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Found 481 Collections

 

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
 

How Birds Stay Warm with Ornithologist Sahas Barve

How do birds stay warm, especially in some of the coldest places on Earth, like the Himalayas? Explore the science behind how bird feathers help them conserve body heat with Smithsonian ornithologist (bird nerd) Sahas Barve from the National Museum of Natural History. Sahas will explain the different parts of a feather, and the science behind feathers, and also help students identify patterns in feathers. He will show students how to make predictions, based solely on feathers, on the kind of climate a bird lived in. Students will also learn how birds use metabolic processes to essentially “shiver” to generate body heat when feathers aren’t enough. Sahas studies how birds stay warm across Earth’s highest mountain range, the Himalayas, and will use specimens and examples from his research throughout the program.

Maggy Benson
13
 

Graviky Lab's Air-Ink, 2013-ongoing

Responding to the pollution in cities caused by carbon emissions from vehicles, Graviky Labs founder Anirudh Sharma has developed a device that can be attached to exhaust pipes to capture the tiny particles in exhaust. Once captured, this fine particulate matter can be converted into water-resistant ink, a nearly pure carbon pigment.

Cooper Hewitt, Smithsonian Design Museum
7
 

BabyLegs, 2017-2019

This collection explores BabyLegs, an open-source, affordable monitoring tool to study marine microplastic pollution featured in Nature-- Cooper Hewitt Design Triennial

Cooper Hewitt, Smithsonian Design Museum
9
 

Bison, Zebras, and Kangaroos - Smithsonian Collection

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

Smithsonian Early Enrichment Center
44
 

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
 

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
 

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
 

Nature: 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, Smithsonian Design Museum
67
 

The Path to the Diving Helmet

Some inventions are said to be ahead of their time, and some behind their time; but most inventions arise as a result of present needs, or as a result of a new development that enables an existing idea to be produced.

Think of the example of space travel.  Space travel wasn’t possible in the 1930s because the rocketry technology wasn’t available — that was only developed during the Second World War. So it was with the diving helmet; everybody knew what they wanted to do, but they couldn’t make it work until the materials and technology became available.

Key words: Diving, diving helmet, Deane helmet, James helmet, Halley helmet, diving hoses, diving pumps, Diving Museum, Gosport, England.

the_diving_museum
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
 

MUHS IB Biology Pentadactly Limbs

Borrowed from Greta von Bargen, Skyline High

Keith Wilkerson
136
 

Panda-monium

This is a collection of pandas from around the world.

Kathy Mulder
4
 

Consciousness and instincts

When watching at birds you get surprised how well they build nests. Birds do it being obsessed by instincts. Nonetheless lions hunting catch victims not only are led by instincts. During hunting they can creat groups. And here a question arises. What makes them hunt with a group, instincts or all the same they are conscious of the process of groupping? What can do instinct? May it creat groups for so complicated process as hunting? Although in case with birds is seen well that instints assign birds to build nests. Birds conduct this process and fully act by influence of instincts. Instincts schedule birds. Supposed that lions hunt and unite in groups for hunting being under instincts. Then it points that instincts make organizational work. And what then is consciousness of a human? If instincts can handle so complicated process as groupping hunt then it can be supposed that instincts can manage consciousness of a human and task a human what to do. Here it is seen that instincts and consciousness tightly linked with one another.

Yura Yura
0
 

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
 

The Monsters of Our Minds or The Monsters of This Earth

For decades humans have depicted art in various forms that consist of monsters. This made me ask myself; what exactly is a monster? These pieces of art consist of images that their creators describe as monsters. I am going to delve in to the history behind these objects and symbols to figure out if they are really monsters or if our ideas of what makes an object or a person a monster skewed.

mariana addo
15
 

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
 

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
 

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
 

Erosion, Deposition and Weathering

Select one artifact in this collection to do "slow looking" using a See, Think, and Wonder.

Debbie Tannenbaum
12
 

Watersheds, Water Clarity & Human Impact on Lake Tahoe

Lake Tahoe has become a symbol of the controversial balance between preserving and expanding into natural systems. Tahoe’s clarity has also been decreasing since at least 1968; down from 100 feet of visibility to about 70 feet nowadays. Fine particles from urban expansion is one of the main causes, as well as the introduction of invasive species. These photos and questions will help students to understand some of the reasons why Tahoe is becoming murkier. They can provoke relevant ideas about how to slow that loss of clarity down or even reverse it, so that future generations of people and native species can enjoy and rely on this magnificent lake, just as we have done in the past. Simply click the paperclip in each image to see the prompts pertaining to each photo. This collection is ideal for a discussion-based lesson.

Lake Tahoe Interpretation
19
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