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Found 504 Collections

 

Exploring Biominerals with Collections from the Smithsonian's Natural History Museum

This is a collection created to explore biological minerals, also called biominerals. Biominerals are formed by living organisms by a process called "biomineralization."  Humans create minerals: We build our bones with a mineral called apatite. Mollusks create minerals, too: their shells! Corals create mineral skeletons, which are built up over time to create the marine architecture we call a coral reef.  Corals are composed of small polyps, which build up their hard skeletons out of a mineral called aragonite, which is also called calcium carbonate.  Even some species of algae create a mineral called barite, which is present in their tissue. Bones, shells, and teeth are common examples of biominerals. 

This collection contains two types of minerals: 1) naturally occurring minerals, minerals created by the Earth's natural processes and 2) biominerals, minerals created by living organisms.  

ACTIVITIES to do with this collection:

1. Download the Student Worksheet and use this collection to complete it.

2. Find the inorganic and biomineral versions of each of the following minerals. Once you have found them, download the "See Think Wonder" worksheet in this collection and fill it out, while comparing the two minerals. 

- Aragonite and calcite (look for mollusks, corals, echinoderms)  

- Apatite (look for bones, teeth)

- Barite (look for algae)

- Silica (look for diatoms, sponges, grasses)

 

3. Learn a little more about each object by clicking on it, then clicking on the "info" button. Where was it found? When was it found? What do you notice about it? What do you wonder about it?


Maggy Benson
23
 

Marine Life & Conservation

Educational resources on marine life and conservation topics designed to help students learn about our oceans, marine life, and the importance of conservation. Includes early and middle childhood educational activity worksheets and minimal-prep homeschooling lesson plans 

Education = Conservation = Preservation

Ethan
12
 

Easy PZ: Claim / Support / Question (Trailblazer (A Dream Deferred))

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "Claim / Support / Question" with a portrait from the National Portrait Gallery. #visiblethinking #npgteach

Smithsonian Center for Learning and Digital Access
15
 

Digital Museum Resources for the High School Ethnic Studies Classroom (City of Austin Parks & Recreation)

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Exploration of Ethnic Studies workshop at the  City of Austin Parks & Recreation Department on October 29-30, 2019. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom. 

This collection was co-created with Ashley Naranjo.  This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.

#EthnicStudies


Philippa Rappoport
52
 

Domingo Ulloa's "Bracero": and "Bittersweet Harvest": Using Art and Historical Documentation to Deepen Understanding

This teaching collection helps students to look closely and think critically by examining Domigo Ulloa's painting, Braceros, and historical documentation related to the bracero program, a series of short-term labor contracts from 1942-1964 in which an estimated two million Mexican men came to the US to work on farms and roads. The collection prompts students to consider the program from a variety of perspectives, including individual, collective, social, economic, and political.  

Included here are the painting, a bilingual video with Smithsonian American Art Museum (SAAM) curator E. Carmen Ramos, four suggested Thinking Routines - "See, Think, Wonder," "Step In, Step Out, Step Back," "The 3 Y's," and "Think, Feel, Care" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, supporting digital content from the National Museum of American History, and a blogpost from SAAM of two DC student's written responses to the prompt, "What Domingo Ulloa's Braceros Means to Me." 

For use in Social Studies, Spanish, English, and American History classes

#LatinoHAC #EthnicStudies

This collection supports Unit 1: Intersectionality of Economics, Politics, and Policy, of the Austin ISD Ethnic Studies Part B course.

This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. 


Philippa Rappoport
10
 

Easy PZ: Claim / Support / Question

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "Claim / Support / Question" with a portrait from the National Portrait Gallery. #visiblethinking #npgteach

Smithsonian Center for Learning and Digital Access
15
 

Easy PZ: See / Think / Wonder (Tenement Flats)

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "See / Think / Wonder" with an artwork from the Smithsonian American Art Museum. #visiblethinking #saamteach

Smithsonian Center for Learning and Digital Access
14
 

Easy PZ: See / Think / Wonder (Iceman Crucified #4)

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "See / Think / Wonder" with an artwork from the Smithsonian American Art Museum. #visiblethinking #saamteach

Smithsonian Center for Learning and Digital Access
15
 

Industry, Technology, and Progress in the 19th Century

Integrating portraiture can be a great way to activate what students have learned about a person, an event, or a moment in time. This collection explores the second industrial revolution (circa 1865-1915) which brought forth new ideas for manufacturing and technology. Below is a brief snapshot of the businesspeople and thought leaders who shaped the economy and redefined economic and social class conditions in the mid-late 19th century. 

Guiding questions:

Who are the notable businesspeople and inventors of the second industrial revolution?

How did the second industrial revolution pave the way for entrepreneurs in the early 20th century?

What were some of the socio-economic impacts of the second industrial revolution? 


#NPGTeach 

Ashleigh Coren
38
 

Exploring Art with Quilts at the Anacostia Community Museum

This collection of quilts offers material to challenge conventional definitions of art and artists, explore the many different ways to tell a visual story and spark discussions about the traditions that are passed down in families. This resource is structured around 2 hour-long lessons in art analysis, a creative task and a reflection session.

A range of styles and traditions are represented here, as each quilt and quilter has their own story to tell. The story can be evident in the visual content of the quilt, but the context in which it was created can be equally important. Quilting is an art form taught between generations and amongst friends, bridging the gap between material culture and intangible heritage.

By encouraging young learners to look closely and develop evidence-based arguments, we can hope to build their skills to think deeply about the interrelationship of art, memory and community.

Enclosed in the Teacher's Resource is a list of quilts, short biographies of the artists and potential discussion questions. Also included are suggested art and craft activities, and an annotated bibliography for educators who want to do more research on the topic.

Goals:

  • How can we express things that are important to us?
  • How can quilts teach us about community?

Objectives:

  • Challenge and expand definitions of “art” and “artist.”
  • Develop a toolkit for visual analysis.
  • Understand different forms of creative self-expression.
  • Learn about traditions we share in our communities and pass between generations.
  • Empower students’ creativity.
Celine Romano
14
 

Planets of the Solar System

Through this collection, students will deepen their understanding of each planet in our solar system.  Pairing the See, Think, Wonder thinking routine with an embroidered quilt of the solar system will pique students' interest in the dwarf planet, Pluto.  After discovering the year that the quilt was made, students can explore the website to learn the history of Pluto.

Using the provided websites, students will work in groups to research a planet.  They will use the obtained information to write a headline that captures the most interesting aspect of the planet and to create a model of the planet.

#PZPGH

Jamie Bonacorso
21
 

Digital Museum Resources for the High School Ethnic Studies Classroom (Irving Arts Center )

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Exploration of Ethnic Studies workshop at the Irving Arts Center on October 16, 2019. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom. 

This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

#EthnicStudies

Keywords: Ethnic Studies, Mexican American Studies, MAS

Philippa Rappoport
50
 

Statue of Liberty and Symbolism

This collection includes a variety of representations of the Statue of Liberty--as a protest object, on an environmental campaign poster, on a postage stamp, and as a symbol used on patterned clothing. In small groups, learners will apply three scaffolded Visible Thinking Routines to a resource of their choice. First, they will use a "See, Think, Wonder" thinking routine to note their observations and interpretations as well as anything about which they are curious. Next, they will analyze the resource using the "Layers" thinking routine. As an optional step, they could also consider the artist or creator of the object's point of view/perspective in creating the resource, with the "Step Inside" thinking routine. Finally, they will create an artwork or representation that depicts a cause that is important to a community of which they are a member.

A final item from the American Jewish Historical Society includes information on a student contest running from September 2019 until May 2020, where students create a new poem based on Emma Lazarus' s"New Colossus" on the Statue of Liberty.

#visiblethinking

Ashley Naranjo
27
 

Marvels of Greece and Rome

The Greeks were famous for their skill at building,not only temples and palaces, but theatres and arenas too. They were also marvellous sculptors. The Romans copied Greek buildings and made improvements. The Romans imitated the Greeks in making lifelike figures in bronze,marble,gold and ivory. My collection contains buildings and sculptures from the Greek and Roman world and the stories behind them.


Simona-Elena Humelnicu-Christofi
6
 

Engaging Families through Art and Technology Programs: "Illuminating the Self"

This collection details an art and community engagement project that the Smithsonian Center for Learning and Digital Access did with educators from the National Portrait Gallery and the Fairfax County Family Literacy Program. It includes assets and resources designed to help teachers, museum educators, and community-based informal learning educators recreate the program as is, or design their own, based on the specific needs of their classroom or learning community. 

"Illuminating the Self / Illuminándonos" was a five-day bilingual program in which pairs of immigrant mothers and their middle school-aged children worked together to learn about portraiture from the 2016 exhibition of the Outwin Boochever Portrait Competition winning portraits. First we talked about portraiture in general, and then focused the discussion on light and shadow. Next, students took photographic portraits of each other and chose one to recreate. We projected the photographs in black and white onto a wall, and had the students trace the outlines of their photographs on their blank drawing paper. They they worked with charcoals to fill in their portraits and refine their drawings. Participants also visited the Outwin exhibition. Finally, their portraits were displayed at the National Portrait Gallery's Hispanic Heritage Month Family Day.

Program surveys indicated improved literacy, technology, and communication skills to share heritage, traditions, and talents; increased sense of empowerment and self-esteem, strengthened parent-child relationships and community bonds, and creation of a core of mentors. One mother reported that before the program she would never have entered an art museum because she wouldn't have known what to do, but that now she would not be able to pass by without stopping in. As well, several family participants have returned to the Smithsonian asking to volunteer at future Smithsonian events.

This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

#LatinoHAC

Philippa Rappoport
38
 

Making: Design a Protest Poster

Inspired by a workshop activity hosted by 2018 National Design Award winner for Communication Design Civilization, download the included worksheet and follow along to create your own visually-impactful protest poster. 

Cooper Hewitt, Smithsonian Design Museum
13
 

Making: Katagami-Inspired Stencils

In this collection, you'll find the process to creating and using your own nature-inspired stencil, inspired by Cooper Hewitt's Katagami exhibition on view from March 30, 2019 to October 27, 2019. Grab materials and follow along, or find inspiration for later! 

Cooper Hewitt, Smithsonian Design Museum
18
 

Prototyping: Making and Exploration

In this collection, explore prototyping. Here, you'll find examples of prototypes from the Cooper Hewitt collection and a prototyping activity to do at home or in the classroom.

Cooper Hewitt, Smithsonian Design Museum
25
 

Culture and Aesthetics Meet Physics: Why Soviet and American Spacesuits Look Different

This collection was developed as part of the 2019 Smithsonian-Montgomery College Faculty Fellowship Program under the theme of “The Search for an American Identity: Building a Nation Together.” It has been modified by Jodi Halligan to use as a learning activity on observing differences between Soviet and American space suits and related technology and design.

Jodi Halligan
15
 

Grade 4 Beliefs Unit - Science, Art, Humanities and Engineering - Museums Go Global

Welcome to the Grade 4 Beliefs Unit Collection. Please enjoy. Below there is information about:

- How the lesson was used specifically at Washington International School (WIS) in Washington DC in 2019 
- The role of STEAM at WIS

Additionally, within the collection, the markers will help guide the teacher through each component. The collection is broken up into: Educating the teacher team (preparing for the unit), STEAM teacher resources, Student activities, and Student learning extensions. 

Enjoy and all feedback is welcomed. 

About: 

Washington International School is an International Baccalaureate (IB), Primary Years Program (PYP). I am the STEAM Specialist who integrates 21st century skill inquiry projects, hands on science and engineering, and digital tools/technology. This collection is to support many teachers who will contribute to content for this unit. The Language specialists, art teacher, design technology, STEAM Specialist and physical education.

STEAM at WIS:

My role will be to host an experience that role-plays early civilizations and their interactions with sun, moon, and stars. Students will interpret their experience and create a piece of art that demonstrates their translation of the experience. The follow up will be to help the students connect their experience with ancient cultures. Then, the conversation will further develop to challenge the students to think how science changes our understanding of our universe. The overall theme is to encourage students and give them confidence to explore various belief systems, challenge their own understanding of the world through their beliefs, experiences, and science. 

These exercises scaffold learning to align student inquiry to the Social Studies standards: 

  • Distinguish between personal beliefs and belief systems (PYP Scope and Sequence Pg. 29)
  • Define the elements of a belief system (creed, codes of behavior, rituals, community.) (AERO CC+ G5 p22 4.5.f)
  • Identify the major religions of the world in terms of their beliefs, rituals and sacred texts. (referenced: AERO CC+ G6 p30 4.8.f)
  • Reflect upon how beliefs affect the individual and society (PYP Scope and Sequence Pg. 29)

Important to know: The teachers at WIS took the students on two days of field trips to visit various areas of "worship" in the DC/MD/VA area: Buddhist Temple, Mosque, Jewish Temple, Catholic Church, and African American Christian Church. Students had worksheets to complete for each location that included observations of icons, the use of shapes in the visual devotional symbols, and to draw the various religious icons. After, they engaged in discussion about their experiences. If your school does not have the ability to do an elaborate field trip like this, we recommend having devotional leaders and/or parents visit as subject matter experts to demonstrate their systems of faith, icons, devotions, and symbols. 


STEAM Project: 

  • I used this collection to train the teachers about the new thinking routines (Beginning slides)
  • There are samples from students learning about Sun, Egyptian use of sun in their beliefs (art and architecture) 
  • Students looked at Egyptian sun use and modern NASA sun data to inspire them for their STEAM Challenge
  • Their STEAM Challenge was to create a pyramid (cardboard) with a devotion (clay), and decorate with sun symbols (crayons/markers). 
  •  Our students just completed a cardboard challenge (Cain's Arcade - check out on Youtube) so they were cardboard construction "experts". Therefore, they only had 40 minutes for their challenge. You will need to either have a lesson on cardboard construction before, or give them more samples and/or time. Hypothetically, this could be a 1/2 day project for students. 
  • The goal is then for students to look at other cultures and other NASA data (Incas (or other Native American tribes)  African Tribes, and/or Australian Aborigines, etc. and have them do the same STEAM challenge (format) by creating a model structure decorated by symbols inspired by both indigenous symbols and modern NASA data (sun, stars, planets, or Earth's Moon). Therefore, they will have a "Maker Collection" that demonstrates various engineering styles as well as belief systems. 


International Baccalaureate Transdisciplinary Unit of Inquiry:  Who we are.  Beliefs - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human. 

Central Idea: Humans have common beliefs that attempt to answer life’s big questions. 

            - The main line of Inquiry this collection will align with is: Global religious beliefs and practices

The following subject teachers plan to do the following:

           - Art = Beliefs and metaphors with clay

           - Digital Technology = Building sacred structures 

           - STEAM = Engineering and Science of sacred structures globally and historically

Global thinking routines: Step In, Step Out, Step Back; Beauty and Truth; Unveiling Stories

STEAM Challenge:  Students can further their inquiry from ancient beliefs with their experiences with modern organized religion into modern spirituality by analyzing the exhibition for Burning Man Festival. Students will complete a STEAM Challenge to build their own sacred structure that honors their own belief systems. 

#GoGlobal 

Sandra Vilevac
82
 

Zoomorphic Creatures in Ancient Chinese Art

What can we learn about ancient China by studying artifacts?  What does the intricate detail of works of art suggest about values and beliefs in ancient China?  In this Learning Lab Collection, students will study ancient Chinese works of art via Project Zero Thinking Routines.  Working in groups, students will be assigned to either research ancient Chinese bronze bells or ancient Chinese bronze vessels and make inferences about ancient Chinese values and beliefs based on their research.  Then, inspired by taotie, mask-like design patterns of ancient Chinese bronze objects, students will etch their own zoomorphic creatures into metal foil.

This Learning Lab Collection contains a lesson plan, images to research, Thinking Routines, design worksheet, and sample final artwork.  Download the pdf Lesson Plan located in the "Teacher Materials and Lesson Plan" section first for instructions and art materials needed.

Tags:  metalwork; etch; repoussé; vessels; bells; ritual; Shang; Zhou; dynasty; China; composite animals

Freer and Sackler Galleries
45
 

Japanese Internment through Art and Documents

These resources can be used in an activity that introduces a lesson on Japanese-American Internment during World War II.

1. To begin, show students Roger Shimomura's painting entitled Diary: December 12, 1941. Without providing any background information, use the "Claim, Support, Question" routine to have students make claims about what they think is going on in the artwork, identify visual support for their claims, and share the questions they have about the painting. Document responses in three columns on large chart paper or a whiteboard.

2. Following this initial conversation, share the title, artist's name, and date of the painting. Ask students to consider the date in the title, and discuss what significance this date might have. If they don't figure out that this date was five days after the Japanese bombing of Pearl Harbor, share that information. Share with students that this painting is part of a series Roger Shimomura created based on the wartime diary entries of his grandmother, Toku, who was born in Japan and immigrated to Seattle, Washington in 1912. Along with thousands of other people of Japanese ancestry living on the West Coast during World War II , Toku and her family were forcibly relocated to an internment camp after the attack on Pearl Harbor. Roger was a young boy during World War II, and remembers spending his third birthday in the Puyallup Assembly Center on the Washington state fairgrounds, where his family was sent before being transferred to Minidoka Reservation in Idaho for the duration of the war.

3. Jigsaw Activity, Pt. 1. After sharing this context, tell students they will each be receiving a primary source document that relates to the painting in some way. Distribute copies of "Woman at Writing Table," the Superman comic, the Instructions to All Persons of Japanese Ancestry, and Toku Shimomura's diary entries. Divide students into four groups, one per document. Give students time to analyze their document as a group and discuss how it affects their interpretation of the painting.

4. Jigsaw Activity, Pt. 2. Next, create new groups so that each group includes students who received each of the four sources. Ask students to briefly report on their document and what their original group discussed as its possible meaning and relation to Roger Shimomura's painting.

5. Return to the painting as a large group, and discuss how the primary source documents have influenced students' reading of the artwork.

6. Optional additional resource: If time allows, have students watch excerpts from Roger Shimomura's artist talk at the Smithsonian American Art Museum.

#APA2018

#visiblethinking

Phoebe Hillemann
8
 

Visualizing Democracy

This Learning Lab complements the National Portrait Gallery's student program, Visualizing Democracy. 

Students will visualize democracy from the colonial era to the 21st century by analyzing portraits of major figures who played a critical role—as government officials, engaged citizens, or both—in creating a democratic society for the United States. Students will investigate how portraiture can convey democratic ideals and how, as a cultural institution housed in a historic building, the National Portrait Gallery has been and continues to be relevant to American democracy.

#NPGteach


Kita McCord
19
 

Latino Patriots in American Military History | Patriotas Latinos en la Historia Militar Estadounidense

This bilingual (English/Spanish) collection highlights Latino contributions in American Military History. Resources serve grades 7/8 and 9/10 social studies, U.S. History, AP Military History, Spanish Language courses and life-long learners. They include critical thinking, writing, language arts, visual arts, historical inquiry activities. Wars and topics covered include:

  • American War of Independence
  • Texas Revolution and the Mexican American War
  • Manifest Destiny
  • U.S. Expansionism
  • Civil War
  • World War I
  • World War II
  • Korean War
  • Vietnam War

Smithsonian Latino Center (SLC)
2
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