UNIT 1
Interactions With the Physical Environment
About the Unit
Student Text Pages
18–21
Unit Question
How are the lives of Canadians
influenced by their physical
environment?
Learning Goals
By the end of this unit, students will be
able to
• describe the characteristics of
Canada’s natural environment and of
the physical processes that shaped it
• explain how physical processes,
phenomena, and events shape
Canada’s physical geography, and
explain their interrelationship with
global physical patterns
• examine the spatial distribution of
physical features in Canada
• analyse how the natural
characteristics of Canada influence
human activities, and how human
activities influence Canada’s natural
characteristics
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This unit progresses through three themes. First, students will explore the natural regions
in Canada and understand the factors that contribute to the land’s physical diversity. They
will determine why physical diversity is important and how Canadians protect it. Second,
students will investigate our vulnerability to natural disasters, their effects on our communities, and how we respond to these natural hazards. Students will also examine global
climate change and how Canada is vulnerable. Third, students will explore how we, as
Canadians, can respond to the effects of these changes to our lives and communities.
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Resources
BLMs
Curriculum Expectations
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By the end of this unit, students will be able to:
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Blackline masters are in CONNECTSchool in both Microsoft Word and PDF formats.
• BLM G1: Map of Canada
• BLM G22: Assessing Secondary Sources
• BLM G45: Success Criteria Checklist
• BLM U1.1: Exploring Our Physical Environment
• BLM U1.2: Physical Environment Influences Organizer
Timing
30 minutes
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B1. The Physical Environment and Human Activities: analyse various interactions
between physical processes, phenomena, and events and human activities in Canada
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B2. Interrelationships between Physical Systems, Process, and Events: analyse characteristics of various physical processes, phenomena, and events affecting Canada and
their interrelationship with global physical systems
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B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the natural environment and the spatial distribution of physical features in
Canada, and explain the role of physical processes, phenomena, and events shaping them
Introducing Unit 1
Have students examine the Unit Opener photo, Figure U1–1, on pages 18–19, which was
taken in Tombstone Territorial Park in Yukon. Ask students to consider how they interact
with Canada’s natural environment and the physical world that surrounds them.
Ask volunteers to read aloud the four bullet points under “In this unit, you will …” Draw
a T-chart on the board with the heading “What We Know” on the left and the heading
“What We Want to Know” on the right. Then lead a whole class discussion about what
students may already know about these points, as well as what they might want to know
(i.e., questions about the topic). Discuss each point separately, and ask questions to stimulate discussion.
Have students read the Unit 1 At a Glance chart on pages 20–21. Ask students which
Chapter Question they are most interested in and why. Ask students which Inquiry
Unit 1: Interactions With the Physical Environment • MHR TR–1
Question(s), on page 21, they are most interested in and why. Allow for any discussion
that may arise from these questions. Have students work individually or in pairs to brainstorm possible responses to the Unit Question: How are the lives of Canadians influenced by their physical environment? Distribute BLM U1.1: Exploring Our Physical
Environment. Have students complete the chart using the ideas that resulted from their
brainstorming and additional ideas they get from the Chapter Questions and photos on
pages 20–21.
Have students bring in a photograph showing their interactions with the physical environment to share with their peers. These pictures could be from their own camping trips, of
a vegetable garden at home, of sports or outdoor recreation activities, and so on. Discuss
with students that our interactions with the physical environment may not all be positive,
since they may include events such as a flooded basement, storm damage, or a fallen tree
on their property.
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Looking Ahead to the Unit 1 Inquiry Task
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Have students read through the Looking Ahead to the Unit 1 Inquiry Task box on page 20.
Review the steps involved in the Inquiry Process (formulate questions, gather and organize, interpret and analyse, evaluate and draw conclusions, and communicate), and tell
them that they will be using this process to explore the Unit Question: How are the lives
of Canadians influenced by their physical environment? Tell students that for this Inquiry
Task, they will use technology to create an annotated map that communicates the five
most important ways in which Canadians are influenced by their environment. As students explore Chapters 1, 2, and 3, have them continually reflect back to this question and
note different ways Canadians are influenced by their environment.
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Distribute copies of BLM U1.2: Physical Environment Influences Organizer. Review
the blackline master so students know how it should be used during their inquiry. Have
students keep their images from the introduction task and add additional images as they
discover more of their interactions with the physical environment. They can use BLM
U1.2 to organize information about each issue and to jot rough notes regarding an issue
of interest, why they chose a particular image, and what ideas the images give them to
help them answer the Unit Question. They should use BLM G22: Assessing Secondary
Sources to record the important information about each source they use during their
research. Distribute BLM G1: Map of Canada. Students may wish to use this blackline
master to organize their information before they use technology to create their final map.
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Finally, distribute BLM G45: Success Criteria Checklist. Have student use the blackline
master to develop criteria for the Inquiry Task.
TR–2 MHR • Unit 1: Interactions With the Physical Environment
Chapter 1
Physical Processes and Natural Systems
About the Chapter
Student Text Pages
How are natural systems and human systems connected? What makes the different regions
of Canada unique? The interactions between people and the natural environment can
have both positive and negative consequences. While the physical environment provides
Canadians with many benefits, human activities can also put species and natural spaces
at risk. How can Canadians live more sustainably by balancing human needs with those
of the environment?
Chapter Question
How effective are strategies to protect
Canada’s natural environment?
Inquiry Questions
• What factors contribute to physical
diversity in Canada?
• How do we determine Canada’s natural
regions?
• Why is physical diversity important?
• How well does Canada respect and
protect its natural environment?
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Background
22–51
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Canada has many physical regions, and the way humans interact with our physical environment changes from place to place. This chapter encourages students to understand the
physical processes that build and erode our planet. Landform, vegetation, and climate
regions all play a role in understanding the complex relationship between natural features
and the humans who inhabit these regions. We explore the various viewpoints of how
humans use, protect, and live in our natural environments, along with the species that live
in them.
Prior Learning
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• some knowledge and understanding of how natural environmental characteristics, such
as climate, geology, drainage, and vegetation, define the physical regions of Canada
• some understanding that people have different beliefs about the impact of human
actions on the natural environment and global system
• some knowledge of current events and news stories regarding local efforts to protect
natural spaces and species
Learning Goals
By the end of this chapter, students will
be able to
• explain how physical processes
formed Canada’s landscape
• explain how Canada can be divided
into natural regions
• analyse the interrelationships between
Canada’s physical characteristics and
human activities
• analyse ideas and beliefs about the
value of Canada’s natural environment
Geographic Thinking Concepts
• Interrelationships
• Geographic Perspective
Big Ideas
• Natural environmental characteristics,
such as climate, geology, drainage, and
vegetation, define Canada’s physical
regions.
• People have different beliefs about
the impact of human actions on
the natural environment and global
system.
Key Terms
bedrock
coniferous
deciduous
ecosystem
high pressure
low pressure
sustainable
tectonic
Timing
six 75-minute classes
Chapter 1: Physical Processes and Natural Systems • MHR TR–3
Specific Curriculum Expectations
Student Text Page
30, 49, 51
A1.2 select and organize relevant data and information on geographic issues from a variety of primary and
secondary sources
26, 37, 50, 51
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies,
and approaches appropriate for geographic inquiry
26–27, 30–34, 37,
39, 49–51
A1.5 use the concepts of geographic thinking when analysing and evaluating data and information, formulating
conclusions, and making judgements about geographic issues relating to Canada
25–27, 29, 30–33,
41, 43, 45, 48–51
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make judgements or predictions
about the issues they are investigating
25, 27, 43, 46, 49,
50, 51
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for
the audience and purpose
27, 41, 49, 50, 51
A1.8 use accepted forms of documentation to acknowledge different types of sources
51
A1.9 use appropriate terminology when communicating the results of their investigations
51
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A1.1 formulate different types of questions to guide investigations into issues in Canadian geography
24, 26–27, 32, 34,
37, 39, 39
A2.2 apply in everyday contexts skills and work habits developed through geographic investigation
18–51
A2.3 apply the concepts of geographic thinking when analyzing current events involving geographic issues
26–27, 29, 31–34,
41–42, 45, 48–49
B1.1 analyse environmental, economic, social, and/or political implications of different ideas and beliefs about
the value of Canada’s natural environment, and explain how these ideas/belief affect the use and protection of
Canada’s natural assets
37, 42–46, 48–49
B1.2 analyse interrelationships between Canada’s physical characteristics and various human activities that
they support
24, 27, 42–45
B1.3 assess environmental, economic, social, and/or political consequences for Canada of changes in some of
the Earth’s physical processes
25, 47, 48, 49
B1.4 explain how human activities can alter physical processes and contribute to occurrences of natural events
and phenomena
27, 41–42, 46–49
B1.5 analyse the risks that various physical processes and natural events, including disasters, present to
Canadian communities, and assess ways of responding to these risks
26, 27–28, 46–48
B2.1 analyse interrelationships between physical processes, phenomena, and events in Canada and their
interaction with global physical systems
26, 27, 28, 29, 32,
33, 34, 35, 36, 37,
38, 39, 40, 41, 46,
47, 48, 49
B2.2 describe patterns in the occurrence of a variety of natural phenomena and events in Canada
26–29, 33–34, 35,
36, 37, 38, 39, 40,
41
B3.1 explain how various characteristics of Canada’s natural environment can be used to divide the country into
different physical regions
24, 26–41
B3.2 explain how geological, hydrological, and climatic purposes formed and continue to shape Canada’s
landscape
24, 25, 26, 27, 28,
29, 30, 32, 33, 34,
35, 36, 37, 38, 39,
40, 41
Map and Globe Skills: extracts information from, analyses, and creates increasingly complex thematic maps
34
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A2.1 describe ways in which geographic investigation can help them develop skills, including spatial technology
skills and the essential skills in the Ontario Skills Passport
TR–4 MHR • Unit 1: Interactions With the Physical Environment
Resources
BLMs
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Blackline masters are in CONNECTSchool in both Microsoft Word and PDF formats.
• BLM G1: Map of Canada
• BLM G4: 3-circle Venn Diagram
• BLM G5: Question-building Matrix
• BLM G29: Writing a Paragraph
• BLM 1.1: Needs vs. Wants
• BLM 1.2: Case Study: Protecting the Niagara Escarpment
• BLM 1.3: Landform Regions
• BLM 1.4: Climate vs. Weather
• BLM 1.5: Factors Affecting Climate
• BLM 1.6: Climate Graph
• BLM 1.7: Vegetation Regions
• BLM 1.8: Links Between Climate, Soil, Vegetation, and Landforms
• BLM 1.9: BLM Answers Chapter 1
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Websites
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Links to these websites are in CONNECTSchool.
• Esri map: “Earth at Night”
• images from space of urban sprawl from CNN
• aerial photos of neighbourhoods from National Air Photo Library
• Google Earth: Show Historical Imagery feature with images of what was on land prior
to neighbourhoods being built
• local issue facing the community’s natural environment from Conservation Ontario
• local issue facing the community’s natural environment from Ontario Conservation
Authorities
• information about the Niagara Escarpment from the Niagara Escarpment Commission
• Age of Earth video showing Earth’s history
• Annenberg Learning interactive rock cycle activity
• location and strength of recent earthquakes from Natural Resources Canada: Earthquake
Activity in Canada
• types of glaciers and their formation from National Geographic
• Esri interactive map: “Elevation Profile of Landform Regions of Canada”
• monthly historical climate data from Environment Canada
• monthly historical climate data from The Weather Network
• Esri map: “Canada’s Soil Orders”
• examples of Aboriginal art from Canadian Museum of History
• species at risk from Committee on the Status of Endangered Wildlife In Canada
(COSEWIC)
• list of species at risk in various communities from Species at Risk in Ontario
• Esri interactive map: “The Parks Canada System”
• additional information about Canada’s parks from Parks Canada
• Crapshoot: The Gamble with Our Wastes video
• website for purchasing DVD of The Lorax (1972)
Chapter 1: Physical Processes and Natural Systems • MHR TR–5
Geography in Action provides many opportunities for the use of ArcGIS Online and
other Esri content in students’ inquiries. Detailed instructions for these student activities are in CONNECTSchool:
• Earthquakes, Volcanoes, and Plates, Oh My! activity (page 31)
• Exploring Canada’s Natural Vegetation activity (page 40)
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Descriptions of the following Esri content and how it can be used in students’ inquiries
are included in the relevant teaching activities:
• Explore images of Earth at night (page 24)
• Explore the interactive map “Elevation Profile of Landform Regions of Canada”
(pages 34–35)
• Explore a map of Canada’s soil orders (page 39)
• Explore the interactive map “The Parks Canada System” (page 49)
Looking Ahead to the Unit Inquiry Task
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Have students brainstorm a list of issues, based on the chapter content, that they think
relate to the Unit Question: How are the lives of Canadians influenced by their physical
environment? Have them identify how each of their issues relates to the Unit Question
and explain why each issue is of interest to them. Also ask students to think about how
they would begin to research information for each of their issues. Review students’ issues
and provide descriptive feedback to guide them as they work on the Unit 1 Inquiry Task.
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Teaching Strategies
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The following list summarizes the inquiries for this chapter. Each inquiry includes numbered teaching strategies. Note that not all teaching strategies need to be used for each
inquiry. Please select those that fit your classroom and your time availability.
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Inquiry: What factors contribute to physical diversity in
Canada? (pages 24–27)
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STRATEGY 1: Ask for volunteers to read aloud the Chapter Question (How effective are
strategies to protect Canada’s natural environment?) and the Inquiry Questions in the chapter opener. You may wish to record these questions on the board or on chart paper. Lead
students in a brief discussion about these questions, and encourage students to speculate
about the answers. Emphasize that at this point there are no wrong answers because the
Inquiry Process starts by asking questions you do not know the answer to. Ask students
how they would begin gathering evidence that could help them answer these questions.
STRATEGY 2: Ask students to examine Figure 1–1 in the chapter opener. Have them
divide a page in their notebook into four columns and label the columns as follows:
Economic, Political, Social, and Environmental Impacts. Have students answer the question “Why is it important to protect our natural environment?” You may want to have
students do a think/pair/share to answer the question.
Differentiated Instruction Students may wish to have a shared opportunity to record their
answers on the board, screen, or chart paper.
STRATEGY 3: Have students read the introduction paragraph on page 24. Have them do a
think/pair/share to brainstorm answers to the following questions:
TR–6 MHR • Unit 1: Interactions With the Physical Environment
• What natural spaces are there in your city or community? These could be natural environments that your families, friends, or even tourists enjoy recreationally, and may
include designated parks, trails, lakes, rivers, and so on.
• How are the land or water environments being used?
• What are the effects of human activity on the natural environment as a result of recreational and tourist uses?
Students may wish to work in groups of three or four and record their answers on chart
paper to share with the class.
Accommodation You may wish to provide students with your own prescribed list of natu-
ral spaces. These could include parks or trails in your community, or a list of national or
provincial parks in the area.
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Background Ecotourism allows a region to showcase its natural environments to tourists
from around the world. It protects the land, its plants, and its wildlife from other economic gains. It also allows everyone to share in the enjoyment of nature without destroying the landscape. Ecotourism should result in economic gain for the local people, and
allow profit to be put toward further protection and rehabilitation of natural species and
spaces.
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STRATEGY 4: Ask students to review Figure 1–2 (page 24). You may wish to direct students to the Esri website to explore the map “Earth at Night.” Then ask students to read
the A Systems Approach section independently, or ask a volunteer to read the section
aloud to the class. Using BLM G4: 3-circle Venn Diagram, have students brainstorm different types of natural systems and write them in the left-hand circle. Next, have students
brainstorm all the human systems used during the day to live, work, and play and write
them in the right-hand circle. Lastly, have students fill in the centre of the diagram with
ways in which the two environments interact. Students may wish to work individually or
in pairs.
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Accommodation You may wish to provide students with a word bank of natural systems
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and one for human systems. Students can then place these terms into the correct circles to
get started.
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STRATEGY 5: Have students read the section Human–Environment Interactions (page
24) as well as the definition for the key term sustainable. Provide students with a copy of
BLM 1.1: Needs vs. Wants. In the first column, have students brainstorm 10 items that
they want. In the second column, have students identify the basic necessities for survival
(food, water, shelter, and clothing). In the third column, have them record the natural
resources needed to provide them with their needs and wants (oil, electricity, iron, grain,
etc.). Students may wish to use a computer to complete their answers. Have students
complete the Reflect and Respond questions to consolidate their thinking.
Accommodation You may wish to provide students with images of various needs, wants,
and resources to glue into the table.
STRATEGY 6: Have students review the aerial photo of Brampton shown in Figure 1–3
on page 25. You may wish to locate historical aerial photographs of your school’s neighbourhood or suburb to compare. These can be requested through your municipal planning department, and they are also available through the National Air Photo Library.
Alternatively, view images of urban sprawl provided on the CNN website. This time lapse
series shows how urban growth has spread into our natural spaces and complements the
Brampton example in the Student Text. Have students comment on the changes in land
use over the years, and then discuss possible answers to the caption question as a class.
Ask students: What are the possible impacts of urban growth on people and the environment? How can we balance those impacts?
Chapter 1: Physical Processes and Natural Systems • MHR TR–7
Differentiated Instruction You may want to provide students with an opportunity to use
Google Earth and try the “Show Historical Imagery” feature to observe images to see
what was on the land prior to neighbourhoods being built.
STRATEGY 7: Once students have read the Thinking Geographically feature on page 25,
introduce them to the concept of Conservation Authorities and their local office. Have
students explore the website of either Conservation Ontario or their local authority and
discover a local issue facing the community’s natural environment. Distribute BLM G5:
Question-building Matrix. Have students create questions to ask a potential guest
speaker about the biggest issue facing the community’s local region. Once students have
completed BLM G5, have them share their questions and discuss which types of questions would be most useful and effective. Students may wish to invite a guest speaker
from the Conservation Authority to class to answer their questions.
Accommodation You may want to provide students with a local issue to narrow down their
research.
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Background Conservation Ontario has a network of 36 Conservation Authorities. They
are responsible for protecting water and natural resources in regional watersheds. They
form a partnership with the government, landowners, and businesses. They also provide
educational opportunities for local residents.
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STRATEGY 8: Lead a class discussion about the Inquiry Process in the context of the Case
Study (pages 26–27). Have students read the Inquiry Process boxes in the margins one at
a time and discuss each box. Then lead a discussion about the component of the Inquiry
Process that is not highlighted in the text. For Formulate Questions, ask: Is the question at the end of the first paragraph an effective inquiry question? What other types of
questions could you ask? Encourage students to make connections between the different
components of the Inquiry Process to emphasize that it is not a linear process.
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STRATEGY 9: Have students read the Case Study (pages 26–27) independently or in pairs.
As a class, discuss students’ initial thoughts and ideas about how effective the efforts have
been to protect the Niagara Escarpment. Distribute BLM 1.2: Case Study: Protecting
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the Niagara Escarpment. Ask: What other groups might have an interest in what happens in this area? Have students research the latest news about this region and complete
the blackline master. Using their findings, have a class discussion about whether students
believe the area is being protected adequately or whether additional measures should be
put in place.
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Inquiry: How do we determine Canada’s natural regions?
(pages 28–41)
Patterns
and Trends
STRATEGY 10: Ask students to read the Geologic Time section (page 28) and review
Figure 1–6, which shows the Geologic Time Scale. You may wish to have students view
the short video, “Age of Earth”, to help them understand Earth’s history. Ensure students
understand that the Cenozoic era, the era when humans emerged and developed, makes up
only a short part of Earth’s history. Have students create their own visual representation of
Earth’s history by measuring a 20-cm line, counting tiles in the hallway, counting bricks
on the classroom wall, or even counting squares of toilet paper. This will give them a good
visual representation of the age of Earth and the length of each era. Students may wish
to label each era, create a legend, and label some geological or biological events along
their timeline. Have a class discussion about the Patterns and Trends question on page 29.
Students should discuss how the regions in Canada formed millions of years ago, when
much of North America was covered with seas. Once the seas retreated, the remains of sea
creatures were left in mountain regions, which then became fossils.
TR–8 MHR • Unit 1: Interactions With the Physical Environment
Accommodation You may want to provide students with rulers, calculators, and tape to
help mark out distances.
Background Typically, the four eras make up the following percentages of Earth’s 4.6
billion year history: Precambrian (87.6%), Paleozoic (7.1%), Mesozoic (3.9%), and
Cenozoic (1.4%).
STRATEGY 11: Read The Rock Cycle (pages 30–31) aloud to the class and review Figure
1–7. You may wish to have students view the interactive activity on the Annenberg
Learning website to help students visualize the rock cycle. Ask volunteers to respond
aloud to the Interrelationships questions. Students should recognize that each type of rock
can change into one of the other two types of rocks in a never-ending cycle. Students may
wish to explore a rock kit if one is available at the school.
Interrelationships
Accommodation You may want to display the answers on a screen at the front of class so
students can review them as they are taken up in class.
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STRATEGY 12: Have students read Building Earth Up—Plate Tectonics (pages 31–32)
and Tearing Earth Down—Glaciation (pages 32–33) independently or in pairs. Have students draw a T-chart in their notebook and summarize the processes that either build Earth
up or tear it down. Students may wish to draw small images beside their points to clarify
meaning and provide a visual aid. As a class, discuss the concepts of plate tectonics
and glaciation, and the impacts they have on the landscape. Ask: Which processes have
most affected the area in which you live? You may wish to refer students to the Natural
Resources Canada website on earthquake activity in Canada to explore the location and
strength of recent earthquakes.
Accommodation You may want to read the section aloud with students and clarify any
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vocabulary.
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STRATEGY 13: Allow time in the computer lab for students to access CONNECTStudent
and create an ArcGIS interactive map showing earthquake data, volcanoes, and plate tectonics using the activity, Earthquakes, Volcanoes, and Plates, Oh My! Ask: What patterns
and relationships do you see? How are the locations of Earth’s plates related to the locations of volcanoes and earthquakes? Have students compare their interactive maps with
the map provided in Figure 1–8 on page 31. What are the similarities and differences
between the interactive map and the map in the text?
started.
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Accommodation You may want to provide students with an example to help them get
Background Earth’s outer layer, the crust, is very thin and fragile. This crust is broken into
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pieces called plates. The edges of these plates are called plate boundaries and are often
the source of major earthquakes rated five or higher on the Richter Scale, and even volcanic activity.
STRATEGY 14: As a class, discuss how plate tectonics explains how sediments from the
ocean floor ended up over 3000 metres above sea level in the Rocky Mountains. Have
students examine Figures 1–10, 1–11, and 1–12 on page 33. Ensure students understand
the differences between continental and alpine glaciers, and how each modifies the landscape in specific ways. You may wish to refer students to the National Geographic website
to learn more about the types of glaciers and their formation. Have students list three
Canadian cities that have been shaped by either continental or alpine glaciers. Have students work in groups of three or four to answer the questions in the figure captions. Ask
volunteers to respond aloud to the Spatial Significance question. Students should recognize that different parts of Canada were affected in different ways by the glaciers. For
example:
Spacial
Significance
Chapter 1: Physical Processes and Natural Systems • MHR TR–9
• Great Lakes–St. Lawrence Lowlands: glaciers deposited sand, silt, and gravel as they
retreated, creating flat plains and rolling hills
• Canadian Shield: compacted glaciers formed minerals in this area
• Hudson Bay and Arctic Lowlands: area was flooded when the glaciers retreated, resulting in poorly drained plains
Accommodation You may want to provide students with a corresponding Canadian map or
a prepared list of cities for students to choose from.
Differentiated Instruction Students may wish to research an online image to showcase the
glacial feature found in each of their cities. They can then share them with their peers, or
all the images can be gathered to create a class bulletin board.
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Patterns
and Trends
STRATEGY 15: Have students read Landform Regions (page 34) and review Figure 1–13
(pages 34–35). You may wish to have students explore the landform regions in Canada
and their elevation profile by exploring the Esri interactive map “Elevation Profile of
Landform Regions of Canada.” After discussing the different landform regions in Canada
and the features of each region, provide students with BLM 1.3: Landform Regions.
Have students provide a complete physical description, the geological history of the
region’s formation, and the natural resources found in the area to summarize the information in the Student Text. Students can use point form to fill in the chart. Answers are
available on BLM 1.9: BLM Answers Chapter 1. Students may wish to use BLM G1:
Map of Canada to complete a coloured map to correspond with their summary table.
Have students use think/pair/share to answer the Patterns and Trends question.
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Accommodation You may want to provide students with an opportunity to use computers
with Internet access to research the natural resources or other details they would like to
clarify.
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STRATEGY 16: Have students read Factors Affecting Climate Regions (page 36). As a
class, discuss the difference between weather and climate. Then provide students with
a copy of BLM 1.4: Climate vs. Weather. You may want to provide students with
an opportunity to work in pairs. Answers are available on BLM 1.9: BLM Answers
Chapter 1.
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Background When people ask “What is the weather like?” they want to know about the
temperature, precipitation, cloud cover, and wind for a specific plate at a particular time.
Weather can be difficult to predict because it is highly variable over a short period of time,
and changes from place to place.
STRATEGY 17: As a class, review the infographic outlining the factors that affect climate
on page 36. Ensure students understand how the various factors influence climate. Then
provide students with a copy of BLM 1.5: Factors Affecting Climate. You may want to
provide students with computers and Internet access. Students may wish to compare the
factors affecting the climate in their city to those that affect another Canadian city of their
choice. Have students discuss their ideas with peers or gather evidence through research
to determine how each climate factor affects the climate in their region.
Background Reliable weather and climate information can be found on Environment
Canada’s or The Weather Network’s website.
STRATEGY 18: Have students review Climate Regions and the map in Figure 1–13 on
page 37. Ask them to each pick a major city in one of the regions and research the most
recent climate data they can find. Students should collect the monthly mean temperatures,
as well as the monthly total precipitation amounts. Monthly historical data can be found
on either Environment Canada or The Weather Network’s website. Then provide students
with BLM 1.6: Climate Graph to complete. You may want to provide students with a
sample of a completed climate graph or model how to set up the axes for the graph.
TR–10 MHR • Unit 1: Interactions With the Physical Environment
Differentiated Instruction Students may wish to make connections between the temperature
and precipitation observations in the graph and the features of their climate region.
Background Climate graphs are a useful visual tool to analyse both temperature and precipitation in a region. Sample climate graphs are available on the Environment Canada
website.
STRATEGY 19: Have students read the Soils section on page 38 and explore Figure 1–15,
an infographic on the components of soil. Ensure students understand the definition of
each component and its role in the formation of a true soil. Have a class discussion about
what gardeners or farmers can do if there is a deficiency in a particular component in
their soil.
Accommodation Consider providing students with an opportunity to use a think/pair/share
strategy.
Differentiated Instruction Students may wish to research how Third World farmers enrich
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their soils.
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STRATEGY 20: Have students review Figure 1–16, Types of Soils in Canada (page 39).
Allow students time in the computer lab to explore the Esri map of Canada’s Soil Orders.
Then have students pick two soil regions and conduct research to determine how the climate in the area affects the soil.
Accommodation You may want to begin this activity by using two preselected cities, such
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as Yellowknife, Northwest Territories, and Toronto. Remind students that temperature and
precipitation are two climate impacts.
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Differentiated Instruction Students may wish to record their ideas in their notebook.
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STRATEGY 21: Allow time in the computer lab for students to access CONNECTSchool
and create an ArcGIS interactive map showing vegetation in Canada using the activity
Exploring Canada’s Natural Vegetation. Ask: What patterns and relationships do you see?
How are the locations of vegetation in Canada’s regions related to the types of soils in
Canada, as shown in Figure 1–17 on page 39 and the Esri map of Canada’s soil orders?
Have students compare their interactive maps with the map provided in Figure 1–18 on
page 40. What are the similarities and differences between the interactive map and the
map in the Student Text?
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Accommodation You may want to provide students with an example to help them get
started.
Interrelationships
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STRATEGY 22: Have students read the first paragraph of the Natural Vegetation section
(page 40) and review the map of Canadian vegetation regions in Figure 1–17 (pages
40–41). Then provide students with BLM 1.7: Vegetation Regions. Have students use
point form to summarize their reading by filling in the chart. Answers are available on
BLM 1.9: BLM Answers Chapter 1. Have students do a think/pair/share about the
Interrelationships question. Then ask volunteers to share their answers with the class.
Allow for brief discussion. Students should discuss how climate influences the formation
of soils, which then influence the types of vegetation that can grow in a region. You may
want to provide students with an example of how to fill in the first region to help them
get started.
Differentiated Instruction Students may wish to make connections from previous chapters
to fill in missing squares for climate or soil.
STRATEGY 23: Have students read the remaining text in this section on page 41. Then
have them consider Reflect and Respond question 2. Provide students with a copy of
BLM 1.8: Links Between Climate, Soil, Vegetation, and Landforms. Have students
Chapter 1: Physical Processes and Natural Systems • MHR TR–11
fill out links between the various natural characteristics studied in this chapter. You may
wish to have students work in pairs or small groups on this activity. Students may wish
to add a Human Activities box to BLM 1.8 to indicate further links between humans and
the natural environment.
Background An ecozone is an area of land that shares the same landforms, vegetation,
soil, and climate. When these factors interact, the result is a habitat for wildlife and an
area in which human activities are shaped.
Inquiry: Why is physical diversity important? (pages 42–43)
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STRATEGY 24: Have students read the introductory paragraph on page 42. As a class,
discuss the types of daily activities that can lead to unintended changes in natural systems
(e.g., washing chemicals down the drain, eating non-local food that has been transported
long distances). Then, brainstorm ways in which preserving physical diversity in Canada
is important for humans and for nature. You may want to provide students with an opportunity to use a think/pair/share for this discussion.
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Differentiated Instruction Students may wish to watch the documentary Crapshoot: The
Gamble with Our Wastes to understand the strain that our sewage system and freshwater
supplies are experiencing here in Canada and around the world.
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STRATEGY 25: Ask students to read the sections on Economic Importance, Social and
Cultural Importance, and Environmental Importance (pages 42–43). Have students divide
a page in their notebook into three columns and label them with these titles. Ask students
to practise summarizing the material as they read. This activity will also give them an
understanding of the value of our natural environment and resources. Have students think/
pair/share their responses to the Interrelationships question. Ask them to volunteer their
ideas; allow for discussion and debate.
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Interrelationships
Accommodation You may want to allow students to work in groups of three and divide up
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the three sections for summarizing. Each group member can become an expert on the
section and teach/support the other students in the group.
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STRATEGY 26: Have students read The Importance of Sustainability (page 43). Then
have students watch the original version of The Lorax by Dr. Seuss, which was part of a
television special shown in 1972. Ask students to observe how the natural resources were
managed in the film and what happened to the natural environment (air, water, and habitats). You may want to provide students with a graphic organizer, or write the headings on
the board, to help them organize their notes into two categories: Management of Natural
Resources and Impact on the Natural Environment.
Differentiated Instruction Students may wish to discuss the meanings and symbolism of the
words “Lorax,” “Once-ler,” and “Thneeds.”
STRATEGY 27: Have students examine Figure 1–20 on page 43. Ask students to reflect
and respond to the question in the caption by writing a paragraph on how they can personally live more sustainably. You may wish to have students use BLM G29: Writing
a Paragraph to guide their work. You may want to provide students with computers to
type their responses.
Differentiated Instruction Students may wish to research what local industries in their com-
munity are doing to be more sustainable.
Background Some of the most core concepts of sustainable living can be easily captured
in the phrase “Reduce, re-use, recycle.”
TR–12 MHR • Unit 1: Interactions With the Physical Environment
Inquiry: How well does Canada respect and protect its
natural environment? (pages 44–49)
Geographic
Perspective
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STRATEGY 28: Have students read An Aboriginal Perspective (pages 44–49) and examine
Figure 1–21. Aboriginal people believe that they belong to the land and see themselves
as one element of a fully integrated environment. This belonging is evident in all aspects
of Aboriginal life, including language, art, and other aspects of culture. Have students
explore the Canadian Museum of History website’s collection of First Peoples exhibitions
to see examples of Aboriginal art. Ask: How is the Aboriginal perspective on the environment displayed in their art? Have students create a piece of art to represent one of the
elements of environmental philosophy of the Walpole Island First Nation. For example,
students could create a drawing or painting, a collage, or a diarama. You may want to
display examples of Aboriginal artwork for inspiration. Have students review the list of
values that the Walpole Island First Nation focuses on. Then ask for volunteers to respond
to the Geographic Perspective question.
Differentiated Instruction Students may wish to invite a local Elder to show them the impor-
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tance of art and the environment in Aboriginal culture.
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STRATEGY 29: Have students read the Thinking Geographically feature on page 46 and
examine Figure 1–22. Ask students to role-play the views of the various interest groups
involved in this issue: oil company, politician, environmentalist, and local Aboriginal
group. Ask: With new possibilities of oil and gas extraction in the North, what are the
possible interactions, conflicts, and resolutions?
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Accommodation Consider allowing students to break into groups and gather their arguments prior to beginning the discussion.
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Differentiated Instruction Students may wish to explore further the natural resource extraction projects across Canada and any recent stories in the media.
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STRATEGY 30: Have students read the Species at Risk section (page 47). Tell students
that the Committee on the Status of Endangered Wildlife In Canada (COSEWIC) brings
together representatives from federal, provincial, and territorial government agencies
responsible for wildlife management, experts from the scientific community, and specialists with Aboriginal traditional knowledge to assess wildlife species. Ask: What kind of
expertise would each of these groups bring to the table about this issue? Ask students
to choose a species of interest on the COSEWIC website and then create a letter-sized
awareness poster for the species of their choice. You may want to provide students with
an opportunity to brainstorm as a class the basic elements of what should go on the poster.
Students may wish to use computers and graphic design software to create their poster.
STRATEGY 31: Have students read Loss of Natural Spaces (page 48). Ask them to think
about the implications for the loss of species (from page 47) and the loss of natural
spaces. Have students brainstorm which is more detrimental: loss of natural spaces or
loss of species. Have them consider political, economic, social, and environmental consequences of each loss. Have students use think/pair/share to explore their responses to
the Interrelationships question. Ask students to volunteer their ideas; allow for discussion
and debate.
Interrelationships
Accommodation You may want to provide students with an opportunity to work in pairs to
research these issues.
Differentiated Instruction Students may wish to share their ideas as a class.
Chapter 1: Physical Processes and Natural Systems • MHR TR–13
STRATEGY 32: Have students read Efforts to Protect Canada’s Physical Diversity
(page 48) and The Species at Risk Act (pages 48–49). Then have students research the
nearest wildlife or bird sanctuary in their community or region. Alternatively, have students investigate if there are any species at risk in their town, city, or local municipality
using the Species at Risk in Ontario website. Have students write a paragraph outlining
the efforts that are being made to protect a particular species. You may wish to have students use BLM G29: Writing a Paragraph to help them with this task. Have students
think/pair/share their responses to the Interrelationships question. Ask students to volunteer their ideas and allow for discussion and debate.
Interrelationships
Accommodation You may want to provide students with links to local and government
databases.
Differentiated Instruction Students may wish to research what strategies have been put in
place by their local government to protect these species.
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STRATEGY 33: Have students read The Role of Canada’s National Parks (page 49). You
may wish to have students explore the Esri interactive map “The Parks Canada System.”
Then ask students to choose one of Canada’s National Parks and formulate a series of
questions they would like to learn about the following:
• planning a trip to the park
• unique physical and natural characteristics of the park
• wildlife and habitat protection
• learning experiences and activities at the park
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CONNECTschool
Have students use BLM G5: Question-building Matrix to help them with this task.
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Accommodation Consider allowing students to work in pairs.
Differentiated Instruction Students may wish to share “one fun fact I learned today” to
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share the ideas and questions they have gathered.
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Background Parks Canada was the first national park service in the world and manages a
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system of over 40 national parks. The parks protect a diversity of natural regions across
the country. They are mandated to “maintain or restore ecological integrity, and to provide
Canadians with opportunities to discover and enjoy them.” The Parks Canada website
provides additional information about Canada’s parks.
TR–14 MHR • Unit 1: Interactions With the Physical Environment
Assessment
The following chart summarizes the opportunities in this chapter for assessment for/as/
of learning in the form of tasks and questions. Detailed descriptions of each task appear
in the Teaching Strategies list on pages 6–14. Specific answers to the questions appear on
pages 17–24 of this Teacher’s Resource.
Assessment
Opportunity
Timing
Achievement
Chart Category
Assessment
Type
Assessment
Tool
Resources
20 minutes
Communication
as
descriptive
feedback
BLM 1.1
Task: Case Study
(see Strategy 9)
26–27
30 minutes
Application
for
work check
BLM 1.2
Task: Landform regions
(see Strategy 15)
34–35
30 minutes
Thinking
of
work check
BLM 1.3
Task: Factors affecting
climate regions
(see Strategy 16)
36
15 minutes
Application
for
Task: Factors affecting
climate (see Strategy 17)
36
30 minutes
Communication
Task: Climate graph
(see Strategy 18)
37
75 minutes
Communication,
Application
40–41
30 minutes
Questions: Reflect &
Respond (see Strategy 23)
41
30 minutes
Question: Photo caption
(see Strategy 27)
43
15 minutes
Questions: Reflect &
Respond
43
Task: Piece of art
(see Strategy 28)
Task: Poster
(see Strategy 30)
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BLM 1.5
for
descriptive
feedback
BLM 1.6
Thinking
of
work check
BLM 1.7
Thinking
for
descriptive
feedback
BLM 1.8
Communication,
Application
as
work check
BLM G29
30 minutes
Thinking,
Application
for
work check
44–45
30 minutes
Application
for
work check
47
30 minutes
Thinking
for
work check
48–49
30 minutes
Thinking
as
work check
BLM G29
Task: Formulate questions
(see Strategy 33)
49
15 minutes
Thinking
as
work check
BLM G5
Questions: Reflect &
Respond
49
30 minutes
Thinking
for
work check
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Task: Write a paragraph
(see Strategy 32)
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descriptive
feedback
Task: Vegetation regions
(see Strategy 22)
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BLM 1.4
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work check
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Questions: Reflect and
Respond (see Strategy 5)
Student
Text
Pages
Chapter 1: Physical Processes and Natural Systems • MHR TR–15
Features
The following features are included to help students make personal connections and/or
deepen their understanding. You may use all or some of them, as classroom time allows.
Student
Text Page
Feature
25
Resources
Have students read the feature, or read it as a class. Lead a brief
discussion about the effect that growing populations have on the
surrounding area. Have students research the growth of their
community or one that is nearby. Ask: How much as the community
grown in the last 5 years? 10 years? 20 years? What are some
effects that you see on the environment as a result of this growth?
How have surrounding farming areas, parks, or other natural
landscapes been affected by the growth? Consider other fasteror slower-growing communities in the area or in other parts of
the province. What similarities and differences do they see? Help
students make connections between the growth of communities
and the resulting effect on the surrounding environment.
(see Strategies 6 and 7 above for additional ideas related to this
Thinking Geographically feature.)
National Air Photo
Library website
Have students read the Case Study independently or in pairs. Then
have a class discussion about the natural features that can be found
on the Escarpment. Ask: Why is it important to protect these
features? How effectively are we preserving these features? Then
have students create an 11 × 17 poster promoting a natural feature
that they think is important to protect on the Niagara Escarpment.
You may want to provide students with computers to create an
electronic poster using their technology and graphic design skills.
You may also want to have students create a slogan to go along
with their poster. (see Strategies 8 and 9 above for additional ideas
related to this Case Study.)
11 × 17 paper for
posters
CNN website
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Thinking
Geographically:
Interrelationships—
Accommodating
Growing Populations
Strategies for Classroom Use
coloured pencils
tape
28
Have the students read the GeoFact and consider whether they
think a new era should be added to the Geologic Time Scale. Ask:
When do you think this era should start? When did human activities
start having a significant impact on Earth’s ecosystems? There are
many comparisons of the age of Earth to a calendar year, and many
mathematical calculations. For example, evidence of humans has
only been around since 11:30 p.m. on December 31. An average
student’s life began at 11:59:59 on December 31. Ensure students
understand that their lives are a fraction of a second in comparison
to the age of Earth. Ask them to then consider the impact of
humans on the environment in the short time we have existed as a
species.
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GeoFact
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Case Study: Protecting
Ontario’s Niagara
Escarpment
markers
A Sense of Place: Why
there?
32
Show students a map from the Natural Resources Canada website
showing earthquake activity in the last 30 days. Ask: Why do you
think Canada’s West Coast experience the most tectonic activity?
Ensure students understand the connection between plate tectonics
and earthquakes, volcanoes, and the formation of mountains.
Map & Globe Skills
34
Have students read the information provided about thematic maps.
Have them review other thematic maps shown in this chapter and
in the rest of the Student Text. Provide students with a blank map
of Canada. Have students create their own thematic map on a topic
of their choice related to Chapter 1 (e.g., Canada’s national parks,
habitats of a particular species at risk).
TR–16 MHR • Unit 1: Interactions With the Physical Environment
BLM G1
Student
Text Page
Feature
Strategies for Classroom Use
Resources
Voices
44
Ask students to contemplate the quote. Have them write a short
journal reflection on what this quote means to them. Ask students
to rewrite the quote in their own words.
Thinking
Geographically:
Geographic
Perspective—Oil and
Gas in the Arctic
46
Once students have read the feature, lead a class discussion on the
effects that oil and gas exploration and extraction may have on
the environment. Encourage students to research and investigate
the views of the various stakeholders affected by oil and gas
development in this region. Have students create “strike posters”
listing their demands of or needs from the government on this
topic. Ask: Who should be responsible for making the final decision
on resource extraction in Canada? (see Strategy 29 above for
additional ideas related to this Thinking Geographically feature).
markers
Guiding Inquiry:
Formulate Questions
49
Have students consider the question “What else would you like to
know about Canada’s National Parks system?” Have students work
in small groups to create a series of questions they would want to
ask if they were planning a trip to a national park. Have students
write their questions on chart paper; then display them around the
room. As a class, discuss what questions are most effective and
useful. Ask: How are the questions from different groups similar
and different? (see Strategy 33 above for additional ideas related to
this feature.)
markers
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chart paper
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chart paper
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Possible Responses to Questions in the Student Text
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Page 24: Reflect and Respond
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1. What is the systems approach to studying Earth? How is it a useful tool for studying
geographic issues?
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The systems approach looks at our natural systems (air, water, land, etc.) not as just
individual elements, but rather as interconnected relationships. When studying a geographic issue, this tool helps us remember that if one element, such as land, is polluted or
destroyed, it affects other elements, such as wildlife.
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2. How have humans altered natural systems to meet their own needs? Use specific examples from your own community to support your answer.
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Possible responses may include: Humans have excavated underground for subway systems and transportation. They have cleared trees and moved rock to build roads and
houses. They have diverted streams to control flooding near homes.
Page 25: Thinking Geographically: Interrelationships—Accommodating Growing
Populations
1. Many cities in southern Ontario began as small farming communities. How does the
surrounding farmland support the growth of a major city like Brampton? How do cities
affect farmers and their land?
Surrounding farmland provides food for the local area through local farmers’ markets or
by supplying local grocery stores. Farmland provides opportunities for education as well:
maple syrup tapping, fruit picking, wagon rides, and so on. Unintentionally, farmland also
provides open, cleared spaces for housing developers to purchase as cities expand into
these farming communities. Cities have put demands and stress on farmers and their land.
Quiet farming roads have been turned into busy highways as people commute from home
to work. Industrial land encroaches on farmland and threatens water supplies.
Chapter 1: Physical Processes and Natural Systems • MHR TR–17
2. How could we change the way we design our cities to minimize our impact on the
environment?
Cities could be designed to promote urban intensification. That is, builders could be
encouraged to build high-density housing in the urban core rather than spreading farther
out and causing urban sprawl.
Pages 26–27: Case Study: Protecting Ontario’s Niagara Escarpment
1. What groups might have an interest in preserving the Niagara Escarpment? Provide
specific reasons for why this area is important.
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Possible responses may include:
• environmentalists – preservation of spaces and species
• all three levels of government – conservation areas, wetland management, flood management, and parks and recreational areas
• homeowners/cottagers – desire to preserve natural beauty, maintain quiet rural lifestyle,
avoid traffic congestion, pollution, and overcrowding
• farmers/vineyard operators – avoid pollution, pressures on land from developers
• tourist industry – ensure natural beauty, orchard and vineyards, quaint towns and villages, and wildlife that attract tourists are left untouched
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2. With a partner, brainstorm a list of reasons for protecting the natural environment of
the Niagara Escarpment. What criteria would you use to decide which of these points is
most important? Rank your points in order of importance, with 1 being most important.
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Possible responses may include: Reasons include natural beauty, parks and recreational
spaces, historical and Aboriginal sites, habitat for endangered species, unique plant and
animal life, and future economic development and exploitation. Rankings will relate to
personal ethics/values related to economic, political, social/cultural, and environmental
considerations.
Page 29: Patterns and Trends
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How does the Geologic Time Scale help us understand why fossils of sea creatures are
found in high mountain ranges?
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The Geologic Time Scale helps us understand this phenomenon because we know that at
some point there was a sea, full of aquatic life, at a lower elevation. Over time, the land
uplifted, the mountain range formed, the water drained away, and the sea creatures were
fossilized at the top.
Page 31: Interrelationships
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“One rock is the raw material for another.” How does this quote apply to the rock cycle?
Rocks can transform into other rocks under the right conditions. For example, either
metamorphic or sedimentary rock can form igneous rock once it has undergone the process of melting and cooling. By this same logic, sedimentary or igneous rock becomes
the raw material to form a metamorphic rock under conditions of high heat and pressure.
Page 32: Spatial Significance
The Canadian Rocky Mountains were initially formed from 55 million to 80 million years
ago. The rocks were deposited as sediments even earlier. How does the process of plate
tectonics explain how these sediments ended up over 3000 metres above sea level?
Earth’s outer layer (crust) is broken into pieces called plates. These plates are moving
and shifting. This movement often changes the shape of Earth’s outer crust. When two or
more plates uplift, mountains can form. Sediments on ocean floors can be then be lifted
up and end up at very high elevations.
TR–18 MHR • Unit 1: Interactions With the Physical Environment
Page 33: Spatial Significance
In what ways did the glaciers affect the area in which you live?
Possible responses may include: In Ontario, there are many regions where glaciers left
debris and sediments that then became landform features. For example, Peterborough is
well known for its drumlins. Around Ottawa, there are numerous sand and gravel pits left
behind by melting glaciers.
Page 34: Patterns and Trends
Geographers often refer to the Canadian Shield as “the foundation of Canada.” How is the
Canadian Shield similar to the foundation of a building?
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Foundations of buildings need to be solid and sturdy. The Canadian Shield was formed
from very solid, very old rock. Just like a foundation of a building, it is solid and sturdy
enough to support even human development (e.g., roads, railways). Also, the foundation
of a building is often the most time-consuming process in construction. Once the foundation is in place, the rest of the construction happens faster (e.g., walls, roof). Similarly, it
took a very long time to form the Canadian Shield; the rest of the formation (e.g., mountains, valleys, rivers) did not take as long.
Page 41: Interrelationships
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How are climate, soil, and natural vegetation related?
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Answers will vary. Students may begin by thinking in a linear fashion, such as saying that
warm climates with high precipitation will result in thick, lush vegetation and tall trees,
such as on Canada’s West Coast. Students may also realize that healthy, rich soil will not
only provide healthy vegetation, but also the vegetation itself will lose leaves and enrich
the soil in return.
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Page 41: Reflect and Respond
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1. “The interactions of the plates have shaped Canada’s landform regions in many ways.”
Support this statement with specific examples.
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Possible responses may include: When two plates with continental crust converge,
mountains often form. This supports the observation of mountainous regions such as the
Western Cordillera and the Appalachians.
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2. How would a change in climate conditions affect the soils and natural vegetation in an
area?
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Possible responses may include: Climate brings about changes in both temperature and
precipitation. For example, colder temperatures often result in thin, weak soils, and even
permafrost in extreme areas. Another example is that in regions with high precipitation,
nutrients and minerals are leached from the soil. These interactions of soil and climate
affect the vegetation in the area. Colder regions with weak soil often have small shrubs,
lichens, and mosses, but tree growth is limited. Warmer locations with high precipitation and rich soils support the growth of numerous large trees, as seen on Canada’s West
Coast.
Page 42: Interrelationships
How do you benefit, either directly or indirectly, from the natural environment?
Possible responses may include:
Direct benefits
• recreation (parks, skiing, camping, etc.)
• health (scenery, fresh air, etc.)
• access to drinking water, which is necessary to support life
Chapter 1: Physical Processes and Natural Systems • MHR TR–19
Indirect benefits include water used to grow crops, for manufacturing processes, and to
grow trees to use for furniture and paper.
Page 43: Reflect and Respond
1. Identify three examples showing how the natural environment is important to the economy of your local area.
Answers will vary. Ensure students consider common resource extraction in the region
(e.g., farming, fishing, mining, gravel pits). There are also ways that tourism can be
boosted in the local area by people enjoying the natural environment (canoeing, camping,
ziplining, etc.).
2. What is the most important thing you, as an individual, can do to respect and protect
the environment? Explain how your action will make a difference.
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Answers will vary. Ensure students provide an example that is concrete and relevant to
their situation. For example, they may consider their daily habits at school and home, such
as using both sides of their notepaper at school or buying fewer consumer electronics and
less clothing.
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Page 45: Geographic Perspective
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Which three values of the Walpole Island First Nation do you believe are most important?
Support your answer with specific reasons.
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Possible responses may include: One of the most important values is “respectful and
responsible use of natural resources.” The clothing and technology that we purchase were
all manufactured from renewable and/or non-renewable resources. If the resources are
extracted too quickly, extracted without care, or extracted in a way that endangers lives
(human, plant, and animal), then perhaps we are not in balance with nature.
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Page 46: Thinking Geographically: Geographic Perspective—Oil and Gas in the
Arctic
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1. How will the location of oil and gas deposits in the Arctic affect how the deposits are
extracted?
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Oil and gas extraction in the Arctic is complicated by factors such as the extreme climate
and lack of accessibility during winter months. Minerals may be located on land or deep
below the sea floor, adding further complications. Transporting equipment and people
into these areas, and products out of these areas, is also a consideration. There are political
treaties to uphold, natural environments to consider, and local peoples to consult.
2. Who would have an interest in oil and gas exploration in the Arctic? How might they
be affected by exploration and extraction processes? How would this influence their view
of development?
Possible responses may include:
• Aboriginal and local communities may lose local hunting and fishing land; may be concerned about contamination of soil, water, or air; may want to be involved or be offered
employment if the project is approved.
• The government and extraction companies may be affected by the revenue that results
from the extraction; will be affected by the consequences should an environmental
disaster occur (e.g., destruction of the environment, lawsuits from affected parties).
• Environmentalists may be affected by their failure to stop the development from
happening.
Page 48: Interrelationships
How could the extinction of species affect Canadians, both today and in the future?
TR–20 MHR • Unit 1: Interactions With the Physical Environment
The extinction of species is usually an indication that there is a crisis in our natural environment. Extinctions could affect our lives today because they may indicate that something is wrong with the same air, water, or soil that we share with the newly extinct
species. This may put our own lives or health at risk. Extinctions could affect Canadians’
lives in the future because there are many known and possibly many undiscovered species
that hold value to us (for medicines, as pollinators, etc.). If we lose these species, we lose
the benefits that they do and could provide to us.
Page 49: Interrelationships
Given the damage we are currently doing to the planet, should humans be put on the
SARA list? Explain your answer.
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Possible responses may include: Humans should not be placed on the SARA list. The
human population, at 7 billion people, is not at risk of dwindling out. It can be argued
that we are a species of high intelligence. We may have put our own homes, lives, and
environment at risk, but perhaps it is the human species that should be able to respond to
(or even solve) these problems.
Page 49: Reflect and Respond
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1. Consider the definitions of sustainability and ecological integrity. How are these concepts similar and how are they different? Give specific examples to explain your answer.
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Possible responses may include: These concepts are similar because both definitions
imply a sense of time—we need to allow a natural feature or process to continue. For
example, Parks Canada wants to ensure that the whole ecosystem is healthy and stable
into the future. The difference between them is that sustainability brings in a human element. We are trying to balance our needs and wants with those of our natural environment.
Ecological integrity is a balance between elements of the natural environment.
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2. Which scenario addresses the best way to protect species at risk: protecting individual
species or preserving ecosystems and habitats? Explain your answer with supporting
details.
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Possible answers may include: Protecting individual species allows humans to understand
why that species is at risk, and may save other elements in an ecosystem. Individual
species are indicators of whether something is being compromised in their habitat and
environment. By protecting habitats, the greater good of all elements, habitats, and its
inhabitants are protected as a whole. This could secure the health of all species involved.
3. A town council proposes closing a popular beach in the community to protect wildlife
and vegetation of special concern. What could the council do to ensure that all voices are
heard and given equal consideration before a final decision is made?
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Answers will vary. Ensure students provide a consideration of all possible stakeholders,
such as the town council itself, local residents, and conservation authorities. Possible
ways to ensure all voices are heard include administering surveys and holding town hall
meetings.
Pages 50 and 51: Chapter 1 Review
1. Explain how the process of erosion is an example of an interaction between Earth’s
systems.
Running water, ice, and wind work together to break down and transport particles of rock
and soil materials. This process can affect people.
2. How is your lifestyle dependent on Earth’s natural systems?
Possible responses may include: I rely on natural systems to meet my basic human needs.
For example, I need fresh water, food, shelter, air, and other resources to survive.
Chapter 1: Physical Processes and Natural Systems • MHR TR–21
3. How does protecting natural spaces also protect species?
Possible responses may include: By protecting natural spaces, we also protect the habitat
for species, including their food sources, shelters, breeding grounds, and so on.
4. List three reasons why physical diversity is important in Canada. Which do you think
is the most important reason? Explain why.
Possible responses may include: Three reasons are
• economic – resources for manufacturing and trade, employment, and tourism and
recreation
• social and cultural – inspirational, educational, cultural heritage, and spiritual and
religious
• environmental – habitat, water, genetic diversity, complex food webs
Rankings will relate to personal ethics/values related to economic, political, social/cultural, and environmental considerations.
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5. Examine Figure 1–8 on page 31. How does the theory of plate tectonics explain why
British Columbia receives more earthquake activity than Newfoundland and Labrador?
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British Columbia’s West Coast lies along a subduction zone where the Pacific and Juan de
Fuca plates are moving under the North American plate. When these plates catch, pressure
is released and earthquakes occur. Newfoundland, on Canada’s East Coast, is far from the
plate boundaries. The nearest plate boundary—where the North American and Eurasian
plates are spreading apart—does not produce significant earthquake activity.
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6. Conduct research to determine which species of plants and animals are at risk in the
area where you live. How have human activities contributed to their at-risk label?
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Species will vary by the region in which students live. Human activities that could have
an impact include urban development, pollution, mining, logging, agriculture, habitat
fragmentation, introduced species, and overuse of protected areas.
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7. Consider the following statement: “Economy and environment are the same thing.
That is the rule of nature” (Mollie Beattie). Do you agree or disagree with this statement?
Provide reasons to support your ideas.
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The focus of the statement here is the idea of sustainability, or the need to use renewable
resources at a rate that allows them to replenish themselves, and non-renewable at a rate
that ensures we can meet the needs of future. Since Canada’s economy relies so heavily
on natural resources, economy and environment are intertwined.
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8. Should the federal government be allowed to establish a protected area wherever it
wants? Defend your answer.
Answers will vary depending on students’ views of individual property rights and community rights versus broader societal goals for the protection of species and spaces.
9. Create a poster explaining to Canadians the importance of physical diversity. Write a
slogan for the poster.
Answers will vary. Ensure posters include information related to
• the economic importance of resources for manufacturing and trade, employment, tourism, and recreation
• the social and cultural importance related to the inspirational, educational, cultural heritage, and spiritual and religious benefits of physical diversity
• the environmental importance of natural spaces as habitat, sources of fresh water, maintaining genetic diversity, and supporting complex food webs
10. How might changes in climate affect tourism in Canada?
Warming temperatures will shorten the season for or eliminate skiing, snowboarding, and
other outdoor winter activities. Warming temperatures could improve the length of time
TR–22 MHR • Unit 1: Interactions With the Physical Environment
for beach and summer activities such as golf, tennis, swimming, canoeing, and so on.
Cooling temperatures could have the opposite effect.
11. What obligations, if any, do you have to protect the environment for future generations? Discuss your views with a partner.
Possible responses may include: We have a responsibility to protect the environment for
future generations so that we can preserve resources for future generations (sustainability). Many Aboriginal groups focus on the seven generations responsibility, where our
actions should be considered in terms of how they will affect seven generations to come.
12. In what ways would modifying your consumption habits help to protect wild species
and natural spaces?
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Possible responses may include: Modifying my consumption of resources would preserve farmland, forests, fish, water, and food resources, and limit urban sprawl. Reducing
my use of water would help protect our future water supplies. Eating locally grown
food would reduce the production of greenhouse gases, which would help preserve the
environment.
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13. A letter to the editor of your local newspaper states, “If communities need the Niagara
Escarpment for building materials or space to develop, the provincial government has no
right to interfere.” Do you agree or disagree? Write a response providing specific evidence
to support your position.
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Answers will vary depending on students’ views on individual property rights and community rights versus broader societal goals for the protection of species and spaces.
Students may argue in favour of the economic need for the availability of industrial
aggregates, space for housing, and expansion of urban boundaries. Students may take the
opposing view and argue for the need to preserve the natural environment, existing parks
and recreational spaces, significant historical and Aboriginal sites, habitats for endangered species, and unique plant and animal life.
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14. Describe the climate in your region. List three factors that affect the climate of your
area.
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Answers will vary depending on students’ specific region. Ensure students include the
relevant “LOWER near water” factors examined in the chapter.
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15. Identify five threats to biodiversity discussed in this chapter. In what ways is biodiversity important?
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Possible responses may include: Threats to biodiversity include
• disruption of complex food webs
• contamination of fresh water
• loss of habitat related to urban development, pollution, mining, logging, agriculture
• introduced species
• overuse of protected areas
16. Mahatma Gandhi once said, “The future depends on what we do in the present.”
Discuss how this quote relates to the concept of environmental protection.
The quote stresses the importance of acting now. Environmental damage, such as ozone
depletion, climate change, and habitat destruction, will take years to reverse.
17. How have humans affected the natural vegetation in the area in which you live? Give
three examples.
Answers will vary depending on students’ specific region. Negative effects could include
urban development, drainage of wetlands, logging, and strip mining. Positive effects
could be the establishment of parks, conservation areas, and nature reserves; replanting;
and so on.
Chapter 1: Physical Processes and Natural Systems • MHR TR–23
18. Are there any protected areas in your local community? If so, give examples, and
explain why they were designated for protection. If not, then explain why that might be.
Answers will vary depending on students’ specific community. Examples of protected
areas include parks, nature reserves, wetlands, and conservation areas. Reasons could
include recreational areas, flood-plain management, habitat preservation, and individual
or collective efforts to preserve spaces and species. If a community does not have any
protected areas, it may be because the area is already developed for urban growth or for
resource extraction such as logging, agriculture, or mining.
19. Examine the data in the circle graph in Figure 1–25. What reasons can you think of to
explain the pattern that emerges?
Plants represent one third of the species at risk. Clearing of land areas, building waterways, and pollution have major impacts on plants. Loss of plants then means the foods
and habitats for other species are destroyed.
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20. If you could live in any one of Canada’s landform regions, which one would you
choose? Give specific details to support your choice. Present your answer in a well-written paragraph.
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Answers will vary. Criteria may include preferences related to
• climate
• rural vs. urban living
• access to specific activities and amenities such as malls or post-secondary institutions
• nearness to family
• outdoor recreational activities that depend on the natural environment, such as hiking,
canoeing, camping, bird-watching, skiing, snowboarding, hunting, and fishing
• pursuing photography and other hobbies
TR–24 MHR • Unit 1: Interactions With the Physical Environment