NOAA Teacher at Sea Bill Henske Onboard NOAA Ship Nancy Foster June 14 – June 26, 2015
Mission: Coral Reef Condition Assessment, Coral Reef Mapping, and Fisheries Acoustics Characterizations Geographical area of cruise: Florida Keys National Marine Sanctuary Date: June 8, 2015
As a middle school teacher, I often think about the experiences I had through my education that brought me to where I am now – what led to my passion for science and exploration. Giving students experiences, experts, and opportunities are essential to promoting a lifelong love of learning. When I learned about the Teacher at Sea program with the National Oceanic and Atmospheric Administration (NOAA) I eagerly applied. This is a tremendous opportunity to grow in my capacity as a science teacher, role model, and colleague. Best of all, it would be an adventure where I would learn lots of new things!
I am very lucky to teach and learn at Maplewood Richmond Heights Middle School in a small, but diverse school district just outside of St. Louis, Missouri. We have a wonderful program of expeditionary learning at our public school. Our classrooms go from the watershed of our neighborhood, to the Mississippi valley, to the Appalachian Mountains, to the Gulf of Mexico. Through expeditionary learning, we can give students many similar experiences that led us teachers to enter STEM fields. Through field experiences and connections to scientists, students have opportunities to explore their interests and ignite passions.
One of the important lessons we learn at our school from our study of watersheds during our 7th and 8th grade years is that we are really one giant watershed. The motto that “We all live downstream” is not just a metaphor for the way that our actions have consequences. “We all live downstream” is also very literal. My school community exists in the largest drainage area of North America, the Mississippi River. Our collective actions, whether they are positive or negative, have quantifiable effects downstream.
The interconnected systems of the hydrosphere, geosphere, and atmosphere also connect all of us humans. Because these resources are “free”, they have gone a long time through Western history without the respect of economic value. Students across our country are confronted with the sad statistics of environmental decline. They are bombarded with figures and facts about the negative trend in marine ecosystems. What truly drives my and many other teacher’s passion is the opportunity to provide the next generation with the hope of science and research. These tools will help us define problems and propose solutions that can stop or even reverse the situation.
This June I will be joining the crew of NOAA Ship Nancy Foster. We will be cruising the Florida Keys National Marine Sanctuary and the Dry Tortugas region where NOAA scientists will conduct fish sampling and acoustic tagging in order to determine the connectivity of fish populations between the various geographic entities. This essential work will help determine the fragmentation or cohesiveness of different populations of marine organisms as habitat is protected but in fragments. It would be interesting to incorporate this information and the techniques used as we set up our yearly pond study back in Missouri. Do fish move from one side of the pond to the other?
On this cruise we will also be deploying and installing the Integrated Tracking of Aquatic Animals in the Gulf of Mexico (iTag) array network. This system will help monitor the movement of marine organisms to determine larger scale movement of different populations and species. I can see this project leading to classroom lessons on population biology, genetics, and even speciation. The complexity of interactions between hundreds of species and dozens of distinct populations is truly astounding. Our scientists policy makers are often asked to distill this complexity down to a harvest number or population level. I want to bring back to my students the important role science has in, not only explaining the world around us but, shaping our future and helping develop or maintain the world we want.
I am so excited to be a part of the Teacher at Sea program and cannot wait to share my work and experiences with my students and school community. Every year we take our 8th grade class to the Dauphin Island Sea Lab where we study the marine science that others have discovered. This August, when I go back to the regular classroom, I will be one of the folks who helped make those discoveries!
As I finish this entry, I am thinking about how the coral, sponges, and mollusks of the Gulf will soon be filtering through the water that we floated through last week on the 11 Point River, here in Missouri. The water flows so easily and generously from the ground that an unfortunate majority here take its presence for granted. The water carried little bits of all of us, a connection, as it traveled its thousand plus miles to the ocean. On Saturday, June 14, I cycle myself through the atmosphere and hydrosphere to begin my adventure as a Teacher at Sea. Check back regularly for updates on our mission aboard the Nancy Foster and a taste of life on a research vessel.
My students and I became part of the watershed this past week, floating towards the sea along Greer Spring Branch in southern Missouri.
My students and I found a great way to cool off last week in Missouri. How long can you stand the 55º F spring water?
NOAA Teacher at Sea Sue Zupko
Aboard NOAA Ship Henry B. Bigelow
September 7-19, 2014
Mission: Autumn Trawl Leg I Geographical Area of Cruise: Atlantic Ocean from Cape May, NJ to Cape Hatteras, NC Date: September 16, 2014
Weather Data from the Bridge Lat 36°54.2’N Lon 075°40.9’W
Present Weather CLR
Visibility 10 nm
Wind 300° 5-8 kts
Sea Level Pressure 1013.8
Sea Wave Height 1-2 ft
Temperature: Sea Water 24.3°C
Science and Technology Log
When on a field trip to Dauphin Island Sea Lab with my 5th grade students, I saw an exhibit about NOAA’s drifter program at the Estuarium. It seemed interesting to follow drifters on the ocean’s currents and learn more about our planet in the process. When I returned home from the trip, I visited the NOAA Adopt a Drifter site to see how my classes could get involved. The requirements include having an international partner with whom to share lessons and information. I was fortunate enough to find Sarah Hills of the TED Istanbul College through internet sites for teachers interested in collaborating. Her 6th grade English classes just began the school year and are studying maps. We both applied in late spring to the program as a team, explained our ideas for sharing information, and were accepted. Not only were we assigned one drifter, but two.
To create ownership for participants, NOAA sent stickers for us to sign and attach to the drifter. I was set to sail at the beginning of September so Mrs. Hills signed for her students. In addition to our friends’ stickers from Turkey, I attached stickers to the drifters signed by crew members, my students, friends, the science crew on board, and the NOAA officers on the Bigelow.
Sunday we deployed our drifters. They had come in a large cardboard box which had been sitting on the stern of the ship for almost two weeks. The directions were very simple. I just had to write down the identification number, rip off the magnet to turn it on, toss the drifter overboard, and write down the coordinates and time.
We were working close to the Gulf Stream so the captain had us enter the Gulf Stream so the drifters would catch that strong current and move out to sea. The water was pretty rough in the Gulf Stream, but, oh, the color of the water was a beautiful blue. When deploying (tossing it in the water) the drifter, I was not to remove any of the cardboard since the salt water would soften it and allow the drogue down below to drop down underwater (and it wouldn’t expand on the ship causing serious injury to us). The bosun (chief deckhand) suggested we push it off the fish board on the port stern quarter rather than tossing due to a lack of room.
The captain took pictures for me with my camera and the chief scientist ran the GoPro (a video camera). Must be an important operation when my two head bosses on the ship participate. We also had deckhands, Steve and James, our survey technician, Geoff, and Ensign Estela joining in on the fun.
After deploying the drifters, we watched them float in the Gulf Stream behind us. Where do you think they will end up? Track them and see where they are.
Both drifters came online when tossed in the water. However, one of them turned off shortly after it began its journey. Only time will tell if it turns back on.
I wrote down the necessary data on the form NOAA provided, took a picture of it, and sent it to the Drifter Team back at NOAA. They needed to assign them tracking numbers and put the link to the drifters on the web site.
The drifters last about 400 days. Click here to learn more.
Meet John Galbraith, our Chief Scientist
John is a mild-mannered man. He thinks through his answers and is very thorough to make sure his listener understands what he means. John has worked with NOAA for 23 years. I asked what he would be doing if he didn’t work with NOAA and he said, “Something outside with fish.” Can you guess what his hobbies are? There really is just one. Fishing. He loves fly fishing, trawling, casting, deep-sea fishing, you name it. If it involves fish, he loves it. As a matter of fact, he was so passionate about fish growing up that people always told him he would be a marine scientist. He grew up on Cape Cod in Massachusetts and loved to be outside, especially with fish.
John is passionate about the state of the environment. When I asked why he believes what we are doing with the Autumn Trawl Survey is important, he stated that it is imperative to monitor the health of our ocean through the survey. Data about fish populations (or most environmental science) must be collected over a long period of time, and using the same method, in order to make comparisons. Is what’s happening today different than what was happening 40 years ago with our fish populations? John said, “If we didn’t know what was there 20 years ago, for example, we wouldn’t know if the population of a fish species is more or less abundant.” This is the information we are gathering for scientists to evaluate.
What we are doing directly affects commercial and recreational fishing. He called this “pressure” since fisherman are changing the population of the fish they are catching. So, the surveys are looking to see what impact these pressures have on the fish. The data is used to help make or change rules for fisherman. So, if the population of a species is declining, and the larger fish are the ones needed for reproduction, for example, a rule might be installed saying that fish of a certain size cannot be kept. I found this in Canada when I went fishing this summer for Walleyed Pike. We could only keep four fish a day, and only one of those could be over 18 inches long. This helped preserve the ones who will keep reproducing so the species won’t disappear. Conversely, if there are a huge amount of a species of fish, the rules could change to allow more larger fish to be kept.
John loves his job because he loves seeing the diversity of fish. He spends 50% of his time on the boat to catch fish and the other 50% identifying fish in the lab. People are sent to him when they need a “fish expert”.
John said if he had to name the one tool he couldn’t live without it would be his fish database by Oracle. It is computer software to catalogue fish species. There is even a way to easily create web pages, which he really likes.
Now, related to this is a tool which already exists that he would love, but is very expensive. When we get certain little fish in the net, they are damaged (smushed) badly. He would like unlimited genetic testing of fish to verify the species. It would speed up identification of the fish.
John’s strength in getting the word out about fish is through his passion and willingness to teach others. Cruises such as the one I am on are the perfect opportunity to teach others. I predict a book or magazine article about fish or fish identification to be in his future so he can share his love of fish even more.
John’s advice to young people is to get stronger in math and science when it comes to school. When not at school, get outside and observe the world around you. So there is a tree on your hike. Do you know what kind it is? How tall will it grow? What lives on or in it? Look in the water. What type of fish are there? How is the type of water (pond, stream, lake) related to the fish that live there? Learn about your environment. Catch frogs and turtles and find out about them. John says all types of learning are important. He graduated from Roger Williams University in Rhode Island. Interestingly, several people on this ship graduated from there.
There are several types of doors on a ship. One is what you find in a home with a handle rather than a knob. Then, there are heavy doors with a wheel for certain bulkhead doors going outside. And, my favorite, the big handled doors between compartments inside. These all used to be wheels, and I found them very difficult to manage when on my last cruise.
Difficult for me to open wheel-style doors
New large levers.
Had to throw my weight into this door leading to the exercise room on the Pisces.
Did You Know?
Here is a mariner’s trick the captain was teaching the ensign on watch this morning. Remember these numbers. 6 & 10, 5 & 12. Did you know if you want to estimate a time of arrival (ETA) on a boat, you can calculate it quickly in your head? At 6 knots (kts) it takes 10 minutes to travel 1 nautical mile (nm). At 10 kts it takes 6 minutes to travel 1 nm. And at 5 kts it takes 12 minutes to travel 1 nm and at 12 kts it takes 5 minutes to travel 1 nm.
Question of the Day
How long would it take to travel 1 nm if steaming (traveling) at 20 kts?
One of John’s favorite words: Congeners–These are things which appear incredibly similar; for fish it means the same genus, but different species. When I was trying to learn the different fish while sorting, I found the Croaker and the Spot to be similar. Both have a spot on their side, but the Spot’s spot is above his pectoral (side) fin and the Croaker’s is on its pectoral fin. The Pigfish, Butterfish, and Scup as well as the different Anchovies are difficult to identify when just learning.
However, although these fish appear similar, all are in different genera and some in different families. An example of congeners that we have seen this trip would be the Marbled Puffer, Sphoeroides dorsalis, the Northern Puffer, Sphoeroides maculatus, and the Bandtail Puffer, Sphoeroides spengleri. All have the same genus, Sphoeroides – which implies that they are all very similar looking fishes. In fact, their body shapes are almost identical, but they each have different color patterns.
Something to Think About
If you spend all your time sitting at a computer, will you have more or less opportunity to understand about our environment? Can you see, hear, smell, feel, and taste it?
Follow John’s advice and get outside more than you have been. Exploring the world around you is a great way to Sharpen the Saw, as we say at Weatherly using The Leader in Me program.
Animals Seen Today
What is it?
Can you identify what this is?
Write down your guesses in the comments for this post.