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:
It’s a 2,185 mile drive from Green Bay, Wisconsin to Sitka, Alaska and Lily Herwald knows it better than most. To hear Lily’s stories about coming to Alaska, scroll down and click the link at the bottom of the page. To read about the life Lily has made after that one fateful pick-up ride, read on!
In 1984, Lily Herwald paid one hundred dollars and caught a ride in a pick-up truck from Wisconsin to Alaska. Her friends thought she was crazy, but she said she knew she was moving for good. “I was excited to see what I could do, the kinds of opportunities I would have [here],” she says about her decision. She certainly proved her friends wrong – and proved that a positive attitude can bring positive results. She describes what happened when she first got to Sitka: “We camped in a visqueen tent behind the trooper academy,” she says. “I lived in a tent for a month, and got a job waiting tables. I had graduated with a communications degree, and there was a job open at Raven Radio. I was offered the job. Within three months of arriving, I got my dream job.” She smiles. “At least, it would become my dream job.”
Lily’s success in both her professional life and her personal life in Sitka all stems from throwing herself into something new and different from anything she’d ever known. Born and raised in Green Bay, she had no way to know what would happen when left. “Many of my friends from high school really didn’t leave Wisconsin,” she says. It’s a theme which runs through many people’s stories about moving to Alaska: taking the risk to move to the last frontier means leaving a lot of what’s familiar behind. “In the first few years, we moved seven times,” she says, “Living on fish scows, house sitting, not paying a lot of rent. I couldn’t get over how many people in their twenties were here from Wisconsin, Michigan, Iowa, Minnesota. We were all pretty creative about how we were doing housing.”
It is clear when listening to Lily’s story that her success and happiness has not only come from her willingness to take chances, but from the chances that others decided to take on her. “I started at Raven Radio in public broadcasting. People kept giving me offers of more important jobs and I wasn’t sure if I could do it. But they kept saying, No, you can do this! You have the skills. People were so nice about giving me their time, and mentoring me. And that had not at all been my experience before. It had been so hard to get a job.”
Seeing Lily now, sitting on her porch, in the summer sunshine with a view of the ocean and her vegetable garden, it is hard to imagine her living in Green Bay. It is hard to imagine that people thought she was crazy for taking a chance to live in the place that she has considered her home for almost thirty years now. What happened after she hopped in that pick-up in 1984 might have been a risk, but Lily’s willingness to seize the opportunity has proved to be a solid foundation for more opportunities than she could have imagined in Green Bay, and to her credit, they’re made up much more by hard work and commitment than by chance. Her level of commitment to the life she chose is tangibly visible from her successful career to her family to the zucchinis in her garden, which are notoriously hard to grow in soggy Sitka. “I love that I have to build the soil that I put my seeds in to grow vegetables for dinner in the summer,” she says. “Being outside and building my soil – getting dirt from under alder trees, bringing sand from the beach, mixing in herring and seaweed – I love that. I like to come out here and meditate and look out over that and feel fortunate and grateful for everything I’ve been given.”
She has a point. When she pops a zucchini off its stem and hands it to us before we drive off in our own pick-up, it’s hard not to feel that we too have been given something special.
To hear Lily’s story, click here: 16_LWL_LILY_HERWALD
For many Alaskans, the West Coast and the East Coast seem worlds apart. But Hannah Hamberg, who splits her time between rainy Southeast Alaska and upstate New York, has learned that you don’t have to choose between coasts – you just have to be able to find the connections between them. To hear Hannah’s story in her own words, click the link at the bottom of the page. To read more, just scroll down.
Hannah Hamberg is wearing red lipstick and a very crisp white eyelet jacket. She looks as if she could have just popped in from a New York City street, the place where she likes to spend weekends with her friends when she’s at school upstate, where she studies graphic design. As she’s talking to us, her dad comes downstairs and laughs. “It doesn’t look like you could be the person who you’re talking about,” he says and Hannah laughs.
Because of course, we’re not in New York. We’re sitting at her dining room table, in her large and spacious kitchen, looking out the big windows at the towering forest of Southeast Alaska. And even if Hannah can navigate city streets like a native, the story she’s telling us is about running from a grizzly bear. “We were just across the way from my house, clam digging. We got out on the beach, and walked down about ten feet. We were about to start digging clams. And then we looked up – and saw a sow with two cubs. And she got up on her hind legs and started growling at us. We ran back to the boat. You’re not supposed to run, but the boat seemed so close.” She laughs. “We left the shovel behind.”
Hannah is a refreshing change from some of the frustrating stereotypes of what it means to grow up in Alaska, and the vague pressure to “seem outdoorsy.” Hannah can put on xtratufs and carrying a gun up a mountain, but she also sees her childhood in the wilderness as a resource in a more subtle way. “I’m not conscious of the way it affects me, but it has to in some way. It gives me a different perspective because I didn’t grow up in New York City. I have a point of view that isn’t as influenced. I feel like it kind of helped me create my own point of view rather than being influenced by outside perspectives.”
And they are some fairly towering perspectives. “I’ve spent a lot of time on float planes,” she says. “We have a cabin in Prince of Wales and we always used to take the float plane down. It’s a surreal experience to be flying in between peaks and look down and see a mountain goat. Or feel the downdraft coming between the mountains, and getting physically pushed down by the wind.” So what does Hannah plan to do with the unique perspective she is cultivating, whether that’s by hunting with her dad or taking classes at the Rhode Island School of Design?
“There’s this magnetizing effect that Sitka has,” she says. “I always want to come back. For my job, I’ll probably have to start in the city – NYC, or San Fran. But my goal is to come back to Sitka, and to do design out of Sitka, for this area. It’s home, you know. It’s home.”
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
The Old Harbor Books Building in Sitka where SCS’s offices are located, received an energy audit by participating in the Alaska Energy Authority’s Commercial Building Energy Audit Program. This video series follows the building’s audit, energy upgrades and expectations. Visit the Commercial Energy Audit program webpage for more information.
Video 1 of 5 provides background to the Old Harbor Books building and the community of Sitka about improving the efficiency of an old building. This is a collaborative project of the Renewable Energy Alaska Project and Sitka Conservation Society.
Video 2 of 5 tells about the Alaska Commercial Building Energy Audit Program and Brian McNitt, the building manager’s decision to apply for the program. Certified Energy Auditor Andy Baker explains how the building is benchmarked and what data is contained in the report. This is a collaborative project of the Renewable Energy Alaska Project and Sitka Conservation Society.
Video 3 of 5 explains what the certified energy auditor, Andy Baker, recommended for the Old Harbor Books Building. Andy also explains what information is offered in a Level II ASHRAE audit. This is a collaborative project of the Renewable Energy Alaska Project and Sitka Conservation Society.
Video 4 of 5 provides an explanation from the building manager, Brian McNitt, of what recommendations they tackled right away and which ones they will be working on in the near future. This is a collaborative project of the Renewable Energy Alaska Project and Sitka Conservation Society.
In the final video, the Old Harbor Books building manager provides his experience in the Alaska Energy Authority’s Commercial Building Energy Audit Program. Learn more about energy efficiency programs for commercial and residential buildings and how you and your community can benefit by using less energy: akenergyauthority.org/efficiencyaudits.html?
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.
Kevin McGowan has made some friends you need a snorkel to find. “Swimming and seeing a sea lion can be pretty terrifying. Usually they’re just curious… but they’re pretty terrifying looking creatures, so it can be unnerving. You see their huge brown bodies and their vicious looking faces. it’s usually just a dark spot swimming under you, and then they pop up and you know they’re there. And hopefully they don’t do too much damage to you.”
Born and raised in Southeast Alaska, at age 21, Kevin knows that the experiences he had (and marine mammals he met) growing up have uniquely shaped him. “My interests are environment based,” he says. “My whole life has revolved around water.” And when he moved away from Sitka for college, he found it very difficult to translate those interests into a different environment. “My friends didn’t get to see that side of me,” he says. He’s certainly not the only one – while leaving home for college is difficult for all kinds of reasons, for the kids of Southeast Alaska, it is often harder to leave the wilderness environment behind more than their houses and neighborhoods. When the environment is a major component of your activities and interests, it also factors into your relationships with the people around you. In a new geographic environment, kids from Southeast not only have to deal with the usual homesickness, but they have to find a new way to make friends and navigate relationships without access to the things they usually do with their friends. “It would be hard [for my school friends] to see all my real interests, because a lot of them are really location based, the snorkeling and the mountain climbing and boating and kayaking,” Kevin says. “That’s all dependent on things I have here, and going to school I don’t have access to all these things. The way I relate to people from Sitka is a deeper connection. [I] don’t necessarily have that with people at school.”
But luckily, growing up outdoors doesn’t just serve to hinder the social experiences of Southeast Alaskan kids who are trying to make it in more urban and academic environments: Kevin also gives it credit for some of his success. For a guy who admits his high school years were spent dreaming about being outdoors, Kevin says his attitude towards school has shifted. “I definitely have focused academically,” he says. After a hard first year at OSU, he transferred to UAF, and took classes which he needed to catapult him to engineering school in California. Three schools in three years would wear out even the most dedicated student: so how did the shift from dreaming about getting out of the classroom to doggedly trying to stay in it occur? He sees his motivation linked to his experiences growing up in Alaska. “There’s a lot of curiosity that I’ve developed growing up here, adventures and finding new things,” he says. “So with school, I want to learn a lot of new things. It’s helped myself apply myself to schoolwork. Because there’s new things to learn. New people to meet, more foods to try. You don’t necessarily need to be snorkeling to experience somewhere cool and new.” And even though there will be challenges to surmount, it’s hard not to have faith in his ability to succeed. If he can make a good impression underwater on a sea lion underwater, it’s hard to imagine him feeling out of his depth.
Want to listen to Kevin’s stories about spearfishing in his own words?