Found 629 Learning Lab Collections
This topical collection of resources and analysis strategies can be used as a brainstorming tool to support student research on the National History Day (#NHD) 2020 theme of "Breaking Barriers in History". This collection focuses on primary and secondary sources on the accomplishments and contributions of aviator, Ruth Law.
#BecauseOfHerStory #NHD #NHD2020
Tags: Ruth Bancroft Law Oliver, aviator, world records, flight, military, World War I, women's history
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, you will investigate a variety of systems by viewing and reading about them.
The task is provided in the first slide in the collection. The second slide includes a checklist/rubric for student self-assessment and for teacher use in guiding assessment of the task.
This lesson will be completed halfway through a choice historical fiction unit highlighting books from the eras of naturalism and realism during the Civil War. With background knowledge of the historical eras and content knowledge of one of the four possible books they will now jump into the picture and write a newspaper article. The must be able to imagine where in their text they would place this article. They are ultimately creating a group primary source for their choice book in completing this task.
“Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050”
This Learning Lab collection was made to guide participants during the Digital Storytelling workshop “Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050””, a two-day event organised by the Storytelling Research Team at Loughborough University, UK, and hosted in the London campus at Here East on the 6th and the 7th of August as part of the East Education Summer School at Here East in Queen Elizabeth Olympic Park.
During the workshop, designed and facilitated by Dr Antonia Liguori, museums objects will be used to trigger stories about a day in East London in 2050.
- learn how to use the cloud-based video-editing software WeVideo to make their own digital story;
- explore the variety of museums digital resources available online;
- experiment with storyboarding techniques for creative writing;
- learn how to record and edit an audio file;
- be supported in the selection of images and the production of a short video;
- reflect on the 5-step Digital Storytelling process;
- increase visual literacy through close looking at art.
Digital stories work best when there are rewards for both the storyteller and the viewer. Stories are always told from the perspective of the storyteller and for maximum benefit, it is vital to carefully choose the right story to tell. All necessary information will be given during the workshop, but to maximise opportunities, participants need to bring with them an object or a photo that connects them to the place where they live now and/or to their idea about how this place could change in the future.
This workshop is also the final event of the EOOL project and aims to showcase the methodology applied in this EU funded project to explore its potential in other formal and non-formal education contexts.
Students often understand that technological innovation makes our lives better, but they do not see the backstory. There are people who lose their livelihoods as machines replace them. What was once a necessary job is now obsolete--even the people themselves might feel obsolete. This lesson is designed to help students understand the drawbacks of progress and, more specifically, how it affects those people who were replaced.
Choose at least three items (image, audio, video) that tell something about you; who you are as a person, what you think is important, how you want others to “see” you. Make sure you caption your items with your first and last name and an explanation (1-2 sentences).
In this collection, students will explore an artwork by El Anatsui, a contemporary artist whose recent work addresses global ideas about the environment, consumerism, and the social history and memory of the "stuff" of our lives. After looking closely and exploring the artwork using an adapted version of Project Zero's "Parts, Purposes, and Complexities" routine, students will create a "diamante" poem using their observations of the artwork and knowledge they gained about El Anatsui's artistic influences. Additional resources about El Anatsui, how to look at African Art, and Project Zero Thinking Routines are located at the end of the collection.
This collection was created for the "Smithsonian Learning Lab, Focus on Global Arts and Humanities" session at the 2019 New Jersey Principals and Supervisors Association (NJPSA) Arts Integration Leadership Institute.
Keywords: nigeria, african art, textile, poetry, creative writing, analysis
This learning lab will help you to evaluate the ways in which the innovations that came about during the roaring twenties altered American life. Moreover, you will consider how these innovations sometimes had unintended consequences for more marginalized communities, specifically immigrants.
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
This activity will be completed at the end of a transcendentalism unit in American literature. Students will be tasked with studying a landscape, drawing the landscape, and filling it in with words. After the initial activity students will be given a template where they can choose how to show their transcendentalist pastiche through words, colors, quotations, etc.
This lesson would be taught at the end of the dark romantic literature unit. After exploring the traits of the era, students will be tasked with writing their own haunting story to mimic the authors we've read. They will use Fritz Eichenberg's"Dream of Reason" and a see-think-wonder activity as their starting point and inspiration.
Discovery Theater is a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969. Recommended for children between the ages of 3 and 7, this delightful Discovery Theater original offers a fresh take on three classic tales . The Little Red Hen asks the question “Who will help?” Jack and the Beanstalk proves that small is mighty. And The Gingerbread Man… well, he’s just one bad cookie. Filled with delightful songs, puppets, and audience participation, this bilingual story-time spectacular is not to be missed!
Jack and the Beanstalk: Our version of this classic story teaches kids about overcoming adversity and intervening on behalf of those with less power than you.
The Little Red Hen: This story teaches kids about the important of helping others!
The Gingerbread Man: This fun tale also serves as an example of not trusting someone without carefully considering what their motives might be.
This lesson would be completed at the end of our revolutionary literature unit. This will ask the students to physically pose as the founding fathers, view the descendants' commercial, study the descendants' portrait, view an interview about the commercial, and then finally draft a letter to the founding fathers updating them on their work.
This activity will be completed at the end of The Crucible before watching the documentary Central Park Five about a modern day witch hunt. By completing the puzzle activity with an image from the Salem Witch Trials, the McCarthy Hearings, and the Central Park Five Court Case, students will find the common characters and motivations for which to focus in on the film. Their culminating task will be to jump into the portrait and write a letter home to their parents, sibling, or best friend. They will then be tasked with doing the same task each of the three days of the documentary.
This lesson is to be completed in the final days of our Early American literature unit. Students have been tasked with creating an "Early High School Journal" to mimic the different styles of readings we have completed. The final task of the journal will be to create an author's portrait page based on the tone and characters they have adopted for their project.
In this modular, multi-part lesson, learners will focus on a Sidedoor podcast discussing biodiversity. Learners will focus on the content the podcast is delivering and then analyze the podcast for production techniques. The content of the podcast will give the team a base understanding for the focus of their own podcast.
In this modular, multi-part lesson, learners will focus on a Sidedoor podcast discussing food. Learners will focus on the content the podcast is delivering and then analyze the podcast for production techniques. The content of the podcast will give the team a base understanding for the focus of their own podcast.
In this collection, students will work with images, videos, and texts related to Marta Minujín's "Parthenon of Books" to create a series of questions that a creator must ask and answer before designing a memorial or monument. #LearnWithTR
In this collection, students will work with Americana images to do a "close view" that will allow them to make inferences about which feelings did the artists intend to invoke by using symbols. #LearnWithTR
In this collection, students will work with images of buildings from ancient Greece and ancient Rome along with images of iconic buildings in Washington, D.C. to identify ways that early Americans were inspired by ancient Greeks and Romans. #LearnWithTR
This is a collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:
Overall Learning Outcomes:
- Scientists use trial and error to form conclusions.
- Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions.
- Scientists use multiple data and other evidence to form strong conclusions about a topic.
- Scientists work together to apply scientific research and knowledge to create new designs that meet human needs.
- Scientists help each other persevere through mistakes to learn new ideas.
Guiding Questions for Students to Answer from this collection:
- Why is flight important?
- How do scientists solve problems?
- How do scientists collect data to help them solve problems?
With this collection, students will use a version of the Zoom In thinking routine to analyze several flags with an eye toward creating their own flag at the end of the lesson.
The Guiding Questions used in this lesson are:
-How did the United States flag change over time?
-Why do countries feel that it's important to have a single flag?
The Big Idea for this lesson is:
Simple symbols, like the those presented on flags, can represent a lot about a country's past and what makes that country unique.
In this lesson, students will begin by exploring the collection and answering, using the quiz tool, the questions embedded about the two early versions of the American flag. The questions push students to analyze each flag, consider how versions of the American flag changed, and think critically about how symbolism can be used in a flag to represent unique and/or historical aspects of a country.
Once students have completed the quiz questions, the teacher will call them together to discuss the evolution of the American flag and what the elements of the flag's current and former designs represent. The teacher will then turn the class's attention to the Washington DC flag and reiterate that its design was taken from George Washington's English ancestry. Using this as another example of a flag drawing upon elements of history, the teacher will make the point that the DC flag hasn't changed in appearance in over 80 years.
The class will brainstorm what they feel are the most important and/or interesting aspects of DC history based on what they have studied. They will then brainstorm symbols that could be used to abstractly represent elements of DC's unique past, status, and culture.
Once a number of good ideas have been generated, each student will have the chance to create their own version of the DC flag, either modifying the exiting version of creating a completely new design. On the draft sheets will be a checklist that focus's students attention on the most important aspects of any flag, namely its symbolism and its connection to the history of the place it represents.
If the teacher wishes to make this a longer activity featuring multiple drafts, he or she can consider looping in the art teacher to discuss concepts of sketching and design.
In this collection students will compare and contrast ecosystems in order to define them.
It can be used as part of a larger study on ecosystems and interconnections.
This collection contains images and videos depicting the biotic and abiotic elements of a desert and rainforest ecosystem. The accompanying note catcher links to an article on ecosystems from National Geographic and a TedTalk about the body as an ecosystem.
Guiding Questions: Students will construct responses to the following guiding questions as they work with this collection:
GQ 1: What is an ecosystem?
GQ 2: What makes a healthy ecosystem?
Big Idea: As students work with this collection to answer the guiding questions, they will understand that an ecosystem is made up of the living and non-living elements of work together to create a bubble of life. Students will learn that all of the elements of an ecosystem are interconnected and that a healthy ecosystem is diverse and well-balanced.
After the bombing of Pearl Harbor by Japan during World War II, anti-Japanese paranoia increased in many parts of the United States. Many persons of Japanese decent, even those who were American citizens, were suspected of loyalty to Japan. In response to this perceived security risk, in 1942, President Franklin D. Roosevelt signed Executive Order 9066, which authorized the internment of thousands of American citizens of Japanese ancestry and resident aliens from Japan.
This lesson is intended to be used as an extension to the study of the Holocaust in English-Language Arts. Students should have some prior knowledge of World War II, Nazi propaganda and the Jewish experience in concentration camps.
This collection was created in conjunction with the Learning to Look Summer Teacher Institute at the National Portrait Gallery (2019). #NPGTEACH