Canadian Underwater Safari. RBC Museum

From: https://www.worldcat.org/title/canadian-underwater-safari/oclc/41934389

Canadian underwater safari.

Abstract:

Educational program examining marine animals at Race Rocks, an ecological reserve off the west coast of Victoria, British Columbia.
Author: Brent CookeRoger FramptonFriends of the Royal British Columbia Museum.Royal British Columbia Museum.
Publisher: Victoria, B.C. : The Friends of the Royal British Columbia Museum, ©1992.
Edition/Format:   VHS video : VHS tape   Visual material   Archival Material : English
Summary:
Educational program examining marine animals at Race Rocks, an ecological reserve off the west coast of Victoria, British Columbia.
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Subjects

FROM the Royal British Columbia Museum Report • Canadian Underwater Safari consisted of 24 live television shows giving
students and the public an opportunity to see marine biologists at work
and to question them about science. Programs were broadcast across
Canada, the USA and 56 other countries. This was the first time any
museum has broadcast a program live to any other cultural institution.
Fiber-optic links allowed for two-way audio and visual communication in
British Columbia The viewing audience was estimated to be 500,000. More
than 5,000 children participated in the Newcombe Theatre portion of the
broadcast. The budget of $173,967 was raised outside the Museum. This
co-operative project involved the Institute of Ocean Sciences, Victoria Real
Estate Board, Orcatron Manufacturing Ltd, Shaw Cable, Aqualung Canada, ·
RSI Research, Rogers Cable, B.C. Tel, B.C. Systems Corporation, Ministry of
Advanced Education, Training and Technology, Ministry of Education,
Ministry of Environment, Lands and Parks, Ministry of Tourism and
Ministry Responsible for Culture, Canada 125 Corporation, the Ontario
Science Centre, Science Alberta Foundation, and the New England Science

Diving with a Wolf Eel at Race Rocks

In October of 1992, Lester Pearson College with the collaboration of the Royal BC Museum, and many volunteer organizations in the Victoria community helped to operate the week-long live TV program, ” Underwater Safari.” This video is of Pearson College student Jason Reid ( PC yr. 18) discovering a wolf eel Anarrhichthys ocellatus while the program was broadcasting live. Cameraman Darryl Bainbridge followed the huge fish for some time and caught it feeding on a green sea urchin.

The CoastWatch Program Lester Pearson College 1998

CoastWatch at L.B. Pearson College

CONTENTS of this document
1.OVERVIEW
2. OBJECTIVES
3. STRUCTURE OF THE PROGRAM
4. TIME INVOLVED
5 THE CORE
6. SPECIALTY TRAINING
7. SCHOOLS PROGRAM
8. THE COASTWATCH PHOTO GALLERY
9. THE FACULTY

1. OVERVIEW:

In the fall term of 1991, the CoastWatch program at Pearson College was developed from the previously existing marine activity and service programs. As many as 80 students may be involved in this program. Since it’s beginnings, CoastWatch has undergone a number of changes, and today it consists of students of the diving program, the kayaking program and the sailing program. The amount of afternoon and weekend time in the program is determined largely by the level of interest and commitment of the students. Some students participate regularly in the program two afternoons a week, and are able to do aspects of social service and environmental service as well as the training phase of the program. Others do it as an activity once a week. The success of the program depends very much on the initiative of the students involved to help with the organization and instructional aspects.

2. OBJECTIVES:

Students and faculty involved in CoastWatch will have the opportunity to:

1. Learn and put into practice specialized skills to enable them to work safely in the marine environment.

2. Develop attitudes of teamwork in the carrying out of objectives in the marine environment.

3. Enhance their awareness of coastal environmental issues and be involved as part of a marine-based environmental action group.

4. Interact with the local community, both in providing and receiving environmental education opportunities.

5. Interact with the local community for the purposes of providing activity and adventure education.

6. Work with sharing of skills and experiences with members of the disabled community.


3. STRUCTURE OF THE PROGRAM:

The program operates on the basis of several types of training modules. Students work through a core program that give all a common experience, this occurs throughout the two years in the program at the college. Branching off from the core are a number of specialty modules that enable students to develop more detailed skills necessary for the operation of some programs.


4. TIME INVOLVED:

During the first term, first year students in diving are committed for two afternoons per week for the training phase, or for one afternoon in the kayaking or sailing program.
In the second term, first year students have the chance to gain in experience in many of the aspects of the objectives listed above. They may take the opportunity to expand their involvement in the program to be involved with more of the objectives. In the second year, the students will take on a greater role in running the program.


5. THE CORE:

(Theory and Practical : these may take place over the two terms of the first year)

  • Shore-front management
  • First-Aid at sea
  • Small craft handling and safety
  • Snorkeling at Sea
  • Swimming and life-saving skills

Those who so choose may get into the following aspects as well:

  • Coastal Ecology
  • Oil spill response
  • Beached-bird program
  • Education for the outside community at sea
  • Working with the physically and mentally challenged
  • Coastal Restoration
  • Salmonid enhancement

Whereas the Core programs will be done by all CoastWatch students (first and second year), the following will be done by fewer students and at varying times. Hopefully all students by the end of their first year would to be able to contribute by training in their specialties in the second year. The selection of the following could be determined with priority being given to achieving a good balance in the students’ program over a two year period.

6. SPECIALTY TRAINING,

Theory and practical: (students will select a program containing some of the following training components for their first year, depending on when these can be offered.)

  • Marine Radio Operator
  • Marine Navigator
  • Motor Vessel Maintenance
  • Motor Vessel Assistant Instructor
  • Sail Training Assistant Instructor
  • Kayak Training Instructor
  • Safety-training Assistant Instructor
  • SCUBA diving Assistant Instructor
  • Oil-spill response instructor Oiled-Bird Response
  • Community coastal clean-up organization
  • Ecological Monitoring Module
  • Coastal Environmental Issues
  • Schools environmental instructor
  • Working with the physically and mentally challenged

 

7. SCHOOLS PROGRAM

In these links are some of the aspects of the Schools Program for the local community. The students of the Diving Activity provide marine education for local elementary schools.  1997-98,  and 1999 

8. THE COASTWATCH PHOTO GALLERY

Kayaking with the disabled:

 

 

 

 

 

 

9. THE PEARSON COLLEGE FACULTY

  • DIVING FACULTY: Michelle Bridgett, Jeff Trapp or Garry Fletcher or Chris Blondeau
  • SAILING FACULTY:
    Robyn Tyner or Peter Gardner
  • KAYAKING FACULTY
    Richard Van de Lagemaat

 

 

Eschristius robusta : Gray Whale– Race Rocks Taxonomy

n November 1990, students and faculty took on a project of preparing and mounting the skeleton of a Gray whale that had been found floating near shore, dead in the Strait of Juan de Fuca, West of Race Rocks.

Even after retrieving the bones to the docks, they had to sit for some time and many students helped in the slow and arduous task of removing the last bits of connective tissues that clung to the bones. While the decomposing remains were anchored to the shore, two large vertebrae were removed by some fishermen. They were traced and eventually recovered but they show up now as slightly yellowed and cleaner. (Probably from the bleach used to clean them.)

Finger mould

The Fiberglass finger bone on the left hand was made from the one on the right hand. This task took some time as the liquid rubber had to be painted on in many layers, each being allowed to dry. The final results are visible as slightly white looking fiberglass replacements on the skeleton. The largest bone that we lost was in the neck region. A concrete replacement was made for it from the clay replica moulded by Siegmar Zacharias . At this time Sylvia Roach became the faculty contact for the group of six students working on the whale as an activity. The work progressed slowly during the fall as the process of getting all the bones cleaned and then sealed was a demanding one. In the second term, two students, Jody Snowden and Becky Macoun persisted and contributed many hours of time to see it through the final stages of mounting. They also assisted Gary Stonely with the welding, cutting, polishing and painting of the metal parts.

Our former administrator, the late John Davis was instrumental in promoting the project. In addition to taking the photographs in the display case, he was responsible for securing a grant of $5000 from the Ministry of Advanced Education of the Province of British Columbia to enable us to complete the project.

Two species of Arthropod lived parasitically on the whale’s skin. The Gray Whale barnacle, Cryptolepas rachianecti .  Also, The Gray Whale Lice Cyamus kessleri was located on the skin.

THE MOUNTED GRAY WHALE SKELETON AT PEARSON COLLEGE

Gray Whale Skeleton , Eschristius robusta at Lester B. Pearson College.. (with Alex Fletcher)

INGI FINNSON (PC-Year 25) took this series of closeup photos for a project being done by a scientific artist:

Domain Eukarya
Kingdom Animalia
Phylum Chordata
Class Mammalia
Order  Cetacea
Sub Order Mysticeti
Family Eschrichtiidae
Genus Eschrichtius
Species robustus
Common Name: Gray whale

Title: Taxonomy of the gray whale

Description:
Gray whales have mottled gray skin which sometimes seems to look slate-blue or marbled white and its head arches between its blowhole and snout – grey whales have relatively small heads. They don’t have a dorsal fin; instead there is a low hump with between 6 and 12 knuckles between the hump and the tail. Their flippers are small and paddle-shaped. Their baleen plates are about 50cm in length. Gray whales have what look like yellow spots on their skin, these are, in fact, small parasitic crustaceans. Many cetaceans are infested with these although not always the same type – some parasites live on only one type of whale. The gray whale is more heavily infested with a greater variety than any other cetacean. They do not seem to harm the whale in any way although when they leave the whale’s skin in warmer waters it still shows the scar.
Yankee whalers named the gray whales “devilfish” because they were so protective of their young when approached, often charging or attacking whalers. Today, they are better known for being not only one of the most active of the large whales but also one of the most inquisitive and friendly.

• The scientific order Cetacea includes all whales. This large order is further divided into three suborders: the toothed whales or Odontoceti (killer whales, dolphins, porpoises, beluga whales, and sperm whales), the baleen whales or Mysticeti (blue whales, humpback whales, gray whales and right whales), and the Archaeoceti (which are all now extinct).
• The word “cetacean” is derived from the Greek word cetus, which means whale.
Suborder–Mysticeti.
• The term “baleen whale” is another name for the scientific suborder Mysticeti.
• The word Mysticeti is derived from the Greek word for moustache, mystax. It may refer to the hairy appearance of the baleen plates, which baleen whales have instead of teeth. Baleen whales have two external blowholes and are larger in size than most toothed whales.
• Baleen whales are sometimes referred to as the “great whales.”
Family– Eschrichtiidae
• This family has one living member, the gray whale. The gray whale has a few throat grooves, short baleen plates, and a small dorsal hump followed by a series of bumps.
Trophic level:
Because of their relative size, gray whales are usually at the top of the food chain:
Main danger to whales:
Ed note : since this was written , there is a greater recognition now of the danger to whales by ship strikes and ship casued noise in the seascape which interferes with the whales echolocation
• Whalers, who kill whales to sell their meat.• Human activities such as pollution. Currently( 2006, both Japan and Norway still pursue whales ( Minke and others) under the guise of scientific whaling. Japan harvests several hundreds from the waters of the Antarctic, and Norway gets theirs from the North Sea.

(Chinyere Amadi PC Yr 31  2005)

taxonomyiconReturn to the Race Rocks Taxonomy
and Image File
pearsonlogo2_f2The Race Rocks taxonomy is a collaborative venture originally started with the Biology and Environmental Systems students of Lester Pearson College UWC. It now also has contributions added by Faculty, Staff, Volunteers and Observers on the remote control webcams.

Joan and Charles Redhead, Race Rocks Lightkeepers 1982-1990

redhdAfter a short interval after the departure of the Anderson’s in 1982, when Race Rocks lightstation  was covered by relief keepers, Joan and Charles Redhead  moved to the island and Charles took over as the Head Keeper at Race Rocks. They served more than the station during their tenure; they served muffins! Several generations of Pearson College students the world over still remember hot chocolate and muffins in their kitchen, after a cold scuba dive. Charles and Joan Redhead continued the strong interest in protecting the ecology of Race Rocks.

redkenFor a few years before retirement, they shared the island with the assistant lightkeepers Warren and Elaine Kennedy. All four keepers often turned out to greet the students as they came ashore. The keepers also often shared the island and boathouse slipway with stray elephant seals or sea lions that strayed from the large herds that hauled out on the outer rocks during the winter months.

In retirement in Vancouver and then Victoria, Charles and Joan remained in contact with the college. It was with sadness that we learned of the death of Charles in the spring of 1996. The students of the year 11 and 12 reunion have remembered Charles with a walnut tree planted in his honour on the Pearson College campus in June of 1996.

In 2012, we received he news that Joan Redhead had also passed away. Pearson College had now lost two devoted supporters.

From TheVictoria Times-Colonist,  May 11, 2012:

REDHEAD, Joan Elizabeth April 28, 1927 April 30, 2012
Joan Redhead (nee Wilson) died suddenly in Victoria on Monday, April 30, 2012. Joan was predeceased by her husband Charles; her parents, Thomas and Doris Wilson (nee Shaw) and her brothers, Derrick and Bryan. She is survived by her sons, Alec and Peter (Sheila); her beloved grandchildren, Emily and Thomas as well as her sisters, Doreen Cartwright and Mary Blades and her brother John Wilson. Joan was born and raised at Bridlington, Yorkshire where she married her childhood sweetheart, Charles, in 1947. Joan and Charles emigrated to Vancouver with their young boys in 1957, retiring to Victoria in 1994. An active volunteer, compassionate and principled, Joan was devoted to her family and to her friends. We are left with our loving memories.

Return to the List of Lightkeepers File

 

Victoria’s killer Whale Early Warning System Dec 1986.

By Robin Baird –From The Cetacean Watch Newsletter , Dec 1986.
A discussion of Victoria’s Killer whale early warning system, and the installation of the first hydrophone at Race Rocks.

robin

Marcus Pistor ( PC student) Pam Stacey and Robin Baird installing the hydrophone cable on the south-east side of Great Race Rock.

cetacean

Diving at Race Rocks

Two images from the many of Divers at Race Rocks taken some time in the early 1980s?