unit three the ecozone jigsaw. curriculum outcomes 2.0 – students are expected to explain...

42
Unit Three Unit Three The Ecozone Jigsaw The Ecozone Jigsaw

Upload: joe-doggett

Post on 01-Apr-2015

216 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Unit ThreeUnit Three

The Ecozone JigsawThe Ecozone Jigsaw

Page 2: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Curriculum OutcomesCurriculum Outcomes

2.0 – Students are expected to explain 2.0 – Students are expected to explain human-environmental interactions within human-environmental interactions within ecozones.ecozones.

2.1 – Explain the concept of ecozones.2.1 – Explain the concept of ecozones.

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

selected selected ecozones. ecozones.

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

selected selected ecozone. ecozone.

Page 3: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

What is an Ecozone?What is an Ecozone?

A geographical region that A geographical region that shares similar natural and shares similar natural and human characteristicshuman characteristics

What type of characteristics are What type of characteristics are we talking about???we talking about???

Page 4: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Characteristics of EcozonesCharacteristics of Ecozones

HumansHumans LandformsLandforms WaterWater Climate Climate SoilSoil Natural VegetationNatural Vegetation WildlifeWildlife GeologyGeology

Page 5: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Biodiversity in EcozonesBiodiversity in Ecozones

All Ecozones vary in All Ecozones vary in BiodiversityBiodiversity Biodiversity -> Biodiversity ->

Bio – living thingsBio – living things Diversity – a large varietyDiversity – a large variety

Biodiversity is the variety of living Biodiversity is the variety of living thingsthings

All ecozones vary in the different All ecozones vary in the different species that live therespecies that live there

Page 6: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Ecozones of CanadaEcozones of Canada

The Ecozones of Canada are The Ecozones of Canada are divided into two parts.divided into two parts.

5 Marine (water) Ecozones5 Marine (water) Ecozones This Ecozone will be covered in This Ecozone will be covered in

another chapter.another chapter.

15 Terrestrial (land) Ecozones15 Terrestrial (land) Ecozones We will cover four of the fifteen We will cover four of the fifteen

ecozonesecozones

Page 7: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Terrestrial EcozonesTerrestrial Ecozones

1.1. Boreal ShieldBoreal Shield

2.2. Mixedwood PlainsMixedwood Plains

3.3. Montane CordilleraMontane Cordillera

4.4. PrairiesPrairies

Page 8: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal ShieldBoreal Shield- The The borealboreal, which means , which means

forest is the largest biome forest is the largest biome and natural ecosystem in the and natural ecosystem in the world.world.

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

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

Page 9: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield Boreal Shield (Big Wild)(Big Wild)

The Boreal Shield is a combination of two The Boreal Shield is a combination of two important natural features:important natural features:

The rocky Canadian Shield.The rocky Canadian Shield.

The coniferous northern forest.The coniferous northern forest.

Page 10: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield LandscapeBoreal Shield Landscape

Glaciation developed thinned soils, exposed Glaciation developed thinned soils, exposed ancient granite bedrock, and many ancient granite bedrock, and many depressions.depressions.

These depressions filled with water, forming These depressions filled with water, forming lakes, swamps and bogs.lakes, swamps and bogs.

It has a rich biodiversity of plants and animals.It has a rich biodiversity of plants and animals.

Page 11: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield VegetationBoreal Shield Vegetation Black spruce Black spruce is the most common type of is the most common type of

tree.tree.

Hardy deciduous trees, such as Hardy deciduous trees, such as birch and birch and poplarpoplar found on the southern edge. found on the southern edge.

LichensLichens and shrubs like blueberry bushes and shrubs like blueberry bushes provide food for the provide food for the moosemoose and and black bearblack bear..

Page 12: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield WildlifeBoreal Shield Wildlife Larger mammals like black bear, lynx, Larger mammals like black bear, lynx,

coyote, timber wolf and moose.coyote, timber wolf and moose.

Smaller mammals like beaver, fox, marten, Smaller mammals like beaver, fox, marten, otter, red squirrel and snowshoe hare, as well otter, red squirrel and snowshoe hare, as well fish and amphibians.fish and amphibians.

230 different types of birds230 different types of birds

Page 13: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield Wildlife con’tBoreal Shield Wildlife con’t

Newfoundland Labrador supports aquatic Newfoundland Labrador supports aquatic animals like seals, whales, northern pike, animals like seals, whales, northern pike, pickerel, trout, and smallmouth bass.pickerel, trout, and smallmouth bass.

Bugs, included beetles, dragonflies, mosquitoes, Bugs, included beetles, dragonflies, mosquitoes,

etc. provided food for birds, fish and frogsetc. provided food for birds, fish and frogs..

Page 14: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield ClimateBoreal Shield Climate

Continential ClimateContinential Climate A climate type with a A climate type with a wide annual range of temperature and low wide annual range of temperature and low precipitation influenced by its location away precipitation influenced by its location away from the moderating influence of an ocean.from the moderating influence of an ocean.

Maritime Climate Maritime Climate A wet, moderate A wet, moderate climate type that is influenced by the closeness climate type that is influenced by the closeness of an ocean.of an ocean.

Page 15: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal Shield PeopleBoreal Shield People

The Scattered communities support about 4 The Scattered communities support about 4 million people. million people.

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

People are also dependent on businesses in People are also dependent on businesses in construction and tourism.construction and tourism.

Page 16: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Boreal ShieldBoreal Shield

Turn to page 121 and do questions 1-4.Turn to page 121 and do questions 1-4.

Page 17: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Case Study -> Moose in Gros Case Study -> Moose in Gros Morne National ParkMorne National Park

Complete the Complete the following questionsfollowing questions

1.1. What is the problem addressed What is the problem addressed in this case study?in this case study?

2.2. Describe Describe THREETHREE reasons why reasons why the moose population has the moose population has grown so much in the park.grown so much in the park.

3.3. Choose THREE stakeholders Choose THREE stakeholders from the final page and from the final page and describe how you think these describe how you think these people would feel about this people would feel about this situationsituation

4.4. What is your opinion on how What is your opinion on how this situation should be this situation should be handled? Explainhandled? Explain

Page 18: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students
Page 19: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 20: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 21: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 22: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 23: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 24: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 25: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 26: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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 27: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Mixedwood Plains

Turn to page 149 and do questions 1 & 2.

Page 28: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Montane CordilleraMontane 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 29: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Montane CordilleraMontane 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 30: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students
Page 31: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Montane CordilleraMontane 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 32: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Montane CordilleraMontane 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 33: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Montane CordilleraMontane 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 34: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

Montane CordilleraMontane Cordillera

• Turn to page 127 and do questions 1-4.

Page 35: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie

Appears flat, but has many Appears flat, but has many potholes and slough potholes and slough (pronounced (pronounced sloosloo) can be seen ) can be seen due to glaciation.due to glaciation.

Many depressions are filled Many depressions are filled with water supporting a wide with water supporting a wide variety of plants and wildlife.variety of plants and wildlife.

During period of dry weather During period of dry weather this region experiences this region experiences drought.drought.

Page 36: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie

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

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

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

Page 37: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie

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

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

Page 38: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie Extreme summer thunderstorms and in some case tornadoes.Extreme summer thunderstorms and in some case tornadoes.

Lowest rainfall in Canada ranging from 250-700 millimeters.Lowest rainfall in Canada ranging from 250-700 millimeters.

Many farmers build Many farmers build shelterbeltsshelterbelts and and windbreakswindbreaks to protect farms from to protect farms from chinookchinook winds. winds.

Page 39: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie

Grows many crops such as, Grows many crops such as, wheat, barley, canola, peas wheat, barley, canola, peas and lentils.and lentils.

Livestock operations such as, Livestock operations such as, beef, dairy cattle and hogs.beef, dairy cattle and hogs.

Soil has a thick layer of Soil has a thick layer of topsoil providing rich, fertile topsoil providing rich, fertile organic materal known as organic materal known as humushumus..

Page 40: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie

Factors such as pesticides, over farming, Factors such as pesticides, over farming, drought and over grazing by animals can drought and over grazing by animals can be determental to this ecozone.be determental to this ecozone.

The economy for this region is the oil and The economy for this region is the oil and gas industry, agriculture and mining.gas industry, agriculture and mining.

Page 41: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

PrairiePrairie

Turn to page 136-137 and do questions Turn to page 136-137 and do questions 1-5.1-5.

Page 42: Unit Three The Ecozone Jigsaw. Curriculum Outcomes 2.0 – Students are expected to explain human-environmental interactions within ecozones. 2.0 – Students

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.