Tag: bottom longline survey

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Robert Markuske: Land to Sea, Early Days, August 17, 2025

Robert Markuske 

Aboard NOAA Ship Oregon II

August 13 – 29, 2025

Mission: Long Shark and Snapper Survey

Geographic Area of Cruise: Gulf of America

Date: August 17, 2025

Weather Data from the Bridge:

Greenwich mean Time: 23:51

Latitude: 25 22.739′ N
Longitude: 82 24.980′ W
Relative Wind speed: 2 Knots
Wind Direction: North – Northwest
Air Temperature: 32.8 Celsius
Sea Surface Temperature: 30.8 Celsius

Hello from the Gulf of America. Hereafter, it will be referred to as the Gulf.

We departed the Port of Miami at 14:20pm EST on August 13th. Below are my early experiences leaving port and getting a crash course before our survey starts. It’s been lots of info quickly; from living at sea on the Oregon II, how we fish, why we fish, what we use to fish, and all the different roles NOAA corps, Steward Crew, Deck Crew, Engineer Crew, and Science team do function on the water.

From the Galley; Port Holes Land to SEA

First and foremost, I have better service and internet at sea than I do at home—definitely better than at New York Harbor School. Maybe it’s time we really bring marine and maritime tech beyond the decorative portholes on our classroom doors. 😉

Although funny, it makes sense. At sea, doing scientific research on fisheries, things need to be a certain way—for the sake of quality science directives, the life of the organisms studied, and the quality of life for those walking the corridors and decks of the ship. While transiting from port to our first station in the Gulf, it’s been overwhelming—in a good way—but exciting, learning all that’s needed to truly be a part of the crew.

Why does the Oregon II even go to sea?

An assignment given to my students – albeit over the summer – comment on the blogs. Maybe they were hoping I’d have no internet connection. They were wrong. Let’s get those comments going.

Mission Objectives:

a wide landscape view of NOAA Ship Oregon II in port; Rob, standing on the dock near the ship, is visible at a distance. We can see the NOAA logo, the letters N O A A, and the number R 332 painted on the hull.
Ready to learn and assist in Oregon 2’s objectives
  1. Conduct a study to assess the distribution, abundance trends, life history (age structure, growth, and reproduction), movement patterns, and habitat of coastal sharks and red snapper (Lutjanus campechanus).
  2. Collect biological and environmental data at survey sites (including water quality parameters).
  3. Tag and release sharks.

For some context on fisheries scientific surveys:

I’m currently on Leg 2. This survey has four legs. A leg is a separate time at sea within the overall survey. In each leg, different stations are worked to reach objectives. This survey runs down the Atlantic Coast from North Carolina to West Palm Beach, FL, then transits back around past the Florida Keys, and into the Gulf to begin sampling again north of the Dry Tortugas. The legs in the Gulf , data is collected at three different depth strata: shallowest and closer to the coast (9-55 m), midway (55-183 m), and farther out on the continental shelf (183-366 m)—bouncing back and forth along shelf as we move up the western coast of Florida..

The gear used on this survey is bottom longline. But first—safety. I’ll get to the science and tech in a bit.

Safety Training & Protocol

Before the ship got underway, we went over a lot of safety procedures in case something were to occur while at sea. We went over what emergency signals are: fire is a 10-second alarm, man overboard is three long blasts, and abandon ship is six short blasts and one long. We were given cards that list our locations for where to muster in the event something occurred. We went over protocol and procedures if any of these events happen. While underway, we did some drills.

Rob dons an orange survival suit on deck. He stands with his arms completely outstretched. Behind him, the sky is blue and mostly clear, and the ocean is deep blue.
Training for Abandoning Ship in Emergency
an orange life ring mounted on a wall, printed with the words Oregon II, R-332, Pascagoula, MS.
Life Rings are all around the ship
Rob dons an orange survival suit on deck. He stands with his arms somewhat raised in fists. Behind him, the sky is blue and mostly clear, and the ocean is deep blue.
Training for Abandoning Ship in Emergency.

While on the ship, we did some drills. I would have to say, practicing for an event where I have to abandon ship was a little fun and emotional. Putting on the immersion suit to save my life—keeping you warm, afloat, illuminated, and with your head above water—in the event I need to abandon ship, is an iconic “teacher at sea” shot, I am told. I should have known; we have them at Harbor School. I’ve seen lots of selfies of kids and VIPs in them, but never had the chance. It’s an exciting and necessary drill aboard a working vessel.

Parachute Flare Training

We were demoed and practiced two types of flares to be used in different emergency situations. It was the best birthday candle I’ve witnessed to date. I got to set off the parachute flare, and some folks lit off other flares with a birthday serenade. It goes without saying, the reusable Grateful Dead birthday candle from Clara—my partner—is out of the league of candle celebrations. But the flare demo came close.

While underway, I’ve noticed and learned little things I would normally take for granted and that we don’t need on land.

photo of two kinds of work gloves, a white hard hat, and a life vest with the NOAA logo lying in a pile on a metal table that also contains a measuring board.
Not unfamiliar PPE

Red lights at night help preserve night vision and are just being kind to our shipmates. Watch for the red light blinking on top of the engine room—that means someone’s coming up the stairs. The office chairs don’t have wheels. The computers and equipment are cantilevered to the wall. Hard hats go on when things are overhead, and a PFD (personal flotation device) goes on when working close to the edge or near the stern. And when handling animals or fishing gear, we’ve got different gloves for different jobs.

a travel mug in a bright pink cone that stops it from rolling, on a wooden table.
BK Roasters doesn’t go rolling

My coffee cup really needs a stabilizer for this table. Honestly, I might bring one of these into the classroom—I’m forever spilling or misplacing my coffee.

And of course, the big reminder out here: follow directions. Listen, read, communicate. Feels like I’ve heard that a million times—pretty much every teacher, whether at sea or on land, says it.

coffee maker
You smell it through the galley.

Life at sea has its own lessons. Out here, everything needs backups, and things have to work a certain way. We’re living, working, and doing science on a ship that never stops moving and is always a long way from shore.

Shout out to BK Roasters for supplying a critical piece of material for this mission, good smelling, roasted coffee from the Brooklyn Navy Yard in NYC. My shipmates are saying it’s super smooth!

Science and Technology Log

In order to conduct the data collection and research on sharks, lots of scientific protocols and technology, both computer-based and mechanical, go into the survey. First and foremost, we are fishing. The techniques are similar to those of commercial fishermen. On the longline shark and snapper survey, we use bottom longline.

Graphic design illustration bottom longline fishing gear lying on the sea floor with fish swimming nearby. The bottom long line is connected to a blue fishing vessel in the background.
Bottom longline fishing

Bottom longlines have a mainline weighted to the seafloor with buoy lines marked by flags on either end, called high flyers.

Typically, per watch from 12 p.m.–12 a.m. and/or 12 a.m.–12 p.m., there are 3–4 sets, depending on how far away the stations are and conditions in the Gulf. An orchestrated ballroom dance across the Gulf, except the dance floor is wet, moving, with predictable and sudden changes in environmental conditions. Oh right, and sharks. Brings “the floor is lava” to a new level.

Gangions—short lines clipped to the mainline with hooks—are baited and attached to the mainline (4 mm thick). We bait 100 gangions (3 mm thick) with Atlantic mackerel and circle hooks. This one-nautical-mile line is then deployed off the stern. Note: we use a data collection system on a Toughbook to mark, map, and catalog the numbered hooks that are baited to use later on when hauling.

The most interesting thing I learned, or rather don’t emphasize when I teach about fishing gear types, is that longlines are detached from the vessel. There is a winch (like a big reel) that trails the line from the bow to the stern to set the gear and haul the gear. Upon set, it is released from the ship. Upon hauling it in, we reconnect to the harvesting system.

  • a spool of fishing line bolted to a pallet sitting on the deck of NOAA Ship Oregon II, as seen from the side
    Mainline Hauling and Setting System; 4mil line
  • a spool of fishing line bolted to a pallet sitting on the deck of NOAA Ship Oregon II, as seen from the front; there is a sticker with the NOAA logo that reads HARVESTING SYSTEMS
    One BIG fishing reel
  • view of the fishing line extended across the breezeway, a narrow side walkway
    Its runs from Bow
  • view of the fishing line extended down the breezeway
    Line Continues through breeze way
  • view of the fishing line looping around a pulley mounted at the edge of the wall of the breezeway
    At end of Breeze way, its almost to stern to be in position for setting line.
  • view of the stern, with a barrel lined with gangions and two high flyers lying on deck
    In middle of stern, line will be set to connect all the gangions.

To set the longline, it’s deployed in this order:

As things go into the water, data is collected on the gear—quantity and location.

This all happens from the stern (back of the ship) of the Oregon II:

  • Buoy, High-flyer (high visibility, designed and lit) – tossed out at the station coordinates.
  • Weights – connected after some slack from the high-flyer to keep the line on the bottom.
  • 50 gangions with bait, numbered 1–50 – spaced out along half a nautical mile of mainline.
  • Weights – to keep the middle section on the bottom.
  • 50 gangions with bait, numbered 51–100 – spaced out along another half nautical mile of mainline.
  • Weights – attached at the opposite end to keep the line on the bottom.
  • High-flyer, Buoy (high visibility, designed and lit) – with some slack given after the weight to keep things accurately placed.
a line of clips with round metal tags stamped with numbers
view down at a white barrel lined with empty circle hooks attached to gangions
two gloved hands slide a piece of mackerel onto a circle hook hanging off a white barrel, lined up next to other baited hooks
Rob, wearing a life vest and work gloves, drops a baited gangion over the railing as another crewmembers watches. it is nighttime.
crewmembers in life vests stand around two white barrels lined with baited gangions and look out at the water. the longline extends over their heads and then down into the water.
Two crewmembers in life vests work together to lower a high flyer - an orange buoy with a pole and a reflective marker - over the railing
view of the aft deck set up at night. a line of numbered clips stretches across a work table. two white barrels are lined with baited gangions. a vertical pole of some sort holds the deploying fishing line - this is hard to describe.
view out over dark water of the high flyer (buoy with tall flag) and another buoy adrift after deployment

During the soak of the 100 gangions, we are also completing water quality data via a CTD Device ( Conductivity, Temperature and Depth) that measures conductivity, depth, temperature, dissolved oxygen, and Ph. I will describe this in more detail in a later post.

a conductivity, temperature, and depth (CTD) rosette on deck, awaiting deployment
photo of a computer screen displaying readout

CTD water quality monitoring device; Watching data on descent and ascent

After being deployed its time to let the longline soak for an hour. Then we flip it and reverse it with some twists.

A big twist through the whole process is that you will have live animals on the ship that need to be returned to sea. The idea is to study these animals.

Lastly, as you are hauling up the line, you are simultaneously thinking of the next set. For example, keeping numbered gangions in order and placing hooks correctly in the barrel. If not careful, things can get squirrely quickly.

Note: as things come out of the water, data is collected on the gear—quantity, location, and status of the hook. How’s the bait looking? Is there a fish on!?!?!

Happens from the bow (front of the ship) of the Oregon II:

  • Buoy – High-flyer (high visibility, designed and lit) – A grappling hook is tossed to nab the mainline and pull it toward the vessel. The buoy and high-flyer are pulled onto the vessel, detached from the mainline, the mainline is reconnected to the harvesting winch, and the highflyer brought back to the stern.
  • Weights – Pulled onto the vessel.
  • 50 gangions with bait – Status of the hook. How’s the bait looking? Is there a fish on!?!?
  • Weights – Pulled onto the vessel.
  • 50 gangions with bait – Status of the hook. How’s the bait looking? Is there a fish on!?!?
  • Weights – Pulled onto the vessel.
  • High-flyer (high visibility, designed and lit), buoy

During the hauls, data is collected on the animals; fin clips taken for genetics, sexed, measured, and weighed. Some animals are tagged.

two crewmembers wearing life vests kneel or crouch on deck next to a wooden measuring board, preparing to measure a shark that one crewmember holds in her hands
Measuring different data lengths on sharks
Rob sits and a computer desk with a row of small blue-capped sample vials
Processing fins to go to another lab
Rob, in his Teacher at Sea hat, life vest, and work gloves, holds an unidentified shark up (snout facing up, ventral side facing camera) for a photo on deck at night
First “fish on” of our watch
top-down view of an unidentified shark swimming away in bright blue water
Shark being released after data collected.

Fish Hauled in the early days of this mission

Silky Shark – Carcharhinus falciformis

Sandbar Shark – Carcharhinus plumbeus

Barracuda – Sphyraena barracuda

Speckled hind – Epinephelus drummondhayi

Yellowedge grouper – Hyporthodus flavolimbatus

Red Porgy – Pagrus pagrus

Tiger Shark – Galeocerdo cuvier

Sharpnose – Rhizoprionodon terraenovae

Gulf Smoothhound – Mustelus sinusmexicanus

Snake Fish – Trachinocephalus myops

Click Common Name for for more info

Personal Log 

I would say writing a personal log is probably the hardest. I’ve been so engaged in learning what we are doing, I haven’t really been thinking about anything other than being a student.

But after some reflection, some workout routines in the corner of the bow, listening to some music, and working off all the great food I’ve been eating—I am a dessert-after-every-meal type of person—the Chief Steward has won my heart. It’s hard walking past the galley and not grabbing the cooking of the day on a 12-hour shift, in between set and haul.

In the early days of taking this journey, it reminded me of my first year of teaching. With eight hours of doing it, the learning curve is steep and continues to climb. You kind of have no choice, especially when you aren’t getting off the vessel for 17 days.

All in all, I am so grateful for this experience. It’s made me realize how much I underestimate the appreciation I have for both the people who do the work to study our marine life and for those who fish the marine life as a wild food source. It’s a massive world out here on the Gulf—in some distances it’s 800 miles from Texas to Florida—and on the open ocean. It takes special people both to do the work of studying these animals and to fish them for money.

Instantly, stepping on this ship, it’s place-based learning in stakeholder engagement. It’s a wild world out there. Living and working on a vessel is both a good way and a crash course in stakeholder engagement and cooperation. You kinda have no choice. We could learn a few things on land from the folks that work on the water for research and/or their economic income, specifically when it’s in the realm of fisheries.

Moreover, from the shark wranglers that are my current shipmates.

Animal Sighting:

a brown bird with a long bill rests on a railing of an upper deck of NOAA Ship Oregon II at night
Brown Noddy Chilling

Brown Noddy ( Anous stolidus)

The brown noddy forages over the water and dipping down to catch small squid, other mollusks, aquatic insects and super small fish, like sardines and snatching insects in air too.

AKA -Tuna Bird – Fishermen see it as a sign that tuna are near.

Did you know? 

Sharks are fish.

They live in water, and use their gills to filter oxygen from the water. They don’t have bones. These are a special type of fish known as chondrichthyans because their body is made out of cartilage instead of bones. The further classification of sharks, rays, and skates are known as “elasmobranchs.”

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Cheryl Milliken: Drifting and Setting, July 30, 2025

NOAA Teacher at Sea

Cheryl Milliken

Aboard NOAA Ship Oregon II

July 25 – August 10, 2025

Mission: Bottom Longline Survey, Leg 1

Geographic Area of Cruise: Atlantic Coast of Florida

Date: July 30, 2025

Weather Data from the Bridge

Latitude: 28° 35.1’ N

Longitude: 080° 14.9’ W

Wind speed: 9 knots

Wave height: 0-1 ft.

Air temp.: 31.3° C (88° F)

Sky: Few clouds

Science and Technology Log

Before I begin, my friend asked if we have a streaming presence. Although we do not, NOAA supports a website that tells where NOAA Ship Oregon II (and the rest of the fleet) is located at this link: https://coastwatch.noaa.gov/cwn/apps/noaa-shipwatch.html. This week we are completing many stations off the Florida coast and have made it as far north as Cape Canaveral.

On Tuesday we launched our first drifter, from NOAA’s Adopt-a-Drifter (ADP) program. The deployment went off without a hitch. Soon we will be able to view its movements using the following link: https://adp.noaa.gov/trackadrifter/falmouth-high-school/. Oceanographers from NOAA’s Atlantic Oceanographic and Meteorological Laboratory (AOML) in Miami, Florida, set up this dashboard to eventually see all three drifters in the ocean.

drifter folded up on a table. the round buoy is why and blue, with stickers and hand-drawn wave designs. it is attached to a cable and a wrapped up plastic cylinder, currently collapsed and held together with tape
Cheryl, wearing sunglasses and a life vest, stands next to the folded up drifter on a table on deck and smiles for the camera
Cheryl and Josh, wearing life jackets, work together to toss the drifter over the rail of the ship. the ocean i a vivid blue.
Cheryl and Josh stand across from one another, holding the drifter buoy and its folded up drogue with two hands between them, in front of the rail.
drifter just visible at the surface of very blue water

Images: (1) Drifter #1 in wet lab; (2) Cheryl and drifter #1 prior to deployment; (3) Cheryl and Josh (chief bosun) deploying Drifter #1; (4) Cheryl and Josh preparing to launch; (5) Drifter #1 in the Gulf Stream!

Tuesday night at 2030 (military time for 8:30 PM), we began preparing the first longline of the trip! This process looked daunting the first time we did it, but I’m sure we will settle into a groove soon.

A longline is a series of baited hooks stretched out for a long distance (ours stretches for a mile!). The line is weighted down at the beginning, middle, and end and marked by flanking high flyers, or buoys with long poles and a flashing beacon on top of a reflective panel so the ship’s captain can return to retrieve the gear.

We set out 100 gangions clipped to the mile-long longline. The ship steams forward, and the bridge calls out every 1/10 of a mile (10, 20, etc.) to help the bosun pace the number of gangions along the mile-long line. A gangion is a fishing unit consisting of a metal number to keep track of the hook, a clip, a length of monofilament with a circle hook at the end, and a piece of bait (we used mackerel cut into thirds). A circle hook is used because the curve of the hook reduces the chances that a fish or sea turtle will swallow the hook (an event that often mortally wounds the fish because it is very difficult to remove, or it can hold a sea turtle underwater and may drown them ). The bait has to be double-hooked (pierce it twice with the hook) to secure it.

Once the 100th gangion is attached to the monofilament, the bosun secures a weight, the second high-flyer, and a separate floating buoy to mark the end of the longline. Then the timer begins: the longline soaks, or stays in the water, for an hour from the time the second high flyer hits the water to the time we retrieve the first high-flyer. Here is an infographic made by Stephen Kade, former Teacher at Sea from 2018:

an illustration titled Long Line Fishing on the NOAA Ship Oregon II. The ship is depicted at the (completely flat) surface of the ocean. in the foreground, the ocean surface is cutaway to reveal a view of a deployed longline both above and beneath the surface. two buoys with tall fins ("high flyer buoys") are tied to each end of a line that is weighted at the ends and middle to stay on the ocean bottom. short lines extending off the longline in two directions are labeled baited gangions. there are silhouettes of sharks all around. at the top, there are 10 lines of text explaining the steps for deploying and retrieving the long line.

Infographic of longline survey aboard NOAA Ship Oregon II, created by Stephen Kade, NOAA TAS 2018.

We did not land any fish at our first station, but we have a long way to go! The night watch caught two sharks: one silky shark and one dusky shark. I can’t wait to see some on our watch!

I am enjoying being on the ship and meeting new people. I will be interviewing some of them for this blog, so you can see for yourself the diversity of careers needed to support a survey cruise.

Interview with LT Luke Petzy

portrait of a man in a navy blue t-shirt, a blue NOAA Corps baseball cap, and an orange life vest. he stands at a railing on the deck of the ship. the sky and the ocean are bright blue.

LT Luke Petzy of NOAA Corps on NOAA Ship Oregon II.

LT Luke Petzy was one of the first members of NOAA Corps (National Oceanic and Atmospheric Administration Commissioned Officer Corps) we met, as he led the “Welcome Aboard” meeting for all new volunteers and crew. From the outset, it was clear that safety is a top priority on this vessel.

The meeting covered essential safety procedures and introduced us to the impressive array of equipment installed to ensure our well-being at sea. Located at the top of the ship is an EPIRB (Emergency Position-Indicating Radio Beacon), which is triggered to call for help via satellite if the ship is in distress. In addition, SARTs (Search and Rescue Transponders) emit radar signals to aid in locating the ship during an emergency. 

Each person aboard is assigned to a specific life raft and issued an EEBD (emergency escape breathing device) for use in smoke-filled or low-oxygen situations. Hard hats and work vests are mandatory when working on deck. It is reassuring to know that we are in capable and well-practiced hands, as they perform drills at the start of each leg of the survey. Here’s a closer look at LT Petzy’s background and how he came to serve in the NOAA Corps.

How did you become a part of the NOAA Corps?

I grew up in Methuen, MA, and graduated with a degree in Natural Resource Studies and Fisheries Conservation from UMass Amherst. I took a SCUBA course that culminated in a trip to Key Largo, FL, which really hooked my interest in fish and the ocean. After college, I moved to St. John, US Virgin Islands to work at an eco-resort, where I met my wife, Corie. We moved back to MA when I got a job as a fisheries observer out of Woods Hole to go out on different types of fishing boats. It was the coolest job, but also the most dangerous. The job had a very unpredictable schedule and no way to call home for a couple of weeks while I was at sea observing. It was a really great experience but also a tough lifestyle.

In 2015 I moved back to St. John with my wife. I got my captain’s license and taught scuba. In 2019 I got a job in Newburyport, MA, as a tow boat captain.

Later that year, I applied and was accepted to NOAA Corps training. This job has given me the ability to drive boats and be a part of scientific operations and have adventures. I am a NOAA diver and have to dive a certain amount per year to maintain proficiency.

Why is your work important?

My job is to navigate the ship. I also work with the science crew to plan trips to complete the surveys. I like working for an agency that promotes science, scientific integrity, and an environmentally focused mindset. My job supports these efforts. I am responsible for the safety of the crew and safety of the ship, and I take pride in that.

What do you like most about your job?

I like seeing the ocean in a way that many others don’t, in all its moods and forms. I get to see marine mammals and marine life during the surveys. It is a rewarding feeling after we complete a successful mission.

What is the most important piece of technology that you use in your job?

The radar and electronic chart display system are so important to know where we are, and to avoid other vessels. I have to add the depth sounder, too, to avoid shallow water. 

What do you think you would be doing if you weren’t working at NOAA?

I would put my captain’s license to use on ecotourism boats or work with schools to bring students out on the water.

Do you have any hobbies?

Scuba, woodworking, and playing guitar. I have my ukulele on this trip to practice.

Personal Log

Life aboard NOAA Ship Oregon II is comfortable and exciting. The scientific crew work twelve-hour shifts, so a lot of time is spent with four other people on my watch. Each person brings different strengths to the group and takes on a variety of roles and responsibilities when we are fishing. I will share more about that in my next blog.

Animals seen:

  • Flying fish (they don’t actually fly, but the ship’s movement definitely motivates them to scoot along or glide)
  • Brown booby (a seabird)
  • Barracuda! The fishermen troll behind the ship when their work is done, and this day they caught a barracuda. They did not keep it because the barracuda sometimes contains ciguatoxin, a toxin that causes ciguatera fish poisoning. We don’t want anyone to be poisoned on this trip!
two men stand near the railing at the aft deck of the ship. the sun is low in the sky, which is dotted with fluffly clouds. one man holds a fishing pole that is curved downward with the weight of his catch.
a man in a wide-brimmed hat and sunglasses holds up a roughly 3-foot long barracuda for a photo; the evening sun makes the ocean look almost metallic behind him

L to R: Chief bosun Josh Cooper and skilled fisherman Sean Gronquist reel in the barracuda from the stern of the ship. Josh Cooper shows his barracuda catch to an excited group.

Did You Know?

Many sharks have only a few babies (called pups) at a time. Tiger sharks, however, can have up to a hundred! Their pups are often preyed upon by adult tiger sharks, including their mother!

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Martin McClure: Looking Forward, July 19, 2023

NOAA Teacher at Sea

Martin McClure

NOAA Ship Oregon II

July 25– August 9, 2023

Mission: Shark/Red Snapper Bottom Longline Survey

Geographic Area of Cruise: Gulf of Mexico/Atlantic Ocean

Date: July 19, 2023

A portrait photo of Martin wearing his navy blue NOAA Teacher at Sea t-shirt and navy blue NOAA Teacher at Sea hat

TAS ’23 Martin McClure

My name is Martin McClure and I am thrilled to have been selected as a Teacher At Sea and to be headed to the NOAA Ship Oregon II! We will be embarking from Pascagoula, Mississippi on July 25th and disembarking at Port Canaveral, Florida on August 9.

I teach third grade at Nokomis Elementary, The Greatest School In The Universe, in Ukiah, California. Ukiah is a thriving metropolis of about 17,000 people located about 2 hours north of San Francisco. The economy of our beautiful community is primarily agricultural and tourism based. We are known for pears, wine, and redwoods. The coast of Mendocino county is about an hour away, through the redwoods, and features beautiful cliffs, beaches and even the Lost Coast.

I grew up I n South Florida fishing in the mangroves and flats of the Everglades, Florida Bay, the Keys and Biscayne Bay so this is a bit of a return home for me. This will, however, be a very different endeavor. I look forward to being part of a science team collecting data. I want to learn about the sharks and other fish that we catch. I look forward to meeting and working with a variety of people from different professional backgrounds and regions.

I recently completed my 25th year of teaching as a classroom teacher and it has been quite a journey. I have taught grades K-6th and have enjoyed different aspects of each of them. Before becoming a classroom teacher, I taught English in Taiwan and traveled in China, Tibet, and Japan as well as working in schools in Philadelphia. Because I see how my own enthusiasm helps my students to connect with whatever I am teaching, I integrate my own interest in science, nature and the outdoors. The best that I can bring to my students is what I know and love. Through the Teacher At Sea program, I look forward to expanding my experiences and knowledge about applied science and careers at sea so that I can better bring the world of science to my students.

New Terms: Forward is a nautical directional term referring to the bow at the front of the ship while aft refers to the stern at the back of the ship.

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Maronda Hastie: Time to Meet My Shipmates, August 30, 2022

NOAA Teacher at Sea

Maronda Hastie

Aboard NOAA Ship Oregon II

August 28 – September 14, 2022

Date: Monday August 29, 2022 & Tuesday, August 30, 2022

Mission: Shark/Red Snapper Bottom Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Weather Data:

Lows/Highs = 75 degrees – 88 degrees Fahrenheit
Wave Height = 1’6″ – 1’8″ Northeast
Wind Speed = 3 – 14 mph
Humidity = 71%
Barometric Pressure = 29.97″ HG
Sky = Sunny

Science Log

On Monday, August 30, 2022, I met my shipmates in Cape Canaveral in front of the ship. We all had to take a self-administered Covid-19 test and wait 30 minutes for the results to appear on the sensor. I was so nervous staring at the apparatus every 5 seconds waiting for the light to brighten on a negative result. That was too much stress! What if it said positive? Would I have to head back to Atlanta or wait a few days? Once the ship leaves the dock, then it does not disembark until the end of the research project. That would have been a disaster! Luckily my results were negative! I was able to board the 170 feet ship NOAA Oregon II, locate my room and take a quick tour.

This ship’s homeport is Pascagoula, Mississippi and conducts a variety of research surveys in the Gulf of Mexico, Caribbean Sea, and Atlantic Ocean. The surveys focus on fisheries, marine mammals, and plankton. Commanding Officer Eric Johnson can lead his staff for up to 33 days at a time. The following are the maximum numbers for the staff.

Commissioned Officers/Mates = 5, Licensed Engineers = 3, Unlicensed Engineers = 2, Deck = 6, Stewards = 2, Electronic Technician = 1, Total Crew = 19, Scientists = 12. Up to 12 people can sit in the dining area at one time with 6 people spread amongst 2 tables.

The ship is equipped with a 275 square feet wet lab, 210 square feet hydro lab, 100 square feet bio lab, 75 square feet computer lab, 4 dive team equipment, 2 cranes, a cradle, trawl nets, hydraulics, ropes, long line fishing gear, a medical treatment room, a laundry room, and a rescue boat that can hold 6 people.

We had to wait for 17,000 gallons of diesel fuel to fill the ship, stock the kitchen, and get other necessary supplies. Can you calculate how much this gas costs in your city? There are a lot of factors that affect the outcome of our journey as we crisscross around the Gulf of Mexico. Luckily, we have trained professionals doing their job!

a collage of four photos. Top left: view of the bow of NOAA Ship Oregon II in port. We can see the NOAA logo and the ship's hull number, R 332. Top right: a view of a table surrounded by six chairs attached on swivel posts to the floor. There's a television on the wall at one end of the table and a porthole window. Bottom left: a scientist sits at one of several computers set up on a long wooden desk. additional monitors are mounted on the wall. Bottom right: a view of a desk and computer monitors in front of the row of windows in the ship's bridge.
Top Left: Front of Ship (Bow), Top Right: Dining Area, Bottom Left: Computer Lab, Bottom Right: Bridge, Captain’s Area

Personal Log

I appreciate my Uncle Bill who made sure I arrived in Cape Canaveral safely. It was good to see him with his gracious welcome to Orlando, Florida. Now that I completed the initial paperwork & received a negative Covid result, I am happy to meet my shipmates! My work schedule will be from 12pm to 12am with breaks in between. I’m the only Teacher at Sea on this ship along with 2 college interns and a volunteer. We are all excited about the upcoming experience. There’s a lot of information to learn in a short period of time, but I think I can manage. My state room has a full bathroom, lots of storage space & twin bunkbeds with curtains. I chose the top bunk. I met with Mr. Collin Lynch, Chief Electronics Technician as soon as I got settled into my room. He made sure my computer & cell phone are connected to the Wi-Fi system. I really appreciate him because I still need to connect with my students, plan lessons & make sure they get assistance as needed during my breaks.

While my shipmates & I waited for the supplies to come in, we had dinner at the local restaurants along the waterfront. I learned how to keep score in a darts game and still lost. I had hoped to see a rocket launch, but the mission was cancelled/postponed. The disappointed people were in traffic starting at 3am in the morning to get a good spot. Oh well, maybe next time.

Top left: Maronda poses for a photo with her uncle outside. Top right: Maronda stands next to a dartboard. Bottom left: a man holds a dart up in his right hand, aiming at a dartboard out of frame. Bottom right: Maronda prepares to throw another dart.
Top Left: My Uncle Bill, Top Right: Me with no luck at darts, Bottom Left: Lead Fisherman, Chuck Godwin, Bottom Right: Me still trying to earn points

I enjoyed listening to the stories, having great meals & asking a few questions. I found out that some of them conduct surveys for up to 45 days before they go home. Some are married with kids while others are single, or kids are grown now. Either way, they adjust to life at sea. Check out a few pictures from my flight to time in Cape Canaveral.

  • Maronda poses with her Uncle Bill outside in Orlando.
    My Uncle Bill lives in Orlando & made sure I arrived to Cape Canaveral safely.
  • A view of the stern of NOAA Ship Oregon II in port. It's a sunny day with blue skies and white clouds. A bright orange fast rescue boat mounted on a davit on an upper deck catches the eye.
    NOAA Ship Oregon II in port
  • A view of toward the bow of NOAA Ship Oregon II in port. It's a sunny day with blue skies and white clouds. We can see the wooden sign board that reads OREGON II. Two people stand on the lower deck and look over the taffrail.
    NOAA Ship Oregon II in port
  • A selfie view of Maronda in front of NOAA Ship Oregon II in port. We can see the back half of the ship, the fast rescue boat, and the American flag ensign flying from the fantail.
    Arrived safely!
  • A close-up selfie of Maronda in front of NOAA Ship Oregon II in port. We can see the NOAA logo and read, in reverse, NOAA R 332.
    NOAA Ship Oregon II, R 332
  • A metal plaque that reads: "R.V. OREGON II, designed by R. H. MACY for U.S. DEPARTMENT OF INTERIOR BUREAU OF COMMERCIAL FISHERIES built by THE INGALLS SHIPBUILDING CORP., a division of LITTON INDUSTRIES, Pascagoula, Mississippi, 1967
    NOAA Ship Oregon II was built in Pascagoula in 1967.
  • Maronda reclines in a lawn chair on the deck of NOAA Ship Oregon II, beneath the metal ship information plaque.
    Relaxing on deck
  • a close-up view of navigational instruments on the bridge
    Instruments on the bridge
  • a close-up view of a plate of sushi at a restaurant.
    A beautiful plate of sushi
  • four people along one side of a table at a restuarant, eating sushi
    Getting to know shipmates at the restuarant
  • five people along one side of a long table at a restuarant, eating sushi
    Getting to know shipmates at the restuarant
  • Maronda and four other people at a long table in a restuarant, eating sushi
    Getting to know shipmates at the restuarant
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Maronda Hastie: Preparing for Teacher at Sea Aboard NOAA Ship Oregon II, August 28, 2022

NOAA Teacher at Sea

Maronda Hastie

Aboard NOAA Ship Oregon II

August 29, 2022 to September 14, 2022

Date: August 28, 2022

Mission: Shark/Red Snapper Bottom Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Introduction

Greetings from Atlanta, Georgia. Join me during my research on the NOAA Ship Oregon II in an expedition studying shark and red snapper. I am excited to board the ship in Cape Canaveral, Florida and head to the Gulf of Mexico for about 14 days. Be a part of my journey and interact through my blog.

I first learned about NOAA’s Teacher at Sea Program while at the Georgia Aquarium for a workshop two years ago. I immediately looked up more information & started the application process. Although I was accepted & thrilled to participate, Covid-19 delayed my departure. Please understand how frustrated I was as the world’s plans changed before my eyes! Normally I delete spam emails, but I did several searches to make sure I didn’t miss out on the email contacting me back to the original plan. I was so excited to finally get the news I’ve been waiting for that I did a happy dance.

In 2017 I was fortunate to participate in the Georgia Aquarium “Rivers to Reefs” program where educators spent one week testing water in the Altamaha River Watershed. We started in Atlanta and worked our way to Gray’s Reef National Marine Sanctuary off the coast of Savannah, Georgia. Our field experiences included a behind the scenes tour of the Georgia Aquarium, testing water in Shoals Creek on Glenwood Avenue, High Falls State Park in Jackson Georgia, canoe the Ocmulgee River where it meets the Oconee River, Sapelo Island Marine Institute, and Skidaway Island Marine Science Center. This experience opened my eyes to more opportunities for my students and enlightened me on how humans effect the environment. I immediately worked on developing student project presentations and fieldtrips the next school year. I love seeing the “Aha” moments and taking my students to Skidaway Island and other places around the world. I get just as excited as them when they figure out things work.

a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop. Title: Shoals Creek on Glenwood Avenue. "Our 1st data collection stop was Shoals Creek on Glenwood Avenue in Dekalb County. We observed our surroundings, discussed the difference between invasive and nonnative species, described watersheds and environmental concerns, completed projects to share with our students, and collected water samples."
Georgia Aquarium Rivers to Reefs Program in 2017 Shoals Creek
a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop.
GA Aquarium Rivers to Reefs Program 2017 High Falls Park
a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop.
Georgia Aquarium Rivers to Reefs Program 2017 Sapelo Island
a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop.
Georgia Aquarium Rivers to Reefs Program 2017 Gray’s Reef

While studying Math & Computer Science at Savannah State University, I spent a lot of time in the Marine Biology building working on projects, catching small crabs at the school’s dock, walking to the docks at Thunderbolt, and Tybee Island collecting samples. This allowed me to relax, rejuvenate, learn about the environment and be creative. Now I challenge my students and people around me to do the same. Currently I teach Algebra, Geometry & Pre-Calculus and would like to incorporate more cross-curricular projects with my students.

a collage of photos of students visiting the Georga Aquarium.
Field trip with McNair High Students 2022
a student stands at a black table near a sample tray and laminated instruction sheets. She smiles down a small fish she holds in her gloved right hand.
Mariah was all smiles while she examined the fish at Skidaway Island Marine Science Center 2019
a group of students stands around a specimen bin in a lab setting. several of them hold containers of water and reach in to remove specimens.
Students Examine Samples at Skidaway Island Marine Science Center 2019

Upcoming Surveys in the Gulf of Mexico

My work hours will be from 12pm – 12am leaving from Cape Canaveral & headed to the Gulf of Mexico aboard the NOAA Ship Oregon II. I am excited to work with all types of sharks & red snapper along the way. Listen, if I pull a shark from the tail will it try to bite me? How close do I need to be? How long can the fish be out of water while I carefully examine it & put back in the ocean? What will I use all this information for? Are you trying to make me shark meat? Which statistic will I increase? What if a hurricane approaches, do I need to record that too or leave town? Soon I will find out. Let’s get started!

What did the faculty & students have to say before I depart?

Last week students & faculty members had something to say about this exciting journey I will participate in with NOAA. I am honored to carry the torch for the Teacher at Sea Program this year and proudly immerse myself in the entire experience. Check out what a few people had to say.

Student Da’Vaughn T. : “I would like field trips such as helping the marine life and be able to visit underwater animals.”

Math Instructional Coach Eboni Arnold: “Science research can help students at McNair High School by enhancing their critical thinking skills, mathematical competency as well as gain an in-depth knowledge of science based real life practical skills to enhance their learning. ​Environmental issues are related to STEAM because the more students and educators know about the environment, they are able to raise awareness of the importance of being environmentally safe and protecting our society through learned experiences. ​Everyone can benefit from this amazing experience through Ms. Hastie sharing her blogs, notes, her own experiences, and the connections she will make with her students, colleagues, and within McNair High School. ​ Ms. Hastie is an excellent choice for this opportunity because she always connects real-life opportunities to her classroom instruction. She provides opportunities for students to experience life outside the classroom through field trips and project-based learning.”

Principal Dr. Loukisha Walker:

Principal Dr. Loukisha Walker

“Hello, my name is Dr. Loukisha Walker and I am a proud principal of Dr. Ronald E. McNair High School in Atlanta, Georgia. I would like to speak on why Ms. Hastie is the perfect choice for the Teacher at Sea Program. 

“For Ms. Hastie, this opportunity is simply an extension of prior and current activities that she has used to expose students to opportunities and programs that would otherwise be out of reach for our students. This allows students to broaden their scope of possibilities for careers and even travel. Ms. Hastie, in addition to all of these things, is an avid blogger, project creator, and loves to communicate what she has learned to students to give them wisdom and insight, though they did not experience it first hand. For this reason and others, Ms. Hastie is simply the perfect choice for the Teacher at Sea Program. I know that Ms. Hastie, and her work ethic, and the way she pays attention to detail, she will take all of that information and bring it back to our students and make sure that she relays that information to them. She’s gonna talk about how exciting it is for them. She’s going to even speak on just her experience for being at sea for so many days. So with all of those things in mind, Ms. Hastie is going to not only do an amazing job while she’s at sea for 15 days, but she’s going to record, she’s going to continue to blog while she’s there, she’s gonna take a ton of photos and she’s going to come back and make sure our students experience it as if they were there with her.

“This is Ms. Hastie, this is her work ethic, and we’re so proud of her and we know she’s going to do an amazing job with the Teacher at Sea Program. Congratulations once again, Go Mustangs, and we are proud of you.“

Assistant Principal of Attendance & Testing, Dr. Barbara Long:

Assistant Principal of Attendance & Testing, Dr. Barbara Long

“Good afternoon, my name is Dr. Barbara Long. I serve as the assistant principal of attendance and testing at the fantastic Dr. Ronald E. McNair High School. We are so proud of Ms. Maronda Hastie and all that she is going to learn, do, and share when she returns from this amazing adventure. Science research can benefit our students at Dr. Ronald E. McNair High School in multiple ways. Number 1, it will surely help to develop our students’ problem solving, analytical, and critical thinking skills. Hopefully students will engage in actionable research projects following this pursuit and partner and collaborate with others to devise solutions to these real life problems and ultimately benefit the communities in which we live. So I’m looking forward to the engagement, activities, and application of the real science for our students. Proud to be a leader here.”

Art Teacher Debra Jeter:

Art Teacher Debra Jeter

“There’s something that’s universal about science research that could not only benefit the students at McNair, but benefit anyone to know what’s going on around us. How else can we, you know, contribute or help or even understand and live in this world if we don’t have some understanding of, you know, what’s going on around us. And the ocean is so important to us. And I think Ms. Hastie is a great choice for this, because not only has she been well traveled, but she has a great interest in science research and the environment.

“And not only that, but she does the most, you know? Like, she’ll be in there, following them and asking questions and writing it down and making sure she bring it back and share with McNair. And so many of these environmental issues are related to STEAM, too, which is a big concern for all the teachers at McNair, because environmental issues, as global warming continues, is gonna be vital for us all to understand how we can contribute to making our environment more peaceful. And not so hostile, and, you know, so many species are going extinct, if we just let this continue, we might be extinct too. And I’m sure that she’s gonna benefit… We’ll all benefit from her experience of being out there. I can’t wait to hear her stories and see her photos. I’ve been on journeys with her before she’s a marvelous… She know how to find places and go places and do things, she’s very capable. It’s gonna be fascinating just to hear her second-hand stories of what she found and how we can help make the world a better place.”

Business & Technology Teacher Wanda Charles-Henley

Business & Technology Teacher Wanda Charles-Henley

“Hello, my name is Wanda Charles-Henley and I’m a business teacher here at McNair High School. And I’d like to answer question number two: how and why is Ms. Hastie a good choice for this opportunity? I think Ms. Hastie is a perfect candidate for this opportunity because she’s always willing to go above and beyond for not only the students here at McNair, but also the staff members. She’s always willing to lend a helping hand. As a new teacher here, she was the first one to come and say she would teach me some of the new programs ’cause I’d been out of education for a while. She’s always one of the last teachers to leave the building. So she has a number of programs that she has coordinated for the students, exposing them to a lot of the opportunities outside of school. She also has the Chick-fil-A Leadership Program. She’ll coordinate activities for the students such as skating, coordinate activities such as environmentally cleaning up the Chattahoochee River. She’s always coming up with innovative ways to get the students involved. And I just think she will be an excellent candidate, and she is an outstanding teacher, and I can’t wait to see what she brings back to McNair High School and all the information she’s gonna share with us. Go Ms. Hastie!”

Culinary Arts Teacher Chef Leslie Gordon-Hudson:

Culinary Arts Teacher Chef Leslie Gordon-Hudson

“Okay, my question that I will be answering is how and why is Ms. Hastie a good choice for this opportunity… Ms. Hastie is a good choice for this opportunity, ’cause she is one teacher, I know, that will go out and get the resources and the information and bring it back not just to her math class, but in the entire school and engage the entire school, and whatever the idea is or the project or the learn resource or whatever the systems that she learned, that’s why I think she’s a great choice for this program.”

Student Dieynabou D.:

Student Dieynabou D.

“I believe that everyone can benefit from this great experience because it will provide excellent exposure into many things, including careers into oceanography. As a student leader, and a member of the National Beta Club here at McNair High School, I’m looking forward to creating community service activities that are involved with the environment.”

And here’s what I have to say:

Teacher at Sea Maronda Hastie

“Hi, my name is Maronda Hastie. I am a representative of McNair High School in DeKalb County, Georgia. I am so excited to have been selected to be a part of the Teacher at Sea Program. I first heard about it at the Georgia Aquarium, and it is a program from NOAA, the National Oceanic and Atmospheric Administration. So I’m excited that I’m gonna be studying shark and red snapper (hope the shark doesn’t eat me!) but I’m excited about studying the shark, because once I do all of my research for a few weeks, I get to bring it all back and I will share it with my colleagues, I will share it with my students, and I will share it with the community. So I feel like my job is to just spread the information about oceanic opportunities, as well as opportunities for the students to know about more careers, more field trips, more hands-on activities in the classroom. So I’ll develop a few lessons, so although I teach math, we can do interdisciplinary projects, so I’ll be working with, say, the science teacher, I work with the art teacher, I work with any teacher who would like to create lessons with me, so that we can, you know, expose our children. So I’m excited.“