Our guide Leon from the HIMB Community Education Program welcomed us to the island and, after a safety briefing, everyone got to work pitching tents and organizing our gear. We had a long day (and night) of science ahead of us, so we had to get camp set up. We were all happy to be on the island and were impressed with the view from our campsite!

Next, Leon gave our group a comprehensive tour of Coconut Island and the public areas of HIMB, sharing information not only about their current oceanographic research projects but also about the fascinating history of the 28-acre island. Students were impressed to learn how the island has evolved over time. Some of the island's uses include: an outpost for native Hawaiian fishermen; a lavish private estate complete with exotic zoo; and a world-renowned research institution operated by the University of Hawai'i.

​You can read a detailed history of the island here.

Next, we joined graduate student Raphael Ritson-Williams of HIMB's Gates Lab. In his graduate work, he is studying how corals respond to local and global stressors, including climate change, and he told students about the recent coral bleaching events in Kāneʻohe Bay. Raphael also explained his work in larval ecology, and he gave us the unique opportunity to participate in an actual coral larval experiment that was set-up in the lab's outdoor seawater system. 

Now it was time to get in the water and explore the bay! Raphael and I explained how scientists quantify habitat and biodiversity in different environments, including coral reefs, by conducting a transect survey. Students grabbed their transect lines and quadrats and used these real scientific tools to survey an area of coral reef next to the island.

Once we got cleaned up, the sun began to set and it was time for dinner. We had to fuel up before our night plankton lab. We were not done science-ing yet!

We found that blue LED lights attracted more plankton than the red...Do you know why?

The sun rose and so did our group this Sunday morning. We only had four hours left on the island and we wanted to make the most of it. After packing up camp and eating breakfast, we were ready for action.

We have babies! I am happy to report that many of the corals in the experiment released larvae overnight. Students worked together to count hundreds of coral babies and then shared these data with Raphael. We all appreciated observing the tiny planktonic coral larvae, a life stage of the animal not usually seen.

A big mahalo to the 15 7th graders on this marine science enrichment trip. I appreciated your enthusiasm and cooperation during our time together on Coconut Island. Your insightful questions, passion for field work, and clever humor made the trip a success! I hope this experience has inspired you to care for our ocean and possibly pursue a career in marine science.

And a big mahalo to each of the following people:

• Mark Heckman, HIMB Community Education Program Director, for accommodating our unique program and providing logistical assistance. 
• Leon Weaver, HIMB Community Education Program Staff Member, for guiding us through the entire trip and taking such good care of us. 
• Raphael Ritson-Williams, Graduate Student in HIMB's Gates Lab, for sharing your expertise and volunteering your time to facilitate two authentic scientific investigations. 
• Luke Thompson and Amanda Lei Perron, Le Jardin Academy faculty, for joining the trip as chaperones and volunteering your time to benefit our students.
• Julie Do, Le Jardin Academy Middle School Principal, for supporting this trip and helping to make it possible.

Lesson Recommendation
I am always on the lookout for science lessons that incorporate art in a novel way. Recently, I found a Science Friday lesson that encourages students to create original artwork that uses the line from an actual scientific graph. My seventh graders loved this activity! Each student selected and analyzed a graph related to an environmental issue they cared about. Many chose global climate change, while others focused on overfishing, endangered animals, deforestation, and others. Students were challenged to reflect on the causes or implications of their issue and to illustrate them in their artwork. 

To accompany their illustrated graphs, each student wrote an Artist Statement describing the significance of the original graph and why they made their artistic choices. They also included a link and citation of the original graph.

The lesson, written by educator collaborator Ryan Becker, is available on Science Friday's website. 

Below are some great examples of student work. Can you spot the line graphs?

This year, I left my middle school science classroom for an even more challenging and rewarding workplace— the United States Congress. Though I had to take a break from blogging while in my post, I am now able to share some reflections on my fellowship experience. So, why did move from Hawai'i to Washington, D.C. for the year? And what exactly did I get to do ?

It all began when I was one of 11 STEM educators honored with an Albert Einstein Distinguished Educator Fellowship by the Department of Energy. I was then selected for a Congressional placement and, after an interview process, was matched with the Office of Senator Al Franken (D-MN). As a comedian, writer, and politician, Al Franken has been a longtime hero of mine. It was incredible to work directly with Senator Franken to help improve the quality of education for students in Minnesota and across the nation.

​And when it came time for Senator Franken to deliver remarks on the Every Student Succeeds Act, he arranged for me to get floor privileges so I could join him on the Senate floor. At various times before and after the bill’s passage, I led efforts to track Senator Franken’s provisions, including analyzing bill language and funding. After the passage of ESSA, I was engaged in its implementation—staffing the Senator at hearings, synthesizing Department of Education guidance into memos, and meeting with various education stakeholder groups and the new Secretary of Education himself.

​While I was happy to lend my expertise on K-12 issues, I also appreciated the opportunity to expand my knowledge about higher education issues. I became more expert on Federal Perkins Loans and the Federal Pell grants very quickly, in response to Congressional action. This year, I was charged with helping to re-introduce three of Senator Franken’s college affordability bills. Two of the bills are smaller in scope: Understanding the True Cost of College Act, which would mandate that colleges use a standardized financial aid award letter and the Net Price Calculator Improvement Act, which would make Net Price Calculators (digital tools for calculating the “net price” of a particular college for individual students) more user-friendly and accessible on colleges’ websites. Another bill, the College Access Act, which was substantially rewritten, was a broad bill aimed at lowering tuition for students by incentivizing states to invest more in their public colleges. 

As an Einstein Fellow, I attended monthly professional development events that took advantage of unique DC resources such as meetings with the White House Office of Science & Technology Policy and a behind-the-scenes tour of the Library of Congress.  As part of my fellowship, I also received funding for attending professional travel, and I chose to attend SXSWedu in Austin, the National Science Teachers Association (NSTA) national conference in Nashville, the American Society for Engineering Education (ASEE) annual conference in New Orleans and a Google Apps for Education training in Boston. I appreciated the freedom to direct my own learning and be provided with so many amazing opportunities.

The Albert Einstein Fellowship Program gives expert practitioners a voice in national education policy, and I am now a very proud alumna. As a Congressional Fellow, I was afforded the opportunity to immerse myself in the life of a Hill staffer and make contributions to national K-12 and postsecondary education. My accomplished cohort of Fellows enriched my experience, and I want to acknowledge how much I learned from each of them. I am grateful for my family and friends for supporting me through this fellowship year. Most of all, I want to express appreciation for Senator Franken, his legislative team, and all his staff. I had an unforgettable year in Washington, DC, but I am excited to resume my teaching practice and get back into the classroom!

Star of the Sea Bio Blitz-ers: Ready for Adventure
Earlier this year, I had selected 20 seventh and eighth grade students to attend the 2015 Bio Blitz at Hawai'i Volcanoes National Park May 14th-16th and spend two nights at the park's Kilauea Military Camp. As I planned our field trip, I kept getting asked by just about everyone: What is the Bio Blitz? Well, if you break it down, bio means life and blitz implies it happens fast. Now that we have returned from our Bio Blitz adventure, I realize this name is most appropriate; we were indeed immersed in a fascinating array of life forms and our trip went by incredibly fast. 

So, officially, the Bio-Blitz is a 24-hour citizen science event, co-sponsored by the National Park Service and National Geographic, where teams of scientists, students, teachers, rangers, and community members collaborate to conduct a biological survey of a national park. That is, everyone works hard to find and identify as many of the animals, plants, fungi, and other organisms as possible. During the Bio Blitz, species unknown to the park are often discovered. This year's Bio Blitz, held at Hawai'i Volcanoes National Park, is the ninth of a series of ten annual Bio Blitzes that lead up to the National Park Service's 100th anniversary next year. 

As we gathered in the Honolulu airport Thursday morning, there was no doubt the Star of the Sea Bio Blitz-ers we were ready for adventure!

Exploring the Lavascape
Our mission for the Bio Blitz was a biological inventory, but as soon as we entered the Hawai'i Volcanoes National Park, we could not ignore the amazing geology. Located on the youngest of the Hawaiian islands, Big Island, the park is named for its active volcanoes. Right away, you are aware of the primal forces of volcanism that can devastate lush rainforest with lava flows; this natural catastrophe, however, is followed by new life. A dynamic cycle of destruction and renewal is evident here. As we drove down the park's Chain of Craters Road, excitement was building and students were stoked to get out and explore the lavascape.

Honoring a Sacred Place
One of the objectives for the Bio Blitz was to develop a sense of place and appreciation for biodiversity through field study in the local environment. Fortunately, the organizers of this year's Bio Blitz recognized the intimate connection between native Hawaiians and the natural world and made efforts to integrate indigenous knowledge and cultural protocol. In fact, the Bio Blitz alakai'i (cultural practitioners) led the students in komo (entrance) and mahalo (gratitude) 'oli (chants) to begin and end each student inventory. Click here for a copy of both chants in Hawaiian (with English translation). 

To help our Star of the Sea group prepare for visiting the sacred places of Hawai'i Volcanoes National Park, I had invited local kumu Toni Bissen, executive director of the Pūʻā  Foundation, to provide students with relevant cultural knowledge. Through interactive lessons during an all-day retreat, we investigated the land divisions, ahupua'a, on Big Island, as compared to O'ahu. Kumu Bissen also helped us practice our 'oli and plan our ho'okupu (gift) to Pele. Another fantastic resource has been Hawai’i Volcanoes National Park Cultural Anthropologist Keola Awong. She shares her perspective on Bio Blitz in an interview with National Geographic: "Traditional Knowledge Helps Us Understand Nature in Every Sense."

The komo 'oli, composed by Kepā Maly and performed by Keola Awong: 

Look out invasive ginger, here we come! 
Himalayan ginger was brought to Hawai'i as an ornamental plant due to its beautiful and fragrant flowers. In fact, it is also called kāhili ginger for the flowers resemblance to a kāhili , a feather staff Hawaiians displayed in the presence of royalty.  Unfortunately, this ginger has escaped local gardens and become one of the most invasive plants in Hawai'i Volcanoes National Park, growing rapidly and completely replacing the native rainforest understory. Due to its propensity to choke out native Hawaiian plants, the International Union for the Conservation of Nature includes Himalayan ginger on the "100 of the World's Worst Invasive Alien Species" list. 

So, before our Bio Blitz experience officially began, I decided we were going to spend a few hours serving the park by removing this invasive ginger. Volunteers Paul and Jane Field provided our Star of the Sea crew all the knowledge and tools needed for the task. After donning gloves, students grabbed their loppers (cutting tools) and got to work. Students slashed their way through a large marked area, cutting huge gingers to about knee-high and stacking the lopped stems in clear areas. The Fields will return to the area later and apply a low-concentration herbicide to the exposed stems, which will kill the gingers and not affect the native plants. 

Students Bio-Blitz the Rainforest!
On Friday morning, the official Bio Blitz Student Inventories began. These inventories, held simultaneously at five different rainforest sites in the park, were conducted by over 800 students from many different Big Island schools. Star of the Sea School, however, was the only participating school from another island. Students engaged in three different rotations: plants, birds, and arthropods. During each rotation, students learned about how scientists identify and classify members of those groups.  Students used the iNaturalist app on their mobile devices to photograph, identify, and map species they found, adding the observations to the official Bio Blitz inventory. 

At the plant rotation, students were most impressed to see the hapu'u, giant tree ferns endemic to Hawai'i. The fern's massive fiddleheads were covered with a silky fluff called pulu that protects the young fronds; native Hawaiians used pulu as an absorbent dressing for wounds. The students learned about how scientists set up transects and quadrats to measure plant diversity of an area. In the arthropod rotation, students got to find and classify tiny insects such as mites, crickets, and beetles. A large white 'beating sheet' was placed beneath a tree branch, and when the branch was beaten with a stick, arthropods fell out onto the sheet. To get tiny insects into smaller vials, students used a collection tool called an aspirator. Though you provide the suction on an attached tube to move the insect, a screen prevents you from sucking it into your mouth! 

Our helpful Bio Blitz liaison, park volunteer Arthur Wierzchos, instructed us how to look for the rare spiders by carefully peering under the leaves of Kolea and Kawa'u trees. Arthur assured me that the spiders were in this area of rainforest, but he stressed that they can be quite hard to find. Within our first 30 minutes, Arthur spotted a female spider with eggs and we all got to see it! In the few hours, we found four more adult spiders, including three females and one male. Melia and Kayla found one female guarding about fifty baby spiders! 

The Bio Cube: Not So Square
One of the student groups had the opportunity to participate in a Bio Cube project with acclaimed naturalist photographer David Liittschwager, who often works with National Geographic and Smithsonian. Our aim was to set up David's green metal frame, one cubic foot in area, in a diverse habitat and carefully identify and document all the life within it. It's a Bio Blitz on a small scale. In Smithsonian Magazine's The Insane Amount of Biodiversity in One Cubic Foot, David describes his One Cubic Foot book and mission. He makes a case for why these small spots, and small creatures, matter. While in the field with students, David took the time to give students technical tips on how to best photograph the plants and animals. We had a lot of fun scoping out a spot to put the Bio Cube, and we finally placed it in a gully dripping with mosses, liverworts, ferns, and other plants.   

There's Fungus Among-us
Another student group started their afternoon by hiking the Kilauea Ike trail through lush rainforest all the way down to the solidified but still-steaming crater floor. Students followed the lightly etched trail across the lava field and saw steam vents, cinder cones, and spatter cones. Hard to believe that this field formed in 1959, when Kilauea Ike's Pu‘u Pua‘i cinder cone erupted and sent lava fountains almost 2,000 feet in the air! Students were stoked to explore this volcanic landscape together.

All specimens that were collected will be accessioned in the University of Hawaii's Rock herbarium; if fungi cannot be identified using macroscopic or microscopic features, then DNA sequencing will be utilized to help with the identification. Some of the inventory's samples have been found in the park before, while others are likely new records. Way to go, fungus finders!

Celebrating Biodiversity & Hawaiian Culture!
As a way to further marry science and culture, the park hosted the Volcanoes Biodiversity and Cultural Festival during the Bio Blitz. The festival featured a variety of exhibits, demonstrations, and hula and musical performances. Before we departed from the park on Saturday, students were excited to spent some time at the festival's many educational booths and try their hands at some traditional Hawaiian crafts. As we set out on this sunny day, the wide, shield-shaped dome of the park's other active volcano, Mauna Loa, was visible. In fact, Mauna Loa is the world's largest active volcano, with an elevation of 13,680 feet and encompassing 10,000 cubic miles. On our walk, we also saw some more of the park's unique features. 

The Bio Blitz was a huge success and at the Closing Ceremonies we learned that over 1500 observations were uploaded into iNaturalist. And over 400 different species were formally identified by scientists, students, and community members in 24 hours! Read more about the official inventory results here. It was also announced that the 2016 Bio Blitz will be held in Washington. DC, with associated events held in national parks nationwide.

I would like to extend a big MAHALO to... 

• Chaperones Lyman Lacro, Yuri Fox, Dawn Johnson, Tim Johnson and scientist mentor Raphael Ritson-Williams for keeping all of our students safe and engaged. 
• Principal Margaret Rufo, the faculty at Star of the Sea, and kumu Toni Bissen for your support.
• Honored partners Jim Gale, Keola Awong, David Liittschwager, Paul & Jane Field, Arthur Wierzchos, Winn Brewer, and the Amend/Hynson labs for sharing your time and talents.
• National Geographic and the National Park Service for making Bio Blitz possible.
• The 20 participating students (and their families) for making Bio Blitz awesome!!

In closing, the mahalo 'oli, composed by Kepā Maly and performed by Keola Awong: 

In Dr. Shubin's talk, and Your Inner Fish, he also tells the story of his research team's 2004 discovery in the Canadian Arctic of Tiktaalik roseae, a 375 million year old fossil fish that has both fish and amphibian traits. Thus, Tiktaalik is an important transitional fossil between fish and tetrapods (creatures walking on land). In delivering his address, Dr. Shubin emphasized that science is a collaborative endeavor; that is, scientists work together to conduct investigations and solve problems. Though now based at the University of Chicago, Dr. Shubin had also served as Provost of Chicago's Field Museum of Natural History. I planned to visit this museum before I left Chicago.

Our Presentation
This morning, about 30 teachers attended our session, and they were a very enthusiastic audience! Our talk was entitled "Exploring Global Regions and Resources with National Geographic." Mrs. Bugg, Mr. Szymanski, and I had all taken different voyages aboard the National Geographic Explorer through our fellowship: Mrs. Bugg journeyed through the Canadian Maritimes, Mr. Syzmanski got to explore Antarctica, and I, of course, was cruising through Arctic Svalbard. 

Our talk introduced the Grosvenor Teacher Fellowship and described our particular voyages using expedition photos. We emphasized the importance of imparting geo-literacy to students; that is, an awareness of global interactions, interconnections, and implications. So, we tried to describe how our adventures enriched our own geo-literacy of the regions we explored and how it impacted our teaching. Expeditionary learning can be incredibly powerful!

Soon I would be actually traveling back to Hawai'i. I have learned a lot, but I am anxious to get back home to the warm weather and my wonderful Star of the Sea 'ohana. Aloha Chicago!

Encouraging all STEM Learners
Early this fall, I was contacted by one of the organizers of the Science Symposium for Girls here in Honolulu. She had seen me on the local news talking about my Arctic expedition as a Grosvenor Teacher Fellow, and she asked if I would be willing to present about the Arctic at this year's symposium. I could not pass up the opportunity to work with 5th-8th grade girls from island schools in the 2015 Science Symposium for Girls. The symposium, now in its 21st year, is presented by Sacred Hearts Academy in partnership with Bank of Hawaii Foundation. 

Females are often discouraged from STEM (Science, Technology, Engineering, and Math) subjects in school and are still underrepresented in potentially lucrative STEM careers. But why? While inherent gender differences have been ruled out by science, multiple environmental and social barriers influence the complex issue of female participation and achievement in STEM subjects. According to current research, these factors include persistent gender-bias about traditional male and female fields, a fixed mindset rather than a growth mindset for intelligence, lack of spatial skills training for girls, and a lack of confidence and feeling of isolation for girls in STEM subjects. 

In my talk, I told the story of how the polar bear depends on sea ice for survival. These top predators rely on the sea ice in order to hunt seals. However, I explained to the girls that like the polar bear, our planet also depends on sea ice. One reason we need sea ice is critical habitat for Arctic wildlife, from crustaceans to seabirds to walrus to the iconic polar bear. Also, our ice-covered polar regions reflect much of the incoming solar radiation, regulating global climate. In addition, sea ice plays an important role in the ocean conveyor belt, the global transport of seawater. 

Next came the hands-on part of the session! The ice inquiry allowed the girls to practice making predictions and then collecting data while investigating if an ice cube (dyed with blue food coloring so water is easier to observe) melts faster in fresh or salt water. We then discussed how temperature and salinity each affect density and related the concepts to the ocean conveyor belt. The girls in each session asked a lot of thoughtful questions about the Arctic and were really engaged in the lab portion as well. It was an awesome day of learning!

Mahalo to Mr. Raphael and Miss Anuschka for helping us see the "invisible" world of plankton!

Human debris, or garbage, from both land and sea collects in the ocean and ends up on our beaches. Unfortunately, about 90% of marine debris is plastic, which is not biodegradable.  This plastic trash, ranging from micro to massive, has far reaching impacts and is very dangerous for birds, turtles, and marine mammals. We can all make a difference by using less and properly disposing or recycling unwanted items. Another great way to help out is by participating in local beach clean-ups. On our island, almost every weekend there is a beach clean-up where you can volunteer with your family.

Tide Pool Study
When I was a little girl on the New Hampshire coast, my favorite activity was to explore the tide pools, scrambling along the rocky intertidal zone from pool to pool.  I would lift up big piles of seaweed and scan for scurrying crabs and clinging sea stars. I would wade in the deeper pools. And I would always remember what my father taught me: you can pick up a rock to look underneath but always put it back just as it was— something makes a home there.  Tide pool exploration was an important training ground for a curiosity about the natural world and a career in science education. Thus, it is always a pleasure to share this particular outdoor classroom with students.  

In October's mauka study, we talked about how conditions in the uplands affect the marine environment below. From the mountains to the sea, our watershed is interconnected and interdependent. Pollution and sediment are often carried by streams and channels to the estuaries and eventually the ocean. The estuary, where the fresh and salt water meet, is a critical nursery, as well as important habitat for organisms like the Hawaiian 'o'opu whose life cycle includes both stream and ocean environments. 

Here at Sandy Beach Park, students conducted a field study similar to that of the stream study, this time in coastal tide pools. Students made predictions and then assessed tide pools in different intertidal zones: upper, middle, and lower. In each of the tide pools studied, student measured and recorded pH, dissolved oxygen, temperature, and other environmental data. Students also searched for creatures in the tide pools to quantify the biodiversity.

Ocean Chemistry
By now, we are familiar with the concept of global climate change due to humans burning excessive amounts of fossil fuels that release carbon dioxide and other greenhouse gases. However, not all carbon dioxide ends up in our atmosphere. Approximately 1/3 of that carbon dioxide ends up getting absorbed by the ocean, where it is causing ocean acidification. This issue, which you may not have heard much about, is a serious threat to shell-forming plankton, corals and other organisms. So, how are the oceans becoming more acidic? What are the potential effects of ocean acidification? 8th graders students have been investigating these questions during an applied chemistry unit. 

Modeling Ocean Acidification
So students could explore ocean acidification first hand, I borrowed a kit from the University of Hawaii's Center for Microbial Oceanography: Research and Education (C-MORE). The kit had all the materials for an experiment that simulated ocean acidification using active yeast to generate carbon dioxide.  Students used Lab Quest handheld computers with probes to measure the carbon dioxide generated by the yeast and the effect of this carbon dioxide on the pH of water.

Yeast, a living fungus that respires, was placed in a bottle with sugar and water to activate it. The carbon dioxide gas released by the yeast respiration was directed through rubber tubing to two different places: a chamber of air, where carbon dioxide was measured by a special probe and a bottle of water, where the pH was measured by another probe. In the investigation, students observed the carbon dioxide levels dramatically rise as the pH slowly lowered. When they graphed and analyzed their data, students discovered for themselves the relationship between carbon dioxide and pH.

Protect Our Coral Reefs 
In addition to our hands-on labs, students have also been analyzing atmospheric and ocean data sets that indicate a rise in carbon dioxide that contributes to global warming and ocean acidification. Moreover, we have discussed the real-world impacts of these issues. One of the most devastating predicted consequences of ocean acidification is the degradation of reef-building corals. Here in Hawai'i, we rely on healthy coral reefs for the diverse array of life they support, as well as their recreational uses, fishing resources, and shoreline protection. Let's work together to combat ocean acidification, another disastrous consequence of climate change. 

How will YOU make a difference?