Educational resources
The MINTAG Project is funded by NAMMCO and Fisheries Agency of Japan. The main goal of the project is to develop a new satellite tracking tool that can generate data crucial to improving the management and conservation of lesser-known whale species, such as fin, minke, sei, and Bryde’s whales.
| Færdighedsmål | Vidensområdermål |
| Eleven kan formulere og undersøge en afgrænset problemstilling med naturfagligt indhold. | Eleven har viden om undersøgelsesmetoders anvendelsesmuligheder og begrænsninger. |
| Eleven kan indsamle og vurdere data fra egne og andres undersøgelser i naturfag. | Eleven har viden om indsamling og validering af data. |
| Eleven kan konkludere og generalisere på baggrund af eget og andres praktiske og undersøgende arbejde. | Eleven har viden om kriterierfor evaluering af undersøgelser i naturfag. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan undersøge og forklare organismers tilpasning til levesteder. | Eleven har viden om organismers morfologiske, anatomiske og fysiologiske tilpasninger. |
| Eleven kan forklare organismers tilpasning som reaktion på miljøforandringer. | Eleven har viden om miljøforandringers påvirkning af organismers fænotyper og genotyper. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan formulere og undersøge en afgrænset problemstilling med naturfagligt indhold. | Eleven har viden om undersøgelsesmetoders anvendelsesmuligheder og begrænsninger. |
| Eleven kan indsamle og vurdere data fra egne og andres undersøgelser i naturfag. | Eleven har viden om indsamling og validering af data. |
| Eleven kan konkludere og generalisere på baggrund af eget og andres praktiske og undersøgende arbejde. | Eleven har viden om kriterierfor evaluering af undersøgelser i naturfag. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan formulere og undersøge en afgrænset problemstilling med naturfagligt indhold. | Eleven har viden om undersøgelsesmetoders anvendelsesmuligheder og begrænsninger. |
| Eleven kan indsamle o g vurdere data fra egne og andres undersøgelser i naturfag. | Eleven har viden om indsamling og validering af data. |
| Eleven kan konkludere og generalisere på bag grund af eget og andres praktiske og undersøgende arbejde. | Eleven har viden om kriterierfor evaluering af undersøgelser i naturfag. |
Kompetencemål: Eleven kan handle med dømmekraft i komplekse situationer med matematik.
| Færdighedsmål | Vidensområdermål |
| Eleven kan planlægge og gennemføre problem løsningsprocesser. | Eleven har viden om elementer i problem løsningsprocesser. |
| Eleven kan vurdere problemløsnings processer. | Eleven har viden om problemløsnings processer. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan anvende ikkelineære funktioner til at beskrive sammen hænge og forandringer. | Eleven har viden om repræsentationer for ikkelineære funktioner. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan undersøge og sammenligne græsnings- og nedbryderfødekæder i forskellige biotoper. | Eleven har viden om fødekæder, fødenet og opbygning og omsætning af organisk stof. |
Kompetencemål: Eleven kan anvende og vurdere modeller i biologi.
| Færdighedsmål | Vidensområdermål |
| Eleven kan med modeller af økosystemer forklare energistrømme. | Eleven har viden om energikrævende livsprocesser hos organismer i økosystemer. |
Kompetencemål: Eleven kan perspektivere biologi til omverdenen og relatere indholdet i faget til udvikling af naturvidenskabelig erkendelse.
| Færdighedsmål | Vidensområdermål |
| Eleven kan forklare årsager og virkninger af naturlige og menneskeskabte ændringer i økosystemer. | Eleven har viden om biologiske, geografiske og fysisk-kemiske forholds påvirkning af økosystemer. |
| Eleven kan diskutere miljøpåvirkningers betydning for biodiversitet. | Eleven har viden om biodiversitet. |
Kompetencemål: Eleven kan foretage begrundede valg af fødevarer i forhold til produktion, kvalitet og madoplevelse.
| Færdighedsmål | Vidensområdermål |
| Eleven kan vurdere fødevareproblematikker. | Eleven har viden om industriel fødevareproduktion. |
| Eleven kan vurdere fødevarers bæredygtighed. | Eleven har viden om bæredygtighedskriterierog produktionsforhold. |
Kompetencemål: Eleven kan designe, gennemføre og evaluere undersøgelser i biologi.
| Færdighedsmål | Vidensområdermål |
| Eleven kan formulere og undersøge en afgrænset problemstilling med naturfagligt indhold. | Eleven har viden om undersøgelsesmetoders anvendelsesmuligheder og begrænsninger. |
| Eleven kan indsamle og vurdere data fra egne og andres undersøgelser i naturfag. | Eleven har viden om indsamling og validering af data. |
| Eleven kan konkludere og generalisere på baggrund af eget og andres praktiske og undersøgende arbejde. | Eleven har viden om kriterierfor evaluering af undersøgelser i naturfag. |
Kompetencemål: Eleven kan perspektivere biologi til omverdenen og relatere indholdet i faget til udvikling af naturvidenskabelig erkendelse.
| Færdighedsmål | Vidensområdermål |
| Eleven kan beskrive naturfaglige problem- stillinger i den nære omverden. | Eleven har viden om aktuelle problemstillinger med naturfagligt indhold. |
| Eleven kan forklare sammenhænge mellem naturfag og samfundsmæssige problemstillinger og udviklingsmuligheder. | Eleven har viden om interessemodsætninger knyttet til bæredygtig udvikling. |
Globalisering
| Færdighedsmål | Vidensområdermål |
| Eleven kan diskutere hand lemuligheder for udvikling af et bæredygtigt samfund. | Eleven har viden om kriterierfor økologisk, økonomisk og kulturel bæredygtighed. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan formulere og undersøge en afgrænset problemstilling med naturfagligt indhold. | Eleven har viden om undersøgelsesmetoders anvendelsesmuligheder og begrænsninger. |
| Eleven kan indsamle og vurdere data fra egne og andres undersøgelser i naturfag. | Eleven har viden om indsamling og validering af data. |
| Eleven kan konkludere og generalisere på baggrund af eget og andres praktiske og undersøgende arbejde. | Eleven har viden om kriterierfor evaluering af undersøgelser i naturfag. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan beskrive naturfaglige problemstillinger i den nære omverden. | Eleven har viden om aktuelle problemstillin- ger med naturfagligt indhold. |
| Eleven kan forklare sammenhænge mellem naturfag og samfundsmæssige problemstillinger og udviklingsmuligheder. | Eleven har viden om interessemodsætninger knyttet til bæredygtig udvikling. |
Kompetencemål: Eleven kan designe, gennemføre og evaluere undersøgelser i geografi.
| Færdighedsmål | Vidensområdermål |
| Eleven kan formulere og undersøge en afgrænset problemstilling med naturfagligt indhold. | Eleven har viden om undersøgelsesmetoders anvendelsesmuligheder og begrænsninger. |
| Eleven kan indsamle o g vurdere data fra egne og andres undersøgelser i naturfag. | Eleven har viden om indsamling og validering af data. |
| Eleven kan konkludere og generalisere på bag grund af eget og andres praktiske og undersøgende arbejde. | Eleven har viden om kriterierfor evaluering af undersøgelser i naturfag. |
Globalisering
| Færdighedsmål | Vidensområdermål |
| Eleven kan undersøge forbrugsvares vej fra ressource til butik. | Eleven har viden om produktionskæder. |
| Eleven kan undersøge miljømæssige konsekvenser af ressourceudnyttelse og handelsmønstre. | Eleven har viden om metoder til og konsekvenser af ressourceudnyttelse. |
Kompetencemål: Eleven kan perspektivere geografi til omverdenen og relatere indholdet i faget til udvikling af naturvidenskabelig erkendelse.
| Færdighedsmål | Vidensområdermål |
| Eleven kan beskrive naturfaglige problemstillinger i den nære omverden. | Eleven har viden om aktuelle problemstillinger med naturfagligt indhold. |
| Eleven kan forklare sammenhænge mellem naturfag og samfunds mæssige problemstillinger og udviklingsmuligheder. | Eleven har viden om inter essemodsætninger knyttet bæredygtig udvikling. |
Globalisering
| Færdighedsmål | Vidensområdermål |
| Eleven kan diskutere hand lemuligheder for udvikling af et bæredygtigt samfund. | Eleven har viden om kriterierfor økologisk, økonomisk og kulturel bæredygtighed. |
Kompetencemål: Eleven kan handle med dømmekraft i komplekse situationer med matematik.
| Færdighedsmål | Vidensområdermål |
| Eleven kan planlægge og gennemføre problem løsningsprocesser. | Eleven har viden om elementer i problem løsningsprocesser. |
| Eleven kan vurdere problemløsnings processer. | Eleven har viden om problemløsnings processer. |
| Færdighedsmål | Vidensområdermål |
| Eleven kan skelne mellem enkelttilfælde og generaliseringer. | Eleven har viden om forskel på generalisere de matematiske resul tater og resultater, der gælder i enkelttilfælde. |
Ilikkagassatut anguniagassat: Atuartut uumassusilerinermi misissuinissanik aaqqissuisinnaassasut, ingerlatsisinnaassasut nalilersuisinnaassasullu.
| Pisinnaasassat | Ilisimasassat |
| Atuartup nammineq allallu suliaat misissuinerilu tunnga vigalugit hypotesit eqqortuun nginnerarlugilluunniit eqqor tuunerarsinnaavai. | Atuartup paasissutissat katersuk kat hypotesit eqqortuunnginne rarlugit eqqortuunerarlugilluun niit oqaatiginissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Paasisat aallaavigalugit sanilliussinerup iluani uumassusilerineq avatangiisinut sanillersuussinnaassa- gaat, atuartitissutillu imaa pinngortitamut ilisimatusarnermik ineriartortitsinermut sanillersuussinnaas- sagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitaleriner mik ilisimasat najukkani nunarsuarmilu pinngortitale rinermi apeqqutinik suliaqar nermini atorsinnaavai. | Atuartup najukkani nunarsu armilu pisuni apeqqutit pinngortitalerinermut tunngasut ilisimasaqarfigivai. |
| Atuartup pinngortitamik ilisimatuussutsip inuiaqati giinnilu apeqqutit kiisalu ineriartornissamut periarfissat imminnut sunniivigeqatigiit tarnerat nassuiarsinnaavaa. | Atuartup pissutsit piujuaan nartitsilluni ineriartornermut tunngassuteqartut soqutigisat akerleriissutaalernerannik kinguneqarsinnaasut ilisimasaqarfigivai. |
| Atuartup pinngortitamik ilisimatuussutsimi ilisimasat sooq ineriartortuaannarnerat nassuiarsinnaavaa. | Atuartup pinngortitamik ilisimatuussutsimi ilisimalikkat ineriartortinneqarnerisa ingerlanneqartarnerat ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitami ataqa tigiinnernut sunniutit pinngor titami namminermi pisartut inuullu pilersitai, silap pissu siata allanngoriartornera ilan ngullugu isumaliutigisinnaavai. | Atuartup pinngortitami ataqatigiinnerit allannguutaasa kinguneri, silap pissusiata allanngoriartornera ilanngul lugu ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup Kalaallit Nunaanni nunanilu allani peqqinnerup, inuusaatsip inuuniarnermilu atugarisat imminnut ataqati giinnerat nassuiarsinnaavaa. | Atuartup Kalaallit Nunaanni nunanilu allani inuuniarnermi atugarisat ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup piujuartitsinerup isumalluutinillu uumassusilinnik atuinerup imminnut ataqatigiinnerat oqaluttuarisinnaavaa. | Atuartup isumalluutinik uumassusilinnik piujuartitsil luni atuineq soqutigisaqaqa tigiillu aporaattarnerat tamatumunnga tunngasoq ilisimasaqarfigivai. |
| Atuartup inuup pinngorti tamut qanoq sunniuteqartar nera najugaqarfinnilu pinngortitamut suut suliniutaasinnaanersut isumaliutigisinnaavai. | Atuartup najugaqarfinni pinngortitamut suliniutaasinnaasut ilisimasaqarfigivai. |
| Atuartup pinngortitaq eqqarsaatigalugu iliuusissat aalajangersimasut toqqar nissaannut tunngavilersuisin naavoq. | Atuartup inuttut aalajangiussaqartarnerup pingaaruteqarnera ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Paasisat aallaavigalugit sanilliussinerup iluani fysik-kemii avatangiisinut sanillersuussinnaassagaat, atuartitissutillu imaa pinngortitamut ilisimatusarnermik ineriartortitsinermut sanil lersuussinnaassagaat
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitaleri nermik ilisimasat najukkani nunarsuarmilu pinngortita lerinermi apeqqutinik suliaqarnermini atorsinnaavai. | Atuartup najukkani nunarsuarmilu pisuni apeqqutit pinngortitale rinermut tunngasut ilisimasaqarfigivai. |
| Atuartup pinngortitamik ilisimatuussutsip inuiaqati giinnilu apeqqutit kiisalu ineriartornissamut periarfissat imminnut sunniivigeqatigiittarnerat nassuiarsinnaavaa. | Atuartup pissutsit piujuaannartitsilluni ineriartornermut tunngassuteqartut soqutigisat akerleriissutaalernerannik kinguneqarsinnaasut ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Attaveqaqatigiittarnerup iluani pinngortitalerinerup teknologiillu iluanni pisartut oqaloqatigiissutigisinnaas sagaat kiisalu namminneq misissukkatik saqqummiussinnaassagaat
| Pisinnaasassat | Ilisimasassat |
| Atuartup paasissutissat katersat tunngavigalugit misissuinerup inernera tunngavilersorsinnaavaa. | Atuartup paasissutissat katersat tunngavilersuinerullu imminnut ataqatigiinnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup nammineq allallu paasissutissat katersugaat diagramminut tulluartunut nuussinnaavai taakkualu pinngortitalerinermik imaat nassuiarsinnaallugit. | Atuartup diagrammit tulluartut atornissaat ilisimasaqarfigivaa. |
| Atuartup naatsorsukkat, inerniliussat saqqummiussallu atuussinnaassusaat sanillius- sinnaavai, nalilersorsinnaavai tunngavilersorsinnaallugillu. | Atuartup paasissutissat matematikki atorlugu saqqummiunneqartut misissoqqissaarnissaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Paasisat aallaavigalugit sanilliussinerup iluani pinngortitaleriffiusumik nunalerineq avatangiisinut sanillersuussinnaassa- gaat, atuartitissutillu imaa pinngortitamut ilisimatusarnermik ineriartortitsinermut sanillersuussin- naassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitalerinermik ilisimasat najukkani nunarsuarmilu pinngortitalerinermi apeqqutinik suliaqarnermini atorsinnaavai. | Atuartup najukkani nunarsuarmilu pisuni apeqqutit pinngortitalerinermut tunngasut ilisimasaqarfigivai. |
| Atuartup pinngortitamik ilisimatuussutsip inuiaqatigiinnilu apeqqutit kiisalu ineriartornis- samut periarfissat imminnut sunniivigeqatigiittarnerat nassuiarsinnaavaa. | Atuartup pissutsit piujuaannar- titsilluni ineriartornermut tunngassuteqartut soqutigisat akerleriissutaalernerannik kinguneqarsinnaasut ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup silap pissusia avatangiisillu eqqarsaatigalugit iliuuseqarsinnaanermut tunngatillugu qanoq toqqaasoqarsinnaanersoq tunngavilersorsinnaavaa. | Atuartup silap pissusiata allanngoriartornera inummit pilersitaasoq najukkami nunarsuarmilu avatangiisinut qanoq sunniuteqartarnera ilisimasaqarfigivai. |
| Atuartup silap pissusiata allanngoriartorneranut najukkami nunarsuarmilu aqqiissutissanik siunnersuutit oqaluttuarisinnaavai. | Atuartup nunami najugarisami nunarsuarmilu silap pissusiata allanngoriartornerata sunniutaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Atuartut matema tikkimi ulluinnarnilu eqqarsaatigisaria- linni nassuiaanerni misissueqqissaar nernilu kisitsisit kisitsisiviusut allanngorartullu atorsinnaassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartoq kisitsisit agguarneqarsinnaasut atorlugit ataatsimoortitanik naatsorsuisinnaavoq. | Atuartoq matematikkimi ulluinnarnilu suliassanik assigiinngitsunik naammassinninnissamut kisitsisinik agguarneqar- sinnaasunik atuinissaq pillugu ilisimasaqarpoq. |
| Atuartup kisitsisiviusut atorsinnaavai. | Atuartoq kisitsisiviusut pillugit ilisimasaqarpoq, matumunnga ilanngullugu kisitsisit agguarneqarsin naanngitsut ilisimallugit. |
Ilikkagassatut anguniagassat: Atuartut naatsor- sueqqissaarluni misissuinernik naliliisinnaassasut aamma naatsor- sueqqissaarnikkut teoretiskimillu ilimanassutsimik atuisinnaassasut.
| Pisinnaasassat | Ilisimasassat |
| Atuartup paasissutissanik ataatsimoortunik misissueqqissaarnissamut kisitsisit paasissutissiissutit diagrammillu naleqquttut toqqarsinnaavai. | Atuartoq naatsorsueqqissaarnermi kisitsisinik paasissutis- siissutaasut, diagrammit atortullu digitaliusut paasissutissanik ataatsimoortunik annertuunik passussinermut atorne- qarsinnaasut pillugit ilisimasaqarpoq. |
| Atuartoq paasissutissanit ataatsimoortunit avatangiisiminut atassusiilluni misissuisinnaavoq. | Atuartoq paasissutissat ataatsimoortut ataqatigiinnerannik misissuinissamut periaatsit pillugit ilisimasaqarpoq, matumunnga ilanngullugu atortut digitaliusut ilisimallugit. |
Ilikkagassatut anguniagassat: Atuartut matematik atorlugu pisuni sapernarnerusuni naliliisinnaassu seqarlutik iliuuse qarsinnaassasut.
| Pisinnaasassat | Ilisimasassat |
| Atuartoq matematikki pillugu suliaqarfimmut tunngatillugu eqqorluartumik attaveqaqateqarsin- naavoq, allallu matematikki atorlugu matematikkilu pillugu oqaatigisaat nassuiarsinnaallugit. | Atuartoq matematikki pillugu eqqorluartumik attaveqaqatigiinnermi ilisarnaataasartut aamma allat matematikki atorlugu matematikkilu pillugu oqaatigisaasa paasinissaat nassuiarnissa allu pillugit ilisimasaqarpoq. |
| Pisinnaasassat | Ilisimasassat |
| Atuartoq matematikkimi suliassanik inississuisinnaavoq suliassallu naammas siniarsinnaallugit. | Atuartoq suliassamik naammassinninniar nerup imarisai pillugit ilisimasaqarpoq. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup pisut ataasiakkaartut ataatsimullu oqaatsi- ginninnerit immikkoortissinnaavai aammalu matematikkimi eqqarsaatersuutit uppernarsaatissaqar- titsinikkut nalilersor- sinnaallugit. | Atuartoq matematikkimi ataatsimut oqaatsigisat inerniliussallu pisunut ataasiakkaanut tunngassuteqartut assigiinngissusiat pillugu ilisimasaqarpoq, matematikkimilu uppernarsaatinik pisariitsunik ilisimasaqarluni. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup matematikkimi suliassat naammassinis saannut ikiuutissat naleqquttut eqqarsaatigilluakkamik nalilersorsinnaavai atorsinnaallugillu. | Atuartoq ikiuutissanik assigiinngitsunik atuinermi periarfissat killissallu pillugit ilisimasaqarpoq. |
Giving birth. This term is used for carnivorous species, including pinnipeds. Several species of seal travel to specific whelping grounds (or patches) to give birth.
Large raised “bumps” on the edges of humpback whale flippers. These where shown to make their flippers more hydrodynamic, which helps explain how humpback whales are so agile. Engineers have copied the tubercle effect to improve aerodynamic and hydrodynamic technology.
Not intended to maximise profit but to fulfil the subsistence needs of an individual or community. Compare with commercial whaling.
Sound energy that is emitted in a cone or fan shape from the sound source, to detect objects the sound will bounce back from.
An sensor that uses sonar technology to detect what is in the immediate environment of the animal on which it is placed. Putting a sonar tag on a seal, for instance, would reveal the size and movements of the prey it targets, whether it interacts with human-made objects, and so on.
Technology that uses sound to detect objects and navigate, usually in the water. It uses the same principles as echolocation in animals, sending out waves of sound that bounce back when they hit an object. Vessels may use sonar to ”see” changes in seafloor depth or find schools of fish. Naval sonar is used to detect submarines.
A way to map what lies underground using sound waves and how they are reflected or absorbed by different materials, usually to detect deposits of oil and gas. To explore what is under the seafloor, a ship blasts compressed air (using what is called a seismic airgun) into the water, creating loud sound waves. Part of the sound is absorbed by the different materials underneath the seabed, while the rest is reflected back towards the ship. The shape and intensity of the sound waves that returns indicates what type of materials there are at different depths.
A setup that detects the presence of whales in a given area at the time they are there and alerts users about them immediately, rather than collecting data for several hours/days/months to be processed later.
A fixed maximum quantity of a resource that each person or group is allowed to take. For instance, the maximum number of minke whales that Norway and Iceland can hunt each year is their minke whale quota.
Efforts and regulations to mitigate harmful impacts on the environment (such as laws that prevent pollution). Protection goes hand in hand with conservation, which refers to maintaining biodiversity through sustainable resource use. In some cases, the only way to protect an ecosystem is through preservation, which forbids humans from using it as a resource. In the context of marine mammal hunting, a protected species means that hunting it is forbidden.
Organisms that float in the water column without strong swimming abilities, i.e., that cannot propel themselves for large distances or against currents. Planktonic life includes phytoplankton, which lives in the surface layers where there is light to photosynthesise, and zooplankton, which can live throughout the water column.
Hammering long columns of steel, wood, or concrete into the seafloor to create supports for structures like piers, bridges, and wind turbines.
Small (generally microscopic) bacteria, protists, and plants that live floating in the water column rather than attached to a surface like the seabed. The base of all marine food webs.
Planning a route and moving towards a target while avoiding obstacles.
(Plural: larvae) Intermediate stage in the development of many animal species, between egg and adulthood. Larvae are often a very different shape from the adults of their species.
Important underwater habitats in arctic and subarctic waters. They are large congregations of kelp—a type of brown algae that grows many metres tall—that provide food and safety for many marine species and are recognised as one of the most productive and dynamic ecosystems on Earth.
Any animal that doesn’t have a backbone (vertebral column), such as insects, molluscs, worms, sponges, and many, many more. Animals that do have a backbone are called vertebrates—and that list is much shorter.
A sound source in the water causes movement of the water molecules with a certain amount of energy that flows away from the source—this is how sound travels. Acoustic intensity is the amount of this energy that passes through another area of water, in other words, how loud the sound is when it reaches you or another object.
Aggressive or play behaviour in which two animals hit each other head-to-head. This is often seen in goats, sheep, and deer.
A form of social organisation in which groups merge and split up depending on the time of day, year, or activity. Members of a fission-fusion society have few or no stable connections with other members, that is, they don’t always stay together.
Changes in the characteristics of a species through the process of natural selection. Organisms with the best suited adaptations for their current environmental conditions pass on their genes to the next generation, and this can often lead to very specialised abilities and behaviours.
“The study of relationships between living things and their environment” (British Ecological Society). Marine mammal ecology studies the behaviour, movement patterns, distribution, and abundance of these species as it is influenced by the physical characteristics of the ocean, the availability of food, and human activities.
Non-living biological material (organic matter) that is created from decomposing organisms, discarded animal parts like exoskeletons, or feces. In the ocean, detritus sinking slowly through the water column is called marine snow, which is crucial for transporting nutrients from surface waters to deeper zones.
Primarily aquatic group of arthropods (often with shells or “crusts”), which includes crabs, shrimp, krill, and barnacles, among many others.
Extremely slow heartrate. Slowing down the heart and pumping blood slower through the body is a way to conserve oxygen when an animal is diving for a long time. Blue whale hearts can beat as slow as two times per minute (Goldbogen et al. 2019)!
Using a type of trawl that is dragged along the sea floor to collect benthic species. Because the net is weighted down with heavy beams, this fishing method often breaks or crushes plants and animals that are attached to the seabed.
A material that can by broken down and returned to the environment through natural processes, such as being consumed by fungi or bacteria.
In marine ecosystems, all the organisms that live on, in, or near the sea floor (benthic zone). These often have benthic adaptations, such as flattened bodies or the ability to withstand huge pressure.
Organisms that make their own food through photosynthesis or chemical synthesis, also called primary producers. Plants, algae, and many bacteria, for instance, are autotrophic.
Hugtök
Nemandi getur:
Miðlun:
Nemandi getur:
Vistkerfi
Nemandi getur:
Líffræðileg fjölbreytni
Nemandi getur:
Upplifun af náttúrunni
Nemandi getur:
Hugtök
Nemandi getur:
Athuganir:
Nemandi getur:
Miðlun:
Nemandi getur:
Hringrásir efna og orku
Nemandi getur:
Þróun
Nemandi getur:
Varmi
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Táknmál og hugtök
Nemandi getur:
Þrautalausnir
Nemandi getur:
Rannsóknarvinna
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Táknmál og hugtök
Nemandi getur:
Þrautalausnir
Nemandi getur:
Rannsóknarvinna
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Táknmál og hugtök
Nemandi getur:
Þrautalausnir
Nemandi getur:
Rannsóknarvinna
Nemandi getur:
Hnitakerfi
Nemandi getur:
Jöfnur og ójöfnur
Nemandi getur:
Jöfnur og ójöfnur
Nemandi getur:
Jöfnur og ójöfnur
Nemandi getur:
Gagnavinnsla
Nemandi getur:
Myndrit
Nemandi getur:
Gagnavinnsla
Nemandi getur:
Myndrit
Nemandi getur:
Myndrit
Nemandi getur:
Mælieiningar
Nemandi getur:
Mælieiningar
Nemandi getur:
Hugtök
Nemandi getur:
Miðlun
Nemandi getur:
Kortalæsi
Nemandi getur:
Verkfæri og hlutbundin gögn
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Hnitakerfi
Nemandi getur:
Scientific evaluation of a species, population, or stock, to determine its health status based on what is known about its abundance, demographics, genetics, distribution over time, and what disturbances it is subjected to. This tells us whether (and how much) it is at risk from ecological or anthropogenic pressures.
Athuganir:
Nemandi getur:
Miðlun:
Nemandi getur:
Vísindaleg vinnubrögð
Nemandi getur:
Líffræðileg fjölbreytni
Nemandi getur:
Náttúruauðlindir og sjálfbær nýting
Nemandi getur:
Kortalæsi
Nemandi getur:
Samfélög
Nemandi getur:
Auðlindir
Nemandi getur:
Neyslusamfélagið
Nemandi getur:
Sjálfbær þróun
Nemandi getur:
Verkfæri og hlutbundin gögn
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Táknmál og hugtök
Nemandi getur:
Þrautalausnir
Nemandi getur:
Rannsóknarvinna
Nemandi getur:
Kynningar
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Táknmál og hugtök
Nemandi getur:
Þrautalausnir
Nemandi getur:
Rannsóknarvinna
Nemandi getur:
Kynningar
Nemandi getur:
Samræður og tjáning
Nemandi getur:
Táknmál og hugtök
Nemandi getur:
Þrautalausnir
Nemandi getur:
Rannsóknarvinna
Nemandi getur:
Kynningar
Nemandi getur:
Hnitakerfi
Nemandi getur:
Jöfnur og ójöfnur
Nemandi getur:
Jöfnur og ójöfnur
Nemandi getur:
Jöfnur og ójöfnur
Nemandi getur:
Gagnavinnsla
Nemandi getur:
Myndrit
Nemandi getur:
Gagnavinnsla
Nemandi getur:
Myndrit
Nemandi getur:
Gagnavinnsla
Nemandi getur:
Myndrit
Nemandi getur:
Mælieiningar
Nemandi getur:
Mælieiningar
Nemandi getur:
Mælieiningar
Nemandi getur:
Eftir loknan 9. flokk dugir næmingurin:
Landafrøðiligar keldur og amboð
Næmingurin dugir:
Náttúran
Næmingurin dugir:
Málið við undirvísingini er, at næmingurin við støði í kjarnaøkjunum dugir:
Matur og umhvørvi
Næmingurin skal duga:
Náttúran
Næmingurin dugir:
Næmingurin skal duga:
Málið við undirvísingini er, at næmingurin dugir:
Málið við undirvísingini er, at næmingurin dugir:
Málið við undirvísingini er, at næmingurin dugir:
Málið við undirvísingini er, at næmingurin við støði í kjarnaøkjunum dugir:
Næmingurin dugir:
Náttúran
Næmingurin dugir:
Ílegurnar
Næmingurin dugir:
Málið við undirvísingini er, at næmingurin dugir:
Málið við undirvísingini er, at næmingurin dugir:
Málið við undirvísingini er, at næmingurin dugir:
Aiming to be not harmful to the environment.
Náttúran
Næmingurin dugir:
Ílegurnar
Næmingurin dugir:
Náttúran
Næmingurin dugir:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Sea urchins are one of the species that feed on kelp. When the population of sea urchins grow uncontrollably, due to their predators being removed from the food web, they overfeed on these forests and cause them to disappear, destroying the entire ecosystem. Once the kelp is gone, it is replaced by other algal species that don’t have the same function as kelp.
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
Mål for opplæringen er at eleven skal kunne:
| Pisinnaasassat | Ilisimasassat |
| Atuartup misissuinerit ilusiler sorsinnaavai paasissutissallu nammineq allallu misissuine rannit pisut katersorsinnaallu git, uppernarsarsinnaallugillu nalilersorsinnaavai. | Atuartup pinngortitalerinermi misissuinerni periutsit, paasis sutissanik katersisarneq, upper narsaasiisarneq nalilersuisarner lu kiisalu misissuinerup allan ngorartortaasa pingaarutaat ilisimasaqarfigivai. |
| Atuartup nammineq allallu suliaat misissuinerilu tunnga vigalugit hypotesit eqqortuun nginnerarlugilluunniit eqqor tuunerarsinnaavai. | Atuartup paasissutissat katersuk kat hypotesit eqqortuunnginne rarlugit eqqortuunerarlugilluun niit oqaatiginissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup uumassusillit uumaffigisaminni pissutsinut naleqqussartarnerat misissorsinnaavaa | Atuartup uumassusillit naleqqussartarnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup misissuinerit ilusilersorsinnaavai paasissutissallu nammineq allallu misissuinerannit pisut katersorsinnaallugit, uppernarsarsinnaallugillu nalilersorsinnaavai. | Atuartup pinngortitalerinermi misissuinerni periutsit, paasis- sutissanik katersisarneq, uppernarsaasiisarneq naliler- suisarnerlu kiisalu misissuinerup allanngorartortaasa pingaaru- taat ilisimasaqarfigivai. |
| Atuartup nammineq allallu suliaat misissuinerilu tunngavigalugit hypotesit eqqortuunnginnerarlugilluun- niit eqqortuunerarsinnaavai. | Atuartup paasissutissat katersukkat hypotesit eqqor- tuunnginnerarlugit eqqor- tuunerarlugilluunniit oqaatigi nissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Attaveqaqatigiittarnerup iluani pinngortitalerinerup teknologiillu iluanni pisartut oqaloqatigiissutigisinnaas sagaat kiisalu namminneq misissukkatik saqqummiussinnaassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup paasissutissat katersat tunngavigalugit misissuinerup inernera tunngavilersorsinnaavaa. | Atuartup paasissutissat katersat tunngavilersuinerullu imminnut ataqatigiinnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup nammineq allallu paasissutissat katersugaat diagramminut tulluartunut nuussinnaavai taakkualu pinngortitalerinermik imaat nassuiarsinnaallugit. | Atuartup diagrammit tulluartut atornissaat ilisimasaqarfigivaa. |
| Atuartup naatsorsukkat, inerniliussat saqqummiussallu atuussinnaassusaat sanillius- sinnaavai, nalilersorsinnaavai tunngavilersorsinnaallugillu. | Atuartup paasissutissat matematikki atorlugu saqqummiunneqartut misissoqqissaarnissaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Atuartut pinngortitaleriffiusumik nunalerinermi misissuinissanik aaqqissuisinnaassasut, ingerlatsisinnaassasut nalilersuisinnaassasullu.
| Pisinnaasassat | Ilisimasassat |
| Atuartup misissuinerit ilusilersorsinnaavai paasissutis- sallu nammineq allallu misissuinerannit pisut katersorsinnaallugit, uppernarsarsinnaallugillu nalilersorsinnaavai. | Atuartup pinngortitalerinermi misissuinerni periutsit, paasissu- tissanik katersisarneq, upper- narsaasiisarneq nalilersuisarnerlu kiisalu misissuinerup allanngorar- tortaasa pingaarutaat ilisimasaqarfigivai. |
| Atuartup nammineq allallu suliaat misissuinerilu tunngaviga- lugit hypotesit eqqortuunnginnerarlugilluunniit eqqortuunerarsinnaavai. | Atuartup paasissutissat katersuk- kat hypotesit eqqortuunnginnerar- lugit eqqortuunerarlugilluunniit oqaatiginissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup ataqatigiinnerit allanngornerillu nassuiarnissaannut funktionit titarneri narlusuujunngitsut atorsinnaavai. | Atuartoq funktionit titarnerisa narlusuujunngitsut takussutissiorneqarnerat pillugu ilisimasaqarpoq. |
Ilikkagassatut anguniagassat: Atuartut naatsor- sueqqissaarluni misissuinernik naliliisinnaassasut aamma naatsor- sueqqissaarnikkut teoretiskimillu ilimanassutsimik atuisinnaassasut.
| Pisinnaasassat | Ilisimasassat |
| Atuartup paasissutissanik ataatsimoortunik misissueqqissaarnissamut kisitsisit paasissutissiissutit diagrammillu naleqquttut toqqarsinnaavai. | Atuartoq naatsorsueqqissaarnermi kisitsisinik paasissutis- siissutaasut, diagrammit atortullu digitaliusut paasissutissanik ataatsimoortunik annertuunik passussinermut atorne- qarsinnaasut pillugit ilisimasaqarpoq. |
| Atuartoq paasissutissanit ataatsimoortunit avatangiisiminut atassusiilluni misissuisinnaavoq. | Atuartoq paasissutissat ataatsimoortut ataqatigiinnerannik misissuinissamut periaatsit pillugit ilisimasaqarpoq, matumunnga ilanngullugu atortut digitaliusut ilisimallugit. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup misissuinerit ilusiler sorsinnaavai paasissutissallu nammineq allallu misissuine rannit pisut katersorsinnaallu git, uppernarsarsinnaallugillu nalilersorsinnaavai. | Atuartup pinngortitalerinermi misissuinerni periutsit, paasis sutissanik katersisarneq, upper narsaasiisarneq nalilersuisarner lu kiisalu misissuinerup allan ngorartortaasa pingaarutaat ilisimasaqarfigivai. |
| Atuartup nammineq allallu suliaat misissuinerilu tunnga vigalugit hypotesit eqqortuun nginnerarlugilluunniit eqqor tuunerarsinnaavai. | Atuartup paasissutissat katersuk kat hypotesit eqqortuunnginne rarlugit eqqortuunerarlugilluun niit oqaatiginissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup uumassusillit uumaffigisaminni pissutsinut naleqqussartarnerat misissorsinnaavaa | Atuartup uumassusillit naleqqussartarnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup misissuinerit ilusilersorsinnaavai paasissutissallu nammineq allallu misissuinerannit pisut katersorsinnaallugit, uppernarsarsinnaallugillu nalilersorsinnaavai. | Atuartup pinngortitalerinermi misissuinerni periutsit, paasis- sutissanik katersisarneq, uppernarsaasiisarneq naliler- suisarnerlu kiisalu misissuinerup allanngorartortaasa pingaaru- taat ilisimasaqarfigivai. |
| Atuartup nammineq allallu suliaat misissuinerilu tunngavigalugit hypotesit eqqortuunnginnerarlugilluun- niit eqqortuunerarsinnaavai. | Atuartup paasissutissat katersukkat hypotesit eqqor- tuunnginnerarlugit eqqor- tuunerarlugilluunniit oqaatigi nissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Attaveqaqatigiittarnerup iluani pinngortitalerinerup teknologiillu iluanni pisartut oqaloqatigiissutigisinnaas sagaat kiisalu namminneq misissukkatik saqqummiussinnaassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup paasissutissat katersat tunngavigalugit misissuinerup inernera tunngavilersorsinnaavaa. | Atuartup paasissutissat katersat tunngavilersuinerullu imminnut ataqatigiinnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup nammineq allallu paasissutissat katersugaat diagramminut tulluartunut nuussinnaavai taakkualu pinngortitalerinermik imaat nassuiarsinnaallugit. | Atuartup diagrammit tulluartut atornissaat ilisimasaqarfigivaa. |
| Atuartup naatsorsukkat, inerniliussat saqqummiussallu atuussinnaassusaat sanillius- sinnaavai, nalilersorsinnaavai tunngavilersorsinnaallugillu. | Atuartup paasissutissat matematikki atorlugu saqqummiunneqartut misissoqqissaarnissaat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Atuartut pinngortitaleriffiusumik nunalerinermi misissuinissanik aaqqissuisinnaassasut, ingerlatsisinnaassasut nalilersuisinnaassasullu.
| Pisinnaasassat | Ilisimasassat |
| Atuartup misissuinerit ilusilersorsinnaavai paasissutis- sallu nammineq allallu misissuinerannit pisut katersorsinnaallugit, uppernarsarsinnaallugillu nalilersorsinnaavai. | Atuartup pinngortitalerinermi misissuinerni periutsit, paasissu- tissanik katersisarneq, upper- narsaasiisarneq nalilersuisarnerlu kiisalu misissuinerup allanngorar- tortaasa pingaarutaat ilisimasaqarfigivai. |
| Atuartup nammineq allallu suliaat misissuinerilu tunngaviga- lugit hypotesit eqqortuunnginnerarlugilluunniit eqqortuunerarsinnaavai. | Atuartup paasissutissat katersuk- kat hypotesit eqqortuunnginnerar- lugit eqqortuunerarlugilluunniit oqaatiginissaannut, atuartullu apeqqutaa akinissaanut qanoq atornissaat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup ataqatigiinnerit allanngornerillu nassuiarnissaannut funktionit titarneri narlusuujunngitsut atorsinnaavai. | Atuartoq funktionit titarnerisa narlusuujunngitsut takussutissiorneqarnerat pillugu ilisimasaqarpoq. |
Ilikkagassatut anguniagassat: Atuartut naatsor- sueqqissaarluni misissuinernik naliliisinnaassasut aamma naatsor- sueqqissaarnikkut teoretiskimillu ilimanassutsimik atuisinnaassasut.
| Pisinnaasassat | Ilisimasassat |
| Atuartup paasissutissanik ataatsimoortunik misissueqqissaarnissamut kisitsisit paasissutissiissutit diagrammillu naleqquttut toqqarsinnaavai. | Atuartoq naatsorsueqqissaarnermi kisitsisinik paasissutis- siissutaasut, diagrammit atortullu digitaliusut paasissutissanik ataatsimoortunik annertuunik passussinermut atorne- qarsinnaasut pillugit ilisimasaqarpoq. |
| Atuartoq paasissutissanit ataatsimoortunit avatangiisiminut atassusiilluni misissuisinnaavoq. | Atuartoq paasissutissat ataatsimoortut ataqatigiinnerannik misissuinissamut periaatsit pillugit ilisimasaqarpoq, matumunnga ilanngullugu atortut digitaliusut ilisimallugit. |
Animal and plant species that have not been domesticated. It also includes all the organisms that live in their environments without being introduced by humans.
Biological response to environmental pressures or threats that disrupt the balance in the body. It triggers adaptive behaviours and physiological changes aimed at survival. It is a survival mechanism that helps animals respond to and cope with environmental challenges, but chronic stress can be harmful.
The physical and ecological damage or degradation of the ocean floor caused by natural events or human activities, leading to the loss of marine habitats, biodiversity, and ecosystem functions.
An organism that lives in or on a host organism of a different species, and uses that organisms’ resources at the detriment of the host organism. Tapeworms are one well-known kind of parasite.
Catching fish at a higher rate than the population or stock has a chance to recover. To simplify, there are not enough mature adults that can reproduce and keep the population healthy. Overfishing leads to decreases in population numbers and can even lead to crashes of entire fishing grounds.
The process of rising sea water temperatures caused by the Earth’s atmosphere trapping more heat due to greenhouse gas emissions, with the oceans absorbing most of this excess heat. Ocean warming can have catastrophic consequences on all life, both in the water, but also on land.
The process of sea water becoming more acidic (lower pH value) caused by the excess of atmospheric carbon dioxide (CO2) dissolving in the water and forming acid. The levels of carbon dioxide are rising due to different human activities, such as burning fossil fuels, deforestation, and industrial processes. Ocean acidification causes issues for all life in the ocean.
A substance found in food, such as proteins, sugars, fats, or vitamins, that provides the body with the necessary fuel and materials to grow, develop, and maintain health.
The act of a female mammal feeding milk to a baby or juvenile. The female’s mammary glands produce milk that is rich in all the nutrients that the offspring needs for optimal growth and development. The milk content differs from species to species, depending on what the young need for development. Pinnipeds always nurse on land or ice, while cetaceans nurse underwater.
The action undertaken to reduce or minimise the severity, seriousness or negative consequences of something. For example, different rules and regulations made to help fight the negative effects of climate change.
The process of digging a valuable material, minerals, from the Earth. Mining can be surface or underground. In surface mining, the minerals are extracted from near the Earth’s surface and this type can be very destructive to surrounding area. Underground mining consists of taking minerals from deep under the surface by digging or blasting tunnels. Deep sea or seabed mining refers to extracting minerals from the ocean floor.
A general rule, principle or a piece of information. Suggests or instructs on how an activity needs to be performed, or how people are expected to behave in a given situation.
The mechanical process of removing sediment, debris, or other material from the bottom of bodies of water such as rivers, harbours, lakes, or seas. It is done to keep waterways deep enough for ships, support port construction, extract underwater resources like sand, prevent flooding by clearing blockages, and clean up polluted sediments. Dredging can harm marine ecosystems by destroying habitats on the sea floor, increasing water turbidity, and disturbing or displacing marine life. It may also release pollutants trapped in the sediment, affecting water quality and the health of nearby organisms.
An event or action that changes or interrupts the natural behaviour of plants, animals or the environment. In this context we are talking about human activities that cause negative changes in the environment.
The combined effects of multiple activities or environmental changes over time that, together, cause greater harm to a species or ecosystem than each would individually. They build up gradually, often leading to significant long-term damage that may not be apparent from any single action alone.
All different plant and animal species that live in the same habitat. The level of biodiversity can be a good indicator of the state (health and stability) of the ecosystem.
Farming in the water, both fresh and sea, i.e., breeding, raising, and harvesting aquatic organisms, such as fish, shellfish, crabs, or algae for profit.
Quick growth in the population of algae in freshwater or marine ecosystems, as a result of excessive nutrients in the environment. It is usually characterised by changes in the colouration of the sea depending on which species of algae have caused the bloom (red, brown or green). These blooms have a harmful effect on the environment and other species that live in the area: the limit the amount of light that penetrates the water surface, use up all the oxygen in the water and suffocate other organisms, and even produce toxins as a by-product of their metabolism.
Ilikkagassatut anguniagassat: Issuagaqarluni assersuusiornerup iluani assersuusiat uumassusilerinermi atorsinnaallugillu nalilersorsin- naassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup piusuusaartitat atorlugit uumasut aallar tartut aallajuitsullu ukiup ingerlanerani uumasarne rat sanilliussinnaavaa. | Atuartup uumasut aallartartut aallajuitsullu ukiup ingerlanerani uumasarnerat ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Issuagaqarluni assersuusiornerup iluani assersuusiat pinngortitaleriffiusumik nunalerinermi atorsinnaallugillu nalilersorsinnaassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup nunap assingi assigiin- ngitsut atorsinnaavai aammalu allorniusat tukimukartut sani- mukartullu atorlugit sumiiffinnik tikkuussisinnaalluni. | Atuartup nunap assingi, nunap assinginik atuaaneq ilisarnaatillu nassuiaataasut ilisi- masaqarfigivai. |
Ilikkagassatut anguniagassat: Atuartut uumassusilerinermi misissuinissanik aaqqissuisinnaassasut, ingerlatsisinnaassasut nalilersuisinnaassasullu.
| Pisinnaasassat | Ilisimasassat |
| Atuartoq uumassusillit uumassusilinnut pissuse qatiminnut atasuuneran nik misissuisinnaavoq. | Atuartup uumassusillit aaqqissugaasumik nalu naarsugaanerat uumassu silinnillu immikkoortiteri saatsit ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup nerisat uiguleriiaartut (fødekæder) nerisareqatigiiaarnerillu (fødenet) misissorsinnaavai. | Atuartup nerisat uiguleriiaarnerat (fødekæder) nerisareqa tigiiaartuunerlu (fødenet) ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Issuagaqarluni assersuusiornerup iluani assersuusiat uumassusilerinermi atorsinnaallugillu nalilersorsin- naassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup nerisat uiguleriiaartut (fødekæder), nerisareqatigiiaar tut (fødenet) nukinnillu atuisar nerup pyramideatut takussutis siaralugit nammineq sanaaminik piusuusaartitaliarisinnaavai. | Atuartup nerisat uiguleriiaartut (fødekæder), nerisareqatigiiaar tut (fødenet) nukinnillu atuisarnerup pyramideata imminnut ataqatigiinnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup piusuusaartitat ator lugit uumasut aalajangersima sut uumasoqatigiillutik uumaf fimminni amerlassutsimikkut imminnut sunniivigeqatigiit tarnerat nassuiarsinnaavaa. | Atuartup uumasut aalajanger simasut uumasoqatigiillutik uumaffimminni amerlassutsi mikkut imminnut sunniivigeqatigiittarnerat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Paasisat aallaavigalugit sanilliussinerup iluani uumassusilerineq avatangiisinut sanillersuussinnaassa- gaat, atuartitissutillu imaa pinngortitamut ilisimatusarnermik ineriartortitsinermut sanillersuussinnaas- sagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitami ataqa tigiinnernut sunniutit pinngor titami namminermi pisartut inuullu pilersitai, silap pissu siata allanngoriartornera ilan ngullugu isumaliutigisinnaavai. | Atuartup pinngortitami ataqatigiinnerit allannguutaasa kinguneri, silap pissusiata allanngoriartornera ilanngul lugu ilisimasaqarfigivai. |
| Atuartup uumassusillit assi giinngiiaartut amerlangaarsu siisa pingaarutaat nassuiarsin naavaa uumassusillillu assigiin ngiiaartut amerlangaarsusiisa annertusitinnissaannut suliniuti nik siunnersuuteqarsinnaalluni. | Atuartup uumassusillit assigiinngiiaartut amerlangaarsusaat taassumunngalu sunniu teqartartut ilisimasa qarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup inuup pinngorti tamut qanoq sunniuteqartar nera najugaqarfinnilu pinngortitamut suut suliniutaasinnaanersut isumaliutigisinnaavai. | Atuartup najugaqarfinni pinngortitamut suliniutaasinnaasut ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Atuartut uumassusilerinermi misissuinissanik aaqqissuisinnaassasut, ingerlatsisinnaassasut nalilersuisinnaassasullu.
| Pisinnaasassat | Ilisimasassat |
| Atuartoq uumassusillit uumassusilinnut pissuse qatiminnut atasuuneran nik misissuisinnaavoq. | Atuartup uumassusillit aaqqissugaasumik nalu naarsugaanerat uumassu silinnillu immikkoortiteri saatsit ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup nerisat uiguleriiaartut (fødekæder) nerisareqatigiiaarnerillu (fødenet) misissorsinnaavai. | Atuartup nerisat uiguleriiaarnerat (fødekæder) nerisareqa tigiiaartuunerlu (fødenet) ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Issuagaqarluni assersuusiornerup iluani assersuusiat uumassusilerinermi atorsinnaallugillu nalilersorsin- naassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup nerisat uiguleriiaartut (fødekæder), nerisareqatigiiaar tut (fødenet) nukinnillu atuisar nerup pyramideatut takussutis siaralugit nammineq sanaaminik piusuusaartitaliarisinnaavai. | Atuartup nerisat uiguleriiaartut (fødekæder), nerisareqatigiiaar tut (fødenet) nukinnillu atuisarnerup pyramideata imminnut ataqatigiinnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup piusuusaartitat ator lugit uumasut aalajangersima sut uumasoqatigiillutik uumaf fimminni amerlassutsimikkut imminnut sunniivigeqatigiit tarnerat nassuiarsinnaavaa. | Atuartup uumasut aalajanger simasut uumasoqatigiillutik uumaffimminni amerlassutsi mikkut imminnut sunniivigeqatigiittarnerat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Paasisat aallaavigalugit sanilliussinerup iluani uumassusilerineq avatangiisinut sanillersuussinnaassa- gaat, atuartitissutillu imaa pinngortitamut ilisimatusarnermik ineriartortitsinermut sanillersuussinnaas- sagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitami ataqa tigiinnernut sunniutit pinngor titami namminermi pisartut inuullu pilersitai, silap pissu siata allanngoriartornera ilan ngullugu isumaliutigisinnaavai. | Atuartup pinngortitami ataqatigiinnerit allannguutaasa kinguneri, silap pissusiata allanngoriartornera ilanngul lugu ilisimasaqarfigivai. |
| Atuartup uumassusillit assi giinngiiaartut amerlangaarsu siisa pingaarutaat nassuiarsin naavaa uumassusillillu assigiin ngiiaartut amerlangaarsusiisa annertusitinnissaannut suliniuti nik siunnersuuteqarsinnaalluni. | Atuartup uumassusillit assigiinngiiaartut amerlangaarsusaat taassumunngalu sunniu teqartartut ilisimasa qarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup inuup pinngorti tamut qanoq sunniuteqartar nera najugaqarfinnilu pinngortitamut suut suliniutaasinnaanersut isumaliutigisinnaavai. | Atuartup najugaqarfinni pinngortitamut suliniutaasinnaasut ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Atuartut uumassusilerinermi misissuinissanik aaqqissuisinnaassasut, ingerlatsisinnaassasut nalilersuisinnaassasullu.
| Pisinnaasassat | Ilisimasassat |
| Atuartoq uumassusillit uumassusilinnut pissuse qatiminnut atasuuneran nik misissuisinnaavoq. | Atuartup uumassusillit aaqqissugaasumik nalu naarsugaanerat uumassu silinnillu immikkoortiteri saatsit ilisimasaqarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup nerisat uiguleriiaartut (fødekæder) nerisareqatigiiaarnerillu (fødenet) misissorsinnaavai. | Atuartup nerisat uiguleriiaarnerat (fødekæder) nerisareqa tigiiaartuunerlu (fødenet) ilisimasaqarfigivai. |
Ilikkagassatut anguniagassat: Issuagaqarluni assersuusiornerup iluani assersuusiat uumassusilerinermi atorsinnaallugillu nalilersorsin- naassagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup nerisat uiguleriiaartut (fødekæder), nerisareqatigiiaar tut (fødenet) nukinnillu atuisar nerup pyramideatut takussutis siaralugit nammineq sanaaminik piusuusaartitaliarisinnaavai. | Atuartup nerisat uiguleriiaartut (fødekæder), nerisareqatigiiaar tut (fødenet) nukinnillu atuisarnerup pyramideata imminnut ataqatigiinnerat ilisimasaqarfigivaa. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup piusuusaartitat ator lugit uumasut aalajangersima sut uumasoqatigiillutik uumaf fimminni amerlassutsimikkut imminnut sunniivigeqatigiit tarnerat nassuiarsinnaavaa. | Atuartup uumasut aalajanger simasut uumasoqatigiillutik uumaffimminni amerlassutsi mikkut imminnut sunniivigeqatigiittarnerat ilisimasaqarfigivaa. |
Ilikkagassatut anguniagassat: Paasisat aallaavigalugit sanilliussinerup iluani uumassusilerineq avatangiisinut sanillersuussinnaassa- gaat, atuartitissutillu imaa pinngortitamut ilisimatusarnermik ineriartortitsinermut sanillersuussinnaas- sagaat.
| Pisinnaasassat | Ilisimasassat |
| Atuartup pinngortitami ataqa tigiinnernut sunniutit pinngor titami namminermi pisartut inuullu pilersitai, silap pissu siata allanngoriartornera ilan ngullugu isumaliutigisinnaavai. | Atuartup pinngortitami ataqatigiinnerit allannguutaasa kinguneri, silap pissusiata allanngoriartornera ilanngul lugu ilisimasaqarfigivai. |
| Atuartup uumassusillit assi giinngiiaartut amerlangaarsu siisa pingaarutaat nassuiarsin naavaa uumassusillillu assigiin ngiiaartut amerlangaarsusiisa annertusitinnissaannut suliniuti nik siunnersuuteqarsinnaalluni. | Atuartup uumassusillit assigiinngiiaartut amerlangaarsusaat taassumunngalu sunniu teqartartut ilisimasa qarfigivai. |
| Pisinnaasassat | Ilisimasassat |
| Atuartup inuup pinngorti tamut qanoq sunniuteqartar nera najugaqarfinnilu pinngortitamut suut suliniutaasinnaanersut isumaliutigisinnaavai. | Atuartup najugaqarfinni pinngortitamut suliniutaasinnaasut ilisimasaqarfigivai. |
Oil derived from the blubber or melon of whales. Whale oil extracted from different species has different names and uses. Sperm oil is extracted from the blubber and spermaceti of sperm whales, train oil from baleen whales, and melon oil from small toothed whales.
A ship or a boat. Craft used for navigation on the water.
Creatures from Celtic and Norse mythology. Shapeshifters that can change form between seals and humans by removing or putting on their seal skin.
Excessively harvesting a natural resource faster than it can replenish itself through natural processes. For instance, using too much freshwater for agriculture can deplete aquifers because the water cycle takes longer to refill them; hunting too many blue whales in the 20th century dramatically reduced their global population because their reproductive rate is slow.
A temporary delay or suspension of activity, law or payment. In our context, the moratorium reefers to the cessation of the hunt of large whales in 1985 onwards. That means that since then, the member countries of the IWC have stopped whaling, with the exception of Iceland and Norway.
Global North and Global South are the terms used to group countries based on their defining characteristics with regard to socioeconomics and politics. More specifically, the Global North consists of the world’s developed countries, whereas the Global South consists of the world’s developing countries and least developed countries. The terms do not refer to the Northern and Southern hemisphere, as some of the countries of the Global North are located in the geographical south, and vice versa.
Pieces that are moved around in board games like chess or checkers. The game pieces were historically carved from different natural materials like wood and ivory, and in some countries that were whale hunting countries, they were made from marine mammal bones.
Family of toothed whales counting 22 species. They are the least known of all whale species because they mostly stay in deep offshore areas, avoid boats, and are hard to identify. Almost everything we know about these animals, we learned from stranded individuals. They are named after their extended snout, and most species of this family only have one pair of tusk-like teeth that is only visible in males.
Area or region that is not significantly disturbed by human activity (no extensive agriculture or urban development).
The cartilage wall that separates two nostrils from each other. In adult male hooded seals, part of the nasal septum is very elastic, so they can inflate it and it comes out through their nose like a balloon.
Greenlandic spelling of kayak. Small, one-person vessel used by Indigenous people for hunting and transportation. In Greenland, it is traditionally made from seal skin stretched over a frame made of whalebone or driftwood.
Activity that ensures that something is happening in accordance with rules and regulations. In the context of hunting, monitoring is conducted to make sure that animals are hunted in compliance with welfare standards, safety standards for the hunters, and that government guidelines for hunted stocks are being followed.
A marine protected area (MPA) is a clearly defined region established to conserve marine biodiversity, ecosystem health, and cultural heritage. As part of a globally connected network, MPAs help safeguard marine resources while ensuring the continued supply of essential ecosystem services. Effects of MPAs can be seen not just in the areas themselves, but also surrounding areas, as marine life “spills” over the boarders of the MPA increasing biodiversity and biomass in the areas around it. Not all MPAs have the same level of protection: while some are fully protected and nothing can be taken from there, others allow for some level of resource extraction.
Of human origin. Changes in the environment or pollution caused by human activities such as farming, mining, fishing, are called anthropogenic changes. Anthropogenic underwater noise is sound caused by ships, building marine infrastructure, sonar, and other human activities.
The Food and Agriculture Organisation is a body of the United Nations (UN) with the main goal of defeating world hunger and achieving food security for all.
According to the Organisation for Economic Co-operation and Development (OECD), food systems include all the elements and activities related to producing and consuming food, and their effects, including economic, health, and environmental outcomes.
Frozen sea water. It covers part of the Arctic and Antarctic regions throughout the year, and also forms seasonally in some regions. It can be classified as (land)fast ice if it is attached to land or pack ice if it is not.
Irregularly shaped bones that form the vertebral column or spine. Vertebrate animals were named for having a spine, compared to invertebrates, which don’t have it. The role of the spine is to protect spinal cord, as well stabilise pelvic bones and upper body, and allow movement.
Animals that feed on other organisms that live on or near the bottom of a body of water.
Distribution type where species occur over a wide range of longitudes, but only in high latitudes. That means that species can be found all around either the North or the South Pole. An example of a species with circumpolar distribution is the polar bear.
Foods that have high content of omega-3 fatty acids and other beneficial fats. Fish species like mackerel, herring, salmon, and capelin are lipid-rich.
Phenomenon in which males and females of the same species have a significant difference in appearance. These differences can be in the overall size, shape, colour, or even the presence of different organs (like the nasal sacs of hooded seals).
Also known as ulu, or a women’s knife. Traditional all-purpose knife used by Indigenous women of the Arctic. It is used for all kinds of purposes, from skinning and cleaning animals, to cutting hair or food, and even trimming ice blocks.
Large, open-water area surrounded by sea ice. They can be coastal or open-ocean.
A round, fatty organ located in the forehead of the toothed whales and used in echolocation and communication. Its function is to focus and adjust the animals’ vocalisation, acting as a sound lens.
Leads are linear fractures in sea ice that occur at any time of the year. They can extend for hundreds of kilometres and can be from a few to several hundreds of metres in width.
Event where a pod of cetaceans gets surrounded by ice due to rapidly forming or shifting sea ice. If the animals are unable to leave the entrapment, this can lead to the death of some or all pod members.
Domesticated birds, e.g., chickens, ducks, pigeons, raised in captivity for the production of eggs, meat, and/or feathers.
Any area of sea ice that is not attached to the land and is made up of smaller parts that have frozen together. Because it is not attached to the shore, pack ice can move, so another name for it is drift ice. It expands during the winter and recedes during the summer.
All animals that eat both plants or phytoplankton and other animals.
Adaptive management is a structured, step-by-step approach to improving resource management by learning from the outcomes of past decisions. It involves making decisions in the face of uncertainty, closely monitoring the results, and adjusting strategies over time. The goal is to reduce uncertainty and improve decision-making by continuously refining practices based on what is learned. It emphasises accountability and clarity in each decision-making step, allowing for flexibility and better long-term management of resources.
Integrated approach that incorporates the entire ecosystem, including humans, into resource management decisions, and is guided by an adaptive management approach (NOAA).
All animals that feed on plants, algae or phytoplankton.
Process in which primary producers—plants and phytoplankton—use sunlight, water, and carbon dioxide to produce energy in the form of sugar glucose and oxygen.
Soft, white, fine hair that covers the body of a seal pup inside of the uterus. Most pups have their first moult, shedding lanugo while still in-utero, but some, like ringed or harp seals are born white and covered with lanugo and shed it only after they are born.
Specialised, stiff, functional hairs on the face of mammals, used to feel their surrounding environment. They are longer and thicker than the rest of the animal’s fur and can even be moved independently. The whiskers of marine mammals are more sensitive than those of land mammals.
Broader and flatter teeth, such as those that harbour porpoises have. This shape resembles a shovel and is good for grasping and holding onto slippery prey, like fish and squid.
This type of teeth are pointed, sharp, and shaped like a cone. Dolphins have teeth like this. This shape helps them grip and tear into their prey more effectively, as they often hunt larger or more agile fish.
A type of surfacing behaviour where a whale is upright with its head coming out of the water and then sinking gently back underwater without splashing. It is used by animals to survey the environment around them.
Physical characteristics that relate to the sex of the organism but are not directly related to the reproductive system. They are developed later in life when the organism reaches sexual maturity. Secondary sexual characteristics may often have a role in securing a mate. Some examples are the antlers of stags, peacocks’ long tails, tusks of narwhals, or the hoods of hooded seals.
A form of social behaviour of cetaceans where an animal lifts its tail fluke above the water and brings it down with force. The result is a big splash. They display this behaviour in order to call attention to other individuals or corral fish into a ball.
Population that belongs to a species but is genetically, morphologically, and/or behaviourally distinct from the rest of the species. Ecotypes are adapted to a specific environmental condition or habitat and often look different from other ecotypes within that species.
A plant or an animal that is related in a direct biological line to a particular plant or animal that lived before them.
A species that can be found almost anywhere on Earth, as it is able to adapt to a wide variety of environmental conditions.
Single-pointed tooth adapted for tearing or piercing food. They are positioned next to, or behind the front teeth.
Behaviour where a whale or dolphin launches most or all of its body out of the water and falls with a big splash. This can happen when the animal feels playful, annoyed or aggressive, to scare fish or signal to other members of a group, and likely many other reasons.
Behaviour where toothed whales swim at the front of a moving boat, or even a larger whale, riding the pressure waves created by its bow. By positioning themselves correctly, they can be propelled forward with little effort, often leaping and surfing along the boat’s wake.
Type of fishing gear. A wall of net that hangs in the water column. It is made so that fishes’ heads can pass through the mesh size but not their body, so their gills get stuck in the net.
A fishing method that uses a long main line with baited hooks evenly spaced and attached to the main line by short branch lines.
Acoustic environment. All the sounds produced by natural and artificial elements in a particular habitat or ecosystem. It includes all the sounds organisms make, but also the sounds that come from wind, water, movement of the earth, and human activities.
The addition of any substance (solid, liquid, or gas) or any form of energy (such as heat, sound, or radioactivity) to the environment at a rate faster than it can be dispersed, diluted, decomposed, recycled, or stored in some harmless form (Encyclopædia Britannica).
The ability of an organism to survive and reproduce in its current environment.
Also known as divers’ disease or the bends. It happens when a diving person or animal ascends to the surface too quickly. Because of the sudden changes in pressure, the dissolved nitrogen in the blood gets released in the form of bubbles in the bloodstream and tissues and can cause different symptoms, such as fatigue, dizziness, neurological disturbances, pain, and even death.
Any form of water, liquid or frozen, that forms in the atmosphere and falls back to the earth.
According to FAO, a person is food insecure when they lack regular access to enough safe and nutritious food for normal growth and development and an active and healthy life. This may be due to unavailability of food and/or lack of resources to obtain food.
Process in which an animal or part of one (e.g., jaw, flukes), becomes trapped in human-made objects, including marine debris, abandoned (ghost) fishing gear, and active fishing equipment.
Branch of science that deals with the identification, classification, and naming of extant (currently living) and extinct (no longer living, fossils) organisms based on shared characteristics. All known organisms are placed in categories that become narrower as more specific characteristics are used to describe them (domain > kingdom > phylum > class > order > family > genus > species). The current way of naming species was developed by Carl Linnaeus and it is called binominal (binary) nomenclature. According to it, each species name consists of two parts: the first is the name of the genus to which the species belongs and the second name distinguishes the species within the genus.
Everything that surrounds someone or something, natural or human made. The conditions that surround a person, animal, or a plant and that influence their growth, health, and all natural processes (Encyclopædia Britannica).
The United Nations is an international organisation founded in 1945 with the intended purpose of maintaining international peace and security, developing friendly relations among nations, achieving international cooperation, and serving as a centre for coordinating the actions of member nations. Currently made up of 193 Member States.
A unit of a species or population outlined for management reasons; should be designated and managed in such a way that the population and/or species as a whole persists throughout its range; often comprises a breeding population that occupies the same regions annually (NAMMCO).
The basic unit of taxonomy. Consists of individuals that share common morphological and physical characteristics and can interbreed and give fertile offspring.
Social groups of marine mammals that share strong social bonds. These groups have established hierarchy, and usually consist of related family members. Sometimes, many different pods can come together in one super-pod of hundreds or thousands of animals, e.g., if there is a lot of food available, usually for a short period.
NASS are internationally coordinated cetacean surveys conducted in 1987, 1989, 1995, 2001, 2007, 2015, and 2024. These surveys are among the most extensive wildlife assessments, with primary objective to obtain quantitative data on the distribution and abundance of cetacean species across the survey area, spanning the northern North Atlantic from Norway to North America.
The MINTAG Project is funded by NAMMCO and Fisheries Agency of Japan. The main goal of the project is to develop a new satellite tracking tool that can generate data crucial to improving the management and conservation of lesser-known whale species, such as fin, minke, sei, and Bryde’s whales.
Feeding method of some baleen whales where a whale rushes towards its prey with its mouth open and catches the prey in one go.
Relating to more than one branch of science, e.g. biology, physics, mathematics, sociology, and combining methods or expertise from them.
A body of observations, oral and written knowledge, innovations, practices, and beliefs developed by Tribes and Indigenous Peoples through interaction and experience with the environment. It is applied to phenomena across biological, physical, social, cultural, and spiritual systems. Indigenous Knowledge can be developed over millennia, continues to develop, and includes understanding based on evidence acquired through direct contact with the environment and long-term experiences, as well as extensive observations, lessons, and skills passed from generation to generation (Guidance for United States Federal Departments and Agencies on Indigenous Knowledge).
Actions (projects, pastimes, tasks) that humans undertake, which can have intentional and unintentional effects on the environment. In the marine environment, human activities include hunting, fishing, shipping, dredging, whale-watching, tourism, aquaculture, building infrastructure, extracting energy resources and materials, etc.
Place where an organism or a community of organisms lives, including all living and non-living factors or conditions of the surrounding environment (Encyclopædia Britannica).
A learned, cooperative feeding strategy that involves a group of whales. Humpback whales and Bryde’s whales use this strategy. The whales circle a school of small fish or swarms of krill they are hunting and start blowing bubbles. The fish are unable to escape this “net” of bubbles and stay trapped. Then the whales swim with their mouths open through the trapped fish, and efficiently feed themselves.
Systematic approach to understanding the natural world that is rooted in using the scientific method. This involves formulating hypotheses, conducting experiments, observing outcomes, and drawing conclusions based on data. Frequently contrasted with Indigenous Knowledge.
Care about the well-being of animals. In the context of hunting, the animal welfare aim is to ensure the least amount of suffering and highest possible instant death rates in the hunt, while the human welfare aim is to ensure hunter safety.
A long tooth that animals such elephants, walruses, narwhals, and some beaked whales have. Tusks extend beyond the mouth of the animal, sometimes in a curved or spiral shape, and often only appearing in the males of the species. Can be very valuable in human trade.
Also known as “earless” seals, true seals belong to a group of pinnipeds that have ear holes, but lack an external ear flap. While sea lions belong to the group of pinnipeds, they are not true seals because they have ear flaps. Grey seals instead, are true seals.
Step in a food chain or an ecosystem. The organisms of a chain are classified into these levels on the basis of their feeding behaviour (Encyclopædia Britannica), that is, how many levels they are above primary producers.
A large net with the form of a cone that is dragged through the water behind a ship to gather fish or other marine life.
Knowledge, practices, and beliefs about relationships between living beings in a specific ecosystem that is acquired by Indigenous people over hundreds or thousands of years through direct contact with the environment, handed down through generations, and used in life-sustaining ways. This knowledge includes the relationships between people, plants, animals, natural phenomena, landscapes, and timing of events for activities such as hunting, fishing, trapping, agriculture, and forestry. It encompasses the world view of a people, which includes ecology, spirituality, human and animal relationships, and more (Synopsis of Traditional Ecological Knowledge, National Park Service).
A poisonous substance that is a product of metabolic activities of another living organism.
Also known as apex predator. Any carnivorous animal that is at the top of the food chain and has no natural predators. One of the most well-known top predators of the marine environment is the killer whale.
Triangular ending of a whales’ tail. Like the dorsal fin, flukes do not have bone or muscles. Unique to every whale, similar to fingerprints in humans. Tail flukes are often used for identifying individuals, especially for humpback whales, whose white pigmentation patterns really stand out.
Something that keeps someone or something alive (and healthy), usually referring to food and drink as nourishment, but sometimes to mental or spiritual support. Can be confused with subsistence, which refers to the act of staying alive.
The use of a resource in a way that it does not lead to the long-term degradation of the environment, thereby maintaining its potential to meet the needs and aspirations of present and future generations (Glossary of terms to negotiators or MEAs, 2007). NAMMCO is committed to the sustainable and responsible use of marine resources by developing effective conservation and management measures for marine mammals, while acknowledging the rights and needs of coastal communities. The sustainable use of marine mammals by coastal communities contributes to a lower environmental footprint, improved livelihoods, and economic growth, and supports seven of the SDGs.
A food system that delivers food security and nutrition for all in such a way that the economic, social and environmental bases to generate food security and nutrition for future generations are not compromised (HLPE, 2014).
The long-term viability of a community, set of social institutions, or societal practice. In general, sustainability is understood as a form of intergenerational ethics in which the environmental and economic actions taken by present persons do not diminish the opportunities of future persons to enjoy similar levels of wealth, utility, or welfare (Encyclopædia Britannica).
The percentage of individuals which survive from one age group to the next, or percentage of survivors after a disease or mass mortality event.
Generally, survey is a systematic method of collecting information or data. There are different types of surveys, one of them being abundance surveys. This term refers specifically to the assessment of the quantity and distribution of a particular species or resource within a specified area. These surveys aim to estimate population sizes, density, and trends over time. Abundance surveys are important as they as they help researchers understand ecosystem health, make informed management decisions, and monitor changes in biodiversity. Methods may include direct counts, sampling, and remote sensing techniques. One example of abundance survey is the NASS-North Atlantic Sighting Surveys.
Feeding method of some baleen whales, where a whale slowly swims near the surface with its mouth open, filtering the prey as it moves forward.
The act of making a living, such that an individual, family, or community has the essential food, income, and cultural enrichment needed to stay fed, sheltered, and healthy. Can be confused with sustenance, which refers primarily to a source of nourishment.
Event in which one or more cetaceans wash up on shore and cannot return to deeper water. The animals may be found alive, in which case experts may try to return them to the water if there is a chance of survival. This is called refloating; refloated animals may be strand again soon after, depending on the original reason for stranding. Animals may also wash up already dead.
Any individual, social group, or actor who possesses an interest, a legal obligation, a moral right, or other concern in the decisions or outcomes of an organisation. Stakeholders either affect or are affected by the achievement of an organisation’s objectives (Encyclopædia Britannica). In the case of NAMMCO, stakeholders include all individuals who have an interest in the management and conservation of marine mammals, such as managers, scientists, hunters, and tourists.
Mouth of a squid and beginning of its digestive system. Made of a hard, indigestible material (chitin) that is left in stomachs of whales that prey on squids. Beaks remaining in the stomachs of sperm whales are one of the proofs of existence of colossal squid.
A liquid, fatty substance found in the heads of sperm and bottlenose whales. When cooled down it becomes solid and waxy. Humans used this substance in cosmetics, wax candles, ointments, textile finishing, and as industrial lubricant (Encyclopædia Britannica). It was highly prized because of how brightly and clearly it burned in lamps and candles.
A visual representation of a sound. It shows the frequencies of a particular sound and how they change over time. When used in audio context, it is also called sonograph, voiceprint, or voicegram.
A large net deployed in a way that encircles an entire area, creating a wall of netting that traps the fish on the inner side. Can be deployed close to the shore and pulled in by people or small boats, or with larger boats further offshore as a purse seine, where the bottom of the net is pulled shut like a drawstring purse before it is brought back on board. in a way that encircles an entire area, creating a wall of netting.
Any biological, mineral, or aesthetic asset afforded by nature without human intervention that can be used for some form of benefit, whether material (economic) or immaterial (Encyclopædia Britannica).
A rule or legally binding instruction that an authority issues and controls its implementation. These regulations help guide behaviour, manage risks, and uphold societal values through enforceable standards. For example, national regulations around hunting determine the species that can be hunted in that country, as well as seasonal restrictions, catch limits, reporting, and hunting methods.
Young offspring of a pinniped. Also called a calf for some species, e.g., walrus.
The process of formulating and implementing policies to address societal and environmental issues by establishing frameworks and boundaries, and legitimising participants in the decision-making process. Policymaking creates the rules, while decision–making implements actions based on those rules. Decision-making can also occur for specific situations before a relevant policy is formed, sometimes helping create new policies based on that example.
Also known as flippers. A pair of fins located near the front and sides of a catacean (or fish), used primarily to stabilise and steer the body through the water, i.e., not for locomotion.
The measure of essential nutrients including carbohydrates, fat, protein, minerals, and vitamins in items of food.
Non-governmental organisation. According to the United Nations, an NGO is an non-profit organisation, group, or institution that operates independently from a Government, and has humanitarian or development objectives.
Autopsy, dissection of a dead animal to determine its characteristics, such as age, sex, health status (before dying), find the cause of death, and extract tissue samples for testing. Often performed on cetaceans that stranded.
An expert or a student of the natural world.
Plastic fragments smaller than 1 micrometre in size. Formed as a result of microplastics breaking down from exposure to time and weather elements.
The natural process in which an animal loses its feathers, skin, or hair at a particular time of year so that new feathers, skin, or hair can grow.
The number of deaths in a given population over a period of time due to a defined cause. For example, the number of dead striped dolphins per month due to a contagious virus.
The process of selecting a course of action from available alternatives based on the analysis of information, estimation of probabilities, and assigning values to anticipated outcomes. A decision usually concerns a specific situation, for example, managers deciding on the number of animals that can be hunted in a region based on the available scientific data.
