{"id":1313,"date":"2021-12-01T12:32:44","date_gmt":"2021-12-01T20:32:44","guid":{"rendered":"https:\/\/makingwaves.psp.wa.gov\/?p=1313"},"modified":"2024-03-19T07:55:30","modified_gmt":"2024-03-19T14:55:30","slug":"the-salish-sea-school-inspired-by-orcas","status":"publish","type":"post","link":"https:\/\/makingwaves.psp.wa.gov\/index.php\/2021\/12\/01\/the-salish-sea-school-inspired-by-orcas\/","title":{"rendered":"The Salish Sea School, inspired by orcas"},"content":{"rendered":"\t\t
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Photo credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Born and raised in Virginia, Amy Eberling\u2019s love of the ocean began on family trips to the Assateague and Chincoteague Islands. Although she may not have realized it at the time, those experiences planted a seed that would later bloom into\u00a0The Salish Sea School<\/a>.<\/p>

Seeing the movie \u201cFree Willy\u201d as a child and spending family vacations on the West Coast are when the first few leaves sprouted and the root took hold.<\/p>

\u201cYeah, it\u2019s embarassing to admit,\u201d says Eberling, laughing. \u201cBut I\u2019m (from the) \u2018Free Willy\u2019 generation. Adopting an orca in the wild when I was 8 or 9; that\u2019s what drew us out to the West Coast, wanting to see them in the wild because of that movie. And then I spent moments on the water with the orcas and learned about the Southern Residents and their story.\u201d As soon as she landed in Washington, she knew she\u2019d end up there one day.<\/p>

After having taught high school biology in a windowless classroom for 10 years in North Carolina, Eberling knew it was time for a change. In 2016, she, her husband, Nick, and daughter, Isla, moved to Washington State as soon as her husband\u2019s job allowed.<\/p>

\u201cIt was during my experience working with youth outside (while teaching), I was like, \u2018This is where everything comes alive.\u2019 So my dream for an outdoor school began when I was in a classroom. To provide some supplemental curriculum for students, get them off of their devices, to dive into place-based learning and really understand the natural environment around them…that was the dream.\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Amy Eberling. Photo Credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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The inspiration behind The Salish Sea School<\/b><\/p>

One of Eberling\u2019s inspirations to open The Salish Sea School is the community of orcas known as the Southern Residents. After seeing them in her younger years, she learned all she could about them by attending conferences and participating in advocacy projects regarding the lower Snake River dams. This was in between teaching and building the school.<\/p>

\u201cThe Southern Resident orcas are the endangered fish eaters,\u201d explains Eberling. \u201cIn the Puget Sound, the general Salish Sea area, the wild salmon are declining. The orcas love Chinook salmon; I think it\u2019s almost 90% of their diet. They will opportunistically eat other fish, but Chinook is their favorite.<\/p>

\u201cThe community, their behavior\u2014the way they cuddle; no kidding, it\u2019s called \u2018cuddle puddles,\u2019 where they all just come together in the water. They have this culture that is unlike any other animal that I have had the opportunity to experience. Trying to help in any way is kind of what started the Salish Sea School.\u201d<\/p>

Eberling says the Southern Residents are considered a different eco-type than the ones called \u201ctransients,\u201d now referred to as \u201cBigg\u2019s orcas,\u201d named after the scientist Dr. Mike Biggs. His research in the mid-1970s showed that these transients weren\u2019t orcas rejected by their pods as originally believed, but were a genetically distinct group that roamed over large areas in small groups feeding on marine mammals such as sea lions, seals, and even other whales.<\/p>

Another inspiration for the school is Eberling\u2019s love of teaching. \u201cI love teaching students about science,\u201d she says enthusiastically. \u201c…the miracle of a seed, a tree growing out of a seed, and how there is enough genetic information to produce that, is mind blowing!\u201d After taking four years off to raise her daughter, Eberling realized just how much she missed the connection to students, and then came the desire to connect them to the Southern Residents.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Amy Eberling (right) with Salish Sea School students. Photo credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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She also knew how powerful student voices were after working with them and seeing strong youth leaders emerging around the world. \u201cI thought it was important to provide the opportunity to say, \u2018The Salish Sea School is here to lift you up if you really want to work on this issue or that issue.\u2019\u201d In short, to provide a platform for students whether it was through a beach clean up, planting trees along a salmon river, or writing elected officials or scheduling meetings with them.<\/p>

\u201cI was super passionate about connecting students to the Southern Residents,\u201d says Eberling. \u201cAnd when you learn more about them, you learn how the ecosystem is all connected, you learn about the wild salmon declining, and how the salmon rely on the forage fish (the small bait fish), then you learn that the bait fish need the eelgrass for protection, and the kelp…so it\u2019s not just the orcas. The (school) curriculum continued to expand from there to include single-use plastic reduction to reducing stormwater contaminants such as not putting pesticides in your yard… The hope is to inspire them to care for the Earth, whether it\u2019s simply not littering or something bigger.\u201d<\/p>

Eberling also wanted to create a safe space for kids of all ages and all backgrounds to gather. Having grown up in a loving and welcoming family, and being supported and encouraged by coaches in her sports endeavors, she is aware that there are many young people who lack the support of parents and friends. She wanted to create a gathering place where all would feel accepted and supported by community, and be free of judgement, even if it didn\u2019t involve marine conservation.<\/p>

Connecting young hearts and minds to nature<\/strong><\/p>

Eberling calls outdoor, place-based learning \u201can ignition of the senses.\u201d<\/p>

\u201cWhen you\u2019re outside, you smell the salty water, you can feel the kelp, you can drop a hydrophone and hear the orcas,\u201d she explains. \u201cThat definitely hits your brain circuit differently than a book. Just like when a really emotional thing happens to us. You remember it forever.\u201d<\/p>

The school\u2019s seasonal programs accommodate youths from kindergarten to 12th grade and older on or near the water. All students engage in hands-on, experiential-based learning.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Salish Sea School students out on the water. Photo credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Shoreline Exploration Adventures (S.E.A.) is a year-round, land-based, after-school program for kindergarten to fifth-grade students. Eberling describes it as \u201cthe classroom right outside their doorstep.\u201d On these shoreline outings, kids explore the beaches, learn about eelgrass, encounter sea stars, shore crabs, marine birds, and whatever else happens to show up. The staff is there to explain what they\u2019re seeing while instilling a sense of wonder and excitement in order to create a future advocate for marine life and the environment. It creates a connection to nature.<\/p>

Guardians of the Sea (G.O.S.) is a summer boat-based program for 11-13 and 14-17 year olds focusing on marine birds, seals, porpoises, baleen whales, and orcas, depending on what\u2019s on the water.<\/p>

\u201cTrevor, a second teacher and deckhand, is an intern for an organization that\u2019s attempting to photo ID harbor porpoise,\u201d says Eberling. \u201cThe students get to see him take pictures and do data entry. Asking the question, \u2018Why?\u2019 helps them to think critically. \u2018What is a research project? What is a data sheet? Why do you need to record the tide, sun, and moon phase on the data sheet?\u2019\u201d These are important questions for impressionable young minds.<\/p>

Two elementary summer camps have launched as well, Puffin Protectors and Southern Resident Superheroes. Both camps include fun games, forest-to-shore hiking adventures, tidepool explorations, art projects, a trip to a local island, and outdoor lessons about two iconic and endangered species that rely on a healthy Salish Sea\u2014tufted puffins and Southern Resident orcas.<\/p>

\u201cOne student is interested in marine debris, so she\u2019s going to help lead the local marine debris survey where we\u2019ll ask people to adopt a beach, and survey it once a month to see the rate of debris accumulation.\u201d
\u2014 Amy Eberling<\/h3>

In January 2022, a new program will begin: Student Training as Research Scientists (STaRS). STaRS is a year-long marine science field training program, culminating in a project presentation of the research experience. It is for the students extra passionate about pursuing a career in marine science or conservation. Each student will participate in inquiry-based virtual lessons and in-person field work with an assigned research scientist from a local organization for one year. \u201cI\u2019m super excited for this program to begin!\u201d shares Eberling. \u201cThese students are going to experience a full season of data collection, not just four days like in our Guardians program.\u201d<\/p>

The goals are to stimulate interest in a future career in the field of marine conservation science, recruit and train the next generation of marine conservation scientists, develop student comfort in an academic and professional setting, as well as provide resources that can ensure higher education success, and provide the opportunity for field research and data collection experience in marine science. There are multiple projects STaRS students can choose from: marine debris STaRS, forage fish STaRS, Bigg\u2019s orca STaRS, and stormwater STaRS to name a few.<\/p>

There\u2019s also the Student Leadership Team that meets monthly. Eberling supports each student\u2019s focus by personally mentoring them on whatever environmental subject they\u2019re interested in pursuing.<\/p>

\u201cOne student is interested in marine debris, so she\u2019s going to help lead the local marine debris survey where we\u2019ll ask people to adopt a beach, and survey it once a month to see the rate of debris accumulation,\u201d says Eberling. \u201cAnother student is very passionate about orcas, so she\u2019s going to do an orca presentation later this month to teach other people about the Southern Residents. It goes back to empowering these students and giving them opportunities to be leaders in marine conservation, which is our overall mission.\u201d<\/p>

On Orca Recovery Day this year, the student leaders led a virtual Summit for the Southern Resident orcas that included student-led sessions on the Southern Resident orcas and breaching the lower Snake River dams and expert sessions from Gracie Ermi of Allen Institute and Dr. Deborah Giles of Conservation Canines.<\/p>

Art classes are also part of the curriculum as the school celebrates art as an incredibly effective form of expression and learning and as unique messaging to elevate marine conservation.<\/p>

The school has also launched adult programs and had its first successful outings this past year, with adult program tuition going back to support the student programs by providing scholarships.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Amy Eberling (left) and Salish Sea School students near the shoreline. Photo credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Youth perspective<\/strong><\/p>

With an interest in environmental science, 16-year-old Kaia Olson is part of The Salish Sea School\u2019s Student Leadership Team. Her focus is marine debris and the lower four Snake River dams.<\/p>

She learned about The Salish Sea School last year at a virtual Youth Earth Summit hosted by Padilla Bay Reserve. After making her own presentation about the connection between COVID-19 and plastic pollution, she became interested in some of the issues specific to the Salish Sea after hearing Eberling speak about its ecosystem and climate change.<\/p>

\u201cI love how The Salish Sea School helps fill in the gaps of science education,\u201d shares Olson. \u201cYoung people like me will be, and are, taking on some of the greatest environmental challenges of our time, and we need an education that raises us to be the next generation of Earth stewards. The Salish Sea School programs encourage this invaluable connection to the Earth in many forms, and for students from all walks of life.”<\/p>

Olson has many concerns about the world, but the most important one is that she feels people aren\u2019t concerned enough, that we don\u2019t understand that the \u201cabstract environment\u201d is the air we breathe, the water we drink, and the Earth on which we walk.<\/p>

\u201cI think we\u2019ve created an illusion that we exist outside of nature,\u201d she says. \u201cBut in order to address climate change, we must renew our connection with nature and realize that an environmental crisis is synonymous with a humanitarian crisis.\u201d<\/p>

Her advice to her fellow youths? \u201cI would advise young people that anything they can do does make a difference,\u201d says Olson. \u201cStanding on the shoulders of those before us, this environmental movement needs to be propelled by youth because we have the greatest stake in the outcome. Our generation is the last defense the Earth has. And although I know how bleak the future can seem sometimes, I also know that we have the ability to change the world.\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Two Salish Sea School students out on the water. Photo credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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The Salish Sea<\/strong><\/p>

Marine biologist Bert Webber of Bellingham, Washington, first used the term \u201cSalish Sea\u201d in 1988 to raise consciousness of this unique body of water and its vibrant ecosystems.<\/p>

The Strait of Georgia carries saltwater down from the north; the Strait of Juan de Fuca brings saltwater from the Pacific Ocean in the west; and Puget Sound sits to the south. Freshwater coming from numerous rivers mixing with the saltwater has created a unique salinity that changes with the ocean currents and discharge from rivers. As a result, the Salish Sea is recognized as a single estuarine system providing critical habitat for an abundance of fish, marine mammals, invertebrates, shorebirds, and marine plants.<\/p>

For the Coast Salish peoples, the Salish Sea is the basis of their way of life, as well as an important food resource. The Samish are part of the Coast Salish culture and the Samish Indian Nation has its headquarters on Fidalgo Island. With its canoe culture, the Samish traditionally traveled, hunted, and fished in the Salish Sea, and Chinook salmon was, and still is, a critical food source.<\/p>

Issues affecting the Salish Sea and its inhabitants are climate change and human-caused pollution. Climate change greatly affects marine water quality and the marine food web. Examples of the latter include single-use plastics, microplastics, Contaminants of Emerging Concern (CECs) that refer to man-made chemicals, pollutants in stormwater runoff, and more.<\/p>

Eberling and other boaters, who share their findings with each other, have also found balloons, especially mylar balloons, floating on the water.<\/p>

\u201cThe Southern Residents have three pods\u2014J, K, and L pods\u2014and they all have different calls. Hearing the students\u2019 reactions as they listen and try to understand what they\u2019re saying…it\u2019s really, really magical.\u201d
\u2014 Amy Eberling<\/h3>

But the biggest issue, says Eberling, is wild salmon. Not only are Chinook salmon\u2014a threatened species under the Endangered Species Act\u2014a favorite of anglers and commercial fishermen and orcas, their guaranteed availability is written into the treaties between Pacific Northwest tribes and the federal government.<\/p>

Environmental Protection Agency findings reflect a 60% reduction in Chinook salmon since tracking began in 1984. And the average age and size of returning salmon is changing as well, with fish maturing and spawning at younger ages. Larger-sized fish are less common as well.<\/p>

In addition to the salmon, the Southern Resident orcas are also threatened. According to the Puget Sound Vital Signs<\/a>, Southern Resident orcas are being subjected to underwater noise and disturbance caused by commercial and recreational vessels in the Salish Sea. They are also having to stay for longer periods outside the area to access prey since the Chinook salmon population is declining.<\/p>

According to Eberling, who knows these waters and its inhabitants well, Southern Resident orcas used to historically stay in Salish Sea waters from April through September. Now they barely visit during summer, just sporadically, for no more than two to three weeks.<\/p>

One of her favorite experiences is being with the students out on the boat and listening to the Southern Residents through a hydrophone in the water. \u201cThe Southern Residents have three pods\u2014J, K, and L pods\u2014and they all have different calls. Hearing the students\u2019 reactions as they listen and try to understand what they\u2019re saying…it\u2019s really, really magical.\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Amy Eberling (front right) and Salish Sea School students visit the Center for Whale Research. Photo credit: The Salish Sea School<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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On making a difference<\/strong><\/p>

The opportunity to connect all youths with the natural world is what keeps Eberling going.<\/p>

The Salish Sea School is scheduled to host a group of 25 Latinx students in the Guardianes del mar (Guardians of the Sea) program, coordinated through Washington State\u2019s GEAR UP program. It\u2019s just one of the opportunities that Eberling was hoping for when she opened the school, introducing all students to the sea. She truly believes that experiencing the Salish Sea for the first time will always be remembered and is the first step towards a desire to protecting it.<\/p>

\u201cMy greatest joy is bringing these kids on the water and teaching them about organisms that depend on their choices and their actions,\u201d says Eberling with a wide smile. \u201cI love, love, love teaching students about this marine life. It\u2019s almost otherworldly to me, the oceans. Some people want to explore the solar systems and I want to explore the oceans because there\u2019s still so little known about it.<\/p>

\u201cI feel really lucky to have found something that lights me up so much that I feel is a small gift to give back to the world…to make the Earth a little bit better.<\/p>

\u201cYou try so hard to think about this one special life you have. How can you make a difference? My hope is that this school echoes into the future with the student leaders that participate in our programs…really, truly empowering them to continue making this world a better place.\u201d<\/p>

Visit\u00a0www.thesalishseaschool.org<\/a>\u00a0for information on programs and opportunities.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Written by Sarah Yamanaka<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Born and raised in Virginia, Amy Eberling\u2019s love of the ocean began on family trips to the Assateague and Chincoteague Islands. Although she may not have realized it at the time, those experiences planted a seed that would later bloom into The Salish Sea School.<\/p>\n","protected":false},"author":4,"featured_media":1329,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[11],"tags":[],"class_list":["post-1313","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-q4-issue-2021"],"aioseo_notices":[],"jetpack_featured_media_url":"https:\/\/makingwaves.psp.wa.gov\/wp-content\/uploads\/2021\/12\/SalishSeaSchoolstudents2.jpg","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/posts\/1313","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/comments?post=1313"}],"version-history":[{"count":80,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/posts\/1313\/revisions"}],"predecessor-version":[{"id":5397,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/posts\/1313\/revisions\/5397"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/media\/1329"}],"wp:attachment":[{"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/media?parent=1313"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/categories?post=1313"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/makingwaves.psp.wa.gov\/index.php\/wp-json\/wp\/v2\/tags?post=1313"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}