Billion Oyster Project

Where is my Oyster Research Station Site?


Oysters & Organisms Lessons



Class Periods




Subject Areas


Students will study a variety of maps and other resources so that they may begin to understand the features of their Oyster Restoration Station (ORS) site.


  • Locate their ORS site relative to their school location

  • Explain at least three of their inferences about the ORS site

  • Ask at least three question about the ORS site

Materials and Resources


Choose from “Where is my ORS Site?” Library of Resources

Before you get started

Tips for Teachers

There are a lot of resources available for this lesson. It is important for you to take the time to familiarize yourself with the history and current conditions of your ORS site, so that you may choose what resources will be most valuable for your students. The more you left students discover facts about their sight, the better. Resist the impulse to tell them the “answers.” The books would need to be purchased and relevant sections photocopied in advance of the lesson.

Instruction Plan


  1. Give students a map that includes both your school and the ORS site on it.  

  2. Don’t just tell students where the ORS site is!

  3. Give landmarks, coordinates or some sort of scavenger hunt, so that students have to look carefully at a few elements of the map in order to find the ORS site.

  4. Students put an “x” on the site.

  5. Go through the same process for finding the school.  

  6. Discuss with the students how you will be getting from the school to the ORS site.  You might want to tell them, or you might want them to figure it out.  Pass out a subway or other map if needed to describe the route.

  7. Tell students the date of their first trip to the ORS.


  1. Students get into small groups.

  2. Each group is provided with resources from the “Where is my ORS Site?” Library of Resources.

  3. At this point, give a pep talk. Remind students that this is a lot of information to digest and that they should look at it one piece at a time and not worry about covering it all.

  4. The resources can be presented in several different ways:

    • Give each group the same set of resources.

    • Give each group a somewhat different or completely different set of resources.

    • Have many resources (with multiple copies) available around the classroom and allow students to choose resources.  

    • Some combination of the above suggestions.

  5. Each student gets a Source-Quotation-Response Worksheet.  Students may need multiple of these worksheets, depending on how many resources they are looking at.

  6. Students make observations based on the resources provided and come up with inferences about the state of their ORS site (either on land or in the water).


  1. Each group shares out 1-2 observations and inferences.  

  2. Record these where the whole class can see.

  3. Offer some probing questions, so students don't stop at their first thought. For example:

    • How can we paint a fuller picture of what our ORS site looks like, with this list of observations?

    • Are there any observations up here that are related to each other?

    • Which of these observations surprise you?  

    • Listed on the board are only some of your observations.  Let’s hear a different observation that either adds to or contradicts one of the observations on the board.

    • Has anyone been to this site before?  What do you know about the site from your experience?

  4. Students write a paragraph summarizing what they’ve learned about their ORS site thus far.

  5. Students generate a list of questions they still have about their ORS site.


  1. Each group looks over the list of questions from the group and chooses one they  want to try to answer during their first ORS expedition.

  2. Post all the students’ questions in the room.

  3. After the students return from the first ORS expedition, they revisit the one questions their group chose and take the time to answer it.