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!
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 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.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 DepartmentThe 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.”
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
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.
Skilled Fisherman Chuck Godwin. Photo courtesy of Chuck Godwin.
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 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.
At the base of the spiral-shaped shell, the occupant had cemented other shells at regular intervals.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.
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
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.
I was drawn to the sea at a young age.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 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!
Thank you to NOAA Ship Oregon II and Teacher at Sea!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.
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.
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.
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.
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!
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: September 30, 2018
Weather Data from Home
Conditions at 1515
Latitude: 43° 09’ N
Longitude: 77° 36’ W
Barometric Pressure: 1026.3 mbar
Air Temperature: 14° C
Wind Speed: S 10 km/h
Humidity: 71%
Science and Technology Log
My students sent me off with many shark questions before I left for the Shark/Red Snapper Longline Survey. Much of their curiosity revolved around one of the most fear-inducing features of a shark: their teeth! Students wanted to know:
Why do sharks eat fish? How and why do sharks have so many teeth? Why do sharks have different kinds of teeth? Do sharks eat each other? What hunts sharks, besides other sharks?
And one of my favorite student questions: Why do sharks eat regular people, but not scientists?
Most people think of sharks as stalking, stealthy, steel-grey hunters. With a variety of colors, patterns, fin shapes, and body designs, sharks do not look the same. They do not eat the same things, or even get their food the same way. Instead, they employ a variety of feeding strategies. Some gentle giants, like the whale shark (Rhincodon typus), are filter feeders. They strain tiny plants and animals, as well as small fish, from the water. Others, such as the angel shark (Squatina spp.), rely on their flattened bodies, camouflage, and the lightning-fast element of surprise. Instead of actively pursuing their prey, they wait for food to come to them and ambush their meal. These suction-feeding sharks have tiny, pointed, rearward-facing teeth to trap the prey that has been sucked into the shark’s mouth. This video demonstrates how the angel shark uses clever camouflaging and special adaptations to get a meal:
Circle hooks are used in longline fishing. Each hook is baited with mackerel (Scomber scombrus).Frozen mackerel (Scomber scombrus) is used as bait.The circle hooks and gangions are stored in barrels. The hooks are attached to thick, plastic fishing line called monofilament.All 100 circle hooks were baited with mackerel, but sharks also eat a variety of other fish.
The sharks we caught through longline fishing methods were attracted to the Atlantic mackerel (Scomber scombrus) that we used as bait. Depending on the species of shark and its diet, shark teeth can come in dozens of different shapes and sizes. Instead of just two sets of teeth like we have, a shark has many rows of teeth. Each series is known as a tooth file. As its teeth fall out, the shark will continually grow and replace teeth throughout its lifetime—a “conveyor belt” of new teeth. Some sharks have 5 rows of teeth, while the bull shark (Carcharhinus leucas) may have as many as 50 rows of teeth!
The sandbar shark (Carcharhinus plumbeus) usually has about 14 rows of teeth. They may lose teeth every ten days or so, and most sharks typically lose at least one tooth a week. Why? Their teeth may get stuck in their prey, which can be tough and bony. When you don’t have hands, and need to explore the world with your mouth, it’s easy to lose or break a tooth now and then. Throughout its lifetime, a shark may go through over 30,000 teeth. The shark tooth fairy must be very busy!
Sandbar shark (Carcharhinus plumbeus) tooth. The sandbar shark is distinguishable by its tall, triangular first dorsal fin. Sharks’ teeth are equally as hard as human teeth, but they are not attached to the gums by a root, like human teeth. Image credit: Apex Predators Program, NEFSC/NOAA
Similar to our dining utensils, sharks’ teeth are designed for cutting, spearing, and/or crushing. The tooth shape depends upon the shark’s diet. Sharks’ teeth are not uniform (exactly the same), so the size and shape of the teeth vary, depending on their location in the upper and lower jaws. Some sharks have long, angled, and pointed teeth for piercing and spearing their food. Similar to a fork, this ensures that their slippery meals don’t escape. Other sharks and rays have strong, flattened teeth for crushing the hard shells of their prey. These teeth work like a nutcracker or shellfish-cracking tool. Still others, like the famously fierce-looking teeth of the great white, are triangular and serrated. Like a steak knife, these teeth are used for tearing, sawing, and cutting into their prey.
A shortfin mako shark (Isurus oxyrinchus) tooth is narrow and pointed. Image credit: Apex Predators Program, NEFSC/NOAASmooth dogfish (Mustelus canis) teeth are flattened for crushing prey. Image credit: Apex Predators Program, NEFSC/NOAAA silky shark (Carcharhinus falciformis) tooth has serrated edges. Image credit: Apex Predators Program, NEFSC/NOAAA tiger shark (Galeocerdo cuvier) tooth is jagged and serrated. Image credit: Apex Predators Program, NEFSC/NOAA
Beyond their teeth, other body features contribute to a shark’s ability to bite, crush, pursue, or ambush their prey. The powerful muscles that control their jaws and swimming ability, the position of their mouth, and the shape of their caudal (tail) fin all influence how a shark gets its food. Unlike humans, sharks do not chew their food. They swallow their food whole, or use their teeth to rip, shred, crush, and tear their food into smaller chunks that the shark can swallow. No need to floss or brush after a meal: sharks’ teeth contain fluoride, which helps to prevent cavities and decay.
Some people may find it hard to swallow the idea that sharks aren’t mindless menaces, but shark encounters are quite rare. Sharks have many extraordinary adaptations that make them efficient swimmers and hunters of other marine life, not humans. Whenever sharks come up in conversation, I am careful to dispel myths about these captivating creatures, trying to replace fear with facts (and hopefully, curiosity and respect). Since sharks can’t talk, I’m happy to advocate for them. Despite the way sharks are negatively portrayed in the media, I assure my students that sharks far prefer to eat bony fish, smaller sharks, skates, rays, octopus, squid, bivalves, crustaceans, marine mammals, plankton, and other marine life over humans. Instead of fear, I try to instill awareness of the vital role sharks fulfill in the ecosystem. We are a far greater threat to them, and they require our respect and protection.
As storms and hurricanes tear across the Gulf of Mexico, causing destruction and devastation, my thoughts are with the impacted areas. Before my Teacher at Sea placement, I never thought I’d spend time in the region, so it’s interesting to see now-familiar locations on the news and weather maps. One of my favorite aspects of being at sea was watching the sky: recognizing constellations while fishing at night, gazing at glorious, melting sunsets, and observing storm clouds gathering in the distance. The colors and clouds were ever-changing, a reminder of the dynamic power of nature.
The sky was vibrant.Storm clouds gathered over Tampa, Florida.The clouds clustered around Tampa. The city looked very small on the horizon.As the rain started, the clouds darkened.The colors changed and darkened as lightning started in the distance.Dramatic dark clouds and lightning.
Watching the recent storm coverage on TV reinforced the importance of strong and accurate communication skills. Similar to a sidebar on the page, much of the supplementary storm information was printed on the screen. For someone who needed to evacuate quickly or was worried about loved ones in the area, this printed information could be crucial. As I listened to the reporters’ updates on the storm damage, aware that they were most likely reading from scripted notes, I was reminded of the challenge of conveying complex science through everyday language.
The top image from Google Maps shows one research station where we were longline fishing in August (marked in red). The bottom satellite image shows Hurricane Michael moving through the same area. Image credits: Map of the Gulf of Mexico. Google Maps, 17 August 2018, maps.google.com; satellite image: NOAA via Associated Press.
One might assume that a typical day at sea only focused on science, technology, and math. In fact, all school subjects surfaced at some point in my experience at sea. For example, an understanding of geography helped me to understand where we were sailing and how our location influenced the type of wildlife we were seeing. People who were more familiar with the Gulf of Mexico shared some facts about the cultural, economic, and historical significance of certain locations, shedding light on our relationship with water.
Fishing is an old practice steeped in tradition, but throughout the ship, modern navigation equipment made it possible to fish more efficiently by plotting our locations while avoiding hazards such as natural formations and other vessels. Feats of engineering provided speed, power, drinkable water, and technological conveniences such as GPS, air conditioning, and Wi-Fi. In contrast to the natural evolution of sharks, these artificial adaptations provided many advantages at sea. To utilize the modern technology, however, literacy was required to input data and interpret the information on the dozens of monitors on board. Literacy and strong communication skills were required to understand and convey data to others. Reading and critical thinking allowed us to interpret maps and data, understand charts and graphs, and access news articles about the red tide we encountered.
I witnessed almost every person on board applying literacy skills throughout their day. Whether they were reading and understanding crucial written communication, reading instructions, selecting a dinner option from the menu, or referencing a field guide, they were applying reading strategies. In the offices and work spaces on board, there was no shortage of instructional manuals, safe operating procedures, informational binders, or wildlife field guides.
Writing helped to organize important tasks and schedules. To manage and organize daily tasks and responsibilities, many people utilized sticky notes and checklists. Computer and typing skills were also important. Some people were inputting data, writing research papers and projects, sharing their work through social media, or simply responding to work-related emails. The dive operation that I observed started as a thoroughly written dive plan. All of these tasks required clear and accurate written communication.
Junior Unlicensed Engineer (JUE) Jack Standfast carried a small notebook in his pocket, recording the various engineering tasks he’d completed throughout the day.
Each day, I saw real-life examples of the strong ties between science and language arts. Recording accurate scientific data required measurement, weight, and observational skills, but literacy was required to read and interpret the data recording sheets. Neat handwriting and careful letter spacing were important for recording accurate data, reinforcing why we practice these skills in school. To ensure that a species was correctly identified and recorded, spelling could be an important factor. Throughout the experience, writing was essential for taking interview notes and brainstorming blog ideas, as well as following the writing process for my blog posts. If I had any energy left at the end of my day (usually around 2:00 AM), I consulted one of my shark field guides to read more about the intriguing species we saw.
Did You Know?
No need for a teething ring: Sharks begin shedding their teeth before they are even born. Shark pups (baby sharks) are born with complete sets of teeth. Sharks aren’t mammals, so they don’t rely upon their mothers for food after they’re born. They swim away and must fend for themselves, so those born-to-bite teeth come in handy.
Recommended Reading
Smart About Sharks written and illustrated by Owen Davey
Appropriate for older readers, the clever, comprehensive text offers interesting facts, tidbits, and trivia. The book dives a bit deeper to go beyond basic shark facts and knowledge. I’ve read hundreds of shark books, and I appreciated learning something new. The text doesn’t shy away from scientific terminology and concepts, such as phylogeny (eight orders of sharks and representative species). The facts reflect recent research findings on shark behavior. Lesser-known species are included, highlighting the diversity in body shapes, sizes, and specialized features. From a design standpoint, the aesthetically appealing illustrations are stylized, colorful, and engaging. Simple infographics provide explanations of complex ideas. Fact meets fiction in a section about shark mythology from around the world. The book concludes with a discussion of threats to sharks, as well as ocean conservation tips.
Smart About Sharks written and illustrated by Owen Davey; published by Flying Eye Books, New York, 2016
Weather Data from the Bridge
Date: 2018/10/21
Time: 12:52
Latitude: 029 23.89 N
Longitude 094 14.260 W
Barometric Pressure 1022.22mbar
Air Temperature: 69 degrees F
The isness of things is well worth studying; but it is their whyness that makes life worth living.
– William Beebe
My last sunset aboard the Oregon II.
Science and Technology Log
Today is our last day at sea and we have currently completed 53 stations!At each station we send out the CTD. CTD stands for Conductivity, Temperature and Depth. However, this device measures much more than that.During this mission we are looking at 4 parameters: temperature, conductivity, dissolved oxygen and fluorescence which can be used to measure the productivity of an area based on photosynthetic organisms.
Some of the science team with the CTD.
Once the CTD is deployed, it is held at the surface for three minutes.During this time, 4,320 scans are completed!However, this data, which is used to acclimate the system, is discarded from the information that is collected for this station.
The crane lifts the CTD from the well deck and deploys it into the water.
Next, the CTD is slowly lowered through the water until it is about 1 meter from the bottom.In about 30 meters of water this round trip takes about 5 minutes during which the CTD conducts 241 scans every 10 seconds for a grand total of approximately 7,230 scans collected at each station.
The computer readout of the data collected at one of the stations.
Our CTD scans have gathered the expected data but during the summer months the CTD has found areas of hypoxia off the coast of Louisiana and Texas.
Data from CTD scans was used to create this map of hypoxic zones off the coast of Louisiana in summer of 2018.
Personal Log
The gloomy weather has made the last few days of the voyage tricky. Wind and rough seas have made sleeping and working difficult. Plus, I have missed my morning visits with dolphins at the bow of the ship due to the poor weather.But seeing the dark blue water and big waves has added to the adventure of the trip.
The gloom is lifting as a tanker passes in the distance.
We have had some interesting catches including one that weighed over 800 pounds and was mostly jellyfish.Some of the catches are filled with heavy mud while others a very clean. Some have lots of shells or debris.I am pleasantly surprised to see that even though I notice the occasional plastic bottle floating by, there has not been much human litter included in our catches.I am constantly amazed by the diversity in each haul.There are species that we see at just about every station and there are others that we have only seen once or twice during the whole trip.
A few of the most unique catches.
I am thrilled to have had the experience of being a NOAA Teacher at Sea and I am excited to bring what I have learned back to the classroom to share with my students.
Challenge Question:
Bonus points for the first student in each class to send me the correct answer!
These are Calico Crabs, but this little one has something growing on it?What is it?
Calico crabs… but what is that growing on this small one?
Did you know…
That you can tell the gender of a flat fish by holding it up to the light?
The image on the top is a female and the one of the bottom is the male. Can you tell the difference?
Today’s Shout Out!
Kudos to all of my students who followed along, answered the challenge questions, played species BINGO, and plotted my course!You made this adventure even more enjoyable!See you soon 🙂
