Ryan Johnson – NOAA Teacher at Sea Blog

July 3, 2024July 3, 2024

Hello…Houston? And an unexpected end… 3F’s! June 21, 2024

NOAA Teacher at Sea

Ryan Johnson

Aboard NOAA Ship: Oregon II

June 18 – July 2, 2024

Mission: SEAMAP Summer Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Date: June 21, 2024

While we do get some extreme weather in the Midwest (2011 Snowmageddon is a personal favorite), phenomena like tropical depressions, storm surges, and ‘named’ storms are merely words to me; they’re weather events that I know exist, but have never had to deal with, or imagined I ever would. Turns out, I was wrong, and I had to learn about all of these terms pretty quickly as they were imminently impacting where I was staying on Oregon II. Per NOAA: “Tropical Storm Alberto is expected to produce rainfall totals of 5 to 10 inches across northeast Mexico into South Texas. Maximum totals around 20 inches are possible [and] this rainfall will likely produce considerable flash and urban flooding along with new and renewed river flooding” with flooding in Galveston predicted to be between 2-4 feet.

photo of a television screen showing a weather forecaster pointing to a digital map of the Gulf Coast. the map uses shades of green to indicate amounts of predicted rainfall, and the area around Houston and Galveston is dark green. the map is labeled "Excessive Rainfall This Week." The chryon reads: Tropical Showers Aim for Gulf — Tropical Storm Alberto made national news and *Oregon II* was predicted to be right in line of direct impact. Picture taken of a WeatherNation morning newscast on local television.

The expedition was delayed and the decision was made to move me off the vessel and head to Houston and hopefully avoid the most serious effects of the storm. I knew I didn’t want to spend all of my time holed up in a hotel room, so I did a bit of digging as to what Houston had to offer. Houston and Chicago are often compared (and I’ll discuss some similarities/differences in this blog), so for my first stop, I wanted to explore a place that I couldn’t find at home… and it was amazing.

photo of a backlit sign that reads Space Center Houston — Chicago might have (in my biased option) a superior skyline/downtown…but it doesn’t have NASA!

Tuesday

My first stop was Space Center Houston (SCH), a museum dedicated to science, which functions as the primary place for visitors to NASA Johnson Space Center in Houston. An affiliate museum of the Smithsonian, SCH is a top-notch destination full of science, discovery, inspiration, and wonder, dedicated to the power of human ingenuity. I got choked up in a few exhibits, found my jaw on the floor in others, and left with the same feeling of awe I would have experienced as a 10 year old.

photo of the museum display about Space Crops — Can’t wait to share this to go with our hydroponic work!

an an exhibit labeled Touch Mars; we can see other visitors standing in line — Can’t wait to share this to go with our hydroponic work!

Due to hazardous conditions brought on by Tropical Storm Alberto, my expedition was eventually postponed from the initial Tuesday departure until Saturday. This was incredibly disappointing, but I had such an incredible time at SCH, I decided to spend my remaining days until departure exploring the area to its fullest (well, at least inside due to ongoing rain/heat).

Wednesday

Next, I went to the Houston Museum of Natural Science. It reminded me a lot of the Field Museum in Chicago in theme and content, but it was cool to see how different exhibits were approached and experience different histories, objects, and phenomena. One major observation about this museum (and all around the Houston area from what I had seen so far) was the presence of oil and gas companies. It seemed like every other exhibit was ‘Brought to you by…’ or ‘Presented in sponsorship with…’ Shell, BP, Exxon Mobile, Chevron, and others, while the entire fourth floor, Wiess Energy Hall, was seemingly devoted to oil and drilling. It was interesting to see how messages were communicated compared to Chicago, and how events like the Exxon Valdez disaster were handled. Overall, it was an exceptional museum and I learned a lot. Like the Field Museum, it is HUGE and if I ever return in the future, I’ll make a plan before jumping in.

an arm reaching down into a tank to pet a small spotted shark — There was a shark and ray touch pool!

plants in pots and tanks, with lights mounted a couple feet above the tanks, and interpretive signage behind — There was a shark and ray touch pool!

Thursday

The next journey was to the Houston Museum of Fine Arts, which was a free day thanks to Shell. Free museum days in Chicago tend to be a bit crowded in my experience, so I was pleasantly surprised at how empty the museum felt. The campus itself is really interesting in that the art is displayed in different buildings which are all interconnected through a series of subterranean tunnels. The maps were very clear and it was easy to move from gallery to gallery and see what looked interesting. Much like the Art Institute of Chicago, you probably can see everything in one day, but you don’t really get the full experience or get to see things in detail. I appreciated the focus on modern, contemporary, and Houston-based artists, as well as local underrepresented and/or marginalized communities. Like many art museums I’ve been to, most patrons gravitated to the historical paintings, but I found some of the sculpture and mixed-media pieces to be the most interesting.

photo of a mixed-media piece by Berni of a boy walking to town with a sack on his back — Berni – Juanito va a la ciudad

elaborately framed painting of fishermen on a ship under sail — Berni – Juanito va a la ciudad

Friday

With Oregon II set to sail the following day, I headed back to Galveston. I was due on the ship at 10:30 the next day so I decided to make the most of my final ‘off’ day and visit Moody Gardens. The flooding in Galveston was noticeable, but not devastating, and most of the roads were open and only some rail traffic was still impacted by receding floodwaters. Moody Gardens is like nothing I’ve quite seen before. Dominated by three themed pyramids, there is also a hotel, golf course, pool, restaurant, and more. I planned on visiting all three pyramids with my day: the aquarium, the rainforest, and the discovery (science themed), in that order. The aquarium pyramid took me by surprise. Whereas the Shedd in Chicago follows a traditional floorplan, Moody maximizes vertical space, taking visitors up, down, and around the area which is dominated by an enormous cylindrical tank. Penguins are front-and-center and there was quite a bit of space dedicated to FGBNMS, which was great to see. While I know TAS is a nautical adventure, the rainforest pyramid stole my heart. While there were traditional zoo-ish elements, the open-air free range section was remarkable. Brookfield Zoo in has some similar aspects, but doesn’t come close to the interactive nature of Moody. It was really amazing to looks, smell, and feel like I was IN a South American rainforest… in Texas!

view through a window of coral laboratories — Coral Labs in partnership with FGBNMS

penguins in their exhibit — Coral Labs in partnership with FGBNMS

During the aquarium pyramid I started feeling a bit unwell, which was (I thought) exasperated in the rainforest pyramid due to the heat/humidity/all of the days finally catching up to me. I sat down for lunch with little appetite, developing a sore throat that no amount of hydration could seem to slake. I decided it would be best to skip the discovery pyramid and take it easy for the rest of the afternoon. I headed back to the Strand (the main hub of town) to just relax and see if I felt any better.

In the car, I started to feel REALLY unwell and, after what happened to fellow TAS Jaqueline Omania, I decided to take a Covid test. It was positive. I went to a hotel and took another test. Positive again, which I knew meant I couldn’t sail out on Oregon II. I was devastated. After being delayed so long, moving back and forth, and then finally getting to the cusp of departure only to be delayed indefinitely. I’m so glad that I was able to live and learn so much in Texas, but to not be able to go out on groundfish survey was heartbreaking. Ah well, as always, follow the three F’s!

July 3, 2024July 3, 2024

Ryan Johnson: An Unexpected Start… Follow the Three F’s! June 18, 2024

NOAA Teacher at Sea

Ryan Johnson

Aboard NOAA Ship: Oregon II

June 18 – July 2, 2024

Mission: SEAMAP Summer Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Date: June 18, 2024

Personal Log

Prior to Departure

In the opening meetings/trainings, Teacher at Sea are introduced to the three F’s to a successful voyage: Flexibility, Fortitude, and Following orders. I love a good alliterative acronym as much as the next person, and this trio of foundational precepts really solidified for me as solid advice to always keep in the back (or front!) of my mind. Time and again, they have come in handy as a way to ground myself, take stock of the situation, evaluate, and purposeful act.

My 8th graders graduated on Friday, June 14th. As with most graduations, it was bittersweet. This was an interesting group as they were in 4th grade when Covid 19 lockdowns interrupted their school year. They were completely remote for 5th grade. Their 6th grade year (in Illinois) was completely in masks with extremely strict protocols that saw us stop classes and return to remote learning at least four times throughout the year. Their 7th grade year was all about triage/recovery, and while some progress was made, we lost our principal, assistant principal, dean, and instructional coach, making this year a complete unknown when we all walked back through the doors in August. Thankfully, it was an absolutely fantastic year (as I detailed in my first blog), and I will miss the kiddos greatly.

top down view of a graduation cap held out for a photo by a hand. the cap is white with beautiful pick and white fake flowers adorning two back edges and a large pink bow. there's a cutout image of Hello Kitty wearing a graduation outfit, beneath a message that reads, Gracias mama por tu apoyo; esto es para ti. — A beautifully decorated graduation cap by a student thanking her mother for her support

Two days later, on Sunday, June 16th, I boarded a plane for Texas to begin my Teacher at Sea adventure. The turnaround was a bit jarring, but the timing worked out as this journey feels like an extension of the school year.

Welcome to Texas – Bienvenido a Texas!

The flight was easy and uneventful, and as I took my shuttle from the airport into Galveston, Texas (the docking point for my ship, the Oregon II), the driver filled me in with a bit of local history, some points to see (and avoid), and what she enjoyed about living and working on the island. Somewhat ominously, she asked what my plans were for the week and when I told her about serving on the groundfish survey, she said, “Sounds fun, I hope you make it off, we have a big storm coming through.”

a collage of two photos. on the left, a view of buildings and a merry-go-round at a beach boardwalk. on the right, view out a balcony over the road and beyond to the beach and the Gulf. — The Pleasure Pier on the left chock full or roller coasters and carnival games. The seaside beach view (can you believe that!?) from the hotel before moving onto the *Oregon II* the next day.

Famous last words. Word quickly came through that instead of leaving on Tuesday as originally planned, we were pushing our departure to Thursday due to a forecast of heavy rain, surging sea swells, and a whole lot of wind. While disappointed, I figured I would follow those three Fs and show my flexibility and fortitude while following orders by exploring Galveston and seeing what I could find.

a collage of two photos. on the left, cactus growing in a field of grasses and orange and yellow wildflowers. on the right, view of birds flying overhead past the top floors of a hotel — *Opuntia anahuacensis* – Texas Beach Prickly Pear Cactus and *Pelecanus occidentalis* – Brown Pelicans flying overhead. You don’t see either of those in Chicago!

My favorite way to explore a new place is on foot… so I went for walk! It was hot and humid at 90+ degrees with 90%+ humidity, but it was fun! I loved the wild cactus just growing along the sidewalk and all of the native sights, sounds, and smells were so different than home. Everything was going fine until the sidewalk ran out (cue Shel Silverstein joke here) and I had to do a bit of off-roading.

Within my first fifty steps I felt a sharp pain in left ankle and immediately thought I had been stung by a bee, which I also (in somewhat of a weirdly lucid moment) thought was strange as I hadn’t seen any bees yet. My next (not so lucid) thought was that I had been snakebit, and while that was sort-of an illogical thought at the time, I learned there actually are quite a few species of snakes in Galveston… “and some of them are venomous.”

Turns out, neither of those thoughts were correct. Oh no. I had just been introduced to the sand bur, described by Texas blogger Mimi Swartz as… “pernicious,” “noxious,” and “hateful.” Truly tiny but mighty, getting these burs off of my socks was even worse than getting speared in the first place as the spines drove into my fingers, one even drawing blood! I popped into the closest restaurant and used bunched up napkins to carefully rid myself of these tiny demons. They even drove into the rubber of my shoes!

a collage of photos: two close-up views of sand burs stuck to sneakers. each sandbur is maybe 1/4 inch in length with sharp spines sticking out in all directions — The new bane of my existence…sand burs (*Cenchrus incertus*).

After ridding myself of these creatures from R’lyeh, I decided to continue my walk along the beach instead…telling myself I was doing it to get a full picture of the area rather than cowardly avoiding the scary prickly plants…. showing fortitude indeed. Along the beach I found all sorts of cool bits and bobs amongst the detritus. The gulf coast of Galveston is totally different than most other beaches I’ve visited. The water is distinctly brown-ish (more on that later), extremely warm (about 85 degrees), and seemingly endless (32 MILES of beach!). I decided to turn in for the night as the next day I was scheduled to meet with the team at Flower Garden Banks National Marine Sanctuary (FGBNMS) team.

a view up a sandy beach to a seawall with a staircase. there are tire tracks and drag marks all over the sand, and a lifeguard tower is now perched on the top of the seawall — Clockwise from the top left: Galveston city ominously moved all of the life guard towers to the top of the seawall in preparation for the storm. Fiddle-leaf morning-glory beach flowers (*Ipomoea imperati*); two fishing poles I found tangled in seaweed; Indian blanket wildflowers (*Gaillardia pulchella*); more movement of beach equipment

a top-down view of flowering beach plants on sand — Clockwise from the top left: Galveston city ominously moved all of the life guard towers to the top of the seawall in preparation for the storm. Fiddle-leaf morning-glory beach flowers (*Ipomoea imperati*); two fishing poles I found tangled in seaweed; Indian blanket wildflowers (*Gaillardia pulchella*); more movement of beach equipment

Flower Garden Banks National Marine Sanctuary – Santuario Marino Nacional Flower Garden Banks

The next morning I checked out of my hotel and took an Uber to FGBNMS offices about 15 minutes away. The morning news was ominous, with massive amounts of rain and flooding predicted. Our departure date was officially pushed again to Friday. I kept telling myself to follow the three Fs and show my flexibility in the face of uncontrollable circumstances.

Arriving at the sanctuary, I met with Taylor Galaviz (Constituent Engagement Specialist) as well as Rebecca (Becky) Smith (A research fishery biologist whose focus area is fishery management for the Southeast Fisheries Science Center, specifically shrimp). They gave me a wonderful overview of the history and mission of FGBNMS, as well as the educational components, outreach efforts, and plans for the future, as well as why the water here is its color because of the turbidity caused by rivers (especially the Mississippi) dumping into the Gulf.

Afterwards, I met some of the research team including Michelle Johnston (Sanctuary Superintendent), Desda Sisson (Vessel Operations Coordinator), and Research Specialists Olivia Eisenbach (fish), Ryan Hannum (water quality), Marissa Nuttall (mesophotic ecosystems), Josh Harvey (mooring buoy specialist), and FORMER CHICAGAN Kelly O’Connell (data specialist). It was fascinating to learn what the team does, coordinating expeditions, and the value of long-term monitoring.

view of buildings, some with red roofs; outdoor tanks; in the foreground, a grassy field with a shrimp net containing a turtle exclusion device (a ring with metal bars) stretched out on the lawn — Flower Banks’ iconic red roof buildings (a former military fort) in the background and a fishing (shrimping, to be precise) net on display that helps prevent bycatch by providing redundant systems for escape.

Next, I met with Sasha Francis (Gulf Restoration Education & Outreach Manager, Deepwater Horizon (DWH) Mesophotic & Deep Benthic Communities Restoration) who took me to the coral labs to see the amazing work being done to research, preserve, and conserve mesophotic (deep water) corals, especially in the aftermath of the DWH disaster. HERE’S a great NOAA article if you’re interested in learning more about this inspiring work!

a collage of three photos, each showing corals growing in tanks — Numerous corals in various states of growth and investigation. Each of the little square plates has 1-2 tiny baby corals that the team is propagating. The entire facility is new and excitingly nearing completion.

Welcome to the Ship: Oregon II – Bienvenida al barco: Oregon II

The entire experience at FGBNMS was stellar. I was sorry to go but I had to check in with the crew of Oregon II. Taylor graciously offered to drive me and took me on a mini-tour of the Texas A&M Galveston campus (her alma mater) before heading to Pier 21. I met Commanding Officer (CDR) Adam Reed and ENS PJ LeBel (Safety Officer) who would be my initial bunkmate and showed me the vessel. It was a bit surreal. I have never been on a ship like the Oregon II before, so it was almost like experiencing culture shock as I was touring around. The engine room was particularly impressive and it was fascinating to see how logical and organized everything was. Even though PJ told me that it was a older ship (launched in 1967, commissioned with NOAA since 1977), everything seemed tip-top and I moved into my bunk with an eager sense of excitement, even though I knew we wouldn’t be leaving for a bit due to the storm.

a collage of four photos. top left, a view down at the engines of NOAA Ship Oregon II. top right middle, a view inside an engine room with a strange monkey-like toy animal perched on a wall. top right, view of a stateroom. we see a desk, sink, chair, suitcase, wardrobe closet. bottom, a panoramic view of NOAA Ship Oregon II in port, as seen from just beyond the gangway. — Clockwise from top left: The engines of the *Oregon II*; a Kowakian monkey-lizard, presumably cousin of Salacious B. Crumb helping to oversee engineering; my assigned stateroom, #11; panorama of the 170 foot ship!

I decided to tour ‘The Strand’ (the historic Galveston downtown) before tucking in for the night. It’s a really cute and historic downtown with plenty to see and do. I easily could see the draw of Galveston for visitors from near and far and plan on coming back with my family in the future. I was particularly impressed with all of the (sustainable!) community art! After dinner, I headed back to the ship to tuck in and see what the next days would bring.

a collage of three photos. top, a large outdoor sculpture of a great white shark made out of trash. there's an interpretive sign in front that identifies the sculpture as Greta the Great White Shark. on the buildings beyond, we see a mural that reads Greetings from Galveston, Texas. Bottom left, an outdoor sculpture of a lion roaring with a paw raised in the air, made out of metal. bottom right, a crepe myrtle tree in bloom. — Top: Greta, a shark made completely of beach plastic; Bottom Right: A crape myrtle (*Lagerstroemia indica*) which are found all over Galveston; Bottom Left: A lion made completely of recycled/repurposed metal.

June 11, 2024June 12, 2024

Ryan Johnson: Third Coast to the Gulf Coast, June 11, 2024

NOAA Teacher at Sea

Ryan Johnson

Aboard NOAA Ship Oregon II

June 18 – July 2, 2024

Mission: SEAMAP Summer Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Date: June 11, 2024

Introduction

Hello! My name is Ryan Johnson, and I am a 7th and 8th grade science teacher at Jovita Idár Elementary School in Chicago, Illinois. You can find my teacher page HERE. I was born and raised in the Chicagoland area and now live on the far south side of the city with my lovely wife Kellan, two dogs Xena and Gare, cat Lucy Chef Meowly, and a variety of scaled friends that crawl, slither, and swim. In my free time I like to read, play video games, run, ride my bike, and swim (badly). Science has been my favorite subject since I dissected my first owl pellet in 4th grade… which Kellan thinks is gross. I have been a teacher at Idár for 12 years and am excited to continue to grow and develop the young minds of the future!

View from a distance of a large, modern looking school, as seen across a bright green playing field. The sky is blue with wispy clouds. — Built in 2011, this shows the north side of Jovita Idár Elementary School as seen from our soccer field.

My passions as an educator lie in-and-around equity in STEM for underrepresented and historically marginalized communities, environmental education, climate science, food education, and urban education. This year, my students and I undertook a climate project: Seeds of Change Thrive in Concrete, a program that saw my students and school community grow (literally and figuratively) to new and exciting heights.

Project logo for our 2024 Green Program: Seeds of Change Thrive in Concrete, featuring the purple coneflower, our keystone species.

We were FIRST PLACE Winners in Illinois Green School Project through the Illinois Green Alliance

Our project was GREEN FLAG Certified by the National Wildlife Foundation

We earned Ocean Guardian School Year 2 status by the National Oceanic and Atmospheric Association

We were Take Action Global certified as a Climate Action School & USA Blue School Certified

Some highlights from SY23-24 for the Jovita Idar Community

Composted over half-a-ton of fruits/vegetables and diverted the waste from landfills, off-setting over 800 driving miles and 40 gallons of gas!
Reused 1,895 cutlery packages from breakfast, encouraging reuse above all else, or refuse if not needed!
Recycled over 454 POUNDS of plastic bags… that’s about 40,000 bags repurposed/reused for a second life!
Grew over 15 pounds of produce hydroponically/aquaponically for students and animals to eat – rethink our growing systems
Grew over 50 pounds of produce in traditional soil gardens
Collected and properly disposed of over 100 pounds of garbage from our school grounds to properly dispose of or recycle.
Raised chickens and over dozen quail from egg to adulthood and harvested hundreds of eggs
Raised over $2,000 (and counting) to devote directly back into environmental projects: 25% raised by students, 25% raised by families!
Completed a waste audit with our partners from Arup Chicago and the Illinois Green School Project – Took first in state for the IL GSP
Featured in the Daily Herald, Acero Food Newsletter, Illinois Green Alliance, Ocean Guardian School Newsletter, TAG Climate Action Spotlight, USA Blue Schools, and more!
Supported by Pilot Light Chicago, Camp Eco.Logic, Morton Arboretum, Shedd Aquarium, Museum of Science and Industry, Project NEED, Illinois Green Alliance, Urban Canopy, Take Action Global, National Marine Sanctuaries, NOAA, Arup, Chicago Public Libraries, NSTA, The Hydroponic Venture Project, and the Peggy Notebaert Nature Museum.
Created dozens and dozens of individual, group, and class art projects to support sustainability, environmentalism, and the importance of all this work (pollinators, junk robots, trash-trees, conserving wildlife, recycling, and SO MUCH MORE).

Elementary school children observe a hydroponics set up inside a building — First Graders at Idár observing some of the hydroponic and aquaponic growing systems in SY23-24. Photo courtesy of Jovita Idár Elementary.

I am honored and excited to participate in this year’s NOAA Teacher at Sea program, particularly the groundfish study in the Gulf of Mexico. This incredible opportunity holds immense potential for both personal and professional growth, and I am eager to embark on this journey. As a middle school science teacher, this experience will enrich my teaching practice and provide my students with a deeper understanding of marine ecosystems and environmental science.

an indoor hydroponics set up. shelving contains growing green plants; a nearby table also houses an aquaponics set up with a fish tank, connected by small hoses to other containers of plants — One of the ‘Hydroponic Hallways’ at Idár. This dynamic system acted as an authentic learning experience for teachers, students, and families that changed quarterly.

The NOAA Teacher at Sea program is a prestigious initiative that bridges the gap between scientists and educators, fostering a deeper understanding of marine research and its implications for our planet. Participating in the groundfish study will allow me to gain firsthand knowledge of marine ecosystems, the species that inhabit them, and the critical work being done to monitor and sustain fish populations. This hands-on experience is invaluable for educators, as it provides a unique perspective that can be directly applied to classroom teaching.

Groundfish, which include famous species like cod, flounder, and halibut (unlikely to catch any on this trip! We’re more likely to catch red snapper, blue crabs, and lizardfish) play a vital role in marine ecosystems and are also economically significant. Understanding their populations, behaviors, and habitats is crucial for maintaining healthy ocean environments and sustainable fisheries. By participating in this study, I will be able to observe and contribute to the scientific methods used to collect data on these species, such as measuring, tagging, and monitoring individual species and their habitats. This practical knowledge will enhance my ability to teach my students about marine biology, ecology, and the importance of sustainable practices.

students sit around tables in a science classroom tasting leafy greens on paper plates — Third graders trying new produce during a winter harvest at Idár. One goal this year was that every student K-8 tried at least one new fruit and/or vegetable for the first time. Photo courtesy of Jovita Idár Elementary.

One of the most exciting aspects of this program is the opportunity to bring real-world science into the classroom. My students are already engaged in innovative projects like organic gardening, hydroponics, and aquaponics, where they learn about plant growth, ecosystems, and sustainability. I partnered with the Morton Arboretum this year in a trip to Costa Rica that has proved invaluable to me and my students, and I hope the NOAA TAS program will be similarly impactful. The groundfish study will allow me to expand our curriculum to include marine ecosystems, providing a broader understanding of biodiversity and environmental stewardship. I plan to incorporate lessons on the different species of groundfish, their roles in the ecosystem, and the methods used to study and protect them. This will not only enhance my students’ scientific knowledge but also inspire them to consider careers in marine biology and environmental science. By bringing my experiences into the classroom and school community, I hope to foster a greater appreciation for science and its impact on our world. This will also provide an opportunity for interdisciplinary learning, as we can integrate these experiences into subjects like geography, social studies, and art.

a line of four receptables, two of them clearly marked with the recycling symbol. small signs on the wall above indicate recycling for aluminum, paper, plastic. Also on the all hang two wooden signs. The first has paintings of sea creatures surrounded by trash; it reads: From the Mountains to the Sea, Recycling Matters No Matter Where You Are. The second has only words, and reads: Nuestra mision - Producir, conservar y educar contribuyendo a perpetuar la vida en la tierra. Union Varsan de Monteverde. — A bilingual recycling station used to emphasize the importance of proper waste disposal, recycling, composting, and the links between land and sea.

Environmental education is a critical component of my teaching philosophy, and the NOAA Teacher at Sea program aligns perfectly with this goal. Our school community is already engaged in various sustainability projects, such as composting organic waste, circular growing of produce, and reducing single-use plastics. The groundfish study will provide additional context and examples of how we can protect and sustain our natural resources. I plan to create a series of lessons and activities that connect our local environmental efforts with the larger global context of marine conservation. This will help my students understand the interconnectedness of ecosystems and the importance of taking action to protect our planet.

groups of students stand around tables in a classroom. Each group circles around a cardboard box as one student drill holes with an electric drill. Around the table we see Popsicle sticks, scissors, and worksheets. — Students building tools to use when planting and/or harvesting crops. Photo courtesy of Jovita Idár Elementary.

Moreover, the skills and knowledge gained from this experience will contribute to my growth as an educator and leader. I am currently participating in a school leadership initiative with the Museum of Science and Industry, and the NOAA Teacher at Sea program will further enhance my leadership capabilities. By integrating my experiences into our school’s professional development programs, I can help other teachers incorporate environmental education into their curriculum. This will create a ripple effect, where more students across our school and district will benefit from enhanced science education and develop a greater appreciation for the environment.

a group of students in a classroom. tables are covered in orange paper and filled with trash to sort. students are wearing thin plastic gloves. — Students performing a waste audit. They collected food waste from three lunch periods, sorted it, weighed it, and the used the collected data to make plans for the future about how to improve waste processing. Photo courtesy of Jovita Idár Elementary.

Again, I am honored and excited to participate in this year’s NOAA Teacher at Sea program and the groundfish study in the Gulf of Mexico. This experience will provide invaluable knowledge and insights that will enhance my teaching practice, inspire my students, and contribute to a more scientifically literate and environmentally conscious school community. By bringing real-world science into the classroom, sharing my experiences with the broader community, and continuing to develop as an educator, I hope to make a lasting impact on my students and the environment. This opportunity represents a significant step towards achieving my goals as a teacher and environmental advocate, and I am eager to embark on this transformative journey.

an illustrated graphic titled FOOD JUSTICE FOR ALL: Empowering Communities Through Quality Food Education, with Paul Floyd and Ryan Johnson. From top left: Nutrition Education: What do we need to know? - We are what we eat. - Mental health and food. - Microbiome. Pilot Light Porgram and Standards. - Chicago Based Non-profit. - Training for teachers and students. Food Connects us to Each Other. What do we learn? - Seasonality of food. - Food analysis. - Ingredients/ratios. Making informed decisions. Results: - understanding food. - learning food behaviors. - knowledge and action. Food Memoir. Climate justice and food justice are social issues! Chicago Food Policy Action Council. Big growth in small spaces. - Relevant community actions. - Creativity and storytelling. G.R.O.W.T.H.S. (Gardening,Reflection, Organizing, and Wondering Through Hydroponics and Sustainability) - Gardening - Raising animals - Composting. - Environmental Awareness, Responsibility. The Marker Point. Jovita Idar Elementary School (Ocean Guardian School.) Health Centered Approach. — Students and staff participated in the Chicago Food Justice Summit emphasizing food education in schools.

Students seen from a distance on a green field. Some are working on or near raised gardne boxes. Others are standing at the side. There are potted plants, an electric lawnmower, other equipment that is difficult to discern at this view. It's a bright day, with some clouds over a blue sky. — Students, families, and staff from Idár and our sister high school working to expand our school garden. Photo courtesy of Jovita Idár Elementary.