Teacher's Guide to the

Center for Alaskan Coastal Studies2004

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Teacher's Guide to the ACE Program

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Center for Alaskan Coastal Studies P.O.Box 2225, Homer, AK 99603 . (907) 235-6667 www.akcoastalstudies.org


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A Teacher's Guide to the ACE Program

March 2004

Dear Educator,

We are looking forward to your participation in one of the Center for Alaskan Coastal Studies (CACS)programs at the Peterson Bay Field Station (PBFS) and are eager to help you make this a rewarding andfun learning experience for all members of your group. This guide is intended to help you prepare yourstudents, both educationally and logistically, for their hands-on field experience.

Over the years, field trips to our Field Station have provided many teachers a base for exciting andextended educational activities in science, math, writing, and social studies. In particular, the coreexperience of our guided hikes to the intertidal and through the coastal forest have unveiled an engaginglearning opportunity. Feeling the pull of the tube feet on a sea star, smelling the spring growth of spruce,seeing the pattern of time on a rock, hearing the quiet of the forest, lifting a rock to discover a shelteredworld of brittle stars, sea cucumbers, worms, and gunnels – these are the experiences that create openingfor learning for both kids and adults alike.

Although this may be your tenth time to the Field Station, we encourage you to carefully read this guide forupdated information about our facilities and Alaska Coastal Ecology (ACE) program. In early April, one ofour educators will contact you to go over your group details and itinerary. At this time it would be helpfulto have the Telephone Contact Sheet on hand from this guide and be familiar with our program activityoptions.

Organizing a trip to a remote field station for your class requires a great deal of extra planning andpreparation and we commend you for giving your student this experience. We are available to help makeboth preparation and actual field trip run as smoothly as possible. We can provide a naturalist for a in-class pre-trip visit to attending schools located on the Kenai Peninsula, in addition to loaning you an ACETeacher's Kit and Intertidal Ecology Video. Feel free to contact us if you have any questions, concerns orideas.

Sincerely,

Bree MurphyProgram CoordinatorCenter for Alaskan Coastal Studies


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Table of ContentsIntroduction

Where are we going?....................................................................................................4How is the Field Station set-up?..................................................................................5What is the area like around the Field Station?...........................................................6

ACE Program OptionsWhat are the educational concepts for this program?.................................................8What is the curriculum framework?............................................................................9What are the educational activities like?.....................................................................10What kind of evening programs do you have?..........................................................13How are the ACE activities aligned with the Alaska Science Standards?..................14

Pre-Trip PreparationWhat do I need to do before the trip?.........................................................................17

Telephone Contact Sheet....................................................................................18What do we need to bring?..........................................................................................19What do we need to know to plan for cooking our meals?........................................ 20How should we pack?..................................................................................................21Who will be leading activities at the Field Station?.....................................................22What will be the responsibilities of the teachers and chaperones?............................ 22What are the safety and emergency rules and procedures at the Field Station?........23How do we and our gear get to the Field Station?......................................................25

Background InformationWhat background information should I know about Kachemak Bay?......................27

...Intertidal Ecology?...........................................................................................42

...Forest Ecology?................................................................................................53What pre-trip and post-trip activities and resources would you recommend?..........55

References General, Geology, and Intertidal.....................................................................................58


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Where are we going?Where are we going?Where are we going?Where are we going?Where are we going?

The Center for Alaskan Coastal Studies (CACS) is based in Homer, on the north shore of Kachemak Bay.Homer is located at the southwest end of the Kenai Peninsula and the drive from Anchorage, on dry roadsand good conditions, can take four to five hours. Headquarters for our Alaska Coastal Ecology Programis our field station located across Kachemak Bay from Homer on the shores of Peterson Bay. ThePeterson Bay Field Station is considered semi-remote because it is off the road system and is onlyaccessible by boat.

CACS owns about two acres of land at the entrance to Peterson Bay Lagoon on the south shore ofKachemak Bay. Our land is located next to a coastal forest on the Island Peninsula between Peterson andChina Poot Bays. The coastal forest is owned by the Seldovia Native Association, but CACS has anagreement with the Native Association to use their land for forest trails and access to China Poot Bay.


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How is the Field StHow is the Field StHow is the Field StHow is the Field StHow is the Field Station set-up?ation set-up?ation set-up?ation set-up?ation set-up?

The Field Station is a rustic frame house overlooking Peterson Bay Lagoon. It was designed to be thesummer home of Dr. James and Donna Wong. Before it was finished, however, CACS purchased it andvolunteers completed the construction.

There are three rooms downstairs – a central room, a mud room, and a kitchen. The central room is usedfor class discussions, quiet times, and hanging out times. All meals are served and eaten in this room andpart of the group (usually the boys and men) may sleep on the floor here at night. Sleeping bags, pads,and backpacks are piled in the outer part of the main room during the day. Because we need to keep therug as clean as possible in the main room, we ask everyone to remove their muddy/snowy/wet shoes andboots in the mud room and to stow coats, hats, etc. there. There are coat pegs, boot racks, and cubbyholesin the mud room for this purpose. A first aid station is set up in the central room. The kitchen has anelectric stove, microwave, and refrigerator and counter space for storing food. An extra refrigerator/freezeris in the mud room. The kitchen has small, medium, and large cooking pots and pans, mixing bowls,cooking and serving utensils, and cutting boards along with all eating utensils, plates, bowls, etc.

Upstairs, two small bedrooms provide private sleeping areas for CACS staff and volunteers. The centralroom serves as a laboratory, with microscopes and supplies. A part of the group (usually the girls andwomen) may sleep upstairs in the central room, stowing gear under the lab tables during the day.

A wrap-around deck at the Field Station provides additional space for the groups. Two live tanks withflowing salt water and three salt water aquaria are located on one deck. There is room for students and anaturalist around the tanks and aquaria which are kept stocked with a variety of marine life. The decksare also used for art activities. The dock is used for water quality sampling.

There are three wooden platforms with a yurt erected on each one. The yurts have windows, wood door,skylight and electric heaters. Some groups use one or more yurts for sleeping space. There are 6 bunkswith mattresses, but eight or more students can fit in the yurts. Individual tents can also be set up on thedecks of the Field Station or in the surrounding area.

The Field Station has a utility building behind the main cabin that houses a water system and two marinehead-type toilets. The operation of this system depends on spring thaw and water flow. If the toilets areused, they must be used correctly, which requires that nothing but human waste is flushed down thetoilets (this means no toilet paper or sanitary products of any kind). If the toilet system is operational, useof the toilets by your class will depend on your confidence that everyone can follow the rules foroperation. The alternatives are the three outhouses behind the Field Station.

There is a radio phone at the Field Station that is used for emergency purposes only. There is no internetcapability at the Field Station.


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What is the area like around the Field StWhat is the area like around the Field StWhat is the area like around the Field StWhat is the area like around the Field StWhat is the area like around the Field Station?ation?ation?ation?ation?

There are a variety of habitats and field trips accessible from the Field Station. China Poot Bay, OtterRock and the greater Peterson Bay provide unmatched locations for rocky intertidal exploration andmarine ecology studies; while the trail to Lost-and-Found Lake takes students through an excellentenvironment to teach about plant and forest ecology. At the lake the students can compare the freshwaterhabitats (and water quality) to that of the saltwater habitats seen at the beaches. The Field Station is alsosituated very close to a bog and a prehistoric Native house, a barabara, site and midden pile, which fostersactivities in archeology and Native culture. The gravel beaches and ghost forest also supply a great openarea for games and releasingof any extra energy.


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ACE Program Options


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What are the educational concepts for this program?What are the educational concepts for this program?What are the educational concepts for this program?What are the educational concepts for this program?What are the educational concepts for this program?

Alaska Coastal Ecology Major Learning Concepts

1. Kachemak Bay, its beaches and coastal watersheds have favorable conditionsfor supporting a diversity of plants and animals.

2. Plants and animals have adaptations for survival that allow them to survivebest under certain conditions.

a) Adaptations to the conditions in the intertidal zone.b) Adaptations to conditions in the coastal forest

3. Physical factors influence the distribution of plants and animals.

4. Plants and animals have a variety of relationships with other species in theirenvironment which also influences their distribution: predator/prey,competition, parasitism, and commensalism.

5. Appreciation and understanding about the ecology of the coastal forest andintertidal zone is linked to stewardship - what people can do to avoid orminimize harm to these environments

Due to the fact that we design each day's activities around the varying low tide, there is notypical day schedule. We do, however, adhere closely to the above Major Learning Concepts andthe following Curriculum Framework.


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What is the curriculum framework?What is the curriculum framework?What is the curriculum framework?What is the curriculum framework?What is the curriculum framework?

I. Intertidal EcologyStudents will gain a better understanding about the intertidal zone as an environment and habitat for adiversity of animals. We'll explore and study marine invertebrates and seaweed, focusing on the conceptsof tides, intertidal zonation, adaptation, and interrelationships.

1. Field Tripsa) Intertidal Discovery Hikeb) Coastal Monitoring

2. Stationsa) Live Tanksb) Microscopesc) Fashion an Invertebrate (Invertebrate Adaptations)d) Algae Press and Classificatione) Coastal Monitoring Follow-up

3. Environmental Problem-solving Activitiesa) Miss Manners Guide to the Beach

II. Coastal Forest EcologyDo your students know the forest is a factory? Students will learn how different parts of the forestinteract and adapt. Then they'll get a closer look a some of the different forest communities.

1. Field Tripsa) Forest Discovery Hikeb) Forest Transects

2. Stationsa) Taking a Liking to Lichensb) Microscopesc) Critter Catch (Freshwater Macroinvertebrates )d) Whooo's for Lunch? (Owl Pellets)

3. Environmental Problem-Solvinga) Forest Management Dilemma - Spruce Bark Beetle Attack!!!

III. Ecosystem ConnectionsHow are the ocean, intertidal zone, and the forest connected? Students will participate in a variety ofhands-on activities that focus on the dynamics of the nonliving environment and relate these tointeractions in living communities.

1. Field Tripsa) Watershed Discovery Hike (In development)

2. Stationsa) Weather and Snow Observationsb) Water Quality Sampling (Stream, Estuary and at Dock)c) Plankton Tow

3. Environmental Problem-solving Activitiesa) Pollutions Solution


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What are the educational activities like?What are the educational activities like?What are the educational activities like?What are the educational activities like?What are the educational activities like?

I. Field Trips

1. Intertidal Ecologya) Intertidal Discovery HikeOur naturalist will guide the students through the experience of exploring the dynamicintertidal habitats surrounding the Field Station. Informal learning opportunities on the beachinclude: scavenger hunts, beach crime detectives, forming a species diversity checklist, beachbingo, silent observation, and much more.

b) Coastal MonitoringThis trip takes a more intensive look at the invertebrates and algae on the beach and encouragesexploration of global questions about climate and environmental change. This monitoringoption allows the students not only learn more about the intertidal, but to also participate in aglobal "real science" project. Our monitoring protocol includes the following: timed counts,vertical transects, and quadrat counts. (This option is offered to the classes that will be stayingfor at least two low tides.)

2. Coastal Forest Ecologya) Forest Discovery HikeStudents will be guided by one of our naturalists to explore the forest through hands-onactivities and scavenger hunts. Learning activities include: Each One Teach One, ShamanGame, Camouflage Game, Build a Tree, Unnatural Trail, and much more. There is also theopportunity of visiting a prehistoric-Native house and midden.

b) Forest TransectsWith this field trip students can take a more intensive look at the effects of the spruce barkbeetle epidemic. In small groups, students will set up different forest transects, collect data andevidence related to the epidemic. (This option is offered to the classes that will be staying for atleast two days of forest hikes.)

3. Ecosystem Connectionsa) Watershed Discovery Hike (In Development)Take your students from the headwaters to the ocean and discover a micro-watershed. Throughhands- on activities compare this watershed to your local watershed, study nutrient cycles, andlearn how it is "all is connected".


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II. Adaptations StationsThese stations allow the students more time to focus on the adaptations plants and animals have thatallow them to survive best under certain conditions in the intertidal zones or coastal forests.

1. Live Tanks - Students will explore intertidal animals using their senses and guided questions.

2. Microscopes - Students will take a closer look at some of the adaptations of specific plants andanimals under the microscope and record their observations in their journals.

3. Fashion an Invertebrate - Students play a game to learn more about adaptations of animals asthey create and act-out their own intertidal invertebrate.

4. Taking a Liking to Lichens - Using hand lenses and microscopes, students will get a closer lookat lichens and learn what makes them unique. They will also use the Peterson Bay Field Stationreference collection.

5. Critter Catch (Freshwater Macroinvertebrates) - While on the Forest Hike, scoop somemacroinvertebrates from the lake to be examined back at the field station. Compare adaptations tofreshwater environment to saltwater environment. (This program depends on break-up.)

II. Creation StationsStudents are encouraged to let creativity flow as they use art to reflect and add to what they have learnedduring the field trips.

1. Algae Press - Students will take a closer look at the different species of algae in the region whilepressing them into interesting and colorful patterns.

2. Owl Pellets - Students will dissect an owl pellet, learn about the food chain and thenreconstruct a masterpiece of the owl's diet and biology.

3. Sand Painting - While learning about the geologic processes, using an unusual technique, studentscan recreate their beach experiences.

4. An archeology activity (In development)

5. Journal Time - Students will have an opportunity to reflect on what they have learned andexperienced in the variety of habitats around the Field Station.


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III. Environmental Monitoring StationsTake this opportunity to give your students skills in monitoring while adding to the scientific knowledgeof Kachemak Bay.

1. Weather and Snow Observations - Students will make observations at the Field Station WeatherStation and learn how to contribute important data to the GLOBE monitoring program.

2. Water Quality Sampling - Students will sample water from a variety of local sources fortemperature, pH, turbidity and other water quality parameters.

3. Plankton Tow - While examining Peterson Bay-caught plankton under microscopes and video-microscope monitors, the students will be able to chart the seasonal development of larvalinvertebrates. Larval collectors can be checked that are located on the dock.

4. Coastal Monitoring Follow-up - Give your students a better understanding of the data theygathered and the results of their field monitoring by making a visual representation of theinformation.

IV. Environmental Problem-Solving

1. Miss Manners Guide to the Beach - This activity involves students in thinking about ways toenjoy the beach without harming the animals that live there or their habitat. Our staff will work withthe class to create their own guidelines for their time at the beach.

2. Forest Management Dilemma - Students are placed in charge of the forest and role play a towncouncil meeting and determine whether and how to respond to a spruce bark beetle epidemic.

3. Pollution Solution - Students will participate in several activities showing how even a smallamount of pollution can affect our environment. Then they will brain storm various ways thatpollution can be avoided.


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What evening programs do you have?What evening programs do you have?What evening programs do you have?What evening programs do you have?What evening programs do you have?

Evening programs can be an excellent way to supplement the day's learning. These programs take placeafter dinner and require chaperone assistance. We are very flexible and open to different programs; if youhave a different evening option, let us know. We suggest a quite evening program for those schools withlong travel times.

1. Games at the Outside Beach Take your students on a short hike to some gravel beaches excellent for playing games like the following: SharkSeal Octopus, Crab Tag, The Succession Game, Food Shelter Water, Capture the Flag, and much much more.This is a great option for a class that has extra energy. (This program is dependent on tides.)

2. Tidepool SlideshowWatch a colorful slideshow that provides a window into the fascinating world that lies between the highestand the lowest of Kachemak Bay tides. This is a great option if you would like a preview or follow-up to theIntertidal Discovery Hike.

3. Movie NightBring extra popcorn for movie night at the Field Station! Pick from our list of educational videos for arelaxing, but educational evening option.

4. CampfireA campfire ring is available for your use, and most groups close the day with a campfire program. Campfiresmay not be permitted if there is a burn-ban in effect. Your school staff will be responsible for planning andconducting the campfire programs. Campfires must end by 9:30 pm. Skits, songs, and stories can work wellwhen they are planned ahead of time. Feel free to contact us for campfire program ideas. However, we wouldlike to stress all campfires will be structured by school leaders. Our staff will help set up the fire and remainto put out the fire.

5. Sleep OptionAfter long travel and long days outside, certain children may be too tired to attend evening programs. Forthese students you may want to consider a sleep option. An adult must be in the sleeping area with students.

6. Kayak Option (In development)Would you be interested in taking your class on a short kayaking trip to explore the marine world fromanother perspective? We are currently looking into developing a evening kayak program, with a long standingKachemak Bay kayak guiding business, which would allow students to gain some basic kayaking skills whilecontinuing to explore the marine environment.


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Alaska State Content Standards

A B C D

ACE Activity 4 7 9 12 14 15 1 2 3 4 6 2 3 5 1 3 6

Field TripsIntertidal Discovery Hike * * * * *Coastal Monitoring * * * * * * * *Forest Discovery Hike * * * * *Forest Transects * * * * * * * *StationsLive Tanks * * *Microscopes * * *Fashion an Invertebrate * *Algae Press and Classification * * *Monitoring Follow-up * * * * * * *Taking a Liking to Lichen * * *Critter Catch * * * * *Whooo's for Lunch? * * * *Weather and Snow Observation * *Water Quality Sampling * *Plankton Tow * * * * *Sand PaintingArcheology ActivityEnvironmental Problem-SolvingMiss Manners Guide to the Beach * * *Forest Management Dilemma * * *Pollution Solution * *

How are the ACE activities aligned with the Alaska ScienceHow are the ACE activities aligned with the Alaska ScienceHow are the ACE activities aligned with the Alaska ScienceHow are the ACE activities aligned with the Alaska ScienceHow are the ACE activities aligned with the Alaska ScienceStStStStStandards?andards?andards?andards?andards?

Alaska Coastal Ecology learning activities address a number of the Alaska State Science standards. Thestandard may be met in an age-appropriate way during the course of the field trip, but additionalclassroom activities and an assessment of learning are recommended to determine if students have metthe standards.


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Alaska Content Standards Addressed:

Content Standard A: A Student should understand scientific facts, concepts,principles and theories.A-4 Understand observable natural events such as tides, wether, seasons, and moon phases in terms of thestructure and motion of the earth (Earth).A-7 Understand how the earth changes because of plate tectonics, earthquakes, volcanoes, erosion anddeposition, and living things (Processes that Shape the Earth.)A-9 Distinguish the patterns of similarity and differences in the living world in order to understand thediversity of life and understand the theories that describe the importance of diversity for species and eco-systems (Diversity)A-12 Understand the transfers and transformations of and flow of matter and energy that link livingthings and their physical environment, form molecules to ecosystem (Flow of Matter and Energy).A-14 Understand the interdependence between living things and their environments; and understand thata small change in a portion of an environment may affect the entire environment (Interdependence)A-15 Using science to understand and describe the local environment (Local Knowledge)

Content Standard B: A student should possess and understand the skills of scientific inquiry.B-1 Using the processes of science; observing, classifying, measuring, interpreting data, inferring andcommunicating.B-2 Design and conduct scientific investigations using appropriate instruments.B-3 Understand that scientific inquiry often involves different ways of thinking, curiosity, and theexploration of multiple paths.B-4 Understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort,and logical reasoning are in all aspects of scientific inquiry.B-6 Employ strict adherence to safety procedures in conducting scientific investigations.

Content Standard C: A student should understand the nature and history of science.C-2 Understand that scientific knowledge is validated by repeated specific experiments that conclude insimilar results.C-3 Understand that society, culture, history and environment affect the development of scientific knowledge.C-5 Understand that sharing scientific discoveries is important to influencing individuals and society and inadvancing scientific knowledge.

Content Standard D: A student should be able to apply scientific knowledge and skills to make reasoneddecisions about the use of science and scientific innovations.D-1 Apply scientific knowledge and skills to understand issues and everyday eventsD-3 Recommend solutions to everyday problems by applying scientific knowledge and skills.D-6 Act upon reasoned decisions and evaluate the effectiveness of the action.


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Pre-Trip Preparation


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What do I need to do before the trip?What do I need to do before the trip?What do I need to do before the trip?What do I need to do before the trip?What do I need to do before the trip?

______Read your confirmation letter and make sure dates and times are correct. Please contactProgram Coordinator immediately if you discover a problem.

______Read this guide for all the planning and background information. Review program policies andprocedures with your students.

______Introduce your students to basic learning concepts and vocabulary outlined in this guide.

______Discuss with your students the need for special gear: waterproof rain/snow gear, boots and warmclothing. Give students a list of what they need and how to pack.

______Make your transportation arrangements to Homer. Take in consideration potential weatherconditions and stops you might want to make along the way.

______Select and prepare chaperones. We recommend a 1:6 ratio of chaperones to students.

______Divide class into two instructional or "field groups" that will work together during the fieldexperiences.

______Assign students and chaperones to their sleeping arrangements. An adult chaperone of theappropriate gnder is required in each yurt and Field Station sleeping area. Three yurts that eachsleeps 8 (including chaperone), upstairs (girls) and downstairs (boys) of Field Station for rest ofgroup.

______Encourage students to design waterproof name tags that they will wear during their visit. Youmay also may want to consider making student journals.

______Make sure that a CACS staff has contacted you during the first two weeks of April to go overTelephone Contact Sheet and confirm boat schedule, program selection and any other specialneeds.


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TTTTTelephone Contelephone Contelephone Contelephone Contelephone Contact Sheetact Sheetact Sheetact Sheetact Sheet

During the first two weeks in April, one of the CACS staff will contact the attending group leader to discussdetails of your trip. Below is the list of the basic information we will cover at that time. Please keep this in aconvenient location so that you can give or note any pertinent information.

School________________________________________ Program dates____________________________Attending Group Leader_______________________ Have you been to PBFS before?____________

NUMBERS:# Students ______ + # Adults ______ = Final Count ______ Non-refundable deposit paid: ______Please call the CACS office (907) 235-6667 if your total number of participants drops down below25 or there is a drastic change in the number of participants.

BOAT:Rainbow Connection departure time from Homer Harbor: ______Rainbow Connection departure time from the PBFS: ______Please arrive at the Homer Harbor one hour before departure time to allow time for loading ofgear.

GROUP ASSIGNMENTS: (Should be assigned and told to students prior to arrival)1. Assigned # of study groups: ______ (Please divide groups evenly)2. Sleeping assignments:

yurts (8, including chaperones) ________ PBFS upstairs ________ PBFS downstairs ________3. Meal preparation and clean-up:_________________________________________________________

MEDICAL INFORMATION:Teacher or authorized school personnel will be responsible for keeping track of medicalinformation and dispensing prescription medicine.- Don't forget to bring school required medical forms.- Are there any birthdays for your group while at camp?

PROGRAMS:Low Tide Day One: ______ feet ______ time Low Tide Day Two: ______feet ______timeHigh Tide Day One: ______ feet ______ time High Tide Day Two: ______feet ______timeThree Stations Day One: ____________________________________________________________________Two Day Programs Coastal Monitoring : ___ (Time Dependent) Three Stations Day Two: ______________

IMPORTANT DEATAILS:Review what to bring and what not to bring ______ Have you decided on meals? ______

We are excited about your trip, please do not hesitate to call us if you have any further questions.


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What do we need to bring?What do we need to bring?What do we need to bring?What do we need to bring?What do we need to bring?

Sleeping Gear___Sleeping bag___Pajamas/Sleeping Clothes___Sleeping Pad or Air Mattress (for those sleeping in the Field Station)

Clothing (Warm jacket, gloves and hat should be accessible for boat trip over)___One to two changes of clothes (depending on length of stay). Warm clothes that can be layered are

best, plus lots of extra socks and long underwear. Long pants are preferred over shorts.___Warm waterproof jacket or poncho, knit wool hat and warm gloves___Sturdy hiking shoes (hiking boots are preferred due to muddy nature of trails)___Knee-high rubberboots (no hip boots)___Slippers (or heavy socks) to wear inside Field Station

Personal Gear (Showers will not be available)___Toothbrush and toothpaste___Brush, washcloth and soap___Sunscreen and bug spray___Alarm clock (for chaperones only)___Flashlight___Water bottle or canteen (filled with water)___Day pack___3 pens or pencils___Special foods or medications

Optional___Pillow___Camera and film___Binoculars and hand lens___Student journal___Money for fieldtrip tee shirt or other souvenir

No electrical equipment should be brought to Field Station (This includes, but is not limited to thefollowing: radios, Walkmans, computer games, and blow dryers). If student have electronic equipmentused during long travel, please ask your students to leave them on bus.

In addition, no pets, knives, firearms, fireworks, alcohol, or drugs are allowed.

All clothing and gear should be marked with student's name (CACS is not responsible for lostitems.) Please call (907) 235-6667 to arrange for return of lost items. Lost and found items will be keptuntil June 1st of that year and then donated to charity.


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What do we need to know to plan for cooking our meals?What do we need to know to plan for cooking our meals?What do we need to know to plan for cooking our meals?What do we need to know to plan for cooking our meals?What do we need to know to plan for cooking our meals?

The Peterson Bay Field Station does not have a cook on staff, so that means you get to facilitate theunique experience of cooking for your group. Due to limited cooking space, you will also be expected tocook for 2 CACS staff.

The Field Station kitchen has the following amenities to help with the cooking experience:♦ Electricity♦ Water (may need to be hauled from Homer in jugs early in the season, running water later)♦ Pots, pans, and utensils for cooking♦ Plates, cups or glasses, and silverware♦ Electric stove and microwave♦ Kitchen towels, sponges and rags

We like to encourage the visiting school groups to help the environment by minimizing and planning torecycle. You will take your recycles (aluminum, corrugated cardboard and glass) with you when youleave the field station. There are recycling bins in the parking lot of the Homer Safeway on the way out oftown. Since we supply dishware and utensils, please do not bring paper or Styrofoam plates, cups,bowls or plastic utensils.

Meal Tips include the following:♦ Plan simple meals. (Spaghetti, pizza and tacos are favorites, because meat can be precooked)♦ Cold cuts for lunch sandwiches with veggie and fruit trays.♦ Do as much food preparation as possible before you come to the Field Station.♦ Bring food items in bulk. Even trail snacks can be packed in bulk and small portions can bemeasured into Ziploc bags that can be reused.♦ Avoid individually-wrapped food when possible. These can generate a tremendous amount ofwaste.

Students are asked not to bring any gum, candy, or snacks so that we don't have any problems withanimals trying to get into the yurts . No food or drinks will be allowed in yurts, so be sure all foodbrought is packed with group food.

Pack food so it can be hauled on and off of boat, on to raft, and up three flights of stairs and moved intofield station and stored right away. Plastic totes with good handles that are not too heavy work best.


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How should we pack?How should we pack?How should we pack?How should we pack?How should we pack?

Packing - Moving the gear can be a big task, but it is made easier by following a few rules:

♦ Pack frugally. Don’t let the kids bring unneeded or forbidden items.

♦ Pack into bags and boxes that are light enough to be handled by everyone in your group.

♦ Make sure all items are packed INSIDE the duffel bags or backpacks. There shouldn’t be any shoes,boots, or pillows tied to the outside. They make the bags clumsy to handle and often are lost or leftbehind.

♦ Use waterproof bags and plastic garbage sacks around boxes and anything else that is not waterproof.There’s always the chance of rain and boxes and bags will need to be placed on wet decks, stairs, etc.

♦ Pack sleeping bags INSIDE a plastic bag INSIDE a stuff sack.If you place the plastic bag on theoutside, it may tear and the sleeping bag will get wet.

♦ Securely tie all bags and ensure that there is a strong handle or loop of rope by which they can belifted and handed from one person to another. Plastic garbage bags work well for many items and aloop can be made from heavy tape.

REMEMBER TO NOT BRING THE FOLLOWING:

1. Paper or Styrofoam plates, cups, or bowls

2. Plastic utensils

3. Knives, Firearms or Fireworks

4. Electronic Equipment (like CD players and Gameboys)

5. Pets

6. Alcohol or Illegal Drugs


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Who will be leading activities at the Field StWho will be leading activities at the Field StWho will be leading activities at the Field StWho will be leading activities at the Field StWho will be leading activities at the Field Station?ation?ation?ation?ation?

Although we strive to make the Alaska Coastal Ecology program fun and interactive, our activities areeducational in focus. Our Instructors and Volunteers , CACS guides, have extensive background andexperience in the field of Environmental Education, are trained to lead this incredible learning experienceat this site and are dedicated to teaching hands-on field science.

During the first weeks of April you will be contacted by one of the CACS Instructors that will be leadingyour group. At this time the ACE program options will be discussed and a schedule formed. You willalso go over the information on the Telephone Contact sheet , so make sure that you have that formhandy during the conversation. If you have activities you would like to lead or "quiet time" provisions besure to discuss this with the CACS Instructor when they contact you.

One CACS guide will work with each group of approximately 15 students. We expect that the school willprovide at least one classroom teacher and chaperones so that there will be a ratio of 1 chaperone forevery 6 students. The CACS guides will be responsible for leading the field activities and stations,however the CACS guides will not be responsible for leading activities during "down time". It is a goodidea to have chaperones prepared to lead simple games or project during these time, which usually occurduring the 30 minutes before and after meals. Although "down time" would be the only time whenchaperones would need to lead activities, they are expected to supervise students at all time. This leadsnicely to the next question...

What will be the responsibilities of the teachers and chaperones?What will be the responsibilities of the teachers and chaperones?What will be the responsibilities of the teachers and chaperones?What will be the responsibilities of the teachers and chaperones?What will be the responsibilities of the teachers and chaperones?

We highly respect the participation of the chaperones in this experience. Without them, the studentswould not be able to have such a great field trip. The job of a chaperone is demanding yet vital. Weopenly acknowledge the great rewards, both personal and group related, which result from their efforts.

To help facilitate a smooth experience, chaperones should be carefully chosen and well prepared. Theywill be expected to participate in all activities and be role models of positive involvement. We expect theteacher and chaperones to maintain discipline in a way that learning and fun can take place. They shouldbe ready to keep pace with the students during long days of outdoor activities (which includes 3-4 miles ofhiking). They should be flexible and have a good manner with students in order to work with themeffectively. A keen sense of humor is always helpful. Some groups bring chaperones who take majorresponsiblity for preparing and cooking meals, but this is also can be an important group experience.

It is crucial that each chaperone be assigned to a group of students, learn their names, and maintain acooperative spirit within the group. Again, when you, the teacher, and CACS guides are not leadingactivities it is helpful to provide chaperones with games or projects to keep students occupied during thetime CACS guides are not instructing the group.


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What are the safety and emergency rules and procedures at theWhat are the safety and emergency rules and procedures at theWhat are the safety and emergency rules and procedures at theWhat are the safety and emergency rules and procedures at theWhat are the safety and emergency rules and procedures at theField StField StField StField StField Station?ation?ation?ation?ation?

Safety RulesWe have some basic rules you should go over with your class and the chaperones before the trip. Weexpect all participants, including adults, will be responsible for learning and following the rules below. Aswith many outdoor and field school programs the foundational guidelines are the three "R's":

RESPECT YOURSELFRESPECT OTHERS

RESPECT THE ENVIRONMENT

1. Comply with all instructions from CACS guides. They will give an orientation to the Field Station,review the safety procedures, and show field station boundaries.

2. Always stay with your group. When hiking or exploring the class will stay together. If a studenthas to leave they should first inform an adult and then take a buddy.

3. Bring only items that were recommended on the packing list. All personal possessions that are notallowed in school will not be allowed at the Field Station.

4. Walk! Running is only excepted in designated areas during organized games. There will be noclimbing on trees, stumps, or rocks.

5. We allow absolutely no horse play or throwing of things. An X-ray or stitch requiresscheduling a special boat trip out and back to the Field Station and may take 2 hours round trip.

6. Follow the beach and forest etiquette rules that you will learn from CACS guides on your hikes.This will include not handling or feeding wildlife unless given permission by guides.

7. Do not collect souvenirs from the beach or forest. CACS guides may give permission to bring asmall number of live plants or animals back to the Field Station for further study. Otherwise,replace things where you find them for other people to enjoy.

8. Smoking is not allowed for anyone under 18 years old. Chaperones may only smoke indesignated areas, which does not include indoors at the Field Station.

9. Let CACS guides know immediately if someone is sick or hurt.

10. Be safety conscious in all your actions and if a rule is not stated, common sense and goodjudgement, courtesy and respect should apply.


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Safety InformationDuring orientation CACS staff will go over safety information and emergency procedures. In the event ofa fire or other facility emergency adults are responsible for moving students to the designated safelocation. While moving to the designated safe area it is important to travel in groups established aroundchaperones. No one should return to the buildings until a CACS staff determines that it is safe to do so.

If a medical accident of any type occurs or someone becomes seriously ill, do not move the person.Instead report it to CACS staff. Send one adult, or two students, to the CACS staff with the followinginformation: where to go, who is hurt and who is staying with the injured person. All CACS staffs arecertified in First Aid/CPR and will determine if a medical problem requires evacuation. The Field Stationhas a well-stocked First Aid kit and CACS staff will carry smaller First Aid Kits and cell phones with themon all field activities.

Teachers or other authorized school personnel will be the only adults responsible for dispensingprescription medications to students. Chaperones can remind students to showup on time to receive theirmedication. In the case of a lost student notify CACS staff immediately. CACS staff has been instructedas to the proper procedure for a lost child.

The Field Station has a radio telephone (235-2778) that can be used for emergency purposes and CACSstaff. All non-emergency related messages should go through our Homer office (235-6667). The CACSHomer staff will relay all messages on a daily basis. The Field Station also has a VHF radio that can reachthe Harbormaster's 24-hour emergency channel.


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How do we and our gear get to the Field StHow do we and our gear get to the Field StHow do we and our gear get to the Field StHow do we and our gear get to the Field StHow do we and our gear get to the Field Station?ation?ation?ation?ation?

You will travel to the Field Station in Peterson Bay on the Rainbow Connection M/V, a charter vessellicensed to carry large groups. The Rainbow is 65' long, with a warm comfortable cabin, snack bar,marine heads, and decks that can be used for viewing both fore and aft. It is one of the few vessels of thisnature on Kachemak Bay with a fully-automated roll control system for smooth cruising under mostweather conditions.

Please plan to arrive at the Homer Harbor, located at the end of the Homer Spit, at least one hour beforeyour scheduled departure time. One of our CACS staff members will be meeting your group in theHomer Harbor at the top of Ramp 2. Ramp 2 is located conveniently next to the Harbor bathrooms andjust before the historic Salty Dawg Saloon. When arriving by bus, it is usually better to have a chaperoneget out and check out the parking situation above Ramp 2 before bringing the bus into the narrow lot.

Everyone can keep a small backpack to take on board (this is where the warm jacket, hat, and gloves,can go). The temperature on the water will be much cooler than on land and students will want to be outon deck to see the scenery and Gull Island, a seabird rookery. Everything else needs to be stowed in thehold of the boat for the trip over. Once on the Rainbow Connection, crew will provide a boat safetybriefing before the boat leaves the harbor. They will provide a tour of Gull Island either on the way overto the Field Station or on the way back, depending on their schedule.

Loading the Boat -The first activity during your field trip will be loading all of the gear (that has beenpacked in the above fashion) on to the boat, the Rainbow Connection M/V. To help facilitate a smoothloading follow these procedures:

1. Everyone can keep a small backpack to take onboard (this is where the warm jacket, hat, and gloves,can go if these items are not already being worn), but everything else needs to be stowed in the holdfor the trip over.

2. A CACS staff person or volunteer will meet you at the boat harbor parking area. They will helpoversee the gear chain process and may ask adult chaperones for help loading water jugs if needed.

3. Direct all of the students and adults to form a line, beginning at the bus or vehicles the gear is on, andleading down the ramp, which may be fairly steep at low tide. Everyone stands at arm’s length fromone another and each piece of gear is moved from hand-to-hand (not tossed!!) down the ramp. This iscalled the GEAR CHAIN. Hand carts are usually available at the foot of the ramp to move the gear tothe boat. The gear chain reforms to move the gear to the boat and into the hold.

4. Designate 2 or 3 students to go down in the hold to help the Rainbow crew. They may direct you toleave some things, such as food boxes on the back deck.

5. The students and adults can board the boat after all gear is stowed.


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Background Informationon Kachemak Bay


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What background informationd should I know about Kachemak Bay?What background informationd should I know about Kachemak Bay?What background informationd should I know about Kachemak Bay?What background informationd should I know about Kachemak Bay?What background informationd should I know about Kachemak Bay?

Introduction to Kachemak Bay

Kachemak Bay is . . .

* An estuary.* One of the richest, most diverse marine and intertidal areas in Alaska.* An edge area where the north and south shores are very different environments.* Shaped by several different types of geological events and processes.* A place used by different Alaskan Native groups during prehistory.* A special place where stewardship is needed.


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Kachemak Bay is a place where fresh water andsea water meet. Because the bay has a large inputof fresh water and is less salty than the ocean, it iscalled an estuary. The salt water moved by thetides and currents of Cook Inlet and the NorthPacific Ocean meets the fresh water from numer-ous streams, including eleven major glacial rivers.

CIRCULATION PATTERNS

The key to understanding the ecology ofKachemak Bay is an understanding of its uniquecirculation pattern of fresh and salt water, a dy-namic, yet relatively predictable, pattern createdby the interaction of ocean currents and tides, riverand stream flows, and the land. The larger patternof North Pacific Ocean movements is dominatedby the offshore Alaska Current which flows northfrom British Columbia and then west towards theAleutian Islands. East of Prince Willliam Sound,the Alaska Coastal Current splits off and flowscloser to shore. Twice-daily tides move AlaskaCoastal Current water in and out of Cook Inlet, butthe direction of the flow is deflected to the right, oreastward by the Coriolis force (the force that resultsfrom the rotation of the earth and causes surfacewaters in the northern hemisphere to move in acounterclockwise direction). In Cook Inlet, theCoriolis force on tidal flows causes Alaska Currentsurface water to flow predominantly up the eastside of Cook Inlet and down the west side. Thesewater movements cause salt water to enterKachemak Bay predominantly along the southshore and to leave along the north shore. Similar to other estuaries, the physical configu-ration of the bay determines the circulation patternof fresh and salt water. Kachemak Bay is relativelyshallow and flat, with the exception of a deeptrench (180-240 feet deep) on the south side. It issomewhat sheltered from prevailing winds by itsorientation and the surrounding bluffs and moun-

Kachemak Bay - An Estuary

tains. Homer Spit, extending more than half-wayacross the bay from the north side, plays a majorrole, effectively dividing the bay into an “inner”and “outer" bay, with different circulation patterns. The only study to observe the pattern of waterflow in the bay was done during spring during themid-1970s using drifting objects (drogues). Thepicture that emerged is shown in Figure 1. Theinfluence of the Spit helps explain the pattern thatwas observed. During spring, substantial amountsof fresh water from the Fox, Bradley, and MartinRivers and Sheep Creek at the head of the bay flowout into the inner bay. The water along the northshore encounter the Dpit and some of the water isdiverted back into the inner bay. Incoming tidalflows are entering Kachemak Bay on the south sideof the bay. Some of this water is also diverted whenit encounters the Spit, so much of the entering saltwater is diverted back to the outer bay. Since freshand salt water do not mix readily, the fresh waterthat flows out of the inner bay into the outer

Length: 35 milesWidth: 2 - 23.5 milesLength of Homer Spit: 4 milesAverage Depth: 150 feetDeepest Point: 576 feetAverage tidal range

(mean): 15.4 feetMaximum tidal range: +22.5 - - 6.0 ft.

28.5 feetSurface Water Temperatures:

28o - 55o F.Salinity Range:

32.5 ppt at entrance to inner bay -Zero near stream mouths.


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bay forms a current outward along the north shore, while the sea current flowing in along south shoreremains to the south. At the mouth of the bay, currents flowing up Cook Inlet also contribute to interactionof inflows, outflows, and backflows. The net result is the development of semipermanent circular currents,called gyres, at the surface in both the inner and outer bay. But because of the dominant sources of theflows, the gyre in the inner bay circulates in a counterclockwise direction while the gyre in the outer baycirculates in a clockwise direction. Water that enters a gyre tends to flow round and round, sometimes foras long as two weeks. The gyres are disrupted by storms and high winds and likely change with seasonalchanges in the amount of fresh water flow. Movements of water below the surface have not been measured, but measurements of salinity haveshown that mixing of salt and fresh water occurs throughout the bay. The general pattern appears to beone of strong outflow of relatively fresh water at the surface and an influx of saline oceanic water from thebottom. The saline oceanic waters carry large amounts of nutrients that upwell into the Alaska CoastalCurrent at Kennedy Entrance at the end of the Kenai Peninsula. During summer, a shallow layer of warmlow-salinity water overlays cold, saline waters in the outer bay and a fresh water lens averaging 12 feet indepth overlays more saline, but mixed, water in the inner bay (Bright et. al. 1960 in ADFG & NOAA1998). The high runoff during spring and fall influence and control the circulation in the inner bay, buttides likely drive the circulation in fall and winter (ADFG 1998 ).


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The richness of life in Kachemak Bay is evident in acruise on the bay or a walk along the shores ofChina Poot Bay at a low tide.

NURTRIENT DYNAMICS

The Alaska Coastal Current and tides bring theocean water that enters the bay along the southshore in twice-daily tidal currents. The surfacewaters are enriched by upwellings of cold, clear,nutrient-rich water northwest of the ChugachIslands at the tip of the Kenai Peninsula (ADFG1998). The gyre in the outer bay is thought to actto recirculate the nutrients for 1-2 weeks along withplankton and invertebrate larvae. One study ofphytoplankton production in Kachemak Baydocumented a productivity level that was muchhigher than that of any other area measured inlower Cook Inlet (Larrance et. al. 1977) and placedit as one of the most productive marine ecosystemsin the world (Sambrotto and Lorenzen 1986).Additional primary productivity occurs byseaweeds (macroalgae). The combination of pro-ductivity by phytoplankton and macroalgaeresults in a transfer of organic carbon to thebenthic food chains that is three times as high thanelsewhere in lower Cook Inlet (Lees et. al. 1980). Primary productivity is highly seasonal becauselight levels are high enough only in spring,summer, and early fall to support photosynthesisand plankton blooms and many seaweeds areannuals. The rate of productivity remains high,however, during long summer daylight hours.Also, although in many coastal areas, planktonblooms generally decrease fairly rapidly after thesupply of nutrients is exhausted, upwellings andthe gyre system in Kachemak Bay is thought tomaintain high nutrient levels throughout springand summer. During the same period, in additionto nutrients brought into the bay by the tides, fresh

Kachemak Bay - A Rich and Diverse Marine and Intertidal Area in Alaska

water flows wash nutrients from the forest andfrom deposits of nutrients on mudflats down intothe bay, which may add to the circulating nutrientsoup that fuels the marine food chain.

CLIMATE

Kachemak Bays climate is relatively mild, forAlaska. The bay usually remains ice-free duringthe winter, although ice does form in the inner bayand along the Spit during severe winters and hardfreezes of the upper intertidal zone have occurredthroughout the bay in some years. The force ofGulf of Alaska storms are blunted by the KenaiMountains on the south side of the bay and therelative protection afforded by the orientation ofthe bay, the spit, and surrounding topography.Storms are highly seasonal, occurring mostly inwinter.

A number of factors account for thisdiversity and abundance:

1. Nutrient-rich saltwater flows derivedform upwelling areas and nutrients con-tributed from many shallow bays,mudflats and glacial streams.

2. The staying time of the water.

3. The relatively mild climate.

4. The geology of the area and the largetidal range.


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GEOLOGY

Geological processes have produced a diversity of shorelines and beach types. The three main types aresteep, rocky beaches, eroding shorelines with tidal flats such as the north shore of the inner bay, and pocketbeaches of mixed rock, cobble, and mud such as those in China Poot Bay. Rocky substrates support themost diverse plant communities and a diversity of marine invertebrates. Mudflats have an abundance ofperennial plants, small invertebrates, and worms fed upon by shorebirds and waterfowl. Fox River Flatsand China Poot Bay have extensive salt marshes that export large amounts of nutrients in the form ofdead plant matter during fall and winter. Major differences between the shoreline on the north and southside of the bay exist as a result of geological events and processes.

Kachemak Bay Biodiversity Factoids

♦ Kachemak Bay provides feeding, nesting, rearing, and staging habitat during migration to over 225 speciesof birds. During spring and fall migration, biologists have counted over a million waterfowl, seabirds, andshorebirds. Approximately 90% of the marine birds in lower Cook Inlet overwinter in the bay (Trasky1982) which is the only ice-free bay.

♦ Gull Island and its offshore feeding area is a breeding area for eight seabird species and 16,000 birds. It iscurrently a study site for scientists who are comparing its productivity with that of colonies affectednegatively by the Exxon Valdez oil spill and less productive colonies in upper Cook Inlet where waters arewarmer, less saline, and less productive of food for seabirds (Piatt and Rosineau 1997).

♦ The bay provides substantial harvests of salmon, halibut, and shellfish; historical harvests of shellfish andhalibut in Kachemak Bay have been 60% of the shellfish and 1/3 to &! of the halibut catch in Cook Inlet.(Trasky 1982). Eighteen streams that flow into the bay provide spawning habitat for salmon, includingimportant intertidal spawning habitat for pink salmon.

♦ The bay supports a population of sea otters and harbor seals, and is frequently visited by Steller sea lions,harbor porpoises and occasionally by humpback, orca, and minke whales.

♦ Conrad Field, a former CACS naturalist who leads naturalist tours throughout the world, has applied hisown test on beaches throughout the world, by picking up a rock the size of his fist and counting the numberof plants and animals clinging, encrusted, attached or walking on the rock. His high count of 38 differentorganisms on a China Poot Bay rock has been exceeded at only one beach he visited in southern Australia.(C. Field, Pers. Comm.).


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The intertidal zone, by definition, is an edge areafor the land and the ocean. Edges are often richbecause they provide a combination of environ-ments in close proximity, increasing the potentialniches. In Kachemak Bay, the edge nature of thetwo sides of the bay is particularly interesting,because they are the edges of land areas which aredifferent in terms of geology, climate, and forestcommunities. A visit to Homer that can combinefield trips to both sides of the bay can provideopportunities to compare and contrast the geologyand ecology of these two areas.

TOPOGRAPHY

One obvious difference is the topography of thetwo areas. On the north side, the City of Homer ison a flat bench area that drops off steeply to thebeach in a series of eroding cliffs along the north-western shoreline of the bay. A bluff systme lies tothe north and also drops steeply to the HomerBench. These ridges and rolling hills further to thenorth and northeast are the Kenai Lowlands, thickdeposits of sand and clay. Streams along the northshore have cut deep ravines through the deposits.On the south side, the landscape that is mountain-ous. The Kenai Mountains form the spine of thesouthern part of the Kenai Peninsula, and isfronted by several glaciers and bays on the south-ern side.

SHORELINES

With the exception of Homer Spit, the northernshoreline is relatively straight. Beaches to the westof Homer Spit are a combination of rocks, cobbles,and fine sediments eroded from the cliffs or carrieddownstream in drainages. To the east of the Spitand within sheltered Beluga Slough, are extensivemudflats. The deltas of the large rivers at the headof the bay have also formed a large interdigitated

Kachemak Bay - An Area of "Edges"

array of mudflats and salt marsh. In contrast, thesouth shoreline is typical of that carved by theretreat of glaciers on mountain slopes - it iscomplex, with a number of smaller bays, spits,islands, mud flats, and salt marshes, reminiscent ofthe shoreline of Southeast Alaska.

CLIMATE

Cook Inlet is itself a transitional area for climate,intermediate between the cold, dry continentalclimate of Interior Alaska and the relatively wetand mild maritime climate of Gulf of Alaskacoastal areas. The Kenai Mountains shelterKachemak Bay from Gulf of Alaska storms andcreate a rain shadow effect with respect to rain andsnow. The moisture-laden maritime air massesfrom the Gulf are lifted by the Kenai Mountainswhere condensation occurs and rain or snow ismostly deposited on the windward side and tops ofthe mountains. The rain shadow is morepronounced on the south side of the bay resultingin lower snow depths and bare ground muchearlier than on the north side.

North Side

Bench/BluffTopography

Straight shorelinesand the spit

More snow, meltslater

South Side

MountainousTopography

Bay and fjord shore-line

Less snow, meltssooner


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FOREST COMMUNITIES

The differences in climate and topography haveresulted in the most dramatic edge of all - the edgeof the boreal and coastal forests. Kachemak Bay isa transition area for the two major forest types inAlaska, with the south side forest typical of thenorthern and western edge of the north temperatecoastal rainforest belt that extends southward tonorthern California and the north side more typicalof the boreal forest that extends northward andwestward to arctic tundra. The transition zone is characterized by a smallernumber of species that can survive the marginalconditions that are found further into either forestzone. Alaska has only three families and twelvespecies of conifer trees, but the forests surroundingKachemak Bay are particularly lacking in coniferdiversity - they are completely dominated byspruce trees. White spruce, characteristic of thenorthern boreal forest, and Sitka spruce,characteristic of the southern coastal forest, meetand hybridize. The mix is termed a lutz spruceand the amount of genetic contribution from eitherspruce depends on the dominance of that specieson the north or south side of the bay. The southside forest has a small number of western hemlock,living on the northern edge of their range. The mix of other forest plants and forest wildlifein the two types of forest is also characteristic,although many species thrive on both sides of thebay and in both forest types. Ground cover plantson the south side are evergreen, as an adaptation tothe milder climate and well-developed canopy thatintercepts snow in the coastal forest. Conversely,plants on the north side bluffs have adaptations to6-8 months of snow cover. Moose are one exampleof a species common on the north side and rare onthe south side where the willow and other shrubsfavored by moose are uncommon.

GEOLOGY

The differences in topography on the north andsouth sides of the bay are a result of differentgeological events and resulting rock types. Thedominant geological process that caused thelandforms around Kachemak Bay for millions ofyears is thought to be plate tectonics. Tectonicsrefers to large-scale forces that shape and build theearth’s crust. Southern Alaska is considered one ofthe most tectonically-active areas on the earth.Inthis region, tectonics have shaped the baselandscape or bedrock. The upper layers have beensubsequently sculpted by the action of streams,and glaciers, eroding and depositing sediments. Field trips to Peterson and China Poot Baysprovide opportunities to view evidence of theeffects of plate tectonics, volcanoes, and glaciers,but the underlying theories and scientific thoughtprocesses to explain what is being viewed arecomplex and often still being debated. The origin and type of rocks is different on thetwo sides of the bay. North side rocks are sedimen-tary rocks of terrestrial origin while south siderocks are largely igneous or metamorphic and ofmarine origin, with younger layers of marinesediments. The skeletons of radiolarians, a marinezooplankton, which can be observed in layers ofchert in China Poot Bay, are conclusive evidencethat the rocks once laid on the bottom of the ocean. The igneous basalt that can also be observedalong the south side shorelines erupted at the mid-oceanjunctions of oceanic tectonic plates and wasmoved northward by the conveyer-belt like move-ment of the spreading volcanic flows. The sedi-mentary cherts were formed by the pressure of thewater and layers of detritus that rained down fromthe ocean water column. While many of theskeletons of marine animals dissolved,radiolarians's opal skeletons were preserved. Thebottom sediments emerged as shoreline after the


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North Side Rocks South Side Rocks

Sedimentary Igneous and MetamorphicTerrestrial origin Marine originTransported by rivers and streams Transported by plate tectonic forcesYounger - Tertiary Older - MesozoicUpper layers shaped by movements Upper layers shaped by movements of massive ice sheets valley and alpine glaciers

edge of the oceanic plate met the edge of the NorthAmerican continental plate in the Gulf of Alaska.The oceanic plate was denser so it sank under thelighter continental plate with tremendous amountsof heat-producing friction. During this subductionprocess, some of the sediments were scraped off thetop of the oceanic plate and accreted onto the top ofthe continental plate. It is these accreted marinerocks that can be observed in China Poot andPeterson Bays. The north side rocks are younger than the southside rocks. The sedimentary deposits on the northside, as thick as 25,000 feet in the some areas of theKenai Lowlands and underneath Cook Inlet, oc-curred during the Tertiary Period of the CenozoicEra roughly between 2-55 million years ago. Thesouth side rocks have been aged to the MesozoicEra, from 100-240 million years ago, but the dura-tion of their tectonic plate journey to their currentplace on earth is uncertain. They probably emergedas land in Kachemak Bay no earlier than 55 millionyears ago. The "recent" landscape has been shaped by thenumerous glacial cycles of advance and retreat andthe accompanying rise and fall of sea level duringthe period from 150 - 230,000 years ago. The north

side was covered by large, thick glaciers whichreworked the surface of the highly-erodible sedi-mentary deposits. Glaical moraines can be viewedalong the Sterling Highway north of Homer andHomer Spit is considered by some geologists to bethe terminal moraine of a former glacier. Thetopography of steep-sided valleys and fjords on thesouth side of the bay is the result of the action ofvalley and alpine glaciers on much less-erodiblerocks. Some of these glaciers remain today to theeast of Peterson Bay and are easily observable fromthe Homer road system. The bay and its surrounding landscape has alsobeen affected by the eruption of volcanoes on thewest side of Cook Inlet and by earthquakes. Evi-dence of past volcanic activity can be observed inthe distinct white and glassy ash layers in local cliffexposures and in soil cores. The Island Peninsulaalso provides easily-observable evidence on theeffect of the 1964 earthquake on Kachemak Baywhere the ground sank or subsided up to six feet. Aghost forest of dead trees remains along the LowTide Trail between Peterson and China Poot Bays,demonstrating the lethal intrusion of salt water intoareas normally above the reach of the tides. Thetrail to Earthquake Point crosses a fissure.

Kachemak Bay - An Area of "Edges"


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Kachemak Bay - Shaped by Different Geological Events and Processes

The Kenai Peninsula and Cook Inlet havereceived a great deal of attention by geologistsexploring for oil and gas, coal, and mineralresources. It has also of interest for the evidence ofthe land-forming and land-shaping processes thatare active throughout the world - plate tectonics,earthquakes, volcanoes, glaciers, erosion anddeposition. Reconstructing geological history is adifficult process, however, because evidence maybe buried under glaciers, oceans, or thousands offeet of other sediments or difficult and expensive toaccess. The explanations included in this sectionare the work of one group of geologists. Otherexplanations have been developed and may beplausible, so some caution is advisable ininterpreting current theories and reconstructions ofgeology as scientific facts. Plate tectonic theory,however, is widely accepted.

PLATE TECTONICS

The differences in topography on the north andsouth sides of the bay are a result of differentgeological histories and processes. The dominantgeological process for millions of years is thoughtto be plate tectonics. Tectonics refers to large-scaleforces that shape and build the earth’s crust andplate tectonics is the current theory for the globalpattern of tectonics. Southern Alaska is consideredone of the most tectonically-active areas on theearth. In this region, tectonics have shaped thebase landscape and the upper layers have beensubsequently sculpted by the action of streamsand glaciers eroding and depositing sediments. Gull Island and the rocky cliffs in China Pootoriginated on the ocean floor. The tortured,rounded forms of pillow basalts on Gull Islanddemonstrate the form taken by erupting moltenlava when it encounters cold ocean waters. Basaltalso underlies the Island Peninsula betweenPeterson and China Poot Bays and the Kenai

Mountains. Chert, the type of rock that is exposedin Shipwreck Cove in China Poot Bay and otherplaces on the south side of Kachemak Bay, is asedimentary marine rock. Close examination of the Kachemak Bay chertswith a hand lens reveals the small white skeletonsof radiolarians in many chert layers. Radiolariansare single-celled, amoeba-like animals with spikyinternal skeletons made of siliceous opal. Thesechert layers were created from the remains of theradiolarians that rained down slowly onto theocean floor. While most plants and animalsdecompose and leave no trace, radiolarian skeletonsare resistant to being dissolved by cool, rich oceanwaters. They build up over thousands of years intoan ooze layer on the bottom of the ocean. Underthe pressure of deep ocean waters, the ooze layerconsolidates into rock. Thus, radiolarian chert isevidence that the rock formed under cool, rich, andrelatively deep ocean waters. Based on plate tectonic theory, the currentexplanation by geologists (Bradley et. al. 1997) forthe present locations of pillow basalts andradiolarian cherts in Kachemak Bay is this“scraping off” and accretion process that isoccurring as the oceanic Pacific Plate subducts thecontinental North American Plate along theAleutian Trench in the Gulf of Alaska. Basalt, inparticular, is too buoyant to be dragged down intothe trench, so the basalt was moved onto the top ofthe continental plate along with the radiolariansthat had consolidated into chert during the slowmovement of the tectonic plates (which move aboutas fast as fingernails grow). The chert shattered intolayers as the rocks began moving into the trench.Under the pressures present in the trench, argillite,a marine clay that is in alternating layers with thechert, flowed into the gaps left by the fragmentingchert. Eruption at a mid-ocean spreading center,transport by plate tectonics, subduction in a deep


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ocean trench, accretion onto the continental plate,and uplift over a long period of time provide anexplanation for how the pillow basalts became GullIsland (and rose above sea level at other islands inKachemak Bay) and how the radiolarian chertsbecame cliffs at China Poot and Peterson Bays. Thetwisted nature of the sedimentary layers whichwere once horizontal would have occurred duringtransport across the trench and subsequent uplift. Accreted sediments form units of lands of similarcomposition or terranes that generally move as aunit in response to tectonic forces. Most of the areaon the south side of Kachemak Bay is part of theChugach Terrane that extends north towardAnchorage. The portion of the Chugach Terrane onthe south shores of Kachemak Bay is termed theMcHugh Complex and a melange because of thejumble of different types of rocks of different sizesin a gray fine-grained matrix. A small part of thesouthern peninsula, west of Seldovia, is part of thePeninsular Terrane is also on the west side of CookInlet and along the south side of the AlaskaPeninsula. Plate tectonics is also implicated in the verydifferent geology of the north shore of KachemakBay. As plate subduction occurred, and volcanoeswere formed along the north and west borders ofthe subduction zone and the Kenai and ChugachMountains were uplifted, a lower-lying basin andtrough area formed between the two uplift areas.This basin and trough formed in the area that isnow the Kenai Lowlands and Cook Inlet. A sharpchange in the geology occurs at the base of theKenai Mountains on the north side of KachemakBay. The Kenai Lowlands area of deep sedimentarydeposits of younger rocks of terrestrial origin (coal-bearing conglomerates, sandstones, and siltstones)lie to the west and the older uplifted KenaiMountains bedrock of marine origin lies to the east.This abrupt change occurs at the Border RangesFault zone, which is the western boundary of the

Chugach Terrane. Geologists trace the initiation ofsedimentation into the Kenai Lowlands and CookInlet to approximately 55 million years ago(beginning of the Tertiary period of the CenozoicEra).

EARTHQUAKES AND VOLCANOES

The large subduction zone of the Pacific and NorthAmerican plate is a geologically-active area withfaults, volcanoes, and earthquakes characteristic ofthe Pacific “Ring of Fire”. Eruptions of volcanoeson the west side of Cook Inlet in the 1980's and1970's and the 1964 Good Friday Earthquake aredramatic geological events during recent historictimes. Evidence of past volcanic activity can beobserved in the ash layers in cliff exposures and insoil cores. The Island Peninsula also provides easily-observable evidence on the effect on the earthquakeon Kachemak Bay where the ground sank orsubsided up to six feet. A ghost forest of dead treesremains along the Low Tide Trail between Petersonand China Poot Bays, demonstrating the lethalintrusion of salt water into areas normally abovethe reach of the tides. The intertidal marshes in thearea of Portage and Girdwood have evidence thatsimilar earthquake events followed by subsidenceof land and drowning of nearshore areas occurredsix to nine times in the last 5,000 years, with anaverage recurrence every 600-800 years(Combellick 1997). The trail to Earthquake Pointcrosses a fissure.

GLACIERS

Many of the surface features on the land on bothsides of the bay are the result of events that tookplace much later in the geologic records - thePleistocene Ice Ages. Beginning 230,000 years ago,glaciers advanced repeatedly from mountainsources and covered various portions of the Kenai



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Peninsula. The first three major Ice Ages completelyfilled Cook Inlet and two more major Ice Ages filledit partially. The Naptowne glaciation, the last majorIce Age advance, that covered parts of what is nowKachemak Bay ended about 10,000 years ago andonly the upper parts of China Poot and PetersonBays was affected. Ice from this major Ice Age lastcovered the lower bays about 15,000 years ago(Reger and Pinney 1997). But two minor glacieradvances occurred around 2,000 B.C. and 1,000A.D., the latter of which did not begin retreatinguntil 1850. The Harding Ice Field is a remnant ofthe great Ice Ages as are the glaciers on the southside of Kachemak Bay east of Peterson Bay(viewable from the Homer road system). Glacial retreats carved the Cook Inlet basin. Italso carved Kachemak Bay and the fjords and bayson the south side of Kachemak Bay. Homer Spit isconsidered to be the terminal moraine of a glacier.While the glaciers carved the valleys on the southside of the bay, glacial action shaped the surfacetopography and stream courses on the north sideeven more extensively because of the more erodiblenature of the sediments on the north side. Theglaciers left behind moraines that can be observedalong the Sterling Highway between Soldotna andTern Lake because later ice age advances did not gofar enough to wipe out till deposits (Conner andO’Haire 1988). The glaciers that remain on thesouth side of the bay continue to influence localtopography. The shallow soils that have built upsince the last glaciation can be viewed along thecliffs in China Poot Bay and in the root masses andholes left by windthrown trees along IslandPeninsula trails.

EROSION AND DEPOSITION

The geological processes that continue on both sidesof the bay influence ecological processes. Geology,water circulation patterns, and storm events

interact to cause erosion of some shoreline areasand deposition in others. Deposition generallyoccurs to the east on the south side of the bay andto the west on the north side of the bay, especiallyfrom the easily-eroded sandstone bluffs that can beobserved at Bishop Beach. Homer Spit has its ownunique erosion and deposition patterns, withdeposition on the northwest and southeast sides assandbars and erosion on the west side which hasbeen stabilized by manmade rip-rap. Theunderlying geological processes and the surfaceactivity of erosion and deposition determines thetypes and stability of substrates available forcolonization by intertidal plants and animals. Butthe tidal range is also a critical factor indetermining the extent of intertidal habitat. Thetidal range of Kachemak Bay is very large - 15.4feet on average and 28.5 feet at maximum. Theimportance of these factors are described in moredetail in the Intertidal Ecology section of this Guide.


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A field trip to the Peterson Bay Field Stationprovides opportunities to view and learn aboutarchaeological sites and what archaeologists havelearned about prehistory in Kachemak Bay. The rich fish, shellfish, and marine mammalresources of Kachemak Bay made the area attrac-tive to humans during prehistoryk the periodbefore 1780, when written records become avail-able for Kachemak Bay, It has been relativelyaccessible by sea from the Aleutians, the AlaskaPeninsula, Prince William Sound, and overland.One unique aspect of prehistorice use of the area isthe evidence that it was used by Pacific Eskimoand Athabascan Indian cultures, the latter whichadopted a partially maritime lifestyle like that ofthe Eskimos. In addition, although not confirmedby archaeological evidence, accounts of migrationof Alutiiq people from Prince William Sound exiztin the oral tradition. The majority of archaelogical site have beendiscovered mainly on the south side of KachemakBay, a situation that has been attributed to theabundance of food resource, access to trees forbuilding materials good kayak landing andlaunching sites, and good viewpoints for huntingand warfare. The availability of chert, slate, basalt,greenstone, and graywacke has provided materialsfor creating tools. Based on archeological evidence, people from atleast five different cultures occupied KachemakBay during prehistory. Pacific Eskimo peopleoccupied Kachemak Bay from approximately5,000 to 1,500 years ago with peak use around1,600 - 2,000 years ago. They were followed by anAthabascan Indian culture which continues in thebay today. A house pit site with a nearby midden on thePeterson Bay Field Station trail system provides anopportunity to discuss how people from bothPacific Eskimo and Athabascan cultures may havelived and what remains as evidence of their culture.

Kachemak Bay - A Place of Varying Prehistoric Use

Pacific EskimoOcean Bay Culture 4,500 - 5,000 B.P.

Basal Component 4,000 B.P.

Kachemak Tradition 3,000 - 1,500 B.P.

Athabascan IndianTana'ina 250 - 1,500 B.P.


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The stewardship of Kachemak Bay is an on-goingprocess due to its popularity as a place to live inand visit and natural resources on the surroundinglands. Even educatrional uses of intertidal areas,such as guided field trips and daytours led byCACS can have negative impacts from tramplingsensitive biological communities. CACS is con-stantly aware of its impacts to the intertidal andhas established montioring projects to study todiversity and abundance of life and has developeda se of rules for minimizing impacts from itseducational programs.

PROTECTING HABITAT

The diversity and productivity of KachemakBay is also under threat from the needs and desiresof a growing population. Residential andcommerical development can reduce water quality.Oil and gas development and salvage logging oftrees from a massive bark beetle epidemic on theKenai Peninsula may cause impacts to the bayfrom marine transportation and possible spills orleaking vessels. The Center for Alaskan Coastal Studies wascreated in response to the appearance of an oildrilling rig in the bay in the early 1980's. A groupof people became concerned about the potentialimpacts of oil development and the potentiallydisastrous effects of an oil spill into the bay’s richand diverse environment area. The local citizensorganized themselves and successfully lobbied thestate to buy back the oil leases. The Center alsoplayed a key role in persuading the State of Alaskaand the Exxon Valdez Oilspill Council to purchaselands added to Kachemak Bay State Park toprotect them from clearcut logging. The record ofcitizen and state and federal government actionsto seek protective status for the bay and surround-ing lands (see box) has gone a long way to protectthe values and ecological integrity of the area.

Kachemak Bay - A Place for Stewardship

1970 Kachemak Bay State Park designated

1971 Kachemak Bay State Wilderness Parkdesignated

early State oil leases in the bay "bought1970s back"

1972 Fox River Flats State Critical HabitatArea designated

1974 Kachemak Bay State Critical HabitatArea designated (subtidal and tidelands of the bay)

early Additions to Kachemak Bay State1990s Park to protect south side forest

areas from clearcutting

1995 Cook Inlet Keeper organizationformed to support citizen monitoringof water quality in the watershed

1996 Kachemak Bay designated a site inthe international Western HemisphereShorebird Reserve Network

1998 National Estuarine Research Reservedesignated for bay and adjacentpublic lands

Exxon Valdez Oil Spill restorationfunds used to purchase lands alongBeluga Slough and to restore theshoreline at Mariner Park on HomerSpit


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Kachemak Bay - A Place for Stewardship

BE KIND TO MUSSELS!

AN ETIQUETTE GUIDE TO BEACH EXPLORATION

1. Groups will be led in a single file over areas that have attached plants and animals. To the extent possible, walk in the same footsteps and step on bare areas or areas with the fewest number of plants and animals. Don't walk in the "no impact zone" in China Poot Bay - your group leader will point it out and lead you around it.

2. Turning over small rocks is encouraged because that’s where a lot of animals hide out when the tide is out. But to avoid dropping big rocks and crushing animals, these rocks should be no larger than the fist of the person picking it up. After looking, rocks need to be put back, gently, just as they were found.

3. You may want to pick up an animal to touch it or look more closely at it. Small buckets will be available so you can add sea water and observe how the animal behaves underwater when the tide is in. Be careful picking an animal up - many are slippery or slimy. Stay low to the ground when you pick it up in case it escapes. Return it, gently, just where and how you found it.

4. Avoid walking in the water. Our beaches are muddy and people walking in the water stirs up the mud which makes life harder for plants and animals and makes it hard for us to see them. Your trip leader will go into the water to bring you plants or animals that live below the tideline at the time of your trip.

5. Don’t take anything away from the beach as a souvenir. Everything is important - from the empty shell that can be used by a hermit crab to a piece of detritus that will be recycled into the food web to the rock or piece of driftwood that could become habitat! (A CACS staff or volunteer may give you permission to bring back plants and animals for the live tanks or for observation under the microscope.)


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The bay was a major producer of shrimp and king and Dungeness crab in the 1970s. In the 1990s, these species are rare and well below levels that could sustain harvests by people.

Pacific cod, Pacific tomcod, and walleye pollock (relatively large predatory fish) have increased dramatically.

Smaller forage species such as smelts and eelpouts have expanded their distribution but decreased in relative abundance.

Humpback and minke whales are seen less frequently in the bay.

Gull Island seabird populations have gener ally been increasing.

A spruce bark beetle epidemic has killed spruce trees on thousands of acres on the Kenai Peninsula

Ecological changes in Kachemak Bay1976-95

Kachemak Bay - A Changing Ecosystem

Kachemak Bay and its surrounding landssupport a diverse array of plants and animals,however, major changes have occurred in recentdecades. Major changes in ocean conditions maybe large-scale; changes have also occurred in theBering Sea and Western Gulf of Alaska ecosystem(see next page). A spruce bark beetle epidemic haskilled thousands of acres of spruce trees on theKenai Peninsula and other areas of Southcentraland Southeastern Alaska. Declines in shrimp and crab populations andharvests Kachemak Bay are of serious concern tothe commercial fishing industry and to the peoplewho live a subsistence lifestyle or recreate alongthis coastline. A combination of overharvest and food chain-related factors similar to those hypothesized for theBering Sea may have caused some of the changesin diversity in Kachemak Bay (see next page).Declines in crab, however, remain unexplained bythe food shortage theory for the Bering Sea ecosys-tem because, as scavengers, they are not directlyinvolved in the same food chain as that of shrimp,pollock, predatory fish, and marine mammals. The spruce bark beetle epidemic is causingobvious and relatively rapid changes in KenaiPeninsula forests - in terms of both infestation anddeath of individual trees and human responses toharvest and remove dead and dying trees. Thebeetle is a natural change agent in the forest that"breaks out" cyclically and then remains at lowlevels at other times. The magnitude and extent ofthe current epidemic may be a result, however, ofhuman activities that cleared large acreages of landand left slash on the ground. Warmer summertemperatures during the early 1990s which may berelated to global warming have also accelerated therate of the epidemic.


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What background information should I know about Intertidal Ecology?What background information should I know about Intertidal Ecology?What background information should I know about Intertidal Ecology?What background information should I know about Intertidal Ecology?What background information should I know about Intertidal Ecology? Not only do the waters teem, but there is no rock too small to harbor some living thing, and no single clusterof algae without its inhabitants. Since these creatures live and thrive in an environment that seems utterlystrange to us, it is no wonder that we find interest in their ways of feeding, of breathing, of holding on, onensuring continuity of their kind - or in strangely different weapons and methods of attack and escape. Rocky shore animals are abundant, easy to find, and spectacular in their bright colors and unexpectedshapes. So keen is the struggle for existence here that not only is every square inch of shore surface likely to beutilized, but the holdfasts and stipes of kelp are also occupied; and such forms as sponges, tube worms, andbarnacles often take up positions on the shells of larger animals.

- Ricketts, Calvin, and Hedgpeth, Between Pacific Tides

During your visit to the CACS Peterson Bay Field Station, you and your class will be visiting intertidalareas in Peterson or China Poot Bay. This visit will be memorable for your students and an excellent hands-on learning opportunity for the concept of biological diversity. Over the years, visitors to these areas haveidentified 149 different species of invertebrates and 27 species of seaweed. Beyond providing the sheerexperience of seeing, touching, hearing, and smelling diversity, a field trip to this living laboratory is ideal forthe study of adaptations to intertidal conditions and of the factors that influence the distribution of plants andanimals. To experience the same amount of diversity of conditions and different biological communities onland, you would need to hike up a mountain or cross a broad river valley. The diversity of life in the ocean issimilarly difficult to observe in a single short trip. But, in the intertidal zone of Peterson and China Poot Bays,diversity is obvious in a matter of feet and is often revealed or concealed in a matter of minutes as the tidemoves.

Kachemak Bay is in a very interesting geo-graphic location from the standpoint of biodi-versity. It is far enough south so that the bay andintertidal zone rarely freeze, but far enough norththat the rhythms of life are distinctly seasonal withbursts of biological activity during spring, summer,and early fall when light levels are high enough tosupport photosynthesis by phytoplankton in thewater column. Its protected nature and currentpatterns make it a very different environment fromthe rest of Cook Inlet. Both on thewest side of the Inlet and to the north, the move-ment of sediments and ice scour away many of theplants and animals that manage to get establishedin the intertidal zone. The bays on the south side of

Kachemak Bay, in particular, harbor diverse arraysof seaweeds and marine invertebrates. The tidalregime and the expanse of different types of sub-strates are major factors in the conditions for diver-sity.


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Scientists have sought answers to these questions through studies on beaches and shores all around theworld. The intertidal environment is a dynamic and harsh environment to which plants and animals musthave adaptations that allow them to cope and survive. It is more crowded at the lower tidal levels wherecomplex dramas are played out to find space and food while avoiding becoming food. The distribution ofplants and animals in the intertidal zone appears to be a combination of responses to physical conditionsand to biological interactions of competition and predation. Upper limits for plants and sessile (fixed)animals are generally set by their tolerance to physical factors while the lower limits are often set bybiological interactions. For mobile animals, however, behavior often provides important adaptations thatinfluence their distribution.WHAWHAWHAWHAWHAT LIVES WHERE? AND WHY?T LIVES WHERE? AND WHY?T LIVES WHERE? AND WHY?T LIVES WHERE? AND WHY?T LIVES WHERE? AND WHY?

INTRODUCTION

Imagine that you are a mussel. Where would youlive in the intertidal zone? What do you think arethe most important aspects of the environment thatwould affect your survival? Or imagine you are asea star. How will you manage to find as manymussels and clams as you need to eat higher up onthe beach without drying out before the tide comesback? Questions of this sort have fascinatedscientists, naturalists, and anyone who spends timeroaming a rocky beach at low tide. The major andcontrolling factor in the life of this area is the rangeand timing of the tides. The action of the tidesmoves the water's edge up and down the land in apredictable and regular fashion, creating livingspace for plants and animals and transportingnutrients and food items. Wave action can extendthe intertidal zone even higher up on the land orsweep away whatever is not clinging or firmlyattached. Plants and animals sort themselves out,either permanently by attaching to a rock or otherhard substrate or temporarily by crawling orburrowing, somewhere along an invisible gradientof conditions from the lowest low tide to the highesthigh tide and splash of salty water. Scientists have sought answers to these questionsthrough studies on beaches and shores all aroundthe world. The intertidal environment is a dynamicand harsh environment to which plants andanimals must have adaptations that allow them tocope and survive. It is more crowded at the lowertidal levels where complex dramas are played outto find space and food while avoiding becomingfood.

The distribution of plants and animalsin the intertidal zone appears to be acombination of responses to physicalconditions and to biologicalinteractions of competition andpredation. Upper limits for plants andsessile (fixed) animals are generally setby their tolerance to physical factorswhile the lower limits are often set bybiological interactions. For mobileanimals, however, behavior oftenprovides important adaptations thatinfluence their distribution.

Four Physical Gradients

Vertical gradient from terrestrial (land) to marine (ocean) conditions Horizontal gradient of exposure to air and

variable temperatures, Gradient of particle size from bedrock to silt

(mud) in substrates Gradients of salinity


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SHELTER FROM THE STORM

The degree of shelter from wave action is one ofthe most important factors in setting the conditionsfor life in the intertidal zone. Very different adapta-tions are required to cling to rocks subjected to theforce of pounding open ocean waves in the Gulf ofAlaska compared to living among rocks on a beachin a protected bay like China Poot Bay. Petersonand China Poot Bays have a variety of shelterconditionswhich provide opportunities for comparison ofplant and animal communities. Within a shortwalk from Peterson Bay Field Station, it is possibleto visit the relatively sheltered beach in front of theField Station, the more exposed "Outer Beaches"around Otter Rock across the slough from the FieldStation, and the more sheltered beaches in ChinaPoot Bay, protected by the gravel bar that extendsmost of the way across its mouth. Peterson Baybeaches, while relatively sheltered are subject tostorms and high winds. As a result, with the excep-tion of Otter Rock, the outer beaches have very lowintertidal diversity of living plants and animals, butthey accumulate remains of plants and animals asa result of storm and wave action.

THE LAND/SEA EDGE

The diversity of life on any shoreline is an "edgeeffect" of the proximity of land and the sea and thecombination of terrestrial and marine habitats in arelatively short distance. On land, similar ecologicaleffects often occur in the riparian zone of shrubsand wetland plants around streams and along theedges of forest stand patches adjacent to meadowsor other very different types of forest stands. Alongecological edges, animals often feed in one habitatand find cover and rear their young in another

habitat. In Kachemak Bay, land otters, mink,harlequin ducks, and pigeon guillemots are allexamples of animals that feed in the intertidal zoneand rear their young on land.

BETWEEN THE TIDES

The shoreline is a particularly rich edge because,in addition to what can be thought ofas a vertical gradient from terrestrial plant commu-nities to marine and estuarine waters, there is agradient that runs horizontally in the zone betweenthe highest and lowest reach of the tide providing arange of conditions related to the degree andduration of submersion in water or exposure todrying and temperature variations. A variety ofplants and animals have been able to adapt andthrive under these conditions. Exposure to air(emersion) and variable temperatures is stressful tomarine organisms; the ocean is always wet and arelatively constant environment with respect totemperature. The number of marine plants andanimals that have adapted successfully is thusmuch higher in the less stressful lower intertidalzone. Mobile animals, however, which rangehigher in the intertidal zone at low tide to feed onthe species that are attached to the substrate haveto be able to tolerate the harsher environmentthroughout the exposure period. Only a few organ-isms, such a lichens, insects, and arthropods, areterrestrialspecies that are restricted to the upperintertidal zone because they can tolerate exposureto the marine environment. Although diversity islower in the upper and middle tidal zones, speciessuch as barnacles and rockweed that have beensuccessful in adapting to the severe conditions inthis zone are found over thousands of miles ofcoastline.


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HOW MUCH SALT?

As described in the Introduction, Kachemak Bayis an estuary with a pattern of salinity changes inrelation to seawater and freshwater flows. Wherefresh water flows directly into the intertidal zone,the diversity of plants and animals is limited byadaptations to water less saline than ocean water.Tide pools that are formed when tidal water istrapped in a rock depression in middle of the tidalzone can fluctuate widely in salinity level as thepools dry up or rain dilutes them. Salinity gradi-ents play a large role in the distribution of intertidalplants and animals in Kachemak Bay as a wholeand in individual bays from the head to the outlet,but are observable only on the small scale of freshwater seeps across the intertidal areas in ChinaPoot and Peterson Bays.

ROCK OR SAND OR MUD?

The type of substrate is also another factor in plantand animal adaptation and survival. The thirdgradient that sets the conditions for life in theintertidal zone is the size of the particles in beachsediments ranging from bedrock cliffs to fine mud.Rocks of various sizes provide a variety of niches(under rocks, in crevices, tide pools, sides and topsof boulders) to provide attachment sites to with-stand the force of tides and waves or to shelter fromdessication and temperature extremes. Someseaweeds and animals can modify the beachsubstrate when they attach to rocks or other hardsubstrates and grow in dense concentrations.Where dense stands of seaweeds, mussel beds, andtube wormcolonies become established, these stands canprovide shade, prevent dessication, and provideshelter from water movements for individuals andfor other species such as worms and small crusta-

ceans. Seaweeds and mussel beds can also trapsediments that provide a substrate for burrowinganimals. Finer sediments accumulate in flatter areas withless current, especially at the mouth ofstreams and rivers into often-vast tideflats. Asparticles get progressively smaller, however, thehabitat area available in and on the substrate isreduced. Eventually, in muddy areas, no spaceexists for oxygen a short distance below the surfacebetween the particles . Sand and mud providehabitat only for animals able to withstand burial byshifting sediments. Adaptations include burrowingand building tubes below the surface.Animals who live below the surface in mudflats

Rocky Beaches of Peterson andChina Poot Bays

Bedrock Outcrops/Large Boulders: Otter Rockand Octopus Rock - rock faces and a diversity ofrocky shore niches in crevices, depressions, andvarious aspects of the boulders

Mixed Cobble/Mud Beaches: China Poot Bay andPeterson Bay in front of Field Station - mixtures oflarge and small boulders and cobbles, semi-cementedtogether with sand and mud (one of the best combina-tions of habitat stability and diversity to support thelargest number of plant and animal species of any typeof beach.)

Unstable Cobble Beaches: Outer Beaches west andeast of Otter Rock - grinding during storms preventssurvival of most plants or animals that manage tobecome attached or seek shelter under the rocks.Interesting places to look for a diversity of shells andother plant and animal remnants that are washed up bystorm tides.


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must also be adapted to tolerate low oxygenconditions. The type of substrate is an indicator of thestability of the beach sediments. Wave actiondeposits sand and fines, but also moves thesesediments and scours the beaches. Cobble andboulder beaches can also be unstable - water runsquickly off beaches with coarse, rocky substrates,so even moderate wave action can rearrangecobbles and boulders frequently. Rock cliffs, bed-rock outcrops, and large boulders are the moststable substrates. Mudflats generally have a lower diversity ofspecies compared to rock and combination-typeintertidal areas, but the abundance of small num-bers of species can be high and important to non-resident predators. The seasonal abundance of afew species of worms and clams in Mud Bay andBeluga Slough provides a critical food supply formigratory shorebirds and waterfowl.

North Shore Beaches for Comparisons

Bishop's Beach - areas of cobble, cobble/mud,and sand areas, and some isolated boulders.

Mud Bay - diversity of mudflat habitats

Beluga Slough - combination of mudflat and saltmarsh habitats.

FRIENDS AND ANEMONES

In addition to physical factors, relationshipsbetween and among organisms also affect andoften control survival at any specific site. Thecrowded conditions of the lower intertidal zone arethinned by competition, grazing, and predation.Behavior patterns of different animals also helpexplain where some are found or not found. Mobileanimals, such as limpets and sea stars, rarely moveso high up in the intertidal zone that they areexposed to conditions that they can't tolerate.Barnacle larvae have chemical sensingcapabilities and settle in areas where the scar of adead barnacle is present rather than on bare rock.Small sea stars, worms, limpets and snails move tothe underside of rocks as the tide goes out wherethey are in a wetter micro-climate. Brittle starsclump together under rocks as do larger sea starson the surface, which helps conserve water morethan if the individuals were alone. Animals findshelter under seaweeds from drying and extremetemperatures. Figuring out behaviors and ecological relation-ships and interrelationships that affect thedistribution of plants and animals in the intertidalzone has been a rich and fascinating topic forscientific research. Several studies in areas otherthan Kachemak Bay have unraveled complexstories about the dramas being played out. Onrocky shores, the stories have to do with howorganisms compete for space to attach themselvesto avoid being washed away, how prey animalsdefend themselves from mobile predators, or howplants and animals can actually add structure tothe environment and modify it for other plants andanimals. A classic study of sea stars and mussels in Wash-ington demonstrated that, if Ochre Stars (Pisasterochraceus) are removed from an area, CaliforniaMussels (Mytilus californianus) will grow lower in


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the intertidal zone than when the ochre stars arepresent. Scientists concluded that the sea stars wereable to determine the lower limit of the mussels andthus the width of mussel beds, through predation inthe intertidal zone.Another example is from Southeast Alaska, whereshield limpets are found higher in the intertidalzone than plate limpets. Both limpets are preyed onby the ochre star. The plate limpet can move fasterthan the shield limpet. From these observations,scientists believe that the ochre star is influencingthe behaviors and distribution of the two limpets:the shield limpet avoids predation by its behavior ofstaying higher in the intertidal zone than the ochrestar can forage while the plate limpet stays lowerdown and escapes predation by running awayfrom the sea star. The study of the sea star/mussel relationshipinvolved species that are rare or not present inKachemak Bay and took place in areas with differ-ent conditions. The northern geographic location ofKachemak Bay adds complicating factors of sea-sonality and temperature extremes that may bemore controlling than biological interactions. Soquestions about whether thesetypes of relationships may exist for similar speciesin Kachemak Bay are very interesting ones. Scien-tists have observed a ribbon kelp (Alaria crispa)that grew well and formed a canopy in the lowerpart of the Gull Island intertidal zone only when itcould attach to a colony of thatched acorn bar-nacles (Semibalanus cariosus). The kelp canopyprovided shade and moist conditions for thecrumb-of-bread sponge and also seemed to provideshelter from predators. When the barnacle colonywas eliminated by a disturbance, both the kelp andthe sponge were absent and all three species recov-ered together in two years.


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In light of the variable conditions on thebeaches your class will visit, a single groupingof the plants and animals that they can expectto find in each zone would be inaccurate andconfusing to the students. Instead, zonationcan best be presented in terms of:

PUTTING IT ALL TOGETHER:LIFE IN THE ZONE

The diversity that you will observe on beaches inPeterson and China Poot Bays has some obviouspatterns of bands or zones of biological communi-ties parallel to the shoreline. Zonation is a conceptin intertidal ecology that is often used to relate thedistribution of various species to distinct upper,middle, and lower zones of the intertidal arearelated to their abilities to withstand the durationand frequency of time out of the water that charac-terizes each zone. Zonation is generally easilyobserved on rocky beaches where plants andanimals are either on top of rocks or under themrather than burrowed into sand or mud. Both Peterson and China Poot Bays are rockybeaches, but provide good examples of the varietyof conditions that can occur which make a “neat”zonation description inaccurate. Large rocks, suchas Otter and Octopus Rocks, have crevices thataccumulate fine sediment. Erosion and depositionpatterns have intermixed large boulders andsmaller cobbles in many areas with finer sand ormud. The addition of new habitat niches under andon smaller rocks and in sandy and muddy pocketsincreases habitat diversity and results in a largerspecies diversity (number of different types ofspecies that can find suitable habitat) compared tothat of a “typical” rocky beach habitat. However,the plants and animals that may be found at eachtide level is less predictable as plants and animalsrespond to variable local substrate conditions aswell as to other factors. This is true of animals thathide under rocks when the tide goes out and ani-mals that burrow in areas where sand and mudhave accumulated.

A very broad classification of high, middle, and low intertidal zones (see next page)

A focus on only a few plants or animals as characteristic of each zone.

Predicting the relative position of other plants and animals in relation to their habitat requirements and adaptations


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Upper or High Intertidal ZoneCovered by water only when the tide is high or nearly high. Plants and animals are rarely covered by saltwater or covered for only a short period of time. This provides a predator-free zone for barnacles andperiwinkles. Above this zone is the splash zone where organisms are affected by splash from the waves.

Characteristic species:Splash Zone: Black Seaside Lichen (forms an almost continuous band)

Orange LichenUpper Intertidal: Periwinkles

Acorn Barnacles

Middle Intertidal ZoneExposed about 2.5 hours after high tide. Bands of mussel and rockweed define the boundaries of thiszone. Plants and animals are adapted to periods of both submergence and periods of exposure to drying.

Characteristic species:Rockweed - distinct band Pacific Blue Mussel - distinct bandPeriwinkles Barnacles - Acorn Barnacle and Northern Rock BarnacleSix-rayed Star Limpets - Mask Limpet, Shield Limpet, and Plate Limpet

Lower Intertidal ZoneArea below lower edge of mussel or rockweed beds to extreme low tide exposed approximately 0-1.5hours after low tide. This area is often covered in lush growths of algae, especially red and brown andhas the greatest diversity of invertebrates. Plants and animals can tolerate daily periods of exposure.

Characteristic Species:Red Algae Kelps/Brown AlgaeCrumb-of-bread Sponge Thatched BarnacleChristmas Anemone True StarBlack Katy Chiton Leather StarLined Chiton Green Sea Urchin

Extreme Lower Intertidal ZoneThe upper edge of the Subtidal Zone is exposed only briefly at the very extreme, minus tides. Plants andanimals are primarily subtidal but can tolerate short periods of exposure occasionally. Animals fromupper tide zones may retreat to this area to avoid exposure as tide goes out.

Characteristic Species:Coralline Algae Dunce cap LimpetNudibranchs - various species Gumboot ChitonSea Cucumbers TunicatesSunflower Star


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TIDES

The movements of the tides create the conditions forlife in the intertidal zone as they carry nutrients andfood items along with larval forms of many animalsthat spend their adult life in the intertidal zone.Kachemak Bay has two tide cycles daily and avery large tidal range. The tide cycles are unequalwith a high low and high tide and a low high andlow tide over the two cycles. Because of the highlatitude, Kachemak Bay, like all of Alaska's coastalareas have a large tidal range, with the maximumbeing 28.5 feet and the average 15.4 feet (UpperCook Inlet has an even greater tidal range of up to38 feet because the tides are constricted by thegeography of the inlet north of Kachemak Bay.This constriction creates the fast-moving tidal borethat moves up Knik and Turnagain Arms, thesecond largest tidal bore in North America after theBay of Fundy).

To understand the way the tides affect conditions forlife, its important to understand that tidal range ismeasured vertically, as if on a cliff. If a pole wasplaced in the intertidal zone, the water would moveup and down along the pole a total of 28.5 feet overthe course of a year. Another important concept forunderstanding how tides are measured is theconcept of the zero-tide level, which is the average(mean) of the low tides over the course of a month.

The tide level above or below zero in relation to thetidal range provides an indication of the amount ofthe total intertidal zone that is exposed at aparticular place at a particular time. For example, a

-2.0 tide at China Poot Bay (with an extreme lowtide level at around -5.0) would expose only aportion of the


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INTERTIDAL FOOD WEBSINTERTIDAL FOOD WEBSINTERTIDAL FOOD WEBSINTERTIDAL FOOD WEBSINTERTIDAL FOOD WEBS

PRODUCERS

Phytoplankton and seaweeds are the producersin the intertidal zone. Phytoplankton are small,unicellular organisms capable of photosynthesisand light enough to float in the upper layer of thewater which receives enough light to supportphotosynthesis. Phytoplankton includemicroalgae, one-celled monerans, and bacteria.Diatoms and dinoflagellates are common phy-toplankton in Kachemak Bay. Some diatoms aresessile, or attached, and appear in large numbersas a slimy scum on intertidal rocks. Phytoplankton are either captured by zooplank-ton and other small animals in the water column(many of which are the larval stages of animalsthat eventually settle and attach themselves torocks in the intertidal zone such as barnacles andmussels) or filtered from the water by suspensionfeeders such as the clams, mussels, and barnacles. Macroalgae, or seaweeds, are more similar inform to flowering plants, but they attach and gluethemselves to rocks and other hard surfaces (eventhe shells of mollusks) with holdfasts rather thanrooting in mud or sand, have a stipe instead of astem, and have blades instead of leaves. Theyreproduce by microscopic, floating spores ratherthan by seeds. The distribution of seaweeds in theintertidal zone is related to their ability to photo-synthesize at varying light levels and exposure todesiccation. Seaweeds are consumed by grazerssuch as limpets, some snails, chitons, and seaurchins. Seaweeds are classified as green, red, andbrown. (The color of the plant doesn't alwaysmatch the classification because the grouping isbased on the life cycle, not the color.) As a generalrule, green algae are more often found in the upperintertidal zone while red and brown algae arefound in lower zones. Kelps that are annuals, in

particular, are among the fastest-growing organ-isms in the world during May and June, as anadaptation to keep their blades floating near thesurface of the water column.

SUSPENSION-FEEDERS(INCLUDES FILTER-FEEDERS)

A number of intertidal animals consume organicmaterial, including phytoplankton, zooplankton,and detritus (dead material). Their feeding methodis collectively called suspension feeding becausethey are feeding on what is suspended in the watercolumn or in sediments. The filter-feeding methodof animals such as sponges, clams, mussels involvespassing water through their bodies using siphons,pores, cilia and other structures, capturing particlesin mucus and moving the food particles to theirmouth or place where food is digested. But othermethods are also used - worms ingest sedimentand sort out the organic particles, sea cucumbersextend tentacles covered with mucus and contractthem one at a time into their mouth to clean off theparticles, and brittle stars move across the substrateand use their tube feet and mucus to pass particlesto their mouth.

GRAZERS

Grazing occurs at both micro- and macro-levels.Several species of mollusks like periwinkles andlimpets are microherbivores, using their radula(whip-like tongue with teeth) to scrape off films ofdiatoms and microalgae on rocks on other hardsurfaces. Sea urchins and larger mollusks such aschitons can bite or rasp off chunks of seaweeds.Seaweeds have few defenses against grazers be-cause they are fixed in place. Some grow in densepatches and tend to lose less mass to grazers.Others are encrusting species that adhere tightly to


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rocks; the calcification of the coralline algae limitthe grazers to just a few species who aremicroherbivores. Some species have noxious sub-stances which grazers avoid. Rockweed, for ex-ample, contains chemicals that make it indigestibleby most species, so is rarely grazed. There is evenan Acid Kelp (Desmarestia spp.) that produces andsecretes sulfuric acid that can damage nearbyseaweeds and erode cavities in the teeth of seaurchins hungry enough to feed on the seaweed.

PREDATORS

Intertidal predators also come in all sizes, fromthe microscopic zooplankton and larva in the watercolumn that capture phytoplankton to the GiantPacific Octopus that can grow to be 100 feet long indeeper waters. Most are mobile so have a largeadvantage over the many animals which are sessile,but some remain in one place, like the sea anemonethat relies on its stinging cells to attack prey thathappen to come in contact with their tentacles.Slow-moving predators may have adaptations toopen the shells of bivalves (the tube feet of sea stars)or to bore into their shells (radula of whelks andmoon snails). Intertidal prey species have evolved a variety ofpassive responses to predators, including spines,thick shells, tough exoskeletons, noxious chemicals,and camouflage. A periwinkle that withdraws intoits shell, closes its operculum, and seals the doorwith mucus can survive being swallowed anddigested by a sea anemone for 20 hours! Prey havealso developed behavioral responses such as thechemical detection of predatory sea stars by severalbivalves, followed by rapid movement away. Prey can escape predation if they can developrefuges either temporally (shift activity to a timewhen the predator is not active such as nighttime,time larval settlement to a time when predation orcompetition is lower) or spatially (adapt to a zone

out of the reach of predators). Or they can grow sofast that they escape in size by becoming too largefor a predator to successfully attack.

SCAVENGING ANDDECOMPOSING

While a large amount of detritus is recycled bythe suspension-feeders, other animals feed on largerchunks of dead matter. Several types of crabs andamphipods are the clean-up crew in the intertidalzone, but sea urchins, usually an herbivore, willalso feed opportunistically on dead matter. Detrituspasses through what can be thought of as a seriesof sieves in the intertidal zone. Crabs eat bigchunks, beach hoppers eat minute particles orbreak up large pieces into small ones, sea cucum-bers and brittle stars buried in the substratumsweep surfaces with tentacles, limpets and peri-winkles sweep the rocks, other animals like brittlestars, sea cucumbers, and annelid worms eat dirtand sand to extract nourishment. The smallestparticles are attacked by bacteria and recycled intonutrients that phytoplankton and seaweeds can usein photosynthesis.


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What background information should I know about Forest Ecology?What background information should I know about Forest Ecology?What background information should I know about Forest Ecology?What background information should I know about Forest Ecology?What background information should I know about Forest Ecology?

The forest accessible from Peterson Bay FieldStation is an example of Alaska’s coastal forest. It isnear the northern and western edge of this type offorest which stretches from northern California tothe south, Kodiak to the west and about the middleof the Kenai Peninsula to the north. Because it is soclose to the edge of this biome, Kachemak Bay is atransitional area, with a mixture of elements fromthe coastal Sitka spruce-western hemlock forestand those of the boreal or white spruce-paper birchforest to the north. The majority of spruce forests on the uplandssurrounding Kachemak Bay are dominated byLutz Spruce trees that are hybrids of White Spruceand Sitka Spruce. Forests near Cook Inlet on thesouth side of the bay around Nanwalek andSeldovia are pure Sitka spruce, then the relativecontribution of Sitka spruce to the hybrid mixshifts from a high proportion on the south side ofthe bay to a low proportion on the north side. Asmattering of western hemlock trees are found insouth shore forests.

TEMPERATE RAINFOREST?

The coastal forest is often referred to as thecoastal temperate rainforest, but some scientistsdraw the boundary line for this forest based on arainy but relatively mild climate influenced bybeing on the seaward side of coastal mountainranges. By this definition, since the south side ofKachemak Bay is sheltered in the rainshadow ofthe Kenai Mountain Range, it is not rainy enough.Other researchers would define the Bay's forests assub-polar temperate rainforests. Regardless, theremany characters the forests of this area have thatare considered characteristics of temperaterainforests.

Due to the lack of massive rainfall, many scien-tists don't define Kachemak Bay forests as truerainforests, however the bay forests have sev-eral other characteristics of temperaterainforests:

Rarity of fire

Evergreenness (at the ground level duringwinter)

An abundance of epiphytes (plants that liveon the surface of other plants such ashanging lichens and mosses)

A complex structure with several canopylayers

A range of tree sizes and ages within a patchof forest

A dense, shrubby understory

Dominance by conifers


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SPRUCE BARK BEETLE

The coastal forests in Alaska are relatively youngsince they developed following glaciation as recentas several hundred years ago. The forests devel-oped as a climax stage to primary succession onthin soil layers on top of glacial till. The thin soilscan be observed in the root wads of fallen, deadtrees and on the top of cliffs above the beaches. Insome areas around the Field Station, secondarysuccession has been initiated by disturbances suchas the cutting of trees for a powerline corridor andhigh winds that created a windthrow area. Re-cently, the trees that were infested or killed byspruce bark beetles were cut down around the FieldStation to minimize the danger from falling treesand the spread of fire. These areas provide outdoorlaboratories to observe secondarysuccession. In some areas, water collects in low-lying areasand soils are too saturated to permit thegrowth of trees. A short hike from the Field Stationprovides an excellent example of a bog and thevariety of plant adaptations that allow survival in

this distinct environment. Lost and Found Lake isan example of a fresh water lake that formed in adepression left by a remnant large piece of glacialice. A spruce bark beetle epidemic is causing obviousand relatively rapid changes in Kenai Peninsulaforests — in terms of both infestation and death ofindividual trees and human responses to dead trees.Management of the forest presents a dilemma forland owners and public land managers - balancingthe inevitable effects of ecological change withhuman concerns for safety and economic benefitsof harvesting timber. The key management ques-tion is whether or not to leave infested trees alone todie in place and eventually rot or to cut down treesthat are likely to be infested or that are alreadyinfested or dead. This curriculum packet includes areference to the Forest Management Dilemmaactivity revised from the Alaska Wildlife Curricu-lum Alaska’s Forests and Wildlife volume. Therevision is specific to the situation on the KenaiPeninsula and incorporates recent scientific infor-mation and land management actions.

ETIQUETTE GUIDE TO FOREST EXPLORATION

1. Keep everyone on the trails, even through wet and muddy spots.

2. No collection of plant specimens (unless for a specific CACS educational project) or othersouvenirs, with the exception of ripe berries.

3. Bears have the right of way at all times. Avoid bear encounters and leave no trace of food orgarbage on the trails.


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What pre-trip and post-trip activities and resources would youWhat pre-trip and post-trip activities and resources would youWhat pre-trip and post-trip activities and resources would youWhat pre-trip and post-trip activities and resources would youWhat pre-trip and post-trip activities and resources would yourecommend?recommend?recommend?recommend?recommend?

I. Intertidal EcologyAny of the activities out of the following curriculum:

1. Gulf of Alaska CoastWalk Curriculum

This is a curriculum CACS has recently published on a coastal monitoring programdesigned for Alaska students. The guide has a series of activities related to marine ecologyand coastal monitoring techniques and provides an excellent opportunity to engage yourstudents in a "real science" monitoring program. The curriculum will be available fordownloading off CACS website, www.akcoastalstudies.org, this spring.

2. Beach Explorations: A Curriculum for Grades 5-10

Excellent background and activities on tides, intertidal and marine ecosystems, plankton,food relationships, science inquiries with seashore animals, and rocky shores. Has a set ofspecies cards, but many species are not present on Alaskan beaches. Available fromUniversity of Alaska Sea Grant Program, P.O. Box 755040, Fairbanks, AK 99775-5040 atcost of $25.00.

3. Alaska Seaweek Curriculum SeriesDiscovery - Unit 5: SeaweedsPlants and Animals of the SeaShells and Insects

These volumes were originally geared for lower elementary grades, but they are jam-packedwith information and ideas that can be geared for a variety of grades. Check your schoollibrary first. Available from University of Alaska Sea Grant Program, P.O. Box 755040,Fairbanks, AK 99775-5040.

Identification GuidesWho's Who in the Intertidal? (An Atlas for Peterson and China Poot Bays published by

CACS, first copy made free to teachers)Beachcomber's Guide to Marine Invertebrates of Southcentral Alaska. (Laminated card)Alaska's Seashore Creatures: A Guide to Selected Marine Invertebrates - C. and C. FieldLife on the Beach: among friends and anemones (CACS/ Sea Grant Video available for loan)


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II. Forest Ecology

1. Alaska's Forests and Wildlife: Alaska Wildlife Curriculum Teacher's Guide.Pre-trip

Unit2: The Forest Tapestry: All Things Woven TogetherDescription of Coastal ForestDescription of Boreal ForestStudent Activities

Forest Food Webs (Grades 5-12)Unit 3: The Patterns of Change

Student ActivitiesChange in our Lives (Grades 4-6)Successions's Path (Grades 5-12)Flipbook Succession (Grades 4-8)Animal Adaptations for Succession (Grades 3-8)

Post-tripUnit 1: Trees, the Building Blocks of Forests

Student ActivitiesTree History (tree "cookies" can be taken home from the Field Station for thisactivity)

Unit 4: What is a Forest Worth?Unit 5: Forest for the Future

Student ActivitiesForest Management Dilemma

Identification Guides for Forest EcologyGuide to Lost and Found Loop Trail through the North Temperate Rain Forest of the Island

Peninsula (The guide provides information about highlights of various aspects of theecology of the forest that you will see around the Field Station)

Plants of the Pacific Northwest Coast - Pojar and MacKinnonAlaska Wild Plants- Janice Scholfield

Backgournd information on ArchaeologyArchaeology of Kachemak Bay, Alaska - Janet Klein


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II. Both Intertidal and Forest Ecology

1. Alaska's Ecology: Alaska Wildlife Curriculum Guide.Unit 1: Ecosystems: Living Things, Non-living Things, and Energy

Description of Ocean EcosystemDescription of Forest EcosystemStudent Activities

It’s Alive! — Or Is It? (Grades 3-12)What Makes Up an Ecosystem (Grades 3-6)

A World Tour (of ecosystems) (Grades 4-10)

Unit 2: Food Chains, Webs, and Pyramids*Student Activities

Who Eats Whom? (Grades K-8)What’s for Dinner? (Grades 3-8)Spinning a Yarn About Ecosystems (Grades K-12)

Unit 3: Interactions in EcosystemsDescription of Symbiotic Relationship in Alaska Student Activities

Take a Deep Breath (dependence on gas exchange in photosynthesis) (Grades K-6)Mineral Cycling through the Ecosystem (Grades 6-12)Oh Moose! (Grades 4-12)Ecosystem Partners (Grades 4-12)Musicosystem

Unit 4: Ecosystem InvestigationsA Guide to the Five Kingdoms of Living Things Student Activities

Five Kingdoms but No King (Grades 1-6)Investigating the Non-living Environment (Grades 4-12)

Investigating WaterInvestigating the Living Environment (Grades 4-12)

Investigating Monerans and ProtistsInvestigating FungiInvestigating Plants


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References - GeneralAlaska Department of Fish and Game and U.S. Department of Commerce. 1998. Proposed Kachemak Bay National

Estuarine Research Reserve. Draft Environmental Impact Statement/Draft Management Plan. Juneau, AK. 114pp. + appendices.

Bechtol, W.R. 1997. Changes in forage fish populations in Kachemak Bay, Alaska, 1976-1995. Pp. 441-445. Procs.Forage Fish in Marine Ecosystems. Alaska Sea Grant Program,Fairbanks, AK. AK-SG-97-01.

Committee on the Bering Sea Ecosystem, National Research Council. 1996. The Bering Sea Ecosystem. NationalAcademy Press, Washington, D.C. 307 pp.

Klein, J.R. 1996. Archeology of Kachemak Bay, Alaska. Kachemak Country Publications, Homer, Alaska. 94 pp.

__________. 1998. Peopling of Kachemak Bay. Presentation, Pratt Museum, Homer, AK. March 5, 1998.Videotape.

Piatt, J.F. and D.G. Rosineau. 1997. Cook Inlet seabird and forage fish studies (CISeaFFS). Sisyphus News (1). 8 pp.Mimeo.

Osgood, C. 1976. The Ethnography of the Tanaina. Yale University Papers in Anthropology No. 16. New Haven, CT.

Reed, R.K. and J.D. Schumacher. 1986. Physical oceanography. Pp. 57-75 in The Gulf of Alaska: PhysicalEnvironment and Biological Resources. D.W. Hood and S.T. Zimmerman, eds. U.S. Govt. Printing Office,Washington, D.C.

Sambrotto, R.N. and C.J. Lorenzen. 1986. Phytoplankton and primary productivity. Pp. 249 - 282 in The Gulf ofAlaska: Physical Environment and Biological Resources. D.W. Hood and S.T. Zimmerman, eds. U.S. Govt.Printing Office, Washington, D.C.

Sharma, G.D. 1979. Northeastern Gulf of Alaska Shelf. Pp. 85-98 in The Alaskan Shelf: hydrogeographic, sedimentary,and geochemical environment. Springer-Verlag, New York.

Trasky, L. 1982. Kachemak Bay: the richest bay in the world? Fish Tales and Game Trails. Alaska Department of Fishand Game, Juneau, AK. Spring, 1982.

__________, L.B. Flagg, and D.C. Burbank. 1977. Environmental studies of Kachemak Bay and Lower Cook Inlet.12 vols.

Personal Communication:Janet Klein, archaeologist, Homer


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References - GeologyBradley, D.C., T.M. Kusky, S.M. Karl, and P.J. Huessler. 1997. Field guide to the Mesozoic Accretionary Complex along

Turnagin Arm and Kachemak Bay, South-Central Alaska. Pp. 2-12 in S.M. Karl, N.R. Vaughn, and T.J. Ryherd,eds. The 1997 Guide to the Geology of the Kenai Peninsula, Alaska. Alaska Geological Society, Anchorage, AK.

Combellick, R.A. 1997. Evidence of prehistoric great earthquakes in the Cook Inlet Region, Alaska. Pp. 68-82 in S.M.Karl, N.R. Vaughn, and T.J. Ryherd, eds. The 1997 Guide to the Geology of the Kenai Peninsula, Alaska.Alaska Geological Society, Anchorage, AK.

Connor, C. and D. O'Haire. Roadside Geology of Alaska. Mountain Press, Missoula, MT. 250 pp.

Flores, R.M., G.D. Stricker, and L.R. Bader. 1997. Stratigraphic architecture of the Tertiary alluvial Beluga and SterlingFormations, Kenai Peninsula, Alaska. Pp. 36-53 in S.M. Karl, N.R. Vaughn, and T.J. Ryherd, eds. The 1997Guide to the Geology of the Kenai Peninsula, Alaska. Alaska Geological Society, Anchorage, AK.

Jacob, K.H. 1986. Seismicity, tectonics, and geohazards in the Gulf of Alaska. Pp. 145-186 in The Gulf of Alaska:Physical Environment and Biological Resources. D.W. Hood and S.T. Zimmerman, eds. U.S. Govt. PrintingOffice, Washington, D.C.

Karl, S. R. Reger, D. Pinney, D. Bradley, R. Swenson, R. Combellick, J. Kurtak, P. Haeussler, and D. Brimberry.1997. Road log for the 1997 Guide to the Geology of the Kenai Peninsula. Pp. 83-128 in S.M. Karl, N.R.Vaughn, and T.J. Ryherd, eds. The 1997 Guide to the Geology of the Kenai Peninsula, Alaska. Alaska Geological Society, Anchorage, AK.

King, P.B. 1977. The Evolution of North America. Princeton University Press, Princeton, N.J. 197 pp.

Reger, R.D. and D.S. Pinney. 1997. Last major glaciation of Kenai Lowland. Pp. 54-67 in The Gulf of Alaska: PhysicalEnvironment and Biological Resources. D.W. Hood and S.T. Zimmerman, eds. U.S. Govt. Printing Office,Washington, D.C.

Swenson, R.F. 1997. Introduction to Tertiary tectonics and sedimentation in the Cook Inlet Basin. Pp. 18-27 in TheGulf of Alaska: Physical Environment and Biological Resources. D.W. Hood and S.T. Zimmerman, eds. U.S.Govt. Printing Office, Washington, D.C.

Personal Communication:Ed Berg, geologist, SoldotnaDwight Bradley, geologist, U.S.G.S., AnchorageSteve Hackett, geologist, HomerToby Wheeler, geologist, Homer


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References - IntertidalBrusca, G.J. and R.C. Brusca. 1978. A Naturalists Seashore Guide - common marine life of the northern California

coast and adjacent shores. Mad River Press, Inc., Eureka, CA. 205 pp.

Carroll, M.L. 1994. The ecology of a high-latitude rocky intertidal community: processes driving population dynamicsin Kachemak Bay, Alaska. PhD Thesis, University of Alaska Fairbanks, Alaska. 226 pp.

Field, C. and C. 1999. Personal communication.

Lees, D.C., J.P. Houghton, D.E. Erickson, W.B. Driskell, and D.E. Boettcher. 1980. Ecological studies of intertidal andshallow subtidal habitats in lower Cook Inlet, Alaska. Dames and Moore. Final report to NOAA.

Middleton, J. 1995. Species list of seaweeds observed in Peterson and China Poot Bays, Kachemak Bay, Alaska. 2pp. mimeo.

Middleton, J. 1998. Species list of marine invertebrates observed in Peterson and China Poot Bays, Kachemak Bay,Alaska. Revised by A. Middleton.

O’Clair, R.M., S.C. Lindstrom, and I.R. Brodo. 1996. Southeast Alaskas Rocky Shores: seaweeds and lichens. PlantPress, Auke Bay, AK. 152 pp.

O’Clair, R.M. and C.E. O’Clair. 1998. Southeast Alaskas Rocky Shores: animals. Plant Press. Auke Bay, AK.562 pp.

Raffaelli, D. and S. Hawkins. 1996. Intertidal Ecology. Chapman and Hall, London, England. 356 pp.

Ricketts, E.F., J. Calvin, and J.W. Hedgpeth. 1985. Between Pacific Tides. Revised by D.W. Phillips. Fifth Edition.Stanford University Press. Stanford, CA. 652 pp.

Personal Communication:Conrad and Carmen Field, naturalists, Homer

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