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Unit Three The Ecozone Jigsaw
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Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

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Page 1: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Unit Three

The Ecozone Jigsaw

Page 2: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Curriculum Outcomes

2.0 – Students are expected to explainhuman-environmental interactions withinecozones.

2.1 – Explain the concept of ecozones.

2.2 – Identify and describe human-environmental interactions in selectedecozones.

2.3 – Respond to issues influencing human-environmental interactions in a selectedecozone.

Page 3: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

What is an Ecozone?

a region based on a

combination of natural and

human characteristics that are

similar throughout.

What type of characteristics are

we talking about???

Page 4: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Characteristics of Ecozones

Humans

Landforms

Water

Climate

Soil

Natural Vegetation

Wildlife

Geology

These all interact with oneanother

Page 5: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

People Affect Ecozones

Polluted air

Polluted water

Overfishing

Overcutting of forests

Disappearing wildlife

Page 6: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Biodiversity in Ecozones

All Ecozones vary in

Biodiversity

Biodiversity ->

Bio – living things

Diversity – a large variety

Biodiversity is the variety of living

things

All ecozones vary in the different

species that live there

Page 7: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Ecozones of Canada

The Ecozones of Canada are

divided into two parts.

5 Marine (water) Ecozones

This Ecozone will be covered in

another chapter.

15 Terrestrial (land) Ecozones

We will cover four of the fifteen

ecozones

Page 8: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Ecozones in Canada

Page 9: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Ecozones are divided into smaller

and smallerecosystems.

Page 10: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Ecozones have boundaries

• Boundary – line that separates oneregion from

another.

Youwill not see the boundary, but a gradual

change in the vegetation, climate andwildlife.

• Transition zone –a boundary where the

characteristics of one ecozone gradually blend

into those from another.

We will look at4 ecozones in more detail.

Page 11: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Terrestrial Ecozones

1. Boreal Shield

2. Mixedwood Plains

3. Montane Cordillera

4. Prairies

Page 12: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield

- The boreal, which means forest is the largest biome and natural ecosystem in the world.

- A biome is a large region on the Earth, such as a rainforest or desert, which is named for the distinct characteristics of the plants that live within it.

- A ecosystem is a community of plants and animals that interact with one another and with their physical environment.

Page 13: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield (Big Wild)

The Boreal Shield is a combination of two

important natural features:

The rocky Canadian Shield.

The coniferous northern forest.

Page 14: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield Landscape

Glaciation developed thinned soils, exposed

ancient granite bedrock, and many

depressions.

These depressions filled with water, forming

lakes, swamps and bogs.

It has a rich biodiversity of plants and animals.

Page 15: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield Vegetation

Black spruce is the most common

type of tree.

Hardy deciduous trees, such as birch

and poplar found on the southern

edge.

Lichens and shrubs like blueberry

bushes provide food for the moose

and black bear.

Page 16: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield Wildlife

Larger mammals like black bear,

lynx, coyote, timber wolf and

moose.

Smaller mammals like beaver, fox,

marten, otter, red squirrel and

snowshoe hare, as well fish and

amphibians.

230 different types of birds

Page 17: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield Wildlife con’t

Newfoundland Labrador supports aquatic

animals like seals, whales, northern pike,

pickerel, trout, and smallmouth bass.

Bugs, included beetles, dragonflies, mosquitoes,

etc. provided food for birds, fish and frogs.

Page 18: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield Climate

Continential Climate A climate type with a

wide annual range of temperature and low

precipitation influenced by its location away

from the moderating influence of an ocean.

Maritime Climate A wet, moderate

climate type that is influenced by the closeness

of an ocean.

Page 19: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield People

The Scattered communities support about 4 million people.

Aboriginals, as well as others, rely on the resources like minerals, forestry, fishing, farming and hunting.

People are also dependent on businesses in construction and tourism.

Page 20: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Boreal Shield

Turn to page 121 and do questions 1-4.

Page 21: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Case Study -> Moose in Gros

Morne National Park

Complete the

following questions1. What is the problem

addressed in this case study?

2. Describe THREE reasons

why the moose population has

grown so much in the park.

3. Choose THREE stakeholders

from the final page and

describe how you think these

people would feel about this

situation

4. What is your opinion on how

this situation should be

handled? Explain

Page 22: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Montane Cordillera

• Most of this ecozone

lies in British

Columbia with about

10% in Alberta.

• Rows of mountains

are separated by wide

valleys, and a

plateau, which is an

area of elevated, flat

land.

Page 23: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Montane Cordillera

• Natural vegetation depends on its location on the mountains or in the valleys.

• Windward (west) side of a mountain recieves orographic precipitation creating dense coniferous forest.

• Alpine tundra is found on the top of the mountain where it is too cold and wind swept for tree to grow.

Page 24: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and
Page 25: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Montane Cordillera

• Leeward (east) side of

the mountain do not

receive as much

precipitation and are

protected from the

westerly winds.

• Grasses and sagebrush

grow in the valleys of

these dry regions.

Page 26: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Montane Cordillera

• The beauti of watersheds, mountains and forests provides an excellent opportunity for tourism and recreation.

• Forestry is also an important industry in this region providing many jobs.

• The soils is ideal for fruit farming and vineyards.

• Coal deposits have resulted in many mines.

Page 27: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Montane Cordillera

• Two major challenges:

1. Only 5% of the land is suitable for agriculture.

2. Urban growth, industrialization, and increasing tourism are causing increasing pressure on the fresh water supply of the ecozone.

Page 28: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Montane Cordillera

• Turn to page 127 and do questions 1, 2

and 4.

Page 29: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

Appears flat, but has many

potholes and slough

(pronounced sloo) can be seen

due to glaciation.

Many depressions are filled

with water supporting a wide

variety of plants and wildlife.

During period of dry weather

this region experiences

drought.

Page 30: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

River valleys with many small tributaries canbe seen flowing across Prairie land.

The area includes many hills and erodedbadlands created by the erosion of sedimentary rock.

Gently rolling grasslands gives way to trees, mainly aspen and poplar.

Page 31: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

A continental climate can be found in thisregion, dry with extreme range in temperature, winters are cold and summers are hot.

Climate is caused by: centre of continent, Rocky Mountains is a barrier to rain-bearingwinds, dry arctic air making winters long and cold, long distance from any large bodies of water.

Page 32: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

Extreme summer thunderstorms and in some case tornadoes.

Lowest rainfall in Canada ranging from 250-700 millimeters.

Many farmers build shelterbelts and windbreaks to protect farmsfrom chinook winds.

Page 33: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

Grows many crops such as,

wheat, barley, canola, peas

and lentils.

Livestock operations such as,

beef, dairy cattle and hogs.

Soil has a thick layer of

topsoil providing rich, fertile

organic materal known as

humus.

Page 34: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

Factors such as pesticides, over farming,

drought and over grazing by animals can

be determental to this ecozone.

The economy for this region is the oil and

gas industry, agriculture and mining.

Page 35: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Prairie

Turn to page 136-137 and do questions

1, 2, 3 and 5.

Page 36: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains

This is the smallest

ecozone covering only

9% of Canada’s total

land area.

More than 60% of the

total Canadain

population and is

home 50% of

Canada’s endangered

species.

Page 37: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains

Borders three of the five Great Lakes

and extends alond the St. Lawrence

Seaway to Quebec City.

Next door to its most important

trading partner-USA, which is

convenient for the transportation of

people and goods.

Page 38: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains Climate, Soil,

etc.

Relatively warm and moderate

climate.

Mainly flat land with rich fertile soils to

support agriculture and food-

processing industries.

Produce such as fruits, vegetables

and wines.

Page 39: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains con’t

This region is called the Canadian Heartland and an Industrial Powerhouse, where two-thirds of the country’s goods are produced.

Around the area of Lake Ontario (Greater Golder Horseshoe) is a dense concentration of industries and commerce.

The larger region is known as the Windsor-Quebec Corridor; industrial parks, heavy industry (oil refineries) and rows of hydroelectric power lines.

Page 40: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixwood Plains con’t

Tourism and recreation are important part of this regions diverse economy.

Niagara Falls, Ontario Science Centre, CN Tower, Royal Ontario Museum and old Quebec City.

Hockey, Baseball, Basketball, Football and Lacrosse.

Page 41: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains con’t

100 people per square kilometre – ten

times denser than anywhere else in

Canada.

Ontario has 12.8 million residents with

90% living in Mixedwood Plains.

Quebec has 8 million with 80% living

in Montreal, Quebec City and Trois-

Rivieres.

Page 42: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains

Argriculture, logging and the growth of cities have completely changed this ecosystem.

More than 90% of the original wetlands have been drained for farming and urban development.

This ecosystem originally consisted of thick, green forest cover with a mix of coniferous trees (eastern pine, red pine and hemlock).

Page 43: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains

This region also included abundance of

deciduous (sugar maple, red oak, and

white elm).

Most species have disappeared with the

exception of white-tailed deer, foxes, and

grey and black squirrels.

Some species have adapted including

coyotes, raccoons, mice, and groundhogs.

Living within cities (nuissance)

Page 44: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Mixedwood Plains

Turn to page 149 and do questions 1

and 2.

Page 45: Unit Three...Curriculum Outcomes 2.0 –Students are expected to explain human-environmental interactions within ecozones. 2.1 –Explain the concept of ecozones. 2.2 –Identify and

Protecting The Ecozones

United Nations guidelines suggested each Country protect 12% of total land use.

All people involved with the use and protection are called Stakeholders.

Stewardships involve taking care of private land or donating land for protection.