NOAA Teacher at Sea – Page 2 – NOAA Teacher at Sea Blog

August 10, 2026August 14, 2026

Stacey Morris: Show me the Fish! August 7, 2026

NOAA Teacher at Sea

Stacey Morris

Aboard NOAA Ship Reuben Lasker

July 26 – August 10, 2026

Mission: Integrated West Coast Pelagics Survey

Geographic Area of Cruise: West Coast Pacific Ocean

Date: August 7, 2026

Weather Data from the Bridge

Latitude: 45°00.923°’N

Longitude: 124°27.721’W

Wind Speed: 14 kts

Air Temperature: 17.5°C

Science and Technology Log

My mother just texted me, “So, what do you do with the fish that you catch?” Great question!

view of the metal door attached to the lines and the trawl net designed to keep the mouth of the net open as it is deployed into the water. it is nighttime, and the water is dark and foamy. — Door used to hold open net

We do three trawls every evening, based on what the acoustic data shows us from moving our ship along our transect lines during the day. We do a marine mammal watch for 15 minutes before we cast the net. If everything is clear, we drop the net into the water. We then put two large metal “doors” into the water, that support the mouth of the net opening. The net has been specifically designed for the fish survey, to catch even the smallest fish larva and krill. Towards the end of the net, called the “codend,” there is a metal grate that is sewn into the net with a slit above it. This grate not only keeps larger species out of the net, like sharks, dolphins, and sea lions, but it also allows them to escape if they do swim into the net. There are sensors at the top and bottom of the net that show its position so we know that it is in the right position. Here is a photo of the monitor that can “see” the net:

photo of a screen display showing readings about the net: measurements of door spread, footrope depth, port and starboard doors, vessel speed, depths over time — This image shows how wide the net is open and its depth

We fish for thirty minutes, and then we hear “haul back!” which signals the net is being reeled back in. They use a large industrial spool to wind the net and the deck crew makes sure that it doesn’t get tangled, plus they stop if they see anything caught in the lines, such as mola mola (ocean sunfish) that like to hitch a ride in the net.

Stacey, wearing orange rain gear, orange life vest, orange hard hat, and teal gloves, holds up a smaller mola mola in two hands for a photo. she is standing in the wet lab. — Stacey with a *mola mola*… this is a baby one!

When we reach the back of the net, this is where we focus for our survey. If there are any protected species, like salmon, we measure, weigh, and take a quick photo record before we toss them back into the water. We put hardy fish that are not part of our survey into a saltwater bucket and also toss them over the side once we collect data.

We focus mainly on our target species, Northern Anchovies, Pacific Sardines, Pacific Mackerel, and Jack Mackerel, and separate them out from the rest of the catch. From these, we take a random sample to measure and weigh, and then we remove their otoliths (ear bones) which can be used to determine their age. We document all the species we find, and if there are any sample requests (from universities or marine labs) that we can fulfill, those fish are put into the freezer.

Once we are done sorting, documenting, and data collecting, everything goes back to the sea and we clean up before the next trawl comes in. We always randomly sample five baskets from a catch, no matter how big or small it is. A “water catch” is if we don’t pull up any of our target species, but we’ve been lucky enough to have at least one in each of our trawls on this leg of the trip. I’ve been amazed at how different each of our trawls have been, and it’s changed quite a bit as we go north, with different species being more prevalent.

three science team members wearing orange overalls and latex gloves stand at the sorting table in the wet lab, which contains scales, measuring boards, and specimen trays. — Science team collecting data

a metal table spread with clear gelatinous animals. in the foreground, someone holds a white specimen tray over the sorting table, and with their left hand reaches to pick up one of the animals. we see two more sets of gloved hands farther down the table. — Science team collecting data

Here are the fish that we have seen between San Francisco and Florence, OR :

English Common Name	Spanish Common Name	Scientific Name
Northern anchovy	Anchoveta del Pacífico	Engraulis mordax
Animalia	Animales	Animalia
Jack mackerel	Jurel del Pacífico	Trachurus symmetricus
Whitebait smelt	Pez lápiz	Allosmerus elongatus
Pacific hake (whiting)	Merluza del Pacífico	Merluccius productus
Pacific herring	Arenque del Pacífico	Clupea pallasii
Coho salmon	Salmón coho	Oncorhynchus kisutch
Chinook (King) salmon	Salmón chinook/rey	Oncorhynchus tshawytscha
Pacific sardine	Sardina del Pacífico	Sardinops sagax
Pacific (chub) Mackerel	Caballa del Pacífico	Scomber japonicus
Eulachon	Eulacón	Thaleichthys pacificus
Steelhead	Trucha arcoíris	Oncorhynchus mykiss
Whiptail ribbonfish	Pez listón	Desmodema lorum
American shad	Sábal americano	Alosa sapidissima
Abraliopsis felis	Calamar	Abraliopsis felis
Aequorea sp	Medusa cristal	Aequorea sp
Amphipods (order)	Anfípodos	Amphipoda
Wolf eel	Pez lobo moteado	Anarrhichthys ocellatus
Sablefish (blackcod)	Bacalao negro	Anoplopoma fimbria
Pacific argentine	Argentina plateada	Argentina sialis
Greater argonaut – paper nautilus	Argonauta	Argonauta argo
Shiny (shining) loosejaw	Pez dragón luminoso	Aristostomias scintillans
Moon jellies (genus)	Medusa luna	Aurelia sp
Deepsea smelts (family)	Peces de aguas profundas	Bathylagidae
Carinariid heteropod (shell)	Carinaria	Carinaria japonica
Heteropods (shell)	Carináridos	Carinariidae
Ocean Whitefish	Blanquillo	Caulolatilus princeps
Chiroteuthis calyx	Calamar de cristal	Chiroteuthis calyx
Pacific sanddab	Lenguado del Pacífico	Citharichthys sordidus
Speckled sanddab	Lenguado manchado	Citharichthys stigmaeus
Pacific saury	Paparda del Pacífico	Cololabis saira
Spectacular corolla (Sea butterfly)	Salpa	Corolla spectabilis
Sandpaper (tennis ball) squid	Calamar de cristal	Cranchia scabra
Comb jellies (phylum)	Ctenóforos	Ctenophora
Crabs – Shrimps (order)	Decápodos	Decapoda
California headlightfish	Pez linterna	Diaphus theta
Humboldt squid	Calamar gigante de Humboldt	Dosidicus gigas
Northern anchovy larvae	Larvas de anchoveta del Pacífico	Engraulis mordax larvae
Striped (luminous flying) squid	Calamar luminoso	Eucleoteuthis luminosa
Pacific Krill	Kril del Pacífico	Euphausia pacifica
Euphausiids (order)	Kril	Euphausiacea
Soupfin shark	Cazón	Galeorhinus galeus
Rex sole	Platija del Pacífico	Glyptocephalus zachirus
Hardtail (catalina) conger	Anguila serpiente	Gnathophis cinctus
North Pacific armhook squid	Calamar boreal	Gonatopsis borealis
Gonatus sp	Calamar Gonatus	Gonatus sp
Seven armed octopus	Pulpo siete brazos	Haliphron atlanticus
Hormiphora sp	Ctenóforo	Hormiphora sp
Diamond turbot	Platija diamante	Hypsopsetta guttulata
Medusafish	Pez medusa	Icichthys lockingtoni
Ragfish	Pez ragfish	Icosteus aenigmaticus
Pacific blackdragon	Pez dragón negro	Idiacanthus antrostomus
Cookie cutter shark	Tiburón cigarro	Isistius brasiliensis
Glass squid	Calamar Leachia	Leachia pacifica
Bay goby	Gobio escamoso	Lepidogobius lepidus
Pacific staghorn sculpin	Charrasco costero	Leptocottus armatus
Slender barracudina	Pez lagarto	Lestidiops ringens
California smoothtongue	Pez plateado	Leuroglossus stilbius
Eared (popeye) blacksmelt	Pez gelatinoso	Lipolagus ochotensis
California market squid	Calamar de California	Loligo (Doryteuthis) opalescens
Slender sole	Platija fina	Lyopsetta exilis
Dover sole	Solla dl Pacífico	Microstomus pacificus
Ocean sunfish	Pez luna	Mola mola
Robust clubhook squid	Calamar robusto	Moroteuthis (Onykia) robusta
Octopus squid	Calamar pulpo	Octopoteuthis deletron
Tuberculate pelagic octopus	Pulpo pelágico	Ocythoe tuberculata
Boreal clubhook squid	Calamar garfio	Onychoteuthis borealijaponicus
Ocean (pink) shrimp	Camarón rosado	Pandalus jordani
California Spiny lobster	Langosta de California	Panulirus interruptus
Barracudinas (family)	Peces lagarto	Paralepididae
Purple striped jelly	Medusa pelágica	Pelagia colorata
Pacific butterfish (Pompano)	Palometa del Pacífico	Peprilus simillimus
Egg-yolk jelly	Medusa huevo frito	Phacellophora camtschatica
Phronima sp	Phronima	Phronima sp
Pelagic red crab (tuna crab)	Langostilla roja	Pleuroncodes planipes
Plainfin midshipman	Pez sapo luminoso	Porichthys notatus
Praya sp	Sifonóforo	Praya sp
Blue shark	Tiburón azul	Prionace glauca
Pelagic stingray	Raya violeta	Pteroplatytrygon violacea
Heteropods (no shell)	Caracoles pelágicos	Pterotracheidae
Jewel fire squid	Calamar luciérnaga	Pterygioteuthis gemmata
Pyrosome	Pirosoma	Pyrosoma atlanticum
Salps (order)	Salpas	Salpida
Pacific bonito	Bonito del Pacífico	Sarda chiliensis
California scorpionfish	Pez escorpión manchado	Scorpaena guttata
Cabezon	Cabrilla marmoleada	Scorpaenichthys marmoratus
Brown rockfish	Róbalo orejón	Sebastes auriculatus
Rockfishes (genus)	Róbalo	Sebastes sp
Sergestid shrimps (family)	Camarones pelágicos	Sergestidae
Northern lampfish	Pez linterna norteño	Stenobrachius leucopsarus
Blackbelly dragonfish	Pez dragón	Stomias atriventer
California lanternfish	Pez linterna de California	Symbolophorus californiensis
Kelp pipefish	Pez pipa de California	Syngnathus californiensis
Blue lanternfish	Linternilla azul	Tarletonbeania crenularis
Smalleye Squaretail	Pez cuadrado	Tetragonurus cuvieri
Common salp	Salpa gigante	Thetys vagina
Pacific torpedo (electric) ray	Raya eléctrica de California	Torpedo californica
Jack mackerel larvae	Larvas de jurel del Pacífico	Tracharus symmetricus larvae
King-of-the-salmon	Pez cinta	Trachipterus altivelis
Mexican lampfish	Pez linterna mexicano	Triphoturus mexicanus
Panama lightfish	Pejecito punteado	Vinciguerria lucetia
Vinciguerria sp	Pez linterna	Vinciguerria sp
Longspine combfish	Pez peine	Zaniolepis latipinnis

While northern anchovy, Pacific and jack mackerel, whitebait smelt, and Pacific herring make up most of the fish we catch during our survey, California smooth tongue fish are our most common non-target species. Most of our target species are included in federal fisheries management plans, which means scientists regularly monitor their populations to help ensure they are harvested sustainably.

Understanding how fish populations change from year to year is essential for assessing the health of fish stocks and managing fisheries responsibly. Some species are especially important to the West Coast ecosystem and economy. Pacific sardines, for example, once supported a major fishery, but their population has declined dramatically in recent decades. Northern anchovies may not have the same economic value, but they play a critical role in the marine food web by serving as prey for many larger fish, seabirds, and marine mammals. Jack mackerel are also ecologically important and support commercial and bait fisheries that extend from state waters into federally managed waters.

Whitebait smelt and Pacific herring are unique to our survey because they are detected not only in our net catches but also in our acoustic data. Comparing the two datasets helps scientists validate survey results and improve estimates of fish abundance.

Did You Know?

FishBase is a website where you can look up 36500 different fish species, their common names, and pictures to help you identify something that you see or catch. You can even find out what they are called in other countries where they are found, which is tremendously helpful when you are working with fisheries that expand beyond U.S. waters or with migrating fish.

screenshot of the heading of the FishBase website with totals listed across the top: 36500 species, 333000 common names, 65800 pictures, 68300 references, 2570 collaborators, 700000 visits/month

Personal Log

We are now located off of Newport, and I realize we are getting to the end of our trawling survey. I’m excited to get back home and see my family and friends, but I know I’ll miss the adventure of being on a scientific expedition with experts in the field. I love asking questions about the fish we are seeing, the nautical gauges on the bridge, and what all the equipment is down below in the labs and engine room. The wind has died down, and it’s easier walking around the ship. I’m sleeping very well, better than at home, which must be due to the rocking or the physical labor of processing the fish trawling. My favorite activity is mammal watch, making sure none are close to our boat before we put the net into the water. Seeing whales with the moon over the water was a beautiful sight!

view of the moon over the ocean, where the water is reflecting the moonlight — Full moon at mammal watch

August 6, 2026August 6, 2026

Cheyanne Vanderdonckt: In Which I Learn How to Tag a Shark, August 4, 2026

NOAA Teacher at Sea

Cheyanne Vanderdonckt

Aboard NOAA Ship Oregon II

July 27 – August 12, 2026

Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1

Geographic Area of Cruise: Western North Atlantic Ocean

Date: August 4, 2026

Latitude: 34° 20.659’ N

Longitude: 76° 35.444’ W

Weather Data from the Bridge: Southwest winds 5 to 10 knots becoming 10 to 15 knots in the afternoon. Seas 3 to 4 feet. Showers with a chance of thunderstorms in the morning, then a slight change of showers and thunderstorms in the afternoon.

Science and Technology Log

The survey is in full swing. Every day during our 12-hour shift we will arrive at 2-3 stations, and the night shift will do the same. The exact number depends on how far apart the day’s stations are, as well as weather conditions and how long haulbacks take. We work in the rain, but not if there is lightning. The distance between stations varies from about 10 to 50 nautical miles. (A nautical mile is approximately 1.15 miles on land.) Our exact speed varies with current and wind, but we generally travel at about 11 knots, which means 11 nautical miles per hour. We begin to bait the hooks for the next station about 15-20 minutes before we arrive. Then it takes about 20 minutes to deploy the line off the ship’s stern. As soon as we are done with that, a few members of the science team will go to the bow with the deck crew to deploy a device that collects data about the water column (more on that below). An hour after the line was set, we will begin to haul in the line.

What are we hauling in? In this part of the Atlantic Ocean, we are mostly catching sandbar sharks (Carcharhinus plumbeus). Other species include tiger sharks (Galeocerdo cuvier), nurse sharks (Ginglymostoma cirratum), and Atlantic sharpnose sharks (Rhizoprionodon terraenovae). As explained in my previous post, most sharks are hauled up using the cradle. In the cradle, length measurements are taken.

Why more than one measurement? Before this trip, I always heard about, say, a “six foot shark.” I knew that scientists use the metric system so we wouldn’t be measuring in feet and inches, but we are also taking 3-4 length measurements for each fish. These measurements have been standardized using parts of the shark’s anatomy as endpoints. This allows scientists to make comparisons across different specimens and field studies, but it also helps them check for accuracy. It can be challenging to get accurate measurements on a living, moving shark. In addition, some species do not have a fork in the tail or a pre-caudal pit. The measurements generally taken are the pre-caudal length (from the tip of the snout to the point where the caudal fin meets the body), the fork length (from the snout to the fork in the tail), and the total length. You can see these lengths on this helpful diagram from the Florida Museum of Natural History. As a scientist takes the measurements, a recorder stands by with a data sheet to write them down.

simple diagram of a shark (possibly a sandbar shark) with 10 different length measurements denoted by horizontal blue lines extending from the left side (length = 0) to specific body features. they are: pre caudal length, pre second dorsal length, pre first dorsal length, head length, pre orbital length, pre pectoral length, pre pelvic length, pre anal length, fork length, total length (tip of caudal fin) — A diagram showing how to take different length measurements of a shark (Image credit: Florida Museum of Natural History)

When we catch a small shark, we can measure and weigh it on the deck. However, there isn’t a practical or safe method for weighing a large shark in Oregon II’s cradle. Instead, weights can be estimated based on length. If you are interested in how much a shark of a specific length might weigh, you can use this handy calculator from NOAA: https://apps-nefsc.fisheries.noaa.gov/shark/ This could be a great activity for having a little fun with measurement for students! After using good measurement practices to get your height, type your height in inches or centimeters into the calculator to see how much you would weigh if you were a shark. (If I were a sandbar shark, I would weigh about 95 pounds.)

The most exciting part of a shark catch is getting to tag the shark. Shark tagging helps scientists study shark behavior, populations and migration. If somebody catches a tagged shark, they can provide updated information on its location using a phone call or a website with a form. The tags we are using look like a piece of yellow coated electrical wire rather than a big plastic tag. They are inserted into the body right alongside the shark’s dorsal fin. After making a short (less than an inch) incision in the skin, the tagger inserts the tip of the tag with a device that resembles a large metal hypodermic needle. It’s important for everyone to work carefully but quickly to reduce stress on the animal and the chances of anyone being injured. After tagging, the hook is cut from the shark’s mouth and it is lowered back down to the water to be released. I have been allowed to tag three sandbar sharks so far and it is awe-inspiring to be so close to these amazing creatures.

top-down view of three people wearing hard hats and gloves leaning over a shark in a cradle. Most of the shark is obscured by the crewmembers. Cheyanne, in the center with a yellow hard hat, rests on hand on the shark's back. another crewmembers stands off to the side partially out of frame. — Cheyanne Vanderdonckt (in yellow hardhat) tags a sandbar shark in the cradle while science party chief William Driggers and lead fisherman Sean Gronquist control the head and tail (Photo credit: Masyn Douglas)

This is the first leg (of four) of the Shark/Red Snapper Bottom Longline Survey. On this leg, we are fishing off the east coast of Florida, Georgia, South Carolina, and North Carolina. On the next legs, they will be in the Gulf and will likely catch much more red snapper. Red snapper has been fished commercially in the Gulf since the 1840’s and by the 1920’s there were already signs of overfishing that led to regulation. Today, it is considered a sustainable seafood choice because it is responsibly managed in the United States. The annual survey conducted by NOAA Fisheries helps inform the process of establishing catch limits.

Gretchen, wearing a life vest and fish gloves, squats next to a wooden fish measuring board on the deck floor. She uses two hands to line a large orange-red snapper along the board and read its length. — Survey technician Gretchen Arndt measures the length of a red snapper (*Lutjanus campechanus*)

When a red snapper is caught, length and weight measurements are taken. Then the otoliths (ear stones) are retrieved. Otoliths are structures made of calcium carbonate that help the fish with balance and determining their position in the water. Otoliths of different species develop new layers at different rates. Marine scientists use the layers of the otolith to determine the age of a fish — much like counting the rings of a tree’s trunk. The fish is also examined to determine its sex and other tissue samples may be taken.

Maritime Career Focus: Survey Technician

Senior Survey Technician Gretchen Arndt is responsible for the scientific survey equipment on Oregon II. She has a bachelor’s degree in biological sciences with a marine focus from Florida Atlantic University. She worked as a field biologist and a field operations manager in the Florida Everglades. Marine biology is a competitive field that attracts many talented individuals. Gretchen says that driving and maintaining airboats and other equipment in the field helped give her the technical experience that led to her being hired by NOAA.

One of the pieces of survey equipment that Gretchen is responsible for is known as the CTD (for conductivity, temperature and depth). CTDs come in various designs and they are integral to the science of oceanography. The CTD can be used to retrieve samples of water for further analysis, as well. This device is deployed off the bow deck after each line is set. Getting the CTD into and out of the water is a coordinated effort between the bridge, the science team, and the deck crew. Gretchen also equips Oregon II’s CTD with a light and camera so that the science team can visually evaluate the seabed.

Gretchen, wearing a hard hat, life vest, and rubber boots, poses for a photo with one hand on a large scientific instrument. a round metal cage houses an array of narrow vertical gray water sample bottles. beneath that array is the conductivity, temperature, and depth probe. Gretchen and the CTD apparatus and photographed in front of a railing on NOAA Ship Oregon II and we can see blue water and blue sky behind them. — Gretchen Arndt with the “CTD”

Personal Log

sunset seen over the ocean. the water is dark blue and choppy. at the horizon, thin bands of yellow, orange, and pink peak out behind low gray clouds. — Another beautiful sunset, viewed from the stern deck.

I feel like I could just look at the sea and the sky all day and night. Fortunately, we do have transit time between stations so I am able to spend some time gazing. At first I just see blue everywhere, but the longer and closer I look, the more colors I can pick out. In the reading curriculum we use in my school district we have lessons in which students spend time silently observing a work of art. They aren’t allowed to speak for at least a minute because it’s important to let everyone form their own impressions before they hear others’ ideas. I will definitely share some of my sea and sky photos with my class to have them look for as many colors as they can see.

view of the horizon over the ocean. the water is blue-gray with some chop. the sky is light blue, with hints of pink toward the horizon, obscured by wispy white and gray clouds at different heights. — A view of the Atlantic Ocean from *Oregon II*. How many colors can you see?

Occasionally I see other ships on the horizon and sometimes I can make out some features on shore. When we passed by the Kennedy Space Center at Cape Canaveral, I could see the massive Vehicle Assembly Building. My favorite view, however, is when dolphins swim alongside the ship. Dolphins follow boats and ships for many reasons. They can ride the bow wave to conserve energy. As the ship moves through the water, it can also disorient smaller fish, making them easier to catch. It is very hard to catch the exact moment a dolphin leaps to the surface, but I took a video one night while a spotlight was being used to illuminate the water for hauling back the longline.

One thing I enjoy about being a teacher is that people often tell me what they were like as children at school. At least a couple of people working aboard Oregon II have told me tales of having trouble at school because they didn’t like to sit still or got bored easily. Like many teachers, I always loved school. But I know this is not the case for everyone. In education circles, we talk about the “hidden curriculum.” Success in school requires a set of skills and traits that have nothing to do with the academic content being taught and which can be really challenging for neurodivergent students, students with disabilities, and many others. But this does not mean they lack the intelligence or drive to learn. In fact, many of them have the type of insight and creativity that is needed to drive innovation. If schools can’t support them, we are all losing out on the unique gifts and talents they have to share. To that end, I am always trying to find ways to make learning hands-on and connected to the real world. Although there is time for quiet and reflection, most of the day should be active and even a little loud. I try to highlight ways that my students’ character traits and interests might lend themselves to different career paths. I’m getting so many ideas from watching people work aboard Oregon II.

In my opinion, one of the coolest jobs on board is that of Fisherman. Fishermen handle lines and operate equipment, including cranes (I’m jealous!), winches, and the anchor windlass. They work with the scientists during fishing operations and maintain the fishing equipment. On this survey we are using a longline, but the ship is also equipped with trawling nets. (In fact, the ship’s design is basically that of a fishing trawler). When a shark is in the cradle, fishermen operate the crane to haul it up, handle the lines on the cradle to help guide it into place, and help control the shark.

view up at the crane used to lift shark cradles up to the level of the deck; some crewmembers stand on deck and up at the crane, wearing hard hats and life vests — Fishermen, deck crew and science team members setting longlines and operating the crane used to haul sharks up to deck level.

four crewmembers wearing hard hats and life vests stand at the back railing of NOAA Ship Oregon II as the long line extends over their heads and down into the water. we can see a large white barrel whose rim is lined with baited hooks. the sky and ocean are dark - it is near dusk. — Fishermen, deck crew and science team members setting longlines and operating the crane used to haul sharks up to deck level.

Lead Fisherman Sean Gronquist shared one of his hobbies with us after we caught a red snapper. He paints one side of the fish with a biodegradable ink and stamps it onto canvas to make a print. This preserves the size and details of the fish, and makes a beautiful piece of art. The Japanese name for this art is gyotaku. In my classroom, I use arts integration a lot in science and math. Arts integration is a method in which a lesson addresses both academic content standards and fine arts standards. It has been shown to increase student engagement and improve retention of learning. It’s also great fun. I’m really excited to share this cool art form with my students. It has a physicality to it that makes it more interesting than a photograph. It will also be a great starting point to talk about texture. If you’re interested in educational uses for fish printing, here is an article from Smithsonian Museum of Natural History: https://ocean.si.edu/conservation/get-involved/educational-uses-gyotaku-or-fish-printing

Sean stands at a table set up on deck, applying dark gray paint to a red snapper laid out on top of some cardboard. — Lead Fisherman Sean Gronquist demonstrates steps in the process of making prints from fish. After the initial printing, he will return to add details.

Sean lifts a large piece of paper over a red snapper, painted gray, lying on a table on deck — Lead Fisherman Sean Gronquist demonstrates steps in the process of making prints from fish. After the initial printing, he will return to add details.

We have about a week to go in our survey and I am still enjoying every minute of my time on board. We had a couple of windy days that tested my sea legs, as well as my ability to sleep. Ships are very noisy in the first place, but the sounds increase as things start to slide around and doors knock around in their frames. Fortunately, I’ve got old hands to teach me tricks like stuffing bits of paper towel into drawers and doors to stop them from rattling. Nothing is as simple on a ship as it is on land, but that’s all part of the adventure.

Did You Know?

Although they are fish, many sharks give live birth. This means that some sharks have “belly buttons” that remain for a few months after birth. (If we come across a shark belly button I promise to share a picture!) Sharks also have two uteri. This year, one of my students was very excited to tell me that sand tiger shark embryos eat their siblings in utero and that checks out too. Although it may seem a little gruesome as a “fun fact,” it also helped us put things into perspective one day when he shared that he was in a bad mood because he had a fight with his sister. You never know when some scientific knowledge will come in handy!

August 5, 2026August 5, 2026

Stacey Morris: MVP & Investigating the Acoustic Trawl Method, August 3, 2026

NOAA Teacher at Sea

Stacey Morris

Aboard NOAA Ship Reuben Lasker

July 26-August 10, 2026

Mission: Integrated West Coast Pelagics Survey

Geographic Area of Cruise: West Coast Pacific Ocean

Date: August 3 , 2026

Weather Data from the Bridge

Latitude: 43° 06.4 ‘N

Longitude: 124°52.3 ‘W

Wind Speed: 25 kts

Air Temperature: 14.9 °C

Science and Technology Log

To understand more about the acoustic study component of our fish survey, I sat down with Kevin Stierhoff, Chief Scientist and Primary Investigator, and Brad Erisman, marine biologist, to see how our sonar mapping efforts integrate with the nightly trawling operations.

Interview Discussion with Kevin Stierhoff, Chief Scientist:

The Acoustic Trawl Methodology

Kevin: The acoustic trawl method is a globally recognized technique for surveying coastal pelagic species. By utilizing sonar, the ship can efficiently map expansive stretches of the seafloor and record precise echoes from fish populations. These instruments are highly calibrated and sensitive, providing us with accurate data on the biomass below. However, acoustics alone cannot identify the specific species creating the signal. To solve this, we conduct sonar surveys during the day when fish are schooling at depth, and then perform net trawls at night as they rise toward the surface. This nocturnal sampling allows us to determine the species and size composition without the fish avoiding the net as easily. By combining these datasets, we can apply the ratios found in our catches to the sonar echoes gathered during the day. This robust method is the primary tool for managing sardine and anchovy stocks along the West Coast.

photo of a screenshot of the display of the SX90 sonar readings with arrows labeling a bright red blob as a school of fish and a squiggly line as a fish track; this image may be in a textbook — Sonar image of fish school: Image credit NOAA

Historical Context

While simpler sonar and net surveys were conducted as early as the mid-1970s, the modern integrated approach used by the NOAA Southwest Fisheries Science Center in San Diego began in 2008. Since 2012, we have maintained a consistent schedule, performing these surveys at least once annually.

Observing Ecosystem Shifts

The marine environment has changed significantly since the surveys began. In 2012, sardines were the dominant species, but their numbers plummeted leading to the fishery’s closure in 2015. Conversely, northern anchovy and jack mackerel populations have surged, with anchovies remaining the most prevalent species we encounter today. Sardines have yet to show signs of a rebound following their crash a decade ago.

a metal tray filled with thin, silver fish all arranged to face the same direction — Anchovies brought up in one of our trawls this week

Environmental Drivers

There is much discussion regarding why these shifts occur. While fishing pressure reduced stocks in the past, current low levels are likely driven by environmental and biological factors, rather than active overfishing.

Leadership Roles at Sea

The structure of the scientific team ensures the integrity of the data collected. The Principal Investigators (PIs) are responsible for the overall coordination and quality of the long-term survey. On the ship, the Chief Scientist manages daily operations and leads the scientific party, coordinating with the PIs to ensure the survey’s objectives are met successfully.

Advanced Sonar Systems

photo of an illustration printed in a book or on a brochure of a white ship, its centerboard, and swaths of color emanating from the ship or the centerboard representing sound waves. printed on the image is this paragraph: "Multibeam Sonar System provides information on the biomass within the water column and on the type and topography of the seafloor. Drawing courtesy of Kongsberg-Simrad." — Acoustic sonar system under NOAA Reuben Lasker

The ship’s acoustic “eyes” are located on a retractable centerboard, or keel, beneath the hull. While in port, this keel is flush with the ship, but it is lowered once we reach deep water. The Reuben Lasker is equipped with an impressive array of six different sonar frequencies. Low frequencies, like the 18 kilohertz signal, penetrate deep into the ocean to map the seabed, while higher frequencies are better for detecting smaller organisms like krill in the upper water column. We primarily use the 38 kilohertz frequency to measure fish echoes. Anything in the water column with a different density than the surrounding seawater—whether it be a fish, squid, or the ocean floor—reflects sound waves that our instruments carefully measure.

six vertical panels showing backscatter readings at each depth over time, with each panel using a different frequency — Different sonar frequencies used to find fish

Omnidirectional and Multi-beam Sonars

Beyond the downward-looking sonar, we utilize an omnidirectional sonar mounted forward that scans in a radius around the ship. This helps us see fish near the surface that might be missed by the keel-mounted sensors. We also have multi-beam echo sounders, like the ME70 and MS70, which provide detailed three-dimensional views of fish schools and behavior. While these are invaluable for observing marine life, they are more difficult to calibrate for the precise biomass estimates provided by our primary systems.

photo of a computer screen displaying output from the ME70 - backscatter at different frequencies, and a sonar image — sonar image from ME70

photo of an illustration printed in a book or on a brochure depicting a ship at the surface and soundwaves emanating out from its hull; the waves surround a school of fish. — Image credit: NOAA

Survey Transects and Navigation

The survey follows a series of transects that span the U.S. continental shelf from Mexico to Canada. These lines generally extend at least 35 miles offshore to ensure we capture the full range of the species we are monitoring. Each transect provides a localized estimate of biomass, and by repeating these measurements across the entire coast, we can calculate a mean population estimate with statistical confidence. The spacing between these lines—currently 12.5 nautical miles—is a careful balance between our available time at sea and the need for scientific precision. While navigating perpendicular to the coast can sometimes lead to a rougher ride in the troughs of the waves, it remains the most efficient and scientifically sound way to sample across the varying densities of marine life.

simple political map of the west coast of the continental United States, ranging from the border of California and Mexico to Vancouver. small black lines extend out perpendicular to the coastline. each is labeled with a code. — transect lines for the Integrated West Coast Fisheries Survey:
Image Credit: NOAA

Did you Know?

The sonar system on the Reuben Lasker is so sensitive it can detect individual organisms based on their density relative to the water.

two side by side political maps of the western continental United States shown side by side to graph two different types of data by latitude: on the left, density of biomass fish species along the survey transect lines; on the right, proportions of species at sample locations along the transect lines — Density of biomass of fish species (left) and species proportions (right) –Image credit: NOAA

Interview with Brad Erisman, marine biologist about the use of the MVP

Brad: The precision of our acoustic survey relies heavily on the physical properties of the water we traverse. Factors such as temperature and density significantly influence the strength and travel speed of sonar echoes. While we calibrate our instruments in San Diego, the conditions change as we move north along the coast. To maintain the accuracy of our biomass estimates, we must continuously adjust our parameters to account for variations in sound absorption and velocity within the water column.

The Moving Vessel Profiler (MVP)

This is where the MVP, or Moving Vessel Profiler, becomes indispensable. We deploy this specialized probe to capture a comprehensive temperature profile of the water column. These real-time measurements allow us to calculate essential coefficients for our acoustic data. Along every transect, we perform multiple deployments to ensure we have representative environmental data. This constant fine-tuning allows us to produce the most reliable estimates of fish populations possible.

MVP is deployed via crane

Environmental Sensors

The MVP is a sophisticated tool, far more capable than a simple surface drifter. It is equipped with an array of sensors that measure salinity, chlorophyll levels, oxygen concentration, and sound speed. While a drifter only provides a surface snapshot, the MVP reveals the three-dimensional structure of the sea, highlighting fascinating features like thermoclines where warm, shallow water meets the colder, deeper ocean water.

Correlating Fish Patterns with Ocean Data

These environmental datasets help us explain the spatial and vertical distribution of the species we monitor. By collecting in situ data at the same fine scale as our sonar and trawl operations, we can identify correlations between habitat conditions and fish behavior. While satellite data provides a broad overview, the MVP gives us the high-resolution evidence needed to understand why schools appear in certain areas or why species patterns shift across different oceanographic breaks.

photo of a computer screen displaying output from the moving vessel profiler — MVP screen

Efficiency at Sea

The beauty of the Moving Vessel Profiler is in its name—it allows us to sample while the ship is in motion. A traditional Conductivity, Temperature, and Depth (CTD) cast involves a large cage lowered from a stationary ship, which would force us to halt our acoustic sampling. The MVP allows us to gather the necessary data without sacrificing valuable time. Although it doesn’t collect water samples or reach the extreme depths of a stationary cast, it provides exactly what we need to keep the survey on schedule.

A Three-Dimensional View of the Habitat

Oceanographers use these data points to build complex 3D models of the marine environment. These models are vital for understanding fish preferences; for instance, if sardines migrate further north, we can often trace that movement to a specific temperature preference, such as 15-20 C°-degree water, shifting with the currents. This helps us distinguish between a population decline and a simple change in habitat location.

Climate Signals and Regional Patterns

While large-scale climate signals like El Niño or La Niña are often monitored via satellite, our shipboard data helps define how these patterns manifest regionally. By looking at the data across the entire coast, we see the localized reflections of these massive basin-wide shifts, providing a clear picture of how the changing climate impacts our West Coast ecosystems.

close-up photo of a pile of dice of different numbers of sides — D & D dice

Personal Log

We’ve run into windy conditions after we crossed over the border into Oregon. We only were able to do one trawl last night before we had to call it a night due to rough waters. Tonight, we were on watch until midnight to see if things would calm down but it’s still too rocky. To fill the time, we are discovering the delightful world of Dungeons and Dragons, led by the artful storytelling of the Operations Officer, Mike Fuller.

It’s challenging walking down the hallways, and a large wave can scatter anything that isn’t well secured. Luckily the Dramamine is doing its trick and I haven’t felt queasy at all this week.

View of ocean swells out a porthole window

August 4, 2026August 19, 2026

Stacey Morris: Get my Drift? August 2, 2026

NOAA Teacher at Sea

Stacey Morris

Aboard NOAA Ship Reuben Lasker

July 26-August 10, 2026

Mission: Integrated West Coast Pelagics Survey

Geographic Area of Cruise: West Coast Pacific Ocean

Date: August 2, 2026

Weather Data from the Bridge

Latitude: 42°29.6 ‘N

Longitude: 125°11.9’W

Wind Speed: 27 kts

Air Temperature: 15.8°C

Science and Technology Log

The day before I left for my trip aboard NOAA Reuben Lasker, I received an exciting email from the Teacher at Sea program. I was going to have the opportunity to participate in NOAA’s Adopt-a-Drifter Program, and I would be getting three drifter buoys that I would be releasing along our journey north along the coastline.

three drifting buoys sit on a metal table in the wet lab. each drifting buoy's surface float rests on its coiled up drogue. the surface float portions are covered in stickers and decorated with marker. we can see NOAA Teacher at Sea stickers, stickers from Churchhill High School, and drawings of octopus. — Three Drifters ready for deployment

A drifting buoy, frequently called a “drifter,” is designed primarily to track sea surface temperatures. They can also capture data on everything from winds and atmospheric pressure to salinity and wave height. As these buoys meander across the ocean, pushed along by currents, their internal sensors beam this information up to satellites circling overhead. By mapping their journey over time, scientists can piece together a detailed profile of how our oceans move.

screenshot from the Global Drifter Array world map showing the current position of 1,126 drifting buoys, color coded by deploying country. U.S. buoys are bright blue and the most numerous, especially in the Pacific Ocean. — Map of drift buoys and their respective deploying countries

To ensure it stays on track with the water rather than the wind, a drifter utilizes a “drogue,” which acts as an underwater sea anchor extending down about 20 meters (or 65 feet). This drogue is tethered to the surface float, ensuring they travel in tandem with the near-surface currents. Without that heavy drogue to steady it, a drifter would just be tossed about by the wind and waves, much like a beach ball skittering across the top of a swimming pool.

illustration of a drifting buoy above and below the surface of the ocean. arrows label: Surface Float - designed for moving on the surface with the currents, Antenna - The drifters transmit the data they collect as well as their position via satellite, Sensors - Sea Surface Temperature sensor and various measuring systems, Drogue - The buoys have some for of subsurface drogue or sea anchor — Drifting Buoy diagram. Image Credit: NOAA

Drifter information is vital for mapping worldwide ocean currents and eddies, validating satellite readings, and constructing complex weather and climate models. These sensors also help predict where pollutants might travel after a spill, how garbage moves through the ocean, and even help track the path of approaching hurricanes.

This data isn’t just for scientists—the general public and students have full access to it. Through the Global Drifter Program, classes can follow their own adopted buoy or any others in the fleet in near real-time. Students can retrieve and plot coordinates, time stamps, and Sea Surface Temperature (SST) to create their own time series or map their drifter’s journey over a day, a month, or even a full year.

map of GOES Sea Surface Temperature readings in the northern Atlantic Ocean on August 3, 2026 at 0655 GMT. we can see where cold water and warm water collide along a horizontal sweep easy of New Jersey. — Sea Surface Temperature: Image Credit – NOAA

This is why I have this opportunity to be part of this amazing study. It was suggested I personalize the buoys, so I reached out to a local print shop to see about getting Churchill High School stickers made, although I felt it was a long shot due to the short turnaround time. Luckily, QSL Printing saved the day, and all they wanted for compensation was a picture of the buoys covered with their stickers. I was so thankful for their help!

close up view of a drifting buoy, drogue folded; the surface float has been decorated with Teacher at Sea stickers, Churchill High stickers, an octopus, and the name ZOE — Drifter Zoe–decorated with an octopus and various NOAA & Churchill stickers

I named the buoys after my two sons and a family friend’s daughter: Otto, Nicolai, and Zoe, respectively. Shaun Dolk at NOAA’s Atlantic Oceanographic and Meteorological Laboratory (AOML) in Miami let me know that the best location to drop the drifters would be off the coast of Eureka, California. The ship’s chief scientist, Kevin Stierhoff, and I decided that deploying them every ½ hour would give some spacing between buoys, thereby decreasing the chance they would drift together.

We dropped Otto overboard first, and I realized it was a little odd dropping something named after my child into the ocean. He quickly bobbed away into the distance and I hoped that he would have a safe passage to wherever he might end up. Nicolai and Zoe met a similar fate soon after, although Zoe was greeted by whales that were traveling alongside the ship.

Drifter Deployment–Stacey (Teacher at Sea) & Melissa (marine biologist)

The expected/average lifetime of a drifter is around 450 days. Each drifter has a full identifier number, and the IMEI numbers are preprogrammed into each transmitter. The IMEI number is sent as a “signature” within each data message received. With nearly 1300 drifters transmitting every hour, it is essential to differentiate messages and separate them accordingly.

Should you happen to encounter one of these drifting buoys, you should reach out to the Global Drifter Program team with the details displayed on its surface float. In cases where the instrument is still functional and powered, they will coordinate its redeployment to continue its mission. While most of these instruments have a much shorter lifespan, the most resilient drifter ever documented managed to send back signals for an incredible 10 years, 4 months, and 21 days. It’ll be interesting to see how long my kiddos will be afloat!

a map of a drifter trajectory in the Pacific Ocean, showing a red line squiggling around the water west of California and then extending over to Japan — Longest drift ever! : Image credit–NOAA

When the drifters start transmitting, I will share a link with you all to see where they are out in the world! (UPDATE: click here to see their progress https://adp.noaa.gov/trackadrifter/churchill-high-school/ )

Personal Log

Switching to working in the evening has been tiring, and it’s sometimes unclear what day it is. I now have pork chops for breakfast, and french toast for dinner which hasn’t been such a bad thing. We’re settling into our daily routine onboard. We haul up three trawls of fish every evening, as weather allows it. We’ve had great weather, and only a couple days of rougher seas. Speaking of which…have you ever used a treadmill on a ship? You don’t need to use the incline function, as you’ll be going up and down with the waves. You definitely need to hang on and it adds an extra work out element to your exercise routine.

Between trawls, the scientists have some downtime and we’ve learned how to felt sea creatures. Here are some examples of their creations:

a felted purple ray, hanging from the ceiling

a felted red crab with yellow spots, perched between some cables

Felted ray, crab, and jellyfish

Did you Know?

screenshot of sonar display on computer — sonar used to detect dolphin echolocation signals

Before we do any trawl for fish, we do a mammal watch 15 minutes before we put the net into the water. The net has a metal grate that is designed to keep any large creatures from entering, but it’s possible for dolphins or sea lions to get entangled in the mesh. We scan the water for any splashing, sounds, or spoutings. It’s difficult to discern in the dark, however.

This year, the science team has acquired infrared binoculars, which helps tremendously. You can see almost as well as daylight viewing, and I was able to see whales that were in the distance very easily. There is also a sonar that can show dolphin echolocation soundings, which also assists crew in checking if they are in the area. We had to cancel a trawl this past week due to dolphins hanging around the ship, even after we tried moving to another area. Last night, a sea lion followed us a bit, but we were able to do our trawl after it lost interest.

Pacific white-sided dolphins playing in our wake

July 31, 2026August 3, 2026

Cheyanne Vanderdonckt: The Survey Begins, July 30, 2026

NOAA Teacher at Sea

Cheyanne Vanderdonckt

Aboard NOAA Ship Oregon II

July 27 – August 12, 2026

Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1

Geographic Area of Cruise: Western North Atlantic Ocean

Date: July 30, 2026

Latitude: 27° 40.261’ N

Longitude: 80° 12.372’ W

Weather Data from the Bridge: Southwest winds 15 to 20 knots. Seas 2 to 3 feet.

Science and Technology Log

I promised more details of how the longline survey is carried out and I will do my best to describe it here. A long fishing line (about a mile long) is equipped with weights and buoys at each end, along with a weight in the middle. The buoys also have a “high flyer,” which is a marker that sticks up off of the buoy so that we can see where it is. Attached to this longline are 100 shorter lines called “gangions” (say “GAN-jin”) with a number and a baited circle hook. (Circle hooks are used because they cause less damage to fish than “j-hooks.”) The longline is deployed, then given about an hour to “soak,” before we go back and start reeling it in.

illustration of a fishing vessel setting a long line. each end of the line is attached to an anchor and a buoy. along the line itself, shorter lines connected to fishing hooks are attached at regular intervals. this illustration depicts a fish on one of the hooks. — Longline setup (Credit: NOAA)

How do you manage a mile-long line with 100 shorter lines attached without getting everything tangled? It’s a careful and orderly — albeit fast-moving — operation. The hooks are set up in barrels with notches that keep them lined up and ready to be attached to the longline as it is let out off the stern (back of the ship). Later when the line is hauled in, somebody will place them back in order to be ready for the next station. When every element of this set-up — high flyers, weights, and every single hook — is either deployed (thrown off the stern) or hauled in at the bow (front of the ship), somebody is ready at the computer to record the exact time, latitude, longitude, the state of the bait, whether there is a fish, weather conditions, etc. for each hook. Fortunately, the computer records most of this automatically so there are only a few keys to push when each piece is either deployed or hauled in.

a white plastic barrel lined with baited hooks attached to short fishing lines — Hooks baited with mackerel attached to the gangions ready to be clamped to the longline

At our first station we caught four sandbar sharks (Carcharhinus plumbeus). When a shark is caught, it is a carefully coordinated operation to haul it up in a “cradle” (a big net with a stiff metal frame) using a crane. There is an operator working the crane, two people holding onto ropes attached to each side of the cradle, and at least two people to manage the shark’s head and tail while measurements and samples are taken. They are also communicating with the bridge where the officers driving the ship have to maneuver it to help get the cradle into position. The shark’s length is measured in millimeters and a small tissue sample is taken from its fin. Most sharks are also tagged, which allows scientists to track movements and examine growth rates. When smaller fish are caught, they are brought onto a measuring board in the middle of the deck. (More pictures and information about all of this will be coming in future posts!)

three people work to hold a large sandbar shark still against a cradle made of teal mesh webbing. we can see part of the face of the man in the foreground and only the arms of the other two scientists. everyone wears fish gloves. — William “Trey” Driggers helps secure the tail of a sandbar shark while it is tagged

Wildlife Spotted

One afternoon when the skies cleared after some rain, a pair of brown boobies (Sula leucogaster) came to rest on the weather station. A fellow science volunteer alerted me to their presence and we spent some time watching them spin around. To my amazement, they were still there hours later. I spent some more time watching them with the nearly full moon behind them.

two birds with brown backs and white undersides perch on either side of a weather vane. the sky is light blue and cloudy.

two birds are visible perched on either side of the weather vane, photographed at a distance. we can see the moon shining through the clouds and reflecting on the water.

Two brown boobies (Sula leucogaster) perched on the ship for hours

Simple Machines on a Ship

I have a student who got really interested in simple machines this year after, so I thought I would investigate as many of the simple machines as I could find on the ship. Simple machines are devices with few or no moving parts that make work easier. There are six basic types: wheel-and-axle, inclined plane, lever, pulley, wedge, and screw. A good example that we have at my school is a ramp, which is an inclined plane. I couldn’t carry a shopping cart full of science supplies up the stairs, but the ramp — along with the wheels and axles on the cart — allows me to push a heavy load up to the second floor relatively easily. Likewise, you probably can’t pick up your best friend, but if you get on a see-saw (a type of lever), you can send him high up into the air. Simple machines can be used on their own or in combination to make work easier.

There are many pulleys on the ship. They help make it easier to lift heavy objects. Winches are used to make it easier to haul in lines and to adjust the length of cables on cranes. Winches are essentially made of a wheel and axle and a lever. The rope or line wraps around the wheel as it turns on the axle. The handle acts as a lever that makes it easier to turn the wheel. The reel on a fishing rod acts as a winch when you turn the crank to reel the line in. Motorized winches use motors to turn the wheel.

view of pulleys clearly visible against a blue sky — Pulleys on one of the outriggers

view of the winch mounted on deck — Pulleys on one of the outriggers

A screw is a simple machine that is basically an inclined plane that wraps around a cylinder. If you have a screw at home, you can put your finger at the tip and follow that one groove all the way to the head. Think about cars driving up a circular ramp in a parking garage: they move on a continuous inclined plane that spirals around from bottom to top. The ship has engines that turn a big propeller and that propeller is a giant screw that pushes against the water to make the ship move forward. Although the blades of a propeller are separate rather than one continuous plane, they operate on the same basic principle as a screw.

Obviously I can’t see the ship’s propeller because it is under the water, but I asked the crew to tell me more about it. Oregon II has a variable pitch propeller which means that they can change the angle of the propellers relative to the axis that they spin around. The angle of this pitch changes the amount of work the screw can do with one full rotation. So a 1-foot pitch means that turning the screw one full rotation would theoretically move the ship 1 foot (This can vary depending on the other forces acting on the ship, such as currents and wind). Oregon II’s propeller has a maximum pitch of 6 feet. Naturally, I had to ask why you wouldn’t just always use the maximum pitch to go as fast as possible. It is like the gears on a bike or a car. If you have a bike with gears, you have probably found yourself pedaling furiously at some point, wearing yourself out without going any faster. If you choose the right gear, your energy will not be wasted. The officer driving the ship determines which pitch is appropriate for the conditions and the desired speed.

These are some of the simple machines I’ve discovered so far. Look around you and see what simple machines you have at home, work, school, or in the community. How do they make work easier? Can you use some objects in your house to make a simple machine?

Resources from NOAA:

NOAA has a great handout for students on the six basic simple machines at https://oceanexplorer.noaa.gov/wp-content/uploads/2025/04/simple-machines-handout.pdf (Teachers and parents: After introducing the basics of simple machines, look up some “Rube Goldberg” machine videos and challenge students to identify the different simple machines involved!)
Here is a lesson from NOAA that is designed for middle schoolers but which could easily be adapted for other levels in which students use basic materials to design a robotic arm using simple machines: https://oceanexplorer.noaa.gov/lesson/underwater-robots-simple-machines/

Personal Log

I am settling into life aboard ship. Because I get off duty at midnight and still need time to shower and wind down a bit, I am waking up later in the morning than I am used to in order to get a full night’s sleep. (I always tell my students how important sleep is and I like to practice what I preach.) This means that I wake up after breakfast and just about an hour before lunch is served. At home I tend to eat something on the sweet side for breakfast, but I am getting used to starting my day with a hearty meal of pulled pork, cod, or fried green tomato sandwiches. I was told to expect good food and I have not been disappointed. Everything is fresh and delicious! As you can imagine, the people aboard all have great stories and interesting backgrounds. I hope to introduce you to some of them in future posts.

As we had three days of transit time without much for me to do, I got to spend a lot of time just looking at the water and the sky and this is truly a gift. Everyone should have the opportunity to see and experience this. Earlier this summer I participated in a teacher training course with the Chesapeake Bay Foundation. I enrolled thinking it would be another way to enhance my scientific understanding of our local watershed and it certainly did that. However, the instructors and community partners also took the time to let us simply experience being in nature and encouraged us to let our students do the same. We visited an urban farm with a summer camp (and soon to have an all-outdoor year-round preschool program!) and the staff talked about how they incorporate nature to help students with emotional regulation and other skills that develop the whole child. They emphasized that these are things we can do anywhere outdoors. We don’t need to go off to the wilderness or even a park. In fact, the more we can get children to pay attention to the nature that they see everyday in their yard, neighborhood, or schoolyard, the deeper their connection will be. This will in turn drive their curiosity and their desire to learn more.

I am experiencing this myself aboard ship. Although I have work to do, taking some time to just experience what is around me with all of my senses helps to calm me, refresh me, and make me even more eager to keep learning. Being at sea is a new experience for me, but I can tell that even the veterans aboard still carry that sense of awe. People still come out to watch the sun set over the water and they still get excited to see dolphins surface. I wrote in a previous post about the teacher’s charge to help students feel emotionally secure so that they can learn. Finding ways to let them experience amazement at our world is another dimension to this. In first grade students learn about the phases of the moon and I always encourage my students to look for the moon throughout the night and day. It is notoriously hard to get a good picture of the moon with a cell phone, but I took this video before putting my phone away and just looking.

View of the moon from NOAA Ship Oregon II

Ship Rules

When I return to my classroom in August, I will spend a lot of time teaching my students about the rules of the school and the classroom. Of course, this is not always popular, but I do my best to explain the purpose of each rule and invite students to think about what could happen if we don’t follow it. (Admittedly, we sometimes get silly with these scenarios.) Children often feel bombarded by rules and that they are uniquely burdened by them. So I think it’s important to share examples of rules adults have to follow, as well. I’m going to have lots of great examples of rules Ms. Vanderdonckt had to follow while at sea. When you’re on land and close to the nearest hospital, your health and safety might be your own business. But on a ship far from shore, your health and safety affects everyone. If somebody were to be careless and get injured, it could jeopardize the entire mission that has been so carefully planned.

There are rules that are written and taught explicitly and then, of course, there are unspoken rules of etiquette and society that we just have to pick up on. This is something many neurodivergent students can struggle with. Special educators use tools like social stories to help them understand various social scenarios and explicitly teach expectations. Being in a completely different type of social environment is forcing me to simply ask people about etiquette and expectations. This is another dimension of my learning experience that I wasn’t even expecting. I knew I had a lot to learn about science and fishing, but I’m learning just as much by asking somebody, “Hey, if you’re working in your office with your door open does that mean it’s okay to ask a question?” Fortunately, people are very kind about teaching me the ropes.

Cheyanne, wearing a blue hard hat and an orange life vest, grins for a photo, hands in pockets. she is on the deck of NOAA Ship Oregon II. Behind her we see two other crewmembers with the CTD (conductivity, temperature, and depth probe). the sky is light blue and mostly cloudy. — Hardhats and PFDs (Personal Flotation Devices) are mandatory during operations. (Photo credit: Kleys Murillo)

Accessibility Corner

As a special educator, I’d like to share some insights and tips with teachers and caregivers that I am thinking about on my journey. As parents do shopping for the new school year, a big item on the list is new shoes. Many young students and/or students with fine motor challenges have difficulty tying shoes on their own. Velcro can be a great help but what if the pair your child is begging for have laces? My packing list suggested slip-on shoes because on a ship you need to get in and out of your shoes frequently and quickly. I don’t find most slip-ons comfortable so I’m using these elastic laces for my favorite sneakers. The bumps help me adjust them to my perfect comfort level. These could be great for students (or adults) who have trouble tying independently or who have sensory issues requiring fine tuning of laces. There are many brands, sizes and colors available.

close up view of two shoes with interesting, bumpy elastic laces. the shoes are on feet, which are propped up on something in the corner of the deck; we can see the railing and a bit of the water beyond. — My favorite pair of sneakers are easier to get on and off quickly with elastic shoelaces

Did You Know?

Sargassum is a type of floating brown algae. It can provide shelter and food to many types of marine life. It plays an important role in supporting life in the Atlantic Ocean but it can also cause issues when a lot of it washes up on shores at once. To learn more about sargassum, visit https://oceanservice.noaa.gov/news/sargassum/

clumps of sargassum floating in bright blue water, topped by bright blue sky with only a few hints of clouds — Sargassum floats on the surface of the water in the Atlantic Ocean