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Found 5,422 Collections

 

Munching in Space

Preparing and storing space food is a big challenge! Look how they did!,what would you want if you were going to space? Select your favorites for breakfast, lunch and dinner.
Ann Byrd
8
 

Space Food

Curated on an iPhone during the presentation at ISTE2016
Dave Johnson
5
 

Meals in Space

These are the things that I would eat for breakfast, lunch, and dinner in space!
Joseph Albert
5
 

Five foods for my nutritious meal in Space

Five foods I would enjoy eating in space. Not all nutritious but one must have dessert.
Eleanor Francois
5
 

Space Food

Group of foods for one meal in space and lunch box to hold it in.
Jose Saenz
6
 

Space Lunch

Sugar!!!!!
Susan Stokley
5
 

Space Food!

I'm hungry but I'm stuck in space!
Laine Eichenlaub
6
 

Space Lunch

Good food
Felicia Akins
8
 

Space Food

This is a nutritious meal I would eat in space.
Clara Pena
5
 

Space Lunch

yummy
Heather RODRIGUEZ
5
 

Space Lunch

Nutritious lunch while traveling to Tattooine...
Larry Linson
6
 

Boomers space food

It's for space!
Mary Murphy
6
 

Space Food Yum

My breakfast meal
Melinda Welch
5
 

Space Food - Pack my Lunch

These are five items that might be eaten when in space.
Kari Heitman
5
 

Space Food

Smithsonian activity/ workshop ISTE
Mandi Sonnenberg
5
 

Space Lunch

This is a delicious dish in space
Allison Starling
5
 

Space Food

This is my nutritious meal. I am building a space dinner.
Hannah Brooks
6
 

Space Food

An Astronaut Lunch
Deborah Feigenson
5
 

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Susan Stokley
66
 

Nevada

Images of Nevada and the Sierra Nevada.
Rosalind Bucy
5
 

Natural Disasters

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
SmithsonianScienceAshley
19
 

Seeing, Thinking and Wondering About Space Food

Astronauts need food and good nutrition to stay healthy in space. This collection looks at the challenges in preparing, packaging, transporting, and storing food in space. What innovations were required? What problems needed to be solved? How did the problems change over time?

This collection uses the "See Think Wonder" visible thinking routine developed by Project Zero at Harvard University. This strategy encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.

First, Watch the Apollo 11 TV broadcast of July 22, 1969 of an astronaut eating in space (22 seconds). Use the "See Think Wonder" routine to stimulate interest among students about the problems encountered by astronauts when trying to eat. Ask, "What do you see? What do you think about that? What does it make you wonder?" Next look at the second image in the collection, "Space Food, Meal Package, Day 11, Meal C, Apollo 11 (white)". Repeat the questions examining both the food and the label.

Next, ask students to search the collection for "space food" and assemble one meal -- breakfast, lunch or dinner. Compare the different meals created by students using the see, think, wonder routine. For example, what kinds of foods do they see (or not see)? How are the foods packaged and how does it change over time? How are the more recent foods different from the first meals? The purpose of this discussion is to help students see how engineering problems and solutions evolve over time. Ask students, what impact would longer missions have on packing meals for space?

Watch the video, "Three Types of Food," and compare the information in the video with student ideas. Then ask students to propose solutions for the current question -- "How can we grow food in space?"



Stephanie Norby
5
 

Inventions: The washing machine

This collection follows the development of the washing machine through time.
Chris Campbell
7
 

Reading Companion: Robots

This collection is a reading companion to two articles - "Robot Zoo" [Ask; Nov 2011] and "Me, Myself, and My Android Twin" [Muse; Nov 2012]. Students are asked to investigate these articles, alongside other objects, videos, and articles, to examine what issues robot designers are attempting to address with their inventions, and how they are trying to address them. At the end of the activity, students will be asked to write a paragraph or more explaining which inventions they think are the most important and why, citing resources in this collection as evidence.
Tess Porter
22
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