Deepwater Animal ID Guide

NOAA’s Office of Ocean Exploration and Research has produced a collection of images photographed on-site, created from video frame grabs taken from Deep Discoverer (D2) remotely operated vehicle (ROV) video. Known as the Benthic Deepwater Animal Identification Guide, the resource serves as a taxonomic reference of deepwater animals encountered during D2 ROV dives around the Hawaiian Archipelago and Johnston Atoll during the Hohonu Moana expedition in 2015. The guide is organized according to major taxa, and identifications were made with assistance from taxonomic experts who specialize in deepwater animals. Species identifications will be periodically updated as errors are detected and reported by taxonomists and other users, or when taxonomic revisions are made to the various groups included in the guide. Taxonomic revisions are particularly common for deepwater animals, which are poorly known. Share the guide with high school biology students to help them see how science research is dynamic and changeable.

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Museum in a Box: Aerodynamics

NASA’s Museum in a Box program offers a collection of hands-on/minds-on lessons in aerodynamics for K–12 audiences in both schools and informal settings. Use the lessons to spice up your classroom and inspire future scientists, mathematicians, and engineers to consider careers in aerodynamics. The lessons address a range of topics, from Dressing for Altitude and the History of Flight to Parts of an Airplane, the Principles of Flight, and Structures and Materials. Still more lessons address topics in Propulsion, Future Flight, Careers in Aerospace, and Airspace.


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Meet a Scientific Diver

EPA divers can visit K–12 classrooms to talk with students about ocean stewardship. Often these visits include pictures and video of aquatic creatures as well as images of polluted water sites that inform students how EPA uses scientific diving to help protect our underwater environment. Some divers also bring diving equipment for students to see and touch, helping students to better understand what is involved in undersea research, including the importance of math and science in scientific diving. Interested in having a scientific diver visit your classroom? Contact the Unit Diving Officer at the nearest diving unit. Visit this website to locate diving units and get more information.


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The BOP-CCERS Fellowship at Pace University is a two-year professional development program that trains classroom teachers and afterschool educators to engage their students in hands-on environmental science and restoration ecology in and around New York Harbor. The Fellowship is open to all NYC Department of Education middle school teachers with a preference for those working in program wide Title I-funded schools. The fellowship is now also open to afterschool and summer camp educators working in DYCD funded programs.

Pace University School of Education hosts the fellowship meetings and workshops at its lower Manhattan campus and New York Harbor Foundation runs outdoor field trainings at Billion Oyster Project headquarters on Governors Island. Classes and workshops are taught by guest experts, scientists from Columbia’s Lamont Doherty Earth Observatory and The River Project, and curriculum specialists from New York Harbor Foundation.

The Fellowship is the central pillar of a National Science Foundation funded educational research project. The project, known as the “Curriculum and Community Enterprise for Restoration Science” (CCERS) model, aims to improve STEM education in public schools by linking teaching and learning to ecosystem restoration and engaging students in hands-on environmental field science during their regular school day. The project also strongly emphasizes the use of computer science and digital tools for environmental monitoring, citizen science, stewardship, and advocacy. Through participation in the fellowship, teachers and educators play a key role in advancing the CCERS model and answering the project’s core research questions.

Fellows are provided technical, material, pedagogical, and financial support with which to implement BOP curriculum in their classrooms and in the field. The Fellowship class covers core content and scientific practices in marine biology, water chemistry, ecological history, urban design, and environmental fieldwork, as well as classroom- and field-based pedagogical strategies for inquiry science teaching. Field Training Days on Governors Island cover BOP Field Science Protocols and use of the Oyster Restoration Station (ORS), an oyster grow-out unit and marine science experimental platform designed for middle school classes of up to 35 students. The ORS kit also includes advanced water quality monitoring equipment and an online dashboard for data analysis. Fellows receive a waterfront site near their school to install the ORS and conduct four or more monitoring expeditions per year with their classes. Fellows are also encouraged to take trips to partner institutions, museums, aquariums, and STEM industry field sites.

Financial Support: Fellows are eligible to receive a stipend of up to $3,000 per year for two years. Stipends are disbursed on a per-session basis ($50/hour) according to the number and duration of workshops, PDs, and special events attended. In addition to individual stipends, schools and programs may also receive up to $2000 per year to cover project related expenses such as ORS monitoring supplies, books, transportation, substitute coverage, or advanced underwater equipment such as the OpenROV.

Application: Interested candidates should read through all of the information below before applying. The Fellowship application is competitive and selective. We look for teachers and educators with demonstrated commitment to public education, innovation and creativity in the classroom, and a clear vision for the challenges and rewards of engaging students in environmental field science in New York City. Applicants should also understand that the project functions as a community enterprise, with students and teachers working directly with scientists and STEM professionals, classroom teachers collaborating with after-school programs and community groups, and school administrators partnering with universities and science institutions. BOP Fellows are at the forefront of this effort and should be excited to serve as leaders, innovators, and pioneers in the public eye.


Participation in the NSF-funded BOP Fellowship at Pace University is a two-year commitment that runs from February to December (spring semester to fall semester).

Summary of Activities
Activities Year One Fellows Year Two Fellows
Scientist Workshops 5:30-7:30, One Tuesday per month @ Pace Attend all nine workshops (5-Spring, 4-Fall) Optional
BOP Curriculum PDs: 5:30-7:30, One Tuesday per month @ Pace Attend three or more PDs including 2 Symposium Preps Attend three or more PDs
Spring and Fall Field Training Days:9:00am-4:00pm, Saturdays, @ Governors Island Attend three field training days Optional
Annual BOP Symposium: June 23, 2017 10:00am-3:00pm Fellows must attend, students are optional Fellows attend with 10 or more students to present research projects
Oyster Restoration Station (ORS) Monitoring Trips Two in the Fall Two in the Fall, Two in the Spring
Pace STEM Collaboratory Showcase Optional Required
Aquarium and Reef Exhibit Field Trips Optional Optional
Video Synopsis and Personal Reflection N/A Required

Scientist Workshops. The scientist workshop is a colloquium style lecture and workshop with a local guest expert in a related field of marine STEM. The science workshop covers a unique science topic each month and always includes a hands-on lab component. First Year Fellows are required to attend all nine workshops while others may attend optionally.

BOP Curriculum Professional Development Workshop: The Curriculum PD is led by the BOP curriculum team along with guest experts in specific topics such literacy in the science classroom, and in BOP-specific topics such as different approaches to interpreting ORS data. Each month’s PD workshop addresses a unique aspect of inquiry teaching, and the year-long series of workshops is designed to support teachers through the year-long process of guiding their students through the authentic, original research they will present at the BOP Symposium in June. First year fellows are required to attend at least three PDs including two dedicated to Symposium prep. Second year fellows are required to attend any three PDs of their choosing.

Field Training Days. First Year Fellows are required to attend at least three full days of field training. All day STEM PD workshops may serve as a substitute for one field training. One of the three field training days must include a regular ORS Basic Training (if the fellow has not attended one prior to the fellowship). Hands-on field trainings cover a range of topics related to collecting ORS data, managing students in the field, conducting field research, leveraging the digital platform, and advanced monitoring technologies and tools.

Annual BOP STEM Symposium on Governors Island. The Symposium is the annual gathering of BOP Schools, scientists, and partners to present research and results, network with peers, discuss challenges, and celebrate. First year fellows must attend and may optionally bring students. Second year fellows are required to attend and bring students to present their yearlong field research projects through science posters or electronic media presentations. The Symposium is a full day event in held on a Friday in mid to late June. In addition to the symposium poster walk, the day also includes educational theater, tours of Harbor School reef restoration sites, lunch and oyster shucking for all.

Oyster Restoration Station (ORS) Monitoring Trips. Each participating school is provided a waterfront site to install their ORS and conduct monitoring trips with students. Each participating teacher must take at least four monitoring trips per year, two in the Fall and two in the Spring. A monitoring trip involves a class of up to 34 students and at least three adults. The class can be split into five groups with each group assigned to one or more of the five field science protocols. Participating students must be trained in BOP Field Science procedures, use of equipment, and BOP digital platform before going out in the field. A set of pre-field training lessons is provided for this purpose. Teachers are responsible for ensuring students upload the full dataset to the BOP digital platform after each expedition.

Annual Pace STEM Collaboratory NYC® Colloquium/Digital Media Forum. Second year fellows are required to attend a three-hour evening celebration and dinner in late June to present their work to date to Pace faculty, STEM professionals, and the broader community of project supporters. The teaching Fellows Digital Media Projects will be highlighted here.

Video Synopsis and Personal Reflection. Second year fellows are required to create a short (five-minute) video synopsis/reflection covering the experience of students, teachers, and/or the school community in the BOP-CCERS fellowship. The video will be presented to incoming fellows at the annual orientation. Second year fellows are also required to write a short (three-page) reflection paper to accompany the video. Both the video and the written reflection are the exit requirement of the fellowship.

Field Trips to Reef Exhibits and Science Institutions. Fellows are encouraged to take at least one trip per year to complement restoration station monitoring fieldwork. Possible trip destinations include: The River Project, New York Aquarium, other local museums, the New York Academy of Sciences, or other partners institutions tied to the project. School subsidies can be used to cover the costs of these excursions.


The Fellowship is open to NYC DoE middle school (grades 6-8) teachers, with a preference for those working in program wide Title I funded schools. The fellowship is also open to a limited number of afterschool and summer camp educators working in DYCD funded programs. The program strongly encourages math and science teacher pairs from the same school and grade level/team to apply together. The program will also consider individual, non-science or math teachers who demonstrate extraordinary motivation and capacity toward the goals of the project.


  1. Read the above information carefully
  2. Read the attached FAQs
  3. Read the attached Fellowship Contract together with your principal or program director and make sure you can both fulfill all the requirements. Note, applicants will only be asked to sign contracts if they are accepted into the program.
  4. Contact the project manager (Sam Janis) if you have any remaining questions about the program or the application process. (, 212-458-0800 ext. 6503)
  5. Complete your respective application form. Please note, if you are applying as a pair, each teacher/educator must complete his or her own individual application. While we strongly encourage teacher/educator pairs to apply from the same school or program, we can only accept applications from individuals.
  6. Submit all supplementary documents: resume, curriculum sample, and short answer/personal statement.


    • Applications open: November 1
    • Applications close: December 1 at 5:00PM
    • In person interviews (the review committee will reach out to schedule interviews on an individual basis as needed): December 1-23
  • Notification Letters Sent: January 5 or before
  • First Fellowship Meeting: Tuesday, February 7th 5:30-7:30pm


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Astronomy is designed to meet the scope and sequence requirements of one- or two-semester introductory astronomy courses. The book begins with relevant scientific fundamentals and progresses through an exploration of the solar system, stars, galaxies and cosmology. The Astronomy textbook builds student understanding through the use of relevant analogies, clear and non-technical explanations, and rich illustrations. Mathematics is included in a flexible manner to meet the needs of individual instructors.

With the help of over 75 astronomers and astronomy educators, the textbook (cleverly named Astronomy,) has been adapted, expanded, and updated from earlier textbooks we three authors have written. The book is free to students in the electronic version, and can be custom printed on demand – at cost. Even more interesting, the book is open source, which means you can use it as is, or develop your own electronic version of it, selecting only the sections you teach, adding your curriculum materials, etc.

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