ACTIVITY 11: CANADA’S ECOZONES
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Activity 11: Canada’s Ecozones
Wish You Were Here
Our Earth is a very complicated place. There are gazillions of things to learn
about it. Geographers certainly think so, and so do ecologists. Ecologists and
geographers both study how different aspects of our world interact.
Geographers study the patterns and distributions of the living (e.g., people,
plants, and animals) and non-living (e.g., rocks and water) parts of the Earth.
They are especially interested in the interrelationships among people, other
organisms, and their environments in different places.
Ecologists, on the other hand, focus their studies on the interactions of
living things with one another and with the non-living parts of the natural
environment. Ecologists tend to focus on how individual species of plants and
animals are interrelated and on the structure of ecosystems.
Both geographers and ecologists study ecosystems.
Part 1: Ecozones—The Ultimate Geography
Geographers and ecologists gather a great deal of data through their research.
To make sense of all this data, they organize it in various ways. Using one
strategy, they divide the Earth up into areas of land called regions. Regions
contain things that are similar, both living and non-living. Each region is quite
distinct and different from neighbouring regions. There are political regions,
climatic regions, even cultural regions.
Canadian geographers and ecologists wanted a new kind of region, one that
would help them in their desire to consider the links among all aspects of
nature, including landforms, climate, vegetation, wildlife, and people. So they
invented ecozones, a new kind of region. That is why the system of ecozones is
an important framework to help you learn about what your home is like.
Understanding ecozones will help you use the Earth’s resources wisely and
protect them so there will be some left for your grandchildren. The government
of Canada published the first map of ecozones in 1986.
Canada is huge—it is the country with the second largest land area in the
world—so it seems natural that the areas within it will vary quite a bit. It is
blessed with a lot of diversity (great variety). Ecozones help us learn about the
nature and diversity of our country.
1.
a)
To have your own reference map to keep handy throughout this
activity and to help you better understand ecozones, label Canada’s
15 terrestrial (land-based) and 5 marine (ocean-based) ecozones on
Outline Map 10: Canadian Ecozones. You’ll find a map of terrestrial
ecozones on Atlas page 26. The marine ecozones can be found at a
Web site such as <www.ec.gc.ca/soer-ree/English/Vignettes/Marine/
marine.cfm>. You may wish to use light shading or lines in different
colours to make the ecozones easier to tell apart.
Copyright © Oxford University Press Canada 2009.
ACTIVITY 11: CANADA’S ECOZONES
b)
c)
2.
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Ecozones vary quite a lot in shape and size. Which ecozone is the
largest? Identify the six provinces that share parts of it.
The Hudson Plains is the world’s largest wetland area. Why are
wetlands so important? Investigate the answer to this question by
conducting research in order to make a list of six essential services
that wetlands provide. You may want to look at a biology, ecology, or
physical geography textbook; an encyclopedia; or various Web sites to
find the answer.
Create your own definition for the term “ecosystem.” To aid them in their
study of the Earth, Canadian geographers and ecologists have further
subdivided the ecozones of Canada into smaller, more specific regions.
Here is the breakdown:
Type of Terrestrial Zone
Number in Canada
Description
Ecozone
15
large, very generalized ecological units
Ecoprovince
53
a subdivision of an ecozone, characterized by
major similarities
Ecoregion
194
a subdivision of an ecoprovince, characterized
by distinctive regional factors
Ecodistrict
1021
a subdivision of an ecoregion, characterized by
specific, distinctive characteristics
3.
Follow these instructions to find out what ecozone, ecoprovince, ecoregion,
and ecodistrict you live in by using the interactive map at Agriculture and
Agri-Food Canada:
<http://wms1.agr.gc.ca/cgi-bin/mapeco2?mode=browse&layer=ecozones>
•
On the View by province pull-down menu at the top right, select the
province or territory that you live in.
•
Now click On beside More Options at the top right. Six new tabs will
appear in the dialogue box below it. Choose Layers and click the
checkbox beside all seven of the available options. Click Update Map.
•
Use the Zoom In tool to find your community or a community close by.
•
From the Tools menu along the left-hand side, select Identify All. Then
click directly over your community on the map. A box will pop up on
the right showing your ecozone, ecodistrict, ecoregion, and
ecoprovince.
4.
a)
Using the map on Atlas page 26, identify five ecozones that can be
found in British Columbia.
b)
Refer to the physical map of British Columbia on Atlas pages 42–43.
Also look at the Natural Vegetation map on Atlas page 20. Suggest a
reason why some people have compared the variation within British
Columbia’s ecozones to the pattern in a layer cake.
Copyright © Oxford University Press Canada 2009.
ACTIVITY 11: CANADA’S ECOZONES
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Let’s consider the opposite extreme. How do ecozones fit in with ecosystems in
the rest of the world? Ecozones are medium-sized ecosystems that fit into a
worldwide system of ecosystems known as biomes. Biomes show the
distribution patterns of similar species of living things at the scale of the whole
globe. A biome is like a huge ecosystem with similar characteristics throughout
the whole area, such as desert or tropical rain forest. One biome can be
scattered across several continents. The plants and animals live in their biome
(their natural habitat) because they have adapted well to the climate, amount
of water, and type of rock and soil found there.
5.
Study the World map of natural-vegetation-based ecosystems (biomes) on
Atlas pages 132–133. Look at the legend and familiarize yourself with the
different types of ecosystems shown on the map. You’ll notice by looking at
this map that we humans have no choice but to live within the natural
habitat provided by these broad geographical and ecological regions on the
Earth’s surface.
a) Look at the legend for the map. What factor determines the name that
is given to each biome?
b) Focus on Canada. Describe the four major types of ecosystems, or
biomes, that are found in Canada. Gather the information from the
legend and from the photographs.
c) Which type of biome is found where you live?
d) Which characteristics of the natural and human world are not shown
on the map or in the photographs on Atlas pages 132–133?
e) Compare the natural vegetation regions across Canada to the ecozones
of Canada as shown on your ecozones reference map or on Atlas page
26. Explain the differences between the two types of regions.
f)
Sometimes the information you get from a map is not really the same
as what you see on the ground. If you were to fly over a natural
vegetation region, or ecosystem, you might not see much of the
natural vegetation. Explain why this is the case.
6.
Explain how using ecozones is a good way to learn about the Earth and
how it works.
7.
Study the cross-section profile diagram of Canada on Student Worksheet
11.1: A Slice of Canada at 49 00N. Just like we slice a piece of bread, a
cut has been made along a line drawn right across the physical map of
Canada at 49 00N latitude. This profile helps show some of the differences
in landforms and how high above sea level they are.
Refer to your map of Canada’s ecozones and label the ecozones along
49 00N in their correct location on the cross-section of Canada.
Copyright © Oxford University Press Canada 2009.
ACTIVITY 11: CANADA’S ECOZONES
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Part 2: Investigating an Ecozone
Canada has an astounding diversity in its ecozone mosaic of distinct
landscapes and seascapes. Think of an ecozone as a big file folder that contains
all kinds of information about that particular corner of the world and how the
living and non-living things within it are connected to one another. Each
ecozone offers different opportunities and challenges for the people who live in
it. Changes in one element of an ecozone will affect the others. Consider how a
rise in temperature because of global warming caused by people burning fossil
fuels would affect the growth of plants or agricultural crops. Consider how
extensive farming of an ecozone would affect the ability of wildlife to find their
natural food. In this part of the activity, you will investigate and explore one of
Canada’s ecozones.
The Canadian Association of Geographers would like to encourage young
people such as you to become accomplished geographers. Let’s imagine that
they’re holding a contest, open to all Canadian high-school students, to create
the best presentation of the interconnections between the human and natural
systems of any one Canadian ecozone. To add a little excitement, they’re
offering a prize: an all-expenses-paid tour of an ecozone! So, let’s get started.
8.
Identify one ecozone that you would like to visit.
a)
What image does the name of your ecozone bring to mind?
b)
Investigate to find out why this image comes to mind, and to revise it
if necessary. Use the following Atlas maps to gather information about
the natural and human characteristics of your ecozone. Record the
information about the topics identified on Student Worksheet 11.2:
Exploring an Ecozone.
Natural systems:
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landform regions: Atlas page 15
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glacial effect on landforms: Atlas page 14
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characteristics of climate: Atlas pages 18–19
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characteristics of natural vegetation: Atlas page 20
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characteristics of soils: Atlas page 22
Opportunities:
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fishing: Atlas page 21
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water resources and drainage basin: Atlas page 30
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forestry: Atlas page 20
•
agriculture: Atlas page 23
•
minerals: Atlas pages 28–29
Copyright © Oxford University Press Canada 2009.
ACTIVITY 11: CANADA’S ECOZONES
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Human impact:
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population distribution: Atlas page 36
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population density of ecozones: chart on Atlas page 26
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towns and cities: Atlas page 36
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protected lands and endangered species: Atlas pages 26–27
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environmental issues: Atlas pages 130–131
9.
To complete your presentation, you need to illustrate how people and their
activities are interconnected with natural systems within your chosen
ecozone. Design an interconnections chart or some other form of graphic
organizer to accomplish this. Use the information you gathered in
Question 8 on Student Worksheet 11.2: Exploring an Ecozone to make
judgments about how things are interconnected.
Include at least two examples for each of the following:
•
the key opportunities that the natural features of the ecozone provide
for people
•
the significant challenges that your ecozone presents for people
•
the impact that people have had on the ecozone
Copyright © Oxford University Press Canada 2009.
ACTIVITY 11: CANADA’S ECOZONES
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Part 3: Postcard Perfect!
Guess what—you won! The Canadian Association of Geographers has awarded
you with an all-expenses-paid trip to tour the ecozone that you would most like
to visit.
You have learned that ecozones are really the ultimate geography—a way to
study the unique combination of living and non-living things within a region.
Ecozones are also places of natural beauty and diversity. In this part of the
activity, you’ll tell your friends back home all about the ecozone you’re visiting
by making and sending them a postcard.
10. Using a piece of cardboard or a blank piece of paper, create a postcard
showing and describing the ecozone you’re touring. Address it to a friend
or family member. Be creative, both in the image you create for the front
and the text you write on the back. You may be flying in a small plane over
the ecozone, standing by a significant natural feature, hiking along the
Trans-Canada Trail, cycling through the towns and back roads, heading
out on horseback into mountain country, or paddling through Arctic
waters in an umiak (traditional skin boat).
a)
The front of the postcard should feature an illustration, photograph,
sketch map, diagram, or collage that shows what you see as the
distinct image of your ecozone.
Include the following in your visual:
•
at least one important human characteristic
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two important natural characteristics
•
effective use of colour and symbols
b)
On the back of your postcard, write a brief letter to describe what you
have seen on your trip. In your description accomplish the following:
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Write three paragraphs in correct paragraph form.
•
Explain your method of travel.
•
Describe some features of the landscape as you travel through
the region.
•
Identify what is unique about the ecozone.
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Explain what opportunities the ecozone provides for people.
•
Comment about the challenges that the ecozone presents.
•
Describe what surprised you most while travelling through the
ecozone.
•
Explain what aspect of your trip was the most fun.
•
Make your postcard personal. In other words, give a little of
yourself, and try to make a connection with the person to whom
you are writing.
Copyright © Oxford University Press Canada 2009.
A Slice of Canada at 49 00N
STUDENT WORKSHEET 11.1
Copyright © Oxford University Press Canada 2009.
Exploring an Ecozone
STUDENT WORKSHEET 11.2
Copyright © Oxford University Press Canada 2009.
Interconnections within the Prairie Ecozone
STUDENT WORKSHEET 11.3
Copyright © Oxford University Press Canada 2009.
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Outline Map 10: Canadian Ecozones
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Copyright © Oxford University Press Canada 2009.
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