Geographic Area of Cruise: Northwest Atlantic Ocean
Date: August 15, 2025
Weather Data from Bridge:
First, Someone named Suzy asked if I am hopeful for the future of our oceans after seeing all the work that is done on my NOAA cruise. I am hopeful every day I get to go to school and see the brilliant young minds that are learning and developing so that they may work to solve our world’s problems. (Read more here). The dedicated people I’ve met through NOAA and on NOAA Ship Pisces remind me that we are using science in productive ways, like taking care of our oceans! Are you learning and doing your part? Thank you for reading and asking questions!
Dorothy and a plankton sieve
Second, the answers to the math problem from the previous BLOG: If we sorted through 1/8 of our Bongo net sample, and identified 20 krill, then we would estimate there to be 160 krill in the total sample. For part 2, the abundance is estimated as the number of krill expected per cubic meter. If the nets filtered through 5 cubic meters of water, we would expect to find 32 krill per cubic meter in this part of the ocean. (Alert, we’ll soon be calculating energy density in Chemistry!)
Observers Observing!
Science at Sea: Purpose! On purpose! With purpose!
It is hard to believe that my two weeks onboard NOAA Ship Pisces have come to an end. In many ways, it seems like I have just started. But when I reflect on all that I have learned about the science being done at sea, I realize I have been here long enough for some important things to sink in! I’d like to share some of these things with you.
Many of the Scientists I spoke with said that math wasn’t their thing. You don’t have to like math to do science, you do have to do some math, understand some math, check behind the computers on some math. There is a difference. We don’t live in a binomial world. You can’t say not liking math is a reason to not do math.
Science is a process. It is not a list of boxes to check or things to do. Science is a way of looking at the world. Observe, analyze, reflect, repeat.
Science can be used for good. NOAA Scientists are making our lives better.
We need more scientists. Are you ready? I’m ready to start a new school year sharing the insights I’ve learned as a NOAA Teacher at Sea!
Gear is ready for next time!
You do the Math: I’ve worked 12-hour shifts, 3pm-3am each day of the Summer2025 EcoMon meeting Scientists, doing science, seeing Science in action, and developing ways to connect my students with relative, real-world experiences. How many hours of professional development credit should I receive? OR Since a work day is considered to be 8-hours, how many days of “comp time” should I earn? (Teachers in some schools can earn “compensatory time” for work done outside of the school day, to be used on teacher workdays, not on regular days with students.) Feel free to post a kind reply in the comments.
Yes, that’s a sea horse!
Interesting Things: As a NOAA Teacher at Sea participant, I have had the privilege to work with an awesome Summer EcoMon 2025 crew. I have basked in the joy of focusing on science and ways to bring back some insights to my classroom in North Carolina. Some observations have come more organically than others. For example, on the Pisces, the mission is clear. Every department is working towards the goal of collecting our scientific data, but not in the same way. At school, our departments are also working, but sometimes our goals are in conflict… Increase test scores? Winning football season? Resume booster? Full stomachs? Social conduit? College acceptance? Understand the world? Develop skills? Create citizens? Workforce development? Avoid gun violence? Learn content?
The Wardroom
NOAA Corps is responsible for operations, safety, and project completion (possibly like school administration) but they must rotate off the ship after 2 years and they don’t make decisions unilaterally. Their well-honed leadership comes in understanding the institutional knowledge of each department.
I wonder what would happen if our school systems invested in clear missions and departmental leadership. I would settle for “just” focusing on science! 😊
View from the Wet Lab
Teacher at Sea/ Career Spotlight:
As part of my Teacher at Sea work, I’ve created a game to help my students see many of the people and careers on the NOAA EcoMon cruises. In addition to the Science, NOAA Corps, Deck, and Engineering departments I’ve been able to highlight in my blog posts, the Stewards, Survey, and Electronic Technician departments are also mission critical. Come to West Johnston to play my Career Exploration game.
I’ve also found ways to integrate real world skills and relevant examples into the content I teach. Next year specifically, we will be honing my “Death at Sea” Forensics Lesson and “Ocean Calorimetry” Chemistry lesson. Finally, I will be leading a session called “Come Sail with NOAA” at the NC Science Teacher’s Association PD conference in November. If you would like to learn more about applying to be a NOAA Teacher at Sea, or a Science Teacher in North Carolina, please come check us out. (read more here: NCSTA)
After our last data collection stop, we checked out the last sunset!
Personal Log: I am thankful for my community – those who have and continue to nurture, teach, and inspire me to observe, learn, enjoy, and be curious! This is going to be the best school year ever!!
Mission: Oceanographic and Biological Monitoring of Davidson Seamount
Geographic Area: Davidson Seamount/Monterey Bay National Marine Sanctuary
Date: July 26, 2025
Weather Data: 15°C/ 59°F in Berkeley, CA
Science and Technology Log:
Our mission ended and I disembarked in Alameda on Thursday morning. The Lasker is now headed back to its home port of San Diego. We accomplished the seven days of transects and had two additional days of data collection in which we did several more deep CTD drops (to 2400m) and two more full days of bird and mammal observations. Our total bird and mammal observations were 1333 with 986 birds and 347 mammals. Leach’s Storm Petrel and Red-necked Phalarope were the most common birds. Fur seals and whales (both unidentified) were the most common marine mammals with Fin whales coming in third. Besides these observations, we also observed 14 ocean sun fish (Mola mola), 12 sharks and 20 pieces of floating plastic and styrofoam. It was jarring and painful to see a plastic bottle floating by so far from land. This data will be added into the long term study of the Davidson Seamount which has been happening every few years since 2010. The past missions have been in 2010, 2015, 2018, 2022 and 2024. Thus, together with our work this year, we are building a story of the life above and below the seamount.
Overall, we surveyed over 500 miles and the ship traveled twice that- 1000 miles- since it doubled back in the night, collected more CTD samples, and then transited to the next line. Overall, we did 86 CTD casts and collected 81 eDNA samples which will give us a picture of the character and life of the ocean below the surface. This picture will complement our observations above the water and allows us to know how animals interact with their environment so we can work to conserve them. Given the fact that 95% of the ocean is unexplored, it feels amazing to be part of this effort and contributing to our understanding of the Monterey Bay National Sanctuary and specifically the Davidson Seamount.
In the down time between observation efforts on the flying bridge (highest deck on the Lasker), I had the chance to interview the two early career scientists- Kylie Marozsan and Melissa Ashley. Everyday Kylie and Melissa added so much enthusiasm and positivity to our work and I was inspired by how much they have accomplished in their lives so far. I believe they are great role models to my 5th grade students and the middle and high school students I mentor.
Melissa and Kylie holding ocean ‘shrinky dinks’ (projects compressed by adding them to the CTD drops)
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Kylie entering bird and mammal data
Early career scientist- Kylie Marozsan
Kylie is from Pennsylvania and is a rising senior at the University of Miami majoring in marine biology/ecology and minoring in microbiology/immunology. Beyond her studies, she is president of the marine mammal rescue team; a team of volunteers who are basic stranding certified so they can assist local officials with rescuing marine mammals. She is here as a NOAA Hollings Scholar.
What is a NOAA Hollings Scholar?
It is an eight-week program where students intern in NOAA between their junior and senior year of college. You fill out an application, write an essay and send in your resume. Then you have access to possible placements. I saw a post by Chad King, research ecologist for Monterey Bay National Marine Sanctuary, interviewed and did a site visit. While I have been at the Monterey Bay National Marine Sanctuary, I have worked on improving the sanctuary’s video database, assisted with microplastic field work on both the beach and the ocean, and participated in this 10 day research cruise aboard the Reuben Lasker. On July 29th, I will present my summer work at the NOAA Headquarters in Silver Spring, Maryland.
What do you enjoy about your experience?
I am enjoying the research with the Monterey Bay National Marine Sanctuary. The experience is well rounded with both field work and office work and being on a research crew.
What has been a challenge?
Moving to a new place, adjusting to a new climate with my first “adult” job and living on my own have all been challenges. Yet, the people and everyone have been so welcoming and kind.
Why is this work important?
We have been given a beautiful planet; we must do what we can to protect it and we can’t protect the people we love without protecting the place we love.
When did you know you wanted an ocean focused career?
Ever since the 6th grade I loved Shark Week on the Discovery Channel. Shark Week happens for a week every summer. I loved it so much I messaged the filmmaker that I wanted to do his job and he told me “live the life you dream”.
What is a book/ activity you recommend to someone who wants an ocean focused career?
I recommend the book Silent Spring by Rachael Carson. It is an eye-opening book about the chemicals in our world written by a woman. It made me more aware about products and their sustainability. Silent Spring discusses how pollution from land can accumulate and hurt all different levels of ecosystems including the ocean.
For activities- go snorkelling! You can learn a lot from what’s out there.
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Early career scientist- Melissa Ashley
Melissa collecting water for eDNA sampling
Melissa is from San Jose, California. She grew up going to northern California beaches and loved visiting the Monterey Bay Aquarium. In high school, she enjoyed marine biology so much that she led a marine biology club that did dissections, presentations and river clean-ups. She graduated from the University of San Diego in environmental and ocean sciences and then received her master’s degree from the Middlebury Institute of International Studies in Monterey. She focused on ocean and coastal management. Melissa now lives in Monterey and is a California Sea Grant Fellow.
What is a California Sea Grant Fellow?
It is a one year placement in a state agency focused on marine and coastal policy. I have been with Monterey Bay National Marine Sanctuary since February. Over the past ten years, we have seen a decline in bull and giant kelp throughout different parts of northern and central California believed to be attributed to a combination of marine heatwaves, sunflower sea star die-offs and a sea urchin population surge. Since we aren’t able to restore all of the kelp that has been lost, I am helping identify which kelp bed locations throughout the sanctuary are the most important to people who rely on them. One of the things I love most about being a fellow at a marine sanctuary is the chance to be involved in such a wide range of work. While I don’t typically work with seabirds or eDNA in the office, trips like this highlight the many different roles that go into managing a sanctuary.
Why is your work important?
My work is important because it helps bridge science and policy. Studying marine resources is incredibly important, but without strong policy, we can’t protect the resources that we study. Long term, I’d like my work to help protect the marine resources that we study, but also help the people that rely on these resources for their livelihoods.
What do you enjoy about your work?
On this mission, I love learning about so many new marine mammals and sea birds- like the Cook’s Petrel which you can only see offshore. It’s also been so fun getting to meet and spend time with such a dedicated and passionate team on board also enjoying getting to know everyone on board.
What is a challenge?
I’d say my biggest challenge right now is just adjusting to life at sea. It’s very comfortable here on the ship, but sometimes we’re stationary for long periods of time. As someone who likes being active, I have to make an effort to find different ways to stay active – whether that’s going to the ship’s gym in the evening or having impromptu dance parties during our breaks on the flying bridge!
When did you know you wanted an ocean focused career?
Ever since elementary school, I’ve loved both art and science, and I’ve always been curious about the natural world. As I watched documentaries online, I discovered that while the ocean is beautiful and inspiring, it also faces many threats. Studying environmental and ocean sciences in college felt like a natural path. It took some time, but I eventually found the policy space. Working in policy allows me to combine science, law, and policy-making it a perfect fit where I can draw on all my different interests.
What is a book/ activity you recommend to someone who wants an ocean focused career?
A couple of my favorite books I’ve read are California Against the Sea by Rosanna Xia and Seaweed Chronicles by Susan Hand Shetterly.
In terms of activities, try getting involved by volunteering to help with beach cleans up or starting a club of your own at school. If you’re in high school, community college courses and summer programs are a great way to explore topics of interest too. In high school, I participated in UC San Diego’s Academic Connections program where I lived on a college campus for three weeks and took a marine ecology class at Scripps Institute of Oceanography.
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More Learning from the Science Team
Last sunset with the entire science team:
Front: Amity, Mike, Holly/ Back: Rudy, Chad, Mel, Kylie, Jim, Julie, Erica and Jacqueline
During the moments in which we were ‘off effort’- not observing birds and mammals- I was able to have in-depth conversations with each member of the science team. I learned so much during these exchanges and would like to share some excerpts from our conversations. Since Chad, Mike and Holly were featured in a previous blog, I will focus on Rudy, Erica, Jim, Amity and Julie.
Erica Burton (marine ecologist) :
My favorite movie is Incredible Mr. Limpet because he loved the ocean so much, he wished for it and fell into the ocean and became a fish. I also recommend the book Dove by Robin Graham about a boy who sails around the world.
Advice: Don’t be afraid to take courses to find out what you like and don’t like; you never know what will be of interest. Volunteer in your community to do community science with all your friends.
Jim Tietz (Point Blue Marine Scientist):
New learning: A ‘spark bird’ which is the bird that gets you interested in birding. For me, it was the American Kestrel, which is a very beautiful bird I found in my neighborhood while in college. It led me to get a book out and learn to identify birds in my yard. It is important to get out into nature and have people show you animals and plants where you live.
I recommend The Song of the Dodo by David Quammen because it describes how scientists have approached evolutionary problems.
Rudy Wallen (Point Blue Marine Scientist):
Story: I saw my spark bird when I was five at grandfather’s farm in Wisconsin. I was walking near the barn and kicking up insects with my steps. The bird swooped by and banked -stretching its wings and flaring its tail- and I saw a deep iridescent blue black color, a midnight steely blue, and then an orange rust color on the underside. I still have a snapshot of that moment; it is frozen in time for me.
Julie Howar (Point Blue Marine Scientist):
Advice: Go to the beach and look around. Focus on looking at little things- especially things you might think of as ‘gross’- something dead even. Look and really see what is there… on a rock, or under a rock. Also when an opportunity presents itself, take it if you can. (Julie speaks from experience as she travelled to Antarctica on the Polar Duke as part of a volunteer research team to study krill in 1994.)
Amity Wood (Education and Outreach Coordinator for Monterey Bay National Marine Sanctuary):
Advice: Explore nature! Get out to the tidepools, an estuary, a beach, and only take binoculars or a magnifying glass. Bird watch, take photos, and draw or paint what you see! It’s amazing what you’ll become excited about from opening your mind and senses to your natural surroundings. Humans are a part of nature and we should make connections daily.
Personal Log:
Last sunset over the Pacific Ocean. View from the bow of Reuben Lasker.
In these 10 days at sea, crossing 1000 miles of ocean, I spent days on end with no ship or land in sight. I was outdoors, invigorated by the fresh breeze, from early morning to after sunset. From the flying bridge, I looked out in full circle for miles into the horizon and watched the waters change as the skies changed – from cobalt to teal to silver and from glassy to rippled to white capped. With each rock and sway, the ocean spoke to us with her breath and reminded us that she is the one who sustains us.
As the project progressed, I learned that science takes time and patience. I honed my observation skills as I began to master my binoculars. With practice, I changed from my first days of missing every sighting, to being able to spot whale spouts on the horizon, a shark fin drifting by in the distance and to identifying birds- such as storm petrels and Red-necked Phalaropes- as they crossed our bow. As my patience grew, I became accustomed to the long days of observation and eagerly awaited each experience with the hope of new discoveries. Yet, we had days where there rarely was a bird or mammal in sight. We also had long waits- up to 1 hour 45 minutes- for the CTD rosette to descend and return from a 2400m drop. However, in these times, each scientist had so much to share to keep up the positive spirit. In the wet lab, Erica had a box of amusing finger fidgets, long lasting candies and a waterproof card game. On the flying bridge, people shared stories, favorite songs (click the link to listen), jokes and a range of crunchy snacks. There was always joy and laughter.
The story of science is also a story of the people who make it happen. We were 36 people alone on the ocean, on the Reuben Lasker, doing science as a team. The science couldn’t happen without the ship crew; our 11 member science team was supported by 25 crew. Each person aboard was unique and yet everyone was bound together by a desire to further understand our ocean and to protect it. For me, since I too love the ocean and science, being part of such a community was both fulfilling and awe-inspiring. I leave with a deep sense of hope that our work will have a lasting impact for the good of the ocean.
Now my mission continues at home, as I work to pass on this curiosity and joy of exploration to the next generation of sanctuary stewards. As my students and I study the 50 states (a 5th grade standard), we will also learn about the 18 national marine sanctuaries with a focus on the Monterey Bay National Marine Sanctuary and the work of this cruise. We will identify, study and monitor birds (‘being on effort’) right where we are- on our school grounds. Thus, I hope to empower my students as explorers of the natural world with the same joy and wonder I have experienced.
Did you know?
Red-necked Phalarope in front of the bow. Photo Credit: Jim Tietz
Red-necked Phalaropes breed in the Arctic tundra and winter at sea. They are only seven inches long. The females are brightly colored and fight fiercely over males. Yet, once they lay their eggs, they lose interest and the males incubate and raise the young. Meanwhile, the females seek out new males and lay a new clutch. On our cruise, the Red-necked Phalaropes and other birds were attracted to the night lights of the ship. After this was discovered, the ship turned its outside lights off at night to protect the birds.
Red-necked Phalarope. Photo Credit: eBird
Final Thanks …
I’d like to thank the Teacher at Sea program and specifically Emily Susko for offering me this special experience in my local Monterey Bay National Marine Sanctuary. I am also grateful to Chad King and the entire science team for allowing me to learn, sample, observe, appreciate and wonder with them. And finally, thank you to the entire crew of Reuben Lasker that transported us safely to the Davidson Seamount and back.
Geographic Area of Cruise: North Atlantic Ocean, Slope Sea
Date: July 24, 2025
Conclusion Log
On my first day sailing aboard NOAA Ship Pisces, I stood on the treadmill with my head held high. “I got this,” I told myself while setting my usual running metrics.
The treadmill was bolted down on the lower deck. Tucked among the engine systems.
It smelled like metal and salt. The air felt like a humid Texas summer: warm and dense.
“You’ve been training these past few months,” I reminded myself. “This will just be another run.” A few seconds in, I stumbled. Hard. The treadmill hadn’t budged… but I sure did! I’d swerved off and landed (thankfully feet first) on the floor.
Fast forward to my final days at sea: I’d completed consecutive 5K runs on that same treadmill. Boy… it wasn’t easy. But neither were the science mission nor my time at sea, and that’s where the reflection begins.
Just completed a run.
Celebrated the achievement.
Stretched and cool off on the flying deck.
I’ve been thinking about how much my time at sea mirrored my time on the treadmill. Here are five takeaways from running at sea; and what they taught me about science and teaching.
Accept help. You’re also a learner.
Next to the treadmill was a fan. During my runs, engineer crew members would pass by on their rounds and turn it on. They checked in (made sure I was cooling off) and reminded me I wasn’t doing this alone.
When I began the Teacher at Sea program, I had no experience with NOAA fisheries research or oceanography. I’d never lived on a ship. Let alone been out in deep water.
Every part of the mission, from scientific terminology to ship protocol and living, was unfamiliar.
Although, I wasn’t expected to know it all, my science team was patient. Like any great teacher, they scaffolded the learning: they explained terms, modeled procedures, and gradually released responsibility until I could confidently take on the tasks myself. To be among top scientists in their field. To feel welcomed, supported, and taught… was humbling.
All crew members aboard Pisces didn’t just show me the ropes. They reminded me that learning never stops.
I was a student again and that was a powerful place to be.
Begin steadily, avoid burnout.
There were moments, especially early on, when I wanted to try and do everything, even after my 12-hour shifts. I went from 0-100 fast, thinking that was the way to show commitment. A few days in, I was hit hard by exhaustion.
The same lesson applied to my runs. I’d start too fast and burn out too early.
Eventually, I learned to pace myself, both on and off the treadmill. I set boundaries, made time for rest, and remembered that sustainability matters more than speed.
I learned that I could be more helpful, more present, and more productive when I prioritized well-being.
Stay flexible.Conditions will change.
Shout-out to Emily Susko (program coordinator) for helping making this experience possible before, during, and even after the sail. Her patience reminded me that plans shift, even with the best preparation.
As a teacher, I know this well: you can write the perfect lesson plan, but students and life will take it in different directions.
The same applies at sea. From unpredictable weather to equipment delays, we had to adapt constantly.
Not everything was in our control but our responses and mindsets were. Flexibility didn’t mean lowering expectations. It meant adjusting our mindset and staying ready for the unexpected.
Even on the treadmill. It was calm and cool on some days but rocky and shaky on others. Eventually, I adapted, adjusted my balance, and kept going.
Stay grounded in your “Why.”
Our mission was to survey larval bluefin tuna. Some stations yielded many while others, none. But each time mattered.
We weren’t focused on isolated results but were focused on contributing to the larger scientific picture.
There were lonely moments at sea. I missed land, my family, and friends. But I reminded myself why I was there: my students back home. This “why” connected my work at sea with my work in the classroom, and kept me grounded.
Whether I was preserving fish samples or logging data at 2 AM, I knew I was part of something bigger that would outlast the sail itself.
Remain curious and humble.
One of the most memorable moments came after a shift. It was a quiet night. The storm had calmed, winds had slowed down, and Pisces‘s lights had dimmed. I walked out to the back deck alone.
Nothing surrounded me but ocean. I looked up and saw the Milky Way. Lots of stars above while I was surrounded by nothing but the ocean. I paused, stunned by the beauty. My mind loaded with curiosity and with many questions.
That moment was a reminder that there’s so much I don’t know. So much to still wonder about. And that wonder is a gift I’ll bring back to my students.
I will come home with the renewed motivation to bring the ocean back to my school community, not just through facts, but through curiosity. I want students to look at the world, land, sea, or sky, and feel and then share that same awe.
I’m grateful to NOAA’s Teacher at Sea Program for reminding me that learning is lifelong, and that the unknown is not something to fear… but to explore.
As educators, we wear many hats: teacher, learner, mentor, student. At sea, I was all of them. For that, I thank all crew members aboard who made this mission possible:
Of course… I can’t forget the science crew:
Chief Scientist Dave Richardson
Allison Black
Chrissy Hernández
Autumn Moya
Amanda Jacobsen
Kristen Walter
Elisabeth (Betsy) Broughton
Sarah Glancy
The science crew aboard NOAA Ship Pisces for the larval bluefin tuna mission.
Science crew: I’ll carry everything I’ve felt, seen, heard, and learned from y’all with me into every lesson I teach.
Until next time, everyone…
thank you for following my sea journey!
If you’re an educator interested in this opportunity, I highly encourage you to apply for the 2026 sail season.
I’ve been home from my voyage for almost two weeks, and I have been avoiding this last blog post because I don’t want the adventure to truly be over. (I have avoided unpacking my suitcase for the same reason!) But alas, all good things must come to an end. After cruising beneath the Golden Gate Bridge and making our way to port in San Francisco on June 26th, I immediately hopped on a flight back to Atlanta and was in my own bed by 2:00 a.m. the next morning.
Photo taken from NOAA Ship Bell M. Shimada as we passed beneath the Golden Gate Bridge into San Francisco.
Saying goodbye to everyone aboard NOAA ship Bell M. Shimada was bittersweet, because I honestly don’t know if I’ll ever see those people ever again. (Thank goodness for modern technology, though, which will keep us connected.) Being at sea is an experience unlike anything I have ever done, and I am filled with so much gratitude for everyone who made this trip happen.
Classroom Connections
So, what’s next for me? Well, teachers in my area return to school on July 21st, and so my summer is slowly slipping away. That means that very soon, I will have six new classes of oceanography students walking into my classroom, ready to learn about the ocean. But first, as with any classroom, we will spend some time getting to know each other before we dive into the curriculum. I plan on introducing myself with a slideshow of pictures and stories from my time at sea, because I want my students to see that an average teacher from a landlocked city without any special college degree can still explore the ocean. I went to school in this same district and was raised in this same town; I want my students to see themselves in me. I want my students to see that it is okay to be scared of something new and to try it anyway. I want my students to see that science is messy and can be unpredictable at times, but it’s all part of the process. I want my students to see science as a verb; as something that is experienced, not only something that is studied in school.
In addition, as part of my agreement with the NOAA Teacher at Sea program, I will be creating lesson plans for my classroom that incorporate some of the research conducted during my time at sea. I will also be creating curriculum content around oceanography careers for my students to explore. I also want to include social-emotional learning about skills such as collaboration, communication, and self-awareness.
I want my students to learn that it’s not always about what you know, but what you can accomplish alongside others. Learning in the classroom does not take place in isolation, and neither does working in the field. I want my students to leave high school and enter adult society as functional humans who can work with a team to achieve a common goal, even if they feel uncomfortable at first. I want my students to understand concepts such as comradery and morale, and to understand how their actions can affect others. And I want my students to feel confident in their ability to problem-solve and communicate with others in times of uncertainty. These are all skills that I witnessed firsthand aboard the ship, and I feel that these lessons are just as important as the science content that I teach every day.
This is goodbye for now, but as part of the NOAA Teacher at Sea alumni association, I hope there will be more opportunities for me to partner with NOAA to explore the big blue world. And in the meantime, I’ll do what the character Dory from Finding Nemo does – just keep swimming.
NOAA Ship Bell M. Shimada, docked in San Francisco.
NOAA Teacher at Sea Tonya Prentice Aboard NOAA Ship Henry B. Bigelow August 8 – August 24, 2024
Mission: Northeast Ecosystem Monitoring Survey
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: September 20, 2024
Weather Data from Bass Harbor, Maine Latitude: 44.253636º N Longitude: 68.34944º W Wind Speed: 14 mph Air Temperature: 15° Celsius (59° F)
Science and Technology Log
Tremont Consolidated School’s Drifter Buoys: Exploring Ocean Data in Real-Time!
I was so thrilled to learn that Tremont Consolidated School (TCS) had been given two drifter buoys, allowing our students to participate in a cutting-edge, real-world scientific endeavor. Through the National Oceanic and Atmospheric Administration (NOAA) Global Ocean Monitoring and Observing Program, our students will track these buoys as they gather crucial data from the ocean. This is a hands-on, dynamic opportunity that infuses real-time ocean observing system data into our science curriculum! NOAA Adopt a Drifter Program
What’s a Drifting Buoy? A drifting buoy, also called a drifter, is a floating data collection device that travels with ocean currents. These drifters are equipped to record various ocean parameters such as sea surface temperature, salinity, and wave height, all while transmitting this data hourly via satellite. The buoys provide valuable insights into oceanic conditions that impact weather forecasts, climate models, and even search and rescue operations.
Why Deploy One? The data collected by drifters offers key information that supports a wide range of scientific and practical applications. This data helps scientists understand how the ocean circulates, predict the movement of marine debris or oil spills, and make better weather predictions. By tracking our adopted drifters, TCS students will gain firsthand experience in how this scientific data is used to analyze the ocean and its far-reaching impacts.
Bringing Science to Life for TCS Students At TCS, students in our science classes will be tracking and recording the drifter buoys’ locations and analyzing the data collected. They will plot coordinates on maps, explore ocean currents, and make connections between the data they collect and global environmental patterns. This interactive project brings abstract science concepts into a tangible experience, encouraging inquiry, problem-solving, and environmental stewardship.
Me deploying the first drifter buoy.Drifter Buoy #1 David Richardson (right), NOAA Research Fishery Biologist, and me (left) deploying drifter buoy #2.Drifter Buoy #2Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.
Personal Log
Sailing into New Horizons: A Farewell as a NOAA Teacher at Sea
As I sit here reflecting on my time aboard the NOAA research vessel, it’s hard to believe this chapter has come to an end. When I first applied to the NOAA Teacher at Sea program, I knew I would embark on a unique adventure, but I could never have imagined the profound impact this journey would have on me, both as an educator and as a person.
The early mornings watching the sunrise over the open ocean, the long hours of data collection, and the camaraderie of working alongside scientists and crew members—each moment has left an indelible mark. One of the highlights was observing the way oceanographic data is collected in real-time. Deploying CTDs, collecting plankton samples, and witnessing firsthand the vastness of our oceans reinforced the importance of understanding and protecting these ecosystems.
The lessons I’ve learned during this voyage are invaluable. I can’t wait to bring the excitement of real-world science into my classroom, showing my students that science isn’t just something they read about—it’s something they can experience. From tracking ocean currents to analyzing marine species, my students will have the opportunity to become oceanographers themselves, right in the classroom. I know the drifter buoy project, in particular, will captivate their imaginations.
This journey has rekindled my passion for inquiry-based learning and has reminded me that we, as educators, are lifelong learners. I’ve also come to understand the deep responsibility we have to educate the next generation about the importance of our oceans and the need for sustainable practices.
Of course, this experience would not have been possible without the incredible support of NOAA and the crew of the research vessel. Thank you to the scientists who patiently answered my endless questions and to the crew members who made me feel like part of the team. Your dedication to ocean science is inspiring.
As I sail back toward the shores of Maine, I’m filled with excitement for what lies ahead. I look forward to integrating what I’ve learned into my 7th and 8th-grade curriculum, empowering my students to become stewards of the environment. I also hope to encourage more teachers to take part in this incredible program.
Though this chapter is ending, I know it’s just the beginning of a deeper connection with the ocean and its mysteries. As Jacques Cousteau once said, “The sea, once it casts its spell, holds one in its net of wonder forever.” And I, for one, am happily caught in that net.
The Henry B. Bigelow Northeast Ecosystem Monitoring Survey Crew!
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ENS Danielle Remigio (left) teaching me how to drive the ship.Me spraying down the Bongo Nets.Me trying on my cold water immersion suit.
Chris Melrose (back), NOAA Research Oceanographer, and me (front) monitoring the CTD.
