Primary longline stations are indicated in purple. The red line represents the path the Oregon II.
Weather Data from the Bridge:
Latitude: 28 02.2N
Longitude: 96 23.8W
Wind speed: 13 Knots
Wind direction: 080 (from North)
Sky cover: Broken
Visibility: 10 miles
Barometric pressure: 1014.1atm
Sea wave height: 2 feet
Sea Water Temp: 30.6°C
Dry Bulb: 28.1°C
Wet Bulb: 25.3°C
Science and Technology Log:
After a long two day cruise to the southern tip of Texas, we finally started fishing. I learned quickly that everyone has a job, and when you are done with your job, you help members of your team complete their tasks. The coordinates of all of the survey locations are charted using a program called Novel Tec, and once the captain has determined that we have reached our designated location, the fun begins. To deploy the longline there are many important responsibilities that are delegated by the Chief NOAA Scientist.
Baited hooks
#1- All scientists work together to bait 100 hooks with mackerel (Scomber scombrus).
High-Flyer deployment
#2- High-Flyer Release – Once the long line has been attached to the high-flyer, it is released from the stern of the boat. The high-flyer consists of a buoy to keep it above water, and a flashing light, so we know the exact location of the beginning of the longline.
Attaching a weight and TDR
#3 Weight Attachment – A NOAA fisherman is responsible for attaching the weight at the appropriate distance, based on the depth of that station to ensure the gear is on the sea floor. This also keeps the high-flyer from drifting. Alongside the weight, a TDR is attached to the line, which records temperature and depth.
Each baited hook is identified with a number.
#4 Numbering of baited hooks – After the first weight goes out, one by one the gangions are numbered and set over the edge of the ship, but not let go. A gangion consists of a 12ft line, a baited hook, and hook number.
Attaching the Hooks
# 5 Hook Attachment – A NOAA fisherman will receive one gangion at a time, and attach it to the line. Another weight is attached to the line after 50 hooks have been deployed, and once all 100 hooks are deployed the final weight is attached. Then the line is cut, and the second high-flyer is attached and set free to mark the end of the survey area. This process goes fairly quickly, as the longline is continuously being fed into the water.
Data Collection
#6 Data Collection – Each piece of equipment that enters the water is recorded in a database on the computer. There should always be 2 high-flyers, 3 weights, and 100 gangions entered into the database.
Scrubbing buckets
#7 Bucket Clean-up – The buckets that were holding the baited hooks need to be scrubbed and prepared for when we haul the line back in.
Once all of the gear is in the water we wait for approximately one hour until we start to haul back each hook one by one. The anticipation is exciting to see if a shark or other fish has hooked itself.
This image illustrates what the longline, including all the gear, would look like once completely placed in the water. (Image courtesy of Stephan Kade, 2018 Teacher at Sea).
Personal Log
I would say that my body has fully adjusted to living at sea. I took off my sea sickness patch and I feel great! Currently, Tropical Storm Gordon is nearing to hit Mississippi this evening. We are far enough out of the storm’s path that it will not affect our fishing track. I am having the time of my life and learning so much about the Oregon II, sharks, and many other organisms that we’ve seen or caught.
This sharksucker (Echeneis nautratus) was sucking on a blacktip shark that we caught. He instantly attached to my arm to complete his duty as a cleaner fish.
Did you know?:
William Osborn (1st Engineer) and Fred Abaka (3rd Engineer).
NOAA Ship Oregon II creates freshwater via reverse osmosis. Sea water is pumped in and passed through a high pressure pump at 1,000psi. The pump contains a membrane (filter), which salt is too big to pass through, so it is disposed overboard. The clean freshwater is collected and can be used for showering, cooking, and drinking. In addition to creating freshwater, the engineers are also responsible for the two engines and the generators.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 24, 2018
Weather Data from the Bridge
Conditions at 1705
Latitude: 29° 15.17’ N
Longitude: 86° 11.34’ W
Barometric Pressure: 1014.82 mbar
Air Temperature: 31.2° C
Sea Temperature: 32.6° C
Wind Speed: 2.44 knots
Relative Humidity: 57%
Science and Technology Log
Life at sea provides fathoms of real-life examples of the nonfiction text structures I teach my students to identify: description, order and sequence, compare and contrast, fact vs. opinion, problem-solution, cause and effect, and several others.
While on the Oregon II, I was very fortunate to observe a dive operation that took place.
Here’s how an account of the dive operation might read for my elementary school students. Embedded in the text, I’ve included opportunities for developing readers to use context clues, to notice words that signal order/sequence (first, next, then…), to notice words that signal compare and contrast (similar, unlike), etc.
A ‘diver down’ scuba flag on the Oregon II.
Today’s lesson: Problem-Solution.
Problem: Sometimes, the hull (or watertight body) of a vessel can become encrusted with marine life such as algae or barnacles. This is called biofouling. To prevent biofouling, underwater surfaces are inspected and cleaned regularly. To further prevent creatures from making the body of the Oregon II their home, the hull is painted with a special anti-fouling paint.
Occasionally, man-made materials, like rope and fishing gear, can get tangled in the equipment that sits below the surface of the water, such as the rudder or propeller.
Underwater GoPro camera footage suggested that a piece of thick plastic fishing line (called monofilament) was near the Oregon II’s bow thruster. The bow thruster, located in the front of the ship, is a propulsion device that helps to steer the ship to the port (left) or starboard (right) side. This makes navigating and docking the 170-foot ship easier. When the powerful bow thruster is engaged, the entire ship rumbles, sounding like a thunderous jet soaring through the sky.
Something like entangled fishing line is problematic for navigation and safety, so the line must be removed if found. Because the bow thruster is located beneath the water’s surface, this task cannot be completed while on the ship. So how can the crew remove any tangled line and inspect the hull for damage?
Solution: Divers must swim under the ship to inspect the hull. If fishing line is suspected, divers can investigate further. This opportunity to “inspect and correct” allows them to take a closer look at the hull. If fishing line or other damage is found, divers cut away the line and report the damage. Routine hull inspections are part of regular ship maintenance.
Led by Divemaster Chris Nichols, also the Oregon II’s Lead Fisherman and MedPIC (Medical Person in Charge), the team gathered on the bridge (the ship’s navigation and command center) to conduct a pre-dive safety briefing. Nichols appears in a white t-shirt, near center.
The entire process is not as simple as, “Let’s go check it out!” NOAA divers must follow certain rules and safety regulations.
First, the Oregon II’s dive team developed a Dive Operations Plan to investigate the bow thruster and hull. Dive details were discussed in a pre-dive briefing, or meeting. The Diving Emergency Assistance Plan (DEAP) was reviewed and a safety checklist completed.
The team prepared to send two divers, Lead Fisherman (LF) Chris Nichols and Navigation Officer Ensign (ENS) Chelsea Parrish, to inspect the bow thruster and remove any fishing line if needed. For this task, they carried scrapers and line-cutting tools.
To prepare for the dive operation, ship navigation plans were made. Equipment beneath the boat was secured. This ensured that the divers would be kept safe from any moving parts such as the propeller or rudder.
Next, announcements were made before and after the dive to notify the entire ship that divers would be entering and exiting the water. That way, everyone on board knew to stop any fishing activity and avoid putting fishing gear in the water.
To let nearby vessels know that divers are in the water, two flags are hoisted. The scuba flag (red and white) indicates “diver down,” and the International Code of Signals flag ‘Alfa’ (blue and white; sometimes spelled ‘Alpha’) lets other vessels know that the ship is engaged in a dive operation. This tells other vessels to ‘keep well clear at slow speed’.Maritime communication flags are stored on the bridge. Learn your A, B, Seas: https://en.wikipedia.org/wiki/International_maritime_signal_flags
During the pre-dive briefing, procedures were reviewed and agreed upon. If needed, clarifying questions were asked to make sure that everyone knew and understood exactly what to do. This was similar to the ‘Checking for Understanding’ that I do with my students after giving directions.
Then the team agreed upon a dive time and a maximum diving depth. In this case, the team planned to dive a maximum of 25 fsw (feet of sea water). The surrounding water was about 160 feet deep.
A smaller, 18-foot rigid rescue boat was launched from the Oregon II, prepared to assist the divers in the water if needed.
On the deck of the Oregon II, a Topside Supervisor and Line Tender kept watchful eyes on the divers. Chief Boatswain (pronounced “boh-suhn”) Tim Martin was the standby diver, prepared to provide immediate assistance to the other divers if needed.
Before entering the water, the divers checked one another’s gear for safety.Potential risks and hazards, such as currents, obstacles, and dangerous marine life, were identified ahead of time. Multiple solutions were in place to minimize or eliminate these risks. Checking equipment before entering the water ensures that divers are prepared.
As the divers prepared to enter the water, the rest of the team was equally well prepared with checks, double-checks, back-up plans, communication, and contingency (emergency) plans. Hopefully, emergency plans are never needed during a dive operation, but just in case, everyone was well-trained and prepared to jump into action.
Plans for entry into the water and exit from the water were reviewed in the pre-dive briefing. In this case, Lead Fisherman Chris Nichols entered the water with an entry method called a Giant Stride.Ensign Chelsea Parrish enters the water with a Giant Stride. An exit plan, plus two back-up exit options, were also reviewed beforehand. If needed, the divers had three possible ways to exit the water.
The water was calm and the weather fair. The divers signaled to the ship that they were OK in the water, and slipped beneath the surface. Soon, the only trace of them was a lighter blue trail of bubbles.
The divers are OK and ready to dive. For breathing under water, the divers used compressed air in tanks. Because this was open circuit scuba (self-contained underwater breathing apparatus) equipment, air bubbles could be seen in the water once they disappeared beneath the surface.As divers descended, air bubbles could be seen beneath the surface. For safety, a Reserve Air Supply System (RASS) was also worn by each diver.
This was a working dive. Unlike recreational diving, this was not the time for the divers to leisurely swim and explore, but to follow the plan precisely. To communicate with each other under water, hand signals were used.
The dive was an opportunity to inspect the hull. Divers checked fore (front, toward the bow of the ship) and aft (rear, toward the stern of the ship). Photo credit: Ensign Chelsea Parrish, NOAAThe bow thruster looked fine…no fishing line nearby! Photo credit: Ensign Chelsea Parrish, NOAAThe dive was an opportunity to inspect the hull. Divers checked fore (front, toward the bow of the ship) and aft (rear, toward the stern of the ship). All looked well! Photo credit: Ensign Chelsea Parrish, NOAAWhile in the water, the divers also practiced a ‘sick diver’ drill to rehearse what to do if a diver needed medical attention. Similar to a fire drill or other safety drill, but performed in the water, this was one of several drills performed on the Oregon II.After the dive was completed, a post-dive briefing was held to review and critique the dive operation. The dive team discussed how the dive actually went, in comparison to the dive plan. This was similar to the reflection I do after teaching lesson plans.
The divers reported back on the condition of the bow thruster and hull, as well as the dive conditions. They discussed their equipment, the undercurrent, and how they felt while under the pressure of the water. Dive data was collected from each diver and recorded on a form. The divers reached a depth of 21 feet.
Success! After inspecting the hull, the divers reported that they didn’t see any fishing line on the bow thruster or damage to the hull. Instead, they saw some small fish called jacks and some moon jellies drifting by.
Finally, the scuba equipment is removed and rinsed with fresh water. Once dry, it will be carefully stowed away until the next dive.
Dive operations don’t happen often on the Oregon II. Normally, the team practices and performs their dives in a swimming pool in Mobile, Alabama. This dive near the Florida Keys was the first at-sea operational dive in two years as a full team—a rare and exciting treat to witness!
Personal Log
This reflection captures my own dive into the world of longline fishing. Switching roles from educator to student, this is also where I transition from writing for my students to writing for my peers and colleagues.
Gloves for handling bait (left) and grippy gloves for handling live fish (right)
Every time I attempt something brand new, some optimistic part of me hopes that I’ll be a natural at it. If I just try, perhaps I’ll discover some latent proclivity. Or perhaps I’ll find my raison d’être—the reason why I was placed on this planet.
So I try something new and quickly recognize my naïveté. Many of these new skills and sequences are difficult, and I’m slow to master them. I compare my still-developing ability to that exhibited by seasoned veterans, and I feel bad for not grasping it quickly.
Spoiler alert: Longline fishing may not be my calling in life.
Life on and around the water, however, suits me quite well. As I’ve acclimated to life on a ship, the very act of being at sea comes naturally. Questions and curiosity flow freely. An already-strong appreciation for the water and its inhabitants deepens daily. And while I may not learn new concepts quickly, I eventually learn them thoroughly because I care. This journey has been a culminating opportunity in which I’ve been able to apply the nautical knowledge and marine biology fun facts I’ve been collecting since childhood.
Much of the daily work is rote, best learned through repetition, muscle memory, and experience. Very little of it is intuitive or commonsense, and my existing nautical know-how isn’t transferable to the longline gear because I’ve never handled it before.
The tops of two high flyersBuoys and snap clipsAdditional buoys are sometimes added to the mainline.At first, making sense of the various steps and equipment used in longline fishing felt like a jumbled, tangled barrel of gangions.
At any point during my twelve hour shift, I’m keeping track of: the time, several other people, several locations on the ship, my deck boots (for working outside), sneakers (for walking inside), personal flotation device (PFD), sun hat, hard hat, bait gloves (for setting bait on hooks), grippy work gloves (for handling equipment and slippery, slimy fish), water bottle, camera, and rain gear…not to mention the marine life and specialized equipment for the particular task we’re performing.
The longline gear is deployed off the stern.
Somewhere, Mr. Rogers is feeding his fish and chuckling with approval every time I sit down to swap out my deck boots several times a day.
Swapping out my sneakers for deck boots…again.
There’s a great deal of repetition, which is why it’s so frustrating that these work habits haven’t solidified yet. It should be predictable, but I’m not there…yet. Researchers believe it takes, on average, more than two months before a new behavior becomes automatic. Maybe I’m being hard on myself for not mastering this in less than two weeks.
Unlatch the door. Relatch the door. Fill water bottle. Sunscreen on. Sneakers off. Boots on. Boots off. Sneakers on. Bait gloves on. Bait gloves off. Work gloves on. Work gloves off. Regular glasses off. Sunglasses on. Sunglasses off. Refill water bottle. Regular glasses on. Unpack the tool bag. Repack the tool bag. Hat on. Hat off. Repeat sunscreen. Refill water bottle. PFD on. PFD off. Hard hat on. Hard hat off…and repeat.
It seems simple enough in writing, but I struggle to remember what I need to be wearing when, not to mention the various sub-steps involved in longline fishing and scientific research.
How do you catch a cloud and pin it down?
During the dive operation, I ventured up to the bow for a better vantage point. Alone on the bow, glorious water teemed with fascinating marine life as far as I could see. Below me—and well below the surface—an actual dive operation was taking place: an opportunity to apply the diving knowledge I’ve absorbed and acquired over the past several years.
If I were in a certain movie musical, I would have burst into song, twirling in circles on the bow, unable to resist the siren song of the sea. (And, as I’ve discovered from handling a few of the slimier species we’ve caught, the depths are alive…with the stench of mucus. And its slimy feel.)
As I struggle to keep track of all of the routines, equipment, and fishing gear, I feel like Maria in the opening scene of The Sound of Music. Lost in reverie and communing with nature, she suddenly remembers she’s supposed to be somewhere and rushes off to chapel, wimple in hand. She’s supposed to be wearing it, of course, but at least she made it there and remembered it at all.
My Teacher at Sea path was filled with an Alpine range of mountains to climb, but I climbed every mountain, and I’m here on the Oregon II. All of the hard work I’ve put in for the past ten years culminated into that harmonized, synchronous moment on the bow…
And then I remembered that my shift was starting soon, so I dashed off, PFD in hand.
I know that I’ll need a PFD at some point. And my gloves. And my boots. And a hard hat. I have them all at the ready, but I’m not always sure which one to wear when. As I fumble through the transitions, routines, and equipment, I sympathize with Maria’s difficult search for belonging. I certainly mean well, and my appreciation for the water around us cannot be contained.
Being on and around the water fills me with joy…
Eventually, Maria realizes that she’s better suited to life as a governess and later, a sea captain’s wife. I’m discovering that perhaps I was not destined to be a skilled longline fisherman, but perhaps there is some latent proclivity related to the life aquatic. I may not always know which equipment to use when, but I know—with certainty—that I definitely need the ocean.
Taking a curtain cue from Maria, perhaps I could fashion a dress or a wetsuit from the curtains hanging near my berth…?
Did You Know?
Sharks secrete a type of mucus, or slime, from their skin. The mucus provides protection against infection, barnacles, and parasites. It also helps sharks to move faster through the water. Ship builders are inspired by sharks’ natural ability to resist biofouling and move through the water efficiently.
Recommended Reading
Students may be surprised to learn that barnacles are not only marine animals, but they begin their life as active swimmers and later attach themselves permanently to a variety of surfaces: docks, ships, rocks, and even other animals.
Barnacles by Lola M. Schaefer is part of the Musty-Crusty Animals series, exploring how the animal looks and feels, where it lives, how it moves, what it eats, and how it reproduces. This title is part of Heinemann’s Read and Learn collection of nonfiction books for young readers. Other creatures in the series include: crayfish, hermit crabs, horseshoe crabs, lobsters, and sea horses. These books are a great introduction to nonfiction reading skills and strategies, especially for younger readers who are interested in fascinating, unconventional creatures.
Each chapter begins with a question, tapping into children’s natural curiosity and modeling how to develop and ask questions about topics. Supportive nonfiction text features include a table of contents, bold words, simple labels (as an introduction to diagrams), size comparisons, a picture glossary, and index.
Barnacles by Lola M. Schaefer (Reed Educational & Professional Publishing; published by Heinemann Library, an imprint of Reed Educational & Professional Publishing, Chicago, Illinois 2002)
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 16, 2018
Weather Data from the Bridge
Conditions at 1106
Latitude: 25° 17.10’ N
Longitude: 82° 53.58’ W
Barometric Pressure: 1020.17 mbar
Air Temperature: 29.5° C
Sea Temperature: 30.8° C
Wind Speed: 12.98 knots
Relative Humidity: 76%
Science and Technology Log
Before getting into the technology that allows the scientific work to be completed, it’s important to mention the science and technology that make daily life on the ship safer, easier, and more convenient. Electricity powers everything from the powerful deck lights used for working at night to the vital navigation equipment on the bridge (main control and navigation center). Whether it makes things safer or more efficient, the work we’re doing would not be possible without power. Just in case, several digital devices have an analog (non-electronic) counterpart as a back-up, particularly those used for navigation, such as the magnetic compass.
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To keep things cool, large freezers are used for storing bait, preserving scientific samples, and even storing ice cream (no chumsicles for dessert—they’re not all stored in the same freezer!). After one particularly sweltering shift, I was able to cool off with some frozen coffee milk (I improvised with cold coffee, ice cream, and milk). More importantly, without the freezers, the scientific samples we’re collecting wouldn’t last long enough to be studied further back at the lab on land.
Electricity also makes life at sea more convenient, comfortable, and even entertaining. We have access to many of the same devices, conveniences, and appliances we have at home: laundry machines, warm showers, air conditioning, home cooked meals, a coffee maker, TVs, computers with Wi-Fi, and special phones that allow calls to and from sea. A large collection of current movies is available in the lounge. During my downtime, I’ve been writing, exploring, enjoying the water, and learning more about the various NOAA careers on board.
To use my computer, I first needed to meet with Roy Toliver, Chief Electronics Technician, and connect to the ship’s Wi-Fi. While meeting with him, I asked about some of the devices I’d seen up on the flying bridge, the top deck of the ship. The modern conveniences on board are connected to several antennae, and Roy explained that I was looking at important navigation and communication equipment such as the ship’s GPS (Global Positioning System), radar, satellite, and weather instrumentation.
The weather devices on top are called anemometers, and they measure true wind speed and direction relative to the ship’s speed and direction. The term comes from the Greek word ‘anemos,’ which means wind. On the right is the fishing day shape, indicating to nearby ships that the Oregon II is using fishing gear.
These satellites help to provide the television and internet on the ship.
I was also intrigued by the net-like item (called a Day Shape) that communicates to other ships that we are deploying fishing equipment. This lets nearby ships know that the Oregon II has restricted maneuverability when the gear is in the water. At night, lights are used to communicate to other ships. Communication is crucial for safety at sea.
When I stopped by, Roy had just finished replacing some oxygen sensors for the CTD (that stands for Conductivity, Temperature, and Depth). For more information about CTDs click here: https://oceanexplorer.noaa.gov/facts/ctd.html
A dissolved oxygen sensor to be mounted on the environmental profiler, which collects environmental data through the water column.
A CTD refers to several electronic instruments that measure conductivity, temperature, depth, and other properties in the water column. Scientists are interested in changes in these properties relative to depth.
Without accurate sensors, it’s very difficult for the scientists to get the data they need. If the sensors are not working or calibrated correctly, the information collected could be inaccurate or not register at all. The combination of salt water and electronics poses many interesting problems and solutions. I noticed that several electronic devices, such as computers and cameras, are built for outdoor use or housed in durable plastic cases.
On this particular day, the ship sailed closer to an algal bloom (a large collection of tiny organisms in the water) responsible for red tide. Red tide can produce harmful toxins, and the most visible effect was the presence of dead fish drifting by. As I moved throughout the ship, the red tide was a red hot topic of conversation among both the scientists and the deck department. Everyone seemed to be discussing it. One scientist explained that dissolved oxygen levels in the Gulf of Mexico can vary based on temperature and depth, with average readings being higher than about 5 milligrams per milliliter. The algal bloom seemed to impact the readings by depleting the oxygen level, and I was able to see how that algal bloom registered and affected the dissolved oxygen readings on the electronics Roy was working on. It was fascinating to witness a real life example of cause and effect. For more information about red tide in Florida, click here: https://oceanservice.noaa.gov/news/redtide-florida/
Chief Electronics Technician Roy Toliver in his office on the Oregon II. The office is like the ship’s computer lab. When he’s not working on the ship’s electronics, Roy enjoys reading out on the stern. It’s a great place for fresh air, beautiful views, and a good book!
Personal Log
Preparing and packing for my time on the Oregon II reminded me of TheOregon Trail video game. How to pack for a lengthy journey to the unfamiliar and unknown?
I had a hard time finding bib overalls and deck boots at the general store.
I didn’t want to run out of toiletries or over pack, so before leaving home, I tracked how many uses I could get out of a travel-sized tube of toothpaste, shampoo bottle, and bar of soap, and that helped me to ration out how much to bring for fifteen days (with a few extras, just in case). The scientists and crew of the Oregon II also have to plan, prepare, and pack all of their food, clothing, supplies, tools, and equipment carefully. Unlike The Oregon Trail game, I didn’t need oxen for my journey, but I needed some special gear: deck boots, foul weather gear (rain jacket with a hood and bib overalls), polarized sunglasses (to protect my eyes by reducing the sun’s glare on the water), lots of potent sunscreen, and other items to make my time at sea safe and comfortable.
I was able to anticipate what I might need to make this a more efficient, comfortable experience, and my maritime instincts were accurate. Mesh packing cubes and small plastic baskets help to organize my drawers and shower items, making it easier to find things quickly in an unfamiliar setting.
This is where we sleep in the stateroom. The blue curtains can be closed to darken the room when sleeping during the day. On the left is a sink.Reading and dreaming about sharks!
Dirt, guts, slime, and grime are part of the job. A bar of scrubby lemon soap takes off any leftover sunscreen, grime, or oceanic odors that leaked through my gloves. Little things like that make ship life pleasant. Not worrying about how I look is freeing, and I enjoy moving about the ship, being physically active. It reminds me of the summers I spent as a camp counselor working in the woods. The grubbier and more worn out I was, the more fun we were having.
The NOAA Corps is a uniformed service, so the officers wear their uniforms while on duty. For everyone else, old clothes are the uniform around here because the work is often messy, dirty, and sweaty. With tiny holes, frayed seams, mystery stains, cutoff sleeves, and nautical imagery, I am intrigued by the faded t-shirts from long-ago surveys and previous sailing adventures. Some of the shirts date back several years. The well-worn, faded fabric reveals the owner’s experience at sea and history with the ship. The shirts almost seem to have sea stories to tell of their own.
As we sail, the view is always changing and always interesting!
Being at sea is a very natural feeling for me, and I haven’t experienced any seasickness. One thing I didn’t fully expect: being cold at night. The inside of the ship is air-conditioned, which provides refreshing relief from the scorching sun outside. I expected cooler temperatures at night, so I brought some lightweight sweatshirts and an extra wool blanket from home. On my first night, I didn’t realize that I could control the temperature in my stateroom, so I shivered all night long.
It’s heavy, tough, and grey, but it’s not a shark!
My preparing and packing didn’t end once I embarked (got on) on the ship. Every day, I have to think ahead, plan, and make sure I have everything I need before I start my day. This may seem like the least interesting aspect of my day, but it was the biggest adjustment at first.
To put yourself in my shoes (well, my deck boots), imagine this:
Get a backpack. Transport yourself to completely new and unfamiliar surroundings. Try to adapt to strange new routines and procedures. Prepare to spend the next 12+ hours working, learning, exploring, and conducting daily routines, such as eating meals. Fill your backpack with anything you might possibly need or want for those twelve hours. Plan for the outdoor heat and the indoor chill, as well as rain. If you forgot something, you can’t just go back to your room or run to the store to get it because
Your roommate is sleeping while you’re working (and vice versa), so you need to be quiet and respectful of their sleep schedule. That means you need to gather anything you may need for the day (or night, if you’re assigned to the night watch), and bring it with you. No going back into the room while your roommate is getting some much-needed rest.
Land is not in sight, so everything you need must be on the ship. Going to the store is not an option.
Just some of the items in my backpack: sunscreen, sunglasses, a hat, sweatshirt, a water bottle, my camera, my phone, my computer, chargers for my electronics, an extra shirt, extra socks, snacks, etc.
I am assigned to the day watch, so my work shift is from noon-midnight. During those hours, I am a member of the science team. While on the day watch, the five of us rotate roles and responsibilities, and we work closely with the deck crew to complete our tasks. The deck department is responsible for rigging and handling the heavier equipment needed for fishing and sampling the water: the monofilament (thick, strong fishing line made from plastic), cranes and winches for lifting the CTD, and the cradle used for safely bringing up larger, heavier sharks. In addition to keeping the ship running smoothly and safely, they also deploy and retrieve the longline gear.
Pulleys, winches, and cranes are found throughout the boat.
Another adjustment has been learning the routines, procedures, and equipment. For the first week, it’s been a daily game of What-Am-I-Looking-At? as I try to decipher and comprehend the various monitors displayed throughout the ship. I follow this with a regular round of Now-What-Did-I-Forget? as I attempt to finesse my daily hygiene routine. The showers and bathroom (on a ship, it’s called the head) are down the hall from my shared stateroom, and so far, I’ve managed to forget my socks (day one), towel (day two), and an entire change of clothes (day four). With the unfamiliar setting and routine, it’s easy to forget something, and I’m often showering very late at night after a long day of work.
I’m more than ready to cool off and clean up after my shift.
One thing I never forget? Water. I am surrounded by glittering, glistening water or pitch-black water; water that churns and swells and soothingly rocks the ship. Swirling water that sometimes looks like ink or teal or indigo or navy, depending on the conditions and time of day.
Another thing I’ll never forget? This experience.
In case I forget, the heat of the sun reminds me to drink water all day long.
Did You Know?
The Gulf of Mexico is home to five species, or types, or sea turtles: Leatherback, Loggerhead, Green, Hawksbill, and Kemp’s Ridley.
Recommended Reading
Many of my students have never seen or experienced the ocean. To make the ocean more relevant and relatable to their environment, I recommend the picture book Skyfishing written by Gideon Sterer and illustrated by Poly Bernatene. A young girl’s grandfather moves to the city and notices there’s nowhere to fish. She and her grandfather imagine fishing from their high-rise apartment fire escape. The “fish” they catch are inspired by the vibrant ecosystem around them: the citizens and bustling activity in an urban environment. The catch of the day: “Flying Litterfish,” “Laundry Eels,” a “Constructionfish,” and many others, all inspired by the sights and sounds of the busy city around them.
The book could be used to make abstract, geographically far away concepts, such as coral ecosystems, more relatable for students in urban, suburban, and rural settings, or as a way for students in rural settings to learn more about urban communities. The young girl’s observations and imagination could spark a discussion about how prominent traits influence species’ common names, identification, and scientific naming conventions.
Skyfishing written by Gideon Sterer and illustrated by Poly Bernatene (Abrams Books for Young Readers, 2017)
Weather: The weather in Crown Point, IN is 80 degrees and sunny!
Introduction:
According to Greek mythology, coral first originated in the Red Sea. The story has been told that after Perseus, a Greek hero, beheaded Medusa, he set her head down on a clump of seaweed to wash his hands. The blood from Medusa’s head soaked into the seaweed forming what we know today as coral. Ironically, coral polyps contain tentacles reminiscent of the snakes consuming Medusa’s head. I am lucky enough to have my own piece of Coral. Three and half years ago my husband and I had our first child and named her Coral. The only aspect of Coral’s life that is even a slight resemblance of Medusa is her crazy curly hair! As we know, coral in the ocean is a beautiful animal that houses thousands of marine organisms. Similarly, my daughter has an enormous heart for living creatures, and her curiosity for the natural world inspires me every day.
We also have a son named Kai. In Hawaiian, Kai means ‘the sea’, and in Japanese one of its meanings is ‘ocean.’ I love watching Kai grow daily, and learn new ways to survive having Coral as his big sister. Although I will have to say a heartbreaking temporary goodbye to Coral and Kai, I will be embarking on a journey of a lifetime. My expedition starts in Pascagoula, Mississippi on August 31st aboard NOAA Ship Oregon II, where I will participate in a shark/red snapper longline survey in the Gulf of Mexico.
Coral (CoCo) and Kai on the 4th of July 2018NOAA Ship Oregon II (Photo courtesy of NOAA)
I have always been fascinated by the water. Growing up near Lake Michigan, family trips consisted of going to the beach and searching for “seashells” along the shore. My passion for the ocean also began during my childhood, which was sparked by my interest in turtles. I was a captivated 15 year old when I saw a sea turtle for the first time as I snorkeled on a patch reef near Key Largo. The speed at which the juvenile loggerhead sea turtle (Caretta caretta) glided through the water was astonishing. I was fortunate to capture a few pictures of the critically threatened animal as it sped by, which was then painted onto a beautiful canvas by a dear friend of mine.
That moment inspired and motivated me to study the ocean, and I went on to obtain a Bachelor of Science degree in marine biology from Eckerd College in St. Petersburg, FL. During my time at Eckerd College, I had the opportunity to intern for the University of Florida’s Cape San Blas sea turtle surveying program. It was during this internship that I had my first indirect encounter with a shark. Well, not really an actual shark, but Yolanda, a nesting loggerhead sea turtle. I first met Yolanda in the summer of 2004. She was a healthy adult sea turtle and a regular nester on Cape San Blas, as her tag had been recorded since the 90’s on the exact same beach that I first saw her. What I have failed to mention is that she had an enormous shark bite through her carapace and plastron just above her right rear flipper. Remarkably, the shark missed all major organs and the bite had healed completely into a perfect mandible mold. Besides Yolanda’s shark bite, and small reef sharks that I’ve seen diving, I never thought I would experience an up close meeting with a shark. For two weeks straight I will be assisting NOAA scientists with catching and tagging a variety of different species of sharks.
I stumbled upon on this endangered nesting leatherback sea turtle (Dermochelys coriaceaone) one morning on Juno Beach, FL.
I am most excited for the impact that the Teacher at Sea adventure will have on me personally, and as an educator at Crown Point High School. I hope to take what I learn while aboard NOAA Ship Oregon II and aide my students in better hypothesis-generation, experimental testing, and presentation skills to cultivate major changes in their approach to scientific research. Ultimately, I can’t wait to share my experience with the Crown Point community, and continue to create an atmosphere where kids are excited about learning science!
Ocean Adventure campers at Crown Point High School.
A classroom full of young explorers learning about the ocean.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 4, 2018
Introductory Personal Log
I’m thrilled to be joining NOAA Ship Oregon II for the second leg of the Shark/Red Snapper Longline Survey. The adventure of a lifetime begins in Canaveral, Florida and concludes in Pascagoula, Mississippi. For two weeks, we’ll be studying sharks, red snapper, and other marine life in the Atlantic Ocean and Gulf of Mexico. Scientists will collect data on fish populations to find out more about their distribution, age, weight, length, reproduction, and other important information. Along the way, we’ll also sample water quality and collect other environmental data. Learning more about these creatures and their surroundings can help to keep their habitats safe and thriving.
This exciting opportunity is the next chapter in my lifelong appreciation for sharks and the sea. During a formative visit to the ocean at age three, I quickly acquired a taste for salt water, seafaring, and sharks. I saw my first shark, a hammerhead, in the New England Aquarium, and I was transfixed. I wanted to know everything about the water and what lived beneath the surface.
Enthralled by the ocean at age three. This trip launched a lifelong love of New England.
Revisiting the same beach as an adult…still enthralled.
The Giant Ocean Tank at the New England Aquarium
I had the same reaction when I found out I was selected for Teacher at Sea!
After discovering nonfiction in fourth grade, I could access the depths through reading. I was riveted to books about deep-sea creatures and pioneering undersea explorers. The more I learned, the more curious I became. As a younger student, I never indulged my aquatic interests in any formal academic sense beyond prerequisites because of my epic, giant-squid-versus-whale-like struggle with math. Because I was much stronger in humanities and social sciences, I pursued a predictable path into writing, literature, and education.
As a Literacy Specialist, I support developing readers and writers in grades K-5 by providing supplemental Language Arts instruction (Response to Intervention). To motivate and inspire my students, I share my zeal for the ocean, incorporating developmentally appropriate topics to teach requisite Language Arts skills and strategies.
In 2011, I initiated an ocean literacy collaboration with undersea explorer Michael Lombardi and Ocean Opportunity Inc. so that I could better answer my students’ questions about marine science careers and marine life. Our first meeting involved swimming with blue sharks offshore, and I knew I needed more experiences like that in my life. From chumming to helping with the equipment to observing pelagic sharks without a cage, I loved every aspect. This life-changing experience (both the collaboration and the shark encounter) transformed my instruction, reigniting my curiosity and ambition. Our educator-explorer partnership has inspired and motivated my students for the past seven years. After supporting and following my colleague’s field work with my students, I wanted a field experience of my own so that I can experience living, researching, and working at sea firsthand.
The only time I was in the shark cage.
The Snappa, Galilee/Point Judith, Rhode Island
Although my fascination with all things maritime began at an early age, working closely with someone in the field transformed my life. Instead of tumbling, I feel like Alice plunging into a watery wonderland, chasing after a neoprene-clad rabbit to learn more. Finding someone who was willing to share their field experience and make it accessible gave me the confidence to revisit my childhood interests through any available, affordable means: online courses, documentaries, piles of nonfiction books, social media, workshops, symposiums, aquaria, snorkeling, and the occasional, cherished seaside visit.
From Walt Disney’s Alice in Wonderland: A Big Golden Book; picture by the Walt Disney Studio, adapted by Al Dempster (Golden Press, 1978); from the motion picture based on the story by Lewis Carroll
We co-authored and published a case study about our collaboration in Current: The Journal of Marine Education, the peer-reviewed journal of the National Marine Educators Association (Fall/Winter 2016). We wrote about bringing the discovery of a new species of mesophotic clingfish to fourth and fifth grade struggling readers. Since a student-friendly text about the fish did not exist, I wrote one for my students at their instructional reading level, incorporating supportive nonfiction text features.
It’s reinvigorating to switch roles from teacher to student. Ultimately, this unconventional path has made me a more effective, empathetic educator. My students witness how I employ many of the same literacy skills and strategies that I teach. By challenging myself with material outside my area of expertise, I am better able to anticipate and accommodate my students’ challenges and misconceptions in Language Arts. When comprehension of a scientific research paper does not come to me easily on the first, second, or even third attempt, I can better understand my students’ occasional reluctance and frustration in Language Arts. At times, learning a different field reminds me of learning a second language. Because I’m such a word nerd, I savor learning the discourse and technical terminology for scientific phenomena. Acquiring new content area vocabulary is rewarding and delicious. It requires word roots and context clues (and sometimes, trial and error), and I model this process for my students.
Lake Ontario
Alexandria Bay, Thousand Islands
Being selected for Teacher at Sea is an incredible opportunity that required determination, grit, and perseverance. Although my curiosity and excitement come very naturally, the command over marine science content has not. I’ve had to be an active reader and work hard in order to acquire and understand new concepts. Sometimes, the scientific content challenges me to retrain my language arts brain while simultaneously altering my perception of myself as a learner. Ultimately, that is what I want for my students: to see themselves as ever-curious, ever-improving readers, writers, critical thinkers, and hopefully, lifelong learners.
I am so grateful for the opportunities to learn and grow. I deeply appreciate the support, interest, and encouragement I’ve received from friends, family, and colleagues along the way. I will chronicle my experiences on NOAA Ship Oregon II while also capturing how the scientific research may translate to the elementary school classroom. Please share your questions and comments in the comments section below, and I will do my best to reply from sea. My students sent me off with many thoughtful questions to address, and I’ll share the answers in subsequent posts.
Did You Know?
Pelagic fish have bodies designed for long-distance swimming. With their long pectoral fins, the blue shark (Prionace glauca) is highly migratory, traveling great distances across oceans.
Look carefully: This graceful blue shark was the first shark I saw in the open ocean. Swimming with them was exhilarating!
Recommended Reading
An engaging read-aloud for younger readers.
For a simplified introduction to how scientists study sharks, I recommend the picture book How to Spy on a Shark written by Lori Haskins Houran and illustrated by Francisca Marquez. This read-aloud science book portrays the process of catching, tagging, and releasing mako sharks. The book includes shark facts as well as an introduction to tagging and tracking technology. For more information on how scientists use underwater robots such as remotely operated vehicles (ROVs) and autonomous underwater vehicles (AUVs) to study sharks: https://oceanexplorer.noaa.gov/explorations/18whitesharkcafe/welcome.html
