. least four ways in which these two continents
b) In which landform region do you live? are similar. Consider landforms, rivers, oceans,
How do you know? coastlines, and other characteristics.
b) Think of three questions that would help
2 a) If you flew above the border between Canada
other students understand the similarities and
and the United States from the Pacific coast to
differences of landform patterns between
the Atlantic coast, what landform regions would
North and South America (for example, Which
you fly over? Identify and describe the landforms
continent has the highest mountains?).
you would see as you flew over these regions
(see Map Appendix). 7 Design a reasonably large island (roughly 10 kilo-
b) If you flew from Toronto to the North Pole, metres by 20 kilometres) on which you would
what landform regions would you see as you love to live. Suggested scale is 1 cm = 1 km.
flew? Identify and describe the landforms you a) Show the locations of at least three different
would see as you flew over these regions (see landforms on your island. Remember, landforms
Map Appendix). will affect the kind of activities you can do (skiing,
swimming, canoeing, and so on). Be sure to have
3 In Chapter 5, you learned about using
someplace on your island that allows you to build
word puzzles, like acronyms, to remember
a dock or an airport.
information. Create an acronym to help you
recall the seven Canadian landform regions. b) Draw contour lines on your map. Assume
your island is in an ocean, so start at sea level.
Remember the rules for contour lines:
Inquiry/Research and • Contours never cross.
Communication Skills • Contours are drawn at a constant chosen
4 A brochure is a pamphlet that is used to inform contour interval.
people about a specific topic. A brochure uses • Closed-in contours are hills.
both written and visual text to communicate • The closer the contours, the steeper the slope.
information in a detailed but concise way.
• Contours bend upstream when crossing a
Design and produce a brochure intended to
river or stream.
make people want to visit a very dangerous and
perhaps remote landform region. You want to c) Draw a cross-sectional diagram of your island.
excite the tourists with the possible danger, but See GeoSkills on page 135 for help.
you also want to reassure them of their safety.
Add drawings, maps, and/or photos cut out of Application
magazines. Ask some of your classmates to
pretend they have visited this landform region, 8 Read newspapers, watch television news, or read
and record their comments about their current Canadian magazines to find a story that
adventure tour with your company as quotes concerns a major Canadian landform. The story
for your brochure. may be about a flood on the Prairies, a lost hiker
on a mountain, an avalanche in the Rockies, or
5 Make up new names for the landform regions of some other event. Explain how the characteristics
Canada. The new names should be as descriptive of the landform are an important part of the story.
of the landforms as possible. For example, instead
of the Western Cordillera, you might call them 9 Take a virtual tour of the Group of Seven artists
the Mighty High Western Mountains. by using the search string Group of Seven art.
Find a piece of art that you feel displays the
characteristics of any four landform regions in
Canada. Briefly explain why you feel each choice
represents its landform region well.
NEL
7 Patterns in Natural Systems:
Climate and Vegetation

KEY VOCABULARY
I N THIS CHAP T E R
air mass
• explain how world climate patterns are caused by many factors altitude
working together chinook
• draw and understand climate graphs, and use them to compare climate
different climates greenhouse gas
• explain how natural vegetation is shaped by factors like climate, humus
landforms, and soils low-pressure area
• identify ways that natural events affect people and the natural vegetation
environment ocean current
• use the new terms in this chapter correctly as you investigate orographic precipitation
the topics prevailing wind
• use a variety of maps to identify patterns on the surface of Earth weather
• locate and use helpful information from primary and wind
secondary sources
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites,
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs
• use climate and physical features to make a decision about
the ideal locations for tourist destinations

Weather or Climate?
RE RE
O 1. How much does the weather affect your life?
A
F
BE

DING

Make a list of the ways that the weather affects

your behaviour (for example, you may put a coat
on before you leave for school in the morning).

W hat is the weather for today? Is it hot or cold? Is it raining?

This daily change in outdoor conditions is called weather.
When we talk about weather, we usually describe the following:

• the temperature Figure 7.1

• whether the Sun is shining or not Does this photograph show weather
• if there is any precipitation conditions or climate conditions?

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 141

People may confuse weather with climate. Weather deals only with
short-term changes, while climate is long term. Climate refers to the
yearly patterns of precipitation and temperature that emerge when all
the daily weather patterns are combined.
Geographers look for patterns in the way temperatures and pre-
cipitation change over the year. Geographers study climate because
its patterns tell a great deal about places. Climate is one of the most
important factors influencing the vegetation found in a place.
Together, climate and vegetation shape the soils. The climate, vegeta-
tion, and soils of a place influence people and their activities.

Seasonal Changes
In Ontario, the seasons are spring, summer, fall, and winter. However,
in the north, there are really only two seasons — a long winter and
a short summer. In the tropics, the temperature is fairly constant
throughout the year, but there is a rainy season and a dry season.

Arctic Circle

Tropic of Cancer Spring

Equator
March 21
Winter
Antarctic June 21
Circle

23 12 °
December 21
Summer
September 21
North Pole
Tropic of Capricorn
Fall

Figure 7.2
The shape of Earth and the tilt of its axis result in seasonal
differences in different parts of the world. This diagram shows
seasons in the northern hemisphere. What would be different if
the diagram was showing seasons in the southern hemisphere?

G RE
IN
1. What words would you use to describe the climate
A
R
DU

DING

of your area?
2. We need to give details about both temperatures and
amounts of precipitation over an entire year to describe the climate
of a place. What are two good ways of doing this?
3. How are climate and weather different?

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142 U N I T 2 : Patterns in Physical Geography

Climate Graphs
To describe the climate where you live may seem like a difficult
task, but there is a simple and effective method. Climates can be
studied and compared by analyzing climate graphs. A climate graph
makes it easier to identify patterns because it combines two graphs.
Temperature is displayed using a line graph, and precipitation is
shown using a bar graph.

Name of climate station

Left vertical axis used Figure 7.3
for temperature scale Right vertical axis used
This is the way we show climate
°C Place name mm for precipitation scale
30
information in a graph. The GeoSkills
400
feature on this page explains how
20 350 to construct a climate graph.
Average monthly
10 300

Precipitation
Temperature

temperature
0 250
–10 200
–20 150
–30 100
Months of the year
–40 50 Average monthly
precipitation
–50 0
J F M A M J J A S O N D

GEOSKILLS
Reading and Constructing a Climate Graph
A climate graph is a visual way to show two sets of Let us begin with constructing a climate graph
data: the average monthly temperature, and the for Saskatoon, Saskatchewan. Figure 7.4 below
average monthly precipitation for a place. You still shows the data you will need to construct your
use TAPP (Title, Axes, Pattern, Purpose) to read and climate graph.
construct climate graphs.

Jan Feb Mar Apr May June Jul Aug Sept Oct Nov Dec
Average –17 –13 –6 4 12 16 19 17 11 5 –5 –14
monthly
temperature
(°C)

Average 16 13 16 20 44 63 58 37 32 17 14 17
monthly
precipitation
(mm)

Figure 7.4
Use this data to construct your climate graph. continues…

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 143

GEOSKILLS
Reading and Constructing a Climate Graph (continued)

Step One: Create the axes for the climate graph Step Three: Draw a precipitation bar graph. Start
using graph paper and a ruler. You will need two with January, and draw a horizontal line at 16 milli-
y-axes (vertical), one on the left side of your graph metres, making sure to use the right y-axis (pre-
and one on the right side of your graph. The y-axis cipitation). Use your ruler to draw two vertical
on the right should be labelled “Precipitation” lines down to the bottom of your graph. Follow
(mm). Start with 0 at the bottom right corner, this process for all 12 months. When all bars are
and go up by 50 for each line up to 400. Your left complete, colour them blue.
y-axis should be labelled “Temperature” (°C). The
Step Four: Give your climate graph a title.
scale for this axis should begin with –50 °C at the
bottom left corner of your graph. Every line should Step Five: Read the climate graph, and ask your-
increase at 10 °C up to 30 °C. Label the x-axis self questions about climate patterns such as the
(horizontal) with the initials of the months. following:
Step Two: Draw a temperature line graph. For each • Which months have the least precipitation? Which
month, put a red dot at the correct location using have the most precipitation? What patterns can
the left y-axis. Look at the example in Figure 7.5. you see in precipitation?
January’s temperature has been completed for you.
• Which months are coldest? Which months are
You can see that there is a red dot at –17 °C. For
warmest? How many degrees are there between
February, you would place the dot at –13 °C, and
the warmest and coldest months? For example,
so on, until all 12 months are complete. Place the
does more precipitation seem to fall during cer-
dot at the centre of each month’s section on the
tain months of the year?
graph. Join all of the red dots together to create a
temperature line graph. • How would the information on this climate graph
be useful to a farmer? To a resort operator?

°C Saskatoon mm
Precipitation
Temperature

200
–20 150
–30 100
–40 50
–50 0
J F M A M J J A S O N D

Figure 7.5
These are the first steps in constructing a climate graph.

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144 U N I T 2 : Patterns in Physical Geography

Global Climate Patterns Figure 7.6

Look closely at the global climate
Many different climates exist around the world. No two places in the regions. Can you see a pattern?
world have exactly the same climates, but some areas have similar Where are the tropical regions
characteristics. Areas that are alike can be grouped together into situated? Where are the dry
regions? Where are the wet
climatic regions. When you look at these regions on a map, patterns regions? Think about what you
begin to emerge. Geographers describe these climate patterns and know about lines of latitude.
look for explanations for them.

°C Arctic Bay, Nunavut, Canada mm °C Quito, Ecuador mm

30 400 30 400
20 350 20 350

Precipitation
10 300 10 300
Precipitation
Temperature

Temperature
0 250 0 250
–10 200 –10 200
–20 150 –20 150
–30 100 –30 100
–40 50 –40 50
–50 0 –50 0
J F M A M J J A S O N D J F M A M J J A S O N D

160˚ W 120˚ W 80˚ W 40˚ W

°C Helsinki, Finland mm 80˚ N
30 400
Arctic Circle Arctic Bay
20 350
10 60˚ N
Precipitation
Temperature

300
0 250
–10 200
–20 150 40˚ N
–30 100 Cheyenne
–40 50 Tropic of Cancer N
–50 0 20˚ N
J F M A M J J A S O N D

Equator
Quito

°C 20˚ S Tropic of Capricorn

Cheyenne, Wyoming, U.S.A. mm
30 400
20 350
10 300
Temperature

Precipitation

40˚ S
0 250
–10 0 1900 km
200
–20 150
60˚ S Antarctic Circle
–30 100
–40 50
–50 0 80˚ S
J F M A M J J A S O N D 160˚ W 120˚ W 80˚ W 40˚ W

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 145

°C Kinshasa, Democratic Republic of Congo mm °C Singapore mm

30 400 30 400
20 350 20 350
10 300 10

Precipitation
Precipitation
300
Temperature

Temperature
0 250 0 250
–10 200 –10 200
–20 150 –20 150
–30 100 –30 100
–40 50 –40 50
–50 0 –50 0
J F M A M J J A S O N D J F M A M J J A S O N D

°C Alice Springs, Australia mm °C Guangzhou (Canton), China mm

30 400 30 400
20 350 20 350
10 300 10 300

Temperature
Precipitation
Temperature

Precipitation
0 250 0 250
–10 200 –10 200
–20 150 –20 150
–30 100 –30 100
–40 50 –40 50
–50 0 –50 0
J F M A M J J A S O N D J F M A M J J A S O N D

0˚ 40˚ E 80˚ E 120˚ E 160˚ E

80˚ N °C Verkhoyansk, Russia mm
30 400
Verkhoyansk 20 350
60˚ N 10
Temperature

300

Precipitation
Helsinki
0 250
–10 200
40˚ N –20 150
–30 100
–40 50
Canton
20˚ N –50
J F M A M J J A S O N D 0

Kinshasa Singapore

20˚ S
Alice Springs
Global Climate Regions

Tropical climate Desert climate 40˚ S Subarctic climate

(hot with rain all year) (hot and very dry) (very cold winter)
Savanna climate Mild climate Polar climate
(hot with dry season) (warm and wet) (very cold and dry)
Steppe climate 60˚climate
Continental S Mountainous climate
(warm and dry) (wet with cold winter) (altitude affects climate)

80˚ S
0˚ 40˚ E 80˚ E 120˚ E 160˚ E

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146 U N I T 2 : Patterns in Physical Geography

RE
ER
T A
1. a) Follow the instructions in GeoSkills on page 143, and construct a
AF

DI
climate graph for Mexico City, Mexico. Use the data below.
NG

Jan Feb Mar Apr May June Jul Aug Sept Oct Nov Dec
Average 12 13 16 18 19 19 17 18 18 16 14 13
monthly
temperature
(°C)
Average 13 5 10 20 53 119 170 152 130 51 18 8
monthly
precipitation
(mm)

Make sure that all of the labels are added to your climate graph.
b) Read your completed climate graph, and note the patterns that you see.
Make three statements about the climate of Mexico City.
2. a) Choose three of the climate graphs shown in Figure 7.6. In your notebook,
complete a chart with the following headings:

Location 1 Location 2 Location 3

Average annual temperature
(Add the temperatures and
divide by 12.)
Annual temperature range
(Subtract the coolest month
from the warmest month.)
Annual precipitation
(Add the monthly
precipitation totals.)

b) Which location has a climate most similar to the climate in your

community? Explain why you made this choice.
3. a) The three climate graphs below show different precipitation patterns.
Look back at the climate graphs in Figure 7.6, and find one example that is
close to each of these patterns.
b) Make up a sentence to describe the pattern of precipitation in Toronto,
and another sentence to compare the pattern of precipitation in Vancouver.

°C mm mm °C mm
°C Vancouver Toronto
Edmonton
30 400 30 400 30 400
20 350 20 350 20 350
10 300 10 300 10 300
Precipitation

Precipitation
Precipitation
Temperature
Temperature

Temperature

0 250 0 250 0 250

–10 200 –10 200 –10 200
–20 150 –20 150 –20 150
–30 100 –30 100 –30 100
–40 50 –40 50 –40 50
–50 0 –50 0 –50 0
J F MAM J J A S O N D J F MAM J J A S O N D J F MAM J J A S O N D
Summer Maximum Winter Maximum Evenly Distributed

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 147

O
RE RE

A
Climate Factors
F
BE

DING

Climate factors are those conditions that shape or affect the climate
1. Without reading ahead,
that we find in any place in the world over the long term. Many
what conditions shape
factors can affect the climate of a place. Each place has a different
or affect the climate of
climate because these factors are found in different combinations
the area where you live
and strengths. Some of these factors are global conditions. They
in Canada?
influence all parts of Earth. Other factors are local and affect small
parts of Earth’s surface. Let us look first at global climate factors,
and then at local ones.

Global Climate Factor: Latitude

The hottest areas on Earth are those located closest to the equator.
WEB LINK
The coolest areas are those located closest to the poles. This is due to
For more information
Earth’s shape. The places close to the equator receive the most direct
about climate and
climate patterns, go to rays of the Sun. Regions farther from the equator receive rays that hit
www.nelson.com/phygeo7. Earth’s surface on a slant. Therefore, the Sun’s energy is spread over
a larger area of Earth.
This unequal heating of Earth’s surface causes air to move from
one place to another, creating winds in the atmosphere and currents
in the oceans.

Figure 7.7
As you move away from the equator, the Sun’s energy has to pass
through more of the atmosphere. Less heat reaches Earth’s surface.

North The Sun’s energy is spread out over a larger area by Earth’s curve.
Pole The same energy must heat a larger area.

Sun’s rays

The Sun’s energy is concentrated and direct. This results in

intense heat near the equator.

Equator
Sun’s rays

Atmosphere

South
Pole

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148 U N I T 2 : Patterns in Physical Geography

Global Climate Factor: Wind Systems

The air over the hotter parts of Earth is warmed by the heat from
the surface of the land or water. A heated air mass rises because it
expands as it warms. Cooler air slides in below and under the rising
air. These movements of air across Earth’s surface are called winds.
Since the equatorial areas are hot and the polar areas are cold,
would you expect the winds to always move along Earth’s surface
from the poles to the equator? This does not happen for two main
reasons: Earth rotates, and land and water are distributed unequally
around Earth’s surface.
Earth’s rotation on its axis from west to east creates a force that
causes the winds in the northern hemisphere to seem to swerve to the
right, and winds in the southern hemisphere to swerve to the left.
The unequal distribution of land and water around Earth’s sur-
face (for example, water at the North Pole and land at the South
Pole) means that the pattern of hot and cold is not uniform. These
two forces working together give a global circulation pattern of rising
and falling air masses.
Winds are the air movements that bring daily weather to your
area. The prevailing winds in an area are the winds that blow most
commonly for that particular area. Winds across
Canada generally blow from west to
east, so we call these winds the 90
˚
prevailing westerlies. 3 0˚ H i g
Arct

N hp
Po res
i
cC

cle lar sur

ea e
ir

Low ste
rlie Cold air sinks
pre s
ssu
Pre re
0˚ vai
lin
gw
est
erl
Hig ies
hp
res
s
Eq

at ure
u

or

Tra
30 d ew Cooled air sinks
˚S
ind
s
Low
pre
ssu
re
Tra
d ew
ind
Hig s
Pre hp
vai res Heated air rises
lin sure
gw
est
erl
ies
Figure 7.8
Notice the patterns in the global Cooled air sinks
wind systems. What are the
prevailing winds in Mexico?

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 149

Movement of North America’s Air Masses

Global Climate Factor:
Air Masses
Col The unequal heating of Earth causes the
d A
movement of huge volumes of air called
air masses. Each air mass has the same
rct

temperature and moisture conditions

i
c A

throughout. If it formed over a cold area,

ir

it will be cold and dry. If it formed in a

tropical area, it will be warm and moist.
An air mass affects the weather of areas
over which it travels. For example, usu-
ally a few times each winter, the cen-
tral part of Canada has long cold spells.
Air masses form in the Arctic and move
Jet St southward, bringing in cold, dry weather.
ream

Weather Events: Dangerous Winds

ir

The movement of air can become so rapid that it becomes dan-

fA
Warm Gul

gerous. Hurricanes and tornadoes are two examples of violent winds.

Hurricanes grow out of tropical storms. Tropical storms form in late
summer over warm water. Heat causes air to rise, which rapidly
pulls in cooler air in a great spiral. When wind speeds are over
120 kilometres per hour, a storm becomes a hurricane.
Hurricanes move slowly, but they are very destructive when
they hit land. A good example of a dangerous hurricane was
N Hurricane Katrina in 2005. When it smashed into Louisiana, it
0 725 km
became the most deadly hurricane in the history of the United States.
Over 1800 people lost their lives, and damage was estimated at
Figure 7.9 $81 billion.
Air masses have their origins in Tornadoes form over land in the spring or early summer. They are
the cold Arctic or the warm Gulf created by winds rushing into a low-pressure area that is connected
of Mexico. The jet stream is a fast-
moving current of air in the upper to a thunderstorm. Wind speeds in
levels of the atmosphere marking the centre of a tornado can reach up
the boundary between the cold to 500 kilometres per hour. Tornadoes
and warm air masses. Tornado Alley is an area
of the United States
rarely last more than an hour, but they
that runs from northwest move quickly and wildly. The strongest
Texas across Oklahoma tornado recorded in Canada occurred
and through Kansas.
The area receives an
in June 2007 at Elie, Manitoba. Wind
average of 200 tornadoes speeds were estimated at between
each year. 420 and 510 kilometres per hour.
Canada has an average
Fortunately, no one was killed during
of 75 tornadoes per year.
A third of them are in this weather event.
Ontario.
June is the peak month
for tornadoes.

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150 U N I T 2 : Patterns in Physical Geography

Figure 7.10
This is a photograph of a
tornado that struck northern
Texas in June 1995. A tornado’s
path of destruction is usually
confined to a small area less
than 25 kilometres long.

Global Climate Factor: Ocean Currents

Coral brought from
The ocean’s water is moving constantly, pushed by prevailing winds. the Caribbean Sea by
The winds create ocean currents, that is, water moving in one direc- the Gulf Stream is
found on beaches
tion. When ocean currents are traced on a map of the world, they along the west coast
flow in circular patterns. In the northern hemisphere, currents move of Scotland in the
United Kingdom.
in a clockwise direction. In the southern hemisphere, they move in
a counterclockwise direction.
The temperature of a current depends on where it comes from.
Warm currents start in the tropics and bring warm water into cooler
regions. Cold currents begin in the polar regions and bring cool water
toward the equator. These currents either warm or cool the climates of
land areas nearby. A good illustration of this is the United Kingdom.
Located on the western edge of Europe, the United Kingdom is at the
same latitude as northern Labrador. Labrador is cold in the winter,
LITERACY TIP
but Britain remains quite mild. This is due to the Gulf Stream, a warm Summarizing
ocean current that begins in the tropical Gulf of Mexico. It flows Summarizing means choosing
northward across the Atlantic Ocean to warm the coast of Europe. the most important ideas in a
text. Follow these guidelines:
G RE • Read a section of the text to
IN
1. Four global climate factors have been discussed so far. get a general understanding.
A
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Recording jot notes is a good strategy to help you • Read the first paragraph and
understand and remember the main points about look for the main ideas.
these factors. Use point-form notes to summarize how each • Look away and identify the
factor affects climate. main ideas. If you cannot
remember, reread the text.
2. Review your jot notes for each climate factor. Can you capture in
• Record these ideas in your
one sentence how each factor affects global climate? Summarize own words.
the main idea of each climate factor. • Follow the same guide-
3. Based on what you have learned about these global climate factors, lines for the rest of the
paragraphs in the section.
can you describe how each of these factors affects the climate in
your part of Canada?

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 151

Local Climate Factor: Altitude

Figure 7.11 Mount Fuji is the highest mountain (3776 metres) in Japan. If you
You can see from the cherry were to climb from the base of Mount Fuji to its summit, you would
blossoms that the temperature at feel the temperature getting colder and colder. Why does the tem-
the foot of Mount Fuji in Japan is
higher than the temperature at the perature decrease as you approach the summit of the mountain?
summit, where there is still snow. The reason is its altitude.
Altitude refers to the vertical height
of land. It is measured in metres above sea
level. Air is less dense at higher altitudes
than at sea level. Air pressure decreases
the higher up you go because there is a
lower gravitational pull on molecules of
air. With less pressure, air expands and
loses heat. Temperature drops approxi-
mately 6 °C for every 1000 metres increase
in altitude. Communities located on a
mountain will have lower average tem-
peratures than places located at the foot
of the mountain.

The snow cap on the

top of Mount Fuji is
getting smaller with
each year that passes.
A rising global
temperature means
Figure 7.12 that more melting
takes place each
Use this diagram to describe why it spring, and the snow
is colder on top of a mountain. cap shrinks.

Sun

Heat
The higher up the mountain
you go, the further apart the air
molecules are, so more
heat can escape.
The Sun’s energy
becomes heat and light. Heat

Air molecules at lower

Heat
levels are close together
and hold the heat in.

Heat Heat
152 U N I T 2 : Patterns in Physical Geography

Local Climate Factor: Mountain Barriers

Mountain barriers influence climate patterns. When moisture-bearing
winds meet mountains, they move up the windward sides of these
barriers. As the air rises, the reduction in air pressure causes the air to
cool. The cooler temperatures cause the moisture to condense. This
condensation produces clouds, and then rain. By the time the air
reaches the tops of the mountains, it has released most of its mois-
ture. This type of rainfall is sometimes known as relief precipitation,
or orographic precipitation.
Parts of the west side of British Columbia’s Coast Mountains
receive over 2000 millimetres of rain every year due to orographic
precipitation. As the air mass comes down the east side of the
mountain — the leeward side away from the wind — the air becomes
warmer and drier. The east side of these mountains remains dry. This
side may get as little as 300 millimetres of precipitation annually.

Figure 7.13
Cooler air Descending air Places on the windward side of
cannot hold warms; its ability mountains have more rainfall
all the moisture; to hold moisture than those on the leeward side.
precipitation occurs. increases.
Snow Ra
Rain in
s
ha wa

Air is forced up
do
Le

p w
e

s lo
e

and cools. —
rd d
slo ry
ard

pe
dw

Warm, moist
in

winds
W

Ocean

N EC
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NN
N O
O
O
O
N
C

S
TO

Sometimes in January and

Science February, the warm air that has
travelled up the windward slopes of
the mountains of British Columbia crosses
over and moves down the leeward side of the Rocky
Mountains. As this warm air descends into Alberta, it can
raise the temperature as much as 24 °C in as little as
15 minutes. This warming wind is called a chinook.
This unique temperature change creates some very
interesting winter and early spring days in Calgary.
Piles of snow can melt in a matter of hours.

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 153

Local Climate Factor: Bodies of Water

Large bodies of water, such as oceans or lakes, take a long time to heat
up or cool down compared to the land around them. This is best seen
in the early winter when the ground is covered with snow, but lakes and
ponds are not yet frozen over. Temperatures in large bodies of water are
cooler in summer than the land nearby and warmer in winter.
A lake’s temperature affects the temperature of the land around it.
Temperatures in the Toronto area are warmer than the surrounding
areas in the winter because of the heat held in the lake. The Toronto
area is also cooler in the summer. Overall, the temperatures are more
moderate, or less extreme, than they would be without the lake.

Figure 7.14
Large bodies of water hold heat
longer than the surrounding land
does. How does that show up in
this photograph of the shoreline
of Lake Ontario?

Figure 7.15
Lake Ontario moderates
the climate of the Greater
Toronto Area.

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154 U N I T 2 : Patterns in Physical Geography

N EC
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NN
N O
O
O
O

N
C

S
TO
Years ago, the old Canadian
Science National Exhibition stadium in Toronto
hosted many of the events that are now
These are the foggiest
cities in Canada.
held in the Rogers Centre. As the spectators sat in Average days with fog:
the open stadium, the temperature often dropped considerably. St. John’s, NF 119
The winds that blew across Lake Ontario would bring in cold air. Halifax, NS 100
These cold winds cooled the air so that it could not hold all the Saint John, NB 98
water vapor it contained. These condensed water droplets Gander, NF 77
Truro, NS 76
formed a cloud at ground level. On several occasions, fog
If you do not like fog, live
blew into the stadium. One Grey Cup game actually in Penticton, BC. It has an
became known as “The Fog Bowl.” These nasty average of only 1.5 days of
weather conditions caused the stadium to be fog per year.
known as “The Mistake by the Lake.”

Raindrops Keep Falling

Large bodies of water have an additional effect on climate. As an air
mass passes over a large body of water, it picks up moisture. When
the air crosses land, it may lose that moisture in the form of snow or
rain. Areas near large bodies of water often have more precipitation
than places not near water.

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1. Here are 10 terms that relate to Add additional terms to your concept
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local climate factors. Group web to make sure that it explains local
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the terms according to the climate factors.

three main local climate factors, and create a 2. In your notebook, complete a chart with the
concept web, with Local Climate Factors headings below. Identify each local climate
at the centre: moderate temperatures, factor and how it affects climate. The first
orographic precipitation, altitude, entry has been started for you.
condensation, increased precipitation,
chinook, 6 °C per 1000 metres, gravitational
pull, large bodies of water, and leeward.

Local Factors that Influence Climate Influence on Climate

Nearness to large bodies of water Climate of surrounding area is warmer during cooler
months and cooler during warmer months.

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 155

O
RE RE

A
Global Climate Change
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So far, this chapter has identified natural factors that shape climate.
1. Would you like to see
However, humans are another powerful force that can affect climate.
the climate of your part
People are causing the world’s climate to get warmer.
of Canada changed?
Why or why not?
Causes of Global Climate Change
2. Why do you think
Human activities have produced extra amounts of greenhouse gases
that people might
that stay in the atmosphere. These greenhouse gases trap and hold
be concerned if the
heat in the atmosphere and stop it from escaping back out to space.
climate is changing?
Greenhouse gases have a similar effect to the glass in a greenhouse that
you might see in a garden centre or on a farm. Because of the extra
greenhouse gases, the average temperature of the planet is rising.

Figure 7.16
Greenhouse gases occur naturally
and help to keep the average Sun
temperature of the planet at Radiated
around 15 °C, so that life is heat
possible. Human-produced Carbon dioxide Solar Increasing green-
greenhouse gases are causing and other gases radiation house gases absorb
temperatures to rise rapidly. Plants and re-radiate heat
and animals cannot evolve fast
enough to keep up. Humans will
feel the impacts in many ways.

Earth

Most of the extra greenhouse gases are produced by burning fuels,

including coal, gasoline, and natural gas. These fuels are consumed
in vehicles, homes, factories, and stores. We rely on these fuels to live
modern lives with lots of comfort. Smaller amounts of greenhouse
gases are produced by activities such as the following:

• cutting and burning forests, especially tropical rainforests that

are being cleared to create farmland
• raising livestock like cows and pigs (their digestive systems
produce greenhouse gases)
• growing rice in paddies where the decaying plant material
produces greenhouse gases

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156 U N I T 2 : Patterns in Physical Geography

Figure 7.17
There are several types and sources of greenhouse gases.

Greenhouse Gases Source

Water vapour • evaporation from water sources
• breathing
• given off by plants through transpiration

Carbon dioxide • burning of fuels like oil and gasoline

• decaying of organic materials, including plants
and animals
• breathing
• burning of forests

Methane • burning of fuels

• decaying garbage
• decaying of organic materials
• raising of livestock

Nitrous oxide • use of fertilizers in farming

• burning of fuels
• burning of organic material like wood

Ozone • air pollution reacting to sunlight

Consequences of Global Climate Change LITERACY TIP

IN
G RE
1. What are some ways that global climate change Making Connections
A
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DU

DING

Sometimes answers to
might affect you and how you will live your life?
questions are not stated clearly
2. Think about the world’s population. Who in the world will in the reading. You have to go
feel the harmful effects of global climate change the most? Why? beyond what is stated on the
page and read between the
The whole world will be affected by rising temperatures, but the lines. Connecting what you
read and what you already
effects will be quite different across the globe. Some regions will
know about the topic will help
become drier. Others will receive more rainfall. Some locations may you answer question 2.
actually see their temperatures cool as winds and ocean currents
change. One thing is clear — the extra heat will mean more severe
weather conditions such as droughts, floods, and tornadoes.
Global climate change will bring high economic costs such as the
following: During the past 100
years, the average
• Insurance costs will go up because of the extreme weather. global temperature
increased by 0.6 °C,
• Forest fires will destroy valuable forests.
while the levels of the
• Higher rates of disease will mean more medical costs. oceans rose by 10 to
• Farms in parts of Canada that are already dry could be forced 20 centimetres. In
the next 100 years,
out of business by drought. temperatures are
• While winter heating costs might be reduced, summer cooling predicted to rise by
up to 6 °C.
costs will jump.

There will be other unexpected costs as well, costs we will discover

over the coming decades.
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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 157

Figure 7.18
Global climate change will have serious consequences for the world.

Global Impacts of Climate Change Impacts of Climate Change for Canada

• More heat means more severe weather events such • Rising temperatures may mean that farming is
as tornadoes, hurricanes, and floods. possible in more northern parts of the country.
• The higher temperatures are melting ice caps in the • Drier conditions will result in more forest fires.
Arctic and Antarctic. • Droughts will occur in many parts of the country.
• Glaciers and ice caps are shrinking. • Arctic ice is getting thinner, and polar bears, at the top
• Ocean levels are rising, with increases of up to of the food chain, are finding it harder to live.
95 centimetres predicted by the year 2100. • Wetlands (swamps and bogs) will dry up.
• Many parts of the world will face severe water • Warmer temperatures will lead to the spread of
shortages, while other areas will struggle with floods. tropical diseases like malaria into Canada.
• Changes in temperatures will ruin habitats for • More frequent heat waves will threaten the
some species. health of people.
• The world’s coral reefs are being threatened by the • Water levels in the Great Lakes and St. Lawrence River
warmer ocean temperatures. are expected to drop, making shipping more difficult.
• People may be forced to leave some areas and
migrate to places with less severe impacts, creating
overcrowding.

Figure 7.19
Canadians are lucky because we are
rich enough to be able to deal with
some of the problems created by
global climate change. Many people
in other parts of the world, such as
northeastern Kenya, in Africa, are
not so fortunate. Their lives will be
filled with hardship as a result
of climate change.
158 U N I T 2 : Patterns in Physical Geography

GO GEO-GREEN
Cochrane High School Sustainable Development Project
In June 2000, a group of students and teachers The real payoff for the school was the enthu-
in Cochrane, Alberta, started a project to reduce siasm that their efforts generated for alternative
the school’s use of fuels that contribute to global energy. Local businesses became interested, and
climate change. Their plan was to install solar the town government began exploring ways to
panels and a wind turbine on the roof of the use wind and solar energy in their own buildings.
school. To buy the equipment, they needed to One of the big highlights for the school was that
raise about $50 000. The panels and generator David Suzuki, environmentalist and broadcaster,
were in place by 2004. However, the group did was the guest speaker at the dedication ceremony
not stop there and continued to raise money to for the energy project in 2005.
install even more solar panels.

Figure 7.20
In 2007, new solar panels were added to the roof of Cochrane High School in Cochrane, Alberta.

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1. What is the most important cause 3. What do you think will be the biggest
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of climate change? consequence of global climate change in your

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2. Some people have given the part of Canada? Explain your answer using
name “global warming” to this problem. information from this section of the chapter.
Explain why the name “global climate change”
is a better label to use.

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 159

Vegetation and Soils

RE RE
O 1. How would you describe the 2. Why do you think the natural vegetation in
A
F
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DING

natural vegetation in your area? your area is so different than that found in
How is it different than that tropical regions?
found in tropical regions?

To survive, people have basic needs: food, water, and shelter. Green
plants have basic needs as well: light, moisture, nutrients, and heat.
EC
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NN
O
O
N O
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The availability of these raw materials for plants determines
N
C

the type of vegetation that exists in a particular

TO

If you could examine the area. Vegetation refers to plants that grow
Science growth rings of a spruce tree from
a northern area, you would notice
in an area. Natural vegetation is the term
used for plants that are native to the
that the rings were quite small and close
together. The tree itself would be short. The growth rings area — plants that grow there naturally
and diameter of a tree that grew in a southern location without human interference.
would be much larger. This difference can be explained Very few areas in the world are left
by the length of the growing season. The growing with completely natural vegetation. This
season is much longer in southern locations because
of the additional heat in locations closer to the is because humans have changed the
equator. Use an encyclopedia and your science physical environment. We have destroyed
books to discover how and why the rings species, introduced new species, and changed
in a tree are there. the habitat of many places. Humans must be
considered one of the most powerful, and dangerous,
factors affecting vegetation.

Figure 7.21
Climate sets controls on vegetation.

Light Sunlight is essential for photosynthesis. This is the process of changing

carbon dioxide and water into food. Green plants cannot survive in
an area where there is no light.

Moisture All plants need water to carry the nutrients from the environment to
plant cells. Plants cannot survive without water.

Heat Plants adapt to growing conditions within certain temperature ranges.

They do not grow well or cannot survive outside of this range.
Canada’s Tree Line
Tundra Tree Line
Forest and Grassland

Tundra
Figure 7.22
There are no trees in either of Earth’s polar
regions. The tree line is the line beyond
Fo
re
st
which trees will not grow because of the
and cold. Small, low-lying bushes, which are very
Grassland
hardy plants, do grow beyond the tree line.
N 0 450 km
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Factors Affecting Vegetation Figure 7.23

Look closely at the global natural
Vegetation is determined mainly by climate. Three of the four raw vegetation regions. Which type
materials plants must have — light, moisture, and heat — are directly of region has the most natural
tied to climate. vegetation? Which has the least?

1 3

160˚ W 120˚ W 80˚ W 40˚ W

80˚ N
Arctic Circle
60˚ N

40˚ N

Tropic of Cancer N
20˚ N

5 Equator

20˚ S
Tropic of Capricorn

40˚ S

60˚ S
Antarctic Circle

80˚ S
160˚ W 120˚ W 80˚ W 40˚ W

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 161

6 7 8

10

0˚ 40˚ E 80˚ E 120˚ E 160˚ E

80˚ N

60˚ N
11

40˚ N

20˚ N

20˚ S

0 1900 km
Global Natural Vegetation Regions

1 Tundra and mountain vegetation 4 Broadleaf deciduous woodland 7 Semi-desert scrub 10 Tropical broadleaf rain
forest and monsoon forest
2 Needleleaf evergreen forest 5 Mid-latitude grassland 8 Desert
3 Mixed forest of needleleaf, 6 Evergreen broadleaf and 60˚ S 9 Tropical grassland (savanna) 11 Subtropical broadleaf
and needleleaf forest
evergreen, and broadleaf deciduous trees, shrubs,
deciduous trees and herbs
80˚ S
0˚ 40˚ E 80˚ E 120˚ E 160˚ E

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162 U N I T 2 : Patterns in Physical Geography

G RE
IN
1. Study global climate regions in Figure 7.6 and global
A
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DU

DING
natural vegetation regions in Figure 7.23. What are the
connections between climate and vegetation regions?
2. What would the world be like if there were no soils? How would your
life change if all the soils in the world were used up and useless?

Soils
The type of soil in an area will help to determine the type of natural
vegetation and how well it grows. Soil contains moisture, air,
and organic material. It also contains vital minerals such as
phosphorous, potassium, and calcium that are necessary
for plant growth. To meet daily requirements,
vegetation relies on the minerals contained in
the soil. Unfortunately, not all soils are really
productive. Desert soils are often sandy and lack
nutrients. The sand is unable to hold water and
lacks organic material.

Topsoil Really Is Tops

To an extent, vegetation creates the soil in
which it grows. The plants die, and the decaying
plant material — humus — builds up in the top
layer. Nutrients are released slowly, to be cap-
tured by growing plants. Soils also get nutrients
from the weathered rock of the area. As the rock is
Figure 7.24
broken down, nutrients are made available to plants.
Desert vegetation in places such as
Over long periods of time, layers build up in the soil. The Arizona in the United States must
top layer, the topsoil, has the most nutrients. It is this layer that gives be extremely hardy and adapted to
food to the world. Unfortunately, it is the layer most vulnerable to the poor growing conditions.
human misuse and neglect.

Figure 7.25
0
A typical soil profile shows
the soil layers. The top layer Rich in humus (decaying plant matter),
which gives a dark colour
Depth in centimetres (cm)

of topsoil is affected by the

natural forces of erosion 25
and human activities.
Lighter in colour, with large lumps
50 of rock

75 Gradually crumbling away at the top

100

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 163

Figure 7.26
The soil in the Holland Marsh in southern Ontario appears to be dark and rich in
nutrients. However, fertilizers and constant irrigation are needed to keep the soil
productive. The soil is light, so root crops like carrots and onions grow well.

RE
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1. Explain how natural vegetation is different from the
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plants that people grow.

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2. a) Explain why temperature is a factor that influences the

natural vegetation in a place.
b) Explain why precipitation is a factor that influences the natural
vegetation in a place.
3. Give two reasons to explain why it is important to protect soils and
to keep them in good shape.

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164 U N I T 2 : Patterns in Physical Geography

Knowledge and Understanding Inquiry/Research and

1 a) Edmonton and Calgary get less precipitation Communication Skills
than Vancouver and Victoria. Explain why. 5 Use the Internet and classroom resources to find
b) In which type of climate would you prefer three ways that each of these industries makes
to live? Why? use of climate data:
a) tourism
b) farming
c) airlines
Make up a poster to display your research
findings.
6 Many people have said that Canada’s climate
has been important in shaping Canada’s
culture. Create a cartoon or cartoon strip that
says something funny about the Canadian
way of life and how climate is connected to
it. To get you started, think about these
Figure 7.27 comments on climate:
This is a photograph of Vancouver. • “Everyone talks about the weather, but
nobody does anything about it.”
2 Seven climate factors were identified in this • “Canada has 10 months of winter and two
chapter. Think about the climate of the place
months of bad sledding!”
where you live.
a) Rank (put in order from most important to Use your imagination to make up your cartoon.
least important) the influence of the climate 7 Compare the vegetation and soil conditions in
factors for your area. two parts of Canada. Start by identifying a place
b) Write a paragraph in which you give reasons that could be described as cold and dry. Then,
for your ranking. Begin with a topic sentence identify a place that is warm and wet. Compare
that states the main idea of your paragraph. the climates, natural vegetation, and soils of
(Hint: Think about the purpose for writing this these two places by doing research. Organize
paragraph.) Continue with supporting sentences your information in a comparison chart.
that provide evidence and reasons for your
8 What is being done in Canada to deal with
ranking. End your paragraph with a concluding global climate change? Use the Internet and
statement that sums up the main idea of your library or classroom resources to find out
paragraph, but restates it in a different way than about three programs or actions to help
your topic sentence. reduce greenhouse gases and global warming.
3 Why is June a peak month for tornadoes Write a paragraph about each in which you
in Canada? identify the following:
• goal of the program or action
4 Suppose you are the environment reporter
for the local newspaper. You have just written • who is responsible
an article about the importance of soil to • what is being done
vegetation. Make up three possible titles that
you might give your article, so that your editor
can choose the best one. Remember that a
Map, Globe, and Graphic Skills
title captures the main idea of your article in 9 Use the Internet to find a source that
an interesting and inviting way so that readers gives weather information for places around
will want to read your article. the world.

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 C H A P T E R 7 : Patterns in Natural Systems: Climate and Vegetation 165

a) Write down the forecast high temperature b) The following three different tourist facilities
for 20 cities from around the world. are being planned:
b) On an outline map, locate these cities. • a major new amusement park that features
Label both the name of the place and the the latest technology in water rides
high temperature. • a five-star skiing resort that offers heli-skiing
c) Try to determine three temperature zones and extreme slopes
on the map: hot, warm, and cold. Shade these • an ecotourism resort where visitors can
zones using three different colours. learn about the yearly changes in physical
d) What can you conclude from your map? environments
Describe the climate characteristics that each of
Application these tourist facilities would find most desirable.
10 Where is the best place to build a major new c) Decide which of these places would be best
tourist facility? Climate and physical features for each of the planned tourist facilities. Explain
of a place are often important considerations. in a sentence or two why you matched the
They are sometimes part of the attraction of a facility to the location.
place (for example, people go to locations like d) The five locations given in the statistical table
Victoria, British Columbia, to enjoy the mild are actually the following:
temperatures). Climate and physical features
• Banff, Alberta
may pose challenges for new tourist facilities
(for example, “The Fog Bowl” on page 154). • Boulder, Colorado
a) Climate statistics for five places in North • Orlando, Florida
America are given in the statistical table below. • Ottawa, Ontario
Look at the information, and rank the places from • San Francisco, California
• wettest to driest
Use the statistics to match the location number
• hottest to coldest to the actual places.
• most seasonal variation to least seasonal
variation

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Location 1
Temp. (°C) –11 –9 –3 6 13 18 21 19 14 8 1 –8 5.7
Precip. (mm) 58 58 66 69 76 76 89 91 84 74 86 84 911
Location 2
Temp. (°C) 16 17 19 22 25 27 28 28 27 24 21 17 22.6
Precip. (mm) 62 60 90 61 95 187 182 159 146 69 59 59 1229
Location 3
Temp. (°C) 0 2 6 9 14 19 22 21 17 11 4 1 10.5
Precip. (mm) 18 19 45 73 77 51 48 41 45 33 36 20 506
Location 4
Temp. (°C) 9 11 12 13 15 16 17 18 18 16 13 10 14.0
Precip. (mm) 113 102 83 30 10 3 1 2 5 26 63 73 511
Location 5
Temp. (°C) –10 –6 –2 3 8 12 15 14 9 4 –4 –9 2.8
Precip. (mm) 30 23 20 33 58 61 51 51 43 30 30 36 466

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8 Patterns in Natural
Systems: Rivers
KEY VOCABULARY
I N THIS CHAP T E R
aquifer
• identify ways that natural events affect people and the cut-off slope
environment dendritic drainage pattern
• find out about the major river systems of the world, and describe headwater
their patterns meander
• use a variety of maps to identify patterns on the surface of Earth moraine
• use the new terms in this chapter correctly as you investigate oxbow lake
the topics slip-off slope
• locate and use helpful information from primary and trellis drainage pattern
secondary sources tributary
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites,
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs

River

Gateways to the Continents

RE RE
O
1. Why were rivers very important to Canada’s
A
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Broad, shallow channel

DING

development and history?

2. What rivers run near to where you live? How are they
important to you?
River

R ivers are one of the most important physical features because

they play a huge role in shaping our world. They have cut channels
between mountains and created deep valleys. They have flooded large
areas of land. They have provided us with transportation, food, and
sources of fresh water. Rivers influence how land is used around them, Narrow, deep channel
and they are continually changing the landscape.
The St. Lawrence River played a vital role in the settlement of
Canada. Early settlers followed the St. Lawrence River and continued
through the Great Lakes system to reach Canada’s interior. River

Figure 8.1
River channels come in many shapes. The materials that make up the land over which the
rivers flow help to shape their channels. Imagine the water of a fast-flowing river moving
over the land. Now imagine the water of a slow-flowing river moving over the land.
What other factor might help to shape a river’s channel? Semicircular channel

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 C H A P T E R 8 : Patterns in Natural Systems: Rivers 167

LITERACY TIP Large cities and many smaller cities and towns are located on
rivers. Winnipeg, Montréal, Vancouver, London, and Moscow were
Reading Diagrams all built on the banks of rivers. Why would people choose to build
Geographers often use settlements on the banks of rivers? Each continent has at least one
diagrams to illustrate important
major river (see Map Appendix). Why are major rivers important to
information. When reading
diagrams, look for and read the development and history of any continent?
titles, captions, labels, and
phrases. Also, look for use of River Profile
colours, symbols, arrows, and
lines to help you find important The water in a river seems to flow continuously, but it has a beginning
information. Follow all arrows and an ending. The source, or headwaters, is the location where the
and lines because they will river begins. This is often a series of underground springs or melting
lead to the key points.
glaciers. Most of the water in a river comes from surface runoff due to
rain or snow. In some areas, springs bring groundwater to the surface,
and this water is also added to the river.

Figure 8.2
Rivers may have more than one source. Small streams called tributaries
Height of land flow into progressively larger streams until a river is formed.

Source
Source
Lake
The place where
two rivers meet is
called a confluence.

Main branch
of the river Oxbow lake Streams that flow into the
main channel of a river
are called tributaries.
Each large twist or turn
is called a meander. Confluence

On March 29, 1848, A delta forms when

the enormous amount of silt or river mud is
water that flows over deposited (dropped) at
Niagara Falls every the mouth of a river.
second was reduced to a
trickle. This was not an
engineering feat, but a
natural event. Huge ice
floes had blocked the River
flow of water out of Mouth
Lake Erie into the
Niagara River.

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168 U N I T 2 : Patterns in Physical Geography

Drainage
Water drains from the highest point of land in an area to the lowest.
Rivers flow from the high ground to the low. Look at the map in
Figure 8.3. Can you see that rivers can flow downhill in different
directions? Some flow north, while others flow south. The higher land
that divides two different drainage basins and sends one river one way
and the other in a different direction is known as the divide.
The Oak Ridges Moraine, just north of Toronto, divides two
drainage basins. This moraine is the divide between rivers that drain
north to Lake Simcoe and rivers that drain south to Lake Ontario.
The Oak Ridges Moraine was created during the last Ice Age. The
ridge of sandy hills acts as a giant rain barrel for the Greater Toronto
Area. The sand and gravel of the moraine soak up rain and snow,
and allow it to move down into large underground natural reservoirs
called aquifers. Many communities dig wells into these aquifers for
drinking water. Recent development has threatened to destroy this
important physical feature and change the flow of the rivers that Figure 8.3
have their headwaters in the moraine.
The Oak Ridges Moraine is a long
ridge of land stretching from the
Ontario and Oak Ridges Moraine Niagara Escarpment in the west to
Trenton in the east. Why is it
important to protect the moraine
and the rivers that begin in it?
Midland
Georgian Bay
Oak Ridges Moraine
Orillia
Wasaga Beach
Kawartha Lakes
Lake
Barrie Simcoe

Lindsay

Lake
Scugog Peterborough Campbellford
Omemee Rice
Lake
Tottenham Uxbridge Millbrook
Newmarket
Port Perry
Aurora
Orangeville Stouffville Trenton
King City
Bolton Brighton
Richmond Hill
Oshawa Port Cobourg Colborne
Whitby Hope
Ajax
ario
Toronto e Ont
k
La

N
Oakville
0 15 km
Burlington

Hamilton
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 C H A P T E R 8 : Patterns in Natural Systems: Rivers 169

The Great Divide

One of the most well-known heights of land in North America is
the Great Divide. On one side of the divide, the water drains north
to the Arctic Ocean, or east to the Atlantic Ocean. On the other side
of the divide, water drains west to the Pacific Ocean.

Figure 8.4
Why do you suppose that North America and the Great Divide
geographers describe this
drainage divide as the Great
Divide? In which drainage
system do you live?

Arctic Ocean
Drainage
Hudson Bay
Drainage

The Great Divide

Atlantic Ocean
Drainage
Pacific
Ocean
Drainage
Gulf of Mexico
Drainage

On Cutback Pass in
N
Glacier National Park,
there are three streams
so close together that
you can pour water into
all three at the same
time. One stream will
carry the water to
Hudson Bay, another
to the Pacific Ocean, 0 725 km
and the third to the
Gulf of Mexico.

Major River Systems of the World

Every continent has several major river systems (see Map Appendix).
A river system is made up of the main channel of a river and all of
the tributaries that flow into it. These rivers drain large areas of land,
and they are often important features in many communities. Each
of the major river systems takes runoff from a continent and drains
into one of the oceans.

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170 U N I T 2 : Patterns in Physical Geography

G RE
IN
1. Consider this environmental saying: “We are always
A
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DU

DING
upstream of someone (water is flowing from you down
to them) and downstream of someone else (water is flowing
from them down to you).” Why should this encourage people to be
careful with rivers and not pollute them?
2. List some rivers that are found in other parts of the world (see Map
Appendix). Put a check mark beside any that you think are “superlative”
rivers. (Hint: “superlative” means unmatched, without equal, or
exceptional.) Explain why you think that they deserve this label.

Superlative Rivers
The longest river in the world is the Nile River in Africa. It stretches
for an incredible 6670 kilometres through northeastern Africa before
emptying into the Mediterranean Sea. Although the Amazon River in
South America is not as long as the Nile River, it drains the largest area
of land in the world. The Amazon River is EC
NE C TT II
NN
N O
O
6570 kilometres in length, and it drains O
O N
C

more than 6 million square kilometres

TO

of South America. Some geographers The St. Lawrence River was an

have estimated that there are 15 000 Historyimportant route for humans long
tributaries feeding into the Amazon. before it was “discovered” by Europeans.
First Nations have lived along the St. Lawrence River for
The Amazon contains one-fifth of the thousands of years. One First Nations name for this river
world’s fresh water. It is so vast that large means “the path that walks.” Many First Nations
ships can travel two-thirds of its course. travelled up and down the river, trading with other
First Nations, and hunting for food. Canoes
were ideally suited to navigating the
St. Lawrence’s waters.
Figure 8.5
This is the Nile River and Cairo, Egypt. The Nile Valley and the
Nile Delta rank among the world’s most fertile farming areas.
 C H A P T E R 8 : Patterns in Natural Systems: Rivers 171

Figure 8.6
The Colorado River flows
through the Grand Canyon,
which is located in the U.S.
state of Arizona. Estimate the
shape of the river channel.
For a hint, look at Figure 8.1.

North American Rivers

North America has many important river systems. The St. Lawrence
River is a major Canadian commercial transportation route. In western
Canada, the Fraser River is famous for its volume, power of water, and
rugged scenery. The Mississippi is the longest river (3779 kilometres)
in the United States. It drains almost all of the plains between the
Rockies and the Appalachian Mountains. The Colorado River in
Arizona is famous for the Grand Canyon and the Hoover Dam.
LITERACY TIP T
ER
RE
A 1. Create a poster that illustrates the many ways we use
AF

DI

Creating Posters rivers. Think about leisure activities, industry, food,

NG

Posters communicate a transportation, and other uses. Give your poster a title
message using images and that tells how important rivers are to us.
a small amount of written
information. An effective 2. On an outline map of the world, draw and label the major
poster delivers a clear rivers on each continent. Use an atlas or the Map Appendix to
message and leaves a lasting find this information.
impression on the reader.
3. Use an atlas or Internet map of North America to help you
complete this chart. Find two large river systems from each of
the five drainage systems in North America (refer to Figure 8.4).
Locate the headwaters and mouths of the rivers, and describe
the general direction in which they flow.

River Location of the Country/State/ Location of the General Direction

Source Province Travelled Mouth in Which It Flows
Through

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172 U N I T 2 : Patterns in Physical Geography

RE RE
O

A
F
River Patterns

BE

DING
Rivers never stay the same. They are constantly changing themselves 1. Scan the headings and
and the land through which they flow. Any river is continually the illustrations in this
making its curves larger. On the slip-off slope of the river, material section of the chapter.
is deposited. On the cut-off slope, the current wears the bank away. What are two questions
This results in the curve increasing in size. Over time, if the river that might be answered by
valley is wide enough, huge loops, or meanders, can form. reading this information?
These meanders often become separated from the river. The river Write your questions in
flows across the narrow strip of land at the base of the meander. your notebook, and then
Eventually, the meander is cut off from the new course of the river. read the section to see if
This creates an enclosed piece of water called an oxbow lake. you can find the answers.

How Meanders are Formed Figure 8.7

Curves may be found in most rivers.
Meanders occur only where rivers
Water wants to go straight have wide valleys and make great
and hits this bank. The flow of sweeps to and fro inside the valley.
water erodes the bank.
Cut-off
slope

Water is calmer here,

so sediment falls to
Flow the bottom.
direction Slip-off slope

Bluff
Slip-off slope
Cut-off slope
River Sediment

Erosion Figure 8.8

Oxbow lakes are created by a combination
of erosion and deposition.

Sediment builds up Oxbow lake

Neck

Rivers with pebbled bottoms and sides often form something

called a braided pattern. Braided rivers have many small islands that
split the flow of water into several streams. These streams or channels
are joined and divided several times, forming a braided pattern.
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 C H A P T E R 8 : Patterns in Natural Systems: Rivers 173

The Liard River Figure 8.9

The Liard River in the Yukon is
a very slow-moving river with
lots of meanders. Predict where
oxbow lakes are likely to form
in the future.

0 3 km

Figure 8.10
This photograph of the Zaire River in western Africa was taken
with an infrared camera from a satellite in space. In this image,
the vegetation looks red because it is warmer than the water or
the soil. Why do you think the Zaire is called a braided river?

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174 U N I T 2 : Patterns in Physical Geography

GO GEO-GREEN
Fixing a Damaged River
The Trout River is a small river on Prince Edward
Island. It flows through an area of potato farms, a
crop for which Prince Edward Island is famous. The
red sandy soil of this part of the province is easily
eroded. The Trout River used to be murky with sed-
iment and polluted with pesticides that were used
on the crops. Fish had trouble surviving in the dirty
water. A group of volunteers started the Trout River
Environmental Committee (TREC) in 1993 to try
to save the river. Over the years, TREC gradually ex-
panded its interests. It now covers six watersheds
and over 150 kilometres of fresh water.
The committee’s first action was to stop the
soil from washing into the river. They planted
trees and shrubs along the banks to hold the soil
in place. They worked with local farmers to help
them reduce the amount of soil that washed off
their fields. They also built brush mats — clumps of
evergreen trees tied together — that they fastened
in the river. These brush mats trapped sediments
so that the water ran clear. Adding bird and bat
Figure 8.11
houses helped to restore the natural environment
Brush mats were installed on Trout River in Prince Edward
along the river’s banks. After their success on Trout
Island to trap sediments. The water now flows through
River, the committee has moved to clean up other channels that are deep and clear, ideal for fish. Here,
rivers in the area. water samples are examined.

G RE
IN
1. You can use diagrams as a visual 3. a) Farming disrupted some of the natural
A
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DU

DING

outline to help you remember actions along the Trout River in Prince Edward
important information. Using the Island. Think about the closest river to where
diagrams in Figure 8.8, work with a partner you live. How do people’s activities disrupt the
to explain how an oxbow lake is formed. natural actions of this river?
Try to include the following words in your b) The actions taken by the Trout River
explanation: “meander,” “sediment,” Environmental Committee restored some
“erosion,” and “oxbow lake.” of the natural processes to the Trout River.
2. What is the closest river to where you live? What actions could be taken to help restore
What pattern has this river system formed: the natural actions to the river closest to
meandering, braided, oxbow lake? If this where you live?
river does not look like any of these patterns,
describe how it looks.

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 C H A P T E R 8 : Patterns in Natural Systems: Rivers 175

GEOSKILLS
Field Sketching
A field sketch is a quick, hand-drawn summary of 2. Use your thumbs and pointer fingers to create a
a landform or landscape that is drawn while you rectangle to frame your view.
are looking at it. These sketches should be simple, 3. On your paper, construct a rectangular frame
but they should highlight important features of that has been divided into thirds (refer to
the landscape. The features you include should be Figure 8.12).
labelled. This is an excellent way to focus on how 4. Draw the skyline, and then add the main
humans have had an impact on rivers and streams features of the landscape (for example, hills,
in your community. river, roads, buildings, and so on).
5. Draw any details in the foreground, such as
Materials: pencil, paper, and a clipboard or other fences, trees, or buildings. Continue this step
hard, portable surface. into the middle ground, and then into the
background.
Steps: 6. Add shading to your features.
1. Look over the area that you are going to sketch, 7. Label and name important features of your
and decide on the important features that you sketch.
want to include in your sketch. Stay in the same 8. Title your sketch so that it represents your
spot until you have completed the sketch. location and purpose.

Background

Middle ground

Foreground

Figure 8.12
Identify the foreground, middle ground, and background in the scene you are sketching.

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176 U N I T 2 : Patterns in Physical Geography

Drainage Patterns
All the tributaries that feed into the main channel form different
types of patterns called river drainage patterns. The drainage pattern
is affected by the underlying rock — the rock that the river flows
over. Different types of rock erode at different rates. Soft rock (for
example, limestone) erodes more easily and faster than hard rock
(for example, granite).
Dendritic drainage
Dendritic Drainage Pattern pattern
Most rivers have a dendritic drainage pattern.
Imagine a leaf, with all the veins connecting to
the main vein in the centre of the leaf. Think of
the main vein as being the main channel of the
river, and the small veins as being the tributaries.
Tributaries join the main branch of the river in
a V-shaped junction. The V points downstream,
toward the mouth of the river. Dendritic drainage
patterns usually occur in gently sloping areas
where all the underlying rock is about the same
hardness, so that it erodes or wears away in a uni-
form manner. Most of the rivers that drain into
Lake Ontario have a dendritic drainage pattern.
Trellis drainage
Trellis Drainage Pattern pattern
Some rivers have a trellis drainage pattern — a
rectangular pattern where the tributaries flow
perpendicular to the main branch of the river.
These tributaries are very often located where
there are bands or rows of hard rock and soft
rock. Tributaries travel along the areas that erode
faster (softer rock) and break through the hard
rock where they can.

RE
ER
T A
1. Find a map that shows the rivers in your own area. Figure 8.13
AF

DI

Do they have a dendritic form, a trellis form, or These are two common river
NG

a completely different form? Describe the patterns patterns. Can you think of another
pattern that rivers may have? Hint:
that the rivers make in your area. think about the St. Lawrence River.
2. Look at a map of South America that shows rivers. Describe the
drainage pattern of the Amazon River.

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 C H A P T E R 8 : Patterns in Natural Systems: Rivers 177

Knowledge and Understanding Find answers to the following questions during

your research:
1 In your own words, define these terms:
• Where is the river located?
a) source of a river
• What problems was the river having?
b) main channel
• What actions were taken to help the river?
c) tributary
• What are the signs of success that show the
d) mouth of a river river has improved?
2 Explain how a meander is created. Include a Communicate the answers to these questions in
labelled diagram as part of your answer. one of the following ways:
3 Create a concept web for all the key words • PowerPoint presentation
related to rivers. Start with the word RIVER • poster
in the centre. Make sure you include all the
• three-dimensional model
highlighted terms in this chapter.
• written report
4 In what ways do people affect rivers? In what
• oral presentation using before and after
ways do rivers affect people? Make a chart with
drawings or photographs
these headings in your notebook:

Ways People Affect Rivers Ways Rivers Affect People Map, Globe, and Graphic Skills
7 Use an atlas, reference book, or useful Internet
site to find the 10 longest rivers in the world.
a) List them in order of length.
Brainstorm points for each column. See if you b) Give the direction in which each river flows.
can come up with seven points for each side of c) Name one major city each river passes
the chart. through, or near.
8 a) Using an atlas, list 10 major rivers in Canada.
Inquiry/Research and b) Sort these rivers into two categories: high
Communication Skills human use, and low human use. Explain how
you decided which category to choose.
5 Use an atlas, classroom or library resources, or
the Internet to find a map of one of the major
rivers of Canada. You might choose one of these
rivers: Mackenzie, Athabasca, Fraser, Churchill,
Saskatchewan, Ottawa, or St. Lawrence. Sketch
this river, showing the headwaters and mouth of
the river, and provinces and territories it passes
through. Label your sketch using the correct
terms. After sketching your chosen river, identify
what type of drainage pattern it has.

6 Find one example of a river in Canada that

has been helped by the actions of individuals
or groups. You can use the Internet to find
useful examples. Try key words such as the
following for your search string: Canada river
environmental projects.
Figure 8.14
How is this river being used?

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178 U N I T 2 : Patterns in Physical Geography

Application b) What is the drainage pattern of the river

that flows through South City? East City?
9 Look at the sketch below. c) Name the source of South River, East River,
a) Name each feature that is shown with an and Moon River.
arrow and a letter. d) Name the location of the mouth of each river.

Damp Swamp
East City
East River
Little Lake
Mighty Moraine
The High Hills

B C

A Health Springs

er Moon R
Riv D iv e r
So uth

N
South City
F
E
Big Bay

Atlantis Ocean

Figure 8.15
Use this diagram to answer question 9.

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 C H A P T E R 8 : Patterns in Natural Systems: Rivers 179

10 You have been hired by Global River Adventure various pieces of information that you want
Tours to design a brochure for their upcoming to give the reader. The front panel (the cover
adventure tour. They want to use the brochure page) should be visually appealing with a
to attract potential customers, so it has to show short and simple written text (a word, a title,
the interesting aspects of their tour. You can or a slogan) to catch the reader’s attention.
choose the river. Remember that a brochure • Use headings and subheadings to present
uses both written and visual text to communi- your information. These headings should
cate information in a detailed but concise way. stand out, so use a bigger font, bold print,
Make the brochure inviting, exciting, and inter- or different colour.
esting. Include maps, places of interest, activi-
• Keep the written text short and simple.
ties, dangers, and pleasures that will give the
You can use points or very short sentences
potential clients information and will make them
to present only the most important
want to sign up. Remember the following points
information or details.
to help you create an effective brochure:
• Use visuals like maps, graphs, photographs,
• Plan the layout of your brochure before diagrams, and charts to present or support
you start. your written text. Be sure these visuals
• Decide how many panels you will need and communicate information to the reader
which panels you will use to present the about the adventure tour.

Figure 8.16
This is the Mosel River, which is located in Rhineland in western Germany.
How would you promote this river tour?

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9 Patterns from
Interactions: Agriculture
KEY VOCABULARY
I N THIS CHAP T E R
biotechnology
• identify the characteristics of subsistence, commercial, and commercial agriculture
specialized agriculture, and describe the conditions that are domesticate
needed for each type of agriculture Industrial Revolution
• show how factors like climate, raw materials, labour, and revolution
transportation influence commercial agriculture specialized agriculture
• find out how landforms, climate, and vegetation help to shape subsistence agriculture
specialized types of commercial agriculture topography
• use a variety of maps to identify patterns on the surface of Earth
• use the new terms in this chapter correctly as you investigate
the topics
• locate and use helpful information from primary and
secondary sources
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites,
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs

Food for Thought

RE RE
1. Where does your food come 2. When people started travelling around the
O
from? Who produces your food? world, they began to see all the different foods
A
F
BE

DING

How does it get from where it is available to them. What foods do you eat that
produced to your table? Record as originated in other parts of the world?
many points to answer these questions as you
can. Then, compare your list with a partner.

S ome anthropologists and historians claim that our early human

ancestors have been on this planet for about 8 million years. For
all but the last 15 thousand of those years, our ancestors were hunters
and gatherers. They hunted wild animals and gathered roots, berries,
and seeds where they could. After the last Ice Age ended, nearly
15 thousand years ago, people started to explore new lands. They
often followed the migration of animals.

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 C H A P T E R 9 : Patterns from Interactions: Agriculture 181

LITERACY TIP Agricultural Revolution

Creating Flow Charts About 10 thousand years ago, in some parts of the world, there was
A flow chart is a drawing that an important change in the way people got their food. They began
uses arrows to connect key to domesticate plants and animals. People began to gather and plant
events to their consequences. seeds to grow plants, and they began to tame animals. This meant
First, identify the main event that these people had a more reliable and handy food supply. It also
in the text that you are
reading. Then, identify the
meant that they could stay in one area and did not have to keep
consequences. Summarize moving in search of new food sources. These groups of people could
each consequence with a word now spend their time learning how to build permanent structures
or a short phrase. Use arrows such as houses and temples.
to connect the consequences
This improvement in food supplies was a dramatic change in
with the event. If there are
many consequences, connect the lives of these people. It was a drastic change in the way people
them in the order in which thought and lived. In fact, it was a revolution. Once started, the
they occur. See examples of revolution spread to different parts of the world. Perhaps, quite by
flow charts, or flow diagrams, accident, people had discovered the basics of what we now call agri-
on pages 183, 188, and 192.
culture — the planned planting and harvesting of crops or the raising
of animals for food or clothing.

Origins of Food Worldwide

Sorghum, Cabbage, Grape,

Africa Mediterranean area Western Asia

Corn, Barley,
Mexico Western Asia

Tomato, Rice,
Central and China
South America N

Squash, Soybean,
South America China

Peanut, Sugar Cane,

South America 0 2400 km New Guinea

Potato, Wheat, Onion, Rice,

South America Middle East Middle East India

Figure 9.1
Note the places where these foods that we eat originated.

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182 U N I T 2 : Patterns in Physical Geography

The Industrial Revolution

The Industrial Revolution began in the late 1700s. It marked the
beginning of powered machines. Farmers gained new tools to help
them plow their fields and plant their crops. The Industrial Revolution
also brought improvements in transportation with new methods of
road building, the development of rail lines, and the invention of
the steam boat and steam locomotive. Agricultural products could be
moved from the country to the city quickly and easily. Because of the
new methods, farmers began to produce more food than they could
use. They could sell some of their produce. That was the beginning
of commercial farming.

Agriculture/Population Timeline Figure 9.2

6 Agriculture has moved through
periods of revolution. Important
5 improvements were made in
Introduction of Agricultural short periods of time. When

People (billions)
animal herding Revolution in 4 change occurs slowly over a
Europe and long period of time, we refer
Beginning Spread of North America Green 3 to that change as evolution.
Use of
of farming agriculture Revolution
metal tools
in Africa,
(copper and Bubonic 2
Europe, and
bronze) plague
Formation South America
of Earth 1
4.5 Billion BCE

10 000 BCE
9000 BCE
8000 BCE
7000 BCE
6000 BCE
5000 BCE

1200 CE
1300 CE
1400 CE
1500 CE
1600 CE
1700 CE
1800 CE
1900 CE
2000 CE

G RE
IN
1. Look at the graph in Figure 9.2. 3. Are you ready for a challenge? Can you
A
R
DU

DING

What units are used for the two capture the main idea communicated by this
axes? Why does the horizontal axis graph in two or three sentences?
have squiggles in it?
2. How did the population of the world change
between 10 000 BCE and 2000 CE?

The Green Revolution

An estimated 1 billion
The Green Revolution began in the 1960s. It was an attempt to people suffer from hunger
increase the amount of food produced in developing countries — and malnutrition. If you
places that often had food shortages. The United Nations developed counted one person per
second, all day, every day,
and shared new ideas about growing food. These ideas included it would take you over
better seeds and fertilizers. As a result, food production increased in 31 years to count all the
people who suffer from
many countries. hunger in the world today.

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 C H A P T E R 9 : Patterns from Interactions: Agriculture 183

LITERACY TIP The Green Revolution has yet to solve the problem of world hunger,
which remains one of our most serious problems. Today, global food
Using Word Parts production could feed the world’s population. The problem is not how
When you come across an much food there is, but how to get the food to the people who need it.
unfamiliar word, remember to
People in some parts of the world have so much food that obesity has
check if the word has a root.
Then, check if a prefix or suffix become a problem, while people in other parts of the world face food
has been added to the root shortages. Some of the barriers to fair food distribution are poverty,
word. Put the meanings of these political unrest, poor transportation systems, and wars.
two word parts together to
create a definition of the word.
The Future of Agriculture
You can use what you know
about common root words, In the next decades, biotechnology will bring great changes to
prefixes, and suffixes to help agriculture. The term biotechnology is used to describe the genetic
you figure out the meaning engineering of plants and animals. Scientists are experimenting with
of unfamiliar words. changing the hereditary features that are passed on from parent
to offspring. They are trying to improve the characteristics of the
species. Genes are taken from one species and inserted into another.
The goal is to produce a new type with more desirable characteristics.
In some cases, the changes are designed to get more food from the
same amount of land. In other cases, the goal is to develop plants
and animals that are more resistant to diseases.
There are many people who are concerned about this “tinkering”
with nature. They argue that we do not understand all the harmful
effects that could result from biotechnology.

RE
ER
T A
1. In your own words, write a Create a flow chart like the one below for each
AF

DI

definition for the term “agriculture.” major change that shows the resulting effects
NG

Include examples in your definition. or developments. List two reasons why each
2. The world has gone through several impor- change is considered so dramatic that it is
tant changes that affect how we live, work, called a “revolution.”
and get along with others. The sample flow 3. Explain what the food distribution problem
chart below shows the first of these major means for people going hungry, even though
changes. Name two other major changes. there is enough food being produced globally.

People could
People began to The food
People could stay learn how to
domesticate plants supply was
in one area. build permanent
and animals. more reliable.
structures.

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184 U N I T 2 : Patterns in Physical Geography

Three Types of Agriculture LITERACY TIP

Graphic Organizers
RE RE In the next section, you will
O 1. When you think of the word “farm,” what images
read about the three types
A
F
BE

DING

come to mind? Compare and contrast your ideas of agriculture. As you read,
with a partner. Brainstorm different products that are create a graphic organizer
produced at farms. Can you think of some products produced at for the different types of
farms that are not food? agriculture. Complete the
different sections of the
organizer in point form.
The type of agriculture that is practised depends on several factors
Use a similar organizer to
including climate, soil, and surface features or topography (for help you summarize and
example, hills, valleys, rivers, lakes, and so on). Some areas are fortu- remember important terms
nate enough to have sunny conditions, plenty of rain, rich soil, and and information.
flat or gently rolling topography. Others are faced with short growing
seasons, lack of rainfall, and steep slopes. People have adapted their
farming practices to suit their locations and climates. Different types
of agriculture are practised in different parts of the world. Three main
types of agriculture are subsistence, commercial, and specialized.

Subsistence Agriculture
In many parts of the world, farms can produce only enough food to
support the farmers and their families. Everything the family produces
goes toward feeding and providing for the household. Nothing is left
over to sell. Farmers usually have to plant a variety of crops to meet
their needs. This type of farming is called subsistence agriculture.
Subsistence farming exists in many developing countries. This is
often because the soil conditions are poor. This type of farming also
occurs in areas with harsh climates.

Figure 9.3
Muscle is the most common form
of power in subsistence agriculture.
What do you think that these
Vietnamese farmers are doing?

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 C H A P T E R 9 : Patterns from Interactions: Agriculture 185

Because of poor farming conditions, and the poverty that comes

from this, subsistence farmers cannot afford to buy modern technology.
They are forced to hold on to ancient practices. This makes producing
abundant crops even less likely. Farming becomes a terrible trap for
these people. They do not have enough to eat. There is no money to
make their farms better, so they get less and less as time goes by.

Tsaatan Nomads
The Tsaatan nomads live in a remote part of northern Mongolia. This
subarctic land of forests, lakes, and mountains is quite similar to some
parts of Western Canada. The people are subsistence herders who
depend on reindeer for their survival. The reindeer (called caribou in
North America) provide most of the raw materials for shelter, food,
and clothing. The Tsaatan live in teepees (similar to those of some of
the early North American First Nations) made from reindeer skins.

Mongolia

Figure 9.4
Describe the location of Mongolia in
RUSSIA Asia. Why would it be difficult to point
to a place on the map of Mongolia
where the Tsaatan nomads live?

Mongolia

N
NORTH
KOREA
CHINA SOUTH
KOREA
0 450 km

Figure 9.5
The Tsaatan nomads move often throughout
the year looking for places for their
reindeer to find pasture.
186 U N I T 2 : Patterns in Physical Geography

The People of Mustang Nepal

Mustang (pronounced moo-
stong) has been called “Nepal’s
CHINA
forgotten corner.” Much of this
land is at a high altitude, and
there are many barren areas N
of deep gorges and high cliffs.
Other parts of the landscape
are desert-like. Water is in short Nepal
supply. Most of the people live
in simple stone houses in small
villages. The capital of Mustang, INDIA
Lo Manthang, has a population
of only 1000 people. 0 75 km
Traditionally, the people of
Mustang have relied on their Figure 9.6
herds of goats and yaks. Every summer, the people leave their stone Describe Nepal’s location in
houses and follow their herds to pastures at higher elevations. There, Asia. What are Nepal’s closest
neighbours?
they live in large tents. The yaks are used to carry the few household
goods these farming families own. Farmers exchange yak butter and
wool for household goods in markets.
Dried yak dung is the basic fuel in this region. Children have the
task of collecting the dung from the fields for the cooking fires. The
dung is also traded for grain with neighbours.

Figure 9.7
This is a photograph of small Mustang farm plots in Nepal. To help feed themselves
and the goats and yaks over the winter, farmers have tiny fields of wheat. Every small
farm plot seems to be carved from the side of a hill. Why do you suppose the Mustang
people have come to rely on goats and yaks?
 C H A P T E R 9 : Patterns from Interactions: Agriculture 187

G RE
IN
1. Compare and contrast the Tsaatan 2. Where else in the world might subsistence
A
R
DU

DING nomads and the Mustang. Use a agriculture take place? To find out, search for
graphic organizer like a Venn subsistence agriculture using a search engine
diagram to help you identify on the Internet, or look in an atlas or the Map
what they have in common and Appendix for world agriculture maps. For each
how they are different. place you identify, can you provide reasons that
it is a likely place for subsistence agriculture?

GO GEO-GREEN
Farming Cities
In 1978, a group of young people became con- produce up to 30 percent of their food within the
cerned about the amount of energy that is used to city limits. This group of young people started an
get food from where it is produced to the people urban agriculture revolution. It has made Vancouver
who eat it in cities. They wanted to help the peo- a model for how cities can be farmed.
ple of their city — Vancouver, British Columbia — to The group wanted to help others become urban
grow more of their own food. They pointed out farmers. To encourage farming in cities, in 1994,
that food can be grown in front and back yards the group went online. The World Wide Web was
(instead of grass), on balconies, on rooftops, in just starting to grow at that time. Now, the City
community gardens in city parks, under power Farmer website gets more than 4 million hits a year,
lines, in school yards, and in many other places. In from most countries of the world. Through the
fact, surveys show that 44 percent of the people of Internet, millions of people have become excited
Vancouver could grow at least some of the food about urban farming.
that they eat. With some effort, city dwellers could

Figure 9.8
There are over 1000
community garden plots
like this in Vancouver,
British Columbia. People
who live in apartments use
these plots to grow some
of their own food.
G RE
IN
A
R
DU

DING

1. If you wanted to
become a city farmer,
what type of food
could you grow in
your area? Where
could you grow
the food?

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188 U N I T 2 : Patterns in Physical Geography

Commercial Agriculture
In the past, when farmers had Billions of dollars worth of wheat is grown on Canadian
ALBERTA farms, mainly on the Prairies. It is shipped from the huge
ALBERTA

POOL
more than they could use for WHEAT POOL wheat farms to the flour mills.
their families, they took the
surplus to the local market.
ernment Government Government Government Government Government Government Government Government Government Government
anada of Canada du Canada of Canada du Canada of Canada du Canada of Canada du Canada of Canada du Canada

These outdoor markets pro-

vided places for farmers to
sell their produce. Today,
commercial agriculture is
the production of crops or
livestock for sale. Large quan- Sifting Grinding
tities of crops are grown,
The wheat seeds are ground into a powder called
and farmers often specialize wheat flour. Whole-wheat flour still has the
in one, or sometimes two, husks (the seed coverings) in it. White flour has
had the husks removed.
crops. Commercial agricul-
ture produces crops such as Whole-
White
Bran Wheat
Flour The flour is shipped to bakeries. Here
rice in China and Japan, and Flour
the flour is mixed with other
corn in the United States. In ingredients to make dough.
Canada, the sale and export
of wheat is a good example The dough is worked and
of commercial agriculture. shaped, given time to rise,
and then baked.

Figure 9.9
Wheat is used to make bread and
many other products that we eat.
Follow the steps in making bread that
are shown in this flow diagram. How
important is energy to this process? Fresh BR
E AD

The bread comes from the oven, cools, is

wrapped, and shipped to a store near you.

In Canada, a hectare
produces an average of
2000 kilograms of wheat.
Production Costs Income from Product The wheat produced by
seed 84 kg one hectare can make
Inputs $100 Selling Price $309
fertilizer 84 kg 3400 loaves of bread.
Machinery 85

upkeep Farm expenses 35

+ Hired help 25
fuel
Taxes 20 Figure 9.10
Insurance 9 What does it takes to grow a
Total $274 Profit $309 – $274
hectare of wheat? Sometimes
=$35 prices fall, and growers do not
earn enough to make a profit.
 C H A P T E R 9 : Patterns from Interactions: Agriculture 189

GEOSKILLS
Reading a Stacked Bar Graph
A stacked bar graph is a visual way to compare two sets of information at the same
time. When reading these graphs, always remember TAPP (Title, Axes, Pattern,
Purpose). Let us read the graph in Figure 9.11.

Number of Farm Families by Farm Type, 2004

40 000

30 000

Animal production
Number

Crop production
20 000

10 000

0
AB ON SK QC MB BC NS NB PE NL
Number of farm families

Figure 9.11
This graph shows the number of farm families by farm type and by province for 2004.

Guide Questions for Reading a Graph

Title: What does the title tell you about the graph?
Axes: What are the two axes telling you? What is the unit of measurement? Is there
a legend? If so, what does it tell you?
Pattern: Is there a pattern (trend) in the graph? Explain what you see. What do you
think the pattern means? Look at the legend. What comparison is being made?
Purpose: Who do you think would use this information? How does the information
on this graph relate to this chapter?

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190 U N I T 2 : Patterns in Physical Geography

Factors Influencing Commercial Agriculture

Commercial agriculture is influenced by six major factors: location,
climate, raw materials, market, labour, and transportation. A single
factor, or a combination of factors, can affect the type and quantity
of agricultural products that can be produced in a given area.

Raw Materials
sNEARLARGEUSEFULWATERSUPPLIES
sNEARFEEDFORLIVESTOCK
sNEAREQUIPMENTOUTLETSANDREPAIRDEPOTS
Transportation Location
sCOSTSMUSTBELOW sNEARWHEREPRODUCTISTOBESOLD
sNEEDGOODROADSTOGET VEGETABLESNEARLARGEURBANCENTRES
PRODUCETOMARKET sNEARWHEREPRODUCTSAREPROCESSED
MILKNEARDAIRIESORWHEATNEARMILLS
FACTORS THAT
Market INFLUENCE AGRICULTURE
sMUSTHAVEAPLACETOSELLTHEPRODUCE
sEACHMARKETMAKESSPECIALDEMANDSON Climate
WHATTHEFARMERSSHOULDGROW sMUSTMATCHPRODUCETOGROWINGSEASON
THEFURTHERFROMTHEEQUATORTHESHORTER
Labour THEGROWINGSEASON
sNEEDPEOPLEAVAILABLEATTHERIGHTTIMESFORPLANTINGAND sNEEDCORRECTANDTIMELYPRECIPITATION
HARVESTINGLARGEFIELDCROPSLIKECORNANDWHEAT sAREAMUSTHAVEASFEWSEVERESTORMS
sMOSTFRUITMUSTBEHANDPICKED ASPOSSIBLE
sVEGETABLESMUSTBEHARVESTEDANDSHIPPEDTOMARKETAT
THEHEIGHTOFTHEIRRIPENESS
sCERTAINPRODUCTSLIKEPUMPKINS MUSTBEPICKEDAND
SHIPPEDATSPECIALTIMES

Figure 9.12
G RE This mind map shows the
IN
1. Wheat is an important crop for Canada’s prairie factors that influence
A
R
DU

DING

provinces. Can you use the six location factors shown agriculture both in Canada
and around the world.
in Figure 9.12 to explain why wheat is grown in the
Prairie region?
2. Think about the agriculture that goes on in your area. Of all the
factors shown in Figure 9.12, which two are most important in
shaping the agriculture that goes on in your area? If there is no
agriculture in your area, can you use the factors to explain why it
is not found there?

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 C H A P T E R 9 : Patterns from Interactions: Agriculture 191

Figure 9.13
A sheltered river valley is an ideal
environment for growing rice.

Rice in South China

Rice is farmed commercially in China.
Much of it is harvested along the Yangtze
River in southern China. Because this
area is sheltered by the Ch’in Ling moun-
tain range, the climate is more moist and
more stable than in northern China.

Sheep Farming in Australia

Two-thirds of Australia is capable of
supporting livestock. Sheep farming is a
major industry in the country. The huge
surplus of meat and wool is exported to
other countries.

Commercial Agriculture —
Plantations
Plantations are farms where large areas
are planted in one type of product, such
as bananas or tea. Coffee is another plan-
tation crop that is in high demand in
most countries of the world. Figure 9.14
Why is this land in Australia used to graze
sheep instead of growing crops?

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192 U N I T 2 : Patterns in Physical Geography

G RE
IN
1. Where did the bananas come 2. Imagine that you are an exporter of bananas.
A
R
DU

DING
from that are currently being sold What actions would you take to make sure
in your community? Gather a that your bananas arrive in Canada in good
few banana stickers and bring them to class. condition? Record your ideas, and then
Record the names of the banana companies compare them with the actions that are
and producing countries. Locate and name shown in Figure 9.16.
the countries on a map of the world.

Let’s Go Bananas
Bananas are a plantation crop grown in the coastal lowlands of
Central America, Colombia, Ecuador, Philippines, and throughout
many parts of tropical Africa. Banana plants need hot weather, at
least 120 millimetres of rain per month, and deep rich soil.

Very often, a growing banana bunch is covered in a Bananas are harvested when they
large plastic bag while it is still small. This prevents are still green and hard. Workers
insect and weather damage. use sharp knives on long poles to
cut down hands (large stalks) of
bananas. In larger plantations,
modern machinery is being used to
harvest bananas. Great care must
be taken in handling the bananas.
They bruise easily. Before the
bananas are shipped off to the
nearest port, they are washed to be
sure all spiders have been removed.
Figure 9.15
Why do you think that
bananas are shipped on
the stalk, instead of in
some other form, such
as in cans or frozen?

Once the banana bunches have been removed from the

plant, the plant is cut back close to the ground and new
shoots develop. On a plantation, groves of bananas are at
different stages of growth. A large plantation could be
WEB LINK
shipping bananas throughout the year. For more information about
the growing of bananas, go to
www.nelson.com/phygeo7.

Bananas are shipped

by boat to North
America and
Europe. Figure 9.16
This flow diagram shows the journey
of bananas from the plantation
to you. What environmental
On route, they may partially ripen, and by problems might be caused by the
the time they are in your local store, they transportation of bananas to you?
are the attractive yellow that you expect.
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 C H A P T E R 9 : Patterns from Interactions: Agriculture 193

Tea Plantations in India

India is famous for its tea plantations. These large farms have been
planted with bushes that produce tea leaves. Most of these plantations
are set on the Himalayan slopes and the fertile plains of northeast
India. Tea plantations in India are successful because of the rich soil
and high rainfall.

Specialized Agriculture
Specialized agriculture is a term used to refer to crops that are
produced only in certain places. Specialized agriculture is successful
because these crops or livestock require unique conditions that
are found in these locations. Pineapples, for example, require hot
temperatures and can be grown only in tropical countries. Citrus
Figure 9.17 fruits are also specialized crops requiring hot temperatures.
Why are tea plantations in
places such as India considered IN
G RE
1. As you read about different specialized crops, identify
A
R

commercial agriculture?
DU

DING

what conditions are required for these crops. Suggest

other crops that require special growing conditions and
where these crops are grown.

Figure 9.18
Oranges and grapefruit are very successful in Southern
California and in Florida. Why are oranges not grown as
a specialized form of agriculture in Canada?

N EC
E C TT II
NN
N O
O
O
O
N
C

S
TO

Sometimes being too specialized

History is not a good thing. After potatoes
were introduced into Ireland, they became
the single most important food crop. Potatoes grew well in
the cool, moist climate. However, between 1845 and 1850, Figure 9.19
a fungus, often called a blight, destroyed potato crops. This
Vineyards such as these in Napa Valley,
event was called the Great Potato Famine or the Great California, are a specialized form of agriculture.
Starvation. It is estimated that over a million people died Grapes for eating and winemaking need
of hunger. Over two million people left Ireland, and fertile soils. They also need a long growing
many of them came to live in Canada. season without the danger of frost. Where
are grape-growing areas in Canada?
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194 U N I T 2 : Patterns in Physical Geography

Rice-Fish Farming
Rice-fish farming has been practised for centuries in China and
other southeast Asian countries. Most varieties of rice are grown
in flooded fields called paddies. The paddies are kept filled with
water for most of the growing season. Small fish are released
into the water and they live there until harvest time. These
fish feed on the weeds and other plants in the paddies that
would otherwise compete with the rice for sunshine, fertil-
izer, and nutrients. The fish droppings add to the fertility of
the soil and increase crop production. When the rice crop is
harvested, so are the fish.

Specialized Agriculture in Canada

Canada’s size means that there are many different types of
growing conditions. Because of this, Canada has many types
of specialized agriculture. Figure 9.20
This is a rice-fish farm in northern
Cranberries in the Fraser Valley Philippines. In what ways does this
method help farmers get maximum
British Columbia’s Fraser Valley is Canada’s cranberry capital. This
returns from their land?
region produces 80 percent of the country’s cranberries. The peat bogs
that are used for cranberry fields are swampy and highly acidic.

Cranberries are British

Columbia’s largest berry
crop. The province
produces about 17 million
kilograms per year, worth
about $25 million.

Figure 9.21
What growing conditions are
necessary for the production of
cranberries? Where else in Canada
might these conditions be found?

Blueberries in Cumberland County

Cumberland County produces 75 percent of Nova Scotia’s blueberry
crop. The blueberries are grown in a very acidic soil that is not good
for crops like corn, peas, or beans. The farmers discovered what
would grow successfully, and which crops would help them earn a
profit. Blueberries are very hardy plants that can survive in harsh
conditions, including poor soil and cold winters.

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 C H A P T E R 9 : Patterns from Interactions: Agriculture 195

Cumberland County, Nova Scotia

Figure 9.22 16
NO
Blueberries are common in many RTH N
parts of Canada. However, they are UM
366 BER
grown on a large scale in only LAN
D
a few places, such as Cumberland 6 STRA
IT
County in Nova Scotia. Amherst
204
321 368
104 Oxford
114 242 6
302 2 142
321
104
248

North American ginseng

is used to make some CUMBERLAND 104
popular over-the-counter COUNTY NOVA SCOTIA
cold and flu medications. 209 2

Cobequid Bay
236 2

0 15 km 215
289

Ginseng from the Okanagan Valley

Ginseng has traditionally been regarded as
a “miracle cure” in Asia. Today, ginseng has
become one of British Columbia’s most profit-
able specialized crops. The hot, arid region in and
around the Okanagan Valley provides desert-like
conditions. The ginseng root thrives in this rain
shadow because the hot and dry conditions reduce
the spread of fungus and root rot. Ginseng
requires a good deal of labour to grow and
harvest. Roof-like covers must be constructed
and maintained, and the ripe berries must be
picked by hand. However, its high market
value makes it a profitable crop.

Figure 9.23
Ginseng is not a traditional crop in the area, but it
grows well in the unique growing conditions of the
interior of British Columbia.

RE
ER
T A 1. Why do you suppose people persuades people to try the crop. Bumper
AF

DI

continue to be subsistence stickers are often slogans. Refer to Chapter 4

NG

farmers if they are not making to review how to create an effective slogan.
money from their farms? 4. Choose one of the following specialized forms
2. Which of the three types of agriculture do of agriculture — potatoes, cotton, sugar cane,
you think produces the most food in Canada? or dairy farming. Describe the landforms,
Explain the reasons for your answer. climate, and vegetation patterns that are
3. Make up a bumper sticker that advertises favourable to this form of farming. If necessary,
one specialized crop grown in Canada, and research using the Internet or library resources.

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Knowledge and Understanding 4 a) Put the six factors that influence agriculture in
order based on how easily farmers can change
1 Identify two ways that subsistence, commercial, and improve the conditions. The first one on
and specialized forms of agriculture are alike and your list should be the factor that farmers can
two ways that they are different. change most easily. Explain why you placed
2 Use ideas from this chapter to write a each of the six factors in this order.
paragraph with the following topic sentence: b) When you are finished, compare your list
“Developing more commercial agriculture is with another person in the class. How are your
the best way for the world to feed its hungry lists the same? How are they different? What
people.” When you write a paragraph, it is a reasons might there be for differences in the
good idea to “see” the points that you will order you placed the six factors?
be making to prove your topic sentence.
Each point or reason you give should have an
explanation supported with proof. Connect Inquiry/Research and
your points with transition words, and Communication Skills
conclude your paragraph with a closing
5 Research and compare the ideal growing
sentence that ties all your points together.
conditions for wheat and for rice. Record
your findings in a comparison chart with
these headings:
Topic sentence
Topics to Compare Wheat Growing Rice Growing

Amount of
Point (reason) #1 Explanation precipitation needed

Average temperature
needed
Point (reason) #2 Explanation
Soil conditions best
suited to growing

Topography best
Point (reason) #3 Explanation
suited to growing

(Add one other topic

of your choice)
Concluding sentence

6 Design a magazine advertisement to promote an

agricultural product that is produced in Canada.
3 Make up a chart to compare the three specialized On the back of your advertisement, identify the
crops in Canada that are identified on pages images or symbols used in your advertisement,
194 to 195. In your chart, comment on growing and explain why you chose them.
location, product uses, and growing conditions
for each of these crops.

Specialty Growing Product Growing

Crops Location Uses Conditions

NEL
 C H A P T E R 9 : Patterns from Interactions: Agriculture 197

Map, Globe, and Graphic Skills b) On your map, use arrows to join Canada to
each of the countries that are the likely sources
7 a) Find a map that shows global precipitation of most bananas eaten in your community.
patterns, and one that gives information about Draw the arrows to show the routes that the
global agriculture (see Map Appendix). Compare bananas would probably take.
the maps. Make two observations about the
patterns that you see.
b) Compare a map showing global tempera-
Application
ture patterns to the agriculture map (see Map 9 Six major factors influence commercial
Appendix), and note the patterns. agriculture. Describe the two factors that
you think are most important for these
8 a) On an outline map of the world, shade the parts of Canada:
countries that are the top banana-producing
countries in the world. (See chart below.) a) southern British Columbia, near Vancouver
b) southern Ontario, near Toronto
Top Banana-Producing Countries of the World, 2005 c) Prince Edward Island, near Charlottetown
Annual Production
In each case, give reasons for your choices.
Country (thousands of tonnes)
India 16 800 10 Make a flow diagram to show the process
Brazil 6 700 involved in growing, harvesting, and processing
a plantation crop such as pineapples, or a
China 6 400
Canadian crop such as wheat. (Refer to
Ecuador 5 900
Figure 9.9 and Figure 9.16.)
Philippines 5 800
Indonesia 4 500
Costa Rica 2 200
Mexico 2 000
Thailand 2 000
Colombia 1 600
Figure 9.24
Burundi 1 600
Canada is one of the world’s leading producers of wheat.

NEL
3
UNIT
Natural
Resources

I N T H IS U NIT
• describe how humans get, manage, and use natural resources, and point
out conditions that affect the importance we give those resources
• use a variety of resources and tools to find, organize, and share geographic
information about natural resources
• show how human activities affect the resources that we have available to us
and the health of the environment

es
Flow R ources
Solar energy
Air 1 We talk about natural resources
Wind using three categories: non-renewable,
urces Fresh water flow, and renewable. Give one example
eso
el R Tides
of a natural resource for each category.
Wildlife
b
wa

Fish
Rene

Waves
Vegetation

Mining Activity and Landform Regions

Minerals Metallic minerals
Petroleum Soils
Non-Metallic minerals
Trees
Fossil fuels
Coal
N Landform Regions
Arctic Lowlands and
Natural gas Hudson Bay Lowlands
No
n-

Re Innuitian Mountains
ne
wab
le Resources Great Lakes–St. Lawrence
Lowlands
Appalachians
Western Cordillera
Interior Plains
Canadian Shield

2 Minerals are non-renewable

natural resources. What does this
map tell us about Canada’s use of
non-renewable natural resources?
0 450 km
 199

3 How does our use of natural resources

affect the physical environment? How does
the use of new technology affect the way
we use up our natural resources?
Global Water Use

4 What patterns does the graph Industry

23%
show? How does the graph relate
to the information in the diagram?
Household
8%

Agriculture
Hydro-electric 69%
power generation

Reservoir
Water treatment plant

Raw material
for industries City

Sewage treatment plant

Irrigation
Waste for crops
from
Nuclear
industry
Runoff power
from fields plant
Dump Transportation
of materials

Harbour Cooling
water
Transportation
of people

5 Why are many people against the

hunting of whales? Why might Inuit
want to hunt whales?

Reusing of
goods

Recycling of Landfill
resources space saved
Non-renewable
resources available for Less damage to
future generations environment
harvesting resources
Less
Renewable resources waste
allowed to replenish Less pollution

Resources Environment Species are

Flow resources saved protected
not lowered protected
6 Who should lead the change
to a sustainable use of our natural in quality
resources? What is one way you
can help move us faster toward
Sustainable
sustainable use of our resources?
development
10 Types of
Natural Resources
KEY VOCABULARY
I N THIS CHAP T E R demand
• describe ways that people use natural resources to meet their non-renewable
needs, including renewable, non-renewable, and flow resources process
• point out patterns in where resources are located and how they raw material
are used renewable
• show how technology has affected our use of natural resources resource
• support a point of view about how a resource should be used shifting cultivation
• use the new terms in this chapter correctly as you investigate supply
the topics sustain
• locate and use helpful information from primary and technology
secondary sources traditional technology
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites,
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs
RE RE
O 1. a) Think of

A
F
BE

DING
something
that you
Resources Are Life might like to have, such
as a new game system,
W ithout materials like air, water, and soil, none of us could exist.
Each of us needs these resources to live. We must breathe,
eat, and have shelter. To meet our needs and wants, we use a wide
a new item of clothing,
or something to decorate
your bedroom. List all
variety of resources in many different ways. This is especially true in
the materials that would
a resource-rich country like Canada.
be used to make that
All the things that we use are made from raw materials that origi-
object — metals, plastics,
nally come from our natural environment. These raw materials are our
fabrics, wood, and so
natural resources. These natural resources help us to meet our needs.
on. Does your object
In economic terms, our needs and wants are called the demand, and
need power? If so, list
the natural resources are called the supply. In this chapter, we will
“energy” as a material
see what humans demand, and how supplies, or natural resources, are
that you will need.
taken from the environment.
Not all materials found in the natural environment are resources. b) Compare your list
We cannot call something a resource if we have not figured out how of materials to the lists
to use it to meet our needs. For example, mosquitoes are plentiful in of others in the class.
northern Ontario. However, we do not think of them as a resource How are your lists similar?
because they do not directly supply any human demand. How are they different?

NEL
 C H A P T E R 1 0 : Types of Natural Resources 201

Types of Natural Resources

Organizing natural resources into categories helps us understand the
similarities and differences between them.

Figure 10.1
This chart explains the three different categories of natural resources.

Resource
Category Definition Examples Explanation
Renewable • resources that can replace • trees in forests These resources are capable
resources themselves even if they have • crops that are produced of regrowing or renewing
been used, as long as they by agriculture themselves over a period
are not overused of time.
• natural fish stocks

Non-renewable • resources that are gone once • minerals such as gold, These resources can be
resources they are used iron, and nickel created only under quite
• fossil fuels such as coal specific conditions.
and petroleum

Flow resources • resources that are replaced • fresh water flowing through These resources exist because
by natural actions whether streams and rivers because of of natural systems and natural
humans use them or not precipitation processes.
• ocean currents
• wind

Figure 10.2
These pictures show the
three types of natural
resources that we use to
meet our needs and
wants. Which type of
natural resource is most
important in your life?

NEL
202 U N I T 3 : Natural Resources

Resource Overlap es
Flow R ources
There is some overlap among categories of resources. For example, Solar energy
trees that cannot grow back because of farming activities can be seen Air
Wind
as non-renewable resources. On the other hand, minerals can
urces Fresh water
be considered renewable if they are recycled. eso
eR l Wildlife Tides

b
wa
Fish

Rene
Figure 10.3 Waves
Vegetation
This diagram shows examples of natural resources
arranged by categories. Notice that the categories
overlap. Why are fish both flow resources and Minerals
renewable resources? How can minerals and trees Petroleum Soils
be renewable and non-renewable resources? Trees

Coal

Natural gas

No
n-
Re
People in the richer ne
wab
countries of the world le Resources
use the most resources.
In Canada, each one of
us uses up to 85 tonnes
of natural resources Compost
per year. This is equal Quality paper Cardboard Plywood Lumber
to more than 300 large
shopping bags of natural Pulp Building Material
resources per week!
Newsprint Laminated products

Plastics Furniture
Figure 10.4
Trees provide important materials Cellulose Hardwood
for meeting our needs. How can
they be considered both renewable Textiles Explosives Flooring Wood trim
and non-renewable resources? Firewood

G RE
IN
1. Use a graphic organizer to define renewable resources, LITERACY TIP
A
R
DU

DING

non-renewable resources, and flow resources. Then,

Defining Key Vocabulary
use your completed organizer to help you explain to
Write the term to be defined
someone in the classroom the differences between these types
(for example, “renewable
of resources. resources”) in the middle of a
2. Create a flow chart to illustrate the life cycle of a renewable, non- box that is divided into four
equal sections (see the example
renewable, or flow resource. You can use pictures from magazines on page 289). Then, list the
or the Internet, your own drawings, articles from newspapers, and characteristics of the word in
your thoughts and ideas to illustrate and prepare your flow chart. the top left-hand corner. List
You should include the following in your flow chart: examples in the top right-hand
corner and non-examples in
• your chosen resource in its natural state
the bottom left-hand corner.
• the products we make from the resource you chose Finally, write a definition in
• how we use the products we make from your chosen resource your own words in the bottom
• what happens to these products when we are done with them right-hand corner.

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 C H A P T E R 1 0 : Types of Natural Resources 203

Supplying Our Demands

Natural resources come from our environment. Almost all natural
resources must be changed before we can use them. These changes
are called processes. One exception to this is some foods. We can eat
berries and nuts just as they grow in nature. No changes have to be
made before they can be eaten.

Figure 10.5 Resource Process Product

This chart shows some common Trees Sawing — reducing the logs Boards and lumber for building
processes that change natural to usable, manageable lengths
resources into items we use. and widths
Iron ore Purifying — removing the Iron and steel made into a wide
valuable iron from the waste variety of products
rock in which it is found
Fish Cleaning — removing the Fish fillets or other cleaned fish
unwanted parts of fish so only products
the flesh is sold
Crude Refining — removing impurities Gasoline, plastics, drugs, and
petroleum and chemically changing the many other products
raw material to make it cleaner
and more suitable for a variety
of different products

Processing Resources
To understand how resources have
to be processed, trace the steps in
making a pair of jeans. The natural
resource — the cotton — must first
be grown and picked. The cotton
bolls are then trucked to a mill
where the fibres of the boll are
wound together into cotton thread.
Large machines weave the indi-
vidual threads together into a
cotton fabric. The cloth is dyed
blue or black, or whatever colour is
popular, and shipped to a clothing
manufacturer. There, the fabric is
cut into shapes and sewn together
into a pair of jeans. Labels are put
on the jeans, and they are shipped
out to stores.

Figure 10.6
These four pictures tell the story of how
a pair of jeans is made. What does each
picture show about the process?

NEL
204 U N I T 3 : Natural Resources

Advancing Technology
Humans have learned how to process natural resources to better meet
our needs. We use technology as a tool to modify resources. Technology
is the practical use of scientific knowledge to solve problems.
Technology has changed over time. As technology changed, our
use of natural resources also changed. Early humans used only plants
and animals to meet their clothing needs. Modern humans still use
plants and animals, but now we also use other natural resources that
require much processing, such as minerals and chemicals made from
petroleum. The use and processing of resources can affect the natural
environment, as you will learn in this unit.

Modern Technology
• Fabrics and coverings are made
out of human-made materials,
such as nylon and lycra.
• Raw materials include petroleum.
• A lot of processing is needed.

Middle Technology
• Fabrics are woven out of
plant material, such as
cotton and flax, or animal
Early Technology products, like wool.
• Raw materials found in • The raw material needs
the environment, such as some processing.
animal skins, leaves, and
bark, are used.
• Processing cleans and
shapes the materials.

Figure 10.7
The technology to make clothing has changed over time. How are
changes in clothing technology likely to affect your life?

RE
ER
T A
1. a) Name three products that you 2. Figure 10.7 illustrates how clothing technology
AF

DI

use that have undergone a great has changed. Draw and label a similar diagram
NG

deal of processing. to show how our technology for one of the

b) In your opinion, will the products that you following has changed: writing, cooking, or
use in the future be more processed or less transportation on land.
processed than the ones that you use now?
Explain why you think so.

NEL
 C H A P T E R 1 0 : Types of Natural Resources 205

RE RE
O

A
Taking Care of Our Resources
F
BE

DING

Resources are used to meet our needs, and this creates jobs and
1. Suppose you want to
wealth. Our economy is made stronger because we harvest natural
reduce the amount of
resources. However, harvesting and processing our natural resources
resources that you use
often harms the natural environment. For example, to make hydro-
in your daily activities.
electric energy, rivers are dammed up, which may cause large areas
What three actions
of land to be flooded. Societies are forced to make some tough deci-
might you take to
sions. Do they encourage more wealth by using resources, but harm
reduce your use of
the environment in doing so? Or, do they protect the environment,
resources?
but use fewer natural resources? Finding a balance between gaining
wealth and preserving the environment is a hard thing to do.

Figure 10.8
Large-scale hydro-electric dams such as the Aswan Dam in Egypt have created environmental
problems, both upstream and downstream. What do you think these problems are?

In Canada, about
676 000 jobs are Factors Affecting the Use of Resources
directly tied to getting
and processing natural When societies try to find a balance between using natural resources
resources (for example,
miners and jewellers).
and protecting the environment, they must consider important fac-
tors. These factors affect the way we look at natural resources.

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206 U N I T 3 : Natural Resources

Growing Consumption
An important fact in our world is that most people want more things.
They want nice cars, trendy clothes, larger homes, more food, a lot
of electronic goods, and so on. The demand is growing for just about
every natural resource. Some experts think that between 2005 and
2055, the total amount of the world’s natural resources that people
consume, or use, will grow by at least 100 percent, and perhaps by
up to 500 percent. Energy consumption will be an important part of
this growth. Experts warn that non-renewable supplies like oil and
natural gas will eventually run out.

World Natural Gas Consumption Figure 10.9

1990 73 People use natural gas for cooking, heating their homes,
generating electricity, and fuelling their vehicles, as well as
2002 92 to make glass, steel, plastics, and paint. This graph shows
the world natural gas consumption predicted to 2025. Why
2010 111 do you think that the consumption of energy is growing?

2015 128

2020 142

2025 156

Trillion cubic feet

Making Consumption More Fair

Twenty percent of the world’s population lives in rich countries like
Canada. Most people in these countries already have many things. In
fact, the people that make up this 20 percent use 86 percent of all the
world’s goods. Now, people in poorer countries want to enjoy them
as well. As people’s incomes in poorer countries rise, there will be LITERACY TIP
tremendous pressure to use more of the planet’s resources to supply Reading Tables
them with products.
Follow these five steps when
reading a table with statistics:
Figure 10.10 1. Read the title to learn the
This table shows the consumption of global resources by purpose of the table.
the richest and poorest parts of the world’s population. 2. Read the headings to find
out what the statistics will
Consumption of Global Resources tell you.
The Richest 20% of the The Poorest 20% of the 3 Read the data under the
Resources World’s Population World’s Population headings.
Fish and meat 45% 5% 4. Read the data again. Look
Energy 58% 4% for patterns or differences.
5. Use the information from
Telephone lines 74% 1.5%
the table and what you
Paper 84% 1.1% already know about the
topic to make concluding
Vehicles 87% 1.0%
statements.

NEL
 C H A P T E R 1 0 : Types of Natural Resources 207

IN
G RE
1. Is it OK to consume more resources if we only use

A
R
DU

DING
renewable natural resources? Use the organizer below
to help you make your decision.

Evidence that Supports Consuming Evidence that Opposes Consuming

More Resources if We Use Only More Resources if We Use Only
Renewable Natural Resources Is it OK to Consume More Resources Renewable Natural Resources
• if We Use Only Renewable Natural •
Resources?
• •
• •
Decision:
Reasons:

2. a) What is the purpose of the table in Figure 10.10?

b) What do the headings tell you?
c) What do the percentages tell you about the consumption
of resources?
d) What pattern do you notice in the data presented?
e) Why should people be concerned about this information?

Figure 10.11
Why do you think that it is important to limit the use of natural resources?
What can you do to help?

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208 U N I T 3 : Natural Resources

Concerns about Natural Resources

Many people are recognizing that their use of natural resources is
harming the physical environment. They are encouraging other
citizens and their governments to take actions that will help reduce
the use of resources and protect the environment. One action that
more and more Canadians are taking is buying hybrid cars that are
powered by both gasoline and electricity. This is one way that they
can reduce their consumption of energy.

Making Resources Last

How do we make our natural resources last for generations to come?
People must work to sustain them. The best way to do this is to
learn about how resources are used to provide you with the things
you need and want. We have to make sure that our way of life does
not use up non-renewable resources and does not waste renewable
resources. We all can make sure that we practise the 3 Rs — reduce,
reuse, and recycle — to the fullest extent possible.

You Are Important

As a consumer, you have a big role to play in helping to reduce, reuse,
and recycle. Think about the pop cans that you use. A large part of the
aluminum that is produced in the world is used for beverage and food
containers. Aluminum is made from bauxite, a mineral dug from the
ground. Not recycling aluminum pop cans means that the bauxite is
rapidly being used up. When it is gone, it will be gone forever. It also
means that more energy must be used to process the aluminum needed
to replace the pop cans. Making pop cans from recycled aluminum
takes only 5 percent of the energy that it takes to make pop cans from
bauxite. Recycling metals saves valuable non-renewable minerals, and,
therefore, energy. It helps to sustain our natural resources.

Figure 10.12
This table shows the proportion of energy saved by recycling materials. Why do you
suppose the amount of energy saved varies from one material to another?

Proportion of Energy Saved by Recycling

Material Percent of Energy Saved
Steel 74%

Aluminum 95%

Copper 85%

Lead 65%

Paper 64%

Plastics 80%

NEL
 C H A P T E R 1 0 : Types of Natural Resources 209

GO GEO-GREEN
Recycling and Reducing Waste
Did you know that your school lunch creates 30 kilo- • In British Columbia, Encorp Pacific (Canada)
grams of waste per year? Did you realize that it is has developed an elementary school incentive
now the law that all schools in Ontario with more program for the recycling of beverage containers.
than 350 students must complete a waste audit for Students bring beverage containers to school
their school? Canadians generate a lot of waste. In every day. Encorp supplies the containers and
fact, we produce about 410 kilograms of waste per the depots for recycling, and the schools earn
person per year. Fortunately, this amount of waste the money. Refunded money can be used for
is balanced by efforts to increase our recycling. school fundraising. On average, participating
In 2004, the average Canadian recycled 112 kilo- schools raise between $50 and $100 a month.
grams of material. That is up from 71 kilograms in • Northwestel, in Yellowknife, Northwest Territo-
2000. Schools and students have an important role ries, will contribute $3700 to elementary schools
to play in making recycling programs work. to reward them for participating in their Direc-
Many school-based recycling initiatives exist tory Recycling Program. Schools are invited to
across Canada: collect old Northwestel phone books to qualify
• The Ontario Waste-Free Lunch Program was for cash awards.
introduced in 2007 by the Ministry of the En- Both Encorp and Northwestel guarantee that the
vironment, The Recycling Council of Ontario, items they collect are recycled and not burned or
and Ontario Eco-Schools. The waste-free or sent to landfills. Programs such as these encourage
litterless lunch is built on reusable food and students to recycle. As a class, you could look for
drink containers and reusable lunch bags or sponsorship programs in your community to help
boxes. Schools were challenged to hold at least with recycling and waste reduction.
one waste-free lunch in April.

Figure 10.13
How can you help to
reduce, reuse, and recycle,
both at school and in your
community?

NEL
210 U N I T 3 : Natural Resources

RE
ER A 1. a) Think about the advantages of harvesting all the natural resources that we
T
AF

DI
need. Then, think about the advantages of working to protect and conserve
NG
natural resources. Record your ideas in a chart similar to the one below.

Advantages of Harvesting All the Natural Advantages of Conserving Natural Resources

Resources that We Need and Using Them Carefully

• •
• •
• •

W
b) Write d chart.
one conclusion that you can make using your completed
2. Suppose you decide to take action to use natural resources wisely and to protect the
environment. List five actions that you could take. For each action, explain how it
would help to conserve natural resources.
3. Supply five different endings for the sentence beginning “We should recycle because …”
or “We should reuse because ....”

GEOSKILLS
Reading a Photograph
By now, you have seen well over 100 pictures just like reading a graph or map. When you read
in this textbook. Photographs are useful because a picture, you are making conclusions based on
they help show physical and human patterns. How inferences, or educated guesses. On the next page
much time have you actually spent looking at these is a method that you can use to develop your
pictures? Reading photographs takes specific skills, photograph-reading skills.

Figure 10.14
Look carefully at the photograph below and the chart at the top of page 211. How
does the “I See, I Know, So” method help to develop skills in reading photographs?
 C H A P T E R 1 0 : Types of Natural Resources 211

GEOSKILLS
Reading a Photograph (continued)

I SEE I KNOW SO
What is in the picture Information based on what you Conclusions about where the photo
already know or have experienced is taken and why it is included
• yellow field • This is a crop that is all one colour. • probably taken in Manitoba or
Saskatchewan

• building(s) • A farm: the buildings are by themselves • showing the size of prairie farms
and are right beside the field. and the flatness of the land

• big sky that takes up much • Clouds are cumulus and look like they • maybe looking at prairie cloud
of the picture; thick clouds are getting heavy with rain; they are formations
grey in colour.

• flat land • This is in an area with plains or lowlands.

Look at the picture below. Draw an “I See, I people formed their conclusions about the same
Know, So” chart in your notebook. Fill out the photograph. You can adapt this chart for graphs
chart, and then share your ideas with a partner or and other visuals as well.
a small group. This is a great way to see how other

Figure 10.15
Complete an “I See, I Know, So” chart using this photograph.
212 U N I T 3 : Natural Resources

RE RE
O 1. This section

A
F
Traditional Technology

BE

DING
is about
people who
Humans have learned how to use new technology to improve living live in a tropical rainforest.
conditions. As technology changed, so did the use of natural resources. List five things that you
However, some groups of people did not change their ways of life. already know about
They kept their traditional technology and continued to do things what it is like to live in
much as their ancestors had done. a tropical rainforest.
2. The people being
The Yanomami People discussed in this section
An example of a traditional society — one that existed almost undis- have lived just as their
turbed until the 1950s — is the Yanomami people. Today, there are ancestors did for
an estimated 27 000 of them. They live in the rainforest between the thousands of years.
Amazon and Orinoco rivers in northern Brazil and southern Venezuela. How might they use
The Yanomami have occupied this forest for thousands of years. The the environment to get
dense underbrush has kept them isolated from the outside world. food and build homes?

Northern South America

Cairo, Egypt

N
Toronto, Canada
Orinoco R.
0 250 km
Tokyo, Japan
VENEZUELA GUYANA

COLOMBIA FRENCH Amazon Rainforest

SURINAM GUIANA

0 1000 2000 3000 4000

millimetres of precipitation per year
Rio Negro BRAZIL
Figure 10.17

Amazon R.
Precipitation levels are given here for four
places. How might the amount of precipitation
affect the ways in which people live their lives?
Figure 10.16
The Yanomami people are located near the
border between Brazil and Venezuela.

The Environment of the Yanomami

The rainforest environment is lush and rich. Over 3500 mil-
limetres of rain falls each year, and temperatures average
27 °C. Daytime temperatures are often higher than 35 °C.
Trees grow quickly in this climate. Growth is so lush that
the canopy of upper tree branches intertwines to almost
block out the Sun from the lower layers of the forest.

Figure 10.18
Note the layers of natural vegetation found
in this typical example of a rainforest.
 C H A P T E R 1 0 : Types of Natural Resources 213

G RE
IN 1. As you read the next section, make a flow diagram or

A
R
DU

DING
series of sketches to show how the Yanomami make a
garden in the middle of a tropical rainforest.
2. In what ways does the traditional technology of the Yanomami help
to sustain the resources of the people?

Figure 10.19
This sketch shows how a Yanomami
garden would be organized. What
are some advantages of shifting
cultivation over permanent gardens?

Burning the vegetation

in the rainforest helps
kill insect pests and
weed seeds. The wood
ash makes good
fertilizer.

Growing Food in a Forest

The Yanomami plant gardens to grow their food. Their system of
planting is known as shifting cultivation. Each family has its own
garden patch where they grow plantains (similar to bananas), bananas,
yams, manioc (a root vegetable), and sugar cane. They also grow non-
food crops — cane for arrow shafts, reeds whose sharp leaves are used
for cutting, and tobacco. After several years, weeds invade the gardens,
and the soil becomes exhausted. The Yanomami simply shift to a new
location and make a new garden.
To make a garden, the Yanomami must clear the dense forest, which
is a difficult task. They begin by choosing a site with good drainage and
soil. Small trees and underbrush are cut and piled to dry out and be
burned. Large trees are girdled — a strip of bark is cut off the trunk all the
Figure 10.20 way around the tree — so that the tree dies. Brush is piled against dead
The Yanomami coat the tips of trees and set on fire. Even if large trees do not fall down, their branches
their arrows with curare. This are burned off. Then, the sunlight can reach the ground below.
poison is made from a vine that
grows in the forest. The curare
causes animals’ muscles to relax, Other Food Sources
so that they fall out of the trees
The gardens do not provide the Yanomami with all their food. The
to the hunters below. What other
natural resources do you think this great variety of wildlife in the forest — mammals, reptiles, birds,
Yanomami hunter uses to make and insects — add protein to their diet. The Yanomami particularly
his arrows? Are these resources
renewable or non-renewable? like to hunt tapir and peccary. These pig-like mammals forage on
the forest floor. Termites, caterpillars, and locusts are also a source of
high-protein food.
NEL
214 U N I T 3 : Natural Resources

Living in the Forest

The Yanomami live in large communal dwellings called shabonos. WEB LINK
The people use poles cut from the forest to build a circular structure. For more information about
Then, they thatch the roof with leaves. Each family sleeps and eats the Yanomami, go to
in its own section of the shabono. Communal activities like cooking www.nelson.com/phygeo7.
and socializing take place in the central area.

Intruders in the Forest

The years since the 1950s have not been good for the Yanomami.
Outsiders searching for minerals and forest products brought dis-
eases such as tuberculosis with them. Many Yanomami, especially
babies, died. The infant death rate for the Yanomami is 13 percent,
compared to 1.5 percent for all of Brazil. Most frighteningly, the out-
siders are killing the Yanomami in order to get control of their land.
The area in which the Yanomami live is rich in minerals, especially
gold. During the 1970s and 1980s, over 20 percent of the Yanomami
were killed by outsiders. Other threats to their existence come from
ranchers and rubber plantation owners who want the land.

Figure 10.21
Food is stored on a shelf above the family’s
hammocks. How does the roof of the
dwelling appear to be constructed?

Figure 10.22
These people were travelling to
a local feast when it began to
rain. How have they used the
environment to solve a problem?

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 C H A P T E R 1 0 : Types of Natural Resources 215

LITERACY TIP The Future for the Yanomami

There are some good signs for the Yanomami. In 1992, Brazil set up a
Reading Cartoons 9.4-million-hectare reserve for the Yanomami people. This has slowed
Cartoons are humorous down the rate at which outsiders enter the area. However, patrolling
drawings that present an issue
or event and make a comment
it is very difficult, and prospectors still get through. The way of life
about it. They are visual tools of the Yanomami is changing as outside influences come into this
used to express an opinion and remote area. Their use of resources will change as well. In the future,
present a message. They are they may find that the forest will not satisfy all their needs.
meant to get readers thinking
about the topic presented.
When you are reading a cartoon Figure 10.23
(for example, Figure 10.23), What techniques has the
remember that the cartoonist is cartoonist used to create a
trying to present a message. message?
You will need to interpret the
information presented in order
to understand that message.

N EC
E C TT II
NN
N O
O
O
O
N
C

S
TO

This cartoon criticizes the

Cartoons attitudes of many outsiders toward
the Amazon forest. How do these
attitudes compare to those of the Yanomami?

T
ER
RE
A 1. a) You live a very different life 2. Identify five natural resources that the
AF

DI

than the Yanomami. Compare Yanomami people use. Give at least one
NG

the Yanomami way of life to purpose for each resource.

your own. Make a chart in your notebook 3. Suppose you were to visit a Yanomami
like the one below. shabono. What would you find appealing
b) What would happen to your way of life if all about the way of life of the Yanomami?
the electricity in the world failed? What would What aspects do you think you would find
happen to the life of the Yanomami? unappealing?

Item Yanomami Way of Life My Way of Life

• where our food comes from

• daily activities

• our houses

• our two biggest problems

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216 U N I T 3 : Natural Resources

Knowledge and Understanding 6 Choose one country anywhere in the world.

Using the Internet, an encyclopedia, or other
1 Complete these sentences: sources of information, decide which natural
a) The most important reason that people use resources seem to be important to that country.
natural resources is …. In order to decide this, look at the industries in
b) Trees are a renewable resource because …. the country and the types of products that they
c) Technology is …. make and export. Organize the resources into
renewable, non-renewable, and flow categories.
d) Consumption of resources will grow
because ….
e) The hardest part about shifting
Map, Globe, and Graphic Skills
cultivation is …. 7 Figure 10.3 uses circles to show the relation-
ships between renewable, non-renewable, and
2 Below are three pairs of terms. How do the
flow natural resources. Use your own ideas to
meanings of the terms in each pair differ?
come up with another way of illustrating the
a) renewable resources and non-renewable same relationships. Think about the following
resources methods to help get you started:
b) supply and demand • Use three-dimensional objects, such as blocks.
c) bauxite and aluminum • Use objects that move, perhaps suspended
3 a) Identify three factors that will likely cause from the ceiling.
more natural resources to be consumed in • Use “found” objects, such as those you might
the future. find in the recycling box or trash.
b) Suggest two actions that could be taken
8 Make a collage of products that we all use
to change the factors that are leading to more every day. Split the collage into two parts.
consumption. On one part, show products that are highly
processed, like DVDs, TVs, and cars. On the
Inquiry/Research and other, show products that require very little
processing before we can use them, like eggs,
Communication Skills fruit, and flowers.
4 Suppose you want to learn more about how
people use technology to process natural
Application
resources. Make up three research questions that
you might use to focus your research. Start each 9 You are making a movie about Canadians
of your research questions with one of these working with the Yanomami people. The
beginnings: How …? How much …? Why …? Canadians’ job is to help the Yanomami acquire
How did …? How might …? How will …? modern technology without destroying their
environment, the tropical rainforest. Your
5 The Yanomami practise a form of technology movie will illustrate what the Canadians are
called shifting agriculture. What technology did
doing to help the Yanomami. Outline your
the First Nations in your part of the province
movie as a set of pictures (storyboard) that
use before Europeans arrived in North America?
shows your plan for your video. A storyboard
Use the Internet and other research sources to
shows what will happen in your video in the
answer this question. Make a poster to show
order you plan to record the actions or events.
your research findings (refer to the Literacy Tip
Each major action or event is shown with a
on page 171 of Chapter 8). Be sure to include
sketch and a written summary.
sketches of the foods and the tools that were
important, and an explanation or illustration of
the traditional methods used.

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 C H A P T E R 1 0 : Types of Natural Resources 217

10 a) There are always some Canadians who are 11 Read the following newspaper article. Write a
out of work or living in difficult circumstances. letter to the editor of the paper expressing your
Some Canadians argue that because of this, feelings about the situation.
we must continue to create wealth by har-
vesting our natural resources as fast as we can.
However, other Canadians want us to work Yanomami tribe
harder to conserve our resources and protect the
environment. What is your opinion, or point of attacked, flee
view, on the topic? Use an organizer like the one Reports are coming out of a remote part
of Brazil that a small Yanomami tribe was
below to help you decide on your point of view.
attacked by outsiders on Tuesday. The Yano-
b) Present an argument for one side of this mami people escaped unharmed. However,
problem. Try to convince people on the other their village was burned and crops were
side that you are right. Present at least three destroyed.
The attackers have yet to be identified,
reasons for your side. (You may refer to Writing
but officials think they might be renegade
an Opinion Paragraph on page 233.) Then, miners trying to move onto reserve lands.
share your written argument with other people Officials have pledged to put a stop to any
in the class, and discuss the differences you more violence in the area.
have in your arguments.

Evidence to Support Harvesting Our Evidence that Supports Working

Natural Resources as Fast as We Can Harder to Conserve Our Resources
Should We Create Wealth and Protect the Environment
by Harvesting Our Resources
• as Fast as We Can? •

• •

• •

Decision:

Reasons:

NEL
11 Non-Renewable
Natural Resources
KEY VOCABULARY
I N THIS CHAP T E R
aggregate
• describe ways that people use natural resources to meet their beneficiation
needs, including renewable, non-renewable, and flow resources carat
• point out patterns in where resources are located and how environmental assessment
they are used mineral
• show how technology has affected our use of natural resources open-pit mining
• describe ways that natural resources are important to a country ore deposit
• use maps to find patterns in natural resources right
• use the new terms in this chapter correctly as you investigate tailing
the topics underground mining
• locate and use helpful information from primary and
secondary sources
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites,
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs

Spaceship Earth
RE RE
O 1. Brainstorm a list of non-renewable resources that
A
F
BE

DING

you use in your life. Identify ways in which these

non-renewable resources help you to live a better
and more comfortable life.
2. Explain why we should be careful about how we use non-renewable
resources.

Y ou are part of the crew of a space laboratory orbiting the Sun.

Your mission will keep you and the rest of the crew in space for
at least 10 years. Everything you need for life support is on board:
food, water, oxygen, heat, and light. There is not a lot of room on
board, so there are no areas for growing anything or for replenishing
your supplies. When your supplies are gone, they are gone for good.
When you run out of something, it cannot be replaced. Your whole
mission could be lost. If you were really up in space, would you not
want to be careful about using your supplies — your non-renewable
resources? Your life could depend on it! Metallic minerals

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 219

IN
G RE In fact, you are in that situation, in real life. The spaceship is the
A
R

planet Earth, which is orbiting the Sun. The crew is all of us living
DU

DING

on Earth. Everything we need for life is on spaceship Earth. However,

1. Information about many of the resources are limited and non-renewable. When they
minerals is given on are used up, they cannot be replaced. Should we not be very careful
pages 219 and 220 as about how we use and take care of our resources? Our lives do
text, as pictures, in a depend on them!
chart, and in a mind
map (or ideas web). Non-Renewable Resources
Which way makes it Non-renewable resources are those that are gone forever once we have
easiest for you to under- taken them from the natural environment. Minerals are some of our
stand the different types most important non-renewable resources. We put minerals into the
of minerals? What does following four categories: metallic minerals, non-metallic minerals,
this say about the way structural minerals, and fossil fuels.
you learn best?
2. Suppose you had to Figure 11.1
explain the different Minerals are very important to us. Can you
types of minerals to a name the minerals in the pictures below?
friend. Which method
would you use? Why?

Structural minerals

Non-metallic minerals

Fossil fuels
220 U N I T 3 : Natural Resources

Figure 11.2
These four types of minerals are non-renewable resources.
Metallic Minerals Non-Metallic Minerals Structural Minerals Fossil Fuels
Description • have a metallic shine • have a dull • a subgroup of non- • raw materials for
appearance metallic minerals a wide variety of
• good conductors of
products, including
heat and electricity • break apart easily • used in construction
energy

Examples Iron, gold, copper, Salt, potash, asbestos Limestone, sand and Petroleum, coal,
nickel, aluminum, zinc gravel, gypsum natural gas

Formation Usually found in rocks Usually found with Associated with Formed from the
that have cooled from sedimentary rocks sedimentary rocks ancient remains of
magma plants and animals
buried underground

beams
tools
food
steel plate
seasoning
machinery
soap
chemicals
steel
fertilizers
jewellery
iron
fireproof potash salts
fabrics gold coins

asbestos
Metallic wire
roads Non-Metallic
copper
sand, gravel brass
MINERALS aluminum
Structural electrical
buildings equipment
limestone cookware
building Fossil Fuels
material gypsum transportation
petroleum
lime lubricants
plaster
coal natural
gas plastics
wallboard
industries
heating
chemicals fuels transportation

homes
Figure 11.3
Trace the arrows from the
centre bubble, MINERALS, to
Using Minerals to Meet Our Needs the four types of minerals. From
each mineral type, follow the
Think about what your home would be like without minerals. Start arrows outward to the mineral
by taking away all the appliances. They are made using a number examples and the products
of metals. Now, remove all the electrical wiring. Wires are made of made from each mineral.
copper or aluminum. The plumbing goes, too. Pipes are made of
copper. Throw out your heating system, since furnaces and electric
heaters need metal. Knock down the walls, too, since they are made
using gypsum, another mineral. Can you keep the concrete blocks

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 221

in the walls? Sorry, they are made with sand, gravel, and lime. Even
roofing is made using fine gravel. Not much of your home is left
without minerals, is it? Now, think about all the other things in your
life that would be gone without minerals.

RE
ER
T A
1. Make up a bumper sticker “non-metallic,” “wiring,” “potash,” and
AF

DI

promoting the wise use of our “petroleum.” Show how these words are
NG

non-renewable resources. The related by arranging them in a mind map

best bumper stickers are short, interesting, (or ideas web), with “non-renewable
and funny. A bumper sticker is like a slogan. resources” in the centre.
(Refer to the Literacy Tip on creating slogans 3. Design a room for yourself that contains no
on page 85 of Chapter 4.) metal at all. Describe the materials you choose
2. The following nine terms are connected to to use in place of metals.
non-renewable natural resources: “fertilizer,” 4. List five non-renewable resources. Then, list
“copper,” “fossil fuels,” “metallic,” “plastics,” two products we get from each.

LITERACY TIP Minerals of the World

Asking Questions
Asking questions gives a RE RE
O 1. Look at the lists and maps on pages 221 and 222.
A
F

focus to your reading and

BE

DING

helps you understand what Make up three closed questions that you think can be
you read. There are two answered using this information, and three open-ended
types of questions: questions that will require looking beyond the information given
• Closed questions help you on these two pages.
find specific facts in the text
you are reading.
• Open-ended questions may Top World Producers of Selected Minerals
require you to read between (percent of world production, 2003)
the lines or look beyond
the text for an answer. Aluminum Copper Diamonds Gold
China 19.5% Chile 36.1% Australia 20.7% South Africa 14.8%
When forming either closed
Russia 12.4% U.S.A. 8.3% Botswana 20.3% Australia 11.2%
or open-ended questions, Canada 10.0% Indonesia 7.4% Congo (D.R.) 19.3% U.S.A. 11.0%
remember the 5 Ws and U.S.A. 9.6% Peru 6.2% Russia 16.0% China 8.3%
1 H questions. Australia 6.7% Australia 6.1% South Africa 8.4% Peru 6.9%

Gypsum Nickel Potash Zinc

U.S.A. 16.5% Russia 22.2% Canada 32.3% China 19.6%
Spain 12.4% Australia 14.2% Russia 16.9% Australia 16.1%
Canada 9.3% Canada 12.1% Belarus 14.9% Peru 14.9%
Iran 8.7% Indonesia 10.6% Germany 12.6% Canada 8.9%
Mexico 7.2% New Caledonia 8.3% Israel 6.9% U.S.A. 8.0%

Figure 11.4
Which three countries seem to be important sources of minerals worldwide?

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 221

in the walls? Sorry, they are made with sand, gravel, and lime. Even
roofing is made using fine gravel. Not much of your home is left
without minerals, is it? Now, think about all the other things in your
life that would be gone without minerals.

RE
ER
T A
1. Make up a bumper sticker “non-metallic,” “wiring,” “potash,” and
AF

DI

promoting the wise use of our “petroleum.” Show how these words are
NG

non-renewable resources. The related by arranging them in a mind map

best bumper stickers are short, interesting, (or ideas web), with “non-renewable
and funny. A bumper sticker is like a slogan. resources” in the centre.
(Refer to the Literacy Tip on creating slogans 3. Design a room for yourself that contains no
on page 85 of Chapter 4.) metal at all. Describe the materials you choose
2. The following nine terms are connected to to use in place of metals.
non-renewable natural resources: “fertilizer,” 4. List five non-renewable resources. Then, list
“copper,” “fossil fuels,” “metallic,” “plastics,” two products we get from each.

LITERACY TIP Minerals of the World

Asking Questions
Asking questions gives a RE RE
O 1. Look at the lists and maps on pages 221 and 222.
A
F

focus to your reading and

BE

DING

helps you understand what Make up three closed questions that you think can be
you read. There are two answered using this information, and three open-ended
types of questions: questions that will require looking beyond the information given
• Closed questions help you on these two pages.
find specific facts in the text
you are reading.
• Open-ended questions may Top World Producers of Selected Minerals
require you to read between (percent of world production, 2003)
the lines or look beyond
the text for an answer. Aluminum Copper Diamonds Gold
China 19.5% Chile 36.1% Australia 20.7% South Africa 14.8%
When forming either closed
Russia 12.4% U.S.A. 8.3% Botswana 20.3% Australia 11.2%
or open-ended questions, Canada 10.0% Indonesia 7.4% Congo (D.R.) 19.3% U.S.A. 11.0%
remember the 5 Ws and U.S.A. 9.6% Peru 6.2% Russia 16.0% China 8.3%
1 H questions. Australia 6.7% Australia 6.1% South Africa 8.4% Peru 6.9%

Gypsum Nickel Potash Zinc

U.S.A. 16.5% Russia 22.2% Canada 32.3% China 19.6%
Spain 12.4% Australia 14.2% Russia 16.9% Australia 16.1%
Canada 9.3% Canada 12.1% Belarus 14.9% Peru 14.9%
Iran 8.7% Indonesia 10.6% Germany 12.6% Canada 8.9%
Mexico 7.2% New Caledonia 8.3% Israel 6.9% U.S.A. 8.0%

Figure 11.4
Which three countries seem to be important sources of minerals worldwide?

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222 U N I T 3 : Natural Resources

World Mineral Locations

North Asia

Europe
America

N
Africa

South
America

Metallic Minerals Non-Metallic Minerals Australia

Iron Potash
Nickel Uranium
Chromium
Lead 0 2000 km

Figure 11.5
Which continent seems to have the most minerals?

World Fossil Fuel Locations

Asia
North
Europe
America

N
Africa

South
America

Fossil Fuels Australia

Petroleum
Natural gas
Coal 0 2000 km

Figure 11.6
Name a part of the world that has very few fossil fuel resources. Consider the type of rock in which
fossil fuels are found. Can you suggest a reason why some of the areas have fewer fossil fuels?

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 223

RE
ER
T A
Use the maps and lists in 2. In what parts of Canada is mining an
AF

DI Figures 11.4, 11.5, and 11.6 to important economic activity? Where are fossil
NG
help you answer the following fuels important? Which parts do not seem to
questions. Identify which of the questions are have much mining or fuel extraction? Explain
closed and which are open-ended. why you think this is so.
1. Name two parts of the world where there are 3. Using the lists of countries in Figure 11.4,
very few minerals mined or fuels extracted. count and record how many times each
Name two parts of the world that seem to country is named in the lists. Which countries
have a variety of minerals and fuels. seem to be the most important mining
countries? Why do you think that is?

Mining Minerals
RE RE
O 1. How do you think geologists know where to find minerals?
A
F
BE

DING

IN
G RE
2. With a partner, brainstorm the different ways that minerals
A
R
DU

DING

are extracted (removed) from rocks.

1. List the people or Minerals are important for our way of life, but they are not easy to get.
groups that might be To start with, just finding them is often very difficult. Then, we have
affected by the discovery to be able to harvest them. Even if we find a concentration of the min-
of minerals and the eral — an ore deposit — and we can extract the ore from the ground or
decision to develop a the ocean, we have to separate it from all the rock it is usually mixed
mine. Put a check mark with. After that, many processes are needed to make the mineral into
beside those who you a form we can use. There are many steps between wanting the min-
think will be happy erals, finding them, processing them, and using them.
about having a mine and
an X beside those who
may be unhappy about
a mine. Beside each
person or group, write
down a point that
summarizes why they
would be happy or
unhappy about a mine.

Figure 11.7
This photograph shows ore being
excavated from a mine in Sept-Îles,
Québec. Extracting ore from the
ground can be very difficult.
Why do you think that is?

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 223

RE
ER
T A
Use the maps and lists in 2. In what parts of Canada is mining an
AF

DI Figures 11.4, 11.5, and 11.6 to important economic activity? Where are fossil
NG
help you answer the following fuels important? Which parts do not seem to
questions. Identify which of the questions are have much mining or fuel extraction? Explain
closed and which are open-ended. why you think this is so.
1. Name two parts of the world where there are 3. Using the lists of countries in Figure 11.4,
very few minerals mined or fuels extracted. count and record how many times each
Name two parts of the world that seem to country is named in the lists. Which countries
have a variety of minerals and fuels. seem to be the most important mining
countries? Why do you think that is?

Mining Minerals
RE RE
O 1. How do you think geologists know where to find minerals?
A
F
BE

DING

IN
G RE
2. With a partner, brainstorm the different ways that minerals
A
R
DU

DING

are extracted (removed) from rocks.

1. List the people or Minerals are important for our way of life, but they are not easy to get.
groups that might be To start with, just finding them is often very difficult. Then, we have
affected by the discovery to be able to harvest them. Even if we find a concentration of the min-
of minerals and the eral — an ore deposit — and we can extract the ore from the ground or
decision to develop a the ocean, we have to separate it from all the rock it is usually mixed
mine. Put a check mark with. After that, many processes are needed to make the mineral into
beside those who you a form we can use. There are many steps between wanting the min-
think will be happy erals, finding them, processing them, and using them.
about having a mine and
an X beside those who
may be unhappy about
a mine. Beside each
person or group, write
down a point that
summarizes why they
would be happy or
unhappy about a mine.

Figure 11.7
This photograph shows ore being
excavated from a mine in Sept-Îles,
Québec. Extracting ore from the
ground can be very difficult.
Why do you think that is?

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224 U N I T 3 : Natural Resources

Prospecting for Minerals

How do prospectors find ore that is
buried deep underground? To start,
prospectors study samples of rock that
they find at the surface. They have
learned that certain ore deposits are usu-
ally found with certain types of rocks.
Prospectors also use indirect methods.
One technique is to fly over an area
towing an instrument that measures
the magnetic field of the rocks below.
When a site looks promising, small
drilling rigs are brought in to get sam-
ples from below the surface. This is very An aeromagnetic
survey measures
expensive and takes a lot of time. In
the magnetic field.
the end, only one test in a thousand
leads to the development of a mine.

Developing a Mine
When a site has a large deposit of ore,
it may be chosen for development into
a mine. The process of developing a
mine takes many years. Many difficult
jobs have to be done before the first
minerals can be sold.

Figure 11.8 Ore deposit

This airplane is towing a magnetometer
that measures the magnetic field of the
minerals in the ground below. Mining
companies use this data to help figure
out what minerals are in the ground.

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TO

Minerals have been important to

History people for a very long time. People began
using metals about 5000 years ago. Copper
was the first, and later came tin. Then, a mixture of copper and
tin, called bronze, was used. All sorts of tools and weapons
were made from bronze because it is a very hard metal.
Historians call the time when bronze was so important
“The Bronze Age”—from about 3000 BCE to 1000 BCE.

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 225

Obtaining the Rights to Mine Minerals

The land that the ore is on usually does not belong to the mining com-
pany. The company must get permission from the owners before it can
take the ore out. This is called getting the rights, which means buying
the legal rights to the ore from whoever owns those rights. In some
cases in Canada, First Nations people of the area have those rights.

Figure 11.9
Demonstrators protest against uranium mining in the Sharbot Lake area, which is
located north of Kingston, Ontario. Getting the rights to extract minerals often means
negotiating with First Nations people who live in the area. If these negotiations break
down, protests may follow.

Protecting the Environment

Many countries, including Canada, require mining companies to be
sure that they will not cause severe, long-lasting damage to the envi-
ronment or hurt people before they are allowed to build a mine. This
environmental assessment involves a study of what the mine will
do to the land, the air, the wildlife, and the people of the area. The
mining company must show the effects of the mine on the ecosystem.
The study must show that the mine’s impact on the environment will
be at an acceptable level.

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226 U N I T 3 : Natural Resources

Building the Mine

The mining company must determine the best way to extract the ore
from the ground. One method is underground mining. The mining
company digs a vertical shaft down into or near the ore body.
Horizontal stopes, or tunnels, are built out to the ore face. At the ore
face, the ore is blasted into rubble. Load-haul-dump machines pick
up the broken ore and carry it to an elevator. This method is best
when the ore is found far below the surface.
When the ore is found near the surface, mining companies use
open-pit mining. First, the overburden is removed; this is the rock,
soil, vegetation, and sometimes even a water body such as a creek or
a beaver pond that covers the ore. Then, heavy equipment is used
to dig a deep hole into the ore body. Whole mountains have been
completely removed using this mining method.

G RE
IN
1. Think about what it might be like to work in an
A
R
DU

DING

underground mine. Describe what you might hear,

see, smell, and taste in an underground mine.

Head frame Ventilation fans

Mill Abandoned open pit

Filled
stope

Cage
Tunnel
Working
Ore pass stope

Shaft

Crusher Ore
body
Storage
Figure 11.10

Skip Underground mining requires

a good attitude toward safety.
Fresh air must be pumped down
into the mine, and stale air and
fumes must be drawn out by a
ventilator system.

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 227

Figure 11.11
This is a photograph of the Diavik Diamond Mine, which is located in the Northwest
Territories, north of Yellowknife. Notice how the ground in this open-pit mine has
been cut into ramps that snake up the sides of the pit. The heavy trucks drive on
these ramps. In what ways do open-pit mines disrupt the natural environment?

A typical open-pit
copper mine will report
these statistics before
it is closed:
900 million tonnes of
overburden will be
removed from on top
of the ore body.
Over 450 million
tonnes of ore will be
dug out and sent to
the refinery.
4.5 million tonnes of
copper metal will be
shipped to buyers.
Almost 450 million
tonnes of tailings, or
leftover materials,
will be created.
The mine will leave a
hole almost 4 cubic
kilometres in size. That
is big enough to hold
three of Toronto’s
Rogers Centre.

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228 U N I T 3 : Natural Resources

Refining the Ore IN

G RE

A
R
DU

DING
Useful minerals must be separated from the waste rock. This process
is called beneficiation. Some minerals are separated by melting the 1. As you read through this
ore in a smelter. Other minerals are best separated by chemical action section, list some ways
in a refinery mill. Beneficiation is done as close to the mine as pos- that mining, and all the
sible to reduce transportation costs because there is so much heavy activities that go with it,
waste rock to transport. Only a small percentage of mineral is found have an impact on the
in the ore. Figure 11.12 shows how the cost of chromium — a mineral environment.
that is combined with steel to prevent it from rusting — rises through
each stage of refining and manufacturing. 2. What are two things that
are done to try to reduce
the harmful impacts of
Figure 11.12
mining on the physical
This chart shows the cost of chromium at different stages of processing.
environment?
Stage of Processing Cost

Chromite ore $200/tonne

(30% chromium)

Ferrochromium $860/tonne
(52% chromium)

Stainless steel $15 166/tonne

(18% chromium)

Manufactured products $32 000/tonne

(such as stainless steel pots and pans)

Dealing with Waste

After the valuable minerals are extracted from the ore, the mining
companies face a big problem. What should be done with the leftover
material, called tailings? Very often, the valuable minerals make up
only about 2 percent of the ore. This means that mining companies
must dispose of tailings equal to about 98 percent of the original
material from the mine. In open-pit mines, the tailings are some-
times dumped in parts of the pit where the ore has been exhausted.
In other cases, the waste is simply put into pits or piles nearby.
One problem with tailing piles is that they often contain dan-
gerous chemicals and minerals that can be washed out of them.
These poisons make their way into the groundwater and streams of
the area. Careful planning and design of tailing storage facilities are
needed to stop tailings from becoming sources of pollution.
 C H A P T E R 1 1 : Non-Renewable Natural Resources 229

Reclamation
Mining scars Earth’s surface. Many countries require mining compa-
nies to make the area safe and productive once mining has stopped.
It is impossible to return the area to a completely natural state.
However, trees or grasses can be planted on mined areas and over
tailing piles to hide some of the scars. Eventually, the land may be
used for grazing animals or for recreation.

Figure 11.13
This photograph shows an area in Sudbury, Ontario, that has been reclaimed after mining.
What appears to have been done to make the area safe and attractive?
230 U N I T 3 : Natural Resources

GO GEO-GREEN
Reclamation of Gravel Pits and Quarries
If you look out of your classroom window, you will vegetation to be planted. School kits were
probably see a number of items that are made developed to allow students to explore the
using aggregates. Aggregates are structural min- requirements for good plant growth. This joint
erals that include gravel and sand. These aggre- project has been a successful way to create
gates are used to build roads, buildings, and environmentally healthy ecosystems in places
sidewalks. They are used to filter water and do that were once damaged.
landscaping. They are also used to make tooth- • Another company has worked with the Greater
paste, cosmetics, paint, vinyl flooring, and bubble Vancouver Regional District to develop the “Pit
gum. The places where they are dug from the to Park” plan. This plan will create a large recre-
ground are called pits and quarries. ational space in an old gravel pit. The recreational
For many years, when a gravel pit was no longer space will have a lake for canoeing, marshland, a
needed, companies would leave it and move on to concert bowl, and open green space.
another area. The old pits would sit idle. They had • In Ontario, one large company hired a planner
little use for anything else. Now, with the help of to help it convert its abandoned gravel pits and
public campaigns and government programs, the quarries to wilderness and parkland. Recently,
aggregate companies are beginning to return these the company gave 1000 acres of rehabilitated
old gravel pits to somewhat natural environments. land to the local conservation authority.
The following examples show what is being done. You can get involved in rehabilitation projects by
• In British Columbia, one company has worked working with community groups and conservation
with local towns to establish plant growth on authorities. Look for groups that need help with
its old gravel pits. It used the nutrient-rich planting trees or spring flowers. By helping with and
organic material from waste-water treatment learning about local rehabilitation projects, you are
to fertilize the ground. Through community helping today’s environment, and making a cleaner
meetings, the towns decided on the type of and greener Earth for years to come.

Figure 11.14
This is an old, abandoned quarry near Guelph, Ontario. continues…

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 231

GO GEO-GREEN
Reclamation of Gravel Pits and Quarries (continued)

Figure 11.15
This is a rehabilitated quarry in Elora, Ontario. What improvements appear
to have been made to the ecosystem as a result of the rehabilitation?

RE
ER
T A
1. Explain how each of the following situations might stop a
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rich ore body from being mined:

NG

• There are very few customers for the mineral in the world.
• The refined mineral would have to be transported a long distance.
• The price the mineral is selling for is low.
• A new form of plastic can do the same things as the mineral.
• First Nations claim the mining area as their land.
• The environmental assessment required by law has to be completed.

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232 U N I T 3 : Natural Resources

2. Select one of the roles listed below. Write for the audience listed,
in the format suggested, and on the topic provided.

Role Audience Format Topic

Mining executive Shareholders Letter The discovery of a new rich mineral body

First Nations leader First Nations community Speech Proposal to mine on First Nations lands

Experienced miner New miner Dialogue Working in an underground mine

Environmentalist A group of protesters Speech How mining causes environmental damage

3. Brainstorm possible ways to solve the problem of tailings. Consider

the following:
• Tailings often contain low concentrations of the ore that is mined.
• There might be other uses for the tailings.
4. Mining can have a harmful impact. The effects of mining can
include the following:
• disrupting First Nations peoples’ use of the land
• harming the environment
• disturbing wilderness areas
Is getting the minerals worth these costs? Write down your opinion
(yes or no), and give three facts that convince you that your opinion is
right. To help you make a decision, use a “Both Sides Now” organizer,
such as the one shown below. The organizer will help you visualize
the arguments for and against mining minerals and help you arrive at
an opinion that you can support with facts.

Evidence that Supports the Evidence that Supports the

Opinion that Mining the Minerals Opinion that Mining the Minerals
Is Worth the Cost Is Not Worth the Cost
• •

Is Mining Minerals
• •
Worth the Cost?

• •

• •

Decision:

Reasons:

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 233

GEOSKILLS
Writing an Opinion Paragraph
The purpose of an opinion paragraph is to express of view. In order to make a clear and concise
your ideas about an issue. A clear opinion para- opinion paragraph, you must remember the 4 Cs:
graph will persuade readers to accept your point Catch, Commit, Convince, and Close.

Catch
Bringing the Cost of Oil Sands Production Home
What would it be like to live in your house if it had no reliable Commit
source of running water or a working furnace? If Alberta’s oil
sands development is allowed to increase, depleting water and
gas resources could become reality for many people in Canada.
Recovering usable oil from the oil sands is a process that needs a
lot of water and natural gas, which are used when the sticky oil is
Convince separated from the sand. For every barrel of oil that is produced,
two barrels of water are used. By 2025, the high volume of water
usage in oil sands production will threaten the Athabasca River.
Also, the refining process will use up 20 percent of Canada’s Close
annual natural gas production. This is the same natural gas that
80 percent of Canadians use to heat their homes and water. If
expansion of production in the oil sands is not stopped, Canadians
will not have enough water for their homes or gas to heat them.

Figure 11.16
Read the paragraph above, and note the 4 Cs.

Catch: This is the first sentence in your paragraph. Convince: This is where you prove your point and
It is the most important sentence because it is support your opinion. You can use information
the one that will grab the reader’s attention. from research and from your own knowledge and
You must find a way to introduce your topic so experience to write this section. Make sure that
that the reader will want to keep reading. You your points are clear and concise.
might try starting with a question, a quote, or an
Close: This is your conclusion, and it may be one or
information bite.
two sentences long. You must restate your opinion,
Commit: This is the second sentence in your para- and you may want to summarize the most impor-
graph. Its job is to state the topic and your opinion tant point in your paragraph. This is where you can
clearly. leave the reader wanting to find out more about
the topic or to get involved with the issue.

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234 U N I T 3 : Natural Resources

Mining in Canada
RE RE
O 1. Brainstorm with a partner the names of towns or
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cities in Canada where mining is an important industry.

Use an atlas, and note which minerals are important to
the economy of these towns or cities.
2. Which parts of Canada have the greatest amount of mining activity?

Mining and mineral processing create many jobs in Canada. In 2005,

about 388 000 Canadians were working for mining and mineral-
processing companies. Mining added $40 billion to the country’s
economy in 2006. It is a very important part of Canada’s economy.

Metallic Minerals
Figure 11.17
These graphs show the leading
provinces and territories for
All Others Ontario
metallic and non-metallic mineral
production for 2006.
22.4% 32.5%

Newfoundland 14.5%
and Labrador
15.1% 15.5%

British
Columbia

Québec

Canada produces more

than 60 minerals and
metals.
Non-Metallic Minerals There is mining activity
in every province and
territory.
Ontario In 2006, nickel was
the top metallic mineral
All Others 24.4% produced in Canada, when
$6.2 billion of nickel was
38.8% shipped. Potash was the
top non-metallic mineral,
15.4% Northwest at $2.2 billion.
Territories Weekly wages in the
mining industry are about
1.5 times the national
6.6%
14.8% average.

British Québec
Columbia

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 235

Mining Activity and Landform Regions

LITERACY TIP Metallic minerals
Creating Timelines Non-Metallic minerals
Fossil fuels
A timeline plots events
in a graphical way. N Landform Regions
Arctic Lowlands and
• Choose the most Hudson Bay Lowlands
important events. Innuitian Mountains
• List these events in Great Lakes–St. Lawrence
Lowlands
chronological order
Appalachians
(earliest to latest).
Western Cordillera
• Decide what unit of
Interior Plains
time you want to use
Canadian Shield
for your timeline (for
example, years).
• Calculate how many
segments you will need
on your timeline.
• Draw a horizontal or
vertical line and divide it
equally into the number of
segments that you need.
Figure 11.18
• Label the dates from left to 0 450 km
Which landform regions have the
right on a horizontal time- greatest amount of mining activity?
line, and from bottom to
top on a vertical timeline. G RE
IN
1. As you read the next section, draw a timeline to show
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the development of the diamond industry in Canada.

Start your timeline at 1991, and label the events
that occurred.

Diamond Mining in the Northwest Territories

The first diamonds were discovered in Canada in 1991 at Lac de Gras,
which is about 300 kilometres northeast of Yellowknife, Northwest
Diamonds and other
precious stones are Territories. The Ekati mine opened in 1998, and it produced one
measured in carats. million carats of diamonds the first year. A second mine in the North-
A carat is a unit
of weight equal to west Territories, the Diavik Diamond Mine, began production in 2003.
100 milligrams. In 2004, these two mines produced 12.6 million carats of diamonds,
worth more than $2 billion. This is equal to about 1.5 kilograms of
diamonds a day for the year.

Figure 11.19 Diamond Workers in Canada, 1997–2004

This graph shows the number 1997 0
of workers in Canada in the
diamond industry from 1997 1998 93
Year

to 2004. About 40 percent of

2001 731
the workers are Aboriginal
peoples, and about 60 percent 2004 2200
are non-Aboriginal peoples.
Number of workers

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236 U N I T 3 : Natural Resources

Figure 11.20
Aurora College, in Yellowknife,
Northwest Territories, trains
students to cut and polish
diamonds through its Diamond
Cutting and Polishing
program. Here, a student
is polishing a diamond.

WEB LINK
For more information about
the Canadian diamond
industry, go to
www.nelson.com/phygeo7.

Between 2005 and 2007, three more mines started producing

diamonds — one each in Nunavut, Ontario, and the Northwest
Territories. This added production makes Canada the third-largest pro-
ducer of diamonds by value in the world, after Botswana and Russia.
The diamonds mined in Canada are of good quality. They are etched
Canadian diamonds
with an image of a polar bear to mark them as Canadian diamonds. are etched with a tiny
Many jobs have been created because of diamond mining. The polar bear symbol to
stones have to be cut and polished. A number of businesses that do distinguish them from
"blood diamonds" mined
this have started in the Northwest Territories. At first, highly trained in Africa, where the
diamond cutters were brought in from places such as Armenia, Israel, profits help fund civil
wars that have child
and China. Now, a college program in Yellowknife is turning out soldiers fighting in them.
trained workers. Other jobs have been created in areas such as house
construction and road building.
The existing mines are expected to keep producing some of the
world’s best diamonds for at least 20 years. Mining companies are
continuing to search for new deposits of diamonds. The Aboriginal
peoples in the North are partners in this development.

RE
ER
T A
1. Look at Figure 11.18. Why do you 3. Work with a partner to brainstorm some ways
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think the landform regions were that diamonds are used.

NG

marked on this map of mineral 4. Why are some people in Canada very excited
and mining locations? about this country’s diamond industry?
2. Figure 11.18 shows that there is little mining
in northern Québec and Nunavut. Give three
reasons to explain why you think this is.

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 237

Knowledge and Understanding 3 Identify the advantages and disadvantages

of mining non-renewable natural resources.
1 Column A in the chart below is a list of products Consider the following topics as you think about
made from non-renewable resources. Column B the advantages and disadvantages:
is a list of the non-renewable resources. In your
• the environment
workbook, match the products with their correct
non-renewable resource. • economic effects
• impacts on Aboriginal peoples
Column A Column B
(products) (non-renewable resources) • jobs
Bricks Talc • other topics that you think are important
Concrete sidewalks Iron
Aluminum pop cans Lead Inqu
Inquiry/Research and
Car body parts Clay Com
Communication Skills
Batteries Bauxite
4 These
T are some mining towns in Canada:
Talcum powder Limestone C
Chibougamau, Kimberley, Labrador City,
Marathon, Port Hardy, Sudbury, Thompson,
M
2 In your workbook
workbook, make a chart with the aand Trail. Choose three of these, and conduct
following headings: Stage of Development research to find out which minerals are
(left column), and Problems to Overcome extracted in each location. The Internet and
(right column). In the left column, write down Canadian encyclopedias and atlases will be good
each of the headings used in the section Mining sources for your research. Show the locations of
Minerals, on pages 223 to 229. In the right the three towns on a map of Canada.
column, record any problems that the mining
company has to solve in each stage of Figure 11.21
development. How is this non-renewable resource being processed?
238 U N I T 3 : Natural Resources

5 Make up three possible research questions on b) Compare the amount of oil found in the
the topic of Canada’s energy supply. One Alberta Tar Sands to the deposits in another
question should be a closed question, such as country. Research to find out about the oil
a comparison question (for example, “Which resources in Mexico, Venezuela, or Saudi Arabia.
is larger …?”). Another question should be an Make a comparison chart to show your data.
open-ended question, such as a cause-and-effect
question (for example, “Why did x happen?”).
Map, Globe, and Graphic Skills
The third question should also be an open-
ended question, such as a question in which 7 Make a flow diagram to show the stages
you wonder (for example, “What would happen in mining, from prospecting through to
if …?”). Use classroom and library resources to reclaiming the land. Make small sketches to
answer one of your questions. illustrate what is going on at each step in
your diagram (see sample flow diagrams
6 a) Conduct research on the Alberta Tar Sands, on pages 188 and 192 of Chapter 9).
a rich deposit of oil-soaked sands in northern
Alberta. Find information on the following topics: 8 In Canada, wages paid to workers in the mining
• size of the resource industry are high compared to other jobs.
Review “Creating a Bar Graph” in the GeoSkills
• ways of extracting the oil
on page 107 of Chapter 5 before you construct
• reclamation efforts a bar graph to show this information.
• issues/problems
• opportunities Sector Weekly Wage (2006)

Organize your findings in a display, such as a Mining $1346

poster or a PowerPoint presentation. Forestry $967

Manufacturing $906
Figure 11.22
Construction $895
The scale of the Alberta Tar Sands is huge, from the amount of oil
in the ground to the massive trucks used to move the sands. These Retail trade $485
trucks are three stories high and cost $5 million each.

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 C H A P T E R 1 1 : Non-Renewable Natural Resources 239

9 a) A good way to see the economic importance Application

of mining to a province is to look at its share of
mining employment. Construct a bar graph to 10 Mining has had a long history in Canada. Locate
show mining employment by province/territory. some photographs or diagrams that show some-
(Refer to “Creating a Bar Graph” in the GeoSkills thing of the working conditions and technology
on page 107.) of earlier times. A museum or library with a big
collection of books on the history of Canada
Province/Territory Employment would be a good place to begin your search.
You could also search on the Internet for his-
Newfoundland and 4.3% torical images of mining in Canada. Try a search
Labrador
string such as mining history Canada and click
Nova Scotia 2.3% “images.” Display copies of the pictures you find
on a poster, in a PowerPoint presentation, or in
New Brunswick 4.4%
some other interesting arrangement.
Québec 21.0% 11 Should mining companies be forced to pay
the cost of reclaiming a mine site? Before you
Ontario 28.2% decide on your answer, make up two lists.
On one list, write points in favour of making
Manitoba 5.2% companies pay. On the other list, write points
against it. Based on your lists, decide on
Saskatchewan 11.9%
your answer. Write a paragraph giving your
opinion on the topic. For help in writing opinion
Alberta 5.6%
paragraphs, review the GeoSkills on page 233.
British Columbia 13.3% 12 Who has a role to play in making sure that
non-renewable resources are recycled? With a
Nunavut 3.4% partner, brainstorm a list of people or groups
(for example, concerned citizens or politicians)
who you think should lead Canada’s efforts to
b) Make up two questions about the data in
recycle. For each group, identify some actions
this chart and shown on your graph for a
that they could take, or have taken, to improve
partner to answer.
recycling. When you have finished, write a
paragraph in which you identify the group that
you think has the greatest potential to improve
the country’s recycling efforts.

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12 Renewable
Natural Resources
KEY VOCABULARY
I N THIS CHAP T E R
cartographer
• describe ways that people use natural resources to meet their cash crop
needs, including renewable, non-renewable, and flow resources clear-cut logging
• point out patterns in where resources are located and how they coniferous forest
are used deciduous forest
• show how technology has affected our use of natural resources domestication
• describe some ways that natural resources are important to hardwood
a country logging
• make maps to show where natural resources are located in Canada natural regeneration
• use maps to find patterns in natural resources pulp and paper
• use the new terms in this chapter correctly as you investigate replanting
the topics selective logging
• locate and use helpful information from primary and softwood
secondary sources strip logging
• share the results of research for different reasons and audiences temperate forest
using options such as computer slide shows, videos, websites, tropical forest
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs
• make a report on conditions that will affect the natural resources
that are available in the future

Nothing Is Forever
RE RE
O 1. Make up two lists with the headings “Products from
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Animals” and “Products from Plants.” Think of the

products that you use. How many products can you list
under each heading that come from plants and animals?
2. How can plants and animals be classified as renewable natural
resources?

R enewable resources are those that will grow back again or repro-
duce themselves. They will be available for our use later, even
if we use some of them now. While renewable natural resources are
able to grow back, sometimes our actions make that difficult. These
resources may be lost if we overuse them or change the conditions

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 C H A P T E R 1 2 : Renewable Natural Resources 241

in which they live. For example, some animals have been hunted
to extinction. Also, we are destroying tropical rainforests, which
contain half of Earth’s plant species. All renewable resources will be
available to us only if we treat them with respect and care.

Animals as Resources
Humans have always hunted wild animals for food. Domestication,
or the taming of wild animals, started as early as 12 000 years ago.
Then, animals could be used for many more purposes. Dogs protected
people and their animals (for example, sheepherding), while sheep,
goats, and cattle served as easily available food sources. Over time,
other animals were tamed for use as pets and beasts of burden (or
work animals). People used the skins of domestic animals to make
clothing and shelter. Many domestic animals had dual purposes.
Cattle provided milk, and they were also used as draft animals to
help people do their work.

Distribution of Domesticated Animals Worldwide

Figure 12.1
Humans often use animals
for labour, as here in Ethiopia N
in eastern Africa. What are
some other ways animals are
used by people?
Cattle
1 dot represents
10 million head
Dairy produce 0 3600 km

Sheep
Pigs
1 dot represents
10 million head 0 3600 km

Figure 12.2
These maps show the distribution of domesticated animals worldwide.

G RE
IN
1. Examine the maps in Figure 12.2. Which areas of
A
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the world seem to have few domesticated animals?

Why do you suppose that is the case?

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242 U N I T 3 : Natural Resources

GEOSKILLS
Understanding Map Projections
Earth is a sphere. When we draw a map, we flatten Because of this flattening, all maps are distorted in
this sphere to make it fit on a sheet of paper. some way.

Figure 12.3
Map makers can stretch the surface of Earth so that the parts are less curved.

Figure 12.4
Map makers can also cut the surface of Earth to flatten it.

Map makers, called cartographers, use projec- cast, shadows all around it. The cartographer traces
tions to draw their maps. If you were to build a those shadows to create a reasonably accurate
clear glass globe with black cardboard continents picture of our planet. There are different types of
and place a light in the centre, it would project, or projections.
continues…

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 C H A P T E R 1 2 : Renewable Natural Resources 243

GEOSKILLS
Understanding Map Projections (continued)

Planar Projection
Earth is projected onto a
flat surface that touches
the globe only at a single
point. A map of this type
is most accurate at the
centre and becomes more
distorted as you go out
to the edges.

Conic Projection
Earth is projected onto a
paper cone placed on top
of the globe. The map will
be the least distorted on
the line where the cone
touches the globe. This is
a common projection used
for portraying Canada.

Cylindrical Projection
Earth is projected onto a
paper cylinder wrapped
around the globe. This
projection is most accurate
near the equator, but it is
distorted near the poles.
The Mercator projection
is a famous cylindrical
projection.

Figure 12.5
Three types of projections are planar, conic, and cylindrical.

Just as mechanics need to choose which tool is Geographers must make sure that the map they
best suited for a job, geographers need to choose choose is appropriate for the task.
which map projection best suits their needs.

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Plants as Resources
Plants are healthy, nourishing food sources. Starch provides energy.
Minerals, together with proteins and vitamins, promote good
health. Some people get the starch and minerals they need from Maize is the raw material
for many products, such
potatoes, corn, and beans. However, grasses like rice and wheat are
as the following:
the most important plants for starch globally. The top three grain bread and porridge when
crops are described below: ground into a flour
cooking oil when pressed
a baking ingredient when
• Over half the world’s people rely on rice as a source of starch. It prepared as a starch
grows best in tropical areas where there is high precipitation. cosmetics
• Wheat is vital to the diet of many of the people of the world. glue
feed for livestock
There are over a thousand varieties of wheat. fuel
• Maize is the third most important grain crop in the world,
after rice and wheat. In North America, maize is called corn. It
is native to the drier upland areas of Mexico. Maize was taken
from there and introduced into other parts of the world.

Figure 12.6
This table shows some non-food uses for plants. Can you think of other examples?

Purpose Examples of Plants Used

For fabrics • cotton woven from the hair fibres that cover the seeds of
cotton plants
• linen woven from the stem fibres of flax, and rope woven
from the stem fibres of jute plants

For ceremonies • incense made from aromatic plant resins, including

frankincense and myrrh
• alcohol, a common religious symbol, made from many
fruits and grains

For healing • quinine taken from the bark of the tropical chinchona tree
and used to prevent malaria
• aspirin made from salicin found in the bark of willow trees
• the periwinkle of Madagascar used in the treatment of
childhood leukemia

For pleasure • gardens made with flowering plants and attractive foliage
• modern gardens using mixtures of native, introduced, and
hybrid plants

For building • wood from trees used as a construction material because

of its strength and durability

For fuel • for most of human history, wood from trees as a source
of fuel

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 C H A P T E R 1 2 : Renewable Natural Resources 245

Two important human activities based on renewable natural

resources are agriculture and forest industries. This chapter focuses
on forests as renewable natural resources.

RE
ER
T A
1. The following terms are related 2. Name three non-food uses for plants and for
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to renewable resources: “wheat,” animals.

NG

“wool,” “dual-purpose animal,” 3. a) Explain why forests usually fit the category
“grasses,” “oats,” “animals,” “horses,” of renewable natural resources.
“plants,” “beast of burden,” “sheep,” and
“meat.” Show how these words are related b) In what situation would it not be correct to
by categorizing them in a mind map (or label forests as renewable natural resources?
ideas web) with “Renewable Resources”
at the centre of the web.

LITERACY TIP Using Forest Resources

Categorizing Words
Categorizing words means RE RE
arranging them into groups
O 1. This section begins by noting that about one-third of the
A
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that show the connections world’s land surface is covered by forests. What covers
between words. the other two-thirds of Earth’s surface? (Hint: See
• First, look at the words to Figure 7.23 on pages 160 to 161.)
see how they are similar
or different. 2. Brainstorm the different ways that we use forests or that forests are
• Group words that important to the quality of life of Canadians. Share your list with
are related. two other people and add any new ideas to your list.
• Name each group to 3. The remainder of this chapter focuses on forests as a renewable
show how the words
resource. In your notebook, draw a KWHL organizer (refer to
are connected.
question 9 on page 91 of Chapter 4). In the first column, record
what you know about forests as a renewable resource. In the second
column, record questions to show what you want to know about
this topic. Remember that you can create two types of questions:
closed questions and open-ended questions. Think of the 5 Ws and
1 H as you record your questions. In the third column, record how
you can find this information. As you read this chapter, record what
you learn to answer your questions in the fourth column.

Types of Forests
About one-third of the world’s land surface is forested. Since growing
conditions are different around the world, forests are different, too.
Forests belong to two big categories:

• tropical forests
• temperate forests

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 C H A P T E R 1 2 : Renewable Natural Resources 245

Two important human activities based on renewable natural

resources are agriculture and forest industries. This chapter focuses
on forests as renewable natural resources.

RE
ER
T A
1. The following terms are related 2. Name three non-food uses for plants and for
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to renewable resources: “wheat,” animals.

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“wool,” “dual-purpose animal,” 3. a) Explain why forests usually fit the category
“grasses,” “oats,” “animals,” “horses,” of renewable natural resources.
“plants,” “beast of burden,” “sheep,” and
“meat.” Show how these words are related b) In what situation would it not be correct to
by categorizing them in a mind map (or label forests as renewable natural resources?
ideas web) with “Renewable Resources”
at the centre of the web.

LITERACY TIP Using Forest Resources

Categorizing Words
Categorizing words means RE RE
arranging them into groups
O 1. This section begins by noting that about one-third of the
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that show the connections world’s land surface is covered by forests. What covers
between words. the other two-thirds of Earth’s surface? (Hint: See
• First, look at the words to Figure 7.23 on pages 160 to 161.)
see how they are similar
or different. 2. Brainstorm the different ways that we use forests or that forests are
• Group words that important to the quality of life of Canadians. Share your list with
are related. two other people and add any new ideas to your list.
• Name each group to 3. The remainder of this chapter focuses on forests as a renewable
show how the words
resource. In your notebook, draw a KWHL organizer (refer to
are connected.
question 9 on page 91 of Chapter 4). In the first column, record
what you know about forests as a renewable resource. In the second
column, record questions to show what you want to know about
this topic. Remember that you can create two types of questions:
closed questions and open-ended questions. Think of the 5 Ws and
1 H as you record your questions. In the third column, record how
you can find this information. As you read this chapter, record what
you learn to answer your questions in the fourth column.

Types of Forests
About one-third of the world’s land surface is forested. Since growing
conditions are different around the world, forests are different, too.
Forests belong to two big categories:

• tropical forests
• temperate forests

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246 U N I T 3 : Natural Resources

Temperate and Tropical Forests

ARCTIC OCEAN

ATLANTIC
OCEAN
N

PACIFIC INDIAN
OCEAN OCEAN

0 2300 km Temperate Forests Tropical Forests

Figure 12.7
What type of forest is found in Canada?
Total World Forested Areas

Temperate Forests
1.65 billion hectares

Figure 12.8
What do you think is Tropical Forests
happening to the total amount 1.79 billion hectares
of forests in the world?

Tropical Forests
Tropical forests are located between the tropics of
Cancer and Capricorn, on both sides of the equator. Canopy layer
These forests have the following characteristics:

• get 2000 millimetres or more of rainfall each

year, about three times the amount that
southern Ontario gets
• have temperatures usually above 27 °C Understory
• grow thick and lush trees reaching 45 metres layer

above the ground

• contain 40 to 50 percent of Earth’s plant and
animal species
Shrub layer

Herb layer
Figure 12.9
This diagram shows a tropical forest. How is this
different from the forests found in Canada?

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 C H A P T E R 1 2 : Renewable Natural Resources 247

Temperate Forests
Temperate forests are located north of the tropic of Cancer and south
of the Tropic of Capricorn. These forests grow in climates that are
cooler and less moist than in the tropical regions. They have growing
conditions that vary considerably. These growing conditions produce
the following different types of forests:

• Deciduous forests have trees with broad leaves that fall in the
autumn (including oak, maple, beech, and hickory). Deciduous
forests occur where it is warmer.
• Coniferous forests have trees that keep their needle-shaped
leaves all year round and bear their seeds in cones. These for-
ests grow where it is cooler. Tree species include pine, spruce,
and fir.
• Mixed forests grow between coniferous and deciduous forests.
These forests have trees from both kinds of forests.

Figure 12.10
Deciduous trees lose their
leaves when the weather
gets cold in the fall.

Figure 12.11
In what ways is this coniferous forest in the
U.S. state of Montana similar to and different
from the forests found in your area?
248 U N I T 3 : Natural Resources

G RE
IN
1. Compare tropical and temperate forests using a table
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with the same headings as the one below:

Characteristics Tropical Forests Temperate Forests

Location
Temperature
Rainfall
Types of trees

2. Use sketches with labels to show the differences between

deciduous, coniferous, and mixed forests.

The Disappearing Tropical Forest

Tropical forests are being cut down at a rate of about 20 million
hectares per year. This is more than three times the area of Nova
Scotia. In Central America, only 40 percent of the original forests
remain. Other places have lost even more. In the Philippines, up
to 80 percent of the forests are gone. Tropical forests are being cut
down for the following main reasons:

• Loggers want the wood.

• Farmers are clearing land to make homes and livelihoods for
themselves and their families. Figure 12.12
• Land is being cleared or burned to grow cash crops that can be Rainforests are often burned to
sold to earn an income, like strawberries, cotton, sugar cane, make way for cash crops.
and pineapples.

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 C H A P T E R 1 2 : Renewable Natural Resources 249

Figure 12.13 Benefits of Forests

In what ways do you personally Help to control
benefit from forests? the flow of rivers

Provide homes to Pump oxygen into

indigenous peoples the atmosphere

Home to countless species Influence the

of plants and animals climate in a region

Absorb
greenhouse gases

The Forest Industries

Since there is so much variety in the forests of the world, there is
also variety in the industries that use them, but the main ones are
logging (using the trunks of the trees), and pulp and paper (using
the wood fibres).

Figure 12.14
This chart compares logging and pulp and paper, the two largest forest industries.

Logging Pulp and Paper

Use of trees • The trunks of trees are cut • The wood fibres of the trees
into smaller pieces. are used.
• Large trees are preferred. • Smaller trees and limbs
are useful.
• Hardwoods and softwoods
are used. • Softwoods are used.

Products • lumber, plywood, beams, • paper, cardboard, cellulose

furniture, utility poles (to make plastics)

Harvest • Trees are cut down, and • Trees are cut down, and
methods the trunks are sawn into the wood from most parts
smaller pieces. of the tree is used. Fibres
are separated.

Figure 12.15
This British Columbian tree is being cut down
with a chain saw. How do you think modern
technology has affected the forest industry?

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250 U N I T 3 : Natural Resources

Figure 12.16
This machine is being used to
harvest smaller trees in Chile in
South America. These trees will be
used in making pulp and paper.

T
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A
1. Provide an example of a use of the forest in Canada that LITERACY TIP
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does not fit either of the two categories of logging or

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Making Predictions
pulp and paper.
Predictions are “educated
2. Refer to Figures 12.15 and 12.16 and predict what might be some guesses” based on clues or
environmental impacts of the forest industries. evidence found in a text.
Take the information in the
3. People are alarmed that tropical forests are being cut down at a text. Combine it with what
rapid rate. Should we be concerned about the cutting of temperate you already know about the
forests in Canada? To help you make a decision, use a “Both Sides topic to come up with a
convincing answer about
Now” organizer, such as the one below.
what you think will happen.

Evidence that Supports Evidence that Supports

the Opinion that We the Opinion that We
Should Be Concerned Should We Be Should Not Be
about the Cutting of Concerned Concerned about the
Temperate Forests about the Cutting of Cutting of Temperate
in Canada Temperate Forests in Canada
• Forests in Canada? •

• •

• •

• •

Decision:

Reasons:

l
Explain your ddecision b
by writing an opinion paragraphh ((refer
f to
GeoSkills, Writing an Opinion Paragraph, on page 233 in Chapter 11).

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 C H A P T E R 1 2 : Renewable Natural Resources 251

O
RE RE

A
Logging in Canada
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The logging industry cuts down trees to make products that use
1. Discuss ways that wood’s natural strength and durability. The trunks are the only part
forests are important of the trees that are used for logs. The larger the trunk, the more
to people, animals, valuable the tree. The rest of the trees may be used to make various
and the environment. other wood products.
The types of wood products made from logs depend on the types
of trees that are being cut. Deciduous trees found in warmer temperate
locations are hardwoods. This wood is dense and hard. It is useful
for making furniture and flooring. Needle-leafed coniferous trees that
grow in cooler climates are softwoods. Their wood is not as strong as
hardwoods, but the trees grow faster. Canada produces 20 percent of
the world’s total softwood. Most of it comes from British Columbia.

Figure 12.17
Which of these products that result from logging do you have in your home?

Trees Products
Figure 12.18 Hardwoods Maple, oak, Furniture, wood trim, panelling, flooring,
hickory, ash veneers, handrails, cabinets
This truck is hauling logs to
lumber and pulp and paper mills
in Alberta. What environmental Softwoods Pine, spruce, fir, Lumber, plywood, panelling, roofing,
problems might this method of cedar siding, hardboard, paper
transportation cause?
252 U N I T 3 : Natural Resources

The Logging Process

The following process is used to harvest trees for logs:

• The best trees are marked.

• Loggers come in and cut down the marked trees.
• Branches are cut off the fallen trees.
• The trunks are “bucked”— cut into smaller lengths.
• The logs are hauled to a loading area using heavy equipment
like bulldozers or winches.
• The logs are hauled to a lumber and pulp and paper mill by
trucks, or are floated there down the river.
N EC
E C TT II
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N O
O
O
O
N
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S
TO

Many early Canadian folk songs tell

Music stories of loggers in the woods of this land.
The loggers spent the winter in the bush cutting
trees and dragging them to rivers. In the spring, the
flooding waters carried the logs to mills farther downstream. Trouble
occurred when logs jammed up. Loggers would have to go out
onto the jam and attempt to free enough logs so that the jam Selective Logging
would break up. Look up some songs in the music library or
order some music videos (for example, “Log Driver’s Waltz”)
from the National Film Board.

Saving Forests by Cutting Responsibly Strip Logging

Selective logging means cutting down only the mature trees in
a forest. Younger trees are left uncut. With this approach, only
about 20 trees of the 400 in a hectare of forest would be taken
down. However, the cutting and transporting of logs can damage
almost half of the trees in the forest.
Most companies do not use selective logging because they
say it is too expensive. They argue that it takes too much time to Clear-Cut Logging
locate and reach each mature tree.
Figure 12.19
Other Logging Methods Why is clear-cut logging
Most logging companies want to use one of the following considered the most
environmentally harmful?
types of logging:

• strip logging (which takes down all the trees in a 20-metre-

wide path)
WEB LINK
• clear-cut logging (which cuts down every tree in a huge
For more information about
area). Clear-cut logging completely destroys the ecosystem
clear-cut logging and the
of the forest. The habitat of the plants and animals that Canadian forest industry, go to
lived there is gone. www.nelson.com/phygeo7.

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 C H A P T E R 1 2 : Renewable Natural Resources 253

LITERACY TIP IN
G RE
1. If forests are a renewable natural resource, why is it

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DING
important to reduce waste and protect the forests?
Persuading Your Audience
2. Why do you suppose many logging companies prefer to
When you want to convince
a reader of your point of view, use clear-cut logging instead of selective logging?
use the following tips to deliver 3. Imagine that you are an executive of a logging company or an
your arguments:
environmentalist speaking to an audience about the best method
• Start by presenting a
to log wood. Write a short persuasive speech aimed at convincing
scenario or facts to grab
the audience’s attention. your audience that your preferred method of logging is the best.
• Use emotional words or
phrases (“It is vital that …” Milling the Logs
or “It is in your best
interest that …”) to appeal Logs are sorted by type and quality. Most logs are cut into lumber for
to the audience. a variety of uses. Straight, knot-free logs are used for special veneers.
• Use descriptive words, Some softwood is used to make plywood.
superlatives (most
profitable, best method), Figure 12.20
and strong verbs to This forestry technician in Mexico
strengthen your arguments. measures the diameter of a tree
trunk with calipers. This allows
• Leave the audience with loggers to estimate the amount
a lasting impression. of usable wood in the tree.

Figure 12.21
This diagram shows how planks and
large timbers are cut from a log.

Saving Resources by Reducing Wastes

The logging industry has become concerned about the amount of
wood they are wasting. Most of the waste occurs in wood debris left
in the forest. Some steps have been taken to reduce waste created by
logging. For example, edges and ends of logs that were thrown away
in the past are now being used to make new products, like chipboard
and particleboard. Even the sawdust shavings and bark that were
once thought of as garbage are now burned to run the logging mills,
or processed into useful items like pet bedding.

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254 U N I T 3 : Natural Resources

Helping the Environment by Replanting

In the past, many logging companies relied on natural regeneration
There are roughly
to fill in cut forests. Seeds from nearby trees would blow into the area 400 million hectares
where trees used to be. However, it takes several years before new trees of forests in Canada.
About 1 million
take hold. Soil is washed away during this time because trees are not hectares of forests
there to hold it in place. Replanting is a better method. Seedlings are are harvested each
year in Canada.
planted right after the forest has been cut. The seedlings have been Approximately
raised in nurseries and are already growing quickly. Before long, their 470 000 hectares are
roots are deep into the soil, helping to prevent erosion. replanted or reseeded
each year.
Twenty species of
trees are used for
replanting.

Figure 12.22
This student is planting a tree as
part of a reforestation project
following a fire in Boise National
Forest in the U.S. state of Idaho.
Many students go tree planting
for summer jobs. They stay in
the bush, often for weeks at a
time. What are some of the
problems and dangers these
young people may face?

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 C H A P T E R 1 2 : Renewable Natural Resources 255

BE A GLOBAL CITIZEN
Urban Logging
C ities often have large trees along streets
or in parks. When these trees die or have
to be removed, it is very costly for the munici-
Rediscovered Wood program, and it produces
only eco-friendly products. Urban Tree Salvage’s
goal is to get rid of urban forestry waste and
pality. Some private companies and local gov- help preserve our natural forests. The company
ernments are beginning to realize that these is a true eco-friendly wood source. Harvest
trees do not have to become firewood, be left House Furniture, Humber College in Toronto,
to rot, or chipped into mulch. These trees can and a number of small furniture shops across
be turned into usable lumber, which will save Ontario use Urban Tree Salvage’s wood.
trees in natural forests from being cut down. Just as consumers are looking at where their
In California, the California Department clothes and toys are made, people also need to
of Forestry (CDF) has been promoting the idea become more aware of how their wood products
of urban logging. By selling their old trees, were harvested and manufactured. How can you
cities could earn money for other urban for- become more aware as a consumer and help
estry projects, including the planting of new reduce the deforestation of natural forests?
trees. The CDF began a pilot program to help • Find out which local or regional products
communities. They loan “micro-mills” to com- or companies have been certified for the
munities and organizations that are interested Rediscovered Wood program. With this
in harvesting wood from cities. One non-profit certification, the Rainforest Alliance con-
organization is using one of these mills to firms that the company is reclaiming or
create urban wood furniture. Another organi- using reclaimed, recycled, and/or salvaged
zation uses municipal trees to make hardwood wood materials. The Rediscovered Wood
flooring and panelling. program has been around since 1989 and
In Ontario, Urban Tree Salvage takes logs has 2051 certified operations in 61 coun-
doomed for landfills, fireplaces, or compost tries around the world.
piles and processes them into lumber for • Contact the Rainforest Alliance to find out
furniture makers and general woodworkers. how you can become involved with its
The company is certified by the SmartWood’s programs.

Figure 12.23
The owner of Urban Tree
Salvage holds a piece of
elm wood that will be
built into a table. How do
you think getting rid of
urban forestry waste can
help to preserve forests?
256 U N I T 3 : Natural Resources

RE
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T A
1. Find or draw at least five pictures b) How might the value of large trunk logs
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of products that come from the affect decisions about where a logging
NG
logging industry. You can find company would choose to cut trees?
pictures on the Internet, in magazines, 3. Suppose you were standing on a hill watching
catalogues, or advertisements that come in a logging company at work in the valley
your newspaper. Group your pictures into two below you. Write a diary entry describing your
categories: hardwoods and softwoods. feelings and thoughts about seeing the trees
2. a) Explain why large trunk logs are the most being cut down.
valuable to the logging industry.

Pulp and Paper in Canada

RE RE
O 1. Some people have predicted that the use of technology
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like the Internet and cellphones will lead to a paperless

society. Is it possible to run our society without using
paper? Explain your ideas.

Imagine what your life would be like without paper products. There
would be no newspapers, magazines, or even textbooks. There would
be no wrapping paper, greeting cards, or writing paper. We would
not have many personal hygiene products, such as toilet paper, facial
tissue, and paper towels. Paper has become an indispensable part of
our day-to-day life.

Figure 12.24
Can you name all the paper
products shown here? What
are some other paper products
that are not shown here?

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256 U N I T 3 : Natural Resources

RE
ER
T A
1. Find or draw at least five pictures b) How might the value of large trunk logs
AF

DI
of products that come from the affect decisions about where a logging
NG
logging industry. You can find company would choose to cut trees?
pictures on the Internet, in magazines, 3. Suppose you were standing on a hill watching
catalogues, or advertisements that come in a logging company at work in the valley
your newspaper. Group your pictures into two below you. Write a diary entry describing your
categories: hardwoods and softwoods. feelings and thoughts about seeing the trees
2. a) Explain why large trunk logs are the most being cut down.
valuable to the logging industry.

Pulp and Paper in Canada

RE RE
O 1. Some people have predicted that the use of technology
A
F
BE

DING

like the Internet and cellphones will lead to a paperless

society. Is it possible to run our society without using
paper? Explain your ideas.

Imagine what your life would be like without paper products. There
would be no newspapers, magazines, or even textbooks. There would
be no wrapping paper, greeting cards, or writing paper. We would
not have many personal hygiene products, such as toilet paper, facial
tissue, and paper towels. Paper has become an indispensable part of
our day-to-day life.

Figure 12.24
Can you name all the paper
products shown here? What
are some other paper products
that are not shown here?

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 C H A P T E R 1 2 : Renewable Natural Resources 257

Paper can be made out of many raw materials: different types of

grasses and reeds, rice, or bark. It just happened that trees were abun-
Over 56 000 Canadians dant near the major cities of North America and Europe when the
work in pulp and paper
demand for paper was growing. That is why the industry developed
mills.
About $6 billion of using trees as the raw material.
pulp and $11 billion of
paper are exported
every year from
G RE
IN
1. Choose five of the items shown in Figure 12.24. Name

A
R
Canada, mostly to

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DING
the United States. a product that could be substituted for each product
Each direct job if paper was not available. List the natural resources that
in pulp and paper
creates four more
would be used for your substitute product.
indirect jobs.

The Paper-Making Process

In the paper-making process, the wood is separated into fibres and
mixed with chemicals and water to form pulp. The pulp is pressed and
Figure 12.25 dried to make paper in machines that are nearly two football fields in
Follow the steps in making paper length. The paper machine operates at over 90 kilometres per hour.
in this flow diagram.
The wood or cellulose fibres in the raw material are now separated. This is done in one of
Wood of any size and in any condition can two ways: mechanically or chemically. The logs can be shredded and ground mechanically
be used to make paper. Sawmill waste, tree by large grinding disks. Or, the wood is chipped into particles that are cooked in a slurry of
limbs, and poor quality trees are all used in strong chemicals to break the bonds connecting the wood fibres. The cellulose pulp looks
the paper-making process. a little like soggy oatmeal. Recycled paper may be added at this stage.

Wood storage

Barking

Screen

Making ground wood pulp Making chemical pulp

Screen Chipper

Screen
Grinder
Thickener Washer Digester

Mixed stock:
15% chemical stock
85% ground wood pulp

Press Paper is
Paper machine receives “ironed.”
1 part pulp to 200 parts water.
Reel

Dryer section

The pulp is spread on an endless screen belt Rollers and heated cylinders remove any The paper is wound on rolls as it comes out
in the paper-making machine that allows remaining moisture and iron the paper smooth. of the machine.
the moisture to drain away. As the pulp On high-speed machines, this stage from screen
dries, the fibres mat together into paper. to paper roll may take only 10 seconds.
258 U N I T 3 : Natural Resources

Making Forests Last through

Technological Change
New technologies have changed paper making in the following ways:

• Researchers have discovered new ways to make paper that

use fewer chemicals and bleaches. (Bleach is used to make the
paper white.) This means that fewer chemicals are released into
the environment.
• The harmful substances that the industry does use are being
treated more carefully. The industry has reduced its waste
output by 34 percent over a 15-year period.
• Less water is used to make pulp. In fact, water usage is down
by over 50 percent over the past 20 years. This reduces the risk
of overusing waterways that are important wildlife habitats.
• Recycled paper now makes up 26 percent of the fibre in paper
making. Leftover materials from sawmills make up 56 percent
of the fibre.
• Mills have reduced energy consumption by 10 percent in the
past decade.

RE
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1. You have probably noticed that there are different
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kinds of paper — from high-quality paper for cards

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and letters to inexpensive paper for newspapers. Use

Figure 12.25 to explain what might be done to get the different
kinds of paper when making it.
2. The Fact File on page 257 in this chapter says that direct jobs
in pulp and paper create four times as many indirect jobs. Explain
how this works.
3. All the citizens in your community have been asked to vote to
approve building a new pulp and paper factory in your area.
Give three reasons why you might vote “yes,” and three reasons
why you might vote “no.”
4. Explain how each of the following technological changes in the pulp
and paper industry is an improvement:
• The amount of bleach needed in paper making is reduced.
• The amount of water that is used is reduced.

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 C H A P T E R 1 2 : Renewable Natural Resources 259

Knowledge and Understanding Inquiry/Research and

1 a) Organize the following terms into two Communication Skills
lists under the headings “Logging,” and 4 Will there always be forests in Canada to support
“Pulp and Paper”: “chippers,” “recycling,” the forest industries? Use Internet and library
“hardwood,” “bleach,” “logs,” “fibre,” resources to identify factors that will affect the
“clear-cut,” and “selective cutting.” availability of trees. Some questions that you
b) Add two more terms to each list. might want to consider are as follows:
2 Imagine that you are a reporter investigating a) Who determines how many trees are cut
an environmental story. You are interviewing down each year?
the plant manager of a pulp and paper mill. b) What natural threats are hurting the forests?
Make up five questions that you would want c) How are forests replanted or replaced?
her to answer. (Refer to the Literacy Tip on
d) How will climate change affect forests?
page 221 in Chapter 11.) Remember, reports
use the common set of questions known as Use your research findings to prepare a brief oral
the 5 Ws and the 1 H. presentation on the future availability of forests
in Canada.
3 Suppose that a logging company wants to cut
trees in a forest near your town. A town meeting 5 Look at other industries in Canada that use
is called. Many people give their opinions about renewable natural resources. Choose one of
the plan. Write five points that might show up these industries:
in a short speech that each of the following • fur trapping
people might give: • maple–syrup producing
a) a logger • herb farming
b) a campground operator • hunting as a recreational activity
c) the owner of a grocery store
Research to find information to answer the
following questions:
a) Where does the industry take place?
b) What activities take place in this industry?
c) Who is involved in this industry?
d) How much is produced in this industry?
e) What is this industry worth to Canada’s
economy?
f) When do the activities in this industry take
place each year?
g) What technology is used in this industry?
Make a poster with your research findings.
Be sure to put a map on your poster to show
where this industry takes place.

Figure 12.26
How would you feel if a logging company
wanted to cut trees in a forest near your
community? Explain your answer.

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260 U N I T 3 : Natural Resources

Map, Globe, and Graphic Skills 7 Examine the data in the table below. This table
shows the percent of Canada’s forest harvested
6 a) Figure 12.7 shows the location of temperate in each province.
and tropical forests around the world. Find
climate information (either climate graphs or
Percentage of Wood Harvested by Province, 2004
climate statistics) for two places with tropical
forests and two places with temperate forests. Province/Territory Percentage
You can locate this information on the Internet, Newfoundland and Labrador 1.1%
in an atlas, or in other resources. Make a chart
in your notebook like the one below, and record Prince Edward Island 0.3%

details about the climates. Nova Scotia 3.3%

New Brunswick 5.3%

Tropical Forests Temperate Forests
Québec 20.8%
Location 1 Location 2 Location 3 Location 4
Ontario 12.1%
Hottest
month and Manitoba 1.0%
temperature
Saskatchewan 2.9%
Coldest
month and Alberta 11.3%
temperature
British Columbia 41.8%
Wettest
month and The North 0.0%
rainfall

Driest month
and rainfall 8 U
Use th
the iinformation
f ti iin th
the ttable
bl tto construct
t t
a bar graph. (Refer to Creating a Bar Graph
Total rainfall
on page 107 of Chapter 5.) Draw bars to
show the four largest producers of wood in
order of size. Then, add up the figures for all
b) M
Make
k up ttwo questions
ti th
thatt askk a partner
t tto
the other provinces, and draw a bar labelled
compare the data on this chart.
“Other Provinces.” What pattern do you seein
your graph?
a) Find a map of the world showing areas that
are losing tropical forests. List the names of
10 countries where loss of forests is occurring.
b) Use the Internet to access sites of
environmental groups such as Greenpeace
and the World Wildlife Fund. Find out what
is being done to improve the situation in one
of these 10 countries. Share what you find
out with the class.

Figure 12.27
What type of forest is this?
How can you tell?

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 C H A P T E R 1 2 : Renewable Natural Resources 261

9 a) Ask your teacher for an outline map of 11 Design an advertisement that will encourage
Canada. Use Figure 12.7 to mark on your map other people to do a better job of recycling
the parts of Canada that are covered by forests. paper. Most people already know about paper
b) Use the Internet, library, or classroom recycling. However, if you look in most garbage
resources to find the names and locations of containers, there are still some paper products
seven towns in Canada that have mills to cut that could be recycled. Think of a message
lumber. Mark these locations on your map using that would encourage all Canadians to recycle
a symbol that shows they are lumber mills. all paper. Use this message to create an
advertisement that will inspire Canadians to
c) Find seven towns that have pulp and paper
do a better job.
mills, and mark these on your map using an
appropriate symbol. 12 You are captain of your debating team. The
d) Describe the pattern that you see on your topic for debate is: “The government should
map. Identify one way that this pattern might force logging companies to practise selective
affect the attitude that Canadians have toward cutting of trees.” Choose the side of the debate
their forests. you want your team to take. Prepare five points
that you want your team to give in the debate.

Application 13 You have been asked to give a speech to

business leaders. The title of your speech is
10 The loss of forests around the world has become “The Environment and the Forest Industries.”
a serious problem. Many people think that the List five points that you will make in your speech
cutting of forests is harmful to the environment. that will appeal to business people and get
What is your personal opinion about the them to participate more in saving our forests.
cutting of forests? Write an opinion paragraph (Refer to the Literacy Tip on persuasive writing
to present your point of view (refer to GeoSkills, on page 253 in this chapter.)
Writing an Opinion Paragraph, on page 233
in Chapter 11).

NEL
13 Flow Natural
Resources
KEY VOCABULARY
I N THIS CHAP T E R continental shelf
• describe ways that people use natural resources to meet their deficit
needs, including renewable, non-renewable, and flow resources drip irrigation
• point out patterns in where resources are located and how they flow resource
are used global commons
• show how technology has affected our use of natural resources hydrologic cycle
• describe some ways that natural resources are important to penstock
a country river diversion
• use maps to find patterns in natural resources sprinkler irrigation
• use the new terms in this chapter correctly as you investigate surface irrigation
the topics surplus
• make up questions to help you research problems and different terracing
points of view about managing and using natural resources
• locate and use helpful information from primary and
secondary sources
Figure 13.1
• share the results of research for different reasons and audiences
Imagine that you are sitting here
using options such as computer slide shows, videos, websites, on the shore of George Lake in
oral presentations, written notes and reports, drawings, tables, Killarney, Ontario. What resources
charts, diagrams, maps, models, and graphs would you be using?

Sun, Wind, and Water

RE RE
O 1. How are flow resources and non-
A
F
BE

DING

renewable resources different?

(If you need to review these types
of resources, refer to Chapter 10.)
2. Can you identify five ways you can use the Sun,
wind, and water in your daily life?

I magine yourself in the picture shown in Figure

13.1. The Sun is warm. Gentle breezes catch your
hair. The water makes soft lapping sounds. What a
relaxing place to spend an afternoon!

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 C H A P T E R 1 3 : Flow Natural Resources 263

The breezes that cool you, the Sun that warms you, and the moving
water that refreshes you are all natural resources. These are called flow
resources because they do not remain in one location. Flow resources
move about because of natural actions in the physical environment.
Humans use flow resources in a variety of ways. In fact, we refer
to flow resources as the global commons. These are resources that are
available to everyone. This chapter looks at how we use just one flow
resource — water.

Figure 13.2
We use these flow resources in our lives.
Flow Resources Reasons for Movement
Solar energy The Sun gives off vast amounts of solar energy. Only a tiny
amount of the total energy produced by the Sun reaches
Earth’s surface.

Winds Earth’s surface is hotter near the equator and colder near
the poles. This creates areas of high air pressure at the poles
and low air pressure at the equator. Winds blow from areas
of high pressure to areas of low pressure.

Moving water Winds carry moisture from the oceans over land where it
falls back to Earth. This water flows down to the oceans.
The hydrologic cycle is the natural “machine” that moves
water about.

RE
ER
T A
1. Create a diagram to show how solar energy, winds,
AF

DI

and moving water are all connected. Add labels to

NG

your diagram.
2. Why can some flow resources also be considered renewable
natural resources?
3. Explain why it is difficult for people or businesses to own flow
natural resources.

Running Water as a Resource

RE RE
O 1. a) List different ways that people use water under
A
F
BE

DING

these categories: “Industrial Use,” “Agricultural Use,”

“Transportation,” and “Personal Use.” Try to list at
least 10 ways in total.
b) What is the most important way that you use water?
2. Give an example of how water can be polluted in each of the
categories listed in the previous question.

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 C H A P T E R 1 3 : Flow Natural Resources 263

The breezes that cool you, the Sun that warms you, and the moving
water that refreshes you are all natural resources. These are called flow
resources because they do not remain in one location. Flow resources
move about because of natural actions in the physical environment.
Humans use flow resources in a variety of ways. In fact, we refer
to flow resources as the global commons. These are resources that are
available to everyone. This chapter looks at how we use just one flow
resource — water.

Figure 13.2
We use these flow resources in our lives.
Flow Resources Reasons for Movement
Solar energy The Sun gives off vast amounts of solar energy. Only a tiny
amount of the total energy produced by the Sun reaches
Earth’s surface.

Winds Earth’s surface is hotter near the equator and colder near
the poles. This creates areas of high air pressure at the poles
and low air pressure at the equator. Winds blow from areas
of high pressure to areas of low pressure.

Moving water Winds carry moisture from the oceans over land where it
falls back to Earth. This water flows down to the oceans.
The hydrologic cycle is the natural “machine” that moves
water about.

RE
ER
T A
1. Create a diagram to show how solar energy, winds,
AF

DI

and moving water are all connected. Add labels to

NG

your diagram.
2. Why can some flow resources also be considered renewable
natural resources?
3. Explain why it is difficult for people or businesses to own flow
natural resources.

Running Water as a Resource

RE RE
O 1. a) List different ways that people use water under
A
F
BE

DING

these categories: “Industrial Use,” “Agricultural Use,”

“Transportation,” and “Personal Use.” Try to list at
least 10 ways in total.
b) What is the most important way that you use water?
2. Give an example of how water can be polluted in each of the
categories listed in the previous question.

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264 U N I T 3 : Natural Resources

Water flows from higher places to lower places. This moving water
is an important resource for humans. However, not all parts of the
world have enough — or any — running water. It only occurs in
places where there is a water surplus. A region gets a surplus when
Figure 13.3
more precipitation falls than can sink into the ground or be used
This map shows that some parts
by plants and animals. The extra runoff water becomes streams of the world have a surplus of
and rivers — running water. Figure 13.3 shows that most regions water, which is more than they
need. Other parts of the world
of Canada have a water surplus. On the other hand, most regions of have a deficit. They need more
Africa have a water deficit, the opposite of surplus. water to meet their needs.

Global Water Distribution

Surplus Deficit
Over 1000 mm/year 0–1000 mm/year
0 2500 km 0–1000 mm/year Over 1000 mm/year

G RE
IN Runoff by Continent
A
R
DU

DING

12

1. a) Look at Figure 13.3 above.

Runoff (thousands of cubic km)

10
Name three areas of the
world that have a water
8
surplus. Which areas have
a water deficit? 6
b) Describe a pattern
that you see in the map. 4

For example, can you see

2
irregular bands across the
map from west to east?
0
Why do you suppose this Figure 13.4
Asia

South America

North America

Africa

Europe

Australia

pattern happens? Remember Can you name one major

river from each continent?
to use the TLC method you Use the Map Appendix or
learned about in Chapter 1. an atlas as a reference.

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 C H A P T E R 1 3 : Flow Natural Resources 265

Global Water Use

Hydro-electric
power generation
Industry
Reservoir 23%
Water treatment plant
Household
8%
Raw material
for industries City
Agriculture
69%
Sewage treatment plant

Irrigation
Waste for crops
from Figure 13.5
Nuclear
industry
Runoff power Can you name one use for water in
from fields plant each of the three categories shown
Dump Transportation in this circle graph?
of materials

Harbour Cooling
water Figure 13.6
Transportation
of people Look at the possible sources
of pollution along this river.
How could we stop rivers
from becoming polluted?

Amount of Water Needed for Food Production

LITERACY TIP
Using an Atlas Each Canadian uses an
An atlas is a book of maps and average of 390 litres
of water per day. This 1 kg
other geographical information.
is equal to about four red meat
There are two common ways of bathtubs full of water.
using an atlas. We use this water in 1 litre
• You can use the table of the following ways: milk
toilet flushing —
contents to look up the
40 percent
map(s) you want to use. showers, baths, and
• You can also use the index personal grooming —
or gazetteer found in the 35 percent
dishes and laundry —
back of the atlas. Names are 1 kg
20 percent rice
listed alphabetically. Beside drinking and food 1 kg
wheat
the name, you will find the preparation —
page number of the map. 5 percent
You will also find the grid
coordinates or latitude and
longitude coordinates.
600 2000 9000 40 000
Litres of water

Figure 13.7
Various quantities of water are needed to
produce these food items. Why do you suppose
it takes so much water to produce meat?

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266 U N I T 3 : Natural Resources

Using Water Resources to Irrigate Crops Figure 13.8

These photographs show the
Figure 13.5 shows that agriculture is by far the largest user of running different types of irrigation systems.
water in the world. Globally, about 215 million hectares of land are Can you identify each type? What
irrigated. This is 16 percent of all the farmland in the world. Yet, this environmental problems might be
caused by irrigation?
16 percent — the irrigated land — produces about 40 percent of all
the world’s crops. There are three main types of irrigation: surface,
Surface irrigation
sprinkler, and drip.

Surface Irrigation
Most places where irrigation is practised use surface irriga-
tion. In fact, about 96 percent of all irrigation is surface
irrigation. Pipes, canals, and ditches carry water to the fields.
Farmers make small openings in the walls of the pipes to
let the water flow into the canals and ditches and onto the
fields. When the soil is wet, the openings are closed. Some of
the water evaporates when this method is used.

Sprinkler Irrigation
With sprinkler irrigation, the water is carried by pipes to the
field. Then, the water is sprayed onto the crops using a sprin-
kler head, much like how lawns are watered. This system is
used mainly by North American farmers.

Drip Irrigation
In drip irrigation, water pipes run to each plant. Water drips
directly onto the roots. Very little water is wasted with drip
irrigation. Because of the high costs
involved — the cost of labour, the
pipes used, and the high level of
technology needed — this system is
used only in rich countries.

Drip irrigation

Sprinkler irrigation

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 C H A P T E R 1 3 : Flow Natural Resources 267

Using Technology for Better Use of Water

One productive form of surface irrigation is terracing. This ancient
technology is used where the land is mountainous and farmers must
Figure 13.9 grow crops on steep slopes. In these areas, farmers face two prob-
Why is it very difficult to use large lems. First, they must stop rainwater from running off their fields
machines to farm on terraces? too quickly. Second, they have to prevent their soil from washing
away. Terracing solves both of these prob-
Original side of mountain lems. Farmers turn the mountainsides
Crops are into giant “stair steps,” or terraces. Walls
Soil is removed and used grown on the are built of stone to hold the soil in place.
to build the step. terraces.
Terracing allows farmers to control the
water. The farmers decide when to allow
water to pass to the next lower terrace.
Terracing is common for growing rice in
Rock walls are
inserted to hold
East Asia and Southeast Asia.
the soil in place.

Figure 13.10
These rice terraces in northern
Philippines resemble stair steps built
into the side of the mountain.

G RE
IN
1. a) Identify two ways that 2. a) Look carefully at the photograph in Figure
A
R
DU

DING

technology has been used 13.10. In what ways is terracing different from
to improve the supply of water the types of farming done in Canada?
to croplands. b) What might be some challenges in
b) What problems might be caused by farming in this way? Consider the following:
changing the flow of water to improve using machinery, transporting crops, and
croplands? ownership of land.

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268 U N I T 3 : Natural Resources

River Diversions
Often, farmers in a region want a lot more water than what they have
to set up irrigation processes. To get the extra water for these farmers,
governments will actually move rivers. The direction and course of a
river are changed. These changes are called river diversions.

Positive Results of River Diversions

Irrigated crops need a great deal of water. Dams and canals are built to
move water to irrigated fields. Today, about 38 000 dams divert rivers
into thousands of kilometres of canals. The central valleys of California
are productive agricultural lands because of canals and ditches filled by Figure 13.11
water from river diversions. Hundreds of thousands of hectares of new This open canal stretches across
or improved farmland have been created this way. the arid land in central Arizona.
Why do you think this canal
was necessary?
Problems Caused by River Diversions
River diversions have many serious harmful
effects on the physical environment. Diver-
sions cause huge areas to lose their water.
These areas face water shortages. The number
of plants and animals in the region will
decrease and some species may die off. People’s
livelihoods are destroyed.
Those places that receive the water face a
new challenge — salt. The water carries minerals
that soak into the irrigated soil. When the water
evaporates, the minerals are left behind. Over
time, these minerals form large deposits of salt.
These deposits are harmful to plants and ruin
the soil over time.

The Aral Sea Disaster

The Aral Sea was once the third largest lake
in the world. Only the Caspian Sea and Lake
Superior were larger. However, this lake has
shrunk in area by 50 percent in the past
30 years. Its surface is now 20 metres
below what it was in 1960. Why did
this happen? Much of the water from
the two rivers that feed the lake was
diverted to irrigate cotton crops.
The result was an environmental
disaster. The little water that continued
to flow into the lake quickly began to
evaporate. Minerals were left behind.

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 C H A P T E R 1 3 : Flow Natural Resources 269

Aral Sea on World Map The water became more and more
salty. It is now three times saltier
than before the diversions were built
in the 1960s. The fish in the Aral Sea
died because of the salt. With them
N died the lake’s fishing industry.
Rusting fishing boats have been left
high and dry many kilometres from
the water’s edge.
The cost of the diversions has
0 3600 km been very high, and the costs may
grow higher. If no action is taken
Figure 13.12 to undo the river diversions and to give back its waters, the Aral Sea
The Aral Sea is located in Asia. will be gone by 2020.

Aral Sea, 1960–2006

Figure 13.13
The Aral Sea is now less than 1960 1976 1987 2006
half of its original size. How
might this change have
affected the communities
around the Aral Sea? N

0 100 km

The land left by the

shrinking of the Aral Sea
is a salty desert. By 2000,
this desert was 42 000
square kilometres in size.
Every year, an estimated
100 million tonnes of salty
dust blow off the desert
onto neighbouring lands.

G RE
IN
A
R
DU

DING

1. Create a t-chart to
Figure 13.14
compare the positive
This is a photograph of an abandoned fishing boat near the shores of
and negative impacts the diminishing Aral Sea. If you had worked on this fishing boat, what
of river diversions. would you think about the changes in the Aral Sea?

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270 U N I T 3 : Natural Resources

Using Water for Hydro-Electric Power

Electrical power is generated by water flowing from a reservoir — often
created by a dam — down a penstock (a chute). The rushing, falling
water pushes on the blades of a turbine and causes them to spin.
A generator connected to the turbine spins as well and produces an
electrical current.
Many rivers around the world are used to generate hydro-electric
power. Globally, about 2 percent of all energy is obtained in this way.
Canada has developed its hydro-electric power because we have so
many powerful rivers. In Canada, we produce about 15 percent of the
world’s hydro-electricity.

Positive Effects of Hydro-Electric Power

Producing hydro-electricity has the following advantages:

• It does not use up any non-renewable fossil fuels.

• It is produced from a flow resource — running water.
• It does not produce greenhouse gases as burning fossil
fuels does.

Used wisely, hydro-electric power is a source of energy that could

continue indefinitely. It is a clean, sustainable energy source.

Transmission lines
Dam

Reservoir
Screen
racks
Pen
s
toc
k

Control rooms

Transformer Generator

Scroll case

Tail race
Turbine
Figure 13.15
Why is it necessary to build a dam
to get hydro-electric power?

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 C H A P T E R 1 3 : Flow Natural Resources 271
EC
NE C TT II
NN
N O
O
O
O

N
C

S
TO
Hydro-electric projects are usually
History planned for places that are far from cities.
These remote areas are often lands belonging to
First Nations. Near the end of the 1990s, in northern
Québec, the Innu tried to stop an expansion of the Churchill Falls power
project. They argued that the construction would destroy their way of life.
The reservoir would flood their hunting areas and destroy ancestral lands.
The Innu had the following to say about the project:
“Go home! Go home! Let the Innu live!”
“I feel as if it’s my own heart that’s going to be flooded.”
“We demand respect for our territory, our way of life, and our rights.”
The Innu protests, along with other problems, stopped the
expansion project. There still are many who would like to see the
Churchill Falls power project create more wealth for Canadians.

Figure 13.16
Negative Effects of Hydro-Electric Power
This is a photograph of the
Caribou Falls Generating Station,
The creation of hydro-electric power has the following negative effects:
located near Kenora, Ontario.
A hydro-electric dam has a • The flow of the river that is used must be diverted.
huge impact on a river. • The habitat for the fish and wildlife in the area is changed for
the worse.
• Migration routes for animals may be disrupted. This happened
to large herds of Canadian caribou.
• In some cases, unique ecological areas are flooded to create
the reservoirs. These special and often beautiful places are lost
forever.
• Many First Nations people of the area rely on the natural envi-
ronment for their way of life. The hydro-electric power plants
significantly disrupt their lives.

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272 U N I T 3 : Natural Resources

GEOSKILLS
Reading a Graphic Story: Water Heroes
Do you read graphic novels or stories? Do you see reading a written story. You need to make a lot of
other students reading graphic novels or stories in inferences to understand what is happening in a
school? Reading a graphic story is not the same as graphic story.

Figure 13.17
When reading a graphic story, you
do not look at just what is being When reading graphic novels, use the tips in the green boxes.
said. You also observe what is being
shown through facial expressions
and body language. By looking
at these things, you can make
inferences about how that person
is behaving or how he or she may
have said the words. Look at the
second frame. How is the boy
feeling? How do you know that?
In order to answer that question,
you need to make inferences
based on how he is drawn.

The dialogue in graphic stories

generally follows the same patterns
as in written stories. Read dialogue
boxes from left to right and top
to bottom.

There is a code used in dialogue

boxes to show how words are to
be read. Go back to the second
frame and look at the one word
there. You may read only “Ack!”,
but by looking at how it is written
(the font and the size of the
letters), you are able to determine
the sound and the emotion
behind that word. How would you
describe how Tek Powermaker
said that one word? How do
you know that?

The setting is shown by the artist. The frames give us only a snapshot of the story. Readers must
Look at the main frame on this understand what is being implied between two frames or two
page. Where is this part of the pages. You need to be aware of what happened but was not
story taking place? shown. Viva is above Tek in frame two and is beside him in
frame three. Obviously, she has moved.

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 C H A P T E R 1 3 : Flow Natural Resources 273

LITERACY TIP IN
G RE
1. Look carefully at the diagram of a hydro-electric power

A
R
DU

DING
plant in Figure 13.15. Use the diagram to explain how
Supporting Your Opinion
running water is used to generate electricity. Include all
When you want to convince
someone of your opinion, the labels in the diagram in your explanation.
you must present convincing 2. Would you be in favour of a plan to dam up a local river to generate
arguments that are logical and
hydro-electric power? Why or why not? Can you provide at least
based on facts. A simple way
to organize your argument is three points to support your opinion?
to use the “point, proof, and
comment” strategy. Introduce
a point (the idea), give proof Threats to Running Water
(facts, statistics, examples, or Many people see hydro-electric projects and diversions as threats to
experience), and wrap up the
point with a comment.
rivers. The diversions change the amount of water in rivers and affect
natural environments. The Aral Sea illustrates the damage that can
be done. Other threats are shown in Figure 13.18.

Figure 13.18
Humans create a number of threats to running water.

Pollution Introduced Species

• Human waste is emptied into rivers and lakes. • Introduced species have no natural enemies and
over-reproduce.
• Industrial waste (chemicals and toxins) is dumped
into rivers and lakes. • Introduced species destroy natural species.
• Fertilizers and pesticides run off farmlands into • Introduced species eat up the food supply.
water bodies.

Overuse Overfishing
• Over-populated areas need so much water that the • Too many fish are taken from lakes and rivers.
rivers and lakes are often used up.
• Fish cannot reproduce as fast as we catch them, so
• Too many people using too little water creates dirty, fish species disappear.
unhealthy, low-quality water.

RE
ER
T A
1. Four types of threats to running people in your community think about this
AF

DI

water are identified in Figure 13.18. topic. Start by making up survey questions
NG

For each type of threat, suggest two to ask. Survey questions are usually written
actions that could be taken to reduce the threats as closed questions. (Refer to the Literacy Tip
and protect water. Explain why you think that on creating closed and open-ended questions
your suggestions would make a difference. on page 221 of Chapter 11.) Think about the
2. You are working in a restaurant. Your manager kinds of answers you might get and ways that
asks you for advice on cutting down on water you can easily write down answers. Often,
consumption. What are three actions that the surveys use rating scales (“On a scale of 1 to
restaurant could take? 10…”) or checklists. When you are finished
your interviews, make a poster to show your
3. Do research to identify the biggest threats to results. (Refer to the Literacy Tip on creating
the rivers around your community. Interview posters on page 171 of Chapter 8.)
five family members or friends to find out what

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274 U N I T 3 : Natural Resources

BE A GLOBAL CITIZEN
Development of Wind Energy
T he use of non-renewable energy resources
like coal and petroleum is damaging the
environment and our health. Many countries
countries participated. This signalled the first
mainstream support for wind energy. Officials
from EWEA estimate that by 2020, 16 percent
are looking for energy sources that are clean of Europe’s electricity needs can be met by wind
and plentiful. One flow energy source that energy alone. Denmark, Spain, and Germany
governments and individuals are turning to continue to be the leaders in wind power
is wind power. Wind turbines are a very clean generation. By the end of 2005, Germany had
form of energy. They cause few environ- 18 428 megawatts generated by wind turbines.
mental problems. Wind farms allow people In comparison, Canada had only 943 megawatts,
to continue to use the surrounding land for with Ontario contributing only 122 megawatts.
agriculture or recreation. Canada must work harder to establish
The cost of wind energy is declining, and it alternate sources of energy. If Canada follows
is now seen as a low-cost energy source. Many the example set by Europe, we may be able to
governments around the world are looking at slow down our use of non-renewable energy
wind power as a key element in their energy sources and see alternate energy sources as
generation for the future. Electricity genera- our future. How could your class or environ-
tion from wind power is growing by 25 to 30 ment club become part of this wind power
percent per year. movement? You could look for funds and
European countries are leading the way in community sponsorships to help you install a
wind power generation. On June 15, 2007, the small wind turbine at your school. This would
European Wind Energy Association (EWEA) lessen your school’s use of non-renewable
held its first European Wind Day. Twenty-two energy resources.

Worldwide Wind Power Generation, 1995–2006

80 000

70 000

60 000
Megawatts (MW)

50 000

40 000

30 000

20 000

10 000

0
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
MW 4800 6100 7600 10 200 13 600 17 400 23 900 31 100 39 431 47 620 59 091 74 223

Figure 13.19
Wind power generation increased dramatically worldwide between 1995 and 2006, and it will continue to do so.

continues…
 C H A P T E R 1 3 : Flow Natural Resources 275

BE A GLOBAL CITIZEN
Development of Wind Energy (continued)

Figure 13.20
This is a photograph of the Cowley Ridge Wind Electric Generating Station, located near the town of Pincher
Creek in Alberta. Wind turbines are becoming increasingly common in Canada. However, we have a long way to
go before we catch up with leading wind generation countries such as Denmark, Spain, and Germany.

LITERACY TIP The Oceans as a Resource

Researching Effectively
RE RE
You have many choices of O 1. Identify ways that oceans are important to the following:
A
F
BE

where to find information

DING

• Canada’s history • Canada’s physical environment

when you are doing research.
To become an effective • Canada’s economy • Canada’s transportation
researcher, it is important to 2. Why can the oceans be considered a flow natural resource and part
choose the best way to find
the information you need
of the global commons?
in the shortest amount of
time. You can go to the
About 97 percent of all Earth’s water is in the oceans. Perhaps we
library and use hard-copy should call our planet Ocean instead of Earth! In fact, there is just
or online resources such one ocean — one continuous body of water. We give names to
as an encyclopedia, or use different parts of the ocean for convenience. The smaller parts of
a search engine to locate
the world ocean, near the continents, are also given names. These
information on the Internet.
names begin or end with “gulf,” “sea,” “strait,” or “bay.” In total,
the world ocean covers 71 percent of Earth’s surface. If used wisely,
it is a vast sustainable resource.

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 C H A P T E R 1 3 : Flow Natural Resources 275

BE A GLOBAL CITIZEN
Development of Wind Energy (continued)

Figure 13.20
This is a photograph of the Cowley Ridge Wind Electric Generating Station, located near the town of Pincher
Creek in Alberta. Wind turbines are becoming increasingly common in Canada. However, we have a long way to
go before we catch up with leading wind generation countries such as Denmark, Spain, and Germany.

LITERACY TIP The Oceans as a Resource

Researching Effectively
RE RE
You have many choices of O 1. Identify ways that oceans are important to the following:
A
F
BE

where to find information

DING

• Canada’s history • Canada’s physical environment

when you are doing research.
To become an effective • Canada’s economy • Canada’s transportation
researcher, it is important to 2. Why can the oceans be considered a flow natural resource and part
choose the best way to find
the information you need
of the global commons?
in the shortest amount of
time. You can go to the
About 97 percent of all Earth’s water is in the oceans. Perhaps we
library and use hard-copy should call our planet Ocean instead of Earth! In fact, there is just
or online resources such one ocean — one continuous body of water. We give names to
as an encyclopedia, or use different parts of the ocean for convenience. The smaller parts of
a search engine to locate
the world ocean, near the continents, are also given names. These
information on the Internet.
names begin or end with “gulf,” “sea,” “strait,” or “bay.” In total,
the world ocean covers 71 percent of Earth’s surface. If used wisely,
it is a vast sustainable resource.

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276 U N I T 3 : Natural Resources

Figure 13.21
The world’s oceans cover huge areas and plunge to amazing depths.

Ocean Area (sq. km) Deepest Point Depth (m)

Pacific 166 241 000 Mariana Trench 10 924

Atlantic 86 557 000 Puerto Rico Trench 8 605

Indian 73 427 000 Java Trench 7 258

Arctic 9 485 000 Eurasia Basin 5 122

Figure 13.22
What is the difference in height between the lowest
point in the oceans and the highest point on land?

Mount Everest 10 km
8
8.8 km
6
Average altitude Average depth
4
Mariana Trench
2
10.9 km
Sea level
2
4
6
8
10
12 km

N EC
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NN
N O
O
O
O
N
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S
TO

Why are the oceans salty?

Science Rivers carry minerals such as
calcium and sodium from the land
into the oceans. Some of these minerals are used by sea
creatures to make their shells. Other minerals are taken
up by plant life. Still other minerals simply sink into the
mud at the bottom of the ocean. The two minerals that
together make salt — sodium and chlorine — are not
used up in these ways. They remain in the ocean
water. When the Sun evaporates water, the salt
is left behind. Gradually, the oceans have
become salty from these minerals.

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 C H A P T E R 1 3 : Flow Natural Resources 277

Ocean Currents
Oceans can be considered flow resources because the water moves
WEB LINK
around Earth. Ocean currents are flows of water in the oceans. They
For more information about
ocean currents, go to are pushed by winds and by the spinning of Earth on its axis. A current
www.nelson.com/phygeo7. that moves from a warm area to a colder one is called a warm current.
A current that moves from cold to warm water is a cold current.

Ocean Currents of the World

Arctic Ocean ift

Arctic Ocean
La

c Dr
b

nti
rado

tla
rthA
r Current

No
ska NORTH EUROPE
Ala rent ASIA
Cur AMERICA tream Curren
t
lf S n
GuAtlantic Japa
Califrrent

t
Cu

en

North Pacific
urr
orni

Equatorial EquNortOcean
yC

Cu atori
h Ocean
a

ar

Current
rre al
an

Equatorial Counter nt C N
Current Equatorial
AFRICA
EQUATOR Counter Current
South Equatorial Pe SOUTH Equatorial Counter South
South
Current Current
ru

AMERICA Equatorial Equatorial

nt

Pacific
Cu

Current Current
Brazil Curre

South Equatorial
rre

nt an
Ocean Current

rre ali
nt

AUSTRALIA

rre n
rre ela

Cu ustr
Au West
Cu tralia
Indian
nt
Cu ngu

nt

A
Ocean
Be

st
s

Ea
West Wind Drift
West Wind Drift
West Wind Drift
Cold current
Warm current
0 2500 km
ANTARCTICA

Figure 13.23
Identify the oceans, and follow the warm and cold ocean currents of the world. Many scientists
are concerned that warming of the oceans due to climate change may cause the Gulf Stream to
change course or stop altogether. How might this affect the climate of northern Europe?

The cold Labrador Current

flows southward along
Canada’s Atlantic Coast.
It often carries icebergs
out of the frigid waters of
Baffin Bay. In April 1912,
the Titanic —the largest
passenger ship in the world
at that time—collided with
an iceberg 640 kilometres
south of Newfoundland and
sank. About 1500 people
died in the disaster.

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278 U N I T 3 : Natural Resources

The Distribution of Life in the Oceans

The life that exists in the oceans is very important to people. Most
of the life forms live in the top 80 metres of water. Sunlight can
reach down this far, so plants are able to grow. These plants are
food for fish.
Below 80 metres, there is little light, little plant growth, and few
species of fish. Only in recent years have scientists learned a little
about the types of species that are able to thrive in such low light
conditions. We have much to learn about ocean ecosystems.

Underwater Food Pyramid

Some of the most important life forms in the oceans are also some
of the smallest. Phytoplankton are so tiny that a glass of sea water
would contain millions. Yet, these plants can take minerals out of the
water and grow and live. Zooplankton are microscopic animals that
eat the phytoplankton. In turn, they are eaten by larger animals such Figure 13.24
as herring and blue whales. Flesh-eating animals like sharks, tuna, Dolphins are high on the food
dolpphins,, and salmon eat the animals that eat the zoop
dolphins, plankton.
zooplankton. pyramid. They eat fish and squid.

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 C H A P T E R 1 3 : Flow Natural Resources 279

The Continental Shelves

The shallow areas of the oceans near the coasts of the continents — the
continental shelves — provide about 84 percent of the world’s catch
of fish. New technologies, such as fish finders and larger nets, have
produced greater catches. In some developing countries, the fish
catch is so important that the people get 40 percent of their animal
protein from fish.
However, these areas are vulnerable to threats. Global warming
will have a serious impact on the species of phytoplankton that grow
on the continental shelves. A small change in this basic food source
for marine life will cause enormous changes in all other species.

Fishing Areas of the World

Fishing Areas 0 2200 km

Figure 13.25
Note how the major fishing grounds of the world are found on continental shelves.

G RE
IN
1. When you look at a map of the world, you can see the
A
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DU

DING

names of several major oceans (refer to Figure 13.23).

How can the statement “there is just one ocean” be true?
2. Examine the map in Figure 13.25. Along which coastal areas are there
no fishing areas? Why do you think this is so? What impacts might
this have on the peoples in those parts of the world?

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280 U N I T 3 : Natural Resources

Inuit and Whale Hunting

Whales were a traditional source of food for Inuit of Canada’s Arctic.
However, over-hunting of whales put them on the endangered spe-
cies list. Most countries of the world banned whaling. In July 1998,
Inuit hunters decided to celebrate the creation of the new territory
of Nunavut by hunting a bowhead whale.

LITERACY TIP
Wednesday, July 22, 1998 Newspaper Reports
A newspaper report of an
Bowhead whale harpooned event is supposed to be factual
and objective, and has the
Baffin Island Inuit on first hunt in 50 years following parts:
PANGNIRTUNG, N.W.T.— Inuit hunters, travelling in canoes and armed • a headline —tells what the
with an explosive-tipped harpoon, ended a five-day hunt by killing a article is about and attracts
bowhead whale in the eastern Arctic’s frigid waters early Tuesday the reader’s attention
morning.
The killing immediately set off celebrations in the small community on • the lead — one or two
Baffin Island, where the hunts have not been held for the past 50 years. sentences briefly answer
“People are very, very happy about it,” said Annie Keenainak, whose all the 5 Ws and 1 H
father Simeonie led the hunting parties. “It was a very exciting experience questions, tell the reader
for our people. We are overjoyed.” what happened, and
The hunt held a large cultural significance to a people preparing “hook” the reader into
for self-government next April, when the territory of Nunavut comes wanting to read more
into existence.
• background information
— gives more details about
the 5 Ws and 1 H

Figure 13.26 • quotations — from someone

who was involved in or
This newspaper article reports on an Inuit whale hunt. affected by the event,
present a person’s view or
opinion about the event
Many people were against this whale hunt. They claimed it was • conclusion — a sentence
or two about what might
a needless killing of a threatened species. Inuit argued that it was
happen because of the
important for their culture. Eric Joamie pointed out, “Our ancestors event or what might
were involved in harvesting any kind of animals they were able to happen next
come across for their survival.” Annie Keenainak said that the hunt
was “an opportunity to celebrate our culture.”

G RE
IN
1. Should Inuit be hunting whales? Write down ideas
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DU

DING

for and against the whale hunt in a chart with the

following headings: “Ideas in Favour of Inuit Whale
Hunt” and “Ideas Against Inuit Whale Hunt.”

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 C H A P T E R 1 3 : Flow Natural Resources 281

Figure 13.27
Why did Inuit want to hunt Threats to Ocean Resources
bowhead whales? Why did some
people criticize them for it?
We know little about the oceans’ ecosystems because they are so
complicated. The oceans provide a huge variety of species and con-
ditions. The world’s oceans are so vast that most people believed we
could never affect them. They were very wrong!

Overfishing
With our modern technology, we have become so efficient at catching
fish that we are overfishing the oceans. Some fish species are disap-
pearing. The United Nations has estimated that the most that can be
fished from the oceans is 80 million tonnes of fish per year. If more
than this is harvested, the fish cannot reproduce quickly enough.
They will disappear. We are currently harvesting about 101 million
tonnes of fish a year, which is well over the limit. If this overfishing
continues, fish catches will drop in the future. More people around
the world will go hungry as a direct result.
Canada is already suffering the effects of overfishing. In the
1990s, the amount of cod being fished on the East Coast of Canada
dropped. The government of Canada banned fishing for cod in 1992
because so few fish were left. It was hoped that the ban would allow
the fish to become plentiful again, but that has not happened. Only
a very few cod can now be caught each year. A similar situation is
developing with the salmon stocks on the West Coast.

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282 U N I T 3 : Natural Resources

Figure 13.28
This commercial fishing boat is
fishing for salmon off Vancouver
Island in British Columbia. Using
high-tech efficiency, the net is
hauled over the back of the boat
and emptied into the hold.

Figure 13.29
Note the changes in the amount of cod caught on Canada’s East Coast from 1989 to 2005.

Year Amount (tonnes) Year Amount (tonnes)

1989 426 090 1999 55 478
1991 309 031 2001 40 440
1993 76 522 2003 22 768
1995 12 438 2005 26 156
1997 29 605

Pollution
Pollution is another threat to the oceans. Pollution reaches the ocean
waters in the following ways:

• through rivers
• from the atmosphere
• from factories and cities along the coasts
• directly from ships

Oil spills from damaged ships pollute the water. Ships often just dump
their sewage and waste oil directly into the ocean. Those parts of the
world with large populations, such as the coasts of Europe and Asia,
are heavily polluted. People and pollution seem to go hand in hand.

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 C H A P T E R 1 3 : Flow Natural Resources 283

Polluted Household waste

air and garbage

Heat from
nuclear
generating Radioactive
plants material

Ocean Pollution

Industrial
waste Sewage

Pesticides and
fertilizers Oil spills
from agriculture

Figure 13.30
As big as the oceans are, they cannot handle all
the pollution that humans dump into them.
LITERACY TIP
Drawing Line Graphs
Follow these steps to draw ER
RE

a line graph: T A
1. Write five endings to the sentence beginning:
AF

DI

“The oceans are important because ...”

NG

• Identify the variables

(for example, time and 2. Standing on the shores of the Great Lakes, many
quantity).
people think that they resemble oceans. Why do you suppose the
• Place the independent
Great Lakes are not salty?
variable (time) on the
x-axis (along the bottom 3. Draw a food pyramid to show the connections between forms of
of the page). life in the top 80 metres of the oceans’ water.
• Place the dependent
variable (amount) on 4. a) Make a line graph to show cod catches on the East Coast of
the y-axis (along the Canada. Use the data from Figure 13.29. Make sure that you put
left side of the page). the years across the bottom of your graph, and the fish catches
• Draw the axes big enough (amount in tonnes) up the side. Give your graph a title. (Refer to
to fit all the data. the GeoSkills and the line graphs on page 79 of Chapter 4 to help
• Label the axes and the units you visualize what a good line graph looks like.)
clearly and neatly.
b) In two sentences, describe what your graph tells you.
• Plot the data by drawing
a line between the points
you have plotted.
• Give the graph an
appropriate title.

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284 U N I T 3 : Natural Resources

Knowledge and Understanding 5 One suggested river diversion plan for Canada is
to turn James Bay into a lake. The water would
1 Rivers have just a hundredth of one percent then flow to the thirsty cities of the United States.
(0.01 percent) of Earth’s water. Think about it Conduct research to find information about this
this way: If you have 100 litres in your bathtub plan. Find answers to the following questions:
to represent all the water in the world, and you
• Why is the project considered necessary?
take out one litre, you have 1 percent of the
water. If you take 10 millilitres out of that one • What rivers would be diverted?
litre, the amount you take represents all the • How would James Bay be made into a lake?
water in all the rivers of the world. Explain why • How would the water get to the United States?
rivers are so important when they hold such a
small amount of water. Answer these questions through research using
encyclopedias, the Internet, or other resources
2 Imagine that you are a newspaper reporter that you have available. If you search for
watching the opening of a new irrigation information using a search engine on the
project. Many kilometres of canals and dams Internet, remember to use keywords from the
had to be built to get enough water for the questions as your search terms.
crops.
Share what you learn from your research by
a) Identify three good points about the project
writing a letter to the editor of your local
that you might write about in your article.
newspaper, either supporting the plan or
b) What are three problems that you might arguing against it.
point out to your readers?
6 a) The fishing industry around the world and in
Remember to review the Literacy Tip about Canada is in trouble. Make up three open-ended
newspaper articles on page 280 before you research questions about the problems in the
answer this question. fishing industry. Your questions should consider
different points of view about the problems and
Inquiry/Research and solutions in the fishing industry. Your questions
should include words like “problems,” “over-
Communication Skills fishing,” and “management,” plus other words
3 You are in the advertising business. Make up about fishing. Look back over this chapter to
a magazine or newspaper advertisement to find suitable words.
encourage people to conserve water. If you b) Answer one of your questions through
want, you could write a script for a 30-second research using encyclopedias, the Internet, or
television advertisement. Make sure that you other resources that you have available. In your
give reasons to convince people that conservation answer, you should try to point out different
of water is important. points of view about problems and solutions in
4 What is the water supply for your community? the fishing industry. Report your answer as a
Contact the department in your municipality newspaper article investigating troubles in the
that is responsible for the water supply to find fishing industry.
answers to the following questions: 7 a) Look at the newspaper article in Figure 13.26
• What is the source of the water (river, wells, and identify the following:
and so on)? • the headline
• How is the water treated before it is used? • the lead
• How is the water treated after it is used? • the background
• Where does the water go after your • answers to the 5 Ws and 1 H questions
community is finished with it?
b) Facts are statements that can be shown to be
Create a poster with a flow diagram to show true. Opinions are what someone thinks is true.
stages in the collection, use, and discharge of In your notes, identify one fact and one opinion
water in your community. (See sample flow from the article.
diagrams on pages 188 and 192 of Chapter 9.) NEL
 C H A P T E R 1 3 : Flow Natural Resources 285

Map, Globe, and Graphic Skills Application

8 Choose one of the oceans that touches Canada. 10 Most of the world’s water is salty. Humans and
Name it. Then, use an atlas to list all of the bays, animals cannot drink salt water. Research to find
gulfs, straits, and seas that touch our shore. out some ways that salt can be removed from
ocean water. Use the information that you find
9 Use the information below to compare the sizes
to make a model or a demonstration.
of the oceans.
a) Get a piece of graph paper. Colour in one 11 a) What should be done to stop pollution from
square for each 1 million square kilometres of getting into rivers and oceans? Brainstorm with
ocean. For example, you will need nine full one or two other people possible answers to this
squares plus a half of a square for the Arctic question. List as many ideas as you can. When
Ocean. Shade in the right number of squares you are brainstorming, remember not to worry
in a rectangle shape on the graph paper. about how good or bad the ideas seem. Just
try to get as many ideas as possible. Unusual
b) Label the areas you have shaded in with the
ideas will trigger different, perhaps better, ideas.
names of the oceans. Give the page a title, and
When you run out of new thoughts, look care-
write the scale that you have used.
fully at your ideas, and try to decide which ones
Ocean Area (sq. km)
are the best ideas for stopping pollution.
b) Think up an appropriate way to communicate
Pacific 166 241 000
your best ideas to the rest of the class. You might
Atlantic 86 557 000 use a poster, a short play, a poem, a newspaper
Indian 73 427 000 article, or some other method.
Arctic 9 485 000

c) Make up two questions using this data for a

partner
t tto answer.

Figure 13.31
Pacific chinook salmon make their way back to their spawning grounds.
This photograph captures part of the ecosystem that exists within a river.

NEL
14 Sustainable
Development
KEY VOCABULARY
I N THIS CHAP T E R
alternative energy source
• describe ways that people use natural resources to meet their compost
needs, including renewable, non-renewable, and flow resources co-operative
• explain what is meant by sustainable development, and describe fair trade
how it affects the environment organic waste
• use the new terms in this chapter correctly as you investigate sustainable development
the topics
• make up questions to help you research problems and different
points of view about managing and using natural resources
• locate and use helpful information from primary and
secondary sources
• share the results of research for different reasons and audiences
using options such as computer slide shows, videos, websites,
oral presentations, written notes and reports, drawings, tables,
charts, diagrams, maps, models, and graphs
• make a report on conditions that will affect the natural resources
that are available in the future

Disaster Strikes
RE RE
O 1. What might happen if natural resources like water,
A
F
BE

DING

minerals, and forest products become in short supply?

Draw and label a picture to show your ideas. Show it to Figure 14.1

another person and explain your ideas to him or her. You can survive on the island
for a long time if you take
2. Suppose you were cast away on a deserted island. Make a list of only those resources that
you need each day.
five things that you would like to have with you. For each item in
your list, explain how it would help you to survive on the island.

D isaster! Your plane has crashed. You and two friends are stranded
on a small island. There is no hope of being rescued. However,
you can survive. There is food — nuts, berries, and fish in the sea.
A small stream provides drinking water.
You survive for a few months, but then you begin to think of
ways to use the island’s resources to improve your life. You
discuss your plans with your friends. “Why don’t we cut
down more trees and build a really nice hut? Why not
eat more fish? They’re there just for the taking.”
 C H A P T E R 1 4 : Sustainable Development 287

Your friends point out some problems. If you cut down the trees
to build a hut, you will destroy the plants that provide your nuts and
berries. Also, catching too many fish today means that there will be
fewer fish to catch tomorrow. The improvements that you want to
make are going to use up your resources now so you will not have
them in the future.
This is the same dilemma facing the people of the world. How
can we use our resources wisely without using up or polluting our
resources? We need to use resources today in such a way that they
are still available for our grandchildren and their grandchildren. That
is what sustainable development is — looking after our resources
without using them up.

Attitudes toward Resources

We must use natural resources to satisfy our needs for food, shelter,
and clothing. However, we usually want more than we really need.
We also seek comfort, entertainment, luxury, and other non-essential
things. Resources for these non-essential wants must be taken from
the environment, too. Unfortunately, we often want more than the
environment can provide in a sustainable way.
Figure 14.2
People have different attitudes toward resources. Which of these attitudes have been expressed by people who you know?

Use What We Want Manage What We Have Sustain Our Resources Preserve Our Resources
Attitudes Take what we want. There Waste not, want not! Development today, We must not harm our
toward the will always be plenty for development tomorrow! environment!
environment everyone!

Actions that Resources are unending. People use the resources People use natural Our job is to keep the
take place Humans can take whatever that they find, but they resources, but they make natural environment
they want without try not to waste them sure they will be available from suffering any harm
worrying about the foolishly. for future generations. because of human action.
environment.

Example • clear-cutting forests • planting trees in areas • selectively cut trees in a • set up forest preserves
actions • throwing metal waste that have been cut forest where no trees can be
into the garbage • recycling metals in a • reduce, reuse, and harvested
blue box program recycle metal products • ban all mining of
mineral resources

Thoughts When these resources are There are plenty of The next generations will Future generations will
about the used up, we will simply resources, but we know need at least as many have completely natural
future move to a new location. that eventually they will resources as we have. We environments. Nature is
Technology will come up run out. must make sure that every just too valuable to play
with a solution. natural resource is used around with. Once an
fully. That way, nothing is ecosystem is gone, it can
wasted. never be replaced.
288 U N I T 3 : Natural Resources

G RE
IN
1. Look at the ideas in Figure 14.2. Which of the
A
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DING
attitudes best describes your view about resources?
Provide personal examples to support your choice.
2. Why will the “Use What We Want” and “Preserve Our Resources”
attitudes not work very well over a long period of time?

Use — Do Not Abuse

Some people want to use NN
N
EC
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O
O
O
O
resources now and not

N
C

S
worry about the future.

TO
The First Nations of North America
Other people try to preserve
the environment, making it
History had a way of life that was sustainable.
They used many resources—buffalo, deer,
hard to meet our needs and beaver, grasses, trees, and so on—but they took
wants now. Sustainable develop- only what they needed to survive. They lived for thousands of
years on this continent without damaging it. Everything
ment means that our needs can changed after the Europeans arrived. The Europeans were not
be met, and the environment can satisfied with just surviving. They took a lot more from the
be protected at the same time. To environment. Our modern society has much to learn
accomplish sustainable develop- from traditional First Nations’ ways of life. Discover
ment, we must change the way one practice that First Nations have that all people
should consider having.
we use resources. We cannot keep
doing the same old thing.

KANE, Paul: Indian Encampment on Lake Huron, 1845

Figure 14.3
The artist and explorer Paul Kane (1810–1871) painted this encampment of First Nations people on
Lake Huron. What natural resources can you identify in the picture?
NEL
 C H A P T E R 1 4 : Sustainable Development 289

The population of the world is increasing at an ever-faster rate.

This makes sustainable development extremely hard to achieve. A
lot more people will be using Earth’s natural resources in the future.
Many people are hoping that technology will help us make better
use of our natural resources. Technology has helped in some ways.
It has allowed more use of alternative energy sources, including
solar energy and wind power. However, technologies are not enough.
People have to change the way they use natural resources.

RE
ER
T A
1. In your notebook, complete the following organizer to
AF

DI
define “sustainable development.”
NG

Characteristics Examples

Sustainable
Non-examples Development Definition
(in your own words)

2. Explain why clear-cutting a forest is not sustainable development,

while selective cutting is.
3. Imagine that you were one of the three people who survived the
plane crash described at the beginning of this chapter. What three
things might you have done to improve your life on the island
without using up your resources?
4. In Figure 14.2, two sets of example actions are given to show how
resources (forests and metals) would be used differently with each
of the attitudes. Write example actions to show each of the different
attitudes for our freshwater resource.

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290 U N I T 3 : Natural Resources

GEOSKILLS
Making an Informed Decision

September 13, 2007

Maskinonge River near “the point of no return”

Drought, irrigation drying up river
A river doesn’t run through it any more. from the river. The Ministry of the Environment
Leaning on his cane, Roland Peacock sur- has since ordered a cleanup of the property.
veys the dry riverbed that, on maps at least, Having dodged that particular environmental
should be the Maskinonge River. This is where bullet, the river now struggles to survive a com-
fish normally would be swimming, but raccoon bination of human-made and natural threats to
paw prints crisscross the cracked dry mud, indi- its existence.
cations of nocturnal prowling in a vain attempt The river meanders along an area where
to get a drink of water. It is the worst he has extensive farming has taken place for genera-
seen in 50 years. tions. Part of that land is slated for development
With increasing alarms being sounded as a business and industrial park, ironically a
about the health of the Maskinonge and the development that could actually help the
amount of water being pumped out to irrigate Maskinonge.
sod and vegetable farm fields, the Ministry of But in the meantime, the business park’s des-
the Environment has begun an investigation ignated area remains the site of row upon row,
into water users in the watershed. acre upon acre of vegetables, soaked every day by
“Save the Maskinonge” was actually formed long arcs of water spitting from massive sprinklers
several years ago by citizens concerned about — water being sucked from the dying river.
the abandoned aluminum smelter plant, with Mr. Peacock warned, “The Maskinonge River
deadly chemicals only a few hundred metres has almost reached the point of no return.”

Figure 14.4
This newspaper article tells the story of the Maskinonge River, which is located in the Lake Simcoe region in Ontario.

Read the article above. Use this information to environment and the economic needs of the people
come up with a solution that will help protect are considered. Use your understanding of what
this river. sustainable development is to develop criteria for
When you need to decide on the best solution, your final decision.
you must identify the criteria you will use to make In order to make an informed decision, you need
your final decision. Criteria are the standards that to look at all sides of the problem. In this case, there
you will use to judge the situation and the options. are several groups of people who are interested in
In this case, you must find a way to use the Maski- the Maskinonge River. An organizational chart is a
nonge River in a sustainable way so that both the great way to see all people’s perspectives.

1. Complete a chart like the one below:

Who Wants/Needs Effects on River
Farmers
Concerned local citizens
Urban planners
Aluminum smelter owners

continues…

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 C H A P T E R 1 4 : Sustainable Development 291

GEOSKILLS
Making an Informed Decision (continued)

2. Think about the points you put in your chart, Most importantly, try to make sure your solution
and then come up with an idea about how to works to protect the river.
save the Maskinonge River. Remember that you 3. Write a paragraph explaining your plan for saving
cannot please everybody, but your plan should the river and how you arrived at that decision. Be
have some benefits for all the groups involved. prepared to discuss your ideas in a group.

We Must Do Better
RE RE
O 1. Who are the people in our part of changing people’s attitudes and actions
A
F
BE

DING

society who could help Canadians toward the environment. Then, explain why
work harder to protect the each of these people could have an influence
environment? Work with two other students on changing attitudes.
to brainstorm a list of people who could be

We humans have not done a very good job of taking care of the envi-
Figure 14.5
ronment. Mostly, we just have not thought much about it. Fortunately,
Which of these reasons is
most common for people attitudes are changing.
who you know?

People want the jobs People lack knowledge

that come from about how to protect
harvesting resources. their resources.

People rely on new Reasons why people The supply of

technologies to solve any have not taken better care natural resources has
problems that are created. of their natural resources seemed endless.

People just do not value The costs to protect

natural resources or see resources were considered
that they are important. to be too high.
 C H A P T E R 1 4 : Sustainable Development 291

GEOSKILLS
Making an Informed Decision (continued)

2. Think about the points you put in your chart, Most importantly, try to make sure your solution
and then come up with an idea about how to works to protect the river.
save the Maskinonge River. Remember that you 3. Write a paragraph explaining your plan for saving
cannot please everybody, but your plan should the river and how you arrived at that decision. Be
have some benefits for all the groups involved. prepared to discuss your ideas in a group.

We Must Do Better
RE RE
O 1. Who are the people in our part of changing people’s attitudes and actions
A
F
BE

DING

society who could help Canadians toward the environment. Then, explain why
work harder to protect the each of these people could have an influence
environment? Work with two other students on changing attitudes.
to brainstorm a list of people who could be

We humans have not done a very good job of taking care of the envi-
Figure 14.5
ronment. Mostly, we just have not thought much about it. Fortunately,
Which of these reasons is
most common for people attitudes are changing.
who you know?

People want the jobs People lack knowledge

that come from about how to protect
harvesting resources. their resources.

People rely on new Reasons why people The supply of

technologies to solve any have not taken better care natural resources has
problems that are created. of their natural resources seemed endless.

People just do not value The costs to protect

natural resources or see resources were considered
that they are important. to be too high.
292 U N I T 3 : Natural Resources

What are the consequences of not LITERACY TIP

protecting the environment?
Reading a Complex Web
Figure 14.6 is an example of
a complex web. Note how
Renewable resources Non-renewable Flow resources the arrows that connect the
will not have time resources will will be of poor idea bubbles are all pointing
to replenish be gone. quality. downward. This idea web
themselves.
illustrates how one set of
consequences (inaction, in
this case) creates a chain
We will not be
reaction of consequences.
able to meet our
needs and wants.
Quality of life People will face
will become famine and water
poorer. shortages.
People will not
live as long or
as well.
Figure 14.6
There are many consequences of
Human suffering not looking after our resources.

Reusing of
goods

Recycling of Landfill
resources space saved
Non-renewable
resources available for Less damage to
future generations environment
harvesting resources
Less
Renewable resources waste
allowed to replenish Less pollution

Resources Environment Species are

Flow resources saved protected
not lowered protected
in quality

Sustainable
development

Figure 14.7
Sustainable development
has many benefits.

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 C H A P T E R 1 4 : Sustainable Development 293

A Sustainable Future
Let us look at some ways that sustainable development will change
the way we do things.

Figure 14.8
Sustainable development will mean learning new ways of living.

The Old Way The Sustainable Way

Fossil fuels make up most of our We use many different alternative energy sources, such as the following:
energy sources because they are • clean-burning fossil fuels like natural gas
cheap and convenient.
• fuels made out of plants
• wind power
• solar power
We also develop other energy sources including the hydrogen fuel cell.

Cars are the most common way Mass transit (buses, subways) has become more convenient. These “people
of getting from place to place. movers” use less fuel. Energy sources last longer, and there is less air pollution.
Transit vehicles are made from fewer natural resources than all the cars that
they replaced.

Waste is buried or dumped in Very few natural resources are labelled waste because we reuse and recycle
large storage places. This is the most materials. Household materials are recycled or composted. Any materials
cheapest method of getting rid that cannot be reclaimed are used to create energy.
of unwanted material.

Farmland is lost because cities Cities grow up instead of out. High-rise and low-rise apartment buildings
grow out into farming areas. are common. Parks and natural areas are important parts of cities. Cities are
Population densities are low designed for people instead of cars. People walk and ride bikes to many places
— that is, there are fewer in their community.
people per hectare.

WEB LINK As a typical North

For more information about American, you will
what young people can do to probably use all of the
help the environment, go to following resources
www.nelson.com/phygeo7. over your lifetime:
486 tonnes of
construction materials
(gravel, cement, stone)
16 tonnes of paper
(newsprint, photocopy
paper)
21 tonnes of wood
(furniture, housing)
29 tonnes of chemicals
(detergents, cleaners)

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294 U N I T 3 : Natural Resources

BE A GLOBAL CITIZEN
Sustainable Development and Poverty
P overty and environmental destruction go
hand in hand. In many countries, much of
the best agricultural land is used to grow crops
suffers. Some aid groups believe that the only
way to protect people and the environment is
to ensure that farmers are paid well enough
such as cotton, tea, tobacco, sugar, and cocoa. that they can take care of their lands.
Local farmers grow these crops for big corpora- One way for farmers to earn more money is
tions rather than producing the food they need to work together to sell their crops through
to eat. These farmers are paid very poorly. community co-operatives. Farmers work as a
In some poor countries, farmers who grow team, not as individuals.
cocoa beans live in absolute poverty. Cocoa Another way farmers can earn more money
beans are used to make the chocolate that we is called fair trade. Organizations have been
all enjoy. In 2002, the average wage for cocoa set up to make sure the producers of the crops
growers in West Africa was US$30 to $110 per get a fair price. Fair trade requires producers
year. The people who produce the crop that to reduce their use of chemical fertilizers and
makes our chocolate bars will probably never pesticides and to take other actions that are
taste a bar themselves! more sustainable. By buying products labelled
In order to earn more money, some farmers as fair trade, you are helping farmers in poor
overwork their lands. In time, the soil becomes countries overcome poverty and to farm in a
exhausted from overuse. The environment sustainable manner.

LITERACY TIP
Finding the Main Idea
When you read a long section
of text, begin by identifying
the main idea. The main idea
• usually occurs at the
beginning of the text
• usually captures the whole
point of the text
• often appears in the title
The main idea is always
followed by supporting
ideas, which strengthen
the main idea and can
include facts, examples,
and interesting points.

Figure 14.9
Buying fair-trade products such as these chocolate and coffee products found in
Kensington Market in Toronto, Ontario, helps farmers in poor countries. It also helps
to protect our environment. Does your community have stores that sell fair-trade
NEL
products? Conduct research to find out.
 C H A P T E R 1 4 : Sustainable Development 295

Who Should Lead the Change?

Using our resources in a sustainable way is the only hope humans
Figure 14.10 have for a good future. Who should be leading this change in the way
There can be many leaders of we do things?
change in our society. What
other groups might you add?

Governments Industries and Businesses

People who are in the government can make laws and rules. The people who run industries and businesses can change the way
Laws force people to use resources and the environment properly. they do things. By using resources properly, not wasting, and not
An example is the law that stopped lead from being added to polluting, these people can accomplish a great deal.
gasoline. This reduced air pollution.

Consumers You
The people who buy products and services can insist that the You are the best person to protect the environment. Your actions
environment be protected. They can refuse to buy from businesses every day can make a big difference. You can lead the change
that do not use resources well. They can boycott businesses that by showing others how important it is to practise sustainable
use too much packaging for their goods. Consumers can also development. Individual actions make an enormous difference
pressure governments to pass laws. when added together.

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296 U N I T 3 : Natural Resources

Good Environmental Practices Figure 14.11

Regularly purchase products Note the percentage of
made from recycled paper Canadians who engage in good
Use a composter environmental practices.

Regularly lower temperature in the home

Use energy-efficient light bulbs

Have energy-saving, low-flow shower heads

Have water-saving low-volume toilets

Use public transit to get to work

0 10 20 30 40 50 60 70 80 90 100
Percent of Canadians

G RE
IN
1. In your opinion, what are the 2. The chart in Figure 14.8 compares the old
A
R
DU

DING

three most important reasons why and the sustainable ways of dealing with the
humans have not done a very good environment. Compare these two ways using
job in looking after the environment? “water” as the environmental topic.

What Can You Do?

You are a leader in the fight to save natural resources and the environ-
ment. You are a consumer. You are important. Let us look at some
actions you can take.

Practise the 3 Rs
Reduce, reuse, recycle. The
most important of the 3 Rs
is “reduce.” This will save
resources that are used to
make products and the pack-
aging that goes with them.
For example, you might
share books and magazines
with a friend rather than
each buying the same ones.

Figure 14.12
Reducing consumption is the first
step to a sustainable society.
What other products could you
buy used instead of new? Can
you think of another way to
reduce unnecessary consumption?

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 C H A P T E R 1 4 : Sustainable Development 297

Travel Wisely
Use a bicycle or public transit whenever possible. By not using auto-
mobiles, you are saving energy and reducing pollution. At the very
least, commuters should use a car pool so only one vehicle is being
used instead of several.

Figure 14.13
Using public transit like streetcars in
Toronto, Ontario, saves energy and
money, too. How often do you take
the bus or subway? How often do
you and your family bike or carpool?

Figure 14.14
Composting turns waste food
into good soil. Does your
household compost?

Do Not Throw It Out

Compost your organic waste. Putting vegetable peelings,
apple cores, banana skins, and other waste in a composter is
not a big job. The wastes turn into valuable soil, and the land-
fill sites are not filled up. People who live in apartments can
compost by using red wriggler worms. They are safe, clean,
and fun to watch.

Turn It Off
Help to save energy at home. We waste energy at home in
the following ways:

• setting the heating thermo-

stat too high and the air
conditioner too low
• leaving lights on
• keeping windows and doors
open during the heating or
air-conditioning seasons
• letting hot-water taps drip Figure 14.15
Home heating uses up energy.
Saving energy helps to save Why not wear a sweater instead
non-renewable fossil fuels. of heating the whole house?

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298 U N I T 3 : Natural Resources

Be a Leader
Encourage others to act in a sustainable manner. Often, other people
are just not aware that their actions are environmentally harmful.
Help them understand and change their habits. You will help improve
the environment.

Figure 14.16
Onondaga Nation children participate in their community’s annual roadside cleanup program
in Syracuse, New York. You can help, too. Remember, think globally, and act locally!

RE
ER
T A
1. Four groups are identified as 3. Figure 14.11 gives the results of a survey
AF

DI

leaders in the change to sustainable about what people are doing to protect the
NG

development in Figure 14.10. What environment. Conduct a survey of people in

other group of people might be leaders in the your school or community. Find out about the
change? Hint: Think about people whose number of people who participate in the same
livelihoods are tied to the environment. environmental practices as in Figure 14.11.
2. The section What Can You Do? on pages Calculate percentages based on the total
296 to 298 describes five actions that you number of people you survey. Compare the
can take to protect the environment. With a results of your community with the results
partner, brainstorm at least three more things for all of Canada.
that you can do.
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 C H A P T E R 1 4 : Sustainable Development 299

Knowledge and Understanding Inquiry/Research and

1 a) Think about all the people you know. Who Communication Skills
would you name as the person who 5 New technologies will help us to become a
• is most concerned about the environment? sustainable society. Research new technologies
• is most careful to recycle? in transportation to find out ideas for the
future. As you are doing your research, make
• does the best job of composting food waste?
sure that you record all the sources that
• is best at conserving natural resources? you use, especially Internet sites. Present
b) Why is it important that individual people your research findings as a poster or some
act to protect the environment? other visual display. Be sure to include
pictures and diagrams in your report.
2 a) Define the words “sustainable” and
“development” based on what you have 6 a) People have different attitudes toward the
learned in this chapter. environment. Using the Internet and other
b) Pick one resource and describe how it is library resources, collect three articles that show
used now. How can it be used in a sustainable different points of view on one environmental
manner? topic. A good topic might be the expansion
of the Churchill Falls power project, or the use
3 Decide whether each of the following state- of Ontario’s or British Columbia’s forests. Your
ments is true or false. Write each of the true teacher will help you select a topic.
statements in your notebook. Change each of
b) For each article that you collect, note if the
the false statements to a true statement, and
writer is in favour of development or opposed
write the true one in your notebook.
to it, and the reasons the writer gives. You may
a) The First Nations harmed their environment wish to use a comparison chart (for example, a
by killing too many animals. t-chart like the one below) to help you identify
b) Consumers have a role to play in protecting the reasons the writer gives for or against the
the environment because they make decisions proposed development.
about what to buy.
c) People who want to protect the environment Reasons in Favour of Reasons Opposed to
do not allow any trees to be cut down. Development Development
d) The most important of the 3 Rs is “reduce.” • •

4 Think about what you use at home. Make a list

of five things that you could reduce as a way • •
to help the environment. Identify the two items
in your list that you think should be made a • •
top priority by you and your family. Write an
action plan for how you can bring about • •
these reductions.
• •

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300 U N I T 3 : Natural Resources

7 Suppose you had a chance to interview the When you are finished your list of questions,
Canadian environmentalist David Suzuki on share them with someone else in the class
the topic of sustainable development. What and together make up a new list of your five
questions would you ask him? To help plan for best questions. Consider creating a master list
your interview, make up a list of seven questions of the best questions from your class and
that you could ask. Be sure to include some of including them in a class letter to the
these types of questions in your list: David Suzuki Foundation.
• cause and effect (Why did …?)
• speculation (What do you think would
happen if …?)
• comparison (Which is better …?)

Figure 14.17
David Suzuki has worked very hard to protect Earth. He is the co-founder of the David Suzuki Foundation.
Its mission is to “find ways for society to live in balance with the natural world that sustains us.”

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 C H A P T E R 1 4 : Sustainable Development 301

Map, Globe, and Graphic Skills 9 One of the good signs for the environment is
shown in the graph below (Figure 14.19). Look
8 Carbon dioxide is a gas given off when fossil
at it, and then answer the following questions:
fuels are burned. It adds to the problem of
global warming. The graph below identifies the a) In what year was the highest number of
sources of Canada’s carbon dioxide emissions. spills? About how many spills occurred?
For each source, suggest one way that emissions b) In what year was the lowest number of spills?
could be cut back. About how many spills took place?
c) Describe the general trend or pattern shown
Sources of Canada’s by the graph.
Carbon Dioxide Emissions d) Give two reasons that might explain the pattern.
Agriculture and
other uses

8%
Homes and
businesses 23% 39% Industry

Figure 14.18
30% The graph shows the sources of
Canada’s carbon dioxide emissions.

Transportation

Oil Spills Greater Than 700 Tonnes, 1979–2006

40

30
Number of Spills

20

10

0
1979 1985 1990 1995 2000 2006
Year
Figure 14.19
This graph shows the number of oil spills greater than 700 tonnes from 1979 to 2006.

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302 U N I T 3 : Natural Resources

Application
10 a) Discover some actions that your local
government has taken to help your community’s
Oil spills killing birds
environment. You might look for actions that by thousands
have been taken to reduce waste, improve
Newfoundland death toll “catastrophic”
water supplies, or fight pollution.
b) With a partner, brainstorm the factors that Clandestine oil spills off the coast of New-
will affect the availability of natural resources, foundland are spelling death to as many as
like water, air, and land, in your community. 100 000 sea birds a year.
Remember, factors are those things that will Many of the spills, which can only
affect or influence conditions. Then, group the rarely be traced to an individual ship, come
items in your list into “Natural Factors” and from large vessels dumping less than 100
“Human Factors.”
litres of oily bilge water into the ocean to
c) Write a newspaper article or prepare avoid having to pay pumping fees when
a television news item to share your
they come into port. The amounts of oil are
research findings and the results of your
small, but each one causes thousands of sea
brainstorming session.
ducks, petrels, murres, and gulls to wash up
11 Draw a cartoon or make a pamphlet that on Newfoundland beaches every winter.
encourages people to use less energy in “We have the equivalent of the Exxon
their lives.
Valdez taking place off Newfoundland every
12 Suppose you are reading a newspaper and see two or three years …. It’s an environmental
the following article. Write a letter to the editor catastrophe,” said Barry Rothfuss, head of
expressing your feelings about the problem Maritime Atlantic Wildlife, a wildlife reha-
being discussed. In your letter, explain how bilitation centre in New Brunswick.
dumping oil is not a sustainable practice and
what should be done in the future. (Refer to
the Literacy Tip on persuasive writing on page
253 of Chapter 12.)
Figure 14.20
Use this article to practise your persuasive writing skills.

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 303

Map Appendix
Global Landforms 304
Plate Boundaries 305
Volcanoes and Earthquakes 306
Global Climate Regions 307
Annual Precipitation 308
Global Temperatures 309
Global Wind Patterns 310
Global Ocean Currents 311
Global Ecosystems 312
Rivers of the World 313
Land Use 314
Agriculture and Fishing 314
Oceans of the World 315
Countries of the World 316
World Population Density 318
Time Zones 318
North America 319
Canada Physical 320
Canada Political 321
South America 322
Europe 323
Africa 324
Middle East and Asia 325
Australia 326
Pacific Rim 327

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 304

Global Landforms

160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E

80˚N 80˚N Arctic Ocean
Arctic Circle

60˚N 60˚N
MAP APPENDIX

NORTH
EUROPE
AMERICA
40˚N ASIA 40˚N

Tropic of Cancer Atlantic Pacific

20˚N 20˚N
AFRICA
Pacific
Ocean
Equator Ocean
SOUTH Indian
AMERICA
Ocean
Ocean
20˚S 20˚S
Tropic of Capricorn AUSTRALIA

40˚S
W E
S

60˚S 60˚S
Mountains Antarctic Circle
Hills
ANTARCTICA
Plateaus 80˚S 80˚S
Plains 0 1000 km 160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E
Land under ice
Seas and Lakes

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NEL
Plate Boundaries

EURASIAN PLATE
Aleutian NORTH Kuril
Trench AMERICAN Trench
PLATE IRANIAN
PLATE
San Andreas
ARABIAN Mariana
Fault
Trench
CARIBBEAN Mi
d-
AFRICAN PLATE PHILIPPINE
At PLATE Ca
PACIFIC PLATE lan rl PLATE PACIFIC
COCOS tic Ri sber
PLATE R dg g PLATE
PLATE idg
e e
Rift

Rise
Valley S OM AL I
Java Trench
PL AT E

ific
Tonga SOUTH
NAZCA AMERICAN

East Pac
Trench INDO-AUSTRALIAN
PLATE PLATE ge
n Rid PLATE
N Chile In di a
Trench
W E
S
ANTARCTIC PLATE

Direction of plate 0 1000 km

movement
Plate boundaries
Zone of sea floor
spreading
MAP APPENDIX
305
 306

Volcanoes and Earthquakes

160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E

80˚N 80˚N

Arctic Circle

60˚N 60˚N
MAP APPENDIX

40˚N 40˚N

Tropic of Cancer
20˚N 20˚N

Equator

20˚S 20˚S
Tropic of Capricorn

N
40˚S
W E
S
60˚S 60˚S
Antarctic Circle

Earthquake regions 80˚S 80˚S

Volcanic regions 160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E
Notable earthquakes
Notable volcanic eruptions 0 1000 km

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NEL
Global Climate Regions

160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E

80˚N 80˚N

Arctic Circle Arctic Bay

Verkhoyansk
60˚N 60˚N
Helsinki

40˚N 40˚N
Cheyenne
Tropic of Cancer
Canton
20˚N 20˚N

Equator Kinshasa Singapore

Quito

20˚S Tropic of Capricorn 20˚S

Alice Springs

Tropical climate N
rain all year)
(hot with40˚S
Savanna climate W E
(hot with dry season) S
Steppe climate
(warm and dry)
60˚S 60˚S
Desert climate Antarctic Circle
(hot and very dry)
Mild climate
(warm and wet) 80˚S 80˚S
Continental climate 0 1000 km 160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E
(wet with cold winter)
Subarctic climate
(very cold winter)
Polar climate
MAP APPENDIX

(very cold and dry)

Mountainous climate
(altitude affects climate)
307
 308

Annual Precipitation

160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E

80˚N 80˚N Arctic Ocean
Arctic Circle

60˚N 60˚N
MAP APPENDIX

40˚N 40˚N

Tropic of Cancer Atlantic Pacific

20˚N Ocean Ocean 20˚N

Pacific
Ocean
Equator
Indian
Ocean

20˚S 20˚S
Tropic of Capricorn

40˚S
W E
S

60˚S 60˚S
Antarctic Circle
Average annual
precipitation
over 3000 mm 80˚S 80˚S
2000 — 3000 mm 0 1000 km 160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E
1000 — 2000 mm
500 — 1000 mm
250 — 500 mm
0 — 250 mm

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 MAP APPENDIX 309

Global Temperatures

Arctic Ocean

Atlantic Pacific
Average temperature
Ocean Ocean
in January
over 30 nC
20 — 30 nC
Pacific Indian
10 — 20 nC
Ocean Ocean
0 — 10 nC
0 — 10 nC N
10 — 20 nC
W E
20 — 30 nC
30 — 40 nC S
January Temperatures
below 40 nC

0 1000 km

Arctic Ocean

Atlantic Pacific
Ocean Ocean

Average temperature
in July Pacific Indian
Ocean Ocean
over 30 nC
20 — 30 nC N
10 — 20 nC
W E
0 — 10 nC
S
0 — 10 nC July Temperatures
below10 nC

0 1000 km

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310 MAP APPENDIX

Global Wind Patterns

s
e rlie
West
s
lie

on
er

st

nso
We N

. Mo
o
es

nso
d
de

s
Tra

N. E
W E

Mo
E. . Tra
N. N.
E S

E.

N. W
N.
S. M

.
S. E. T ons
E. rad S. oon
Tra e s E.
de

Tra
s

de
Roari
We

s
ste
rlie We
s
ng

Fo ster
rti lies
e s
January Prevailing Winds
0 1000 km

ies

es
rl erlies es
ste

li
West

Wester
We rad
E. T
N.
s
de
Tra

S. E
. o es
n

N.
E ns o ad
Mo
.
Tr
Mo

W. N. E.
ns

N on
S.

S. S. S. E
E. T E. . Mo
W E rad Tra
n
S. E

es de so
S s on
.
Tra

de
s
Roa
ring We
We Fort ste
st erli ies rlie
es s

July Prevailing Winds

0 1000 km

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 MAP APPENDIX 311

Global Ocean Currents

rent
Lab Cur
and

nt
ra
e nl rre
E. Gre Cu

do
ia n

o
eg

Curr

Siw
rw
ren
t No Ca

ent
Cur

a
Cal

Oy
a

na r
Alas k
tic Drift
iforn

o
tlan

y Curre
ream rth A Siw
St ro
ia Curr

ulf No Ku
G

nt
N. Equa
torial Current
ent

N. Equatorial Current N. Equatorial Current

Gu
Eq. Counter Current ine Eq. Counter Current
aC
urren Eq. Counter Current
t
S. Equatorial Current S. Equatorial Current
Hu

uat or ia l Current W.
. Eq
m

S A

n Current
bo

ren
S. Equatorial Current

us
N

Ben
ld

C ur

tra
t (P

ent

guel

lian Current
eru) Current

as
urr
nt

W E

ulh
a Current

alia
il C
Falkland Curre

Ag
az

str
S ift
West Wind Drift West Wind Dr
Br

Au
ift
ind Dr

E.
West W

January Prevailing Currents

0 1000 km

Lab d
rad lan
nt

or en nt
rre

re
E. G Curre n Cu
Cu

o
a
egi

Oy a Si w
rrent

Norw ft
i
nt ic Dr
Ca
Califo

Cur
re Atlant
North
nary Curre

ska Siwo
Ala rea
m ro
rnia

ulf St Ku
G
Cur

N.
N. Equatorial Current
nt

t
ren

Equa urren
torial Current N. E
quatorial C
t

ui
G

Eq. Counter Current Eq. Counter Current nea Curre Eq. Counter Current
S.
Equat Eq. Counter Current
nt

Hu orial Current
B S. Equatorial Current
S. Equatorial Current
en
mb

W.

nt
t
gu

Current
ren

rre S. Equatorial Current

old

Aust
e

Cu
la

Cur
t (Pe

il
C

N
nt

urre

ralian Cu
az

as
Falkland Curre

Br

an
ru) Current

ulh
nt

al i

W E Ag
str

ft West Wind Drift

d Dri
Au
rren

S t Win
E.

Wes
t

West Wind Drift

July Prevailing Currents

0 1000 km

Cold current
Warm current

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 312

Global Ecosystems
160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E
80˚N 80˚N
Arctic Circle

60˚N 60˚N
MAP APPENDIX

40˚N 40˚N

Tropic of Cancer

20˚N 20˚N

Equator

20˚S 20˚S
Tropic of Capricorn

40˚S
W E
S

60˚S 60˚S
Antarctic Circle

80˚S 80˚S
0 1000 km 160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E

Tundra and mountain vegetation Mid-latitude grassland Tropical grassland (savanna)

Needleleaf evergreen forest Evergreen broadleaf and Tropical broadleaf rainforest
Mixed forest of needleleaf deciduous trees, shrubs, and herbs and monsoon forest
evergreen and broadleaf Semi-desert scrub Sub-tropical broadleaf
Broadleaf deciduous woodland Desert and needleleaf forest

NEL
NEL
Rivers of the World

160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E

80˚N 80˚N
Mackenzie Arctic Ocean Yenisey Lena
Yukon
Ob
60˚N 60˚N
Fraser Dneiper Amur
Rhine Irtysh
Columbia Rhone Volga
Po Hwang Ho
40˚N St. Lawrence Danube 40˚N
Mediter Tigris
Colorado rane
Brahmaputra
Atlantic an Sea
Mississippi Euphrates Pacific
Yangtze
Nile Indus
20˚N Ganges 20˚N
Caribbean Ocean
Pacific Sea Mekong Ocean
Orinoco Salween
Amazon Niger Indian
Congo
Ocean
São Francisco
Ocean
20˚S 20˚S
Zambezi
Darling
Orange Murray
Parana
40˚S N Murrumbidgee

W E
S
60˚S 60˚S
Drainage Basins
Pacific Ocean
80˚S 80˚S
Indian Ocean
0 1000 km 160˚W 120˚W 80˚W 40˚W 0˚ 40˚E 80˚E 120˚E 160˚E
Arctic Ocean
Atlantic Ocean
Caribbean Sea
Mediterranean Sea
MAP APPENDIX

Inland Basin
313
314 MAP APPENDIX

Land Use

W E
S
Manufacturing and trade
Subsistence farming
Ranching or grazing
Crops and livestock
Forest products
Nomadic herding
Little or no commercial 0 1000 km
activity

Agriculture and Fishing

W W
W P P W
F C
F
F C F F
W F W
F F R
F W
R R
F R R R
R

N
C
W
CW F W E W

S
Main crop-growing regions
W Wheat R Rice
C Corn F Fruit
P Potatoes Fodder crops
Tropical products: sugar, coffee, tea,
groundnuts, cocoa and palm products
Cattle Pigs
Sheep Main fishing grounds 0 1000 km

NEL
NEL
Oceans of the World

ARCTIC OCEAN

NORTH EUROPE ASIA

AMERICA

ATLANTIC
OCEAN
PACIFIC
AFRICA OCEAN
PACIFIC
OCEAN
SOUTH
AMERICA INDIAN
OCEAN
AUSTRALIA

W E
S

Depth of sea in metres 0 1000 km

0 — 1000 m
1000 — 4000 m
4000 — 8000 m
MAP APPENDIX

below 8000 m
315
316 MAP APPENDIX

Countries of the World

150˚W 120˚W 90˚W 60˚W 30˚W

ARCTIC OCEAN

GREENLAND
(DENMARK)
IA
SS
RU ICELAND
Reykjavik
60˚N SCOTLAND
UN
CANADA NORTHERN IRELAND KING
IRELAND
Londo

Ottawa
e
Lin

UNITED STATES
ATLANTIC SPA
ate

OF PORTUGAL
Washington
lD

AMERICA
na

CO
tio

OC
30˚N OR
rna

Canary Islands M
A
Inte

WESTERN
Tropic of Cancer MEXICO THE BAHAMAS

IA
SAHARA

N
TA
CUBA DOM. REP.

RI
Mexico City

AU
JAMAICA HAITI PUERTO RICO (U.S.) M

M
BELIZE ANTIGUA AND BARBUDA
GUATEMALA HONDURAS SENEGAL
DOMINICA
GAMBIA BUR
EL SALVADOR NICARAGUA
PACIFIC COSTA RICA
BARBADOS
TRINIDAD AND TOBAGO GUINEA-BISSAU GUINEA FA
VENEZUELA SIERRA LEONE
PANAMA GUYANA
SURINAME LIBERIA COTE
COLOMBIA D’IVOIRE
Equator FRENCH GUIANA
0˚ ECUADOR
EQUATORIAL

BRAZIL
OCEAN
OCEAN PERU
BOLIVIA
Tropic of Capricorn
CHILE PARAGUAY

30˚S
N URUGUAY
Buenos Aires
W E
ARGENTINA
S

FALKLAND ISLANDS
0 900 1800 km
SOUTH GEORGIA
ISLAND
60˚S
BOUNDARIES
International boundary
Other boundary
(disputed or undefined)
CITIES
National capital
150˚W 120˚W 90˚W 60˚W 30˚W

NEL
 MAP APPENDIX 317

0˚ 30˚E 60˚E 90˚E 120˚E 150˚E

ARCTIC OCEAN
D
EN

N
AY

RUSSIA
LA
ED
RW

FIN
SW

60˚N
NO

ESTONIA
NITED DENMARK RUS. LATVIA
LITHUANIA
GDOM
NETH. POLAND BELARUS
GERM.
on BELG. LUX. CZECH REP. UKRAINE
LIECH. AUS. SLOVAK REP. AZERBAIJAN
KAZAKHSTAN
MOLDOVA
SWITZ. I O V. HUN.
. ROM. MONGOLIA
T L
FRANCE ALY S CR R. T.
O
UZB
HE ON BULGARIA GEORGIA EKI
STA
AIN . & & M B. MAC. TUR KYRGYZSTAN
S L ARMENIA K ME N NORTH
BO BIA A GREECE NIS KOREA JAPAN
R TURKEY TAN TAJIKISTAN

Int
SE SOUTH
TUNISIA CYPRUS SYRIA Tehran CHINA KOREA Tokyo
O Algiers

er n
LEBANON AFGHANISTAN
ISRAEL
IRAQ
IRAN

atio
JORDAN N 30˚N
ALGERIA Cairo KUWAIT STA NE
KI PA
L
LIBYA PA PACIFIC

n
BHUTAN
EGYPT SAUDI

al D
QATAR
ARABIA U. A. E. BANGLADESH
Taipei Tropic of Cancer
VIE TAIWAN

ate L
AN

LA TN
INDIA BURMA
(MYANMAR) THA S
O AM
OM

MALI NIGER ILA

EN

ine
CHAD ERITREA ND
YEM Manila
PH
RKINA
SUDAN CAMBODIA
ILIP
ASO DJIBOUTI
NIGERIA
BENIN
GHANA

PIN
TOGO

N
EROO

CENTRAL ETHIOPIA SRI LANKA BRUNEI

ES

AFRICAN
IA
CAM

REPUBLIC MALAYSIA
AL

E
M

DEMOCRATIC UGANDA Equator

SO

Singapore
N

GUINEA KENYA 0˚
BO

REPUBLIC
NG

OF THE RWANDA
GA
CO

PAPUA
SAO TOME
& PRINCIPE
CONGO BURUNDI I N D O N E S I A NEW OCEAN
TANZANIA Jakarta EAST GUINEA
INDIAN TIMOR
MALAWI
ANGOLA
ZAMBIA
UE

AR

FIJI
BIQ

ASC

ZIMBABWE
ZAM

NAMIBIA
DAG

Tropic of Capricorn NEW

MO

MA

BOTSWANA CALEDONIA
AUSTRALIA
SWAZILAND
SOUTH 30˚S
AFRICA LESOTHO
Cape Town
OCEAN D
AN
Prime Meridian

AL
ZE
W
NE

60˚S

A N T A R C T I C A

0˚ 30˚E 60˚E 90˚E 120˚E 150˚E

NEL
318 MAP APPENDIX

World Population Density

,ONDONs
s
,OS!NGELESs New York s4OKYO
#AIROs
-EXICO#ITYs "OMBAYs s-ANILA

*AKARTAs

N
s s s3YDNEY
Buenos Aires #APE4OWN W E
3

Per square km
5NDER
TO
TO 0 1000 km
TO
Over 100

Time Zones

10 pm

12 am
10 am

11 pm
11 am
3 am

Noon

1 pm

2 pm

3 pm

4 pm

5 pm

6 pm

7 pm

8 pm

9 pm
1 am

2 am

4 am

5 am

6 am

7 am

8 am

9 am

SUNDAY
SATURDAY
PRIME MERIDIAN

Edmonton Moscow
London
NORTH EUROPE
INTERNATIONAL DATE LINE

AMERICA ASIA
New York Beijing
Los Angeles Tokyo
Cario
Mexico City Bombay
AFRICA
Quito
Time Zones SOUTH Jakarta
N
AMERICA
Standard Rio De Janeiro
AUSTRALIA
Time Zones W E Perth Sydney
Cape Town
S
Non-standard 0 2500 km
Time Zones

NEL
 MAP APPENDIX 319

North America
Bering Chukchi Sea Norwegian Sea

15
A RC T IC

˚W
60˚N Sea GREENLAND Greenland Sea 60˚N
Bering Strait

0˚

30
W
13 O C E A N ˚ Denmark
5 W
Beaufort Sea ˚W 45 Strait ICELAND
120
˚W
105˚W 60˚W
ALASKA 90˚W 75˚W
Fairbanks Baffin Bay
Anchorage

Gulf
of Whitehorse Davis Strait Godthab
Alaska
Iqaluit
Juneau Yellowknife
Huds
on St
rait
Ungava
Prince Rupert
Bay Labrador Sea
Hudson Bay
Churchill

Edmonton
Vancouver St. John's 45˚N
45˚N Calgary
Seattle CANADA Gulf of
Winnipeg St. Lawrence
Portland
Québec
Montréal Halifax
Ottawa
Minneapolis
Toronto Boston
San Francisco Salt Lake City U. S. Milwaukee
New York AT L A NT IC
Chicago Detroit Cleveland
Omaha Philadelphia
Las Vegas Denver Pittsburgh Baltimore O C E A N
St. Louis Washington N
Los Angeles Kansas City Cincinnati
30˚N San Diego Phoenix E 30˚N
Oklahoma Memphis W
Tijuana S
Atlanta
Gul

Ciudad Dallas
PA CI FI C
f of

Juárez
San Antonio Jacksonville
Cal

New Orleans
O C E A N Chihuahua Houston
ifor

Tampa
G u l f
n

Torreón BAHAMAS
ia

15˚N Monterrey Miami

o f Nassau
0 500 km MEXICO Havana
M e x i c o
Height of land in metres León Tampico CUBA DOM. REP. 15˚N
2750+ m Guadalajara Mexico City Mérida Port-au-Prince Santo Domingo
2000 — 2750 m HAITI
Puebla JAMAICA Kingston
1000 — 2000 m
Acapulco BELIZE
400 — 1000 m GUATEMALA Belmopan C a r i b b e a n S e a
100 — 400 m Gulf of Guatemala HONDURAS
Tehuantepec Tegucigalpa
0 — 100 m San Salvador NICARAGUA
Country boundaries EL SALVADOR Managua
San José
Cities and towns COSTA Panama SOUTH
Rivers PANAMA AMERICA
RICA

NEL
 320

Canada Physical
60˚N 60˚N
A R C T I C

15
W˚

0˚
Ellesmere

W
30
O C E A N I.
13 Sverdrup
5˚W W˚
Is. 45

Arc
Beaufort

t i
Melville I.

c
Sea 120
˚W

Cir
Queen Elizabeth 60˚W

cle
Banks 105˚W 5˚W
MAP APPENDIX

C. Islands 90˚WDevon I. 7
Ba I.
th Baffin Bay
urs Prince of
t Victoria I. Wales I.
Gulf Baffin Island

Da
vi
of

s S
Great Boothia
tra
i
t
Bear Lake
Foxe
Basin
Southhampton
Great I. Huds
on St
Slave Lake rait C. Chidley A T L A N T I C
Ungava
Queen Peninsula
Charlotte O C E A N
Hudson
Is.
Bay
Labrador

James
Vancouver I. Bay
Lake Newfoundland
45˚N Anticosti I.
Winnipeg 45˚N
Height of land in metres Gulf of C. Race
2750+ m St. Lawrence
2000 — 2750 m Prince Cape
1000 — 2000 m Edward I. Breton I.
400 — 1000 m Lake Superior N
100 — 400 m E
0 — 100 m Lake Huron C. Sable W
S
Country boundaries Lake Ontario
Rivers Lake Michigan
120˚ 0 500 km 105˚ 90˚ Lake Erie 75˚ 60˚

NEL
NEL
Canada Political

15
A R C T I C

W˚

0˚
30

W
13 O C E A N
5˚W W˚ 60˚N

A
45

rc tic
120
˚W 60˚W

Cir
lec
105˚W 75˚W
90˚W

60˚N
Inuvik

Dawson

YUKON
Whitehorse Echo Bay
NORTHWEST
Watson TERRITORIES NUNAVUT Iqaluit
Lake Yellowknife

BRITISH Hay River A T L A N T I C

COLUMBIA
Prince Rupert Peace O C E A N
Fort
Dawson Creek River Hudson
McMurray Churchill
Bay
Prince George ALBERTA Lynn Lake Schefferville
Edmonton Fort George NEWFOUNDLAND
MANITOBA
Vancouver Saskatoon The Pas QUÉBEC
Victoria Calgary St. John’s 45˚N
120˚ ONTARIO Sept-Îles Gaspé
SASKATCHEWAN Channel-
Cities and Towns Moosonee Chibougamau Port aux Basques
Over 1 000 000 inhabitants Medicine Hat Regina Winnipeg NEW
PEI Sydney
500 000 — 1 000 000 Thunder BRUNSWICK
Québec Moncton Charlottetown
250 000 — 500 000 Bay
Fredericton Saint John N
Under 250 000 45˚N Halifax
Sault Ste. Sudbury Montréal E
NOVA
Provinces Marie Ottawa W
SCOTIA S
Country boundaries
Toronto
Province/Territory
MAP APPENDIX

Hamilton St. Catharines

boundries 60˚
105˚ 90˚
London 75˚
Provincial capitals are underlined 0 500 km
321
322 MAP APPENDIX

South America

80˚W 75˚W 70˚W 65˚W 60˚W 55˚W 50˚W 45˚W 40˚W 35˚W
NICARAGUA Caribbean Sea
COSTA Maracaibo Caracas
10˚N 10˚N
RICA Barranquilla Barquisimeto
Ciudad Guayana
PANAMA Bucaramanga
VENEZUELA Georgetown A T L A N T I C
Medellin Paramaribo
5˚N Bogotá GUYANA 5˚N
Cayenne O C E A N
Cali SURINAME
COLOMBIA FRENCH
Pasto GUIANA
0˚ ECUADOR Quito Macapá 0˚

Gulf of Guayaquil Belém São Luis

Manaus
Guayaquil Cuenca Santarém Fortaleza
5˚S Iquitos 5˚S
Imperatriz Teresina
PERU
Trujillo Porto Velho Recife
10˚S Maceió 10˚S
BRAZIL
Huancayo Aracaju
Lima
Cusco BOLIVIA Salvador
15˚S Cuiabá 15˚S
Brasília
Arequipa La Paz
Santa Cruz Goiânia
Arica Sucre
20˚S Campo Grande 20˚S
Iquique
PARAGUAY Campinas Rio De Janeiro
Antofagasta Salta São Paulo
25˚S Asunción 25˚S
CHILE Curitiba
P A C I F I C Tucumán
Resistencia
30˚S O C E A N 30˚S
Córdoba Santa Fé Porto Alegre
San Juan
Salto
Valparaiso Mendoza URUGUAY
35˚S Santiago 35˚S
Buenos Aires Montevideo
Concepción A T L A N T I C
ARGENTINA Mar del Plata
Bahía Blanca O C E A N
40˚S 40˚S
Puerto Montt Gulf of San Matias Height of land in metres
2750+ m
N
45˚S 2000 — 2750 m 45˚S
Gulf of
1000 — 2000 m
San Jorge W E
400 — 1000 m
S
100 — 400 m
50˚S 50˚S
0 — 100 m
Rio Gallegos Stanley
Country boundaries
Punta Arenas Strait of Magellan
Cities and towns
55˚S Rivers 55˚S
0 500 km
80˚W 75˚W 70˚W 65˚W 60˚W 55˚W 50˚W 45˚W 40˚W 35˚W

NEL
 MAP APPENDIX 323

Europe

20˚ G re e n la nd Se a A R C T I C E
W 50˚
cle
10˚W O C E A N 40˚E Cir
Denmark Strait tic
0˚
10˚E 30˚E Arc
20˚E

ICELAND
N
60 White 60˚
˚N Sea
N orw e gi an
SWEDEN
Se a
FINLAND
A T L A N T I C NORWAY

O C E A N ESTONIA
LATVIA
N orth DENMARK
Baltic R U S S I A
Se a LITHUANIA
IRELAND Sea
50˚ RUSS. N
N
UNITED 50˚
BELARUS
KINGDOM
NETH.
POLAND
N English Channel BELGIUM GERMANY UKRAINE
LUX. CZECH REP.
W
E SLOVAK REP.
FRANCE MOLDOVA
S B ay AUSTRIA
of SWITZERLAND HUNGARY
B isc ay SLOV. CROATIA ROMANIA
GEORGIA
Black Sea
40˚N Ad BOS./HER.
ANDORRA ria SERBIA & 40˚N
ITALY tic MONTENEGRO BULGARIA
PORTUGAL Se
SPAIN a MACEDONIA
ALBANIA TURKEY
Ae

GREECE
Strait
gea

of Mediterranean Sea
nS

Gibraltar SYRIA
ea

CYPRUS
MALTA LEBANON IRAQ
TUNISIA
MOROCCO M e d i t e r r a n e a n S e a
30˚N ISRAEL 30˚N
JORDAN
Height of land in metres ALGERIA
SAUDI
2750+ m
ARABIA
2000 — 2750 m LIBYA EGYPT
1000 — 2000 m 0˚ 10˚E 20˚E 30˚E
400 — 1000 m
100 — 400 m 0 500 km
0 — 100 m
Country boundaries
Rivers

NEL
324 MAP APPENDIX

Africa

SPAIN ITALY GREECE

PORTUGAL TURKEY
Algiers Tunis MALTA
Strait of Gibraltar Tangier
35˚N Oran TUNISIA CYPRUS SYRIA
Casablanca Rabat Mediterranean Sea LEBANON
Tripoli IRAN
Marrakesh Benghazi Alexandria ISRAEL IRAQ
30˚N JORDAN
MOROCCO ALGERIA Cairo KUWAIT
El Aaiún In Salah LIBYA
EGYPT
25˚N
WESTERN Al Jawf Aswan
QATAR
Tropic of Cancer SAUDI ARABIA U
SAHARA
Wadi Halfa
20˚N MAURITANIA
MALI Red
Port Sudan
Nouakchott SUDAN Sea
Timbuktu ERITREA
15˚N Dakar NIGER CHAD
Khartoum Asmara YEMEN
SENEGAL BURKINA Niamey
GAMBIA Banjul Bamako FASO N’Djamena El Obeid Gulf of Aden
DJIBOUTI Djibouti
GUINEA- Bissau Ouagadougou Kano
BISSAU
10˚N GUINEA BENIN NIGERIA Hargeisa
Conakry Freetown COTE
GHANA Abuja
TOGO Wau Addis Ababa
SIERRA LEONE D’IVOIRE Lomé Lagos CENTRAL AFRICAN ETHIOPIA
5˚N
Monrovia Abidjan Porto Novo CAMEROON REPUBLIC Juba SOMALIA
LIBERIA Accra Douala
Bangui
Gulf of Guinea Yaoundé
UGANDA KENYA
EQUATORIAL GUINEA Kisagani Kampala Mogadishu
0˚ Equator Libreville CONGO RWANDA
GABON DEM. REP. Kigali Nairobi
Franceville OF THE CONGO
Brazzaville Bujumbura BURUNDI
5˚S Kinshasa Kananga Mombasa
Pointe-Noire TANZANIA
Mbuji-Mayi Dodoma Dar es Salaam
A T L A N T I C Luanda
10˚S
O C E A N Lubumbashi
Benguela ANGOLA Ndola MALAWI
Lilongwe Nacala
15˚S ZAMBIA Blantyre MOZAMBIQUE
Lusaka
Harare
Mozambique
20˚S ZIMBABWE Antananarivo
NAMIBIA Beira Channel
Height of land in metres BOTSWANA Bulawayo
2750+ m Tropic of Capricorn Walvis Bay Windhoek MADAGASCAR
2000 — 2750 m (S. Africa) Gaborone
25˚S Pretoria Maputo
1000 — 2000 m
Johannesburg SWAZILAND
400 — 1000 m N I N D I A N
30˚S 100 — 400 m LESOTHO O C E A N
W E SOUTH AFRICA Durban
0 — 100 m
Cape East London
Country boundaries S
Town
35˚S Port Elizabeth
Cities and towns
Rivers
15˚W 10˚W 5˚W 0˚ 5˚E 10˚E 15˚E 20˚E 25˚E 30˚E 35˚E 40˚E 45˚E 50˚E

0 500 km

NEL
NEL
Middle East and Asia

45˚W 30˚W 15˚W 0˚ 15˚E 30˚E 45˚E 60˚E 75˚E 90˚E 105˚E 120˚E 135˚E 140˚E 165˚E 180˚ 165˚W
Gree nla nd ARCTIC OCEAN
75˚N Se a Laptev Sea 75˚N
Barents S ea
Kara
N or we gian Sea
Arctic Circle
Se a

60˚N R U S S I A 60˚N
ea EST. Ber in g
cS
lti LAT.
Ba LITH. Sea of S ea
BELARUS Okhotsk
UKRAINE KAZAKHSTAN
MOLD. Aral
45˚N MONGOLIA 45˚N
Caspian Sea
Black Sea GEORG.
Sea UZBEKISTAN KYRGYZSTAN NORTH PACIFIC
ARM. AZER. Sea of
TURKEY TURKMENISTAN TAJ. KOREA Japan
OCEAN
CYPRUS SOUTH JAPAN
LEBANON SYRIA CHINA Yellow
IRAN AFGHANISTAN KOREA
ISRAEL IRAQ Sea
30˚N JORDAN 30˚N
KUWAIT PAKISTAN NEPAL East
BHUTAN China Height of land in metres
QATAR
SAUDI Sea 4800+ m

Re
U. A. E. BANGLA- Tropic of Cancer

d
ARABIA INDIA BURMA TAIWAN 3000 — 4800 m
DESH (MYANMAR) LAOS
OMAN 1800 — 3000 m
Bay of

Se
1200 — 1800 m

a
15˚N Arabia n Bengal 15˚N
YEMEN THAILAND VIETNAM
South 600 — 1200 m
Se a CAMBODIA PHILIPPINES
China 300 — 600 m
Sea 150 — 300 m
SRI LANKA
BRUNEI 0 — 150 m
N Country boundaries
M A L AY S I A
0˚ Equator Rivers 0˚
W E SINGAPORE
S INDIAN 0 1000 km
PAPUA
I N D O N E S I A
OCEAN NEW GUINEA
MAP APPENDIX

45˚E 60˚E 75˚E 90˚E 105˚E 120˚E 135˚E 140˚E 165˚E 180˚
325
 326

Australia

115˚E 120˚E 125˚E 130˚E 135˚E 140˚E 145˚E 150˚E 155˚E 160˚E 165˚E 170˚E 175˚E
INDONESIA ARU WEST NEW BRITAIN
TANIMBAR SOLOMON
JAVA SUMBAWA FLORES PAPUA PAPUA NEW GUINEA
ISLANDS
BALI EAST Arafura Sea P A C I F I C
SUMBA WEST Torres Str. Port 10˚S
10˚S TIMOR
TIMOR Moresby Solomon
O C E A N
Timor Sea Darwin Sea
Gulf
MAP APPENDIX

of
I N D I A N

Gr
Carpentaria

e
15˚S 15˚S

at
B
O C E A N Cairns

ar
VANUATU

r
Broome Coral Sea FIJI

ier
R
NORTHERN

ee
Townsville

f
20˚S Port Hedland TERRITORY Mount Isa 20˚S
Mackay
Winton NEW CALEDONIA
Alice Springs Rockhampton (France) Tropic of Capricorn
Newman WESTERN
AUSTRALIA QUEENSLAND Bundaberg
25˚S 25˚S

AUSTRALIA Charleville
Brisbane
Geraldton SOUTH Gold Coast N
AUSTRALIA 30˚S
30˚S Kalgoorlie- NEW SOUTH Tamworth W E
Perth Boulder Broken
WALES
Whyalla Hill S
Bunbury Esperance Dubbo Newcastle
Great Australian Bight
Adelaide Mildura Sydney
35˚S Albany 35˚S
Canberra Wollongong
VICTORIA Auckland
Height of land in metres Geelong Melbourne Tasman Sea Hamilton
2750+ m NORTH ISLAND
40˚S 2000 — 2750 m 40˚S
1000 — 2000 m Launceston NEW ZEALAND
Wellington
400 — 1000 m TASMANIA Hobart
SOUTH ISLAND Christchurch
100 — 400 m
45˚S 0 — 100 m 45˚S
Dunedin
Invercargill
Country boundaries
Cities and towns
Rivers
115˚E 120˚E 125˚E 130˚E 135˚E 140˚E 145˚E 150˚E 155˚E 160˚E 165˚E 170˚E 175˚E

0 500 km

NEL
NEL
Pacific Rim
75˚N 75˚N
90˚E 105˚E 120˚E 135˚E 150˚E 165˚E 180˚ 165˚W 150˚W 135˚W 120˚W 105˚W 90˚W 75˚W 60˚W 45˚W
Arctic Circle GREENLAND
RUSSIA ALASKA
(U.S.)
60˚N Anchorage Hudson 60˚N
CANADA Bay
Bering Sea Prince Rupert
Vancouver
45˚N MONGOLIA Seattle Montréal 45˚N
Vladivostok Portland
Sea of Chicago New York
Beijing N. JAPAN ATLA N TI C
UNITED STATES
KOREA Japan San Francisco Washington
CHINA S.
Tokyo
Los Angeles O CE A N
30˚N Shanghai East 30˚N
China
Sea Tropic of Cancer MEXICO Gulf of
TAIWAN NORTHERN Mexico
VIETNAM Hong Kong CUBA
Guadalajara Mexico

LA
VIETNAM MARIANAS MARSHALL IS.

SO
South BELIZE JAMAICA
THAILAND Manila GUATEMALA HONDURAS 15˚N
China EL SALVADOR NICARAGUA
CAMBODIA PHILIPPINES P A C I F I C
Sea COSTA RICA
MICRONESIA Bogotá
PANAMA
BRUNEI PALAU O C E A N
MALAYSIA COLOMBIA
0˚ KIRIBATI Equator 0˚
SINGAPORE
PAPUA NAURU ECUADOR
INDONESIA NEW SOLOMON
Jakarta TUVALU PERU
GUINEA IS.
Port Moresby Lima
Height of land in metres
15˚S VANUATU SAMOA 15˚S
Coral 4800+ m
I N D I A N Sea FIJI
Tropic of Capricorn 3000 — 4800 m
AUSTRALIA TONGA 1800 — 3000 m
O C E A N CHILE
Brisbane
30˚S 1200 — 1800 m 30˚S
Perth Sydney Santiago
600 — 1200 m
Canberra Tasman A
Melbourne Auckland 300 — 600 m TIN
Sea NEW N
Wellington 150 — 300 m GE
45˚S ZEALAND AR 45˚S
Christchurch 0 — 150 m
N
Country boundaries
Cities and towns
W E
60˚S Rivers 60˚S
S
Antarctic Circle
MAP APPENDIX

ANTARCTICA 0 1000 km
Weddell Sea
75˚E 90˚E 105˚E 120˚E 135˚E 150˚E 165˚E 180˚ 165˚W 150˚W 135˚W 120˚W 105˚W 90˚W 75˚W 60˚W 45˚W 75˚S
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328

Glossary

absolute location — the precise position of any point chinook — a warm, dry wind that blows down the
on Earth eastern side of the Rocky Mountains and can raise
acidic precipitation — rain or snow that is the temperature as much as 24 °C in as little as
contaminated by acids from industrial pollutants, 15 minutes
especially sulphur dioxide and nitrogen chlorofluorocarbon (CFC) — chemical compound
aggregate — structural mineral that includes gravel and used in air conditioners and aerosol sprays that thins
sand; used to build roads, buildings, and sidewalks Earth’s atmosphere

air mass — a large body of air with nearly the same clear-cut logging — a type of logging that cuts down
conditions of temperature and humidity throughout every tree in a huge rectangular area; completely
destroys the ecosystem of the forest
alternative energy source — energy source that is
based on renewable energy, such as wind or solar climate — seasonal weather patterns observed over
power, rather than fossil fuels many years; yearly patterns that emerge when all the
daily weather patterns are combined
altitude — the vertical height of land; measured in
metres above sea level climate region — an area defined by having similar
climate conditions
Appalachian Mountains — mountain ranges
extending from Georgia to Newfoundland in eastern commercial agriculture — a farming method where
North America farmers produce a small variety of crops, livestock,
or products for sale
aquifer — large underground natural reservoir
compost — a helpful, healthy fertilizer, made from
atmosphere — the mass of air surrounding Earth
household waste broken down by natural
balance of nature — the number of plants and animals decomposers like worms
that an ecosystem can support
coniferous forest — a forest with trees that keep their
barrier — something that makes it difficult to move small needle-shaped leaves all year round; bear their
beneficiation — the process of separating useful ores seeds in cones; and grow where it is cooler; tree
from waste materials species include pine, spruce, and fir
biome — a large region with similar vegetation continental drift — a theory that the continents were
throughout at one time united in a super-continent and have
biosphere — living organisms and their environments; slowly moved apart over millions of years
the life zone of air, land, and water continental shelf — the shallow submerged zone of an
biotechnology — scientific changes to the genetic ocean next to a continent
engineering of plants and animals to produce more contour line — a line on a topographic map used to
useful characteristics join points of equal elevation
boundary — a limit that is put on a region that defines co-operative — an association owned by and operated
its size and shape for the benefit of those using its services; for
carat — a unit of mass for precious stones equal to example, farmers can work together to sell their
200 milligrams crops through community co-operatives

carbon dioxide — a colourless gas formed by animals’ criteria — a feature that is considered in defining a
breathing, plants’ respiration, decay of matter, and region
combustion cut-off slope — the river bank that is eroded by the
cartographer — a person who makes maps flow of water

cash crop — a crop that is produced to be sold to earn deciduous forest— a forest of trees with broad leaves
an income rather than to be eaten by the farmer’s that fall in the autumn (including oak, maple,
family, like strawberries, cotton, sugar cane, coffee, beech, and hickory); occurs where it is warmer
and pineapples deficit — moisture shortage

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 GLOSSARY 329

demand — pressures that we put on resources to meet producers are required to reduce their use of
our needs and wants, such as our demand for chemical fertilizers and pesticides, and to take other
materials to build houses actions that are more sustainable; when consumers
dendritic drainage pattern — river drainage pattern buy products labelled as fair trade, they are helping
formed when tributaries join the main branch of farmers in poor countries overcome poverty and to
the river in a V-shaped junction; the V points farm in a sustainable manner
downstream, toward the mouth of the river fault zone — an area of weakness in Earth’s crust, often
desalination — the process of turning salt/sea water along plate boundaries
into fresh water using distillation finite — a limited supply, such as having only so much
desert — a region of extreme dryness, generally under of a mineral on Earth
250 millimetres of precipitation annually flow resource — a resource that does not stay in one
domesticate — to change animals or plants from a location (for example, solar energy, winds, and
wild to a tame or cultivated condition; for example, moving water); moves about because of natural
the domestication of wild dogs to make them pets actions in the physical environment; also referred to
or working dogs as the global commons

domestication — taming of wild animals or the fold mountain — mountain formed when plates
cultivating of wild plants collide and the resulting pressure forces the rock to
bend and rise up
drainage area or drainage basin — the area drained
by a river system functional characteristic — a way to define a region
by the way it is used (for example, for farming or for
drainage divide — the line of high ground that
industry)
separates water flowing in one direction from
another functional region — an area defined by how the
region is used
drip irrigation — one of the main types of irrigation;
water pipes run to each plant so that water drips geologic region — an area defined by common features
directly onto the roots; little water is wasted; related to rock structure and rock type
involves high costs (for example, labour, pipes, geothermal spring — heated water produced deep
technology) inside Earth that rises to the surface
eastings — locational coordinates moving from west to global commons — elements of the environment
east on a topographic map shared by all people, such as water, solar energy, and
ecology — the branch of science involved in the study air; also referred to as flow resources
of organisms and their relationships to the Global Positioning System (GPS) — an electronic unit
environment that receives signals from a satellite to pinpoint a
ecosystem — a specific environment where certain location precisely
plants and animals live together; it includes the soil, greenhouse effect — more and more heat is trapped in
the climate, and the physical location the atmosphere due to the increase of gases like
ecozone — an area created by combining natural carbon dioxide caused by our activities
features and human activities greenhouse gas — results from the burning of fossil
El Niño — a huge mass of unusually warm surface fuels, such as coal, gasoline, and natural gas; traps
water that is part of major ocean current circulation and holds heat in the atmosphere, and stops it from
in the central Pacific Ocean escaping back out to space; produces a similar effect
to the glass in a greenhouse that you might see in a
endangered — a species that is threatened with
garden centre or on a farm
extinction and needs protection to survive
grid coordinate system — a system for locating points
environmental assessment — a scientific study of
using numbered line patterns on a map; the
what effects a project will have on the natural and
numbered line patterns help you find absolute, or
human systems of an area
exact, locations
extinct — a species that has died out or has been
groundwater — water that is held or flowing beneath
eliminated
Earth’s surface
fair trade — organizations have been set up to make
habitat — the place or region where each living thing
sure the producers of the crops get a fair price;
survives

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330 GLOSSARY

hardwood — broadleaf trees found in warmer longitude — imaginary lines on Earth drawn north and
temperate locations (for example, maple and oak south; longitude measures are given east and west of
trees) whose wood is hard and dense; used for the Prime Meridian
furniture and flooring low-pressure area — an area where the atmospheric
headwater — the source or beginning of a river pressure is lower than the surrounding area
human characteristic — one of the ways to define a magma — molten rock found below Earth’s crust that
region, which includes religion, language, or culture can often make its way to the surface through crustal
human region — an area defined by features that are weaknesses
people-based (for example, population density, mantle — the middle layer of Earth, lying between the
language, religion, or culture) crust and the core
humus — decaying plant and animal life found in topsoil marine-based ecozone — area created by combining
hydrologic cycle — the natural cycle that moves water natural features and human activities in our lakes
from the oceans to the land and back to the oceans; and oceans
winds carry moisture from the oceans over land meander — an S-shaped curve in a river
where it falls back to Earth; this water flows down to mental map — a sketch of a map from memory, using
the ocean images that we carry in our minds, usually of
hydrosphere — all of the water vapour and bodies of familiar places
water that cover much of Earth’s surface Mid-Atlantic Ridge — a zone down the central Atlantic
Industrial Revolution — the period that saw the Ocean where two plates are moving apart and
changeover from a mainly farm-oriented society to a forming volcanic mountains and islands, like Iceland
mainly industrial society, beginning in England in migration — the movement of people from one place
the mid-1700s to another; an immigrant moves into a country
Innuitian Mountains — the mountain ranges of the while an emigrant leaves
Arctic Islands mineral — naturally occurring substance found in
Interior Plain — the vast plain that includes the Great Earth’s rocks that can be used to meet human needs
Plains of the United States, the Prairie grasslands, monsoon — rainy season, most pronounced in
and the Mackenzie Valley from the Gulf of Mexico southern Asia
to the Arctic Ocean
moraine — a long ridge that consists of material
introduced species — a new species in an ecosystem (usually clay, sand, and pebbles) deposited by a
often brought in by people’s activities glacier
island arc — volcanic islands that form an arc shape in mountain chain — ranges of mountains in a line or
the Pacific Ocean group
land-based ecozone — area created by combining mountain range — several mountains clustered
natural features and human activities on our together as a group
continents
movement — the act or process of moving
landform — a natural physical feature of Earth’s
natural force — an influence that promotes physical
surface, such as a plateau, a mountain, or a plain
regions like heat, slope, precipitation, and wind
landform region — an area defined by having the
natural regeneration — the regrowth of forests after
same surface features; area comprised mainly of one
they have been cut down by allowing nearby trees to
major landform, like a mountain region
seed the area; takes several years before new trees
latitude — imaginary lines on Earth drawn east and take hold
west; latitude measures are given north and south of
natural vegetation — plants that are native to an area;
the equator
plants that grow without human interference
light year — the distance light travels in one year,
nitrogen — a colourless gas that makes up about
about 9 460 500 000 000 kilometres
78 percent of the atmosphere and is part of all
lithosphere — the outer, solid part of Earth, including living things
the crust and upper mantle
nitrogen cycle — the continuous series of natural
logging — one of the main forest industries; the processes by which nitrogen gases pass through land,
activity of cutting down trees and using the trunks air, and water
of the trees for building materials

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 GLOSSARY 331

non-point pollution — environmental damage caused place — an area with unique physical or human
by sources spread over a wide area, like all the characteristics; the space occupied by someone or
airplanes flying through the atmosphere something and used for a particular purpose
non-renewable — relating to something that is finite plain — large flat to gently rolling region that was
and cannot be replaced once it is used up formed under a large water body and became
northings — locational coordinates moving from south exposed after the water disappeared
to north on a topographic map plate — one of the large divisions of Earth’s crust that
ocean current — a flow of water that moves in one floats or moves on the molten layer of material
direction within an ocean; pushed by winds and by below it
the spinning of Earth on its axis; a cold current has a plateau — a fairly flat area in mountain regions that
temperature lower than the surrounding water; a has been uplifted by plate movement
warm current has a temperature higher than the point pollution — environmental damage caused by a
surrounding water single source, like a waste leak into water by an
open-pit mining — a method of mining where the ore industry
is close to the surface and can be reached by digging precipitation — any form of moisture that falls to
large holes Earth from the atmosphere (rain, snow, hail, sleet)
ore deposit — a concentration of a particular mineral prevailing wind — the usual wind pattern for a
large enough to be economically mined particular area
organic waste — waste materials that come mainly process — an activity we use to change natural
from plant or animal sources (for example, vegetable resources in order to better meet our needs; for
peelings, apple cores, banana skins, egg shells, example, purifying water before we drink it
coffee grounds)
pull factor — a force that draws you to another place
orographic precipitation — when moisture-bearing
pulp and paper — one of the main forest industries;
winds meet mountains, they move up the sides of
trees are cut down, and the wood fibres from most
these barriers; as the air rises, it cools and the
parts of the tree are used to make paper, cardboard,
moisture condenses, which produces clouds and
and cellulose
then rain; by the time the air reaches the tops of the
mountains, it has released most of its moisture push factor — a force that encourages you to leave a
place
oxbow lake — an enclosed piece of water caused when
a river flows across the narrow strip of land at the raw material — basic material that originates from our
base of a meander and cuts off the meander from natural environment before being manufactured or
the new course of the river treated

oxygen — a colourless, tasteless gas that forms about refugee — a person who flees from his or her country
21 percent of the atmosphere and is essential for life because factors such as war, drought, famine, and
natural disasters make it too dangerous or impossible
ozone layer — a region of ozone gases high in the
to stay
atmosphere that protects us from ultraviolet light
region — an area with a defined set of characteristics
pattern — a distinctive arrangement or distribution
relative location — the location of a place or region in
penstock — the chute down which water flows from a
relation to other places or regions (for example,
reservoir in a hydro-electric dam; at the bottom of the
northwest, downstream, two kilometres past the
penstock, the water pushes on the blades of a turbine,
library)
causing it to spin and produce an electrical current in
a generator that is connected to the turbine renewable — relating to something that can be
regenerated if used carefully
permafrost — permanently frozen ground where only
a thin surface layer thaws in summer replanting — seedlings are planted right after the forest
has been cut; these seedlings have been raised in
photosynthesis — the process by which plants convert
nurseries and root in the soil quickly, helping to
sunlight into energy for growth
prevent erosion
physical characteristic — natural condition of an area
resource — a supply of something that will help us to
or region, such as plains, mountains, or shield
meet a need
physical region — an area defined by features such as
reservoir — a place or area of stored water
landforms, climate, soil, and vegetation

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332 GLOSSARY

revolution — a complete change in the way things subsistence agriculture — a type of farming that
are done, perhaps with violence or disruption produces only enough food to support a family, with
right — to have the legal title or privilege to do nothing left over to sell
something supply — something that satisfies a want or a need
Ring of Fire — the active earthquake and volcano zone surface irrigation — one of the main types of
that extends from the southern tip of South America irrigation (about 96 percent of all irrigation); water is
around the perimeter of the Pacific Ocean to carried in canals and ditches to the fields; farmers
Australia make small openings in the walls to let the water
river diversion — changing the direction and course of flow from the canals and ditches onto the fields; the
a river in order to meet some need, such as water for openings are closed when the soil is wet; water is
irrigation or for hydro-electric power lost through evaporation

rural region — an area of low population density surplus — abundance of water; occurs in a region when
where people live mainly on farms or in the more precipitation falls than can sink into the ground,
countryside or be used by plants and animals; the extra runoff
water becomes running water in streams and rivers
sea level — mean level of the oceans at 0 metres
sustain — to help protect and conserve resources so
selective logging — cutting down only the mature
that they survive for future generations
trees in a forest; younger trees are left uncut
sustainable — a practice or system that can be
shield — the base of an ancient mountain region
maintained in the future
where formerly high mountains have been worn
away leaving a rocky, rugged landform; very old sustainable development — using resources without
rocky regions that are the foundations of our using them up; being able to meet our needs and
continents protect the environment at the same time

shifting cultivation — a system of farming in which tailing — the waste material that has been separated
fields are cultivated for a few years and then from the valuable ores; it can become an
abandoned when they lose their fertility environmental problem

site — the original starting point of a place, or a place technology — the practical use of scientific knowledge
with specific qualities to solve problems and to meet our needs and wants

slip-off slope — the bank of the river where sediment temperate forest — one of two major categories of
falls to the bottom and builds up over time forest; located north of the Tropic of Cancer and
south of the Tropic of Capricorn; grows in climates
smog — polluted air that is made up of fog and smoke
that are cooler and less moist than in the tropical
or other chemical fumes
regions; growing conditions vary considerably, and
softwood — needle-leafed coniferous trees that grow in these growing conditions produce deciduous forests,
cooler climates and whose wood is relatively soft (for coniferous forests, and mixed forests
example, pine and spruce); used for lumber, paper,
terracing — a method of farming in which fields are
and siding
cut into the sides of hills to produce a series of steps
soil region — an area with similar soils or terraces; stone walls hold the soil in place; farmers
specialized agriculture — a form of farming that control when water passes to the next lower terrace
requires unique conditions that can only be found time zone — one of 24 regions having a one-hour
in specific places difference in time from the next zone
specific location — a particular position on Earth, like topographic map — a map that shows the natural
where you are now features of Earth’s surface, such as hills, valley, rivers,
sprinkler irrigation — one of the main types of lakes, and so on
irrigation; water is carried by pipes to the field and topography — the surface features of a place, including
sprayed onto the crops using a sprinkler head; used hills, valleys, rivers, lakes, and so on
mainly by North American farmers
traditional technology — the use of tools and methods
steward — someone who manages or takes care of developed far in the past with little change over time
something, such as a farmer protecting and caring
trellis drainage pattern — the rectangular river
for his land
drainage pattern that forms where the tributaries
strip logging — a type of logging that takes down all flow perpendicular to the main branch of the river
the trees in a 20-metre-wide path

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 GLOSSARY 333

tributary — a river or stream that flows into a larger valley — feature of the land that is U-shaped or
river or stream V-shaped and created by the work of running
tropical forest — one of two main categories of water, moving ice, or the movement of land
forest; located between the tropics of Cancer and areas along faults
Capricorn, on both sides of the equator; gets vegetation region — an area that shares the same
2000 millimetres of rainfall or more each year; has major vegetation types
temperatures usually above 27 °C; grows thick and volcano — a landform caused by magma escaping from
lush trees reaching 45 metres above the ground; below Earth’s crust
contain 40 to 50 percent of Earth’s plant and
weather — the condition of the air over a place for a
animal species
short period of time; includes short-term changes in
underground mining — a method of mining used the temperature and precipitation
where the ore is far below the surface; shafts and
Western Cordillera — mountain ranges in western
tunnels are used to cut through the rock to reach
Canada, from the Rockies in the east to the Insular
the ore
mountains of the coastal islands
urban and regional planning — the area of study that
wetland — lowland area that has plenty of water, such
considers future needs and growth, and plans how to
as a swamp, marsh, bog, lagoon, and river delta
organize our spaces effectively
wilderness region — an area with no human
urban region — an area of high-density population;
population
a city or a town
wind — movement of air across Earth’s surface; the air
user-defined region — an area determined by a special
movements that bring daily weather to your area
service or product

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