NOAA Teacher at Sea – Page 67 – NOAA Teacher at Sea Blog

May 5, 2019May 6, 2019

Katie Gavenus: There’s More Than One Way to Catch a Copepod, May 2, 2019

NOAA Teacher at Sea
Katie Gavenus
Aboard R/V Tiglax
April 26 – May 9, 2019

Mission: Northern Gulf of Alaska Long-Term Ecological Research project
Geographic Area of Cruise: Northern Gulf of Alaska – currently on the ‘Seward Line’
Date: May 2, 2019

Weather Data from the Bridge
Time: 2053
Latitude: 58o 53.2964’ N
Longitude: 148o 34.4176’ W
Wind: 10 knots, West
Seas: 4-5 feet (Beaufort Scale 5)
Air Temperature: 7oC (44o F)
Air pressure: 1016 millibars
Overcast, no precipitation

Science and Technology Log

We were able to deploy the bongo net at 3 more stations on the Middleton Line before rough seas compelled us to head to some of the more sheltered sampling stations in Prince William Sound. (Sidenote: we did see a handful of myctophids in the last two hauls we did on the Middleton Line. Those are the lantern fish I was keeping a special eye out for after learning that they can be important black-legged kittiwake food this time of year.)

Though it complicates the schedule for the rest of the cruise, spending last night and today in Prince William Sound turned out to be fortuitously timed for this blog about zooplankton.

Along the Middleton Line, the night zooplankton crew deployed the bongo net, which does a cumulative sample from the surface through the water column to a specified depth and back up to the surface again. In general, the depth that we are deploying the bongo net to is 5-10 meters above the ocean floor but in deeper water we stop at approximately 200 meters. My understanding is that the bongo net is a good and straightforward way to get an overall look at zooplankton abundance and community structure.

In Prince William Sound , we deployed a Multinet instead, which has several nets with only one of them open at any given time. When the Multi reaches a specific depth range (like 200-150 meters), a computer signals the first net to open and it is towed until it reaches the next target depth after enough water has passed through it. That net is then closed, and a second net is opened at the next shallower depth. So on and so forth, until the Multinet has collected a sample at each of 5 discrete depth layers in the water column. Both the collection of samples and processing of them on deck take longer than the bongo nets. However, the major advantage of the Multi is that researchers can get a better sense of what is happening at different depths in the water column, rather than lumping zooplankton over 200 meters of depth all together like the bongo does.

A sample jar filled with zooplankton from the Multinet
A closer look at some of the copepods, euphausiids, and decapod larvae we found in the Multinet

Ability to analyze zooplankton abundance and community structure at different depths is important for a number of reasons. In a nearshore ecosystem like Prince William Sound, there are often significant gradients of salinity, temperature, nutrients, dissolved oxygen, and trace minerals as well as primary productivity. Data from the CTD and water sampling at various depths at each location can be compared to where certain species or life stages of zooplankton were found using the Multi, and this can help the LTER project to better understand what conditions support different types of zooplankton.

Another reason that a Multinet can be a useful tool relates specifically to the life history of common copepods in Prince William Sound and the Gulf of Alaska. Common in both coastal and offshore waters in this region, three species of the copepod Neocalanus gorge on the spring bloom of phytoplankton in order to build up lipid stores. These copepods go through different life stages. During the day, a different set of nets (called a CalVET) with finer mesh are deployed to 100 m and brought up vertically through the water column to catch zooplankton. Copepods from the CalVET sample are sorted by species and life stage to better understand inter-annual variability in their seasonal cycle and distribution.

CalVET net in the water — The CalVET nets have a finer mesh for catching smaller zooplankton and are deployed vertically through 100 m of water

Close up of CalVET net — The CalVET nets have a finer mesh for catching smaller zooplankton and are deployed vertically through 100 m of water

At the Prince William Sound station, almost all of the Neocalanus observed were in the N. flemingeri copepodite-5 stage, which is the stage just before they reach adulthood. In the next month, the C5 females in particular will store as much lipid as they can. In June, perhaps even late May, the N. flemingeri will molt into adults and swim down in the water column to approximately 400 meters or greater in depth. Here the female adult copepods will diapause, a hibernation-like process through which their metabolic activity slows significantly as they ‘overwinter’. They spend July through February or March in deep water. They do not feed in this adult stage, so as C5s the females must accumulate enough lipids to last through 7-9 months of diapause and the production of eggs! They tend to lay eggs beginning in December through January or February, and die soon after they release the eggs. The males on the other hand die in June shortly after mating and do not diapause.

An aspect of the LTER research related to copepods analyzes how successful different Neocalanus spp. are when it comes to finding enough food to build up lipid stores. One approach to answering this question involves photographing Neocalanus spp. with a specialized microscope and measuring the length and width of their lipid ‘bubble’ relative to their body size. This visual assessment is really cool, because you can actually get a solid sense of it here on the boat. Another approach utilizes analysis of gene expression called transcriptomics to ascertain if the copepods are food-stressed. Different markers will indicate whether the copepods are building or burning lipids. The copepods for this analysis are collected on the cruise, but must be processed in a lab on land, so it can be a while before the data is ready.

A scientist sits at a microscope connected to a computer; another scientist manages a laptop displaying the microscope's view — Copepods are photographed using a computer and microscope. This process allows researchers to get a sense of the amount of lipids the copepods have stored.

View of a copepod under a microscope, as displayed on a laptop, allows scientists to see its lipid storage — Examining the silver ‘bubble’ on each copepod, it is apparent that the C5 Neocalanus flemingeri in this photo has had more success at building lipid stores than the copepod in the photo below.

Whether or not C5 Neocalanus spp. are able to sufficiently fatten up is a crucial question. If they can’t store enough lipids in April, May, and June, the adult females will not make it through diapause to reproduce. If this is true for a large portion of the females, it can dramatically impact copepod abundance the following year. And of course, these future changes in copepod abundance could impact carbon cycling and will likely ripple through the food web. Even more immediately, many species of vertebrates rely on lipid-rich C5 Neocalanus spp. each spring. If the C5s are starving, birds and fish that depend on these fatty snacks may not be able to feed enough for their own reproductive success.

Although the abundance of Neocalanus spp. caught in the CalVET was lower than expected for Prince William Sound, the ones that were caught generally displayed robust lipid stores. Out along the Middleton Line, the copepods had smaller lipid stores and most of them were a life stage earlier in development. Generally, Prince William Sound has an earlier phytoplankton bloom than the more offshore areas, so it isn’t surprising that the Middleton Line copepods aren’t as fat yet. As we sample at the Seward and Kodiak Lines, I will be peering over shoulders at the microscope to get a glimpse at the oh-so-important bubbles of lipid in the copepods.

Consider now that you’ve read multiple paragraphs about the unique natural history of just one subset of zooplankton – Neocalanus flemingeri and other species in the genus Neocalanus! These organisms are a crucial part of the flow of energy, carbon, and nutrients through the ecosystem. But they are just one part of a much more diverse zooplankton community. Alongside Neocalanus spp. we’ve seen a plethora of other copepods, euphausiids (krill), decapods (usually larval shrimp), and ostracods, as well as sea jellies, ctenophores (comb jellies), chaetognaths (arrow worms), and larval fish. And that’s not even discussing microzooplankton like ciliates! As a community, and as individual species, these zooplankton are important players in the Northern Gulf of Alaska. I am constantly impressed by the depth of knowledge the LTER zooplankton researchers have about these organisms, and simultaneously astounded by how much is still a mystery. The world of zooplankton is fascinating, and so many wonderful questions remain!

Sampled zooplankton viewed through a microscope — This small portion of zooplankton sample collected with the Multinet demonstrates the sheer abundance and diversity of these organisms!

Personal Log

I think I’ve finally shifted over to a more nocturnal schedule. I slept most of the day, but once again managed to wake up just in time to see some whales as I drank my ‘morning’ tea. There were a couple of minke whales, which is cool in and of itself, but the magnificence of the minkes was eclipsed by the sighting of a sperm whale. Sperm whales are somewhat common out in the Gulf, where they dive thousands of feet in search of squid. However, it is very unusual to see them in the shallower waters of Prince William Sound.

After dinner, the Tiglax veared in to Icy Bay for some additional CTD and CalVET samples. This was a special treat, as it allowed for a spectacular view of Chenega Glacier as well as the harbor seals and birds that hang out amongst the chunks of ice in the bay. We had another chance to go out in the zodiac skiff and were able to slowly make our way through some of the smaller icebergs for a closer look at the glacier. It was an incredible evening!

Four scientists, wearing protective float coats, ride on a small motorboat closer to the glacier — *The view from Icy Bay was beautiful, and a handful of us were able to get closer to Chenega Glacier in the zodiac skiff.*

Chenega Glacier
Glacier at Sunset

Did You Know?

Zooplankton utilize many different strategies to find food. Many species of copepods feed primarily on phytoplankton. Some of these herbivores utilize chemoreceptors to ‘smell’ the phytoplankton while others rely more heavily on mechanical receptors positioned along their antennae to listen for their food. Other copepods are predatory, with sharp claws for grabbing their prey. Many other species of zooplankton are predatory too; they attack, entangle, or paralyze other zooplankton to consume. But the options aren’t limited to herbivore or carnivore! Last night, as we were checking out one of the zooplankton samples, we found a copepod with a parasitic isopod; this isopod sucks nourishment from the copepod as an intermediate source before moving on to its final host, a glass shrimp. Though I didn’t see one in person, I was also told about a parasitic copepod that lives in the gills of cod.

Question of the Day:

Does oyster farming reduce local plankton biomass to a degree that is visible in adult populations of organisms like steamer clams?

Question from Kim McNett, artist & science educator, Homer, Alaska.

Though no one aboard specializes in oyster diets, I shared this question at dinner and the plankton experts were willing to make some conjectures. Clam trochophore larvae are fairly soft-bodied, so it is likely that oysters could consume them. A first step to answering this question would be to find out what size range of plankton oysters consume and compare that to the size of clam trochophores for the species of interest. If the clam trochophores are significantly larger (or smaller, but that is unlikely) than the size-fraction targeted by oysters, there probably isn’t much predation going on. But if the trochophores line up with the size eaten by oysters, then predation is definitely possible. Another step would be to figure out if clam larvae overlap in space and time with hungry oysters.

We also discussed whether or not oysters might compete with clams for food, and adversely affect the clams in this way. Generally, the consensus was that there might be some impact immediately around oyster lanterns but that over larger scales the impact would be negligible. Because oysters are farmed in lanterns suspended in the water column, and clams are located in the benthos and intertidal areas, there may be some niche partitioning. That is to say – the oysters are likely feeding on different plankton than what would reach the clams. To answer this question more fully, once could look at what size-fraction of plankton oysters feed on and compare it to the size-fraction consumed by clams. One could also look at the movement of water to try to determine whether the same plankton that drifts through oyster lanterns is likely to also drift into the intertidal and benthic locations where clams are located.

April 30, 2019May 3, 2019

Katie Gavenus: Thinking Like A Hungry Bird, April 28, 2019

NOAA Teacher at Sea

Katie Gavenus

Aboard R/V Tiglax

April 26-May 9, 2019

Mission: Northern Gulf of Alaska Long-Term Ecological Research project

Geographic Area of Cruise: Northern Gulf of Alaska – currently on the ‘Middleton [Island] Line’

Date: April 28, 2019

Weather Data from the Bridge

Time: 1715
Latitude: 59^o 39.0964’ N
Longitude: 146^o05.9254’ W
Wind: Southeast, 15 knots
Air Temperature: 10^oC (49^oF)
Air pressure: 1034 millibars
Cloudy, no precipitation

Science and Technology Log

Yesterday was my first full day at sea, and it was a special one! Because each station needs to be sampled both at night and during the day, coordinating the schedule in the most efficient way requires a lot of adjustments. We arrived on the Middleton Line early yesterday afternoon, but in order to best synchronize the sampling, the decision was made that we would wait until that night to begin sampling on the line. We anchored near Middleton Island and the crew of R/V Tiglax ferried some of us to shore on the zodiac (rubber skiff).

This R&R trip turned out to be incredibly interesting and relevant to the research taking place in the LTER. An old radio tower on the island has been slowly taken over by seabirds… and seabird scientists. The bird biologists from the Institute for Seabird Research and Conservation have made modifications to the tower so that they can easily observe, study, and band the black-legged kittiwakes and cormorants that choose to nest on the shelfboards they’ve augmented the tower with. We were allowed to climb up into the tower, where removable plexi-glass windows look out onto each individual pair’s nesting area. This early in the season, the black-legged kittiwakes are making claims on nesting areas but have not yet built nests. Notes written above each window identified the birds that nested there last season, and we were keen to discern that many of the pairs had returned to their spot.

Gavenus1Birds — Black-legged kittiwakes are visible through the observation windows in the nesting tower on Middleton Island.

Gavenus2Birds — Nesting tower on Middleton Island.

The lead researcher on the Institute for Seabird Research and Conservation (ISRC) project was curious about what the LTER researchers were finding along the Middleton Line stations. He explained that the birds “aren’t happy” this spring and are traveling unusually long distances and staying away for multiple days, which might indicate that these black-legged kittiwakes are having trouble finding high-quality, accessible food. In particular, he noted that he hasn’t seen any evidence they’ve been consuming the small lantern fish (myctophids) that generally are an important and consistent food source from them in the spring. These myctophids tend to live offshore from Middleton Island and migrate to the surface at night. We’ll be sampling some of that area tonight, and I am eager to see if we might catch any in the 0.5 mm mesh ‘bongo’ nets that we use to sample zooplankton at each station.

The kittiwakes feed on myctophids. The myctophids feed on various species of zooplankton. The zooplankton feed on phytoplankton, or sometimes microzooplankton that in turn feeds on phytoplankton. The phytoplankton productivity is driven by complex interactions of environmental conditions, impacted by factors such as light availability, water temperature and salinity as well as the presence of nutrients and trace metals. And these water conditions are driven by abiotic factors – such as currents, tides, weather, wind, and freshwater input from terrestrial ecosystems – as well as the biotic processes that drive the movement of carbon, nutrients, and metals through the ecosystem.

Scientists deploy CTD — This CTD instrument and water sampling rosette is deployed at each station during the day to collect information about temperature and salinity. It also collects water that is analyzed for dissolved oxygen, nitrates, chlorophyll, dissolved inorganic carbon, dissolved organic carbon, and particulates.

CTD at sunset — When the sun sets, the CTD gets a break, and the night crew focuses on zooplankton.

Part of the work of the LTER is to understand the way that these complex factors and processes influence primary productivity, phytoplankton, and the zooplankton community structure. In turn, inter-annual or long-term changes in phytoplankton and zooplankton community structure likely have consequences for vertebrates in and around the Gulf of Alaska, like seabirds, fish, marine mammals, and people. In other words, zooplankton community structure is one piece of understanding why the kittiwakes are or are not happy this spring. It seems that research on zooplankton communities requires, at least sometimes, to consider the perspective of a hungry bird.

Peering at a jar of copepods and euphausiids (two important types of zooplankton) we pulled up in the bongo nets last night, I was fascinated by the way they look and impressed by the amount of swimming, squirming life in the jar. My most common question about the plankton is usually some variation of “Is this …” or “What is this?” But the questions the LTER seeks to ask are a little more complex.

Considering the copepods and euphausiids, these researchers might ask, “How much zooplankton is present for food?” or “How high of quality is this food compared to what’s normal, and what does that mean for a list of potential predators?” or “How accessible and easy to find is this food compared to what’s normal, and what does that mean for a list of potential predators?” They might also ask “What oceanographic conditions are driving the presence and abundance of these particular zooplankton in this particular place at this particular time?” or “What factors are influencing the life stage and condition of these zooplankton?”

Copepods in a jar — Small copepods are among the types of zooplankton we collected with the bongo nets last night.

As we get ready for another night of sampling with the bongo nets, I am excited to look more closely at the fascinating morphology (body-shape) and movements of the unique and amazing zooplankton species. But I will also keep in mind some of the bigger picture questions of how these zooplankton communities simultaneously shape, and are shaped by, the dynamic Gulf of Alaska ecosystem. Over the course of the next 3 blogs, I plan to focus first on zooplankton, then zoom in to primary production and phytoplankton, and finally dive more into nutrients and oceanographic characteristics that drive much of the dynamics in the Gulf of Alaska.

Personal Log

Life on the night shift requires a pretty abrupt change in sleep patterns. Last night, we started sampling around 10 pm and finished close to 4 am. To get our bodies more aligned with the night schedule, the four of us working night shift tried to stay up for another hour or so. It was just starting to get light outside when I headed to my bunk. Happily, I had no problem sleeping until 2:30 this afternoon! I’m hoping that means I’m ready for a longer night tonight, since we’ll be deploying the bongo nets in deeper water as we head offshore along the Middleton Line.

While on Middleton Island, we marveled at a WWII shipwreck that has been completely overtaken by seabirds for nesting.

Shipwreck filled with plants — Inputs of seabird guano, over time, have fertilized the growth of interesting lichens, mosses, grasses, and even shrubs on the sides and top of the rusty vessel.

Did You Know?

Imagine you have a copepod that is 0.5 mm long and a copepod that is 1.0 mm long. Because the smaller copepod is half as big in length, height, and width, overall that smaller copepod at best offers only about 1/8^th as much food for a hungry animal. And that assumes that it is as calorie-dense as the larger copepod.

Question of the Day:

Are PCBs biomagnifying in top marine predators in the Gulf of Alaska? Are there resident orca populations in Alaska that are impacted in similar ways to the Southern Resident Orca Whale population [in Puget Sound] (by things like toxins, noise pollution, and decreasing salmon populations? Is it possible for Southern Resident Orca Whales to migrate and successfully live in the more remote areas of Alaska? Questions from Lake Washington Girl’s Middle School 6^th grade science class.

These are great questions! No one on board has specific knowledge of this, but they have offered to put me in contact with researchers that focus on marine mammals, and orcas specifically, in the Gulf of Alaska. I’ll keep you posted when I know more!

April 23, 2019April 26, 2019

Katie Gavenus: Just Around the Corner (or two!): April 22, 2019

NOAA Teacher at Sea

Katie Gavenus

Aboard R/V Tiglax

April 26 – May 9, 2019

Mission: Northern Gulf of Alaska Long-Term Ecological Research (LTER) Program.

Geographic Area of Cruise: Northern Gulf of Alaska (Port: Seward)

Date: April 22, 2019

Personal Introduction

Later this week, R/V Tiglax will depart the Homer Harbor in Homer, Alaska and begin the trip ‘around the corner.’ From the Homer Harbor, she will enter Kachemak Bay, flow into the larger Cook Inlet, and enter the Northern Gulf of Alaska and the North Pacific Ocean. Veering to the east, and then north, she will arrive in Seward, Alaska. That trip will take about 3 days, with stops along the way for some research near the Barren Islands. Meanwhile, I’ll be working in Homer for a few extra days before I begin my own trip to Seward. I will travel on the road system, first heading north and then jaunting southeast to Seward. It will take me 3.5 hours to drive there.

However you get there, Seward and the Northern Gulf of Alaska Long-Term Ecological Research project area are just around the corner from Homer. Homer is the place where I was born and raised, the place where I became inspired by science, the place where I now have the incredible privilege of working as an environmental educator for students participating in field trips and intensive field study programs from Homer, around Alaska, and beyond. At the Center for Alaskan Coastal Studies (CACS), one of the highlights of my job is guiding youth and adults into the intertidal zone to explore the amazing biodiversity that exists there.

A 4th grade student from West Homer Elementary explores a tidepool in Kachemak Bay

In my lifetime as a Homer resident, and over the past 12 years as an educator in Kachemak Bay, I have witnessed seemingly unfathomable changes in the Bay’s ecosystems. These changes have been concerning to all of us who live here and are sustained by Kachemak Bay. Most recently, we watched as many species of sea stars succumbed to sea star wasting syndrome, their bodies deteriorating and falling apart in the intertidal zone. By fall of 2016, only leather stars (Dermasterias imbricata) seemed to remain. But over the past year, we’ve watched as true stars (Evasterias troschelii), blood stars (Henricia spp.), little six-rayed stars (Leptasterias spp.), and others have begun to reappear in the tidepools.

Tidepooling in Kachemak Bay, this 4th grader found a healthy, large adult true star!

This past week, I was lucky enough to be the naturalist educator for students from West Homer Elementary as they spent 3 days in a remote part of Kachemak Bay. This was particularly poignant for me, as many of my most treasured memories from my own elementary school experience come from a similar field trip with CACS in 4th grade. That trip helped to inspire me towards a life of curiosity and wonder, passion for science and teaching, and commitment to stewardship of ecosystem and community.

So it was even more special that on this trip we observed a wonderfully diverse array of sea star species, including over a dozen sunflower stars (Pycnopodia helianthoides). I’ve only seen a couple of these magnificent sea stars since they all-but disappeared from Kachemak Bay in August 2016, leaving behind only eery piles of white goo. Their absence hurt my heart, and the potential impacts of losing this important predator reverberated in my brain. Though the future of these stars remains unknown, it was such a joy and relief to see a good number of apparently healthy sunflower stars in the intertidal this week!

Finally, a healthy, good-sized sunflower star!

The Northern Gulf of Alaska Long-Term Ecological Research (LTER) site was created, in part, to develop an understanding of the response and resiliency of the Northern Gulf of Alaska to climate variability. In a time when people, young and old, across Alaska and beyond are increasingly concerned about impacts of climate change, it can be challenging for educators to get youth involved in ways that aren’t overwhelming, saddening, or frustrating. Part of my work at CACS has been thinking and working with teachers, community educators, and researchers about how we can engage youth in ways that are realistic but hopeful and proactive. The idea that I’ll be learning about not just climate impacts but the potential resiliency of the Northern Gulf of Alaska is so cool! I’m excited to find out more about the unique species, life cycles, and natural histories that make the Gulf of Alaska such a good place to study ecosystem resiliency, and I’m inspired to learn more about other ecosystems close to Kachemak Bay and their own potential resilience.

I am really looking forward to my time on R/V Tiglax in the Gulf of Alaska!

A day kayaking with my partner Nathan and his 6-year old daughter, Johanna. I love spending time on the water, and am excited to get out in the Gulf on a much larger vessel!

December 18, 2018

Anne Krauss: Farewell and Adieu, November 11, 2018

NOAA Teacher at Sea

Anne Krauss

Aboard NOAA Ship Oregon II

August 12 – August 25, 2018

Mission: Shark/Red Snapper Longline Survey

Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico

Date: November 11, 2018

Weather Data from home

Conditions at 1615

Latitude: 43° 09’ N

Longitude: 77° 36’ W

Barometric Pressure: 1027 mbar

Air Temperature: 3° C

Wind Speed: SW 10 km/h

Humidity: 74%

Science and Technology Log

View of the wet lab equipment through a porthole.

View of the ship’s wet lab.

View of the water through the galley sink porthole.

View of the water through a porthole in the galley.

Participating in the Shark/Red Snapper Longline Survey provided a porthole into several different career paths. Each role on board facilitated and contributed to the scientific research being conducted. Daily longline fishing activities involved working closely with the fishermen on deck. I was in awe of their quick-thinking adaptability, as changing weather conditions or lively sharks sometimes required a minor change in plan or approach. Whether tying intricate knots in the monofilament or displaying their familiarity with the various species we caught, the adept fishermen drew upon their seafaring skill sets, allowing the set and haulback processes to go smoothly and safely.

Chief Boatswain Tim Martin deploying the longline gear. The sun is shining in the background. — Chief Boatswain Tim Martin deploying the longline gear.

Chief Boatswain Tim Martin is preparing to retrieve the longline gear. A grapnel and his hand are visible against the water. — Chief Boatswain Tim Martin preparing to retrieve the longline gear with a grapnel

Even if we were on opposite work shifts, overlapping meal times provided the opportunity to gain insight into some of the careers on board. As we shared meals, many people spoke of their shipboard roles with sentiments that were echoed repeatedly: wanted a career that I could be proud of…a sense of adventure…opportunity to see new places and give back…combining adventure and science…wanted to protect the resources we have…

I had the opportunity to speak with some of the engineers and fishermen about their onboard roles and career paths. It was interesting to learn that many career paths were not direct roads, but winding, multilayered journeys. Some joined NOAA shortly after finishing their education, while others joined after serving in other roles. Some had experience with commercial fishing, and some had served on other NOAA vessels. Many are military veterans. With a name fit for a swashbuckling novel set on the high seas, Junior Unlicensed Engineer Jack Standfast, a United States Navy veteran, explained how the various departments on board worked together. These treasured conversations with the Engineering Department and Deck Department were enlightening, a reminder that everyone has a story to tell. I very much appreciate their patience, kindness, and willingness to share their expertise and experiences.

Hard hats, PFDs, and gloves belonging to the Deck Department are hanging on hooks. — Hard hats, PFDs, and gloves belonging to the Deck Department

Skilled Fisherman Mike Conway standing on deck. — The ship had a small library of books, and several crew members mentioned reading as a favorite way to pass the time at sea. Skilled Fisherman Mike Conway shared several inspiring and philosophical websites that he enjoyed reading.

Lead Fisherman and Divemaster Chris Nichols:

In an unfamiliar setting, familiar topics surfaced in conversations, revealing similarities and common interests. Despite working in very different types of jobs, literacy was a popular subject in many of the conversations I had on the ship. I spoke to some of the crew members about how literacy factored into their daily lives and career paths. Some people described their family literacy routines at home and shared their children’s favorite bedtime stories, while others fondly remembered formative stories from their own childhood. Lead Fisherman Chris Nichols recalled the influence that Captains Courageous by Rudyard Kipling had on him as a young reader. He described how exciting stories such as Captains Courageous and The Adventures of Tom Sawyer inspired a sense of adventure and contributed to pursuing a unique career path. Coming from a family of sailors, soldiers, and adventurers, Chris conveyed the sense of pride that stems from being part of “something bigger.” In this case, a career that combines adventure, conservation, and preservation. His experiences with the United States Navy, commercial fishing, NOAA, and scuba diving have taken him around the world.

Echoing the themes of classic literature, Chris recommended some inspiring nonfiction titles and podcasts that feature true stories about human courage, overcoming challenges, and the search for belonging. As a United States Navy veteran, Chris understood the unique reintegration needs that many veterans face once they’ve completed their military service. He explained the need for a “tribe” found within the structure of the military or a ship. Chris described the teamwork on the ship as “pieces of a puzzle” in a “well-oiled machine.”

A pre-dive safety briefing takes place on the ship's bridge. — Led by Divemaster Chris Nichols, also the *Oregon II*’s Lead Fisherman and MedPIC (Medical Person in Charge), the team gathered on the bridge (the ship’s navigation and command center) to conduct a pre-dive operation safety briefing. Nichols appears in a white t-shirt, near center.

Chris also shared some advice for students. He felt it was easier for students to become good at math and to get better at reading while younger and still in school. Later in life, the need for math may resurface outside of school: “The things you want to do later…you’ll need that math.” As students grow up to pursue interests, activities, and careers, they will most likely need math and literacy to help them reach their goals. Chris stressed that attention to detail—and paying attention to all of the details—is extremely important. Chris explained the importance of remembering the steps in a process and paying attention to the details. He illustrated the importance of knowing what to do and how to do it, whether it is in class, during training, or while learning to dive.

Chris’ recommendations:

Tribe: On Homecoming and Belonging by Sebastian Junger
Team Never Quit Podcast with Marcus Luttrell & David Rutherford

The sun rises over the Gulf of Mexico. — Sunrise over the Gulf of Mexico

Skilled Fisherman Chuck Godwin:

Before joining NOAA, Skilled Fisherman Chuck Godwin served in the United States Coast Guard for fifteen years (active duty and reserves). After serving in the military, Chuck found himself working in education. While teaching as a substitute teacher, he saw an ad in the newspaper for NOAA careers and applied. Chuck joined NOAA in 2000, and he has served on NOAA Ships Bell M. Shimada, Pisces, Gordon Gunter, and Oregon II.

Echoing Chris Nichols’ description of puzzle pieces in a team, Chuck further explained the hierarchy and structure of the Deck Department on the Oregon II. The Deck Department facilitates the scientific research by deploying and retrieving the longline fishing gear while ensuring a safe working environment. From operating the winches and cranes, to hauling in some of the larger sharks on the shark cradle, the fishermen perform a variety of tasks that require both physical and mental dexterity. Chuck explained that in the event of an unusual situation, the Deck Department leader may work with the Bridge Officer and the Science watch leader and step in as safety dictates.

In addition to his ability to make a fantastic pot of coffee, Chuck has an impish sense of humor that made our twelve-hour work shifts even more interesting and entertaining. Over a late-night cup of coffee, I found out that we shared some similar interests. Chuck attended the University of Florida, where he obtained his bachelor’s degree in Wildlife Management and Ecology. He has an interest in writing and history, particularly military history. He co-authored a published paper on white-tailed deer. An avid reader, Chuck usually completes two or three books during a research cruise leg. He reads a wide range of genres, including sci-fi, westerns, biographies, military history, scientific texts, and gothic horror. Some of his favorite authors include R.A. Salvatore, Ernest Hemingway, and Charles Darwin. In his free time, he enjoys roleplaying games that encourage storytelling and creativity. For Chuck, these adventures are not about the end result, but the plotlines and how the players get there. Like me, Chuck has done volunteer work with veterans. He also values giving back and educating others about the importance of science and the environment, particularly water and the atmosphere. Chuck’s work with NOAA supports the goal of education and conservation to “preserve what we have.”

Longline fishing buoy

Red snapper scales

Personal Log

Far from home, these brief conversations with strangers seemed almost familiar as we discussed shared interests, goals, and experiences. As I continue to search for my own tribe and sense of belonging, I will remember these puzzle pieces in my journey.

A high flyer and buoy float on the surface of the water. — A high flyer and buoy mark one end of the longline.

My path to Teacher at Sea was arduous; the result of nearly ten years of sustained effort. The adventure was not solely about the end result, but very much about plotlines, supporting (and supportive) characters, and how I got there: hard work, persistence, grit, and a willingness to fight for the opportunity. Every obstacle and roadblock that I overcame. As a teacher, the longline fishing experience allowed me to be a student once again, learning new skills and complex processes for the first time. Applying that lens to the classroom setting, I am even more aware of the importance of clear instructions, explanations, patience, and encouragement. Now that the school year is underway, I find myself spending more time explaining, modeling, demonstrating, and correcting; much of the same guidance I needed on the ship. If grading myself on my longline fishing prowess, I measured my learning this way:

If I improved a little bit each day by remembering one more thing or forgetting one less thing…

If I had a meaningful exchange with someone on board…

If I learned something new by witnessing natural phenomena or acquired new terminology…

If I encountered an animal I’d never seen in person, then the day was a victory.

And I encountered many creatures I’d never seen before. Several species of sharks: silky, smooth-hound, sandbar, Atlantic sharpnose, blacknose, blacktip, great hammerhead, lemon, tiger, and bull sharks. A variety of other marine life: groupers, red snapper, hake, and blueline tilefish. Pelicans and other seabirds. Sharksuckers, eels, and barracudas.

The diminutive creatures were just as interesting as the larger species we saw. Occasionally, the circle hooks and monofilament would bring up small hitchhikers from the depths. Delicate crinoids and brittle stars. Fragments of coral, scraps of seaweed and sponges, and elegant, intricate shells. One particularly fascinating find: a carrier shell from a marine snail (genus: Xenophora) that cements fragments of shells, rocks, and coral to its own shell. The evenly spaced arrangement of shells seems like a deliberately curated, artistic effort: a tiny calcium carbonate collage or shell sculpture. These tiny hints of what’s down there were just as thrilling as seeing the largest shark because they assured me that there’s so much more to learn about the ocean.

A spiral-shaped shell belonging to a marine snail. — At the base of the spiral-shaped shell, the occupant had cemented other shells at regular intervals.

The spiral-shaped shell belonging to a marine snail. — The underside of the shell.

Like the carrier snail’s shell collection, the small moments and details are what will stay with me:

Daily activities on the ship, and learning more about a field that has captivated my interest for years…

Seeing glimpses of the water column and the seafloor through the GoPro camera attached to the CTD…

Hearing from my aquatic co-author while I was at sea was a surreal role reversal…

Fishing into the middle of the night and watching the ink-black water come alive with squid, jellies, flying fish, dolphins, sailfish, and sharks…

Watching the ever-shifting moon, constellations, clouds, sunsets, and sunrise…

Listening to the unique and almost musical hum of the ship’s machinery and being lulled to sleep by the waves…

And the sharks. The breathtaking, perfectly designed sharks. Seeing and handling creatures that I feel strongly about protecting reinforced my mission to educate, protect, and conserve. The experience reinvigorated my connection to the ocean and reiterated why I choose to reduce, reuse, and recycle. Capturing the experience through the Teacher at Sea blog reinforced my enjoyment of writing, photography, and creative pursuits.

Dawn on the Gulf of Mexico

Sunrise over the Gulf of Mexico

My first glimpse of Florida on the way to the ship.

Teacher at Sea Anne Krauss looks out at the ocean. — Participating in Teacher at Sea provided a closer view of some of my favorite things: sharks, ships, the sea, and marine science.

The Gloucester Fisherman's Memorial Statue — The Gloucester Fisherman’s Memorial Statue

In my introductory post, I wrote about formative visits to New England as a young child. Like so many aspects of my first glimpses of the ocean and maritime life, the Gloucester Fisherman’s Memorial statue intrigued me and sparked my young imagination. At that age, I didn’t fully grasp the solemn nature of the tribute, so the somber sculpture and memorial piqued my interest in fishing and seafaring instead. As wild as my imagination was, my preschool self could never imagine that I would someday partake in longline fishing as part of a Shark/Red Snapper Survey. My affinity for marine life and all things maritime remains just as strong today. Other than being on and around the water, docks and shipyards are some of my favorite places to explore. Living, working, and learning alongside fishermen was an honor.

Teacher at Sea Anne Krauss visiting a New England dock as a young child. — I was drawn to the sea at a young age.

Teacher at Sea Anne Krauss in Gloucester — This statue inspired an interest in fishing and all things maritime. After experiencing longline fishing for myself, I revisited the statue to pay my respects.

A commercial longline fisherman's hand holds on to a chain, framed against the water. — A New England commercial longline fisherman’s hand

Water and its fascinating inhabitants have a great deal to teach us. The Atlantic and the Gulf of Mexico reminded me of the notion that: “Education is not the filling of a pail, but the lighting of a fire.” Whether misattributed to Plutarch or Yeats or the wisdom of the Internet, the quote conveys the interest, curiosity, and appreciation I hope to spark in others as I continue to share my experience with my students, colleagues, and the wider community.

I am very grateful for the opportunity to participate in Teacher at Sea, and I am also grateful to those who ignited a fire in me along the way. Thank you to those who supported my journey and adventure. I greatly appreciate your encouragement, support, interest, and positive feedback. Thank you for following my adventure!

A collage of images from the ship. The shapes of the images spell out "Oregon II." — Thank you to NOAA Ship *Oregon II* and Teacher at Sea!

The sun shines on the water. — The sun shines on NOAA Ship *Oregon II*.

Did You Know?

Xenophora shells grow in a spiral, and different species tend to collect different items. The purpose of self-decoration is to provide camouflage and protection from predators. The additional items can also strengthen the snail’s shell and provide more surface area to prevent the snail from sinking into the soft substrate.

Recommended Reading

Essentially two books in one, I recommend the fact-filled Under Water, Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski. The text was translated from Polish by Antonia Lloyd-Jones.

Cover of Under Earth — Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016

One half of the book burrows into the Earth, exploring terrestrial topics such as caves, paleontology, tectonic plates, and mining. Municipal matters such as underground utilities, water, natural gas, sewage, and subways are included. Under Earth is a modern, nonfiction, and vividly illustrated Journey to the Center of the Earth.

Cover of Under Water — Under Water written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016

Diving deeper, Under Water explores buoyancy, pressure, marine life, ocean exploration, and several other subjects. My favorite pages discuss diving feats while highlighting a history of diving innovations, including early diving suit designs and recent atmospheric diving systems (ADS). While Under Earth covers more practical topics, Under Water elicits pure wonder, much like the depths themselves.

Better suited for older, more independent readers (or enjoyed as a shared text), the engaging illustrations and interesting facts are easily devoured by curious children (and adults!). Fun-fact finders and trivia collectors will enjoy learning more about earth science and oceanography. Information is communicated through labels, cross sections, cutaway diagrams, and sequenced explanations.

Ocean

Opportunity

November 8, 2018

Ashley Cosme: The Ocean Stirs the Heart, November 8, 2018

NOAA Teacher at Sea

Ashley Cosme

Aboard NOAA Ship Oregon II

August 31 – September 14, 2018

Mission: Shark/Red Snapper Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Date: November 8th, 2018

My entire teaching career has been spent seeking ways to inspire my students to be happy, caring, thoughtful, and courageous stewards of the earth. It is so easy for someone to go through their day to day life without thinking about the impact that their actions have on the ocean, and the organisms that inhabit its waters. For as long as I can remember my inspiration has come from Robert Wyland, a renowned marine artist that focuses on teaching awareness about environmental conservation. Until I completed my Teacher at Sea experience, I had no idea that Robert Wyland has partnered with NOAA in outreach programs to actively engage in teaching students about the importance of marine life conservation. I am completely humbled knowing that as a Teacher at Sea Alumni, I have also now partnered with NOAA in creating opportunities for kids to become informed and aware of life beyond the classroom.

The ocean stirs the heart,

inspires the imagination and

brings eternal joy to the soul.

Robert Wyland

I love the ocean! I love the feeling of ‘not knowing’ when I look out over the water. There are so many unanswered questions about the systems, processes, and organisms that lie beneath the surface. I cannot express enough the gratitude that I have towards NOAA for choosing me to embark on an adventure that I will remember and share with others for the rest of my life. The Teacher at Sea experience has changed me. I am more patient with my students, and I have this unexplained excitement every day in the classroom. I have always been an upbeat teacher, but my passion for educating my students about the importance of scientific research has taken over. When I was aboard NOAA Ship Oregon II, I could feel the desire from the NOAA scientists towards their work. It is amazing to be able to be a part of a team that gets to explore a territory on earth where most humans will never go. The ocean will always remain to be a mystery, and scientists will forever be challenged to explore, collect data, and draw conclusions about the existence of life offshore. Wyland once said, “the world’s finest wilderness lies beneath the waves….”. Knowing that I have been a part of exploring the ocean’s wilderness with NOAA scientists is something that I will cherish forever.

Two students hold shark jaws — Students checking out a few samples that I brought back from my Teacher at Sea exploration.

My co-teacher, Ashley Henderson (8 months pregnant), and me on our last day of Ocean Adventure Camp 2018.

Each summer my co-teacher, Ashley Henderson, and I host a science camp called Ocean Adventure. This coming summer (2019) we will be adding a new camp called Shark Camp. Both camps will provide a unique way to educate the young ‘explorers’ in our community on the biological, chemical, and physical forces of the ocean, as well as human impact. Teacher at Sea has provided me with the opportunity to strengthen my knowledge of the ocean, including SHARKS, and will help us create a more impactful experience for the youngsters that attend the camps. It is important to me to reach out to the children in my community to develop an early interest in science, and nurture that awareness as the students flow through the different grade levels.

A group of kids from my community at Ocean Adventure Camp 2018. This is my passion!