NOAA Teacher at Sea
Aboard NOAA Ship Pisces
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.
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 and Amber LaMonte
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.
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?
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.
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
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
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.
