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 3, 2026 Daily: 10:00 a.m. – 5:00 p.m.   Tours & Encounters Group Rates Memberships begin at $70 The Alaska SeaLife Center does not offer luggage check.   May 4-21, 2026 Daily - 9:00am-5:00pm   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.     

Become a Member of the Alaska SeaLife Center and you will support research, education, and wildlife response programs Member Benefits Unlimited free admission to the Alaska SeaLife Center for a year from the day you register Guaranteed entry on arrival – No Reservations Needed Digital Membership cards 20% Discount on guest admission 20% Discount on Center tours and encounters 10% Discount on retail prices in the Discovery Gift Shop Exclusive email announcements on special events Reduced admission at other zoos and aquariums through the AZA Reciprocity Program     Choose the membership level that fits you best! Standard Memberships, Family Memberships, or Giving Circle Memberships Standard Memberships Individual $70 One named member Individual Plus $115 One named member and one guest per visit Dual $115 Two named members Dual Plus $160 Two named members and one guest per visit Trio $160 Three named members Join / Renew     Family Memberships* Family $175 Two named members and eligible children and/or grandchildren Family Plus $220 Two named members and eligible children and/or grandchildren and one guest per visit Family Trio $220 Three named members and eligible children and/or grandchildren Family Quad $265 Four named members and eligible children and/or grandchildren Join / Renew *Family levels include the primary member's dependent children ages 17 and younger (and/or grandchildren ages 17 and younger) Giving Circle Memberships SeaLife Associate $300-$499 Complimentary Family Membership Four one-time use guest passes Join / Renew SeaLife Advocate $500-$999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update Join / Renew Steller Partner $1,000-$2,499 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Join / Renew Steller Guardian $2,500-$4,999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Join / Renew Steller Patron $5,000-$9,999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Breakfast or lunch with the CEO Join / Renew Steller Champion $10,000+ Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Breakfast or lunch with the CEO Keeper for a Day, a 5-hour program for one or two people with minimum age of 16 Join / Renew

60 North Science

60 North Science  

Call FAQ Expnders by calling [[expander: invoke, ID]]

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      

      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('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()         In Antarctica, every day is a work day! If weather permits, the team is up early prepping their gear. Then it's out to the ice for a day of tagging or recapturing seals. When weather conditions are poor, the team spends their time catching up on lab work, downloading data, and maintaining equipment. Watch the video below to learn more about what daily life was like for one of the researchers on this project. VIDEO: A DAY IN THE LIFE John Skinner discusses his daily routine as part of the team working with Weddell seals in Antarctica. (4:21) Video Transcript My name is John Skinner, I’m a Research Associate here at the Alaska SeaLife Center, and I was a part of the team that went down there for this research. Mostly as a logistics coordinator, meaning that I was the one who coordinated all the stuff that we were using out in the field to make sure that it made it from McMurdo station out to the site safely, and that the equipment was being set up properly. A typical day for us was we would start somewhat close to mid-day, because that’s actually the optimal time to find animals hauled out on the ice. We’d get our gear together at the lab and then we would hand carry it out to what they call the Ski-Doo line, where all the snow machines are lined up. My job was to unbury them after the last storm, get them running, warmed up and ready to carry the group out to the field site. Part 1: The Capture When we get out to the site, we have all our equipment and we’ve identified an animal that we’re going to work with that day. One of the huge advantages of the Weddell seals is they just don’t have a response to predators, they don’t really understand that there’s anything dangerous about us. So often a capture event just consisted of walking up to the animal, taking a look to make sure it’s safe for us to approach, and safe for the animal for us to approach, and then taking a large hood, and then sliding it over their head. As soon as the hood goes over they just lay there, and it’s done. They don’t fight, there’s no struggle. We send the vet in and then sedate the animal to make sure that they would be safe to work with. Then my job would kick in, that’s when I would unload the hundred or so pounds of gear and set-up our tripod over the top of the animal and get the animal into a sling, a net the animal could be rolled into, and then hoist the animal into the air and get our weight, our mass. Once we got that mass we would bring out our big tent which was this very compact-when-stored system. We would fold it out, and then basically envelope the people and the animal inside of this tent. Once this was set up we’d work within there safely and actually it was pretty warm inside. First off we would get a blood sample and then we would go ahead and do some measurements of the animal. We need a length and a girth. Then we would start to prep the animal to put the instruments, the data loggers that we use, onto the animal. We had several heat-flux sensors along the animal’s body, at different locations where we’re trying to capture the distribution of heat that the animal is giving off. Then it was just about waking the animal up, making sure that they were happy and healthy before we were willing to let them go off on their own and enter the water again. Part 2: The Recapture When we leave the animal we have a plan for how long they need to stay out in the water for us to collect enough data. So we could sit there at our desks and track the animal’s progress and we had a schedule of when we planned to pick the animal up, but if we saw them moving out towards the open ice edge there was a good possibility we could lose the animal for good and never get those instruments back. So we would track them on a daily basis and see where they were going and then decide pretty much each day a schedule of who we needed to pickup and what a priority that animal would be. We’d start out with a GPS coordinate that we could get from this ARGOS, which is the on-board instrument's tracking system, to head out and we knew approximately where we needed to go. Once we got within a kilometer or two of the animal’s actual location (according to ARGOS) we would use signals from the VHF portion of that, we could track using a handheld antenna. Once we located the animal’s position we would go in and basically assess the situation from a distance, sneaking in and kind of cutting off its path to the water and then putting the hood on it and getting the instruments off and then, just sigh of relief. We don’t stop. Our research is every day, there are no weekends down on the ice. Once back at the station at the end of the day, there's more work to be done. Scientists examine their data, sort and store samples, and clean and repack their gear. Finally, it's time to head to the dining hall, then off to bed to rest up for another day. Scientists come to Antarctica ready to work hard - and the team will continue this daily routine for nearly two months! When the summer melt makes working conditions on the sea ice unsafe, it's time to pack up and return home. Once back in their labs, the science team can finally sit down and begin the process of interpreting their results.       WHO IS STUDYING SEALS?   RECAPTURE (v) - to capture an animal again   INTERPRET (v) - to find the meaning of something  

  Spring/Summer 2026 Availability March 5 - September 30: 2:30 pm Daily   Duration: Approximately 30-minute tour Maximum of 4 people per tour - Minimum age 10* Go behind the scenes in our aviary to meet our puffins and other resident bird species and participate in a feeding session with these remarkable birds. This tour includes walking and kneeling on uneven surfaces. ***Due to cold and windy conditions, our Puffin Encounter will be slightly modified. Guests will still go behind the scenes and get an up-close look at one of our resident birds.     One Group Per Tour Group Size of 1-2 Guests: $289.95 Group Size of 3 Guests: $339.95 Group Size of 4 Guests: $389.95 Members get an additional 20% discount, buy your membership today and use the benefits immediately. (does not include admission)   Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.    *Guests aged 10-16 must be accompanied by a paying adult

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.    

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()         Developing a research project proposal is hard work. In order to receive funding for their project, scientists must be able to explain what they hope to learn and why their proposed question is worth answering. For Antarctic research, scientists must have their project selected by the National Science Foundation (NSF), which coordinates all United States research in Antarctica. As you can imagine, it's a competitive application process! In 21st-century science, it's all about collaboration. The NSF knows that scientific discoveries are made when scientists with different skills team up to answer a question. Dr. Jo-Ann Mellish and her colleagues, Dr. Horning and Dr. Hindle, agree. This team of physiologists have worked together before and value the expertise each individual brings to the group. Without Dr. Horning's special knack for engineering instruments, Dr. Hindle's expertise in modeling data, or Dr. Mellish's skill at assessing animal health, this project would never have made it past the proposal stage. In addition to the benefit of varying skill-sets, working as a team gives scientists a chance to bounce ideas off one another. Talking about ideas leads to better research questions - and to successful collaborations like this one, carried out with support from the National Science Foundation (award #1043779). VIDEO: RESEARCH QUESTIONS Dr. Allyson Hindle explains the team's research questions for the Weddell seal project. (1:23) Video Transcript Dr. Allyson Hindle: “ My name is Allyson Hindle, and I’m a post doctoral researcher. I’m one of the Co-PI’s (Co-Principal Investigators) on this project. I work with a lot of the data on the back end. “One of the questions that we asked was whether changing sea ice conditions might have an impact on seals that depend on the ice. One of the first things that we needed to do, and really the central piece to this project is to look at how much it costs: How much energy does it cost a seal to stay warm in the water compared to on the ice? So in cold water, or in cold air. “I’m an animal physiologist, so I’m interested in the processes that help an animal function, the internal biology of the animal. All of those internal processes help animals do different things that are necessary for survival, like digesting food, staying warm (thermoregulation), contraction of their muscles so that they can swim, all those types of things. “I’m really interested in taking our data and trying to get as many numbers as I can for all of those biological, physiological processes, and then putting it together so that we can make some estimates and predictions about how these animals will live if the environment changes.” Understanding how changes in sea ice cover will impact polar seals hinges on a broader understanding of how different conditions change a seal's ability to thermoregulate. People have known for a long time that water and air have very different physical properties. One difference is in the way that water and air conduct heat. Scientists have calculated that water pulls heat away from a seal's body as much as 4.5 times faster than air. Brrrr! Knowing this, Dr. Hindle and the team believe that polar seals' ability to thermoregulate will be negatively affected if changing sea ice conditions alter the way these species budget the time they spend on ice and and in water. Further, the team hypothesizes that changes in sea ice will affect some animals more than others. They expect that larger animals with more blubber will have a greater buffer against environmental change, while smaller, leaner animals may face more challenges. VIDEO: RESEARCH METHODS Dr. Jo-Ann Mellish describes why McMurdo Sound's Weddell seals were the perfect population to study to test the team's hypotheses. (1:33) Video Transcript Dr. Jo-Ann Mellish: “Weddell seals were perfect for this project because we have an enormous size range to work with. We’ve got weaned pups all the way up to adult females. Not only do we have this body mass range, but during the breeding season we can also get animals that are in really good condition, so one size and really, really fat and those are our weaned pups. “We can get the same size animal that’s really, really lean and that’s our first year or second year juveniles, who are about the same size but they’ve just had their first year of foraging by themselves and they’re not quite as chunky. “Then we’ve got adult females who are enormous. Some of these females are back just to breed, they don’t have a pup that year so they are in ridiculously good health, they have more blubber than you can shake a stick at! Then you’ve got these other females that are the same frame size, but they just finished supporting a pup for the last four to six weeks. So there can be a 100 kilogram (220 pounds) difference in two animals of the same age and the same frame size. So we’ve got big and small, and lean and fat. We've got these four groups of animals that we can look at differences in how they forage, differences in how much energy they burn in a day, and differences in what kind of buffer they might have to adapt to a changing environment.“ In order to test their hypotheses, the team needed to develop a plan. Among the questions they needed to answer were: How would they determine which seals to study and what tools would they use to study the seals once they'd chosen them? These challenges had to be carefully considered before the team traveled to the ice. After all, once you board the plane for Antarctica, there’s no going back for something you forgot!       WHO IS STUDYING SEALS?   PHYSIOLOGIST (n) - a biologist who studies the processes that help living things function   COLLABORATION (n) - the action of working with others to do or create something   ENGINEER (v) - to design or build something   MODEL (n) - in science, a representation of data that makes something easier to quantify, predict, or understand   THERMOREGULATION (n) - the ability to maintain a constant body temperature under changing conditions   DATA (n) - values for something measured   HYPOTHESIZE (v) - to propose an anwer to a scientific question   BLUBBER (n) - an insulating fat possessed by many marine mammals    

          During their two seasons on the ice, Dr. Mellish and her team successfully collected data from forty Weddell seals. Back in their labs in Alaska, Colorado, and Oregon, the researchers began processing their data. The first step was to make sense of it all! Knowledge of computer programming helped Dr. Hindle sort through the data. She began by looking at the relationships between variables. She used those relationships to build mathematical models that answered the team's research questions. At the same time, Dr. Mellish was working to analyze the team's collection of thermal images. Upon close analysis, patterns began to appear. Dr. Mellish determined that while all the seals sampled lost heat from the same areas of their body, the leaner seals (the juveniles and adult females who'd recently weaned pups) tended to lose more heat than the fatter seals. This finding supports the team's hypothesis that leaner seals may be less able to adapt to changing conditons than seals with more stored blubber. While complete models will take years to build, initial modeling results show that Weddell seals live in a careful balance with their polar environment. The data indicates that if ice conditions continue to change, this balance could be thrown off. While scientists are still uncertain what the effects of climate change will be on the polar regions, they are increasingly certain that there will be effects. Research projects like this one are important because they increase scientists' ability to predict how animals and ecosystems may respond to such changes.         WHO IS STUDYING SEALS?   DATA (n) - values of something measured   PROCESS (v) - to sort and analyze recorded data   VARIABLE (n) - an element of a system that can change   MODEL (n) - in science, a representation of data that makes something easier to quantify, predict or understand   ANALYZE (v) - to carefully examine something    

          WELCOME, TEACHERS! The Alaska SeaLife Center and COSEE-Alaska are excited to present "Southern Exposure", a virtual field trip (VFT) to one of the most remote regions on Earth. Join Dr. Jo-Ann Mellish and her team as they travel to Antarctica's McMurdo Sound to investigate how changing sea ice conditions may impact ice-dependent polar seals, like Antarctica's Weddell seals. GRADE LEVEL: 5th-8th TIME NEEDED: Between one and four 1-hour class periods (teachers may choose to use all or part of the supplementary lessons) NUTSHELL: Students will learn about animal physiology while exploring how changing sea ice conditions may affect ice-dependent Weddell seals. LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: - Highlight two ways that habitat conditions in the Arctic and the Antarctic are different - Define the term energy budget and explain how living things earn (gain) and use energy to meet the requirements of life - Describe the relationship between the depth of a seal's blubber and the animal's mass BACKGROUND: VIDEO: RESEARCH PROJECT PROMO Use this short research promo video to get your class excited about Southern Exposure. (0:56) In this virtual field trip, students will meet Drs. Jo-Ann Mellish, Markus Horning, and Allyson Hindle - a team of animal physiologists collaborating on a project about Antarctica's Weddell seals. Your students will follow Dr. Mellish's research team into the field as they work to answer the questions "What is the 'cost of living' for a polar seal?" and "How will the lives of these seals be impacted as their habitats continue to change?" This VFT can be used in a number of ways. Individuals may navigate through the pages on their own. 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. For a thorough introduction to Weddell seals, we recommend that teachers check out the PolarTrec webinar The Life Science of Weddell Seals with Dr. Jennifer Burns of the University of Alaska Anchorage. Though not affiliated with this project, Dr. Burns' presentation gives teachers a nice overview of current behavioral and physiological research on Weddell seals in Antarctica (40 minutes). TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: - Internet access, video-streaming capabilities - Access to Southern Exposure - 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: Weddell seal specific Resources : Weddell Seal Science Project, YouTube Channel ARKive Weddell Seal Species Profile General information about Sea Ice: National Snow and Ice Data Center: Sea Ice Introduction National Snow and Ice Data Center: Arctic Vs. Antarctic NASA Earth Observatory: Sea Ice 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 Distance Learning programs, visit our website at www.alaskasealife.org.       LESSON PLANS Use the .pdf links below to access classroom activities for each section of the virtual field trip. Lesson Plan One.pdf Lesson Plan Two.pdf Lesson Plan Three.pdf Glossary.pdf Guide to Standards Addressed All research was conducted under National Marine Fisheries Service Marine Mammal Protection Act authorization 15748 and Antarctic Conservation Act permit 2012-003.           

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()         Many of the species of birds, mammals, and fish that live in Prince William Sound hunt for food far from shore. Gulf Watch Alaska scientists are working hard to understand the productivity of these offshore areas. But it’s more than just learning how much food is available. Understanding what might cause the amount of food to change from year to year can help scientists predict impacts on the animals that depend upon offshore resources of the Gulf of Alaska. Productivity is influenced by a lot of factors: temperature (both air & water), salinity, tides, currents, rain, wind, the sun, water turbidity and, especially, the amount of plankton. These factors are also called environmental drivers and drivers are key indicators of the overall status of the Gulf of Alaska. Five Gulf Watch Alaska projects are collecting long-term physical and biological data. Several of the Environmental Drivers projects even pre-date EVOS. Some already have up to 30 years of data! Scientists are using this data to answer the following questions: • How exactly does the Gulf of Alaska ecosystem function? • What are the climate trends? • What is the influence of environmental drivers on the recovery of species impacted by the oil spill? Click on the images below to learn about the tools that researchers use to sample environmental drivers. Monitoring marine plankton is central to the Environmental Drivers research. Phytoplankton are the primary producers of the sea. Just like larger plants, they convert sunlight and carbon dioxide into energy. Zooplankton are the primary consumers of the sea. They feed on the phytoplankton. Zooplankton are a critical food source for a lot of marine animals. Watch the video below to learn more about plankton! VIDEO: Introduction to Plankton "Plankton" (on Vimeo). Plankton are a multitude of living organisms adrift in the currents. Our food, our fuel, and the air we breathe originate in plankton. From the Plankton Chronicles series by Christian Sardet (CNRS), Sharif Mirshak and Noé Sardet (Parafilms). (2:02) Video Transcript “Plankton” comes from the Greek word planktos, which means “wandering.” Any living creature carried along by ocean currents is classified as plankton. It ranges in size from the tiniest virus to siphonophores (the longest animals in the world) and also includes microscopic algae, krill or fish larvae. Some plankton, like these salps, drift all their lives; others, like mollusks and fish, are only planktonic during their embryonic or larval stage. When they reach adulthood, they settle or swim freely. Planktonic organisms play important roles in human life. Many microscopic species get their energy from photosynthesis. They absorb carbon dioxide and produce oxygen; thus, they constantly renew the air we breathe. Plankton has also been a great provider of fossil energy. When it dies it sinks to the sea bed. This layer of sediment has fossilized for more than a billion years, producing our precious oil. Finally, plankton nourishes us. It’s the basis of the food chain, in which the large eat the small. Without plankton there would be no fish. Scientists are using Environmental Drivers’ data to find answers to vital questions such as: • How do springtime conditions in the Gulf of Alaska influence the phytoplankton bloom? • How does this bloom of phytoplankton affect the numbers and location of zooplankton from year to year? The Continuous Plankton Recorder (CPR) is a tool made to sample plankton from ships sailing across the Gulf of Alaska. A CPR is designed to be towed from merchant ships as they follow their scheduled routes. These ships are not research vessels, but they use CPR instruments during their voyages to help researchers gather data. The cargo vessel Horizon Kodiak is one ship that tows a CPR northbound towards Cook Inlet about once a year. View the video below to discover more about the benefits of using CPR on vessels like the Horizon Kodiak. VIDEO: Continuous Plankton Recorder Sonia Batten describes the use of Continuous Plankton Recorders in the Gulf of Alaska. (1:53) Video Transcript Plankton are considered one of the environmental drivers, so they’re the link between what happens in the ocean – in terms of water chemistry, temperature, the water conditions – and the fish, because plankton respond to their environment really quickly, and fish feed on plankton and larger organisms feed on fish, so the plankton are the link between the oceanography and the fish. We know that plankton respond really quickly because they have life cycles that are really short, sometimes even days, but all of them less than a year or at least a year is the longest life cycle. So if changes happen in their environment they respond quite quickly, and you can see that in changes in their numbers, and the types of plankton and where they’re at. So by monitoring them it gives you a really rapid response to a change in the environment. In the early part of the twentieth century in the UK, it was kind of hard to know where to send the fishing boats, you know, where they were going to find the herring, and Alister Hardy invented this instrument that could be towed behind ships, measuring the plankton, and it’s called the continuous plankton recorder. Continuous because, rather than taking a sample as a snapshot across, it continuously samples the plankton as it goes. His idea was that if you could understand the food of the herring, the food of the fish, maybe you could predict where they were going to be and then send the fishing boats there. You would build a map, a bit like a weather map, of where plankton were and when they were, and then you could send the fishers. So that was his idea, back in the early part of the early part of the twentieth century. And it took a few years to get routine, but from the 1930s onwards they were using this instrument to do that – to build up a picture of plankton meteorology, basically.         Who is watching the Gulf?   Biological (adj): pertaining to the science of life or living matter   CTD (n): acronym for Conductivity, Temperature, Depth. An oceanography instrument that records the salinity (conductivity) & temperature at a prescribed depth of seawater   Consumer (n): a living thing that eats other living things to survive. It cannot make its own food.   Buoy (n): a fixed-in-place, floating device that can serve many purposes in the sea. The GAK1 Data Buoy is fitted with many different oceanographic instruments.   Physical (adj): pertaining to the properties of matter and energy other than those distinctly related to living matter   Phytoplankton (n): freely floating, often minute plants that drift with water currents   Plankton (n): organisms that swim weakly, or not at all, and drift with water currents   Primary producer (n): an organism that makes its own food from light energy or chemical energy   Salinity (n): the saltiness of a body of water   Zooplankton (n): freely floating animals that drift with water currents