York High School – NOAA Teacher at Sea Blog

NOAA Teacher at Sea

Amber LaMonte

Sail Dates: May 31 – June 10, 2026

Mission: Northeast Ecosystem Monitoring Survey (EcoMon)
Geographic Area of Cruise: Mid-Atlantic, Southern New England & Gulf of Maine
Date: July 13, 2026

Reflection

The NOAA Teacher at Sea professional learning experience reinvigorated my passion for exposing students to the relevance of current scientific research. It allowed me to see and share what goes on behind the scenes, thereby reducing some of the intimidation students may feel when pursuing research opportunities with a prestigious organization.

I am inspired by the teams of scientists, resource managers, navigators, engineers and communicators who work together to protect our oceans. NOAA’s work in forecast predictions, fisheries management and safe navigation demonstrates how many different skills and areas of expertise contribute to a shared goal of ocean conservation.

Science Team aboard back deck of NOAA Ship Pisces in orange foul weather gear.

Many Minds, One Goal

The Science Team is pictured here: Artem Dzhulai, Nick Metheny, Rowan Cirivello, Ava Cieplinski, Katey Marancik, Audy Peoples, Amanda Jacobson, Olivia Robson, Zhitao Yu and Amber LaMonte

Four young women wearing life jackets are on a boat, actively pulling on a rope while surrounded by water and a cloudy sky. — Student team hauling a sample (photo courtesy of York High School)

This collaborative approach highlights my message: regardless of individual interests in science, technology, communication or leadership, students can have a meaningful role in protecting marine environments. My goal is to facilitate learning experiences that help students recognize unique strengths, develop critical thinking skills and understand how teamwork with diverse talents can contribute to the stewardship of our ocean resources.

magnified view of two juvenile squid on a class dish — Juvenile squid sample

a man stands at a lab bench. in his left hand is a wooden block with a grid of hole drilled into it, containing about 20 glass vials. with his right hand, he holds up one vial to examine it further. on the bench in front of him and the shelves on the wall are more cases of vials. — Juvenile squid sample

One of the most fulfilling aspects of my sail experience was completing technical and laboratory tasks alongside scientists and technicians, which allowed me to develop meaningful questions. My sail experience was followed by a visit to NOAA’s Narragansett Lab, where I viewed the extensive collections of preserved plankton. It is one of the largest archives of plankton and oceanographic data on the East Coast. Remember all the zooplankton samples from the bongos?

Book cover titled 'Longstanding Polish-American Research: Oceans and Atmosphere' featuring a blue background with a world map and illustrations of various fish. — https://bibliotekanauki.pl/chapters/2129737

And do you recall that those samples are sent to Poland for classification? Well, once sorted, they are returned to and cataloged by the lab in Rhode Island. I was gifted a book that highlights 50 years of Polish-American research collaboration. The studies are multidisciplinary and further highlight the teamwork behind understanding and protecting our ocean. The ability to discuss with scientists the details of their research and how the survey data will be applied to their team’s planned publications has informed my design of future lesson plans.

Another aspect that completely filled my cup of teacher inspiration was being able to share my days in real time with my students. Participating in the program during the last two weeks of the school year gave me a captive student audience, who were genuinely enjoying learning through my experience. Several blog posts were published for them to read in class and learn about the science of the sail. Additionally, I asked the students to create challenge cards on blank playing cards. They ranged from taking random pictures & predicting which species I might see, to blogging about my meals, OOTD (outfit of the day), social media dances and tours of the ship. These were shared daily on our school’s science Instagram stories.

Global Drifter Tracking

What excites me most about the Global Drifter Program is the opportunity to bring authentic science into my classroom. At York High School, we will continue to follow the three drifters I had the opportunity to deploy from NOAA Ship Pisces with our own dedicated webpage. The data these instruments provide are essential for validating satellite observations and improving forecasting models. And now, rather than simply learning about ocean currents with a lecture, students can follow active drifters, analyze authentic data in near real time and make observations based on the same information used by scientists. There is something incredibly powerful about giving students access to live data and inviting them to ask questions, identify patterns, and draw conclusions.

An image displaying a Drifter ID Card for Drifter #1, showing deployment information and data collection details, superimposed on a map indicating the location in the United States with trajectory and sampling area graphs. The card notes the current lifetime of 34 days. — **Drifter #1**

Drifter ID card showing deployment information for Drifter #2. It includes details such as IMEI, ID, WMO number, and the ship 'RV PISCES.' The card features coordinates, deployment date, and graphs depicting raw data, sampling area, and recent trajectory. It is superimposed on a map of U.S. Atlantic ocean. The drifter card indicates a lifetime of 33 days. — **Drifter #1**

Above, you can see the trajectory of each drifter after approximately 1 month. Drifter #1 is off the coast of Pennsylvania; Drifter #2 appears to have followed me home towards the Chesapeake Bay and Drifter #3 has gotten into the flow of the Gulf Stream and is traveling to the Northeast Atlantic.

Future

A young man in a hoodie interacts with a colorful display at an exhibit, while a large sign on the wall reads 'WE ARE IMPACTFUL.' — **Maritime Field Trip (photo courtesy of York High School)**

A student measuring substances in plastic cups labeled with different names, with a balance scale and clipboard in a science classroom. — **Maritime Field Trip (photo courtesy of York High School)**

Looking ahead, I am energized by the many ways I can extend this experience into my classroom, school community and professional practice. I am especially excited to engage students in investigations of “osteoporosis of the sea,” aka ocean acidification, using pteropods, helping them understand how environmental changes impact marine ecosystems. I also plan to involve students in validating NASA satellite imagery through phytoplankton collection data, giving them the opportunity to contribute to authentic scientific research while strengthening their data literacy skills.

Beyond the classroom, I hope to inspire students through our Maritime Club, creating opportunities for hands-on exploration, environmental stewardship and connections to maritime career paths. And I will be sharing what I have learned with colleagues through a back-to-school professional development presentation for science teachers, highlighting the value of authentic, place-based learning experiences. As I continue to grow professionally, I also hope to share these experiences at future marine education conferences, connecting with other educators.

Personal

Two women holding a book titled 'A Good Catch' in front of the NOAA National Marine Fisheries Service sign. — Amber LaMonte and Ava Cieplinski at the Narragansett Lab with the children’s book “A Good Catch” by Taylor Morrison

One of the most unexpected treasures of my NOAA Teacher at Sea experience wasn’t just what I learned; it was connections with fellow blue minds. The picture above is a prime example of how those connections span over decades. Recent college graduate Ava Cieplinski, who served as a science volunteer on the sail, and I were gifted a children’s book, “A Good Catch,” that was illustrated and written in collaboration with NOAA Fisheries in 2011. From scientists and crew members to fellow educators who share a passion for discovery, the voyage created lasting connections that stretch far beyond the horizon.

There’s something about being surrounded by the ocean that puts everyone on the same wavelength. The salty air, the teamwork required and the calm, connected state inspired by water, described by Wallace J. Nichols as the Blue Mind. As a teacher, I’m returning home with more than data, photos and lessons for my students. I’m bringing back a community of ocean advocates, scientists and lifelong learners who remind me that the most meaningful discoveries often happen through human connection.

NOAA Teacher at Sea

Amber LaMonte

Aboard NOAA Ship Pisces

May 31 – June 10, 2026

Introduction

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

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

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

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

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

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

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

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

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

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

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

Photos below courtesy of York High School.

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

And that’s where this next adventure begins.

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

NOAA History

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

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

Teacher At Sea

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

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

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

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

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

Adopt A Drifter

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

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

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

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

Follow Along This Return to the Sea

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

Science isn’t meant to stay in a notebook.

It’s meant to be experienced.

And this time, I’m not going alone.