red snapper – NOAA Teacher at Sea Blog

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!

July 28, 2026July 28, 2026

Cheyanne Vanderdonckt: Underway, July 27-28, 2026

NOAA Teacher at Sea

Cheyanne Vanderdonckt

NOAA Ship Oregon II

July 27 – August 12, 2026

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

Geographic Area of Cruise: Atlantic Ocean

Date: July 28, 2026

Latitude: 27° 04.803’ N

Longitude: 85° 14.792’ W

Weather Data from the Bridge: West winds 10 to 15 knots. Seas 2 to 3 feet. Waves west 3 feet at 4 seconds and south 1 foot at 8 seconds. A slight chance of showers and thunderstorms in the morning.

Science and Technology Log

For the first days of our journey, we will be traveling south from Pascagoula through the Gulf to the Straits of Florida. This means we will not be starting our survey work until later in the week. So for this post, I will be giving you some background information on the survey’s mission, our ship, and what I’ve learned about the maritime industry while staying in Pascagoula.

Mission

If you’ve ever been fishing you know that it is governed by very strict rules. There are short seasons when you are allowed to catch certain species, as well as limits on the number, sex, and size of fish you are allowed to take home. When it comes to fishing, it is important that we have an accurate picture of the health and abundance of fish stock to promote the health of our marine ecosystems. NOAA Fisheries plays an important part in this. The Shark/Red Snapper Bottom Longline Survey takes place in four stages/legs every year in late summer in the western North Atlantic Ocean. The team decides on specific areas to sample and they make records of everything they haul in. (More details on how this is done will come in later posts.) Because they visit the same region annually, the scientists can measure trends in the health and abundance of species across time.

NOAA Ship Oregon II

Our home and workplace for the next 17 days is NOAA Ship Oregon II. Its home port is Pascagoula, Mississippi where it was built at Ingalls Shipbuilding, which is still in operation today. This shipyard played an important role in World War II, as it built nearly 100 ships for the United States and British Royal Navy. Oregon II is 170 feet long. It has a beam (width at its widest point) of 34 feet and a draft (the distance from the waterline to the lowest part of the boat) of 14 feet.

You can follow Oregon II on Facebook at https://www.facebook.com/NOAAShipOregon2 to see the various types of missions its crew and scientists carry out throughout the year. If you would like to track Oregon II or any other NOAA vessel, you can use its unique identifiers (IMO Number 6728068 or MMSI Number 303976000) on a variety of marine vessel tracking websites.

For parents and teachers, this could be a great way to teach children about geography, transportation, and economics. You can “adopt” a ship and watch it travel the globe or track how long it takes a container of goods to travel to your nearest port from across the world. My hometown Baltimore, Maryland, has a “roll-on, roll-off” (Ro Ro Cargo) port that allows cars, trucks, farm equipment, and other vehicles to be driven right off the ships. Car-loving children might enjoy tracking how their favorite imported models arrive.

The image is a screenshot of the website Vessel Finder showing the location of Oregon II in the Gulf of Mexico along with other vessels in the vicinity. — Screenshot from vesselfinder.com

Maritime Career Focus: Shipbuilding

Are you interested in shipbuilding or know a student who is? While people zip around the world on airplanes, the majority of our goods still travel the way they have for millennia: on the water. Although technology changes, waterways are still vital for commerce and the demand for ships and those who build them is still strong. According to Fortune magazine, there is a shortage of 250,000 workers in the industry. Shipbuilding requires “workers from across nearly every skilled trade. Shipyards rely on welders, electricians, pipefitters, and machinists.”

The image shows a ship docked with cranes — Operations at Ingalls Shipbuilding in Pascagoula, Mississippi

Personal Log

The image shows Cheyanne Vanderdonckt standing in front of Oregon II at dock — Finally I get to see *Oregon II* up close! (Photo credit: William Tilley)

After spending two nights in Pascagoula, I boarded the ship Monday morning at 7:30. Although I was able to see the ship at the dock from the street the day I arrived, this is my first close up view of Oregon II. I have seen many pictures of it from the NOAA website and Teacher at Sea alumni blog posts, so it was kind of like meeting my favorite celebrity in person. I received a warm greeting from William (Will) Tilley, a NOAA fisheries biologist who has been my contact for pre-travel orientation. I was nervous about boarding and departure, but Will was so welcoming I immediately felt more at ease.

The first order of business was to find my stateroom (a bedroom on a ship) and get unpacked and settled in. Space is tight and I am sharing with another member of the science team, so tidiness is key. I received a mesh laundry bag with linens for my stay and made up my bed. I haven’t slept in a bunk bed since my days of sharing a room with my sister! I will be working the day shift (noon to midnight) and my roommate works the opposite shift so that we will each get time alone in the room.

The image shows bunkbeds and a storage cabinet in the stateroom — The stateroom has two berths (a bed on a ship) and storage space for our belongings. The “EEBD” (Emergency Escape Breathing Device) helps you breathe in case of fire evacuation. This card reminds me what signals I will hear in case of an emergency, where I should muster (meet up with my team), and what my task will be.

The image shows an orange box labeled EEBD with instructions for use — The stateroom has two berths (a bed on a ship) and storage space for our belongings. The “EEBD” (Emergency Escape Breathing Device) helps you breathe in case of fire evacuation. This card reminds me what signals I will hear in case of an emergency, where I should muster (meet up with my team), and what my task will be.

After moving into my stateroom, I met with members of the crew and the science team for orientations and safety briefings. There are other volunteers aboard ship — mostly undergraduate and graduate students — and they assured me I was in for a lot of fun. Everyone has been friendly and welcoming.

Without other duties for the day, I had plenty of time to explore the ship and enjoy the views. I found a shady spot on deck and read a book on my Nook. (I’m on my second book since I left Baltimore two days ago!) I did not bring any physical books in order to save on space, but the ship has a small library. If you’re a big reader like I am, you know how cool it is to see somebody else reading a book you love. I had a moment like that as I looked through the books and saw that there is a copy of Men Against the Sea, part of the Bounty Trilogy by Charles Nordhoff and James Norman Hall. This is a classic true story of endurance and survival at sea. Seeing a story I love in the library is another way that I feel welcomed to the ship.

close up view of the cover of an old trade paperback edition of Men Against the Sea by Charles Nordhoff and James Norman Hall. a price sticker in the lower corner reads $5.98. Cheyanne is holding the book up for the photo - we can just barely see her hand - in front of a well stocked bookcase. — A true find in the library of the ship’s lounge.

A great moment this afternoon was when I saw my first container ship on water. I turn into a little kid when I see big working ships. Soon after the big news story of the Evergreen Evergiven running aground and blocking the Suez Canal in 2021, we had our own container ship drama in Chesapeake Bay. The Ever Forward (also an Evergreen ship) ran aground off Pasadena, Maryland in 2022 and I insisted on an outing to go see it. (Did I mention I like boats?)

The image shows a pink cargo ship with shipping containers of various colors on deck with the water and they sky — A container ship came into view off the starboard deck.

Cheyanne and her husband, sweatshirt hoods pulled up over their hats, take a selfie in front of the water with a container ship positioned on the horizon just between the two of them — My husband and me in 2022 with *Ever Forward* aground in the background.

In the evening, I witnessed a beautiful sunset over the water, which I had been looking forward to all day. I tucked into the ship’s lounge with some other science volunteers to watch a movie and write. Since our shift ended at midnight, we all dipped into the generous stock of snacks in the mess (dining room). I was nervous about how I would sleep but the cool, dark, and the gentle rock of the ship helped me sleep like a rock. Then in the morning, I got to enjoy some delicious coffee to warm my teacher’s heart. Today will be another day underway and it’s rainy with some thunder and lightning so we are staying indoors.

The image shows a sunset over the water with light waves — Sunset on Monday, July 27, 2026 viewed from the starboard deck of *Oregon II*.

The image is of a window through which you can see water, the sky, and part of a throw ring — A view of the rainy weather from inside the ship’s lounge.

Did You Know?

Without roads, how do ships know how to get into port without running aground like our friend Ever Forward? Besides their charts and equipment, they also use a system of buoys called “lateral marks.” When leaving port, the ship will keep the green buoys to the starboard (right when facing the front of the boat) and the red buoys to port side (left side when facing the front of the boat). When returning, the colors will be reversed, giving way to a classic nautical mnemonic: “red right returning.”

The image shows a green buoy in the water with some land in the background — Leaving the port in Pascagoula we pass through the navigational buoys.

The image shows a red buoy in the water with some land in the background — Leaving the port in Pascagoula we pass through the navigational buoys.

August 29, 2022September 2, 2022

Maronda Hastie: Preparing for Teacher at Sea Aboard NOAA Ship Oregon II, August 28, 2022

NOAA Teacher at Sea

Maronda Hastie

Aboard NOAA Ship Oregon II

August 29, 2022 to September 14, 2022

Date: August 28, 2022

Mission: Shark/Red Snapper Bottom Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Introduction

Greetings from Atlanta, Georgia. Join me during my research on the NOAA Ship Oregon II in an expedition studying shark and red snapper. I am excited to board the ship in Cape Canaveral, Florida and head to the Gulf of Mexico for about 14 days. Be a part of my journey and interact through my blog.

I first learned about NOAA’s Teacher at Sea Program while at the Georgia Aquarium for a workshop two years ago. I immediately looked up more information & started the application process. Although I was accepted & thrilled to participate, Covid-19 delayed my departure. Please understand how frustrated I was as the world’s plans changed before my eyes! Normally I delete spam emails, but I did several searches to make sure I didn’t miss out on the email contacting me back to the original plan. I was so excited to finally get the news I’ve been waiting for that I did a happy dance.

In 2017 I was fortunate to participate in the Georgia Aquarium “Rivers to Reefs” program where educators spent one week testing water in the Altamaha River Watershed. We started in Atlanta and worked our way to Gray’s Reef National Marine Sanctuary off the coast of Savannah, Georgia. Our field experiences included a behind the scenes tour of the Georgia Aquarium, testing water in Shoals Creek on Glenwood Avenue, High Falls State Park in Jackson Georgia, canoe the Ocmulgee River where it meets the Oconee River, Sapelo Island Marine Institute, and Skidaway Island Marine Science Center. This experience opened my eyes to more opportunities for my students and enlightened me on how humans effect the environment. I immediately worked on developing student project presentations and fieldtrips the next school year. I love seeing the “Aha” moments and taking my students to Skidaway Island and other places around the world. I get just as excited as them when they figure out things work.

a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop. Title: Shoals Creek on Glenwood Avenue. "Our 1st data collection stop was Shoals Creek on Glenwood Avenue in Dekalb County. We observed our surroundings, discussed the difference between invasive and nonnative species, described watersheds and environmental concerns, completed projects to share with our students, and collected water samples." — Georgia Aquarium Rivers to Reefs Program in 2017 Shoals Creek

a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop. — GA Aquarium Rivers to Reefs Program 2017 High Falls Park

While studying Math & Computer Science at Savannah State University, I spent a lot of time in the Marine Biology building working on projects, catching small crabs at the school’s dock, walking to the docks at Thunderbolt, and Tybee Island collecting samples. This allowed me to relax, rejuvenate, learn about the environment and be creative. Now I challenge my students and people around me to do the same. Currently I teach Algebra, Geometry & Pre-Calculus and would like to incorporate more cross-curricular projects with my students.

a collage of photos of students visiting the Georga Aquarium. — Field trip with McNair High Students 2022

a student stands at a black table near a sample tray and laminated instruction sheets. She smiles down a small fish she holds in her gloved right hand. — Mariah was all smiles while she examined the fish at Skidaway Island Marine Science Center 2019

a group of students stands around a specimen bin in a lab setting. several of them hold containers of water and reach in to remove specimens. — Students Examine Samples at Skidaway Island Marine Science Center 2019

Upcoming Surveys in the Gulf of Mexico

My work hours will be from 12pm – 12am leaving from Cape Canaveral & headed to the Gulf of Mexico aboard the NOAA Ship Oregon II. I am excited to work with all types of sharks & red snapper along the way. Listen, if I pull a shark from the tail will it try to bite me? How close do I need to be? How long can the fish be out of water while I carefully examine it & put back in the ocean? What will I use all this information for? Are you trying to make me shark meat? Which statistic will I increase? What if a hurricane approaches, do I need to record that too or leave town? Soon I will find out. Let’s get started!

What did the faculty & students have to say before I depart?

Last week students & faculty members had something to say about this exciting journey I will participate in with NOAA. I am honored to carry the torch for the Teacher at Sea Program this year and proudly immerse myself in the entire experience. Check out what a few people had to say.

Student Da’Vaughn T. : “I would like field trips such as helping the marine life and be able to visit underwater animals.”

Math Instructional Coach Eboni Arnold: “Science research can help students at McNair High School by enhancing their critical thinking skills, mathematical competency as well as gain an in-depth knowledge of science based real life practical skills to enhance their learning. Environmental issues are related to STEAM because the more students and educators know about the environment, they are able to raise awareness of the importance of being environmentally safe and protecting our society through learned experiences. Everyone can benefit from this amazing experience through Ms. Hastie sharing her blogs, notes, her own experiences, and the connections she will make with her students, colleagues, and within McNair High School. Ms. Hastie is an excellent choice for this opportunity because she always connects real-life opportunities to her classroom instruction. She provides opportunities for students to experience life outside the classroom through field trips and project-based learning.”

Principal Dr. Loukisha Walker:

Principal Dr. Loukisha Walker

“Hello, my name is Dr. Loukisha Walker and I am a proud principal of Dr. Ronald E. McNair High School in Atlanta, Georgia. I would like to speak on why Ms. Hastie is the perfect choice for the Teacher at Sea Program.

“For Ms. Hastie, this opportunity is simply an extension of prior and current activities that she has used to expose students to opportunities and programs that would otherwise be out of reach for our students. This allows students to broaden their scope of possibilities for careers and even travel. Ms. Hastie, in addition to all of these things, is an avid blogger, project creator, and loves to communicate what she has learned to students to give them wisdom and insight, though they did not experience it first hand. For this reason and others, Ms. Hastie is simply the perfect choice for the Teacher at Sea Program. I know that Ms. Hastie, and her work ethic, and the way she pays attention to detail, she will take all of that information and bring it back to our students and make sure that she relays that information to them. She’s gonna talk about how exciting it is for them. She’s going to even speak on just her experience for being at sea for so many days. So with all of those things in mind, Ms. Hastie is going to not only do an amazing job while she’s at sea for 15 days, but she’s going to record, she’s going to continue to blog while she’s there, she’s gonna take a ton of photos and she’s going to come back and make sure our students experience it as if they were there with her.

“This is Ms. Hastie, this is her work ethic, and we’re so proud of her and we know she’s going to do an amazing job with the Teacher at Sea Program. Congratulations once again, Go Mustangs, and we are proud of you.“

Assistant Principal of Attendance & Testing, Dr. Barbara Long:

Assistant Principal of Attendance & Testing, Dr. Barbara Long

“Good afternoon, my name is Dr. Barbara Long. I serve as the assistant principal of attendance and testing at the fantastic Dr. Ronald E. McNair High School. We are so proud of Ms. Maronda Hastie and all that she is going to learn, do, and share when she returns from this amazing adventure. Science research can benefit our students at Dr. Ronald E. McNair High School in multiple ways. Number 1, it will surely help to develop our students’ problem solving, analytical, and critical thinking skills. Hopefully students will engage in actionable research projects following this pursuit and partner and collaborate with others to devise solutions to these real life problems and ultimately benefit the communities in which we live. So I’m looking forward to the engagement, activities, and application of the real science for our students. Proud to be a leader here.”

Art Teacher Debra Jeter:

Art Teacher Debra Jeter

“There’s something that’s universal about science research that could not only benefit the students at McNair, but benefit anyone to know what’s going on around us. How else can we, you know, contribute or help or even understand and live in this world if we don’t have some understanding of, you know, what’s going on around us. And the ocean is so important to us. And I think Ms. Hastie is a great choice for this, because not only has she been well traveled, but she has a great interest in science research and the environment.

“And not only that, but she does the most, you know? Like, she’ll be in there, following them and asking questions and writing it down and making sure she bring it back and share with McNair. And so many of these environmental issues are related to STEAM, too, which is a big concern for all the teachers at McNair, because environmental issues, as global warming continues, is gonna be vital for us all to understand how we can contribute to making our environment more peaceful. And not so hostile, and, you know, so many species are going extinct, if we just let this continue, we might be extinct too. And I’m sure that she’s gonna benefit… We’ll all benefit from her experience of being out there. I can’t wait to hear her stories and see her photos. I’ve been on journeys with her before she’s a marvelous… She know how to find places and go places and do things, she’s very capable. It’s gonna be fascinating just to hear her second-hand stories of what she found and how we can help make the world a better place.”

Business & Technology Teacher Wanda Charles-Henley

“Hello, my name is Wanda Charles-Henley and I’m a business teacher here at McNair High School. And I’d like to answer question number two: how and why is Ms. Hastie a good choice for this opportunity? I think Ms. Hastie is a perfect candidate for this opportunity because she’s always willing to go above and beyond for not only the students here at McNair, but also the staff members. She’s always willing to lend a helping hand. As a new teacher here, she was the first one to come and say she would teach me some of the new programs ’cause I’d been out of education for a while. She’s always one of the last teachers to leave the building. So she has a number of programs that she has coordinated for the students, exposing them to a lot of the opportunities outside of school. She also has the Chick-fil-A Leadership Program. She’ll coordinate activities for the students such as skating, coordinate activities such as environmentally cleaning up the Chattahoochee River. She’s always coming up with innovative ways to get the students involved. And I just think she will be an excellent candidate, and she is an outstanding teacher, and I can’t wait to see what she brings back to McNair High School and all the information she’s gonna share with us. Go Ms. Hastie!”

Culinary Arts Teacher Chef Leslie Gordon-Hudson:

Culinary Arts Teacher Chef Leslie Gordon-Hudson

“Okay, my question that I will be answering is how and why is Ms. Hastie a good choice for this opportunity… Ms. Hastie is a good choice for this opportunity, ’cause she is one teacher, I know, that will go out and get the resources and the information and bring it back not just to her math class, but in the entire school and engage the entire school, and whatever the idea is or the project or the learn resource or whatever the systems that she learned, that’s why I think she’s a great choice for this program.”

Student Dieynabou D.:

Student Dieynabou D.

“I believe that everyone can benefit from this great experience because it will provide excellent exposure into many things, including careers into oceanography. As a student leader, and a member of the National Beta Club here at McNair High School, I’m looking forward to creating community service activities that are involved with the environment.”

And here’s what I have to say:

Teacher at Sea Maronda Hastie

“Hi, my name is Maronda Hastie. I am a representative of McNair High School in DeKalb County, Georgia. I am so excited to have been selected to be a part of the Teacher at Sea Program. I first heard about it at the Georgia Aquarium, and it is a program from NOAA, the National Oceanic and Atmospheric Administration. So I’m excited that I’m gonna be studying shark and red snapper (hope the shark doesn’t eat me!) but I’m excited about studying the shark, because once I do all of my research for a few weeks, I get to bring it all back and I will share it with my colleagues, I will share it with my students, and I will share it with the community. So I feel like my job is to just spread the information about oceanic opportunities, as well as opportunities for the students to know about more careers, more field trips, more hands-on activities in the classroom. So I’ll develop a few lessons, so although I teach math, we can do interdisciplinary projects, so I’ll be working with, say, the science teacher, I work with the art teacher, I work with any teacher who would like to create lessons with me, so that we can, you know, expose our children. So I’m excited.“

September 23, 2019

Kathy Schroeder: Sharks, Sharks, and More Sharks! September 23, 2019

NOAA Teacher at Sea

Kathy Schroeder

Aboard NOAA Ship Oregon II

September 15-October 2, 2019

Mission: Shark/Red Snapper Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Date: 9/23/19

Weather Data from the Bridge (at beginning of log)

Latitude: 28.07
Longitude: 93.27.45
Temperature: 84°F
Wind Speeds: ESE 13 mph
large swells

Science and Technology Log

9/21/19-We left Galveston, TX late in the afternoon once the backup parts arrived. After a few changes because of boat traffic near us, were able to get to station 1 around 21:00 (9:00 pm). We baited the 100 hooks with Atlantic Mackerel. Minutes later the computers were up and running logging information as the high flyer and the 100 hooks on 1 mile of 4mm 1000# test monofilament line were placed in the Gulf of Mexico for 60 minutes. My job on this station was to enter the information from each hook into the computer when it was released and also when it was brought onboard. When the hook is brought onboard they would let me know the status: fish on hook, whole bait, damaged bait, or no bait. Our first night was a huge success. We had a total of 28 catches on our one deployed longline.

Kathy and red snapper — *NOAA TAS Kathy Schroeder with a red snapper caught on the* Oregon II

We caught 1 bull shark (Carcharhinus leucas), 2 tiger sharks (Galeocerdo cuvier), 14 sharp nose sharks (Rhizoprionodon terraenovae), 2 black tip sharks (Carcharhinus limbatus), 7 black nose sharks (Carcharhinus acronotus), and 2 red snappers (Lutjanus campechanus). There were also 3 shark suckers (remoras) that came along for the ride.

sandbar shark — *Sandbar shark – no tag.* Oregon II

I was lucky to be asked by the Chief Scientist Kristin to tag the large tiger shark that was in the cradle. It took me about 3 tries but it eventually went in right at the bottom of his dorsal fin. He was on hook #79 and was 2300mm total length. What a great way to start our first day of fishing. After a nice warm, but “rolling” shower I made it to bed around 1:00 am. The boat was really rocking and I could hear things rolling around in cabinets. I think I finally fell asleep around 3:00.

9/22- The night shift works from midnight to noon doing exactly what we do during the day. They were able to complete two stations last night. They caught some tilefish (Lopholatilus chamaeleonticeps) and a couple sandbar sharks (Carcharhinus plumbeus). My shift consists of Kristin, Christian, Taniya, and Ryan: we begin our daily shifts at noon and end around midnight. The ship arrived at our next location right at noon so the night shift had already prepared our baits for us. We didn’t have a lot on this station but we did get a Gulf smooth hound shark (Mustelus sinusmexicanus), 2 king snake eels (Ophichthus rex), and a red snapper that weighed 7.2 kg (15.87 lbs). We completed a second station around 4:00 pm where our best catch was a sandbar shark. Due to the swells, we couldn’t use the crane for the shark basket so Kristin tried to tag her from the starboard side of the ship.

We were able to complete a third station tonight at 8:45 pm. My job this time was in charge of data recording. When a “fish is on,” the following is written down: hook number, mortality status, genus and species, precaudal measurement, fork measurement, and total length measurement, weight, sex, stage, samples taken, and tag number/comments. We had total of 13 Mustelus sinusmexicanus; common name Gulf smooth-hound shark. The females are ovoviviparous, meaning the embryos feed solely on the yolk but still develop inside the mother, before being born. The sharks caught tonight ranged in length from 765mm to 1291mm. There were 10 females and 3 male, and all of the males were of mature status. We took a small tissue sample from all but two of the sharks, which are used for genetic testing. Three of the larger sharks were tagged with rototags. (Those are the orange tags you see in the picture of the dorsal fin below).

measuring a shark — *Taking the three measurements*

king snake eel — *King snake eel caught on a longline.*

Personal Log

I spend most of my downtime between stations in the science dry lab. I have my laptop to work on my blog and there are 5 computers and a TV with Direct TV. We were watching Top Gun as we were waiting for our first station. I tried to watch the finale of Big Brother Sunday night but it was on just as we had to leave to pull in our longline. So I still don’t know who won. 🙂 I slept good last night until something started beeping in my room around 4:00 am. It finally stopped around 6:30. They went and checked out my desk/safe where the sound was coming from and there was nothing. Guess I’m hearing things 🙂

Shout out! – Today’s shout out goes to the Sturgeon Family – Ben and Dillon I hope you are enjoying all the pictures – love Aunt Kathy

July 29, 2019July 30, 2019

David Madden: Otolithia and The Tragedy of the Commons, July 27, 2019

NOAA Teacher at Sea

David Madden

Aboard NOAA Ship Pisces

July 15-29, 2019

Mission: South East Fishery-Independent Survey (SEFIS)

Geographic Area of Cruise: Atlantic Ocean, SE US continental shelf ranging from Cape Hatteras, NC (35°30’ N, 75°19’W) to St. Lucie Inlet, FL (27°00’N, 75°59’W)

On board off the coast of North Carolina – about 45 miles east of Wilmington, NC (34°18’ N, 77°4’ W)

Date: July 27, 2019

Weather Data from the Bridge:

Latitude: 34°18’ N
Longitude: 77°4’ W
Wave Height: 3-4 feet
Wind Speed: 6.68 knots
Wind Direction: 42°
Visibility: 10 nm
Air Temperature: 28.0°C
Barometric Pressure: 1022.4 mb
Sky: Partly cloudy

Science and Technology Log

Today, with the help of friends Zeb and Todd, I’d like to take a deep dive into the mission of this cruise. Starting with the fish work up process aboard Pisces, first explained in blog #3. Below is a picture flowchart I drew up to help visualize what’s going on.

NOAA Fish Protocol (color) — NOAA SEFIS Fish Survey Protocol

This sequential process is rather straight forward following steps 1-8, rinse (the gear) and repeat. It’s the before and after; what comes before step 1 and after step 8, that’s important; How and where is the data used. If you follow along into steps 9, 10, 11… you start with the laboratory analysis of the biological samples – otoliths and gonads – used to age the fish, and determine reproductive activity and spawning seasons, respectively. This information is vital to proper management of fisheries. Here’s why.

This cruise, and SEFIS in general, originally came into existence because of red snapper. Scientists determined around 2009 that the red snapper population in the SE Atlantic was at historically low levels. Strict regulations were put in place to help the species rebound. This on its own was a good measure, but only one step. In order to assess the effect of the regulations, scientists would have to monitor the abundance of red snapper in the region. However, charting changes in abundance would not be enough with this species (or with many others) due to the nature of its life cycle and reproduction. See, all populations have a natural age structure balance. This includes species specific traits – like its survivorship curve (how likely it is for an individual to die at different points in their life – for red snapper and many other reef-associated species it’s incredibly high at their larval and juvenile stages). It also includes pertinent developmental characteristics such as when the species is reproductively mature. Like many similar fish, older, mature red snapper have greatly increased reproductive potential, also known as fecundity. So while the population has been bouncing back in terms of numbers, the number of older, mature, more fecund fish is still considerably lower than historical levels; thus the population is still recovering. *this information is gathered from the data collected by scientist here on our SEFIS mission, and others like them.

The next step is to share this data with other scientists who will then, in conjunction with other information on the species, analyze the data and bring the results and conclusions of their analyses to policy makers (FYI, the government is moving towards making governmentally gathered scientific data available to the public). Discussion ensues, and climbs the political decision-making-ladder until allowable catch regulations are determined. Florida fishers, check here for your current snapper regulations or maybe this Fish Rules app will help. Fish safe, my friends!

Morning Crew — Morning crew: Mike, Dave, Brad, Me, Todd, Oscar the Octopus, Mike, Zeb

Macabre medieval cutlery? Or otolith extraction gear?

Ultimately this is a tricky and tangled issue of sustainability. Commercial fishermen are understandably upset, as this can threaten their livelihood. Although real, this concern is inherently short sighted, as their long term earnings depend on healthy and robust populations, and ecosystems. The difficult part is to gather the necessary scientific data (very challenging, especially for marine organisms) and marry that to the many financial, social, and political concerns. Comment below with thoughts and suggestions. And while you’re at it, here’s a lovely and quick (fish-related) tutorial overview of this situation in general – the tragedy of the commons – and the challenges of managing our resources.

A quick note about otoliths. Within the fish processing protocol (above) – the most satisfying part is otolith extraction. On board competitions abound: people vie for first chair (the spot in the lab that’s the coolest and best lit) and for the sharpest knives and scissors. Much like a wild west showdown, most important is fastest extraction times. Dave H opts for the classic chisel-through-the-gills technique, while the rest of us opt for the saw-through-the-skull-with-a-knife-and-crack-the-head-open-just-behind-the-eyes technique. While Brad looks to perform the “double-extraction” – both otoliths removed in the tweezers at the same time, I look to perform the please-don’t-slice-my-hand-open extraction. The quest for otoliths is usually straight forward. But sometimes an ill-sliced cut can leave you digging for the tiny ear bones forever.

This leaves us with: Why otoliths? These tiny little ear bones help function in the fish’s vestibular system. That’s a fancy way of saying the balance and orientation system of the fish. They help vertebrates detect movement and acceleration, and they help with hearing. These little bones help you determine your head and body orientation – turn your head sideways, it’s your otoliths who will send the message. All vertebrates, including you, gentle reader, have them. This makes me wonder if folks with exceptional balance and proprioception and court awareness have bigger otoliths? Fish requiring more balance, those that sit and wait to hunt vs. those that swim predominantly in straight lines, have bigger otoliths.

Otoliths are made of layered calcium carbonate (side question – does ocean acidification impact otolith formation? Like it does with other calcium carbonate structures in the ocean?) The fish secretes new layers as it ages: thicker layers during good times, thinner layers during lean times – correlated with summer and winter seasonality – just like with tree rings. Once you dig out the otoliths, they can be analyzed by on-shore scientists who slice ‘em in half and take a really thin slice, deli-meat-style. Voila! You can then count up the rings to tell how old the fish is.

Fish Otolith — From Andrews et al 2019, published in the Journal of Marine and Freshwater Research: Illustration of a red snapper (top right), a photo of a red snapper otolith (top left), and an image of a cross-section of that otolith (bottom) http://www.publish.csiro.au/MF/fulltext/MF18265

cod otolith — From Hardie and Hutchings 2011, published in the journal Arctic: A cross-section of the sagittal otolith of an Atlantic cod.

Retrieved from https://www.researchgate.net/publication/255711740_The_Ecology_of_Atlantic_Cod_Gadus_morhua_in_Canadian_Arctic_Lakes

Black sea bass otoliths with fingers for size comparison. Photos from Dave Hoke

Fish Count July 25th — Yesterday’s Fish Count.

Personal Log:

I’ve been continuing my work aboard the Pisces. Lately the focus has been on conversations with scientists and ship personnel. The source of most of today’s blog came primarily from conversations with Zeb and Todd. They were both super helpful and patient in communicating the goals and mission of this cruise and SEFIS. I’m also trying to contribute some things that might be useful to the NOAA scientists after the cruise is completed, and things that will be helpful to my students now and during the school year – like the drawings and diagrams, along with some upcoming videos (topics include: CTD color and pressure, Underwater footage featuring a tiger shark and hammerhead shark, Waves, All Hands on Deck, and a general cruise video).

The food and mood of the cruise continues to be good. * note: my salad eating has taken a hit with the expiration of spinach and leafy greens – it’s amazing they lasted as long as they did – the stewards, Rey and Dana, are amazing!

General Updates:

The other night I had my first bit of troubled sleeping. The seas were roaring! Actually, just about 6 feet. But it was enough to rock the boat and keep me from falling asleep. It was almost a hypnic jerk every time the ship rolled from one side to the other. Special sensations for when my head dipped below my feet.
Two more book recommendations: a. Newberry Book Award Winner: Call it Courage, by Armstrong Sperry. I loved this book as a little boy. I did a book report on it in maybe the 2^nd or 3^rd grade. I spent more time drawing the cover of the report than I did writing it. B. A few years ago I read The Wave, by Susan Casey. Great book about the science of waves and also the insane culture of big wave surfers.
I haven’t seen all that much lately in terms of cool biodiversity. The traps did catch some cute swimming crabs, a lionfish, and a pufferfish. * more below.
Zeb won the Golden Sombrero Award the other day. This is a momentous achievement awarded to a chief scientist after six consecutive empty fish traps!
Lauren crafted us an extra special tie-dye octopus named Oscar. He’s wearing the Golden Sombrero in the photo above.
Only 2.5 days till I’m back home. Can’t wait to see my family.

Neato Facts =

Back to general update #3 and today’s neato fact. Both lionfish and pufferfish are toxic. But are they poisonous? Or venomous? Wait. What’s the difference? Both poisons and venoms are characterized as toxins, and often they are used interchangeably. The distinction lies in the means of entry into your body. Venoms get into you via something sharp – you’re either bitten with fangs or stung with stingers or spines. Examples include our friend the lionfish, snakes, and bees. Poisons, conversely, get into you when you eat it. Examples include pufferfish, poison dart frogs,

Here’s a simple way to remember: Injection = Venom, Ingestion = Poison. Click these links for interesting lists of poisonous animals, poisonous plants, and venomous animals.

Lionfish and Pufferfish — Lionfish (Venomous) and Pufferfish (Poisonous). Injection = Venom, Ingestion = Poison http://www.peakpx.com/487337/lion-fish-and-blue-puffer-fish

Please let me know if you have any questions or comments.