Avatimik Kamattiarniq: Arctic Ecology and Environmental Stewardship

By Jordan Hoffman

This unique resource explores the unique environment of the Arctic, as well as the traditional Inuit value of environmental stewardship. Avatimik Kamattiarniq: Arctic Ecology and Environmental Stewardship introduces and explores the subject of ecology and environmental issues from a Northern perspective. Ecological concepts such as trophic levels, symbiosis, population dynamics, biomes, and more are explained using Arctic examples. Throughout this text, Arctic case studies are presented to reinforce the concepts and issues discussed. This text combines the experience of field ecologists, Nunavut Arctic College faculty, and Northern science educators to create a culturally relevant publication focused on the Arctic environment and Northern issues. Avatimik Kamattiarniq: Arctic Ecology and Environmental Stewardship supports the teaching of ecological studies, environmental issues, science, and critical thinking skills.

• Language: English
• Publisher: Nunavut Arctic College
• Release date: Sep 5, 2023
• ISBN: 9781897568866

Jordan Hoffman

Jordan Hoffman is a marine mammal biologist based in Iqaluit, Nunavut. His work has focused on multiple species of dolphins and whales in Hong Kong, Malaysia, Taiwan, and Australia before taking a position in Nunavut. He has a background studying how marine mammals interact with their environment and their communication patterns.

Book preview

Cover: Avatimik Kamattiarniq: Arctic Ecology and Environmental Stewardship by Jordan Hoffman.

A photograph of a blue sky with a few clouds. At the bottom of the frame are the tops of mountains with clouds above them. The mountains appear blue.

A photograph of the head and upper body of a snowy owl. It is mostly white, with black spots on its wings and the top of its head. Its eyes are yellow, and its beak is open.

A photograph of four yellow mountain aven flowers. They are on long stems, and each has about six petals. The blurry background is brown at the bottom and blue at the top.

A photograph of an Inuit man bending forward. He is wearing a parka, pants, and boots made of grey animal skin and fur. He is standing on snow, holding a stick, and there is a tool beside him.

A photograph of a seal laying on its side on the snow. It is holding its head up, and holding its front flippers against its body. It is light-grey, with a yellowish nose. It has long whiskers.

A photograph of two polar bears on snow. One is sitting and holding a paw to its snout, and the other is standing. In front of them is a pile of animal organs.

A photograph of two polar bears fighting. They are both standing on their hind legs, and one is touching the others shoulder with its paw. They are standing on snow.

Avatimik Kamattiarniq

Arctic Ecology and Environmental Stewardship

Logo: Innarnut Ilinniarniq, Nunavut Arctic College Media.

Logo: Nunavut Arctic College media

Published by Nunavut Arctic College

www.nacmedia.ca

978-1-897568-48-4

Design and layout copyright © 2016 by Nunavut Arctic College

Text copyright © 2016 by Nunavut Arctic College

The working group consisted of the following organizations and individuals:

Nunavut Arctic College

Dan Page

Lynette Thomas

Joo Hyun (Veronica) Jung

Inhabit Education Inc.

Danny Christopher

Jordan Hoffman

Laura Edlund

Amanda Sandland

Neil Christopher

Matthew Hoffman

Dana Hopkins

Louise Flaherty

Sarah Young

Nina Hoeschele

With thanks to the following science reviewers:

Pascale Baillargeon

Christina Clow

Julia Landry

All rights reserved. The use of any part of this publication reproduced, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, or stored in a retrievable system, without written consent of the publisher, is an infringement of copyright law.

For additional credit information, see pages 260–261.

We acknowledge the support of the Canadian Northern Economic Development Agency (CanNor) and the Government of Canada.

Printed in Canada

Logo: Inhabit Education

Developed and designed by Inhabit Education Inc.

www.inhabiteducation.com

Explanation of Logo

Logo: Innarnut Ilinniarniq

The Innarnut Ilinniarniq logo is inspired by the ingenuity and creativity of a traditional fishing lure crafted by respected Elder Mariano Aupilaarjuk for use in his teachings. According to Aupilaarjuk, the lure draws fish to the fisherman in a way they would not be drawn on their own. He notes that our great ancestors were the inventors of the lure, which became a survival tool with which they could feed their families. This fishing lure is important, both as a tool and as a symbol, because it brought many fish to those who may have otherwise gone hungry.

Widely recognized and honoured for his wisdom and teachings of traditional knowledge, Aupilaarjuk provides inspiration to adult learners: We have to begin thinking about where Inuit have come from and where we are going to go in the future…we have to start reviving ourselves again.

(Perspectives in Traditional Law, pages 34–35)

Avatimik Kamattiarniq

Arctic Ecology and Environmental Stewardship

Author

Jordan Hoffman

Contributing Authors and Consultants

Neil Christopher

Pascale Baillargeon

Christina Clow

Julia Landry

Sarah Young

Laura Edlund

Logo: Innarnut Ilinniarniq, Nunavut Arctic College Media.

Contents

Introduction: How to Use This Book

1Ecology: The Study of Relationships in Nature

1.1 What Is Ecology?

Why It Matters: Case Study: Sheila Watt-Cloutier and David Miller: The Right to Be Cold

1.2 Our Earth Is Alive

1.3 The Water Cycle and Closed Systems

1.4 The Carbon/Oxygen Cycle

1.5 Abiotic and Biotic Components of Ecosystems

Chapter Summary

Chapter Review Questions

Chapter Activities

1. Biotic and Abiotic Characteristics of an Environment

2. Tundra Ecosystem

Concluding Activity

A photograph of two snowmobiles, each pulling people in qamutiik sleds. The sleds are made of open-topped plywood boxes on top of long runners. There are mountains in the background.

2Energy Flow and Food Webs

2.1 The Sun’s Energy and Photosynthesis

2.2 Producers and Consumers

2.3 Energy Flow, Food Chains, and Food Webs

Why It Matters: Case Study: Biomagnification in the Arctic

2.4 Laws of Thermodynamics

Chapter Summary

Chapter Review Questions

Chapter Activities

1. Investigating Food Chains

2. Investigating Food Webs

Concluding Activity

A photograph of a polar bear pulling itself out of the water. In the foreground are three seagulls standing around the carcass of an animal. There is snow in the foreground and water in the background.

3Interactions among Organisms

3.1 Ecological Niches

3.2 Competition

3.3 Predation and Herbivory

Why It Matters: Case Study: Lords of the Arctic

3.4 Symbiosis

Chapter Summary

Chapter Review Questions

Chapter Activities

1. An Arctic Ecosystem

2. Exploring Symbiosis

Concluding Activity

A photograph of an Arctic fox on the left, and an Arctic wolf on the right. Both are on snow, and have white fur and long, thick tails. The wolf is larger.

4Populations

4.1 Populations and Communities

Why It Matters: Case Study: Declining Caribou Populations in Canada’s North

4.2 Distribution Patterns

4.3 Population Dynamics and Growth

4.4 Population Regulation

4.5 Population Histograms and Population Cycles

Chapter Summary

Chapter Review Questions

Chapter Activities

1. Communities and Ecosystems

2. Density Dependent and Density Independent Factors

Concluding Activity

A photograph of six snow geese flying. The top three are white with black at the tips of their wings. The bottom three are white and grey with black at the tips of their wings.

5Biomes

5.1 What Makes a Biome?

5.2 The Tundra Biome

5.3 The Boreal Forest Biome

5.4 The Temperate Deciduous Forest Biome

5.5 The Grassland Biome

Why It Matters: Case Study: Canada’s Tundra Is Turning Green—And Its Boreal Forest Brown

Chapter Summary

Chapter Review Questions

Chapter Activities

1. Canadian Biomes

2. Abiotic and Biotic Features of the Canadian Biomes

Concluding Activity

6Lake Ecology

6.1 Characteristics of Lakes and How They Form

6.2 Lake Succession and Eutrophication

Why It Matters: Case Study: Arctic Ponds Drying Up?

6.3 Structure of Lakes

Chapter Summary

Chapter Review Questions

Chapter Activities

1. Lake Ecosystem

2. Lake Water Quality Issue Research

Concluding Activity

A photograph of hilly land that is covered in rock and green and yellow vegetation. There are two lakes or ponds on the land, and to the left is a large body of water.

7Snow Ecology

7.1 Characteristics of Snow and the Snowpack

Why It Matters: Case Study: Increased Ship Traffic in the Arctic?

7.2 Adaptations for Snow and Winter

7.3 Types of Adaptations

7.4 Snow Cover: Advantages and Disadvantages to Biotic Communities

Chapter Summary

Chapter Review Questions

Chapter Activities

1. Arctic Animal Adaptations

2. The Subnivean Layer

Concluding Activity

A close-up image of five snowflakes. They are intricately-patterned, and are blue and grey. They all have six points.

8Evolution and Natural Selection

8.1 Genes and Genetics

8.2 Natural Selection

8.3 Evidence of Evolution

Why It Matters: Case Study: Tiktaalik roseae

Chapter Summary

Chapter Review Questions

Chapter Activities

1. The Fossil Record

2. Climate Change and Natural Selection

Concluding Activity

Glossary

Index

Credits

Map

A photograph of the silhouettes of three caribou. The two on the ends have antlers, and the one in the middle does not. The sky surrounding them is light-orange.

Introduction: How to Use This Book

Welcome to Avatimik Kamattiarniq: Arctic Ecology and Environmental Stewardship. In this book, you will learn about ecology from an Arctic perspective, look at the relationships among living and non-living aspects of the environment, learn about biomes and populations, consider climate change, and explore environmental stewardship.

Through each of the eight chapters, you will find

a chapter opener

an overview of what you will learn

key terms and definitions in the margins

explorations of the subject through text, photos, and diagrams

learning check questions for sections within each chapter

a case study to consider the subject through additional readings or visuals

a chapter summary

review questions

two activities that consider different subjects of the chapter

a concluding activity

Additionally, you will find a glossary and index at the end of the book.

As you read, discuss, talk with community members, and consider Arctic ecology and environmental stewardship, you will be making vital connections in your community, your ecosystem, the North, and the environment.

1Ecology: The Study of Relationships in Nature

Humans are an important part of the natural world. We have more influence on our planet than just about any other organism currently alive. Even with all of our technology and knowledge, we are interdependent with the animals and plants around us. We depend on them for our survival. In this way, we are all connected.

A photograph of someone cutting the skin from a grey narwhal that is on a rocky shore. There is a large body of water, floating ice, and a strip of land in the background.

Inuit have always recognized this connection with the natural world and have realized that we have a responsibility to respect our environment because we are an integral part of that environment. The value of Avatimik Kamattiarniq (Environmental Stewardship) has been identified as one of the Inuit Qaujimajatuqangit (IQ) principles that guides the government and the people of Nunavut in their decision making.

As we consider our responsibility to respect our environment, we will need to understand the relationships that exist between living organisms and the non-living factors in any given environment. Without this knowledge, we cannot make informed decisions or choose actions to protect our planet.

1.1 What Is Ecology?

Ecology is the study of living things, their relationships to other living things, and their relationships to their environment. Ecology can be thought of as the study of relationships in nature. Some examples of these relationships in nature could be the relationship wolves have with the caribou they hunt or how the rainfall affects plants by helping plants grow. If there is too little rain, grasses might grow in an area instead of large trees. What are other examples of relationships that you know about in your environment?

ecology: The scientific study of organisms (living things), their relationships to other living things, and their relationships to the environment.

environment: All of the physical and biological conditions, such as climate and resources, in the natural world in which an organism lives.

A photograph of a polar bear. It has thick white fur. Its mouth, nose, eyes, and inner ears are black. Its mouth is open, showing its sharp teeth. It is standing on snow.

Figure 1.1.1

What relationships in nature can you list for polar bears?

What You Will Learn

In this chapter, you will learn…

that ecology is the study of the interactions between abiotic and biotic components of the biosphere

about aquatic, desert, forest, grassland, and tundra biomes

how the water cycle and carbon/oxygen cycle operate as closed systems where matter is recycled within each system

that organisms have special adaptations to a range of environmental conditions called the range of tolerance

Key Terms

ecology

biosphere

biomes

ecosystems

climate

climate change

biotic components

abiotic components

species

water cycle

carbon/oxygen cycle

photosynthesis

limiting factor

adaptations

range of tolerance

Learning about ecology helps us to understand how our environment works and the impacts humans may have on living things and their environment. It is especially important to study ecology in the Arctic because the impacts of human activities are more pronounced in the Arctic. One of these impacts is climate change. In some areas of the North, scientists and elders have observed that the sea ice has thinned, and some places are now staying ice-free all winter. Climate change affects all living things, and many species are struggling to survive the changes. By understanding how we affect the environment, we can reduce our negative impacts.

climate change: A shift in patterns in atmospheric conditions over many years, such as higher average temperature, lower precipitation, or more extreme weather conditions.

Did You Know?

Like many scientific terms, the word ecology comes from the Greek language. The word end -logy means here the science or body of knowledge and eco- comes from the word that means house. So, another way to think of ecology is as the science or knowledge of our home, Earth. There are many other words that are similar, such as biology, geology, and so on.

Why It Matters

Case Study:

Sheila Watt-Cloutier and David Miller: The Right to Be Cold

The following was written by Sheila Watt-Cloutier and David Miller, and published in the Ottawa Citizen newspaper on November 25, 2015. The Right to Be Cold is also the name of Sheila Watt-Cloutier’s book published the same year.

The Arctic—with the people and species that inhabit this vast landscape—is experiencing climate change at twice the rate as the rest of the planet....Loss of sea ice and rapid physical environmental changes are accompanied by tremendous impact on nature and wildlife. Caribou are in serious decline. Orca are being seen now in places where it was thought impossible only a few years ago, creating potentially serious impacts on species not accustomed to this predator. If not abated, the habitat for all ice-dependent wildlife will be dramatically challenged. And the impact on people is equally severe: Elders and hunters are finding the weather unpredictable and dangerous as traditional access to harvesting is made uncertain by thinning ice. The impact is not just economic: an inability to safely hunt and fish has a significant cultural impact, particularly on younger generations who are taught virtues like patience, courage, and leadership through these traditional ways of life.

Interview a local elder about the Arctic environment using the following questions. You may choose to record the answers on your phone or write the answers on a blank piece of paper.

Interview questions

Do you think environmental conditions in the Arctic are changing? If so, what changes have you noticed?

How do changes affect the people in your community?

How do changes affect local wildlife?

What actions do you take to care for the environment?

What actions should others take to care for the environment?

How can we educate others about protecting the environment?

Is there any additional information you wish to share about the environment?

Discuss the various answers you heard. How are they different? How are they similar? What have you learned about protecting the Arctic environment?

A photograph of Sheila Watt-Cloutier’s face and shoulders. She has brown hair, and is wearing a grey fur coat with thick fur trim around the hood.

Figure 1.1.2

Sheila Watt-Cloutier

1.2 Our Earth Is Alive

Our Earth is alive with animals, bacteria, fungi, plants, and other organisms.

organism: The scientific term used to describe any living thing.

Biosphere

The biosphere is the term for the parts of Earth where life exists. The biosphere is made up of three overlapping parts:

1the hydrosphere —all of Earth’s water that can be found on the surface (for example, in oceans, lakes, and rivers), in the ground, and in the sky (for example, in clouds)

2the lithosphere —the surface layer of Earth, extending from the deepest parts of the soil where life exists to the tops of mountains

3the atmosphere —the air above the lithosphere

The total biosphere extends about 20 kilometres, from the top of the atmosphere to the bottom of the lithosphere. Almost all life on Earth exists from about 500 metres below the surface of the ocean to about 6 kilometres above sea level.

We can examine the biosphere by looking at Earth in terms of its biomes. Biomes are broken down into five major groups: aquatic, deserts, forests, grasslands, and tundra. Each terrestrial (land) biome is defined by a characteristic type of vegetation that is adapted to that biome’s particular conditions. On the following pages, you will learn about the five major groups of biomes and some organisms in each. You will also learn about the biomes in greater depth in later chapters.

biosphere: The parts of Earth where life (bio-) exists; the biosphere is divided into the hydrosphere, lithosphere, and atmosphere.

hydrosphere: All of Earth’s water that can be found on the planet’s surface, in the ground, and in the sky; part of the biosphere.

lithosphere: The surface layer of Earth, extending from the deepest parts of the soil where life exists to the tops of mountains; part of the biosphere.

atmosphere: The air surrounding Earth; part of the biosphere.

biome: A biological subdivision that is the largest geographical biotic community—for example, the tundra biome or desert biome.

An diagram of a polar bear and fox standing on ground. Water is depicted with fish and a seal in it, and a seal and duck floating on it. A butterfly and birds fly above. The globe of Earth is depicted above.

Figure 1.2.1

Earth (shown at top left) has three overlapping parts and we can look at this example of the parts in the Arctic.

A photograph of a field of long, yellow grass. The sky above is blue, with white wispy clouds throughout.A photograph of a large blue body of water. The water is covered in ripples. The sky above is a lighter blue, with white wispy clouds throughout.A photograph of a desert of brown sand. In the background are mountains. The sky above is blue, with white wispy clouds throughout.A photograph of a plain covered in green, brown, and yellow vegetation. In the foreground are purple flowers. There are mountains in the background, and the sky is blue.A photograph of a forest of evergreen trees. The land is very hilly. The sky above is light-blue with clouds throughout.

Figure 1.2.2

Each photo shows a biome, which is described below.

1The grassland biome is dominated by grasses rather than shrubs or trees. There are two types of grasslands in the biome: savanna and temperate grasslands. Although Nunavut does have some grasses, there are no grassland biomes in Nunavut. In Canada, grassland biomes are mostly found in the provinces of Alberta, Saskatchewan, and Manitoba.

2Aquatic biomes cover more than 70 percent of Earth’s surface. There are two types of aquatic biomes—freshwater (for example, lakes, rivers) and marine (for example, oceans, coral reefs). Many organisms and Earth cycles (see the water cycle, later in this chapter) depend on aquatic biomes. In Nunavut, aquatic biomes are important