Esta é uma coleção de recursos do Smithsonian Learning Lab sobre branqueamento de corais desenvolvida para Think Blue e Virtual Educa 2018. Explorais essa coleção rolando sobre cada imagem para ver o título do recurso e clique em qualquer imagem para ver mais informações sobre o recurso. Para ver outras coleções do Think Blue, visite esta página.
This is a Smithsonian Learning Lab collection of resources about coral bleaching developed for Think Blue and Virtual Educa 2018. Explore this collection by scrolling over each image to see the resource’s title, and click on any image to see more information about the resource. To view other Think Blue collections, visit this page.
Esta es una colección de recursos del Smithsonian Learning Lab sobre decoloración de corales desarrollada para Think Blue y Virtual Educa 2018. Exploráis esta colección desplazándose sobre cada imagen para ver el título del recurso, y haga clic en cualquier imagen para ver más información sobre el recurso. Para ver otras colecciones de Think Blue, visite esta página.
Esta é uma coleção de recursos do Smithsonian Learning Lab sobre algas desenvolvida para Think Blue e Virtual Educa 2018. Explorais essa coleção rolando sobre cada imagem para ver o título do recurso e clique em qualquer imagem para ver mais informações sobre o recurso. Para ver outras coleções do Think Blue, visite esta página.
This is a Smithsonian Learning Lab collection of resources about algae developed for Think Blue and Virtual Educa 2018. Explore this collection by scrolling over each image to see the resource’s title, and click on any image to see more information about the resource. To view other Think Blue collections, visit this page.
Esta es una colección de recursos del Smithsonian Learning Lab sobre algas desarrollada para Think Blue y Virtual Educa 2018. Exploráis esta colección desplazándose sobre cada imagen para ver el título del recurso, y haga clic en cualquier imagen para ver más información sobre el recurso. Para ver otras colecciones de Think Blue, visite esta página.
The birth of aeronautical engineering began in the Wright brothers' bike shop in Dayton, Ohio. The family tree of airplanes can be traced back to the Wright brothers' 1903 Flyer. The principles of flight that got the Wrights into the air are the same today. Join STEM in 30 as we investigate the principles of flight and how the Wright Flyer made it into the air and into the history books.
December 14, 2016
Explore the observable universe. Think about the size of space and where we fit in.
This lesson features an issue of Smithsonian in Your Classroom, Minecraft: Education Edition extensions, and is part of the 2017 Museum Day Live! STEM Challenge.
This issue of Smithsonian in Your Classroom includes a lesson plan in which the class arranges pictures of heavenly bodies according to the students' best ideas of size, distance, and age. This active introduction to the cosmos can be a pre-assessment for a unit on space science. In a follow-up modeling exercise, relationships in space are brought down to a scale of two inches.
Click on the PDF icons to download the issue and ancillary materials.
Built of titanium, the SR-71 Blackbird is the world's fastest jet-propelled aircraft. The Blackbird's performance and operational achievements placed it at the pinnacle of aviation technology developments during the Cold War. In this episode of STEM in 30 we'll feature the SR-71 Blackbird on display at the Steven F. Udvar-Hazy Center and explore why it was so important for reconnaissance.
March 16, 2016
As humans discovered new methods of transportation and brought new changes to the history, such as horses to ships, trains, and cars, there was still something left that the humans were unable to reach... the Sky and beyond. The purpose of this collection is to see the start of the discovery of the airplane, which allowed humans to finally fly, to the present with space rockets, letting humans finally travel into space and discover the mysteries that hasn't been unsolved of.
We live in a multicultural, multilingual, multinational America, which offers complicated, imposing, unsettling questions about American identity. There are no easy answers to what is an American identity or perhaps no answers at all. What is an American identity is an important subject in an ever changing America, and Smithsonian Institution exhibits and objects on display in various museums help us to seek answers to the question of what is identity and what is American identity.
This collection of photographs provides insight into the Scopes Trial in 1925. "Marcel C. LaFollette, an independent scholar, historian and Smithsonian volunteer uncovered rare, unpublished photographs of the 1925 Tennessee vs. John Scopes “Monkey Trial" in the Smithsonian Institution Archives. The nitrate negatives, including portraits of trial participants, and images from the trial itself and significant places in Dayton, were discovered in archival material donated to the Smithsonian by Science Service in 1971."
"Science Service is a Washington, D.C.-based organization founded in 1921 for the promotion of science writing and information about science in the media. Watson Davis (1896-1967), the Science Service managing editor, took these photographs when covering the Scopes trial as a reporter. In the 1925 trial, John Scopes was tried and convicted for violating a state law prohibiting the teaching of the theory of evolution. William Jennings Bryan served on the prosecution team, and Clarence Darrow defended Scopes."
Collection users might consider the following questions:
-How effective are court cases at swaying popular opinion? Can you think of other examples of this?
-How did this trial reflect the changes in mass media, science, and religion occurring in the 1920s?
-It is said that Bryan "won the case, but lost the argument." What is meant by that statement?
-How do these archival photographs challenge previously held conceptions of the case?
Source for text in quotes throughout collection: Smithsonian Institution Archives. Web. Accessed 16 Aug. 2016 http://siarchives.si.edu/research/scopes.html.
Artwork, museums, and the community are powerful resources to bring concepts to life with young children. This collection provides examples of how to utilize museums and the community to explore STEM concepts, specifically the science of wind and sound through artwork.
This collection was created to support the 2018 CCSSO Teacher of the Year Day at the Smithsonian.
This Smithsonian Science Starter collection explores some of the ways in which light can be manipulated to create images. Students will manipulate light by building pinhole cameras, and by investigating the effects that lenses and prisms have on light.
Keywords: #airandspace, NASM, National Air and Space Museum
Landing a plane is difficult under normal circumstances. Imagine landing a super fast plane on a moving runway. Oh, and the runway is also very short! That's what it's like to land on an aircraft carrier. Not only is math and science required to do this, but there’s also the coordination of a massive crew of people who makes it happen. Learn about the math, science, and human element it takes to land on and launch off an aircraft carrier.
January 24, 2018
The Space Shuttle Discovery is one of the National Air and Space Museum's key artifacts. The longest-serving orbiter, Discovery flew 39 times -- more missions than any of its sister ships. In this episode of STEM in 30, we will look at the science behind flying the space shuttle and explore the stories of those who flew on her.
By using this collection, learners will . . .
- Use primary sources to understand a range of perspectives on the Space Race.
- Understand why the United States was concerned about the Soviet space program.
- Be able to analyze the Cold War era context of the Space Race and draw their own conclusions about the success of the Space Race.
If you've ever taken a long trip, you know that bringing your favorite things along will help get you through the journey. The same goes for astronauts in space. Music and the arts entertain them and give them a chance to break away from their demanding schedules. In this episode of STEM in 30, we'll dive into how music, art, and creature comforts helps astronauts cope with long-term space travel.
Novermber 1, 2017
This collection was created to support the 2016 CCSSO Teachers of the Year Day at the Smithsonian.
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.
Museums and galleries play an important role in society. They preserve the past, enrich the present, and inspire the future. In this lesson, students will take a close look at museums, why they exist, and what the people who work in them do. By the end of the lesson, student's will create their own "Museum of Me."
This lesson was inspired by an issue of Smithsonian's Art to Zoo and includes Minecraft: Education Edition extensions. It is part of the 2017 Museum Day Live! STEM Challenge.
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.
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
This collection of teaching resources includes lesson plans and multimedia resources about the engineering design process. There are several lesson plans on architecture and engineering concepts of design, such as simple shelters, balance, and materials. The videos and illustrations explain what engineers do and the fundamental engineering design process.
This lesson includes:
- A video by Crash Course Kids titled "What's an Engineer? Crash Course Kids #12.1" (4:30)
- A video by Crash Course Kids titled "The Engineering Process: Crash Course Kids #12.2" (5:17)
- Two models of the Engineering Design Process by Preschool Steam
- Engineering/architecture activities from the Cooper Hewitt, Smithsonian Design Museum for Pre-Kindergarten-1st Grade
On October 24, 2014, Alan Eustace set three world records when he jumped from the stratosphere, including highest exit altitude. Achieving this record took a lot of engineering. On this episode of STEM in 30, follow the path of the suit Eustace wore from concept to design and from production to execution.
April 11, 2018