NOAA Teacher at Sea – NOAA Teacher at Sea Blog

June 17, 2026June 18, 2026

Amber LaMonte: Ctrl + Alt + Ecosystems to Equipment: A Side-Quest for the Techies, June 8, 2026

Amber posing inside a ship's bridge, with four NOAA Corps officers wearing dark blue uniforms. Amber is wearing her blue Teacher at Sea t-shirt. They are smiling, with windows showing a view of the sea in the background. — An honor to take a photo with (from left to right) XO Pestone, Lt Urquhart, Lt Zoller and CO Sinquefield

NOAA Teacher at Sea

Amber LaMonte

May 31 – June 10, 2026

Mission: Northeast Ecosystem Monitoring Survey (EcoMon)
Geographic Area of Cruise: Gulf of Maine
Date: June 8, 2026

Data from the Bridge
Greenwich Mean Time (GMT): 11:44 PM
Latitude: 043° 33.456’ N
Longitude: 070° 38.739’ W
Doppler Wind Speed: 17.4 knots (kt)
True Wind Speed: 14.06 knots (kt)
Wave Height: 5’
Air Temperature: 9.44°C/49°F
Wet Bulb Temperature: 7.9°C/46.2°F
Bottom Depth: 168 m
Sky: Clear

For this post, I tried to step aside from my biologist bias (it was an insightful challenge) and highlight the technical aspects of running an ecosystem science operation. I have provided numerous links to illustrate the path to various careers and future research being conducted with NOAA.

A close-up view of the white side of a blue and white buoy with the text 'Class of 2028' written in black marker. — *Here comes 2028*

Last Buoy

Deploying the last buoy with my Shipmate Ave Cieplinski

Global drifter buoy #3, a.k.a. LaMonster, for those of the class of 2028 taking my course and ready to learn all about our planet and ocean! We are now in the Gulf of Maine after making our way through Georges Bank, where this drifter was deployed at 40°14.560’N 067°39.008’W on the southernmost station of this region.

The Gulf of Maine is a semi-enclosed sea bordered by Massachusetts, New Hampshire, Maine, New Brunswick and Nova Scotia. Beneath the surface, Georges Bank helps shape currents and separates the Gulf from the Atlantic south of Cape Cod. Just beyond this boundary, the cold Labrador Current and warm Gulf Stream meet. Inside the Gulf, coastal geography redirects these waters, forming a gyre that pushes cold water southward.

Map illustrating the general circulation patterns in the Gulf of Maine during the stratified season, with bathymetric contours marking areas of different depth. Blue arrows depict shallower currents occurring at less than 75 meters deep while red lines depict deeper currents occurring more than 150 meters deep. — Currents Map of the Gulf of Maine (Source: WHOI)

What I find most intriguing is how this balance is shifting; the Labrador Current now carries more freshwater from melting ice, while the Gulf Stream is moving north. These changes matter; many marine species depend on specific temperature ranges, so even small shifts in currents can reshape entire ecosystems. I chose to deploy at this location so that my students will hopefully see the data pattern showing how quickly the drifter moves into the Gulf Stream.

Science and Technology Log

Illustration of a data-collecting ocean drifter equipped with an antenna, surface float, sensors for measuring sea surface temperature, and a subsurface drogue, transmitting information via satellite. — Components of a Drifter
(Source: NOAA Global Drifter Program)

A global drifting buoy, or drifter, is an instrument designed to measure sea surface temperature along with variables such as atmospheric pressure, wind, wave height, and salinity. As these buoys move naturally with ocean currents, onboard sensors collect data and transmit it to satellites, allowing scientists to track their positions over time and map ocean circulation patterns. These drifters provide essential data to validate satellite data and improve forecasts. A critical feature of each drifter is its drogue, or sea anchor, which extends about 20 meters (65 feet) below the surface. Connected by a long tether, the drogue ensures the drifter follows ocean currents rather than being pushed by wind: without it, the instrument would drift like a lightweight object at the surface.

Through our participation in the Adopt a Drifter program, this technology becomes tangible for students. They can follow real drifters and analyze authentic data in near real time; in this way, they’re actively engaging with live information and thinking like scientists as they interpret it. I cannot wait for students to discover the origin story next year! At the time of writing this post, the LaMonster had made its way across a degree of longitude in only a few days.

*Screenshot from the interactive map of the Global Drifter Program (GDP) Array*

The data generated by these drifters are compiled into a comprehensive dataset providing hourly estimates of sea surface temperature and ocean currents. The buoys last around 400 days but scientists are already trying to improve the power capability, read here. Managed and quality-controlled by NOAA’s Drifter Data Assembly Center (DAC) at the Atlantic Oceanographic and Meteorological Laboratory (AOML), the dataset ensures accuracy and consistency. Rich metadata, such as deployment details, drogue status, drifter type, and identification information, further supports meaningful analysis and real-world scientific investigation such as used here.

Methodology & Careers

(1) Nick Vang, Survey Tech, in front of the continuous flow water system. (2) Computer view of the multi-beam sonar data. (3) Styrofoam cup before and after placement, along with the CTD at depths to illustrate the pressure. (4) Single beam sonar output viewed as the CTD and bongos are deployed. (5) Nick demonstrates the software needed to run and interpret the numerous radars on board.

Meet Nick Vang, a survey tech with NOAA currently serving as an augmenter, a role in which he not only runs operations in the acoustics lab but also coordinates with the science team, deck crew and bridge to ensure the execution of the mission runs smoothly. I just love that title “augmenter” and have decided to use it next in lieu of “teacher” ( I’m kind of joking, but not really; I probably will work it in at some point). This is because we know that, as teachers, we are not just running operations in one particular room on one particular day, but rather focusing on the bigger picture of the whole school year as our mission.

In the acoustics lab, the EM2040 is a high-resolution scientific multibeam sonar system used to collect detailed data from both the water column and the ocean floor. In simple terms, the system works by sending out a cone-shaped sound wave, often called a “ping”, toward the seafloor down to 300 meters. This sound reflects off the ocean bottom and returns to the ship, allowing onboard computers to calculate the distance traveled. From this information, a map of the seafloor begins to take shape.

The survey tech team refines the raw data by correcting factors such as tides, sound speed and vessel offset, ensuring the measurements align accurately. The techs go through a training program when hired that is specific to using the software used by NOAA ships. One area in which software has advanced is its ability to read any “noise” that is not the actual bottom and compute the depth accurately. The processed data is then transformed into a bathymetric model, a detailed representation of the seafloor, which is used to precisely determine optimal station locations.

conical white and red equipment in the engine room

a cylindrical piece of equipment with pipes and control panels attached

a folded up fire hose mounted on a hook beneath the words "Fire Sta No. 4"

A man wearing industrial ear protection gear on his head - above his ears - stands at a long control panel of screens, buttons, and lights, and uses his hands to illustrate a point about something

(1) The rotary vane hydraulic steering gear that controls the bow thruster. (2) Pumps for the RO (Reverse Osmosis) system. (3) An emergency fire station. (4) Chief Engineer Adam Butters leading the tour. (5) One of 4 diesel engines aboard NOAA Ship Pisces.

The Pisces operates as a diesel-electric vessel, similar in concept to a hybrid car, thereby reducing emissions and supporting NOAA’s goal of achieving net-zero emissions by 2050. The vessel is also equipped with a bow thruster, which is especially useful when holding position. This system works with the dynamic positioning system to keep Pisces precisely in place, counteracting currents and eliminating drift.

We took a tour of the engine room and Chief Engineer Adam Butters guided us through some of the key systems that keep the ship running. The engines and equipment were impressive, and it was clear that the engineering team put in a lot of work to make our mission possible. The engine room was very loud and hot; we wore earplugs for protection, but I could not hear myself think. We started at the water maker unit, which uses reverse osmosis (RO), which turns ocean water into fresh water for drinking, cooking and bathing. Fun fact: this removes all the minerals from the water, so I added an electrolyte mix to my water bottle each day.

Next, he showed us the systems that support the lab. He pointed out the refrigeration system that keeps chlorophyll samples frozen at -80°C. It was interesting to see the equipment that powers everything behind the scenes. The ship’s electrical system is also complex, producing 600 volts of electricity, which is stepped down to power large machines and even further for everyday outlets like the ones in our rooms. In addition, we saw a centrifuge that cleans diesel fuel by separating impurities and water using specific gravity.

a NOAA Corps officer stands on the bridge, facing to the left of the photo. he holds a sextant up to his eyes with his right hand and uses his left hand to adjust the settings.

a NOAA Corps officer looks on as Amber drives the ship, each hand on a different lever

A NOAA Corps officer in a blue uniform looks down at a control panel on the bridge. we can see calm blue ocean through the windows in the background.

two NOAA Corps Officers stand on the far side of the bridge

two NOAA Corps officers stand on the bridge looking down at a display screen

(1 ) CO demonstrates use of a sextant. (2) ENS Keene-Connole supervising. (3) CO supervising. (4) Mrs. LaMonte, XO Pestone, Lt Urquhart, CO Sinquefield and Lt Zoller. (5) Lt Zoller. (6) Original Rolls-Royce equipment. (7) CO Sinquefield and Lt Zoller explaining sample station positioning

For me, it was an honor to chat with the commissioned NOAA officers aboard for this survey. My visit to the Bridge included a demonstration of the sextant lesson CO plans to teach as the ship makes its next sail to the Canary Islands, instructions for some of the basics in driving the ship and an explanation of how to read the ship’s navigational screen during sample station deployments.

I’ve learned that the NOAA Commissioned Officer Corps (NOAA Corps) is one of the nation’s eight uniformed services and its officers play a key role in carrying out NOAA’s mission. With a relatively small group, about 360 officers, they support a wide range of scientific and operational programs both at sea and in the air.

While some officers earn a 4-year STEM-based degree, others attend maritime colleges that offer personalized education with career-ready placements. After being selected, officer candidates train at the NOAA Corps Training Center at the U.S. Coast Guard Academy before being commissioned as ensigns. From there, many begin their careers at sea, with about 80 percent of officers serving aboard NOAA ships at some point.

What stood out to me most is the variety in their careers. Officers rotate between sea, aviation, and land assignments every few years, building experience in different roles while supporting NOAA’s work from multiple angles.

Personal Log

First Light Timelapse

I continue to be absolutely amazed at the first light of each day. Each morning, I determine the travel orientation of this ship and which deck, bow or stern, port or starboard, I should visit for the best view.

A breakfast plate featuring pancakes topped with maple syrup, crispy bacon, quinoa, and scrambled eggs, with a glass of orange juice and a bottle of organic maple syrup in the background. — A very nutritious breakfast

And the food in the galley continues to be excellent, I had a chance to chat with both cooks (Mike x2) and they both absolutely are very appreciated by the crew. Mealtimes on the ship are special, as nearly everyone stops their tasks for a welcome break and nourishment. Several times, the bridge would announce over the radio that they were holding the start of the station until after mealtime.

Diagram of a boat showing directional terms: port (left side), starboard (right side), stern (back), and bow (front). — https://www.boaterexam.com/boating-resources/boat-terminology/

Did You Know?

My students are familiar with Marine Protected Areas (MPAs) as I open the year by teaching about them, that while the world has ONE ocean, I highlight the importance of designating our oceans as distinct sections. The MPA distinction allows students to jump right in, looking at some of the charismatic marine fauna and learning what it means to be a stakeholder. Below is a map of the MPAs located within our national waters and an overview of Stellwagen Bank, a sanctuary where we conducted some of our samplings.

Map of the Pacific Ocean highlighting various National Marine Sanctuaries, including locations like Olympic Coast, Greater Farallones, and Hawaiian Islands Humpback Whale. — Map of U.S. National Marine Sanctuaries (Source: https://sanctuaries.noaa.gov/ )

Topographic map showing the Gulf of Maine and Stellwagen Bank area with geographical features and locations labeled. — Stellwagen Bank National Marine Sanctuary https://stellwagen.noaa.gov/pgallery/

The nutrient-rich waters of Stellwagen Bank have long made it a cornerstone of New England’s maritime story, supporting productive fisheries and returning whales, making it a whale-watching destination. This is where I was able to witness mother-calf pairs forage and learn with security and protection. This ecological vibrancy highlights the power of marine protected areas to sustain both wildlife and human use. Within federal waters, the 842-square-mile sanctuary stretches from south of Cape Ann to north of Cape Cod and is New England’s only national marine sanctuary.

May 25, 2026June 14, 2026

Amber LaMonte: Real, Relevant & A Return to the Sea May 28th, 2026

NOAA Teacher at Sea

Amber LaMonte

Aboard NOAA Ship Pisces

May 31 – June 10, 2026

Introduction

My name is Amber LaMonte, and for the past 19 years, I have been teaching science at York High School in Yorktown, Virginia. During which time, I have taught Biology, Ecology, AP Environmental Science and Marine Science.

Amber and two students crouch near a pond lined with rocks, holding water sampling equipment. One student reaches into the pond to fill a bottle. We can see a brick school building in the background. — Testing dissolved oxygen (DO) in the native garden frog pond. Photo courtesy of York High School.

Over the years, I’ve always tried to help students recognize that science isn’t separate from their lives; it’s part of it. Now I’m trying to answer the question: How do I help students see that science is real, relevant, and within their reach? And the search for the answer is leading me back to the sea.

a selfie photo of Amber at the beach; she stands in front of a railing and a concrete plaque that we cannot read, and in the background we can see the sand and steady waves. — I live in Virginia Beach. This is me enjoying a “snow day” while my counterparts in Yorktown have icy roads. Just one reason to appreciate the heat-holding capacity of the ocean!

My story begins with an innate love for the natural world. As a young girl, much to my grandmother’s chagrin, you would rarely catch me with dolls, but you could always find me by the creek in the woods. I’ve always been drawn to the way every organism plays a role in something much larger.

Amber kneels in the surf at a rocky beach, looking down as she reaches both her hands toward the sand. — Collecting macroalgae samples in U.S.V.I

After attending Louisiana State University and the University of the Virgin Islands, I earned my B.S. in biology with a minor in marine biology. I studied macroalgae from the reefs of St. Thomas to the swamps of Louisiana and the Huangpu River of Shanghai. With this most recent opportunity, I will collect plankton samples and study microalgae, focusing on their role in the health of our ocean.

Amber and two family members take a selfie at night; the background is illuminated with lots of lights and fireworks — My family at the winter light show aboard the USS *Wisconsin* in Norfolk, VA

Over time, my curiosity became a desire to share my sense of wonder with students who may not yet realize how connected they are to the science happening around them in their local communities. My family and I moved from New Orleans to Virginia and I became certified as a high school science teacher. I have been on a continuous pursuit to illustrate the interconnectedness of our society and the planet.

In the classroom, I’ve learned that the most meaningful moments happen when students make those connections for themselves. Start with something familiar: a local habitat, a species they recognize, or something unexpected like macroalgae being used to feed cattle and build into something bigger. Suddenly, science isn’t just content. It’s a story they’re part of. So, I build experiences with students. They participate in oyster aquaculture of our Chesapeake Bay, tag monarch butterflies in our student-built native garden and maintain saltwater aquariums in the classroom.

Over the years, that approach has grown beyond my classroom. With a desire to connect the purpose and relevance of science to students, I earned my M.S. in environmental science from Christopher Newport University. In recent years, those connections have been expanded through developing curriculum, leading initiatives with our Green Team and working on programs that connect students to career pathways.

Photos below courtesy of York High School.

To support those efforts, I’ve felt a pull to do something even more authentic, something that connects my students directly to science as it is happening now.

And that’s where this next adventure begins.

This blog will follow my journey as I step out of my classroom and into the world of scientific research, experiencing what it means to live and work at sea. I’ll share what I learn and what it looks like behind the scenes of ocean science.

NOAA History

In 1807, Thomas Jefferson established the Coast Survey to ensure safe navigation along U.S. coasts. In 1870, the Weather Bureau was created, followed by the Fish and Fisheries Commission in 1871. Each of these, one focused on physical science, one on weather, and one on protecting natural resources, has led to the invaluable federal program known today as the National Oceanographic and Atmospheric Administration (NOAA).

National Oceanic and Atmospheric Administration. (2025, December 11). Our history. https://www.noaa.gov/our-history

Teacher At Sea

The Teacher at Sea program became a dream of mine several years ago when the ocean sounds went from a gentle whisper to screaming my name.

Amber in a wet suit (or perhaps a sunshirt) at the beach

two fingers grasp a bluish marble, reflecting what may be clouds and trees at a beach

Amber takes a selfie at the front of a canoe; we can see someone else paddling in the rear

Sometimes the ocean is strong; the crash of waves, the pull of the tide. Other times, it’s gentle; a salty breeze, a cool splash. It beckons blue minds for a lifetime and provides a life-support system for all. Even when we dwell as land animals, it always draws us back. For me, that call has been building for years. During this expedition I will be assisting with an ecosystem monitoring survey. While on board, I will not only be helping to process plankton samples that provide data on the health of the North Atlantic Ocean, but also resetting my blue mind.

Adopt A Drifter

In addition to the valuable data being collected and processed while on the ship, York High School has the opportunity to deploy global drifter buoys that will continue to provide valuable ocean data for over a year. I cannot wait to deploy not 1, not 2, but 3 drifters on my mission!

a drifter buoy sits folded up on the wooden deck of a ship. the top portion is a spherical blue and white float, with a white pipe containing instrumentation extending off the top. the float portion sits on top of coiled cable and a folded cloth "drogue," mounted on a ring of pvc. — *Drifter buoy ready to be deployed.*
*Credit: Rayne Sabatello, NOAA AOML*

These instruments are referred to as “drifters” because they are transported via near-surface currents. Sensors on the drifters collect measurements of sea surface temperature, location and various other parameters.

Stay tuned to see ours decked out with York spirit and the names students selected for their buoys……

Follow Along This Return to the Sea

The path to this opportunity involved a thorough application process and planning preparations. Having my students witness these steps has been a valuable way to demonstrate the multifaceted direction a career path can take. I am so appreciative of the students who have been genuine in their learning, resistant to learning in general and everything in between. They have both taught me and inspired me to continue on the journey of always staying relevant in science education. A big thank you to my work bestie and student travel partner for all the support in this process. And to my principal for encouraging authentic learning experiences. I hope you will all continue following the blog as I share with you the science and people of the ship!

Science isn’t meant to stay in a notebook.

It’s meant to be experienced.

And this time, I’m not going alone.

two women in rain gear pose - one arm around the other, one arm thrown open wide - in front of huge, icy blue waterfall — **Goðafoss Waterfall, Iceland**
**for a student travel trip**

three students and one adult gather around a lab table and gaze down at a white bucket filled with samples. there is a microscope on the table next to the white bucket. in the background, we can see aquarium tanks on lab shelves, and a large cardboard cutout of a shark's head — **Goðafoss Waterfall, Iceland**
**for a student travel trip**

All student photos courtesy of York High School.

P.S. Going to miss my best boy so much!

a serene-looking golden retriever sitting in an inflatable kayak out on the water in front of a bridge and blue skies

July 9, 2025July 9, 2025

Jenna Cloninger: Just Keep Swimming, July 9, 2025

NOAA Teacher at Sea

Jenna Cloninger

Aboard Bell M. Shimada

June 11 – June 26, 2025

Mission: Integrated West Coast Pelagics Survey (Leg 1)

Geographic Area of Cruise: Pacific Ocean, California Coast

Today’s Date: July 9, 2025

Track the Ship: Bell M. Shimada

Personal Log

I’ve been home from my voyage for almost two weeks, and I have been avoiding this last blog post because I don’t want the adventure to truly be over. (I have avoided unpacking my suitcase for the same reason!) But alas, all good things must come to an end. After cruising beneath the Golden Gate Bridge and making our way to port in San Francisco on June 26th, I immediately hopped on a flight back to Atlanta and was in my own bed by 2:00 a.m. the next morning.

view of the Golden Gate Bridge from below; we can see the northern end where it meets Marin County. The sky is blue, and there is a line of low gray clouds. — Photo taken from NOAA Ship Bell M. Shimada as we passed beneath the Golden Gate Bridge into San Francisco.

Saying goodbye to everyone aboard NOAA ship Bell M. Shimada was bittersweet, because I honestly don’t know if I’ll ever see those people ever again. (Thank goodness for modern technology, though, which will keep us connected.) Being at sea is an experience unlike anything I have ever done, and I am filled with so much gratitude for everyone who made this trip happen.

Classroom Connections

So, what’s next for me? Well, teachers in my area return to school on July 21^st, and so my summer is slowly slipping away. That means that very soon, I will have six new classes of oceanography students walking into my classroom, ready to learn about the ocean. But first, as with any classroom, we will spend some time getting to know each other before we dive into the curriculum. I plan on introducing myself with a slideshow of pictures and stories from my time at sea, because I want my students to see that an average teacher from a landlocked city without any special college degree can still explore the ocean. I went to school in this same district and was raised in this same town; I want my students to see themselves in me. I want my students to see that it is okay to be scared of something new and to try it anyway. I want my students to see that science is messy and can be unpredictable at times, but it’s all part of the process. I want my students to see science as a verb; as something that is experienced, not only something that is studied in school.

In addition, as part of my agreement with the NOAA Teacher at Sea program, I will be creating lesson plans for my classroom that incorporate some of the research conducted during my time at sea. I will also be creating curriculum content around oceanography careers for my students to explore. I also want to include social-emotional learning about skills such as collaboration, communication, and self-awareness.

I want my students to learn that it’s not always about what you know, but what you can accomplish alongside others. Learning in the classroom does not take place in isolation, and neither does working in the field. I want my students to leave high school and enter adult society as functional humans who can work with a team to achieve a common goal, even if they feel uncomfortable at first. I want my students to understand concepts such as comradery and morale, and to understand how their actions can affect others. And I want my students to feel confident in their ability to problem-solve and communicate with others in times of uncertainty. These are all skills that I witnessed firsthand aboard the ship, and I feel that these lessons are just as important as the science content that I teach every day.

This is goodbye for now, but as part of the NOAA Teacher at Sea alumni association, I hope there will be more opportunities for me to partner with NOAA to explore the big blue world. And in the meantime, I’ll do what the character Dory from Finding Nemo does – just keep swimming.

NOAA Ship Bell M. Shimada, docked in San Francisco.

June 30, 2025July 1, 2025

Jenna Cloninger: Nearing the End, June 23, 2025

NOAA Teacher at Sea

Jenna Cloninger

Aboard Bell M. Shimada

June 11 – June 26, 2025

Mission: Integrated West Coast Pelagics Survey (Leg 1)

Geographic Area of Cruise: Pacific Ocean, California Coast

Today’s Date: June 23, 2025

Track the Ship: Bell M. Shimada

Weather Data Snapshot: 9:16am, Pacific Daylight Time

Currently, the air temperature is 57°F (14°C) with a wind speed of 15 knots and a wave height of 6 feet. I have just completed my first daytime marine mammal watch (mentioned in a previous blog post), where I spotted several dolphins and sea lions. The bright sunlight and clear blue skies made it easy to spot mammals during the day, as opposed to the nighttime when I am normally on marine mammal watch. As with every marine mammal watch, if marine mammals are spotted, fishing operations are paused until marine mammals are no longer within a certain distance of our vessel. If marine mammals persist in the area, fishing operations may be suspended entirely. In today’s case, we called off our fishing operations after seeing several marine mammals over the course of an hour.

a woman leans on a windowsill to look through binoculars over the ocean surface. we cannot see her face. The sky blue and the ocean is only lightly choppy. — Photo of me using a pair of binoculars to watch for marine mammals.

Science and Technology Log

In other news, I finally got to experience my first and only hake trawl! Pacific hake, otherwise known as Pacific whiting, are another species of fish that are being assessed on this integrated survey. They are fished during the daytime hours at the midwater level as opposed to the nighttime hours at the surface level, as we do for coastal pelagic species (CPS) like mackerel, anchovies, and sardines. Scientists use real-time acoustic data to determine the best places to fish for hake as well as CPS, and up until this point in our survey, a hake trawl never quite lined up with my waking hours. After becoming an expert on CPS, I had to learn how to identify hake as well. (And in my completely biased opinion, I enjoyed trawling for CPS more than hake, but that’s just me!)

top-down view of a pile of hake (fish) in a white basket — Young hake fish, otherwise known as Pacific whiting.

However, when asked if I wanted to “jump in there” for a photo with the hake, I couldn’t say no! As I’ve said, one of the best parts of this whole experience has been how much fun I am having with my team. They have been my personal photographers so that I have plenty of excellent pictures for this blog!

Jenna, wearing orange overalls, orange gloves, and a Teacher at Sea beanie, crouches in a large black plastic crate. in the crate, surrounding Jenna, are several green baskets filled with fish, squid, and pyrosomes (gelatinous tube-shaped organisms.) Jenna holds up a hake and smiles for the camera. — Photo of me holding a hake fish in a basket of hake, squid, and pyrosomes from our trawl.

The following night, we caught around a dozen jack mackerel that were the largest I had ever seen! We normally see smaller individuals in our trawls, but these big guys were the highlight of the night. And just like we do with the smaller specimens, we measured their lengths and weights and extracted otoliths (mentioned in a previous blog post). As you can see in the picture below, these fish were so large that they barely fit into our “taco trays” that we use for organizing fish for dissection.

Jenna, wearing orange gloves and a Teacher at Sea beanie, stands in the wet lab. She holds up a folded green plastic "Taco tray" supporting five large fish - the fish are longer than the tray is wide. She is smiling for the camera. — Photo of me holding several large jack mackerel fish in dissection trays.

Personal Log

I am nearing the end of this adventure at sea, and I must say, I have a lot of mixed feelings about it. Am I excited to go home and see my family? Of course. Will I miss my newfound family aboard NOAA ship Bell M. Shimada? Definitely. As a teacher, I get to go home and relax for the rest of the summer, while everyone else on board this vessel will continue their work in some form or fashion, whether that’s on the ship or in an office somewhere on land. I will miss the sense of discovery that every new day brings, and I will miss the comradery of the ship. I have had such a positive experience with everyone, whether they are part of the science team, the deck crew, the NOAA Corps., etc. and it’s something that I wish everyone had the chance to experience. It’s not every day that you meet a group of people who are genuinely kind and cooperative with one another as they work toward a common goal.

Did You Know?

For today’s Did You Know? section, I have decided to highlight some information about two members of the science team who are sailing on NOAA ship Bell M. Shimada with me for Leg 1. I chose to interview John Pohl and Julia Clemons because their backgrounds are in oceanography, which is the subject that I teach. I hope to use the summaries of these interviews to help my students gain insight into the life and career of an oceanographer.

Interview with an Oceanographer: John Pohl

John Pohl, a research oceanographer with NOAA, has been captivated by the ocean since childhood and now dedicates his career to exploring and understanding the marine world. He believes the scientific method is a powerful tool to satisfy curiosity and make meaningful contributions to both human society and the natural world. Pohl emphasizes the importance of recognizing how deeply our lives depend on ecological systems, such as those that produce oxygen, food, and clean water. He enjoys the variety and adventure of fieldwork, whether on research vessels or diving underwater, as well as the creativity involved in developing new scientific ideas. While much of his time is spent analyzing data at a computer, it’s the blend of discovery and imagination that keeps his work fulfilling. He wishes more people would realize that scientists are not emotionless or robotic, but rather are fueled by curiosity and wonder. To students interested in marine science, Pohl advises taking charge of their own learning, using available free resources, and seeking out mentors and collaborators who inspire and support their growth. He believes that nurturing a sense of wonder and building strong, positive networks are key to both personal and professional development.

Interview with an Oceanographer: Julia Clemons

Julia Clemons, team lead of NOAA’s Fisheries Engineering and Acoustic Technologies (FEAT) team and co-lead of the Integrated West Coast Pelagics Survey (IWCPS), has a background in geological oceanography and brings her lifelong passion for the ocean to work with her every day. Her team collects fishery-independent data, which is important because it helps scientists understand fish distribution and population trends beyond just areas that are easy to fish. This information is essential for tracking how fish grow and migrate, and for supporting sustainable fisheries management. Julia finds joy at work in collaborating with others, especially during large-scale surveys that inform stock assessments of important species like Pacific hake. Although much of her work is done in the office, she also spends one to two months at sea each year during intense fieldwork periods. She’s loved the beach since she was a toddler and turned that early fascination into a career. Julia wishes more people knew how much effort, planning, and dedication go into each research survey and how deeply scientists care about getting things right. Her advice to students is to follow their passion boldly, stay open to learning, ask for help when needed, and not let discouragement from others define their future. Passion and persistence, she believes, matter more than having all the answers at the start.

June 25, 2025June 25, 2025

Jenna Cloninger: CTDs and Cephalopod Central, June 20, 2025

NOAA Teacher at Sea

Jenna Cloninger

Aboard Bell M. Shimada

June 11 – June 26, 2025

Mission: Integrated West Coast Pelagics Survey (Leg 1)

Geographic Area of Cruise: Pacific Ocean, California Coast

Today’s Date: June 20, 2025

Track the Ship: Bell M. Shimada

Weather Data Snapshot: 9:54am, Pacific Daylight Time

Currently, the air temperature is 58°F (14°C) with a wind speed of 23 knots and a wave height of 9 feet. Not only are the seas rough offshore, but the wind is making it very chilly to work outside. Luckily, we have some gear that keeps us warm for times when we need to be outside for extended periods. The sky is clear, and the sun is shining, so I am counting my blessings despite the cooler temperatures.

two women bundled up for outdoor work in large red "float coats" and beanies - they are striking somewhat silly poses for the camera. Jenna (left) is wearing a Teacher at Sea beanie. — Melissa (left) and myself (right) preparing to go outside for UCTD deployment.

Science and Technology Log

It’s been an exciting week regarding technology! I had the opportunity to help prepare a CTD (a piece of equipment mentioned in a previous blog post) for deployment as well as the opportunity to observe a UCTD being deployed. A CTD (Conductivity, Temperature, Depth) is a tool that measures how salty and warm the water is at certain depths . For larger CTDs, the ship comes to a stop, scientists then lower the CTD using a cable, and it collects data as it goes down. A UCTD (Underway CTD), however, is a smaller version that can be used while the ship is moving. It’s dropped into the water and pulled behind the ship, collecting data as it sinks. This allows scientists to gather information more quickly and without stopping the ship. Both tools are important for helping scientists understand seawater conditions and how they change based on depth, time of day, season, location, etc.

Elias stands, and Jenna kneels, near a large apparatus consisting of a white metal frame, a ring of gray water sampling bottles, and a scientific probe. Jenna is wearing a hard hat and doing something (stringing a wire?) on the CTD as Elias looks on. — Elias and myself preparing the CTD for deployment.

Jenna, wearing a red float coat and Teacher at Sea beanie, stands on deck and holds what appears to be a metal tube in both hands for a photo. — Photo of me with UCTD equipment.

In other news, we have run into several different cephalopods this week. Cephalopods are part of a group of marine invertebrates that includes octopus, squid, cuttlefish, and nautilus. They are known for having large heads, arms or tentacles, and relatively high intelligence when compared to other invertebrates. In our case, we caught a few different kinds of squid, a few small octopus, and a nautilus in our trawling net. I was particularly excited to see the nautilus, because I had never seen one in person before!

close up view of a paper nautilus against a white background; we can see the curved shell with sawtooth bumps, and the eye of the nautilus peeking out the opening of the shell — Paper Nautilus

a squid in a green plastic basket — Robust Clubhook Squid

smaller squid photographed against a plastic blue background — Market Squid

close-up view of a small octopus — Tuberculate Pelagic Octopus

three octopus in messy piles in a green plastic basket — A group of three (3) Seven-Armed Octopus.

As you can see, cephalopods come in many different varieties. I enjoy teaching about them in the classroom because of their unique evolutionary features, like chromatophores, which are specialized cells that enable cephalopods like squid, cuttlefish, and octopuses to rapidly change color. It should also be noted that cephalopods are part of the phylum Mollusca, just like the abalone that I discussed in a previous blog post. In general, I really love teaching about mollusks in the classroom because of the amount of diversity that we see within the phylum.

Personal Log

Speaking of squid, I tried calamari (fried squid) for lunch yesterday. I typically do not eat seafood of any kind, but when you’re on a ship, the food options may not always be what you want them to be. (That’s not to say that the food isn’t amazing, because it is. I am simply a picky eater.) Let’s just say that I will not be eating any more squid any time soon. (But I will still pose for pictures with them!)

a gloved hand holds out a very round squid for a close-up photo — Me, holding a Sandpaper Squid.

I also got to photograph a sunrise on the Pacific! The mornings have typically been hazy, or the boat has been facing the wrong direction for me to view the sun properly, but I finally managed to catch the sunrise while out on the back deck after processing our last catch of the night. Seeing the sunrise and sunset on the Pacific are two goals that I had when I started this journey. Unfortunately, because of my night shift hours, I do not think I will be able to catch a sunset any time soon. Perhaps on the last night of the cruise, I will stay up past my “bedtime” and wait for the sunset!

view through the A-frame on the aft deck of the sun rising over the ocean. seabirds trail the boat, silhouetted against the sun. to the right of the deck, a group of four crewmembers wearing personal flotation devices and hard hats work to untangle a trawl net. — Sunrise on the Pacific ocean from the fishing deck of NOAA ship Bell M. Shimada.

On another note, it has been 10 days since I left Georgia and arrived on the west coast, and I am starting to feel the effects of working such long days. I miss my family, and I miss the comfort of home. That is not to say that I am not enjoying this learning experience, because I am. But I want people to know that individuals who conduct research on scientific vessels like NOAA ship Bell M. Shimada are some of the most hard-working people I have ever met. I get to go home after 16 days and return to my own house with my own bed and other creature comforts. Some people are on this ship for several legs between now and September, and if they’re not at sea, they’re at their respective places of everyday work, such as an office or science center. It’s quite admirable, and humbling, to see how dedicated these people are to marine science and to the well-being of our oceans. It makes me want to be a better teacher so that we have people in the future who love and care for the ocean and are interested in preserving it as well.

view through a porthole window of a churning ocean — A view of the rough seas from my stateroom.

Did You Know?

Let’s talk about butterfish! Off the Atlantic coast, there is a commercial fishery for Atlantic butterfish. There’s another species of butterfish known as the Pacific butterfish that is quite common off the coast of California even though it’s not fished commercially in this region. I have decided that butterfish are the cutest fish that we have caught in our net so far! I love them so much that my teammates toss me all the butterfish when we are sorting our catch, and I make excited noises when I find them buried amongst our anchovies, mackerels, and sardines. In honor of the humble butterfish, I dedicate this Did You Know? section to them!

a hand holds a fish up to a laminated photo of a group of fish (labeled Peprilus simillimus, Pacific butterfish) mounted on a metal wall — A Pacific butterfish from our catch being compared to an image of the species.

According to NOAA, butterfish are small, round fish that are bluish on top with silvery sides and belly. They have small mouths, blunt noses, and grow to about 6–9 inches long, though some can reach 12 inches and weigh up to 1.25 pounds. Butterfish grow quickly but don’t live long; most only live about 3 years and can reproduce by age 1. They spawn in the summer (June and July) and swim in loose groups, feeding on small invertebrates. Why do we care about butterfish? Many animals, like bigger fish, marine mammals, and seabirds, eat butterfish. That means that they are a humble yet important piece of a healthy and balanced ocean ecosystem.

an orange-gloved hand holds three fish by their tails, splayed out like flowers, above a pile of smaller fish (probably anchovy) — A bouquet of butterfish, my new favorite fish.