This week, Gwen Baluss will be in town to band juncos, chickadees, and sparrows again, and we could use your help! This effort is part of a long-term study to better understand the winter movements of these species. Last year we banded 97 birds and monitored them all winter long with your help.
If you are interested in helping band birds, or just see how it’s done, there are several opportunities!
TUES, 19 Nov, 730pm, UAS room 106, bird-banding presentation and intro for banding assistants and interested folks
Wed, Thu, Fri (20-22 Nov), morning and evenings, help us band birds! Email firstname.lastname@example.org to coordinate a time slot.
Following is a link to the work we did last year:
In early October two high school students, Sitka Sound Science Center educator Ashley Bolwerk, and I traveled to Lake Suloia on Chichagof Island. This trip was part of the Community Wilderness Stewardship Project funded by the National Forest Foundation and the Sitka Conservation Society Living Wilderness Fund in order to gather baseline data on wilderness areas in the Tongass National Forest. Flying in a Beaver for the first time, I was able to see Southeast Alaska from a new perspective. As you fly from island to island, one can get lost in the sight of the Tongass from above. I was amazed at the beauty of Lake Suloia, peaking through the valley as we approached Chichagof Island. Upon landing, I realized my mistake of wearing hiking boots instead of Xtratufs. Fortunately, Ashley was able to give me a lift from the Beaver floats to shore.
Within our first hour, we had something to record for the Wilderness Stewardship Project: our first plane. We could not see it due to the low clouds, but it seemed fairly close. We went on a hike around the lake to look for beaver traps that were previously dropped off by a high school teacher but never set. Although unsuccessful, we became lovers of the muskegs and masters at dodging Devil’s Club. There were many signs of black tailed deer: tracks, scat, and trails that went under logs far too low for us to follow. We saw some small black birds with white wing tips on the lake, too far away to identify without binoculars. We were able to harvest Lingonberries and cranberries in the muskeg along with Labrador tea.
This particular trip provided for opportunities to explore and share my experience as the Living with the Land Jesuit Volunteer at SCS. I have learned about subsistence harvest of fish, game and wild plants upon which the Southeast community depends. I have gathered abundant wild edibles in the forest and muskeg to make fruit leather, jam, and other tasty treats. The area around Lake Suloia was no exception to the availability of these foods to support this Alaska way-of-life. I was able to teach the students on the trip how to identify cranberries, Lingonberries, crowberreis, bunchberries, and Labrador tea, which are all found in the muskeg. We also had a lesson on the Leave No Trace (LNT) wilderness ethics, which guide an explorer to travel with intention in the wilderness. It is an important practice to live by in the wilderness.
The Jesuit Volunteer Corps Northwest values of simple living, community, spirituality/reflection, and justice were very present on this trip into the wilderness. Although I thought we were living in luxury with a wood stove and outhouse in the forest service cabin, it was still a lesson in simple living! We talked about how little we need to survive in the wilderness: warm layers, rain gear, and Xtratufs take care of the basic need to stay warm in this coastal temperate rainforest. It excites me how simple living ignites creativity and shared talents. We were able to share a common space to build community without the distractions of technology and excess: a space for songs, games, and philosophical discussions. Taking time to reflect on your life, where you place value and priorities, seems to come naturally when you gaze across an alpine lake glimmering with a rainbow.
The “why” of Fish to Schools has had clear goals from the beginning: connecting students to their local food system, learning traditions, and understanding the impact of their food choices on the body, economy, and environment. The “how” has been a creative process. Serving locally is one component of the program, but equally important is our education program that makes the connections between stream, ocean, forest, food, and community.
We were back in the classroom this year offering our “Stream to Plate” curriculum that focuses on the human connection to fish. How are fish caught? Where do they come from? Why should we care? Who depends on them and how? What do I do with them? These are just a few of the questions we answer through a series of hands-on games and activities.
Students began by learning about the salmon lifecycle and its interconnection to other plants and animals. By building a salmon web, students saw that a number of species depend on salmon—everything from orcas, to brown bears, to people, to the tall trees of the Tongass. They learned how to manage a sustainable fishery by creating rules and regulations, allowing each user group (subsistence, sport, and commercial) to meet their needs while ensuring enough fish remain to reproduce. They learned that fish is an important local food source (and has been for time immemorial) but also important for our economy, providing a number of local jobs. (Read more here.)
Students also learned how to handle fish–how to catch fish both traditionally and commercially, how to gut and fillet fish, how to make a super secret salmon brine for smoked salmon, and how to cook salmon with Chef Collete Nelson of Ludvigs Bistro. Each step is another connection made and another reason to care.
The Stream to Plate Curriculum will be available through our website in early 2014. Check back for its release!
Photo Credit: Adam Taylor
Can you teach economics to kids? I wasn’t sure. I’ve been scratching my head at how to convey such an advanced topic to third graders. So what if money stays here or goes there? A dollar is a dollar to a kid and they are going to spend it on the next trendy thing, right? Probably, but Fish to Schools developed a lesson that teaches students that it does matter where money our goes.
We started with a game showing our connections to salmon. We have all seen salmon jumping in the ocean, swimming around the docks, fighting their way up Indian River, and returning to all the streams and rivers of the Tongass National Forest. We can’t ignore their smell in the late summer air and for those who have been fishing, we can’t get enough. It’s fun to catch and delicious to eat.
After showing that we are all connected to salmon in some way, we dove deeper into the idea that our jobs are connected to salmon (in fact dependent on). To show this we handed every student a card with a picture of a profession: troller, seiner, seafood processor, grocery store clerk, boat repair man, gear store, teacher, doctor, etc. Students gathered in a circle and passed around a ball of yarn forming a web between the different professions. They identified who depended on them or who they depended on for their livelihood. Once every student and profession was connected to the web, students could visually see that each job affects the other. While it may have been obvious to many students that a seafood processor depends on a fisherman (and vice versa) it was much more abstract to show the connection between a teacher and salmon. This game provided a visual and taught students that our Sitka community is tied to salmon, that a healthy economy is dependent on healthy salmon.
After the lesson, a student in one of our classes couldn’t figure out how her mom’s job was connected to salmon. She went home to learn that her mom does daycare and takes care of fishermen’s children when they are out on the water. A connection reinforced!
19% of adults aged 16+ are directly involved in the fisheries as a commercial fisherman or seafood processor. Many, many more professions are indirectly connected, their businesses dependent on seafood. (http://www.sitka.net/sitka/Seafood/Seafood.html)
Beneficially impacting our local economy and community is one benefit of eating locally-caught salmon. Through the Fish to Schools “Stream to Plate “curriculum unit, students learned many more reasons why local is better. Check back soon for blog posts on our other lessons.
THE TONGASS NATIONAL FOREST AND THE COHO SALMON:
Alaska’s coho fisheries and the Tongass National Forest are closely related. Shot in Sitka over the fishing season of 2013 by Berett Wilber, this photo essay illustrates how conservation and restoration matter to local fisherman, and why it should matter to you.
The Summer Boat Tour Series continues on Tuesday August 13th, from 5:30 to 8pm, exploring Sitka’s Salmon. Come learn about their life cycle, how hatcheries influence salmon populations, and how there are salmon in the trees!
TIckets can be purchased with cash or checks from Old Harbor Books 201 Lincoln Street for $35 or (if available) at the Crescent Harbor loading dock at time of the cruise. It is suggested that tickets be purchased in advance to assure participation. Boarding begins at 5:15 pm. at Crescent Harbor. Due to the discounted rate of this trip, we are unable to offer additionally reduced rates for seniors or children.
This cruise is great for locals who want to get out on the water, for visitors to Sitka who want to learn more about our surrounding natural environment, or for family members visiting Sitka. Complimentary hot drinks are available on board and you may bring your own snacks. Binoculars are available on board for your use. Allen Marine generously offers this boat trip at a reduced rate for non-profits.
Questions? email email@example.com
This is a story of a small place – a sandbar -, in a big place – the Red Bluff River -, in an even bigger place – the South Baranof Wilderness -, and, well, we won’t even get into the Tongass and beyond.
Over a week of work in Red Bluff Bay this week, we got to know the area very well. Three of our fifteen trip goals happened to require upriver travel, which we did on foot and by packraft. While upriver, we observed beavers, surveyed for owls and amphibians, and measured many giant trees, including a few spruce trees that were over 25 feet in circumference.
The Red Bluff River’s productivity and diversity can be traced back to those giant trees; as they rot and fall they alter the course of the river, make homes for canopy and cavity dwellers, and open clearings for berries and deer. Sometimes, they create sandbars, and we decided to survey one of those sandbars in more detail.
On this small patch of gravel and dead tree – also an ideal spot for salmon to spawn – SCS botany intern was able to identify forty-seven different species of plants, including the rare Mimulus lewisii, of which we collected a sample for genetic analysis. Mimulus lewisii, more often known as the pink monkeyflower, has a very interesting, patchy distribution that may be linked to receding ice and snow cover. Here’s a close-up of the flower: may it inspire you to go for a stroll in the wilderness!
Is it possible to restore clear-cut areas of the Tongass National Forest back to their original composition? While this question will remain unanswered for generations, we do know some things about restoration in the Tongass. Trees regrow in logged areas, with the assistance of people or not. However, the natural succession of second-growth forest in the Tongass results in a dense forest filled with numerous spruce stems and little to no understory growth. The characteristic moss, fern, and shrub understory that illuminates the forest floor in old-growth forests is replaced with bare ground and needles. This not only decreases the biodiversity found on the forest floor, but it also provides poor habitat to many species. There are techniques being used to restore the ground cover of second-growth forest in the Tongass, and we at SCS are committed to making sure these projects continue to be implemented and monitored.
My most recent endeavor involving the restoration of the Tongass National Forest was at Kruzof Island. Kruzof Island is an important neighbor to Sitka that offers recreation activities, tourist attractions and an area for subsistence hunting. Still, this island is scarred from the clear-cutting that occurred in central Kruzof. Of course, as the forest on Kruzof Island regrows, central Kruzof Island becomes a great location for restoration work.
On my trip to Kruzof, Scott Harris (SCS’s Watershed Program Manager) and I ATVed and bushwacked our way to artificial gaps cut in Kruzof’s second growth forest. These gaps are part of a program to restore wildlife habitat in logged forests, and we were monitoring the effectiveness of these gaps. An effective gap would be filled with shrubs like blueberry for deer to browse on, while an ineffective gap would be overrun with salmonberry or hemlock flush. After collecting countless scratches on our arms from crawling through the dense spruce forest to get to these gaps, we were able to draw some conclusions about the forest succession occurring at Kruzof. Where thinning of the forest or artificial gaps were cut, the forest was filled with shrub thickets, while moss, ferns, and forbs covered the forest ground. Thus, these artificial disturbances appear to be working as designed! They are providing space for the young trees to grow, while improving shrub growth. However, there is still a lot of unthinned forest on Kruzof and some of the gaps are filling in, meaning there is still a critical need for further restoration work. If restoration projects continue to be implemented on Kruzof and throughout the Tongass, we may be able to catalyze the establishment of healthy secondary forests.
Logging Kruzof Island not only affected its terrestrial ecosystems, but the streams were greatly affected as well. While streams running through old-growth forest are filled with fallen trees and root wads which provide great habitat for salmon, the streams we walked through in central Kruzof are deprived of fallen trees, leaving the salmon habitat highly inadequate. These streams offer ideal locations for future stream restoration work. They are located near trails used by Alaska ATV tours (among other users) and allow easier access to possible restoration sites, allowing more restoration work to occur for less time and money. In order to restore Kruzof’s terrestrial and freshwater ecosystems, trees must be placed into the streams and the forest should be thinned. Thus, the trees cut to thin the forest surrounding the streams may be placed into the stream. In this way, both the stream and forest may be restored together.
Kruzof Island offers a great opportunity to implement restoration projects and bring a clear-cut island back to an island dense with shrubs, deer, and salmon. The time frame and viability of restoring Southeast Alaskan ecosystems back to their original structure may be unknown, but we are capable of propelling the process forward. As natural resources continue to deplete and climate change adds to the insecurity of the environment we live in, we must not watch the world go by. Instead, we must actively work together to help conserve and restore the Tongass National Forest, our forest.
After a summer of exploring, examining, and identifying, kids in the Alaska Way of Life 4H clubs are walking away from these 7 week clubs will a whole new skill set. During June and July, clubs in gardening, hiking, and kayaking met every week to build community, interact with their landscape, and learn new skills.
Gardening club spent every Monday at St. Peter’s Fellowship farm learning how to plant, weed, water, harvest, cook, and de-slug. Every Thursday we explored other gardens in Sitka to learn different gardening techniques. We learned how chickens are helping Sprucecot Garden, saw how bees are pollinating plants at Cooperative Extension’s Greenhouse, and the many different styles of gardening present at Blatchley’s Community Garden. Kids walked away a little dirty and wet, but with smiles and plants in hand.
Kayaking Club incorporated more than just how to paddle a boat. We learned how to tie bowlines, clove hitches, and double fishermen knots. We had another 4H’er teach us how to build survival kits. Every kid learned how to use and put together their own kit to keep us safe on our kayaking journeys. Rangers at Sitka National Historical Park showed us why we have tides and how they change during the course of the day. Finally, after weeks of preparation, 4H’ers learned how to put on gear, get in and out of their boat, and paddle before we took to the water at Swan Lake and Herring Cove.
This summer’s hiking club learned how to interact with the Tongass in new ways. We learned foraging skills and how to properly harvest spruce tips and berries. We collected leaves and flowers and created plant presses to preserve them. The kids learned flora and fauna of the muskeg before gathering labrador tea leaves. For our final hike, we learned how to use a compass and GPS to find treasure hidden in the forest. Even after learning all these new skills, we made time to hike seven different trails in Sitka.
25 kids participated in these three Alaska Way of Life 4H clubs over the summer with ages ranging from 5 to 12. These clubs were a great way to get outdoors and understand more about the amazing wilderness we live in. Look for more Alaska Way of Life 4H programs in the future! For more information or to sign up for 4H email firstname.lastname@example.org
Enjoy photos from the summer programs! For the full album, visit our facebook page.
The juvenile salmon behind the curved glass of the newest aquarium installation at the Sitka Sound Science Center are a pretty dour crowd. Their grey lips curl down in fishy frowns, or pucker around their next microscopic meal. But one doesn’t need to look far to find a smiling face in this fish tank. A large bubble of glass is built into the bottom of the salmon’s tank, allowing visitors to crawl under the aquarium and look up into the tank, smiling widely as they view the world from a salmon’s underwater perspective.
This interactive aquarium is part of a larger exhibit called “The Salmon Connection” that opened last week at the Science Center. The new display includes the salmon tank, educational artwork by Ketchikan artist Ray Troll, and a Salmon Olympics competition. The exhibit is the result of a partnership between the Science Center and the University of Washington School of Aquatic and Fisheries Science. It was funded by a grant from the National Science Foundation that supports projects and organizations who communicate research to a public audience. The display highlights the work of UW researchers currently studying how a range of habitat variety in salmon streams can lead to healthier, stronger salmon populations, which in turn lead to healthier coastal communities. Science Center Director Lisa Busch says that the goal of the new display is to draw an ecological and educational connection between the Center’s traditional exhibits focused on intertidal and marine environments, and its work running the Sheldon Jackson Salmon Hatchery. The exhibit will also include a video, under production, and a new game designed by Ray Troll that will be unveiled at Sitka’s Whalefest celebration in the fall.
At the gala opening of the Salmon Connections exhibit, the aquarium’s main room was crowded with visitors. Adults and toddlers alike slurped rootbeer floats and poked at the huge colorful starfish in the touch tanks. Locals and tourists mingled, examining the cleverly drawn interpretative signs and Ray Troll’s beautiful painted mural on the back wall. Outside, competition was fierce as several dozen kids raced to perform “egg-takes,” netting “female” water balloons out of holding bins, then transporting their slippery load across the yard to slice the balloons open and collect the precious “eggs” (pinto beans) that lay within. At the end of a frantic, wet 15 minutes, there didn’t seem to be a clear winner, but everyone was having a great time.
Amidst all the bustle, I was drawn back inside to stand in front of Ray Troll’s mural, which depicts the huge variety of rainforest flora, fauna, and fishermen that rely on Southeast Alaska’s salmon runs. An illustrated salmon lifecycle chart frames the entire piece, encompassing the bears and gulls, trees and fisherfolk in a perpetual circle of death and renewal. The title arches across the top: “A Wild, Salmon-Centric World.” It seems a fitting label for both the mural, and the Science Center itself.