Summary
This resource explores the relationships and interactions of the species and seasons in the Arctic tundra of Western Alaska at a basic level. It is intended to provide a broad illustration of the complex feeding relationships and niches that the wildlife in that region plays in the crucial summer months.
Materials and Preparation
This resource is designed from an informal education standpoint and is suitable for families with a recommended minimum grade range of 2nd grade or higher. This resource can be modified and adapted to formal learning environments and classrooms.
This activity is designed to take approximately 15 – 20 minutes with a mix of instruction and discussion style context and hands-on activities to construct a food web based on provided information.
The materials required for this activity are the species cards, single-sided arrow cards, stewardship cards, threat cards, sun card and a ball of yarn. These designs can be found in the supporting documents.
Preparation: To prepare for this activity, the species and arrow cards will need to be printed and cut out or otherwise made into individual components.
Learning Objectives
Opening Activity
In an informal setting, this program is set up in a dedicated space for activities. Guests are encouraged by staff members to check out the ongoing activity which is facilitated by a dedicated team member. Guests or students will be asked leading questions to prompt them before being asked to construct a food web to the best of their ability using the materials provided.
If done in the classroom, provide each group with a set of cards or use the 3rd version for the ball of yard food web.
Activity Overview
Use the instructor guide and key to view three variations to consider for this food web activity; basic food web, alternate version with added scenarios, and a ball of yarn web activity.
Reflection
The facilitator will ask reflection questions to the participants (i.e. “why do you think that is? What impact do you think that has on this species or on this species’ food?” etc.). This should happen throughout the activity with reinforcing questions and discussions at the conclusion of the activity to check if the learning objectives were successfully met.
References:
Featured Species-associated Tundra Habitats: Arctic, Alpine, and Maritime Tundra. Alaska Department of Fish and Game. https://www.adfg.alaska.gov/static/species/wildlife_action_plan/appendix5_tundra_habitats.pdf
Alaska’s Wild Salmon. Alaska Department of Fish and Game. https://www.adfg.alaska.gov/static/home/library/pdfs/ak_wild_salmon.pdf
Public Input Helps Improve our Understanding of Marine Ecological Relationships in Alaska. NOAA Fisheries. https://www.fisheries.noaa.gov/feature-story/public-input-helps-improve-our-understanding-marine-ecological-relationships-alaska
Food Web. National Geographic Education. https://education.nationalgeographic.org/resource/food-web/
Special thanks to the education team at the Aquarium of the Bay for the idea for stewardship and threat impacts on food webs and how to incorporate those concepts into an activity.
Standards:
Polar Literacy Principles:
Resource Developed By
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Made possible with funding by the U.S. National Science Foundation Award #2221990. The information contained here is those of the author(s) and does not necessarily reflect the views of the U.S. National Science Foundation.