Welcome to our Event Calendar. Find out about upcoming events using the Event List, Calendar View, or Upcoming buttons located below. You can also search for an event by name.
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Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
The Alaska SeaLife Center generates and shares scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems.
About
The Alaska SeaLife Center is the only facility in Alaska that combines a public aquarium with marine research, education, and wildlife response.
While primarily dedicated to marine research and education, the nonprofit Center is the only permanent marine mammal rescue and rehabilitation facility in the state.
The Alaska SeaLife Center lies at "Mile 0" of the scenic Seward Highway on the shores of Resurrection Bay. Visitors have close encounters with puffins, octopus, harbor seals, sea lions, and other Alaska marine life while learning about the work our researchers conduct both in the field and in our laboratories.
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Our Education Team will convince you that learning is fun!
Eum id mazim harum adolescens, ut vim dignissim posidonium. Dicant dictas luptatum an vis, animal tibique sadipscing an sit. Ei viris perfecto sea, ne qui alii causae intellegat. Eam esse inani laoreet eu. Id cum zril inermis, molestie adipiscing ad ius, iuvaret singulis ad mei. Quo nulla delectus eu, sit adhuc voluptatum te.
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)
(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!
To date, more than 200 peer-reviewed publications have been published related to research, rehabilitation, and veterinary medicine at the Alaska SeaLife Center. Over 470 publications have been produced including conference abstracts, theses, congressional reports, journal articles, books, and book chapters since 1998. Below are peer-reviewed publications such as books, book chapters, journal articles, and theses.
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.
The Alaska SeaLife Center does not offer luggage check.
September 26, 2025 - March 4, 2026*
Thursdays-Mondays - 12:00pm-5:00pm
Closed Tuesdays and Wednesdays
Closed Thanksgiving Day and Christmas Day
March 5 - May 3, 2026**
Daily - 10:00am-5:00pm
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
*Tickets on sale in late September
**Tickets on sale in October
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.
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.
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.
May 28-September 30: 3:00pm - Sundays, Wednesdays, Fridays
Duration: Approximately 30-minute tour
Maximum of 4 people per tour - Open to all ages - Guests under 16 must be accompanied by a paying adult
All brain, no bones! Come learn more about the giant Pacific octopus and immerse yourself in a world of suckers, arms, and beaks. Observe a feeding and learn more about this elusive invertebrate from our aquarium team. This tour involves standing for 30 minutes and climbing stairs.
Flat-Rate Price: $149.95
Per group of 1-4 people - members get a 20% discount, buy your membership today and use the benefits immediately. (does not include admission)
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour.
Summer availability: 11:30 a.m. Tuesdays, Thursdays, and Saturdays (May 25th, 2018 to August 19th, 2018)
Duration: Approximately 30-minute tour
Maximum of 6 people per tour - ages 6 and up*
Join a member of our aquarium team for a feeding and learn about the unique set of skills it takes to care for the nearly 200 species of fish and invertebrates housed at the Alaska SeaLife Center.
Price: $24.95 per adult, $19.95 per child (does not include admission)
*Guests under 16 must be accompanied by a paying adult
They’re so much more than cute. Learn about how these remarkable marine mammals survive in the cold waters of the North Pacific Ocean. Join our animal care staff and observe a feeding or animal enrichment session.
Flat-Rate Price: $199.95 per group of 1-5 people - members get a 20% discount, buy your membership today and use the benefits immediately
*Guests under 16 must be accompanied by a paying adult. Prices do not include General Admission.
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour. If guests are unable to wear a mask due to physical or mental disability, they are required to wear a face shield.
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.
One Group Per Tour
Group Size of 1-2 Guests: $274.95
Group Size of 3 Guests: $324.95
Group Size of 4 Guests: $374.95
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
All brain, no bones! Immerse yourself in a world of suckers and beaks. Go behind the scenes and join a member of our Aquarium Team to participate in an octopus feeding and learn more about these fascinating creatures.
One Group Per Tour
Group Size of 1-2 Guests: $274.95
Group Size of 3 Guests: $324.95
Group Size of 4 Guests: $374.95
Group Size of 5 Guests: $424.95
Group Size of 6 Guests: $474.95
Members get a 20% discount, buy your membership today and use the benefits immediately. (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
August 4 - September 29: 1:45 pm Mondays, Wednesdays, Fridays, Saturdays, and Sundays
Duration: Approximately 30-minute tour
Maximum of 5 people per tour - ages 10+*
Come behind the scenes for a unique experience with one of our marine mammal ambassadors! This tour will allow visitors to get an up-close view of the exceptional day-to-day care our seals or sea lions receive while learning about how these amazing species are specially adapted for Arctic and sub-Arctic environments. Each encounter will be unique (and special!).
No photography allowed on this tour.
One Group Per Tour
Group Size of 1-2 Guests: $274.95
Group Size of 3 Guests: $324.95
Group Size of 4 Guests: $374.95
Group Size of 5 Guests: $424.95
Members get a 20% discount, buy your membership today and use the benefits immediately.(does not include admission)
*Guests aged 10-16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
A guided walking tour through the Alaska SeaLife Center's back hallways familiarizes guests with the scientific research, wildlife response, and other marine science programs that happen behind the scenes to support Alaska's marine ecosystems.
Price: $14.95 per person (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Buy online now and get a special online-only price of 10% off the regular Tour ticket price.
Virtual Field Trips are your opportunity to join field researchers as they pursue information about the natural environment. Don’t worry about packing survival gear! You’ll stay dry and warm as you follow these intrepid adventurers to places such as the Bering Sea, Antarctica, and the Yukon-Kuskokwim Delta. Click on any of the field trips below to get started!
These field trip links will take you to web pages that include video. Transcripts are provided for each video, but we suggest turning up your volume if possible. Each field trip also links to optional lesson plans for grades 5-8.
Encounters are available for a single group at a time at a flat-rate price. General Admission must be purchased in addition.
Members receive 20% off the regular price! Learn more.
To book a reservation by phone please call 907-224-6300. For more information and questions, email onlinesales@alaskasealife.org.
Click on a experience for more details. Reservations are strongly encouraged. Limited space available.
Tickets only valid for date selected.
Accessibility
For guests needing accommodations, every effort will be made to allow participation in encounters. Some of our tours require walking on uneven surfaces, kneeling, walking up stairs, and standing for up to 45 minutes.
For the safety of both the service animal and our ASLC animals, service animals may not be present during behind-the-scenes animal encounters. If you require a service animal, please contact our visitor services team to learn about the best ways to participate in an encounter.
Please contact us at visit@alaskasealife.org if you have any questions about accessibility for any of our tours.
The Alaska SeaLife Center is the perfect activity for
Family Reunions
Senior Communities
Scout Troops
Church Groups
College Classes
Corporate Outings
Special Group Rates are available for groups with a minimum of 10 paying customers (Ages 3+) in a single transaction.
Submit your group request by completing our Group Inquiry Form, and we will contact you with specific pricing and availability for your group.
School Groups
We offer a variety of opportunities for school groups
General Admission
Unstructured admission to the Center and its exhibits. Submit your group request by completing our Group Inquiry Form, and we will contact you with specific pricing and availability for your group.
Guided Day Programs
Choose from a variety of engaging Educational Programs, designed to inspire a love of learning and of Alaska's marine wildlife. Click here for more information.
Nocturne Sleepovers
Enjoy an overnight adventure at the Alaska SeaLife Center! Click here for more information.
Tour Operators
The Alaska SeaLife Center partners with tour companies to complement each visitor's own unique Alaska vacation. Vouchers purchased through your travel company provide your guests with quick and easy access to the Alaska SeaLife Center and assistance planning an exciting, customized itinerary that matches your group's interests.
For more information or to begin a partnership, please contact:
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.
Planning a special event? Join us at the Alaska SeaLife Center! From corporate meetings and conferences to cocktail receptions and intimate dinners, the Alaska SeaLife Center provides a unique backdrop for any occasion.
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To find out more about facility rentals and services offered or to schedule a tour of the Alaska SeaLife Center’s special event spaces, contact:
Seward is located at Mile 0 of the Seward Highway, 125 miles south of Anchorage. Located at the head of Resurrection Bay, Seward is the gateway to Kenai Fjords National Park, with Chugach National Forest and Caines Head State Recreation Area nearby. The city offers many recreational activities, including day wildlife viewing cruises, kayaking, fishing, and hiking.
Seward is accessible year-round by road or by train and cruise ship during the summer season.
When scheduling your visit, have several alternate dates selected in case your intended date is already taken.
2. Have 1 chaperone for every 10 students.
We ask that you bring 1 chaperone for every 10 students.
Assign groups of students to chaperones before your visit. Chaperones should keep their students with them at all times in the Center.
Chaperones will actively lead groups around the facility and participate in lessons. Please have each chaperone read our Chaperone Letter for some tips to help them guide the students' learning in a positive way.
3. Make visible nametags.
We have found that calling students by name makes teaching much more effective. Please make large nametags to be worn by students. Have fun with it! For example, have students create their own sea animal name tags.
4. Arrive at scheduled time.
We ask that you allow time in your traveling schedule to arrive a few minutes before your scheduled program time. This will ensure that your students get sufficient time for exploration and programs.
Before unloading the bus, please check in with the front desk to let us know that your group has arrived.
If you think there is a possibility of being late, please contact us at 907-224-6306 to let us know.
5. Have students ready to give attention to our Educators.
Upon your arrival we will go over the rules of the Center and our expectations of your group. We will then give instructions for the overall itinerary of your group's visit.
The ASLC Wildlife Response program responds to live and dead marine wildlife that has been abandoned, stranded, or injured throughout Alaska. The ASLC is the only institution authorized to rehabilitate live stranded marine mammals in the state. We operate under permits and agreements issued by the National Oceanic and Atmospheric Administration (NOAA) and US Fish & Wildlife Service (USFWS). ASLC plays a critical role in responding to oil spills or other unusual events. In addition to covering the live animal response and care during the ‘busy’ season, May to September, ASLC remains in a ready state year round to provide basic animal care for oil-affected animals and deploy a mobile treatment and rehabilitation enclosure.
The ASLC Wildlife Response Program is an important part of the Center's commitment to generate and share scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystem. The main goal of this program is to learn from live and dead stranded animals to better understand wild populations and maintain capacity to respond to natural or manmade disasters. We accomplish this by:
Screening for conditions of concern
Determining the health of individual animals
Providing humane animal care
Training staff and partners for response
When possible, returning healthy animals to the wild
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How You Can Help
Donate
Our Wildlife Response program is mostly funded through private donations. Please consider making an online donation today to support this critical program.
Wishlist
The patients and their caregivers in the Wildlife Response Program can also be supported by purchasing an item on our Amazon Wishlist. Items in need range from formula for orphaned animals to footwear for the caregivers.
Volunteer
Volunteers are key to the success of our Wildlife Response team. The Alaska SeaLife Center has volunteer opportunities to fit a variety of schedules.
Improve the rescue, care and treatment of stranded marine mammals.
Reduce the health risk to animals, humans, and the ocean environment during response to, and rehabilitation and release of, stranded marine mammals.
Collect life history, biological, and biomedical data from live and dead stranded marine mammals.
Develop baseline reference data on the health of wild marine mammal populations, normal stranding rates, and causes of morbidity and mortality; improve the rapid detection of morbidity and mortality events.
Collect archival samples for future retrospective studies on causes of mortality or illness, including genetics and genomics, and for placement in the National Marine Mammal Tissue (and Serum) Bank and other properly curated, professionally accredited archival facilities.
Refine and/or utilize comprehensive and consistent guidance for the rescue and rehabilitation of stranded marine mammals, collection of specimens, quality assurance, and analysis of tissue samples.
Alaska SeaLife Center Distressed Mammal Observation Guidelines:
Call First! If you see a stranded or injured marine animal
DO NOT PICK IT UP!
Please call the Stranded Marine Animal Hotline:
1-888-774-SEAL (7325)
Important: It is illegal to pick up a marine mammal unless authorized by US Fish and Wildlife Service, NOAA/NMFS. The Marine Mammal Protection Act (MMPA) states all viewing must be at a distance which must not disturb the animal or change its natural behavior.
It is very important for human and animal safety to follow all of the following guidelines for observing a marine mammal possibly in distress.
Do not approach, touch, or feed the animal.
Help keep all people and domestic animals away.
Continue to note all physical characteristics and behaviors.
Continue to observe for any other animals in the area.
Take detailed notes with times of observations.
While you are assisting with crowd control and observations, you should call the ASLC, or local authorities, if you have any problems with individuals harassing the animal.
If the animal returns to the water, continue to observe until it is out of sight. Report to the ASLC.
If the animal shows signs of health deterioration, call the ASLC immediately.
Contact the ASLC every two hours with observations unless instructed differently. Include contact numbers of observers on site.
WHAT CAN YOU DO?
Try to gather the following information and call the ASLC Rescue and Rehabilitation Stranding Hotline as soon as possible:
Note physical characteristics.
Does the animal appear extremely skinny or weak?
Are there any obvious signs of injury?
Is the animal alone or are there other wild animals in the area?
How long have you observed this animal?
If possible, take digital photos of the animal and the area.
Gather as much information as possible before you call using the Observation Form. If available, have someone continue to observe the animal and keep others away. ASLC Wildlife Response staff will guide you as to what to do next.
Call the ALASKA SEALIFE CENTER WILDLIFE RESPONSE PROGRAM
1-888-774-7325 (SEAL) with any questions or concerns.
A meaningful gift option for you or the ASLC fan in your life! By symbolically adopting your favorite animal at the Alaska SeaLife Center, you support important work in wildlife rehabilitation, scientific research, and husbandry.
Packages are mailed via USPS.
Your adoption kit includes:
A plush animal of your choice
A certificate of adoption
A fact sheet about the species
If a gift, you can include a special message for the recipient
Resident animals of the Alaska SeaLife Center enjoy many different enrichment activities, including painting! These one-of-a-kind creations by horned puffins and tufted puffins can be purchased in the Center atrium and online for enjoyment at home. 100% of the profits go directly toward animal care.
The 11” x 14” paintings are unframed and matted, and each features a 4” x 6” photograph of the artist. A short biography of the artist is included on the back.
These unique works of art, all created with non-toxic paint, are priced at $60 + 4% sales tax. Shipping is free to any US address. Shipping rates will be charged for orders outside of the US. Please email visit@alaskasealife.org for international shipping estimates. Orders will be shipped within two weeks of purchase.
For questions about our animal paintings, please call 907-224-7906 or 1-800-224-6300 ext 7906, or email visit@alaskasealife.org.
The murres only attack from beneath, trapping the fish against the surface. But they push the herring within range of the gulls. It’s a feeding frenzy.
The table is set for the mightiest predator of them all: the humpbacks have reached their feeding grounds.
We have observers in a plane that are looking at schools of fish in the ocean very close to the shoreline. We do a couple of things. One is use hydroacoustics from the boat, and with basically a scientific fish finder we’re able to quantify the biomass and density and depth distribution of these different forage fish.
We also are trying to validate the aerial survey observations so we have a team in a skiff that are communicating with the pilot in the plane, and they are trying to catch what the observers in the plane are seeing.
(Narrator) These small silver fish are Pacific herring, one of the many species being monitored by Gulf Watch Alaska. Scientists are monitoring their population for signs of recovery after the Exxon Valdez oil spill. They are also interested in other potential factors that could be affecting their recovery. One of these potential factors may be humpback whales.
(John Moran) We want to know if humpback whales are having an impact on the recovering herring population in Prince William Sound. Basically we want to know how many herring are whales eating, and is that important.
So the first thing we need to do is figure out how many whales are there, so we use Photo ID. All the whales have unique patterns on their flukes. When the whale dives it shows the underside of its fluke, and we’ll take a picture of that and that can identify the individual whale. So basically we get on the boat and we go look for whales. That the base of our research is getting the fluke IDs. And from that you can get a lot more information out of it.
We need to figure out what they’re eating, so we use the echo sounder on the boat, we’ll use nets and jigs, so we’ll see whatever prey is around the whale and try to catch that. Or if there’s any scales that slip out of their mouth, or any kind of sign of things on the surface, or fish jumping out of the whale’s mouth, we’ll try to document that.
And we also use biopsies. We have a cross bow or a rifle that takes a little blubber plug out of the whale. So we approach the whale and get a little sample, and from that we can use stable isotopes or fatty acids to get at what the diet’s been from that whale.
Humpbacks are kind of new players on the scene, they’re population was really low. In the late sixties & early seventies, there may have been 1,500-2,000 humpbacks in the North Pacific. And then there was this survey called the SPLASH survey that took place in 2006 that put the population at over 20,000. So that’s a huge increase.
It impacts managers. If you’re managing a herring fishery and you have these humpbacks population weren’t really there 20, 30, 40 years ago, you’ve got to account for these new predators, how many herring are they taking, it’s all important to know if you’re trying to manage a fishery. We haven’t had them there, so how they impact the ecosystem is going to be new to us.
Who is watching the Gulf?
Biomass (n): the amount of living matter in a given habitat (i.e. the weight of organisms per unit area, or the volume of organisms per unit of habitat)
Forage fish (n): small schooling fishes that feed on plankton and are eaten by larger predators
Hydroacoustics (n): the study of sound in water
Pelagic (adj): the open sea, away from the coast or seafloor
Trophic level (n): the position of an organism or species in a food web or food chain
The Alaska SeaLife Center relies on the generous support of people like you as we strive to understand and maintain the integrity of Alaska's marine ecosystems. The Center is the only facility of its kind in Alaska, and we need your help to stay on the cutting edge of marine research, wildlife response, and education.
Please consider a donation to the Alaska SeaLife Center as we work together to sustain Alaska's oceans. You can donate directly here or join a Giving Circle for higher level gifts. For more information on supporting Alaska SeaLife Center programs, contact the Development Office at (907) 224-6355 or development@alaskasealife.org.
Puffin adaptations coloring sheet- Print and label the puffin adaptations to review what you learned during the program, then color your puffin and add some superpowers of your own!
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.
NOTICE: We are operating at a very limited capacity, but we are happy to receive outreach program requests. Please give as much advance notice as possible so we have the best chance of accommodating your reservation.
Invite us to your classroom! Let a dynamic staff member from the Alaska SeaLife Center come to your classroom and present fun, hands-on programs designed to get kids interested in the ocean world around them. We offer a variety of unique learning experiences for youth in grades K-12, all of which are sure to keep kids excited about science!
Outreach Programs are available year-round and must be booked at least 30 days in advance.
Additional sessions = $200.00 each (same location, same day)
We can accommodate up to 35 students per session.
TRAVEL FEES: In addition to the program cost, mileage costs are added for travel outside of Seward. Please contact us for details. Travel fees become more cost effective when multiple sessions are booked together.
Outreach Program Descriptions
Program Name
Grade Levels
Program Description
Seashore Survivors
K-2
Become an intertidal creature and learn what it takes to live in this challenging habitat. Students review these amazing creatures’ adaptations thru a multimedia presentation, hands-on sticker activity, and fun role-playing dress up!
Beaks, Bubbles, & Burrows
K-4
Discover the many unique adaptations that allow Alaska's beautiful diving seabirds to master both sea and sky. Students review these adaptations by building their very own tufted puffin with clay.
Marine Mammal Adaptations
K-5
How are marine mammals able to live in Alaska's cold waters? Understand these animals better with our hands-on activities! Students review the adaptations of these amazing mammals by building their own clay harbor seal.
Ocean Animal Perceptions
1-5
How do marine animals sense the world around them? How can you ‘smell’ underwater? How can you ‘see’ without using your eyes? Students will discover these other ways of knowing by participating in ‘senses-on’ activities that illustrate these amazing adaptations.
Bioluminescence
3-8
What mysterious animals inhabit the ocean's depths? Investigate the bizarre adaptations of light-producers in the midnight zone and create actual bioluminescence!
NOTE: This program requires a room that can be completely darkened, ideally with no windows at all.
Cephalopods: The Jet Set
4-12
Get your hands into a "head-footed" animal as we learn more about cephalopods through a squid dissection and discussion!
Watching Walrus
6-12
Get on the front lines of Global Climate Change as we learn how habitat changes are affecting Alaska’s walrus population today. Students will employ the scientific method to develop their own research strategies then follow Alaska SeaLife Center researchers to find out what method really works in the field to watch walrus. Hands- & feet-on activities get students up and moving and working in groups!
Scientists in Action: Veterinarian
6-12
How do vets care for stranded or injured marine animals? Get an insider's view of the Alaska SeaLife Center's Wildlife Response and Rehabilitation program. Students will work in groups to ‘care for’ patients in this inter-disciplinary, hands-on program.
The Scoop on Poop
6-12
Why are the Steller sea lions disappearing? Analyze the scat of these endangered animals to search for clues regarding their dramatic decline. Students will employ the scientific method to develop their own research strategies.
Additional Information
If you have questions about our Outreach Programs, please e-mail us at outreach@alaskasealife.org or call (907) 224-6306.
Enjoy an overnight adventure at the Alaska SeaLife Center! Students will spend the evening honing observation skills and participating in hands-on marine science programs. At night they'll fall asleep with the seabirds, sea lions, and seals. Each Nocturne Sleepover includes dinner, a light breakfast, plenty of time to explore the Alaska SeaLife Center, and two education programs. Nocturnes start at 5pm and last until 9am the next morning.
Minimum 16 paying participants; two free adults per Nocturne. Maximum of 65 students and 15 adults. Program cost includes admission, education programs, dinner and breakfast. Nocturnes are available year-round and must be booked at least 30 days in advance.
Day Programs
Spend a day in our underwater world! Our staff will greet your group with an orientation and start the students on a self-guided tour of the Alaska SeaLife Center. After an hour of exploring the aquarium, your group will come together for one of our fun education programs. See below for a list of our exciting program choices!
Minimum 12 paying participants; two free adults per reservation. Program cost includes admission to the Alaska SeaLife Center. Day Programs are available year-round and must be booked at least 30 days in advance.
The forms can be emailed (preferable) or faxed, and we will confirm reservations in the order we receive them.
Additional Information
Click here for more information on how to prepare your students for their visit. If you have any questions about our programs, please e-mail us at education@alaskasealife.org or call (907) 224-6306.
Program Choices for Nocturne & Day Programs
Program Name
Grade Levels
Program Description
Seashore Survivors
K-2
Become an intertidal creature and learn what it takes to live in this challenging habitat. Students review these amazing creatures’ adaptations thru a multimedia presentation, hands-on sticker activity, and fun role-playing dress up!
Beaks, Bubbles, & Burrows
K-4
Discover the many unique adaptations that allow Alaska's beautiful diving seabirds to master both sea and sky. Students review these adaptations by building their very own tufted puffin with clay.
Marine Mammal Adaptations
K-5
How are marine mammals able to live in Alaska's cold waters? Understand these animals better with our hands-on activities! Students review the adaptations of these amazing mammals by building their own clay harbor seal.
Ocean Animal Perceptions
1-5
How do marine animals sense the world around them? How can you ‘smell’ underwater? How can you ‘see’ without using your eyes? Students will discover these other ways of knowing by participating in ‘senses-on’ activities that illustrate these amazing adaptations.
There & Back Again: A Fish's Tale
3-6
It's a dangerous business, fry, going out your door... Live the life of a salmon! In this role-play adventure, students experience the life cycle of salmon first-hand, from hatching to the bitter end.
Bioluminescence
3-8
What mysterious animals inhabit the ocean's depths? Investigate the bizarre adaptations of light-producers in the midnight zone and create actual bioluminescence!
Cephalopods: The Jet Set
4-12
Get your hands into a "head-footed" animal as we learn more about cephalopods through a squid dissection and discussion!
Watching Walrus
6-12
Get on the front lines of Global Climate Change as we learn how habitat changes are affecting Alaska’s walrus population today. Students will employ the scientific method to develop their own research strategies then follow Alaska SeaLife Center researchers to find out what method really works in the field to watch walrus. Hands- & feet-on activities get students up and moving and working in groups!
Scientists in Action: Veterinarian
6-12
How do vets care for stranded or injured marine animals? Get an insider's view of the Alaska SeaLife Center's Wildlife Response and Rehabilitation program. Students will work in groups to ‘care for’ patients in this inter-disciplinary, hands-on program.
The Scoop on Poop
6-12
Why are the Steller sea lions disappearing? Analyze the scat of these endangered animals to search for clues regarding their dramatic decline. Students will employ the scientific method to develop their own research strategies.
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)
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)
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 concept of the Alaska SeaLife Center began over 25 years ago, with the initial vision by Seward community leaders to enhance the existing University of Alaska's Seward Marine Center research facilities. Members of both the local and scientific communities identified a need and expressed their support for an expanded research and public education facility in Seward. The concept remained a dream for years with periodic efforts to lobby the University and the Alaska Legislature for funding.
Exxon Valdez Oil Spill (EVOS)
On March 24, 1989, the supertanker Exxon Valdez spilled 11 million gallons of oil into Prince William Sound, damaging nearly 1,500 miles of Alaska's pristine shoreline and causing widespread harm to the region's wildlife, economy, and ecosystems. Thousands of marine birds, mammals, and fish were destroyed in the days and weeks following the spill. The Exxon Valdez disaster drew dramatic attention to the need for improved facilities to treat injured wildlife, as well as to enhance Alaska's collective research infrastructure. In particular, the disaster brought to light the lack of reliable baseline information on the affected animals and their habitat before the spill. This greatly hindered the capability of scientists to understand the extent of damages and the recovery process. In light of the potential long-term effects of the Exxon Valdez oil spill, scientists identified a need to establish the capability to conduct research and monitoring on a long-term basis.
Formation of SAAMS
In February 1990, responding to the needs brought to light by EVOS, a group of concerned citizens and researchers formed the Seward Association for the Advancement of Marine Science (SAAMS), a 501(c)(3) non-profit corporation for "educational, social, and cultural purposes including marine research, public education, and providing education and scientific programs." The goal of SAAMS is to create a world-class marine research, wildlife rehabilitation, and public education institution adjacent to the existing University of Alaska Seward Marine Center on Resurrection Bay in Seward, Alaska. That goal advanced by the completion of the Alaska SeaLife Center in 1998.
Capital Funding
In 1993, the Alaska Legislature appropriated $12.5 million from the EVOS criminal settlement funds as a state grant to the City of Seward to develop the Alaska SeaLife Center as a "marine mammal rehabilitation center and as a center for education and research related to the natural resources injured by EVOS." The City of Seward entered into an agreement under which SAAMS agreed to assume all obligations and responsibilities of the City with respect to administering the State Grant.
Following receipt of the first installment of the State Grant funds, SAAMS requested additional funding from the EVOS Trustee Council, the governing body for the EVOS Civil Settlement funds. In November 1994, the Trustee Council authorized $24.956 million to support the development of research facilities at the Center. The Trustee Council subsequently appropriated an additional $1.247 million for a fish pass and research equipment enhancements at the Center.
In May 1996, the City of Seward issued $1.75 million in Revenue Bonds to finance $13 million of the cost of constructing the Alaska SeaLife Center. These bonds were retired in March 2001, utilizing a $14 million appropriation to the Center authorized by U.S. Senator Ted Stevens.
Finally, a private fundraising campaign raised approximately $6 million for the start-up of the Center. Over $1 million of the campaign was raised within Seward, a town with 3,000 residents.
Construction
Ground breaking for the Center took place in May 1995. This was followed by Phase I construction which consisted of site preparations, utility relocations, sheet pile cofferdam and breakwater installation, and construction of the seawater intake and outfall reservoirs and lines. The Phase I contract was completed on time in December 1995. Phase II construction commenced in June 1996, and consisted of the main building, life support systems, laboratories, animal habitats, exhibits, and landscaping. Grand Opening occurred on May 2, 1998.
Business Model
With a mission of bringing visitors in close contact with cutting-edge marine research, the Center’s design includes a public aquarium with exhibit tanks for displaying research animals as well as other North Pacific mammals, birds, fish, and invertebrates. The facility also features a full veterinary suite with quarantine pools for orphaned, diseased, or injured wild animals brought to the Center for rehabilitation, and for resident animals that need medical treatment.
Looking to the Future
The Alaska SeaLife Center will continue its focus on marine research. As our world, and more specifically the North Pacific, faces dramatic changes caused by environmental factors and human components, the Alaska SeaLife Center will continue to be instrumental in understanding and developing ways to maintain marine ecosystems.
Those who can, do. Those dedicated and enthusiastic individuals who can do more, volunteer!
Join the Alaska SeaLife Center family as a volunteer. As a non-profit organization, the Alaska SeaLife Center relies on our active volunteer staff to fulfill our mission year-round.
Please submit a resume if available to complement your application
An interview and the mandatory orientation/training session are required
Learn about becoming an RV Volunteer for the summer
Benefits include:
Gain valuable, hands-on experience
Discounts on Gift Shop merchandise - 20% discount on non-sale items
Discounts at Haul Out Cafe
Guests accompanying volunteers will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels, and restaurants (with ASLC ID)
Free admission to ASLC for volunteers, their spouse, children, parents, grandparents, and grandchildren
Worker's compensation benefits
Program Requirements:
Complete and submit a volunteer application and attend mandatory training
Must be at least 14 yrs of age, 16 to work in the Husbandry or Laboratory Departments or apply with HR for the Parent-Partner Interpreter Program (at least 9 yrs of age)
Most positions require a commitment of at least 4 hours a week for at least 4 months or equivalent
No experience necessary
Dress appropriately
Bring your enthusiasm
Must be able to commit to a consistent schedule and be on time for scheduled shifts
Must have effective communication skills, both oral and written, be detail oriented and willing to work
Must be able to work independently as well as part of a team
Comply with policies and procedures
Must be comfortable with the use of animals for research purposes
Some positions require:
Ability to handle confidential information
Applicants should be agile with a good sense of balance in order to maneuver around the exhibits and holding areas
Must be able to lift 50 pounds
Applicants must possess the ability to adapt to an ever-changing work environment
Must be able to perform physically challenging work in a variety of weather conditions, including snow, ice, and rain
Must be familiar with operation of computers and software including Word, Excel, and Access
Applicants must possess the ability to interact with visitors in a professional manner
Hear what our volunteers say about us:
"This was an awesome experience. I made many new friends and learned much more about birds and their ecosystems."
"I was very impressed by all the opportunities I was given to learn and participate."
"ASLC is a great place to get marine animal exposure and learn about the marine field."
"It was a wonderful experience, the people are great!"
"I had a fabulous time working at ASLC!"
All volunteer positions may include performing other duties related to the Center's goals and mission statement.
Are you looking for an exciting internship opportunity? The Alaska SeaLife Center (ASLC) is sponsoring internship programs for college students or graduates who are interested in gaining a one-of-a-kind experience in a world class marine facility.
ASLC internships offer a well-rounded experience in a variety of areas within the Center. Depending on the type of internship, duties may include assisting aquarium, avian, or marine mammal staff with animal husbandry tasks; helping with marine-related research projects, or as support in our education department.
"I feel like an important part of working toward making a difference for marine life."
"I had a great experience; it was everything I could have hoped for. I think that the SeaLife Center has the best overall work environment of anywhere that I've worked."
"This is the position to have if you want to be a top candidate for jobs."
"It's a great place to kick off your career, get experience and learn what you like."
Program Information
The internships are unpaid.
Housing is provided.
Participation in the program requires 40 hours per week.
A background check will be conducted on all potential interns.
Interns will be required to sign a contract agreeing to a start and end date.
College credit can be earned but must be arranged by you and your college.
Interns are responsible for their own meals and travel expenses.
ASLC does not sponsor visas for foreign students.
Application Instructions
Complete the application for no more than 2 positions. Be sure to provide us with the best e-mail and phone number for contacting you.
If you are applying for 2 internships, you must complete an application for each one.
Upload the required additional information to your application.
Looking for valuable experience, professional connections, and unique learning opportunities? If you are up for the challenge apply to be an Alaska SeaLife Center intern!
The Alaska SeaLife sponsors an internship program for college students or graduates who are interested in gaining an educational experience in a world-class marine facility. We offer a well-rounded educational experience in a variety of areas within the Center. Alaska SeaLife Center interns will be required to participate in a variety of areas and all interns are required to participate to some extent in the interpretive aspects of our operation.
In addition to the premiere educational experience there are TONS of perks for our interns, too! Not only do you get to help the Alaska SeaLife Center fulfill its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems, but also:
Gain valuable hands on experience
Housing provided while you are interning
You get to partake in our staff parties and events
Free admission to ASLC for interns, their spouse, children, parents, grandparents, and grandchildren
Discounts on Gift Shop merchandise – 20% discount on non-sale items
Discounts at Haul Out Café
Guests accompanying interns will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels and restaurants (with ASLC ID)
Worker’s compensation benefits
What our interns say about us:
"It's a great place to kick-off your career, get experience and learn what you like."
"I would highly recommend this internship because it's a once in a lifetime experience to work with amazing animals and people."
"This was the best internship I've ever had. It was very organized and fun. I would definitely recommend it."
"I was given the chance to really assess what I want to do with my life/career and believe that I will be making some changes to my degree program upon returning home."
"ASLC provides a wonderful stepping stone in the pursuit of a career."
Internship Opportunities (please note all internships are unpaid and food/travel stipends are not provided)
In compliance with the Americans with Disabilities Act (ADA) the Center will make appropriate accommodations for interns with qualified disabilities whenever possible as long as the accommodation does not cause the Center or other intern’s undue hardship.
The application window is now closed.
Instructions for Applicants:
Carefully review all of the internship requirements and instructions
Complete the internship application for no more than 2 intern positions. Be sure to provide us with the best e-mail and phone number for contacting you.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
The application period will be open from Dec 10 to Jan 10.
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
Program Information:
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks between May 1 and September 30.
Housing provided
College credit can be earned but must be arranged by you and your college
Intern responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
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.
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)
An educator will offer a glimpse at the rescue and rehabilitation process and the amazing work of our veterinary team. Learn about past and present patients and how you can help.
Price: $14.95 per guest (does not include admission)
*Guests under 16 must be accompanied by a paying adult
There are many ways you can support the Center and one is through purchasing an item on our Amazon Wishlist!
By purchasing an item on our list you are making a difference. The items needed range from toys for Animal Enrichment to formula for our Wildlife Response Program.
Please include your name, address and email when checking out so we can send you a thank-you! For tracking purposes, you are welcome to forward your purchase confirmation to development@alaskasealife.org so that we can update you on its arrival.
9:30 – 9:45 a.m. Touch Pools (Upstairs Near Microscope)
Observe the tiny animals and plants that form the foundation of the ocean food web right outside our doors!
Seabird Exploration Station
10:15 – 10:30 a.m. Rocky Coast (Upstairs)
Dive into seabird adaptations, experience how our scientists work with our seabirds, and learn how you can become a better birder
Avian Chat
10:30 – 10:45 a.m. Aviary (Upstairs)
Hear from our avian team about the care and expertise that goes into supporting the health and well-being of every bird at the Center.
Mammal Feeding Session
11 a.m. Seal or Sea Lion Habitat (Upstairs)
Bones in Motion Exploration Station
11:15 – 11:30 a.m. Rocky Coast (Upstairs)
“The arm bone’s connected to the …” Discover how our bones connect us to seabirds, seals, sea lions, and more!
Salmon Feed
11:30 a.m. Salmon Exhibit (Upstairs)
Sharks of Alaska
12:15 – 12:30 p.m. Underwater Viewing (Science Area)
Learn about the sharks that cruise Alaska’s waters, and explore emerging research on the elusive Pacific Sleeper Shark
Chiswell Chat
12:30 – 12:45 p.m. Underwater viewing by Chiswell TV
Meet with a member of the Chiswell research team, which has studied the Chiswell Steller sea lion rookery through remote cameras for over 25 years
Ice, Ice Maybe
1:15 – 1:30 p.m. Underwater viewing (near skate exhibit)
Walrus, seals, and eiders, Oh my! Join us as we examine how different species (including humans) depend on these environments.
Sea-ing Stars
1:45 – 2 p.m. Touch Pools (Upstairs)
Hear about the fascinating world of sunflower sea stars, including their critical role in marine ecosystems and how the Alaska SeaLife Center is contributing to conservation efforts.
Vet Chat
2 – 2:15 p.m. Research Theater
Get an inside look at the exceptional daily care our animals receive, directly from our dedicated veterinary team
Mammal Feeding Session
2:30 p.m. Seal or Sea Lion Habitat (Upstairs)
Bones in Motion Exploration Station
2:45 – 3 p.m. Rocky Coast (Upstairs)
“The arm bone’s connected to the …” Discover how our bones connect us to seabirds, seals, sea lions, and more!
Zooming in on Zooplankton
3:30 – 3:45 a.m. Touch Pools (Upstairs Near Microscope)
Observe the tiny animals and plants that form the foundation of the ocean food web right outside our doors!
Sea-ing Stars
4:15 – 4:30 p.m. Touch Pools (Upstairs)
Hear about the fascinating world of sunflower sea stars, including their critical role in marine ecosystems and how the Alaska SeaLife Center is contributing to conservation efforts.
Seabird Exploration Station
4:45 – 5 p.m. Rocky Coast (Upstairs)
Dive into seabird adaptations, experience how our scientists work with our seabirds, and learn how you can become a better birder
Avian Feed
5 p.m. Aviary (Upstairs)
Sharks of Alaska
5:15 – 5:30 p.m. Underwater Viewing (Science Area)
Learn about the sharks that cruise Alaska’s waters, and explore emerging research on the elusive Pacific Sleeper Shark.
We are partnering with the National Park Service to host a teacher workshop at the Alaska SeaLife Center on October 24-26 for 4th through 8th grade teachers. The theme this year is One Ocean: The Ocean Connects Us All. In this workshop, we will engage in nature journaling, learn local coastal ecology, and use ocean literacy to inspire students to care for their environment. We will also include conversations about cultural connections to the ocean and the value of marine environments to local people. Please submit the following application by September 26: https://forms.gle/s6m1KTxDDbeaBa1N8
If you have any questions, please reach out to the ASLC Education Department at education@alaskasealife.org.
In case you didn't already know... Alaska teachers always receive free general admission to the Alaska SeaLife Center - just present a teacher ID or pay stub at the ticket counter!
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)
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.
You can be a part of the Alaska SeaLife Center's critical work by leaving a gift through your estate plans. A planned gift allows you to support our mission after your lifetime so future generations can enjoy the bounty of Alaska's oceans. Anyone, regardless of age or financial status, can create a legacy gift to the Alaska SeaLife Center.
How to Make a Planned Gift
A planned gift can be as simple as naming the Alaska SeaLife Center in your will or designating the Center as a beneficiary on your retirement plan or life insurance policy. The Alaska SeaLife Center Endowment Fund, established through the Alaska Community Foundation, enables additional options for planned gifts through the Foundation's unique expertise.
Sample language to use when making a planned gift to the Alaska SeaLife Center Endowment Fund:
“I bequeath __________________________________ (describe dollar amount, property to be given, or proportion of your residuary estate) to The Alaska Community Foundation (EIN# 92-0155067), a tax exempt organization under IRS Section 501(c)(3), to be added to the Alaska SeaLife Center Endowment Fund, a component fund of The Alaska Community Foundation, and I direct that this bequest become part of this fund.”
Benefits of Planned Giving
When you notify us about your gift, we will enroll you in the Alaska SeaLife Center Legacy Society. You will receive invitations to special events and be recognized in our annual report and e-newsletters, unless you choose to remain anonymous. All communications you have with our staff about planned giving is strictly confidential.
We are grateful to those who support the Alaska SeaLife Center through planned giving. Through your gift, you are ensuring that future generations will learn about and care for Alaska's oceans. To learn more about how to enroll, please contact our Development Office at 907-224-6396 or development@alaskasealife.org or download the brochure.
The Alaska Education Tax Credit Program provides a tax credit to businesses to make contributions to Alaskan facility that qualifies as a coastal ecosystem learning center under the Coastal American Partnership.
Corporate Donors and Sponsors
The Alaska SeaLife Center welcomes corporate donors and sponsors. They are many different ways for organizations to support the Center, whether through donations for general support, support for specific programs, or as a sponsor for an event. If you are interested in becoming a donor or sponsor please contact Nancy Anderson at nancya@alaskasealife.org or (907) 224-6396.
You are looking at a live stream from inside one of the puffin burrows at the Alaska SeaLife Center. This particular burrow is currently claimed by Sequoia (♀) and Orlando (♂), a breeding pair of tufted puffins that have recently hatched a chick, or "puffling".
Learn more about our tufted puffins and other Alaskan seabirds, here.
The Alaska SeaLife Center generates and shares scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems.
Contribute to our mission today and support marine science.
The last Saturday in July gives runners and walkers alike a chance to support the Wildlife Response Program by participating in the 5K Wildlife Rescue Run & Walk. The course starts and finishes at Alaska SeaLife Center and is mostly level. Alaska SeaLife Center is Alaska's only marine mammal rehabilitation facility, and its Wildlife Response Program cares for many species of stranded and injured marine birds and mammals. The Wildlife Response Program depends upon financial support from the community for its continuing efforts to treat the animals, and all proceeds from the race benefit the program and the animals in its care. Registration will open soon.
Beers by the Bay
When: November 10, 2018 Where: Alaska SeaLife Center
Join us for a fun evening featuring local Alaskan beers and wine. This 21 and over event will be limited to 350 tickets so be sure to get your tickets when they go on sale, Monday, October 1.
Alaska Marine Gala
When: February 16, 2019
Where: Dena'ina Center
Each February the Alaska SeaLife Center hosts the annual Alaska Marine Gala at the Dena'ina Center in Anchorage, Alaska. This black tie affair with an ocean blue flair promises a night of food, fun, and fundraising. Cocktails and a silent auction kick off the night, followed by dinner, the Alaska Ocean Leadership Awards, a live auction, and live music.
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)
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)
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
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.
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Staff and Facilities
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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.
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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.
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.
Make a donation today that keeps giving year after year
The Alaska SeaLife Center (ASLC) has partnered with the Alaska Community Foundation (ACF) to create the Alaska SeaLife Center Endowment Fund, which will support the ASLC in achieving its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems for the years to come.
Endowment funds generate a predictable stream of income, leaving a majority of the assets to grow in perpetuity. An endowment offers the flexibility to meet ASLC’s immediate needs while ensuring assets are always preserved for our long-term mission. The ACF protects the fund’s assets from being spent for any other purpose.
For example, your gift today will be invested by the ACF and will earn returns every year from the moment you make it. That means a gift of $1,000 today is a gift of $50 every year permanently to the Alaska SeaLife Center. The Alaska SeaLife Center Endowment Fund welcomes gifts of all kinds including cash, bequests, stock, real estate, life insurance and retirement assets.
Gifts can be made online directly with the ACF or by calling (907) 334-6700. Online donations can also be made here through the Alaska SeaLife Center which will transfer Endowment Fund donations to the ACF on a monthly basis.
Education programs at the Alaska SeaLife Center foster ocean literacy and stewardship by connecting people of all ages to Alaska's marine ecosystems in meaningful ways. We invite you to gain a deeper understanding of marine science through the process of discovery!
If you’d like to learn more about the animals in our aquarium or go on a virtual field trip with researchers, visit the Discovery Zone!
For teachers and scout groups, our programs are offered year-round. Whether your group is interested in spending the night with our sea lions or connecting to the aquarium from afar, we have something for everyone! To learn more about our education programs, as well as our annual teacher workshops, please visit the Teacher’s Room.
Here at the Alaska SeaLife Center, our staff is dedicated to learning more each day about Alaska’s marine ecosystems. We then share what we’ve learned with you, so that you can help us continue to understand and care for the ocean, its animals, and its resources.
What does it take to become a scientist?
In the Discovery Zone, everyone is a scientist. There are three steps in this important role:
(1) Observe the world around you, then…
(2) ask questions, then…
(3) find ways to answer your questions!
Rules of the Discovery Zone
The rules of the zone are simple: Be Respectful, Be Curious, and Have Fun!
Watch your students gain a deeper understanding of science through discovery at the Alaska SeaLife Center! There are many ways to engage with our exhibits and our marine science expertise:
Our programs are offered year-round. Visit the aquarium and participate in Day Programs or our popular overnight Nocturne Sleepovers.
For schools in the Anchorage, Mat-Su, and Kenai Peninsula areas, we can bring our Outreach Programs directly to your school.
If your class has access to high speed internet connections, our Distance Learning programs are a great way to visit the SeaLife Center without leaving your classroom!
Information & Registration
For registration, cost information and program details, click on the links above or expand the Education sidebar menu to learn more about our programs.
Preparing for your visit Click here for more information to help you prepare for your group’s visit to the Center.
Questions or suggestions?
Contact the Alaska SeaLife Center Education Specialists at education@alaskasealife.org.
Animal Physiologist and Post-Doctoral Researcher at the Alaska SeaLife Center
WHAT SHE STUDIES:
- Animal physiology
- Physiological telemetry
EDUCATION:
Ph.D. Wildlife & Fisheries Sciences
M.S. Zoology
B.S. Zoology
HOMETOWN:
Winnipeg, Manitoba, Canada
ONE COOL EXPERIENCE I HAD WORKING IN THE ANTARCTIC WAS WHEN… "I saw the area where we work from above. The area is flat and white and windy, and it all kind of looks the same from the ground. Seeing it from an overlook made me realize how amazing and beautiful the different ridges of ice are around the islands in the frozen ocean."
MY BEST PIECE OF ADVICE FOR YOUNG PEOPLE WHO ARE INTERESTED IN A CAREER IN SCIENCE IS… "Find a balance between becoming really good at your speciality and learning about what other people do. You will be much better at asking questions if you have ideas about different ways to answer them."
Dr. Allyson Hindle explains why you always see Antarctic researchers wearing sunglasses. (1:00)
The first thing that you're told before you even get to Antarctica, before they even let you on the plane, is to always wear your sunglasses. We work in Antarctica in the summertime so there's 24 hours of daylight, and we work on sea ice, which is covered by snow. So, you're actually receiving quite a lot of ultraviolet radiation, so it's really important to protect your eyes. Snow blindness is a real problem that if you basically let your eyes get sunburnt inside you have a lot of pain and difficulty seeing and you can actually lose your sight. So, nobody wants to go blind because you fail to take proper precautions like wearing your sunglasses. Also, for us we can't afford anything that would keep us from being able to work for a day so we try to be as safe as possible and that means that you're always wearing your sunglasses.
Animal Physiologist at the Alaska SeaLife Center and Research Associate Professor at the University of Alaska Fairbanks
WHAT SHE STUDIES:
- Marine mammal energetics
- Animal physiology
- Thermoregulation
EDUCATION:
Ph.D. Animal Physiology
B.S. Biology
HOMETOWN:
Halifax, Nova Scotia, Canada
WHY IS TEAMWORK ESPECIALLY IMPORTANT WHILE WORKING IN ANTARCTICA?"We're working together not just to get the science done but to keep each other safe. It's fieldwork that we do on a routine basis, but we're in the Antarctic and you really are taking your life in your hands every time you go out on the sea ice. We really care about each other. And we're there, number one, to look out for one another and then, number two, to get the science done."
Dr. Jo-Ann Mellish describes what she loves about working as a scientist in Antarctica. (1:18)
It's the kind of place where you can feel isolated and connected to everything around you at the same time. If you're out on the sea ice you don't hear any motorized vehicles, there's nobody else around you. All you hear is the wind and the cracking of the ice moving underneath you and the seals around you and sometimes if you're lucky a penguin and it's just, you have that moment of being in a space that so few other people get to experience that it, it's a spiritual moment. There's no other way for me to explain it but you just, time stops and you just want to be there in the moment and experience it. All the rest, everything else just kind of goes away. And to get to be a part of that as your career with people that you want to be with, you just can't beat that kind of experience, and it makes you want to go back!
MY FAVORITE THING ABOUT DOING RESEARCH IN ANTARCTICA IS... "The challenge! The work we do with seals is only a small part of what we plan for each day. For example, we also think about how to travel across shifting ice, operate our equipment in the extreme cold, stay warm, and keep ourselves safe."
MY BEST PIECE OF ADVICE FOR YOUNG PEOPLE WHO ARE INTERESTED IN A CAREER IN SCIENCE IS... "Ask questions - Share your thoughts but be open minded! The best scientists love their work because they challenge themselves as well as others, by asking questions about the world. They serve as a positive influence in the scientific community by equally sharing and listening to others in order to solve life's most challenging questions."
John Skinner talks about why he enjoys being a biologist. (0:36)
The reason I am a biologist is because you get to see animals in their environment, in this case really extreme conditions that are so unsuitable for us. It's amazing to feel, when you're working with these animals, so inferior. You know, I couldn't last out there a day without the support that we have doing the work that we do. Whereas these animals, they lie out there like they're on a sunny beach somewhere and I think that's the most incredible part of it for me is seeing the animals where they excel and where they are happiest.
Pinniped Ecologist and Associate Professor at Oregon State University
WHAT HE STUDIES:
- Diving animal behavior
- Life history of diving animals
EDUCATION:
Ph.D. Zoology
Diploma Degree Biology
HOMETOWN:
Rome, Italy
ONE OF MY FAVORITE THINGS ABOUT WORKING IN ANTARCTICA IS... "Antarctica is as close as we as humans can get to see what it might be like to work on a different planet. It's almost like being out in a different world entirely. [When working on the sea ice,] you're out in the middle of nowhere. There's only ice and cold and blue and white, and crazy animals you never see anywhere else around you. It's amazing!"
Dr. Horning talks about Antarctic working conditions - and imitates a Weddell seal! (1:07)
Dr. Markus Horning: "There's also something really unique though about the Antarctic and paradoxically makes the seals that we work with, to us, more accessible. We actually spend most of our time at sea, even though we’re driving around Ski-Doos because the sea is frozen, but then literally the seals are underneath us as we’re walking around on the sea ice and the seals are doing their thing and they come back to the surface and they’re right next to us. And they make amazing sounds and you hear the sound through the ice."
Dr. Jo-Ann Mellish: "I think you need to make the sound for us."
Dr. Allyson Hindle: "Markus makes amazing seal sounds."
*Dr. Markus Horning imitates seal sounds*
*Dr. Jo-Ann Mellish and Dr. Allyson Hindle applaud*
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)
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.
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)
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)
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
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
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.
All research was conducted under National Marine Fisheries Service Marine Mammal Protection Act authorization 15748 and Antarctic Conservation Act permit 2012-003.
The implications of the research described in Southern Exposure stretch beyond the Antarctic. The data Dr. Mellish and her team have collected by studying Weddell seals can be used to make predictions about how other ice-dependent species, such as Arctic species like ringed seals and walrus, may react to changing conditions in their own local environments.
Concerned about how climate change will impact our planet?
Educate yourself about how humans are impacting climate in the Arctic and around the globe.
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)
“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)
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
On March 24, 1989, an oil tanker leaving the port of Valdez, Alaska hit a shallow reef and spilled 11 million gallons of oil into the sea. This spill spread southwest, covering nearly 1,300 miles of coastline in thick, sticky oil. Oil was even found washed up near the village of Chignik, 470 miles away from the spill site. It is estimated that 250,000 seabirds, 2,800 sea otters, 300 harbor seals, 250 bald eagles, up to 22 orcas, and billions of salmon and herring eggs were lost in the spill. It is difficult to know how many intertidal plants and animals, such as barnacles, sea stars, and hermit crabs, were also impacted.
The Gulf of Alaska is part of the North Pacific Ocean. It stretches from the Alaska Peninsula in the west to the islands of Alaska’s southeast. The coast includes mountains, glaciers, forests, towns, and cities. The waters are full of life and support one of the country’s largest fishing industries. Powerful currents circulate marine life and bring up nutrients from deep waters. Seabirds and marine mammals feed in the many bays and estuaries of the gulf. These areas also provide nursery habitats for fish.
So many factors influence the Gulf of Alaska! The major factors include:
Precipitation in the form of snow and rain
Freshwater runoff from rivers, glaciers, and melting snow
The upwelling & downwelling of water carrying nutrients that get mixed by the tides and currents
Click the image below for a closer look at some of these factors. Be sure to use the vocabulary list at the right if you run into any terms you are not familiar with!
Thousands of workers, volunteers, and community members worked together to clean up the spill. However, oil still remains hidden below the sand and rocks on the beaches and scientists want to know what this means for the Gulf of Alaska ecosystem. Since 1989, scientists have continued to study how the Gulf of Alaska's ecosystem is responding to the Exxon Valdez oil spill (EVOS). All of Earth’s ecosystems are affected by both natural changes and human activities. After the 1989 spill, scientists realized something important. We did not have enough data to fully understand how complex the northern Gulf of Alaska ecosystem really is. We were lacking what researchers call “baseline” data.
A baseline is a measure of how things are (or were) at a particular time. Without baseline data, it is hard to understand how ecosystems respond to changes in environmental conditions, which can occur naturally or as a result of human activities. Think of a baseline like this: If you measure your heartbeat when you are resting, it’s beating regularly and probably pretty slowly. This is your baseline to measure from. If you suddenly run up a long flight of steps, your heart starts beating much faster and you are probably out of breath. If you count your heartbeat now, you can measure how much it changed from the baseline. That change is the impact caused by running up the steps.
For example, in the Gulf of Alaska it is difficult to know exactly how the 1989 oil spill changed sea otter population numbers. This is hard to measure because baseline data for the number of sea otters living there before the spill doesn't exist. In order to improve our understanding of baselines and change for the entire Gulf of Alaska ecosystem, the Exxon Valdez Oil Spill Trustee Council created and continues to fund the work of the Gulf Watch Alaska long-term monitoring program. Gulf Watch Alaska is a team of scientists and researchers who work together to measure and monitor different parts of the ecosystem in the spill area. They compare their data to get a “bigger picture” about how the ecosystem works and how healthy it is.
VIDEO: Introduction to Gulf Watch Alaska
Introduction to the Gulf Watch Alaska ecosystem monitoring program. (1:14)
On March 24, 1989, the oil tanker Exxon Valdez ran aground in Alaska’s Prince William Sound, spilling more than 10 million gallons of crude oil into the Gulf of Alaska. Today, more than 26 years after the accident, scientists are still trying to understand the full impacts of the spill on the waters and wildlife of the Gulf. To that end, Gulf Watch Alaska has brought together twelve different organizations and over 40 scientists to study all aspects of the Gulf of Alaska and its state of recovery from the spill.
Monitoring the lasting effects of the oil spill is no small task. Like a large puzzle, the Gulf of Alaska is a complex system made up of ever smaller components. The four main components being studied by Gulf Watch Alaska are the driving environmental forces of the Gulf, the pelagic ecosystem of its waters, the nearshore ecosystems of its coast, and the lingering oil that still remains from the Exxon Valdez spill.
By closely monitoring these components simultaneously, the scientists of Gulf Watch Alaska hope to better understand the whole picture of the Gulf of Alaska and its continuing recovery from the spill.
The Gulf Watch Alaska monitoring program is organized into four related ecosystem monitoring components. Click below to discover each component.
Who is watching the Gulf?
Baseline data (n): a measure of normal or how things usually are before change
Carbon pump (n): the ocean's biologically-driven transfer of carbon from the atmosphere to the deep sea
Detritus (n): waste or debris of any kind, but especially organic matter produced by the decomposition of organisms
Downwelling/Upwelling (n): the downward (or upward) movement of fluid, especially in the sea
Ecosystem (n): a community of living things and its nonliving surroundings linked together by energy and nutrient exchange
Eddy (n): a circular movement of water counter to a main current
Estuary (n): where the salty ocean tide meets freshwater from the land at the mouth of a river, stream, creek, or the toe of a glacier
EVOS (n): Exxon Valdez oil spill
Exxon Valdez Oil Spill Trustee Council (n): organization formed after EVOS to oversee the restoration of the injured ecosystem
Habitat (n): a place that provides an animal or plant with adequate food, water, shelter, and living space to feed, breed, seek shelter, and raise young
Impact (n): a powerful or major influence or effect
Lunar forcing (n): the effect that the gravitational pull of the moon has upon the oceans, creating the tide cycles
Monitor (v): to observe and check the progress or quality of (something) over a period of time; keep under systematic review
Photic boundary (n): the depth of the ocean that indicates the division between the photic (or sunlight) zone and the aphotic zone where photosynthesis becomes impossible
Thousands of individual animals died as a result the Exxon Valdez oil spill. Some died soon after contact with the oil. Others died more slowly as a result of the toxins. It is difficult to measure how animal populations continue to be affected by contact with oil after the cleanup. The long-term harm from chronic exposure to the chemicals in oil remains a problem in some areas, especially where oil can still be found under rocks. Since 1990, scientists have been gathering data about locations where oil continues to linger, as well as the movement of toxic chemicals throughout the Prince William Sound ecosystem.
The Lingering Oil project is studying the recovery of harlequin duck and northern sea otter populations in Prince William Sound because there are long-term health concerns for both of these populations. The Gulf Watch Alaska team is collecting data by taking samples in both oiled and non-oiled sites in Prince William Sound. Click on the images below to learn more about these two species.
Scientists use a variety of skills to capture ducks and otters in order to collect tissue samples. These methods are designed to safely capture the animals and then release them unharmed. According to Dr. Esler, “It might not be the greatest day for the animals, [but] their long-term survival is not compromised.”
To capture harlequin ducks, the team uses a floating mist net. This net sits above the water like an invisible wall. As the ducks come in for a landing, they are trapped in the net. Researchers can then safely remove the ducks and take them to the veterinarian for sampling.
Capturing sea otters is a bit more challenging. These cute and fuzzy creatures are, in fact, the largest member of the weasel family (the Mustelids). This is a group of animals who are not known for their sweet and cuddly personalities. Think of a sea otter as a floating badger or wolverine!
Watch the video below to see divers use a Wilson Trap to safely capture and handle sea otters for sampling.
VIDEO: Capturing Sea Otters
United States Geological Survey (USGS) video showing how divers use Wilson traps to capture sea otters in the wild. (3:53)
The lingering oil studies occur in western Prince William Sound, which is where the oil from the Exxon Valdez oil spill landed, and actually there’s still some oil out there today – small pockets of oil that’s buried in sediments on beaches, throughout western Prince William Sound. So that’s where the lingering oil issues are still important to track.
From the USGS perspective, we’re looking at effects of that lingering oil on wildlife. So considering effects of exposure to that lingering oil, and also to understand what that might mean to individuals and populations of the wildlife that live out there. The main species that we’re thinking about in terms of lingering oil are harlequin ducks and sea otters, and that’s because there’s a long history of understanding that lingering oil’s been an important constraint on population recovery of those two species, and so we’ve spent a lot of time trying to understand the timeline and the mechanisms by which those species are recovering from the oil spill.
We’ve measured exposure in a number of different ways. For example, with harlequin ducks we’ve used an enzyme called cytochrome P450 1A. It’s a long word basically for an enzyme that gets induced when any vertebrate’s exposed to hydrocarbons. So if you and I were exposed to oil, we would have an induction of that enzyme that would be measurable and then could tell us whether one has been exposed to that.
The enzyme itself is part of a cascade of physiological processes that any vertebrate goes through once they’ve been exposed to oil. And it could be indicative of physiological harm, or it could be indicative of just exposure without physiological harm. So we’re not inferring harm from induction of the enzyme, what we’re inferring is that they’re still exposed to oil with the potential for harm.
Who is watching the Gulf?
Concentration (n): the amount of something in a specific place or given volume
Recovery (n): a return to a normal state of health
Tissue sampling (n): various procedures to obtain bodily fluids, muscle, skin, fur or feathers for testing
Scientist, US Geological Survey Alaska Science Center
Dan's role in Gulf Watch Alaska:
Lingering Oil Program Principal Investigator
Important skills for his position:
Ability to stay warm in the winter!
Challenges in his work:
"Any time you’re working with wild animals, it’s always a challenge… it requires a bit of a hunter’s mentality almost, to think about what the animal is thinking and where they are going to be and try to incorporate that into your trap set-up."
Dan's advice to young people interested in science: "Start by volunteering on field projects and getting to know people that are in the business… Do what you can to get into the system and really get to know what a wildlife research career looks like."
Dan Esler describes what he loves about fieldwork in the Gulf of Alaska. (0:37)
There are some really spectacular moments in the field, and that really is the payoff for a lot of the hard work that we do. There are so many interesting things that you see when you’re out and about that the general public often doesn’t really get to see.
There’s spectacular scenery, and I think about the herring spawns that I’ve seen on Montague Island, with marine mammals and birds and everything congregated and foraging on herring spawn, just some spectacular moments that are hard to see anywhere else in the world really.
Marine Ecologist, National Park Service SW Alaska Inventory & Monitoring Network
Heather's role in Gulf Watch Alaska:
Nearshore Program Principal Investigator
Important skills for her position:
"Curiosity is a big one, I think. And a willingness to work in uncomfortable conditions - and long hours."
Challenges in her work:
"Having just that one opportunity to collect the data, and what does that really mean in a whole year?"
Heather's advice to young people interested in science: "Volunteer. You know, school, of course, is important, but the sooner you can volunteer and get out in the field and start to get to know folks, the opportunities will present themselves. We always have work, we always have questions, and if you are willing to get out there, opportunities will come."
Heather Coletti describes her favorite thing about working with sea otters and how she got interested in nearshore ecology. (0:54)
My favorite daily duties… I would say one of my favorites is we do a lot of sea otter foraging work, data collection, so with high-powered telescopes we’re watching these animals eat because they bring everything up to the surface. It’s always a surprise, it’s challenging and really interesting.
I’ve always been drawn to the ocean. Some circumstances just sort of present themselves professionally of who you meet, and it really does matter who your mentors are. And if you’re a good mentor I think whatever you’re interested in… and I had a great mentor, and his interest was in the nearshore, particularly in sea otters but just the ecology in general, and it stayed with me.
Research Fisheries Biologist, NOAA/NMFS Auke Bay Laboratories
John's role in Gulf Watch Alaska:
Pelagic Ecosystems Humpback Whale Program Co-Principal Investigator
Important skills for his position:
"You definitely need patience, you need to be very tolerant of weather, and just being able to endure things and not really give up."
Challenges in his work:
"Being on a small boat when it’s really rough, battling the weather, wind and rain, having your expensive camera getting salt spray on it... and then the whales just not cooperating."
John's advice to young people interested in science: "I would take math and English. Those are two things that I didn’t really think I needed very much that are very important. Work hard, do things that people don’t want to do. You’re not going to go out and tag whales on your first day, but if you're entering data or doing some of the more tedious things, then you make yourself very useful. And it’s a good way to meet people, a good way to get your foot in the door."
John Moran describes some of the fun and frustrations of tracking humpback whales in the Gulf of Alaska. (0:50)
When things change, like this last winter we thought we knew where all the whales were going to be in Port Gravina, and we got out there and they weren’t there. And we were just so sure of ourselves, we’ll just get out there and get a bunch of IDs, it’ll be nice & protected, and we were completely wrong. So when things jump out as being unusual that’s when it gets interesting. You think you have things figured out and you really don’t know what you’re talking about.
I really like driving the boat for some reason, I don’t know why maybe it’s the control issue, but for doing photo Id or biopsies especially or tagging, and I do disentanglement work in Southeast and just being the one that maneuvers the boat, gets the boat close to the whales while somebody else maybe does the other things, you feel like you’re the one literally in the driver’s seat.
Biological Oceanographer, Sir Alister Hardy Foundation for Ocean Science
Sonia's role in Gulf Watch Alaska:
Environmental Drivers Principal Investigator
Important skills for her position:
Basic science training, interest in small things, interest in seeing both "big pictures" and patterns
Challenges in her work:
"Anything to do with studying the ocean is challenging because you can’t sample enough of it to really understand what is going on. So trying to understand what’s going on across the horizontal region, down through the water column, and through time is really hard because they all change, all of the time."
Sonia's advice to young people interested in science: "If you have a questioning mind and you like looking at the way the world works, then you are a scientist. How you use that in a career could be anything from teaching, to talking with politicians to try and get policies that will help a community - there are so many different things. I would just say that it may not be the dry and dusty thing that you think it is. You can be a scientist and have a huge range of careers. If you are interested in things like that, keep your mind open for opportunities where you can use science."
Sonia Batten discusses one of the coolest things about the ocean. (0:31)
I think the coolest thing is that you can take a bucket of seawater, you can filter out the stuff and put it under a microscope and show people and they go, “Oh my god, I didn’t know I was swimming with that!”
You can look at a crab larvae, a little tiny crab before it settles out under the microscope, and it’s got, some of them have spines that are three times the length of their body sticking out, and they look like alien things, and you have no idea that you’re swimming with that kind of thing, and yeah – I think that’s cool.
Nearshore and benthic (bottom-dwelling) organisms are good gauges of change in the environment. Many are sedentary, sensitive to change, and easy to access for study. Scientists are usually more able to discover the source of change in this kind of habitat. Once those sources are found, they can identify and compare changes that are natural from those that are man-made. Click the image below to discover the different zones of the nearshore ecosystem.
The Nearshore Ecosystems team collects data in the tidal areas. Researchers are focused on learning about the variety and abundance of the species living at sites in Prince William Sound, the outer Kenai Peninsula, and Lower Cook Inlet.
This data will help scientists find answers for questions like:
• Is the nearshore environment changing significantly from year to year?
• Have resources in this environment recovered from the 1989 oil spill? If not, are there reasons other than the oil spill?
• Are changes in offshore conditions also causing changes in the nearshore habitats?
This project focuses on organisms that are considered crucial to the nearshore ecosystem’s health. One such key species is the black oystercatcher. These shorebirds are good candidates for monitoring projects because they have a long lifespan.
Over that lifetime, the oystercatcher lives in and depends upon intertidal habitats. This is where they mate, nest, and raise their young. Even though black oystercatchers aren’t benthic animals, they eat a diet of creatures that are. Their menu of mussels, limpets, and chitons are easily effected by changes in the environment. If oystercatchers aren’t healthy, it probably means that something significant has happened to the shellfish that they eat.
Click on the image below to learn more about the black oystercatcher, a critical species of the Nearshore Benthic Systems in the Gulf of Alaska project.
Click the audio icon to hear the call of the black oystercatcher.
Scientists, like the National Park Service’s Heather Coletti, are trying to address the following questions:
• Are the numbers of black oystercatcher nests changing from year to year?
• Is the number of eggs or chicks in each nest changing?
• Are chicks supplied with the same variety and amount of food each year?
• Does this data change from one location to another?
Heather and her team monitor the habitat of black oystercatchers using a variety of methods, including the use of shoreline transects to survey nest sites and sample prey remains at oystercatcher nesting sites.
VIDEO: Monitoring Nearshore Systems
Heather Coletti describes her work studying black oystercatchers for the nearshore systems component of Gulf Watch Alaska. (1:50)
The nearshore is that interface between the terrestrial system – land – and the oceans. And there are several influences from the ocean that meet at the nearshore and then we have anthropogenic and natural influences from the terrestrial, and in some heavily populated areas that’s pollution and runoff, and how the nearshore really is affected by all those influences. And it’s essentially where the densest human populations live, along the coasts.
Our program is essentially monitoring the nearshore food web. So we start out at the sea grasses and algae, which are the primary producers of that system. And then we look at invertebrates – benthic invertebrates – whether it’s mussels, clams, limpets… And then we have surveys for higher trophic level predators, like your sea ducks, sea otters, sea stars.
We monitor oystercatchers, which are a pretty charismatic shorebird that is essentially confined to the nearshore and the intertidal. They feed exclusively in the intertidal on benthic invertebrates. So that’s your mussels, your limpets, that’s their two primary food sources, but they’ll eat some barnacles and some worms. So we have several aspects of their biology that we are monitoring.
The goal of any monitoring program is to look at change over time and understand change over time, what’s driving it and if there’s any way to predict what those outcomes may be. That’s ultimately the goal and we are in our first few years of monitoring, and right now looking at what the natural variation in these systems is like. That hasn’t been fully documented yet.
Who is watching the Gulf?
Abundance (n): the quantity or amount of something
Benthic (adj): pertaining to the seafloor and the organisms that live there
Data (n): values for something measured
Density (n): the number of inhabitants per unit of area
Distribution (n): the way in which something is spread over an area
Intertidal (n): the benthic shore area between the extreme reaches of high and low tides
Nearshore (n): the marine zone that extends from the high tide line to depths of about 20 meters
Organism (n): an individual life form
Prey (n): an animal taken by predators as food
Riparian zone (n): the area of land next to a lake, river, stream, or wetland
Subtidal (n): the benthic area below low tide that is covered by water most of the time and exposed briefly during extreme low tides
Tide (n): the alternate rising and falling of the sea at a particular place, due to the gravitional attraction of the moon and sun
Transect (n): a path along which scientists count animal populations and plant distributions
Pelagic animals live in the open seas, away from the coast or seafloor. The Pelagic Ecosystem team has the task of studying these predator and prey species in Prince William Sound. Despite the challenge, scientists have already managed to collect decades of data that focus on the interactions between whales, seabirds and their prey.
This information is useful in answering questions such as:
• What are the population trends of key open-ocean predators, such as orcas, tufted puffins, and humpback whales?
• Are the numbers of forage fish, like herring, sand lance, and capelin, going up or down?
• Is it possible to monitor forage fish population trends?
• If it is possible to monitor them, what is the best way to do so?
Forage fish have a big impact on marine ecosystems. They convert a huge amount of energy from lower trophic levels and this energy is transferred into food for larger fish, marine mammals, and seabirds. Forage fish have great numbers of offspring and short lifespans. These traits can cause major changes in their abundance from year to year. If the abundance of forage fish increases or decreases significantly, the predators that eat them will also experience shifts in their population numbers.
Humpback whales are predators of herring. Many humpback whales migrate from Prince William Sound to Hawaii for the winter. Some humpback whales, however, stay in or near the Sound. During the winter, there is not much plankton for humpbacks to feed on, and fish like herring become a good alternative source of food for these whales.
Watch the video below to see how the predators of the pelagic hunt their herring prey.
VIDEO: Bait Ball Feast - BBC One
In late summer, the plankton bloom is at its height and vast shoals of herring gather to feed on it. Diving birds round the fish up into a bait ball and then a humpback whale roars in to scoop up the entire ball of herring in one huge mouthful. From "Nature's Great Events: The Great Feast" by BBC. (1:14)
The murres only attack from beneath, trapping the fish against the surface. But they push the herring within range of the gulls. It’s a feeding frenzy.
The table is set for the mightiest predator of them all: the humpbacks have reached their feeding grounds.
Scientists want to know the best way to estimate the numbers of specific fish species, such as herring. They get the data they need using a combination of aerial surveys, hydroacoustics, and various fish-capture techniques.
Check out the video below to hear Mayumi Arimitsu explain some of these techniques.
VIDEO: Forage Fish Studies
Mayumi Arimitsu describes the methods scientists use to monitor forage fish populations. (0:55)
We have observers in a plane that are looking at schools of fish in the ocean very close to the shoreline. We do a couple of things. One is use hydroacoustics from the boat, and with basically a scientific fish finder we’re able to quantify the biomass and density and depth distribution of these different forage fish.
We also are trying to validate the aerial survey observations so we have a team in a skiff that are communicating with the pilot in the plane, and they are trying to catch what the observers in the plane are seeing.
Scientists working on the humpback whale monitoring project are trying to understand if the whales are having an impact on the recovery of herring populations in Prince William Sound. An important part of this project is maintaining an up-to-date humpback “fluke identification catalog,” a kind of “Who’s Who?” in the Gulf of Alaska whale world.
Watch the video below to learn about how scientists observe and photograph whales included in the fluke identification catalog.
VIDEO: Tracking Humpback Whales
John Moran describes how scientists are studying the importance of humpback whales in the Gulf of Alaska ecosystem. (2:08)
(Narrator) These small silver fish are Pacific herring, one of the many species being monitored by Gulf Watch Alaska. Scientists are monitoring their population for signs of recovery after the Exxon Valdez oil spill. They are also interested in other potential factors that could be affecting their recovery. One of these potential factors may be humpback whales.
(John Moran) We want to know if humpback whales are having an impact on the recovering herring population in Prince William Sound. Basically we want to know how many herring are whales eating, and is that important.
So the first thing we need to do is figure out how many whales are there, so we use Photo ID. All the whales have unique patterns on their flukes. When the whale dives it shows the underside of its fluke, and we’ll take a picture of that and that can identify the individual whale. So basically we get on the boat and we go look for whales. That the base of our research is getting the fluke IDs. And from that you can get a lot more information out of it.
We need to figure out what they’re eating, so we use the echo sounder on the boat, we’ll use nets and jigs, so we’ll see whatever prey is around the whale and try to catch that. Or if there’s any scales that slip out of their mouth, or any kind of sign of things on the surface, or fish jumping out of the whale’s mouth, we’ll try to document that.
And we also use biopsies. We have a cross bow or a rifle that takes a little blubber plug out of the whale. So we approach the whale and get a little sample, and from that we can use stable isotopes or fatty acids to get at what the diet’s been from that whale.
Humpbacks are kind of new players on the scene, they’re population was really low. In the late sixties & early seventies, there may have been 1,500-2,000 humpbacks in the North Pacific. And then there was this survey called the SPLASH survey that took place in 2006 that put the population at over 20,000. So that’s a huge increase.
It impacts managers. If you’re managing a herring fishery and you have these humpbacks population weren’t really there 20, 30, 40 years ago, you’ve got to account for these new predators, how many herring are they taking, it’s all important to know if you’re trying to manage a fishery. We haven’t had them there, so how they impact the ecosystem is going to be new to us.
Who is watching the Gulf?
Biomass (n): the amount of living matter in a given habitat (i.e. the weight of organisms per unit area, or the volume of organisms per unit of habitat)
Forage fish (n): small schooling fishes that feed on plankton and are eaten by larger predators
Hydroacoustics (n): the study of sound in water
Pelagic (adj): the open sea, away from the coast or seafloor
Trophic level (n): the position of an organism or species in a food web or food chain
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 investigate the long term effects of the Exxon Valdez oil spill on the ecosystems of the Gulf of Alaska. Learn about the work of a collaborative team of scientists from many different ocean science disciplines, who represent over 15 different government agencies, non-profit research institutions, and universities.
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 long-term monitoring projects that have been studying the effects of the 1989 Exxon Valdez oil spill in Prince William Sound and the northern Gulf of Alaska. They will explore the various projects and how, collectively, they can inform us about the overall ecosystem.
LEARNING OBJECTIVES:
After completing this virtual field trip, students will be able to:
• Explain how the long-term monitoring project called Gulf Watch Alaska was founded and what its overall goals are.
• Understand the collaborative nature of science and how researchers from various disciplines working together can provide a ‘big picture’ view of a massive project.
• Explain the various levels of a biome and how all components of an ecosystem depend upon each other for a healthy environment.
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, encompassing the marine ecosystems affected by the 1989 oil spill. This program is organized into four related ecosystem monitoring components, with data management, modeling, and synthesis components providing overall integration across the program.
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 a 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.
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 Gulf Watch Alaska virtual field trip experience.
Check back here for updates about the ongoing work from the team at Gulf Watch Alaska! This page is your source for news, announcements and data pertaining to each of the long term monitoring projects.
GOOD NEWS! From the Lingering Oil team:
• 25 years after EVOS, harlequin ducks and sea otters are no longer being exposed to lingering oil in Prince William Sound!
Click the image below to see how other species have fared since 1989.
Gulf of Alaska Data Portal
Click the image below to visit the Gulf Watch Alaska webpage that allows you access to an interactive data page where you can browse data sets, access project descriptions, and project data onto a map allowing you to graphically explore individual or multiple layers of data!
CONTINENTAL SHELF - the area of shallow ocean water around the edge of a continent before the seabed slopes down into the deep ocean
HAUL OUT (v) - to leave the water and rest on land, rocks, or floating ice
HAULOUT (n) - a place where marine mammals leave the water to rest
STAMPEDE - a sudden rush of many individuals, usually in a panic
DISTURBANCE - when an animal or group of animals changes its behavior as a result an event
In the cold northern ocean between Alaska and Russia, freezing weather is possible during any month of the year. Throughout the long winter, temperatures in the Arctic are so cold that the surface of the ocean freezes for millions of square miles! Remarkably, animals like the Pacific walrus are adapted to live in this chilly climate, and they use sea ice as part of their habitat.
In recent summers, scientists and local residents have noticed less sea ice than normal in the Arctic. In September 2009, sea ice in the Chukchi Sea melted past the edge of the continental shelf. As a result, 3,500 walruses who usually rest in small groups on floating sea ice were forced to haul out together on land at Icy Cape.
Something startled the walrus while they were resting there. When startled, walrus will leave their haulout and rush into the water. As the huge group of walrus at Icy Cape rushed to the water, younger and smaller animals were trampled. Alaska SeaLife Center scientists and veterinarians were on the team that was sent to Icy Cape after the stampede. They found more than 130 young walrus dead on the beach. This dramatic scene sparked their interest in studying walrus.
Land-based haulouts in the Chukchi Sea were first seen in the United States less than ten years ago. A walrus's choice to haul out on land is directly linked to the availablity of sea ice. If ice is available within their range, they will haul out on it. If ice is not available, they will haul out on land. Scientists fear that, if we continue to have summers with less-than-normal sea ice, events like the stampede at Icy Cape will become more common.
Scientists at the Alaska SeaLife Center want to understand how walrus use these new land haulouts. They also want to learn how walrus will respond to disturbances while they are on land. The challenge is that walrus live in isolated, wild areas spread across a huge region. To study walrus, scientists must find a way to observe them closely without causing any disturbance events themselves. How will the scientists do it? Join our team as they come up with a plan.
To get started, let's learn more about the Icy Cape stampede by checking out the videos and news release below. You'll be amazed how crowded the walrus haulouts can get!
VIDEO: Icy Cape Stampede 2009
When large numbers of walrus haul out together on land, a disturbance event can mean disaster. This video, including images from the 2009 Icy Cape stampede, examines what can happen when walrus haul out on land in large groups. (1 minute)
Over the past few decades, sea ice in the Arctic has been shrinking at increasing rates. When the ice recedes past the continental shelf, walrus females and calves are forced to leave the ice and haul out on shore to stay near their feeding grounds.
As you can see in this video taken near Point Lay in 2011, conditions on shore can get very crowded. If the walruses are disturbed, they may rush to the water in a massive stampede.
In September 2009 scientists observed thousands of walruses hauling out together on land near Icy Cape on the shore of the Chukchi Sea. When researchers surveyed the area a few days later, they found over 130 walruses dead on the beach.
Veterinarians and scientists from the Alaska SeaLife Center and other organizations investigated the event and determined that most of the fatalities were young animals that had died as a result of a stampede.
Though the cause of this disturbance at Icy Cape is unknown, the number of fatalities can be attributed to the crowded conditions at the haul out.
Click here for more information on walrus haulout events in Alaska's North Slope Borough, including the 2009 Icy Cape event.
Now that we've observed the same event that sparked the interest of our Alaska SeaLife Center marine mammal research team, let's learn more about Pacific walrus and what they need to survive.
BASELINE (n) - Information about what is "normal" or expected. This kind of information helps researchers measure change.
DATA (n) - factual information
Action!
Dr. Polasek decided that, because her research questions were complex, they would take many years to answer. Her first goals were to establish a baseline and test out their monitoring method. To accomplish these goals, in the first year of the project the team would only set up cameras at sites in Bristol Bay. Haulouts in Bristol Bay are "established". This means that walrus are known to haul out there every summer. The animals in Bristol Bay are males. Although male walrus do not depend on summer sea ice, their behavior at haulouts will give researchers the baseline they need to make comparisons with females and calves in the north. As Dr. Polasek explained in her research hypotheses, she hopes to find out whether walrus at new haulouts in the Chukchi Sea will react differently to disturbances than walrus at established haulouts in the southern parts of the Bering Sea.
Installation took the research team on remote adventures as they installed cameras at five sites in Bristol Bay:
Round Island (West Main)
Round Island (First Beach)
Cape Peirce
Hagemeister Island
Cape Seniavin
The two videos below highlight the experiences of our scientists as they set up cameras for the 2011 summer season.
VIDEO: Round Island
Join our researchers as they head out to Round Island to place the first set of cameras. (3 minutes)
How did you travel to Round Island?
There was a lot of planning necessary before we could travel to Round Island. Round Island is very remote, and we had to make sure that we had all the equipment and materials that we would need to set up the cameras. If we forgot something, we wouldn’t be able to run back and get it. For our travel out there we had to schedule multiple flights and work with partners and other scientists to make travel plans. Once all the planning was done, we drove from Seward to Anchorage and then got on a small plane and flew from Anchorage to Togiak. We flew on the same plane that delivers groceries for the store. The town of Togiak is located at the head of Togiak Bay, which leads out into Bristol Bay. It lies in the Togiak Wildlife Refuge and is the gateway to the Walrus Island Game Sanctuary. Togiak is a small traditional Yup’ik Eskimo village with a fishing and subsistence lifestyle. We spent the night in Togiak in a U.S. Fish & Wildlife bunkhouse, and then took a helicopter to Round Island. The helicopter could fit the pilot, two people and our gear, but it was a tight squeeze. Some of our gear had to be tied to the outside of the helicopter so we could make it out in one trip. The helicopter was an amazing way to see Bristol Bay and Round Island.
You can see the steep cliffs and rocky beaches of Round Island. These cliffs are one of the reasons that we picked Round Island to set the cameras up on, as they would give us a good vantage point over the walruses. You can also see the cabin where we would spend three nights while we were setting up the cameras.
Once we had unloaded all of our gear and got set up in the cabin, it was time to get to work. We walked the length of the island, about two miles, to pick the best camera site that would allow us to capture the walruses on their haulout and the surrounding area. We then had to carry all the camera equipment to the site we chose. Some of the materials, like the car batteries and all the tools, were very heavy. The whole process took about twelve hours to set up one of the camera pairs. There are several haulouts on Round Island. We chose two sites to monitor: we put cameras at First Beach and West Main Beach.
VIDEO: Cape Seniavin
Learn about the researchers’ next adventure: placing remote cameras on Cape Seniavin. (1.5 minutes)
How did you travel to Cape Seniavin?
Just like Round Island, we had to spend time planning and preparing for the trip to Cape Seniavin. This time we flew from Anchorage to a town called King Salmon. King Salmon is a small town of about 400 people on the western Alaska Peninsula. It’s located at the Naknek River about 15 miles from Bristol Bay. Instead of a helicopter we took a small fixed-wing plane from King Salmon to Cape Seniavin. We flew over King Salmon and the Naknek River.
As we approach Cape Seniavin, you can see the steep sandy bluffs and the beaches below. Like the cliffs on Round Island, the bluffs provide a great vantage point to set up the cameras to view the walrus haulout. No one lives at Cape Seniavin, and there is no landing strip. We landed right on the beach, with the waves crashing next to us. It was beautiful, but it does give you an idea of how remote we were.
This time we had to carry all the equipment up the steep bluff to the spot where we wanted to place the cameras. Then we picked a good site for installing the cameras and got to work. We only chose one site at Cape Seniavin. The whole process this time took about eight hours to set up the cameras. We were much faster the second time around.
Once the cameras were up and we had tested them, it was time to leave. Just like at Round Island, the cameras will stay up all summer watching the walrus, and in the fall we will travel back and pick them up. Then next spring we get to do it all over again.
With their cameras in place, data collection began! Since the scientists were trying to observe walrus disturbances, it was very important that they not disturb the walrus during the actual study. For this reason, they visited the Bristol Bay haulouts in early spring and late fall, when the walrus were not present. This meant many months of images were recorded! Watch the two videos below to learn about the camera timing systems and what the researchers hoped to capture on film.
VIDEO: TAKING Pictures
Jll Prewitt describes how often the cameras are taking pictures and how the researchers chose to take pictures at those times. (1.5 minutes)
How often are these cameras taking pictures?
We’re going to end up with a lot of pictures, because we’re limited just by the camera card size, but we’re trying to take them as often as possible. In the early morning hours they’re just going to be taken once an hour from 6am to 10am, then at 10am they’re actually taking pictures once a minute. And then in the later evening hours they’re being taken – from 6pm to 10pm – once an hour again.
And the reason why we wanted to take them once a minute during the majority of the time is to be able to actually detect a disturbance. So, if we were just taking them once an hour all day, we might just, you know, in one picture have 300 walrus, and then in the next picture have zero walrus and we don’t know why. But if we’re taking them once a minute we might be able to actually see a vessel go by, or a plane land, or something else happen and all of the herd disperse or abandon the haulout all at one time, so we wanted that fine scale, once a minute. So there will be thousands of pictures at the end of the summer.
VIDEO: COLLECTING Data
Jill Prewitt explains what information she’ll be collecting from the pictures. (1 minute)
What data are you collecting from these pictures?
So what we’re recording, what we’re looking at primarily, is presence or absence of walrus in the picture. If we see walrus, what we’re going to try to do is count them as much as possible. Then we’ll take a look closely at the herd and see if we can detect any juveniles, especially calves, in the pictures, so we can get kind of an idea of who’s using that haulout.
And then disturbance of course is one of our biggest questions, so we’ll be looking at the behavior. Whenever there’s walrus in the picture we’ll be looking at them serially, looking at them one after another, to detect whether walrus are reacting to disturbances such as lifting their head, moving, shifting around, or completely abandoning the haulout, and what might be causing that.
So what data did these cameras really capture? What did Dr. Polasek and her team learn? Click "Results" to find out!
MIGRATE (of animal) (v)-to move seasonally from one area to another
Background
Scientists know that when summer sea ice in the Arctic melts away from their shallow feeding grounds, Pacific walrus will haul out on land to stay near their food. The Icy Cape stampede showed scientists that land haulouts in the Chukchi Sea can be dangerous for young walrus. Scientists wonder how walrus populations will be impacted when the walrus have to use land haul outs more and more often. To understand how walrus populations might be affected by changes in their Arctic habitat, scientists first had to understand "normal" Pacific walrus behavior.
Take a look at the videos and fact sheet below to explore what researchers already know about the mysterious Pacific walrus.
VIDEO: The Pacific Walrus
Understanding walruses' relationship with sea ice is important to understanding their behavior. (1 minute)
Pacific walrus feed in relatively shallow water, hunting for small invertebrates on the ocean floor. In the Bering and Chukchi Seas, the continental shelf provides a vast area of shallow, rich feeding grounds for the walrus.
Walrus haul out on sea ice or on land to rest between feeding trips. Although they are good swimmers, they don’t typically swim long distances, so they prefer to rest near where they eat.
In the winter, arctic sea ice extends south into the Bering Sea, where large herds of male and female walrus spend the winter together. Then in the springtime, females and calves follow the melting sea ice north into the Chukchi Sea, while adult males separate from the rest of the population and migrate south to spend the summer in Bristol Bay.
The male walruses in Bristol Bay typically haul out on land and feed near shore. In the Chukchi Sea, the females and calves spend their summer floating on the sea ice, drifting over the shallow continental shelf.
In recent years, summer sea ice in the Arctic has melted beyond the edge of the continental shelf, leaving the females and calves without their traditional feeding and resting platforms.
Female walrus and their calves use sea ice all year. They migrate to the Chukchi sea in summer because there is so much food available for them there. Watch the video below to hear Dr. Lori Polasek talk more about how females and calves may be affected if they can't haul out on sea ice and must move to areas on land, instead.
VIDEO: Females and Calves
Dr. Lori Polasek describes how females and calves might be impacted by hauling out on land instead of sea ice. (1.5 minutes)
What are some of the possible impacts of females and calves hauling out on land instead of sea ice?
There are several important facts about walrus that we had to understand before starting this project, and one of those is that land haulouts are primarily used by male walruses, of all ages, and ice is primarily used by females and calves. And the importance of ice, you can think of it as a mom and calf are floating around on a piece of ice and that keeps them moving across the water so it allows them to utilize different resources so they don’t impact a resource and completely deplenish [deplete] it. Also, by allowing them to float around, they’re not congregated together, where they’re more susceptible to predators, where then you allow the whole herd’s offspring to potentially be wiped out by a predator. It also takes your young, your offspring which are more susceptible to disease, and separates them from the population so that disease can’t spread as fast.
So these new emerging haulouts with moms & calves packed together, then wipe out all of those protections of those calves by exposing them to disease as a group, by allowing them higher exposure to predators, and then by also having them together totally deplete resources in a localized area.
Arctic sea ice extent is impacted by changes in seasonal and global climate. Walrus respond to changes in sea ice by migrating and adapting their behavior. Understanding how sea ice forms and why it melts can help scientists understand more specifically how walrus will be influenced. Check out the sea ice fact sheet below!
Terril began studying marine biology in 2001 while working as a research diver in Santa Cruz, California. Since then, he's worked with seals, sea lions, walrus, fish, sea stars, tunicates, sponges and algae.
"I love that there is still so much to learn about the ocean. It's remarkable that we depend so greatly on an ecosystem that we are just starting to understand."
Hear Terril describe his work at the Alaska SeaLife Center and how he got to this point in his career. (2.5 minutes)
Marine Mammal Scientist and Assistant Research Professor for the School of Fisheries and Ocean Sciences at the University of Alaska Fairbanks
Dr. Polasek has studied many species of seals, sea lions, fur seals, walrus, whales and dolphins. She was an accounting major in college until she took a required biology class – then she changed her major to marine biology and never looked back!
"I became interested in marine biology when I learned how to SCUBA dive when I was 12 years old. I wanted to learn more about how animals were capable of surviving in such extreme conditions without suffering the consequences humans experienced."
Hear Dr. Polasek describe her work at the Alaska SeaLife Center and how she got to this point in her career. (2.5 minutes)
Jill has worked with many species of animals, from bobcats and wolves to belugas and walrus. She worked as an animal trainer and a veterinary technician before becoming a researcher.
"I love learning how these species survive in such a challenging environment."
Hear Jill describe her work at the Alaska SeaLife Center and how she got to this point in her career. (3 minutes)
REMOTE (adj) - far from cities. In Alaska, this almost always means a place that is not on the road system and can only be reached by boat, plane, dogsled, snowmachine, or helicopter.
DURATION(n) - the length of time
CENSUS (n) - a count of individuals
METHOD (n) - the way information is collected
STILL CAMERA (n) - a camera that takes photos (not video)
COST EFFECTIVE (adj) - worth the price
MARITIME (adj) - related to marine (ocean) environments or conditions
The Plan
Figuring out how to observe walrus at land haulouts was a challenge for the research team.
Their system needed to be:
Low cost
Low maintenance (because sites are in remote locations)
Able to measure duration (from the first walrus to arrive to the last walrus to leave)
Able to visually observe the presence of walrus and allow for a census count
Able to observe the cause(s) of possible disturbances
Minimally disruptive to the animals
While brainstorming, many methods were considered. The team thought about using airplanes to fly over haulout sites. They considered asking locals to report observations or stationing their own research staff near haulouts throughout the entire summer season. Finally, the team talked about placing remote video or still cameras at known haulout locations.
The pros and cons for each method were evaluated. Flying over sites would be expensive and time consuming because the range of Pacific walruses covers thousands of miles. The sound of low flying planes might also disturb the animals. Local observations are impossible in many areas because haulouts are so remote. And stationing field researchers at known haulouts all season could prove very expensive.
In the end, the team concluded that setting up remote cameras was the most cost-effective choice. They also decided that using still cameras set on timers would let them get the most data about how walrus were using land haulouts.
Watch the two videos below to learn about the equipment Dr. Polasek's team used and some of the challenges they had to deal with while designing a plan to observe walrus using remote cameras.
VIDEO: Equipment
But won’t it get wet? Terril Efird talks about the equipment the team chose and how they keep it dry and functioning in the maritime climate. (1 minute)
What equipment are you using to study walruses in remote areas?
This is an example of one of the camera setups that we’ll have out in the field. It’s a Nikon digital camera, eight megapixel camera, and that’s wired into a 12-volt battery to keep it charged. A lot of these cameras will be going out for months at a time, so keeping the battery charged is really important, and to do that we’ll have a solar panel out there that will charge the larger battery. We’ll put the camera inside of this weatherproof and waterproof housing, and that’ll keep everything nice and dry so the electronics don’t fry while we’re out there. And we’ll have two of these at each of the sites, one looking at the haulout and then another one just looking offshore to see if we can capture any boats or predators of walrus that might be coming by and see how the walrus respond to that.
VIDEO: Challenges
Terril Efird describes some of the challenges involved in monitoring walrus. (35 seconds)
What challenges did you face while planning for this project?
One of the most challenges parts was picking our sites. We want to make sure that we have sites where we can go put these cameras up and we know that the walrus are going to come and be at those sites during the season. And not only have the walrus there but also have cliffs or bluffs that we can set these cameras up on top of so we can get a good vantage point, so we can get good estimates of how many walrus are hauling out and also what the immediate water access is like.
With these challenges in mind, the scientists put a lot of thought into selecting the best locations to set up their cameras. Continue on to the "Action!" page to see which sites along Alaska's coastline they chose.
HYPOTHESIS (n) - a scientific explanation to a problem. Scientists form hypotheses to explain something that they observed. Scientists then test the hypothesis to determine how true it is.
Questions
Dr. Lori Polasek is a marine mammal scientist. When she has a scientific question, she designs a research project to help her find answers. She wants to learn how walrus use land haulouts. Dr. Polasek works together with her team to decide which specific questions they hope to answer. With this project, the team wants to learn: How many walruses are using a haulout? How long are they at the haulout? How often do the walruses use a haulout site? They already know that walruses are easily startled by things like airplanes or predators in the area, so they also want to learn more about how walrus react to disturbances while hauled out on land. Watch the videos below to learn more about the questions and hypotheses Dr. Polasek plans to look at with her study.
VIDEO: DR. POLASEK'S RESEARCH Questions
Learn what questions Dr. Polasek had about walrus that made her want to study them. (1 minute)
I think walruses as a whole are a very interesting species, they’re very tactile and gregarious. Why I specifically wanted to look at this particular study with walruses is because we had the mortality event that you guys heard about in 2009, where with ice loss moms and calves moved onto a land haulout, and we don’t really understand how the population will interact with humans and other species while they’re hauled out.
What questions did you have?
The question that I wanted to specifically look at was: what causes walruses to abandon a haulout – what disturbs them – and then how long does it take for them to come back?
VIDEO: DR. POLASEK'S Hypotheses
Dr. Polasek explains four hypotheses that she will be testing in this investigation. (1 minute)
For this project we have four primary hypotheses specifically looking at disturbance:
1. The first hypothesis is that the new emerging haulouts will have a different reaction than the established haulouts.
2. That ice extent will impact how the two different haulouts will respond to disturbance events.
3. That mother and calves using the new haulouts will have a different reaction to disturbance events than males that are using the pre-established haulouts.
4. And lastly, that the time for recovery from a disturbance event will be different with the females and calves on the new haulouts versus the established haulouts with males.
To answer these research questions, Dr. Polasek and her team needed to come up with a way to consistently observe walrus on their haulouts. Join the researchers as they develop a plan for watching walrus.
DEPLOY (v)- to set something up so that it is ready for action
BLIND SPOT (n) - an area that cannot be seen because something is blocking your view
DATA SET (n)- all of the information collected
UPGRADE (v) - to improve the quality of something; to buy the next version of a product
Results
Cameras at the five sites captured data during the season of May-September 2011. For each of the sites, the timeline below shows (1) when the cameras were deployed, (2) when the first walrus was spotted at that location, (3) the date when the largest number of animals were counted on that site, and (4) the date of the last image taken by the cameras.
The team collected census data by examining the photos at the end of the season and counting the walruses. Below are images captured from the haulout site on Cape Seniavin on August 4th, 2011. On this day, over 1,400 male walruses were counted hauled out in this single spot.
Click on the thumbnail images below to see the larger versions:
Researchers decided to add more cameras at this site in 2012 to avoid blind spots like the one created by the rock in the pictures above.
On Hagemeister Island, cameras recorded the disturbance event seen below. Click on the thumbnail images below to see the larger versions:
In the fourth photo you can see that these walrus quickly returned to the beach. The scientists couldn't see what caused the disturbance, but they think it was likely a bear or other land-based predator nearby.
With clear images like the ones above, Dr. Polasek and her team agreed that camera monitoring at these remote sites is both possible and useful for understanding Pacific walrus behavior. Unfortunately, the type of camera the Alaska SeaLife Center team installed for the 2011 season tended to fail often. Many of the cameras stopped taking pictures before the last walrus left the site at the end of the season. So the 2011 data set isn't as complete as the team had hoped. They knew camera monitoring worked, but they needed to find a better type of camera.
In 2011, the scientists were able to begin establishing their baseline. In 2012, they purchased new, more reliable cameras and added more haulout sites to their study. They're continuing to work on their baseline using male walrus in Bristol Bay, but with the help of the residents of Point Lay they've also set up their first cameras along the Chukchi Sea.
Check the updates section for images captured in the second season!
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.
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.
DISTRIBUTION (n) - how thickly or evenly something is spread out over an area
2012 Updates from Bristol Bay
In May 2012, the researchers returned to Bristol Bay. Installing cameras was again a big adventure. After their plane broke down, the team unexpectedly spent a night sleeping on the beach of a remote island!
Check out some of their observations from the 2012 season! We'll continue adding data as more is analyzed over the winter.
Walruses at Cape Seniavin are disturbed by people walking along the beach. (1 minute)
Sometimes just the presence of people on the beach is enough to disturb walrus. These folks might not have known it, but the Marine Mammal Protection Act makes it illegal to get within 100 yards of any marine mammal.
VIDEO: Airplane Disturbance
Walruses at Cape Seniavin are disturbed by an airplane flying overhead. (1 minute)
Just the sound of a plane flying low overhead was enough to disturb these walrus at Cape Seniavin. Scientists are curious what impact repeated disturbances (like planes flying over daily or people using the area regularly) might have on the number of walrus using a haulout.
Next Steps
In the summer of 2012, the scientists took a huge step. They installed their first cameras along the Chukchi Sea near the village of Point Lay, Alaska. Dr. Lori Polasek hoped that, if the season's sea ice melted past the edge of the walruses' normal range, the animals might choose to haulout on land in this area. She had good reason to expect this, because walrus had hauled out near Point Lay twice in recent summers.
Since the beach in this area is so flat, the team could not rely on cliffs or other natural features to provide good vantage points for their cameras. Instead, they constructed a tower. The tower was designed so that local volunteers could rotate the camera angles depending on where along the beach the walrus had hauled out. However, the team didn't get any data from the Point Lay cameras in 2012. This time, it wasn't because the cameras failed to work. Instead, sea ice remained available in that area, so no walrus hauled out at the site this year.
An organization called the National Snow and Ice Data Center works together with NASA to monitor sea ice coverage in the Arctic using satellites. Data is collected daily and is used to form models that help scientists predict how much sea ice will cover the Arctic during different times of the year. Satellite monitoring of Arctic sea ice began in 1979. When scientists compare historical data with recent ice conditions, they can say with confidence that conditions in the Arctic are changing. In fact, satellite data shows that the amount of sea ice covering the Arctic was lower in the summer of 2012 than in any other year since monitoring began!
So why didn't walrus haul out on land in Alaska if there was less sea ice in the Arctic than ever before? It all comes down to the distribution of ice. Although there was less ice overall in 2012, patchy areas of ice remained floating in the Chukchi Sea. There was enough floating sea ice to allow females and calves to stay near their feeding grounds without having to move to land-based haulouts.
This year's results don't mean the end of the research project and Dr. Lori Polasek isn't abandoning the idea of monitoring haulouts in the Chukchi Sea. In fact, the team hopes to add more monitoring sites along this area in upcoming years. Global climate patterns are changing and the impact is evident in the Arctic. These changes are visible in warmer-than-average annual global temperatures and in a decrease in the extent of summer sea ice in the Arctic over many decades. Climate scientists know that looking at the conditions in one year doesn't paint a clear picture of long-term conditions in the Arctic. In the same way, the walrus research team recognizes that, just because walrus did not use Alaska land-based haulouts along the Chukchi in 2012, it doesn't mean they won't rely on these areas in the future.
Stay tuned for more information as this research project continues.
In the mean time, educate yourself about how humans are impacting climate in the Arctic and around the globe. Do your part to help lessen our impact: learn about your carbon footprint and about what earth-friendly actionsyou can take in your everyday life.
Dr. Lori Polasek and her team would like to thank all the sponsors and partners for this research project, including the Alaska Department of Fish and Game, Defenders of Wildlife, the National Fish and Wildlife Foundation, SeaWorld & Busch Garden’s Conservation Fund, and the United States Fish and Wildlife Service.
2012 Updates from US Geological Survey
Walruses at Cape Seniavin are disturbed by people walking along the beach. (1 minute)
A research vessel is a busy place! On a ship the size of the U.S. Coast Guard Cutter Healy, several groups of scientists will be working on the boat at once, each with their own research project.
Watch the video below to learn about what daily life was like as the research team collected samples for their sea ice project.
VIDEO: A DAY IN THE LIFE
Martin Schuster describes daily life working as a research technician on the sea ice project. (2:45)
"My name is Martin. I've been a grad students at UAF (University of Alaska Fairbanks) in the Masters program in Marine Biology for about four years now.
"In the sea ice project working with Rolf my role was as technician, so I was basically organizing our gear before we would go out, and making sure all our sleds were loaded up with all the various paraphernalia that you need to go out and dirll holes in the sea ice and sample water. Our project was to get off the ice breaker on either a little ladder that they would lower down to the ice, or with a helicopter, which was the preferred way to do it. My job was basically to pack all the gear before we got out. To double, triple check and make sure that we had everything, because once you're twenty miles away from the ice breaker, if you forget something it's not a good thing.
And then once we got onto the ice we would unpack everything. We would take some ice cores and then we would section the ice cores so that we could look at each individual strata in the sea ice later on and determine what kind of biota is living inside there. We'd also cut a larger hole in the sea ice so we could lower a device called a ctd. This thing would basically give us various water temperature and clorofil readings as it goes down into the water and then we'd pull it back up by hand.
Most of the work was definitely getting things together and then cleaning up afterword. You have a pretty limited time on the ice and you want to get as much work done as you can. And then as soon as you're done it's time to go back to the ship because of polar bears."
Text on screen "Wait a second.... POLAR BEARS"
Martin: "It was a worry, I mean whenever we were on the ice directly from the ship we had what's called a bear guard. It was a Coast Guard person, fully dressed up in their survival suit with a rifle. And they would stand and watch us the whole time, just to make sure there were no bears around. So it was expected that we would see some bears, but sadly we did not.
"We were just out during the day which was really neat because we got to see every sunrise and sunset, which on the sea ice is just spectacular. It was really, really cool. Just go, go go all the time. Whenever there's a chance to work, we were working. You get into sort of a motion after the first couple days, and time just starts to fly by. You really lose all sense of what day it is in the week, because it doesn't really matter. You have your work cut out for you that day, you know what you're going to do. You set all your stuff out, and you just do it. One day just begins to blend into the next. And it's actually better to be busy on a ship like that than it is to be idle, because you can get bored pretty easily.
At the end of the busy day there's still work to be done. Back on the ship, the scientists have to download data to their computers and store samples for later analysis. Finally, they repack the gear for another day on the ice. On the USCGC Healy, every day is a work day. The team will continue this routine each day for several weeks!
The team is excited to begin piecing together the food web, but analysis will have to wait until later, back in the lab in Fairbanks.
WHO IS STUDYING SEA ICE?
BIOTA (n)- the animal or plant life in an area
CHLOROPHYLL (n)- a green pigment found in plants and algae
Before setting out to explore what's living within the Bering Sea's annual sea ice, scientists need to understand the sea ice itself.
The first important step is to understand how sea ice forms. When we think of the world’s oceans, we usually imagine large bodies of blue-green salt water. However, in the polar regions of our planet, conditions can be so cold that the surface of the ocean freezes. This happens when cool air temperatures and wind combine to chill the top layer of seawater to less than 28.8°F (-1.8°C).
Take a look at the videos below to learn more about how sea ice forms and how it fits into the Bering Sea ecosystem:
VIDEO: THE SCIENCE OF SEA ICE
This video explains how sea ice differs from ice formed on fresh water lakes and describes why sea ice is an important part of the Bering Sea ecosystem. (1:55)
Salt water and fresh water have very different physical properties. You may have noticed one example of this already- seawater freezes at a cooler temperature. This is because of the dissolved salt that makes sea water salty.
When ocean water freezes, only the fresh water forms ice crystals leaving the salts behind in concertrated liquid droplets called brine. As the water continues to freeze, the brine droplets grow and accumulate to form tiny passageways called brine channels.
So instead of being solid like an ice cube, sea ice is laced with these little brine channels that are filled with extremely salty water.
Because sea water freezes at a lower temperature than fresh water, sea ice can only exist in very cold locations. The National Snow and Ice Data Center estimates that only about “15% of the world’s oceans are covered by sea ice during part of the year”. Most of this sea ice is in the Arctic Ocean and the Southern Ocean surrounding Antarctica. Some areas of the ocean are covered with sea ice all year, while in other areas sea ice is only present during the coldest months of the winter.
The Bering Sea is an example of a region that only has sea ice during part of the year. Arctic sea ice begins to grow in September, extending South into the Bering Sea as the winter continues. The maximum sea ice extent is in March, and in the spring ice begins to melt away.
Plants, wildlife and humans all rely on the timing of the Spring sea ice melt. For plants, melting ice means access to light for photosynthesis. For animals and humans it means access to the food resources they depend on. Scientists expect that changes in the timing and extent of sea ice cover in the Bering Sea may impact the whole ecosystem.
Brine channels inside the sea ice provide a unique habitat for ice algae. When sea ice melts in the spring, this algae is released into the water below. In areas like the Bering Sea, where sea ice is not always present, the spring sea ice melt is an important annual event for the ecosystem.
VIDEO: SEA ICE ALGAE THROUGH THE SEASONS
This animation illustrates how sea ice algae in the Bering Sea varies through the seasons. (0:55)
To help them describe different parts of the ocean from the top down, scientists divide it into zones based on types of habitats. In the Bering Sea, three habitat zones exist: the sympagic, the pelagic and the benthic.
Dr. Gradinger and his team believe that, in the spring, plants and animals in the sympagic, pelagic and benthic zones are all impacted by sea ice. What they want to better understand is exactly how these species are impacted, by learning how they fit together in the food web.
Understanding what life is like in different areas of the Bering Sea ecosystem during the springtime helps Dr. Gradinger and his team begin to predict how the ecosystem might respond if Arctic sea ice coverage continues to recede.
The research team's curiosity with this previously understudied ecosystem led to the development of specific research questions and a project proposal that took them out on the ice!
WHO IS STUDYING SEA ICE?
POLAR (adj)- Describing the area of the Earth's surface around the North and South poles.
BRINE (n)- very salty water
PELAGIC (adj)- in the open ocean environment
BENTHIC (adj)- in the sea floor environment
SYMPAGIC (adj)- in the ice environment
PRIMARY CONSUMER(n)- an animal that feeds on plants; an herbivore
LARVAL STAGE (n)- a juvenile stage many animals go through before they grow into adults
At the northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea. Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years.
This cold maritime environment is home to a huge diversity of life. From migrating whales to clams, seabirds, seals and fish, organisms in the Bering Sea have evolved to make up one of the world’s most unique ecosystems. The Bering Sea’s high northern latitude means nearly continuous daylight throughout the summer months. In contrast, the winters are long and dark. Winter conditions are so harsh that the surface of the ocean, over much of the Bering Sea, freezes. Organisms living in this region have had to adapt to these challenging, extreme, and changeable polar conditions.
VIDEO: INTRODUCTION TO THE BERING SEA
Discover why the Bering Sea is important to people in Alaska and around the world (1:50)
Despite its remoteness, the coastline of the Bering Sea is home to many Alaskans. There are no roads connecting these remote communities to Alaska’s larger cities, so people living along the coast rely on the ocean to sustain their way of life. Subsistence hunting and fishing of marine animals has traditionally been an important source of food, material for clothing, fuel and culture for many people living in these villages. Successful harvest of these marine resources requires an understanding of the Bering Sea ecosystem including the ability to predict how weather and species distribution vary throughout the year. However, it isn’t only people who live beside the Bering Sea who are affected by it.
Even if you’ve never heard of the Bering Sea, chances are it’s had an impact on your life. If you’ve ever eaten fish sticks or tried ‘artificial’ crab meat, you were probably eating Pollock. Pollock is a species of cod that live in the Bering Sea. These fish make up the largest single species fishery in the United States. On average two billion pounds of Pollock are harvested in Alaska every year (that’s equal to about 100 times the weight of the Eiffel Tower in Paris). The Pollock fishery in Alaska is worth about three hundred million dollars a year, making it an important part of our state and national economy.
So whether you live beside Alaska’s coast, or thousands of miles from it, the Bering Sea is worth caring about. It’s home to unique animals and dynamic people. It provides American jobs and is a source of food, insight and inspiration.
Recently, people living in coastal areas, companies exploring and building along the coast, and researchers with an eye on the Bering Sea have observed significant and measureable changes. Sea ice has been arriving later in the winter. Animals are migrating farther north and the distribution of species is changing. Some animal populations are growing quickly, while others seem to be in decline. These changes directly impact everyone who relies on the Bering Sea. They make it harder for local communities to support their food and infrastructure needs, and harder for companies to plan on the expected ice or weather conditions two years down the road.
VIDEO: ARCTIC MELT IN ACTION
This NOAA visualization illustrates how sea ice cover in the Arctic changes annually across the seasons. Compare 2012's record melt season to the historic (1979-2000) median. (0:34)
Changes in the Bering Sea won’t just affect people and their activities; they may also impact the balance of the marine ecosystem. This has scientists concerned. They realize that before we can make predictions about what these changes may mean for this important marine ecosystem, we need to learn more about the area as it is now.
Dr. Rolf Gradinger and his colleagues at the University of Alaska Fairbanks are one group of researchers working to better understand the Bering Sea. Observations they've made have sparked scientific questions and inspired futher research about the Bering Sea food web.
VIDEO: INTRODUCTION TO THE RESEARCH PROJECT
Dr. Rolf Gradinger explains why the team is interested in studying the Bering Sea ecosystem. (1:30)
"My name is Rolf Gradinger. I'm a faculty member at the School of Fisheries and Oceans Sciences (at UAF). I have a research interest in Arctic Ecology and I've been doing this now for quite a while.
"Since 2008 I worked in the Bering Sea in spring. The Bering Sea is very unique, it's a unique ocean because it's part of the Arctic system. The Bering Ecosystem is very rich in a lot of marine resources, there are lots of fish living in the Bering Sea like Pollock, and most of the US fisheries are actually happening in the Bering Sea. In addition to that you will find lots of marine mammals and seabirds in the Bering Sea. And a lot of people living in that region, like native populations on Saint Lawrence Island or on the Alaskan coastline rely on marine resources.
"Now the big question is, which you might have heard, that ice conditions in the Arctic are changing. Summer sea ice is disappearing, ice melts happen much sooner, so there is a tremendous change in the Arctic.
"The question is, what does it all mean to the ecosystem if ice conditions change? For really addressing that question you need to know what lives with the ice. You know about the Polar bears and the seals living on the ice, but there's actually little critters that live within the ice, and they grow within the ice, and they only exist within the ice. Our part was to learn as much as possible about the spring biology, in association with ice in the Bering Sea."
Dr. Rolf Gradinger and his team know that among the many species of plant and animal life living with the sea ice are marine plants called algae. The team wants to better understand the role that this sea ice algae plays in the entire Bering Sea food web during the spring. Dr. Gradinger knows that to accurately hypothesize the importance of this algae bloom, the researchers will need to study the science of sea ice as well as discover what types of living things make their homes throughout the sea ice ecosystem.
WHO IS STUDYING SEA ICE?
FISHERY (n)- an area where fish are caught
MIGRATE (v)- to move seasonally from one area to another
ORGANISM (n)- an individual life form
ECOSYSTEM (n)- a community of interacting living organisms and their physical environment
LATITUDE (n)- a measure of the distance north or south of the equator, expressed in degrees
SUBSISTENCE (n)- a style of living where a person relies on the local environment for survival
DISTRIBUTION (n)- the way something is spread over an area
ALGAE (n)- any aquatic plant or plant-like organism (seaweed)
MARINE BIOLOGIST AND RESEARCH ASSOCIATE PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS
WHAT SHE STUDIES:
-Marine invertebrates
-Sea ice & benthic ecology
EDUCATION:
B.A. Biology
M.S. Zoology
Ph.D. Marine Biology
ONE COOL EXPERIENCE WHEN WORKING IN THE ARCTIC WAS..."We were trying to trawl for bottom fauna, at like 10,000 feet, in ice (in the Arctic deep sea). We deployed an ROV and deep sea cameras and we were sitting on the ship, and live-seeing what was on the sea floor, creeping around there."
Dr. Bodil Bluhm describes what she likes best about Arctic marine research. (1:00)
I think the two things I like best are the interactions with people, and that's both with the fellow scientists from all over the place as well as with outreach activities, just talking to my five year old and her preschool group- the other day they had this ocean topic and I brought my dive gear, and they get all excited- so that's one part I really like, the interaction with people. Also on the international level, with the Arctic being the Arctic there's a lot of countries all around it, and we really have contacts to all of them.
The other thing I really like is the study area itself. It has so many challenges, and it is under pressure from all these different activities- including climate change, and oil and gas and so on- but it just keeps being an interesting area to me to study. So those are the two things that really keep me excited about the work.
I am a scientific diver, and I love doing it. Not just for the adventure but really for the reason that it gives me a completely different appreciation of how things look under water.
It is much easier for me to understand, sort of how organisms live together and how they work together if I can actually see them in their natural environment. It’s very different to see them there than for instance to have a big bottom trawl bring up organisms and you look at a big pile of them, but they are all just jumbled together and you don’t know anymore how they were actually distributed; especially sort of in relation to each other, in relation to certain habitat features such as rocks or sediment or elevation under water or depressions in the sea floor you know, all these kind of things.
So I think it gives us as researchers a different insight to be able to actually see how it is under the water.
UAF GRADUATE WITH AN MS DEGREE IN MARINE BIOLOGY AND PAST RESEARCH TECHNICIAN AT THE UNIVERSITY OF ALASKA FAIRBANKS
WHAT HE STUDIES:
-Kelp forest ecology
-Scientific diving
EDUCATION:
B.S. Biological Sciences
M.S. Marine Biology
THE BEST WAY TO GET STARTED IN THE SCIENCE FIELD IS... "to volunteer. You have to make your interests known to people... The people who ask questions, that's what highlights you as someone who (gets into grad school)."
Martin talks about how he got involved with marine research and scientific diving at the University of Alaska Fairbanks. (01:15)
I was just sort of taking biology classes until I stumbled upon this poster that said ‘Scientific Diving here at UAF’ and I thought, ‘well, why the heck not’ and it looked pretty cool.
I was looking for a change, so I took that class with Dr. Conar and it really changed my life in a lot of ways.
After I put on that dry suit and got under the water, I really realized the amazing diversity of life we have here in these super cold waters. It was hard for me to imagine before because I’d never stuck my face into the water before.
Just seeing a kelp forest for the first time and all the amazing plant and invertebrate life in there really made me realize that this was a thing that I could do. So after that I took the class again, and then I took it again, and then I ended up joining Brenda’s lab, and becoming a scientific diver for her.
Then eventually became a grad student, which has led me to a lot of other cool fieldwork that’s not diving related as well, including this icebreaker expedition that I went on with Rolf.
SEA ICE SCIENTIST AND PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS
WHAT HE STUDIES:
-Sea ice & polar ecology
-Microbiology
EDUCATION:
M.S. Marine Biology
Ph.D. Marine Science
ONE OF THE MOST INTERESTING THINGS ABOUT WORKING IN THE ARCTIC IS... "It's like a little bit of exploration. You go there, nobody has been there before. We were the first people walking on that ice and taking samples. That's very exciting!"
Dr. Rolf Gradinger describes what he loves about working in the Arctic. (0:45)
What keeps me going is that I'm fascinated with the Arctic. You know, I did my first Arctic cruise in 1984 and I can't get enough.
What always amazes me when we do these kinds of trips, is the beauty of the landscape. During the transit sometimes you see Orcas or you see Bowhead whales, and you have this beautiful coastline. And personally, I love the ice, the different shapes of ice. Like a sunset in an ice covered water, I would do a lot of things to see that again. I have to admit this, it's just stunningly beautiful.
Each time it's a wonderful experience, and I just love to learn. That's the other part, I'm always curious and I love to learn, and I feel pretty priviledged that I can do this as my profession.
Many factors needed to be considered as Dr. Gradinger and his team planned their research. In addition to having the necessary sampling equipment, it was important that they time the research trips so they would be collecting samples during the spring sea ice melt season. If they traveled too early, their measurements might underestimate the importance of ice algae. If they traveled too late, the ice would all have melted and there would be no ice algae for them to measure.
The team chose research sites in the eastern Bering Sea because it is a very productive region of water. Picking the research area was only the beginning. Next, they had to select the right tools to help them answer their research questions.
Navigate through the images below to learn how each tool helped the team answer their research questions:
With many samples to collect at every study site, a researcher's job is never dull. Can you imagine what daily life would be like on a 400-foot long ship floating in the middle of the Bering Sea?
WHO IS STUDYING SEA ICE?
MELT SEASON (n)- the time of the year when melting occurs
PRODUCTIVE (adj)- being rich in resources; in this case, with valuable resources like fish
PROPEL (v)- to push or move in a particular direction
WATER COLUMN (n)- the area of water between the surface and the sea floor
Designing a research project takes a lot of careful thought. Before scientists can be awarded funds to begin their project, they must design a detailed proposal explaining what they hope to learn with their study. This process begins with a scientific question and expands to include what the scientists expect to find, also known as a hypothesis.
VIDEO: RESEARCH QUESTIONS
Dr. Katrin Iken outlines the team's research questions for the sea ice project. (1:45)
"My name is Katrin Iken, and I am a faculty member here in the School of Fisheries and Ocean Sciences at the University of Alaska Fairbanks, and my specialty as a faculty member is in Marine Biology.
"A big question in this project is- what is the significance of the sea ice for the (eco)system, and what would it mean if sea ice were to go away if climate becomes warmer, so we need to understand what happens, how organisms react to this. My specific role was to look at loss of sea ice in terms of how important is that sea ice for the food web.
"What I like about the benthic environment in a way is that it stays where it is. They don't move a whole lot. The conditions around it might change, but the organisms themselves actually stay in place. If you are a worm sitting in the mud, then you are sitting in that mud, you're not moving around a whole lot. Even if they move they often move over very small areas. That's very different than water column organisms that get just swept away with currents.
"So if I am interested in how do conditions in a certain region change over time, again we are investigating quite a bit of climate change related scenarios, then having something that stays in place and is exposed to changing conditions, you can actually look at how changes are reflected in those organisms."
Scientists hypothesize that the algae that grows on sea ice is an important food source for primary consumers living in the pelagic and benthic zones. They are concerned that, as ice conditions change as result of changing climate, it will affect the species that rely on this ice algae. The problem is, little data had been collected in the past, so not much was known about how much ice algae grows in the Bering Sea in spring or which species of animals were eating it. During the spring of 2008, 2009 and 2010, Dr. Gradinger and his colleagues completed field work in the eastern Bering Sea in an effort to answer these questions with financial support from the National Science Foundation (award 0732767).
In order to test their hypotheses, Dr. Iken and the other scientists had to develop a plan. How would they get to the Bering Sea? What tools would they use to sample and study the ice and the ice algae? How would they discover which species were dependent on sea ice and how the food web fit together? All of these challenges had to be carefully considered before the team even traveled to the field. After all, once you’re out in the middle of the Bering Sea, there’s no going back for something you forgot!
WHO IS STUDYING SEA ICE?
PROPOSAL (n)- a plan put forward for consideration; in this case, a science project
HYPOTHESIS (n)- a proposed explanation to a question that must be tested
FOOD WEB (n)- all the interconnected food chains in an ecosystem
Three years of spring sampling trips resulted in thousands upon thousands of data samples.
Back at the University of Alaska Fairbanks, the scientists resettle into their lab. Now with all their samples in front of them, they work to draw meaning from these snippets of information. It's like putting together a puzzle, but this one will take years to finish!
Dr. Rolf Gradinger quickly discovered that there was a huge amount of ice algae production happening in the Bering Sea, even more than the team had hypothesized! Dr. Gradinger found that as much as 50% of all the algae growing in the Bering Sea in spring was growing with the sea ice.
Armed with this knowledge, Dr. Bluhm and Dr. Iken set to work decoding the food web. First, they wanted to figure out which animals in the Bering Sea feed directly on ice algae. The two scientists are especially interested in animals that feed directly on the sea ice, because changes in the food available for these species will impact animals all the way up the food chain.
To study the diet of these primary consumers they used a process called stable isotope analysis.
VIDEO: BUILDING A FOODWEB USING STABLE ISOTOPES
Learn about how researchers can piece together the marine food web by looking at muscle tissue (1:35)
You might have heard the saying before, "you are what you eat". It turns out it's true! Certain chemicals from the foods we eat stay inside our body's tissue long after the food has been digested.
Because different foods have different chemicals in them, each type of food has its own chemical signature, it's kind of like a fingerprint. Scientists can look at these signatures inside an animals tissues to see what kinds of food the animal has been eating. The chemicals that scientists look for are called stable isotopes.
In marine ecosystems like the Bering Sea, scientists use this technique to figure out which animals are eating certain types of algae.
Imagine you're a clam. You live in the silty sediments at the bottom of the Bering Sea. In the springtime you eat 10 units of food in a day. Of these ten units, eight are of sea ice algae and two are from phytoplankton from the pelagic zone.
You go along like this, every day eating eight units of sea ice algae and two units of phytoplankton, until one day.... SCOOP... you end up in our researchers sediment grab sampler. You're hauled up to the surface and taken to the laboratory where a sample of your muscle tissue is removed and tested for stable isotope signatures.
The scientists recognize the signature of the stable isotopes from the algae you ate, so they can tell that the ice algae was an important part of your diet.
This same techique can be used on animals higher up the food chain. Even the walrus who ate the clam who ate the sea ice algae will have muscle tissue with the sea ice algae's special signature.
With the help of stable isotope analysis, the pieces begin falling into place. Dr. Bluhm and Dr. Iken are able to connect primary consumers to the ice algae they ate using their muscle tissue.
The food chain doesn't stop there! These primary consumers can be connected to secondary consumers, who can be connected to one of the ecosystem's top predators: the polar bear. Suddenly, scientists are able to show that sea ice isn't just important to a few species; it connects animals throughout the food web!
Navigate through the food web below to see what scientists have learned about how arctic organisms are interconnected:
The evidence collected as part of this project clearly supports the team's hypothesis that sea ice is an important food source for pelagic and benthic Bering Sea communities during the springtime.
The question now is: What will it mean for marine life as sea ice conditions in the Bering Sea continue to change?
Scientists aren't sure yet, but they know that research projects like this one are important because they will provide baseline information which will help the science community quantify ecosystem changes over time.
WHO IS STUDYING SEA ICE?
ISOTOPES (n)- different forms of the same chemical
INTERCONNECTED (adj)- connected with each other
CLIMATE (n)- the general weather conditions in an area over a long period of time
BASELINE (n)- a starting value that is used for comparison to future values
The Alaska SeaLife Center and COSEE-Alaska are excited to present the second in a series of virtual field trips. Meltdown is a virtual field trip (VFT) designed to immerse students in the important field of polar research as they learn about how a changing climate is impacting sea ice ecosystems in the Arctic.
Educators and scientists from across Alaska have teamed up to bring you this new and innovative teaching tool. Meltdown takes students on an Arctic expedition where they'll connect with researchers studying the marine foodweb in the Bering Sea.
Throughout this exploration, students will watch videos, examine images, and piece together foodwebs as they follow Dr. Rolf Gradinger and his team of real-life scientists out onto the ice.
OVERVIEW FOR TEACHERS
This VFT can be used in a number of ways. Teachers may facilitate a structured experience using the curriculum supplements included on this page. Alternatively, individuals may choose to navigate through the pages on their own, learning about sea ice ecosystems and why changes in arctic climate have scientists concerned. Self-guided exploration can be completed in about an hour.
GRADE LEVEL:5th-8th
TIME NEEDED: One to eight 1-hour class periods (teachers may choose to use all or some of the supplementary lessons- see teachers guide for details).
NUTSHELL:Students will learn about the role of sea ice in the Arctic ecosystem while studying the Bering Sea food web.
LEARNING OBJECTIVES:
After completing this virtual field trip, students will be able to:
- Illustrate how changes in the population of one species may affect population dynamics throughout a food web.
- Differentiate between the physical properties of sea ice and freshwater ice and justify the reason for these differences.
- Describe the conditions necessary for sea ice algae to grow and explain the role of sea ice algae to the Bering Sea in spring.
BACKGROUND:
At the Northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea. Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years. Now your students can join in the process of discovery as they accompany modern-day explorers onto the ice!
In this virtual field trip, students will meet Dr. Rolf Gradinger, a Sea Ice Biologist conducting research in the Bering Sea. They will follow his research team into the field as they work to answer the question 'What does sea ice mean to the Bering Sea ecosystem?' and 'What would it mean if arctic sea ice were to disappear as a result of climate change?'
Their quest for answers leads the researchers to look under the ice, where they'll investigate the role of sea ice algae (tiny marine plants that grow on the bottom surface of sea ice during the spring) in the spring Bering Sea foodweb.
As your class navigates through this field trip they'll be introduced to the process of science: from initial questions, through development of hypotheses, data collection and, finally, data analysis. Watch as an unfamiliar world unfolds, revealing a complex spring foodweb all stemming from the sea ice algae.
The research of Drs. Rolf Gradinger, Katrin Iken and Bodil Bluhm inspired this virtual field trip. Join us as we explore how climate change may impact one of the world's most productive marine ecosystems, the Bering Sea.
We also recommend listening to Encounters Radio: Ice Algae, a recorded interview in which host Elizabeth Arnold interviews Rolf Gradinger about this research project. (10 minutes)
TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED:
- Internet access, video-streaming capabilities
- Access to Meltdown the virtual field trip
- Projection system (with audio) to display VFT content or a computer lab (with headphones)
- Teacher's guide and corresponding curriculum supplements (arranged as PDFs in the right hand column of this page)
UNABLE TO RUN THE STREAMING VERSION? REQUEST A COPY OF ALL MATERIALS ON CD BY EMAIL: education@alaskasealife.org
SPECIAL NOTES FOR TEACHERS:
Guide to State & National Standards addressed in this field trip (Click to download .pdf)
Using Curriculum Supplements
We encourage teachers to read through all Curriculum Supplements before beginning Meltdown with your students. Some projects, like the invertebrate research project, will be completed over the course of several sections.
Videos and weblinks
Many sections of Meltdown include embedded videos and weblinks. All weblinks require internet access. In the CD version of the virtual field trip, all videos will play without internet, unless noted. In the online version of Meltdown, all videos will stream from YouTube. Each video is less than 3 minutes long (exact durations can be found in the description below each video). Video transcripts are available for each video and 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 standards 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.
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.
NO MATTER WHERE YOU LIVE, YOU CAN DO YOUR PART TO HELP CARE FOR THE BERING SEA!
Since changes to the Bering Sea food web will directly impact people around the world, it's everyone's responsibility to do our part to care for the ocean. You might feel like there's not much you can do to preserve the health of clams and copepods in the Bering Sea, but in fact you CAN help!
Here are ideas of positive things you can do:
Educate yourself about how humans are impacting climate in the Arctic and around the globe.
Eiders are sea ducks, which means that they live in coastal areas where they dabble for small invertebrates or dive for crustaceans and molluscs. Steller's eiders nest on the arctic and subarctic tundra. These birds are sexually dimorphic, so males generally look very different from females. Click on the images below to discover the advantages of different colors on the tundra:
Steller's eiders are migratory and winter comes early on the Alaskan tundra. Before ice covers the ponds and coastal waters near the Steller's beeding grounds, the birds must travel south to areas where the coast doesn't freeze over, allowing them to access food resources in the ocean.
Watch the video to learn where the Steller's eiders of Alaska travel throughout the year.
VIDEO: Annual Cycle of Steller's Eiders in Alaska
Discover the life history of Steller's eiders in Alaska. (2:44)
In Alaska, Steller’s eiders spend the winter on the coast along the Aleutian Islands, the Alaska Peninsula, and the Kodiak Archipelago.
As spring arrives, the birds wait for the sea ice to melt along their migratory paths. Before they migrate, the males begin to dance. All efforts are geared toward finding a mate.
Then, the Steller’s eiders that winter in Alaska diverge into two separate breeding populations. Most of them fly northwest to breed and nest in Russia. Others fly north to breed and nest near Barrow, Alaska. These birds comprise the Alaskan breeding population. Historically, Steller’s eiders also nested on the Yukon-Kuskokwim, or Y-K Delta. Now Steller’s eiders are a rare sight on the Y-K Delta, and very few Steller’s nests have been discovered there in the past several decades.
In late May or early June the Steller’s Eiders reach their breeding grounds on the arctic tundra. By late June the hens are ready to make a nest on the tundra in close proximity to tundra ponds. The males stay around to guard while the females construct elaborate grass nests lined with cozy down feathers. The end result is so well camouflaged that it virtually disappears into the tundra.
By early July the Steller’s hens will lay up to 9 olive-brown eggs. While the females tend to their eggs, the males leave to travel south and return to their molting grounds. Adult eiders molt their flight feathers once each year, leaving them unable to fly for about a month as they grow new feathers. Males travel to protected bays and lagoons to molt before continuing on to their wintering sites.
Meanwhile, on the tundra the hens incubate their eggs up to 26 days before the ducklings hatch. Within 24 hours of hatching the ducklings leave the nest to follow their mother around the coastal tundra. In 5 to 7 weeks the young birds are able to fly.
Fall will soon give way to winter, so the mothers and their young must fly south to the molting and wintering grounds. The females reunite with the males and with the breeding population that spent its summer in Russia. And the annual cycle of the Steller’s eiders begins again.
Every species of bird has different requirements for successful nesting but, with so few of these birds in the wild and so little known about them, how will researchers know what Steller's eiders need? In captivity, these birds won’t have to worry about predators or the challenges of migration. But will the scientists be able to provide them with requirements they need to nest and raise ducklings hundreds of miles away from the tundra?
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
CAMOUFLAGE (n) - concealment that alters or obscures the appearance; helps an organism to hide from its predators.
FORAGE (v) - to search for and collect food.
INCUBATE (v) - to keep an egg or organism at an appropriate temperature for it to develop.
IRIDESCENT (adj) - shining with many different colors when seen from different angles.
LIFE HISTORY (n) - the series of changes a living thing goes through during its lifetime.
MIGRATION (n) - seasonal movement from one area to another.
MOLT (v) - to lose a covering of hair, feathers, etc., and replace it with new growth.
PLUMAGE (n) - the feathers that cover the body of a bird.
SEXUAL DIMORPHISM (n) - when the male and female of the same species look distinctly different from one another.
Every step is an act of balance in a vast land full of ponds, rivers, and streams where more than half the landscape is water. There are no roads and your tent could be the highest point on the horizon. Trekking though the swampy tundra of the Yukon-Kuskokwim Delta (Y-K Delta), scientists are on the lookout for nests. Counting every species they encounter, one bird eludes them all: the Steller's eider. This mysterious bird is a rare sight for researchers across Alaska. Surprisingly, one of the best places to observe these birds in Alaska is at a facility that is located hundreds of miles from their natural habitat.
Watch the video for a glimpse into the strange lengths that scientists are going to in order to learn as much as possible about the elusive Steller's eider. Can you guess what the researchers are doing - and why?
VIDEO: Mystery on the Tundra
Scientists are going out of their way to learn more about Steller's eiders. (1:34)
Why are scientists going to such great extents to learn more about the Steller’s eider? The number of Steller's eiders in the wild are declining. While two breeding populations exist in northern Russia, the breeding population of Steller’s eiders in Alaska has all but vanished and is now classified as Threatened under the Endangered Species Act.
No one knows why these birds started disappearing in the 1970's. Scientists have proposed a few possible explanations, such as lead poisoning from ingestion of spent lead shot; increased predation from gulls, foxes and ravens; and changes in the coastal environment. As temperatures warm and sea levels rise near the eiders' preferred habitats, will the few remaining pairs of birds continue to be successful nesting in Alaska?
Concerned for the Alaskan population, scientists collected Steller’s eider eggs from Barrow, Alaska in an effort to prevent a complete disappearance of breeding eiders. With these eggs, the scientists have created a captive-breeding “reservoir” population. This breeding population resides at the Alaska SeaLife Center in Seward, Alaska, where researchers and aviculturists have the skills to keep the birds healthy while they learn more about this rare species.
VIDEO: Introduction to the Research Project
Dr. Tuula Hollmen describes the Steller's eider research project and its overall goals. (1:51)
My name is Tuula Hollmen and I am a research professor at University of Alaska Fairbanks and a scientist at the SeaLife Center. I have been working with birds for, I think it is over 25 years now.
The main goal of the eider research program is to help support the recovery of eiders in Alaska and the main focus of the program at the SeaLife Center facility right now is the captive breeding program.
One of the main goals of having the eiders here is to help buffer the species against extinction. We are also collecting a lot of data throughout the year to help learn more about the basic biology and physiology of the species. The third big goal for that program is to develop captive breeding techniques for Steller’s eiders with the potential that those methods that we develop could be used in the future in a field program to help augment or reestablish a population by using reintroduction as a tool.
The Steller’s eider is a unique arctic species. It is the only species in its genus, Polysticta. There is no other Polysticta species. So if we lose the Steller’s eider we lose not just a species but a genus.
I think that everything that I have been learning about the species just makes me more convinced that they are a unique species. I think the world will be a different place if we lose this unique species that is not necessarily similar to any other species.
Dr. Tuula Hollmen has been studying Steller's eiders at the Alaska SeaLife Center since 2001. Her project allows scientists to keep their eyes on eiders, to observe and learn about a bird rarely seen nesting in the wild.
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
AVICULTURE (n) - the raising and care of birds (especially wild birds) in captivity.
ENDANGERED SPECIES ACT (n) - signed on December 28, 1973, this act provides for the conservation of species that are endangered or threatened throughout all or a significant portion of their range, and the conservation of the ecosystems on which they depend.
ECOSYSTEM (n) - a system formed by the interaction of a community of organisms with their environment.
INGEST (v) - to take something into your body (such as food).
LEAD SHOT (n) - small pellets of lead that are shot from a shotgun; used for hunting birds and small game.
PHYSIOLOGY (n) - the way in which a living organism or bodily part functions.
RESERVOIR (n) - an extra supply of a resource to be used when needed.
SPECIES (n) - a group of animals or plants that are similar and can produce young.
THREATENED SPECIES (n) - any species that is likely to become an endangered species within the foreseeable future.
TUNDRA (n) - a flat or rolling treeless plain that is characteristic of arctic and subarctic regions; subsoil is permanently frozen and dominant vegetation consists of mosses, lichens, herbs, and dwarf shrubs.
B.A.S. in Biology and History from the University of California Davis
Ph.D. in Microbiology from the University of California Davis
"SOMETIMES WHAT THEY SEE CANDLING AN EGG...could look normal to them and then we open it and we see something that’s unusual that they weren’t able to see on candling. You never know what you’re going to find until you open it."
"MY FAVORITE PART OF RESEARCH...even when you kind of finish a project it often creates more questions than answers, so you aren’t doing the same thing every day. I like having something new to do all the time."
Dr. Katrina Counihan tells why she likes working in the lab on the Steller's eider project. (0:55)
I like working in the lab because it’s hands-on work. I like pipetting things and working with samples, and you work with the different equipment.
And the eggs are always fun because each one can be a little different, so it’s always interesting to see what result you are going to get with whatever experiment you're doing.
The hardest part is usually not breaking the yolk, because you want to have the albumen and the yolk separated cleanly. Everyone thinks they are going to be like a chicken egg and have pretty tough yolks, but eider eggs have very delicate yolks, so you have to empty it into the dish very gently and take your samples very quickly because the yolk breaks pretty fast.
That’s usually the challenge we always set for each other, to not break the yolk. After three hundred plus eggs you get pretty good.
B.S. in Biological Sciences with minor in Wildlife Science from North Carolina State University
HOMETOWN:
Ayden, North Carolina
"THERE'S NO SUCH THING AS A TYPICAL DAY...During breeding season we'll candle all the eggs, enter all the data in the spreadsheet, and keep very detailed records of everything we see every day when we candle. The husbandry aspect is much less time-consuming in the winter time. In the winter, it's a lot of cleaning and routine maintenance. Like this past winter, we put up bird spikes to keep away ravens and magpies that like to sit on the walls."
Nathan tells how and why he got his start working with Steller's eiders. (0:58)
I’m the eider research aviculturist. I help with setting up pairs, setting up nest sites, promoting breeding behaviors and a lot of the incubation practices that we use.
I have raised birds since I was a teenager with my father. My senior year of college I did an internship with Sylvan Heights Waterfowl Center in Scotland Neck, North Carolina. I worked with over 100 different species of waterfowl there but the Steller's are one of the few species I hadn’t worked with and I really wanted to get some experience with them, and this job presented itself and I was lucky enough to get it and I have been enjoying working with them ever since.
They’re really not like any of the other eiders. The fact that they’re declining so rapidly is a motivating factor for me to jump on board with the eider team to try and help save them and reintroduce them to the wild.
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)
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!
- Assists with field work in Barrow and on the Yukon-Kuskokwim Delta
EDUCATION:
B.S. in Fish and Wildlife Management from Minot State University, North Dakota
HOMETOWN:
Lake Tapps, Washington
ONE OF MY FAVORITE ASPECTS OF THE PROJECT IS..."I really like mentoring interns and just getting people jazzed about birds, about why I love birds, and about what we do here. It's always fun to see young people come in and they might not really know a lot about eiders or birds and, hopefully, by the time they leave they will want to pursue a career with birds."
Tasha talks about how she started working with birds and what she enjoys most about her work at the Alaska SeaLife Center. (x:00)
My mom got me three chickens when I was ten and I kind of fell in love with them really quick, and then just started accumulating more and more birds. By the time I went to college I had something like 5 aviaries with a thousand or so birds. So, I kind of became obsessed with it and kind of sprouted from there and ever since it’s just been wanting to work on more and more birds, specifically marine birds and waterfowl.
The work I do here is: I help manage the captive breeding population of the Steller’s and spectacled eiders and then I get to help with some of the field research on the Yukon-Kuskokwim Delta.
My favorite part is definitely the field aspect. By going out there you can not only learn from the environment and collect data but then you can also see the birds in their natural habitat and bring that back here to the Center and try to put that into play with the husbandry of the birds and making these habitats the best we can and trying to replicate what the field is like. But then also feeling like you are really contributing to science and what we are doing here is affecting what is going on in the wild.
Science Director at the Alaska SeaLife Center and Research Associate Professor at the University of Alaska Fairbanks
WHAT SHE STUDIES:
- Breeding ecology
- Toxicology
- Avian physiology
EDUCATION:
D.V.M. and Ph.D. in Physiological Ecology from the University of Helsinki, Finland
HOMETOWN:
Helsinki, Finland
"YOU GET TO A POINT...where you can say it is over 5 years, 10 years, 15 years, 20 years...well it’s over a quarter century now. I have been working with marine birds for over a quarter century."
"I THINK THE WORLD...will be a different place if we lose this unique species that isn’t necessarily similar to any other species."
Dr. Tuula Hollmen explains her interest in science and in Steller's eiders. (1:00)
I think as long as I remember I have always been interested in the natural environment and that just developed into an interest in science. I was the kid who was collecting mussels and counting things from as long as I remember and I don’t remember a time when I haven’t been interested in science. I think it was just the career that was always there for me.
If you see a Steller’s eider in a picture or in the wild even better they’re really beautiful, they’re really a beautiful bird and it really is a cool duck. It is oftentimes just a big challenge to work with because it is so unique. We’re learning new things and we’re learning that things that apply to some other waterfowl species don’t necessarily apply to Steller’s eiders because they have their own ways of doing things, their own biology, ecology and I would say to some degree physiology as well. So they are really a unique species and sometimes they cause some head scratching and probably caused a few of my gray hairs just thinking about how to deal with some of these challenges but it also makes them really interesting to study. I think that everything that I am learning about the species just makes me more convinced that they are a unique species.
All research starts with one or more questions. Dr. Tuula Hollmen and her team are tackling a broad question: What do Steller’s eiders need to breed successfully? The team isn't going to find the answer just by looking in a textbook. Steller’s eiders are unique. Little is known about their needs and they don’t follow the same breeding behaviors of other well-studied waterfowl like domestic ducks. So, why is Dr. Hollmen interested in this particular question when it comes to eiders?
VIDEO: STELLER'S EIDERS RESEARCH QUESTIONS
Dr. Tuula Hollmen discusses the factors that led to her research questions and how she plans to investigate those questions. (1:46)
The eider is a long-lived species that has a high adult survival but very variable and potentially low annual productivity or reproductive success. And it works because the species lives a long time, so each individual can have a really long reproductive career, and they don’t have to be successful every year, because they have (in eider’s case) they potentially have at least 15 years to breed.
Reproductive success is really one of the key questions for the recovery. If that continues to be low or doesn’t reach some certain threshold, recovery will either not happen or take a really long time. But if they can increase productivity then we might see recovery.
I would like to ask the question: what does an eider need to breed successfully? We have a suite of sub questions: What makes an eider pairing successful? What kinds of nests are successful? How do you set the incubation conditions for successful hatching? So those are sub-questions.
So when we set up to answer the question in our program here, we think about all these factors that the eiders are faced with in the wild and we transfer that to our own virtual reality that we are creating here. The habitat is not the natural habitat, but we are learning from the wild birds as to what are the key features of their habitat that they need to go through all the different steps of the reproductive cycle. So we would try to mimic the available nest sites, the privacy, the ponds, the water quality, all those kinds of things to the best we can and match them to the natural environment.
Dr. Hollmen has to think about how to convert the complex, wild system that the eiders come from into a virtual habitat at the Alaska SeaLife Center so that her team can learn from the captive reservoir population. With little existing research, a small wild population in Barrow, sporadic nesting on the Y-K Delta, and hundreds of variables, how will the scientists figure out what a pair of Steller’s eider needs to breed successfully? Here’s the benefit of science: they can try out different materials and techniques (experimentation!) and use careful observation to figure out a strategy that works for the captive eiders.
The research question cannot be answered in one year. Every breeding season tests if the scientists’ current arrangement helps the birds breed successfully. Scientific inquiry is a process, and the eider team knows it well as they continue to learn, question, and adapt. It's what they've been doing for over a decade!
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ADAPT (n) - to change behaviors or physical traits to survive in a specific environment.
BROOD (n) - the offspring of an animal, especially of a bird.
BROOD (v) - to sit on eggs to hatch them.
EXPERIMENT (v) - to do a scientific test in which you perform a series of actions and carefully observe their effects.
INQUIRY (n) - an act of asking or searching for information.
THRESHOLD (n) - a level, point, or value above which something is true or will take place.
VARIABLE (n) - an element, feature, or factor that can vary or change.
VIRTUAL (adj) - very close to being something without actually being it.
The Steller's eiders kept the team busy during the 2014 breeding season. The combination of nesting materials, nest placement, privacy, mate choice and staffing worked for the eiders! For the first time in the program’s history, two Steller’s eider hens, Scarlet and Eek, incubated their eggs for the full 26 days and hatched ducklings. Scarlet had three ducklings and Eek had one. Four other ducklings hatched after artificial incubation and were raised by people for a total of eight Steller’s ducklings.
The hens fully incubating their eggs was a grand achievement for the eider team! In the early stages of the project, hens would only lay infertile eggs, or not build a nest, or not stay on their nest through the whole incubation. In captivity, Steller’s eider hens had never incubated their eggs completely on their own before now!
In addition to the eight ducklings of 2014, the eider team had many eggs that were infertile or that were fertile but never hatched. All the eggs that do not hatch go to the lab where Dr. Katrina Counihan and her lab technicians get to work. Every egg provides further data for researchers to use to learn more about eiders.
VIDEO: DATA FROM EGG DISSECTIONS
Discover what Dr. Katrina is learning in her eider lab. (1:40)
I do various projects with the eiders. The major one is I oversee the processing of the eggs every summer. We get eggs from the captive spectacled and Steller’s eiders. For this summer we got over 300 eggs from both species, so we have help usually in the summer from interns and also volunteers which are often college students. Without them we wouldn’t be able to get through all these samples, because it takes about 30-45 minutes per egg to process it.
As you can see here we use a variety of tools: digital calipers to measure the width and length of all of our eggs, and then we have a scale that we [use to] weigh the eggs before we start the dissection. The first thing we do is we’ll use these little just basic knitting scissors and we cut around the center of the egg. And then we’ll dump out as much of the albumen as we can into a large dish and then the yolk into a second one of the large Petri dishes.
And then we’ll use really simple things, like just plastic forks to mix up albumen and yolk before we take samples, and then spatulas to scrape up every last little bit to make sure we get the samples. And then just little plastic syringes to suck up the samples into the vials. And then we weigh out the yolk and the albumen. So we literally save every bit of every egg we get.
Dr. Katrina Counihan uses parts of the eggs she dissects to study eider health. We know a lot about how people deal with being sick, but not much about what eiders do to stay healthy. One part of the egg she is interested in is the yolk because it contains immunoglobulin (or antibodies) which would help the duck fight off diseases. Dr. Counihan looks at the immunoglobulin in the eggs to understand how the eiders are able to fight diseases. Thanks to Dr. Counihan’s work, if the eiders are reintroduced, the scientists will understand how healthy the captive birds are and how the eiders will be able to handle any diseases that they might encounter in the wild.
Dr. Hollmen believes that the collaboration and communication between the research and husbandry staff is the key to the team’s success. The husbandry staff works to make the eiders feel at home and healthy so they lay eggs. Some of those eggs hatch into ducklings that increase the captive reservoir population. Researchers in the lab use the other eggs to find information on the health of the birds. The field team tries to find a wild habitat where the eiders could survive. Each team member contributes a specialized set of skills and everyone is united by the goal of learning about and helping a unique arctic species.
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ALBUMEN (n) - the white of an egg.
CALIPER (n) - a tool with two moveable arms that is used to measure thickness, diameter, length or width.
COLLABORATION (n) - the action of working with someone to do or create something.
IMMUNOGLOBULIN (n) - also called antibody; a protein that helps the immune system find and get rid of foreign objects like bacteria and viruses.
PETRI DISH (n) - a shallow plastic or glass dish often used in labs to culture bacteria or collect samples.
YOLK (n) - the yellow center of an egg that supplies food to a growing bird before it hatches.
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
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.
At the Alaska SeaLife Center, Dr. Hollmen's team provides all the necessary care for the Steller's eiders in their virtual habitat. The eider team monitors the birds’ behaviors and health on a daily basis and makes sure the birds have the proper space and food. The enclosures for the birds aren’t exactly like the habitats they typically live in, so it is up to the husbandry team to figure out what the Steller’s eiders need to succeed.
Dr. Tuula Hollmen and her crew work hard to create a habitat that suits the eiders. Remember, Steller’s eiders are migratory birds, so the habitat at the Alaska SeaLife Center has to change season to season, especially during breeding season!
VIDEO: Creating a Virtual Habitat
Tasha DiMarzio explains how the Steller's eider enclosures at the Alaska SeaLife Center can be altered to create a virtual tundra habitat. (2:19)
The area we are sitting in now we call our breeding units. There’s ten individual units or one large unit, and we can create smaller flocks or individual breeding units or one big pen for if we want to winter everybody in this unit, we can do that.
Starting in January through March, we’ll really start watching the birds and seeing who is courting with who and who’s pairing off, and then we’ll move them from what we call the non-breeding or wintering unit and they migrate over to our breeding units (which is just across the walkway). In the winter time we switch them all to salt water because that is where they would be in the wild, out in the ocean, and in the summertime they come to these freshwater tundra ponds. When we were in full breeding season we had covers over one of the pools and it was tundra and then pond on the other side. But now since we are in duck rearing mode we have two ponds and they’re both fresh water.
Getting birds to breed in captivity is always a big challenge. Luckily we are in a state where these birds are actually from, and so we can go out and see what they are using as nest materials and what sites they prefer, if its grass or lichen, and then we try and replicate that the best we can.
We don’t have these big vast tundra fields, so we try and create areas that they can feel secluded and have privacy, but then have it look a little bit like what maybe they would see in the wild. We go to the beach and we collect a lot of driftwood to create visual barriers and blinds and areas that they can be private.
Because each female is picky about where she likes, we try and provide each pair with at least three different nesting options. So a nesting option can be a manmade wooden structure that looks like nothing that you would see in the wild, and then another open tundra-like moss nest, and then a combination of the two: maybe driftwood around a plexiglass-covered structure.
And then the biggest key is just keeping it dry so that the down in the nests stay dry. Because the areas that they are nesting, even though it is Arctic tundra, it’s actually a desert and so there is very little water and rainfall but here we’re in a very rainy climate and so that’s a big challenge we have, is keeping their nests dry while they’re going through the egg laying process, so we come up with different things to try and tackle that challenge.
By altering the virtual habitat, the husbandry staff can try to match the eiders’ needs for the breeding season. Each year, the husbandry team continues to offer the eiders a variety of space and nesting configurations in the habitat, in an attempt to promote successful breeding. If something doesn’t work, they try something different the next year!
After years of trial and error, favorable conditions have been created, allowing some of the eiders to feel comfortable enough to nest! As a result, the team is faced with hundreds of eggs. Some of the Steller’s eider hens incubate their own eggs, but many eggs end up in the care of the husbandry staff when hens don't prepare an appropriate nest. See how scientists can try to play the role of a hen incubating her eggs.
VIDEO: ARTIFICIAL INCUBATION
Nathan Bawtinhimer describes the process involved when humans incubate eider eggs. (1:32)
It's a fun challenge trying to get the artificial incubators to accurately mimic the hen incubating which is very tricky. So we’ve been messing around with a lot of different humidity settings and different methods of turning to more accurately imitate the hen and promote better development within the egg during the incubation process and successful hatching.
It’s important that we candle the eggs regularly so we can keep track of the development inside the egg. By candling them with a bright LED flashlight we can actually see inside the egg and just by looking we can tell how long it’s been incubating for, if it’s on the right track developmentally, and what the estimated hatch should be.
When we are candling the eggs it is actually an important cool down time for the eggs, because we’ll have the top off the incubator which simulates the hen getting off the nest and foraging.
And we also weigh the eggs everyday because during the course of incubation there is a certain range that the egg is supposed to lose to hatch successfully, usually between 12 and 16% of its weight. So we watch their weight loss and we adjust the humidity accordingly. The amount of weight they lose is critical for successful hatching.
We’ll record and enter all the data in the spreadsheet so we can track the weight loss and the development of the eggs. And we keep very detailed records of everything we see every day when we candle.
While scientists are learning about the Steller's eiders at the Alaska SeaLife Center, they also need to learn more about the natural habitat of these birds. If researchers are hoping to increase the nesting population of Steller's eiders in Alaska, there has to be suitable nesting habitat available in the wild. To determine what is available for these birds in the wild, the scientists head out into the field...
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
COURTSHIP (n)- the behavior of male birds and other animals aimed at attracting a mate.
HABITAT (n)- the natural home or environment of an animal, plant, or other organism.
HUSBANDRY (n)- the care, cultivation, and breeding of crops or animals.
INCUBATE (v)- to keep an egg or organism at an appropriate temperature for it to develop.
A typical day doesn’t exist on the Arctic tundra. Even in the summertime, you could wake to a day of hail, snow, fog, rain, or 70-degree sunshine. Luckily, on good weather days there is a lot of daylight when scientists can get their work completed. With a flat landscape, light from the sun lasts almost 24 hours. Researchers sometimes work until one o'clock in the morning!
In the 2014 season, Alaska SeaLife Center scientists traveled to the Y-K Delta twice; once in June to investigate habitat for nesting pairs and once in July to study conditions during brood rearing. This fieldwork helped determine if there is suitable habitat on the Delta for the potential rearing of Steller’s eider ducklings in the upcoming years. If the team can hatch and raise Steller's eiders on the Y-K Delta, this may be a way to reintroduce Steller's eiders to that area. The prospective Steller's rearing location needs to have quality habitat for the eiders, but it also needs easy access for the scientists to come and go with supplies.
VIDEO: STUDYING SITES FOR REINTRODUCTION
Sadie Ulman explains what information the field team gathered in 2014 and why. (1:48)
One of the primary goals of my work right now is to help with the reintroduction of Steller’s eiders on the Yukon-Kuskokwim Delta, and our focus is on this particular central Yukon-Kuskokwim Delta: Kigigak Island down on the further south, and then all the way up here on the Kashunuk River system were three different locations.
We were looking for freshwater ponds, which happen to be mainly on top of these pingos which are essentially upraised tundra, kind of new tundra areas upraised with these deep, clear freshwater ponds on them with different vegetation than the lower, more grassland. This past season we were sampling a suite of habitat types, but a list of factors kept pointing toward these pingo ponds being the highest level of quality for habitat.
We’re looking at salinity specifically because it’s been shown to affect the growth and mass of ducklings at an early age. Sea ducks in particular have salt glands that they don’t fully develop until anywhere from 3 to 6 days of age. After the salt glands have developed they can process salt water readily and it does not affect them.
With the changing climate and weather there’s been a higher frequency of coastal storm surges coming in. So the seawater essentially is coming up and flooding a lot of the tundra area and therefore increasing the salinity in a lot of those ponds. That is very helpful to know for the reintroduction purposes, as we need to find a location where there’s plenty of freshwater available for these broods and these ducklings to be reintroduced.
Click on the tools and equipment in the image below to learn more about what the research team does in the field. Can you find all six items to click on?
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CONDUCTIVITY (n) - the degree to which a specified material conducts electricity.
DATA (n) - values of something measured.
DELTA (n) - the area of land where a river splits into smaller rivers before it flows into an ocean.
HABITAT (n) - the natural home or environment of an animal, plant, or other organism.
INVERTEBRATE (n) - an organism that doesn’t have a spine or spinal column; insects are one example of invertebrates.
pH (n) - a number between 0 and 14 that indicates if a substance is an acid or a base.
PINGO (n) - a hill of soil-covered ice pushed up in an area of permafrost.
QUADRAT (n) - a square or rectangular plot of land marked off for the study of plants and animals.
REAR (v) - caring for and raising (offspring) until they are fully grown, especially in a particular manner or place.
SALINITY (n) - the saltiness or dissolved salt content of a body of water.
SEDIMENT (n) - matter that settles to the bottom of a liquid.
SLOUGH (n) - an inlet on a river or a creek in a marsh or tidal flat.
Next year the eider team will still be hard at work. Each year presents a new opportunity to learn about Steller’s eiders and to grow from past successes and failures. Researchers are expecting another breeding season with hundreds of eggs. They are hoping that they have determined a good setup for the eiders at the Alaska SeaLife Center so more hens will be able to go through the complete incubation process, as Scarlet and Eek did in the summer of 2014.
Dr. Tuula Hollmen is hoping to breed “tundra-ready” ducklings that would be able to survive on the tundra, should reintroduction become a reality. If wildlife managers decide that reintroduction is necessary to help these birds recover, the scientists at the Alaska SeaLife Center now have the tools of captive breeding necessary to help make this possible.
Reintroduction would present a whole new set of questions for the team. How will they get their rearing techniques to work in the field? In a release facility, they would have to try to repeat what goes on at the Alaska SeaLife Center in the remote setting of the Y-K Delta. Since they would be on the tundra, there would be less manipulation of the habitat, but there wouldn’t be a lab nearby for immediate analysis. Also, Steller’s eiders are migratory birds, so they will travel from the place they are released. How will researchers help released ducklings establish winter and molting grounds? How will they get the eiders to return to the Y-K Delta for the next breeding season?
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Reintroduction of other bird species has been done successfully, but each species has its own specific needs. As this project continues its trek forward, Steller’s eiders will keep scientists questioning.
There is a Facebook page for the Steller’s Eider Y-K Delta Reintroduction Program so you can stay up-to-date by clicking here.
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REINTRODUCTION (n) - the relase of members of a species into an area where that species once lived but where there is no current population.
The Alaska SeaLife Center relies on a combination of grants, donations, and admission sales to operate at a world-class level. Donors like you support Alaska's marine wildlife by helping to fund research, education, and wildlife response programs.
We invite you to join a Giving Circle at a level best suited to you. The SeaLife Circle begins at the $300 donation level and the Steller Circle begins at the $1,000 donation level.
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Invitation to an annual virtual CEO update
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*Adults and dependent children/grandchildren must be in the same household.
Please contact the Development Office at development@alaskasealife.org or call Nancy Anderson, Development Director, 907-224-6396, if you have any questions about joining a Giving Circle.
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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.
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.
Are you looking for an expanded internship? The Alaska SeaLife Center (ASLC) is sponsoring a summer fellowship program for college students or graduates who are interested in gaining a one of a kind experience in a world-class marine facility. ASLC summer fellowships offer a well-rounded experience in a variety of areas within the Center. Depending on the type of fellowship, duties may include assisting aquarium, avian or marine mammal staff with animal husbandry tasks; helping with marine-related research projects or as support in our education department. Fellows will be required to participate in a variety of areas and all are required to participate to some extent in the interpretive aspects of our operation. Fellows will not be permitted to participate in ASLC activities on vessels unless specified in the fellowship.
If you have questions or would like more information on becoming a summer fellow at the Alaska SeaLife Center please email the volunteer coordinator.
The posting for the Summer fellowship is now CLOSED.
Animal Husbandry
Aquarium Husbandry
Avian Husbandry
Eider (Sea Duck) Husbandry Fellow
Eider (Sea Duck) Lab Fellow
Interpretation - Avian Husbandry
Interpretation - Dive Fellow
Interpretation - Eider Husbandry
Interpretation - Mammals Husbandry
Interpretation - Marine Animal Stranding
Interpretation - Marketing
Interpretation - National Park Service
Interpretation - Research
Interpretation - Steller SeaLion Video Monitoring, Chiswell Project
Marine Wildlife Response
Marine Mammal Husbandry
Marine Wildlife Veterinary Laboratory
Marine Wildlife Veterniary Laboratory/Rehab
Marketing & Communications
Research/Chiswell Project
Steller Sea Lion Dive Behavior Independent Research
The application window for 2017 Summer Fellowships is now CLOSED.
Instructions for Applicants:
Carefully review all of the requirements and instructions
Complete the application for no more than 2 positions. Be sure to provide us with the best e-mail and phone number for contacting you.
If you are applying for 2 fellowships you must complete an application for each one.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
For many fellowships applicants should be agile with a good sense of balance in order to maneuver around exhibits and holding areas.
Program Information:
These Fellowships are unpaid.
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks.
Housing provided
College credit can be earned but must be arranged by you and your college
Fellows responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
What people say about us:
“I felt like an important part of working toward making a difference for marine life”
“I had a great experience; it was everything I could have hoped for. I think that the SeaLife Center has the best overall work environment of anywhere that I’ve worked.”
“This is the position to have if you want to be a top candidate for jobs”
“It’s a great place to kick off your career, get experience and learn what you like”
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Internships
Looking for valuable experience, professional connections, and unique learning opportunities? If you are up for the challenge apply to be an Alaska SeaLife Center intern!
The Alaska SeaLife sponsors an internship program for college students or graduates who are interested in gaining an educational experience in a world-class marine facility. We offer a well-rounded educational experience in a variety of areas within the Center. Alaska SeaLife Center interns will be required to participate in a variety of areas and all interns are required to participate to some extent in the interpretive aspects of our operation.
In addition to the premiere educational experience there are TONS of perks for our interns, too! Not only do you get to help the Alaska SeaLife Center fulfill its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems, but also:
Gain valuable hands on experience
Housing provided while you are interning
You get to partake in our staff parties and events
Free admission to ASLC for interns, their spouse, children, parents, grandparents, and grandchildren
Discounts on Gift Shop merchandise – 20% discount on non-sale items
Discounts at Haul Out Café
Guests accompanying interns will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels and restaurants (with ASLC ID)
Worker’s compensation benefits
What our interns say about us:
"It's a great place to kick-off your career, get experience and learn what you like."
"I would highly recommend this internship because it's a once in a lifetime experience to work with amazing animals and people."
"This was the best internship I've ever had. It was very organized and fun. I would definitely recommend it."
"I was given the chance to really assess what I want to do with my life/career and believe that I will be making some changes to my degree program upon returning home."
"ASLC provides a wonderful stepping stone in the pursuit of a career."
Internship Opportunities (please note all internships are unpaid and food/travel stipends are not provided)
In compliance with the Americans with Disabilities Act (ADA) the Center will make appropriate accommodations for interns with qualified disabilities whenever possible as long as the accommodation does not cause the Center or other intern’s undue hardship.
The application window is now closed.
Instructions for Applicants:
Carefully review all of the internship requirements and instructions
Complete the internship application for no more than 2 intern positions. Be sure to provide us with the best e-mail and phone number for contacting you.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
The application period will be open from Dec 10 to Jan 10.
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
Program Information:
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks between May 1 and September 30.
Housing provided
College credit can be earned but must be arranged by you and your college
Intern responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
Are you looking for an expanded internship? The Alaska SeaLife Center (ASLC) is sponsoring a Fall/Winter Fellowship program for college students or graduates who are interested in gaining a one of a kind experience in a world-class marine facility. ASLC summer Fellowships offer a well-rounded experience in a variety of areas within the Center. Depending on the type of Fellowship, duties may include assisting aquarium, avian or marine mammal staff with animal husbandry tasks; helping with marine-related research projects or as support in our education department.
Fellows will spend 30 hours per week in a designated Fellowship area to learn and gain practical hands on experience. The remaining 10 hours will be spent assisting in front of house operations either at the ticketing counter or with our Interpretation Department. Fellows will not be permitted to participate in ASLC activities on vessels unless specified in the fellowship.
We are still recruiting for our NOSB (National Ocean Sciences Bowl) Education Fellowship position!! This fellowship runs from October 2017 through April 2018. Click here for details about this fellowship and to submit an applicaiton!!
We are no longeraccepting applications for any of our other 2017 Fall Fellowship positions.
If you have questions or would like more information on becoming a Fall or Winter Fellow at the Alaska SeaLife Center please email the volunteer coordinator.
Fall session begins September 15 and ends Dec 31.
We are NO LONGER accepting applications for the Fall Fellowship program
Instructions for Applicants:
Carefully review all of the requirements and instructions
Complete the application for no more than 2 positions. Be sure to provide us with the best e-mail and phone number for contacting you.
If you are applying for 2 fellowships you must complete an application for each one.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
For many fellowships applicants should be agile with a good sense of balance in order to maneuver around exhibits and holding areas.
Program Information:
These Fellowships are unpaid.
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks.
Housing provided
College credit can be earned but must be arranged by you and your college
Fellows responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
What people say about us: /p>
“I felt like an important part of working toward making a difference for marine life”
“I had a great experience; it was everything I could have hoped for. I think that the SeaLife Center has the best overall work environment of anywhere that I’ve worked.”
“This is the position to have if you want to be a top candidate for jobs”
“It’s a great place to kick off your career, get experience and learn what you like”
[content2] =>
Internships
Looking for valuable experience, professional connections, and unique learning opportunities? If you are up for the challenge apply to be an Alaska SeaLife Center intern!
The Alaska SeaLife sponsors an internship program for college students or graduates who are interested in gaining an educational experience in a world-class marine facility. We offer a well-rounded educational experience in a variety of areas within the Center. Alaska SeaLife Center interns will be required to participate in a variety of areas and all interns are required to participate to some extent in the interpretive aspects of our operation.
In addition to the premiere educational experience there are TONS of perks for our interns, too! Not only do you get to help the Alaska SeaLife Center fulfill its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems, but also:
Gain valuable hands on experience
Housing provided while you are interning
You get to partake in our staff parties and events
Free admission to ASLC for interns, their spouse, children, parents, grandparents, and grandchildren
Discounts on Gift Shop merchandise – 20% discount on non-sale items
Discounts at Haul Out Café
Guests accompanying interns will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels and restaurants (with ASLC ID)
Worker’s compensation benefits
What our interns say about us:
"It's a great place to kick-off your career, get experience and learn what you like."
"I would highly recommend this internship because it's a once in a lifetime experience to work with amazing animals and people."
"This was the best internship I've ever had. It was very organized and fun. I would definitely recommend it."
"I was given the chance to really assess what I want to do with my life/career and believe that I will be making some changes to my degree program upon returning home."
"ASLC provides a wonderful stepping stone in the pursuit of a career."
Internship Opportunities (please note all internships are unpaid and food/travel stipends are not provided)
In compliance with the Americans with Disabilities Act (ADA) the Center will make appropriate accommodations for interns with qualified disabilities whenever possible as long as the accommodation does not cause the Center or other intern’s undue hardship.
The application window is now closed.
Instructions for Applicants:
Carefully review all of the internship requirements and instructions
Complete the internship application for no more than 2 intern positions. Be sure to provide us with the best e-mail and phone number for contacting you.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
The application period will be open from Dec 10 to Jan 10.
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
Program Information:
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks between May 1 and September 30.
Housing provided
College credit can be earned but must be arranged by you and your college
Intern responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
While talking with Yosty, Sonia mentioned a lot of important processes that happen in the Gulf over the course of the year and described what was different during these strange years. During periods of warmer than average water offshore, species of phytoplankton that were indicators of lower nutrient conditions in the Gulf began to make up a large part of plankton blooms in the Gulf of Alaska. Some incidences of species of phytoplankton that can produce harmful toxins were reported in Alaska during those periods. If toxic phytoplankton were consumed by zooplankton, this could impact the higher levels of the food chain of the Gulf of Alaska.
Sonia also pointed out that she expected the abnormally warm water that began at the end of 2013 to have an impact on the plankton, and did it ever! Picking up these clues, Yosty digs even deeper into the oceanic conditions in the Gulf when water temperatures were higher than average by talking to Seth Danielson, an Oceanographer with Gulf Watch Alaska.
Watch the video below to hear about the ocean conditions Seth has observed in the Gulf of Alaska.
VIDEO: Seth Danielson and Ocean Conditions
Seth Danielson describes his observations of recent ocean conditions in the Gulf of Alaska. (4:28)
Narrator: Okay, so clearly something was really different during these years and it affected the whole system. The clues led Yosty to talk to Seth Danielson, a Gulf Watch oceanographer with the University of Alaska Fairbanks.
Yosty: Hey Seth, so what do you mean when you use the term “oceanic conditions�
Seth: As oceanographers, we can measure the temperature and the salinity of the water column, and from temperature and salinity we can compute the water density. Just like warm air rises, the ocean is layered with colder, more dense water sitting below warmer and fresher waters near the surface.
Yosty: Was there anything unusual about the oceanic conditions in 2015?
Seth: 2015 was one of a number of years in a row where the ocean conditions in the northern Gulf of Alaska were particularly warm. We’ve been measuring temperature and salinity at the mouth of Resurrection Bay since 1970, and over the past 45 years we’re finding the warmest temperatures that we’ve ever seen.
In the winter of 2013-2014, some scientists from Canada noticed that we had extremely strong temperature anomalies in the North Pacific. These were anomalies that were three to four standard deviations away from average, which is an anomaly that would happen once every couple thousand years if it was just a random event. So we assume that this is not just a random event, it’s been forced by something in the atmosphere. And through analysis of the sea surface data and our understanding of the weather patterns, we see that the North Pacific Ocean was able to retain a lot of heat in the last few winters, and that led to the creation of this “blobâ€. The blob is a feature that was created, in large part, by a lack of cooling during the winter months.
Yosty: Anomalies? Deviations? Blob? Wait, did he say “blob�
Seth: An anomaly is a deviation from what we consider to be normal conditions. Cool anomalies are when the water is not as warm as we expect it to be. We had a prolonged period of cool anomalies in the early 1970s and another period of cool anomalies in the first decade of the 2000s. Interspersed between this long-term trend of warming over the Gulf of Alaska, we have periods of warm anomalies and cool anomalies. Often the warm anomalies are associated with events such as El Niño. That happened in 2015 for example: there was a large El Niño event.
Yosty: How could this anomaly of warmer water – this “blob†– cause problems for animals living in the Gulf of Alaska?
Seth: The temperature and the salinity both help regulate the “communication†of subsurface waters to the near-surface waters, and it’s the availability of nutrients and light up near the surface that make those waters productive for phytoplankton growth. By increasing our stratification – for example during years where it’s warmer than normal near the surface layers – you can cut down the communication between the subsurface waters and the near-surface waters, and that reduces the nutrient supply to the surface layers. So an increase of stratification would tend to reduce the amount of nutrients available for phytoplankton growth, and over the course of the last three years – 2014, 2015 and 2016 – we’ve seen stronger than average stratification across the Gulf of Alaska shelf.
Below are two visuals of what Seth, and the other Gulf Watch Alaska Scientists, observed happening to the ocean conditions and organisms in the Gulf of Alaska. The first of two animations depicts what a normal calendar year looks like in the Gulf, while the second portrays how the Gulf was impacted by "The Blob".
VIDEO: Normal Ocean Conditions
Animation of oceanographic conditions in "normal" years. (4:47)
As Yosty learned from Seth, the processes going on in the Gulf of Alaska can be quite complex. In the Gulf of Alaska during a normal cooling season from October to March, the water column is separated into an upper and lower section with a thermocline diving the two layers. Let’s pop over to the laboratories in the Alaska SeaLife Center to discover what a thermocline is.
Hi everyone, and welcome to the laboratories here at the Alaska SeaLife Center. I’ve set up a quick demonstration to show you visually what a thermocline is.
Bodies of water – like oceans or lakes – are broken up into layers, and these layers are determined by two different things: temperature and salinity. Variations in the temperature and salinity create variations in the density of water, and density is what determines whether some water will sink below or rise above other layers of water.
Now warm water is generally less dense than cold water, which means that warm water will actually sit above cold water. And the area where the warm water and cold water meet – that’s called the thermocline. So the thermocline is just that layer between the two different densities of water.
Have any of you ever jumped into a lake? If you have, when you were diving down deep – just a little bit below the surface – did you feel a large change in the temperature of the water? If so, then you’ve felt a thermocline!
Over here, I have created a little demo to show us what that looks like. On one half of this container I have cool, blue water; and on the other half I have warm, red water. Now let’s watch what happens when I remove the divider and the two waters combine.
As you can see here, the two layers of water are going to start to separate. And once they are separated this will be called “stratified†water. At the top we will have the warmer, less dense water; and at the bottom we will have the colder, denser water. And that purple layer that will form right in between? That will be the thermocline. So our thermocline is just the area of rapid transition between the two different layers.
Now in bodies of water, the thermocline isn’t the only cline that exists. And that’s because there are many more factors that go into determining the density of water. For instance, in the ocean, salinity – or the salt content – actually plays a much larger role in determining density than does the temperature. Now these variations in density within the ocean actually drive a global pattern of ocean water mixing. And this global pattern of ocean mixing played a vital role in the cause and effect of the “blobâ€. So now back to our animation to learn just exactly what is happening in the Gulf of Alaska.
As we begin the fall season, storms build, bringing with them a strong easterly wind, which causes a mixing effect in the water. As we take a closer look into the upper layer, we can see that important nutrients like nitrogen and phosphorus are delivered from the lower layer due to this strong mixing effect.
Now we see a normal warming season. After the winter, the upper water layer is now rich with nitrogen and phosphorus. Combined with the increased amount of daylight, these increased nutrient levels create a phytoplankton bloom that depletes the surface nutrients by late spring. This abundance pf phytoplankton is met by an abundance pf zooplankton. Zooplankton feed upon the phytoplankton and recycle some of the nutrients back into the ocean. The abundance of phytoplankton and zooplankton allow for other animals in the Gulf to thrive.
As zooplankton abundance increases, so does the abundance of fish in the Gulf that eat the zooplankton. Predators like common murres, marine mammals, and humans are then drawn into the Gulf to catch the abundant fish. As you can see, the nutrients that allow the phytoplankton to bloom are important for the health of the entire ecosystem.
The unusual warming event in the ocean first detected at the end of 2014 was very different from the seasonal weather pattern of cooling and warming considered normal for the Gulf of Alaska. Watch the next set of animations below to observe the normal pattern of seasonal changes in the ecosystem that scientists have observed and what was different about the “blob” pattern and the effects it may have had on the Gulf of Alaska.
VIDEO: Anomaly "Blob" Conditions
Animation of oceanographic conditions in "Blob" years. (2:10)
In the Gulf of Alaska, during a winter season with less-than-normal cooling, the upper water layer stays warmer than average leading to stronger separation between the upper and lower layers. During this period, there is a ridge of high pressure in the atmosphere that reduces the amount of winds in the winter leading to a weaker mixing effect between the lower and upper layers. Additionally, with less cooling there is glacial melt and river input into the Gulf year-round. This means that the upper water layer receives a lot of fresh water that is less dense than the salt water. Mixing between the upper and lower water layers weakens and the thermocline stratification of the water column strengthens, reducing the transport of nutrients from the lower to upper water layer.
The lack of nutrient mixing over the winter leads to a nutrient-starved upper water layer in the spring. The lack of nutrients in the upper layer greatly reduces the bloom of phytoplankton. In 2014, 2015 and 2016 much of the phytoplankton left was a smaller, thinner variety that may have been less nutritious for the animal zooplankton that fed on them. This lack of nutrition would have worked its way up the food chain, with less nutritious plankton leading to malnourished and less nutritious forage fish – typically a large food source for marine birds like the common murre.
A lack of these forage fish may explain the empty stomachs found by researchers examining the dead murres and why some murres were found inland. They may have been hopelessly looking for the food they weren’t finding in the ocean.
The impacts of this unusually warm "blob" of water were not limited to the Gulf of Alaska. The blob was first seen along the coasts of California and Oregon, and the entire Northeast Pacific has been subject to its impacts. The Gulf Watch Alaska team has been able to piece together the mystery of these unusual events using the power of systems thinking.
The lingering oil studies occur in western Prince William Sound, which is where the oil from the Exxon Valdez oil spill landed, and actually there’s still some oil out there today – small pockets of oil that’s buried in sediments on beaches, throughout western Prince William Sound. So that’s where the lingering oil issues are still important to track.
From the USGS perspective, we’re looking at effects of that lingering oil on wildlife. So considering effects of exposure to that lingering oil, and also to understand what that might mean to individuals and populations of the wildlife that live out there. The main species that we’re thinking about in terms of lingering oil are harlequin ducks and sea otters, and that’s because there’s a long history of understanding that lingering oil’s been an important constraint on population recovery of those two species, and so we’ve spent a lot of time trying to understand the timeline and the mechanisms by which those species are recovering from the oil spill.
We’ve measured exposure in a number of different ways. For example, with harlequin ducks we’ve used an enzyme called cytochrome P450 1A. It’s a long word basically for an enzyme that gets induced when any vertebrate’s exposed to hydrocarbons. So if you and I were exposed to oil, we would have an induction of that enzyme that would be measurable and then could tell us whether one has been exposed to that.
The enzyme itself is part of a cascade of physiological processes that any vertebrate goes through once they’ve been exposed to oil. And it could be indicative of physiological harm, or it could be indicative of just exposure without physiological harm. So we’re not inferring harm from induction of the enzyme, what we’re inferring is that they’re still exposed to oil with the potential for harm.
Who is watching the Blob?
Abundance (n): the number of individuals per population or per species
Anomaly (n): deviation from normal conditions
Density (n): measure of mass per unit of volume
Downwelling/Upwelling (n): the downward (or upward) movement of fluid, especially in the sea
El Niño (n): large climate disturbances in the tropical Pacific Ocean that occur every 3-7 years and affect ocean water temperature patterns
Inorganic (adj): not made of living matter
Near-surface (n): layer of water that lies just beneath the surface
Salinity (n): the saltiness of a body of water, usually measured in parts per thousand (ppt) by weight
Standard deviation (n): a measure of how different a set of numbers are
Stratification (n): when water masses with different properties form layers that act as barriers to water mixing
Sub-surface (n): layer of water below the surface
Thermocline (n): transition layer or boundary between two water layers of different temperatures
The Gulf of Alaska is part of the North Pacific and reaches from the Alaska Peninsula in the west to the Alaska archipelago in the southeast. The coastline includes mountains, glaciers, temperate forests, towns, and cities. Powerful currents in the Gulf of Alaska have helped shape the surrounding land and communities, and circulate necessary nutrients and marine life from the deep waters to the surface. These circulation patterns allow the Gulf of Alaska to thrive with life and sustain some of the largest United States’ fisheries, as well as provide essential habitats for seabirds, marine mammals, and fish to feed and reproduce.
As described in Gulf Watch Alaska: Long-term Monitoring, the Gulf of Alaska was impacted by a major oil spill on March 24, 1989. The Exxon Valdez oil tanker ran aground in Prince William Sound, Alaska, and spilled nearly 11 million gallons of oil. An estimated 250,000 seabirds, 2,800 sea otters, 300 harbor seals, 250 bald eagles, up to 22 orcas, and billions of salmon and herring eggs were lost to the spill. Since the spill, scientists have been conducting a long-term ecosystem monitoring study to gain a better understanding of both natural and human-caused impacts to the Gulf of Alaska ecosystem.
The Gulf Watch Alaska long-term monitoring program consists of a team of scientists who work together to measure and watch different parts of the ecosystem spill area. Through cooperation in this project, scientists can see the links, or connections, between all of their areas of study. In science, we call this “systems thinking.” Systems thinking looks at the web of relationships where individual pieces respond on their own 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 components around them that drive physical and chemical processes and affect the conditions for survival. The process of systems thinking allows the Gulf Watch Alaska team to harness the power of a network of scientists that all specialize in different research subjects. This power makes the team of scientists well-equipped to solve any mysteries unfolding in the Gulf of Alaska.
One such mystery arose in 2014 when people across the Pacific West coast began to notice large quantities of dead or dying birds washing up all along the shore from California to Alaska. As this event expanded, scientists began investigating the intricate network of natural processes in the Gulf to try and uncover the mystery of these dying birds.
Yosty Storms is a former colleague at Gulf Watch Alaska. She is now working for the Alaska Native Science and Engineering Program in Anchorage. Recently, Yosty has heard a lot of talk regarding the birds washing ashore, as well as other very unusual events happening throughout the Gulf and surrounding land areas. Let’s follow along as Yosty visits with the Gulf Watch Alaska team and investigates these odd occurrences.
Watch the video below and meet Yosty!
VIDEO: Meet Yosty Storms
Meet Yosty Storms and learn about a mystery occurring in the Gulf of Alaska. (1:42)
Meet Yosty Storms. Yosty works at the Alaska Native Science and Engineering Program in Anchorage. But when she was a student she worked with Gulf Watch Alaska. That's a long-term monitoring program looking at a large range of the North Pacific Ocean, especially the area impacted by a massive oil spill back in 1989. This area has taken a very long time to recover, because some of that oil is lingering on the beaches and offshore. That oil continues to affect the health of fish and other wildlife.
Gulf Watch Alaska is a team of amazing scientists who are "on watch" for this ecosystem, keeping tabs on its recovery from the oil spill, and to see if they can detect other sorts of changes – the kinds that might be the result of global climate change.
The majority of Alaskans live in communities along the coastline of the Gulf of Alaska, or within the watersheds that drain into it. Some of these communities, like here in Cordova, are dependent on the Gulf of Alaska for their local economy and jobs. Others, like the Native Village of Eyak, have over 10,000 years of history in this region.
Everyone at Gulf Watch Alaska agreed that 2014, 2015, and 2016 were very, very unusual years for the ecosystem. So let’s go along with Yosty to see if we can put the mystery together. The first question Yosty wanted to ask some of the scientists was: just how unusual were these years?
Who is watching the Blob?
Archipelago (n): a section of water containing many islands
Cooperation (n): working together to accomplish a goal
Ecosystem (n): a community of living things and nonliving surroundings linked together by energy and nutrient exchange
Essential (adj): something that is necessary or very important
Habitat (n): a place that provides an animal or plant with adequate food, water, shelter, and living space to feed, breed, seek shelter, and raise young
Intricate (adj): very detailed, complex
Lingering (adj): sticking around, lasting for a long time
Sustain (v): strengthen or support physically or mentally
Thrive (v): to be healthy and successful
Watershed (n): an area of land that contains a common set of streams or rivers that all drain into a single larger body of water, such as the ocean
Talking with Kathy, Yosty learned that the common murres in the Gulf of Alaska were starving during this period of uncharacteristically warm water. This common murre die-off event was very puzzling for scientists because there was not a clear reason as to why the birds were behaving abnormally. If the birds were not getting enough food, there must be something in the Gulf of Alaska impacting the food chain.
Scientists study all levels of marine food webs, beginning with the organisms at the base — the plankton. Plankton are a diverse group of living organisms that spend at least part of their life floating through the water column, unable to swim against the current. Plankton consist of both plants and animals and help to form the base of the marine food chain.
Every organism that relies on the ocean for food depends on an adequate supply of plankton to keep the ecosystem properly fed. Even animals that don’t eat plankton themselves, like the common murres, require enough healthy plankton to feed the fish and invertebrates that they prey upon. So, if the common murres were starving, causing them to move close to shore and inland to search for food, and dying in large numbers, there might be some evidence that maybe something was different about the amount or types of plankton in the Gulf of Alaska those years.
Following this lead, Yosty moves forward in the investigation by questioning Gulf Watch scientist Sonia Batten, who specializes in monitoring plankton populations to understand what had been happening at the base of the Gulf’s food chain that might have been related to the murre die-off.
Watch the video below to hear what Sonia has observed with the plankton in the Gulf of Alaska.
VIDEO: Sonia Batten and Plankton
Sonia Batten describes her observations of plankton in the Gulf of Alaska. (4:17)
Narrator: Hmm… It all seemed to go back to the murres’ food chain. Why did these seabirds starve to death? Was something wrong with their food source? Yosty needed to start at the bottom of the food chain. She needed to talk to Sonia Batten, A Gulf Watch scientist monitoring plankton in the Gulf of Alaska.
Yosty: Hi Sonia, what evidence do you have that 2014-2015 were unusual times for plankton in the Gulf of Alaska?
Sonia: We’ve been looking at plankton in the northern Gulf of Alaska since 2000, so we have quite a long time series now. We look at the plankton from spring through fall of each year. We noticed in 2014 and then again in 2015 that there was something unusual happening, and we were kind of expecting it because we knew that the waters offshore were really warm from the end of 2013 through the next two years (really unusually warm, and it’s been called “the blob” by some people). So we were expecting to see something unusual.
What we typically see in the plankton… There are two types of plankton. There’s the plant plankton and those are little tiny single-celled plants that float around and take the sun’s energy to grow – and they typically get blooms of those in the spring because there’s lots more sunlight in the spring, there’s lots of nutrients from the winter storms that have been mixed up, and it starts warming up. All those things are really good for them to grow, so we typically see those take off in the spring. And then as they grow they get eaten by the animal plankton and their numbers die back a little and they run out of nutrients and so on, so there’s lower levels of them through the summer. And then sometimes in the autumn we get another bloom because we get a few storms come in and mix things up again and give them more nutrients. That’s the typical pattern.
What we saw in 2014 was we didn’t see anywhere near as many of those plant plankton as normal, and we saw big numbers of very small animal plankton that were around. It was quite unusual – we hadn’t seen anything quite like that in the whole 50 years of sampling that we’ve done.
Yosty: What impacts could this have on the rest of the Gulf?
Sonia: It’s still a question we’re working on. Plankton support everything in the ocean. All of the fish and mammals either feed on plankton themselves, or they feed on something that’s been eating plankton already. If there’s not so many of one type of plankton that might be bad, but there were quite a lot of animal plankton around so there obviously eating something. They may be eating something that we don’t see…
One of the things we saw was that the types of plant plankton were slightly different: there were more of the smaller type of cell that are longer and thinner. Those cells typically do better in years when there’s not so many nutrients around, because they find it’s easier to take the nutrients up. It’s possible that those are not such a good food source for some of the animal plankton, or maybe the animal plankton weren’t finding as much of what they wanted and in turn that could mean that there’s not enough animal plankton for the fish and seabirds and mammals. But we still don’t really know – those kinds of patterns take a long time to be revealed.
Yosty: Kathy mentioned something called domoic acid and its potential to impact seabirds. How is this related to the plankton that you’ve been studying?
Sonia: Some phytoplankton – that’s the plant plankton – can produce a toxin called domoic acid. They don’t necessarily produce it over time, sometimes they produce it as a response to a stress in their environment. One of those stresses could be being eaten, so they produce it to put off zooplankton from eating them. There were reported instances of domoic acid in Alaska, and actually through a wide area of the North Pacific a lot of places were reporting it.
Although the plankton have evolved to deal with the domoic acid that’s produced by the phytoplankton when other animals eat the zooplankton they concentrate the toxin, and as you go up the food chain the poison gets concentrated and it can potentially cause problems in larger animals that never ate plankton themselves but have eaten other organisms that have concentrated it. So it’s one explanation for why some of the seabirds may have been struggling in that year.
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 Blob?
Abnormally (adv): different from what is normal
Diverse (adj): a lot of variety
Invertebrate (n): an organism lacking a backbone
Organism (n): an individual life form
Phytoplankton (n): freely floating, often minute plants that drift with water currents
Productive (adj): producing enough energy to sustain life
Zooplankton (n): freely floating animals that drift with water currents
Wildlife Biologist, U.S. Fish and Wildlife Service
Kathy's role in Gulf Watch Alaska:
Pelagic Ecosystems Co-Principal Investigator,
Prince William Sound Marine Bird Population Trends
Important skills for her position:
"Biometric and GIS skills are of course important for working in science, but writing and communication skills are more important for me now, at this stage in my career. And of course, getting outdoors when possible, to recharge interest and enthusiasm, even get new ideas."
Challenges in her work:
"Obtaining the support needed for a scientific project, especially something long-term, takes an enormous amount of time and effort - and is usually not why one goes into science. But it has to be done... these aren't the fun aspects of science, but they also help you to refine your goals, objectives, and approach."
Kathy's advice to young people interested in science: "Get some field experience, and even work on several types of studies to see what really stokes your interest in learning more. Often, biologists start out as volunteers (I did) and move to seasonal field work, or help with data and reports. When you're on a project, do some background searching and reading on the subject or your specific project (so easy to do these days), and find out what questions the project leader is focused on. If you do a good job, work well in difficult conditions, and stay in contact, chances are you'll be called back."
Dr. Kathy Kuletz describes her career as a seabird biologist. (3:14)
I’ve always been interested in the working with wildlife. I grew up in the desert, so the ocean was exotic to me. Anything that had to do with the ocean was very exotic, and that’s probably what attracted me to that aspect. I wanted to see Alaska, so I came up for a summer job like most people here. I worked in fisheries to begin with because that’s where a lot of the jobs were – there’s not a lot of funding to study birds. I was doing fisheries work, but then I wound up getting a summer job on Naked Island in Prince William Sound, and that was my first job with seabirds. My one year there turned into four, which turned into my Master’s degree studying pigeon guillemots there. Of course that was before the oil spill – I started back there in 1978. After the oil spill, it turned out that was one of the few places where we had some baseline data on seabirds – how they raised their chicks, what they fed on, and how many birds there actually were in these colonies.
I went back after the oil spill, again as a seasonal employee of Fish & Wildlife Service, and eventually it became a term appointment. I stayed on in prince William Sound studying marbled murrelets. I became interested in what was going on at sea. Back in the 70s and 80s there was a large ecosystem study going on because they were looking at oil lease sales in the Bering Sea and the Gulf. They had what they called the OCSEAP program – the Outer Continental Shelf Environmental Assessment program. Then there was a huge gap where not much was done out at sea, and of course seabirds spend most of their lives out at sea, but mostly people study what goes on at a colony. I was interested in that other aspect of their lives and what happened the other three quarters of their lives out at sea.
For the most part, this was before we had little tiny satellite tags and GPS dataloggers, but we didn’t know what they really did. We didn’t have a good idea of where birds went, and a large part of what we found out was by counting birds at sea – going out on big ships, research vessels that were doing fisheries work or oceanographic work, and doing surveys in conjunction with those.
That’s what we’ve continued to do, of course we have more technology now and we can log location of every sighting very accurately and tie that data into what the oceanographers found on the same cruise, or the plankton people, the fish people, the marine mammal folks. So we’re trying to identify the hot spots, trying to found out where birds go in the non-breeding season as well as during the breeding season offshore. That’s what’s attracted me – the idea of being able to put together all this information and understand the big mystery of what seabirds do out at sea, that’s what draws me into it.
Research Associate Professor, University of Alaska Fairbanks
Seth's role in Gulf Watch Alaska:
Environmental Drivers Co-Principal Investigator, Gulf of Alaska Mooring (GAK1)
Important skills for his position:
In my position it is important to be able to write clearly and to be proficient at computer programming. Programming skills allow one to perform customized analyses that will extract new information from a dataset, while writing skills are needed to communicate your results and demonstrate the importance of your work.
Challenges in his work:
"Sometimes the biggest challenge is in properly crafting a scientific hypothesis that is both tractable and cost-effective. There are often very expensive ways to find answers to a research problem but these may not be affordable. Half the fun of doing research is finding the right balance between costs, effort, and scientific results."
Seth's advice to young people interested in science: "A solid background in mathematics, statistics and critical thinking provides a springboard that can direct you into any of the sciences that interest you. Set yourself up for success by learning how to both identify and solve problems."
Seth Danielson describes his interest in oceanographic research. (1:16)
My name is Seth Danielson; I’m a Research Associate Professor of Oceanography at the University of Alaska Fairbanks. As a research professor, I’m really interested in firstly understanding how the world works and going out and making new discoveries about how the ocean system responds to the atmosphere: how it provides an environment that the fish and the birds and the whales are living in in the marine system, and how the physics – the winds, the waves, the currents, the temperature of the ocean – how all those affect the ecosystem as they come together. Along the way I get to go to these beautiful places, remote places that very few people get to see on the ocean and along the coasts around the Arctic and around Alaska.
I get to bring my stories back to schools and share those with the students, and that’s a lot of fun and very fulfilling. The ability for us to be able to learn new things about the world and communicate them is just incredibly satisfying – it makes a great career.
Biological Oceanographer, Sir Alister Hardy Foundation for Ocean Science
Sonia's role in Gulf Watch Alaska:
Environmental Drivers Principal Investigator
Important skills for her position:
Basic science training, interest in small things, interest in seeing both "big pictures" and patterns
Challenges in her work:
"Anything to do with studying the ocean is challenging because you can’t sample enough of it to really understand what is going on. So trying to understand what’s going on across the horizontal region, down through the water column, and through time is really hard because they all change, all of the time."
Sonia's advice to young people interested in science: "If you have a questioning mind and you like looking at the way the world works, then you are a scientist. How you use that in a career could be anything from teaching, to talking with politicians to try and get policies that will help a community - there are so many different things. I would just say that it may not be the dry and dusty thing that you think it is. You can be a scientist and have a huge range of careers. If you are interested in things like that, keep your mind open for opportunities where you can use science."
Sonia Batten discusses one of the coolest things about the ocean. (0:31)
I think the coolest thing is that you can take a bucket of seawater, you can filter out the stuff and put it under a microscope and show people and they go, “Oh my god, I didn’t know I was swimming with that!”
You can look at a crab larvae, a little tiny crab before it settles out under the microscope, and it’s got, some of them have spines that are three times the length of their body sticking out, and they look like alien things, and you have no idea that you’re swimming with that kind of thing, and yeah – I think that’s cool.
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)
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
What Seth and other scientists have discovered is that the lack of cooling was so severe that it created a large area of warmer-than-usual water in the North Pacific. This area of warm water, called “the blob†by some scientists, had a reduced level of mixing between the lower and upper ocean layers. The puzzling impacts of this phenomenon are what the scientists of Gulf Watch Alaska are starting to piece together. It may have played an important part in the massive die-offs of seabirds like the common murre, because as we learned from Kathy scientists suspect that the murres were not receiving enough food to pile on their important fat reserves.
Sonia mentioned that the bloom of phytoplankton was less productive than it had been in the past. And as we know, that could have a ripple effect throughout the entire food web, impacting everything from the tiniest of plankton to forage fish like herring and on up to their predators such as the murres. With the decrease in marine nutrients, apex predators like the mightiest of whales or even humans could be impacted by this situation.
The potential consequences of “the blob†may seem frightening, but Gulf Watch scientists will be keeping an eye out for this and similar anomalies to better understand the health of the Gulf of Alaska.
By combining their different areas of expertise, the Gulf Watch scientists were able to begin solving the mystery of the dying seabirds in the Gulf of Alaska but many questions remained. The Gulf Watch team will continue working together to understand not only how the ecosystem continues to recover from the Exxon Valdez oil spill, but also how the Gulf of Alaska continues to change as a result of other types of changes, both natural and human-caused in the ocean through interactions of Earth systems.
Help the scientists of Gulf Watch Alaska continue to monitor ‘The Blob’ as the seasons change. Click here to access the Alaska ‘Blob’ Tracker.
Who is watching the Blob?
Expertise (n): expert skill or knowledge in a certain area of study
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.
Diagnostic Services for Wildlife and Companion Animals
The COHO Laboratory offers cost-effective microbiology, clinical chemistry and hematology, molecular biology and toxicology diagnostic testing. Quality results are provided in a timely manner with personalized service. We are experts in veterinary diagnostics and toxicology with a special emphasis on marine animals. Some of the tests we offer are only available at the COHO Lab.
The inaugural Seward Seabird Festival is June 21, 22, and 23. All weekend long, visit Seward for events celebrating the arrival of Alaska's seabirds through education, science, and art!
Click here to purchase a space on a private photography session in the aviary.
Click on an image below to download the pdf version.
October 2023-January 2024: 1:30 pm Sundays and Fridays
Duration: Approximately 30-minute tour
Maximum of 5 people per tour - minimum age 10*
Experience training techniques first hand as you feed one of these remarkable animals with our marine mammal staff. Discover amazing facts about Steller sea lions as you gain an understanding of their role in Alaska's marine ecosystems. Learn how, and more importantly why, we train our marine mammals.
No photography allowed on this tour.
One Group Per Tour
Group Size of 1-2 People: $274.95
Group Size of 3 People: $324.95
Group Size of 4 People: $374.95
Group Size of 5 People: $424.95
Members get a 20% discount, buy your membership today and use the benefits immediately.(does not include admission)
*Guests aged 10-16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
Get a Sneak Peek into the daily care of our marine animals. During this interactive walking chat, our education team will share with you the day to day activity of feeding, training, enrichment, and general health care of our marine animals.
Price: $26.95 per guest (does not include admission)
*Guests under 16 must be accompanied by a paying adult
With such a unique location, the Alaska SeaLife Center is an excellent place for research both locally and globally. Join an educator to learn more about the diverse range of research projects being undertaken here. This experience includes a chance to meet a member of the Chiswell research team, which studies Steller sea lions through remote video monitoring of a nearby rookery.
Price: $14.95 per guest (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Get a Sneak Peek into our Wildlife Response Program. During this interactive walking chat, our education team will share with you the rescue and rehabilitation process and you will learn about some of our recent patients.
Price: $24.95 per person (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
CONTROLLED CAPACITY AND TIMED ENTRY: WHAT YOU NEED TO KNOW WHEN PLANNING A VISIT
Online reservations are RECOMMENDED for all guests and members to reserve your desired entry time, save by purchasing early.
Reservations can be secured in 15-minute time slots, and guests will not be admitted prior to their scheduled time. The last entry of the day is one hour before closing.
Onsite ticket purchases and member reservations are possible, but entrance times may not be available at the time you arrive, and you may not be able to start your visit immediately.
Once you enter the Center at your scheduled time, you can stay as long as desired and even leave and come back during the same day.
Reservations may be canceled or rescheduled up to the reservation time.
If you have a fever, cough, shortness of breath, or other symptoms of COVID-19, please visit at another time. We will refund any tickets that cannot be used due to illness, even if you are not able to contact us until after the reservation time.
Those without online access or needing to reschedule should contact the Reservation Hotline 1-888-378-2525 or 907-224-7908 or onlinesales@alaskasealife.org.
FOR SAFETY'S SAKE: PLEASE BE AWARE OF OUR SAFETY PRECAUTIONS
Staff members will wear masks when interacting with guests indoors when the CDC-defined COVID-19 Community Level is "high" in the Municipality of Anchorage. Staff members may choose to wear masks when they are not required to do so.
Physical distancing is encouraged, and to facilitate distancing, guests are encouraged to follow a one-way flow throughout the Center.
Food and beverages are permitted in the lobby area only.
Parents of young children are encouraged to consider using a stroller to help ensure their little ones maintain some distance between non-family group members.
One-Way Guest Path - You will start by going up the escalator to the 2nd Floor after checking in at Ticketing.
You can make as many loops through the Center as you would like! Download the 2nd Floor and 1st Floor maps.
Closure Information: To support public health efforts in the best interest of our community and our staff, the Alaska SeaLife Center closed temporarily to the public beginning Monday, March 16 and will stay closed until further notice.If you have purchased tickets to visit and you wish to change your plans, please email onlinesales@alaskasealife.org or call 1-888-378-2525 for rescheduling or cancellation options. For more information, visit here.
Virtual Visits & Distance Learning: To continue to share our mission work and current happenings at the Center, we will be having Virtual Visits so you can enjoy the aquarium from home. Visit our Virtual Classroom to learn about Alaska’s marine ecosystem and the Alaskan animals we house. Past programs can be accessed from ASLC’s YouTube channel. See more information here.
Support the Center: Huge shout out to our "fin"tastic fans of ASLC. Your support is greatly appreciated and we cannot thank you enough. You can help the Alaska SeaLife Center during this tough time by donating to our Emergecny Operating Fundhere.
We look forward to seeing you again at the Alaska SeaLife Center soon. For more information on this rapidly changing situation, please check back here.
There are several options if you would like to be a recurring donor. You can select to be a monthly donor on the donation page, you can be an annual recurring SeaLife Giving Circle Member, or have your membership auto-renew. If you choose to be a recurring donor, please know that we keep your information secure and you have the ability to cancel your donations at any time.
If you would like to cancel your recurring donation or auto-renewing membership, please call Shannon Wolf, Senior Development & Guest Services Manager, 907-224-6355 or email shannonw@alaskasealife.org. All you need to include in your email is your name and the date that you would like the donations to stop.
Recurring donations are a great way to support the important work of animal care, marine science research and education, and animal rescue and rehabilition at the Alaska SeaLife Center.
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Here are some things you can do today to help continue our mission work:
Membership is the best way to support the Alaska SeaLife Center.
No donation is too small - everything helps. If half of Alaskans donate $10 each, the Center will be saved.
We'd love to "sea" you!
Online reservations for tickets are strongly encouraged.
January 1-March 9 - 3:00pm Thursdays, Saturdays, Sundays
Duration: Approximately 30-minute tour
Maximum of 6 people per tour - open to all ages*
All brain, no bones! Immerse yourself in a world of suckers and beaks. Go behind the scenes and join a member of our Aquarium Team to observe an octopus feeding and learn more about these fascinating creatures.
Flat-Rate Price: $189.95 per group of 1-6 people - members get a 20% discount, buy your membership today and use the benefits immediately
* Guests under 16 must be accompanied by a paying adult. Price does not include General Admission.
Tickets only vaild for date selected. Masks are optional on this tour.
Monday, January 3-Friday, March 5: 2:00pm Daily (Closed Tuesdays & Wednesdays)
Duration: Approximately 30-minute tour
Maximum of 4 people per tour - Minimum age 10*
Meet our puffins and other resident bird species and participate in a feeding in the aviary. This is a modified version of the original Puffin Encounter that incorporates COVID-19 safety protocols. The tour includes walking and kneeling on uneven surfaces.
Flat-Rate Price: $199.95 per group of 1-4 people - members get a 20% discount, buy your membership today and use the benefits immediately. (does not include admission)
Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour. Guests unable to wear a mask due to physical or mental disability are required to wear a face shield.
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We’ve received the most heartwarming support, from children giving their lemonade stand proceeds, teenagers playing music for virtual fundraisers, Alaska’s talented artists banding together for an auction, many restaurants (who are struggling themselves!) holding fundraisers.Your generosity gives us goosebumps. We still have a ways to go and we’ll be working hard to meet our goals. On behalf of our staff, our animals, and all Alaska, we thank you from the bottom of our hearts.
Check out the way these local businesses are helping Save the Alaska SeaLife Center!
Interested in or currently fundraising on our behalf? Complete this form.
Here are some of the notes that supporters are writing with their donations:
Jaynie Anchorage, AK
Love the work you do
Erin Anchorage, AK
I know it’s not much but I hope this helps a little during tough times. I don’t want you to close! Those animals need you.
Dolores Eagle River, AK
My daughter love this place.
Myles Anchorage, AK
Hopefully this help in anyway possible
Barbara Anchorage, AK
Please don't close. AK needs you. I don't want to be added to a mailing list. My grandkids love visiting you.
Thank you
Lucienne Fairbanks, AK
Love the sealife center!
Holly Wasilla, AK
Helping to keep you guys open! Alaska will get you there!
Terri Aliso Viejo, CA
Alaska is my home state and your center is a gem. I hope this donation helps you continue your work and not close.
Gwen Palmer, AK
Renewal of membership coming separately!
Alex Corpus Christi, TX
I loved visiting in the summers when I would visit my aunt and uncle. It was always a good day when we’re able to stop by and see all the animals.
Mckenzie Fairbanks, AK
The sea life center is my favorite place so I’d be so sad to see it go
Mary Painesville, OH
I have visited your center twice and I hope that you will be able to continue your mission.
Giuliano Trevor, WI
Alaska is my home and I would love to donate what I can to help support you guys! You guys are amazing! Please don’t close if possible, you guys are the beating heart of Seward!
Robin Louisville, CO
We love hearing about all the cuteness from our friend Johanna, and have loved the live events! Sending love from Colorado!
Kimber Wasilla, AK
Save the Sealife Center!â¤ï¸
Elisa Anchorage, AK
Keep up the good work.
Vicki Titus, AL
Don't get to Seward often, but want your work to continue! Love the Sea Life Center!
Abbie Anchorage, AK
We just visited and had the best time!
Kelly Anchorage, AK
We love you!
Cassie Murrieta, CA
I've never visited, but ASLC seems to do incredible work for both wild animals and the animals who are permanently in your care. I wish I could do more.
David Anchorage, AK
You do an amazing job of rehabilitating animals. Hope this helps.
Thomas Plymouth, MN
Because we loved our visit as part of an Alaska tour.
Marlene Anchorage, AK
I just want to help save this center who saves injured and orphaned animals. Good luck and thank you for what you do!
Barbara Anchorage, AK
It's happening!
Tyler Anchorage, AK
Keep it going!
-Browns
Jennifer Dupont, WA
his was an amazingly enriching part of our daughters’ childhood and would hate to see it close. Hope this helps!
Adam Anchorage, AK
Hoping to keep you open for all to enjoy many years into the future!
Misty Two Rivers, AK
Please don’t close your doors!!!
Kaley Ketchikan, AK
I live in Ketchikan, but have loved everything about this place.
Karen Eagle River, AK
The Sealife Center is so important to the rescue and rehabilitation of many, many Alaskan marine animals, and I’m hoping you’ll receive what you need to continue your work. It’s one of the first places I visit when I’m in Seward.
Kim Springfield, MO
My niece spent a summer (2012) there interning with the birds, my daughter and I visited and spent 3 days exploring the center, some of my best memories with my daughter were spent on that trip. Thank you for all you do.
Joseph Anchorage, AK
We hope the Sea Life Center makes it through this tough time and continues to be a center for education and exploration for years to come!
Aleah Palmer, AK
I’ve loved going to the SeaLife center for as long as I can remember!
Megan Anchorage, AK
I hope this helps! Your efforts in saving and restoring marine life and ecosystems are so important!
Cristina Anchorage, AK
Support the needs of the animals at sea life center
Wendy Eagle River, AK
Please donate what you can to this wonderful center.
Quentin Baton Rouge, LA
for the sea critters
Shastina Anchorage, AK
The sealife center is so valuable!!!
Hilary Norwich, CT
I know it's not much, but I hope it does some good! I don't want you to close your doors!!
Tammy Anchorage, AK
We love the sealife center. We can't let you close!
Kelsey Palmer, AK
I'm an Alaskan and think the Sealife Center is amazing. I want to keep it open!
Stephanie Orlando, FL
Keep up the great work :)
Beandon Anchorage, AK
For educating the next generation
Kim Anchorage, AK
I want to preserve the center for both my children and my students.
Teresa Portland, OR
Please, don't close!! :(
JoAnn East Jewett, NY
Hope this donation can help the Sealife Center to survive this financial crisis. Have very fond memories of our visits.
Cynthia Anchorage, AK
It's not much but I hope it helps.
Katie Bowling Green, KY
For my grandbabies!!
Katherine Las Vegas, NV
You guys are amazing! Thanks for the work you do every day.
Shannon Palmer, AK
To help save the center! I want to be able to keep taking son there when we visit Seward!
Kristen Anchorage, AK
The SeaLife Center has been a wonderful place to visit growing up and even now as an adult. I feel like it is the heart of Seward and I hope Alaskans can raise enough money so that this wonderful establishment doesn't have to close down. Keep it up!
Kaitlyn Girdwood, AK
We love you guys!!
Gabrielle Soldotna, AK
I hope that you are able to get enough donations to stay open. We love visiting you center and hope to after this pandemic passes.
Merri Delta Junction, AK
We love what you do!
Maria Anchorage, AK
Thank you for rescuing injured wild life.
Kristen COOPER CITY, FL
I wish you all luck during this difficult time. Thank you for all of your hard work and dedication to the animals. Aquariums are extremely important in education, conservation, and rehab. Thank you!!
Heidi Palmer, AK
Hope that Alaska supports you and you can stay open.
Jennifer Anchorage, AK
For my daughter who loves the center!
Rachel Eagle River, AK
Rooting for you guys to pull through, sorry that my family can’t afford more right now. We enjoyed visiting this summer.
Sharon Soldotna, AK
I live in Alaska and I love the Sealife Center
Kylie Anchorage, AK
I hope my son will get to see this place in action *he is only 5 months old* This place holds such fond memories for me as a life long alaskan.
Natasha Eagle River, AK
I haven't been able to go to the sealife center yet, so count this as an investment so I still can go experience it in the future!
Lyn Anchorage, AK
I've heard reports about the center being strapped due to the downturn in tourism. Please keep up the great work you do!
Whitney Boise, ID
I love the sea life center!
Carrie San Antonio, TX
Loved your site on our two visits in 2005 and 2010. My daughter is still in love with animals and marine life and supports you and SeaWorld.
Louisa Jackson, WI
When we lived in Alaska, the Sea Life Center was a must stop with all of our visitors. Now, we come back every year with our kids when we visit. It's a tradition to get a picture of them with the mountains as the backdrop off the viewing deck. <3
Elizabeth Anchorage, AK
Hope you stay open !
April Bennington, KS
I wasn't able to get tickets for the day I was there this trip, I'm hoping to be able to visit the center next year when I return. The amount is weird because this is all that is left on a gift card I had. I hope it helps and I can visit you next year.
Christine Fairbanks, AK
Just want to help. I hope you can stay open.
Carly Anchorage, AK
I hope this small amount will help in keeping your center afloat. Your work is amazing and I can't imagine my small daughter not having the opportunity to come visit your facility for years to come!
David Kasilof, AK
All of my kids have taken overnight schools trips to the center and have always loved it. And we gotta take care of those 4000 animals!
Iris Homer, AK
We need you to be around to educate people and rescue marine animals
Jessica Anchorage, AK
I love the SeaLife Center and want to bring my baby there while she grows up!
William Washington, DC
Save the Sealife Center
William Big Lake, AK
Save the Sea Life Center!
Gretchen Fairbanks, AK
Hope this helps!
Kyanna Kenai, AK
We are the Germann family and we love the sealife center! Anything to help!
Bree Anchorage, AK
I hope you never close!!
Alexa Eagle River, AK
Don’t leave us!
Madeline Anchorage, AK
We had plans to visit in May :( Hopefully this helps! Would love to be able to visit in the future!
Robert Anchorage, AK
hope it helps
Nikunj Austin, TX
I don't know if this is enough but I hope this is helpful to keep the operations going during these challenging times
Jennifer Anchorage, AK
We want you to keep doing all the great things you do!!
Heather Oxford, MD
The work you do is near & dear to my heart.
Wish I could give more, but I'm also sidelined during this crisis. I'll spread the word!
Keep the faith!!
Cindy Anchorage, AK
I wanted to help with what I could in saving the SeaLife Center.
Jennifer Anchorage, AK
From the Hanks
Cameron Anchorage, AK
I hope we can keep the sea life center open! It’s an awesome place!
Amy Willow, AK
I love this place and want to keep it open!
Alyse Soldotna, AK
I absolutely love the Sea Life Center- as an Alaskan the sea life center is a key part of my visits to Seward, I would be so sad to not be able to visit!
Anna Erie, PA
Grew up in Alaska, and have many memories of the drive to visit, and visiting, the SeaLife Center!
Hunter Columbia, SC
Wildlife is very important to the natural order of life and studying and learning about these animals helps us continue the conservation and preservation of our planet.
Melissa Anchorage, AK
Keep going, we support you!
Jeffrey Fairbanks, AK
I would be devastated if the SeaLife center closed. I hope this helps!
Stacey Kalamazoo, MI
I so truly hope you can continue to operate. We visit your center when we come to visit our daughter. We live in Michigan and absolutely loved the time we spent there
Zachary Anchorage, AK
I would absolutely hate to see the sealife center close
Mandy Portland, OR
You're an Alaskan staple, I'm so sorry to hear you might have to close. You do great work!
Merrigan Fairbanks, AK
I’m a lifelong Alaskan. I’ve visited the SeaLife Center at least a dozen times. It’s a place I visit every time I’m in Seward and I’d hate to see it closed!
Leigh Ann Oxford, MS
"The truth is that if every Alaskan contributed $5 we would be in wonderful shape right now, Tara Reimer the President and CEO of the Alaska Sealife Center said.
Crystal Loveland, CO
Good luck!
George Anchorage, AK
I wanna save the center!
Kaisa-Mari Rovaniemi, LL
Thanks for your important work!
Eric Visalia, CA
Our daughter served an internship at the SeaLife Center during college and she loved it. We know how vital the center is for sea life.
Jessica Anchorage, AK
I want the sealife center to stay open and I'm willing to donate $5/person for my family plus $10 because I believe in you guys
Shane Eagle River, AK
I hope my small donation helps you to keep the doors of your wonderful center open!
Karen Durham, NC
I am donating in honor of my brother and ASLC board member, Steve Grabacki; my daughter and previous ALSC summer 2015 intern, Dana Jordan; and all the hardworking, dedicated, and amazing ASLC staff! You do incredible and honorable work!
Lael Palmer, AK
Just trying to do my part!!!! #keepthesealifesafe
Allison Spokane, WA
I have always enjoyed the Sea Life Center, as a kid and adult. I value the research the center does on Alaska's marine ecosystems, it is so important in our ever changing world!
Jeannie Trapper Creek, AK
Great educational and fun opportunity
Michael Willow, AK
You do important work! Keep it up!
Kara Wasilla, AK
Our family loves the Sealife center! It is one of our favorite places to visit in the state and gives us a reason to come to Seward. It’s heartbreaking to think of this wonderful home for these animals closing. This can’t happen!
Mallorie APO, AE
As an Alaskan and animal advocate, I’d be heart broken if the SeaLife Center was forced to close. I’m hoping for the best and for the community to come together and support this cause!
Mitsuko Trevor, WI
I was born and raised in Alaska, I sadly moved out of AK but Seward wouldn’t be the same if the SeaLife Center were to close.
Kaytlyn Anchorage, AK
Love you guys!
Daniel Anchorage, AK
Thanks for all the amazing work you all do.
Barbara GARNER, NC
I hope to see the Alaska SeaLife Center continue its important mission.
Kelly Anchorage, AK
We don’t want you to close!!
Phyllis North Chatham, MA
My daughter and her family live in AK. I have visited the center many times with them. Let's keep it going - for everyone - even tourists and visitors.
Cameron Anchorage, AK
Please stay open!
Marta Anchorage, AK
Save the sealife center.
Kelsey Brooklyn, NY
Thank you for helping foster my love for marine life sustainability as a kid. You do so much good work and we need you to stay!
Audrey Anchorage, AK
I love visiting the Sealife Center and have wonderful memories of bringing out-of-state visitors here. I want this place to be around for my son to visit. It's an Alaskan staple and needs to be around for future generations.
Kallyn Germantown, TN
We enjoyed visiting over the years. Although we are no longer in Alaska, we hope to visit again some day!
Kristin Wasilla, AK
We love coming to the Sealife Center and know the work you do is important.
Laurie Atlanta, GA
It breaks my heart to think of losing a Center like this. Have never been to Alaska - still hope to visit one day.
Naomi Wasilla, AK
I love the Sealife Center!
Bridget Anchorage, AK
I don’t have much, but we love your place. Sincerely hoping you don’t close!
Nanci Beaverton, OR
We’ve always wanted to visit from Oregon and we hope the center will still be there for us and everyone with an interest in marine life after this pandemic has passed.
Marthe Cincinnati, OH
A FB friend post a video about the effect Covid-19 has had on your organization and I wanted to help.
Kyle Wasilla, AK
From Wasilla.
Rebecca Fairbanks, AK
Pleas don't close!! Your friends in Fairbanks love you!!!
Karina Anchorage, AK
Thank you for making the video to make us aware about your need of funds! You guys are really important, I took pictures of the center when I was there last summer, to make an educational video for a class.
Shelbi Wasilla, AK
I really hope that this little donation will help you in your journey to stay open and delight Alaskans and visitors for many years to come.
Carrie Seward, AK
We love the Sea Life Center!! We promise to do whatever we can to help it remain a vital part of Seward.
Julie Anchorage, AK
Donating to help keep the center open!!
Amy Palmer, AK
I love the Sealife Center. I wish you guys the best!
Maria Soldotna, AK
We love visiting this center whenever we're in Seward. Thank you for all the learning opportunities you provide!
Julia Beacon, NY
Good luck, Alaska SeaLife! Thank you for everything!
Erin Anchorage, AK
We are life long Alaskans and we love coming to the center when we visit Seward. We can’t let the facility close. It would be heartbreaking.
Natalie Anchorage, AK
My family loves visiting Seward and most of all the sealife center! Thank you for all that you do!
Emma Atlanta, GA
As a former intern and now employee at another AZA institution I know the importance of all the work the ASLC does and the huge impact it makes, and want to be sure the opportunity for others to participate as I did still exists.
Andrea Wasilla, AK
Hope to be back there in person some day!
Kathy Fairbanks, AK
We have loved our previous visits there and just want to help.
Mathew Fairbanks, AK
My family was planning on visiting this summer from Fairbanks. When we heard the Center was at risk of closing, we had to donate to keep it going. You are a highlight of our family trips. This is what we would have paid for admission. We hope it helps!
Anna Anchorage, AK
I just hope the center can stay open so I can take my kids there sometime.
Brittany Eagan, MN
I have been visiting the Sea Life Center since I was a kid, and absolutely love my experience every time I go!! What a wonderful place! Thank you for all of your hard work and everything that you do for the animals!
Vicki Ogden, UT
We have enjoyed visiting your facility over the years when we are in Alaska. Keep up the great work. We are cheering for you
Jackie Naples, FL
We have visited here while living in Alaska via the Military. It is so amazing and beautiful. We have since moved away but hope to be able to return on our next visit!
Lindsey Wasilla, AK
Praying you don’t shut down. We love coming here. Planning a trip soon!
Erica Kenai, AK
Save the center
Eliana Anchorage, AK
I remember going to the Alaska SeaLife Center for a girl scout sleepover it was so much fun. 10+ years later I still love to go there and visit the animals.
Tristan Wasilla, AK
I cherish memories of my dad bringing me here when I was young. I want to continue bringing my son there as he grows up.
Abby Eagle River, AK
We love you guys!
Brooke North Pole, AK
The SeaLife Center is externally important to Alaskans and our state. If I could I’d donate way more.
Erin Fairbanks, AK
I'm sharing across multiple social media platforms about your need for financial assistance. I live in Fairbanks, but if there is more I can do, please contact me.
Tiffany Wasilla, AK
I wish I could donate more! I will when I can. I hope beyond hope you can stay open â¤ï¸
Jose USAF Academy, CO
hope this helps with keeping you guys a float!
Shelley JBER, AK
Please don’t close! You are an amazing place our state can’t lose! Try for the pandemic help money.
Heather Kenai, AK
I’ve brought my kids here for the last 6 years...now they are older than 17 and my little baby niece is getting to the age to really be aware. I want her to be able to grow up visiting here as well and I hope enough people chip in to make that possible!
Andrea Hamburg,
Visited you often. Love your place. Will be back (hopefully soon). Stay save and please carry on xxx from Hamburg, Germany
Sitha Anchorage, AK
To help prevent closure.
Joanne Anchorage, AK
Stay strong Tara and team! I pray Alaskans will not let you close!!!
Brook Anchorage, AK
Thank you for everything you do for our communities!
Diana Wasilla, AK
Keep the center open. Its a delight for everyone that is able to walk through your facility.
Penny Bozeman, MT
Our daughter and grandson live in Alaska and love your facility. We heard your finances are tight due to last year's fires and low tourists because of COVID-19; thus, we want to help.
DeAnn Port Angeles, WA
I appreciate all you do for the people and marine animal community. Thank you!
Dawn Anchorage, AK
💕
Theresa Bethel, AK
I saw the KTUU article about the potential of you closing and am heartbroken about this. I hope you are able to raise the money you need to continue during COVID. There are non-profit CARES funding opportunities, and I hope that you are pursuing that.
Christie Amherst, NY
This is such an important institution that brings together people from all around the world. I love how the SeaLife Center encourages conservation through education and community outreach. This is truly a place like no other. It must not close.
Christi Ocala, FL
Seeing this video brought tears to my eyes. I grew up in Alaska and visited the SeaLife center with my school as a kid. Now I'm married and live far, far away in Florida but my heart is always with Alaska. I hope my donation helps.
Liz Anchorage, AK
My children and my students love ASLC. I want it to be there when this pandemic is over.
Hayley Anchorage, AK
I love the sea life center, and all the help they do for the animals!
Norm Seward, AK
I support the Alaska Sea Life Center
Madelene Bethel, AK
Very grateful to have gone here as a child and we look forward every year to bringing our students. Thanks for all you do!
Amanda Beavercreek, AK
Love the SeaLife Center!
Patty Eagle River, AK
I hope enough Alaskans donate to support your good work.
Miranda Palmer, AK
YOU MEAN SO MUCH TO US!!
Lisa Portland, OR
I'm from Oregon. I visited the SeaLife Center in 2016 and was very impressed with your facility. I'm sorry I can't donate more, but I'm hoping the little I can give at this time will help. Wishing you all the best.
Brittany Chugiak, AK
Doing a small part to help keep the center open!
Alexander Boise, ID
I hope my donation can help people in the future enjoy the ASLC as much as I did as a kid!
Jason Wasilla, AK
Good luck
Zachariah Boca Raton, FL
Keep the Sea Life Center open!!!
Kelsey Anchorage, AK
We have loved our visits there. You have also generously donated passes every year to our school’s auction and appreciate your support and participation in your community!
Andrea Wasilla, AK
I pray you reach the amount you need!
Liza Anchorage, AK
We value your mission so much!
And we love visiting too
Jennifer Anchorage, AK
â¤
Laura Anchorage, AK
We hope you make enough money to survive!
Sam Anchorage, AK
From my girlfriend and I. We’re donating as lifelong Alaskans who support everything the sea life center stands for, and the rehabilitation and sanctuary efforts it provides for all marine mammals. I hope that this donation helps in these tough times.
Dehrich Kodiak, AK
I love the sea life center! I went numerous times growing up, and I hope to take my own kids in the coming years.
Ryane Anchorage, AK
Thank you for taking such good care of the animals that reside in your facility
Jordyn Phoenix, AZ
I was born and raised in Alaska. I remember vividly visiting the Center for a field trip in elementary school and sleeping by the animals on the floor. I don’t live in Alaska anymore but this place deserves a shot to stay open🖤sorry I can’t give more!
Kay Longmont, CO
My son works for Alaska Fish and Game. I appreciate all you do. I hope this small donation will help.
Angie Willow, AK
Love the Sealife Center and want to see you
Co Timor on in your mission and be able to enjoy visiting for many years to come!
Alicia Anchorage, AK
love this place
Julie Pembina, ND
We love AK SeaLife Center. It's a small amount but I hope it helps!
McKenna Willow, AK
Thank you for all that you do!
Merilee Anchorage, AK
I hope you stay open
Jennifer Kenai, AK
I live in Kenai but really enjoy going to the sea lofe center with my family
Breanna Kingsville, TX
I’m stationed in Texas but growing up I used to always visit! I love viewing the animals
Kelley Eagle River, AK
Trying to help save the SeaLife Center
Jenny Barceloneta, PR
I have a privilege to live in Seward for 3 years and I love the Sealife Center and their contribution to Science and Education.
Elizabeth Anchorage, AK
When I heard about the potential closing j had to do something. I shared the KTUU article on my FB page to friends and family in and outside the state. I hope the center receives more money to continue it's amazing mission.
Marie DeLand, FL
Hello from Florida. I have family in Alaska.
Molly Anchorage, AK
We love and appreciate what you do for Alaska’s sea life! We hope you are able to stay open through this hard time. We will come visit soon!
Megan Anchorage, AK
We want to see the Sea Life Center continued to be open! We absolutely love visiting and knowing how much the workers care for the animals.
Judy Anchorage, AK
Request for each Alaskan to support Sealife Center. Please set up a “go fund me”.
Sherry Peyton, CO
Don't live in the state but love the center!
Linda Virginia Beach, VA
Love what you do and hope this helps keep your doors open!
Melissa Severna Park, MD
I truly hope you all can pull through! Thank you so much for everything you do to help our wildlife!
PS Thank you for the 100 book marks for my wedding favors a couple years ago...They were a HUGE hit!!!
Alissa Wasilla, AK
I wish I could do more to help.
Margie Anchorage, AK
You are appreciated!
Deborah Wasilla, AK
I hate to see this place close, but maybe you could start a go fund me acct. it was hard for me to navigate to get to the donate area. Maybe put a video/ public service announcement together or have someone donate to run a commercial
Elizabeth Fairbanks, AK
I hope you can keep the SeaLife Center open!
Roxanne Emporia, KS
I hope this helps. You are loved!
Neil Anchorage, AK
Looking forward to taking my 1 year old son to the sea life center In the future. Please keep your doors open!
Brittany Little Rock, AR
We don't live in Alaska, but look forward to visiting some day and hope that you will be a part of our tour. Sending love and support from Little Rock, Arkansas.
Claudia Talkeetna, AK
I wish I could donate more! The center has to stay open and we have to help each other in these difficult time!
Abby Overland, MO
I love the seal life center! I'll do what I can to see it thru this challenging time.
Kat Anchorage, AK
Please stay open I love you guys. I hope you figure things out â¤ï¸
Kirsten South Royalton, VT
thank you for your important work!
Felisa ELMEDORF AFB, AK
I want AK Sealife Center to continue. We Alaskans love the place and had no idea you guys were in such dire straights. Put the word out in as many news outlets as possible. Stating that if every Alaskan gave $5 you would meet your goal was a powerful mess
Turner Wasilla, AK
I wish I could help more!
Tiffany Anchorage, AK
Please stay open!
April Richmond, TX
I used to live in AK and always loved visiting ASLC. I hope to help ensure this center remains open!
Cari Eagle River, AK
Hoping all Alaskans will join in to help keep the center open!!!
Kelsey Soldotna, AK
I hate seeing you guys struggle :(
Alice Sodotna, AK
I love this place and hope my daughter who is still just an infant can come here!!
Rogue Alamogordo, NM
As a long aspiring marine biologist, this is a cause near and dear to my heart. I'm sending a lot of love out from New Mexico. I pray your goals will be met. I've also established a fundraiser for you all.
Clarissa Anchorage, AK
I like the workers, they really care for the animals.
Jody Sandy, UT
We live in Utah and have fond memories of our visit to the Sea Life Center. It would be such a loss to loose such an amazing place.
Meet Mara, our resident Steller sea lion mom and her pup, born June 26 on this once-in-a-lifetime exclusive tour.
Have a chance to feed Mara and watch her interact with her new pup. Learn from our marine mammal staff what it takes to be a good Steller sea lion mom and what it was like welcoming the pup into the world. Don't miss this first time offered interaction that will be available for a very limited time.
For the safety and well-being of our animal residents there is no photography allowed on this tour.
Flat-Rate Price: $399.95 per group of 1-5 people - members get a 20% discount, buy your membership today and use the benefits immediately
*Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour. If you cannot wear a face covering due to a medical condition, please email onlinesales@alaskasealife.org to arrange an accommodation before booking the tour.
Similar to booking a flight or purchasing concert tickets, the plan-ahead pricing model allows our guests to get the best deal on tickets when purchased in advance.
Don't wait! Guests who wait until just before a visit to buy tickets will see higher prices.
The Plan-ahead pricing tool will consistently update, allowing guests to pick a time and date to visit that works best for their schedule and budget.
Ticket prices vary by date and entry time based on several variables, including demand and time of year. Purchasing early guarantees the most cost-effective option for the day and time of your visit.
The best way to take advantage of plan-ahead pricing is to book your visit in advance. The current listed prices are the best rates for that date; they will not decrease, but they will increase.
Yes, we offer Alaska Resident, Military, and Child Pricing. All of these options are available for purchase online.
Includes: Getting up close with different animals at the Center with the education and husbandry teams.
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
Teachers & Groups, please visit our Distance Learning page to find out about group programs.
Wildcard Week:Benthic Buddies
Variety is the spice of life, especially in the sea! ASLC's award-winning education team will provide an engaging program on a topic of their choice. Topics will change monthly; next up is: Benthic Buddies with special guest, Ms. Mallory Adventures! Ms. Mallory is a wildlife educator and science communicator known for her live nature classes and love for all things creepy crawly! Join our education team and Ms. Mallory online, from the comfort of your own home, to learn about some of the creatures that live in the lowest levels of the ocean and rivers.
In this season of thankfulness, it's important to remember that gratitude doesn't end at the tideline! Join a member of our education team to learn about some interesting relationships between sea creatures.
Upcoming Dates:
Tuesday, November 24 - 3:00pm (Episode 2: Benthic Buddies with Special Guest: Ms. Mallory Adventures)
Wednesday, November 25 - 11:00am (Episode 2: Benthic Buddies with Special Guest: Ms. Mallory Adventures)
Awesome Aquarium Animals
There's something fishy going on at the ASLC! Members of our education and aquarium staff will share an up-close look at some of the fish and invertebrates living here at the Center.
Upcoming Dates:
Tuesday, December 1 - 3:00pm (Episode 2: The Awesome Octopus)
Wednesday, December 2 - 11:00am (Episode 2: The Awesome Octopus)
Mighty Marine Mammals
What makes marine mammals so marvelous? Take a Virtual Visit alongside our education and mammals teams to discover what allows Alaska's marine mammals to thrive both on land and in the sea.
Upcoming Dates:
Tuesday, December 8 - 3:00pm (Episode 2: Raising a Steller Sea Lion Pup)
Wednesday, December 9 - 11:00am (Episode 2: Raising a Steller Sea Lion Pup)
Seabird Superpowers!
Bird fans assemble! Join members of our education and avian staff to get an up-close look at the amazing abilities that allow our seabirds to explore the ocean.
Upcoming Dates:
Tuesday, December 15 - 3:00pm (Episode 3: Caring for our Super Seabirds)
Wednesday, December 16 - 11:00am (Episode 3: Caring for our Super Seabirds)
October 2023-January 2024: 1:30 pm Mondays and Saturdays
Duration: Approximately 30-minute tour
Maximum of 6 people per tour - ages 10+*
Learn about the smallest species of seal in the world! Go behind the scenes and observe a seal feeding session. Our marine mammal team will teach you about their natural history, habitats, feeding, conservation, and more.
No photography allowed on this tour.
One Group Per Tour
Group Size of 1-2 People: $274.95
Group Size of 3 People: $324.95
Group Size of 4 People: $374.95
Group Size of 5 People: $424.95
Group Size of 6 People: $474.95
Members get a 20% discount, buy your membership today and use the benefits immediately.(does not include admission)
*Guests aged 10-16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
Welcome to Virtual Small Fry School - The Fun Learning Show for Kids!
At Virtual Small Fry School, join us from anywhere in the world to explore the amazing underwater world of Alaska! This educational and fun kids' show is perfect for pre-k learners (ages 3-5) who love sea animals and want to learn all about them!
In each 2-5 minute episode, your little one will join Allie, Aurelia, Auntie Carol, and more of our friends at the Alaska SeaLife Center to meet awesome sea creatures like sea urchins, sea stars, seals, octopuses, sea lions, and more. We’ll learn new big words and practice counting while we play, move like animals, and discover how these underwater creatures live, eat, and find their homes.
Each month, we'll explore new themes:
1. Squishy, Prickly, & Sticky – Meet squishy, prickly, and sticky animals of the sea!
2. Animals Like You & Me – See how sea animals are just like us!
3. Hide & Seek – Learn how animals use camouflage to blend into their environment!
4. ABCs of the Sea – Get to know our puffins, sea lions, diving ducks, and salmon up close!
5. Homes – Discover how sea animals find safe places to live!
With fun activities, games, and amazing facts, Virtual Small Fry School makes learning about sea animals easy and exciting for little ones. Kids will be inspired to care for the ocean and explore the wonders of Alaska’s sea life. By the end of each episode, your little one will be excited to explore the natural world and understand how we all play a part in keeping our environment healthy and happy!
In the description of each episode you’ll find a link to an overview of the week's topic, as well as suggested activities and crafts.
Virtual Visits bring you an inside look at the animals and staff that contribute every day to the mission of the Alaska SeaLife Center. Whether you consider yourself an ASLC amateur or an "a-fish-ionado," there is always something to discover!
Weekly Virtual Visit episodes available now on the ASLC Facebook and Youtube pages!
Subscribe to our YouTube channel and watch new and previously aired episodes at any time:
Variety is the spice of life, especially in the sea! ASLC's award-winning education team will provide an engaging program on a topic of their choice. Topics will change monthly.
Tuesday, March 16 - 3:00pm
Episode 6: Choose your own Aquarium Adventure!
Wednesday, March 17 - 11:00am
Episode 6: Choose your own Aquarium Adventure!
Tuesday, April 13 - 3:00pm
Episode 7: Conservation Connections
Wednesday, April 14 - 11:00am
Episode 7: Conservation Connections
Tuesday, May 4 - 3:00pm
Episode 8: Sea Star Wars
Wednesday, May 5 - 11:00am
Episode 8: Sea Star Wars
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
There's something fishy going on at the ASLC! Members of our education and aquarium teams will share an up-close look at some of the fish and invertebrates living here at the Center.
Tuesday, March 23 - 3:00pm
Episode 6: New Fish on the Block
Wednesday, March 24 - 11:00am
Episode 6: New Fish on the Block
Tuesday, April 20 - 3:00pm
Episode 7: Outstanding Octopus
Wednesday, April 21 - 11:00am
Episode 7: Outstanding Octopus
Tuesday, May 18 - 3:00pm
Episode 8: Dive into the Rocky Coast Discovery Pools
Wednesday, May 19 - 11:00am
Episode 8: Dive into the Rocky Coast Discovery Pools
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
What makes marine mammals so marvelous? Take a Virtual Visit alongside our education and mammals teams to discover what allows Alaska's marine mammals to thrive both on land and in the sea.
Tuesday, March 30 - 3:00pm
Episode 6: Steller Haul Out
Wednesday, March 31 - 11:00am
Episode 6: Steller Haul Out
Tuesday, April 27 - 3:00pm
Episode 7: Rescue Road
Wednesday, April 28 - 11:00am
Episode 7: Rescue Road
Tuesday, May 25 - 3:00pm
Episode 8: Checking out Chiswell
Wednesday, May 26 - 11:00am
Episode 8: Checking out Chiswell
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
Bird fans assemble! Join members of our education and avian teams to get an up-close look at the amazing abilities that allow our seabirds to explore the ocean.
Tuesday, April 6 - 3:00pm
Episode 7: Chilling with the cliff dwellers
Wednesday, April 7 - 11:00am
Episode 7: Chilling with the cliff dwellers
Tuesday, May 11 - 3:00pm
Episode 8: Nestle in with Eiders
Wednesday, May 12 - 11:00am
Episode 8: Nestle in with Eiders
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
The work of the Alaska SeaLife Center is made possible in part through the generosity of individuals and organizations. We are so grateful to all supporters.
We are proud to recognize donors of $250 and more.
2020 Donors
2019 Donors
2018 Donors
2017 Donors
2016 Donors
2015 Donors
Those who have donated in 2021 will be recognized in early 2022.
Kids and kids at heart will love coloring their favorite Alaska SeaLife Center animals. Download and print any of these coloring pages right from our site by clicking an image below!
Thanks to you, we are staying open. You have given us so much support, but the reality is that our financial difficulties are far from over. You can spread the word about the Alaska SeaLife Center to help ensure we do more than barely survive.
These coloring pages are a new perk of Alaska SeaLife Center membership! As a member, you will recieve monthly coloring pages themed after our animals at the Center!
Become a member and start receiving exclusive monthly coloring pages and other benefits here.
Visit Alaskan artists and vendors from 9 AM - 7 PM in the ASLC Plaza all weekend long!
Saturday, June 11, 2022
Art Vendors - 9 AM to 7 PM in the ASLC Plaza
Visit Alaskan artists and vendors from 9 AM - 7 PM in the ASLC Plaza all weekend long!
Welcome Booth with Bird Information - 9 AM to 7 PM in the ASLC Plaza
Visit the welcome booth for information and activities.
Meet & Greet with Bird Experts - 10 AM to 11:30 AM at the Branson Pavilion
Join bird experts from Alaska and share your birding stories! This casual event connects bird enthusiasts with bird scientists. All are welcome!
Special Seabird Activities - 12 to 3 PM at the Welcome Booth
Meet ASLC staff and participate in seabird activities.
Kids Activities with "Tuffy" the ASLC Mascot! - 12 to 3 PM at the Welcome Booth
All ages are welcome to come and meet Tuffy the ASLC Puffin mascot! Kids activities will be provided.
Seabird Waterfront Walk with NPS Interpreter - 1 PM to 3 PM (estimated end time)
Meet with an NPS interpreter at the NPS Visitor Center near the Boat Harbor (1212 4th Avenue, Seward, AK) and take a walk along the waterfront to learn about local bird species. The walking tour will end near the SeaLife Center parking lot aroudn 2:30 PM.
Tuffy's Puffling Parade - 2 PM at the ASLC Plaza
Create your own puffin mask or costume and join Tuffy in a puffling parade around the ASLC Plaza! The walking parade will begin at 2 PM.
Bird Trivia Night - 7 to 9 PM at Zudy's Cafe
Gather your bird-loving friends and join us for a fun night filled with bird trivia at Zudy's Cafe! Food and drink will be available for purchase.
Sunday, June 12, 2022
Art Vendors - 9 AM to 7 PM in the ASLC Plaza
Visit Alaskan artists and vendors from 9 AM - 7 PM in the ASLC Plaza all weekend long!
Major Marine Special: Birding Boat Tour - 9 AM to 5:30 PM
Celebrate the arrival of Alaska’s seabirds! Major Marine Tours will be hosting a special discounted cruise for festival attendees on Sunday, June 12. Explore the best seabird viewing areas in Resurrection Bay, Northwestern Fjord, and Kenai Fjords National Park on the 8.5 hour small vessel cruise. The boat departs at 9 AM and return at 5:30 PM. Reservations are required. Visit the Major Marine Website for details on how to book this special tour at a 25% discount rate for festival attendees!
The 2025 - 2026 Small Fry School sessions will be held weekly on Thursdays at 11:00 a.m. starting in October.
Small Fry School is a FREE educational program at the Alaska SeaLife Center, specially designed for preschool-aged children!
At Small Fry School, we invite you and your pre-K learner(s) to join us in person at the Alaska SeaLife Center for a fun and exciting adventure under the sea, where curious little explorers get to meet all kinds of amazing animals that live in our backyard. Each week, we’ll dive into the world of sea stars, sea urchins, puffins, seals, sea lions, and more—learning about their homes, behaviors, what makes them so special, and how they aren’t so different from you and me.
Designed especially for preschoolers, Small Fry School is a FREE educational program that combines engaging videos, hands-on activities, and interactive learning to help kids connect with their environment and its animals. From hopping like a seal to touching a sticky octopus, each episode is packed with fun, laughter, and lots of new discoveries!
At Small Fry School, your little one will be excited to explore the natural world and understand how we all play a part in keeping our environment healthy and happy.
So come on–gather your Small Frys and we’ll see you soon!
Join our Small Fry School Facebook Group to access Pre-K activities from our education team and connect with other families!
Stay updated with weekly schedules, curriculum, games, and more. For additional information email: smallfry@alaskasealife.org or call: 907-224-6306
*Participants must be accompanied by a parent or guardian.
Exploring the Coastline October 2, 9, 16, 23 & 30* Discover what it’s like to live near the ocean! We’ll explore tidepools, meet the animals of the intertidal zone, and learn about the birds that live along the coastline. Hands-on activities and playful exploration will bring the shoreline to life! *Thursday, Oct. 30 - Kids are encouraged to come in costume
Amazing Alaska Animals November 6, 13, & 20 Let’s meet some of Alaska’s coolest creatures! From clever octopuses to playful sea otters and even mysterious ice seals, we’ll discover the amazing tricks they use to live in their wild homes. *Thursday, Nov. 27 - NO Small Fry School
Life in the Dark December 4, 11 & 18 Dive into the deep sea to explore creatures who thrive without sunlight. Kids will discover ocean zones and animals with amazing adaptations—like glowing in the dark! *Thursday, Dec. 25 - NO Small Fry School
Sunlight and Sea January 8, 15, 22 & 29 Learn how light helps the ocean come alive! Kids will explore kelp forests, seagrass beds, and plankton, discovering how these ocean plants and tiny creatures use light to grow and thrive. *Thursday, Jan. 1 - NO Small Fry School
Caring for Our Ocean February 5, 12, 19 & 26 Let’s dive into how people and the ocean are connected! From scuba diving and fishing to learning how Alaska Native peoples care for the sea, kids will discover fun ways we can all help protect our ocean home.
You are seeing a livestream of what ASLC scientists are seeing right now on the Chiswell Island Steller sea lion rookery. ASLC scientists have been monitoring the behavior and population dynamics of the Endangered Steller sea lions in the Gulf of Alaska since 1998.
Are the cameras not live?
When the signal is unavailable during observation hours (9 AM - 6 PM AK time) or non-observation hours (6 PM - 9 AM AK time), we will play previously recorded footage until the livestream is restored. The success of the remote-operated camera system is determined by many unpredictable factors, including consistent wind and solar energy to fuel the batteries.
About the Chiswell Island Steller sea lion remote video monitoring project:
The ASLC Remote Video Monitoring Team collects data every year by remotely controlling cameras in the Gulf of Alaska from an office at the Alaska SeaLife Center. The data that has been collected has taught us not just about these amazing marine mammals, but about the entire ecosystem that they live in. This livestream is for scientific and educational purposes and will contain unpredictable moments from the wild that may be graphic for some viewers. Examples of these moments could include births, males defending territories, pup mortality, predation, and more. Activities permitted by: USFWS Land Use Permit, NMFS Permit No. 22293
Watch weekly highlight videos from the research team:
Our Chiswell Island Research Team shares weekly video updates from the observation season, check out the playlist to see incredible moments from this season:
Be a supporter of this critical long term monitoring research and help us continue this project for years to come! Select "Science & Research Programs" in the pull down menu.
About the "Roundup for Wildlife Response" Fundraiser
From August 20 - 26, 2024, we’ll be sharing never-before-seen wildlife response stories on our social media pages. Please follow us on social media to learn more about this important program and help sustain this incredible work for years to come.
This week only! Every donation of $25 or more to the ASLC Wildlife Response Program will receive a limited edition sticker featuring this year's walrus calf patient! This offer is only available from August 20 - 26, 2024, and you must use this link or the button.
About the ASLC Wildlife Response Program You're Supporting
As the only facility authorized to respond to stranded and injured marine mammals in Alaska, the ASLC’s Wildlife Response Department is a critical resource for ailing and abandoned marine wildlife throughout the state. Pairing compassion with expertise, our team works tirelessly to provide numerous species (sea otters, seals, beluga calves, walrus calves, fur seals, and countless bird patients) with a second opportunity to thrive.
Our department is also uniquely positioned to address up-and-coming challenges to arctic biomes, as data obtained through patient rehabilitation and necropsies on deceased wildlife helps us document environmental abnormalities as they occur. Additionally, our trained staff and mobile response units are kept deployment-ready year-round in the event of oil spills and other hazards that threaten local wildlife.
While the scope of our mission is large, our work is upheld by a network of allied organizations, trained professionals, volunteers, and followers like you! Through your ongoing support, we have been able to spread our impact globally, sharing the stories that inspire millions while building knowledge and resources for a future generation of ocean stewards. On behalf of the ASLC, our passionate wildlife response staff, and the ocean life they protect and nurture, we thank you for your donation.
The ASLC’s Wildlife Response Program facilitates important research, provides disaster readiness, rescues and rehabilitates animals in need, and raises empathy and awareness for marine life across the globe. Your donation is vital in helping us continue and expand these mission objectives.
Sustaining donors are individuals who donate monthly. By choosing to donate each month, you give the gift of stability by ensuring a sustainable flow of resources no matter the season.
Just as a salmon smolt thrives in the community of its school, the Alaska SeaLife Center relies on the School of Sustainers, brought together by the shared value of conserving and stewarding Alaska’s marine ecosystems.
If you choose to join the School of Sustainers, please know that we keep your information secure and you have the ability to cancel your donations at any time. If you would like to cancel or alter your recurring gift, please call Laura Swihart Thacker, Development and Guest Services Supervisor, 907-224-6337 or email development@alaskasealife.org.
Your monthly gift is more than a donation – it’s a powerful current that keeps the mission in motion.
Veterinary/Research Externship in Marine Animal Health
This externship is offered as a partnership between Dr. Hollmen’s research laboratory and the veterinary sciences department at the Alaska SeaLife Center.
This opportunity will occur in Seward, Alaska, a world-class marine animal research and rehabilitation facility. The extern will learn about research centering on the One Health concept by participating in projects relating marine animal health and conservation in the Arctic, in the context of ecosystem health. Student opportunities involve laboratory research using physiological, molecular and biochemical methods, animal health, and may involve an opportunity to participate in field investigations on marine ecology and disease epidemiology. The student will be able to shadow and may participate in veterinary procedures with the Alaska SeaLife Center veterinary team as schedule allows.
Experiences lasting a minimum of 3 weeks and a maximum of 12 weeks are available. Only one Scholar will be scheduled at a time. Limited positions are available year-round based on veterinary and research joint decision of project and time availability.
Veterinary students at any level may apply but please note that hands-on clinical opportunities may not be available due to permit restrictions so this experience may not fulfill the clinical experience needs of upper level students though may qualify as a research rotation. Applicants must currently be enrolled in a Doctor of Veterinary Medicine (DVM) Program.
Work hours are typically 8:30–5:00 but may vary depending on the needs of the center, wildlife response, or the specific project assigned. The work week will typically be Monday through Friday. However, students should be flexible if opportunities arise on their weekend days.
Housing is not provided. Students should provide their own transportation to and from the aquarium. There is limited public transportation but most places in Seward are within walking or biking distance. Health insurance is required.
Apply by March 10th, 2025, for full consideration. All applicants will be reviewed annually and will receive notification regarding final decisions within 2 months of the application deadline. Some dates may not be available for externships, so please provide up to 3 different sets of non-overlapping dates in your cover letter.
Required application materials:
Cover Letter/ Letter of Intent
Curriculum vitae/resume
Veterinary School transcript, electronic copy (unofficial is acceptable)
3 letters of recommendation
3 sets of available dates in order of preference included in the application’s ‘AVAILABILITY’ section in the area in which you are asked to ‘Please explain the time frame you will be available to volunteer.’
*Apply through our “Join Our Staff” page at www.alaskasealife.org. under “Employment Opportunities” click on the Marine Animal Health Externship option and include “Marine Animal Health Externship” in the subject line of your cover letter. Upload all documents and information requested above. Incomplete applications will not be considered. It is the student’s responsibility to check that their information packet is complete. Your application will be reviewed by Veterinary and Research Staff.
1. Introduction
The Alaska SeaLife Center invites qualified bidders to submit sealed bids for the sale of a used 21’ Parker fiberglass cabin cruiser vessel and 1,400 lb. capacity EZ Loader trailer. This procurement aims to update our fleet to support our research and outreach activities.
2. Viewing Opportunities
Interested bidders are invited to view the vessel and trailer in person at Storm Chasers Marine Services, located at 13552 Lowell Point Rd, Seward, AK 99664. Viewing opportunities are available during normal business hours, which are Monday through Friday, 8 am to 5 pm. Climbing on and/or entering the vessel is not permitted.
3. Bid Submission
Bids should be delivered or mailed in a sealed envelope and addressed as follows:
Alaska SeaLife Center
Attn: Johanna Kinney, RE: ASLC-ITB-2025-01
PO Box 1329
Seward, AK 99664
Envelopes must be clearly marked “ITB – Cabin Cruiser and Trailer: ASLC-ITB-2025-01”.
Bids can be delivered in person to the front ticket counter at the Alaska SeaLife Center, located at 301 Railway Avenue, Seward, AK 99664, during normal business hours. To be considered, bids must be received by 3:00 p.m. on June 18, 2025.
Bid contents should include the bidder's name, mailing address, phone number, bid number (ASLC-ITB-2025-01), bid item (Cabin Cruiser and Trailer), and bid amount. No money should be included in the bid envelope.
4. Evaluation and Award
Bids will be evaluated based on complete bid information and price. The Alaska SeaLife Center reserves the right to accept or reject any bid and waive any minor irregularities.
5. Additional Terms
The successful bidder must remit payment in cash or a cashier’s check and sign a bill of sale by June 25, 2025.
Upon successful payment, execution of the bill of sale, and transfer of the trailer title, the successful bidder is responsible for either removing the items from the Storm Chasers' property by June 30, 2025, or providing documentation of a new storage services agreement to remain at the current location.
The vessel and all associated equipment, parts, and materials are being offered and will be sold “AS IS, WHERE IS,” with no warranties or guarantees, express or implied, including but not limited to any warranty of merchantability or fitness for a particular purpose. The buyer assumes all responsibility for inspection and evaluation of the items prior to purchase and agrees to accept the items in their present condition.
Vessel and Trailer Specifications
Vessel Details:
Vessel Name: Sea Searcher
Type: Cabin Cruiser
Year: 2003
Length: 21 feet
Vessel Make: Parker Marine Enterprises
Hull Material: Fiberglass/plastic
Engines: 2 Yamaha Outboard engines, 200 HP / 10 HP each
Fuel Capacity: 80 gallons (gasoline)
Trailer Details:
Type: EZ Loader – EZZY
Class: 31
Year: 2003
Body: BT
Weight: 1,400 lbs
Most recent boat surveys and additional photos are available upon request to Johanna Kinney: johannak@alaskasealife.org, 907-224-6349.
1. Introduction
The Alaska SeaLife Center invites qualified bidders to submit sealed bids for the sale of a used aluminum-pontoon platform barge with hydraulic steering console. This procurement aims to update our fleet to support our research and outreach activities.
2. Viewing Opportunities
Interested bidders are invited to view the vessel in person at Storm Chasers Marine Services, located at 13552 Lowell Point Rd, Seward, AK 99664. Viewing opportunities are available during normal business hours, which are Monday through Friday, 8 am to 5 pm. Climbing on and/or entering the vessel is not permitted.
3. Bid Submission
Bids should be delivered or mailed in a sealed envelope and addressed as follows:
Alaska SeaLife Center
Attn: Johanna Kinney, RE: ASLC-ITB-2025-02
PO Box 1329
Seward, AK 99664
Envelopes must be clearly marked “Platform Barge: ASLC-ITB-2025-02”.
Bids can be delivered in person to the front ticket counter at the Alaska SeaLife Center, located at 301 Railway Avenue, Seward, AK 99664, during normal business hours. To be considered, bids must be received by 3:00 p.m. on June 18, 2025.
Bid contents should include the bidder's name, mailing address, phone number, bid number (ASLC-ITB-2025-02), bid item (Platform Barge), and bid amount. No money should be included in the bid envelope.
4. Evaluation and Award
Bids will be evaluated based on complete bid information and price. The Alaska SeaLife Center reserves the right to accept or reject any bid and waive any minor irregularities.
5. Additional Terms
The successful bidder must remit payment in cash or a cashier’s check and sign a bill of sale by June 25, 2025.
Upon successful payment and execution of the bill of sale, the successful bidder is responsible for either removing the vessel from the Storm Chasers' property by June 30, 2025, or providing documentation of a new storage services agreement to remain at the current location. No trailer is included with the vessel.
The vessel and all associated equipment, parts, and materials are being offered and will be sold “AS IS, WHERE IS,” with no warranties or guarantees, express or implied, including but not limited to any warranty of merchantability or fitness for a particular purpose. The buyer assumes all responsibility for inspection and evaluation of the items prior to purchase and agrees to accept the items in their present condition.
Vessel Specifications
Vessel Details:
Vessel Name: SSL Barge
Year: 2003
Overall length: 32 feet
Overall width/beam: 10 feet
Deck load capacity: 10,000 pounds
Weight: 3820
Vessel Make: Alcan Products Ltd
Hull Material: double aluminum pontoon structure
Pressure-treated lumber deck
Propulsion: outboard compatible (no motors are for sale)
Additional photos and information are available upon request to Johanna Kinney: johannak@alaskasealife.org, 907-224-6349.
***Motors and equipment shown in photographs are not for sale.
Welcome to our Event Calendar. Find out about upcoming events using the Event List, Calendar View, or Upcoming buttons located below. You can also search for an event by name.
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Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nam eu nulla. Donem. Integer in ante. Sed posuere ligula rhoncus erat. Fusce uritae sapina dui, sollicitudringilla. Fusce dapibus odio in est. Nunc eges tas mauris ac leo. Nuheh ellam regardy ledrodo orci. - Link Style
Morbi volutpat leo in ligula. Integer vel magna. Quisque ut magna et nisi bibendum sagittis. Fusce elit ligula, sodales sit amet, tincidunt in, ullamcorper condimentum, lectus. Aliquam ut massa. Suspendisse dolor. Cras quam augue, consectetuer id, auctor ut, tincidunt a, velit.
Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus.
Quisque euismod tortor sed nulla. Nunc dapibus, nisi et iaculis feugiat, leo ipsum venenatis enim, a nonummy magna ante vitae diam. Proin sapien. Duis eleifend. Praesent tempor velit molestie neque. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed mollis justo eget augue. Donec tempus, urna a congue ultrices, lacus magna convallis nulla, non ultrices metus justo et purus. In leo lorem, dapibus lit ac semper iaculis, mi odio dignissim diam, id dapibus eros metus id nisi. Nulla vitae sapien. Nulla ligula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Curabitur non nisl id ante egestas dapibus. Sed mollis ornare ipsum. In id enim dignissim erat viverra vulputate.
Aenean sit amet massa. Nam mattis enim ut elit. Phasellus pretium ornare lorem. Maecenas non orci. Fusce cursus eleifend mi. Suspendisse egestas, sem id pellentesque nonummy, lacus odio sceleris. In congue sem eget purus consequat consectetuer. Sed euismod erat eget neque. Proin turpis. Sed id nulla vel magna consectetuer laoreet. Aenean pulvinar scelerisque erat. Quisque eget augue vel risus convallis congue. Praesent tortor nunc, ultricies a, rutrum vitae, venenatis at, turpis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos hymenaeos.
Header 4 Curabitur accumsan venenatis diam.
In hac habitasse platea dictumst. Cras faucibus ligula in leo. Aenean mattis, felis mollis vestibulum semper, velit tortor semper dui, sed interdum arcu magna eu lectus. Nunc nibh neque, vestibulum eu, ornare ut, congue in, est. Sed consequat leo.
Hedaer 6 Donec et quam commodo magna dapibus placerat. Aenean condimentum.
The Alaska SeaLife Center generates and shares scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems.
About
The Alaska SeaLife Center is the only facility in Alaska that combines a public aquarium with marine research, education, and wildlife response.
While primarily dedicated to marine research and education, the nonprofit Center is the only permanent marine mammal rescue and rehabilitation facility in the state.
The Alaska SeaLife Center lies at "Mile 0" of the scenic Seward Highway on the shores of Resurrection Bay. Visitors have close encounters with puffins, octopus, harbor seals, sea lions, and other Alaska marine life while learning about the work our researchers conduct both in the field and in our laboratories.
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Our Education Team will convince you that learning is fun!
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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)
(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!
To date, more than 200 peer-reviewed publications have been published related to research, rehabilitation, and veterinary medicine at the Alaska SeaLife Center. Over 470 publications have been produced including conference abstracts, theses, congressional reports, journal articles, books, and book chapters since 1998. Below are peer-reviewed publications such as books, book chapters, journal articles, and theses.
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.
The Alaska SeaLife Center does not offer luggage check.
September 26, 2025 - March 4, 2026*
Thursdays-Mondays - 12:00pm-5:00pm
Closed Tuesdays and Wednesdays
Closed Thanksgiving Day and Christmas Day
March 5 - May 3, 2026**
Daily - 10:00am-5:00pm
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
*Tickets on sale in late September
**Tickets on sale in October
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.
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.
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.
May 28-September 30: 3:00pm - Sundays, Wednesdays, Fridays
Duration: Approximately 30-minute tour
Maximum of 4 people per tour - Open to all ages - Guests under 16 must be accompanied by a paying adult
All brain, no bones! Come learn more about the giant Pacific octopus and immerse yourself in a world of suckers, arms, and beaks. Observe a feeding and learn more about this elusive invertebrate from our aquarium team. This tour involves standing for 30 minutes and climbing stairs.
Flat-Rate Price: $149.95
Per group of 1-4 people - members get a 20% discount, buy your membership today and use the benefits immediately. (does not include admission)
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour.
Summer availability: 11:30 a.m. Tuesdays, Thursdays, and Saturdays (May 25th, 2018 to August 19th, 2018)
Duration: Approximately 30-minute tour
Maximum of 6 people per tour - ages 6 and up*
Join a member of our aquarium team for a feeding and learn about the unique set of skills it takes to care for the nearly 200 species of fish and invertebrates housed at the Alaska SeaLife Center.
Price: $24.95 per adult, $19.95 per child (does not include admission)
*Guests under 16 must be accompanied by a paying adult
They’re so much more than cute. Learn about how these remarkable marine mammals survive in the cold waters of the North Pacific Ocean. Join our animal care staff and observe a feeding or animal enrichment session.
Flat-Rate Price: $199.95 per group of 1-5 people - members get a 20% discount, buy your membership today and use the benefits immediately
*Guests under 16 must be accompanied by a paying adult. Prices do not include General Admission.
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour. If guests are unable to wear a mask due to physical or mental disability, they are required to wear a face shield.
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.
One Group Per Tour
Group Size of 1-2 Guests: $274.95
Group Size of 3 Guests: $324.95
Group Size of 4 Guests: $374.95
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
All brain, no bones! Immerse yourself in a world of suckers and beaks. Go behind the scenes and join a member of our Aquarium Team to participate in an octopus feeding and learn more about these fascinating creatures.
One Group Per Tour
Group Size of 1-2 Guests: $274.95
Group Size of 3 Guests: $324.95
Group Size of 4 Guests: $374.95
Group Size of 5 Guests: $424.95
Group Size of 6 Guests: $474.95
Members get a 20% discount, buy your membership today and use the benefits immediately. (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
August 4 - September 29: 1:45 pm Mondays, Wednesdays, Fridays, Saturdays, and Sundays
Duration: Approximately 30-minute tour
Maximum of 5 people per tour - ages 10+*
Come behind the scenes for a unique experience with one of our marine mammal ambassadors! This tour will allow visitors to get an up-close view of the exceptional day-to-day care our seals or sea lions receive while learning about how these amazing species are specially adapted for Arctic and sub-Arctic environments. Each encounter will be unique (and special!).
No photography allowed on this tour.
One Group Per Tour
Group Size of 1-2 Guests: $274.95
Group Size of 3 Guests: $324.95
Group Size of 4 Guests: $374.95
Group Size of 5 Guests: $424.95
Members get a 20% discount, buy your membership today and use the benefits immediately.(does not include admission)
*Guests aged 10-16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
A guided walking tour through the Alaska SeaLife Center's back hallways familiarizes guests with the scientific research, wildlife response, and other marine science programs that happen behind the scenes to support Alaska's marine ecosystems.
Price: $14.95 per person (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Buy online now and get a special online-only price of 10% off the regular Tour ticket price.
Virtual Field Trips are your opportunity to join field researchers as they pursue information about the natural environment. Don’t worry about packing survival gear! You’ll stay dry and warm as you follow these intrepid adventurers to places such as the Bering Sea, Antarctica, and the Yukon-Kuskokwim Delta. Click on any of the field trips below to get started!
These field trip links will take you to web pages that include video. Transcripts are provided for each video, but we suggest turning up your volume if possible. Each field trip also links to optional lesson plans for grades 5-8.
Encounters are available for a single group at a time at a flat-rate price. General Admission must be purchased in addition.
Members receive 20% off the regular price! Learn more.
To book a reservation by phone please call 907-224-6300. For more information and questions, email onlinesales@alaskasealife.org.
Click on a experience for more details. Reservations are strongly encouraged. Limited space available.
Tickets only valid for date selected.
Accessibility
For guests needing accommodations, every effort will be made to allow participation in encounters. Some of our tours require walking on uneven surfaces, kneeling, walking up stairs, and standing for up to 45 minutes.
For the safety of both the service animal and our ASLC animals, service animals may not be present during behind-the-scenes animal encounters. If you require a service animal, please contact our visitor services team to learn about the best ways to participate in an encounter.
Please contact us at visit@alaskasealife.org if you have any questions about accessibility for any of our tours.
The Alaska SeaLife Center is the perfect activity for
Family Reunions
Senior Communities
Scout Troops
Church Groups
College Classes
Corporate Outings
Special Group Rates are available for groups with a minimum of 10 paying customers (Ages 3+) in a single transaction.
Submit your group request by completing our Group Inquiry Form, and we will contact you with specific pricing and availability for your group.
School Groups
We offer a variety of opportunities for school groups
General Admission
Unstructured admission to the Center and its exhibits. Submit your group request by completing our Group Inquiry Form, and we will contact you with specific pricing and availability for your group.
Guided Day Programs
Choose from a variety of engaging Educational Programs, designed to inspire a love of learning and of Alaska's marine wildlife. Click here for more information.
Nocturne Sleepovers
Enjoy an overnight adventure at the Alaska SeaLife Center! Click here for more information.
Tour Operators
The Alaska SeaLife Center partners with tour companies to complement each visitor's own unique Alaska vacation. Vouchers purchased through your travel company provide your guests with quick and easy access to the Alaska SeaLife Center and assistance planning an exciting, customized itinerary that matches your group's interests.
For more information or to begin a partnership, please contact:
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.
Planning a special event? Join us at the Alaska SeaLife Center! From corporate meetings and conferences to cocktail receptions and intimate dinners, the Alaska SeaLife Center provides a unique backdrop for any occasion.
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To find out more about facility rentals and services offered or to schedule a tour of the Alaska SeaLife Center’s special event spaces, contact:
Seward is located at Mile 0 of the Seward Highway, 125 miles south of Anchorage. Located at the head of Resurrection Bay, Seward is the gateway to Kenai Fjords National Park, with Chugach National Forest and Caines Head State Recreation Area nearby. The city offers many recreational activities, including day wildlife viewing cruises, kayaking, fishing, and hiking.
Seward is accessible year-round by road or by train and cruise ship during the summer season.
When scheduling your visit, have several alternate dates selected in case your intended date is already taken.
2. Have 1 chaperone for every 10 students.
We ask that you bring 1 chaperone for every 10 students.
Assign groups of students to chaperones before your visit. Chaperones should keep their students with them at all times in the Center.
Chaperones will actively lead groups around the facility and participate in lessons. Please have each chaperone read our Chaperone Letter for some tips to help them guide the students' learning in a positive way.
3. Make visible nametags.
We have found that calling students by name makes teaching much more effective. Please make large nametags to be worn by students. Have fun with it! For example, have students create their own sea animal name tags.
4. Arrive at scheduled time.
We ask that you allow time in your traveling schedule to arrive a few minutes before your scheduled program time. This will ensure that your students get sufficient time for exploration and programs.
Before unloading the bus, please check in with the front desk to let us know that your group has arrived.
If you think there is a possibility of being late, please contact us at 907-224-6306 to let us know.
5. Have students ready to give attention to our Educators.
Upon your arrival we will go over the rules of the Center and our expectations of your group. We will then give instructions for the overall itinerary of your group's visit.
The ASLC Wildlife Response program responds to live and dead marine wildlife that has been abandoned, stranded, or injured throughout Alaska. The ASLC is the only institution authorized to rehabilitate live stranded marine mammals in the state. We operate under permits and agreements issued by the National Oceanic and Atmospheric Administration (NOAA) and US Fish & Wildlife Service (USFWS). ASLC plays a critical role in responding to oil spills or other unusual events. In addition to covering the live animal response and care during the ‘busy’ season, May to September, ASLC remains in a ready state year round to provide basic animal care for oil-affected animals and deploy a mobile treatment and rehabilitation enclosure.
The ASLC Wildlife Response Program is an important part of the Center's commitment to generate and share scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystem. The main goal of this program is to learn from live and dead stranded animals to better understand wild populations and maintain capacity to respond to natural or manmade disasters. We accomplish this by:
Screening for conditions of concern
Determining the health of individual animals
Providing humane animal care
Training staff and partners for response
When possible, returning healthy animals to the wild
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How You Can Help
Donate
Our Wildlife Response program is mostly funded through private donations. Please consider making an online donation today to support this critical program.
Wishlist
The patients and their caregivers in the Wildlife Response Program can also be supported by purchasing an item on our Amazon Wishlist. Items in need range from formula for orphaned animals to footwear for the caregivers.
Volunteer
Volunteers are key to the success of our Wildlife Response team. The Alaska SeaLife Center has volunteer opportunities to fit a variety of schedules.
Improve the rescue, care and treatment of stranded marine mammals.
Reduce the health risk to animals, humans, and the ocean environment during response to, and rehabilitation and release of, stranded marine mammals.
Collect life history, biological, and biomedical data from live and dead stranded marine mammals.
Develop baseline reference data on the health of wild marine mammal populations, normal stranding rates, and causes of morbidity and mortality; improve the rapid detection of morbidity and mortality events.
Collect archival samples for future retrospective studies on causes of mortality or illness, including genetics and genomics, and for placement in the National Marine Mammal Tissue (and Serum) Bank and other properly curated, professionally accredited archival facilities.
Refine and/or utilize comprehensive and consistent guidance for the rescue and rehabilitation of stranded marine mammals, collection of specimens, quality assurance, and analysis of tissue samples.
Alaska SeaLife Center Distressed Mammal Observation Guidelines:
Call First! If you see a stranded or injured marine animal
DO NOT PICK IT UP!
Please call the Stranded Marine Animal Hotline:
1-888-774-SEAL (7325)
Important: It is illegal to pick up a marine mammal unless authorized by US Fish and Wildlife Service, NOAA/NMFS. The Marine Mammal Protection Act (MMPA) states all viewing must be at a distance which must not disturb the animal or change its natural behavior.
It is very important for human and animal safety to follow all of the following guidelines for observing a marine mammal possibly in distress.
Do not approach, touch, or feed the animal.
Help keep all people and domestic animals away.
Continue to note all physical characteristics and behaviors.
Continue to observe for any other animals in the area.
Take detailed notes with times of observations.
While you are assisting with crowd control and observations, you should call the ASLC, or local authorities, if you have any problems with individuals harassing the animal.
If the animal returns to the water, continue to observe until it is out of sight. Report to the ASLC.
If the animal shows signs of health deterioration, call the ASLC immediately.
Contact the ASLC every two hours with observations unless instructed differently. Include contact numbers of observers on site.
WHAT CAN YOU DO?
Try to gather the following information and call the ASLC Rescue and Rehabilitation Stranding Hotline as soon as possible:
Note physical characteristics.
Does the animal appear extremely skinny or weak?
Are there any obvious signs of injury?
Is the animal alone or are there other wild animals in the area?
How long have you observed this animal?
If possible, take digital photos of the animal and the area.
Gather as much information as possible before you call using the Observation Form. If available, have someone continue to observe the animal and keep others away. ASLC Wildlife Response staff will guide you as to what to do next.
Call the ALASKA SEALIFE CENTER WILDLIFE RESPONSE PROGRAM
1-888-774-7325 (SEAL) with any questions or concerns.
A meaningful gift option for you or the ASLC fan in your life! By symbolically adopting your favorite animal at the Alaska SeaLife Center, you support important work in wildlife rehabilitation, scientific research, and husbandry.
Packages are mailed via USPS.
Your adoption kit includes:
A plush animal of your choice
A certificate of adoption
A fact sheet about the species
If a gift, you can include a special message for the recipient
Resident animals of the Alaska SeaLife Center enjoy many different enrichment activities, including painting! These one-of-a-kind creations by horned puffins and tufted puffins can be purchased in the Center atrium and online for enjoyment at home. 100% of the profits go directly toward animal care.
The 11” x 14” paintings are unframed and matted, and each features a 4” x 6” photograph of the artist. A short biography of the artist is included on the back.
These unique works of art, all created with non-toxic paint, are priced at $60 + 4% sales tax. Shipping is free to any US address. Shipping rates will be charged for orders outside of the US. Please email visit@alaskasealife.org for international shipping estimates. Orders will be shipped within two weeks of purchase.
For questions about our animal paintings, please call 907-224-7906 or 1-800-224-6300 ext 7906, or email visit@alaskasealife.org.
The murres only attack from beneath, trapping the fish against the surface. But they push the herring within range of the gulls. It’s a feeding frenzy.
The table is set for the mightiest predator of them all: the humpbacks have reached their feeding grounds.
We have observers in a plane that are looking at schools of fish in the ocean very close to the shoreline. We do a couple of things. One is use hydroacoustics from the boat, and with basically a scientific fish finder we’re able to quantify the biomass and density and depth distribution of these different forage fish.
We also are trying to validate the aerial survey observations so we have a team in a skiff that are communicating with the pilot in the plane, and they are trying to catch what the observers in the plane are seeing.
(Narrator) These small silver fish are Pacific herring, one of the many species being monitored by Gulf Watch Alaska. Scientists are monitoring their population for signs of recovery after the Exxon Valdez oil spill. They are also interested in other potential factors that could be affecting their recovery. One of these potential factors may be humpback whales.
(John Moran) We want to know if humpback whales are having an impact on the recovering herring population in Prince William Sound. Basically we want to know how many herring are whales eating, and is that important.
So the first thing we need to do is figure out how many whales are there, so we use Photo ID. All the whales have unique patterns on their flukes. When the whale dives it shows the underside of its fluke, and we’ll take a picture of that and that can identify the individual whale. So basically we get on the boat and we go look for whales. That the base of our research is getting the fluke IDs. And from that you can get a lot more information out of it.
We need to figure out what they’re eating, so we use the echo sounder on the boat, we’ll use nets and jigs, so we’ll see whatever prey is around the whale and try to catch that. Or if there’s any scales that slip out of their mouth, or any kind of sign of things on the surface, or fish jumping out of the whale’s mouth, we’ll try to document that.
And we also use biopsies. We have a cross bow or a rifle that takes a little blubber plug out of the whale. So we approach the whale and get a little sample, and from that we can use stable isotopes or fatty acids to get at what the diet’s been from that whale.
Humpbacks are kind of new players on the scene, they’re population was really low. In the late sixties & early seventies, there may have been 1,500-2,000 humpbacks in the North Pacific. And then there was this survey called the SPLASH survey that took place in 2006 that put the population at over 20,000. So that’s a huge increase.
It impacts managers. If you’re managing a herring fishery and you have these humpbacks population weren’t really there 20, 30, 40 years ago, you’ve got to account for these new predators, how many herring are they taking, it’s all important to know if you’re trying to manage a fishery. We haven’t had them there, so how they impact the ecosystem is going to be new to us.
Who is watching the Gulf?
Biomass (n): the amount of living matter in a given habitat (i.e. the weight of organisms per unit area, or the volume of organisms per unit of habitat)
Forage fish (n): small schooling fishes that feed on plankton and are eaten by larger predators
Hydroacoustics (n): the study of sound in water
Pelagic (adj): the open sea, away from the coast or seafloor
Trophic level (n): the position of an organism or species in a food web or food chain
The Alaska SeaLife Center relies on the generous support of people like you as we strive to understand and maintain the integrity of Alaska's marine ecosystems. The Center is the only facility of its kind in Alaska, and we need your help to stay on the cutting edge of marine research, wildlife response, and education.
Please consider a donation to the Alaska SeaLife Center as we work together to sustain Alaska's oceans. You can donate directly here or join a Giving Circle for higher level gifts. For more information on supporting Alaska SeaLife Center programs, contact the Development Office at (907) 224-6355 or development@alaskasealife.org.
Puffin adaptations coloring sheet- Print and label the puffin adaptations to review what you learned during the program, then color your puffin and add some superpowers of your own!
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.
NOTICE: We are operating at a very limited capacity, but we are happy to receive outreach program requests. Please give as much advance notice as possible so we have the best chance of accommodating your reservation.
Invite us to your classroom! Let a dynamic staff member from the Alaska SeaLife Center come to your classroom and present fun, hands-on programs designed to get kids interested in the ocean world around them. We offer a variety of unique learning experiences for youth in grades K-12, all of which are sure to keep kids excited about science!
Outreach Programs are available year-round and must be booked at least 30 days in advance.
Additional sessions = $200.00 each (same location, same day)
We can accommodate up to 35 students per session.
TRAVEL FEES: In addition to the program cost, mileage costs are added for travel outside of Seward. Please contact us for details. Travel fees become more cost effective when multiple sessions are booked together.
Outreach Program Descriptions
Program Name
Grade Levels
Program Description
Seashore Survivors
K-2
Become an intertidal creature and learn what it takes to live in this challenging habitat. Students review these amazing creatures’ adaptations thru a multimedia presentation, hands-on sticker activity, and fun role-playing dress up!
Beaks, Bubbles, & Burrows
K-4
Discover the many unique adaptations that allow Alaska's beautiful diving seabirds to master both sea and sky. Students review these adaptations by building their very own tufted puffin with clay.
Marine Mammal Adaptations
K-5
How are marine mammals able to live in Alaska's cold waters? Understand these animals better with our hands-on activities! Students review the adaptations of these amazing mammals by building their own clay harbor seal.
Ocean Animal Perceptions
1-5
How do marine animals sense the world around them? How can you ‘smell’ underwater? How can you ‘see’ without using your eyes? Students will discover these other ways of knowing by participating in ‘senses-on’ activities that illustrate these amazing adaptations.
Bioluminescence
3-8
What mysterious animals inhabit the ocean's depths? Investigate the bizarre adaptations of light-producers in the midnight zone and create actual bioluminescence!
NOTE: This program requires a room that can be completely darkened, ideally with no windows at all.
Cephalopods: The Jet Set
4-12
Get your hands into a "head-footed" animal as we learn more about cephalopods through a squid dissection and discussion!
Watching Walrus
6-12
Get on the front lines of Global Climate Change as we learn how habitat changes are affecting Alaska’s walrus population today. Students will employ the scientific method to develop their own research strategies then follow Alaska SeaLife Center researchers to find out what method really works in the field to watch walrus. Hands- & feet-on activities get students up and moving and working in groups!
Scientists in Action: Veterinarian
6-12
How do vets care for stranded or injured marine animals? Get an insider's view of the Alaska SeaLife Center's Wildlife Response and Rehabilitation program. Students will work in groups to ‘care for’ patients in this inter-disciplinary, hands-on program.
The Scoop on Poop
6-12
Why are the Steller sea lions disappearing? Analyze the scat of these endangered animals to search for clues regarding their dramatic decline. Students will employ the scientific method to develop their own research strategies.
Additional Information
If you have questions about our Outreach Programs, please e-mail us at outreach@alaskasealife.org or call (907) 224-6306.
Enjoy an overnight adventure at the Alaska SeaLife Center! Students will spend the evening honing observation skills and participating in hands-on marine science programs. At night they'll fall asleep with the seabirds, sea lions, and seals. Each Nocturne Sleepover includes dinner, a light breakfast, plenty of time to explore the Alaska SeaLife Center, and two education programs. Nocturnes start at 5pm and last until 9am the next morning.
Minimum 16 paying participants; two free adults per Nocturne. Maximum of 65 students and 15 adults. Program cost includes admission, education programs, dinner and breakfast. Nocturnes are available year-round and must be booked at least 30 days in advance.
Day Programs
Spend a day in our underwater world! Our staff will greet your group with an orientation and start the students on a self-guided tour of the Alaska SeaLife Center. After an hour of exploring the aquarium, your group will come together for one of our fun education programs. See below for a list of our exciting program choices!
Minimum 12 paying participants; two free adults per reservation. Program cost includes admission to the Alaska SeaLife Center. Day Programs are available year-round and must be booked at least 30 days in advance.
The forms can be emailed (preferable) or faxed, and we will confirm reservations in the order we receive them.
Additional Information
Click here for more information on how to prepare your students for their visit. If you have any questions about our programs, please e-mail us at education@alaskasealife.org or call (907) 224-6306.
Program Choices for Nocturne & Day Programs
Program Name
Grade Levels
Program Description
Seashore Survivors
K-2
Become an intertidal creature and learn what it takes to live in this challenging habitat. Students review these amazing creatures’ adaptations thru a multimedia presentation, hands-on sticker activity, and fun role-playing dress up!
Beaks, Bubbles, & Burrows
K-4
Discover the many unique adaptations that allow Alaska's beautiful diving seabirds to master both sea and sky. Students review these adaptations by building their very own tufted puffin with clay.
Marine Mammal Adaptations
K-5
How are marine mammals able to live in Alaska's cold waters? Understand these animals better with our hands-on activities! Students review the adaptations of these amazing mammals by building their own clay harbor seal.
Ocean Animal Perceptions
1-5
How do marine animals sense the world around them? How can you ‘smell’ underwater? How can you ‘see’ without using your eyes? Students will discover these other ways of knowing by participating in ‘senses-on’ activities that illustrate these amazing adaptations.
There & Back Again: A Fish's Tale
3-6
It's a dangerous business, fry, going out your door... Live the life of a salmon! In this role-play adventure, students experience the life cycle of salmon first-hand, from hatching to the bitter end.
Bioluminescence
3-8
What mysterious animals inhabit the ocean's depths? Investigate the bizarre adaptations of light-producers in the midnight zone and create actual bioluminescence!
Cephalopods: The Jet Set
4-12
Get your hands into a "head-footed" animal as we learn more about cephalopods through a squid dissection and discussion!
Watching Walrus
6-12
Get on the front lines of Global Climate Change as we learn how habitat changes are affecting Alaska’s walrus population today. Students will employ the scientific method to develop their own research strategies then follow Alaska SeaLife Center researchers to find out what method really works in the field to watch walrus. Hands- & feet-on activities get students up and moving and working in groups!
Scientists in Action: Veterinarian
6-12
How do vets care for stranded or injured marine animals? Get an insider's view of the Alaska SeaLife Center's Wildlife Response and Rehabilitation program. Students will work in groups to ‘care for’ patients in this inter-disciplinary, hands-on program.
The Scoop on Poop
6-12
Why are the Steller sea lions disappearing? Analyze the scat of these endangered animals to search for clues regarding their dramatic decline. Students will employ the scientific method to develop their own research strategies.
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)
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)
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 concept of the Alaska SeaLife Center began over 25 years ago, with the initial vision by Seward community leaders to enhance the existing University of Alaska's Seward Marine Center research facilities. Members of both the local and scientific communities identified a need and expressed their support for an expanded research and public education facility in Seward. The concept remained a dream for years with periodic efforts to lobby the University and the Alaska Legislature for funding.
Exxon Valdez Oil Spill (EVOS)
On March 24, 1989, the supertanker Exxon Valdez spilled 11 million gallons of oil into Prince William Sound, damaging nearly 1,500 miles of Alaska's pristine shoreline and causing widespread harm to the region's wildlife, economy, and ecosystems. Thousands of marine birds, mammals, and fish were destroyed in the days and weeks following the spill. The Exxon Valdez disaster drew dramatic attention to the need for improved facilities to treat injured wildlife, as well as to enhance Alaska's collective research infrastructure. In particular, the disaster brought to light the lack of reliable baseline information on the affected animals and their habitat before the spill. This greatly hindered the capability of scientists to understand the extent of damages and the recovery process. In light of the potential long-term effects of the Exxon Valdez oil spill, scientists identified a need to establish the capability to conduct research and monitoring on a long-term basis.
Formation of SAAMS
In February 1990, responding to the needs brought to light by EVOS, a group of concerned citizens and researchers formed the Seward Association for the Advancement of Marine Science (SAAMS), a 501(c)(3) non-profit corporation for "educational, social, and cultural purposes including marine research, public education, and providing education and scientific programs." The goal of SAAMS is to create a world-class marine research, wildlife rehabilitation, and public education institution adjacent to the existing University of Alaska Seward Marine Center on Resurrection Bay in Seward, Alaska. That goal advanced by the completion of the Alaska SeaLife Center in 1998.
Capital Funding
In 1993, the Alaska Legislature appropriated $12.5 million from the EVOS criminal settlement funds as a state grant to the City of Seward to develop the Alaska SeaLife Center as a "marine mammal rehabilitation center and as a center for education and research related to the natural resources injured by EVOS." The City of Seward entered into an agreement under which SAAMS agreed to assume all obligations and responsibilities of the City with respect to administering the State Grant.
Following receipt of the first installment of the State Grant funds, SAAMS requested additional funding from the EVOS Trustee Council, the governing body for the EVOS Civil Settlement funds. In November 1994, the Trustee Council authorized $24.956 million to support the development of research facilities at the Center. The Trustee Council subsequently appropriated an additional $1.247 million for a fish pass and research equipment enhancements at the Center.
In May 1996, the City of Seward issued $1.75 million in Revenue Bonds to finance $13 million of the cost of constructing the Alaska SeaLife Center. These bonds were retired in March 2001, utilizing a $14 million appropriation to the Center authorized by U.S. Senator Ted Stevens.
Finally, a private fundraising campaign raised approximately $6 million for the start-up of the Center. Over $1 million of the campaign was raised within Seward, a town with 3,000 residents.
Construction
Ground breaking for the Center took place in May 1995. This was followed by Phase I construction which consisted of site preparations, utility relocations, sheet pile cofferdam and breakwater installation, and construction of the seawater intake and outfall reservoirs and lines. The Phase I contract was completed on time in December 1995. Phase II construction commenced in June 1996, and consisted of the main building, life support systems, laboratories, animal habitats, exhibits, and landscaping. Grand Opening occurred on May 2, 1998.
Business Model
With a mission of bringing visitors in close contact with cutting-edge marine research, the Center’s design includes a public aquarium with exhibit tanks for displaying research animals as well as other North Pacific mammals, birds, fish, and invertebrates. The facility also features a full veterinary suite with quarantine pools for orphaned, diseased, or injured wild animals brought to the Center for rehabilitation, and for resident animals that need medical treatment.
Looking to the Future
The Alaska SeaLife Center will continue its focus on marine research. As our world, and more specifically the North Pacific, faces dramatic changes caused by environmental factors and human components, the Alaska SeaLife Center will continue to be instrumental in understanding and developing ways to maintain marine ecosystems.
Those who can, do. Those dedicated and enthusiastic individuals who can do more, volunteer!
Join the Alaska SeaLife Center family as a volunteer. As a non-profit organization, the Alaska SeaLife Center relies on our active volunteer staff to fulfill our mission year-round.
Please submit a resume if available to complement your application
An interview and the mandatory orientation/training session are required
Learn about becoming an RV Volunteer for the summer
Benefits include:
Gain valuable, hands-on experience
Discounts on Gift Shop merchandise - 20% discount on non-sale items
Discounts at Haul Out Cafe
Guests accompanying volunteers will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels, and restaurants (with ASLC ID)
Free admission to ASLC for volunteers, their spouse, children, parents, grandparents, and grandchildren
Worker's compensation benefits
Program Requirements:
Complete and submit a volunteer application and attend mandatory training
Must be at least 14 yrs of age, 16 to work in the Husbandry or Laboratory Departments or apply with HR for the Parent-Partner Interpreter Program (at least 9 yrs of age)
Most positions require a commitment of at least 4 hours a week for at least 4 months or equivalent
No experience necessary
Dress appropriately
Bring your enthusiasm
Must be able to commit to a consistent schedule and be on time for scheduled shifts
Must have effective communication skills, both oral and written, be detail oriented and willing to work
Must be able to work independently as well as part of a team
Comply with policies and procedures
Must be comfortable with the use of animals for research purposes
Some positions require:
Ability to handle confidential information
Applicants should be agile with a good sense of balance in order to maneuver around the exhibits and holding areas
Must be able to lift 50 pounds
Applicants must possess the ability to adapt to an ever-changing work environment
Must be able to perform physically challenging work in a variety of weather conditions, including snow, ice, and rain
Must be familiar with operation of computers and software including Word, Excel, and Access
Applicants must possess the ability to interact with visitors in a professional manner
Hear what our volunteers say about us:
"This was an awesome experience. I made many new friends and learned much more about birds and their ecosystems."
"I was very impressed by all the opportunities I was given to learn and participate."
"ASLC is a great place to get marine animal exposure and learn about the marine field."
"It was a wonderful experience, the people are great!"
"I had a fabulous time working at ASLC!"
All volunteer positions may include performing other duties related to the Center's goals and mission statement.
Are you looking for an exciting internship opportunity? The Alaska SeaLife Center (ASLC) is sponsoring internship programs for college students or graduates who are interested in gaining a one-of-a-kind experience in a world class marine facility.
ASLC internships offer a well-rounded experience in a variety of areas within the Center. Depending on the type of internship, duties may include assisting aquarium, avian, or marine mammal staff with animal husbandry tasks; helping with marine-related research projects, or as support in our education department.
"I feel like an important part of working toward making a difference for marine life."
"I had a great experience; it was everything I could have hoped for. I think that the SeaLife Center has the best overall work environment of anywhere that I've worked."
"This is the position to have if you want to be a top candidate for jobs."
"It's a great place to kick off your career, get experience and learn what you like."
Program Information
The internships are unpaid.
Housing is provided.
Participation in the program requires 40 hours per week.
A background check will be conducted on all potential interns.
Interns will be required to sign a contract agreeing to a start and end date.
College credit can be earned but must be arranged by you and your college.
Interns are responsible for their own meals and travel expenses.
ASLC does not sponsor visas for foreign students.
Application Instructions
Complete the application for no more than 2 positions. Be sure to provide us with the best e-mail and phone number for contacting you.
If you are applying for 2 internships, you must complete an application for each one.
Upload the required additional information to your application.
Looking for valuable experience, professional connections, and unique learning opportunities? If you are up for the challenge apply to be an Alaska SeaLife Center intern!
The Alaska SeaLife sponsors an internship program for college students or graduates who are interested in gaining an educational experience in a world-class marine facility. We offer a well-rounded educational experience in a variety of areas within the Center. Alaska SeaLife Center interns will be required to participate in a variety of areas and all interns are required to participate to some extent in the interpretive aspects of our operation.
In addition to the premiere educational experience there are TONS of perks for our interns, too! Not only do you get to help the Alaska SeaLife Center fulfill its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems, but also:
Gain valuable hands on experience
Housing provided while you are interning
You get to partake in our staff parties and events
Free admission to ASLC for interns, their spouse, children, parents, grandparents, and grandchildren
Discounts on Gift Shop merchandise – 20% discount on non-sale items
Discounts at Haul Out Café
Guests accompanying interns will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels and restaurants (with ASLC ID)
Worker’s compensation benefits
What our interns say about us:
"It's a great place to kick-off your career, get experience and learn what you like."
"I would highly recommend this internship because it's a once in a lifetime experience to work with amazing animals and people."
"This was the best internship I've ever had. It was very organized and fun. I would definitely recommend it."
"I was given the chance to really assess what I want to do with my life/career and believe that I will be making some changes to my degree program upon returning home."
"ASLC provides a wonderful stepping stone in the pursuit of a career."
Internship Opportunities (please note all internships are unpaid and food/travel stipends are not provided)
In compliance with the Americans with Disabilities Act (ADA) the Center will make appropriate accommodations for interns with qualified disabilities whenever possible as long as the accommodation does not cause the Center or other intern’s undue hardship.
The application window is now closed.
Instructions for Applicants:
Carefully review all of the internship requirements and instructions
Complete the internship application for no more than 2 intern positions. Be sure to provide us with the best e-mail and phone number for contacting you.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
The application period will be open from Dec 10 to Jan 10.
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
Program Information:
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks between May 1 and September 30.
Housing provided
College credit can be earned but must be arranged by you and your college
Intern responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
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.
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)
An educator will offer a glimpse at the rescue and rehabilitation process and the amazing work of our veterinary team. Learn about past and present patients and how you can help.
Price: $14.95 per guest (does not include admission)
*Guests under 16 must be accompanied by a paying adult
There are many ways you can support the Center and one is through purchasing an item on our Amazon Wishlist!
By purchasing an item on our list you are making a difference. The items needed range from toys for Animal Enrichment to formula for our Wildlife Response Program.
Please include your name, address and email when checking out so we can send you a thank-you! For tracking purposes, you are welcome to forward your purchase confirmation to development@alaskasealife.org so that we can update you on its arrival.
9:30 – 9:45 a.m. Touch Pools (Upstairs Near Microscope)
Observe the tiny animals and plants that form the foundation of the ocean food web right outside our doors!
Seabird Exploration Station
10:15 – 10:30 a.m. Rocky Coast (Upstairs)
Dive into seabird adaptations, experience how our scientists work with our seabirds, and learn how you can become a better birder
Avian Chat
10:30 – 10:45 a.m. Aviary (Upstairs)
Hear from our avian team about the care and expertise that goes into supporting the health and well-being of every bird at the Center.
Mammal Feeding Session
11 a.m. Seal or Sea Lion Habitat (Upstairs)
Bones in Motion Exploration Station
11:15 – 11:30 a.m. Rocky Coast (Upstairs)
“The arm bone’s connected to the …” Discover how our bones connect us to seabirds, seals, sea lions, and more!
Salmon Feed
11:30 a.m. Salmon Exhibit (Upstairs)
Sharks of Alaska
12:15 – 12:30 p.m. Underwater Viewing (Science Area)
Learn about the sharks that cruise Alaska’s waters, and explore emerging research on the elusive Pacific Sleeper Shark
Chiswell Chat
12:30 – 12:45 p.m. Underwater viewing by Chiswell TV
Meet with a member of the Chiswell research team, which has studied the Chiswell Steller sea lion rookery through remote cameras for over 25 years
Ice, Ice Maybe
1:15 – 1:30 p.m. Underwater viewing (near skate exhibit)
Walrus, seals, and eiders, Oh my! Join us as we examine how different species (including humans) depend on these environments.
Sea-ing Stars
1:45 – 2 p.m. Touch Pools (Upstairs)
Hear about the fascinating world of sunflower sea stars, including their critical role in marine ecosystems and how the Alaska SeaLife Center is contributing to conservation efforts.
Vet Chat
2 – 2:15 p.m. Research Theater
Get an inside look at the exceptional daily care our animals receive, directly from our dedicated veterinary team
Mammal Feeding Session
2:30 p.m. Seal or Sea Lion Habitat (Upstairs)
Bones in Motion Exploration Station
2:45 – 3 p.m. Rocky Coast (Upstairs)
“The arm bone’s connected to the …” Discover how our bones connect us to seabirds, seals, sea lions, and more!
Zooming in on Zooplankton
3:30 – 3:45 a.m. Touch Pools (Upstairs Near Microscope)
Observe the tiny animals and plants that form the foundation of the ocean food web right outside our doors!
Sea-ing Stars
4:15 – 4:30 p.m. Touch Pools (Upstairs)
Hear about the fascinating world of sunflower sea stars, including their critical role in marine ecosystems and how the Alaska SeaLife Center is contributing to conservation efforts.
Seabird Exploration Station
4:45 – 5 p.m. Rocky Coast (Upstairs)
Dive into seabird adaptations, experience how our scientists work with our seabirds, and learn how you can become a better birder
Avian Feed
5 p.m. Aviary (Upstairs)
Sharks of Alaska
5:15 – 5:30 p.m. Underwater Viewing (Science Area)
Learn about the sharks that cruise Alaska’s waters, and explore emerging research on the elusive Pacific Sleeper Shark.
We are partnering with the National Park Service to host a teacher workshop at the Alaska SeaLife Center on October 24-26 for 4th through 8th grade teachers. The theme this year is One Ocean: The Ocean Connects Us All. In this workshop, we will engage in nature journaling, learn local coastal ecology, and use ocean literacy to inspire students to care for their environment. We will also include conversations about cultural connections to the ocean and the value of marine environments to local people. Please submit the following application by September 26: https://forms.gle/s6m1KTxDDbeaBa1N8
If you have any questions, please reach out to the ASLC Education Department at education@alaskasealife.org.
In case you didn't already know... Alaska teachers always receive free general admission to the Alaska SeaLife Center - just present a teacher ID or pay stub at the ticket counter!
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)
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.
You can be a part of the Alaska SeaLife Center's critical work by leaving a gift through your estate plans. A planned gift allows you to support our mission after your lifetime so future generations can enjoy the bounty of Alaska's oceans. Anyone, regardless of age or financial status, can create a legacy gift to the Alaska SeaLife Center.
How to Make a Planned Gift
A planned gift can be as simple as naming the Alaska SeaLife Center in your will or designating the Center as a beneficiary on your retirement plan or life insurance policy. The Alaska SeaLife Center Endowment Fund, established through the Alaska Community Foundation, enables additional options for planned gifts through the Foundation's unique expertise.
Sample language to use when making a planned gift to the Alaska SeaLife Center Endowment Fund:
“I bequeath __________________________________ (describe dollar amount, property to be given, or proportion of your residuary estate) to The Alaska Community Foundation (EIN# 92-0155067), a tax exempt organization under IRS Section 501(c)(3), to be added to the Alaska SeaLife Center Endowment Fund, a component fund of The Alaska Community Foundation, and I direct that this bequest become part of this fund.”
Benefits of Planned Giving
When you notify us about your gift, we will enroll you in the Alaska SeaLife Center Legacy Society. You will receive invitations to special events and be recognized in our annual report and e-newsletters, unless you choose to remain anonymous. All communications you have with our staff about planned giving is strictly confidential.
We are grateful to those who support the Alaska SeaLife Center through planned giving. Through your gift, you are ensuring that future generations will learn about and care for Alaska's oceans. To learn more about how to enroll, please contact our Development Office at 907-224-6396 or development@alaskasealife.org or download the brochure.
The Alaska Education Tax Credit Program provides a tax credit to businesses to make contributions to Alaskan facility that qualifies as a coastal ecosystem learning center under the Coastal American Partnership.
Corporate Donors and Sponsors
The Alaska SeaLife Center welcomes corporate donors and sponsors. They are many different ways for organizations to support the Center, whether through donations for general support, support for specific programs, or as a sponsor for an event. If you are interested in becoming a donor or sponsor please contact Nancy Anderson at nancya@alaskasealife.org or (907) 224-6396.
You are looking at a live stream from inside one of the puffin burrows at the Alaska SeaLife Center. This particular burrow is currently claimed by Sequoia (♀) and Orlando (♂), a breeding pair of tufted puffins that have recently hatched a chick, or "puffling".
Learn more about our tufted puffins and other Alaskan seabirds, here.
The Alaska SeaLife Center generates and shares scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems.
Contribute to our mission today and support marine science.
The last Saturday in July gives runners and walkers alike a chance to support the Wildlife Response Program by participating in the 5K Wildlife Rescue Run & Walk. The course starts and finishes at Alaska SeaLife Center and is mostly level. Alaska SeaLife Center is Alaska's only marine mammal rehabilitation facility, and its Wildlife Response Program cares for many species of stranded and injured marine birds and mammals. The Wildlife Response Program depends upon financial support from the community for its continuing efforts to treat the animals, and all proceeds from the race benefit the program and the animals in its care. Registration will open soon.
Beers by the Bay
When: November 10, 2018 Where: Alaska SeaLife Center
Join us for a fun evening featuring local Alaskan beers and wine. This 21 and over event will be limited to 350 tickets so be sure to get your tickets when they go on sale, Monday, October 1.
Alaska Marine Gala
When: February 16, 2019
Where: Dena'ina Center
Each February the Alaska SeaLife Center hosts the annual Alaska Marine Gala at the Dena'ina Center in Anchorage, Alaska. This black tie affair with an ocean blue flair promises a night of food, fun, and fundraising. Cocktails and a silent auction kick off the night, followed by dinner, the Alaska Ocean Leadership Awards, a live auction, and live music.
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)
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)
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
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.
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Staff and Facilities
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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.
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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.
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.
Make a donation today that keeps giving year after year
The Alaska SeaLife Center (ASLC) has partnered with the Alaska Community Foundation (ACF) to create the Alaska SeaLife Center Endowment Fund, which will support the ASLC in achieving its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems for the years to come.
Endowment funds generate a predictable stream of income, leaving a majority of the assets to grow in perpetuity. An endowment offers the flexibility to meet ASLC’s immediate needs while ensuring assets are always preserved for our long-term mission. The ACF protects the fund’s assets from being spent for any other purpose.
For example, your gift today will be invested by the ACF and will earn returns every year from the moment you make it. That means a gift of $1,000 today is a gift of $50 every year permanently to the Alaska SeaLife Center. The Alaska SeaLife Center Endowment Fund welcomes gifts of all kinds including cash, bequests, stock, real estate, life insurance and retirement assets.
Gifts can be made online directly with the ACF or by calling (907) 334-6700. Online donations can also be made here through the Alaska SeaLife Center which will transfer Endowment Fund donations to the ACF on a monthly basis.
Education programs at the Alaska SeaLife Center foster ocean literacy and stewardship by connecting people of all ages to Alaska's marine ecosystems in meaningful ways. We invite you to gain a deeper understanding of marine science through the process of discovery!
If you’d like to learn more about the animals in our aquarium or go on a virtual field trip with researchers, visit the Discovery Zone!
For teachers and scout groups, our programs are offered year-round. Whether your group is interested in spending the night with our sea lions or connecting to the aquarium from afar, we have something for everyone! To learn more about our education programs, as well as our annual teacher workshops, please visit the Teacher’s Room.
Here at the Alaska SeaLife Center, our staff is dedicated to learning more each day about Alaska’s marine ecosystems. We then share what we’ve learned with you, so that you can help us continue to understand and care for the ocean, its animals, and its resources.
What does it take to become a scientist?
In the Discovery Zone, everyone is a scientist. There are three steps in this important role:
(1) Observe the world around you, then…
(2) ask questions, then…
(3) find ways to answer your questions!
Rules of the Discovery Zone
The rules of the zone are simple: Be Respectful, Be Curious, and Have Fun!
Watch your students gain a deeper understanding of science through discovery at the Alaska SeaLife Center! There are many ways to engage with our exhibits and our marine science expertise:
Our programs are offered year-round. Visit the aquarium and participate in Day Programs or our popular overnight Nocturne Sleepovers.
For schools in the Anchorage, Mat-Su, and Kenai Peninsula areas, we can bring our Outreach Programs directly to your school.
If your class has access to high speed internet connections, our Distance Learning programs are a great way to visit the SeaLife Center without leaving your classroom!
Information & Registration
For registration, cost information and program details, click on the links above or expand the Education sidebar menu to learn more about our programs.
Preparing for your visit Click here for more information to help you prepare for your group’s visit to the Center.
Questions or suggestions?
Contact the Alaska SeaLife Center Education Specialists at education@alaskasealife.org.
Animal Physiologist and Post-Doctoral Researcher at the Alaska SeaLife Center
WHAT SHE STUDIES:
- Animal physiology
- Physiological telemetry
EDUCATION:
Ph.D. Wildlife & Fisheries Sciences
M.S. Zoology
B.S. Zoology
HOMETOWN:
Winnipeg, Manitoba, Canada
ONE COOL EXPERIENCE I HAD WORKING IN THE ANTARCTIC WAS WHEN… "I saw the area where we work from above. The area is flat and white and windy, and it all kind of looks the same from the ground. Seeing it from an overlook made me realize how amazing and beautiful the different ridges of ice are around the islands in the frozen ocean."
MY BEST PIECE OF ADVICE FOR YOUNG PEOPLE WHO ARE INTERESTED IN A CAREER IN SCIENCE IS… "Find a balance between becoming really good at your speciality and learning about what other people do. You will be much better at asking questions if you have ideas about different ways to answer them."
Dr. Allyson Hindle explains why you always see Antarctic researchers wearing sunglasses. (1:00)
The first thing that you're told before you even get to Antarctica, before they even let you on the plane, is to always wear your sunglasses. We work in Antarctica in the summertime so there's 24 hours of daylight, and we work on sea ice, which is covered by snow. So, you're actually receiving quite a lot of ultraviolet radiation, so it's really important to protect your eyes. Snow blindness is a real problem that if you basically let your eyes get sunburnt inside you have a lot of pain and difficulty seeing and you can actually lose your sight. So, nobody wants to go blind because you fail to take proper precautions like wearing your sunglasses. Also, for us we can't afford anything that would keep us from being able to work for a day so we try to be as safe as possible and that means that you're always wearing your sunglasses.
Animal Physiologist at the Alaska SeaLife Center and Research Associate Professor at the University of Alaska Fairbanks
WHAT SHE STUDIES:
- Marine mammal energetics
- Animal physiology
- Thermoregulation
EDUCATION:
Ph.D. Animal Physiology
B.S. Biology
HOMETOWN:
Halifax, Nova Scotia, Canada
WHY IS TEAMWORK ESPECIALLY IMPORTANT WHILE WORKING IN ANTARCTICA?"We're working together not just to get the science done but to keep each other safe. It's fieldwork that we do on a routine basis, but we're in the Antarctic and you really are taking your life in your hands every time you go out on the sea ice. We really care about each other. And we're there, number one, to look out for one another and then, number two, to get the science done."
Dr. Jo-Ann Mellish describes what she loves about working as a scientist in Antarctica. (1:18)
It's the kind of place where you can feel isolated and connected to everything around you at the same time. If you're out on the sea ice you don't hear any motorized vehicles, there's nobody else around you. All you hear is the wind and the cracking of the ice moving underneath you and the seals around you and sometimes if you're lucky a penguin and it's just, you have that moment of being in a space that so few other people get to experience that it, it's a spiritual moment. There's no other way for me to explain it but you just, time stops and you just want to be there in the moment and experience it. All the rest, everything else just kind of goes away. And to get to be a part of that as your career with people that you want to be with, you just can't beat that kind of experience, and it makes you want to go back!
MY FAVORITE THING ABOUT DOING RESEARCH IN ANTARCTICA IS... "The challenge! The work we do with seals is only a small part of what we plan for each day. For example, we also think about how to travel across shifting ice, operate our equipment in the extreme cold, stay warm, and keep ourselves safe."
MY BEST PIECE OF ADVICE FOR YOUNG PEOPLE WHO ARE INTERESTED IN A CAREER IN SCIENCE IS... "Ask questions - Share your thoughts but be open minded! The best scientists love their work because they challenge themselves as well as others, by asking questions about the world. They serve as a positive influence in the scientific community by equally sharing and listening to others in order to solve life's most challenging questions."
John Skinner talks about why he enjoys being a biologist. (0:36)
The reason I am a biologist is because you get to see animals in their environment, in this case really extreme conditions that are so unsuitable for us. It's amazing to feel, when you're working with these animals, so inferior. You know, I couldn't last out there a day without the support that we have doing the work that we do. Whereas these animals, they lie out there like they're on a sunny beach somewhere and I think that's the most incredible part of it for me is seeing the animals where they excel and where they are happiest.
Pinniped Ecologist and Associate Professor at Oregon State University
WHAT HE STUDIES:
- Diving animal behavior
- Life history of diving animals
EDUCATION:
Ph.D. Zoology
Diploma Degree Biology
HOMETOWN:
Rome, Italy
ONE OF MY FAVORITE THINGS ABOUT WORKING IN ANTARCTICA IS... "Antarctica is as close as we as humans can get to see what it might be like to work on a different planet. It's almost like being out in a different world entirely. [When working on the sea ice,] you're out in the middle of nowhere. There's only ice and cold and blue and white, and crazy animals you never see anywhere else around you. It's amazing!"
Dr. Horning talks about Antarctic working conditions - and imitates a Weddell seal! (1:07)
Dr. Markus Horning: "There's also something really unique though about the Antarctic and paradoxically makes the seals that we work with, to us, more accessible. We actually spend most of our time at sea, even though we’re driving around Ski-Doos because the sea is frozen, but then literally the seals are underneath us as we’re walking around on the sea ice and the seals are doing their thing and they come back to the surface and they’re right next to us. And they make amazing sounds and you hear the sound through the ice."
Dr. Jo-Ann Mellish: "I think you need to make the sound for us."
Dr. Allyson Hindle: "Markus makes amazing seal sounds."
*Dr. Markus Horning imitates seal sounds*
*Dr. Jo-Ann Mellish and Dr. Allyson Hindle applaud*
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)
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.
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)
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)
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
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
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.
All research was conducted under National Marine Fisheries Service Marine Mammal Protection Act authorization 15748 and Antarctic Conservation Act permit 2012-003.
The implications of the research described in Southern Exposure stretch beyond the Antarctic. The data Dr. Mellish and her team have collected by studying Weddell seals can be used to make predictions about how other ice-dependent species, such as Arctic species like ringed seals and walrus, may react to changing conditions in their own local environments.
Concerned about how climate change will impact our planet?
Educate yourself about how humans are impacting climate in the Arctic and around the globe.
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)
“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)
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
On March 24, 1989, an oil tanker leaving the port of Valdez, Alaska hit a shallow reef and spilled 11 million gallons of oil into the sea. This spill spread southwest, covering nearly 1,300 miles of coastline in thick, sticky oil. Oil was even found washed up near the village of Chignik, 470 miles away from the spill site. It is estimated that 250,000 seabirds, 2,800 sea otters, 300 harbor seals, 250 bald eagles, up to 22 orcas, and billions of salmon and herring eggs were lost in the spill. It is difficult to know how many intertidal plants and animals, such as barnacles, sea stars, and hermit crabs, were also impacted.
The Gulf of Alaska is part of the North Pacific Ocean. It stretches from the Alaska Peninsula in the west to the islands of Alaska’s southeast. The coast includes mountains, glaciers, forests, towns, and cities. The waters are full of life and support one of the country’s largest fishing industries. Powerful currents circulate marine life and bring up nutrients from deep waters. Seabirds and marine mammals feed in the many bays and estuaries of the gulf. These areas also provide nursery habitats for fish.
So many factors influence the Gulf of Alaska! The major factors include:
Precipitation in the form of snow and rain
Freshwater runoff from rivers, glaciers, and melting snow
The upwelling & downwelling of water carrying nutrients that get mixed by the tides and currents
Click the image below for a closer look at some of these factors. Be sure to use the vocabulary list at the right if you run into any terms you are not familiar with!
Thousands of workers, volunteers, and community members worked together to clean up the spill. However, oil still remains hidden below the sand and rocks on the beaches and scientists want to know what this means for the Gulf of Alaska ecosystem. Since 1989, scientists have continued to study how the Gulf of Alaska's ecosystem is responding to the Exxon Valdez oil spill (EVOS). All of Earth’s ecosystems are affected by both natural changes and human activities. After the 1989 spill, scientists realized something important. We did not have enough data to fully understand how complex the northern Gulf of Alaska ecosystem really is. We were lacking what researchers call “baseline” data.
A baseline is a measure of how things are (or were) at a particular time. Without baseline data, it is hard to understand how ecosystems respond to changes in environmental conditions, which can occur naturally or as a result of human activities. Think of a baseline like this: If you measure your heartbeat when you are resting, it’s beating regularly and probably pretty slowly. This is your baseline to measure from. If you suddenly run up a long flight of steps, your heart starts beating much faster and you are probably out of breath. If you count your heartbeat now, you can measure how much it changed from the baseline. That change is the impact caused by running up the steps.
For example, in the Gulf of Alaska it is difficult to know exactly how the 1989 oil spill changed sea otter population numbers. This is hard to measure because baseline data for the number of sea otters living there before the spill doesn't exist. In order to improve our understanding of baselines and change for the entire Gulf of Alaska ecosystem, the Exxon Valdez Oil Spill Trustee Council created and continues to fund the work of the Gulf Watch Alaska long-term monitoring program. Gulf Watch Alaska is a team of scientists and researchers who work together to measure and monitor different parts of the ecosystem in the spill area. They compare their data to get a “bigger picture” about how the ecosystem works and how healthy it is.
VIDEO: Introduction to Gulf Watch Alaska
Introduction to the Gulf Watch Alaska ecosystem monitoring program. (1:14)
On March 24, 1989, the oil tanker Exxon Valdez ran aground in Alaska’s Prince William Sound, spilling more than 10 million gallons of crude oil into the Gulf of Alaska. Today, more than 26 years after the accident, scientists are still trying to understand the full impacts of the spill on the waters and wildlife of the Gulf. To that end, Gulf Watch Alaska has brought together twelve different organizations and over 40 scientists to study all aspects of the Gulf of Alaska and its state of recovery from the spill.
Monitoring the lasting effects of the oil spill is no small task. Like a large puzzle, the Gulf of Alaska is a complex system made up of ever smaller components. The four main components being studied by Gulf Watch Alaska are the driving environmental forces of the Gulf, the pelagic ecosystem of its waters, the nearshore ecosystems of its coast, and the lingering oil that still remains from the Exxon Valdez spill.
By closely monitoring these components simultaneously, the scientists of Gulf Watch Alaska hope to better understand the whole picture of the Gulf of Alaska and its continuing recovery from the spill.
The Gulf Watch Alaska monitoring program is organized into four related ecosystem monitoring components. Click below to discover each component.
Who is watching the Gulf?
Baseline data (n): a measure of normal or how things usually are before change
Carbon pump (n): the ocean's biologically-driven transfer of carbon from the atmosphere to the deep sea
Detritus (n): waste or debris of any kind, but especially organic matter produced by the decomposition of organisms
Downwelling/Upwelling (n): the downward (or upward) movement of fluid, especially in the sea
Ecosystem (n): a community of living things and its nonliving surroundings linked together by energy and nutrient exchange
Eddy (n): a circular movement of water counter to a main current
Estuary (n): where the salty ocean tide meets freshwater from the land at the mouth of a river, stream, creek, or the toe of a glacier
EVOS (n): Exxon Valdez oil spill
Exxon Valdez Oil Spill Trustee Council (n): organization formed after EVOS to oversee the restoration of the injured ecosystem
Habitat (n): a place that provides an animal or plant with adequate food, water, shelter, and living space to feed, breed, seek shelter, and raise young
Impact (n): a powerful or major influence or effect
Lunar forcing (n): the effect that the gravitational pull of the moon has upon the oceans, creating the tide cycles
Monitor (v): to observe and check the progress or quality of (something) over a period of time; keep under systematic review
Photic boundary (n): the depth of the ocean that indicates the division between the photic (or sunlight) zone and the aphotic zone where photosynthesis becomes impossible
Thousands of individual animals died as a result the Exxon Valdez oil spill. Some died soon after contact with the oil. Others died more slowly as a result of the toxins. It is difficult to measure how animal populations continue to be affected by contact with oil after the cleanup. The long-term harm from chronic exposure to the chemicals in oil remains a problem in some areas, especially where oil can still be found under rocks. Since 1990, scientists have been gathering data about locations where oil continues to linger, as well as the movement of toxic chemicals throughout the Prince William Sound ecosystem.
The Lingering Oil project is studying the recovery of harlequin duck and northern sea otter populations in Prince William Sound because there are long-term health concerns for both of these populations. The Gulf Watch Alaska team is collecting data by taking samples in both oiled and non-oiled sites in Prince William Sound. Click on the images below to learn more about these two species.
Scientists use a variety of skills to capture ducks and otters in order to collect tissue samples. These methods are designed to safely capture the animals and then release them unharmed. According to Dr. Esler, “It might not be the greatest day for the animals, [but] their long-term survival is not compromised.”
To capture harlequin ducks, the team uses a floating mist net. This net sits above the water like an invisible wall. As the ducks come in for a landing, they are trapped in the net. Researchers can then safely remove the ducks and take them to the veterinarian for sampling.
Capturing sea otters is a bit more challenging. These cute and fuzzy creatures are, in fact, the largest member of the weasel family (the Mustelids). This is a group of animals who are not known for their sweet and cuddly personalities. Think of a sea otter as a floating badger or wolverine!
Watch the video below to see divers use a Wilson Trap to safely capture and handle sea otters for sampling.
VIDEO: Capturing Sea Otters
United States Geological Survey (USGS) video showing how divers use Wilson traps to capture sea otters in the wild. (3:53)
The lingering oil studies occur in western Prince William Sound, which is where the oil from the Exxon Valdez oil spill landed, and actually there’s still some oil out there today – small pockets of oil that’s buried in sediments on beaches, throughout western Prince William Sound. So that’s where the lingering oil issues are still important to track.
From the USGS perspective, we’re looking at effects of that lingering oil on wildlife. So considering effects of exposure to that lingering oil, and also to understand what that might mean to individuals and populations of the wildlife that live out there. The main species that we’re thinking about in terms of lingering oil are harlequin ducks and sea otters, and that’s because there’s a long history of understanding that lingering oil’s been an important constraint on population recovery of those two species, and so we’ve spent a lot of time trying to understand the timeline and the mechanisms by which those species are recovering from the oil spill.
We’ve measured exposure in a number of different ways. For example, with harlequin ducks we’ve used an enzyme called cytochrome P450 1A. It’s a long word basically for an enzyme that gets induced when any vertebrate’s exposed to hydrocarbons. So if you and I were exposed to oil, we would have an induction of that enzyme that would be measurable and then could tell us whether one has been exposed to that.
The enzyme itself is part of a cascade of physiological processes that any vertebrate goes through once they’ve been exposed to oil. And it could be indicative of physiological harm, or it could be indicative of just exposure without physiological harm. So we’re not inferring harm from induction of the enzyme, what we’re inferring is that they’re still exposed to oil with the potential for harm.
Who is watching the Gulf?
Concentration (n): the amount of something in a specific place or given volume
Recovery (n): a return to a normal state of health
Tissue sampling (n): various procedures to obtain bodily fluids, muscle, skin, fur or feathers for testing
Scientist, US Geological Survey Alaska Science Center
Dan's role in Gulf Watch Alaska:
Lingering Oil Program Principal Investigator
Important skills for his position:
Ability to stay warm in the winter!
Challenges in his work:
"Any time you’re working with wild animals, it’s always a challenge… it requires a bit of a hunter’s mentality almost, to think about what the animal is thinking and where they are going to be and try to incorporate that into your trap set-up."
Dan's advice to young people interested in science: "Start by volunteering on field projects and getting to know people that are in the business… Do what you can to get into the system and really get to know what a wildlife research career looks like."
Dan Esler describes what he loves about fieldwork in the Gulf of Alaska. (0:37)
There are some really spectacular moments in the field, and that really is the payoff for a lot of the hard work that we do. There are so many interesting things that you see when you’re out and about that the general public often doesn’t really get to see.
There’s spectacular scenery, and I think about the herring spawns that I’ve seen on Montague Island, with marine mammals and birds and everything congregated and foraging on herring spawn, just some spectacular moments that are hard to see anywhere else in the world really.
Marine Ecologist, National Park Service SW Alaska Inventory & Monitoring Network
Heather's role in Gulf Watch Alaska:
Nearshore Program Principal Investigator
Important skills for her position:
"Curiosity is a big one, I think. And a willingness to work in uncomfortable conditions - and long hours."
Challenges in her work:
"Having just that one opportunity to collect the data, and what does that really mean in a whole year?"
Heather's advice to young people interested in science: "Volunteer. You know, school, of course, is important, but the sooner you can volunteer and get out in the field and start to get to know folks, the opportunities will present themselves. We always have work, we always have questions, and if you are willing to get out there, opportunities will come."
Heather Coletti describes her favorite thing about working with sea otters and how she got interested in nearshore ecology. (0:54)
My favorite daily duties… I would say one of my favorites is we do a lot of sea otter foraging work, data collection, so with high-powered telescopes we’re watching these animals eat because they bring everything up to the surface. It’s always a surprise, it’s challenging and really interesting.
I’ve always been drawn to the ocean. Some circumstances just sort of present themselves professionally of who you meet, and it really does matter who your mentors are. And if you’re a good mentor I think whatever you’re interested in… and I had a great mentor, and his interest was in the nearshore, particularly in sea otters but just the ecology in general, and it stayed with me.
Research Fisheries Biologist, NOAA/NMFS Auke Bay Laboratories
John's role in Gulf Watch Alaska:
Pelagic Ecosystems Humpback Whale Program Co-Principal Investigator
Important skills for his position:
"You definitely need patience, you need to be very tolerant of weather, and just being able to endure things and not really give up."
Challenges in his work:
"Being on a small boat when it’s really rough, battling the weather, wind and rain, having your expensive camera getting salt spray on it... and then the whales just not cooperating."
John's advice to young people interested in science: "I would take math and English. Those are two things that I didn’t really think I needed very much that are very important. Work hard, do things that people don’t want to do. You’re not going to go out and tag whales on your first day, but if you're entering data or doing some of the more tedious things, then you make yourself very useful. And it’s a good way to meet people, a good way to get your foot in the door."
John Moran describes some of the fun and frustrations of tracking humpback whales in the Gulf of Alaska. (0:50)
When things change, like this last winter we thought we knew where all the whales were going to be in Port Gravina, and we got out there and they weren’t there. And we were just so sure of ourselves, we’ll just get out there and get a bunch of IDs, it’ll be nice & protected, and we were completely wrong. So when things jump out as being unusual that’s when it gets interesting. You think you have things figured out and you really don’t know what you’re talking about.
I really like driving the boat for some reason, I don’t know why maybe it’s the control issue, but for doing photo Id or biopsies especially or tagging, and I do disentanglement work in Southeast and just being the one that maneuvers the boat, gets the boat close to the whales while somebody else maybe does the other things, you feel like you’re the one literally in the driver’s seat.
Biological Oceanographer, Sir Alister Hardy Foundation for Ocean Science
Sonia's role in Gulf Watch Alaska:
Environmental Drivers Principal Investigator
Important skills for her position:
Basic science training, interest in small things, interest in seeing both "big pictures" and patterns
Challenges in her work:
"Anything to do with studying the ocean is challenging because you can’t sample enough of it to really understand what is going on. So trying to understand what’s going on across the horizontal region, down through the water column, and through time is really hard because they all change, all of the time."
Sonia's advice to young people interested in science: "If you have a questioning mind and you like looking at the way the world works, then you are a scientist. How you use that in a career could be anything from teaching, to talking with politicians to try and get policies that will help a community - there are so many different things. I would just say that it may not be the dry and dusty thing that you think it is. You can be a scientist and have a huge range of careers. If you are interested in things like that, keep your mind open for opportunities where you can use science."
Sonia Batten discusses one of the coolest things about the ocean. (0:31)
I think the coolest thing is that you can take a bucket of seawater, you can filter out the stuff and put it under a microscope and show people and they go, “Oh my god, I didn’t know I was swimming with that!”
You can look at a crab larvae, a little tiny crab before it settles out under the microscope, and it’s got, some of them have spines that are three times the length of their body sticking out, and they look like alien things, and you have no idea that you’re swimming with that kind of thing, and yeah – I think that’s cool.
Nearshore and benthic (bottom-dwelling) organisms are good gauges of change in the environment. Many are sedentary, sensitive to change, and easy to access for study. Scientists are usually more able to discover the source of change in this kind of habitat. Once those sources are found, they can identify and compare changes that are natural from those that are man-made. Click the image below to discover the different zones of the nearshore ecosystem.
The Nearshore Ecosystems team collects data in the tidal areas. Researchers are focused on learning about the variety and abundance of the species living at sites in Prince William Sound, the outer Kenai Peninsula, and Lower Cook Inlet.
This data will help scientists find answers for questions like:
• Is the nearshore environment changing significantly from year to year?
• Have resources in this environment recovered from the 1989 oil spill? If not, are there reasons other than the oil spill?
• Are changes in offshore conditions also causing changes in the nearshore habitats?
This project focuses on organisms that are considered crucial to the nearshore ecosystem’s health. One such key species is the black oystercatcher. These shorebirds are good candidates for monitoring projects because they have a long lifespan.
Over that lifetime, the oystercatcher lives in and depends upon intertidal habitats. This is where they mate, nest, and raise their young. Even though black oystercatchers aren’t benthic animals, they eat a diet of creatures that are. Their menu of mussels, limpets, and chitons are easily effected by changes in the environment. If oystercatchers aren’t healthy, it probably means that something significant has happened to the shellfish that they eat.
Click on the image below to learn more about the black oystercatcher, a critical species of the Nearshore Benthic Systems in the Gulf of Alaska project.
Click the audio icon to hear the call of the black oystercatcher.
Scientists, like the National Park Service’s Heather Coletti, are trying to address the following questions:
• Are the numbers of black oystercatcher nests changing from year to year?
• Is the number of eggs or chicks in each nest changing?
• Are chicks supplied with the same variety and amount of food each year?
• Does this data change from one location to another?
Heather and her team monitor the habitat of black oystercatchers using a variety of methods, including the use of shoreline transects to survey nest sites and sample prey remains at oystercatcher nesting sites.
VIDEO: Monitoring Nearshore Systems
Heather Coletti describes her work studying black oystercatchers for the nearshore systems component of Gulf Watch Alaska. (1:50)
The nearshore is that interface between the terrestrial system – land – and the oceans. And there are several influences from the ocean that meet at the nearshore and then we have anthropogenic and natural influences from the terrestrial, and in some heavily populated areas that’s pollution and runoff, and how the nearshore really is affected by all those influences. And it’s essentially where the densest human populations live, along the coasts.
Our program is essentially monitoring the nearshore food web. So we start out at the sea grasses and algae, which are the primary producers of that system. And then we look at invertebrates – benthic invertebrates – whether it’s mussels, clams, limpets… And then we have surveys for higher trophic level predators, like your sea ducks, sea otters, sea stars.
We monitor oystercatchers, which are a pretty charismatic shorebird that is essentially confined to the nearshore and the intertidal. They feed exclusively in the intertidal on benthic invertebrates. So that’s your mussels, your limpets, that’s their two primary food sources, but they’ll eat some barnacles and some worms. So we have several aspects of their biology that we are monitoring.
The goal of any monitoring program is to look at change over time and understand change over time, what’s driving it and if there’s any way to predict what those outcomes may be. That’s ultimately the goal and we are in our first few years of monitoring, and right now looking at what the natural variation in these systems is like. That hasn’t been fully documented yet.
Who is watching the Gulf?
Abundance (n): the quantity or amount of something
Benthic (adj): pertaining to the seafloor and the organisms that live there
Data (n): values for something measured
Density (n): the number of inhabitants per unit of area
Distribution (n): the way in which something is spread over an area
Intertidal (n): the benthic shore area between the extreme reaches of high and low tides
Nearshore (n): the marine zone that extends from the high tide line to depths of about 20 meters
Organism (n): an individual life form
Prey (n): an animal taken by predators as food
Riparian zone (n): the area of land next to a lake, river, stream, or wetland
Subtidal (n): the benthic area below low tide that is covered by water most of the time and exposed briefly during extreme low tides
Tide (n): the alternate rising and falling of the sea at a particular place, due to the gravitional attraction of the moon and sun
Transect (n): a path along which scientists count animal populations and plant distributions
Pelagic animals live in the open seas, away from the coast or seafloor. The Pelagic Ecosystem team has the task of studying these predator and prey species in Prince William Sound. Despite the challenge, scientists have already managed to collect decades of data that focus on the interactions between whales, seabirds and their prey.
This information is useful in answering questions such as:
• What are the population trends of key open-ocean predators, such as orcas, tufted puffins, and humpback whales?
• Are the numbers of forage fish, like herring, sand lance, and capelin, going up or down?
• Is it possible to monitor forage fish population trends?
• If it is possible to monitor them, what is the best way to do so?
Forage fish have a big impact on marine ecosystems. They convert a huge amount of energy from lower trophic levels and this energy is transferred into food for larger fish, marine mammals, and seabirds. Forage fish have great numbers of offspring and short lifespans. These traits can cause major changes in their abundance from year to year. If the abundance of forage fish increases or decreases significantly, the predators that eat them will also experience shifts in their population numbers.
Humpback whales are predators of herring. Many humpback whales migrate from Prince William Sound to Hawaii for the winter. Some humpback whales, however, stay in or near the Sound. During the winter, there is not much plankton for humpbacks to feed on, and fish like herring become a good alternative source of food for these whales.
Watch the video below to see how the predators of the pelagic hunt their herring prey.
VIDEO: Bait Ball Feast - BBC One
In late summer, the plankton bloom is at its height and vast shoals of herring gather to feed on it. Diving birds round the fish up into a bait ball and then a humpback whale roars in to scoop up the entire ball of herring in one huge mouthful. From "Nature's Great Events: The Great Feast" by BBC. (1:14)
The murres only attack from beneath, trapping the fish against the surface. But they push the herring within range of the gulls. It’s a feeding frenzy.
The table is set for the mightiest predator of them all: the humpbacks have reached their feeding grounds.
Scientists want to know the best way to estimate the numbers of specific fish species, such as herring. They get the data they need using a combination of aerial surveys, hydroacoustics, and various fish-capture techniques.
Check out the video below to hear Mayumi Arimitsu explain some of these techniques.
VIDEO: Forage Fish Studies
Mayumi Arimitsu describes the methods scientists use to monitor forage fish populations. (0:55)
We have observers in a plane that are looking at schools of fish in the ocean very close to the shoreline. We do a couple of things. One is use hydroacoustics from the boat, and with basically a scientific fish finder we’re able to quantify the biomass and density and depth distribution of these different forage fish.
We also are trying to validate the aerial survey observations so we have a team in a skiff that are communicating with the pilot in the plane, and they are trying to catch what the observers in the plane are seeing.
Scientists working on the humpback whale monitoring project are trying to understand if the whales are having an impact on the recovery of herring populations in Prince William Sound. An important part of this project is maintaining an up-to-date humpback “fluke identification catalog,” a kind of “Who’s Who?” in the Gulf of Alaska whale world.
Watch the video below to learn about how scientists observe and photograph whales included in the fluke identification catalog.
VIDEO: Tracking Humpback Whales
John Moran describes how scientists are studying the importance of humpback whales in the Gulf of Alaska ecosystem. (2:08)
(Narrator) These small silver fish are Pacific herring, one of the many species being monitored by Gulf Watch Alaska. Scientists are monitoring their population for signs of recovery after the Exxon Valdez oil spill. They are also interested in other potential factors that could be affecting their recovery. One of these potential factors may be humpback whales.
(John Moran) We want to know if humpback whales are having an impact on the recovering herring population in Prince William Sound. Basically we want to know how many herring are whales eating, and is that important.
So the first thing we need to do is figure out how many whales are there, so we use Photo ID. All the whales have unique patterns on their flukes. When the whale dives it shows the underside of its fluke, and we’ll take a picture of that and that can identify the individual whale. So basically we get on the boat and we go look for whales. That the base of our research is getting the fluke IDs. And from that you can get a lot more information out of it.
We need to figure out what they’re eating, so we use the echo sounder on the boat, we’ll use nets and jigs, so we’ll see whatever prey is around the whale and try to catch that. Or if there’s any scales that slip out of their mouth, or any kind of sign of things on the surface, or fish jumping out of the whale’s mouth, we’ll try to document that.
And we also use biopsies. We have a cross bow or a rifle that takes a little blubber plug out of the whale. So we approach the whale and get a little sample, and from that we can use stable isotopes or fatty acids to get at what the diet’s been from that whale.
Humpbacks are kind of new players on the scene, they’re population was really low. In the late sixties & early seventies, there may have been 1,500-2,000 humpbacks in the North Pacific. And then there was this survey called the SPLASH survey that took place in 2006 that put the population at over 20,000. So that’s a huge increase.
It impacts managers. If you’re managing a herring fishery and you have these humpbacks population weren’t really there 20, 30, 40 years ago, you’ve got to account for these new predators, how many herring are they taking, it’s all important to know if you’re trying to manage a fishery. We haven’t had them there, so how they impact the ecosystem is going to be new to us.
Who is watching the Gulf?
Biomass (n): the amount of living matter in a given habitat (i.e. the weight of organisms per unit area, or the volume of organisms per unit of habitat)
Forage fish (n): small schooling fishes that feed on plankton and are eaten by larger predators
Hydroacoustics (n): the study of sound in water
Pelagic (adj): the open sea, away from the coast or seafloor
Trophic level (n): the position of an organism or species in a food web or food chain
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 investigate the long term effects of the Exxon Valdez oil spill on the ecosystems of the Gulf of Alaska. Learn about the work of a collaborative team of scientists from many different ocean science disciplines, who represent over 15 different government agencies, non-profit research institutions, and universities.
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 long-term monitoring projects that have been studying the effects of the 1989 Exxon Valdez oil spill in Prince William Sound and the northern Gulf of Alaska. They will explore the various projects and how, collectively, they can inform us about the overall ecosystem.
LEARNING OBJECTIVES:
After completing this virtual field trip, students will be able to:
• Explain how the long-term monitoring project called Gulf Watch Alaska was founded and what its overall goals are.
• Understand the collaborative nature of science and how researchers from various disciplines working together can provide a ‘big picture’ view of a massive project.
• Explain the various levels of a biome and how all components of an ecosystem depend upon each other for a healthy environment.
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, encompassing the marine ecosystems affected by the 1989 oil spill. This program is organized into four related ecosystem monitoring components, with data management, modeling, and synthesis components providing overall integration across the program.
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 a 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.
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 Gulf Watch Alaska virtual field trip experience.
Check back here for updates about the ongoing work from the team at Gulf Watch Alaska! This page is your source for news, announcements and data pertaining to each of the long term monitoring projects.
GOOD NEWS! From the Lingering Oil team:
• 25 years after EVOS, harlequin ducks and sea otters are no longer being exposed to lingering oil in Prince William Sound!
Click the image below to see how other species have fared since 1989.
Gulf of Alaska Data Portal
Click the image below to visit the Gulf Watch Alaska webpage that allows you access to an interactive data page where you can browse data sets, access project descriptions, and project data onto a map allowing you to graphically explore individual or multiple layers of data!
CONTINENTAL SHELF - the area of shallow ocean water around the edge of a continent before the seabed slopes down into the deep ocean
HAUL OUT (v) - to leave the water and rest on land, rocks, or floating ice
HAULOUT (n) - a place where marine mammals leave the water to rest
STAMPEDE - a sudden rush of many individuals, usually in a panic
DISTURBANCE - when an animal or group of animals changes its behavior as a result an event
In the cold northern ocean between Alaska and Russia, freezing weather is possible during any month of the year. Throughout the long winter, temperatures in the Arctic are so cold that the surface of the ocean freezes for millions of square miles! Remarkably, animals like the Pacific walrus are adapted to live in this chilly climate, and they use sea ice as part of their habitat.
In recent summers, scientists and local residents have noticed less sea ice than normal in the Arctic. In September 2009, sea ice in the Chukchi Sea melted past the edge of the continental shelf. As a result, 3,500 walruses who usually rest in small groups on floating sea ice were forced to haul out together on land at Icy Cape.
Something startled the walrus while they were resting there. When startled, walrus will leave their haulout and rush into the water. As the huge group of walrus at Icy Cape rushed to the water, younger and smaller animals were trampled. Alaska SeaLife Center scientists and veterinarians were on the team that was sent to Icy Cape after the stampede. They found more than 130 young walrus dead on the beach. This dramatic scene sparked their interest in studying walrus.
Land-based haulouts in the Chukchi Sea were first seen in the United States less than ten years ago. A walrus's choice to haul out on land is directly linked to the availablity of sea ice. If ice is available within their range, they will haul out on it. If ice is not available, they will haul out on land. Scientists fear that, if we continue to have summers with less-than-normal sea ice, events like the stampede at Icy Cape will become more common.
Scientists at the Alaska SeaLife Center want to understand how walrus use these new land haulouts. They also want to learn how walrus will respond to disturbances while they are on land. The challenge is that walrus live in isolated, wild areas spread across a huge region. To study walrus, scientists must find a way to observe them closely without causing any disturbance events themselves. How will the scientists do it? Join our team as they come up with a plan.
To get started, let's learn more about the Icy Cape stampede by checking out the videos and news release below. You'll be amazed how crowded the walrus haulouts can get!
VIDEO: Icy Cape Stampede 2009
When large numbers of walrus haul out together on land, a disturbance event can mean disaster. This video, including images from the 2009 Icy Cape stampede, examines what can happen when walrus haul out on land in large groups. (1 minute)
Over the past few decades, sea ice in the Arctic has been shrinking at increasing rates. When the ice recedes past the continental shelf, walrus females and calves are forced to leave the ice and haul out on shore to stay near their feeding grounds.
As you can see in this video taken near Point Lay in 2011, conditions on shore can get very crowded. If the walruses are disturbed, they may rush to the water in a massive stampede.
In September 2009 scientists observed thousands of walruses hauling out together on land near Icy Cape on the shore of the Chukchi Sea. When researchers surveyed the area a few days later, they found over 130 walruses dead on the beach.
Veterinarians and scientists from the Alaska SeaLife Center and other organizations investigated the event and determined that most of the fatalities were young animals that had died as a result of a stampede.
Though the cause of this disturbance at Icy Cape is unknown, the number of fatalities can be attributed to the crowded conditions at the haul out.
Click here for more information on walrus haulout events in Alaska's North Slope Borough, including the 2009 Icy Cape event.
Now that we've observed the same event that sparked the interest of our Alaska SeaLife Center marine mammal research team, let's learn more about Pacific walrus and what they need to survive.
BASELINE (n) - Information about what is "normal" or expected. This kind of information helps researchers measure change.
DATA (n) - factual information
Action!
Dr. Polasek decided that, because her research questions were complex, they would take many years to answer. Her first goals were to establish a baseline and test out their monitoring method. To accomplish these goals, in the first year of the project the team would only set up cameras at sites in Bristol Bay. Haulouts in Bristol Bay are "established". This means that walrus are known to haul out there every summer. The animals in Bristol Bay are males. Although male walrus do not depend on summer sea ice, their behavior at haulouts will give researchers the baseline they need to make comparisons with females and calves in the north. As Dr. Polasek explained in her research hypotheses, she hopes to find out whether walrus at new haulouts in the Chukchi Sea will react differently to disturbances than walrus at established haulouts in the southern parts of the Bering Sea.
Installation took the research team on remote adventures as they installed cameras at five sites in Bristol Bay:
Round Island (West Main)
Round Island (First Beach)
Cape Peirce
Hagemeister Island
Cape Seniavin
The two videos below highlight the experiences of our scientists as they set up cameras for the 2011 summer season.
VIDEO: Round Island
Join our researchers as they head out to Round Island to place the first set of cameras. (3 minutes)
How did you travel to Round Island?
There was a lot of planning necessary before we could travel to Round Island. Round Island is very remote, and we had to make sure that we had all the equipment and materials that we would need to set up the cameras. If we forgot something, we wouldn’t be able to run back and get it. For our travel out there we had to schedule multiple flights and work with partners and other scientists to make travel plans. Once all the planning was done, we drove from Seward to Anchorage and then got on a small plane and flew from Anchorage to Togiak. We flew on the same plane that delivers groceries for the store. The town of Togiak is located at the head of Togiak Bay, which leads out into Bristol Bay. It lies in the Togiak Wildlife Refuge and is the gateway to the Walrus Island Game Sanctuary. Togiak is a small traditional Yup’ik Eskimo village with a fishing and subsistence lifestyle. We spent the night in Togiak in a U.S. Fish & Wildlife bunkhouse, and then took a helicopter to Round Island. The helicopter could fit the pilot, two people and our gear, but it was a tight squeeze. Some of our gear had to be tied to the outside of the helicopter so we could make it out in one trip. The helicopter was an amazing way to see Bristol Bay and Round Island.
You can see the steep cliffs and rocky beaches of Round Island. These cliffs are one of the reasons that we picked Round Island to set the cameras up on, as they would give us a good vantage point over the walruses. You can also see the cabin where we would spend three nights while we were setting up the cameras.
Once we had unloaded all of our gear and got set up in the cabin, it was time to get to work. We walked the length of the island, about two miles, to pick the best camera site that would allow us to capture the walruses on their haulout and the surrounding area. We then had to carry all the camera equipment to the site we chose. Some of the materials, like the car batteries and all the tools, were very heavy. The whole process took about twelve hours to set up one of the camera pairs. There are several haulouts on Round Island. We chose two sites to monitor: we put cameras at First Beach and West Main Beach.
VIDEO: Cape Seniavin
Learn about the researchers’ next adventure: placing remote cameras on Cape Seniavin. (1.5 minutes)
How did you travel to Cape Seniavin?
Just like Round Island, we had to spend time planning and preparing for the trip to Cape Seniavin. This time we flew from Anchorage to a town called King Salmon. King Salmon is a small town of about 400 people on the western Alaska Peninsula. It’s located at the Naknek River about 15 miles from Bristol Bay. Instead of a helicopter we took a small fixed-wing plane from King Salmon to Cape Seniavin. We flew over King Salmon and the Naknek River.
As we approach Cape Seniavin, you can see the steep sandy bluffs and the beaches below. Like the cliffs on Round Island, the bluffs provide a great vantage point to set up the cameras to view the walrus haulout. No one lives at Cape Seniavin, and there is no landing strip. We landed right on the beach, with the waves crashing next to us. It was beautiful, but it does give you an idea of how remote we were.
This time we had to carry all the equipment up the steep bluff to the spot where we wanted to place the cameras. Then we picked a good site for installing the cameras and got to work. We only chose one site at Cape Seniavin. The whole process this time took about eight hours to set up the cameras. We were much faster the second time around.
Once the cameras were up and we had tested them, it was time to leave. Just like at Round Island, the cameras will stay up all summer watching the walrus, and in the fall we will travel back and pick them up. Then next spring we get to do it all over again.
With their cameras in place, data collection began! Since the scientists were trying to observe walrus disturbances, it was very important that they not disturb the walrus during the actual study. For this reason, they visited the Bristol Bay haulouts in early spring and late fall, when the walrus were not present. This meant many months of images were recorded! Watch the two videos below to learn about the camera timing systems and what the researchers hoped to capture on film.
VIDEO: TAKING Pictures
Jll Prewitt describes how often the cameras are taking pictures and how the researchers chose to take pictures at those times. (1.5 minutes)
How often are these cameras taking pictures?
We’re going to end up with a lot of pictures, because we’re limited just by the camera card size, but we’re trying to take them as often as possible. In the early morning hours they’re just going to be taken once an hour from 6am to 10am, then at 10am they’re actually taking pictures once a minute. And then in the later evening hours they’re being taken – from 6pm to 10pm – once an hour again.
And the reason why we wanted to take them once a minute during the majority of the time is to be able to actually detect a disturbance. So, if we were just taking them once an hour all day, we might just, you know, in one picture have 300 walrus, and then in the next picture have zero walrus and we don’t know why. But if we’re taking them once a minute we might be able to actually see a vessel go by, or a plane land, or something else happen and all of the herd disperse or abandon the haulout all at one time, so we wanted that fine scale, once a minute. So there will be thousands of pictures at the end of the summer.
VIDEO: COLLECTING Data
Jill Prewitt explains what information she’ll be collecting from the pictures. (1 minute)
What data are you collecting from these pictures?
So what we’re recording, what we’re looking at primarily, is presence or absence of walrus in the picture. If we see walrus, what we’re going to try to do is count them as much as possible. Then we’ll take a look closely at the herd and see if we can detect any juveniles, especially calves, in the pictures, so we can get kind of an idea of who’s using that haulout.
And then disturbance of course is one of our biggest questions, so we’ll be looking at the behavior. Whenever there’s walrus in the picture we’ll be looking at them serially, looking at them one after another, to detect whether walrus are reacting to disturbances such as lifting their head, moving, shifting around, or completely abandoning the haulout, and what might be causing that.
So what data did these cameras really capture? What did Dr. Polasek and her team learn? Click "Results" to find out!
MIGRATE (of animal) (v)-to move seasonally from one area to another
Background
Scientists know that when summer sea ice in the Arctic melts away from their shallow feeding grounds, Pacific walrus will haul out on land to stay near their food. The Icy Cape stampede showed scientists that land haulouts in the Chukchi Sea can be dangerous for young walrus. Scientists wonder how walrus populations will be impacted when the walrus have to use land haul outs more and more often. To understand how walrus populations might be affected by changes in their Arctic habitat, scientists first had to understand "normal" Pacific walrus behavior.
Take a look at the videos and fact sheet below to explore what researchers already know about the mysterious Pacific walrus.
VIDEO: The Pacific Walrus
Understanding walruses' relationship with sea ice is important to understanding their behavior. (1 minute)
Pacific walrus feed in relatively shallow water, hunting for small invertebrates on the ocean floor. In the Bering and Chukchi Seas, the continental shelf provides a vast area of shallow, rich feeding grounds for the walrus.
Walrus haul out on sea ice or on land to rest between feeding trips. Although they are good swimmers, they don’t typically swim long distances, so they prefer to rest near where they eat.
In the winter, arctic sea ice extends south into the Bering Sea, where large herds of male and female walrus spend the winter together. Then in the springtime, females and calves follow the melting sea ice north into the Chukchi Sea, while adult males separate from the rest of the population and migrate south to spend the summer in Bristol Bay.
The male walruses in Bristol Bay typically haul out on land and feed near shore. In the Chukchi Sea, the females and calves spend their summer floating on the sea ice, drifting over the shallow continental shelf.
In recent years, summer sea ice in the Arctic has melted beyond the edge of the continental shelf, leaving the females and calves without their traditional feeding and resting platforms.
Female walrus and their calves use sea ice all year. They migrate to the Chukchi sea in summer because there is so much food available for them there. Watch the video below to hear Dr. Lori Polasek talk more about how females and calves may be affected if they can't haul out on sea ice and must move to areas on land, instead.
VIDEO: Females and Calves
Dr. Lori Polasek describes how females and calves might be impacted by hauling out on land instead of sea ice. (1.5 minutes)
What are some of the possible impacts of females and calves hauling out on land instead of sea ice?
There are several important facts about walrus that we had to understand before starting this project, and one of those is that land haulouts are primarily used by male walruses, of all ages, and ice is primarily used by females and calves. And the importance of ice, you can think of it as a mom and calf are floating around on a piece of ice and that keeps them moving across the water so it allows them to utilize different resources so they don’t impact a resource and completely deplenish [deplete] it. Also, by allowing them to float around, they’re not congregated together, where they’re more susceptible to predators, where then you allow the whole herd’s offspring to potentially be wiped out by a predator. It also takes your young, your offspring which are more susceptible to disease, and separates them from the population so that disease can’t spread as fast.
So these new emerging haulouts with moms & calves packed together, then wipe out all of those protections of those calves by exposing them to disease as a group, by allowing them higher exposure to predators, and then by also having them together totally deplete resources in a localized area.
Arctic sea ice extent is impacted by changes in seasonal and global climate. Walrus respond to changes in sea ice by migrating and adapting their behavior. Understanding how sea ice forms and why it melts can help scientists understand more specifically how walrus will be influenced. Check out the sea ice fact sheet below!
Terril began studying marine biology in 2001 while working as a research diver in Santa Cruz, California. Since then, he's worked with seals, sea lions, walrus, fish, sea stars, tunicates, sponges and algae.
"I love that there is still so much to learn about the ocean. It's remarkable that we depend so greatly on an ecosystem that we are just starting to understand."
Hear Terril describe his work at the Alaska SeaLife Center and how he got to this point in his career. (2.5 minutes)
Marine Mammal Scientist and Assistant Research Professor for the School of Fisheries and Ocean Sciences at the University of Alaska Fairbanks
Dr. Polasek has studied many species of seals, sea lions, fur seals, walrus, whales and dolphins. She was an accounting major in college until she took a required biology class – then she changed her major to marine biology and never looked back!
"I became interested in marine biology when I learned how to SCUBA dive when I was 12 years old. I wanted to learn more about how animals were capable of surviving in such extreme conditions without suffering the consequences humans experienced."
Hear Dr. Polasek describe her work at the Alaska SeaLife Center and how she got to this point in her career. (2.5 minutes)
Jill has worked with many species of animals, from bobcats and wolves to belugas and walrus. She worked as an animal trainer and a veterinary technician before becoming a researcher.
"I love learning how these species survive in such a challenging environment."
Hear Jill describe her work at the Alaska SeaLife Center and how she got to this point in her career. (3 minutes)
REMOTE (adj) - far from cities. In Alaska, this almost always means a place that is not on the road system and can only be reached by boat, plane, dogsled, snowmachine, or helicopter.
DURATION(n) - the length of time
CENSUS (n) - a count of individuals
METHOD (n) - the way information is collected
STILL CAMERA (n) - a camera that takes photos (not video)
COST EFFECTIVE (adj) - worth the price
MARITIME (adj) - related to marine (ocean) environments or conditions
The Plan
Figuring out how to observe walrus at land haulouts was a challenge for the research team.
Their system needed to be:
Low cost
Low maintenance (because sites are in remote locations)
Able to measure duration (from the first walrus to arrive to the last walrus to leave)
Able to visually observe the presence of walrus and allow for a census count
Able to observe the cause(s) of possible disturbances
Minimally disruptive to the animals
While brainstorming, many methods were considered. The team thought about using airplanes to fly over haulout sites. They considered asking locals to report observations or stationing their own research staff near haulouts throughout the entire summer season. Finally, the team talked about placing remote video or still cameras at known haulout locations.
The pros and cons for each method were evaluated. Flying over sites would be expensive and time consuming because the range of Pacific walruses covers thousands of miles. The sound of low flying planes might also disturb the animals. Local observations are impossible in many areas because haulouts are so remote. And stationing field researchers at known haulouts all season could prove very expensive.
In the end, the team concluded that setting up remote cameras was the most cost-effective choice. They also decided that using still cameras set on timers would let them get the most data about how walrus were using land haulouts.
Watch the two videos below to learn about the equipment Dr. Polasek's team used and some of the challenges they had to deal with while designing a plan to observe walrus using remote cameras.
VIDEO: Equipment
But won’t it get wet? Terril Efird talks about the equipment the team chose and how they keep it dry and functioning in the maritime climate. (1 minute)
What equipment are you using to study walruses in remote areas?
This is an example of one of the camera setups that we’ll have out in the field. It’s a Nikon digital camera, eight megapixel camera, and that’s wired into a 12-volt battery to keep it charged. A lot of these cameras will be going out for months at a time, so keeping the battery charged is really important, and to do that we’ll have a solar panel out there that will charge the larger battery. We’ll put the camera inside of this weatherproof and waterproof housing, and that’ll keep everything nice and dry so the electronics don’t fry while we’re out there. And we’ll have two of these at each of the sites, one looking at the haulout and then another one just looking offshore to see if we can capture any boats or predators of walrus that might be coming by and see how the walrus respond to that.
VIDEO: Challenges
Terril Efird describes some of the challenges involved in monitoring walrus. (35 seconds)
What challenges did you face while planning for this project?
One of the most challenges parts was picking our sites. We want to make sure that we have sites where we can go put these cameras up and we know that the walrus are going to come and be at those sites during the season. And not only have the walrus there but also have cliffs or bluffs that we can set these cameras up on top of so we can get a good vantage point, so we can get good estimates of how many walrus are hauling out and also what the immediate water access is like.
With these challenges in mind, the scientists put a lot of thought into selecting the best locations to set up their cameras. Continue on to the "Action!" page to see which sites along Alaska's coastline they chose.
HYPOTHESIS (n) - a scientific explanation to a problem. Scientists form hypotheses to explain something that they observed. Scientists then test the hypothesis to determine how true it is.
Questions
Dr. Lori Polasek is a marine mammal scientist. When she has a scientific question, she designs a research project to help her find answers. She wants to learn how walrus use land haulouts. Dr. Polasek works together with her team to decide which specific questions they hope to answer. With this project, the team wants to learn: How many walruses are using a haulout? How long are they at the haulout? How often do the walruses use a haulout site? They already know that walruses are easily startled by things like airplanes or predators in the area, so they also want to learn more about how walrus react to disturbances while hauled out on land. Watch the videos below to learn more about the questions and hypotheses Dr. Polasek plans to look at with her study.
VIDEO: DR. POLASEK'S RESEARCH Questions
Learn what questions Dr. Polasek had about walrus that made her want to study them. (1 minute)
I think walruses as a whole are a very interesting species, they’re very tactile and gregarious. Why I specifically wanted to look at this particular study with walruses is because we had the mortality event that you guys heard about in 2009, where with ice loss moms and calves moved onto a land haulout, and we don’t really understand how the population will interact with humans and other species while they’re hauled out.
What questions did you have?
The question that I wanted to specifically look at was: what causes walruses to abandon a haulout – what disturbs them – and then how long does it take for them to come back?
VIDEO: DR. POLASEK'S Hypotheses
Dr. Polasek explains four hypotheses that she will be testing in this investigation. (1 minute)
For this project we have four primary hypotheses specifically looking at disturbance:
1. The first hypothesis is that the new emerging haulouts will have a different reaction than the established haulouts.
2. That ice extent will impact how the two different haulouts will respond to disturbance events.
3. That mother and calves using the new haulouts will have a different reaction to disturbance events than males that are using the pre-established haulouts.
4. And lastly, that the time for recovery from a disturbance event will be different with the females and calves on the new haulouts versus the established haulouts with males.
To answer these research questions, Dr. Polasek and her team needed to come up with a way to consistently observe walrus on their haulouts. Join the researchers as they develop a plan for watching walrus.
DEPLOY (v)- to set something up so that it is ready for action
BLIND SPOT (n) - an area that cannot be seen because something is blocking your view
DATA SET (n)- all of the information collected
UPGRADE (v) - to improve the quality of something; to buy the next version of a product
Results
Cameras at the five sites captured data during the season of May-September 2011. For each of the sites, the timeline below shows (1) when the cameras were deployed, (2) when the first walrus was spotted at that location, (3) the date when the largest number of animals were counted on that site, and (4) the date of the last image taken by the cameras.
The team collected census data by examining the photos at the end of the season and counting the walruses. Below are images captured from the haulout site on Cape Seniavin on August 4th, 2011. On this day, over 1,400 male walruses were counted hauled out in this single spot.
Click on the thumbnail images below to see the larger versions:
Researchers decided to add more cameras at this site in 2012 to avoid blind spots like the one created by the rock in the pictures above.
On Hagemeister Island, cameras recorded the disturbance event seen below. Click on the thumbnail images below to see the larger versions:
In the fourth photo you can see that these walrus quickly returned to the beach. The scientists couldn't see what caused the disturbance, but they think it was likely a bear or other land-based predator nearby.
With clear images like the ones above, Dr. Polasek and her team agreed that camera monitoring at these remote sites is both possible and useful for understanding Pacific walrus behavior. Unfortunately, the type of camera the Alaska SeaLife Center team installed for the 2011 season tended to fail often. Many of the cameras stopped taking pictures before the last walrus left the site at the end of the season. So the 2011 data set isn't as complete as the team had hoped. They knew camera monitoring worked, but they needed to find a better type of camera.
In 2011, the scientists were able to begin establishing their baseline. In 2012, they purchased new, more reliable cameras and added more haulout sites to their study. They're continuing to work on their baseline using male walrus in Bristol Bay, but with the help of the residents of Point Lay they've also set up their first cameras along the Chukchi Sea.
Check the updates section for images captured in the second season!
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.
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.
DISTRIBUTION (n) - how thickly or evenly something is spread out over an area
2012 Updates from Bristol Bay
In May 2012, the researchers returned to Bristol Bay. Installing cameras was again a big adventure. After their plane broke down, the team unexpectedly spent a night sleeping on the beach of a remote island!
Check out some of their observations from the 2012 season! We'll continue adding data as more is analyzed over the winter.
Walruses at Cape Seniavin are disturbed by people walking along the beach. (1 minute)
Sometimes just the presence of people on the beach is enough to disturb walrus. These folks might not have known it, but the Marine Mammal Protection Act makes it illegal to get within 100 yards of any marine mammal.
VIDEO: Airplane Disturbance
Walruses at Cape Seniavin are disturbed by an airplane flying overhead. (1 minute)
Just the sound of a plane flying low overhead was enough to disturb these walrus at Cape Seniavin. Scientists are curious what impact repeated disturbances (like planes flying over daily or people using the area regularly) might have on the number of walrus using a haulout.
Next Steps
In the summer of 2012, the scientists took a huge step. They installed their first cameras along the Chukchi Sea near the village of Point Lay, Alaska. Dr. Lori Polasek hoped that, if the season's sea ice melted past the edge of the walruses' normal range, the animals might choose to haulout on land in this area. She had good reason to expect this, because walrus had hauled out near Point Lay twice in recent summers.
Since the beach in this area is so flat, the team could not rely on cliffs or other natural features to provide good vantage points for their cameras. Instead, they constructed a tower. The tower was designed so that local volunteers could rotate the camera angles depending on where along the beach the walrus had hauled out. However, the team didn't get any data from the Point Lay cameras in 2012. This time, it wasn't because the cameras failed to work. Instead, sea ice remained available in that area, so no walrus hauled out at the site this year.
An organization called the National Snow and Ice Data Center works together with NASA to monitor sea ice coverage in the Arctic using satellites. Data is collected daily and is used to form models that help scientists predict how much sea ice will cover the Arctic during different times of the year. Satellite monitoring of Arctic sea ice began in 1979. When scientists compare historical data with recent ice conditions, they can say with confidence that conditions in the Arctic are changing. In fact, satellite data shows that the amount of sea ice covering the Arctic was lower in the summer of 2012 than in any other year since monitoring began!
So why didn't walrus haul out on land in Alaska if there was less sea ice in the Arctic than ever before? It all comes down to the distribution of ice. Although there was less ice overall in 2012, patchy areas of ice remained floating in the Chukchi Sea. There was enough floating sea ice to allow females and calves to stay near their feeding grounds without having to move to land-based haulouts.
This year's results don't mean the end of the research project and Dr. Lori Polasek isn't abandoning the idea of monitoring haulouts in the Chukchi Sea. In fact, the team hopes to add more monitoring sites along this area in upcoming years. Global climate patterns are changing and the impact is evident in the Arctic. These changes are visible in warmer-than-average annual global temperatures and in a decrease in the extent of summer sea ice in the Arctic over many decades. Climate scientists know that looking at the conditions in one year doesn't paint a clear picture of long-term conditions in the Arctic. In the same way, the walrus research team recognizes that, just because walrus did not use Alaska land-based haulouts along the Chukchi in 2012, it doesn't mean they won't rely on these areas in the future.
Stay tuned for more information as this research project continues.
In the mean time, educate yourself about how humans are impacting climate in the Arctic and around the globe. Do your part to help lessen our impact: learn about your carbon footprint and about what earth-friendly actionsyou can take in your everyday life.
Dr. Lori Polasek and her team would like to thank all the sponsors and partners for this research project, including the Alaska Department of Fish and Game, Defenders of Wildlife, the National Fish and Wildlife Foundation, SeaWorld & Busch Garden’s Conservation Fund, and the United States Fish and Wildlife Service.
2012 Updates from US Geological Survey
Walruses at Cape Seniavin are disturbed by people walking along the beach. (1 minute)
A research vessel is a busy place! On a ship the size of the U.S. Coast Guard Cutter Healy, several groups of scientists will be working on the boat at once, each with their own research project.
Watch the video below to learn about what daily life was like as the research team collected samples for their sea ice project.
VIDEO: A DAY IN THE LIFE
Martin Schuster describes daily life working as a research technician on the sea ice project. (2:45)
"My name is Martin. I've been a grad students at UAF (University of Alaska Fairbanks) in the Masters program in Marine Biology for about four years now.
"In the sea ice project working with Rolf my role was as technician, so I was basically organizing our gear before we would go out, and making sure all our sleds were loaded up with all the various paraphernalia that you need to go out and dirll holes in the sea ice and sample water. Our project was to get off the ice breaker on either a little ladder that they would lower down to the ice, or with a helicopter, which was the preferred way to do it. My job was basically to pack all the gear before we got out. To double, triple check and make sure that we had everything, because once you're twenty miles away from the ice breaker, if you forget something it's not a good thing.
And then once we got onto the ice we would unpack everything. We would take some ice cores and then we would section the ice cores so that we could look at each individual strata in the sea ice later on and determine what kind of biota is living inside there. We'd also cut a larger hole in the sea ice so we could lower a device called a ctd. This thing would basically give us various water temperature and clorofil readings as it goes down into the water and then we'd pull it back up by hand.
Most of the work was definitely getting things together and then cleaning up afterword. You have a pretty limited time on the ice and you want to get as much work done as you can. And then as soon as you're done it's time to go back to the ship because of polar bears."
Text on screen "Wait a second.... POLAR BEARS"
Martin: "It was a worry, I mean whenever we were on the ice directly from the ship we had what's called a bear guard. It was a Coast Guard person, fully dressed up in their survival suit with a rifle. And they would stand and watch us the whole time, just to make sure there were no bears around. So it was expected that we would see some bears, but sadly we did not.
"We were just out during the day which was really neat because we got to see every sunrise and sunset, which on the sea ice is just spectacular. It was really, really cool. Just go, go go all the time. Whenever there's a chance to work, we were working. You get into sort of a motion after the first couple days, and time just starts to fly by. You really lose all sense of what day it is in the week, because it doesn't really matter. You have your work cut out for you that day, you know what you're going to do. You set all your stuff out, and you just do it. One day just begins to blend into the next. And it's actually better to be busy on a ship like that than it is to be idle, because you can get bored pretty easily.
At the end of the busy day there's still work to be done. Back on the ship, the scientists have to download data to their computers and store samples for later analysis. Finally, they repack the gear for another day on the ice. On the USCGC Healy, every day is a work day. The team will continue this routine each day for several weeks!
The team is excited to begin piecing together the food web, but analysis will have to wait until later, back in the lab in Fairbanks.
WHO IS STUDYING SEA ICE?
BIOTA (n)- the animal or plant life in an area
CHLOROPHYLL (n)- a green pigment found in plants and algae
Before setting out to explore what's living within the Bering Sea's annual sea ice, scientists need to understand the sea ice itself.
The first important step is to understand how sea ice forms. When we think of the world’s oceans, we usually imagine large bodies of blue-green salt water. However, in the polar regions of our planet, conditions can be so cold that the surface of the ocean freezes. This happens when cool air temperatures and wind combine to chill the top layer of seawater to less than 28.8°F (-1.8°C).
Take a look at the videos below to learn more about how sea ice forms and how it fits into the Bering Sea ecosystem:
VIDEO: THE SCIENCE OF SEA ICE
This video explains how sea ice differs from ice formed on fresh water lakes and describes why sea ice is an important part of the Bering Sea ecosystem. (1:55)
Salt water and fresh water have very different physical properties. You may have noticed one example of this already- seawater freezes at a cooler temperature. This is because of the dissolved salt that makes sea water salty.
When ocean water freezes, only the fresh water forms ice crystals leaving the salts behind in concertrated liquid droplets called brine. As the water continues to freeze, the brine droplets grow and accumulate to form tiny passageways called brine channels.
So instead of being solid like an ice cube, sea ice is laced with these little brine channels that are filled with extremely salty water.
Because sea water freezes at a lower temperature than fresh water, sea ice can only exist in very cold locations. The National Snow and Ice Data Center estimates that only about “15% of the world’s oceans are covered by sea ice during part of the year”. Most of this sea ice is in the Arctic Ocean and the Southern Ocean surrounding Antarctica. Some areas of the ocean are covered with sea ice all year, while in other areas sea ice is only present during the coldest months of the winter.
The Bering Sea is an example of a region that only has sea ice during part of the year. Arctic sea ice begins to grow in September, extending South into the Bering Sea as the winter continues. The maximum sea ice extent is in March, and in the spring ice begins to melt away.
Plants, wildlife and humans all rely on the timing of the Spring sea ice melt. For plants, melting ice means access to light for photosynthesis. For animals and humans it means access to the food resources they depend on. Scientists expect that changes in the timing and extent of sea ice cover in the Bering Sea may impact the whole ecosystem.
Brine channels inside the sea ice provide a unique habitat for ice algae. When sea ice melts in the spring, this algae is released into the water below. In areas like the Bering Sea, where sea ice is not always present, the spring sea ice melt is an important annual event for the ecosystem.
VIDEO: SEA ICE ALGAE THROUGH THE SEASONS
This animation illustrates how sea ice algae in the Bering Sea varies through the seasons. (0:55)
To help them describe different parts of the ocean from the top down, scientists divide it into zones based on types of habitats. In the Bering Sea, three habitat zones exist: the sympagic, the pelagic and the benthic.
Dr. Gradinger and his team believe that, in the spring, plants and animals in the sympagic, pelagic and benthic zones are all impacted by sea ice. What they want to better understand is exactly how these species are impacted, by learning how they fit together in the food web.
Understanding what life is like in different areas of the Bering Sea ecosystem during the springtime helps Dr. Gradinger and his team begin to predict how the ecosystem might respond if Arctic sea ice coverage continues to recede.
The research team's curiosity with this previously understudied ecosystem led to the development of specific research questions and a project proposal that took them out on the ice!
WHO IS STUDYING SEA ICE?
POLAR (adj)- Describing the area of the Earth's surface around the North and South poles.
BRINE (n)- very salty water
PELAGIC (adj)- in the open ocean environment
BENTHIC (adj)- in the sea floor environment
SYMPAGIC (adj)- in the ice environment
PRIMARY CONSUMER(n)- an animal that feeds on plants; an herbivore
LARVAL STAGE (n)- a juvenile stage many animals go through before they grow into adults
At the northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea. Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years.
This cold maritime environment is home to a huge diversity of life. From migrating whales to clams, seabirds, seals and fish, organisms in the Bering Sea have evolved to make up one of the world’s most unique ecosystems. The Bering Sea’s high northern latitude means nearly continuous daylight throughout the summer months. In contrast, the winters are long and dark. Winter conditions are so harsh that the surface of the ocean, over much of the Bering Sea, freezes. Organisms living in this region have had to adapt to these challenging, extreme, and changeable polar conditions.
VIDEO: INTRODUCTION TO THE BERING SEA
Discover why the Bering Sea is important to people in Alaska and around the world (1:50)
Despite its remoteness, the coastline of the Bering Sea is home to many Alaskans. There are no roads connecting these remote communities to Alaska’s larger cities, so people living along the coast rely on the ocean to sustain their way of life. Subsistence hunting and fishing of marine animals has traditionally been an important source of food, material for clothing, fuel and culture for many people living in these villages. Successful harvest of these marine resources requires an understanding of the Bering Sea ecosystem including the ability to predict how weather and species distribution vary throughout the year. However, it isn’t only people who live beside the Bering Sea who are affected by it.
Even if you’ve never heard of the Bering Sea, chances are it’s had an impact on your life. If you’ve ever eaten fish sticks or tried ‘artificial’ crab meat, you were probably eating Pollock. Pollock is a species of cod that live in the Bering Sea. These fish make up the largest single species fishery in the United States. On average two billion pounds of Pollock are harvested in Alaska every year (that’s equal to about 100 times the weight of the Eiffel Tower in Paris). The Pollock fishery in Alaska is worth about three hundred million dollars a year, making it an important part of our state and national economy.
So whether you live beside Alaska’s coast, or thousands of miles from it, the Bering Sea is worth caring about. It’s home to unique animals and dynamic people. It provides American jobs and is a source of food, insight and inspiration.
Recently, people living in coastal areas, companies exploring and building along the coast, and researchers with an eye on the Bering Sea have observed significant and measureable changes. Sea ice has been arriving later in the winter. Animals are migrating farther north and the distribution of species is changing. Some animal populations are growing quickly, while others seem to be in decline. These changes directly impact everyone who relies on the Bering Sea. They make it harder for local communities to support their food and infrastructure needs, and harder for companies to plan on the expected ice or weather conditions two years down the road.
VIDEO: ARCTIC MELT IN ACTION
This NOAA visualization illustrates how sea ice cover in the Arctic changes annually across the seasons. Compare 2012's record melt season to the historic (1979-2000) median. (0:34)
Changes in the Bering Sea won’t just affect people and their activities; they may also impact the balance of the marine ecosystem. This has scientists concerned. They realize that before we can make predictions about what these changes may mean for this important marine ecosystem, we need to learn more about the area as it is now.
Dr. Rolf Gradinger and his colleagues at the University of Alaska Fairbanks are one group of researchers working to better understand the Bering Sea. Observations they've made have sparked scientific questions and inspired futher research about the Bering Sea food web.
VIDEO: INTRODUCTION TO THE RESEARCH PROJECT
Dr. Rolf Gradinger explains why the team is interested in studying the Bering Sea ecosystem. (1:30)
"My name is Rolf Gradinger. I'm a faculty member at the School of Fisheries and Oceans Sciences (at UAF). I have a research interest in Arctic Ecology and I've been doing this now for quite a while.
"Since 2008 I worked in the Bering Sea in spring. The Bering Sea is very unique, it's a unique ocean because it's part of the Arctic system. The Bering Ecosystem is very rich in a lot of marine resources, there are lots of fish living in the Bering Sea like Pollock, and most of the US fisheries are actually happening in the Bering Sea. In addition to that you will find lots of marine mammals and seabirds in the Bering Sea. And a lot of people living in that region, like native populations on Saint Lawrence Island or on the Alaskan coastline rely on marine resources.
"Now the big question is, which you might have heard, that ice conditions in the Arctic are changing. Summer sea ice is disappearing, ice melts happen much sooner, so there is a tremendous change in the Arctic.
"The question is, what does it all mean to the ecosystem if ice conditions change? For really addressing that question you need to know what lives with the ice. You know about the Polar bears and the seals living on the ice, but there's actually little critters that live within the ice, and they grow within the ice, and they only exist within the ice. Our part was to learn as much as possible about the spring biology, in association with ice in the Bering Sea."
Dr. Rolf Gradinger and his team know that among the many species of plant and animal life living with the sea ice are marine plants called algae. The team wants to better understand the role that this sea ice algae plays in the entire Bering Sea food web during the spring. Dr. Gradinger knows that to accurately hypothesize the importance of this algae bloom, the researchers will need to study the science of sea ice as well as discover what types of living things make their homes throughout the sea ice ecosystem.
WHO IS STUDYING SEA ICE?
FISHERY (n)- an area where fish are caught
MIGRATE (v)- to move seasonally from one area to another
ORGANISM (n)- an individual life form
ECOSYSTEM (n)- a community of interacting living organisms and their physical environment
LATITUDE (n)- a measure of the distance north or south of the equator, expressed in degrees
SUBSISTENCE (n)- a style of living where a person relies on the local environment for survival
DISTRIBUTION (n)- the way something is spread over an area
ALGAE (n)- any aquatic plant or plant-like organism (seaweed)
MARINE BIOLOGIST AND RESEARCH ASSOCIATE PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS
WHAT SHE STUDIES:
-Marine invertebrates
-Sea ice & benthic ecology
EDUCATION:
B.A. Biology
M.S. Zoology
Ph.D. Marine Biology
ONE COOL EXPERIENCE WHEN WORKING IN THE ARCTIC WAS..."We were trying to trawl for bottom fauna, at like 10,000 feet, in ice (in the Arctic deep sea). We deployed an ROV and deep sea cameras and we were sitting on the ship, and live-seeing what was on the sea floor, creeping around there."
Dr. Bodil Bluhm describes what she likes best about Arctic marine research. (1:00)
I think the two things I like best are the interactions with people, and that's both with the fellow scientists from all over the place as well as with outreach activities, just talking to my five year old and her preschool group- the other day they had this ocean topic and I brought my dive gear, and they get all excited- so that's one part I really like, the interaction with people. Also on the international level, with the Arctic being the Arctic there's a lot of countries all around it, and we really have contacts to all of them.
The other thing I really like is the study area itself. It has so many challenges, and it is under pressure from all these different activities- including climate change, and oil and gas and so on- but it just keeps being an interesting area to me to study. So those are the two things that really keep me excited about the work.
I am a scientific diver, and I love doing it. Not just for the adventure but really for the reason that it gives me a completely different appreciation of how things look under water.
It is much easier for me to understand, sort of how organisms live together and how they work together if I can actually see them in their natural environment. It’s very different to see them there than for instance to have a big bottom trawl bring up organisms and you look at a big pile of them, but they are all just jumbled together and you don’t know anymore how they were actually distributed; especially sort of in relation to each other, in relation to certain habitat features such as rocks or sediment or elevation under water or depressions in the sea floor you know, all these kind of things.
So I think it gives us as researchers a different insight to be able to actually see how it is under the water.
UAF GRADUATE WITH AN MS DEGREE IN MARINE BIOLOGY AND PAST RESEARCH TECHNICIAN AT THE UNIVERSITY OF ALASKA FAIRBANKS
WHAT HE STUDIES:
-Kelp forest ecology
-Scientific diving
EDUCATION:
B.S. Biological Sciences
M.S. Marine Biology
THE BEST WAY TO GET STARTED IN THE SCIENCE FIELD IS... "to volunteer. You have to make your interests known to people... The people who ask questions, that's what highlights you as someone who (gets into grad school)."
Martin talks about how he got involved with marine research and scientific diving at the University of Alaska Fairbanks. (01:15)
I was just sort of taking biology classes until I stumbled upon this poster that said ‘Scientific Diving here at UAF’ and I thought, ‘well, why the heck not’ and it looked pretty cool.
I was looking for a change, so I took that class with Dr. Conar and it really changed my life in a lot of ways.
After I put on that dry suit and got under the water, I really realized the amazing diversity of life we have here in these super cold waters. It was hard for me to imagine before because I’d never stuck my face into the water before.
Just seeing a kelp forest for the first time and all the amazing plant and invertebrate life in there really made me realize that this was a thing that I could do. So after that I took the class again, and then I took it again, and then I ended up joining Brenda’s lab, and becoming a scientific diver for her.
Then eventually became a grad student, which has led me to a lot of other cool fieldwork that’s not diving related as well, including this icebreaker expedition that I went on with Rolf.
SEA ICE SCIENTIST AND PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS
WHAT HE STUDIES:
-Sea ice & polar ecology
-Microbiology
EDUCATION:
M.S. Marine Biology
Ph.D. Marine Science
ONE OF THE MOST INTERESTING THINGS ABOUT WORKING IN THE ARCTIC IS... "It's like a little bit of exploration. You go there, nobody has been there before. We were the first people walking on that ice and taking samples. That's very exciting!"
Dr. Rolf Gradinger describes what he loves about working in the Arctic. (0:45)
What keeps me going is that I'm fascinated with the Arctic. You know, I did my first Arctic cruise in 1984 and I can't get enough.
What always amazes me when we do these kinds of trips, is the beauty of the landscape. During the transit sometimes you see Orcas or you see Bowhead whales, and you have this beautiful coastline. And personally, I love the ice, the different shapes of ice. Like a sunset in an ice covered water, I would do a lot of things to see that again. I have to admit this, it's just stunningly beautiful.
Each time it's a wonderful experience, and I just love to learn. That's the other part, I'm always curious and I love to learn, and I feel pretty priviledged that I can do this as my profession.
Many factors needed to be considered as Dr. Gradinger and his team planned their research. In addition to having the necessary sampling equipment, it was important that they time the research trips so they would be collecting samples during the spring sea ice melt season. If they traveled too early, their measurements might underestimate the importance of ice algae. If they traveled too late, the ice would all have melted and there would be no ice algae for them to measure.
The team chose research sites in the eastern Bering Sea because it is a very productive region of water. Picking the research area was only the beginning. Next, they had to select the right tools to help them answer their research questions.
Navigate through the images below to learn how each tool helped the team answer their research questions:
With many samples to collect at every study site, a researcher's job is never dull. Can you imagine what daily life would be like on a 400-foot long ship floating in the middle of the Bering Sea?
WHO IS STUDYING SEA ICE?
MELT SEASON (n)- the time of the year when melting occurs
PRODUCTIVE (adj)- being rich in resources; in this case, with valuable resources like fish
PROPEL (v)- to push or move in a particular direction
WATER COLUMN (n)- the area of water between the surface and the sea floor
Designing a research project takes a lot of careful thought. Before scientists can be awarded funds to begin their project, they must design a detailed proposal explaining what they hope to learn with their study. This process begins with a scientific question and expands to include what the scientists expect to find, also known as a hypothesis.
VIDEO: RESEARCH QUESTIONS
Dr. Katrin Iken outlines the team's research questions for the sea ice project. (1:45)
"My name is Katrin Iken, and I am a faculty member here in the School of Fisheries and Ocean Sciences at the University of Alaska Fairbanks, and my specialty as a faculty member is in Marine Biology.
"A big question in this project is- what is the significance of the sea ice for the (eco)system, and what would it mean if sea ice were to go away if climate becomes warmer, so we need to understand what happens, how organisms react to this. My specific role was to look at loss of sea ice in terms of how important is that sea ice for the food web.
"What I like about the benthic environment in a way is that it stays where it is. They don't move a whole lot. The conditions around it might change, but the organisms themselves actually stay in place. If you are a worm sitting in the mud, then you are sitting in that mud, you're not moving around a whole lot. Even if they move they often move over very small areas. That's very different than water column organisms that get just swept away with currents.
"So if I am interested in how do conditions in a certain region change over time, again we are investigating quite a bit of climate change related scenarios, then having something that stays in place and is exposed to changing conditions, you can actually look at how changes are reflected in those organisms."
Scientists hypothesize that the algae that grows on sea ice is an important food source for primary consumers living in the pelagic and benthic zones. They are concerned that, as ice conditions change as result of changing climate, it will affect the species that rely on this ice algae. The problem is, little data had been collected in the past, so not much was known about how much ice algae grows in the Bering Sea in spring or which species of animals were eating it. During the spring of 2008, 2009 and 2010, Dr. Gradinger and his colleagues completed field work in the eastern Bering Sea in an effort to answer these questions with financial support from the National Science Foundation (award 0732767).
In order to test their hypotheses, Dr. Iken and the other scientists had to develop a plan. How would they get to the Bering Sea? What tools would they use to sample and study the ice and the ice algae? How would they discover which species were dependent on sea ice and how the food web fit together? All of these challenges had to be carefully considered before the team even traveled to the field. After all, once you’re out in the middle of the Bering Sea, there’s no going back for something you forgot!
WHO IS STUDYING SEA ICE?
PROPOSAL (n)- a plan put forward for consideration; in this case, a science project
HYPOTHESIS (n)- a proposed explanation to a question that must be tested
FOOD WEB (n)- all the interconnected food chains in an ecosystem
Three years of spring sampling trips resulted in thousands upon thousands of data samples.
Back at the University of Alaska Fairbanks, the scientists resettle into their lab. Now with all their samples in front of them, they work to draw meaning from these snippets of information. It's like putting together a puzzle, but this one will take years to finish!
Dr. Rolf Gradinger quickly discovered that there was a huge amount of ice algae production happening in the Bering Sea, even more than the team had hypothesized! Dr. Gradinger found that as much as 50% of all the algae growing in the Bering Sea in spring was growing with the sea ice.
Armed with this knowledge, Dr. Bluhm and Dr. Iken set to work decoding the food web. First, they wanted to figure out which animals in the Bering Sea feed directly on ice algae. The two scientists are especially interested in animals that feed directly on the sea ice, because changes in the food available for these species will impact animals all the way up the food chain.
To study the diet of these primary consumers they used a process called stable isotope analysis.
VIDEO: BUILDING A FOODWEB USING STABLE ISOTOPES
Learn about how researchers can piece together the marine food web by looking at muscle tissue (1:35)
You might have heard the saying before, "you are what you eat". It turns out it's true! Certain chemicals from the foods we eat stay inside our body's tissue long after the food has been digested.
Because different foods have different chemicals in them, each type of food has its own chemical signature, it's kind of like a fingerprint. Scientists can look at these signatures inside an animals tissues to see what kinds of food the animal has been eating. The chemicals that scientists look for are called stable isotopes.
In marine ecosystems like the Bering Sea, scientists use this technique to figure out which animals are eating certain types of algae.
Imagine you're a clam. You live in the silty sediments at the bottom of the Bering Sea. In the springtime you eat 10 units of food in a day. Of these ten units, eight are of sea ice algae and two are from phytoplankton from the pelagic zone.
You go along like this, every day eating eight units of sea ice algae and two units of phytoplankton, until one day.... SCOOP... you end up in our researchers sediment grab sampler. You're hauled up to the surface and taken to the laboratory where a sample of your muscle tissue is removed and tested for stable isotope signatures.
The scientists recognize the signature of the stable isotopes from the algae you ate, so they can tell that the ice algae was an important part of your diet.
This same techique can be used on animals higher up the food chain. Even the walrus who ate the clam who ate the sea ice algae will have muscle tissue with the sea ice algae's special signature.
With the help of stable isotope analysis, the pieces begin falling into place. Dr. Bluhm and Dr. Iken are able to connect primary consumers to the ice algae they ate using their muscle tissue.
The food chain doesn't stop there! These primary consumers can be connected to secondary consumers, who can be connected to one of the ecosystem's top predators: the polar bear. Suddenly, scientists are able to show that sea ice isn't just important to a few species; it connects animals throughout the food web!
Navigate through the food web below to see what scientists have learned about how arctic organisms are interconnected:
The evidence collected as part of this project clearly supports the team's hypothesis that sea ice is an important food source for pelagic and benthic Bering Sea communities during the springtime.
The question now is: What will it mean for marine life as sea ice conditions in the Bering Sea continue to change?
Scientists aren't sure yet, but they know that research projects like this one are important because they will provide baseline information which will help the science community quantify ecosystem changes over time.
WHO IS STUDYING SEA ICE?
ISOTOPES (n)- different forms of the same chemical
INTERCONNECTED (adj)- connected with each other
CLIMATE (n)- the general weather conditions in an area over a long period of time
BASELINE (n)- a starting value that is used for comparison to future values
The Alaska SeaLife Center and COSEE-Alaska are excited to present the second in a series of virtual field trips. Meltdown is a virtual field trip (VFT) designed to immerse students in the important field of polar research as they learn about how a changing climate is impacting sea ice ecosystems in the Arctic.
Educators and scientists from across Alaska have teamed up to bring you this new and innovative teaching tool. Meltdown takes students on an Arctic expedition where they'll connect with researchers studying the marine foodweb in the Bering Sea.
Throughout this exploration, students will watch videos, examine images, and piece together foodwebs as they follow Dr. Rolf Gradinger and his team of real-life scientists out onto the ice.
OVERVIEW FOR TEACHERS
This VFT can be used in a number of ways. Teachers may facilitate a structured experience using the curriculum supplements included on this page. Alternatively, individuals may choose to navigate through the pages on their own, learning about sea ice ecosystems and why changes in arctic climate have scientists concerned. Self-guided exploration can be completed in about an hour.
GRADE LEVEL:5th-8th
TIME NEEDED: One to eight 1-hour class periods (teachers may choose to use all or some of the supplementary lessons- see teachers guide for details).
NUTSHELL:Students will learn about the role of sea ice in the Arctic ecosystem while studying the Bering Sea food web.
LEARNING OBJECTIVES:
After completing this virtual field trip, students will be able to:
- Illustrate how changes in the population of one species may affect population dynamics throughout a food web.
- Differentiate between the physical properties of sea ice and freshwater ice and justify the reason for these differences.
- Describe the conditions necessary for sea ice algae to grow and explain the role of sea ice algae to the Bering Sea in spring.
BACKGROUND:
At the Northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea. Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years. Now your students can join in the process of discovery as they accompany modern-day explorers onto the ice!
In this virtual field trip, students will meet Dr. Rolf Gradinger, a Sea Ice Biologist conducting research in the Bering Sea. They will follow his research team into the field as they work to answer the question 'What does sea ice mean to the Bering Sea ecosystem?' and 'What would it mean if arctic sea ice were to disappear as a result of climate change?'
Their quest for answers leads the researchers to look under the ice, where they'll investigate the role of sea ice algae (tiny marine plants that grow on the bottom surface of sea ice during the spring) in the spring Bering Sea foodweb.
As your class navigates through this field trip they'll be introduced to the process of science: from initial questions, through development of hypotheses, data collection and, finally, data analysis. Watch as an unfamiliar world unfolds, revealing a complex spring foodweb all stemming from the sea ice algae.
The research of Drs. Rolf Gradinger, Katrin Iken and Bodil Bluhm inspired this virtual field trip. Join us as we explore how climate change may impact one of the world's most productive marine ecosystems, the Bering Sea.
We also recommend listening to Encounters Radio: Ice Algae, a recorded interview in which host Elizabeth Arnold interviews Rolf Gradinger about this research project. (10 minutes)
TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED:
- Internet access, video-streaming capabilities
- Access to Meltdown the virtual field trip
- Projection system (with audio) to display VFT content or a computer lab (with headphones)
- Teacher's guide and corresponding curriculum supplements (arranged as PDFs in the right hand column of this page)
UNABLE TO RUN THE STREAMING VERSION? REQUEST A COPY OF ALL MATERIALS ON CD BY EMAIL: education@alaskasealife.org
SPECIAL NOTES FOR TEACHERS:
Guide to State & National Standards addressed in this field trip (Click to download .pdf)
Using Curriculum Supplements
We encourage teachers to read through all Curriculum Supplements before beginning Meltdown with your students. Some projects, like the invertebrate research project, will be completed over the course of several sections.
Videos and weblinks
Many sections of Meltdown include embedded videos and weblinks. All weblinks require internet access. In the CD version of the virtual field trip, all videos will play without internet, unless noted. In the online version of Meltdown, all videos will stream from YouTube. Each video is less than 3 minutes long (exact durations can be found in the description below each video). Video transcripts are available for each video and 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 standards 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.
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.
NO MATTER WHERE YOU LIVE, YOU CAN DO YOUR PART TO HELP CARE FOR THE BERING SEA!
Since changes to the Bering Sea food web will directly impact people around the world, it's everyone's responsibility to do our part to care for the ocean. You might feel like there's not much you can do to preserve the health of clams and copepods in the Bering Sea, but in fact you CAN help!
Here are ideas of positive things you can do:
Educate yourself about how humans are impacting climate in the Arctic and around the globe.
Eiders are sea ducks, which means that they live in coastal areas where they dabble for small invertebrates or dive for crustaceans and molluscs. Steller's eiders nest on the arctic and subarctic tundra. These birds are sexually dimorphic, so males generally look very different from females. Click on the images below to discover the advantages of different colors on the tundra:
Steller's eiders are migratory and winter comes early on the Alaskan tundra. Before ice covers the ponds and coastal waters near the Steller's beeding grounds, the birds must travel south to areas where the coast doesn't freeze over, allowing them to access food resources in the ocean.
Watch the video to learn where the Steller's eiders of Alaska travel throughout the year.
VIDEO: Annual Cycle of Steller's Eiders in Alaska
Discover the life history of Steller's eiders in Alaska. (2:44)
In Alaska, Steller’s eiders spend the winter on the coast along the Aleutian Islands, the Alaska Peninsula, and the Kodiak Archipelago.
As spring arrives, the birds wait for the sea ice to melt along their migratory paths. Before they migrate, the males begin to dance. All efforts are geared toward finding a mate.
Then, the Steller’s eiders that winter in Alaska diverge into two separate breeding populations. Most of them fly northwest to breed and nest in Russia. Others fly north to breed and nest near Barrow, Alaska. These birds comprise the Alaskan breeding population. Historically, Steller’s eiders also nested on the Yukon-Kuskokwim, or Y-K Delta. Now Steller’s eiders are a rare sight on the Y-K Delta, and very few Steller’s nests have been discovered there in the past several decades.
In late May or early June the Steller’s Eiders reach their breeding grounds on the arctic tundra. By late June the hens are ready to make a nest on the tundra in close proximity to tundra ponds. The males stay around to guard while the females construct elaborate grass nests lined with cozy down feathers. The end result is so well camouflaged that it virtually disappears into the tundra.
By early July the Steller’s hens will lay up to 9 olive-brown eggs. While the females tend to their eggs, the males leave to travel south and return to their molting grounds. Adult eiders molt their flight feathers once each year, leaving them unable to fly for about a month as they grow new feathers. Males travel to protected bays and lagoons to molt before continuing on to their wintering sites.
Meanwhile, on the tundra the hens incubate their eggs up to 26 days before the ducklings hatch. Within 24 hours of hatching the ducklings leave the nest to follow their mother around the coastal tundra. In 5 to 7 weeks the young birds are able to fly.
Fall will soon give way to winter, so the mothers and their young must fly south to the molting and wintering grounds. The females reunite with the males and with the breeding population that spent its summer in Russia. And the annual cycle of the Steller’s eiders begins again.
Every species of bird has different requirements for successful nesting but, with so few of these birds in the wild and so little known about them, how will researchers know what Steller's eiders need? In captivity, these birds won’t have to worry about predators or the challenges of migration. But will the scientists be able to provide them with requirements they need to nest and raise ducklings hundreds of miles away from the tundra?
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
CAMOUFLAGE (n) - concealment that alters or obscures the appearance; helps an organism to hide from its predators.
FORAGE (v) - to search for and collect food.
INCUBATE (v) - to keep an egg or organism at an appropriate temperature for it to develop.
IRIDESCENT (adj) - shining with many different colors when seen from different angles.
LIFE HISTORY (n) - the series of changes a living thing goes through during its lifetime.
MIGRATION (n) - seasonal movement from one area to another.
MOLT (v) - to lose a covering of hair, feathers, etc., and replace it with new growth.
PLUMAGE (n) - the feathers that cover the body of a bird.
SEXUAL DIMORPHISM (n) - when the male and female of the same species look distinctly different from one another.
Every step is an act of balance in a vast land full of ponds, rivers, and streams where more than half the landscape is water. There are no roads and your tent could be the highest point on the horizon. Trekking though the swampy tundra of the Yukon-Kuskokwim Delta (Y-K Delta), scientists are on the lookout for nests. Counting every species they encounter, one bird eludes them all: the Steller's eider. This mysterious bird is a rare sight for researchers across Alaska. Surprisingly, one of the best places to observe these birds in Alaska is at a facility that is located hundreds of miles from their natural habitat.
Watch the video for a glimpse into the strange lengths that scientists are going to in order to learn as much as possible about the elusive Steller's eider. Can you guess what the researchers are doing - and why?
VIDEO: Mystery on the Tundra
Scientists are going out of their way to learn more about Steller's eiders. (1:34)
Why are scientists going to such great extents to learn more about the Steller’s eider? The number of Steller's eiders in the wild are declining. While two breeding populations exist in northern Russia, the breeding population of Steller’s eiders in Alaska has all but vanished and is now classified as Threatened under the Endangered Species Act.
No one knows why these birds started disappearing in the 1970's. Scientists have proposed a few possible explanations, such as lead poisoning from ingestion of spent lead shot; increased predation from gulls, foxes and ravens; and changes in the coastal environment. As temperatures warm and sea levels rise near the eiders' preferred habitats, will the few remaining pairs of birds continue to be successful nesting in Alaska?
Concerned for the Alaskan population, scientists collected Steller’s eider eggs from Barrow, Alaska in an effort to prevent a complete disappearance of breeding eiders. With these eggs, the scientists have created a captive-breeding “reservoir” population. This breeding population resides at the Alaska SeaLife Center in Seward, Alaska, where researchers and aviculturists have the skills to keep the birds healthy while they learn more about this rare species.
VIDEO: Introduction to the Research Project
Dr. Tuula Hollmen describes the Steller's eider research project and its overall goals. (1:51)
My name is Tuula Hollmen and I am a research professor at University of Alaska Fairbanks and a scientist at the SeaLife Center. I have been working with birds for, I think it is over 25 years now.
The main goal of the eider research program is to help support the recovery of eiders in Alaska and the main focus of the program at the SeaLife Center facility right now is the captive breeding program.
One of the main goals of having the eiders here is to help buffer the species against extinction. We are also collecting a lot of data throughout the year to help learn more about the basic biology and physiology of the species. The third big goal for that program is to develop captive breeding techniques for Steller’s eiders with the potential that those methods that we develop could be used in the future in a field program to help augment or reestablish a population by using reintroduction as a tool.
The Steller’s eider is a unique arctic species. It is the only species in its genus, Polysticta. There is no other Polysticta species. So if we lose the Steller’s eider we lose not just a species but a genus.
I think that everything that I have been learning about the species just makes me more convinced that they are a unique species. I think the world will be a different place if we lose this unique species that is not necessarily similar to any other species.
Dr. Tuula Hollmen has been studying Steller's eiders at the Alaska SeaLife Center since 2001. Her project allows scientists to keep their eyes on eiders, to observe and learn about a bird rarely seen nesting in the wild.
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
AVICULTURE (n) - the raising and care of birds (especially wild birds) in captivity.
ENDANGERED SPECIES ACT (n) - signed on December 28, 1973, this act provides for the conservation of species that are endangered or threatened throughout all or a significant portion of their range, and the conservation of the ecosystems on which they depend.
ECOSYSTEM (n) - a system formed by the interaction of a community of organisms with their environment.
INGEST (v) - to take something into your body (such as food).
LEAD SHOT (n) - small pellets of lead that are shot from a shotgun; used for hunting birds and small game.
PHYSIOLOGY (n) - the way in which a living organism or bodily part functions.
RESERVOIR (n) - an extra supply of a resource to be used when needed.
SPECIES (n) - a group of animals or plants that are similar and can produce young.
THREATENED SPECIES (n) - any species that is likely to become an endangered species within the foreseeable future.
TUNDRA (n) - a flat or rolling treeless plain that is characteristic of arctic and subarctic regions; subsoil is permanently frozen and dominant vegetation consists of mosses, lichens, herbs, and dwarf shrubs.
B.A.S. in Biology and History from the University of California Davis
Ph.D. in Microbiology from the University of California Davis
"SOMETIMES WHAT THEY SEE CANDLING AN EGG...could look normal to them and then we open it and we see something that’s unusual that they weren’t able to see on candling. You never know what you’re going to find until you open it."
"MY FAVORITE PART OF RESEARCH...even when you kind of finish a project it often creates more questions than answers, so you aren’t doing the same thing every day. I like having something new to do all the time."
Dr. Katrina Counihan tells why she likes working in the lab on the Steller's eider project. (0:55)
I like working in the lab because it’s hands-on work. I like pipetting things and working with samples, and you work with the different equipment.
And the eggs are always fun because each one can be a little different, so it’s always interesting to see what result you are going to get with whatever experiment you're doing.
The hardest part is usually not breaking the yolk, because you want to have the albumen and the yolk separated cleanly. Everyone thinks they are going to be like a chicken egg and have pretty tough yolks, but eider eggs have very delicate yolks, so you have to empty it into the dish very gently and take your samples very quickly because the yolk breaks pretty fast.
That’s usually the challenge we always set for each other, to not break the yolk. After three hundred plus eggs you get pretty good.
B.S. in Biological Sciences with minor in Wildlife Science from North Carolina State University
HOMETOWN:
Ayden, North Carolina
"THERE'S NO SUCH THING AS A TYPICAL DAY...During breeding season we'll candle all the eggs, enter all the data in the spreadsheet, and keep very detailed records of everything we see every day when we candle. The husbandry aspect is much less time-consuming in the winter time. In the winter, it's a lot of cleaning and routine maintenance. Like this past winter, we put up bird spikes to keep away ravens and magpies that like to sit on the walls."
Nathan tells how and why he got his start working with Steller's eiders. (0:58)
I’m the eider research aviculturist. I help with setting up pairs, setting up nest sites, promoting breeding behaviors and a lot of the incubation practices that we use.
I have raised birds since I was a teenager with my father. My senior year of college I did an internship with Sylvan Heights Waterfowl Center in Scotland Neck, North Carolina. I worked with over 100 different species of waterfowl there but the Steller's are one of the few species I hadn’t worked with and I really wanted to get some experience with them, and this job presented itself and I was lucky enough to get it and I have been enjoying working with them ever since.
They’re really not like any of the other eiders. The fact that they’re declining so rapidly is a motivating factor for me to jump on board with the eider team to try and help save them and reintroduce them to the wild.
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)
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!
- Assists with field work in Barrow and on the Yukon-Kuskokwim Delta
EDUCATION:
B.S. in Fish and Wildlife Management from Minot State University, North Dakota
HOMETOWN:
Lake Tapps, Washington
ONE OF MY FAVORITE ASPECTS OF THE PROJECT IS..."I really like mentoring interns and just getting people jazzed about birds, about why I love birds, and about what we do here. It's always fun to see young people come in and they might not really know a lot about eiders or birds and, hopefully, by the time they leave they will want to pursue a career with birds."
Tasha talks about how she started working with birds and what she enjoys most about her work at the Alaska SeaLife Center. (x:00)
My mom got me three chickens when I was ten and I kind of fell in love with them really quick, and then just started accumulating more and more birds. By the time I went to college I had something like 5 aviaries with a thousand or so birds. So, I kind of became obsessed with it and kind of sprouted from there and ever since it’s just been wanting to work on more and more birds, specifically marine birds and waterfowl.
The work I do here is: I help manage the captive breeding population of the Steller’s and spectacled eiders and then I get to help with some of the field research on the Yukon-Kuskokwim Delta.
My favorite part is definitely the field aspect. By going out there you can not only learn from the environment and collect data but then you can also see the birds in their natural habitat and bring that back here to the Center and try to put that into play with the husbandry of the birds and making these habitats the best we can and trying to replicate what the field is like. But then also feeling like you are really contributing to science and what we are doing here is affecting what is going on in the wild.
Science Director at the Alaska SeaLife Center and Research Associate Professor at the University of Alaska Fairbanks
WHAT SHE STUDIES:
- Breeding ecology
- Toxicology
- Avian physiology
EDUCATION:
D.V.M. and Ph.D. in Physiological Ecology from the University of Helsinki, Finland
HOMETOWN:
Helsinki, Finland
"YOU GET TO A POINT...where you can say it is over 5 years, 10 years, 15 years, 20 years...well it’s over a quarter century now. I have been working with marine birds for over a quarter century."
"I THINK THE WORLD...will be a different place if we lose this unique species that isn’t necessarily similar to any other species."
Dr. Tuula Hollmen explains her interest in science and in Steller's eiders. (1:00)
I think as long as I remember I have always been interested in the natural environment and that just developed into an interest in science. I was the kid who was collecting mussels and counting things from as long as I remember and I don’t remember a time when I haven’t been interested in science. I think it was just the career that was always there for me.
If you see a Steller’s eider in a picture or in the wild even better they’re really beautiful, they’re really a beautiful bird and it really is a cool duck. It is oftentimes just a big challenge to work with because it is so unique. We’re learning new things and we’re learning that things that apply to some other waterfowl species don’t necessarily apply to Steller’s eiders because they have their own ways of doing things, their own biology, ecology and I would say to some degree physiology as well. So they are really a unique species and sometimes they cause some head scratching and probably caused a few of my gray hairs just thinking about how to deal with some of these challenges but it also makes them really interesting to study. I think that everything that I am learning about the species just makes me more convinced that they are a unique species.
All research starts with one or more questions. Dr. Tuula Hollmen and her team are tackling a broad question: What do Steller’s eiders need to breed successfully? The team isn't going to find the answer just by looking in a textbook. Steller’s eiders are unique. Little is known about their needs and they don’t follow the same breeding behaviors of other well-studied waterfowl like domestic ducks. So, why is Dr. Hollmen interested in this particular question when it comes to eiders?
VIDEO: STELLER'S EIDERS RESEARCH QUESTIONS
Dr. Tuula Hollmen discusses the factors that led to her research questions and how she plans to investigate those questions. (1:46)
The eider is a long-lived species that has a high adult survival but very variable and potentially low annual productivity or reproductive success. And it works because the species lives a long time, so each individual can have a really long reproductive career, and they don’t have to be successful every year, because they have (in eider’s case) they potentially have at least 15 years to breed.
Reproductive success is really one of the key questions for the recovery. If that continues to be low or doesn’t reach some certain threshold, recovery will either not happen or take a really long time. But if they can increase productivity then we might see recovery.
I would like to ask the question: what does an eider need to breed successfully? We have a suite of sub questions: What makes an eider pairing successful? What kinds of nests are successful? How do you set the incubation conditions for successful hatching? So those are sub-questions.
So when we set up to answer the question in our program here, we think about all these factors that the eiders are faced with in the wild and we transfer that to our own virtual reality that we are creating here. The habitat is not the natural habitat, but we are learning from the wild birds as to what are the key features of their habitat that they need to go through all the different steps of the reproductive cycle. So we would try to mimic the available nest sites, the privacy, the ponds, the water quality, all those kinds of things to the best we can and match them to the natural environment.
Dr. Hollmen has to think about how to convert the complex, wild system that the eiders come from into a virtual habitat at the Alaska SeaLife Center so that her team can learn from the captive reservoir population. With little existing research, a small wild population in Barrow, sporadic nesting on the Y-K Delta, and hundreds of variables, how will the scientists figure out what a pair of Steller’s eider needs to breed successfully? Here’s the benefit of science: they can try out different materials and techniques (experimentation!) and use careful observation to figure out a strategy that works for the captive eiders.
The research question cannot be answered in one year. Every breeding season tests if the scientists’ current arrangement helps the birds breed successfully. Scientific inquiry is a process, and the eider team knows it well as they continue to learn, question, and adapt. It's what they've been doing for over a decade!
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
ADAPT (n) - to change behaviors or physical traits to survive in a specific environment.
BROOD (n) - the offspring of an animal, especially of a bird.
BROOD (v) - to sit on eggs to hatch them.
EXPERIMENT (v) - to do a scientific test in which you perform a series of actions and carefully observe their effects.
INQUIRY (n) - an act of asking or searching for information.
THRESHOLD (n) - a level, point, or value above which something is true or will take place.
VARIABLE (n) - an element, feature, or factor that can vary or change.
VIRTUAL (adj) - very close to being something without actually being it.
The Steller's eiders kept the team busy during the 2014 breeding season. The combination of nesting materials, nest placement, privacy, mate choice and staffing worked for the eiders! For the first time in the program’s history, two Steller’s eider hens, Scarlet and Eek, incubated their eggs for the full 26 days and hatched ducklings. Scarlet had three ducklings and Eek had one. Four other ducklings hatched after artificial incubation and were raised by people for a total of eight Steller’s ducklings.
The hens fully incubating their eggs was a grand achievement for the eider team! In the early stages of the project, hens would only lay infertile eggs, or not build a nest, or not stay on their nest through the whole incubation. In captivity, Steller’s eider hens had never incubated their eggs completely on their own before now!
In addition to the eight ducklings of 2014, the eider team had many eggs that were infertile or that were fertile but never hatched. All the eggs that do not hatch go to the lab where Dr. Katrina Counihan and her lab technicians get to work. Every egg provides further data for researchers to use to learn more about eiders.
VIDEO: DATA FROM EGG DISSECTIONS
Discover what Dr. Katrina is learning in her eider lab. (1:40)
I do various projects with the eiders. The major one is I oversee the processing of the eggs every summer. We get eggs from the captive spectacled and Steller’s eiders. For this summer we got over 300 eggs from both species, so we have help usually in the summer from interns and also volunteers which are often college students. Without them we wouldn’t be able to get through all these samples, because it takes about 30-45 minutes per egg to process it.
As you can see here we use a variety of tools: digital calipers to measure the width and length of all of our eggs, and then we have a scale that we [use to] weigh the eggs before we start the dissection. The first thing we do is we’ll use these little just basic knitting scissors and we cut around the center of the egg. And then we’ll dump out as much of the albumen as we can into a large dish and then the yolk into a second one of the large Petri dishes.
And then we’ll use really simple things, like just plastic forks to mix up albumen and yolk before we take samples, and then spatulas to scrape up every last little bit to make sure we get the samples. And then just little plastic syringes to suck up the samples into the vials. And then we weigh out the yolk and the albumen. So we literally save every bit of every egg we get.
Dr. Katrina Counihan uses parts of the eggs she dissects to study eider health. We know a lot about how people deal with being sick, but not much about what eiders do to stay healthy. One part of the egg she is interested in is the yolk because it contains immunoglobulin (or antibodies) which would help the duck fight off diseases. Dr. Counihan looks at the immunoglobulin in the eggs to understand how the eiders are able to fight diseases. Thanks to Dr. Counihan’s work, if the eiders are reintroduced, the scientists will understand how healthy the captive birds are and how the eiders will be able to handle any diseases that they might encounter in the wild.
Dr. Hollmen believes that the collaboration and communication between the research and husbandry staff is the key to the team’s success. The husbandry staff works to make the eiders feel at home and healthy so they lay eggs. Some of those eggs hatch into ducklings that increase the captive reservoir population. Researchers in the lab use the other eggs to find information on the health of the birds. The field team tries to find a wild habitat where the eiders could survive. Each team member contributes a specialized set of skills and everyone is united by the goal of learning about and helping a unique arctic species.
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
ALBUMEN (n) - the white of an egg.
CALIPER (n) - a tool with two moveable arms that is used to measure thickness, diameter, length or width.
COLLABORATION (n) - the action of working with someone to do or create something.
IMMUNOGLOBULIN (n) - also called antibody; a protein that helps the immune system find and get rid of foreign objects like bacteria and viruses.
PETRI DISH (n) - a shallow plastic or glass dish often used in labs to culture bacteria or collect samples.
YOLK (n) - the yellow center of an egg that supplies food to a growing bird before it hatches.
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
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.
At the Alaska SeaLife Center, Dr. Hollmen's team provides all the necessary care for the Steller's eiders in their virtual habitat. The eider team monitors the birds’ behaviors and health on a daily basis and makes sure the birds have the proper space and food. The enclosures for the birds aren’t exactly like the habitats they typically live in, so it is up to the husbandry team to figure out what the Steller’s eiders need to succeed.
Dr. Tuula Hollmen and her crew work hard to create a habitat that suits the eiders. Remember, Steller’s eiders are migratory birds, so the habitat at the Alaska SeaLife Center has to change season to season, especially during breeding season!
VIDEO: Creating a Virtual Habitat
Tasha DiMarzio explains how the Steller's eider enclosures at the Alaska SeaLife Center can be altered to create a virtual tundra habitat. (2:19)
The area we are sitting in now we call our breeding units. There’s ten individual units or one large unit, and we can create smaller flocks or individual breeding units or one big pen for if we want to winter everybody in this unit, we can do that.
Starting in January through March, we’ll really start watching the birds and seeing who is courting with who and who’s pairing off, and then we’ll move them from what we call the non-breeding or wintering unit and they migrate over to our breeding units (which is just across the walkway). In the winter time we switch them all to salt water because that is where they would be in the wild, out in the ocean, and in the summertime they come to these freshwater tundra ponds. When we were in full breeding season we had covers over one of the pools and it was tundra and then pond on the other side. But now since we are in duck rearing mode we have two ponds and they’re both fresh water.
Getting birds to breed in captivity is always a big challenge. Luckily we are in a state where these birds are actually from, and so we can go out and see what they are using as nest materials and what sites they prefer, if its grass or lichen, and then we try and replicate that the best we can.
We don’t have these big vast tundra fields, so we try and create areas that they can feel secluded and have privacy, but then have it look a little bit like what maybe they would see in the wild. We go to the beach and we collect a lot of driftwood to create visual barriers and blinds and areas that they can be private.
Because each female is picky about where she likes, we try and provide each pair with at least three different nesting options. So a nesting option can be a manmade wooden structure that looks like nothing that you would see in the wild, and then another open tundra-like moss nest, and then a combination of the two: maybe driftwood around a plexiglass-covered structure.
And then the biggest key is just keeping it dry so that the down in the nests stay dry. Because the areas that they are nesting, even though it is Arctic tundra, it’s actually a desert and so there is very little water and rainfall but here we’re in a very rainy climate and so that’s a big challenge we have, is keeping their nests dry while they’re going through the egg laying process, so we come up with different things to try and tackle that challenge.
By altering the virtual habitat, the husbandry staff can try to match the eiders’ needs for the breeding season. Each year, the husbandry team continues to offer the eiders a variety of space and nesting configurations in the habitat, in an attempt to promote successful breeding. If something doesn’t work, they try something different the next year!
After years of trial and error, favorable conditions have been created, allowing some of the eiders to feel comfortable enough to nest! As a result, the team is faced with hundreds of eggs. Some of the Steller’s eider hens incubate their own eggs, but many eggs end up in the care of the husbandry staff when hens don't prepare an appropriate nest. See how scientists can try to play the role of a hen incubating her eggs.
VIDEO: ARTIFICIAL INCUBATION
Nathan Bawtinhimer describes the process involved when humans incubate eider eggs. (1:32)
It's a fun challenge trying to get the artificial incubators to accurately mimic the hen incubating which is very tricky. So we’ve been messing around with a lot of different humidity settings and different methods of turning to more accurately imitate the hen and promote better development within the egg during the incubation process and successful hatching.
It’s important that we candle the eggs regularly so we can keep track of the development inside the egg. By candling them with a bright LED flashlight we can actually see inside the egg and just by looking we can tell how long it’s been incubating for, if it’s on the right track developmentally, and what the estimated hatch should be.
When we are candling the eggs it is actually an important cool down time for the eggs, because we’ll have the top off the incubator which simulates the hen getting off the nest and foraging.
And we also weigh the eggs everyday because during the course of incubation there is a certain range that the egg is supposed to lose to hatch successfully, usually between 12 and 16% of its weight. So we watch their weight loss and we adjust the humidity accordingly. The amount of weight they lose is critical for successful hatching.
We’ll record and enter all the data in the spreadsheet so we can track the weight loss and the development of the eggs. And we keep very detailed records of everything we see every day when we candle.
While scientists are learning about the Steller's eiders at the Alaska SeaLife Center, they also need to learn more about the natural habitat of these birds. If researchers are hoping to increase the nesting population of Steller's eiders in Alaska, there has to be suitable nesting habitat available in the wild. To determine what is available for these birds in the wild, the scientists head out into the field...
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
COURTSHIP (n)- the behavior of male birds and other animals aimed at attracting a mate.
HABITAT (n)- the natural home or environment of an animal, plant, or other organism.
HUSBANDRY (n)- the care, cultivation, and breeding of crops or animals.
INCUBATE (v)- to keep an egg or organism at an appropriate temperature for it to develop.
A typical day doesn’t exist on the Arctic tundra. Even in the summertime, you could wake to a day of hail, snow, fog, rain, or 70-degree sunshine. Luckily, on good weather days there is a lot of daylight when scientists can get their work completed. With a flat landscape, light from the sun lasts almost 24 hours. Researchers sometimes work until one o'clock in the morning!
In the 2014 season, Alaska SeaLife Center scientists traveled to the Y-K Delta twice; once in June to investigate habitat for nesting pairs and once in July to study conditions during brood rearing. This fieldwork helped determine if there is suitable habitat on the Delta for the potential rearing of Steller’s eider ducklings in the upcoming years. If the team can hatch and raise Steller's eiders on the Y-K Delta, this may be a way to reintroduce Steller's eiders to that area. The prospective Steller's rearing location needs to have quality habitat for the eiders, but it also needs easy access for the scientists to come and go with supplies.
VIDEO: STUDYING SITES FOR REINTRODUCTION
Sadie Ulman explains what information the field team gathered in 2014 and why. (1:48)
One of the primary goals of my work right now is to help with the reintroduction of Steller’s eiders on the Yukon-Kuskokwim Delta, and our focus is on this particular central Yukon-Kuskokwim Delta: Kigigak Island down on the further south, and then all the way up here on the Kashunuk River system were three different locations.
We were looking for freshwater ponds, which happen to be mainly on top of these pingos which are essentially upraised tundra, kind of new tundra areas upraised with these deep, clear freshwater ponds on them with different vegetation than the lower, more grassland. This past season we were sampling a suite of habitat types, but a list of factors kept pointing toward these pingo ponds being the highest level of quality for habitat.
We’re looking at salinity specifically because it’s been shown to affect the growth and mass of ducklings at an early age. Sea ducks in particular have salt glands that they don’t fully develop until anywhere from 3 to 6 days of age. After the salt glands have developed they can process salt water readily and it does not affect them.
With the changing climate and weather there’s been a higher frequency of coastal storm surges coming in. So the seawater essentially is coming up and flooding a lot of the tundra area and therefore increasing the salinity in a lot of those ponds. That is very helpful to know for the reintroduction purposes, as we need to find a location where there’s plenty of freshwater available for these broods and these ducklings to be reintroduced.
Click on the tools and equipment in the image below to learn more about what the research team does in the field. Can you find all six items to click on?
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
CONDUCTIVITY (n) - the degree to which a specified material conducts electricity.
DATA (n) - values of something measured.
DELTA (n) - the area of land where a river splits into smaller rivers before it flows into an ocean.
HABITAT (n) - the natural home or environment of an animal, plant, or other organism.
INVERTEBRATE (n) - an organism that doesn’t have a spine or spinal column; insects are one example of invertebrates.
pH (n) - a number between 0 and 14 that indicates if a substance is an acid or a base.
PINGO (n) - a hill of soil-covered ice pushed up in an area of permafrost.
QUADRAT (n) - a square or rectangular plot of land marked off for the study of plants and animals.
REAR (v) - caring for and raising (offspring) until they are fully grown, especially in a particular manner or place.
SALINITY (n) - the saltiness or dissolved salt content of a body of water.
SEDIMENT (n) - matter that settles to the bottom of a liquid.
SLOUGH (n) - an inlet on a river or a creek in a marsh or tidal flat.
Next year the eider team will still be hard at work. Each year presents a new opportunity to learn about Steller’s eiders and to grow from past successes and failures. Researchers are expecting another breeding season with hundreds of eggs. They are hoping that they have determined a good setup for the eiders at the Alaska SeaLife Center so more hens will be able to go through the complete incubation process, as Scarlet and Eek did in the summer of 2014.
Dr. Tuula Hollmen is hoping to breed “tundra-ready” ducklings that would be able to survive on the tundra, should reintroduction become a reality. If wildlife managers decide that reintroduction is necessary to help these birds recover, the scientists at the Alaska SeaLife Center now have the tools of captive breeding necessary to help make this possible.
Reintroduction would present a whole new set of questions for the team. How will they get their rearing techniques to work in the field? In a release facility, they would have to try to repeat what goes on at the Alaska SeaLife Center in the remote setting of the Y-K Delta. Since they would be on the tundra, there would be less manipulation of the habitat, but there wouldn’t be a lab nearby for immediate analysis. Also, Steller’s eiders are migratory birds, so they will travel from the place they are released. How will researchers help released ducklings establish winter and molting grounds? How will they get the eiders to return to the Y-K Delta for the next breeding season?
Text goes here!
Reintroduction of other bird species has been done successfully, but each species has its own specific needs. As this project continues its trek forward, Steller’s eiders will keep scientists questioning.
There is a Facebook page for the Steller’s Eider Y-K Delta Reintroduction Program so you can stay up-to-date by clicking here.
Text goes here!
CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!
REINTRODUCTION (n) - the relase of members of a species into an area where that species once lived but where there is no current population.
The Alaska SeaLife Center relies on a combination of grants, donations, and admission sales to operate at a world-class level. Donors like you support Alaska's marine wildlife by helping to fund research, education, and wildlife response programs.
We invite you to join a Giving Circle at a level best suited to you. The SeaLife Circle begins at the $300 donation level and the Steller Circle begins at the $1,000 donation level.
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Recognition on the Alaska SeaLife Center website and on the donor board at the Center
Invitation to an annual virtual CEO update
Guest Passes
8
8
8
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VIP Tour
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Please contact the Development Office at development@alaskasealife.org or call Nancy Anderson, Development Director, 907-224-6396, if you have any questions about joining a Giving Circle.
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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.
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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
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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
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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
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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).
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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.
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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
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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.
Are you looking for an expanded internship? The Alaska SeaLife Center (ASLC) is sponsoring a summer fellowship program for college students or graduates who are interested in gaining a one of a kind experience in a world-class marine facility. ASLC summer fellowships offer a well-rounded experience in a variety of areas within the Center. Depending on the type of fellowship, duties may include assisting aquarium, avian or marine mammal staff with animal husbandry tasks; helping with marine-related research projects or as support in our education department. Fellows will be required to participate in a variety of areas and all are required to participate to some extent in the interpretive aspects of our operation. Fellows will not be permitted to participate in ASLC activities on vessels unless specified in the fellowship.
If you have questions or would like more information on becoming a summer fellow at the Alaska SeaLife Center please email the volunteer coordinator.
The posting for the Summer fellowship is now CLOSED.
Animal Husbandry
Aquarium Husbandry
Avian Husbandry
Eider (Sea Duck) Husbandry Fellow
Eider (Sea Duck) Lab Fellow
Interpretation - Avian Husbandry
Interpretation - Dive Fellow
Interpretation - Eider Husbandry
Interpretation - Mammals Husbandry
Interpretation - Marine Animal Stranding
Interpretation - Marketing
Interpretation - National Park Service
Interpretation - Research
Interpretation - Steller SeaLion Video Monitoring, Chiswell Project
Marine Wildlife Response
Marine Mammal Husbandry
Marine Wildlife Veterinary Laboratory
Marine Wildlife Veterniary Laboratory/Rehab
Marketing & Communications
Research/Chiswell Project
Steller Sea Lion Dive Behavior Independent Research
The application window for 2017 Summer Fellowships is now CLOSED.
Instructions for Applicants:
Carefully review all of the requirements and instructions
Complete the application for no more than 2 positions. Be sure to provide us with the best e-mail and phone number for contacting you.
If you are applying for 2 fellowships you must complete an application for each one.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
For many fellowships applicants should be agile with a good sense of balance in order to maneuver around exhibits and holding areas.
Program Information:
These Fellowships are unpaid.
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks.
Housing provided
College credit can be earned but must be arranged by you and your college
Fellows responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
What people say about us:
“I felt like an important part of working toward making a difference for marine life”
“I had a great experience; it was everything I could have hoped for. I think that the SeaLife Center has the best overall work environment of anywhere that I’ve worked.”
“This is the position to have if you want to be a top candidate for jobs”
“It’s a great place to kick off your career, get experience and learn what you like”
[content2] =>
Internships
Looking for valuable experience, professional connections, and unique learning opportunities? If you are up for the challenge apply to be an Alaska SeaLife Center intern!
The Alaska SeaLife sponsors an internship program for college students or graduates who are interested in gaining an educational experience in a world-class marine facility. We offer a well-rounded educational experience in a variety of areas within the Center. Alaska SeaLife Center interns will be required to participate in a variety of areas and all interns are required to participate to some extent in the interpretive aspects of our operation.
In addition to the premiere educational experience there are TONS of perks for our interns, too! Not only do you get to help the Alaska SeaLife Center fulfill its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems, but also:
Gain valuable hands on experience
Housing provided while you are interning
You get to partake in our staff parties and events
Free admission to ASLC for interns, their spouse, children, parents, grandparents, and grandchildren
Discounts on Gift Shop merchandise – 20% discount on non-sale items
Discounts at Haul Out Café
Guests accompanying interns will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels and restaurants (with ASLC ID)
Worker’s compensation benefits
What our interns say about us:
"It's a great place to kick-off your career, get experience and learn what you like."
"I would highly recommend this internship because it's a once in a lifetime experience to work with amazing animals and people."
"This was the best internship I've ever had. It was very organized and fun. I would definitely recommend it."
"I was given the chance to really assess what I want to do with my life/career and believe that I will be making some changes to my degree program upon returning home."
"ASLC provides a wonderful stepping stone in the pursuit of a career."
Internship Opportunities (please note all internships are unpaid and food/travel stipends are not provided)
In compliance with the Americans with Disabilities Act (ADA) the Center will make appropriate accommodations for interns with qualified disabilities whenever possible as long as the accommodation does not cause the Center or other intern’s undue hardship.
The application window is now closed.
Instructions for Applicants:
Carefully review all of the internship requirements and instructions
Complete the internship application for no more than 2 intern positions. Be sure to provide us with the best e-mail and phone number for contacting you.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
The application period will be open from Dec 10 to Jan 10.
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
Program Information:
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks between May 1 and September 30.
Housing provided
College credit can be earned but must be arranged by you and your college
Intern responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
Are you looking for an expanded internship? The Alaska SeaLife Center (ASLC) is sponsoring a Fall/Winter Fellowship program for college students or graduates who are interested in gaining a one of a kind experience in a world-class marine facility. ASLC summer Fellowships offer a well-rounded experience in a variety of areas within the Center. Depending on the type of Fellowship, duties may include assisting aquarium, avian or marine mammal staff with animal husbandry tasks; helping with marine-related research projects or as support in our education department.
Fellows will spend 30 hours per week in a designated Fellowship area to learn and gain practical hands on experience. The remaining 10 hours will be spent assisting in front of house operations either at the ticketing counter or with our Interpretation Department. Fellows will not be permitted to participate in ASLC activities on vessels unless specified in the fellowship.
We are still recruiting for our NOSB (National Ocean Sciences Bowl) Education Fellowship position!! This fellowship runs from October 2017 through April 2018. Click here for details about this fellowship and to submit an applicaiton!!
We are no longeraccepting applications for any of our other 2017 Fall Fellowship positions.
If you have questions or would like more information on becoming a Fall or Winter Fellow at the Alaska SeaLife Center please email the volunteer coordinator.
Fall session begins September 15 and ends Dec 31.
We are NO LONGER accepting applications for the Fall Fellowship program
Instructions for Applicants:
Carefully review all of the requirements and instructions
Complete the application for no more than 2 positions. Be sure to provide us with the best e-mail and phone number for contacting you.
If you are applying for 2 fellowships you must complete an application for each one.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
For many fellowships applicants should be agile with a good sense of balance in order to maneuver around exhibits and holding areas.
Program Information:
These Fellowships are unpaid.
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks.
Housing provided
College credit can be earned but must be arranged by you and your college
Fellows responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
What people say about us: /p>
“I felt like an important part of working toward making a difference for marine life”
“I had a great experience; it was everything I could have hoped for. I think that the SeaLife Center has the best overall work environment of anywhere that I’ve worked.”
“This is the position to have if you want to be a top candidate for jobs”
“It’s a great place to kick off your career, get experience and learn what you like”
[content2] =>
Internships
Looking for valuable experience, professional connections, and unique learning opportunities? If you are up for the challenge apply to be an Alaska SeaLife Center intern!
The Alaska SeaLife sponsors an internship program for college students or graduates who are interested in gaining an educational experience in a world-class marine facility. We offer a well-rounded educational experience in a variety of areas within the Center. Alaska SeaLife Center interns will be required to participate in a variety of areas and all interns are required to participate to some extent in the interpretive aspects of our operation.
In addition to the premiere educational experience there are TONS of perks for our interns, too! Not only do you get to help the Alaska SeaLife Center fulfill its mission of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems, but also:
Gain valuable hands on experience
Housing provided while you are interning
You get to partake in our staff parties and events
Free admission to ASLC for interns, their spouse, children, parents, grandparents, and grandchildren
Discounts on Gift Shop merchandise – 20% discount on non-sale items
Discounts at Haul Out Café
Guests accompanying interns will receive a 20% discount on gate admission and programs
Free or discounted admission to some state/local attractions, hotels and restaurants (with ASLC ID)
Worker’s compensation benefits
What our interns say about us:
"It's a great place to kick-off your career, get experience and learn what you like."
"I would highly recommend this internship because it's a once in a lifetime experience to work with amazing animals and people."
"This was the best internship I've ever had. It was very organized and fun. I would definitely recommend it."
"I was given the chance to really assess what I want to do with my life/career and believe that I will be making some changes to my degree program upon returning home."
"ASLC provides a wonderful stepping stone in the pursuit of a career."
Internship Opportunities (please note all internships are unpaid and food/travel stipends are not provided)
In compliance with the Americans with Disabilities Act (ADA) the Center will make appropriate accommodations for interns with qualified disabilities whenever possible as long as the accommodation does not cause the Center or other intern’s undue hardship.
The application window is now closed.
Instructions for Applicants:
Carefully review all of the internship requirements and instructions
Complete the internship application for no more than 2 intern positions. Be sure to provide us with the best e-mail and phone number for contacting you.
Upload the required additional information to your application
Cover Letter(s)
Resume
1 Letter of Reference
The application period will be open from Dec 10 to Jan 10.
If application is incomplete it will not be considered.
Program Requirements:
Applicants must be college graduates or currently enrolled in an accredited college or university with a background or coursework in a related field.
Applicants must have the ability to understand and follow written and oral instruction, have excellent communication skills, and good organizational skills with attention to detail.
Applicants must possess the ability to adapt to an ever-changing work environment, and be available weekends, evenings and holidays.
Public speaking skills, a familiarity with video equipment and software, and experience with education programs are highly encouraged.
Program Information:
Participation in program for 40 hours per week
Requires a minimum commitment of 10-12 weeks between May 1 and September 30.
Housing provided
College credit can be earned but must be arranged by you and your college
Intern responsible for meals and travel expenses
Foreign students must obtain a J-1 visa to participate
While talking with Yosty, Sonia mentioned a lot of important processes that happen in the Gulf over the course of the year and described what was different during these strange years. During periods of warmer than average water offshore, species of phytoplankton that were indicators of lower nutrient conditions in the Gulf began to make up a large part of plankton blooms in the Gulf of Alaska. Some incidences of species of phytoplankton that can produce harmful toxins were reported in Alaska during those periods. If toxic phytoplankton were consumed by zooplankton, this could impact the higher levels of the food chain of the Gulf of Alaska.
Sonia also pointed out that she expected the abnormally warm water that began at the end of 2013 to have an impact on the plankton, and did it ever! Picking up these clues, Yosty digs even deeper into the oceanic conditions in the Gulf when water temperatures were higher than average by talking to Seth Danielson, an Oceanographer with Gulf Watch Alaska.
Watch the video below to hear about the ocean conditions Seth has observed in the Gulf of Alaska.
VIDEO: Seth Danielson and Ocean Conditions
Seth Danielson describes his observations of recent ocean conditions in the Gulf of Alaska. (4:28)
Narrator: Okay, so clearly something was really different during these years and it affected the whole system. The clues led Yosty to talk to Seth Danielson, a Gulf Watch oceanographer with the University of Alaska Fairbanks.
Yosty: Hey Seth, so what do you mean when you use the term “oceanic conditions�
Seth: As oceanographers, we can measure the temperature and the salinity of the water column, and from temperature and salinity we can compute the water density. Just like warm air rises, the ocean is layered with colder, more dense water sitting below warmer and fresher waters near the surface.
Yosty: Was there anything unusual about the oceanic conditions in 2015?
Seth: 2015 was one of a number of years in a row where the ocean conditions in the northern Gulf of Alaska were particularly warm. We’ve been measuring temperature and salinity at the mouth of Resurrection Bay since 1970, and over the past 45 years we’re finding the warmest temperatures that we’ve ever seen.
In the winter of 2013-2014, some scientists from Canada noticed that we had extremely strong temperature anomalies in the North Pacific. These were anomalies that were three to four standard deviations away from average, which is an anomaly that would happen once every couple thousand years if it was just a random event. So we assume that this is not just a random event, it’s been forced by something in the atmosphere. And through analysis of the sea surface data and our understanding of the weather patterns, we see that the North Pacific Ocean was able to retain a lot of heat in the last few winters, and that led to the creation of this “blobâ€. The blob is a feature that was created, in large part, by a lack of cooling during the winter months.
Yosty: Anomalies? Deviations? Blob? Wait, did he say “blob�
Seth: An anomaly is a deviation from what we consider to be normal conditions. Cool anomalies are when the water is not as warm as we expect it to be. We had a prolonged period of cool anomalies in the early 1970s and another period of cool anomalies in the first decade of the 2000s. Interspersed between this long-term trend of warming over the Gulf of Alaska, we have periods of warm anomalies and cool anomalies. Often the warm anomalies are associated with events such as El Niño. That happened in 2015 for example: there was a large El Niño event.
Yosty: How could this anomaly of warmer water – this “blob†– cause problems for animals living in the Gulf of Alaska?
Seth: The temperature and the salinity both help regulate the “communication†of subsurface waters to the near-surface waters, and it’s the availability of nutrients and light up near the surface that make those waters productive for phytoplankton growth. By increasing our stratification – for example during years where it’s warmer than normal near the surface layers – you can cut down the communication between the subsurface waters and the near-surface waters, and that reduces the nutrient supply to the surface layers. So an increase of stratification would tend to reduce the amount of nutrients available for phytoplankton growth, and over the course of the last three years – 2014, 2015 and 2016 – we’ve seen stronger than average stratification across the Gulf of Alaska shelf.
Below are two visuals of what Seth, and the other Gulf Watch Alaska Scientists, observed happening to the ocean conditions and organisms in the Gulf of Alaska. The first of two animations depicts what a normal calendar year looks like in the Gulf, while the second portrays how the Gulf was impacted by "The Blob".
VIDEO: Normal Ocean Conditions
Animation of oceanographic conditions in "normal" years. (4:47)
As Yosty learned from Seth, the processes going on in the Gulf of Alaska can be quite complex. In the Gulf of Alaska during a normal cooling season from October to March, the water column is separated into an upper and lower section with a thermocline diving the two layers. Let’s pop over to the laboratories in the Alaska SeaLife Center to discover what a thermocline is.
Hi everyone, and welcome to the laboratories here at the Alaska SeaLife Center. I’ve set up a quick demonstration to show you visually what a thermocline is.
Bodies of water – like oceans or lakes – are broken up into layers, and these layers are determined by two different things: temperature and salinity. Variations in the temperature and salinity create variations in the density of water, and density is what determines whether some water will sink below or rise above other layers of water.
Now warm water is generally less dense than cold water, which means that warm water will actually sit above cold water. And the area where the warm water and cold water meet – that’s called the thermocline. So the thermocline is just that layer between the two different densities of water.
Have any of you ever jumped into a lake? If you have, when you were diving down deep – just a little bit below the surface – did you feel a large change in the temperature of the water? If so, then you’ve felt a thermocline!
Over here, I have created a little demo to show us what that looks like. On one half of this container I have cool, blue water; and on the other half I have warm, red water. Now let’s watch what happens when I remove the divider and the two waters combine.
As you can see here, the two layers of water are going to start to separate. And once they are separated this will be called “stratified†water. At the top we will have the warmer, less dense water; and at the bottom we will have the colder, denser water. And that purple layer that will form right in between? That will be the thermocline. So our thermocline is just the area of rapid transition between the two different layers.
Now in bodies of water, the thermocline isn’t the only cline that exists. And that’s because there are many more factors that go into determining the density of water. For instance, in the ocean, salinity – or the salt content – actually plays a much larger role in determining density than does the temperature. Now these variations in density within the ocean actually drive a global pattern of ocean water mixing. And this global pattern of ocean mixing played a vital role in the cause and effect of the “blobâ€. So now back to our animation to learn just exactly what is happening in the Gulf of Alaska.
As we begin the fall season, storms build, bringing with them a strong easterly wind, which causes a mixing effect in the water. As we take a closer look into the upper layer, we can see that important nutrients like nitrogen and phosphorus are delivered from the lower layer due to this strong mixing effect.
Now we see a normal warming season. After the winter, the upper water layer is now rich with nitrogen and phosphorus. Combined with the increased amount of daylight, these increased nutrient levels create a phytoplankton bloom that depletes the surface nutrients by late spring. This abundance pf phytoplankton is met by an abundance pf zooplankton. Zooplankton feed upon the phytoplankton and recycle some of the nutrients back into the ocean. The abundance of phytoplankton and zooplankton allow for other animals in the Gulf to thrive.
As zooplankton abundance increases, so does the abundance of fish in the Gulf that eat the zooplankton. Predators like common murres, marine mammals, and humans are then drawn into the Gulf to catch the abundant fish. As you can see, the nutrients that allow the phytoplankton to bloom are important for the health of the entire ecosystem.
The unusual warming event in the ocean first detected at the end of 2014 was very different from the seasonal weather pattern of cooling and warming considered normal for the Gulf of Alaska. Watch the next set of animations below to observe the normal pattern of seasonal changes in the ecosystem that scientists have observed and what was different about the “blob” pattern and the effects it may have had on the Gulf of Alaska.
VIDEO: Anomaly "Blob" Conditions
Animation of oceanographic conditions in "Blob" years. (2:10)
In the Gulf of Alaska, during a winter season with less-than-normal cooling, the upper water layer stays warmer than average leading to stronger separation between the upper and lower layers. During this period, there is a ridge of high pressure in the atmosphere that reduces the amount of winds in the winter leading to a weaker mixing effect between the lower and upper layers. Additionally, with less cooling there is glacial melt and river input into the Gulf year-round. This means that the upper water layer receives a lot of fresh water that is less dense than the salt water. Mixing between the upper and lower water layers weakens and the thermocline stratification of the water column strengthens, reducing the transport of nutrients from the lower to upper water layer.
The lack of nutrient mixing over the winter leads to a nutrient-starved upper water layer in the spring. The lack of nutrients in the upper layer greatly reduces the bloom of phytoplankton. In 2014, 2015 and 2016 much of the phytoplankton left was a smaller, thinner variety that may have been less nutritious for the animal zooplankton that fed on them. This lack of nutrition would have worked its way up the food chain, with less nutritious plankton leading to malnourished and less nutritious forage fish – typically a large food source for marine birds like the common murre.
A lack of these forage fish may explain the empty stomachs found by researchers examining the dead murres and why some murres were found inland. They may have been hopelessly looking for the food they weren’t finding in the ocean.
The impacts of this unusually warm "blob" of water were not limited to the Gulf of Alaska. The blob was first seen along the coasts of California and Oregon, and the entire Northeast Pacific has been subject to its impacts. The Gulf Watch Alaska team has been able to piece together the mystery of these unusual events using the power of systems thinking.
The lingering oil studies occur in western Prince William Sound, which is where the oil from the Exxon Valdez oil spill landed, and actually there’s still some oil out there today – small pockets of oil that’s buried in sediments on beaches, throughout western Prince William Sound. So that’s where the lingering oil issues are still important to track.
From the USGS perspective, we’re looking at effects of that lingering oil on wildlife. So considering effects of exposure to that lingering oil, and also to understand what that might mean to individuals and populations of the wildlife that live out there. The main species that we’re thinking about in terms of lingering oil are harlequin ducks and sea otters, and that’s because there’s a long history of understanding that lingering oil’s been an important constraint on population recovery of those two species, and so we’ve spent a lot of time trying to understand the timeline and the mechanisms by which those species are recovering from the oil spill.
We’ve measured exposure in a number of different ways. For example, with harlequin ducks we’ve used an enzyme called cytochrome P450 1A. It’s a long word basically for an enzyme that gets induced when any vertebrate’s exposed to hydrocarbons. So if you and I were exposed to oil, we would have an induction of that enzyme that would be measurable and then could tell us whether one has been exposed to that.
The enzyme itself is part of a cascade of physiological processes that any vertebrate goes through once they’ve been exposed to oil. And it could be indicative of physiological harm, or it could be indicative of just exposure without physiological harm. So we’re not inferring harm from induction of the enzyme, what we’re inferring is that they’re still exposed to oil with the potential for harm.
Who is watching the Blob?
Abundance (n): the number of individuals per population or per species
Anomaly (n): deviation from normal conditions
Density (n): measure of mass per unit of volume
Downwelling/Upwelling (n): the downward (or upward) movement of fluid, especially in the sea
El Niño (n): large climate disturbances in the tropical Pacific Ocean that occur every 3-7 years and affect ocean water temperature patterns
Inorganic (adj): not made of living matter
Near-surface (n): layer of water that lies just beneath the surface
Salinity (n): the saltiness of a body of water, usually measured in parts per thousand (ppt) by weight
Standard deviation (n): a measure of how different a set of numbers are
Stratification (n): when water masses with different properties form layers that act as barriers to water mixing
Sub-surface (n): layer of water below the surface
Thermocline (n): transition layer or boundary between two water layers of different temperatures
The Gulf of Alaska is part of the North Pacific and reaches from the Alaska Peninsula in the west to the Alaska archipelago in the southeast. The coastline includes mountains, glaciers, temperate forests, towns, and cities. Powerful currents in the Gulf of Alaska have helped shape the surrounding land and communities, and circulate necessary nutrients and marine life from the deep waters to the surface. These circulation patterns allow the Gulf of Alaska to thrive with life and sustain some of the largest United States’ fisheries, as well as provide essential habitats for seabirds, marine mammals, and fish to feed and reproduce.
As described in Gulf Watch Alaska: Long-term Monitoring, the Gulf of Alaska was impacted by a major oil spill on March 24, 1989. The Exxon Valdez oil tanker ran aground in Prince William Sound, Alaska, and spilled nearly 11 million gallons of oil. An estimated 250,000 seabirds, 2,800 sea otters, 300 harbor seals, 250 bald eagles, up to 22 orcas, and billions of salmon and herring eggs were lost to the spill. Since the spill, scientists have been conducting a long-term ecosystem monitoring study to gain a better understanding of both natural and human-caused impacts to the Gulf of Alaska ecosystem.
The Gulf Watch Alaska long-term monitoring program consists of a team of scientists who work together to measure and watch different parts of the ecosystem spill area. Through cooperation in this project, scientists can see the links, or connections, between all of their areas of study. In science, we call this “systems thinking.” Systems thinking looks at the web of relationships where individual pieces respond on their own 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 components around them that drive physical and chemical processes and affect the conditions for survival. The process of systems thinking allows the Gulf Watch Alaska team to harness the power of a network of scientists that all specialize in different research subjects. This power makes the team of scientists well-equipped to solve any mysteries unfolding in the Gulf of Alaska.
One such mystery arose in 2014 when people across the Pacific West coast began to notice large quantities of dead or dying birds washing up all along the shore from California to Alaska. As this event expanded, scientists began investigating the intricate network of natural processes in the Gulf to try and uncover the mystery of these dying birds.
Yosty Storms is a former colleague at Gulf Watch Alaska. She is now working for the Alaska Native Science and Engineering Program in Anchorage. Recently, Yosty has heard a lot of talk regarding the birds washing ashore, as well as other very unusual events happening throughout the Gulf and surrounding land areas. Let’s follow along as Yosty visits with the Gulf Watch Alaska team and investigates these odd occurrences.
Watch the video below and meet Yosty!
VIDEO: Meet Yosty Storms
Meet Yosty Storms and learn about a mystery occurring in the Gulf of Alaska. (1:42)
Meet Yosty Storms. Yosty works at the Alaska Native Science and Engineering Program in Anchorage. But when she was a student she worked with Gulf Watch Alaska. That's a long-term monitoring program looking at a large range of the North Pacific Ocean, especially the area impacted by a massive oil spill back in 1989. This area has taken a very long time to recover, because some of that oil is lingering on the beaches and offshore. That oil continues to affect the health of fish and other wildlife.
Gulf Watch Alaska is a team of amazing scientists who are "on watch" for this ecosystem, keeping tabs on its recovery from the oil spill, and to see if they can detect other sorts of changes – the kinds that might be the result of global climate change.
The majority of Alaskans live in communities along the coastline of the Gulf of Alaska, or within the watersheds that drain into it. Some of these communities, like here in Cordova, are dependent on the Gulf of Alaska for their local economy and jobs. Others, like the Native Village of Eyak, have over 10,000 years of history in this region.
Everyone at Gulf Watch Alaska agreed that 2014, 2015, and 2016 were very, very unusual years for the ecosystem. So let’s go along with Yosty to see if we can put the mystery together. The first question Yosty wanted to ask some of the scientists was: just how unusual were these years?
Who is watching the Blob?
Archipelago (n): a section of water containing many islands
Cooperation (n): working together to accomplish a goal
Ecosystem (n): a community of living things and nonliving surroundings linked together by energy and nutrient exchange
Essential (adj): something that is necessary or very important
Habitat (n): a place that provides an animal or plant with adequate food, water, shelter, and living space to feed, breed, seek shelter, and raise young
Intricate (adj): very detailed, complex
Lingering (adj): sticking around, lasting for a long time
Sustain (v): strengthen or support physically or mentally
Thrive (v): to be healthy and successful
Watershed (n): an area of land that contains a common set of streams or rivers that all drain into a single larger body of water, such as the ocean
Talking with Kathy, Yosty learned that the common murres in the Gulf of Alaska were starving during this period of uncharacteristically warm water. This common murre die-off event was very puzzling for scientists because there was not a clear reason as to why the birds were behaving abnormally. If the birds were not getting enough food, there must be something in the Gulf of Alaska impacting the food chain.
Scientists study all levels of marine food webs, beginning with the organisms at the base — the plankton. Plankton are a diverse group of living organisms that spend at least part of their life floating through the water column, unable to swim against the current. Plankton consist of both plants and animals and help to form the base of the marine food chain.
Every organism that relies on the ocean for food depends on an adequate supply of plankton to keep the ecosystem properly fed. Even animals that don’t eat plankton themselves, like the common murres, require enough healthy plankton to feed the fish and invertebrates that they prey upon. So, if the common murres were starving, causing them to move close to shore and inland to search for food, and dying in large numbers, there might be some evidence that maybe something was different about the amount or types of plankton in the Gulf of Alaska those years.
Following this lead, Yosty moves forward in the investigation by questioning Gulf Watch scientist Sonia Batten, who specializes in monitoring plankton populations to understand what had been happening at the base of the Gulf’s food chain that might have been related to the murre die-off.
Watch the video below to hear what Sonia has observed with the plankton in the Gulf of Alaska.
VIDEO: Sonia Batten and Plankton
Sonia Batten describes her observations of plankton in the Gulf of Alaska. (4:17)
Narrator: Hmm… It all seemed to go back to the murres’ food chain. Why did these seabirds starve to death? Was something wrong with their food source? Yosty needed to start at the bottom of the food chain. She needed to talk to Sonia Batten, A Gulf Watch scientist monitoring plankton in the Gulf of Alaska.
Yosty: Hi Sonia, what evidence do you have that 2014-2015 were unusual times for plankton in the Gulf of Alaska?
Sonia: We’ve been looking at plankton in the northern Gulf of Alaska since 2000, so we have quite a long time series now. We look at the plankton from spring through fall of each year. We noticed in 2014 and then again in 2015 that there was something unusual happening, and we were kind of expecting it because we knew that the waters offshore were really warm from the end of 2013 through the next two years (really unusually warm, and it’s been called “the blob” by some people). So we were expecting to see something unusual.
What we typically see in the plankton… There are two types of plankton. There’s the plant plankton and those are little tiny single-celled plants that float around and take the sun’s energy to grow – and they typically get blooms of those in the spring because there’s lots more sunlight in the spring, there’s lots of nutrients from the winter storms that have been mixed up, and it starts warming up. All those things are really good for them to grow, so we typically see those take off in the spring. And then as they grow they get eaten by the animal plankton and their numbers die back a little and they run out of nutrients and so on, so there’s lower levels of them through the summer. And then sometimes in the autumn we get another bloom because we get a few storms come in and mix things up again and give them more nutrients. That’s the typical pattern.
What we saw in 2014 was we didn’t see anywhere near as many of those plant plankton as normal, and we saw big numbers of very small animal plankton that were around. It was quite unusual – we hadn’t seen anything quite like that in the whole 50 years of sampling that we’ve done.
Yosty: What impacts could this have on the rest of the Gulf?
Sonia: It’s still a question we’re working on. Plankton support everything in the ocean. All of the fish and mammals either feed on plankton themselves, or they feed on something that’s been eating plankton already. If there’s not so many of one type of plankton that might be bad, but there were quite a lot of animal plankton around so there obviously eating something. They may be eating something that we don’t see…
One of the things we saw was that the types of plant plankton were slightly different: there were more of the smaller type of cell that are longer and thinner. Those cells typically do better in years when there’s not so many nutrients around, because they find it’s easier to take the nutrients up. It’s possible that those are not such a good food source for some of the animal plankton, or maybe the animal plankton weren’t finding as much of what they wanted and in turn that could mean that there’s not enough animal plankton for the fish and seabirds and mammals. But we still don’t really know – those kinds of patterns take a long time to be revealed.
Yosty: Kathy mentioned something called domoic acid and its potential to impact seabirds. How is this related to the plankton that you’ve been studying?
Sonia: Some phytoplankton – that’s the plant plankton – can produce a toxin called domoic acid. They don’t necessarily produce it over time, sometimes they produce it as a response to a stress in their environment. One of those stresses could be being eaten, so they produce it to put off zooplankton from eating them. There were reported instances of domoic acid in Alaska, and actually through a wide area of the North Pacific a lot of places were reporting it.
Although the plankton have evolved to deal with the domoic acid that’s produced by the phytoplankton when other animals eat the zooplankton they concentrate the toxin, and as you go up the food chain the poison gets concentrated and it can potentially cause problems in larger animals that never ate plankton themselves but have eaten other organisms that have concentrated it. So it’s one explanation for why some of the seabirds may have been struggling in that year.
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 Blob?
Abnormally (adv): different from what is normal
Diverse (adj): a lot of variety
Invertebrate (n): an organism lacking a backbone
Organism (n): an individual life form
Phytoplankton (n): freely floating, often minute plants that drift with water currents
Productive (adj): producing enough energy to sustain life
Zooplankton (n): freely floating animals that drift with water currents
Wildlife Biologist, U.S. Fish and Wildlife Service
Kathy's role in Gulf Watch Alaska:
Pelagic Ecosystems Co-Principal Investigator,
Prince William Sound Marine Bird Population Trends
Important skills for her position:
"Biometric and GIS skills are of course important for working in science, but writing and communication skills are more important for me now, at this stage in my career. And of course, getting outdoors when possible, to recharge interest and enthusiasm, even get new ideas."
Challenges in her work:
"Obtaining the support needed for a scientific project, especially something long-term, takes an enormous amount of time and effort - and is usually not why one goes into science. But it has to be done... these aren't the fun aspects of science, but they also help you to refine your goals, objectives, and approach."
Kathy's advice to young people interested in science: "Get some field experience, and even work on several types of studies to see what really stokes your interest in learning more. Often, biologists start out as volunteers (I did) and move to seasonal field work, or help with data and reports. When you're on a project, do some background searching and reading on the subject or your specific project (so easy to do these days), and find out what questions the project leader is focused on. If you do a good job, work well in difficult conditions, and stay in contact, chances are you'll be called back."
Dr. Kathy Kuletz describes her career as a seabird biologist. (3:14)
I’ve always been interested in the working with wildlife. I grew up in the desert, so the ocean was exotic to me. Anything that had to do with the ocean was very exotic, and that’s probably what attracted me to that aspect. I wanted to see Alaska, so I came up for a summer job like most people here. I worked in fisheries to begin with because that’s where a lot of the jobs were – there’s not a lot of funding to study birds. I was doing fisheries work, but then I wound up getting a summer job on Naked Island in Prince William Sound, and that was my first job with seabirds. My one year there turned into four, which turned into my Master’s degree studying pigeon guillemots there. Of course that was before the oil spill – I started back there in 1978. After the oil spill, it turned out that was one of the few places where we had some baseline data on seabirds – how they raised their chicks, what they fed on, and how many birds there actually were in these colonies.
I went back after the oil spill, again as a seasonal employee of Fish & Wildlife Service, and eventually it became a term appointment. I stayed on in prince William Sound studying marbled murrelets. I became interested in what was going on at sea. Back in the 70s and 80s there was a large ecosystem study going on because they were looking at oil lease sales in the Bering Sea and the Gulf. They had what they called the OCSEAP program – the Outer Continental Shelf Environmental Assessment program. Then there was a huge gap where not much was done out at sea, and of course seabirds spend most of their lives out at sea, but mostly people study what goes on at a colony. I was interested in that other aspect of their lives and what happened the other three quarters of their lives out at sea.
For the most part, this was before we had little tiny satellite tags and GPS dataloggers, but we didn’t know what they really did. We didn’t have a good idea of where birds went, and a large part of what we found out was by counting birds at sea – going out on big ships, research vessels that were doing fisheries work or oceanographic work, and doing surveys in conjunction with those.
That’s what we’ve continued to do, of course we have more technology now and we can log location of every sighting very accurately and tie that data into what the oceanographers found on the same cruise, or the plankton people, the fish people, the marine mammal folks. So we’re trying to identify the hot spots, trying to found out where birds go in the non-breeding season as well as during the breeding season offshore. That’s what’s attracted me – the idea of being able to put together all this information and understand the big mystery of what seabirds do out at sea, that’s what draws me into it.
Research Associate Professor, University of Alaska Fairbanks
Seth's role in Gulf Watch Alaska:
Environmental Drivers Co-Principal Investigator, Gulf of Alaska Mooring (GAK1)
Important skills for his position:
In my position it is important to be able to write clearly and to be proficient at computer programming. Programming skills allow one to perform customized analyses that will extract new information from a dataset, while writing skills are needed to communicate your results and demonstrate the importance of your work.
Challenges in his work:
"Sometimes the biggest challenge is in properly crafting a scientific hypothesis that is both tractable and cost-effective. There are often very expensive ways to find answers to a research problem but these may not be affordable. Half the fun of doing research is finding the right balance between costs, effort, and scientific results."
Seth's advice to young people interested in science: "A solid background in mathematics, statistics and critical thinking provides a springboard that can direct you into any of the sciences that interest you. Set yourself up for success by learning how to both identify and solve problems."
Seth Danielson describes his interest in oceanographic research. (1:16)
My name is Seth Danielson; I’m a Research Associate Professor of Oceanography at the University of Alaska Fairbanks. As a research professor, I’m really interested in firstly understanding how the world works and going out and making new discoveries about how the ocean system responds to the atmosphere: how it provides an environment that the fish and the birds and the whales are living in in the marine system, and how the physics – the winds, the waves, the currents, the temperature of the ocean – how all those affect the ecosystem as they come together. Along the way I get to go to these beautiful places, remote places that very few people get to see on the ocean and along the coasts around the Arctic and around Alaska.
I get to bring my stories back to schools and share those with the students, and that’s a lot of fun and very fulfilling. The ability for us to be able to learn new things about the world and communicate them is just incredibly satisfying – it makes a great career.
Biological Oceanographer, Sir Alister Hardy Foundation for Ocean Science
Sonia's role in Gulf Watch Alaska:
Environmental Drivers Principal Investigator
Important skills for her position:
Basic science training, interest in small things, interest in seeing both "big pictures" and patterns
Challenges in her work:
"Anything to do with studying the ocean is challenging because you can’t sample enough of it to really understand what is going on. So trying to understand what’s going on across the horizontal region, down through the water column, and through time is really hard because they all change, all of the time."
Sonia's advice to young people interested in science: "If you have a questioning mind and you like looking at the way the world works, then you are a scientist. How you use that in a career could be anything from teaching, to talking with politicians to try and get policies that will help a community - there are so many different things. I would just say that it may not be the dry and dusty thing that you think it is. You can be a scientist and have a huge range of careers. If you are interested in things like that, keep your mind open for opportunities where you can use science."
Sonia Batten discusses one of the coolest things about the ocean. (0:31)
I think the coolest thing is that you can take a bucket of seawater, you can filter out the stuff and put it under a microscope and show people and they go, “Oh my god, I didn’t know I was swimming with that!”
You can look at a crab larvae, a little tiny crab before it settles out under the microscope, and it’s got, some of them have spines that are three times the length of their body sticking out, and they look like alien things, and you have no idea that you’re swimming with that kind of thing, and yeah – I think that’s cool.
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)
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
What Seth and other scientists have discovered is that the lack of cooling was so severe that it created a large area of warmer-than-usual water in the North Pacific. This area of warm water, called “the blob†by some scientists, had a reduced level of mixing between the lower and upper ocean layers. The puzzling impacts of this phenomenon are what the scientists of Gulf Watch Alaska are starting to piece together. It may have played an important part in the massive die-offs of seabirds like the common murre, because as we learned from Kathy scientists suspect that the murres were not receiving enough food to pile on their important fat reserves.
Sonia mentioned that the bloom of phytoplankton was less productive than it had been in the past. And as we know, that could have a ripple effect throughout the entire food web, impacting everything from the tiniest of plankton to forage fish like herring and on up to their predators such as the murres. With the decrease in marine nutrients, apex predators like the mightiest of whales or even humans could be impacted by this situation.
The potential consequences of “the blob†may seem frightening, but Gulf Watch scientists will be keeping an eye out for this and similar anomalies to better understand the health of the Gulf of Alaska.
By combining their different areas of expertise, the Gulf Watch scientists were able to begin solving the mystery of the dying seabirds in the Gulf of Alaska but many questions remained. The Gulf Watch team will continue working together to understand not only how the ecosystem continues to recover from the Exxon Valdez oil spill, but also how the Gulf of Alaska continues to change as a result of other types of changes, both natural and human-caused in the ocean through interactions of Earth systems.
Help the scientists of Gulf Watch Alaska continue to monitor ‘The Blob’ as the seasons change. Click here to access the Alaska ‘Blob’ Tracker.
Who is watching the Blob?
Expertise (n): expert skill or knowledge in a certain area of study
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.
Diagnostic Services for Wildlife and Companion Animals
The COHO Laboratory offers cost-effective microbiology, clinical chemistry and hematology, molecular biology and toxicology diagnostic testing. Quality results are provided in a timely manner with personalized service. We are experts in veterinary diagnostics and toxicology with a special emphasis on marine animals. Some of the tests we offer are only available at the COHO Lab.
The inaugural Seward Seabird Festival is June 21, 22, and 23. All weekend long, visit Seward for events celebrating the arrival of Alaska's seabirds through education, science, and art!
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Click on an image below to download the pdf version.
October 2023-January 2024: 1:30 pm Sundays and Fridays
Duration: Approximately 30-minute tour
Maximum of 5 people per tour - minimum age 10*
Experience training techniques first hand as you feed one of these remarkable animals with our marine mammal staff. Discover amazing facts about Steller sea lions as you gain an understanding of their role in Alaska's marine ecosystems. Learn how, and more importantly why, we train our marine mammals.
No photography allowed on this tour.
One Group Per Tour
Group Size of 1-2 People: $274.95
Group Size of 3 People: $324.95
Group Size of 4 People: $374.95
Group Size of 5 People: $424.95
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*Guests aged 10-16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
Get a Sneak Peek into the daily care of our marine animals. During this interactive walking chat, our education team will share with you the day to day activity of feeding, training, enrichment, and general health care of our marine animals.
Price: $26.95 per guest (does not include admission)
*Guests under 16 must be accompanied by a paying adult
With such a unique location, the Alaska SeaLife Center is an excellent place for research both locally and globally. Join an educator to learn more about the diverse range of research projects being undertaken here. This experience includes a chance to meet a member of the Chiswell research team, which studies Steller sea lions through remote video monitoring of a nearby rookery.
Price: $14.95 per guest (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Get a Sneak Peek into our Wildlife Response Program. During this interactive walking chat, our education team will share with you the rescue and rehabilitation process and you will learn about some of our recent patients.
Price: $24.95 per person (does not include admission)
*Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
CONTROLLED CAPACITY AND TIMED ENTRY: WHAT YOU NEED TO KNOW WHEN PLANNING A VISIT
Online reservations are RECOMMENDED for all guests and members to reserve your desired entry time, save by purchasing early.
Reservations can be secured in 15-minute time slots, and guests will not be admitted prior to their scheduled time. The last entry of the day is one hour before closing.
Onsite ticket purchases and member reservations are possible, but entrance times may not be available at the time you arrive, and you may not be able to start your visit immediately.
Once you enter the Center at your scheduled time, you can stay as long as desired and even leave and come back during the same day.
Reservations may be canceled or rescheduled up to the reservation time.
If you have a fever, cough, shortness of breath, or other symptoms of COVID-19, please visit at another time. We will refund any tickets that cannot be used due to illness, even if you are not able to contact us until after the reservation time.
Those without online access or needing to reschedule should contact the Reservation Hotline 1-888-378-2525 or 907-224-7908 or onlinesales@alaskasealife.org.
FOR SAFETY'S SAKE: PLEASE BE AWARE OF OUR SAFETY PRECAUTIONS
Staff members will wear masks when interacting with guests indoors when the CDC-defined COVID-19 Community Level is "high" in the Municipality of Anchorage. Staff members may choose to wear masks when they are not required to do so.
Physical distancing is encouraged, and to facilitate distancing, guests are encouraged to follow a one-way flow throughout the Center.
Food and beverages are permitted in the lobby area only.
Parents of young children are encouraged to consider using a stroller to help ensure their little ones maintain some distance between non-family group members.
One-Way Guest Path - You will start by going up the escalator to the 2nd Floor after checking in at Ticketing.
You can make as many loops through the Center as you would like! Download the 2nd Floor and 1st Floor maps.
Closure Information: To support public health efforts in the best interest of our community and our staff, the Alaska SeaLife Center closed temporarily to the public beginning Monday, March 16 and will stay closed until further notice.If you have purchased tickets to visit and you wish to change your plans, please email onlinesales@alaskasealife.org or call 1-888-378-2525 for rescheduling or cancellation options. For more information, visit here.
Virtual Visits & Distance Learning: To continue to share our mission work and current happenings at the Center, we will be having Virtual Visits so you can enjoy the aquarium from home. Visit our Virtual Classroom to learn about Alaska’s marine ecosystem and the Alaskan animals we house. Past programs can be accessed from ASLC’s YouTube channel. See more information here.
Support the Center: Huge shout out to our "fin"tastic fans of ASLC. Your support is greatly appreciated and we cannot thank you enough. You can help the Alaska SeaLife Center during this tough time by donating to our Emergecny Operating Fundhere.
We look forward to seeing you again at the Alaska SeaLife Center soon. For more information on this rapidly changing situation, please check back here.
There are several options if you would like to be a recurring donor. You can select to be a monthly donor on the donation page, you can be an annual recurring SeaLife Giving Circle Member, or have your membership auto-renew. If you choose to be a recurring donor, please know that we keep your information secure and you have the ability to cancel your donations at any time.
If you would like to cancel your recurring donation or auto-renewing membership, please call Shannon Wolf, Senior Development & Guest Services Manager, 907-224-6355 or email shannonw@alaskasealife.org. All you need to include in your email is your name and the date that you would like the donations to stop.
Recurring donations are a great way to support the important work of animal care, marine science research and education, and animal rescue and rehabilition at the Alaska SeaLife Center.
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Here are some things you can do today to help continue our mission work:
Membership is the best way to support the Alaska SeaLife Center.
No donation is too small - everything helps. If half of Alaskans donate $10 each, the Center will be saved.
We'd love to "sea" you!
Online reservations for tickets are strongly encouraged.
January 1-March 9 - 3:00pm Thursdays, Saturdays, Sundays
Duration: Approximately 30-minute tour
Maximum of 6 people per tour - open to all ages*
All brain, no bones! Immerse yourself in a world of suckers and beaks. Go behind the scenes and join a member of our Aquarium Team to observe an octopus feeding and learn more about these fascinating creatures.
Flat-Rate Price: $189.95 per group of 1-6 people - members get a 20% discount, buy your membership today and use the benefits immediately
* Guests under 16 must be accompanied by a paying adult. Price does not include General Admission.
Tickets only vaild for date selected. Masks are optional on this tour.
Monday, January 3-Friday, March 5: 2:00pm Daily (Closed Tuesdays & Wednesdays)
Duration: Approximately 30-minute tour
Maximum of 4 people per tour - Minimum age 10*
Meet our puffins and other resident bird species and participate in a feeding in the aviary. This is a modified version of the original Puffin Encounter that incorporates COVID-19 safety protocols. The tour includes walking and kneeling on uneven surfaces.
Flat-Rate Price: $199.95 per group of 1-4 people - members get a 20% discount, buy your membership today and use the benefits immediately. (does not include admission)
Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour. Guests unable to wear a mask due to physical or mental disability are required to wear a face shield.
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We’ve received the most heartwarming support, from children giving their lemonade stand proceeds, teenagers playing music for virtual fundraisers, Alaska’s talented artists banding together for an auction, many restaurants (who are struggling themselves!) holding fundraisers.Your generosity gives us goosebumps. We still have a ways to go and we’ll be working hard to meet our goals. On behalf of our staff, our animals, and all Alaska, we thank you from the bottom of our hearts.
Check out the way these local businesses are helping Save the Alaska SeaLife Center!
Interested in or currently fundraising on our behalf? Complete this form.
Here are some of the notes that supporters are writing with their donations:
Jaynie Anchorage, AK
Love the work you do
Erin Anchorage, AK
I know it’s not much but I hope this helps a little during tough times. I don’t want you to close! Those animals need you.
Dolores Eagle River, AK
My daughter love this place.
Myles Anchorage, AK
Hopefully this help in anyway possible
Barbara Anchorage, AK
Please don't close. AK needs you. I don't want to be added to a mailing list. My grandkids love visiting you.
Thank you
Lucienne Fairbanks, AK
Love the sealife center!
Holly Wasilla, AK
Helping to keep you guys open! Alaska will get you there!
Terri Aliso Viejo, CA
Alaska is my home state and your center is a gem. I hope this donation helps you continue your work and not close.
Gwen Palmer, AK
Renewal of membership coming separately!
Alex Corpus Christi, TX
I loved visiting in the summers when I would visit my aunt and uncle. It was always a good day when we’re able to stop by and see all the animals.
Mckenzie Fairbanks, AK
The sea life center is my favorite place so I’d be so sad to see it go
Mary Painesville, OH
I have visited your center twice and I hope that you will be able to continue your mission.
Giuliano Trevor, WI
Alaska is my home and I would love to donate what I can to help support you guys! You guys are amazing! Please don’t close if possible, you guys are the beating heart of Seward!
Robin Louisville, CO
We love hearing about all the cuteness from our friend Johanna, and have loved the live events! Sending love from Colorado!
Kimber Wasilla, AK
Save the Sealife Center!â¤ï¸
Elisa Anchorage, AK
Keep up the good work.
Vicki Titus, AL
Don't get to Seward often, but want your work to continue! Love the Sea Life Center!
Abbie Anchorage, AK
We just visited and had the best time!
Kelly Anchorage, AK
We love you!
Cassie Murrieta, CA
I've never visited, but ASLC seems to do incredible work for both wild animals and the animals who are permanently in your care. I wish I could do more.
David Anchorage, AK
You do an amazing job of rehabilitating animals. Hope this helps.
Thomas Plymouth, MN
Because we loved our visit as part of an Alaska tour.
Marlene Anchorage, AK
I just want to help save this center who saves injured and orphaned animals. Good luck and thank you for what you do!
Barbara Anchorage, AK
It's happening!
Tyler Anchorage, AK
Keep it going!
-Browns
Jennifer Dupont, WA
his was an amazingly enriching part of our daughters’ childhood and would hate to see it close. Hope this helps!
Adam Anchorage, AK
Hoping to keep you open for all to enjoy many years into the future!
Misty Two Rivers, AK
Please don’t close your doors!!!
Kaley Ketchikan, AK
I live in Ketchikan, but have loved everything about this place.
Karen Eagle River, AK
The Sealife Center is so important to the rescue and rehabilitation of many, many Alaskan marine animals, and I’m hoping you’ll receive what you need to continue your work. It’s one of the first places I visit when I’m in Seward.
Kim Springfield, MO
My niece spent a summer (2012) there interning with the birds, my daughter and I visited and spent 3 days exploring the center, some of my best memories with my daughter were spent on that trip. Thank you for all you do.
Joseph Anchorage, AK
We hope the Sea Life Center makes it through this tough time and continues to be a center for education and exploration for years to come!
Aleah Palmer, AK
I’ve loved going to the SeaLife center for as long as I can remember!
Megan Anchorage, AK
I hope this helps! Your efforts in saving and restoring marine life and ecosystems are so important!
Cristina Anchorage, AK
Support the needs of the animals at sea life center
Wendy Eagle River, AK
Please donate what you can to this wonderful center.
Quentin Baton Rouge, LA
for the sea critters
Shastina Anchorage, AK
The sealife center is so valuable!!!
Hilary Norwich, CT
I know it's not much, but I hope it does some good! I don't want you to close your doors!!
Tammy Anchorage, AK
We love the sealife center. We can't let you close!
Kelsey Palmer, AK
I'm an Alaskan and think the Sealife Center is amazing. I want to keep it open!
Stephanie Orlando, FL
Keep up the great work :)
Beandon Anchorage, AK
For educating the next generation
Kim Anchorage, AK
I want to preserve the center for both my children and my students.
Teresa Portland, OR
Please, don't close!! :(
JoAnn East Jewett, NY
Hope this donation can help the Sealife Center to survive this financial crisis. Have very fond memories of our visits.
Cynthia Anchorage, AK
It's not much but I hope it helps.
Katie Bowling Green, KY
For my grandbabies!!
Katherine Las Vegas, NV
You guys are amazing! Thanks for the work you do every day.
Shannon Palmer, AK
To help save the center! I want to be able to keep taking son there when we visit Seward!
Kristen Anchorage, AK
The SeaLife Center has been a wonderful place to visit growing up and even now as an adult. I feel like it is the heart of Seward and I hope Alaskans can raise enough money so that this wonderful establishment doesn't have to close down. Keep it up!
Kaitlyn Girdwood, AK
We love you guys!!
Gabrielle Soldotna, AK
I hope that you are able to get enough donations to stay open. We love visiting you center and hope to after this pandemic passes.
Merri Delta Junction, AK
We love what you do!
Maria Anchorage, AK
Thank you for rescuing injured wild life.
Kristen COOPER CITY, FL
I wish you all luck during this difficult time. Thank you for all of your hard work and dedication to the animals. Aquariums are extremely important in education, conservation, and rehab. Thank you!!
Heidi Palmer, AK
Hope that Alaska supports you and you can stay open.
Jennifer Anchorage, AK
For my daughter who loves the center!
Rachel Eagle River, AK
Rooting for you guys to pull through, sorry that my family can’t afford more right now. We enjoyed visiting this summer.
Sharon Soldotna, AK
I live in Alaska and I love the Sealife Center
Kylie Anchorage, AK
I hope my son will get to see this place in action *he is only 5 months old* This place holds such fond memories for me as a life long alaskan.
Natasha Eagle River, AK
I haven't been able to go to the sealife center yet, so count this as an investment so I still can go experience it in the future!
Lyn Anchorage, AK
I've heard reports about the center being strapped due to the downturn in tourism. Please keep up the great work you do!
Whitney Boise, ID
I love the sea life center!
Carrie San Antonio, TX
Loved your site on our two visits in 2005 and 2010. My daughter is still in love with animals and marine life and supports you and SeaWorld.
Louisa Jackson, WI
When we lived in Alaska, the Sea Life Center was a must stop with all of our visitors. Now, we come back every year with our kids when we visit. It's a tradition to get a picture of them with the mountains as the backdrop off the viewing deck. <3
Elizabeth Anchorage, AK
Hope you stay open !
April Bennington, KS
I wasn't able to get tickets for the day I was there this trip, I'm hoping to be able to visit the center next year when I return. The amount is weird because this is all that is left on a gift card I had. I hope it helps and I can visit you next year.
Christine Fairbanks, AK
Just want to help. I hope you can stay open.
Carly Anchorage, AK
I hope this small amount will help in keeping your center afloat. Your work is amazing and I can't imagine my small daughter not having the opportunity to come visit your facility for years to come!
David Kasilof, AK
All of my kids have taken overnight schools trips to the center and have always loved it. And we gotta take care of those 4000 animals!
Iris Homer, AK
We need you to be around to educate people and rescue marine animals
Jessica Anchorage, AK
I love the SeaLife Center and want to bring my baby there while she grows up!
William Washington, DC
Save the Sealife Center
William Big Lake, AK
Save the Sea Life Center!
Gretchen Fairbanks, AK
Hope this helps!
Kyanna Kenai, AK
We are the Germann family and we love the sealife center! Anything to help!
Bree Anchorage, AK
I hope you never close!!
Alexa Eagle River, AK
Don’t leave us!
Madeline Anchorage, AK
We had plans to visit in May :( Hopefully this helps! Would love to be able to visit in the future!
Robert Anchorage, AK
hope it helps
Nikunj Austin, TX
I don't know if this is enough but I hope this is helpful to keep the operations going during these challenging times
Jennifer Anchorage, AK
We want you to keep doing all the great things you do!!
Heather Oxford, MD
The work you do is near & dear to my heart.
Wish I could give more, but I'm also sidelined during this crisis. I'll spread the word!
Keep the faith!!
Cindy Anchorage, AK
I wanted to help with what I could in saving the SeaLife Center.
Jennifer Anchorage, AK
From the Hanks
Cameron Anchorage, AK
I hope we can keep the sea life center open! It’s an awesome place!
Amy Willow, AK
I love this place and want to keep it open!
Alyse Soldotna, AK
I absolutely love the Sea Life Center- as an Alaskan the sea life center is a key part of my visits to Seward, I would be so sad to not be able to visit!
Anna Erie, PA
Grew up in Alaska, and have many memories of the drive to visit, and visiting, the SeaLife Center!
Hunter Columbia, SC
Wildlife is very important to the natural order of life and studying and learning about these animals helps us continue the conservation and preservation of our planet.
Melissa Anchorage, AK
Keep going, we support you!
Jeffrey Fairbanks, AK
I would be devastated if the SeaLife center closed. I hope this helps!
Stacey Kalamazoo, MI
I so truly hope you can continue to operate. We visit your center when we come to visit our daughter. We live in Michigan and absolutely loved the time we spent there
Zachary Anchorage, AK
I would absolutely hate to see the sealife center close
Mandy Portland, OR
You're an Alaskan staple, I'm so sorry to hear you might have to close. You do great work!
Merrigan Fairbanks, AK
I’m a lifelong Alaskan. I’ve visited the SeaLife Center at least a dozen times. It’s a place I visit every time I’m in Seward and I’d hate to see it closed!
Leigh Ann Oxford, MS
"The truth is that if every Alaskan contributed $5 we would be in wonderful shape right now, Tara Reimer the President and CEO of the Alaska Sealife Center said.
Crystal Loveland, CO
Good luck!
George Anchorage, AK
I wanna save the center!
Kaisa-Mari Rovaniemi, LL
Thanks for your important work!
Eric Visalia, CA
Our daughter served an internship at the SeaLife Center during college and she loved it. We know how vital the center is for sea life.
Jessica Anchorage, AK
I want the sealife center to stay open and I'm willing to donate $5/person for my family plus $10 because I believe in you guys
Shane Eagle River, AK
I hope my small donation helps you to keep the doors of your wonderful center open!
Karen Durham, NC
I am donating in honor of my brother and ASLC board member, Steve Grabacki; my daughter and previous ALSC summer 2015 intern, Dana Jordan; and all the hardworking, dedicated, and amazing ASLC staff! You do incredible and honorable work!
Lael Palmer, AK
Just trying to do my part!!!! #keepthesealifesafe
Allison Spokane, WA
I have always enjoyed the Sea Life Center, as a kid and adult. I value the research the center does on Alaska's marine ecosystems, it is so important in our ever changing world!
Jeannie Trapper Creek, AK
Great educational and fun opportunity
Michael Willow, AK
You do important work! Keep it up!
Kara Wasilla, AK
Our family loves the Sealife center! It is one of our favorite places to visit in the state and gives us a reason to come to Seward. It’s heartbreaking to think of this wonderful home for these animals closing. This can’t happen!
Mallorie APO, AE
As an Alaskan and animal advocate, I’d be heart broken if the SeaLife Center was forced to close. I’m hoping for the best and for the community to come together and support this cause!
Mitsuko Trevor, WI
I was born and raised in Alaska, I sadly moved out of AK but Seward wouldn’t be the same if the SeaLife Center were to close.
Kaytlyn Anchorage, AK
Love you guys!
Daniel Anchorage, AK
Thanks for all the amazing work you all do.
Barbara GARNER, NC
I hope to see the Alaska SeaLife Center continue its important mission.
Kelly Anchorage, AK
We don’t want you to close!!
Phyllis North Chatham, MA
My daughter and her family live in AK. I have visited the center many times with them. Let's keep it going - for everyone - even tourists and visitors.
Cameron Anchorage, AK
Please stay open!
Marta Anchorage, AK
Save the sealife center.
Kelsey Brooklyn, NY
Thank you for helping foster my love for marine life sustainability as a kid. You do so much good work and we need you to stay!
Audrey Anchorage, AK
I love visiting the Sealife Center and have wonderful memories of bringing out-of-state visitors here. I want this place to be around for my son to visit. It's an Alaskan staple and needs to be around for future generations.
Kallyn Germantown, TN
We enjoyed visiting over the years. Although we are no longer in Alaska, we hope to visit again some day!
Kristin Wasilla, AK
We love coming to the Sealife Center and know the work you do is important.
Laurie Atlanta, GA
It breaks my heart to think of losing a Center like this. Have never been to Alaska - still hope to visit one day.
Naomi Wasilla, AK
I love the Sealife Center!
Bridget Anchorage, AK
I don’t have much, but we love your place. Sincerely hoping you don’t close!
Nanci Beaverton, OR
We’ve always wanted to visit from Oregon and we hope the center will still be there for us and everyone with an interest in marine life after this pandemic has passed.
Marthe Cincinnati, OH
A FB friend post a video about the effect Covid-19 has had on your organization and I wanted to help.
Kyle Wasilla, AK
From Wasilla.
Rebecca Fairbanks, AK
Pleas don't close!! Your friends in Fairbanks love you!!!
Karina Anchorage, AK
Thank you for making the video to make us aware about your need of funds! You guys are really important, I took pictures of the center when I was there last summer, to make an educational video for a class.
Shelbi Wasilla, AK
I really hope that this little donation will help you in your journey to stay open and delight Alaskans and visitors for many years to come.
Carrie Seward, AK
We love the Sea Life Center!! We promise to do whatever we can to help it remain a vital part of Seward.
Julie Anchorage, AK
Donating to help keep the center open!!
Amy Palmer, AK
I love the Sealife Center. I wish you guys the best!
Maria Soldotna, AK
We love visiting this center whenever we're in Seward. Thank you for all the learning opportunities you provide!
Julia Beacon, NY
Good luck, Alaska SeaLife! Thank you for everything!
Erin Anchorage, AK
We are life long Alaskans and we love coming to the center when we visit Seward. We can’t let the facility close. It would be heartbreaking.
Natalie Anchorage, AK
My family loves visiting Seward and most of all the sealife center! Thank you for all that you do!
Emma Atlanta, GA
As a former intern and now employee at another AZA institution I know the importance of all the work the ASLC does and the huge impact it makes, and want to be sure the opportunity for others to participate as I did still exists.
Andrea Wasilla, AK
Hope to be back there in person some day!
Kathy Fairbanks, AK
We have loved our previous visits there and just want to help.
Mathew Fairbanks, AK
My family was planning on visiting this summer from Fairbanks. When we heard the Center was at risk of closing, we had to donate to keep it going. You are a highlight of our family trips. This is what we would have paid for admission. We hope it helps!
Anna Anchorage, AK
I just hope the center can stay open so I can take my kids there sometime.
Brittany Eagan, MN
I have been visiting the Sea Life Center since I was a kid, and absolutely love my experience every time I go!! What a wonderful place! Thank you for all of your hard work and everything that you do for the animals!
Vicki Ogden, UT
We have enjoyed visiting your facility over the years when we are in Alaska. Keep up the great work. We are cheering for you
Jackie Naples, FL
We have visited here while living in Alaska via the Military. It is so amazing and beautiful. We have since moved away but hope to be able to return on our next visit!
Lindsey Wasilla, AK
Praying you don’t shut down. We love coming here. Planning a trip soon!
Erica Kenai, AK
Save the center
Eliana Anchorage, AK
I remember going to the Alaska SeaLife Center for a girl scout sleepover it was so much fun. 10+ years later I still love to go there and visit the animals.
Tristan Wasilla, AK
I cherish memories of my dad bringing me here when I was young. I want to continue bringing my son there as he grows up.
Abby Eagle River, AK
We love you guys!
Brooke North Pole, AK
The SeaLife Center is externally important to Alaskans and our state. If I could I’d donate way more.
Erin Fairbanks, AK
I'm sharing across multiple social media platforms about your need for financial assistance. I live in Fairbanks, but if there is more I can do, please contact me.
Tiffany Wasilla, AK
I wish I could donate more! I will when I can. I hope beyond hope you can stay open â¤ï¸
Jose USAF Academy, CO
hope this helps with keeping you guys a float!
Shelley JBER, AK
Please don’t close! You are an amazing place our state can’t lose! Try for the pandemic help money.
Heather Kenai, AK
I’ve brought my kids here for the last 6 years...now they are older than 17 and my little baby niece is getting to the age to really be aware. I want her to be able to grow up visiting here as well and I hope enough people chip in to make that possible!
Andrea Hamburg,
Visited you often. Love your place. Will be back (hopefully soon). Stay save and please carry on xxx from Hamburg, Germany
Sitha Anchorage, AK
To help prevent closure.
Joanne Anchorage, AK
Stay strong Tara and team! I pray Alaskans will not let you close!!!
Brook Anchorage, AK
Thank you for everything you do for our communities!
Diana Wasilla, AK
Keep the center open. Its a delight for everyone that is able to walk through your facility.
Penny Bozeman, MT
Our daughter and grandson live in Alaska and love your facility. We heard your finances are tight due to last year's fires and low tourists because of COVID-19; thus, we want to help.
DeAnn Port Angeles, WA
I appreciate all you do for the people and marine animal community. Thank you!
Dawn Anchorage, AK
💕
Theresa Bethel, AK
I saw the KTUU article about the potential of you closing and am heartbroken about this. I hope you are able to raise the money you need to continue during COVID. There are non-profit CARES funding opportunities, and I hope that you are pursuing that.
Christie Amherst, NY
This is such an important institution that brings together people from all around the world. I love how the SeaLife Center encourages conservation through education and community outreach. This is truly a place like no other. It must not close.
Christi Ocala, FL
Seeing this video brought tears to my eyes. I grew up in Alaska and visited the SeaLife center with my school as a kid. Now I'm married and live far, far away in Florida but my heart is always with Alaska. I hope my donation helps.
Liz Anchorage, AK
My children and my students love ASLC. I want it to be there when this pandemic is over.
Hayley Anchorage, AK
I love the sea life center, and all the help they do for the animals!
Norm Seward, AK
I support the Alaska Sea Life Center
Madelene Bethel, AK
Very grateful to have gone here as a child and we look forward every year to bringing our students. Thanks for all you do!
Amanda Beavercreek, AK
Love the SeaLife Center!
Patty Eagle River, AK
I hope enough Alaskans donate to support your good work.
Miranda Palmer, AK
YOU MEAN SO MUCH TO US!!
Lisa Portland, OR
I'm from Oregon. I visited the SeaLife Center in 2016 and was very impressed with your facility. I'm sorry I can't donate more, but I'm hoping the little I can give at this time will help. Wishing you all the best.
Brittany Chugiak, AK
Doing a small part to help keep the center open!
Alexander Boise, ID
I hope my donation can help people in the future enjoy the ASLC as much as I did as a kid!
Jason Wasilla, AK
Good luck
Zachariah Boca Raton, FL
Keep the Sea Life Center open!!!
Kelsey Anchorage, AK
We have loved our visits there. You have also generously donated passes every year to our school’s auction and appreciate your support and participation in your community!
Andrea Wasilla, AK
I pray you reach the amount you need!
Liza Anchorage, AK
We value your mission so much!
And we love visiting too
Jennifer Anchorage, AK
â¤
Laura Anchorage, AK
We hope you make enough money to survive!
Sam Anchorage, AK
From my girlfriend and I. We’re donating as lifelong Alaskans who support everything the sea life center stands for, and the rehabilitation and sanctuary efforts it provides for all marine mammals. I hope that this donation helps in these tough times.
Dehrich Kodiak, AK
I love the sea life center! I went numerous times growing up, and I hope to take my own kids in the coming years.
Ryane Anchorage, AK
Thank you for taking such good care of the animals that reside in your facility
Jordyn Phoenix, AZ
I was born and raised in Alaska. I remember vividly visiting the Center for a field trip in elementary school and sleeping by the animals on the floor. I don’t live in Alaska anymore but this place deserves a shot to stay open🖤sorry I can’t give more!
Kay Longmont, CO
My son works for Alaska Fish and Game. I appreciate all you do. I hope this small donation will help.
Angie Willow, AK
Love the Sealife Center and want to see you
Co Timor on in your mission and be able to enjoy visiting for many years to come!
Alicia Anchorage, AK
love this place
Julie Pembina, ND
We love AK SeaLife Center. It's a small amount but I hope it helps!
McKenna Willow, AK
Thank you for all that you do!
Merilee Anchorage, AK
I hope you stay open
Jennifer Kenai, AK
I live in Kenai but really enjoy going to the sea lofe center with my family
Breanna Kingsville, TX
I’m stationed in Texas but growing up I used to always visit! I love viewing the animals
Kelley Eagle River, AK
Trying to help save the SeaLife Center
Jenny Barceloneta, PR
I have a privilege to live in Seward for 3 years and I love the Sealife Center and their contribution to Science and Education.
Elizabeth Anchorage, AK
When I heard about the potential closing j had to do something. I shared the KTUU article on my FB page to friends and family in and outside the state. I hope the center receives more money to continue it's amazing mission.
Marie DeLand, FL
Hello from Florida. I have family in Alaska.
Molly Anchorage, AK
We love and appreciate what you do for Alaska’s sea life! We hope you are able to stay open through this hard time. We will come visit soon!
Megan Anchorage, AK
We want to see the Sea Life Center continued to be open! We absolutely love visiting and knowing how much the workers care for the animals.
Judy Anchorage, AK
Request for each Alaskan to support Sealife Center. Please set up a “go fund me”.
Sherry Peyton, CO
Don't live in the state but love the center!
Linda Virginia Beach, VA
Love what you do and hope this helps keep your doors open!
Melissa Severna Park, MD
I truly hope you all can pull through! Thank you so much for everything you do to help our wildlife!
PS Thank you for the 100 book marks for my wedding favors a couple years ago...They were a HUGE hit!!!
Alissa Wasilla, AK
I wish I could do more to help.
Margie Anchorage, AK
You are appreciated!
Deborah Wasilla, AK
I hate to see this place close, but maybe you could start a go fund me acct. it was hard for me to navigate to get to the donate area. Maybe put a video/ public service announcement together or have someone donate to run a commercial
Elizabeth Fairbanks, AK
I hope you can keep the SeaLife Center open!
Roxanne Emporia, KS
I hope this helps. You are loved!
Neil Anchorage, AK
Looking forward to taking my 1 year old son to the sea life center In the future. Please keep your doors open!
Brittany Little Rock, AR
We don't live in Alaska, but look forward to visiting some day and hope that you will be a part of our tour. Sending love and support from Little Rock, Arkansas.
Claudia Talkeetna, AK
I wish I could donate more! The center has to stay open and we have to help each other in these difficult time!
Abby Overland, MO
I love the seal life center! I'll do what I can to see it thru this challenging time.
Kat Anchorage, AK
Please stay open I love you guys. I hope you figure things out â¤ï¸
Kirsten South Royalton, VT
thank you for your important work!
Felisa ELMEDORF AFB, AK
I want AK Sealife Center to continue. We Alaskans love the place and had no idea you guys were in such dire straights. Put the word out in as many news outlets as possible. Stating that if every Alaskan gave $5 you would meet your goal was a powerful mess
Turner Wasilla, AK
I wish I could help more!
Tiffany Anchorage, AK
Please stay open!
April Richmond, TX
I used to live in AK and always loved visiting ASLC. I hope to help ensure this center remains open!
Cari Eagle River, AK
Hoping all Alaskans will join in to help keep the center open!!!
Kelsey Soldotna, AK
I hate seeing you guys struggle :(
Alice Sodotna, AK
I love this place and hope my daughter who is still just an infant can come here!!
Rogue Alamogordo, NM
As a long aspiring marine biologist, this is a cause near and dear to my heart. I'm sending a lot of love out from New Mexico. I pray your goals will be met. I've also established a fundraiser for you all.
Clarissa Anchorage, AK
I like the workers, they really care for the animals.
Jody Sandy, UT
We live in Utah and have fond memories of our visit to the Sea Life Center. It would be such a loss to loose such an amazing place.
Meet Mara, our resident Steller sea lion mom and her pup, born June 26 on this once-in-a-lifetime exclusive tour.
Have a chance to feed Mara and watch her interact with her new pup. Learn from our marine mammal staff what it takes to be a good Steller sea lion mom and what it was like welcoming the pup into the world. Don't miss this first time offered interaction that will be available for a very limited time.
For the safety and well-being of our animal residents there is no photography allowed on this tour.
Flat-Rate Price: $399.95 per group of 1-5 people - members get a 20% discount, buy your membership today and use the benefits immediately
*Guests under 16 must be accompanied by a paying adult
Tickets only valid for date selected. Tickets must be purchased at least one hour in advance. All guests must wear a face covering on this tour. If you cannot wear a face covering due to a medical condition, please email onlinesales@alaskasealife.org to arrange an accommodation before booking the tour.
Similar to booking a flight or purchasing concert tickets, the plan-ahead pricing model allows our guests to get the best deal on tickets when purchased in advance.
Don't wait! Guests who wait until just before a visit to buy tickets will see higher prices.
The Plan-ahead pricing tool will consistently update, allowing guests to pick a time and date to visit that works best for their schedule and budget.
Ticket prices vary by date and entry time based on several variables, including demand and time of year. Purchasing early guarantees the most cost-effective option for the day and time of your visit.
The best way to take advantage of plan-ahead pricing is to book your visit in advance. The current listed prices are the best rates for that date; they will not decrease, but they will increase.
Yes, we offer Alaska Resident, Military, and Child Pricing. All of these options are available for purchase online.
Includes: Getting up close with different animals at the Center with the education and husbandry teams.
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
Teachers & Groups, please visit our Distance Learning page to find out about group programs.
Wildcard Week:Benthic Buddies
Variety is the spice of life, especially in the sea! ASLC's award-winning education team will provide an engaging program on a topic of their choice. Topics will change monthly; next up is: Benthic Buddies with special guest, Ms. Mallory Adventures! Ms. Mallory is a wildlife educator and science communicator known for her live nature classes and love for all things creepy crawly! Join our education team and Ms. Mallory online, from the comfort of your own home, to learn about some of the creatures that live in the lowest levels of the ocean and rivers.
In this season of thankfulness, it's important to remember that gratitude doesn't end at the tideline! Join a member of our education team to learn about some interesting relationships between sea creatures.
Upcoming Dates:
Tuesday, November 24 - 3:00pm (Episode 2: Benthic Buddies with Special Guest: Ms. Mallory Adventures)
Wednesday, November 25 - 11:00am (Episode 2: Benthic Buddies with Special Guest: Ms. Mallory Adventures)
Awesome Aquarium Animals
There's something fishy going on at the ASLC! Members of our education and aquarium staff will share an up-close look at some of the fish and invertebrates living here at the Center.
Upcoming Dates:
Tuesday, December 1 - 3:00pm (Episode 2: The Awesome Octopus)
Wednesday, December 2 - 11:00am (Episode 2: The Awesome Octopus)
Mighty Marine Mammals
What makes marine mammals so marvelous? Take a Virtual Visit alongside our education and mammals teams to discover what allows Alaska's marine mammals to thrive both on land and in the sea.
Upcoming Dates:
Tuesday, December 8 - 3:00pm (Episode 2: Raising a Steller Sea Lion Pup)
Wednesday, December 9 - 11:00am (Episode 2: Raising a Steller Sea Lion Pup)
Seabird Superpowers!
Bird fans assemble! Join members of our education and avian staff to get an up-close look at the amazing abilities that allow our seabirds to explore the ocean.
Upcoming Dates:
Tuesday, December 15 - 3:00pm (Episode 3: Caring for our Super Seabirds)
Wednesday, December 16 - 11:00am (Episode 3: Caring for our Super Seabirds)
October 2023-January 2024: 1:30 pm Mondays and Saturdays
Duration: Approximately 30-minute tour
Maximum of 6 people per tour - ages 10+*
Learn about the smallest species of seal in the world! Go behind the scenes and observe a seal feeding session. Our marine mammal team will teach you about their natural history, habitats, feeding, conservation, and more.
No photography allowed on this tour.
One Group Per Tour
Group Size of 1-2 People: $274.95
Group Size of 3 People: $324.95
Group Size of 4 People: $374.95
Group Size of 5 People: $424.95
Group Size of 6 People: $474.95
Members get a 20% discount, buy your membership today and use the benefits immediately.(does not include admission)
*Guests aged 10-16 must be accompanied by a paying adult
Tickets only valid for date selected. Online tickets must be purchased at least one day in advance.
Welcome to Virtual Small Fry School - The Fun Learning Show for Kids!
At Virtual Small Fry School, join us from anywhere in the world to explore the amazing underwater world of Alaska! This educational and fun kids' show is perfect for pre-k learners (ages 3-5) who love sea animals and want to learn all about them!
In each 2-5 minute episode, your little one will join Allie, Aurelia, Auntie Carol, and more of our friends at the Alaska SeaLife Center to meet awesome sea creatures like sea urchins, sea stars, seals, octopuses, sea lions, and more. We’ll learn new big words and practice counting while we play, move like animals, and discover how these underwater creatures live, eat, and find their homes.
Each month, we'll explore new themes:
1. Squishy, Prickly, & Sticky – Meet squishy, prickly, and sticky animals of the sea!
2. Animals Like You & Me – See how sea animals are just like us!
3. Hide & Seek – Learn how animals use camouflage to blend into their environment!
4. ABCs of the Sea – Get to know our puffins, sea lions, diving ducks, and salmon up close!
5. Homes – Discover how sea animals find safe places to live!
With fun activities, games, and amazing facts, Virtual Small Fry School makes learning about sea animals easy and exciting for little ones. Kids will be inspired to care for the ocean and explore the wonders of Alaska’s sea life. By the end of each episode, your little one will be excited to explore the natural world and understand how we all play a part in keeping our environment healthy and happy!
In the description of each episode you’ll find a link to an overview of the week's topic, as well as suggested activities and crafts.
Virtual Visits bring you an inside look at the animals and staff that contribute every day to the mission of the Alaska SeaLife Center. Whether you consider yourself an ASLC amateur or an "a-fish-ionado," there is always something to discover!
Weekly Virtual Visit episodes available now on the ASLC Facebook and Youtube pages!
Subscribe to our YouTube channel and watch new and previously aired episodes at any time:
Variety is the spice of life, especially in the sea! ASLC's award-winning education team will provide an engaging program on a topic of their choice. Topics will change monthly.
Tuesday, March 16 - 3:00pm
Episode 6: Choose your own Aquarium Adventure!
Wednesday, March 17 - 11:00am
Episode 6: Choose your own Aquarium Adventure!
Tuesday, April 13 - 3:00pm
Episode 7: Conservation Connections
Wednesday, April 14 - 11:00am
Episode 7: Conservation Connections
Tuesday, May 4 - 3:00pm
Episode 8: Sea Star Wars
Wednesday, May 5 - 11:00am
Episode 8: Sea Star Wars
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
There's something fishy going on at the ASLC! Members of our education and aquarium teams will share an up-close look at some of the fish and invertebrates living here at the Center.
Tuesday, March 23 - 3:00pm
Episode 6: New Fish on the Block
Wednesday, March 24 - 11:00am
Episode 6: New Fish on the Block
Tuesday, April 20 - 3:00pm
Episode 7: Outstanding Octopus
Wednesday, April 21 - 11:00am
Episode 7: Outstanding Octopus
Tuesday, May 18 - 3:00pm
Episode 8: Dive into the Rocky Coast Discovery Pools
Wednesday, May 19 - 11:00am
Episode 8: Dive into the Rocky Coast Discovery Pools
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
What makes marine mammals so marvelous? Take a Virtual Visit alongside our education and mammals teams to discover what allows Alaska's marine mammals to thrive both on land and in the sea.
Tuesday, March 30 - 3:00pm
Episode 6: Steller Haul Out
Wednesday, March 31 - 11:00am
Episode 6: Steller Haul Out
Tuesday, April 27 - 3:00pm
Episode 7: Rescue Road
Wednesday, April 28 - 11:00am
Episode 7: Rescue Road
Tuesday, May 25 - 3:00pm
Episode 8: Checking out Chiswell
Wednesday, May 26 - 11:00am
Episode 8: Checking out Chiswell
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
Bird fans assemble! Join members of our education and avian teams to get an up-close look at the amazing abilities that allow our seabirds to explore the ocean.
Tuesday, April 6 - 3:00pm
Episode 7: Chilling with the cliff dwellers
Wednesday, April 7 - 11:00am
Episode 7: Chilling with the cliff dwellers
Tuesday, May 11 - 3:00pm
Episode 8: Nestle in with Eiders
Wednesday, May 12 - 11:00am
Episode 8: Nestle in with Eiders
Length: approximately 30 minutes
Platform: Zoom videoconference
Cost: $10 per registrant link (members get a 50% discount)
Details & Restrictions: You will receive a Zoom link after you have registered. Each link is good for one device and cannot be shared. Times listed are in the Alaska Time Zone. Last sign-up is 60 minutes before the start of each program.
The work of the Alaska SeaLife Center is made possible in part through the generosity of individuals and organizations. We are so grateful to all supporters.
We are proud to recognize donors of $250 and more.
2020 Donors
2019 Donors
2018 Donors
2017 Donors
2016 Donors
2015 Donors
Those who have donated in 2021 will be recognized in early 2022.
Kids and kids at heart will love coloring their favorite Alaska SeaLife Center animals. Download and print any of these coloring pages right from our site by clicking an image below!
Thanks to you, we are staying open. You have given us so much support, but the reality is that our financial difficulties are far from over. You can spread the word about the Alaska SeaLife Center to help ensure we do more than barely survive.
These coloring pages are a new perk of Alaska SeaLife Center membership! As a member, you will recieve monthly coloring pages themed after our animals at the Center!
Become a member and start receiving exclusive monthly coloring pages and other benefits here.
Visit Alaskan artists and vendors from 9 AM - 7 PM in the ASLC Plaza all weekend long!
Saturday, June 11, 2022
Art Vendors - 9 AM to 7 PM in the ASLC Plaza
Visit Alaskan artists and vendors from 9 AM - 7 PM in the ASLC Plaza all weekend long!
Welcome Booth with Bird Information - 9 AM to 7 PM in the ASLC Plaza
Visit the welcome booth for information and activities.
Meet & Greet with Bird Experts - 10 AM to 11:30 AM at the Branson Pavilion
Join bird experts from Alaska and share your birding stories! This casual event connects bird enthusiasts with bird scientists. All are welcome!
Special Seabird Activities - 12 to 3 PM at the Welcome Booth
Meet ASLC staff and participate in seabird activities.
Kids Activities with "Tuffy" the ASLC Mascot! - 12 to 3 PM at the Welcome Booth
All ages are welcome to come and meet Tuffy the ASLC Puffin mascot! Kids activities will be provided.
Seabird Waterfront Walk with NPS Interpreter - 1 PM to 3 PM (estimated end time)
Meet with an NPS interpreter at the NPS Visitor Center near the Boat Harbor (1212 4th Avenue, Seward, AK) and take a walk along the waterfront to learn about local bird species. The walking tour will end near the SeaLife Center parking lot aroudn 2:30 PM.
Tuffy's Puffling Parade - 2 PM at the ASLC Plaza
Create your own puffin mask or costume and join Tuffy in a puffling parade around the ASLC Plaza! The walking parade will begin at 2 PM.
Bird Trivia Night - 7 to 9 PM at Zudy's Cafe
Gather your bird-loving friends and join us for a fun night filled with bird trivia at Zudy's Cafe! Food and drink will be available for purchase.
Sunday, June 12, 2022
Art Vendors - 9 AM to 7 PM in the ASLC Plaza
Visit Alaskan artists and vendors from 9 AM - 7 PM in the ASLC Plaza all weekend long!
Major Marine Special: Birding Boat Tour - 9 AM to 5:30 PM
Celebrate the arrival of Alaska’s seabirds! Major Marine Tours will be hosting a special discounted cruise for festival attendees on Sunday, June 12. Explore the best seabird viewing areas in Resurrection Bay, Northwestern Fjord, and Kenai Fjords National Park on the 8.5 hour small vessel cruise. The boat departs at 9 AM and return at 5:30 PM. Reservations are required. Visit the Major Marine Website for details on how to book this special tour at a 25% discount rate for festival attendees!
The 2025 - 2026 Small Fry School sessions will be held weekly on Thursdays at 11:00 a.m. starting in October.
Small Fry School is a FREE educational program at the Alaska SeaLife Center, specially designed for preschool-aged children!
At Small Fry School, we invite you and your pre-K learner(s) to join us in person at the Alaska SeaLife Center for a fun and exciting adventure under the sea, where curious little explorers get to meet all kinds of amazing animals that live in our backyard. Each week, we’ll dive into the world of sea stars, sea urchins, puffins, seals, sea lions, and more—learning about their homes, behaviors, what makes them so special, and how they aren’t so different from you and me.
Designed especially for preschoolers, Small Fry School is a FREE educational program that combines engaging videos, hands-on activities, and interactive learning to help kids connect with their environment and its animals. From hopping like a seal to touching a sticky octopus, each episode is packed with fun, laughter, and lots of new discoveries!
At Small Fry School, your little one will be excited to explore the natural world and understand how we all play a part in keeping our environment healthy and happy.
So come on–gather your Small Frys and we’ll see you soon!
Join our Small Fry School Facebook Group to access Pre-K activities from our education team and connect with other families!
Stay updated with weekly schedules, curriculum, games, and more. For additional information email: smallfry@alaskasealife.org or call: 907-224-6306
*Participants must be accompanied by a parent or guardian.
Exploring the Coastline October 2, 9, 16, 23 & 30* Discover what it’s like to live near the ocean! We’ll explore tidepools, meet the animals of the intertidal zone, and learn about the birds that live along the coastline. Hands-on activities and playful exploration will bring the shoreline to life! *Thursday, Oct. 30 - Kids are encouraged to come in costume
Amazing Alaska Animals November 6, 13, & 20 Let’s meet some of Alaska’s coolest creatures! From clever octopuses to playful sea otters and even mysterious ice seals, we’ll discover the amazing tricks they use to live in their wild homes. *Thursday, Nov. 27 - NO Small Fry School
Life in the Dark December 4, 11 & 18 Dive into the deep sea to explore creatures who thrive without sunlight. Kids will discover ocean zones and animals with amazing adaptations—like glowing in the dark! *Thursday, Dec. 25 - NO Small Fry School
Sunlight and Sea January 8, 15, 22 & 29 Learn how light helps the ocean come alive! Kids will explore kelp forests, seagrass beds, and plankton, discovering how these ocean plants and tiny creatures use light to grow and thrive. *Thursday, Jan. 1 - NO Small Fry School
Caring for Our Ocean February 5, 12, 19 & 26 Let’s dive into how people and the ocean are connected! From scuba diving and fishing to learning how Alaska Native peoples care for the sea, kids will discover fun ways we can all help protect our ocean home.
You are seeing a livestream of what ASLC scientists are seeing right now on the Chiswell Island Steller sea lion rookery. ASLC scientists have been monitoring the behavior and population dynamics of the Endangered Steller sea lions in the Gulf of Alaska since 1998.
Are the cameras not live?
When the signal is unavailable during observation hours (9 AM - 6 PM AK time) or non-observation hours (6 PM - 9 AM AK time), we will play previously recorded footage until the livestream is restored. The success of the remote-operated camera system is determined by many unpredictable factors, including consistent wind and solar energy to fuel the batteries.
About the Chiswell Island Steller sea lion remote video monitoring project:
The ASLC Remote Video Monitoring Team collects data every year by remotely controlling cameras in the Gulf of Alaska from an office at the Alaska SeaLife Center. The data that has been collected has taught us not just about these amazing marine mammals, but about the entire ecosystem that they live in. This livestream is for scientific and educational purposes and will contain unpredictable moments from the wild that may be graphic for some viewers. Examples of these moments could include births, males defending territories, pup mortality, predation, and more. Activities permitted by: USFWS Land Use Permit, NMFS Permit No. 22293
Watch weekly highlight videos from the research team:
Our Chiswell Island Research Team shares weekly video updates from the observation season, check out the playlist to see incredible moments from this season:
Be a supporter of this critical long term monitoring research and help us continue this project for years to come! Select "Science & Research Programs" in the pull down menu.
About the "Roundup for Wildlife Response" Fundraiser
From August 20 - 26, 2024, we’ll be sharing never-before-seen wildlife response stories on our social media pages. Please follow us on social media to learn more about this important program and help sustain this incredible work for years to come.
This week only! Every donation of $25 or more to the ASLC Wildlife Response Program will receive a limited edition sticker featuring this year's walrus calf patient! This offer is only available from August 20 - 26, 2024, and you must use this link or the button.
About the ASLC Wildlife Response Program You're Supporting
As the only facility authorized to respond to stranded and injured marine mammals in Alaska, the ASLC’s Wildlife Response Department is a critical resource for ailing and abandoned marine wildlife throughout the state. Pairing compassion with expertise, our team works tirelessly to provide numerous species (sea otters, seals, beluga calves, walrus calves, fur seals, and countless bird patients) with a second opportunity to thrive.
Our department is also uniquely positioned to address up-and-coming challenges to arctic biomes, as data obtained through patient rehabilitation and necropsies on deceased wildlife helps us document environmental abnormalities as they occur. Additionally, our trained staff and mobile response units are kept deployment-ready year-round in the event of oil spills and other hazards that threaten local wildlife.
While the scope of our mission is large, our work is upheld by a network of allied organizations, trained professionals, volunteers, and followers like you! Through your ongoing support, we have been able to spread our impact globally, sharing the stories that inspire millions while building knowledge and resources for a future generation of ocean stewards. On behalf of the ASLC, our passionate wildlife response staff, and the ocean life they protect and nurture, we thank you for your donation.
The ASLC’s Wildlife Response Program facilitates important research, provides disaster readiness, rescues and rehabilitates animals in need, and raises empathy and awareness for marine life across the globe. Your donation is vital in helping us continue and expand these mission objectives.
Sustaining donors are individuals who donate monthly. By choosing to donate each month, you give the gift of stability by ensuring a sustainable flow of resources no matter the season.
Just as a salmon smolt thrives in the community of its school, the Alaska SeaLife Center relies on the School of Sustainers, brought together by the shared value of conserving and stewarding Alaska’s marine ecosystems.
If you choose to join the School of Sustainers, please know that we keep your information secure and you have the ability to cancel your donations at any time. If you would like to cancel or alter your recurring gift, please call Laura Swihart Thacker, Development and Guest Services Supervisor, 907-224-6337 or email development@alaskasealife.org.
Your monthly gift is more than a donation – it’s a powerful current that keeps the mission in motion.
Veterinary/Research Externship in Marine Animal Health
This externship is offered as a partnership between Dr. Hollmen’s research laboratory and the veterinary sciences department at the Alaska SeaLife Center.
This opportunity will occur in Seward, Alaska, a world-class marine animal research and rehabilitation facility. The extern will learn about research centering on the One Health concept by participating in projects relating marine animal health and conservation in the Arctic, in the context of ecosystem health. Student opportunities involve laboratory research using physiological, molecular and biochemical methods, animal health, and may involve an opportunity to participate in field investigations on marine ecology and disease epidemiology. The student will be able to shadow and may participate in veterinary procedures with the Alaska SeaLife Center veterinary team as schedule allows.
Experiences lasting a minimum of 3 weeks and a maximum of 12 weeks are available. Only one Scholar will be scheduled at a time. Limited positions are available year-round based on veterinary and research joint decision of project and time availability.
Veterinary students at any level may apply but please note that hands-on clinical opportunities may not be available due to permit restrictions so this experience may not fulfill the clinical experience needs of upper level students though may qualify as a research rotation. Applicants must currently be enrolled in a Doctor of Veterinary Medicine (DVM) Program.
Work hours are typically 8:30–5:00 but may vary depending on the needs of the center, wildlife response, or the specific project assigned. The work week will typically be Monday through Friday. However, students should be flexible if opportunities arise on their weekend days.
Housing is not provided. Students should provide their own transportation to and from the aquarium. There is limited public transportation but most places in Seward are within walking or biking distance. Health insurance is required.
Apply by March 10th, 2025, for full consideration. All applicants will be reviewed annually and will receive notification regarding final decisions within 2 months of the application deadline. Some dates may not be available for externships, so please provide up to 3 different sets of non-overlapping dates in your cover letter.
Required application materials:
Cover Letter/ Letter of Intent
Curriculum vitae/resume
Veterinary School transcript, electronic copy (unofficial is acceptable)
3 letters of recommendation
3 sets of available dates in order of preference included in the application’s ‘AVAILABILITY’ section in the area in which you are asked to ‘Please explain the time frame you will be available to volunteer.’
*Apply through our “Join Our Staff” page at www.alaskasealife.org. under “Employment Opportunities” click on the Marine Animal Health Externship option and include “Marine Animal Health Externship” in the subject line of your cover letter. Upload all documents and information requested above. Incomplete applications will not be considered. It is the student’s responsibility to check that their information packet is complete. Your application will be reviewed by Veterinary and Research Staff.
1. Introduction
The Alaska SeaLife Center invites qualified bidders to submit sealed bids for the sale of a used 21’ Parker fiberglass cabin cruiser vessel and 1,400 lb. capacity EZ Loader trailer. This procurement aims to update our fleet to support our research and outreach activities.
2. Viewing Opportunities
Interested bidders are invited to view the vessel and trailer in person at Storm Chasers Marine Services, located at 13552 Lowell Point Rd, Seward, AK 99664. Viewing opportunities are available during normal business hours, which are Monday through Friday, 8 am to 5 pm. Climbing on and/or entering the vessel is not permitted.
3. Bid Submission
Bids should be delivered or mailed in a sealed envelope and addressed as follows:
Alaska SeaLife Center
Attn: Johanna Kinney, RE: ASLC-ITB-2025-01
PO Box 1329
Seward, AK 99664
Envelopes must be clearly marked “ITB – Cabin Cruiser and Trailer: ASLC-ITB-2025-01”.
Bids can be delivered in person to the front ticket counter at the Alaska SeaLife Center, located at 301 Railway Avenue, Seward, AK 99664, during normal business hours. To be considered, bids must be received by 3:00 p.m. on June 18, 2025.
Bid contents should include the bidder's name, mailing address, phone number, bid number (ASLC-ITB-2025-01), bid item (Cabin Cruiser and Trailer), and bid amount. No money should be included in the bid envelope.
4. Evaluation and Award
Bids will be evaluated based on complete bid information and price. The Alaska SeaLife Center reserves the right to accept or reject any bid and waive any minor irregularities.
5. Additional Terms
The successful bidder must remit payment in cash or a cashier’s check and sign a bill of sale by June 25, 2025.
Upon successful payment, execution of the bill of sale, and transfer of the trailer title, the successful bidder is responsible for either removing the items from the Storm Chasers' property by June 30, 2025, or providing documentation of a new storage services agreement to remain at the current location.
The vessel and all associated equipment, parts, and materials are being offered and will be sold “AS IS, WHERE IS,” with no warranties or guarantees, express or implied, including but not limited to any warranty of merchantability or fitness for a particular purpose. The buyer assumes all responsibility for inspection and evaluation of the items prior to purchase and agrees to accept the items in their present condition.
Vessel and Trailer Specifications
Vessel Details:
Vessel Name: Sea Searcher
Type: Cabin Cruiser
Year: 2003
Length: 21 feet
Vessel Make: Parker Marine Enterprises
Hull Material: Fiberglass/plastic
Engines: 2 Yamaha Outboard engines, 200 HP / 10 HP each
Fuel Capacity: 80 gallons (gasoline)
Trailer Details:
Type: EZ Loader – EZZY
Class: 31
Year: 2003
Body: BT
Weight: 1,400 lbs
Most recent boat surveys and additional photos are available upon request to Johanna Kinney: johannak@alaskasealife.org, 907-224-6349.
1. Introduction
The Alaska SeaLife Center invites qualified bidders to submit sealed bids for the sale of a used aluminum-pontoon platform barge with hydraulic steering console. This procurement aims to update our fleet to support our research and outreach activities.
2. Viewing Opportunities
Interested bidders are invited to view the vessel in person at Storm Chasers Marine Services, located at 13552 Lowell Point Rd, Seward, AK 99664. Viewing opportunities are available during normal business hours, which are Monday through Friday, 8 am to 5 pm. Climbing on and/or entering the vessel is not permitted.
3. Bid Submission
Bids should be delivered or mailed in a sealed envelope and addressed as follows:
Alaska SeaLife Center
Attn: Johanna Kinney, RE: ASLC-ITB-2025-02
PO Box 1329
Seward, AK 99664
Envelopes must be clearly marked “Platform Barge: ASLC-ITB-2025-02”.
Bids can be delivered in person to the front ticket counter at the Alaska SeaLife Center, located at 301 Railway Avenue, Seward, AK 99664, during normal business hours. To be considered, bids must be received by 3:00 p.m. on June 18, 2025.
Bid contents should include the bidder's name, mailing address, phone number, bid number (ASLC-ITB-2025-02), bid item (Platform Barge), and bid amount. No money should be included in the bid envelope.
4. Evaluation and Award
Bids will be evaluated based on complete bid information and price. The Alaska SeaLife Center reserves the right to accept or reject any bid and waive any minor irregularities.
5. Additional Terms
The successful bidder must remit payment in cash or a cashier’s check and sign a bill of sale by June 25, 2025.
Upon successful payment and execution of the bill of sale, the successful bidder is responsible for either removing the vessel from the Storm Chasers' property by June 30, 2025, or providing documentation of a new storage services agreement to remain at the current location. No trailer is included with the vessel.
The vessel and all associated equipment, parts, and materials are being offered and will be sold “AS IS, WHERE IS,” with no warranties or guarantees, express or implied, including but not limited to any warranty of merchantability or fitness for a particular purpose. The buyer assumes all responsibility for inspection and evaluation of the items prior to purchase and agrees to accept the items in their present condition.
Vessel Specifications
Vessel Details:
Vessel Name: SSL Barge
Year: 2003
Overall length: 32 feet
Overall width/beam: 10 feet
Deck load capacity: 10,000 pounds
Weight: 3820
Vessel Make: Alcan Products Ltd
Hull Material: double aluminum pontoon structure
Pressure-treated lumber deck
Propulsion: outboard compatible (no motors are for sale)
Additional photos and information are available upon request to Johanna Kinney: johannak@alaskasealife.org, 907-224-6349.
***Motors and equipment shown in photographs are not for sale.
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When: July 28, 2018
When: February 16, 2019
