Found 1,658 Learning Lab Collections
This Smithsonian Science How learning collection, from Q?rius at the National Museum of Natural History, is part of a distance learning program at http://qrius.si.edu/explore-science/webcast This collection focuses on the science of mummies. Targeted at middle schoolers, the collection invites students into an authentic understanding of how mummies form, both naturally and culturally. Physical and forensic anthropologist Dr. David Hunt is featured as an expert explainer. The collection includes an interactive webcast video with discussion questions, cross-cutting activities, an independent project, and other resources for teachers and students.
This collection was created to support the 2016 CCSSO Teachers of the Year Day at the Smithsonian.
Key Terms: physical anthropology, archaeology, skeletal remains, mummification, burial practices, decomposition, culture
Skeletal analysis for age, sex, ancestry, and health
Cultural burial practices over time
Chemical process of mummification
Scientific benefits of studying mummies
Technology used by physical anthropologists
"The World of Your Senses": Parallel Perspectives from Tibetan Buddhism and Western Science on Sensory Perception
"The World of Your Senses" shares parallel perspectives from Tibetan Buddhism and western science on sensory perception. This collection explores the questions: How do we see? How does hearing work? How do we perceive smell? How does taste function? How do we sense touch? In addition, the Buddhist perspective includes a sixth sense... mind consciousness!
"The World of Your Senses" is the result of many years of work growing out of directives from His Holiness the Dalai Lama and his long history engaging Western scientists in dialogue. The script, content, and imagery were envisioned by a dedicated and curiosity-filled group of thirty Tibetan Buddhist monastics-in-exile from monasteries and nunneries in India, through the "Science for Monks and Nuns" program. The creation of the physical exhibit, launched in 2010, was supported through a unique collaboration between the Library of Tibetan Works and Archives (LWTA in Dharamsala, India), the Sager Family Foundation, the Smithsonian Institution in Washington, D.C. (SCEMS/SCLDA & OEC/Smithsonian Exhibitions), and the Exploratorium in San Francisco. It has since traveled to the United States, Nepal, and Bhutan.
The resource is bi-lingual: English and Tibetan.
Senses Series – Sight in Humans and Animals (http://learninglab.si.edu/q/ll-c/n2f39XxkfBRJeHPk)
Senses Series – Hearing (http://learninglab.si.edu/q/ll-c/7EbVTM49NgWiGrzA)
Senses Series – Smell (http://learninglab.si.edu/q/ll-c/7LjjBHybUk9HE8Wj)
Senses Series – Taste (http://learninglab.si.edu/q/ll-c/2w7r7PVoAgghiYmL)
Senses Series – Touch (http://learninglab.si.edu/q/ll-c/oon5rHojeyrEwNEE)
This collection is based Science For Monks, World of Your Senses (2010).
Challenge: use Pintrest to create a board of images that represent today's pop culture.
Fun fact: During the 20th century, Westinghouse engineers and scientists were granted more than 28,000 US government patents, the third most of any company (https://en.wikipedia.org/wiki/Westinghouse_Electric_Company#cite_note-2009profile-14)
How did the growth of railroads impact the economy, politics, and society in the period after the Civil War?
Why were Japanese-Americans moved into internment camps during WWII?
Do you agree with the government's argument that it was necessary for national security?
Did the government violate the rights of American citizens?
Do the events of and surrounding Japanese interment have relevance in America today?
What defines a place? Is it its people? Economic life? Physical characteristics?
Examine this collection of images from or about the Pacific Northwest (loosely defined as Washington and Oregon states and British Columbia) to answer these questions: What are its unique set of physical and cultural conditions? How do these physical and cultural conditions interact? How does the economy of the PNW connect to its culture and geography? What are the consequences of human activity on the cultural and physical landscape?
Ask students individually or in small groups to create a collection in Learning Lab to represent the physical and cultural characteristics of another place (city, region, state). Using these collections, ask students to write summary statements describing the unique human and physical characteristics of places researched. Discuss student collections and what makes each place unique.
Tags: Portland, Seattle, Oregon, Washington, Vancouver, Native Americans, American Indians, grunge, space needle
See if you can identify them and discuss what they are used for.
In this student activity, analyze the timelessness of myth through three works of art by modern African American artists. Each artist, inspired by Ancient Greek myth, retells stories and reinterprets symbols to explore personal and universal themes. Includes three works of art, summaries of the myths they reference, and discussion questions. Also includes a video about the artist Romare Bearden and his series 'Black Odyssey,' that details Bearden's artistic process, the significance of storytelling in his art, and the lasting importance of 'Black Odyssey.'
Resources in this collection might be used in Language Arts, Social Studies, or Science classrooms. Questions to consider might include:
-How do people impact their environment?
-How do changes to the environment impact peoples' lives?
-How did government and society respond to the disaster of the Dust Bowl?
-What is government's responsibility in times of natural disaster?
-What steps can be taken to prevent future environmental disasters?
As we continue to read "The Grapes of Wrath," I'd like you to consider the way in which California represents the "American Dream." How has this changed over time? Has California always lived up to its image? Consider who has access to dreams and opportunities in California at any given time.
After you look through the collection, choose one of the following assignments to complete and submit your assignment using the "Submit File" option that is part of the last resource. Hint: you may want to take notes and/or save images as you are browsing the resources here.
1) Create a timeline of "Opportunities Gained and Lost" in California using at least 8 images from the collection. For each image, identify who is gaining or losing an opportunity in this instance, and what kind of opportunity is being referenced. Remember this is a timeline and will need to be in chronological order by year. Complete your timeline with an image that you have found (from the Learning Lab or an outside resource) that represents California today.
2) Would you argue that "California is a land of dreams"? How could you change that statement to make it more accurate? Write an essay defending your statement that references at least 4 images from this collection. You may want to do some additional research to supplement your essay.
Tags: point of view, change, continuity, cause, effect, Dust Bowl, drought, migrant, migration, chronology, Steinbeck
Visually rich portraits, with both objects and setting, are most effective when using this strategy.
Included in this collection are examples of portraits National Portrait Gallery educators have had success with when facilitating the jumping in looking strategy while teaching in the galleries: George Washington Carver, Alice Waters, E.O. Wilson, George Washington, Men of Progress, Shimomura Crossing the Delaware, and Tony Hawk