animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() As Yosty mentioned, during the years of 2014 and 2015 scientists with Gulf Watch Alaska began to notice multiple strange occurrences happening in the Gulf, and they wondered how these could be connected. The area of water monitored by the team of scientists at Gulf Watch Alaska is crucial for the survival of animals in and surrounding the Gulf, as well as the populations of people situated on the coast. Using the power and capabilities of the Gulf Watch Alaska team, scientists have begun to piece together the mystery of these strange events. But before figuring out how these events are connected, the scientists needed to fully understand the scope of what was happening in 2014 and 2015. Starting in the winter of 2014, residents of communities surrounding the Gulf of Alaska were witness to a very concerning phenomenon happening to one of the area’s most familiar seabirds, the common murre. Striking numbers of common murres were washing up dead along the coast, and thousands were traveling unusually far inland and away from their feeding grounds in the Gulf of Alaska. It is considered normal for common murre populations to intermittently experience large-scale die-offs, known as wrecks, but the series of die-offs beginning in the winter of 2014 and extending through 2016 were unparalleled in the historic record, both in terms of geographic area and length of time. As the initial reports of these unusual common murre deaths and migratory patterns began making their way to the scientists of Gulf Watch Alaska, there was a lot of speculation about what could be causing this event. Travel with Yosty to meet Gulf Watch Alaska Scientist Kathy Kuletz to hear her account of the common murre die-off event and how her research seeks to understand what was causing the die-off. Click the video below to hear Kathy’s experience with the common murres. VIDEO: Kathy Kuletz and the Common Murres Kathy Kuletz talks about common murre die-offs and their potential causes, and some of the challenges scientists face when trying to study these events. (3:45) Video Transcript Narrator:The first person Yosty sat down with was Kathy Kuletz, a scientist who studies birds for Gulf Watch. Yosty: Hi Kathy, you’ve been a wildlife biologist with U.S. Fish and Wildlife service since 1978? Kathy: Yes. Yosty: Can you tell me about what went on in 2014-2015 that was so unusual in the Gulf of Alaska? Kathy: Everyone knows, it’s been really warm, that was the main thing. And associated with that we started having reproductive failure by seabirds and large die-off events - mainly with common murres but some other species were involved as well. But the main event, which has been really noteworthy, has been the die-off of common murres. It has been unprecedented in its geographic scope, extending from southeast Alaska all the way up into the Aleutian Islands and Bering Sea but mainly in the Gulf, the northern Gulf of Alaska. And it’s been unprecedented in the length of time that this has continued, we started having hints of it in 2014, it really hit heavy in the winter of 2015 and 2016 and just continued in episodes, die-offs happening throughout 2016. Yosty: So what do you think is killing the birds? Kathy: When we find them, we have looked at some carcasses on the beach and taken some back to the labs. USGS has been working with us and many other groups - COASST and Fish & Game - and they have, the birds have been empty, their stomachs have been empty and they have lost muscle mass, they have all the evidence of sort of consuming from the inside because they are starved. I know there is a lot of concern about domoic acid and saxatoxin, which is found with paralytic shellfish poisoning, and that certainly could be there, but so far we’ve only found some of the birds have trace amounts of saxatoxin. So the problem with determining if that has played a part is that they don’t keep food in their gut for very long, and because they are empty we haven’t been able to test the food that they have eaten. We do know that those kinds of toxins can change behavior of seabirds, and so it might have affected their ability to forage and find food, but it is also just as likely that there is not enough food or the food is of low quality in the areas where they normally feed. Now when it is really warm, some of these fish will go very deep in the water column, so birds like black legged kittiwakes who just feed on the surface, they can’t access the fish. Murres can dive quite deep, 100 meters, so they should be able to access fish if they go deep but the fish might also have moved far offshore if it is very warm, they are looking for colder water sometimes or more food. So it is quite likely that their food wasn’t available, or it wasn’t nutritious. Often when it is very warm the zooplankton tend to be smaller and less energy dense and up the food chain the fish will be smaller and have less energy for weight, so that affects seabirds and marine mammals that feed on them. We are continuing to collect carcasses when we find them, or people will ship them in and we’ll help get them sent to the lab. USGS now is putting together their own lab so we can do testing here in Anchorage, so that will expedite things a lot and maybe that’ll help us get better access to fresh samples that we can more accurately test for saxatoxin and other toxins. Yosty: Thank you.       Who is watching the Blob?   Carcass (n): the full skeletal and organ remains of a dead organism   Crucial (adj): very important to the success or failure of something   Data (n): values of something measured   Domoic acid (n): an acid produced by algae that accumulates in the shellfish that consume the algae, affecting the brain and nervous system of the animals that eat the shellfish   Food chain (n): the organization of organisms in an ecosystem, describing which organisms eat which   Intermittently (adv): happening in an irregular pattern   Phenomenon (n): a situation that is observed for which the cause is unknown or questioned   Saxatoxin (n): a toxin produced by algae that accumulates in the shellfish that consume the algae, causing illness in the animals that eat the shellfish   Speculation (n): a theory or idea without evidence to support it   Unparalleled (adj): having no equal or match, something that is unique   Unprecedented (adj): never seen or experienced before   Wrecks (n): large die-offs of common murres that have happened periodically throughout history    

EVOSTC (Exxon Valdez Oil Spill Trustee Council) has funded a five-year, $12.5 million dollar project focused on education and outreach that will create and maintain a framework that builds the capacity of existing resources within the Exxon Valdez oil spill impacted region. The project ensures that current scientific information, skills, and activities are publicly accessible and serve community needs. It will also incorporate local and traditional knowledge into future research. “We are thrilled to receive EVOSTC support for this innovative multi-year proposal. There is immense potential for an active, collaborative, cross-sector network to positively impact ecosystems and communities that continue to be affected by the 1989 oil spill,” said Wei Ying Wong, Ph.D., Chief Science and Education Officer of the Alaska SeaLife Center. The CORaL (Community Organized Restoration and Learning) Network is a collaboration between six organizations: Alaska SeaLife Center, Alaska Sea Grant, Alutiiq Museum and Archaeological Repository, Center for Alaskan Coastal Studies, Chugach Regional Resources Commission, and Prince William Sound Science Center. “The Prince William Sound Science Center is excited to collaborate with our CORaL Network partners. This community-centered network will foster new connections between scientists, educators, and people throughout the spill-affected region and will lead to scientific outreach that is co-created and culturally responsive,” said Katrina Hoffman, President and CEO of Prince William Sound Science Center. The six organizations are located throughout the impacted regions from the Exxon Valdez Oil Spill ranging from Prince William Sound, Homer, and Kodiak Island. "The Center for Alaskan Coastal Studies in Homer, AK is ecstatic to be part of the CORaL collaborative project. We are honored to help facilitate conversations between traditional ecological knowledge holders and EVOSTC-funded scientists and co-create relevant and rewarding outreach and internship programs that benefit local communities,” said Beth Trowbridge, Executive Director of the Center for Alaskan Coastal Studies. The CORaL Network will create multiple pathways for participation including a network website, community sharing, cultural and communication competency learning opportunities, community science and outreach resources, and an intern institute. “Internships are a key part of this five-year project. As a Native organization, we are especially looking forward to the opportunity to mentor young people in heritage preservation. Students will have valuable opportunities to work beside our professional staff and to learn about archaeology, collections care, and public outreach. This work will build cultural competence and pride in students of all heritages.” said April Laktonen Counceller, Ph.D., Executive Director of the Alutiiq Museum. (Photo right: Hunter Simeonoff, a CORaL summer intern at the Alutiiq Museum, participates in excavations at the Nunalleq site, Kodiak Island, June 2022.  Photo Courtesy of the Alutiiq Museum) The project aims to coordinate science outreach between organizations, engage regional youth in the STEM fields (science, technology, engineering, and math) with the help of scientists, and sustain capacity-building activities such as learning opportunities and internships. “Alaska Sea Grant is excited to join the network and bring our experience working in partnerships to provide outreach and education to coastal communities. In addition to promoting youth, scientific, and community engagement, one of our first efforts will be a data visualization app to collect real-time community observations and turn them around in a useful, accessible format,” said Leigh Lubin, Education Specialist of Alaska Sea Grant. “Chugach Regional Resources Commission is honored to be a part of the CORaL Network project. In direct response to our tribal member's concerns, the network will coordinate regular meetings between local elders, community members, scientists, educators, and outreach specialists where tribes most impacted by the spill will be given the opportunity to collaborate to ensure science and communities are mutually informed by co-created knowledge,” said Willow Hetrick, Executive Director of Chugach Regional Resources Commission.     Organizations in the CORaL Network: ●  Alaska SeaLife Center https://www.alaskasealife.org/ ●  Alaska Sea Grant https://alaskaseagrant.org/ ●  Alutiiq Museum and Archaeological Repository https://alutiiqmuseum.org/ ●  Center for Alaskan Coastal Studies https://www.akcoastalstudies.org/ ●  Chugach Regional Resources Commission https://www.crrcalaska.org/website/ ●  Prince William Sound Science Center https://pwssc.org/     

Extreme climate events are being experienced worldwide, and Alaska ecosystems, unfortunately, have a front-row seat. Heatwaves, droughts, floods, and hurricanes, are having profound environmental impacts, and are expected to continue for decades to come.One of these extreme climate events, called the Pacific marine heatwave, occurred between 2014 and 2016. During this time, water temperatures rose far above normal conditions and had expansive ecological impacts throughout the Gulf of Alaska and northeast Pacific Ocean. Luckily, the Chiswell Steller Sea Lion Remote Video Monitoring team (the ASLC Chiswell team) has been monitoring the Endangered population of Steller sea lions for nearly 25 years — long before the Pacific marine heatwave occurred. This western population of Steller sea lions was  listed as Endangered under the U.S. Endangered Species Act in 1997 following a major population decline. The ASLC Chiswell team has monitored this population since 1998 and has seen a general increase in the population over the years until 2016. The ASLC Chiswell team conducts multiple population surveys each year in the area around Resurrection Bay and monitors the Steller sea lion rookery called Chiswell Island through remote video cameras controlled at the Center.  The population data collected through the Pacific marine heatwave showed a continued increase in the population through 2015.  The peak impact of the heatwave occurred during the winter of 2015 and into 2016, and the Chiswell team began to see significant declines in pups and adults in the summer of 2016. Changes in food availability likely played some role in the decline. Dr. John Maniscalco, Ph. D. — a lead scientist at the ASLC — recently published a peer-reviewed article in Global Ecology and Conservation that looks at how the Pacific marine heatwave could have affected the winter diets of the Endangered population of Steller sea lions in Alaska over this time frame.  Winter is considered a critical time for Steller sea lions as it is likely the most energetically challenging time of the year. In addition to regulating their body temperatures in freezing Alaskan waters, adult female sea lions can be both lactating and pregnant with new pups, which they will birth in the coming summer. Limited food availability during the winter months could have dire outcomes for adult females, leading them to abort growing fetuses, wean their pups too early, or put their own survival at risk. Winter is also a high-risk season for scientists, as harsh and unpredictable weather at sea makes regular surveys logistically challenging, if not impossible. So how do scientists find out what sea lions are eating during this critical time period? The answer lies not in the sea lions, but in what they leave behind: scat samples.   Continue reading the full update on the ASLC blog: https://stories.alaskasealife.org/2023/05/01/changes-in-ssl-winter-diets/

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         MEET SADIE ULMAN Avian Research Coordinator at the Alaska SeaLife Center WHAT SHE STUDIES: - Wildlife and habitat ecology EDUCATION: B.A. in Zoology from the University of Wisconsin- Madison M.S. in Wildlife Ecology from the University of Delaware HOMETOWN: Black River Falls, Wisconsin     "PLANNING THE LOGISTICS, YOU ALWAYS MAKE 'PLAN A'...and then you hope you’ll get out there within a day or two of that plan, depending on the weather. Floatplane access is very weather-dependant: things like cloud cover, fog, and wind can delay flights. We’re dropped off at a site by a floatplane and we unload all our gear onto the riverbank. We have all our camp stuff in big drybags and totes and we set up camp there for a few days. We have our base camp and go from there on a daily basis to all our sites. When the floatplane comes back, we pack up all our stuff in the plane and the floats. You have to be creative with getting all your gear in there!" Sadie describes some of her favorite things about working in the field. (1:04) Video Transcript Maps are one of my favorite things to create and look at and follow. Reading maps is a really big part of fieldwork. I love to look where we are going and what else is out there to explore. The typical day is, you never know what’s going to happen. Waking up in the tent and just kind of hoping that it’s not raining so you can do your work. From camp to where you want to go ranges from, it could be as close as a 15 minute walk or sometimes it is an hour and a half to two hours. The landscape in which you’re walking could be mudflats, through ponds, it could be crossing mud sloughs at low or high tide. If it’s high tide you have to be creative. What you see and find out there varies all the time. Even when you are at camp, cooking food and stuff, you can still be watching wildlife and what the birds are doing, which is really fun. And you get to sleep on the tundra, with birds singing, it’s pretty great!   CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!  

Porthole Cafe  Welcome to The Porthole Cafe, your go-to cafe spot inside the Alaska SeaLife Center! Enjoy craft coffee, espresso, refreshing Lotus Energy and boba drinks along with a selection of grab-and-go food, bagels, baked goods, and delicious sandwiches. Whether you're fueling up before your adventure or winding down afterward, we’ve you covered.  Learn more on the Porthole Cafe website.  The Porthole Cafe is open year-round with limited hours.  General admission is not required to visit the Porthole Cafe.    Discovery Gift Shop Take a part of the Alaska SeaLife Center with you! We have all of your favorite SeaLife plush animals, logo t-shirts, sweatshirts, mugs, green-conscious goodies, and gifts handmade by Alaskan artists. Discovery Gift Shop is open year-round. General admission is not required for entry to Discovery Gift Shop.   Phone: (907) 224-6300 ext. 6204 Toll Free: (800) 224-2525 ext. 6204 Email: linda.summerst@eventnetwork.com 

      The CORaL Network Go to the CORaL Network Website The Community Organized Restoration and Learning (CORaL) Network strengthens existing resources across the Exxon Valdez Oil Spill-impacted region, ranging from Prince William Sound, Homer, and Kodiak Island. The CORaL Network empowers the region by fostering collaboration, sharing scientific, cultural, and Traditional Knowledge, and co-creating solutions that respond to community needs. Our efforts, funded by the Exxon Valdez Oil Spill Trustee Council (EVOSTC), ensure that science outreach remains relevant, culturally responsive, and co-created with the communities we serve. The CORaL Network aims to engage youth in community-based science, coordinate science outreach between organizations, and sustain capacity-building activities such as learning opportunities and internships. We also seek to deepen understanding of Alaska Native knowledge, foster cultural competency, and build collaborative community relationships. Through these initiatives, the CORaL Network supports ongoing regional restoration efforts while addressing the unique needs of impacted communities. The Alaska SeaLife Center (ASLC) is a proud partner of the CORaL Network alongside five other organizations that serve Southcentral Alaska: Alutiiq Museum Archaeological Repository (AMAR) in Kodiak, Chugach Regional Resources Commission (CRRC) in Seward, Prince William Sound Science Center (PWSSC) in Cordova, Alaska Sea Grant (ASG) in Valdez, and Center for Alaskan Coastal Studies (CACS) in Homer.     CORaL’s Programs and Initiatives: Community Coastal Experience: This annual program is an opportunity for adults ages 18 and up to explore career and internship pathways in marine science, archaeology, cultural history, and more. Over the span of four to five weeks, participants travel with program leaders to observe, learn, and practice new skills in Kachemak Bay, Seward, Cordova, and Kodiak. The program is spearheaded by CACS, but overall it is a colossal collaborative effort among partners, from program development, participant selection, and hosting in their respective locations. This level of collaboration also presents opportunities for co-learning between participants and host organizations. Collective Alaska Native Perspectives: Each year CRRC leads a Collective Alaska Native Perspectives series to build an understanding of Alaska Native true history, legal complexities, diverse cultural practices, and the way of life from the perspective of Alaska Native People. Participants are invited to explore opportunities to learn from other cultures and share experiences through panel participation with Alaska Native Elders and an all-Native Mentor panel.  Educational Programs: Many partners within the CORaL Network offer immersive educational opportunities that demonstrate the power of cross-sector collaboration between local schools, organizations, and scientists. Two examples of this include Ocean Science Week, led by CACS, and Ocean Sciences Festival, led by PWSSC. All CORaL partners participate in Ocean Science Week, collaborating in the process of program creation and presentation to create a diverse experience for students. These opportunities grow students’ awareness, expand their curiosity, and help them to begin building relationships with scientists and educators throughout the region. CORaL is also involved in the annual Seward Symposium and Stewards of the Bay monthly series led by ASLC, CRRC, and other local Seward agencies. AKSEA: The Alaska Knowledge, Science, and Education Alliance (AKSEA)aims to foster connections across the region and share knowledge from, and with, all our community members. It brings together traditional knowledge experts, researchers, graduate or recent graduate students, and school educators to co-create lessons focused on marine-related anchoring phenomenon in the Exxon Valdez Oil Spill region. Coastal Connections Camp: This camp-in-a-box program, facilitated by ASG as a CORaL community outreach activity, is a week-long summer program that includes outdoor exploration, hands-on science, art, team building, and personal resilience skills. ASG recruits members from the community hosting the camp, creating an opportunity for local involvement. CORaL partners also attend camp training, bringing the curriculum back to their own facilities. The camps are offered in collaboration with local entities. Historic Preservation: Spearheaded by AMAR, this set of resources promotes the value of archaeological sites and their preservation. When people know that ancestral sites and objects hold valuable information, they are more likely to respect sites and report findings to a local professional. Alutiiq/Sugpiaq Cultural Orientation: AMAR hosts a bi-monthly virtual, one-hour orientation to introduce the history and culture of the Alutiiq/Sugpiaq people who have lived in Kodiak for at least 7,500 years.   ASLC’s Key Contributions to the CORaL Network:   The Alaska SeaLife Center (ASLC) serves as the grant administrator and principal investigator for the CORaL Network, playing a key role in advancing the network’s goals. ASLC facilitates partner meetings, manages communications, oversees budgeting and reporting, and conducts evaluations to ensure the success of the initiative. In addition, ASLC integrates cultural competencies into exhibits and educational programming, fostering collaboration on both scientific and cultural outreach efforts. As a founding partner of Stewards of the Bay, ASLC helps organize the annual Seward Science Symposium and the monthly Community Connections Series, which highlight the intersection of research, science, and culture. These events promote community pride and environmental stewardship, with a strong emphasis on Indigenous-led research. The ASLC also leads the production of videos for a cross-network media portal and kiosk library, showcasing the diverse and impactful work of the CORaL Network. Additionally, in 2023, the ASLC launched COMPASS (Community Pathways for Student Science), a 6-year program to establish a regional partnership that connects schools with citizen science opportunities. This project builds upon Dr. Tuula Hollmen’s successful SeeBird Project, a community science education initiative started in Seward. COMPASS allows students to actively engage in the scientific process, explore their local environment, and contribute to research in the Gulf of Alaska, strengthening the partnership between scientists, educators, and communities.   (Caption: CORaL Network partners gather for a photo during a shared meal at the CORaL Annual Meeting in Cordova, 2024)   SUBSCRIBE TO OUR MONTHLY NEWSLETTER [Subscribe to email newsletter link]     Previous CORaL Network Newsletters: February 2025 January 2025 December 2024 November 2024 March 2024 December 2023 November 2023

animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the Watching Walrus virtual field trip. Teachers Guide.pdf Introduction_Activities.pdf Background_Activities.pdf Questions_Activities.pdf Plan_Activities.pdf Action_Activities.pdf Results_Activities.pdf Glossary.pdf               Welcome Teachers!   Educators and scientists at the Alaska SeaLife Center have teamed up to bring you a new and unique teaching tool. "Watching Walrus" is a virtual field trip (VFT) designed to introduce students to the process of designing a scientific research plan.  Throughout this exploration, students watch videos, examine images, and read fact sheets as they follow real-life scientists into the wilds of Alaska to study Pacific walrus populations.  This VFT can be used in a number of ways.  Individuals may choose to navigate through the slides independently, learning about Pacific walrus and why changes in Arctic climate have scientists concerned about these animals.  Self-guided exploration can be completed in under an hour.  Alternately, teachers may wish to facilitate a structured experience using the curriculum supplements.  Overview for Teachers Grade Level: 5th-8th Time needed:  6-8 one-hour class periods Nutshell: Students will gain experience designing a scientific research plan while learning about an actual research project that studies Pacific walrus in Alaska. Objectives: After completing this virtual field trip, students will be able to: - Describe how the research plan they develop meets the objectives set out by Alaska SeaLife Center scientists - Explain how Arctic animals, like Pacific walrus, may be impacted by decreased availability of sea ice - Locate geographic features of the Arctic and subarctic oceans using a world map Background: Pacific walrus are a marine mammal species native to the Bering and Chukchi Sea area between Alaska and Russia. A member of the pinniped (fin-footed) family, walrus are ocean bottom feeders that can weigh up to one and a half tons. Walrus live along the continental shelf where water is shallow and food resources are plentiful. Floating sea ice provides females and calves with access to varied food resources, protection from predators, and isolation from disease. Though walrus are a social, gregarious species (males are known to haul-out together in large numbers), females with calves usually stay separate from the herd, depending on sea ice for their haulouts. As a consequence of warming Arctic climate, scientists have observed that sea ice in the Arctic Region is shrinking. This means decreased habitat for Pacific walrus, particularly for vulnerable segments of the population like females with calves. As a result of these changes in habitat, walrus have been observed hauling out on land in numbers rarely seen before. Not only does this make populations more susceptible to disease, predation, and depletion of food resources, it also means moms and calves are living in large herds rather than in small groups or pairs. Walrus are known to abandon a haulout upon disturbance (e.g., by the presence of boats, people, predators). In such cases, walrus move quickly from land into water when they are on ice. As walrus are observed gathering in large groups (as many as 14,000 walrus have been observed hauling out together) scientists are concerned about the increased consequences of such disturbances. Instances of stampede have been recorded, including that at Icy Cape (described in Watching Walrus), leaving hundreds of animals dead. Such events led scientists at the Alaska SeaLife Center to begin research observing Pacific walrus. Their intention is to increase the understanding of what causes these animals to abandon a haulout.  They are particularly interested in how the patterns in walrus response differ between established land haulout outs and newly emergent ones. The research of lead Marine Mammal Scientist Dr. Lori Polasek, Marine Mammal Research Associate Jill Prewitt, and Research Coordinator Terril Efird inspired this virtual field trip. Join us as we explore some of Alaska’s most remote coastline and work to learn more about how sea ice loss is impacting Pacific walrus. Throughout their exploration of Watching Walrus, students will engage in discussions, make observations, complete a research ma,p and design their own research plan for observing walrus as they use land haulouts.  To use this virtual field trip you will need: - Internet access, video-streaming capabilities - Access to Watching Walrus the virtual field trip - Projection system (with audio) to display VFT content or a computer lab - Teacher guide and corresponding curriculum supplements (arranged as PDFs in the right hand column of this page) Specials Notes to Teachers: Guide to State & National Standards addressed in this field trip (Click to download .pdf) Using the Virtual Field Trip Teachers may choose to have the class navigate through Watching Walrus as one large group, using a projection system to display content, or have students work independently in a computer lab setting.  All activities included in the curriculum supplements work best in a classroom setting with tables arranged into small groups. Using Curriculum Supplements We encourage teachers to read through the Teacher’s Guide and all Curriculum Supplements before beginning Watching Walrus with your students.  Some projects, like the Research Map, will be completed over the course of this exploration.  Videos and PDFs Many sections of Watching Walrus include embedded videos and .pdf documents.  Teachers may elect to print class sets of the .pdfs or use them digitally.  All .pdf files are 1-2 pages long.  Most videos are less than 3 minutes long (exact durations can be found in the description of each video).  Video transcripts can be accessed by clicking the video transcript button below each clip.  Vocabulary Important vocabulary terms are included in the VOCABULARY box in the lower right-hand corner of each section.  A complete glossary of terms is included as a .pdf in the FOR TEACHERS section.  Age appropriateness This virtual field trip is designed to meet Alaska state and National science content for students in grades 5-8.  We understand that students in grades 5-8 may display a variety of skill sets and reading levels; therefore, this grade distinction is designed only as a guideline.  The scientific process discussed in this virtual field trip is appropriate for and may be enjoyed by older students, as well.  Older students may progress through this virtual field trip at a faster rate than that outlined above.  Additional Resources: Web Resources: Walrus Natural History Alaska Department of Fish & Game (ADF&G): Walrus Profile Walrus Information from SeaWorld/Busch Gardens National Geographic Kids Creature Features: Walrus NOVA: How to Speak Walrus USFWS Species Info: Walrus ADF&G Walrus Island, State Game Sanctuary Sea Ice National Snow and Ice Data Center NASA Earth Observatory: Sea Ice Print Resources: For an overview of Pacific walrus facts, and information on other Alaskan marine mammals: Wynne, Kate. Guide to Marine Mammals of Alaska. Fairbanks, AK: University of Alaska, Fairbanks, Alaska Sea Grant College Program, 2007. For more information on Alaska marine invertebrates, including those predated by Pacific walrus: Field, Carmen M., and Conrad J. Field. Alaska's Seashore Creatures: a Guide to Selected Marine Invertebrates. Anchorage: Alaska Northwest, 1999. For more information about the Bering Sea region: Johnson, Terry Lee. The Bering Sea and Aleutian Islands: Region of Wonders. Fairbanks, AK: University of Alaska, Fairbanks, Alaska Sea Grant College Program, 2003.   Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.          

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         WELCOME, TEACHERS! The Alaska SeaLife Center and COSEE-Alaska are excited to present their latest virtual field trip (VFT), Eyes on Eiders. Join Dr. Tuula Hollmen and her team as they investigate the lives of Steller's eiders in Alaska and what it takes for eiders to breed successfully. Learn from field researchers, animal care staff, lab researchers, and the principal investigator (Dr. Hollmen) herself. GRADE LEVEL: 5th-8th TIME NEEDED: Between one and four 1-hour class periods (teachers may choose to use all or some of the supplementary lessons). NUTSHELL: Students will learn about natural history of Stellers' eiders and their recent decline in Alaska. They will also explore the type of research that goes into planning the recovery of a species, as well as encounter several genres of scientific careers. LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: - Explain the life cycle of Steller’s eiders and how husbandry staff need to understand the life cycle and annual migration of these birds in order to care for the birds in captivity. - Describe this eider research project in terms of the scientific method. - Understand the scope of work, creativity, and inquisitiveness that goes into recovery efforts for a threatened species. BACKGROUND: In this virtual field trip, students will meet Dr. Tuula Hollmen (Principle Investigator), Tasha DiMarzio (Avian Curator), Nathan Bawtinhimer (Aviculturist), Sadie Ulman (Research Coordinator) and Dr. Katrina Counihan (Scientist). They compose the team at the Alaska SeaLife Center working with Steller’s eiders. Your students will follow the eider team into the field, a unique outdoor lab, and a traditional indoor lab as these scientists work to answer questions about Steller’s eiders. This VFT can be used in a number of ways. Individuals may navigate through the pages on their own and meet all the scientists through the links on the right-hand bar. Self-guided exploration can be completed in about an hour. Alternately, teachers may facilitate a structured experience, working through each page of the VFT together as a class. Lesson plans (included in the right-hand column of this page) are available to supplement online content. Lesson plans include activities that help explain taxonomy, explore community ecology, and engage students with hands-on field techniques and an egg dissection. TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: - Internet access, video-streaming capabilities - Access to Eyes on Eiders the virtual field trip - Projection system (with audio) to display content or a computer lab (with headphones) - Corresponding lesson plans (arranged as PDFs in the right hand column of this page) UNABLE TO RUN THE STREAMING VERSION? REQUEST A FREE COPY OF ALL MATERIALS ON CD BY EMAILING: education@alaskasealife.org ADDITIONAL RESOURCES: General information on Steller's Eiders: US Fish & Wildlife Service: Steller's Eider Factsheet US Fish & Wildlife Service: Steller's Eider Recovery Plan US Fish & Wildlife Service: Species Profile for Steller's Eiders General information about the Y-K Delta: Video: Alaska's Yukon Delta National Wildlife Refuge Education Resources Related to Climate Change: NOAA Education Resources: Climate Change Impacts Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.         CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the MELTDOWN virtual field trip. Background_Activities.pdf Questions_Activities.pdf Center_Activities.pdf Field_Activities.pdf Results_Activities.pdf Glossary.pdf          

  Recent Publications by ASLC Scientists:   Richard, J. T., Schultz, K., Goertz, C. E. C., Hobbs, R. C., Romano, T. A., and Sartini, B. L. (2022). Evaluating beluga (Delphinapterus leucas) blow samples as a potential diagnostic for immune function gene expression within the respiratory system Conservation Physiology, 10(1). doi:10.1093/conphys/coac045 Schmitt, T. L., Goertz, C. E. C., Hobbs, R. C., Osborn, S., DiRocco, S., Bissell, H., & Harris, W. S. (2022). Erythrocyte, Whole Blood, Plasma, and Blubber Fatty Acid Profiles in Oceanaria-Based versus Wild Alaskan Belugas (Delphinapterus leucas). Oceans, 3(4), 464-479. doi:10.3390/oceans3040031 Joblon, M. J., Flower, J. E., Thompson, L. A., Biddle, K. E., Burt, D. A., Zabka, T. S., Adkesson, M. J., Halaska, B., Goertz, C. E. C., Rouse, N., Cahoon, S. N., Jetzke, K., Giovanelli, R. P., and Tuttle, A. D. (2022). Investigation Of The Use Of Serum Biomarkers For The Detection Of CardiacDisease In Marine Mammals. Journal of Zoo and Wildlife Medicine, 53(2), 373-382 Pace, C. N., Webber, M. A., Boege Tobin, D. D., Pemberton, S., Belovarac, J., & Goertz, C. E. C. (2022). The Northernmost and Westernmost Records of the Guadalupe Fur Seal (Arctocephalus philippii townsendi). Aquatic Mammals, 48(6), 592-601. doi.org/10.1578/AM.48.6.2022.592 Thompson, L. A., Goertz, C. E. C., Quackenbush, L. T., Huntington, K. B., Suydam, R. S., Stimmelmayr, R., & Romano, T. A. (2022). Serological Detection of Marine Origin Brucella Exposure in Two Alaska Beluga Stocks. Animals, 12(15), 1932. doi.org/10.3390/ani12151932 Sills, J. M., and Reichmuth, C.,(2022) Vocal behavior in spotted seals (Phoca larcha) and implications for passive acoustic monitoring.  Fronteirs in Remote Sensing, 3:862435 Burek Huntington, K. A., Gill, V. A., Berrian, A. M., Goldstein, T., Tuomi, P., Byrne, B. A., Worman, K., and Mazet, J., (2021) Causes of Mortality of Northern Sea Otters (Enhydra lutris kenyoni) in Alaska from 2002 to 2012. Frontiers in Marine Science (8:630582). Coletti, H. A., Bowen, L., Ballachey, B. E., Wilson, T. L., Waters, S., Booz, M., Counihan, K. L., Hollmén, T. E., Pister, B. (2021) Gene Expression Profiles in Two Razor Clam Populations: Discerning Drivers of Population Status. Life, 11(12), 1288. https://doi.org/10.3390/life11121288. Hermann-Sorensen, H., Thometz, N., Woodie, K., Dennison-Gibby, S., & Reichmuth, C. (2021). In vivo measurements of lung volumes in ringed seals: insights from biomedical imaging. Journal of Experimental Biology, 224(2), jeb 235507. doi:10.1242/jeb.235507 Goertz, C. E. C., Woodie, K., Long, B., Hartman, L., Gaglione, E., Christen, D., Clauss, T., Flower, J. E., Tuttle, A. D., Richard, C., Romano, T. A., Schmitt, T. L., Otjen, E., Osborn, S., Aibel, S., Binder, T., Van Bonn, W., Castellote, M., Mooney, T. A., Dennison-Gibby, S., Burek Huntington, K. A., and Rowels, T. K. (2021) Stranded beluga (Delphinapterus leucas) calf response and care: reports of two cases with different outcomes: Polar Research, 40(S1). McGuire, T. L., Shelden, K. E. W., Himes Boor, G. K., Stephens, A. D., McClung, J. R., Garner, C., Goertz, C. E. C., Burek Huntington, K. A., O' Corry-Crowe, G., and Wright, B. (2021) Patterns of mortality in endangered Cook Inlet beluga whales: Insights from pairing a long-term photo-identification study with stranding records: Marine Mammal Science, v. 37, p. 492-511. Rosen, D. S., Thometz, N. M., and Reichmuth, C. (2021) Seasonal and Developmental Patterns of Energy Intake and Growth in Alaskan Ice Seals: Aquatic Mammals, v. 47, p. 559-573. Rouse, N. M., Counihan, K. L., Boege Tobin, D. D., Goertz, C. E. C., and Duddleston, K. N. (2021) Habitat associations between Streptococcus bovis/equinus complex and Streptococcus phocae, the causative agents of strep syndrome in sea otters, and the marine environment. Marine Ecology, 43, e12689. Rouse, N. M., Counihan, K. L., Goertz, C. E. C., and Duddleston, K. N. (2021) Competency of common northern sea otter (Enhydra lutris kenyoni) prey items to harbor Streptococcus lutetiensis and S. phocae: Diseases of Aquatic Organisms, v. 143, p. 69-78. Savage, K. N., Burek Huntington, K. A., Wright, S. K., Bryan, A., Sheffield, G., Webber, M., Stimmelmayr, R., Tuomi, P., Delaney, M. A., and Walker, W. (2021) Stejneger's beaked whale strandings in Alaska, 1995-2020, Marine Mammal Science, 37(3), 843-869. Spies, I., Orr, J. W., Stevenson, D. E., Goddard, P., Hoff, G., Guthridge, J., Hollowed, M., and Rooper, C. (2021) Skate egg nursery areas support genetic diversity of Alaska and Aleutian skates in the Bering Sea: Marine Ecology Progress Series, v. 669, p. 121-138. Spies, I., Orr, J. W., Stevenson, D. E., Goddard, P., Hoff, G. R., Guthridge, J., and Rooper, C. N. (2021) Genetic evidence from embryos suggests a new species of skate related to Bathyraja parmifera (Rajiformes: Arhynchobatidae) in the Bering Sea: Marine Ecology Progress Series, v. 670, p. 155-166. Suryan, R. M., Arimitsu, M. L., Coletti, H. A., Hopcroft, R. R., Lindeberg, M. R., Barbeaux, S. J., Batten, S. D., Burt, W. J., Bishop, M. A., Bodkin, J. L., Brenner, R., Campbell, R. W., Cushing, D. A., Danielson, S. L., Dorn, M. W., Drummond, B., Esler, D., Gelatt, T. S., Hanselman, D. H., Hatch, S. A., Haught, S., Holderied, K., Iken, K., Irons, D. B., Kettle, A. B., Kimmel, D. G., Konar, B., Kuletz, K. J., Laurel, B. J., Maniscalco, J. M., Matkin, C., McKinstry, C. A. E., Monson, D. H., Moran, J. R., Olsen, D., Palsson, W. A., Pegau, W. S., Piatt, J. F., Rogers, L. A., Rojeck, N. A., Schaefer, A., Spies, I. B., Straley, J. M., Strom, S. L., Sweeney, K. L., Szymkowiak, M., Weitzman, B. P., Yasumiishi, E. M., and Zador, S. G. (2021) Ecosystem response persists after a prolonged marine heatwave: Nature, Scientific Reports, v. 11. Tanedo, S., Hollmén, T. E., Maniscalco, J. M., and Ulman, S. E. G. (2021) Using Remote Video Technology to Study Environmental Factors Influencing Productivity of Black-Legged Kittiwakes Rissa Tridactyla: Marine Ornithology, v. 49, p. 293-299. Bishop, A., Brown, C., Sattler, R., & Horning, M. (2020). An Integrative Method for Characterizing Marine Habitat Features Associated with Predation: A Case Study on Juvenile Steller Sea Lions (Eumetopias jubatus). Frontiers in Marine Science, 7: 576716   Bowen, L., Counihan, K., Ballachey, B., Coletti, H., Hollmén, T., Pister, B., and Wilson, T. L. (2020). Monitoring nearshore ecosystem health using Pacific razor clams (Siliqua patula) as an indicator species. Peer J 8:e8761   Counihan, K. L., Tuomi, P.A., and Hollmen, T.E. (2020) Differential Progression of Lymphoma in Two Captive Steller’s Eiders (Polysticta stelleri).  Journal of Avian Medicine and Surgery, 34(3), 302-305, doi: 10.1647/1082-6742-34.3.302   Levin, M., Jasperse, L., Desforges, J-P., O’Hara, T., Rea, L., Castellini, J. M., Maniscalco, J. M., Fadely, B., and Keogh, M. (2020) Methyl mercury (MeHg) in vitro exposure alters mitogen-induced lymphocyte proliferation and cytokine expression in Steller sea lion (Eumetopias jubatus) pups. Science of the Total Environment 725: 138308.   Lian, M., Castellini, J. M., Kuhn, T., Rea, L., Bishop, L., Keogh, M., Kennedy, S. N., Fadely, B., van Wijngaarden, E., Maniscalco, J. M., O’Hara, T. (2020) Assessing oxidative stress in Steller sea lions (Eumetopias jubatus): Associations with mercury and selenium concentrations. Comparative Biochemistry and Physiology, Part C 235: 108786,   Maniscalco, J. M., Springer, A. M., Counihan, K. L., Hollmen, T., Aderman, H. M., and Toyukak, S., M. (2020). Contemporary diets of walruses in Bristol Bay, Alaska suggest temporal variability in benthic community structure. Peer J, (8), e8735.   McGuire, T.L., Shelden, K.E., Himes Boor, G.K.,  Stephens, A.D., McClung, J.R., Garner, C., Goertz, C.E.C., Burek-Huntington, K.A.,  O’Corry-Crowe, G., Wright, B., (2020) Patterns of mortality of endangered Cook Inlet beluga whales: Insights from pairing a long-term photo-identification study with stranding records. Marine Mammal Science. doi.org/10.1111/mms.12766    Mooney, T.A., Castellote, M., Jones, I., Rouse, N., Goertz, C.E.C. (2020). Audiogram of a Cook Inlet beluga whale (Delphinapterus leucas). The Journal of the Acoustical Society of America. http://asa.scitation.org/doi/10.1121/10.0002351   Safine, D.E., Lindberg, M.S., Martin, K.H., Talbot ,S.L., Swem, T.R., Pearce, J.M., Stellrecht, N.C., Sage, G.K., Riddle, A.E., Fales, K., and T.E. Hollmén. (2020). Use of genetic mark-recapture to estimate breeding site fidelity and philopatry in a threatened sea duck population, Alaska-breeding Steller’s eiders. Endangered Species Research 41:349-360.   Sattler, R., Bishop, A., and Polasek, L. (2020) Cortisol Levels for Pregnant and Non-Pregnant Steller Sea Lions (Eumetopias jubatus) in Human Care: Aquatic Mammals, 2 (46), p.146-151.   Tanedo, S.A., and T.E. Hollmen. (2020). Refining remote observation techniques to estimate productivity of Black-legged Kittiwakes (Rissa tridactyla) in Resurrection Bay in the Northern Gulf of Alaska. Marine Ornithology 48: 61-69.   Van Cise, A.M., Wade, P.R., Goertz, C.E.C., Burek- Huntington, K.A., Parsons, K.M., Clauss, T., Hobbs, R.C., and Apprill, A. (2020). Skin Microbiome of Beluga Whales: Spatial, Temporal, and Health-Related Dynamics. Animal Microbiome 2(39).   Walden, H. S., A. L. Bryan, et al. (2020). Helminth Fauna of Ice Seals in the Alaskan Bering and Chukchi Seas, 2006-15.  Journal of Wildlife Diseases 4(56): p. 863-872.   Allen, K.N., Vazquez-Medina, J.P., Lawler, J.M., Mellish, J.E., Horning, M., and Hindle, A.G. (2019) Muscular apoptosis but not oxidative stress increases with old age in a long-lived diver, the Weddell seal. Journal of Experimental Biology, 222(12) jeb200246   Andrews, R. D., Baird, R. W., Calambokidis, J., Goertz , C. E. C., Gulland, F. M. D., Heide-Jorgensen, M. P., Hooker, S. K., Johnson, M. P., Mate, B., Mitani, Y., Nowacek, D. P., Owen, K., Quakenbush, L. T., Raverty, S. A., Robbins, J., Schorr, G. S., Shpak, O. V., Townsend, F. I., Uhart, M., Wells, R. S., and Zerbini, A., (2019) Best Practice guidelines for cetacean tagging: Journal of Cetacean Research and Management,  20, p. 27-66.   Bishop, A.M., Dubel, A., Sattler, R., Brown, C.L., and Horning, M., (2019) Wanted dead or alive: Characterizing likelihood of juvenile Steller sea lion predation from diving and space use patterns. Endangered Species Research, 40, p. 357-367.   Brown, C., Horning, M., and Bishop, A. (2019) Improving emergence location estimates for Argos pop-up transmitters. Animal Biotelemetry, 7(4), p. 1-10.   Counihan, K. L., Bowen, L., Ballachey, B., Coletti, H., Hollmén, T.E., Pister, B., and Wilson, T.L. (2019) Physiological and gene transcription assays to assess responses of mussels to environmental changes. PeerJ, 7, e78000.   Goertz, C.E.C., Burek-Huntington, K.A., Royer, K., Quakenbush, L., Clauss, T., Hobbs, R., and Kellar, N., (2019) Comparing progesterone in blubber and serum to assess pregnancy in wild beluga whales (Delphinapterus leucas): Conservation Physiology, 7, p. coz071.   Goertz , C.E.C., Reichmuth, C., Thometz, N.M., Ziel, H., and Boveng, P.L. (2019) Comparative health assessments of Alaskan Ice seals. Frontiers in Veterinary Science, 6(4), p. 1-15. Horning, M., Andrews, R.A., Bishop, A.M., Boveng, P.L., Costa, D.P., Crocker, D.E., Haulena, M., Hindell, M., Hindle, A.G., Holser, R.R., Hooker, S.K., Huckstadt, L.A., Johnson, S., Lea, M.A., McDonalds, B.I., McMahon, C.R., Robinson, P.W., Sattler, R.L., Shuert, C.R., Steingass, S.M., Thompson, D., Tuomi, P.A., Williams, C.L., and Jamie N. Womble. (2019) Best practice recommendations for the use of external telemetry devices on pinnipeds.  Animal Biotelemtry, 7:20 Miller, M.W.C., Lovvorn, J. R., Matz, A.C., Taylor, R.J., Latty, C.J., Brooks, M.L., and Hollmén, T.E. (2019) Interspecific patterns of trace elements in sea ducks: Can surrogate species be used in contaminants monitoring? Ecological Indicators, 98, p. 830-839.   Shelden, K.E.W., Burns, J.J., McGuire, T., Burek Huntington, K.A., Vos, D.J., Goertz , C.E.C., O' Corry-Crowe, G., and Mahoney, B.A., (2019) Reproductive status of female beluga whales from the endangered Cook Inlet Population: Marine Mammal Science, p. 1-10.   Steingass, S., Horning, M., and Bishop, A. (2019) Space use of Pacific harbor seals (Phoca vitulina richardii) from two haulout locations along the Oregon coast. PLoS ONE, 14(7), e0219484. Christie, K.S., Hollmén, T.E., Huntington, H.P., and Lovvorn, J. (2018) Structured decision analysis informed by traditional ecological knowledge as a tool to strengthen subsistence systems in a changing Arctic. Ecology and Society,23(4):42 Sattler, R., Bishop, A., Woodie, K., and Polasek, L. (2018) Characterizing estrus by trans-abdominal ultrasounds, fecal estrone-3-glucuronide, and vaginal cytology in the Steller sea lion (Eumetopias jubatus). Theriogenology,120, p.25-32. Counihan, K.L. and Hollmén, T.E. (2018) Immune parameters in different age classes of captive male Steller's eiders (Polysticta stelleri). Developmental and Comparative Immunology, 86: p.41-46. Jacob, J.M., Subramaniam, K., Tu, S.L., Nielsen, O., Tuomi, P., Upton, C., and Waltzek, T.B. (2018) Complete genome sequence of a novel sea otterpox virus. Virus Genes, p.1-12. Mooney, T.A., Castellote, M., Jones, I.T., Quakenbush, L., Hobbs, R., Gaglione, E., & Goertz, C. (2018). Local acoustic habitat relative to hearing sensitivities in beluga whales (Delphinapterus leucas). Journal of Ecoacoustics, 2. doi.org/10.22261/JEA.QZD9Z5 Counihan, K.L. (2018) The physiological effects of oil, dispersant and dispersed oil on the bay mussell, Mytilus trossulus, in Arctic/Subarctic conditions.  Aquatic Toxicology, 199: p.220-231. Churchwell, R.T., Kendall, S., Brown, S.C., Blanchard, A.L., Hollmén, T.E., Powell, A.N. (2018) The first hop: use of Beaufort Sea deltas by hatch-year semipalmated sandpipers.  Estuaries and Coast, 41(1) 280-292. Mooney, T.A., Castellote, M., Quakenbush, L., Hobbs, R., Gaglione, E., & Goertz, C. (2018). Variation in hearing within a wild population of beluga whales (Delphinapterus leucas). Journal of Experimental Biology.  221(9), jeb171959.   Bishop A, Brown C, Rehberg M, Torres L, Horning M (2018) Juvenile Steller sea lion (Eumetopias jubatus) utilization distributions in the Gulf of Alaska. Movemement Ecology 6:6. Allen, K., Hindle, A., Vazquez-Medina, J.P., Lawler, J.M., Mellish, J.E. and M. Horning (2018) Age and muscle specific oxidative stress management strategies in a long-lived diver, the Weddell seal. The FASEB Journal 2018 32:1_supplement, 861.5-861.5  Hocking, D.P., Marx, F.G., Sattler, R., Harris, R.N., Pollack, T.I., Sorrel, K.J., Fitzgerald, E.M.G., McCurry, M.R., and Evans, A.R. (2018) Clawed forelimbs allow northern seals to eat like their ancient ancestors, Royal Society Open Science, 5:172393. Latty, C.J., Hollmén, T.E., Petersen, M.R., Powell, A.N. and R.D. Andrews (2018) Erratum: Biochimical and clinical responses of Common Eiders to implanted satellite transmitters. The Condor, 120(1) 185-187. Maniscalco, J.M., and Parker, P. (2018) Maternal and offspring effects on the timing of parturition in western Steller sea lions (Eumetopias jubatus).  Canadian Journal of Zoology, 96(4), p. 333-339. Miller, C.N., L. Polasek, A.M.C. Oliveria, and J. Maniscalco. (2017).  Milk fatty acid composition of perinatal and foraging Steller sea lions: examination from pup stomachs. Canadian Journal of Zoology doi:10.1139/cjz-2016-0015. Sattler, R., and Polasek, L. (2017)  Serum estradiol and progesterone profiles during estrus, pseudopregnancy and active gestation in Steller sea lions. Journal of Zoo Biology 2017:1-9, https://doi.org/10.1002/zoo.21381 Burgess, T.L., Kreuder Johnson, C., Burdin, A., Gill, V.A., Doroff, A.M., Tuomi, P., Smith, W.A., and Goldstein, T. (2017) Brucella Infection in Asian Sea Otters (Enhydra lutris lutris) on Bering Island, Russia. Journal of Wildlife Diseases.  epub, DOI 10.7589/2016-09-220 Morey, J.S., Burek Huntington, K.A., Campbell, M., Clauss, T.M., Goertz, C.E., Hobbs, R.C., Lunardi, D., Moors, A.J., Neely, M.G., Schwacke, L.H., Van Dolah, F.M. (2017) De novo transcriptome assembly and RNA-Seq expression analysis in blood from         beluga whales of Bristol Bay, AK, Marine Genomics, epub, DOI 10.1016/j.margen.2017.08.001 Richard, J.T., Schultz, K., Goertz, C.E.C., Hobbs, R., Romano, T., and Sartini, L. (2017) Assessing the Quantity and Downstream Performance of DNA Isolated from Beluga (Delphinapterus leucas) Blow Samples. Aquatic Mammals,43(4), p. 398-408. Horning M, Haulena M, Tuomi PA, Mellish JE, Goertz CE, Woodie K, Berngartt RK, Johnson S, Shuert CR, Walker KA, Skinner JP, Boveng PL. (2017) Best practice recommendations for the use of fully implanted telemetry devices in pinnipeds. Animal Biotelemetry (2017)5:13. Horning M, Haulena M, Rosenberg JF, Nordstrom C. Intraperitoneal implantation of life-long telemetry transmitters in three rehabilitated harbor seal pups. BMC Veterinary Research (2017)13:139. Steingass S, Horning M. (2017) Individual-based energetic model suggests bottom up mechanisms for the impact of coastal hypoxia on Pacific harbor seal (Phoca vitulina richardii) foraging behavior. Journal of Theoretical Biology 416:190-198. Andrews, R.D. and Enstipp, M.R. (2016) Diving physiology of seabirds and marine mammals: Relevance, challenges and some solutions for field studies. Comparative Biochemistry and Physiology, Part A: Molecular and Integrative Physiology, 202, 38-52. Belonovich, O.A., Fomin, S.V., Burkanov, V.N., Andrews, R.D., and Davis, R.W. (2016) Foraging behavior of lactating northern fur seals (Callorhinus ursinus) in the Commander Islands, Russia. Polar Biology 39:357–363 Beltran, R., Peterson, S. McHuron, E., Reichmuth, C., Huckstadt, L., Costa, D. (2016) Seals and sea lions are what they eat, plus what? Determination of trophic discrimination factors for seven pinniped species. Rapid Communications in Mass Spectrometry. 30(9), 1115-1122 Cornick, L.A., Quakenbush, L.T., Norman, S.A.,  Pasi, C., Maslyk, P., Burek, K.A., Goertz, C.E.C., and Hobbs, R.C. (2016) Seasonal and developmental differences in blubber stores of beluga whales in Bristol Bay, Alaska using high-resolution ultrasound.  Journal of Mammology, 1-11                 Cortez, M., Goertz, C.E.C., Gill, V.A., and Davis, R.W. (2016) Development of an altricial mammal at sea:  II. Endery budgets of female sea otters and their pups in Simpson Bay, Alaska.  Journal of Experimental Marine Biology and Ecology, 481, 81-91 Goertz, C.E.C., Polasek, L., Burek, K., Suydam,  R., and Sformo, T., (2016)  Demography and pathology of a Pacific walrus (Odobenus rosmarus divergens) mass-mortality event at Icy Cape, Alaska, September, 2009. Polar Biology, DOI 10.1007/s00300-016-2023-x Hay,G.C. …Horning, M., et al (2016) Key Questions in Marine Megafauna Movement Ecology. Trends in Ecology and Evolution online. Evolution 31(6): 463-475.  Latty, C.J. ,  Hollmén, T.E., Petersen, M.R., Powell, A.N., and Andrews, R.D.  (2016) Biochemical and clinical responses of Common Eiders to implanted satellite transmitters. Condor 118:489-501. Fregosi A, Klinck H, Horning M, Costa DP, Mann D, Sexton K, Hückstädt LA, Mellinger DK, Southall BL (2016) An animal-borne active acoustic tag for minimally invasive behavioral response studies on marine mammals. Animal Biotelemetry 4:1. Nichols, J.D., Hollmén, T.E., and Grand, J.B. (2016) Monitoring for the Management of Disease Risk in Animal Translocation Programmes. Eco Health 1-11. McHuron, E.A., Walcott, S.M., Zeligs, J., Skrovan, S., Costa, D.P., and Reichmuth, C. (2016) Whisker growth dynamics in two North Pacific pinnipeds: implications for determining foraging ecology from stable isotope analysis. Marine Ecology Progress Series,554: 213-224. Mooney, T.A.Castellote, M., Quackenbush, L., Hobbs, R., Goertz, C.E.C., and Gaglione, E. (2016) Measuring Hearing in Wild Beluga Whales. The Effects of Noise on Aquatic Life II.  A.N. Popper, A. Hawkins (eds). Springer Science+Business Media, LLC, New York Owen, K., Jenner, C.S., Jenner, M.N.M., and Andrews, R.D. (2016) A week in the life of a pygmy blue whale: migratory dive depth overlaps with large vessel drafts. Animal Biotelemetry 4:17. Polasek, L., Frost, C., David, J.H.M, Meyer, M.A., and Davis R.(2016)  Myoglobin distribution in the locomotory muscles of Cape fur seals (Arctocephalus pusillus pusillus). Aquatic Mammals 42(4), 421-427.  

    animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() WELCOME, TEACHERS! The Alaska SeaLife Center and Gulf Watch Alaska are excited to present this virtual field trip (VFT)! Join the Gulf Watch Alaska team of scientists as they discover the mechanisms behind a mystery unfolding in the Gulf of Alaska. Learn about the work of a collaborative team of scientists from many different ocean science disciplines, and follow along with the narrator as she explores the scientists’ process of initially observing unusual phenomena in the Gulf of Alaska and seek to discover the causes and connections. You can use this VFT in conjunction with the “Gulf Watch Alaska: Long-term monitoring” VFT, or as a stand-alone piece. GRADE LEVEL: 6-8th TIME NEEDED: Between one and four 1-hour class periods (teachers may choose to use all or only some of the supplementary lessons). NUTSHELL: Students will learn about the mystery of the seabird die-off that occurred in the Gulf of Alaska, during the winter of 2015 – 2016. They will explore various aspects of the investigation and how, collectively, the scientists were able to begin uncovering the mechanisms behind the extreme die-off event.   LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: • Understand the process of scientific thinking and the use of the Scientific Method as a tool to develop questions and search for answers. • Understand the collaborative nature of science and how researchers from various disciplines working together can provide a ‘big picture’ view of a dynamic marine ecosystem. • Explain how an ecosystem is composed of many different components, including physical and chemical processes that drive the ecosystem and determine the conditions for survival of marine life. • Use evidence to make a claim about the cause or causes of a change in a population. BACKGROUND: In this virtual field trip, students will meet various scientists and researchers working for the Gulf Watch Alaska long-term ecosystem monitoring program, a project of the Exxon Valdez Oil Spill Trustee Council, investigating the marine ecosystems since the 1989 oil spill. This program focusses on a recent mystery that has unfolded in the Gulf of Alaska, beginning with the observation of an extreme seabird die-off event. Organized into three main pages, this VFT follows researchers along on an investigation to uncover what caused this mortality event. This VFT can be used in a number of ways. Individuals may navigate through the pages on their own and meet the scientists through the links provided on the right-hand bar. Self-guided exploration can be completed in a couple of hours. Alternatively, teachers may facilitate a structured experience, working through each page of the VFT together in class. Lesson plans (links included on the right-hand column of this page) are available to supplement online content. TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: • Internet access, video streaming capabilities • Projection system (with audio) to display content or a computer lab (with headphones) • Corresponding lesson plans (linked as PDFs in the right hand column of this page) UNABLE TO RUN THE STREAMING VERSION? REQUEST A FREE COPY OF ALL MATERIALS ON CD BY EMAILING education@alaskasealife.org. CONTACT US: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on all the classes and programs we offer, including our inquiry-based Distance Learning programs, visit our website at www.alaskasealife.org.         CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the Gulf Watch Alaska virtual field trip experience. Lesson 1: Observation Observation Poster Template Lesson 2: Investigation Lesson 3: Discovery          

Accredited zoos and aquariums are saving more than 30 endangered species and the Alaska SeaLife Center Plays a Leading Role. Seward, Alaska (November 17, 2014) – As American families prepare for the annual ritual of giving thanks, they can add to their list of things to be thankful for a rare victory in the battle against global climate change – more than 30 endangered species brought back from the brink of extinction thanks to America’s accredited zoos and aquariums.  With climate change, population growth and deforestation, and poaching threatening species around the world, we are facing what scientists call the “Sixth Extinction.”  But the 229 accredited members of the Association of Zoos and Aquariums have built a unique infrastructure to save endangered species – breeding programs that coordinate across many institutions to ensure genetic diversity, systems so that animals can be safely moved between institutions, and partnerships with local, national, and international conservation organizations working on re-introducing these animals to their native ranges.  Because of that infrastructure, there is good news in the face of the extinction crisis:  from the Florida manatee to the California condor, the Hawaiian crow to the Puerto Rican crested toad, the Chinese alligator to the American bison, zoos and aquariums have saved more than 30 species, and are working today on dozens more. Over the next several months, AZA-accredited zoos and aquariums will be celebrating these successes, and inviting the public to support efforts to save even more species.  In November, in honor of Thanksgiving, AZA is spotlighting endangered birds, including: ·         All four species of eider sea ducks saw a decline in population from the 1970s to the 1990s, and two of the species are currently listed as threatened in the U.S.: thespectacled eider and the Alaska-breeding population of Steller’s eider.  For over thirteen years, the Eider Research Program at the Alaska SeaLife Center has conducted field, laboratory, and captive studies on Steller’s and spectacled eiders in Alaska.  Currently, the Alaska SeaLife Center houses captive breeding flocks of both spectacled and Steller’s eiders, making the organization the only facility in the world to house these species for research and conservation purposes.  The Steller’s eiders at the Alaska SeaLife Center serve as a unique reservoir flock of the threatened Steller’s eiders in Alaska, and the Center works in close partnership with the U.S. Fish and Wildlife Service to develop methods to recover the threatened eiders in Alaska. ·         Bali mynah have striking white plumage with black wing tips and bright blue coloration around the eyes. The species can approach 10 inches in height.  Bali mynahs are nearly extinct in the wild because poachers collect them for the illegal pet trade, where they are valued for their striking plumage and beautiful songs. Because of this poaching, Bali mynahs are found almost exclusively in zoos.   But much has been done to help the Bali mynah's wild population recover, including protection of their native breeding grounds.  In 1987, 40 Bali mynahs from US zoos were sent to the Surbaja Zoo in Indonesia to form a breeding group, with resulting offspring released into the wild. In 2009, Bali mynahs raised in managed care were introduced to a neighboring island, Nusa Penida, and seem to be doing well so far. ·         The largest bird in North America, the California condor once dominated the western skies, able to soar to 15,000 feet and travel up to 150 miles a day in pursuit of food.  With its keen vision, the condor hunts for carcasses of dead animals, and then swoops in to feast, serving as nature’s clean-up crew.  But destruction of habitat and poaching decimated the species, and by 1982, only 22 birds remained in the wild.  The San Diego Zoo Global, the Los Angeles Zoo and 16 other AZA institutions took the lead at captive propagation, working with a network of government and non-profit partners.  Beginning in the early 1990s, zoo-bred condors began being reintroduced into the wild.  From a low of 22, there are now more than 435 condors in the world, with almost 250 free-flying in the West. ·         Prior to the 1960s, there were probably around 10,000 Guam rails living on Guam, a South Pacific island. Sometime between 1944 and 1952, brown tree snakes arrived on Guam, most likely on cargo ships. The snakes’ population rapidly increased, because there was plentiful prey (such as the Guam rails) and no natural predators. The tree snakes wiped out the native animal populations, and by the 1970s, 9 of the 11 native bird species, including the Guam rail, had disappeared.  Trying to save the species, the last few birds were removed from the island in the 1980s. In 1989, reintroduction of these birds began on the island of Rota, near Guam, as part of the Association of Zoos and Aquarium’s Species Survival Plan® (SSP) for the species. ·         The palila Hawaiian songbird is one of the endangered Hawaiian honeycreeper species and efforts to expand the palila population back to its historic range at Pu`u Mali have included experimental releases of captive-bred birds, as well as relocation of wild birds to protected areas. The palila was the first animal to have a federal circuit court case named after it, in a precedent setting case that increased protection for endangered species.  While several zoos are working to preserve the palila, they are not currently on exhibit to the public. ·         Known in Hawaii as Alala, the Hawaiian crow is the most endangered corvid in the world and is the only crow species found in Hawaii. The birds are extinct in the wild, and the remaining population is managed at zoos, where the chicks are fed and cared for by animal care staff they never see to ensure they do not imprint on humans.  The last `alalā were recorded in their natural habitat in 2002. Planning is underway to restore the `alalā to the Big Island of Hawaii beginning this year.  ·         The Waldrapp ibis, also known as the hermit ibis or the northern bald ibis, may not be viewed by some as the most attractive bird, but their strong character and bizarre appearance give them unique appeal. They look almost comical with their bald heads, long red beaks and crazy crest feathers going every which way. Their black feathers take on brilliant sheens of purple, green and orange when viewed in bright sunlight. With only about 420 wild Waldrapp ibis remaining, this is one of the world's most critically endangered avian species.  But thanks to a very successful breeding and release program, there are over 1,100 Waldrapp ibis in captivity, and offspring from zoos are being released back to the wild.  For a list of AZA-accredited zoos and aquariums where you can see some of these incredible birds in person, please visit the AZA website: http://www.aza.org/SpeciesBeingSaved. About AZA Founded in 1924, the Association of Zoos and Aquariums is a nonprofit organization dedicated to the advancement of zoos and aquariums in the areas of conservation, animal welfare, education, science, and recreation. AZA is the accrediting body for the top zoos and aquariums in the United States and six other countries. Look for the AZA accreditation logo whenever you visit a zoo or aquarium as your assurance that you are supporting a facility dedicated to providing excellent care for animals, a great experience for you, and a better future for all living things. The AZA is a leader in saving species and your link to helping animals all over the world. To learn more, visit www.aza.org. About the ASLC Opened in 1998, the Alaska SeaLife Center operates as a private, non-profit research institution and public aquarium, with wildlife response and education departments. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems.  The ASLC is an accredited member of the Association of Zoos and Aquariums, and the Alliance of Marine Mammal Parks and Aquariums. To learn more, visit www.alaskasealife.org.

ASLC in the news Seward, Alaska (January 14, 2016) - KTVA reporter, Heather Hintze, visited the Alaska SeaLife Center and spoke with our Avian Curator, Tasha Dimarzio, and Science Director, Tuula Hollmen to get the latest on efforts to understand what is currently impacting common murres. An unusual number of live murres have been sighted in the region for this time of year. Researchers and the public have also seen an exponentially higher murre die-off than what is typically associated with El Nino years, with thousands of birds washing up on Alaska’s shores.  For the past five years, Hollmen and ASLC staff, working in partnership with National Park Service, have conducted monthly surveys of murres contributing to the baseline knowledge of these highly specialized seabirds. In addition to working with murres and other birds in the ASLC aviary, Dimarzio volunteers for the Coastal Observation and Seabird Survey (COASST) helping partners enhance the regional understanding of seabirds.  Hintze’s video and story can be found at http://www.ktva.com/seward-volunteers-tracking-dead-murre-numbers-across-alaska-794/.

Seward, Alaska (July 16, 2018)– Alexander Havens from the Alaska SeaLife Center has been selected as a 2018 Science Communication Fellow and will sail aboard Exploration Vessel (E/V) Nautilus during its 2018 expedition. Alex will join the Corps of Exploration aboard E/V Nautilus in July and August as they explore off the west coast of Canada. Twenty-one educators and eighteen students from North America have been selected from a competitive pool of applicants by the Ocean Exploration Trust (OET) to participate at sea during the 2018 Nautilus Exploration Program expedition. OET, a nonprofit founded by Dr. Robert Ballard in 2008, has the mission to explore the ocean, seeking out new discoveries in the fields of geology, biology, maritime history, archaeology, physics, and chemistry while pushing the boundaries of STEAM education and technological innovation. The selected educators and students hail from schools, universities, science centers, and non-profit organizations in eighteen states in the US, Puerto Rico, Canada, and Mexico. They will join the Nautilus Corps of Exploration during sea-going expeditions from June through November in the Eastern Pacific Ocean, exploring from British Columbia, Canada, along the West Coast of the US, and west to the Hawaiian Islands. “I have been mesmerized and inspired by the ocean ever since I was a child, and today I work to instill that wonder in others,” said Alex. “Through the Ocean Exploration Trust, I have been given the opportunity to participate in the cutting edge of marine science communication. I am looking forward to bringing ongoing deep-sea science and exploration live to classrooms and audiences of all ages.” As members of the Corps of Exploration, educators and students will stand watch alongside scientists and engineers, as well as participate in live interactions with shore-based audiences via Nautilus Live, a 24-hour web portal bringing expeditions from the field to future explorers on shore via telepresence technology at www.nautiluslive.org and via social media. OET promotes science, technology, engineering, art, and mathematics (STEAM) education around the world using the excitement of exploration and innovation to inspire the next generation of scientists and engineers. “One of the major goals of our Nautilus Exploration Program is to inspire the next generation of explorers in STEAM fields,” said Allison Fundis, OET’s Vice President of Marine Operations and Programs, “we are very excited to provide educators and students with the direct experience of ocean exploration, while allowing them the opportunity to share that experience with their peers around the world.” The 2018 Science Communication Fellowship, an initiative of OET, will bring twenty-one formal and informal educators and communicators together from North America as a part of the Nautilus Corps of Exploration. Fellows are charged with the responsibility of engaging students and the public in the wonders of ocean exploration, sharing discoveries from the 2018 mission, as well as aspects of daily life aboard a working exploration vessel. Fellows receive four days of intensive training at the University of Rhode Island Graduate School of Oceanography, and then spend two to three weeks aboard E/V Nautilus between the months of June and November, as it explores the Eastern Pacific Ocean. An equally important aspect of the program is for Fellows to bring the expedition and excitement of ocean exploration back to their home communities after they have returned from sea by incorporating their experience into classroom lesson plans, community presentation events, and through informal educational opportunities.   Alaska SeaLife Center Senior Education Manager Jeff Dillon is excited about this opportunity for Alex. “We are very proud of Alex on achieving the honor to serve with the 2018 Nautilus Live crew,” said Dillon. “His dedication to educating a variety of audiences about the wonders in, importance of, and challenges facing the ocean is contagious. He is always looking for new and novel ways to engage the public and we know he will be a perfect fit for his cruise this summer. The Alaska SeaLife Center staff, members, and guests will all benefit greatly from Alex’s participation – congratulations Alex!”  Alex will participate in live audio commentary and question-and-answer sessions through the Nautilus Live website while aboard the ship; he will also engage events and activities upon his return. The public, scientists, educators, and students can join Alex’s adventure while he is at sea via streaming video on www.nautiluslive.org, a 24-hour portal bringing expeditions from the field to onshore audiences through telepresence technology. The public can also follow the expedition on social media – on Twitter as @EVNautilus and on Facebook and Instagram as @NautilusLive – and through in-person live interactions at partner museums, aquaria, and science centers around the world. About the ASLC: Opened in 1998, the Alaska SeaLife Center is a private, non-profit 501(c)(3) research institution and public aquarium. We are excited to be celebrating 20 years of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org or find us on Facebook.     About the Ocean Exploration Trust: The Ocean Exploration Trust was founded in 2008 by Dr. Robert Ballard to explore the ocean, seeking out new discoveries in the fields of geology, biology, maritime history, and archaeology while pushing the boundaries of STEAM education and technological innovation. Our international program is launched from aboard the Exploration Vessel (E/V) Nautilus, offering live exploration to participants on shore and the public via live video, audio, and data feeds. The major 2018 expedition and education sponsors are the NOAA Office of Exploration & Research, the Office of Naval Research, Ocean Networks Canada, NOAA Office of National Marine Sanctuaries, National Marine Sanctuary Foundation, NASA Science Mission Directorate PSTAR program, the University of Rhode Island, CITGO, AltaSea, KVH, Global Dynamix, ESS, and additional private donors. Follow us online atwww.nautiluslive.org, on Facebook and Instagram at @NautilusLive, and on Twitter and YouTube as @EVNautilus.  Questions and requests for high resolution photos may be directed to General E/V Nautilus photos. Credit: OET/Nautilus Live. For specific expedition photos, email press@oet.org

Seward, AK (November 14, 2018)– The Alaska SeaLife Center (ASLC) recently released a male harbor seal from Clam Gulch on November 8, at Bishop’s Beach in Homer. On July 15, bystanders first spotted the animal lying on the beach in Clam Gulch. After consulting with the ASLC Wildlife Response Team, Homer resident and ASLC Volunteer, Marc Webber, observed the seal from a distance. The seal was found very thin and not using his right flipper. Once he was recovered from the shore, Webber transported the seal to Soldotna, where he was met by ASLC’s wildlife responders. This harbor seal was treated for a bone infection at the end of his right flipper. He was estimated to be about two months old, and quickly began eating as his health improved. Due to this animal’s injury, he required care longer than most seals. The staff remained cautiously optimistic that he would regain use of his flipper and become eligible for release. Since arrival, he has more than doubled in body weight going from 22 to 44 pounds in preparation for a release during the winter. ASLC veterinarian, Dr. Kathy Woodie states, “We’re so pleased he has made a full recovery. The goal of our Wildlife Response Team is always to work towards returning the animal to the wild when possible, so cases like this are always special.”  The Wildlife Response Team released this seal Thursday, November 8, on Bishop’s Beach in Homer. A group of ASLC’s local volunteers were there to assist and observe the successful release of the seal back to the wild.  Prior to the seal’s release ASLC Corporate Donor, GCI, was given the opportunity to name this seal because of their level of financial commitment to the Wildlife Response program. On Election Day, GCI encouraged the public to vote on a name for this rescued harbor seal. The name selected was Hubbard, fitting this year’s naming theme of Alaskan glaciers. With the Alaska SeaLife Center responding to stranded marine mammals along 33,904 miles of coastline, volunteers are critical. ASLC President and CEO Tara Riemer explains, “As a non-profit, we could not have brought Hubbard full circle without our dedicated staff, volunteers, donors, and community. A special thank you to GCI for their support of the release of this seal." If you want to follow along with other Wildlife Response Team stories, check the Rescue and Rehab Journal at the Center’s website at www.alaskasealife.org/rescue_rehab_journal. The Alaska SeaLife Center operates a 24-hour hotline for the public to report stranded marine mammals or birds, and encourages people who have found a stranded or sick marine animal to avoid touching or approaching the animal.  Call first!  1-888-774-SEAL. About the ASLC: Opened in 1998, the Alaska SeaLife Center operates as a private, non-profit research institution and public aquarium. We are excited to be celebrating 20 years of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. Over 80% of the funding for the Center’s wildlife response program comes from charitable contributions. The Center is thankful for the generous support of visitors, donors and our 2018 corporate sponsors, including BP Alaska, ConocoPhillips Alaska, SeaWorld Busch Gardens Conservation Fund, PetZoo, Silverton Mountain Guides, and GCI. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.  

Researchers at the Alaska SeaLife Center (ASLC) recently captured a small male Pacific sleeper shark for an investigative study on the species. The Pacific sleeper shark is a close relative of the Greenland shark, which has been found to possibly live for several hundred years. “If findings from recent studies on the Greenland shark transfer to Pacific sleepers, these animals could maybe reach an astonishing age of 200-300 years old,” states Dr. Amy Bishop, ASLC Scientist. Dr. Markus Horning, ASLC Senior Research Scientist, is leading the study as Principal Investigator, together with Co-Investigators, Dr. Amy Bishop, Richard Hocking, and Jared Guthridge. The ASLC team is working closely with Co-Principal Investigator and shark expert, Dr. Christopher Lowe from California State University at Long Beach. They hope to investigate the ecological importance of these sharks, how their populations are impacted through fishing activities, as well as their predation habits. The Pacific sleeper shark is a large marine predator in Alaskan waters, and evidence from initial tagging work by the Center’s researchers suggests they may be a key predator of juvenile Steller sea lions. Researchers first began fishing for sharks in 2018 with the intentions of finding specimens under six feet. The goal is to bring up to five young, small sharks to the Center for short periods of time for select studies on their metabolic rates and basic biology. They will then be released back in Resurrection Bay with telemetry tags to monitor their movements. After receiving assurance from local fishing captain, Andy Mezirow, that sleeper sharks could be found right in the Bay, they started pulling a team together to fish regularly. Many methods were used to find a shark, but bait stations placed up to 900 feet down ended up being the most effective technique. Thirteen sharks were caught that were too big to fit in the metabolic chamber intended for the research study. Those sharks were tagged and released. “Successful sleeper shark captures were rewarding after much trial and error, but we continuously found animals that were too large for our study. We were either going to need a smaller shark or a bigger boat,” notes Dr. Horning. On July 1, 2019, the team found a shark about five feet long that fit perfectly in the transport carrier. Now that the animal is at the Center, Taylor Smith, Lowe’s graduate student at Cal State’s Shark Lab, will be heading the metabolic trials. Visitors to ASLC may at times be able to see research in action since the shark is in our largest pool, visible from the second floor. Since this is a bottom dwelling shark, a cover needs to be used on the pool when research is inactive to reduce light and regulate temperature. To find out more about the Pacific sleeper shark and to follow this research, the public can read ASLC’s 60Ëš North Science Blog. Dr. Markus Horning received funding for this project from the North Pacific Research Board (NPRB). The project is permitted by ASLC’s institutional ethics committee (AUP # R19-05-05) and by the Alaska Department of Fish & Game (CF-19-085).

The Alaska SeaLife Center’s (ASLC) Wildlife Response Program now has three harbor seal pups under its care after the admit of two new patients — one female from Kachemak Bay on May 20, and another female from the Copper River Delta on May 27. The first pup was spotted by kayakers near Bradley Lake power plant, and images identified it as a premature birth due to its white lanugo coat (typically shed in utero). Unfortunately, the pup’s location along mud flats would make access difficult for most boats —  a situation compounded by a high wind advisory that day. After many hours on the phone with Homer water taxis and National Oceanic and Atmospheric Administration (NOAA) law enforcement, rescue attempts had to be called off. Two days later, the situation took a fortunate turn when a second party called with similar reports of a lanugo pup in the same area. Pictures sent matched those from the original call, leading staff to conclude it was likely the same seal. Because the party had a small skiff already beached in the area, they agreed to retrieve the seal and transport it from Kachemak Bay to Homer, where it was handed off to ASLC staff and transported back to Seward. This newest patient is the third lanugo pup to be admitted this season (the first of which died soon after admit due to challenges related to its premature birth, and the second of which remains under the care of wildlife response staff). The second abandoned pup report came from a Cordova State Wildlife Trooper on behalf of a fleet of commercial fishermen. The fisherman reported that the seal had been seen without its mother for multiple days, and was beginning to appear exhausted. With permission from NOAA, a wildlife trooper landed a plane on a nearby beach and took possession of the seal to be transported to the ASLC. The pup stayed the night in Cordova, receiving supportive care from local medical personnel, before catching a flight to Anchorage the following day. The pup was then picked up by NOAA officials and handed off to ASLC wildlife response staff. During their initial admit exams, both pups were found to be underweight and dehydrated, with the premature pup suffering additionally from malnourishment and several surface wounds. Because premature harbor seal pups have only about a 50% survival rate when admitted to a wildlife response program, delicate care will be necessary. The team is currently providing initial stabilizing treatments to both patients and keeping a close watch to ensure the best possible chance of survival. Updates will be shared on the ASLC’s Facebook and Instagram pages as they become available. Call first! Before approaching an injured or stranded marine animal in Alaska, call the 24-hour Stranded Marine Animal Hotline at 1-888-774-SEAL(7325).  The Alaska SeaLife Center’s Wildlife Response Program can only provide care for stranded and injured marine animals with help from corporate sponsors and individual donors. The Center acknowledges the ongoing generous support of the Wildlife Response Program from supporters like ConocoPhillips Alaska, Marathon Petroleum Corporation, PetZoo, Partners 4 Wildlife, Matson, GCI, and a number of individual donors, funds, and foundations such as Stanley J Williams Fund and the Theresa Bannister Legacy Fund. Those interested in contributing to the care of these patients can visit the ASLC’s website: www.alaskasealife.org/donate.  

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Individual scientists usually specialize in one particular area. They get very good at knowing a lot about a few things. This is a natural and very normal thing to do, especially when the amount of detail a researcher has to consider in their study is huge! There is no way for any one person to know the ins-and-outs of each and every project. One of the most important lessons we can learn from a disaster the size of the Exxon Valdez oil spill is the importance of "thinking big" with science -- really big! We need to ask big questions, such as: “How is this one particular thing connected to that?” or “What influence does something that seems so different and very far away have on my local work?” or “How is this one thing connected to everything?” Scientists might not have the luxury of working on a whole bunch of different projects at once but, through cooperation in large projects like Gulf Watch, they can see the links, or connections, between what they have been focusing on and what others have been doing. In science, we call this "systems thinking." Systems thinking looks at the web of relationships where individual pieces respond both in their own individual ways and together as a whole. An ecosystem like the Gulf of Alaska is not just a collection of individual animals and plants. It is all living things interacting with each other and with the non-living things around them. Gulf Watch Alaska scientists combine data from all of their projects to help them better answer their own specific research questions. This gives each of them a better understanding of complicated ecosystem connections. You can think of each project like different pieces to a jigsaw puzzle. As more and more pieces are combined, a clearer and more complete picture emerges. Click the picture below to solve the jigsaw puzzle! Systems thinking allows the modern scientist to step outside of their lab. They connect with fellow researchers and see the importance of their work on a much larger scale. It requires teamwork and communication as they build a network with different specialties, interests, and research subjects. Watch the video below and listen to the Gulf Watch team as they talk about working together and putting the pieces of this complicated puzzle into place. VIDEO: Monitoring Connections Sonia Batten, Heather Coletti, and Dan Esler discuss connections between the four individual monitoring components of Gulf Watch Alaska. (1:55) Video Transcript (Sonia Batten) The Gulf of Alaska is a really complicated system. You’ve got places like Cook Inlet, Prince William Sound, which are these kind of inlets, and they’ve got local things happening there which are really important. And there are people studying the plankton and the ocean in those places, and they do really good detailed local studies, but we’re looking at a bigger area. We go from way off shore across the shelf, and it kind of smoothes out the little small-scale local effects and we’re looking at bigger climate effects and things that affect the whole region. So my data provides a link to what the local studies are doing and gives a broader context. (Heather Coletti) I think our work will really inform and strengthen our understanding of the connections between these systems. They talk about some of the zooplankton in the oceans out in the middle of the Gulf. How does that affect our coast and where we all recreate and live? And I guess I’d say the same thing for some of the environmental drivers, these big oceanographic systems that move through and the changes in the climate. How does that affect where we spend our time and where our resources are? (Dan Esler) I think a really important contribution of the work is to be able to take that long-term view of how things operate in marine ecosystems and how contaminant events are, what the timeline is for recovery from those sorts of things. And that fits in perfectly with the philosophy of Gulf Watch generally, taking this long-term, broad-scale view to understand these bigger patterns in marine ecosystems. I think that’s a really an important contribution for what we’re trying to do. You too can help with long-term ecosystem monitoring right in your own ecosystem -- through Citizen Science! Citizen science is the collection and analysis of data through partnerships between the general public and professional scientists. This collaborative way of doing science allows anyone with an interest in the natural world to engage in the scientific process. Many citizen scientist projects benefit from people gathering local monitoring data and contributing to a larger database. The data provided by participating citizen scientists helps professional researchers build a more complete understanding of ecosystems that they only visit once or twice a year. Recently, the scientific journal "Frontiers in Ecology and the Environment" published an entire issue focused on citizen science! Click the link on the right to access the journal. Explore some of the links below to find a citizen science opportunity to join! • Citizen Scientists • The Cornell Lab of Ornithology Citizen Science Central Projects • National Science Foundation • SciStarter • Scientific American Citizen Science Project List • Zooniverse • Journey North       Who is watching the Gulf?      

Online tickets also allow you to Plan Ahead & Save! Onsite ticket purchases are possible, however, if you do not book in advance, entrance times may not be available at the time you arrive, and you may not be able to start your visit immediately. Alaska Resident, Military, and Child Pricing Available. Members are guaranteed entry upon check-in, and do not need to make advance reservations. Please bring your own earbuds or headphones to enjoy our FREE audio tour.     Now through May 21, 2026 Daily: 9:00 a.m. – 5:00 p.m.   Tours & Encounters Group Rates Memberships begin at $70 The Alaska SeaLife Center does not offer luggage check.   May 22 - August 16, 2026 Daily - 9:00am-7:00pm   August 17 - September 14, 2026 Daily - 9:00am-5:00pm   September 15-30, 2026 Daily - 10:00am-5:00pm     Guests are welcome to take photos and/or videos for personal use when visiting Alaska SeaLife Center (ASLC) with general admission. By entering the ASLC and/or participating in one of our programs or experiences on-site, you grant permission for your image to be used for promotional purposes. Permission is required for commercial photo use and access. Please reach out to media@alaskasealife.org for more information. 

Directions & Accessibility The Alaska SeaLife Center is located at Mile 0 of the Seward Highway in Seward, Alaska, 125 miles south of Anchorage. You can reach Seward by road year-round, or via the Alaska Railroad or cruise ship during the summer season. Getting Here Car or RV: The highway to Seward is one of the most scenic byways in Alaska. We are located approximately 125 miles south of Anchorage at Mile 0 of the Seward Highway. For the most up-to-date safety, traffic, and travel information on Alaska's highways, visit Alaska 511 online.           Cruise Ship: Some cruise lines provide transfer service from the dock to the Alaska SeaLife Center as part of your tour. If you wish to visit us independently, we recommend using the shuttle or taxi services detailed below. Transportation from Anchorage: Transportation between Anchorage and Seward is available daily during the summer season through the Park Connection. Year-round transportation is available through Seward Bus Line. Local Shuttles & Taxis: There is a free shuttle offered by the Seward Chamber of Commerce during the summer season that has stops at the rail and cruise terminals. There are also several taxi services in Seward. Glacier Taxi: 907- 224-5678 Mike’s Taxi: 907- 224-2244 PJ’s Taxi: 907- 224-5555 Seward Taxi & Tours: 907- 362-8000 Parking Parking is available at no charge year-round.  Our parking lot is located adjacent to the Center. Accessibility The Alaska SeaLife Center welcomes guests of all abilities. Please contact our visitor services team if you have any questions about available accommodations and accessibility at visit@alaskasealife.org.  The Alaska SeaLife Center is wheelchair & stroller accessible. We do have a small number of wheelchairs and strollers available for use during your visit. Service Animals In compliance with the American Disabilities Act, and Association of Zoos and Aquariums accreditation standards, the Alaska SeaLife Center accommodates service animals (dogs and miniature horses) in all public areas with the exception of areas where there is concern that the service animal could affect the safety and health of collection animals, specifically the open-air aviary; and with the following understandings: • Service animals must be trained to perform specific or task directly related to a person’s disability. • Companion animals, therapy animals and comfort animals are not service animals. • Service animals must be under control and harnessed, leashed, tethered, under voice, signal or other effective control. Staff at the ASLC may ask you two questions: 1. Is the animal required because of a disability? 2. What work or task has the animal been trained to perform? The ASLC retains the right to request that service animals be removed from the premises if 1) the animal is out of control and the handler does not take control, 2) the animal is not housebroken, or 3) the animal’s behavior poses a direct threat to the safety of others. Some ASLC tours include areas that are not open to service animals. ASLC security is available to briefly assist tour guests with service animals for that portion of the tour by staying with the animal in an adjacent unrestricted area. ADA Guidelines You can find information about ADA guidelines for service animals on the ADA website at https://www.ada.gov/regs2010/service_animal_qa.html#exc. From the ADA “Frequently Asked Questions” site the following applies: “Exclusion of Service Animal” Q25. When can service animals be excluded? A. The ADA does not require covered entities to modify policies, practices, or procedures if it would “fundamentally alter” the nature of the goods, services, programs, or activities provided to the public. Nor does it overrule legitimate safety requirements. If admitting service animals would fundamentally alter the nature of a service or program, service animals may be prohibited. In addition, if a particular service animal is out of control and the handler does not take effective action to control it, or if it is not housebroken, that animal may be excluded. Q.26. When might a service dog’s presence fundamentally alter the nature of a service or program provided to the public? A. In most settings, the presence of a service animal will not result in a fundamental alteration. However, there are some exceptions. For example, at a boarding school, service animals could be restricted from a specific area of a dormitory reserved specifically for students with allergies to dog dander. At a zoo, service animals can be restricted from areas where the animals on display are the natural prey or natural predators of dogs, where the presence of a dog would be disruptive, causing the displayed animals to behave aggressively or become agitated. They cannot be restricted from other areas of the zoo.   Certified Sensory Inclusive by KultureCity The Alaska SeaLife Center was the first organization in the state of Alaska to be certified Sensory Inclusive by KultureCity. Our front-line staff have been trained and equipped with the knowledge to help people with sensory disabilities if needed during their visit. Signage can be found throughout the aquarium designating where the quiet area and headphone zones are located.        Resources: View the ASLC social story to prepare for your visit and have the best experience possible. View the Headphone Zone Map to prepare for potentially loud areas Sensory Bags, provided by KultureCity, can be checked out from the admissions counter free of charge and include headphones, the ASLC headphone zone map, fidgets, verbal cue cards, and a VIP lanyard. We also have a weighted lap pad that is available on request.      Audio Tour The ASLC Audio Tour offers rich descriptions to support visitors who are blind or have low vision, providing access to information that may not be available through visual exhibits and signage. It features some unique stories and perspectives not presented in written displays. Some stories by Sugpiaq Native Elders are presented with permission through an ongoing partnership with Chugachmiut Heritage Preservation, a program of Chugachmiut, the tribal consortium dedicated to promoting the self-determination of the seven Alaska Native communities in the Chugach Region of South-Central Alaska. For the enjoyment of all guests, we ask that you use headphones or earbuds when accessing the audio tour.  This audio program and accompanying booklet were made possible through generous grants from the U.S. Department of Education’s Governor’s Emergency Education Relief Funds through the office of Alaska Governor Mike Dunleavy with additional support from the Seward Community Foundation, recorded in partnership with Chugachmiut Heritage Preservation, a program of Chugachmiut, the Tribal consortium created to promote self-determination to the seven Native communities of the Chugach Region,  and CRIS Radio, a nonprofit 501(c)3 radio-reading service, serving people who are blind or print-challenged.     

Distance Learning Visit Alaska…  virtually! Our live, interactive videoconference programs expand your students' scientific experience with engaging multi-media presentations. Using inquiry-based learning, these 55-minute conferences incorporate live animals (whenever possible) and current research programs happening right here at the Alaska SeaLife Center! The materials for each program include a teacher's guide with specific background information and activity ideas, as well as supplies for the session's hands-on activities. Video Sample:  Marine Mammal Adaptations Registration To register for a Distance Learning program, Download the Distance Learning registration form and return it via e-mail. To accommodate shipping materials, reservations must be made at least 30 days in advance. See below for prices and time zone recommendations. Please email distancelearning@alaskasealife.org or call (907) 224-7900 for more information. Program Descriptions PROGRAM NAME GRADES DESCRIPTION Who Lives Where? Pre-K Meet Alaska’s wettest residents! Find out where Alaska’s marine animals live, what they eat, and how they move. Beaks, Bubbles, & Burrows K-3 Observe the diving seabirds in our avian habitat as we discuss the behaviors and adaptations of these intriguing animals. Marine Mammal Adaptations K-5 Discover how these mammals are able to thrive in Alaska's frigid waters by observing our own resident seals and sea lions. Terrific Alaskan Tidepool Travels 1-5 Take a walk through the Alaskan intertidal zone and meet our tough and mysterious local invertebrates. Eat or Be Eaten in Alaska 4-6 Discuss the complexity of food webs by exploring some of Alaska's most interesting animals and ecosystems. Living in the Ring of Fire 5-8 Verify plate tectonic theories by investigating geologic activities around the Pacific plate, specifically here in Alaska. Cephalopods: Squid Dissection 5-9 Get your hands into a "head-footed" animal as we learn more about cephalopods through dissection and discussion! (Please contact us about squid availability. Observation-only sessions are also an option.) Sea Lion Monitoring 6-12 Learn how scientists at the center study a wild population of endangered Steller sea lions hauled out on the Chiswell Islands. Practice remote video monitoring yourself! The Scoop on Poop 6-12 Roll up your sleeves and analyze sea lion scat as we learn more about the hands-on way some of our scientists study these animals' diets.   Prices Program costs include teacher guides, materials* for up to 30 students (additional students are $1 each) and postage. An additional $20.00 may be added to reservations made less than 30 days in advance.   PROGRAM NAME COST Beaks, Bubbles, & Burrows Marine Mammal Adaptations Terrific Alaskan Tidepool Travels Eat or Be Eaten in Alaska Living in the Ring of Fire Sea Lion Monitoring $190.00 The Scoop on Poop $220.00 Cephalopods: Squid Dissection (including squid) $240.00 (squid shipping within U.S. only; if you provide your own squid the program is $190.00)  * International programs: Shipping to countries outside the United States will require an additional fee.  Also, customs procedures may prevent the shipping of physical materials to countries outside of the U.S. - in these cases, we will send materials electronically. Time Zone Recommendations Our distance learning sessions are taught from the exhibits, which rely on natural light. As Alaska's sunrise/sunset times vary dramatically from season to season, the following table lists optimal time recommendations for booking your reservations. There can still be large fluctuations within a calendar month, so these times are only a guide. Additional times may be available - please contact us for more information.   NORTH AMERICAN TIME ZONES (includes daylight savings time) ALASKA PACIFIC MOUNTAIN CENTRAL EASTERN September 7:30 AM - 5:00 PM 8:30 AM - 6:00 PM 9:30 AM - 7:00 PM 10:30 AM - 8:00 PM 11:30 AM - 9:00 PM October 8:30 AM - 5:00 PM 9:30 AM - 6:00 PM 10:30 AM - 7:00 PM 11:30 AM - 8:00 PM 12:30 PM - 9:00 PM November 9:00 AM - 4:30 PM 10:00 AM - 5:30 PM 11:00 AM - 6:30 PM 12:00 PM - 7:30 PM 1:00 PM - 8:30 PM December 10:00 AM - 4:00 PM 11:00 AM - 5:00 PM 12:00 PM - 6:00 PM 1:00 PM - 7:00 PM 2:00 PM - 8:00 PM January 10:00 AM - 4:00 PM 11:00 AM - 5:00 PM 12:00 PM - 6:00 PM 1:00 PM - 7:00 PM 2:00 PM - 8:00 PM February 8:30 AM - 5:00 PM 9:30 AM - 6:00 PM 10:30 AM - 7:00 PM 11:30 AM -8:00 PM 12:30 PM - 9:00 PM March 8:00 AM - 5:00 PM 9:00 AM - 6:00 PM 10:00 AM - 7:00 PM 11:00 AM - 8:00 PM 12:00 PM - 9:00 PM April 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM May 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM June 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM July 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM August 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM Technical Requirements We use Zoom to connect.  Please contact us if you have questions about using other platforms. Customized Programs Do your students show exceptional enthusiasm for a particular lesson plan or subject?  With advance notice we can modify existing programs or create specialized programs to accommodate specific lesson goals, ages, or comprehension levels. Sessions are designed to be 55 minutes in length but can be adapted to fit your class period.    

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         It’s October - springtime in the Antarctic. And on the Ross Sea, it’s pupping season. The world’s southernmost-breeding mammals, the Weddell seals, are hauled out on the fast ice of McMurdo Sound. The temperature hovers near zero degrees Fahrenheit. The surface of the sea remains frozen for miles. The only breaks in the ice are tidal cracks and breathing holes that the seals have carved out with their teeth. As the summer progresses and brings with it continuous daylight, the sea ice covering this area will begin to fracture and melt. For now, though, the ice is solid and the frozen landscape is dotted with female seals and their pups.  Weddell seals are uniquely adapted to survive life in this polar habitat. Just like their phocid (seal) relatives in the Arctic, these seals have thick blubber that insulates their bodies from the frigid climate. Still, life in this extreme environment isn’t easy!  VIDEO: LIFE IN THE ANTARCTIC Learn about the extreme Antarctic conditions Weddell seals are adapted to live in. (2:20) Video Transcript Measuring over 10 feet (3 meters) from head to flippers and weighing in at more than 1,000 pounds (450 kilograms), Weddell seals are a hardy bunch. And it’s a good thing! These marine mammals live in one of the world’s harshest environments: the Antarctic. Antarctica is often described as seeming like an alien planet. It certainly isn’t like anywhere else on Earth! 98% of the Antarctic continent is covered with ice, but the ice doesn’t stop at the land’s edge. Winter conditions in this area are severe enough that the sea surface freezes solid over much of the Southern Ocean. This sea ice is important habitat for wildlife, including Weddell seals. During the austral spring and summer it provides a safe place for the seals to haul out of the near-freezing water to rest and give birth to their pups. Although Antarctica receives 24-hour daylight in the summertime, it is definitely not a warm place to relax! Summer air temperatures in McMurdo Sound average about 26° Fahrenheit (-3° Celsius). In the winter, air temperatures can be as low as -58°F (-50°C). During these months, seals migrate out to sea where they forage near the ice edge. Because of the extreme air temperatures, seals spend all winter in the water, only surfacing to breathe. Recently, many people living and working in the Arctic have observed significant and measureable changes in the region’s climate. Because Antarctica has no permanent human population, far fewer people are aware that similar dramatic changes have been recorded in the Antarctic as well. Around Antarctica temperatures are warming. Coastal ice shelves have lost huge volumes of ice as massive pieces have broken away and melted. At the same time, some areas of the continent have been experiencing increased winter sea ice extent. Researchers hope to learn more about the lives of Weddell seals in Antarctica so they can gain a better understanding of how ice seals in both the Antarctic and Arctic might adapt to their changing environments. While environmental changes have presented themselves differently in the Arctic and Antarctic, one common theme is that conditions have become less predictable. Just as dealing with an unpredictable situation can be hard for a person, adapting to an unpredictable environment can be challenging for an animal. For Weddell seals, whose migration, foraging habits, and breeding activities are dependent on specific sea ice conditions, such unpredictable conditions could have negative impacts. Dr. Jo-Ann Mellish is a Marine Mammal Scientist.  She and her research team want to understand how hard it is to be a polar seal. In particular, they're curious to know how seals stay warm in such cold environments. Understanding how Weddell seals are able to survive in their environment will help the scientists begin to predict how seals at both poles may be impacted by changing environmental conditions. VIDEO: INTRODUCTION TO THE RESEARCH PROJECT Dr. Jo-Ann Mellish explains why the team is interested in studying polar seals. (1:56) Video Transcript Jo-Ann Mellish: “It was one of those cases where one question leads to another question. I was on a previous project on McMurdo Sound, with Weddell seals. We were down there for a couple years, and as we were there there were a lot of issues with the sea ice. There was some very thick, very old, multi-year sea ice. There were some icebergs around and it was impacting water patterns and ice patterns. In addition to that, everywhere in the news it’s ice change in the Arctic. “So you’ve got ice changing in very different ways at either end of the Earth, but the common factor is that you’ve got these seals that depend on the ice for where they breed; where it impacts very strongly, how they get to their breeding sites. These ice-obligate seals are at both poles, there’s ice changing at both poles, but nobody has ever looked at how much energy it costs just to be a seal in these environments. “One of the common themes in biology is that if an animal lives in a place, you assume that it’s adapted. But what happens if that habitat that the animal lives in starts to change? How much flexibility does that animal have to adapt to the change? Maybe there’s a lot, maybe there’s this huge buffer zone. Maybe there’s a teeny-tiny buffer zone. You kind of assume that these animals at the ends of the earth might have a teeny-tiny buffer zone. “Nobody knows what that buffer zone is. So what we wanted to do was actually document the cost of living in a polar seal. “   The research described in Southern Exposure was funded by the Office of Polar Programs, Antarctic Organisms and Ecosystems, National Science Foundation, Award #1043779. All research was conducted under National Marine Fisheries Service Marine Mammal Protection Act authorization 15748 and Antarctic Conservation Act permit 2012-003.  Unless otherwise noted, the videos in this virtual field trip are courtesy of Jo-Ann Mellish, John Skinner, Henry Kaiser, or the Alaska SeaLife Center.   WHO IS STUDYING SEALS?   FAST ICE (n) - sea ice that is attached to the shore   TIDAL CRACK (n) - a broken area of sea ice caused by movement of the tides   ADAPT (v) - to change behaviors or physical traits to survive in a specific environment   POLAR (n) - describing the area of the Earth’s surface around the north and south poles   PHOCID (n) - the scientific family name for true (earless) seals   ICE SHELF (n) - a floating sheet of ice, attached to a landmass   AUSTRAL (adj) - of or relating to the southern hemisphere   MIGRATION (n) - movement from one area to another   FORAGE (v) - to search for and collect food   THERMOREGULATION (n) - the ability to maintain a constant body temperature under changing conditions   HYPOTHESIS (n) - a proposed explanation to a question that must be tested   PHYSIOLOGY (n) - a branch of biology dealing with the study of how living things function      

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         In order to design a meaningful research project, scientists must first have a solid understanding of the subject they wish to study.  Dr. Mellish and her team are fortunate because the Weddell seal population on McMurdo Sound has been studied extensively since 1968. Data collected as part of this Montana State University project has resulted in one of the most complete life histories of any wild mammal population in the world! VIDEO: WEDDELL SEAL SCIENCE Learn about the life history of Weddell seals. (3:50) Video Transcript Dr. Jay Rotella, Montana State University: “Weddell seals are found only in Antarctica, they’re a true seal ‘phocidae’, so you see they don’t have the external ears like some of the sea lions that people see at zoos and aquariums. “They’re one of several truly Antarctic seals, they’re only found in this part of the world. They’re one of the better diving marine mammals in the world, they can hold their breath for over forty minutes and dive to about 2,000 feet (600 meters). “We know them to be a seal that swims back in under the frozen sea ice, and they come up through the tide cracks. Around here against these islands we have places where the ice is attached to the shoreline and then out here the tide goes up and down a few feet (one meter). The seals use that diving ability to get back in here and come out through these tide cracks and use this area. One of their tricks in life is to get in here and have the pups away from predators, so that may be part of why they let us work in and around them. They don’t have predators up here about the ice, so they’re not worried about having anything happen to them. I don’t know that for sure, but it’s kind of an idea that people talk about. “For the first few weeks of life the babies are wearing this lanugo coat, this fleecy looking coat. They’re not very fat yet when they’re brand new and they’re not waterproof. For a while they’re really, really visible to us up on the surface, and then as they get a little fat from mom’s milk they’ll start to swim and learn some skills in the water. Then they’ll be a little less available to us for our work. “The next part of their life they sort of disappear from here. The first couple years of life they’re not around very much in the breeding colonies. They’re some evidence that they go out into the pack ice and probably exploiting fish out in those areas, although that’s not that well understood yet. “Then at some point around three, four, five years old they’ll come back into these colonies and start to give birth and maybe have a pup every two out of three years. Start giving birth between age five and seven, and then have one pup a year maximum. “Most of these animals live to be about five years old. Most animals that are born don’t make it to adulthood. The first couple years of life they’ve got about a fifty-fifty chance of survival. If they can make it to age three, the survival rates get very high; they’re getting bigger, they’re getting stronger, and probably know their way around and have places they know to find food and shelter. If they make it age three than they can make it to about 15 years old. The oldest seal we’ve ever had was thirty, but probably not very many make it that long, that’s rare. When we see a 20 year old, or a 25 year old, those are pretty old seals. “ While much is known about the life history of Weddell seals, less is understood about the species' physiological needs, including how they thermoregulate. In fact, due to the challenges that come with studying animals that split their time between land and sea, very little is known about the energetic costs of thermoregulation in any marine mammal species. VIDEO: WHAT IS ENERGETICS? Physiologist Dr. Allyson Hindle explains the concept of energetics and describes what makes up the 'energy budget' of a Weddell seal. (1:13) Video Transcript Dr Allyson Hindle: "One way that I really like to think about animal physiology is considering it in terms of energetics. Think about energetics, energy, as a currency that an animal can gain and spend. You would gain energy by eating fish, but in order to get those fish, in order to earn the energy, they have to spend it. They have to swim, they have to digest the food that they eat, they have to breathe, and they have to stay warm. All of those things cost energy. "So when we’re talking about energetics, we’re talking about the balance between spending and gaining. An animal that has a positive balance is taking in more energy than its using, and it’s going to grow if they’re a young animal, or its going to have excess energy to reproduce. On the otherhand, an animal that is spending more than its gaining, is going to start losing its body fat and losing its body mass. These animals become skinnier and skinnier, and ultimately bad things happen to them. "We’re interested in how animals live at this balance, and what happens when conditions change to change that balance". Thanks to recent advances in technology, tools now exist that allow scientists to study energetics in marine environments. Dr. Jo-Ann Mellish and her team hope to use these tools to establish a baseline for the energetic costs of thermoregulation in Weddell seals. They will use this information to predict polar seals' ability to adapt to changing habitat conditions.       WHO IS STUDYING SEALS?   DATA (n) - values for something measured   LIFE HISTORY (v) - the series of changes a living thing goes through during its lifetime   THERMOREGULATION (n) - the ability to maintain a constant body temperature under changing conditions   ENERGETICS (n) - the study of how energy is gained, used and lost (or transformed)   ADAPT (v) - to change behaviors or physical traits to survive in an specific environment   POLAR (n) -describing the area of the Earth’s surface around the north and south poles   PHYSIOLOGIST (n) - a biologist who studies the processes that help living things function    

Overview Our Science Mission The overall goal of our Science Program is to develop an understanding of the role of marine mammals, birds and fish in the arctic and subarctic marine ecosystems, and to generate scientific knowledge relevant to resource management and policy. Our projects focus on Alaska marine life and environments, but reach globally with international collaborations. The Center’s unique geographic location, marine cold water research facilities, live animal collections, and specialized staff allows us to use a combination of experimental and field research to:  Investigate physiological and ecological processes affecting marine animal population  dynamics.  Conduct controlled experiments to understand factors affecting reproductive success and  fitness in marine species.  Monitor marine animal responses to environmental variability and stressors.  Evaluate human impacts on our marine environment and animal populations.  Develop tools to support recovery and restoration of marine resources.   Thus, an overarching science theme of our science relates to understanding of upper trophic level responses to environmental variability. Under this concept, we use marine mammals, seabirds, and fish as windows into the ecosystem they inhabit. As the arctic and subarctic are undergoing rapid environmental changes, understanding responses of these species to change is becoming urgently more important. A more holistic understanding of upper trophic species role in the arctic and subarctic marine ecosystems is essential, and our science team is developing research programs and partnerships towards integrated marine ecosystem studies to address these emerging broad scale topics.  Staff and Facilities    The CSEO works closely with the Scientific Advisory Committee (SAC) to periodically review research accomplishments, as well as programmatic research directions and strategies. Our current permanent research staff includes two in-house principal investigators, two affiliate scientists, two research associates, and several technical and research support staff.  One of our principal investigators holds a research faculty positions at the University of Alaska Fairbanks (UAF). Our three center veterinarians also participate in many research activities. Additionally, our facilities offer research opportunities to post-doctoral researchers, graduate students, visiting scientists, and affiliate researchers and external collaborators. Over the years, we have hosted over 700 visiting scientists at our facility. Our facility is located on the shore of the Gulf of Alaska in the North Pacific Ocean, with access to the Alaska marine environment from our back door. We are located next to the Seward Marine Center of the UAF School of Fisheries and Ocean Sciences, and the home port of the new global class ice-capable research vessel R/V Sikuliaq, operated by UAF. Our dry and wet indoor laboratories and our large outdoor research deck offer year-round access to either temperature-controlled or ambient-temperature research opportunities in cold marine or fresh water habitats. The laboratory facilities and equipment are outfitted to conduct research on marine animal physiology, biochemistry, molecular biology, energetics, and diet analysis. Our resident animal collection involves a diverse variety of marine organisms from tiny invertebrates to large Steller sea lions. Our largest resident, male Steller sea lion Pilot, peaks at well over 1700 lbs during the breeding season. The resident fauna offers scientists opportunities to study animals year-round in their natural salt water habitats and at ambient northern latitude temperatures. The combination of our location, in-house collection of marine mammals, seabirds, and fish, and our laboratory facilities offers scientists unique opportunities to study the marine life of the North.    Other Department Activities Linked to our scientific goals, we work closely with our education team to integrate science components into education conducted at the Center. Most of our science projects are presented either in the public exhibits of the Center, or as part of special outreach programs offered by our education department. The Center offers unique opportunities to inform and engage the public on our research. Every year, our scientists give as many as 60 outreach presentations to the public, and we host a monthly open science seminar series at the Center.    To learn more about our scientists and current projects, we invite you to Meet our Scientists and explore our Science Spotlight.   Brief History of the Science Department The Science Department has been part of the Alaska SeaLife Center since its opening in 1998. Over the years, the department has developed a strong focus on research in biology, physiology, and ecology of marine mammals, seabirds, and fish – the so-called upper trophic species of the marine environment. During the first decade, much of our research was centered around five species-focused research programs involving Steller sea lions, harbor seals, sea otters, spectacled and Steller’s eiders, and Pacific salmon. These programs built a strong emphasis on research in the physiology and biology of upper trophic species amongst our staff and infrastructure. To date, our research staff has authored close to 400 journal publications and delivered over 700 scientific presentations at conferences.   

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         With their hypotheses developed and their study subjects chosen, Dr. Mellish and the team began the detailed process of planning their fieldwork. The team's field season in Antarctica needed to coincide with the seal's reproductive season, which runs from late October to December. It would be important to arrive by early October to maximize their time before the late spring ice melt made it unsafe to work on the sea ice. The team chose research sites on Erebus Bay, a pupping and breeding area just a short snowmobile ride from the U.S. base at McMurdo Station. From the Erebus Bay location, they'd select forty healthy seals to participate in the study. It was decided that only healthy animals should be studied and that, of the adults studied, all should be females. This would help prevent outside variables from complicating the data. Navigate through the pictures below to learn about the tools the researchers used to select healthy animals for their project: The team was able to work directly with each seal to complete its initial health assessment. However, to collect research data from the healthy animals, the researchers would need to monitor the seals as they went about their daily lives. Since a lot of a seal's time is spent beneath the sea ice - where it's difficult for researchers to observe them directly - this data would have to be collected remotely. To do this, the team outfitted each seal with specially engineered instruments, called data loggers, that would record and store the team's data. VIDEO: STUDYING SEALS USING DATA LOGGERS Dr. Markus Horning explains how the research team used data loggers to collect data for the Weddell seal project. (2:19) Video Transcript My name is Markus Horning, and I am an Associate Professor of Wildlife with Oregon State University’s Marine Mammal Institute. I’ve worked with Weddell seals in the Antarctic ever since my first trip to the Antarctic in 1981. My expertise that I bring to the table is related to my ability to bridge engineering and biology. I’m a biologist by training, I have a Ph.D. in biology, but I’ve always dabbled in electronics. We really can accomplish much more in our attempts to study and understand these animals if we use what we call “telemetry devices.” Basically, we use fancy electronics that can go with the animal where they go and where we can’t. Often times where I come in is figuring out, ‘Okay, this is the question, this is the data we need in order to be able to answer this question we have about the biology of this animal.’ Then I ask, ‘How can we get that data?’ and I find specialty sensors that give us exactly that data that we need. In this project we actually have several separate devices that we glue to the back of an animal. These are multi-channel devices - they have many different sensors. The information that we’re really most interested in is the information we get from the heat flux sensors. We glue these onto the surface of the skin of the seal and they measure exactly how much heat the animal is transferring to the cold water or cold air. To be able to understand this data and the patterns we see in terms of heat dissipation, we also need to record the behavior of the animal. That’s why we’re recording dive depth, swim speed, because that really determines the physiological state of an animal. If everything works well we find our animal after about five days, I’d say, and everything is still attached. We immobilize the animal a second time and we just peel everything off, or we shave a little bit of fur off. We get everything back home and we download the data. We want to recover the equipment so we can use it again on another animal, but also because the devices that we use actually record the most important information in memory. So, unless we recover the device we don’t have access to the data that we really want.       WHO IS STUDYING SEALS?   HYPOTHESIS (n) - a proposed explanation to a question that must be tested   PUPPING SEASON (n) - the time during the year when seal pups are born   OUTSIDE VARIABLE (n) - something not being tested in a study that could impact the data   DATA (n) - values for something measured   MONITOR (v) - to keep surveillance over something   REMOTELY (adv) - from a distance, without direct contact   DATA LOGGER (n) - a device that measures and stores data on the activity or condition of an animal.