Mission: Microbial Stowaways: Exploring Shipwreck Microbiomes in the deep Gulf of Mexico
Geographic Area: Gulf of Mexico
Date: June 30, 2019
Science Log
When the ROV returns to the ship, the scientists jump into action. The sediment cores are brought into the lab for sampling.
Core samples are loaded on the ROV in crates and with luck they all come back the same way.
Dr. Justyna Hampel, an aquatic biogeochemist and postdoctoral research assistant at the University of Southern Mississippi, is researching how microorganisms colonize on and around deep sea shipwrecks. She is taking sediment samples for DNA testing, and identifying nutrients in sediment pore water, the water trapped inside the sediment. Her study will help us learn about the relationship between microbes and shipwreck biomes. It took many hands to process the core sediments for her research.
As assistant to graduate student Rachel Mugge, I felt a bit like a nurse in an operating room. Every sample was taken carefully to ensure it was not contaminated.
Here’s how it went: Carefully remove the plug from the bottom of the core sample tube. Slide the core onto the extruder quickly so as not to lose any sediment. (An extruder is a wheel on a threaded bolt. It is precisely calibrated to measure 2 cm increments as you turn the wheel 4 2/3 times. )
Remove the lid and use a siphon hose to remove the sea water on the surface. Rachel does this by placing one end of the hose in the core tube and the other end in her mouth and sucking gently to get the flow of water going. Once it is moving she lets the water drain into a basin. Try this at home! You can get water to flow up and over an obstacle with this technique.
It takes finesse to get the siphon working.
Next Rachel turns the extruder wheel until the mud is exposed at the top of the tube. She describes the mud to lab manager Anirban Ray, who writes it down next to the sample number. (“S 54, brown, unconsolidated, black streaks, tube worm burrows.”) I snap the paper wrapping off a wooden tongue depressor and hand it to her. She uses it to dig a sample out of the center of a sediment core. I hand her an open vial and she fills it. I cap it. Next she puts some sediment into a petri dish and Anirban seals and labels it. Then I hand her an open sterile whirl-pak for a final blob of sediment. I whirl this little baggy and twist tie it closed. Vials and whirl-paks go in the deep freezer. We do these three steps 40 times for 120 samples. The challenge I find in this kind of repetitive task is how quick and efficient can I be while still being careful and precise? Let me tell you. Pretty fast and efficient.
Putting a sediment sample into a vial. The core is on the extruder, which pushes the sediment upward when you turn the wheel.
At the same time this was going on, Justyna was extracting pore water (water that comes from inside the sediment) to analyze it for nutrients.
Justyna attaches syringes to the peepers to extract the pore water from the sediment.
Personal Log
While we worked, I had a porthole at my station to keep an eye on the ocean as we cruised out to our third and final shipwreck. Dolphins raced with our ship this evening. Silvery flying fish skittered over the water reminding me of hummingbirds, the way their fins were a blur of movement. The color of the ocean now can best be described in terms of watercolors. Ultramarine. That says it all.
Mission: Microbial Stowaways: Exploring Shipwreck Microbiomes in the deep Gulf of Mexico
Geographic Area: Gulf of Mexico
Date: June 27, 2019
Science Log
Yesterday was a doozy of a day I think everyone on the ship would agree. One frustrating setback after another had to be overcome, but one by one each problem was solved and the day ended successfully. If you would like to read more about this expedition, it is featured on the NOAA Ocean Exploration and Research website.
The first discovery yesterday morning was that the ship’s pole-mounted ultrashort baseline tracking system (USBL) had been zapped with electricity overnight and was unusable. This piece of equipment is a key piece of a complex system. Without it we would not know precisely where the ROV was, nor could we control the sweeps of the ROV over the shipwrecks for accurate mapping. The scheduled dive time of 1330 (that’s 1:30PM!) was out of the question. There was even talk of returning to port to get new equipment. Yikes. This would cost the expedition $30,000-$40,000 for a full 24 hours of operation, and no one wanted to do this.
Max, the team’s underwater systems engineer, worked his magic, and replaced the damaged part. This required expert knowledge and some tricky maneuvers. Once this was fixed, the next step was to send a positioning beacon down to the seafloor to calibrate the signal from the ship to the ROV so that we would be able to track it precisely. Calibrating means that the ship and the ROV have to agree on where home is. The beacon is attached to three floats connected together to make a “lander”, and then 2 heavy weights are attached as well. The weights take the beacon down. The lander brings it back to the surface later. The deployment went without a hitch. However, when the lander floated to the surface, we noticed it was floating in a strange way. When we hauled it aboard, we discovered that one of the glass floats had imploded – probably due to a material defect under the intense pressure at 1200m below sea level – and all we had left of that unit was a shattered mess of yellow plastic.
The glass float inside this yellow “hard hat” imploded. It’s a good thing there are two others to bring the transponder back to the surface.
In spite of that, the calibration was complete and we could send the ROV on its mission. We loaded the experiments onto the back of the ROV, along with another lander and weights. This was the exciting moment! The crane lifted the ROV off the ship deck and swung it out over the water. But in the process, the chain holding the weights broke and, with a mighty groan from all of us watching, both of them sank into the sea. Back came the ROV for a new set of weights. Luckily nothing was damaged. By 1745 (5:30PM), 5 hours after the scheduled time, the ROV went over the side for a second time successfully. Once this was done the Chief Scientist was able to crack a smile and relax a bit.
The team works to mount a new lander on the ROV.
Launching the ROV off the back deck, loaded with experimental equipment and a lander.
The mechanical arm on the ROV retrieved a microbial experiment left on the sea floor in 2017. We watched it all on the big screen in the lab.
Now we had an hour to wait for the ROV to reach the sea floor again, and begin its mission of deploying and retrieving experiments. Inside the cabin of the ship, some of us sat mesmerized by the drifting phytoplankton on the big screen, hoping to see the giant squid that had been spotted on the last expedition. Up in the pilothouse the captain was on duty holding the ship in one spot for as long as it took for the ROV to return. Not an easy job!
Yesterday I saw what scientific exploration is really like. As someone said, “Two means one, and one means none,” meaning that when you are out at sea, you have to have a second or even a third of every critical piece of equipment because something is inevitably going to break and you will not be able to run to Walmart for a new one. Failures and setbacks are part of the game. As a NOAA Teacher at Sea, I am looking at all that goes on on the ship through the lens of a classroom teacher. Yesterday’s successes were due to clear headed thinking, perseverance, and team work by many. These are precisely the qualities I hope I can foster in my students.
Mission: Microbial Stowaways: Exploring Shipwreck Microbiomes in the deep Gulf of Mexico
Geographic Area: Gulf of Mexico
Date: June 24-25, 2019
Science Log
On Monday I was introduced to the R/V Point Sur in Gulfport, Mississippi. Every nook and cranny of this vessel is packed, and it took the science crew most of the day to pack it even fuller with all the equipment they need. The largest single item is the remotely operated vehicle (ROV) Odysseus which makes a large footprint on the back deck. Over it hangs an enormous pulley that will be used to lift Odysseus in and out of the water.
R/V Point Sur in port
This the ROV Odysseus waiting to be deployed on a shipwreck. It’s as eager as I am to see it operate. It looks like it is ready to jump in!
When I arrived at the port, I met Dr. Leila Hamdan, the Chief Scientist, and some of the crew. We have two Rachels on board and they are both graduate students studying microbial biomes. Over time a layer of microbes form a “biofilm” on different kinds of wood and metal. This organic layer forms on the surface of a shipwrecks, and this is what the scientists are studying. They want to know how this layer speeds up or slows down the corrosion of shipwrecks and how other organisms use this habitat.
I was able to join in and help put together microbial recruitment experiment towers, or MREs for short. Each tower is a PVC pipe fitted with samples of wood, both oak and pine, and some metal samples. Each of these pipes fits loosely inside a second pipe, and then each set is roped together and attached to a float. Each tower is rigged in such a way that it will sink to the sea floor vertically, and then the outer pipe will rise to expose the inner tower and the sample plugs. After four months, the MREs will be retrieved, and the scientists will be studying what kinds of microbes grew on the samples. Their experiments add to our understanding of how shipwrecks act as a habitat for corals and other organisms
Here we are putting together one of the MREs which will be sent to the ocean floor near one of the shipwrecks.
Finally, at the end of the day we had to quickly load the last of the gear on the ship before a huge container ship of bananas arrived to dock in our space. We set up a “fire line” to hand the last of the gear into the ship as fast as possible. We could see the huge Chiquita banana ship heading our way. The port was already stacked four high with Chiquita banana shipping containers and more bananas were coming! Who is eating so many bananas?!
As the newbie member of the crew, I was allowed to stay on board as the crew moved the ship from the large loading dock to the smaller pier on the other side of the port. This meant I got a taste of the ocean breezes that are going to help keep us cool once we leave land. I saw pelicans glide low over the water as I stood on the deck and imagined all the new and amazing things I am about to see and do.
Day 2
If you’ve never been to Mississippi in the summer, I can tell you it is HOT and HUMID. It’s hard to imagine until you try to actually do something in it. If you were an egg, you would definitely fry on the sidewalk. Despite the heat, all over the ship crew and scientists are working, bolting things together, greasing mechanical parts, putting last minute touches on their experimental equipment, organizing the lab and working at laptops. To mitigate the heat and humidity outside, the air-conditioning runs on high inside the ship. This helps to keep the humidity from damaging the equipment, as well as to keep the crew happy. So it is actually COLD in here!
In addition to all this activity, a group of high school students visited the ship. They are participating in The Ocean Science and Technology Camp to learn about marine science careers and they will be tracking our progress from shore. Each of our many talented scientists shared a bit about their research and their roles in the ship. I will share more about that in another blog. We are scheduled to leave tonight at 1930 hrs, that’s 7:30PM for most of us! Stay with me, it’s going to be awesome!
Rachel explains how core samples are taken to summer camp students.
Mission: Microbial Stowaways: Exploring Shipwreck Microbiomes in the deep Gulf of Mexico
Geographic Area: Gulf of Mexico
Date: June 13, 2019
Introduction
In just two weeks I will be shipping out of Gulfport, Mississippi on the University of Southern Mississippi Research Vessel Point Sur. As a NOAA Teacher at Sea, I will actually be a student again, learning all I can about ocean archaeology and deep-sea microbial biomes. I feel very lucky to have this opportunity to learn what it is like to live and work at sea! In particular, I am looking forward to seeing how archaeologists work at sea. My undergraduate degree was in archaeology and I worked in the desert of New Mexico and southern Colorado where we mapped with pencil and paper, and took samples with a shovel. Ocean archaeology will require more sophisticated technology and a different approach!
Let me give you a little background about myself. My husband and I live in a tiny town called Husum on the White Salmon River in Washington State. My family enjoys outdoor activities including rafting and kayaking. This year my daughter is working as a raft guide on the White Salmon. I know when the commercial raft trips are passing by because I can hear the tourists scream as their boats go over Husum Falls! My son is studying Engineering in college and is spending this summer in Spain learning Spanish and surfing. Unfortunately for my husband, summer is the busy time for construction. As a general contractor, he will be working hard.
The whole family rafting the Deschutes River in Oregon, hmmm… quite a few years ago, but we still love it!
During the regular school year, I teach fourth grade math and science at the local intermediate school. One of our biggest science units each year is to raise salmon in the classroom and learn about the salmon life cycle, adaptations and the importance of protecting salmon habitat. In addition, this year we tackled a big project around plastic pollution in the oceans and how we can make a difference in our own community through education and action. My students are rightfully indignant about the condition of our oceans, and I have also become an ocean advocate since initiating this project.
Kids made scientific drawings of salmon, and then painted and stuffed them. They swam around the classroom ceiling all year!
Scientists on the Point Sur have several goals. First of all, they will map two shipwrecks that have never been explored. Both are wooden-hulled historic shipwrecks that were identified during geophysical surveys related to oil and gas exploration. Archaeologists hope to determine how old the ships are, what their purpose was, and their nationality, to determine if they are eligible for listing on the National Register of Historic Places (NRHP). A third shipwreck we will visit is a steel-hulled, former luxury steam yacht that sank in 1944. It was previously mapped and some experiments were left there in 2014 which we will recover.
In addition to mapping, we will take samples of the sediments around the ships to see how shipwrecks shape the microbial environment. The Gulf of Mexico is a perfect place for this work because it is rich in shipwrecks. Shipwrecks create unique reef habitats that are attractive to organisms both large and small. I wonder what kinds of sea life we will discover living around the shipwrecks we visit?
The first question my students asked me was if I was going to scuba dive. While that would be exciting, it’s not allowed for Teachers at Sea! To gather information about the shipwrecks, we will deploy a remotely operated vehicle (ROV) called Odysseus (Pelagic Research Services, Inc.) . Odysseus will have a camera, a manipulator arm to gather samples, a tray to carry all the sampling gear and SONAR and lights. I think I will be content to watch its progress on the ship’s video screens.
School is almost out, and my fourth graders are chomping at the bit to get out if the classroom and begin their own summer adventures, but I hope they will follow my blog and keep me company while I am on board ship! Am I feeling a little intimidated? Absolutely! But also very excited to have the opportunity to participate in what is sure to be a great adventure.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: November 11, 2018
Weather Data from home
Conditions at 1615
Latitude: 43° 09’ N
Longitude: 77° 36’ W
Barometric Pressure: 1027 mbar
Air Temperature: 3° C
Wind Speed: SW 10 km/h
Humidity: 74%
Science and Technology Log
View of the ship’s wet lab.
View of the water through the galley sink porthole.
View of the water through a porthole in the galley.
Participating in the Shark/Red Snapper Longline Survey provided a porthole into several different career paths. Each role on board facilitated and contributed to the scientific research being conducted. Daily longline fishing activities involved working closely with the fishermen on deck. I was in awe of their quick-thinking adaptability, as changing weather conditions or lively sharks sometimes required a minor change in plan or approach. Whether tying intricate knots in the monofilament or displaying their familiarity with the various species we caught, the adept fishermen drew upon their seafaring skill sets, allowing the set and haulback processes to go smoothly and safely.
Chief Boatswain Tim Martin deploying the longline gear.
Chief Boatswain Tim Martin preparing to retrieve the longline gear with a grapnel
Even if we were on opposite work shifts, overlapping meal times provided the opportunity to gain insight into some of the careers on board. As we shared meals, many people spoke of their shipboard roles with sentiments that were echoed repeatedly: wanted a career that I could be proud of…a sense of adventure…opportunity to see new places and give back…combining adventure and science…wanted to protect the resources we have…
I had the opportunity to speak with some of the engineers and fishermen about their onboard roles and career paths. It was interesting to learn that many career paths were not direct roads, but winding, multilayered journeys. Some joined NOAA shortly after finishing their education, while others joined after serving in other roles. Some had experience with commercial fishing, and some had served on other NOAA vessels. Many are military veterans. With a name fit for a swashbuckling novel set on the high seas, Junior Unlicensed Engineer Jack Standfast, a United States Navy veteran, explained how the various departments on board worked together. These treasured conversations with the Engineering Department and Deck Department were enlightening, a reminder that everyone has a story to tell. I very much appreciate their patience, kindness, and willingness to share their expertise and experiences.
Hard hats, PFDs, and gloves belonging to the Deck Department
The ship had a small library of books, and several crew members mentioned reading as a favorite way to pass the time at sea. Skilled Fisherman Mike Conway shared several inspiring and philosophical websites that he enjoyed reading.
Lead Fisherman and Divemaster Chris Nichols:
In an unfamiliar setting, familiar topics surfaced in conversations, revealing similarities and common interests. Despite working in very different types of jobs, literacy was a popular subject in many of the conversations I had on the ship. I spoke to some of the crew members about how literacy factored into their daily lives and career paths. Some people described their family literacy routines at home and shared their children’s favorite bedtime stories, while others fondly remembered formative stories from their own childhood. Lead Fisherman Chris Nichols recalled the influence that Captains Courageous by Rudyard Kipling had on him as a young reader. He described how exciting stories such as Captains Courageous and The Adventures of Tom Sawyer inspired a sense of adventure and contributed to pursuing a unique career path. Coming from a family of sailors, soldiers, and adventurers, Chris conveyed the sense of pride that stems from being part of “something bigger.” In this case, a career that combines adventure, conservation, and preservation. His experiences with the United States Navy, commercial fishing, NOAA, and scuba diving have taken him around the world.
Echoing the themes of classic literature, Chris recommended some inspiring nonfiction titles and podcasts that feature true stories about human courage, overcoming challenges, and the search for belonging. As a United States Navy veteran, Chris understood the unique reintegration needs that many veterans face once they’ve completed their military service. He explained the need for a “tribe” found within the structure of the military or a ship. Chris described the teamwork on the ship as “pieces of a puzzle” in a “well-oiled machine.”
Led by Divemaster Chris Nichols, also the Oregon II’s Lead Fisherman and MedPIC (Medical Person in Charge), the team gathered on the bridge (the ship’s navigation and command center) to conduct a pre-dive operation safety briefing. Nichols appears in a white t-shirt, near center.
Chris also shared some advice for students. He felt it was easier for students to become good at math and to get better at reading while younger and still in school. Later in life, the need for math may resurface outside of school: “The things you want to do later…you’ll need that math.” As students grow up to pursue interests, activities, and careers, they will most likely need math and literacy to help them reach their goals. Chris stressed that attention to detail—and paying attention to all of the details—is extremely important. Chris explained the importance of remembering the steps in a process and paying attention to the details. He illustrated the importance of knowing what to do and how to do it, whether it is in class, during training, or while learning to dive.
Chris’ recommendations:
Tribe: On Homecoming and Belonging by Sebastian Junger
Team Never Quit Podcast with Marcus Luttrell & David Rutherford
Sunrise over the Gulf of Mexico
Skilled Fisherman Chuck Godwin:
Before joining NOAA, Skilled Fisherman Chuck Godwin served in the United States Coast Guard for fifteen years (active duty and reserves). After serving in the military, Chuck found himself working in education. While teaching as a substitute teacher, he saw an ad in the newspaper for NOAA careers and applied. Chuck joined NOAA in 2000, and he has served on NOAA Ships Bell M. Shimada, Pisces, Gordon Gunter, and Oregon II.
Echoing Chris Nichols’ description of puzzle pieces in a team, Chuck further explained the hierarchy and structure of the Deck Department on the Oregon II. The Deck Department facilitates the scientific research by deploying and retrieving the longline fishing gear while ensuring a safe working environment. From operating the winches and cranes, to hauling in some of the larger sharks on the shark cradle, the fishermen perform a variety of tasks that require both physical and mental dexterity. Chuck explained that in the event of an unusual situation, the Deck Department leader may work with the Bridge Officer and the Science watch leader and step in as safety dictates.
Skilled Fisherman Chuck Godwin. Photo courtesy of Chuck Godwin.
In addition to his ability to make a fantastic pot of coffee, Chuck has an impish sense of humor that made our twelve-hour work shifts even more interesting and entertaining. Over a late-night cup of coffee, I found out that we shared some similar interests. Chuck attended the University of Florida, where he obtained his bachelor’s degree in Wildlife Management and Ecology. He has an interest in writing and history, particularly military history. He co-authored a published paper on white-tailed deer. An avid reader, Chuck usually completes two or three books during a research cruise leg. He reads a wide range of genres, including sci-fi, westerns, biographies, military history, scientific texts, and gothic horror. Some of his favorite authors include R.A. Salvatore, Ernest Hemingway, and Charles Darwin. In his free time, he enjoys roleplaying games that encourage storytelling and creativity. For Chuck, these adventures are not about the end result, but the plotlines and how the players get there. Like me, Chuck has done volunteer work with veterans. He also values giving back and educating others about the importance of science and the environment, particularly water and the atmosphere. Chuck’s work with NOAA supports the goal of education and conservation to “preserve what we have.”
Longline fishing buoy
Red snapper scales
Personal Log
Far from home, these brief conversations with strangers seemed almost familiar as we discussed shared interests, goals, and experiences. As I continue to search for my own tribe and sense of belonging, I will remember these puzzle pieces in my journey.
A high flyer and buoy mark one end of the longline.
My path to Teacher at Sea was arduous; the result of nearly ten years of sustained effort. The adventure was not solely about the end result, but very much about plotlines, supporting (and supportive) characters, and how I got there: hard work, persistence, grit, and a willingness to fight for the opportunity. Every obstacle and roadblock that I overcame. As a teacher, the longline fishing experience allowed me to be a student once again, learning new skills and complex processes for the first time. Applying that lens to the classroom setting, I am even more aware of the importance of clear instructions, explanations, patience, and encouragement. Now that the school year is underway, I find myself spending more time explaining, modeling, demonstrating, and correcting; much of the same guidance I needed on the ship. If grading myself on my longline fishing prowess, I measured my learning this way:
If I improved a little bit each day by remembering one more thing or forgetting one less thing…
If I had a meaningful exchange with someone on board…
If I learned something new by witnessing natural phenomena or acquired new terminology…
If I encountered an animal I’d never seen in person, then the day was a victory.
And I encountered many creatures I’d never seen before. Several species of sharks: silky, smooth-hound, sandbar, Atlantic sharpnose, blacknose, blacktip, great hammerhead, lemon, tiger, and bull sharks. A variety of other marine life: groupers, red snapper, hake, and blueline tilefish. Pelicans and other seabirds. Sharksuckers, eels, and barracudas.
The diminutive creatures were just as interesting as the larger species we saw. Occasionally, the circle hooks and monofilament would bring up small hitchhikers from the depths. Delicate crinoids and brittle stars. Fragments of coral, scraps of seaweed and sponges, and elegant, intricate shells. One particularly fascinating find: a carrier shell from a marine snail (genus: Xenophora) that cements fragments of shells, rocks, and coral to its own shell. The evenly spaced arrangement of shells seems like a deliberately curated, artistic effort: a tiny calcium carbonate collage or shell sculpture. These tiny hints of what’s down there were just as thrilling as seeing the largest shark because they assured me that there’s so much more to learn about the ocean.
At the base of the spiral-shaped shell, the occupant had cemented other shells at regular intervals.
The underside of the shell.
Like the carrier snail’s shell collection, the small moments and details are what will stay with me:
Daily activities on the ship, and learning more about a field that has captivated my interest for years…
Seeing glimpses of the water column and the seafloor through the GoPro camera attached to the CTD…
Hearing from my aquatic co-author while I was at sea was a surreal role reversal…
Fishing into the middle of the night and watching the ink-black water come alive with squid, jellies, flying fish, dolphins, sailfish, and sharks…
Watching the ever-shifting moon, constellations, clouds, sunsets, and sunrise…
Listening to the unique and almost musical hum of the ship’s machinery and being lulled to sleep by the waves…
And the sharks. The breathtaking, perfectly designed sharks. Seeing and handling creatures that I feel strongly about protecting reinforced my mission to educate, protect, and conserve. The experience reinvigorated my connection to the ocean and reiterated why I choose to reduce, reuse, and recycle. Capturing the experience through the Teacher at Sea blog reinforced my enjoyment of writing, photography, and creative pursuits.
Dawn on the Gulf of Mexico
Sunrise over the Gulf of Mexico
My first glimpse of Florida on the way to the ship.
Participating in Teacher at Sea provided a closer view of some of my favorite things: sharks, ships, the sea, and marine science.
The Gloucester Fisherman’s Memorial Statue
In my introductory post, I wrote about formative visits to New England as a young child. Like so many aspects of my first glimpses of the ocean and maritime life, the Gloucester Fisherman’s Memorial statue intrigued me and sparked my young imagination. At that age, I didn’t fully grasp the solemn nature of the tribute, so the somber sculpture and memorial piqued my interest in fishing and seafaring instead. As wild as my imagination was, my preschool self could never imagine that I would someday partake in longline fishing as part of a Shark/Red Snapper Survey. My affinity for marine life and all things maritime remains just as strong today. Other than being on and around the water, docks and shipyards are some of my favorite places to explore. Living, working, and learning alongside fishermen was an honor.
I was drawn to the sea at a young age.
This statue inspired an interest in fishing and all things maritime. After experiencing longline fishing for myself, I revisited the statue to pay my respects.
A New England commercial longline fisherman’s hand
Water and its fascinating inhabitants have a great deal to teach us. The Atlantic and the Gulf of Mexico reminded me of the notion that: “Education is not the filling of a pail, but the lighting of a fire.” Whether misattributed to Plutarch or Yeats or the wisdom of the Internet, the quote conveys the interest, curiosity, and appreciation I hope to spark in others as I continue to share my experience with my students, colleagues, and the wider community.
I am very grateful for the opportunity to participate in Teacher at Sea, and I am also grateful to those who ignited a fire in me along the way. Thank you to those who supported my journey and adventure. I greatly appreciate your encouragement, support, interest, and positive feedback. Thank you for following my adventure!
Thank you to NOAA Ship Oregon II and Teacher at Sea!
The sun shines on NOAA Ship Oregon II.
Did You Know?
Xenophora shells grow in a spiral, and different species tend to collect different items. The purpose of self-decoration is to provide camouflage and protection from predators. The additional items can also strengthen the snail’s shell and provide more surface area to prevent the snail from sinking into the soft substrate.
Recommended Reading
Essentially two books in one, I recommend the fact-filled Under Water, Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski. The text was translated from Polish by Antonia Lloyd-Jones.
Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016
One half of the book burrows into the Earth, exploring terrestrial topics such as caves, paleontology, tectonic plates, and mining. Municipal matters such as underground utilities, water, natural gas, sewage, and subways are included. Under Earth is a modern, nonfiction, and vividly illustrated Journey to the Center of the Earth.
Under Water written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016
Diving deeper, Under Water explores buoyancy, pressure, marine life, ocean exploration, and several other subjects. My favorite pages discuss diving feats while highlighting a history of diving innovations, including early diving suit designs and recent atmospheric diving systems (ADS). While Under Earth covers more practical topics, Under Water elicits pure wonder, much like the depths themselves.
Better suited for older, more independent readers (or enjoyed as a shared text), the engaging illustrations and interesting facts are easily devoured by curious children (and adults!). Fun-fact finders and trivia collectors will enjoy learning more about earth science and oceanography. Information is communicated through labels, cross sections, cutaway diagrams, and sequenced explanations.
