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Mickelson, BelleMarine Mammals, Coastal and River Issues. Alaska SeaWeek Curriculum Series VII. Alaska Sea Grant Report84-8.Alaska Univ., Fairbanks. Alaska Sea Grant Program.National Oceanic and Atmospheric Administration(DOC), Rockville, Md. National Sea Grant Program.ISBN-1-56612-023-3Oct 84NOAA-NA82AA-D-00044415p.; Volume IV was never produced. For relateddocuments, see SE 055 070-074.Alaska Sea Grant College Program, University ofAlaska, P.O. Box 755040, Fairbanks, AK 99775-5040($12.50; quantity discounts).Guides Classroom Use Teaching Guides (ForTeacher) (052)

MFO1 /PC17 Plus Postage.*Activities; Camping; Conservation (Environment);Curriculum Guides; Environmental Education; FieldStudies; Fisheries; *Interdisciplinary Approach;Intermediate Grades; Lumber Industry; *MarineEducation; Natural Sciences; Oil; *Resource Units;*Water Resources; Weather; Wetlands; WildlifeManagement; Worksheets

IDENTIFIERS Alaska; Aquatic Life; Aquatic Organisms; CoastalManagement; Fishes; Mammals; Oil Spills; Rivers;Whales

ABSTRACTThis curriculum guide is the last (Series VII) in a

six-volume set that comprises the Sea Week Curriculum Seriesdeveloped in Alaska. The guide lends itself to the sixth-gradecurriculum but can be adapted to preschool, secondary, and adulteducation. Eight unit::, contain 43 activities with worksheets thatcover the following topics: (1) the values of rivers, wetlands, andthe sea; (2) marine mammals; (3) logging, fisheries, and wildlife;(4) oil and oil development; (5) community planning along Alaska'scoasts and rivers; (6) weather; (7) a review of Sea Week's past; and(8) a Sea Week camping experience. An introduction providesinformation designed to help teachers become familiar with thecontents of the curriculum guide and to assist in planning. Each unitcontains information on student objectives, and activity background,vocabulary, materials, and procedure. Activities engage students ininterdisciplinary projects that involve the skills of classifying,identifying, comparing, computing, measuring, game playing, roleplaying, writing, observing, mapping, collecting data, recordingdata, and analyzing data. An annotated bibliography contains 200resources. A packet of teacher r,?producible worksheet mastersaccompanies the curriculum guide. (LZ)

Curriculum Series: VII

'PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

S. Keller

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)"

MarineMammals,

Coastal andRiver Issues

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research IVO Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document his been reproduced asawed from the person or organization

Originating 11.C Minor changes have been made to improve

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Poin' of view of 00010olleattlld m MIsdocu-ment do not necessarily represent officialOERI position or whey

Alaska Sea Grant College ProgramUniversity of Alaska

Fairbanks, Alaska

Alaska Sea Week Curriculum Series: VII

arine---mils,

a. tal andfiver Issues

By:Belle Mickelson

Editors:John CreedNina MollettGrant Sims

Illustrations, Graphics and Layout:Karen Stomberg

Alaska Sea Grant Report 84-8 October 1984

3

AcknowledgmentsThe seven volume set that comprises the new Sea Week Curriculum Series is an

expansion and revision of a curriculum project begun by Juneau parents more than 15

years ago. Publication of this volume is the result of work sponsored by the Alaska Sea

Grant College Pi ogram, cooperatively supported by the National Oceanic andAtmospheric Administration's Office of Sea Grant and Extramural Programs under

grant number NA82AA-D-00044, projects E-70-08 and A-75-01, and by the University

of Alaska with funds appropriated by the State of Alaska; Alaska Department ofEnvironmental Conservation, National Marine Fisheries Service, University of Alaska

Cooperative Extension Service, Alaska Department of Fish and Game, and Alaska

Department of Education.

Special acknowledgments for assistance in preparing material for this guide go to

teachers Kay Pearson, Mike Stichick, Jennifer Allison-Keim, Zada Friedersdorff, Rocky

Goodwin, Ken Klunder, Dan Brecht, Betty Siemion and Judy Meier, the Juneau teacher

who wrote the original Sea Week guide. We are especially indebtea to The Alaska

Geographic Society and to Virginia Sims, editor of Alaska Earthlinesllidelines, for the

generous contribution of materials from Tide lines.

Additional technical reviewers of all or portions of this volume include Peggy Cowan,

Marine Education Specialist, University of Alaska; Nancy Barr, freelance writer and

marine technician; Mary Lou King, Juneau; Jill Thayer, Cooperative Extension Service;

Lori Svensson, Ale ska Seafood Marketing Institute (Seafoods); George Franklet,

Department of Environmental Conservation (Wetlands); Bruce Batten, U.S. Army

Corps of Engineers (Wetlands); Debbie Freeman, Fairbanks North Star Borough

Outdoor Education Program (Sea Week Camp); Dr. Winnifred Kessler, U.S. Forest

Service (Bird Use of Old-Growth Forests); Kristi Kantola, formerly U.S. Forest Service

(Coastal Zone Management Game); Rich Seifert, Cooperative Extension Service

(Energy), Dr. Pete Mickelson (Wetlands and Bird Use of Old-Growth Forests), Dr.

Roger Pearson (Weather), Dr. Jackie LePerriere (Acid Rain), and Bob Armstrong

(Logging, Fisheries and Wildlife)all with the University of Alaska, Fairbanks; Dr. John

Schoen (Logging, Fisheries and Wildlife), Suzanne ludicello (Logging, Fisheries and

Wildlife), John Burns (Marine Mammals), and Sue Quinlan (Bird Use of Old-Growth

Forests)all with the Alaska Department of Fish and Game.

ISBN 1-56612-023-3

Reprinted 1994

4

Table of ContentsIntroduction vi

Tips for Teachers viii

Sea Week Planning Sheet xv

Unit One: The Values of Rivers, Wetlands andthe Sea

Activity 1 Community Inventory 3

Activity 2 Coastal Zone Management Simulation Game 5

Activity 3 Designing a Symbol and Beginning a Journal 13

Activity 4 Looking Into the Future 14

Activity 5 Careers 16

Activity 6 Recreation 18

Activity 7 Food 19

Unit Two: Marine Mammals 21

Activity 1 Five Groups of Marine Mammals 25

Activity 2 Name That Whale 29

Activity 3 Whale Adaptations 31

Activity 4 Following the Gray Whale 33

Activity 5 Cetacean Intelligence and Communication 35

Activity F Whale First Aid 39

Activity 7 Whale Populations 41

Activity 8 Whaling Then and Now 47

Activity 9 Battle Over the Bowhead 53

Unit Three: Logging, Fisheries and Wildlife 55

Activity 1 Logging Practices 57

Activity 2 - Fish Streams and Timber Sales 60

Activity 3 The Deer and Logging Dilemma 64

Activity 4 Bird Use of Old-Growth Forests 66

Hi

5

1

Activity 5 Logging Field Trip 67

Activity 6 - Logging, Fisheries and Wildlife Debate 70

Unit Four: Oil and Oil Development

Activity 1 Finding That OilActivityActivityActivity

Unit Five:

ActivityActivityActivityActivityActivity

73

75

2 Oil in Your Community 78

3 - Oil Spill 79

4 - Offshore Drilling 82

Community Planning Along Our Coasts 85

and Rivers1 - Energy Sources 88

2 - Transportation 92

3 - The Wetlands Gazette 94

4 - Recreation 97

5 - Community Issues 99

Unit Six: Weather 101

Activity 1 - Weather Forecasting 103

Activity 2 - Measuring the Weather 107

Activity 3 Acid Rain and Air Pollution 109

Activity 4 - Water in Your Community 112

Unit Seven: A Review of Sea Week's Past 115

Activity 1 - Learning Centers 117

Activity 2 - Review Worksheets 120

Activity 3 Sharing What You Know 125

Unit Eight: Sea Week Camp 127

Activity 1 Planning Your Camp 129

Activity 2 - Scientific Sampling 135

iv 6

Activity 3 Safety and First Aid 141

Activity 4 Survival 144

Activity 5 The Camp's Future 145

Bibliography 147

Student Activity Sheets 187

7

v

IntroductionSea Week is a celebration. It's one of those rare school programs that cansaturate a class with learning opportunities without intimidating a singlechild. The hundreds of teachers now participating in Sea Week throughoutAlaska have found it to be a highlight of the year--a week of delight andawe, intrigue and excitement. It's a week that translates ciassroom science,mthematics, language, history, social studies, art and music into the crashof a wave, the scuttle of a crab, the drift of a kayak, the bark of a sealion, the taste of smoked salmon, the scent of a pier. The only frustrationwe've found is among educators who discover that a week isn't enough.Many teachers have expanded their programs to a month. Several havesimply given up on trying to confine Sea Week to a time, and now make useof the curriculum throughout the year. However you design your ownprogram, we're confident that its primary ingredients Alaska's kids, riversand coastlines- -come to you satisfaction guaranteed!

Marine Mammals and Coastal Issues is the seventh of seven Sea Week cur-riculum guides. This book lends itself well to a sixth grade curriculum, butis not "locked" into that grade level. It has been adapted effectively tosecondary and adult education. Several factors are responsible for theversatility. One is that while student activities in each book are at gradelevel, the teacher background materials are written at university level, andcan be transferred to the classroom at any level the teacher desires. An-other is that the curriculum encourages the use of community resourceexperts, who can gear their talks and tours to anyone from preschoolers toretirees. A third reason for the flexibility is that many of the studentactivities have latitude. When in Volume VI the guide suggests buildingmodel boats, for instance, it includes the pattern for a paper cutout. Butthe same activity can be used by high schoolers constructing complicatedmodels, or by adult students trying their hands at building an actual kayak!

The lives of all Alaskans are touched often by the sea --literally, aesthetical-ly, productively. To begin with is the sheer immensity of the Alaska coast-line. It stretches and twists, pounds and lies placid along two oceans andthree seas for 6,640 miles--more than half that of all the contiguous UnitedStates. Islands, inlets, bays, fjords and delta regions add another 28,000miles of saltwater shoreline for a total of 34,640 miles--a distance almostequal to twice the circumference of the earth. Alaska's continental shelfcovers more than 830,000 square miles, more than 75 percent of the U.S.total. More than 90 percent of the fish caught in the U.S. come from Alaskawaters. And Alaska's coastal zones, both onshore and offshore, contain anestimated 75 billion barrels of petroleum and 380 trillion cubic feet of naturalgas--amounts that would equal 50 percent of the nation's remaining petroleumreserves.

More than three-quarters of Alaska's almost half-million people live along itscoastline. Their careers are generally sea-related. Grocers sell to thefishing fleet, lumbermen float their log rafts overseas to the mill, real estatesalesmen get more money for property with an ocean view, and school teach-ers find that one of the most effective ways to spark interest in a child'seyes iP to turn those eyes seaward.

vi 8

The bulk of Alaska's culture is so closely interlaced with the sea that inmany cases the sea is Alaska culture. The seven volumes of the Sea WeekCurriculum Series escort youngsters through the crafts, arts, music and oraland written literature of the coastal Haida, Tlingit, Koniag, Chugach, Aleut,Yupik and Inupiat to the poetry, literature and artwork of Alaska today.

And even the lives of that one-quarter of Alaska's folk who don't live alongthe coastline are linked to the sea. They are consumers of sea products, ofcourse; and beneficiaries of seacoast oil wealth, and even occasional visitorsto the sea. But more importantly, they are linked to the sea by Alaska'smyriad rivers and wetlands. Alaska's yaw; interior, which its inhabitantscall "The Golden Heart" of the state, includes hundreds of thousands ofmiles of rivers and streams, and 390,941. square miles of wetlands. That'stwo thirds of the state, all linked to tne coastline by freshwater systemsthat serve as nurseries for Alaska's salmon and waterfowl, as transportationarteries to and from the coast, and as the nutrient-rich replenishers of theocean currents.

Because of such interconnections between wetlands and the sea, with thisedition the Sea Week Curriculum Series has been expanded to include unitson Alaska's wetlands and the traditional Athabascan and contemporary peo-ples who inhabit them.

The resulting series is the foundation of the most comprehensive marineeducation program ever developed in the Northland. We hope that you willfind it as valuable and motivating as it is intended. We hope, too, thatthrough Sea Week, the youngsters of your classrooms will come to moredeeply respect and appreciate the environments for which they will soon beresponsible. The insights they gain in your classrooms will become thevotes and legislation, the lifestyles and attitudes, the wisdom and under-standing--the sea harvest--of tomorrow.

9VII

Tips for TeachersWelcome to Sea Week! Here's a checklist of tips designed to help familiarizeyou with the contents of Marine Mammals, Coastal and River Issues, and toassist your Sea Week planning.

. If you haven't scanned the book already, we suggest you get a senseof its format by glancing through the Table of Contents, the differentunits containing teacher background and student activities, the studentworksheets, and the bibliography at the end of this volume. Note thateach unit begins with a list of objectives that specify which activitiesare designed to accomplish those objectives, as well as a key picturethat can be used to introduce, review or evaluate the unit.

. Student worksheets have been placed together at the end of the book,numbered to correlate to the units they complement. Thus Worksheet1-A is the first worksheet (A) listed among the activities in Unit 1;Worksheet 2-C is the third worksheet (C) assigned in Unit 2, and soon.

. Many more ideas are included than can be used in a week, but wewanted to give you a selection so you can potentially expand to SeaFortnight, or "Sea Year"! We suggest at a minimum that you do theCommunity Inventory and Journal Activities (Unit 1); select one of theissues (Units 2-6);/do a few review activities (Unit 7); and try SeaWeek camping (Unit 8).

. Make lesson plans, selecting those activities most appropriate for yourstudents, with consideration for local history and culture. Survey yourstudents to find out what issue (Units 2-6) they are most interested inexploring. Note that we've included activities to sharpen skills inlanguage arts, science, social studies, math, music, art and physicaleducation, so that all aspects of education during Sea Week can focuson Alaska's ocean, river and wetland environments.

. Plan your field trips or Sea Week Camping experience. Arrange to takeparents, older students or resource experts as helpers.

. Check through the "materials" list of each unit, then make, buy,scrounge or order any equipment you might need.

. Order films early!

. Talk to your librarian about books to back up your studies. Sug-gestions are included in the general bibliography at the end of thisbook.

In the Field

. Plan at least one field trip. Decide on a place, time and means oftransportation. Biologists, long-time residents, parents or bilingualstaff may have field trip suggestions. Invite one or more of thesepeople to go along on your field trip.

viii10

. Develop an outline for your field trip. Suggested inclusions:

A. Discovery and exploration time.

B. Structured learning activities.

C. Snacktime.

D. Organized games, treasure hunts, litter pickup.

E. Review of the day's events (which can be as simple as havingeach student and parent telling what he or she enjoyedmost).

The first hour of the field trip is often the most productive, so youmay want to begin with a structured activity. On the other hand, ifthe class has rarely been to that type of habitat beforc, you may wantto let them explore first, so they will settle down for a more produc-tive, structured activity later. Or you may want to combine discoverytime with a structured activity by having students look for certainspecies and interrelationships. If you're taking a bus, make up agame, or a checklist of things to watch fcr so as to develop a learningatmosphere for the trip.

. Write a letter to parents. Include requests for field trip assistants,materials, ideas, and permission slips.

Dear Parents:

We are celebrating Sea Week May 6-11. All our classes that week willfocus on the sea. We'll be emphasizing marine mammals, coastal and riverissues as we solve sea-related math problems; write sea themes; read seastories; have a seafood snack and take a three-day trip to Halibut Cove.Can you help with any of the following items?:

provide a seafood snack

assist with a Sea Week art project

talk to the class on the following sea themes:

show the class your collection of

help with Sea Week planning and preparations

go on the trip to Halibut Cove

Thanks so much! And happy Sea Week!

I give my permission for to go to HalibutCove for three days (depending on weather) during the week of May 6-11.

signature of parent or guardian

11ix

. If possible, visit the camping or field trip site ahead of time with yourassistants. Explain what you'll be doing and answer questions. (Olderstudents make great helpers, in addition to parents and interestedcommunity members.) Field trips generally work best if you can breakyour students into groups of five to six.

Promote conservation by emphasizing the protection and wise use ofnatural resources. Ask students how they can help take care o, an-imals and plants they encounter in field and classroom studies.Through their concern for life and habitat, have students develop somerules:

1) step softly and quietly while observing animals,2) replace rocks or logs after looking underneath (to keep

the roofs on animal homes),3) handle animals gently,4) fill in holes after looking for clams (to prevent suffocation

of the animals next door),5) do not take live animals or plants away from their homes.

. So that future students can enjoy the area, too, it is a good idea todiscourage personal collections of any natural items, living or nonliving.Limit collections to educational purposes, such as art projects or aquar-ium study. Be sure to return any living animals to their naturalhabitats as soon as possible. Preserve for classroom specimens onlythose animals that are already dead.

. Encourage students to leave the beach, river or wetland cleaner thanwhen they arrived.

. Remember safety. For field trips:1) have a plan for keeping students in groups through a buddy

system or adult supervision.2) Take a first aid kit.3) Discuss hypothermia.4) Take matches and tinder for starting a warm-up fire if neces-

sary.5) Make sure all participants dress warmly and take extra

clothes and rain gear (plastic trash bags will do in a pinch,but remind students about the danger of suffocation fromplastic).

6) Wear life jackets on boat trips.7) See Units Seven and Eight for additional suggestions.

In Your School and Community

. One of the best aspects of Sea Week is involving all the students,teachers and community residents, so that everyone works together.The whole school is decorated; one class inspires another; older stu-dents do programs for younger ones and vice versa; community res-idents help with field trips and speakers. An air of excitement per-vades halls and classrooms! But don't hesitate to try Sea Week on yourown or with just a few other teachers. By next year, when they'vehad a chance to see what you've done, others will be ready to try SeaWeek, too!

x 12

. Plan your school's Sea Week at a time best suited to your location.Teachers in southwestern, southcentral and southeastern Alaska arefinding it best to consult tide tables and plan beach trips at low tide.In northern, central and western Alaska, Sea Week activities are prov-ing most successful when there's open water, or when they are plannedto coincide with a longstanding seasonal activity, such as fishing orwhaling.

. Brainstorm Sea Week ideas with other teachers and parents. Use theSea Week Planning Sheet beginning on Page to list the names ofparents and local resource people who can help make your Sea Week asuccess. You'll find most people are pleased to be asked and more thanhappy to help.

. Involve your bilingual staff as you identify such community resourcesas speakers (fishermen, net menders, Coast Guard personnel, boatcaptains, community elders, artists, musicians) and field trip sites(beaches, harbors, canneries, seafood markets, salmon spawningstreams, marshes, hatcheries, museums).

. One or more parents or teachers can be appointed to coordinate speakerschedules, movies and field trip transportation, and to present yourSea Week plan to school district officials for approval.

. Contact your chamber of commerce, village council/borough government,and other community groups, inviting them to sponsor complementarySea Week events such as festivals, seafood dinners, slide shows,speakers.

. If your school is inland, consider exchanges with a coastal school.Send it a selection of items found on your field trips, a class story, orperhaps photos. Maybe they can send you fish stories, pieces of net,floats, seaweed, beach sand. Most activities in this book can easily beadapted for inland schools. Try to acquire a saltwater aquarium foryour school.

. Field trips and other Sea Week activities make bright news features.Consider contacting your local newspaper, television or radio station.Reporters often enjoy going to the beach as much as students do!Provide as much information as possible to all community media, and besure to present it in a professional way.

13 xi

Follow-up

Write thank you notes to speakers.

. Ask students, teachers, parents and community participants to evaluateSea Week.

The sea is important to me because...

To me, the best part of Sea Week was...

The part of Sea Week I didn't like was...

My suggestions for making Sea Week better are...

Overall, Sea Week was:

poor great

. Write a brief report--including sample student work, evaluation forms,and news articles--for your administrators. Send a copy to the SeaWeek project coordinator either in your own region or at the Universityof Alaska, Fairbanks, Alaska 99701. We like to keep informed of whatyou are doing. And we'll share your good ideas with other students,teachers and administrators.

. Photocopy your lesson plans and stick them in this guide, so you'll beready for next year!

. If you'd like to learn more, consider requesting a Sea Week inservice or1-credit course for your school. Contact Alaska Sea Week, Departmentof Education, University of Alaska, Fairbanks, Alaska 99701; or theSchool of Extended and Graduate Studies, Outreach Division, Universityof Alaska, Juneau, Alaska, 99802; or Talent Bank, Department ofEducation, Pouch F, Juneau, Alaska 99811.

14

xii

SAMPLE BUS CHECKLIST

COPPER RIVER DELTA FIELD TRIP(give yourself 1 point for each box checked- -

except as noted!)

Copper River Railroad U glaucous-winged gullHistorical Marker

Eyak Lake mew gull

EilEyak River arctic tern

U avalanche chute U Canada goose

[1] flood plain duck

D wetland 2 points extra if you(name) can identify it!

pond Lii bear (3 points)

E braided river moose (3 points)

glacial silt toad

S cott Glacier 17-1 eagle

S heridan Glacier [I] shore bird

ESherman Glacier 3 points extra if youcan identify it!

g ravel

15

Ell eagle nest

ElsunEl clouds

Liraininvertebrate

(name)

salmon

Ei stickleback

ElalderCI willow

CIspruceUberries

(name)

TOTAL POINTS

xiv

Seaweek Planning SheetResource People: Speakers, craftsmen, field trip leaders.

Name

Field Trip Possibilities:

Expertise Phone

Habitat TransportationLocation (Beach, river, pond) Arrangements

17 xv

Volunteers: To help with field trips, seafood meals, classroom activities.

Name

Films:

To Help With: Phone

Call Number Title Source Rating

xvi

18

Books:

Call Number Title Source Rating

Equipment:

Type Purpose Source

19xvii

Unit OneThe Values of Rivers, Wetlandsand the SeaIndex:

Activity 1: Community Activity 3 : Designing AInventory 3 Symbol and Beginning a

Worksheets: Journal 13Community Resource

Inventory lA Activity 4: Looking Into theCommunity Objectives Future 14

Inventory 1BActivity 5: Careers 16

Activity 2: Coastal ZoneManagement Simulation Game 5 Activity 6: Recreation 18

Worksheet:Alaska Borough Map....1C Activity 7: Food 19

Objectives:

To help students:

Inventory and map community resources (Activity 1).Predict what the community will look like in 25 years (Activity 1).Role play a character involved in coastal zone planning (Activity 2).Describe coastal zone management and how it relates to values in thecommunity (Activity 2).Design a symbol of rivers, wetlands and/or the sea (Activity 3).Begin a journal of Sea Week studies (Activity 3).Describe personal preferences for a variety of marine and/or freshwaterenvironments (Activity 4).Draw the way each environment will look 25 years from now (Activity4).List 30 river, wetland, or sea-related careers (Activity 5).Write a report on one sea-related career that sounds interesting(Activity 5).Pantomime a marine or freshwater sport, hobby or recreational activity(Activity 6).Diagram an aquatic food web (Activity 7).Cook and taste a variety of foods from rivers, wetlands, and the sea(Activity 7).

20 1

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UNIT ONE:

The Values of Rivers, Wetlands and the Sea.

Alaskan communities are

dependent on the water for transportation, food,

minerals and recreation.

How to

manage Alaska's river,

wetlands and ocean resources is a complex and ongoing

question.

Seas, rivers and wetlands are someof our most valuable resources.Alaska is especially rich in theseaquatic treasures, and studentstoday will play a vital role in theirfuture preservation, conservationand/or development. This unitgives students an opportunity toexpress their own values, and toidentify some of the ways they canand will affect the environmentalfuture of the state, the nation,and the world.

Activity 1Community Inventory

Background:

One way to understand the valueof a community in relation to itsocean, river and wetlands ,is toinventory what is there. And asstudents begin to analyze with youwhat is happening in the communi-ty, issues should surface for yourlocalized Sea Week adventure. Asstudents look at the community'shistory, its present, and its visionfor the future, they may discovervalues to maintain for futuregenerations.

Vocabulary:

community inventorycomprehensive plan

Materials:

felt-tip markerslarge sheets of butcher paperarea mapscommunity planning docu-ments, if availablespeaker familiar with commu-nity planning processworksheets:...Community Resource

Inventory (1A)...Community Objectives

Inventory (1B)

23 3

Procedure:

1. Go through the followingCommunity Resource Invento-ry either as a class or in-dividually.. Assign studentsto find out more about eachof the resources. With thehelp of local area maps andstudent research, make a wallmap of community resourceswith butcher paper andfelt-tip markers.

2. Now have students gothrough the Community Objec-tives Inventory to checkthose that sound like goodideas to them. If yourcommunity has a comprehen-sive plan, check objectives inthe comprehensive plan.

3. Invite someone familiar withthe community planningprocess (such as a city orvillage official or councilmember) to come to your classand explain what has beendone so far in your communi-ty. Ask them to discussfuture developments in yourcommunity and ways communi-ty objectives can be imple-mented, such as ordinances,zoning and other regulations.In a coastal community, youmay have a coastal zone planas well as the village or cityplan (see next activity in thisunit).

4. Now take all your informationand make another map of howthe class thinks your com-

4

munity will look in 25 years.Students may want to maketwo maps: one of how theywould like the community tolook, and another how theythink it will look. Studentsmay want to make individualdrawings and maps first--inorder to later compile theminto a class prediction chart.

5. Ask students how they couldinfluence their community tobe the way they would like itto be in 25 years. Will anyof them run for city councilor become mayor? Will some-one in their class be on theboard of directors for theNative corporation? Willsomeone be manager of thecannery, president of thelocal conservation group,information officer for an oilcompany, or member of theschool board? And of course,all of them will be able tovote. These are ways stu-dents can determine theircommunity's future. Buteven right now, students canhave an influence! Pick aproblem or issue to studyin depth. Take one of thesucceeding units and apply itto your community--or picksomething entirely new. Is afactory, business, mine, dam,road, or park planned foryour community? Followproblem-solving guidelinesincluded in Unit 5, Activity5.

24

Activity 2Coastal Zone ManagementSimulation Game

TIMBER HARVESTWITH STANDARDPROTECTION

TRAIL HEAD

TIMMER HARVESTWITH

.../".>CPItOTESTCTAiNONDAR°

.) EMPHASIZE WILDLIFEMCI VISUAL QUALITY

NONICER DIVIDE

'El "TIC DIAGRAM \,Pi:OPOSED LAND USE

ALTERNATIVE3

TRAIL HEAD

EMPHASIZE WILDLIFEAND VISUAL QUALITY

Background:

While this activity deals with acoastal community, many of thesame planning problems can ariseanywhere in the state or elsewherein the nation. So, to familiarizeyour students with their communityand its planning process, as wellas to clarify the value of rivers,wetlands and the sea, give thisgame a try. Later, students mightwant to adapt it specifically foryour community.

The National Coastal Zone Act of1972 established a program forland and water resources in thenation's coastal zone. For stateswishing to participate, this actplans for and manages their coastalareas. Each state develops itsown plan, subject to approval of

the federal office of Cc tstal ZoneManagement on behalf of theSecretary of Commerce.

In 1977, the Alaska Legislaturepassed the Alaska Coastal Man-agement Act. It established theAlaska Coastal Policy Councilto oversee statewide and localcoastal planning efforts. The lawmandated that the Coastal PolicyCouncil draft guidelines andstandards for state agencies andlocal communities. Currently,communities and boroughs withplanning and zoning authority aredeveloping their own coastal plans.The Coastal Policy Council, withthe help of local residents, iswriting the plan for unorganizedboroughs. After the plans areapproved by the legislature, bythe Alaska Coastal Policy Council,and by the federal office ofCoastal Zone Management, eacharea must follow these guidelinesin their development plans.

25

The coastal zone is defined as "thecoastal waters (including the landstherein and thereunder) and theadjacent shorelines (includingwaters therein and thereunder),strongly influenced by each oth-er...it includes transitional andintertidal areas, salt marshes,wetlands, and beaches." (Fromthe National Coastal Zone Manage-ment Act.)

Acknowledgments; Peggy Cowanassisted with the design andcharacters for this simulationgame, adapted from one written byMary Lou King, Juneau; GordyEuler, Ellen Searby and JudithAnderegg, Alaska Coastal Manage-ment Office; and David Dall, JoeFirebaugh , Neil Hagadorn , K ristiKantola , Elaine Loop stra , PaulMcIntosh, Forest Service, AlaskaRegion.

5

Vocabulary:

coastal zone managementsimulation gamewater-relatedwater-dependent

Materials:

pencils, paperfelt-tip markersbutcher paperconstruction paperscissorsstraight pinscopy of local coastal zone planrole cardssix copies of planning commis-sion rating formworksheets:...Alaska Borough Map and

Background IniiEmation(1C)

Procedure:

1. Introduce the idea of coastalzone management to the class.Explain that the main benefitsare coordination among stateand federal agencies, localgovernments, and local resi-dents. In addition, localcontrol increases as localresidents develop the coastalzone plan. Planning assuresthat water-dependent andwater-related activities aregiven first priority in water-front development. Industrialand residential areas can beseparated. In addition, localconcerns, such as fish andwildlife habitat, estuarineproductivity, subsistencehunting and fishing, andrecreation can also be includ-ed in the Coastal Zone Plan.

2 Distribute copies of theAlaska Borough Map andBackground Information.Have students read the

6

background information andbecome familiar with the map.Explain that the class will bepreparing different alterna-tives for a planning commis-sion.

4104C-Aiaskn.

..Forett Vt." Mt.

st

"-tt Set(((

r....J

1-ion *1DMil

13a,/

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""millimuillIMOMIIIIIMm1111111W1111111111

ii:111011...ullmsMmIIOIIIMIIIM

4.1111111......*

3. Divide the class into five orsix groups of five studentseach, with each group respon-sible for creating a plan forthe state-selected land. Eachgroup then presents its planto the planning commission.Kay Pearson, 6th gradeteacher at Whitecliff Elemen-tary in Ketchikan, finds thatit works well to give studentsovernight to come up withtheir plans.

26

Here is a list of what eachgroup is in favor of develop-ing on state-selected land, aswell as a list of roles withineach group. Be sure stu-dents underttand that theseroles are only brief outlines.Students should be encour-aged to expand them, basedon their o"'n experiences andsense of humor.

Airport

Pat Piper - pilot, guideFred Follett - local business-

man, politicianGary Gustafson - construction

workerBill Black local oil and gas

supplierPenelope Peabody school

teacher

Marina

Johnny Hooker - sport fisher-man

Jane Fisher commercialfisherman

Dan Dockett harbormasterNellie Nielson bar ownerDr. Winkle Van Rip

physician

Homes

Terry Sales real estateagent

Mary Castle young motherJames Green bankerBarry Buckley taxpayerPolly Parrot - telephone com-

pany manager

Shopping Center

John P. Morgan - developerPatty McDonald high school

studentJoe Caputo - taxi driverRita Remmington - secretaryJerry Price - store owner

Park

Sandy Eider biologistPete Gill commercial

fishermanOle Olsen - old timerSusi Demmert - subsistence

hunter and fishermanWill Foster - bus driver,

teacher

Logging Mill

Maria Kompkoff - Nativecorporation president

Perry Peavey - loggerRon Ionowa Japanese busi-

nessmanWilma Woodsey foresterHarry Hackett unemployed

7

COASTAL ZONE PLAN ROLE CARDS

Pat Piper- Airport .

Pilot and guide who believes the airport would be just what YakatagaCity needs. Clients could easily get in and out of town, and localfishermen could more easily use the fish spotting services of localpilots.

Fred Follett - Airport

Businessman and politician who thinks an airport would be great forquick trips to Juneau and allow him to get special order goods for hisdiscount store.

Gary Gustafson - Airport

Construction worker who would like to help build the airport. He alsofeels that airport might encourage other building projects. Further-more, a road on the other side of the bay would mean he could drive togo hunting and fishing.

Bill Black - Airport

Oil and gas supplier who sees business improving if planes start cominginto Yakataga City. Besides, maybe he will be able to get a small planefor quick shopping trips out of town with his wife.

Penelope Peabody Airport

School teacher who just can't wait to get out of town more often so shecan get away from her students. She does like to go clamming, though,so the park is appealing and she also thinks a marina would be funbecause she'd probably use it to go boating more often.

m.....p.

Johnny Hooker - Marina

Sport fisherman who wants a marina so he and his friends can keeptheir boats in the water. The present harbor is too crowded and ifthere were a marina, a lot of his friends from Anchorage could comedown for weekend parties.

Jane Fisher Marina

Commercial fisherman who foresees an increase in whitefishing and theneed for more boat slips. She would also like to see more homes built,too, as she's tired of living on her boat.

ormw

828


Dan Dockett Marina

Harbormaster who wants to start a marina, now that he's experienced inrunning a harbor. He just inherited some money from a rich aunt andhe needs to invest it. ----...Nellie Nielson - Marina

Bar owner interested in more business. Doesn't like her presentlocation. Things have slumped way down lately and she hasn't beenable to take her usual two-month winter vacation down south. A marinawould be a great place for a bar and might attract a lot of weekendparties, plus summer tourists.

Dr. Winkle Van Rip Marina

Physician who wants a place to keep his boat, and who really enjoyedlife at the yacht club back in his home town in Maryland. He is a littleconcerned, however, about disturbing his favorite bird-hunting groundsnear Clam Neck.

Terry Sales - Homes

Real estate agent who would like to have a lot more business. Besides,he says, "Everybody needs a home!" He'd be glad to see a shoppingcenter, too, or at least a quick stop grocery to go along with his sub-divis,,n.

Mary Castle - Homes

Young mother who's tired of running up and down the stairs all thetime. Rent is outrageous and she'd like to be in a scenic wild areawhere she could look out the window and have a view.

James Green HomesBanker who would be glad to give out loans for the new homes. Hemight be interested in moving out there himself, closer to some of hisfavorite fishing holes.

Barry Buckley - Homes

Taxpayer who wants to see the borough expanded so his taxes won't beso high. Nothing gets him more angry than that yearly tax bill, knowingthat it only goes to support government.

299


Polly Parrot - Homes

Telephone company manager who's anxious to expand sales so she canwin a free trip to the Caribbean.

Rita Remmington Shopping Center

Secretary who wishes the local clothing stores had more of a selection.Thinks a shopping center would be great- -just like the big city.

Jerry Price - Shopping Center

Downtown clothing store owner who's ready for a change. He wouldlike to get out of his old, somewhat rundown building and into somethingnew. But he hates to see his favorite moose-hunting area disturbed.

Sandy Eider Park

Biologist who's really worried about the possible loss of the Clam Neckwetland. It's one of the very few along this stretch of coast, and veryimportant for migrating ducks and geese. Salmon spawning in thearea's streams and the productivity of the Chinook Bay estuary mightbe badly damaged. And this wetland is the only nearby moose huntingarea.

Pete Gill Park

Long-time commercial fisherman who's worried about the loss of thesalmon spawning grounds if the area in the state selection doesn't stayas it is. "These streams and wetlands are our future."

Ole Olsen - Park

Old-timer who used to mine up in Red Dog City. Now he just wantsthe country to stay as beautiful as it is--just like the old country. Heoften enjoys weekend trips with his grandson over to Clam Neck to digfor clams or go fishing or crabbing.

Susi Demmert Park

Subsistence hunter and fisherman whose family depends on that yearlymoose and bird hunt and salmon run. She also clams and crabs andwould hate to see any development so close to the archeological sites onClam Neck and Mummy Island.

Will Foster Park

Teacher and summer bus driver who enjoys bird-w-_'lhing on the ClamNeck wetlands. He thinks tourists will be attractec, co the area if it iskept in its natural state, and he could run tours over to the wetlandsby boat in the summertime.

10

3U

COASTAL ZONE PLAN ROLE CARDS......Maria Kompkoff - Logging Mill

Native corporation president who sees that the biggest community needis jobs, so she favors using the land to build a logging mill.Nevertheless, she is worried about the loss of the wetlands to sub-sistence hunting and fishing.

Perry Peavey Logging Mill

Logger who wants a logging mill so that his future will be assured.He's -red of always seeing the logs shipped away when they could justas easily be processed here.

Ron Ionowa - Logging Mill

Japanese businessman who would like to invest heavily in the loggingindustry. Lumber is needed for new houses, paper and pulp on hishome island of Hokkaido..1............Wilma Woodsey - Logging Mill

Forester who would like to see the logging industry expand, but in awell-managed way that protects fish an4 wildlife as much as possible.4..-...-Harry Hackett - Logging Mill

Unemployed worker who would like to see industry come to YakatagaCity so he could get a job. His family has been on welfare for way toolong.

John P. Morgan Shopping Center

Developer who feels a shopping center is just what Yakataga Cityneeds. New stores would be attracted and everyone could have "quick,one-stop shopping."

Patty McDonald - Shopping Center

High school student who likes the idea of more stores. Ideally, at leastone would sell junk food. She'd like to see a good pizza hangout withvideo games and a place to buy the latest tapes and records.

Joe Caputo Shopping Center

Taxicab driver who would enjoy a drive over to the shopping center, aswell as needing the extra business. Likes the open road and a chanceto get out of town.

31 11

4. Pass out role cards, butcherpaper and felt-tip markers toeach group. Have eachstudent make a name tag outof construction paper, thenpin on the tags with straightpins. Have the members ofeach group introduce them-selves. Then have eachgroup elect one person to beon the planning -..ommission.Have the rest of the grouptake 15 to 20 minutes to makeup a plan for the state selec-tion land and develop athree-minute presentation,using the butcher paper andfelt-tip markers to makecharts or maps in support oftheir plan. One personshould be elected to make thepresentation.

5. While groups work on plans,the planning commissiondiscusses criteria by which topick the best plan. A sampleform is enclosed.

6. Have the commission elect apresident, recorder andtimekeeper. The presidentmoderates the discussion.The timekeeper insures thateach presentation is limited tothree minutes. The recorder

12

takes complete notes on theproceedings. Each commis-sioner should ask two orthree questions of the groupafter each presentation, sothat the commissioners canvote with confidence.

7. After the presentations, thecommissioners should leavethe room to decide on eitherone plan or a combination ofthe plans presented. Theyreturn to explain their planto fellow citizens of YakatagaCity.

8. Afterwards, have each stu-dent write down their immedi-ate impressions of coastalzone management. As aclass, discuss the success ofthe simulation game. Howdoes what's happening inYakataga City compare withplanning and values in yourcommunity? Maybe the classwould like to attend a "real"local government meeting tosee how it compares withtheir meeting. If possible,obtain a copy of your localcoastal zone plan and discussit with the class. Do theyagree with all aspects orwould they make changes?

3

Activity 3Designing a Symbol andBeginning a Journal

Background:

The process of designing a symbolhelps students to think about thevalue of rivers, wetlands and thesea.

Many organizations and agencieshave a symbol or logo to repre-sent, as concisely as possible,their ideas and aspirations. Event-shirts with mottos and sloganssometimes make social and politicalstatements. By beginning ajournal, students record their val-ues, impressions and understand-ings as they change and growthroughout their Sea Week studies.

Vocabulary:

symboljournal

Materials:

paperpencilscissors

glueconstruction paperlined papercolored pencils or narrowfelt-tip markersfolders or binders forjournalssample journals of famousexplorers or scientists

Procedure:

1. Announce that as part of SeaWeek studies this year,students will keep journalsfor one week. A week is aconcise, obtainable goal.(Students may want to con-tinue for a much longerperiod after they try it for aweek.) Describe or readfrom some journals of famousexplorers, scientists or seacaptains. Explain that manytimes these journal recordsare the only way we knowwhat life was like in the olddays. Many times journalsare used as the basis ofbooks. Discuss the advan-tages of both oral and writtentraditions. Mention to theclass that perhaps somedaytheir children might enjoyreading their journals! As aclass, decide on how toconstruct, bind, and keepjournals. Lined paper can beused for the inside, andconstruction paper, filefolders or three-ring binderswill hold it together.

2. Make the journals and haveeach student design a symbolfor his or her journal coverthat will represent rivers,wetlands, and/or the sea.Refer back to your communityinventory. Allow students tocome up with their own initialideas of what's important inboth marine and freshwater

33 13

environments. They maywant to change or modifytheir symbols as their studyprogresses.

3. Begin journal entries. Ex-plain that students may wantto record impressions andfeelings as well as factslearned during Sea Week.Students may want to includeartwork, quick sketches,poems, cartoons, news clip-pings and worksheets. Maybesomeday they'll want to turnthis material into a book.

4. During each day of Sea Week,set aside some time for stu-dents to share journals withclassmates. Break the classinto groups of two or threestudents, having them readeach others' writing. Toencourage each other and tofeel at ease in writing andillustrating, encourage themto make mainly favorable com-ments on other students'journal entries.

5. At the end of Sea Week, setaside a time for students toshare their favorite journalitems.

14

Activity 4Looking Into the Future

Background:

Change is a basic fact of lifeeverywhere in the world, thoughobviously some communities changemuch faster than others. Animportant part of the educationprocess is preparing students forthis ever-changing world, espe-cially in solving problems not yeteven contemplated today. Stu-dents began thinking about changewith their community inventory andthe coastal zone game. Now theycan take another look at change,but on a broader basis. Today'sstudents will decide among pre-servation, conservation and devel-opment goals in the future. Some-times compromises are possible,but other times the choice is eitherone or the other: preservationor development. Decisions arebased on values, on what isimportant to people: their sur-vival, their quality of life, theiraesthetic and economic well-being.Students need to examine theirown values- -what is impoitant tothem.Vocabulary:

preservation

conservationdevelopment

Materials:

five pictures depicting marineand /or freshwater environ-ments from magazines orcalendarspaperpencilscopies of maps of Anchorageand the Cook Inlet Basin,both for now and for the year2035 (included with the TheAlaska Geographic Society'sAnchorage and the Cook InletBasin)

1. Obtain five pictures of marineor freshwater environmentsfrom magazines or calendarsshowing your own community,the state, the nation, or theworld--depending on what youwant to emphasize. Thepictures should be all blackand white or all color (so thebrightness of the picturesdoesn't influence their deci-sions) and should range froma highly developed urban areaalong a waterfront, to awilderness area adjacent tothe coast, to a recreationalbeach, to a shoreside in-dustry.

2. Number and display thepictures on the wall or bulle-tin board. Ask individualstudents to select the area inwhich they would most like tospend a specified number ofhours or days, ranking eachpicture from five points (firstchoice) to one point (lastchoice). Have students writedown their individual reasonsfor liking or disliking eachpicture.

35

3. Discuss each picture as aclass. Total up the pointsfor each picture and graphthe results. Compare thevalues students have appliedin making their choices. Arethe values similar or differ-ent? What contribution doesindustry make to our lives?Of what value are wild areas?

4. Now have students draw theway they think each of theplaces pictured will look 25years from now. How doesthis compare to what theythink their community willlook like then? You may wantto divide the class into fivegroups, with each grouptaking a picture to draw andlater making a presentation tothe rest of the class. Haveindividual students write theirnames on the back of thepicture; their age in 25years; the date in 25 years;and where they think they'llbe and what they'll be doing.Adults or parents might wantto take these same picturesand draw them 25 yearsearlier, writing down theirage then; what year it was;where they were; and whatthey were doing.

5. Discuss these changes as agroup. How accurate willthese class predictions be?What role will students havein decisions on how thesepictures will really look?Explain that this year's SeaWeek studies will focus oncoastal, river and wetlandsissues. Students will have achance to study, debate, andperhaps even influence rightnow the outcome of some ofthese issues and how some ofthese places will look in thefuture.

15

6. Just for fun, students mightwant to compare their predic-tions with those of TheAlaska Geographic Society'sartists in the maps of Anchor-age and the Cook Inlet Basin,for now and for the year2035--which are included inthe Society's book, Anchorageand the Cook Inlet Basin.

16

Activity 5Careers

Background:

Currently nationwide, the marinerecreation business ranks as thelargest employer of people withocean-related careers. In thefuture, as increasing use is madeof the ocean's resources, sea-related jobs and skills will be moreand more in demand.

In Alaska, the fishing industrysupplies 25 percent of all jobs.Additionally, every community islocated either on the coast or nextto a river--except for AnaktuvukPass, which is on a wetland. Thevast majority of supplies comes byboat. Marine supply stores do abooming business selling boats,motors and fishing equipment.

Career opportunities include jobsas oceanographers, marine biolo-gists and other scientists, oceanengineers, aquaculturists, mechan-ics, welders, captains and crewmembers for boats of all sizes;ship builders, marine social scien-tists (including economists),lawyers , legislators , executives ,public administrators and teachers;marine supply store owners,

people involved in the offshore oiland mineral development indus-tries, as well as the Coast Guardand Navy. Language specialistswill be needed to assist with thecomplexities of global negotiationsand cooperative agreements, inaddition to international trade.

Materials:

paperpencilsencyclopedias and otherreference bookspeople involved in marine/freshwater careerschalkboard and chalk

Procedure:

1. Ask students to list localmarine and/or freshwatercareers. Record them on theboard. Do not forget supportservices such as grocerystores, seafood restaurantsand hotels in coastal andriver communities. Youshould be able to come upwith at least 30 careers.

2. Have students select onecareer each that appeals tothem and write reports on

why they picked thesecareers. Ask them to de-scribe the education andtraining needed to preparefor their careers, what anaverage day on the job wouldbe like, and what they wouldhope to contribute to theirfields. Students may need toeither consult reference booksor interview people in theirchosen careers.

Additional Activities:

1. Social Studies, LanguageArts. Invite people in marinecareers to visit your classdressed for work. Ask themarine people to be preparedto show students what theydo on the job. Have studentsprepare lists of questions toask ahead of time.

2. Social Studies, LanguageArts. Visit a hatchery,

boat, fish camp,seafood restaurant, coastalzone planning office, CoastGuard station, shoresidehotel, or dive shop in orderto interview people to seewhat each career involves.

17

3

Activity 6Recreation

Background:

Fishing, swimming, boating andsimply walking along a beach orriverbank are all popular forms ofrecreation. Water--from puddlesto ocean surf--has always held anattraction for people. Photog-raphy, backpacking, birdwatchingand painting are more recentdevelopments, as are mechanizedboats, snowmachines and three-wheelers. Wetlands hunting,berrypicking and clam digging canalso be recreational. If fun jobsor chores are included, a greatpart of a person's life can beclassified as recreation.

Materials:

chalkboard and chalk

Procedure:

1. Have students list on theboard different types ofrecreation in your community.Have them mark an "X" bythose that are "water-related"

18

and an "XX" by those thatare "water-dependent." Don'tforget to include wetlandsret eeation, as well as that inrivers and the sea. Askstudents:

What is it about water thatattracts people?

Why is recreation important inthis modern age?

What are the costs of variousrecreational activities? Whatresources are used to man-ufacture recreational equip-ment such as skis, snow-machines and dog harnesses?

What is the environmentalimpact of various recreationalactivities, such as three-wheeler travel versus humanfoot travel over sand dunesor wet tundra?

2. Have students pantomime someof the different types ofrecreation, to see if the restcf the class can guess whatthey're doing. Students maydecide to invite to classexperts in marine or fresh-water recreation to dem-onstrate their skills.

3. Be sure to stress safety withall types of recreation. (SeeUnit Eight, Activities 3 and4, Safety, First Aid andSurvival.) If your studentsare particularly interested inrecreation as an issue, seeUnit Five, Activity 4.

38

Activity 7Food

Background:

One of the best aspects of livingon the coast is readily availableseafood. Luckily, those who liveinland can also enjoy this bountyof the sea through seafood mar-kets, restaurants and grocerystores, and through the salmonthat swim upriver to spawn.

Materials:

a variety of seafoodsrecipesheat sourcecooking and eating utensilslarge sheet of newsprint orbutcher paperfelt-tip markers

Procedure:

1. Ask students about theirfavorite foods from the sea,lakes and rivers. Then plana seafood snack, lunch ordinner. Invite parents todonate recipes, to assist withthe cooking and preparation,and to taste the results!

2. Try to obtain a wide varietyof seafood through parentdonations and by checkingyour local grocery or seafood

33

market. The Oriental sectionoften has seaweed crackersand other delicacies. Remindstudents that with global foodshortages, in the future theymay be eating more seaweedsand a greater variety of fishand shellfish. Seaweeds havemore vitamins and mineralsthan land fruits and vege-tables. Blue mussels producemore protein per acre thanany other land or shore-basedfood. They are especiallyeasy to farm, using log boomswith ropes hanging down, onwhich the mussels attachthemselves. But mussels arevery susceptible to paralyticshellfish poisoning (PSP), sobe sure you check with theAlaska Department of Fishand Game to be sure yourbeach is safe before har-vesting mussels or clams.

3. Have students cook at leastone dish themselves, measur-ing quantities. Remindstudents that in generalseafood needs only briefcooking to retain its flavors.Canned salmon or clams areeasy to cook in a pot on ahot plate. Here's a salmonrecipe from the Alaska Sea-

19

food Marketing Institute, 526Main Street, Juneau, Alaska99801. Write for a freerecipe booklet, availablethrough this organization.

HARVEST SALMON CHOWDER

20

1 can (7-3/4 oz.) salmon1/2 cup each chopped onion

and chopped celery1 clove garlic, minced2 tablespoons butter or

margarine1 cup each diced potatoes and

carrots2 cups chicken broth1 teaspoon salt1/2 teaspoon thyme1/4 teaspoon pepper1/2 cup chopped broccoli1 can (13 oz.) evaporated

milk1 can (8-1/2 oz.) cream-style

cornMinced parsley

Drain salmon, reservingliquid; flake. Saute onion,celery and garlic in butter.Add potatoes, carrots, re-

served salmon liquid, chickenbroth and seasonings. Sim-mer, covered, 20 minutes oruntil vegetables are nearlytender; add broccoli and cook5 minutes. Add flaked salm-on, evaporated milk and corn;heat thoroughly. Sprinklewith minced parsley. Makes 4to 6 servings.

4. Use felt-tip markers and alarge piece of newsprint orbutcher paper to make alarge-scale diagram of thefood web of your 'F ack ,lunch, or dinner menu. Usethe illustration as a walldecoration to remind studentsof the origins of their food.(See Sea Week Volume VI,Unit 2, Activity 5, for a morein-depth discussion of marinefood webs.) Students mayneed to check various ref-erence books to see what thevarious species eat.

5. As a follow-up, have studentsbrainstorm what it took toharvest, store and preparethe food. For example, thefishing boat is made fromtrees in Oregon, with metaltrim mined in Montana; andwith glass windows producedfrom sands in New YorkState. Oil-based nylon netsand floats are made fromLouisiana oil, and the nets'lead weights come from a minein Idaho. Then there's theboat's metal freezer, a gasstove, metal pots, clothing,survival suits, electroniccommunications equipment,and so on and so on!

40

Unit TwoMarine MammalsIndex:

Activity 1: Five Groups ofMammalsWorksheets:

Sea MammalCharacteristics 2APinnipeds 2BCetaceans 2COther Marine Mammals 2D

Activity 2: Name That Whale.Worksheets:

Cetacean Key 2EBeluga Bubble Puzzle 2F

25

29

Activity 3: WhaleAdaptations 31Worksheet:

Whale in the Water! ....2G

Activity 4: Following theGray Whale 33Worksheet:

Gray Whale Migration...2H

Activity 5: Cetacean Intel-ligence and Communication.. 35Worksheet:

Say "R000-bee !" 2I

Activity 6: Whale First Aid . 39Worksheet:

There's a Whale On MyBeach 2J

Activity 7: WhalePopulations 41Worksheet:

Humpback Whale Case ..2KActivity 8: Whaling Then

and NowWorksheets:

After the Whale! 2LBlow Ye Winds 2MOld Time Whaling Puzzle 2N

Activity 9: Battle Over theBowheadWorksheets:

Battle Over the Bowhead ..20The Whale's Tail 2P

47

53

Objectives:

To help students:

Categorize mammal and marine mammal characteristics by use of aapart worksheet (Activity 1).Research the different groups of marine mammals (Activity 1).Key out the different whale characteristics (Activity 2).Compare whale skeletons to human ones (Activity 3).Explain whale adaptation to the ocean environment (Activity 3).Measure the length of a blue whale (Activity 3).Make a small classroom-sized blue whale and label its adaptations3).

tear-

(Activity

Mark gray whale migrations on a map (Activity 4).Graph how fast the class can travel the distance of the gray whale migra-tion (Activity 4).Write imaginary conversations about what whales say on their long migra-tion (Activity 4).

41 21

Objectives:

Read a story about dolphin intelligence (Activity 5).Demonstrate a variety of cetacean communications, including echolocation(Activity 5).Listen to a cetacean record and a story (Activity 5).Write a theme about real or imaginary talk with a whale (Activity 5).Make up skits to demonstrate whale first aid (Activity 6).Discuss the Marine Mammal Protection Act of 1972 (Activity 6).

. Read or listen to When the Whale Came to My Town (Activity 6).Count beans to demonstrate birth and death rates and the difficulties ofestimating whale populations (Activity 7).

. Estimate killer whale populations by counting a series of "pods" (Activity7).Read a humpback whale case study (Activity 7).Write to whale conservation groups to find out information on present-day whale populations (Activity 7).Read early Alaskan whaling history (Activity 8).Sing sea chanties (Activity 8).Carve and scrimshaw art objects (Activity 8).Produce an imaginary TV special on the bowhead whaling issue (Activity9).

4 ()4,

23

.___

____

____

11,

I ,

Ribbon seal

Right whale

.1,

.,-..

4

dolphin

Fur seal,-

._

Ringed seal

Harbor seal

..u4r1

Pacific bearded seal

Humpback whale__

wal

rus

AIN

IMIM

EM

.

Sperm whale

Beluga whale

Sea otter

UNIT TWO:

Marine Mammals.

Alaska's waters and shores are home to polar bears,

otters, walrus, sea lions, eight species of seals, and 18 species of large and small

whales--a wonderful portion of Alaska's wildlife heritage, and intricately bound up

with traditional Native culture.

44

Activity 1Five Groups ofMarine Mammals

Background:

Alaska marine mammals includewhales, porpoises, seals, sealions, walrus, sea otters and polarbears. Like all mammals, theseanimals are:

. warm-bloodr.d;

. breath air through lungs;. have true hair at some stage

in life;. give birth to live young;. suckle young with mother's

milk; and. have a four-chambered heart.

Other characteristics of marinemammals set them aside. They:

. live entirely or mostly in seawater or on sea ice;

. depend completely on foodtaken from the sea;

. have anatomical adaptationssuch as flippers, fins andwebbed feet, which equipthem for life in the sea or onsea ice; and

. are generally peaceful andunaggressive animals, most ofthem remarkably intelligent,especially the cetaceans.

Science has not provided a Latinname for marine mammals as agroup. They are found in threeordera : Cetacea , Sirenia , andCarnivora.

The cetaceans (se-TAY-shuns)include whales, dolphins andporpoises. They are the farthestremoved from the land and themost fish-like in appearance.Cetaceans are extremely intelli-gent. Their learning and reason-ing abilities have astounded inves-tigators. This high level of intel-gence, combined with their friend-ly dispositions, makes the ceta-ceans one of the most scientificallyinteresting and popular of allanimals.

4 5

25

The sirenians have only two sur-viving members: the manatee anddugong. Steller's sea cows wereformerly found in Alaska waters,but they are now believed to beextinct. Sirenians have made acomplete adaptation to water, andare not able to survive at all onland. They have no hind limbs,but their forearm flippers can bemanipulated to hold food and theirnursing young. They are herbivo-rous, meaning they feed chiefly onplants, and are among the gentlestof all animals. Although themanatee and the dugong are on theU . S . government's list of endan-gered species, little is being doneon an international level to assuretheir survival.

found in Alaska waters. Thewalrus is the only member of thefamily Odobenidae. Pinnipeds,translated "finfooted," are more athome in the water than on land.They still retain their four limbsfrom ancestral days--in the form offins. All pinnipeds come ashore tobear their young and to mate.They have few enemies, except forpolar bears, killer whales, sharksand humans. The majority preferthe colder waters at the northernand southern extremes of theplanet. All feed on fish and othercold-blooded marine life. A fewspecies will attack warm-bloodedanimals such as penguins andother seals. Pinnipeds are fastswimmers and expert divers. Theseals seem to use a form of sonar.Blind seals have been found thatare fat and in good condition.(More information on pinnipeds isin Volume IV of the Alaska SeaWeek Curriculum Series.)

Within the order Carnivora are fivefamilies with marine mammal spe-cies, including the seals, sealions, walrus, polar bears and seaotters. Seals, sea lions andwalrus were formerly in a separateorder called Pinnipedia. Theeared seals (Otariidae) include thenorthern fur seal and the sea lion.The earless or true seals (Pho-cidae) are the most numerous.Ringed seals, bearded seals,harbor seals (and the closelyrelated spotted seals), ribbon sealsand the northern elephant seal are

2646

The ursidae family includes polarbears and the terrestrial brownand black bears. Polar bearsspend their summers on the packice far above the Arctic Circle.In the fall, they move south withthe advancing ice. In winter,they wander widely over the Arcticislands and coasts of North Amer-ica. Polar bears are expert swim-mers and divers, but are usuallytoo slow to catch their prey inwater, so they scavenge carcasses,sneak up on seals on the ice, orgenerally try to outwit the seals.For instance, they will swim undera seal's blowhole and scratch onthe ice, causing the frightenedseal to plunge through the blow-hole into their waiting arms. Onlyexpectant mother bears hibernate.

v,..

)

r.,A::11 ./

_ -

The mustelide family includes seaotters and the basically terrestrialriver otters, weasels, badgers,skunks, martens and wolverines.The sea otter's fur is unusually

fine, soft and dense. Sea otterseat primarily urchins, mussels,crabs and clams. Because otterslack the blubber layer possessedby other marine mammals, theyhave a high daily food consump-tion. An adult male will easilyconsume 15 pounds of food a day,nearly one-fourth of its bodyweight. Otters will usually die ifthey go without food for threedays.

(The background information forthis activity was contributedprimarily by Zada Friedersdorff,Redoubt Elementary, Soldotna.)

Vocabulary:

mammalpinnipedPhocidaeOdobenidaeOtariidaeCetaceaOdontocetiMysticetiSireniaCarnivora

Materials:

paperpencilreference booksworksheets:...Sea Mammal Characteristics

(2A)...Pinnipeds (2B)...Cetaceans (2C)...Other Marine Mammals (2D)

Procedure:

1. Pass out the worksheet SeaMammal Characteristics. Askstudents to figure out thedifferences between seamammals and all other mam-mals. They can check theiranswers in reference books.

427

2. Assign the Pinnipeds, Cet-aceans, and Other MarineMammal worksheets to encour-age further research. Havestudents check pronunciationof unfamiliar words in thedictionary. (The Pinnipedworksheet and the additionalactivities were contributed byMike Stichick, Bethel-KilbuckElementary, Bethel.)( Pinnipeds answers: 1. Pin-nipeds have thick hides withheavy layers of fat under-neath, and their fore andhind limbs are modified toform flippers; 2. (illus.); 3.a. swim, b. open a can, dochin-ups, etc.; 4. Phocidae:ribbon seal, northern ele-phant seal, harbor seal (andspotted seal), bearded seal(oogruk); Otariidae: northernfur seal, Steller sea lion,California sea lion; Odobe-nidae: walrus; 5. WesternAlaska; 6. tusks; 7. artwork,tools; 8. Bring up the idea ofwalrus canneries and alsotanning of hides. Would thisbe a source of local income?What difficulties are there ingetting a business like thisgoing? How many walrus arethere? Are they walrus beingoverharvested? What happensto the walrus bodies?; 9.useful: enjoyable to see,circus, help keep populationsof some sea creatures at lowerlevels, this is their world,too; destructive: occasionallyget caught in fisher nets, eatsalmon and herring sometimes,thus competing with com-mercial fishers.)(Cetaceans answers: 1.Long-beaked animals arecalled dolphins and short-nosed forms are called por-poises; 2. Odontoceti: killerwhale, harbor porpoise,dall porpoise, sperm whale,

28

bottlenose dolphin, white-sided dolphin, etc.,Mysticeti: minke whale,Pacific right whale, sei whale,blue whale, finback whale,humpback whale, gray whale,bowhead whale, etc.; 3.toothed whale; 4. baleenwhale; 5. (illus.); 6. small,shrimp-like organisms; 7.their brains are huge andheavily convoluted, theyunderstand and imitate words,learn rapidly, make complexvocalizations of their own,and are known to train theirtrainers!; 8. They've beenoverharvested commercially.)(Other Marine Mammals: 1.1768; 2. (illus.); 3. hugeblack body, 25 to 30 feetlong, small head, flat lobedtail, paddle-like forelimbswith no "finger bones" andhorse- like hooves withbristles on the bottom, noteeth, instead two flat platesgrooved together for mashingseaweed; 4. bays and tidalrivers of southeastern UnitedStates; 5. looks very muchlike a manatee, except its tailis more squared off; 6. Theirfur traps air and their hairsare hollow. The bottoms oftheir feet are covered withfur; 7. by collecting urchins,clams, crabs, mussels on thebottom and bringing them tothe surface where it lies onits back and feeds, sometimeswith the help of a rock tosmash open tough shells; 8.Sea otters have longer furand are much larger; riverotters never turn on theirbacks to feed; sea ottershave retractable claws andthey can break open shellswith a rock; 9. They wereoverharvested by the old-timeRussians who were after thickfur.)

4.1 u


1. Science, Language Arts.Have students pretend yourclassroom is a large swimmingpool filled with water as deepas the door knob or the tabletops. Think about where thefollowing things would have tobe done by different marinemammals. If they can't figurethem out, check a referencebook.

1. getting oxygen (respira-tion)

2. getting food3. eating4. having young5. playing6. sleeping7. getting warm8. escaping enemies9. getting a drink of water

10. feeding their young11. (Add your own ideas

here!)12.13.14.15.

2. Art, Science. Have studentsmake a big mural showing thedifferent groups of marinemammals and their daily activ-ities (breathing, eating,escaping enemies, etc.).

3. Music. If marine mammalscould sing in our language,they might sing songs abouttheir lives and troubles.Have students write words tosuch a song. To make iteasy, use the tune to "OldMan River" or "Blowin' in theWind." Organize a seal, sealion, walrus, whale, sea otterand polar bear chorus to singthe song to an audience.

Activity 2Name That Whale

Background:

Alaska waters are incredibly rich.They support 9 species of greatwhales: the sperm, gray, minke,

sei, blue, humpback, bowheadand right, plus the smaller killer,beluga, goose-beaked, Bering Seabeaked, giant bottlenose, andnarwhal. The best resource onAlaska whales--descriptions, pic-tures, and range maps--is AlaskaWhales and Whaling, published byThe Alaska Geographic Society.(Also, check the whale informationin the Sea Week Curriculum GuidesVolumes I and II.)

"As the whale is great, so tocherish it can be proof of ourgreatness. Meanwhile, and for alittle longer, the great whaleglides through the sea, feeling itsvibrations and reading its meaningby senses it has gained througheons of time. Had the whale beencreated only to deepen our senseof wonder, that were enough, forit is imagination that makes ushuman."

--Dr. Victor B. SchefferAlaska Whales and Whaling

49 29

Vocabulary:

baleen (review)toothed (review)

Materials:

scissorsgluelarge index cards or con-struction paperclear contact paper or lamina-tion machinewhale booksworksheet...Cetacean Key (2E)...Beluga Bubble Puzzle (2F)

Procedure:

1. Pass out copies of the work-sheet Cetacean Key, whichwas developed by LaurieDumdie at the Pacific ScienceCenter in Seattle. Askstudents if they know what ascientific key is. (It's a wayto identify a plant or animalby making a series ofchoices.) Review the terms"baleen" and "toothed."

2. Have each student cut out thewhale pictures and glue themto large index cards orconstruction paper. Thenthey can use the key tofigure out each species.Have them place the namematch each one with its nameand then check through whalebooks to see how well theydid. Once everyone is sure

30

of the identifications, gluethe names on the back andcover the cards with clearcontact paper.

3. Use the cards as flash cards,to see if students can identifythe whales without the key.


1. Art, Science. Have studentsdraw and make up cards forthe other Alaska whales:minke, fin, sei, goose-beaked, Bering Sea beaked,giant bottlenose, narwhal.

2. Language Arts, Science.Have each student take awhale, research it, and makea written or oral presentationto the class.

3. Language Arts, Science.Have students make up bub-ble puzzles for the differentspecies of whales, like theone enclosed that Don Gil-lespie in Koyuk made to gowith the Beluga informationsheet from the Alaska Depart-ment of Fish and Game Wild-life Notebook Series. Stu-dents can make their puzzlesfrom marine mammal booksthat you have in your class-room. (Answers: 1. Color;2. largEst; 3. fronT; 4.Adult; 5. arCtic; 6. bEr:ngsea; 7. nulAto; 8. salmoN; 9.preServation--which spellsCETACEANS.)

Activity 3Whale Adaptations

Background:

Adaptations are structures orbehaviors that allow an organism tobe well-suited to the conditions ofits environment. Whales probablydescended from land animals longago, as is evident from theirskeletal similarities with landmammals. Whales are probably thelargest animals that ever havelived on earth. Their huge sizemakes it impossible for them to liveon land, but enables them to keepwarm in cold waters. As an animalincreases in size, there is pro-portionately less skin area ex-posed, and therefore, less heatloss to the environment. Whalesalso have a thick layer of blubberunder the skin to insulate them-selves against the cold. Theyhave:

glands that oil the eye toprotect against salt water;young born tail first becauseof their need to be broughtto the surface immediately tobreathe;blowhole on the top of thehead so they do not have tobring their whole body out ofthe water to breathe;an echolocation system that ismore efficient than sight in adark environment, especially

since water is a better con-ductor of sound than air;streamlined bodies;forelimbs modified into flip-pers;external hindlimbs the havedisappeared completely;a tail that has been modifiedinto a fluke, providing pro-pulsion by up-and-downmovements;decreased respiration andheart rates for deep dives;andan ability to vary their bodyshapes as they move throughthe water, reducing resist-ance and drag.

(This information and the activitywere adapted from the ORCAWhales curriculum developed bythe Pacific Science Center andWashington Sea Grant.)

Vocabulary:

echolocationforelimbshindlimbsadaptation

Materials:

100-foot tape measure ormeasuring stickspencilsbutcher paperold newspapers or scrappaperstaplerlarge felt-tip markersworksheet:...Whale in the Water! (2G)

Procedure:

1. Discuss the meaning of adap-tation, then pass out theworksheet Whale in the Water!to the students. (Answers:1. These bones would be hipbones if the whale had legs,

51 31

but through years ofevolution have decreased insize; 2a. 3, 3; 2b. 5, 5; 2c.thc:y are closely related, thesame bones have come to beused for different purposes inhumans and whales; 3a. 1cubic inch; 3b. 8 cubicinches; 3c. 8; 3d. Alaska isfilled with examples--think ofthe large mammals such asmoose and caribou that roamaround during winter whilelemmings and voles hideunder the snow; 4a. yes, toprotect against salt water;4b. no, fur would increasefriction and slow down thewhale in the water; 4c. no,the young need to get to thesurface to breathe rightaway, and it might take awhile for the tail to come out;4d. no, too much heat wouldbe lost; 4e. yes, they canmove through the waterfaster; 4f. yes, to insulateand protect them from thecold; 4g. no, would slowdown their speed; 4h. yes,retain fresh water in bodies;4i. no, other methods can beused to keep warm; 4j. yes,the blood will be able toconserve what oxygen isthere; 4k. yes, more efficient

32

than sight when it's dark,and water is a better con-ductor of sound than air; 41.no, saltwater tears don't helpmuch when an animal is al-ready in salt water; 4m. yes,help with swimming; 4n. yes,prevent bends, which iscommon in human deep seadivers, when nitrogen bub-bles get into their blood-stream and cause paralysisand death if they ascend toorapidly; 4o. yes, then theycan breathe effortlesslywithout taking their wholehead or body out of thewater.)

2. Take a hundred-foot tapemeasure or use measuringsticks to mark the size of ablue whale in the schoolhallway, side of the building,or on the playground. Markthe measurements with a signso other classes can see, too!

3. Then make a smaller bluewhale for the classroom out ofbutcher paper. Stuff theinsides with old newspaperand staple it together. Labelthe adaptations on yourwhale. Make sure it's readyfor the water!

52

Activity 4Following the Gray Whale

Background:

One of the biggest adaptations ismigration. The gray whale makesthe longest migration of any mam-mal-10,000 miles round trip fromthe warm-water lagoons of BajaCalifornia to the Bering and Chuk-chi seas and the Arctic Ocean.The grays spend the summer (Mayto September) feeding on one-inch-long amphipods and other smallbottom-dwelling invertebrates thatthrive on lush plankton growthfueled by the long hours of sun-light. During the rest of theyear, the whales eat very little,concentrating on migration andbreeding activities.

The gray whale is different fromall the other baleen whales.Scientists believe that grays arethe most ancient of baleen whales,as well as the sole survivors of afamily of whales that was oncerepresented by many species.Grays continue to dominate thechoicest of the ocean habitats--nearshore waters. At one time,gray whales were found along theeastern Atlantic and westernPacific coasts end possibly the

western Atlantic, but due to heavyonshore whaling operations, onlythe eastern Pacific populationremains. The eastern Pacificpopulations were almost exter-minated in the mid-1800s, whenwhaling captain Charles Scammondiscovered their shallow-waterbreeding areas in Baja California'scoastal lagoons. The whalers tookmainly pregnant and nursingfemales because they were in theshallowest water. And though thegrays are extraordinarily fiercewhen it comes to protection oftheir young, and will regularlycharge boats, the whales were nomatch for the whalers. Con-sequently, scientists and whalersat one time thought this greatspecies was extinct, but somehowthe whales found each other andbegan to increase after they werealmost wiped out.

Currently, whaling occurs only inthe Arctic, where the Soviets takearound 180 per year, which theysay are for Siberian Natives. Agreater danger may be potentialdevelopment pressures. TheMexican government has declaredScammon's Lagoon a whale sanctu-ary, but oil is being drilled near-by. If oil is discovered, thenatural place to ship it would befrom the protected entrances ofthe lagoons. Heavy tourist trafficalong the migration route mayrepresent another threat to thegrays. But in some cases whaleshave begun to interact with boats.Visitors in small boats are some-times able to approach within 10 to20 feet of the whales in the breed-ing lagoons. And recently, cer-tain whales have come righk up tothe boats, rubbed against them,and even permitted themselves tobe petted!

After spending more than twomonths (November-December) on

33

the breeding grounds, the whalesswim northward until they reachthe waters of the Bering andChukchi seas in May or June.They stay fairly close to shore ontheir way north, but not as closeas on the southward migration.Vancouver Island seems to be thestaging area for the crossing ofthe open waters of the Gulf ofAlaska. From here on, though,their migration is a mystery--theyare not sighted again until theyreach the Bering Sea. They maygo through or around the AleutianIslands.

On the journey back south, theygo through Unimak Pass betweenthe Aleutian Islands, commencingtheir journey in October as theArctic seas begin to freeze.

How the whales navigate is stilllargely unknown. They occasion-ally emit pulses that some peoplethink are echolocation clicks.Navigation is also accomplished bymemory and vision. Whales areoften observed lifting their headsvertically out of the water in amanner known as "spyhopping,"which may enable them to get theirbearings on various land marks.

To make the 5,000-mile, one-waytrip, the whales must keep movingalmost 24 hours a day, whichleaves them little time for sleep!When migratinL or feeding, thewhales breathe every 10 or 15seconds before making a long dive.When they get to the Baja Cali-fornia lagoons, they do sleep,lying quietly at the surface,barely awash, head and flukeshanging limply, raising slightlyevery eight to ten minutes for aslow breath.

34

Vocabulary:

migrationnavigationecholocationendangeredextinct

Materials:

butcher paperfelt-tip markerpaperpensPacific coast mapworksheet:...Gray Whale Migration (2H)

Procedure:1. Ask students to tell you

about the longest trips theyhave ever made. Then passout the worksheet Gray WhaleMigration. Have them use aPacific coast map to labeltheir worksheets.

2. Get out the butcher paperand felt-tip pens. Ask theclass if they would like toduplicate the gray whale'sjourney. See if they canequal a whale's trip one wayby jogging, biking, swim-ming, hiking or skiing (forexample, 25 students running1 mile each equals 25 miles).Make a graph or map of thejourney with the butcherpaper (ask for student helpin the design), so that eachday they can record how farthey moved the day before.(A class of 25 students eachrunning 1 mile per day wouldtake 200 days for the 5,000mile migration!)

Your class may want to joinwith another class. It's notso important that the end goalbe reached as that the pro-cess of working toward

54

that goal will give them anidea of how far 5,000 milesis! )

3. Have students write para-graphs on what they thinkthe whales talk about on thislong journey. Ask studentsto quickly jot down whatcomes to mind. Then havethem rewrite, adding actualconversation. Let themcritique each other's work insmall groups and then polishup their whale fantasy.

(These three procedures wereadapted from Gentle Giants ofthe Sea by The WhaleMuseum. Write for theircurriculum guide for moreactivity ideas: The WhaleMuseum, P.O. Box 945,

Friday Harbor, Washington98250. You may also beinterested in ordering theGray Whale Teaching Kit,available with slides or film-strip from : American Cet-acean Society, P.O. Box4416, San Pedro, California90731.)

Activity 5Cetacean Intelligenceand Communication

Background:

"We are beginning to discern theoutline of another mind on theplanet--a mind anatomically likeours, but profoundly different."

--Joan McIntyreMind in the Waters

Whales and dolphins, have verylarge and complex brains that makehigh intelligence or awarenesspossible. Cetaceans usually live insocial groups. They help eachother, talk to each other, hunt,feed, and work together. Mostknowledge of cetacean behaviorand cetacean brains has beendrawn from captive dolphins andkiller whales. Today there aremany more questions than answersabout whale intelligence and brainstructure. In testing what intelli-gence is, scientists are limited bytheir own knowledge and thequestions and tasks they can thinkto ask. Results are biased be-cause of the attempt to applyhuman standards to very nonhumanspecies. Whales have a human-likesense of humor, a long memoryspan, an ability to mimic sounds,an ability to learn quickly, and asocial organization. The future

35

offers some most exciting possibil-ities for us to learn from whales,if we can keep them around longenough.

Cetaceans communicate by echoloc-ation, songs, touching, and bodymovements. Sound is their prima-ry sense, and they seem to beable to talk with other cetaceansand navigate at the same time.Cetacean sounds have beengrouped into pure tones (clearwhistles) and pulsed tones (echo-location sounds, faster clicks usedfor social communication, andmysterious, more repetitive, lesswell- modulated sounds). Thespecies vary in the amount andvariety of vocalizations. Eachwhistle is individualized, like asignature or name, and species canalso communicate with other spe-cies.

To echolocate, dolphins and whalessend out a series of clicks, whichbounce back. By analyzing thestrength and character of theecho, dolphins and whales can tellsize, texture, speed, location andother characteristics of any objectthey focus on. Scientists devel-oped sonar by watching cetaceans.Like whales, the ships of todaycan "see" with sound.

Mind in the Waters, edited by JoanMcIntyre, is a good source ofinformation on cetacean intelligenceand communication. You alsomight want to order Whales fromGinn Custom Publishing, as areader for students.

Materials:

two wooden dowels, the sizeof a broomstickstopwatchtape measurescarves or blindfolds for allstudents

36

papercrayons or felt-tip markersrecord of whale voicesbooks about whalesworksheet:...Say "R000-bee!" (21)

Procedure:

1. Ask students to relate storiesthey have heard about ceta-cean intelligence. Distributethe worksheet Say "R000-beee!". Encourage studentsto do additional researchabout whale intelligence ontheir own.

2. Discuss cetacean communica-tion. Cetaceans "see" withtheir ears more than withtheir eyes. Although theyhave very good eyesightabove and near the water'ssurface, it is impossible tosee deep in the ocean wherethere is no light. Explainthat cetaceans send outthousands of clicking soundsthat bounce off the thingsaround them. Then theylisten to the echos from theclicks to tell where they areand what is in their way.This is called echolocation.They have memories of the"sights" they have heard;they can tell the differencebetween their clicks and thoseof their friends; and they cansend out sounds and listen atthe same time.

3. Have students demonstratecetacean communication.First break the class intopairs. Have each studentthink of a story to tell.Then have them both starttelling their stories, trying tolisten and talk at the sametime!

56

Divide the class into groupsof six or eight. Have eachgroup close their eyes andwalk around very softlycalling "hello" over and over.See if the students can tellwhich hello belongs to whichperson, and where eachperson is. See if studentscan use their sense of soundto keep their "pod of whales"together. (Ideas from ProjectJonah)

4. Demonstrate echolocation.Take the class outside. Giveone student two woodendowels and station him or her50 feet away from the build-ing. Place all remainingstudents 50 feet from thebuilding and blindfold them.As the first student hits thedowels together, have theblindfolded students listen.Describe the echo. Thengive one blindfolded student astopwatch to start when thedowels are hit together and tostop when the echo is heard.Write down the time it took.Then move 100 feet frombuilding and try this again.Move away at 50-foot intervalsand keep recording data.How far is the echo travelingeach time? (Twice as far asthe distance from thebuilding.) Remind studentsthat because water is denserthan air, sound travels fivetimes as fast in water as inair.

5. Demonstrate the importance oftwo ears in sound communica-tion. Because the externalears of most cetaceans aresmall and inconspicuous,scientists used to think thattheir ears were nonfunctional.Nevertheless, the middle andinternal ears are highly

5

developed, and many of thetoothed whales appear toreceive sound through thelower jaws. By receivingsound on both sides of thehead, direction can be deter-mined. Divide the class into"porpoises" and "fish." Havethe porpoises close their eyesand keep their heads station-ary. Have the fish makeprearranged sounds and seeif the "porpoises" can pointto the "fish." Now have theporpoises cover one ear andtry the same thing. Is thisas easy? (Probably not,because the brain needs tocompute the differencesbetween what the two earshear to determine sounddirection. Using only oneear, the only clue to directionis loudness.)Have the "porpoises" movetheir lads, repeating theone-ear exercise. Does ithelp them to orient (find thedirection)? Now instruct the"porpoises" to use both earsand move their heads aroundslowly (they may turn theirwhole bodies), attempting tobe conscious of how thesound changes as they turntowards it or away from it.When they reach the pointwhere the sound seems tocome into the two earsequally, they may open theireyes. What are they lookingat? (If they have listenedcarefully, they are facing the"fish.") Have they ever seenanimals do this? (Manyanimals, as well as people,will orient in this way byhearing, and then find thetarget by eyesight. Dolphinsand porpoises probably don'tuse their sight until afterthey have zeroed in withtheir hearing.)

37

(Procedures 4 and 5 wereadapted from the ORCAWhales curriculum developedby the Pacific Science Centerand Washington Sea Grant.)

6. Have students listen to acetacean record and read abook about cetaceans (checkthe bibliography at the end ofthis unit) . Conclude thisactivity by having studentsselect one or two emotionsdisplayed or communicatedorally by whales, and attemptto illustrate them with paperand crayons or felt-tip mark-ers. (Suggested by R. Brum-baugh, Metlakatla)

38


1. Language Arts, Art, Science.Write and illustrate a pam-phlet or book about cetac-eans. (Suggested by RockyGoodwin, Sherrod Elementary,Palmer)

2. Langauge Arts, Science.Obtain a whale movie. Showthe movie without the sound.Have students pretend theyare on a whale-watchingexpedition. Have them takenotes about observed whalebehavior. Then run themovie with the sound and seehow well the students did atobservation. Did they seethings that were not men-tioned in the sound track?

0r-r13

Activity 6Whale First Aid

1

Background:Scientists do not know the reasonswhy cetaceans often strand them-selves on beaches. Perhaps theyare sick, or parasites have inter-fered with their sonar navigation .Though finding a whale on thebeach is not too likely, ideally thisactivity will appeal to studentimagination and inspire somecreativity. (Information for thisactivity was taken from theInternational Fund for AnimalWelfare pamphlet "First Aid forStranded Marine Mammals ." )

Materials:

towels, sheets or clothsblankets or tarpsplastic bagslanolin , vaseline or zincoxidesWhen the Whale Came to MyTown by Jim Youngworksheet :. . . There's a Whale On a

Beach! (2J)

Procedure:

1. Ask students what they woulddo if a whale becomes strand-ed on a beach near yourcommunity. Pass out theworksheet There's a Whale onMy Beach for first aid Wiiec-tons . ( Answers : 1: graywhale, arrows should point toflippers, tail, flukes, blowhole, eye; 2: 40 feet ; 3:roughly 60,000 pounds . )

2. Divide the class into smallgroups to practice whale firstaid on "whale" victims. Somegroups may want to work onsinge strandings , whileothers work on mass strandings. Have each groupprepare a skit for the rest ofthe class.

3. Discuss the Marine MammalProtection Act of 1972. Itprohibits the "taking" of anymarine mammals by anyoneexcept Alaska Natives in-volved in subsistence act-ivities, people with a permitto take them for researchpurposes, or fishermen whoaccidentally entangle them intheir nets. The law statesthat no other killing, har-assing, hunting, or capturingof marine mammals is allowed.Collecting any marine mammal,alive or dead, is also illegal.So leave those bones on thebeach until you have a permitfor them from the NationalMarine Fisheries Service.Schools can get permits bywriting to NMFS , P . 0 . Box1688, Juneau, Alaska 99801.Ask students if they canfigure out why the collectingof bones, skulls, and other

39

parts of dead animals is notallowed. (Someone might killa live animal for its skull andthen say it was found dead.)

4. Tell students that if they finda dying or dead whale, theyshould contact the phonenumbers mentioned on theworksheet. If the animal hasnot decomposed too badly, itis a storehouse of informationfor biologists interested inmarine mammals. A deadwhale may serve as a clue towhy cetaceans sometimesbeach themselves. If scien-tists cannot come to investi-gate, they may want yourclass to take special measure-ments, and to sketch andphotograph the whale.

Marine mammal research isstill in its infancy. It isdifficult to study animals thatare out of sight so much ofthe time. Maybe your classcan help make some excitingdiscoveries. Fill out thiscard and mail it to: ScientificEvent Alert Network, 10thStreet and Constitution Ave-nue, N.W., Washington, DC20560.

5. Read the story of a strandedwhale, When the Whale Cameto My Town, by Jim Young.

MARINE MAMMAL DATA RECORD

SPECIES(071 . _ _ _ NUMBER(202)______

LENGTH(406) SEX(401) CONDITION(2031

DATEITIME OF OCCURRENCE(0951

DATEITIME OF EXAMINATION(200) _ _NATURE OF OCCURRENCE(201)

STATE(102) _

SPECIFIC LOCALITY(104)

LOCALITY REMARKS(106)__o__1 11 0

LATITUDE(110) LONGITUDE(1101

VOUCHER. MATERIAL(200)_

COUNTY(103)

DISPOSITION OF SPECIMENI2001_

. _--- -REPORTED BY(4501_ _ _EXAMINED BY(1251_, _ _ .

FIEMARKS(2001_...... _

100 107

_ .

TEL

TEL

1

108 109

40 GO

Activity 7Whale Populations

Background:

The International Whaling Commis-sion (IWC) is the only worldwideorganization with any responsibilityfor controlling the whaling indus-try. Membership is voluntary andnumbers 17 countries, includingJapan and the Soviet Union, bothof which still hunt the greatwhales even though as of 1981, theSoviets publicly stated they wouldcomply with the 1976 plan to stoptheir commercial whaling en-deavors. Partly because thepresence of these two nationsforces compromises, critics arguethat the IWC represents more ofthe vested interest in the whalingindustry than it does conservationof the whales. Many countrieswhich allow whaling who are notmembers of the IWC, and piratewhalers indiscriminately take anytype of whale in any region at anytime. Moreover, the IWC has nopower of enforcement, and mem-bers can choose not to comply withdecisions made at meetings.

The Scientific Committee of theIWC makes estimates of whalepopulations, setting harvest quotasbased on these estimates. Thetheory is that a population can

replenish itself if not too many ofits numbers are taken. TheMaximum Sustainable Yield (MSY)is the highest number of animalsthat can be taken from a popu-lation and still allow ti.a remainingpopulation to make up the deficien-cy. Calculating the MSY, how-ever, requires a knowledge of theoriginal population size. Presentwhale populations are difficultenough to estimate, and estimatesof the original populations of thegreat whales are not much morethan educated guesses. Theseguesses are made on the basis ofsightings of whales, a statisticsuspect in itself, and by com-paring the number of whalescaught to the effort involved.Thus, MSY-based quotas can bequite inaccurate.

Conservationists have many othercriticisms on the statistical assess-ments of the IWC. (For moreinformation, see The Whale Manualby Friends of the Earth.) One isthat the MSY estimate is a tech-nique used to regulate the fishingindustry, but may not be useful tocontrol whaling. Fish have a muchhigher reproductive rate and canmore easily replace their numbersthan whales can. There is alsoevidence that social disruption,such as killing members of agroup, may reduce thereproductive ability of whales, andthat below a certain populationdensity, whales may never be ableto reproduce enough to recovertheir losses.

The IWC currently bans the hunt-ing of sperm whales, blue whales,right whal--;, gray whales, bow-heads (with exception of limitedsubsistence hunting by Eskimos)and humpbacks. The IWC placesquotas on minke whales, finwhales, sei and Bryde's whales.A 10 year moratorium on all whal-

6141

ing has been suggested to allowpopulations to recover, but itremains to be seen if the SovietUnion and Japan will agree to sucha ban before the remaining greatwhales become so scarce as to becommercially unexploitable.(This activity was adapted fromthe OR CA Whales curriculumdeveloped by the Pacific ScienceCenter and Washington Sea Grant.)

Vocabulary:

maximum sustainable yieldlaw of diminishing returnsharvest quotasInternational Whaling Commis-sion

Materials:

Two one-quart jars of drykidney or pinto beanscardboard box about12"x14"x2"acetate about 3"x5"tapeoverhead projectorblindfoldworksheet:...Humpback Whale Case

Study (2K)

Procedure:Before class, make a countingbox out of a two-inch-deepcardboard box (or two lids).Cut out a "window" in the topand tape a three-by-five inchpiece of acetate on it. Nowput a number of beans in thebox.

2. Ask students how they wouldcount a whale population.Show them the counting box(ocean), with beans repre-senting the whales. Place thebox on the overhead projec-tor. Shake the box aroundvigorously so the beans movebefore students have time to

1.

42

count those appearing in thewindow. On the basis of thebeans they can see, can thestudents estimate the totalnumber? Take their guessesand ask what they are basedon. Now try a differentnumber of beans, either agreat deal more or less, andrepeat the estimations.

Ask students to describe thedifficulties in counting beans.

Based on this exercise, whatdoes the class think are someof the problems in trying tocount whale populations?(The whales move around,you can't tell if you've count-ed them before or not, theylive in areas that we can'talways watch, etc.)

3. Talk about the InternationalWhaling Commission (IWC), itsmake-up and power (or lackthereof), and what statisticswhaling quotas are based on.To demonstrate how a popula-tion estimate can be based onthe energy expended tocapture individuals, bring outthe counting box again. Thistime have a blindfolded stu-dent "hunting" for beans;that is, picking beans out ofthe box one by one. Theycan be put into a jar oncethey are caught. Whathappens to the number ofattempts to catch a bean asmore beans have been caught?Now "improve" the huntingtechnique: remove the blind-fold. (Whaler's hunting tech-niques were greatly improvedby the invention of the ex-plosive harpoon and motorizedcatcher boats.) Compare theenergy needed to hunt now.

Explain the law of diminishingreturns, which states that asa resource is used up, ittakes increasing time andenergy per unit to exploitwhat remains. There is apoint when, because of thescarcity of the resource, itbecomes no longer profitable(in terms of capital or en-ergy) to exploit it. This hashappened with many of thegreat whales, which meansthey have become extinct forcommercial purposes. Andscientists are worried thatonce whales fall below acertain population density,they may never be able toreproduce enough to recovertheir losses.

4. Use beans, once again, to getacross the effect of birth anddeath rates on populationgrowth. Place two one-quartjars at the front of theclassroom and divide thestudents into two groups.Students in one group willeach add two beans to theirjar, and students in the othergroup will add three beans ata time to their jar, to repre-sent two different birthrates. Compare how fast thejars fill up. Now demonstratebirth and death rates. Startwith both jars full. Haveeach group add two beans ata time to their jars, but haveone group take away one andthe other group take awaythree to represent two dif-ferent death rates. Whateventually happens to thethree-bean group? (None willbe left.) This is obviouslyan extremely simplistic modelof the great whale situation,but it appears that whales arenot increasing their birth rateto balance the death rate.

Whalers are spending moretime and energy to catch eachwhale than ever before.Point out that decreasingpopulation density can have aserious effect on the birthrate.

5. Demonstrate the difficulty ofgauging whole numbers byhaving half the class be killerwhales and the other half bewhale watchers. Have thehalf that are killer whales gooutside the class. Thewhales should decide howmany will re-enter the class-room on the first visit of thepod. Have them enter for 30seconds, leave again, andthen re-enter with a differentnumber. Switch groups aftera few visits.Ask students:

63

What problems did thewhale watchers have?[It's hard to know ifyou've counted the sameanimal before; sometimesthey move so fast youcan't identify and countthem all; you need towrite down what you seein order to know howthe population haschanged; killer whaleswith their dorsal finsand humpback whaleswith their humps havedistinguishing marks(each is different) butother whales are harderto tell apart, and some-times you see only alittle bit of their fin, soit's hard to even tell thewhale species!]What kind of informationcan be gained from thistype of study? [Birthand death rates; mater-nal behavior; social

43

behavior (who hangs outwith who); of feedinghabits and movements.]

6. Distribute the worksheetHumpback Whale Case Studyfor the students to read andanswer the questions to.(Answers: 1. One problem iswhales getting entangled andcausing damage to fishinggear. Solutions might be toreimburse fishermen fordamage, or to figure out someway to keep the whales fromgetting caught. For example,whales seem to be able to"see" certain net mesh sizesand not others. Anotherproblem is the increasingpressure of whale watchers.A solution might be to re-gulate such activity wherewhales are congregating orbreeding, perhaps by settingup wildlife refuge areas; 2.That there is a need forinformation on birth anddeath rates, changes in thepopulation from year to yearand during migrations, lifehistory, social behavior,maternal and breedingbehavior, knowledge ofcommunication, and identifica-tion through photos of flukesthat vary with the individual.All this would help inhumpback whale management;3. You will need estimates ofthe original population sizefrom old whaling records andsightings. Then, comparingthe number of whales caughtto the effort involved (dataobtainable from whalers) givesyou a gauge of how thepopulation has decreased.You can now estimate presentpopulation size, and from thisestimate the maximum sustain-able yield (MSY), which is

44

the number of humpbacks thatcan be taken without furtherreducing the population. Youwill also need knowledge oftheir birth and death rates todetermine how fast theyreproduce and increase theirpopulation. This informationmay or may not be availablefrom other biologists.)Arguments such as these arestill being presented today tothe International WhalingCommission for other whalespecies.

7. Have students write to thefollowing whale conservationgroups for literature andinformation on current whalepopulations and suggestionsfor what they can do if theywant to help whale popula-tions:

64

Marine Mammal Commission1625 "I" StreetWashington, D.C. 20006

Project Jonah240 Fort MasonSan Francisco, California94123

Greenpeace2623 West 4th AvenueVancouver, British ColumbiaCanada BCV 6P8

General Whale9616 McArthur BoulevardOakland, California 94605

Rare Animal Relief Effortc/o National Audubon Society950 Third AvenueNew York, New York 10022

The Whale MuseumP.O. Box 1154Friday Harbor, Washington98250

e

Japanese Embassy2520 Massachusetts AvenueWashington, D.C. 20008

Embassy of the USSR1125 16th Street NWWashington, D.C. 20036

Friends of the Earth124 Spear StreetSan Francisco, California94105

Save the Dolphins1945 20th AvenueSan Francisco, California94116

North Slope BoroughBarrow, Alaska

NW

World Wildlife Fund1319 18th Street NWWashington, D.C. 20036

Marine Mammal CoordinatorNational Marine Fisheries

ServiceDept. of CommerceWashington D.C. 20235

American Cetacean SocietyP.O. Box 2698San Pedro, California 90731

Whale Protection Fundc/o Center for EnvironmentalEducation624 9th Street NWWashington, D.C. 20001

Animal Welfare InstituteP.O. Box 3650Washington, D.C. 20007

8. Sing songs about whales.Most sea chanties are aboutkilling whales, but here's oneabout saving them.*

6J 45

Aho song by Pete Scent

of the world's last whale© Copyright 1970 by STORMKINC MUSIC INC.

Permission.

Jrtyn

All Rights Reserved. Used by

I hos.rti the 5019

41.of the voorti'5 lost

A5 I VOCIVa in the 11100n fight told voscat the

1

It - 'II hop - perk to you 8f - so with - out

fail, if it kheop -pens to

1. I heard thesongOf the world's last whale,As I rocked in the moonlightAnd reefed the sail.It'll happen to youAlso without fail,If it happens to meSang the world's last whale.

2. It was down off BermudaEarly last spring,Near an underwater mountainWhere the humpbacks sing.I lowered the microphoneA quarter mile down,Switched on the recorderAnd let the tape spin round.

3. I didn't just hear grunting,I didn't just hear squeaks,I didn't just hear bellows,I didn't just hear shrieks.It was the musical singingAnd the passionate wailThat came from the heartOf the world's last whale.

4. Down in the AntarcticThe harpoons wait,But it's up on the landThey decide my fate.In London TownThey'll be telling the tale,If it's life or deathFor the world's last whale.

5. So here's a little testTo see how you feel,Here's a little testFor this Age Of The Automo-

bile.If we can saveOur singers in the sea,Perhaps there's a chanceTo save you and me.

6. I heard the songOf the world's last whale,As I rocked in the moonlightAnd reefed the sail.It'll happen to youAlso without fail,If it happens to meSang the world's last whale.

4666

F1

Activity 8Whaling Then and Now

Background:

Whaling is an old tradition inhuman history. Documented draw-ings, estimated at more than12,000 years old, depict men withharpoons hunting whales. TheBasques began whaling in theStone Age, and by the 8th centuryA.D., they had developed organ-ized hunts in the Bay of Biscay.

They were efficient enough to havedriven their prey increasinglyfarther into the Atlantic. Theymay even have gone as far west asthe New World, reaching the NorthAmerican shores long before Co-lumbus.

During the 16th and 17th century,the German, English and Dutchjoined in the hunting of the greatwhales. The slow-swimming rightwhale was the easiest to catch andtherefore the favorite whale ofthese early whalers (hence thename "right"). They were killedby the thousands.

47

About this same time, the Pacificwhales were also hunted by Eski-mos, coastal Indians and theJapanese. Methods varied, butthey usually used poisoned har-poon heads. Floats were sometimesattached to tire the whale. Eski-mos used umiaks or kayaks for thehunt. A large whale providedmuch-needed food, and could feedan entire village for weeks, as wellas providing oil for lamps, leatherfor clothing, and numerous otherproducts. Not many whales werekilled and many men died in theirattempts to feed their village.

During the 19th century, theUnited States dominated the whal-ing industry. At its peak in 1846,the Americans sent out a fleet ofwhaling ships almost entirely fromthe New England cities of Nantuck-et, New Bedford, Fairhaven andother smaller towns along the EastCoast.

The actual number of whales killedduring this period will never beknown, but it must have beenenormous. Some records werekept, however, which give an ideaof how extensive whaling was inearly America. The period from1835 to 1872 was the industry'smost productive time, with anestimated 290,000 whales killed.

48

The two inventions that made thisperiod so productive were theharpoon gun and the explodingtip. In 1840, a Scot named WilliamGreener invented the first harpoongun. Until this time, the harpoonhad been hand thrown, like aspear, by a man standing in asmall wooden boat. Even with thisnew weapon, many whales escapedwhen the harpoon pulled out orthe rope broke. About 15 yearslater, however, Svend Foyn, aNorwegian, made the harpoon guneven more deadly by devising adelayed explosive tip. A fewseconds after the harpoon enteredthe whale, the explosive chargereleased, usually killing the whaleinstantly if it entered anywherenear a vital organ.

Although the Atlantic whaling fleetwas the largest, the whalers in thePacific also killed huge numbers ofwhales. For countless centuries,the annual migration of as many as15,000 California gray whales hadproceeded along the North Amer-ican coast. In 1857, CaptainCharles Scammon discovered alarge lagoon on the west coast ofMexico that was filled with graywhales. The breeding and calvingwhales in this and other baysalong the coast proved to be easyprey.

By 1890 the gray whale was closeto extinction, and the Americanwhaling industry, particularly inNew England, was disintegrating.Many whaling ships had been lostduring the Civil War in the 1860s.In 1871, more than 30 ships werecrushed by Arctic ice during asingle whaling expedition near theAlaska coast.

The crushing blow to the whalingindustry in the United States,however, had nothing to do withthe loss of ships. Petroleum,

6 8

discovered in the 1860s, began toreplace whale oil as a lubricantand fuel. Baleen was replaced bythe invention of the flexible steelspring in 1906. Whaling, ofcourse, did not end. Instead, itbecame more mechanized and movedinto a different era.

The era of modern whaling actuallybegan in 1925. In that year, thefirst factory ship was launched.Each factory ship was accompaniedby several catcher boats, whichdid the actual killing. The intro-duction of these new ships meantthat the flensers (the men who cutthe whale) no longer needed tostand on the edge of the ship oron the whale carcass. This was avery risky job and many flensersfell to their death. The use ofthe factory ship also meant that,since the dead whale was broughtinto the ship and cut up inside,there was less loss of the deadwhales from storms or shark andorca scavenging.

Though there were fewer whalingfleets, their efficiency was greatlyincreased. By the 1930s, thewhaling nations began to realizethat if the industry were to sur-vive, they must put some curbs onthe number of whales killed everyyear. Many agreements were madeat this time, but the number of

whales killed was still high.Between 1925 and 1930, almost50,000 whales were taken. In 1938alone, more than 54,000 of thegreat whales were killed, and thisfigure does not include the smallerwhales and dolphins.

In 1946, the International WhalingCommission (IWC) was formed bythe whaling countries of the worldin an effort to regulate the killing.Over the years some whales wereprotected, but this only happenedwhen their numbers became seri-ously low. Because there werefewer whales to be hunted eachyear and because of the cost ofbuilding and maintaining the hugeships, the number of whalingfleets and the number of countriesinvolved in whaling dwindled. Inthe Antarctic alone, 41 factoryships were operating in 1931. By1964, there were only 23 in all theoceans of the world. Nonetheless,63,000 whales were killed in 1964.But this was a drop from the peakyear, 1962, when 66,090 weretaken. As of 1980 there are onlynine factory ships left, run by theJapanese and the Soviets, thougha number of countries still operatefrom land-based stations. Inaddition, pirate whalers fromnon-IWC nations claim to be inde-pendent and ignore all IWC rul-ings. They will kill any whalethey can find, protected or not,including females with calves.

Whales are used for pet foods,leathers, cosmetics, fertilizers,lubricating and cutting oils in thetextile and leather industries,candles, glue, and oil for humanconsumption. Whales are used fora variety of other products, too.But we can currently synthesizeall of the products made fromwhales, as well as substitutingother foods for the meat theyprovide. Many biologists are

Fig

49

pushing for a 10 year moratoriumon whale hunting, so that whalepopulations can be more accuratelygauged and given a chance torecover.

(Material for this background wasadapted by permission, from GentleGiants of the Sea by the WhaleMuseum. Detailed information onwhale history, products and popula-tions can be found in The WhaleManual by Friends of the Earth.Alaska history of both commercialand subsistence whaling is re-corded in Alaska Whales andWhaling, published by The AlaskaGeographic Society.)

Materials:

paperpencilssea chantiesClorox bottles or wood piecesor soft-fired clay whale teethsandpaperwood-carving knives (if youare using wood)heavy-duty scissors (if youare using plastic Cloroxbottles)a large needle for each stu-dentpaper towels or ragsmap of Alaskamap of the worldcopy of Typical Cost of aWhaling Voyagesample ivory etchings andcarvingslocal scrimshaw and ivoryea/ versworksheets:...After the Whale! (2L)...Blow Ye Winds in the

Morning (2M)...Old-time Whaling Puzzle

(2N)

50

Procedure:

1. Ask students to relate whatthey know about whalinghistory. Point out to stu-dents, on a world map, theroute of the Yankee whalersfrom New England: aroundthe tip of South America, upto Hawaii where they restedand resupplied, then north toAlaska waters. Then passout the worksheet After theWhale!. (Answers: 1. thesedates should be incorporatedin the timeline 1835, 1848,1849, 1852, 1853, 1854, 1858,1865, 1870, 1871, 1876,1868-1880, 1884, 1887, 1889,1897, 1907. Scan the text forwhat happened on each of thedates; 2. these geographicplace names should bemarked: Kodiak, AleutianIslands, Bering Sea, BeringStraits, Arctic Ocean,Okhotsk Sea, Pt. Belcher,Icy Cape, Pt. Barrow, CapeThompson, MacKenzie Bay andyour community; 3. 18; 4.315; 5. 3,150 gallons; 6a. 12;6b. 2,000,000 gallons; 7a.

trade items, warm clothes,knife, boots, binoculars,journal, pencils, quill pens,ink, oil cloth rain gear, seabag, books, etc.; 7b. goodfood, something to keep youfrom getting scurvy, extrarain gear, knives, extramaterials for boat repairincluding sailcloth, line(rope), tools, nails, whalinggear, etc. Students may beinterested in these figure:; onthe Typical Cost of WhalingVoyage.

0

TYPICAL COST OF WHALING VOYAGE(including outfitting and original cost of ship)

List of the principal articles required to outfit a vessel for a voyage in spermwhaling, together with the amount of each article and cost according to theprices which prevailed on January 1, 1844.

ARTICLE AMOUNT PRICE COST

Oil Casks 2,800 Bbls. $ 1.25 $ 3,500.00Beef & Pork 240 Bbls. 8.50 2,040.00Flour 220 Bbls. 5.25 1,155.00Corn 75 Bushels .55 41.25Beans & Peas 14 Bushels 1.25 17.50Corn Meal 5 Bbls. 3.50 17.50Tobacco 2,500 Lbs. .11 275.00Rice 1,200 Lbs. .035 42.00Potatoes 150 Bushels .35 52.50Cheese 800 Lbs. .07 56.00Butter 900 Lbs. .13 117.00Dried Apples 600 Lbs. .04 24.00Vinegar 10 Bbls. 3.50 35.00Cod Fish 800 Lbs. .03 24.00Molasses 1,600 Gals. .27 432.00Tea, Black 250 Lbs. .35 87.50Tea, Hyson 20 Lbs. .60 12.00Raisins 200 Lbs. .05 10.00Sugar 1,000 Lbs. .075 75.00Coffee 1,u00 Lbs. .08 80.00Duck, Heavy 60 Pieces 18.00 1,080.00Duck, Light 36 Pieces 8.00 288.00Tar 20 Bbls. 2.25 45.00Whale Boats 6 Boats 60.00 360.00Oars 7 Sets 8.50 59.50Boards 4,000 Feet 20.00M 80.00Nails, Composition 700 Lbs. .22 154.00Copper, Sheathing 8,500 Lbs. .21 1,785.00Cordage 8,500 Lbs. .10 850.00Tow Lines 3,000 Lbs. .12 360.00Try Pots 3 Pots 60.00 180.00Cloth 6,000 Yards .09 540.00Iron, Whaling Crafts 4,000 Lbs. .15 600.00Clothing, Ready-Made 2,800.00Labor in Port 2,500.00

TOTAL COST OF OUTFIT $19,774.75COST OF A TYPICAL VESSEL 31,224.72

COMBINED COST OF ESSEL AND OUTFIT $50,999.47

From: The American Whalemanby Elmo Paul Hohman

71 51

2. Have students try their handsat scrimshaw. Explain thatold-time whalers carvedbeautiful objects in theirspare time at sea. The spermwhale tooth ivory was afavorite for carving. Thesame techniques can bedemonstrated on heavy plas-tic, wood, or soft-fired clay.Bring out the Clorox bottlesor pieces of wood. Useheavy-duty scissors to cutthe Clorox bottles into man-ageable pieces. Use knivesto carve the wood into inter-esting shapes. Sand thewood. Have students drawdesigns on paper first, thenetch the outline on the wood,clay, or plastic. Apply atiny drop of ink. (IvoryIndia ink.) Rub the inkthoroughly into the cut andwipe it off immediately with atiny piece of paper towel or arag moistened with saliva.Then continue to make morecuts, ink, rub, and wipeuntil the etching is complete.Invite people in your commu-nity who scrimshaw or carveivory to demonstrate theirtechniques. Also show stu-dents ivory from personalcollections or from a local giftshop.

3. Sing some sea chanties to getthat feeling of what it waslike to be on an old whalingship. The worksheet Blow YeWinds should get you started.Sea chanties were used forentertainment (no TV onthe old ships!) and to makethe work go more easily.Pulling sails on those old-timeships was rough work thatrequired lots of musclepower. The chanteyman andfiddle or banjo player was animportant part of the crew.

52


1. Language Arts. Read whalingstories or excerpts (MobyDick) and have the studentstry writing creat ve storieswith these beginnings:

We lowered the boats and tookout after the largest spermwhale I'd ever seen...

In the midst of the SouthChina Sea, we came upon aship under full sail with not asoul aboard....

The Mate's booming command,"All hands on deck!" sent ustumbling from our bunks,scrambling into our foulweather gear and up theladder to face the icy breathof Cape Horn....

The band of burly, raucoussailors burst into the smoke-filled atmosphere of thetavern.

"You're not going to ship onthat ship, are you, mate?"whispered the bearded sailorbetween his teeth, his weath-ered hand gripping my armlike a band of iron....

The ship had been gone threeyears, and every day now theCaptain's wife could be seenon the "widow's walk," hereyes eagerly searching thehorizon for an approachingsail....

(Suggestions from the MysticSeaport Museum, Mystic, Connect-icut, where the old whaling shipCharles W. Morgan can still beseen a ad visited.)

2. Language Arts. Order acopy of the booklet Life on

72

Board American Clipper Shipsby C.R. Schultz from MarineInformation Service, SeaGrant College Program, TexasA&M University, CollegeStation, Texas ($1.00). Readparts of this succinct littleguide to your students, orchallenge some of your betterreaders with these fascinatingstories.

3. Language Arts. Have stu-dents try their hand at theworksheet Old-time WhalingPuzzle developed by theMystic Seaport Museum,Mystic, Connecticut.(Answers: Across 1. scrim-shaw; 2, figurehead; 3.blubber; 4. harpoon; 5.mate; 6. whaleboat; 7.flukes; 8. navigate; 9.cooper; 10. lance; 11. aft;12. watch; 13. hemp; Down1. spermaceti; 2. forecastle;3. baleen; 14. line; 15.rigger; 16. deck; 17. appren-tice; 18. gear; 19. fathom;20. bow; 21. helmsman; 22.log; 23. barrel.)

4. Home Economics. Have stu-dents make "hard tack," astaple on whaling voyages.Ingredients:

2 c.. flour1 tsp. shorteningI tsp. salt

c. water

Work in shortening, addwater, mix. Beat dough witha mallet until 4 -inch thick.Fold and repeat several timesand then cut up into biscuitsize. Bake 30 minutes at325°. Requires good teeth!

(Suggested by the Gulf ofMaine Marine Education Asso-ciation's Newsletter, WhaleTales, edited by Clay CarkE3C

Activity 9Battle Over the Bowhead

Background:

re:901/

;."4

Every spring, the great bowheadwhales begin to make their way upthrough the Bering Strait to theirsummer feeding and calving watersin the Arctic Ocean and the Beau-fort (BOW-fert) Sea. And theIriupiat Eskimos will be waiting, asthey have for thousands of years.

Long ago, other Native peoplehunted many kinds of whales thatsounded and blew in Alaska wa-ters. With poisoned spearheadsand magic charms, the Aleutsmatched their fragile one-man skinboats against the awesome size ofthe gray, fin, sperm and bowheadwhales. There were also scatteredcoastal whaling cultures fromYakutat to Cook Inlet, from Kodiakto the Bering Sea.

In the late 1800s and early 1900s,commercial whalers killed most ofthe great whales in the world'soceans. As a result, an interna-tional treaty was drawn up to tryto save the whales that remained.

Among the endangered species isthe great bowhead, Ballena mysti-cetus (ba-LEEN-uh miss-tFOT-tus). Once, thousands rangedthrough all the northern seas.

53

But today, except for isolatedgroups in northern Canada andeastern Siberia, the only bowheadsleft are believed to be those whofollow the retreating Bering Seapack ice on their spring migrationinto the Arctic Ocean. And onlythe northern Inupiat Eskimos, thelast of Alaska's great whalingcultures, continue the traditionalhunt.

In 1977, for the first time inhistory, the International WhalingCommission extended its control tocover subsistence hunting in aneffort to save endangered whales.

Can both the Eskimo's lifestyle andthe whales survive? How? Whatother values are involved? Seewhat your students think afterthey take part in the followingTide lines TV news special, "BattleOver the Bowhead."

Materials:

worksheets:...Battle Over the Bowhead

(20)...The Whale's Tail (2P)

54

Procedure:

1. Ask students to tell whatthey know about the bowheadwhale controversy. Pass outthe worksheet Battle Over theBowhead and explain that thisis their chance to do a TVspecial on the bowhead.Select members of the classfor each part and let eachone choose a team of ad-visors. If you can get theequipment, have the classvideotape the TV special withsome members of the classacting as the camera crew.

2. After the production, explainthat it came from the March1979 Tide lines. How is thesituation different now? Yourclass might want to look fornewspaper clippings or con-tact the National MarineFisheries Service, AlaskaDepartment of Fish and Game,or Eskimo Whaling Com-mission. How would yourstudents solve this issue?What are some of the problemsof marine mammal management?

3. As a review, pass out theworksheet The Whale's Tail.Here are the answers:

I 'T O

"A

7 4

Unit Three Logging,Fisheries and WildlifeIndex:

Activity 1: Logging Practices 57Worksheets:

Do You Know Your Treesand Shrubs? 3A

Wood and Wood ProductsInventory 3B

Log Those Trees!. 3CFrom Seed to Lumber

and Pulp 3DActivity 2: Fish Streams and

Timber Sales 60Worksheet:

As A Fisheries Biologist 3EActivity 3: The Deer and

Logging Dilemma 64

Worksheet:Graphing Deer Use of

ClearcutsActivity 4: Bird Use of Old-

Growth Forests 66Worksheets:

Birds in the Old-GrowthForest 3G

Save that Snag! 3HActivity 5: Logging Field

Trip 67Worksheet:

Comparing Stumps andTrees 31

Activity 6: Logging, Fisheriesand Wildlife Debate 70

Objectives:

To help students:

Match pictures of trees and woodland shrubs with their descriptions(Activity 1).Inventory their own homes for wood products (Activity 1).Practice different harvest methods on a model forest (Activity 1).Sequence the growth and use of a tree from seed to wood product(Activity 1).Make a classroom mural of fish habitat needs in a stream and estuary(Activity 2).Develop a list of rules to protect fish habitat in a timber sale (Activity2).Graph deer use of forests before and after clearcutting (Activity 3).Interpret data on bird use of old-growth forests (Activity 4).Read about the ways birds use old snags and place the events in atree's cycle in sequence (Activity 4).Investigate and take field notes on fish, wildlife and vegetation on alogged over and old-growth forest (Activity 5).Write a poem or draw a picture about the field experiences (Activity 5).Describe the economics of logging (Activity 5 and 6).Mark local logging areas, proposed timber sales, and spawning streamson a map (Activity 6).Debate logging, fisheries and wildlife conflicts (Activity 6).

5 55

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UNIT THREE:

Logging, Fisheries and Wildlife.

Examining the way the timber industry

affects Alaska's fisheries and wildlife and learning how to manage these vital

renew-

able resources for the benefit of all three is crucial to understanding modern-day

Alaska.

77

Forests are an integral part of ourcoastal and river habitat in south-eastern, southcentral and InteriorAlaska. Forests, fisheries andwildlife are all renewable re-sources, which means that withwise use, they will supply us withwood products, food, jobs, recre-ation and enjoyment forever. Butas with any resource, harvest andmanagement are both complex andcontroversial. The fall 1980 issueAlaska Fish Tales and Game Trails,published by the Alaska Depart-ment of Fish and Game, does anexcellent job of analyzing thesetopics. (Kay Pearson at WhiteCliff Elementary in Ketchikansuggested many of the ideas forthis unit.)

73

Activity 1Logging Practices

Backlround:

One-third of Alaska is forested.Most of the Interior and south-central forest is reserved forrecreation, hunting, wildlife habi-tat, watershed protection and sub-sistence purposes. But much ofthe forest in Southeast Alaska andon Afognak Island is involved intimber harvesting that produceslumber and wood products for usehere and abroad.

Vocabulary:

renewable resourcesustained yieldallowable cutclearcuttingsingle tree selectionseed tree selectionselective cuttingskidderchokeryardingthinningdeciduousconiferous

57

Materials:

samples of local tree species(branch tips)cake pan or cookie sheet withturned-up edgessoilmosssticks or tips of tree branch-esconstruction paperscissorssmall saws or knivesstringworksheets:...Do You Know Your Trees

and Shrubs? (3A)...Wood and Wood Products

Inventory (3B)...Log Those Trees (3C)...From Seed to Lumber and

Pulp (3D)

Procedure:

1. Ask students to name thelocal trees and shrubs. Putthe list on the board. Passout local tree and shrubsamples and the worksheet DoYou Know Your Trees andShrubs? Explain the differ-ence between deciduous (losetheir leaves) and coniferous(evergreen) trees. Butremember, tamarack is veryunusual because it is consid-ered a conifer even though itloses its needles every year.Have students match pictureswith descriptions and circlespecies for which you havesamples. Challenge studentsto find additional local speciesafter school. Try to get acopy of Alaska Trees andShrubs, by Viereck andLit-' as a reference.Sometimes the Forest Servicehas copies (USFS, P.O. Box1628, Juneau, Alaska 99802).Two versions of the book arein print: a condensed paper-

58

back for use in the field, anda hardback edition. (Work-sheet answers: 1. willow; 2.western hemlock; 3. lodgepolepine; 4. tamarack; 5. Alaskacedar; 6. alder; 7. paperbirch; 8. poplar or cotton-wood; 9. quaking aspen; 10.black spruce; 11. whitespruce; 12. Sitka spruce; 13.common juniper)

2. For homework, give studentsthe worksheet Wood and WoodProducts Inventory to reportback on wood products thatthey use. Compile the re-sults into a class list.

3. Have students relate theirlogging experiences. Explainthat the class will be makinga model forest to demonstratelogging techniques. Havestudents place soil in a cakepan or cookie sheet and addmoss on top. Then addsticks or branch tips to makea "forest." Make a streamout of blue constructionpaper.

4. Use the worksheet Log ThoseTrees to introduce methodsthat the class can use toharvest their "forest." Goover the terms mentioned onthe worksheet. (Answers:1. seed tree selection, seed,seed; 2. clearcutting, clear-ed, cleared; 3. single treeselection; 4. 1, 3, oilyselected trees are cut; 5.cutting trees adjacent to thebest trees so that the besttrees will have more room togrow; 6. they can be con-tinually replenished by grow-ing up again from seeds; 8.circle the trees along thestream)

5. Have the class select one of

7J

the three logging methods todemonstrate on their modelforest. They will needknives or small handsaws tocut down the trees in lieu ofpower chain saws. Thebranches should be trimmedand the tops cut off. Thenthey can attach choker chains(string) and drag the logseither down to tidewater orup to a road for yarding (anarea where the logs can bestacked). Loggers use askidder (which looks some-thing like a bulldozer) todrag several logs at once.Discuss the potential to causesoil erosion as the moss andtopsoil is torn up by theskidding operation. Be sureto leave some trees along thestream, and don't do anyskidding across the stream-to reduce erosion and protectthe fish in the stream. (Seethe next activity for moreexplanation.) On very steepslopes, loggers will sometimesuse balloons or helicopters tohelp with the harvest, so thatskidders do not constantlyrun up and down the slope,causing soil erosion that isusually irreparable.

6. So now the class either hasthe logs to tidewater or lyingbeside a logging road. Whathappens next? Use theworksheet From Seed toLumber and Pulp toFliscussthe lumbering process.(Answers: Tree seeds, treeseedling, full-grown tree,timber, trim branches andtop, attach choker chain,skidder hauls to road ortidewater, logging truck orlog boom, lumber and pulpmill, lumber, off to Japan,scrap lumber, paper mill,pulp, stores, your house,

your summer job plantingtrees--these last, from lumberon, are quite variable!)


1. Science, Art. Have studentsmake a leaf/needle collectionof the local tree and shrubspecies, complete with draw-ings of the full-size trees andidentifying marks. Studentscan add forest plants to theirinventory, too. Use Hu lten'sFlora of Alaska for identifica-tion, or Viereck and Little'sAlaska Trees and Shrubs.

2. Math. Have students figurehow many trees were used tomake all the wood and woodproducts in their homes.Obtain information on thenumber of board feet in anaverage tree from a localforester. (A board foot is 1'x 1' x 1".) If students burnfirewood, have them figurethe number of trees requiredto heat their house everyyear. (One cord equals a 4'x 4' x 8' stack of wood.)

3. History, Social Studies. Readportions of Handloggers byW.H. Jackson and discussold-time logging practices.Invite a logger or forester tocome to your class and dis-cuss present-day loggingmethods, and to answer yourquestions about loggingpractices in your area.

4. Science. Take a beach orriverbank walk, trying toidentify species of driftwoodand guess where it orig-inated. Driftwood along thenorthern Alaska coast gener-ally comes from the MackenzieRiver Delta. WesternAlaska's driftwood comes fromthe Yukon River.

59

Activity 2Fish Streams andTimber Sales

011Men..:;,;:1\;,:t:;21;iiiii'1' t :),:ar

Vito 'RIM II Itt f /4.

Background:

Proper use of Alaska's timber andfisheries, both renewable resourcesif used wisely, is a questionfraught with controversy, espe-cially in Southeast Alaska. Fish-eries biologists believe that thetwo major factors that have re-duced Southeast salmonid stocksare overfishing and loss of hab-itat."Though overfishing is a complexmanagement problem, it is com-pounded by the loss of habitat,which either delays or preventsthe recovery of individual salmonidpopulations. At present, timberharvest and associated activitiesare the primary commercial uses offorest lands in Southeast Alaska,and consequently, have the great-est potential for alterizsg habitat."

--from "Chain Logs, Food Chainsand Fish Streams" by Elliott,Koski and Meehan in Alaskan FishTales and Game Trails, Fall 1980

Information for this activity wasadapted from the above-mentionedarticle and the Forest Service pam-phlet, Logging and Fish Habitat.

60

Vocabulary:

poolrifflesedimentationturbiditynutrientsmicroorganismsmicrobesdebrisestuary

Materials:

large sheet of butcher paperor chalkboardfelt-tip markers or chalkworksheet:...As a Fisheries Biologist

(3E)

1. Make a classroom mural (seeillustration) of a stream anddownstream estuary on eithera large sheet of butcherpaper or on the blackboard-as the basis for discussion offish habitat needs. Reviewthe meaning of estuary (ahighly productive wetlandwhere fresh and salt watermix as a river or streammeets the sea. For moreinformation on wetlands andfisheries, check Alaska SeaWeek Curriculum Series,volumes V and VI). Askstudents:

What are the three basicrequirements of all fish?(Food, cover and waterquality, including tempera-ture, oxygen and nutrients inboth the stream and down-stream estuary. Cover fo[.fish includes instream andoverhanging logs that can beused for hiding from pred-ators, as well as shrubs andtrees that provide shadowsfor hiding. Add this in-formation to your drawing.)

81

What do the fish in thestream eat? (Insects, bothland and aquatic varieties.Add these to your drawing.Some types of insects live inpools and others live in rif-fles.)

What do the insects eat?(The microorganisms onneedles, twigs, and leavesthat fall into the stream orare adjacent to the stream.The microorganisms on thisdead vegetation are like"peanut butter on a cracker"for the insects; i.e., themicrobes supply the proteinand nutrients for the in-sects.)

Where does this instreamvegetation that the microbeslike so much come fro,i?(From shrubs and trees alongthe stream.)

Why else are trees andshrubs along the streamimportant? [They providecover (protection from en-emies) in their shadows andshade, so that the streamtemperature remains cool inthe summer. And trees helpto insulate the stream in thewinter, preventing freeze-up.Dead trees that fall into thestream or across streams alsoprovide cover and shade, aswell as sometimes helping toform pools, which are goodplaces for fish to rest.]

How do salmon use thestream? (They need cleangravels, oxygen. and cooltemperatures for spawningand for rearing their young.Pink and chum smolt migrateto both estuaries and the seaduring their first spring, butking, coho, and sockeye

salmon, rainbow and cutthroattrout, and sea-run DollyVarden char spent' one to twoyears in streams and lakesbefore heading to the sea.)

Where do nutrients come fromand where do they go?(Many nutrients come fromstreamside vegetation, whichdecays and falls in the waterwhere it is fed on by insects.Nutrients also come from thebodies of spawned-out salmon.A few minerals and nutrientscome from rocks and soil. Allthe leftover nutrients godownstream to the estuary,where they feed zooplankton,which in turn feed manyvarieties of coastal fish andshellfish.)

How does the stream maintainhigh oxygen levels? (Bystaying cool, for cool waterholds more oxygen; by havingriffles, which mix oxygenwith stream water; and byremaining unpolluted. Forexample, if too much organicmaterial, such as loggingdebris, remains in a stream,the animals helping it decayincrease in numbers: Sincethese all require oxygen, anoxygen deficit is created.)

What does increased sedimentmean to the fish in a stream?(It causes fish eggs to becovered up so they don't getany oxygen and they die. Itcauses th, instream vegetationto be covered up so microbesand insects don't have a placeto feed. And with increasedturbidity (sediment in thewater), fish have troubleseeing their food. Sedimentalso fills in the pools, reduc-ing the number of restingplaces.)

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EorvARY

83

How does sediment get into astream as a result of logging?(From erosion caused by theloss of the trees, shrubs andground cover that hold thesoil in place. Roads, skid-ding logs, logging on steepslopes and not leaving astreamside barrier to helphold the soil all contribute toincreased erosion and theresulting sedimentation of thestream.)

What is the effect of logdumping, storage and erosionon estuaries? (Increasedsediments cover up bottom-dwelling organisms and reducelight levels in the water, soless plankton can grow, whichin turn means less food forfish. Studies have shownthat crab reproduction isreduced in areas where barkcovers the sea floor. Also,some of the natural chemicalsfound in tree bark are toxicto young shrimp, Dungenesscrab and pink salmon.)

For further information, consult"Chain Logs, Food Chains, andFish Streams" by Elliot, Koski,and Meehan in Alaska Fish Talesand Game Trails, Fall 1980.

2. Pass out the worksheet As aFisheries Biologist, and havestudents come up with a listof rules for logging to protectfish habitat. Answers areadapted from the Logging andFish Habitat pamphlet pro-duced by the U.S. ForestService. They don't need tobe in this order but shouldinclude:

1. Fall and yard timberaway from streams whenlogging close to stream-banks.

2. Leave a fringe of wind-firm timber along streamsfor stream protection.

3. Keep debris out ofstreams. If some doesget into streams, removeit immediately.

4. Avoid skidding logs inor across streambeds.

5. Do not run equipment inthe streams.

6. Use proper stream-crossing bridges forequipment. Orient road-stream crossing at rightangles to minimize ero-sion possibilities.

7. Do not yard across orout of V-notches if logscannot be fully suspend-ed above ground.

8. Properly engineer roadgrades, alignment, cut-slopes, waste areas, andculvert and cross-ditchlocations. Install andmaintain culverts pro-perly.

9. Restore the original levelof the streambed whenremoving all temporaryculverts.

10. Revegetate any disturbedsoil.

11. Avoid logging altogetheron extremely steepslopes (helicopter andballoon logging can beused on moderately steepslopes).

54 63

MIL

Activity 3The Deer andLogging Dilemma

Background:

In the Lower 48, biologists havebeen claiming that clearcuttingimproves habitat for deer. But inAlaska, joint studies by the AlaskaDepartment of Fish and Game andthe U.S. Forest Service show thatclearcutting drastically reducesdeer use.

The problem is twofold: 1) Clear-cuts (0-25 years) have ample deerforage, but they fill with snow inwinter and are thus unusable; 2)second growth (25-150 years) withits even-age growth doesn't allowlight on the forest floor, so deerforage can't grow. In contrast,old-growth (climax) forests (200years) are composed of trees ofdifferent ages and sizes. Theupper limbs intercept the snow,and yet there are enough holes inthe forest canopy so that light canget through to grow ample deerforage.

As a result of this research,biologists in the Lower 48 are

64

reanalyzing their data. It appearsthat they were actually looking atsecond growth, even-age forestswhen they were saying "oldgrowth" was poor deer habitat.According to accounts of early de-scriptions of virgin forests on theNorth American continent, deerwere abundant. Much of thetimber harvest in Alaska, par-ticularly in Southeast, is in thisold-growth forest. If recuttingcontinually occurs at 100 years asis proposed, this old-growthhabitat will be lost for deer as wellas for other animals.

(Additional background informationcan be found in two articles inAlaska Fish Tales and Game Trails,"Deer Logging Relationships inSoutheast Alaska" by Schoen andWallmo, July/August 1978, and"Deer, Forestry, Logging Habitat"by Lentfer, Schoen, Matthews andKir tihoff, Fall 1980. Additionally,in the Alaska Department of Fish.and Game's Wildlife InformationLeaflet #5, Sept. 1978, "Deer andLogging: A Clearcut Dilemma.")

Vocabulary:

successionclimax forestold-growth forestrotationstandpellet-groupsdiversitycanopyunderstory

Materials:

worksheet:...Graphing Deer Use of

Clearcuts (3F)Procedure:

1. Introduce or review the term"succession." (All plant com-munities are constantly grow-

85

ing and changing until theyreach their climax stage ofvegetation. After a burn oras a glacier recedes andleaves bare ground, somespecies of plants begin togrow. These plants addenough organic matter to thesoil so that other species ofplants can grow. Thenshrubs take over, and even-tually trees dominate.Explain that biologists havebecome concerned about deeruse of clearcuts. Ask stu-dents:

How would you go aboutfiguring out how many deerare in a certain area? (Takeaerial counts, though thismight be hard in thicklyforested areas. Check hunt-ing success records, thoughthis might depend on weatherand numbers of hunters.Count the number of pelletgroups (piles of fecal pellets)left by deer. The latter iswhat biologists did in South-east Alaska. They set up1x10 -meter belt plots acrossthe stand of timber andcounted the pellet groupswithin each plot.)

2. Distribute the worksheetGraphing Deer Use of Clear-cuts. Theiefigures are from"Response of Deer to Sec-ondary Forest Sucession inSoutheast Alaska" by Wallmoand Schoen in Forest Science,Vol. 26, No. 3, 1980, pp.448-462. Explain that thefigures would be similar forforests in Prince WilliamSound and on Afognak Island.

(Answers: 1. (illus.); 2a.300 year uneven-aged stand;2b. 300 year uneven agedstand; 3a. 3; 3b. 0; 3c. 2;3d. .1667; 3e. 1667; 4a. 99;4b. 499; 4c. 169; 4d. 1206;4e. (illus.); 4f. (illus.); 5.250-300 years; 6. populationswill decline)


1. Science, Social Studies.Invite a wildlife biologist tospeak and show slides to yourclass about deer and otherwildlife uses of old-growthforests. Bald eagles, moun-tain goats, moose, marten,brown bear, Canada geeseand a number of other birdsalso use old-growth forests.Begin thinking about jobs inthe timber industry versuswildlife values (See Activity 6in this unit).

2. Math. Obtain figures fromthe U.S. Forest Service onthe current Tongass NationalForest acreage, its yearlyallowable cut, and the acreagethat is classified as old-growth. Then figure thecurrent percentage of old-growth forest and the percent-age that will remain in 10,20,30,40,50 and 100 years. Thehigh volume old-growthtimber, which occupies a smallproportion of the total forest,is usually the best winterdeer habitat. However, it isalso the preferred type oflogging area, and is cut inmuch higher proportion thanit occurs.

86 65

Activity 4Bird Use ofOld-Growth Forests

Background:

In recent years, interest hasgrown all over the country innon-game wildlife species. Bird-watching, for example, has becomea multi-million dollar business,with people buying bird books,binoculars, cameras, outdoorclothing and other equipment, aswell as driving and flying endlessmiles in pursuit of elusive birds.The Alaska Department of Fish andGame now has a non-gameprogram, and other agencies arealso funding research andeducational programs. Huntersand non-hunters alike enjoy birdsongs and sightings. Non-gamebirds and other wildlife are animportant part of our totalenvironment.

Vocabulary

non-gamecavity nesterssnagriparianedge effect

66

Materials:

pencilsgluepaperbird field guidesworksheets:...Birds in the Old-Growth

Forest (3G)...Save that Snag! (3H)

Procedure:

1. Introducenon-gameDistributeBirds in

the concept ofwildlife species.

the worksheetthe Old-Growth

Forest. (Answers: 1.Greater: orange-crownedwarbler, dark-eyed junco,Steller's jay, fox sparrow;Smaller: chestnut-backedchickadee, golden-crownedkinglet, western flycatcher,hermit thrush, varied thrush2. winter wren; orange-crowned warbler; golden-crowned kinglet 3. Town-send's warbler, golden-crowned kinglet 4. midsuc-cessional 5. not necessarily.This study was only doneonce in one specific area. Astudy done on another forestwith a different terrain andclimate and different types oftrees and shrubs would showdiffarrn..t 79sults. (Studies insome areas have shown great-est diversity in old-growthforest and in others, like thisone, in a particular stage.)6. There might be fewerkinds of birds because thereis less varies;; of plants forthem to eat or nest in. 7.(illus.); 8. in tree cavities;9a. streamside; 9b. drawingshould show trees left alongstream and several smallclearcuts to maximize the"edge" effect)

8 7

2. Pass out the worksheet Savethat Snag! Students willneed scissors, glue andanother sheet of paper. Thisactivity was adapted frominformation in "New Life fromDead Trees" by R.M. De Graafin National Wildlife. (An-swers: 1. D; 9. I; 3. F; 5.B; 6. H; 4. A; 8. E; 2. G;7. C)

3. Discuss the idea that somebird species have becomeextinct because of habitatloss. For example, theAmerican ivory-billed wood-pecker is probably extinctbecause it needed old-growthforests to survive. Thepassenger pigeon is anotherbird that became extinct-partly due to loss of its old-growth forest habitat, partlyfrom overh "nting. R.M.DeGraaf notes, in the articlementioned earlier, that 85 ofthe 800 U.S. bird species arecavity nesters. These birdsplay an important role in theforest as pest-control agents.Most are insect eaters.

Activity 5Logging Field Trip

Throughout this unit, studentshave been learning about differentaspects of logging and its effectson fish and wildlife. A well-planned field trip can strengthenwhat they've been learning andgive them a chance to see loggingin action.

Materials:

ud

paperpencilstree borerlogging operation or logged-over arealined papermeasuring tapesmall plastic bagsstringfield guides to trees, birds,animal tracks, insectsthermometersold-growth forestresource people logger,forester, fisheries and/orwildlife biologistFish Habitat Guidelines (fromActivity 2) for each studentworksheet:...Comparing Stumps and

Trees (31)

67

Procedure:

1. Arrange for students to visita logging operation and anold-growth forest. Plan totalk to one of the loggers onsite . Invite a forester,wildlife and/or fisheriesbiologist to go with the class.

2. Have the class make fieldnotebooks by cutting linedpaper in fourths and staplingit together. Attach a pencilwith a string and place insmall plastic bags in case ofrain. Discuss with studentsthe importance of takingaccurate notes on what theysee. If they do not knowwhat something is, have themdraw pictures. Tell themthat after the field trip, theywill be comparing the logged-over area to the old-growthforest; so to take good notesand be sure to write downthe date, time and location.

3. Have a logger at the loggingoperation explain what'shappening. Ask the loggerabout the economics of log-ging and about the dangersof being a logger. Whatsafety practices do they use?

Look at a stream within thelogged area. Watch for signsof erosion and/or sedimen-tation. Does this loggingoperation follow the fishhabitat guidelines your classdeveloped in Activity 2?Have 't dents check eachone. Then look for fish inthe stream.Find a stump and figure outthe age of the tree. Measureits diameter and height abovethe ground. Check for signsof decay. Squeeze a little bitof rotten wood on the stump

68

or from an older log on theground and see how muchwater it holds.

Listen and watch for birds.Your class might want to trysetting up a bird transect.Measure off 100 meters andstop every 20 meters andlisten and watch for birds,as described in worksheet 3G.

Look for animal signs such asdeer pellets. If the clearcutis new, try to 'figure outwhether they were droppedbefore or after it was made.Count the number of pelletgroups in 1x10-meter plots,as in Activity 3.

Watch for tracks, too.Measure the distances betweentracks and note the shapeand pattern.

Measure and record the soiltemperature, air temperatureand water temperature atdifferent points in the loggedand unlogged portions of theforest.Investigate a square foot ofsoil. See what insects stu-dents find, and then be surethey replace the soil just asthey found it.Have students identify treesand other plants. Estimatetree heights. One quick wayis to have a person of knownheight stand next to the tree.Stand a distance away andhold a pencil or short stick atarm's length. Sight acrossthe top of the stick to thestudent's head. Slide yourthumb up or down on thestick until you sight on thetop of the thumb to his feet.Keep your thumb at thisposition. Then begin raising

the stick up the tree andcount the number of "personheights" it takes to reach thetop. The height of the treeis this number times theheight of the person. Manyother ways to compute treeheights and to take other treemeasurements are included inOutdoor Activities for Envi-ronmental Studies by Clif-ford E. Knapp (see bibli-ography).

If foresters are handy, havethem show you how to"cruise" timber (measure thetrees to find out how muchlumber the company canexpect to harvest from thesale). Melissa Hadley'sMeasuring the Forest explainsThis process in detail.

Also, take some quiet time tojust listen, draw a picture,or write a poem, especially ifit is a nice day.

4. Go to the old-growth forestand do similar studies. Hereyou may have to use a treeborer to estimate tree age,though the trees may be sobig it would be of little use!

5. If you have time, also stop atan area that was clearcutquite awhile ago. It's impor-tant to see these older (40-100 years) second-growthstands. These are where theproblems are for foragingdeer in particular.

6. Back in the classroom, havestudents transcribe theirnotes onto the worksheetComparing Stumps and Trees.Compile the class data on theboard. Discuss difficultiesencountered in taking fieldnotes. Then have studentswrite up the results of theirfield investigations.


1. Art, Science. Make dioramasof the logging operation andlogged over and old-growthforest.

2. Social Studies, Art. Visit alogging mill. Ask questionsabout economics, jobs, safety,sustained yield, allowable cut,silviculture (tree farming)and environmental protection.Afterwards, have studentsdiagram the route a log takesas it goes through the mill,and what happens afterwards.

0 69

Activity 6Logging, Fisheries andWildlife Debate

Background:

In this unit, the class has beengathering information on wildlife,fisheries and logging concerns.This activity gives students achance to pull all this informationtogether both for an in-depthanalysis of the issues and forpractice with critical thinkingskills. Perhaps these same stu-dents will contribute to solutions.

A key to resource-issue solutionsare the agencies responsible formanagement. The U.S. ForestService is a multiple-use agency.Their lands can be used for timberharvesting, mining, hunting,fishing, wildlife viewing and recre-ation, though not all at the sametime! The Bureau of Land Man-agement (BLM) has similar respon-sibilities for the interior lands ofAlaska. The National Park Servicemanages its lands primarily forwildlife viewing, natural historyinterpretation, and recreation.Sport hunting is allowed in pre-serves managed by the Park

70

Service, but not in parks, whereonly subsistence hunting isallowed.

The U.S. Fish and Wildlife Servicemanages national wildlife refuges.Their prime interest is fish andwildlife habitat protection. Miningand oil drilling are sometimesallowed, as on the Kenai MooseRange, but fish and wildlife protec-tion comes first. The U.S. Fishand Wildlife Service managesmigratory birds such as geese andducks, and also sets huntingseasons and bag limits.

The Alaska Department of Fish andGame manages all other fish andwildlife. The boards of Fish andGame set the regulations, and thedepartment carries them out. Fishand Game personnel research andstudy various wildlife species andhabitats, and also make recom-mendations to the Fish and Gameboards. Fish and wildlife protec-tion officers in the Alaska Depart-ment of Public Safety arrestspeople who don't obey the regula-tions, and they also follow casesinto the courtroom.

The National Marine FisheriesService handles fisheries manage-ment concerns that are fartherthan three miles from the coast.Offshore regulations are suggestedby the International Halibut Com-mission and the North PacificFisheries Management Council.State forestry concerns are han-dled by the Division of Forestrywithin the Alaska Natural Re-sources Department. Nativecorporations now figure promi-nently in resource decisions be-cause of their considerable landholdings and capital, received inthe Alaska Native Claims SettlementAct of 1971.

91

Materials:

felt-tip markerslocal area mapsfisheries and wildlife biolo-gistslogging industry representa-tivesagency and Ngtive corporationrepresentative:

Procedure:

1. Have students contact stateand federal agencies andNative corporation representa-tives to find out local landownership patterns, as wellas past and future plans fortimber sales and loggingoperations. Color-code andput this information on localarea maps. Then talk to theAlaska Department of Fishand Game and knowledgeablelocal residents about wherespawning streams and impor-tant deer, bird and otherwildlife habitat are located.Mark this information on themap in another color.

2. Discussagencyment.

the rolein resource

of eachmanage-

3. Invite fisheries and wildlifebiologists and representativesof fishing organizations,logging companies, the U.S.Forest Service and the localNative corporation to have apanel discussion or debate.Sometimes, because of sched-uling difficulties or reluctanceof people to meet with thoseholding opposing viewpoints,your class might have oneperson visit one day, andanother the next. Sometimesit is more exciting to havejust two people debating, butother times a panel is moreinteresting. Students shouldprepare questions ahead oftime and write down additionalones during the presenta-tions. Remind them to listencarefully to the differentviewpoints.

4. Afterwards, have studentshold their own debate. Thiscan be done even if you areunable to get speakers.Assign students to researchdifferent points of view.Just for fun, you might wantto have students switch anddefend a different point ofview. Or students mightsubmit written summaries ofthe different viewpoints.Discuss the complexity ofissues. Sometimes com-promises work and other timespeople just have todecide whether they wantfish to eat or lumber for anew house. Can your stu-dents propose solutions?Discuss who would. be thebest people to implement theirsuggestions. Have studentswrite or talk to them abouttheir ideas.

9071

Unit FourOil and Oil DevelopmentIndex:

Activity 1: Finding That Oil 75Worksheets:

From Pterodactyls toPetroleum 4A

Where Does the Oil Go? 4BThe Alaska Oil

Timeline 4CAlaskan Oil Finance 4DPetro Puzzler 4E

Activity 2: Oil in YourCommunity 78

Activity 3: Oil Spill 79Worksheets:

Ocean Oil Pollution 4FOil Spills and

Clean-up 4G

Activity 4: OffshoreDrilling 82Worksheets:

Above and Below the SeaFloor 4H

Oil in TroubledWaters 41

Riches and Risks 4J

Objectives:

To help students:

Read about how oil originates and where it goes (Activity 1).

Make an Alaska Oil Timeline (Activity 1).

Inventory oil and oil products used at home and at school (Activity 2).

Photograph oil uses and misuses around the community (Activity 2).

Design and implement an education program on oil uses and conservation(Activity 2).

Construct a graph to show sources of ocean oil pollution (Activity 3).

Read about effects of oil spills on fish and wildlife (Activity 3).

Practice cleaning up an oil spill (Activity 3).

Figure the mathematics of the offshore leasing schedule (Activity 4).

Produce an imaginary TV special about the effects of offshore drilling(Activity 4).

9373

UNIT FOUR:

Oil and Oil Development..

Clockwise from upper left are an offshore drill

rig on the North Slope, the pipeline and camp complex at Prudhoe Bay, roughnecks

working at a wellhead, and a tanker at Valdez--four pictures of the oil industry,

which has had such enormous impacts, for better and for worse, on Alaska's landscape,

economy and population.

With the push for energy indepen-dence, oil and gas development inthe nation's offshore waters hasaccelerated. Alaska is at thecenter of the controversy, with asmuch coastline as the entire restof the United States, and a hugechunk of the outer continentalshelf where most of the oil islocated.

Activity 1Finding That Oil"FINDING THAT OIL" is excerpted and adapted

from Alaska Tidelines, Volume IV, Number 4,

December 1981/January 1982. Virginia Sims,

editor. Copyright C 1981, The Alaska

Geographic Society, Robert A. Henning,

president. All rights reserved. Permis-

sion for this use granted by The Society,

Box 4-EEE, Anchorage, Alaska 99509.

Most Alaske.ns welcome the jobsand money our oil brings in. Andconsidering the nation's pressingneed for energy, there's probablyno way we could stop oil develop-ment even if we wanted to. Butat the same time there is a nag-ging worry over what might hap-pen in the process, and whetherour wilderness and wildlife andspecial lifestyle will still be aroundwhen the oil runs out

So the tr...ck is to be sure that thethings that make Alaska such agood place to live are preserved.And that if changes are made,they are changes for the better.Can we do this? How?

9 6 75

WHAT WE GET

1. MONEY!! Billions and billionsof dollars in taxes and ashare of the wealth--$3.6billion in 1981 alone. That'senough to pay most of thecost of state government;build schools, roads, powerprojects and such; providelow-cost loans for houses,boats, businesses and collegeeducations, and still putmoney away for the future.(All this with no state incometaxes from us.)

z

2. Jobs -not just with the oilcompanies, but all kinds ofspin-off and support jobsmade possible by those oildollars. State officials saythat at least one-third of thework force in Alaska today isdependent upon the oil Indus-

. try.

WHAT WE GIVE

1. OIL!! Billions and billions ofbarrels of it. Alaska suppliesthe United States with about18 percent of the oil it useseach day. And that's onlythe beginning. We still haveabout 30 percent of thenation's proven oil supplythat hasn't been touched, andperhaps 50 percent of its oilreserves still to be found.(But once our oil is gone, it'sgone forever.)

2. The very big risk that oilspills and industrial activitymight damage Alaska's fish-eries, wildlife and marinemammals, and our unspoiledwaters and wilderness areas- -and with this, even our wayof life.

76

The above article is excerpted and adapted

from Alaska Tidelines (see credit at be-

ginning).

Vocabulary:

pterodactylnonrenewablepetroleumresevoirshaleporoussedimentaryseismographcasingrefineryroyalty

Materials:

pencilpaperscissorsglue or taperulerworksheets:...From Pterodactyls to

Petroleum: Predictions(4A)

...Where Does the Oil Go?(4B)

...The Alaska Oil Timeline(4C)

...Alaskan Oil Finance (4D)

...Petro Puzzler (4E)

Procedure:

1. Ask students what the effectof oil's discovery in Alaskahas had both on the localcommunity and on the rest ofthe state. Mention what weget and what we give. Howhas the oil affected everystudent in the class?

2. Distribute the worksheet FromPterodactyls to Petroleum:Predictions. (Answers: 1.true; 2. true; 3. false; 4.

9r

true; 5. false; 6. true; 7.false; 8. true; 9. false.)Remind students that oiloriginates primarily fromdecayed plants, as well asfrom animals such as ptero-dactyl. Mention that oil is anonrenewable resource--onceused up, it's gone forever,or at least until more plantsand animals decay. And eachquart of oil took thousandsand thousands of years toform. It really is black gold!

3. Distribute the worksheetWhere Does the Oil Go?(Answers: 1. pumped backinto the ground; 2. piped toAnchorage and nearby commu-nities for fuel; 3. down thepipeline to Valdez and ontotankers for shipment outside;4. to refineries on the KenaiPeninsula; 5. chemicals madefrom oil and gas; 6. hydrogenand carbon; 7a. fuel gas; 7b.gasoline; 7c. jet fuel; 7d.heating oil; 7e. lubricatingoil; 8a. gasoline; 8b. lu-bricating oil; 8c. jet fuel.)

4. For the next worksheet, TheAlaska Oil Timeline, studentswill need rulers, scissors,paper, and glue or tape.After they have set theevents in proper order, havethem research recent devel-opments and write a par-agraph together to add to theright end of the timeline.

5. Hand out the worksheetAlaskan Oil Finance. (An-swers: Whereir comes from;1. 90 percent; 2. $400 mil-lion, $3.6 billion; Where itGoes: 1. $320 million; 2. 26percent; 3a. education andgeneral government; 3b.natural resource management)

9

6. Finally, try the Petro Puz-zler! (Solution below:)

77

Activity 2Oil in Your Community

Background:

Oil and its products are an inte-gral part of our society, fromtransportation to plastics. Alaskais at the "end of the road." Littlerecycling occurs here, and as aresult, our dumps are filled withused oil products--many that areharmful to the environment.

Materials:

paperpencilscamera and filmmagazinesscissorsfelt-tip markers

Procedure:

1. Discuss the role of oil in yourcommunity. Ask students:

78

How many products do we usein school that are made fromoil? (List plastics, styro-foam, movie films, records,tapes, synthetic fabrics, aswell as gas and oil.)

Assign the class to inventorytheir homes for products madefrom oil and to research thecurrent prices of gasoline, jetfuel, kerosene, heating oil,lubricating oil, propane.

2. Pass out magazines. Havestudents cut out pictures ofnil products for a bulletinboard. Use felt-tip markersfor picture captions.

3. Have students make a classlist of all the oil and oil-product messes around yourcommunity, such as old oildrums, oil storage tanks, oilpipelines, gasoline and kero-sene spills at the gas pumps,discarded oil from boat mo-tors, crankcase oil fromvehicles, and oil dumped byboats or ships.

Discuss ways oil and oilproducts could be reused ordisposed of properly. Addthis information to yourbulletin board. Do not forgetthat plastics can also be adanger to animals that eatthem. Sometimes they chokeon them or retain the stuffin their stomachs per-manently, taking up room thatis better used for food.

A high percentage of Alaskaseabirds have been foundwith plastics in their stom-achs. Those that eat fisheggs are particularly suscep-tible, as they evidentlymistake as food the roundparticles that styrofoambreaks down into. Otherbirds and wildlife end up withplastics (such as the filamentfish nets) wrapped aroundtheir necks, cutting off theirability to breathe, eat andflee from predators.

4. Take a field trip around yourcommunity to look for oilproducts and messes. Takenotes and photograph yourfindings. Even the simplestcamera will work for thisexercise. Make sure studentsget close enough to theirtarget and hold their breath,letting it out slowly as theysnap the picture. Use printsto make posters, or shootslides for a slide show.

5. What can your class do tohelp? Remember, oil is anonrenewable resource. Onceused up, we will not haveany more. Discuss conserva-tion. Ask the class for sug-gestions like the following:

Reuse plastic bags; use cupsthat can be washed ratherthan styrofoam cups; becareful not to spill oil; reuseold oil for wood stove firestarter (mixed with sawdustbut be very careful) or foroiling tools and shotguns;limit boat or car or snow-gotrips to only necessary ones.

Note that many communitieshave specific oil-dump siteswhere oil is placed in storagetanks and stored for lateruse. Sometimes leftover oilcan be used for heating fuel.

Perhaps your class can planan education program on localoil uses and misuses. Makeup cartoons and posters or aslide show and present yourfindings and suggestions toother classes and the commu-nity.

160

Activity 3Oil Spill

Background:

With increasing oil shortages andheightened environmental aware-ness, tremendous efforts are beingmade to prevent oil spills. Yetthey still occur. In 1975, theU.S. National Academy of Sciencesestimated that 6,100,000 metrictons of petroleum products enterthe oceans each year. More recentestimates are still close to thisamount. A major oil spill can takea devastating toll on wildlife. Seabirds are attracted to oil slicksand will try to dive and feed inthem, hopelessly oiling theirfeathers. When oil gets in the furof seals, sea lions and sea otters,it means a loss of insulation. Inthe great baleen whales, oil clogsthe hairs that filter plankton outof the water, thus impairing theirfeeding. Eggs and young of manyspecies of fish and shellfish areharmed by extremely small concen-trations of oil (as low as 1 to 10parts per billion!). Larger-but-still-small concentrations (10 to 100parts per billion) can cause re-duced feeding or reproduction inadult fish. And as the spill movesonshore, intertidal organisms, aswell as shore birds, are affected.

79

Large spills are the most spectacu-lar, but it is the day-to-day op-erations of oil tankers and dailylife in coastal and river commu-nities that actually do the mostdamage.

Materials:

pencilsprotractorpan of water for each groupof studentssmall oil samplebird featherspondweed or seaweedeyedropperssandpaper towelsdetergentstringoil absorbent materialworksheets:...Ocean Oil Pollution (4F)...Oil Sias and Clean-up

(4G)

Procedure:

1. Distribute the worksheetOcean Oil Pollution, adaptedfrom an oil spill packet devel-oped by the Ohio Sea GrantProgram. Students will needpencils and protractors.(Answers: degrees in column3 from top to bottom: 36°,79°, 11°, 36°, 112°, 47°, 4°,36°--this totals 361° if stu-dents round off the degrees;la. tanker accidents; lb. 3percent; 2a. coastal facilities;2b. 13 percent; 3a. tankeroperations; 3b. 22 percent;4. well blowing up, drillingrig sinking, transferring oilfrom the rig to ship or pipe-line; 5a. runoff from roads ortrails, people dumping oil,seepage from dumps, vehiclegoing in water, boat engineuse, especially if it's notworking properly, etc.; 5b.

80

rain or snow falling on theroad and then dripping intothe water; 6a. answers willvary, but one potentialincrease is from offshoredrilling, due to the greatlyaccelerated leasing and drill-ing program as well and tothe difficulty of drillingunder northern storm and iceconditions; 6b. answers willvary, but decreases depend alot on all of us, and also onany changes in oil productionand transportation.)

2. Now have the class try tomop up their own spills.Divide the class into teamsand pass out the worksheetOil Spills and Clean-up,adapted from the Ohio SeaGrant "Oil Spill!" activitypacket with the help ofJennifer Allison Keim of theScammon Bay School.

Have students begin readingand answering the first fourquestions while you give eachgroup a bowl or pan ofwater. (The containersshould be ones you do notmind getting a little oil on!)Set out a small container ofoil. One film canister full isenough for the whole class.Use a heavy- duty oil such asold crankcase oil, if possible,but any type will do. Alsoput out a few bird feathers,pondweed or seaweed, eye-droppers, string, scissors,sand, paper towels, dish-washing detergent. Obtainoil-absorbent material that isused for mopping up "real"oil spills from hardware storesor marine supply catalogs.

(Answers: 1. a big tankercrashing on the rocks near asalmon stream during spawn-ing season; 2. and 3. dieseland heating oils are the mostpoisonous, while heavy crudeand fuel oils are worse forsmothering animals; 4. No.Rocky shores clean themselvesthe most easily, by waveaction. Bays, estuaries andmarshes have few waves andthe oil stays much longer.; 5.Yes; 6. answers will vary;7a. answers will vary; 7b.bottom organisms will sickenor be smothered ; 7c. No.too many bad effects onbottom organisms; 8. fairlywell; 9. by breaking up theoil droplets; 10. tremendous-ly; lla. it coats the plant;lib. It would keep them fromgetting enough light to pro-duce food. Remind students,

too, that the phytoplankton(tiny floating plants) producea large percentage of theworld's oxygen, besides beingthe basis of the ocean's foodweb; 12a. it sinks; 12b. itwould lose its insulation andability to float, and it mightaccidently swallow some oiland poison itself; 13. wind;fog; ice; extreme cold tem-peratures, storms and waves(up to 100 feet or more in theBering Sea and Gulf ofAlaska); and spills occurringfar away from populationcenters where the spills wouldbe more likely to be spottedwhen they first occur, andtherefore more easily cleanedup.)

3. As a finale, read the follow-ing article to your studentsabout some hopes for thefuture.

OIL BUGS AND OIL BIRDS

"OIL BUGS AND OIL BIRDS" is excepted from

Alaska Tidelines, Volume IV, Number 5,

February 1982. Virginia Sims, editor.

Copyright 0 1982, The Alaska Geographic

Society, Robert A. Henning, president. All

rights reserved. Permission for this use

granted by The Society, Box 4-EEE,

Anchorage, Alaska 99509.

Most living creatures give oil awide berth. But there are tinybugs that lap it up and lick theirchops for more. They are a kindof bacteria called petrophiles.(It's a good name, since petro isshort for "petroleum," of course,and "philes" comes from the Greekphilos, meaning "fond of.")

Petrophiles can chew up petroleumproducts anywhere--even the /-asphalt used in making blacktopfor highways. But they find oilmixed with water most to theirliking. The more they eat, thefaster they multiply, and thequicker the oil is cleaned up.When the bacteria re-enter thefood chain, the oil is completelyharmless.

But the trouble is that whilepetrophiles have huge appetites,they are fussy eaters. Each ofthe 70 different species that makeup this family feeds only on cer-tain parts of the petroleum hydro-carbons.

So scientists have been working todevelop a "super bug" that willclean up the whole mess. Theyalready have developed a strainthat will eat about two-thirds ofthe chemicals involved in an oilspill. Now they are looking forone that will take care of theleftovers.

The fork-tailed storm petrel likes

81

oil, too. But far from being afinicky eater, this small, gray seabird scoops up anything andeverything floating on or near thesurface of the water--oil, garbageand bits of plastic, along with theusual sea bird diet of fish andplankton.

But when it is frightened, thefork-tailed storm petrel defendsitself by throwing up--on thetheory that the bad smell will turnoff its attackers. This ratherrevolting habit makes it an idealspy in the sky for checking on oilspills in the open ocean.

In recent studies, scientists underthe direction of Dr. David Manuwalof the University of Washingtoncaught fork-tailed storm petrels infine "mist nets" as they returnedto their nests at night on theBarren Islands north of Kodiak.When the birds were removed fromthe nets, they dumped theirdinners into the scientists' samplebottles and were released to flyback for more.

By studying the glop, scientistscan get an early warning of spillsthat otherwise might not be spot-ted. And eventually, they may beable to use the birds to find outwhere the oil came from.

The above article is excerpted from Alaska

Tidelines (see credit at beginning).

82

Activity 4Offshore Drilling

Background:

The 1969 Santa Barbara oil spillreleased a powerful surge of publicconcern about the environmentaleffects of exploring for and pro-ducing oil and gas from the outercontinental shelf. This focus onoil spills, while understandable andlegitimate as far as it goes, hasobscured other subtler issuesregarding offshore oil.

At the root of the problem is whatresources we should give priorityto: offshore oil and gas? onshoreoil and gas? coal? nuclear?hydro? conservation? solar andother renewables? Commitments tooffshore leasing by governmentaland industrial resources meansthat those resources cannot bedevoted to other energy sources.Several national energy analyseshave concluded that foreign oilimports could be eliminated if thenation were aggressively pursuingenergy conservation.

103

Are the risks arising from offshoreoil and gas acceptable in light ofour ability to secure energy fromother sources? Do we knowenough about the cumulativeeffects of oil operations at sea toexpand the offering of offshorelands by (say) twenty times in thenext five years? More than halfthe U.S. total--more than 500million acres--is off Alaska's coast.Headline-grabbing, catastrophic oilspills can definitely :Ave sig-nificant and long-term adverseeffects on ecosystems, but routinedischarges are even more serious.They can amount to millions ofgallons over the life of a singlewell, and because their stressfuleffects are cumulative over a loTTperiod, they are more difficult toobserve and measure. And today,when economic analysis is soprevalent, how do we quantify thevalue of a healthy ecosystem? Forinstance, estuaries and othercoastal wetlands provide nurserygrounds for 70 percent of thenation's commercial fish. But howcan one calculate the value ofwetlands in comparison to a barrelof oil, which has a price fixed inthe marketplace?What should our national offshoreoil policy be? Should we continueat the present pace? Should weexpand? Should we slow downwhile further research is con-ducted and alternatives explored?Oil is a mighty precious com-modity, as well as a nonrenewableresource. What we use now willnot be there for future genera-tions. But any way we look at it,oil will be an important issue forstudents to grapple with bothtoday and in succeeding years.What will he their solution?(Adapted from "OCS Development:What Value--What Cost" by MichaelWeber in Environmental EducationReport, June/July 1982.)

Materials:

pencilspenspaperaddresses of oil relatedagencies, oil companies, andpolitical zepresentativeslocal people involved in theoffshore drilling issueworksheets:...Above and Below the Sea

Floor (4H)inTroubled Waters (4I)

...Riches and Risks (4J)

Procedure:

1. Discuss the current offshoredrilling issue. Encouragestudents to collect newspaperand magazine articles aboutwhat's happening now.Distribute the worksheetAbove and Below the SeaFloor. Talk about the van-ous offshore oil-planningareas. Which one is closestto your community? (An-swers: 1. Diapir Field--adiapir (DIE-uh-peer) inci-dently, is a strange mound ofsedimentary rock that liesburied beneath the sea floor.It is formed by undergroundpressures and often containsoil; 2. 8; 3. 600 days; 4.Alaska-Canada border)

2. Invite people concerned withoffshore leasing to presenttheir points of view. Checkwith the Alaska Department ofFish and Game, the U.S. Fishand Wildlife Service, NationalMarine Fisheries, Nativecorporations, the oil com-panies, and environmentalgroups. Discuss communitychanges resulting from off-shore drilling operations. Ifpossible, obtain the filmsKachemak Bay Story (about

10483

the fishing and oil industryin Homer) and UncertainSummer (about the prepara-tion for the oil industry bythe people in Yakutat andother southcentral com-munities) .

3. Use the worksheet Oil inTroubled Waters to produce aprogram for your school orcommunity or local TV sta-tion. Add examplesviewpoints from your localarea to make the presentationmore meaningful.

4. Now try the worksheet Richesand Risks for a brain teasercrossword. (Solution below: )

5. End the unit by havingstudents write letters statingtheir points of view to leg-islators, oil companies, Nativecorporations, local city coun-cil, newspapers and thegovernor. This shouldencourage the development oflanguage arts skills andstimulate critical thinking.

1 584

Unit FiveCommunity Planning AlongOur Coasts and Rivers

Index:

Activity 1: Energy Sources..Worksheets:

Alaska's Powerhouse 5ASun Power in Alaska ? ?? 5BEnergy Hog or Energy

Hoarder? 5CBeating the Energy

Crunch 5D

88 Activity 3: The WetlandsGazette 94Worksheets:

Local Wetlands 5ELife in a Wetland 5F

Activity 4: Recreation

Activity 2: Transportation .. 92 Activity 5:

97

Community Issues 99

Objectives:

To help students:

Read about Alaska's energy sources (Activity 1).Diagram local community energy sources (Activity 1).

. Survey home and school energy uses (Activity 1).Build and race a model sailboat (Activity 1).Map the transport of goods and services to the community (Activity 2).Write a theme about the effects of oil on transportation (Activity 2).Investigate local transportation sources and issues (Activity 2).Estimate the percentage of transportation that is water-dependent(Activity 2).Classify and investigate nearby wetlands (Activity 3).Interview people involved in wetlands management (Activity 3).

. Publish a wetlands newspaper (Activity 3).. Record and graph recreational activities for a week (Activity 4).

Compare and contrast different types of recreation (Activity 4).List recreational water safety needs (Activity 4).Investigate and contribute to local recreational needs (Activity 4).

. Choose a local problem and come up with a class solution and plan toimplement it (Activity 5).

10685

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UNIT FIVE:

Community Planning Along our Coasts and Rivers.

Clockwise from upper

right are a coal mine, a windmill and a solar panel, a dogsled and a scene of urban

Anchorage-all elements to be considered in a discussion of planning for Alaska's

transportation and energy needs.

Communities in Alaska usually havea wide variety of local resources,and the people in these com-munities usually have a widevariety of opinions on how theseresources should be used. Suchdiversity should make this unitexciLg, as you and your classreach into the community to findout more about where you live.Do a community inventory (UnitOne, Activity 1) and then selectone or more of the following topicsto study in depth: energy; trans-portation; wetlands; recreation.Though we have separated outdifferent subjects, these areasoverlap tremendously, and areall part of the whole situation thatapplies to your locale. The lastactivity in this unit containsguidelines for community problemsolving.

A wide variety of personal needsand interests exists in any com-munity, big or small. Sometimes,the needs of one group are inconflict with the needs of others.

Careful planning can often resultin everyone's needs being met asthe community develops. Weaccomplish this planning almostautomatically on the family level.Mothers and fathers are usuallyexperts at this. As communitiesget larger, however, the problemsbecome more difficult.

Community planning has not alwaysbeen done properly in the past,resulting in increased costs, lossof income and loss in the qualityof life to local residents. Some ofour largest cities exhibit the sameproblem on a larger scale andconsequently are losing populationas people move away. Usually,the failure to plan for high qualitycommunity development resultsfrom the influence of powerfulspecial interest groups that ignorethe needs of others. Ideally, whenpeople of good will get together toplan for the needs of everyonethis should not happen.

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10987

Activity 1Energy SourcesNote: Much of the material in this section

is excerpted, adapted and updated from

Alaska Tidelines, Volume III, Number 1,

September 1980. Virginia Sims, editor.

Published by the University of Alaska Sea

Grant College Program, Copyright 0 1980.

Reprinted by permission.

Background:The choice of energy sources hasa tremendous influence on costsand lifestyles in coastal and rivercommunities. Alaskans have awide variety of energy sourcesamong which to choose: oil, coal,natural gas, wind, solar, geo-thermal and hydropower. But atthe same time, we will one day runout of nonrenewable sources suchas coal, oil and gas. Therefore,this activity focuses on renewableresources, especially wind, be-cause wind has been used on ourseas and rivers for centuries topropel boats and ships.

A few commercial fishing boats insoutheastern and southcentralAlaska are using WIND to beat thehigh cost of gasoline and dieselfuel. It wasn't too long ago whenall the people fishing in Bristol

88

Bay used sailboats. Onshore,windmills seem like a natural forAlaska, where the winds blowlongest and strongest during thedark winter months when the needfor power is greatest. Any areawhere the wind averages 10 to 12miles an hour or more is a goodplace for a wind-powered genera-tor. That includes most of Alas-ka's island, coastal and flatdelta regions, as well as the highhills and narrow mountain passesin the Interior.

Historically, windmills have beenused for grinding flour (that'swhere the "mill" comes from) andpumping water. Only recentlyhave they been adapted to changemechanical energy into electricenergy. (The most common way tomake electricity is by using thepower of wind, water or steam toturn a wheel to cut the force fieldbetween two magnets.)A major problem with windmills, ofcourse, is that they only workwhen it's windy. Nevertheless, atremote sites the power they gener-ate can be stored in heavy-dutybatteries for use on windless days.And when they are tied in with avillage diesel system that takesover when the wind is still, asteady source of power is suppliedat far less cost.

110

SOLAR energy also offers a lot ofpotential. What other state getsas much sun as Alaska in thesummertime? And by having alarge storage capacity, this powercan be used right on through thewinter. Solar power can be usedfor electricity as well as heat.The owner of Cripple Creek GasStation in Fairbanks, for example,runs his entire household--washingmachine, stereo, TV, lights,etc.--on sun-powered photovoltaiccells and storage batteries, sup-plemented by a generator, allthrough the year.

Hot springs and steaming volcanoesare outward signs of an under-ground source of power calledGEOTHERMAL ( GEE-oh-T HERM -ull )energy. The word means "earth"(geo) "heat" (thermal). And theenergy is drawn from the fierycore of partly melted rocks andminerals that lie beneath theearth's cool crust.

The earth's crust is generally 15to 30 miles thick. But it isn't allsolid. Instead, it is made up ofhuge plates that move ever soslowly, sliding above and beloweach other, bumping together anddrifting apart. In the process,the hot molten lava sometimescomes close enough to the earth'ssurface to heat ground water oreven blast through in the form ofa volcano.

111

Alaska is a young land still form-ing. You can feel it in ourfrequent earthquakes, caused bybumps and grinds deep inside theearth. In addition, our 88 activevolcanoes and more than 100 knownhot springs make Alaska a primespot for the development of geo-thermal power.

Water from hot springs can bepiped in to heat homes (as isalready being done in Boise,Idaho,. and Klamath Falls, Ore-gon). And if the water is veryhot--356°F or more--the steam canbe used to generate electricity.A hot spring is formed when coldwater sinks down through a faultin the earth's crust and passesthrough soft rocks heated by thelayer of molten lava below. Thenit rises through another fault andbubbles up as a hot spring.Resorts in Circle, Manley, ChenaHot Springs and other places inAlaska use hot springs directly toheat their cabins and bathhousesas well as their swimming pools.At Pilgrim Hot Springs, 50 milesfrom Nome, the state has funded aproject to determine the feasibilityof using geothermal energy forvarious pruposes. Now privateproposals are being developed touse heat energy from the springsfor, among other things, com-mercial-sized greenhouses andreindeer calving barns.Across the Unalaska Bay in theAleutians, the Alaska Power Author-ity has drilled an exploration wellin a volcano and hit a "geothermalresource"--hot water in theground--at 2000 feet. The nextstep will be to do a feasibilitystudy, but researchers are op-timistic that the ground water willbe able to provide energy plentifulenough to supply Unalaska DutchHarbor and to attract fish proces-sors.

89

HYDROELECTRIC power is madeby turning wheels with fallingwater. [Hydro (HIGH-dro) means"water" in Greek.] A smallwaterfall can do the job. But thehigher the falls and the morewater flowing over them, the morepower that can potentially begenerated. For this reason, a damis usually built across a river orstream to back up the water in aman-made lake, so that the heightof the falls and the water flow canbe controlled.

Along with all its other resources,Alaska has more than one-third ofthe nation's remaining unusedhydroelectric sites. But exceptfor a few large projects, such asSnettisham near Juneau or Ekiutnanear Anchorage, most are designedto serve just one community.

Not that Alaska can't think big.In the 1960s, there was much talkabout building a dal?: near Ramparton the Yukon River, which wouldhave produced twice as muchpower as any other dam in theworld by backing up a body ofwater larger than Lake Erie. Fromtime to time, there is also talk ofharnessing Cook Inlet's hugetides. That, too, would be asuper-project, involving con-struction of low dams acrossTurnagain and Knik arms to gen-erate power as the water flows inat high tide and out at low tide.

90

Although the tidal power plan haspossibilities, the proposed RampartDam is almost forgotten. Big damscan create big problems. Landsflooded by the back-up lake arelost to moose, caribou and otherwildlife. And changes in thewater flow can damage downstreamareas as well.

Today, arguments are raging overa proposed project on the SusitnaRiver, which would provide nearlytwice the electricity now used inthe whole Anchorage-Fairbanksrailbelt area. Backers say thatlow-cost dependable power wouldbring industrial development to the

and much-needed jobs.Opponents argue that bigger isn'tnecessarily better, and that anumber of smaller hydro projectswould be less damaging to theenvironment.

The source of energy that's mostoften forgotten--yet offers some ofthe biggest potential--is CONSER-VATION. It's cheaper to save abarrel of oil than to produce anadditional barrel. Scandinaviancountries, for example, use halfthe energy per capita that we do,yet they have a comparable stan-dard of living. And it's not justour big factories, businesses andschool buildings that are usingenergy. Personal use of energy- -home heating, lighting, air con-ditioning, cooking, refrigerationand transportation--account for 37percent of the country's energyuse. Alaskans may not need muchair conditioning, but they suremake up for it in transportationneeds--both in terms of goods andservices from the Lower 48, and ofin-state and out-of-state traveland communications.

In summary, our energy choicesand uses are a big determinant ofour coastal and river life styles

112

and community profiles. Ourchoices today will determine ourfuture life styles and what re-sources will be available for futuregenerations.

Information in Activity 1 is largely adapt-

ed from Alaska Tidelines (see credit at be-

ginning).

Vocabulary:

geothermalhydroelectricwind generatorphotovoltaic cellsheat pumps

Materials:

pencilspaperwood blocks (1 per student)disposable aluminum pie platesor frozen food containers forkeelssticks or slender dowels formastsmasking tapegluescissorspieces of plastic or cloth forsailsneedlesheavy-duty threadfelt-tip markerthumbtackspaper clipsknivesbooks about sailingworksheets:...Alaska's Powerhouse (5A)...Sun Power in Alaska???

...Energy Hog or EnergyHoarder (5C)

...BeatiThiFthe Energy Crunch(5D)

Procedure:

1. Begin by discussing energysources in Alaska. Pas3 outthe worksheet, Alaska'sPowerhouse. (Answers: 1.

1

Aleutians: wind and geo-thermal, Southeast: water(hydro) and geothermal plusmaybe wind; 2. 800 miles; 3.coal; 4. oil, natural gas,coal, water, and geothermal;5. Barrow; 6. 2,500 miles, 60miles; 8. answers specific toyour community.)

2. What potential does Alaskahave for solar energy? Havestudents try the worksheetSun Power in Alaska??? (An-swers: 1. Barrow, Juneau; 2.Barrow; 3. Palmer; 4. Fair-banks)

3. Mention that conservation isan important way to saveenergy. Have each studenttry the worksheet, EnergyHog or Energy Hoarder?Discuss answers as a class.For more information onconservation, write to theU.S. Dept. of Energy, Edito-rial Services, Public AffairsOffice, Wash. DC 20585;Alaska Div. of Energy andPower Devel., P.O. Box 3535,Anchorage, AK 99510; or RichSeifert, Energy Specialist,Univ. of Ak, Coop. Ext.Serv., Eielson Bldg., Fair-banks, AK 99701.

4. Discuss energy sources inyour local community. Haveeach student make a diagramof all energy sources andtheir uses in your community.Have each student list cur-rent prices of the variousfuels and electricity costs.Discuss how energy influenceslife styles in your community.What do higher fuel costsmean to fishing boat captains,to canneries, to the price offish?

5. Give students a chance todesign their own energysystems. Pass out the work-sheet Beating the EnergyCrunch.

3

91

6. For a finale, have studentsmake and race sailboats toillustrate wind power. To setthe mood, read passages tothe class about old-time orpresent-day sailing. The filmDown to the Sea in Ships hasfootage of old-time sailingventures and some of theincredible winds and seasthey faced coming aroundCape Horn. Have eachstudent carve a wood blockand a hole for the mast (twigor wood dowel). Glue themast into the hole. Add akeel (piece of aluminum) withthumbtacks. Add paper clipsto the keel for more weight.Use masking tape or needleand thread to attach the sail(piece of plastic or cloth) tothe mast. Use a thumbtackplus some thread to attachthe sail to the deck. Havestudents give their boatsnames and decorate them withfelt-tip markers.

Pick a breezy day for a classregatta outdoors, or set up atank with student wind power(or a fan) indoors. Havestudents experiment withdifferent-shaped boats,different sail settings, differ-ent weights, different windspeeds. Students can awardbadges to captains of thefastest boat, slowest boat,ugliest boat, most beautifulboat, boats that flip over themost times, and so on. Askstudents to predict what rolesailboats (or sailing ships)will play in our future.(Adapted from "ScienceActivities in Energy," devel-oped by the staff of MauriceGould for the American Muse-um of Science and Energy.)

92

Activity 2Transportation

Background:

Alaskans are great travelers.Each year they log thousands ofmiles traveling to jobs, meetings,berry picking, hunting, fishing,and to visit friends and relativesin a state so big that it coversfive time zones (though for conven-ience most of the state is now inone time zone). Additionally, mostof Alaska's goods and supplies aretransported from the Lower 48 byship, truck or plane. Studieshave shown that 47 percent ofAlaska's energy budget goes fortransportation.

Each community has a uniquetransportation system, oftentimesconsisting of boats, planes, three-wheelers and snowmachines. Manycommunities are deciding whetherto tie into the central road system,which would make it easier forthem to "get to town," but wouldalso make it easier for "town" toget to them.

Materials:

Alaska mapworld mapchalkboard and chalk

114

yarnfelt-tip markersthumb tacksslips of paper

Procedure:

1. Ask students to list on thechalkboard all the differentmeans of transportation theycan think of. Circle the onesmost important to your com-munity.

2. List all the goods and ser-vices arriving in your com-munity. Have studentsinventory the food and mate-rials found at home andschool, listing the states orcountries of origin.

3. Compile your results on theworld map: on little slips ofpaper, write the names of theitems on your list of goodsimported into Alaska. Placethese tags in countries orstates on the map that exportthese products to Alaska.Connect these places toAlaska with yarn.

4. Point out on the Alaska maphow these products get toyour community.

5. Estimate the percentage oftransportation that is water-dependent. Also estimatewhat percentage of the pro-ducts' costs is from trans-portation. What would hap-pen if fuel costs escalatedtremendously? What wouldhappen to transportationwithin your community? Atwhat point would products

from the "outside" be unaf-fordable? What jobs would beaffected?

6. Have students write themeson "The Day that the OilStopped Flowing," imaginingwhat their communities wouldbe like without the oil andgas that transport people andgoods. What would happen tosubsistence, sport and com-mercial fishing?

7. Have students pick a localtransportation issue to ex-plore. Is the barge, ferry orriverboat service adequate?Is your community expectinga new road, airport or har-bor? Do you need additionaltrails along or to the beach,the river or a nearby lake?Are snowmachines and three-wheelers being used to carryand haul supplies as well asfor recreation? Are thereconflicts between people whouse the trails for skiing andhiking and people who drivemotorized vehicles along them?

Students can collect informationfrom a variety of viewpoints.Visit the site (if possible) andinventory and photograph what isthere now; brainstorm alternativesolutions; come up with a classsolution; and develop a plan toimplement that solution, which mayinclude talking to the decisionmakers, writing letters and/or anews article, preparing a slideshow or charts and graphs.Discuss what will make the mostimpact. Often, just talking to theright person is more importantthan anything else. Then imple-ment your plan. Evaluate itafterwards. What would the classdo differently the next time?

11i93

Activity 3The Wetlands Gazette

Background:

Most of Alaska is wetland, whichmeans land that is wet most of theyear and is occupied by plants andanimals that prefer wet soil. Allwetlands have either an imper-meable or semi-permeable substrateat the bottom--such as bedrock orpermafrost--through which watereither cannot escape or escapesvery slowly.

Alaska has a variety of wetlandtypes: coastal wetlands; wettundra; muskegs; and rivers,lakes, and marshes.

Rivers, lakes and marshes arecommon in Alaska's Interior.Cattails, horsetails, mare's tails,sedges, rushes and grasses aretypical freshwater marsh plants.

Rivers and lakes are called wet-lands, too, because they host avariety of water-loving plants andanimals--and the land underneaththese water bodies is definitelywet.

Wet tundra, one type of wetlandfound in northern and westernAlaska, is characterized by low-lying plants such as grasses,sedges, cranberry, blueberry,crowberry, lichens and willow.

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Muskegs, or bogs, are freshwaterwetlands that contain cold, acidicwater and spongy or floating matsof vegetation, such as sphagnummoss, cranberry, sundew (apredatory plant) and Labrador tea.Black spruce are often associatedwith Interior bogs. Lodgepolepine is found in muskegs in South-east Alaska.

Coastal wetlands include tidelands,estuaries, salt marshes, riverdeltas and barrier-island lagoonsystems.

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Tidelands are coastal lands washedby the tide. Tidelands includesand, mud and rocky beaches,plus saltwater marshes. Saltmarshes are formed where saltwater washes over sedges andgrasses. Estuaries are formedwhere rivers and streams meet thesea. They include bays, lagoons,rivers and adjacent river deltawetlands--which combine togetherto form extremely productiveareas. The mixing of salt andfresh water in the shallow es-tuarine waters creates a warm soupof nutrients and food, gentlystirred by wind and tide. Est-uaries are the nursery grounds forthe great majority of fish andshellfish.

Barrier-island lagoon systems areimportant to the ecology of theArctic coastal plain, the AlaskaPeninsula, and the Copper RiverDelta. They provide a protectedlagoon system where fish, mi-gratory birds and marine mammalscan feed on abundant invertebrateand fish resources.

Swamps, a type of wetland char-acterized by flooded trees, arefound in southeasters: UnitedStates, but not in Alaska.

All these wetland types are gener-alized. They integrate and over-lap. River deltas, for instance,may include freshwater marsh,tundra, tideland (saltwater marshand sandy beach), plus be part ofan estuarine system. Wetlandterms are quite arbitrary, butthey do serve to familiarize stu-dents with wetland concepts.

People nationwide are beginning torealize the value of wetlandseconomically, ecologically, recrea-tionally, aesthetically and educa-tionally. In the not-too-distantpast, many people simply assumed

that wetlands were no more thanwastelands to be drained, dredgedand developed. As a result, vastareas of wetlands were routinelydestroyed as developmental pres-sures increased for roads, homes,airports and factories. Unfortu-nately, wetlands are still beinglost today, despite the fact thatmore and more people are realizingthe necessity to protect our re-maining wetlands.

Wetlands are critical fish andwildlife habitat. The commercialfishing industry depends on theprotection of coastal wetlands,which are breeding and nurseryareas for 70 to 80 percent ofcommercially caught fish andshellfish. Alaska is also one ofthe prime duck and goose "fact-ories" for North America. Ourwetland habitats provide nestingand fearing areas for millions ofwatPA,w1 and shorebirds. Moose,caribou, mink, muskrat, beaverand berries are but a few of themany °ther animals and plants thatdepend on wetlands.

Other wetland values includesubsistence and sport hunting,fishing, trapping and recreation,as well as being an extraordinarytourist attraction. Wetlands de-crease or eliminate downstreamflooding by acting like a sponge,soaking up excess rain and snow-melt. Wetlands are natural stormbuffers as they physically shieldcoastal lands from the effects ofhigh winds and seas. Surfacewater that collects in wetlandsgradually seeps down to replenishunderground reservoirs, whichoften serve as community watersupplies. Wetlands also act asbiological filters, straining outpollutants such as sewage, chem-icals, silt and other garbage (allwithin limits!).

117

95

In the past, development on wet-land areas has been more or lesshelter-skelter. Consequently, justabout every community has exam-ples of development that shouldhave perhaps occurred in otherplaces. The prime mechanism forwetland regulation is the so-called"404" regulatory permit program.The U.S. Army Corps of Engineersmanages these 404 permits, andanyone wishing to fill, dredge orconstruct a project on a wetlandhas to get a permit from them.The Corps of Engineers works withthe applicant by: notifying thepublic; reviewing the site; dis-cussing the issue at a publichearing; evaluating the site forconservation, economics, aesthet-ics, environmental concerns, fishand wildlife values, flood damageprevention, public welfare, historicvalues, recreation, land use, watersupply, water quality, navigation,energy needs, safety, and foodproduction; suggesting changes tomeet 404 regulations; and issuingthe permit.

Vocabulary:

tundrabogmuskegswamptidelandestuarymarsh

. delta. barrier island. lagoon

Materials:

paperpencils, penscopy machinetypewriterfilmcameraworksheets:

96

...Local Wetlands (5E)

...Life in a Wetland (5F)

Procedure:

1. Discuss the meaning of wet-lands and point out examplesof nearby wetlands. Distrib-ute the worksheet LocalWetlands and have studentsidentify types and categorizelocal examples. (Answers forthe types: 1. wet tundra; 2.coastal wetlands; 3. rivers,lakes and marshes; 4. mus-keg)

2. Discuss wetlands values.Distribute the worksheet Lifein a Wetland and have stu-dents write their own descrip-tions of the drawing. Howmany different ways arepeople and animals using thewetlands? What conflicts mayexist between the differentuses?

3. Discuss the need for educat-ing your community aboutwetlands values. Suggest theidea of printing and dis-tributing a Wetlands Gazette.You'll need students to inter-view community members,write articles, take pictures,draw cartoons,. do layout andprinting and distribute thepaper. If you have time,students might want to ask alocal bank or a communityresident for a loan to covernewspaper expenses; then selladvertisements; and sell thepaper to pay back the loan orraise money for a class pro-ject, all of which would be agreat lesson in economics.

4. Develop a plan for producingthe Wetlands Gazette. Askthe students:

115

Who should we interview forwetlands articles? (biolo-gists; subsist6nce, commer-cial, and sport hunters andfishers; developers; govern-ment agencies; conservation-ists; long-time residents;local officials; or someonewho's gone through the 404permit process)

What wetlands uses are goingon or have gone on in ourarea in the past? (housingdevelopments; roads; air-ports; harbors; parks)

Pick a theme and one or moreof the wetland areas tostudy. Plan a field trip(s) totake pictures, do biologicalstudies, and hold interviews.Your local newspaper staff orresident writers/photogra-phers may be able to giveyour class technical pointers.Be sure to mention the impor-tance of accuracy, and thatopinions belong on the editor-ial page or as quotes ofpeople interviewed. Addition-al wetlands information is inother volumes of the AlaskaSea Week Curriculum Series.For infoi nation on the 404Permit Process and local orarea-specific examples, writeto the U.S. Army Corps ofEngineers, P.O. Box 7002,Anchorage, Alaska 99510.

5. Produce your Wetlands Ga-zette and distribute it in yourcommunity. Be sure to sendcopies to the local or areatelevision and radio stationsand newspaper offices. Whatis the community reaction?Figure out a way to measurethe success of your WetlandsGazette by questionnaires,verbal or written comments.

Activity 4Recreation

Background:

Recreation is not only a multi-million dollar business, but itconsumes much of our spare timeas we boat, hunt, fish, scubadive, ski, hike, swim, walk,canoe, knit, carve wood, watchTV, play video games, read books,jog, drive cars, ride three-wheelers and snowmachines, mushdogs, or fly planes and hanggliders. The type of recreationwe choose affects the environmentdirectly, as we move throughrivers, ocean, wetlands, forestsand mountains. We affect the en-vironment indirectly as resourcesare used up to manufacture re-creational equipment, transport it,sell it and maintain it.

The type of recreation that com-munity residents participate inaffects their character and way oflife. Many Alaskans spend muchof their recreation time outdoors.Safety is a most important consid-eration, not only on land but inthe water. Alaska has more percapita water-related accidents thanany other state, and many of thesedeaths occur during recreat analpursuits.

110 97

Materials:

chalkboard and chalkpaperpencilsgraph paper

1. List on the chalkboard all thedifferent types of recreationyour students participate in.Have them keep track of theamount of time they spend ineach pursuit for a set lengthof time (such as a week).

2. Compile this information on aclass chart. Pass out graphpaper and have studentsgraph their class's recreationfor the week.

3. Compare and contrast thedifferent types of recreation.Ask students the followingquestions:

How would this chart changewith the seasons?

Which forms of recreationrequire the most energyresources to maintain? (oil,gas)

Which forms require the mostenergy to manufacture? (oil,gas resources)

Which forms of recreationrequire the most energy(human) to participate?

Which forms of recreation arewater-dependent?

Which forms of recreation arethe most damaging to theenvironment?

4. Discuss why recreation isimportant (peace of mind,health of body) and talkabout the increase in recrea-

98

tion in modern times due tohigher standards of livingand to the fact that for majorportions of the population,time need not be completelyabsorbed in obtaining food,clothing and shelter.

5. Bring up the need for watersafety in water-dependentforms of recreation. Havestudents brainstorm all theways they can think of to besafe around the water. Listthese on the board. (Includelife jackets, survival suits,knowing how to swim, properboat handling, knowledge ofwater and weather conditions.See safety and survivalportions of Units 7 end 8.)

6. Discuss local recreationneeds. Does your communityneed a swimming pool? Moretrails along the beach andriver? A waterfront park?Square dances? A youthcenter? Water safety train-ing? Select an issue thestudents are intereLlted in andthen follow the steps men-tioned in Activity 5, Proce-dure 3 of this unit, to studythe topic in-depth and maybecontribute toward improvinglocal recreation opportunities.

Activity 5Community Issues

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Background:

Looking at local community issuescan be one of the most excitingand rewarding topics of the schoolyear. Students have a chance tobecome an integral part of thecommunity as they contribute theirideas and expertise to issue resolu-tion. They also learn about politi-cal realities in the process.Reading, writing, mathematics andspeaking skills become very import-ant, as students try to compre-hend all the intricacies of a parti-cular issue while attempting toinfluence its outcome.

By researching a variety of view-points, students develop criticalthinking skills that should helpthem throughout life. Decisions inAlaska are made in a variety ofways, depending on local cultureand politics. As students learn tobe effective with community action,they are acquiring the confidenceand self-esteem they need in orderto develop into productive membersof society.

Materials:

news clippingsresource peoplechalkboard and chalk

Procedure:

1. Begin a list on the board oflocal issues. Refer back tothe community inventory (Unit1, Activity 1). Which ofthese issues interest studentsthe most? Is a new com-mercial develk pment planned?Is a power project or roadcoming to your community?Where are new houses beingbuilt? What's happening tolocal wetlands? Do you needmore trails or parks? Ispublic access assured to localbeaches, rivers and lakes?

2. Decide which issue to study.Students may want to pick acomparatively minor problemwhere they have a greaterchance of influencing theoutcome, or they may want tobecome involved in a commu-nity or regional problem thatmay be more controversial andexciting to investigate.

3. Follow these problem-solvingsteps:

a. Collect in-depth informa-tion from a variety ofviewpoints. Vitit thesite and inventory andphotograph what is therenow. Read pertinentbooks, news articles andresearch papers.

b. Brainstorm alternativesolutions.

c. Come up with a classsolution. Suggest thatstudents state theirconcern in a positivemanner.

d. Develop a plan to imple-ment that solution, whichmay include talking to

99

the decision makers,writing letters and/or anews article, preparing aslide show or charts andgraphs. Discuss whichaction will have the mostimpact.

e. Implement your plan.

f. Evaluate your success(or lack thereof!). Whatwould the class dodifferently the nexttime? You may need togo back and try again!

100

Unit SixWeatherIndex:

Activity 1: WeatherForecasting 103Worksheets:

Weather Lore 6AWhat's Your Climate? 6BClassifying Clouds 6CTrack That Storm' 6D

Activity 2: Measuring theWeather 107Worksheets:

Make Your Own WeatherInstruments 6E

Objectives:

To help students:

Keeping Watch on theWeather 6F

Activity 3: Acid Rain and AirPollution 109Worksheet:

Buy Bikinis...or Haul OutYour Parkas? 6G

Activity 4: Water In YourCommunity 112Worksheet:

Water and I 6H

Make a weather guide with old-time rhymes and sayings (Activity 1).Discover how people forecast the weather for their communities (Activity1).Read about Alaska's climates (Activity 1).Classify clouds by their descriptions (Activity 1).Track a storm on a weather map (Activity 1).Predict local weather (Activity 1 and 2).Construct a weather station (Activity 2).Record and graph local weather conditions (Activity 2).Read about the ways that air pollution and weather are interrelated(Activity 3).Test for air particulates and acid rain in the community (Activity 3).Inventory family and community water uses (Activity 4).Practice water conservation (Activity 4).

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UNIT SIX:

Weather.

Alaska's temperature has been recorded as low as -80°F at Pros-

pect Creek and as high as 98°F near Fairbanks.

Because of the extraordinary diver-

sity and, often, harshness of the climate, it affects all facets of people's lives

including the way they eat, dress, and build their houses, and understanding how the

weather works becomes highly important.

125

Weather determines communitywater supplies. With too littlerain, there's not enough water todrink or wash with or use forindustry. With too much rain,there are floods and overflows ofsewage from treatment plants.Acid rain, which results frompollutants thousands of miles away,affects fish, wildlife and peoplealike. Snow, with its insulatingqualities, protects animals of thenorth.

Weather dramatically affects life inAlaska. Pilots, boat captains andpassengers are always watchingthe weather. All long-time trav-elers in Alaska have been "weath-ered in" or "weathered out" ofdestinations many times. Thestorms, fog, waves, wind andfreezing temperatures are legend-ary here. Anyone who spendstime outdoors in Alaska shouldknow some weather basics.

Activity 1Weather Forecasting

Background:

The lore and legends of peoplesaround the world are filled withtips for forecasting the weather.In the face of weather, we areusually quite helpless. So many ofour needs and the things we dodepend on weather: the amount ofenergy required to heat ourhomes; travel; outdoor work andchores; recreation; hunting andfishing; even our moods.

The study of weather is called"meteorology" (from the Greekmeteoron, meaning "phenomenon").Interest is spurred by everyone'sdesire to look into the future, tobe able to glance at the sky andtell what the weather today ortomorrow will lie. "Climate" isgeneralized weather, or the weath-er at a given place over a periodof time. Climate is affected by thesame conditions that affect weath-er--latitude, prevailing winds,ocean currents, mountains, near-ness to 'nt sea, and so on.Weather averages, totals andextremes combine to give an over-all picture of climate.

103

Today's sophisticated weatherforecasting makes use of satelliteimagery and computerized datafrom all over the world. Yet asevery weather predictor knows,weather forecasting remains farfrom an exact science. No sub-stitute exists for local weatherknowledge. It is most importantlya matter of safety, as storms canbe much worse than predicted orcan sweep through an area beforea forecast can be updated.

Vocabulary:

weatherclimatemeteorologymillibarsisobarsoccludedbarometercirrocumuluscirrostratusaltocumulusaltostratusstratocumulusstratusnimbostratuscumuluscumulonimbus

Materials:pencilspaperworksheets:...Weather Lore (6A)...What's Your Climate? (6B)...ClassifyiN Clouds (6C)...Track that Storm! (6D)

Procedure:1. Ask students how weather

affects the community.Mention any local or region-ally related weather disasters.What worldwide weather-related catastrophes are yourstudents familiar with?(hurricanes, floods, ty-phoons, mud slides, torna-does, blizzards)

104

2. Distribute the worksheetWeather Lore so students canmake their own weatherguides. (Answers: Predictsfair weather: lb, 3a, 4a, 7s,8a, 12; Predicts rain or stormla, 2a, 3b, 4b, 5, 7b, 8b, 9,10, 11, 13, 14, 1.5b; PredictsClearing 2b, 6, 15a) Afterstudents have a chance tocategorize the sayings, dis-cuss them further. The firstsaying has been recognizedfor more than 2,000 years.It can be found in the Bible(Matthew 16:2-3). Here's anillustration of the secondsaying:

The second saying is clear ifyou understand that windwardmeans "toward the directionfrom which the wind isblowing" and leeward means"sitaated away from thewind." SThe third saying can beexplained by the fact thatswallows (and bats, too) arein-flight feeders on insects.At times of high pressure(good weather), insects arecarried high by air currents.At low pressure, insects arecarried downwardly by coolair and their wings are heavywith moisture. The fourth,fifth, eighth, ninth andeleventh sayings are also truebecause of air pressure.Smoke rises in times of highpressure; sounds carryfarther and so do smells; andbirds perch more. And atlow tide, rain is more likely.The sixth and seventh say-ings point out that earlymorning rain and dew--justlike a good morning fog--willoften clear off before noon.The eighth saying points outthat when the wind is veering

(moving clockwise from E toSE to S), the weather is sureto clear. When the windstarts backing (going coun-ter-clockwise from W to S,SE, N & NE), a storm iscoming.Saying number 10 is somewhatself-explanatory. Number 14indicates cirrostratus clouds,which let the outline of thesun and moon through, and isa good rain forecaster.Number 15 refers to the factthat if a storm quickly devel-ops, it will pass by rapidly.But if a storm takes a longtime in brewing, it will prob-ably stay a long time!

3. Now assign students the taskof finding out weather lore intheir own community. Askstudents to interview localresidents and find out oldsayings and tricks to forecastthe weather, as well as thedirection that storms usuallycome from in each season.

4. Explain that climate is theaccumulation of daily weatherpatterns. Pass out theworksheet What's YourClimate?

5. Distribute the worksheetClassifying Clouds. (An-swers: 1. d; 2. h; 3. c; 4.j; 5. a; 6. f; 7. e; 8. b; 9.i; 10. g) Information for thisactivity was taken from theGolden Nature Guide Weather,as well as Hillcourt's andSloane's books. Students maybe interested in these addi-tional ditties about some ofthe clouds:

Cirrus

Hen's scarts and filly tailsMake tall ships carry low

sails.

Cirrocumulus

Mackerel sky, mackerel skyNot long wet, not long dry.

Cirrostratus

When sun or moon is in itshouse

Likely there will be rainwithout.

Altocumulus

Wooly sheep in a dappled skyWill bring you rain drops by

and by.

Stratus

When hill or mountain has acap

Within six hours we'll have adrap.

Cumulus

When wooly fleeces spread theheavenly way,

No rain, be sure, will marthe summer day.

Cumulonimbus

When the clouds appear likerocks and towers

The earth's refreshed byfrequent shower

Or a sunshiny shower won'tlast half an hour.

6. Now distribute the worksheetTrack that Storm! (Answers:Here it comes: 1. NE; 2.warm, cold; 3. 972 millibars,980 millibars; 4. SE, 45knots, heavy rain. There itgoes: 1. About 600 nauticalmiles; 2. occluded, station-ary; 3. 1032 millibars, 1018millibars, 20 knots, partlyclouded.)

7. Finish up this activity with aweather prediction contest.Have each student predict theweather for the next day!

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Activity 2Measuring the Weather

Background:

Six basic instruments are used byboth professional and amateurmeteorologists: 1) anemometer, 2)wind vane, 3) barometer, 4)thermometer, 5) rain gauge, and6) hygrometer. The anemometermeasures wind velocity. Weatherbureaus often give wind speeds inknots (nautical miles per hour).In 1806, before the anemometerwas invented, British Admiral SirFrancis Beaufort developed a scaleof wind force based on the ob-servations and descriptions ofsailors. The wind vane indicateswind direction.

The barometer indicates air pres-sure. Old-fashioned weatherglasses used water to indicatebarometric pressure. Modernbarometers are read in inches orcentimeters of mercury. Theaverage air pressure at sea levelis about 30 inches. At higheraltitudes, average air pressuresare lower, so readings are correct-ed to sea level before comparingdifferent places on a weather map.On U.S. we-,ther maps, all pres-sures are converted from inches tomillibars (1000 millibars = 29.53inches of mercury on the barome-ter or about 18 pounds of airpressure). Falling air pressuregenerally indicates bad weatherand rising air pressure signifiesfair weather.

The thermometer measures airtemperature. Mercury or coloredalcohol are sealed in a glass tubewith a bulb at the bottom. Theliquid rises and falls with changesin air temperature.

131

107

Rain gauges measure the amount ofprecipitation. A typical gaugeconsists of a container to hold the

a funnel to slow down evapo-ration, and a small calibrated jarto measure the rainfall. Snowdepth is often just measured witha ruler or meter stick, carefullychoosing an area where the snowis not drifted or wind-blown.

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Hygrometers measure humidity.The relative humidity is the ratioof the amount of water vapor thatis present in the air to the amountof water vapor that could be inthe air at that particular tem-perature. Two common types ofhygrometers are wet- and dry-bulbhygrometers and hair hygrometers.The wet- and dry-bulb hygro-meters utilize two thermometers-one whose bulb is kept wet, andanother that is kept dry. Thetemperature difference betweenthese two thermometers is read todetermine humidity. If the dif-ference is large, humidity is low;if the difference is small, humidityis high because the amount ofcooling is directly dependent onthe water vapor pressure in theair. The hair hygrometer workson the principle that human hairresponds to the amount of humidityby stretching or shrinking. Whenhumidity is high, the hairstretches, and it shrinks whenhumidity is low.

108

Vocabulary:

anemometerwind vanebarometer (review)rain gaugehygrometercalibrateprecipitation

Materials:

I" plywoodlarge metal washerstwo broomstickscoat hanger wireplierslarge headless nailscrewdrillwood dowels4 paper cupsheavy duty tapesawfelt-tip markerspop bottlecorkV-shaped glass tubingheavy stringfunnellarge juice canglass jar with straight sides3 thermometersshoe lacecardboardworksheets:...Make Your Own Weather

Instruments (6E)...Keeping Watch on the

Weather (6F)

Procedure:

1. Challenge students to maketheir own weather station.Pass out the worksheet MakeYour Own Weather Instru-ments. Students and theirparents might help you comeup with the supplies. Plan aspot on the school grounds toput up your instruments(illus.).

132

2. Once the instruments aremade, begin recording dailyweather. Try to do it at thesame time every day. Usethe worksheet Keeping Watchon the Weather. Also, recordthe highlights of each day'sweather on the school calen-dar, drawing pictures of sun,snow, wind or rain.

3. Graph your results. Firstgraph each measurementindividually. Then trygraphing several together.Can the class infer anyrelationships between thedifferent measurements? Hastheir weather forecastingability improved?

4. Also have students figureweekly and monthly averagesand the amount of changefrom one day to the next!What conclusions can theydraw from their studies?

Activity 3Acid Rain and Air Pollution

133

Background:

Many Alaskans seem to assume thatbecause we live way off in thewilds, there is no problem with airpollution. Yet Fairbanks andAnchorage have some of the worstair pollution in the nation. Inaddition, Alaska is affected byindustrial waste from other areasof the world. Oil- and coal-firedpower plants, smelters, automobilesand other polluters in Japan,China, Siberia and Europe are allpotential causes for acid rain inAlaska. In Bethel, preliminaryprecipitation and pond studies bystudents there have shown pHreadings as high as 4 (quiteacidic!)

What does all this have to do withweather? Scientists are worriedthat heavy industrialization andincreased particulates in the airwill change weather patterns. Ifthe climate warmed up just a fewdegrees, the polar ice packs wouldbegin to melt, flooding coastalcities.

109

If students all over Alaska begancollecting data on particulates andprecipitation, we might have abetter idea of air pollution inAlaska and the potential for clima-tic variations. Because of vastdistances, scientists have not beenable to cover the whole state, soyour students could make a wel-come contribution to scientificknowledge! (Mike Stickick, BethelKilbuck Elementary suggested thisactivity.)

Vocabulary:acidityalkalinitypH scaleparticulatesgreenhouse effect

Materials:

index cardsnew plastic bags (small)pH paper (range 2-5, 4 -? and6-9)vaselinepetri dishes (or blocks ofwood or tile painted white)worksheet:...Buy Bikinis... or Haul Out

Your Parkas? (6G)

Procedure:

1. Ask students how they thinkweather is related to airpollution. Then pass out theworksheet Buy Bikinis... orHaul Out Your Parkas?(Answers: 1. carbon dioxidefrom burning wood and coalcould create a "greenhouseeffect"; particulates in the aircould block out the sun andcool things off; 2. carbondioxide; 3. (illus.); 4.permafrost would melt, lessice pack, less snow, morebare ground, increase inarctic shipping and fishing,summers cooler and wetter,farming increase, flooding of

110

coastal areas; 5. 10,000years; 6. the earth's axiscould tilt away from the sun;

. violent storms of electricalgases; 7b. increase ourtemperature)

2. Have students check thecommunity for air pollution.Particulates (small particles)are the easiest to see, butthe least harmful of the airpollutants. Nonetheless, theywill give students an idea oflocal air pollution. Studentsshould prepare test samplesby smearing vaseline on petridishes (or white tiles orblocks of wood painted whiteso the particulates can beeasily seen). Then set thesesamples out in various spotsin the community whereanimals or young childrencannot get into them. Checkthem 24 hours later. Labelthe sample locations and havethe students design a way tocompare them.

3. Have students check for acidrain or snow. Explain thatthe pH scale is an indicatorof how acid or basic a sub-stance is. The scale goesfrom 0-14. Low numbers areacidic and high numbers arebasic. Seven is neutral.Have students test commonsubstances with a high qual-ity pH paper. The pH papercomes in a variety of ranges.So if you're using a pH paperwith a range of 4-7, then foranything that comes out 4,you should also check on alarger range paper, i.e.,2-5. All rain is slightlyacidic (pH 5.6) but industrialpractices--for example, theburning of coal in factories orpower plants -can make theprecipitation highly acidic.

134

Burning coal releases SO2(sulfur dioxide) into the air,along with other waste pro-ducts. When SO combineswith H2O (watee)--rain orsnow -it forms H

2SO4 (sulphu-

ric acid).

SO2 + H2O H2

SO4

In a similar way, nitrogenoxides, which are principallygenerated from car exhausts,can form nitric and nitrousacids when combined withwater. These acids can havegrave consequences on fish,wildlife and vegetation, not tomention people. And thesepollutants can travel thou-sands of miles with the aircurrents. Acidity also occursnaturally. Both volcanoesand thunderstorms releaseoxides into the air that cancombine with the water mole-cules.Ask students what wouldhappen as a result of in-creased acid rain. (The fishin lakes and streams woulddie. Wildlife would be af-fected when they tried todrink the water. Vegetationmight die. And here inAlaska, once the vegetationwas gone, the permafrostwould start to melt. Inaddition, many areas inAlaska, such as in theInterior, are keenly suscep-tible to acid rain and snow,as the soils don't have muchnatural "buffering" ability;i.e., the soils have notderived from limestone, whichis basic).To check for acid precipita-tion, give each student a newplastic bag and have themstand outside for 15 minutesin the rain or snow, holding

the bags open. As a control,have some students pour alittle bit of distilled water ina bag outdoors. Test thesamples with pH paper imme-diately. Tape the paper onan index card and mark itsreading and location and notethe weather, including per-centage of cloud cover (25,50, 7 or 100), air tem-perature, and a generaldescription. Try the ex-periment if possible during athunderstorm, as Universityof Alaska scientists havefound readings as low as 3.0under storm conditions.

Battery Acid

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1 2 3 4 5 6 7 8 4ACIDIC NEUTRAL

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The pH scale.

The pH scale is also logarithmic, which means

that a change of one unit on the scale means

a ten-fold change in how acidic or alkaline a

solution is. Battery acid at pH 1 is only

one unit down the scale from lemon juice (pH

2), but is ten times more acidic. It is 100

times more acidic than vinegar, which has a

pH value of 3.

135

Students might also want totest other local water spots,then mark the results of theirstudy on a community map.Write up a class report ofyour results. Are there anysources of SO2 (sulfur diox-ide) in your community, suchas coal power plants?

111

Are there places where oldcar or boat batteries aredumped that could be increas-ing acidity levels? Includethis information. Discuss theresults with area biologistsand village officials. Sendone copy to Acid Rain Proj-ect, Alaska CooperativeFishery Research Unit, Uni-versity of Alaska, Fairbanks99701. Also send in a sampleof your leftover, unused Phpaper to be tested for itsbuffering capacity. All thosewho send in reports willreceive a yearly update onthe progress of this statewideproject. Be sure to sendresults of rain that's normalor basic, too! It's importantto have all results. to cor-rectly gauge what's happeningstatewide.

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Activity 4Water in Your Community

Background:

Water comes in many forms--rain,snow, sleet, hail--and it remainsas streams, rivers, lakes, marsh,muskegs and underground watersupplies. Water may seem abun-dant, but only a limited amountexists. We will never have morewater on earth than we have rightnow. The great majority of wateron the planet is salt water. Freshwater is especially precious be-cause we need it for life.

Fresh water can be changed tosalt water at an overly fast ratethrough poor watershed manage-ment. As wetlands are filled inand covered over, rain washesdownstream to salt water fasterbecause there is no chance forwater to soak into the ground.Floods and soil erosion are alsomore likely, and once fresh waterreaches salt water, it only evapo-rates and changes back to freshwater through the hydrologic cycleat a set rate. Thus, we couldultimately end up with more saltwater in proportion to fresh water.

Additionally, groundwater that istapped for residential, agricultural

136

and industrial uses replaces itselfvery slowly. Shallow groundwatermay have a renewal rate of approx-imately 300 years; deep groundwater (more than 3,000 feet) mayrenew itself in about 4,600 years.As groundwater dries up, pondsand marshes dry up and plantspecies die out. The remaininggroundwater may also becomecontaminated by saltwater intrusionor by pollution, rendering it unfitto drink.

Most of the world's fresh water isused for irrigation, but personalwater conservation can make adifference. In Alaska, it oftenseems as if we have more waterthan we could ever want. Buteven rainy coastal communitieshave been known to run low onwater because collection and stor-age facilities are limited.

Vocabulary:

hydrologic cycleground waterwaste water treatmentconservationprecipitationevaporationcondensation

Materials:

chalkboard and chalkcupswatergraph paperpencilsworksheet:...Water and I (611)

Procedure:

1. Give each student a cup ofwater. Tell them that one oftheir ancestors from Europe,Asia, Africa, or Alaska mighthave drunk this same waterthousands of years ago. Ask

students how 1.7..is couldhappen.

2. Now begin drawing a pictureof the hydrologic cycle on theboard, with help from theclass. All water ultimatelycomes from rain (or snow) inwhat is called "precipitation."This water accumulates instreams, rivers and lakes, oris stored in undergroundreservoirs or various wetlandsbefore beginning its journeyto the sea. The sun con-tinually evaporates the waterover land and sea, transport-ing it upwards where iteventually condenses andforms clouds ready to rain orsnow again. The water thatwe have now is all we'll everhave. That's why our ances-tors may have drunk the samewater that we are drinkingtoday. Of course, as it goesthrough the hydrologic cycle,it's filtered and purified. Sodrink up!

I. I

3. How much water do yourstudents use every day?Pass out the worksheet Waterand I. Discuss question 2 asa class. Let students comeup with their own methods formeasuring individual wateruse. Here are some figuresthat may help students withhard-to-measure items: toiletflushing, 5-7 gallons;showers, 5-15 gallons/minute;baths use 25-30 gallons;dishwater, 5 gallons/load;clothes washer, 25-30 gallons/load; bathroom faucet, 2-5gallons/minute.

Conservation is very impor-tant because we have all thefresh water we'll ever have.The sun can only evaporatewater at a certain rate, and

113

then return it as rain orsnow at a certain rate. So ifwe use it up and send itdown to the sea too fast, wewill continually have less andless fresh water, and moreand more salt water. Ground-water replenishes itselfslowly, taking hundreds andeven thousands of years. Inaddition, it takes energy topump water out of theground, and also takes lots ofenergy to heat water.

4. Graph individual results fromthe worksheet. Comparewater use by students whohave running water withthose who don't. Imaginehauling the 70 gallons ofwater a day used by eachmember of the average Amer-ican family!

5. Investigate your local watersources. Where does yourcommunity get its water? Arethere any communities upriveror downriver that share yourwater? Does your communityhave a water treatment orsewage treatment plant?Students may want to visitthese sites to learn moreabout local water quality andfuture plans for the communi-ty. Students may discoverthe need for a local watereducation program. Designone and carry it out.

133

114

Unit SevenA Review of Sea Week's PastIndex:

Activity 1: Learning Centers .. 117Worksheet:

Ocean Word Images 7A

Activity 2 : Review Worksheets ..120Worksheets:

Aquatic HabitatsMarine InvertebratesMollusksSeaweedsIntertidal ZonationFreshwater Invertebrates 7GBirds 7H

7B7C7D7E7F

Birds in the Field 7IFish 7JFisheries 7KMarine Mammals 7LFreshwater Mammals 7M

Glaciers and Sea Ice 7NNative Uses of the Seas

and Rivers 70Safety and Survival 7P

Activity 3: Sharing WhatYou Know 125

Objectives:

To help students:

Set up learning centers on marine and freshwater topics (Activity 1).

Complete worksheets on aquatic habitats, invertebrates, seaweed, inter-tidal zonation, birds, fish, fisheries, mammals, glaciers and sea ice,Native uses of the seas and rivers, and safety and survival (Activity2).

Design a Sea Week instructional session for one or more of the youngerclasses (Activity 3).

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UNIT SEVEN:

A Review ot Sea Week's Past.

From upper left clockwisemoose and ducks

in a pond; clams; a fishing trawler and salmon; geese and a beaver in a marsh;

starf.ish, snail, seaweed and barnacles on the shoru; a right whale and a minke whale;

and Eskimos in an umiak illustrate the diversity of subject matter that was covered

in previous Sea Week volumes.

In the lower grades, students havehad a chance to cover a widevariety of marine and freshwatersubjects through Sea Week activ-ities. This year, they have theopportunity to pull all that back-ground information together,applying it to local issues.

One of the best ways to be surethat students really understand allthey have learned is to have theminstruct other people; hence, theactivities in this unit turn yourstudents into teachers!

112

Activity 1Learning Centers

Materials:

Sea Week curriculum guides(Volumes I-VII)props and artifactspencilspaperart suppliesditto machine or copierreference and children'sbooksworksheet:...Ocean Word Images (7A)

Procedure:

1. Explain to students that thisis their chance to be teach-ers. Divide the class intosmall groups and assign themspace to set up learningcenters around the room.For each center, they shouldhave:

a puzzlea prop or artifact thatother students can touchor use, such as net-mending needles, bones,shells, seaweed, birdfeathersa book to readworksheet(s)

117

records, tapes, film-strips, photos or pic-tures

Students may get their infor-mation from reference books,community residents, or theSea Week Curriculum Guides.Here are suggested topics andwhere to find them in theguides:

Topics Sea Week Curriculum Guides

Ocean All volumes

Ponds, Streams and Rivers All volumes

Wetlands All volumes

Marine Invertebrates (except mollusks) I, II, IV

Mollusks I, III

Seaweed I, IV

Freshwater Invertebrates II, III

Birds I, V

Fish and Fisheries II, VI

Marine Mammals I, II, IV, VII

Freshwater Mammals II, IV

Glaciers and Sea Ice IV

Native Uses of the Seas and Rivers IV

Safety and Survival All volumes

118143

Smaller classes may want tocombine several of thesetopics.

Challenge the class to becreative in figuring hoW topass information they know onto the rest of the class.Remind students to ditto orcopy puzzles and worksheetsat their learning centers, sothat each class member canhave one. Encourage them toinclude math problems, vocab-ulary and spelling words intheir centers, as well as tolook for poems. For example,the following is one on shells:

SEE WHAT A LOVELY SHELL

See what a lovely shell.Small and pure as a pearl,Lying close to my foot,Frail, but a work divine,Made so fairily wellWith delicate spire and whorl,How exquisitely minute,A miracle of design!

What is it? a learned manCould give it a clumsy name.Let him name it who can,The beauty would be the some.

The tiny cell is forlorn,Void of the little living willThat made it stir on the shore.Did he stand at the diamond doorOf his house in a rainbow frill?Did he push, when he was

uncurl'd,A golden foot or a fairy hornThro' his dim water-world?

Slight, to be crush'd with a tapOf my finger-nail on the sand,Small, but a work divine,Frail, but a force to withstand,

Year upon year, the shockOf cataract seas that snapThe three-decker's oaken spineAthwart the ledges of rock,Here on the Breton stand!

--Alfred Lord Tennyson

2. Use the Ocean Word Imagesworksheet to get studentsstarted thinking about puzzlesthey can design. RuthBerman, designer of thesepuzzles (with help from herstudents), is a long-timeCalifornia marine educator.(Answers: 1. sea gull; 2.sand dollar; 3. octopus; 4.sea horse; 5. starfish; 6.plankton; 7. clam up; 8.school of fish; 9. surface;10. man overboard; 11. tidalwave; 12. sea bed; 13.dolphin; 14, fish-eye view;15. man-eating fish; 16.swordfish; 17. surfacetension; 18. jellyfish.

3. Once the centers are com-plete, have each student gothrough all of them. Otherclasses or parents may wantto tour and try out yourlearning centers, too! Thinkup a sea-going name for yourcollection of learning centers,and make badges or certif-icates for everyone whofinishes.

i 4119

Activity 2Review Worksheets

Materials:Sea Week curriculum guidesreference booksworksheets:...Aquatic Habitats (7B)...Marine Invertebrates (7C)...Mollusks (7D)...Seaweeds (7E)...Intertidal Zonation (7F)...Freshwater Invertebrates

(7G)...Birds (7H)...Birds in the Field (7I)...Fish (7J)...Fisheries (7K)...Marine Mammals (7L)...Freshwater Mammals (7M)...Glaciers and Sea Ice (7N)...Native Uses MT the Seas

and Rivers (70)...Safety and Survival (7P)

Procedure:

1. Pass out the worksheets.Encourage students to use theSea Week curriculum guidesand reference books to findthe answers. The previousactivity lists the location ofthese different topics in theSea Week curriculum guides.In any case, here are theanswers for your information:

120

Aquatic Habitats magicnumber is 15; A. 7; B. 3; C.5; D. 2; E. 4; F. 9; G. 6;H. 8; I. 1; 10. Seas, riversand wetlands provide fish andwildlife habitat; human food;jobs; recreation; and are asource of beauty and inspira-tion. Oceans and rivers areespecially important for trans-portation; wetlands are cru-cial for ground water re-charge and flood control, andhelp also to buffer storms.

Marine Invertebrates 1D,sea star; 2H, limpets; 3E,barnacles; 4G, sea anemone;5A, mussels; 6C, sea urchin;71, snail; 8F, sea cucumber;9B, razor clam; 10J, octopus.

Mollusks mollusks, mollusks;la. univalves; lb&c. limpets,snails; ld. snails; le. lim-pets; 2a. univalves; 2b.bivalves; 2c&d. clams,cockles; 2e. foot; 2f. si-phons; 3a. chitons; 3b.chitons; 4a&b. octopi andsquid; 4c. octopi; 4d. squid;4e. mollusks

145

Intertidal Zonation la-e.exposure to air, summertiuewarmth and dryness, winter-time freezing temperatures,predators from the land andsea, hanging on in surf andstorms; 2a-b. black lichen,blue-green algae, periwinkle;3a-f. Fucus, mussels, barna-cles, amphipods, sea stars,cucumbers; 4a-e. sea stars,anemones, juvenile kingcrabs, larger snails, seaurchins

Seaweeds 1. green, brown,red; 2. algae; 3a. blade; 3b.float; 3c. stipe; 3d. holdfast;3e. flower; 3f. stem; 3g.leaf; 3h. root; 4. look simi-lar, have chlorophyll to makefood, are usually stationary.Some seaweeds in warmerclimates float--but they don'tlocomote; 5. are flexible andcannot remain vertical if theyare not supported by water;they lack flowers; theirblades are comparable toleaves, but are sometimesfound at the top rather thanalong the sides or bottom; theholdfast functions primarilyfor hanging on, rather thansupplying nutrients as rootsdo; seaweeds sometimes havefloats; seaweeds live in saltwater; 6. spring and summerbecause conditions are mostfavorable for growing then,with plenty of light andwarmth

4 13

Freshwater Invertebratesmany possible answers

Birds - 1-6. swimming birds;waders; birds of prey; gull-like birds; grouse andptarmigan; perching birds; 7.the abundance of food, cover,water; open space and ingeneral the lack of humandisturbance; 8. pollutionmight harm or kill birds byoiling their feathers orcausing disease; overhuntingmight lower bird populations;increased human activitymight change patterns ofdistribution, but the greatestthreat is loss of habitatthrough building, dumpingand filling on wetlands.

121

Birds in the Field a. Can-ada goose; b. pintail duck;c. bald eagle; d. red-breasted merganser; e.tundra swan (whistling); f.black-legged kittiwake; g.semipalmated plover; h. greathorned owl; i. black oyster-catcher; j. mallard; k.oldsquaw; 1. great blueheron; m. bufflehead; n.tufted puffin; o. snipe; p.Arctic tern; q. surf scoter;r. willow ptarmigan; s.raven; t. common eider

dorsal finadipose fin lateral line

v-- defin

flow. Additionally, insectsand debris along streambanksand edges of ponds supplyfood for young salmon.Wetland plants supply nu-trients that filter into thewater system. Estuarywetlands at the mouths ofrivers and streams are impor-tant rearing areas for salmon.Plankton and wetland plantsgrow extremely well due tothe mixing of shallow, warmsalt water and fresh waterwith additional nutrientswashed down through thestream and river system; 5.many possible answers; 6.because they can hide sowell; 7a-d. changing colors tofit their background, blend-ing in with the bottom be-cause they are flat and darkon top, blending in with thewater's surface because theyare white below, buryingthemselves in the sand; 8.(illus below)

r".anal fin

gill cover

pelvic fin

122

pectoral fin

Fish 1. (illus above); 2.chum or dog; silver or coho;king or chinook; red orsockeye; pink or humpy; 3.egg, alevin, fry, smolt, adultsalmon; 4. Wetlands areimportant salmon spawningand rearing habitat. Thewetlands soak up rainwaterand snow melt and release itgradually, assuring even

Fisheries la-c. jigging,hook and line, spearingwhitefish, trapping blackfish,trapping salmon (AnnetteIsland); 2a. crabbing, Dun-geness crab; 2b. trolling,salmon (kings and cohos); 2c.set gillnetting, salmon; 2d.purse seining, salmon (mainlypinks) or herring; 2e. long-lining, halibut; 2f. driftgillnetting--salmon or her-

I ij

ring; 3a-e. protect wetlandspawning and rearing habitatand productive coastal wa-ters, avoid pollution andpverfishing through educationand regulations.

Marine Mammals 1. (seeillus.); 2. (see illus.); 3.true; 4. true; 5. false; 6.false; 7. false; 8. false; 9.false; 10. false; 11, 12. beable to swim, develop denserbody hairs or a fat layer,adapt to marine foods; 13.echolocation is the interpreta-tion of self-produced soundwaves bouncing off objects onthe ocean floor. It is used tospot fish and other prey andto gauge distance anddirection. 14. Many possibleanswers.

Freshwater Mammals Thefollowing are the four groups:a (beaver track) , b (beaver-chewed stump), i(beaverlodge) , k (beaver) ; c (musk-rat, d(muskrat house),j (muskrat track) ; e (riverotter), h(river otter slide andtracks), l(river otter track);f(mink track), g(mink)

Glaciers and Sea Ice 1. ice;2. snow; 3. rocks; 4. silt; 5.motion; 6. leads; 7. black; 8.gray; 9. blue; 10. glaciercarved, u-shaped valley,such as the one on the right;11. (illus. below);

.1 3 123

124

12. (see illus.); 13. onshore;14. abundant; 15. flexible;16. Glacial ice and sea ice aresimilar in that both are typesof ice; both are constantlymoving and dangerous; bothglacial ice and old sea ice arebrittle and blue and melt toform fresh water. They aredifferent in that sea ice floatsover a large body of waterwhile glaciers move over landand have rivers running overthem; glaciers form fromsnow, and sea ice forms fromfreezing salt water; youngsea ice is flexible and salty;glaciers grind rocks up intoglacial flour; glaciers changeland formations.

glaciers grind up rocks intoglacial flour; glaciers changeland formations.

Native Uses of the Seas andRivers 1. (see illus.); 10a.dugout used in southeastAlaska; 10. umiak used innorthern and northwesternAlaska; 11. kayak used innorthern, western and south-central coastal Alaska; 12.canoe used in central ordior Alaska

CANOE

KAYAK

DUGOUT

UMIAK

"L'Aleut ors,.

Inupiat

YupikAthabaskan

IA 8,

Chu ach

ts

KoniagTlingit

Haida

Tsimshian

Safety and Survival la.PFD (life jacket or survivalsuit); lb. life ring and line;lc. anchor and line; ld.survival kit, which includeslighters, sleeping bag, foampad, tarp, line, hook andline, snare, tape, heavycord, knife, water, and food(see Unit Eight, Activity 4);

le. bailer; lf. compass; lg.motor with gas tank and lineand spare motor, prop, tools;lh. light; li. oars; 1j. firstaid kit; 1k. sailing plans,i.e., tell someone whereyou're going and when you'recoming back; 2. studentsshould mention sending oneperson for help and beginningartificial respiration imme-diately! They should de-scribe artificial respiration indetail; 3. events shouldapproximately follow thisorder (discuss as a class)h, i, f, k, j, c, a, b, n, g,1, d, m, e; 4. refer to Unit8, Activity 4. Pick itemsfrom coffee can survival kit(Unit 8, Activity 4) thatcould be carried in yourpocket, and discuss as aclass. Should definitelyinclude knife and lighter.

2. Discuss the worksheets as aclass. You may want to doadditional review on subjectswith which students have themost difficulty.

Activity 3Sharing What You Know

Materials:

paperpencils

Procedure:

1. Ask students if they wculdlike to design a Sea Weekprogram for younger stu-dents. Explain that the bestway to tell if you reallyunderstand something is totry to teach someone else.Brainstorm some differentoptions. First you will haveto figure out who your audi-ence will be and what willappeal to them, and thendecide on a topic or topics.Your class could:

1 )0

give short talks to theyounger childrentake the younger chil-dren on a field trippresent a play or skitread storiesshow slides or filmshelp the younger chil-dren make somethingsuch as little boats,puppets, or mobilescook seafood for them totaste

125

make up games or puzzlesset up exhibits

2. Now have students writeoutlines of what they want tosay, and prepare any nec-essary displays or props.

3. Discuss teaching techniquesand have students practicewith each other. Ask stu-dents when they have learnedthe most, and ask them todiscuss the qualities of theirfavorite teachers. Be sure tomention that if students askthe younger children ques-tions instead of telling themeverything, the children willhave to think a little moreand will also remembermore. If asked questions bythe younger children thatthey can't answer, studentsshould say that they don'tknow, but will be glad to lookup the answers.

4. Remind students to be gentlewith the younger ones, aswell as to set an example ofgood behavior.

126

Unit EightSea Week CampIndex:

Activity 1: Planning YourCamp 129

Activity 2: ScientificSampling 135

Activity 3: Safety and FirstAid 141Worksheets:

Putting on Your PFD...8AWater Safety Cartoons..8B

Activity 4: Survival 144Worksheets:

How to Survive On aBeach 8C

Survival Puzzle 8DBeachcombing Trip 8E

Activity 5: The Camp's Future .145

Objectives:

To help students:

Plan food and gear for an educational experience outdoors (Activity I).Measure plant and animal life on sample plots within a study area(Activity 2).

. Chart and graph these measurements (Activity 2).Estimate total numbers of plants and animals in the study area (Activity2).

. Compute and graph research on the importance of wearing a PK") (per-sonal flotation device) (Activity 3).Draw cartoons about water safety (Activity 3).Practice first aid (Activity 3).Learn to treat earthquake victims by staging a mock disaster (Activity3).

. Read about beach survival (Activity 4).

. Make coffee can and pocket survival kits (Activity 4).Write survival guides for their own community (Activity 4).

. Participate in a simulation game about future development on theircamping site (Activity 5).

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A three to five-day Sea Week campcan easily be the highlight of astudent's school year or entireschool career! Each communityhas exciting places to explore, andthe opportunity for learning andliving with classmates, teachers,parents and community resourcepeople is a never-to-be-forgottenexperience. Students often maketremendous strides socially as theywork and play together as a teamat Sea Week camp.

154

1111111111WActivity 1Planning Your Camp

Background:Sea Week camp can be as elaborateor as simple as you want to makeit. Involving students and commu-nity resource people (includingparents) in the planning andimplementation will add to thecamp's success. But be careful,as too many group decisions canbe difficult for everyone.

The most important item to planfor is safety. Make sure allparticipants are warmly dressed,are wearing PFD's (life jackets),and know what to do if .someonebecomes separated from the group.

Have good food and plenty of it.Quality food really helps themorale and is important for grow-ing youngsters. Students canmake it through a lot of poorweather conditions as long as theyhave enough good food to eat andare dressed properly for theweather. Don't let a little rain orsnow stop you!

"The only problem we ever hadwas when the kids had too much'free' time," explains veteranschoolteacher Kay Pearson ofKetchikan, who has been takingstudents outdoors for years.

129

So make sure there is plenty forstudents to do: classes, arts andcrafts, organized games, chores.

Have your program well-planned,but be flexible, too. If the hooli-gan or salmon are running un-expectedly, make that a learningopportunity. If the boat to pickyou up is late, sing songs or playgames to build students' sense ofcommunity. Sea Week camp candemonstrate that learning is funfor everyone. It can be the startof an enjoyable lifetime adventurefor parents, students and teachersalike.

Materials:foodcooking utensilsresource people (includingparents)sheltertransportationfield guidessafety and survival gear

Procedure:

1. Obtain administrative ap-proval. You may want toprepare a special presentationoutlining your educationalgoals and objectives, safetyconsiderations, resourcepeople, lodging and trans-portation possibiaties.

2. Organize a group of parentsand other resource people tohelp plan the program andassist with logistics. Pcrhapseach person can figure outone aspect of the trip andreport back to you. It isamazing the number of talent-ed people in every Alaskacommunity! (Refer back tothe human resources list inyour Community Inventory,Unit One, Activity 1.)

130

3. Decide on a location. Do youhave access to a huntingcamp or lodge where studentscan dry out their gear ifnecessary? Are there somesmall buildings where theycan lay out their sleepingbags? Do some parents havetents that can be borrowed?What place has the mostexciting habitat to explore?(beach? river? wetland?) Arethere community events thatstudents could be involvedin? (muskrat or duck hunt-ing? whaling? salmon orherring fishing? the springbird migratio i? low tideexploration? fish camp?)

4. Work on transportation. Arethere state or federal agen-cies close by? (U.S. CoastGuard? Forest Service? Fishand Game? Fish and WildlifeProtection?) Are there localcharter operations that mightbe able to take students tothe camp? Sometimes agencyinsurance will cover thestudents, particularly ifstudents are signed up asvolunteers to do an onsiteproject or survey. Wouldparents provide transportationif the school paid for thefuel?

5. Safety. Radio contact isimportant. Students need toreview first aid procedures.Pack one or more first aidkits. Have students makesurvival kits. Discuss whatto do if someone gets lost. Ifpossible, every studentshould wear a whistle at alltimes. Life jackets should beworn during boat travel.Bear protection should beconsidered. Spare motors,tool kits, parts and oars

155

should be included if you'retraveling by small boat.Sleeping bags, warm clothes,food and tarps should bespread out among all theboats (or other transporta-tion), so that if anythinghappens to one boat, studentswill have adequate survivalgear.

6. Students can help with plan-ning the food. Stress goodnutrition. You may want tohave parents do the cooking,so that students can attendall classes. Have studentswash their own individualdishes and assign a K.P.(kitchen patrol) crew to dothe pots and pans. Planfor lots of food at mealtimesand nutritious snacks (appleslices, stuffed celery, driedfish, peanut butter andcrackers) mid-morning, mid-afternoon, and at bedtime.Take extra dried food in caseyou are weathered in.

7. Warm clothing and rain gearare critical. The programshould go on even in rain orsnow. Students should haverubber boots or mukluks andseveral changes of clothes.

Stress the importance ofwearing wool clothes, dress-ing in layers and bringingwarm hats. You may want tohave all participants bringtheir bag of clothes (wrappedin plastic garbage sacks tokeep them dry) the weekbefore, so you can checkeverything over.

8. Each school has differentpolicies for raising money.Will the school cover campcosts, or will students needto raise money with bakesales and carnivals? If eachparent is asked to contribute,perhaps a scholarship fundcan be set up to cover thosewho cannot afford it.

9. Students should be wellprepared scholastically, bygoing over some of the previ-ous units in this book. Besure they cover some of thetopics from earlier Sea Weekvolumes (see Unit Seven thisvolume). You might want toinvolve students in planningspecial educational games orpuzzles for camp. Have themreview safety and first aid(Activity 3 of this unit) andmake up survival kits(Activity 4 in this unit).They should start journals ifthey haven't already (Unit 1,Activity 2). If the trip willbe physically difficult, youmay want to give tests ofskill and/or required miles tocover ahead of time. It mightbe good to have studentswrite down individual ex-planations of what theyexpect to learn as a result oftheir camping experience.

156 131

10. Below is a sample program fora three-day campon the coast.As long as you are planningfor one night, you might aswell go for two, as it usuallytakes some time for studentsto get used to everything.Three days is a good lengthof time for the first year,and the following years youcan expand to as many asfive days.

The actual travel to the camparea can incorporate theeducational treasure hunt "1Spy," or a map-readingexercise, to set the properlearning atmosphere. Yourprogram should depend on theresource people that you canbring along, as well as onyour local history and cul-ture. Start brainstorming onwho is available in yourcommunity.

SAMPLE SEA WEEK CAMP PROGRAM

Monday

8:00-10:00 Travel (treasure hunt on way)10:00-11:00 Settling in/snack11:00-12:00 EARTHQUAKE (first aid simulation game, see Activity 2

this unit)12:00- 1:00 Lunch1:00- 3:30 Classes divide into groups

Birds and Wetlands (pond field trip): Group 1Fish and Fisheries (stream survey field trip):

Group 2Marine Mammals (beach walk, creative writing):

Group 33:30- 4:30 Snack/beach games4:00- 5:30 Classes divide into groups

Net Crafts (making belts with knots): Groups 1 & 2Beach Collage (making plaques or mobiles): Group 3

5:30- 6:30 Dinner7:00- 8:00 LOCAL HISTORY (lecture/map work)8:00- 9:00 Sing-a-long and snack9:00-10:00 ASTRONOMY

Tuesday

7:00- 8:008:00- 9:159:15- 9:309:30-12:00

BreakfastINTERTIDAL LIFE EXPLORATION low tideSnackClasses divide into groups

Marine Mammals (beach walk, creative writing):Group 1

Birds and Wetlands (pond life field trip):Group 2

Fish and Fisheries (stream survey field trip):Group 3

12:00- 1:00 Lunch

132i 5 7

1:00- 3:30 Classes divide into groupsFish and Fisheries (stream survey field trip):

Group 1Marine Mammals (beach walk, creative writing):

Group 2Birds and Wetlands (pond life field trip): Group 3

3:30- 4:30 Snack/beach challenge course4:30- 5:30 Classes - divide into groups

Beach Collage (making plaques or mobiles): Groups 1& 2

Net Crafts (making belts with knots): Group 35:30- 6:30 Dinner7:00- 8:30 Sea skits (students make up and then present)8:30-10:00 Sing-a-long and snack

Wednesday

7:00- 8:008:00- 9:159:15- 9:309:30-12:00

12:00- 1:001:00- 3:00

3:00- 5:00

BreakfastINTERTIDAL SAMPLING (low tide, see Activity 2 this unit)SnackClasses divide into groups with each group doing asimilar study

Coastal Habitat (habitat mapping, forest study,field trip)

LunchCOASTAL PLANNING SIMULATION GAME (students debatewhat should happen to their camping site, seeActivity 5 this unit)Snack/travel/sing-a-long evaluation

Units in this Sea Week volumeor the previous volumes maybe best covered or reviewedin a field setting such asyour camp. For instance,ideas for fish and fisheriesand netcraft can be found inVolume VI; birds and wet-lands Volume V; marinemammals this volume. Wea-ther (this volume) might beanother good addition to yourprogram. Coastal habitat canbe explored and mapped. Ifyou have trees in your area,check the logging, fisheriesand wildlife unit in thisvolume for ideas.

158

The school's physical educa-tion instructor may be able tohelp design beach games anda beach challenge course thatfits in with the educationaltheme ; i.e. , crab, octopus,seal walk relays; runningdown a whale's throat(through a cardboard box);swinging over a salmon stream(on a rope); riding a por-poise (on a swing); climbingup into a life raft.

The art instructor or a localartist may be able to help inplanning art projects such asbeach collages or mobiles.

133

For astronomy and localhistory, you'll need to relyon local resources.

Sea and river songs areincluded in the various SeaWeek volumes and in the SeaWeek Sourcebook.

Try to break students up insmaller groups wheneverpossible, so that everyonehas a chance to see and talkwith the resource people.Involve students in measuringand recording data andwriting a class report ontheir results. Activity 2 ofthis unit explains how to dothe intertidal transect men-tioned in the sample program.

11. Have students develop rulesfor their camp (includingsafety procedures). Ideally,the rules will be easier toobey if students participate inmaking them up! Be sure tostress conservation.

12. Emphasize that this is aneducational venture. It's alsoa chance for everyone tolive, learn and work to-gether. Have everyone drawnames for secret pals-someone they will do some-thing nice for every day.

13. Have a training session forparents and other participa-ting resource people. Explainthe program, giving them tipsfor working with students inthis age group, and if pos-sible, visit a site similar towhere you will be camping.Go over field trip leadershiptechniques and answer ques-tions.

134

Consider using older studentsfor counselors and small-group leaders. They willprobably get more out of thetrip than anyone else. It's atremendous learning experi-ence for them to be looked upto, not only as models ofgood behavior, but as aneducational resource.

14. Alert local media (radio, tv,newspapers) about your trip.Be sure to take a camera andplenty of film to recordhappenings. A slide showwould be a great memento forthis year's students, as wellas a good introduction fornext year's students, teach-ers, parents and resourcepeople.

15. When the great day arrives toleave for camp, be rested sothat you can also enjoy theadventure and excitement.

16. Plan to take full advantage ofthe Sea Week camp after it'sover. Have students: writestories and reports on theiradventures; research some oftheir finds; compute tripcosts; make thank you giftsfor those who helped; creategreat works of art inspiredby Sea Week camp expe-riences.

17. Plan a parents night to showslides, journals, charts, artprojects, songs, gifts.

1 5 0

Activity 2Scientific Sampling

Background:

Do you ever wonder when youhear a large figure such as thetotal of ducks in North America,trees in the National Forest, orpeople who watch a certain televi-sion program, how such highnumbers can possibly be counted?

Often this is accomplished by aprocess called sampling--taking anexact count in a small area andthen multiplying to obtain anestimate for the total area.

Biological sampling is sometimesdone by taking counts in randomlyselected plots. Coat hangerspulled into squares are a gooddevice for marking plot bound-aries. Counts are taken inside theplots and then used to estimate thenumber of small animals per acreon a rocky beach, the number offlowers or berries on an acre oftundra, etc. This method willwork for anything that is fairlyevenly distributed over a largearea, and small enough to befound inside coat hanger plots.

0I

Sampling is very useful for gaug-ing changes taking place over aperiod of time. One may wish tomeasure changes resulting fromnatural causes: earthquakes,storm surges, shifting currents,the seasons, etc. Cycles ofsuccession--lakes that eventuallyfill in to become marshes and laterdry land, or meadows that gradu-ally turn into forests--can be bestunderstood by studying changes inanimal and plant life over a periodof many years.

Or one may study changes causedby human activities: the con-struction of a boat harbor orsubdivision; the building of a roador pipeline; a dredging operation,or an oil spill. Scientists aresometimes asked to investigate anarea and develop baseline databefore a construction project takesplace. If the proposed changesare on a large scale, environmentalimpact statements are required.To determine the actual effects ofthe development, data must also becollected during and after com-pletion of the project.This activity describes random plotsampling and systematic samplingusing trnnsects. Your studentscan use either one or both ofthese methods to monitor localchanges. Standardize your sam-pling techniques as much as pos-sible, so that classes year afteryear can collect and compare data.Sample not only your Sea Weekcamping spot but also a localdevelopment site.Discuss planned developmentprojects with city planners ormembers of the village council.Ask their advice on what area tostudy and also on what types ofinformation it would be most help-ful to them for your class tostudy. The data your classcollects may be of real use in the

135

future, so be sure to save yourfield notes and the report summar-izing your findings. (This activ-ity was developed with the aid ofJim and Mary Lou King, Juneau.)

Vocabulary:

. sampling

. random plot

. transect

Materials:

. one coat hanger forstudents

. yardstick

. 100 ft lengths ofor heavy twinetransect method'

. wooden stakes

. felt-tip markers

. hammer (or rock)

. adhesive tape

. small rulers

. paper

. pencils

. string

. pocket notebook for eachstudent

. clipboard. field identification guides. camera and film (optional)

every two

in. rope(for the

Procedure:

1. Decide on a study site. Askstudents to describe how theywould find out about theplants and animals living atthis site. Plan to try outsome of their suggestedmethods. Then explain thefollowing two samplingtechniques. Both require asupply of frames; these canbe of any size, so long as thesame size is used consistentlyin any one study. Coathangers pulled into squaresmake handy plot frames, butwood or metal frames can alsobe used.

136

Random Plot Sampling:Explain that to make theirplots random, each pair ofstudents should stand alongan edge of the site, closetheir eyes and throw theircoat hanger inside. Aftercounting and recording all theplants and animals inside theframe, they should close theireyes and throw again, proce-eding in the general directionof the opposite side of thestudy site. Each pair shouldcomplete 5-10 plots (whateveris agreed on beforehand).

random plots

h

Systematic Sampling usingtransects: To make transectlines, stake 100 ft ropes (usenylon-cotton will stretch)across the study site. Theropes should be numberedconsecutively and marked offahead of time with adhesivetape every three feet or atsome other regular interval.If your study site has avariety of habitat types(including, for example,tundra, marsh and lake) yourtransect lines should be laidout to cross all of them.Teams of two students each,using the coat hangers,should take sample measure-ments along the transect lineat the taped intervals.

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2 . For both types of sampling,at least two of the study sitecorners should be markedwith stakes or by some othermeans. If transect lines areused, these also should bemarked, so that the studycan be duplicated in thefuture.

3. Each team of two studentsshould record its findings ina small pocket notebook.(Notebooks can be made bycutting sheets of scrap paperin quarters, then staplingthem together. Punch a holein one corner and tie a pencilto it with a string.) Stu-dents should head their noteswith the date, time, locationand weather. While sampling,one student of a pair cancount while the other re-cords. A separate page ofthe notebooks should be usedfor each plot.

Have students write down thenames of all species of plantsand animals inside or at leastmore than halfway inside theirsquare.

If students cannot identifysomething, ask them to drawa picture or write a descrip-tion of it.

Students should make asaccurate a count as possibleof each species within thesquare. If there are toomany to count, they canestimate by counting thenumber within one squareinch, then multiplying by thenumber of square inches inthe plot.

If grasses, algae or otherplants are not too dense,they can be counted individu-ally. Otherwise, have stu-dents measure the surfacearea, in inches, that eachspecies occupies.

Make a note of inanimateevidence of life found in aplot seashells, detached sea-weed, bird feathers, animaltracks, or droppings.

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4. To be sure that studentsunderstand the procedures,you may want to try samplingin the classroom or on theschool playground before youdo your field study. Placeconstruction paper plants andanimals on the floor orground. Then have students

137

mark and measure their studysite, sample using randomplots or a transect, andsummarize data.

5. When you arrive at the studysite have each student esti-mate how many plants andanimals are living there.

6. Assign one team to be report-ers. They can photograph ordraw the entire operation andinterview the biologists atwork. Be sure they photo-graph or draw the whole ofthe study site and the benchmarks at the beginning andend of each transect. If youhave two cameras, you mightwant to put black-and-whitefilm in one and color slidefilm in the other. Havestudents write a story abouttheir class findings for yourlocal school or communitynewspaper or parent news-letter.

7. Another team (more than oneteam if there is time) shoulddraw a map of the study siteshowing prominent biological,geographical and geologic fea-tures, along with any man-made features. One studentcan establish scale for the

138

map by measuring his or hernormal stride with the yard-stick, then pacing off thesize of the study site.

8. After the teams have finishedtheir sampling, hold a sum-mary session. Have each pairtell briefly of its findings.Try to look at the study siteas a whole. What are itsgeneral characteristics?

9. Back at school, have eachteam record its findings on adata summary sheet. (A datasummary sheet can also beused in the field instead ofthe field notebooks. Ifyou've been to the study sitebefore and are aware of whatyou'll find, you can draw upyour own sheet ahead of time.Or students can make theirown as they go along bywriting down each plant oranimal the first time they findit.)

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10. Have the teams make bargraphs of their results, sothat they can see graphicallyhow populations of animalsand plants vary at yourstudy site.

11. To compute the averagenumber of animals or plantsper plot, divide the totalnumber recorded by thenumber of plots sampled.

To figure the number ofanimals or plants on theentire study site, use thisformula:

total square inches on study sitetotal square inches in plottotal plots on study site

average on plots sampled x totalplots = total creatures on studysite

1 G 4

For example, say you found atotal of 1500 barnacles in 10plots. 1500: 10 gives you anaverage of 150 barnacles perplot.

Figure out the number ofsquare inches in your coathanger plot (9 x-9 in. coathangers = 81 sq. in.) and theaverage number of barnaclesper square inch:

150: 81 = 1.85 barnaclesper sq. in.

Now to estimate the number ofbarnacles on your study site,figure the number of squareinches in your study site.Assuming a site 100 ft x 40ft;

100 x 40 = 4,000 sq.ft.

4,000 x 144 (sq. in./sq. ft.)= 576,000 sq. in.

and

139

576,000 x 1.85 = 1,065,600barnacles in your study site.

These figures may be moremeaningful if they are trans-lated into creatures per acreOne acre equals 43,560 sq.ft., or 6,272,640 sq.in.Thus, in the example:

1.85 barnacles/sq. in. x6,272,640 sq. in. /acre =

11,604,384 barnacles per acre.

12. Have students analyze andsummarize their data. Askthem:

What species are mostabundant?

What species are mostwidely distributed?

Is there much size rangewithin individual species?

What species are presentbut represented only bya few individuals?

What natural changes areoccurring within thestudy site?

What accounts for theabundance of life in thesample plots?

What human changes doyou foresee in the futurefor this area?

140

How will the animals andplants change in re-sponse to these humanchanges?

13. Show your results to localofficials and SAVE YOURFIELD NOTES AND SUMMARYREPORT! Emphasize to stu-dents that their data will bekept and compared with addi-tional data taken the followingyear at the same time. (Or ifpossible, repeat the abovesampling scheme in the fall,winter and spring, to measureseasonal change in the studyarea.) But most important isthe fact that in some remoteareas of Alaska, your surveysmay be the only ones thathave ever been made. Yourreports might be of real helpto scientists.


1. Science, Mathematics: Havestudents measure and recordsizes of the largest andsmallest plants and animalswithin the plots.

2. Science, Language Arts, Art:Have students write upquestions they have abouttheir findings and aboutspecific plants and animals.Then research the answers tothese questions and design anattractive bulletin boarddisplay with the results.

i65

Activity 3Safety and First Aid

Background:

Safety should always be foremostin everyone's mind. Sea Weekcamp is an excellent opportunity todevelop and practice safety con-sciousness, which ideally becomesa life-long habit. By learningfirst aid, students may be able tohelp others as well as themselves.

Vocabulary:

hypothermiaresuscitationPFD (personal flotation deviceor life jacket)

Materials:

various PFDs (lifecoat, coveralls,survival suit)thermometersfirsL aid booksbibliography)first aid resourcecatsupblankets

rings, floatlife vest,

(check the

person

assorted bandages and firstaid suppliesearthquake victims role cardsworksheets:...Putting on your PFD (8A)...Water Salty Cartoons (8B)

Procedure:

1. Discuss with students theimportance of safety aroundthe water. Bring up localexamples of water tragediesand how proper safety proce-dures could have preventedthem. Demonstrate differentPFDs (personal flotationdevices) and have studentstry them on.

166

Pass out the worksheet Put-ting on your PFD. To com-plete this worksheet, studentswill need to know the localwater temperature, so plantime to use thermometers inthe water during or beforeclass.

(Much of the information inthis worksheet was obtainedfrom a little pamphlet entitledHypothermia and Cold WaterSurvival, by MustangIndustries, which is based onresearch at the University ofVictoria. The pamphlet isavailable from Mustang Indus-tries, Inc., 3810 JacombsRoad, Richmond, B.C.,Canada V6V 1Y6.) Answers:9a. excellent; 9b. poor; 9c.good; 9d. poor; 9e. fair; 9f.good; 9g. good; 10. Explainthat the purchaser of a PFDshould look for one that iscomfortable to wear andprovides maximum protectionfor the money.

2. Distribute the worksheetWater Safety Cartoons anddi cuss the different state-ments. Which ones apply tothe Sea Week campingventure? Remind them thatsafety is no laughing matter,but sometimes cartoons andjokes can help a personremember.

141

3. If at all possible, give stu-dents the chance to learn howto swim and a chance to tryout PFDs in the water.Children tend to panic whenthey are in an unfamiliarenvironment, and violentmovement of arms and legs inan attempt to climb out of thewater tends to nullify thestability of a PFD. Childrenshould feel comfortable intheir PFDs and know whatthey're for and how theyfunction in the water.

4. Arrange for someone knowl-edgeable in first aid tech-niques source person to comein and work with your classon first aid procedures.Repeatedly go over the fourprinciples of first aid:

Check and Clear the AirwayStop the BleedingProtect the WoundsTreat for Shock

Be sure students learn thecorrect procedures for artifi-cial respiration and CPR(cardiopulmonary resuscita-tion). You may want toorder the pamphlets First Aidfor the Boatman, Boating Tipsfor Sportsmen and Cold WaterDrowning from the U.S. CoastGuard, Bosteam 17, P.O. Box2471, Anchorage, Alaska99510.

5. As a practice of their firstaid skills, stage the potentialresults of an earthquake.Pick eight students as victims(using catsup for blood) andhave the other students treatthem for injuries with assort-ed bandages and blankets.Do this activity at camp ifyou don't think it will givethe students nightmares!

142

Explain that oftentimes on thecoast, just before a tsunamihits, the tide will go way,way out. Then there is aroaring as the wave rolls in,so race for higher ground!The rule of thumb is that ifthe quake lasts longer than30 seconds or if you cannotstand up when it happens,beware of a tsunami. Youmay only have five minutesbefore it hits, if, of course,the epicenter is nearby. Ifthe epicenter is far away, thequake may not feel thatstrong, but a tsunami stillmay hit. The Tsunami Warn-ing Center takes 15 minutesto process information about aquake, which it then relaysto radio stations. So it is agood idea to turn on yourradio anytime you feel anearthquake. Ask students toresearch stories about thefamous earthquake that shookAlaska in 1964.

6 7

EARTHQUAKE VICTIMS ROLE CARDS

As you tried to run out of the cabin, a bookcase fell over and brokeyour arm and sprained your ankle. You are in shock and can't thinkof what to do next.

You were doing dishes when all the china in the cupboards of yourcabin fell out and cut you badly all over your body. Blood is spurtingout of a severe gash on your arm. The sight of your own blood hascaused you to faint.

You were putting wood in your stove when the quake hit. The stovefell on you and burned your arms and legs badly. Your clothes aresmoldering and you run screaming out of the house to get away fromeverything.

You were fishing near shore when the quake hit. Your boat waswrecked on the rocks and you were thrown out on the beach,near-drowned and unconscious.

You were chopping wood when the quake hit. The axe hit your kneeand split it wide open. Blood is gushing out and you're in shock.

You were up in a tree scouting for wildlife. The quake knocked youout and broke your back when you fell out of the tree.

You were eating fish when the quake struck. The table fell over onyou and broke your leg. You also have a bone stuck in your throat.You keep trying to cough it out but it's still stuck.

You were in the shed filling the gas tanks for your boat. All kinds ofjunk fell on top of you, crushing your leg and pinning you in. Nowthe fumes are overcoming you.

1GS143

Activity 4Survival

Background:

Every Alaskan should know basicsurvival skills. The best advice isbe prepared. Always have sur-vival gear in your boat, plane,snowmachine, dog sled or car. Asmall booklet called Cold WeatherSurvival, available from the AlaskaDepartment of Fish and Game, ishelpful .

Materials:(These materials will make a survival kit

for each student. Excerpted and adapted

from "Coffee Can Survival Kit" by Hank

Pennington, University of Alaska. As pub-

lished in Alaska Tidelines, Volume II,

Number 8, May 1980. Copyright 4:) 1980.

Published by the University of Alaska Sea

Grant Program. Reprinted by permission.)

coffee can6x8-foot sheet of plastic (Foldtightly and place in the coffeecan first, as a kind of liningaround the sides.)three feet of heavy aluminumfoil (many uses: cooking;signaling, as with a mirror;fishing lures, etc.)

144

two 10-inch zip-lock plasticbags (for carrying water;storing and carrying food.)25 feet nylon parachute cord50 feet nylon twine (small)30 feet fine snare wire (Formaking snares, net hoops,loop handle for the coffeecan)3x5-foot piece of gillnet25 feet of 20 lbs. test fishinglinefish hooks: 6 #1/0 hooks and6 #6 hooksfour large 20d nailspocket knife (good qualityScout-type)wire saw (small, flexible)Disposable propane cigarettelightercotton balls (Good for quickwet wood fire starter.)4" x 3/4" candlepowdered coffee, tea or fruitdrink (to flavor your waterand keep fluid consumptionhigh)hard candy (high energyfood)survival food (dry soups,candy bars, etc.)waterproof matches (woodenkitchen matches dipped inparaffin)gray duct tape to seal thecoffee cans shutworksheets:...How to Survive on a Beach

(8C)...Survival Puzzle (8D)...Beachcombing Trip (8E)

Procedure:

1. Discuss local survival stories.Have students imagine sit-uations in which they mightneed to use survival skills.Pass out the worksheet Howto Survive on a Beach. Ifyour students are from theInterior, have them thinkabout the differences between

IGO

coastal and inland areas asthey read the story. Theymay also want to try problemno. 3 on the review work-sheet, Safety and Survival(7P). As a follow-up, havestudents do the worksheet,Survival Puzzle. (Solutionbelow:)

'CY

"0-7-,,,p"0-r_.-EMISIECk-E

A 41114t)

s -A

.J aEIG

'A

-1.118

P

N1\0

A

5

Erg., miRLE-cALm

2. Have students make up cof-fee can survival kits. Usethe materials listed above.Students may be able toscrounge items from home toinclude in their cans. Dis-cuss additional items such ashatchets, first aid kits,sharpening files.

3. Have students read theworksheet Beachcombing Trip.Talk about how often ac-cidents happen so fast thereis no chance to grab yoursurvival kit or gear. That iswhy it is important to dresswarmly. Often in a survivalsituation, all you end up withis what is on your back andwhat is in your pockets. Askstudents what they shouldinclude, and have them makeup their own pocket survivalkits.

4. Have students write survivalguides for their own com-munity. What shelter,warmth, water and food canthey expect? Will they beprepared? Have them endtheir survival guides with acreative story about the timethey had to survive.

Activity 5The Camp's Future(a simulation game)

Background:

Controversial issues are an impor-tant part of the Sea Week Curricu-lum Series. By having studentstake a look at their Sea Weekcampete, they can perceive andbetter understand some of thedevelopment issues facing Alaska.This game is similar to the coastalzone management game in Unit 1,Activity 2, but it is less struc-tured and more open-ended.

Materials:

butcher paperfelt-tip markerstopographic maps of the areaconstruction paperscissors

Procedure:

1. Bring the group to a spotwhere they can get an over-view of the whole campingsite. Ask them to brainstormdifferent development alterna-tives (houses, businesses,industry, or keeping it like itis). Discuss the advantages

145

and disadvantages of devel-opment. In small groups,have students come up withspecific plans for each devel-opment alternative. Butcherpaper, felt-tip marke-s andtopographic maps can be usedto develop charts for eachgroup's presentation. Instructeach group to prepare athree-minute presentation.Before they get too far along,ask each group to elect aborough commissioner, andhave the commissioner meet intheir own group.

2. Ask the commissioners to comeup with criteria for theplans.

3. After about 15-20 minutes,have the commissioners call atown or village meeting.Each group makes a presenta-tion. Allow a few minutesafter each presentation forquestions from commissionersand from the audience.

4. Have the commissioners maketheir decision and present itto the group. Discuss theactual future of your campingsite. What will it look like in10-20 years? What will yourcommunity look like? Whatrole will your students playin its development?

146

Bibliography

Compiled by Belle Mickelson, Peggy Cowan, Mary Lou King, Nancy Barr andDr. Earl Clark, associate professor, University of Alaska, Juneau, and hisstudents Joyce M. Ro loff, Linda Edmondson, Patricia Muchnick, Dan Penrose,Chris Winter, and Tom Castagnola.

Selections from the following annotated bibliographies are included in thisvolume. Consult these excellent sources for additional suggestions for SeaWeek books.

Bagnall, Norma. Sea Sources, Texas A&M Sea Grant College Program, TexasA&M University, College Station, TX 77843, 1981. 187 p.

Currier, Janice A. Skiff and Shore: A Teacher's Guide to Fisheries Educa-tion Materials. Alaska Native Foundation Fisheries Program, 411 West FourthAvenue, Anchorage, AK 99501.

Florida 4-H Department Marine Library Book List, Florida Marine Program. 17

P.

Institute of Marine Science List of Technical Reports and Occasional Publica-tions, IMS Publications Department, University of Alaska, Fairbanks, AK99761.

Lee, Richard S. and F.F. Wright. Bibliography of Marine Teaching Materials.Marine Advisory Program, Cooperative Extension Service, University ofAlaska, Anchorage, AK 99504. 1976. 40 p.

A List of Books on the Marine Environment for Children and for YoungPeople. Project Coast, 310 Willard Hall Education Building, University ofDelaware, Newark, Delaware. 1971.

Publications Directory, University of Alaska Sea Grant College Program, 590University Avenue, Suite 102, Fairbanks, AK 99701. 1984.

147

UNIT 1--THE VALUES OF RIVERS, WETLANDS AND THE SEA

Alaska Geographic Society. Anchorage and the Cook Inlet Basin. AlaskaGeographic Vol. 10, No. 2, 1983.

Typical Alaska' Geographic, with photographs and extensive accompanyingtext, but also includes a forecast map of Anchorage 2035.

Amos, W.H. The Life of the Seashore. McGraw-Hill Book Co., NewYork, 1966. 231 p.

Stresses ecological relationships, with color photographs and line draw-ings describing the marine life. One of the Our Living World of Natureseries developed in cooperation with The World BookEncyclopedia.

Bascon, Willard, ed. Great Sea Poetry. Compass Publications, Arlington,Va., 1969. 119 p.

Descriptive, emotion-filled lines from Rudyard Kipling, A.A. Milne, JohnMasefield, Lewis Carroll, Matthew Arnold, Robert Browning, OliverWendell Holmes, Sir William Gilbert, John Gray and J. Frank Stinson.Complete with a glossary and gazetteer..

Berger, Melvin. Oceanography Lab. Scientists at Work series. John DayCo., New York. 126 p.

Examines the daily work of women and men doing ocean research at theWoods Hole Oceanographic Institution.

Carlisle, Norman. The New American Continent: Our Continental Shelf. J.B.Lippincott Co., New York. 96 p.

Future-focused and scientific account of exploring, protecting, develop-ing and living on the continental shelf. Many photographs.

Carson, Rachel. The Edge of the Sea. Houghton Mifflin Co., Boston, 1955.276 p.

Detailed descriptions of East Coast intertidal life, with an appendixexplaining the animals' scientific classifications.

Carson, Rachel L. The Sea Around Us. Oxford University Press, NewYork, 1961. 237 p.

Lyrical text that narrates the story of the ocean and the way it affectsour lives.

148

Bardach, John. Downstream: A Natural History of the River from its Sourceto the Sea. Grosset and Dunlap, New York, 1964. 278 p.

Describes river and stream ecology, habitats and inhabitants; also exam-ines the human factor.

Clarke, Arthur C. The Challenge of the Sea. Illustrated by AlexSchonburg. Holt, Rinehart and Winston, New York, 1980. 168 p.

Comprehensive study of people's interaction with the sea, past and pre-sent. Written engagingly in easily understood narrative. Covers topicsfrom Atlantis to an underwater hotel of the future; from the invention ofthe diving bell to plankton farming; from sightings of sea serpents tothe language of whales.

Cole, William. The Sea, Ships and Sailors. Illustrated by Robin Jacques.Viking Press, New York, 1967. 236 p.

Collection of maritime poetry and songs recounting tales of voyages tofar-off lands. Rings with the rhythm of work on ships.

Coleridge, Samuel Taylor. The Rhyme of the Ancient Mariner. (In numerousanthologies.)

Classic epic poem of maritime Life.

Coombs, Charles. Deep-Sea World: The Story of Oceanography. WilliamMorrow and Co., New York, 1966. 251 p.

Emphasis on human uses and abuses of the sea. Comprehensive cover-age of oceanography.

Dana, Richard H., Jr. Two Years Before the Mast. Random House (ModernLibrary), Westrninister, Md., 1945. 423 p. (Available in numerouseditions.)

Classic first-hand account of life at sea around Cape Horn in the mid-19th century.

Davis, J.C. Fish Cookery. A.S. Barnes and Co., South Brunswick, N.J,1967. 226 p.

A surprising collection that, in addition to good advice on standard fishcooking, gives many interesting and exotic recipes. If you bring any-thing from an octopus to a whale home from fishing, this book will tellyou how to prepare it.

Dennon, Jerry. The Salmon Cookbook. Pacific Search Press, Seattle, 1978.127 p.

Many delicious recipes, together with salmon history, speciesdescriptions and explanations of spawning and migration patterns, aqua-culture, and cooking and cleaning techniques. Highlighted with pen-and-ink drawings.

It149

Engel, Leonard and the editors of Time-Life Books. The Sea. Time-LifeBooks, Alexandria, Va., 1979. 128 p.

Many color drawings and a few photographs complement the text, whichgives an overview of oceanography, invertebrates, sharks, marine mam-mals, and the future of man and the sea.

Field, Edward, ed. Eskimo Songs and Stories. Illustrated by Kiakshuk andPudlo. Delacorte, New York, 1973. 102 p.

Songs and stories tell of the daily life and spirits of the Eskimos.Collected by Knud Rasmussen on the fifth Turk expedition.

Flora, C.J. The Sound and the Sea: A Guide to Northwestern NeriticInvertebrate Zoology. Washington State Dept. of Printing, Olympia,1977. 474 p.

Species-by-species description of seashore animals. Black-and-whitephotographs of almost every species make this volume easy to use as afield guide.

Friese, V. Erich. Marine Invertebrates. TFH Publications, Neptune, N.J.,1967.

Beautifully illustrated book describing all types of marine invertebrates.

Furlong, Marjorie and Virginia Pill. Edible? Incredible! Pond life. Nature-graph Publishers, Happy Camps, Calif., 1980. 95 p.

Photographs and text describes pondlife and how to prepare it as food.Helpful hints on where to find species.

Fenten, D.X. Sea Careers. J.B. Lippincott Co., Philadelphia, 1970. 162 p.

Extensive list of jobs related to the ocean. Description, requiredqualifications and schooling, information sources and applications outlinEdfor each job.

Forman, James. So Ends This Day. Farrar, Straus and Giroux, New York,1970. 274 p.

Adventure on the sea in the days of whaling ships and slave running.

Gaskell, T.F., ed. Using the Ocean. Queen Anne Press, Queenstown, Md.,1970.

150

Topical essays on using the sea. Examines mineral exploration, subma-rine archeology and other topics.

17j

Hemingway, Ernest. The Old Man and the Sea. Charles Scribner's Sons,New York, 1952. 127 p.

The classic big-fish story about on old Cuban fisherman and a giantmarlin.

Honing, Clancy Honing. Seabird. Houghton Mifflin Co., Boston, 1948.60 p.

Beautifully detailed drawings and compelling text tell the adventures ofan ivory gull as it accompanies a young boy on a whaling vessel.Narrative follows generations down to a great grandson who is an airlinepilot. Scenes of beauty, danger and excitement from different periodsof American history.

Horsfield, Brenda and Peter B. Stone. The Great Ocean Business. Coward,McCann and Geoghegan, New York, 1972. 360 p.

Survey of ocean industries in the '50s, '60s and early '70s. Excellentreference.

Morgan, Elizabeth. In the Deep Blue Sea. Illustrated by Peter P. Plasencia.Prentice-Hall, Englewood, N.J., 1962. 70 p.

Present and past research on ocean exploration, ocean mining, harvest-ing of ocean crops, and archaeological fossils of the deep. Explains jobsinvolved in work under the sea.

Marx, W. The Frail Ocean. Ballantine Books, New York, 1967. 274 p.

Current topics including conservation and management of marine re-sources for the future. A pessimistic but fascinating discussion.

McCoy, J. J. A Sea of Troubles. Illustrated by Richard Cuffan . HoughtonMifflin Co., Boston, 1975. 192 p.

Present-day threats to the future of the world's oceans.

Pinkerton, Katherine. Hidden Harbor. Harcourt, Brace and World, NewYork, 1951. 278 p.

The story of a Southeast Alaska wilderness family in the early 1900s astheir teenage son figures out how to replace their rotting sailboat.

Pinkerton, Katherine. Steer North! Harcourt, Brace and World, New York,1962. 219 p.

Another of the author's Southeast Alaska stories. This one features ateenage boy who sails north to find a job in Ketchikan.

151i 7 G

Ransom, M . A . with Eloise Katherine Engle. Sea of the Bear. U.S. NavalInstitute, Annapolis, 1964. 119 p.

Journal of an interesting 1921 voyage to Alaska by a young Coast Guards-man aboard the Bear. Has fine photographs taken with a drugstore-typeEastman Kodak camera.

Ross, Frank, Jr. Jobs in Marine Science. Lothrop, Lee and Shepard Books,New York, 1974. 95 p.

Describes marine careers, how a young person can prepare for each,and where to write for more information. Easy-to-understand textportrays salvage divers, party boat captain, marine geophysicist, fishfarmer, chemical oceanographer and others.

Sherman, Diane. You and the Ocean. Illustrated by Bill Sanders. Chil-drens Press, Chicago, 1965. 61 p.

Describes work of scientists in the ocean world, providing basic in-formation on oceanography and marine biology. Beautifully illustrated.

Silverstein, Alvin and Virginia. The Long Voyage: The Life of the GreenTurtle. Frederick Warne and Co., New York, 1972. 48 p.

Introduces marine research and the idea of the balance of naturethrough an account of a team of scientists journeying across open oceanin order to trace the life cycle of the turtle.

Sterling, Philip. Sea and Earth: The Life of Rachel Carson. Women ofAmerica. Thomas Y. Crowell Co., New York, 1970. 213 p.

Interesting coverage of the life and works of a skilled scientist andgifted writer. Illustrated with family photographs.

Stetson, Marguerite, ed. The Fisherman Returns. Cooperative ExtensionSeryice and U.S. Dept. of Agriculture, University of Alaska, Fairbanks,1982 (revised). 59 p.

Preparation and preservation instructions plus recipes and nutritioninformation.

Syne, Ronald. The Travels of Captain Cook. Photographs by WernerForman. McGraw-Hill Book Co., New York, 1971. 180 p.

Analysis and description of Cook's voyages and life. Beautifully illus-trated, with large, clear print.

Teal, John and Mildred. Life and Death of the Salt Marsh. BallantineBooks, New York. 274 p.

Tells the past and present of East Coast marshes in a novel-like style.Good background on the importance of wetlands and their ecology.

152

UNIT 2--MARINE MAMMALS

Ain ley, David G., Gary W. Page, Lisa T. Jones, Lynne E. Stenzel, andRonald L. Le Valley. Beached Marine Birds and Mammals of the NorthAmerican West Coast: A Manual for their Census and Identification.National Coastal Ecosystems Team, Office of Biological Services, U.S.Fish and Wildlife Service (Superintendent of Documents, Stock No.024-010-00541- , U.S. Govt. Printing Office, Washington, DC 20402),1980. 207 p.

Keys to bird and marine mammal carcasses, with line drawings of birdbills and wings and marine mammal skulls and bones.

Alaska Geographic Society. Alaska Whales and Whaling. Alaska GeographicVol. 5, No. 4., 1978.

Species-by-species accounts of Alaska whales and whaling history.Photographs, drawings and range maps complement the text.

Angell, Tony. Marine Birds and Mammals of Puget Sound. Drawings byauthor. Washington Sea Grant publication, University of WashingtonPress (available by writing University of Washington Press, Seattle, WA98105), 1982. 160 p.

The Alaska Fisherman's Journal says, "This book is worth the price forTony Angell's drawings alone- -and there is much more...Descriptions ofthe various species grebes, gulls, terns, seals, sea lions, dolphins,whalesare detailed, succinct and sometimes written with passion." Allbirds and mammals featured are found in Alaska. Stunningly illustrated.Includes maps, tables, bibliography.

Armour, Richard. Sea Full of Whales. Illustrated by Paul Galdone.McGraw-Hill Book Co., New York, 1974.

Humorous poems entertain and convey facts about blue, killer, hump-back, finback, right, pilot and sperm whales, narwhals, dolphins andporpoises. Charming sketches.

Audubon, Vol. 77, No. 1, Jan. 1975. Reprinted by the Rare Animal ReliefEffort, New York.

A special issue devoted to cetaceans, with portraits of 24 species.

Bird, James E. Whales, Whaling, Dolphins and Porpoises: An AnnotatedBibliography. American Cetacean Society (P.O. Box 22305, San Diego,CA 92122) 1977. 85 p.

Approximately 500 references on whales, whaling, dolphins and por-poises. Annotations indicate reading level, interest level, and a briefdescription of content. Includes books, magazine articles, tapes, re-cords and films. Special attention is given to books suitable for chil-dren.

S 153

Bleeker, Sonia. The Sea Hunters Indians of the Northeast Coast. Green-willow/Morrow, New York, 1951. 159 p.

Traditional hunting of marine mammals in Alaska.

Blackerby, Alva W. Tale of an Alaska Whale. Binfords and Mort, Portland,Ore., 1955. 30 p.

One of the few books that deals with whales in Alaska.

Bradey, Irene. Elephants on the Beach. Charles Scribner's and Sons, NewYork, 1979. 31 p.

Sketches and observations of a bull elephant seal, his harem and calves.Done with warmth, humor and realistic details.

Bray, Mary Matthews. A Sea Trip in Clipper Ship Days. Richard G.Badger, The Gorham Press, Boston, 1920. 164 p.

The author describes a trip aboard her father's clipper ship from Bostonto New Orleans to Liverpool to India and back, 1858-1860.

Brown, Joseph E. Wonders of Seals an-1 Sea Lions. Dodd, Mead, and Co.,New York, 1976. 80 p.

Characteristics, habits and training of seals and sea lions, with photo-graphs.

Brown, Robin. The Lure of the Dolphin. Avon Books, New York, 1979.233 p.

Dolphin experiences written by a journalist film maker.

Bullen, Frank D. The Cruise of the "Cachalot". Appleton, New York, 1927.

Excellent story of life aboard a whaler.

Carrighar, Sally. The Twilight Seas: A Blue Whale Journey. Illustrated byPeter Parnell. Ballantine Books, New York, 1975.

Fictionalized account of the life voyage of a great blue whale.

Chadwick, Roxane. Don't Shoot. Lerner Publications, Minneapolis, 1978. 38

Eskimo boy plans to protect Alaska's polar bears and other animals frompoachers.

Chapin, Henry. Remarkable Dolphin and What Makes Him So. Illustrated byRichard Rice. Scott, New York, 1970. 90 p.

154

Navigational abilities and brain complexity are emphasized in book aboutthese friendly and graceful creatures.

170

Church, A.C. Whale Ships and Whaling. 1938. Reprint. W.W. Norton andCo., New York, 1960. 179 p.

Contains 200 photographs plus 40 pages of text describing the whalingindustry.

Coerr, Eleanor and William Evans. Gigi: A Baby Whale Borrowed for Scienceand Returned to the Sea. G.P. Putnam's Sons, New York, 1980. 128p.

Working scientists' respect for the life they study is conveyed skillfully,as the story of a whale's capture and its life in captivity unfolds.

Coffey, D.J. Dolphins, Whales and Porpoises - An Encyclopedia of SeaMammals. MacMillan Publishing Co., New York, 1977.

Text and a multitude of photographs. Deals with seals, sea lions andwalruses as well as cetaceans.

Collins, Blackie and Michael. How to Scrimshaw and Carve Ivory. KnifeWorld Books, Knotville, 1978. 45 p.

Craft pamphlet illustrating carving methods, with photographs of finishedprojects.

Conklin, Gladys. Journey of the Grey Whales. Illustrated by LeonardE. Fisher. Holiday House, New York, 1977. 39 p.

Follows the activities of a whale, the birth of her calf and their mi-gration from Mexico to the Bering Sea.

Cook, Joseph J. and William L. Wisner. Blue Whale, Vanishing Leviathan.Dodd, Mead and Co., New York, 1973.

Discusses blue whale anatomy and habits, and the overhunting that ledto their near extinction. Accompanied by photographs and illustrations.

Cousteau, Jacques-Yves and Philippe Diol'e. The Whale: Mighty Monarch ofthe Sea. A&W Visual Library, New York, 1972. 304 p.

Extensive text and several color photographs of whales, in Cousteaustyle.

Cousteau, Jacques-Yves and Philippe Diol'e. Dolphins. A&W Visual Library,New York, 1975. 304 p.

Describes Cousteau's encounters with dolphins. Accompanied by colorphotographs.

Cutter, Carl C. Greyhounds of the Sea: The Story of the American ClipperShip. Halcyon House of G.P. Putnam's Sons, New York, 1930. Re-printed. U.S. Naval Institute, Annapolis, 1961. 3 Vols., 592 p.

The best general histlry of American clipper ships.

..1J 0

155

Daugherty, Anita E. Marine Mammals of California. California Dept. of Fishand Game, Sacramento, 1972. 91 p.

Excellent pocket-sized paperback that describes each species. Illustrat-ed with line drawings and a few photographs.

Davidson, Margaret. Nine True Dolphin Stories. Illustrated by RogerWilson. Holiday House, New York, 1974. 64 p.

Fascinating collection of dolphin facts. Enjoyable reading.

Davies, Brian. Seal Song. Viking Press, New York, 1978. 93 p.

Photographic picture' book tells life history of Canadian harp seal anddiscusses the pros and cons of seal hunting.

Dozier, Thomas A. Whales and Other Sea Mammals. Time-Life Films, 1977.128 p.

Picture-book format, with beautiful color photographs. Text based onthe television series, Wild, Wild World of Animals.

Dulles, Foster R. Lowered Boats; A Chronicle of American Whaling. Harcourt,Brace and Co., New York, 1933. 292 p.

An easy-to-read history.

Ellis, Richard. The Book of Whales. Alfred A. Knopf, New York, 1980. 202

PExcellent, comprehensive coverage of whale species worldwide. Bigpicture-book format, with line drawings and color paintings.

Friends of the Earth. The Whale Manual. Friends of the Earth, SanFrancisco, 1978. 155 p.

An assessment of the whaling controversy, with chapters on the econom-ics and politics of whaling, substitutes for whale products, and alter-natives to whaling.

Gatenby. Greg, ed. Whale Sound. J.J. Douglas, North Vancouver, B.C.,1977. 96 p.

Anthology of poems about whales and dolphins.

George, Twig. Whales. Illustrated by Lyle Bennett. Center for Environ-mental Education, Washington, D.C.

Fact sheets on fourteen whale species.

156

Gordon, Ester and Bernard. Once There was a Giant Sea Cow. Illustratedby Pamela Baldwin Ford. Henry Z. Walck, New York, 1977.

Story of exploration and of the animals discovered by Captain VitusBering and George William Stellar in 1741. Writing disjointed.

Graham, Ada and Frank. Whale Watch: An Audubon Reader. DelacortePress, New York, 1978.

Describes the "Save the Whale" movement in a style intended for youngstudents.

Grant, Gordon. Greasy Luck. 1932. Reprint. Caravan Maritime Books,Samnica, N.Y., 1970.

A whaling sketchbook with brief descriptive text by an artist with agenuine knowledge of seagoing ships.

Griggs, Tamar. There's a Sound in the Sea: A Child's-Eye View of theWhale. The Scrimshaw Press, 1975. 93 p.

Drawings and poems by children, expressing their feelings about whales.

Haig-Brown, Roderick. The Whale People. Illustrated by Mary Weiler.Collins, London, 1962. 184 p.

Life of Native people, whaling, potlatch and whale dance described in astory about the son of a chief.

Haley, Delphine, ed. Marine Mammals of Eastern North Pacific and ArcticWaters. Pacific Search Press, Seattle, 1978. 256 p.

Written by 21 marine mammal authorities for a general audience. In-cludes photographs, line drawings and distribution maps.

Haley, Nelson Cole. Whale Hunt. Ives Washburn, New York, 1967.

Story based on the journal of Nelson Haley, who sailed out of NewBedford in 1849 aboard the whaler Charles W. Morgan.

Hausman, Gerald. The Day the White Whales Came to Bangor. ILustrated byMargot Apple. Cobblesmith, Freeport, 1979. 34 p.

The intriguing story of the controversy stirred up when beluga whalescame up the Penobscot River to the inland community of Bangor, Maine.Easy reading with whimsical, annotated line drawings. Good lead-in fora student discussion of what would happen if whales should show up intheir community.

Hegarty, Reginald B. The Rope's End. Illustrated by Wallace Tripp.Houghton Mifflin Co.., Boston, 1964. 131 p.

Life on a whaling vessel for a boy whose behavior often results in theseat of his pants meeting with a "rope's end."

1571 ;3 2

Hogner, Dorothy Childs. Sea Mammals. Illustrated by Patricia Collins.Thomas Y. Crowell, New York, 1979. 81 p.

Listing and description of mammals habits, physical characteristics,scientific and common names. Urges protection and conservation.

Hough, Henry B. Great Days of Whaling. Houghton Mifflin Co., Boston,1958. 184 p.

Series of adventures on a whaling voyage. Written for students. Goodillustrations and a glossary.

Hunter, Robert. To Save a Whale: the Voyages of Greenpeace. ChronicalBooks, San Francisco, 1978. 119 p.

The story of Greenpeace Foundation's attempts to stop whaling by con-frortations with the Russian whaling fleet. Illustrated with photographs.

First Aid for Stranded Marine Mammals. International Fund for Animal Wel-fare (P.O. Box 193, Yarmouth Port, MA 02675). 29 p.

Identification, first aid, proper record keeping and notification of au-thorities simply explained.

Jacobs, Lou, Jr. Four Walruses from Arctic to Oceanarium. Young ScottBooks, New York, 1968. 62 p.

True-life account of the life of walrus captured in Alaska and raised inCalifornia. Animals treated as individuals.

Johnston, Johanna. Whale's Way. Illustrated by Leonard Weisgard.Doubleday and Co., New York, 1965. 45 p.

Emphasizes differences between whales and land mammals. A year in thelife of a whale chronicled.

Kelly, John. The Great Whale Book. The Center for Environmental Educa-tion, Acropolis Books, Washington, D.C., 1981. 116 p.

A good synopsis of the whale species and ttus.

Kirk, Ruth and Richard D. Daugherty. Hunters of the Whale: An Adven-ture in Northwest Archaeology. William Morrow and Co., New York,1974. 160 p.

Archaeology team woks to reconstruct an Indian w),Rling village. Photo-graphs and maps.

Kipling, Rudyard. How the Whale got his Throat. Illustrated by DonMadden. Addison-Wesley, Reading, Mass. 30 p.

A wise and resourceful man keeps the whale from devouring all the fishin the sea. Ageless story.

158 i 3

Kohn, Bernice. All Kinds of Seals. Random House, New York, 1968. 81 p.

Seals' environment and their relationship to humans, with explanation ofhow they evolved from land to sea animals.

L'Engle, Madeleine. Ring of Endless Light. Farrar, Straus and Giroux, NewYork, 1980. 324 p.

Story of a family's summer visit to their grandfather's island home.They join in the study of dolphin communication both at sea and intanks.

Lauber, Patricia. Sea Otters and Seaweed. Garrard Publishing Co., Champaign,1976. 64 p.

Life history of the sea otter, and ecology of its kelp-bed home.Illustrated with photographs.

Lauber, Patricia. The Friendly Dolphins. Illustrated by Jean Simpson.Random House, 1963. 79 p.

Dolphin& physical make-up and similarities to other mammals, history asa friend to people, and unique sonar talents are described.

Leatherwood, Stephen. Whales, Dolphins and Porpoises of the Western NorthAtlantic: A Guide to their Identification. National Marine FisheriesService Cir. No. 395, Seattle, 1976. 176 p.

Excellent field identification to these marine mammals. Black-and-whitephotographs.

Leavitt, John F. The Charles W. Morgan. Marine Historical Assoc., Mystic,Conn., 1973. 131 p.

Comprehensive history of the ship, with photographs and sketches.

Lewin, Ted. World Within a World: Pribilofs. Dodd, Mead and Co., NewYork, 1980. 76 p.

Describes animals of the Pribilof Islands, emphasizing seals.

Lilly, John C. Lilly on Dolphins. Anchor Press, New York, 1975. 500 p.

Relates the author's attempts to communicate with dolphins.

Lindop, Edmund. Pelorus Jack, Dolphin Pilot. Viking Press, New York,1964. 32 p.

True story of a dolphin who guided ships through rocky channels offNew Zealand.

184 159

Lyon, Jane D. Clipper Ships and Captains. American Heritage PublishingCo., New York, 1962. 153 p.

Excellent introduction to clipper ships, the men who sailed them, and theage that produced them. Well-illustrated with photographs, paintings,drawings and maps.

Matthews, Leonard Harrison, et al. The Whale. Simon and Schuster, NewYork, 1968. Reprint. Crescent Books, 1975. 287 p.

Collection of essays by international experts, covering folklore, politics,history and economics of the great whales.

Maxwell, Gavin. Seals of the World. Houghton Mifflin Co., Boston, 1967.151 p.

Technical, well-written and illustrated review of seal ecology.

Meadowcraft, Enid L. When Nantucket Men Went Whaling. GarrardPublishing Co., Champaign, Ill., 1966. 96 p.

Story of the men and their families whose lives were shaped by whaling.

McCloskey, Robert. Burt Dow, Deep-Water Man. Viking Press, New York,1963. 63 p.

Old sea salt catches a whale by the tail and winds up in its stomach.Delightful tale of boats, the ocean, and marine life.

McClung, Robert. Hunted Mammals of the Sea. Illustrated by WilliamDowney. William Morrow and Co., New York, 1971. 191 p<

Carefully researched book presents scientific documentation, charts andfigures to support its appeal for conservation.

McDearmon, Kay. A Day in the Life of a Sea Otter. Dodd, Mead and Co.New York, 1973. 44 p.

A female sea otter's nurturing of her offspring is described tenderly.Illustrated with photographs.

McDearmon, Kay. Polar Bear. Dodd, Mead and Co., New York, 1976. 46 p.

Life cycle, life style and habitat of the polar bear portrayed in storyform. Illustrated with black-and-white photographs.

McDearmon, Kay. The Walrus: Giant of the Arctic Ice. Dodd, Mead andCo., New York, 1974. 45 p.

Follows the life of a female walrus and her calf. Good for sharing inclass.

160

McGovern, Ann. Little Whale. Illustrated by John Hamberger.Press, New York, 1979. 43 p.

Four Winds

Depicts the life of a humpback whale from birth to adulthood. Includesa glossary of whale words and a note about the danger of whale extinc-tion. Attractive blue, green and brown illustrations.

McIntyre, Joan. Mind in the Waters. Charles Scribner's Sons,1974. 240 p.

New York,

Celebrates the consciousness of whales and dolphins. Topics range frommyths to brain anatomy to the International Whaling Commission.

McNulty, Faith. The Great Whales. Doubleday and Co.,100 p.

Whale natural history in easy-to-understand language.

McNulty, Faith.

New York 1974.

Whales: Their Life in the Sea. Illustrated by JohnSchoenbarr. Harper and Row, 1975. 88 p.

Descriptions of evolution, biology and physiology of whales, and thestory of Gigi, a gray whale. Written for students.

Meader, Stephen. Whaler 'Round the Horn. Illustrated by Edward Shenton.Harcourt Brace Jovanovich, New York, 1950. 244 p.

Story of young New Englander's adventures whaling in the HawaiianIslands.

Melville, Herman. Moby Dick. Edited and with an introduction by CharlesChild Walcutt. 1851. Reprint. Bantam Books, New York, 1967. 594 p.

The classic story of Captain Ahab's quest for the white whale.

Miller, Tom. The World of the California Gray Whale. Baja Trail Publica-tions, Ana, Calif., 1975. 191 p.

Excellent information on the gray whale and other West Coast mar.namammals with history, charts, drawings and photographs.

Mowat, Farley. A Whale for the Killing. Penguin Books, New York, 1972.239 p.

Dramatic account of the author's struggle to save a trapped fin whale inNova Scotia.

Mizumura, Kazue.1971. 34 p.

The Blue Whale. Thomas Y. Crowell Co., New York,

Factual account of whales, featuring blue whale. Warns of blue whaleextinction.

186161

Murphy, R.C. A Dead Whale or a Stove Boat. Houghton Mifflin Co.,Boston, 1967.

Primarily photographs of a 1911-1913 whaling voyage.

National Coordinating Center for Curriculum Development. Whales. GinnCustom Publishing, Lexington, Mass. 33 p.

An excellent student reader with a variety of selections about whales anda bibliography and glossary.

Nickerson, Roy. Brother Whale: A Pacific Whale Watcher's Log. ChronicleBooks, San Francisco, 1977. 155 p.

Focuses on Hawaiian humpbacks (some of which migrate to Alaska).Accompanied by photographs and illustrations.

Norris, Kenneth S. The Porpoise Watcher. W.W. Norton and Co.,Shreveport, La., 1975. 250 p.

A naturalist's experiences with porpoises and whales, illustrated withphotographs.

Northrup, Everett H. Florence Nightingale of the Ocean. U.S. MerchantMarine Acadamy, Kings Point, New York.

Pamphlet describing how Mary Patten assumed command of the clippership Neptune's Car in 1959 when she was 19 years old.

Olmstead, F.A. Incidents of a Whaling Voyage. Charles E. Tuttle Co.,Rutland, 1969.

First-hand account of a 1840 whaling voyage--the last word on whalingfor a decade before Melville started Moby Dick. Much of the bookdescribes the Sandwich Islands (Hawaii).

Payne, Roger S. and Scott McVay. "Songs of Humpback Whales." Science,Aug. 13, 1971.

Technical article describing humpback whale sounds and theirsignificance.

Phelam, Joseph. The Whale Hunters. Time-Life Books, Alexandria, Va.,1969. 52 p.

Color illustrations of whales and diagrams of boats, navigational equip-ment and whaling tools add to this account of the adventure of earlywhaling.

Pike, Gordon C. Guide to the Whales, Porpoises and Dolphins of theNortheast Pacific and Arctic Waters of Canada and Alaska. Circular No.32. Fisheries Resource Board of Canada, Nanimo, B.C., Aug. 1956. 14 p.

16218

Pluckrose, Henry, ed. Whales. Gloucester Press, New York, 1974. 28 p.

Describes whales and dolphins in simple text. Color illustrations.

The Polar Bear. Paper sculptures No. 3. National Museum of NaturalSciences, National Museums of Canada, Ottawa, 1977. 8 p.

Delightful paper sculpture with directions and text in both French andEnglish.

Porter, Jessica A., ed. Gentle Giants of the Sea. The Whale Museum (P.O.Box 1154, Friday Harbor, WA 98250), 1981.

Student text, teacher no s and activities, and 38 supplemental coloringpages for students cover whale origins, physical characteristics, lifecycles, consciousness and controversies.

Pryor, Karen. Lads Before the Wind. Harper and Row, New York, 1975.278 p.

Porpoise behavior/research results written in light, anecdotal style.

Riedman, Sarah R. and Elton T. Gustafson. Home is the Sea: For Whales.Abe lard-Schuman, New York, 1971. 264 p.

Well-indexed and well-illustrated with many photographs, drawings andcharts about dolphins and whales.

Robson, Frank. Thinking Dolphins, Talking Whales. Charles E. Tuttle Co.,Cincinnati, 1976.

Cetacean behavior and communication with people presented for thelayman. First-hand reports on rescuing stranded whales.

Roy, Ronald. A Thousand Pails of Water. Illustrated by Vo-Dinh Mai.Alfred A. Knopf, New York, 1978. 29 p.

The son of a Japanese fisherman does not understand why his fatherkills whales. He sets about trying to save a beached whale by keepingit wet until the tide returns. Beautiful pencil-and-wash illustrations.

Scammon, Charles M. The Marine Mammals of the Northwestern Coast ofNorth America. 1874. Reprint. Dover, New York, 1968. 319 p.

Classic account by a skipper of whaling and sealing thips in the 1850s.Natural history of whales, seals and walruses.

Schad, Marsha C. A Field Guide to the Marine Mammals of Alaska.National Marine Fisheries Service (P.O. Box 1668, Juneau, AK 99802),July 1978.

Highly informative pamphlet, with brief descriptions and simple linedrawings.

163ILL)

Scheffer, Victor B. Little Calf. Charles Scribner's Sons, New York, 1970.140 p.

Adaptation of The Year of the Whale (see below) for children. Clearlywritten, sensitive.

Scheffer, Victor B. The Year of the Seal. Illustrated by Leonard EverettFisher. Charles Scribner's Sons, 1970. 200 p.

Year in the life of an Alaska fur seal through perspective of author-biologist.

Scheffer, Victor B. The Year of the Whale. Illustrated by Leonard EverettFisher. Charles Scribner's Sons, New York, 1969. 213 p.

Sympathetic account of the basic life cycle and ecology of the Pacificsperm whale.

Schultz, Charles R. Life on Board American Clipper Ships. Texas A&MUniversity (Sea Grant Program, College Station, TX 77843), Jan. 1983.

Succinct and interesting booklet with illustrations, maps, glossary andan annotated bibliography.

Selsam, Millicent. A First Look at Whales. Illustrated by Harriett Springer.Walker and Co., New York, 1980. 32 p.

Classification, general attributes and distinguishing characteristics ofwhales and fish. Text and black-and-white drawings encourage observa-tion.

Shapiro, Irwin and E.A. Stackpole. The Story of Yankee Whaling. AmericanHeritage Publishing Co., New York, 1959.

Introduction for students to history and methods of commercial whaling.Well-illustrated with prints, paintings and sketches.

Shaw, Evelyn. Elephant Seal Island. Illustrated by Cheryl Pape. Harperand Row, New York, 1979. 62 p.

Science I Can Read book follows life of mother and son elephant sells offcoast of California.

Shaw, Evelyn. Sea Otters. Illustration by Cheryl Pape. Harper and Row,New York, 1980. 64 p.

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An I Can Read book on how a mother sea otter takes care of her babypup and teaches him to be independent. Includes eating, sleeping andpiotection. Illustrations in blue, gold and gray of animals and theirkelp-bed home.

li;J

Simon, Seymour. Killer Whales. Photographs by Betty Davis. J.B. Lippin-cott Co., Philadelphia, 1978. 96 p.

Comparison of killer whale behavior and survival instincts in captivityand at sea. Excellent black-and-white photographs.

Simon, Seymour, Life on Ice: How Animals Survive in the Arctic. FranklinWatts, New York, 1976. 65 p.

Survival of arctic animals despite extreme weather conditions and humanthreats.

Slipper, Everhard J. Whales and Dolphins. University of Michigan Press,Ann Arbor, 1962. 170 p.

Summary of information, with photographs and line drawings ofcetaceans.

Small, George. The Blue Whale. Columbia University Press, New York,1971. 29 p.

Destroys the myth of killer whales as savage hunters, with informationon their intelligence and their methods of communication. Winner of theNational Book Award for Science in 1971.

Spizzirri, Linda, ed. An Educational Coloring Book of Whales. SpizzirriPublishing Co., Medinah, Ill. , 1981,

Full-page pictures of whales in their environments. Facing pages pro-vide outline information.

Stackpole, Edward A. Whales and Destiny. University of MassachusettsPress, Amherst, 1972. 427 p.

A history of the North American whaling industry from 1785-1925, withemphasis on international political implications.

Stonehouse, Bernard. Animals of the Arctic; The Ecology of the Far North.Holt, Rinehart and Winston, New York, 1971. 172 p.

Story of northern ecology. More than 200 color plates of Arctic animals,past and present.

Stonehouse, Bernard. A Closer Look atNorman Weaver. Gloucester Press,

Kinds of whales, sizes and habits.

Whales and Dolphins. Illustrate;,. byNew York, 1978. 32 p.

Beautiful illustrations in color.

Sutton, Felix. Herman Melville's Moby Dick. Grosset and Dunlap, New York,1956.

Adaptation of the novel for students, with illustrations and large print.

130 165

Tilton, Captain G.F. Cap'n George Fred Himself, Doubleday, Doran and Co.,New York, 1929. 295 p.

Autobiography of the author's life at sea beginning at age 14. Describesship owners and land sharks, "critters," and the author's walk acrossAlaska for the rescue of an iced-in fleet.

Tryckane, Tre. The Whale. Simon and Schuster, New York, 1968.

Detailed biological information on cetaceans, with illustrations andfascinating photographs. Includes a brief history of whaling and in-formation on modern whaling.

Valencic, Joe and Robin. The Complete Whale Watcher's Guide. Valencic,Dana Point, Calif., 1975. 40 p.

Handy handbook on whales of California, from early concepts to presentscientific classification and understanding.

Walker, Michael J. Migrating Animals: North America's Wild Travelers.David McKay Co., New York, 1979. 120 p.

Bird, fish and mammal migratory habits; reasons for migration anddangers encountered on the way.

Walker, Theodore J. Whale Primer. Cabrillo Historical Assoc,, 1975. 58 p.

An introduction to whales, concentrating on the California gray whale.Illustrated with photographs.

Waters, John F. Seal Harbor: Story of the Harbor Seal. Frederick Warneand Co., New York, 1973. 45 p.

Tells of the relationship between a Maine boy and local seals; withdetailed observations on the seals.

Waters, John F. Some Mammals Live in the Sea. Dodd, Mead and Co., NewYork, 1972. 96 p.

Clear, concise text and black-and-white photographs depict habits of seamammals including seals, otters and dolphins.

Watson, Jane W. Whales: Friendly Dolphins and Mighty Giants of the Sea.Illustrated by Richard Amundsen. Western Publishing Co. GoldenBooks, Racine, Wis., 1975. 64 p.

Full-color illustrations add action to coverage of types of whales, theirhabits and vocalizations; and whaling.

Woodhouse, Kate, ed. The Life of Sea Mammals. Silver Burdett, New York,1979. 61 p.

166

Facts and color illustrations to share with students.

191

Young, Jim. When the Whale Came to My Town. Photographs by DanBernstein. Alfred A. Knopf, New York, 1974. 36 p.

Sensitive account of a boy's discovery of a beached whale and thewhale's wait for death.

Zim, Herbert S. The Great Whales. William Morrow and Co., New York,1951. 64 p.

Children's book with basic facts about various whales. Well-illustrated.

Curricula:

Alaska Wildlife Notebook Series Teacher Activity Guide. Alaska Dept. of Fishand Game (Public Communications Section, P.O. Box 3-200, Juneau, AK99801).

Includes the Wildlife Notebook Series, which deals with several marinemammals. Activities are primarily for junior high and high school stu-dents, but they can be adapted for elementary school children.

Amazing Animals of the Sea. National Geographic Society, Washington, D.C.,1981. 104 p. plus classroom rctivities folder.

Excellent color pictures with text on marine mammals. Classroom-activities folder includes puzzles a 'id spirit masters.

Gray Whale Teaching Kit. American Cetacean Society (P.O. Box 4416, SanPedro, CA 90731).

Color filmstrip (or slides) with cassette-tape narration plus literature,activity sheets, charts, posters and vocabulary list.

ORCA Whales. Pacific Science Center/Washington Sea Grant (200 2nd Ave.N., Seattle, WA 98109).

Excellent activities for students on whale communications and many otherwhale topics.

Sims, Virginia, ed. Alaska Tide lines. Alaska Sea Grant, Fairbanks. "TheWhales Return," Vol. I, No. 6, March 1979; "Airuk (Walrus)," Vol. II,No. 2, Oct. 1980; "What Has? (Seals)," Vol. IV, No. 2, Oct. 1981.

Sims, Virginia, ed. Alaska Earthlines/Tidelines. Alaska Geographic Society,Anchorage. "Should the Fur Seal Harvest be Halted?," Vol. V, No. 3,Nov. 1979; "The Sea Otters are Back," Vol. 5, No. 6, March 1983.

Alaska Tide lines, now Alaska Earthlines / Tidelines, is a monthlynewsletter for students with excellent coverage of marine mammals andmany other topics. It includes quizzes and crosswords.

192 167

UNIT 3 - LOGGING, FISHING AND WILDLIFE

Iudicello, Suzanne, ed. Alaska Fish Tales and Game Trails, Vol. XII, Nc.,. 1,Fall 1980. 47 p. Alaska Dept. of Fish and Game, Juneau.

Issue devoted to logging, fisheries and wildlife interactions.

Heller, Christine. Wild, Edible and Poisonous Plants of Alaska. AlaskaCooperative Extension Service, University of Alaska, Fairbanks, 1981(revised). 90 p.

Handy pocket book with line drawings and color photographs of edibleand poisonous species. (A slide-tape show is also available.)

Jackson, W. H. with Ethel Dassow. Hand loggers. Alaska NorthwestPublishing Co., Anchorage, 1974. 251 p.

The handlogging adventures of a Southeast Alaska couple in the early1900s.

Kessler, Winifred B. Bird Population Responses to Clearcutting in theTongass National Forest of Southeast Alaska. U.S. Dept. of Agri-culture, (U. S. Forest Service, Tongass National Forest, FederalBuilding, Ketchikan, Alaska 99901), Alaska Region Report No. 71, Sept.1979. 22 p.

Technical report of initial study of bird use of old growth and clearcutforests.

Schoen, John W., Olaf C. Wallmo, and Matthew D. Kirchoff. Wildlife-ForestRelationships: Is a Re-evaluation of Old Growth Necessary? WildlifeManagement Institute, Washington, D.C., 1981, pp. 531-544.

Technical review of deer uses of old-growth forests, with focus onAlaska studies. Reprinted from Transactions of the 46th North AmericanWildlife and Natural Resources Conference.

Schoen, John W. and O.C. Wallmo. "Deer and Logging Relationships inSoutheastern Alaska." Alaska Fish Tales and Game Trails, July/Aug.1978, pp. 2-3, 10.

Results of research on deer and logging relationships. Illustrated withseveral photographs.

Sheridan, William, et al. Logging and Fish Habitat. U.S. Forest Service,Juneau, Alaska, 1976.

168

Pamphlet listing logging techniques that protect fish habitat. Illustratedwith photographs.

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0

Charts and Records:

Baffy the Sea Otter and Baleena the Blue Whale. Whale Gifts (Center forEnvironmental Education, 2100 M Street, N.W., Washington, DC 20037).

Tapes and accompanying 16-page children's book.

Callings. Produced by Paul Winter. Two records and booklet of photos,narrative, and background on each species.

Traces the mythic journey of a sea lion pup that encounters other marinemammals. The animal's voice mingles with winter's music.

Deep Voices: The Second Whale Record.

Includes two entirely new humpback songs, as well as right and bluewhale sounds.

Marine Mammals of the Western Hemisphere. National Oceanic and AtmosphericAdministration. (Available from the Superintendent of Documents U.S.Govt. Printing Office, Washington, DC 20402. Stock No. 003 -020-0887-8.)

Marine mammal chart with full-color scale drawings of whales, dolphins,and seals.

Ocean of Song: Whale Voices

Features a variety of unique songs, ocean waves, sea birds.

Songs of the Humpback Whales. Produced by Roger and Katy Payne. CapitolST 620, 1970.

Classic recording of the great range and variety of humpback commu-nications.

Whales and Nightingales. "Farewell to Tar Waithe," sung by Judy Collins,Elektra, 1970.

Haunting musical combination of whales and lyrics.

Games:

Krill: A Whale of a Game. Ampersand Press (2603 Grove St., Oakland, CA94612).

Deck of cards for playing five different games, based on the Antarcticfood chain.

l34 169

Viereck, Leslie A. and Albert L. Little, Jr. Alaska Trees and Shrubs.Agriculture Handbook No. 410, U.S. Forest Service, U.S. Dept. ofAgriculture, Washington, D.C., 1972. 265 p. (Also available in acondensed paperback version. Both editions can be ordered from theSuperintendent of Documents, U.S. Govt. Printing Office, Washington,DC 20402.)

Text with excellent line drawings for each species.

Woolf, Bill. Deer and Togging: A Clear-Cut Dilemma. Wildlife InformationLeaflet No. 5. Alaska Dept. of Fish and Game, Juneau, Sept. 1978. 4

P.

Describes deer and logging conflicts. Graphs and photographs.

Curricula:

Alaska Women in Timber. Alaska's Great Green Forest. Alaska Women inTimber (111 Stedman Street, No. 200, Ketchikan, AK 99901), 1982.

Five-lesson educational kit with spirit masters and poster--free to allAlaska teachers. Includes brief bibliography of materials available fromgroups such as the American Forest Institute, 1619 Massachusetts Ave.NW, Washington, D.C. 20036; and the Alaska Loggers Association, 111Stedman Street, No. 200, Ketchikan, AK 99901.

Anastasiou, Kip. The Stump Book. Western Education Development Group,University of British Columbia, (Vancouver, B.C. Canada V6T 1W5),1975. 28 p.

Plenty of field and classroom activities on stumps.

Hadley, Melissa. Measuring the Forest. Western Education DevelopmentGroup, University of British Columbia, (Vancouver, B.C. Canada V6T1W5), 1978. 63 p.

Describes the process of cruising timber. Good field mathematics forstudents.

Julian, Helen. Southeast Alaska Forest Notebook. Helen Julian (P.O. Box603, Thorne Bay, AK 99950), 1977. 112 p.

Activities, games and puzzles and a brief bibliography on trees, shrubs&Ltd plants of Southeast Alaska.

Knapp, Clifford E. Outdoor Activities for Environmental Studies. TheInstructor Publications, (Dansville, NY 14437), 1971. 48 p.

Information on various tree measurements and hands-on suggestions forusing outdoor equipment.

170 105

Sims, Virginia, ed. Alaska Earth lines/Tide lines. Alaska Geographic Society,Anchorage. "Alaska's Kooky Tree line," Vol. 6, No. 2 and "A CloserLook at Southeast Alaska's Forests," Vol. 6, No. 3. 1983. 8 p. (each).Alaska Geographic Society (Box 4-EEE, Anchorage, AK 99509).

Excellent newsletter for students; includes questions and crosswords.

171

UNIT 4--OIL AND OIL DEVELOPMENT

Alaska's Oil/Gas Minerals Industry. Alaska Geographic, Vol. 9, No. 4.,1982.

Lots of photographs and accompanying text about oil and gas develop-ment in Alaska.

Alaska State Energy Policy Committee. Alaska's Energy Policy: Issues andOptions. Alaska State Energy Policy Committee (Pouch V, Juneau,AK 99811), 1978. 12 p.

Handy pamphlet describing past energy studies and future options.

Brown, Joseph E. Oil Spills: Danger in the Sea. Dodd, Mead and Co.,New York, 1978. 124 p.

How oil spills happen, what the results to the environment are, clean-upmethods, and what is being done about spills. Photographs of ships,spills and cleanup.

Kramer, L.S., V.C. Clark, and G.J. Cannelos. Planning for Offshore OilDevelopment: Gulf of Alaska OCS Handbook. Alaska Dept. of Com-munity and Regional Affairs (Division of Community Planning, Juneau,AK, 99811), 1978. 257 p.

Technical paper on planning for offshore oil. Details parameters andconsiderations.

Laycock, George. Beyond the Arctic Circle. Four Winds Press, New York,1978. 116 p.

Describes the arctic regions, Alaska's oil development, northern animalsand life of the Eskimos.

Marx, W. Oilspill. Sierra Club Books, San Francisco, 1971.

One-sided view of the problems associated with oil in marine environ-mc.its.

Curricula:

Sims, Virginia, ed. Alaska Tide lines. Alaska Geographic Society, Anchor-age. "Under the Oil Rig Christmas Tree," Vol. IV, No. 4 Dec./Jan.1981/82 and "Alaska's Oil Wealth," Vol IV, No. 5, Feb. 1982.

Whole issues of this excellent student newspaper are devoted to oilproduction and uses.

172

UNIT 5 COMMUNITY PLANNING ALONG OUR COASTS AND RIVERS

Alaska Currently State of Alaska, Office of Coastal Management (PlanningSection, Pouch AP, Juneau, AK 99811).

A newsletter dealing with Alaska's coastal issues.

Alaska's Ener Policy: Issues and Options. Alaska State Energy PolicyCommittee (Pouch V, Juneau, AK 99811), 1978, 12 p.

Handy pamphlet describing past energy studies and future options.

Amos, William H. The Life of the Pond. McGraw-Hill Book Co., New York,1967. 232 p.

Comprehensive photographic reference on ponds and their plant andanimal life.

Angel, Heather. The World of an Estuary. Faber and Faber, Salem, N.H.,1974. 128 p.

Description and definition of an estuary, its plants and animals and theirinteractions.

Buck, Lewis. Wetlands, Bogs, Marshes and Swamps. Parents' Magazine40 Press, New York, 1974. 64 p.

Explains how bogs, marshes and swamps develop, clarifies the dif-ferences among them and their interrelationships. Biology and ecologypresented in a simple, straightforward manner.

Burman, Ben Lucien. High Water at Catfish Bend. Illustrated by AliceCaddy. Puffin Books, New York, 1977. 123 p.

Story of cooperation and unselfishness on the part of five animals whounite to do something about the way humans are managing floods ontheir floodplain home.

Couffer, Jack and Mike. Salt Marsh Summer. G.P. Putnam's Sons, NewYork, 1978. 90 p.

Conservationist text describes a salt marsh present and past--when thefather was the current age of his teen-age son. Beautiful photographs.

Goldin, Augusta. Oceans of Ener: Reservoir or Power for the Future.Harcourt Brace Jovanovich, New York, 1980. 199 p.

Careful explanations of the six different kinds of energy from our oceansthat can be converted to electricity or gas. Present status and pre-dictions for the future.

198173

Gray, T.J. and O.K. Gaghus. Tidal Power. Plenum Press, 1972.

Twenty-six articles of varied complexity on tidal-power generationschemes. Good discussion of a planned installation in Cook Inlet.

Horwitz, E.L. Our Nations Wetlands. An Interagency Task Force Report,1978. 70 p. (Available from the Superintendent of Documents, U. S.Govt. Printing Office, Washington, DC 20402 Stock No. 041-011-0045-9.)

Describes various types of wetlands and their importance nationally.Many photographs and drawings.

Iker, S. "Look What We've Done to Our Wetlands." National Wildlife, Vol.20, June-July 1982. 4 p.

Describes wetlands importance and losses nationwide. Colorphotographs.

Merrill, Richard and Thomas Gage, eds. Energy Primer: Solar, Water, Wind,and Biofuels (Updated and Revised Edition). Dell Publishing Co., NewYork, 1978. 256 p.

Packed full of information in the style of the Last Whole Earth Catalog.

Niering, W.A. The Life of the Marsh. Our Living World of Nature series.Published in cooperation with the World Book Encyclopedia. McGraw-HillBook Co., New York, 1966. 232 p.

Stresses ecological relationships. Color photographs and fine-line draw-ings.

Pringle, Lawrence. Ecology, Science of Survival. MacMillan Co., New York,1971. 148 p.

Fine introduction to ecology, including energy flow and life cycles,oceans, estuaries, rivers, streams, lakes and ponds. Stressesimportance of studying ecology.

Salken, L.D. Estuary: What a Crazy Place. National Wildlife Federation(Washington, DC 20036), 1972. 19 p.

Pamphlet explaining the importance of estuaries.

Stern, Cecily. A Different Kind of Gold. Harper and Row, New York, 1981.

A ten-year-old girl's summer in a southeastern Alaska cove--kayaking,raising seals and battling plans to develop a large resort nearby.

174

Stonehouse, Bernard. Animals of the Arctic: The Ecology of the Far North.Holt, Rinehart and Winston, New York, 1971. 172 p.

Examines the ecology of northern regions, which should be understood indiscussing far north development plans. Maps and color plates enhancepresentation.

Teal, J. and M. Life and Death of the Salt Marsh. Balluntine Books, NewYork, 1969. 274 p.

Tells the past and present history of East Coast marshes in a novel-likestyle. Good background on the importance of wetlands and theirecology.

Environmental Education Report. American Society for Environmental Educa-tion (P.O. Box R, Durham, NH 03824), Feb/Mar 1982. 18 p.

Entire issue devoted to the wetlands controversy. Excellent articles withplenty of background facts and figures.

Curricula:

Energy Conservation Activity Packets. Iowa Dept. of Public Instruction(Grimes Building, Des Moines, IA 50319), 1980.

Activity-oriented curriculum in five volumes (k-2,3,4,5,6) offers severallessons to exemplify each of the energy objectives outlined for gradesK-6. Includes extensive, annotated bibliography.

Energy, Food and You. Washington Office of Environmental Education (2000N.E. Perkins Way, Seattle, WA 98155), 1979. (2 volumes: K-8, 9-12)

Excellent activities on global food and resource issues, energy and theU.S. food system, and energy-efficient nutrition.

Science Activities in Energy. U.S. Dept. of Energy (Technical InformationCenter, P.O. Box 62, Oak Ridge, TN 37830).

Electrical, chemical, biomass, conservation, solar and wind packets withdirections for simple experiments.

Sims, Virginia, ed. "Energy." Alaska Tidelines Vol. II, No. 1, Sept. 1980.Alaska Sea Grant, Fairbanks.

Sims, Virginia, ed. "Nature's Water Wheel." Alaska Earthlines/Tidelines Vol.V, No. 7, April 1983. Alaska Geographic Society, Anchorage.

Student newsletter with comprehensive treatment of energy issues.

UNIT 6--WEATHER

Andrews, William A. ed. A Guide to the Study of Freshwater Ecology.Prentice-Hall, Englewood Cliffs, N.J., 1972. 182 p.

Excellent discussion of basic ecological principles, augmented by chapterson field studies, laboratory studies, and case studies.

George, Jean C.E.P. Dutton

Two friendspollution.

Who Really Killed Cock Robin? An Ecolcgical Mystery., New York, 1971. 149 p.

investigate the ,..leath of a robin, finding water and soil

Hicks, Clifford B. Alvin Fernald, Super Weasel. Holt, Rinehsrt andWinston, New York, 1974. 160 p.

Another victory over pollution by great brain Fernald and his army offriends.

Hilicourt, William. The New Field Book of Nature Activities and Hobbies.Putnam and Co., New York, 1970 (revised). 400 p.

A thorough guide replete with illustrations, maps and good information.

Jones, Claire, Steve Calder and Paul Engstrom. Pollution: The Waters ofthe Earth. Lerner Publications Co., Minneapolis, 1971. 95 p.

Describes major types of pollution in water systems. Case studiesinclude Lake Erie, the Cuyahoga River, the Mississippi, Florida's GulfCoast, and the Columbia River.

Lehr, Paul, E. R. Will Burnett and Herbert S. Zim. Weather. Golden NatureGuide. Golden Press, New York, 1957. 160 p.

Typical pocket golden guide packed with information and colorillustrations.

Pringle, Lawrence. This is a River: Exploring an Ecosystem. MacMillanCo., New York, 1972. 55 p.

Diagram illustrates types of life present in water in relation to theamount and location of industrial pollution.

Renn, Charles E. Our Environment Battles Water Pollution. LaMotte ChemicalProducts Co., Chestertown, Maryland, 1969. 32 p.

Causes of and biological responses to water pollution, explained in asuccinct manner.

176 f -

Sloane, Eric. How You Can Forecast the Weather. Fawcett Publications, NewYork, 1957. 144 p.

Fascinating exploration of the forces that shape our weather. Tells howto forecast the weather in a readable style, with excellent charts anddrawings.

Soutin, Harry. Easy Experiments with Water Pollution. Illustrated by LucyBitzer, Four Winds Press, New York, 1974. 112 p.

Background information on pollution; explanations of water-quality tests.Drawings and diagrams.

Weather. Merit Badge series. Boy Scouts of America, New Brunswick, N.J.,1963. 58 p.

Weather basics and ideas for experiments, illustrated with graphs anddrawings.

Wilson, Francis and Felicity Mansfield. Spotter's Guide to the Weather.Mayflower Books, New York, 1979. 64 p.

Beautifully produced and illustrated pocket guide to weather.

Curricula:

Air Quality in Anchorage and Fairbanks and Safe Drinking Water in Alaska.Dept. of Environmental Conservation (Pouch 0, Juneau, AK 99811).

Two curricula developed for K-12 students, with lots of backgroundinformation and worksheets.

Living with the Weather. Weekly Reader/Secondary Unit Books (1250Fairwood Avenue, P.O. Box 16618, Columbus, OH 43216).

An up-to-date secondary science unit with teacher's guide. Gives basicsabout weather, climate, air pollution and weather interactions, withphotographs, drawings and diagrams. (Also available from same pub-lishers is an Oceans unit.)

202177

UNIT 7--A REVIEW OF SEA WEEK'S PAST

Alaska Geographic Society, Box 4-EEE, Anchorage, Alaska 99509.

Plenty of good information about Alaska's seas, rivers and wetlands ispacked into these photo-filled issues of Alaska Geographic.

Vol. 1, No. 1 The North Slope (out of print)Vol. 1, No. 3 Admiralty, Island in ContentionVol. 1, No. 4 Ascent from Fisheries of the North Pacific: History,

Species, Gear and Processes (out of print, but bookversion available)

Vol. 2, No. 1 The Alaska-Yukon Wild Flowers GuideVol. 2, No. 3 Prince William Sound (out of print)Vol. 2, No. 4 Yakutat: The Turbulent Crescent (out of print)

Vol. 3, No. 1 Glacier Bay: Old Ice, New LandVol. 3, No. 4 The Silver Years of the Alaska Canned Salmon

Industry: An Album of Historical Photos (out of print)Vol. 4, No. 3 - Kodiak: Island of Change (out of print)Vol. 5, No. 1 Cook Inlet Country (out of print)Vol. 5, No. 2 Southeast: Alaska's PanhandleVol. 5, No. 3 Bristol Bay Basin (out of print)Vol. 5, No. 4 Alaska Whales and WhalingVol. 6, No. 1 Yukon Kuskokwim Delta (out of print)Vol. 6, No. 3 Alaska's Native PeopleVol. 6, No. 4 The Stikine RiverVol. 7, No. 1 Alaska's Great InteriorVol. 7, No. 2 - A Photographic Geography of AlaskaVol. 7. No. 3 - The AleutiansVol. 8, No. 2 - Alaska MammalsVol. 8, No. 3 - The Kotzebue BasinVol. 9, No. 1 Alaska's GlaciersVol. 9, No. 2 Sitka and Its Ocean/Island WorldVol. 9, No. 3 - Islands of the Seals: The PribilofsVol. 9, No. 4 - Alaska's Oil/Gas Minerals IndustryVol. 10, No. 2 - Anchorage and the Cook Inlet BasinVol. 10, No. 3 Alaska's Salmon FisheriesVol. 10, No. 4 Up the Koyukuk

Alaska Wildlife Notebook Series. Public Communications Section, AlaskaDept. of Fish and Game (P.O. Box 3-2000, Juneau, AK 99801). (free)

Series of one-page sheets on fish and other animal species. Excellentline drawings and range maps.

Abbott, R. Tucker. Seashells of North America. Golden Field Guide series.Golden Press, New York, 1968. 280 p.

178

Describes shell species for identification with text and color drawings.Includes general background information on shells.

2 '3

Armstrong, Robert. A Guide to the Birds of Alaska. Alaska NorthwestPublishing Co., Anchorage, 1980. 309 p.

Species descriptions and range information on Alaska birds. Colorphotographs.

Barr, Lou and Nancy. Under Alaskan Seas: The Shallow We r MarineInvertebrates. Alaska Northwest Publishing Co., Anchorage, 1983.208 p.

Specific to Alas%a waters, this book is the perfect complement to the SeaWeek Curriculum Series. Its excellent photographs are supplemented bytext that includes species descriptions, ranges and natural history.

Berri 11, N.J. and Jacquelyn Berrill. 1001 Questions Answered About theSeashore. Dover Publications, New York, 1957. 305 p.

Page after page of question-and-answer format information about thebeach and sea, with photographs and drawings.

Brindze, Ruth. The Rise and Fall of the Seas: The Story of Tides. Illus-trated by Felix Cooper. Harcourt, Brace and World, New York, 1964.91 p.

Introduces causes, effects, dangers and uses of tides. Black-and-whitephotographs and diagrams augment explanations.

Burt, W . H. A Field Guide to the Mammals. Peterson Field Guide Series No.5. Houghton Mifflin Co., Boston, 1964. 284 p.

Excellent descriptions, pictures and range maps of mammal species foundnorth of Mexico.

Carr, Marion B. Oceanography. Illustrated by Sy Barlowe. Golden Press,West Publishing Co.,, Racine, Wisconsin, 1973. 48 p.

A pocket handbook of oceanographic basics.

Clemons, Elizabeth. Tide Pools and Beaches. Illustrated by Joe Gault.Alfred A. Knopf, New York, 1964. 79 p.

Common-name identification, scientific names and habitat of seashoreorganisms. Illustrated with simple line drawings.

Crowley, Walt. The Seattle Aquarium Guide to Life in the Sea. SeattleAquarium, Seattle, 1981. 79 p.

Ecological relationships and scientific concepts explained, using colorphotographs and drawings.

179

Ellis, Annabel. The Unknown Ocean. Illustrated by Robert Effers. ScienceExplorers series G.P. Putnam, New York, 1959. 72 p.

Research presented on beaches, sea stars, mammals and interrelation-ships in the ocean. One of the Science Explorers series. Handsomelyillustrated.

,::_del, Leonard. The Sea. Time-Life Books, New York, 1970. 128 p.

Reference on ocean floor, current, tides, waves, sea life, man and thesea. Attractive color illustrations.

Holing, Holing Clancy. Pagoo. Houghton Mifflin Co., Bostor 1957. 87 p.

Engrossing story of Pagoo the hermit crab's life and adventures. Beau-tiful illustrations and accurate information about Pagoo and his marineneighbors.

Hoyt, John H. Field Guide to Beaches. Houghton Mifflin Co., Boston, 1971.46 p.

Discusses tides, currents, sand and beach geology. Line drawings.

Jacobson, Morris K. and David R. Franz. Wonders of Jellyfish. Dodd, Meadand Co., New York, 1978. 80 p.

Factual information on interesting traits, food habits, role in web of life,reproductive methods, human interest tales and uses. Includes researchon antidotes to stings.

Kellin, Sally Moffet. A Book of Snails. Young Scott Books, New York, 1968.47 p.

Describes physical characteristics, life cycles, habits, and snail's rela-tionships with plants. Exotic snail pest potential introduced. Excellentphotographs.

Limberg, Peter R. 102 Questions and Answers About the Sea. Julian Mess-ner, New York, 1975. 128 p.

Questions answered about the sea, its make-up and life forms.

MacGinitie, G.E. and N. MacGinitie. Natural History of Marine Animals.McGraw-HillBook Co., New York, 1949.

Engagingly written college text on West Coast invertebrates and theirecology. Full of interesting facts.

Miller, Robert C. The Sea. Random House, New York, 1966. 315 p.

Adult reference with many pictures.

180

Monroe, Alexander. A Children's Guide to the Seashore: Barnacle and HisFriends. Monroe Publications (P.O. Box 397, Sudbury, MA 01776),1979. 40 p.

Barnacle, a cartoon character, introduces the young reader to shells andother marine invertebrates. Set on the East Coast, but includes manyinvertebrates that also live in Alaska. Numerous line drawings.

*:,orris, Robert H. Donald P. Abbott and Eugene Hader lis, ed. IntertidalInvertebrates of California. Stanford University Press, Stanford. 1980.690 p.

Encyclopedic coverage of marine invertebrates of Pacific waters. Thirty-three scientists writing on their specialities. Nearly 1,000 photographsof marine habitats, animals and anatomical details.

Murie, Olaus J. A Field Guide to Animal Tracks. Peterson Field GuideSeries No. 9. Houghton Mifflin Co., Boston, 1975. 375 p.

Describes tracks and other animal signs. Many of the fascinating storieshappen in Alaska. Line drawing illustrations.

Niering, W.A. The Life of the Marsh. Our Living World of Nature series.Published in cooperation with the World Book Encyclopedia. McGraw-HillBook Co., 1966. 232 p.


Niesen, Thomas M. The Marine Biology Coloring Book. Illustrated by WynnKupit and Louren Hanson. Barnes and Noble Books, Harper and Row,New York, 1982.

Ninety-six detailed plates illustrate marine biology concepts and struc-ture of marine life. Text gives in-depth coverage of marine biology.

Reid, G.K. Pond life. Golden Nature Guide series. Golden Press, NewYork, 1967. 160 p.

The best simplified guide to life in and around ponds and streams.Packed with color drawings.

Robinson, Gayle. Beach Animals. Erco (P.O. Box 91648, Tacoma, WA 98491),1974. 27 p.

Handy pocket picture book of Pacific Northwest marine invertebrates,written especially for elementary school teachers.

2 G 181

Scharff, Robert. The How and Why Wonder Book of Oceanography. Grossetand Dunlap, New York, 1964. 48 p.

Ocean waves, geology, currents, sea life covered in question and answerformat.

Schultz, Gwen. Icebergs and Their Voyages. William Morrow and Co., NewYork, 1975. 92 p.

Easy-to-read discussion of the history, formation, location and possibleuses of icebergs.

Selsam, Millicent E. and Hunt, Joyce. A First Look at Animals without Back-bones. Illustrated by Harriet Springer. Walker and Co., New York, 1976.32 p.

Delineates vertebrates and the major groups of invertebrates in clear andsimple manner. Emphasis on observation skills.

Selsam, Millicent E. Underwater Zoos. Illustrated by Kathleen Elgin. WilliamMorrow and Co., Now York, 1961. 96 p.

Instructions for building and maintaining fresh and saltwater aquariums.Simple drawings.

Sims, Virginia, ed. Alaska Earthlines/Tidelines. Alaska Geographic Society,(Box 4-EEE, Anchorage, Alaska 99509).

182

This monthly (8 times/year) student newsletter is packed with informa-tion about Alaska's seas, rivers and wetlands. It was published asAlaska Tide lines by Alaska Sea Grant for its first three years and isnow published by the Alaska Geographic Society. An excellent classroomresource.

Vol. I, No. 1 - AquacultureVol. I, No. 2 - Does Alaska Have a Monster?Vol. I, No. 3 Alaska TidesVol. I, No. 4 Winter WaterVol. I, No. 5 Wanted (Pink Shrimp)Vol. I, No. 6 - The Whales ReturnVol. I. No. 7 - Millions and Millions (Clams)Vol. I. No. 8 - Here They Come (Birds)Vol. II, No. 1 - To Catch a SalmonVol. II, No. 2 - Octopus - Terror or TreatVol. II, No. 3 - Should the Fur Seal Harvest be Halted?Vol. II, No. 4 - The Great Arctic Ice MachineVol. II, No. 5 - Alaska's Scariest Fishery (Crabs)Vol. II, No. 6 - Presenting the Impossible PuffinVol. II, No. 7 Spring Comes to the SeaVol. II, No. 8 How to Survive on a BeachVol. III, No. 1 - EnergyVol. III, No. 2 - Aivuk (Walrus)Vol. III, No. 3 - The Port that Grew in the Wrong Place

0A. 1,,

Vol. III, No. 4 - Mystery of the Boulder PatchVol. III, No. 5 What's that Funny Looking Fish?Vol. III, No. 6 - Great Wave in HarborVol. III, No. 7 The Herring BonanzaVol. III, No. 8 - Things that Bite and StingVol. IV, No. 1 - How to Take Care of Your CatchVol. IV, No. 2 What Has? (Seals)Vol. IV, No. 3 Alaska's Restless GlaciersVol. IV, No. 4 Under the Oil Rig $ Christmas TreeVol. IV, No. 5 Alaska's Oil WealthVol. IV, No. 6 The Old Woman (Halibut)Vol. IV, No. 7 - Zoom IN (Transect)Vol. IV, No. 8 The New Alaska Gold RushVol. V, No. 1 -Is Alaska Warming Up?Vol. V, No. 2 -Meet Alaska's Monstrous MooseVol. V, No. 5 -Run the IditarodVol. V, No. 6 -The Sea Otters are BackVol. V, No. 7 -Natures Water WheelVol. V, No. 8 -What'll I Do This Summar?Vol. VI, No. 1 - Bering Sea--Mystery an., MagicVol. VI, No. 2 - Alaska's Kooky TreelineVol. VI, No. 3 -A Closer Look at Southeast Alaska's ForestsVol. VI, No. 5 Our Northern Link in the 'Ring of Fire'Vol. VI, No. 6 Cattle of the TundraVol. VI, No. 7 -Eyes in the SkyVol. VI, No. 8 Stones and Bones

Smith, L.S. Living Shores of the Pacific Northwest. Pacific SearchPress, Seattle, 1976. 149 p.

Description of marine shore habitats and their inhabitants. Color andblack-and-white photographs. Includes a simple picture key and tablesshowing intertidal distribution of the different species.

Snively, Gloria. Exploring the Seashore in British Columbia, Washingtonand Oregon: A Guide to Shorebirds and Intertidal Plants and Animals.The Writing Works, Mercer Island, Wash., 1978. 240 p.

Describes a variety of seashore organisms organized by habitat. Linedrawings and color photographs.

Snow, John 0. Secrets of Ponds and Lakes. Guy Garrett Publishing Co.,Portland, Maine, 1982. 94 p.

Interesting facts and stories written for the East Coast but also applica-ble to Alaska. Author an avid naturalist and high school biologyteacher. Line drawings and black-and-white photographs.

Updegraff, Imelda and Robert. Seas and Oceans. Penguin Books, (Puffin),New York, 1980. 24 p.

Explains basic concepts of seas, oceans and sea ice. Large print oncolorful pages. Gives worldwide examples and includes a few activityideas.

183

Usinger, Robert L. The Life of Rivers and Streams. Our Living World ofNature series. Published in cooperation with the World Book Ency-clopedia. McGraw-Hill Book Co., 1967. 232 p.


Verite, Marcelle. Animals of the Sea. Illustrated by Romain Simon. Chil-drens Press, Chicago, 1964. 63 p.

Twenty-five sections present worldwide marine animals from the SargassoSea to the Great Barrier Reef to the Galapagos Islands. Brilliantly il-lustrated translation of French book.

Vevers, Gwynne. Life in the Sea. Illustrated by Barry Driscoll. McGraw-Hill Book Co., New York, San Francisco, 1965. 32 p.

Short, illustrated discussions on such topics as tides, pools, shores,marine animals, food chains, diving and aquariums.

Voss, Gilbert L. Oceanography. Golden Press, New York, 1972. 160 p.

Mini encyclopedia on ocean subjects.

Waaland, J.R. Common Seaweeds of the Pacific Coast. Pacific Search Press,Seattle, 1977. 120 p.

Species descriptions with full-page illustrations.

Zim, Herbert S. Waves. William Morrow and Co., New York, 1967. 64 p.

Topics covered in this easy-reading guide include waves, the effects ofwaves on beaches, and tsunamis.

Zim, Herbert S. and Lester Ingle. Seashores. Golden Pocket Guide series.Golden Press, New York, 1955. 160 p.

Handbook for exploring the ecology of any shore. Classification chartsand color illustrations aid in identification.

Recordings:

Sounds of the Sea. #3 of Droll Yankees Seaport Series. 33 RPM, LP byDroll Yankees, 1962.

Sea sounds from boats and ports, wind and waves.

184

UNIT 8--SEA WEEK CAMP

Arasaki, Seibin and Teruko. Low Calorie High Nutrition Vegetables From theSea to Help You Look and Feel Better. Japan Publications, Tokyo, 1983.196 p.

Tremendous resource describing nutrition, uses, biology, harvesting,farming, processing and preserving of seaweeds, with many recipes.Illustrated with line drawings and a few color plates.

Ayotte, Ellen and Marguerite Stetson, ed. Collecting and Using Alaska's WildBerries and Other Wild Products. Cooperative Extension Service,University of Alaska, Fairbanks, 1980. 34 p.

Pictures, descriptions, recipes and nutritional information for wildberries.

Cold Water Drowning. United States Coast Guard and Michigan Sea Grant.(USGS Bosteam 17, P.O. Box 2471, Anchorage, AK 99510).

Pamphlet explaining cold water near-drowning rescue techniques.

Cold Weather Survival. Alaska Dept. of Fish and Game (Hunter EducationProgram, 333 Raspberry Road, Anchorage, AK 99502) (reprinted withpermission of Alaska Oil and Gas Assoc.). 42 p.

Good tips for surviving the cold.

Fortier, Ed. One Survived. Alaska Northwest Publishing Co., Anchor-age, 1978. 41 p.

The incredible story of a King Island Eskimo who survived 18 days inwintertime Alaska- -much of the time adrift on the ice.

Furlong, M. and V. Pill. Edible? Incredible! Pond life. Naturegraph Publish-ers, Happy Camps, Ca lir., 1972.

Photographs and text describes pondlife and how to prepare it as food.Helpful hints on where to find species.

Heller, Christine. Wild Edible and Poisonous Plants of Alaska. CooperativeExtension Service, University of Alaska, Fairbanks, 1981 (revised).90 p.

Handy pocket book with line drawings and color photographs of edibleand poisonous species. (A slide-tape show is also available.)

Kavaler, Lucy. Life Battles Cold. John Day Co., New York, 1973. 160 p.

Survival information as well as research on hibernation and on adapta-tions of animals, microbes and humans to cold climates.

185

McKinlay, William Laird. Karluk. New American Library, New York, 1976.222 p.

The incredible story of a survivor of the ill-planned and ill-preparedarctic exploration voyage of the Karluk, trapped in the ice off thenorthern Alaska coast.

National Fisherman Yearbook Issue 1982, Vol. 62, No. 13. Camdem, Maine.192 p.

Entire issue devoted to "Survival at Sea."

O'Dell, Scott. Island of the Blue Dolphin. Houghton Mifflin Co., Boston,1960. 184 p.

Natives of island removed to preserve it for Aleut otter hunters. One12-year-old girl remains alone fighting wild dogs and a giant octopus,and surviving through self-reliance and resolve.

Peyton, K.M. Sea Fever. Collins World, Cleveland, 1963. 240 p.

Adventure at sea. Deals with life, growth and feelings.

Simon, Seymour. Life on Ice: How Animals Survive in the Arc dc. FranklinWatts, New York, 1976. 65 p.

Adaptation of plants and animals to extreme weather conditions and tohuman threats.

Snoderly, Jim. "Abandon Ship! Wait While I Read the Instructions." AlaskaSeas and Coasts, Vol. 9, No. 3, June/September 1981. p. 1-3.

Short article on life rafts, including actual experiences by a certifiedlife-raft packer and instructor.

Stevenson, Robert L. Treasure Island. Dalton, New York, 1977.

Sea adventure classic.

United States Coast Guard. First Aid for the Boatman. (USCG Bosteam 17,P.O. .lox 2471, Anchorage, AK 99510).

Pamphlet describing first-aid techniques.

Wyss, Johann. The Swiss Family Robinson. Illustrated by David Gentlemen.Heritage Press, New York, 1963. 356 p.

Classic story of survival on a deserted island. Family is marooned andbecomes entirely self-sufficient.

Boating Tips for Sportsmen. United States Coast Guard. (USGS Bosteam 17(P.O. Box 2471, Anchorage, AK 99510).

Pamphlet giving basic boating safety tips.186 III

Student Activity

Sheets

Community Resource Inventory IA

I. History

a.

b.

c.

d.

e.

f.

When was your community founded?

Who founded it?

Why was it settled?

How did original settlers make a living?

What are some things that have happened as your com-munity has grown larger or smaller?

What are some reasons for its growth or shrinkage?

II. Population

a. What was your population 100 years ago?

' 414,f2,104161 'ft";,f4t -4, 411

(ii41111V y4,

110.<2

!

75 years ago?

50 years ago?

40 years ago?

30 years ago?

20 years ago?

10 years ago?

1A

b. What is your population predicted to be in the future

7:eke * _teZ4PAIO" 10 years from now?

20 years from now?-ye' ----=-,,'q v-, G .... -, :;rNq

,-;,---1.--x;' ' 30 years from now?

us:47.1;.:4"4:1=qk.:-.0.7i'''',

.,, d"r"14:14

40 years from now?----1.0,-ip.,

-,_.--. .=_;.... 01-. ...r..., _.,\:-.Y., ..... ''' A.-4-..k'

.....................- 4.,

50 years from now?':--i- ;-="Zi''4*T,--.4-;'*ftP77 .-

.40"--

elialawl 44")- 100 years from now?

C. What developments do these future population estimatesdepend on?

III. Natural Resources

Does your community have...

a. agricultural land?

b. timber?

c. minerals?

d. sand and gravel?

e. intertidal life?

f. wetlands?

1A

g. natural transportation opportunities (such as ocean,rivers, harbors, mountain passes, lakes, etc.)?

h. water resources for households?electric power?aquaculture?industry?public safety?

i. energy resources

game animals?

wind?sun?water?coal?oil?gas?tidal power?geothermal?wood?

k. non-game animals?

1. birds?

1A

m. fish?

n. shellfish?

IV. Community Resources


a. historic and archeology sites?

b. cultural events (festivals, dances, concerts, art

shows, museums)?

c. public buildings (schools, meeting halls, government

offices, hospitals, libraries, aquarium)?

d. transportation (roads, trails, floats, docks, airports,

railroads)?

e. private business (hotels, stores, repair shops,contractors)?

f. recreational areas (gyms, a swimming pool, trailsystems, parks, playgrounds)?

g. residences?

V. Economic Resources


a. manufacturing plants?

IA

b. tourism?

c. transportation facilities?

d. food processing?

.c.7.2avak.1.."11.1111111/111111011,111

n,T. j,N.fij)

e. government agencies?

f. other industries?

VI. Human Resources


a. artists?

b. musicians?

1A

c. journalists, writers, storytellers and photographers?

d. government officials?

e. scientists?

f. mechanics?

g. carpenters?

h. public health officials (physicians, nurses, dentists)?

i. businessmen and women?

i recreation workers?

k. police and fire fighters?

1. transportation workers (pilots, ticket sellers, busdrivers)?

m. teachers?

n. fishers, hunters?

o. other?

Community Objectives Inventory 1B

Does your community want to...

a. improve sport fishing?commercial fishing?subsistence fishing?

b. harvest timber?firewood?

c. mine minerals?

d. develop wind power?solar power?hydro power?coal?oil?gas?wood?tidal power?geothermal?

e. increase numller of housingunits?

number of businesses?amount of industry?

f. promote tourism?

g. improve roads?

h. improve schools?

i. improve playgrounds?

j. add more parks?

k. improve local trails?

1. add additional recreationfacilities?

m. build a swimming pool?

n. improve the harbor?

o. preserve beach andrecreational uses?

COMPREHENSIVECLASS PLAN

1B

p. enhance fish, game, andbird populations?

q. protect wildlife habitat?

r. build sewers?

s. improve the water supply?

t. expand the dump?

u. build sidewalks?bike trails?hiking trails?ski trails?

v. create a museum?aquarium?

w. have a concert?art show?community sing along?

COMPREHENSIVECLASS PLAN

.

.

tittif7g.,. 4 .4,1', -.44//"../ d';4.),,; d fA

..

...........

\7,

Alaska Borough Map IcBACKGROUND INFORMATION

1. The selected land and Yakataga City are in the coastal zoneand surrounded by national forest land.

2. There is a shortage of available land due to federal landownership, terrain, and natural hazards.

3. Yakataga City's population is 2,500 and increasing, creatinga demand for housing, jobs, additional services and recrea-tion areas.

4. Forty percent of Yakataga City's population depends prima-rily on fishing for its livelihood. Thirty percent of thepopulation is unemployed during the winter.

5. Yakataga City gets its energy from a diesel-powered genera-tor. Energy costs are extremely high.

6. The Chinook River is a salmon stream, it is navigable forpower boats but not ships, and it supplies adequate waterfor Yakataga City. Chinook Bay is a productive estuary.

7. Citizens of Yakataga City are interested in maintaining ascenic regional environment.

8. The abandoned cannery qualifies as a historic site, but hasnot been classified as one. Two archeological sites aresituated on adjacent Native land at Clam Neck and MummyIsland.

9. Raw sewage enters the ocean through outfalls, and solidwaste disposal is an increasing problem.

10. Sand and gravel are available from along the Chinook River,but presently it is not being commercially removed.

11. Prior Forest Service management of the selected land andNative lands was as roadless backcountry, with emphasis onwildlife habitat and recreation. Adjacent national forestland will continue to be similarly managed.

12. The nearest airport is 30 miles away in Red Dog City.

13. The Chinook River estuary is part of a migratory flyway fora number of species of ducks and geese. Every fall there isa moose-hunting season.

14. The Alaska Borough is an organized borough. Recently thearea on the map marked "State Selection" (in gray) wasconveyed to the State. The rest of the borough's CoastalManagement plan is complete. The borough is now planningthe management of the newly transmitted state selectionarea.

ri01

ALASKA BOROUGH MAP

The federal government has conveyed to the state a six squaremile tract of land in the coastal zone of the Alaska Borough.This land may remain in state ownership, may be selected by theborough, or portions may pass into private ownership by way of aland sale. Read the background information for the AlaskaBorough. You will be helping to decide what to do with thisstate-selected land.

ALASKANATICNost

Fola-esr

E.EPout-crear-ts

Crry.30 HiltsINoOk-

CAtintstourit,ALASKA

NATIONAL,

1.41(.04e. FOREST

40Acr Mrs.(ventY wee"

STEW j SE.1.-5C-oNt4t>

NATI ve

YAKATAGA lb &LOWRIE20 Mims

GNINOoK

AR5 7ria5c°14tcAt-Aer.4404WMu....w0C45,10

j DCC

1 NILE

Seweit SeWeit_Ourfisu.

1C

PLANNING COMMISSION RATING FORM

Directions: Give each plan 1-5 points (5 points is best, 1 is worse) depend-ing on how the plan contributes to the Alaska Borough.

Plan Marina Airport Park LoggingMill

Homes

Contribution toCommunity Lifestyle

Economics(Money)

Wildlife andFisheries

Water-Dependent

CommunityBeauty

Jobs

Other

Total Points

Things to consider:

. Are all of the criteria equally important?

. What additional criteri. should be used?

. Are there any criteria that should be deleted?

2A Sea Mammal CharacteristicsDirections: Cut out the squares and sort them with the under-lined headings.

All Mammals ,. s-'

Most are remarkablyintelligent, espe-cially the cetaceans

Have true hairat some stage

Adaptations such asflippers, fins andwebbed feet equipthem for life in thesea or on sea ice

Breathe airthrough lungs

Four-chambered heart Sea Mammals

',, t- -..:::.14..:.,

A,- s,- ;15.i - .-?.. ',W411,%

Give birth tolive young

Depend completelyon food takenfrom the sea

Live mostly in saltwater or on sea ice

Generally peaceful,unaggressive animals

Suckle young with milkproduced by mother Warm-blooded

2 )

Pinnipeds 2B

Directions: Use reference books to answer these questions:

1. Write a sentence that explains the characteristics common toall animals that are pinnipeds.

2. Draw a picture of (a) the front flippers of a pinniped, and(b) the rear flippers of a pinniped.

3. If your hands and feet were taped together to resemble apinniped, what might you be able to do well? a.

What would be difficult for you to do? b.

4. Under the following family names, list all the animals youcan.

PHOCIDAE OTARIIDAE ODOBENIDAE

) r-

2B

5. Sometimes pinnipeds are killed and parts of their bodies areremoved, yet the meat is not used for food. Where are someplaces this happens?

6. What parts are removed?

7. What are the parts used for?

8. Should this be allowed to continue?

Why?

Why not?

9. List how pinnipeds are useful to humans and how they aredestructive.

USEFUL THINGS DESTRUCTIVE THINGS

10. Draw a picture of your favorite pinniped.

'161...

Cetaceans 2C

Directions: Use reference books to answer these questions.

1. What is the difference between a dolphin and a porpoise?

2. Under the following subgroups, list all the animals you can.

ODONTOCETI MYSTICETI

3. What does Odontoceti mean?

4. What does Mysticeti mean?

5. Draw a picture of some different kinds of plankton.

6. What are krill?

r,)r.

2C

7. Why do scientists think cetaceans are very intelligent?

8. Why are many whale species endangered?

9. Draw a picture of your favorite cetacean.

Other Marine Mammals 2D

Directions: Use reference books to answer these questions.

1. The order Sirenia includes something called the Steller's

Sea Cow. When was the last time this animal was seen?

2. Draw a picture of a Steller's Sea Cow.

3. If you saw a Steller's Sea Cow, how would you be able todistinguish it from any other marine mammal?

4. Where are manatees found?

5. Describe what a dugong looks like.

6. How do polar bears keep warm?

7. How does a sea otter feed?

2D

8. What are the differences between sea otters and riverotters?

9. Why did sea otters almost become extinct?

0

STA

RT

To-

.

toothed whale\

]>`

2

baleen whale

Iv-

7

`'\.\2

Triangular shaped

N,

dorsal fin

710P

.3

no dorsal fin

1- 4

3large,

one

it is a

length;

KILLER WHALE

(ORCA)

square hea

third of body

thin lower jaw

lo-

5head is not large

and square; lower jaw

juts out

lo-

6

13

it is a

RIGHT WHALE

C E

TA

C E

AN

de

KE

Y

it is a

SPERM WHALE.

it is a

BELUGA WHALE.

12

it is a

BOWHEAD

___...,

.

...-----jc----

!------

11

white markings on

chin

7 12

no white markings

on chin; has calloused

"bonnet" above mouth

v.13

1

it is a

GRAY WHALE.

whale has bumpy

backbone ridge

near tail

VP. io

no bumpy backbone

ridge near tail

).-

11

it is a

BLUE WHALE.

long grooves on

underside of

whale

v5

no obvious gt

oves

on underside

Jo-

9

Developed by Laurie Dumdie

Washington Sea Grant, Pacific Science Center, Seattle, Washington.

ts m

2E

:::::::::Kee"

2E

14

2E

RIGHTWHALE

BOWHEADWHALE

KILLERWHALE(ORCA)

GRAYWHALE

BELUGAWHALE

BLUEWHALE

SPERMWHALE

Beluga Bubble Puzzle

1.

2.

3.

4.

5.

6.

7.

8.

9.

2F

BELUGA BUBBLE PUZZLEby Don Gillespie, Koyuk

Directions: Read the Alaska Department of Fish and Game's

Wildlife Notebook Series on beluga whales (sometimes spelledbelukha) or do your own research. Then fill in blanks to fit the

bubble puzzle below.

1. Adult belugas are white in

2. Thefeet.

Delphenapterus leucas ever recorded was 22

3. The part of a beluga's head changes shape,

possibly with the reception and production of sound.

4. As an , a beluga will have 40 teeth.

5. Belugas range from the to the subarctic regionsof North America and Europe.

6. Thebeluga.

is believed to be the wintering area of the

7. A beluga was once sighted nearYukon River.

8. Belugas eat

9. Throughsurvive.

many miles up the

, other fish, squid and shellfish.

of their habitat, we will help the beluga

0000

2G Whale in the WaterAdapted from the ORCA Whales curriculum developed by the PacificScience Center and Washington Sea Grant.Directions: R,Ad and answer the questions.

1. Whales are the largest creatures ever to have lived onearth. A blue whale may grow to be 100 feet long. Whalesare so big that they can only live in the ocean. LikeBrontosaurus and other large dinosaurs, they need water tohelp support themselves. On land, they would be crushed todeath under their own weight. Look at the skeleton of aright whale below. Note the three bones coming off thebackbone toward the rear of the whale. What purpose do youthink they serve?

.....................

lpPI NV1v

Vb,

1111111"111"...miale

2. Compare the number and arrangLment of bones in a whale'sflipper with a human arm and hand.

a. How many "arm" bones does a whale have?

human have?

b. How many "digits" are in the human hand?

in the whale flipper?

c. What does this tell you about whales and humans?

111111.111111111111111111

3. Whales have adapted to the water in many ways. One thingthat helps them survive in the cold arctic water is theirhuge size. Figure the volume of these two cubes.

1"

a. V =

ft

V = lwh

2G

c. How many of the 1-inch cubes would fit in the 2-inchcubes?

Imagine the 1-inch cubes inside the 2-inch cube.Adding up the inner surface areas of the 1-inch cubesgives the amount by which their surface area is greaterthan the 2-inch cube's. Similarly, a baby whale has alarger surface area in proportion to its volume thanits mother, and loses heat much faster.

d. Give another example of this principle.

4. What other adaptations would be helpful to a whale? Circleyes or no to the following possibilities and give yourreasons.a. glands that oil the eye. Yes/no because

b. fur. Yes/no because

c. young born head first. Yes/no because

d. sweating. Yes/no because

2G

e. streamlined shape. Yes/no because

f. layer of blubber. Yes/no because

g. arms and legs. Yes/no because

h. concentrated urine. Yes/no because

i. curling up to keep warm. Yes/no because

i low heart rate while diving. Yes/no because

k. echolocation system. Yes/no because

1. tear ducts. Yes/no because

m. tail and flippers. Yes/no because

n. hold breath while diving. Yes/no because

o. breathe through the top of the head. Yes/no because

Gray Whale Migration 2H

Gray whales make the longest migration of any mammal--10,000miles round trip. Gray whales breed and calve in the warm waterlagoons of Baja California from late December to early March.Then they head north past California, Oregon and Washington, andon to Vancouver Island in British Columbia. There, they gatherin groups for the trip across the Gulf of Alaska. No one is surewhat route they take to their summer feeding areas in the Bering,Chukchi and Beaufort seas where they spend May through September,feeding on 1-inch-long amphipods and other bottom-dwellinginvertebrates. These amphipods in turn feed on the rich growthof plankton (tiny plants and animals) that result from the longhours of sunlight. In October, as the ice pack starts to form,the whales head south through Unimak Pass in the Aleutians. Theytravel very close to shore on their southward migration. Today'sdate is . The gray whales are probably

2H

Mark the gray whale's migration route on this map. Label thelandmarks along the way, plus their breeding and calving area and

feeding area. Also, list the time of year spent in each area.

Say "R000-bee!"by Malcolm Brenner

211

Editor's note: Malcolm is a person who wanted to find out something about dolphins, so he began

working with a captive female dolphin, named "Ruby," in Florida.

It occurred to me that I could use this game of catch as a rewardin an attempt to get Ruby to vocalize. It seemed like an idealreward; we were both enjoying the game, and her participation wasvoluntary. I decided to try to get her to mimic her own name.

"Ruby," I said. "Say, R000-beee!"

All I got back at first was a bunch of dolphinese, somewherebetween a whistle and a squawk. I threw the ball, and shereturned it.

"All right, now, say 'Ruby!' R000-beee!"

...I noticed that she was repeating the same sound every time; itwasn't just any old squawk, but one with recognizablecharacteristics...

Suddenly her vocalization changed. Her squawk came out in twodistinct syllables, rather like the way I had beensyllabificating "R000-beee!" I hurled the ball, and she returnedit. Our progress became unbelievably rapid. In the space offive minutes, she began to copy the syllabification, rhythm,time, and inflections of my pronounciation of the word "Ruby,"and she did so with an accuracy and a speed I found amazing...We became completely wrapped up in each other, the outside worldceased to exist... Never in my life have I known such anintimate feeling of being in contact with an incredible non-humancreature. It felt as if it were what I had been created to do.Our minds seemed to be running on the same wave-length. We were

together.

She repeated the word with accuracy a couple of times, thenstarted babbling at me in dolphinese, shaking her head up anddown with her jaws open in that gesture, usually associated withpleasure, that I called "ya-ya-ing." I tried to get her to say"R000-beee!" again; more ya-ya-ing. Then sire swam back a fewfeet and made a peculiar noise, a kind of "kee-orr-oop," butabout three times faster than you pronounce it. It occurred tome--I don't know why--to repeat that sound. Ruby seemed to beexpecting it of me. I did the best I could with it. Sherepeated it, but now it sounded slightly different; I mimickedher changes. Gosh, she's doing to me what I was just doing toher! Where will this lead? By now the ball was forgotten; I wastotally absorbed in listening to Ruby's vocalizations andattempting to mimic them as accurately as possible with myinadequate lips and vocal cords. She repeated the sound again,changed still more, and I copied that, she repeated it again, and

21

as I tried to mimic her I thought, this sounds vaguelyfamiliar--"kee-orr-opp." The light in my head went on. Thesound I had just successfully imitated was the one she had beengiving to me in the beginning, in response to my first attempt tomake her say "Ruby!"

This realization struck me as the sound was coming out of mylips. Several fuses in my mind blew simultaneously and I did anincredible double-take, nearly falling over, and staring at Ruby,who was watching me with great concentration. When she saw thedouble-take, and knew I knew, she flipped out, and went ya-ya-ingaround the pool, throwing water into the air, and apparentlyhappy that this two-legged cousin of hers was progressing sorapidly.

What do I think the meaning of that experience was? I don'treally know. I have some ideas, however. In response to anEnglish word, Ruby had given me a dolphinese word or phrase,which I had ignored. She succeeded in taking control of thesituation--although I had been willing to relinquish control--andhad then tricked me into producing the sound I had at firstignored! I had been the one slowing down the communicationbetween us!. But what was the meaning of that sound? I can onlyguess. Certainly Ruby was sophisticated enough to recognize herhuman name. It occurred to me that she was most likely eithertelling me her name for me or telling me her name for herself.

Years later, I told a couple of "straight" dolphin researchersabout the experience. (By "straight" I mean they regard thepossibility of a high dolphin intelligence as undemonstrated, andtherefore not worth investigating.)

"It's too bad you didn't have a tape recorder with you," theytold me. "So often one hears what one wants to hear." Someoutside impartial reference source is necessary to evaluateexperiences like this in a truly scientific context. One's ownsubjective sensory impressions are, alas, so often subject todistortion.

"Say 'R000-beeee"' by Malcolm Brenner is from Mind in the Waters, ed. Joan McIntyre. Copyright 0

1974 by Charles Scribner & Sons. Reprinted by permission.

21

Answer these questions:

1. 1,;hat's your opinion of what was happening in the story--wasRuby really trying to teach Malcolm something, or didBrenner hear what he wanted to hear?

2. What experiments would you like to try with Ruby?

3. How would you try to learn to talk with Ruby?

21 4

2J There's a Whale On My Beach

Sometimes marine mammals get stranded and need human care andconcern for a short time. If a whale was ever stranded on yourbeach, would you know how to give first aid?

Here's what the International Fund for Animal Welfare recommends:

Be careful. The sheer massive size and power of a strandedwhale may be dangerous.

Check to see if the animal is alive. In some whale species,there could be a 10-15 minute span between movements.

Try to correctly identify the animal. Measure its lengthand note its color and distinctive features.

Send someone to call the Alaska Department of Fish and Game,the State Troopers, or the University of Alaska. Give theminformation on the stranding and its exact location. Alsocall the Scientific Event Alert Network at the NationalMuseum of Natural History, Smithsonian Institution, Washing-ton, D.C. Dial (800) 325-6000 and charge to ID #1776. Andcall the regional National Marine Fisheries Service at(206) 442-7676.

Do not try to push the animal back to sea. Remember, it isa mammal and needs to breathe air. If it is too sick orinjured to support itself, it can drown. With first aid, itis better off left where it is found. If the animal appearshealthy, however, and scientists cannot come to investigateand assist with first aid, then try to document the animal'sidentity with photos and descriptions. Then carefullyattempt to return it to the water.

For single strandings of whales, porpoises, and dolphins...

1. If an animal is caught in pilings, rocks or otherobstructions, remove it into a stable position. Andkeep the animal belly down whenever possible, asanimals on their sides in water are likely to drown.

On beaches, scoop out the sand that's propping up the

front flippers. Dig a hole (without a drain) so theanimal is not resting on its flippers. The primaryobjective of first aid for a stranded whale or dolphin,at least in warm weather, is to get rid of heat. Ifthe animal rests on its flippers, this position willcut off circulation.

2. If possible, erect a make-shift shelter to provideshade. This may be a simple lean-to, constructed fromtarpaulins.

2J

3. Apply water-soaked, light-colored towels, sheets orcloths to as much of the body as possible. Resoak thetowels frequently to keep the animal's skin moist. Ifthe whale is extremely large, be sure to at least keepthe appendages cool--since the flippers and tail flukesare instrumental in body heat regulation. The biggestproblem for a stranded whale or dolphin is getting ridof Lody heat. Under ideal conditions, plastic bagsfilled with crushed ice should be placed around theflippers and flukes only.

4. Do not obstruct the blowhole coverings. Keep water outof it. The blowhole is the means by which a whale ordolphin takes in and breathes out air.

5. Apply lanolin, vaseline or zinc oxide to areas you haveto leave exposed to the sun. Do not use suntan lotionsor other preparations.

6. Cooperate in careful crowd and noise control. Try toensure a minimum of handling and disturbance for theanimal, since it is already--by the nature of itsstranding--undergoing considerable stress. At night,no lights or flashbulbs should be shone directly in itseyes.

In case of a mass stranding...

1. Deal with the animals in the water first. Keep themfrom coming out onto the beach. Hold the animalsbunched together in sheltered, shallow water in anupright position. Remember, if manipulated improperlythe animals will thrash around, causing further in-juries to themselves and probably to the personnelworking with them. Use the utmost care in moving theanimals in the water: Push only on the sides of theanimal or at the base of its dorsal (back) fin; neverpush or pull hard on the flippers; completely avoid thehead and tail. If an animal is lifted or pulled in animproper manner, it may be severely injured. Alwayswait for experienced persons to apply any mechanicalmeans to move the animals. Severe injury may beinflicted from ropes, hooks, crowbars, etc.

Using minimal physical activity and force, try to keepany additional animals from getting out of the waterand piling up one on top of one another on the beach.

Do not, however, try to push them back into the opensea. This action could result in scattering--then youwill be dealing with many single strandings over manymiles of beach.

.1G

2JKeep in mind that more harm could be done to theanimals by well-intentioned pushing and pullingthan if the animals are allowed to come out of thewater and pile up on the beach.

2. If the shore formation allows, dig trenches from thewater in toward the beach. The trenches should be deepenough to allow seepage of sea water at low tide. Bydigging irrigation ditches, you will make the seaaccessible to animals already on the beach, and sig-nificantly cut down on suffering from retention ofheat.

The trenches should lead to scooped-out areas in thesand, forming big, shallow pools for stranded animalsclosest to the water. Fortunately, most mass strand-ings in North America have occurred on long, shallowbeaches, facilitating the channeling of water to thestranded animals.

3. Apply individual first aid to those animals already farup the beach.

NOTE: The following approximations of length-weight ratios maybe an aid in handling considerations:

6 ft. = 200 lbs.8 ft. = 400-500 lbs.12 ft. = 1,500 lbs.15 ft. = 3,000-4,000 lbs.

large whales = 1,500-2,000 lbs./foot

1. Now apply what you know to this strandedwhale. Explain what you would do. Draw arrows to thepoints of its body requiring special assistance.

lC

2. Figure the person (you) in the picture is 5 feet tall. Howlong is the whale?

3. How much does it weigh?

Humpback Whale Case 2K

The humpback whale (Megaptera novaeangliae) used to be an impor-tant part of the whaling industry. In the early part of thiscentury, many humpbacks were taken by the shore stations in theNorth Atlantic. By 1916, there were only a few dozen animalsleft. Harvesting stopped until the 1940s when their numbers hadrecovered enough to make hunting profitable again. The popula-tion was drastically reduced again, and finally in 1966, thehumpback whale was given complete protection by the InternationalWhaling Commission. No one knows for sure how many humpbacksthere were originally, but scientists think the number in theNorth Pacific Ocean has remained at about 1,200 since 1966.There are probably about 2,000 in the North Atlantic, and popula-tions may be increasing slightly. Humpbacks in the southernoceans number about 3,000; there may have been as many as 100,000at one time.

Although the humpback is no longer hunted, there are new threatsto its existence. The number of humpback whale sightings hasgone up the past few years in the Newfoundland area; during thissame time, report of whale-caused damage to fishing gear has alsogone up. The whales get accidentally entangled in the trap-lines.It is not that they are attempting to get the fish or bait in thetrap--they just don't seem to be able to sense the lines. Damageto the traps is costly, and fishermen lose many fish while theyare repairing whale-damaged traps. The result is that fishermenend up paying the cost of a conservation policy (i.e., thehunting ban on the humpbacks). Some have concluded that sincemore humpbacks are seen close to shore, the population has risenand whaling should be allowed. It may be, however, that hump-backs are feeding closer to shore than before because of over-fishing of their favorite food-fish--capelins--by humans. Itcould also be that more whales are caught because cod fishing hasbecome more popular, and there is more fishing gear (traps andnets) in the water than ever before.

Another threat to the humpback may be coming from whale lovers.Charter boats are running whale-watching trips, and many pleasureboaters are cruising the whales' breeding grounds to get as closeas possible to the animals. Not only are cows and calves beingfrightened away from their traditional places, but courtingwhales are often interrupted by boaters. This could affacthumpback birth rates. In California, there have already beencollisions between gray whales and hydrofoils. That is bound tohappen off Maui, too. A scientist has reported that he observeda humpback that stopped singing when a hydrofoil came near. Westill do not even know why humpbacks sing; how can we know whatmight be the effect of hydrofoil or other boat noise on theirlives?

O

2K ,

Now answer these questions:

1. What is one of the problems facing humpback whales, and whatis a possible solution?

2. You are a biologist proposing a long-term study of humpbackwhales that migrate between Alaska's Glacier Bay and Hawaii.The study will attempt to identify and keep track ofindividuals and pods from year to year. In order to getmoney for the study, you must convince the National ScienceFoundation that there is much useful information to be

gained. What do you tell them?

3. Imagine you are a scientist with the International WhalingCommission (IWC) in 1966. At this time, the IWC is debatingthe quota of humpback whales to be captured, or whether tocompletely ban hunting them altogether. You are to providethe information needed to make the decision. What informa-tion do you need, and how do you get it?

After the Whale 2L

The following is a condensed version of an article by John Bockstoce, Curator of Ethnology, Old

Dartmouth Historical Society Whaling Museum, New Bedford, Massachusetts. The original version,

"History of Commercial Whaling in Arctic Alaska," appeared in ALASKA GEOGRAPHIC, Volume 5, Number

4, Alaska Whales and Whaling, Copyright © 1978 by Alaska Northwest Publishing Company. Permis-

sion for the condensation granted by the author.

Directions: What would ithave been like to be on anold-time commercial whaleralong Alaska's coast? Whatwould you have needed totake with you? As you readthrough this brief history,begin making a list of needs(see question 7 at ea end).

Whalers from New Englandfirst reached Alaska in1835. They reported abun-dant sperm and right whalesaround Kodiak. Soon shipswere chasing whales upthrough the Aleutians andinto the Bering Sea.

In 1848, Captain Thomas Roys pushed his way through northernmists into seas unknown to whalers. With a terrified, nearlymutinous crew, Captain Roys forced his way through the BeringStrait and into an Arctic Ocean shrouded in fog. But one day inJuly, the fog lifted, and these once-frightened hunters began totake whales so quickly that in a month they had filled theirship. They soon set sail for Hawaii with 1,800 barrels of oil inthe hold. News of this discovery touched off an unprecedentedoil rush to ti.a Bering Strait. In 1849, more than 70 shipssailed there, and the number continued to grow annually. By1852, more than 200 vessels were operating in those waters, butthe 1852 season turned sour. On top of that, the subsequent 1853and 1854 seasons were just as disastrous.

21Consequently, ships headed over to the Okhotsk Sea, off theSiberian coast, to hunt whales. But catches quickly declinedthere, too, and in 1858, ships began returning to the BeringStrait.Normally the whalers would arrive in mid-June. While waiting for

the ice to melt, they would trade with Alaska Natives for fur and

ivory. Whalers also killed walruses for their oil and tusks.

And by July, they could begin to hunt the bowhead, although theyalways had to be very careful to get back through the BeringStrait before the ice froze them in. As many Alaskans well know,winter comes early and fast in regions lying at such extreme

northern latitudes.

1865 marked the beginning of a series of tragedies for thewhaling industry. The last encounter of the Civil War took placenear the Bering Strait, when the Confederate raider Shenandoahburned 20 whale ships and caused the wreck of another. In 1871,32 ships were abandoned between Point Belcher and Icy Cape whenice trapped them. And in 1876, 12 more ships were lost nearPoint Barrow. Almost every year, one or two vessels were wreckedor crushed in the ice.

Additionally, whale pricesbegan to decline signif-icantly, as people began tosubstitute petroleum for whaleoil. In an attempt to offsetthis trend, the whalers triedto increase their catches. Asthey had difficulty findingwhales, they turned to walrus.Between 1868 and 1880, as manyas 100,000 walruses may havebeen taken. Oil prices contin-ued to fall, but what temp-orarily saved the industry wasthe baleen, or wh lebone,market. In the 1870s, thefashion industry began torequire baleen for corsetstays and skirt hoops. Baleenwas the only material avail-able that approximated thequalities of modern plastics.

Because bowheads were becoming increasingly scarce, whalingcompanies began using steam auxiliary ships that could go amongice floes where no sailing ship dared to go. And the whalingcompanies decided to start shore-based stations to take advantageof the skills and techniques developed by Inupiat Eskimo whalers.The first station was established in 1884. Within a few years,15 stations were established between Point Barrow and Cape

Thompson. A few men ran each station, with the help of largelyInupiat Eskimo crews. Eight men were needed for each crew, andsometimes a station had 20 crews. The competition for crew

2L

year's supply of flour, as well as rifles, cartridges and otherfood and manufactured goods, in payment for the two-month whalingseason. As a result, Eskimos began to concentrate around thestations, developing a dependence on manufactured goods.

Bowhead whales continued getting more scarce. Then in 1887,Charles Brower, the manager of the Cape Smythe Whaling andTrading Company at Point Barrow, heard from Eskimo traders thatthey had seen large numbers of whales in the shallow waters ofMackenzie Bay. So Brower outfitted one of his men, Joe Tuck-field, with a whale boat and an Eskimo crew, and sent them easton a reconnaissance voyage. When Tuckfield finally returned in1889, he reported that whales were "thick as bees." This startedthe last great whaling rush, and pushed the whales--alreadyseverely reduced--toward extinction. The reconnaissance crew hadfound the bowhead's summer feeding grounds--their last refuge.

Over the next 20 years, more than 100 voyages were made to these

waters. But 1897 was the beginning of the end. That year, fourships were lost to the ice pack, and four others were forced toseek emergency quarters on the coast. Ironically, it was thevery scarcity of the whales that saved them. As fewer and fewerwere caught, the price of baleen rose higher, reaching more than$7 per pound. Consequently, the high price invited cheapersubstitutes. Spring steel was soon introduced for corset stays.In 1907, the price of baleen dropped 75 percent, and the whalingmarket ended for all practical purposes.

1. Make a timeline of commercial whaling events along Alaska'scoast.

2 Label the geographicplace names mentioned inthis history, and put astar next to your lime-town.

c

2L

3. An average bowhead gave 100 barrels of oil. How manybowheads did Captain Thomas Roys' crew kill in 1848?

4. Each barrel held 311/2 gallons of oil. How many gallons ofoil did whalers get from an average bowhead?

5. How many gallons of oil did Capt. Roys' crew get in 1848?

6. An average walrus gave 20 gallons of oil. Estimates of upto 100,000 walrus were killed between 1868 and 1880. Inthis year period, .how much oil did these walrus give?

7. Imagine that you were leaving from New England for a 11/2- to3- year voyage to Arctic Alaska in 1850.

a. What would you need to bring?

b. What ship supplies would you hope they had along?

Blow Ye Winds in the Morning 2M

AMI Ill

tAL* 111L W"... MI IN am. M=^=1 MO k :WI NM If "111. Wm EMI NM MIN 1MB.1ImilmIiol=..- "11_111=CMIMI=.4.-Alil AM ff Mr1,1ei .11=i 1IM OW =IP" M""ill P." EM NMI =Mir, 1=11 El"' MAE= M IN%I fi...: 711/ In M.M6AMANSI...,Mr MI."11=1 1...CN MI irAs

t. ME .. s....,..W. A =IM= ..M.W .41MMIIIMINiu. MIN 7 I MD IIM 0 MI

l iN. P" MP' MP" WPIE INN MIME 1E= l MI I1IIM Eon MAIM MI 10.11 MON M MIr. ommir u...Y.1=111K Alf JEW-IN MP. WM UM= IMP- ILI %IV' Or MI N."-MiVMM: mr 16MWAWMMIIIM6.111A.MiM6111MAMMUMM

AWM8 ==2M .AMLN 1/"I =MOW-7IMOINIV:1M111.,4=Mr.i MEW f=IMr Mer-WWIMPMh.111INI I,a% fMa NW. SalariIIIN 11%.-=m Jimsmir I

.:"JIACIN - O1...CEN

1. 'Tis advertised in BostonNew York and Buffalo,Five hundred brave AmericansA whalin' for to go, singing:

Chorus:

Blow ye winds in the morningAnd blow ye winds heigh hoClear away your running gearAnd blow ye winds heigh ho!

2. They take you down to BedfordThat famous whaling portAnd give you to some landsharksTo board and fit you out, singing:

3. They tell you of the clipper shipsA-going in and outThey say you'll have five hundred whalesBefore you're six months out, singing:

;) 4

2M4. It's now we're out to sea my boys

The wind comes on to blowOne half the watch is sick on deckThe other half below, singing:

5. The skipper's on the quarter-deck,A-squintin' at the sails,When, up aloft, the lookout sightsA mighty school of whales, singing:

6. Then clear away the boats my boysAnd after him we'll travelAnd if you get too near his flukesHe'll kick you to the devil, singing:

7. And now that he is ours, my boys,We'll tow him alongsideThen over with our blubber hooksAnd rob him of his hide, singing:

8. Next comes the stowing down my boysWe work both night and dayAnd we all have fifty cents apieceOn the hundred and ninetieth day, singing:

9. Our ship is full, we're homeward bound,And soon we're through with sailing,A friendly glass around we'll pass,and blast this blubber whaling , singing:

r, t 1.-4.. 't ) a

N as N16

1

1

Designed by the Education Department of the Mystic Seaport Museum, Mystic, Connecticut.


ACROSS

DOWN

A waxy product found in the sperm whale's head and used to make candles.

The crew's living quarters in the forward part of the ship.

Whalebone.

Strips found in the upper jaw of the right whale.

Rope.

One who installs rigging.

1.

2.

3. 4.

5.

The art of carving whale teeth.

A carved figure on a ship's bow.

Whale fat.

A tool used to catch a whale.

A ship's officer.

1.

2.

3.

14.

15.

6.

A small boat used for chasing whales.

16.

A floor on a ship.

7.

The broad tail of a whale.

17.

A person learning a trade.

8.

To direct a ship's course.

18.

A sailor's personal belongings.

9.

A man who makes barrels.

19.

A nautical measure equal to six feet.

10.

A long metal spear used for killing whales.

20.

The front part of a ship.

11.

Near or toward the stern of a vessel.

21.

One who steers a vessel.

12.

A portion of the ship's company on duty at a given

22.

A written record of a ship's cruise.

time to run the ship.

23.

A wooden container.

13.

A plant fiber used in making rope.

20 Battle Over the BowheadAn Alaska Tidelines TV Special

"BATTLE OVER THE BOWHEAD" is excerpted and adapted from Alaska Tidelines, Volume I, Number 6,

March 1979. Virginia Sims, editor. Published by the University of Alaska Sea Grant College

Program, Copyright © 1979. Reprinted by permission.

This is an imaginary TV news special. The people in it areimaginary, too. But the battle over the bowhead is very real.

The event described here actually happened. And these argumentshave been heard in one form or another at such widely variedplaces as international meetings in London or Tokyo or over asteaming cup of tea in a tent pitched on the ice at a whalingcamp.

Read the script through. Then select members of your class foreach part, and let each one choose a team of "advisors." Eachpart represents a different point of view, but there are manyother arguments besides those presented here. Perhaps you andyour advisors can add some of your own as you go along.

Cast of Characters

MODERATORJOHN, Eskimo whaling captainKEN, U.S. delegate to the International Whaling Commission (IWC)ALICE, member of the "Save the Whales" organization, Alaska

chapterEMILY, Alaska state legislatorSTEVE, member of the IWC Scientific CommitteeMIKE, biologist with the National Marine Fisheries Service (NMFS)MARGARET, spokesperson for the oil and gas industry

MODERATOR: Good evening, ladies and gentlemen. The so-called"Battle Over the Bowhead" is not about whether or notthe whales should be saved. We all agree that theymust survive. And the Eskimos, whose traditions arebuilt around the bowhead, know better than anyoneelse how empty our northern waters would be withoutthem.

Nor is the battle a simple two-sided question ofEskimo subsistence against bowhead protection. It isfar more complicated than that. There are manyissues involved, including conservation,international politics, the impact of oil and gasdevelopment in the Arctic, the energy needs of theworld, environmental protection, civil rights ofminority people, and last but not least, survival ofthe great whales, among the most beautiful,fascinating, mysterious creatures ever to live onearth.

ar 11.) (,)

JOHN:

Some of these interests are represented on our panelhere tonight. Let's start with you, John. We knowit took some pretty heavy bargaining to get theInternational Whaling Commission to lift its banagainst Eskimo subsistence hunting and allow you aquota of 12 whales. You agreed to that quota--butunder protest. That was last year. What's going tohappen this spring?

We will be hunting, but under our own rules thistime. We do not think the International WhalingCommission has any right to limit the number of

whales we can take for food. We went along with thequota last year because we were told that if wecooperated, the quota might be lifted. Well, we didcooperate. But the quotas for this year's hunt arealmost as bad as last year's. So this spring we willdo it our way.

MODERATOR: Does that mean uncontrolled hunting?

JOHN: No, no! The bowhead whaling will be managed thisyear by our own Alaska Eskimo Whaling Commission. Wewill set and enforce limits that will not endangerthe whales, but will meet the needs of our people.Let the IWC regulate the commercial whalers. We willregulate ourselves.

MODERATOR: Ken, perhaps you should tell us just what the IWC isand what it does.

KEN:

ALICE:

The International Whaling Commission was formed in1946 to conserve the whales by bringing commercialwhaling under control. Since then, the worldwidewhale kill has been cut almost in half, and no morewhales have been added to the endangered specieslist.

The IWC sets quotas on whale populations consideredlarge enough to harvest, and protects those speciesthat are 4hreatened. Most of its 16-membercountries were whaling nations when they joined, butnow only a few continue to hunt commercially.

Yes, but two of those IWC Nations--Japan and theSoviet Union--are the largest commercial whalersleft. They account for about 85 percent of the

whales killed each year. As you know, our "Save theWhales" group is totally against commercial whaling.And it seems to us that the IWC is dealing more inpolitics than in protection.

2Australia, Argentina, Brazil, Canada, Denmark, France, Iceland,Japan, Mexico, the Netherlands, New Zealand, Norway, SouthAfrica, United Kingdom, U.S.S.R. and U.S.

20

KEN:

MODERATOR:

KEN:

MODERATOR:

KEN:

EMILY:

STEVE:

It's a very touchy problem. You see, none of thesenations had to join the IWC. We can't force anynation to sign the treaty. But once they are in,they listen to the advice of our IWC ScientificCommittee and they are expected to abide by the IWCrulings. That means staying within the quotas forwhales not endangered, and staying away from thosespecies that are.

Another problem is that there are still five whalingnations 3 that have not signed the treaty. Thosenations take about 10 percent of the total catch,including many whales from endangered populations.So we think it is extremely important to get thesenations into the IWC.

What is the United States official position onwhaling?

The United States wants to end all commercialwhaling.

What about subsistence hunting?

The government feels subsistence hunting should beallowed to continue. That's the position it tookunder the Marine Mammal Protection Act of 1972, whichprovides for subsistence rights.

The IWC's move to limit Eskimo whaling put the U.S.in a very difficult position. On one hand, thegovernment wants to protect the rights of minoritypeople. On the other hand, we were afraid that ifthe quotas were not followed, other nations wouldignore the IWC rulings.

I remember how surprised we were in the Alaska StateLegislature when the IWC extended the treaty toinclude subsistence hunting. Why the suddendecision?

As a member of the IWC Scientific Committee, perhapsI should answer that. And I can assure you, itwasn't a sudden decision.

3Chile, Peru, Portugal, South Korea, Sp4in,

JOHN:

ALICE:

JOHN:

20

In the first place, scientists probably know lessabout the bowhead than any other species. It's justa guess, but we think there were around 16,000 in thewestern Arctic before the commercial hunters firstcame in 1848. A study of old logbooks shows thatbetween 19,000 and 21,000 bowheads were killed beforecommercial whaling ended 60 years ago. And since1931, only subsistence hunting by Natives has beenpermitted.

The problem was that in recent years the Eskimohunters have been taking more and more. We warnedthe United States about this, but little was done.Finally in 1976, when 48 bowhead whales were killedand more than 43 were struck and lost, we decided thetime had come to call a halt. And in 1977, on ourrecommendation, the IWC ordered an end to all bowheadhunting. At that time, we thought there were only800 to 1,300 bowhead left.

We couldn't believe it! No one told us the IWC wasworried. If we had known, we could have taken somekind of action ourselves.

But why did you kill so many whales? Bowheads rangeup to 60 feet long and weigh more than a ton a foot.Surely, your people didn't need that many.

Our population has grown, and we have always dependedon the bowhead for our physical and culturalsurvival. We store the meat in ice cellars dug inthe permafrost, and it makes up a major portion ofour year-round diet. The whaling feast is the mostimportant celebration in our villages. And thehighest honor for a man is to have a whale kill tohis credit.

But I admit there were more whaling boats out thatyear than ever before. Some of our people who hadheld pipeline or construction jobs could afford tooutfit a whaling boat for the first time. Many ofthem had not been brought up in the old ways whereyou start as a whale hunter's apprentice at the ageof 13. And some of them did stupid things likeshooting at the whale with a shoulder gun when therewas no way to attach a float to the animal. Orkilling a whale too far out, and having part of themeat spoil in the water before it could be towed backto shore. We didn't like those things either, I canassure you.

20ALICE: Couldn't you do something about it?

JOHN: Well, after the IWC action, the whaling captains gottogether and formed the Alaska Eskimo WhalingCommission to develop our own management plan andspell out the responsibilities of the whalingcaptains. Then the U.S. delegation was able to talkthe IWC into lifting the ban and giving us a quota of12 instead. That wasn't nearly enough, and we wereeating canned chicken by Thanksgiving, but it wasbetter than nothing!

ALICE:

JOHN:

STEVE:

JOHN:

KEN:

JOHN:

But at what a cost! In exchange for the quota of 12bowhead, the U.S. had to stand by while the IWCraised the North Pacific sperm whale quota to 6,500for commercial hunters from Russia and Japan. Thatwas nearly 10 times the quota of the year before.

That wasn't our fault. That was the recommendationof the IWC Scientific Committee. And we Eskimosthink some of those scientists don't know whatthey're doing unless it's playing politics.

Now wait a minute! The bowhead is an endangeredspecies, the sperm whale is not. You can't comparethe two. A commercial harvest is acceptable if itdoesn't endanger the population.

Well, we think we know the bowhead better than anyoneelse. And we always believed there were more thanyou figured. Last spring we helped set up ice campson St. Lawrence Island and at Point Hope, Wainwrightand Barrow to count the whales on their northernmigration. Now scientists agree that there areprobably between 1,800 and 2,800 bowhead.

Yes. That's just a small fraction of the originalpopulation, but the bowhead does seem to be in bettershape than we thought.

Even so, we stayed within our quota. But a lot ofgood it did us. Last summer, we went to the IWCmeeting in London to appeal their ruling onsubsistence. But we weren't allowed to address theconvention. We weren't even introduced. So when theIWC set a quota of only 18 whales for us this year,we walked out. And by that act, we symbolicallyremoved ourselves from the regulations of the IWC.As I said, we will hunt by our own rules this spring.Scientists estimated the whale's reproduction rate atfour percent, but to be on the safe side, we willtake no more than two percent.

MIKE:

20

But John, that reproduction rate is only a guess, andthat would still be around 40 whales. You are awareof how little we know about the biology of the

bowhead. We don't know about their feeding habits ortheir natural cause of death. We don't even know forsure where they spend the winter, although we thinkit's in the southwestern Bering Sea. There is stillso much to be learned.

KEN: And until we do know more, we feel there must be someoutside regulation, even of subsistence hunting.

JOHN: You would think we are the only human menace to the

(angrily) bowhead of the Arctic. What about oil and gasindustry in the Beaufort Sea? How will that affectthe whales? Remember, the IWC also recommended that"all necessary measures"--and that's a quote--betaken to preserve the habitat of the bowhead. It'shard to understand how a government that seems soanxious to protect the bowhead can give the go aheadfor untested Arctic oil exploration in the midst ofthe whale's natural habitat.

MARGARET: We in the oil and gas industry are aware of thatworry, John. We're concerned with the environment,too. And de certainly don't feel that our operationsare untested. We believe we are capable of operatingsafely in the area.

JOHN: I'm not just talking about the danger of oil spills,which is bad enough. I'm also talking about theeffect of such things as noise. Eskimos have alwaysknown that the bowhead is very sensitive to sounds.We don't use outboard motors when we're stalking thewhale. We approach it silently by paddling ourskinboats. If you even hit the water with yourpaddle, the whale will disappear.

So just think what the noise from the drilling mightdo! It could change the whales' migration routes,disrupt their feeding and breeding activity, andfurther endanger the whale population.

MARGARET: The industry has spent millions of dollars onresearch to provide sal_ and economical explorationand production of oil in the state.

JOHN: r'id you do any research into the effect of sound on

whales?

3

20

MARGARET: Not in Alaska so far. But some work has been done onthis in the Canadian Beaufort Sea...

JOHN: Then perhaps you'd better put giant mufflers on yourdrilling rigs.

MARGARET: Now just a minute, John. You also have to considerpriorities here. The world needs new sources of gasand oil. The state of Alaska needs the income theindustry pays in taxes, leases and royalties. Thatwill amount to about $790 million this year, or morethan 60 percent of the state's income. This moneyhas helped build schools, hospitals, air strips,small boat harbors, and even this TV network whichgoes out to villages all over the state. And don'tforget that industry and pipeline constructionprovided training and jobs for nearly 6,000 Nativemen and women in Alaska.

JOHN: The whale was here long before the money.

KEN:

ALICE:

No one here is trying to put a dollar value on thebowhead or any of the great whales. If the largestcreature ever to live on earth were allowed toperish, it would be one of the greatest wrongs wehave ever done.

Well, the commercial whalers from Japan and theSoviet Union are certainly putting a dollar value onthe sperm whale--and for shoe polish, pet food,fertilizer...

STEVE: You will be happy to hear that the IWC's sperm whalequota for 1979 has been cut to 3,800--about half lastyear's quota.

ALICE: A commercial kill of 3,800 whales is stilloutrageous. And we can't understand how the U.S. gotitself into the position of having to bargain forEskimo subsistence rights with the commercial whalerswho were responsible for the decline of the bowheadin the first place.

KEN: The government offered to supply the Eskimos withother red meat, free of charge, as a substitute forwhale meat or to give them more food stamps...

JOHN: Just to replace the meat from those 12 whales wekilled last year would cost :Lou about $500,000. Doyou want to put us on a permanent welfare? How wouldyou like it if the Eskimos could order the rest ofthe nation to stop eating beef?

MODERATOR: I'm afraid we are running out of time. Perhaps wecan summarize quickly where matters stand.

MIKE:

20

We're sending a research vessel into the southwesternBering Sea this spring to try to find out more aboutwhere the bowheads begin their migration. We hope tohave data available on a full year cycle of the whalebefore the next Beaufort Sea oil and gas lease saleis held in December.

MARGARET: And under the federal law, that data will be takeninto consideration before the leases are approved ordrilling is allowed. And if it appears noise will bea problem, we are prepared to limit drilling activityto the winter months when the whales are gone.

STEVE: The IWC Scientific Committee meets again this monthto draw up recommendations for the full convention.We can only hope that the Eskimos stay within thequota that has been set.

ALICE:

EMILY:

KEN:

JOHN:

After observing the hunt last summer, we sympathizewith the Eskimos' problem. We were impressed withthe difficulty of the hunt and the importance of thewhale to their culture. We would be willing tosupport a limited subsistence hunt, so long assurvival of the whale is assured.

We will work towards a decision that balances carefulconservation of whales with sensitivity to humanneeds. We think it would be grossly unfair to askthe Native hunters and their families to bear theentire cost of that decision.

The U.S. delegation will continue to urge the IWC toset up a separate system for regulating subsistencewhaling. After all, John, the Eskimos are enjoyingsome of the good things of the modern world. And youhave to accept some of the regulations, too.

And we will be hunting as we said we would. Wereject the idea that political nations which make upthe IWC have any authority over our ancientaboriginal rights. And we will carry our case allthe way to the United States Supreme Court and theWorld Court, if necessary.

Meanwhile, I can assure you, the Eskimo will not killthe last whale.

* * *

The preceding article is excerpted and adapted from Alaska Tidelines (see credit at beginning).

20

Before this article appeared in March 1979, it was circulated for

critical review of content and fairness to the Arctic Environ-mental Information and Data Center and the Institute of MarineScience (both University of Alaska); the Office of the Mayor,

North Slope Borough; Greenpeace Alaska; Sohio Petroleum; and theAlaska Department of Fish and Game.

That is the way things stood in Spring 1979. So now you can do

some updating of your own with the class. Find out: What was the

bowhead whale quota for this year? How many bowhead were taken

last year? What is the role of the Eskimo Whaling Commission

today? What have scientific/biological studies revealed forbowhead populations over the past five years? What steps have

the oil companies taken to lessen impact on the whales?

The Whale's Tail 2P

"THE WHALE'S TAIL" crossword puzzle is reprinted from Alaska Tidelines, Volume 1, Number 6, March

1979. Virginia Sims, editor. Published by the University of Alaska Sea Grant College Program,

Copyright 1979. Reprinted by permiszion.

ACROSS

i 2 5 4 WW.. is 4 7 $

4, WO''M to

H ::..

,::.::::.....

12. 11$ st.:..:?

14

M

:t9

A

4r ng;.10..Pz

rr

gmad

&I

uti

Mt'w..Awii:V.

za ZS 24..

.-:' VS Zi. 27

52,

R",29:0;

Si W 54 55

34 iat 37

*1. For many years, only the Native people of Alaska have beenallowed to the bowhead for subsistence.

*5. In 1977, the IWC ordered the (1 across) to*9. The only whaling culture left in Alaska today is that of the

northern (first 4 letters).*10. One of five commercial whaling nations that still has not

joined the IWC pact.11. As good gold.12. Great American poet and scary story writer, Edgar Allan

14. Short for the middle name of (12 across).15. Not wet, but

*17. Tiny shrimp-like organisms called are the main foodsource for baleen whales.

19. Each (abbr.)21. Most Wanted (init.)

*22. The largest creature ever to live on earth.25. What the crow says.28. Short laugh.29. Estimated Time of Arrival (abbr.).31. Fifth letter of the alphabet - twice.32. An island in the western Aleutians, occupied by the

Japanese during World War II.*34. The Eskimos argue that international should not apply

to subsistence hunting.*36. Shelter at a whaling camp is a pitched on the ice.'37. Another word for international agreement, such as that in

the IWC treaty (see 10 across for a clue).

f

2P

DOWN

*1. Three whales found in northern polar waters and nowhereelse are the narwhal, beluga, and the bow

*2. A member of the IWC, but still one of the largestcommercial whaling nations.

3. North Korea (init.)4. The part of the iceberg you see.

*5. When the IWC set a quota of 12 bowheads for Eskimosubsistence hunters, it also allowed commercial whalers totake 6,500 whales.

6. Too easy (init.)7. Not written, but spoken - as in an test.

*8. It takes a lot of teamwork to a whale up onto theice.

13. Modern slang for "All right."16. Biblical word for "All right."

*18. International group formed to conserve the whales andcontrol commercial whaling (init.)

*20. Once a great whaling culture, the people no longerhunt whales for subsistence.

22. Who? ? Where? Why?23. Some people spinach.24. Latin for "and."

*26. Eskimo group formed to regulate their own whale hunt(init.) .

*27. No one knows for sure, but the bowheads are believed tospend the winter in the south Bering Sea.

30. High mountain (think of Switzerland).*33. Bowheads weight over a (abbr.) a foot.35. Alaska Airlines (init.)

Do You Know Your Trees and Shrubs? 3A

Directions: Cut out andmatch the numbered pictureswith the descriptions. Thenmake flash cards!

2.

4.

J

1.

3.

5.

<CO

al

S

12.

JUNIPER - low, spreadingevergreen shrub, leaves ingroups of three; most widelydistributed conifer in theworld.

ASPEN - leaves with slender,flat stems; smooth whitishor greenish gray bark.

3A

13.

TAMARACK - small to medium-sized Interior deciduoustree with clusters ofneedles on very shortbranches; also called larchor hackmatack.

ALASKA CEDAR - medium-sizedevergreen found in Southeastand southcoastal Alaska;scale-like leaves; short,almost round cones; similarwestern red cedar found insouthern Southeast Alaska.

3A

LODGEPOLE PINE - small tolarge Southeast evergreen;needles often twisted twoto a bundle; egg-shapedcones lk to 2 inches long.

WILLOW - 33 deciduousspecies in Alaska rangingfrom tiny tundra shrubs tosmall trees; long, narrowleaves; seeds in catkins.

ALDER - 4 deciduous species- 3 of which reach treesize; long male catkins;short female catkins; seedsin small, round cone-likestructures; alder roots fixnitrogen from the air andenrich the soil.

POPLAR OR COTTONWOOD -medium to large deciduoustree with large, almostheart-shaped leaves; balsampoplar found in most ofstate except Southeast;black cottonwood found inSoutheast and southcoastal,both species called poplaror cottonwood.

BIRCH - 2 deciduous shruband 3 tree species inAlaska; the shrubs haveround toothed leaves, andthe trees have pointedtoothed leaves; bark ofpaper birch used for canoes,baskets, tinder.

BLACK SPRUCE - small,Interior coniferous tree;short sparse branches, shortpointed needles; small,short, egg-shaped coneshanging downward, generallyfound in bogs and moistareas.

3A

WHITE SPRUCE - medium tolarge-sized Interior co-nifer; short-stalked ne-edles; cylindrical coneshanging down; skunk-likeodor when twigs and needlesare crushed; grows onwell-drained sites.

WESTERN HEMLOCK - largeconifer with soft, flatneedles; small 5/8 to 1 inchcones hanging down; thesimilar mountain hemlock isgnarled and twisted and muchsmaller.

SITKA SPRUCE - large to verylarge Southeast and south-coastal conifer; short-pointed needles; 2 to 31/2inch cones hanging down;State Tree.

3B Wood and Wood Products InventoryWOOD AND WOOD PRODUCTS INVENTORY

What products of trees are found in and around your house?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

NAME OF ITEM USE ORIGIN (IF KNOWN)

Log Those Trees 3C

There are three types of logging: clearcutting, seed treeselection, and single tree selection. Read the descriptions andfill in these terms. (Hint: the blanks in the description havethe same word roots as the type of cutting.)

1.

2.

3.

A large area is

cleared leaving

well-spaced

trees. Sometimes

fertilizer is added

speed growth.

When new growth is

established, the

trees

are cut.

Some of the trees may

need to be thinned

(cut down) to promote

vigorous growth of the

trees that are left.

One area is cleared

completely.

The area

can be planted with

young trees or left to

reseed from adjacent

trees.

Once the

block begins to grow,

another nearby area

can be cut.

Selected trees of

various ages are cut,

leaving a thinner but

even-aged forest.

su

Natural reseeding

occurs. But

additional planting

may be necessary.

When the young growth

is well-established,

the older trees can be

cut.

3C

4. Both numbers and above are types of selecting

cutting because

5. Trees need light, water, sun, nutrients and space to growrapidly. Sometimes foresters will thin a forest to help thebest-looking trees grow faster. Thinning means

6. Trees are a renewable resource because

7. Foresters have to figure out the sustained yield for theforest, or how much can be harvested year after year so thatthere will still be trees for future generations. Theamount of lumber that can be cut in any one year is calledthe allowable cut. Use these two underlined terms in asentence to show that you know what they mean.

8. One of the main problems with logging is that it createssoil erosion. If topsoil is lost, new trees have difficultyfinding a good place to grow.

This area is part of a proposed clearcut.Circle the trees you would leave so thatthere will be only minor soil erosion.

From Seed to Lumber and Pulp 3D

Directions: Tear apart these squares and place them in theproper sequence on another piece of paper--drawing arrows fromone to another. (Hint: There are several different routes.)

Paper mill Pulp

c.1%- "

Tree seeds

..

-. ........

'. -7 ".". i . 0 ...I. a.° .0. ....

Trim branches and top

Ilz S:gb...:f..

'

SP

V

11

:: .-- /F---. aft.* 'r.:1117'4orriZiriaIn wi 110.1..:v'er, in u/N.7, *IirT=.1.

,,rn

1

-;;;.:..=------ --

Book Store

Office Supplies

Grocery Store

Lumber Store

Logging truck

...41

Vi5 ="fe.1117)

Scrap lumber Your summer job

planting trees

(draw a picture)

! \ Attach choker% \

s. chain

,...._

__. ,00 MP

ti` 11..' 7 "-'' ., ..-rt A

I"; 1 '. } -

Full-grown Tree t,...,.... .. ,!

411':.. r - 1

1- -7..), ....2

Log boom

....

Off to Japan

510=1-......

.)44S%,

Tree seedlingLumber

AI..4

41PSA

and pulp mill

,1-\ 11..,-------r-F,--

Lumber

21!!!!In

Your house

(draw a pictur-:)Skidder hauls to road

or tidewater

- .).

I

1

Timber!

1

%II

3E As A Fisheries BiologistYou've just landed a job as a fisheries biologist for the U.S.Forest Service. Your first assignment is to help set up a timbersale. You need to draw up a list of practices that will helpprotect fish habitat during and after logging.

Here is some information from the Logging and Fish Habitatpamphlet you found on your desk, which may help:

Debris in Streams

Excessive debris in streams can lower the quality of naturalstream habitat by forcing streams underground, with resultantloss of rearing and wintering areas. It also blocks adult fishpassage and covers suitable spawning beds. Small streams dammedup by logging debris can experience increased water temperaturesand reduced oxygen levels. Both may be lethal to fish.

Debris such as bark, needles and small twigs covering the stream-bed reduces the abundance and variety of insects, thus limitingthe capability of streams to support young fish.

Falling and yarding timber away from streams or leaving a fringeof windfirm timber along the streams are ways of avoiding debrisin streams.

Stream Cleanup of Logging Debris

If debris and logs do end up in the stream, prompt cleanup isusually necessary to avoid the problems to fish habitat that canresult from logs and slash in streams. The best method ofprotecting a stream is to keep logging debris out of it in the

first place. Natural debris in streams that has become a part ofthe stream environment and is not a block to fish passage shouldbe left in place. For instance, some logs not creatiry blocks

; 0

3E

should be left in place, to afford protection from predators forthe young and adult fish in the stream. Although timber salecontracts call for removal of any trees that are dropped intostreams, blowdown logs across a stream or those logs that havebecome partially buried in a stream usually should be left inplace by a stream clearing crew--as long as the logs do notcreate an obvious block to fish passage.

Bank Damage

Stream banks can be damaged by yarding logs from or across thestream, by locating roads too close to the water, or by equipmentimproperly crossing or working in the stream.

Equipment improperly crossing small streams can often cause thestream to spread out. If this occurs, the stream may be forcedunderground at low flow, resulting in a blockage to fish as well

as a loss of habitat.

Damage to stream banks can be minimized by yarding logs fullysuspended above the stream, by using proper stream crossingstructures, by orienting road-crossings at right angles tostreams, by restricting equipment use in streams, and by leavinga timber screen between the road and the stream if the situationis critical enough to warrant it. In short, stream banks shouldbe left intact if development activity is taking place in thearea.

Sedimentation

Many potential sources of sedimentation exist. V-notches androads are just two examples. Numerous V-notches are encounteredin logging areas of southeastern Alaska. These V-notches resultfrom old or current streambeds, and are generail_y unstable andsteep.

If they become clogged with debris or are otherwise disturbed,the potential for soil sliding and erosion increases. Sedimenta-tion from V-notches can be minimized by restricting cutting incritical areas, and by full suspension of the logs while yardingin or near the V-notch.

; J

3E

Roads may expose some bare soil to erosion. This erosion canoccur on cut slopes, ditchlines, or from sidecast or wastedmaterial. The type of soil, the steepness of slopes and thesteepness of road grades all influence erosion potential.Properly engineered road grades, alignment, cut slopes, wasteareas, and culverts or cross drains will minimize the amount ofsediment from roads. Maintenance can be just as critical as theinitial construction. Revegetated slopes will decrease the areaof bare soil subject to erosion. Natural "filter strips" betweenstreams and roads can allow removal of much of the sedimentcarried by ditch runoff before it can enter the streams. Onextremely steep slopes, completely avoid logging and its accom-panying roads.

Blocked Fish Passage

Poor culvert installation can block fish passage, thereby elimin-ating upstream rearing areas for young fish as well as upstreamspawning areas for migrating adult fish. Blockage occurs whenthe culvert cutlet is inaccessible, or the culvert is too steepor too small. Culverts should be removed from abandoned roads.

Fish passage can be maintained by installing properly engineeredculverts, and by excavating to the natural streambed when re-moving culverts. The velocity of water flowing through a cul-vert, which allows salmonids to move upstream, should be nogreater than 1.3 feet per second.

4. 0

3E

Now, write some guidelines for the timber sale that will protectthe fish habitat.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

And be sure to visit the proposed timber sale site to see ifthere are any site-specific rules that should be followed.

3F Graphing Deer Use of Clear Cuts

1. All plant communities are constantly growing and changinguntil they reach their climax stage of vegetation. Drawthis succession in a Southeast Alaska forest after a clear-cut.

150'

0

ro

ii 100'tT

>4-40

50'

X

0 50 100 150 200 250 300

Time (years) after clearcutting

Yearold-growth forest (height variable to 150')clearcut (height = 0)grass, shrubs and seedlings (height 25-50')trees (height = 75-100')trees (height = 100-125')trees (height = 125-150')trees (height variable to 150')trees (height variable to 150')

before cut =0 =

50 =100 =150 =200 =250 =300 =

2. Here are two drawings of an even-aged stand of trees and anuneven-aged stand of trees.

even-aged forest(70 years old)

uneve:)-aged forest(300 years old)

a. Which stand has the most diversity?

b. Which stand has the most deer food?

3F

3. To discover deer use of clearcuts and old-growth forests,biologists counted pellet groups in 1x10 meter belttransects. Here are some transects that were set up in anold-growth forest. Count the pellet groups in these threebelt transects.

4)

Al 4 t 141 t '11,4111, rifil! I#4# L TO '1111- a 14 Ir44 41

How many pellet groups are in belt transect A?

in belt transect B?

in belt transect C?

What is the average number of pellet groups for each onemeter square plot? (d)

(a)

(b)

(c)

Biologists list their results in numbers of pellet groupsper hectare. A hectare is 100 meters x 100 meters. What isthe average number of pellet groups per hectare in thisold-growth forest example? (e)

4. Here are the biologists' results in clearcuts and adjacentold-growth forests. They generally sampled 6 transects of50 plots in each area.

3F

4. Here are the biologists' results in clearcuts and adjacentold-growth forests. They generally sampled 6 transects of50 plots in each area.

Fall Groups/ha Spring Groups/ha

Area Age ofnumber clearcut

new growth(clearcut)

oldgrowth

new growth(clearcut)

oldgrowth

1 0 0 383

2 4 91 300 187 643

3 6 - 10 350 602 343 1,223

4 7 - 10 109 717 323 1,090

5 13 137 .1,370

6 20 30 141

7 25 125 283

8 30 - 34 390 1,667

9 30 - 34 168 696 63 837

10 33 - 37 217 1,057

11 53 43 1,570

12 57 34 736

13 58 20 577 20 1,920

14 60 75 602 223 1,223

15 63 147 540 97 880

16 64 187 1,090

17 72 43 684 57 1,017

18 85(burn) 62 577 90 1,570

19 112 85 185 287 1,570

20 147(burn) 50 340 217 1,387

What is the average of the fall clearcut pellet densities?

(a)

...fall old-growth pellet densities?

(b)

...spring clearcut pelle..t. densities?

(c)

...spring old-growth pellet densities?

r Cs of

C. I

(d)

Graph the fall clear-cut use by deer. (Useyour averaae fall old-growth pellet density(b) for the 300-yearfigures.) (e)

Graph the spring clear-cut use by deer. Useyour average old-growthpellet density (d) forthe 300-year figure.) (f)

1400.

1200

1000'

800

600

400

200

0 50 150 200 250 300

160

1400

1200

1000

800

600

400

200

Years since clearcutting

3F

50 100 1 0 2.0 250 300

Years since clearcutting

5. Read your graphs to figure out at what age forests reachtheir climax, or old-growth, stage.

6. The present Tongass National Forest policy allows for timberharvesting every 100 years in an area. Go back and mark the100-year rotation on each of your three graphs. If theforests continue to be cut every hundred years, what willthis mean to deer populations in Southeast Alaska?

3G Birds in the Old-Growth ForestThe best way to find out what happened in a research project isto look at the data and interpret it for yourself. Here is someinformation from a pamphlet by Dr. Winifred Kessler entitled BirdPopulation Responses to Clearcutting in the Tongass NationalForest of Southeast Alaska, published by the U.S. Forest Service.It studies breeding bird populations in the Tongass, which is thelargest national forest in the United States. Forestry practicesbring about major, long-lasting habitat changes and this studywas done to find out what the effects are on different species ofnongame birds.

The study was done on Kosciusco Island. Most of the trees arewestern hemlock and Sitka spruce. Much of the island has beenclearcut so there is great variety in the age of stands there.Dr. Kessler studied bird use in six stands of differentsuccessional stages:

Key: 1. Recent clearcut, less than 5 years;2. Shrub/sapling, 11 years;3. Sapling/shrub, 17 years;4. Pole trees, 30 years;5. Young saw timber, 80 years; and6. Old growtn, well over 150 years.

Dr. Kessler and her assistant laid out four 300-meter transectsin each stand. They walked each transect 12 times over a periodof seven weeks from May 30 to July 17, 1978. At every 20 meters,they would stop and listen for five minutes, recording birds seenor heard along the transect.

Here are simplified graphs of some of their results:

2.0 2.0 orantP--cmculned 2.0 rerk-eyedRuiterwen I warbler junco

u),-Aa)

1 2 3 4 5 6a) See key above14 2.0 zoi ,;old,-,ea 2.0

-,-4

4-)

ni

dackmee

L2:::Jlii

ata4 Heunit thrush 1.0 mina's 1.° Varied thrush0 1.0

Stand Age in Years

'

1.01.0SteLLar's jay auirtsm. thrush

3G

The first 14 graphs show population levels of the forest's mostcommon species in six stages of hemlock/spruce forest duringsummer 1978, Kosciusko Island, Alaska. The last graph shows thetotal population level of birds in each stand. The populationlevel is defined by Dr. Kessler as the "mean number of birdobservations per transect per visit." For example, winter wrenswere counted along the four transects in each stand on each ofthe 12 visits, so there were 48 wren counts to use in figuringthe mean for each stand. In the "recent clearcut, less than fiveyears" stand, the mean turned out to the 1.89--that is, there wasan average of 1.89 winter wrens observed at each transect on eachvisit. This shows up on the winter wren graph as a bar veryclose to the 2.0 mark.

1. Which populations of birds are greater in the 11-year standthan in the old-growth forest? Which are smaller? (Tinychanges in the bars don't count in this kind of study.)

2. What is the most common bird in the recent clearcut stand?In the sapling/shrub 17-year stand? In the 80-year saw-timber stand?

3. Which two species would have the most trouble if there wereno forests 80 years or older?

4. Is the total population of birds highest in a newly cutstand, a midsuccessional stand, or in the old-growth forest?

5. Would the total population be highest in the samesuccessional stage if the study were done elsewhere?

6. in the 80-year stand, there is not much shrubbery becausethe treetops form a thick canopy that blocks out light fromthe forest floor. There is a much greater variety of plantsboth in the younger stands and in the old-growth stand. Howmight this effect bird populations in the 80-year stand?

7. Here is another table from Dr. Kessler's report. Itincludes the birds on the graphs and several less commonspecies. For this table, birds listed as increased byclearcutting are those that are considerably more numerousin one or more stages of forest succession than in theold-growth forest. Species listed as decreased byclearcutting are those that are absent or rare in some ofthe stages after logging. Those for which this study didnot provide sufficient data are listed as inconclusive.

3G

It is Important to note that some species dependent onold-growth may not be listed at all either because ofnocturnal habits or because they are so rare and have suchbroad ranges that they may be present in the forest butnever have been in the study area while counts were taken.These species include the goshawk, great gray owl, pygmyowl, northern three-toed woodpecker and several others.Most of them are cavity nesters, dependent on snags whichare present--unless there is a policy of saving them duringlogging--only in old-growth forests.

Cut the pictures from the following page and place them under theproper columns. Use a field guide to help you. As you identifyeach bird, write down what type of habitat it nests in. Circlethe 14 most common species, those listed in the previous chart.

Table 14. Effects of clearcutting on populations of bird speciesobserved in logged and unlogged hemlock/spruce forest, KosciuskoIsland, Alaska.

BIRD SPECIES POPULATIONS

Increased by clearcutting Decrtased by clearcutting Inconclusive

Winter wrenOrange-crowned warblerDarkeyed juncoFox sparrowSteller's jaySwainson's thrushRuby-crowned kingletAmerican robinSong sparrowHermit thrush

Chestnut-backed chickadeeGolden-crowned kingletTownsend's warblerVaried thrushWestern flycatcherYellow-bellied sapsucker

Tree swallowWilson's warblerCommon ravenSharp-shinned

hawk

3G

8. Where do most of the birds found in the old-growth forestnest?

9. The following year, Dr. Kessler ran transects along streamsand forest edges in both clearcuts and old-growth forests.Do you think she found more or fewer birds during the secondstudy?

An important ecological fact is that wildlife tends to bemost dense and diverse around bodies of water such asstreams and along habitat edges between, for example, aforest and a meadow. So if you guessed that Dr. Kesslerfound more birds the second year you were correct. Dr.Kessler went on to say that stream habitats in SoutheastAlaska seem especially important for cavity-nesting species.I found much greater abundance of these birds (such aswoodpeckers, tree swallows, chickadees) along riparianareas. I also found species that show strong preference forriparian zones (song sparrows, western flycatchers, Lin-coln's sparrows)."

a. Just from your reading, what would you guess that"riparian" means?

b. Design a clearcutting plan for the drawing below thataffect relatively few birds and animals. Circle thetrees you would cut.

IIICNIMetwartiiiimmummilMovim'

3G

c. This time Dr. Kessler had enough observations to showthat tree swallows increased with clearcutting, andthat Wilson's warblers, the common ravens, and sharp-shinned hawks all decreased. Make the corrections bydrawing arrows on your question no. 6.

d. Write down some questions of your own on the effects ofclearcutting on birds, and then design a study toanswer those questions.

3H Save that Snag!

One way that loggers can help preserve bird use of an area is byleaving snags. Figure out some of the reasons by matching thesedescriptions with the following pictures and placing them in theproper sequence.

1. At full maturity, a 300-year-old coniferprovides nesting habitat for some birdspecies.

2. In and under the mushy remains of the oldlog, insects, snails and other smallcreatures find food and a good place to hideuntil woodpeckers and other birds begin topick at them among the tree's rubble.

3. After the tree dies, bare branches provideperches for predators. A red-tailed hawkreplaces the eagle atop the increasinglyfragile crown.

4. After lightning and wind further break up thesnag, other cavity nesters, such as downywoodpeckers, move in. Researchers have foundthat even snags that appear to be fallingdown are valuable for nesting.

5. As the bark loosens, foraging becomes easierfor woodland species such as the browncreeper. Using its tail as a prop, the birdmoves up and around a tree, searching forinsects. Both brown creepers and winterwrens nest behind pieces of bark that curlout from the tree. Bats are also commonaround the dead tree at this stage.

6. Stripped clean, the bleached snag becomes anattractive nesting site for strong-billedwoodpeckers. Their holes later providehomesites for other animals. Such creaturesas flying squirrels, chickadees, and flickersoften choose to live in these abandonedholes.

7. A century or more after the mature tree beganto deteriorate, its insect-ridden stumpremains a good food source for some wildlife.As it continues to break down into the soil,new trees sprout and the entire cycle beginsanew.

3H

8. Decomposed, soft and now heavily riddled withholes, the snag becomes a shelter forsongbirds that lack the woodpecker's strongbeak. With more passageways available fornon-boring insects, invertebrate life becomesmore diversified.

9. Eventually, the aging tree is attacked bydiseases, fungi and boring insects. Theinsects attract small birds and the tree'scrown is still strong enough to support aneagle's heavy nest.

3H

downy

woodpecker

brown

creeperB C

D E

boreal

chickadee

golden-

crowned

kinglet

black-

capped

chickadee

crossbillTownsend's.

warbler

chestnut-

backed

chickadee

red-

tailed

hawkflycatcher

1 hairy

woodpecker

1,1

Akt*-5.4"northern

three-toed

woodpecker

H

northern

three-toed

woodpecker flicker

Comparing Stumps and Trees 31

What differences did you notice?

CLEARCUT OLD GROWTH

Streamconditions

Fish signsor sightings

Animal signsor sightings

Bird signsor sightings

Temperatures

soil water air soil water air

Insects

Trees andotherplant speciesand heights

4A From Pterod ctyls to Petroleum

How well can you predict the connections between pterodactyls andpetroleum? Read the statements and write true or false in thishandy prediction guide, then read the inthrmation and correctyour guesses.

YourPrediction Actual

1. Some pterodactyls were as bigas small planes.

2. At one time all of Alaska wasunder water.

3. Tremendous pressures changedthe silt, sand and claysediments into oil.

4. Petroleum means "rock oil."

5. Petroleum lies in great under-ground lakes.

6. To find oil, scientists lookfor sedimentary rocks.

7. Only one out of 20 wellsdrilled have produced enoughoil to be profitable.

8. Special mud is used in thedrilling operation.

9. Once oil is struck, it alwayshas to be pumped out of theground.

All pterodactyl art by Tim McKittrick, Dimond 1111

High School, 10th grade, Anchorage. From

Alaska Tidelines Volume IV, No. 4. See credit

on next page.

C r...1U

4A

"FROM PTERODACTYLS TO PETROLEUM" and "WHERE DOES THE OIL GO?" are excerpted and adapted from

Alaska Tidelines, Volume IV, Number 4, December 1981/January 1982. Virginia Sims, editor.

Copyright t 1981, The Alaska Geographic Society, RotNert A. Henning, president. All rights re-

served. Special permission has been granted by The Alaska Geographic Society, Box 4-EEE,

Anchorage, Alaska 99509, to allow duplication of this worksheet for classroom use from 1984

through 1986. Each duplicate must bear this copyright notice, and the permission for such

duplication does not extend to any other material on which The Alaska Geographic Society holds

copyright.WHERE DID OIL COME FROM?

Start with this far-out flying reptile, which glided around inprehistoric times on wings made of skin attached to long-fingeredarms in tile best TV Batman fashion. It had a pointy head and a

nose like a beak. And fossils show that ranged from the size

of a small sparrow to that of a giant with a wing-span like a

Piper Cub. Its scientific name is pterodactyl (tair-oh-DACK-til), from the Greek petron meaning "wing" and dactylos meaning

"finger."

In pterodactyl's day--say, 150 million to 65 million years ago--awarm, shallow sea stretched from what is now the Arctic coast of

Alaska almost to the Gulf of Mexico (see Map #1). As zillions of

generations of pterodactyls, along with countless other forms ofplant and animal life, lived and died over that enormous time

span, their remains settled to the bottom of the ancient sea.There they were broken down by bacteria and covered over by silt,

sand and clay.

MAP 111: This is the way the NorthAmerican continent is believed tohave looked around 100 million MAP #2: Beneath the ancient seafloors. deep basins were formed by layers

years ago when much of the land of sediment and decaying plant and animal life. This mop shows 14 such

was flooded by shallow inland seas. sedimentary basins in Alaska that are of special interest to oil geologists.

4A

Over the ages, layer upon layer of decaying material and debriscru3hed down upon each other, forming what are called sedimentarybasins, thousands of feet deep (see Map #2). And in somemysterious way (which we still don't really understand and havenever been able to copy), the great pressure, heat and dampnesschanged the once-living remains of pterodactyl and his like intooil and natural gas, while the silt, sand and clay were moldedinto rock. So the right name for the kind of oil we're talkingabout is petroleum (puh-TROH-lee-um), which comes from the Latinpetra, meaning "rock," and oleum, meaning "oil."

HOW DO YOU FIND IT?

When you hear about oil "pools" and "reservoirs" (or oil "wells"for that matter), you might get the idea that petroleum lies ingreat underground lakes. But instead, as its name suggests, itis squeezed into tiny holes in the porous rock with which it wasformed, very much like water soaked into a sponge. When thisoil-bearing rock--usually sandstone or limestone--is surroundedby layers of hard rock, the oil is trapped and collects in largequantities (see sketch).

So to find the oil, scientists must first find the right kinds ofrocks. They start by making surveys of surface formations,giving special attention to sedimentary basins left behind longago by inland seas. They also look for earthquake faults orfractures that may have sealed in the oil. Complicated in-struments give clues as to what kinds of rocks lie below. Theseismograph (SIZE-mo-graf), for example, maps underground rockformations by measuring the time it takes for sound waves tobounce back.

But the only way you can tell for sure whether there is oil downthere is to drill. And only one out of every fifty wells drilledproduces enough oil to make it worth the effort.

shale(clay-like rock)

porous rock wit:trapped oil St gas

SISOCO: 1.14vavity of Orme See Gnat Prima

r rt J

4A

Drilling is done from a tall rig or platform with a heavy-dutysystem of pulleys and blocks to handle long lengths of pipe thatmust be added as the hole gets deeper. That wicked-lookingrotary drill bit (see sketch) works much like a dentist's drill.

A special kind of drilling mud flows down the hollow pipe toflush away rock cuttings as the drill grinds through the earth.This mud then rises through the outer shell casing to carry therock chips to the surface, where they are screened out andchecked for traces of oil. The mud also serves as the first lineof defense against possible blowouts.

When oil is struck, the drill pipe and bit are pulled up andholes are punched in the casing for the oil to flow through. Andit is pushed up the pipe by the incredible underground pressuresthat have been building up since the pterodactyl's time.

'iter111111;1117

g2f

4B Where Does the Oil Go?

Directions: Read the following story and answer the questionsat the end.

O :ce the oil comes in, the well is cenped and equipment is in-stalled to control the flow, and to -Aparate the crude oil fromthe natural gas. What happens after that depends on where thewell is located.

At Prudhoe Bay, for example, the largest known oil and gas fieldin North America lies beneath the lonely Arctic coast, which isice-bound most of the year. So the oil must run a long route tomarket.

From the wells, the crude oil moves through small pipelines tothe big trans-Alaska pipeline. There it begins the 800-milejourney to Valdez, where it is loaded on tankers for shipmentOutside. The natural gas that comes up with the oil is runthrough a gas compressor plant at Prudhoe and then pumped backinto the earth for storage, where it awaits construction of theproposed natural gas pipeline, which would carry it either acrossCanada to the Lower 48, or across Alaska to some ice-free port,from which it would then be shipped Outside via tankers.

On the other hand, the Kenai-Cook Inlet Basin, Alaska's onlyother producing field, lies close to population centers. Much ofits natural gas is piped directly to Anchorage and other nearbycommunities for use as fuel. And at Nikiski on the Kenai Penin-sula, modern plants and refineries process the oil and naturalgas into gasoline, jet fuel, heating oil, diesel, liquified gasand fertilizer.

And those are just a few of the products that can be made frompetroleum. Petrochemicals (chemicals made from oil and gas, areused as a base for a wide assortment of things, from plastics tovitamins to records, detergents, movie films, fabrics and anti-freeze.

This strange stuff we call petroleum is made up almost entirelyof only two elements--hydrogen, a gas-like element that willburn; and carbon, a chemical elemenL that is found in all livingmatter. If you really want to sound like a pro, you can use thescientific word for petroleum, which is "hydrocarbons." Thesehydrocarbons are present in thousands of different combinationsthat can be separated and purified in the process called "re-fining."

The first step in refining is to sort out the major "fractions"or parts of the hydrocarbons that make up crude oil. Thesefractions boil and vaporize (like steam) at different tem-peratures. So the simplest form of refining works like this:

4B

a. The crude oil is heated in a furnace and the vapor is

piped into a tall refinery tower.

b. Hot steam is pumped in below to speed up the process.

c. The vapors from the different fractions rise, cool offand condense (turn back into liquid) at differentlevels.

d. There they are drawn off and collected for furtherprocessing if necessary--except for the ghost ofPterodactyl, who has finally taken wing again.

The preceding worksheets are excerpted and adapted from Alaska Tidelines (see credit at begin-

ning).

REVIEW:

1. Where does the gas from Prudhoe Bay go?

2. Where does the gas from the Kenai-Cook Inlet Basin go?

3. Where does the oil from Prudhoe Bay.go?

4. Where does the oil from the Kenai-Cook Inlet Basin go?

5. Define petrochemicals.

6. What are the major elements that make up petroleum?

4B

7. Here is a drawing of a refinery tower that shows at whichpoints the different products are drawn off and collected.Fill in the blanks. (Hint: Lubricating oil is drawn offfirst; then heating oil; then jet fuel; then gasoline; thenfuel gas.)

crude oil vapor ,\

REFINERY TOWER

(A)

8. Circle the most highly refined fuel in each case:

a. jet fuel or gasolineb. lubricating oil or asphaltc. heating oil or jet fuel 2

The Alaska Oil Timeline 4C

"THE ALASKA OIL TIMELINE" is excerpted and adapted from "Oil Development: THE FIRST HUNDRED

YEARS," which appeared in Alaska Tidelines, Volume IV, Number 4, December 1981/January 1982.

Virginia Sims, editor. Copyright © 1981, The Alaska Geographic Society, Robert A. Herning,

president. All rights reserved. Special permission has been granted by The Alaska Geographic

Society, Box 4-EEE, Anchorage, Alaska 99509, to allow duplication of this worksheet for classroom

use from 1984 through 1986. Each duplicate must bear this copyright notice, and the permission

for such duplication does not extend to any other material on which The Alaska Geographic Society

holds copyright.

DIRECTIONS: Make a timeline: draw a straight line on a largesheet of paper. Mark if off in equal segments to represent thefirst 100 years of Alaska's oil develorment, leaving room at theright end of the line to write in recent events. Then cut outthe following paragraphs and place them in the proper order onyour timeline.

Long before the white man came,Alaska's Native people hadknown about the oil. Theyfound it oozing out of theground in smelly seeps atwidely scattered spots alongthe North Gulf coast, orgathered in dark gooey ponds onthe frozen Arctic slope. Some-times they burned it in theirstone lamps or used it to coattheir skinboats. But for themost part they ignored it.

September 1969 - The firstNorth Slope oil lease auctionsale brings the State of Alaska$900 million in oil companybonus money.

The oil age in Alaska as weknow it now began slightly morethan 100 years ago. And thestory opens with a prospectorknown only as Edelman.

1957 - Commercial productioncomes of age with a major oilstrike at Swanson River on theKenai Peninsula. Operationsquickly spread to offshorewaters of Upper Cook Inlet asother large oil and natural gasfields are tapped.

November 1981 - The two bil-lionth barrel of Prudhoe Bayoil arrives at Valdez.

April 1974 - Constructionbegins on the North Slope HaulRoad--the first road to theArctic Coast--built to carrysupplies to Prudhoe Bay.

1911 - Katalla begins to looklike a boom town as the popula-tion swells to nearly 200.More shallow wells are dug andAlaska's first refinery goesinto operation. (The refineryburned down in 1933 and thewells were capped, after pro-ducing a total of 154,000barrels of oil--about one day'spresent production from CookInlet.)

1882 - The first oil and gasclaim recorded in Alaska isstaked at Iniskin Bay on thewest side of Cook Inlet by aprospector who signs his namesimply "Edelman."

1900 - The first Alaska explor-atory well is drilled on theIniskin Peninsula- -not byEdelman (who has taken off forparts unknown), but by a firmcalled the Alaska PetroleumCompany. Oil is struck at 700feet. But unfortunately thedrillers choose to continue,hit water, and have to abandonthe effort.

4C

1925-1941 - Action picks up asmajor oil companies enter theAlaska scene, sinking testwells at a variety of locationsin southern Alaska from Killis-noo on Admiralty Island in thePanhandle to Kanatak on theAlaska Peninsula. Explorationceases with the outbreak ofWorld War II.

1902 - Alaska's first produc-tion well is brought in onprospector Thomas White's claimat Katalla, about 50 miles-southeast of Cordova. Oil isstruck after drilling to only366 feet, but it i toughgoing--"drilling" at that timeinvolving pounding away at theground with a heavy drillingbit suspended from a woodenderrick, and stopping from timeto time to let workers bail outthe rock chips from the hole.

July 1977 - First Prudhoe Bayoil arrives at Valdez fortanker shipment Outside.

July 1968 - News of the discov-ery at Prudhoe Bay of thelargest oil and gas field inNorth America marks a majorturning point in Alaska'shistory. The field is estima-ted to hold nearly 9.5 billionbarrels of recoverable oil and26.5 trillion cubic feet ofnatural gas.

1923 - President Warren G.Harding signs an executiveorder creating National Petro-leum Reserve No. 4, a 37,000 -square -mile area of the North:lope (including Mr. VanValin's lake) set aside to"insure a future supply of oilfor the Navy."

1914 - After hearing reports ofan "oil lake" near Smith Baysoutheast of Barrow, Wainwrightschool teacher William VanValin hitches up his reindeerand drives 550 miles to inves-tigate. He finds a lake ofwhat looks like engine oil, 200by 400 feet in size, and putsup a sign reading "Arctic RimMineral Oil Claim." It is thefirst petroleum claim to bestaked on the North Slope.

March 1975 - After many delays,construction begins on the 800 -mile -long Trans-Alaska Pipelinefrom Prudhoe Bay to the ice-free port of Valdez. Whenfinished, it will have cost$7.7 billion.

Alaskan Oil Finance 4D

"ALASKAN OIL FINANCE" is excerpted and adapted from "Where It Comes From...", which appeared in

Alaska Tidelines, Volume IV, Number 4, December 1981/January 1982. Virginia Sims, editor. Copy-

right 01981, The Alaska Geographic Society, Robert A. Henning, president. All rights reserved.

Special permission has been granted by The Alaska Geographic Society, Box 4-EEE, Anchorage,

Alaska 99509, to allow duplication of this worksheet for classroom use from 1984 through 1986.

Each duplicate must bear this copyright notice, and tne permission for such duplication does not

extend to any other material on which The Alaska Geographic Society holds copyright.

WHERE IT COMES FROM...

Ready for a little high finance?

1. This pie chart shows where the State of Alaska's money camefrom during fiscal year 1981. What percentage of thestate's income was paid by the oil and gas companies?

percent

2. Total revenue (taxes and other income) received by the statethat year was about $4 billion. What did the 10 percentfrom non-petroleum sources amount to in dollars? $

What was the dollar amount paid by oil and gas industrysources? $

Oil& gasproduction taxes(29%)

C

0i111111111& gas(4%)

royalties&

bonuses(37%)*

Oil & gasincome taxes

Oil & gasAll other property taxesstate income

State income (FY 1981)Total: $4,073,000,000.

*"Royalty" is money paid to a landowner for oil taken from hisproperty. A "bonus" is the cash bid paid by oil companies forthe exclusive right to lease or rent potential oil lands. About95 percent of the oil produced in Alaska today comes from state-owned lands.

4D WHERE IT GOES

This pie chart shows what the members of the 1981 statelegislature decided to do with the money. (Although it looksas if they spent more money than the state took in, this figureincludes funds from the federal government not shown on the chartabove, plus $918 million left over from the year before.)

As you can see, the money went in almost equal amounts to threegeneral areas:

1. PERMANENT FUND. This fund was set up in 1977 to save someof those billions for that rainy day when the oil inccmetapers off. The fund totaled about $2 billion in 1982 andwas earning about 16 percent of that a year in interest andinvestments. (If you want to find out how much it made in1982, multiply $2,000,000,000 x .16 = $ .)

2. CAPITAL BUDGET. "Capital" projects are major things thatare built or bought, such as highways, docks, schools,airport improvements, ferries, educational TV equipment andsuch. The capital budget also provides money for low-costloans, mostly in housing construction. About 74 percent ofthis budget (or $1.4 billion) was earmarked in 1982 forcapital projects. That left about percent for loans.

3. OPERATING BUDGET. This budget takes care of the ongoingexpenses of state government and the operating costs forschools, social services, the court system, etc. It paysthe salaries of the Alaska's 15,000-plus full-time stateemployees.

Operatingbudget(35%)

Capital budget(including loans)(33%)

State spending (FY 1982)Total: $6,172,300,000.

Permanentfund(32%)

Operating budget (FY 1982)Total: $1,964,300,000.

Development(economic, community)(11%)

Public safetyand courts(9%) Natural resource

Transportation(road,air,marine)(11%)

social servicesHealth and

(12%)

management

governmentGeneral

4D

Education (includingUniv. of Alaska)(34%)

a. The operating budget pie chart shows that the state is

spending about half of all its operating funds in just

two areas. What are they?

b. What general area gets the least amount of money?

c. If you were a state legislator, how would you carve upthis pie?

Where would you spend more money?

Where would you spend less?

4E Petro Puzzler"PETRO PUZZLER" is from Alaska Tidelines, Volume IV, Number 4, December 1981/January 1982.

Virginia Sims, editor. Copyright @ 1981, The Alaska Geographic Society, Robert A. Henning,




for such duplication does not extend to any, other material on which The Alaska Geographic Society

holds copyright.

Starred (*) words are based on information in this activity.

ACROSS

*1. The word "petroleum" in Latin means

oil.

*5. Alaska is believed to have about of

the nation's remaining undiscovered oil

reserves.

*9. Turning pterodactyls (and such) oil

took millions and millions of years.

*10. Oil companies paid about $3.6 billion in

state taxes during the 1982 fiscal

ending July 1.

11. Southcentral (abbr.).

12. Christmas colors: & green.

14. Northeast (abbr.).

15. Kenneth's friends call him

*17. Unprocessed oil is called oil.

19. Letters of the alphabet between D and G.

21. Oil seep (init.)

*22. The first oil and gas in Alaska was

staked by a prospector named Edelman.

*25. The kind of 2-year technological degree

offered by a number of Alaska community

colleges is called (init.).

DOWN

*1.

*2.

One of the prices we pay for oil develop-

ment in Alaska is the of damage to

our wildlife and environment.

The process of making oil has never been

duplicated, so

forever.

3. Cent (abbr.).

4. Republic of Korea (init.) (backwards).

*5. The chemical word for petroleum is

carbons.

6. Atomic energy (init.)

*7. About 95 percent of the oil produced in

Alaska today comes from state-owned

*8. The Trans-Alaska pipeline runs from

Prudhoe Bay to the ice- Port of

Valdez.

13. East Chugach (init.)

16. National Education Association (init.).

*18. Alaska supplies the (init.) with

about 18 percent of the oil it uses each

day.1 0t-N

it's gone, it's gone

ACROSS

28. Alaska Airlines (init.)

*29. You need a very tall drilling to

sink an oil well.

31. Equal Employment (init.)

32. A good Christmas present is cross-country

*34. National Petroleum Reserve No. 4 (PET-4)

was created in 1923 when President

Harding set aside a 37,000-square-mile

of the North Slope.

*36. Oil is formed in mysterious ways under

great pressure, and dampness from

the decaying remains of plant and animal

life...

*37. ...squeezed down between layers of silt,

and clay.

DOWN4E

*20. Alaska's refinery was built at

Katalla in 1911.

*22. A "bonus" is a payment by oil

companies for the right to lease poten-

tial oil tracts.

*23. You may find an "oil " on the sur-

face (like Mr. Van Valin did), but under-

ground it is sealed in porous (1 across).

24. Third note of the musical scale.

26. See, saw, .

*27. Bacteria helps in the formation of oil by

breaking down material.

*30. Along with the oil, Prudhoe Bay fields

are believer.: to contain 26.5 trillion

cubic feet of natural

33. Iowa (abbr.).

35. Regular Army (init.).

9

4F Ocean Oil Pollution

Adapted from OIL SPILL! by Rosanne Fortner and Stephanie Ihle, Ohio Sea Grant Program, Ohio State

University, 1980. Use,.. by Permission.

What are the sources of ocean oil pollution? Here's a chart thattells what the sources were in 1975. They haven't changed muchsince then.

Column 1 Column 2 Column 3Source of metric tons % of Size ofPetroleum (mta) total Wedge

Natural seepage*

Tanker operations

Tanker accidents

Other transportationactivities

Runoff from riversand cities

Coastal facilities

Offshore drilling

Atmospheric fallout

Total

0.60

1.33

0.20

0.60

:.90

0.80

0.80

0.60

10

22

3

10

31

13

1

10

100%TotalDegrees

36°

6.11 360°

*Leaks from oil deposits.

(Data from U.S. National Academy of Sciences, Petroleum in theMarine Environment. Washington, D.C., 1975.)

Now, fill in column 3 above and use your protractor to completethe pie graph below.' Find wedge sizes for column 3 by multiplyingthe percentage (column 2) by 360 (the number of degrees in acircle). For example: 0.10 (the same as 10%) x 360° = 36°.After you've filled in the column, add the numbers to see whetherthey total 360°. If so, measure the angles with your protractor,then mark wedges and label your "pie."

``AIMAqX, 11;

PetMbre

...

SOURCES OF PETROLEUM GOING INTO THE OCEANS

010

(10.00%)NATURALSEEPAGE

4F

1. a. Most of the oil spills we hear about involve which oneof the sources on the chart?

b. What percentage of ocean oil pollution is caused bythat source?

2. a. Which source describes oil spills in harbors?

b. What percentage is caused by that source?

3. When an oil tanker (ship) is carrying no oil, it fills upits cargo space with water so that the ship will be stable.A ship getting ready to load new cargo will dump the waterit has been using as ballast. This ballast will have pickedup oil from the hold, and the oily wastes are flushed outinto the harbor.

a. Which source describes this type of pollution?

b. What percentage is caused by that source?

4. How could oil get into the water from offshore drillingopertions?

5. a. List some ways that petroleum could get into rivers.

b. The next time you are riding on a highway, look at theroad ahead of you. A well-traveled highway usually hasa dark streak running down the center of each lane.The streak is caused by petroleum products, such ascrankcase oil, that drip out of vehicles. How couldthis serve as a source of oil pollution for water?

6. a. Which of these ocean oil pollution percentages do youthink will increase in the futv.7e?

b. Which do you think will decrease?

4G Oil Spills and Clean-upsOil on beaches damages shoreline life. Oil seeps downward intosand and remains there for years. Rocky shorelines can clear)themselves naturally through wave action, but bays, estuaries andmarshes have few waves. Oil spills in such areas are verydamaging.

Oil causes serious harm to birds by coating their feathers. Anoily bird does not float, and it has no insulation againsttemperature changes. Also, birds poison themselves by eating theoil that coats them.

Oil is sometimes responsible for smothering communities ofanimals that live on the sea floor. This is especially importantto the shellfish industry. Most of these areas will eventuallybecome settled again, but some organisms, like mussels, cannotsurvive in an oiled area.

Adult fish are not affected by oil pollution as much as otherorganisms. A massive spill can kill large numbers of fish, but,ordinarily, adult fish are able to escape injury from minoraccidents. Smolt and eggs are extremely vulnerable to oilspills, however.

Different petroleum products have different effects on organisms.Diesel or heating oils are the most poisonous, while heavy crudeand fuel oils are the worst for smothering animals.

Now, answer these questions:

1. Describe a kind of oil spill that could kill large numbersof adult fish, smolt, or eggs.

2. What kinds of petroleum products have the most undesirableeffects?

3. How do these affect the organisms?

4. Are all areas of the coastline affected in the same way byoil pollution? If not, explain thesedifferences.

4G

Success in cleaning up an oil spill depends upon preparedness andrapid action by the spiller and by federal, state and localagencies. When a spill occurs, it is reported to the nearestU.S. Coast Guard station. If the spiller does not clean up thepollution, the Coast Guard takes over and the spiller pays theclean-up costs.

If an oil spill is contained in one area, cleanup is easier andless environmental damage is likely to occur. Containment mustbe done as soon as a spill is detected if it is to be effective.

5. Now get out your container of water. Assume that an oiltanker springs a leak in the middle of your "ocean." Drop afew drops of oil in your pan or bowl of water.

Try to contain the oil. Tie the ends of a piece of stringtogether and gently place the circle of string on top of thewater with the oil inside. Slowly add two more drops of oilinside the circle as your "tanker" continues to leak. Doesthe string keep the oil from spreading over the entireocean? This is how a "boom" operates to containa spill.

6. Some contained oil can be reclaimed (collected for furtheruse). Use a dropper to try to reclaim some of your oil.About how much oil were you able to reclaim?

7. Ordinarily, oil floats on water because it is not as denseas water. Increasing the oil's density will make it sink tothe bottom. Sprinkle enough sand on the oil spill to causeit to sink.

a. Does this method removal all (or most) of the oil fromthe surface?

b. When this method is used, what effects will it have onthe ocean environment?

4G

c. Is sinking a good way to clean up an oil spill?

Explain.

8. Now try to mop up the spill with a paper towel. How welldoes that work?

9. Household detergents are used to remove oil from laundry orgrease from dishes. Add detergent to your "ocean." How dodetergents help to clean up an oil spill?

Unfortunately, many detergents cause more damage than theoil spill itself!

10. Now try some commercial oil-absorbent material. How welldoes that work?

Unfortunately, it is very expensive when you consider thesize of most oil spills.

1I. Add another drop of oil to your "ocean." Then put someseaweed or pondweed in the oil spill.

a. What happens?

b. How would this affect the ability of plants to producefood?

12. Add a bird feather to the oil spill.

a. What happens?

4G

b. What would happen to a bird that swam into an oilspill?

13. What difficulties might you have in trying to clean up oilspills in Alaskan waters?

Simulate some of these conditions and record your results.

14. Now clean up your "ocean" and decide on a proper place todispose of your oil messes!

Adapted with the help of Jennifer Allison Keim of the Scammon Bay School from

Oil Spill! by Rosanne W. Fortner and Stephanie !hie, Ohio State University,

Ohio Sea Grant Program, 1980. Used by permission.

4H Above and Below the Sea Floor

"ABOVE AND BELOW THE SEA FLOOR" is excerpted and adapted from Alaska Tidelines, Volume IV, Number

5, February 1982. Virginia Sims, editor. Copyright © 1982, The Alaska Geographic Society,

Robert A. Henning, president. All rights reserved. Special permission for has been granted by

The Alaska Geographic Society, Box 4-EEE, Anchorage, Alaska 99509, to allow duplication of this

worksheet for classroom use from 1984 through 1986. Each duplicate must bear this copyright

notice, and the permission for such duplication does not extend to any other material on which

The Alaska Geographic Society holds copyright.

Alaska's landmass doesn't end with its coastline. It slopesgently out beneath the seas, forming a vast underwater plateaucalled the continental shelf (shown in cross-hatching). Themarine life above and the mineral wealth within this shelf makeit one of the richest resource areas in the world.

Waters and submerged lands outside the state's three-mile limitare controlled by the federal government, which in 1981 announceda plan to greatly speed up offshore oil lease sales. Over afive-year period, from 1982 to 1987, 17 sales would be heldthroughout the Alaska outer continental shelf. This map showsthe "planning areas" for the sales. The amount of oil listed foreach area is an estimate of undiscovered recoverable resources,which are resources that can be extracted economically withexisting technology. The estimates take into account theeconomic risk that an area may be found to have no commercialquantities of oil. (Figures are from the Arctic Summary Report,Jan. 1983, the Bering Sea Summary Report, Sept. 1983, and theGulf of Alaska Summary Report Update, May 1984, published by theMinerals Management Service of the U.S. Dept. of the Interior.)(There is no way, of course, for this map to cover the fisheriesand marine mammals in this area--except for a few.)

While the federal government has the last word on when, where andwhether the lease sales will be held, the program is submitted tothe state for comment and review. You be the reviewer:

1. According to these figures, which area holds the most oil?

2. How many planning areas do the bowhead whales pass throughon their annual migrations?

C r.

4H

3. The Trans-Alaska Pipeline carries about 1.5 million barrelsof oil at day from the Prudhoe Bay to Valdez. At that rate,how long would it take a pipeline of that size (48 inches indiameter) to carry all the (estimated) oil from the NortonBasin?

4. Which is closer to Unalakleet (using the scale ofmiles)--the edge of the Outer Continental Shelf or theAlaska-Canada border?

0N61°1'X'

905\N

1.5.

.0"

441)

Yoh;wffn_

so,

and

hofbut

/

Beaufort lea /

DIAPIR FIELD

7.8 billion barrels

BARROW ARCH

3.6 billion barrels

rrow

Kuparuk area

Trona-

Alaska

Pipeline

HOPE BASIN

no sales planned

NORTON BASIN

200 million barrels

Una 1 akl eet

COOK INLET

ii

100 million barrels

ivAnchors

:Veld

io

AB

OV

E1

1&

BE

LO

WT

HE

SEA

FLO

OR

Fairbanks

:1

NORTH ALEUTIAN BASIN

200 million barrels

ez

Yakutat

-

MaJor salmon,

shrimp and

crab fishing

grounds

KODIAK

400 million barrels

GULF OF ALASKA

400 million barrels

Prrniling currents and

salmon migrations

iSHUMAGIN

400 million barrels

100'Scale of Miles

0

0 Outer

Continental Shelf

Bowhead Migration Route

ti

Oil in Troubled Waters 41

A Tidelines TV News Special

"OIL IN TROUBLED WATERS" is excerpted from Alaska Tidelines, Volume IV, Number 5, February 1982.

Virginia Sims, editor. Copyright 1982, The Alaska Geographic Society, Robert A. Henning,




for such duplication does not extend to any other material on which The Alaska Geographic Society

holds copyright.

(Note: Before this article appeared in February of 1982, it wascirculated to representatives of fishing, oil and gas, environ-mental and Native groups for critical review as to content andbalance. Some changes have been made in the original text in aneffort to present all sides as fairly as possible.)

Winds of change are blowing over Alaska. When the largest oilfield in North America was discovered at Prudhoe Bay in the late1960s, few doubted that the state would ever be quite the same

again.

This is an imaginary TV News Special about the problems andpromises of future oil development. The people in it areimaginary, too. But their questions and concerns are very real.

And they have been discussed in such widely scattered places asan oil company board room, the wheelhouse of a fishing boat, andthe community hall of an isolated village on the shores of the

Bering Sea.

Read the script through. Then choose members of your class foreach part and let them select a team of "advisers." Each partrepresents a different point of view, and there are otherarguments you might think of as you go along.

Cast of. Characters:

MODERATORCARRIE, spokesperson for the U.S. Interior DepartmentMIKE, oil and gas company officialJIM, member, Alaska chapter, Friends of the EnvironmentOLAF, commercial fishermanJOE, North Slope Borough officialBARB, member of the governor's staffJACOB, Mayor of a village on the Bering Sea coastFAY, marine biologist

MODERATOR: Good evening, ladies and gentlemen.

Prudhoe Bay seems far away to most Alaskans. Still,

the oil income from that great discovery has touchedpeople in all parts of the state. It has meant lesstaxes, more jobs, better airports, low-cost loans,

41

CARRIE:

satellite TV, new village schools with basketballcourts and hot showers, and a lot of other things wedidn't think we'd get for awhile.

Oil development always has its risks, especiallywhere unspoiled seas and coasts and wilderness areasare concerned. But so far the damage has beenlimited to an occasional spill along theTrans-Alaska pipeline to Valdez.

Then last spring the U.S. Interior Departmentannounced a plan for oil development that wouldbring the risks of Prudhoe Bay to more thantwo-thirds of Alaska's coastline. In a move to makethe nation less dependent on foreign oil, thegovernment said it would speed up lease sales onhundreds of millions of acres of offshore lands inthe Bering, Chukchi and Beaufort seas. Most ofthese waters not only have been called the mostdangerous in the world, but they also hold some ofthe richest fisheries in the world.

That announcement touched off a storm ofprotest--from fishermen, from environmentalists, andfrom the people who live along those isolatedcoasts. Is it possible to drill safely in suchtreacherous waters? Can you clean up a spill in40-foot seas? Are we moving too far too fast?

Our panel here tonight is made up of people who willtry to answer some of those questions, and may raisesome more of their own. Let's start with you,Carrie. Tell us about this new plan. And why thebig rush to drill offshore?

The President feels very strongly that we need tofind out as soon as possible how much oil the UnitedStates has within its borders. We think more thanhalf of the nation's undiscovered oil may lie inAlaska and its outer continental shelf. But wewon't know for sure until we look. So we want togive the oil and gas people a chance to discoverwhat's out there and where it is.

MODERATOR: How much offshore land are we talking about?

CARRIE: Some changes still are being made. But our originalplan is to offer about 200 million acres for leasingeach year for the next five years. All that landcertainly won't be leased. But the oil companieswill be able to develop the most promising tracts.

41

One billion acres in five years is far too much.That adds up to an area about the size of the wholeland mass of Alaska. You even took the oilcompanies by surprise. Some of them said it mightbe more than their experts and equipment couldhandle.

Oh, no. We can handle it. We're ready. We've morethan doubled our offshore surveying over the pasttwo years. We wouldn't be out there if we didn'tknow what we were doing.

You see, Jim, most c these areas were already setfor future leasing. ',4e just increased the number ofsales, changed some of the dates, and rearranged afew boundaries so that they line up better with thebest potential oil basins.

You sure did a job on some of those boundaries. Youenlarged the North Aleutian Basin to take in BristolBay, which has the biggest red salmon runs in theworld. Think of the damage a spill out there mightdo! And that's not all. During the height of theseason we hardly have room for our own fishingfleet--and think of the foul-up of boats and netsand drilling rigs and seismograph tows,..

(interrupting) We would hold up exploration duringthe peak of the runs.

Well, how about St. George Basin? There areyear-round fisheries out there--for pollock, cod,

yellowfin sole. Millions of tons of whitefish areharvested each year in that area by foreign fishingfleets. It's a major source of food fish for theworld. And it's also one of the state's primecrab-fishing grounds.

The point is that fish are renewable resources. Oil

isn't. These fisheries can last for thousands ofyears if we don't goof. But the life of an oilfield is only 20 to a top of 50 years.

The governor went through the roof when he heardthat Bristol Bay was included. And he didn't likethe idea of leasing in St. George Basin much better.But at his request, Interior Secretary Watt said hemight change or delay some of the sales in those twoareas.

Interior Secretary Watt is a reasonable man. He'saware of Alaska's concerns. He will listen to factspresented to him about possible risks. But becauseof the nation's pressing need for oil, he won'tlisten to fears unsupported by facts or experience.

21 <

41

OLAF:

JACOB:

JIM:

CARRIE:

JIM:

MIKE:

JACOB:

MIKE:

But we fishermen are about the only ones who havehad experience in the southeast Bering Sea. And weknow how wild those waters can be. Winds to 130miles an hour. Snow, sleet, rain, fog. It isn'tcalled the worst weather in the world for nothing.

We know, too. We hunt on the moving ice packfarther north. And we have been caught insnowstorms where you cannot see ten feet, with windsso strong you have to get down and crawl to move.How would you clean up an oil spill in weather likethat?

The government itself has made some prettyfrightening forecasts for oil development in theBering, Chukchi and Beaufort seas. It says righthere in its own Environmental Impact Statement thatwe can expect 30 oil spills of more than one thou-sand barrels and 10 oil spills of more than tenthousand barrels during the probable life of thesebasins.

Those reports have to consider the whole range ofpossibilities--from no spills at all to the worstthat can be expected. And, of course, everybodyseems to leap on the worst possibilities.

Well, my understanding was that those figures were"best 'guesses."

Actually, Jim, we have a very clean record offshore.Let me give you a few figures. In the past tenyears there have only been two spills of more than1,000 barrels from all of the offshore rigs operat-ing in U.S. waters. Probably the worst spill we'veever had was in 1969 off Santa Barbara, California.And even that did no lasting damage. The fish werestill there--although the fishermen didn't want toput their nets down through the oil. And theshellfish re-established themselves within a year ortwo.

The idea of trying to fish in oily waters issickening. Who would want the fish? Our only cashincome comes from commercial fishing. How could wemake any money? We could not go to the bank. TheBering Sea is our bank. Furthermore, anything thataffects the food chain of the sea would do far moredamage here, because the growth rate of marine lifeis far slower in cold water.

I was talking about the worst case, Jacob. We'velearned a lot since then. And we've found that inthe long run, oil development has had very littleeffect on the fisheries.

et"'

BARB: The governor says he'd sleep better at night if heheard that from a marine biologist instead of apetroleum engineer.

41

MODERATOR: Well, let's hear from our marine biologist. What doscientists think, Fay?

FAY:

MIKE:

Frankly, scientists disagree on the effects of oil

on fish and shellfish. Some say that fish likesalmon wouldn't be affected because they could swimaway from a spill. Others think the oil mightdisrupt their migrations--even plugging up theirnostrils and throwing off their homing instincts.

Deepwater bottom-dwellers such as crab probablywouldn't be directly affected because in very coldwater the oil usually stays on the surface. But anoil spill certainly could kill young crabs and otherfree-swimming larvae. And if storms or breakingwaves churn the oil into bottom sediments,intertidal life could be smothered.

We do know that oil is disastrous to seabirds. It

gets into their systems when they preen theirfeathers, and it destroys their insulation so that

they freeze or drown. Marine mammals that depend ontheir fur for insulation, such as fur seals, seaotters and polar bears, also would suffer. We need

to know much more about this. But unfortunately,federal funds for such studies are being cut back

severely.

Believe me, we don't want any oil spills either.And we haven't had any to speak of up here. We'vedeveloped new drilling techniques for the BeaufortSea. And as Joe knows, that's a hazardousenvironment. We've been operating safely in theupper Cook Inlet for more than 20 years. Cook Inlethas a silty bottom, much like the Bering and Chukchi

seas. And there we've learned to deal with some ofthe biggest tides in the world and chunks of icechurning around all winter.

FAY: But what if you did get a spill, Mike. How couldyou clean it up?

MIKE: It would be tough and tricky. No question aboutthat. But we've done a lot of research on BeaufortSea conditions, and we've learned from our Canadianneighbors who have drilled in broken ice fartheroffshore than we have.

'4

41

Actually, we've found that our cold climate is ahelp, so far as cleaning up oil is concerned. Oilin very cold water will thicken and stay on thesurface where it can be skimmed up or soaked up.Cold water also keeps it from spreading. Forexample, a spill of as much as 40,000 barrels incalm cold would cover less than a mile up here,where the same spill in warmer waters might cover upto 100 miles.

JOE: What if the oil is trapped beneath the ice, or iscaught in the moving ice as Jacob was talking about?

MIKE: That's a bigger problem. But floating ice sometimesacts as a natural barrier to contain the oil untilwe get to it...

JOE: ...if you can get to it...

JACOB: ...if you could find it. You would probably find itwashed up on our beaches after break-up.

OLAF: How about trying to clean up a spill in 40-foot seaswith waves breaking all over the place?

MIKE: Well, no, we wouldn't even try it. But that's wherenature takes over for us. In stormy seas, the oilbreaks up and evaporates very rapidly. The openocean has a great ability to absorb oil.

OLAF: Listen, Mike, we don't want to sound totallynegative because we all need the gas and oil. Weneed it for our fishing boats, our snowmachines, ourtrucks, our planes. We just wish you'd get itsomewhere else. And what I would like to know isthis: Can anything be done to stop these offshoresales?

CARRIE: Well, the plan still must be approved by thePresident and passed upon by the Congress.

JOE: But the President is the one who asked for it in thefirst place, and he certainly seems to be able toget what he wants from Congress.

CARRIE: Well, it's federal land. All offshore land outsidethe state's three-mile limit belongs to the federalgovernment. And so does the oil from those lands.You've got to realize that that oil doesn't belongto Alaskans any more than it belongs to somebody inNebraska.

I- .--

6 - J

BARB:

MIKE:

41

And unlike the Prudhoe Bay oil, the state won't geta penny for it--except possibly in a few cases wherethe oil fields might extend out under state lands.

Now wait a minute, Barb. This state has beenrunning on oil dollars ever since Prudhoe Bay beganproducing. We've spent hundreds of millions ofdollars to find the oil and you take all theprofits.

OLAF: Not all the profits. The oil companies are stillmaking plenty of money.

MIKE: But the state has raised our taxes to the pointwhere we can hardly afford to operate up here. Soyou shouldn't be surprised that we're willing tomove offshore.

JACOB:

MIKE:

JOE:

FAY:

Still it seems strange. Our lives depend on thefish and animals that live in those waters. Youcould not find a place to drill that could do usmore harm. Yet because it is federal land, we havenothing to say about what yOu do out there. And wewill get nothing for it.

Well, talk to Joe here. The North Slope Borough hascertainly benefited from the jobs and dollars oildevelopment has brought in.

Fortunately, Prudhoe Bay is far away from most ofour villages. So we are able to benefit without thebad direct effects of a boom-town. Some of ourpeople hold jobs at Prudhoe. But their tours ofduty allow for time off so that they can go home tohunt and fish. And some of our villages haveinvested in the construction of drilling rigs.

That's odd, since you've been fighting oildevelopment because of its possible effects on the

bowhead whale.

JOE: The oil industry is there. That is a fact of life.So to survive, we must make trade-offs.

We're an organized borough, of course, so we can taxoil and gas facilities on lands within our borders.And what we have done is to use this tax money to

hire our own people to build new homes, publicbuildings, light plants and other things that weneed--not just in Barrow but in all of our villages.

But we don't have any regional government. Ourvillages are on their own. What will we do when theoil companies move in? What will happen to ourlifestyle and our culture? Will it be like Unalaskaafter the fishing industry moved in at Dutch Harbor?Unalaska isn't an Aleut village any more. It isjust a village with some Aleuts living in it.

No, no. It doesn't have to be like that. You andyour village can decide whether you want to beinvolved. And if you don't, we'll go somewhereelse.

For example, Yakutat chose not to get involved whenwe were exploring for. oil off the North Gulf Coast.So our drilling crews just flew in and out of theairport and never even went into town. On the otherhand, Kenai chose to participate, and our plants andrefineries there have 90 percent local hire.

And it isn't just the jobs. If we plan together,some of the oil company's needs might be helpful toyou in the future. Like enlarging the airport orthe boat harbor, or improving your roads and watersystems. Maybe even building our warehouse withslanted floors so that you can use it later as afish processing plant. You might think of thesethings, too, when you talk about "quality of life."

Well, we heard about a recent poll in Barrow thatmade us wonder. The people were asked about changesthat had occurred since oil development becin. Andeven though Prudhoe Bay is more than 200 miles away,they said there was more fighting, drinking and drugabuse in Barrow than there used to be, and not asmuch helping and sharing. They said prices hadrisen sharply and fish and game stocks had declined.They still rated the quality of life as "good," butnot as good as it was in 1970.

So we worry about what it would be like in ourvillages. We are so small and the oil companies areso big. And the travelling salesman has been herebefore.

We are not travelling salesmen. Alaska is our home,too, and we are going to be here for many years. Wecan work together. It isn't oil versus fisheries,or oil versus lifestyles or oil versus anythingelse. It's oil and fish and whales and seals andpeople...

BARB:

FAY:

CARRIE:

JIM:

JOE:

JACOB:

OLAF:

41

Sometimes it seems as though the outside world isasking the impossible of Alaska. They want us toprovide the oil for their industrial economy. Theywant our prime fish products from unpolluted waters.And they still want us to remain the great unspoiledwilderness area of their dreams.

Well, we've lived through all kinds of "rushes"before--for gold, for furs, for fish...

And there will be more in the future--for coal, forminerals...

Which means we've got to handle this one better thanit's ever been handled befona.

And we can do it if we're careful--if we don't cutany corners.

The oil has been there for millions of years. It

will last a little longer.

Which brings us back to the first question: What'sthe big hurry?

The story of development of Alaska's offshore oil resources isjust beginning. Find out what has happened since this imaginarydebate took place in 1982, and watch for TV and newspaper reports

cn the current situation.

The preceding article is excerpted from Alaska Tidelines (see credit at beginning).

4J Riches ane Risks"RICHES AND RISKS" crossword puzzle is reprinted from Alaska Tidelines, Volume IV, Number 5,

February 1982. Virginia Sims, editor. Copyright 1982, The Alaska Geographic Society, Robert

A. Henning, president. All rights reserved. Special permission has been granted by The Alaska

Geographic Society, Box 4-EEE, Anchorage, Alaska 99509, to allow duplication of this worksheet

for classroom use from 1984 through 1986. Each duplicate must bear this copyright notice, and

the permission for such duplication does not extend to any other material on which The Alaska

Geographic Society holds copyright.

Starred (*) words are based on information in this activity.

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ACROSS

*1. One of the big problems facing Alaskans

today is how to safely produce both oil

and

*5. Especially since the U.S. plans to

speed up oil lease sales in the Bering,

Chukchi and Beaufort

*9. About 200 million (singular) will

be offered each year for the next five

years.

*10. Most Prudhoe Bay oil is shipped Outside

from the of Valdez.

*11. The (init.) Bering Sea is a major

source of food (1 across) for the

world.

12. In baseball, "runs batted in" (abbr.).

14. Each (abbr.).

15. In football, "touchdowns" (abbr.).

*17. We still have much to learn about how

to up oil spills in stormy,

ice-filled waters.

19. Cent (abbr.).

21. Sixth note of the musical scale.

DOWN

*1. Some Alaskans feel that offshore oil

exploration might be moving too far too

*2. Oil is tougher to clean up in broken

ice than it is when the waters are

over.

3. Sag River (init.).

4. Him or

*5. With oil maybe a good motto might be:

"Drill it, but don't it."

6. Equal Opportunity (init.).

*7. The government plans to offer for oil

leasing an about the size of the

whole land mass of Alaska.

8. Stanley's friends call him

13. British Columbia (init.).

*16. Outer Continental Shelf (init.) (back-

wards).

*18. Fork-tailed storm petrels will

almost anything they find floating in

the open ocean.

(". )(1t .

ACROSS

*22. The federal government controls off

lands beyond the state's three-

mile limit.

*25. It is possible that oil production in

(5 across) could result in spills

of over thousand barrels during

the life of the field.

28. You + I =

29. Way back when, or long, long .

*31. The Beaufort and Chukchi seas are part

of the Ocean (init.).

32. The metal that steel is made from.

*34. Oil spreads faster in cold water than

it does in water.

*36. Scientists are try'ng to develop a less

fussy strain of "oil bugs" that will

clean up the whole

*37. Oil can be transported from offshore

production platforms by tanker or pipe

4JDOWN

*20. The -Alaska pipeline now carries

about 1.5 million barrels of oil a day.

*22. Pelagic fish like salmon may be able to

away from oil spills.

23. and there.

24. Eastern Gulf (init.).

*26. Oil industry jobs might provide a way

to money in some villages.

*27. A possible supply base for oil devel-

opment in Norton Sound is the city of

30. A land bird often called "wise old

" (and probably a lot smarter than

the fork-tailed storm petrel).

33. Okhotsk Sea (init.).

35. Alaska Industries (init.).

.-- , --... ../ e --- .... ""lb oc=x---- '"1 .. f .....--,-....-4.- """/ ...4,4/re,'''6.-,' ""----st.-*.;4%, _---"--P ....s --4.,

.-"-t_ ,

11Allimma

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'Y 4 .

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4110:.1:1;14:01-11-""IllilW1.,

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N. r" . / -1OFF Moec t, te PLC. /1- --

AL

ASK

A' S

PO

WE

RH

OU

SE

Aleutian Islands

I

4".

A44

Fairbanks m

Cs

O

scal

e et

. Mite

s

too

Bethel

ca.

Anc

hors

Unimak

.1".5%.5:1,1;112 !1;111112.6

Sources State of Alaska Division of Energy and Power Development

* Production end reserve figures derived from API and AGA data

(American Petroleum Institute, American Gas Association and

Canadian Petroleum Association, 1980)

f)

)

Limited power supplies

011 end natural gas deposits

(8.6 billion barrels of oil

In measured reserves and

32 trillion cubic feet of

natural gas in proven reserves*

Coal deposits

(state estimates resource at

1,8-5 trillion short tons)

0 Producing fields

AP

Oil refineries

Trans-Alaska oil pipeline

Unlimited Power supplies

-H_

11.7"

Major water (hydro) power sites (promising

for development)

voli Developed hydro

AHot springs or promising areas

for geothermal power development

yWindmill power-promising areas

for development

-)0 4.

Alaska's Powerhouse 5A

`ALASKA'S POWERHOUSE" is excerpted from Alaska Tidelines, Volume III, Number 1, September 1980.

Virginia Sims, editor. Published by the University of Alaska Sea Grant College Program, Copy-

right © 1980. Reprinted by permission.

1. What kinds of natural energy seem to be the best bet for theAleutian Islands?

and

For Southeast Alaska? and(plus maybe some ).

2. Using the scale of miles, figure out how long theTrans-Alaska pipeline is:

500 miles

800 miles

1,000 miles

3. A fairly new refinery near Fairbanks processes some of theoil from the pipeline. But for most of its heat and power,Fairbanks still relies on fossil fuel from a producing fieldabout 80 miles to the southwest. What kind of fuel is it?

4. The southcentral Alaska area around Anchorage is the mostheavily populated in the state. It also has the widestvariety of both fossil and renewable energy sources. Whatare they?

, and

5. So far, only one city in the Arctic has been able to usenatural gas from nearby fields to heat its homes. What cityis it?

6. Just living on top of oil, gas or coal deposits doesn't makeyour fuel all that handy. Two years ago the village ofNuiqsut near tLe Arctic coast ran out of fuel because theoil delivery barge couldn't make it up the Colville River.

If that barge was delivering diesel from the refinery justsouth of Anchorage, about how far would it have had to

0 3 3

5A

travel (via Unimak Pass) to get to Nuiqsut?

1,000 miles

2,000 miles

2,500 miles

About how far is it from Nuiqsut to the pipeline?

It is miles. (Oil companies helped out inthe crisis by flying in emergency supplies from PrudhoeBay.)

7. One of the biggest power projects on the state's drawingboard right now is a hydroelectric dam development on theSusitna River. It is located about halfway between Anchor-age and Fairbanks. Find its symbol on the map and draw acircle around it.

8. Write the name of your city or village on this map if itdoesn't already appear. Are there natural power sources inyour area that might be developed?Do you know of others that aren't shown on this map?

(If so, check the list of symbols anddraw them in.) What energy fuel(s) are you using now?

6" 4

Sunpower in Alaska 5B

"SUN POWER IN ALASKA???" is excerpted and adapted from Alaska Tide lines, Volume III, Number 1,

September 1980. Virginia Sims, editor. Published by the University of Alaska Sea Grant CollegeProgram, Copyright © 1980. Reprinted by penmisMon.

OK, so Alaska has plenty of wind, water, hot springs andvolcanoes to tap for natural power. But sun power? In the

middle of winter? At Barrow--where the sun goes down in Novemberand doesn't come up again until January?

Believe it or not, scientists say yes. Well, maybe yes. It isbecause of the surprising fact that sun (solar) power can bestored in earth, rocks and water.

Solar-heated homes aren't just warm when the sun is shining.That wouldn't do you much good. Instead, they are designed,first, to capture as much of the sun's radiant heat and light aspossible, and, second, to trap the leftover heat in bins of earthand gravel or barrels of water for use at night or on cloudy

days. Besides providing heat, solar energy can be converted toelectricity by the use of photovoltaic cells. Excess energy isstored in batteries for use at night or on cloudy days.

The sun's energy can also be pulled out of the earth and waterwith a mechanical marvel called a heat pump. A heat pump is whatmakes your refrigerator work. It circulates and compresses achemical called Freon, which becomes very hot and very cold as itchanges from vapor to liquid and back again. In the process, itpulls the heat out of the food you put inside the refrigeratorand releases it outside in the kitchen. (You can feel the heaton the coils at the back of the refrigerator.)

A ground-heat pump works in exactly the same way. And since youare actually refrigerating the ground while you're pulling theheat out, it doesn't make any difference whether the ground isfrozen or not. (The food in the freezing section of yourrefrigerator is frozen, right?)

For a number of years, ground-heat pumps have been used to heatbuildings in Scandinavian countries, where the climate isn't toodifferent from ours. Now scientists at the University ofAlaska's Geophysical Institute are working on ways to adapt thosesystems for use in Alaska.

Professor Hans Nielsen figures it would take about 1,000 feet ofplastic garden hose filled with Freon, buried about six feet deepand spread out through a quarter of an acre of ground, to heat anaverage-sized home. "And if you could use a windmill to providepower for the heat pump, it would be perfect," Nielsen says.

For ground-heat pumps, solar heating, and solar electricity,energy needed for year-round use must be stored mostly in thesummer. Does Alaska have enough sun power for this? What about

Barrow? Check the figures in the table below and you might find

some surprises.,

1/4/ ti

5B

Read a Table

This table shows the average monthly amount of solar radiation(heat and light) received at four Alaska cities.*

1. Which city is the farthest north?(Check the map if you're not sure. Palmer is about 40 milesnortheast of Anchorage.) Tne farthest south?

2. Which city gets the most amount of sun in June and the leastamount in December?

3. Cloud cover and shade from mountains and such can cut downon the sun's radiation. Which city gets the least sun powerduring May, June and July? Draw acircle around the months on the table.

4. Which city gets the most solar energy during July, Augustand September? Draw a circle aroundthe months.

AVERAGE SUN POWER RECEIVED EACH MONTH(measured in Langleys**)

Barrow Fairbanks Palmer Juneau

Jan. 1 17 36 51

Feb. 36 74 87 105

Mar. 183 219 220 194

Apr. 395 378 339 325May 526 495 422 445

June 602 531 433 451

July 461 477 393 413Aug. 267 338 307 303

Sept. 123 212 211 201

Oct. 43 85 112 109

Nov. 3 32 43 52

Dec. 0 6 17 34

Average 220 239 219 224

Source: University of Alaska,Sciences

Institute of Agricultural

*Average daily amounts measured on a flat surface, 1960-1971.

**Solar radiation is measured in Langleys, named after U.S.scientist Samuel P. Langley (1834-1906). A Langley is a unit ofenergy equal to one gram-calorie per square centimeter. (A

gram-calorie is the amount of heat needed to raise thetemperature of 1 gram of water 1°C.)

Make a Graph

Complete this bar graph by using the figures on the bottom lineof the table. Draw lines above each bar on the graph, markingthe average yearly amount of solar energy each city receives.Then extend the bars up to the lines and fill them in.

Would you say the midnight summer sun in the northern citiesmakes up for the long dark winters?

AVERAGE YEARLY SIN PONES

240

230

220

200

5B

5C Energy Hog or Energy HoarderRead and mark the answers that best describe what you do to saveor use energy. Then total up your points: 70 points or more andyou're an energy hoarder; 30 to 69 points you're not too bad; 29to -29 need some improvement; and -30 points or less you're anenergy hog!

1. Do you turn the heat down and use lotof quilts and blankets at night?...an electric blanket?...or just keep the whole house warm?

2. Do you grow some of your own vegetables?...pick berries?...hunt or fish for food?...rely only on food from the Lower 48?

3. Do you eat food from the four basicfood groups everyday?...sometimes eat from the four basic

food groups?...like pop, candy and potato chips?

4. In your spare time, do you alwayshave your nose in a book?...bicycle, hike, swim, jog, canoe,

sail, or cross country ski?...ride a three wheeler, in a car,

motorboat, or on a snowmachine?...feel that your nose may one day

become permanently glued to thetube (TV)?

(7 pts)(4 pts)

(-2 pts)

(5 pts)(5 pts)(5 pts)(1 pt)

(5 pts)

(3 pts)(-1 pt)

(5 pts)

(5 pts)

(-5 pts)

(-3 pts)

5C

5. Is your house weatherstripped andcaulked? (5 pts)

...real drafty? (-3 pts)

...or does it have holes big enoughfor voles to come in through? (-5 pts)

(subtract another 3 pts if the holesare big enough for weasels!)

6. Are your windows single-paned? (1 pt)

...visqueened? (1 pt)

...double- paned? (5 pts)

...triple-paned? (8 pts)

7. Give yourself a point for each inchof fiberglass insulation (orequivalent)...in your roof...in your floor...in your walls(if you have log walls, figure 1/2 ptfor each inch of thickness)

8. Add 4 pts if your house has a vapor barrier.

9. Is the temperature in your house inwintertime*...warm enough for bikinis?...OK for T-shirts and shorts?...cool enough for light sweaters?...requires heavy sweaters and wool

shirts?

(-7 pts)(-5 pts)(3 pts)

(5 pts)

*If your house is well insulated, you can still have it warm andbe saving lots of energy, but there is such a thing as over-heating!

10. Do you have a hot water heater? (-12 pts)

...add 5 pts if it's insulated

...add 5 pts if it's set at 120°For less

11. Do you cook several dishes in theoven at once? (5 pts)

...use the oven for one large dish? (2 pts)

...or use it to make toast in themorning? (-1 pts)

12. Do you boil water with the lid onthe pan? (3 pts)

13. After washing clothes, do you hangthem on the line to dry?...never (-1 pts)

...in good weather (3 pts)

...in any weather (5 pts)

339

5C

14. Do you turn off lights when you'renot using them?...never (-2 pts)...sometimes (3 pts)...always (5 pts)

15. Do you repair things when they break? (10 pts)...or throw them away? (-5 pts)

16. Are your clothes...from second-hand stores or

hand-me downs? (8 pts)...almost always new? (1 pt)...only the finest designer specials? (-3 pts)

17. Do you recycle or reuse newspapers,cans, bottles, paper? (5 pts)

18. Do you shut off the TV or radiowhen you're not using them?...always (3 pts)...sometimes (-1 pt)...never (-3 pts)

19. Subtract 3 pts for each gas orelectric appliance in your house.

20. Do you have solar panels, windgenerator, geothermal, hydropower,or a heat pump in your house? (15 pts)

21. Add 3 pts for each additional way yousave energy. Write them here.

0'1 1

22. Bonus question (15 pts). List at least 5new ways you can save energy in the future.

Now total your points.

5C

Are you a energy hoarder? not too bad? need

some improvement? or an energy hog?

11

5D Beating the Energy Crunch

This information and illustration is adapted from Alaska Tidelines, Volume 111, Number 1,

September 1980. Virginia Sims, editor. Published by the University of Alaska Sea Grant College

Program, Copyright © 1980. Reprinted by permission.

Donut talk to Alaska Charlie about the energy crunch.

He figures he's got it beat.

He pipes in water from a nearby hot spring to heat his cabin

and runs the overflow into the creek to keep it from freezing

3 so his waterwheel can generate electricity for his lights all winter

and his trout pond stays open

His greenhouse is warmed by

direct rays from the sun

most of the year

powered by his windmill

and the rest of the time

by solar heat stored in

the earth and pulled out

by a ground-heat pump

IIIwhich also provides electric

currant to separate the hydrogen

from the oxygen in the creek

water.

'',7L\v,/e0Nc,;011%;>W<IIWOMMAKti

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412

Then he puts the hydrogen-e41h-,

which is a high-powered, non-wAig")polluting fuel-in the gas tank

of his snow machine and takes

off for a spin. / ';'4;ItV1.4.

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So we can't all be as lucky as Alaska Charlie and plug incompletely to nature's energy. But so what? Alaska is loadedwith the usual kinds of energy fuels--oil, natural gas and coal.

We have plenty for ourselves and enough to help fill the energyneeds of the rest of the nation as well.

True. But there are a couple of problems.

For one thing, those fuels are all fossil (FAH-sull) fuels, madefrom the remains of plants and animals that lived millions of

years ago. Sure, nature is still making fossil fuels. But we're

using them up about a billion times faster than they are forming.The word "fossil" comes from the Latin fossilis, meaning "dug

out." And once dug out and burned, they are gone forever.

For another thing, even in Alaska those fossil fuels can be very

expensive. Some cities, such as Anchorage, are able to usenearby natural gas fields for low-cost heat and power. But the

majority of small towns and villages rely on oil to run theirelectric generators and heat their homes. And most of Alaska'soil flows right down the pipeline and out of the state for

processing. By the time it gets back to rural Alaska, trans-portation costs have pushed fuel prices higher than anywhere else

in the United States.

Now it's up to you. Design the house that you will build or want

to live in 10 to 20 years--whenever you're ready to settle down.

What will Alaska be like then? Label the location of your house

and list energy-saving features.

! 3

5E Local Wetlands

Directions: Label these drawings with the name of a localexample (if there is one) and then the type of wetland (choosingfrom those listed at the bottom of the page).

4.

wilid111111111111--n"....."4"..----.."-7n1114""tal.--,,__)11 niiiintnpri " ' __: -------7--. ovn

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4

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3.

Coastal wetland - wetlandsformed where land and saltwater meet. Includes riverdeltas, salt marshes, tide-lands and barrier-islandlagoon systems.

Wet tundra - flat, treeless,water-soaked land, char-acterized by plants such asgrasses, sedges, cranberry,blueberry, crowberry, lichensand tiny willows. Theseplants often grow in hummocks.

2.

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1.Rivers, lakes and marshes -freshwater wetlands that areformed in and along bothflowing and still waters.

Muskeg - spongy or floatingmats of vegetation such assphagnum or "peat" moss,cranberry, Labrador tea, andsundew (a predatory plant).The water is highly acidic.Black spruce are often asso-ciated with Interior muskeg(lodgepole pine are found inSoutheast muskeg). Sometimesmuskegs are also called"bogs."

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AP"'

6A Weather LorePeople throughout the world have always been dependent on theweather in their day-to-day lives. Here are some folk sayingsdealing with weather. Cut apart this sheet, and group thesayings by whether they predict fair weather, rain or storm, orclearing. Then tape or paste them by category on a fresh sheetof paper for a handy weather guide. (Hint: some of thesesayings you may have to divide in half, as part predicts one wayand part another!)

' :1-'1

---- -;-V:-ti-mirep,-?.....--

.,--Afitr"akl-'15Z i

PREDICTS FAIR WEATHER/4 % ,

7.,* '',....4.:-

8. "A veering wind: fair weather

A backing wind: foul weather."

--.N1,1/4_

e-- '--.40iPREDICTS, . --,..

-1 ...

.

av,r'f:,..

.----.--- - (-.p.. e.',/,:-...'....;;-'-'-: t-,...4;

CLEARING v---÷^e--:: --,..2 7.. , -

-?rert-w- '=",

'' PREDICTS STORM -.41.G,1.1.....i.. .V,...:.,7:4

1. "Red sky in the morning,

Sailors take warning,

Red sky at night,

Sailors delight."

9. When the air is humid,

rain is more likely at

low than at high tide.

Falling tide reduces air

pressure.

2. Rainbow to the windward,

Rain ahead;

Rainbow to the leeward

Rains end."

10. High visibility over salt

water means rain is on the

way. Salty haze is dispelled

by unstable air currents.

3. "Swallows flying way up high

Mean there's no rain in the sky.

Swallows flying near the ground

Mean a storm will come around."

11. Birds perch more before storms.

Low pressure air is less dense,L

making it harder to fly.

4. "If smoke goes high

No rain comes by.

If smoke hangs low

Watch out for a blow."

12. "Higher the clouds, finer

the weather."

5. "Sounds traveling far and wide

A stormy day will betide."

13. Smells are stronger before

rain. Odors held down by

high pressure and escape as

the pressure drops.

6. "Rain before seven,

Lift before eleven."

14. "A ring around the sun or moon

Bring rain or snow upon you soon."

7. "When the dew is on the grass,

Rain will never come to pass.

When grass is dry at morning

light,

Look for rain before the night."

15. "Short notice, soon past.

Long foretold, long last."

What's Your Climate? 6B

"WHAT'S YOUR CLIMATE?" is excerpted from Alaska Earthlines/Tidelines, Volume V, Number 1, Septem-

ber 1982. Virginia Sims, editor. Copyright 1982, The Alaska Geographic Society, Robert A.

Henning, president. All rights reserved. Special permission has been granted by The Alaska





Climate isn't the same thing as weather. Weather refers toconditions from day to day--wet, dry, hot, cold, wind, rain, snow

and such. Climate is the combination of all these things as they

occur over a long period of time.

If somebody asked you to describe the climate of Alaska, youwould probably have to say, "What climate?" With or without anytemperature changes, we have about as big a mix of climates asanybody could ask for.

For starters, Alaska has four major climate zones (see map):maritime (from the Latin mare meaning "the sea"); transition("crossover"); continental and polar. But that doesn't begin totell the story.

Northern limit of trees

Southern limit ofpermanent permafrost(frozen subsoil)

Southern limit of patchy

permafrost

Pi\ Maritime Zone

T Transition Zone

C. Continental Zone

'\ Arctic Zone

6B

Take Alaska's two major maritime zones at opposite ends of themap, for example. Deep dense rain forests of towering evergreensgrow along the sheltered waterways of Southeast Alaska's InsidePassage. But far to the west, the Aleutian Islands have no treesat all and are swept by some of the highest winds in the world.

The position of the sun is an important factor in all theclimates of the world. But here again Alaska goes to extremes.At Barrow, Alaska's farthest north city, the sun doesn't set atall between May 10 and August 2 (that's 87 straight days ofdaylight) and it doesn't rise from November 10 to January 24(that's 67 straight days--uh, nights--of darkness).

Bodies of water usually serve as a source of moisture and heatfor the land. But that doesn't quite work here, either. Whiletwo oceans and three seas wash the coastline of Alaska, ournorthern waters are covered by pack ice much of the year, whichkeeps the polar regions cold and dry.

Land forms like mountains, valleys, rivers and glaciers cancreate mini-climates within climates. And in Alaska they canplay strange tricks. Several years ago, hurricane force windsfunneling through mountain passes peeled roofs off houses in eastAnchorage, while on the west side of town people didn't even haveto hang onto their hats.

Find the location of your town or village and write it on themap. Which climate zone do you live in?

6B

Read the description of your climate zone. Is that the way youwould describe the climate of your city or villa e if someoneasked you what it was like? What would you say?

Martime Zone: Cool summers and relatively warm winters.Precipitation heavy--50 to 200 inches (mostly rain) along thecoast and up to 400 inches (mostly snow) on mountain slopes.Strong winds over open areas.

Transition Zone: Mix of maritime and continental weather withtemperatures and precipitation about in between, except for heavysnows in Gulf coastal areas. Bering Sea Coast climate is toosevere to be maritime, but milder than Interior and polar areas.

Continental Zone: Summers quite hot (record, 100°F at Fort Yukon

in 1915) and winters very cold (record, -80°F at Prospect CreekCamp in 1971). Winds and precipitation generally light.

Arctic Zone: Cold winters (average -15° to -18°F) and cool

summers (average 30° to 40° above). Arctic ice pack usuallycloses in on shore in early October and retreats in mid-July.

Snowfall light. Winds steady and strong along coast.


E4: Classifying CloudsA scientist might say, "when air is cooled before it reach( its

saturation point, the water vapor in it condenses to form

clouds." But cloud formation can be explained more simply:

On winter days, your warm moist breath forms a miniature cloudwhen it hits the cold air. Similarly, when the moist warm airfrom a teakettle spout is cooled by the air around it, a littlecloud forms. The clouds you see nearly every day form in thesame manner.

Clouds are classified according to how they are formed. There

are two main types. Cumulus clouds are formed by rising aircurrents. They are piled up and puffy. Stratus clouds areformed when a layer of air is cooled below the saturation pointwithout moving up or down. They are in sheets or fog-likelayers.

Clouds are again classified into high clouds, middle clouds, andlog* clouds, depending on their height, High clouds are made upalmost entirely of tiny ice crystals. They average 20,000 feetabove the earth. If cirrus is in a cloud's name, it is a high

cloud. Alto, meaning high, is the prefix for the middle levelclouds, which average 10,000 feet above the earth.

Low clouds range from near the earth's surface to 6,500 feet up.Nimbus, which means rain cloud, is in the name of clouds mostlikely to produce rain or snow.

Now see if you can match the descriptions with the pictures!

35

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6C

1. Altostratus clouds are dense veils or sheets ofgray or blue. They often mean rain, especiallywith a northeast-to-south wind.

2. Nimbostratus clouds are the true rain clouds.They are darker than ordinary stratus and you canoften see streaks of rain extending to the ground.

3. Cirrocumulus clouds are thin and patchy and oftenform wave-like patterns in what sailors call amackerel sky. They aren't too dependable as aweather sign, except as a warning of change.

4. Stratus clouds are a low, quite uniform sheet,like a fog, with the base above the ground.Usually they mean a fine drizzle, until they turninto nimbostratus.

5. Cirrus clouds are thin, wispy and feather-likemare's tails. As long as they don't build up intothicker clouds, they mean that fair weather islikely to continue.

6. Stratocumulus clouds are composed of grayirregular masses of clouds spread out in a puffylayer. They don't produce rain unless they changeinto nimbostratus.

7. Altocumulus clouds are patches or layers of puffyor roll-like clouds that look like sheep's wool.Generally they mean fair weather, but when theythicken watch for rain or snow.

8. Cirrostratus clouds are long thin sheets that looklike fine veils. Because they are made of icecrystals, they form large halos around the sun and

moon. They mean precipitation within 15 to 20hours.

9. Cumulonimbus is a towering thunderhead. Its basemay almost touch the ground and violent updraftsmay carry the top to 75,000 feet. It can take anhour or less to build up and produce a violentdrenching storm with hail, thunder, and lightning.Rain will usually be over as quickly as itstarted.

10. Cumulus clouds are puffy, white clouds that meanfair weather, unless they pile up into cumulo-nimbus.

6D Track That Storm"TRACK THAT STORM!" is excerpted from Alaska Earthlines/Tidelines, Volume 5, Number 1, September

1982. Virginia Sims, editor. Copyright © 1982, The Alaska Geographic Society, Robert A. Hen-

ning, president. All rights reserved. Special permission has been granted by The Alaska





What makes our storms? Why do we have so many?

Any wind, of course, is simply the movement of air. Warm air islight and rises. Cold air is heavy and sinks. The winds of theworld are caused mainly by these differences between temperaturesof air masses. And in Alaska, with cold dry polar air movingdown from the north and warm moist air moving up from the south,you have an ideal battleground of stormy pushing and shoving.

Knowing when and where these storms will strike is of vitalimportance to fishermen, farmers, bush pilots, hunters--and therest of us, for that matter. Weather satellites give us aneye-in-the-sky view of where a certain storm is coming from andwhat it is doing at the moment. But to find out what is actuallyhappening at the surface of the earth and to predict where thestorm will go and what it will bring to your area, you shouldknow how to read a surface weather map.

So give it a try. It's not as hard as it looks. Check theseweather symbols and the ones on the last page to get an idea ofwhat all those swirls and arrows and circles and flags mean.Then track that storm!

Weather Conditions

The circle at the end of the "flagpole" shows the cloud cover.Weather symbols are placed in the left of the circle.

()Clear .=Fog

gOvercast Light rain

OPartly cloudy Rain

©Mostly cloudy . Snow

Cloudy Heavy snow

NOTE: Surface maps often include a lot more information- -precipitation, air temperatures, sea temperatures, wave height,etc.--but that's too much for this space.

6D

Here It Comes...

1. The weather map below shows a storm that moved in from theNorth Pacific on October 22, 1981. Like most Alaska storms,it was carried along by prevailing winds high aloft blowingfrom west to east. Use the "North" arrow on the map to lineup your compass points. In which direction is this storm'slow pressure center moving? (Check one) Toward the south-west . Toward the northeast

2. The battleline where warm air masses and cold air massespush against each other is called a "front." When a typicalwinter cold front passes through, rain may change to snowfollowed by clearing weather. When a warm front passesthrough, snow may change to rain or drizzle. What kind offront is sweeping out ahead of this storm?front. What kind of front is following along behind it?

front.

3. The air is lightest at the center of a low pressure system.As the heavier air around it presses in, the center air hasno place to got but up. How heavy is the air at the centerof this storm? millibars. How heavy is the airpressure at nearby Unalaska? millibars.

Pribilof Island

Unalaska

PREVAILING IiiiiScale of nautical mi es

WESTERLIES

6D

4. Winds in a low pressure system don't all move in the samedirection as the path of the storm. They whirl around thecenter like water going down the drain of a bathtub (exceptthey "drain" upwards instead). Winds around a low pressuresystem move in a counter-clockwise direction. From whichdirection are the winds blowing at the Pribilof Islands?

. How strong are they? knots. Whatkind of precipitation is falling there?

There It Goes...

1. As you can see on the weather map below, our storm began todie out over Norton Sound on October 23. (It wasn't a verybig storm by Alaska standards, but it was typical for earlyfall.) Using the scale of nautical miles, figure out howfar the storm center traveled in 24 hours:nautical miles.

2. By now part of that cold front has caught up with theleading warm front and we have a mix. From Nome to the GulfCoast it is an front. From the coast to south ofKodiak Island it is a front.

1

PREVAILINGEASTERLIES

P;; Unalaska

14:Yesterday's Position Kodiak Island

IOW

N lark

PREVAILING- Scale of nautical wiles

WESTERLIES a Aaa

6D

3. Judging from that high pressure system moving down from thenorth, it looks like fair weather might be ahead for most of

Alaska. A high pressure center is just the opposite of alow pressure center. In a high, the pressure in the middleis the heaviest and the winds push outward, this timeblowing in a clockwise direction. How heavy is the airpressure at the center of the high? millibars.How heavy is the air pressure at Barrow?millibars. How strong is the wind there? knots.

What is the cloud cover?

WEATHER SYMBOLS

High pressure center

Low pressure center.

.4`1.. Direction and speed of high and low centers.

y'-411"-4111- Cold front (cold air pushing warm air out of theway).

90,--411114-44k Warm front (warm air pushing cold air out of theway).

Occluded front (cold front overtaking a warmfront).

40'411,-.4_ Stationary front (not moving--a stand-off).

Isobars--lines of equal pressure.

The word "isobar" (EYE-so-bar) comes from theGreek isos, meaning "equal" ± baros, meaning"weight" or pressure.

Numbers on the isobars show sea levelpressure in millibars (1,000 millibars =29.53 inches of mercury on your barometer, orabout 15 pounds of air pressure).

Wind Direction and Speed in Knots(Knots are nautical miles per hour)

Wind speeds are shown by the little lines running out like flagson a flagpole. One-half line = 5 knots; one full line = 10knots. The flagpole itself is pointed in the direction the windis blowing.7_0 5 knots from the west 0.-,2.0 knots from the east

35 knots from the southwest r 65 knots from the north

(black flag = 50 knots)The preceding article is excerpted from Alaska Tidelines (see credit at beginning).

6E

Make Your Own Weather InstrumentsWEATHER VANE:

Two important points to remember are:

1. The vane must move freely and easily on its axis, with thefront pointing into the wind.

2. The vane part must be in balance.

Use a compass to figure true north and don't forget to figuredeclination.

cop5A NE rl

C1 DOwely..).9/1,"

MOLE -I A.1" -top.

UN 01;1+-4.orc,

CA=VV[HANWERw.¢6

w^w-oR,..

----

CM jTCy

NO ef

cx>1..0g.. c,ri 5/8"Se) ReWN._,JTIONS boWE1-1_ARE z..41/4.5mo,c,Tr) COON '7'

tl..1.) Re TDIbieCzel1ASnocOR STAKGut'r watt

BAROMETER:

An old-fashioned weather glass is easy to make.

When the air pressure is low, water drips out of the tubing.When the air pressure is high, water is held back in the tubing.

ANEMOMETER:

In the cup anemometer, the openings of the cups catch the wind,and the wind forces the cups to revolve. The number of rev-olutions per minute gives you the wind speed. To figure out thewind speed of your anemometer, hold it out the window and countthe revolutions per minute. Then check with your local weatherstation and find out the wind speed for that day.

6E

BEAUFORT SCALE OF WINO EFFECTS

mph knots

Beaufort

number Land Observations Sea Observations

Symbols on

weather maps

0-1 0-1 0 smoke rises straight up sea is mirror smooth © calm

1-3 1-3 1 smoke drifts slowly but

weather vanes don't nave

ripples like scales

but without foam crests

© calm

4-7 4-6 2 wind felt on face; leaves

rustle; wind vane moves

short, more pronounced

wavelets

5 knots\

8-12 7-10 3 leaves and twigs in motion;

wind extends light flags

large wavelets; crests

begin to break with

glassy foam

10 knots

13-18

r

11-16 4 small branches move; wind

raises dust and loose

waves are longer with

many whitecaps

15 knots

NA

14-24 17-21 5 small trees sway; crested

wavelets appear on small

lakes

moderate waves; white

foam crests

20 knots

N's\s,

25-31 22-27 6 large branches move;

telegraph wires whistle;

umbrellas hard to con-

trot; very choppy lake

waters

large waves, more ex-

tensive foaming crests;

probably some spray

25 knots

\

32-38 28-33 7 whole trees in motion;

walking into wind becomes

difficult

sea heaps up; foam be-

gins to blow in streaks

30 knots

\X\

39-46 34-40 8 twigs break off trees;

large objects hurled

across ground

higher, rolling waves;

foam blows in thick

streaks

35 knots

\X\

47-54 41-47 9 branches break, slight

structural damage (roof

slates may blow away, etc.)

high waves, tumbling

crests, dense blowing

foam

45 knots

VA55-63 48-55 10 trees uprooted, consider-

able damage occurs; seldom

experienced inland

high waves with long

overhanging crests;

great foam patches

50

Ilk

knots

68 -72 56-63 11 widespread damage waves so high that ships

are hidden in the troughs

air completely filled

with foam and spray, sea

completely white with

driving spray

Ilh,\60 knots

73-82 64-71 12 extreme damage70 knots

iS\

Another method is to get the help of a car driven on a calm day.Hold your anemometer out of the car window and count the rev-olutions per minute at different speeds. One difficulty withthis method is that the wind eddies outside the car windows willinfluence your results. Is there any way you can correct this?

If you live in a windy area, andthan you can count, you may havedown. Try using a household egg

What is the description of your

the anemometer often goes fasterto attach some gears to slow itbeater.

wind today on the Beaufort Scale?

es.

BEST COPY AVAILABLE

6E

RAIN GAUGE:

Calibrate your rain gauge by pouring 1/2 inch of water in thebottom of the empty can. Then pour that amount of water throughthe funnel. The water will reach the 1/2 inch level in the jar.Mark it with a waterproof felt-tip marker or a piece of tape.Continue with the same procedure for 1/4 inch, 3/4 inch and 1inch. Rainy areas of Alaska may need larger rain gauges!

HYGROMETER:

This must be made strong enough so you can swing it back andforth. To use it, first wet the base of the thermometer with theshoelace on it. Then swing it back and forth for four to fiveminutes. Record the temperature of each thermometer. Then usethe following chart to figure relative humidity:

TABLE OF RELATIVE HUMIDITY MEAWRING MOISTURE

Diff.e. b. Toloweivre *I el.. dryhwI iltormmotor. Feittewheit

014 der4it 30 40 50 60 70 80 90 100...AIM.

1 90 92 93 94 95 96 96 97

2 79 84 87 89 90 92 92 93

3 68 76 80 84 86 87 U 90

4 58 68 74 78 81 83 85 86

6 38 52 61 68 72 75 78 80

8 18 37 49 58 64 68 71 71

10 22 37 4 55 61 65 68

12 8 26 39 48 54 59 62

14 16 30 40 47 53 V

16 5 21 33 41 47 51

18 13 26 35 41 47

20 5 19 29 36 42

22 12 23 32 37

24 6 munr.

Keeping Watch on the WeatherWeather Recorder's Name

6F

Date

Time

Temperature

Cloud Type

WindDirection

WindSpeed

Precipitation(inches/24 hours)

BarometricPressure

RelativeHumidity

PresentWeatherConditions

MyPredictionsforTomorrow

6G Buy Bikinis or Haul Out Your Parka?"BUY BIKINIS...OR HAUL OUT YOUR PARKAS?" is excerpted and adapted from Alaska Earthlines/

Tidelines, Volume V, Number 1, September 1982. Virginia Sims, editor. Copyright N 1982, The

Alaska Geographic Society, Robert A. Henning, president. All rights reserved. Special permis-

sion has been granted by The Alaska Geographic Society, Box 4-EEE, Anchorage, Alaska 99509 to

allow duplication of this worksheet for classroom use from 1984 through 1986. Each duplicate

must bear this copyright notice and the permission for such duplication does not extend to any

other material on which The Alaska Geographic Society holds copyright.

For a number of years now, scientists have been keeping a warywatch on the buildup of carbon dioxide (DIE-ox-ide) in theatmosphere--the air that surrounds the earth. Carbon dioxide isan invisible, odorless gas made up of one part carbon and twoparts oxygen (CO.,). Normally it serves as a life-giving linkbetween plants and animals (including people). We breathe inoxygen and breathe out carbon dioxide. Plants absorb the carbondioxide (which they need to grow and make food) and give offoxygen--and everybody benefits.

When living things die or decay or when once-living things--suchas wood from trees--are burned, they give off carbon dioxide.Fossil fuels, such as coal and petroleum, were formed from theremains of once-living things too. So about 100 years ago whenwe started burning great quantities of coal, oil and gas in ourfactories, homes and automobiles, that neat balance of oxygen andcarbon dioxide began getting off kilter. Clearing the lands andforests to make way for more cities and people just added to theproblem.

What does all this have to do with our weather? When you turn alot of carbon dioxide loose in the air, strange things are apt tohappen. The air still lets the sun's radiant energy rays throughto heat the ground. But it partly blocks the reflected heat fromthe earth that would normally flow freely back into space. Thiscreates what scientists call a "greenhouse effect" because thecarbon dioxide holds the warm air in--just like the glass orplastic sheeting on a backyard greenhouse.

Carbon dioxide makes up only the tiniest part of our atmosphere,but it has been building up at an alarming rate. Since the early1900s carbon dioxide in the air has risen from 290 to 340 partsper million (ppm). It is now rising by about 3 ppm each year.And it doesn't take much to make a difference.

In spring of 1982 more than 30 of the nation's scientists met atthe University of Alaska in Fairbanks to discuss the carbondioxide problem. They couldn't agree on whether or not therecent five-year warm spell in Alaska was caused by the carbondioxide buildup. But they did make some predictions about whatmight happen to the world's weather in general, and to northernareas such as Alaska in particular, if and when the carbondioxide warming trend really gets going. (Those predictions arebased on a couple of big "ifs"--IF the present rate of buildupcontinues, and IF all other forces that affect the weather stayabout the same.)

360

6G

This may sound like science fiction stuff, but they said that bythe time most of you are grandparents--or at least by the middleof the next century--the earth as a whole could be A to 5 degreeswarmer and Alaska could be 9 to 15 degrees warmer!

The scientists said that the most dramatic changes would be feltin all regions north of 60° Latitude, including most of Alaska.(Trace 60° Latitude on a world map and you will see that it runsjust north of the Southeast Panhandle, crosses the middle of theKenai Peninsula just south of Ninilchik, and passes out into theBering Sea over Nunivak Island. What other areas of the worldwould be included?)

They explained it this way:

In northern areas the warming trend would reduce the number ofmonths the ground is covered by snow. The bare ground, in turn,would absorb more heat, speeding up the process. Meanwhile, thenormal offshore ice pack would shrink back, first on the BeringSea and then on the Arctic Ocean. (While large bodies of waterdon't absorb heat as fast as land masses do, they hold it longerand have a huge storage capacity.) And finally perhaps, for thefirst time in three million years, the Arctic Ocean might becompletely free of ice in the summertime. (Scientists estimatethat a permanent rise of another 7° to 9° could do the trick.)

Unfortunately, it might not all be bikini weather. Warm air andopen water also increase evaporation, which usually brings moreclouds and more rain or snow. So while winters could be warmer,the summers could be cooler and wetter.

Would these changes be good or bad? It depends.

Ice-free northern waters would certainly be a boon to shippingand water transportation. (Can you imagine state ferry serviceinto Barrow?) Offshore oil developers would have less to worryabout. It would be tough on subsistence seal hunters andwhalers. But commercial fishing fleets might appear off ourArctic shores for the first time--although the warmer watertemperatures might have some affect on our current fish popula-

tions.

Melting permafrost would leave us with a lot of cracked-up,lopsided buildings, bridges, highways, airports and such, whichwould have to be replaced. On the other hand, forests and thewildlife they support would slowly spread north into now frozen

tundra regions. With warmer soil, mild temperatures and longergrowing seasons, farming could become one of Alaska's majorindustries.

The melting ice and snow could cause the oceans to rise--perhapssix inches by the end of this century. That would floodlow-lying coastal areas. But the change would be gradual andcould be handled with some relocation. (However, if the ice atthe South Pole melted, it would be a different story. That wouldraise the world's sea level 18 feet.)

6G

Too far out? Well, there are already early signs of some ofthese predictions coming true. In the eastern Bering Sea,surface water temperatures have been rising since 1976 and thewinter ice cover has been smaller. Shallow permafrost has"warmed up" several degrees in many parts of Alaska. And every-body knows the past few summers have been unusually sloppy andyukky.

Haul Out Your Parkas...

The funny part of all this is that our warm spell came at a timewhen many scientists predicted our climate should be cooling off.They say that at no time during the earth's long history have wegone for more than 10,000 years without an ice age--and that oneis now definitely overdue.

What brings on an ice age? Nobody really knows. But a populartheory is that ice ages are timed to slight shifts in the earth'sgreat oval orbit around the sun and slight wobbles in the tilt ofits polar axis. Just a small increase in the angle of tilttoward the sun (warmer) or away from the sun (colder) can make abig difference in the temperature of our northern latitudes.

Using models based on the laws of orbital mechanics, scientistshave found that ice ages past followed these wobbles and shiftsin the earth's moveraents. And the models insist we're in foranother one.

Indeed, Alaska's five warm years came right on the heels of a30-year stretch of unusually cold weather that ran from 1945 to1975. But it could be, of course, that without the carbondioxide buildup in the atmosphere, we already would be piling onthe parkas.

Stick With the Jeans...

Not to worry, say many weather watchers. We've had warm spellsand cold spells, long cycles and short cycles since Year 1. And80 years of record-keeping in Alaska are just a drop in thebucket. There are many things, they argue, that affect ourclimate--and we have a lot more to learn about all of them beforewe make solid predictions. Here are just a few examples:

Sunspots - These are dark blotches of different sizes thatseem to move across the sun's fiery surface. Actually, theyare violent storms of electrified gases with such a strongmagnetic force that they can disrupt communications andradio and TV reception here on earth.

Usually they change in cycles of 11 years, and our warmweather cycles seem to come at the peak of sunspot activity.(We are now easing off such a peak.)

9

6G

Air currents/water currents - High in the sky is a great300-mile-wide river of wind called the "jet stream," whichsweeps around the globe from west to east. Pilots ofeast-bound planes often take advantage of these tail winds,which may top speeds of 250 miles an hour.

Normally the jet stream circles the earth at around 40°Latitude (over mid-America). But when it veers offtrack--as it did during that weird winter of 1976-77 when itshifted to a direction of southwest to northwest--it canchange weather patterns.

Changes in ocean currents and ocean temperatures also seemto affect the climate, but we're not sure how.

"Dirt" in the air - Anything tossed up into theatmosphere--ash from erupting volcanoes, blowing sands fromdeserts, dust and dirt from cleared lands--tends to shadethe earth from incoming sunlight and cool things off.

So take your pick. Will Alaska be warmer, colder, or about thesame? Only time will tell.

But many scientists believe major changes are in the works--andthat we'll be able to tell within our lifetimes what will happennext.

William Kellogg of the National Center for Atmospheric Researchat Boulder, Colorado, one of the scientists who attended theconference on carbon dioxide at the University of Alaska in thespring of 1982, put it this way:

The globe will be a lot warmer by the year 2000 than at anytime in the last 1,000 years, with warmer winters and coolersummers. Nobody will doubt the reality of it within the next10 years."

Well, well see. But meanwhile, you might want to keep an eye onyour own thermometers.

This article was reviewed for content and scientific accuracy byGlenn Juday, visiting associate professor and ecological reservescoordinator, Agriculture Experiment Station, University of

Alaska, Fairbanks.


aJ :._1

66

Answer the questions and fill in the blanks.

1. List two ways in which air pollution could change ourweather.

a.

b.

2. What gas is given off when living things die, decay, or areburned?

3. Draw a picture to explain what the "greenhouse" effect is.

4. What would be the effects of a warming trend on northernareas? (List at least five)

a.

b.

c.

d.

e.

5. What is the longest time the earth has ever gone without anice age?

6. What is one way scientists think an ice age could happen?

7. a. What are sunspots?

b. What do they do to our temperature?

6G

8. What do you predict will happen to our Alaskan climate inthe future?

6H

Water and I1. How much water do you use every day? I estimate that I use

gallons of water.

2. How would you figure out how much water you use?

3. Keep track of how much water you use in a day--using themethod you devised. I use gallons of water perday.

4. What ways could you conserve water?

a.

b.

c.

d.

e.

5. Now try to conserve water for a day and keep track of youruse.

a. I used gallons of water per day by con-serving water.

b. I saved gallons of water today.

c. If you conserved water every day, how many gallonswould you save in a year?

6. The average American family uses 70 gallons a day for eachmember of the family.

a. How many gallons a day would your family use if eachmember used the average amount?

b. How many gallons a day does your family use?

c. How many gallons a year, on the average, is used byAmerican families the size of your family?

6H

d. How many gallons per year does your family use?

e. How many gallons per year could your family save?

7. If every family in your community saved as much water in ayear as your family, how many gallons would that be?

8. Why is it important to save water?

7A Ocean Word Images

by Ruth Berman and her students

iip 4

Directions: Write what each image represents in the blank belowthe drawing.

K5AH,,,

1. 2.

5. 6.

9.

5UR+

3. 4.

200065 de + /1\ A*

11 AN500.,RD

7. 8.

10. 11. 12.

13. 14. 15. 16.

tWg- (D10 5)-itsv

17. 18. r,Ol, 3

Aquatic Habitats 7B

See if you can solve this magic squares puzzle! Match thelettered words with the numbered phrases. Then place thematching numbers in the squares below. Add each row across andeach column up and down. All of these totals should be the sameif your magic squares are correct. The magic number is

A. tide B. erosion c. current

D. watershed E. lake F. bog

G. wave H. estuary I. river

1. Always on the move carrying

water across the land.

2. Area of land that feeds a

river with water.

3. Wearing away of the land.

4. A temporary, watery part of

the landscape continually

filling with sediment.

5. Great stream of moving

water that flows through

the ocean.

6. Big ripple made by the

wind.

7. Periodic change in sea

level.

8. A wetland more productive

than any corn or wheat-

field.

9. Sphagnum moss heaven.

10. List five reasons why each of the following habitats isimportant:

seas rivers wetlands

11. On another sheet of paper, draw a local pond or stream andat least eight invertebrates, one amphibian, five mammals,five birds, five fish, and five plants that live in oraround it.

7C Marine Invertebrates

Adaptations enable an organism to survive in its environment.Write the correct name next to each illustration below, and draw

a line to the description of each animal's major adaptation.

Discuss additional adaptations of the organisms and those of

other marine animals.

3

A. Byssal threads prevent thesecreatures from being washedaway.

B. Strong, muscular "foot" en-ables it to dig into groundrapidly.

C. Pointed spines ward offpredators.

D. Everts (sticks out) its stom-ach and inserts it betweenshells of bivalves to obtainfood.

E. Adults secrete glue to per-manently attach themselvesto rocks, pilings or boats.

F. Defense from its predatorsis to eject (throw up) itsinsides.

G. Stinging cells in tentaclesare used to capture food andfight away predators.

H. Radula with sharp points areused to scrape food off rocks.

I. Operculum protects it frompredators and from dehydrationat low tide.

J. Body colors change to matchsurroundings to camouflageitself.

Mollusks 7D

Directions: Fill in the blanks with the correct word chosen from

those listed below. Some words must be used more than once.

bivalve limpets clamsoctopi squid footsnails chitons cocklesmollusks univalves siphons

The shell-bearing animals of the sea are calledIn every case, these animals have soft bodies and they usuallyhave a large muscular foot on which they move. Their bodies areusually protected by a limy shell that the animal makes.Sometimes, however, the shell may be internal, or it may be

absent. Four kinds of are found in shallowAlaskan waters. They are described below:

1. Animals with one part to their shells are called

(a) . These include such animals as

(b) and (c)(d) are animals with coiled shells, found in

many shapes and sizes. (e) , which aresometimes called Chinamen's hats, have cone-shaped shellsand feed by scraping microscopic material from rocks or

other surfaces.

Unlike (a) , which have one part to their

shells, (b) have shells with two parts or

valves. Many of these animals, such as (c)

and (d) , live buried in the sand or mud.

They have a large (e) , which is used to dig

deep beneath the beach surface, and two (f)which are often part of a neck that reaches to the sand or

mud surface. Thus, the animal can take in sea water and

remove from it the tiny food particles it needs to live

.7-Animals with eightcalled (a)but sometimes they are partly or entirely covered by softer

parts of the animal's body. (b) usually

live in rocks, often in areas of heavy waves. Because they

can cling tightly and shape to the rocks, they can withstand

strong seas.

plates or parts to their shells areThe plates are usually visible,

(a) and (b) are calledcephalopods or "head-foot" animals because these two parts

have become joined. (c) have eight arms,

but (d) have ten. Although these animals do

not have a hard, outer shell, both belong to the large group

called (e)

7E Seaweed1. The three different types of seaweed are

, and . (Hint: Think color!)

2. Another name for seaweed is . (Hint: Itstarts with an "A".)

3. Label the parts of the seaweed and land plant illustratedbelow. Use this word bank:

flower stipe blade leafholdfast stem float root

e.

F

h

4. Two ways that seaweeds are similar to land plants are thatthey and

5. Two ways that seaweeds are different from land plants arethat they and

6. In Alaska, seaweeds are most common in which of the fourseasons? and

because

C ,)

Intertidal Zonations 7F

Intertidal animals and plants have to be very hardy to surviveexposure to air, fresh water (rain and snow), summertime warmthand dryness, wintertime freezing temperatures, and predators fromboth the land and the sea. On the outer coast, they have to beable to hang on in pounding surf. Even in the more protectedbays and inlets, fierce storms and waves occasionally flare up.But there are benefits, too--the tide brings a fresh supply ofrich food and nutrients twice a day. And each of the predatorscan reach them only at certain tidal stages -so there are periodsof rest and recovery. Also, these tough intertidal conditionsmake it difficult for some species to compete for food and space.Each species of marine plant and animal has a particulartolerance to the hazards of being out of salt water. By lookingat the beach in a section from its highest high water mark downto the water level of a low, low tide, you can quickly begin tosee major differences in plant and animal populations.

The Highest Fringe

At the upper limits of the intertidal zone, the fewest life formsare evident. You may notice that the rocks appear black here.This is because they are covered by a black encrusting lichen orby a blue-green alga that makes the rocks treacherous and slip-pery when wet. In these upper reaches, too, may be found thecommon tiny periwinkle--a fat, ridged snail that sometimes seemsto pepper the rocks.

df.--Pm-ifal rilv

IP

The Middle Zone

As you move toward the water's edge at low tide, you will beaware of obvious color bands or patches on the beach. There maybe banding of Fucus, the common brown rockweed, and of blue-blackmussels (the intertidal and subtidal bivalves that attachthemselves by tiny threads to rocks, pilings and other surfaces),and barnacles. Here too, you will begin to see limpets, amphi-pods, various sea stars, tiny black sea cucumbers, and otherforms of life not in evidence at higher levels.

I" .4 I-)

7F

The Lowest Zone

Approaching the water's edge, you will not find some of theplants and animals evident at higher levels. In general, how-ever, the lower you go in the intertidal zone, the greater thediversity of life forms. Here you will find sea urchins, a widevariety of large sea stars, perhaps juvenile long crabs, largewhite or varicolored 1-;ea anemones, and the larger snails.

r0 4

7F

So...as you look at any particular beach for the first time,there is a great deal to think about. Remember that the locationon the beach, the type of surface, the height from the water, andthe kind of topographical variation all make a difference in whatlife forms may be found. In general, it is advisable to spendthe lowest part of the tidal cycle closest to the water's edge,the area of the beach that is revealed to us least often, andwhich tends to harbor the greatest diversity of plants andanimals.

Answer these questions:

1. What are five reasons why is it difficult for marine plantsand animals to live in the intertidal zone?

a.

b.

c.

d.

e.

2. What are two life forms you could find at the upper limits

of the intertidal zone?

a.

b.

3. What are six life forms you could see in the middle zone?

a.

b.

c.

d.

e.

f.

4. What five marine life forms could you see at the lowestzone?

a.

b.

c.

7F

d.

e.

5. Make up a riddle about your favorite intertidal creature.

Here is a sample riddle (yours can be shorter).

Sometimes rec.'and sometimes greenwhen the tide is highI'm seldom seen.

Tiny plantsI like to eatI move them towards my mouthwith tube feet.

Find my round shellon the seashorebut my many spinesaren't there anymore.

Who am l7

by Karen Stomberg

e

Draw a picture of an actual insect or crustacean which lives in

the spot indicated or invent an animal that has adaptations

(characteristics which help it survive) that would allow it to

live there.

____

____

----

---

----

,_,_

ezzy

INST

RE

asr1

-....

...

%...

."-A

.,,--

-- -

7751

RE

:Nri

FLo

W/N

6I

FAST

OY

ER

Rco

:s

1

PoNT) 1-rrot-v

i

711

BirdsDirections: Answer the following questions. Use bird referencebooks to help you.

What are six groups of birds that can be found in Alaska?

1.

2.

3.

4.

5.

6.

7. Give reasons why these birds are concentrated along Alaska'sseas, rivers and wetlands.

8. How might changes that humans make to the seas, rivers andwetlands affect the kinds and number of birds?

(1)

4.)

$-4

(1)Fe

rt./

r4

(ti

0a)

a)

4.)

4.)r4

Fe

rcS

Fe

FeHW

440

Fe4.)

4).r)

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7J Fish

1. Label the following diagram.

2. What are the five kinds of salmon found in Alaska waters?

3. Draw simple pictures with labels showing the four stages ofa salmon's life cycle.

4. Why are wetlands important for salmon?

5. Name five freshwater fish and tell something interestingabout each one.

a.

b.

c.

d.

e.

7J

6. Why are halibut called masters of camouflage?

7. List four ways that halibut can escape from predators.

a.

b.

c.

d.

8. Draw a picture showing how herring fit into the ocean's foodweb.

7K Fisheries1. List three traditional fishing methods that are still used

today.

a.

b.

c.

2. What are each of these fishing methods? What is beingcaught by each?

a

catches

f.

catches

catches

e.

catches

3. What are some ways of assuring that there will always befish to harvest?

I)

Marine Mammals 7L

1. Group the following animals into four groups by writing eachname in one of the sections of the chart.

dolphin manateewhale sea otterporpoise sea lionseal walrus

2. Block out the area that is not a trait of mammals and fillin the blank areas with additional traits.

havelive

youngcold-

blooded

breatheair withlungs

Mark these sentences true or false.

3. Marine mammals are descended from land mammals.

4. Manatees are plant eaters.

5. The worst enemy of whales is the killer whale.

6. Whales and dolphins have very poor hearing.

7. All whales have teeth.

8. The largest animal that ever lived on earth is thebrontosaurus.

9. Large size is a disadvantage to life in coldwater.

10. Whales are considered to be of averageintelligence.

OL)

7L

11 and 12. What are two ways a land mammal would have to change inorder to survive in the ocean?

13. Explain what echolocation is and how it is used by somemarine mammals.

14. Describe a marine mammal in five different ways withoutnaming it.

Now see if your friends can guess what it is.

e",,, r.dr,I e

Freshwater Mammals 7M

Here are four freshwater mammals, their tracks and some signs oftheir activity as seen in winter. Cut out the squares and matchthe ones that go together. Hint: there may be more than onesign for some animals.

r'' Q*,)

I--;

L., 0 V

7N Glaciers and Sea Ice

Fill in the blanks. Use these words:

rocksbluemotionsnowgrayblacksilticeleads

1. Glaciers are rivers of

2. Glaciers are formed when, year after year, morefalls in winter than melts away in summer.

3. Glaciers gather up and earth from the landthey cross.

4. Glaciers grind up rocks to make "glacial four" or, which has many nutrients for marine life.

5. Sea ice is dangerous because of its constant

6. Large cracks that open up in sea ice are called

7. Unsafe, young sea ice is usually in color.

8. As sea ice thickens, it rises higher in the water and isin color.

9. Both glacial ice and old sea ice arecolor.

10. Put an "x" next to the valley carved by a glacier.

in

7N

11. Put an "x" on all the moraines you see in this drawing of aglacier.

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,

12. Put an "x" on the landfast ice and a "y" on the pack ice.

ttilb 11.Kr:Lift

lar

..

.16.........

7N

Circle the word that makes the statement true.

13. It's best to go out on the pack ice to look for polar bearswhen the wind and currents are blowing and moving (offshore,onshore).

14. Fish, invertebrates and mammals are (sparse, abundant)beneath the sea ice.

15. Young sea ice is usually (flexible, brittle).

16. Compare glacial ice and sea ice. Mention four ways they aresimilar and four ways they are different.

Native Uses of the Seas and Rivers 70

1 6. Write the names of nine Native groups on the map above,showing their traditional areas.

7. Describe one of the Native groups in your area.

They are called

How did they use the seas and rivers traditionally?

Now?

In times long ago, they lived inand hunted with

They used for transportation on theseas and rivers.

One word in their language isIt means

8. Compare the ways two of Alaska's Native groups,and depend on the seas and rivers.

j 0

70Five similarities are:

Five differences are:

9. Describe life in your community 100 years ago through theeyes of a student your age. Tell why the sea and/or riveris important to you.

10. Below each drawing write the name of the boat and where itwas used (northern, western, central, southwest, south-central or southeast Alaska).

U) I.).1,14.r

70

7P Safety and Survival1. Equip your skiff for a day-long fishing trip. What do you

need to take in order to be safe?

a.)

f.)

h.)

j.) k.)

7P

2. On your fishing trip, you spot some children on the shorewaving wildly, so you head over right away. One of themshouts, "Johnny fell in the river. We just dragged him outand he's not breathing!" Describe what you would do, indetail.

3. On your way down river after a good day of fishing, you hita sweeper (log) and your boat breaks up and sinks. You aredesperately hanging on to the log with your survival gear.Number the following steps in the order you would take them.

a. Take your lighter out of your pocket and start a fire.

b. Have your orange life jacket ready to wave; a mirrorready to shine; and green spruce boughs to put on yourfire if you see a boat or plane.

c. Collect firewood, little twigs, and birch bark.

d. Get your fishing line and lure out of your survivalgear and catch a fish.

e. Settle down for a comfortable night with your sleepingbag and tarp--thankfully remembering that you told yourdad where you were going!

f. Put your clothes back on, putting your wool shirt nextto your skin.

g Make a shelter out of spruce boughs and an old log.

h. Carefully crawl along the log to shore.

7P

i. Take off your clothes and wring them out.

Eat a little of your survival food for some quickenergy.

k. Jump up and down to warm up.

1. Set some snowshoe hare snares with the wire in yoursurvival gear.

m. Roast your fish over the fire along with your sprucetea.

n. Try to dry your clothes over the fire.

4. Now describe what you would do in a survival situation if

you had only what was available in your pockets!

My pocket contents are:

I would

(- 11"7.

Putting on Your PFD 8A

If you fall in the water, you can easily protect yourself fromdrowning by wearing a personal flotation device, or PFD. Butprotecting yourself from impending hypothermia is not so easy." Hypothermia" means lowered or subnormal deep-body te)erature.If you fall in the water most anywhere in Alaska, your bodystarts chilling rapidly. You will start shivering intensely inan attempt to increase your body's heat production. If thecondition is allowed to progress, you will become unconscious andeventually die, either by drowning or from hypothermia.

Hypothermia can easily strike on land, too, especially if you arecaught in the rain or cold without raingear or warm clothes. Inany event, whether you are on land or sea, even a slight increasein survival time could mean the difference between being dead oralive when rescuers arrive.

1. Based on this chart, graph the results of hypothermia atvarious water temperatures for people not wearing lifejackets.

WaterTemperature

(°F)

Survival Times without Life Jackets

Exhaustion orUnconsciousness

SurvivalTime

32.5 Less than 15 min. Less than 15 to 45 min.32-40 15-30 min. 30-90 min.40-50 30-60 min. 1-3 h.50-60 1-2 h. 1-6 h.60-70 2-7 h. 2-40 h.70-80 3-12 h. 3 h. to indefinite

Over 80 indefinite indefinite

6

5

0

30 32.5 40 50 60 70

-1 0 4 10 16 21

WATER TEMPERATURE

80 °F27°C

8A

2. What is your local water temperature?

3. How long would you survive at that temperature according tothe chart?

(Hint: These chart figures are for normal adults. Peoplewith more fat would last longer, and smaller people wouldhave shorter expected survival times. Because of smallerbody mass and relatively little fat, children cool muchfaster than adults.)

4. Here is a graph of average predicted survival times ofnormal adults wearing a standard life jacket and lightclothing and holding still.

a. How much would wearing life jackets increase adultsurvival time in your area?

b. Predict your increased survival time.

6

5

0

0

32

I I I

5 10 15 C

41 50 59 F

WATER TEMPERATURE

5. To conserve body heat in cold water, don't swim. Your bodywill produce three times the heat when swimming, but thatheat is all lost to the cold water. The average personswimming in a life jacket cools 35 percent faster than whenremaining still. Use your estimate in question 4b andfigure out what your survival time would 1-e if you swam inyour life jacket.

r Li (

8A

6. Tests conducted on adults swimming in 50°F ocean water withstandard life jackets and light clothing showed that theaverage person can cover only .85 mile before being incapac-itated by hypothermia. Remember also that it is difficultto judge distances in rough, cold water. The distance aperson can swim is affected by his swimming ability, theamount of insulation, and water conditions. Estimate themaximum distance you could swim in your local waters with alife jacket. (Don't forget it is almostalways best to stay with your boat. Not only do you loselots of body heat by swimming but staying by a boat--even anupside-down or broken boat--makes it easier for rescuers tospot you.)

7. If you are in the unfortunate situation of not having a lifejacket or anything to hang onto, you will be forced to treadwater or try drownproofing. Treading water involves contin-uous movement of arms and legs in various patterns to keepthe head out of the water. By treading water, people cooloff 34 percent faster than in a life jacket holding still.

Drownproofing involves restful floating with lungs full ofair, interrupted every 10 to 15 seconds by raising the headout of the water to breathe. Even non-swimmers can thusavoid drowning for many hours. Unfortunately, in cold water(50°F) drownproofing results in a cooling rate 82 percentfaster than when holding still in a life jacket! This ismostly due to putting the head (a high heat loss area) intothe water. So keep your head out of the water! Tell inyour own words why wearing a PFD is important.

8. Large amounts of heat are lost not only from the head butalso from the sides of the chest (where there is littlemuscle or fat) and the groin (where large blood and lymphvessels are near the surface). So, to conserve heat, assumeHELP (the Heat Escape Lessening Posture). Your PFD willhelp you hold your head out of water. Tuck the inner sideof your arms against your chest. Press your thighs togetherand raise them to close off the groin region. This body

G 9 S

EIA

position will increase your survival time by 50 percent.Take your predicted survival time in 4b and increase it by50 percent. My survival time if I use HELP isPractice HELP in your seat until you can do it automat-ically. Then practice it in the water.

If there are several people in the water, buddy together tohelp conserve heat. And keep a positive attitude. Don'tpanic.

9. Different styles of PFDs offer different amounts of thermalprotection. Label the pictures with poor, fair, good orexcellent after you read the descriptions.

Poor - All loose-fitting PFDs and float cushions offer nosignificant protection from the water.

Fair - Foam vests and float coats that possess good adjust-ability for close fit to the chest increase survival time50-70 percent.

Good - Float coat (with closed-cell, foam-rubber beavertails that snap up and over your groin) and float coverallsincrease survival time more than 21/2 times as long as astandard PFD.

Excellent - Survival suits cover everything except your facewith closed-cell foam rubber. These suits are designed tobe worn in rough weather or when you are in danger. Otherthan a raft, they are the best survival gear available. Incontrast, the PFDs mentioned above are designed to be worncontinually when you are around water.

a.

b.

c.d.

e.

f.

8A

10. When you are purchasing a PFD, find out which ones will holdyour head out of the water even if you are unconscious.Check the costs of each of the above-mentioned types of PFDsin local stores or catalogs, and write the prices next tothe pictures. Now describe which one you would like to buy,how you'll get the money, where you'll buy the PFD, and whatyou'll use it for.

As soon as you buy it, stick some survival gear (flares,lighter, fish lines, hook, knife, light, etc.) in a pocketor sew it in the lining. And don't forget to wear your PFD!It doesn't do you much good if it's in the boat and you'rein the water.

,_11. 0

1

8B Water Safety Cartoons

Directions: Draw cartoons to illustrate these statements.

Keep a survival suit handy andknow how to use it.

Watch the weather for storms.

Always leave word of whereyou're going and when you'llbe back.

Use lights when boating atnight.

Keep track of the tide. No fooling around in any boat.

--,

Always wear a PFD.Have tools, spare parts, extragas, spare motors and oarsalong with you.

Step carefully into the centerof a small boat and keep yourcenter of gravity low.

Anchor your boat securely.

Don't overload the boat. Watch for rocks, logs anddebris in the water.

Avoid sharp turns in a smallboat.

Don't drink alcohol or takedrugs around the water.

Don't lean out or stand up insmall boats.

Always carry survival gear inyour boat.

If your boat capsizes, staywith it.

Know hcw to use a life raft.

How to Survive On a Beach 8C

"HOW TO SURVIVE ON A BEACH" is excerpted and adapted from Alaska Tidelines, Volume II, Number 8,

May 1980. Published by the University of Alaska Sea Grant College Program, Copyright © 1980.


You made it to shore. But it's the wrong shore--one of Alaska'sthousands of uninhabited islands. Your boat's wrecked. Rain ispouring down. You're cold, wet and hungry. And since nobodyknows where you landed, it looks as if you'll be here for awhile.

Well, don't just sit there. You're on your own now, and you musthelp yourself until other help arrives. Obviously, your basicneeds are going to be:

1. Shelter and warmth.2. Drinking water.3. Food.

So take stock. Look around. Identify what you can use to filleach of these needs by writing its number in the circles on thispicture. Now is the time that Basic Survival Kit you alwayscarry will really come into its own. And if you follow the rulesfor outdoor survival, you'll come through in good shape.

2

8C

The word "survival" has a special meaning in a land like Alaskawhere the wilderness usually begins at the outskirts of town, andempty beaches may stretch for hundreds of miles on either side ofyour community.

Say your outboard conks out in the middle of a severe squallwhile you are fishing. Or you didn't figure the tides right, andfind you are no match for the outgoing current. Suddenly, just afew miles from home, you are faced with a survival situation.

What do you do?

FIRST THINGS FIRST

Take shelter under the trees from the wind and rain. Get out ofthose wet clothes, wring them out and put them back on again. Ifyou are very cold, gather long grass and stuff it inside ycurclothes to act as insulation. Move around until you warm up.

The next step is inventory. Take a critical look around, takingstock of things that can either help or hurt you.

Sit down and relax. Save your energy and body heat. Now is agood time to go through your Basic Survival Kit and check outwhat you have. Then plan how you will deal with those threebasic needs in the order of their importance.

SHELTER AND WARMTH

The first thing you need is a camp. Stay near the beach whereyou can be found. Don't start off on any long cross-countrytrips that will just wear you out.

CAMPSITE: Choose a campsite close to your food and water supply.Your best source of fresh water is a stream or spring flowingdown across the beach. If it is a river and the salmon arerunning, you'll have plenty of food. But don't camp too close ifyou're in bear country. So far as beach food is concerned,shellfish are most abundant in areas where there is a mixture ofgravel, big rocks and tidepools.

Look for a flat spot at the edge of the beach, well above thehigh tide line, where grass and weeds will give you a goodinsulating ground cover. (Beach sand or gravel is apt to bedamp.) Camp under trees or in an area where there is goodprotection from the wind. If the site faces south, you'll getmore sunlight to dry out your camp after a rain.

SHELTER: Rig up the plastic sheet from your survival kit betweenthree or four trees to serve as a "rainfly" over your campsite.Keep it high enough so that you'll have some room to move aroundin.

8C

Cut branches to build a small shelter to sleep in. Keep it assmall as possible--just a little larger than you are--so thatyour body heat will warm it. Use evergreen boughs, leafy boughs,or long dry grass (dig down under the wet stuff) for both mat-tress and bed coverings. (Of course, what's left of your boat,turned upside down, will provide good shelter, too.)

FIREWOOD: Gather a good supply of firewood and pile it where itwill dry. Avoid picking up wood from the ground because it isalmost always wet. Instead, collect dead twigs or branches fromtrees or bushes. Standing dead trees are best. Newly fallentrees are good, too, since they still have enough sap to burnreadily. If the bark is wet, peel it down to the dry woodinside. Spruce kindles easily and burns fast. Alder lastslonger and leaves good coals. Drift logs with creosote (tar) onthem burn especially well. Driftwood found on the beach isusually dry inside.

Small sticks and branches can be broken into suitable lengthsacross your knee. Thicker pieces can be broken by making deepcuts or notches on opposite sides of the branch with your knife,and then banging the piece sharply against a large rock or log.For a warm, slow-burning fire, use larger logs. Put one end intothe fire and move the log up as it burns. Or start the fire inthe middle, so that after it burns through you will have two logsthat are easier to handle.

FIRE BUILDING: Dig a small fire pit on the beach close to thefront of your shelter. Line it with flat rocks and back it witha large log, if possible, to act as a windbreak.

Place the smallest, driest twigs you have collected in a criss-cross pattern on the flat rock. (For a sure fire when theweather is wet, start off with a piece of the cotton from yoursurvival kit.) Build small pieces of kindling up over this likea tepee. Be sure there is enough air between the twigs for thefire to start.

q

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Check the wind direction. Then light a match and touch it downso that the flame blows into the center of your carefully ar-ranged tinder. Let the fire burn for a minute, then graduallyadd larger pieces of wood as the flame builds up. Once it'sgoing well, put on larger logs or driftwood to hold it, and pilewet wood around the sides to dry out.

Always keep your fire small, especially if it's under yourrainfly. A small fire will provide all the heat you need, saveyou the hassle of gathering wood, and is best for cooking.

COOKING: Fish or shellfish can be wrapped in damp seaweed, skunkcabbage leaves, or foil, and cooked in the coals of the fire.And of course, there's the time-honored hot dog/marshmallow wayof roasting food over the fire on a stick.

Heavy pots can be placed right in the fire, but if you're makingdo with the coffee can from your survival kit, it would be betterto rig up a spit and hang it over the fire.

NOTE: You can't really prepare for a survival situation--becauseyou can't know when you'll be in one. But here are some pre-cautions you should take on any boat trip:

Always let someone know where you are going and when youexpect to be back.

Federal law requires that every boat carry a personalflotation device (life preservers, called PFDs) for eachperson on board. For boats more than 16 feet long, thesePFDs must be wearable. Wear yours.

Loss of body heat--called hypothermia (HIGH-po-THER-me-uh)--can be as deadly in cold water as drowning. But with wetclothes in cold windy weather, hypothermia can also hit youon land or while you're still in the boat.

Dress to avoid it. In cold wet weather, wear rain gear and woolclothes. Wool keeps you warm and dry, because it resistsmoisture and insulates even when wet. Cotton soaks upmoisture--so your cotton jeans just make you wetter and colder.

P.L. a

DRINKING WATER

Lack of fresh water is harder on our body than lack of food.The loss of body fluids greatly reduces your survival time.Avoid moving around or working so hard that you sweat. Drink asmuch water as possible--more than you really want. Hot water isespecially good because it also helps keep your body warm.

A source of fresh water is of vital importance. Freshwaterstreams or springs can be found flowing across most beach areas.Your plastic sheet can be rigged to catch rain water--usually inplentiful supply around Alaska at this time of year.

In coastal areas where cliffs drop directly down into the sea,soaks or springs are sometimes found at the base of rock cracksor faults. These are usually marked by clusters of green fernsor mosses.

If worse comes to worst, you can convert salt water into freshwater by soaking up the steam from boiling sea water in a thicklayer of cloth (your shirt, if necessary). Rig the cloth horizon-tally over a pot of boiling sea water. The salt stays in thepot, and when the cloth becomes saturated from the moisture inthe steam, it can be wrung out into a container. It's a slowprocess, but it speeds up a bit when the cloth is wet after beingwrung out the first time.

FOOD: TIME FOR DINNER

So it isn't hamburgers, fries and ice cream. But there's food onthe beach that will keep you alive and in business almost indef-initely. Most of these foods have long been gathered and enjoyedby the Native people of Alaska's coastal areas--who claim thatother people don't know what they're missing.

In survival situations, it is best to save your energy by start-ing out with the foods that are easiest to get. These foods canbe found throughout the intertidal zone, clinging to rocks,hiding in shallow pools, or buried in sand and gravel only a footor so below the surface of the beach. You just have to knowwhere to look, and what you're looking for:

SNAILS: Many different species of snails are found on rockybeaches from the high tide mark on down; the larger ones liveclosest to the water's edge. All are edible, but watch out forthe moon snail and Oregon triton, which eat clams and concentrateparalytic shellfish poison. Soak snails 3-4 hours in freshwater, then boil for 20 minutes or so, drain and cool, peel offthe horny "trap door" at the opening, and pull out the whitemeaty muscle. (The intestines usually stay inside.)

41:,16

8C

LIMPETS: Shells look like small pointed Chinese coolie hats.Limpets are found in the high tide zone on rocks covered with afilm of algae, on which they feed. Use your knife to pry themoff, and cut out the white muscle meat on the underside. Thiscan be eaten raw, simmered in water, or fried after pounding totenderize it. Or if you find a flat rock loaded with limpets, doas the Native people sometimes do:

Cover the rock with damp seaweed and lay hot stones fromyour fire on top. The limpets lose their hold on the rocksas they cook, and may be eaten on the spot (along with thecooked seaweed).

KEYHOLE LIMPETS: These are found farther down the beach and look

very much like true limpets except for the small hole at the peak

of their "hats." They are closely related to the delicious

abalone which, unfortunately, is found out-of-reach in deeper

waters. Keyhole limpets are cooked in the same way as true

limpets.

SEA URCHINS: Round spiny creatures that look like red, green or

purple pincushions. They live on rocks or kelp in tide pools or

shallow waters near the low tide mark. All sea urchins are

edible. Their bright orange eggs are considered a delicacy and

eaten raw. (Scoop out the eggs inside the shell with your

finger.) Or you can throw the whole urchin into your campfire,cook it until the spines burn, then crack it open.

CHITONS: Chitons are oval-shaped creatures whose shells are made

up of eight overlapping plates. They, too, fasten themselvestightly to rocks and must be pried loose. Chitons live in the

middle to lower tidal areas and are often found on the undersideof boulrlers or grazing in seaweed-covered rocks. The largest

species are the Black Katy chiton and the gumboot chiton, whichmay reach a length of 10 inches or more. The big gumboot--so-called because of a tough, leathery reddish-brown covering whichhides its plates--has long been a favorite food of southeast

Alaska Indians. Cut out the smooth "foot" on the undersurface,

scrape and wash. The meat may be eaten raw; or sliced, pounded

with a rock to tenderize, and fried. Or the whole chiton can be

roasted in the fire. But leave these creatures alone unless you

are really starving, as they are becoming quite rare.

SEA CUCUMBERS: Another sea creature that is considereddelicious--but doesn't look it. Actually, it resembles a verylarge, squishy, reddish-orange dill pickle. The sea cucumberusually lives in water below the low tide mark, but occasionallyis found nestled between rocks or stranded on the beads. Whenrelaxed, it may extend to its full length of a foot or more, butwhen disturbed it tenses up and becomes quite firm. And whenextremely disturbed, it tries to startle and confuse its enemy(steady!) by expelling all its internal organs--intestines, the

4 L;

8C

works--and then slipping away to grow a new set. But if it doesthat, you won't have to clean it. Slice off both ends and slitopen the body. Remove the five long, white muscles just underthe skin and discard the rest. Slice the muscle into pieces andfry quickly, or cook as for chowder. The meat is tender andtastes much like clam meat.

OCTOPUS: Check around a low, low tide for an octopus den, markedby a litter of empty crab shells and other debris in front of asmall depression under a rock (see Tidelines, October 1979).Cleaned and sliced and pounded to tenderize, a young octopus willprovide several good meals.

CRABS: Keep an eye out for Dungeness crabs in shallow bays, ordug into the sand when the tide is out (see Tidelines, February

1980). Crabs usually are cooked alive in boiling seawater. Butif you're making do with that coffee can, you'll have to butcherit first by pulling off the back of its shell and breaking off

the legs and claws. Clean off everything but the shell and bodymeat. Cook as soon as possible after cleaning. Bring water to aboil, drop in the crab, and boil for 15 minutes.

Directions Label this drawing with the names of the animals and plants that

you see.

4 8

8C

WATCH OUT FOR THOSE FILTER-FEEDERS!

Clams and mussels are found in abundance on most of Alaska'sgravel and rocky beaches. They are easy to gather and cook,delicious to eat, and are among the favorite standbys forsurvival food on the beach.

But there is a problem. Clams and mussels get their food bystraining or filtering plankton from seawater. And sometimesthey pick up a toxin (poison) from one of the dinoflagellatesthought to be primarily responsible for the damaging "red tides."

This poison doesn't bother the clams or mussels, or the fish thatfeed upon them. But it is very dangerous to human beings andcauses Paralytic Shellfish Poisoning (PSP), which can be fatal.It is doubly deadly because you can't smell it or taste it.

So before eating clams or mussels in quantity from a strangebeach, check to be sure. Eat only the white portion of one clam(or the yellow portion of one mussel). Then wait an hour. Ifyou feel any numbness or tingling in your tongue, lips or nose,don't eat any more. Stay away from all clams and mussels in thearea. Each person should do this, as people have differentlevels of tolerance for the toxin.

The vast majority of Alaska' clams and mussels, however, areuntainted and are very good indeed:

MUSSELS: Blue mussels are found clustered together, fastened torocks in the high to mid-tide zone. Wash off the shells andremove the "byssal threads"--the silky filaments that they use tofasten themselves to objects. Roast or steam open, and eat fromthe shells with their juice.

CLAMS: Alaska has more than 160 different species of clams- -butter clams, soft-shell clams, littlenecks, pinknecks--found ina mixture of sand, mud and gravel a foot or so below the surfaceof the beach. Dig where you see squirts of water coming up. Eatthem raw or simmer as for chowder. For a real feast, build afire in a pit with rocks at the bottom. After the fire burnsout, load in clams and seaweed (any kind of seaweed), pour onsome seawater, and let the clams steam until they open theirshells.

HOOLIGANS, BLENNIES AND GRUNTS

These are all real fish that can be found on the beach--or caughtfrom the beach--without getting your feet too wet. Don't lettheir names (or their looks) throw you off. Gutted, cleaned,wrapped in seaweed or foil and baked in the coals of your fire,they taste as good as any other fish.

HOOLIGANS (their correct name is "eulachon": also called "candle-fish"): Small, smelt-like fish that run in large schools nearthe beach in late spring. When a good run is going, you can rigup a net and scoop them up in the shallow waters off the beach.

8C

BLENNIES (also called "pricklebacks"): Found under large rocksin the intertidal zone. They look like eels, but they're not.Their heads are small and pointed and a narrow dorsal fin runsthe full length of their bodies, which range up to 11 inches.

GRUNTS (these are bullheads, also called "singing fish" becauEof a grunting, hissing sound that they sometimes make whenremoved from the water): These can be found under rocks and intide pools, in late spring or early summer. They have wide headswith bulging eyes and a long, tapering body, dark on top andwhite beneath. Never mind the grunts and hisses--their flesh issweet and delicious. Cut off the head, and eat only the body.Slit, clean and toast by the fire, or bake wrapped in seaweed.

OR BUILD YOUR OWN FISH TRAP

If you yearn for fish that is a little more familiar, you cancatch them even though you're stuck on the beach--by the age-oldmethod of trapping them with the tide.Select a deep tide pool that is covered by water at high tide,but left open at low tide. Build a wall of rocks around threesides of the pool, its top about six Inches below the high tidewater level; leave the shore side open. Bait the pool heavilywith fish guts, crushed clams and such.

Fish feeding as the tide rises will be lured by the bait and- -with luck--will be trapped by the rocks when the tide goes out.

Try eating your fish with seaweed. Almost all Alaskan seaweeds

are edible and provide important vitamins and minerals. One of

the most common is sea lettuce, a bright green algae that grows

in the low intertidal zone and looks like limp leaf lettuce.Talk to a local expert about edible and inedible plants in your

area. HERE I AM!

You hardly need to be told to keep a watch for rescuers. But youshould be prepared at all times to signal them as well, and tokeep signaling as long as the plane or boat is in sight.

Lay wood for a larg.:11 signal fire out in the open where it can be

easily seen. Keel_ it. ready to go at a moment's notice. But

don't light it until yc.0 are sure possible rescuers in a boat orplane have a good chance of seeing you. The time to signal.iswhen they are near you or headed in your direction. Build abright fire (dry wood) at night and a smoky fire (wet wood,

spruce needles, alder leaves, or grass) during the daytime.

Put rocks, logs or stones in X or SOS shapes.

Have mirrors and orange clothing ready to shine and wave.

Most important, while you're waiting to be rescued, stay calm,

but keep busy. Put yourself on a schedule. Move around. Gatherwood and food. Don't let yourself get discouraged. And nevergive up.

4,0

8D Survival Puzzle"SURVIVAL PUZZLE" is reprinted from a crossword puzzle entitled, "PLAY IT SAFE," from Alaska

Tidelines, Volume II, Number 8, May 1980. Published by the University of Alaska Sea Grant Col-

lege Program, Copyright 1980. Reprinted by permission.

2. 4

II

Is.

tt

ri

lei

113

asP

'4

a'

as SO

S4

S7

11.15

Sys

ACROSS

* 1. Stay close to your foodand water supply whenchoosing a site.

* 5. Standing dead trees makethe best fire

9. , twos and threes.10. Alaska Newspaper Pub-

lishers Association(init.).

11. Overtime (abbr.).*12. In a pinch, a coffee can

can double as a cooking

14. East Yahtse (river)(init.).

*15. That survival isn'tgoing to do you any goodif you leave it at home.

*17. In cold rainy weather,wool clothes are betterthan your cotton blue

19. Latin word for "and," asin cetera.

21. Rhode Island (abbr.).

*22. A good survival food onthe beach, and a gourmetdish at home.

*25. The best time to hunt forshellfish is on atide.

28. Alaska Airlines (init.).*29. A tried and true way of

cooking over a campfireis to toast food as youwould with a hot

31. Virginia (abbr.).*32. For plenty of heat with

less effort, keep yoursmall.

*34. In a survival situation,stay the beachwhere you can be found.

35. In Alaska, these antleredanimals can be huntedonly in the islands nearKodiak.

*37. While you're waiting tobe rescued, keep busy butstay

DOWN

* 1. Almost all the food yougather on the beach cansafely be eaten raw, butyou'll probably prefer to

it.2. A part of a word meaning

"against," as intoxin.

3. You and* 4. The toxin that is some-

times found in filter-feeding shellfish(init.).

* 5. Fresh drinking ismore important than foodin a survival situation.

6. Preposition meaning"upon."

.* 7. A good way to cook clamsand mussels is to steamthem

* 8. A signal fire should bebright during nights andsmoky during

13. Nickname for the greatfootball running back,

: 2

8D

*16. For a good hot drink,carry powdered coffee,

or Tang in yoursurvival kit.

18. To feel sick.*20. The position of the

is important when you'relooking for food on thebeach.

*22. Play it : Alwayslet someone know whereyou are going and whenyou expect to be back.

*23. You'll need some of theseto rig up your rainfly.

24. Short for "Behold!"*26. Chitons are shaped.*27. To avoid hypothermia, you

must stay30. Great Northern Company

(init.).33. Rock (abbr.).35. Each (abbr.)

Starred (*) words are based oninformation in the precedingarticle.

8E Beachcombing TripBEACHCOMBING TRIP TURNS TO STRUGGLE FOR SURVIVAL

by Ward Sims

"BEACHCOMBING TRIP TURNS TO STRUGGLE FOR SURVIVAL" by Ward Sims is an Associated Press news story

that appeared in the Fairbanks Daily News-Miner on Oct. 21, 1983. Reprinted by permission.

Stranded for four days on anuninhabited, wind-swept islandin freezing temperatures,Clyde M. Dahle figures he beatthe odds in surviving anordeal that "only happens tothe other guy."

The only memento is a slightlyfrostbitten toe that didn'trequire medical attention.

The 38-year-old Anchoragepilot was rescued on Wednesdayafter battling for survival onHaaemeister Island in BristolBay, some 400 miles southwestof Anchorage.

He took off from the tinyvillage of Togiak in hiswheel-equipped, single-engineplane on Sunday to do somebeachcombing on the island,and trouble barged in on himwily moments after he toucheddown.

He had picked as his place toland the sloping, wave-poundedshore of a five-mile sand spitthat stabs into HagemeisterStrait from the island.

While he was taxiing to thetop of the spit where it wasflat but covered with rocksand beach grass, winds to some20 or 25 miles per hour pickedup the wing of the Tayllorcraftand flipped it into the water.

"Because of the steep drop-offof the beach, the airplanestarted to sink immediately,"Dahle recalled on Thursday.

He said he grabbed his emer-gency locator transmitter and

a bag of emergency gear, butthe cabin of the plane hadalready filled with seawaterand waves were pushing theplane farther off shore.

"In attempting to get out ofthe door of the airplane andout from underneath the wingto reach the surface of thewater, I lost the bag ofsurvival gear," Dahle said."I came to the surface carry-ing only the emergency locatortransmitter and the clothes I

was wearing."

At the time, he was only about50 feet from shore, but hesaid he was almost to thepoint of exhaustion before hewas able to swim close enoughto the sand spit to touchbottom.

"My first attempt was to getout of the wind," Dahlerecalled.

He struggled down the spit tothe island and crawled into acrevice between some rocks,lying there shivering andhalf-concious for severalhours.

His clothes--wool thermalunderwear, rubber-insulatedpacs with wool socks, denimpants, cotton shirt, fiber-filled parka and one glove- -were soaked.

"What I was wearing and the.(-mo pocket knives in my pocketwere all that remained of mysurvival gear that I hadstored in the airplane," Dahlesaid.

413

"All of my fire-startingmaterials, my big arcticsleeping bag, my extra raingear, extra survival food, mylarge survival bag with all myflares, signals and mirrorsthat I always carry with mewent down with the airplane."

He said he spent Sunday nightin a small cave, shivering and

shaking uncontrollably from

hypothermia.

On Monday morning, he tried .to

get his emergency locatortransmitter to work, but thecircuitry had been damaged byseawater and it would not

operate. He scratched out an"SOS" in a patch of black sandon the spit and dried his

clothes as best he could byhanging them on bushes.

Then he went to work haulingwhite rocks to the distresssign he had scratched out.

Late Monday, an Air ForceC-130 search plane flew overthe island about two milesinland, but its crew appar-ently did not spot his SOS, orthe waving white flag he hadfashioned from a garbage bagfound on the beach.

He also cut beach grass toinsulate the cave.

By noon Tuesday, he had fash-ioned an SOS sign of whiterocks with letters some 20

feet high. He also made arock sign showing the numberof his aircraft.

Late Tuesday he found an oldtracked vehicle. He salvageda foam rubber seat cushion

A

- 4

BE

which he cut up to insulatehis body from the ground whilesleeping and as a pillow. Healso found a can of oil, and alarge bottle with which tocarry water from a smallstream to his cavern.

Just before dark on Tuesday, alight plane flew high over theisland and vanished.

That night, the temperaturedipped to about 20 degrees,and Dahle said that while heslept better than on theprevious two nights, he wouldawake often to find himselfshivering and shaking from thecold.

On Wednesday morning, he founda handful of lingonberries,his only food, a can of char-coal lighter fluid, and a.22-caliber shell.

At about noon on Wednesday, aCoast Guard C-130 swept overthe spit at an altitude ofabout 1,000 feet and someoneaboard spotted his distresssignal and his waving whiteflag.

The Coast Guard crew dropped aradio by parachute, and min-utes later a float-equippedlight plane from Dillinghamlanded on the water, taxied toshore and picked him up.

Dahle, who came to Alaska fromSalt Lake City about 10 yearsago and is now is employed bythe State Division of Avia-tion, said it was his firstaccidf:Int in 14 years of flyinglight aircraft.

"I never even scratched thepaint on a plane before thisone," he said.

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