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!

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

Aboard NOAA Ship Pisces

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, 2026July 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 Oceanic 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 6, 2023July 19, 2023

Lisa Carlson: Come Out, Come Out, Wherever You Are, Hake! July 6, 2023

NOAA Teacher at Sea

Lisa Carlson

NOAA Ship Bell M. Shimada

July 5, 2023 – July 19, 2023

Mission: Fisheries: Pacific Hake Survey (More info here)

Geographic Region: Pacific Ocean, off the coast of California

Date: July 6, 2023

Weather Data from the Bridge:

— July 5 Departure
(1800 PT, 2100 EST)
Location: 37° 44.9’N, 122° 39.2’W
Docked at Pier 30/32
San Francisco, CA

Visibility: 10 nautical miles
Sky condition: Overcast
Wind: 17 knots from NW 300°
Barometer: 1012.8 mbar
Sea wave height: 1-2 feet
Swell: 2-4 ft from W 270°
Sea temperature: 14.2°C (57.6°F)
Air temperature: 14.7°C (58.5°F)
Course Over Ground: (COG): N/A
Speed Over Ground (SOG): N/A

— July 6 (1200 PT, 1500 EST)
Location: 35° 38.2’ N, 121° 18.9’ W
16nm (18mi) West of San Simeon, CA

Visibility: 10nm
Wind: 6 knots from 330°
Barometer: 1013.9
Sea wave height: 1-2ft
Swell: 2-4ft from 280°
Sea wave temperature: 14.4°C (57.9°F)
Air temperature: 14.9°C (58.8°F)
Course Over Ground: (COG): W 270°
Speed Over Ground (SOG): 10 knots

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Science and Technology Log

On July 6, our first full day at sea, we gathered in the acoustics lab to observe and keep watch on data from various screens. Data includes our current course plotted on a digital chart, a camera showing current sea state, measurements of the wind speed and direction, and displays of the multiple frequencies at which the Simrad EK80 transmitter emits sound. The EK80 is used while traveling on numbered longitudinal east-west lines called transects. NOAA Ship Bell M. Shimada navigates on these lines while collecting acoustic data along the west coast of the U.S. and into Canada, in hopes of finding schools of Hake to collect for surveying.

A topographic map of a portion of the coast of California. The topographies of the both the land (beige and green scales) and water (blue scale) are depicted. Black dots mark the locations of three coastal cities: Crescent City, near the top of the map; San Francisco, a little more than halfway down; and Morro Bay, toward the bottom of the map. Black horizontal lines mark transects extending west from the coast line. The black lines are marked with red or black x's (showing previous sampling locations, perhaps) and a couple have green triangles. — Map showing transects 1-45 off the coast of California. Transect 1 is south of Morro Bay, CA and transect 45 is near Crescent City, CA.
(We hope to survey transects 8-35 by Cape Mendocino, CA before traveling north to dock in Newport, OR.)

“For acoustic surveys, the ship uses a multibeam echo sounder (MBES) that projects a fan-shaped beam of sound that bounces back to the ship. The ship’s MBES—one of only three systems of its type worldwide—acquires data from both the water column and the sea floor.”
NOAA Office of Marine and Aviation Operations (OMAO): “Bell M. Shimada”

The Simrad EK80 emits sound waves from the hull of the vessel down to the sea floor. The process is very similar to a dolphin or bat using echolocation to find prey. Any object the signal hits that has a different density and reflectivity than the surrounding water will cause the waves to bounce back to the ship. An image, called an echo gram, is pieced together each time this occurs and the acoustics team is able to use this information to determine if there are enough return signals that suggest fish are present to attempt a trawl.

photo of a computer screen depicting data — EK80 displaying returned sound waves at two different wave frequencies.

photo of a computer screen showing sonar readings — EK80 displaying returned sound waves at two different wave frequencies.

Fish that have swim bladders, like bony fish, reflect or echo the sound wave back to the vessel very strongly. Other marine life such as myctophids and zooplankton also have a different density than the sea water, and reflect sound, although not as strongly as fish with air-filled swim bladders. The sea floor itself also reflects sound very strongly, because of the density difference between water and rocks, sand, and mud.

Marine life that have swim bladders (represented in blue) reflect or echo the sound wave back to the vessel. Examples of such marine life include bony fish, myctophids, and zooplankton, as well as the sea floor itself, which has a different density than the sea water.

Image: Cross section example of a Black Sea Bass to show a swim bladder.

an illustrated diagram of the internal anatomy of a bony fish (perhaps a black sea bass). Labels mark the locations of the gills, kidney, swim bladder, urine bladder, gonad, intestine, spleen, stomach, liver, and heart.

If the acoustics team determines there is enough marine life (that they are interested in surveying) to attempt a haul, they will notify the bridge deck and officers that they would like to have the fishing net deployed.

Before an attempted haul, the science team conducts a marine mammal watch for ten minutes. In this time window, several pairs of eyes are observing from the bridge deck and stern for any signs of dolphins, whales, sea lions, seals, and any other marine mammals that are within 500 meters of the vessel. If any marine mammals are spotted within the ten minute observation, we will stand down and wait ten minutes before restarting the marine mammal watch. Net deployment cannot occur until the full observation window has completed.

First haul July 6:
1422-1432 Mammal watch, no marine mammals spotted.
The net deployment started, at which time the vessel continues forward at two knots. Vessel speed increases to three knots when the net is fully deployed with doors and weights in the water, which assist in opening the conical shaped net outwards linearly and laterally. During this time the science team watches displays of the EK80 frequencies and observe the linear width and depth of the net. Scientists can compare these displays to determine if the net is in the correct position to have the best chance of collecting fish.

A man and a woman stand looking down at a row of computer monitors on the bridge. In the background, we see a map table, additional control panels, and the back of a NOAA Corps officer who is likely driving the vessel. A line of windows (only white visible through them) tells us this is the bridge. — Chief Scientist Steve de Blois monitoring EK80 frequencies and net information.

a view over the aft deck of NOAA Ship Bell M Shimada from a high point, perhaps the flying bridge. We can see a large A-frame with a big pulley; a large spool with yellow cables pays out to deploy a net (not visible) into the water. Several crewmembers, wearing life vests and hard hats, attend the operation. In the distance, beyond the water, there is a line of coastal mountains, topped with clouds. — Chief Scientist Steve de Blois monitoring EK80 frequencies and net information.

Hauling back the net occurs after several minutes, at which time the vessel returns to a speed of two knots, and we estimate how many fish were collected. The amount of time in which the net is submerged depends on the depth of the water and acoustic information about the size of the school of fish the net is (hopefully) sampling. After recovery, the haul is deposited into a hopper which feeds onto a conveyor belt in the wet lab, then into large baskets and the wet lab team takes over.

During the first attempt, two sea lions were spotted which required the haul attempt to be paused. We restarted the ten minute marine mammal watch from 1500-1510, the deck department retrieved and reset the net, and the vessel was turned around to return to the start of the noted longitudinal transect. With no marine mammals spotted during the observation period, the second attempt was successful and resulted in:

– 1604-1634: 30 minute haul at 350m depth.

– 11 baskets of Hake collected.

– 4 sample baskets kept at random.

– 541 Hake counted and studied in the wet lab.

Photo: Two deck department members about to open the net to allow the sample to drop into a large collection basket.

Two crewmembers, dressed in orange paints and black and neon yellow coats, face away from the camera, toward a large orange net suspended from above. They may be working to empty the net.

– – ⚓ – –

Personal Log

On July 4 I arrived to pier 30/32 in San Francisco, CA to board NOAA Ship Bell M. Shimada. Although I grew up volunteering on the 441’ WWII Liberty Ship SS John W. Brown in Baltimore, MD, seeing a new ship still resulted in a mix of emotions, nervousness, adrenaline, excitement, and everything in between. After five and a half years, finally seeing the 208’ vessel that would become my home for the next two weeks was a core memory and feeling I will always remember.

NOAA Ship Bell M. Shimada docked at Pier 30/32 in San Francisco, CA on July 4

Once onboard, I met Chief Scientist Steve de Blois and Wet Lab Lead Ethan Beyer. I was given a tour of the acoustic, chem, and wet labs and shown to my cabin. After dinner ashore, I joined some of the crew on the flying bridge to watch the July 4th fireworks. I met additional science team members and enjoyed a long night’s rest.

In the morning on July 5, we had a welcome aboard meeting, various trainings, a safety meeting and orientation, fire and abandon ship drills, and a science team meeting. We introduced ourselves, took an official team photo, and soon departed pier 30/32 for our 14 day mission. After passing under the Golden Gate Bridge and heading to the Pacific Ocean, our cold hands were warmed by a wonderful hot dinner of chicken, steak, fresh veggies, salad, and desserts from our galley crew. After dinner, we settled in for our first night at sea, waiting with anticipation for our first trawl on July 6.

Lisa Carlson, wearing her Teacher at Sea t-shirt, stands on the pier in front of NOAA Ship Bell M Shimada — Last morning on land: July 5 at Pier 30/32 in San Francisco, CA!

view down the starboard side of NOAA Ship Bell M Shimada shows a wooden nameplate (reading Bell M Shimada) on a railing, the fast rescue boat mounted aftward, and the Golden Gate Bridge in the background. — Last morning on land: July 5 at Pier 30/32 in San Francisco, CA!

– – ⚓ – –

Did You Know?

an orange-gloved hand holds a hake (fish) up so that it faces the camera. We can see the another smaller hake hanging limply across its open mouth

– Hake can be cannibalistic!
– Some larger Hake we have collected have had a smaller Hake in their mouth, throat, or stomach!
– Their very sharp teeth often stick to our thick rubber gloves.

– – ⚓ – –

New Terms/Phrases:

“Salp: Barrel-shaped, planktonic tunicate in the family Salpidae. It moves by contracting, thereby pumping water through its gelatinous body.”
Wikipedia: “Salp”

“Myctophid: Lanternfish (or myctophids, from the Greek μυκτήρ myktḗr, “nose” and ophis, “serpent”) are small mesopelagic fish (…) Lanternfishes are aptly named after their conspicuous use of bioluminescence.”
Wikipedia: “Myctophid”

Simrad EK80: Multibeam Echo Sounder (MBES) transducer that emits sound waves from the hull of the vessel down to the sea floor. It allows scientists to observe and study returned sound wave signals that may suggest marine life is present.

Transect: Set and numbered longitudinal east-west lines NOAA Ship Bell M. Shimada navigates on while collecting acoustic data.

July 3, 2023July 19, 2023

Lisa Carlson: Anticipation… Does everything happen for a reason? July 3, 2023

NOAA Teacher at Sea

Lisa Carlson

NOAA Ship Bell M. Shimada

July 5, 2023 – July 19, 2023

Mission: Fisheries: Pacific Hake Survey (More info here)

Geographic Region: Pacific Ocean, off the coast of California

Date: July 3, 2023

Introduction and Background

Hello! My name is Lisa Carlson and I am an elementary school teacher in Virginia Beach, Virginia. I have taught third, fourth, and fifth grade general education with Special Education and English as a Second Language (ESL) inclusion. This coming fall I will be a second grade teacher, continuing with ESL inclusion! Although I was surprised to move down from fourth grade, I try to maintain the belief that everything happens for a reason, and the only constant in life is change.

Lisa Carlson on a boat, presumably a sailboat. We can see lines, some navigation equipment, portions of the railing, and water in the background. She's wearing a hat, sunglasses, and a blue life vest.

For example, if I not missed out on previous opportunities to join NOAA as a Teacher at Sea due to the pandemic, a short career change, and other extenuating circumstances; I wouldn’t be writing this blog from a hotel room in San Francisco, California, anticipating boarding and seeing July 4th fireworks from the deck tomorrow.

– – ⚓ – –

My introduction to NOAA’s Teacher at Sea program began in the fall of 2017. After student teaching in the fall/winter of 2016 in a third grade class, and permanent subbing in a fifth grade in the winter/spring of 2017, I accepted a position for my own third grade classroom.

My classroom came together with a nautical theme, shades of blues and calm colors, nautical paintings by my Mom, lots of cleaning and moving by my Dad, sailboat name tags on the door, and our own 3D sailboat in my class library. It soon got around that my room was one to go see!

A closed classroom door papered in shiny blue-green wrap on the top half (representing ocean) and brown on the bottom half (representing sand). Paper sailboats of different colors are taped onto the "ocean;" each has a student's name (not legible). Four yellow flip flops, with more labels, are taped to the "sand." At the top of the door, blue letters on a black paper background say: WELCOME ABOARD.

Door decorations for my first third grade classroom!

Classroom decor: life ring painting, handmade pilings,
fish and life ring pillows, sea creature lights, and 3D sailboat

A corner of a classroom, with shelves, plastic organizer boxes, a small carpet, a nest chair, in nautical theme.

Our Technology Integration Specialist, a NOAA Teacher at Sea Alumnus, visited my room and explained the program to me. The application was due on my birthday, less than a month from when I learned about the opportunity.

– – ⚓ – –

So, I applied in November 2017, 2018, and 2019. One year I just wasn’t selected, one year administrative input was not turned in on time, and other hiccups along the way. Then, my 2019 application was accepted, and I was over the moon in January 2020 to learn that I was a finalist. Of course, we all know what happened that March; and the 2020 and subsequent 2021 sailing seasons were canceled. Slowly, a few teachers were able to sail in the summer of 2022, and I was able to read their blogs from afar with the belief of everything happening for a reason.

My 2023 NOAA Teacher at Sea Assignment!

Now, it’s my turn! I will be sailing off the coast of California for two weeks on NOAA Ship Bell M. Shimada with members of the science team as part of the Integrated Ecosystem and Pacific Hake Acoustic Trawl Survey.

“For three decades, the Teacher at Sea program has helped teachers participate in annual NOAA research surveys conducted by our scientists. Teachers from around the country embark on a two to three week expedition at sea. They gain invaluable on-the-job experience and communicate their journey through a series of blogs and lesson plans.”
NOAA Teacher at Sea Blog: “Looking Back on 30 Years of Teachers at Sea”

I am so excited for this opportunity and experience after five and a half years of anticipation. So follow along, wish us fair winds and following seas, and as many schools of Pacific Hake as possible to sample from and research!

– From my king sized bed hotel room, and last night ashore:

Temporarily reassigned teacher, and sailor at heart.