FOUR UNITS ON CARIBOU
Note: This page uses
ISER's
Iñupiaq fonts. To download the font, go to:
http://www.alaskool.org
Go to the InupiaQ Phrasebook link
to follow their instructions.
Unit 1:
|
Caribou Tuttu Rangifer tarandus
|
Unit 2:
|
Anatomy of the Caribou
|
Unit 3:
|
Natural Products made from the Caribou
|
Unit 4:
|
A symposium of Educators, Elders, Scientists and students
addressing the Subsistence Issue with an emphasis on
Iñupiaq Values of Sharing and Respect for Nature.
Respect for Nature includes the importance of taking care of
the Land and Water, free from pollution.
|
By
|
Elmer Jackson, Iñupiaq Coordinator
AFN/Alaska Rural Systemic Initiative
The National Science Foundation
Village Science Applications -
1995
November, 1999
|
GOAL ~ Life Science
To have students develop an interest in Science.
To make them aware of careers in science.
OBJECTIVE:
For students to learn about the caribou and the
importance of keeping the environment free from pollution.
The four unit lessons - grades
four through twelve.
Unit one will be:
Unit on Caribou. This
study will document the importance of the caribou for the
Iñupiat and the Gwich'in people. The promise of keeping the
environment free of pollution from industry and fossil fuels.
Unit two
is on the
Anatomy of the Tuttu. This
study begins with a classroom discussion and study of the parts of
the caribou. Part of the study involves a field trip for a week
subsistence hunting during the fall migration. Elders, Teachers and
Guides will teach the students hunting skills and how it is to be out
in the elements. They will learn the anatomy, skinning, butchering
process and caring of the meat.
Unit three is
Natural Products made from the
Tuttu.
The third unit will involve the process of creating warm
winter clothing. Students and their teachers will be taught the
tanning process and will sew warm winter clothing. They will learn
what products can be created from the caribou as a whole, from the
muscle tendons, bone to the hooves and antlers.
Unit four will be a
symposium of students, teachers and invited participants:
Scientists-in-Residence - UAF and
Elders. Agenda items; careers in the science-field, they will discuss
the importance of protecting subsistence and the environment.
Students will conduct experiments and will report on their results or
findings. Elders have the natural gift of wisdom, they are experts in
the Native Ways of Knowing
Topic Theme:
Subsistence and the Protection of the Environment
Unit on Caribou, Part one
By Elmer Jackson
Caribou ~ Tuttu ~ Rangifer tarandus
Background Information:
Like indigenous people of Arctic Village, the Iñupiat who
live in the Northwest Arctic, are blessed with the caribou. For
generations the caribou have offered of themselves to the people who
lived off the land and waters. They have sustained the people from
time immemorial.
Every fall the caribou migrate together in the thousands. Their
migration leads to their winter feeding grounds to the south. When
the suns shines warm in the spring the females and calves lead the
migration to the North Slope. When they arrive to the place of their
birth, the pregnant females give birth to their young. The large
massive bulls are the last in the migration. This is the time when
their young antlers are covered with velvet. Feeding on the fresh
sweet grasses, willow leaves, lichens and herbs, their antlers grow
and will mature in the fall. The tuttu feeds and begin to gain fat
reserves, which are necessary for their survival during the winter.
Their winter foods are the mosses and lichens. Other than outrunning
their predators, they defend themselves using their antlers that have
hardened.
The habitat of the tuttu changes like the seasons. Their habitat
is in the Arctic and Alpine tundra, near or above the timberline. In
the winter they feed in the tundra and taiga forests, by digging into
the snow with their large concave hooves. They feed on tundra moss
and lichen.
Fantastic Facts: Alaska is home to nearly a million caribou, in
thirty-two herds. They travel greater distances twice each year than
any other land mammal, up to
three thousand miles. The Western Arctic Caribou herd is
estimated at 340,000.
Their migration takes them to crossing the Kobuk River, Noatak River
and the Squirrel River. They cross channels, slues and lakes. Their
migration takes them through the Baird and Schwatka Mountains, other
hills and valleys. For many generations, they have followed the
trails made by other caribou before them.
The caribou are excellent swimmers. Their large concave hooves and
hair fibers that are hollow, allow them to swim across rivers, lakes
and streams. They are fast runners and can outrun their
predators.
The Western Arctic herd crosses every fall at their traditional
crossing place called Onion Portage, it was a settlement where the
Iñupiat lived. This place is special; it is a place where the
people and the tuttu have shared the land for many generations.
Remains of the tuttu' s bones are found at
the old settlement.
The caribou and Mother Nature have provided the Iñupiat
with food for sustenance and the skin is tanned and sewn into warm
winter clothing.
The Iñupiat Values of Sharing and Respect for all life
forms. Respect for Nature means that the land, rivers, streams should
not be polluted. There are environmental factors that will show if
there are problems in terms of the health of the caribou, other
animals and fish.
Fact: Acid rain kills lichens, moss and plants, main source of
food of the tuttu.
Can we allow the caribou to become extinct? What will happen to
the caribou, if their food sources die?
Vocabulary Words:
1. Indigenous - adjective.
|
Living or occurring in an area; native.
|
2. migrate - verb.
|
To move from place to place; to travel from one country,
region, or domicile to settle in another; to go to a new
habitat.
|
3. predator - noun.
|
An animal that survives by hunting for its food. It is
predatory.
|
4. habitat - noun.
|
The region in which an animal or plants lives and
grows.
|
5. generation - noun.
|
A group of individuals born about the same time.
|
6. archaeology - noun.
|
Scientific study of ancient places and times.
|
7. acid - noun.
|
A chemical compound that is released to the atmosphere in
the form of acid rain. This add kills plants, moss, lichen
and fish.
|
8. pollution - noun.
|
The process of contaminating the environment; to make not
pure; to make dirty, unsafe for human, fish, animal and
plants.
|
9. lichen - noun.
|
Any of the various flowerless plants consisting of fungi,
commonly growing in flat patches on the tundra, trees and
rocks.
|
10. moss - noun.
|
Small green, brown and white plains that grow in the
Arctic, Alpine forests and tundra.
|
Study and learn the meaning of the words, if you know what the
words mean, you will understand what you are reading. After studying
the words, read Background Information.
Review of the vocabulary words:
True or False - Indigenous means living or
occurring naturally in an area.
What part of speech is the word, migrate?
_____________________________
Write the definition of migrate.
_____________________________
______________________________________________________
A predator is an animal that _______________________________
______________________________________________________
Habitat is the ___ ___ ___ ___ ___ ___ in
which an animal or plant lives or grows.
Generation is a _________________________________________
______________________________________________________
Archaeology is the study of ________________________________
______________________________________________________
What are the foods that sustain the tuttu?
______________________________________________________
______________________________________________________
______________________________________________________
What pollutant kills trees, plants and fish?
____________________
______________________________________________________
Pollution is the process of _________________________________
______________________________________________________
It is important that we protect the land, tundra, forests and
water ways. Plants, fowl, mammals, fish and the waterways are a
natural part of the ecosystem.
|
Name _________________________
|
Read Background Information, then fill or write in the answer.
1. The caribou are indigenous to
the Arctic. They have followed ancient trails that have been
used for thousands of years. In the northern part of Alaska, what two
native groups depend on the caribou?
__________________________________________
2. In a year, how many times does the caribou migrate?
______________________________________________________
3. True or False - Both the
male and female grow a set of antlers every year.
4. What are the plants and flowerless plants that sustain the
tuttu?
5. From time immemorial, the caribou have provided the people with
and the skins are tanned for
___________________________________________
6. In the Northwest Arctic, what rivers and mountains must the
caribou cross during their migration?
7. Why must we not allow the rivers, tundra and streams to become
polluted?
8. What pollutant will kill plants, trees, lichen, moss and
fish?
9. What will happen to the tuttu if their food sources die?
Teachers:
|
Discuss and review A-I.
Preview video, Wild Alaska. After previewing, show video
to students.
After viewing video, discuss and talk about the fauna, as
seen in the video.
Fauna is a collective term for the animals or animal life
peculiar to a region, epoch, or environment.
Resources:
|
Alaska Department of Fish & Game
Wildlife for the Future, AK. Dept. of Fish &
Game
|
|
Unit on Caribou -
Part II
Objective: Observe animal behavior, explain the response of the
animal to the stimuli in its environment.
Students will learn the anatomy and the process of skinning,
cleaning and cutting of the caribou. This study will take place out
in the hunting grounds. For example the Onion Portage on the Kobuk
River and other areas where they cross. Elders, hunters and teachers
will teach students in the Native Ways of Knowing, incorporating
their studies at their school.
Background Information: Every fall and spring season, the Western
Arctic Caribou Herd migrates from the North Slope to the Kobuk River
Valley, the Seward Peninsula and areas further south. From the Arctic
Slope tundra to the southern boreal forests and the western coast,
they travel together in the thousands. Cows and their calves and
other young caribou are first to lead the migration. The large male
bulls are last to reach their wintering grounds on the coast and
boreal forests.
The tuttu is a very important food source for the Iñupiat.
The skin of the tuttu is tanned and sewn into warm clothing needed
for the cold winter months, which can last up to eight month. The
caribou have provided the people of the land with meat and the skin
was tanned. Warm clothing for the entire family was sewn during the
winter.
Skins were used to build shelters, summer dwellings and as a soft
mattress for sleeping.
The tuttu feeds on tundra moss, lichen, willow leaves, herbs and
other plants. During the summer their food sources are abundant. They
instinctively know that they must feed; In the spring, the sun does
not set for about a month. With ample spring thaw water and sunlight,
the plants, trees, grass, tundra plants and willows grow abundantly.
The fauna of the Arctic is alive with abundant food. Bees,
butterflies and other insects pollinate plants and flowers. Their
food source is abundant. They feed all summer, growing layers of fat
in their bodies. They use their fat as energy and to keep warm. Their
winter coats have thickened and are hollow inside, this helps them
conserve heat.
There are many parts of the tuttu that are utilized by the
Iñupiat. The meat, bones, heart, liver, tongue, fat, head and
feet are food resources. The muscle tendons from the legs and back
are saved, dried and woven into thread for sewing. The skin and
leggings are tanned for sewing warm winter clothing. The fat is used
when making ice-cream the traditional way, berries, raisins, and
sometimes grounded fish is added. This delicacy is a popular
favorite.
Teacher: Review body parts, anatomy of the tuttu.
Anatomy of the
tuttu:
Tunsrisaq -
A digestive organ that is located near the main stomach. This
is edible, it is cooked by boiling and eaten when cooled.
Itchaurat
- Fat membrane that covers
the stomach cavity; this fat is dried and Use for making traditional
ice-cream.
Tifuk
- The liver is a food source,
that is rich in iron. The liver is sliced and then coated with flour
and skillet fried. A breakfast favorite.
Uqaq -
The tongue, a favorite food. Delicious in soups, most
Iñupiat boil till cooked.
Aglibuq
- The jaws are boiled or cooked
in soups, the fat marrow is delicious.
Sublui
- The nostril membrane is cleaned
and boiled. Another food from the tuttu.
Taqtuuq -
The two kidneys are also a food source.
Qaqisaq -
The brain of the tuttu is a food delicacy.
Qaunnaq or
tunnuq -
Ground caribou fat is mixed with the meat for caribou
hamburgers. It is one of the ingredients for making akutuq, an
Iñupiats' version of the mousse. A traditional dessert made
especially during the holidays or birthday celebrations. Akutuq is
usually mixed with salmonberries, blueberries, blackberry,
strawberries, raisins, stewed dried apples and sugar to taste. Some
add deboned oven dried whitefish and seal oil. The akutuq is hand
whipped until it is light and fluffy.
Isigaat
- The hooves of the tuttu
are dried and stored. A survival food saved for use in time of
famine. The hooves are soaked in water, then cooked into a soup
broth. The muscles inside of the hooves are eaten.
Puieiq
- Caribou joint bones with marrow
are crushed and boiled slowly. When the oil surfaces, it is scooped
and put away in containers. When cooled, it is used as a spread on
cracker, hotcakes, etc.
Niqaa -
Niqaa is the meat; almost every part of the tuttu is edible.
Early spring and late fall are ideal times to wash, cut, marinate the
niqaa and hang to dry. Some alder smoke their drying meat. The ribs,
tongue and brisket are a favorite niqipiaq. They are some of the many
native foods.
Sakaik -
The brisket bones are cut for soups and meat dishes. It is
also dried, once the drying process is done, it is eaten with seal
oil.
Kuutchiik
- The pelvic bone with meat are
cut for roasts and soups.
Mumiq -
Leg bone with meat, marrow and fat.
Niqivik -
The meat and bone from the hindquarter.
Kiasrik -
The shoulder blade bone with meat are cut for roasts or
soups.
Qufisieiq - Neck
bones are individually separated for cooking in soups and stews. The
neck can also be roasted.
Tullimaat -
The ribs are cut for soups or roasted in the oven. In the
spring, they are hung to dry as paniqtuq.
Nibukkaq
- This process will involve a
fresh caribou where its stomach contents of moss, leaves, lichen and
other green plants and herbs are used in "cooking" the fresh liver.
The liver is cut in bite size pieces, which are put inside of the
stomach contents. The liver is "cooked", a delicious delicacy rich in
iron and Vitamin C.
Uumman -
The heart is delicious in soups or sliced, floured and pan
fried. Try frying the pieces in oil until cooked, add water and flour
and stir until the broth begins to thicken. Add salt and pepper to
taste.
Albabusriq
- A caribou's heart is covered
with a membrane sac. This sac is dried and used as a bag for ivalu
(sinew), sewing tools, etc.
Name __________________________
After studying and discussing the anatomy, fill in or answer the
following:
1. List edible parts of the tuttu that the Iñupiat use as a
food source.
______________________________________________________
______________________________________________________
______________________________________________________
2. Qaunnaq or caribou fat is used when making
_____________________, a
delicious
3. Name the sac that covers the tuttu's heart. This sac is dried
and used as a bag.
______________________________________________________
4. What part of the tuttu is considered a survival
food?_________________________
5. List the anatomy; the internal organs.
___________________________________
_______________________________________________________________________________
6. What is rich in iron and is a breakfast favorite?
_____________________________________________________________________
7. Why is it important to
save the caribou skins?
8. Name the delicacy in which pieces of fresh liver is put in the
hot contents of the stomach. This "cooks" naturally creating a
delicious dish.
9. Why is it important to
have respect for animals, nature and environment?
10. List the important items to take for hunting and camping:
A daily log or journal is required of the students.
General information about the
caribou:
The meat, tendons, bone, antlers, feet and the skin are utilized
by the Iñupiat.
Terminology's:
|
Pafniq
- a full grown
male caribou.
Nubbalik
- female with calf.
Nubbaq
- calf.
Nukatabaaluk
- almost a full grown
adult.
Kulavak -
mature female
|
The male and female caribou, both sport antlers for dominance and
survival.
The Western Arctic Caribou Herd ranges from the Arctic Ocean to
the Yukon River and from Northwest Arctic Coast to the trans-Alaska
Pipeline.
During the winters of 1989-90 and 1992-93, thousands of caribou
died in portions of Western Arctic Caribou Range and on the North
Slope. What were the causes?
Cows and calves usually take the lead in the migration. When out
hunting, it is important to let the lead caribou cross the river.
When the first has successfully crossed the river, others will
follow.
About thirty-nine parts of the caribou are prepared for eating.
Many of the parts are delicacies. Most of the caribou is food and it'
s skin is tanned and sewn into warm winter clothing.
Reindeer lichen is one of the tuttu' s food; it is also a survival
food for people.
Begin planning for the caribou
hunting trip:
Teachers, students, Guides and Elders will meet and begin planning
for the hunting trip. Agenda rules and game regulations; hunting
license, what to bring . . what not to bring; firearm safety; being
safe; parent permission forms/district policy; First Aid...
Importantly the Elders will teach the students of Respecting all
life forms and to keep the environment clean.
Equipment that is usually taken
by hunters:
high-powered rifle
|
sharpening file or stone
|
ammunition
|
boots
|
hunting knife
|
matches
|
binoculars
|
food
|
warm clothing
|
thermos
|
rain coat
|
gasoline and blazo
|
axe
|
tent
|
gloves
|
sleeping bags
|
Field Trip:
Elders will teach on the Iñupiaq Values of Sharing, Respect
for Nature, Knowledge of Language, Hunter Skills, etc.
The caribou hunt will coincide with the fall migration.
Transportation by boat to the hunting site, e.g. Hunt River, Onion
Portage. This will be a one week hunting trip. Students will learn
the tuttu' s anatomy and learn the process of skinning, cutting and
separating the parts. The skins will be cleaned, dried and saved for
future tanning and sewing.
The students will record daily log or journals of their activities
during the hunting trip. They will take part in all of the
subsisting-hunting activities and daily chores.
Teachers:
Take a camcorder for purpose of documentation. When the students
return to the classroom, they will write a report on their hunting
trip. Plan a feast for the Elders, parents and the community, there
are many parts of the caribou where food delicacies are prepared. For
example, make akutuq, a delicious mousse flavored with berries.
Unit
on Caribou, Part Ill -
Natural Products made from the
Tuttu
Background Information: Without the tuttu and other indigenous as
well as migratory animals, life for the Iñupiat would have
been more difficult. The tuttu provides meat for sustenance and it's
skin is tanned and sewn for warm winter clothing. The muscle tissue
from back is removed and dried. It is then twisted into thread. The
needle is made from the thin bone of the fore leg or taliq. An ulu is
used when cutting out the pattern on the skin. A sharp ulu will make
the cutting easier.
With winter being the longest cold season, warm clothing is
necessary for survival. Hard and soft bottom kammak are sewn from the
winter skin, which has thick fur. Hard bottom kammak are made from
the bearded seal skin which has been crimped. Waterproof kammak are
oiled with fat and oil, making them waterproof. These boots are used
during the spring and summer.
Parkas for the young are sewn from the fawn skin, which is soft
and pliable and the fur makes a warm parka. Mittens, socks, pants and
others are sewn from the tanned winter skin of the tuttu.
One of the traditional ropes of the Iñupiat is made from
the skin of the tuttu and the seal. The skin is soaked in water until
the hair is removed easily. While the skin is still wet, it is cut
into one long strip. It is then stretched and tied from post to post
and dried. These strips could be used for making snow shoes or for
tying basket sled. There are many other uses.
A tent of six caribou skins is used for a survival shelter. The
floor is covered with spruce boughs and skins of the tuttu. The skin
is also an excellent mattress.
Caribou are the only members of the reindeer family, where both
the male and female grow antlers. The antlers can be used as sinkers
for a gill or seine net. Each family had a mark on the sinkers,
Grandfather Frank Jackson's mark is that of the footprint of the
sandhill crane, the three marks. If a sinker was found they would
know who it belong to and would return it to
the owner.
The sharpest points of the antlers are used as a piercing tool for
dry white fish. Dry fish are pierced for the purpose of making a
string of fish. The antler and bones are utilized for creating tools,
spear heads, arrow heads and other implements. A useful fish scaler
is made from the shoulder blade. This tool is called a
kavisiiqsie.
Many parts of the tuttu are used in the arts, crafts and sewing
clothing. Upper Kobuk and the Nunamiut gifted artists create face
masks, molding the skin into a carved wood shaped like a face of a
person. A miniature model of a sled is created using the lower jaw
bones, wood, baleen and twine or traditional rawhide.
Generations ago, the Iñupiat endured starvation. The quest
to find food was difficult, especially during the winter. The men and
their pack dogs would qaqi or travel north towards Noatak and the
North Slope, to find
caribou. The women and the young remained home, fishing and
berry-picking and other food gathering kept them busy most of the day
and night. Every part of the tuttu that is edible or useful in other
ways were saved. The hooves are saved for survival food. They are
dried, once dried they will remain as they are. When food is scarce,
they can be soaked in water until they soften, it was cooked into a
soup broth. The cooked muscle tendons on the hooves are eaten
also.
To respect the animals and the environment was law, traditional
law. Indigenous people passed from generation to generation, the
practice of having respect for the animals and the environment. They
took only what was needed, subsisting from season
to season. They shared
with other people in the community. When a family did not have a
hunter or provider, they were given foods, wood, and skins. Sharing
brought a sense of contentedness to the community. People took care
of each other, even when there times of hardship.
Vocabulary:
1. Indigenous - adj. Living or
occurring naturally in an area; native.
2. ulu - noun. Sharp bladed
tool used for cutting fish, meat. An ulu has many uses, one is
cutting patterns on skins for sewing.
3. sustenance - noun. That
which supports life, as food or provisions; subsistence; the act of
sustaining; the state of being supported or maintained.
4. subsistence - noun.
Existence; means of support; the state of maintaining one's
existence.
5. kammak - noun. Foot
ware sewn from the breaded seal skin, caribou and other fur animals
indigenous to the area
6. taliq - noun. Referring
to the caribou's fore
leg, skin including the feet. These are tanned and patterned into
kammak.
7. saatqun - noun. A sinker
for gill and seining nets created from the tuttu's antler.
8. kavisiiqsie
- noun. Fish scaler made from the
shoulder blade bone of the tuttu.
9. ivalu - noun. Thread for
sewing is made from the sinew or muscle tissue taken from the back of
the tuttu.
Name_____________________________
After reading Background Information, fill in or answer the
question:
1. The tuttu provides the Iñupiat with
___ ___ ___ ___ for sustenance,
which means
___________________________________________________
___________________________________________________
2. For sewing, what two products are made directly from the
tuttu?
___________________________________________________
3. What warm winter clothing are made from the tuttu?
___________________________________________________
4. What is the process of making traditional rope?
___________________________________________________
5. What products can be made from the antlers?
___________________________________________________
___________________________________________________
6. A kaviqsiiqsie
is used as a __ __ __ __
scaler.
7. Why are the caribou's hooves considered a survival food?
___________________________________________________
___________________________________________________
8. True of False? Traditional law is to respect the animals and
the environment.
9. Iñupiat are indigenous people; they live
__ __ __ __ __ __ __ __ in an
area.
10. What provides sustenance for the Iñupiat people?
___________________________________________________
11. Write your definition of subsistence.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Teachers:
Have students review vocabulary words, then read
Background Information. After they have read the information,
assign students to answer or fill #'s 1-12. When they are done,
review and discuss the worksheet.
Class Projects:
The sewing class instructor, teachers and students will
tan the body skin and leggings, for the purpose of sewing warm
winter clothing.
Project: Tanning process
First step; moistening the skins. There are different
ways of moistening; one method is to use water and soap or;
watered floured paste or by applying lotion to the dry skin.
After adding moisture, fold the skins and let the moistening
process work. After a day, work the skin with your hands. For more
moisture repeat the first step.
When working the skin, use a skin scraper to take the skin
tissue off. Repeat working the skin with your hands, scraping
excess skin tissue.
The tanning process is complete when the caribou skin is soft
and white. It will take a few days to tan the skin.
Tools needed: itchuun or skin scraper, soapy water or lotion.
Project: Bleached caribou skin for sifiq,
tie strings for kammak. (caribou leather)
For this project use the skin of the tuttu that was
harvested in the fall.
Cut leggings from the skin. Completely immerse the skin in a
container of water.
After immersing the skin, maybe up to a week, check to see if
the hair is easy to remove.
When all the hair is removed, stretch out the skin on the snow,
until it freezes.
Hang the skin and let hang until it turns tan or white
color.
Project: Caribou leather
Use same process for bleaching the caribou skin. When the
hair is removed, take excess water off the skin. The skin can be
dried for bleaching. There are many projects to create.
Caribou leather rope - while the skin is wet, cut one long
strip, using a knife. After cutting, stretch out the strip from
one post to another, for drying.
Projects: Mittens, kammak, thermos bottle wrap, socks,
parka...
It would not be difficult to find someone who have
patterns that they use. Request to use patterns, for sewing
projects.
Unit on Caribou, Part IV
-
Food Chains, Acid Rain and
Caribou
Vocabulary:
Herbivore - noun
|
- animal that
subsists on plants.
|
Ecosystem - noun
|
- all the non-living
and living things and their interactions in a specific
area.
|
Photosynthesis -
noun
|
- the process by
which green plants manufacture a simple sugar from carbon
dioxide and water in the presence of light and chlorophyll,
with oxygen produced as a byproduct.
|
Chlorophyll -
noun
|
- a group of pigments
that produce the green hue of plants, essential to
photosynthesis.
|
Vegetative - noun
|
- growing or
developing as or like plants; pertaining to vegetation.
|
Background Information:
A food chain is a group of living things that form a chain in
which the first living is eaten by the second, the second is eaten by
the third, and so on. For example, willow leaves, aquatic plants,
moose to man would form a simple food chain.
Plants are the main producers in the Arctic Boreal forests and the
tundra ecosystem. Aquatic plants and algae are the main producers in
the lakes and the river ecosystems. An ecosystem is the non-living
surroundings and all living organisms interacting with each
other.
Plants and algae are producers, they grow at an enormous rate, due
to nutrients and minerals in the air and soil. The twenty-four hours
of sunlight and moisture feeds the plants, willows and trees. The
plants, berries tundra moss and lichen are important food sources for
man and animal. The plants including tundra moss and lichen are food
of the tuttu. It is an herbivore because it feeds on plants. in
completing the pyramid, the Iñupiat are at the top. The
Iñupiat, the caribou and the environment have coexisted from
time immemorial.
Add rain has a high concentration of nitric and sulfuric acids
from pollution or from natural sources. Acid rain has serious
consequences for lichen and moss, which are the main foods of the
tuttu. Sulfur dioxide and nitrogen dioxide, whether dissolved in
water or in particle form, interfere with the functioning of the
chlorophyll molecules in algae, thus preventing photosynthesis. The
algae is unable to make their own food. Add rain acidifies the
subtrates, soil, rocks and wood on which lichen grow. Lichen are
unable to grow on acidic surfaces; it can also prevent lichen growth
and establishment. This form of pollution also kills plants and
trees.
Moss and lichen are the caribou's main winter food. This rain
could cause declines in populations of caribou. Lichens obtain water
and minerals from rain and snowmelt water. They reproduce
vegetatively, in other words, lichen grow and develops or like
plants. Vegetative reproduction does not occur on acidic surfaces or
soils.
Lichens and moss are important winter food source for the tuttu.
Acid rain in the arctic tundra will affect the caribou and reindeer.
If their winter food dies, so will the caribou. The tuttu is an
important food source and clothing for the northern people.
The Facts:
Symbiosis is the state of two dissimilar organisms living in close
relationship, each benefiting from such an association as algae and
fungi in lichens. These include the alga, which photosynthesizes food
and a fungus, which provides a protective shell and helps absorb
water and minerals from the environment. Lichens grow on the soil
rocks and wood.
Chlorophyll molecules are found in leaves of plants, deciduous
trees and in algae cells. These molecules capture the sunlight energy
used in photosynthesis.
The burning of fossil fuels such as gas, oil, coal and wood
releases a variety of chemicals into the air, this includes other
pollutants such as nitrogen dioxide, carbon dioxide, carbon monoxide
and sulfur dioxide.
Teacher: In the classroom, review and study the vocabulary words
with students. Read Background Information, then have students fill
in or answer the questions 1-7.
Read and discuss questions or problems, when students have
completed them.
Name_________________
1. What is a food chain?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
2. An ecosystem is the _______________ ______________ and all
living organisms ___________________________________________________
with each other.
3. Plants, algae, moss need nutrients and minerals from the air
and soil.
True or False ______________
4. What are the winter foods of the caribou?
___________________________________________________
___________________________________________________
5. How do lichens obtain their water?
___________________________________________________
___________________________________________________
6. Lichens reproduce ______________________________________, in
other words
they___________________________________________________.
7. What two pollutants in acid rain will kill moss and
lichen?________________________
___________________________________________________
Teacher: Review and check assignment 1-7.
Class project: Teachers and their students will conduct acid rain
tests, water quality and other environmental test for pollution.
These findings will be recorded and reported to scientists, UAF.
There have been reports of sick caribou or moose, fish with lumps or
growths, that indicates our waters and land are being polluted. Find
out where these sources of pollution are coming from. A report in the
July, 1998 issue of the Arctic Sounder; salmon returning to Alaska to
their spawning waters are returning with pollutants in their
bodies.
Science Experiments:
Lichen and Add Rain - students
make "acid rain" and observe its effects on plants and lichens. From
Alaska' s Tundra & Wildlife-Alaska Wildlife Curriculum Teachers
Guide, Student Activity, page 133. Alaska Department of Fish and
Game, 1995.
From Keith Mather Library of the Geophysical Institute, UAF.
Bibliographies made available by Patrick Healy, GI Library Assistant.
Six pages of ideas for experiments to determine how healthy the
environment is. Add rain tests and other science experiments.
Facts: The burning of fossil fuels at Prudhoe Bay oilfields have
been burning for over twenty-five years. The Red Dog Mine in NW
Alaska has been in operation for twenty plus years. What are the
impacts on the environment?
Why are the fish, caribou, moose and some other animals showing
signs of sickness? There are lumps, lesions and brownish mass growing
on the out parts of the fish. In Kiana, three sheefish that were
caught had puss, a sign of sickness in the fish. Many caribou and
some animals are skinny, those especially that have been radio
collared. It seems that many types of animals and fish, including
those that are migratory are showing signs of sickness. Is it due to
the pollution of the environment? Some of the pollution comes from
places far away. This pollution is carried by the winds, clouds and
precipitation, in the form of rain or snow.
Symposium - Theme: Subsistence
and the Protection of the Tundra Ecosystem
A symposium of teachers, students, Elders, scientists, and
educators will address the Subsistence Issue with an emphasis on the
Iñupiaq Values - Sharing;
Respect; Respect for all living things; Respect for Nature. Why must
we have respect for the land?
With guidance form teachers, students will conduct experiments of
the environment, these findings will be reported to the participants
in the symposium. Their questions and concerns about the tundra
ecosystem will be a point of discussion.
Students will receive important information on careers in the
science, math and the medical field.
Scientists-in-Residents Program, UAF -
Alaska Rural Systemic Initiative; biologists; professors will
provide information on careers in the science field.
To guide, help teachers and students finds solutions to why the
fish and animals in the Arctic are not healthy.
Some questions that the students might have for the Elders,
regarding the Iñupiaq
Values:
1. Respect for Nature. What does that mean for the
Iñupiat?
2. Define subsistence.
3. Could you give examples of Sharing, of how families with no
provider or hunter were given food and skins for clothing.
4. Write and document how the Subsistence for Indigenous people
should be. Is it Grandfather Rights or the Indigenous right to
subsist from land and waters.
5. How important is it that we share and have respect
for the land and waterways?
Some questions students might have for the scientists, professors,
biologists:
What other forms of pollutants other than acid rain can
have an affect on the environment?
What other environmental tests are available? Tests or
experiments to help safeguard the environment?
What are other forms of pollution that can affect the
environment?
There is a report of salmon returning to their spawning waters,
with pollutants on their bodies. Can these forms of pollution be
identified?
What careers are there in the sciences; biology, medical,
scientist, engineering, etc.
How much education is needed to become a medical doctor? An
Village Health Aide? And scientists who teach
at colleges or to
become an astronaut for NASA?
Could you tell what lab technicians do in their jobs?
Researcher?
There are many professions in the scientific and the medical
field. Natural medicines from the Arctic are widely used by the
people. There are tribal doctors in the region. They use traditional
medicines and work with doctors in the medical field. This public
health service is a part of Maniilaq Association. The late Della
Keats, a master in the knowledge and use of traditional medicine, an
Iñupiat with healing hands. This program need to teach and
train young people the methods of healing and wellness.
RECOMMENDATIONS, RESOLUTIONS AND SOLUTIONS...
To test and analyze the symptoms of sickness found in fish and
animals.
To test water quality from rivers, lakes, streams near residential
areas and industrial areas - Red
Dog Mine - Prudhoe Bay Oilfields
in North Slope.
Teachers, students, what is your follow-up after the
symposium?
The Inuit Circumpolar Conference (ICC) have resolutions on the
protection of the Arctic Tundra Ecosystem. ICC is recognized by the
United Nations.
Additional information on the tuttu:
From the Alaska Native Knowledge Network/Alaska Rural Systemic
Initiative -Caribou
- Web links, compiled by Jennifer
McCarty, Student Assistant.
References:
Unit One -
|
Alaska Department of Fish & Game
New Websters Dictionary
|
Unit Two -
|
Alaska Department of Fish & Game
The Discovery Channel -
A video documentary on NW Alaska
|
Unit Three -
|
New Websters Dictionary
|
Unit Four -
|
Earth Science, Addison-Wesley, 1989
New Websters Dictionary
|
|