Skip to Content
  • Language
  • End User
  • Educational Use
  • Time Required
(168)
(318)
(400)
(402)
(456)
(2)
(302)
(167)
(82)
(212)
(83)
(84)

Found 486 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
 

Subject: Eateries

#nmahphc

This is a sampling of photographs related to dining out from the Photographic History Collection.

For additional images, search collections.si.edu.

Keywords: restaurant, cafe, bar, dining room, diner, waiter, waitress, serving staff, hostess, ice cream shop, burger joint, pizza joint, pizzeria, food court, cafeteria, food hall, drive-through, fast food, coffee shop, saloon, canteen, chop house, grill, lunch room, watering hole, inn, dive, drive in, donut house, greasy spoon, hamburger stand, luncheonette, night club, soda fountain, deli, bistro, automat, tea house

NMAH Photographic History Collection
36
 

Human Evolution - Human Diets

This Smithsonian Science How learning collection, from Q?rius at the National Museum of Natural History, is part of a distance learning program at http://qrius.si.edu/explore-science/webcast This collection focuses on the significance diet for human evolution. Targeted at middle schoolers, the collection invites students into an authentic understanding of the evidence for early meat-eating in humans. Anthropologist Dr. Briana Pobiner is featured as an expert explainer. The collection includes an interactive webcast video with discussion questions, cross-cutting activities, an independent project, and other resources for teachers and students.

Key Terms: paleoanthropology, fossil, archaeology, human evolution, extinction, taxonomy, phylogeny

Key Concepts:

- What it means to be human

- Diet and culture of early humans

- Interpreting the family tree of humans

- Factors shaping human evolution

- Technology used by paleoanthropologists

Sara Abbott
14
 

Art and the Electromagnetic Spectrum

This lesson will help students understand applications of electromagnetic radiation in art conservation. In particular, students will learn art conservators use ultraviolet, infrared, visible light, and x-radiation to examine artwork. Properties of each form of radiation and its uses in art conservation will be introduced. Students will then solve problems. 

You will find guiding questions included in the additional info section of each artwork.

Shantelle Jones-Williams
10
 

Spark!Lab Invention Process (Watson/Shopping Cart)

Explore Spark!Lab's invention steps through the process of a real inventor, Orla Watson, who changed grocery shopping for millions of people with his telescoping shopping cart. Then make your own cart with our final invention challenge! Click through each of the items below and be sure to read the information (i) sections

Objectives:

  • Understand the invention process by examining one specific invention 
  • Discover and critically analyze objects and primary sources from the National Museum of American History's archives and collection

The Draper Spark!Lab is a hands-on invention activity center housed at the Smithsonian's National Museum of American History. Original LL Collection credit: Marie-Louise Orsini

Zach Etsch
22
 

A Celebration of African Americans at NASA

The National Museum of African American History and Culture welcomes you to learn about African American STEM contributions at NASA. The National Aeronautics and Space Administration (NASA) became an official government agency in 1958, born from its predecessor, the National Advisory Council for Aeronautics (NACA).

In 1961, NASA selected its first African American astronaut candidate by the name of Edward Dwight Jr. Although he never flew in space, his selection as an astronaut candidate was a public display to integrate the space agency. Until then, NASA only had white male astronauts flying even though African American scientists, mathematicians, and engineers had been working for the agency for more than a decade.

Finally in 1981, Guion Bluford became the first African American to fly in space. Since then African Americans have continued to fill positions at NASA and make their contributions in space, from behind a desk, and in the laboratory.

This Learning Lab celebrates these individuals, their bravery, their exploratory spirit, and their desires to express themselves fully through their commitment to space exploration.

This is a celebration of them all.


Keywords: NASA, NMAAHC, NASM,  Astronaut, African American, Scientist, Engineer, Mathematician, Technology, Space, Space Travel

National Museum of African American History and Culture
44
 

Hustle in Our Muscles

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring muscles. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about muscles, watch how animals use their muscles, and listen to the read aloud Sebastian's Roller Skates. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
42
 

Remnants from the exploration of space

Clothing, spacecraft, tools, and mementos to better understand the achievement of space exploration.  

David Ball
201
 

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
 

Photographer: Mather, Margarethe

#nmahphc

The Margarethe Mather NMAH Photographic History Collection consists of five platinum print photographs from the 1920s. Photographer Margrethe Mather was a model and source of inspiration for Edward Weston and an established pictorialist and a pioneering modernist in her own right.

For additional images, search collections.si.edu.

Keywords: women photographers, Pictorialism, platinum photography, palladium photography, Pierrot

NMAH Photographic History Collection
3
 

Eight Legged Fantastic!

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring spiders. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about spiders and arachnids as well as listen to the read aloud Sophia's Masterpiece. Families can  watch science videos and read articles about spiders and scorpions. They can also explore art inspired by spiders and Spiderman the superhero. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

rajeeva voleti
58
 

Innovation: Toasters

Using the images in this collection, think about what innovations have moved the toaster forward. Were all of the changes positive? What do you think the toaster of the future will look like?

Katherine Fancher
14
 

Eight Legged Fantastic!

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring spiders. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about spiders and arachnids as well as listen to the read aloud Sophia's Masterpiece. Families can  watch science videos and read articles about spiders and scorpions. They can also explore art inspired by spiders and Spiderman the superhero. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
58
 

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
 

Make a COLLAGASAURUS!

What: Learn about history, art, culture and science while creating a fantastic creature with the Smithsonian's Open Access collections.

Age: 2-9

How:
1. Download the COLLAGASAURUS! how-to book created by author/illustrator of the "Astronuts", Jon Scieszka and Steven Weinberg: https://learninglab.si.edu/cab...
2. Use some of the images in this set to make your own creature!
a. For younger children, review body parts they need to make a creature; print out images and have kiddos work on scissor and glue skills. Once their creature is complete, ask them how it would move, how it would eat, where it would live.
b. For older kids, either do the analog method used for younger kids (see 2a.) or use it as an opportunity to work on computer skills using imaging software. Talk with them about the collections they chose; how old they are, where they are from, etc. Discuss how the creature would move and interact with the world given the body parts that were chosen.

3. Afterwards, get a behind-the-scenes peek at how Steven and Jon collage Smithsonian Open Access images -

https://www.youtube.com/watch?reload=9&v=z_-LVBQsXG8


Effie Kapsalis
97
 

The Iñupiaq People and Their Culture

By Beverly Faye Hugo (Iñupiaq), 2009

(This is shortened version of a longer essay from the Smithsonian book Living Our Cultures, Sharing Our Heritage: The First Peoples of Alaska.)

Sea, Land, Rivers

There’s ice and snow, the ocean and darkness – darkness in the winter and twenty-four hours of daylight in the summer. Barrow was originally called Utqiaġvik (meaning, “the place where ukpik, the snowy owl, nests”). That’s where my people, the Iñupiat, have survived and lived, and I am doing as they have done. On the Arctic coast you can see vast distances in all directions, out over the ocean and across the land. The country is very flat, with thousands of ponds and lakes, stretching all the way to the Brooks Range in the south. It is often windy, and there are no natural windbreaks, no trees, only shrubs. Beautiful flowers grow during the brief summer season. The ocean is our garden, where we hunt the sea mammals that sustain us. Throughout the year some seasonal activity is going on. We are whaling in the spring and fall, when the bowheads migrate past Barrow, going out for seals and walrus, fishing, or hunting on the land for caribou, geese, and ducks.

Whaling crews are made up of family members and relatives, and everyone takes part. The spring is an exciting time when the whole community is focused on the whales, hoping to catch one. The number we are permitted to take each year is set by the Alaska Eskimo Whaling Commission and the International Whaling Commission. Whaling is not for the faint of heart. It can be dangerous and takes an incredible amount of effort – getting ready, waiting for the whales, striking and pulling and towing them. But the men go out and do it because they want to feed the community. Everyone has to work hard throughout the whaling season. People who aren’t able to go out on the ice help in other ways, such as buying supplies and gas or preparing food. You have to make clothing for them; they need warm parkas, boots, and snow pants.

We believe that a whale gives itself to a captain and crew who are worthy people, who have integrity – that is the gift of the whale. Caring for whales, even after you’ve caught them, is important. After a whale is caught and divided up, everyone can glean meat from the bones. Each gets his share, even those who don’t belong to a crew. No one is left out.

We are really noticing the effects of global warming. The shorefast ice is much thinner in spring than it used to be, and in a strong wind it will sometimes break away. If you are out on the ice, you have to be extremely conscious of changes in the wind and current so that you will not be carried off on a broken floe. We are concerned as well about the effects of offshore drilling and seismic testing by the oil companies. They try to work with the community to avoid problems, but those activities could frighten the whales and be detrimental to hunting.

 

Community and Family

Iñupiaq residents of Barrow, Wales, Point Hope, Wainwright, and other coastal communities, are the Taġiuqmiut, “people of the salt.” People who live in the interior are the Nunamiut, “people of the land.” The Nunamiut used to be nomadic, moving from camp to camp with their dog teams, hunting and fishing to take care of their families. They packed light and lived in skin tents, tracking the caribou and mountain sheep. My husband, Patrick Hugo, was one of them. For the first six years of his life his family traveled like that, but when the government built a school at Anaktuvuk Pass in 1959 they settled there.

My parents, Charlie and Mary Edwardson, were my foremost educators. They taught me my life skills and language. When I came to awareness as a young child, all the people who took care of me spoke Iñupiaq, so that was my first language. Our father would trap and hunt. We never went hungry and had the best furs for our parkas. Our mother was a fine seamstress, and we learned to sew by helping her. My mother and grandmother taught us to how to care for a family and to do things in a spirit of cooperation and harmony.

I was a child during the Bureau of Indian Affairs era, when we were punished for speaking Iñupiaq in school. My first day in class was the saddest one of my young life. I had to learn English, and that was important, but my own language is something that I value dearly and have always guarded. It is a gift from my parents and ancestors, and I want to pass it on to my children and grandchildren and anyone who wants to learn.

 

Ceremony and Celebration

Nalukataq (blanket toss) is a time of celebration when spring whaling has been successful. It is a kind of all-day picnic. People visit with friends and family at the windbreaks that the crews set up by tipping the whale boats onto their sides. At noon they serve niġliq (goose) soup, dinner rolls, and tea. At around 3:00 P.M. we have mikigaq, made of fermented whale meat, tongue, and skin. At 5:00 they serve frozen maktak (whale skin and blubber) and quaq (raw frozen fish). It’s wonderful to enjoy these foods, to talk, and catch up with everyone at the end of the busy whaling season.

Kivgik, the Messenger Feast, was held in the qargi (ceremonial house). The umialgich (whaling captains) in one community sent messengers to the leaders of another, inviting them and their families to come for days of feasting, dances, and gift giving. They exchanged great quantities of valuable things – piles of furs, sealskins filled with oil, weapons, boats, and sleds. That took place until the early years of the twentieth century, when Presbyterian missionaries suppressed our traditional ceremonies, and many of the communal qargich in the villages were closed down.

In 1988, Mayor George Ahmaogak Sr. thought it was important to revitalize some of the traditions from before the Christian era, and Kivgik was started again. Today it is held in the high school gymnasium. People come to Barrow from many different communities to take part in the dancing and maġgalak, the exchange of gifts. You give presents to people who may have helped you or to those whom you want to honor.  Kivgiq brings us together as one people, just as it did in the time of our ancestors.

Tags: Iñupiaq, Inupiaq, Alaska Native, Indigenous, Smithsonian Arctic Studies Center in Alaska, whale, whaling, human geography

Smithsonian Arctic Studies Center in Alaska
20
 

Dogs

Different dogs and a story called The Night I Followed the Dog

Linda Jaeger
24
 

¡Descubra! Meet the Science Expert

This collection features bilingual Create-It! STEM activities from ¡Descubra!, the Smithsonian Latino Center's national public education program for kids, teens, and families. These activities can be recreated with materials found at a local grocery or hardware store at home or in the classroom. These bilingual resources can serve teachers in grades 2-5, 6-8, and high school science. 

The activities help participants place themselves in the role of scientist as they work on a STEAM-H project. Through active learning and problem solving, students are fully engaged and better able to understand the concepts being presented. This collection also includes interviews with science experts as well as note cards featuring profiles of U.S. Latina/os that have made notable contributes to STEM fields.

¡Descubra! Meet the Science Expert promotes STEM education for youth, with a specific focus on Latino youth, by showcasing Latino role models in STEM fields and discussing career paths and different interests in these areas.

Smithsonian Latino Center (SLC)
16
 

Bats: One Magnificent Mammal

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring my favorite animal, bats. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about bats, read articles about bats, and listen to the read aloud Stellaluna. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
29
 

Flowers

Linda Jaeger
19
 

Umbrellas for a Rainy Day

Umbrellas and the Water Cycle

Linda Jaeger
14
 

Maps and Globes

Maps, Globes, and a story

Linda Jaeger
18
 

Raindrops Keep Falling on My Head

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring rain. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about weather, the water cycle and thunderstorms. Families can also read articles about rain, learn about how native peoples interact with rain, and listen to a read aloud in the hopes to keep families from feeling bored. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
50
 

AFRICAN COSMOS

Put the ARTS in STEM - From Egypt to South Africa, take a brief tour of the African Cosmos  and have your students discover the intersection of Art and Astronomy in the southern hemisphere.   Explore constellations only seen on the African continent.  See why the Goliath beetle became a symbol of rebirth for the Egyptian scarab.  Learn about celestial navigation by people and animals. 

Create Your Own Constellation!  Request Activity sheets for your classroom.

Submit your class constellations to our Student Gallery and be a part of your own school's online exhibition!


Jessica Radovich
73
1-24 of 486 Collections