TABLE OF
CONTENTS
USING THIS RESOURCE VI
WHAT IS GEOGRAPHY? 2
Why Study Geography? 4
CASE STUDY: The Kayapo of Brazil 5
UNIT 1 PHYSICAL PATTERNS IN
A CHANGING WORLD 12
GLOBAL CONCERN: Global Disaster: Earthquake in the
Indian Ocean 14
UNIT 1 CHALLENGE: Design a Natural Disaster
Response Plan 15
CHAPTER 1: LANDFORM PATTERNS 16
What Are Landforms? 18
READING ELEVATION ON MAPS 22
How Are Landforms Created and Changed? 26
FOCUS ON: Patterns and Trends 29
How Do We Respond to Challenges Caused
by Earth’s Forces? 34
FOCUS ON: Formulate Questions 36
HEROES IN ACTION: Bilaal Rajan: Helping Victims
of Haiti’s Earthquake 38
CASE STUDY: Eyjafjallajökull: Icelandic Hot Spot 40
LOOKING BACK: CHAPTER 1 42
iv TABLE OF CONTENTS
CHAPTER 2: CHANGING PATTERNS OF CLIMATE 44
Why Is Climate Important? 46
NATIONAL GEOGRAPHIC CASE STUDY: Australia’s Water Woes 50
How Do We Describe Climate? 54
READING CLIMATE GRAPHS 55
MAKING CLIMATE GRAPHS 58
What Factors Affect Climate? 60
GEOGRAPHY AT WORK: Climatologist 62
FOCUS ON: Gather and Organize 63
What Causes Climate Change? 66
HEROES IN ACTION: Alec Loorz: Kids vs Global Warming 69
LOOKING BACK: CHAPTER 2 72
CHAPTER 3: CHANGING PATTERNS OF
NATURAL VEGETATION 74
Why Is Vegetation Important? 76
How Do Natural Factors and Vegetation Interact? 84
READING THEMATIC MAPS 85
How Are We Affecting Natural Vegetation? 90
HEROES IN ACTION: Felix Finkbeiner:
Plant-for-the-Planet 92
How Do Changing Vegetation Patterns Affect Species? 94
FOCUS ON: Spatial Significance 96
CASE STUDY: Saving Brazil’s Atlantic Forest 98
LOOKING BACK: CHAPTER 3 100
NEL
CHAPTER 4: PATTERNS OF RIVERS AND OCEANS 102
Why Are Earth’s Water Systems Important? 104
What Are the Characteristics of Rivers and Oceans? 108
READING AND ANALYZING TOPOGRAPHIC MAPS 110
GEOGRAPHY AT WORK: Marine Geologist 112
How Are We Changing Rivers and Oceans? 116
FOCUS ON: Interpret and Analyze 119
NATIONAL GEOGRAPHIC CASE STUDY:
China’s Powerful Rivers 122
How Can We Protect Earth’s Rivers and Oceans? 126
HEROES IN ACTION: Naomi Estay Casanova and
Omayra Toro Salamanca: Protecting the
Antarctic from Oil Spills 128
LOOKING BACK: CHAPTER 4 130

LOOKING BACK: UNIT 1 132

UNIT 2 OUR WORLD’S NATURAL

RESOURCES: USE AND SUSTAINABILITY 134
GLOBAL CONCERN: Global Goods, Local Costs:
Leather Processing in Bangladesh 136
UNIT 2 CHALLENGE: Create a Personal Plan of Action 137
CHAPTER 5: OUR NEEDS AND WANTS
AND THE ENVIRONMENT 138
How Do We Use Natural Resources? 140
NATIONAL GEOGRAPHIC CASE STUDY: Tourists Threaten
Antarctica 146
How Does Our Use of Natural Resources Vary? 150
How Do We Measure the Impact of Our Natural
Resource Use? 154
ANALYZING AND CREATING THEMATIC MAPS 156
How Are We Addressing Our Use of Natural
Resources? 160
FOCUS ON: Geographic Perspective 161
HEROES IN ACTION: Adeline Tiffanie Suwana:
Sahabat Alam 163
LOOKING BACK: CHAPTER 5 166
CHAPTER 6: RENEWABLE RESOURCES 168
What Are Renewable Resources? 170
FOCUS ON: Evaluate and Draw Conclusions 172
How Do We Use and Misuse Soil? 174
HEROES IN ACTION: Kehkashan Basu:
Green Hope UAE 177
MAKING AND READING CIRCLE GRAPHS 178
Why Care about Fish? 180
How Renewable Are Forests? 184
GEOGRAPHY AT WORK: Zoologist 187
CASE STUDY: Protecting Natural Resources in India 190
LOOKING BACK: CHAPTER 6 192
CHAPTER 7: FLOW RESOURCES 194
Why Are Flow Resources Important? 196
CREATING SPATIAL JOURNALS 199
What Are the Challenges Facing Flow Resources? 202
GEOGRAPHY AT WORK: GIS Analyst 205
HEROES IN ACTION: Avani Singh: Ummeed 207
NATIONAL GEOGRAPHIC CASE STUDY:
Argentina’s Sunny Future 210
How Do We Use Flow Resources for Energy? 214
FOCUS ON: Interrelationships 218
LOOKING BACK: CHAPTER 7 220
CHAPTER 8: NON-RENEWABLE RESOURCES 222
Why Are Non-renewable Resources Important? 224
CREATING GIS MAPS 227
How Do We Extract Fossil Fuels? 230
How Do We Extract Minerals? 236
FOCUS ON: Communicate 239
CASE STUDY: Conflict Minerals in the Democratic
Republic of the Congo 242
What Is the Future of Non-renewable Resources? 244
HEROES IN ACTION: Ben Powless: Eco-Activist 246
LOOKING BACK: CHAPTER 8 248
LOOKING BACK: UNIT 2 250
GLOSSARY 252
INDEX 255
CREDITS 260

NEL TABLE OF CONTENTS v

USING THIS
RESOURCE
INTRODUCTION
The discipline of geography
THINKING LIKE
is introduced in the
Introduction, as well as the
A GEOGRAPHER
Studying geography helps you develop ways of thinking about the world.
GEOGRAPHIC PERSPECTIVE
There are four geographic thinking concepts that are unique to geographic Geographers study a wide range of issues • economic: related to opportunities to

inquiry skills and geographic

learning: interrelationships, spatial significance, geographic perspective, facing people and the planet today. Every make money in order to meet needs and
patterns and trends. You can explore the Kayapo case study by examining it issue has supporters and opponents that address wants
through the lens of each thinking concept. reflect environmental, political, economic, • cultural/social: related to protection of a
and social values. It is important to know society

thinking concepts you and examine all perspectives, or points

of view, in order to determine a plan of
INTERRELATIONSHIPS action to resolve the issue. This way, we
In the Kayapo case study, the government

will be using throughout

When geographers look at the
significance of a place, they also look at
of Brazil believes that the dam is essential
understand how our plan will affect others.
to develop industries. That is an economic
• How do people change the physical These various perspectives are based on
perspective. It may also be a political
environment? the beliefs and value systems of the people
perspective as the government’s supporters

the resource. Use the

interrelationships. Interrelationships are the
connections between parts in one system,
or between two systems, such as between
the natural environment and human
• How do these connections affect the lives and groups involved. Geographers need to
want the development. However, for the
of people living in a specific area? listen to what people say about a specific
Kayapo, their way of life is being threatened.
problem and consider the following values:
They also agree with the environmentalists
• environmental: related to the use of the

Introduction as a reference environments.

Geographers examine interrelationships
The Kayapo people have focused on
maintaining a traditional lifestyle of hunting
natural world
• political: related to decisions made by a
who say that building dams will have a severe
impact on the environment. Understanding
different perspectives can give geographers
by asking and fishing. They connect with the land and governing body

that you can turn back to

• What characteristics do the physical and
human environments in a specific area
have?
try not to change it. The chiefs appreciate insight into how to develop alternative
the importance of land ownership and solutions.
use twenty-first century technology to
try to protect it. However, a planned

throughout this resource.

• How are these systems connected?
SPATIAL SIGNIFICANCE
Spatial refers to something that exists or
occurs in a space. Spatial significance relates
specifically to where places are located
on the planet. To indicate where a place is,
geographers talk about its
• absolute location: the precise position
of a place; for example, the Kayapo
territories are at latitude 7.98°S, longitude
53.03°W
• relative location: where a location is
compared to other places around it; for
example, the Kayapo territories are south
of the Amazon River Basin
dam development is threatening their
environment and way of life.
PATTERNS AND TRENDS
Significance means importance. So
spatial significance can be defined as the
importance of a place and those things that
are around it.
In the Kayapo case study, we can use maps to
locate where the Kayapo people live. Latitude
and longitude can give us the precise location
of the Kayapo territories. But, this place is
also important to others because it will help
them meet their energy needs. People value
or see the significance differently.
The case study tells us some precise details
about the physical characteristics of the area,
such as its location in the Amazon River Basin.
Once we know about a specific place, we • What might happen in the future?
want to compare its characteristics with • How do these patterns affect the lives of
characteristics of other places. That helps us people living there?
to determine similarities and differences— This will help you expand your
that is, whether there are any patterns. understanding of the world around you.
Patterns are arrangements or similarities
in characteristics. Trends are patterns in
how something is changing or developing. If we look at a map of the Kayapo territory,
As you learn about the characteristics of such as the one on page 10, we might see
the natural environment, think about the a pattern of forests and deforestation. The
patterns that exist and ask questions about case study tells us that the Kayapo have
them, such as the following: maintained a traditional lifestyle and have
• What characteristics are similar or repeat protected their land from development. It
in different places? also tells us that the chiefs are concerned
• What causes these patterns? about development that is going on around
• Do all places have similar patterns? them. We could find out how development
• What has happened over time in has affected similar communities around
particular places? the world. Then we could try to draw some
conclusions about what might happen to the
Kayapo in the future.

6 INTRODUCTION: What Is Geography? NEL NEL INTRODUCTION: What Is Geography? 7

WHAT IS COMMUNICATE >>

GEOGRAPHIC >> >>

> >> You can communicate your findings

INQUIRY?
>
>> >>>>>>> in many different ways, including

>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>
>>>
>> spatial journals, blog posts, slide
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>shows,
>>>>
> > > > you communicate, make sure your
>> >>>> and presentations. When

>>>>
In any geography course, you will be asked >>>>
FORMULATE QUESTIONS >>>>
to find out about topics that connect to
>> >>>> inquiry question, evidence, and

>>>>
>>>>
>>>
physical geography, natural resources, and >> conclusions are clear and engaging

>>>>
>>>>
>>

related issues. Doing research can seem >> to your intended audience. When
>
Good inquiry questions
>>>>
>>>>
like a very complicated process, but by >> > geographers communicate their
>> >>>
• are important and meaningful to us
>>

>>
>> > > > >
breaking it down into smaller pieces, findings, people learn about the
>

• are open-ended; they do not have just one >>

>
>>
>>
>

you can make it more manageable. world around them.

>>
>>
final and complete answer
>>
>>

Once you have a topic or issue that >> If you were presenting the
>>

• can be answered by gathering evidence

>
>> INTERPRET AND ANALYZE > >
you want to learn more about, you
> Kayapo case study, what format
>>

• need support; to explain and prove your

>> >>
>>
>>

can gather, organize, and analyze

answers, you need to provide evidence >> >> > > would you use?
>>

information in various stages. How

>>
> >in
>>

and facts >> >>

can you use the inquiry process to
>> Think about the evidence you collect
>

> >of
It can be challenging to come up with a >
>>
>>

examine the Kayapo case study?

>>
>> different ways. In geographic research,
good inquiry question, but it is worth spending >>
>> >
it is crucial to present a variety

>for>waysnewthatdetails
>>

the time to formulate one.

>> >>
>

>>
perspectives. Try to uncover
>>

How are the Kayapo people using >>

> > fit together. Try
>>
>>

or perspectives. Look
twenty-first century technology to protect
> > different pieces>might
> >> >
>
>>

a traditional lifestyle?
>to>find patterns.
>
>>

>
>> >>> > make inferences or best
>>>you
When you interpret and
>>
>

analyze,
>> > based
> > on the evidence.
>>

> >Is there evidence

guesses
>>
>>

>
> that a variety
>
> of points of view>
>

>>
>>
> Kayapo case study? >included
>>
>>

are in the
> >>
>> >>
GATHER AND ORGANIZE > EVALUATE AND DRAW
>>

>>
>>

>
>
> >>
> > >> CONCLUSIONS
>>
>>

>>
> >>
>>
>
>
>>
>>

>>
>

Collect your data, keeping your inquiry

> >>
>>

question in mind. Your data will come Evaluate your evidence by thinking about how it
>
> >>
> > supports or doesn’t support your inquiry question.
>>

>
>>
from field studies, primary sources, and >
>>

>Use
> >>
>>

secondary sources. Primary sources are maps,

>> > >your new understanding and what you already
> >>
>>

>> know to draw conclusions about your inquiry

> >Your conclusions might be quite different
photographs, satellite images, letters, journals,
>
>>

>>
and other types of documents. Secondary
> >> question.
> you thought you would find.
>

>
>>

> from the answers

>>

sources are often based on analysis of primary

>>
> >>
data, such as documentaries, news articles, >> They might even spark a new inquiry question! Or

>>
>>

>
>

reference books, or websites. Organize your >> you may not reach a conclusion because you need >
> >>
>>

evidence so that you are using sources different sources of evidence. Then you may have
connected to your inquiry question.
What geographic clues are found in the > >>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
to go through the inquiry process again. Remember
that it’s possible to draw many different conclusions
>> >
Kayapo case study that give you an idea of from the same evidence, and there is no one “right” >>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>
the characteristics of where the Kayapo live? answer. >>
Where do you think the author might have In the Kayapo case study, what evidence could
found this information? help you to draw a logical conclusion?
>>

8 INTRODUCTION: What Is Geography? NEL NEL INTRODUCTION: What Is Geography? 9

vi USING THIS RESOURCE NEL

UNIT OPENER

UNIT2
There are two units in
this book. Each unit has
four chapters.

These questions are from

the point of view of each OUR WORLD’S NATURAL RESOURCES:
geographic thinking GEOGRAPHIC
PERSPECTIVE
USE AND SUSTAINABILITY
concept. You will also see What different ideas
might groups of people
have about developing
SPATIAL
SIGNIFICANCE
this area?

these bubbles throughout

What clues can you use
to decide where this photo
was taken?

each chapter. The colours

will always connect RAL
WHY ARE NATURTANT?
PO
to the same thinking RESOURCES IM
Natural resources are materials found in the environment that people

concept. PINK means find useful or valuable. In some parts of the world, it’s easy for people
to meet their needs. In other areas, it is much more challenging.
PATTERNS This satellite image shows the Irrawaddy River Delta, which runs

Interrelationships, YELLOW AND TRENDS

What do you think this
INTERRELATIONSHIPS
How does the environment affect
through Burma (Myanmar). Mangrove forests (in dark green) used to
line the whole shoreline of the delta before the area was cleared for rice
place might look like the people who live nearby? fields. Mangrove trees protect the local area from erosion and flooding.

means Spatial Significance,

in 100 years?
Removing them has left nearby villages exposed to the sea.
We use natural resources to meet our basic needs. This has led to an
overuse of natural resources, and they are being consumed faster than

GREEN is Patterns and they can be replaced.

In this unit, you will learn more about how we use natural resources, the
impact of that use, and communities around the world that are acting to

Trends, and BLUE means protect natural resources.

134 NEL NEL 135

Geographic Perspective.

The Global Concern case studies take an

in-depth look at an issue related to the unit.

GLOBAL CONCERN UNIT2

CHALLENGE

GLOBAL GOODS, LOCAL COSTS

is scarce, so the workers use their bare hands
to apply the chemicals to the leather. Once
the leather is processed, the toxic waste is

LEATHER PROCESSING IN BANGLADESH dumped into the Buriganga River that runs
through the city. The water is so polluted that

Have you ever wondered where your leather boots, shoes, belt, or bag comes
scientists call it a dead zone: there is no life CREATE A
This is an introduction to
in the water. However, there is no alternative
PERSONAL PLAN
Bangladesh
from? Look at the label. Chances are that the leather goods were made fresh water for the people who live near

OF ACTION
in Europe, North America, or Hong Kong, but the leather itself came from the tanneries. It is not uncommon to see
Bangladesh. The government of Bangladesh has identified leather exporting women using the water to prepare food or

the Unit Challenge, an

N
as a major source of economic development. There are even specific zones to wash clothes. People also use the water
within Dhaka, the capital city of Bangladesh, where the major employers are for bathing. The tanneries are poisoning Throughout Unit 2, you will learn about different
BANGLADESH
Ga

ng
tanneries, factories where animal skins are processed. Most of the tanneries es the people who work at them, those who kinds of natural resources. You will also learn
R iv Dhaka

activity that you will work on

er 23.71°N, 90.40°E
are in the district of Hazaribagh. More than 15 000 people, some as young INDIA
live nearby, and even the people who live about how people use natural resources, and
as 11 years old, work in Dhaka tanneries. In Bangladesh as a whole, about hundreds of kilometres away, where the about the impact of that use on the environment.
4.7 million children work; many children go to Dhaka from rural Bangladesh, polluted river water flows into farmland There are many individuals and groups that
BURMA
where schooling is limited. (MYANMAR) would like to see resources used more sustainably,

throughout the unit.

Bay of Bengal and the Bay of Bengal.
Work at the tanneries is very hazardous because of the toxic chemicals used 0 200 km Organizations such as Human Rights
to soften the leather. Safety equipment (such as gloves, boots, and masks) Watch are lobbying the Bangladeshi
government to get the factory owners to
improve the environmental practices and
working conditions in these factories. One
researcher said it is difficult to explain how
polluted the environment is and how ill
the people are. The district of Hazaribagh
has been identified as one of the five most
polluted places on the planet. A report by
the World Health Organization states that
most tannery workers will die before they are
50 years old.
FIGURE U2.1 This waterway runs through the tannery
district in Dhaka, Bangladesh.
Geography 7 SB
0-17-659048-X EXPLORE THE ISSUE
FN U02-F01-G07SB 1. What does Figure U2.1 tell us about the
CO Crowle Art Group effect of the tanneries on Hazaribagh?
2. How do your decisions about what
Pass 5th pass you wear and what you buy affect
Approved the environment?
Not Approved 3. Look at U2.1. What questions do you
want to ask the children in the photo
or their families?
that is, used in a way that does not completely
harm or deplete them. Everyone can make a
difference to the planet, including you. Maybe you
have never thought about what you can do to
protect the planet—here is your chance to start.
Even if you are already engaging in activities to
protect the natural environment, maybe there is
more you can do.
In the Unit 2 challenge, you will create
a personal plan of action and a persuasive
campaign for the sustainable use of a natural
resource. Your final product will include
• information about your selected natural
resource
• how the natural resource is removed from the
environment
• the environmental impact of removing and
using the natural resource
• the actions you can take to reduce the impact
and use of the resource
• alternatives to using the natural resource and
other solutions to the problem
As you work through Unit 2, you will learn more
about natural resources and sustainability. Use
this information to develop your plan. At the
end of each chapter in Unit 2, you will have the
opportunity to review and add to your challenge.

136 NEL NEL 137

NEL USING THIS RESOURCE vii

CHAPTER OPENER
Chapter openers introduce
CHAPTER 3
the theme and content
CHANGING PATTERNS OF
NATURAL
covered in the chapter.

The main question that
you will explore in the
chapter
VEGETATION TURAL
AT EARTH’S NANG?
WHY CARE TH IS CHAN GI
VEGETATI ON
LEARNING GOALS
As you work through this chapter, you will
• identify patterns in the world’s natural vegetation
• describe how nature and humans change natural
vegetation patterns
• gain an awareness of the impact we have made on the
world’s natural vegetation

The skills and ideas that

Grasslands and forests around the world are shrinking.
Deserts have always grown and shrunk over time due
to changes in climate and periods of drought. But
now, more of Earth’s surface is turning into desert. For

you will cover in the example, the grasslands on the edges of the Gobi Desert,
in China, are getting smaller every year. At the same
time, the Gobi Desert is growing by 3600 km2—about

chapter two-thirds the area of Prince Edward Island—every year.

A major cause of growing deserts today is human activity.
We are cutting down trees and grasses to make fields
for crops and other human uses. This exposes the soil to
the Sun, which dries and cracks it, as shown here in the
Namib Desert in south-western Africa. The exposed soil
blows away. The ground becomes less fertile, and plants
struggle to grow. Also, the ground cannot absorb rainwater,
and there is less water in the region. With no vegetation,
humans and animals suffer from hunger. What other effects
can growing deserts have?

74 NEL NEL 75

CHAPTER FEATURES Questions from the point of view of each

geographic thinking concept. Each colour
represents a different thinking concept.

WATER IS A BASIC NEED

WHY ARE Water is our most precious natural resource. It is a basic need for all living

FLOW RESOURCES
organisms. As well, different water bodies, from oceans and rivers to
wetlands and lakes, are unique ecosystems for many plants and animals.

Figure references tell you
what the photo, graph, map,
IMPORTANT?
As you read in Chapter 5, flow resources include water, air, and sunlight.
Running water (Figure 7.1), wind, and sunlight are called flow resources
because they flow or move. Flow resources are neither renewable nor
non-renewable.
Flow resources are extremely important to us and to all living things.
Without them, there would be no life on Earth. We drink water. We need air
to breathe. Plants use sunlight to grow and support other life. As well, these
resources supply us with energy when they are “on the move.” For example,
flow resource a resource
that must be used up when
and where it is found or it
is lost
WHERE WE FIND FRESH WATER
As you read in Chapter 4, about 97 percent of the water on Earth is salt
How do you
water and about 3 percent is fresh water. However, we only have access to think the location of
about 1 percent of Earth’s fresh water. We need fresh water to survive. Some water has influenced
countries have more fresh water than others (Figure 7.2). where people live?
A small percentage of fresh water is found in rivers and lakes. Most fresh
water, however, is groundwater, which is water under Earth’s surface. It is
stored underground in natural rock formations called aquifers. An aquifer
aquifer underground layer of
is an underground layer of rock, such as sandstone, that can hold water in rock that can hold water
the spaces between the grains of sediment. Water from rain or melted snow
drains into the ground, moving downward until it reaches, and fills, the
aquifer.
The aquifer acts as a reservoir. Aquifers can supply water to wells or
springs. They range in size from several square kilometres to thousands of

diagram, or table is about.
These questions ask you
we use the energy created by water when it flows as rivers, ocean currents,
and tides. We use the energy created by air when it moves as wind, and we
square kilometres. They are important for millions of farmers worldwide
who use them to irrigate their fields and water their livestock. As well, they
use the Sun’s energy as it arrives through the atmosphere as sunlight. We FIGURE 7.1 Waterfall in the are an important source of drinking water for over 2.5 billion people.
Mealy Mountains in Newfoundland
must use the energy created by flow resources when and where it occurs. and Labrador
Because flow resources are so important, we need to understand more
I wonder how moving Freshwater Resources Worldwide
about what they are and how we can use them wisely and sustainably.
water can be turned
into energy? 150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E
ARCTIC OCEAN
90˚ E 120˚ E 150˚ E

Arctic Circle

to think about a photo in 60˚N 60˚N

different ways and from your 30˚ N

Tropic of Cancer ATLANTIC

OCEAN
PACIFIC

OCEAN
30˚N

own perspective.
Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Available Cubic Metres
per Person per Year Tropic of Capricorn

30˚10
S 000 or more 30˚ S
N
4000–9999
1700–3999
1000–1699 0 2000 km
500–1000 60˚ S 60˚S
Antarctic Circle
0–500
no data

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

FIGURE 7.2 This map shows the amounts of water available per person
every year around the world by country.

196 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL NEL CHAPTER 7: Flow Resources 197

Important words are highlighted and

Geography 7 SB

defined directly on the page.

0-17-659048-X
FN C07-F01-GO7SB
CO Crowle Art Group/SP

Pass 5th pass

Approved
Not Approved

viii USING THIS RESOURCE NEL

 Heroes in Action profiles young people from around the
world who have taken action to improve conditions for
people and the environment.

HEROES IN ACTION TAKING ACTION

Government efforts to protect rivers and oceans can only work if citizens
support the efforts and take actions on their own. What can you do to help?
NAOMI ESTAY CASANOVA AND • Use the Internet to find out what rivers in your province or territory

OMAYRA TORO SALAMANCA:

might be diverted or dammed.
• Learn more about coral reefs and how you can help to keep them healthy.

PROTECTING THE ANTARCTIC FROM OIL SPILLS Here are some simple things that you can do to reduce river and
ocean pollution:
In 2011, Naomi Estay Casanova, 15, and this bacteria could be used to make the oil • Reuse plastic bags and containers whenever possible.
Omayra Toro Salamanca, 16, of Chile, in less toxic to the environment. Eventually • Refuse to buy products that come with too much plastic packaging.
South America, read a newsletter about Toro and Estay were successful. They
• Reduce, reuse, and recycle all of your waste.
Antarctica. It described the problem discovered a strain of bacteria that could
of pollution from oil spillage there. The degrade oil molecules even in extremely • Volunteer with an environmental group that is working to protect rivers
newsletter explained that the pollution low temperatures. They won the Antarctic FIGURE 4.30 Volunteers pick up or oceans, such as the group shown in Figure 4.30.
trash along the shoreline southwest
was worse than people thought. Toro says, School Fair, which allowed them to travel to
of Manila on World Oceans Day
• Support an organization that is working to clean up rivers and oceans.
“We were worried about Antarctica for one week. • Write letters to elected officials to tell them that you want action to clean
this situation and were While they were there, How can I help to reduce up rivers and oceans.
basically looking for a they visited the bases of water pollution?
“WE WANTED TO SHARE OUR
solution to it.”
The girls got in touch RESEARCH WITH THE WORLD
different countries and
hiked on the glaciers, and Use the Check-In questions
with José Manuel Pérez-
SO THAT EVERYONE KNOWS they also learned how to

and activities to assess

Donoso, a scientist at the take samples of bacteria
University of Chile, who was THE IMPORTANCE OF THE from snow.
studying the properties of ANTARCTIC CONTINENT ... By 2013, Estay and Toro
bacteria from Antarctica. had identified 12 strains
He permitted them to
use his lab to study more
WHICH IS OUR BIGGEST
FRESHWATER RESERVE.”
of bacteria that could
break down oil at low
your understanding. They
than 100 different types temperatures. With this
of bacteria. Estay and Toro hoped to find a
bacteria that could degrade or break down
oil. In the event of an oil spill in the Antarctic,
discovery, they won the 2013 Stockholm
Junior Water Prize.
“After winning the prize, my personal
are labelled by geographic
thinking concept and
mission is to share our experience with
other young people, to create interest
about how they must protect natural
resources like water,” said Toro. Estay
added, “We wanted to share our research
with the world so that everyone knows the
inquiry skill.
importance of the Antarctic continent ...
which is our biggest freshwater reserve.”
CHECK-IN
(Figure 4.29) 1. GATHER AND ORGANIZE Research different ways to 3. GEOGRAPHIC PERSPECTIVE Which forms of ocean
protect coral reefs from harm. Summarize your pollution—garbage, toxic wastes, fertilizers, and
findings using a graphic organizer. oil pollution—are connected to the way you live
2. SPATIAL SIGNIFICANCE Where are most of the your life and the products that you use? Make a
A CALL TO ACTION ocean’s coral reefs? Locate them on a map. personal plan for reducing the chances that you
1. How could you raise awareness of this How many are near Canadian coasts? Why will contribute to ocean pollution.
issue in your community? should Canadians care whether coral reefs
2. What other types of action could you are damaged?
FIGURE 4.29 Antarctica contains around 70% of the world’s fresh water. take to protect the world’s fresh water?

128 UNIT 1: Physical Patterns in a Changing World NEL NEL CHAPTER 4: Patterns of Rivers and Oceans 129

The Focus On features will

GLOBAL CLIMATE FACTOR: FOCUS ON
OCEAN CURRENTS help you look more closely
GATHER AND ORGANIZE
Oceans make up about 70 percent of Earth’s surface. Within the oceans
are massive flows of water called ocean currents. Ninety percent of ocean ocean current a flow of
currents are cold deep-water currents. Cold currents begin in the polar
regions and bring cool water toward the equator. The remaining 10 percent
water within an ocean
influenced by winds, gravity,
and the spinning of Earth on
at a geographic thinking
of ocean currents are warm surface currents. Warm currents start in the its axis To investigate a research question, you must first
tropics and bring warm water into cooler regions. These currents either
warm or cool the climates of land areas nearby.
begin by gathering information. As you gather your
information, ask yourself these questions: concept or inquiry skill and
The movement of cold and warm currents creates a global ocean • Where can I find the data I need? What primary
circulation system. This system has been called a conveyor belt because
the ocean waters travel around the world in a long, slow loop. It would take
about a thousand years for a single particle of water to make one complete
and secondary sources can I use? What studies
apply to my research question?
• Is the data relevant to my inquiry question
practise using it.
circuit of the global ocean circulation system. or topic?
• Where does the data come from? To what
degree should I trust this source?
• What is the purpose or intent of each source?
GEOGRAPHY AT WORK CLIMATOLOGIST • What other sources can I look at to understand
other perspectives on my topic? FIGURE 2.19 The track of known North Atlantic (1851–2012)
• What is the point of view in each source? and eastern North Pacific (1949–2012) tropical cyclones
Climatologists study climate. They study weather help governments and other organizations predict • What other inquiry questions or topics could the
patterns and the factors that affect them (Figure 2.17). droughts and food shortages so they can deliver information be used to support? Most hurricanes that begin near Africa are brought
Climatologists use long-term weather data to identify food aid to the affected regions quickly. • How will I record where I found the information? westward across the Atlantic Ocean by trade winds.
trends and understand their causes. They make Dr. Funk is developing computer models of These storms veer to the right (northward) in the
predictions about how the climate will change. climate change. His models require a large amount ORGANIZING GEOGRAPHIC INFORMATION northern hemisphere (Figure 2.19). They meet the
Dr. Chris Funk (Figure 2.18) is a geographer with of climate data. This includes data on rainfall Graphic organizers can help you record and make
dominant westerlies, which push them eastward
the United States Geological Survey. He specializes in patterns in East Africa and water temperatures in sense of the evidence you collect. A t-chart can
and northward.
climatology and is studying climate change in Africa the Pacific and Indian oceans. Geographers and be used to connect two sets of ideas, such as
As hurricanes pass over the warm Gulf Stream,
and Central America. He examines data from satellite climatologists in Africa and Central America share similarities and differences, or facts and opinions.
the surface air is heated, adding moisture. This
images and monitoring stations in those regions in their data, which helps improve everyone’s ability to A Venn diagram can be useful for comparing
warm air rises, lowering air pressure in the eye of
order to better understand rainfall patterns. This will make better predictions. characteristics, especially where there is some
the hurricane and adding wind speed.
One of the most satisfying parts of Dr. Funk’s job overlap. A wheel-and-spoke diagram can show how
When Atlantic hurricanes move over land
is helping vulnerable people. As he says, “We help a number of ideas or facts are connected to one
they meet the Appalachian Mountains and are
identify people in harm’s way.” main idea. What other graphic organizers are you
forced upward, cooling the air. The high relief
This will in turn help people familiar with?
and orientation (southwest—northeast) block
to respond promptly to the the hurricanes from the interior and force them
challenges of climate change. UNDERSTANDING HURRICANES
eastward and northward.
Consider this research question: Why do
hurricanes, such as Hurricane Sandy, mainly affect
TRY IT
only the southeastern part of North America?
FIGURE 2.18 Dr. Chris Funk, 1. Select an appropriate graphic organizer and
geographer and climatologist To answer this question, you need to think about
record the facts above to help you better
the climate factors that influence the formation
understand the research question. Use the
of hurricanes. As you read the information below,
climate factors discussed in this section as a
think about how you would organize it to help you
guide. A sketch map may also be helpful.
MAKING CONNECTIONS understand the research question.
2. Do you need to gather other information to
1. What skills do climatologists need to have? Hot tropical air is critical to hurricane development.
FIGURE 2.17 Climatologists use devices such as these to gather help answer the question? If so, where can you
weather data. These climatologists are on Ellesmere Island, 2. Name three things that interest you about climatology. As hot air rises quickly, colder air rushes in to the
find it?
Canada. What else would you like to learn about this career? lower-pressure area. Clouds build rapidly, and the
moving air swirls to create a low-pressure cyclone.

62 UNIT 1: Physical Patterns in a Changing World NEL NEL CHAPTER 2: Changing Patterns of Climate 63

Geography at Work profiles

different careers related to geography.

NEL USING THIS RESOURCE ix

CHAPTER FEATURES (CONTINUED)

Activity pages appear in

ANALYZING AND CREATING HDI in Asia

every chapter to help you

THEMATIC MAPS
45°N 60°N 75°N North Pole 75°N 60°N 45°N

ARCTIC OCEAN 165°W

to read, analyze, and create A map, like a written document, is a communication tool. The features of
0°
180°
a map can tell a story and give information, just as paragraphs and words PAC I F I C

different kinds of maps can. Specifically, maps tell stories about places, interrelationships, and
patterns. They can show complex and detailed information at a glance. You
learned how to read thematic maps in Chapter 3. In this activity, you are
15°E
RUSSIA
OCEAN

and graphs.
going to learn how to construct and analyze a thematic map.
TURKEY GEORGIA 30°N
One way of creating a thematic map is by constructing a graded KAZAKHSTAN
CYPRUS
shaded map. That is, a map where colour is used to represent different ARMENIA AZERBAIJAN NORTH
LEBANON JAPAN
UZBEKISTAN MONGOLIA KOREA
categories. These maps show global patterns and give the reader a picture ISRAEL SYRIA
TURKMENISTAN
IRAQ KYRGYZSTAN SOUTH HDI
of a specific set of data. One type of thematic map is choropleth maps. A JORDAN KOREA
IRAN TAJIKISTAN very high
choropleth map is a map that uses differences in shading and colouring to KUWAIT AFGHANISTAN
CHINA high
illustrate the average values or quantities of something in an area. SAUDI QATAR
ARABIA PAKISTAN medium
Figure 5.13 shows some countries with a range of Human Development BHUTAN
15°N U.A.E. NEPAL low
Index (HDI). We can see patterns just by glancing at the map. TAIWAN
OMAN
YEMEN no data
In the following activity, you will analyze a choropleth map showing HDI BANGLADESH
INDIA BURMA LAOS PHILIPPINES
categories. After, you will create your own thematic map comparing the life FIGURE 5.13 Thematic map of Asia (MYANMAR)
expectancy, income, or literacy rate of selected countries. showing HDI by country THAILAND VIETNAM
CAMBODIA 0°
0° I N D I A N
BRUNEI
OCEAN SRI MALAYSIA
LANKA N
HOW TO ANALYZE A THEMATIC MAP SINGAPORE

0 800 km INDONESIA 15° S

Examine Figure 5.13. What does the map tell you?
What patterns do you see on it?
Assess what you know about these countries. What
have you read about them before? Have you visited
any of these places? Do you have family members
who live there or who have lived there in the past?
The last step is to draw some conclusions and make
connections. Work with a partner to brainstorm the
characteristics of countries that fit into the different
HDI categories. Find images that demonstrate
these characteristics. Compare photos with
another group. Decide which photos best depict
the characteristics.
STEP 1 45°E 60°E 75°E 90°E 105°E 120°E 135°E
Look at the countries in the “very high” HDI
category first. What do you notice about their
locations? What do they have in common? Look at
HOW TO CREATE A THEMATIC MAP
factors such as
STEP 2
• where they are located Choose a base map that shows national borders.
• whether they are located on waterways Ensure that it has space for a title, legend, and STEP 1 Select which category you want to represent in
• whether they are isolated or surrounded by compass rose or North pointer. your map: life expectancy, income, or literacy rate
STEP 3 countries with a similar level of development and which region you would like to focus on. Use
STEP 2
the United Nations website to locate your data.
Record the data in a table. Decide how you are
Choropleth maps are usually different shades of going to group your data (for example, 60–65,
Repeat Steps 2 and 3 for the other three HDI one colour, for example, dark to lighter greens. You 65–70, and so on for life expectancy).
STEP 4 categories. How do the categories compare? will need a different shade for each. The darkest STEP 3
Look for similarities and differences. should represent the highest category. Decide what
groupings of colour you are going to use. Use an atlas or the Internet to locate the countries
on your map. Neatly print their names on the map
STEP 5 STEP 4
where possible. If the countries are too small, you
may have to number them and provide the list of
Create a legend to explain the categories and countries in the legend. Colour the countries based
colour grading to the map reader. Add the scale to on their HDI category.
STEP 5
the map according to the source of your base map.
Decide on a title and print it clearly at the top of
the map. Indicate direction with a north arrow or
STEP 6
compass rose. Write your name and data source
(including the year) at the bottom of the map.

156 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL NEL CHAPTER 5: Our Needs and Wants and the Environment 157

In every chapter, you will use Case Studies, including National Geographic
Case Studies, to explore different places around the world and look at how
people are responding to challenges.

FIGURE 5.6 Tourists come right up

TOURISTS
to a colony of chinstrap penguins
on Half Moon Island off Antarctica.

THREATEN
Antarctica The black line around the penguins’
white faces looks like a strap
HALF holding on a black helmet.
MOON
ISLAND
N

AN

ANTARCTICA
Lemaire TA
Channel 69 RCT
.50 IC
°S PE
,6 N
SOUTHERN 5.0 IN
OCEAN 0° SUL
W A

0 300 km

A RUDE AWAKENING
BANG!.... In the middle of a still November night in 2007, the FIGURE 5.5 This iceberg lies in
cruise ship M/S Explorer was crunching through ice near the Lemaire Channel, a top cruise
Antarctica when suddenly it struck an iceberg (Figure 5.5). destination for tourists to Antarctica.
Those tourists are endangering the
Water began pouring from toilets, alarms wailed, and terrified continent’s habitat.
passengers raced from their cabins.
All 154 people on board scrambled into lifeboats and The M/S Explorer sank later that day, the first tourist ship to be lost in
escaped from the ship. Near dawn, the shivering travellers these waters. Its sinking raised an important question: how should Antarctic
were pulled to safety by two cruise ships sailing nearby. tourism be controlled?
These tourists were incredibly lucky. Antarctica is a remote,
frozen wilderness with no cities, hospitals, or rescuers—just 45
scattered research stations. Fortunately, on that night, waters THE GREAT WHITE CONTINENT
were calm and assistance was just 64Geography
km away. 7 SB Antarctica is the coldest, windiest, and driest continent on Earth. It’s enormous,
0-17-659048-X too—one and a half times the size of the United States. A vast sheet of ice,
miles thick, covers 98 percent of the land and holds 70 percent of Earth’s fresh
FN C05-F12-GO7SB
water. Yet Antarctica is a desert. In fact, it’s one of the world’s largest deserts.
CO Crowle Art Group
Antarctica gets only 20 cm of precipitation a year because its frigid air is too
cold to hold water vapour. Only plants such as lichens and moss, small insects
Pass 2nd pass and worms, and breeding birds and seals are adapted to this icy land.
Approved On the other hand, many species thrive in the mild climate of the Antarctic
Not Approved Peninsula, which stretches about 1900 km toward South America. This
peninsula, a strip of land jutting out from the mainland, and nearby islands
support more species. The surrounding food-rich oceans teem with whales,
seals, penguins (Figure 5.6), and flying sea birds well-suited to the frigid
temperatures. Many of these species have layers of insulating fat, and oily
feathers waterproof the penguins. Most fish even have an antifreeze-like
substance in their bodies.
Antarctica might seem like an icy wasteland, but it helps control the global
climate and holds many keys to understanding climate change. It is also
Earth’s last great wilderness.

146 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL NEL CHAPTER 5: Our Needs and Wants and the Environment 147

x USING THIS RESOURCE NEL

LOOKING BACK
You will have the opportunity to look back
These questions and activities help to
at what you’ve learned at the end of each
apply your learning. Each question relates
chapter and at the end of each unit.
to an inquiry skill or to a geographic
thinking concept.

LOOKING BACK: CHAPTER 2 APPLY YOUR LEARNING

ND 1. INTERPRET AND ANALYZE In a small group, create a 6. GEOGRAPHIC PERSPECTIVE Many people have

D WE RESPO
concept map to show the ideas in this chapter. suggested that Canada’s climate has helped to

HOW SHOULATE CHANGE?

2. INTERRELATIONSHIPS “We cannot blame recent shape our culture. Create a cartoon or cartoon
global climate change on natural forces.” Discuss strip that shows how climate influences life in
Canada. Before creating your cartoon, do some

TO CLIM
this statement in a small group. Use specific
examples in your discussion. Present your
conclusions to the class.
3. PATTERNS AND TRENDS Here are three weather
facts from around the world:
i. Marble Bar, Australia, recorded daily
temperatures at or above 37.8 °C for 161 days in
a row (from October 30, 1923, to April 7, 1924).
ii. Argentia, Newfoundland, has over 200 foggy
days each year.
iii. The highest temperature ever recorded in
Antarctica is 14.6 °C.
Record the locations of these places on a blank
map. Use your knowledge of climate patterns to
annotate the map with explanations about why
these conditions occurred where they did.
4. PATTERNS AND TRENDS In a group of three, give
LEARNING GOALS three examples of places in the world where
As you worked through this chapter, you had opportunities to
research to see how this medium is used to
convey messages.
7. COMMUNICATE Research one of the
following topics:
• extreme weather events around the world that
have occurred within the past 10 years
• climate change affecting Canada’s North
Create a blog, an infographic, or some other
method of communication to effectively
summarize what you have learned.
8. GATHER AND ORGANIZE Find climate information
for your community or a place nearby. Look for
data related to temperature, precipitation, and
important climate factors. Create a chart that will
allow you to organize the data and compare your
community with another location.
a) Use the data to construct a climate graph.

An activity that will help you there is a connection between a landform and b) Analyze the climate graph, following the steps
• describe patterns in the climates of the world in the Reading Climate Graphs feature on
climate. Use a map and a diagram to show the
• use climate graphs to understand characteristics of climates page 55. Add that information to your chart.
effects of the landform on the climate.
• describe how some natural processes and human activities c) Think of a place on another continent that

summarize what you have

5. EVALUATE AND DRAW CONCLUSIONS What if there were
change climate patterns
no mountains or other major landforms on the
surface of Earth? How would the global climate be
different? Individually or in your group, create a
you would like to visit. Find climate data for
that place, and use it to draw a climate graph.
Use the information on your climate graph to

learned in the chapter

As you learned in Chapter 2, climate is changing due to natural factors and complete the chart.
painting, sculpture, or model to share your ideas.
human actions. If we do not address climate change, we will continue to feel
the impact. Think back to the question that started the chapter: How should
we respond to climate change?

Summarize Your Learning UNIT1

What have you learned about climate patterns and climate change in this CHALLENGE
chapter? Reflect on what you have read and discussed throughout Chapter 2. CHECK-IN
Select one of the following tasks to help summarize your learning:
• Create a poster to draw attention to the issue of climate change. In your 1. What do you know about the climate of your 2. How will climate affect the response to your
poster, highlight something people can do to take action against climate selected community? What else do you need natural disaster? How will it affect the recovery
change. The poster should be informative: present information about to know? Think about how climate affects your from the disaster? Record this information to
climate or a particular climate region, explain the factors that are causing community. Review the Focus On: Gather and include in your final product.
this change, and include data that shows the climate is changing. Organize feature on page 63. Gather information 3. Review the Unit 1 Challenge on page 15 and
• Write a story for a newspaper about climate change and its effects in a on the climate of your community, and organize the questions you created in Chapter 1. Do you
particular climate region. Provide some information about the climate in the information using a graphic organizer. need to make any changes to your questions?
that region, evidence of climate change, and some solutions to address it. What information do you still need? Make any
necessary changes to your research questions.

72 UNIT 1: Physical Patterns in a Changing World NEL NEL CHAPTER 2: Looking Back 73

At the end of each chapter,

you will complete a step in
your Unit Challenge.

This spatial journal helps you to find the Instructions for how to complete your
location of each case study in the unit. Unit Challenge

LOOKING BACK: UNIT 2

OUR WORLD’S NATURAL

RESOURCES: USE AND
SUSTAINABILITY
ANT?
RESOURCES IMPORT
WHY ARE NATURAL
We have many natural resources on Earth. Some are renewable, some
are flow, and some are non-renewable. We use all of these resources to
meet our needs and wants. In many cases, we are misusing and overusing
our resources. Unsustainable use has resulted in many negative impacts
on the environment and on humans. How can we use our resources more
sustainably or more responsibly in the future? UNIT2
CHALLENGE
PROTECTING NATURAL RESOURCES IN INDIA LEATHER PROCESSING IN BANGLADESH
Dehradun, Uttarakhand, India (30.32°N, 78.03°E) Dhaka, Bangladesh (23.71°N, 90.40°E)

Deforestation in Uttarakhand is rising due to an increase in

industries. But these forests are 150˚
an W 120˚ W 90˚
important W 60˚ Wfor30˚
resource theW nearby
Bangladesh is the source of most leather for
0˚ 30˚ E 60˚ Eleather
90˚ E products.
120˚ E 150˚Toxic
E chemicals used to process
CREATE A PERSONAL PLAN OF ACTION
ARCTIC OCEAN
communities. Protests like the Chipko movement have been successful leather are poisoning the workers, the river, and
at stopping more deforestation. Arctic Circle those who live nearby. Organizations are pressuring
Now it is time to create your personal plan of action Your final product should include
60˚ N
the government to get factory owners 60˚ N
to change
their practices. and persuasive campaign. You will need to include • in-depth research questions
• your reason for selecting the product or process • research related to natural resources, natural
• detailed information about your selected natural resource use, and sustainable or more responsible
30˚ N 30˚ N resource (what it is, what it is used for, who it is alternatives
Tropic of Cancer ATLANTIC PACIFIC
used by), including a map showing the location of • a variety of credible sources (Make sure to
OCEAN OCEAN
the natural resource evaluate your sources. Use the information you
Equator PACIFIC • how the natural resource is removed from the have collected to draw conclusions.)
0˚ 0˚
OCEAN INDIAN environment and the environmental impact of • a well-organized final product, where each area of
OCEAN removing and using the natural resource information is addressed
Tropic of Capricorn • the actions you can take to reduce the impact and Do you have all the information that you need?
30˚ S 30˚ S use of the resource Look at what you’ve assembled so far. Does
N
0 2000 km • alternatives to using the natural resource and other your information give you thorough answers?
solutions to the problem What is missing? Where can you find the missing
ARGENTINA’S SUNNY FUTURE CONFLICT MINERALS IN THE • an explanation as to why these alternatives are
60˚ S 60˚ S information? What conclusions can you draw from
Buenos Aires, Argentina
Antarctic Circle DEMOCRATIC REPUBLIC OF
better for the environment your evidence?
(34.60°S, 58.38°W) THE CONGO (DRC)
Kinshasa, DRC (4.33°S, 15.32°E) • inspiration for others to join you in your plan of Your final product can take a form of your
Fossil fuels produce about action
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E choosing. Keep in mind that your final product
90 percent of Argentina’s TOURISTS THREATEN ANTARCTICA The DRC is known for its
energy. The leaders are aware Antarctic Peninsula, Antarctica (69.50°S, 65.00°W) conflict minerals, which have should inspire others to join in your cause. You might
that the fuels they are relying on a large impact on humans and want to create a website, a multimedia presentation,
are non-renewable. Argentina Tourism in Antarctica is on the rise, which is the environment. Some people or a report. Select a target audience and the most
is looking toward renewable increasing the environmental impacts. The are working toward raising
energy sources for the future, continent is not governed by any country. The UN awareness to end the trade in appropriate format for them.
including solar power. is working on conservation efforts. conflict minerals.

250 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL NEL UNIT 2: Looking Back 251

Geography 7 SB
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xi
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NEL CO Crowle Art Group

USING THIS RESOURCE
Pass 1st pass
Approved
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INTRODUCTION

WHAT IS
GEOGRAPHY? PHY
ES GEO GR A
HOW DO OU R W ORLD?
TO
CONNECT US
LEARNING GOALS
As you work through this chapter, you will
• learn why geography is an important subject to study
• explore the concepts of geographic thinking
• describe the geographic inquiry process
• consider how to use geographic spatial tools

What places do you love? Where are they? How would

you describe those places to a friend? How would you
describe those places to a complete stranger? Why
might the descriptions be different?

Each of these questions is geographical. They ask about

the relationship between the physical environment and
you, a person who lives on the planet. Geography is
an exciting subject to study because it helps us make
connections to the world around us.

Geography is the study of where. Everything we see, do,

or think is connected. The job of the geographer is to
connect “what” with “where.” In this photo, Norwegian
Polar Institute researchers are using a laser device
to measure areas of a glacier that are melting. These
researchers are part of a team researching ice, climate,
and ecosystems in the Arctic Ocean. Expeditions like
this do research to determine if the Arctic is changing,
how it is changing, and what these changes mean for
the planet. Have you ever thought about how different
places are connected?

2 NEL
NEL 3
WHY
STUDY
GEOGRAPHY?
Learning about the world is exciting. We learn about other
places and see what the physical environment is like and the
different ways in which people live. It helps us learn about
“What is where? Why there? Why care?” (Figure I.1).

WHAT IS WHERE?
Everything happens somewhere. Nothing we see, do, or
WHAT IS WHERE?
think happens in a vacuum. At the heart of geography is the This question asks
importance of location—the “where.” Geography is about • about the features of the physical
understanding the features of the physical environment, environment
such as lakes, mountains, and vegetation, where those • about the specific or precise location
features are, and what is around them. (for example, GPS coordinates)
• where something is in relation to the
WHY THERE? places around it

The job of the geographer is to connect the “what” with

the “where.” The next question to ask is “Why there?” As
geographers learn more about the features of the physical
environment, they look at how these features were created, WHY THERE?
the relationships they have to people and places around This question asks
them, and the patterns they form. This helps geographers • how the physical feature was created
make connections that help them to answer the question. • about the connections between people
and places around the feature
WHY CARE? • about the patterns of the feature
• how people have changed the feature
Learning about the world is challenging. Sometimes we look
at what is happening in other places and feel that we can do
nothing to help with the situations there. Taking personal
action on issues is a key application of geographic learning.
Using geographic skills can help us take complex issues and WHY CARE?
break them down to a point where we can begin to make This question asks
personal connections with what is happening. These skills • about the importance of the issue
can be applied to situations near and far from home. • how to make the world a better place
Geographers ask how they can make the world a better to live
place to live in. Being an active geographic learner can help • about the rights and responsibilities of
you be a better global citizen. a global citizen

FIGURE I.1 The three critical questions of geography

4 INTRODUCTION: What Is Geography? NEL

 CASE STUDY
THE KAYAPO OF BRAZIL
The Kayapo people (Figure I.2) live in 44 villages
on 5 reserves in the tropical rainforest of Brazil.
The reserves are located in a protected area of the
Amazon River Basin. The Kayapo have indigenous
or independent rights over what happens in their
territory. They maintain a traditional lifestyle of
hunting, fishing, and agriculture. The land has not
been changed by large-scale farming, mining, or the
expansion of towns and cities.
PROTECTING THEIR LAND
The Kayapo have a history of protecting their land
and way of life. In the 1980s, the chiefs asked for
the help of conservation groups and celebrities to
secure legal recognition of their rights to the land.
Demonstrations about protecting the Amazon were
filmed and televised around the world. The Kayapo
people succeeded at maintaining and protecting
their traditional lifestyle and their land.
Geography 7 SB the first Indigenous people to work with The Body
0-17-659048-X Shop. They are knowledgeable about how to use the
FN
CO
Pass
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Not Approved
NEL
Brazil
NEW CHALLENGES
But today, the Kayapo are facing new challenges.
Their territory is drained by the Iriri and Xingu rivers,
which are smaller rivers that flow into the Amazon
River. The Brazilian government plans to build a
large dam on the Xingu River. The construction of
the Belo Monte Dam will require more than 100 000
workers. More than 20 000 people will be removed
from their homes, roads will be built, and water will
be diverted in some areas while other areas will be
flooded, including in the Kayapo territory. No talks
with local Indigenous peoples are planned. The
Kayapo chiefs fear that the building of the dam will
result in the loss of traditions, cultural values, and
land. Environmentalists fear that the flooding of land
will create vast amounts of greenhouse gases as well
as threaten endangered species.
FIGHTING BACK
The Kayapo are well equipped to fight back. They
know how to compete in the world economy, being
legal system. They have been able to get their story
C00-F02-GO7SB
out around the world using social media, and they
Crowle Art Group
have gathered 600 000 signatures to present to the
Brazilian government to stop the dam. However, they
2nd pass
have not yet been successful in this campaign, and
plans for building the dam continue.
FIGURE I.2 Kayapo men performing a ritual
EXPLORE THE ISSUE
1. Why do you think the Kayapo have been
successful in the past in preventing
development in their territory?
2. How do you think the lifestyle of the Kayapo
might be changed if the dam is built?
INTRODUCTION: What Is Geography? 5
THINKING LIKE
A GEOGRAPHER
Studying geography helps you develop ways of thinking about the world.
There are four geographic thinking concepts that are unique to geographic
learning: interrelationships, spatial significance, geographic perspective,
patterns and trends. You can explore the Kayapo case study by examining it
through the lens of each thinking concept.

INTERRELATIONSHIPS
When geographers look at the
significance of a place, they also look at
interrelationships. Interrelationships are the
connections between parts in one system,
or between two systems, such as between
the natural environment and human
environments.
Geographers examine interrelationships
by asking
• What characteristics do the physical and
human environments in a specific area
have?
• How are these systems connected?
• How do people change the physical
environment?
• How do these connections affect the lives
of people living in a specific area?
The Kayapo people have focused on
maintaining a traditional lifestyle of hunting
and fishing. They connect with the land and
try not to change it. The chiefs appreciate
the importance of land ownership and
use twenty-first century technology to
try to protect it. However, a planned
dam development is threatening their
environment and way of life.

SPATIAL SIGNIFICANCE
Spatial refers to something that exists or Significance means importance. So
occurs in a space. Spatial significance relates spatial significance can be defined as the
specifically to where places are located importance of a place and those things that
on the planet. To indicate where a place is, are around it.
geographers talk about its
• absolute location: the precise position
In the Kayapo case study, we can use maps to
of a place; for example, the Kayapo
locate where the Kayapo people live. Latitude
territories are at latitude 7.98°S, longitude
and longitude can give us the precise location
53.03°W
of the Kayapo territories. But, this place is
• relative location: where a location is
also important to others because it will help
compared to other places around it; for
them meet their energy needs. People value
example, the Kayapo territories are south
or see the significance differently.
of the Amazon River Basin
The case study tells us some precise details
about the physical characteristics of the area,
such as its location in the Amazon River Basin.

6 INTRODUCTION: What Is Geography? NEL

 GEOGRAPHIC PERSPECTIVE
Geographers study a wide range of issues
facing people and the planet today. Every
issue has supporters and opponents that
reflect environmental, political, economic,
and social values. It is important to know
and examine all perspectives, or points
of view, in order to determine a plan of
action to resolve the issue. This way, we
understand how our plan will affect others.
These various perspectives are based on
the beliefs and value systems of the people
and groups involved. Geographers need to
listen to what people say about a specific
problem and consider the following values:
• environmental: related to the use of the
natural world
• political: related to decisions made by a
governing body
PATTERNS AND TRENDS
Once we know about a specific place, we
want to compare its characteristics with
characteristics of other places. That helps us
to determine similarities and differences—
that is, whether there are any patterns.
Patterns are arrangements or similarities
in characteristics. Trends are patterns in
how something is changing or developing.
As you learn about the characteristics of
the natural environment, think about the
patterns that exist and ask questions about
them, such as the following:
• What characteristics are similar or repeat
in different places?
• What causes these patterns?
• Do all places have similar patterns?
• What has happened over time in
particular places?
NEL
• economic: related to opportunities to
make money in order to meet needs and
address wants
• cultural/social: related to protection of a
society
In the Kayapo case study, the government
of Brazil believes that the dam is essential
to develop industries. That is an economic
perspective. It may also be a political
perspective as the government’s supporters
want the development. However, for the
Kayapo, their way of life is being threatened.
They also agree with the environmentalists
who say that building dams will have a severe
impact on the environment. Understanding
different perspectives can give geographers
insight into how to develop alternative
solutions.
• What might happen in the future?
• How do these patterns affect the lives of
people living there?
This will help you expand your
understanding of the world around you.
If we look at a map of the Kayapo territory,
such as the one on page 10, we might see
a pattern of forests and deforestation. The
case study tells us that the Kayapo have
maintained a traditional lifestyle and have
protected their land from development. It
also tells us that the chiefs are concerned
about development that is going on around
them. We could find out how development
has affected similar communities around
the world. Then we could try to draw some
conclusions about what might happen to the
Kayapo in the future.
INTRODUCTION: What Is Geography? 7
WHAT IS
GEOGRAPHIC
INQUIRY?
In any geography course, you will be asked
to find out about topics that connect to FORMULATE QUESTIONS
physical geography, natural resources, and >>>>

>>
related issues. Doing research can seem >>>>
>>
Good inquiry questions
>>
like a very complicated process, but by
>>> >
>>
• are important and meaningful to us
> >

>
breaking it down into smaller pieces,
>> >

>
>> > > >
>>

>
• are open-ended; they do not have just one

>>
>
you can make it more manageable. >
final and complete answer
>>

>
Once you have a topic or issue that >>

>>
• can be answered by gathering evidence

>
>>
you want to learn more about, you
>

>
• need support; to explain and prove your >
>>

>>
>
can gather, organize, and analyze
answers, you need to provide evidence
> >

>
information in various stages. How
>>
>

>>
and facts

>
>
can you use the inquiry process to
>>
>

>
It can be challenging to come up with a
>>

>>
>
examine the Kayapo case study?
good inquiry question, but it is worth spending >>

>
>>

>>
the time to formulate one.

> >
How are the Kayapo people using

>>
>
twenty-first century technology to protect
>
>>
a traditional lifestyle?
>> > >
> >
>>
>
>> >
>

>>
>

GATHER AND ORGANIZE

>>
>

>>
>

>
>>
>

>
>>
>
>

>
>>
>>
>

Collect your data, keeping your inquiry

>
>

question in mind. Your data will come

>
>>
>>
>

from field studies, primary sources, and

>
>

>
>>
>>

>
>

secondary sources. Primary sources are maps,

>
>>
>

photographs, satellite images, letters, journals,

>
>>
>

>
and other types of documents. Secondary
>>
>

>
>>
>

sources are often based on analysis of primary

>
>>
>
>

data, such as documentaries, news articles,

>
>>

>>
>

reference books, or websites. Organize your

>
> >
>>

evidence so that you are using sources

connected to your inquiry question.
> >
What geographic clues are found in the >
>>>>>>>>>>>>>>>> >>>
Kayapo case study that give you an idea of
the characteristics of where the Kayapo live? >>>>>>>>>>>>>>>> >>>>>
Where do you think the author might have
found this information?

8 INTRODUCTION: What Is Geography? NEL

 COMMUNICATE >>
>> >>
> >> > You can communicate your findings
>> >>>>>>> in many different ways, including
>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>
>>>> spatial journals, blog posts, slide
>
>>
>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>
>>>>
>>
shows, and presentations. When

>>> >
>> >>>>
> > you communicate, make sure your
>>>>
>>
>> > > >>>> inquiry question, evidence, and
>>
> > > >> >> conclusions are clear and engaging
> >>
>>>>
>> to your intended audience. When
>> geographers communicate their
findings, people learn about the

>
>> world around them.
>>
> > If you were presenting the

INTERPRET AND ANALYZE > > >> Kayapo case study, what format
>>
> > would you use?

>>
Think about the evidence you collect
> >in
> >
>>
different ways. In geographic research,
>
it is crucial to present a variety of
>
> new details
>> >
>> >
perspectives. Try to uncover > >
> ways that
>>
> > different pieces might
>
>
or perspectives. Look for
> >> >
> >to find patterns.
> > fit together. Try
>> >>
>
analyze,
> When you interpret and
>>>you make inferences or best
>
> based
> >>
> > on the evidence.
>
>
guesses
> Is there evidence
> that a variety
> > >>
> of points of view>
>
> >
are
>
included in the
> Kayapo case study? > >
>
>
>
> >>
>
>> EVALUATE AND DRAW
> > >> CONCLUSIONS
>>
> >
>>
>
> Evaluate your evidence by thinking about how it
>
>
>>supports or doesn’t support your inquiry question.
> >
>>
Use your new understanding and what you already
>
>> know to draw conclusions about your inquiry
> >>
question. Your conclusions might be quite different
>
> >
> from the answers you thought you would find.
> They might even spark a new inquiry question! Or
>> you may not reach a conclusion because you need
>
different sources of evidence. Then you may have >
to go through the inquiry process again. Remember
> >
>>>>>>>>>>>>>>>> >>>>>>> that it’s possible to draw many different conclusions > >
from the same evidence, and there is no one “right” >>
>>>>>>>>>>>>>>>> >>>>>>> answer. >>
In the Kayapo case study, what evidence could
help you to draw a logical conclusion?

NEL INTRODUCTION: What Is Geography? 9


FIGURE I.3 The Kayapo lands cover
10.5 million hectares (twice the size
of Nova Scotia) of protected land
in the southern part of the state of
Pará, Brazil.
READING MAPS
Maps are graphic or visual representations of what is happening on Earth.
They can be used to show where countries or cities are located, to illustrate
physical features such as water bodies or landforms, to show the spread of
disease, or to illustrate how climate change will affect different parts of the
world. Maps use colour, symbols, and labels to tell their story.
When reading a map, it is helpful to first look at several key pieces of
information: the title, legend, scale, and north arrow. Figure I.3 shows
where the Kayapo territory is located in Brazil. By looking at the map you
can begin to make connections to where the Kayapo people live and their
relationship to the places around them.

Title: Identifies the theme and geographic

North arrow: Points in the direction area. This map tells us about the current
of north on the map. Kayapo territory in Brazil.

Protected Lands of the Kayapo People

Altamira
N
Belo
230 Monte Pacajá
Dam site
Itaituba
Amazonia Rurópolis er
Riv Novo Repartimento
National Park I r i ri
Xin

BRAZIL
gu

Marabá
R iv

Jamanxin
National Park Eldorado
er

Serra do Pardo
National Park Parauapebas dos Carajás

São Félix
do Xingu
Tucumã
Novo
Legend Progresso
Kayapo Xinguara
territories
national parks
Trans-Amazon Redenção
Highway Kayapo Indigenous
highways and Territories
roads 7.98°S, 53.03°W
lakes
rivers

0 70 km

Legend: Lists how different types of information are shown Scale: Shows how distance on the map relates to the
on the map, using colours and/or symbols. This map shows actual distance on the ground. This scale shows that
six different types of information. For example, the Kayapo 1 cm on the map is 70 km on the ground.
territories are shown in dark green.

10 INTRODUCTION: What Is Geography? NEL

READING IMAGES
Images, such as photographs and satellite images, can help tell the story of a
place. Satellite images are pictures taken by satellites above Earth. Because
these images are taken from space, they can show large areas. Geographers
have many uses for satellite images. They can use them to observe patterns
of weather or natural hazards such as earthquakes. They can use them
to see how we use natural resources such as trees or to show sources
of pollution.
Being able to extract and analyze information in satellite images involves
looking at elements of tone, shape, size, pattern, texture, shadow, and
association. We use these tools every day when looking at photographs, TV
shows, or movies.
Tone: How bright is an object?
Shape: What is the general form of an object?
Size: How big or small is an object compared to other objects in
the image?
Pattern: How are the objects organized? Are they orderly or confusing to
look at? FIGURE I.4 This satellite image
Texture: Do the objects look smooth or bumpy? was taken on August 12, 2007
and shows deforestation and fires
Shadow: Are the objects dark or light in colour? Do some objects look surrounding the Kayapo lands.
taller than others?
What would a satellite image
Association: What is the context of the objects in the picture? of my hometown look like?
Figure I.4 is a satellite
image taken over eastern
Brazil. The dark green shows
the pristine forest within
the Kayapo territories. The
lighter green and brown
surrounding areas show
areas of deforestation. You
can see active fires burning
in the areas covered by white
smoke.
Compare Figure I.4 to
the map in Figure I.3. What
physical features shown on
the map can you identify in
the satellite image? What
additional information does
the satellite image provide
that the map does not? Try
to draw some conclusions
about what you see.

NEL INTRODUCTION: What Is Geography? 11

UNI PATTERNS
AND TRENDS
What do you think this
place might look like in
100 years?
INTERRELATIONSHIPS
How does the environment
affect the people that live
nearby?

GEOGRAPHIC
PERSPECTIVE
What different ideas might
groups of people have
about developing
this area?

12 NEL
NIT1
PHYSICAL PATTERNS IN
A CHANGING WORLD SPATIAL
SIGNIFICANCE
What clues can you use to
decide where this photo
was taken?

OUT CHANGES
WHY CARE AB PHYSICAL
IN EARTH’S ENT?
ENVIRONM
Earth’s natural environment is always changing. Mountains are formed
and then washed to the sea. Ice ages come and go; fires destroy forests;
oceans wear away the land. Natural change is, well, natural!

But many people are concerned about changes that humans have
caused. We have changed the natural environment in many ways.
Sometimes those changes can harm us. Do those changes threaten our
future? How do those changes affect the planet’s long-term future?

This unit explores the types of natural and human-caused changes that
are occurring in the natural environment. To understand these changes,
we need to look carefully at patterns in landforms, climate, natural
vegetation, and water bodies.

The photo on this page shows a region in Iceland. You can see
mountains and rivers, and even some areas of vegetation. There is also
a volcano underneath the glacier. Geographers and other scientists are
monitoring the area because they expect this volcano to erupt soon.
How do you think this will affect the environment?

NEL 13
 GLOBAL CONCERN

GLOBAL DISASTER
EARTHQUAKE IN THE INDIAN OCEAN
epicentre
Just after midday on December 26, 2004, there was a huge earthquake under
of the
the Indian Ocean. It was the third-largest quake ever recorded. The underwater earthquake
earthquake created a powerful wave on the surface called a tsunami. It sped at
480 km per hour across the Indian Ocean. When it hit the shore, this wave was earthquake
epicentre BURMA
as high as a five-storey building. (MYANMAR)
The wave crashed onto the shorelines with incredible strength, washing THAILAND
INDIA
away everything in its path. In some places, the wave travelled as far as 2 km
SRI
inland. In Figure U1.1, you can see before and after satellite images of a SOMALIA LANKA MALAYSIA
coastline in Thailand. These images show the major damage to the land MALDIVES

caused by the tsunami. INDIAN OCEAN

N 3.31°N,
The wave took communities by surprise. It crashed down upon people MADAGASCAR 95.85°E
who were simply going about their day-to-day activities. Some survived by
0 1800 km
scrambling up onto buildings or racing to higher ground. When the wave had

Geography 7 SB
0-17-659048-X
FN U01-F01-G07SB The pointer on the globe label has b
CO Crowle Art Group for accuracy.

Pass 2nd pass

Approved
Not Approved

14 NEL

finally flowed back to the ocean, about
16 hours later, 230 000 people in 14 countries
were dead and more than 45 000 people
were missing. Indonesia suffered the most
deaths. Victims had either been crushed
or drowned by the wave, or washed out to
sea. More than 1.7 million people were made
homeless by the event.
As well as the loss of human lives, the
tsunami caused damage to the physical
environment. Coral reefs, mangrove swamps,
and wetlands along the coast were severely
damaged. These are homes to many species
of fish. Marine life such as dolphins, sea
turtles, and sharks died while stranded
on land.
It will take many years for these
environments to return to health. On land,
many areas were covered in salt and mud,
smothering the vegetation and changing
those ecosystems.
While some more developed countries
have methods to warn their citizens of a
tsunami, most of the countries around the
Indian Ocean did not. The 2004 tsunami
catastrophe sparked the world into taking
action to reduce the impacts of natural
disasters.
FIGURE U1.1 The image on the left shows Thailand’s
southwestern coast; it was taken before the tsunami
occurred. The image on the right shows the same
area after the 2004 tsunami. Most of the beaches and
vegetation on the shore have been destroyed.
EXPLORE THE ISSUE
1. What does Figure U1.1 tell us about the
impact of the 2004 tsunami?
2. How would you prepare for a natural
disaster such as a tsunami?
NEL
UNIT1
CHALLENGE
DESIGN A
NATURAL DISASTER
RESPONSE PLAN
A natural disaster is a damaging event caused
by natural processes of Earth, such as an
earthquake. Natural disasters cause damage to
the environment, as well as injuries and death.
One of the strategies that communities use to
help reduce harm is to create a natural disaster
response plan. These plans are created before
a disaster has even happened. A disaster plan
includes different ways to prevent a disaster from
happening. It also identifies what people should
do if there is a disaster. In the Unit 1 Challenge, you
will create a natural disaster response plan for a
community, either your own or for another place.
What to Consider
Disaster response planners need to consider what
their actions should be before, during, and after
disasters. They have to consider these questions
in their planning:
• Prevention: What can be done to help prevent
the disaster from taking place?
• Mitigation: What can be done to reduce the
effects of the disaster?
• Preparedness: What preparations can be made
before a disaster happens so everyone can
work effectively to improve conditions?
• Response: What can be done during the
disaster to deal with problems?
• Recovery: What can be done to get the
community back to normal?
As you work through Unit 1, you will learn
more about natural disasters and the physical
environment. You can use this information to
develop your plan. At the end of each chapter in
Unit 1, you will have the opportunity to review and
add to your challenge.
15
16 NEL
 CHAPTER 1

LANDFORM
PATTERNS
LANDFORMS
WHY ARE
IMPORTANT?
LEARNING GOALS
As you work through this chapter, you will
• describe landform characteristics and their patterns
around the world
• describe how natural and human activities create and
change landforms
• describe how landforms provide opportunities and
challenges for humans
• formulate questions to guide investigations

Four hundred million years ago, these rock layers, now in

Devon, England, were formed deep under the ocean. The
plates that make up Earth’s surface moved, crushing and
tilting these layers into these amazing shapes.

The same kind of forces that created the fault lines also
create landforms like mountains and volcanoes. They can
also cause natural disasters, like earthquakes, volcanic
eruptions, landslides, and tsunamis.

These disasters can cause enormous damage and

threaten people. How can we protect ourselves from
events like this?

As scientists learn more about Earth’s forces, including

those that created the features on the Devon coast,
they come closer to finding ways to predict when big
changes, such as earthquakes and volcanic eruptions,
will happen.

NEL 17
WHAT ARE
LANDFORMS?
Think about the shape of the land where you live. Is it flat or rolling? Are
there valleys or mountains? Often, we overlook the landforms that are
around us. Landforms are the natural features that make up Earth’s surface. landforms  the natural
Even if we don’t notice them, they are important. They affect us whether we features that make up
Earth’s surface
know it or not.
Sometimes disasters in the news remind us of how landforms affect
people. Earthquakes are deadly events that are linked to landforms. An
earthquake is the shaking of Earth’s surface due to changes taking place earthquake  release of
beneath it. Earthquakes can trigger landslides, like the one shown in energy through Earth’s crust
due to changes taking place
Figure 1.1, mudslides, and tsunamis. beneath it

FIGURE 1.1 A landslide caused by an earthquake I wonder if landslides happen in some places more than others?

18 UNIT 1: Physical Patterns in a Changing World NEL


shield  the base rock of an
ancient mountain region that
has been worn away, leaving
a flat, rocky landform region
plateau a high, flat region
that has been lifted up by
movement of Earth’s surface
plain  a large, flat to gently
rolling region
LANDFORMS AND DAILY LIFE
In the past, especially, the landforms in a region affected people’s way of
life. They influenced the kind of food that was available and how people
obtained it. Landforms affected how people travelled and the kinds of
structures they built for shelter.
Today, landforms continue to affect the size and layout of our buildings
and communities. The forces that created shields and mountains also
helped to create the deposits of minerals that we now depend on, for
example, gold, nickel, and iron ore. Figure 1.2 shows the major landforms
around the world. A shield is the flat, rocky base created when an ancient
mountain region has been worn away. Mountains are areas of land that rise
high above the surrounding land. Movements under Earth’s surface create
high, flat plateaus.
Plains are generally flat to gently rolling stretches of land. Valleys are
depressions in the land created by running water, moving ice, or the
movement of land. We use these fertile regions to grow food. We enjoy using
the features of different landforms for recreational activities, such as skiing
and camping.
The land supports us and provides the resources that we need. But the
land is always changing. Most of the changes are taking place over millions
of years and are too slow for people to notice in one lifetime. But sometimes
the changes are sudden and severe. They may cause great damage or even
loss of life.

Major Landform Regions around the World

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 150˚EW60˚
0˚ 30˚ 120˚
E W90˚
90˚
E W 60˚
120˚ E W150˚
30˚
E W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN ARCTIC OCEAN

Arctic Circle Arctic Circle

60˚N 60˚N 60˚N

EUROPE EUROPE
NORTH NORTH
AMERICA AMERICA ASIA ASIA

30˚ N 30˚ N 30˚N

Tropic of Cancer ATLANTIC
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN OCEAN
AFRICA AFRICA
Equator PACIFIC Equator PACIFIC
0˚ 0˚ 0˚
OCEAN OCEAN INDIAN
SOUTH SOUTH INDIAN
AMERICA AMERICA OCEAN OCEAN
Tropic of Capricorn Tropic of Capricorn
AUSTRALIA
30˚ S 30˚ S 30˚ S
N N

0 2000 km 0 2000
60˚ S 60˚ S 60˚S
Antarctic Circle Antarctic Circle

ANTARCTICA ANTARCTICA
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 150˚EW60˚
30˚ 120˚
E W90˚
90˚
E W 60˚
120˚ E W150˚
30˚
EW 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

FIGURE 1.2 This map shows the major landform regions

Landform Regionsin the Landform Regions
world. Because valleys occur in all the other mountains
types of landforms,
plains plateaus mountains
shields plains plateaus shields
they are not shown separately on this map.

NEL CHAPTER 1: Landform Patterns 19

 A

LANDFORM TYPES
The large landforms that make up most of Earth’s surface
are mountains (including fold and volcanic), plateaus,
plains, shields, and valleys. Locate each of these examples
of a landform region (Figure 1.3) on the map on page 19
(Figure 1.2). What patterns can you see? These patterns can
give us clues about how landforms were created, how they
are changing, and how they might affect humans.

What connection can I find between different landform

types and their locations on Earth?

FIGURE 1.3 (A) plain, Australia; (B) volcanic mountain, Japan, Asia;
(C) valley, Italy, Europe; (D) fold mountain, Nepal, Asia; (E) shield,
Canada, North America; (F) plateau, United States, North America

20 UNIT 1: Physical Patterns in a Changing World NEL

 B

E F

NEL CHAPTER 1: Landform Patterns 21

READING
ELEVATION ON MAPS
Maps have only two dimensions: length and width. Map-makers use colours
and contour lines to show the height of landforms. Contour lines are lines
on a map used to join places of equal height above sea level, the average
level of the ocean’s surface. They show the difference between the highest
and lowest areas.

USING CONTOUR LINES TO SHOW ELEVATION

Elevation is the height of a location or object above sea level. Topographic
maps use contour lines to show elevation (Figure 1.4 and Figure 1.5). They
show the surface features of an area in great detail. For example, these
maps can show waterways, populated areas, and place names. Topographic
maps use symbols and colours to represent characteristics of the area,
such as roads and forests.
Any place along a contour line is at the elevation represented by that
line. Any place not on the line is either higher or lower than that elevation.
Index contour lines are contour lines with numbers that indicate the height
above sea level. You can use them to figure out the elevation of the other
contour lines.
Map-makers decide on a contour interval for their maps and then draw
FIGURE 1.5 Topographic map
lines at these intervals. A contour interval is the difference in elevation representing an area near
between two consecutive lines. For example, if the contour interval is 5 m, Lake Louise, Alberta
they draw a contour line at 5 m above sea level and at
each increase or decrease of 5 m. On a contour map, Lake Louise, Alberta
lines close together show a steep slope while lines far
0m

0m
00m

m
apart indicate a gentle slope.

0m
Temple 2302000mm 0m
MountTemple 204

2 200
24040 0 m

0m
26 0 0

Mount 24

2 20
2

26 0 0 m

200
0m

200
3
0m

3000
30
m

28 0 0
28 0 0 m

2 0
24 4 26 0 0 m
0m

0 00 m 26 0 0 m
0m
m

m
2 80

30 0 m
30 00
280

0m
Pinnacle
Pinnacle
FIGURE 1.4 Contour map of a hill Mountain
Mountain
2800m
150 2800m
80
0m
26 0 20 0m
26 00 28
0 mm m
100 Contour Lines 26
00
206 0
m
0m0m
2040
m

24
0
00m
202

50
22

0m
00m
200
20

0
23 60 m
23 60 m
NN
0m
00m

2240m
index contour line 2240m Moraine
220 0m 0200

Moraine
0m

Lake
2

Lake
220 0m

2400
24 0

contour line

150 00 500mm
500
10 0

glacier
glacier road
road picnicarea
picnic area icecap
ice cap
50
forest
forest trail
trail stream
stream
0

22 UNIT 1: Physical Patterns in a Changing World NEL

 USING COLOURS TO SHOW ELEVATION
Some maps use colour to show elevation (Figure 1.6). Different colours
show different categories of height, such as 0 to 100 m, 100 to 200 m,
and so on. Often, dark green shows the lowest land elevations, and light
green or brown shows the higher elevations.
Colours on maps mean different things depending on the kind of map. For
example, look at Figure 3.23 in Chapter 3. It is a map that shows the change
in the size of a forest over time. The forests are shown in two different
colours of green. However, the green colour on an elevation map only shows
a level of elevation. It does
not describe the type of Elevation Map of Thailand
vegetation. For example,

NA
on some elevation maps N
BURMA LAOS

HI
much of the Sahara Desert
(MYANMAR)

C
is shown in green. This is
because the land is at low
South
elevations, not because the
China Sea
area is fertile.
THAILAND

INDIAN OCEAN
Bangkok

CAMBODIA
Elevation
3000 m VIETNAM
1500
600
Gulf of
300
Thailand
150
0
FIGURE 1.6 This map of Thailand 0 150 km
uses colour to show elevation.

HOW TO READ
ELEVATION ON A MAP

Look at the topographic map in Figure 1.5. What

is the contour interval for this map? Why are some STEP 1
contour lines on the map thicker than others?

STEP 2 Are the slopes of the land steep or gentle? Do they

change? How can you tell? Describe the shape.

Geography 7 SB
What other symbols can you see on the map?
0-17-659048-X STEP 3
What are some human activities in this area?
FN C01-F02-G07SB Suppose you were standing on the shore of
CO Crowle Art Group STEP 4 Moraine Lake talking to a friend on your cellphone.
Describe the scenery all around you to your friend.
Pass 4th pass
Approved
NEL Not Approved CHAPTER 1: Landform Patterns 23

volcano  an opening in Earth’s
crust from which molten rock
or magma escapes to reach
the surface
magma  extremely hot fluid
or semi-fluid material under
Earth’s crust
lava  molten rock flowing
from a volcano
FIGURE 1.7 A fold mountain
I wonder why these mountains
look the way they do?
24 UNIT 1: Physical Patterns in a Changing World
MOUNTAINS
There are mountains on every continent on Earth. There are several types
of mountains, (you can see examples of volcanic and fold mountains in
Figure 1.3B and Figure 1.3D) but they are all formed by huge movements in
Earth’s crust. The crust is the top layer of rock on the surface of Earth. Fold
mountains are the most common type of mountain (Figure 1.7). They are
created by powerful forces folding and buckling the rock layers of Earth’s
surface.
Volcanic mountains are created by volcanic eruptions. A volcano is a
mountainous landform through which fluid and semi-fluid material from
far beneath Earth’s surface escapes. This material is called magma. When
it reaches Earth’s surface, it is called lava. Sometimes it piles up in layers.
When it cools, it becomes a mountain. Sometimes, a mixture of rock and
ash spews from the mouth of a volcano. If it builds up and hardens in the
shape of a cone around the volcano’s mouth, it creates a mountain.
NEL
SHIELDS
Shields are areas of very old rock that make up the continents. They were
formed from ancient mountain regions that have been worn down over
millions of years. Shields exist on every continent in the world.
The Canadian Shield (Figure 1.3E) is the largest landform in Canada.
Sometimes the rock of shields is exposed. Sometimes it is covered by
vegetation.

VALLEYS
A valley is an area of low land between areas of higher land. Valleys often
have a river or stream flowing through them in the direction of the slope.
They are created in several ways.
A V-shaped valley is created when rivers and streams run over the surface
of the land and carry away materials. A U-shaped valley is created when
ice moves over the rock or land and carries away materials. Sometimes
forces within Earth move layers of rock, forming cracks. The land that falls
between the cracks can become a rift valley.

PLAINS
There are plains on every continent. Plains are usually at low elevations.
Some were formed at the bottom of what were once seas. As you can see
by looking at Figure 1.3A, they are generally quite flat. However, plains can
also have areas of gently rolling hills. Plains are well suited to agriculture and
farming, such as the Interior Plains of Canada.

PLATEAUS
Plateaus are large areas of mainly flat land found at high elevations
(Figure 1.3F). While both plains and plateaus are quite flat, plateaus occur
at higher elevations than plains. Plateaus are found in mountainous regions,
sometimes between two mountains. Plateaus are created by movements
under Earth’s surface that lift the land. Another name for plateaus
is tablelands.

CHECK-IN
1. SPATIAL SIGNIFICANCE Sketch each of the five major 3. INTERRELATIONSHIPS Think of the ways that the
landform types. Add labels to identify what you landforms near your home affect you and your
consider to be the characteristics of each landform activities in the community. Explain your ideas
type. Be prepared to defend your choices. in a labelled diagram, a paragraph, podcast, or
2. PATTERNS AND TRENDS Work with a partner. Review a photo essay.
Figure 1.2 on page 19. Discuss the patterns in the
locations of each landform type. Also identify
the reasons why it might be useful to know the
patterns of landforms in the world.

NEL CHAPTER 1: Landform Patterns 25

HOW ARE
LANDFORMS
CREATED AND
CHANGED?
Landforms are created by different natural forces. Some are within Earth, and
some are on the surface of Earth. Landforms can also be changed by humans.
These changes can be disastrous for us. Knowing how landforms are created
and changed can help us predict how they might change in the future. This can
help us protect the environment and our ways of life.
plate tectonics  the theory
that Earth’s surface is made
EARTH’S MOVING PLATES up of rigid plates that are
Plate tectonics is the theory that Earth’s crust is made up of several rigid pushed by forces inside the
planet
pieces, or plates, that are pushed by forces inside the planet. This surface
crust, also called the lithosphere, is made up of seven large plates along lithosphere  the outer, solid
layer of Earth made up of
with some smaller ones (Figure 1.8). The plates vary from 100 to 200 km moving plates
in thickness.

FIGURE 1.8 These are the plates

that make up Earth’s surface.
World’s Plate Tectonic Boundaries

North American Eurasian plate

Eurasian plate
plate

Caribbean
Philippine plate Arabian
plate
plate
Cocos
Pacific plate plate Indo-
Australian
N African plate plate
Fiji plate
Nazca South American
plate plate
Indo-Australian plate

0 2000 km
Scotia plate
boundary
Antarctic plate

26 UNIT 1: Physical Patterns in a Changing World NEL

 FIGURE 1.9 Lava flowing
The plates move constantly. Their movement is caused by convection from Tolbachik Volcano in
Kamchatka, Russia
flows underneath them. Convection flow is the circular motion that occurs
when warmer material rises and is replaced by cooler material. The plates I wonder how far lava
float on the asthenosphere, which is a layer of semi-molten rock under the can travel?
lithosphere. As it heats, it becomes less dense and lighter. It flows upward.
It is replaced underneath by the flow of cooler semi-molten materials. This convection flow  a circular
material heats up and then flows upward. In turn, it is replaced. This creates motion created when warmer
material rises and draws
a circular motion. The plates, which sit on top of the flows of material, are down cooler material, which
pushed along as if they are on a conveyor belt. The major plates carry both replaces it
the continents and the ocean floors. asthenosphere  soft weak
As you can see in Figure 1.10, where the plates of the lithosphere pull layer under the lithosphere
apart from each other, magma erupts through the Earth’s surface as lava upon which the tectonic plates
move
(Figure 1.9), creating volcanic mountains. Where the plates collide or rub
together, they create mountains and sometimes earthquakes.

FIGURE 1.10 This diagram shows

fold mountains volcanoes
how plate tectonics work.
underwater
ocean mountain ridge
continental
crust continental
over-riding crust
plate
lithosphere lithosphere
lithosphere lithosphere

two plates moving apart

plate plate magma
two plates magma
colliding
magma

asthenosphere

NEL CHAPTER 1: Landform Patterns 27

 PLATES BUILD MOUNTAINS
Most mountains are built at the edges of plates. There are three main
categories of plate boundaries (Figure 1.11).

DIVERGENT PLATE BOUNDARIES

divergent boundary  a place
where two plates of the
lithosphere move away from
each other
Divergent boundaries are places where two plates of the lithosphere are
moving apart (Figure 1.11A). They are usually located on the ocean floors.
Here, magma moves upward between the plates, creating new rock. Volcanic
activity is common in these areas. The Mid-Atlantic Ridge is an example.
There continues to be volcanic activity along this underwater ridge.

TRANSFORM PLATE BOUNDARIES

transform boundary  a place
where side-by-side plates
grind past each other
Why might
people living in the
area of this fault
continue to live there
despite the risks?
convergent boundary  a place
where two plates of the
lithosphere come together
Plates that are side by side grind past each other at transform boundaries
(Figure 1.11B). This creates friction, which often creates earthquakes. The
San Andreas Fault near San Francisco, California, is a transform fault that
is about 1300 km long. Scientists at the University of California are trying to
calculate when there will be another slip along this fault, causing another
large earthquake.
CONVERGENT PLATE BOUNDARIES
Some plates push together at convergent boundaries. When two
continental plates meet, the constant pressure against each other causes
the edges of the plates to compress and push up (Figure 1.10). They become
fold mountains. When an underwater plate and a continental plate collide,
the ocean plate is forced under the continental plate, creating a trench. The
pressure along the trench creates earthquakes. Magma from below bursts
to the surface through the broken layers nearby, creating a volcano
(Figure 1.11C).

magma pushes up through

the gap formed by the plates
moving apart; creates ridge

earthquakes within crust

continental plate

plates meet; one forces

the other under and
lithosphere volcanoes creates a trench

asthenosphere ocean plate

magma

A Divergent plate boundary

B Transform plate boundary

magma

earthquakes
FIGURE 1.11 Three types of boundaries are C Convergent plate boundary
caused by plate tectonic movement.

28 UNIT 1: Physical Patterns in a Changing World NEL

FOCUS ON

PATTERNS AND TRENDS

When looking at landforms, geographers examine
patterns and trends. Patterns are arrangements or
similarities in characteristics. Trends are patterns in
how something is changing or developing.
As you learn about landforms in Unit 1—and
about other characteristics of the natural
environment—think about the patterns that
exist and ask questions about them, such as the
following:
• What causes these patterns?
• Do all places have similar patterns?
• How do these patterns affect the lives of people
living there?
LOOKING FOR PATTERNS AND TRENDS
Seeing and naming patterns and trends is
important because it helps us think about them in
certain ways, for example, as groups for comparing
and contrasting. These ways of thinking can lead us
to learn more about the world around us.
For example, when we look at the western coast
of North America, we see more than one mountain
range. When we see a pattern like this, we ask why.
Here is a second example. The Ring of Fire is a
large area in the Pacific Ocean where most of the
world’s volcanoes are located and where most
of the world’s earthquakes occur. When we see
this pattern, we ask if there are similar causes to
earthquakes, volcanoes, and tsunamis.
EARTHQUAKES IN CANADA
Scientists at Natural Resources Canada detect
about 4000 earthquakes a year. We only feel about
50 of those earthquakes. Figure 1.12 shows the
locations of all the large earthquakes in Canada
between 1660 and 2009. British Columbia has
experienced more earthquakes than any other
place in Canada.
TRY IT
1. Look over the Major Landform Regions around
the World map in Figure 1.2. Answer the
following questions:
• What landform type do you live near?
• What parts of the world have this landform
type, and what parts do not?
• What type of pattern is shown by the
landform?
2. Looking at Figure 1.12, what pattern can you
identify? What do you suppose caused that
pattern? What does that pattern mean for the
people of Canada?

Large Earthquakes in Canada, 1660–2009

165˚W 150˚W 120˚W 90˚W 60˚W 30˚W 15˚W FIGURE 1.12 This map shows
135˚W 105˚W 75˚W 45˚W
ARCTIC
the general locations of all
OCEAN 75˚N Magnitude
large earthquakes in Canada
between 1660 and 2009.
6.5–6.9 M
Magnitude is one measure
7.0–7.4 M used to describe the amount
7.5–7.9 M of energy released during an
60˚N earthquake. None greater than
10 have ever been recorded.
PACIFIC ATLANTIC
OCEAN Hudson OCEAN 45˚N
Bay
45˚N

135˚W N
0 600 km
120˚W 105˚W 90˚W 75˚W 60˚W

NEL CHAPTER 1: Landform Patterns 29


weathering  the breaking
down of rocks by physical or
chemical processes
erosion  the wearing away
of Earth’s surface by wind,
water, or glacial action
How could people
create erosion?
FIGURE 1.13 The Grand Canyon,
in the United States, is a type of
valley. It was caused by many
factors, including water and ice
erosion, wind erosion, and the
force of the Colorado River running
through it.
I wonder how long ago the
Grand Canyon was formed?
30 UNIT 1: Physical Patterns in a Changing World
EROSION CREATES LANDFORMS
Erosion creates landforms, such as valleys and plains. Weathering is a
natural force that breaks down rock into small particles. Erosion then
moves materials from one place on Earth’s surface to another. It takes place
through the action of water, ice, wind, and living organisms. The process
of weathering begins when rocks in the lithosphere break down into small
particles. Weathering takes place in two ways:
• physical action: the wind and water disintegrate the rocks
• chemical action: acids in water dissolve the rock into particles
WATER EROSION
As water flows across the surface of Earth, it erodes the rock, picking up
small pieces of weathered material and carrying them away. Over time,
the water erodes deeper into the rock. Eventually this forms valleys
(Figure 1.13).
When moving water reaches a lake or sea, it slows down. Any eroded
material it carries settles in the waterway. It builds up at the bottom of
the lake or sea. Sometimes the action of plate tectonics pushes this flat
underwater layer of land above sea level. It becomes a plain. This is how the
Great Plains in the southern parts of Alberta, Saskatchewan, and Manitoba
were formed. Sometimes the sea level drops and the flat sea bottom
becomes dry, forming a plain.
NEL
 FIGURE 1.14 A fjord in Norway. This
fjord was caused by glacial erosion.

I wonder how much

material a glacier moved
to create this fjord?

ICE EROSION
During the ice ages, ice sheets, or glaciers, slowly moved across Earth’s
surface, scraping the top layers of rock. In some places, such as Norway, they
carved long, narrow, and deep valleys, which are called fjords (Figure 1.14).
The glaciers carried along the particles they broke off. When the glaciers
eventually stopped, the particles were deposited at the glacier’s front edge. What evidence
Even though most of the glaciers are gone, you can still see glacial deposits, can I use to figure out
how glacial deposits
which are usually a jumble of boulders, rocks, sand, and silt.
were formed?
WIND EROSION
Where the land surface is bare, the wind picks up weathered particles and
carries them along. The stronger the winds, the larger the size and quantity
of the particles they can move. When the wind speed dies down, the
materials are deposited as sand dunes (Figure 1.15).

FIGURE 1.15 The wind creates

ripples in the desert sands
of Morocco.

I wonder how plants

affect wind erosion?

NEL CHAPTER 1: Landform Patterns 31


In what ways
have people changed
landforms where
you live?
FIGURE 1.16 Rice terraces in
Banaue, Philippines
I wonder what some of
the challenges are of
this type of farming?
32 UNIT 1: Physical Patterns in a Changing World
PEOPLE CREATE AND CHANGE THE LAND
There are now more than 7 billion people on Earth. People can affect
landforms and landscapes temporarily, such as when we cut down trees or
build roads. We also affect them more permanently through activities such
as mining.
CREATING LIVING SPACES
People change the surface of the land to create better living spaces,
including places for homes, agriculture, and transportation networks. It is
easier to build structures on solid, flat land. In some cities, water bodies are
filled in to create flat spaces to build homes and businesses. Construction
crews cut down hills or fill in valleys to create level surfaces for roads and
railways.
MEETING BASIC NEEDS
We need food, water, and shelter to survive. Sometimes people have
changed the land in order to grow more food. To increase harvests, farmers
in some parts of Asia cut steps or terraces into hillsides. They plant rice in
these flat fields. To prevent rainwater racing down the slopes and eroding
the soil, the farmers control the flow of water into, and out of, the terraces.
They give each field just enough water to get the most growth.
The rice terraces in the Philippines, shown in Figure 1.16, cover
10 000 km2 of mountainside, which is almost double the area of the province
of Prince Edward Island.
NEL
FIGURE 1.17 An open
pit diamond mine in the
Northwest Territories in Canada
I wonder if this land will ever
go back to the way it was?
MINING
People need resources from Earth, such as minerals, in order to make tools,
cars, computers, buildings, and other useful items. They mine rich mineral
deposits for ores, such as iron, silver, and gold. You will read more about this
in Chapter 8. In some cases, miners dig down into Earth’s surface, creating
huge open pits (Figure 1.17), which destroy the original shape of the land.
Other mines are dug deep underground. Rocks and other materials that
are extracted are left behind, changing the land’s surface. In some places,
such as the Appalachian region in the United States, miners use explosives
to blow off the tops of entire mountains. This makes it easier to reach the
coal underneath.

CHECK-IN
1. COMMUNICATE Choose a way to demonstrate that 3. EVALUATE AND DRAW CONCLUSIONS Create a chart
you understand how the plates of Earth’s surface that compares water, ice, and wind as causes of
are able to move. Be sure to include these words: erosion. Put these methods of erosion in order
convection currents, asthenosphere, divergent from most important to least important for the
plate boundary. area where you live.
2. SPATIAL SIGNIFICANCE Why do volcanoes and
earthquakes occur at the edges of plates?
Write an explanation for this question. Include
a diagram, or create a comic strip to answer
this question.

NEL CHAPTER 1: Landform Patterns 33

HOW DO WE RESPOND TO
CHALLENGES
CAUSED BY
EARTH’S FORCES?
The forces that create landforms can also pose great dangers to people. Two
such forces are volcanoes and earthquakes.

THE DANGERS OF EARTHQUAKES

Most large earthquakes happen where plates are moving past or under each
other. For example, where the edges of the Pacific plate meet the Eurasian,
FIGURE 1.18 This map shows the
Australian, and American plates, they create the Ring of Fire. It is the Ring of Fire region, around the
earthquake zone and the string of volcanoes that surround the Pacific Ocean Pacific Ocean. Within it, the map
(Figure 1.18). Where plates meet, pressure builds and grows. shows the largest earthquakes
since 1900, volcanic eruptions,
and urban areas with more than
10 million people as of 2013.
Ring of Fire

Ring of Fire
ASIA
Kyoto
Osaka NORTH
Kobe AMERICA
Seoul
Tokyo
Shanghai Los Angeles ATLANTIC
Delhi Nagoya
Guangzhou OCEAN
Kolkata Foshan
Shenzhen
Mumbai Manila
Bangkok
PAC I F I C O C E A N

INDIAN Pacific plate

OCEAN Jakarta SOUTH
AMERICA
N epicentre the point on Earth’s
AUSTRALIA surface directly above the
location of an earthquake

volcanoes
largest earthquakes since 1900
urban areas with populations over 10 million
0 1500 3000 km
plate boundary

34 UNIT 1: Physical Patterns in a Changing World NEL

When the energy is released, shock waves shake the land. The epicentre FIGURE 1.19 This photo shows
is the place on Earth’s surface directly above where the main shock occurs. the scene after an earthquake
in Beichuan County, in Sichuan,
After the first shock wave, there can be a series of smaller shock waves China, in 2008.
called aftershocks.
How would the earthquake
During an earthquake, Earth’s surface may shift by as much as several have affected the people in
metres. In open areas, shock waves from earthquakes rarely injure anyone, my country?
but the force can destroy buildings (Figure 1.19). The falling debris often
injures or kills people who are inside or nearby.
epicentre  the point on Earth’s
As well, the shaking of Earth’s surface may create many damaging natural surface directly above the
events, such as tsunami waves. The 2004 earthquake in the Indian Ocean location of an earthquake
that you read about on page 14 is an example of this. Tsunamis can move
at speeds of up to 800 km/h, which is about as fast as a passenger jet flies.
They can travel for thousands of kilometres across open water. Depending
on where and when they reach land, tsunamis can cause huge amounts of
destruction, injury, and death.

THE DANGERS OF VOLCANOES

The flows of lava that escape during a volcanic eruption can be very harmful
to people. However, because lava moves slowly, people usually have enough
time to escape. The biggest risks to people from volcanoes are the very
hot gases, ash, and rocks that are shot into the air during eruptions. These
eruptions release toxic gases. These gases can make it hard to breathe, and
they can damage people’s lungs.
The lava can cause fires, however, and the ash that is released can also
destroy property. This can create huge challenges to local economies. It can
even have worldwide effects.

NEL CHAPTER 1: Landform Patterns 35

 FOCUS ON
FORMULATE QUESTIONS
When you are researching a geographic topic,
such as how mountains are formed or what effect
a landslide might have on a local community,
you need to ask good research questions. These
questions help you narrow your focus as well as
locate, gather, and organize your information.
A good inquiry question
• will lead to answers you don’t already know
• uses words whose meanings are clear
• is open-ended and will lead to many possible
answers
• helps give you answers that will focus your
research
• can be answered by gathering evidence
• might lead you to think about what you assumed
when you asked the question
• might lead you to ask more questions
A factual question, on the other hand, asks
for accurate details about a problem or topic, for
example, “What continent has the world’s tallest
mountain?” It is not a good inquiry question.
Question Type Description
definitional asks to make the meanings of terms clear
comparative asks for differences between, or similarities in,
aspects of a problem or topic
cause and effect seeks reasons for the cause of a problem and an
understanding of its effects
decision-making asks for decisions about actions that could help
solve a problem
speculative suggests what conclusion might come from
an action
ethical examines the rights and wrongs of a problem
or topic
FIGURE 1.20 This chart explains several types of questions.
36 UNIT 1: Physical Patterns in a Changing World
WHAT ARE GOOD INQUIRY QUESTIONS?
When we study geography, key questions include
the following: What is where? Why there? Why
care? Look at the chart in Figure 1.20 for other
good examples.
TRY IT
Try out your understanding of research questions.
1. Think about a geographic topic that you might
want to research. For example, you might want
to learn more about a recent natural disaster.
2. Decide what you want to learn about that
topic. Remember to think about the geographic
focus: What is where? Why there? Why care?
For example, perhaps you will decide to learn
the causes of the natural disaster, what could
have been done to prevent it, and whether
everyone acted properly to try to prevent it.
3. Write three possible research questions to help
you find out what you want to know. Ask one
or two classmates to review the questions and
offer suggestions for improvement. Revise your
questions, if necessary, based on their ideas.
Example
What exactly is a mountain?
How are the Rocky Mountains similar to the Alps?
Why are some mountains active volcanoes?
What could be done to help protect people from
volcanic eruptions?
How many lives would be saved if people were
ordered to move away from volcanic mountains?
Should governments control how close people live
to active volcanoes?
NEL
TOOLS FOR MEASURING DAMAGE
The seismograph is an important tool that measures and records the size seismograph  a tool that
and magnitude of movements of the ground, especially of an earthquake. measures and records the
magnitude and duration of
Magnitude is determined by the strongest seismic waves that are recorded a disturbance of the ground,
for an earthquake. As an example, the earthquake that caused the 2004 especially earthquakes
tsunami was a magnitude of 9.1. It was the third-largest earthquake ever
recorded on a seismograph. Volcanic eruptions can also be measured on a
seismograph. Before Mount Redoubt, Alaska, erupted in 2009 (Figure 1.21)
scientists were able to issue warnings based on the data they recorded.
Scientists use a Richter scale to classify earthquakes. The difference
between one whole number of magnitude and the next is a 10-times
increase in energy. So, an earthquake of 6.0 releases 10 times more energy
than an earthquake of 5.0 magnitude.
The damage to human-made structures, such as houses and roads
(Figure 1.22), increases as the movements of the ground increase in size.
For example, an earthquake that measures 4.0 to 4.9 on the Richter scale is
considered small. In an earthquake of that size, windows might break and
small objects fall from shelves. An earthquake that measures 7.0 to 7.9 is a
major earthquake. This size earthquake causes buildings to be knocked off
foundations and underground pipes to break.

FIGURE 1.21 A scientist installs a seismic station near

Mount Redoubt Volcano.

I wonder what kind of courses geologists take at

school to have a career studying earthquakes?

FIGURE 1.22 People carrying their belongings

across a destroyed road in central Philippines after a
6.8 magnitude earthquake in February 2012

I wonder whether there has ever been an

earthquake in the Philippines before?

NEL CHAPTER 1: Landform Patterns 37

 HEROES IN
BILAAL RAJAN: HELPING VICTIMS
OF HAITI’S EARTHQUAKE
On January 12, 2010, a 7.0 magnitude
earthquake shook the Caribbean nation of
Haiti. The quake’s epicentre was just 25 km
from the capital city of Port-au-Prince.
The city was destroyed. Officials estimated
that 316 000 people died and 300 000
were injured. About 285 000 homes were
demolished or badly damaged.
Even before the earthquake, life was
difficult in Haiti. It was the poorest country in
the Americas. Half of the
population did not have
access to a toilet. Only
about one-third had safe
drinking water. For years,
Haiti struggled to keep a
stable government and a
working economy.
Unlike the state of
California in the United
States, which experiences
similar events, Haiti had
few resources to prepare
for earthquakes or other FIGURE 1.23 Bilaal Rajan
natural disasters. Nor
did they have the resources to deal with the
devastation earthquakes can create.
HELP FOR HAITI
Following the earthquake, international
aid agencies such as the Red Cross raced
to set up operations in Port-au-Prince.
Individuals hurried to help as well. Among
them was 13-year-old Bilaal Rajan from
Toronto, Ontario (Figure 1.23).
It wasn’t the first time Rajan had taken
action for Haiti. In 2004, a hurricane hit the
island. Rajan, then eight, spearheaded a
cookie-selling fundraiser at his school. He
and his team of 12 raised more than $6000
for UNICEF to help the people of Haiti.
38 UNIT 1: Physical Patterns in a Changing World
ACTION
Over the years, Rajan continued to
speak out for those suffering from natural
disasters and poverty. For example, as you
read about on page 14, in 2004, a huge
tsunami in the Indian Ocean caused great
devastation, as well as many injuries and
deaths. Rajan helped raise funds to help
the survivors through his Canada Kids
Earthquake Challenge. In 2005, he became
UNICEF Canada’s child ambassador. In 2010,
at the age of 13, he challenged
every Canadian child to raise
$100 for UNICEF Canada’s
Haiti Emergency Fund by
fundraising in their schools or
communities.
“The challenges of the
Haitian people won’t go
away overnight, but young
Canadians can make an
enormous difference,”
said Rajan.
Why did Rajan feel he
needed to get involved in this
crisis? “I know it’s hard to put
ourselves in other people’s shoes,” he said,
“but we have to. It’s our duty to help other
kids because, as Canadians, we have so
much and others don’t.”
A CALL TO ACTION
1. List several reasons why you think
people get involved in helping relief
organizations. Share your list with a
classmate and see if you can add more
reasons to your list. Decide which of
the reasons would most encourage
you to help a relief organization.
2. How will you contribute to an issue
you care about? What can be done in
your school community to fund raise
for this cause?
NEL
PROTECTING OURSELVES
Disaster response organizations have some advice to offer.
In case of volcanic eruption, people should leave the area
immediately. The organizations also recommend having
breathing protection, such as masks, and emergency
supplies of food and water on hand. In case of an
earthquake, people indoors should seek shelter, for example,
behind a large piece of furniture or against an interior wall.
People outdoors should stay in the open away from large
trees, buildings, and power lines. They should not move
away until the possibility of aftershocks has passed.

IMPROVED TECHNOLOGIES AND STRUCTURES

Improved technologies, such as seismographs, are helping
scientists predict earthquakes and volcanoes. There are
about 4000 seismographs around the world, constantly
recording the time and size of each quake.
When a seismograph records a series of small shocks
in an area, scientists know that a plate boundary may be
undergoing pressure at a particular location, which could
mean that a large quake is coming.
As well, before a volcanic eruption occurs, magma moves
into an area below the volcano. Sometimes, seismographs
can alert scientists to these movements of magma. They FIGURE 1.24 The Transamerica
may be able to predict a volcanic eruption. Pyramid in San Francisco
No one has been able to design a structure that could survived a large earthquake
in 1989.
survive a direct hit from a massive earthquake. But in places
where earthquakes are common, laws require buildings to How does the design of this
be more resistant to earthquake damage. building make it earthquake-
As a result, engineers are improving structures. They proof?
have developed new building materials that bend, instead
of break, when shaken by shock waves. They have designed
walls that contain braces to help them resist shaking and
prevent collapse. Whole buildings have been designed with
flexible bases to absorb shock waves. They remain still even
when the ground is moving. Figure 1.24 shows an example
of this kind of building.

CHECK-IN
1. GEOGRAPHIC PERSPECTIVE Should people be
forced to move away from areas where there
are earthquakes and volcanoes? Consider the
impacts this policy would have. Create a t-chart
that lists pros and cons of such a policy. Express
your conclusion in a paragraph or by creating
a poster.
2. PATTERNS AND TRENDS Why do you think some
places have earthquakes, tsunamis, and
volcanoes while other places do not? Discuss
this question with a classmate. Choose a way to
summarize your discussion.

NEL CHAPTER 1: Landform Patterns 39

 CASE STUDY

EYJAFJALLAJÖKULL Iceland

ICELANDIC GREENLAND

volcano
Greenland
Sea N

HOT SPOT
Reykjavik
EYJAFJALLAJÖKULL
63.38°N, 19.37°W
ATLANTIC
OCEAN
EUROPE

0 500 km

The volcano of Eyjafjallajökull

(AY-uh-fyat-luh-YOE-kuutl) is one in a
chain of volcanoes across Iceland. For
almost 200 years, it had remained quiet.
It was completely covered in an ice cap.
Then, in March 2010, the volcano erupted
(Figure 1.25). Small, early eruptions were
followed by a massive eruption on April 14.
A flow of lava, at a temperature of 1000 °C,
began moving down the west slopes of the
volcano. A plume of fine ash rose more than
Geography 7 SB
11 000 m into the air.
0-17-659048-X
Eventually, the ash cloud from the eruption
spread across the entire continent FNof Europe C01-F12-GO7SB
and beyond (Figure 1.26). Airlines COwere Crowle Art Group
worried that their aircraft engines would
Pass
heat the ash to a glass-like substance, 4th pass
which would damage them and cause Approved
the
planes to crash. As a short-term measure,
Not Approved
the airspace over parts of Europe was shut
down for seven days. Almost 95 000 flights
were cancelled, affecting about 10 million
passengers. Travel plans were disrupted as
far away as India, southeast Asia, and the
United States. The airlines lost an estimated
$2 billion in business.

FIGURE 1.25 The ash from Eyjafjallajökull was carried

up so high that high-altitude air currents easily spread
it across Europe.

40 UNIT 1: Physical Patterns in a Changing World NEL

 Volcanic Ash Coverage April 14–25, 2010
When they were certain there would be
a larger eruption, Icelandic authorities
sent out phone calls and text messages to
nearby residents warning them to leave
the area. Emergency services were well
prepared and on standby duty.
Fortunately for Iceland, winds blew most
North Pole of the ash away from the populated areas.
In October 2010, snowfall on the glacier
did not melt. The volcanic activity was
declared over. The lessons learned from this
situation are helping authorities develop
better emergency response plans for
other challenges.

Eyjafjallajökull OPPORTUNITIES
Volcanoes provide opportunities for Iceland,
not just challenges. The Eyjafjallajökull
eruptions started a wave of volcano tourism
1000 miles as people came to the area to observe the
N activity. They were kept safely out of danger,
however. An official exclusion zone around
FIGURE 1.26 This map shows the volcanic ash
coverage from April 14 to 25, 2010. Most of Europe felt the volcano prevented people from getting
the effects of the volcano. too close to it.
More importantly, people living in Iceland
make use of the same energy that comes
The volcanic eruption had other effects
from within Earth’s interior and forces lava
on the area as well. The 200 m thick
to erupt from volcanoes. They use it as a
glacier on top of the volcano melted,
source of heat. Many buildings in Iceland
causing flooding in the area. About
are warmed using this energy. There are
700 people had to be evacuated. The
also many hot-water spas for residents
ash settled onto the land, and the heavy
and tourists.
sediments blocked rivers. At times, winds
whipped up the ash so that it formed
an ash mist, making visibility on the
ground poor.
EXPLORE THE ISSUE
READY OR NOT? 1. Why did the eruption of
Eyjafjallajökull have such a large
Scientists knew from weak earthquakes
impact?
in the region that the Eyjafjallajökull
2. a) What actions could you take to
volcano was active. Geologists had been
prepare for a volcanic eruption?
monitoring the situation 24 hours a day,
b) What are some actions that
including using web cameras trained
authorities should take to protect
on the volcano. They were waiting for
citizens from volcanic eruptions?
signs that the volcano would erupt.

NEL CHAPTER 1: Landform Patterns 41

 LOOKING BACK: CHAPTER 1

L A N D F O R M S
WH Y A R E
R T A N T ?
IMPO

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• describe landform characteristics and their patterns around
the world
• describe how natural and human activities create and change
landforms
• describe how landforms provide opportunities and challenges
for humans
• formulate questions to guide investigations

As you learned in this chapter, landforms are created by natural forces.

Landforms and the land itself are changed by the actions of people and
natural forces. Sometimes the changes cause natural disasters. Think back
to the question that started the chapter: why are landforms important? How
does your answer to this question now compare with your answer before you
read the chapter?

Summarize Your Learning

Select one of these tasks to help summarize your learning:
• Develop a storyboard for a 60-second educational video that profiles a
landform type. The video will describe the physical characteristics of the
landform, where it is located, how it is created, and how it is changed.
Make sure it includes at least 12 frames, with appropriate dialogue, music
cues, and graphic elements.
• Write copy for a tourism agency that tells about four or five of the world’s
most spectacular landforms. The copy must explain what makes each
landform special and include a map showing its location, how it was
created, and how it has changed, as well as other important information.

42 UNIT 1: Physical Patterns in a Changing World NEL

 LOOKING BACK: CHAPTER 1

L A N D F O R M S
WH Y A R E
R T A N T ?
IMPO

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• describe landform characteristics and their patterns around
the world
• describe how natural and human activities create and change
landforms
• describe how landforms provide opportunities and challenges
for humans
• formulate questions to guide investigations

As you learned in this chapter, landforms are created by natural forces.

Landforms and the land itself are changed by the actions of people and
natural forces. Sometimes the changes cause natural disasters. Think back
to the question that started the chapter: why are landforms important? How
does your answer to this question now compare with your answer before you
read the chapter?

Summarize Your Learning

Select one of these tasks to help summarize your learning:
• Develop a storyboard for a 60-second educational video that profiles a
landform type. The video will describe the physical characteristics of the
landform, where it is located, how it is created, and how it is changed.
Make sure it includes at least 12 frames, with appropriate dialogue, music
cues, and graphic elements.
• Write copy for a tourism agency that tells about four or five of the world’s
most spectacular landforms. The copy must explain what makes each
landform special and include a map showing its location, how it was
created, and how it has changed, as well as other important information.

42 UNIT 1: Physical Patterns in a Changing World NEL

 APPLY YOUR LEARNING
1. COMMUNICATE Some people find it hard to believe
that the parts of Earth’s crust are moving. Reread
pages 26 to 28. Working with one or two others,
design a way to show how the plates move.
You might make a model, draw a cartoon strip,
or create a dance or play. Make sure that you
include information about transform, convergent,
and divergent plate boundaries in your design.
2. SPATIAL SIGNIFICANCE “Some of Canada’s
population—those people in British Columbia—
may experience the damaging effects of plate
tectonics. Most of Canada’s population, however,
will likely not.” Research evidence you need to
prove that this statement is true. Show your
evidence to a neighbour or family friend. Conduct
an interview about whether or not knowing this
information would help him or her decide where
to live in Canada.
3. FORMULATE QUESTIONS The chapter starts with
the question“Why are landforms important?”
Read the ideas for asking research questions on
page 36. Use them to make up research
questions that might help answer the question.
4. EVALUATE AND DRAW CONCLUSIONS Write a
paragraph with the following topic sentence: “The
patterns of landforms on the surface of Earth
are always changing.” Use information from this
chapter as evidence to prove your topic sentence.
UNIT1
CHALLENGE
CHECK-IN
1. Review the Unit 1 Challenge on page 15. The first
step in creating your disaster response plan is to
select a community to create a plan for. You can
pick a location from anywhere in the world. Think
about a location that interests you and that you
would like to learn more about.
2. Your next step is to select the natural disaster
that you will create your plan for.
NEL
5. GATHER AND ORGANIZE Using multiple sources
of information, research a recent earthquake
or volcanic event somewhere in the world
to understand why this event occurred and
where it did. Or check Google Earth Real-Time
Earthquakes to find hour-by-hour data on current
earthquake or volcanic activity. Be sure to
consider patterns of landforms in your research.
Organize your notes to make the information
easier to understand.
6. INTERRELATIONSHIPS Suppose that you live
somewhere around the Pacific Ring of Fire.
Which tectonic event—volcanic eruption or
earthquake—would you find most frightening?
Explain your answer.
7. INTERRELATIONSHIPS Create a sketch or other
visual representation of a landform of your
choice. In your work, show how the landform
impacts people living near it.
3. Keeping in mind what you learned about
landforms in Chapter 1, do some research to find
out if your chosen community is likely to be at
risk from your selected natural disaster.
4. Review the Focus On: Formulate Questions on
page 36. Formulate research questions to start
your disaster plan.
CHAPTER 1: Looking Back 43
 APPLY YOUR LEARNING
1. COMMUNICATE Some people find it hard to believe
that the parts of Earth’s crust are moving. Reread
pages 26 to 28. Working with one or two others,
design a way to show how the plates move.
You might make a model, draw a cartoon strip,
or create a dance or play. Make sure that you
include information about transform, convergent,
and divergent plate boundaries in your design.
2. SPATIAL SIGNIFICANCE “Some of Canada’s
population—those people in British Columbia—
may experience the damaging effects of plate
tectonics. Most of Canada’s population, however,
will likely not.” Research evidence you need to
prove that this statement is true. Show your
evidence to a neighbour or family friend. Conduct
an interview about whether or not knowing this
information would help him or her decide where
to live in Canada.
3. FORMULATE QUESTIONS The chapter starts with
the question“Why are landforms important?”
Read the ideas for asking research questions on
page 36. Use them to make up research
questions that might help answer the question.
4. EVALUATE AND DRAW CONCLUSIONS Write a
paragraph with the following topic sentence: “The
patterns of landforms on the surface of Earth
are always changing.” Use information from this
chapter as evidence to prove your topic sentence.
UNIT1
CHALLENGE
CHECK-IN
1. Review the Unit 1 Challenge on page 15. The first
step in creating your disaster response plan is to
select a community to create a plan for. You can
pick a location from anywhere in the world. Think
about a location that interests you and that you
would like to learn more about.
2. Your next step is to select the natural disaster
that you will create your plan for.
NEL
5. GATHER AND ORGANIZE Using multiple sources
of information, research a recent earthquake
or volcanic event somewhere in the world
to understand why this event occurred and
where it did. Or check Google Earth Real-Time
Earthquakes to find hour-by-hour data on current
earthquake or volcanic activity. Be sure to
consider patterns of landforms in your research.
Organize your notes to make the information
easier to understand.
6. INTERRELATIONSHIPS Suppose that you live
somewhere around the Pacific Ring of Fire.
Which tectonic event—volcanic eruption or
earthquake—would you find most frightening?
Explain your answer.
7. INTERRELATIONSHIPS Create a sketch or other
visual representation of a landform of your
choice. In your work, show how the landform
impacts people living near it.
3. Keeping in mind what you learned about
landforms in Chapter 1, do some research to find
out if your chosen community is likely to be at
risk from your selected natural disaster.
4. Review the Focus On: Formulate Questions on
page 36. Formulate research questions to start
your disaster plan.
CHAPTER 1: Looking Back 43
CHAPTER 2

CHANGING
PATTERNS
OF CLIMATE ESPOND
D WE R
HOW SHOUL E CHANGE?
TO CLIMAT
LEARNING GOALS
As you work through this chapter, you will
• describe patterns in the climates of the world
• use climate graphs to understand characteristics of
climates
• describe how some natural processes and human
activities change climate patterns

In October 2012, a hurricane began forming in the

Atlantic Ocean over the Caribbean Sea. In just
over a week, Hurricane Sandy blasted through eight
countries, killing about 150 people and causing an
estimated $60 billion in damage.

In the United States, New York City and cities in

New Jersey were particularly hard hit. Work to repair
the damage caused by Hurricane Sandy went on for
many months.

Many climate scientists agree that hurricanes like

Sandy will become more common in the future because
Earth’s climate is changing. Most geographers and
other scientists believe that our actions are causing
climate change.

What other extreme weather events do you know about?

44 NEL
NEL 45
WHY IS
CLIMATE
IMPORTANT?
Hurricane Sandy is an example of weather (Figure 2.1). Weather describes
the conditions of the air in a particular place and on a particular date. It
describes what it is like outside today. A description of a day’s weather could
include the temperature, whether it is sunny or cloudy, whether there is rain
or snow, and how windy it is. How does weather affect your day?
Climate, on the other hand, refers to the average weather of an area over
decades or even centuries. It does not describe any particular event or any
particular date. You can use climate information to predict what conditions
might be like in a particular place at a certain time of year.

HOW CLIMATE AFFECTS US

Just as landforms can shape our way of life, so can climate. Climate affects
what we eat by limiting the types and amount of food that can be grown. For
example, tropical fruits such as pineapples and bananas can grow only in
warm, sunny climates.
Climate also affects what we wear and the types of shelters we build.
People living in colder climates wear warm clothes and live in shelters that
protect them from harsh weather. People living in warmer climates wear FIGURE 2.1 This satellite image
light clothes and build shelters that protect them from the Sun and keep shows Hurricane Sandy over the
Atlantic Ocean, moving north.
them cool.
How can technology help
EARTH’S CHANGING CLIMATE me to understand and
predict weather?
Earth has a long history of changing climate. Scientists have used samples
of ancient ice to determine that Earth has gone through many periods of
weather  the short-term
warming and cooling. conditions of the air in a
Climate change means a change in long-term weather patterns. This particular place and on a
could include changes in temperature, moisture, or wind patterns. Climate particular date
change is natural. In the past, the climate changed over hundreds or climate  the average weather
thousands of years. Now, climate changes are happening over decades or of an area over a long period
even from year to year. Figure 2.2 shows how the Trift Glacier in Switzerland of time
has changed since 1948. climate change  changes in
Most geographers and other scientists agree that human actions are long-term weather patterns
causing our climate to change more quickly than ever before. Global caused by natural events or
human activity
temperatures are getting warmer. The increase in average global
temperatures is called global warming. global warming  an increase in
average global temperatures
near Earth’s surface

46 UNIT 1: Physical Patterns in a Changing World NEL

 A B C

FIGURE 2.2 The Trift Glacier in Switzerland has noticeably shrunk in the past 50 years. I wonder what other
This rapidly shrinking glacier is one piece of evidence that our climate is glaciers are affected
becoming warmer. (A) 1948; (B) 2002; (C) 2006 by climate change?

NEL CHAPTER 2: Changing Patterns of Climate 47


FIGURE 2.3 Even a small increase
in average global temperature can
have large impacts on many areas
of our lives.
IMPACTS OF A CHANGING CLIMATE
Climate change will have a significant impact on how people live around
the globe. Hotter, drier climates are changing the types and amounts of
crops that can be grown. Some areas are experiencing drought, or severe
water shortages.
Global warming is also melting ice around the world. The area and
thickness of Arctic sea ice has decreased dramatically. Ice sheets in
Greenland and Antarctica as well as glaciers in other parts of the world are
melting. The water from the melting ice is causing sea levels to rise. Some
coastal areas are experiencing damaging conditions due to the increase in
sea level.
Climate change will also increase the occurrence of extreme weather
events such as Hurricane Sandy, as well as floods and tornadoes.
Communities around the world, including Canada, will have to make major
changes to protect their safety. Figure 2.3 identifies some projected impacts
of climate change.
How Will Climate Change Affect Earth?

smaller crop yields

food
some northern regions may have smaller crop yields in many
larger crop yields developed countries
Areas impacted by climate change

higher ocean levels

water glaciers melt less fresh water available damage coastal cities

natural
coral reefs damaged many species face extinction
environment

extreme
greater number of storms, floods, hurricanes, and other extreme weather events
weather

increase in deaths from heat increase in malnutrition

health waves, floods, and droughts and diseases

0 °C 1 °C 2 °C 3 °C 4 °C 5 °C
Increase in average global temperature

Wealthier countries, such as Canada, have many advantages that can help
overcome changing climate conditions. Some areas within developing
regions, such as areas in Africa, Asia, and Central America, already struggle
to live with poor climate conditions. Climate change will have a greater
negative impact on them because they do not have enough money to build
stronger shelters and buy more resources. For people in these regions,
climate change is a life-or-death situation (Figure 2.4).
Geography 7 SB
48 UNIT 1: Physical Patterns in a Changing World NEL
0-17-659048-X
 COMPARING THE EFFECTS OF CLIMATE CHANGE
Let’s examine how climate change will affect Canada and Africa.

12°
2114 10°

2080
In 100 years, scientists
predict that northern 8°
Canada will be 12 °C 6° Some predict that
warmer than it is now. average temperatures
4° in Africa may increase
Canada 2050 2°
by 7–8 °C by the 2080s. Africa
High-latitude regions
like Canada will become
Scientists predict
that temperatures in 0° 2050 Africa will feel the effects of
climate change more than any
dramatically warmer. The Ontario will rise By 2050, average other continent. Its location,
far north of Canada will 2–4.5 °C by 2050. temperatures in many level of poverty, and low
°C
face the most change. areas of Africa will development will make it
increase by 1.5–3 °C. harder to cope.

AGRICULTURE WATER HEALTH ECOSYSTEM

Global warming will alter 65% of
Warmer temperatures in Canada
will reduce crops by10–30%. By 2020 In 2010 the natural habitat in Canada's
106 people died from heat-related
northern regions.
By 2020, African crops 75–250 million African causes in Montreal.
In Africa, deserts will grow as the
will reduce by50%. people will have difficulty finding
fresh water. By 2020 land dries out.

SEA LEVELS In Africa, annual rainfall will

By 2100
sea levels will rise 15–95 cm
worldwide. 56 million people in
Africa will be affected.
Coastal cities in Canada, like
Halifax and Vancouver will flood.
decrease in northern Sahara,
leading to droughts.
In Canada, there will be more
precipitation in the winter and
less precipitation in the summer.
460 Montrealers will die in
heat waves.
By 2080
182 million
in Africa could die of diseases
directly caused by climate change.
By 2080
deserts will grow by 5–8%.
EXTREME WEATHER
Both Canada and Africa will
experience more extreme weather
events, such as floods, tornadoes,
and hurricanes.

FIGURE 2.4 Climate change will affect food production, water supply, and
frequency of extreme weather events.

CHECK-IN
1. INTERRELATIONSHIPS How does the climate where
you live affect your way of life and day-to-day
activities?
2. GATHER AND ORGANIZE Think about the information
you need in order to better understand the
challenges of climate change. Make a list of
topics you need more information about. As you
work through this chapter, keep notes about your
selected topics.
3. EVALUATE AND DRAW CONCLUSIONS What can you
do to protect yourself from the effects of climate
change where you live?
4. GEOGRAPHIC PERSPECTIVE With a partner study
Figure 2.4. Discuss what other aspects of our
lives would be affected by climate change.
Choose one aspect. Write a brief paragraph
comparing how it would affect Canada and one
other country.

NEL CHAPTER 2: Changing Patterns of Climate 49

 AUSTRALIA’S Australia

WATER
QUEENSLAND
SOUTH
AUSTRALIA
NEW SOUTH
WALES
Mu Sydney

WOES
Adelaide rr

ay
River
Canberra
VICTORIA
35.55°S, N
138.88°E Melbourne

0 350 km

DROUGHT WIPES OUT FARMERS

In 2009, farmers who depended on Australia’s Murray River were getting
desperate for water. They were experiencing the worst drought—an
extended period of no rain—in 100 years. In parts of southeastern Australia,
the drought had lasted more than 10 years. Many farmers saw a lifetime of
work drying up in front of their eyes. One dairy farmer had only 70 cows left
out of a herd of 500. A citrus grower plowed up half of his orchard because
he did not have enough water for his crop. A rice farmer had been growing
the water-loving grain since 1962. The farmer had7 tried
Geography SB to conserve water but
finally had to cut back the number of0-17-659048-X
acres he could farm.
Climate change affects people’s lives. Australia has been getting warmer.
FN C02-F22-G07SB
The continent’s average temperature has risen by almost 2 degrees Celsius
since the 1950s. However, AustraliansCOare taking stepsCrowle
to dealArt
withGroup
the
new reality.
Pass 4th pass
Approved
WORKING AGAINST NATURE Not Approved
Getting by with less water is hard on people, animals, and crops. Australia is
the world’s driest inhabited continent. It has both arid and semi-arid climates,
which means it gets only 250 to 500 mm of rainfall a year. Typically, wet
periods alternate with dry periods.

FARMING AROUND MURRAY RIVER: THEN AND NOW

When European settlers arrived in the 1800s, they were lucky to settle during
a period of heavier rainfall. The area around the Murray River seemed like a
perfect place for farming. Settlers cleared the forests and established dairy
farms. They started to grow crops that required a lot of water. But the crops
turned out to be ill-suited to the climate.

50 UNIT 1: Physical Patterns in a Changing World NEL


FIGURE 2.5 Scientists collect soil
samples in Jury Swamp along
the Murray River in southeastern
Australia. The wetland completely
dried up during the drought.
NEL
When drier periods came, people used water from the Murray River to
irrigate their land. Over the years, too many people tapped into the river,
and by the 1990s, there was not enough water to go around. The problems
worsened when the area around the Murray River started getting less rain
in 2002 (Figure 2.5). The river’s water level dropped so low that salt water
from the ocean backed up into the river’s mouth and Lake Alexandrina. Many
freshwater fish and bird species vanished. This event shows how severely a
change in the climate can affect the wildlife of a natural area.
WEATHER EXTREMES
Climate change has affected different parts of Australia in different ways. For
example, in 2011 in Queensland, a state in northeastern Australia, people had
the opposite problem from drought—too much rain.
Queensland suffered through months of storms and heavy rains. Matthew
England of the Climate Change Research Centre explained that the waters
of Australia were warming and adding moisture to the atmosphere. This can
trigger more severe storms. Cycles of dry and wet periods have always been
part of Australia’s climate. However, many scientists believe that as Earth’s
atmosphere grows warmer, the swings from wet weather to dry weather will
be more extreme.
CHAPTER 2: Changing Patterns of Climate 51
 FIGURE 2.6 Mining machines near Newcastle—the
world’s largest coal port—in New South Wales
(NSW), Australia, extract coal from an open mine.
Australia relies on fossil fuels to produce 75 percent
of its electricity.

PREDICTIONS FOR THE FUTURE

In April 2009, Isaac Held, a scientist for the U.S. National Oceanic and
Atmospheric Administration, said, “Wet areas are going to get wetter and dry
areas drier.”
Some scientists do not think the changes in Australia’s climate will be
permanent. They believe the events might be variations in a natural cycle.
Other scientists strongly disagree, saying that eastern and southern Australia
will continue to see less rainfall. They also project that temperatures will climb
0.6 to 1.5 degrees Celsius by 2030. The swings between drought and heavy
rains could grow even more severe. If this happens, Australia will find it even
harder to meet the water needs of farms and cities in the future. During the
recent drought, many cities had to restrict people’s use of water. People
hauled buckets of used shower water to their gardens. Some people even
installed artificial lawns, which do not need to be watered.
At the end of the latest drought, David Harriss of the NSW Office of Water
in Sydney said, “Water is like gold now. We’re running out of the stuff.”
Without question, the droughts are changing how Australia uses its water.

A NEW ENERGY FUTURE

Most experts blame Australia’s dependence on coal for rising temperatures
and changing rainfall patterns. For the size of its population, Australia
releases a large amount of carbon dioxide (CO2) into the atmosphere. Most
of these carbon emissions come from burning coal (Figure 2.6). In 2011,
Australia introduced the Clean Energy Future plan. Its goal is to protect the
environment from damage due to climate change. The government wants to
make its industry more sustainable, or able to continue into the future with
the least amount of harm to the environment.

52 UNIT 1: Physical Patterns in a Changing World NEL

 TAX ON POLLUTION
A main feature of Australia’s energy plan is a tax penalty paid to the
government for carbon emissions. The country’s 500 largest polluters will
have to pay a tax based on their carbon emissions: the more they pollute, the
more tax they have to pay. The Australian government thinks this tax will lead
businesses to reduce pollution and use less energy. Money from the tax will
be used to help customers switch to renewable energy sources, such as solar
and wind power.
Australia has set high goals for its energy plan. It wants to cut carbon
pollution by 23 percent in 2020. That would be equal to taking 45 million
cars off the road. The country plans to close older power plants and produce
much more electricity from renewable energy sources.

SUNNY DAYS FOR SOLAR POWER

Because of its sunny climate, Australia started a Solar Cities program, which
helps businesses and homes use energy wisely. The goal of the program
is to reduce the use of fossil fuels and increase the use of solar energy.
Adelaide, one of seven cities in the program, introduced the world’s first solar
electric bus (Figure 2.7). Western Australia’s largest solar site includes eight
buildings at the Perth Zoo. Thousands of schools around the country have
changed to solar power. Clearly, Australia is taking important steps to fight
climate change.

FIGURE 2.7 A driver tests a solar-powered

test car. Vehicles powered by a renewable
energy source do not harm the environment.

EXPLORE THE ISSUE

1. “Some scientists do not think the changes in
Australia’s climate will be permanent. They believe
the events might be variations in a natural cycle.
Other scientists strongly disagree, saying that
eastern and southern Australia will continue to see
less rainfall.” Explain how scientists could have two
different viewpoints on an issue.
2. What steps is Australia taking to cope with the
problems that come with climate change? In your
opinion, are these steps effective? Discuss your ideas
in a small group.

NEL CHAPTER 2: Changing Patterns of Climate 53

HOW DO WE
DESCRIBE CLIMATE?
To describe climate, geographers start by gathering data about weather.
Meteorologists, the scientists who study weather, supply the data by
measuring weather conditions like those in the table below:

Temperature Precipitation Wind Conditions

• maximum (highest) daily temperature • amount of moisture in the air (relative humidity) • wind speed
• minimum (lowest) daily temperature • amount of precipitation • wind direction
• type of precipitation
• cloud cover (amount and type of clouds)

The climate on Earth works as a system. The global climate system, climate regions areas
shown in Figure 2.8, is made up of five parts: Earth’s surface, the of Earth identified as
having similar climate
atmosphere, all the water on Earth, all the ice on Earth, and all life on Earth. characteristics
With energy from the Sun, these parts interact in several ways to produce
the climates of different places. Geographers group together places with FIGURE 2.8 This diagram shows
similar climates into climate regions. the global climate system.
The Sun’s energy powers the
climate on Earth.

energy arriving from the Sun

gases and ash from clouds

energy leaving Earth
erupting volcanoes

interactions precipitation
between
land and air wind
snow and ice interactions
between
water
human interactions and air
activities between
water runoff air and ice
water
ocean currents ice
interactions
between
water and ice

54 UNIT 1: Physical Patterns in a Changing World NEL

READING
CLIMATE GRAPHS
Climate graphs combine bar and line graphs
to show both average monthly temperatures Brisbane, Australia
and average monthly precipitation amounts 30 400
for a place. Geographers use climate graphs 20 350

Precipitation (mm)
Temperature (°C)
to show and analyze climate data. When you 10 300
read a climate graph, you analyze the data. 0 250
Look at the climate graph in Figure 2.9. The –10 200
average monthly temperature is shown by the –20 150
line graph. The average monthly precipitation –30 100
is shown by the bar graph.
–40 50
–50 0
J F M A M J J A S O N D
FIGURE 2.9 Climate graph for
Month
Brisbane, Australia
temperature precipitation

Climate Data for Brisbane, Australia

Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

Average monthly temperature (°C) 25.1 25.0 23.9 21.7 18.8 16.1 15.0 16.0 18.3 20.7 22.7 24.3
White box in bottom layer.
Average monthly precipitation (mm) 169 148 140 104 97 74 68 46 33 105 110 132

FIGURE 2.10 Climate data for Brisbane, Australia

HOW TO READ A CLIMATE GRAPH

Determine the average annual temperature.

STEP 1
Using the data in Figure 2.10, add up the monthly
Geography 7 SB
temperatures. Divide by 12.
0-17-659048-X
Determine the temperature range. This is the
FN C02-F21-G07SB number of degrees from the highest monthly
CO STEP 2
Crowle Art Group temperature to the lowest. Subtract the
lowest monthly temperature from the highest
Determine the precipitation pattern by looking monthly temperature.
Pass 3rd pass
at when most of the city’s precipitation occurs.
Approved
Most places in the world match one of these Determine the total annual precipitation.
three patterns: Not Approved STEP 3 This is calculated by adding up the monthly
• winter maximum—most precipitation occurs in precipitation totals.
the coldest months of the year
• summer maximum—most precipitation occurs in STEP 4
the warmest months of the year
• evenly distributed—each month has about the
same amount of precipitation
As you can see, you need to look at both
temperature and precipitation to figure out the
precipitation pattern.

NEL CHAPTER 2: Changing Patterns of Climate 55

 (hot with dry season)
steppe
(warm and dry)
desert
GLOBAL CLIMATE PATTERNS
(hot and very dry)
mild Iqaluit, Canada
30 400
Climate
(warm andregions
wet) are found in different parts of the world.
20 350
Geographers
continental group them into nine overall climate regions

Precipitation (mm)
Temperature (°C)
(dry with cold winter) 10 300
seen here in Figure 2.11.
assubarctic 0 250
(very cold winter) –10 200
polar 2.11 This map
FIGURE shows climate regions around –20 150
(very cold and dry)
the world and climate graphs for each region. Which –30 100
mountainous
climate region is the least like the climate from where –40 50
(altitude affects climate)
you live? Why do you think it is so different? –50 0
J
F M A M J J A S O N D
ARCTIC OCEAN Month

Iqaluit (63.75°N, 68.52°W)

Climate Graphs White box in bottom layer.

temperature Winnipeg (49.90°N, 97.14°W)
precipitation PACIFIC

OCEAN
Winnipeg, Canada
30 400
20 350
Precipitation (mm)
Temperature (°C)

10 300
Tropic of Cancer
ATLANTIC
0 250
–10 200 OCEAN
–20 150
–30 100
–40 Geography
50 7 SB
World Climate Regions
tropical
–50 0-17-659048-X
0 (hot with rain all year)
J F M A M J J A S O N D
Equator
Month FN C02-F04I-G07SB
savannah
(hot with dry season) Belém (1.45°S, 48.50°W)
CO Crowle Art Group
steppe
Belém, Brazil (warm and dry)
40 450
d) 30 Pass 400 4th passdesert
(hot and very dry)
20 Approved350
Precipitation (mm)
Temperature (°C)

mild
10 White box in bottom Not
layer.Approved
300 (warm and wet) Tropic of Capricorn
0 250 continental
–10 200 (dry with cold winter)
–20 150 subarctic
–30 100 (very cold winter)
polar PACIFIC
–40 50
(very cold and dry)
–50 0 OCEAN
J F M A M J J A S O N D mountainous
Month (altitude affects climate)

Lusaka, Zambia Dubai, United Arab Emirates

30 400 40 400
20 350 30 350
Precipitation (mm)

Precipitation (mm)

Antarctic Circle
Temperature (°C)

Temperature (°C)

10 300 20 300
0 250 10 250
G07SB –10 200 0 200
Climate Graphs
t Group –20 150 –10
temperature
150
–30 100 –20 100
precipitation
–40 50 –30 50
–50 0 –40 0
J F Geography
M A M J 7J SBA S O N D J F M A M J J A S O N D
Month
0-17-659048-X Month

56 1: Physical Patterns C02-F04A-G07SB

UNITFN in a Changing World NEL

CO Crowle Art Group

 Münster, Germany Yakutsk, Russia
30 400 30 400
20 350 20 350

Precipitation (mm)

Precipitation (mm)
Temperature (°C)

Temperature (°C)
10 300 10 300
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
Month Month

Arctic Circle

Yakutsk (62.03°N, 129.73°E)

Münster (51.96°N, 7.63°E)

White box in bottom layer.
White box in bottom layer.

Mashhad (36.30°N, 59.60°E)

Lhasa (29.65°N, 91.10°E)

Dubai (25.20°N, 55.30°E) PACIFIC

OCEAN

Geography 7 SB
0-17-659048-X
04F-G07SB FN C02-F04H-G07SB
e Art Group N
CO Crowle Art GroupI N D I A N
OCEAN
ss Pass 3rd pass
Lusaka (15.41°S, 28.28°E)
Approved
Not Approved
ATLANTIC

OCEAN
0 1000 km

Mashhad, Iran Lhasa, China

30 400 30 400
20 350 20 350
Precipitation (mm)

Precipitation (mm)
Temperature (°C)

Temperature (°C)

10 300 10 300
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
Month Month

NEL CHAPTER 2: Changing Patterns of Climate 57

MAKING
CLIMATE GRAPHS
You already know how to read a climate graph. In this activity, you will
learn how to make one.

Climate Data for Beijing, China

Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

Average monthly temperature (°C) –4.3 –1.9 5.1 13.6 20.0 24.2 25.9 24.6 19.6 12.7 4.3 –2.2

Average monthly precipitation (mm) 3 5 8 21 34 78 185 160 45 22 7 3

FIGURE 2.12 Climate data for Beijing, China. How might you draw a graph using
two sets of numbers and keep them separate on the graph?

HOW TO MAKE A CLIMATE GRAPH

Draw the x axis for the climate graph on graph

STEP 1
paper. Label 12 spaces along the x axis (horizontal)
with the initials of the months of the year.

Your graph needs two y axes (vertical). Draw the

left axis for temperature first.
• Label the lines from –50 °C to 30 °C. The
temperature labels can be adjusted depending
STEP 2 on the highest and lowest temperatures of
the place you are graphing. For example, you
might start at –20 °C if there are no very low
temperatures for the place.
• Label this axis “Temperature.”

Now draw the right y axis for precipitation.

• Label the lines with 0 mm on the bottom line
and intervals of 50 mm to the top. Precipitation
labels can also be adjusted, but 0 mm must STEP 3
always be on the bottom line.
• Label this axis “Precipitation.”

Make a line graph to show temperature.

• Find the temperature for each month from the
data table for Beijing (Figure 2.12). Put a red dot
in the middle of each column for each month
STEP 4 using the left y axis.
• Once you have plotted all 12 points, join the dots
with a red line.

Make a bar graph to show precipitation.

• Find the precipitation amount for each month
from the data table for Beijing. Draw a bar for
STEP 5
each month using the right y axis.
• Colour the bars blue.

Add a title above your climate graph, giving the

STEP 6
name of the place.

58 UNIT 1: Physical Patterns in a Changing World NEL

HOW CLIMATE DATA TELLS US CLIMATE
IS CHANGING
Climate graphs can help us identify how climate is changing. Comparisons
can be made among climate graphs of the same locations over periods of
10, 20, or more years. In many parts of the world, detailed climate statistics
have been kept for over 100 years (Figure 2.13). Changes in temperature and
precipitation trends are good indicators of climate change.
These are some aspects to compare:
• Monthly temperatures: Changes to the hottest and coldest monthly
temperatures tell us whether there is a warming or cooling trend.
• Temperature ranges: Changes to the temperature range tell us whether
the range is becoming larger, with hotter summers and colder winters,
or whether the range is becoming smaller, with cooler summers and
warmer winters. What can precipitation
patterns tell us about
• Precipitation totals: Changes to precipitation totals tell us whether there
the climate of a
is more or less precipitation. particular place?
• Precipitation patterns: Changes to precipitation patterns tell us whether
there are drier summers or wetter winters.
Comparing climate graphs for just one location will not give us a very good
understanding of the ways that the climate is changing around the world.
Geographers will compare climate graphs over a wide area and over long
periods of time to create a detailed understanding of the changing climate.

FIGURE 2.13 This graph shows

Global Temperature Changes, 1850–2012 changes in temperature from 1850
to 2012.
0.6
Temperature change
from average (°C)

0.4
0.2
0
–0.2
–0.4
–0.6
1850 1900 1950 2000
Years

CHECK-IN
1. INTERRELATIONSHIPS Review Figure 2.8 on
page 54 and explain the global climate system
to a partner in your own words.
2. GATHER AND ORGANIZE Choose one of the climate
regions from Figure 2.11 on pages 56 and 57. Find
more information about that climate type and
places in the world with that climate type. Decide
on an appropriate way to share your information.
3. PATTERNS AND TRENDS Figure 2.11 shows the
climate regions around the world. Study the map
and think about what you know about the natural
environment. Using your prior knowledge, predict
three factors or forces that might create the
patterns shown on the map.

NEL CHAPTER 2: Changing Patterns of Climate 59

WHAT FACTORS
AFFECT CLIMATE?
Climate factors are the conditions that affect the climate characteristics of climate factor  a natural
a particular location. There are six major natural climate factors: air masses condition or situation
that affects the climate
and winds, latitude, ocean currents, elevation, relief, and bodies of water. characteristics of a place
Some are global factors that affect all parts of Earth. Some are local factors
that influence only small parts of Earth.

GLOBAL CLIMATE FACTOR:

WINDS AND AIR MASSES
Winds and air masses help move energy around the planet.

WINDS
The zone near the equator is hot. Here, as the air warms and rises, cooler air prevailing wind  the usual
moves in beneath it. Movements of air along Earth’s surface are called winds. or common winds for a
particular place
The world’s wind systems are complex because of two conditions:
trade winds  winds that blow
• Earth spins on its axis from west to east. This causes the winds to veer steadily toward the equator
sideways. In the northern hemisphere the winds appear to move to the right. from the northeast in the
In the southern hemisphere they appear to move to the left. northern hemisphere or the
southeast in the southern
• Land and water are not evenly distributed over Earth’s surface. There is hemisphere
more land in the northern hemisphere than in the southern hemisphere.
Since land heats up more quickly than water, there is more warm, rising
air in the northern hemisphere. This changes the movements of
rising warm air
the winds around the world.
Figure 2.14 shows the pattern of global wind easterlies
systems. The wind that blows most commonly in an 60°N
area is the prevailing wind. For most of Canada, westerlies
the prevailing winds are from the west and are
called the prevailing westerlies. Trade winds 30°N
are winds that blow steadily toward the trade winds
equator from the northeast in the northern
hemisphere or the southeast in the southern
Equator
hemisphere, especially at sea.

trade winds
30°S
FIGURE 2.14 As warm air rises,
cooler air slides in underneath, and westerlies
the warmer air moves along to replace
the cooler air. This creates a series 60°S easterlies
of cycles of rising and sinking air above
Earth’s surface. sinking cold air

60 UNIT 1: Physical Patterns in a Changing World NEL

 AIR MASSES
An air mass is a large body of air that has similar temperature and moisture air mass  a large volume of
conditions throughout. air with similar conditions of
temperature and moisture
Air masses that form over warm bodies of water pick up moisture and throughout
heat from the water (Figure 2.15). As the global winds carry the air masses
along, they bring warm, wet weather, which affects the land areas under
them. Air masses that begin over land tend to be dry.

North American Air Mass Systems

FIGURE 2.15 This diagram shows air
arctic air masses mass systems in North America.
frigid and dry

maritime polar air

masses cool and moist maritime polar air
masses cool and moist
continental polar air
masses cold and dry

continental tropical air

masses hot and dry maritime tropical air
maritime tropical air masses warm and wet
masses warm and wet
maritime tropical
air masses warm
and wet
0 900 km

GLOBAL CLIMATE FACTOR:

LATITUDE North Pole
Latitude describes how far north or south a place is from energy from the Sun
Arctic Circle 66.5°N
the equator. It is measured in degrees. The places closest to
the equator (0° latitude) receive more concentrated, direct Tropic of Cancer 23.5°N
energy from the Sun than those farther from the equator energy from
(Figure 2.16). In areas of higher latitudes (farther from the the Sun
Equator 0°
graphy 7 SB
equator), energy from the Sun is spread over a larger area and
-659048-X
is less concentrated. Places with lower latitudes tend to have
Tropic of Capricorn 23.5°S
warmer climates than those at higher latitudes.
C02-F08-G07SB Courtney, I don’t know how much more map area you need down
Crowle Art Group in South America.
FIGURE 2.16 When sunlight strikes a sloped Antarctic Circle 66.5°S
energy from the Sun
Could you please ask the formatter to mask out the excess.
surface, its energy is spread out over a larger area.
4th pass Sunlight shines more directly on the equator, so South Pole
roved its energy is more concentrated there.

Approved
NEL CHAPTER 2: Changing Patterns of Climate 61
GLOBAL CLIMATE FACTOR:
OCEAN CURRENTS
Oceans make up about 70 percent of Earth’s surface. Within the oceans
are massive flows of water called ocean currents. Ninety percent of ocean ocean current  a flow of
currents are cold deep-water currents. Cold currents begin in the polar water within an ocean
influenced by winds, gravity,
regions and bring cool water toward the equator. The remaining 10 percent and the spinning of Earth on
of ocean currents are warm surface currents. Warm currents start in the its axis
tropics and bring warm water into cooler regions. These currents either
warm or cool the climates of land areas nearby.
The movement of cold and warm currents creates a global ocean
circulation system. This system has been called a conveyor belt because
the ocean waters travel around the world in a long, slow loop. It would take
about a thousand years for a single particle of water to make one complete
circuit of the global ocean circulation system.

GEOGRAPHY AT WORK CLIMATOLOGIST

Climatologists study climate. They study weather
patterns and the factors that affect them (Figure 2.17).
Climatologists use long-term weather data to identify
trends and understand their causes. They make
predictions about how the climate will change.
Dr. Chris Funk (Figure 2.18) is a geographer with
the United States Geological Survey. He specializes in
climatology and is studying climate change in Africa
and Central America. He examines data from satellite
images and monitoring stations in those regions in
order to better understand rainfall patterns. This will
help governments and other organizations predict
droughts and food shortages so they can deliver
food aid to the affected regions quickly.
Dr. Funk is developing computer models of
climate change. His models require a large amount
of climate data. This includes data on rainfall
patterns in East Africa and water temperatures in
the Pacific and Indian oceans. Geographers and
climatologists in Africa and Central America share
their data, which helps improve everyone’s ability to
make better predictions.
One of the most satisfying parts of Dr. Funk’s job
is helping vulnerable people. As he says, “We help
identify people in harm’s way.”
This will in turn help people
to respond promptly to the
challenges of climate change.

FIGURE 2.18 Dr. Chris Funk,

geographer and climatologist

MAKING CONNECTIONS
1. What skills do climatologists need to have?
FIGURE 2.17 Climatologists use devices such as these to gather
weather data. These climatologists are on Ellesmere Island, 2. Name three things that interest you about climatology.
Canada. What else would you like to learn about this career?

62 UNIT 1: Physical Patterns in a Changing World NEL

FOCUS ON

GATHER AND ORGANIZE

To investigate a research question, you must first
begin by gathering information. As you gather your
information, ask yourself these questions:
• Where can I find the data I need? What primary
and secondary sources can I use? What studies
apply to my research question?
• Is the data relevant to my inquiry question
or topic?
• Where does the data come from? To what
degree should I trust this source?
• What is the purpose or intent of each source?
• What other sources can I look at to understand
other perspectives on my topic? FIGURE 2.19 The track of known North Atlantic (1851–2012)
• What is the point of view in each source? and eastern North Pacific (1949–2012) tropical cyclones
• What other inquiry questions or topics could the
information be used to support? Most hurricanes that begin near Africa are brought
• How will I record where I found the information? westward across the Atlantic Ocean by trade winds.
These storms veer to the right (northward) in the
ORGANIZING GEOGRAPHIC INFORMATION northern hemisphere (Figure 2.19). They meet the
Graphic organizers can help you record and make
dominant westerlies, which push them eastward
sense of the evidence you collect. A t-chart can
and northward.
be used to connect two sets of ideas, such as
As hurricanes pass over the warm Gulf Stream,
similarities and differences, or facts and opinions.
the surface air is heated, adding moisture. This
A Venn diagram can be useful for comparing
warm air rises, lowering air pressure in the eye of
characteristics, especially where there is some
the hurricane and adding wind speed.
overlap. A wheel-and-spoke diagram can show how
When Atlantic hurricanes move over land
a number of ideas or facts are connected to one
they meet the Appalachian Mountains and are
main idea. What other graphic organizers are you
forced upward, cooling the air. The high relief
familiar with?
and orientation (southwest—northeast) block
the hurricanes from the interior and force them
UNDERSTANDING HURRICANES
eastward and northward.
Consider this research question: Why do
hurricanes, such as Hurricane Sandy, mainly affect
TRY IT
only the southeastern part of North America?
1. Select an appropriate graphic organizer and
To answer this question, you need to think about
record the facts above to help you better
the climate factors that influence the formation
understand the research question. Use the
of hurricanes. As you read the information below,
climate factors discussed in this section as a
think about how you would organize it to help you
guide. A sketch map may also be helpful.
understand the research question.
2. Do you need to gather other information to
Hot tropical air is critical to hurricane development.
help answer the question? If so, where can you
As hot air rises quickly, colder air rushes in to the
find it?
lower-pressure area. Clouds build rapidly, and the
moving air swirls to create a low-pressure cyclone.

NEL CHAPTER 2: Changing Patterns of Climate 63

LOCAL CLIMATE FACTOR: ELEVATION
Elevation affects local climate. As elevation increases, temperatures
become cooler. This has to do with air density, or how close or far apart air
molecules are from each other. Air molecules are held together by gravity.
The higher up they are, the harder it is for gravity to hold them together. At
higher elevations, air molecules are spaced farther apart, meaning the air is
less dense. The air is less able to trap heat from the Sun, so temperatures are
cooler. At lower elevations, air molecules are closer together, meaning the
air is more dense. The air is better able to trap heat, so temperatures
are warmer.

LOCAL CLIMATE FACTOR: RELIEF

Geographers use the term relief to describe the difference in height between relief  differences in elevation
the highest point and the lowest point in an area. Mountainous areas have between the highest places
and the lowest places in
high relief (large differences between highest and lowest points), and plains an area
have low relief (small differences). Places of high relief can have a big impact
on precipitation.
As you can see in Figure 2.20, relief causes one side of a mountain to have
much higher precipitation rates than the other. The windward side of the
mountain receives more rain than the drier leeward side. The mountain causes
relief precipitation  rain or
the moist air to rise. As the air rises, it cools. Moisture in the air condenses and snow that occurs as a result
falls to Earth. This type of precipitation is called relief precipitation. of air rising over mountains

FIGURE 2.20 The windward

slope is the side of a mountain
facing the prevailing winds.
The leeward slope is the side
descending
of a mountain facing away snow air warms and becomes
from the prevailing winds. A cooler air cannot hold
all the moisture; drier; able to hold
rain shadow, or an area of little more moisture again
precipitation, occurs on the precipitation occurs
leeward side of a mountain. rain
pe

lee
slo

wa

rain shadow
rd
ard

slo

area; dry
dw

air is forced
pe

conditions
win

prevailing winds up and cools

warm, moist air

ocean

64 UNIT 1: Physical Patterns in a Changing World NEL

LOCAL CLIMATE FACTOR: BODIES OF WATER
Figure 2.21 shows that bodies of water such as lakes and oceans affect the
temperatures and the levels of precipitation on nearby land.
• Bodies of water take a long time to heat up or cool down compared to the Why do many
land around them. This helps keep the temperatures of the land nearby people want to
from becoming too extreme. In winter, the heat from the bodies of water vacation near a lake or
warms the air above it. The air then blows over the land and warms it. ocean when the weather
In summer, bodies of water cool the air above them, which blows over is warm?
the land nearby and cools it.
• Bodies of water provide moisture to nearby land. Water evaporates
from the surface of water bodies into the air above it. Winds pick up the
moisture and carry it over
the land, where it then
falls as rain or snow. This
land warms and cools quickly;
is one reason that places it has temperature extremes water warms and cools slowly;
near large bodies of water it has moderate temperatures
Sun’s rays
usually have higher rates
of precipitation than evaporation
Sun’s rays
those farther away. evaporation

LAND
WATER

FIGURE 2.21 Land heats up

and cools down more quickly
than bodies of water. You can
see this in early winter when
the land is covered with snow
and water bodies are not
yet frozen.

CHECK-IN
1. EVALUATE AND DRAW CONCLUSIONS What factors
shape the climate where you live? Identify three
of the most important ones. Give a reason why
you think each one is important.
2. PATTERNS AND TRENDS Use the six climate factors
described in this section to explain the following
climate conditions:
• Cities in the middle of continents are more
likely to experience drought than cities along
a coast.
• London, United Kingdom, is located farther
north than Ottawa, Canada, yet it has a warmer
climate than Ottawa.
• Mount Kilimanjaro in Tanzania often has snow
on its top even though it is located close to
the equator.
• The driest place on Earth is the Atacama Desert,
high in the Andes Mountains of South America.
• The Grand Banks off the coast of Newfoundland
is considered the foggiest place on Earth.
Share your answers with a partner, making
sure that you name the climate factors that are
important in each situation.
3. INTERPRET AND ANALYZE Reread the description of
Hurricane Sandy on page 44. Which climate factors
were most important in creating this devastating
weather event? Give reasons for your choices.

NEL CHAPTER 2: Changing Patterns of Climate 65

WHAT CAUSES
CLIMATE CHANGE?
Earth’s climate is a balance between how
much energy is received from the Sun and
how much energy leaves Earth. Climate
change happens any time the balance is
altered.

NATURAL CAUSES OF
CLIMATE CHANGE
Sometimes Earth receives more energy
from the Sun than usual. The Sun has
active periods during which it gives off
more energy than at other times. There is
evidence that these periods, which occur
in cycles of about 11 years, correspond to
warming trends on Earth.
The tilt of Earth’s axis also changes the
amount of energy received from the Sun.
The tilt of Earth’s axis ranges from 22° to 25°
in a 41 000-year cycle. The differences in tilt
could change climate conditions. Locations
tilted closer to the Sun will warm. Locations
tilted farther from the Sun will cool.
Volcanic eruptions can throw huge
amounts of dust and ash high into the
atmosphere (Figure 2.22). This dust and ash
can remain there for months or even years.
This material reflects solar energy back into
space, reducing the amount of heat entering
Earth’s climate system.

FIGURE 2.22 Mount Pinatubo

in the Philippines erupted in
1991. The ash cloud was so
large that it lowered the global
average temperature for a
period of one to three years.

I wonder what other effects

this volcanic eruption caused?

66 UNIT 1: Physical Patterns in a Changing World NEL

THE GREENHOUSE EFFECT
Natural events such as volcanic eruptions release huge amounts of
greenhouse gases into the atmosphere. Greenhouse gases are gases that greenhouse gases gases
absorb energy from the Sun. Greenhouse gases include CO2, methane, in the atmosphere that
contribute to the greenhouse
and ozone. These gases have the same effect on Earth as glass does in a effect by absorbing energy
greenhouse. The Sun’s energy passes through the glass of the greenhouse from the Sun; they include
and some of it becomes trapped inside to warm the plants. In the same way, CO2, methane, and ozone
the Sun’s energy passes through Earth’s atmosphere. The greenhouse gases
prevent some of the energy from going back into space, and the trapped
heat warms Earth (Figure 2.23). The greenhouse effect is an important
natural process. It helps keep Earth warm enough to support life. However,
if the amount of greenhouse gases increases, more of the Sun’s energy gets
trapped in Earth’s system. It changes the balance between incoming and
outgoing energy, and can cause climate change.
The average temperatures on Earth’s surface increased by 0.8 degrees
Celsius in the past 100 years. But in the past 66 years, between 1948 and
2013, the average temperature in Canada warmed by 1.6 degrees Celsius.
More greenhouse gases in the atmosphere have caused the average
temperature to rise.

Some sunlight passes through the

atmosphere to warm Earth’s surface.
Greenhouse gases in the atmosphere trap some of
the radiated thermal energy, keeping Earth warm.

Some sunlight is
reflected back to space
by the atmosphere.

atmosphere

FIGURE 2.23 The greenhouse effect traps warmer air close to Earth. Without the greenhouse
effect, the average temperature on Earth would be about 33 °C colder than it is now.

NEL CHAPTER 2: Changing Patterns of Climate 67

HUMAN ACTIONS
CO2 Levels in the Atmosphere
CAUSING CLIMATE 400
CHANGE 350
Scientists agree that global warming is

CO2 (parts per million)

300
related to the rising amounts of greenhouse
250
gases in the atmosphere (Figure 2.24).
Where are these extra greenhouse gases 200

coming from? Scientists have considered 150

both natural and human-made sources of 100
greenhouse gases. The increase in CO2, the 50
most common greenhouse gas, began with
0
the widespread use of fossil fuels in the 1010 1110 1210 1310 1410 1510 1610 1710 1810 1910 2010
1800s. Fossil fuels are fuels obtained from Years
beneath Earth’s surface. Examples of fossil
fuels include oil, natural gas, and coal. You FIGURE 2.24 This line graph shows CO2 levels in the atmosphere from
will learn more about these in Chapter 8. 1010 to 2010.

HUMAN-MADE SOURCES OF GREENHOUSE GASES fossil fuels  fuels, such as

What human activities produce greenhouse gases? Most people would say oil, natural gas, and coal,
formed millions of years ago
energy production and transportation. But many other human activities from the remains of plants
also produce greenhouse gases (Figure 2.25). The major human activities and animals
that produce greenhouse gases include the following:
• Electricity production: We burn fossil fuels, such as natural gas, oil, What might be
some ways of reducing
and coal, to produce electricity.
our use of fossil fuels
• Transportation: Most cars, trains, ships, and planes are powered by fossil for transportation?
fuels, such as gasolineGeography
and diesel.7 SB
• Industry: Many industries, such as the steel industry, use fossil fuels to
0-17-659048-X
produce heat for makingFN products. C02-F19-G07SB
• Homes and businesses: CO Fossil fuels are burned
Crowle for heat. Some
Art Group
of the chemicals we use in our homes or businesses, such as the
coolants in refrigerators,
Passalso give off 3rd pass
greenhouse gases. Approved Canada’s Greenhouse Gas Emissions, 2011
• Agriculture: GreenhouseNot Approved
gases are waste
produced in animals’ digestive tracts 7%
and emitted into the air. They are also agriculture
given off when animal waste decays. The 10%
decaying of unused plant materials, such energy
as waste from food crops, also produces production
industry 36%
greenhouse gases. 11%
• Waste: Household wastes and industrial
wastes release greenhouse gases as
homes and
they decompose. businesses
12% transportation
24%
FIGURE 2.25 Energy production and transportation are major sources of
greenhouse gases. However, other human activities are also a significant
source of greenhouse gases.

68 UNIT 1: Physical Patterns in a Changing World NEL

 HEROES IN ACTION

ALEC LOORZ: KIDS VS GLOBAL WARMING

Alec Loorz (Figure 2.26) became a climate people will help create awareness by
activist at the age of 12. Inspired by the educating their peers, politicians, and
documentary An Inconvenient Truth, Loorz the general public through speeches
wanted to contribute to a solution to and presentations, and through the
global warming. He tried to join different international iMatter march. Loorz has
organizations but they turned him away, done more than give speeches. He also
saying he was too young. So Loorz started sued the United States government.
his own organization when he was 13: Kids In 2011, Loorz, along with four other
vs Global Warming. “I used to play a lot of teenagers in the organization, filed a
video games, and goof off, and get sent lawsuit to try to force the U.S. government
to the office at school,” he to reduce the nation’s CO2
said. “But once I realized it emissions. They wanted
was my generation that reductions of at least
was going to be the first “WE’RE NOT GOING TO 6 percent per year
to really be affected by SOLVE THIS PROBLEM beginning in 2013. The
climate change, I made up teens also wanted to make
my mind to do something
JUST BY RIDING OUR people across the country
about it.” BIKES MORE.” aware that the United
Through his organization, States had made little
Loorz has spoken all over the world to progress in dealing with climate change. In
hundreds of thousands of people on the an interview about the lawsuit, Loorz said,
subject of global warming. Through the “I think a lot of young people realize that
iMatter campaign, Kids vs Global Warming this is an urgent time, and that we’re not
is also empowering young people to take going to solve this problem just by riding
a leadership role in addressing climate our bikes more.” Although the lawsuit was
change. The goal of the campaign is to dismissed, Kids vs Global Warming filed
create a youth climate movement. Young an appeal in 2013. They continue to seek a
way to hold the government accountable
for the impact of their decisions on
the climate.

FIGURE 2.26 Environmental activist

Alec Loorz

A CALL TO ACTION
1. Think about some environmental
challenges you care about. What are
some ways you can contribute?
2. How can you raise awareness of
global warming in your community?
How would you try to reach a more
global audience?

NEL CHAPTER 2: Changing Patterns of Climate 69

FIGURE 2.27 Greenacre Park in
New York City is an example of a
pocket park. New York City was
one of the first cities to create
pocket parks.
How could a pocket park
benefit my community?
Why might
some people argue
that climate change is
unimportant or that we
should not do anything
about it?
mitigation   action taken to
reduce the consequences of
a problem
70 UNIT 1: Physical Patterns in a Changing World
TAKING ACTION AGAINST CLIMATE
CHANGE
How should we deal with climate change? This has been debated by many
scientists, governments, and concerned citizens around the world. Not
everyone agrees that action should be taken. Some people feel that climate
change is a natural process and there is nothing we can do. Others doubt
that climate change is real, or that humans are causing it.
However, most geographers and other scientists agree that human
actions are a cause of climate change. As you learned earlier in the chapter,
we will feel the impacts of climate change in the coming years. People need
to take action now to address the effects of climate change. There are two
ways we can deal with climate change: mitigation and adaptation.
MITIGATION
Mitigation means reducing the consequences of a problem. To mitigate
climate change, we must act on its causes. One of the key greenhouse gases
we produce is CO2.
NEL
 By making different choices, we can reduce CO2 levels in the atmosphere.
Here are some examples of actions we can take to help mitigate
the problem:
• switch from fossil fuels to other forms of energy such as solar or wind
• drive a fuel-efficient car, ride a bike, or walk instead of driving
• reduce your energy use, such as by turning off the lights when no one is in
the room
• preserve green spaces or plant more trees to absorb greenhouse gases
• use technology to capture CO2 emitted from smokestacks
• consume locally made products instead of products that come from
far away
• reduce, reuse, and recycle to reduce the amount of energy used to
manufacture new products
• conserve water by using less or using it more efficiently

adaptation  a change or
adjustment made to deal with
a new situation
ADAPTATION
An adaptation is a change made to deal with a new situation. In the case
of climate change, we must adjust to the effects of climate change to try to
protect ourselves and our planet.
Some adaptations include
• growing crops that will adapt and grow in the new climate
• expanding healthcare to treat or prevent health problems caused by
extreme weather events such as heat waves
• protecting water sources from the effects of warmer temperatures and
extreme weather, for example, by building larger storage places
• building more parks and green spaces in cities where people can cool off
Figure 2.27 shows an example of a pocket park. Pocket parks are small-
scale urban parks that can be built in small spaces—in abandoned lots,
in between buildings, or in former parking lots. Cities are adopting these
pocket parks as a way to increase green spaces.

CHECK-IN
1. INTERRELATIONSHIPS In a sentence or two, explain 3. COMMUNICATE Suppose you read an ad claiming
the differences between mitigating a problem that climate change is not a big problem and
and adapting to a problem. so we should do nothing about it. Create an ad
2. INTERPRET AND ANALYZE Think about what you in reply. Be sure to provide evidence to support
know or have learned about extreme weather. your opinion.
Identify two actions that people could take to
mitigate the problem and two actions that would
help them adapt to the problem.

NEL CHAPTER 2: Changing Patterns of Climate 71

 LOOKING BACK: CHAPTER 2

W E R E S P O N D
O U L D
HOW SH A T E C H A N G E ?
T O C L I M

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• describe patterns in the climates of the world
• use climate graphs to understand characteristics of climates
• describe how some natural processes and human activities
change climate patterns

As you learned in Chapter 2, climate is changing due to natural factors and

human actions. If we do not address climate change, we will continue to feel
the impact. Think back to the question that started the chapter: How should
we respond to climate change?

Summarize Your Learning

What have you learned about climate patterns and climate change in this
chapter? Reflect on what you have read and discussed throughout Chapter 2.
Select one of the following tasks to help summarize your learning:
• Create a poster to draw attention to the issue of climate change. In your
poster, highlight something people can do to take action against climate
change. The poster should be informative: present information about
climate or a particular climate region, explain the factors that are causing
this change, and include data that shows the climate is changing.
• Write a story for a newspaper about climate change and its effects in a
particular climate region. Provide some information about the climate in
that region, evidence of climate change, and some solutions to address it.

72 UNIT 1: Physical Patterns in a Changing World NEL

 APPLY YOUR LEARNING
1. INTERPRET AND ANALYZE In a small group, create a
concept map to show the ideas in this chapter.
2. INTERRELATIONSHIPS “We cannot blame recent
global climate change on natural forces.” Discuss
this statement in a small group. Use specific
examples in your discussion. Present your
conclusions to the class.
3. PATTERNS AND TRENDS Here are three weather
facts from around the world:
i. Marble Bar, Australia, recorded daily
temperatures at or above 37.8 °C for 161 days in
a row (from October 30, 1923, to April 7, 1924).
ii. Argentia, Newfoundland, has over 200 foggy
days each year.
iii. The highest temperature ever recorded in
Antarctica is 14.6 °C.
Record the locations of these places on a blank
map. Use your knowledge of climate patterns to
annotate the map with explanations about why
these conditions occurred where they did.
4. PATTERNS AND TRENDS In a group of three, give
three examples of places in the world where
there is a connection between a landform and
climate. Use a map and a diagram to show the
effects of the landform on the climate.
5. EVALUATE AND DRAW CONCLUSIONS What if there were
no mountains or other major landforms on the
surface of Earth? How would the global climate be
different? Individually or in your group, create a
painting, sculpture, or model to share your ideas.
UNIT1
CHALLENGE
CHECK-IN
1. What do you know about the climate of your
selected community? What else do you need
to know? Think about how climate affects your
community. Review the Focus On: Gather and
Organize feature on page 63. Gather information
on the climate of your community, and organize
the information using a graphic organizer.
NEL
6. GEOGRAPHIC PERSPECTIVE Many people have
suggested that Canada’s climate has helped to
shape our culture. Create a cartoon or cartoon
strip that shows how climate influences life in
Canada. Before creating your cartoon, do some
research to see how this medium is used to
convey messages.
7. COMMUNICATE Research one of the
following topics:
• extreme weather events around the world that
have occurred within the past 10 years
• climate change affecting Canada’s North
Create a blog, an infographic, or some other
method of communication to effectively
summarize what you have learned.
8. GATHER AND ORGANIZE Find climate information
for your community or a place nearby. Look for
data related to temperature, precipitation, and
important climate factors. Create a chart that will
allow you to organize the data and compare your
community with another location.
a) Use the data to construct a climate graph.
b) Analyze the climate graph, following the steps
in the Reading Climate Graphs feature on
page 55. Add that information to your chart.
c) Think of a place on another continent that
you would like to visit. Find climate data for
that place, and use it to draw a climate graph.
Use the information on your climate graph to
complete the chart.
2. How will climate affect the response to your
natural disaster? How will it affect the recovery
from the disaster? Record this information to
include in your final product.
3. Review the Unit 1 Challenge on page 15 and
the questions you created in Chapter 1. Do you
need to make any changes to your questions?
What information do you still need? Make any
necessary changes to your research questions.
CHAPTER 2: Looking Back 73
CHAPTER 3

CHANGING PATTERNS OF
NATURAL
VEGETATION H’S NA TU RAL
RE THAT EA RT
WHY CA I S CH AN GIN G?
VEGETATION
LEARNING GOALS
As you work through this chapter, you will
• identify patterns in the world’s natural vegetation
• describe how nature and humans change natural
vegetation patterns
• gain an awareness of the impact we have made on the
world’s natural vegetation

Grasslands and forests around the world are shrinking.

Deserts have always grown and shrunk over time due
to changes in climate and periods of drought. But
now, more of Earth’s surface is turning into desert. For
example, the grasslands on the edges of the Gobi Desert,
in China, are getting smaller every year. At the same
time, the Gobi Desert is growing by 3600 km2­—about
two-thirds the area of Prince Edward Island—every year.

A major cause of growing deserts today is human activity.

We are cutting down trees and grasses to make fields
for crops and other human uses. This exposes the soil to
the Sun, which dries and cracks it, as shown here in the
Namib Desert in south-western Africa. The exposed soil
blows away. The ground becomes less fertile, and plants
struggle to grow. Also, the ground cannot absorb rainwater,
and there is less water in the region. With no vegetation,
humans and animals suffer from hunger. What other effects
can growing deserts have?

74 NEL
NEL 75
WHY IS
VEGETATION
IMPORTANT?
Grasslands and forests around the world are shrinking. What happens to the What animals might
soil in these regions? How are the wildlife and the people who live in these live in grasslands but
regions affected? not in deserts?
Your answers to these questions help to explain why Earth’s vegetation is
important. Vegetation affects the soil, interactions within the environment
known as ecosystems (Figure 3.1), and the climate of a region. It also affects ecosystem  interactions that
the people who live there, and whether or not they live well or struggle link living and non-living parts
of the environment
to survive.
Changes in vegetation have both local and global effects. The more we
learn about vegetation, the better we will understand how and why we need
to protect it.

EARTH’S NATURAL VEGETATION REGIONS

Earth’s natural vegetation consists of the plants that grow freely without natural vegetation plants
help from people, as opposed to those planted by people. There are three that are natural to an area
and grow freely there
major natural vegetation regions around the world: forests, grasslands, and
deserts. Each region covers about one-third of Earth’s total land area. Where
the regions are located depends mostly on the climate, which includes
temperature and precipitation, and the type of soil.

FORESTS OF THE WORLD

Trees can grow from areas below sea level to places high in the mountains.
They can grow at different latitudes, from the equator and almost up to
the Arctic Circle. For example, boreal forests are in northern regions. boreal  of the North or
Tropical forests grow between the Tropic of Cancer (23.5°N latitude) and northern regions
the Tropic of Capricorn (23.5°S latitude), and subtropical forests are found tropical  between the Tropic
on the outer edges of these. Some species of trees need large quantities of of Cancer and the Tropic of
Capricorn
water to survive; others do not. Trees are either coniferous or deciduous.
Coniferous trees have needle-shaped leaves. Deciduous trees lose all their subtropical  just north of
leaves for part of the year. Broadleaf trees have broad, flat leaves. Some the Tropic of Cancer and
just south of the Tropic of
are deciduous, such as maple and oak; others, such as mahogany, are Capricorn
evergreen. Evergreen trees have some leaves all year round. They can be
both broadleaf or coniferous.
On Figure 3.2, you can locate the six main forest types: tropical broadleaf
forests, subtropical broadleaf forests, Mediterranean forests, broadleaf
deciduous forests, mixed forests, and needleleaf evergreen or boreal forests.

76 UNIT 1: Physical Patterns in a Changing World NEL

GRASSLANDS OF THE WORLD
Grasses do not need as much precipitation as trees. They
can survive in drier regions. As well as grasses, grasslands
include species of wildflowers and other grass-like plants,
such as sedges and rushes. They are also home to many
animal species. There are two types of grasslands: tropical
grassland and mid-latitude grassland.

DESERTS OF THE WORLD

Deserts are extremely dry regions. A region is a desert if it
has low precipitation, about 250 mm per year or less. Or it
is a desert if it has a very high rate of evaporation compared
to the amount of rain it gets. Evaporation is the change of
a liquid to vapour or gas. There are three types of deserts:
semi-desert scrub, desert, and tundra and high-mountain FIGURE 3.1 Grasslands’ ecosystems support high
vegetation. Semi-desert scrub and deserts are usually hot. numbers of grazing animals, such as giraffes
The tundra and high-mountain vegetation regions, which and elephants.
have low precipitation, are cold regions. I wonder what other animal species live
in grasslands?
tundra  vast Arctic region
without trees where the soil is
frozen year round
Global Natural Vegetation Regions
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN

Arctic Circle

60˚N 60˚N

30˚ N 30˚N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn

30˚ S 30˚ S
N

0 2000 km
60˚ S 60˚S
Antarctic Circle

Global Natural Vegetation Regions

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
tropical broadleaf forest tropical grassland
subtropical broadleaf forest mid-latitude grassland
Mediterranean forest semi-desert scrub
broadleaf deciduous forest desert
mixed forest tundra and high-
FIGURE 3.2 This map shows needleleaf evergreen or mountain vegetation
the natural vegetation regions boreal forest
around the world.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 77

TYPES OF FORESTS B
FIGURE 3.3 There are six types of forests: (A) tropical broadleaf forest
(Thailand, Asia); (B) subtropical broadleaf forest (Mexico, North America);
(C) Mediterranean forest (Italy, Europe); (D) broadleaf deciduous forest
(Canada, North America); (E) mixed forest (Japan, Asia); and
(F) needleleaf evergreen or boreal forest (Finland, Europe).

A. Tropical broadleaf forest B. Subtropical broadleaf forest C. Mediterranean forest

Climate Climate Climate

– large amounts of precipitation: more
than 2000 mm of rainfall per year
– rains every month of the year
– very hot all year; average
temperature above 24 °C
Description
– greatest abundance and diversity of
plant and animal species
– most trees have broad or wide, flat
leaves
– trees do not lose their leaves
– large amounts of precipitation: as
much as 2000 mm of rainfall per year
– several dry months
– hot all year
Description
– trees are deciduous and lose their
wide, flat leaves during the dry
season
– many species are adapted to use
the light that reaches the ground
during the dry season when the
treetops are bare
– less than 1000 mm of precipitation
per year
– hot, dry summers and cool, damp
winters
– distinct dry season
Description
– plant species have adapted to
survive summer drought conditions
– includes woodlands (mix of smaller
trees and shrubs) and shrublands
(mainly short, woody plants)
– tree species include olive and
cork trees

78 UNIT 1: Physical Patterns in a Changing World NEL

 D E

D. Broadleaf deciduous forest E. Mixed forest F. Needleleaf evergreen or boreal forest

Climate Climate Climate

– from 600 to 1500 mm of
precipitation throughout the year
– four distinct seasons, including warm,
moist summers and mild winters
– average annual temperature
between 7 °C and 17 °C
Description
– tree species are mostly deciduous,
such as oak, maple, and beech
– leaves falling on the ground every
year form a thick, fertile soil
– from 600 to 1500 mm of
precipitation throughout the year
– warm, moist summers and mild to
cool winters
Description
– transition zone between coniferous
forests and broadleaf deciduous
forests
– mix of coniferous and deciduous
tree species
– from 300 to 850 mm of
precipitation per year, much of
it as snow
– cold temperatures; short growing
season
Description
– few plant species because of harsh
conditions
– tree species are mostly coniferous
with narrow, needle-like leaves, such
as spruce and pine
– ground cover is slow-growing
lichen, mosses, and grasses that are
adapted to the cold

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 79

TYPES OF GRASSLANDS
FIGURE 3.4 There are two types of grasslands: (A) tropical grassland (Tanzania, Africa);
and (B) mid-latitude grassland (Argentina, South America).
A. Tropical grassland
Climate
– from 100 to 1200 mm of
precipitation per year
– most moisture arrives during a short
rainy season
Description
– includes many species of tall
grasses, and some shrubs and trees
– supports large herds of grazing
animals such as elephants and
zebras
80 UNIT 1: Physical Patterns in a Changing World
B. Mid-latitude grassland
Climate
– from 250 to 750 mm of precipitation
per year
– cold winters and warm summers
Description
– includes tall and short grasses, some
shrubs, and scattered trees, some of
which grow in river valleys
– growing seasons average 100 to
175 days
– plant species have adapted to the
scarce moisture by creating thick
root mats that prevent moisture
from soaking into the soil
NEL
TYPES OF DESERTS B
FIGURE 3.5 There are three types of deserts:
(A) semi-desert scrub (Bolivia, South America);
(B) desert (Morocco, Africa); and (C) tundra and high-
mountain vegetation (United States, North America).

A. Semi-desert scrub B. Desert C. Tundra and high-mountain vegetation

Climate Climate Climate

– from 250 to 500 mm of
precipitation per year
– high rates of evaporation
Description
– transition zone between desert and
grassland
– includes a mix of vegetation types,
such as sagebrush and dwarf shrubs
– less than 250 mm of precipitation
per year
– high rates of evaporation
– very high daytime temperature and
low nighttime temperature
– average temperature for hot deserts
is 22 °C and for cool deserts is 10 °C
Description
– includes plants such as short
grasses, sagebrush, and cacti
– plants have very long roots to reach
for water deep below the surface
– plants may have no leaves, which
reduces evaporation
– from 150 to 250 mm of precipitation
per year
– average summer temperatures are
below 6 °C
– most moisture is locked up in ice
and snow
Description
– soil is frozen solid except for the
top few centimetres that thaw each
summer
– vegetation includes mosses, lichen,
grasses, and wildflowers

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 81

BENEFITS OF VEGETATION
Plants benefit us and the planet in many ways. For example, they prevent
soil erosion and maintain the water cycle. They slow climate change by
removing carbon dioxide (CO2) from the air. Here are five other ways that
vegetation benefits us and the planet.

OXYGEN
During photosynthesis, plants use energy from the Sun to combine CO2 photosynthesis  the process by
from the air with water. This creates carbohydrates and oxygen. Plants use which plants convert sunlight
into energy for growth
the carbohydrates for growth and reproduction. They release the oxygen
back into the atmosphere. Animals, including humans, breathe in oxygen.
They need oxygen to survive.

NATURAL HABITATS
Natural vegetation provides animals with habitats. Habitats give animals food, habitat  the place where a
water, shelter, opportunities for mating, and some protection from predators. plant or an animal lives that
provides it with all it needs
to survive
RESOURCES
For thousands of years, people have used materials from plants, such as
trees, to build shelters, furniture, and modes of transportation. We have used
plant materials, such as bark, cotton, or vines, to make clothing, tools, and
weapons. We have used wood to keep us warm and to provide heat for cooking.
Thousands of medicines come from plants. At least three-quarters of the world’s
population uses plants or parts of plants for medicine.
Over the centuries, farmers domesticated, or adapted, some wild plants, domesticated  wild animals
such as the ancestors of today’s wheat and corn. Over time, the plants tamed, or wild plants
adapted, for use by humans
adapted and changed, becoming easier to grow. We eat food made from
grasses (grains) and trees (nuts), drink beverages (tea and coffee) made from
shrubs, and make clothes from plant fibres such as cotton. Plant materials FIGURE 3.6 The exterior of this
hybrid concept car contains
can be used to make various products, including car parts (Figure 3.6). seaweed (inset).

In what ways do I use

plant materials in my life?

82 UNIT 1: Physical Patterns in a Changing World NEL

RECREATION
Around the world, natural environments are important places for ecotourism  to enjoy
recreation and relaxation. People enjoy camping in forests, hiking or skiing nature with low impact to
the environment, promote
on mountain trails, and boating or swimming in rivers and lakes. These conservation, and benefit
connections have encouraged ecotourism, tourism with low environmental the local people
impact, as more people choose vacations to enjoy nature in many places,
What might be
such as the tropical rainforests of Costa Rica. In addition, many countries
some characteristics of
have developed national parks to preserve wilderness areas for people to Costa Rica’s vegetation
enjoy, as well as to protect land and wildlife. There are also many urban that encourage
parks around the world where city dwellers go to relax and reconnect with ecotourism?
the natural world.

SPIRITUAL CONNECTION
Many people find spiritual value in the natural world. For example, I wonder why sage is used in
Indigenous peoples all around the world are strongly connected to the this ceremony and not cedar?
land. The land holds a
key importance in their
belief systems. Australian
Aboriginals’ values are based
on a deep respect for the
land. They use plants for
medicine and for ceremonial
purposes. In North America,
many First Nations people
also use specific types
of vegetation, such as
sweetgrass, sage, and
cedar, for similar purposes
(Figure 3.7).

FIGURE 3.7 Sage is burned

in this Muncee-Delaware
First Nations smudging
ceremony for spiritual cleansing.

CHECK-IN
1. PATTERNS AND TRENDS Create an organizer to
compare the characteristics of the tropical
broadleaf forest to two other vegetation types.
Suggest reasons why there are differences in the
characteristics.
2. INTERRELATIONSHIPS Why is natural vegetation
important? Write a short paragraph or create an
oral presentation to explain your ideas.
3. INTERPRET AND ANALYZE Use the natural vegetation
regions tables (pages 78 to 81) to identify the type
of natural vegetation in your community. Discuss
with a classmate whether more of the vegetation
in your community is human-influenced or natural,
and identify some reasons why.
4. INTERRELATIONSHIPS With a partner, make a list
of ten items you use that come from vegetation.
Create a poster to demonstrate how your life
would change without them.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 83

HOW DO
NATURAL FACTORS
AND VEGETATION
INTERACT?
Natural factors such as moisture, temperature,
and soil affect vegetation. In turn, vegetation
affects these natural factors. They interact.
Why should you care about this? As you
read in Chapters 1 and 2, Earth is a place of
change. Its climate and landforms change over
time. Natural vegetation changes too. Earth’s
systems are interconnected. A change in one
system can lead to changes in the others.
When we learn about how plants grow,
how they interact with the environment
around them, and how they affect us
and the planet, we gain a better overall
understanding of Earth and our place on it.
First, let’s look at how three natural
factors affect vegetation. Two main factors
are moisture and temperature, which are
part of the climate system. The third main
factor is soil.

MOISTURE FIGURE 3.8 Fog (evaporation) surrounds

Plants need moisture to survive (Figure 3.8). The moisture this mixed forest. The trees take in moisture
through their roots.
in a region depends on the amount of precipitation and
evaporation that occurs there. I wonder how much moisture a mixed
forest needs compared to a grassland?
PRECIPITATION
The amount of precipitation, moisture that falls to the
ground, such as rain or snow, differs from region to region.
Plants adapt to the amount of precipitation in their region.
Grasses can survive with low amounts of precipitation. Trees
need more water than grasses do. This is why grasslands How does
are more common than forests in hotter, drier areas. This is precipitation affect
also why forests grow best where moisture is available year plants?
round, especially during the growing season.

84 UNIT 1: Physical Patterns in a Changing World NEL

READING
THEMATIC MAPS
A thematic map shows one topic or theme
within a geographic area, such as the Annual Precipitation Rates in North America
Global Natural Vegetation Regions map on
180˚W 160˚W 140˚W 120˚W 80˚W 60˚ W 40˚ W 20˚ W
page 77 (Figure 3.2). The topic or theme 100˚W

is identified in the legend. Thematic maps

ARCTIC
use symbols and colours to help users “see” OCEAN
patterns and find important geographic irc
le
cC

60
relationships. The purpose of these symbols cti

˚N
Ar
or colours is identified in the legend. Often
thematic maps include some location
N 60˚N
information, such as lines of latitude
and longitude. On some maps, water
bodies and places may have name labels,
PACIFIC
depending on the theme. Thematic maps
OCEAN
will also include a scale and north arrow. 40
˚N
Figure 3.9 is one example of a thematic
N
Precipitation 40˚
map. It uses colours to represent the (mm)
different values shown on the map. 0–100
100–200
Precipitation rates vary from place to
200–400 ATLANTIC
place. By using a thematic map to show 400–600 OCEAN
the annual rates of precipitation across 600–800
an area, we are able to quickly see any 800–1200

patterns or interrelationships.
1200–1600 Tropic of Cancer 20˚N
1600–2000
2000–3000
3000–4000
4000–6250 0 700 km
FIGURE 3.9 This map shows total yearly 100˚W 60˚W

precipitation, measured in millimetres.

HOW TO READ A THEMATIC MAP

Review Figure 3.9. Read the title. What is the

theme or topic? What is the location? Explain the STEP 1
meaning of the topic to another person.

Read the legend. Identify the colours on the map.

Geography 7 SB STEP 2 How does the legend show the colours? What units
0-17-659048-X of measurement are used in the legend?
Look for patterns you can see on the map. What
factors might explain theFN
patterns?
C03-F10-GO7SBSTEP 3
(redo) Most precipitation maps use blue as a colour.
CO Crowle Art Group Can this be an exception to the rule?
Make connections. What other natural systems
STEP 4 might show similar patterns?
Pass 3rd pass
Approved
Identify how precipitation rates
Not might affect
Approved STEP 5
patterns of natural vegetation around the world.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 85

EVAPORATION
Plants are affected by the amount of moisture that evaporates from the
ground. Places with high temperatures have high evaporation rates. The
moisture leaves the soil more quickly in these regions than in regions with
lower temperatures. Plants in hot regions will not grow as well as plants in
places with less extreme temperatures.

TEMPERATURE
Plants are affected by the amount of solar energy or heat in a region. During
photosynthesis they use sunlight for energy. Also, the amount of heat that
plants receive depends on their location and the temperatures there.

PHOTOSYNTHESIS
Plants use energy from the Sun during photosynthesis. The photosynthesis
of a plant increases as the temperature rises. Plants do not usually start
growing until the daytime temperature reaches 6 °C. Plants usually
grow well at temperatures of around 20 °C. At very high temperatures,
photosynthesis slows down, and plants do not grow as well. treeline  an area or region
beyond which trees do not
LATITUDE AND ELEVATION grow because of dry or cold
conditions
Temperatures are higher near the equator and lower near the poles. As a
result, vegetation changes as the latitude changes. FIGURE 3.10 In this photo of
a mountain in Alberta, you
As you learned in Chapter 2, air is colder at higher elevations. This affects can see exactly where the
the natural vegetation, such as trees, that grows on mountainsides. The treeline begins.
treeline is the transition zone where a forest ends because the climate has What differences would
become too cold or too dry (Figure 3.10). I notice if I were standing
at the treeline?

86 UNIT 1: Physical Patterns in a Changing World NEL

 Look at Figure 3.11. What types of trees can grow where it is colder? How
are they different from other types of trees? The answers give clues about
how trees adapt to colder temperatures.
Temperature and Precipitation Ranges of
Natural Vegetation Regions
FIGURE 3.11 This figure shows –15
how types of vegetation adapt
to ranges of temperature and tundra and high-
precipitation levels. –10
mountain vegetation

–5 needleleaf evergreen
or boreal forest

Decreasing temperature (°C)

0
mixed

cold desert
forest
5

mid-latitude
grassland
10
broadleaf
15 deciduous forest
subtropical
broadleaf
20 tropical forest
grassland
hot desert

tropical
25 Mediterranean broadleaf
semi-desert forest
scrub forest
30
500 1000 1500 2000 2500 3000 3500 4000 4500
Increasing precipitation (mm)

SOIL
Soil is an anchor for a plant. As the plant grows, its roots grip the soil. Soil
plays a key role in the health of most plants. Plants need nutrients to grow,
and they absorb these from the soil. In agriculture, if the soil does not have
enough nutrients for crops to grow, farmers may use fertilizers, which add
nutrients to the soil.

HOW VEGETATION AND CLIMATE INTERACT

Geography 7 SB You have read about the ways in which the climate, including moisture and
0-17-659048-X
temperatures, and soil affect natural vegetation. Natural vegetation has an
effect on the climate, too. In fact, natural vegetation and the climate affect
FN C03-F02-G07SB
each other. Here are two examples:
CO Crowle Art Group
• It rains in a mid-latitude grassland. Plants take in the water through
their roots. They use some of it for photosynthesis to grow and reproduce.
Pass 4th pass
They return what they do not use to the air. As the plants continue to
Approved
grow larger, they use more and more of the moisture and return less
Not Approved
to the air. This makes the overall climate in that particular region drier
over time.
• Leaves absorb sunlight, which is energy from the Sun, to use in
photosynthesis. This cools the air. When the air is cool, less moisture is
evaporated, and more moisture is available for plants, which helps them
live and reproduce.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 87

HOW VEGETATION, CLIMATE, AND
SOIL INTERACT
Vegetation, climate (moisture and temperature), and soil interact with one
another, too. Here are three examples:
• Plants and animals decay on the surface of the ground and become
humus (Figure 3.12). Humus is full of nutrients. Rainfall carries the humus  decaying plant and
nutrients down into the top layer of the soil. Here, they are available to animal matter found in the
top layer of soil
the roots of living plants. Warm temperatures encourage plant growth.
Eventually these plants die and decompose. As a result, warm, moist
places, such as a broadleaf deciduous forest vegetation region, generally
have excellent soils for plants.

FIGURE 3.12 This diagram

shows how plants,
precipitation, and soil interact.

Older plants die.

Dead plants decay to humus,

which contains nutrients.
Living plants use nutrients
from humus to grow.

Precipitation moves the humus into

the soil. The humus is further decomposed
by organisms such as earthworms.

• When rain washes away the top nutritious layer of the soil, the soil loses
fertility, making it more difficult for plants to grow. If there are plants
growing in the soil, however, they can help prevent this. The roots of the
plants anchor the soil. The plants’ leaves stop raindrops from hitting the
ground hard enough to wash away the soil particles.
• A growing amount of evidence suggests that the Sahara Desert was
created over time by interactions between the climate, the natural
vegetation, and the soil. Read the timeline, Figure 3.13, to find out more
about how grasslands changed to desert.

88 UNIT 1: Physical Patterns in a Changing World NEL


Grasslands cover what is now the Sahara Desert. People
live in the area with grazing animals.
As the grasses die, more soil is exposed to sunlight.
The soil dries and starts to crack.
CHECK-IN
1. INTERRELATIONSHIPS Create an ideas web
that shows some of the interactions between
vegetation, climate, and soil.
2. INTERRELATIONSHIPS In some parts of Canada,
such as in the mixed forest regions of Ontario,
the soil is deep and fertile. In other places, such
as the tundra regions, soil is thin and poor. What
factors help to create soils? What role does
natural vegetation play in creating soils? Create a
diagram or a chart to show your ideas.
NEL
FIGURE 3.13 This timeline describes how
7000 the Sahara Desert, in the northern part of
BCE Africa, may have been created by climate and
vegetation interactions. Note that BCE means
before the Common Era.
The climate becomes hotter and drier due to natural
causes. With less moisture available, grasses do not
grow well.
5000
BCE
A severe desert environment is created.
4000
BCE
3. SPATIAL SIGNIFICANCE Use Figure 3.2 (page 77)
and a political map of the world to locate
a community in two of these types of
vegetation regions:
• mixed forest
• tundra and high-mountain vegetation
• tropical grassland
CHAPTER 3: Changing Patterns of Natural Vegetation 89
HOW ARE WE
AFFECTING
NATURAL
VEGETATION?
At the beginning of this chapter, you read
how people are playing a part in changing
areas of grassland and forest into deserts.
People have also made huge changes to
other natural vegetation regions. In fact,
scientists estimate that humans have
changed more than half of Earth’s surface to
some extent.

CHANGING VEGETATION
PATTERNS
As you read in Chapter 2, human activities
are contributing to climate change. Changes
in climate are causing changes in vegetation
patterns around the world. For example,
rising temperatures are causing many plant
species to migrate. Some plants are growing
in places that used to be too cold for them,
such as closer to the poles and higher on
mountains (Figure 3.14). They can survive
in these locations now because average
temperatures there have increased. What
happens to the species that are already
there? They have more competition for their
living space and for the resources needed
to live. Some lose out and die. Others may
die off if they cannot adapt to warmer
temperatures.

FIGURE 3.14 Studies show that some plants on

Austrian mountaintops are being replaced by plants
that used to live lower down the mountain.

I wonder what other species are

affected by this change in plants?

90 UNIT 1: Physical Patterns in a Changing World NEL

CREATING MORE DESERT
The change from fertile land into desert is called desertification. desertification  change from
Desertification can be caused by changes in climate. It can also be caused fertile land into desert
by poor farming methods, such as grazing and overuse of the soil. About
1 billion people live in areas affected by desertification. Many of them can
no longer grow crops, and they face hunger if they remain in the area.
Desertification also changes plant and animal habitats. Species must adapt
or migrate out of the area, or they will die off.

REDUCING NATURAL VEGETATION

Starting thousands of years ago, people removed natural vegetation, such as
grasses and trees, to create flat, open areas for farmland. They domesticated
some species of plants for their crops. Today, about one-third of Earth’s land
surface is farmland instead of natural vegetation. That is larger than the area
of North America and South America combined.

LOSING FORESTS
In the last 5000 years, about 18 million km2 of Earth’s forests, an area about
the size of South America, has been lost. The removal of forests is called
deforestation. Forests have been cut down to create space for cities, roads, deforestation  to clear a
and farmland. In the past, farmers cut down trees by hand and burned them, forest from an area
which was known as slash-and-burn (Figure 3.15). Today, the
slash-and-burn method is widespread. Also, large machines remove trees FIGURE 3.15 Slash-and-burn in a
tropical rainforest in South America
very rapidly. Forests are being lost at a rate where they cannot regrow in our
lifetime. These changes are dramatically changing the natural vegetation of What farming method would
these ecosystems and the lives of the species that live in them. I use in South America
and Canada?

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 91

 HEROES IN ACTION

FELIX FINKBEINER: PLANT-FOR-THE-PLANET

In 2007, in Germany, a nine-year-old student It is made up of young people from around
named Felix Finkbeiner (Figure 3.16) read the world who are committed to improving
about Wangari Maathai. She was an activist the environment. Finkbeiner spoke to
from Kenya whose goal was to plant UNEP’s youth conference in South Korea
30 million trees across Africa. Why? To stop in 2009. He inspired other participants to
soil erosion and capture greenhouse gases. start tree-planting programs in their own
Inspired, Finkbeiner came up with his countries (Figure 3.17). In 2011, there were
own goal: to plant a million trees in every activities in 131 countries. More than a million
country on the planet. This would fight trees had been planted. Many were planted
global climate change and improve the by children in countries already suffering
world’s vegetation. He and his classmates from the impacts of climate change.
created an organization To the members of Plant-
called Plant-for-the-Planet. for-the-Planet, the trees
They planted the first tree that they plant are symbols
outside their school in of climate justice. Not only
March 2007. do they reduce the harmful
In one year, Finkbeiner effects of climate change,
led students in planting but they also show that every
50 000 trees in Germany. child can make a difference
In 2008, he was elected in the world.
to the United Nations In 2011, UNEP turned over
Environment Programme its “Billion Trees Program”
(UNEP) children’s board. FIGURE 3.16 Felix Finkbeiner to Plant-for-the-Planet. This
gave the organization access to more
funds and to more people who could help
out. By 2014, Plant-for-the-Planet has
planted close to 13 billion trees across
193 countries. Now the organization’s goal
is to plant 1000 billion trees until 2020.

A CALL TO ACTION
1. With a partner, discuss why
Felix Finkbeiner chose trees as the
focus for his environmental actions.
2. In a small group, discuss, and agree on,
what you would choose as the focus
for your own environmental actions.
Take the first step toward making
this happen.
FIGURE 3.17 Planting a tree can help the planet in 3. How would you organize a tree-
many ways. planting campaign in your community?

92 UNIT 1: Physical Patterns in a Changing World NEL


Traditionally,
why was it important
that people moved their
grazing animals from
place to place?
BURNING GRASSLANDS
For tens of thousands of years, people have lived on grasslands. They moved
from place to place, grazing their livestock where grass grew naturally.
Herders often set fire to grasslands to encourage new growth for their
animals to eat. Sheep and goats destroyed many native plants by pulling
out their roots. Over time, burning has altered entire ecosystems. Now,
grasslands are one of the most threatened habitats worldwide.

PRESERVING THROUGH ECOTOURISM

FIGURE 3.18 An experienced guide
assists birdwatchers in the
Costa Rican rainforest.
I wonder what impacts
ecotourism can have on
the environment?
While some people change or remove natural vegetation, others living in a
similar environment preserve the natural vegetation through ecotourism.
The goal of ecotourism is for tourists to learn about and explore the natural
environment without interfering with it. Costa Rica, with its protected and
undisturbed rainforests, is a well-known ecotourism destination (Figure 3.18).
Some countries with tropical grasslands, such as South Africa and Australia,
encourage ecotourism. Ecotourism creates jobs for the people who live there.
They might work as tour guides, or own or work in local restaurants or hotels.

CHECK-IN
1. PATTERNS AND TRENDS In which parts of the world
have people had the greatest impact on natural
vegetation patterns? In which parts of the world
have people had the least impact on natural
vegetation patterns? Explain your choices to a
partner and explain why such a pattern might exist.
2. EVALUATE AND DRAW CONCLUSIONS List some ways
that people have adapted to live in tropical
grasslands. How have they responded to its
challenges and opportunities? Explain whether or
not their ways of life are sustainable.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 93

HOW DO CHANGING
VEGETATION
PATTERNS
AFFECT SPECIES?
In most cases, changes to vegetation regions have been made on purpose. What is an example
Often people have made these changes as a way to improve their own lives. of an unintended
change that I already
But sometimes the changes and effects have been unintentional. In some know about?
cases, we do not yet know what the effects will be. In other cases, we know
that the changes are harmful to people, wildlife, and the local environment FIGURE 3.19 This part of the forest
(Figure 3.19). Some even harm the global environment, which means we are in the Yucatan Peninsula, in Mexico,
all affected. has been destroyed. The Northern
Tamandua lives there (inset).
On the following pages are some examples of how changes we have made
to vegetation patterns affect plant and wildlife species specifically. I wonder what other animal
species lived here?

94 UNIT 1: Physical Patterns in a Changing World NEL

LOSS OF BIODIVERSITY
The vegetation regions on Earth are made up of ecosystems. An ecosystem
is made up of the plants and animals in a location interacting with
their environment and depending on one another to survive. All the
different species of plants and animals in these ecosystems create Earth’s
biodiversity. Some of the countries with the highest biodiversity are Brazil, biodiversity  the variety of
Indonesia, Mexico, Ecuador, and Australia. Changes in natural vegetation life on Earth; “bio” means life,
and “diversity” means variety
patterns are threatening this biodiversity.
It is important that we preserve Earth’s biodiversity. An ecosystem that
includes a great variety of animals and plants is better able to respond to
changing conditions. Imagine, for example, that one plant species becomes
extinct, or dies out. An animal that feeds on it must adapt by eating other extinct  loss of all individuals
species of plants. Otherwise, it will also become extinct. of a species
All living things benefit if there is greater diversity on Earth. Tragically, endangered  at risk of
many of Earth’s animal and plant species are extinct or endangered, close becoming extinct
to becoming extinct. Earth’s biodiversity is shrinking, and so is our ability to habitat loss  occurs when a
survive as a living planet. habitat no longer meets the
needs of the species it once
LOSS OF HABITAT supported
Forests, grasslands, and even deserts are home to plant and animal
species. Changes in natural vegetation patterns caused by factors such as
FIGURE 3.20 A view of the city
growing cities (Figure 3.20), the destruction of forests and grasslands, and of Athens, in Greece, from nearby
desertification are causing the loss of many animal habitats. Habitat loss, Ymittos mountain
or loss of where a species lives, is one of the leading causes of biodiversity
I wonder how much natural
loss. It can result in smaller numbers of many species and even the vegetation has been changed
extinction of some species. so that people have a
“habitat” of their own?

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 95

 FOCUS ON

SPATIAL SIGNIFICANCE
Spatial significance relates specifically to where
places are located on the planet. Every location
has certain features or characteristics that make it
unique. The term that geographers use to describe
the specific characteristics of a place is site. Spatial
significance also looks at the importance of a place
and the things around it.
We determine the spatial significance of a place
by asking questions such as the following:
Where?
• What are the absolute and relative locations of
the place?
Why there?
• What physical conditions or characteristics make
this place important?
• What human conditions or characteristics make
this place important?
on Madagascar evolved on their own. Today,
95 percent of the reptiles, 92 percent of the
mammals, and 89 percent of the plants on
Madagascar exist nowhere else on Earth. It is
considered one of the planet’s biodiversity hot spots.
The biodiversity of Madagascar is under threat
for several reasons:
• deforestation is taking place as a growing human
population clears the forests for fuel and for
farming
• valuable timber is being harvested illegally
because of the income it creates
• many species are being captured by wildlife
traders who sell the animals illegally to pet stores
and collectors
• climate change is altering the natural patterns on
the island

Why care? DEMOCRATIC REPUBLIC

TANZANIA
OF THE
• How does its location make the place important CONGO
to people? to animals? to plants?
MALAWI
ANGOLA

WHAT CHARACTERISTICS MAKE A ZAMBIA

PLACE SIGNIFICANT? ZIMBABWE

MOZAMBIQUE Antananarivo
18.93°S, 47.52°E
A place might be significant for various reasons. MADAGASCAR
NAMIBIA
It might be significant because of its physical BOTSWANA

characteristics, such as its landforms, climate, or INDIAN

natural vegetation. It might be important because SWAZILAND OCEAN
SOUTH N
AFRICA
of human activities, such as manufacturing. LESOTHO

Often the significance of a place comes from a 0 500 km

combination of these characteristics.
We can also think about spatial significance for
plants and animals. The places that have the greatest
spatial significance for plants and animals are those
that best meet their needs for food and shelter. These
places will have quite different characteristics than
places that people find significant.
MADAGASCAR ATLANTIC
The island of Madagascar is located off the east
OCEAN
coast of Africa (Figure 3.21). It was separated from
other land masses by tectonic plate movement about
160 million years ago. The plant and animal species
FIGURE 3.21 Map of Madagascar
TRY IT
1. Where? Locate Madagascar on a world map.
What is its absolute location? What is its
relative location?
2. Why there? What are the unique characteristics
of Madagascar?
3. Why care? How is its location important to the
people, plants, and animals that live there?
Use the Internet and other sources of information
to develop your answers.

96 UNIT 1: Physical Patterns in a Changing World NEL

LOSS OF SPECIES
Any large change in natural
vegetation patterns also
leads to the extinction
of plant and animal
species. Because of this, and
sometimes other factors such
as poaching, the illegal taking
or killing of wildlife, species
are now becoming extinct at
a faster rate than ever before.
Since 1970, many animal
species have become extinct.
This includes the West
African black rhinoceros, the
Dutch Alcon Blue butterfly,
and the Labrador duck. Many
plant species, including
Kingman’s prickly pear, have
FIGURE 3.22 The tiger
also become extinct. There are an estimated 16 000 plant and animal species is near extinction due to
currently on the edge of extinction, including the tiger (Figure 3.22). In the last habitat loss and poaching
100 years, we have lost 97 percent of wild tigers. Studies predict that climate I wonder how losing all
change will cause more loss of species than habitat loss. One-quarter of all wild tigers would impact
plant and animal species on land may be threatened with extinction by 2050. the planet?

RISE IN NON-NATIVE PLANT SPECIES

Native species are plant or animal species that naturally live in a place. native species  species that
Non-native species are species that have moved into, or been introduced develop naturally in an area
into, a new environment. Australia now has more non-native plant species non-native species species
than native species. that are not natural to an
Sometimes this change happens accidentally. Sometimes people have environment but have moved,
or been introduced, into it
brought in new plants on purpose. For example, in the 1930s, Australia
introduced the athel pine to provide shade and to help prevent soil erosion.
When non-native plant species are in a new environment, they compete
with the species already there for space and nutrients. Sometimes the new
species are fast-growing, produce many seeds, and are hardy. They can take
over the habitat of the native species, such as the athel pine has done. These invasive species non-native
are known as invasive species. Invasive species can cause the native species species that cause harm, for
to become extinct. example, to the environment

CHECK-IN
1. GEOGRAPHIC PERSPECTIVE Should Canadians be
concerned about global patterns of natural
vegetation loss? Debate the question with
a classmate.
2. INTERPRET AND ANALYZE Create a graphic
organizer to outline the causes of changes in
natural vegetation and the consequences arising
from the changes. Sum up your thinking in a
15-second soundbite.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 97

 CASE STUDY

SAVING BRAZIL’S

ATLANTIC
Brazil

BRAZIL

FOREST
ATLANTIC
Brasilia OCEAN
Rio de Janeiro
PARAGUAY São Paulo
23.55°S, 46.63°W
URUGUAY
ARGENTINA
0 1600 km

A unique rainforest lies along the east coast The Atlantic Forest contains many
of South America, mainly in Brazil. Known ecosystems. This gives the forest a great
as the Atlantic Forest, it is one of the top diversity of animal and bird species, second
five biodiversity hot spots on the planet. only to the much larger Amazon Rainforest.
This means it is a place with great biological The Atlantic Forest is home to an estimated
diversity but it is under high risk of destruction. 2200 species of wildlife. It has 200 bird
species that are found nowhere else in the
WHERE IS THE FOREST? world. It also has 250 types of mammals,
The Atlantic Forest is very narrow, squeezed such as the puma and the ocelot. Of the
between the Atlantic Ocean on the east and 26 primates found in the Atlantic Forest,
the Serra do Mar mountains on the west. 21 do not exist anywhere else in the world.
The forest extends up the east side of
the mountains to about 1800 metres. Above
Geography 7 SB
that, the climate is too cool for tropical plants
to grow. 0-17-659048-X
Far to the north-west, on the other sideFN C03-F07-G07SB The capital city label is the correct s
of the mountains, is a completely differentCO Crowle Art Group
rainforest, the Amazon Rainforest. The higher
elevations separate the two rainforests. Pass 5th pass
Each one has different species of plants andApproved
animals.
Not Approved

WHY IS THE FOREST SPECIAL?

The Atlantic Forest is a tropical broadleaf
forest. It is amazingly diverse, with unique
vegetation and climate characteristics. It has
about 20 000 species of plants. About
40 percent of them are found nowhere else
on Earth.

98 UNIT 1: Physical Patterns in a Changing World NEL

 Comparison of Atlantic Forest Coverage
in 1900 and in 2012

BRAZIL

Brasilia

BOLIVIA

AT L A N T I C FIGURE 3.25 An endangered golden lion tamarin

OCEAN

PARAGUAY São Paulo

Rio de Janeiro
ARGENTINA N Forest coverage in 1900
Forest coverage in 2012
Urban areas in 2012
URUGUAY 0 350 km
FIGURE 3.23 This map shows how the size of the Atlantic Forest
has changed over time.
WHAT IS DESTROYING THE FOREST?
Five hundred years ago, the Atlantic Forest
covered an area larger than the size of
Ontario. Today, less than 12 percent of the
original forest remains (Figure 3.23).
Over the years, people cut down much of
the Atlantic Forest to make room for grazing
livestock, growing crops, and commercial
logging. Also, trees were cleared to make
room for mining and drilling operations,
and for building roads and railways. Part of
the forest destruction can also be blamed
on human population growth. This small
area of Brazil is home to 70 percent of the
country’s population, and it includes Brazil’s
largest cities, Rio de Janeiro and São Paulo.
FIGURE 3.24 A patch of Atlantic Forest. Deforestation
and small patches of forest make it very difficult for
wildlife species to survive.
WHAT NOW?
The remaining forest has been reduced to small
patches of trees (Figure 3.24). Many of these
forest patches are damaged. It is very difficult
for wildlife species to survive and find suitable
habitats. Many species are endangered, such as
jaguars and golden lion tamarins (Figure 3.25).
The human population in the region continues
to grow, creating more air and water pollution.
However, there are efforts to save the forest.
Environmentalists are trying to protect the
forest patches that remain, as well as create a
corridor system to link them. This would allow
species to move safely from one forest patch
to another, enlarging their habitats. Other
actions include: buying farmland and returning
it to a more natural state; developing other
forms of economic activities; and pressuring
governments to create protected parks.
EXPLORE THE ISSUE
1. Research to find out more about
efforts to preserve the Atlantic Forest
and its wildlife.
2. People have cut down much of the
Atlantic Forest. Research other ways
people in Brazil are responding to the
challenges and opportunities offered
by this forest.

NEL CHAPTER 3: Changing Patterns of Natural Vegetation 99

 LOOKING BACK: CHAPTER 3

A T E AR TH ’S
C AR E TH
WHY V EG ET A TI ON
NATU R AL
HA N GI NG ?
IS C

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• identify patterns in the world’s natural vegetation
• describe how nature and humans change natural vegetation
patterns
• gain an awareness of the impact we have made on the world’s
natural vegetation

As you learned in Chapter 3, Earth’s natural vegetation is changing. Think

back to the question that started the chapter: Why care that Earth’s natural
vegetation is changing? Hopefully you now know many different ways to
answer this question.

Summarize Your Learning

Reflect on what you have read and discussed throughout Chapter 3. Then
select one of the following tasks to summarize your learning about natural
vegetation patterns:
• Write a short story about a character who is taking action to prevent some
type of harm to the environment, or to a species, caused by a change to a
natural vegetation region. Include facts to create a realistic scenario.
• Write a proposal to your principal suggesting that a large mural on the
theme of habitat preservation be placed on one of the hallway or cafeteria
walls. Your proposal should persuade your principal that the mural will
both teach your fellow students and inspire them to take action.

100 UNIT 1: Physical Patterns in a Changing World NEL

 APPLY YOUR LEARNING
1. INTERRELATIONSHIPS Think about all the different
types of natural vegetation around the world.
Which ones do you think would have the greatest
impact on people—both good and bad? How did
you decide? Choose two or three, and list some
of their impacts on people.
2. INTERRELATIONSHIPS What are some ways that
people cope with the challenges of living in a
particular type of natural vegetation region, such
as a semi-desert scrub or a mixed forest? Choose
one type and create an annotated photo
montage or annotated drawings describing the
region and ways that people cope with it.
3. INTERPRET AND ANALYZE Deforestation is viewed
as one of the major threats facing natural
vegetation, especially tropical forests. Find a
pair of “before” and “after” photos that show
the impacts of deforestation. Write a caption for
each photo. As always, remember that photos are
someone’s intellectual property, so make sure you
are allowed to use them and that you attribute
the owner in your work.
4. EVALUATE AND DRAW CONCLUSIONS Write a letter for
a politician to read in Parliament (this should take
no more than two minutes to read) that explains
the interactions between soils and natural
vegetation and then emphasize why we should
protect natural vegetation cover.
UNIT1
CHALLENGE
CHECK-IN
1. Review the Focus On: Spatial Significance on
page 96. What are the characteristics of your
selected community that make it important?
2. Review what you learned about natural vegetation
in Chapter 3. Research to see how vegetation
can be used to prevent or mitigate your natural
disaster. What are the pros and cons to including
this vegetation? Think about how the vegetation
might impact the recovery from the disaster. Use
a t-chart to help organize your thinking.
NEL
5. FORMULATE QUESTIONS What questions do you
have about human activities in the tundra
and high-mountain vegetation environments?
Research an answer to one of them.
6. COMMUNICATE The Chapter Big Question is “Why
care that Earth’s natural vegetation is changing?”
Create a blog, vlog, or podcast to answer the
question. Use details from this chapter.
7. SPATIAL SIGNIFICANCE A housing developer wants
to build new homes in a forested area near your
community. Using point-form notes, record the
spatial significance of the forest for different
groups in your community. Include
• town officials
• environmentalists
• construction workers
• people wanting to buy new homes
• any other group you think should be included
3. Investigate your chosen community to see what
they are already doing to prevent or mitigate a
natural disaster.
4. Review the Unit Challenge on page 15 and the
information you have collected so far. Look over
your research questions. Do you need to make
any changes based on what you learned about
vegetation in Chapter 3?
CHAPTER 3: Looking Back 101
102 NEL
 CHAPTER 4

PATTERNS OF
RIVERS AND
OCEANS A RTH ’S
PEN SW HEN E
WHAT HAP NGE?
TEMS C HA
WATER SYS
LEARNING GOALS
As you work through this chapter, you will
• describe characteristics of water systems
• describe how natural forces and people change
water systems
• analyze topographic maps

This is the Gordon River Dam in Tasmania, Australia. A

dam is a barrier built across a river. Behind the dam is
Lake Gordon, which is a reservoir created by the dam.
The water in the reservoir falls into the power station,
which turns the turbines and creates energy.

In 1978, there was a proposal to build a new dam on the

Gordon River, below the Gordon River Dam. Many wanted
the new dam for the energy it would produce and the
thousands of jobs it would create. Others worried that the
dam would damage the Franklin River and affect wildlife
habitats. As well, in 1981, caves containing valuable
Aboriginal artifacts were discovered in the area. It was
feared that the caves could be damaged by flooding.

Finally, after protests, blockades, and a court case, plans

to build the dam were stopped in 1983.

Why would people agree to allow a river to run wild

rather than change it for their own benefit? Why are
the decisions we make about Earth’s rivers and oceans
so important?

NEL 103
WHY ARE
EARTH’S WATER
SYSTEMS
IMPORTANT?
Without water, there would be no life on Earth. Living things need water irrigate  to artificially supply
to survive. But we use water for more than just survival. We use water to water to land or plants to
help growth
generate electricity. We also use it to make products and to irrigate farmland
to grow our food. To irrigate means to artificially supply water to land or FIGURE 4.1 The Ganges River
plants to help growth. Water is also used as a means of transportation. in India has enormous spiritual
Ships carry passengers and transport goods all over the world. We also use significance to Hindus.
boats for fun and recreation, for sailing, kayaking, and canoeing. We swim, I wonder why people have
water-ski, and surf in the water. spiritual connections with
some rivers?

104 UNIT 1: Physical Patterns in a Changing World NEL

 Water systems and bodies of water can be used in a political way. They water systems  bodies of
sometimes form boundary lines between countries and regions of the world. water and all their parts
They are also significant to people around the world for other reasons.
For example, rivers have been an important part of the traditional way of
life for many First Nations, Métis, and Inuit in Canada. The Kwanlin Dün
First Nation live along the Yukon River. The river’s banks are lined with
meeting places, hunting sites, and burial grounds. The Ganges River in
India is sacred to Hindus (Figure 4.1). People bathe in the Ganges as part of
religious rituals, use the water to pay tribute to their ancestors, and use the
river as part of their funeral ceremonies.

THE WATER CYCLE

Water continuously moves through a cycle. As you can see in Figure 4.2,
water is always evaporating from the land and water bodies and being
moved by winds. Some of it is returned to the land and water bodies by
precipitation. Some water is stored in ice or snow or in lakes. Some is
stored in the soil or near Earth’s surface as groundwater. Groundwater groundwater  water that
is water that is held, or flows, beneath Earth’s surface. The upper level of is held or flowing beneath
Earth’s surface
groundwater is the water table. As well, some water on the land drains
through rivers toward lakes and oceans, where it can stay for some time. water table  the upper level
As water runs off the land, it carries minerals into the ocean. These of groundwater
minerals form salts, which accumulate in the ocean. Lakes are not salty
because the minerals are washed to the ocean by the movement of water as FIGURE 4.2 This diagram shows
the water flows from rivers, to lakes, to oceans. the journey of water as it moves
constantly through the different
phases of the water cycle, also
known as the hydrologic cycle.

condensation

evaporation from
plants and soil precipitation
precipitation

evaporation
from oceans, lakes,
and streams

surface runoff
from rivers water table

groundwater

NEL CHAPTER 4: Patterns of Rivers and Oceans 105

 WHERE WE FIND WATER
As you can see in Figure 4.3, most of Earth’s water is found in the oceans. It
is salt water. Fresh water makes up only 3 percent of Earth’s water. Much of
the fresh water is not available for people to use because it is in ice caps and
glaciers or it is deep below the surface as groundwater. Only about 1 percent
of all fresh water on Earth is available for 7 billion people to use. Some of this
water is found in wetlands, lakes, and rivers. Some of it is within plants and wetlands  lowland areas that
animals. Some available water is in the soil and the atmosphere. This 1 percent have plenty of water, such as
swamps, marshes, bogs, and
of Earth’s water supports the lives of all living things on this planet. lagoons

Where Is Earth’s Water?

Where is Earth's Water?
All Water
oceans
97%
fresh water
3%

Fresh Water
groundwater
30%
available surface ice caps and glaciers
fresh water 69%
1%
Available Fresh Water ice and snow
lakes 73%
20% other
FIGURE 4.3 This graph shows
swamps and marshes 4% the proportions of salt water,
2.5% rivers fresh water, and available fresh
0.5% water on Earth.

RIVERS
Rivers are found on all continents except Antarctica. They contain a small
percentage of all the fresh water in the world, but it is very important
for plants, animals, and people. Rivers shape the land, creating landform
y 7 SB
patterns such as valleys and canyons. Land also affects rivers. For example, a
48-X river flows more quickly down a steep slope.
C04-F02-G07SB
OCEANS
Crowle Art Group
There is really only one ocean on this planet. The world’s oceans are joined
3rd pass and water flows from one ocean to another. It is only for our What is one
together, reason that we give
convenience that we give names to the different parts of the one ocean. labels to different parts
oved Oceans make up 71 percent of Earth’s surface. As you can see from of the ocean?
Figure 4.3, about 97 percent of Earth’s water is in the oceans. As well, the
oceans contribute 86 percent of the water that evaporates into the water
cycle. However, more water is held in the ocean than is moving through the
water cycle. The ocean acts as a storehouse of Earth’s water.

106 UNIT 1: Physical Patterns in a Changing World NEL


salinity  the saltiness or
dissolved salt content of a
body of water
FIGURE 4.4 Here, on the Osa
Peninsula in Costa Rica, the mouth
of the Rio Claro river empties into
the ocean, washing minerals out
to sea.
I wonder whether water
at the mouth of a river
tastes salty?
THE IMPORTANCE OF SALT
Minerals dissolve and are washed from the land and carried by rivers and
lakes (Figure 4.4) into the oceans. Water evaporates from the surface of the
oceans and returns to the water cycle, but the minerals remain in the ocean,
becoming more and more concentrated. These minerals eventually form
salt. Some parts of the ocean are saltier than others. The ocean has higher
salinity, or saltiness, where there is higher evaporation, for example, near
the equator. There is less salinity in the ocean near the poles.
Plants and animals that live in ocean water are adapted to the salinity.
Plants that live on the ocean coasts, such as mangrove trees and marsh
grass, can tolerate higher levels of salinity than other species. Without rivers,
streams, and precipitation supplying the ocean with fresh water, it would
become more and more salty—even too salty for fish to survive. The ocean
waters would eventually evaporate completely. On page 117, you’ll read
more about how something like this happened to the Aral Sea.

CHECK-IN
1. EVALUATE AND DRAW CONCLUSIONS What is an
important conclusion that you reach after
analyzing Figure 4.3? Explain to someone else
why it is important to know this and how it might
affect your lives.
2. GEOGRAPHIC PERSPECTIVE How does knowing
that all the oceans are joined together help you
understand the impact of a river drying up? Write
a paragraph or create a short presentation to
demonstrate your understanding.

NEL CHAPTER 4: Patterns of Rivers and Oceans 107

WHAT ARE THE
CHARACTERISTICS
OF RIVERS AND
OCEANS?
We depend on rivers and oceans for our survival. When they are threatened,
all life on Earth is in trouble. We need to figure out what is harming our
rivers and oceans and how to prevent more damage. The first step is to try
to understand the characteristics and patterns of rivers and oceans.

PHYSICAL CHARACTERISTICS OF RIVERS

As rivers flow, from beginning to end, they are changed by the land. Their
own shapes and patterns change. As well, they shape the land and affect the
habitats of living things.

PARTS OF A RIVER
A river has many different parts. Read through Figure 4.5 to understand what
each part is. Figure 4.6 illustrates the different parts of a river.
FIGURE 4.5 This chart explains the
River Part What is it?
different parts of a river.
watershed the line of high ground that separates water flowing in one direction
from another

drainage basin the area drained by a river system

source where a river or stream begins, for example, a spring or glacier high in
the mountains

tributary a stream or river that flows into a larger one

channel the depression where water flows; the path a river takes

floodplain flat, low-lying area near a river or stream that may be regularly flooded

meander loop or bend in a river

riverbank the land on the sides of the river

river bed the bottom of a river

delta a plain formed by a deposit of sediment where a river enters a lake or

ocean, typically in a triangular shape

mouth the part of the river where it flows into a larger body of water

108 UNIT 1: Physical Patterns in a Changing World NEL

 source
watershed
watershed tributaries

drainage basin

channel
lake
watershed

main river channel floodplain

river bank meander

mouth delta

drainage basin

FIGURE 4.6 The parts of a river. The river bed (not pictured) is the bottom of a river.

RIVER PATTERNS deposition  the process by which

weathered material is laid down or
As rivers flow, they often change the land through which deposited by wind, water, and ice
they flow. They do this by erosion and deposition. The
change depends on the type and slope of the land they are
moving through. A river running down a steep slope near
its source will be straight and flow quickly. A river running
down a gentler slope, closer to where it will enter a lake or
the sea, may have curves and flow more slowly. A river may
erode material from its banks. It may deposit the materials
in other locations. Its own shape changes. It may form
meanders or a braided pattern.
• Meanders form on slow-moving rivers over land with little
slope. In these areas, rivers curve. As the water flows into a
curve, it strikes the outer river bank. If the river bank is made
of soft rock, it will erode. This makes the meander larger
over time. The river deposits any material it is carrying on
the inner river bank, where the water is moving more slowly.
This makes the water here more shallow over time.
• It is difficult for a shallow river flowing over a flat area to
carry a heavy load of sediment. It may drop the materials, FIGURE 4.7 This braided river is Hopkins River
which form small bars. The river becomes a maze of near Lake Ohau in New Zealand.
interconnected channels as it flows around them.
How would I explain to a classmate how a
This makes a braided pattern (Figure 4.7). braided river is formed?

NEL CHAPTER 4: Patterns of Rivers and Oceans 109

READING AND ANALYZING
TOPOGRAPHIC MAPS
You read about topographic Topographic Map, Bow River Valley, Alberta
N
maps on pages 22 to 23 when you 1800m

18 00 m
180 0m 200
learned how to read elevations on 18 0 0
m
0m

0 m
maps. You can use the contour lines 1 60
16 0 0
m

on a topographic map, such as on

Bow Valley
Figure 4.8, to draw cross-sections or Parkway
m
profiles of landforms so you can see 14
0
0

the shape of the land. We can read and

analyze topographic maps by drawing forest
cross-sections. Follow the steps below picnic area
to draw a cross-section as shown in trail

Figure 4.8. road

14 00 m
railroad
0 520 m

FIGURE 4.8 This map of a section of the Bow River Valley in Alberta is part
of a larger map. Not all the details shown on the larger map are included
on this small section.

DRAWING CROSS-SECTIONS USING TOPOGRAPHIC MAPS

Place the edge of a piece of paper along the line A-B

on Figure 4.9. Mark where each contour meets the STEP 1 2 5 50
paper. To each of the marks, add the elevations from 75 1 0 0
125
each contour. 150
A B

1 cm  10 km (1:1 000 000)

FIGURE 4.9 Contour lines

On another paper, begin a graph. Draw an x axis

STEP 2 and a y axis. Write numbers on the y axis that
Place your marked paper along the x axis. Label “A” correspond to the numbers on the contour lines.
where x and y meet. Label “B” at the appropriate STEP 3
point along the y axis. Transfer the marks from your paper edge to the
STEP 4 graph by adding dots at the correct elevation. Join
the dots with a pencil line.
Add a title: “Cross-Section along A-B.” STEP 5
Find a hilltop, a steep slope, and a gentle slope on the
STEP 6 cross-section. Label each. Label the scales “Vertical
Draw another cross-section: a section of the Bow scale 1 cm = 25 m” and “Map scale 1 cm = 10 km.”
River Valley (Figure 4.8). Your A-B line should go
Geography 7 SB
from the top of the map to the bottom. It should STEP 7
0-17-659048-X
run through the highway bridge across the river.
Add labels to your cross-section toFNdescribe the C04-F08-G07SB
valley’s shape.
CO Crowle Art Group

Pass 2nd pass

110 UNIT 1: Physical Patterns in a Changing World
Approved
NEL

Not Approved
FIGURE 4.10 Houses built along a channel FIGURE 4.11 Mangrove forests, like this one in Thailand,
on the Mississippi River delta are among the most biologically diverse forests. They
grow along two-thirds of coastlines of tropical areas of
What risks would I face if I lived here? the world, including deltas and estuaries.

I wonder why mangrove

forests are so biologically
RIVERS AFFECT THE LAND diverse? How do they compare
to rainforests?
Rivers shape the land as they flow over it. They may form valleys,
floodplains, and deltas. When water flows through the mouth of a river into
a large body of standing water, such as a lake or ocean, the river slows down.
It deposits the sediment it is carrying near its mouth, generally forming a
delta (Figure 4.10). The sediment can sometimes spread out into the sea,
forming “fingers” through which the river flows.
Delta land is very fertile. For example, the Ganges Delta in India and
Bangladesh is one of the most fertile regions in the world. Deltas are very levee  a raised bank on the
low land, and when rivers rise, the land floods. Some rivers have raised edge of a river channel
banks, or levees, which have formed naturally. Sometimes people build estuary  a body of water
levees to protect their homes from flooding. along a coast where the
river meets the sea and that
An estuary is a partly enclosed body of water and a unique ecosystem. contains a mix of fresh and
As the fresh water of the river mixes with the ocean’s salt water, it stirs up salt water
sediment. This water creates excellent growing conditions for water plants,
providing them with the minerals they need. Animals feed on the plants. What might be
The world’s largest estuary is the Gulf of St. Lawrence. Many large cities one advantage of living
are built on estuaries, including Jakarta, Indonesia, and Tokyo, Japan. beside a river?

RIVERS AFFECT HABITATS

Rivers are ecosystems. They provide a variety of habitats for plants
and animals that may live in the water itself, on the riverbed, or on the
riverbanks. There are also many types of habitats surrounding estuaries,
depending on the local rocks and climate. These include mud flats, salt
marshes, and mangrove forests (Figure 4.11).

NEL CHAPTER 4: Patterns of Rivers and Oceans 111

CHARACTERISTICS OF OCEANS
The ocean’s water is always on the move. As it moves, the water forms
patterns. As well, the massive amounts of moving water affects the land, the
climate, and the ocean and coastal ecosystems.

NATURAL CHANGES TO OCEANS

There is evidence that ocean temperatures and global ocean currents
change naturally over time. For example, the Gulf Stream current has
stopped flowing across the Atlantic Ocean several times over the past
million years. As well, as you learned in Chapter 1, the ocean floors change.
As Earth’s plates shift, they slowly cause sections of the sea floor to spread.
The Atlantic Ocean is getting wider. The Pacific plate is sliding under plates
along its western edge. As a result, the Pacific Ocean is getting smaller.

GEOGRAPHY AT WORK MARINE GEOLOGIST

Christina Symons (Figure 4.12) graduated from
university with a degree in geology. Geology is the
study of Earth, including its history and its structure.
Then, while she was working on a master’s degree,
she got involved in a research study mapping the
ocean floor near New Zealand. “Everything up until
then had been land-based,” she recalls. “Then I just
fell in love with the ocean.”
The experience inspired Symons to switch the
focus of her studies. She went on to earn a master’s
degree in underwater geology and then completed
a PhD in geology.
Marine geologists study the ocean floor and
the natural processes that take place there.
This means learning about everything from volcanic
eruptions to plate tectonics. They sometimes look
for natural resources, such as gas, oil, and minerals.
They also map, and help predict, damage to the
ocean floor caused by natural disasters.
Symons is continuing as part of the team
mapping the ocean floor along the rim of the Pacific
Ocean Basin. In 2012, she was a member of the
team supporting filmmaker James Cameron’s solo
dive to the deepest known point in the ocean.
GPS, or the Global Positioning System, is
an important mapping tool for Symons. It is a
navigational system. Satellites orbiting around
Earth send signals to GPS receivers. People use
the receivers to locate their exact position. “It’s one
thing to collect high-resolution images of the sea
floor,” says Symons, “but you must know where you
are on the Earth to make a useful map.”
What excites Symons about her work? As she
says, “The best part is we are mapping the sea floor
that no one has ever seen, and for the most part, no
one has ever mapped. So we are learning something
about a brand-new place.”

MAKING CONNECTIONS
1. How does a career in marine geology connect
with geography?

FIGURE 4.12 Dr. Christina Symons, sitting in the pilot’s 2. In what ways might mapping the ocean floor be
sphere of the Mermaid Sapphire submarine different from mapping land that is above sea level?

112 UNIT 1: Physical Patterns in a Changing World NEL

 OCEAN PATTERNS: GLOBAL CURRENTS
Ocean currents are flows of seawater that move in one direction. Some
currents are deep—over 400 m below the surface—and some are at the
surface of the ocean. Deep currents are flows of cold water. Surface currents
are warmed by the Sun and pushed by winds. As the warm surface water is
moved away, cooler water is drawn up from below. This circulation creates a
global pattern of ocean currents (Figure 4.13).
The currents flow in roughly circular patterns known as gyres. In the gyre  a large, circular
northern hemisphere, they move in a clockwise direction. In the southern oceanic surface current
hemisphere, they move in a counterclockwise direction. Warm currents
begin in the tropics. They bring warm water toward the cooler regions. Cold
currents begin in the polar regions. They bring cool water toward the tropics. In
this way, ocean currents help move energy around the globe.

Global Ocean Currents

ARCTIC OCEAN
Arctic Circle

EUROPE

NORTH ASIA
AMERICA ATLANTIC
PACIFIC
OCEAN
Tropic of Cancer OCEAN

AFRICA

Equator
SOUTH
AMERICA
Tropic of Capricorn
INDIAN AUSTRALIA
PACIFIC OCEAN
OCEAN

0 2000 km
Antarctic Circle

ANTARCTICA

cold current warm current

The Gulf Stream, which moves warm water from the tropics into the FIGURE 4.13 This map shows
North Atlantic, is one of the strongest ocean currents. It starts in Florida the warm and cold ocean
currents of the world.
and follows the east coast of the United States and Newfoundland, where
it crosses into the Atlantic Ocean. It is a large, powerful ocean current. The
Gulf Stream influences the climate of both the east coast of North America
and the west coast of Europe. It can also make cyclones and hurricanes
stronger and more damaging.

Geography
NEL
7 SB CHAPTER 4: Patterns of Rivers and Oceans 113
0-17-659048-X

~
El Nino  a mass of warm
water that travels from the
western to eastern Pacific
~
La Nina  cooling of surface
water near South America
Why might
meteorologists study
ocean currents to make
predictions about the
weather?
FIGURE 4.14 In 2011, officials at
the National Disaster Warning
Foundation blamed a prolonged
La Niña cycle for unusually heavy
monsoon rains that caused
flooding in central and northern
parts of Thailand.
I wonder what a diagram
~ and La Nina
of El Nino ~
would look like?
114 UNIT 1: Physical Patterns in a Changing World
OCEAN PATTERNS: EL NIÑO AND LA NIÑA
On page 113, you saw a map of the pattern formed by the ocean’s warm and
cold currents. El Niño is another example of a pattern formed by an ocean.
Every two to seven years, a change in the regular currents in the Pacific
Ocean occurs. Warmer water is pushed from the western Pacific across
to the eastern Pacific near South America. This is called El Niño. These
conditions bring warmer, wetter conditions to South America and warmer
and drier weather to much of North America. El Niño conditions can last for
up to two years.
La Niña is a cooling of the surface water near South America.
Every three to five years, it creates weather conditions that are the reverse
of El Niño conditions.
These conditions affect global climate patterns and local weather. They
can result in more storms, higher precipitation, and more extreme seasonal
temperatures. For example in 1982 to 1983, there were severe storms in the
southern United States and droughts in Australia. In 1997 to 1998, there
were severe droughts in the Western Pacific and record-breaking high
temperatures globally. Figure 4.14 shows a 2011 flood in Thailand caused by
monsoon rains. Experts blamed La Niña for the heavy rains that year.
OCEANS CHANGE THE LAND
When waves and currents reach the shoreline, they can erode rocks and
cliffs, over time. They can create features such as sea stacks (Figure 4.15).
They can wear down stones and shells of sea life into grains of sand. They
can also transport sediment and deposit it to form long narrow bands of
sand called sand spits.
OCEANS AFFECT THE CLIMATE
As you read in Chapter 2, the oceans are part of the climate system. Currents
on the surface of the ocean and the winds move the heat from the equator to
other, colder parts of the world. This affects the climates from region to region.
OCEANS AFFECT HABITATS
One reason oceans are so important is because they offer many different
habitats for plants and animals. Coastlines are where land meets ocean.
The mixing of both land and water elements provides homes to many
plant and animal species. As well, the shallow areas of the ocean close
NEL
FIGURE 4.15 These cliffs and sea stacks, called the Twelve Apostles, are on I wonder what kind of stone
the south coast of Australia. these sea stacks are?

to land—the continental shelves—right down to the deepest parts of the continental shelf  the shallow
ocean contain life. Differences in the amount of light, temperature, and gently sloping submerged
zone of a continent next to
chemical makeup of the water create a variety of habitats as the depths an ocean
increase. For example, water moves from deep in the ocean up to the
surface. The deeper, colder layers of the ocean contain nutrients and carbon
dioxide (CO2). As they rise, they bring the nutrients and CO2 to the warmer algae  a simple plant ranging
surface layers. This allows different types of algae to grow in the sun. In from one-celled forms to
turn, many forms of life feed on these plants. In this way, oceans affect the seaweed and giant kelp
living conditions of many marine plants and animals. marine  relating to the sea

CHECK-IN
1. COMMUNICATE Create a model showing different 3. INTERPRET AND ANALYZE What are some key ways
parts of a river. Include different drainage in which the ocean is similar to, and different
patterns in your model. than, the land?
2. INTERRELATIONSHIPS Make sketches to identify
two river features that can create challenges for
people. Label your sketches to show how these
features can present problems.

NEL CHAPTER 4: Patterns of Rivers and Oceans 115

HOW ARE WE
CHANGING RIVERS
AND OCEANS?
As you have learned, rivers and oceans can affect and change the land and
environment. They change themselves too. We also change them in various
ways. Sometimes this benefits us in the short term. But there may be
harmful long-term consequences to our actions.

PEOPLE CHANGE RIVERS

Sometimes we change the course of a river to help meet our needs. This
is called river diversion. Scientists estimate that we will have diverted river diversion  changing the
70 percent of all the rivers available to us by 2025. The three main types of course of a river in order to
meet a need
river diversions are canals, dams, and new river channels.

BUILDING CANALS
A canal is a waterway that allows boats to travel where they would otherwise canal  an artificial waterway
not be able to go. In Europe, canals are an important method for transporting built to allow the passage of
boats or to divert water
materials. They are also used to supply cities with water. Canals can create
environmental benefits, for example, ships use less fuel when they can take a
shortcut to their destination. However, canals may also harm the environment.
For example, a canal that diverts water from a river can change its flow and
alter the local habitats, both in the river and on the land nearby.

BUILDING DAMS
A dam is a barrier that is built across a river. As the water passes through dam  a barrier built across a
the dam, it turns blades on a turbine, which converts the energy from the river to control the water’s
flow and to create a large
falling water into electricity. The dam raises the water level behind it. The supply of water
higher water level widens the river or even creates a new lake. Known as a
reservoir, this water can be supplied to farms, industries, and communities. reservoir  a place or area
In 2012, China’s massive Three Gorges Dam was finished (Figure 4.16). of stored water, such as
an artificial lake formed by
It crosses the Yangtze River. The dam generates electricity. It supplies fresh a dam
water to nearby cities and to large areas of farmland.
Dams can also have harmful effects. They change the flow and levels of
rivers, which can affect erosion. This can also damage the river ecosystems
and those that it might feed into, such as wetlands or bogs. Many native
species of animals and plants cannot survive. Invasive species may move in.
As well, any people living in what will be the new reservoir area are forced
to move away. For example, more than a million people were moved from
the area set aside for the reservoir for the Three Gorges Dam.

116 UNIT 1: Physical Patterns in a Changing World NEL

FIGURE 4.16 The Three Gorges Dam in Yichang, China
A B
FIGURE 4.17 (A)The Aral Sea in 1989, and
(B) in 2008 after it shrank. As it shrank, the
sea lost a volume of water equal to the waters
of Lake Erie and Lake Ontario combined.
I wonder how people weigh the benefits
versus the risks before they decide to
create new river channels?
NEL
I wonder how they controlled the flow of the
water while they were building the dam?
CREATING NEW RIVER CHANNELS
People create new river channels to redirect the flow of
water from rivers. Sometimes this is done to bring water to
farmland. The effects can benefit people living in a region,
but there can also be harmful results.
For example, for more than 5 million years, the Aral Sea
in Central Asia was the fourth-largest inland sea in the
world. It was fed by two rivers. In the 1960s, the government
changed the flow of the rivers to irrigate a wide area of
farmland. The waters of the Aral Sea began to evaporate,
and the sea began to shrink. Salt levels in the sea increased
by nine times. All the fish in the sea died because they could
not survive in the saltier environment. Part of the seabed
became a desert (Figure 4.17). Millions of tonnes of salt
from the seabed were carried by wind and rain onto a wide
area of pastures and farmlands, harming the local vegetation
and crops. In 2005, the country of Kazakhstan began a
project to return some water to the sea by building a dam to
hold water in the northern section.
CHAPTER 4: Patterns of Rivers and Oceans 117

pollute  to put harmful
substances into the
environment
Why do people
pollute rivers if so
much harm is caused?
Do the benefits
outweigh the risks?
sewage  waste materials
carried away from homes
and industries through sewers
or drains
treated  sewage and
wastewater that has
undergone a process to
remove contaminants so that
it can be safely returned to consume the water, they can become ill or die. Other living species can also
the environment
118 UNIT 1: Physical Patterns in a Changing World
POLLUTING RIVERS
Humans also change rivers by polluting them. Water is polluted when
people change it in a way that makes it harmful or poisonous for people
or other living organisms to use. Pollution can come from many human
activities, for example, factories, fertilizers and pesticides washing off lawns
and farmers’ fields, and car and airplane exhaust, which is burned gas from
an engine. Water pollution harms the whole global environment, including
people, wildlife, and plants.
Why should water pollution matter to you? Water pollution kills about
14 000 people a day around the world. This is mostly due to water being
contaminated or made impure by sewage. Sewage is the waste liquids
from sinks, bathtubs and showers, toilets, and other drains in households,
schools, offices, and businesses.
In some communities, sewage is treated, or made safe, from
contaminants before it is returned to waterways. In many places, sewage is
placed back into waterways without any treatment (Figure 4.18). Untreated
sewage that gets into waterways can contain bacteria or viruses. If people
be affected by the poor-quality water.
FIGURE 4.18 Discharge from a I wonder who should be
fertilizer plant spews into the responsible for preventing
Danube River in eastern Europe. this from happening?
NEL
FOCUS ON

INTERPRET AND ANALYZE

Interpreting and analyzing information is an You also need to think about your own point of
important geographic skill. view and how it might be affecting your conclusion.
Ask the questions shown in Figure 4.19 to analyze
INTERPRET INFORMATION your sources.
As you gather and organize information to answer
your research questions, you need to interpret, or
Is the information
understand, what it means. Some ways you can up to date?
do this are by making comparisons, identifying Does the source
patterns, or finding connections. Another useful provide evidence
Does the to support any
way to interpret geographic data is to put it in
source have conclusions?
visual or graphic forms, such as maps, graphs, expertise on
diagrams, and tables. Creating visual organizers the topic?
helps you identify patterns and relationships Does the source
between different pieces of information. present different
sides of the issue
or only one point
ANALYZE YOUR EVIDENCE of view?
You also have to analyze your evidence, which
means figuring out how it helps answer your
FIGURE 4.19 Questions to ask
research questions. Some ways to do this are
as you analyze sources
looking for cause-and-effect relationships and
thinking about the geographic perspectives of TRY IT
the issue. Another important way to analyze Select an article from a newspaper, magazine, or
your evidence is to consider the sources of your blog related to how people are changing rivers
evidence and figure out how the sources will affect and oceans.
the evidence itself. For example, you should use 1. Read the article, then ask and answer the four
sources that are reliable and that can give current questions above.
information and ideas about a topic. You need 2. Use a graphic organizer to identify patterns
information from sources that are knowledgeable between pieces of information in the article.
about your research topic and that provide good For example,
evidence to support their conclusions. a) Try to find cause and effect relationships in
Information can often be affected by the point of the article.
view of the person or organization that provides it. b) Try to make a comparison and identify a
A point of view is the way someone looks at a topic pattern in the article.
or idea. It affects the way information is selected c) Try to make a connection to ideas in this
and used. chapter or to information that you already
You need to identify the points of view of have.
your sources. Using information from only one 3. Describe the author’s point of view. What
source with one point of view might limit your evidence shows this? (You can include
understanding. Considering several sources can information within the article, as well as
lead to a more reliable conclusion. information about the author from the byline.)
4. How will you go about sharing other points of
view on the topic of how people are changing
rivers and oceans?

NEL CHAPTER 4: Patterns of Rivers and Oceans 119

PEOPLE CHANGE OCEANS
When people harm rivers, the damage flows downstream, to the lower part downstream  toward the
of the stream or river. Eventually this damage arrives at the ocean. mouth of a stream or river
People also change oceans directly. How we manage our fisheries affects
the survival of species and ocean habitats. We are contributing to climate
change, which is affecting oceans. We are also polluting oceans.

DESTROYING OCEAN HABITATS

People’s activities can destroy habitats that border the oceans, such as sea
grasses and mangrove swamps. They are also destroying coral reefs. Coral coral  colonies of tiny marine
reefs are complex environments. As well as being underwater ridges made of organisms whose secretions
form colourful underwater
living coral and their skeletons, they are communities of other organisms, such structures
as plants, fish, turtles, starfish, and so on. Coral reefs are home to over one
quarter of all marine life on Earth. They are important nurseries for fish and
also provide protection during storms. They
grow slowly in clear, shallow, warm water. In
recent years, reefs in the Pacific and Indian
oceans have shrunk by 1550 km2 per year
because of human activity.
Loss of habitat happens in several ways,
including the following:
• Fish nets dragged along the ocean floor
break the coral and disturb sediment.
The sediment smothers nearby reefs
(Figure 4.20).
• Poor farming practices result in large
amounts of soil washing off the land
and into oceans. These sediments
also smother reefs and sensitive
ocean bottoms.
• Tour boats collide with the fragile coral
reefs, breaking the coral. Divers may break
off chunks of the reef for souvenirs.
• People mine coral to use as road-fill or
bricks in new buildings.
• Many kinds of toxins dumped into the
ocean or carried there by rivers are
poisoning the reefs. Some chemicals, such
as nitrogen, are fed on by algae. When the
algae multiply in large numbers, they block
the sunlight, which the coral needs to grow.

FIGURE 4.20 This coral in Vanuatu, in the South

Pacific, is covered in a fishing net.

I wonder what the short-term and long-term

consequences of this type of activity are?

120 UNIT 1: Physical Patterns in a Changing World NEL

POLLUTING THE OCEANS
Today, many ocean beaches around the world are littered with different
types of garbage, including plastic bags and bottles (Figure 4.21). The ocean
waters and the wildlife that depend on these waters are also being damaged
by pollution.
There are four ways pollution ends up in oceans. It is dumped directly
into oceans from the land, which is what sometimes happens with sewage,
or from ships or ocean drilling rigs. It can also enter the ocean from rivers,
from the air, or through natural forces such as tsunamis and hurricanes.
Besides garbage and sewage, there are three other important types of toxic waste  poisonous waste
ocean pollution. material, usually chemicals,
which can cause injury,
• Toxic wastes are poisonous chemicals, such as pesticides, and metals, death, or damage to the
such as mercury. Many chemicals are used by industries to make environment
products. They are dumped into the water as waste and eventually end
up in the oceans. Toxic chemicals can also dissolve out of plastic. Many FIGURE 4.21 Garbage from the
of these chemicals never break down. As one animal is eaten by another, ocean washed up on the beach

these chemicals are passed along and become more concentrated. Some I wonder how garbage from
animals cannot reproduce or they get sick. Many die from the poisons. one location can end up in
another part of the world?
• Farmers put fertilizers on their fields to
help their crops grow.
Over time, a water system, such as a
stream or river, brings the fertilizers to
the ocean. These nutrients make algae
in the water grow quickly. The algae use
up all the oxygen in a zone of water so
there is none left for other animals such
as fish. There are about 500 of these
“dead zones” around the world.
• Oil spills happen when oil tankers or
drilling platforms are damaged. Much
more oil is released into the water
on purpose through ships flushing
out their oil tanks. Other sources of
oil pollution in oceans are oil-drilling
activities and runoff from highways
and parking lots.

CHECK-IN
1. EVALUATE AND DRAW CONCLUSIONS When are river
diversions positive? When are river diversions
negative? Show your ideas in a drawing
with labels.
2. INTERRELATIONSHIPS Make a poster or brochure
to show the effects of the damage being done to
coral reefs.
3. INTERPRET AND ANALYZE Using labelled sketches,
illustrations, or photographs, show two or three
ways people change rivers or oceans. Add a
sentence for each example explaining what you
think are the points of view of the authors of this
resource, and why. Explain what your point of
view is, and why.

NEL CHAPTER 4: Patterns of Rivers and Oceans 121

 China

CHINA’S
POWERFUL
N

ve

r
Yangt Ri Shanghai

ze
Lake Tai

RIVERS
31.16°N, 120.15°E East
China
CHINA Sea

Taipei

TAIWAN
Guiyuzhen
0 300 km

THE COSTS OF FIGURE 4.22 Algae blooms

INDUSTRIALIZATION flourish as a result of pollution and
completely cover the water in these
Since the 1980s, China’s economy has grown quickly. New ocean waters off the east coast
of China.
industries have developed, and new factories have been built.
By 2010, the country had become the largest exporter of
goods and the second-largest economy in the world.
China’s booming economy has brought prosperity to many
of its people, but it has also had some negative effects. The new
industries have led to increased levels of pollution. In fact, today
about three out of every four of the country’s lakes are polluted.
Of course, China, like other emerging economies, is in the early
stages of industrialization. As its economy develops, the country
will undoubtedly take steps to deal with its pollution problem.
In fact, it has already begun to do so. Meanwhile, however,
pollution is harming China’s rivers and lakes.

THE DECLINE OF LAKE TAI Geography 7 SB

Factories cause some of China’s water 0-17-659048-X
pollution problems.
Many dump chemical waste into nearby FN waterways. AsC04-F13-GO7SB
a
result, harmful chemicals such as arsenic
CO and ammoniaCrowle show Art Group
up in lakes and rivers.
Pollution from factories and other causes
Pass resulted in the
3rd pass
decline of Lake Tai, China’s third-largest body
Approved of fresh water.
In the 1950s, the Chinese built dams near the lake to control
Not Approved
floods. However, the dams also reduced the lake’s ability to
clean and protect itself from harmful pollutants. When factories
dumped massive amounts of chemicals into the lake, the
pollution caused algae, or plantlike organisms, to grow
(Figures 4.22 and 4.23). So much algae grew that it sucked the
oxygen out of the lake and suffocated its plants and fish.

122 UNIT 1: Physical Patterns in a Changing World NEL

DAMAGED DRINKING WATER
Although Chinese officials knew their country had a pollution
problem, for years they only studied the effects of industrial
pollution on bodies of water. Then in 2007, they began
to record the discharge from farms and landfills. Based
on this information, Chinese officials realized that water
pollution levels were more than twice as high as they had
originally thought.
Some of this pollution is caused when cities dump
raw sewage, or human and animal waste, into lakes and
streams. People who drink this water are taking in disease-
causing bacteria.
Sewage has also damaged China’s coastline. In 2006,
about 7.5 billion tonnes of raw sewage were dumped off the
southern coast of the country. Oil pipeline leaks and spills
further pollute China’s coastline and seas.

FIGURE 4.23 Algae stains this man’s hands green

and makes the water in Lake Tai undrinkable for
local residents.

NEL CHAPTER 4: Patterns of Rivers and Oceans 123

THE CONSEQUENCES OF WATER POLLUTION
All of this pollution takes a terrible toll on human health. In
China, millions of people have become sick from drinking
dirty water. Experts estimate that water pollution kills nearly
100 000 Chinese people each year. Scientists believe that
more people may suffer from stomach and liver cancer in
China than anywhere else in the world. They put at least part
of the blame on water pollution (Figure 4.24).
Furthermore, water pollution is thought to cause
thousands of birth defects. In addition to health concerns,
nearly half of China’s 660 major cities face water shortages
as a result of the country’s polluted waterways. Because
so many of China’s lakes, rivers, and streams are polluted,
more than 300 million Chinese people lack water that is
clean enough to use for irrigating crops, drinking, or washing
clothes (Figure 4.25). Instead, these people are turning to
underground water supplies.
However, they risk using up those too. The World Bank has
warned China that water pollution could have “catastrophic
consequences for future generations.”
124 UNIT 1: Physical Patterns in a Changing World
China’s Water Pollution by the Numbers
218 Number of cities in China without
water-treatment facilities
450 Number of people in southern China
who were poisoned by arsenic in the
drinking water in 2008
19 958 Tonnes of red dye water that a
t-shirt factory dumped into a river
every day
100 million Number of Chinese who drink
polluted water every day
FIGURE 4.24 This chart shows some numbers that
shed light on water pollution in China.
FIGURE 4.25 People wash their clothes in a highly
polluted river in the city of Guiyuzhen, China. Countries
around the world send used computers and other
electronic waste to Guiyuzhen for disposal. The waste
causes severe pollution problems for the city.
NEL

FIGURE 4.26 These bottles are filled with
contaminated water from Lake Tai.
NEL
SPEAKING OUT ABOUT POLLUTION
In 2006, the Chinese government acknowledged that
the country has a big water pollution problem. Officials
recognized the problem after people began speaking
out. For more than a decade, Wu Lihong snapped
photographs of factories dumping chemicals into Lake Tai
(Figure 4.26). He mailed the photos to the government.
Eventually, officials cracked down on the factories, and
pollution eased in Lake Tai.
Today more Chinese citizens are concerned about
pollution. They are talking to the media and leading protests.
In response, China has spent billions on new wastewater
treatment plants. The plants clean the water that is taken
from lakes and rivers. In 2007, 126 treatment plants dotted
the upper stretches of the Chang Jiang (Yangtze). By the end
of 2009, the river had 240 treatment plants.
A HEALTHY ENVIRONMENT
For right now, the Chinese people face a difficult choice. On
the one hand, they want to do a better job protecting the
environment. On the other hand, the Chinese want to keep
growing their economy. Chinese citizens can afford more
cars, homes, and electronic devices than ever before. Yet
continued growth depends on expanding industry, which
often has meant worsening pollution.
Can the Chinese build business while cleaning up their
water? Can they have both health and wealth?
Time will tell.
EXPLORE THE ISSUE
1. List the evidence that shows that China’s water
systems are polluted. Give some details about the
extent of the pollution.
2. Imagine you are a TV news reporter trying to answer
the question “Why did China ignore the problem of
water pollution?” Write the script of the report that
you will give in your news broadcast. Be sure to offer
some evidence for your conclusions.
3. With a partner, discuss the steps that China is taking to
improve the condition of its water. Meet with another
pair. Debate whether these steps will solve
the problem.
CHAPTER 4: Patterns of Rivers and Oceans 125
HOW CAN WE
PROTECT EARTH’S
RIVERS AND
OCEANS?
Earth’s water systems are threatened by human activity. The creation of river FIGURE 4.27 Because their
diversions, poor fishing and farming practices, and pollution are destroying aquatic habitats are being
threatened, many sea creatures
ecosystems, habitats (Figure 4.27), and water supplies. What actions can we are endangered, including
take to protect the oceans and rivers? Here, we focus on ways to reduce the Mediterranean monk seals.
serious problem of water pollution. What can I do to help these
sea creatures survive?
REDUCING POLLUTION
In the past, people hoped pollution in the water system would biodegrade biodegrade  slowly broken
naturally over time. Now the volume of pollution is too high. Many down into natural parts by
natural processes
governments—national, provincial or state, and local—are finding ways to
reduce pollution by doing the following:
• Setting water-quality guidelines: Scientists determine safe levels of harmful
substances to allow in water. Water for human use has a higher standard
than water that will be used for other purposes, such as watering livestock.
• Making stricter regulations: Regulations are rules that businesses,
organizations, and households must follow. Ideally, regulations prevent
any pollution, such as toxic chemicals and oil, from entering water.
• Encouraging technology: With strict water-quality guidelines and
regulations put in place, people and businesses will be forced to reduce
pollution. They will be looking to purchase technologies to help them
achieve this. In turn, there will be more incentive for others to invest money
and time in developing new technologies to prevent and clean up pollution.
• Switching to renewable energy: If more renewable energy sources are found
and used, energy companies can stop drilling for oil on the ocean floor, which
would help reduce oil spills (Figure 4.28).
• Limiting the use of fertilizers and pesticides: Limiting the amount of FIGURE 4.28 This Kemp’s ridley
fertilizers and pesticides farmers spray on their crops will reduce the sea turtle is being treated after
encountering oil in the Gulf of
amount that washes off fields and into rivers and then oceans.
Mexico in 2010. A massive oil
• Encouraging consumer awareness: If consumers are aware of the spill was caused by a drilling
consequences of their purchases, they may be more likely to make choices platform disaster.

that will reduce water pollution. For example, they can buy products that I wonder how biologists
will not cause water pollution, such as cleaning products that biodegrade decide when plants and
animals are endangered?
easily and will not end up in streams.
126 UNIT 1: Physical Patterns in a Changing World NEL
NEL CHAPTER 4: Patterns of Rivers and Oceans 127
 HEROES IN ACTION

NAOMI ESTAY CASANOVA AND

OMAYRA TORO SALAMANCA:
PROTECTING THE ANTARCTIC FROM OIL SPILLS
In 2011, Naomi Estay Casanova, 15, and this bacteria could be used to make the oil
Omayra Toro Salamanca, 16, of Chile, in less toxic to the environment. Eventually
South America, read a newsletter about Toro and Estay were successful. They
Antarctica. It described the problem discovered a strain of bacteria that could
of pollution from oil spillage there. The degrade oil molecules even in extremely
newsletter explained that the pollution low temperatures. They won the Antarctic
was worse than people thought. Toro says, School Fair, which allowed them to travel to
“We were worried about Antarctica for one week.
this situation and were While they were there,
basically looking for a they visited the bases of
solution to it.”
“WE WANTED TO SHARE OUR different countries and
The girls got in touch RESEARCH WITH THE WORLD hiked on the glaciers, and
with José Manuel Pérez-
Donoso, a scientist at the
SO THAT EVERYONE KNOWS they also learned how to
take samples of bacteria
University of Chile, who was THE IMPORTANCE OF THE from snow.
studying the properties of ANTARCTIC CONTINENT ... By 2013, Estay and Toro
bacteria from Antarctica. had identified 12 strains
He permitted them to WHICH IS OUR BIGGEST of bacteria that could
use his lab to study more FRESHWATER RESERVE.” break down oil at low
than 100 different types temperatures. With this
of bacteria. Estay and Toro hoped to find a discovery, they won the 2013 Stockholm
bacteria that could degrade or break down Junior Water Prize.
oil. In the event of an oil spill in the Antarctic, “After winning the prize, my personal
mission is to share our experience with
other young people, to create interest
about how they must protect natural
resources like water,” said Toro. Estay
added, “We wanted to share our research
with the world so that everyone knows the
importance of the Antarctic continent ...
which is our biggest freshwater reserve.”
(Figure 4.29)

A CALL TO ACTION
1. How could you raise awareness of this
issue in your community?
2. What other types of action could you
FIGURE 4.29 Antarctica contains around 70% of the world’s fresh water. take to protect the world’s fresh water?

128 UNIT 1: Physical Patterns in a Changing World NEL

 TAKING ACTION
Government efforts to protect rivers and oceans can only work if citizens
support the efforts and take actions on their own. What can you do to help?
• Use the Internet to find out what rivers in your province or territory
might be diverted or dammed.
• Learn more about coral reefs and how you can help to keep them healthy.
Here are some simple things that you can do to reduce river and
ocean pollution:
• Reuse plastic bags and containers whenever possible.
• Refuse to buy products that come with too much plastic packaging.
• Reduce, reuse, and recycle all of your waste.
• Volunteer with an environmental group that is working to protect rivers
FIGURE 4.30 Volunteers pick up or oceans, such as the group shown in Figure 4.30.
trash along the shoreline southwest
of Manila on World Oceans Day.
• Support an organization that is working to clean up rivers and oceans.
• Write letters to elected officials to tell them that you want action to clean
How can I help to reduce up rivers and oceans.
water pollution?

CHECK-IN
1. GATHER AND ORGANIZE Research different ways to
protect coral reefs from harm. Summarize your
findings using a graphic organizer.
2. SPATIAL SIGNIFICANCE Where are most of the
ocean’s coral reefs? Locate them on a map.
How many are near Canadian coasts? Why
should Canadians care whether coral reefs
are damaged?
3. GEOGRAPHIC PERSPECTIVE Which forms of ocean
pollution—garbage, toxic wastes, fertilizers, and
oil pollution—are connected to the way you live
your life and the products that you use? Make a
personal plan for reducing the chances that you
will contribute to ocean pollution.

NEL CHAPTER 4: Patterns of Rivers and Oceans 129

 LOOKING BACK: CHAPTER 4

P P E N S W H E N
WH A T H A
H ’ S W A T E R
EART A N G E ?
SYSTEMS C H

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• describe characteristics of water systems
• describe how natural forces and people change water systems
• analyze topographic maps

As you learned in Chapter 4, Earth’s water systems are changing. Much of this
change is caused by human activity. Think back to the question that started
the chapter: what happens when Earth’s water systems change? There are
many answers to this question. Scientists do not yet know all of them. The
more we learn about Earth’s water systems, the more likely it is that we can
work to keep our environment healthy.

Summarize Your Learning

Reflect on what you have read and discussed throughout Chapter 4. Then
select one of the following tasks to summarize your learning:
• Create a board game that is based on following a river from its source
to its mouth. Label parts of the river system. Create questions using
information from this chapter. Don’t forget to prepare a card to display the
purpose of your game and a list of its rules.
• Design plans for a website that encourages youth to take action against
ocean pollution. Think about what key information you want to include and
how to arrange it into web pages. Show your design concept, for example,
by drawing a map with ideas in boxes, arrows, and so on.

130 UNIT 1: Physical Patterns in a Changing World NEL

 APPLY YOUR LEARNING
1. EVALUATE AND DRAW CONCLUSIONS List all the topics
discussed in this chapter. Use a highlighter to
indicate the three environmental problems that
are the most important or most urgent in your
opinion, and add reasons why. Then create a list
of some of the factors that have influenced your
perspective on this topic. List some counter-
arguments people might use if they were to
debate you on this topic.
2. INTERPRET AND ANALYZE What are important
sources of river or ocean pollution in Canada?
Locate at least three types of information
on the topic (for example, data, online maps,
documentaries, or digital representations) and
• identify the locations of the sources of
pollution and the types of pollution created
• find sources of information that have
conflicting perspectives on the pollution, and
state your sources
• include varying data, if possible, and tell which
data you feel is most reliable and why
• discover why the pollution has not been
stopped or reduced
Prepare a brief oral presentation of your findings.
UNIT1
CHALLENGE
CHECK-IN
1. Review what you have learned about water
systems in Chapter 4, and examine the impact of
water on your disaster plan. How will the disaster
affect rivers and oceans? What will happen to
the water system in your community during the
disaster? Also think about the importance of water
to the response and recovery part of your plan.
How will people access clean drinking water?
2. Research to find out what happened to another
community that faced the same kind of natural
disaster. What happened before, during, and after
the disaster? What was the response? What did
the community do to recover?
NEL
3. COMMUNICATE The chapter question is “What
happens when Earth’s water systems change?”
Using evidence from this chapter, communicate
your ideas by making three slides that could be
used in a presentation. Include illustrations such
as maps and diagrams.
4. COMMUNICATE Like air and sunshine, oceans are
part of the global commons. With a classmate,
discuss the benefits of countries working
together to make decisions about oceans. Share
your thoughts in a letter to an appropriate
Canadian government official.
5. PATTERNS AND TRENDS Use Internet sources, for
example, Google Maps, to find a map of one of
the world’s great rivers, such as the Nile, Yangtze,
Ganges, or Mississippi. Label the parts of the river.
Identify some human uses of the river and add
them to your map. What patterns do you see?
6. GEOGRAPHIC PERSPECTIVE Imagine that either a
large factory or a dam is going to be built on a
river system. For one of these examples, label a
topographic map to illustrate both minimum and
maximum impact on the environment. Show your
map to a classmate and explain your choices.
3. Review the Focus On: Interpret and Analyze on
page 119. Using a t-chart, compare and contrast
the other community you researched in question
2 with your selected community. How are the
communities the same? How are they different?
Be sure to look at the landforms, climate,
vegetation, and water systems of each community.
4. How does this information influence your disaster
plan? Make any needed additions or changes.
5. Review the Unit Challenge on page 15 and the
information you have collected so far.
CHAPTER 4: Looking Back 131
 LOOKING BACK: UNIT 1

PHYSICAL PATTERNS IN A
CHANGING WORLD
C A R E A B OU T C H A NGES IN EARTH’S
WHY MENT?
PHYSICAL ENVIRON
Earth is a dynamic planet. Physical forces such as earthquakes and
volcanoes change landforms and their patterns. Natural changes in climate
can form hurricanes and change vegetation patterns. Human actions
are also changing Earth. Our actions are affecting us and other species.
How will natural changes and human actions continue to shape Earth’s
physical environment?

EYJAFJALLAJÖKULL: ICELANDIC HOT SPOT CHINA’S POWERFUL RIVERS

Eyjafjallajökull, Iceland (63.38°N, 19.37°W) Lake Tai, China (31.16°N, 120.15°E)

A volcanic eruption spread an ash cloud across Europe and beyond. China’s booming economy has increased its levels
Impacts included flight cancellations and flooding. Authorities are of water pollution. Polluted lakes affect plant and
150˚ W 120˚
developing better emergency response W for
plans 90˚ W
the60˚ W 30˚ W 0˚
future. 30˚ E 60˚ Efish90˚ E and
life 120˚ Ehave
150˚caused
E millions of people to get
ARCTIC OCEAN
sick. Protests by concerned citizens have resulted
Arctic Circle in new wastewater treatment plants.
60˚ N 60˚ N

30˚ N 30˚ N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn
N
30˚ S 30˚ S

0 2000 km

60˚ S
Antarctic Circle EARTHQUAKE IN THE
INDIAN OCEAN
Indian Ocean, epicentre of
SAVING BRAZIL’S ATLANTIC FOREST earthquake (3.31°N,
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 95.85°E)
90˚ E 120˚ E
São Paulo, Brazil (23.55°S, 46.63°W)
The 2004 tsunami in the
Deforestation has removed most of Brazil’s Atlantic Indian Ocean had devastating
Forest, leaving small patches of trees. Many animal impacts. This event prompted
species are endangered. Environmentalists are many to look for new ways
working to find ways to save the remaining forest to help reduce the impacts of
patches and the species that live there. natural disasters.
60˚ S
AUSTRALIA’S WATER WOES
Murray River, Australia
(35.55°S, 138.88°E)
150˚ E
The worst drought in 100 years
in Australia is linked to climate
change. The country is looking
at options on how to help
prevent climate change impacts
in the future.

132 UNIT 1: Physical Patterns in a Changing World NEL

 UNIT1
CHALLENGE
DESIGN A NATURAL DISASTER RESPONSE PLAN
Now it is time to put your natural disaster response
plan together. You need to consider what actions are
needed before, during, and after the disaster. Review
the five questions you learned at the beginning of
the unit.
• Prevention: What can be done to help prevent the
disaster from taking place?
• Mitigation: What can be done to reduce the
effects of the disaster?
• Preparedness: What preparation can be made
before a disaster happens so everyone can work
effectively to improve conditions?
• Response: What can be done during the disaster
to deal with problems?
• Recovery: What can be done to get the
community back to normal as quickly as possible?
Do you have all the information that you need
to answer these questions? Your plan will need to
address each of these points. Keep in mind that your
plan is for a specific community. Be sure to include
needs specific to its location. For example, in coastal
regions, flooding may be a threat. Flooding may be
less of a concern in areas away from bodies of water.
NEL
Your natural disaster response plan should include
• in-depth research questions
• information on your selected community and
chosen natural disaster
• research related to landforms, climate, vegetation,
and water systems
• a variety of credible sources (Make sure to
evaluate your sources. Use the information you
have collected to draw conclusions.)
• a well-organized final product, where each of the
five points (prevention, mitigation, preparedness,
response, and recovery) are addressed
Examine the information you have collected.
Does your information give you thorough answers?
What is missing? Where can you find the missing
information? What conclusions can you draw from
your evidence?
Decide how you are going to share your disaster
response plan. You might want to create a brochure,
a presentation (e.g., interactive whiteboard
presentation), or a website. Select the most
appropriate format for your audience.
UNIT 1: Looking Back 133
UNI GEOGRAPHIC
PERSPECTIVE
What different ideas
might groups of people
have about developing
this area?

PATTERNS
AND TRENDS INTERRELATIONSHIPS
What do you think this How does the environment affect
place might look like the people who live nearby?
in 100 years?

134 NEL
NIT2
OUR WORLD’S NATURAL RESOURCES:
USE AND SUSTAINABILITY
SPATIAL
SIGNIFICANCE
What clues can you use
to decide where this photo
was taken?

Y ARE NA TURAL
WH RTANT?
MP O
RESOURCES I
Natural resources are materials found in the environment that people
find useful or valuable. In some parts of the world, it’s easy for people
to meet their needs. In other areas, it is much more challenging.

This satellite image shows the Irrawaddy River Delta, which runs
through Burma (Myanmar). Mangrove forests (in dark green) used to
line the whole shoreline of the delta before the area was cleared for rice
fields. Mangrove trees protect the local area from erosion and flooding.
Removing them has left nearby villages exposed to the sea.

We use natural resources to meet our basic needs. This has led to an
overuse of natural resources, and they are being consumed faster than
they can be replaced.

In this unit, you will learn more about how we use natural resources, the
impact of that use, and communities around the world that are acting to
protect natural resources.

NEL 135
 GLOBAL CONCERN

GLOBAL GOODS, LOCAL COSTS

LEATHER PROCESSING IN BANGLADESH
Have you ever wondered where your leather boots, shoes, belt, or bag come Bangladesh
from? Look at the label. Chances are that the leather goods were made
in Europe, North America, or Hong Kong, but the leather itself came from
Bangladesh. The government of Bangladesh has identified leather exporting
N
as a major source of economic development. There are even specific zones
within Dhaka, the capital city of Bangladesh, where the major employers are
BANGLADESH

Ga
ng
tanneries, factories where animal skins are processed. Most of the tanneries es
R iv Dhaka
er 23.71°N, 90.40°E
are in the district of Hazaribagh. More than 15 000 people, some as young INDIA

as 11 years old, work in Dhaka tanneries. In Bangladesh as a whole, about

4.7 million children work; many children go to Dhaka from rural Bangladesh, BURMA
where schooling is limited. Bay of Bengal (MYANMAR)

Work at the tanneries is very hazardous because of the toxic chemicals used 0 200 km
to soften the leather. Safety equipment (such as gloves, boots, and masks)

Geography 7 SB
0-17-659048-X
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Pass 5th pass

Approved
Not Approved

136 NEL

is scarce, so the workers use their bare hands
to apply the chemicals to the leather. Once
the leather is processed, the toxic waste is
dumped into the Buriganga River that runs
through the city. The water is so polluted that
scientists call it a dead zone: there is no life
in the water. However, there is no alternative
fresh water for the people who live near
the tanneries. It is not uncommon to see
women using the water to prepare food or
to wash clothes. People also use the water
for bathing. The tanneries are poisoning
the people who work at them, those who
live nearby, and even the people who live
hundreds of kilometres away, where the
polluted river water flows into farmland
and the Bay of Bengal.
Organizations such as Human Rights
Watch are lobbying the Bangladeshi
government to get the factory owners to
improve the environmental practices and
working conditions in these factories. One
researcher said it is difficult to explain how
polluted the environment is and how ill
the people are. The district of Hazaribagh
has been identified as one of the five most
polluted places on the planet. A report by
the World Health Organization states that
most tannery workers will die before they are
50 years old.
FIGURE U2.1 This waterway runs through the tannery
district in Dhaka, Bangladesh.
EXPLORE THE ISSUE
1. What does Figure U2.1 tell us about the
effect of the tanneries on Hazaribagh?
2. How do your decisions about what
you wear and what you buy affect
the environment?
3. Look at U2.1. What questions do you
want to ask the children in the photo
or their families?
NEL
UNIT2
CHALLENGE
CREATE A
PERSONAL PLAN
OF ACTION
Throughout Unit 2, you will learn about different
kinds of natural resources. You will also learn
about how people use natural resources, and
about the impact of that use on the environment.
There are many individuals and groups that
would like to see resources used more sustainably,
that is, used in a way that does not completely
harm or deplete them. Everyone can make a
difference to the planet, including you. Maybe you
have never thought about what you can do to
protect the planet—here is your chance to start.
Even if you are already engaging in activities to
protect the natural environment, maybe there is
more you can do.
In the Unit 2 challenge, you will create
a personal plan of action and a persuasive
campaign for the sustainable use of a natural
resource. Your final product will include
• information about your selected natural
resource
• how the natural resource is removed from the
environment
• the environmental impact of removing and
using the natural resource
• the actions you can take to reduce the impact
and use of the resource
• alternatives to using the natural resource and
other solutions to the problem
As you work through Unit 2, you will learn more
about natural resources and sustainability. Use
this information to develop your plan. At the
end of each chapter in Unit 2, you will have the
opportunity to review and add to your challenge.
137
138 NEL
 CHAPTER 5

OUR NEEDS
AND WANTS
AND THE
ENVIRONMENT EL Y ON
HOW DO W E R
RE SO UR CES?
NATURAL
LEARNING GOALS
As you work through this chapter, you will
• describe how people use natural resources to meet
their needs and wants
• explore different perspectives on using natural resources
• describe some responses to the challenges of natural
resource use
• analyze the interrelationships among the location of
natural resources, and how they are used

We buy things we need and things we want, often without

thinking about where they come from or the impacts they
may have. For example, before drinking an iced tea, do
you ever wonder where tea comes from? What impacts
does tea have on people and the environment?

Tea is the fifth most popular drink in Canada. Canadians

drink 10 billion cups of tea a year and this number is
growing. This photo shows a tea plantation. This type of
agriculture can have harmful effects on the environment.
Forests are cut down to make room for this kind of crop,
leading to soil erosion and habitat loss.

When we think about how we use natural resources, it is

important to remember that every single thing we have
is made of something and comes from somewhere.

NEL 139
 A

HOW DO WE
USE NATURAL
RESOURCES?
Think about the food you eat and the clothes you wear. Where do these
items come from? How did they transform from something in nature to an
object in your home? Even simple items can be made up of many different
resources. They may travel through many locations before they get to you.
For example, when you are at the mall with your friends, you might see a
leather belt that you would like to buy. Before it arrived at the mall, a truck
shipped it from a warehouse. The leather for the belt came from a tannery in
Dhaka, Bangladesh, where workers take cows traded from India and process
the skins using chemicals and the local water.

TYPES OF NATURAL RESOURCES

Natural resources are materials found in nature that we find useful or
valuable. They are very important in our daily lives and help us meet our
needs and wants. There are three categories of natural resources: renewable,
flow, and non-renewable (Figure 5.1).

RENEWABLE RESOURCES
Renewable resources are resources that can replace themselves as long as
we use them carefully. Trees, crops, fish stocks, and soil are all examples of
renewable resources. If we cut down trees to build houses or to make paper,
new trees can grow to replace them. But this process takes time, so it is
important that we use the trees carefully and avoid overusing them.

FLOW RESOURCES natural resource something

Flow resources are resources that are replaced by natural actions whether found in nature that people
find useful or valuable, such
people use them or not. Wind; ocean currents, flowing rivers, and streams; as trees, fruit, fish, clean air,
and sunlight are all flow resources. Flow resources move around due to and copper
natural actions in the environment. They must be used where they are renewable resource a
found as they cannot be captured or stored. resource that can regrow or
reproduce as long as it is not
NON-RENEWABLE RESOURCES overused
Non-renewable resources are resources that are in limited supply. Once we flow resource  a resource that
use these resources, they are gone. They cannot be replaced. Non-renewable must be used up when and
resources include minerals, such as gold, iron, and nickel, and fossil fuels, where it is found or it is lost
such as oil and coal. These resources are created under a particular set of non-renewable resource a
conditions and take thousands—in some cases millions—of years to be resource that is limited and
cannot be replaced if it is
ready to use. used up

140 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 B C

FIGURE 5.1 Mountains (A), forests (B), and rivers (C) are all sources of I wonder what natural resources
natural resources. are represented in each photo?

THE IMPORTANCE OF SUSTAINABILITY

We need to think about how we can use natural resources in more
sustainable ways. This means using resources in ways that do not use them sustainable  describes an
up or destroy them for a long period of time. For example, rotating crops is approach to using resources
in a way that does not use
a sustainable farming practice. When farmers rotate their crops, they grow them up or destroy them for
different plants in the same location in the following year. This uses different a long time
kinds of nutrients in the soil and helps to preserve the land. When only a
single type of plant is grown in the same spot every year, the soil eventually
becomes unusable. Sustainable actions can be challenging as they often
involve complex relationships between resources, people, and places.

NEL CHAPTER 5: Our Needs and Wants and the Environment 141
LOCATING NATURAL RESOURCES
In Unit 1, you learned about the patterns and interrelationships of the physical
environment: landforms, climate, vegetation, and rivers and oceans. Natural
resources are located all over the world. Some countries have more natural
resources than others, and some natural resources exist in only a few places.

NATURAL RESOURCES AND THE PHYSICAL ENVIRONMENT

Understanding the physical environment is important in understanding
natural resources. For example, you learned about plate tectonics in
Chapter 1 and the role they have in creating and changing landforms. But
plate tectonics also determine the location of oil and gas reservoirs. They
help to create the conditions that create oil and gas over millions of years.
The movement of the plates also helps to free the oil and gas and bring it
closer to Earth’s surface, where it can be extracted. To extract a resource extract to remove natural
means to remove it from the natural environment. resources from the natural
environment, such as oil from
The physical environment determines the location of other kinds of oil reserves
natural resources as well. For example, climate determines what kinds of
forests grow in different locations. Some parts of the world, such as Canada,
have a climate that is particularly suitable for boreal forests, which means
that Canada is rich in timber as a natural resource. A place with a sunny What geographic
climate like Egypt is better able to use solar energy than a country like characteristics would
Norway, which receives much less sunlight (Figure 5.2). you use to describe
different places?

USING NATURAL RESOURCES TO MEET

NEEDS AND WANTS
FIGURE 5.2 Norway is so close
People use natural resources in a variety of ways and for a variety of to the Arctic Circle that during
purposes. Natural resources are used for food, to build shelters, to make winter months, parts of the country
clothing, and to provide us with energy to get from place to place. A single experience polar night. During
polar night, the night lasts for more
natural resource can be used in many forms for different purposes. For than 24 hours.
example, trees provide lumber for homes, wood for furniture, logs for fuel,
and pulp for making paper. We can also use trees to set up a hammock or How does the location of
natural resources affect
build a tree house. how we use them?

142 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 GLOBAL PRODUCTS
People have come to consider electronics like computers a necessity. They are
made up of multiple natural resources, particularly non-renewable resources.
If you ever look at where a product such as a computer is made, the box will
probably tell you that it came from one place. In fact, a computer is made with
many natural resources from all over the world. Some of the resources, such
as coltan (a metallic ore), come from one location but have to be processed
somewhere else.
Throwing away a computer also affects other parts of the world. Many
electronic devices end up in landfills around the world, creating toxic electronic
waste, or “e-waste,” that harms the environment. So, not only do these products
use up natural resources when they are made, they also affect the environment
after they have been thrown away. Did you know your computer is a global FIGURE 5.3 Computers are often
world travellers. The resources used
product? Examine Figure 5.3 to see where your computer might have come to make them come from many
from and what could happen to it after you throw it out. regions in the world.

1 TO MAKE
1
THE LIFE OF A COMPUTER
It takes 225 kg of fossil fuels.
COMPUTER
It takes 23 kg of chemicals.
It takes 1.5 tonnes of water.

A computer is made then travel to these All these pieces

2 using non-renewable
resources such as
4 countries to be 5 are sent to a location
such as China
processed and turned
into parts:
coltan
for assembly
United States and processing.
copper
(coltan processing)
Sweden Computers are shipped
gold
using trucks and boats
(copper smelter)
to stores all over
lead the world before
Peru
(hard drive construction) you buy one and
mercury bring it home.
Singapore
platinum (hard drive construction) The average lifespan of a
computer is 3 to 5 years.
Ireland
3 which are mined from
countries such as
(computer chips)
Over 112 000 computers
Kazakhstan are thrown out every
(insulation) day in the United States.
Democratic Republic of Congo
Malaysia
Only 20% are recycled.
Chile (circuit board)
The rest are sent to
Australia landfills in China,
India, and Africa,
China

South Africa polluting waterways

and exposing people to
Brazil dangerous chemicals.

NEL CHAPTER 5: Our Needs and Wants and the Environment 143
144 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 USING NATURAL RESOURCES FOR LEISURE
When we talk about how natural resources are used, we do not usually think
about relaxation and recreation. But people often use natural resources for
those reasons. People camp in forests, canoe on lakes and rivers, and picnic
in parks. Tourism also has an impact on natural resources.

THE IMPACT OF TOURISM

What kind of physical
environments do you
prefer?
FIGURE 5.4 Hundreds of people
climb Mount Everest every year.
How can I enjoy the
environment without
causing damage?
Tourism is a huge global industry that generates billions of dollars in
revenue and provides millions of jobs. It is the main industry of many
countries. Tourism has many benefits for travellers. Learning about different
places and experiencing different ways of living can give us insight into
people and environments around the world.
But tourism also has some negative aspects. Tourists need places to stay,
food to eat, and activities they can do. These often come at a cost to the
natural environment. Building resorts often takes away habitat for wildlife.
It also reduces the amount of land where local food can be grown. Often,
tourism can put a strain on the available resources in an area.
Mount Everest is an example of the impact tourists can have on the
environment. More and more people are attempting to climb the tallest
mountain in the world. This has led to a significant garbage problem on the
mountain. Looking at Figure 5.4, we can see the crowd of tourists just below
the top of Mount Everest. Garbage does not decompose because of elevation
of the mountain. Waste left behind, even from 50 years ago, is still on the
mountain. Experts estimate that there are 9 tonnes of trash on Everest.
This kind of damage can happen at tourist destinations all over the world.
In parts of Africa, tourist operators drive four-wheeled vehicles through the
landscape. This has had a negative impact on the wildlife, often resulting in
animals neglecting their young or becoming ill.
More and more travel and tourism companies recognize that their
customers care about the environment. The ecotourism industry is growing
by 10 to 15 percent a year. Ecotourism enables people to enjoy natural
resources in a way that reduces the environmental impact of travel.

CHECK-IN
1. GATHER AND ORGANIZE Work with a partner to 3. SPATIAL SIGNIFICANCE Pick an item of clothing
find or create two images of each kind of natural you are wearing and check the tag. Where was
resource (renewable, flow, and non-renewable). it made? In a group, take a world map and label
Write a caption for each one to explain why it fits where each person’s piece of clothing is from.
into its specific category. What patterns do you notice?
2. GEOGRAPHIC PERSPECTIVE How can we
reduce the impact of e-waste on human and
natural environments?

NEL CHAPTER 5: Our Needs and Wants and the Environment 145
 TOURISTS
THREATEN
Antarctica

HALF
MOON
ISLAND

N
AN

ANTARCTICA
Lemaire TA
Channel 69 RCT
.50 IC
°S PE
,6 N
SOUTHERN 5.0 IN
OCEAN 0° SUL
W A

0 300 km

A RUDE AWAKENING
BANG!.... In the middle of a still November night in 2007, the
cruise ship M/S Explorer was crunching through ice near
Antarctica when suddenly it struck an iceberg (Figure 5.5).
Water began pouring from toilets, alarms wailed, and terrified
passengers raced from their cabins.
All 154 people on board scrambled into lifeboats and
escaped from the ship. Near dawn, the shivering travellers
were pulled to safety by two cruise ships sailing nearby.
These tourists were incredibly lucky. Antarctica is a remote,
frozen wilderness with no cities, hospitals, or rescuers—just 45
scattered research stations. Fortunately, on that night, waters
were calm and assistance was just 64Geography
km away. 7 SB

0-17-659048-X
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CO Crowle Art Group

Pass 2nd pass

Approved
Not Approved

146 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
FIGURE 5.6 Tourists come right up
to a colony of chinstrap penguins
on Half Moon Island off Antarctica.
The black line around the penguins’
white faces looks like a strap
holding on a black helmet.

FIGURE 5.5 This iceberg lies in

the Lemaire Channel, a top cruise
destination for tourists to Antarctica.
Those tourists are endangering the
continent’s habitat.

The M/S Explorer sank later that day, the first tourist ship to be lost in
these waters. Its sinking raised an important question: how should Antarctic
tourism be controlled?

THE GREAT WHITE CONTINENT

Antarctica is the coldest, windiest, and driest continent on Earth. It’s enormous,
too—one and a half times the size of the United States. A vast sheet of ice,
miles thick, covers 98 percent of the land and holds 70 percent of Earth’s fresh
water. Yet Antarctica is a desert. In fact, it’s one of the world’s largest deserts.
Antarctica gets only 20 cm of precipitation a year because its frigid air is too
cold to hold water vapour. Only plants such as lichens and moss, small insects
and worms, and breeding birds and seals are adapted to this icy land.
On the other hand, many species thrive in the mild climate of the Antarctic
Peninsula, which stretches about 1900 km toward South America. This
peninsula, a strip of land jutting out from the mainland, and nearby islands
support more species. The surrounding food-rich oceans teem with whales,
seals, penguins (Figure 5.6), and flying sea birds well-suited to the frigid
temperatures. Many of these species have layers of insulating fat, and oily
feathers waterproof the penguins. Most fish even have an antifreeze-like
substance in their bodies.
Antarctica might seem like an icy wasteland, but it helps control the global
climate and holds many keys to understanding climate change. It is also
Earth’s last great wilderness.

NEL CHAPTER 5: Our Needs and Wants and the Environment 147
THE TOURIST BOOM
Antarctic tourism took off in 1969 when explorer Lars-Eric Lindblad launched
an expedition ship built for icy seas. Soon, small ships that had been
strengthened to withstand ice shared the waters with private yachts, tall ships
with canvas sails, and cruise ships. One of these floating cities carried 3800
people, presenting a potential rescue nightmare. In 2012, about 34 000 people
sailed to Antarctica in 35 vessels, while smaller numbers arrived by air.
Most travellers converge on the Antarctic Peninsula, the popular tourist
destination of the continent. They arrive during the Antarctic summer when
seals and large colonies of penguins and sea birds raise their young onshore
(Figure 5.7).
Since the Explorer disaster in 2007, accidents have become common. From
2008 to 2011, ships struck rocks or ran aground every year. Many ships burn
cheap, heavy fuel that pollutes the air and adds to global warming. All harm
the habitat.

THE HUMAN IMPACT

Growing numbers of tourists who come ashore on small boats—even
helicopters—have increased the concern for wildlife. Biologist Steve Forrest,
who worked on an island near the peninsula, said, “Some days we may
see 600 people here.” One British traveller observed tourists climbing into
penguin colonies (see Figure 5.6 on the previous page), and even chasing
penguins to get the perfect photo. Researchers are still learning whether such
pressure disrupts colonies of breeding birds and seals. Other tourists have
trampled delicate moss beds, which take a century to grow a few inches.
Scientists also worry about invasive species, which are non-native species
that can take hold in a habitat and wipe out local plants and animals. Already,
spiders, seeds, fruit flies, and human bacteria have hitchhiked here on boots,
jackets, and backpacks. Global warming has increased temperatures in
Antarctica, and many fear that invasive species, once kept out by the bitter
cold, could begin thriving here.

WHO’S IN CHARGE?
Today, no one owns Antarctica, so no government enforces rules. Instead,
the Antarctic Treaty, signed by 50 countries, protects Antarctica as “a
natural reserve devoted to peace and science.” Member countries solve legal
problems themselves, and tourists obey the laws of their own countries.
To help protect the environment, the International Association of
Antarctica Tour Operators (IAATO) developed strict conservation guidelines
for its members. Tourists and guides must inspect their gear for invasive
species and disinfect their boots before going ashore. Tourists who watch
wildlife must keep their distance, be quiet, and respect nests and young
wildlife. Recently, the Antarctic Treaty ruled that ships with 500-plus people
cannot land in Antarctica. Smaller ships may visit a site one at a time but
must limit landings to groups of 100. Guides must supervise every 20 people.

148 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL

FIGURE 5.7 More than 250 000
king penguins live in this colony
on South Georgia Island off the
Antarctica mainland.
NEL
DO THE RULES WORK?
So far, self-regulation has prevented a catastrophe, but many worries linger.
Not all tour companies belong to IAATO, and many yacht owners aren’t
aware of the rules.
Despite the rise in tourism, conservation work continues. In 2011, a United
Nations (UN) agency banned cruise ships from using heavy fuel, a dangerous
pollutant if spilled. As a result, three megaships cancelled tours for 2011 and
2012, reducing tourist numbers by 9000. The same UN agency hoped to
release a Polar Code governing all tourism in 2012.
The Polar Code cannot go into effect soon enough. Already, adventure
travellers come here to ski, snowboard, mountain climb, scuba, and kayak,
and others ride motorbikes and skydive. Runners compete in marathons near
the South Pole. “Antarctica is like this giant world park,” notes biologist Steve
Forrest. “And we don’t have any park rangers.”
EXPLORE THE ISSUE
1. How do tourists threaten habitats in Antarctica?
2. What are the benefits and drawbacks of keeping
Antarctica accessible to tourists?
CHAPTER 5: Our Needs and Wants and the Environment 149
HOW DOES OUR
USE OF NATURAL
RESOURCES VARY?
NATURAL RESOURCE USE OVER TIME
The use of natural resources has changed over time. People’s ideas about
what is a need and what is a want have changed as well (Figure 5.8). As we
start to see more things as necessary, we consume more. This has created a
greater demand for natural resources.
Think about your own experience growing up. Is there something that
you used to do without that you now consider to be a need? FIGURE 5.8 This housing
development in Brazil is built on
In traditional societies, people were based in small geographic areas or land that used to be farmland.
in isolated locations. They could only use the natural resources that were
readily available around them to try and meet their needs. For example, I wonder how people have
used land differently
people ate food that was available locally and was in season. If there was not over time?
enough food, they would have to go hungry.

150 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL

What is the
impact of technology on
the environment?
CHANGING NEEDS
Today, we do not depend only on the natural resources that are available locally.
Technology has allowed for greater access to food sources, building materials,
fuel, and other natural resources from all over the world. This access has
allowed us to lead longer, more comfortable lives than before.
Countries that have access to a variety of natural resources have
expanded the idea of what a need is. In North America, our ideas about
what we need in terms of the size of our homes, the kinds and variety of
food we eat, our access to water, and how we get around are different from
what they were fifty years ago.
Reliance on technology such as computers and cellphones has increased
dramatically. In 1994, 32 percent of Canadian households owned a
computer. By 2010, that number had increased to 93 percent. Ownership of
tablet computers doubled from 2012 to 2013.
What we consider a need in terms of entertainment has also changed.
In 1953, 10 percent of Canadian households owned a television. At that
time, a TV was rare and not considered a necessity. By 1965, 93 percent
of households owned a TV. By 2012, North American households had on
average two or more TVs.

CHANGES IN POPULATION OVER TIME

Population trends are important in helping us understand current use of
natural resources. They also help us predict challenges we may face in the
future. As the population grows, so does our use of natural resources. More
and more people are relying on the same amount of natural resources for
food, clothing, shelter, and water.
Looking at Figure 5.9, we can see how fast the world population is rising.
From 3 billion in 1950 to more than 7 billion in 2013, the world population
is expected to grow to more than 10 billion by 2100. Information from the
United Nations also shows that large cities are growing dramatically in
number and size.

FIGURE 5.9 Population trends for

1950 to 2010 and estimated to 2100 Estimated World Population, 1950–2100
How will the growing 15
population affect
natural resources?
Population (billions)

10

0
50

60

70

80

90

00

10

20

30

40

50

60

70

80

90

00
20
19

19

20
20

20

20
19

20
19

19

20

20
20
20

21

Years

NEL CHAPTER 5: Our Needs and Wants and the Environment 151
NATURAL RESOURCE USE AROUND
THE WORLD
Around the world, people use natural resources in very different
ways. There are also many differences within countries.
What people use depends partly on where they live and their
surroundings, but also on their wants and needs. What natural
resources are close to your home? How do the natural resources
near your home compare with those in Vietnam, for example?
Review Figure 5.10. These profiles of young people from
around the world give us an idea of what life can
be like in their country. As you read, consider Germany
how the needs and wants of each person My school day starts at 7:30 a.m., but I live only a
are met. 10-minute walk from the school so I don’t have to wake
up very early. For breakfast, I usually have bread with
butter and jam and a glass of milk or water. Most days,
school is over at noon, but both my parents work so I
go to an after-school program until they can pick me
up. Some evenings I have a music lesson or judo. When
I get home, my family and I eat dinner together—bread,
cheese, raw vegetables, and cold cuts. I’m usually
allowed to watch a little TV before bed or spend some
time on the computer.

Brazil
Oi! I live near São Paulo, the biggest city in Brazil. Class begins at
7:10 a.m. so I have to make sure I get ready on time. My brothers and
I walk to school together. We eat breakfast at school before class BRAZIL
starts. My favourite subjects are Portuguese, writing, and history. On
Fridays, I have music and computer classes. School ends at 10:45. When
I get home, I have to do chores like washing dishes. Once my chores
are done, I meet with my friends to play football. You probably call it
soccer. Afterward, I might take a nap, watch cartoons, or play computer
games before doing my homework. My family has dinner around 9:00.
Tonight we’re having breaded chicken, rice, beans, and salad. Yum!

South Africa
Today I had to get up at 5 a.m. so I could get to school on time. We live
in a township outside of Cape Town, and my school is in the city, so my
dad dropped me off at the train station. The trip takes about one and a
half hours. It’s good that I can use my cellphone during the trip. When
I get home, I have to do chores around the house. My parents buy
electricity vouchers (prepaid cards) from the corner store. That’s good,
but there is no warning when the electricity runs out. That can be bad
because then we have to have a cold supper.

152 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 Pakistan
I live in a small fishing village on the coast of Pakistan. My school
has only five teachers and more than 300 students, but most kids
don’t come to school every day. We eat fish and vegetables because
meat is very expensive. When I get home from school, I have to
walk another kilometre to get clean drinking water. In my village,
only a few people have wind-generated electricity. I have to do my
homework by lantern-light.

GERMANY

Vietnam
Hi, I live in Ho Chi Minh City. Today I bought beef
PAKISTAN
noodle soup for breakfast from the lady at the
VIETNAM soup cart on the corner. Mom and Dad took me
on the motorcycle to school. The traffic was
very busy—there are cars and trucks, but mostly
motorcycles. We go to school for only half a day
because there are not enough teachers. There
is little to do after school, so sometimes I walk
around for a while and then go home to tend
our rooftop garden. Most of the time we have
running hot and cold water, but sometimes the
electricity stops working.
SOUTH
AFRICA

FIGURE 5.10 Map of the world. How are the needs and wants of each
person met? What questions would you want to ask each person?

CHECK-IN
1. PATTERNS AND TRENDS What factors influence
our needs and wants? How would your needs
and wants change if you lived in a different time
or place?
2. INTERPRET AND ANALYZE Create an organizer to
compare the daily lives of the young people in
the case studies with your own daily life. Who
uses the most natural resources? Write a short
paragraph to justify your thinking.

NEL CHAPTER 5: Our Needs and Wants and the Environment 153
HOW DO WE MEASURE
THE IMPACT OF
OUR NATURAL
RESOURCE USE?
The way we use natural resources affects the environment. As you learned
in Unit 1, there are many consequences of overusing natural resources.
These include deforestation, desertification, habitat destruction, and
climate change. When we do not use resources sustainably, we lose forests
and we pollute our water and air.
Before we can make changes to behave more sustainably, we need to
understand how we use natural resources. We also need to measure the
impact of our use of natural resources.

TOOLS FOR MEASURING NATURAL

RESOURCE USE
Natural resource use can be measured in terms of our ecological footprint.
An ecological footprint is an estimate of the land needed to produce the ecological footprint the
natural resources needed to support daily life. It is measured in hectares. calculation of what natural
resources are needed to
One hectare is equal to 10 000 m2, or a little more than one and a half support someone’s daily living
football fields. Ecological footprint is calculated by answering a survey about on Earth
our lifestyles, such as the kinds of homes we live in, the energy we use, and
where we get our food. In other words, we can find out what resources we
need to have a certain standard of living. Evaluating the ecological footprint
tells us about the ability of the planet to meet our demands.
Human demands and lifestyles vary among countries. This means each Is there a
country’s ecological footprint is slightly different. How do you think Canada relationship between
compares to other countries? Would you be surprised to find out that the amount of resources
Canada has one of the top ten biggest ecological footprints? The average a country produces and
Canadian’s ecological footprint is 6.4 hectares per capita, or per person. how much it consumes?
However, Earth can only support 1.8 hectares per capita. This means that we
would need 3.5 Earths to support us if everyone in the world used resources
at the same rate as Canadians do. Figure 5.11 shows the ecological footprint
of most countries of the world.
The world average ecological footprint is 2.7 hectares per capita. Even
though this number is lower than the average Canadian ecological footprint,
it still is higher than what Earth can support.

154 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 Average Ecological Footprint per Person by Country
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN

Arctic Circle

60˚N 60˚ N

30˚ N 30˚N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn
Global Hectares (gha)
per Person
30˚ S
<1 gha

1–2 gha N
0 1800 km
2–3 gha

3–5 gha 60˚S

Antarctic Circle
5–8 gha

no data
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

HUMAN DEVELOPMENT INDEX FIGURE 5.11 A map of the world,

showing the ecological footprint of
Geographers also use tools to look for patterns and trends among different each country in global hectares
types of data. The United Nations compiles data in various areas to create
the Human Development Index. The Human Development Index (HDI) Human Development
is an annual evaluation of countries based on life expectancy, income, Index (HDI)  the results
of an annual evaluation of
and literacy (Figure 5.12). The information helps researchers determine countries made by looking at
which countries are developed, which are still developing, and which are life expectancy, income, and
underdeveloped. Geographers use HDI as a tool to draw some general literacy
conclusions about what life is like in each country and in contrast to
other countries.
Human Development Index Categories
Data What is it? What does it tell us?
life expectancy – the average number of years – indicates the overall health of people in the country
a person in the country can be – countries with longer life expectancies are given a higher HDI than those
expected to live with shorter life expectancies
income – the average money earned per – indicates the standard of living of people who live in the country
person per year – countries with a higher standard of living (the level of necessities, comfort,
and luxuries of a person or group) have a higher HDI than those with a
lower standard of living
education – literacy rates combined with – indicates overall knowledge level of a country
the average number of years of – countries with higher literacy rates have a higher HDI than those with lower
schooling the population has literacy rates

FIGURE 5.12 The categories used to calculate HDI

NEL CHAPTER 5: Our Needs and Wants and the Environment 155
ANALYZING AND CREATING
THEMATIC MAPS
A map, like a written document, is a communication tool. The features of
a map can tell a story and give information, just as paragraphs and words
can. Specifically, maps tell stories about places, interrelationships, and
patterns. They can show complex and detailed information at a glance. You
learned how to read thematic maps in Chapter 3. In this activity, you are
going to learn how to construct and analyze a thematic map.
One way of creating a thematic map is by constructing a graded
shaded map. That is, a map where colour is used to represent different
categories. These maps show global patterns and give the reader a picture
of a specific set of data. One type of thematic map is choropleth maps. A
choropleth map is a map that uses differences in shading and colouring to
illustrate the average values or quantities of something in an area.
Figure 5.13 shows some countries with a range of Human Development
Index (HDI). We can see patterns just by glancing at the map.
In the following activity, you will analyze a choropleth map showing HDI
categories. After, you will create your own thematic map comparing the life FIGURE 5.13 Thematic map of Asia
expectancy, income, or literacy rate of selected countries. showing HDI by country

HOW TO ANALYZE A THEMATIC MAP

Examine Figure 5.13. What does the map tell you?

STEP 1
What patterns do you see on it?
STEP 2
Assess what you know about these countries. What
have you read about them before? Have you visited
STEP 3
any of these places? Do you have family members
who live there or who have lived there in the past?
Look at the countries in the “very high” HDI
category first. What do you notice about their
locations? What do they have in common? Look at
factors such as
• where they are located
• whether they are located on waterways
• whether they are isolated or surrounded by
countries with a similar level of development

Repeat Steps 2 and 3 for the other three HDI

STEP 4 categories. How do the categories compare?
The last step is to draw some conclusions and make Look for similarities and differences.
connections. Work with a partner to brainstorm the
characteristics of countries that fit into the different
HDI categories. Find images that demonstrate STEP 5
these characteristics. Compare photos with
another group. Decide which photos best depict
the characteristics.

156 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 HDI in Asia
45°N 60°N 75°N North Pole 75°N 60°N 45°N

ARCTIC OCEAN 165°W

0°
180°
PAC I F I C
OCEAN
15°E
RUSSIA

TURKEY GEORGIA 30°N

KAZAKHSTAN
CYPRUS
ARMENIA AZERBAIJAN NORTH
LEBANON JAPAN
SYRIA UZBEKISTAN MONGOLIA KOREA
ISRAEL
TURKMENISTAN
IRAQ KYRGYZSTAN SOUTH HDI
JORDAN KOREA
IRAN TAJIKISTAN very high
KUWAIT AFGHANISTAN
CHINA high
SAUDI QATAR
ARABIA PAKISTAN medium
BHUTAN
15°N U.A.E. NEPAL low
TAIWAN
OMAN
YEMEN no data
BANGLADESH
INDIA BURMA LAOS PHILIPPINES
(MYANMAR)
THAILAND VIETNAM
CAMBODIA 0°
0° INDIAN
BRUNEI
OCEAN SRI MALAYSIA
LANKA N
SINGAPORE

0 800 km INDONESIA 15° S

45°E 60°E 75°E 90°E 105°E 120°E 135°E

HOW TO CREATE A THEMATIC MAP

Choose a base map that shows national borders.

Ensure that it has space for a title, legend, and
compass rose or North pointer.
Choropleth maps are usually different shades of
one colour, for example, dark to lighter greens. You
will need a different shade for each. The darkest
should represent the highest category. Decide what
groupings of colour you are going to use.
Create a legend to explain the categories and
colour grading to the map reader. Add the scale to
the map according to the source of your base map.
STEP 1 Select which category you want to represent in
your map: life expectancy, income, or literacy rate
and which region you would like to focus on. Use
STEP 2
the United Nations website to locate your data.
Record the data in a table. Decide how you are
going to group your data (for example, 60–65,
65–70, and so on for life expectancy).
STEP 3
Use an atlas or the Internet to locate the countries
on your map. Neatly print their names on the map
where possible. If the countries are too small, you
STEP 4
may have to number them and provide the list of
countries in the legend. Colour the countries based
on their HDI category.
STEP 5
Decide on a title and print it clearly at the top of
the map. Indicate direction with a north arrow or
STEP 6
compass rose. Write your name and data source
(including the year) at the bottom of the map.

NEL CHAPTER 5: Our Needs and Wants and the Environment 157
THE COST AND USE OF NATURAL
RESOURCES
A report by the United Nations Development Programme has Ecological
HDI (2012) Footprint
made a connection between the Human Development Index
(HDI) and ecological footprint. They found that countries with Canada 6.43
a higher HDI have more access to technology. Countries with
more access to technology have a bigger ecological footprint. 0.911
Germany 4.57
What this means is that countries with very high HDI, such as
Canada, France, Germany, and Saudi Arabia, are using up more 0.920
Brazil 2.93
resources per person than many other countries are.
Figure 5.14 compares HDI and ecological footprints 0.730
South Africa 2.59
of Canada and the countries discussed on pages 152
0.629
and 153. The footprint outlines compare the countries’
ecological footprints. Vietnam 1.39
0.617
Some people argue that it is because people in richer
countries are not paying a fair price for natural resources. Pakistan 0.75
They are using them up without realizing the cost. Stewart 0.515
Elgie, a professor at the University of Ottawa, says that
Canadians are exploiting our natural resources 50 percent
faster than the planet can restore them. Canada’s many
freshwater lakes, such as Lake Superior (Figure 5.15) may FIGURE 5.14 Comparison of HDI statistics and
make people feel that they can use as much water as they ecological footprints of selected countries
want. Elgie says, “That means we’re sending a bill to the
future. We’re consuming our kids’ natural capital. In effect,
we’re stealing from them.”
People have the impression that Canada has
FIGURE 5.15 Lake Superior in Canada is the largest abundant sources of water. I wonder how
freshwater lake in North America. this affects Canadians’ use of water?

Geography 7 SB
0-17-659048-X
FN C05-F07-G07SB
CO Crowle Art Group

Pass 3rd pass

Approved
Not Approved

158 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 WHAT NATURAL RESOURCES COST
Geographers and other researchers argue that if people did pay the real
cost for resources, they would want to change their habits. Looking at
Figure 5.16, we can see that Canadians pay much less for water yet use
more than people do in the United Kingdom. What conclusions can you
draw looking at the graph?

Daily Water Consumption

FIGURE 5.16 Amount of water 500
used and average cost of water in
CAD
Canada and the United Kingdom
400 $1.616
000
L
per
Litres per person D
300
5 CAL
.2 0
$5er 100
200 p

100

0
Canada United Kingdom
Country

ENVIRONMENTAL AND SOCIAL COSTS

The word cost can also be used to describe something other than just
money. It can be used to describe negative impacts, such as impacts on the
environment or society. Think back to the Global Concern about leather
processing in Bangladesh at the beginning of the unit. Leather exporting is a
major source of income for Bangladesh. However, this industry has negative
impacts on, or costs to, the environment and society. The environmental cost
is that water is polluted. The social cost, or cost to society, is that people get
sick from drinking and using the polluted water. If the polluted water enters
farmland, the soil may no longer grow crops. This could be another social
cost if not enough food can be grown to feed people, or if the farmer loses
his livelihood. Bangladesh may earn money for the leather it exports, but is it
Geography 7 SB more than the costs?
0-17-659048-X
FN C05-F08-G07SB
CO CHECK-IN
Crowle Art Group

1. SPATIAL
Pass SIGNIFICANCE3rdReview
pass the thematic map 3. FORMULATE QUESTIONS Create a class survey to find
you created on page 157. What conclusions can
Approved out if the adults you know would be willing to
you
Notmake about the region you examined?
Approved pay more for using natural resources such as gas,
2. INTERRELATIONSHIPS What is the difference water, and electricity. Ask them to explain their
between quality-of-life statistics like those responses. Share your findings with the class.
used to determine the HDI and the ecological 4. GEOGRAPHIC PERSPECTIVE Read the quotation at
footprint? Why do you think geographers need the bottom of page 158. Are we stealing from
to use both sets of data? future generations? Write a blog post or give a
short presentation expressing your opinion.

NEL CHAPTER 5: Our Needs and Wants and the Environment 159
HOW ARE WE
ADDRESSING OUR
USE OF NATURAL
RESOURCES?
A growing number of people realize that the way we use natural resources
has to change. It is important to keep in mind that the actions of one area
of the world have an impact on another. As we saw with the tanneries in
Bangladesh, simple decisions (such as what product to buy) can have large
impacts in distant parts of the world.

UNDERSTANDING MULTIPLE PERSPECTIVES

As you learn more about natural resources and sustainability in this
unit, you will encounter many different perspectives. Aboriginal peoples,
environmental groups, governments, and companies all have different
perspectives on how we should use and preserve natural resources.
Seven Generations is a teaching that many Aboriginal peoples use to
guide decisions. It involves considering how a decision will affect the
present generation, their children, grandchildren, great-grandchildren, and
so on for seven generations. This perspective recognizes connections among
people, lands, resources, health, families, communities, and nations. The FIGURE 5.17 Members of the
International Council of Thirteen Indigenous Grandmothers (Figure 5.17) is International Council of Thirteen
Indigenous Grandmothers take part
a group of women from all over the world. Their mission is to help preserve in a prayer ceremony.
Earth now and for the next seven generations to come.
I wonder what life will be like
Here are some other approaches for thinking about natural resources: seven generations from now
• A conservation approach means using resources wisely in order to if we do not change how we
use natural resources?
continue using them for a long time.
• A frontier approach is one that views the
natural world as existing for human use.
In other words, it is all about what people
want and need.
• A preservation approach says that
resources should be preserved,
set aside, and protected.

160 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
FOCUS ON
GEOGRAPHIC PERSPECTIVE
Learning about places around the world is what
geographers do. But geography is more than just
knowing where places are located. Geographers
study a wide range of issues facing people and the
planet today. For example, geographers examine
the perspectives of different groups to see how
the natural environment is used and how it should
be used to meet everyone’s needs. This is called a
geographic perspective.
UNDERSTANDING PERSPECTIVE
Using maps, images, and statistics to learn more
about a specific place is the first step in taking a
geographic perspective. It is important to know
both absolute location (where something is) and
relative location (where something is in relation to
where you are).
The next step in taking a geographic perspective
is understanding that people will have different
points of view regarding a specific problem in their
community. These various perspectives are based
on the beliefs and value systems of the people and
groups involved. Geographers need to listen to
what people say about a specific problem and to
the beliefs and values each person expresses.
NEL
UNDERSTANDING ULURU
Understanding geographic perspectives is also
important to the future of one of Australia’s most
iconic landmarks. Uluru (Figure 5.18), also known as
Ayers Rock, lies west of the Simpson Desert, near
the centre of Australia. It is considered a sacred
place by the indigenous Anangu people.
In 1870, European explorers took over the land
and turned the site into a tourist attraction. The
land was returned to the Anangu in 1985.
The area is still a tourist destination. Tourists
climb the 348-metre-high rock as part of the
experience. But this damages the site, as does the
waste and graffiti left behind. The Anangu respect
the spiritual significance of Uluru and discourage
people from climbing on it. The government is
considering banning climbing on Uluru, but there
are many different perspectives to consider.
TRY IT
Let’s take a closer look at Uluru.
1. Locate the following on a world map: Australia,
Uluru, Canada, your province, and your
community. Compare the locations in relation
to each other. What are some geographic
characteristics that are similar to those
of Uluru?
2. List any prior knowledge that you have about
the geographic characteristics of Australia and
Uluru. What else would you like to know?
3. Summarize the issue. Who are the different
people or groups involved, and what are their
perspectives on the issue? What are the beliefs
and values associated with each perspective?
What else do you need to know?
4. Taking all the perspectives into account,
suggest some ways to solve the problem.
FIGURE 5.18 Uluru, also known as Ayers Rock
CHAPTER 5: Our Needs and Wants and the Environment 161
RESPONDING TO ENVIRONMENTAL
CHALLENGES
People respond in various ways to the environmental challenges related
to our use of natural resources. Sometimes we respond as individuals. We
might decide to take transit rather than drive a car or to buy products
without a lot of packaging. We may also choose not to buy or use products
from a company that we feel causes a lot of pollution.
We can respond to challenges as a larger group, as well. Organizations
such as the Rainforest Alliance and the Nature Conservancy work to protect
natural resources. They do this by educating people and raising awareness
of issues. Different levels of government also make laws and regulations that
can help to preserve natural resources or address challenges related to our
use of natural resources.
For example, municipal governments in many large cities, such as Toronto
and Chicago, now require that all new buildings of a certain size be built with
green roofs (Figure 5.19). Green roofs create more green spaces in urban areas.
They can be places for residents to garden and grow their own food. They also
help to cool buildings, reducing the energy used to air condition buildings in FIGURE 5.19 An example of a green
roof in Chicago, United States
the warmer months. In addition, green roofs benefit local water sources by
reducing the amount of water that runs off into storm drains. Why are green roofs especially
important in a city?

162 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 HEROES IN
ADELINE TIFFANIE SUWANA: SAHABAT ALAM
Indonesia is a nation of islands with many
natural resources and a fast-growing but
poor population. Adeline Tiffanie Suwana
loves her home’s natural environment,
which has countless birds, trees, flowers,
and beaches, and much natural beauty.
As a young girl, she started to see how
her home was changing. Trees were being
cut down, more housing was built for
the growing population, and storms and
flooding were causing
severe damage. When
she was 11, her village
was evacuated due to a “WE WANT POLICIES AND
severe flood. LAWS THAT WILL MAKE
After the evacuation of
her village, Suwana learned
INDUSTRIES SUSTAINABLE.”
about the connection
between extreme weather and global
warming. She wanted to do something
to make a difference. Suwana saw that
many of her friends and neighbours
were not aware that they could help the
environment and preserve their land.
She started an environmental education
and action organization called Sahabat
Alam—Friends of Nature. Sahabat Alam
helps young people learn more about the
natural world, and it has been involved in
many activities to protect the environment
in Indonesia.
FIGURE 5.20 School children planting mangrove trees in
Jakarta, Indonesia
NEL CHAPTER 5: Our Needs and Wants and the Environment
ACTION
Some of their projects include replanting
mangrove swamps (Figure 5.20).
Mangroves are trees and small shrubs that
grow along the coastline. Mangroves help
to protect shorelines and habitat for sea
mammals, fish, and birds. They also offer a
defence against flooding, hurricanes, and
tsunamis. Suwana and Sahabat Alam also
work to protect coral reefs by planting
coral in damaged reefs. Suwana organizes
ecotours so that visitors
can learn about the
Indonesian environment.
Suwana has won many
international awards
from the United Nations,
including the International
Diana Award in 2013. The
Diana Award is presented to inspirational
or socially active young people who
have made a positive difference to the
lives of others and to their communities.
Suwana has represented Indonesia as a
youth delegate to official United Nations
conferences, environmental summits,
and youth gatherings. In 2011, at a UN
conference held in Indonesia, she said,
“As children, we can plant trees [and]
clean rivers and beaches, but we cannot
stop industries from polluting our rivers;
we cannot force them to adopt a green
economy. We want policies and laws that
will make industries sustainable.”
A CALL TO ACTION
1. Why did Adeline Tiffanie Suwana take
action? What was her perspective on
the problems facing her hometown?
2. Suwana’s action was inspired by
her own natural environment and
threats to it. What issues arising
in your natural environment could
inspire action for you and people in
your community?
163
 A

ACTIONS TO CONSERVE
NATURAL RESOURCES
It is important to look for ways to reduce
consumption of natural resources. As you
learned on page 154, Canada consumes more
natural resources per person than most other
countries. How can we reduce our energy needs?
Companies have started making energy-
efficient appliances and light bulbs. These
improvements can reduce the energy we use
to refrigerate food, wash clothes, and light our
homes. This benefits people by saving them
money. It also reduces the amount of natural
resources we use to meet our needs.
We can also look to other natural resources
to help us meet our energy needs. Countries
all over the world, are looking for ways to use
flow resources to generate electricity. Flow
resources include the wind, the Sun, and the
tides. (You will learn more about flow resources
in Chapter 7.)

CREATING NATIONAL PARKS AND

HERITAGE SITES
Another way to conserve our natural resources is by protecting important
areas of land and water. This helps preserve and conserve land and regulate
who can access the land.
The first national parks were created in response to the misuse of land.
Indigenous peoples have a long history of sustainable living and responsible
use of natural resources. When Europeans colonized many countries around
the world, they brought huge changes to the land. They cut down trees for
shipbuilding, harvested spices, extracted minerals, and trapped animals for
the fur trade.
Some people recognized that the land needed to be protected and How might
conserved for the future. This led to the creation of the U.S. National Park protected parks be
System in the late nineteenth century in the United States. The first national viewed as both positive
and negative uses of
park, in Montana, is called Yellowstone. Canada created its first national the land?
park a few years later in 1885: Banff National Park.

PROTECTING THE ENVIRONMENT

Lands are protected around the world by national governments and local
organizations. At the global level, the United Nations has developed a list
of significant natural and cultural places known as World Heritage sites
(Figure 5.21). There are 193 Natural World Heritage sites. These places are
considered to be important to everyone on Earth.

164 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 B C

FIGURE 5.21 (A) Cape Floral Region Protected Area, South Africa; (B) Juizhaigou Valley I wonder why it is important
Scenic and Historic Interest Area, China; (C) Los Glaciares National Park, Argentina to protect certain sites?

Natural heritage sites are protected because they meet at least one of the
following criteria:
• they are areas of exceptional natural beauty
• they represent a major stage of Earth’s history
• they are an example of important ecosystems and communities of plants
and animals
• they contain significant natural habitats of plants and animals

CHECK-IN
1. EVALUATE AND DRAW CONCLUSIONS How might the
Seven Generations teaching be useful to you
when making decisions related to sustainability?
2. INTERPRET AND ANALYZE Research what your
community can do to protect and conserve
natural resources. Analyze your research and
choose one action that would most benefit the
community. Explain how this action would benefit
the community.
3. COMMUNICATE With a partner, create a slideshow
profiling a national park or a natural World
Heritage site. Include the location, a brief history,
the reason it is protected, and the benefits of
protecting it.
4. GEOGRAPHIC PERSPECTIVE Describe how a
natural resource might be viewed from two
different perspectives.

NEL CHAPTER 5: Our Needs and Wants and the Environment 165
 LOOKING BACK: CHAPTER 5

E RELY ON
HOW DO W SOURCES?
NATURAL RE

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• describe how people use natural resources to meet their needs
and wants
• explore different perspectives on using natural resources
• describe some responses to the challenges of natural resource use
• analyze the interrelationships among the location of natural
resources, and how they are used

In this chapter, you learned about different types of natural resources. You
also learned about how we use natural resources, the impact of that use, and
how people respond to challenges facing our use of natural resources. Based
on what you have learned so far, how would you answer the question: how do
we rely on natural resources?

Summarize Your Learning

Review what you have learned by completing one of the following tasks:
• How might our world look if we continue to use more resources than
Earth can support? Choose one natural resource and explain how we use
it. Describe some of the current challenges associated with using this
resource, and imagine what some future challenges might be. Illustrate
your ideas in an ad campaign on the theme of “What’s Next?”
• Jot down some ideas for a discussion on the following statement: in the
near future, natural resources as we know them will no longer exist. Think
about how you can use quotations, images, and ideas from this chapter
and other sources to support your ideas. In small groups, hold a panel
discussion about this topic. Remember to be respectful of others’ ideas.

166 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 APPLY YOUR LEARNING
1. SPATIAL SIGNIFICANCE Select a common household
item. Check on the Internet, or contact the
manufacturer to find out where the components
of that item come from. Contribute to a class
map showing where components come from.
2. COMMUNICATE Consider what possessions a teen
in the 1940s, 1950s, or 1960s might have had
compared with those of a teen today. You might
need to do some research or interview someone
who remembers that time. Work in a small group
to brainstorm how the needs and wants of the
different periods compare. Create a poster
comparing the needs and wants. Also include
how the impact on the environment changed.
3. GATHER AND ORGANIZE What information can
you learn about a country by knowing the HDI?
Work in a group to research additional data
that can help you learn about a country. Select
some images that illustrate the data you have
chosen. Create a class-annotated collage to show
your findings.
4. EVALUATE AND DRAW CONCLUSIONS Why do you think
that the ecological footprint was created?
UNIT2
CHALLENGE
CHECK-IN
1. Review the Unit 2 Challenge on page 137. Create
a word web of your needs and your wants. Be
as specific as possible. Next, select a product or
process that you use or do on a regular basis.
What natural resource does this product or
process use?
2. Create research questions to start your plan
of action.
3. Research details about your selected natural
resource. Where does it come from? How is
it extracted or harvested? What is the path it
takes from natural resource to finished product?
Record your findings in a graphic organizer.
NEL
5. PATTERNS AND TRENDS Compare the rankings of
each set of data in Figure 5.14 that shows HDI
and the ecological footprint of some countries.
What conclusions can you draw from these
rankings?
6. GEOGRAPHIC PERSPECTIVE Read about Adeline
Tiffanie Suwana on page 163. Imagine you are
going to make a documentary of her story
about being evacuated from her village and
how that made her feel about her home. Create
a storyboard that shows how this disaster led
her to become the environmental activist she
is today.
7. FORMULATE QUESTIONS What questions would you
ask a local political leader about environmental
protection in your local community or in
the country?
8. INTERPRET AND ANALYZE Research travel
companies that specialize in ecotours. Select one
company and summarize how they reduce the
impact on the environment.
4. Review the Focus On: Geographic Perspective
feature on page 161. What are the various
perspectives different people and groups
have on the use of this natural resource? Think
about the local communities, the industries,
governments, and advocacy groups that may
have different points of view on this issue. Record
this information. You will need to consider these
points of view as you develop your action plan.
CHAPTER 5: Looking Back 167
CHAPTER 6

RENEWABLE
RESOURCES
SE RENEWABLE
U
HOW CAN WE USTAINABLY?
RESOURCES S
LEARNING GOALS
As you work through this chapter, you will
• explore the relationship between Earth’s environment
and renewable resources
• describe some ways people use renewable resources
to meet their needs and wants
• explain the environmental and social impacts of
misusing and overusing renewable resources

What do you think of when you hear the word shark?

Scary? Sharp teeth? The movie Jaws? Many people are
afraid of sharks, so they do not care about them. There
are, however, many reasons why we need to care.

Sharks play a very important role in our oceans. Sharks

are at the top of the food chain. They eat fish, which
balances fish populations. These ocean predators are
now human prey. Sharks are being overfished at a rate
that is not sustainable. It is estimated that 100 million
sharks are killed every year—that’s about 273 973 sharks
per day! One of the reasons sharks are being killed is for
shark-fin soup, a luxury dish. A shark is caught, its fins
cut off, and then it is thrown back alive into the ocean to
die. The fin has no flavour or nutritional value. Sharks are
now endangered. This affects our oceans’ ecosystems.
Sharks have survived on Earth for 450 million years, but
scientists predict they could be extinct within one or two
decades. Isn’t that more scary than any shark?

168 NEL
NEL 169
WHAT ARE
RENEWABLE
RESOURCES?
Renewable resources are resources that will grow back or reproduce renewable resource a
themselves if they are managed properly. Even if we use some now, they will resource that can regrow or
reproduce as long as it is not
still be available for our use later as long as we do not overuse them. We overused
use renewable resources to meet our wants and needs for food, medicine,
shelter, and material things such as clothes and furniture.
Some examples of renewable resources are soil to produce agricultural
crops, fish from the oceans for food, and trees cut from forests to produce
firewood and material goods.

SOIL, AGRICULTURE, AND FOOD

In North America, if you ask someone where their food comes from, most
people would probably answer “from the store.” Obviously, this is true in
the simplest sense. However, most of the food that all 7 billion of us on the FIGURE 6.1 Soil is needed to
planet eat is from the soil. Without soil, farmers would not be able to grow produce agricultural crops, such as
this one in Mexico.
crops (Figure 6.1) or raise livestock. Without soil, trees would not grow.
Without soil, all life on Earth would be affected. In what other ways does soil
affect my life?

170 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 Soil is considered a renewable resource because it is able to renew itself.
Soil’s ability to renew itself is known as soil health. The health of soil affects How do you
think soil health
the types of crops that can be grown. The type of soil also influences which
affects animals that
crops are grown. There are different types of soils around the world that can live in an area?
grow a wide variety of crops. This affects what people eat.

FISH
Fish populations reproduce themselves and are considered a renewable
resource. Fish are a valuable source of food for more than 1 billion people.
They provide an important source of protein for many people’s diets. Fish
are also used as a source of food for pets and livestock. The demand for fish
is increasing around the world as people in many developed countries have
begun to replace red meats with fish in their diets. Many researchers have
suggested that eating fish and fish oils provides health benefits.

FORESTS
Forests are considered a renewable resource because they can regrow
(Figure 6.2). Seeds fall or are planted, rain falls, the Sun shines, and in
30 years or so, a fully grown tree can be chopped down, used for firewood,
processed for lumber, or manufactured into material goods. It can also be left
alone to provide a home to a wide variety of species.
Forests are important to local ecosystems. Trees store water that can
be released into the atmosphere, keeping moisture in the air, which is an
important part of the water cycle. The roots of trees hold the soil together,
stopping erosion, so more trees and other plant life can grow. Trees absorb FIGURE 6.2 A forest of pines
carbon dioxide, a major greenhouse gas. Greenhouse gases are gases regrowing in Switzerland
that trap heat from the Sun and contribute to global warming. Trees also I wonder how long it took for
produce oxygen, which all life needs to breathe. these trees to grow?

NEL CHAPTER 6: Renewable Resources 171

 FOCUS ON
EVALUATE AND
DRAW CONCLUSIONS
This stage in the inquiry process happens after
research questions have been asked, evidence
gathered, and data organized. You now have
to look critically at your evidence and draw
conclusions based on your findings. Evaluate
and draw conclusions by asking yourself the
following questions:
EVALUATING EVIDENCE
• Is the information related to my research
questions? Delete any material that does not fit
this criterion.
• Is the information current? Be critical of the
timeliness of your material.
• Do I have enough evidence to answer my
question? If necessary, brainstorm ideas on
where to find more recent information.
Deforestation in Kenya
Kenya is a country in Africa with a population of
45 million. The capital city is Nairobi. It has a
population of 3 million. The climate of Kenya varies
from tropical to temperate throughout the year.
Tourism is the main economic activity in Kenya, and
many people visit to go on safaris. The government
wants to develop more industry, but there is no money
for large-scale industrial development.
Many small farming communities are located in the
northern part of Kenya. This area has only a thin, dry
layer of soil for farmland. There are some grassy areas for
animals to graze. The region gets little rainfall. In a good
year, people are able to grow food for their families.
Drought years result in food shortages and hunger.
People have begun to remove more and more trees.
They hope that the soil beneath the trees will be able
172 UNIT 2: Our World’s Natural Resources: Use and Sustainability
DRAWING CONCLUSIONS
• How does the evidence fit together? Make sure
that your arguments follow a logical order.
• What judgment(s) or conclusion(s) can I make
based on this information?
• Does my conclusion answer my research
question? Does the evidence support my
conclusion?
The inquiry process can help you better
understand geography. Considering how a
problem can be solved is another important key to
geographic learning.
TRY IT
Read the text below on deforestation in Kenya
and consider the following research questions:
Why have trees been removed in Kenya? What
are some impacts of their removal? Evaluate the
information presented and then write a conclusion
to answer the questions. Make sure you present
your ideas in a logical order.
to grow more food. But over time, the soil dries and
cracks and blows away with the wind. The grasses for
grazing are drying up. Conflict can occur among people
as their need for food grows. Over time, the forests are
disappearing and the people still have little to eat.
Some organizations are working to help farmers by
improving their farming practices and replanting trees.
The Drylands Natural Resources Center works with the
community to replant drought-resistant tree saplings.
Knowledge about where to plant trees and how to take
care of them has resulted in the creation of a tree farm.
The tree farm can provide income to further build this
small business. The economic situation of the people has
improved and the forests are being regenerated. Other
organizations have assisted with introducing drought-
resistant crops for increasing the food supply.
NEL
FIGURE 6.3 A logger cuts down
a mahogany tree in a rainforest
in Costa Rica. Mahogany wood
is valued for its beauty and
strength. In some countries,
mahogany is an endangered
species due to overharvesting.
I wonder how mahogany is
valuable to the environment?
OVERUSE OF RENEWABLE RESOURCES
Earth is home to a huge variety of species. There are an estimated 8.7 million
known species on the planet. However, many species have vanished. The
World Wildlife Fund (WWF) estimates that at least 10 000 species become
extinct every year. And we know why. We have removed their habitats and
overharvested plants and animals for food, medicine, and material wants
(Figure 6.3). We have also overharvested plants and animals to make
money. We have focused more on the economic benefits and less on the
environmental impacts.
The WWF says that it takes Earth 12 months to produce what we use in
9 months. This means we are using resources faster than Earth can produce
them. This is an important fact because our health and our livelihoods depend
on the health of the planet. The good news is that we can change the way we
use Earth’s resources in order to sustain the balance of life on Earth.

CHECK-IN
1. GATHER AND ORGANIZE Create a flow chart to show 2. GEOGRAPHIC PERSPECTIVE Renewable resources
how we use a renewable resource. Use images can regrow or reproduce over time. Do you think
to illustrate your ideas. In your flow chart, you this means that we can use as much as we want,
should include whenever we want? Explain your thinking.
• your chosen renewable resource in its
natural state
• the products we make from your chosen
resource
• what happens to these products when we are
done with them

NEL CHAPTER 6: Renewable Resources 173

HOW DO
WE USE AND
MISUSE SOIL?
Around the world, people grow crops and eat a variety of foods. Geographic
factors such as soil type, climate, and landforms affect the types of food that Why are some places
able to grow more crops
are grown and eaten in different places. These factors also affect how much
than others?
food can be produced. For example, because of climate, some regions can
grow crops only in the summer. This limits the supply of fresh local fruit
and vegetables in the winter. The southern areas of Asia have a mild climate
and plentiful rainfall. These factors make it suitable for growing rice. Asia
staple  a regularly eaten food
produces about 90 percent of the world’s supply of rice (Figure 6.4). It is not that makes up a large part
surprising that rice is a staple, a regularly eaten food, of many Asian diets. of the diet of a population

FIGURE 6.4 This is a rice field in China. Growing I wonder how this rice
rice takes a lot of land, changes the landscape, and field changed the
uses a lot of water. original landscape?

174 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
FIGURE 6.5 The Mongolian
landscape affects the type
of food that can be grown.
What might be some reasons
that my diet is similar to that
of a Mongolian family? Why
might it be different?
subsistence farming small-
scale farming to produce
food to feed a farm family
commercial farming large-
scale farming to produce
crops or livestock for sale
NEL
By examining the physical geography of a region, we can try to make
inferences about local peoples’ diets. For example, let’s consider the diet
of a family in Mongolia. Mongolia is located in Asia, near China. It is a
mountainous country with four seasons. The average temperature in
summer is about 20 °C and in winter around –20 °C. There are large cities,
but many families still live in small villages or towns. Many work on large
commercial ranches or on farms that raise animals. If we want to know
what foods a Mongolian family eats, we can gather clues by looking at the
landscape (Figure 6.5). Because of the many ranches, they have access to
foods such as meat and eggs, food that comes from animals. The landforms
and climate of Mongolia make it difficult to grow fruits and vegetables.
Therefore, these are not likely to be traditional foods of Mongolia.
Agricultural practices also affect how much food can grow. Geographers
have categorized farming into two main types: subsistence farming and
commercial farming. Subsistence farming is small-scale farming. It focuses
on growing food for the farmers and their families. A wide variety of crops
are grown and a few livestock, such as chickens or goats, are raised. Tools
used for farming are often simple. Commercial farming, on the other hand,
is large-scale farming. It involves growing or raising large quantities of one or
two types of crops or livestock for sale. Commercial farming requires much
larger areas of land, and it relies on large mechanical farm equipment, such
as tractors.
Religion, culture, tradition, and preference are other factors that can
influence people’s diets. As mentioned in the chapter opener, shark-fin soup
is a luxury dish. What factors influence your diet?
CHAPTER 6: Renewable Resources 175

soil degradation  loss of soil
quality and ability to grow
plants
SOIL DEGRADATION
In recent years, changing climates and increased demand for food have forced
many farmers to use soil that is not as rich in nutrients as it once was. Farmers
overuse the soil and do not give it time to rest between crops. This means that
the soil cannot renew its nutrients. Because of this, many soils have suffered
soil degradation—they have become poorer-quality soils. The soil is less
productive, meaning it cannot grow as much food as it did before. Also, the
poorer the soil quality, the poorer the food quality. A number of factors have
decreased the quality of soil around the world.

PROTECTING SOIL HEALTH

Why is soil Figure 6.6 shows areas of concern for soil health around the world. Many
health not always people are concerned about soil health because a lot of soil is being misused
protected around
the world? and overused. Unhealthy soil is unable to renew itself.
Some people are working to help save soil in their country. For example,
the New Zealand government has reacted to the fact that 50 percent of its
soil on the east coast has degraded. One strategy is to plant trees to protect
soil from erosion.
Organic farming is another way to reduce soil degradation. Organic
farming techniques often leave some areas unfarmed, which helps reduce
erosion. Natural fertilizers such as manure may be used. Instead of using
chemicals to control insects and weeds, natural methods are used. One
example is to encourage insect-eating birds.
Crop rotation is another method used to protect soil. It means varying
different types of crops in one area in a cycle, rather than growing the same
crop in the same area over and over. This helps to manage soil fertility and
FIGURE 6.6 This map shows the
reduces the chance for pests and diseases.
level of concern for soil health
around the world. Global Areas of Concern for Soil Health
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN

Arctic Circle
60˚N 60˚ N

30˚ N 30˚N
Tropic of Cancer ATLANTIC PACIFIC

OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn

30˚ S 30˚ S

0 1900 km
Level of Concern
60˚S
serious concern Antarctic Circle
some concern
low or no concern
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

176 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 HEROES IN
KEHKASHAN BASU: GREEN HOPE UAE
The United Arab Emirates (UAE) is a country
located on the southern shore of the Persian
Gulf. It was here that Kehkashan Basu was born.
On the eastern coast there are steep mountains,
but farther inland is largely a desert region. The
desert contains a vast area known as the Empty
Quarter. Not many species can live here due to
the severe heat. When Basu was 11, she learned at
school that, long ago, her country had been a lush,
green paradise. This shocked her. She began to
become more and more interested in the current
state of our planet. While the changes in her
home’s landscape had not been caused by human
actions, she learned about other places where that
was the case. She learned about the destruction
of the Aral Sea in Kazakhstan and Uzbekistan,
and about land degradation along rivers in India.
Basu became more vocal about environmental
issues at her school and in her community. She
was actively involved in many organizations
that encouraged young people to become more
environmentally responsible.
FIGURE 6.7 Kehkashan Basu (standing) and other youth
activists plant saplings in Dubai, UAE, to fight soil degradation.
NEL
ACTION
Because of her work, Basu was selected to be
an international delegate at a United Nations (UN)
conference in 2012. The conference was held in Brazil
and focused on sustainable development. She won
an award from the UN for her essay “Let Us Go Land
Degradation–Neutral—Save It from Destruction.” She
was the only child at the UN conference. That same
year, she also attended a second UN conference in
Qatar, this one focusing on climate change.
Basu is the founder of a youth organization
called Green Hope UAE. The organization promotes
awareness of environmental damage and teaches
young people about actions they can take for a
sustainable and peaceful future. Green Hope
UAE has organized events such as tree planting
(Figure 6.7) and cleaning up litter. The Green
Hope UAE website provides a place where young
people can share what they are doing in their
local communities to ensure a green future. Basu
is passionate in her belief that young people must
work toward a peaceful, green future. Her goal is to
get children and youth involved in the movement
for an environmentally sustainable future.
The Dubai Municipality recently named
Basu and Green Hope UAE as the first
Ambassadors of Sustainability. She
was honoured for her and her team’s
outstanding contributions and project for
eco-friendly waste management.
Basu is tireless in her efforts. Why has
she become such a strong advocate? She
believes that her birthday is the key. She
was born on June 5, which is also World
Environment Day.
A CALL TO ACTION
1. What are some actions that
you are already taking to help
the environment?
2. What are some environmental
concerns in your community?
How could you get involved in
addressing them?
CHAPTER 6: Renewable Resources 177
SOCIAL IMPACTS
Not only do foods vary from one part of the world to another, but the ability
to access that food also varies. Not everyone has equal access to food. The
United Nations estimates that 870 million people, or one in eight, suffer food loss  food lost during
from undernourishment, or not having enough good-quality food. harvest, production, and
distribution
FOOD LOSS AND FOOD WASTE food waste  food that is
Approximately one-third of all food grown worldwide is lost or wasted discarded by consumers and
(Figure 6.10). Food loss refers to food that is discarded during the harvesting, by places that sell food
production, and distribution
processes. Food waste is
food that is discarded by
consumers and by places
that sell food. One study
showed that Canada, the
United States, Australia, and
New Zealand waste about
110 kg of food per person
per year. Sub-Saharan Africa
(below the Sahara Desert),
on the other hand, wastes
6 to 11 kg of food per person
per year. The pattern of food
waste depends on location,
income, and what and how
much people eat.

FIGURE 6.10 Large amounts of

fruit and vegetables that have
been discarded

I wonder how I can help

reduce food waste?

CHECK-IN
1. PATTERNS AND TRENDS Examine the map of areas
of soil health concern in Figure 6.6 on page 176.
What geographic regions are represented in the
areas of low or no concern?
2. EVALUATE AND DRAW CONCLUSIONS Choose one
country and research the types of food usually
eaten by people who live there. Create a chart
to compare the foods eaten in that country to
the foods you eat. List one reason why the foods
might be similar and one reason why they might
be different.
3. COMMUNICATE Calculate how much food waste
your class creates in one week. Before you begin,
decide how you will collect this data. Will you
weigh it? Will you use a container to estimate
its volume? Use this data and the information in
this text to create posters and announcements to
inform other students about food waste and its
impact on your school, community, country, and
the world.

NEL CHAPTER 6: Renewable Resources 179

WHY
CARE ABOUT FISH?
Fish are an important source of food for many people around the world.
Demand for fish is increasing. More people are trying to include fish in their
diets as many researchers have found health benefits in eating fish. Fish are exploit  to use or develop
also an important source of income. The fishing industry employs fishers. a resource
It also provides jobs for people who process, pack, transport, and sell fish. fish stock  a group of fish of
A study by the University of British Columbia estimates that global fisheries the same species that live in
the same area
are worth over $200 billion per year.
In the past 100 years, improved fishing technologies have allowed humans deplete  to greatly reduce
to use, or exploit, fish in larger numbers (Figure 6.11). Many species of
fish populations, or fish stocks, have been greatly reduced, or depleted. A
FIGURE 6.11 Modern fishing
2010 report by the United Nations’ Food and Agriculture Organization says equipment makes it possible
that the maximum fishing potential of the world’s oceans has likely been to harvest massive amounts
reached. It is estimated that 80 percent of the world’s fish stocks are fully of fish.
exploited or overexploited. How did we get to this point? I wonder if this method of
fishing is sustainable?

180 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 At one time, fishers were able to catch fish only along local coastal areas.
Their boats were small and did not have motors. They only had fishing lines
and small nets. Fishers used the fish they caught to feed themselves and
their families. Some people still catch fish this way (Figure 6.12A).
The fishing industry changed with improved technology and larger boats.
Large boats allow fishers to travel farther from the coast to access even
more fish. Today, massive ships use huge nets to scoop up the fish and other
sea life swimming below them. Some fishing ships called trawlers trawler  a fishing ship that
(Figure 6.12B) drag nets along the sea floor. Some nets are large enough catches fish by dragging a
net along the sea floor
to fit 13 jumbo jets! An environmental organization reported that the
super trawler Annelies Ilena caught 7 million kg of fish in one fishing trip.
That is enough fish to feed almost 300 000 people. According to a National
Geographic study, most of the fish caught are sold to and consumed by only
a few countries, including Japan and the United States.

A FIGURE 6.12 (A) These fishers in

Cambodia use traditional fishing
boats and methods to catch fish.
(B) This trawler drags up huge
amounts of fish from the sea floor.
It takes 56 traditional boats one
year to catch the volume that a
single modern trawler can catch in
one day.

I wonder how the

differences in fishing
methods affect the
livelihoods of these fishers?

NEL CHAPTER 6: Renewable Resources 181

IMPACTS OF OVERFISHING ON OUR WATERS
What are the impacts of overfishing on our waters? Overfishing means that overfishing  catching too
fish stocks are unable to renew themselves. What was once a renewable many fish so that the
fish stocks cannot renew
resource has become a non-renewable resource. Many species of fish have themselves
become endangered and even extinct. As you read in the chapter opener, many
sharks are now endangered due to overfishing. Atlantic cod is another example
(Figure 6.13). For centuries, this fish stock was extremely abundant off the
coast of Newfoundland and Labrador. Despite warnings of overfishing, the
entire fishery collapsed in 1992. Over two decades later, the cod stocks have yet
to recover. Just as the disappearance of sharks is affecting its ecosystem, it is FIGURE 6.13 Atlantic cod
were once extremely
feared that the cod ecosystem has been permanently changed and the cod will
abundant in the waters
never return to this area. around Newfoundland and
To prevent overfishing, many governments try to manage how fish are Labrador. Now this species is
caught and how many fish are caught. Despite these efforts, many fish, endangered due to overfishing.

including sharks, are caught illegally. There is no way to manage or track I wonder why the cod
those catches. It is estimated that the value of illegal fishing is in the are not reproducing even
billions of dollars. though they are not being
fished anymore?

182 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
Many fish end up as by-catch. By-catch are species of fish that were not by-catch  fish or other sea
intended to be caught. By-catch also includes fish that are too young or small, life caught unintentionally
when fishing
as well as non-fish species. Some examples include small whales, dolphins,
porpoises, sharks, sea turtles, and sea birds. They are usually dead or dying
and are thrown back into the ocean. It is estimated that up to 40 percent of all
fish and marine animals caught are thrown away as by-catch.

IMPACTS OF OVERFISHING ON HUMANS

Commercial fishing is an important part of the global economy. In African
countries alone, more than 35 million people are employed in this industry.
As fish stocks continue to decline, there will be fewer jobs in the commercial
fishing industry.
Commercial fishing also affects local people. Coastal communities
around the world depend on fish as a source of food and income. For FIGURE 6.14 MSC label
example, the Quirimbas marine reserve off the coast of Mozambique on a sustainable seafood
supports the 55 000 people living in or around the area. Overfishing in the product
area threatens the food sources and livelihoods of these people. How do I find out what
criteria qualifies for the
USING FISH SUSTAINABLY MSC label?

Many environmental groups are very concerned about the

future of our marine life. They are working with governments
and the commercial fishing industry to develop sustainable
ways to harvest fish. One example is the World Wildlife Fund
(WWF). WWF has helped the Honduran and Nicaraguan
governments and the local fishing industry to develop better
management and fishing practices. These include improving
lobster trap designs and banning fishing practices that are
not sustainable.
More and more, fisheries around the world are getting
certified by the Marine Stewardship Council (MSC)
(Figure 6.14). The MSC has a strict scientific standard
that is used by experts to evaluate wild fish stocks. They
check the health of the fish, impact on the ecosystem, and
fishery management. A separate standard applies to places
that sell fish. The MSC label on seafood products shows that
the fish are being harvested sustainably.

CHECK-IN
1. GATHER AND ORGANIZE Create a diagram 3. COMMUNICATE Create your own poster to
to compare the impact of traditional and convince others to choose sustainably harvested
commercial fishing methods on the human and fish over other types of fish.
natural environments.
2. PATTERNS AND TRENDS How does the harvesting of
by-catch impact the ocean’s ecosystem? Why are
these impacts important to the ecosystem?

NEL CHAPTER 6: Renewable Resources 183

HOW
RENEWABLE
ARE FORESTS?
Every 30 seconds, 13 hectares—about 18 football fields—of forest
disappears. Trees are cut down and harvested to meet our needs, such as
for shelter and fuel. We also use trees to meet our material wants, such
as for furniture and musical instruments. Deforestation is the removal of
most or all trees in one area. Forests can be a renewable resource if they
are left alone to regrow after being cut down. New trees can be planted and
then harvested in 20 to 50 years. However, not all forests can be considered
renewable. For example, trees in old-growth forests, such as rainforests,
are very old. These forests took thousands of years to grow and develop
ecosystems. Harvesting trees from old-growth forests is not sustainable FIGURE 6.15 This old-growth fir
because it would take hundreds of years for these trees to regrow, if they are tree is several hundred years old.
able to grow again at all. Even so, this has not stopped some people from What are some ways that
harvesting trees from old-growth forests (Figure 6.15). wood meets my needs?

184 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 Forests around the world are being cut down for different reasons.
In countries such as Canada, trees are cut down to produce lumber and
products such as paper and cardboard. Forests are also cut down to clear
land for other human activities such as farming, mining, creating roads,
and building human settlements.

HOW TREES ARE HARVESTED

Trees used to be harvested by hand. People had to cut down trees using
saws and axes. On a good day, a single person could harvest one or two big
trees. The development of large and specialized machinery has allowed
people to harvest many more trees in a shorter period of time.
Many forests are cleared using a process called clear-cutting, which clear-cutting  a method of
involves cutting down all the trees in a large area. This has led to public logging by removing all trees
from a large area
protests over the loss of important forest habitat. This method not only
destroys forest habitat for plants and animals, it also exposes soil to erosion.
Natural waterways are also changed or destroyed, sometimes permanently.
Today, forestry is largely regulated in developed countries. Laws limit the
number of trees that are allowed to be cut, the ways they are cut, and how
new trees are planted. Another forestry practice is to only harvest certain
sizes or types of trees. These regulations all aim to promote sustainable
forest use. Some countries have few or no laws to control the harvesting FIGURE 6.16 This map shows the
average annual change in forest
of trees. Figure 6.16 shows the average area of forests lost or gained per area (measured in hectares) for
country per year from 2005 to 2010. each country from 2005 to 2010.

Average Annual Change in Forest Area, 2005–2010

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN

Arctic Circle

60˚N 60˚N

30˚ N 30˚N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn

30˚ S 30˚ S
N

0 2000 km
60˚ S 60˚S
Antarctic Circle

Change in Forest Area (hectares)

area lost small change (gain
150˚or
W loss) areaW
120˚ W 90˚ gained
60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
> 500 000 < 50 000 50 000–250 000
250 000–500 000 no forest area 250 000–500 000
50 000–250 000 > 500 000

NEL CHAPTER 6: Renewable Resources 185

ENVIRONMENTAL IMPACTS OF FIGURE 6.17 Deforestation in a
rainforest in Indonesia. Indonesia
DEFORESTATION has some of the highest levels
of biodiversity but also some of
Deforestation has many environmental impacts (Figure 6.17). It causes soil the highest levels of endangered
erosion and flooding, contributes to climate change, and results in the loss species due to habitat loss.
of plant and animal habitat. Roads are often created to allow for the
I wonder what happened
removal of trees in the interior of a forest. Once the roads are created, the to the animals that lived in
forest becomes accessible to more and more people. This creates further the section of forest with no
opportunities for deforestation. more trees?

SOIL HEALTH AND FLOODING

Deforestation has a huge impact on soil health. Tree roots anchor soil to the
ground. Forests also naturally hold water in the ground and release it slowly
into local waterways. When trees are removed, the soil is exposed to wind
and water erosion. In extreme cases, landslides and flooding can occur.
Without trees, rainwater moves quickly from bare land into waterways.
Heavy rains can cause floods as rivers fill too quickly and overflow. Heavy
rains and floods also wash away a lot of soil. Without soil, the land cannot
grow new plants and the deforested area can become a wasteland.

CLIMATE CHANGE
Widespread removal of trees can have an impact on the local and even the
global climate. Forests help regulate rainfall and help prevent soil erosion.
Forests also absorb carbon dioxide (CO2) from the atmosphere. Absorbing
Are all tropical
this greenhouse gas helps to reduce global warming. A tree in the temperate forests around the
regions can absorb 13 kg of CO2 per year, whereas a tree in the tropical world being harvested?
regions can absorb 50 kg of CO2 per year. It is estimated that forests can
absorb up to 40 percent of the CO2 released by human activity. This is another
reason why removing trees, especially in tropical regions, is of concern.

186 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 PLANT AND ANIMAL HABITATS
Trees provide food and shelter for animals. Deforestation upsets the life
balance of animals, similar to how removing sharks upsets the balance of
life in the oceans. Tropical forests are home to millions of species, all living
Why do people in a balanced ecosystem. When trees are removed, the habitat for these
have different opinions
about the value of
plants and animals is lost. Many animals die. Others try to move to different
forests? habitats. Sometimes they enter human settlements, and then conflicts
can occur. Many plant and animal species are endangered and some have
even become extinct, lost to our planet forever, due to deforestation. In
Indonesia, for example, the Sumatran orangutan is listed as a critically
endangered species due to habitat loss. The United Nations says it’s a
conservation emergency. The Sumatran tiger is the last species of tiger in
the area. There are fewer than 400 left in the wild. Their habitat is being
destroyed by the pulp-and-paper industry.

GEOGRAPHY AT WORK ZOOLOGIST

Dr. Iain Douglas-Hamilton (Figure 6.18) grew up in
England. His studies led him to develop a passion
for elephants. He alerted the world to the severe
plight of African elephants that are being killed for
their ivory tusks. In 1993, he founded the nonprofit
organization Save the Elephants. The organization
helps to conserve elephant populations, protect
their habitats, and reduce human–elephant conflicts.
How do some of these conflicts arise? Many
elephants are losing their habitats to deforestation.
Forests are being cut down to increase agricultural
land. Because of the loss of natural habitat, some
elephants encounter human settlements and roam
into agricultural crops to look for food. This creates
conflict with the farmers.
Douglas-Hamilton’s main research interest is in
understanding elephant behaviour by studying
their movements. Save the Elephants created
GPS-tracking collars for elephants using cellphone
technology. This new technology obtains highly
detailed data about an elephant’s location. ArcGIS
software analyzes the data and creates detailed
maps that identify migratory routes and land used
by elephants. This information can then assist in
planning landscape, conservation, and farming areas. 
Douglas-Hamilton also travels the world giving
lectures, and he works with the media, such as
National Geographic, to promote education and
awareness of elephants. He has won several
awards for his life-saving efforts, including one of
conservation’s highest awards the Order of the
Golden Ark in 1988. His greatest achievement,
however, has been to reduce the risk of human–
elephant conflicts and safeguard the future of
elephants.

MAKING CONNECTIONS
1. What skills do you think are needed in this type
of career?
2. What interests you about zoology? What else would
FIGURE 6.18 Dr. Iain Douglas-Hamilton with African elephants you like to know about this career?

NEL CHAPTER 6: Renewable Resources 187

SOCIAL IMPACTS OF DEFORESTATION
For many countries, forestry is an important industry. Forestry generates
hundreds of billions of dollars in revenue worldwide. It also provides jobs
for many people, especially in rural and remote communities. However,
deforestation also has negative social impacts. It affects people who depend
on the forest or land near the forest for survival. Historical sites can also be
affected by deforestation.

SMALL-SCALE FARMERS
Deforestation affects people who live near the forest. They lose access to
forest resources, such as fuel and food sources. The livelihood of farmers
is particularly at risk as soil becomes degraded due to erosion. In some
areas, so much soil has been lost that the land can no longer produce. Many
farmers must relocate.
FIGURE 6.19 The Penan people live
in Malaysia’s rainforests and rely on
INDIGENOUS PEOPLES the forests’ resources to survive.
Many Indigenous peoples around the world have been severely affected
by deforestation and resource development. One example is the Penan Does my lifestyle depend
on forest resources other
people of Sarawak, Malaysia (Figure 6.19). These people have lived in than wood?
the rainforest for generations. They depend
on the plants and animals in the forest for
food, shelter, and medicine. The sago palm,
which is a traditional food source for the
Penan, is endangered due to deforestation.
The Malaysian government says the
forests are being managed sustainably, but
the Penan people and many researchers
disagree. As deforestation continues, the
Penan people may be forced to relocate to
another part of the country. Their traditional
ways of living will be lost forever.

HISTORICAL SITES
Deforestation can also affect areas of
historical significance that are located within
forests. For example, in Sweden, the economy
relies heavily on forestry. Because of this, the
government supports the sustainable use of
forests. However, ruins of ancient settlements
have been discovered in the forests. Many
Swedish people want to protect the ruins. In
2004, an archaeologist was hired to locate all
the historical sites in Sweden’s forests. The
sites were then plotted on a map using GPS
coordinates. Now all people who use the
forests, from tourists to forestry companies,
can access the information and make sure
that these sites stay protected.

188 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
PROTECTING OUR FORESTS
Many local, national, and international organizations are
working to protect forests around the world. Individuals can
also take action to help protect forests.

ORGANIZATIONS THAT CARE

Many environmental organizations take action against
deforestation. For example, the Forest Stewardship Council
(FSC) is similar to the Marine Stewardship Council (MSC),
®
but for forests rather than oceans. The FSC certifies
wood and paper products that meet their standards of
environmental and social protection (Figure 6.20). The
standards seek to ensure that trees are properly harvested
and replanted. It also asks that forestry processes respect
the rights of Indigenous peoples. Buying products that
are certified by the FSC encourages forestry companies to
manage forests sustainably.
Global Forest Watch (GFW) aims to preserve forests
for future generations. It uses satellite imaging and other
technologies to monitor the world’s forests. The satellite
images provide information, such as changes in forest area. FIGURE 6.20 FSC certified its first
community-managed natural forest
Information is compiled into a GIS. The data can help governments in Africa. The African Blackwood
manage forests more sustainably. The data is available in near real time. tree is used for many musical
This means that some illegal and harmful activities, such as burning instruments. These rural people
from Kilwa, Tanzania, are now
forests, can be detected quickly, which may help stop further damage. selling sustainably harvested wood.
This helps the forests and helps to
INDIVIDUAL ACTION boost their economy.
There are many ways each of us can help reduce deforestation and its  Mark of Responsible Forestry
negative impacts. We can plant trees. We can reduce, reuse, and recycle
What can I do to protect
our paper products. Many old-growth forests are cut down to produce forests in my community?
paper products such as books, writing paper, toilet paper, and paper towels.
Recycling paper and using recycled paper means that fewer trees need to
be cut down to make new paper. When buying paper products, look for
labels that show whether they contain any recycled paper content. We
can also choose to go paperless. Refusing delivery of flyers and catalogues,
reading newspapers online, and using reusable gift bags instead of paper gift
wrapping are all ways we can reduce our use of paper.

CHECK-IN
1. PATTERNS AND TRENDS Look at the map of
global annual forest change, in Figure 6.16 on
page 185. What patterns do you see? Overall,
are we gaining or losing forests?
2. EVALUATE AND DRAW CONCLUSIONS Some people
argue that deforestation can continue with no
negative environmental effects as long as trees
are replanted. Do you agree or disagree with this
argument? Explain your thinking.

NEL CHAPTER 6: Renewable Resources 189

 CASE STUDY

PROTECTING
NATURAL
India

mountain

RESOURCES
UTTARAKHAND
Dehradun 30.32°N, 78.03°E
er
a R iv H
and IM

n
AL

A la k
N
AY
A S

IN INDIA
INDIA

0 100 km

Uttarakhand is a state located in the Himalayan THE EFFECT OF DEFORESTATION

mountain region of northern India. It is an area
This practice quickly led to deforestation,
known for its rich natural resources. Nearly
or the removal of most or all trees in an
65 percent of the state is covered by forest.
area. Deforestation had a big impact on
This forest is a critical resource for the
the environment and on life in the area. The
people who live in Uttarakhand, particularly
local villagers lost their livelihoods, as well as
those who live in the hill and mountain areas.
access to food, clean water, and fuel. Women
For generations, the forests provided food and
were particularly affected. It was traditionally
fuel to communities and villages there. Many
their responsibility to gather fuel and water,
people depended on the forest resources
Geographyand
7 SBto feed their families. They had to walk
to help them make a living. The forests also
0-17-659048-X
farther and farther every day to access the
strengthened the soil and water resources,
FN resources they needed to live.
C05-F09-GO7SB
protecting the villages from flooding and
As the deforestation continued, water
landslides. The community was able to CO live Crowle Art Group
sources started to dry up, and people
sustainably, taking what they needed to fulfill
had less access to safe drinking water.
their needs without harming the environment.Pass 3rd pass
Deforestation also affected local wildlife
Approved
INCREASE IN INDUSTRY and caused soil erosion. Soil erosion led
Not Approved
to flooding and landslides that destroyed
In the late 1960s and early 1970s new roads
crops. One particularly devastating flood in
were built, which made it easier for people
the Alaknanda River washed away villages,
to access the forests in Uttarakhand. Many
bridges, and roads.
industries, including mining, hydro and nuclear
power projects, and commercial logging COMMUNITY RESPONSE
operations, pressured the government to
None of the local communities received any
give them permission to use the land. The
economic benefit from the industries. As
government allowed industries to access the
the effects of deforestation worsened, the
forests. They did not put any limits on how the
local community decided to act. In 1974,
companies could use the natural resources.
the government sold the rights to cut down
This made the government a lot of money.

190 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 2500 trees. The local communities began to RESULTS
protest. To distract the protestors while the
This non-violent protest had a huge effect on
trees were being cut down, the government
deforestation in the region. The protestors
invented a meeting to discuss giving the
won bans on clear-cutting trees and
villagers money in exchange for trees. They
influenced a new natural resource policy
directed the men of different villages to a site
in India. They also demanded that local
away from the logging. When the women
communities be given control of natural
left behind saw that the logging company
resources. Further, they encouraged the
was preparing to go ahead and cut down the
government to support small businesses that
trees, they sprang into action.
would provide jobs and bring money into the
The women circled the trees, throwing
area without harming the environment.
their arms around the trunks and refusing to
The Chipko movement demonstrates the
move. They were able to save the trees.
importance of natural resources in the daily
As this form of protest began to spread, it
lives of people and the power of people to
came to be called the Chipko movement
make a difference.
(Figure 6.21). (Chipko in Hindi means
“to cling.” In North America, this form of
environment protest is called “tree-hugging.”)
Thousands of people have now joined
this movement.
FIGURE 6.21 The Chipko movement in action

EXPLORE THE ISSUE

1. Work with a partner. Look on the
locator map at the area of the
Himalayas that the Uttarakhand
state belongs to. Write down
• what you know about the natural
environment there
• what you want to know about it
2. How do people in the community
rely on the natural environment?
3. Retell this event from the
perspective of the government,
loggers, or an industry that wanted
to use the land.

NEL CHAPTER 6: Renewable Resources 191

 LOOKING BACK: CHAPTER 6

N W E U S E
HOW CA S O U R C E S
W A B L E R E
RENE I N A B L Y ?
SUSTA

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• explore the relationship between Earth’s environment and
renewable resources
• describe some ways people use renewable resources to meet
their needs and wants
• explain the environmental and social impacts of misusing and
overusing renewable resources

In this chapter, you learned about the renewable resources soil, fish, and
forests. In some parts of the world, we have misused and overused these
resources. This has caused serious environmental and social impacts. In some
cases, these resources are no longer renewable. Many people are working to
change how we use renewable resources.

Summarize Your Learning

Select one of the following tasks to help summarize your learning:
• Choose a renewable resource and develop a storyboard for a 30-second
public service announcement (PSA). Your PSA should tell people why
sustainable use of your chosen renewable resource is important. It
should convince viewers to start taking individual actions to encourage
sustainability.
• Create a script for a scene that demonstrates how the development of a
renewable resource has had an environmental or social impact. Build on
one of the situations in this chapter or develop your own idea. Your scene
should include suggestions about how the renewable resource could be
better managed.

192 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 APPLY YOUR LEARNING
1. COMMUNICATE Select one factor that negatively
affects soil quality. Locate images to show
a cause, an effect, and a solution to soil
degradation. Then organize the images in a
cause–effect–solution flow chart.
2. INTERPRET AND ANALYZE Using information from
the chapter, do you think that everyone on the
planet should be concerned about soil health?
Explain your point of view.
3. GATHER AND ORGANIZE Create a short survey to
find out whether other students in your school
think food loss or food waste is a global issue.
4. INTERPRET AND ANALYZE Think about fishing and
the economy. What is the relationship between
methods of fishing and economic levels?
5. SPATIAL SIGNIFICANCE Use the Internet to locate
information about another group of Indigenous
peoples whose lives are being affected by
deforestation. Create a map using symbols
to show where they live, what the physical
geography of the area is like, and the impacts of
deforestation on their lives.
UNIT2
CHALLENGE
CHECK-IN
1. Research the environmental impact of the
harvesting and use of your natural resource. If the
data allows, create circle graphs to represent your
data. Follow the steps in the Making and Reading
Circle Graphs feature on page 178. Save these
graphs to include in your persuasive campaign.
2. Review the information you learned about
renewable resources in Chapter 6. Can you
add anything to your plan of action based on
this information?
NEL
6. EVALUATE AND DRAW CONCLUSIONS Create a personal
action plan to promote the sustainable use of soil,
fish, and forests. Include at least one action for
each resource.
7. COMMUNICATE With a partner, write a letter
to the Minister of Agriculture and Agri-Food
Canada requesting information about soil health
in Canada. Share the information you collect
with the class. As a class, create an information
bulletin board to inform the school about
this issue.
8. SPATIAL SIGNIFICANCE Refer to the two photos
of fishing on page 181. What factors, including
geographic characteristics, do you see in each
photo that explain their methods of fishing?
9. GEOGRAPHIC PERSPECTIVE Brainstorm reasons why
sustainable fishing is important. Consider multiple
perspectives, including environmental, economic,
and social perspectives. Create a word web to
show your ideas.
3. Review the Unit 2 Challenge on page 137 and
the information you collected at the end of
Chapter 5. Do you need to make any changes
to your questions? What information do you
still need? Make any necessary changes to your
research questions.
CHAPTER 6: Looking Back 193
CHAPTER 7

FLOW
RESOURCES
D OE S U SI NG
HOW FF EC T US
RESO URCE S A
FLOW O N M E NT?
EN VI R
AND THE
LEARNING GOALS
As you work through this chapter, you will
• explain the connection between flow resources
and Earth’s physical features
• identify ways we can help preserve flow resources
• describe how we use flow resources to meet our needs
and wants sustainably

Wind energy is one of the fastest-growing sources of

energy. Windmills—some as tall as a 20 storey building—
make electricity when the wind spins the blades of the
windmill. The blades are attached to a shaft that contains
a generator, which turns the wind energy into electricity.

In windy areas, on land or off shore, windmills are often

grouped together into wind farms. The largest offshore
wind farms in the world cover areas of about 100 km2
and generate enough electricity to power nearly
500 000 homes. On land, one wind turbine can need
between 0.5 to 1 hectare of land. Sometimes wind farms
are built on fertile land that was used for agriculture.
There are also concerns that wind farms affect the
migration of birds, bats, and the local climate of an area.

Are there any wind farms in your community? Do you

think they are positive or negative for the environment?

194 NEL
NEL 195
WHY ARE
FLOW RESOURCES
IMPORTANT?
As you read in Chapter 5, flow resources include water, air, and sunlight. flow resource  a resource
Running water (Figure 7.1), wind, and sunlight are called flow resources that must be used up when
and where it is found or it
because they flow or move. Flow resources are neither renewable nor is lost
non-renewable.
Flow resources are extremely important to us and to all living things.
Without them, there would be no life on Earth. We drink water. We need air
to breathe. Plants use sunlight to grow and support other life. As well, these
resources supply us with energy when they are “on the move.” For example,
we use the energy created by water when it flows as rivers, ocean currents,
and tides. We use the energy created by air when it moves as wind, and we
use the Sun’s energy as it arrives through the atmosphere as sunlight. We FIGURE 7.1 Waterfall in the
Mealy Mountains in Newfoundland
must use the energy created by flow resources when and where it occurs. and Labrador
Because flow resources are so important, we need to understand more
I wonder how moving
about what they are and how we can use them wisely and sustainably. water can be turned
into energy?

196 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
WATER IS A BASIC NEED
Water is our most precious natural resource. It is a basic need for all living
organisms. As well, different water bodies, from oceans and rivers to
wetlands and lakes, are unique ecosystems for many plants and animals.

WHERE WE FIND FRESH WATER

As you read in Chapter 4, about 97 percent of the water on Earth is salt
How do you
water and about 3 percent is fresh water. However, we only have access to think the location of
about 1 percent of Earth’s fresh water. We need fresh water to survive. Some water has influenced
countries have more fresh water than others (Figure 7.2). where people live?
A small percentage of fresh water is found in rivers and lakes. Most fresh
water, however, is groundwater, which is water under Earth’s surface. It is
stored underground in natural rock formations called aquifers. An aquifer aquifer  underground layer of
is an underground layer of rock, such as sandstone, that can hold water in rock that can hold water
the spaces between the grains of sediment. Water from rain or melted snow
drains into the ground, moving downward until it reaches, and fills, the
aquifer.
The aquifer acts as a reservoir. Aquifers can supply water to wells or
springs. They range in size from several square kilometres to thousands of
square kilometres. They are important for millions of farmers worldwide
who use them to irrigate their fields and water their livestock. As well, they
are an important source of drinking water for over 2.5 billion people.

Freshwater Resources Worldwide

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN

Arctic Circle

60˚N 60˚N

30˚ N 30˚N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Available Cubic Metres
per Person per Year Tropic of Capricorn

30˚10
S 000 or more 30˚ S
N
4000–9999
1700–3999
1000–1699 0 2000 km
500–999 60˚ S 60˚S
Antarctic Circle
0–499
no data

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

FIGURE 7.2 This map shows the amounts of water available per person
every year around the world by country.

NEL CHAPTER 7: Flow Resources 197

WATER FOOTPRINT
In Chapter 5, you learned about ecological footprints. Ecological footprints are a
calculation of the natural resources we use. The term water footprint describes water footprint the amount
the amount of fresh water used by individuals, communities, or businesses. It is of fresh water used, directly
and indirectly, to produce
useful to compare the water footprints of different countries. A country’s water goods and services
footprint tells us how much fresh water people in that country consume per
capita, or per person. It includes the amount of fresh water used to produce the
goods and services consumed by the people in a country.
Canada’s water footprint is 2333 m3/year. This is almost double the global
average of 1385 m3/year. The water footprint of Belize, in Central America, is
about one and a half times the global average. Why does the footprint differ
so much from country to country? People in each country use very different
amounts of water. This is because not every country has the same amount
of water available for use. Also, the water footprint depends on the climate
conditions in each country and the ways in which water is used to make
goods. It also depends on what products the people consume.

WE NEED FRESH WATER FOR FOOD

Every day, people use fresh water for many reasons. About 10 percent of
the water we use is for daily tasks such as drinking, cooking, and washing.
How much water is
Around 20 percent is used by industries to produce electricity and to used to grow the food
manufacture and transport products. Farmers use the most water—about that you like to eat?
70 percent of water is used for agriculture and irrigation.
It’s not just plants that need water. Raising animals for meat uses a
great deal of water—more than we use for growing vegetables. Figure 7.3
demonstrates how much water it takes to produce different kinds of food. FIGURE 7.3 Different quantities
of water are needed to produce
different foods.

How Much Water Does It Take?

70
litres of water
90
litres of water
125
litres of water
650
litres of water
650
litres of water
to grow 1 apple to make 750 ml of tea to create 500 ml of pop to grow 1/2 kg of wheat to make 1/2 kg of bread

840 1000 2500 2500 4650

litres of water litres of water litres of water litres of water litres of water
to make 750 ml of coffee to produce 1 L of milk to grow 1 kg of rice to make 1 burger to make 1 steak

= 50 litres

198 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
CREATING
SPATIAL JOURNALS
Spatial journals combine different kinds of information with a map in order
to tell a story. Spatial journals tie information to specific locations. You can
display interesting facts, photos, and details such as specific coordinates
all in one place. The map on page 132 is an example of a spatial journal.
You can make a spatial journal using online mapping technologies such
as Google Earth. In the steps below, you will use Google Earth to create a
spatial journal.
Use the chart below to make a spatial journal comparing different
bodies of water.

Body of Water Where? What?

Dead Sea 31.52°N lowest body of water in the world
35.48°E
mouth of the Amazon River 0.22°N largest river by water flow in the world
50.60°W
Lake Gatun 9.20°N part of the Panama Canal
79.88°W
Lake Titicaca 15.79°S highest navigable lake in the world
69.38°W

FIGURE 7.4 This chart contains information you can use to make a spatial journal.

HOW TO CREATE A SPATIAL JOURNAL

Use the Internet to research interesting facts for

STEP 1
each body of water in the chart above (Figure 7.4).

Start Google Earth. Select one of the bodies of

You can now add information to your map by
using the Add Placemark icon. Add a label
(for example, “Dead Sea”) in the dialogue box.
Add an interesting fact to the dialogue box (for
example, elevation = -415 m). Save the dialogue
box by clicking OK.
water in Figure 7.4 and enter the coordinates, as
STEP 2 they are written in the table, into the search box.
Double-click on the map so that the map centres
on that location. What do you see?
STEP 3
You will now see the dialogue box you created in
the Table of Contents on the left. When you click
STEP 4 on it, you will notice a note pops up directly in the
correct location on the map. Repeat Steps 2 and 3
for the other entries on the chart.

NEL CHAPTER 7: Flow Resources 199


troposphere the layer of
atmosphere closest to Earth
AIR IS A BASIC NEED
If you look at Figure 7.5, you can see that five layers of atmosphere surround
Earth. They are called the exosphere, thermosphere, mesosphere, stratosphere,
and troposphere. Each has a different range of temperatures. The layers of
atmosphere are made up of gases: 78 percent nitrogen, 21 percent oxygen, and
the remainder made up of other gases. They are held in place by Earth’s gravity.
The layer of atmosphere closest to Earth is the troposphere. It makes
up 75 percent of the atmosphere, even though it only extends from Earth’s
surface to between 6 to 18 km above Earth. Weather takes place in this thin
layer, as does most of life on Earth.

THE ATMOSPHERE PROTECTS US

stratosphere the second
layer of atmosphere above
Earth
ozone layer a region of ozone
gases high in the atmosphere
that protects us from
ultraviolet light
FIGURE 7.5 These are the layers of
atmosphere.
The gases in the atmosphere help to protect Earth. Without the atmosphere,
it would get so cold at night that we would freeze. The heat and light from
the Sun would be so intense it would burn us. Also, ultraviolet rays from the
Sun can harm trees, plants, and animals. They can cause skin cancer and
eye problems in people. In the stratosphere is a layer of ozone gas. The
ozone layer absorbs the harmful ultraviolet rays from the Sun.
We also need air to breathe. All living organisms require air. Animals
breathe in oxygen and breathe out carbon dioxide (CO2). Plants use nitrogen
and CO2 to produce their own food. Even microscopic bacteria use gases
found in the atmosphere to survive.

000 km
re 600–10
exosphe

00 km
phere 85–6
thermos

m
ere 50–85 k
mesosph
km
here 18–50
stratosp

yer
ozone la
ere 0–18 km
troposph

200 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
WIND PATTERNS
Look back to Figure 2.14 in Chapter 2, which shows the wind patterns
Think of some
around the world. Some parts of the planet are more windy than others. places that are windy.
Areas where the high- and low-pressure areas are closer to each other are Why are these places
windier. Coastal areas are windy because the land and the sea heat up at windier than others?
different rates, causing differences in air pressure.

WE NEED THE SUN

The Sun is a giant sphere of gas with huge quantities of hydrogen under
pressure at its extremely hot core. The pressure and the hot temperatures
cause the hydrogen to convert to helium. This reaction releases an
enormous amount of energy. Some of this energy reaches Earth.

THE SUN SUPPORTS LIFE ON EARTH

The Sun provides us with heat and energy. Without the Sun, nothing could
live on Earth. It supplies light and heat, both of which can be transformed FIGURE 7.6 Some mammals are
into energy. Plants use the Sun’s energy to make their food. Through carnivores and eat meat. Herbivores,
photosynthesis, plants change water and CO2 into a kind of sugar, such as this elk, only eat plants.

which they use to grow. Plants also produce oxygen. Most animals How do I rely on the Sun?
need oxygen, so they depend
on plants (Figure 7.6).
In this way, all living things
are linked together. At
each stage, some energy
is being used and some is
being stored.
The Sun’s energy passes
through the atmosphere and
heats Earth. In Chapter 2,
you read about how some
gases in the atmosphere
absorb energy from the Sun.
This greenhouse effect is an
important natural process
that keeps Earth warm
enough to support life.

CHECK-IN
1. COMMUNICATE Create a poster that clearly shows
the differences between flow resources and
renewable resources.
2. FORMULATE QUESTIONS With a partner, formulate
some questions that would help you find out how
people use wind and sunlight. Create an annotated
illustration to respond to one of your questions.
3. SPATIAL SIGNIFICANCE Using Figure 7.2, which is the
Freshwater Resources Worldwide map, identify
one country in each category. For each country,
name and locate the capital city and find out
the population of the country. What additional
geographic factors would tell you more about the
availability of water in each place?

NEL CHAPTER 7: Flow Resources 201

WHAT ARE
THE CHALLENGES
FACING FLOW
RESOURCES?
In South Africa, many people do not have running water (Figure 7.7). People
hold protests to demand better water service. In a rural region of Indonesia,
gangs fight over a water source that is located between two villages. When
desperate Egyptian farmers did not have enough water to irrigate their
crops, they held sit-ins at Abu Simbal City Hall.
Water, wind, and sunlight are all flow resources. They are part of the global commons resources of
global commons, which means they are shared by all people, yet not Earth shared by all people,
such as water, solar energy,
everyone has equal access to them. Do you think that flow resources might air, Antarctica, and outer
become greater sources of conflict in the future? space

202 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
FIGURE 7.8 People in different
countries, including Liberia, the
United States, and Laos, access
water in different ways.
I wonder why some people
can get fresh, clean water
from fountains and other
people have to walk long
distances to get their water?
FIGURE 7.7 Residents in this area
of Cape Town, South Africa, pour
wastewater into a stream. There is
no running water or sewage system
in their community.
How do people use and treat
water in my community?
NEL
ACCESS TO WATER
If you want a drink of water, you probably turn on a tap or go to a water
fountain. This is a simple action. But the process that moves the water from
the environment to your faucet is complex. The tap in your home or school
is connected to the municipal water system. This system draws water from
one of several sources, such as groundwater, lakes, rivers, and reservoirs.
The water has to be filtered to remove matter like sediment and algae. It is
cleaned to kill any remaining viruses and bacteria. Then it enters the pipe
system that delivers it to buildings, such as homes, schools, and factories, in
the community.
In rural areas and in many developing countries, the water systems are
simpler, but obtaining water is often more work. Many people use wells,
which access groundwater. Some well systems pump water into a storage
tank where the water is filtered and treated before people use it. People also
use water directly from water sources such as rivers or lakes. Figure 7.8
shows people in different countries accessing water in these different ways.
WATER SHORTAGES
Canada has the fourth-largest supply of fresh water in the world, behind
Russia, China, and Brazil. It is difficult for us to imagine not being able to
have a glass of water or a shower whenever we want. But more than
750 million people live without this access to water. Look again at
Figure 7.2, which shows the worldwide access to fresh water.
CHAPTER 7: Flow Resources 203
FIGURE 7.9 Residents of this
Delhi slum scramble for water
brought in by a government
tanker.
What would I do if I could
not count on a reliable
source of clean water?
204 UNIT 2: Our World’s Natural Resources: Use and Sustainability
ACCESSING WATER IN DELHI, INDIA
Sometimes there is unequal access to clean water within a city. For example,
since the 1990s, Delhi, the capital city of India and one of the largest cities in
the world, has faced water shortages. Every year more than 350 000 Indian
villagers travel to Delhi looking for work. Most are unable to find full-time
work, and they end up living in slums. Slums are crowded areas with poor
housing and no city services, such as clean running water and electricity.
There is no water piped into the slums of Delhi. Instead, the government
sends fresh water into these communities by truck. People line up for hours
to access water (Figure 7.9). Sometimes riots break out when people are
afraid there will not be water for everyone.
Water in Delhi is not shared equally between rich and poor people. There
is also a general water shortage in the city. Many areas are losing their
groundwater. As well, a large amount of water is wasted because of leaks or
spills when the water is distributed in the city by pipes or trucks.
NEL
GEOGRAPHY AT WORK GIS ANALYST
How does a Canadian geographer end up in
Pakistan helping with an emergency response to a
major flood?
It’s quite simple, according to geographer and
geographic information system (GIS) analyst
Pamela Williams (Figure 7.10). She graduated from
the University of Victoria with a degree in Physical
Geography in 1988, and then, she explains, “I took
jobs that I found interesting. I have never followed a
standard career path.”
One of these jobs was working for a small
consulting firm that provided mapping services.
Another was working as the GIS analyst and project
manager for Cowichan Tribes, the largest First
Nation band in British Columbia. A GIS analyst
interprets data on geographic information systems
so that it can be used and displayed. In this job,
Williams created an atlas and a geodatabase, which
is a collection of sets of geographic data, of the
sewer and water lines on the reserve.
In 2010, she returned to school and earned an
advanced GIS certificate. Then she was offered
a three-month contract to work as a GIS Analyst
in Pakistan with the United Nations Office for the
Coordination of Humanitarian Affairs (OCHA). She
jumped at the opportunity.
FIGURE 7.10 Pamela Williams (on left)
NEL
Part of OCHA’s goal is to help communities
prepare for, and cope with, disasters. To do this,
they use geographic data. In an emergency, OCHA
officers work with others to produce information
so that humanitarian organizations and response
operations can better coordinate their efforts. They
create a database to show who is doing what and
where during a natural disaster, such as a flood.
The database is constantly updated. Forms asking
for information are sent out and then returned to
OCHA. The staff collate the data and pass it on
to the GIS staff, who use it to create maps and
infographics.
Before Williams arrived in Pakistan, surveys had
been done to assess how much damage had been
caused by floods. Staff at OCHA and other agencies
processed the data. Williams and other GIS staff
used it to prepare maps of the flood-affected areas.
Flooding is common in Pakistan and causes
widespread damage. In 2011, monsoon rains in the
southern province of Sindh affected more than
5 million people and damaged more than a million
homes. Williams’s work with GIS resources helped
to support the coordination of flood relief efforts
in Sindh. Not only that, her work will help more
communities make use of valuable GIS data the next
time the floods come.
What were some of the challenges of working
in Islamabad? Williams says, “The majority of
staff worked on laptops, sometimes hooked up to
external monitors. Laptops proved to be invaluable!
When January rolled in, we were experiencing
several power outages per day. The lights would
go out and the power supply was out until backup
kicked in. Every day was an adventure!”
MAKING CONNECTIONS
1. What skills are needed to be a GIS analyst?
2. What challenges might GIS analysts face when
working overseas?
3. What impact might the work of GIS analysts have
on others?
CHAPTER 7: Flow Resources 205
OTHER THREATS TO WATER SUPPLIES
There are many reasons why some countries do not have access to water. They
can be limited by their geography; for example, there may be few lakes or rivers
in a region. In some countries, a growing population or an increase in industrial What is the
connection between
activities can cause an increased demand for water. This demand can exceed where people live and
the supply of available water. Sometimes drought decreases a region’s water how they live?
supply. Many countries struggle because they have little fresh water. In the
future, climate change may make accessing fresh water even more of a problem.
For example, climate change could reduce rainfall, which could deplete
reservoirs. As well, rising ocean levels could contaminate groundwater supplies.
Even when fresh water is available, it is not always clean. Contaminated
or polluted water can be used for industrial purposes, but it is not safe to
drink. In Chapter 4, you read about how people are polluting water systems
and some suggestions for reducing this significant problem.

CONSERVING WATER
Guam is an island in the western Pacific Ocean (Figure 7.11). It has the highest
population of any island in that region. It is also a destination for many tourists.
The people of Guam recognize that fresh water is an important natural resource
for individuals, households, businesses, and tourists, but the drinking water
system on the island is very fragile. Most of its fresh water is obtained through
groundwater. The government launched a public campaign to inform everyone
on the island why fresh water is important and what they can do personally to
protect this natural resource. Advertisements, posters, and radio and television
spots teach people how to limit household pollution by reducing chemical use
FIGURE 7.11 Looking at this aerial
and how to conserve water in other ways. photo of Guam, do you see any
In most places in Canada we have easy access to clean water. But it is still sources of fresh water?
a good idea to reduce our use of water. Every time we turn on a tap, we use I wonder if living on an island
water that has been cleaned and filtered. This process requires energy, makes people more careful
time, and money. with water?
When we use less water
• we do not need to create

N
more river diversions
to supply water to
communities
• there is more water
available as groundwater
to supply our ecosystems
• our households and our
communities save money
Here are a few simple ways
to reduce water use:
• take shorter showers
• turn off the tap while you
brush your teeth
• eat less meat

206 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 HEROES IN ACTION

AVANI SINGH: UMMEED

Avani Singh, 17, knew that many people Singh decided to set up a program
in her city of Delhi, India, were living to teach women to become rickshaw
in poverty. Every day as she walked drivers. It is called Ummeed, which means
to school, she saw men and women “hope” in Hindi. She convinced a local
struggling to survive. She manufacturer to donate
wanted to do something one electric rickshaw.
to help. She noticed that Then she advertised
men were able to earn a “UMMEED IS A REALLY her program, asking for
wage pedalling passengers SMALL STEP— IT’S PRACTICALLY volunteers. “When I first
on three-wheeled bicycle advertised the program,
rickshaws. However, this NOTHING IF YOU LOOK AT IT FROM 15 women came to hear
was not considered the THE COUNTRY’S PERSPECTIVE OR about it,” she remembers.
type of job women could “They were bubbling
do. Then she learned about
FROM THE WORLD’S PERSPECTIVE. with energy and were so
a new kind of rickshaw. It BUT I THINK SOMETHING SMALL excited by the idea.”
was electric-powered. It
had a battery, which had
LIKE THIS CAN HELP INSPIRE A In 2012, the first female
e-rickshaw driver in Delhi
to be charged every six to YOUNG GENERATION TO MAKE A took to the city’s busy
eight hours. DIFFERENCE.” streets (Figure 7.12).
Singh was excited. The Ummeed is aiming to
vehicle was environmentally distribute 10 e-rickshaws a
friendly, and it could open the door for year to women. As well, the organization
women to drive rickshaws, giving them has begun teaching women to drive taxis
another way to support their families. and buses.
Singh says, “Ummeed is a really small
step—it’s practically nothing if you look
at it from the country’s perspective or
from the world’s perspective. But I think
something small like this can help inspire a
young generation to make a difference.”

A CALL TO ACTION
1. What kind of skills do you think Avani
Singh has that have helped her make a
difference in her community?
2. What is a small step you can take to
make a difference in your community?
3. What actions can you take to increase
the use of green technology at
FIGURE 7.12 India’s first Ummeed electric rickshaw driver
your school?

NEL CHAPTER 7: Flow Resources 207

AIR QUALITY
Air quality is a problem worldwide. Air pollution is caused when chemicals
or particles enter the atmosphere. These particles can come from industrial
and vehicle emissions. Natural causes such as ash from volcanoes or forest
fires also contribute to air pollution.
Other factors influencing air pollution in a location include
• the topography of an area—for example, many cities are located in valleys
between mountains or hills; the mountains and hills can be barriers to
the movement of air, trapping air pollution and concentrating pollutants
above the city
• wind, which can gather and move the pollutants from place to place, as
well as reducing or increasing the concentration of the pollutants
• the physical and chemical properties of pollutants, which affect how they
spread throughout the air
• pollution regulations, which can affect the quantity and types of
pollutants in the air

POLLUTED CITIES
Air pollution is caused by many factors working together. An example of
how multiple factors can affect air pollution is the “Great Smog” of 1952. Due
to unusually cold weather in London, England, people were burning more coal
for heat than usual. This sent pollutants into the air. A heavy fog moved into the
area, trapping the smoke at ground level. Windless conditions meant the cloud
couldn’t blow over. Thousands of people became ill; close to 4000 people died.
Another example of how factors
such as topography, population, and
industrialization can all affect air quality is
the city of Ahwaz in Iran. In 2013, the World
Health Organization rated it the city with
the worst outdoor pollution in the world
(Figure 7.13). The city of 3 million is located
in the desert and is the capital of Iran’s main
oil producing province. It is a site of heavy
industry. The industrial pollution is made
worse by the frequent dust storms which blow
pollution from other countries into Iran. This
creates an orange smog that covers the city.

FIGURE 7.13 Four of the top ten cities with the worst
outdoor air pollution, as rated by the World Health
Organization, are located in Iran, including Ahwaz,
shown here.
I wonder how Canadian cities rank on
the World Health Organization’s 2013 list,
and why?

208 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
DANGERS OF AIR POLLUTION
Air pollution is dangerous for many reasons. It adversely affects people’s
health and has been linked to lung cancer. It also affects the health of
ecosystems. Vegetation can absorb harmful chemicals, which can build up
in their roots, stems, and leaves. This then affects the health of the animals
that eat the vegetation. Substances in the air can travel long distances and
affect distant locations. They can also end up in bodies of water and affect
the living things that live and feed there. When organisms are damaged by FIGURE 7.14 In the Netherlands
there are more bikes than citizens
air pollution and interact in an ecosystem, the biodiversity of the system can in the country. There are so
be changed. many bikes in use that they are
sometimes parked in tiers to
ADDRESSING AIR QUALITY save space.
Governments can play a role in reducing air pollution. By regulating What are the pros and cons of
emissions, governments can make a significant difference. In the 1980s, riding bicycles where I live?
chemicals in aerosol products
such as hairspray and spray
paint were destroying the
ozone layer. Many countries,
including Canada, the
United States, and many
European countries, allowed
the use of these products.
By 1996, the governments in
these countries banned the
use of the ozone-harming
chemicals. Now the amounts
of those chemicals in the
atmosphere are falling, but it
will take about 60 years for
the levels to return to normal.
Individual actions also
help to reduce air pollution.
Riding a bike or using public
transit instead of taking a car
are simple ways to make a
difference (Figure 7.14).

CHECK-IN
1. GATHER AND ORGANIZE Create a chart to
summarize the causes and impacts of water
shortages.
2. INTERRELATIONSHIPS Draw, or find, images showing
two factors that influence air quality. Write
captions to explain your images.
3. EVALUATE AND DRAW CONCLUSIONS Explain whether
or not you think that air pollution is a global issue.
4. FORMULATE QUESTIONS Could flow resources be
sources of conflict in the future? Write questions
that would help you focus your research to find
answers to this question.

NEL CHAPTER 7: Flow Resources 209

 ARGENTINA’S

SUNNY
Argentina

N
Jujuy

San Juan

Buenos Aires
34.60°S, 58.38°W

FUTURE
Neuquén
ATLANTIC

Patagonia
OCEAN
ARGENTINA
PACIFIC
OCEAN

0 1000 km

A BLOSSOMING
ECONOMY
A giant metal flower sculpture stands in
the United Nations Plaza in Buenos Aires,
Argentina (Figure 7.15). The petals on this
moving sculpture open in the sunlight and
close at night. This action copies the way
many real flowers take in energy from the Geography 7 SB
Sun. Argentineans believe that using solar 0-17-659048-X
energy might help their economy grow even FN C07-F10-GO7SB
faster in the future. Solar energy comes from
CO Crowle Art Group
the Sun’s rays that reach Earth.
Argentina is the second largest country Pass 2nd pass
in South America, behind Brazil. Argentina’sApproved
farmers grow more grain than do any other
Not Approved
farmers in Latin America. In addition, they
export wheat and corn to countries around
the world. Factories are busy producing steel,
cars, and consumer goods. Tourism and other
service businesses employ almost three-
fourths of all the workers in Argentina.

FIGURE 7.15 This sculpture in

Buenos Aires follows the Sun as it
crosses the sky and is powered by
solar energy.

210 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 FIGURE 7.16 The lights of cars and buildings and the
movement of cars show the expanded use of energy in
Argentina’s capital, Buenos Aires.

FUELING GROWTH
Farms and factories, hotels and offices all need energy
(Figure 7.16). For now, Argentina has an abundant supply
of energy resources, especially natural gas and oil. For the
future, though, fuel supplies are far more uncertain. Fossil
fuels produce about 90 percent of the country’s energy.
Although oil and gas production has declined since 1998,
Argentina still produces more oil than it needs and exports
some to other countries.
Recent discoveries of oil in shale, tightly packed
sedimentary rock made from mud or clay, might be a
new source of oil. However, getting oil out of the shale is
more expensive than regular oil drilling. Some people are
also concerned about how this drilling might harm the
environment.
Argentina also relies on hydroelectric power to produce
25 to 30 percent of its electricity. Hydroelectric power uses
the energy of moving water. Even with all these resources,
Argentina will have a hard time meeting people’s future need
for energy.

NEL CHAPTER 7: Flow Resources 211

A NEW ENERGY FUTURE
Argentina’s leaders know that fossil fuels cause pollution and are non-
renewable. They also know that increasing the use of renewable energy
sources is good for Argentina. In 2007, a new law required that 8 percent
of the country’s energy must come from renewable sources by 2016. These
renewable sources are in addition to hydroelectric power.
The country still has a long way to go to reach its goals. In 2010, renewable
energy sources, such as wind and the Sun, still produced less than 1 percent
of Argentina’s energy. The potential, however, is huge. For example, Patagonia
in southern Argentina is a very windy region, and the northwestern part of
the country has about 300 days of sunshine every year. But how do you
turn sunlight or wind into electricity, and how do you store the energy for
later use? FIGURE 7.17 A photovoltaic solar
collector is made up of hundreds
HARNESSING THE SUN’S POWER of solar cells. Solar panels produce
electricity for lighting, heating,
The Sun is the world’s greatest source of energy. Today, it takes about cooking, and running appliances—
200 000 truckloads of coal for a power plant to produce the same amount of or entire power plants.
energy that reaches Earth from the Sun each second! However, the amount
of the Sun’s energy that hits any single place at one time is very small. As a
result, harnessing the Sun’s power is difficult.
Solar power can be tapped in several ways. The most direct way is to use
the Sun’s heat in a simple solar oven. A reflective surface focuses the power
of the Sun into a chamber that heats, bakes, or boils food placed in it. The
advantage to this use of solar power is that it is inexpensive and very mobile,
perfect in remote areas. However, this simple equipment doesn’t solve the need
for larger amounts of power. That requires more complicated equipment.
Another way to collect solar energy is with photovoltaic (PV) cells, or solar
cells—devices that change light into electricity (Figure 7.17). The electricity
flows through wires to be used directly or stored in a battery. The power in
a single solar cell is just enough to run a battery in a watch or a calculator.
Many cells can be combined into solar panels to produce more power.
Solar panels produce electricity for lighting, heating, cooking, and running
appliances—or entire power plants.

SOLAR POWER OFF THE GRID

Villages in remote areas of western Argentina are far from the power grid.
This is the system of cables that distributes electricity from large power
plants. Many villages now generate their own solar power to make people’s
lives easier. For example, in Jujuy (JOO-jy) province, villagers used to cut
30 kg of brush each week for cooking and heating. Now, villagers share solar
stoves, and some homes have solar water heaters for hot showers.
Villagers in Neuquén (Nook-win) province relied on generators using gas
or oil to heat their schools. Harsh winter conditions meant that all fuel was
saved for heating. None was left over for electricity. Photovoltaic solar panels
now keep students warm and run computers.

212 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
EXPANDING SOLAR POWER
Argentina’s San Juan province began operating the largest PV power plant in
all of South America in 2011. Eventually the site will produce enough power to
run 400 to 900 homes for one year and will connect to the country’s power
grid. It’s still a small amount of the province’s energy needs, but leaders
see it as a big first step.
The San Juan solar plant includes a solar tracking system.
“It’s like a sunflower, following the position of the Sun,” says
a local man. Soon, more of Argentina’s economy may
blossom like a flower, tracking the Sun and drawing
on its power.

EXPLORE THE ISSUE

1. Why does Argentina need to use flow
energy sources?
2. Why is solar energy a good way to bring electricity
to small villages in Argentina?

NEL CHAPTER 7: Flow Resources 213

HOW DO WE USE
FLOW RESOURCES
FOR ENERGY?
Our energy needs are increasing. To meet these needs, people use resources
such as wood, coal, oil, and gas. However, not all countries have large supplies
of these natural resources or can easily purchase them. As well, use of these
resources causes high levels of air pollution and most of them are non-
renewable. At some point, they will run out. For these reasons, many countries
with steady and high levels of sunshine and wind, fast-flowing rivers, or access
to ocean tides and waves are turning to flow resources to generate power.

USING WATER TO CREATE POWER

For thousands of years, people have used the energy created by the
moving or falling water of rivers to help with many tasks. Today, there are
a number of factors that determine whether a country will use flow energy
to generate electricity or not. However, countries with powerful rivers
and hilly landscapes have the best geography for generating hydroelectric
power, while countries with coastal waters have opportunities for creating
electricity using tidal and wave power.

HYDROELECTRIC DAMS
Some hydro dams are built on fast-flowing rivers or rivers with a large
drop in elevation. The dam directs the water so that it flows through a
FIGURE 7.18 How a hydroelectric
turbine. This turns the blades, and the spinning turbine turns a shaft that dam works
connects to a generator. It
converts the energy of the
falling water into electrical
hydro tower
energy. Figure 7.18 shows
dam
the connection between the reservoir
water, turbine, generator, generator
and the hydro tower.
China produces the most
hydropower in the world.
In 2008, four countries—
Albania, Bhutan, Lesotho, river

and Paraguay (Figure 7.19)—

turbine
created all their electricity
from hydropower.

214 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 There are different perspectives on whether hydroelectricity can be a FIGURE 7.19 Itaipu Dam, on the
sustainable energy source for the future. It does not use fossil fuels or cause border of Paraguay and Brazil,
is the largest hydroelectric
much pollution. However, a dam changes the flow of a river. This can alter, power plant in the world.
or destroy, habitats for fish or wildlife. A dam can result in local flooding,
which can damage or eliminate unique ecosystems in the region. Where does my electricity
come from?
OCEAN TIDES
Tides, which are the rise and flow of the ocean, occur once or twice a day.
There are several methods used today to turn tidal power into electricity.
One is the tidal barrage. A tidal barrage is a large dam used in locations tidal barrage dam built
where there is a great range between high and low tides. When the tide across a river, bay, or
estuary that controls the flow
comes in, water rises behind the dam. As it flows back to the ocean, it turns of water from tides through
turbines in the dam. The turbines create electricity through generators. turbines to create electricity

NEL CHAPTER 7: Flow Resources 215

FIGURE 7.20 This is the Pelamis
Wave Energy Converter, one of
the world’s first offshore wave
machines. The sections of
the machine flex and bend as
the waves pass, generating
electricity.
I wonder what the pros
and cons are of using waves
to generate power?
216 UNIT 2: Our World’s Natural Resources: Use and Sustainability
USE OF TIDAL POWER TECHNOLOGY
One advantage of using tidal energy is that the energy source is reliable.
Tides rise and fall every day without fail. However, a tidal barrage does
affect ecosystems. For example, it slows the ebb of the tide. This means that
beaches that were normally drained of water during low tide are no longer
exposed for as long as they used to be. The tidal barrage changes the timing
of the water levels, which changes the growth of algae and the creatures
that depend on it for survival. Fish migration can change, and so can the salt
levels in an estuary. Marine animals can get caught in the quickly moving
blades of the barrage turbines.
WAVES CREATE POWER
There are only a few experimental wave generator plants in use. They are
installed on or below the surface of the ocean. It is estimated that if wave
power were harnessed properly, it could provide 10 percent of the world’s
energy supply. Figure 7.20 shows an example of a wave generator.
However, waves are not consistent and forceful everywhere in the ocean.
Wave-generator technology would have to be able to resist salt water and
storms. The technology is new and undergoing development, so it is still
expensive. On the other hand, wave generators do not release chemicals
into the environment. There are many places where generators could be
placed, since the ocean is so large. As well, they seem to have a low impact
on the environment.
NEL
 USING WIND TO CREATE ENERGY
For thousands of years, energy from the wind has been used to power boats
with sails and to pump water. More recently, wind power has been used to
generate electricity. Wind turbines are tall towers with blades. The wind
turns the blades, which turn gears. These are connected to a generator. It
converts the wind energy to electricity.
In some places, wind power is used on a small scale. For example, wind
turbines provide electricity to communities that do not have a regular
source of electricity.
There are many wind farms around the world. Some of them are in
deserts, between mountains, and on the windy foothills of mountain ranges.
Some wind farms are set up offshore to capture the power of ocean winds.
Figure 7.21 shows which countries produced the most wind power in 2013.
In 2013, wind farms in Canada were powering more than 2 million homes,
making up 1.5 percent of Canada’s total electricity demand. Using wind
instead of coal to produce electricity for 200 homes has the same effect as
taking 417 cars off the road or planting 10 000 trees.

WIND POWER
Wind power has a smaller effect on the environment than burning coal, oil,
or gas. The cost of using the technology is lower, and it does not require fuel
to operate. It does not create pollution. Scientists are finding ways to store
wind power so the energy can be used even when the wind is not blowing.
However, there are difficulties with wind power. Wind turbines must be
located in areas of high winds. Winds do not blow at consistent speeds.
They do not blow all the time. Because they need to be maintained, wind
turbines cannot be built in areas that are too mountainous or too difficult
to access. Some people complain that turbines located near human
settlements interfere with the view. Also, environmentalists claim that bird
and bat populations are negatively affected by wind farms.

Wind Power Produced Worldwide, 2013

rest of the world
Denmark 15.2%
1.5%
Canada
2.5%
China
France
2.6% 28.7%
Italy
2.7% USA
UK 19.2%
3.3%
India Spain Germany
6.3% 7.2% 10.8%

FIGURE 7.21 Countries around the world are building onshore and offshore wind farms on a
large scale. In 2013, China produced more wind power than any other country.

NEL CHAPTER 7: Flow Resources 217

 FOCUS ON

INTERRELATIONSHIPS
As you learned in the Introduction, when
geographers look at the significance of a
place, they also look at interrelationships.
Interrelationships can be simple, such as the
connection between hikers and the forest they
are hiking through. A geographer might ask: What
happens to this environment when people hike
through it? What changes when more people visit?
What happens when people stop visiting?
When geographers examine interrelationships,
they usually ask questions such as these:
• What causes these connections?
• What characteristics does the physical
environment in a specific area have?
• What characteristics does the human
environment in a specific area have?
• Does a physical environment have an impact on
the way people use resources or live?
• How do people adapt their behaviour based on
the physical environment?
• How do people change the physical
environment? FIGURE 7.22 Cairngorms National Park
• Do all places have similar interrelationships?
the wind farm turbines would be visible from most
• How do these connections affect the lives of
areas of the park, ruining the scenery.
people living in a specific area?

CAIRNGORMS NATIONAL PARK TRY IT

1. There are already complex interrelationships
Interrelationships can also be very complex. For
between the people who live near or enjoy
example, in 2011, a wind farm company in Scotland
Cairngorms National Park and the natural
applied to build a wind farm near a famous national
environment. How might building a wind farm
park, Cairngorms (Figure 7.22). People live and
change these connections? Create questions
work in the villages within the park boundaries. The
a geographer would ask to try to understand
wind farm company promised that the turbines
these connections.
would be well hidden from view by a natural ridge.
2. Identify a situation in your own community
They claimed that people would not see or hear
where the natural environment and the human
the turbines. One of the local councils supported
environment are interconnected. Create
the building of the turbines, believing that it would
questions you could ask to help you focus on
reduce the community’s energy costs.
these connections and understand them better.
The National Park Authority and the Scottish
National Government opposed the development
of the wind farm. The local people and outdoors
enthusiasts from around the world believed that

218 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
USING THE SUN TO CREATE ENERGY
The Sun produces more energy than all of our other energy sources
combined. Solar power technologies capture thermal energy, which is the
light energy of the Sun.
Using thermal energy can be as simple as opening the blinds in your living
room and letting the Sun’s rays shine in and warm the room. Solar thermal
collectors can heat a household water tank or a swimming pool. These contain
thin plates that absorb the Sun’s heat. Tubes transfer the heat to the water tank
or pool.
Another kind of solar power technology converts sunlight into energy in
a similar way, but on a much larger scale. It uses large arrays of mirrors to
reflect sunlight. The sunlight is concentrated onto a small area (Figure 7.23).
Here, a fluid, such as water, is heated and turned into steam. The steam
turns a turbine, which generates electrical energy. Another technology
that creates solar power is the solar cell, or photovoltaic cell. It is a device
containing materials that turn light into energy. The solar facility shown in
Figure 7.23 provides electricity for as many as 5500 homes. FIGURE 7.23 These solar mirrors all
shine on one solar collector.
SOLAR POWER
Solar power has little impact on the environment. It does not create any I wonder if the countries
that have the most sunlight
noise or pollution. It does not emit any greenhouse gases. every year also produce the
However, solar panels need a large amount of space in order to most solar energy?
create a base amount
of energy. They cannot
produce electrical energy
at night. Cloudy weather,
air pollution, and seasonal
changes can change or limit
the amount of sunlight
that reaches them. The
amount of sunlight an area
receives is also affected by
geographic location. Areas
that receive more than
2000 hours of sunlight will
benefit most from the use of
solar technology.

CHECK-IN
1. COMMUNICATE With a partner, create a cartoon
to explain the positive and negative aspects
of one form of flow resource energy from the
perspective of a bird or another animal species.
2. EVALUATE AND DRAW CONCLUSIONS What kind of flow
resource energy would you suggest Canadians
use more frequently, and why?
3. SPATIAL SIGNIFICANCE On a world map, indicate
where you think the best locations would be to
install technologies to create energy from the
Sun, the wind, and the tides and ocean currents.
How might knowing about the geography and
culture of an area help you make these decisions?

NEL CHAPTER 7: Flow Resources 219

 LOOKING BACK: CHAPTER 7

US IN G FL O W
HOW DO ES S AN D
ES AF FE CT U
RESOUR C EN T?
R O NM
THE ENVI

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• explain the connection between flow resources and Earth’s
physical features
• identify ways we can help preserve flow resources
• describe how we use flow resources to meet our needs and
wants sustainably

As you learned in Chapter 7, without Earth’s flow resources, there would

be no life on Earth. We need them to survive. Think back to the question
that started the chapter: how does using flow resources affect us and
the environment?

Summarize Your Learning

What have you learned about flow resources? Reflect on what you have read
and discussed throughout Chapter 7. Then select one of the following tasks
to summarize your learning:
• Choose a type of flow resource energy from the chapter and develop a
graphic text that shows your understanding of it, as well as your ideas
and opinions about it. How will you organize it most effectively for your
purpose and audience? Use words and images that work together to
convey your message. Use graphic clues to help guide your readers.
• Jot down some ideas for a discussion on the following statement: flow
resource energy is the way of the future. In small groups, hold a panel
discussion on the topic. Think about how you can use quotations, images,
and ideas from this chapter to support your ideas.

220 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 APPLY YOUR LEARNING
1. SPATIAL SIGNIFICANCE Why are aquifers important
to the supply of fresh water? Explain your answer
to a partner.
2. INTERPRET AND ANALYZE Imagine you want to
compare countries with the most fresh water in
the world with countries that have the least fresh
water in the world. What data would you use?
What kind of organizer would you use? Create a
model with sample data.
3. INTERPRET AND ANALYZE Locate information about
the water footprints of one or two countries
in various continents around the world. What
countries have the highest water footprint?
What countries have the lowest? Use an online
water footprint calculator to calculate your water
footprint. Compare your footprint to the world
average. Discuss with a classmate what the
impact of different water footprints might be on
a global scale.
4. PATTERNS AND TRENDS Research to find the 10
countries with the most available fresh water
and the 10 countries with the least available fresh
water in the world. Show the locations of each on
a world map. What patterns do you see? What
does this tell you about the distribution of fresh
water around the world? What other information
could help you learn more about these patterns?
Jot down your answers.
UNIT2
CHALLENGE
CHECK-IN
1. How are other groups and organizations using
flow resources—sunlight, water, and wind—to
reduce energy? Make a list of these options.
2. Brainstorm a list of alternative products or
processes that can reduce the use of your
selected natural resource. Use a t-chart to
evaluate the pros and cons of using different
flow resources as alternative sources of energy.
Include these alternatives in your plan of action.
NEL
5. INTERRELATIONSHIPS Why is air pollution different
in different geographic areas? Think of two
explanations. Collect or draw images to illustrate
each one.
6. SPATIAL SIGNIFICANCE What kind of field study
might you carry out to discover if air pollution is a
concern in your community? What kind of inquiry
questions would you ask? What would you have
to take into account when reaching a conclusion?
Compare your ideas with a classmate’s ideas.
7. GEOGRAPHIC PERSPECTIVE Reflect on what you
learned in this chapter about wind farms. Select
two contrasting points of view for and against
wind farms. Imagine a conversation between two
people holding these views. Write a dialogue
that they might have, or record this dialogue as a
podcast.
8. PATTERNS AND TRENDS Where do you think solar
energy will be developed in the future? Explain
your answer.
9. SPATIAL SIGNIFICANCE Scan through this chapter,
recording the name of each place mentioned.
Use a few key words to summarize the context in
which each community or country is mentioned.
Create an annotated map to show these places
and the reasons they were included in the text.
Create a meaningful map title.
3. Review the Unit 2 Challenge on page 137 and
the information you have collected so far. What
information do you still need for your plan of
action? Review the information you learned
about flow resources in Chapter 7. Can you add
anything to your plan of action based on this
information?
CHAPTER 7: Looking Back 221
222 NEL
 CHAPTER 8

NON-
RENEWABLE
RESOURCES
ABLE
S E NON-RENEW
U
HOW CAN WE S RESPONSIBLY?
RESOURCE
LEARNING GOALS
As you work through this chapter, you will
• explain the relationship between Earth’s physical
environment and non-renewable resources
• describe some ways in which people use non-
renewable resources to meet their needs and wants
• identify some impacts of using non-renewable
resources on people and the environment

Canada has a vast amount of oil in the Alberta oil sands.

Alberta has the third-largest oil deposits in the world,
after Saudi Arabia and Venezuela. This oil is thick and is
mixed with sand.

To extract the oil, large forested areas are removed for

surface or strip mining. The sand is then mixed with hot
water to separate out the oil. Environmentalists oppose
using the oil sands. They say extracting the oil is very
harmful to the environment. It uses large amounts of land
and water, and produces dirty, oily water as waste. It also
releases vast amounts of greenhouse gases. Transportation
risks include pipeline spills. Some Aboriginal peoples
worry about the negative environmental impacts the oil
industry has on their lands and people.

Oil sands’ supporters say the oil sands help create jobs
and boost Canada’s economy. They argue that the
economic benefits outweigh the environmental costs.
Do you agree or disagree?

NEL 223
WHY ARE
NON-RENEWABLE
RESOURCES
IMPORTANT?
Non-renewable resources are natural resources that take millions of years non-renewable resource 
to form. Because they take such a long time to form, we say that they cannot a resource that is limited
and cannot be replaced if
be renewed. Once we have used them, they are gone forever. Fossil fuels and it is used up
minerals are two important types of non-renewable resources.
fossil fuels  fuels, such as
Fossil fuels were formed from ancient plant and animal life. Oil, natural oil, natural gas, and coal,
gas, and coal are fossil fuels. Extracting these resources can be difficult. It formed millions of years ago
can also be dangerous to both human and natural environments. Fossil fuels from the remains of plants
sometimes need to be refined, or separated from other materials such as and animals
water, minerals, and gas. mineral  a naturally occurring,
Minerals are natural solid substances not formed from plant or animal life. solid substance not formed
from plant or animal life
They are found in the rocks that make up Earth. Usually, useful minerals such
as copper, gold, and salt are found mixed with other materials. They need
to be separated, or processed. There are many minerals. Geographers find FIGURE 8.1 The table below
it helpful to make categories of minerals, such as metallic and non-metallic shows two types of minerals:
metallic and non-metallic.
(Figure 8.1). (A) gold (metallic); (B) potash
(non-metallic)

A B

Type of Mineral

metallic non-metallic

Where is it found? Where is it found?

usually found in rocks that were molten (made liquid by
intense natural heat, such as in volcanoes) and have cooled
Examples
aluminum, copper, gold (Figure 8.1A), iron, nickel, zinc
usually found in sedimentary rocks (rocks formed from
sediment, which is matter carried by water or wind and
deposited on the surface of the land)
Examples
asbestos, gravel, potash (Figure 8.1B), salt

224 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
HOW WE RELY ON FOSSIL FUELS World Energy Supply, 2012
hydroelectric
We rely heavily on fossil fuels in our daily lives. Fossil other* 2.3%
fuels are used to produce most of the world’s energy. 6.7%
Oil supplies just over one third of the world’s energy nuclear
(Figure 8.2). Oil and natural gas are refined into other 9.7%
oil
substances. These substances are used to manufacture
36.1%
products, such as plastics, paints, rubber, and cosmetics. coal
It is also used to make gasoline and diesel fuel for vehicles. 19.5%
In Canada, more than 96 percent of all powered vehicles
use fossil fuel products. natural gas
25.7%
USING COAL FOR ELECTRICITY FIGURE 8.2 The world relies on different sources of
Coal is the most abundant fossil fuel in the world. The World energy. Most of our energy comes from fossil fuels.
Coal Association estimates that, at current rates of use, there *The section labelled “other” includes resources, such
as flow resources.
is enough coal to last around 112 years. The use of coal in
Canada is declining due to environmental concerns. Burning
coal produces carbon dioxide (CO2) and other greenhouse
gases. Even so, burning coal is the fastest growing use of fossil
fuels worldwide. Most of this increase is in Asia, where coal
remains a very important source of electricity. For example, FIGURE 8.3 A coal-burning power plant in China
69 percent of China’s electricity is generated by burning coal spews CO2 and other greenhouse gases into the air.
(Figure 8.3). In the United States, coal generates 42 percent
I wonder how much coal is being burned for
of the electricity used each year. electricity in this factory?

Geography 7 SB
0-17-659048-X
FN C08-F01-G07SB (redo)
CO Crowle Art Group

Pass 5th pass

Approved
Not Approved

NEL CHAPTER 8: Non-renewable Resources 225

HOW WE USE MINERALS EVERY DAY
We use minerals in all parts of our daily lives. Think about the minerals that
are in your home. For example,
• copper wires conduct electricity throughout your home
• copper pipes deliver water throughout your home
• steel, which is made from iron, is used in appliances and in some
furniture
• steel or other types of metal are used for heating ducts
• sand and gravel are used to make concrete for the foundation in your
home and the roads you take to school
• aluminum is used to make food containers
• many different minerals are used in electronic devices such as computers,
televisions, and cellphones (Figure 8.4)
Without minerals, your home would be very different and much
less comfortable.
The Minerals Education Coalition estimates that every person in
the United States uses 19 tonnes of new minerals every year. That is
about the same weight as 13 small cars. This includes minerals used for
transportation, buildings, homes, and electronics. Fortunately, there are
enough minerals in the world that we are unlikely to run out. However, we FIGURE 8.4 Several different types
are in danger of using up the large deposits that are easily available. Future of minerals are used to make
the components of a cellphone.
generations may have to use deposits that are of low quality or are hard Everyday items often contain a
to reach. variety of mineral products.

SILVER
CIRCUITRY

COPPER
CIRCUITRY

MINERALS
IN A TANTALUM
CIRCUITRY
CELLPHONE
IRON
SPEAKER

LITHIUM
BATTERY

226 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
CREATING
GIS MAPS
What makes geography a unique discipline is its ability to link water
the what with the where. A geographic information system
(GIS) allows geographers to use data to describe and
land use
analyze places around us in two ways by asking: What is it?
and Where is it?
In a GIS, information is represented in different layers that
can be combined to make a map (Figure 8.5). These layers topography

can represent geographic data including physical features,

such as rivers and mountains, or human features, such as
roads and cities. They can also represent descriptive data, such as
population or climate change, and they can show active events, such as FIGURE 8.5 A GIS can show
hurricanes that are forming. The layers can also incorporate images, such several layers of geographic
as satellite images. data combined together.
With a GIS, we can ask questions about
• description (the what): for example, What is the air quality like in China?
• location (the where): for example, Where are the coal-burning power
plants found in China?
Many professional geographers use GIS to solve problems in a
community or on a global scale. Urban planners use GIS to decide where
transportation systems should be located. They can use population data
to predict where the city will grow. Wildlife planners can use GIS to help
determine the habitat range of a species and then use that information to
help plan the location of a new protected park.

HOW TO CREATE A GIS MAP

Use a GIS program, such as ArcGIS Online, to

STEP 1
create an interactive map showing the world’s
major oil and gas reserves by country.
Start ArcGIS Online. Choose an area. For this map,
STEP 2 the area will be the world.
Choose a basemap. In this case, use the National
Add layers. To do this, go to the “search for layers” Geographic basemap.
function and, in the search box, type in a topic of
interest (feature class). You will then be able to find STEP 3
this data directly from the Internet. This will give
you a layer of data for your chosen topic. This layer
is overlaid on your National Geographic basemap. Add your own data to your map with map notes.
STEP 4
You can also display images and charts for
map features.
Save your map. Give your map a title and
description, then share it with others. STEP 5

NEL CHAPTER 8: Non-renewable Resources 227

 WHERE WE FIND FOSSIL FUELS
Fossil fuels were created hundreds of millions of years ago from dead
plants and animals. The decomposing remains were buried under layers
of mud, rock, and sand. This process went on for millions of years. The
layers of material built up. In some cases, the layers are hundreds of metres
thick. The pressure from the overlying material changed the decomposing
remains into fossil fuels. Different types of fossil fuels were created under
different conditions.
• Crude oil is oil that has not been refined. It formed in places where sea life
was covered in sediments, material that sinks to the bottom of water. The
pressure of the overlying layers and heat from Earth’s core “cooked” the
remains and formed the crude oil. A concentration of crude oil is called
an oil deposit.
• When deep crude oil deposits were heated even more, gases were
How does
released. These formed pockets, or deposits, of natural gas.
the presence of • Trees and other plants covered by layers of material changed into coal.
resources affect that
Figure 8.6 shows areas where we might find oil and gas deposits. Not all of
region’s environmental,
economic, political, and these areas are on land. Some of these deposits are located under the sea
social situation? floor. Later in this chapter, you will learn how the location of these resources
affects how we remove them.

Areas of Potential Oil and Gas Deposits

150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
ARCTIC OCEAN

Arctic Circle
60˚N 60˚ N

30˚ N 30˚N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn

30˚ S 30˚ S

0 1900 km
60˚ S 60˚S
Antarctic Circle
Oil and Gas Deposits
areas of potential
150˚ W 120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E

FIGURE 8.6 The areas shown in purple have geologic characteristics

associated with oil and gas deposits. Only some are worth extracting.
Those that we can easily extract are called reserves.

228 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 WHERE WE FIND MINERALS
Minerals are created by the same forces that created the surface of the
How can we use planet. Figure 8.7 shows that landform patterns are connected to where
landform patterns to
look for minerals?
different types of minerals are found. We can find minerals by looking at
types of rocks and the forces that created them.
• Metallic minerals are usually found in rocks created by enormous
heat and pressure. Landforms created by high heat and pressure are
80˚N
mountains, plateaus, shields, and volcanoes.
W
40
0˚
4
1

˚W
120 ˚W • Non-metallic minerals are usually found in rocks created by sediments.
˚W 1 60
ARCTIC 00˚W 80˚W
These are commonly
GREENLAND
20˚W formed at the bottom of ancient bodies of water.
OCEAN
Landforms created by sediments include plains, valleys, and lake bottoms.
60˚N

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c
Ar Location of Metallic Minerals and Diamond Mines in
Landform Regions of Canada, 2014
NUNAVUT
80˚N

W
N 40˚W
40

0˚
4

1
NORTHWEST ˚W
ATLANTIC 120 ˚W
TERRITORIES ˚W 1 60
ARCTIC 00˚W 80˚W
OCEAN 20˚W
OCEAN GREENLAND
ISH 160˚W
NEWFOUNDLAND
MBIA HUDSON 60˚N
ALASKAAND LABRADOR

le
rc
(U.S.A.)

Ci
ALBERTA BAY i
ct

c
MANITOBA
Ar
QUÉBEC
SASK. PRINCE EDWARD ISLAND NUNAVUT
ONTARIO 60˚N
YUKON NOVA 40˚W
140˚W NORTHWEST
SCOTIA
TERRITORIES ATLANTIC
N
NEW
UNITED BRUNSWICK 60˚W OCEAN
STATES
BRITISH NEWFOUNDLAND
PACIFIC OCEAN

COLUMBIA HUDSON AND LABRADOR

100˚W 80˚W 0 450 km
ALBERTA BAY
MANITOBA
Landform Regions
QUÉBEC
mountains shields plains SASK. PRINCE EDWARD ISLAND
ONTARIO
Mines NOVA
SCOTIA
metallic mineral diamond mine
N
NEW
UNITED BRUNSWICK 60˚W
FIGURE 8.7 The location of metallic STATES
40˚N
minerals and diamond mines are
120˚W 100˚W 80˚W 0 450 km
closely related to landforms.

Landform Regions
mountains shields plains

CHECK-IN Mines
metallic mineral diamond mine
1. COMMUNICATE Explain to a partner why 3. SPATIAL SIGNIFICANCE Why are non-metallic
minerals are an example of a non-renewable minerals likely to be found where an ocean or
natural resource. body of water once existed?
2. EVALUATE AND DRAW CONCLUSIONS Imagine a room 4. PATTERNS AND TRENDS Potash is a non-metallic
that contains no metals at all. What materials mineral used for fertilizer. Using Figure 8.7 above,
could you use in place of metals? predict where potash is found in Canada.

NEL CHAPTER 8: Non-renewable Resources 229

HOW DO WE
EXTRACT
FOSSIL FUELS?
When we remove fossil fuels, we are extracting them from or under
Earth’s surface. A variety of methods are used to extract different fossil
fuels. As you read about each method, try to identify some of the
environmental challenges.

EXTRACTING COAL
Coal is extracted through mining. Where coal is found close to the surface,
strip mining is used to extract it. In some cases, the tops of mountains are
blasted away using explosives (Figure 8.8), allowing miners to access the
coal underneath. This is mostly done in the Appalachian mountain range in
the United States. Mountaintop removal mining permanently changes the
landscape. It also releases dust and toxic materials into the air.
Other coal deposits are found deep below Earth’s surface. In these cases,
the coal is extracted through underground mining. Mine shafts are dug
into the mountain to access the coal. The coal is then separated from the
surrounding rock. The waste rock, called tailings, is usually dumped into
large piles, often creating large hills.

EXTRACTING OIL AND GAS ON LAND FIGURE 8.8 An Appalachian

On land, oil companies drill holes or wells into the oil and gas deposits. At mountaintop being blasted to
first, the weight of the overlying rock layers forces the oil out of the wells. access coal
Eventually the pressure drops so that oil and gas no longer flow out of the I wonder how this blast
well. Pumps are then used to extract the fuels. Pipelines carry the gas and affected the natural
oil to storage tanks and for processing. ecosystem?

FRACKING
One way of extracting natural gas from the ground is called hydraulic tailings  waste material left
fracturing, or fracking for short. Fracking involves injecting a mixture of over after a resource is
extracted
water, sand, and chemicals thousands of metres below Earth’s surface. The
pressure causes small cracks in the rock and the sand keeps the cracks open. fracking  extracting natural
gas by drilling and injecting a
Natural gas seeps out of the cracks and into a well. The gas is then pumped mixture of water, sand, and
to the surface. The fracking process is repeated until all the natural gas is chemicals into the ground in
extracted. Many people criticize this method because it uses a lot of water. order to crack underground
There is also a risk of groundwater contamination and even a risk of land rock and release natural gas
instability. Supporters argue that natural gas is cleaner than oil and releases
fewer greenhouse gases.

230 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
EXTRACTING OIL AND
GAS AT SEA
Some oil and gas deposits are located under
the ocean floor. Extracting them is more
difficult. Drilling rigs must be kept steady
during drilling. Some other types of drilling
platforms sit on the ocean floor (Figure 8.9).
Drilling under the ocean carries a greater
environmental risk than drilling on land.
For example, the Deepwater Horizon drilling
rig exploded in the Gulf of Mexico in 2010
causing the largest marine oil spill in history.
Both humans and wildlife died as a result.
FIGURE 8.9 The Troll A drilling platform in the North Sea is one of
the largest ever built. It is 472 m tall.

I wonder what happens to the platform after there is no

more oil to be extracted?

NEL CHAPTER 8: Non-renewable Resources 231


bitumen  a thick, sticky form
of crude oil
FIGURE 8.10 Vast amounts of
water are needed to extract
bitumen from oil sands. The
waste is then pumped into a
tailings pond, such as this one in
Alberta. The dirty water in this
photo used to be fresh water.
How would I assess the
environmental impacts of
this extraction process?
232 UNIT 2: Our World’s Natural Resources: Use and Sustainability
EXTRACTING OIL FROM OIL SANDS
Recall what you read at the beginning of the chapter about oil sands.
Oil sands are areas of sand mixed with oil. They are found around the
world. Canada has a particularly large deposit in Alberta. Other countries
with large oil sand deposits are Kazakhstan, the United States, Russia,
and Venezuela.
The oil in these deposits is called bitumen. It is thick and will not flow
unless it is heated. The normal methods of drilling for oil simply will not
work for bitumen.
Companies first remove large areas of forest and then use surface or strip
mining to extract oil sands from the ground. Strip mining involves removing
shallow strips of Earth’s surface. In most cases, oil sands are located less
than 200 m below the surface. Vast amounts of hot water and chemicals are
added to the sand to separate out the oil. After the oil is removed, the water
is dirty and contains oil and other chemicals (Figure 8.10). This waste water
is also a form of tailings, or waste produced from extraction. It sits in tailings
ponds until the water separates from the other materials and can be reused
in the separation process. Even so, chemicals and other pollutants can seep
from the ponds into the surrounding land. Companies monitor the tailings
ponds to detect any leaks. They also try to deter birds from landing in the
tailings ponds.
NEL
IMPACTS ON THE NATURAL ENVIRONMENT FIGURE 8.11 A firefighter tries to
extinguish an oil well fire in Kuwait.
Extracting and processing fossil fuels have a huge impact on the natural It took 10 months for all the fires to
environment. Mining and drilling permanently changes Earth’s surface. This be put out. During that time, huge
amounts of oil and pollution were
affects local species and ecosystems. Fracking and extracting oil from oil released into the atmosphere and
sands use huge amounts of water. The tailings from extractions are often surrounding waters and land.
toxic. They can leak and pollute the groundwater and surface water systems. Many birds and sea life died (inset).

I wonder how oil spills are

OIL SPILLS cleaned up?
Transporting oil also carries risks to the environment. Oil spills pollute the
surrounding land and water, affecting all the living organisms in the area.
What are some
In 1989, the Exxon Valdez oil spill in Alaskan waters killed as many as political and economic
100 000 to 250 000 sea birds. The environment still has not fully recovered. impacts of extracting
Wars can also affect the natural environment. The 1991 Gulf War led fossil fuels and of
to one of the largest oil spills in history. The Iraqi army invaded Kuwait, a oil spills?
neighbouring country in the Middle East. To slow down American troops,
the Iraqi army opened and burned the oil wells (Figure 8.11). This caused
severe air pollution. The oil flowed into the Persian Gulf. The effects on
wildlife were immense. To this day, some oil can still be found in the area.

AIR QUALITY
Burning fossil fuels, such as coal, for energy releases huge amounts of CO2.
This contributes to global warming and affects climate change. Canada’s
processing of oil sands is the country’s fastest-growing source of greenhouse acid rain  rain or other
gases. Burning fossil fuels also releases toxic chemicals into the air. This can precipitation that is acidic
due to chemicals and gases
pollute precipitation, making it fall as acid rain, rain with chemicals. Acid rain released by human activity or
can kill trees and other living organisms in the area. natural causes

NEL CHAPTER 8: Non-renewable Resources 233

IMPACTS ON HUMANS FIGURE 8.12 Smog in China can be
so bad that people can see only a
Extracting and using fossil fuels affects people. We use fossil fuels every few metres in front of them (inset).
day for things such as energy and transportation. The fossil fuel industry How would I cope with so
is a major source of income for some countries and provides many jobs. much smog?
However, it can also have negative impacts on people.

TRANSPORTATION RISKS
Transporting fossil fuels is a risk to the environment, but it is also a risk to
humans. The 2013 derailment in Lac-Mégantic, Québec, is an example. A
72-car freight train carrying crude oil was left unattended. The train derailed
in the town causing a huge, fiery explosion. It killed 47 people. More than
30 buildings in the town’s centre were destroyed. It is the deadliest rail
disaster in Canada since the St-Hilaire train disaster of 1864.

HEALTH EFFECTS
Drinking polluted water or breathing polluted air causes health problems.
Smog is a type of air pollution from cars and fossil fuels (Figure 8.12). It smog  a mixture of air
is a leading cause of lung cancer. It can even cause breathing problems in pollutants, usually from motor
vehicles or the burning of coal
otherwise healthy people.
In January 2013, there were reports of record high levels of smog in
Shanghai, China. The government warned people to stay indoors. Shanghai is
a coastal city. It produces smog from burning fossil fuels, mostly coal. China
burns more coal than any other country in the world. Winds from the ocean
can help to clear its air. So why was the smog in Shanghai particularly bad
in January 2013? There was little wind, so the smog hung over the city. There
was a drop in temperature, which meant that people were burning more fuel
to stay warm. There was the usual high number of cars releasing exhaust
fumes. And finally, many factories were burning extra fuel to make products
to sell during the winter holidays.

234 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
SOCIAL IMPACTS
Countries with large deposits of fossil fuels often extract them and then
sell them to other countries. This is usually economically beneficial to the
country and to its people. Unfortunately, this is not always the case.
Nigeria is a country in West Africa with large deposits of oil. The country
currently produces 2.2 million barrels of oil a day. Nigeria sells most of its oil,
so why is the country not wealthy? For many years, Nigeria has suffered from What trends do
what experts call the “resource curse.” The resource curse is when countries experts see in countries
suffering from the
that have a lot of natural resources end up in worse situations than countries “resource curse”?
with fewer natural resources. The average person in these countries lives in
poverty (Figure 8.13). Almost three out of four Nigerians live on less than
one dollar a day. Nigeria ranks 153 out of 187 countries according to the
United Nations Human Development Index. Most people in Nigeria have not
benefited from the money earned by selling oil. Why is this?
Experts point to a pattern of events that can lead to the resource curse. FIGURE 8.13 This market in Abuja,
People in the government spend the money on themselves instead of on Nigeria, is made up of shanties. It is
education, healthcare, or any other improvements. Fighting starts among an example of how the government
has not spent money made from
groups who want a larger share of the money. The government develops selling oil to provide better living
and sells only the main natural resource. They do not encourage other conditions for the people.
industries, such as tourism. To control the unhappy population, the
I wonder if the people who
government often uses harsh actions. The military has controlled Nigeria live here know about the
since oil was discovered, often ignoring human rights. resource curse?

CHECK-IN
1. GEOGRAPHIC PERSPECTIVE Identify at least three
different views on the topic of fossil fuels. Give
an example of someone who might hold each
view. Identify some of their concerns or interests.
Create a visual organizer to record your ideas.
2. SPATIAL SIGNIFICANCE Why does the process used
to extract fossil fuels depend on where they
are located?
3. EVALUATE AND DRAW CONCLUSIONS Most of China’s
electricity is generated by burning coal. Do you
think this approach is sustainable? Explain why or
why not.
4. INTERRELATIONSHIPS With a partner, discuss what
impacts oil spills have on the environment. Create
a poster or presentation showing how oil spills
affect the environment nearby and farther away.

NEL CHAPTER 8: Non-renewable Resources 235

HOW DO WE
EXTRACT
MINERALS?
Mining companies face many challenges and consider many factors before
they can begin mining. They must locate minerals and obtain permission
from the government to begin mining. They also need to consider the effects
on the natural environment and local people.
ore  a rock that contains one
LOCATING MINERALS or more types of mineral

An ore is a rock that contains one or more types of mineral. A concentration ore deposit  a concentration
of ore in the ground is called an ore deposit. Geologists know that ore of a particular ore
deposits formed under certain conditions. They look for rocks that indicate remote sensing  the imaging
where those conditions existed. Geologists may use aerial photography of Earth’s surface in order to
obtain mapping information
or satellite imaging to scan Earth’s surface. One type of scanning is called
remote sensing (Figure 8.14). These images can capture colours that are
not visible to the human eye. This information can help geologists quickly
FIGURE 8.14 This is a remote
identify areas with specific characteristics, such as areas of different soil sensing image of the Escondida
types, plant types, and water content in the ground. This data is then mine in Chile. The bright pink
input into a GIS which is used to identify places that are likely to have ore colour is associated with the
metallic mineral copper.
deposits. Eventually geologists have to get on the ground to take samples.
These samples tell them whether minerals are indeed present. I wonder what else remote
sensing is used for?

236 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
GETTING RIGHTS TO THE MINERALS FIGURE 8.15 In this open-pit mine,
you can see how the mine has been
Most mining companies do not own the land where minerals are found. created as a series of steps. Trucks
haul the ore out of the mine and
Instead, they get permission, or rights, to mine the minerals. The permission
transport it to the refinery.
comes from governments. However, other groups may also have claims on
the land. These include Indigenous peoples and other land users, such as I wonder what happened to
the plants and animals that
farmers. Resolving disputes over land claims can be a lengthy process. lived there?

REMOVING THE MINERALS

Once the minerals are found and rights to extract them are granted,
the mine is built. Ore deposits close to the surface can be removed using
open-pit mining (Figure 8.15). With this method, a large hole is dug into open-pit mining  mining Earth’s
the ground to access the ore deposit. If ore deposits are far below the surface by digging a large
hole
surface, they may be removed by underground mining. Vertical shafts are
dug down next to the ore deposit, allowing horizontal tunnels to be dug into underground mining mining
the ore deposit itself. deep under Earth’s surface
by creating vertical shafts
and horizontal tunnels
REFINING THE ORE
Minerals are embedded in rocks with unwanted materials. Mechanical and
chemical methods separate the minerals. Mechanical methods include
crushing and washing the rocks. Chemicals are used to remove additional
waste material. Ores with metallic minerals may be heated by burning fossil
fuels to melt and collect the minerals. Once the minerals are separated, all
the waste material, or tailings, must be removed. Tailings may be dumped
back into open-pit mines or piled up to form large hills nearby.

NEL CHAPTER 8: Non-renewable Resources 237

IMPACTS ON THE NATURAL ENVIRONMENT
Mining can permanently change landforms. In some cases, whole mountains
have been removed so that minerals could be accessed. Mining processes
can affect water, for example, by changing stream patterns. Mining requires
removing natural vegetation to access what lies beneath the land.

IMPACTS ON WILDLIFE
Removing natural vegetation also removes natural habitat for wildlife and
affects the ecosystem.
A very serious example of how wildlife is affected by mining may surprise
you. Would you ever associate cellphones with gorillas (Figure 8.16)?
How are the
Mining for a mineral called coltan directly affects the lives of gorillas. When
rainforests of Central
refined, coltan becomes a metallic mineral called tantalum. Tantalum Africa important to
is a key mineral used to make electronic devices such as cellphones and gorillas? How is the
laptops. The coltan ore is found in the rainforests of Central Africa where same area important
gorillas live. The growing demand for this mineral has led to illegal mining to miners?
in protected wildlife parks, such as in the
Democratic Republic of the Congo. Gorillas
are an endangered species. Gorilla families
are being shot and killed to access the land.
They are also used as food for the miners. It
is estimated that the eastern lowland gorilla
population has declined by 70 percent since
the mining boom began.

IMPACTS OF REFINING MINERALS

The process of refining minerals can release
harmful chemicals into the environment,
which can affect local waterways and species
in the area. Tailings piles often contain
toxic chemicals. Rain and melting snow can
leach these chemicals into local land and
water ecosystems. This affects the natural
vegetation, fish and wildlife, as well as the
people who depend on the water to survive.
Processing metallic minerals requires
heat. Heating ore by burning fossil fuels
releases large amounts of greenhouse gases
into the environment. This contributes
to global warming which causes climate
patterns to change.

FIGURE 8.16 The gorillas and their habitat in the

Democratic Republic of the Congo and other
countries are threatened by mining. Some minerals
are used for electronics such as cellphones (inset).

What will happen to gorillas as the demand

for cellphones continues to rise? What can I
do to help save gorillas?

238 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
FOCUS ON
COMMUNICATE
The communication stage is about sharing the
results of your research with others. Your results
might be judgments, conclusions, decisions,
predictions, or plans of action. To make sure
that you are understood, you need to plan this
communication stage carefully.
The purpose of communicating any message
is to have an impact on your audience. As you
develop your own communications, ask yourself
these questions:
• What is my message? Is it clear?
• Who is my audience?
• Is my message delivered effectively to my
audience?
• Did I use descriptive language or images, or
specific vocabulary and terms?
• Did I use a personal perspective?
• Did I use specific evidence?
WHAT IS EFFECTIVE COMMUNICATION?
There are many different forms of effective
communication. You can express your ideas and
information verbally, nonverbally, visually, or in
writing. See Figure 8.17 for descriptions and
examples of these forms of communication.
TRY IT
Governments sometimes require that mining
companies study how their mine will affect the
environment. The study could include examining
impacts on the land, water, air, wildlife, and
Communication Method Description
verbal expressing ideas and giving information by
speaking
nonverbal using physical ways to share ideas, such as
through body movement and gestures
visual displaying information
written sharing ideas using written words
NEL
people in the area close to the proposed mine.
Mining companies have to present their results
and explain how they can reduce environmental
impacts. It is important for mining companies to
communicate their results clearly so that everyone
can understand them.
Mining companies use a variety of ways to
communicate their information. These can include
written reports, videos, and oral presentations.
Using maps, charts, graphs, images, and GIS
are also very effective ways of communicating
geographic information.
Imagine that you have to do a short presentation
about the environmental impacts of mining. You
can choose to present to your class or to members
of your community. Review the information on the
previous page about the environmental impacts
of mining. What other information might your
audience want to know? Where could you find
this information? Write a brief plan outlining your
ideas. Make sure your ideas follow a logical order.
Include any geographic terms that are important to
understanding your message. Decide on the best
way to share your ideas with the audience. You can
choose a combination of different methods. Share
your plan with a partner. Use his or her suggestions
to improve your presentation plan.
FIGURE 8.17 As this table shows, there are many ways to share
your research results.
Examples
oral presentation, speech, video
dance, music, mime
maps, 3-D models, images
web page, poster, graphic organizer, letter
CHAPTER 8: Non-renewable Resources 239

FIGURE 8.18 The building
of a mine in Geita, Tanzania,
forced people from their
homes. Residents now live
in tent housing and struggle
to survive.
How would I react if I
were forced to move from
my home?
240 UNIT 2: Our World’s Natural Resources: Use and Sustainability
IMPACTS ON HUMANS
Most governments encourage mining because it is an economic opportunity.
However, the decision to allow mining is not always easy. There are many
groups that oppose mining. These include some Indigenous peoples,
farmers, and others who use the land. In their view, mining activities destroy
the land and make it unusable. Mining can also pollute water so that it can
no longer be used for drinking or cooking. This causes water shortages for
people living near the mine.
FORCED TO LEAVE HOMES
Mining can also force people from their homes and land. In 2007, the
Tanzanian government forced 250 farmers in Geita, Tanzania, to move to
make way for a gold mine. These people are among thousands of families
around the world who have been forced to move because of mining. Farmers
who used to own their land, living and growing food on it, now live in
poverty, with no electricity or running water. Their houses are tents or huts
(Figure 8.18). Some are made from sheets of plastic and found materials
such as wood scraps or ropes. Farmers struggle to find different types of
work. The Tanzanian government promised new houses and money to
support the people who were forced to move, but most have yet to receive
anything. When the government is working alongside the mining company,
it creates conflict with the people. Meanwhile, the Geita gold mine is one
of the richest in the world, producing billions of dollars’ worth of gold
each year.
NEL
HEALTH AND SAFETY FIGURE 8.19 In August 2010,
a mine in Copiapó, Chile,
Underground mines can be dangerous. Mines have to be designed to collapsed, trapping 33 workers.
protect the health and safety of the miners. For example, they have to This worker was the fourth
pump fresh air in and draw unsafe fumes out. Sometimes mines collapse, to be rescued after over two
months of being trapped.
trapping or killing miners underground. In 2010, a mine near Copiapó,
Chile, collapsed trapping 33 miners, 700 m underground. It was feared that I wonder how mining can be
the workers did not survive the collapse—but they did (Figure 8.19). The made safer?
Chilean government worked with experts and drilling teams from around
the world to rescue them. After 69 days trapped underground, all 33 miners
were successfully rescued.

CHECK-IN
1. EVALUATE AND DRAW CONCLUSIONS Who should
be part of the decision to give mining rights to
mining companies?
2. INTERPRET AND ANALYZE Use a t-chart or create
a diagram to compare open-pit mining and
underground mining in terms of how they impact
the environment and humans.
3. COMMUNICATE Think about this statement: “The
economic benefits of mining, including jobs, are
worth the environmental damage that mining
might cause.” Do you agree? Why or why not?
Present your opinion as a blog post, podcast,
or opinion statement. Support your opinion
with facts.

NEL CHAPTER 8: Non-renewable Resources 241

 CASE STUDY

CONFLICT MINERALS IN THE Democratic

Republic of

DEMOCRATIC
the Congo

CENTRAL AFRICAN
N REPUBLIC SOUTH SUDAN

REPUBLIC OF

DA
DEMOCRATIC

AN
UG
REPUBLIC OF

O
NG
THE CONGO

CO
Kinshasa RWANDA
4.33°S, 15.32°E

THE CONGO
TANZANIA
BURUNDI

ANGOLA

0 500 km ZAMBIA

In Central Africa, in the eastern part of the Democratic Republic of the Congo
(DRC), armed groups have taken over mines. These groups are so powerful
that the government cannot control them. The rebels force local people,
including children (Figure 8.20), to work in the mines. The people are brutally
treated. Working conditions are so unsafe that many die as a result. Often FIGURE 8.20 Some children are
children are recruited to the rebel armies or are forced to be soldiers. Their forced by armed groups to work in
mines. Much of the labour is done
lives are destroyed by the violence they see or are forced to commit. by hand to save costs, and workers
are paid little or not at all.

Geography 7 SB
0-17-659048-X
FN C08-F04-GO7SB
CO Crowle Art Group

Pass 4th pass

Approved
Not Approved

242 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 The mines are producing diamonds, gold,
and other minerals, such as cobalt
(Figure 8.21), which is used to make glass,
ceramics, and paint. The mineral coltan is
refined to the mineral tantalum, which is
used to make electronics such as cellphones
and computers. Rebels destroy forests and
purposely kill animals, such as gorillas, to
gain access to the land. The armed groups
sell these minerals and use the money to
buy guns and continue their war against the
government. More than 75 percent of the
money they use for their war comes from
selling minerals. Minerals mined in conditions
of armed conflict and human abuse are
called conflict minerals. You may have heard
of the mining and sale of conflict diamonds,
also known as “blood diamonds.”
FIGURE 8.21 Cobalt is one type of conflict mineral
mined in the Democratic Republic of the Congo.
NEL
Some people have tried to stop this brutal
trade in minerals by refusing to buy them.
Unfortunately, the minerals are smuggled out
of the area through neighbouring countries
such as Uganda, Rwanda, and Burundi. They
are then shipped to East Asia where they are
refined into metals. By the time the minerals
have passed through several countries and
have reached North America and Europe,
it is hard to determine where they came
from. Some mineral users and buyers want
to trace the source of the minerals. This has
been labelled supply chain traceability. Some
countries, including the United States, have put
rules in place to force supply chain traceability.
Electronics recycling programs also aim
to help reduce demand for conflict minerals.
By recycling electronic devices, the minerals
from old devices can be used to make new
parts for new devices.
Other people argue that the best way
to stop the use of conflict minerals is to tell
people about them. A number of organizations
and celebrities are working to raise awareness
of conflict minerals and to find solutions to end
this trade. Once consumers are aware of the
situation, consumers could insist that product
manufacturers use conflict-free materials. This
would mean that manufacturers would not buy
conflict materials. By stopping the demand,
the supply will eventually stop. Apple has
implemented conflict-free labelling on some of
their products.
Some of the materials in the computer or
cellphone you use may be conflict minerals.
How does that make you feel? What will you
do to help stop the trade in conflict minerals?
EXPLORE THE ISSUE
1. Who should be responsible for
stopping the trade in conflict
minerals?
2. Design a poster or web page
informing others about this problem.
CHAPTER 8: Non-renewable Resources 243
WHAT IS THE
FUTURE OF
NON-RENEWABLE
RESOURCES?
There are two certain truths about non-renewable resources. The first is that
they cannot be replaced. When they are gone, they are gone forever. The
second is that the world’s growing population is heavily dependent on them.
These truths suggest that our use of fossil fuels and minerals is not
sustainable. However, this does not mean that our use of these resources cannot
be responsible. We need to find new ways to extract and use non-renewable
resources to reduce their impacts on people, wildlife, and the environment.

FINDING A RESPONSIBLE APPROACH

TO FOSSIL FUELS
New technologies may make extracting fossil fuels more environmentally
responsible. Some companies, agencies, and governments are taking steps
What impacts
to develop better technologies that produce less pollution. One responsible will improved fossil fuel
approach that has been suggested is called a closed-loop system. Improved technology have on a
technology would still allow fossil fuels to be used as an energy source. The country’s economy and
greenhouse gas emissions would be captured and then stored in the ground environment?
or in another storage area such as in vegetation or the oceans. This way,
harmful gases would not be released into the atmosphere.

FINDING A RESPONSIBLE APPROACH

TO MINERALS
In the past, decisions to mine were based only on how much money could
be made. One responsible approach that has been suggested is called
mineral value management. This approach looks at all the ways that
mining might affect different groups. These groups include the mining
company, local people and communities, the larger region, and the
country. The interests of the natural environment are also represented.
Different perspectives consider the positive and negative impacts on the
environment, politics, economics, and culture. They ask questions such
as the following: How much money can be made? How many jobs will the
mine create? How will the natural environment be affected? In what ways
will people’s lives be affected?

244 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
PROTECTING THE ENVIRONMENT
There is no way to completely avoid environmental damage when extracting
fossil fuels and minerals. Some companies are looking into “greener”
technologies. These technologies reduce environmental impacts by
• reducing energy consumption
• reducing harmful chemicals used in processing
• reducing water pollution by reusing water
• reducing air pollution

RECYCLING PLASTICS AND MINERALS

Oil and natural gas are used to make plastics. Minerals are used in many
products such as computers and cellphones. It is estimated that less than
half of all plastics and minerals worldwide are recycled. As of yet, not all types
of plastics can be recycled. However, many types can be. Minerals are easier
to recycle. Our current technologies allow us to recover almost 100 percent
of some minerals. By recycling plastics and minerals, we would reduce our
need for new materials and therefore reduce their environmental and social
impacts. For example, recycling cellphones means the mineral tantalum
can be reused. If we no longer need to mine tantalum, then perhaps the
endangered gorillas of the Democratic Republic of the Congo could be saved.

RECLAIMING LAND
In many countries, mining companies are required by law to reclaim the
FIGURE 8.22 A family living on
land after the mining is finished. This means that the land is put back into and using the land reclaimed
a useful state. In some cases, trees are planted on the land. Other reclaimed from a mine in Mongolia
lands are used for housing, farming, or raising animals (Figure 8.22). Land Would I accept living
can also be reclaimed as each area of a mining project closes. on land that has been
reclaimed from a mine?

NEL CHAPTER 8: Non-renewable Resources 245

 HEROES IN ACTION

BEN POWLESS: ECO-ACTIVIST

Ben Powless (Figure 8.23) is a citizen of Powless has an important role as
the Kanienkehaka, or Mohawk, Nation a journalist and photographer. He
from southern Ontario. He describes documents the stories of Indigenous
himself as a climate justice organizer. peoples. For example, he travelled into the
He helped found the Canadian Youth Amazon rainforest to report on the Awajun
Climate Coalition (CYCC), a group of and Wampis peoples in Peru. These people
individuals and organizations that work protested the government’s decision
together to protect the planet from to allow foreign companies to use the
climate change. FIGURE 8.23 forest (Figure 8.24). Powless witnessed
Much of his work is directed toward Ben Powless the military take violent action against
encouraging Indigenous peoples to take protestors.
action against climate change. In 2011, Powless has also travelled into the
he said, “A lot of concerns have brought Russian Arctic to document the struggle
Indigenous people to the negotiations of the Saami, who are Indigenous reindeer
to try to speak up herders. These Indigenous
and have their voices peoples were trying to
heard … It is not just the protect their way of life
fact that Indigenous
people are going to be
“INDIGENOUS PEOPLE from outside interests. He
compared their struggles
impacted by the effects WILL BE THE MAIN RECIPIENTS to those of First Nations,
of climate change, but OF SOME OF THE PRIMARY Métis, and Inuit who are
that Indigenous people facing environmental and
will be the main recipients POLLUTION THAT CAUSES human impacts of resource
of some of the primary CLIMATE CHANGE.” developments in Canada.
pollution that causes Powless is very involved
climate change, such as from fossil in the Indigenous community in Canada.
fuel extraction.” In the future, he hopes to work on
international issues involving Indigenous
rights and human rights, especially as they
relate to the environment.

A CALL TO ACTION
1. Identify an issue and three actions that
you could take to help address the
problem.
2. Document an issue in your community.
Use words or images to present
FIGURE 8.24 This photograph by Ben Powless captured a protest of your findings to the class and
Indigenous peoples toward the government of Peru. raise awareness.

246 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL

How do the
Indigenous peoples
of northeast Russia
depend on the land?
FIGURE 8.25 (A) The Chukchi are
one group of Indigenous peoples
living in northeast Russia. These
Chukchi women are dancers
wearing traditional costumes.
(B) Reindeer herding is the main
livelihood of the Chukchi peoples.
I wonder how the needs
of the Chukchi peoples
can be balanced with
the needs of industry?
WORKING WITH PEOPLE
Indigenous peoples are often affected by resource development such as
mining and fossil fuel extraction. We see this in a variety of places, such as in
Alberta, in the oil sands projects. In Geita, Tanzania, farmers are
affected where mining companies are advancing onto farmlands.
Another example is in the Magadan Oblast, an area in northeast Russia
that is home to many Indigenous peoples such as the Chukchi peoples.
The Chukchi peoples’ traditional way of life includes hunting, fishing, and
reindeer herding (Figure 8.25)—all activities that depend on the land.
The Magadan Oblast contains rich deposits of gold, silver, and other
minerals. Mining companies have been extracting these resources for the
past 70 years. The environmental impacts have affected the land and local
animal populations. There are no plans to reclaim the land once mining is
finished. It has become difficult for the local Indigenous peoples to live their
lives in their traditional way.
Sometimes mining can pose a threat to traditional ways of life and cultural
and spiritual sites. To work with Indigenous peoples, governments and
mining companies would need to consult them on any mining proposals or
projects. Mining companies can also create jobs and share some of the profits.
Indigenous peoples around the world are seeking the right to have control over
their lands. Respecting this right is the key to building relationships between
Indigenous peoples, governments, and mining companies.

A B

CHECK-IN
1. PATTERNS AND TRENDS Review the information
you read in this section about protecting the
environment and finding responsible approaches
to using non-renewable natural resources. What
patterns do you see in the strategies? Share the
patterns that you have identified with a partner.
Explain your ideas.
2. INTERPRET AND ANALYZE Explain why it is
suggested that the use of minerals and fossil fuels
is not sustainable. List some of the environmental
and human impacts of our use of minerals and
fossil fuels.

NEL CHAPTER 8: Non-renewable Resources 247

 LOOKING BACK: CHAPTER 8

N W E U S E
HOW CA WABLE
N O N -R EN E Y ?
E S P O N S IB L
C E S R
RESOUR

LEARNING GOALS
As you worked through this chapter, you had opportunities to
• explain the relationship between Earth’s physical environment
and non-renewable resources
• describe some ways in which people use non-renewable
resources to meet their needs and wants
• identify some impacts of using non-renewable resources on
people and the environment

In this chapter, you learned about fossil fuels and minerals. We use these
non-renewable resources to meet our needs and wants. Using non-renewable
resources affects the land, plant and animal species, and humans. What can
we do to use non-renewable resources more responsibly?

Summarize Your Learning

Review what you have learned about how we extract and use non-renewable
resources to meet our needs and wants. Reflect on how your understanding
changed throughout the chapter. Select one of the following tasks to help
summarize your learning:
• Create a graphic text about a non-renewable resource. Think about how
we use that resource, and consider some of the impacts of its extraction
and use. Include your feelings, ideas, and opinions. Use ideas and images
from this chapter and other sources.
• Write a proposal to your principal to create a large mural at school on the
theme of non-renewable resources. Your proposal should convince your
principal that your idea for a mural will inspire your classmates to use
non-renewable resources more responsibly. Conclude with a call to action.

248 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 APPLY YOUR LEARNING
1. PATTERNS AND TRENDS Go online to find an aerial
photograph of the Diavik Diamond Mine in the
Northwest Territories. Make a sketch map of this
place. Label the following on your sketch map:
open-pit mine, road out of the mine, surface
roads, airport runway, tailings pile, tailings pond,
lake, town site, processing plant. What patterns
or trends do you notice about the connections
between the human and natural environments?
2. EVALUATE AND DRAW CONCLUSIONS Should mining
companies be forced to pay the costs of
reclaiming a mine site? Before you answer,
work with a partner to brainstorm reasons why
companies should and should not have to pay
for reclamation. Organize your ideas into two
lists: one in favour of making companies pay, and
one against. Based on your lists, decide on your
answer. Share your answer with another partner
and discuss any differences in opinion you might
have on the topic.
3. INTERRELATIONSHIPS This chapter includes a case
study of conflict minerals in the Democratic
Republic of the Congo in Africa. Describe three
strategies that the international community could
take to stop the trade of conflict minerals. Explain
how your strategies would put an end to this
problematic trade in minerals.
UNIT2
CHALLENGE
CHECK-IN
1. Review the Unit 2 Challenge on page 137 and the
information you have collected so far.
2. Review the information you learned about
non-renewable resources in Chapter 8. Can you
add anything to your plan of action based on
this information?
3. What have other people done to reduce the
impact of the use of your chosen natural resource?
Look at the actions of other activists working
on the same problem. What are their solutions?
NEL
4. GEOGRAPHIC PERSPECTIVE The Alberta oil sands
are located in the northern part of the province.
Customers for this oil are located in eastern
Canada and the United States. Conduct
research to find out how the oil is transported to
customers. Describe where the oil goes and how
it gets there. Include any problems or challenges
that are linked to how the oil is transported.
Decide whether you agree or disagree with
transporting oil from the tar sands. Prepare a web
page or video advocating your point of view.
5. COMMUNICATE Chile produces more copper than
any other country. The mine at Chuquicamata
is the world’s largest open-pit copper mine.
Some environmentalists have argued that the
environmental impacts of copper mining are
too great, including using up the country’s
water supply and polluting the water. You have
been invited to a Grade 4 class to report on
environmental issues. Using the Internet and
other sources of information, prepare an age-
appropriate report on the environmental costs of
copper mining in Chile. Determine a good way to
share your research results.
6. SPATIAL SIGNIFICANCE Using the Alberta oil sands
as an example, explain what the oil sands are and
why the region is important. How is the region
significant to humans? How is it significant to
plants and wildlife?
Are they effective? Compare and contrast this
information with your own plan using a t-chart.
What can you add to or remove from your plan?
4. Decide how you would like to communicate your
plan of action and persuasive campaign. Review
the Focus On: Communicate feature on page 239
to help you. Remember that you want your final
product to persuade others to join you in your
cause. Think about the most effective way to
do that.
CHAPTER 8: Looking Back 249
 LOOKING BACK: UNIT 2

OUR WORLD’S NATURAL

RESOURCES: USE AND
SUSTAINABILITY
E S O U R C ES IMPOR TANT?
HY ARE N A T U R A L R
W
We have many natural resources on Earth. Some are renewable, some
are flow, and some are non-renewable. We use all of these resources to
meet our needs and wants. In many cases, we are misusing and overusing
our resources. Unsustainable use has resulted in many negative impacts
on the environment and on humans. How can we use our resources more
sustainably or more responsibly in the future?

PROTECTING NATURAL RESOURCES IN INDIA LEATHER PROCESSING IN BANGLADESH

Dehradun, Uttarakhand, India (30.32°N, 78.03°E) Dhaka, Bangladesh (23.71°N, 90.40°E)

Deforestation in Uttarakhand is rising due to an increase in Bangladesh is the source of most leather for
industries. But these forests are 150˚
an W 120˚ W 90˚
important W 60˚ Wfor30˚
resource theW nearby
0˚ 30˚ E 60˚ Eleather
90˚ E products.
120˚ E 150˚Toxic
E chemicals used to process
ARCTIC OCEAN
communities. Protests like the Chipko movement have been successful leather are poisoning the workers, the river, and
at stopping more deforestation. Arctic Circle those who live nearby. Organizations are pressuring
60˚ N
the government to get factory owners 60˚ N
to change
their practices.

30˚ N 30˚ N
Tropic of Cancer ATLANTIC PACIFIC
OCEAN OCEAN

Equator PACIFIC
0˚ 0˚
OCEAN INDIAN

OCEAN
Tropic of Capricorn

30˚ S 30˚ S
N
0 2000 km

ARGENTINA’S SUNNY FUTURE CONFLICT MINERALS IN THE

60˚ S
Buenos Aires, Argentina
Antarctic Circle
(34.60°S, 58.38°W)
Fossil fuels produce about
150˚ W
90 percent of Argentina’s
energy. The leaders are aware
that the fuels they are relying on
are non-renewable. Argentina
is looking toward renewable
energy sources for the future,
including solar power.
60˚ S
DEMOCRATIC REPUBLIC OF
THE CONGO (DRC)
Kinshasa, DRC (4.33°S, 15.32°E)
120˚ W 90˚ W 60˚ W 30˚ W 0˚ 30˚ E 60˚ E 90˚ E 120˚ E 150˚ E
TOURISTS THREATEN ANTARCTICA The DRC is known for its
Antarctic Peninsula, Antarctica (69.50°S, 65.00°W) conflict minerals, which have
a large impact on humans and
Tourism in Antarctica is on the rise, which is the environment. Some people
increasing the environmental impacts. The are working toward raising
continent is not governed by any country. The UN awareness to end the trade in
is working on conservation efforts. conflict minerals.

250 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL
 UNIT2
CHALLENGE
CREATE A PERSONAL PLAN OF ACTION
Now it is time to create your personal plan of action
and persuasive campaign. You will need to include
• your reason for selecting the product or process
• detailed information about your selected natural
resource (what it is, what it is used for, who it is
used by), including a map showing the location of
the natural resource
• how the natural resource is removed from the
environment and the environmental impact of
removing and using the natural resource
• the actions you can take to reduce the impact and
use of the resource
• alternatives to using the natural resource and other
solutions to the problem
• an explanation as to why these alternatives are
better for the environment
• inspiration for others to join you in your plan of
action
NEL
Your final product should include
• in-depth research questions
• research related to natural resources, natural
resource use, and sustainable or more responsible
alternatives
• a variety of credible sources (Make sure to
evaluate your sources. Use the information you
have collected to draw conclusions.)
• a well-organized final product, where each area of
information is addressed
Do you have all the information that you need?
Look at what you’ve assembled so far. Does
your information give you thorough answers?
What is missing? Where can you find the missing
information? What conclusions can you draw from
your evidence?
Your final product can take a form of your
choosing. Keep in mind that your final product
should inspire others to join in your cause. You might
want to create a website, a multimedia presentation,
or a report. Select a target audience and the most
appropriate format for them.
UNIT 2: Looking Back 251
GLOSSARY
acid rain: rain or other precipitation that is acidic due to coral: colonies of tiny marine organisms whose secretions
chemicals and gases released by human activity or natural form colourful underwater structures
causes
dam: a barrier built across a river to control the water’s flow
adaptation: a change or adjustment made to deal with a new and to create a large supply of water
situation
deforestation: to clear a forest from an area
air mass: a large volume of air with similar conditions of
deplete: to greatly reduce
temperature and moisture throughout
deposition: the process by which weathered material is laid
algae: a simple plant ranging from one-celled forms to
down or deposited by wind, water, and ice
seaweed and giant kelp
desertification: change from fertile land into desert
aquifer: underground layer of rock that can hold water
divergent boundary: a place where two plates of the
asthenosphere: soft weak layer under the lithosphere upon
lithosphere move away from each other
which the tectonic plates move
domesticated: wild animals tamed, or wild plants adapted,
biodegrade: slowly broken down into natural parts by natural
for use by humans
processes
downstream: toward the mouth of a stream or river
biodiversity: the variety of life on Earth; “bio” means life, and
“diversity” means variety earthquake: release of energy through Earth’s crust due to
changes taking place beneath it
bitumen: a thick, sticky form of crude oil
ecological footprint: the calculation of what natural resources
boreal: of the North or northern regions
are needed to support someone’s daily living on Earth
by-catch: fish or other sea life caught unintentionally when
ecosystem: interactions that link living and non-living parts of
fishing
the environment
canal: an artificial waterway built to allow the passage of
ecotourism: to enjoy nature with low impact to the
boats or to divert water
environment, promote conservation, and benefit the local
clear-cutting: a method of logging by removing all trees from people
a large area
El Niño: a mass of warm water that travels from the western
climate: the average weather of an area over a long period to eastern Pacific
of time
endangered: at risk of becoming extinct
climate change: changes in long-term weather patterns
epicentre: the point on Earth’s surface directly above the
caused by natural events or human activity
location of an earthquake
climate factor: a natural condition or situation that affects
erosion: the wearing away of Earth’s surface by wind, water,
the climate characteristics of a place
or glacial action
climate regions: areas of Earth identified as having similar
estuary: a body of water along a coast where the river meets
climate characteristics
the sea and that contains a mix of fresh and salt water
commercial farming: large-scale farming to produce crops or
exploit: to use or develop a resource
livestock for sale
extinct: loss of all individuals of a species
continental shelf: the shallow gently sloping submerged zone
of a continent next to an ocean extract: to remove natural resources from the natural
environment, such as oil from oil reserves
convection flow: a circular motion created when warmer
material rises and draws down cooler material, which fish stock: a group of fish of the same species that live in the
replaces it same area

convergent boundary: a place where two plates of the flow resource: a resource that must be used up when and
lithosphere come together where it is found or it is lost

252 GLOSSARY NEL

food loss: food lost during harvest, production, and
distribution
food waste: food that is discarded by consumers and by
places that sell food
fossil fuels: fuels, such as oil, natural gas, and coal, formed
millions of years ago from the remains of plants and animals
fracking: extracting natural gas by drilling and injecting
a mixture of water, sand, and chemicals into the ground
in order to crack underground rock and release
natural gas
global commons: resources of Earth shared by all people,
such as water, solar energy, air, Antarctica, and outer space
global warming: an increase in average global temperatures
near Earth’s surface
greenhouse gases: gases in the atmosphere that contribute
to the greenhouse effect by absorbing energy from the Sun;
they include CO2, methane, and ozone
groundwater: water that is held or flowing beneath Earth’s
surface
gyre: a large, circular oceanic surface current
habitat: the place where a plant or an animal lives that
provides it with all it needs to survive
habitat loss: occurs when a habitat no longer meets the
needs of the species it once supported
Human Development Index (HDI): the results of an annual
evaluation of countries made by looking at life expectancy,
income, and literacy
humus: decaying plant and animal matter found in the top
layer of soil
invasive species: non-native species that cause harm, for
example, to the environment
irrigate: to artificially supply water to land or plants to help
growth
La Niña: cooling of surface water near South America
landforms: the natural features that make up Earth’s surface
lava: molten rock flowing from a volcano
levee: a raised bank on the edge of a river channel
lithosphere: the outer, solid layer of Earth made up of moving
plates
magma: extremely hot fluid or semi-fluid material under
Earth’s crust
marine: relating to the sea
mineral: a naturally occurring, solid substance not formed
from plant or animal life
mitigation: action taken to reduce the consequences of
a problem
native species: species that develop naturally in an area
NEL
natural resource: something found in nature that people find
useful or valuable, such as trees, fruit, fish, clean air,
and copper
natural vegetation: plants that are natural to an area and
grow freely there
non-native species: species that are not natural to an
environment but have moved, or been introduced, into it
non-renewable resource: a resource that is limited and
cannot be replaced if it is used up
ocean current: a flow of water within an ocean influenced by
winds, gravity, and the spinning of Earth on its axis
open-pit mining: mining Earth’s surface by digging a large
hole
ore: a rock that contains one or more types of mineral
ore deposit: a concentration of a particular ore
overfishing: catching too many fish so that the fish stocks
cannot renew themselves
ozone layer: a region of ozone gases high in the atmosphere
that protects us from ultraviolet light
photosynthesis: the process by which plants convert sunlight
into energy for growth
plain: a large, flat to gently rolling region
plate tectonics: the theory that Earth’s surface is made up of
rigid plates that are pushed by forces inside the planet
plateau: a high, flat region that has been lifted up by
movement of Earth’s surface
pollute: to put harmful substances into the environment
prevailing wind: the usual or common winds for a particular
place
relief: differences in elevation between the highest places
and the lowest places in an area
relief precipitation: rain or snow that occurs as a result of air
rising over mountains
remote sensing: the imaging of Earth’s surface in order to
obtain mapping information
renewable resource: a resource that can regrow or reproduce
as long as it is not overused
reservoir: a place or area of stored water, such as an artificial
lake formed by a dam
river diversion: changing the course of a river in order to
meet a need
salinity: the saltiness or dissolved salt content of a body of
water
seismograph: a tool that measures and records the
magnitude and duration of a disturbance of the ground,
especially earthquakes
sewage: waste materials carried away from homes and
industries through sewers or drains
GLOSSARY 253
shield: the base rock of an ancient mountain region that has treated: sewage and wastewater that has undergone a
been worn away, leaving a flat, rocky landform region process to remove contaminants so that it can be safely
returned to the environment
smog: a mixture of air pollutants, usually from motor vehicles
or the burning of coal treeline: an area or region beyond which trees do not grow
because of dry or cold conditions
soil degradation: loss of soil quality and ability to grow plants
tropical: between the Tropic of Cancer and the Tropic of
staple: a regularly eaten food that makes up a large part of
Capricorn
the diet of a population
troposphere: the layer of atmosphere closest to Earth
stratosphere: the second layer of atmosphere above Earth
tundra: vast Arctic region without trees where the soil is
subsistence farming: small-scale farming to produce food to
frozen year round
feed a farm family
underground mining: mining deep under Earth’s surface by
subtropical: just north of the Tropic of Cancer and just south
creating vertical shafts and horizontal tunnels
of the Tropic of Capricorn
volcano: an opening in Earth’s crust from which molten rock
sustainable: describes an approach to using resources in
or magma escapes to reach the surface
a way that does not use them up or destroy them for a
long time water footprint: the amount of fresh water used, directly and
indirectly, to produce goods and services
tailings: waste material left over after a resource is extracted
water systems: bodies of water and all their parts
tidal barrage: dam built across a river, bay, or estuary that
controls the flow of water from tides through turbines to water table: the upper level of groundwater
create electricity
weather: the short-term conditions of the air in a particular
toxic waste: poisonous waste material, usually chemicals, place and on a particular date
which can cause injury, death, or damage to the environment
weathering: the breaking down of rocks by physical or
trade winds: winds that blow steadily toward the equator chemical processes
from the northeast in the northern hemisphere or the
wetlands: lowland areas that have plenty of water, such as
southeast in the southern hemisphere
swamps, marshes, bogs, and lagoons
transform boundary: a place where side-by-side plates grind
past each other
trawler: a fishing ship that catches fish by dragging a net
along the sea floor

254 GLOSSARY NEL