Version 3. 2014
The Power of Observation
Webcam technology helps students investigate the wonder of Adélie
penguin breeding near Palmer Station, Antarctica
Beth E. Simmons Palmer LTER Education/Outreach [email protected] & Renee Fudala STEM Academy, Sandwich,
Massachusetts [email protected]
LEARNING ABOUT THE ADÉLIE PENGUIN!
PENGUIN
WEBCAM TECHNOLOGY
Adélie penguins (Pygoscelis adeliae) are flightless,
endothermic (warm blooded) birds that will live until about the
age of ten, but their lifespan can be as long as twenty years. They
are equipped with a highly developed respiratory system that
prepares them for a life on land (breeding) and in the sea
(feeding). Their shape, coloration, what they eat, when they eat,
where they go on land, how they breed and, ultimately, their
geographic range and distribution are all influenced by the sea.
Cold regions like Antarctica and its surrounding waters provide
the conditions necessary for penguin survival. Standing
approximately 28-30 inches tall, Adélies weigh up to twelve
pounds, and have a stiff tail (14-18 inches long) for aiding them
in standing upright. Adélies also have a well developed sense
of hearing, which is essential for vocalizations when parents
need to recognize their mate as well as the hear the calls of
their chicks (Davis et. al. 2003). Scientists from the Palmer
Long Term Ecological research (LTER) project have invested
over thirty years to studying Adélie penguin colonies even
though the species have lived along the western Antarctic
ⓒ Beth E. Simmons
Peninsula (WAP) for at least 600 years. This long term research
has expanded to include two sub Antarctic species, the
Chinstrap (Pygoscelis Antarctica) and the Gentoo (Pygoscelis papua) who are living and breeding
successfully on islands in close proximity to the few remaining Adélie penguin breeding colonies near Palmer
station (Ducklow et al. 2007).
ADAPTATIONS AND EVOLUTION
Adélie penguins have a streamlined body which effectively reduces drag and helps them swim efficiently in
the water. They are supplied with a thin sub-dermal layer of fat although it is their feathers that provide the
most insulation. Both the primary feathers and the downy feathers interlock together trapping air between the
layers of the body insulating them from the extreme cold temperatures and the sea water. With about eighty
feathers per square inch, these penguins have more than any other bird. It is the quill of each downy feather
that helps to trap warm air near the penguin’s skin (Davis et. al. 2003)
The Adélies’ color of black backs and white bellies is called counter shading. This aids the penguin in
camouflaging, as well as increases their hunting success from predators. These fascinating penguins also
have almond-shaped glands beneath the skin and above their eyes that help them to filter out salt. As the salt
drips down the beak of the penguin, they make a sneeze-like sound that creates a great noise in the rookery.
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PENGUINS ARE MADE TO SWIM
Penguins have given up the ability to fly and instead have evolved incredibly streamlined bodies with short, powerful
flippers plus webbed feet that efficiently aid them in steering and propulsion through the water up to 15 miles per hour.
Dives can last over 5 minutes but are concentrated toward the first 50 meters in the water as they are visual predators
who's trips are impacted by light penetration in the water column. These adaptations have gained them an advantage
in acquiring huge food resources, such as krill (Euphausia superba and E. crystallorophias), squid, and Antarctic
silverfish (Pleuragramma antarcticum). Penguins use their extremely sharp and powerful hooked beaks to catch their
prey. Their tongue has a rough velcro-like texture that allows them to hold slippery prey and then swallow it whole.
They are very determined and successful long distance walkers too, even though their short legs restrict them to a
waddling march on land.
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BREEDING
The stages in the breeding cycle are highly synchronize to the Antarctic summer (October to April). This allows Adélies
to take advantage of less sea ice and a peak in food resources that
occur at that time. Penguins use their nest site as a rendezvous point; a
place where male and females meet and breed. The average age for
females to breed is at five years; for males it is around six years.
Migration to the colony occurs around October with males arriving
approximately three to four days to the site before the females. The
males take on most of the nest building duties. Females can lay up to
two large white eggs the slightly larger than a baseball.
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HATCHING & REARING THEIR YOUNG
Male penguins assist the females in rearing the chicks, because the bird
that is brooding the eggs is unable to forage for food. Once the eggs are
laid, both parents alternate every 1 - 3 days incubating the eggs and
feeding at sea. This ‘guard phase’ can last up to 22 days. Penguins are
challenged to live between two distinct worlds to balance their time
actively hunting for prey at sea with time required on land to breed and
raise chicks successfully. Penguin chicks hatch in a semi-precocial
state with eyes open, covered with soft down. For the first two or three
weeks chicks must be brooded to protect them from predators like skua
birds, and seals as well as environmental influences like drastic
temperature changes (Montaigne, 2010).
ⓒ Beth E. Simmons
Figure 1: Adélie broods egg to protect it from predators.
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WEBCAM TECHNOLOGY
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PENGUIN
GENDER DIFFERENCES
Male and female Adélie penguins look alike except for slight differences in bill sizes. Males can be slightly larger than
females with a longer bill length. The only other ways to accurately identify the female from the male penguin is by
closely observing mating behavior, DNA analysis, and internal examinations. As birds, they lay eggs that must be
incubated on land and kept warm for over 35 days. Males and female penguins share the task of incubation (Davis et.
al. 2003).
PENGUIN
WEBCAM TECHNOLOGY
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Figure 2: Torgersen Island located 64°46”S, 64°04W Arthur Harbor, southwest Anvers Island is home to Adélie
(Pygoscelis adeliae) breeding colonies. Palmer Long Term Ecological research program has been monitoring the birds
and visitor impacts for over thirty years.
FORAGING FOR FOOD
The further penguins travel to acquire their food supply, the longer they are away from their nest and their chicks. This sets
up a range of consequences for penguins traveling a long way to feed almost exclusively on their favorite food source, krill
(Euphausia superba). In the harsh environment of the Antarctic, it takes Adélies’ several years to learn how to feed
themselves well enough to survive periods of prolonged fasting in order to successfully incubate and nourish their own
chicks (Davis et. al., 2003).
How close foraging areas are to breeding colonies is an important factor given the amount of energy expended by
breeding parents needing to travel and then return to feed and protect their chicks. Rookery life of Adélie penguins has
its advantages, including better defense against predators, the assembling of a critical mass of birds for breeding, and
greater ease of finding prey by following fellow colony members to good feeding grounds. The Adélie penguin
naturally knows that once they arrive in late September to mid October, they must mate promptly so that their chicks
hatch just as prey abundance peaks in the summer and food is plentiful. Penguins forage on schooling fish, krill
(Euphausiids) and to a lesser extent, squid. Krill (Euphausia superba) makes up 98.3-99.1% of the diet of the Adélie
penguins by mass and are loaded with protein. Adélies are migrants and need to be away from the nest for longer
periods of time in order to find high densities of food to replenish their high energy needs. Offshore foragers feed at
relatively far distances from their colony and have long fasts during incubation. The female is out actively foraging for
11-17 days; when she returns the male heads out to feed returning in an average of 11-13 days.
WARMING CLIMATE & ENVIRONMENTAL CHANGE Global climate change is resulting in shifting ocean currents, rising temperatures and melting ice sheets near Palmer
station. Penguins are feeling the change. The Western Antarctic Peninsula (WAP) region is changing at an astonishing
rate with mid-winter temperatures showing a 6°C increase which is five times the global average. The greater western
Antarctic Peninsula (WAP) has also shown a 40% decrease in sea ice season, shortened by almost three months. The
reduction in sea ice is affecting ocean productivity of marine organisms; including the food source for the Adélie
penguins, krill. Penguins rely primarily on krill for the majority of their diet and young krill feed on algae located on the
underside of the ice. When sea ice decreases, less ice algae is produced and this leads to a decrease in growing krill
populations. The cascading effects can be seen throughout the food web (Montaigne, 2010).!
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ACTIVITY OVERVIEW:
Students have varying levels of abilities in making observations and forming conclusions in science. They know what they are seeing
or hearing but have difficulty communicating that to others. Without specific instruction in how to make observations more exact and
detailed, students may form vague, or simplistic points-of-view. Observation is used at all stages of scientific inquiry: as a stimulus for
raising questions, in linking earlier experiences to new encounters, in gathering information, and in finding patterns and relationships
between events and objects.
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In this activity, students will be ‘in-the-field’ using the Penguin Webcam to make a series of detailed observations associated with
the breeding and survival of the Adélie penguin over the course of the Antarctic peninsula summer season. Sessions will run
approximately 20 - 30 minutes in length. Note: See modifications for classrooms unable to use the webcam technology.
Students will be assigned to observe a specific colony of penguins on Torgersen Island and record detailed descriptions of the
colonies physical appearance, penguin interactions, behaviors and the environmental influences. This might also include size/
shape, color patterns, habitat, field nests, songs, or calls.
TEACHING NOTES / MODIFICATIONS:
To begin this lesson, students should spend some time reading the background information on Adélie penguins to familiarize
themselves with the research of the Palmer Long Term Ecological Research program http://pal.lternet.edu. Teachers may also
want to assign a review of the vocabulary words embedded in the reading as well as discuss definitions once students have
highlighted the words in the background reading for homework. This may be new content and it may also be helpful to discuss
with students the ‘keys to making observations’. Modeling strategies that assist students in organizing their journals during the
observation sessions will help them in collecting data. Teachers may also want to distinguish between what direct observations are
versus inferences when collecting data. An observation is the ability to use your senses to gather information; an inference is drawing
a conclusion based on this observation. If classroom does not have LIVE access to penguin cam to watch streaming “sessions” you
can use the online webcam on Palmer LTER website to conduct observations http://pal.lternet.edu/education/k-12/all-aboutpenguins. This camera takes active snapshots of the penguin colonies on Torgersen Island every 15 seconds throughout the
breeding season. Students may also use the sample photographs on each of the six ‘student observation sheets’ in this lesson as a
preliminary approach to learning about the stages of penguin breeding. Teachers can conduct classroom discussions as a group
following these analysis to add more specific details about the breeding behaviors and reproductive success of the Adélie penguins."
TIME: (5-6) 30 - minute Observation Sessions
SUBJECT: Technology, Marine Biology, Physical Science, Ecology TARGET AUDIENCE: 7 - 8 Grade
PRIOR KNOWLEDGE
Before starting this activity, students should have a basic knowledge of Antarctica Peninsula ecosystem and sea ice changes. See http://pal.lternet.edu
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OVERARCHING OBJECTIVES
✓ Track and journal the breeding and reproductive success of the Adelie penguin
✓ Distinguish between making observations and inferences in understanding the climate system
✓ Collect qualitative data through observations, field notes, journals, discussions and analysis
✓ Explain climate’s role in Adélie penguin adaptations and the challenges the species face
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Next Generation Science Standards
MS-LS1-4. Explain, based on evidence, how characteristic animal behaviors increase the probability of
successful reproduction of animals.
MS-S2-1. Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce
resources on the growth of organisms and the number of organisms (size of populations) in an ecosystem.
MS-LS2-4. Analyze data to provide evidence that disruptions (natural or human-made) to any physical or
biological component of an ecosystem can lead to shifts in all its populations.
Massachusetts Technology Literacy Standards
Standard 3. Demonstrate the ability to use technology for research, critical thin king, problem solving, decision
making, communication, collaboration, creativity, and innovation. Research
G6-8: 3.2 Collect, organize, and analyze digital information from a variety of sources, with attribution.
G6-8: 3.3 Use a variety of computing devices to collect, analyze, and present information for curriculum
assignments (webcam technology)
Problem Solving
G6-8: 3.4 Independently use appropriate technology tools (e.g., graphic organizer) to define problems and
propose hypotheses.
G6-8: 3.5 Use and modify and spreadsheets to analyze data and propose solutions.
Correlating Climate Literacy Standards
http://www.climate.gov/teaching
EP 3: Life on Earth Depends on, is shaped by and affects climate. 3a: Climate’s role in habitats ranges and adaptation of species to climate change.
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EP 7: Climate change will have consequences for the Earth system and human lives.
7e: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change.
© Beth E. Simmons
Figure 3: (2010)
Torgersen Island
Adelie penguin
colony with
Palmer Station
in the
background.
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V O C A B U L A R Y
Adelie – (Pygoscelis adeliae) - a gregarious and territorial penguin of Antarctica; adults have a distinctive white ring around the eye.
Anvers Island - a high mountainous island 61 km long, the largest in the Palmer Archipelago of Antarctica.
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Behavior – the way in which an animal acts in response to a particular situation or stimulus; examples include breeding, nest-building, mating,
hatching, feeding, fledgling.
Brood patch- a patch of featherless skin that is visible on the abdomen of birds during the nesting season; well supplied with blood vessels at
the surface making it possible for birds to transfer heat to their eggs when incubating.
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Climate - average weather for a particular region over relatively long periods of time.
Camouflage - an adaptation that enables an organism to blend in with their environment and increase their chances for survival.
Counter shading - protective coloration of some animals in which parts normally in shadow are light and those exposed to the sky are dark. Chinstrap (Pygoscelis Antarctica) - narrow band of black feathers from ear to ear under its chin; breeds on the Antarctic Peninsula and nearby
islands.
Torgersen Island - small rocky island at the entrance to Arthur Harbor, off the south-west coast of Anvers Island in the Palmer Archipelago of
Antarctica.
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Ecosystem - a biological (living) community of organisms interacting with the physical (nonliving) environment.
Endothermic - warm blooded; dependent on and capable of the internal generation of heat.
Gentoo (Pygoscelis papua) - subantarctic penguin species with a gray back and throat, white abdomen and bright orange beak.
Habitat - an area where an organism normally lives which includes everything it needs to survive (food, water, shelter, space requirements).
Homeostasis -steady-state of being.
Incubation - the act of using body heat to keep eggs at an optimum temperature for healthy development and hatching.
Krill - small marine shrimp-like planktonic crustaceans of the order Euphausiacea that are the principal food for penguins and whales
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Mortality - the number of deaths in a given area, or from a particular cause.
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Molting - shedding old feathers to make way for new growth.
Migration - the seasonal movement of animals from one region to another.
Offspring - an animal's young.
Platform Terminal Transmitters (PTT’s)- a form of satellite telemetry; special piece of tracking equipment which sends a message to a satellite
about location of penguin.
Population - a particular type of animal living in a specific area.
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Predator - an organism that exists by preying on and eating other organisms.
Prey - an animal that is hunted for food.
Preening - to smooth, trim or clean feathers with the beak or bill.
Range - the distribution of a species in a geographical area.
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Regurgitate - to bring swallowed food up again to the mouth to feed chicks.
Rookery - a nest or breeding place for a colony of birds.
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Semi - precocial state - a bird that has hatched with its eyes open, covered with down and capable of leaving the nest soon after hatching, but
stay at the nest and are fed by parents.
Southern Hemisphere - the half of the Earth south of the equator.
Species - a group of living organisms with common genes; characteristics or qualities.
Stimulus - something causing a response in an organism.
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Territory - the area that is occupied by an animal in which it defends.
Thermoregulation - the process that allows an organism to maintain its core internal body temperature.
Weather - conditions of the atmosphere over a short period of time.
Western Antarctic Peninsula - northernmost part of the mainland of Antarctica; covered with an ice sheet; extends from Cape Adams to Eklund
Islands, a distance of 1300 km.
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MATERIALS
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Palmer LTER Torgersen Island Web Camera access
a. Access: http://pal.lternet.edu/education/k-12/all-about-penguins b. United States Antarctic Program: http://www.usap.gov/videoClipsAndMaps/palwebcam.cfm
Field Notebooks / Science Journals
Technology: Lap tops or iBooks or iPads (individual observations) vs.
(optional) computer projector (class observations)
PROCEDURE:
1) Set Up: You may access the webcam via http://pal.lternet.edu/education/k-12/all-about-penguins.
Each individual session will walk students through the different stages of penguin breeding during the
months of October - February, the Antarctic summer. Times and schedule of LIVE webcam sessions
will be posted on the Palmer webpage. Note: Scheduled times may not work for all teachers. The
online webcam takes photographs every 15 seconds which can be downloaded by students and
archived for observations during class times. You will want to consider making regularly scheduled
observations to be able to successfully witness or capture the different stages.
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2) Prior Knowledge/Hypothesis: Begin by writing an opening statement in your field journal to
include questions you would like to find out about the Adélie penguins. Students should be prompted
to include their preliminary statements regarding the relationship between penguin animal behaviors and
the requirements for survival in the Antarctic. These preliminary questions and statements may include
a hypothesis. !
3.) Field Notebooks: Many tools are used in observation, although in this exercise students will be
relying on the sense of sight. Observations made by students yield their “qualitative data”. Begin field
notes with time of day, length of observation and location/site.
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4) Collect Data: Students should be encouraged to collect data during their observation sessions
although the teacher should distinguish between direct observations versus inferences as students try
to figure out what their observations mean.
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KEYS TO EXPLORATION &
DISCOVERY
Observation is the cornerstone of the
inquiry process. When making
observations, you gather evidence,
organize ideas, and propose
explanations to practical problems.
The keys to good observations are
recognizing, sharing ideas, finding
inspiration, exploring literature,
recording data and communicating
your findings. ——————————-
Time of Day
Length of Observation
Location
Forming Questions
Describe habitat
Size/Shape of Colony
Number of Penguin Nests
Number of Breeding Pairs
Number of Pairs with Eggs
Drawings/Illustrations/Symbols
5.) Make Observations: session time is limited to approximately 20 - 30 minutes during the LIVE
sessions. Students should attempt to observe the same Adélie penguin pair or group in the colony
throughout each session using the ‘Keys to Observation’. Teachers may want to prompt students with:
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How many penguins are in the colony you are observing?
• Create a list of different behaviors you observe?
What is the most common behavior you see?
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• What can you infer about the penguin behaviors you see?
• How do you know if your penguin has a mate?
• How is the penguin defending itself?
• How does this penguin interact with other penguins?
• Do you observe any other unusual features or behaviors?
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6.) Discussions: Classes should engage collaboratively in discussions about the penguin behaviors
they observed, generate questions and be given additional time to immediately clarify thoughts in their
journals after a session. Teachers may want to employ ‘Critical Friends’ to evaluate field notebooks and
provide friendly advice.
7.) Consider This! Students need to also generate a list of challenges penguins face as they breed in a
regions associated with climate change.
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Coloration of Penguin
Behaviors
and
Frequency of Behaviors/Actions
Songs or Calls of Penguins.
Reference Point? (What are you
comparing something to?)
Patterns of Behaviors
Movement(s)
Supporting Details
Other Environmental Factors
influencing behaviors of penguins
What emerges from the data
collected (patterns, themes, rituals)
Communicate Findings
8.) Assessment: Students design a science poster/photobook that outlines the breeding stages of the
————————————Adelie penguin. They include their hypothesis statements and qualitative data, proving that the
inferences they made are directly related to the behavior they observed in the penguins. Poster should
also showcase the challenges the species face in light of climate change. Students are assessed with a rubric on their field notebooks,
participation, and their poster/photobook.
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ASSESSMENT:
To assess student learning during their observations, use a simple performance rubric that addresses group work but also the
nature and content associated with their observations . Content assessment should be divided into the six stages of
observations i.e. arrival/courtship, nest building, egg laying, hatching, feeding/care, fledging.
PERFORMANCE RUBRIC
POSTER
CONTENT
OBSERVATIONS
CRITERIA
POINT
SELF
Active participation in group observations
5
Appropriate techniques employed to display
data in field notebooks. Key elements
(dates, titles, locations, numbers) are
present.
5
Hypothesis and leading questions listed in
field notebook
5
Distinguishes between observations/
Inferences & includes illustrations, diagrams
and qualitative data.
10
Explanations are based on prior scientific
knowledge, and includes background
content from reading.
10
Conclusions are clearly and logically
communicated.
10
Journal is complete (all stages present)
5
Student explains the behaviors associated
with courtship.
5
Student successfully identifies
characteristics/behaviors involved in
building a nest.
5
Student lists some struggles penguins face
during the egg-laying phase and describes
the success of eggs hatching.
5
Student able to explain what behaviors are
involved in feeding/caring for chick?
5
Student able to explain the length of time
and behaviors associated with chicks
fledging from nest?
5
Student outlines breeding stages of Adélie
5
Hypothesis and qualitative data present
5
Poster is organized and includes illustrations
from field notebook.
5
Showcases the challenges the species face
in light of climate change.
5
Student able to communicate their research
5
TOTAL
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COMMENTS
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BROADER CONNECTIONS: Students will understand the relationship between Adélie penguins and their environment
and the impact of climate change on the breeding success of the Adélie penguins near Palmer station. After these
observation sessions, teachers may want to complete additional investigations to continue to explore the implications of
these changes and how scientists gather evidence to track the impacts over time. As a culminating activity in the
curriculum, students are encouraged to investigate marine protected areas of the Southern Ocean and discuss
conservation measures while considering ways in which their lifestyles impact the environment.
REFERENCES:
Ainley, D.G. (2002). The Adélie Penguin: Bellwether of Climate Change. New York: Columbia University Press.
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Dave, Lloyd S & Martin Renner (2003) Penguins. New Haven and London: Yale University Press.
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Ducklow et al. (2007) Marine Pelagic Ecosystems: the West Antarctic Peninsula. Phil.Trans.R.Soc. B2007 362.
Ecosystems.”, 362, 67-94, 2007. Palmer LTER Contribution #0286.
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Fraser, W. R., and D. L. Patterson (1997) Human Disturbance and Long-Term Changes in Adélie Penguin Populations: A
Natural Experiment at Palmer Station, Antarctic Peninsula. In Antarctic Communities: Species, Structure and Survival, eds.
B. Battaglia, J. Valencia, and D. W. H. Walton, 445-452. Cambridge, UK: Cambridge University Press.
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Montaigne, Fen (2010) Fraser’s Penguins: A Journey to the Future in Antarctica. New York, New York: Henry Holt and
Company, LLC.
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Schofield, Oscar et. al. (2010) How Do Polar Marine Ecosystems Respond to Rapid Climate Change? Science, Vol.328,
18 June 2010 p.1520 - 1523. www.sciencemag.org
OTHER RECOMMENDED RESOURCES:
1. Palmer Long Term Ecological Research (LTER) program: http://pal.lternet.edu
2. Palmer LTER Multimedia (video, audio, photographs): http://pal.lternet.edu/outreach/multimedia/videos/
3. Sea Secrets: Tiny Clues to a Big Mystery, Moonlight Publishing, Layfayette, Colorado. ISBN 10:0-9779603-9-0 pp.
32. http://pal.lternet.edu/education/k-12/childrens-book
4. New England Aquarium Penguins Teacher Guide: http://www.neaq.org/documents/education_and_activities/
teachers_resources/guides/Penguin_TeacherGuide.pdf
5. PenguinScience: Understanding Penguin Responses to Climate and Ecosystem Change:
http://www.penguinscience.com
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FIRST OBSERVATION: ARRIVAL / COURTSHIP
Students observe the arrival of the Adélie Penguins on Torgersen Island. Penguins will greet each other with loud
mutual display and head bobbing as they issue their call again and again for ten seconds or more. The call is both
a greeting and an identification tool as Adélies recognize each other and their chicks by voice. Students observe
and document the behaviors associated with arrival and mating.
Courtship behaviors may include silently bowing to their mate, depositing stones on the nest, beak tapping, flipper
flapping, ecstatic displays, standing chest to chest with heads raised, or swaying from side to side (mutual display),
bowing, one-eyed stare or vocal calls.
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Objective
Students document and described the variety of courtship behaviors their pair (or the colony) is displaying.
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SECOND OBSERVATION: NEST BUILDING
When Adélies arrive back at their former nesting spot, they will let loose with what is known as the “loud mutual
display” – leaning over, the penguin will release a loud staccato trumpeting sound. This is considered the
defining sound of an Adélie penguin. Adélies spend quite a bit of time constructing cup-shaped nests by
taking pebbles from the open ground and delicately placing them in a pile. Students will notice that pebble
thievery is common in Adélie penguin colonies. The male penguin does most of the nest building. Nests are
often only about twenty-five to thirty inches apart from center to center, the closeness of nests can create
conflict between the penguins, but can also help them to fend off predators. Objective:
Students document the Adélies strategies for nest building, location of nests and illustrate a typical colony.
[email protected]
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ⓒ Beth E. Simmons
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THIRD OBSERVATION: EGG LAYING
The peak of the Adélie penguin egg laying relies on both the timing and the success of the Adélie reproductive
season. Females usually lay two eggs in a clutch. Once the eggs are laid, both parents alternate incubating
the eggs (~ 35 days) and feeding at sea for 12 - 14 days to replenish their body preserves. Students should look
for penguins’ brood patch visible on the underside of the bird. The birds use it to transfer body heat to the eggs
during incubation. Predation during this time include skuas or seals disrupting the colony.
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Objective:
Students record the date and number of eggs successfully laid by the pair they are watching and any related
behaviors within the colony during this time. [email protected]
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FOURTH OBSERVATION: HATCHING
Most adult Adélie eggs hatch between
November and December. Adults can
be found leaning over the eggs they’re
chicks and issuing their greeting and
identification call – they recognize each
other by voice. After a recent foraging
expedition, Adélies’ are known to blast
the call into the ears of their chick, an act
that soon enables the young penguins to
identify their parents.
!
Objectives:
Students observe and record the hatching
success of their penguin colony. This may
include number of penguin pairs that laid eggs
and how many hatched throughout the colony.
ⓒ Beth E. Simmons
Students may also be able to observe the
chicks’ egg tooth, a short, sharp point on the bill
used to punch a hole through the shell during
hatching.
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Palmer Long Term Ecological Research Program/ Education & Outreach
P O W E R
O F
O B S E R V A T I O N
ⓒ Beth E. Simmons
T H E
FIFTH OBSERVATION: FEEDING
Chicks plead for food by rapidly tapping the bill of their parents. This action triggers a parental response to
regurgitate small amounts of food into the mouth of the chick; arching its head and neck toward the ground, the
parent opens its mouth toward the head of the chick Feeding chases may be observed as young chicks run after
their parents begging for food. Adults recognize their chicks by their individual voices. This is possible because
penguins have two voice boxes, which produce unique amplitudes and frequencies that become their vocal
signatures. Chicks can recognize their parents after only a few syllables. Having a unique voice is vital to all
penguin species, including the Adélie penguin. When chicks are unguarded by parents, they will gather with other
chicks in creches. Once the parents returning from a foraging expedition, they swing their head back and forth
and issue a trumpeting call – a form of the loud mutual display – and wait for the response. If the chick answers
the call with a recognizable voice, the adult will feed it. This stage lasts approximately thirty to thirty-five days and
continues until penguins acquire adult plumage and head into the sea. If the parents are not successful in finding
enough food for their offspring, they will perish.
!
Objective:
Students observe how parent and young interact during feeding, estimate body mass and the rapid growth during
this time, recording the behaviors associated during feeding displays in and around the colony.
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14
Palmer Long Term Ecological Research Program/ Education & Outreach
P O W E R
O F
O B S E R V A T I O N
ⓒ Beth E. Simmons
T H E
SIXTH OBSERVATION: FLEDGING
At the start of the creche stage, chicks are fed with decreasing frequency. Adelies are migrants and need to be
away from the nest for longer periods of time in order to find high densities of food to replenish their high energy
needs. Penguins forage on schooling fish, krill (euphausiids) and to a lesser extent, squid. Krill (Euphausia
superba) makes up 98.3-99.1% of the diet of the Adelie penguins by mass and are loaded with protein. After
eggs are laid, the female will go offshore foraging, leaving the male to incubate the eggs. Offshore foragers feed at
relatively far distances from their colony and have long fasts during incubation. The female is out actively foraging
for 11-17 days; when she returns the male heads out to feed offshore. The male will return in an average of 11-13
days. Chicks fledge at approximately 46 - 55 days of age (Fraser et al. 1997).
Objective:
Students observe the antics of the fledging, downy-gray chicks noting their growth, body changes, behaviors and
interactions during fledging.
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15
Palmer Long Term Ecological Research Program/ Education & Outreach