changing lifestyles impact on subsistence teacher...

REACHUP ©2017 K-12 Outreach, UA

CHANGING LIFESTYLESImpact on Subsistence

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HIGH SCHOOLTEACHER GUIDE

Theme 3: Changing Lifestyles

Unit 9: Impact on Subsistence

Table of Contents

Introduction

Whole Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Activity HS.9.1: Ask an Expert

HS.9.1 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Worksheet: Ask an Expert about Subsistence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Activity HS.9.2: Subsistence Vocabulary

HS 9.2 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Template: Vocabulary Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Information Sheet: Word Games Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Worksheet: Subsistence Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Answer Key: Subsistence Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Activity HS.9.3: Timing of the Salmon Run

HS 9.3 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Worksheet: Timing of the Salmon Run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Answer Key: Timing of the Salmon Run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Activity HS.9.4: Counting Caribou

HS 9.4 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Template: Grid Overlay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Worksheet: Counting Caribou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Answer Key: Counting Caribou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45



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Introduction

Thank you for using this Raising Educational Achievement through Cultural Heritage Up (REACH Up) unit in your classroom! The lessons are designed to address the Alaska Science Standards and Grade Level Expectations, Alaska Cultural Standards and the Bering Strait School District Scope and Sequence goals. All of the activities focus on changes to subsistence resources as a result of climate change. Activities incorporate Alaska Native cultural, earth and life science perspectives. This supplemental unit addresses the place-based question: How is climate change impacting subsistence resources in our area and why are these changes important to our community? The REACH Up Subsistence unit consists of four activities. Each activity will require a 45-minute class period; discussion could easily be extended into multiple class periods. You may also want to repeat sections of an activity during subsequent class meetings, such as reviewing the Changing Subsistence Resources video or asking students to practice the vocabulary card games multiple times. If you are utilizing the entire Subsistence unit, please introduce the activities in the order they are presented. If time is short, any of the activities can be presented independently. The accompanying student guide is intended for use with multiple groups of students. Do not allow students to write in the student guides. Ask students to record their work on a separate sheet of paper, or create copies of the corresponding worksheets that are included in this teacher’s guide.

Whole Picture

Natural resources are all those things that come directly from the earth and are used to make the things that people need for food, shelter, and energy. Natural resources include things like plants, soil, sunshine, water, fossil fuels, wildlife, metals, and minerals. Alaska has an abundance of natural resources: forests in the south, fossil fuels and minerals in the north, and wildlife and fish in both the interior and in the seas. Every day, people depend on natural resources. Where natural resources are exported, they are an important part of the cash economy. When turned into fuel — whether from fossil, wind, or solar sources — they power homes and vehicles. When processed, they provide the materials to build our homes, clothe our bodies, and allow us to communicate with each other at long distances. Natural resources also provide us with the food and minerals to nourish our bodies. In northern Alaska, some important natural resources are exported as part of the cash economy. Oil and natural gas are extracted from the ground and exported to locations where they are refine into fuel that is then shipped back to the villages. This fuel powers snow machines, four- wheelers, and boats, and also heats our homes. It is also shipped outside the state, where people use it to power their vehicles. Likewise, fish and seafoods are important natural resources for the cash economy. The Bering Sea is home to abundant fisheries (fisheries are systems organized



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to harvest fish for sale, such as commercial fisheries. Elements of the system include number of fishermen, gear, species harvested, and timing of harvest, etc.), including king crab, salmon, and pollock. The products from these lucrative fisheries are exported around the world. Perhaps the most important use of Alaska’s natural resources is as subsistence food. Most people who live in rural villages depend largely on the plants and animals harvested from the land. (Though some “western” food is available at village stores, much of it is expensive.) In addition, the rituals and ceremonies people practice during and surrounding subsistence activities are culturally important. In this way, natural resources are fundamental not only for nutrition, but also for spiritual value (Barnhardt and Kawagley, 2005). The Iñupiat, Yup’ik, and Siberian Yupik people of northwestern Alaska have practiced subsistence activities for millennia. As semi-nomadic people, they historically built their seasonal homes as a part of the landscape, using only the materials immediately available to them (Kawagley, 2006). Dependence on natural resources for survival can also be seen in archaeological material culture like toggle-head harpoons, bolas, and collecting baskets (UAMN, 2015). In addition, a spiritual connection can be seen in traditional masks, which depict the reproductive cycling of plant and animal spirits — both important natural resources for survival. Even today, guidance from the elders teaches us that the natural resources we depend on must be treated carefully and with respect, so as to ensure their availability in the future (ANKN, 2006). As the climate begins to change, wisdom from the elders will be ever more important as people adapt their uses of natural resources to changing landscapes and scarcity of raw materials. Learn from elders and culture bearers in your community how people can continue to use and protect local natural resources.

References

Alaska Department of Fish and Game, Accessed from: http://www.adfg.alaska.gov/sf/FishCounts/index.cfm?adfg=main.home

National Sea Ice Data Center, Accessed from: http://nsidc.org/data/nsidc-0051

Remote Sensing Systems, Accessed from: http://www.remss.com/measurements/sea-surface-temperature

Michael P. Carey, Ph.D., Research Fish Biologist, USGS Alaska Science Center, Fish and Aquatic Ecology Program

Alaska Native Knowledge Network (ANKN). (2006). Alaska Native Values for Curriculum. Accessed from: http://ankn.uaf.edu/ancr/Values/index.html



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Barnhardt, Ray, and Kawagley, Angayuqaq Oscar. (2005). “Indigenous Knowledge Systems and Alaska Native Ways of Knowing.” Anthropology & Education Quarterly, 36(1): 8-23.

Kawagley, Angayuqaq Oscar (2006). “A Yupiaq Worldview: A Pathway to Ecology and Spirit”. Long Grove: Waveland Press.

University of Alaska Museum of the North (UAMN). (2015). “Archaeology.” Accessed from: https://www.uaf.edu/museum/collections/archaeo/

Unit Vocabulary

Science Terms to Define

adaptation a physical feature or behavior of an organism that helps it survive

migration seasonal movement of animals from one region to another

substistence a lifestyle emphasizing the cultural, economic, and social practice of harvesting local wild resources for food and other uses

tundra a cold and dry biome that is characterized by short vegetation such as grasses, mosses, and lichens

Terms for Incorporating Local Indigenous Language

English Iñupiaq Yup’ik Siberian Yupik Local Translationcaribou tuttu tuntúq tungtufishing igaluŋniaq neqsuq nulughyaq

gathering qatisi makiraq inghuhunting pinniaq pis’uq napisalmon iġalugruaq neqa tunguuyaq

subsistence niġiqsraŋniaq angusaag unangsaghwaq



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Activity HS.9.1TEACHER GUIDE

Activity HS.9.1 Ask an Expert

Overview

In this activity, students will interview an elder or cultural knowledge bearer.

Objectives

On successful completion of the lesson, students will be able to: • demonstrate effective interviewing techniques• interpret qualitative data from interviews • identify local subsistence resources• explain how climate change is impacting a local subsistence resource• describe how a local subsistence practice is changing as a result of climate changes

Alaska Standards

Alaska Science Standards / Grade Level Expectations

SA1: The student demonstrates an understanding of the processes of science by: [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,

making generalizations, inferring and communicating.[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,

making generalizations, analyzing data, developing models, inferring and communicating.

[11] SA1.2 recognizing and analyzing multiple explanations and models, using this information to revise students’ own explanation or model if necessary.

SC3: The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:

[10] SC3.2 exploring ecological relationships (e.g., competition, niche, feeding relationships, symbiosis).

[11] SC3.2 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

[9] SC3.3 identifying dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) that affect population size.

SF: The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives by:

[10] SF1.1-SF3.1 analyzing competition for resources by various user groups to describe these interrelationships.



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Alaska Cultural Standards

[B] Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet this cultural standard are able to:

[B.2] make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live.

[D] Culturally-knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. Students who meet this cultural standard are able to:

[D.4] gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance.

[E] Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet this cultural standard are able to:

[E.2] understand the ecology and geography of the bioregion they inhabit.[E.4] determine how ideas and concepts from one knowledge system relate to those

derived from other knowledge systems.

Bering Strait School District Scope & Sequence

9.9A Understand the interaction of living and non-living parts of an ecosystem (SC3.2, SC3.3, SF)

9.9B. Identify the needs that must be met by an organisms surroundings

9.9D. Identify dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) affecting population size (SC3.3)

9.9H. Analyze the potential impacts of changes (climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

9.9I. Develop an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (hunting, fishing). (SF)

Materials • REACH UP High School Student Guide: Impact on Subsistence• Student Worksheet: Ask an Expert about Subsistence• Internet access and projector



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Activity Preparations 1. Identify adults within your school or community who have lived year-round in the

community for many years. People in the school might include teachers, administrators, secretaries, teacher aides, lunchroom/kitchen staff, recess duties, maintenance and custodial staff, etc. People in the community might include parents, grandparents, tribal administrators etc. Ask several of these local knowledge bearers if they would be willing to speak with a group of your students about how climate changes are impacting subsistence resources in and around the community. Make sure that the volunteers you have identified will be available (in person or via telephone) during the time that your class will be completing this activity.

2. Ask the volunteers if they speak an Alaska Native Language, and if so, which language(s) and dialect(s) they are familiar with. If applicable, have them translate the written words on the student worksheet, so you have an answer key. Also, ask them to teach you the pronunciation of the terms.

Activity Procedure 1. Distribute the Impacts on Subsistence student guide and ask students to work with a

partner to read pages 1-3. 2. Show the video, Impact on Subsistence, available at www.k12reach.org/videos.

php. Videos are located under the Multimedia tab. Allow time for students to share comments and ask questions.

3. Ask students what sorts of subsistence resources their community relies upon (students may identify sea mammals, fish, birds, plants, land mammals etc from the local environment). Explain that students will interview a few community members to learn about how climate change is impacting subsistence resources and subsistence practices.

4. Separate students into small groups according to how many knowledge bearers are available to share subsistence information with your class. Explain if the appointed interviewees speak an Alaska Native Language, so students know whether or not they should pursue that portion of the interview.

5. Review expectations for student behavior while conducting the interview, including introductions and thanking the interviewee at the end of the interview. Discuss suggestions for effective interviewing techniques, such as allowing ample time for the interviewee to answer, and asking follow-up questions.

6. Distribute one Student Worksheet: Ask an Expert about Subsistence to each group and assign each group one local knowledge bearer to interview. Provide 15-20 minutes for students to locate or call via telephone and interview the knowledge bearer.

7. Reconvene in the classroom and ask groups to share their findings. What subsistence resources does our community rely on? How is climate change affecting subsistence resources? How are people in our community adapting subsistence practices because of climate change?



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Activity HS.9.1WORKSHEET

Student Worksheet: Ask an Expert about Subsistence

Names of Group Members:______________________________________________________________________

Interview a long-term community member to learn more about vegetation in your area. Take notes about what you learn.

Who did you interview? __________________________________________________________

Ask:

What subsistence resources do people in our community rely on?

How is climate change affecting subsistence resources?

Have you or others you know had to adapt subsistence practices because of climate change? If so, how?

Other notes:



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For Alaska Native Language Speakers:

What language(s) do you speak? _______________________________________

What dialect(s)?_________________________________

Could you translate the following words?

caribou: ________________________________

fishing: _____________________________

gathering: ________________________________

hunting: ______________________________

salmon: ___________________________

subsistence: ________________________________



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Activity MS.9.2 Subsistence Vocabulary

What terminology do we need to know to discuss climate-related changes to subsistence resources and practices?

Overview

In this activity, students will learn key subsistence terminology in English and their local Alaska Native language by playing vocabulary games with peers.

Background Information

Based on the Visual Iñupiaq Vocabulary Acquisition (VIVA) Program of the North Slope Borough School District, the vocabulary cards provided for this activity have Alaska Native Language and English terms and an associated image. The games suggested are meant to promote fluency through repeated practice. Other vocabulary cards can be easily integrated into the games. This will extend potential length of the games and add a greater challenge. By working with the words through different games, students can develop greater fluency with the vocabulary.

Objectives

On successful completion of this lesson, students will be able to: • read and speak indigenous terms related to subsistence and animal adaptations; and• illustrate and define terms related to subsistence and animal adaptations.

Alaska Standards

Alaska Science Standards/Grade Level Expectations:

SA1: The student demonstrates an understanding of the processes of science by: [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,

making generalizations, inferring and communicating.[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,

making generalizations, analyzing data, developing models, inferring and communicating.

[11] SA1.2 recognizing and analyzing multiple explanations and models, using this information to revise students’ own explanation or model if necessary.





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[B2] make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live.


[E2] understand the ecology and geography of the bioregion they inhabit.

Bering Strait School District Scope & Sequence

9.7C Understand the relationship between animal adaptations and survival in their environment.

Materials• REACH Up High School Student Guide: Impact on Subsistence • Vocabulary card sets (1 per group of 4-6 students)• Word Games Instruction Sheet (1 per group of students)• Worksheet: Subsistence Vocabulary• Timers (optional)

Activity Preparations1. If your students completed Activity HS.9.1 Ask an Expert, refer to their completed

worksheets for the terms you will have them use for the vocabulary word card games. 2. If your students did not conduct interviews with Native language speakers, consult

with a local knowledge bearer or language expert to determine which language/dialect translation provided on page 6 of the Student Guide would be most appropriate for your students to practice. The following chart is provided for reference.



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Alaska Native Languages in the Bering Strait RegionLanguage Dialect Group Dialect Subdialect Community

Iñupiaq

Seward Peninsula Inupiaq

Bering Strait

Brevig MissionDiomede Little Diomede

ShishmarefWales (Kinikmiu) Wales

Qawariaq

Teller TellerUnalakleetShaktoolik

Fish RiverGolovin*

White MountainNorthern Alaskan

Iñupiaq Malimiut Koyuk

Siberian Yupik

St. Lawrence Island Yupik

GambellSavoonga

Yup’ik

Norton Sound

(Unaliq-Pastuliq)Unaliq

ElimGolovin*

St. MichaelGeneral Central

Yup’ikNelson Island and Stebbins Stebbins

* It is very common for more than one language / dialect, or a combination of dialects, to be spoken in a community. It should also be noted that Inupiaq-Yup’ik bilingualism was common throughout the 1900s in the Norton Sound villages of White Mountain, Golovin, Elim, and Unalakleet. Golovin is listed twice on our chart because specific subdialects were cited in the research found on the Alaska Native Language Center website: http://www.uaf.edu/anlc/languages/.

3. Keep in mind that different individuals may translate certain terms differently. For example, some languages may not have a general term for “salmon” but may have specific terms for different salmon species. Alternatively, terms may exist, but the individual speaker may not know the term. It’s fine to have different student groups working with various translations, or you can choose a set list of words for your whole class to practice. Highlight the diversity and do not attempt to offer an authoritative translation; the goal is to practice an Alaska Native language while discussing climate change topics.

4. If using the Vocabulary Cards provided by REACH Up, label a sample set of cards with local indigenous words using a dry erase marker. If needed, create your own sets of the vocabulary cards from the template provided.



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5. Make copies of the Word Games Instruction Sheet (one per group) and the Impact on Infrastructure Vocabulary worksheet (one per student).

Activity Procedure1. Distribute the Impact on Subsistence Student Guide and review pages 1-4. 2. Show students the vocabulary cards. Hold up each card. Discuss what each card depicts.

How do these terms relate to subsistence in their region? 3. Say the English and local Alaska Native Language word for the illustration depicted on

the card. Ask students to repeat the words. Repeat this once or twice, then ask students to call out the correct words as you hold up each card.

4. Divide the class into four groups.5. Provide each group with the Word Games Instruction sheet, a set of Vocabulary Cards,

and a timer (optional). 6. Students can commit to one game for a period of time or mix and match. 7. Encourage students to play the vocabulary games and practice the vocabulary words

during free time throughout the duration of the Impact on Subsistence unit. If possible, schedule 10-15 minutes twice per week to practice the vocabulary terms.

8. Write the following terms on the board: adaptation, migration, subsistence, tundra. Ask students to share definitions for these terms. Refer back to the Impacts on Subsistence Student Guide as necessary.

9. Distribute the Subsistence Vocabulary Worksheet and ask students to complete it. Provide review as needed.



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Activity HS.9.2TEMPLATE

Vocabulary Cards



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Vocabulary Cards



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Vocabulary Cards



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Activity HS.9.2INFORMATION SHEET

Student Information Sheet: Word Games Instructions

VOCABULARY SWAP:1. Distribute one card to each person. 2. Practice the word on your card, then find a classmate. Teach them the word on your card

and learn the word on their card. Trade cards. 3. Find another classmate and repeat.

FIND THE CARD: 1. Divide into small groups. Each group will need a set of vocabulary cards. Spread the

cards in front of you so that everyone in your group can see the pictures. 2. Listen as your teacher says a word aloud from one of the cards. 3. Work with your group to find and hold up the correct card.

VOCABULARY SLAP:1. Select one student to serve as the “caller” for this game. That student should make a

list of the Select one student to serve as the “caller” for this game. That student should make a list of the vocabulary words on a separate sheet of paper. The words can be found on the back of the cards.

2. Place the cards in a circle, picture-side-up, in the middle of the playing area.3. The caller should call out a word from their list. Everyone else should quickly place their

hand on the picture that they believe represents that word.4. Turn over the card or cards that students selected to see who chose correctly. Each

student who placed his or her hand on the correct card earns a point.5. Put the card(s) back in the circle and play again.6. Play for a designated period of time. At the end of the time, the person with the most

points wins.

TEAMWORK:1. Divide your group into two teams. Each team will need a pencil and paper.2. Shuffle the vocabulary cards and stack them picture-side up in the middle of the table.3. Work with your team to write down the local Alaska Native Language term and English

words for the picture on the card.4. After both teams have written answers for the top card, turn the card over to check.

Teams get 1 point for the correct Alaska Native Language word and 1 point for the correct English word.

5. Repeat until all cards are gone. The team with the most points wins.



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Name:__________________________________________________________________________1. Draw a line connecting each definition to the term that it represents.

Adaptation A lifestyle emphasizing the cultural, economic and social practice of harvesting local wild resources for food and other uses

Subsistence Seasonal movement of animals from one region to another

TundraA cold and dry biome that is characterized by short

vegetation such as grasses, mosses, and lichens

Migration Feature of an organism’s body that helps it survive

2. Complete the chart by writing the local Alaska Native Language terminology and illustrating the missing terms.

My Community: _______________________________________________________________

English Word Local Alaska Native Language Word Illustration

caribou

fishing

gathering

hunting

salmon



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Activity HS.9.2ANSWER KEY

Answer Key: Subsistence Vocabulary

1.

Adaptation A lifestyle emphasizing the cultural, economic and social practice of harvesting local wild resources for food and other uses

Subsistence Seasonal movement of animals from one region to another

TundraA cold and dry biome that is characterized by short

vegetation such as grasses, mosses, and lichens

Migration A physical feature of an organism’s body that helps it survive

2.

My Community: ____________________________________________________________

English Word Local Alaska Native Language Word Illustration

caribou

Answers will vary depending on language

and dialect spoken in this community

Sketch should illustrate word at left.

fishing




gathering




hunting




salmon






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Activity HS.9.3: Timing of the Salmon Run

Overview

In this lesson students graph data to see how changes in sea surface temperature affect the timing of the salmon run on the Pilgrim River north of Nome, Alaska.

Objectives

On successful completion of this lesson, students will be able to:• describe the relationship between sea surface temperature and fish migration• graph and analyze data to make inferences• describe the relationship between sea surface temperature and sea ice coverage• consider the implications of climate-driven ecosystem changes in their region from

scientific, cultural and personal perspectives

Alaska State Science Standards and Grade Level Expectations

SA1: The student demonstrates an understanding of the processes of science by [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,

making generalizations, inferring and communicating[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying,

making generalizations, analyzing data, developing models, inferring and communicating

[9] SA1.2 hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions

[10] SA1.2 reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply student’s conclusions to other problems.

[11] SA1.2 recognizing and analyzing multiple explanations and models, using this information to revise students’ own explanation or model if necessary

SC3: The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by

[11] SC3.2 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem

[9] SC3.3 identifying dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) that affect population size



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SF: The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives by


Alaska Math Standards

Statistics and Probability Standards: Making Inferences and Justifying Conclusions: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

S-IC.6. Evaluate reports based on data.



[B1] acquire insights from other cultures without diminishing the integrity of their own.[B2] make effective use of the knowledge, skills, and ways of knowing from their own

cultural traditions to learn about the larger world in which they live.


[E2] understand the ecology and geography of the bioregion they inhabit. [E4] determine how ideas and concepts from one knowledge system relate to those derived

from other knowledge systems.

BSSD Scope and Sequence

9.5D. Predict how a change in an environmental factor can affect the number and diversity of species in an ecosystem.



9.9H. Analyze the potential impacts of changes (climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

9.9I Develop an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (hunting, fishing). (SF)



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Materials• REACH Up High School Student Guide: Impact on Subsistence • Student Worksheet: Timing of the Salmon Run• Rulers

Activity Preparations1. Make copies of the Student Worksheet: Timing of the Salmon Run.

Activity Procedure1. Ask students to partner read 5-9 in the Impacts on Subsistence High School Student

Guide. 2. Ask the class: How many of you eat salmon? How many have been salmon fishing? How

do you know when to go fishing for salmon? Do you go at exactly the same time each year? Are some runs of salmon early or later? Why?

3. Discuss with students the importance of salmon in Alaska, and in their lives. Ask why scientists might want to monitor changes to the salmon life cycle and migration patterns. What are some factors that could affect salmon run times?

4. Introduce sea surface temperatures and let students know they will be looking at the relationship between sea surface temperatures and when the salmon run.

5. Distribute the Student Worksheet: Timing of the Salmon Run. Introduce the activity. If necessary, review making graphs with students. Also explain what a “line of best fit”, or “trend line” shows about the data.

6. After students have completed the graphing activities, discuss how the change in the timing of salmon could affect their lives. How should salmon runs be monitored and managed?



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STUDENT WORKSHEET: Timing of the Salmon Run

Name: _______________________________________________________

Part 1

How does sea surface temperature affect the timing of salmon runs?

Below is a table of with the sea surface temperatures taken in June from 2003 and 2014. The sea surface temperatures were taken by satellites on the Bering Sea, just outside of Port Clarence. For the “Day Fish Arrive” column, the numbers refer to the day of the year that the salmon started to arrive at the weir on the Pilgrim River. (The numbers do not refer to the amount of fish counted.) For example, January 1st is day #1, February 1st is day #32, March 1st is day #60, etc. Day #172 is June 21st and day #192 is July 11th.

Year Sea Surface Temp in June (Celsius) Day Fish Arrive

2003 3.32 1782004 3.73 1742005 3.16 1792006 1.39 1862007 3.35 1832008 2.08 1842009 2.08 1872010 1.99 185

2011 2.88 187

2012 2.48 1882013 1.94 1892014 2.69 182

1. Use the data in the table to make a graph showing the relationship between the sea surface temperature and the day the fish arrive at the weir. • The “Sea Surface Temperature” will be the x axis on your graph.• The y axis will be the “Day Fish Arrive”. • You will not need the “Year” column of data for Part 1.

2. Label each axis and fill in the numbers for the scale. Then plot each data point.

3. After plotting each point, draw a line of best fit through the data.



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Discuss

What is the relationship between the sea surface temperature and the day of arrival of fish at the weir?

4. The warmer the sea surface temperature the ____________________________________

Part 2

How has the sea surface temperature changed near Port Clarence?

1. Use the data in the table to make a graph showing the sea surface temperature from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Surface Temp in June”. • You will not need the “Day Fish Arrive” column of data for Part 2.



Timing of Salmon Run

Day

Fis

h A

rriv

e at

Wei

r

Sea Surface Temperature

192

190

188

186

184

182

180

178

176

174

172

1 1.5 2 2.5 3 3.5 4



25


Discuss

What is the general trend for the temperature of the sea surface from 2003 – 2014?

4. Is the sea surface near Port Clarence getting warmer, colder, or staying the same? _______________________________________________________________________

Part 3

How has the arrival of the salmon run changed from 2003 – 2014?

1. Use the data in the table to make a graph showing the day salmon arrived at the weir from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Day Fish Arrived”. • You will not need the “Sea Surface Temp” column of data for Part 3.



Sea Surface Temperature in June

Tem

pera

ture

(Cel

sius

)

Year

4

3.5

3

2.5

2

1.5

1

0.5

02002 2004 2006 2008 2010 2012 2014 2016



26


Discuss

What is the general trend of the data showing? 4. Are the salmon arriving earlier, later or at the about the same time from 2003 through

2014? ___________________________________

Extension

How does the amount of sea ice coverage change from 2003 – 2014?

On the following page is a table showing the average amount of sea ice coverage during May in a 325 km2 area near Port Clarence.

1. Use the data in the table to make a graph showing the percentage of sea ice coverage from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Ice Coverage”.



Arrival of Salmon

Day

Fis

h A

rriv

ed

Year

192

190

188

186

184

182

180

178

176

174

1722002 2004 2006 2008 2010 2012 2014 2016



27


Discuss

What has happened to the sea ice coverage between 2003 – 2014?4. Has sea ice increased, decreased, or remained the same? _________________________

YearAverage amount of sea ice coverage in

May (Percent)2003 7.62004 18.52005 25.52006 41.52007 18.72008 30.52009 22.32010 31.5

2011 36.5

2012 30.22013 34.92014 29.2

Average Amount of Sea Ice Coverage in May

Sea

Ice

Cove

rage

(Per

cent

)

Year

50

45

40

35

30

25

20

15

10

5

0

2002 2004 2006 2008 2010 2012 2014 2016



28


Conclusions

1. In 2014 the sea surface temperature was warmer than it was in 2013. Since it was warmer in 2014 would you expect the fish to arrive sooner or later than they did in 2013?

2. In 2006, the sea surface temperature was low. How did this affect the arrival of salmon at the weir?

3. The trend from 2003 - 2014 is for the fish arriving at the weir later in the year. In 2015 the fish arrived at the weir on July 4th, day 185. In 2016 they arrived on June 26th, day 177. a. How do these arrival dates compare to what you would expect from the line of best

fit? (Plot them on the graph to see where they are compared to the line of best fit.)

b. What does the 2015 and 2016 arrival dates suggest might be happening to the sea surface temperature?

4. Stories about climate change and increasing temperatures in the ocean are often in the news. Why do you think the sea surface temperature went down, and the sea ice coverage increased, near Port Clarence from 2003 – 2014?

5. An increase or decrease of sea ice and sea surface temperature affect the return of salmon to spawning grounds. What would be the consequence of the fish returning too soon or too late?



29


6. Look at the data in Part 2 and Part 3. Did the fish arrive earlier in 2014 then they did in 2013? How many days difference was there between the arrival in 2013 and 2014?

7. What year had the highest sea surface temperature and what was the temperature?

Year:

Temperature:

8. What year had the earliest arrival day of salmon at the weir and what day was it?

Year:

Arrival day:

9. What year had the greatest amount of sea ice coverage and how was the amount of coverage?

Year:

Amount of coverage:

10. Why do you think the year with the lowest sea surface temperature did not have the latest arrival day?

11. How does the trend in the average sea surface temperature compare to the trend in the average amount of ice coverage?



30


Part 1

How does sea surface temperature affect the timing of salmon runs?

Discuss

What is the relationship between the sea surface temperature and the day of arrival of fish at the weir?

4. The warmer the sea surface temperature the _earlier fish arrive at the weir.________

Part 2

How has the sea surface temperature changed near Port Clarence?

1. Use the data in the table to make a graph showing the sea surface temperature from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Surface Temp in June”. • You will not need the “Day Fish Arrive” column of data for Part 2.



Timing of Salmon Run

Day

Fis

h A

rriv

e at

Wei

r

Sea Surface Temperature

192

190

188

186

184

182

180

178

176

174

172

1 1.5 2 2.5 3 3.5 4



31


Discuss

What is the general trend for the temperature of the sea surface from 2003 – 2014?

Is the sea surface near Port Clarence getting warmer, colder or staying the same? __________The sea surface is getting colder. ________________

Part 3

How has the arrival of the salmon run changed from 2003 – 2014?

1. Use the data in the table to make a graph showing the day salmon arrived at the weir from 2003 - 2014.

• The “Year” will be the x axis on your graph.• The y axis will be the “Day Fish Arrived”. • You will not need the “Sea Surface Temp” column of data for Part 3.2. Label each axis and fill in the numbers for the scale. Then plot each data point.


Sea Surface Temperature in June

Tem

pera

ture

(Cel

sius

)

Year

4

3.5

3

2.5

2

1.5

1

0.5

02002 2004 2006 2008 2010 2012 2014 2016



32


Discuss

What is the general trend of the data showing? 1. Are the salmon arriving earlier, later or at the about the same time from 2003 through

2014? _______The salmon are arriving later.______

Extension

How does the amount of sea ice coverage change from 2003 – 2014?

On the following page is a table showing the average amount of sea ice coverage during May in a 325 km2 area near Port Clarence.

1. Use the data in the table to make a graph showing the percentage of sea ice coverage from 2003 - 2014. • The “Year” will be the x axis on your graph.• The y axis will be the “Sea Ice Coverage”.

2. Label each axis and fill in the numbers for the scale. Then plot each data point.3. After plotting each point, draw a line of best fit through the data.

Arrival of Salmon

Day

Fis

h A

rriv

ed

Year

192

190

188

186

184

182

180

178

176

174

1722002 2004 2006 2008 2010 2012 2014 2016



33


YearAverage amount of sea ice coverage in

May (Percent)2003 7.62004 18.52005 25.52006 41.52007 18.72008 30.52009 22.32010 31.5

2011 36.5

2012 30.22013 34.92014 29.2

Average Amount of Sea Ice Coverage in May

Sea

Ice

Cove

rage

(Per

cent

)

Year

50

45

40

35

30

25

20

15

10

5

0

2002 2004 2006 2008 2010 2012 2014 2016

Discuss

What has happened to the sea ice coverage between 2003 – 2014?

4. Has sea ice increased, decreased, or remained the same? _It has increased._____________



34


Conclusions

1. In 2014 the sea surface temperature was warmer than it was in 2013. Since it was warmer in 2014 would you expect the fish to arrive sooner or later than they did in 2013? You would expect them to arrive earlier.

2. In 2006, the sea surface temperature was low. How did this affect the arrival of salmon at the weir?

The salmon arrive later than they had in the previous three years.

3. The trend from 2003 - 2014 is for the fish arriving at the weir later in the year. In 2015 the fish arrived at the weir on July 4th, day 185. In 2016 they arrived on June 26th, day 177. a. How do these arrival dates compare to what you would expect from the line of best

fit? (Plot them on the graph to see where they are compared to the line of best fit.)

These arrival dates are earlier than the trend.

b. What does the 2015 and 2016 arrival dates suggest might be happening to the sea surface temperature?

The sea surface temperature might be increasing.

4. Stories about climate change and increasing temperatures in the ocean are often in the news. Why do you think the sea surface temperature went down, and the sea ice coverage increased, near Port Clarence from 2003 – 2014?

Answers will vary. There are other examples of local and regional difference of sea surface temperature due to wind, atmospheric temperature, fresh water runoff, etc. El Nino is a well-known example of a prolonged warming in the Pacific Ocean

5. An increase or decrease of sea ice and sea surface temperature affect the return of salmon to spawning grounds. What would be the consequence of the fish returning too soon or too late?

Answers will vary. If the timing of the spawning run is too early or late the river may be too warm or cold to reach the spawning grounds. The fish need to be physically ready for the fresh water in the river. They want to arrive at an optimal time, which is an active area of research, when the flow and temperature will allow them to spawn before the lake is ice covered. Early or late migration has resulted in high mortality for the fish. Food is not an issue, since the salmon stop feeding when they start migrating upstream in fresh water.



35


6. Look at the data in Part 2 and Part 3. Did the fish arrive earlier in 2014 then they did in 2013? How many days difference was there between the arrival in 2013 and 2014?

Yes, they arrived 7 days earlier.

7. What year had the highest sea surface temperature and what was the temperature?

Year: 2004

Temperature: 3.73 C

8. What year had the earliest arrival day of salmon at the weir and what day was it?

Year: 2004

Arrival day: 174

9. What year had the greatest amount of sea ice coverage and how was the amount of coverage?

Year: 2006

Amount of coverage: 41.5 %

10. Why do you think the year with the lowest sea surface temperature did not have the latest arrival day? Answers will vary. It could be due to differences in conditions between the Bering Sea and the weir. The differences between 2006 (lowest temperature) and 2013 (latest arrival) are close, with only 3 days difference between them.

11. How does the trend in the average sea surface temperature compare to the trend in the average amount of ice coverage?

The sea surface temperature is decreasing and the amount of sea ice coverage is increasing.



36


Activity HS.9.4: Counting Caribou

Overview

In this lesson students will use a sampling technique to estimate the size of the Western Arctic Caribou Herd.

Objectives

On successful completion of this lesson, students will be able to:• Use a random sampling technique to estimate herd size• graph, interpret and statistically analyze data, communicate conclusions• identify ways in which caribou are adapted to their environment• discuss climate-related factors that contribute to caribou survival• consider management of animal resources in their region from scientific, cultural and

personal perspectives

Alaska State Science Standards and Grade Level Expectations

SA1: The student demonstrates an understanding of the processes of science by:

[9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

[10-11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring and communicating.

[9] SA1.2 hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions.

[10] SA1.2 reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply student’s conclusions to other problems.

SC3: The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:

[9] SC3.3 identifying dynamic factors (e.g. carrying capacity, limiting factors, biodiversity, and productivity) that affect population size.

[10] SC3.2 exploring ecological relationships (e.g., competition, niche, feeding relationships, symbiosis).



37


[11] SC3.2 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

SF: The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives by:


Alaska Math Standards

Geometry Standards: Modeling with Geometry: Apply geometric concepts in modeling situations.

G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot)

BSSD Scope and Sequence

9.7C Understand the relationship between animal adaptations and survival in their environment



9.9I Develop an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (hunting, fishing). (SF)

Materials• REACH Up High School Student Guide: Impact on Subsistence • Student Worksheet: Counting Caribou• Transparency Grid Overlay• Counter Pen (optional)• Magnifying Glass (optional)• Computer or tablet with internet access

Activity Preparations1. Make copies of the Student Worksheet: Counting Caribou.



38


Activity Procedure1. Ask students to work with a partner to read pages 10-14 of the Impacts on Subsistence

High School Student Guide. 2. Discuss: How are caribou adapted to the environment in which they live? How is the

environment in your area changing? What impacts might these environmental changes have on caribou? Do you eat caribou? How might climate change impact access to this subsistence resource?

3. Explain that caribou are in important subsistence resource in Alaska. Biologists monitor the size of caribou herds in the state to understand how different environmental, industrial, predation and hunting practices impact caribou.

4. Part 1: Ask students to look at the photos of the Western Arctic Caribou Herd on pages 11 and 14 of the Impacts on Subsistence Student Guide. Ask students if they have seen caribou and if they have ever seen that many at one time?

5. Ask students to estimate how many caribou are in the photos. Write student’s estimates on the board to see how they compare at the end of the activity. Ask students how they could figure out how many caribou are in the photos.

6. Divide the class in to groups of 2. Ask students to look at the caribou photo with the grid over it on page 12 of the Impacts on Subsistence Student Guide. Show Photo 2 with the grid over it. Ask students to estimate how many caribou are at the top of the photo, waiting to cross the river.

7. Describe to the class the method they will use to estimate the estimate the population. If students are not familiar with estimating populations from random sampling show the interactive demonstration at https://kuac.pbslearningmedia.org/resource/mgbh.math.sp.penguincoat/estimation-from-random-sampling/#.WU3smBPyto8

8. Have students look closely at the photo on page 12. Ask students what they should do if only part of a caribou is in the grid. Should they count it or, or not? The whole class should agree on how to treat partial caribou in the grid.

9. If necessary, before starting, show students how to generate a random number with Google.

10. Distribute the Student Worksheet: Counting Caribou, transparency grids and counting pens. Ask students to complete Part 1 of the worksheet with their partner.

11. After students have completed the population estimate show the video “Caribou Tagging on the Kobuk River” available on YouTube. It shows students tagging caribou on the Kobuk River. Radio collars are used to locate herds of caribou. While the caribou are being collared, blood samples and other measurements are taken. https://www.youtube.com/watch?v=ye3dcWq-sbk

12. Part 2: Explain to students that the number of caribou has varied over the past 40 decades from a low of 75,000 to a high of 490,000. To visualize the change in the number of caribou over the years, students will make a graph of data.

13. Ask students to work with their partner to complete Part 2 of the worksheet. After graphing the data, students should answer the questions.



39


Extension Activities• Read and discuss this information about caribou harvest patterns by village. Is your

community represented? How does your community compare to others in reliance on caribou as a subsistence resource? http://www.adfg.alaska.gov/static/home/library/pdfs/wildlife/caribou_trails/caribou_trails_2016.pdf

• Encourage students to find out how a photo census of caribou is completed by the Alaska Department of Fish and Game by visiting the following URLs: http://www.adfg.alaska.gov/index.cfm?adfg=wildlifenews.view_article&articles_id=629 http://www.adfg.alaska.gov/index.cfm?adfg=wildlifenews.view_article&articles_id=671



40




41


Student Worksheet: Counting Caribou

Name: _______________________________________________________

Part 1: Estimating the number of caribou

1. Study the photo on page 14 of the Impacts on Subsistence Student Guide. This photo was taken of the Western Arctic Caribou herd near the Kivalina river. How many caribou do you think are waiting to cross the river? Estimate: _________________________________________________________________

2. You will use a grid random sampling technique to estimate the number of caribou that have not crossed the river. Place your transparency grid over the photo.

3. There will be no caribou in some of the grid squares. Look at each column and record which grid squares do not contain any caribou.

Grids without caribou:

46 1156992

4. In order to estimate the number of caribou in this area a random sample of 5 grids will be chosen out of the grid. Using a computer, type “random number generator” in the Google search bar. For the minimum type 1, and for the maximum, type 138. Click “Generate to get a random number.

5. For example, if the random number 41 is generated, count the caribou in grid 41 and write down the number of caribou for Trial 1 in the chart below. If a random number comes up for a grid square that does not contain caribou, select another random number. If a counting pen is available, it can be used to make it easier to count the caribou. Both group members should count the number of caribou in the grid and agree on the number they count before recording the number in the chart.

Number of CaribouTrial 1Trial 2Trial 3Trial 4Trial 5

TotalAverage (Total / 5)

Estimated number of caribou(Grids with caribou x average per grid)



42


6. Repeat the procedure described above for a total of 5 trials.

7. Add the number of caribou counted in the 5 trials and enter that number for the Total.

8. Divide by 5 to get an average number of caribou per grid.

9. Subtract the number of grids that do not contain caribou. For example, if you found 12 grids that did not contain caribou subtract 12 from 138 for a total of 125 grids with caribou. Multiply the average by the number of grids with caribou, to find the estimated number of caribou.

10. Find out the estimated number of caribou from the other groups in your class. Enter that number in the chart below:

Group Number of Caribou123456789

10

TotalAverage of estimates

11. Add the number of caribou from each estimate. Write that number for the Total.

12. Divide the Total by the number of groups to find class average of the number of caribou in the grid area.



43


Part 2: Graphing Caribou Population

Biologists have been counting the number of caribou for over 35 years. The data table below shows the estimated population of the Western Arctic caribou herd back to 1970. Use the data to complete the graph then answer the questions.

Year Population1970 243,0001976 75,0001978 107,0001980 138,0001982 172,0001986 129,0001988 343,0001990 416,0001993 450,0001996 463,0001999 430,0002003 490,0002007 377,0002009 348,0002011 325,0002013 235,0002016 201,000

Western Arctic Caribou Herd

100,000

0

Num

ber o

f car

ibou

1970 1980

Year



44


Analyze the data in the graph:

13. What year had the lowest number of caribou? How many caribou were there?

14. What year had the highest number of caribou? How many were there?

15. Since 2003 the number of caribou have been decreasing. How many fewer caribou were there in 2016 than in 2003? What is the percent decline from 2003 – 2016?

16. Why do you think the size of the herd changes?

17. The Western Arctic Caribou numbers are in decline. If you were in charge of managing the herd so that there will be enough caribou in future years for subsistence hunting what would you do?



45


Answer Key: Counting Caribou

Part 1 Answers will vary. Students should complete data table 1 and 2.

Sample for Data Table

Number of Caribou

Trial 1 grid 52 35Trial 2 grid 133 8Trial 3 grid 75 39Trial 4 grid 55 38

Trial 5 grid 103 29

Total 149Average (Total / 5) 29.8

Estimated number of caribou

122 x 29.8 = 3725

Part 2

13. What year had the lowest number of caribou? How many caribou were there? 1976 had 75,000 caribou.

Western Arctic Caribou Herd600,000

500,000

400,000

300,000

200,000

100,000

0

Num

ber o

f car

ibou

1970 1980 1990 2000 2010 2020

Year



46


14. What year had the highest number of caribou? How many were there? 2003 had 490,000 caribou.

15. Since 2003 the number of caribou have been decreasing. How many fewer caribou were there in 2016 than in 2003? What is the percent decline from 2003 – 2016? 490,000 – 201,000 = 289,000. It is 59% decline.

16. Why do think the size of the herd changes? Some factors could be disease, predators, increased hunting harvests, decreased lichen, increase mortality due to snow and ice conditions, increased exploration for oil, gas, mineral resources damaging habitat.

17. The Western Arctic Caribou numbers are in decline. If you were in charge of managing the herd so that there will be enough caribou in future years for subsistence hunting what would you do? Answers will vary. Of the different factors that could cause the decline, the one that can be regulated, or managed, is the hunting of the caribou.

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