groundfish survey – NOAA Teacher at Sea Blog

June 11, 2024June 12, 2024

Ryan Johnson: Third Coast to the Gulf Coast, June 11, 2024

NOAA Teacher at Sea

Ryan Johnson

Aboard NOAA Ship Oregon II

June 18 – July 2, 2024

Mission: SEAMAP Summer Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Date: June 11, 2024

Introduction

Hello! My name is Ryan Johnson, and I am a 7th and 8th grade science teacher at Jovita Idár Elementary School in Chicago, Illinois. You can find my teacher page HERE. I was born and raised in the Chicagoland area and now live on the far south side of the city with my lovely wife Kellan, two dogs Xena and Gare, cat Lucy Chef Meowly, and a variety of scaled friends that crawl, slither, and swim. In my free time I like to read, play video games, run, ride my bike, and swim (badly). Science has been my favorite subject since I dissected my first owl pellet in 4th grade… which Kellan thinks is gross. I have been a teacher at Idár for 12 years and am excited to continue to grow and develop the young minds of the future!

View from a distance of a large, modern looking school, as seen across a bright green playing field. The sky is blue with wispy clouds. — Built in 2011, this shows the north side of Jovita Idár Elementary School as seen from our soccer field.

My passions as an educator lie in-and-around equity in STEM for underrepresented and historically marginalized communities, environmental education, climate science, food education, and urban education. This year, my students and I undertook a climate project: Seeds of Change Thrive in Concrete, a program that saw my students and school community grow (literally and figuratively) to new and exciting heights.

Project logo for our 2024 Green Program: Seeds of Change Thrive in Concrete, featuring the purple coneflower, our keystone species.

We were FIRST PLACE Winners in Illinois Green School Project through the Illinois Green Alliance

Our project was GREEN FLAG Certified by the National Wildlife Foundation

We earned Ocean Guardian School Year 2 status by the National Oceanic and Atmospheric Association

We were Take Action Global certified as a Climate Action School & USA Blue School Certified

Some highlights from SY23-24 for the Jovita Idar Community

Composted over half-a-ton of fruits/vegetables and diverted the waste from landfills, off-setting over 800 driving miles and 40 gallons of gas!
Reused 1,895 cutlery packages from breakfast, encouraging reuse above all else, or refuse if not needed!
Recycled over 454 POUNDS of plastic bags… that’s about 40,000 bags repurposed/reused for a second life!
Grew over 15 pounds of produce hydroponically/aquaponically for students and animals to eat – rethink our growing systems
Grew over 50 pounds of produce in traditional soil gardens
Collected and properly disposed of over 100 pounds of garbage from our school grounds to properly dispose of or recycle.
Raised chickens and over dozen quail from egg to adulthood and harvested hundreds of eggs
Raised over $2,000 (and counting) to devote directly back into environmental projects: 25% raised by students, 25% raised by families!
Completed a waste audit with our partners from Arup Chicago and the Illinois Green School Project – Took first in state for the IL GSP
Featured in the Daily Herald, Acero Food Newsletter, Illinois Green Alliance, Ocean Guardian School Newsletter, TAG Climate Action Spotlight, USA Blue Schools, and more!
Supported by Pilot Light Chicago, Camp Eco.Logic, Morton Arboretum, Shedd Aquarium, Museum of Science and Industry, Project NEED, Illinois Green Alliance, Urban Canopy, Take Action Global, National Marine Sanctuaries, NOAA, Arup, Chicago Public Libraries, NSTA, The Hydroponic Venture Project, and the Peggy Notebaert Nature Museum.
Created dozens and dozens of individual, group, and class art projects to support sustainability, environmentalism, and the importance of all this work (pollinators, junk robots, trash-trees, conserving wildlife, recycling, and SO MUCH MORE).

Elementary school children observe a hydroponics set up inside a building — First Graders at Idár observing some of the hydroponic and aquaponic growing systems in SY23-24. Photo courtesy of Jovita Idár Elementary.

I am honored and excited to participate in this year’s NOAA Teacher at Sea program, particularly the groundfish study in the Gulf of Mexico. This incredible opportunity holds immense potential for both personal and professional growth, and I am eager to embark on this journey. As a middle school science teacher, this experience will enrich my teaching practice and provide my students with a deeper understanding of marine ecosystems and environmental science.

an indoor hydroponics set up. shelving contains growing green plants; a nearby table also houses an aquaponics set up with a fish tank, connected by small hoses to other containers of plants — One of the ‘Hydroponic Hallways’ at Idár. This dynamic system acted as an authentic learning experience for teachers, students, and families that changed quarterly.

The NOAA Teacher at Sea program is a prestigious initiative that bridges the gap between scientists and educators, fostering a deeper understanding of marine research and its implications for our planet. Participating in the groundfish study will allow me to gain firsthand knowledge of marine ecosystems, the species that inhabit them, and the critical work being done to monitor and sustain fish populations. This hands-on experience is invaluable for educators, as it provides a unique perspective that can be directly applied to classroom teaching.

Groundfish, which include famous species like cod, flounder, and halibut (unlikely to catch any on this trip! We’re more likely to catch red snapper, blue crabs, and lizardfish) play a vital role in marine ecosystems and are also economically significant. Understanding their populations, behaviors, and habitats is crucial for maintaining healthy ocean environments and sustainable fisheries. By participating in this study, I will be able to observe and contribute to the scientific methods used to collect data on these species, such as measuring, tagging, and monitoring individual species and their habitats. This practical knowledge will enhance my ability to teach my students about marine biology, ecology, and the importance of sustainable practices.

students sit around tables in a science classroom tasting leafy greens on paper plates — Third graders trying new produce during a winter harvest at Idár. One goal this year was that every student K-8 tried at least one new fruit and/or vegetable for the first time. Photo courtesy of Jovita Idár Elementary.

One of the most exciting aspects of this program is the opportunity to bring real-world science into the classroom. My students are already engaged in innovative projects like organic gardening, hydroponics, and aquaponics, where they learn about plant growth, ecosystems, and sustainability. I partnered with the Morton Arboretum this year in a trip to Costa Rica that has proved invaluable to me and my students, and I hope the NOAA TAS program will be similarly impactful. The groundfish study will allow me to expand our curriculum to include marine ecosystems, providing a broader understanding of biodiversity and environmental stewardship. I plan to incorporate lessons on the different species of groundfish, their roles in the ecosystem, and the methods used to study and protect them. This will not only enhance my students’ scientific knowledge but also inspire them to consider careers in marine biology and environmental science. By bringing my experiences into the classroom and school community, I hope to foster a greater appreciation for science and its impact on our world. This will also provide an opportunity for interdisciplinary learning, as we can integrate these experiences into subjects like geography, social studies, and art.

a line of four receptables, two of them clearly marked with the recycling symbol. small signs on the wall above indicate recycling for aluminum, paper, plastic. Also on the all hang two wooden signs. The first has paintings of sea creatures surrounded by trash; it reads: From the Mountains to the Sea, Recycling Matters No Matter Where You Are. The second has only words, and reads: Nuestra mision - Producir, conservar y educar contribuyendo a perpetuar la vida en la tierra. Union Varsan de Monteverde. — A bilingual recycling station used to emphasize the importance of proper waste disposal, recycling, composting, and the links between land and sea.

Environmental education is a critical component of my teaching philosophy, and the NOAA Teacher at Sea program aligns perfectly with this goal. Our school community is already engaged in various sustainability projects, such as composting organic waste, circular growing of produce, and reducing single-use plastics. The groundfish study will provide additional context and examples of how we can protect and sustain our natural resources. I plan to create a series of lessons and activities that connect our local environmental efforts with the larger global context of marine conservation. This will help my students understand the interconnectedness of ecosystems and the importance of taking action to protect our planet.

groups of students stand around tables in a classroom. Each group circles around a cardboard box as one student drill holes with an electric drill. Around the table we see Popsicle sticks, scissors, and worksheets. — Students building tools to use when planting and/or harvesting crops. Photo courtesy of Jovita Idár Elementary.

Moreover, the skills and knowledge gained from this experience will contribute to my growth as an educator and leader. I am currently participating in a school leadership initiative with the Museum of Science and Industry, and the NOAA Teacher at Sea program will further enhance my leadership capabilities. By integrating my experiences into our school’s professional development programs, I can help other teachers incorporate environmental education into their curriculum. This will create a ripple effect, where more students across our school and district will benefit from enhanced science education and develop a greater appreciation for the environment.

a group of students in a classroom. tables are covered in orange paper and filled with trash to sort. students are wearing thin plastic gloves. — Students performing a waste audit. They collected food waste from three lunch periods, sorted it, weighed it, and the used the collected data to make plans for the future about how to improve waste processing. Photo courtesy of Jovita Idár Elementary.

Again, I am honored and excited to participate in this year’s NOAA Teacher at Sea program and the groundfish study in the Gulf of Mexico. This experience will provide invaluable knowledge and insights that will enhance my teaching practice, inspire my students, and contribute to a more scientifically literate and environmentally conscious school community. By bringing real-world science into the classroom, sharing my experiences with the broader community, and continuing to develop as an educator, I hope to make a lasting impact on my students and the environment. This opportunity represents a significant step towards achieving my goals as a teacher and environmental advocate, and I am eager to embark on this transformative journey.

an illustrated graphic titled FOOD JUSTICE FOR ALL: Empowering Communities Through Quality Food Education, with Paul Floyd and Ryan Johnson. From top left: Nutrition Education: What do we need to know? - We are what we eat. - Mental health and food. - Microbiome. Pilot Light Porgram and Standards. - Chicago Based Non-profit. - Training for teachers and students. Food Connects us to Each Other. What do we learn? - Seasonality of food. - Food analysis. - Ingredients/ratios. Making informed decisions. Results: - understanding food. - learning food behaviors. - knowledge and action. Food Memoir. Climate justice and food justice are social issues! Chicago Food Policy Action Council. Big growth in small spaces. - Relevant community actions. - Creativity and storytelling. G.R.O.W.T.H.S. (Gardening,Reflection, Organizing, and Wondering Through Hydroponics and Sustainability) - Gardening - Raising animals - Composting. - Environmental Awareness, Responsibility. The Marker Point. Jovita Idar Elementary School (Ocean Guardian School.) Health Centered Approach. — Students and staff participated in the Chicago Food Justice Summit emphasizing food education in schools.

Students seen from a distance on a green field. Some are working on or near raised gardne boxes. Others are standing at the side. There are potted plants, an electric lawnmower, other equipment that is difficult to discern at this view. It's a bright day, with some clouds over a blue sky. — Students, families, and staff from Idár and our sister high school working to expand our school garden. Photo courtesy of Jovita Idár Elementary.

May 26, 2023May 26, 2023

Kiersten Newtoff: How My College Choice Led Me Here, May 26, 2023

NOAA Teacher at Sea

Kiersten Newtoff

Aboard NOAA Ship Oregon II

June 3 – June 16, 2023

Mission: Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Departure Port: Pascagoula, MS

Arrival Port: Galveston, TX

Date: May 26, 2023

The inner marine biologist in me is EXCITED. I shouldn’t say inner, as I do have a master’s degree in marine biology! But I definitely feel like a phony as I studied birds… on land… and never once needed to snorkel or SCUBA dive. I am embarrassed to admit it given my educational background and the fact that I grew up in a coastal town, but I cannot even swim. So sure, sign me up to live on a boat for two weeks!

A life-sized dolphin statue, mounted on a black post in a rock bed lining a brick building. The dolphin is painted with images of dolphins and other marine life (fish, seahorses) swimming in a deep blue background. — One of the hundreds of dolphin statues that dot the Virginia Beach, VA landscape. Photo by Mechelle Hankerson.

If I were to trace back the threads to how I ended up in NOAA’s Teacher at Sea program, it would likely have started in 2007, when I was a junior in high school. Like other juniors, we were all feverishly searching College Board on universities to attend, majors to study, and regions to live in. Growing up in a coastal town and like many girls my age, I was obsessed with dolphins. To be fair, we literally have statues of dolphins all over my hometown, so how can you not be intrigued by them?! In Virginia at the time, there was only one university that offered a degree in marine biology: Old Dominion University. Unfortunately, ODU was only 15 minutes from where I grew up and I was ready to spread my wings and fly a little further from the nest. A great school I found for marine biology was the University of North Carolina Wilmington (UNCW), where I applied and was accepted, but the out-of-state tuition was too great for me to financially handle. After conducting more searches on College Board, I applied to Radford University, which is in the mountains of Virginia. Here, I settled into a degree program in Biology, with a concentration of Environmental Biology.

One of the requirements of the Environmental Biology concentration is to take a GIS course. GIS stands for geographic information systems and is a growing technology that has unlimited applications. The intro class I took focused on how to use ArcGIS, the software that is used in the industry. I elected to take an intermediate class where I got to practice my skills more and learn about the applications of the tool. I was the only biology major (and woman!) taking the intermediate course, which is surprising given how much GIS is used in the field now.

As my years at Radford came to an end, I knew that I wanted to teach. I had earned countless opportunities in various teaching or tutoring roles at the college and enjoyed every minute. Well, not every minute. I would get incredibly nervous before each class period and that… processed itself… in different ways… Anyway, if I wanted to pursue a career as a professor, I needed to at least get my master’s degree. With the help of my college professors, they reviewed my materials and shared the expectations of grad school, how to apply, and how to find a research mentor. Since funding was less of an issue as a graduate student, I was not worried about staying within the confines of Virginia. With this boundary lifted, I also set my eyes back on marine biology.

With my environmental background, I was able to shift my mindset away from dolphins to focusing on how humans impact marine organisms. I sent emails to over 50 different professors across 20+ schools and maybe only heard back from about half. I interviewed at 5 different schools, got a verbal offer to study sharks, but was rescinded when their funding fell through. One of the last people I emailed was Dr. Steve Emslie, whose lab at UNCW focused on mercury toxicology in marine birds. I had no interest in birds, and I think they are cheating at being considered a marine animal, but I was starting to realize I needed to expand my scope more because marine biology is a competitive field. And opportunities to study marine organisms larger than an oyster are even more competitive. Steve brought me on to his lab where I shifted my previous dolphin obsession to birds.

I definitely… terned…

Dozens (hundreds?) of two species of terns crowd a beach area. Most are standing, though a few have their wings outstretched. ALl of the terns are white, with black legs, andblack, tufted crowns. The sandwich terns have black bills, while the royal terns have vibrant orange bills. — Colony of Sandwich (foreground) and Royal Terns (background). Photo by Kiersten during graduate school research in the Cape Fear Estuary, North Carolina.

Kiersten, wearing shorts, a t-shirt, a hat, and sunglasses on a sunny day, poses for a photo while gripping a brown pelican carefully with two hands. Her left hand hoists the bird's back, between two semi-outstretched wings, while her left hand holds its bill closed. The pelican braces itself against her middle with its left foot. The right ankle sports a metal band. In the background, we see upland marsh plants, water in the distance, more shoreline beyond the water, and birds flying in the air. — Picture of Kiersten holding a Brown Pelican that she just banded. Taken at Ferry Slip Island in the Cape Fear Estuary, NC.

While I could drone on and on about my research on Brown Pelicans and their mercury loads, we need to focus on the GIS, which is the thread that led me to NOAA. With my fundamental GIS background, I added a spatial variability component to my research to analyze how mercury concentration in Brown Pelican tissues in their breeding colonies varies over space. At UNCW, I took a higher level GIS course entitled Environmental GIS. In this course, I was able to learn about the ecological applications of GIS and about the exciting world of remote sensing. When you think of satellites, you likely think of sensors looking for alien life or GPS or Starlink. And while that is true, NASA has a series of satellites that point back at Earth that remotely sense various parameters, such as particulate matter in our atmosphere, the amount of chlorophyll a on a surface, water temperature, soil moisture, and so much more.

Near the end of the semester, a student in this course shared about an internship she completed and passed out flyers around the room. I took one, but it wasn’t related to teaching so I didn’t immediately jump on it. At this point, I was nearing graduation and was starting my search for a full-time faculty role. Looking back, it was quite ambitious to think I was just going to land a full-time faculty position directly out of my master’s degree. But I did try! I was able to get a couple interviews but was always outcompeted by someone with far more experience than me. Panicking that I need an income after I finished school, I applied for the internship.

a graphic depicting illustrations of satellites on orbits around earth. there are fifteen in this illustration, orbiting earth on three arcs. — Graphic of a subset of NASA’s Earth Observing Satellites. Created by NASA.

In the summer of 2014, I started my internship at NASA Goddard Space Flight Center in the DEVELOP program. This program utilizes Earth remote sensing to answer ecological questions for organizations around the world. The project that I had worked on that summer was using satellite imagery to measure forest fragmentation. We then compared it to bird presence data, which we collected from the Breeding Bird Survey, a yearly bird count through the U.S. Geological Survey. There were 7 other interns working together in a windowless office that was probably 150 sq ft in size. I would not be surprised if this was originally a storage room, given the wires, pipes, and electrical boxes found in the room.

Let’s do a quick speed run through parts that do not matter too much to this story: I worked at NASA Goddard for about 1.5 years before transitioning to teaching. I had been teaching part-time at a local community college for some of that time and received another part-time role, leading me to leave NASA. I worked at two institutions for a year, before getting the opportunity to move to China to teach the sciences at an international high school. I was there for 6 months before moving back in January 2017 to the United States after landing a full-time professorship at Montgomery College, a community college in Maryland. I have been with MC since then teaching ecology, evolution, and environmental biology.

Flash forward to 2019, and I see a post by one of my friends on social media. This friend was one of the other interns at NASA, whom I literally shared a desk with (it was a very small office space), who went on to work with the U.S. National Weather Service. And, if you did not already know, they are a part of NOAA! Jamie had shared about the Teacher at Sea program on his social media and after I read through the stories of educators on board, I knew I needed to apply. Add in four years while the world sorted itself, and here I am!

screenshot of a Facebook post from October 24, 2019 announcing NOAA's Teacher at Sea Program's application.

I am incredibly excited for this opportunity. The groundfish survey measures population size structures of the species caught and characterizes the water column at the sampling locations. I look forward to creating data driven lessons for my students to use statistics to measure diversity between stations and to compare that diversity with water quality samples. Our world is changing, and if we are to do something about it, we need to understand it.

August 15, 2022August 15, 2022

George Hademenos: Home Sweet Home…at Least for the Next Two Weeks, August 14, 2022

NOAA Teacher at Sea

George Hademenos

Aboard R/V Tommy Munro

July 19 – 27, 2022

Mission: Gulf of Mexico Summer Groundfish Survey

Geographic Area of Cruise: Eastern Gulf of Mexico

Date: August 14, 2022

There was no doubt about my excitement of being named as a NOAA Teacher at Sea and the opportunity to immerse myself in marine science and participate in scientific research. But the one aspect of this experience that I particularly looked forward to was being able to do this on a ship at sea. The ship would serve as a classroom like no other…a classroom where I could learn as a student and yet serve as a basis for me to develop instructional activities and projects for my students as a teacher. The classroom, as I described in the prior post, was originally scheduled to be NOAA Ship Oregon II but eventually turned out to be the R/V Tommy Munro.

While both ships were equipped with the facilities, resources and infrastructure required to conduct the samplings necessary for the survey, the main difference was that the Oregon II was part of the NOAA fleet of research vessels while the R/V Tommy Munro was not. Rather, the R/V Tommy Munro is operated under the management of the University of Southern Mississippi. Of course, when a ship is named after a person, there is always a sense of interest about the individual and what background, experience, and contributions to ocean sciences warranted such an honor. Tommy Munro has a compelling biography and can be read by accessing the following link:

http://www.msimhalloffame.org/tommy-munro.html

It was a thrill seeing the R/V Tommy Munro for the first time on Tuesday, July 19 in preparation of my upcoming cruise.

a collage of two images. on the left, a view of R/V Tommy Munro tied up at the dock, looking toward the bow. The name is painted prominently in black and blue. At right, a view of a life preserver mounted on an outer a wall of the ship. The life preserver also reads R/V Tommy Munro. — The ship exterior and a life preserver aboard the R/V Tommy Munro.

As I arrived at the docked ship, I was first met by John Z., the ship’s cook, who treated me to a tour of the vessel. I know you are just as anxious to see the various spaces inside the ship so come on aboard and let me take you on a tour. The first stop was my living quarters.

A collage of two images. On the left, a view of a closed door (simple, wooden, with a knob, could be in a house.) Several pieces of laminated paper are taped to the door. One reads: State Quarters 2. The next are the two pages of the Emergency Station Bill (not close enough to read). On the right, a photo looking inside the stateroom, where we can see four bunks. — My living quarters while aboard the ship.

I was assigned to State Quarters 2 which consisted of 4 bunks. My bunk was on the bottom to the left as you can see my belongings on the bed. Interestingly enough, it would turn out that 3 individuals were assigned to the quarters which meant that the upper bunk above mine was open. This was important because if the upper bunk was occupied, that would mean that I would have no other place to store my luggage than with me on the bed. So the upper bunk served as storage for the luggage from all three of us, giving us much need space to rest comfortably in our bunks.

The next stop on our tour involves meals on the cruise. The dining room is a table where all formal meals were served and offered an opportunity for those around the table to engage in conversation and watch television. It was not required for anyone wanting a meal to eat at the dining room table but it did offer a unique and comforting diversion from the long hours and hard work exerted while collecting samples for the survey.

view of a table in a narrow room. there are bar stools fixed in place around the table. we can see a microwave, cabinets, a small shelf with a coffee maker, a TV, and the stairwell. — The dining room table where all formal meals were served.

Of course, the dining room would not have much of a purpose were it not for a kitchen to prepare the meals.

a collage of two photos. on the left, a view of the kitchen, looking much like a simple apartment kitchen with wooden cabinets, an oven, a range, a refrigerator. on the right, a view of a pantry and a counter space. — This is the kitchen where all formal meals are prepared (right) and the storage area/table space where meals are prepared.

The picture on the left is the cooking station with the stove and oven where the meals are cooked and the picture on the right is where the meals are prepared. These two spaces appear to be very small areas and they are but there was enough room for the vast amount of groceries purchased prior to each cruise. I remember speaking to John Z. the cook about the grocery shopping for an upcoming cruise and he relayed to me that when he returns from shopping, it takes him approximately 3 hours to put up all of the groceries!

The tour continues with the areas of the ship dedicated to the research conducted during the cruise.

The first area is referred to as the wet lab – the space where the samples collected from each sampling are processed, and measurements are recorded and uploaded to a database.

a collage of two photos. on the left, we see wooden cabinets and a metal counter, a large sink, a computer monitor, a small window. on the right, a line of refrigerators or freezers to store samples. — The work area of the wet lab is depicted in the photo to the left while the samples storage area is shown on the right photo.

Just located across the hallway from the wet lab is the dry lab, the area with several computers allowing the scientists to track the motion of the ship, confirm its arrival at each sampling site, and store data acquired by the Secchi disk, the CTD array of sensors unique to each sampling site, and the species analysis of marine life species collected during each sampling.

view of a room with wooden cabinets and countertops, desk chairs, storage boxes, computers and a printer — This is the dry lab is where the computational analysis from each sampling is conducted.

As we near the end of the tour of the R/V Tommy Munro, let’s proceed from the wet and dry lab to a flight of stairs to the upper deck of the vessel to the captain’s deck.

the bridge of the ship. we can see monitors, control panels, logs, and the windows of the bridge. — This is the captain’s deck of the R/V *Tommy Munro*.

The captain’s deck is equivalent to the cockpit of an airplane where the captain and his crew navigate the vessel to the assortment of sampling sites in coordination with the science team.

We wrap up our tour of the R/V Tommy Munro from atop the upper deck with the view from the stern of the ship. This was a spot that I found myself many times, particularly in the evening, as I took in the scenic views of the surrounding seas.

a collage of two photos, each showing the same view out the ship's stern (back) with rigging to deploy nets. both of these photos were taken at sunset on different evenings, and the setting sun is centered behind the ship. — Views from the upper deck toward the stern of the ship.

In this installment of my exercise of the Ocean Literacy Framework, I would like to ask you to respond to three questions about the third essential principle:

The ocean is a major influence of weather and climate,

presented in a Padlet accessed by the following link:

https://tinyurl.com/kkue3uru

Remember, there are no right or wrong answers – the questions serve not as an opportunity to answer yes or no, or to get answers right or wrong; rather, these questions serve as an opportunity not only to assess what you know or think about the scope of the principle but also to learn, explore, and investigate the demonstrated principle. If you have any questions or would like to discuss further, please indicate so in the blog and I would be glad to answer your questions and initiate a discussion.

May 13, 2022July 17, 2022

George Hademenos: I am (George Hademenos, NOAA Teacher at Sea), I Said, May 13, 2022

NOAA Teacher at Sea

George Hademenos

Aboard NOAA Ship Oregon II

June 20 – July 3, 2022

Mission: SEAMAP Summer Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Date: May 13, 2022

Welcome to my blog!

Welcome to the inaugural post of my blog, describing my observations and reflections as a NOAA Teacher at Sea on my upcoming expedition in June 2022. My name is George Hademenos and I am excited to invite you along on this field trip of a lifetime to learn about marine science and the research that will be conducted during the research cruise. This is a particularly momentous occasion as this experience has been two years in the making (Dang that COVID!) – more on the application process, the NOAA Teacher at Sea program, and the instructional possibilities that this program presents will follow in upcoming posts.

Before I go any further, I want to take this opportunity to address the 800-lb sea lion in the room. The “sea lion” I am referring to is the title of the blog. “I am (George Hademenos, NOAA Teacher at Sea), I Said.” is a rather peculiar title for a blog entry and I did want to take this opportunity to explain the rationale for this title and set the stage for the blog entries to follow.

I have always loved music not only for the melodies but also for the lyrics that draw the listener into a story. Music has played an important part of my life not only as a hobby but also as a job. Beginning in high school and continuing through college, I was an announcer at radio stations in my hometown of San Angelo, Texas, the West Texas city that I grew up in. My love of music combined with my love of talking (which greatly prepared me for the classroom) made this an ideal job for me. Below is a picture of me at one of these radio stations that I worked at, KGKL.

A close-up view of high-school-aged George sitting at a microphone, wearing headphones — My job through high school and college was a radio announcer.

In any event, returning to the blog title discussion, I decided to incorporate this time in my life into my current experience by titling this blog entry (as well as every other blog title that follows) with the exact title (or a modified title) of a recorded song. What better way to begin a blog than with Neil Diamond!

Introducing…me!

With that explanation out of the way, I would like to use this first blog entry to introduce myself, explain why a high school physics teacher in Texas is interested in marine science and, most importantly, provide details about my cruise assignment as well as ways you can learn more about my expedition and marine science, in general. I am currently in my 21^st year of teaching physics at Richardson High School in Richardson, Texas, a suburb north of Dallas.

A screenshot of the homepage of Richardson High School's website — Welcome to Richardson High School, my classroom home for 21 years!

I know that physics often gets a bad reputation among high school students as being hard, involving math, and quite frankly a class that they are forced to take. And these students would be correct on all counts. However, I often tell my classes at the beginning of each school year, “the reason I love teaching physics is that each of you experience physics on a daily basis and I do not have to think long and hard to come up with examples and applications of every topic and concept covered in class that directly impact your life.” I know that if I am successful in this regard, then perhaps my students might actually grow to tolerate and some maybe to even enjoy physics.

How did I end up in the classroom?

When I graduated from high school, I didn’t know what I wanted to be but I knew what I didn’t want to be… a teacher. I did not want or even entertain the notion of a career as a teacher. What makes this even more astounding is that everyone in my family were teachers, except me. My dad was the Education Department chair at the university I attended but I still was not interested. I wanted to pursue a career in medical research. Following my pursuit of advanced degrees in physics, two postdoctoral fellowships (one in nuclear medicine and another in neuroradiology), and a career as a staff scientist for stroke at the American Heart Association, I lived my dream but realized it was impacting my reality. My wife, Kelly, and I have a daughter, Alexandra, who always loved school and invested her time in any and all extracurricular activities she could possibly handle. My time was invested in activities that required my direct attention such as meetings, conferences, grants and drafting manuscripts for publication and not activities that I wanted to focus on such as attending recitals, performances, parent-teacher conferences and help with homework.

I understand that there are priorities in life and for me, they finally came into focus. I decided to change careers – change into the one career I thought I would never pursue – teaching. Twenty years later, I still have not regretted the move. So, what am I like in the classroom? The video below gives you a snapshot of what it is like to have me as a teacher.

A video summary of me as a classroom teacher.

Why marine science?

One thing you will come to learn about me through my blog postings is that I am a teacher who not only loves to teach but also, first and foremost, loves to learn. I am always looking for novel, innovative, and creative approaches to instructional activities, experiences, and projects that I can engage my students with, as well as share these approaches with other teachers. When a program such as NOAA Teacher at Sea comes about with opportunities for teachers to learn about marine science and “walk a mile in the shoes” of researchers, teachers like me jump at the chance to apply and hopefully are selected for such an honor.

I will be a participant on NOAAS Oregon II for Leg 2 of the SEAMAP Summer Groundfish Survey where I will be working with and learning from Andre J. Debose, Chief Scientist with NOAA Fisheries Service and his research team based in Pascagoula, MS. I am beyond ready for my Teacher at Sea cruise where I plan to pursue the following two objectives: (1) to share my knowledge and experiences of this journey with you through a blog and a Google Site and (2) initiate and contribute to a dialogue about the importance of planning, collecting, and evaluating surveys of shrimp, groundfish, plankton, and reef fish, conducted in the Gulf of Mexico, that you in turn can share with your students and colleagues.

More information regarding the cruise will follow in subsequent blog posts prior to and during the cruise (if the internet is behaving). I hope that you will not only read the blog posts but ask questions ranging from the Teacher at Sea program to the cruise details to the ship NOAAS Oregon II to the research conducted aboard the vessel to ways you can learn more marine science (or if you are a teacher, to design instructional activities to engage your students in marine science). I may not know the answers to all of your questions but rest assured that, if I do not know how to respond to a particular question, I will let you know and take steps to find a prompt and factual response. I would like to make this journey a positive learning experience for everyone!

July 18, 2019

Hayden Roberts: What’s in a Name? July 18, 2019

NOAA Teacher at Sea

Hayden Roberts

Aboard NOAA Ship Oregon II

July 8-19, 2019

Mission: Leg III of SEAMAP Summer Groundfish Survey
Geographic Area of Cruise: Gulf of Mexico
Date: July 18, 2019

Weather Data from the Bridge
Latitude: 29.43° N
Longitude: 86.24° W
Wave Height: 1 foot
Wind Speed: 7 knots
Wind Direction: 220
Visibility: 10 nm
Air Temperature: 31°C
Barometric Pressure: 1017.5 mb
Sky: Few clouds

Science Log

Over the course of this research experience, I have realized that I was not entirely prepared to assist on this voyage. While I think I have pulled my weight in terms of manpower and eagerness, I quickly realized that not having a background in the biological sciences limits my capacity to identify species of fish. Not growing up in the Gulf region, I am already limited in my understanding and recognition of fish variety through their common names like shrimp, grouper, and snapper. Countless other varieties exist most of which have no commercial fishing value such as boxfish, sea robin, spadefish, and scorpionfish. Fortunately, the microbiology grad student paired with me during wet lab processing has been patient and the fishery biologists assigned to this research party have been informative showing me the basics to fish identification (or taxonomy).

Measuring a stingray — Measuring and weighing a specimen in the wet lab.

The wet lab aboard Oregon II is the nexus of the research team’s work. While the aft deck and the computer lab adjacent to the wet lab are important for conducting research and collecting data, the wet lab is where species are sorted, identified, and entered into the computer. The lab has a faint smell of dead fish and briny water. While the lab is kept clean, it is hard to wash the salt off the surfaces of the lab entirely after every research station.

Alongside the buckets and processing equipment are textbooks, quick reference guides, and huge laminated charts of fish species. Most of the reference material has distinctive color photographs of each fish species with its scientific name listed as the caption. The books in this lab are focused on Gulf and Atlantic varieties as these are what are likely to be found during the surveys. Fishery biologists have a wealth of knowledge, and they pride themselves on knowing all the species that come through the lab. However, occasionally a variety comes through the lab they cannot identify. Some species are less common than others. Even the experts get stumped from time to time and have to rely on the books and charts for identification. To get experience in this process, the biologists have given me crustaceans to look up. I struggle to make matches against pictures, but I have gotten better at the process over the weeks.

As I have learned more about the scientific names of each species we have caught, I have also learned that scientists use a two-name system called a Binomial Nomenclature. Scientists name animals and plants using the system that describes the genus and species of the organism (often based on Latin words and meaning. The first word is the genus and the second is the species. Some species have names that align close to the common name such as scorpionfish (Scorpaena brasiliensis). Others seem almost unrelated to their common name such as scrawled cowfish (Acanthostracion quadricornis).

scrawled cowfish — *Acanthostracion quadricornis*

Fortunately for those of us who do not identify fish for a living, technology has provided resources to aid in learning about and identifying species of fish we encounter. The FishVerify app, for example, can identify a species, bring up information on its habitat and edibility, and tell you its size and bag limits in area based on your phone’s Global Positioning System (GPS). The app is trained on over a thousand different species with the beta version of the app focused on 150 species caught in the waters of Florida. On our research cruise, we have encountered over 150 species so far.

Hayden and red grouper — Me and a large specimen of *Epinephelus moiro*.

Did You Know?

The naming system for plant and animal species was invented by the Swedish botanist Carl Linnaeus in the 1700s. It is based on the science of taxonomy, and uses a hierarchical system called binomial nomenclature. It started out as a naming system for plants but was adapted to animals over time. The Linnaean system has progressed to a system of modern biological classification based on the evolutionary relationships between organisms, both living and extinct.

Personal Log

Nearly two weeks into this experience and the end of my time with NOAA aboard Oregon II, I find that I have settled into a routine. Being assigned to the “dayshift,” I have seen several sunsets over my shoulder as I have helped deploy research equipment or managed the bounty of a recent trawls. I have missed nearly all the sunrises as the sun comes up five hours after I have gone to bed.

However, these two features along the horizon cannot match the view I have in the morning or late at night. After breakfast and a shower midmorning, I like to spend about 30 minutes gazing at the water from one of the upper decks. The clean light low along the water accentuates its blueish-green hue. In my mind, I roll through an old pack of crayons trying to figure out what color the water most closely represents. Then I realize it’s the Green-Blue one. It is not Blue-Green, which is a lighter, brighter color. The first part of the crayon color name is an adjective describing the second color name on the crayon. Green-blue is really blue with a touch of green, while blue-green is really green with some blue pigment in the crayon. Green-Blue in the crayon world is remarkably blue with a hint of green. The water I have admired on this cruise is that color.

Hayden on fore deck — View from fore deck of NOAA Ship *Oregon II*.

The Gulf in the east feels like an exotic place when cruising so far away from shore. While I have been to every Gulf state in the U.S. and visited their beaches, the blue waters off Florida seem like something more foreign than I am accustomed. When I think of beaches and seawater in the U.S., I think of algae and silt mixed with the sand creating water with a brown or greenish hue: sometimes opaque if the tide is rough such as the coast of Texas and sometimes clear like the tidal pools in Southern California. Neither place has blue water, which is okay. Each place in this world is distinct, but to experience an endless sea of blue is exotic to me.

In contrast to vibrant colors of the morning, the late evening is its own special experience. Each night I have been surprised at how few stars I can see. Unfortunately, the tropic storm earlier in the week has produced sparse, lingering clouds and a slight haze. At night the horizon shows little distinction between the water and the sky. The moon has glided in and out of cover. However, the lights atop the ship’s cranes provide a halo around the ship as it cruises across the open water. What nature fails to illuminate, the ship provides. The water under this harsh, unnatural light is dark. It churns with the movement of the boat like thick goo. Yet that goo teems with life. Every so often a crab floats by along the ships current. Flying fish leap from the water and skip along the surface. Glimpses of larger inhabitants dancing on the edge of the ship’s ring: creatures that are much larger than we work up in the wet lab but illusive enough that it can be hard to determine if they are fish or mammal. (I am hopeful they are pods of dolphins and not a frenzy of sharks).