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2006 Tracking in

The Good, the Bad and The (adapted from the Hidden Ocean, 2005 Arctic Expedition)

Focus  (Optional) Copies of resource materials needed Social, economic and environmental consequenc- for student research; see “Learning Procedure” es of Arctic change Audio/Visual Materials Grade Level None 9-12 (Biology/Earth Science) Teaching Time Focus Question One 45-minute class period for introduction and What social, economic and environmental conse- two or more periods for student reports, plus quences are expected to result from Arctic climate time for student research; see Note in “Learning change? Procedure” Step 1

Learning Objectives Seating Arrangement Students will be able to identify and explain Groups of 2-6 students at least three lines of evidence that suggest the Arctic climate is changing. Maximum Number of Students 30 Students will be able to identify and discuss at least three social, three economic and three envi- Key Words ronmental consequences expected as a result of Arctic . Students will be able to identify at least three Climate change climate-related issues of concern to Arctic indig- enous peoples. Marine pollution Students will be able to identify at least three Biodiversity ways in which Arctic climate change is likely to Integrated management affect the rest of the Earth’s ecosystems. Background Information Materials Global climate is heavily influenced by the Earth’s  Copies of “Impacts of Arctic Climate Change ocean. One of the most significant climatic influ- Worksheet,” one copy for each student or stu- ences results from the “deep ocean thermohaline dent group circulation” (THC). This circulation is driven by

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

changes in seawater density, and has a major some scientists wonder whether the THC may be influence on water movements between the related in some way to other changes being seen Atlantic, Antarctic, Pacific, and Indian Oceans. in Earth’s ocean. One such change is an apparent The causes and effects of the THC are not fully decline in net oceanic primary productivity; more known. But we do know that it affects almost all than six percent globally in the last two decades of the world’s ocean and plays an important role (Gregg, et al., 2003). Nearly 70 percent of the in transporting dissolved oxygen and nutrients. decline occurred in high (above 30 For this reason, the deep ocean THC is often degrees) in the North Pacific and North Atlantic called the “global conveyor belt.” We also know Basins. These observations, coupled with very lim- that the THC is at least partially responsible for ited understanding of how the global ocean influ- the fact that countries in northwestern Europe ences life on Earth, illustrate why many scientists (Britain and Scandinavia) are about 9°C warmer believe that it is critical to learn more about about than other locations at similar latitudes. the deep ocean THC and how it is being affected by climate change—especially in the Arctic. In recent years, changes in the Arctic climate have led to growing concerns about the possible Ocean Exploration expeditions in 2002 and effects of these changes on the deep ocean THC. 2005 focussed on the Basin, which In the past 30 years, parts of Alaska and Eurasia includes the deepest parts of the Arctic Ocean have warmed by about six degrees Celsius. In which is particularly isolated and unexplored the last 20 years, the extent of Arctic has because of year-round ice cover. A key objective decreased by at least 5%, and in some areas, of these expeditions was to obtain detailed infor- sea ice thickness has decreased by 40%. Dense mation about the living and physical components water sinking in the North Atlantic Ocean is one of Canada Basin ecosystems, including a wide of the principal forces that drives the circulation range of organisms from microbes to vertebrates. of the global conveyor belt (see “More About the A strong element of urgency accompanied these Deep Ocean Thermohaline Circulation,” below). expeditions, because the Arctic environment is Since an increase in freshwater inflow (such as changing at a dramatic rate. from melting ice) or warmer temperatures in these areas would weaken the processes that cause The 2006 Tracking Narwhals in Greenland seawater density to increase, these changes could Exploration is directed toward obtaining profiles also weaken the global conveyor belt. of salinity, temperature, and depth in Baffin Bay; a region that is directly involved with processes Changes are being seen in Arctic regions where that drive the deep ocean THC. These profiles are dense seawater formation occurs, but the signifi- among the most fundamental pieces of informa- cance of these changes is not yet clear. Although tion used by biological and physical oceanog- the Arctic as a whole is getting warmer, air and raphers, but extreme cold, six-month nights, and sea surface temperatures near western Greenland ocean areas blocked by sea ice have made these show a significant cooling trend, and sea ice con- measurements impossible in Baffin Bay during centrations in Baffin Bay have increased signifi- the winter. The Tracking Narwhals in Greenland cantly since 1953. At the same time, deep (400 Exploration plans to overcome these difficulties m and below) water temperatures in Baffin Bay through an unusual partnership between humans are slowly increasing. Some of this warmer water and the narwhal whale. flows into the , which is one of the sources for the cold, dense water that drives the One of the species likely to be affected by climate deep ocean THC. Because it is a global process, changes in the Arctic is the narwhal, a whale

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

best known for its unicorn-like tusk. Narwhals tions that represent many indigenous peoples spend their entire lives in the Arctic, and prefer of the Arctic: International Association, habitats that are in or near sea ice. But increas- Arctic Athabaskan Council, Gwich’in Council ing concentrations of sea ice may be “too much International, Circumpolar Conference, of a good thing” for narwhals, since they need Russian Association of Indigenous Peoples of the some open water to survive. One of the largest North, and . Environmental moni- populations of narwhals spends most of the win- toring and assessment is a key element of the ter in Baffin Bay, where they dive repeatedly to Council’s activities, which are carried out by five depths that exceed 1,500 m in search of food. expert Working Groups. A closely related activity The Tracking Narwhals in Greenland Exploration is the Arctic Climate Impact Assessment (ACIA), plans to enlist the help of narwhals to learn more an international project of the and about climate change in the Arctic and its impact the International Arctic Science Committee to on ocean ecosystems. evaluate and synthesize knowledge on climate variability, climate change, and increased ultravi- Instrument packages called “satellite tags” will be olet radiation in the Arctic and the consequences attached to narwhals to record temperature and of these changes. The full ACIA scientific report depth as the whales dive for food. A transmitter (1042 pages) can be downloaded from http://www. in each tag will send the data to a satellite in acia.uaf.edu/pages/scientific.html. polar orbit above Earth. Later, the data will be downloaded back to Earth to give scientists the Because winter oceanographic conditions in first-ever information on deepwater winter temper- Baffin Bay have never been studied, the work of atures in Baffin Bay. The purpose of the Tracking the Tracking Narwhals in Greenland Exploration Narwhals in Greenland Exploration is to improve is crucial to international efforts to monitor the our understanding of climatic changes occurring impacts of Arctic climate change and prepare for in an offshore ecosystem of Baffin Bay, and how the consequences of these impacts. This lesson is these changes may affect narwhal populations intended to provide an introduction to the larger that are part of that ecosystem. Expedition activi- context of this exploration. While many people ties are directed toward three objectives: still think of the Arctic as a remote part of Earth • To employ narwhals as oceanographic sam- with little connection to human communities in pling platforms to collect temperature data temperate regions, the reality is that Arctic climate from deep waters in Baffin Bay; change will have major global impacts. To better • To identify narwhals’ response to movement understand these impacts, students will use very of openings in pack ice; and recent information produced by the Arctic Council • To describe relationships between narwhal to investigate some of the anticipated social, eco- behavior and properties of the pack ice habitat. nomic, and environmental consequences of Arctic climate change. The environmental, social, and economic conse- quences of Arctic climate change are a primary Learning Procedure concern of an intergovernmental group known 1. To prepare for this lesson, read the introductory as the Arctic Council. Members of the Arctic essays for the Tracking Narwhals in Greenland Council include all of the nations whose territory Exploration at http://oceanexplorer.noaa.gov/explorations/ includes the Arctic region: Canada, , 06arctic/welcome.html for an overview of the expedi- , , , the Russian Federation, tion and background information. Students are , and the . In addition, the expected to draw primarily upon reports pre- Council also includes six international organiza- pared by the Arctic Council’s Working Groups

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

and the ACIA to complete their assignments. • Ecosystem-based approaches for conserving You should review “ACIA Highlights” (http://amap. Arctic biodiversity no/acia/Highlights.pdf), and may also want to review Because the individual reports relevant to these the Working Group reports listed below. If stu- topics contain different amounts of information, dents will not be using the internet to complete you may want to adjust the size of student groups their assignment, you will also need to down- to reflect the quantity of material to be reviewed. load and copy these documents for student use. Tell each group to review general information Note: Because the resource materials to be used on Arctic climate change and answer ques- by students in this lesson contain substantial tions in Part A of the “Impacts of Arctic Climate amounts of information, student reports have Change Worksheet” before beginning work on the potential to be fairly long. For this reason, their specific topic. Tell students that the Guide and because this topic can be readily linked to Questions in Part B of the worksheet are intend- numerous other curriculum elements, you may ed to help focus on key topics, but that they want to consider treating this lesson as a long should include other information in their reports term assignment extending over several weeks. that they believe is relevant or important. You may also want to have students include graphs 2. Briefly review the geography of the Arctic Ocean and other images that are available on the and the deep ocean THC, highlighting the Ocean Explorer and ACIA Web sites. importance of cold, dense water formation in the Arctic as a driving force of the THC. Point out Depending upon students’ internet research that the is rapidly chang- skills, you may want to provide the following ing, and briefly discuss the implications of these links, or simply say that students should refer to changes to the THC. Be sure students realize resources provided by the Arctic Council and that an “average temperature increase” does not ACIA. As noted above, these resources contain mean that temperature is increasing everywhere, extensive amounts of information, so it is impor- and that some parts of the Arctic (e.g., western tant to specify the approximate length and level Greenland and Baffin Bay) have been getting of detail expected in students’ reports. Key ref- colder in recent decades. Introduce the Tracking erences and links are: Narwhals in Greenland Exploration, and briefly • “ACIA Highlights” (http://amap.no/acia/Highlights.pdf) discuss how scientists plan to use narwhals as • Indigenous Peoples Secretariat (http://www.arctic- “partners” to collect information about winter peoples.org/aboutIPS/participants.html) oceanographic conditions in Baffin Bay. • “Understanding Arctic Marine Pollution” (http://www.pame.is/sidur/uploads/AMAPunderstanding%20S 3. Tell students that their assignment is to investi- cience.pdf) gate Arctic climate change and prepare reports • “Environmental Emergencies and Risk about some of the social, economic, and envi- Management” (http://www.pame.is/sidur/uploads/envi- ronmental consequences that are expected to ronmentalemergenciesandriskmanagment.pdf) result from this change. Assign one of the fol- • “Ecosystem-based Approaches for Conserving lowing topics to each student group: Arctic Biodiversity” (http://www.pame.is/sidur/ • Climate trends in the Arctic region uploads/ecosystembasedapproaches.pdf) • Indigenous peoples and traditional knowledge • Arctic marine pollution 4. Have each student group present an oral report • Environmental emergencies and risk manage- on their research findings, then lead a discus- ment in the Arctic sion of these results. Key points include:

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

Background Review Questions – Reduced surface reflectivity caused by • The overall extent of Arctic sea ice has - and ice- melt allows more solar decreased by 5% in the last 20 years (8% energy to be absorbed by the Earth’s in the last 30 years). In some areas, sea ice surface; thickness has decreased by 40%. – More of the trapped energy goes directly • Ice in the Greenland contains to warming rather than to providing heat enough water to raise global sea levels by 7 for evaporation; meters. – Less heat is required to warm the atmo- • Sea ice is melting at an increasing rate over sphere over the Arctic because the Arctic the . atmosphere is thinner than elsewhere; • Global average sea level has risen by about – With less sea ice, the heat absorbed by 8 cm during the past 20 years. the ocean in summer is more easily trans- • Rising sea level and reduced sea ice allow ferred to the atmosphere in winter; and stronger waves and storm surges to reach – Changes in atmospheric and oceanic cir- shore, increasing coastal erosion; particularly culation can cause heat to be retained in where melting has weakened the the Arctic region soil structure. • Current global temperature trends coincide • Ultraviolet radiation in the Arctic is increasing with a rise in atmospheric concentrations of due to depletion of stratospheric ozone. greenhouse gases over the last 200 years. • are shrinking throughout the Arctic • The melting trend on the Greenland Ice Sheet region. was interrupted in 1992 when ash from the • Woody plants and scrub vegetation are Mt. Pinatubo volcano reduced the amount of becoming more widely distributed and are sunlight reaching the Earth’s surface, resulting replacing -type vegetation. in a short-term global cooling event. • Net oceanic primary productivity has • Changes in snow, ice, and vegetation lower declined by more than six percent globally the reflectivity of Arctic land and ocean surfac- in the last two decades. Students may find es, causing more solar energy to be absorbed reports indicating that the increase in terrestri- and thus accelerate global climate change. al vegetation results in an increase in primary • While warmer temperatures were the trend production of about the same magnitude as for most of the Arctic region between 1966 the decrease in oceanic primary production. and 1995, a cooling trend took place in the Be sure students understand that these chang- northernmost portions of the Arctic during this es do not “balance each other out,” because period. Arctic climate systems are complex, marine food webs cannot substitute terrestrial and are strongly influenced by circulation primary production for decreased oceanic in the atmosphere and ocean. Since this cir- primary production. culation is driven primarily by temperature • Permafrost is thawing at an increasing rate, differences, changes in temperature would causing unstable ground conditions that dam- be expected to alter circulation patterns, and age roads, pipelines, and building founda- could isolate some parts of the Arctic region tions. from warmer conditions elsewhere. • Warmer could cause significant Climate Trends in the Arctic Region quantities of water, methane, and carbon • In general, the Arctic climate is warming dioxide to be released from the Arctic. The more rapidly than elsewhere on Earth. result of these releases would be rising sea Reasons for this include: level, and increasingly warm temperatures

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

due to the “greenhouse effect” of methane almost certain to be more expensive than tra- and carbon dioxide (see the “Burp Under the ditional foods. In addition, a drastic change Ice” lesson [www.oceanexplorer.noaa.gov/explorations/ in diet would have spiritual and cultural 05arctic/background/edu/media/05arctic_burp.pdf] for impacts, since a deep attachment to the land more about the potential consequences of and the food it provides are central elements methane releases). of indigenous Arctic cultures. • The Stockholm Convention on Persistent Indigenous Peoples and Traditional Knowledge Organic Pollutants commits nations that ratify • The Arctic indigenous organizations partici- the treaty to work toward elimination of 12 of pating in the Arctic Council are: the world’s most dangerous chemicals whose – Aleut International Association represent- health effects include cancer, reproductive ing on the Russian and American disorders, immune system deficiencies and Aleutian Islands; reductions in cognitive function. The com- – Arctic Athabaskan Council representing pounds targeted by the Convention are: Athabaskans in Canada and the U.S.; Aldrin – Gwich’in Council International represent- Chlordane ing Gwich’in in Canada and the U.S.; Dieldrin – Inuit Circumpolar Conference representing Dioxins Inuit in Greenland (Denmark), Canada, DDT Alaska, and Chukotka (); Endrin – Russian Association of Indigenous Furans Peoples of the North representing 30 Heptachlor different peoples of the North, Far East, Hexachlorobenzene and Siberian regions of the Russian Mirex Federation; and Polychlorinated biphenyls (PCBs) – Saami Council representing Saami people Toxaphene of Norway, Sweden, Finland, and Russia • Traditional knowledge is the knowledge of The significance of the Convention to indigenous indigenous peoples built up over generations peoples of the Arctic region is primarily that and often passed from generation to genera- there is a formal commitment to eliminate the tion by word of mouth. It is a combination use and production of dangerous chemicals that of knowledge about the local environment, have found their way from other parts of the spiritual beliefs, and social customs and phi- world into the Arctic. Actual implementation of losophies. the Convention may require years, however, and • Persistent toxic substances are a key issue there are many other sources of contamination among indigenous peoples of the Arctic that pose serious threats to Arctic ecosystems. because studies have found toxic chemicals in the body tissues of many people living in • Impacts of Arctic climate change on indig- the Arctic. enous peoples of the region include: • Over many generations, Arctic indigenous – Changes in grazing pastures peoples have selected diets that meet the spe- – Reduction in populations cific nutritional needs of humans living in the because of habitat loss Arctic climate. Switching to imported foods – Appearance of new insect species could pose significant health risks, as well as – Damage to buildings, pipelines, and roads financial hardships since imported foods are because of coastal erosion and unstable

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

soils resulting from melting permafrost the time of polar sunrise when a combination – Increasingly dangerous conditions on tradi- of chemical reactions cause gaseous elemen- tional ice and water transportation routes tal (Hg0) to be converted into a gas- due to thinning ice and altered water eous ionized form (Hg2+) that is much more flows reactive and as a result is readily deposited – Major shortages of traditional foods due onto various surfaces. When reactive mercury to continued reduction of sea ice and is deposited onto snow it may be carried by altered vegetation in the Arctic snow melt into marine and aquatic environ- ments where it is transformed into methyl mer- Arctic Marine Pollution cury which accumulates in food chains and • The four major categories of contaminants eventually concentrates in marine mammals. found in the Arctic are: • Bioconcentration is the process in which – Persistent organic pollutants a contaminant passes through cell mem- – Heavy metals branes directly into an organism from the – Artificial radionucleides surrounding water. The concentration of the – Polycyclic aromatic hydrocarbons (PAHs) contaminant inside the cells may become • Most contaminants originate with agricultural much greater than the concentration in the and industrial activities elsewhere on Earth. water. This process is particularly significant Some of the contaminants that enter global in zooplankton and phytoplankton. In larger air and water circulation are eventually car- organisms, consumption of contaminated prey ried to the Arctic. is the primary way in which contaminants • Mercury, cadmium and lead are the heavy enter the organism. Once the contaminant is metals of greatest concern. Fossil fuel combus- ingested, the only way the organism can get tion is the primary anthropogenic source of rid of it is through excretion or metabolism. mercury. Production of nonferrous metals such Bioaccumulation occurs when the rate at as zinc is the primary anthropogenic source which a contaminant is ingested exceeds the of cadmium and lead, although combustion rate at which the organism is able to get rid of leaded gasoline was the primary source of the contaminant. Biomagnification occurs of lead prior to the widespread ban on lead when the concentration of a contaminant additives in gasoline. increases with each step in the food chain. • Brominated flame retardants and perfluori- For example, if a plankton feeder must con- nated alkanes used to make clothing stain sume 10 grams of plankton to produce 1 resistant are two relatively new sources of gram of biomass, a contaminant in the plank- persistent organic pollutants. ton could be increased ten-fold in the plank- • Nuclear weapons testing has historically ton feeder (assuming the plankton feeder was been the greatest source of radionucleide unable to get rid of the contaminant). contamination. • Hexachlorocyclohexanes (HCHs) are the most • Contaminants may enter the Arctic marine common persistent organic pollutants in Arctic environment via seawater. There are eight different HCH – inflowing ocean currents isomers, one of which (gamma-HCH, com- – atmospheric deposition monly known as lindane) is manufactured as – north-flowing rivers an insecticide. Lindane produces a variety of – runoff from land toxic effects in humans, including death. All – direct disposal into the ocean HCH isomers are likely to cause cancer. • Springtime mercury depletion events occur at

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

• Great skua would be expected to have high- Environmental Emergencies and Risk Management in the Arctic er tissue concentrations of persistent organic • The Emergency Prevention Preparedness and pollutants than guillemots, because great skua Response Working Group is primarily con- are higher in the food chain and are thus cerned with emergencies associated with the likely to have a greater degree of biomagnifi- spill or release of hazardous materials into cation of contaminants. the environment, though the Working Group • The immune, reproductive, nervous, and is examining the possibility of expanding its endocrine systems are known to be signifi- focus to include natural disasters. cantly affected by persistent organic pollut- • Transportation and storage of oil poses the ants. greatest threat to the Arctic from release of a • Polar bears, the top predator in the Arctic pollutant. marine ecosystem, have been found to have • Low temperatures, short growing , reduced rates of cub survival that correlate and fewer species to degrade contaminants with high tissue levels of persistent organic mean that physical and biological processes pollutants. that degrade contaminants will operate more • Lead is not generally considered to be a slowly than elsewhere on Earth, and thus major risk to ecosystem health because lead make the Arctic more vulnerable to damage in seawater is typically adsorbed onto par- from contamination and other human impacts. ticulate matter and is not readily available to • If current climate trends continue, seasonal living organisms. As a result, lead does not sea lanes may appear through historically accumulate in organisms and is not subject ice-locked areas of the Arctic by 2015. to biomagnification. Mercury, on the other • The productivity of Arctic terrestrial, aquatic, hand, is converted to methylmercury by and marine systems is likely to increase as microorganisms and is much more available a result of increased freshwater flow due to to other living organisms. Methylmercury is a warmer climate. Winter habitat in streams also biomagnified in food chains, so animals and rivers for freshwater and anadromous at the top of a food chain may have tissue fishes should improve significantly, to the concentrations of mercury 1000 - 3000 times point that commercial fishing industries may higher than the concentration in surrounding become possible. seawater. • Reduction in sea ice due to climate change • The Inuit people have higher exposure to will make natural resources of the Arctic mercury than the Dene people because of more accessible. In addition to petroleum, their dietary preference for marine mammals, these resources include transportation routes, which are higher in the food chain than foods forestry, mineral resources, fisheries, tour- preferred by the Dene. ist attractions, and land suitable for urban • The primary strategy for reducing human development. Because exploitation of these exposure to persistent organic pollutants and resources has the potential to cause environ- heavy metals in the Arctic has been to sug- mental damage (though such damage is not gest that girls and pregnant women limit or inevitable), climate change increases the risk eliminate their consumption of species that of environmental emergencies in the Arctic. are likely to have high concentrations of con- taminants (such as marine mammals high on Ecosystem-based Approaches for Conserving Arctic Biodiversity the food chain). • Biodiversity is the amount of variety or vari- ability within a group of organisms. In a given geographic area, biodiversity includes

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

the amount of variability between individuals – Fisheries Agreement of each species, between different species, – Convention for the Prevention of Pollution and between different ecosystems. from Ships • An “ecosystem approach” uses the best avail- – Convention on the Protection of the Marine able knowledge about specific ecosystems Environment of the Northeast Atlantic and how they work to determine how human • Among the threats to Arctic marine biodiver- activities can contribute to maintaining the sity are: health of these ecosystems as well as obtain – Climate change maximum benefits from these ecosystems on a – Ozone depletion continuing basis. – Environmental changes • Integrated management is a series of actions – Threats to the high seas that protect natural resources and also ensure – Physical disturbance and habitat fragmen- that these resources can be used for sustained tation human benefit. The key concepts are “protec- – Chemical disturbance tion” and “sustained use.” Integrated man- – Invasive alien species agement is distinct from a sole emphasis on – Overexploitation associated with commer- conservation, as well as from a sole emphasis cial use on exploitation for human benefit. The idea is – Incidental impacts of commercial use to undertake actions that – Overexploitation associated with subsis- (1) provide human benefits from using natu- tance use ral resources, and – Aquaculture (2) ensure that natural resources are cared – Commercial shipping and extractive uses for so that these benefits can continue – Tourism indefinitely. • Twelve actions to conserve biodiversity that • To date, the most effective way to conserve have been recommended for inclusion in the marine biodiversity has been to regulate Arctic Council’s Arctic Marine Strategic Plan human activities in the marine environment are: and to set aside areas in which human activ- – Identify ecologically-important marine ity is prohibited or closely controlled. areas and habitats and ensure their pro- • The United Nations Convention on the Law of tection the Sea is the overall framework for conserva- – Promote an ecosystem approach to Arctic tion and sustainable use of the world’s ocean. marine and coastal resource use • Among the international Conventions that are – Manage Arctic marine activities to support important to marine conservation are: protection, maintenance, and restoration – Global Program of Action for the of biodiversity Protection of the Marine Environment – Incorporate marine biodiversity concerns from Land-Based Activities into decision-making processes – Convention on International Trade in – Assess the interaction between develop- Endangered Species ment activities and biodiversity – International Whaling Convention – Identify threats to Arctic marine species – Convention on Wetlands of International and identify appropriate conservation Importance measures – World Heritage Convention – Assess impacts of major threats (see – International Migratory Species above) and develop appropriate strate- Convention gies to minimize their impact

 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

– Develop and implement programs to moni- coveries being made by the Tracking Narwhals tor Arctic marine biodiversity in Greenland Exploration. – Work with non-Arctic states to improve conservation strategies for migratory and 2. Visit http://oceanography.geol.ucsb.edu/Ocean_Materials/ nomadic species Mini_Studies/Greenhouse_gases/Greenhouse_gases.html for – Encourage participation of Arctic indig- more information and activities related to the enous peoples and other residents and greenhouse effect. local communities in marine biodiversity conservation activities Resources – Develop a circumpolar marine policy that NOAA Learning Objects recognizes all values of the marine envi- http://www.learningdemo.com/noaa/ Click on the link to ronment Lesson 8 - Ocean Currents. – Consider establishing a circumpolar Arctic Marine Ecosystem Council to coordinate Other Relevant Lesson Plans from the Ocean Exploration implementation of an Arctic Marine Program Strategic Plan Getting to the Bottom http://oceanexplorer.noaa.gov/explorations/05arctic/background/ The Bridge Connection edu/media/arctic05_gettingtothebottom.pdf www.vims.edu/bridge/ – Enter “greenhouse” in the (7 pages, 295k) (from the Hidden Ocean, Arctic “Search” box, then click “Search” to display 2005 Expedition) entries on the Bridge Web site for global climate change and the greenhouse effect. Focus – (Biology) Benthic communities in the Canada Basin The “Me” Connection Have students write a brief essay describing In this activity, students will be able to identify how knowledge of previously unexplored Arctic major taxa that are dominant in deep benthic marine environments (like Baffin Bay) could be communities of the Arctic Ocean. Given distribu- personally important. If they have difficulty getting tion data for major taxa in different Arctic benthic started, suggest that they consider how the Arctic communities, students will be able to identify pat- region as a whole is personally important (con- terns in the distribution of these taxa and infer sider global weather systems) and how climate plausible reasons for these patterns. change in this region may have personal impacts. Burp Under the Ice Connections to Other Subjects http://oceanexplorer.noaa.gov/explorations/05arctic/background/ Biology, Chemistry, English/Language Arts, edu/media/05arctic_burp.pdf Geography (5 pages, 269k) (from the Hidden Ocean, Arctic 2005 Expedition) Assessment Student reports prepared in Learning Procedure Focus - (Earth Science) Potential role of Arctic Step 3 and group discussion in Step 4 provide methane deposits in climate change opportunities for assessment.

Extensions In this activity, students will be able to identify the 1. Visit http://oceanexplorer.noaa.gov/explorations/06arctic/wel- natural processes that produce methane, describe come.html for daily logs and updates about dis- where methane deposits are located in the Arctic

10 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

region, explain how warmer climates may affect effects might impact biological communities of the Arctic methane deposits, explain how the release deep ocean, and discuss at least three potential of large volumes of methane might affect Earth’s impacts on biological communities that might climate, and describe how methane releases may result from carbon dioxide sequestration in the have contributed to mass extinction events in deep ocean. Earth’s geologic history. The Big Burp: Where’s the Proof? The Good the Bad and the Arctic http://oceanexplorer.noaa.gov/explorations/03windows/back- http://oceanexplorer.noaa.gov/explorations/05arctic/background/ ground/education/media/03win_proof.pdf edu/media/arctic05_goodandbad.pdf (5 pages, 364k) (from the 2003 Windows to the (13 pages, 368k) (from the Hidden Ocean, Arctic Deep Expedition) 2005 Expedition) Focus: Potential role of methane hydrates in glob- Focus – (Biology/Earth Science) Social, economic al warming (Earth Science) and environmental consequences of Arctic climate change In this activity, students will be able to describe the overall events that occurred during the In this activity, students will be able to identify Cambrian explosion and Paleocene extinc- and explain at least three lines of evidence that tion events and will be able to define methane suggest the Arctic climate is changing, identify hydrates and hypothesize how these substances and discuss at least three social, three economic could contribute to global climate change. and three environmental consequences expected Students will also be able to describe and explain as a result of Arctic climate change, identify at evidence to support the hypothesis that methane least three climate-related issues of concern to hydrates contributed to the Cambrian explosion Arctic indigenous peoples, and identify at least and Paleocene extinction events. three ways in which Arctic climate change is likely to affect the rest of the Earth’s ecosystems. Being Productive (Chemistry/Biology) http://oceanexplorer.noaa.gov/explorations/02arctic/background/ Top to Bottom education/media/arctic_productive.pdf http://oceanexplorer.noaa.gov/explorations/05stepstones/back- (14 pages, 512k) (from the 2002 Arctic ground/education/ss_2005_topbottom.pdf Exploration Expedition) (7 pages, 348k) (from the North Atlantic Stepping Stones 2005 Expedition) Focus: Primary productivity and limiting factors in the Arctic Ocean Focus (Earth Science/Life Science) - Impacts of climate change on biological communities of the Students will be able to identify the three realms of deep ocean the Arctic Ocean, and describe the relationships between these realms; and identify major factors In this activity, students will be able to describe that limit primary productivity in the Arctic Ocean, thermohaline circulation, explain how climate and describe how these factors exert limiting effects. change might affect thermohaline circulation, and Given data on potentially limiting factors and prima- identify the time scale over which such effects ry productivity, students will be able to infer which might take place. Students will also be able to factors are actually having a limiting effect. explain how warmer temperatures might affect wind-driven surface currents and how these

11 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

Current Events Laidre, K. L. and M. P. Heide-Jørgensen. 2005. http://oceanexplorer.noaa.gov/explorations/02arctic/background/ Winter feeding intensity of narwhals. education/media/arctic_c_events.pdf Marine Mammal Science 21(1):45-57. (8 pages, 472k) (from the 2002 Arctic http://faculty.washington.edu/klaidre/docs/LaidreandHJ_ Exploration Expedition) 2005b.pdf

Focus: Currents and water circulation in the Arctic Laidre, K. L. and M. P. Heide-Jørgensen. 2005. Ocean (Earth Science) Arctic sea ice trends and narwhal vulner- ability. Biological Conservation 121:509- In this activity, students will be able to identify the 517. http://faculty.washington.edu/klaidre/docs/ primary driving forces for ocean currents and will LaidreandHJ_2005a.pdf be able to infer the type of water circulation to be expected in the Arctic Ocean, given information Laidre, K. L., M. P. Heide-Jørgensen, M. L. Logsdon, on temperature, salinity, and bathymetry. R. C. Hobbs, P. Heagerty, R. Dietz, O. A. Jørgensen, and M. A. Treble. 2004. Other Links and Resources Seasonal habitat associations of nar- The web links below are verified at the time whals in the high Arctic. Marine Biology of publication, but over time, some links may 145:821-831. http://faculty.washington.edu/klaidre/ change or become obsolete. Searching with key docs/Laidreetal_2004c.pdf words may help to locate an updated site. Laidre, K. L., M. P. Heide-Jørgensen, O. A. http://oceanexplorer.noaa.gov/explorations/06arctic/welcome.html – Jørgensen, and M. A. Treble. 2004. Deep Follow the Tracking Narwhals in Greenland ocean predation by a high Arctic cetacean. Exploration daily as documentaries and ICES Journal of Marine Science 61(3):430- discoveries are posted each day for your 440. http://faculty.washington.edu/klaidre/docs/ classroom use. Laidreetal_2004b.pdf

Gregg, W. W., M. E. Conkright, P. Ginous, J. E. Heide-Jørgensen, M. P. and K. L. Laidre. 2004. O’Reily, and N. W. Casey. 2003. Ocean Declining Extent of Open-water Refugia for primary production and climate: Global Top Predators in Baffin Bay and Adjacent decadal scales. Geophysical Research Waters. Ambio 33(8):488-495. http://faculty. Letters 30:31-34. washington.edu/klaidre/docs/HJandLaidre2004.pdf

http://www.narwhal.info/ – Web site dedicated to gather- Heide-Jørgensen, M. P., R. Dietz, K. L. Laidre, ing and sharing information about narwhals P. Richard, J. Orr, and H. C. Schmidt. 2003. The migratory habits of narwhals. http://www.nasa.gov/centers/goddard/news/topstory/2003/ Canadian Journal of Zoology 81:1298- 0815oceancarbon.html – “Ocean Plant Life Slows 1305. http://faculty.washington.edu/klaidre/docs/ Down and Absorbs Less Carbon;” article HJetal_2003b.pdf about decreasing ocean primary productivity http://www.tyndall.ac.uk/publications/tyn_symp/arctic.pdf http://www.nasa.gov/home/hqnews/2003/jun/HQ_03182_green_gar- – Synopsis of a conference on “Climate den.html – “Global Garden Grows Greener;” Change, the Arctic and the United article about increases in terrestrial primary Kingdom: directions for future research;” 8 productivity May 2002, University of East Anglia

12 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change http://www.arctic-council.org – Web site for the Arctic Ocean Literacy Essential Principles and Fundamental Council Concepts Essential Principle 1. http://www.acia.uaf.edu – Web page for the Arctic The Earth has one big ocean with many features. Climate Impact Assessment secretariat • Fundamental Concept c. Throughout the ocean there is one interconnected circulation http://www.ngdc.noaa.gov/paleo/ctl/about4.html – “Overview system powered by wind, tides, the force of of Climate Processes” from NOAA’s the Earth’s rotation (Coriolis effect), the Sun, Paleoclimatology Web site and water density differences. The shape of ocean basins and adjacent land masses influ- http://www.uky.edu/KGS/education/geologictimescale.pdf and ence the path of circulation. http://www.uky.edu/KGS/education/activities.html#time • Fundamental Concept e. Most of Earth’s – Great resources on geological time and water (97%) is in the ocean. Seawater has major events in Earth’s history unique properties: it is saline, its freezing point is slightly lower than fresh water, its National Science Education Standards density is slightly higher, its electrical conduc- Content Standard A: Science As Inquiry tivity is much higher, and it is slightly basic. • Abilities necessary to do scientific inquiry The salt in seawater comes from eroding • Understandings about scientific inquiry land, volcanic emissions, reactions at the sea- floor, and atmospheric deposition. Content Standard B: Physical Science • Fundamental Concept h. Although the ocean • Chemical reactions is large, it is finite and resources are limited.

Content Standard C: Life Science Essential Principle 3. • Interdependence of organisms The ocean is a major influence on . • Fundamental Concept a. The ocean controls Content Standard D: Earth and Space Science weather and climate by dominating the • Energy in the Earth system Earth’s energy, water and carbon systems. • Geochemical cycles • Fundamental Concept b. The ocean absorbs much of the solar radiation reaching Earth. Content Standard E: Science and Technology The ocean loses heat by evaporation. This • Understandings about science and technology heat loss drives atmospheric circulation when, after it is released into the atmosphere as Content Standard F: Science in Personal and Social water vapor, it condenses and forms rain. Perspectives Condensation of water evaporated from • Personal and community health warm seas provides the energy for hurricanes • Natural resources and . • Environmental quality • Fundamental Concept f. The ocean has had, • Natural and human-induced hazards and will continue to have, a significant influ- • Science and technology in local, national, ence on climate change by absorbing, stor- and global challenges ing, and moving heat, carbon and water. • Fundamental Concept g. Changes in the ocean’s circulation have produced large, abrupt changes in climate during the last 50,000 years. 13 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) Focus: Social, economic and environmental consequences of Arctic climate change oceanexplorer.noaa.gov

Essential Principle 6. Send Us Your Feedback The ocean and humans are inextricably interconnected. We value your feedback on this lesson. • Fundamental Concept e. Humans affect the Please send your comments to: ocean in a variety of ways. Laws, regula- [email protected] tions and resource management affect what is taken out and put into the ocean. Human For More Information development and activity leads to pollution Paula Keener-Chavis, Director, Education Programs (such as point source, non-point source, and NOAA Ocean Exploration Program noise pollution) and physical modifications Hollings Marine Laboratory (such as changes to beaches, shores and riv- 331 Fort Johnson Road, Charleston SC 29412 ers). In addition, humans have removed most 843.762.8818 of the large vertebrates from the ocean. 843.762.8737 (fax) • Fundamental Concept g. Everyone is respon- [email protected] sible for caring for the ocean. The ocean sustains life on Earth and humans must live in Acknowledgements ways that sustain the ocean. Individual and This lesson plan was produced by Mel Goodwin, collective actions are needed to effectively PhD, The Harmony Project, Charleston, SC manage ocean resources for all. for the National Oceanic and Atmospheric Administration. If reproducing this lesson, please Essential Principle 7. cite NOAA as the source, and provide the follow- The ocean is largely unexplored. ing URL: http://oceanexplorer.noaa.gov • Fundamental Concept a. The ocean is the last and largest unexplored place on Earth—less than 5% of it has been explored. This is the great frontier for the next generation’s explor- ers and researchers, where they will find great opportunities for inquiry and investiga- tion. • Fundamental Concept b. Understanding the ocean is more than a matter of curiosity. Exploration, inquiry and study are required to better understand ocean systems and pro- cesses. • Fundamental Concept d. New technologies, sensors and tools are expanding our ability to explore the ocean. Ocean scientists are relying more and more on satellites, drifters, buoys, subsea observatories and unmanned submersibles. • Fundamental Concept f. Ocean exploration is truly interdisciplinary. It requires close col- laboration among biologists, chemists, clima- tologists, computer programmers, engineers, geologists, meteorologists, and physicists, and new ways of thinking.

14 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

Student Handout Impacts of Arctic Climate Change Worksheet

Part A: Background Review Questions 1. What has happened to Arctic sea ice in the last 20 years? 2. How could water in the Greenland Ice Sheet affect global sea levels? 3. What is happening to sea ice in the Greenland Ice Sheet? 4. What has happened to global average sea level during the past 20 years? 5. How could a warmer Arctic climate affect coastal erosion? 6. What is happening to ultraviolet radiation levels in the Arctic region? 7. What is happening to glaciers in the Arctic region? 8. How are vegetation patterns changing in the Arctic region? 9. How has oceanic primary productivity changed in the last two decades? 10. How are changes in permafrost affecting human activities?

Part B: Guide Questions for Research Topics Topic: Climate Trends in the Arctic Region • See Review Questions in Part A • How are climate trends in the Arctic different from similar trends elsewhere on Earth? Why? • What evidence is there that “greenhouse gases” contribute to the present climatic trends in the Arctic? • What happened in 1992 that interrupted the pattern of change on the Greenland Ice Sheet? • How do changes in snow, ice, and vegetation in the Arctic affect global warming? • Why do climactic trends differ in different parts of the Arctic region? • Warmer climates could cause significant releases of what substances from the Arctic? What might be some of the consequences of these releases?

Topic: Indigenous Peoples and Traditional Knowledge • What are the six Arctic indigenous organizations that take part in the work of the Arctic Council, and what peoples do they represent? • What is “traditional knowledge” and what broad subjects does it include? • Why are persistent toxic substances a key issue among indigenous peoples of the Arctic? • Why can’t indigenous peoples of the Arctic avoid toxic substances by switching to imported foods known to be free of contaminants? • What is the significance of the Stockholm Convention on Persistent Organic Pollutants to Arctic indig- enous peoples? • What impacts is Arctic climate change having on indigenous peoples of the region?

Topic: Arctic Marine Pollution • What four major categories of contaminants are found in the Arctic? • What is the origin of most of these contaminants? • Which of the heavy metals are of greatest concern, and what human activities are the primary sources of these metals? • What chemicals used to treat clothing are relatively new sources of persistent organic pollutants? • Historically, what has been the greatest source of radionucleide contamination? • What are the five physical pathways through which contaminants may enter the Arctic marine envi- ronment? 2006 Tracking Narwhals in Greenland – Grades 9-12 (Biology/Earth Science) oceanexplorer.noaa.gov Focus: Social, economic and environmental consequences of Arctic climate change

• What are springtime mercury depletion events, and how may they lead to an accumulation of mer- cury in marine mammals? • What are bioconcentration, bioaccumulation, and biomagnification? • What are the most common persistent organic pollutants in Arctic seawater? • Which birds would you expect to have higher tissue concentrations of persistent organic pollutants: guillemots (which feed on small planktivorous fishes) or great skua (which scavenge and prey on other seabirds and sometimes on the carcasses of marine mammals)? • What are the principal biological systems (organ systems) that can be affected by persistent organic pollutants? • Is there any evidence that persistent organic pollutants have affected populations of the top predator in the Arctic marine ecosystem? • Are lead and mercury considered to be major risks to ecosystem health? Why? • The most popular foods among the Inuit people of Canada are caribou, seal, char (a type of fish) narwhal (a marine mammal), and . The most popular foods among the Dene people of the same region are moose, caribou, and freshwater fish. Which group of indigenous people would be expected to have the greater exposure to mercury? • What steps have been taken to reduce human exposure to persistent organic pollutants and heavy metals in the Arctic?

Topic: Environmental Mmergencies and Risk Management in the Arctic • What types of emergencies are the focus of the Emergency Prevention Preparedness and Response Working Group? • What human activity poses the greatest threat to the Arctic from release of a pollutant? • What are some of the factors that make the Arctic more vulnerable to damage from contamination and other human impacts? • Based on current trends, how soon might seasonal sea lanes appear through areas of the Arctic that have historically been ice-locked throughout the year? • How is the productivity of Arctic terrestrial, aquatic, and marine systems likely to change as a result of increased freshwater flow due to a warmer climate? • How may climate change affect the risk of environmental emergencies in the Arctic?

Topic: Ecosystem-based Approaches for Conserving Arctic Biodiversity • What is “biodiversity?” • What is an “ecosystem-based approach?” • What is “integrated management?” • To date, what has been the most effective way to conserve marine biodiversity? • What is the overall framework for conservation and sustainable use of the world’s oceans? • What are some of the international Conventions that are important to marine conservation? • What are some of the threats to marine biodiversity in the Arctic? • What 12 actions to conserve biodiversity have been recommended for inclusion in the Arctic Council’s Arctic Marine Strategic Plan?