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Found 422 Collections

 

Grasshopper - Lesson

  • Compare and Contrast the Eastern Lubber Grasshopper to the Conehead Grasshopper


    • Colors
    • Ability to move
    • Shape and size
  • Explore grasshopper's mouth pieces that are used for grinding 

This collection was created by Smithsonian Early Enrichment Center faculty member. #SEECStories

Smithsonian Early Enrichment Center
7
 

Bison, Zebras, and Kangaroos - Smithsonian Collection

This collection was created by Smithsonian Early Enrichment Center faculty member. #SEECStories

Smithsonian Early Enrichment Center
44
 

STEAM: Cross-curricular Connections for Young Learners

Artwork, museums, and the community are powerful resources that bring concepts to life with young children. This collection provides examples of how to utilize museums and the community to explore STEM concepts through artwork. 

This collection was created by a Smithsonian Early Enrichment faculty member to support a webinar with the Smithsonian Center for Learning and Digital Access, presented in October  24, 2018.  


Smithsonian Early Enrichment Center
81
 

Movement

This collection uses Eric Carle's book From Head to Toe to explore how animals and people move. To talk about the book with your child, first read From Head to Toe together (or watch the video in the first box). Next, let your child look at the other animals on the webpage and decide what he/she wants to explore. Encourage conversation and exploration!

This collection was created by Smithsonian Early Enrichment Center faculty member. #SEECStories

Smithsonian Early Enrichment Center
27
 

Movement

This collection uses Eric Carle's book From Head to Toe to explore how animals and people move. To talk about the book with your child, first read From Head to Toe together (or watch the video in the first box). Next, let your child look at the other animals on the webpage and decide what he/she wants to explore. Encourage conversation and exploration!


Maureen Leary
27
 

Preventing the Dodo: Unveiling Animal Conservation Stories

What stories do the animals on the American Trail at the Smithsonian's National Zoo tell? Students will use the Project Zero Global Thinking Routine Unveiling Stories to uncover and consider the complexity around conservation. I asked students to consider more than just what is the initial story. I wanted to know what they thought the human and world stories might be. With the success of these animals I wanted students to also consider what the new and untold stories that might remain. The Unveiling Stories thinking routine is a great way to explore the complicated stories of the gray wolf, bald eagle, beaver,  North American river otter, and wood duck. #goglobal

Ellen Rogers
39
 

Looking at the Moon

Talk with Me!

Having conversations with young children contributes to their thinking and language development. All conversations are good, but research shows that the quality of words children hear matters more than the quantity. Further, what’s best is an exchange; in other words, talk with children, not at them.

The Talk with Me Toolkits give parents and caregivers thematically organized high-quality, authentic materials to make children their conversational partners in discussions that matter. Each online toolkit features captivating videos and real-world photographs, as well as intriguing paintings and other artworks to observe and discuss through conversation prompts.  Hands-on activities and books complete each toolkit. Simple instructions appear right in the toolkits, so you can jump right in. See what interests your child and get started. There’s a lot to talk about!

To read more, see, from the Harvard Graduate School of Education’s Usable Knowledge site, The Brain-Changing Power of Conversation.


Smithsonian Early Enrichment Center
19
 

Living Systems

Diverse living organisms fill our planet with beauty and wonder.  Plants, animals and many other creatures may seem to exist on their own, when in reality they are interdependent with the world that surrounds them, living and non-living.  Co-existing with other plants, animals, and man, each living organism is part of a grand, intricately woven web and system that allows for the flow of energy, food and life. Producers, consumers, predators and prey play vital roles in sustaining life on Earth.  This collection provides the opportunity to consider how each organism affects others. A Harvard University Project Zero routine has been included.

Nancy Butler
27
 

Botanical Expressions

At the turn of the 20th century, the intersection of botanical study with design practice stimulated an array of plant forms and motifs in furnishings, glassware, ceramics, textiles, and more. Botanical Expressions reveals how designers, inspired by nature and informed by scientific knowledge, created vibrant new designs in America, Britain, France, and the Netherlands. Blossoming vases, plantlike stuctures, fanciful garden illustrations, and a diversity of vegetal and floral patterns reveal how nature and design dynamically merged.

An increasing number of designers, trained as botanists, advocated for the beauty and order of nature’s systems, colors, and patterns. Many manufacturers operated in proximity to gardens for natural study and stocked books of botanical illustrations as resources for their designers. These primary sources, on loan from Smithsonian Libraries, appear alongside the objects they influenced.

Since the 19th century, the garden was often seen as a refuge from industry and a natural source of plenty and pleasure. This history of botanical expressions in design illuminates a reflection on the critical role of nature within our world.

Cooper Hewitt Education Department
66
 

Environmental Advocacy through Art

This collection was designed to enable students to reflect deeply on their understanding of local and global human impacts on the planet and how they can inspire others to care about/collectively work to solve one of these issues.  Students will use Project Zero Thinking Routines to examine various pieces of environmental art before they create their own visual call to action focused on the environmental issue that they care most about.

Global Competency Connection:

  • This project was designed to be the culminating project in a high school Environmental Science class, thus it is the expectation that students have “investigated the world” as they explored environmental and social issues throughout the course.  
  • This project will incorporate a level of choice as students “communicate their ideas” on the environmental issue that resonated most with them.
  • As a part of the project, students will share their campaigns with their teachers, peers, and families, and through this awareness raising thus “take action” on issues of global significance.

Using the Collection: A detailed description of daily activities can be found within the "Lesson Sequence" document. Additionally, notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.  

#GoGlobal #ProjectZero #EnvironmentalScience

Aleah Myers
38
 

What does it mean to be human in the Anthropocene?

This collection was designed to serve as a bridge between the high school biology units of evolution and ecology as students explore the evolution of humanity through both a biological and moral lens.  Students will use Project Zero Thinking Routines to examine various artifacts from the Smithsonian Museum of Natural History as they grapple with answering the overarching question: What does it mean to be human in the Anthropocene?  #GoGlobal

What does it mean to be human in the Anthropocene? : Students answer/revise their initial answers to the overarching question after gaining additional knowledge from various learning activities: 

  • Claim/Support/Question:  Students use the Claim/Support/Question thinking routine to frame their thinking around and grapple with this question.
  • Skull Analysis > Human Evolution Misconceptions: After the discussion on human evolution misconceptions, students can revise their thoughts on "what it means to be human" and begin to develop a class list on the characteristics shared by humans.
  • Constructing an Ancestral Timeline: After constructing their timeline, students will have gained additional an understanding of specific morphological and behavioral characteristics of humans. 

Using this Collection: 

  • Detailed suggestions on how to implement the learning activities are found in the "information" section of each of the Blue Activity Tiles as well as the Project Zero Thinking Routine Tiles.
  • Notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.  

Global Competence Connection:

  • Students will be challenged to “investigate the world” both in a modern and prehistoric sense as they explore this the resources in this collection.
  • One goal of this collection is to inspire students to take action as a result of considering the impacts that modern humans have had on the planet. 

Additional Questions Explored through this Collection:

  • What (specific behaviors, adaptations, etc.) allow species to survive?
    • This question can be highlighted during the skull sorting and analysis activities in order to help students review the concepts of adaptation, evolution by natural selection, etc. 
      • Extension: Teachers can project photos of these species in their natural environments and ask students to identify the adaptations that aid them in survival. This exploration can be used to explore full-body morphological differences between humans and non-humans.    
    • This question can also be explored as students analyze the Human Evolution Timeline Interactive. Teachers can ask students to compare and contrast the adaptations of various hominid species and propose ways in which these adaptations aided species to survive in their various environments. 
  • How have climatic changes impacted the survival of species over time?
    • This question can be presented as students explore the Interactive Human Evolution Timeline. The timeline presents data showing how the Earth's climate has fluctuated over the 8 million years of human evolution and highlights the fact that some of the most important milestones in human evolution occurred during the greatest climatic fluctuations. 
    • Teachers can use this exploration to foreshadow upcoming discussions of modern climate change.
  • How fragile is human life?
    • The Human Family Tree and Human Evolution Timeline interactives allow for thoughtful exploration of this question as they provide visualizations of hominid existence, individual species' lifespans in geologic time, and extinctions. 
    • Teachers can highlight the small amount of time that modern humans have existed in comparison to early humans as well as points in history that modern humans were faced with events that nearly caused extinction and ask students to grapple with the fragility of human life.  
  • Why do we matter as humans in the anthropocene?
    • This question serves as the bridge into the study of ecology and human impacts on the environment and challenges students to deeply consider their importance to their world. 


Aleah Myers
32
 

Panda-monium

This is a collection of pandas from around the world.

Kathy Mulder
4
 

Salmon Give Life: Learning from Alaska’s First Peoples

There are five species of salmon in Alaska, and they are a vital food source for people living a subsistence lifestyle today and in the past. Alaska Natives determined that salmon skin, carefully processed, was a durable and waterproof material for clothing, and they used it to make bags, boots, mittens and parkas. Some artists continue to use this material in their work. The curriculum below consists of five activity-based lessons and will teach students about subsistence, with a focus on salmon, and how Alaska Natives utilize local resources to survive and thrive. The two videos referred to in curriculum Lesson 3 are provided below and are part of a 10-video set on this site in the Community Videos section, titled Sewing Salmon videos.

Tags: Alaska, Alaska Native, Indigenous, salmon, subsistence, traditional ecological knowledge, salmon skin, museum, museum objects, artifacts, Smithsonian Arctic Studies Center in Alaska

Smithsonian Arctic Studies Center in Alaska
7
 

Exploring Solar Power at NMAAHC

The National Museum of African American History and Culture (NMAAHC) is the first museum on the National Mall to be recognized as a LEED Gold building due to its use of renewable energy sources and locally-sourced building materials. LEED or Leadership in Energy and Environmental Design certifications are granted to buildings and other structures  that meet global standards in areas such as water use, energy efficiency, and use of sustainable materials. One of the ways NMAAHC is using renewable energy is through the use of solar panels on its roof. Although the solar panels are not visible to our visitors, they produce enough energy to power 11 average-sized U.S. homes for a year.

Use this activity to engage your students in a lesson covering solar power, electricity, and the factors that affect its production. 

Keywords: solar, power, STEM, science, LEED, environment, energy, NMAAHC, African American, National Mall

National Museum of African American History and Culture
18
 

The Corona's Cooling Power

The National Museum of African American History and Culture (NMAAHC) is the first museum on the National Mall to be recognized as a LEED Gold building due to its construction using renewable energy sources and locally-sourced building materials. LEED or Leadership in Energy and Environmental Design certifications are granted to buildings and other structures  that meet global standards in areas such as water use, energy efficiency, and use of sustainable materials. To minimize energy use, the architects and engineers designed the building to allow lots of natural light inside of the museum. The Corona, the ornamental bronze-colored metal lattice that covers the museum like a crown covers a head, helps to keep the museum cool by allowing some sunlight inside, but by blocking the rest. As a result, the museum uses less electricity for lights and air conditioning. 

But how does it work? Have your students complete the following experiment to find out!

National Museum of African American History and Culture
15
 

Exploring Systems

Systems can be vast or miniscule. They can be man-made or occur in nature. A system can be simple or complex but all systems are have various parts. Each of the parts have functions within the system and each system has its own function (what a part or system is used for is called its function)

In this collection, students investigate a variety of systems by viewing and reading about them. 

This collection can be used in the classroom as students explore the crosscutting concept of systems and system models across a variety of science disciplines. The collection can also be used in a design thinking course or unit or as students undertake engineering projects and explore processes and systems.

This collection is designed for students to use independently either in class or on their own. The collection can also be used as a small group or whole class activity driven by discussion instead of writing.

The task is provided in the first slide in the collection. Extension activities can be applied to the task. One extension is included in the task slide and prompts students to use the Learning Lab to seek out their own example of a system and explain its parts and functions. A more interactive class based extension might be for students to circulate and look for a partner/partners who chose the same system or can find a way to make connections between two or more different systems that they chose. Partnerships/teams can then compare the parts/functions that they have identified and prepare to share with the larger class community.



Sue Pike
36
 

Where would we BEE without them?

Explore bees' behavior and their role in pollination through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

Keywords: animal, insect, plant adaptation, animal communication, flowers, pollen, honey, hive, engineering, entomologist, pollinator, colony, system

Sue Pike
61
 

Animal Adaptations: Beaks

A collection focused on a variety of bird beaks and their functions: including Sharp Beaks, Flat Beaks, Conical Beaks, Chisel Beaks, Probing Beaks, Filter Beaks, Curved Beaks and Fishing Beaks.#ISTE2016
Sue Pike
17
 

ACCESS SERIES | Through the Lens of Curiosity

IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.

All Access Club Explores the Microscopic World. If you cannot see something, does that mean that it is not there? Nope! Just lurking under the surface of common, everyday objects is an entire world that we normally cannot see. People just like you can use microscopes to discover things that need magnification in order to view.  The collection is part of an activity series that explores this mysterious microscopic world.

EDUCATORS | For the LESSON PLAN of the original "Through the Lens of Curiosity"  << CLICK HERE >>

In this collection you will:

  • Find out about the world through the use of microscopes and magnifiers
  • Take on the role of detective as you embark on a quest to solve 5 mysteries -- by making observations about up-close objects and reading clues, can you figure out what the whole object is?
  • In the game A Part of the Whole, use your power of observation to consider the structures and functions of up-close objects to guess what they might be. Again, you will look at part of an object--photographed up-close--to guess at the whole.

If it is possible to set-up a hand's-on experience with microscopes along with the online activities -- the tactile portion will enhance the online activity. Teens can also view a video about scanning electron microscopes by a young scientist in the 'extension section'.

Keywords: decision-making, self-determination, access, disability, accessibility, neurodiversity, special education, SPED, out of school learning, informal learning, cognitive, social skills, engagement, passion, creativity, empowerment, All Access Digital Arts Program 

Tracie Spinale
64
 

ACCESS SERIES | Galaxy Quest

IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.

Have you ever wondered what's going on out there in the universe? Would you like to discover exciting things about planets, stars, and galaxies? Today, we will go on a GALAXY QUEST to EXPLORE THE UNIVERSE!

RATIONALE | Digital technology has transformed how we explore the Universe. We now have the ability to peer into space right from our homes and laptop computers. Telescopes, photography, and spectroscopy remain the basic tools that scientists—astronomers and cosmologists—use to explore the universe, but digital light detectors and powerful computer processors have enhanced these tools. Observatories in space—like the Hubble Space Telescope—have shown us further into space then we have ever seen before.

EDUCATORS | For the LESSON PLAN of the original "Galaxy Quest" << CLICK HERE >>

Lesson Objectives:
1. Process and save at least one digital image of a galaxy or space image (with caption)
2. Create a three-dimensional astronomy sculpture (galaxy or other space body, space alien, plant, animal)
3. Create a digital astronomy sculpture (galaxy or other space body, space alien, plant, animal)
4. Visit the Explore the Universe exhibition at NASM and identify Hubble parts (mirror, lens, spectroscope)

Learning Objectives:
1.     What a galaxy is
2.     What a space telescope is
3.     Learn how to open an image on the computer and process it
4.     Socialize well in the museum setting


Tags: decision-making, self-determination, access, disability, accessibility, neurodiversity, special education, SPED, out of school learning, informal learning, cognitive, social skills, engagement, passion, creativity, empowerment, All Access Digital Arts Program 


Tracie Spinale
77
 

ACCESS SERIES | Nile, Nile Crocodile

IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.

Exploring: Ancient Egypt, the Nile River, and glass museum objects, papercraft, and sand art

Rationale for Instruction:

  • Through the introduction, museum visit, and activities, students connect with an ancient and diverse culture in ways both conceptual and concrete. The ancient Egyptians shaped our modern civilization in fundamental ways and left legacies that are still present today. 

Objectives:

  • Explain features of the daily life of an Ancient Egyptian living on the Nile River, including boat transportation, dress, and animal life. 
  • Explore the ancient origins of glass making in Egypt.
  • Examine how glass making relates to object making, animal representation, and the desert environment of Egypt
  • Plan, create, and share digital and physical works of art that represent ancient (sand art) and modern art forms (digital photography with filters) as well as representational art (papercraft) landscape.

EDUCATORS | For the LESSON PLAN of the original "Nile, Nile Crocodile" << CLICK HERE >>

SET THE STAGE:

  • Maps - Look at the maps in the Smithsonian collection; Where do you think you'll journey to in this collection?
  • "This is Sand" App - an tablet app that changes the pixels on the screen into digital sand.
  • Video about The Nile (for learners who prefer a concrete example)
  • Thought journey down the Nile River; Ask questions about observations along the way. If you are able to transform the furniture to reflect a boat, do so. 
  • Glass making video as well as a primary source text from 1904 (for learners who prefer a concrete example); Help make the connection between the desert sand environment and glass making. 

MUSEUM "VISIT"

  • Go to the gallery; read the panels and explore the objects. The gallery has been re-created in the Learning Lab collection
  • Explore the glass vessels-->What do you notice?
  • Observe the glass animals-->Take turns reading the informational texts; What do the animals represent?

~ BREAK ~

ACTIVITY STATIONS (rotate between activity stations)

  • SAND ART - Create your own ancient Egyptian glass vessel through a sand art design similar to the decorated glass in the museum.
  • "ANCIENT" PHOTOS - Use digital tablets to take photos in a museum gallery and use the built-in filters to create 'ancient-looking' photos like the ones that document historic museum excavations. 
  • PAPERCRAFT LANDSCAPE - Create a three-dimensional landscape of ancient Egypt based on the animals and structures observed in the museum gallery and in the introductory materials. Templates and examples are included. Document your results using photography.

Tags: decision-making, self-determination, access, disability, accessibility, neurodiversity, special education, SPED, out of school learning, informal learning, cognitive, social skills, engagement, passion, creativity, empowerment, All Access Digital Arts Program

Tracie Spinale
119
 

MUHS IB Biology Pentadactly Limbs

Borrowed from Greta von Bargen, Skyline High

Keith Wilkerson
136
 

Forgotten Elephants of Deep Time with Paleobiologist Advait Jukar

Program Details

  • December 12, 2019
  • Shows are ~45 minutes long and stream at 11am and 2pm ET
  • The program is free, but registration is requested. Sign Up

Overview

The earliest elephant relatives originated in Africa about 60 million years ago and dispersed to every continent on earth, except Antarctica and Australia. There are about 165  known elephant species from the fossil record, and scientists estimate that there would have been many more that we haven't found yet, over the whole history of this special group, called a clade. In Earth’s more recent history, between 50,000 and 40,000 years ago, there were 16 species of elephants and their relatives living at the same time around the world, including at least 7 in the United States. Today, there are only three species of elephants that remain: the African savannah elephant (Loxodonta africana), the African forest elephant (Loxodonta cyclotis), and the Asian elephant (Elephas maximus). Populations of all three species are declining, with Asian elephants at a much higher risk of extinction.

Today’s elephants are part of the order Proboscidea which consists of modern elephants and their extinct relatives such as mastodons, mammoths, and gomphotheres. All of the animals in this group have a proboscis, or trunk, that they use to eat and drink. While today there are only two surviving elephant genera, the African and Asian elephant, their evolutionary history is much more diverse.

Paleontologists use fossil elephant teeth to understand the animal’s diet and feeding behavior. There are two main types of teeth: high crowned and low-crowned teeth.

  • High-Crowned Teeth: Animals that consume tougher, more abrasive foods are likely to wear down their teeth over time, and thus have evolved to have higher-crowned teeth as a result. These animals typically have an herbivorous grazing diet; they graze grasses.
  • Low-Crowned Teeth: Animals that eat softer food have less wear, and therefore have low-crowned teeth. These animals typically have an herbivorous browsing diet; they browse branches, eating soft leaves.

Maggy Benson
52
 

Examining Evidence: What happens to the body in space?

Students analyze data about what has happened to astronauts’ bodies during their time in microgravity and their return to Earth. These changes are categorized into four sets: Staying Strong, Getting Oriented, Sleeping, and Fluid Shift.

National Air and Space Museum Education
16
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