algae – NOAA Teacher at Sea Blog

May 25, 2026July 14, 2026

Amber LaMonte: Real, Relevant & A Return to the Sea May 28th, 2026

NOAA Teacher at Sea

Amber LaMonte

Aboard NOAA Ship Pisces

May 31 – June 10, 2026

Introduction

My name is Amber LaMonte, and for the past 19 years, I have been teaching science at York High School in Yorktown, Virginia. During which time, I have taught Biology, Ecology, AP Environmental Science and Marine Science.

Amber and two students crouch near a pond lined with rocks, holding water sampling equipment. One student reaches into the pond to fill a bottle. We can see a brick school building in the background. — Testing dissolved oxygen (DO) in the native garden frog pond. Photo courtesy of York High School.

Over the years, I’ve always tried to help students recognize that science isn’t separate from their lives; it’s part of it. Now I’m trying to answer the question: How do I help students see that science is real, relevant, and within their reach? And the search for the answer is leading me back to the sea.

a selfie photo of Amber at the beach; she stands in front of a railing and a concrete plaque that we cannot read, and in the background we can see the sand and steady waves. — I live in Virginia Beach. This is me enjoying a “snow day” while my counterparts in Yorktown have icy roads. Just one reason to appreciate the heat-holding capacity of the ocean!

My story begins with an innate love for the natural world. As a young girl, much to my grandmother’s chagrin, you would rarely catch me with dolls, but you could always find me by the creek in the woods. I’ve always been drawn to the way every organism plays a role in something much larger.

Amber kneels in the surf at a rocky beach, looking down as she reaches both her hands toward the sand. — Collecting macroalgae samples in U.S.V.I

After attending Louisiana State University and the University of the Virgin Islands, I earned my B.S. in biology with a minor in marine biology. I studied macroalgae from the reefs of St. Thomas to the swamps of Louisiana and the Huangpu River of Shanghai. With this most recent opportunity, I will collect plankton samples and study microalgae, focusing on their role in the health of our ocean.

Amber and two family members take a selfie at night; the background is illuminated with lots of lights and fireworks — My family at the winter light show aboard the USS *Wisconsin* in Norfolk, VA

Over time, my curiosity became a desire to share my sense of wonder with students who may not yet realize how connected they are to the science happening around them in their local communities. My family and I moved from New Orleans to Virginia and I became certified as a high school science teacher. I have been on a continuous pursuit to illustrate the interconnectedness of our society and the planet.

In the classroom, I’ve learned that the most meaningful moments happen when students make those connections for themselves. Start with something familiar: a local habitat, a species they recognize, or something unexpected like macroalgae being used to feed cattle and build into something bigger. Suddenly, science isn’t just content. It’s a story they’re part of. So, I build experiences with students. They participate in oyster aquaculture of our Chesapeake Bay, tag monarch butterflies in our student-built native garden and maintain saltwater aquariums in the classroom.

Over the years, that approach has grown beyond my classroom. With a desire to connect the purpose and relevance of science to students, I earned my M.S. in environmental science from Christopher Newport University. In recent years, those connections have been expanded through developing curriculum, leading initiatives with our Green Team and working on programs that connect students to career pathways.

Photos below courtesy of York High School.

To support those efforts, I’ve felt a pull to do something even more authentic, something that connects my students directly to science as it is happening now.

And that’s where this next adventure begins.

This blog will follow my journey as I step out of my classroom and into the world of scientific research, experiencing what it means to live and work at sea. I’ll share what I learn and what it looks like behind the scenes of ocean science.

NOAA History

In 1807, Thomas Jefferson established the Coast Survey to ensure safe navigation along U.S. coasts. In 1870, the Weather Bureau was created, followed by the Fish and Fisheries Commission in 1871. Each of these; one focused on physical science, one on weather, and one on protecting natural resources, has led to the invaluable federal program known today as the National Oceanic and Atmospheric Administration (NOAA).

National Oceanic and Atmospheric Administration. (2025, December 11). Our history. https://www.noaa.gov/our-history

Teacher At Sea

The Teacher at Sea program became a dream of mine several years ago when the ocean sounds went from a gentle whisper to screaming my name.

Amber in a wet suit (or perhaps a sunshirt) at the beach

two fingers grasp a bluish marble, reflecting what may be clouds and trees at a beach

Amber takes a selfie at the front of a canoe; we can see someone else paddling in the rear

Sometimes the ocean is strong; the crash of waves, the pull of the tide. Other times, it’s gentle; a salty breeze, a cool splash. It beckons blue minds for a lifetime and provides a life-support system for all. Even when we dwell as land animals, it always draws us back. For me, that call has been building for years. During this expedition I will be assisting with an ecosystem monitoring survey. While on board, I will not only be helping to process plankton samples that provide data on the health of the North Atlantic Ocean, but also resetting my blue mind.

Adopt A Drifter

In addition to the valuable data being collected and processed while on the ship, York High School has the opportunity to deploy global drifter buoys that will continue to provide valuable ocean data for over a year. I cannot wait to deploy not 1, not 2, but 3 drifters on my mission!

a drifter buoy sits folded up on the wooden deck of a ship. the top portion is a spherical blue and white float, with a white pipe containing instrumentation extending off the top. the float portion sits on top of coiled cable and a folded cloth "drogue," mounted on a ring of pvc. — *Drifter buoy ready to be deployed.*
*Credit: Rayne Sabatello, NOAA AOML*

These instruments are referred to as “drifters” because they are transported via near-surface currents. Sensors on the drifters collect measurements of sea surface temperature, location and various other parameters.

Stay tuned to see ours decked out with York spirit and the names students selected for their buoys……

Follow Along This Return to the Sea

The path to this opportunity involved a thorough application process and planning preparations. Having my students witness these steps has been a valuable way to demonstrate the multifaceted direction a career path can take. I am so appreciative of the students who have been genuine in their learning, resistant to learning in general and everything in between. They have both taught me and inspired me to continue on the journey of always staying relevant in science education. A big thank you to my work bestie and student travel partner for all the support in this process. And to my principal for encouraging authentic learning experiences. I hope you will all continue following the blog as I share with you the science and people of the ship!

Science isn’t meant to stay in a notebook.

It’s meant to be experienced.

And this time, I’m not going alone.

two women in rain gear pose - one arm around the other, one arm thrown open wide - in front of huge, icy blue waterfall — **Goðafoss Waterfall, Iceland**
**for a student travel trip**

three students and one adult gather around a lab table and gaze down at a white bucket filled with samples. there is a microscope on the table next to the white bucket. in the background, we can see aquarium tanks on lab shelves, and a large cardboard cutout of a shark's head — **Goðafoss Waterfall, Iceland**
**for a student travel trip**

All student photos courtesy of York High School.

P.S. Going to miss my best boy so much!

a serene-looking golden retriever sitting in an inflatable kayak out on the water in front of a bridge and blue skies

August 25, 2017August 25, 2017

Christine Webb: August 23, 2017

NOAA Teacher at Sea

Christine Webb

Aboard NOAA Ship Bell M. Shimada

August 11 – 26, 2017

Mission: Summer Hake Survey Leg IV

Geographic Area of Cruise: Pacific Ocean from Newport, OR to Port Angeles, WA

Date: 8/23/2017

Latitude: 48.19 N

Longitude: 125.29 W

Wind Speed: 7.9 knots

Barometric Pressure: 1021.70 mBars

Air Temperature: 62.1 F

Weather Observations: Partially cloudy

Science and Technology Log

For today’s science and technology log, I interviewed my roommate Tracie. You only have to talk to Tracie for five seconds to learn that she’s passionate about marine chemistry and marine biology and marine physics…all things marine. She’s the HAB (harmful algal bloom) specialist on board, and she’s been squirreled away in the chemistry lab every day collecting lots of great samples as we travel up the coast. Before we left Newport, she taught me a bit about algae by taking me to the beach to see some bioluminescent dinoflagellates. When we stomped in the water, the dinoflagellates would glow! It looked like puddles full of blue lightning bugs, and it was amazing. One of her quotes from that night was, “I imagine this is what unicorn footprints would look like if they were traipsing over rainbows.” Everyone should have the chance to see that at some point in their life. It gave me a taste of why it makes sense to be so passionate about algae. So, without further ado, here’s your chance to learn a bit more about HABs from my friend Tracie!

What is a HAB, and why should we care about them?

HABs are phytoplankton that have negative consequences either for us or the ecosystem. Some can release neurotoxins that can be damaging to mammals (including humans), amongst other things. A harmful algal bloom (HAB) can also create a dead zone by a process called eutrophication. Bacteria eat the phytoplankton once they begin to die, which removes oxygen from the water.

What makes it a bloom?

A “bloom” is when there is so much algae that the ecosystem can’t support it and they start to die off. There aren’t enough nutrients available in the water. Some people call this a “Red Tide.” There are certain species, such as Alexandrium spp., where even one cell per liter would be enough to create a harmful effect.

What made you decide to study HABs?

During a lab in college, we were allowed to go to the beach and sample phytoplankton. When we got back to the lab with our samples, we found a huge amount of Pseudo-nitzschia spp. It releases a neurotoxin that gives mammals amnesiac shellfish poisoning. That year, we couldn’t eat shellfish and crab from our area because of this bloom. There’s no antidote to this toxin, and it affects the brain function of mammals who eat it. Whales died that year because they forgot how to breathe. This made me super interested in studying more about these types of species.

What are you specifically hoping to find in your research aboard this cruise?

We’re trying to find where blooms start, how blooms begin, and follow them within the California Current system. It’s part of an ongoing study of the California Current system and how species are transported. California fisheries have been dramatically affected by HABs.

Have you been finding what you need so far?

It’s been really interesting…we’ve seen quite a few Dinophysis species (which I find to be the cutest), and some really interesting Pseudo-nitzschia spp., but no blooms. Close to the coast, within 15 nm of shore, I see a lot more diversity in my samples. This is mostly due to upwelling.

Has anything in your research so far surprised you?

There are very few species that I haven’t recognized, which is interesting because we’re so far north. We have fjord-like environments up here by Vancouver Island, so I expected there to be a higher abundance of phytoplankton up here than I saw.

What is a common misconception about HABs?

The term “HAB” itself – they’re called harmful because they’re harmful to us as humans and to various industries, however – they provide a huge amount of support to other animals as primary producers and as oxygen producers.

They’re basically plants that can swim, and they’re all food for something. They’re not harmful for most things, so the name is kind of a misnomer. In defense of the HABs, they’re just trying to survive. Phytoplankton are responsible for around 50% of the world’s oxygen, and they’re the primary producer for marine and freshwater ecosystems.

Anything else you want people to know?

There’s still a lot that we need to learn, and I would like everyone at some point in their life to see how beautiful these fragile organisms are and appreciate how much they contribute to our world.

If you weren’t a marine chemist, what would you be?

I would write nonfiction about the beauty of the world around us. Or maybe I’d be an adventure guide.

What are some fun facts about you that not a lot of people know?

My motto for life is “always look down.” There’s so much around us, even the dirt under our toes, that is so full of life and beauty.

My art is on Axial Seamount, 1400 m below sea level, 300 miles off the coast of Oregon! I drew an octopus high-fiving ROPOS the ROV that placed it there!

Also, I’m a high school dropout who is now a straight-A senior in environmental science at the University of Washington, Tacoma. Other people’s perceptions of you don’t control your destiny.

Here are a couple pictures of some of the HABs Tracie has seen during this trip (she took these pictures from her microscope slides):

329 D. fortii — Algae under the microscope: D. fortii. Image by Tracie.

329 hobbit house 2 — Algae under microscope. Image by Tracie.

Personal Log:

Since today’s science log was about Tracie, I’ll feature her in the personal log too! She’s my partner in the ship-wide corn hole tournament, and we won our first-round game yesterday. Look at these awesome corn hole boards that were specially made for the Shimada!

IMG_20170822_153718727 — Shimada corn hole board!

We mostly credit our fabulous war paint for the win. Today we play against our fellow scientists Lance and Tim. Wish me luck!

Christine and Tracie celebrate corn hole victory

Another down-time activity that Tracie (and all the scientists) enjoy is decorating Styrofoam cups. The cool marine biologist thing to do is to sink them to very low ocean depths (3000+ meters). Apparently the pressure at that depth compresses the Styrofoam and shrinks it, making the cup tiny and misshapen but still showing all the designs that were put on it. I’m not kidding: this is a thing that all the marine biologists get really excited about. Tracie even decorated a Styrofoam head (the kind that cosmetologists use) in advance of this trip and brought it with her to sink. Look how cool it is – she’s an amazing artist!

IMG_20170824_171631958_HDR — Styrofoam head, decorated by Tracie, for shrinking

There are shrunken heads in the lab already from other people who have done this. Sinking Styrofoam is a legit marine biology hobby. Well, as the saying goes, “When in Rome…” so I worked on a Styrofoam cup today. I’m making a hake tessellation, which takes longer than you might think. Here’s what I’ve got so far:

IMG_20170823_051528993 — Styrofoam cup decorated with hake tesselation

We’re having lots of fun at sea on this beautiful day. Someone just came over the radio and said there’s been a marine mammal sighting off the bow…gotta go!

Special Shout-out:

A special shout-out to Mrs. Poustforoush’s class in Las Vegas, Nevada! I just found out you’ve been following this blog, and it’s great to have you aboard. If you have any questions about algae (from this post) or about life on a ship, please feel free to e-mail me. I can hopefully get your questions answered by the right people. Work hard in Mrs. Poustforoush’s class, okay? She’s a great teacher, you lucky kiddos. Learn a lot, and maybe one day you can be a scientist and live on a ship too!

June 26, 2014August 21, 2021

Carol Schnaiter, Home Again! June 25, 2014

NOAA Teacher at Sea

Carol Schnaiter

Aboard NOAA Ship Oregon II

June 7 – 21, 2014

Mission: I am back home in Amboy, IL, now so my mission is getting back to a “normal” schedule and getting my land legs back!

Weather: Partly sunny, 82 degrees

Date: June 25, 2014

Science and Technology:

Hypoxia or low oxygen levels in the water is my final topic. The “dead zone” may seem like it does not relate to me being home, but in reality it really does.

This “dead zone” is affected by many things such as the oceanographic conditions, but a major cause is excessive nutrient pollution from agriculture and waste water. Being from a rural agricultural area I wonder how much of what we are doing here in the north affects the ocean waters far away?

So how does this all start? The nitrogen and phosphorus that flows into the water fuels the growth of algae, later when the algae dies and decays, it sinks to the bottom. At the bottom the bacteria will devour the dissolved oxygen from the water. With little or no oxygen the organisms living there must either move, if they can, or they will die.

Where does this nitrogen and phosphorus come from? Most of this can be found in fertilizers from agriculture, golf courses and suburban lawns, discharges from sewage treatment plants, and even from erosion of soil full of nutrients. Since past spring was very rainy and there were floods near the Mississippi River much of this was taken from the soil into the water. The flood waters then drained back into the river and into the gulf carrying many of these nutrients.

How do we know this is happening and that it is getting worse? On the NOAA Ship Oregon II and other ships there are daily checks of the water oxygen levels. Tests similar to these have been conducted for many years. The results are compared and they show that changes in the oxygen levels are happening and not for the better.

While on the ship the scientist performed these tests using the CTD. Water taken from the CTD is handled very carefully so no oxygen is added by accident. As chemicals are added, you can see the changes where the oxygen in the water bonds to the chemicals. The results of these tests are compared to the results collected by the computer. Having both tests generate similar results show more proof of the oxygen levels.

I noticed that when the ship was closer to land, the oxygen levels would be lower and Lead Scientist Kim Johnson said as the ship traveled closer to the mouth of the Mississippi River, the levels would drop even more. (I plan on watching the results as they are posted.)

Can anything be done to stop this? Some scientist say one of the solutions would be to use fewer fertilizers another would be to maybe watch when the chemicals were added, so there would be less runoff.

Of course checking septic systems and sewage treatment plants to be sure they are up to code and working correctly would help. These solutions sound simple, but maybe people do not even realize what happens up north and how it really does affect what is going on at the bottom of the ocean.

Maybe our Amboy Marsh is the beginning, a place where the water can be filtered.

Here is a map showing the levels of oxygen in the water.

http://noaateacheratsea.blog/wp-content/uploads/2014/06/20140625_051938-1.jpg

Personal Log:

I have been home now for four days. My land legs are back and I only feel dizzy when closing my eyes while washing my hair in the shower. I want to thank everyone for reading my blogs, I hope you enjoyed my adventure and learned something new.

As I look through my pictures, memories of the sixteen days I spent at sea flood my mind. I look at the safety precautions that were taken to make sure everyone on the ship stayed safe. The drills, the posting of where everyone was to go and what they were suppose to do in case of an emergency, and the sign stating how many days the ship had gone without a problem. I always felt safe, everyone was very careful and followed rules to ensure the safety of everyone….just like we do at school!

Accident free days — 525 Days without an accident!

Ship's emergency bullets — Emergency bullets

I also think about how what seemed like a tiny space became my home away from home. Everything you need to survive on a mere 178 ft ship! Two showers for everyone to share, three heads (toilets) and one washing machine and one dryer. I thought it would be impossible, but it just proved my husband’s theory that we have too much in our home!

Shower room — Two showers to share with everyone!

I want to tell you how thankful I am that NOAA has this wonderful program and allowed me to participate. I know many teachers applied for this and I am honored that I was selected. Thank you to the scientists aboard the ship: Kim, for EVERYTHING, the Night Shift: Taniya, Andre, Lee, Chrissy, and Rebeca for all of their guidance and help.

The deck crew: Chris, Chuck and Mike-thanks for your support and for making the night go by so quickly! Master Dave Nelson and ALL the members of his crew for their help in explaining everything and the tours on the ship!

This survey opened my eyes to what is happening under the water and how fragile life in the deep blue sea really is. It confirmed my thinking that we (the human race) need to look closely at what we are doing everyday and how it affects others. I plan on following the NOAA Ship Oregon II during the rest of the summer groundfish survey and during the fall groundfish survey. I want to see how the oxygen level changes, how the data collected affects the shrimp season, and follow the members of the ship!

Day One — Our first day together! (Photo by Karen Mitchell)

I cannot wait to share with my students and with anyone that will listen! Would I do this again? YES, I would go back to sea in a minute if I had the chance!

June 19, 2008April 2, 2021

Mark Friedman, June 19, 2008

NOAA Teacher at Sea
Mark Friedman
Onboard NOAA Ship Rainier
June 8-20, 2008

Mission: Hydrographic Survey and ocean seafloor mapping
Geographical Area: Southeast Alaska
Date: June 19, 2008

TAS Friedman holds up a macrocystis algae.

Weather Data from the Bridge
Southern winds 10-15, Patchy fog, High of 55 º F.
Seas a slight chop with waves of 3-5 feet.

Science and Technology Log

The POD reports (Remember from the last log what a POD is?)
We began this nearly two-day journey Wednesday, June 18 after a short day of surveying. The day before, June 17, I participated in a coastline survey team to check on smaller marine anomalies that could be rocks or dense macrocystis algae (A.K.A. giant kelp in southern California) that often appear as a solid formation from aerial observations and laser surveys done by the Coast Guard. The same macrocystis algae that has fronds (leaves) up to about 18 inches long in California, grows to over three feet up here. Each frond is as large as a tobacco leaf (see photo). My marine biology students back in LA will enjoy the comparison as I am drying some to bring it back. We shall arrive in Kodiak June 20 at 0900, and the crew and guests will disembark to get some land time. Some of us off hiking, others R and R camping, golfing, biking, etc. We’ll return to the ship to sleep and I depart back for LA June 22.

My Project and Lesson Plan

The macrocystis laid out on a bench is one meter long

My task on board the RAINIER has been successfully completed. It has been to learn as much as I can about hydrography and the charting of nautical maps. I shall be able to share this information with others thru the creation of a lesson plan soon to be available on the Teacher At Sea website.

The primary purpose of this lesson plan “Marine Careers on Board NOAA Research Vessels” is to make more available a descriptive motivation of potential jobs and careers that NOAA offers. To accomplish this I developed a questionnaire which 25 crew completed, from the ship’s commander to the entry-level wiper or ordinary seaman. Each interviewee was photographed on the job and both documents will soon be posted on multiple websites and made available to teachers and counselors internationally. There are hundreds of jobs available on NOAA ships and land support positions that are rarely publicized. Through this effort I hope to be part of publicizing NOAA job openings available to any youth over 18.

An Unforgettable Journey

I have been fortunate to be on board this premier NOAA research vessel, RAINIER, for two weeks as an observer and student. It has been an exhilarating experience I shall share with other science teachers individually and at national, state and regional science conferences. The Teacher At Sea program is an exceptional opportunity for teachers to learn and be part of real time scientific research that has concrete and immediate application to understanding the marine environment and the preservation of its character in the face of the human destructive onslaught. I leave a more committed environmental steward, materialist and marine scientist. Please feel free to contact me for any information about the program or materials associated with this experience. Mark Friedman. Mfriedman@animo.org.

April 27, 2008April 2, 2021

Tara Treichel, April 27, 2008

NOAA Teacher at Sea
Tara Treichel
Onboard NOAA Ship Nancy Foster
April 15-27, 2008

Mission: Lionfish Survey
Geographical Area: Atlantic Ocean, off the coast of North Carolina
Date: April 27, 2008

Weather data from the bridge
Visibility: 10 n.m.
Wind: 11 knots
Waves: 1-2 feet
Ocean swells: 3-4 feet
Sea temperature: 23.0
Air temperature: 23.0

At 120 feet, the water has absorbed red, yellow and green wavelengths of light, muting the brilliant colors of these Lionfish and other reef organisms (the Lionfish in the foreground is partially illuminated by the video camera)

Science and Technology Log

I wanted to explain a little more about the purpose of the Lionfish study. The technical name of the study is Assessment of Lionfish Ecosystem and Fisheries Impacts. The Principal Investigator/Chief Scientist is Paula Whitfield, who works out of the NOAA Lab in Beaufort, North Carolina. Several years ago, Paula had heard reports of Lionfish seen off the coast of North Carolina. A recreational diver, Paula visited these sites to see for herself; what began as a casual observation turned into the guiding question for a complex Lionfish ecosystem study that is now in its seventh year. As I understand, the guiding questions framing the study are:

Initially the scientists needed to understand, to what extent Lionfish have invaded the coastal waters of the eastern US. Under this broad question fall many sub-questions: Are they successfully reproducing? How large is their population? Are they expanding their geographic range, and is their population growing? Finally, what biological and physical factors may limit their survival (i.e. what environmental conditions do they need to survive)?
After the initial research results revealed a widespread and well-established presence of Lionfish, researchers refined their objectives to better understand the fisheries and ecosystem impact of Lionfish. This is a very broad question and includes many sub-questions such as: What species are they eating? Is the number of “conspicuous fish” species (large and easy to see and count) decreasing in areas where Lionfish are present? Are the number of “cryptic fish” species (small typically prey species that hide within the habitat) decreasing in areas where Lionfish are present?
The scientists also seek to better understand how Lionfish impacts may be further complicated by other variables such as overfishing and climate change. Examining this question requires looking at many other aspects of the marine ecosystem as indicators of ecological health. Sub-questions are: How are the physical and chemical ocean parameters changing over time (e.g. sea temperature, ocean currents, chemical composition)? How are algal populations changing over time? How are invertebrate and soft-bottom communities changing over time?

Initial results of the study were eye-opening. Everywhere the research team went, they found Lionfish. From 20042007, the data across the sampling sites showed an increase in population of well over 300%. Considering that these fish have no known predators, and females release 30,000 eggs at a time, it is not hard to imagine the severe impact that these fish could potentially have on the marine food web and ecosystem. In addition, Lionfish are tropical reef fish, which require warm water to survive and reproduce. As climate change occurs, it is conceivable that Lionfish could expand their range in response to rising sea temperatures or a shift in Gulf Stream currents.

Paula Whitfield (right), Chief Scientist of the study, and I enjoy the sunshine.