This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Thank you for using this Raising Educational Achievement through Cultural Heritage Up (REACH Up) unit in your classroom! The lessons are designed to address the Alaska Science Standards and Grade Level Expectations, Alaska Cultural Standards and the Bering Strait School District Scope and Sequence goals. All of the activities focus on changes to subsistence resources as a result of climate change. Activities incorporate Alaska Native cultural, earth and life science perspectives. This supplemental unit addresses the place-based question: How is climate change impacting subsistence resources in our area and why are these changes important to our community? The REACH Up Subsistence unit consists of four activities. Each activity will require a 45-minute class period; discussion could easily be extended into multiple class periods. You may also want to repeat sections of an activity during subsequent class meetings, such as reviewing the Changing Subsistence Resources video or asking students to practice the vocabulary card games multiple times. If you are utilizing the entire Subsistence unit, please introduce the activities in the order they are presented. If time is short, any of the activities can be presented independently. The accompanying student guide is intended for use with multiple groups of students. Do not allow students to write in the student guides. Ask students to record their work on a separate sheet of paper, or create copies of the corresponding worksheets that are included in this teacher’s guide.
Whole Picture
Natural resources are all those things that come directly from the earth and are used to make the things that people need for food, shelter, and energy. Natural resources include things like plants, soil, sunshine, water, fossil fuels, wildlife, metals, and minerals. Alaska has an abundance of natural resources: forests in the south, fossil fuels and minerals in the north, and wildlife and fish in both the interior and in the seas. Every day, people depend on natural resources. Where natural resources are exported, they are an important part of the cash economy. When turned into fuel — whether from fossil, wind, or solar sources — they power homes and vehicles. When processed, they provide the materials to build our homes, clothe our bodies, and allow us to communicate with each other at long distances. Natural resources also provide us with the food and minerals to nourish our bodies. In northern Alaska, some important natural resources are exported as part of the cash economy. Oil and natural gas are extracted from the ground and exported to locations where they are refine into fuel that is then shipped back to the villages. This fuel powers snow machines, four- wheelers, and boats, and also heats our homes. It is also shipped outside the state, where people use it to power their vehicles. Likewise, fish and seafoods are important natural resources for the cash economy. The Bering Sea is home to abundant fisheries (fisheries are systems organized
to harvest fish for sale, such as commercial fisheries. Elements of the system include number of fishermen, gear, species harvested, and timing of harvest, etc.), including king crab, salmon, and pollock. The products from these lucrative fisheries are exported around the world. Perhaps the most important use of Alaska’s natural resources is as subsistence food. Most people who live in rural villages depend largely on the plants and animals harvested from the land. (Though some “western” food is available at village stores, much of it is expensive.) In addition, the rituals and ceremonies people practice during and surrounding subsistence activities are culturally important. In this way, natural resources are fundamental not only for nutrition, but also for spiritual value (Barnhardt and Kawagley, 2005). The Iñupiat, Yup’ik, and Siberian Yupik people of northwestern Alaska have practiced subsistence activities for millennia. As semi-nomadic people, they historically built their seasonal homes as a part of the landscape, using only the materials immediately available to them (Kawagley, 2006). Dependence on natural resources for survival can also be seen in archaeological material culture like toggle-head harpoons, bolas, and collecting baskets (UAMN, 2015). In addition, a spiritual connection can be seen in traditional masks, which depict the reproductive cycling of plant and animal spirits — both important natural resources for survival. Even today, guidance from the elders teaches us that the natural resources we depend on must be treated carefully and with respect, so as to ensure their availability in the future (ANKN, 2006). As the climate begins to change, wisdom from the elders will be ever more important as people adapt their uses of natural resources to changing landscapes and scarcity of raw materials. Learn from elders and culture bearers in your community how people can continue to use and protect local natural resources.
References
Alaska Department of Fish and Game, Accessed from: http://www.adfg.alaska.gov/sf/FishCounts/index.cfm?adfg=main.home
National Sea Ice Data Center, Accessed from: http://nsidc.org/data/nsidc-0051
In this activity, students will interview an elder or cultural knowledge bearer.
Objectives
On successful completion of the lesson, students will be able to: • demonstrate effective interviewing techniques• interpret qualitative data from interviews • identify local subsistence resources• explain how climate change is impacting a local subsistence resource• describe how a local subsistence practice is changing as a result of climate changes
SA1: The student demonstrates an understanding of the processes of science by: [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,
making generalizations, inferring and communicating.[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,
making generalizations, analyzing data, developing models, inferring and communicating.
[11] SA1.2 recognizing and analyzing multiple explanations and models, using this information to revise students’ own explanation or model if necessary.
SC3: The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[B] Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet this cultural standard are able to:
[B.2] make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live.
[D] Culturally-knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. Students who meet this cultural standard are able to:
[D.4] gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance.
[E] Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet this cultural standard are able to:
[E.2] understand the ecology and geography of the bioregion they inhabit.[E.4] determine how ideas and concepts from one knowledge system relate to those
derived from other knowledge systems.
Bering Strait School District Scope & Sequence
9.9A Understand the interaction of living and non-living parts of an ecosystem (SC3.2, SC3.3, SF)
9.9B. Identify the needs that must be met by an organisms surroundings
9.9D. Identify dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) affecting population size (SC3.3)
9.9H. Analyze the potential impacts of changes (climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.
9.9I. Develop an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (hunting, fishing). (SF)
Materials • REACH UP High School Student Guide: Impact on Subsistence• Student Worksheet: Ask an Expert about Subsistence• Internet access and projector
Activity Preparations 1. Identify adults within your school or community who have lived year-round in the
community for many years. People in the school might include teachers, administrators, secretaries, teacher aides, lunchroom/kitchen staff, recess duties, maintenance and custodial staff, etc. People in the community might include parents, grandparents, tribal administrators etc. Ask several of these local knowledge bearers if they would be willing to speak with a group of your students about how climate changes are impacting subsistence resources in and around the community. Make sure that the volunteers you have identified will be available (in person or via telephone) during the time that your class will be completing this activity.
2. Ask the volunteers if they speak an Alaska Native Language, and if so, which language(s) and dialect(s) they are familiar with. If applicable, have them translate the written words on the student worksheet, so you have an answer key. Also, ask them to teach you the pronunciation of the terms.
Activity Procedure 1. Distribute the Impacts on Subsistence student guide and ask students to work with a
partner to read pages 1-3. 2. Show the video, Impact on Subsistence, available at www.k12reach.org/videos.
php. Videos are located under the Multimedia tab. Allow time for students to share comments and ask questions.
3. Ask students what sorts of subsistence resources their community relies upon (students may identify sea mammals, fish, birds, plants, land mammals etc from the local environment). Explain that students will interview a few community members to learn about how climate change is impacting subsistence resources and subsistence practices.
4. Separate students into small groups according to how many knowledge bearers are available to share subsistence information with your class. Explain if the appointed interviewees speak an Alaska Native Language, so students know whether or not they should pursue that portion of the interview.
5. Review expectations for student behavior while conducting the interview, including introductions and thanking the interviewee at the end of the interview. Discuss suggestions for effective interviewing techniques, such as allowing ample time for the interviewee to answer, and asking follow-up questions.
6. Distribute one Student Worksheet: Ask an Expert about Subsistence to each group and assign each group one local knowledge bearer to interview. Provide 15-20 minutes for students to locate or call via telephone and interview the knowledge bearer.
7. Reconvene in the classroom and ask groups to share their findings. What subsistence resources does our community rely on? How is climate change affecting subsistence resources? How are people in our community adapting subsistence practices because of climate change?
What terminology do we need to know to discuss climate-related changes to subsistence resources and practices?
Overview
In this activity, students will learn key subsistence terminology in English and their local Alaska Native language by playing vocabulary games with peers.
Background Information
Based on the Visual Iñupiaq Vocabulary Acquisition (VIVA) Program of the North Slope Borough School District, the vocabulary cards provided for this activity have Alaska Native Language and English terms and an associated image. The games suggested are meant to promote fluency through repeated practice. Other vocabulary cards can be easily integrated into the games. This will extend potential length of the games and add a greater challenge. By working with the words through different games, students can develop greater fluency with the vocabulary.
Objectives
On successful completion of this lesson, students will be able to: • read and speak indigenous terms related to subsistence and animal adaptations; and• illustrate and define terms related to subsistence and animal adaptations.
SA1: The student demonstrates an understanding of the processes of science by: [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,
making generalizations, inferring and communicating.[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,
making generalizations, analyzing data, developing models, inferring and communicating.
[11] SA1.2 recognizing and analyzing multiple explanations and models, using this information to revise students’ own explanation or model if necessary.
Alaska Cultural Standards
[B] Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet this cultural standard are able to:
[B2] make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live.
[E] Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet this cultural standard are able to:
[E2] understand the ecology and geography of the bioregion they inhabit.
Bering Strait School District Scope & Sequence
9.7C Understand the relationship between animal adaptations and survival in their environment.
Materials• REACH Up High School Student Guide: Impact on Subsistence • Vocabulary card sets (1 per group of 4-6 students)• Word Games Instruction Sheet (1 per group of students)• Worksheet: Subsistence Vocabulary• Timers (optional)
Activity Preparations1. If your students completed Activity HS.9.1 Ask an Expert, refer to their completed
worksheets for the terms you will have them use for the vocabulary word card games. 2. If your students did not conduct interviews with Native language speakers, consult
with a local knowledge bearer or language expert to determine which language/dialect translation provided on page 6 of the Student Guide would be most appropriate for your students to practice. The following chart is provided for reference.
Alaska Native Languages in the Bering Strait RegionLanguage Dialect Group Dialect Subdialect Community
Iñupiaq
Seward Peninsula Inupiaq
Bering Strait
Brevig MissionDiomede Little Diomede
ShishmarefWales (Kinikmiu) Wales
Qawariaq
Teller TellerUnalakleetShaktoolik
Fish RiverGolovin*
White MountainNorthern Alaskan
Iñupiaq Malimiut Koyuk
Siberian Yupik
St. Lawrence Island Yupik
GambellSavoonga
Yup’ik
Norton Sound
(Unaliq-Pastuliq)Unaliq
ElimGolovin*
St. MichaelGeneral Central
Yup’ikNelson Island and Stebbins Stebbins
* It is very common for more than one language / dialect, or a combination of dialects, to be spoken in a community. It should also be noted that Inupiaq-Yup’ik bilingualism was common throughout the 1900s in the Norton Sound villages of White Mountain, Golovin, Elim, and Unalakleet. Golovin is listed twice on our chart because specific subdialects were cited in the research found on the Alaska Native Language Center website: http://www.uaf.edu/anlc/languages/.
3. Keep in mind that different individuals may translate certain terms differently. For example, some languages may not have a general term for “salmon” but may have specific terms for different salmon species. Alternatively, terms may exist, but the individual speaker may not know the term. It’s fine to have different student groups working with various translations, or you can choose a set list of words for your whole class to practice. Highlight the diversity and do not attempt to offer an authoritative translation; the goal is to practice an Alaska Native language while discussing climate change topics.
4. If using the Vocabulary Cards provided by REACH Up, label a sample set of cards with local indigenous words using a dry erase marker. If needed, create your own sets of the vocabulary cards from the template provided.
5. Make copies of the Word Games Instruction Sheet (one per group) and the Impact on Infrastructure Vocabulary worksheet (one per student).
Activity Procedure1. Distribute the Impact on Subsistence Student Guide and review pages 1-4. 2. Show students the vocabulary cards. Hold up each card. Discuss what each card depicts.
How do these terms relate to subsistence in their region? 3. Say the English and local Alaska Native Language word for the illustration depicted on
the card. Ask students to repeat the words. Repeat this once or twice, then ask students to call out the correct words as you hold up each card.
4. Divide the class into four groups.5. Provide each group with the Word Games Instruction sheet, a set of Vocabulary Cards,
and a timer (optional). 6. Students can commit to one game for a period of time or mix and match. 7. Encourage students to play the vocabulary games and practice the vocabulary words
during free time throughout the duration of the Impact on Subsistence unit. If possible, schedule 10-15 minutes twice per week to practice the vocabulary terms.
8. Write the following terms on the board: adaptation, migration, subsistence, tundra. Ask students to share definitions for these terms. Refer back to the Impacts on Subsistence Student Guide as necessary.
9. Distribute the Subsistence Vocabulary Worksheet and ask students to complete it. Provide review as needed.
Student Information Sheet: Word Games Instructions
VOCABULARY SWAP:1. Distribute one card to each person. 2. Practice the word on your card, then find a classmate. Teach them the word on your card
and learn the word on their card. Trade cards. 3. Find another classmate and repeat.
FIND THE CARD: 1. Divide into small groups. Each group will need a set of vocabulary cards. Spread the
cards in front of you so that everyone in your group can see the pictures. 2. Listen as your teacher says a word aloud from one of the cards. 3. Work with your group to find and hold up the correct card.
VOCABULARY SLAP:1. Select one student to serve as the “caller” for this game. That student should make a
list of the Select one student to serve as the “caller” for this game. That student should make a list of the vocabulary words on a separate sheet of paper. The words can be found on the back of the cards.
2. Place the cards in a circle, picture-side-up, in the middle of the playing area.3. The caller should call out a word from their list. Everyone else should quickly place their
hand on the picture that they believe represents that word.4. Turn over the card or cards that students selected to see who chose correctly. Each
student who placed his or her hand on the correct card earns a point.5. Put the card(s) back in the circle and play again.6. Play for a designated period of time. At the end of the time, the person with the most
points wins.
TEAMWORK:1. Divide your group into two teams. Each team will need a pencil and paper.2. Shuffle the vocabulary cards and stack them picture-side up in the middle of the table.3. Work with your team to write down the local Alaska Native Language term and English
words for the picture on the card.4. After both teams have written answers for the top card, turn the card over to check.
Teams get 1 point for the correct Alaska Native Language word and 1 point for the correct English word.
5. Repeat until all cards are gone. The team with the most points wins.
Name:__________________________________________________________________________1. Draw a line connecting each definition to the term that it represents.
Adaptation A lifestyle emphasizing the cultural, economic and social practice of harvesting local wild resources for food and other uses
Subsistence Seasonal movement of animals from one region to another
TundraA cold and dry biome that is characterized by short
vegetation such as grasses, mosses, and lichens
Migration Feature of an organism’s body that helps it survive
2. Complete the chart by writing the local Alaska Native Language terminology and illustrating the missing terms.
My Community: _______________________________________________________________
English Word Local Alaska Native Language Word Illustration
In this lesson students graph data to see how changes in sea surface temperature affect the timing of the salmon run on the Pilgrim River north of Nome, Alaska.
Objectives
On successful completion of this lesson, students will be able to:• describe the relationship between sea surface temperature and fish migration• graph and analyze data to make inferences• describe the relationship between sea surface temperature and sea ice coverage• consider the implications of climate-driven ecosystem changes in their region from
scientific, cultural and personal perspectives
Alaska State Science Standards and Grade Level Expectations
SA1: The student demonstrates an understanding of the processes of science by [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,
making generalizations, inferring and communicating[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,
making generalizations, analyzing data, developing models, inferring and communicating
[9] SA1.2 hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions
[10] SA1.2 reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply student’s conclusions to other problems.
[11] SA1.2 recognizing and analyzing multiple explanations and models, using this information to revise students’ own explanation or model if necessary
SC3: The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by
[11] SC3.2 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem
[9] SC3.3 identifying dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) that affect population size
SF: The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives by
[10] SF1.1-SF3.1 analyzing competition for resources by various user groups to describe these interrelationships.
Alaska Math Standards
Statistics and Probability Standards: Making Inferences and Justifying Conclusions: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
S-IC.6. Evaluate reports based on data.
Alaska Cultural Standards
[B] Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet this cultural standard are able to:
[B1] acquire insights from other cultures without diminishing the integrity of their own.[B2] make effective use of the knowledge, skills, and ways of knowing from their own
cultural traditions to learn about the larger world in which they live.
[E] Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet this cultural standard are able to:
[E2] understand the ecology and geography of the bioregion they inhabit. [E4] determine how ideas and concepts from one knowledge system relate to those derived
from other knowledge systems.
BSSD Scope and Sequence
9.5D. Predict how a change in an environmental factor can affect the number and diversity of species in an ecosystem.
9.9A Understand the interaction of living and non-living parts of an ecosystem (SC3.2, SC3.3, SF)
9.9D. Identify dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) affecting population size (SC3.3)
9.9H. Analyze the potential impacts of changes (climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.
9.9I Develop an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (hunting, fishing). (SF)
Materials• REACH Up High School Student Guide: Impact on Subsistence • Student Worksheet: Timing of the Salmon Run• Rulers
Activity Preparations1. Make copies of the Student Worksheet: Timing of the Salmon Run.
Activity Procedure1. Ask students to partner read 5-9 in the Impacts on Subsistence High School Student
Guide. 2. Ask the class: How many of you eat salmon? How many have been salmon fishing? How
do you know when to go fishing for salmon? Do you go at exactly the same time each year? Are some runs of salmon early or later? Why?
3. Discuss with students the importance of salmon in Alaska, and in their lives. Ask why scientists might want to monitor changes to the salmon life cycle and migration patterns. What are some factors that could affect salmon run times?
4. Introduce sea surface temperatures and let students know they will be looking at the relationship between sea surface temperatures and when the salmon run.
5. Distribute the Student Worksheet: Timing of the Salmon Run. Introduce the activity. If necessary, review making graphs with students. Also explain what a “line of best fit”, or “trend line” shows about the data.
6. After students have completed the graphing activities, discuss how the change in the timing of salmon could affect their lives. How should salmon runs be monitored and managed?
How does sea surface temperature affect the timing of salmon runs?
Below is a table of with the sea surface temperatures taken in June from 2003 and 2014. The sea surface temperatures were taken by satellites on the Bering Sea, just outside of Port Clarence. For the “Day Fish Arrive” column, the numbers refer to the day of the year that the salmon started to arrive at the weir on the Pilgrim River. (The numbers do not refer to the amount of fish counted.) For example, January 1st is day #1, February 1st is day #32, March 1st is day #60, etc. Day #172 is June 21st and day #192 is July 11th.
Year Sea Surface Temp in June (Celsius) Day Fish Arrive
1. Use the data in the table to make a graph showing the relationship between the sea surface temperature and the day the fish arrive at the weir. • The “Sea Surface Temperature” will be the x axis on your graph.• The y axis will be the “Day Fish Arrive”. • You will not need the “Year” column of data for Part 1.
2. Label each axis and fill in the numbers for the scale. Then plot each data point.
3. After plotting each point, draw a line of best fit through the data.
What is the relationship between the sea surface temperature and the day of arrival of fish at the weir?
4. The warmer the sea surface temperature the ____________________________________
Part 2
How has the sea surface temperature changed near Port Clarence?
1. Use the data in the table to make a graph showing the sea surface temperature from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Surface Temp in June”. • You will not need the “Day Fish Arrive” column of data for Part 2.
2. Label each axis and fill in the numbers for the scale. Then plot each data point.
3. After plotting each point, draw a line of best fit through the data.
What is the general trend for the temperature of the sea surface from 2003 – 2014?
4. Is the sea surface near Port Clarence getting warmer, colder, or staying the same? _______________________________________________________________________
Part 3
How has the arrival of the salmon run changed from 2003 – 2014?
1. Use the data in the table to make a graph showing the day salmon arrived at the weir from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Day Fish Arrived”. • You will not need the “Sea Surface Temp” column of data for Part 3.
2. Label each axis and fill in the numbers for the scale. Then plot each data point.
3. After plotting each point, draw a line of best fit through the data.
What is the general trend of the data showing? 4. Are the salmon arriving earlier, later or at the about the same time from 2003 through
2014? ___________________________________
Extension
How does the amount of sea ice coverage change from 2003 – 2014?
On the following page is a table showing the average amount of sea ice coverage during May in a 325 km2 area near Port Clarence.
1. Use the data in the table to make a graph showing the percentage of sea ice coverage from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Ice Coverage”.
2. Label each axis and fill in the numbers for the scale. Then plot each data point.
3. After plotting each point, draw a line of best fit through the data.
1. In 2014 the sea surface temperature was warmer than it was in 2013. Since it was warmer in 2014 would you expect the fish to arrive sooner or later than they did in 2013?
2. In 2006, the sea surface temperature was low. How did this affect the arrival of salmon at the weir?
3. The trend from 2003 - 2014 is for the fish arriving at the weir later in the year. In 2015 the fish arrived at the weir on July 4th, day 185. In 2016 they arrived on June 26th, day 177. a. How do these arrival dates compare to what you would expect from the line of best
fit? (Plot them on the graph to see where they are compared to the line of best fit.)
b. What does the 2015 and 2016 arrival dates suggest might be happening to the sea surface temperature?
4. Stories about climate change and increasing temperatures in the ocean are often in the news. Why do you think the sea surface temperature went down, and the sea ice coverage increased, near Port Clarence from 2003 – 2014?
5. An increase or decrease of sea ice and sea surface temperature affect the return of salmon to spawning grounds. What would be the consequence of the fish returning too soon or too late?
6. Look at the data in Part 2 and Part 3. Did the fish arrive earlier in 2014 then they did in 2013? How many days difference was there between the arrival in 2013 and 2014?
7. What year had the highest sea surface temperature and what was the temperature?
Year:
Temperature:
8. What year had the earliest arrival day of salmon at the weir and what day was it?
Year:
Arrival day:
9. What year had the greatest amount of sea ice coverage and how was the amount of coverage?
Year:
Amount of coverage:
10. Why do you think the year with the lowest sea surface temperature did not have the latest arrival day?
11. How does the trend in the average sea surface temperature compare to the trend in the average amount of ice coverage?
How does sea surface temperature affect the timing of salmon runs?
Discuss
What is the relationship between the sea surface temperature and the day of arrival of fish at the weir?
4. The warmer the sea surface temperature the _earlier fish arrive at the weir.________
Part 2
How has the sea surface temperature changed near Port Clarence?
1. Use the data in the table to make a graph showing the sea surface temperature from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Surface Temp in June”. • You will not need the “Day Fish Arrive” column of data for Part 2.
2. Label each axis and fill in the numbers for the scale. Then plot each data point.
3. After plotting each point, draw a line of best fit through the data.
What is the general trend for the temperature of the sea surface from 2003 – 2014?
Is the sea surface near Port Clarence getting warmer, colder or staying the same? __________The sea surface is getting colder. ________________
Part 3
How has the arrival of the salmon run changed from 2003 – 2014?
1. Use the data in the table to make a graph showing the day salmon arrived at the weir from 2003 - 2014.
• The “Year” will be the x axis on your graph.• The y axis will be the “Day Fish Arrived”. • You will not need the “Sea Surface Temp” column of data for Part 3.2. Label each axis and fill in the numbers for the scale. Then plot each data point.
3. After plotting each point, draw a line of best fit through the data.
What is the general trend of the data showing? 1. Are the salmon arriving earlier, later or at the about the same time from 2003 through
2014? _______The salmon are arriving later.______
Extension
How does the amount of sea ice coverage change from 2003 – 2014?
On the following page is a table showing the average amount of sea ice coverage during May in a 325 km2 area near Port Clarence.
1. Use the data in the table to make a graph showing the percentage of sea ice coverage from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Ice Coverage”.
2. Label each axis and fill in the numbers for the scale. Then plot each data point.3. After plotting each point, draw a line of best fit through the data.
1. In 2014 the sea surface temperature was warmer than it was in 2013. Since it was warmer in 2014 would you expect the fish to arrive sooner or later than they did in 2013? You would expect them to arrive earlier.
2. In 2006, the sea surface temperature was low. How did this affect the arrival of salmon at the weir?
The salmon arrive later than they had in the previous three years.
3. The trend from 2003 - 2014 is for the fish arriving at the weir later in the year. In 2015 the fish arrived at the weir on July 4th, day 185. In 2016 they arrived on June 26th, day 177. a. How do these arrival dates compare to what you would expect from the line of best
fit? (Plot them on the graph to see where they are compared to the line of best fit.)
These arrival dates are earlier than the trend.
b. What does the 2015 and 2016 arrival dates suggest might be happening to the sea surface temperature?
The sea surface temperature might be increasing.
4. Stories about climate change and increasing temperatures in the ocean are often in the news. Why do you think the sea surface temperature went down, and the sea ice coverage increased, near Port Clarence from 2003 – 2014?
Answers will vary. There are other examples of local and regional difference of sea surface temperature due to wind, atmospheric temperature, fresh water runoff, etc. El Nino is a well-known example of a prolonged warming in the Pacific Ocean
5. An increase or decrease of sea ice and sea surface temperature affect the return of salmon to spawning grounds. What would be the consequence of the fish returning too soon or too late?
Answers will vary. If the timing of the spawning run is too early or late the river may be too warm or cold to reach the spawning grounds. The fish need to be physically ready for the fresh water in the river. They want to arrive at an optimal time, which is an active area of research, when the flow and temperature will allow them to spawn before the lake is ice covered. Early or late migration has resulted in high mortality for the fish. Food is not an issue, since the salmon stop feeding when they start migrating upstream in fresh water.
6. Look at the data in Part 2 and Part 3. Did the fish arrive earlier in 2014 then they did in 2013? How many days difference was there between the arrival in 2013 and 2014?
Yes, they arrived 7 days earlier.
7. What year had the highest sea surface temperature and what was the temperature?
Year: 2004
Temperature: 3.73 C
8. What year had the earliest arrival day of salmon at the weir and what day was it?
Year: 2004
Arrival day: 174
9. What year had the greatest amount of sea ice coverage and how was the amount of coverage?
Year: 2006
Amount of coverage: 41.5 %
10. Why do you think the year with the lowest sea surface temperature did not have the latest arrival day? Answers will vary. It could be due to differences in conditions between the Bering Sea and the weir. The differences between 2006 (lowest temperature) and 2013 (latest arrival) are close, with only 3 days difference between them.
11. How does the trend in the average sea surface temperature compare to the trend in the average amount of ice coverage?
The sea surface temperature is decreasing and the amount of sea ice coverage is increasing.
In this lesson students will use a sampling technique to estimate the size of the Western Arctic Caribou Herd.
Objectives
On successful completion of this lesson, students will be able to:• Use a random sampling technique to estimate herd size• graph, interpret and statistically analyze data, communicate conclusions• identify ways in which caribou are adapted to their environment• discuss climate-related factors that contribute to caribou survival• consider management of animal resources in their region from scientific, cultural and
personal perspectives
Alaska State Science Standards and Grade Level Expectations
SA1: The student demonstrates an understanding of the processes of science by:
[9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.
[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring and communicating.
[9] SA1.2 hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions.
[10] SA1.2 reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply student’s conclusions to other problems.
SC3: The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[9] SC3.3 identifying dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) that affect population size.
[11] SC3.2 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.
SF: The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives by:
[10] SF1.1-SF3.1 analyzing competition for resources by various user groups to describe these interrelationships.
Alaska Math Standards
Geometry Standards: Modeling with Geometry: Apply geometric concepts in modeling situations.
G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot)
BSSD Scope and Sequence
9.7C Understand the relationship between animal adaptations and survival in their environment
9.9A Understand the interaction of living and non-living parts of an ecosystem (SC3.2, SC3.3, SF)
9.9D. Identify dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) affecting population size (SC3.3)
9.9I Develop an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (hunting, fishing). (SF)
Materials• REACH Up High School Student Guide: Impact on Subsistence • Student Worksheet: Counting Caribou• Transparency Grid Overlay• Counter Pen (optional)• Magnifying Glass (optional)• Computer or tablet with internet access
Activity Preparations1. Make copies of the Student Worksheet: Counting Caribou.
Activity Procedure1. Ask students to work with a partner to read pages 10-14 of the Impacts on Subsistence
High School Student Guide. 2. Discuss: How are caribou adapted to the environment in which they live? How is the
environment in your area changing? What impacts might these environmental changes have on caribou? Do you eat caribou? How might climate change impact access to this subsistence resource?
3. Explain that caribou are in important subsistence resource in Alaska. Biologists monitor the size of caribou herds in the state to understand how different environmental, industrial, predation and hunting practices impact caribou.
4. Part 1: Ask students to look at the photos of the Western Arctic Caribou Herd on pages 11 and 14 of the Impacts on Subsistence Student Guide. Ask students if they have seen caribou and if they have ever seen that many at one time?
5. Ask students to estimate how many caribou are in the photos. Write student’s estimates on the board to see how they compare at the end of the activity. Ask students how they could figure out how many caribou are in the photos.
6. Divide the class in to groups of 2. Ask students to look at the caribou photo with the grid over it on page 12 of the Impacts on Subsistence Student Guide. Show Photo 2 with the grid over it. Ask students to estimate how many caribou are at the top of the photo, waiting to cross the river.
7. Describe to the class the method they will use to estimate the estimate the population. If students are not familiar with estimating populations from random sampling show the interactive demonstration at https://kuac.pbslearningmedia.org/resource/mgbh.math.sp.penguincoat/estimation-from-random-sampling/#.WU3smBPyto8
8. Have students look closely at the photo on page 12. Ask students what they should do if only part of a caribou is in the grid. Should they count it or, or not? The whole class should agree on how to treat partial caribou in the grid.
9. If necessary, before starting, show students how to generate a random number with Google.
10. Distribute the Student Worksheet: Counting Caribou, transparency grids and counting pens. Ask students to complete Part 1 of the worksheet with their partner.
11. After students have completed the population estimate show the video “Caribou Tagging on the Kobuk River” available on YouTube. It shows students tagging caribou on the Kobuk River. Radio collars are used to locate herds of caribou. While the caribou are being collared, blood samples and other measurements are taken. https://www.youtube.com/watch?v=ye3dcWq-sbk
12. Part 2: Explain to students that the number of caribou has varied over the past 40 decades from a low of 75,000 to a high of 490,000. To visualize the change in the number of caribou over the years, students will make a graph of data.
13. Ask students to work with their partner to complete Part 2 of the worksheet. After graphing the data, students should answer the questions.
Extension Activities• Read and discuss this information about caribou harvest patterns by village. Is your
community represented? How does your community compare to others in reliance on caribou as a subsistence resource? http://www.adfg.alaska.gov/static/home/library/pdfs/wildlife/caribou_trails/caribou_trails_2016.pdf
• Encourage students to find out how a photo census of caribou is completed by the Alaska Department of Fish and Game by visiting the following URLs: http://www.adfg.alaska.gov/index.cfm?adfg=wildlifenews.view_article&articles_id=629 http://www.adfg.alaska.gov/index.cfm?adfg=wildlifenews.view_article&articles_id=671
1. Study the photo on page 14 of the Impacts on Subsistence Student Guide. This photo was taken of the Western Arctic Caribou herd near the Kivalina river. How many caribou do you think are waiting to cross the river? Estimate: _________________________________________________________________
2. You will use a grid random sampling technique to estimate the number of caribou that have not crossed the river. Place your transparency grid over the photo.
3. There will be no caribou in some of the grid squares. Look at each column and record which grid squares do not contain any caribou.
Grids without caribou:
46 1156992
4. In order to estimate the number of caribou in this area a random sample of 5 grids will be chosen out of the grid. Using a computer, type “random number generator” in the Google search bar. For the minimum type 1, and for the maximum, type 138. Click “Generate to get a random number.
5. For example, if the random number 41 is generated, count the caribou in grid 41 and write down the number of caribou for Trial 1 in the chart below. If a random number comes up for a grid square that does not contain caribou, select another random number. If a counting pen is available, it can be used to make it easier to count the caribou. Both group members should count the number of caribou in the grid and agree on the number they count before recording the number in the chart.
Number of CaribouTrial 1Trial 2Trial 3Trial 4Trial 5
TotalAverage (Total / 5)
Estimated number of caribou(Grids with caribou x average per grid)
6. Repeat the procedure described above for a total of 5 trials.
7. Add the number of caribou counted in the 5 trials and enter that number for the Total.
8. Divide by 5 to get an average number of caribou per grid.
9. Subtract the number of grids that do not contain caribou. For example, if you found 12 grids that did not contain caribou subtract 12 from 138 for a total of 125 grids with caribou. Multiply the average by the number of grids with caribou, to find the estimated number of caribou.
10. Find out the estimated number of caribou from the other groups in your class. Enter that number in the chart below:
Group Number of Caribou123456789
10
TotalAverage of estimates
11. Add the number of caribou from each estimate. Write that number for the Total.
12. Divide the Total by the number of groups to find class average of the number of caribou in the grid area.
Biologists have been counting the number of caribou for over 35 years. The data table below shows the estimated population of the Western Arctic caribou herd back to 1970. Use the data to complete the graph then answer the questions.
13. What year had the lowest number of caribou? How many caribou were there?
14. What year had the highest number of caribou? How many were there?
15. Since 2003 the number of caribou have been decreasing. How many fewer caribou were there in 2016 than in 2003? What is the percent decline from 2003 – 2016?
16. Why do you think the size of the herd changes?
17. The Western Arctic Caribou numbers are in decline. If you were in charge of managing the herd so that there will be enough caribou in future years for subsistence hunting what would you do?
14. What year had the highest number of caribou? How many were there? 2003 had 490,000 caribou.
15. Since 2003 the number of caribou have been decreasing. How many fewer caribou were there in 2016 than in 2003? What is the percent decline from 2003 – 2016? 490,000 – 201,000 = 289,000. It is 59% decline.
16. Why do think the size of the herd changes? Some factors could be disease, predators, increased hunting harvests, decreased lichen, increase mortality due to snow and ice conditions, increased exploration for oil, gas, mineral resources damaging habitat.
17. The Western Arctic Caribou numbers are in decline. If you were in charge of managing the herd so that there will be enough caribou in future years for subsistence hunting what would you do? Answers will vary. Of the different factors that could cause the decline, the one that can be regulated, or managed, is the hunting of the caribou.