We have moved from the coast of Texas, past Louisiana, Mississippi, and Alabama, to the coast of Florida. When watching the video from the CTD, we have seen the sea floors go from mostly mud to sand. The water has decreased in turbidity, and the growth on the sea floor has increased. The make-up of our catches has changed too. We moved outside of the productive waters associated with the Mississippi River discharge, so our catch rates have decreased significantly.
Yesterday, we had a fun day of catching sharks I had never seen. Our first catch of the day brought up a juvenile Tiger shark (Galeocerdo cuvier). I was excited to be able to see this shark, which is listed as near threatened by the International Union for Conservation of Nature. On our later catch, we brought up three sharks large enough to require the cradle. First, we brought up a Sandbar shark (Carcharhinus plumbeus). Then, we were lucky enough to bring up a Nurse Shark (Ginglymostoma cirratum). The mouth of the nurse shark has barbles, which it uses to feed from the sea floor. Our final shark of the evening was a much more developed Tiger Shark. I was lucky enough to help with the tagging of the animal.
Kristin Hennessy-McDonald with a juvenile Tiger SharkCloseup of a Nurse SharkNurse Shark release
Last night, we set a line at the end of day shift, and night shift brought it in. A few of the day shift science team members decided to stay up and watch some of the haul back, and were rewarded with seeing them bring in, not one, but two Silky sharks (Carcharhinus falciformis), back to back. From the upper deck of the ship, so that I was not in their way, I was able to observe the night shift work together to bring up these two large animals.
Night Shift retrieving a Silky Shark
The night shift has gotten some pretty amazing catches, and they have enjoyed sharing them with us at shift change. The two shifts spend about half an hour together around noon and midnight sharing stories of the time when the other shift was asleep. The other day, the night shift caught Gulper Sharks (Centrophorus uyato) and Tile Fish (Lopholatilus chamaeleonticeps). These are two species we have not seen on the day shift, so it was fun to look at their pictures and hear the stories of how they caught these fish.
Gulper Shark Photo Credit: Gregg LawrenceTilefish Photo Credit: Gregg Lawrence
Personal Log
When we have a long run between stations, once I have gotten done sending emails and grading student work, we will spend some time watching movies in the lounge. The ship has a large collection of movies, both classic and recent. Watching movies keeps us awake during the late night runs, when we have to stay up until midnight to set a line.
The day shift has started to ask one another riddles as we are baiting and setting lines. It’s a fun way to bond as we are doing our work. One of my favorites have been: “1=3, 2=3, 3=5, 4=4, 5=4, 6=3, 7=5, 8=5, 9=4, 10=3. What’s the code?”
Did You Know?
Sharks don’t have the same type of skin that we do. Sharks have dermal denticles, which are tiny scales, similar to teeth, which are covered with enamel.
Quote of the Day
Teach all men to fish, but first teach all men to be fair. Take less, give more. Give more of yourself, take less from the world. Nobody owes you anything, you owe the world everything.
~Suzy Kassem
Question of the Day
I have a lot of teeth but I’m not a cog
I scare a lot of people but I’m not a spider
I have a fin but I’m not a boat
I’m found in the ocean but I’m not a buoy
I sometimes have a hammerhead but I don’t hit nails
Geographic Area of Cruise: Northeast Atlantic Ocean
Date: August 30, 2018
Weather Data from the Bridge
Latitude: 39.115 N
Longitude: 74.442 W
Water Temperature: 26.4◦C
Wind Speed: 11.7 knots
Wind Direction: SW
Air Temperature: 28.2◦C
Atmospheric Pressure: 1017.03 millibars
Depth: 22 meters
Science and Technology Log
One of my favorite things on this trip was the sunrises and sunsets.
As we wind down this cruise and start packing up all the gear, I find myself reflecting on all I’ve learned while acting as a Teacher at Sea. Tomorrow I’ll watch my last sunrise on the deck of NOAA Ship Gordon Gunter and it has truly been a once in a lifetime experience. Here are some of the lessons I’ll take away:
The ocean is huge and filled with so much life, it is hard to comprehend.
The actions of humans all over the world are so impactful, they are changing the basic ecosystem functions in the sea.
Scientists are doing SO MUCH more than I ever knew or ever will fully know.They have discovered more than most of us understand.The ones I have been spending time with are inquisitive, intelligent, and open to sharing what they know.Find a scientist and ASK lots of questions!
There are a lot of salps out there.
Satellites are cool and tell us A LOT of information.
LIGHT is an incredible thing.It allows life to exist.It moves and changes and bounces and bends and scatters in thousands of different colors, many of which our eyes can’t see.By studying what light is doing we can learn all kinds of things about what’s happening on Earth.
Plankton is cool.So is science.
Everything on our Earth is the way it is because of water and light.Surround yourself with both and you will feel connected to everything.
There are a lot of salps out there.
I know that after this journey I will continue to ask a lot of questions, research and explore what is happening in the scientific world, and connect my students to it as well. I hope I have inspired you to explore and wonder.
A little interview with the Deck Department
Steve controlling the crane to deploy scientific equipment.
There are still lots of people on this ship who I have not interviewed, and I wish I had time to interview them all! But I did want to shed light on the Deck Department of the ship. These are the people who are the backbone of all of the ship’s daily tasks. They assist with every aspects of the ship’s operation, including navigation, sanitation, maintaining equipment, deploying scientific gear, and more. While waiting for the plankton nets to tow at our stations, I had the opportunity to ask some members of the Deck Department a few questions. Thanks Steve, Jeff, John, and Jerome (our Chief Bosun)!
Me – What would you be doing if you were not working for NOAA?
Steve – I have no idea.
Jeff – web development or traveling
John – I used to be a bricklayer
Jerome – I almost became a highway patrolman
Me – Do you have an outside hobby?
Jeff deploying the bongo nets.
Steve – I dabble in the stock market and current affairs. I also love stargazing.
Jeff – piano, photography, and backpacking
John – I used to be on two softball leagues.
Jerome – time with family
Myself, the other volunteers, and the Deck Department had many a brief chat while waiting for the plankton nets or the CTD. We talked about financial decisions, travel locations, and life at sea. Thanks for keeping the ship operations running smoothly Deck Department!
Personal Log
I am looking forward to seeing a new city tomorrow from the perspective of the ship as we head in to port in Norfolk, VA, where I will catch a plane to fly home. It will be a bittersweet ending to an amazing experience. I am definitely looking forward to seeing my family and sharing stories at home. I am inspired to get out on the water more and become more involved in the local science happening around my home in the Florida Keys. I will miss the expansive view of water and sky and the constant learning that I have experienced on NOAA Ship Gordon Gunter. But I am inspired and excited and ready to head home!
The science team!
Did You Know?
We saw two leatherback sea turtles today! The leatherback is the largest of all living turtles and is the fourth heaviest reptile (some crocodilians are heavier). They get so huge on a diet of only jellyfish!
The leatherback sea turtle. Photo courtesy of NOAA.
DO Try This At Home
Do you live near the water? You can make your own plankton net and tow for plankton. You’ll need a nylon stocking and a clean peanut butter jar. Cut the foot off of the stocking and cut a circle out of the top of the jar. Fit the ankle of the stocking over the top of the peanut butter jar and screw on the lid so that the hole in the lid faces into the stocking. Now you have a basic plankton net. Drag your net through the water, allowing the water to flow into the net and into the jar. After a couple of minutes, look in your jar. Do you see any tiny critters moving around? That’s plankton! Make sure you release your plankton after you get a good look at it.
You can make a homemade plankton net! Photo courtesy of NOAA
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area: Southeastern U.S. coast
Date: September 21, 2018
Watercolor painting of Thresher shark, Stephen Kade TAS 2018
Scientific Journal:
While aboard the NOAA Ship Oregon II, I was able to create some art, which is my absolute passion in life. I was able use my time before and after most shifts to draw and paint the fish and sharks with watercolor paint and water from the ocean. It was tricky to paint with the constant movement of the ship, but I was able to paint over 20 paintings of sharks, fish, and the Oregon II over the 16 days on board the ship.
various watercolor paintings done aboard Oregon II, by Stephen Kade, TAS 2018
Now that I’ve been home for a month, I’ve had some time to reflect on my NOAA Teacher at Sea experience. If I told you my NOAA Teacher At Sea experience was incredible, I would be understating it quite a bit. I knew the excitement of working on the mighty NOAA Ship Oregon II and participating in the shark survey would be a highlight of my lifetime for sure. The opportunity to work with NOAA scientists, fishermen, and the rest of the crew was the best learning experience a teacher and artist could ask for. But just a week after returning, it was back to school and I needed to find ways to convey what I learned to my students. I began by creating a digital infographic about Longline Fishing so they would have a visual to go along with my explanation.
Digital Longline Fishing infographic by Stephen Kade, TAS 2018
I wanted to inform my students to create awareness about the species of shark and other ocean inhabitants that are threatened and endangered. I also wanted them to learn science about the animals and incorporate some of that data into their art to make their images more impactful to those that see them. We want to compile related projects together until later in the year for our annual Night of the Arts- NOAA Edition.
Student Art from OL Smith Middle School, Dearborn, MIStudent Art from OL Smith Middle School, Dearborn, MI
We also created three life size Art Shark paintings and posted them in the hallways of our school to advocate for sharks through art and work to give sharks a more positive community image, and not the sensational, fearful media portrayal of sharks.
Student Art from OL Smith Middle School, Dearborn, MIStudent Art from OL Smith Middle School, Dearborn, MI3′ x 8′ painting of Great Hammerhead shark, Stephen Kade TAS 2018
As a fine artist painter, the Teacher At Sea experience has helped to make my artwork much more accurate for several reasons. Primarily the reason was proximity. I was able to see the sharks and fish first hand everyday, and take many reference photos of our catch each day. I could now see the beautiful colors of different sharks while out of the water, which I never had seen before. I was also able to speak to the fishermen and scientists each day about the behaviors and biology of the fish and I gained insight from listening to their vast experiences in the oceans all around the globe.
Since being home, I’ve begun to paint a series of scientifically accurate side views of my favorite sharks, and eventually I will digitally compile them into one poster after I get 15 to 18 completed. After that, I’ll begin a series of paintings with sharks swimming in their natural environment to bring more color and visual dynamics onto the canvas. This has been the most inspiring adventure of my life, and I will continue to advocate for my favorite ocean animals by using art to bring the respect and admiration that these beautiful sharks deserve to continue to thrive long into Earth’s distant future.
Watercolor painting of Great Hammerhead Shark by Stephen Kade, TAS 2018Watercolor painting of Great White Shark by Stephen Kade, TAS 2018
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 26, 2018
Weather Data from the Air
Conditions at 0634
Altitude: 9585 meters
Outside Temperature: -38 ℃
Distance to Destination: 362 km
Tail Wind: 0 km/h
Ground Speed: 837 km/h
(While NOAA Ship Oregon II has many capabilities, flight isn’t one of them. These were the conditions on my flight home.)
Science and Technology Log
The idea of placing an elementary school teacher on a Shark/Red Snapper Longline Survey seems like a reality show premise, and I couldn’t believe that it was my surreal reality. Several times a day, I took a moment to appreciate my surroundings and the amazing opportunity to get so close to my favorite creatures: sharks!
Anyone who knows me is aware of my obsession with sharks. Seeing several sharks up close was a hallowed, reverential experience. Reading about sharks, studying them through coursework, and seeing them on TV or in an aquarium is one thing. Being only a few feet away from a large tiger shark (Galeocerdo cuvier) or a great hammerhead (Sphyrna mokarran) is quite another. Seeing the sharks briefly out of the water provided a quick glimpse of their sinewy, efficient design…truly a natural work of art. Regardless of size, shape, or species, the sharks were powerful, feisty, and awe-inspiring. The diversity in design is what makes sharks so fascinating!
Even just a quick peek of this tiger shark (Galeocerdo cuvier) reveals her strong muscles and powerful, flexible design.This female tiger shark was large enough to require the shark cradle. The reinforced netting on the cradle provided support for the 10.5 foot shark.The shape of this sandbar shark’s (Carcharhinus plumbeus) head and eye is quite different from the tiger shark’s distinct design.Even in the dark, the shape of the great hammerhead’s (Sphyrna mokarran) cephalofoil is unmistakable.
I envied the remora, or sharksucker, that was attached to one of the sharks we caught. Imagine being able to observe what the shark had been doing, prior to encountering the bait on our longline fishing gear. What did the shark and its passenger think of their strange encounter with us? Where would the shark swim off to once it was released back into the water? If only sharks could talk. I had many questions about how the tagging process impacts sharks. As we started catching and tagging sharks, I couldn’t help but think of a twist on the opening of MTV’s The Real World: “…To find out what happens…when sharks stop being polite…and start getting reeled.”
Sadly for my curiosity, sharks have yet to acquire the ability to communicate verbally, despite their many advantageous adaptations over millions of years. To catch a glimpse of their actions in their watery world, scientists sometimes attach cameras to their fins or enlist the help of autonomous underwater vehicles (AUVs) to learn more. The secret lives of sharks… reality TV at its finest.
Underwater camera footage is beginning to reveal the answers to many of the questions my Kindergarten-5th grade students have about sharks:
How deep can sharks swim?
How big can sharks get? How old can sharks get?
Do sharks sleep? Do sharks stop swimming when they sleep? Can sharks ever stop swimming?
Do sharks have friends? Do sharks hunt cooperatively or alone?
Is the megalodon (Carcharocles megalodon) still swimming around down there? (This is a very common question among kids!)
The answers vary by species, but an individual shark can reveal quite a bit of information about shark biology and behavior. Tagging sharks can provide insight about migratory patterns and population distribution. This information can help us to better understand, manage, and protect shark populations.
These tools are used to weigh (scales on bottom right), collect samples (scissors and vials), remove hooks (pliers, plus other instruments not pictured), apply tags (leather punch, piercing implement, and tags), and record data (clipboard and data sheet).
Using several low-tech methods, a great deal of information could be gleaned from our very brief encounters with the sharks we caught and released. In a very short amount of time, the following information was collected and recorded:
• hook number (which of the 100 longline circle hooks the shark was caught on)
• genus and species name (we recorded scientific and common names)
• four measurements on various points of the shark’s body (sometimes lasers were used on the larger sharks)
• weight (if it was possible to weigh the shark: this was harder to do with the larger, heavier sharks)
• whether the shark was male or female, noting observations about its maturity (if male)
• fin clip samples (for genetic information)
• photographs of the shark (we also filmed the process with a GoPro camera that was mounted to a scientist’s hardhat)
• applying a tag on or near the shark’s first dorsal fin; the tag number was carefully recorded on the data sheet
• additional comments about the shark
Finally, the hook was removed from the shark’s mouth, and the shark was released back into the water (we watched carefully to make sure it swam off successfully)!
Longline fishing uses 100 numbered hooks. When a fish is caught, it’s important to record the hook number it was caught on.Depending on the shark’s size, we either attached a swivel tag (on left and middle, sometimes called a Rototag or fin tag; used for smaller sharks) or a dart tag (on right, sometimes called an “M” tag; used for larger sharks).
Other fish were retained for scientific samples. Yellowedge grouper (Epinephelus flavolimbatus), blueline tilefish (Caulolatilus microps), and red snapper (Lutjanus campechanus) were some of species we caught and sampled. Specific samples from specific species were requested from various organizations. Generally, we collected five different samples:
• fin clips: provide genetic information
• liver: provides information about the health of the fish, such as the presence of toxins
• muscle tissue: can also provide information about the health of the fish
• gonads: provide information about reproduction
• otoliths: These bony structures are found in the inner ear. Similar to tree rings, counting the annual growth rings on the otoliths can help scientists estimate the age of the fish.
Samples were taken from this yellowedge grouper (Epinephelus flavolimbatus).
Samples were preserved and stored in vials, jars, and plastic sample bags, including a Whirl-Pak. These bags and containers were carefully numbered and labeled, corresponding with the information on the data sheets. Other information was noted about the fish, including maturity and stomach contents. Sometimes, photos were taken to further document the fish.
This Whirl-Pak sample bag will be used to store samples from a bony fish. To close it, the yellow tabs are held tight and the bag is whirled around until it closes.
A tissue sample containing muscle from a fish was placed inside the Whirl-Pak and frozen. Later, it will be studied at a lab.
Personal Log
Thinking of the Oregon II as my floating classroom, I looked for analogous activities that mirrored my elementary students’ school day. Many key parts of the elementary school day could be found on board.
Sometimes, my students struggle to tell the time with analog clocks. The ship uses military time, so this 24-hour clock would probably cause some perplexed looks at first! We usually ate dinner between 1700-1800.Physical Education: Fitness equipment could be found in three locations on the ship.Health: To stay energized for the twelve-hour shifts, it was important to get enough sleep, make healthy food choices, and stay hydrated. With lots of exercise, fresh air, and plenty of water, protein, and vegetables, I felt amazing. To sample some local flavors, I tried a different hot sauce or Southern-style seasoning at every meal.There wasn’t a nurse’s office, but first aid and trained medical personnel were available if needed.
Some fresh paint for the ship.
Fresh NOAA blue stripes echoed the sky and surrounding water.
Art and music: While I was there, the ship received a fresh coat of paint. Many people on board enjoyed creative pursuits in their free time. We listened to and talked about music while deploying the longline gear.
With my young readers and writers in mind, I applied my literacy lens to many of the ship’s activities. Literacy was the thread that ran through many of our daily tasks, and literacy was the cornerstone of every career on board. Several ship personnel described the written exams they’d taken to advance in their chosen careers. Reading and writing were used in everything from the recipes and daily menu prepared by Second Cook Arlene Beahm and Chief Steward Valerie McCaskill in the galley to the navigation logs maintained by Ensign Chelsea Parrish on the ship’s bridge.
The menu changed every day. You could also make your own salad, sandwiches, and snacks. If you had to work through mealtime, you could ‘save-a-meal,’ and write down your food choices to eat later. This was kind of like indicating your lunch choice at school. Instead of a cafeteria, food was prepared and cooked in the ship’s galley.Library: The ship had a small library on board. To pass the time, many people enjoyed reading. (And for my students who live vicariously through YouTube: that sign at the bottom does say, ‘No YouTube’! Computers were available in the lab, but streaming wasn’t allowed.)
I often start the school year off with some lessons on reading and following directions. In the school setting, this is done to establish routines and expectations, as well as independence. On the ship, reading and following directions was essential for safety! Throughout the Oregon II, I encountered lots of printed information and many safety signs. Some of the signs included pictures, but many of them did not. This made me think of my readers who rely on pictures for comprehension. Some important safety information was shared verbally during our training and safety drills, but some of it could only be accessed through reading.
Without a visual aid, the reader must rely on the printed words. In this environment, skipping words, misreading words, or misunderstanding the meaning of the text could result in unsafe conditions.On a watertight door, for example, overlooking the opposite meanings of ‘open’ and ‘closed’ could have very serious consequences.Not being able to read the sign or the words ‘open’ and ‘closed’ could result in a scary situation.
Did You Know?
Thomas Jefferson collected fossils and owned a megalodon tooth. The Carcharocles megalodon tooth was found in South Carolina. One of the reasons why Jefferson supported expeditions to lands west of the Mississippi? He believed that a herd of mammoths might still be roaming there. Jefferson didn’t believe that animal species could go extinct, so he probably liked the idea that the megalodon was still swimming around somewhere! (There’s no scientific evidence to support the idea that either Thomas Jefferson or the megalodon are still around.)
Recommended Reading
If Sharks Disappeared written and illustrated by Lily Williams
This picture book acknowledges the scariness of sharks, but explains that a world without sharks would be even scarier. Shown through the eyes of a curious young girl and her family, the book highlights the important role that sharks play in the ocean food web. As apex predators, sharks help to keep the ocean healthy and balanced.
The book includes some mind-blowing facts, such as the concept that sharks existed on Earth before trees. Through easy-to-follow examples of cause and effect, the author and illustrator explores complex, sophisticated concepts such as overfishing, extinction, and trophic cascade. The glossary includes well-selected words that are important to know and understand about the environment. Additional information is provided about shark finning and ways to help save sharks. An author’s note, bibliography, and additional sources are also included.
If Sharks Disappeared written and illustrated by Lily Williams; Published by Roaring Brook Press, New York, 2017
Latitude: 27º56’38”N
Longitude: 82º30’12”W
Temperature: 33º Partly Cloudy
Winds Speed: S 4.34 knots
20% chance of rain
The sea, once it casts its spell, holds one in its net of wonder forever.
-Jacques Cousteau
My first SCUBA gear! Age 3
My love for all things related to the ocean started at a very early age and grew into a passion by the time I graduated high school. As a young Floridian, exploring the beaches, boating through the intercoastal waterways, and visiting the Miami SeaQuarium were my way of life. When I was in elementary school, my family moved to Virginia and even though we spent the next ten years trading seahorses for Tennessee Walking horses, I still watched every rerun of Flipper and waited with anticipation for each Jacques Cousteau TV special. Then, when I was in high school, my grandparents moved from New Jersey to the Florida Keys and I was reunited once again with the beautiful underwater world that brought me such fascination. We spent our summers snorkeling, sailing, and fishing. In the evenings, we drove around searching for the elusive Key Deer. When we visited the Dolphin Research Center and the Turtle Hospital, I was shocked to learn that my beloved ocean was facing some serious threats.
Enjoying a day at the beach! Age 5
As I entered college, my interest transformed from a hobby to a lifestyle. I earned my first SCUBA certification, participated in my first coastal clean-up, and volunteered for restoration projects and turtle walks. I signed up for every life science course I could find. In my senior year at Stetson University, I registered for a class before I even knew what the title meant. Ornithology, with Dr. Stock. I found myself canoeing through alligator-infested waterways to investigate snowy egret rookeries, hiking through the forest at 5am to identify birds by only their calls, and conducting a post-mortem investigation on one of his road-kill specimens to determine its cause of death. Dr. Stock’s class was so different than anything I had experienced. I was in my element. I found myself constantly wanting to learn more. Not just about the organisms around me, but about how to fix the negative impacts we have on their environment. As I learned, I became motivated to teach others about what they could do to make a difference. My passion for teaching was born.
It is hard to believe that I have been teaching science in Hillsborough County for almost twenty years and that approximately 3,000 students have filled the chairs of my classroom. Years ago, I realized that even though we are located in west-central Florida, many of my students have little involvement with the ocean or our local beaches. I decided to change that fact by extending my classroom outside of my four walls. In true Dr. Stock fashion, I attempt to bring the ocean to life for my students through field trips, restoration projects, and guest speakers. With the help of some amazing organizations like the Florida Aquarium, Tampa Bay Watch, and Keep Tampa Bay Beautiful, we have participated in many activities to help us learn about the ocean and about how to remedy our impacts.
Oyster Shell Beach Stabilization
Sea grass planting
Biodiversity studies
We also love to get out in nature and explore the splendor that awaits us. In the pictures below, students from Plant High enjoy a day at the Suncoast Youth Conservation Center where we participated in fishing and kayaking clinics and learned about protecting our local estuarine species.
A day of adventure focused on the importance of our beautiful estuaries!
As I head out for two weeks on NOAA Ship Oregon II, I am leaving my classroom and students behind but I know that the value of what I will bring back to them far outweighs the short time I will be away. I hope through my experience my students will see that you are never too old to learn something new and that even the teacher can improve her knowledge.
I am eager to develop first-hand experience with the technology and research methods currently being used to study the ocean. I look forward to meeting the scientists and the crew of my ship and learning about all of the career opportunities that are available to my students through NOAA. I am ready to turn my NOAA education into lessons that will benefit my students and infuse my curriculum with new life.
I cannot wait to see the beautiful sunsets over the gulf and maybe I’ll even catch a few sunrises. I am hoping for the occasional visit from a whale, a dolphin, or a sea turtle. Who knows? Maybe I will even get a chance to see a few of my favorite ornithological species!
Counting down … 12 days to go.
Fair Winds!
Today’s Shout Out: To Mr. Johnny Bush (Plant High School Principal), Mr. Larry Plank (SDHC Director of STEM), and Mr. Dan McFarland (SDHC Science Supervisor) for all of their support in making this trip possible for me.
