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Sea of Activity Guide Acknowledgments

Contact Information: Project Coordinator: Marilyn Sigman, Center for Alaskan Coastal Studies Education: Written By: Sea Activity Guide, Teaching Kit and Display: Elizabeth Trowbridge, Center for Alaskan Coastal Marilyn Sigman Center for Alaskan Coastal Studies Studies P.O. Box 2225 Homer, AK 99603 Illustrations by: (907) 235-6667 Bill Kitzmiller, Conrad Field and Fineline Graphics [email protected] (Alaska Wildlife Curriculum Illustrations), Elizabeth Alaska Wildlife Curricula Trowbridge Robin Dublin Wildlife Education Coordinator Reviewers: Alaska Dept. of Fish & Game Marilyn Sigman, Bree Murphy, Lisa , Tim Division of Wildlife Conservation Bowman, Tom Rothe 333 Raspberry Rd. Anchorage, AK 99518-1599 (907)267-2168 Funded By: [email protected] U.S. Fish and Wildlife Service, Alaska Coastal Program and Scientific/technical Information: The Alaska Department of Fish and Game, State Duck Tim Bowman Stamp Program Coordinator (Pacific) The Center for Alaskan Coastal Studies would like to thank U.S. Fish & Wildlife Service the following people for their time and commitment to sea 1011 E. Tudor Rd. duck education: Tim Bowman, U.S. Fish and Wildlife Anchorage, AK 99503 Service, Sea Duck Joint Venture Project, for providing (907) 786-3569 background technical information, photographs and [email protected] support for this activity guide and the sea duck traveling SEADUCKJV.ORG display; Tom Rothe and Dan Rosenberg of the Alaska Department of Fish and Game for technical information, Tom Rothe presentations and photographs for both the sea duck Waterfowl Coordinator traveling display and the activity guide identifica- Alaska Dept. of Fish & Game tion cards; John DeLapp, U.S. Fish and Wildlife Service, for 525 W. 67th Ave. his help with the Alaska Coastal Grant program; and Anchorage, AK 99518 Homer resident Nancy Hillstrand for her enthusiastic (907) 267-2206 support and the use of her hand carved sea duck decoys for [email protected] our ongoing educational efforts.

Front cover photo credits clockwise from the top: Marilyn Sigman, ADF&G, Tina Moran, Doyle Ohnemus.

Center for Alaskan Coastal Studies 1 2003 Sea Ducks of Alaska Activity Guide Introduction Welcome teachers! We are pleased to present an activity guide, designed for grades 4-6, which you will find packed with ideas for learning more about the amazing sea ducks that visit our waters each winter. The activities within will help you explore the biological characteristics of sea ducks illustrating why they are unique and what sets them apart from sea and other waterfowl; help you understand the main characteristics and life histories of selected species of sea ducks common to Coastal Alaska, and demonstrate the issues surrounding the conservation of these birds in Alaska.

Following the activities you will find species cards that you can color copy, cut out and laminate to use for easy identification of sea ducks while out on field trips or to help your students with their mini-research projects. Also included are species information sheets with more detailed information about the particular species covered in this activity guide that can help students with their research or provide you with general background information.

Please note that we have chosen to highlight eight of the fifteen sea duck species that occur in Alaskan waters for the sea duck research activity and twelve of the fifteen species for the sea duck trading cards found in the supplement. Sources for more information on the other three sea duck species can be found at the back of this activity guide on the Bibliography and Resources page. Feel free to substitute other species of sea ducks that may be more relevant to your specific region in order to make these activities as real to your students as possible.

Have fun and enjoy your journey into the wonderful lives of sea ducks!

Twelve species of sea ducks covered in Three species of sea ducks NOT this activity guide: covered in this activity guide:

Red-breasted Merganser White-winged Common Barrow's Goldeneye Spectacled Long-tailed Duck Steller's Eider

2 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Background Sea ducks belong to the family , subfamily . This subfamily is divided into several tribes of birds, one of which is the tribe , sea ducks and mergansers. Sea ducks are distinguished from other waterfowl by their unique life history and habitat requirements:

Sea ducks are often associated with coastal waters and typically winter in coastal waters and breed on coastal wetlands of the arctic tundra or in boreal forests.

Sea ducks prefer foods to plant matter and feed more on molluscs than do the other waterfowl. They typically eat large , including clams, mussels, shrimp, snails and small crabs, when on their wintering grounds and some eat shellfish, fish or fish year round.

Sea ducks have great diving skills but are not generally considered true “diving ducks.”

Sea ducks typically have small wings relative to their body weight. They fly fast but cannot land or take flight in restricted space. They run on the surface of the water to “take off” in flight. In contrast, Dabblers have large wings relative to their body weight so they fly more slowly but can land more easily and take off in restricted areas.

Sea ducks are tolerant of salt water while on their wintering grounds, but can live in fresh water while breeding and nesting.

Sea ducks are found primarily in northern temperate or subarctic areas. They typically have dense with a heavy undercoat of down suitable for cold climates.

Unlike the Dabbling Ducks (for example, Mallards, Pintails, and Teals) that are surface feeders, and True Divers (for example, Canvasbacks and Scaups), sea ducks are distinguished from other ducks by their special adapted for either pulling shellfish from the rocks in the intertidal zone ( and ) or catching fish (Mergansers).

The males and females of most sea ducks are characterized as “sexual dichromatic” meaning males and females differ in color and males have two distinct in a year. During the breeding season many of the male sea ducks have a striking black and white plumage and some have a colorful head and bill, while the females are typically brown. Male Harlequin Ducks are a beautiful array of color while Scoters, with the exception of their bills, are almost entirely black. After breeding season the males molt and their plumage resembles that of the females, making identification difficult. During the molt when they lose their wing they become flightless and vulnerable to predators and environmental disturbances. The Long- tailed Duck has the most complicated molt pattern of any . It actually partially molts four times a year, as opposed to the typical molt pattern of twice yearly.

Center for Alaskan Coastal Studies 3 2003 Sea Ducks of Alaska Activity Guide

Background continued...

Fifteen of the world's nineteen sea duck species breed in . Sea ducks and geese both require two to three years to reach breeding maturity and typically produce a smaller, single clutch of eggs in a breeding season. Sea ducks line their nests heavily with down plucked from their breast, providing excellent insulation for their incubating eggs. Sea ducks have varied nesting habitats. Some, such as the Eiders, Long- tailed Duck and Scoters nest on the arctic wetlands. Others such as the Mergansers and Goldeneyes use forested areas along northern rivers and lakes. Harlequin Ducks find inland fast flowing streams for nesting and use the coastal rocky shorelines for wintering grounds. Chicks are born with a dense layer of down which provides excellent insulation by trapping air which also makes the chick buoyant. Downy color patterns are unique to these chicks and species can be identified at a young age.

Sea ducks have become the focus of concern for biologists and waterfowl managers recently because of the apparent, yet unexplained, decline in numbers in 10 of the 15 species of sea ducks. Baseline data on these ducks is lacking because they are difficult to survey and biologists have not been able to get accurate population counts for most species. Information that does exist has led to two species, the and the Alaska breeding population of the Steller's Eider, to be listed as threatened under the federal Endangered Species Act. Sea duck populations are susceptible to danger because of their propensity to gather in large numbers in their wintering grounds, making them vulnerable to impacts from spills and predators; their late breeding and small clutch size, their dependence on shrinking wetland habitat for nesting, and potential poisoning from lead shot and heavy metal contaminants on their breeding and wintering grounds.

King Eider Pair Photo by Doyle Ohnemus

4 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Table of Contents

Activity 1: Sea Duck Survival...... 6-17 Fabulous Feathers...... 8 Why Don't Sea Ducks Freeze...... 9 Best Beaks...... 10 Colorful Camouflage...... 11 Passport to ...... 13-16 Explanation of Stations...... 17

Activity 2: Waterfowl Web of Life...... 18-27 Web of Life Activity...... 19 Food Chain Mobiles...... 19-20 Food Chain Game...... 20-21 Sea Duck Food Sources...... 22 Marine Food Chain Cards...... 23-28

Activity 3: Become An Expert...... 29-32 Search for Answers...... 30 Six-Sided Cube Display...... 31 Range Maps...... 32

Activity 4: Conservation Issues...... 33-35 Endangered Species Situation Handout...... 34

Bibliography & Resources...... 36

Science Standards...... 37-38

Appendix 1 Make a Sea Duck Model...... 39 Appendix 2 Sea Duck Outlines...... 40 Appendix 3 Sea Duck Species Cards...... 41-44

Center for Alaskan Coastal Studies 5 2003 Sea Ducks of Alaska Activity Guide Sea Duck Survival Objective: To learn about the special adaptations sea ducks have "findings" in their passport. Wrap up the activity by that distinguish them from other types of sea birds discussing the various findings of the groups and and ducks. sharing drawings. The extension activities Sea Duck Wall Hanging and Sea Duck Serenade are excellent Concept: whole group wrap-up activities. Northern environments present special challenges for waterfowl. Sea ducks have unique adaptations for surviving in arctic and subarctic waters. Discovery Stations: You Will Need: Station 1: Fabulous Feathers ♦ see next page  Investigations with a microscope  Compare and contrast flight What to Do: & downy feather  Introductions:Introductions: Feather race  Oil and water on feathers If time permits: present a Sea Duck Slide Show to familiarize your students with the birds that are Station 2: Why Don’t Sea Ducks considered to be sea ducks and some general Freeze? characteristics of sea ducks. A slide show and script  Crisco mitt is provided with the Sea Duck Teaching Kit. Included  Shredded paper mitt in the slide show are pictures of other common birds  Feather mitt that can be used to generate discussion on pre- knowledge of birds and general differences and Station 3: Best Beaks similarities. If you do not have access to this kit, you  Mussels on a rock can put your own slide show together or gather  Invertebrates in the water magazines and books with photos for the students  Fish in the water to look at to stimulate discussion.  Debris on the beach

Procedures: Station 4: Colorful Camouflage Make a copy of the Sea Duck Discovery Passport  Male breeding plumage for each student. Divide the class into 4 equal groups  Female camouflage plumage that will rotate between stations. Exploration at the  Molting stations can be as involved as you want to make it. This activity can be done in a 50 minute class period with students rotating every 10 minutes, but students will get more out of each station if you can arrange Activities included in Sea Duck Survival were adapted from Giving Back to the Earth: A Teacher’s Guide to Project for at least 15 minutes of exploration at each station. Puffin and Other Studies, by Pete Salmansohn, Students should explore the station and record their and S. W. Kress, Tilbury Press, , 1997.

6 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide

Sea Duck Survival continued... Materials Needed for each station:

Station 1: Fabulous Feathers Station 3: Best Beaks Collection of feathers (see Resources) Fish: (flight, contour and down) Spoon Hand lenses Chopsticks Microscope Serrated pliers Large or small bowls Bowl Water Soap shavings (colored black) Mussels: Spoons or droppers Spoon Dishwashing detergent Chopsticks (Dawn if available) Serrated pliers Plenty of paper towels! Modeling clay Walnuts (whole, in shells) Macroplankton: Tweezers Chopsticks Toothpicks Bowl Rice crispies Station 2: Why Don't Sea Ducks Freeze? Beach debris: Large bowl or tub Strainer Ice Chopsticks Water Serrated pliers Insulation Mitts (see Instructions) Dry Mitts with no insulation (enough for Handful of kidney beans one each if possible) Mitts filled with Crisco (2 minimum) Mitts filled with shredded paper (2 minimum) Mitts filled with downy feathers (if enough feathers are available, Station 4: Colorful Camouflage otherwise the shredded paper Pictures of sea ducks in various mitts can serve as an example plumages and poses of insulation that traps air) (Use Species ID cards) Markers, colored pencils or fabric crayons Outlines of sea ducks Color by number plumage page (see page 16)

Center for Alaskan Coastal Studies 7 2003 Sea Ducks of Alaska Activity Guide

Sea Duck Survival continued... Instructions for each station:

Station 1: Fabulous Feathers

Students will investigate the properties of feathers. They will be comparing the structure of flight, contour and down feathers and recording their observations. They will be investigating feather structure under a microscope and hand lens. They Contour will also be investigating the waterproof qualities of Feather feathers by experimenting with oil and water and feathers. Students will investigate the dangers of crude oil on feathers (as in the case of an oil spill) and experiment with cleaning the oiled feathers with dishwashing detergent - a common method used in oil spill clean-up of damaged sea and waterfowl. Encourage the students to discuss the benefits of a duck's oil gland for protection and the dangers of toxic that can destroy their waterproof coating and can also sicken a bird through ingestion during . Cleaning and drying the feathers will also help ready the station for the next group - so be sure the students complete this step!

Types of Feathers

8 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide

Sea Duck Survival continued... Instructions for each station:

Station 2: Why Don't Sea Ducks Freeze?

Students will investigate the general insulating properties of various materials and compare them to sea duck adaptations, which allow them to spend the winters in northern arctic and subarctic coastal waters. Students will plunge their hands into the ice cold water with one covered with a noninsulated mitt and the other covered with one of the insulated mitts to compare and contrast the insulating properties. If time permits you can have various materials available to the students for experimenting with making their own mitts and testing insulating properties.

Directions for making mitts: Uninsulated mitt: Using two quart size Ziploc freezer bags (you can use regular Ziploc bags if freezer bags are not available, they just may not last as long), make a mitt by turning one bag inside out and placing it inside the other bag, matching the blue and red zipper strip at the top. Zip the bags together. Seal the bags with duct tape around the upper edge.

Insulated mitt: Using two quart size Ziploc freezer bags (you can use regular Ziploc bags if freezer bags are not available, they just may not last as long), fill one bag with approximately 3 cups of insulating material. Turn the second bag inside out and place it inside the first bag, matching the blue and red zipper band. Zip the bags closed and seal with duct tape. Using your hands, evenly distribute the insulating material.

Make enough uninsulated mitts so that each student at the station has one uninsulated mitt. Make at least two each of the insulated mitts to experiment with.

Center for Alaskan Coastal Studies 9 2003 Sea Ducks of Alaska Activity Guide

Sea Duck Survival continued... Instructions for each station: Station 3: Best Beaks

Instructions for each station: Method: Each member of the group tries one tool Fish in the Water: Add small pieces of soap that at each station to remove the "food." When time is float into the bowl of water simulating slippery fish up, students work together to fill in the chart in their in the ocean. (If you can use an aquarium with an passport. Share results with the group during wrap air bubbler to move the "fish" around, the experiment up. If time is a factor, have each member choose a will be more realistic.) Tools: chopsticks, a teaspoon tool, then timet he group for 30 seconds (or 1 minute) and serrated pliers. Sea ducks that eat small fish are depending on your constraints. After recording Mergansers; other birds that eat small fish include results and sharing with each other, move onto the Puffins, , Murres and Guillemots. next station. An easy-to-use timer that students can move from station to station would be handy. Mussels on a Rock: Make a large rock out of the modeling clay. Stick walnuts into the clay mound to Remind students that they cannot use hands, fingers represent mussels clinging to the rocky shore. Tools: or anything else to make their job easier and they should a spoon, chopsticks and serrated pliers. Sea ducks use the tools as they were intended to be used. that pull mussels off rocks include Eiders and Scoters.

Invertebrates in the Water: Add rice crispies to Merganser Beak float in a bowl of water to simulate macroplankton such as and animal larvae floating on the surface of the ocean and fish eggs. Tools: tweezers, chopsticks, sharp toothpicks. Sea ducks who eat crustaceans and fish eggs include Eiders, Harlequin ducks and Long-tailed Ducks. Another sea bird that eats macroplankton from the surface of the ocean is the Storm Petrel.

Debris on the Beach: Add dry, hard macaroni shells to a bowl to simulate beach pebbles and rocks. A few red kidney beans are mixed in with the macaroni Long-tailed Duck Scoter Beak to simulate bits of washed up food on the beach such Beak as dead crabs, fish, urchins, and garbage. Tools: small strainer, chopsticks, pliers. Birds that eat this: Gulls. (Use this station as a comparison to sea duck diet and also as an informative experiment on a very common bird that all students will be aware of). Gull Beak

10 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide

Sea Duck Survival continued... Instructions for each station: Station 4: Colorful Camouflage

Students will use the power of observation to fabric blocks which can then be sewn together for a carefully draw a replica of one of the sea duck photos fantastic classroom display! or mounts provided. This station can have several options depending on your desired results. Students Sea Duck Model: should first color the molting plumage comparison Make a sea duck model using a plastic milk jug provided on Page 16, paying careful attention to and paper machè. Ducks can then float and be color details. part of a display for other classes or parents. Duck models can also be used to discuss the Students should then freehand draw a copy of a sea benefits of a common coloration of many sea duck picture paying close attention to body shape, birds: dark on top, light on bottom. See Appendix bill shape, coloration and size. 1 for specific instructions for making a model. Give yourself at least 2 class periods to complete Students can draw and color with fabric crayons, this project. which can then be applied to fabric pieces and made into a class sea duck wall hanging (see Extension Sea Duck Serenade: Activities). Listen to a tape of sea duck calls. Make two sets of cards that have the names of the sea ducks you will The emphasis should be on paying attention to be listening to on them. Pass them out to the group details, using coloration (especially of males in (if you have a large class you can have a flock of breeding plumage) for identification and using bill birds rather than a pair). After listening to the tape shape and body size for identification during non- and practicing the calls as a class, each student will breeding season. try to find their partner by calling for each other. Challenge the students to describe or write their sea Follow up and Extensions: duck sound.

Group Discussions: Survival is the Name of the Game Activity: Discuss results of the experiments as a class. Try to See the list of resources for information on how to encourage students to make comparisons between obtain a copy of this great game that looks at sea duck characteristics and characteristics of other adaptations of for survival in their unique types of birds that they may be familiar with. habitats.

Sea Duck Wall Hanging: Make a mural or a sea duck wall hanging with the drawings from Station 4. Follow the manufacturer's directions for using fabric crayons and transfer pictures onto a large piece of fabric or onto individual

Center for Alaskan Coastal Studies 11 2003 This Page is Blank PASSPORTPASSPORT TOTO SEASEA DUCKDUCK DISCOVERYDISCOVERY

Station 2 Best Beaks Each team member selects one tool to experiment with. Make a prediction as to which tool will be most effective at collecting the particular food item. At the signal, each member tries to extract as many food items as possible. Stop collecting at the signal. Record the team's data below.

How many food items did your group capture in the Total number captured Station 1: Fish time period? for the class Spoon Chopsticks Serrated Pliers Station 2: Mussels Spoon Chopsticks Serrated Pliers Station 3: Macroplankton Tweezers Chopsticks Toothpicks Station 4: Beach Debris Strainer Chopsticks Pliers Station 1 - Fabulous Feathers!

1. Examine a large feather using a hand lens and 3. Now, let your feather float on top of the then a microscope. Can you see the zipper? water. Spoon water onto the feather. Does it Draw what you see. Be as detailed as you can! soak in? _____ Does it get wet? _____ Take a

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12345678901234567890123456789012123456789 rub it in. Now let it float on the water. Spoon

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12345678901234567890123456789012123456789 water onto the feather. Does it get wet? _____

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12345678901234567890123456789012123456789 12345678901234567890123456789012123456789 ______12345678901234567890123456789012123456789 Take your feather out of the water and place two 2. Now examine a drops of detergent into the bowl. What downy feather with happened?______a hand lens and a microscope. Where is the zipper? Draw Using the dishwashing detergent, clean your what you see. feather for the next group to use.

Station 3: Why Don't Sea Ducks Freeze?

Each team member will compare and contrast an uninsulated mitt with an insulated mitt. You will also compare the various types of insulation and speculate on their ability to keep a sea duck warm in the arctic and subarctic waters.

1. Place one hand in an empty mitt and plunge it into the ice cold water. How does the water feel? ______

2. Now keep one hand covered with an empty mitt and put a mitt with insulation on the other hand. Plunge both hands in the tub of ice cold water. Which hand feels warmer?______Which type of insulation did you experiment with?______

3. Repeat the above experiment with a different insulation mitt. Which hand feels warmer?______Which type of insulation did you experiment with?______

4. Now compare the two insulated mitts with each other. Which one makes your hand feel warmer?______Why do you think one type of insulation is better than the other?______

How could feathers and/or extra help keep the sea duck from freezing?______Can you think of any other animals that benefit from extra layers of fat or feather insulation? ______Station 4: Draw a Sea Duck Carefully observe the pictures of the eight different species of sea ducks. Make a note of the general body shape of the bird, its bill shape and any other distinguishing marks that might help someone identify this bird out in the wild.

Draw a detailed picture of your favorite sea duck on the blank page at the end of your book. Use the space below to make "field sketches" of special features you have observed.

Use pencil, crayons, markers or fabric crayons to make a transferable sea duck for a wall hanging or pillow.

Draw a complete picture of a Sea Duck here Plumage Color Key Sea Ducks of Alaska Activity Guide 10 1. White 11 2. Reddish Brown 3. Dark Blue 1 11 4. Light Blue Adult Male Long-tailed Duck 5. Brown 11 Breeding Plumage 6. Yellow Adult 7. Grey 1 Female 8. Pink Long-tailed 10 11 10. Tan 5 Duck 11. Black 7 8 10 11 11

10 1 1 1 7 1 6 Long-tailed 11 1 4 Adult Duck 1 Female Duckling Harlequin 1 Duck

2 1 1 2 1 5 1 Harlequin Duckling

3 3 2 Adult Male 2 Adult Male Harlequin Duck Harlequin Duck 6 1 Non-Breeding Breeding 1 Plumage 1 4 1 Plumage 6 4 3 3 1 1 4 1 1 1 1 1 2 1 4 2 1

16 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide

Sea Duck Survival continued... Explanation of Stations

Station 1 - Fabulous Feathers: eider's bill is short and stout for pulling mussels off Adaptation - Feathers: Students should be able to the intertidal rocks. The merganser's bill is long and see a distinct difference between the contour feathers narrow with serrated edges excellent for catching and the down feathers. Unless you are able to use a slippery fish. microscope, it may be difficult to see the "zipper" effect of the barbs and barbules. Have students be as Station 3 - Why Don't Sea Ducks detailed as possible in their drawings of the contour Freeze? feathers explaining that these hooks, or velcro-like Adaptation - Insulation: The students will discover features, help the feather to lay flat and stiff and allows the air trapping quality of the downy feather at station it to be water repellent. When covered with the ducks 1. At the insulation station they will feel how well the natural oil it stays dry and able to float. The downy feathers insulate and keep them warm, as compared feathers are much "springier." Explain to the students to no insulation and "blubber" (Crisco). The downy that this helps the feather trap air - making it a super feathers of the eider duck have long been used insulator for the duck. commercially for insulation in duvets and arctic and climbing clothing. Eiders line their nests with large The oil experiment is a very simplified way of looking quantities of down and there are places where eider at how oil can affect waterfowl in the event of an oil "farmers" gather the nest linings to sell. Some sea spill. The best experiment would be to use motor oil, birds, such as the puffin, have extra fat to keep them but the toxic nature of motor oil makes it impractical warm in the northern waters, much the same as the for use with students. Apply a few drops of black marine mammals. food coloring or ink to cooking oil and rub if onto the feathers. Experimenting with both the contour and the downy feathers should produce different Station 4 - Colorful Camouflage results. The use of dishwashing detergent (Dawn Adaptation - Plumage: All birds molt their worn brand) to clean both the water and the feathers is an feathers on a regular cycle. Since it requires so much example of a very effective method of oil spill cleanup energy to grow new feathers, male sea ducks typically that actually takes place. Get creative with this molt flight feathers in late summer after the breeding experiment by providing different materials to use season, when food is plentiful. Molting of primary as "scrubbing agents" such as cotton balls, sponges, and secondary feathers leaves them flightless and spoons, etc. therefore vulnerable to predators and disturbances. Sea ducks have a drab plumage in the fall, and most In the event of an oil spill, oiled birds can die from a males resemble females making identification number of factors. They can get hypothermia because difficult. They go through a second molt, which does the insulating properties of the downy feathers has not include primaries and secondaries, prior to been destroyed and they can get poisoned by ingesting breeding season and the males replace their drab the toxic oil while preening their feathers in an attempt feathers with bright body breeding plumage. Molts to get them functioning correctly. which only replace some of the feathers are called partial molts. Sea ducks usually have 2 partial molts Station 2 - Best Beaks: a year. The Long-tailed duck has 4 partial molts in a year, the most complicated molting pattern of all the Adaptation - Beaks: The beaks of sea ducks are sea ducks. specialized to capitalize on the local food source. An

Center for Alaskan Coastal Studies 17 2003 Sea Ducks of Alaska Activity Guide Waterfowl Web of Life Objective: To learn how sea ducks fit into both marine and Fox Damselfly freshwater habitats as secondary consumers. Scoter Concept: Caddisfly Sea ducks spend three-quarters of their lives in a Algae Mussels marine ecosystem and one-quarter in a freshwater wetland or forest environment. They capitalize on Clams Diatoms the abundance of marine invertebrates in nearshore Sun coastal waters in their wintering grounds and on the abundance of freshwater invertebrates and in their more inland breeding grounds. Their presence What to Do: is intricately intertwined with many organisms Introductions: throughout the marine food web. Assess the students' pre-knowledge of food chains and food webs. Refresh students' understanding of You Will Need: food chains and food webs by going over a simple ♦Sea Duck Species Cards food chain involving their own eating habits. Make ♦Sea Duck Food Chain Cards a diagram on the board of all the foods the students ♦ball of yarn eat and their links to plants and animals in the food ♦wire or lightweight rods for mobiles web. Brainstorm ideas about what sea ducks might ♦fishing twine or lightweight thread eat on their wintering grounds and their breeding ♦tagboard grounds. Review habitat types of the arctic tundra, ♦pencils, markers, colored pencils boreal forest, interior streams and nearshore coastal ♦for Food Chain Game: waters (bays and inlets). Make a list of possible Six to eight quarts of popped corn species of producers, primary consumers and Ziploc plastic sandwich bag per student secondary consumers. See how many food chains Colored sash or colored name tags and webs you can construct on the board. 60% green 35% blue Procedures: 35% red Hand out the chart on page 22 showing what sea A stopwatch or wristwatch ducks eat and review it with the students. Data board Marker Do the Web of Life Activity as a group.

Have the students construct Food Chain Mobiles The Sea Duck Food Chain Cards were reprinted individually. from: Alaska Department of Fish and Game. 2001. Alaska Ecology Cards. Anchorage, Ak: Alaska Play The Food Chain Game (you need a big space Department of Fish and Game. such as a gym or playground)

18 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide

Waterfowl Web of Life continued... Web of Life Activity:

Objective: Students will demonstrate a typical feel the tug of the string! The interdependency of life marine food web using four species of sea ducks. should be obvious to the students!

Using the Sea Duck Food Chain Cards provided, copy Briefly discuss the plight of some of the sea duck and laminate enough cards to be distributed to each species you are studying. For example, the member of the class. Be sure to include organisms Harlequin Duck was negatively impacted by the from each level of the food web. 1989 Exxon Valdez Oil Spill. Have the Harlequin Duck drop its string. All other students who were Punch a hole and tie a string in each card so the connected to the Harlequin should then each drop students can easily wear them. their string. What happens to the web?

Use the ball of yarn to play the Web of Life Game.

Students form a large circle, shoulder-width apart. Explain that you will be making a simple food web that will show how all of their organisms are linked together in one way or another. Give one end of the string to the "Sun" to begin the process. The Sun then GENTLY tosses the ball of yarn to a student who represents an organism that uses the sun to make food (a producer), who then GENTLY tosses the ball to another organism who eats it, and so on.

Make the students state their relationship to the organism that they have tossed their yarn to. For Food Chain Mobiles: example," I make my own food from the sun, I am eaten by zooplankton," or "I eat phytoplankton, I am Copy the outline of the sea duck species of choice eaten by mussels." onto tagboard or construction paper. Enlarge if desired. Choose the method of mobile you would As the ball of yarn is tossed from organism to like to make. organism, a large web will form. When everyone has been involved discuss how each organism is Method 1: Students cut out a large circle in the sea connected to another in some intricate way. duck's stomach, hang the food (mussels for example) inside the stomach. Paste a picture of plankton inside Next, introduce an impact (natural or man-made) to the mussels. Hang the sea duck so that the mussels the ecosystem such as a disease in one of the organisms dangle freely inside the stomach. Make sure students or an oil spill. Have the students who are affected by color both sides of their sea ducks and inside the food the impact tug on their string. Many students should item.

Center for Alaskan Coastal Studies 19 2003 Sea Ducks of Alaska Activity Guide

Waterfowl Web of Life continued... Food Chain Mobiles:

Method 2: Instead of cutting a circle out of the center enough animals at each level of the food chain are of the sea duck, students hang the mussels from the represented and can therefore "survive" and keep base of the sea duck, then hang the plankton from the food chain going. the mussels in a vertical display. Make sure both sides of the display are colored. If choosing the vertical Preparation: Put a piece of masking tape on each model you may want to use a sea duck with a longer stomach (plastic bag) so that the bottom edge of food chain, such as the Merganser (Merganser - small the tape is 1 1/2 inches from the bottom of the bag. fish - - zooplankton - phytoplankton) Set boundaries for the game (especially if you are playing outside)

Introduction: This activity should follow at least one of the previous activities on marine food chains. Explain that the students will be playing a game of "tag" where each of the students will represent an animal in the food chain who is trying to survive. The game is divided into rounds. Play at least three rounds so that the students have a chance to try to adjust their numbers for the best survival rates. Explain that the Green Sash/Sign represents the zooplankton, the Blue Sash/Sign represents the crustaceans (shrimp, amphipods and isopods) and the Red Sash/Sign represents the Long-tailed Duck. Sun Show the group the boundaries and scatter the popcorn around the playing area. Explain that the popcorn represents the phytoplankton which make Food Chain Game food in their bodies by using the sun's energy plus oxygen, carbon dioxide and water. They are the Objective: Students will be one of three animals in base of the marine food web. a marine food chain and will try to eat their prey while attempting to survive. Feeding relationships In the first round, let the students choose what they will be observed and the impacts of overfeeding, not want to be. You will probably have lots of ducks - enough resources, too many consumers, etc. will be that's all right for the first round. Give everyone a explored. This is a very active game where the plastic stomach and tell them they will store their students will be scrambling to gather "food" against food (the popcorn) in their stomach bags. a clock. Their predators are waiting to capture them and steal their food, and they, as prey, will be trying To play the game, set your watch for 5 minutes. At to avoid being eaten as they gather food. Students "go" the animals begin their feeding frenzy. can graph results. Involve the students in trying to Zooplankton can only eat popcorn (phytoplankton) adjust the number of animals in each group so that

20 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide

Waterfowl Web of Life continued... crustaceans can only eat zooplankton, and the ducks After each round record the number of animals from can only eat the crustaceans. When the game begins each group that survives and briefly discuss the each animal will try to tag the one they eat. When implications. they do, the tagged animal must turn over the contents of their stomach. The round continues until The end of the game: one of the animal species is all gone. The first round usually lasts a few seconds! At the end of the round Review the various scenarios and their results. Which write the survival rate of each organism on the chart. ones resulted in the most realistic representation of a healthy system? Why? Remind students of the Food For the plankton to survive they must have popcorn Web Pyramid - the producers are more plentiful at in their stomach up to the bottom of the tape. For the base of the pyramid, the consumers less plentiful the crustaceans to survive, they must have popcorn and the secondary consumers even less. in their stomachs up to the top of the tape. For the Long-tailed Ducks to survive, they must have the Some questions to consider: equivalent of two crustaceans. If at least one of each kind of animal survives, you have an ongoing food What would happen with only half as much chain. Return the popcorn to the playing area and popcorn (phytoplankton)? What could happen to get ready for round two. the animals that depend on this food source? If there were no crustaceans, what would happen to the For the next, and subsequent rounds allow the phytoplankton population? To the zooplankton students to suggests how to adjust the animal population? To the Long-tailed Duck population? populations so that the food chain stays intact and Do Long-tailed Ducks need plants to survive? Why? represents more of a real life food chain. Try to allow for only one rule change per round if possible. * This activity has been adapted, with permission, from Giving Back to the Earth: A Teacher's Guide to Project Puffin. The original activity Some suggestions might be: is from the University of California's Outdoor Biological Instructional Strategies (OBIS) Program, devised at the Lawrence Hall of Science. Change the number of animal plankton and/or crustaceans and/or Long-tailed Ducks. Try 60% plankton, 20% crustaceans, 20% Long-tailed Ducks. Let each plankton come back one more time to feed. Provide a safe haven for plankton or crustaceans where they cannot be eaten. Try timed releases. Let plankton feed first for a certain amount of time (1 minute perhaps), then allow the crustaceans to feed (1 minute), then release the Long-tailed Ducks.

Center for Alaskan Coastal Studies 21 2003 Food Items in Marine Habitats

Clams, mussels, shrimp, crabs Mussels, horse and box crabs Mussels, clams, other bivalve molluscs, gastropods, amphipods Mussels, other molluscs, king crab, other crabs, urchins, sand dollars

Mussels, clams Mussels, clams, herring roe during spring Mussels, clams, snails, crustaceans, and small fishes during winter, herring roe during spring

Amphipods, molluscs, such as: limpets, chitons, mussels; small crabs, and fish eggs

Mainly molluscs (including mussels, clams and periwinkles) and crustaceans (including shrimp, amphipods and isopods); small fish - including sand lance

Crustaceans Molluscs, mainly mussels

Small crustaceans (shrimps, crabs, amphipods) and small marine snails

Fish Fish Fish

Sea Duck Species

Spectacled Eider Common Eider Steller’s Eider King Eider

Black Scoter Surf Scoter White-winged Scoter

Harlequin Duck

Long-tailed Duck

Common Goldeneye Barrow’s Goldeneye

Bufflehead

Common Merganser Red-breasted Merganser Hooded Merganser Sea Duck Food Chain Cards

Long-tailed Duck Common Merganser

Mussels Clam

Three-Spine Stickleback Copepod Sea Duck Food Chain Cards

Common Merganser Long-tailed Duck

Trait: long bill with saw-tooth Trait: stocky, edges Feeds on: mussels, clams, snails, Feeds on: sticklebacks, sculpins, and crustaceans. In herring, frogs, crustaceans, snails, fresh water: larvae of craneflies, insects, leeches caddisflies and other insects Is eaten by: foxes, weasels, Is eaten by: foxes, weasels, gulls gulls, jaegers, ravens

Clam Mussels

Trait: bivalve - mollusc Trait: bivalve invertebrate - mollusc Feeds on: filter detritus, algae, Feeds on: filter detritus, algae, small crustaceans, larvae from small crustaceans, insect larvae from the water the water Is eaten by: snails, sea stars, Is eaten by: snails, sea stars, diving ducks, shorebirds, sea , diving ducks, shorebirds, sea otters, humans humans

Copepod Three-Spine Stickleback Trait: invertebrate - crustacean Trait: vertebrate - fish Feeds on: filter detritus or algae Feeds on: copepods, water fleas, from the water, some eat small molluscs, amphipods, leeches zooplankton, some are parasitic Is eaten by: salmon, Dolly Is eaten by: fish and other Varden, , , mergansers, aquatic animals, including adult sticklebacks Sea Duck Food Chain Cards

Harlequin Duck Surf Scoter

Amphipod Caddisflies

Green Algae Diatoms Sea Duck Food Chain Cards Surf Scoter Harlequin Duck

Trait: stocky, short necked, diving Trait: colorful, small, diving duck duck Feeds on: amphipods, molluscs, Feeds on: mussels, clams, some small crabs some fish and eggs. In crustaceans. In fresh water: insects fresh water: larvae of craneflies, (caddisflies, damselflies, dragonflies, caddisflies and other insects beetles, water boatmen) Is eaten by: mink, bald eagles, Is eaten by: bears, foxes, coyote weasels, jaegers, bald eagles

Caddisfly Amphipod

Trait: insect and freshwater Trait: invertebrate - crustacean macroinvertebrate Feeds on: detritus and small Feeds on: Adults: flower nectar. invertebrates Larvae: aquatic plants, algae, diatoms, Is eaten by: fish, water birds, aquatic insect larvae whales Is eaten by: diving beetles, frogs, fish, waterfowl, shorebirds

Diatoms Green Algae

Trait: microscopic, single-celled Trait: producer producer Feeds on: makes own food through Feeds on: makes own food by photosynthesis photosynthesis Is eaten by: small crustaceans, Is eaten by: small crustaceans, some molluscs, aquatic invertebrates, larvae of invertebrates, fish fish, geese, ducks Sea Duck Food Chain Cards

Red Fox Mink

Snails Slimy Sculpin

Damselfly Mosquito Sea Duck Food ChainSea Ducks Cards of Alaska Activity Guide Mink Red Fox

Trait: with large canine Trait: mammal teeth Feeds on: voles, lemmings, hares, Feeds on: muskrats, voles, birds, eggs, insects, berries, carrion lemmings, eggs and young of ducks, (dead animals) geese and shorebirds, fish, frogs, Is eaten by: wolves, coyotes, mussels, aquatic insects lynx, wolverine Is eaten by: hawks, , lynx, foxes, coyotes, wolves

Slimy Sculpin Snails

Trait: vertebrate - small fish Trait: invertebrate - mollusc Feeds on: larvae of flies, mayflies, Feeds on: Fresh water: algae, caddisflies, dragonflies, amphipods, aquatic plants, detritus, fungi. Salt also some eggs and young fish water: other marine animals, including Is eaten by: greebes, loons, other molluscs mergansers, other fish Is eaten by: crustaceans, fish, birds, mammals

Mosquito Damselfly Trait: insect and freshwater Trait: insect and freshwater macroinvertebrate macroinvertebrate Feeds on: Adult: female sucks Feeds on: Adults: flying insects, blood from birds and mammals, males including midges and mosquitos. feed on flower nectar. Larvae: algae, Nymphs: mosquito larvae, tadpoles detritus and small fish Is eaten by: Adults: dragonflies, Is eaten by: diving beetles, fish, birds, bats. Larvae: fish and frogs, fish, waterfowl, shorebirds water birds 28 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Become an Expert Objective: student will individually fill out each piece of the To become intimately familiar with one species of sea research packet, or if the team will fill out the pieces duck. cooperatively. Concept: The more students understand about the unique life Once their research is complete and their cube is history and habitat requirements of sea ducks, the finished, the research team needs to decide on a better equipped they will be to understand impacts of project to complete for a display as part of their human actions and natural events and the more presentation. Listed below are a few suggestions - effective they will be as future decision makers and feel free to add more as appropriate. responsible citizens. Display Suggestions: You Will Need: Design a game for the class that teaches ♦ Species ID Cards about your sea duck. ♦Additional reference materials, see back section ♦Search for Answers Worksheet Write a story about your bird's unique life ♦Six-Sided Search Pattern history. The story can be a real life ac- ♦Range map of Alaska and the USA count of an event or a fictional story about your sea duck's life. Illustrate your story.

What to Do: Write a poem or song about your sea duck. Introductions: Students will divide up into research teams and Create a puppet show that teaches about work cooperatively to collect information about your sea duck and explains some of its spe- their bird species and then teach the class about cial adaptations and unique habitat require- their sea duck. Student teams should complete one ments. of the suggested projects to display their Make a showbox diorama of your sea duck information. in either its wintering ground habitat or its breeding ground habitat, or both. Show students where the local resources will be for conducting their research. Make available a Make a poster showing your bird, its range "listening center" for the students to hear and learn and any other unique characteristics. their particular sea duck call. Have as many bird books and additional resources available as Class presentations: possible. Have each group present their research in a fun format. If you have time, hold a "Science Divide the class up into their research teams and Conference." Each research team will have their distribute their research "packets." Each packet research papers and cubes on display during an should include: the Search for Answers research "Open House," and then each team will present their sheet, a U.S. and Alaska range map to color and research or their display project. their "Six-Sided Research Cube" for sharing their Other suggestions for a presentation forum are: a talk information. The teacher should decide if each show, a scientist panel, or regular team presentations. Center for Alaskan Coastal Studies 29 2003 Sea Ducks of Alaska Activity Guide

Search for Answers Sea Duck Research

Name of your sea duck:

Scientific Name:

Describe your bird's habitat:

Breeding habitat:

Wintering habitat:

What does your bird eat?

Does your bird have any predators?

Is this duck considered rare or endangered (What is its status)?

What kind of nest does your bird build?

Where does your ?

What time of year does your bird nest?

How many eggs does it lay?

How often does it lay eggs?

What color are the eggs?

Gee Whiz Fact 1:

Gee Whiz Fact 2:

Share your favorite sea duck recipe:

30 Center for Alaskan Coastal Studies 2003 Six-sided Cube Display Sea Ducks of Alaska Activity Guide

Illustration:

Two Interesting Facts: Description: Habitat:

Range:

Name of Animal: Reason for Concern: for Reason

Center for Alaskan Coastal Studies 31 2003 Range Map Sea Ducks of Alaska Activity Guide

32 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Conservation Issues

Objective: Spectacled Eider To help student become aware of potential hazards to sea duck populations. Concept: Sea ducks are vulnerable to population declines because of their breeding strategy, their use of diminishing wetland habitat for nesting, and their behavior of congregating in large numbers in their winter feeding grounds. All of these characteristics make them vulnerable to adverse weather conditions or natural or man-made disasters.

You Will Need: Photo by Doyle Ohnemus ♦ Sea Duck Species Cards Remove a chair for each student that is removed ♦ Endangered and Threatened Species Cards from the game after each round. ♦ Chairs ♦ Music and tape player At the end of the game discuss the different species that were involved and the similarities and What to Do: differences of their situations. Discuss which causes for a threatened or endangered status were man- Pass out the sea duck species cards or the species made and which were natural. Explore ideas for trading cards and the other endangered and preventing and/or restoring damaged populations. threatened animal species cards to be used as name Discuss pros and cons of each possible solution. tags for the students. Punch a hole through the cards and thread them with string. Have the students hang them around their necks. Follow up and Extensions: Explain the general rules for musical chairs. As the students move around the chairs the music plays, Group Discussions: when it stops each student must find an empty chair. Discuss impacts on various populations as a class. Brainstorm ideas for helping threatened or declining The student who is left out must find their species on species of sea ducks. the Endangered Species Situation Handout and read about their plight. The student must follow the instructions for their species. Only those species who are recovering or stable will have instructions to stay This lesson was adapted from Our Wild Neighbors: An Educa- tional Resource Book About Alaskan Animals by the Alaska in the game, otherwise the student is out. National Park Service.

Center for Alaskan Coastal Studies 33 2003 Sea Ducks of Alaska Activity Guide

Endangered Species Situation Handout Long-tailed Duck has had a long-term Possible Reasons for declines in the decline in western Alaska, but is stable on the Arctic population of each species Coastal Plain. It is on the Audubon Watchlist. Concerns for the species are predation by bird and mammal predators in nesting areas, lead shot Common Eider has suffered severe declines poisoning and heavy metal contamination. in breeding population in western Alaska and in migrants past Pt. Barrow. It is on the Audubon ☺ Bufflehead populations are stable or Watchlist. Concerns are gull and other predation increasing - grab a chair and get back in the game! on eggs, vulnerability to oil spills during molt, wintering and migration. Both Merganser species populations are probably increasing but are vulnerable to oil spills in Steller's Eider was listed as a Threatened coastal wintering areas - stay in the game! Species in 1997 due to declines in western Alaska and possibly northern Alaskan populations. Concerns Short-tailed lost some of their are increased subsistence harvest, increased predation nesting habitat in Japan due to a volcanic eruption on smaller nesting colonies in proximity to on their only nesting island. They are vulnerable to eider nesting areas, decline in availability of preferred being caught in fishing nets because they are foods in wintering areas for reasons unknown. attracted to the bait that looks like the shrimp they feed on. Black Scoter has had a recent decline in Western Alaska possibly due to contaminants (toxic Eskimo Curlew were over-hunted for food metals or other chemicals in their food chain) in from 1870-1890 and are thought to be extinct. molting areas. The population has steadily Surf Scoter has had recent declines in declined in Western Alaska. Suspected causes include breeding in western and possibly Alaska shooting by fishermen, change in the quantity or because of their susceptibility to oil spills and other quality of the fish they eat, and the effects of climate contaminants in intertidal feeding areas that cause change on ocean food webs. winter die-offs. The Humpback was overhunted The eastern population of Harlequin Ducks and is an endangered species. has had significant declines over the last two decades and is listed as a "Species of Concern" in eastern ☺ The Peregrine Falcon declined because of Canada and "threatened" in Maine. The Prince the use of DDT for pest control which contaminated William Sound population suffered greatly from the the food chain, but Alaskan populations have recovered - grab a chair and stay in the game! effects of the Exxon Valdez Oil Spill. The western population is vulnerable to oil spills and persistent contaminants reducing productivity and has a low It is unknown why the Spectacled Eider rate of recovery due to high site fidelity (continued has declined. Scientists believe it may be a use of the same area) to contaminated areas. combination of loss of food source, pollution, and overharvest. 34 Center for Alaskan Coastal Studies 2003 Endangered Species Cards Sea Ducks of Alaska Activity Guide

Eskimo Curlew

Peregrine Falcon Short-tailed Albatross

Spectacled Eider StellerCenter for Alaskan Sea Coastal Lion Studies 35 2003 Sea Ducks of Alaska Activity Guide Bibliography

Bird Identification Guides Information Manual, U.S. Fish and Wildlife Service, Bellrose, Frank C. Ducks, Geese and Swans of North Anchorage, AK 1992. America, Stackpole Books, Harrisburg, PA, 1978. Survival is the Name of the Game, Science Lifesaver Bird Life, A Guide to the Behavior and Biology of Birds, Lessons, The Mailbox, The Education Center Inc., 1998. Golden Guide, St. Martin’s Press, New York, 1991.

Birds of North America, A Guide to Field Identification, Golden Press, New York, 1966. Resources The Birds of North America Series, The Birds of North America, Inc., Philadelphia, PA., 2001. The Sea Duck Joint Venture: www.seaduckjv.org

Harrison, Hal. A Field Guide to Western Birds’ Nests, The Birds of North America Series: www.birdsofna.org The Peterson’s Field Guide Series, Houghton Mifflin Company, Boston, 1979. National Park Service: www.nps.gov

Harrison, Colin. A Field Guide to the Nests, Eggs and US Fish and Wildlife Service: www.fws.gov Nestlings of North American Birds, Collins, Cleveland, 1978. Cornell Lab of : www.birds.cornell.edu

LeMaster, Richard. The LeMaster Method: Waterfowl Southern Duck Hunter: www.duckcentral.com Identification Guide, Stackpole Books, Pennsylvania, 1986. The Audubon Society: www.audubon.org

Sibley, David Allen. Sibley’s Guide to Bird Life and Natural History of Waterfowl: www.virtualbirder.com Behavior, Knopf Group, 2001. An electronic field guide: www.enature.com Sibley, David Allen. Sibley's Guide to Birds, Knopf Group, 2000. Ducks Unlimited educational site: www.greenwing.org

Curricula and Teaching Guides Feather resources: www.ostrichesonline.com Alaska Wildlife Curriculum 2001, Alaska Department of www.featherplace.com Fish & Game, Wildlife Education, Anchorage, AK, 2001. Bird Song Resources: Arty Facts Animals and Art Activities, Crabtree Peterson Field Guide to Bird Songs: Western Region Publishing, New York, 2002. Stokes Field Guide to Bird Songs: Western Region Our Wild Neighbors, An Educational Resource Book Order through: www.amazon.com About Alaskan Animals, Alaska National Park Service, Northwind Prepress, Alaska, 1999. National Science Standards: www.nas.edu Salmansohn, Pete, S. W. Kress, Giving Back to the Earth: A Teacher’s Guide to Project Puffin and Other Seabird Alaska Wildlife Curriculum activity guides “Alaska’s Studies, Tilbury Press, Maine, 1997. Ecology”, “Alaska’s Forests and Wildlife”, “Alaska’s Tundra and Wildlife”, “Wildlife for the Future” and the Sigman, Marilyn, S. Jordan, editors. Wetlands and “Alaska Ecology Cards” can be ordered from Wizard Wildlife: Alaska Wildlife Curriculum Teacher Works, P.O. Box 1125, Homer, AK 99603 (907-235-8757).

36 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Science Standards s g are Standards and logical reasonin National Science , and the exploration of multiple path creativity, collaborative effort, creativity, ent ways of thinking, curiosity ent ways AK State Content Standards A B C D

24524241 A C12141512346234513 E F                           all aspects of scientific inquiry understand the theories that describe importance of diversity for species and ecosystems (Diversity) portion of an environment may affect the entire (Interdependence) distinguish the patterns of similarity and differences in living world order to understand diversity life understand the interdependence between living things and their environments; that a small change in use science to understand and describe the local environment (Local Knowledge) employ strict adherence to safety procedures in conducting scientific investigations use the processes of science; design and conduct scientific investigations using appropriate instruments differ understand that scientific inquiry often involves understand that personal integrity, skepticism, openness to new ideas, understand that personal integrity, Sea Duck Survival Fabulous Feathers Sea Duck Activity Why Don’t Sea Ducks Freeze Best Beaks Colorful Camouflage Waterfowl Web of Life Become an Expert Conservation Issues B6 Alaska Content Standards Addressed: Content Standard A: A Student should understand scientific facts, concepts, principles and theories. A12 A14 A15 Content Standard B: A student should possess and understand the skills of scientific inquiry. B1 B2 B3 B4 Center for Alaskan Coastal Studies 37 2003 Sea Ducks of Alaska Activity Guide

Science Standards continued...

Alaska Content Standards Addressed: National Science Standards Addressed:

Content Standards, Grades 5-8: Content Standard C: A student should understand the nature and history of science. A. Science as Inquiry * Abilities necessary to do scientific inquiry (K-8) C2 understand that scientific knowledge is validated by * Understanding about scientific inquiry (K-8) repeated specific experiments that conclude in similar C. Life Science results * The characteristics of organisms (K-4) C3 understand that society, culture, history and * Life cycles of organisms (K-4) environment affect the development of scientific knowledge * Organisms and environments (K-4) * Structure and function in living systems (5-8) C4 understand that some personal and societal beliefs accept * Reproduction and heredity (5-8) nonscientific methods for validating knowledge * Regulation and behavior (5-8) C5 understand that sharing scientific discoveries is * Populations and ecosystems (5-8) important to influencing individuals and society and in * Diversity and adaptations of organisms (5-8) advancing scientific knowledge E. Science and Technology * Understanding about science and technology Content Standard D: A student should be able to apply scientific (K-8) knowledge and skills to make reasoned decisions about the * Abilities to distinguish between natural objects and objects made by humans (K-4) use of science and scientific innovations. * Understandings about science and technology (5-8) D1 apply scientific knowledge and skills to understand issues and everyday events F. Science in Personal and Social Perspectives * Characteristics and changes in populations (K-4) D3 recommend solutions to everyday problems by * Types of resources (K-4) applying scientific knowledge and skills * Changes in environments (K-4) * Science and technology in local challenges (K-4) * Populations, resources and environments (5-8) * Science and technology in society (5-8)

38 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Appendix 1

From: Arty Facts: Animals and Art Activities, Crabtree Publishing Company, New York, NY, 2002

Center for Alaskan Coastal Studies 39 2003 Sea Ducks of Alaska Activity Guide Appendix 2

Common Merganser Outline

Long-tailed Duck Outline

Surf Scoter Outline

Harlequin Duck Outline

40 Center for Alaskan Coastal Studies 2003 Sea Ducks of Alaska Activity Guide Appendix 3 Species Cards

Status and Distribution in Alaska: Common in Southwestern Alaska, Western Alaska (except in winter) and Southcoastal Alaska (except in summer). Breeds in Southwestern, Western and Northwestern Alaska. Uncommon in Southeastern Alaska. Not known to occur in Northern Alaska Population Trend: Suspected decreasing. Possible decline in the Atlantic Flyway and in breeding areas in Alaska although more precise surveys are needed to determine status Concerns: Contaminants in the food chain, potential for overharvest, habitat loss from resource development and other activities © Joseph Hautman Nesting Habitat: Breed near shallow tundra lakes in Alaska, or tundra and boreal forest lakes in Black Scoter Melanitta nigra eastern Canada, nest is a hollow of grass and down, clutch of 6-8 eggs, 1 brood/year Range: Breeds from Alaska east across Canada to Feeds on: Primarily molluscs (mussels, limpets and Newfoundland. Winters along Pacific Coast from Feeds on: clams) also crustaceans (barnacles) and vegetation Alaska south to and along Atlantic Coast Predators: Bald eagles (winter), mink and foxes from Newfoundland south to Carolinas Predators: (nesting)

Status and Distribution in Alaska: Common in Southeastern, Southcoastal, and Southwestern Alaska. Breeds in all regions of Alaska except Northern. Uncommon in Central and Western Alaska. Rare sightings in the summer in Northern Alaska Population Trend: E. North American population listed as Species of Concern in Canada, Threatened in Maine, Designated Species of Special Concern in Idaho, Montana, and Wyoming Concerns: Contaminants in molting areas, loss of breeding habitat, vulnerability to oil spills and low recovery rate, potential for local overharvest Nesting Habitat: Nests along fast-flowing streams Harlequin Duck Histrionicus histrionicus on the ground, on small cliff ledges, in tree cavities, and on stumps. Nests are of conifer needles, Range: Breeds from Alaska south to Oregon and mosses, leaf litter or small stones and lined with Wyoming and from eastern Canadian Arctic south down, clutch of 6-8 eggs to Gulf of St. Lawrence. Winters along the Pacific Coast from Alaska to northern California, and along Feeds on: Aquatic invertebrates such as Atlantic Coast from Gulf of St. Lawrence south to amphipods, molluscs, small crabs and some fish Georgia and fish eggs Predators: Mink, bald eagles, coyote Center for Alaskan Coastal Studies 41 2003 Appendix 3 Species Cards

Status and Distribution in Alaska: Common in Southeastern, Southcoastal, Southwestern, and Central Alaska except in summer. Common in Western Alaska all seasons. Common in Northern Alaska except winter. Breeds mostly in tundra areas, less frequently in Interior forested areas. Population Trend: Long-term decline in western Alaska, stable on the Arctic Coastal Plain. Audubon Watchlist

Concerns: Predation in nesting areas, lead shot poisoning, heavy metal contamination

Nesting Habitat: Breeds on islands, offshore along Tim Bowman, USFWS the coast or inland in tundra ponds and lakes, clutch Long-tailed Duck Clangula hyemalis of 5-9, 1 brood/year

Range: Breeds in Alaska and Canadian Arctic. Feeds on: Aquatic invertebrates such as mussels, Winters along Pacific Coast from Alaska south to clams, in freshwater: larvae of craneflies, n. California, and on Atlantic Coast from caddisflies and other insects Newfoundland south to Carolinas; also on Great Lakes. Predators: Foxes, weasels, gulls, ravens, jaegers

Status and Distribution in Alaska: Common in Southeastern, Southcoastal and Southwestern Alaska. Rare in Central Alaska. Breeds in all regions of Alaska except the Western and Northern regions.

Population Trend: Probably increasing

Concerns: Vulnerability to oil spills in coastal wintering areas

Nesting Habitat: Nests in cavities in trees near rivers, lakes or estuaries, or in cavities on ground in tundra areas; clutch of 7-12 eggs. Common Merganser merganser

Range: Breeds from Alaska, Manitoba, and Feeds on: Primarily fish, a few aquatic Newfoundland south to n. California, Arizona, South invertebrates such as snails, insects and leeches Dakota, Great Lakes region, and n. New Jersey. Winters along coasts and on interior lakes and rivers Predators: Foxes, weasels and gulls north to n. California, Great Lakes region, and s. New England Appendix 3 Species Cards

Status and Distribution in Alaska: During breeding season, they are common in coastal areas of northern Alaska, particularly Barrow area, and are now rare in western Alaska where they once bred commonly. In winter, common in southwestern Alaska and Aleutians, with few in Kodiak and lower Cook Inlet. Population Trend: Threatened Species as of 1997 due to declines in western Alaska and possibly northern Alaska

Concerns: Potential for overharvest, increased predation in nesting areas, decline in availability of preferred foods, lead poisoning on the Yukon-Kuskokwim Delta (now banned, but remains in soil)

Nesting Habitat: Nests on nearshore coastal wetlands adjacent to shallow ponds or within drained lake basins, Steller's Eider Polysticta stelleri nest is lined with grasses, sedges and lichens. Down is added once eggs are laid, clutch size of 6-8 eggs, 1 brood/ Range: The North American population is restricted to year the Pacific, where it breeds in eastern Siberia and in Feeds on: Primarily mussels in winter, but also polychaete northern Alaska and winters in Pacific waters off the worms, gastropods and brachiopods, insect larvae in Alaska Peninsula. freshwater ponds during breeding. Predators: Gulls, jaegers and foxes, Snowy owls and Peregrine falcons

Status and Distribution in Alaska: During breeding season, they are common in coastal areas of western and northern Alaska, and Aleutians. In winter, common in southwestern Alaska and Aleutians, less common in Kodiak archipelago and lower Cook inlet, and rare to the east or south of there.

Population Trend: Populations have exhibited a sharp decline in western Alaska

Concerns: Particularly vulnerable to oil spills because they congregate in large, dense flocks Photo by Doyle Ohnemus during winter, molt and migration; potential Common Eider Somateria mollissima competition for food on wintering grounds, disturbance by human activities, potential for Range: Breeds along coast from Alaska and arctic overharvest Canada, in the east to Maine. Winters from Alaska south along coast, rarely as far as British Columbia; Nesting Habitat: Builds nest on the ground, in east, from Labrador south to Long Island. sometimes in small colonies. Feeds on: Molluscs and crustaceans Predators: Foxes, gulls, weasels Sea Ducks of Alaska Activity Guide Appendix 3 Species Cards

Status and Distribution in Alaska: Breeds in boreal forested areas of central, western, and southcentral Alaska. In winter, common in most coastal areas from Alaska Peninsula through southeast Alaska.

Population Trend: Population estimates are poor, although the Alaska population is thought to be declining.

Concerns: Not much is known about this species of Scoter, causes of the apparent decline are unknown.

Nesting Habitat: Not well known, but probably like other scoters, i.e. freshwater ponds, lakes, rivers with shrubby cover or woodland nearby. Builds Surf Scoter Melanitta perspicillata nests with weeds and sparsely lines with down, clutch size is 5-7, 1 brood/year Range: Breeds in boreal forest areas of Alaska Feeds on: Mussels in winter, herring roe in early and Canada, Arctic to Labrador. Winters along spring and insect larvae in freshwater ponds during Pacific Coast from Alaska to Mexico, and along breeding. Atlantic Coast from Newfoundland to Florida; also along Gulf Coast. Predators: Bald eagles (winter), mink & foxes

Status and Distribution in Alaska: During breeding season, they are common in coastal areas of southcentral and southeast Alaska. In winter, common from Kodiak archipelago eastward through southeast Alaska.

Population Trend: Western population is believed to be stable.

Concerns: Impacts of logging on nests sites, particularly in British Columbia where 60-90% of the world's population breeds, wintering population vulnerable to oil spills Barrow's Goldeneye Bucephala islandica Nesting Habitat: Nests in tree cavities or, if not available, may nest in holes in rocks and cliffs, Range: Breeds from Alaska south through British nests lined with down, clutch size 6-15, 1 brood/ Columbia to Oregon and nw. Wyoming, and in n. year Quebec and Labrador. Winters along Pacific Coast from Alaska south to n. California, and in eastern Feeds on: Molluscs, crustaceans, insect larvae North America, winters from Gulf of St. Lawrence and seeds to Long Island. 44 Center for Alaskan Coastal Studies 2003