OSTI-Con Smithsonian Education presentation
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Two presentations from the OSTI-Con Conference (7/24 & 7/25, Fort Worth, Texas) Bringing the Smithsonian to You—Full STEAM Ahead! Did you know the Smithsonian isn’t just one museum—it’s 19 museums, 9 research centers and the National Zoo? Join Smithsonian educators as they showcase the variety of different online programs and STEAM resources available to K-12 mentors, teachers, students and their families. We'll look at how the Smithsonian examines content themes from an interdisciplinary lens and how to incorporate these tools into your programming. --- Smithsonian Quests—Connecting Youth with the Smithsonian through Digital Badges The Smithsonian’s digital badging program offers students a way to explore their interests, build skills and try out new roles through project based-learning activities, called “Quests”. In this session, we’ll explore the interdisciplinary online program and learn more about digital badging as a larger ecosystem of online learning.
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OSTI-Con Smithsonian Education presentation
- 1. Stephanie Norby & Ashley Naranjo Smithsonian Center for Learning & Digital Access July 24 & 25, 2014 Bringing the Smithsonian to You– Full STEAM Ahead!
- 2. Bringing the Smithsonian to You—Full STEAM Ahead! Did you know the Smithsonian isn’t just one museum—it’s 19 museums, 9 research centers and the National Zoo? Join Smithsonian educators as they showcase the variety of different online programs and STEAM resources available to K-12 mentors, teachers, students and their families. We'll look at how the Smithsonian examines content themes from an interdisciplinary lens and how to incorporate these tools into your programming.
- 3. The Smithsonian isn’t just one museum… It includes 19 museums and galleries, the National Zoological Park and nine research facilities. The total number of artifacts, works of art and specimens in the Smithsonian’s collections is estimated at over 137 million!
- 8. Research Centers and Programs Archives of American Art Conservation Biology Institute Environmental Research Center Marine Station at Fort Pierce Museum Conservation Institute Smithsonian Astrophysical Observatory Smithsonian Institution Archives Smithsonian Institution Libraries Tropical Research Institute Smithsonian Museums African American History and Culture Museum African Art Museum Air and Space Museum Air and Space Museum Udvar- Hazy Center American Art Museum American History Museum American Indian Museum American Indian Museum Heye Center Anacostia Community Museum Arts and Industries Building Cooper-Hewitt, National Design Museum Hirshhorn Museum and Sculpture Garden National Zoo Natural History Museum Freer Gallery of Art Portrait Gallery Postal Museum Renwick Gallery Sackler Gallery Smithsonian Institution Building, The Castle
- 9. Collections
- 10. Research
- 11. Collections + Research = Learning Resources
- 16. Looking at images of animals and specimens Writing descriptions, using scientific vocabulary
- 17. Watch a live cam and read a zoologist’s diary “At last Thursday’s exam, everything looks good and everybody is gaining weight. Rokan has a beefier build than most Sumatran tigers. To use human athletes for comparison, most Sumatran males are built like swimmers, while Rokan is built like a wrestler.”
- 20. Directions based on scientific methods
- 44. Doug Herman, NMAI; Nancy Knowlton, NMNH; Jeff Place, Folkways Records; Cindy Brown, Gardens; Ed Smith, National Zoo; Gail Lowe, Anacostia Museum
- 45. Suz Niepold, American Art; Andrew Altieri, STRI; Melissa Carrillo, Latino Center ; Jess Parker, SERC; Catherine Christen, SCBI; Tony Coates, STRI
- 46. History Geography BotanyArt Music Environmental Science Technology Culture Marine Biology Innovation
- 50. Stephanie Norby & Ashley Naranjo Smithsonian Center for Learning & Digital Access July 24 & 25, 2014 Smithsonian Quests– Connecting Youth with the Smithsonian through Digital Badges
- 51. Smithsonian Quests—Connecting Youth with the Smithsonian through Digital Badges The Smithsonian’s digital badging program offers students a way to explore their interests, build skills and try out new roles through project based-learning activities, called “Quests”. In this session, we’ll explore the interdisciplinary online program and learn more about digital badging as a larger ecosystem of online learning.
Notes de l'éditeur
- Welcome, Introduction of Presenters
- Double-check everyone’s in the right place
- Brief Overview of Smithsonian museums and collections.
- Smithsonian is… video
- Bird Activity
- If you want to search our collections, go to collections.si.edu. You can use the search engine to find digital images to make your own collections. Let’s take for example, birds. You’ll find images of bird specimens, artworks based on birds, bird inspired aircraft, and artifacts from around the world, all inspired by birds. You can then edit and build your own collection of objects related to birds. Then you can create a slideshow to show your students based on these images.
- Examples of the breadth of the collections: Skylark Sheet Music from NMAH Bing Crosby, specimen from NMNH and a crayon drawing from American Art
- Today we’ve talked about how you and your students can access research collections and experts from all nineteen museums and nine research centers. This museum system represents knowledge in science, history, culture and art. And even more importantly, you can look across our museums and research centers to see connections across disciplines.
- All museums collect objects – artifacts and artworks made by people and specimens and live animals from our natural world. Together these collections tell the story of our world and how people have transformed it.
- Researchers study these collections – from the smallest life forms to the infinite scope of the universe. They conduct these investigations both at the Smithsonian and at research sites all over the world. Today we have researchers counting how many different living things habitat our planet and other researchers are scanning the skies for other rocky planets like ours. Their research findings inform exhibits and educational programs.
- In the past, you had to travel to the Smithsonian to see these collections. In the past, you had to have credentials to get access and go behind the scenes and meet our researchers. But now with digital technology, these collections and researchers can be seen virtually by anyone, anytime, and anywhere. Many of our collections are being digitized -- some of them in 3-D and some with rich metadata. And these collections are being made available online. That means that you will be able to access this rich evidence about our world from your classroom. This means that students can experience firsthand what it is that researchers do. Students can virtually examine the same artifacts, the same specimens, and the same artworks that our curators examine. And they can be guided in their observations by our experts. What makes our educational publication unique is that it models how our experts use our collections to understand the world. We make the methods of scientists, historians and artists and make them visible to students. And we give students the opportunity to practice these methods and skills.
- Another way to access Smithsonian resources is at SmithsonianEducation.org. This is a portal for Educators, Families and Students and has over 2,300 resources including videos and game simulations. All of the lessons you used today and more are on this website. You’ll also find other related resources such as games, videos, podcasts, and digital collections.
- (Con) searchable database
- Examples: Smithsonian in Your Classroom is two to three lessons about a particular topic in science, history, culture or the arts. It is published twice a year and sent to all elementary and middle schools in the United States. This publication can also be downloaded from our website, Smithsonianeducation.org. The publication shows teachers how to use Smithsonian resources in their classrooms. We’ll take a close look at two issues of Smithsonian in Your Classroom. We’ll look at how each of the issues uses Smithsonian collections to model methods and skills used by our scientists. Here’s the first issue. This issue is about how to write a nature journal. What makes it different from other publications about nature journals is that it uses Smithsonian collections and advice from Smithsonian experts to guide the students.
- We introduce this lesson by cllosely looking at this journal entry and asking, what sort of book is this? What sort of person wrote the book? Who would find this information useful? After closer examination, we’d ask, in what ways is it like a diary? In what ways is it different from a personal diary you might keep? What kinds of things does the writer describe? This is a page from the nature journal issue of Smithsonian in Your Classroom. This image is taken from the field journal of William Duncan Strong, a Smithsonian scientist who led an expedition to Honduros in 1933 to study an archeological site. Here’s the first paragraph: “The rainforest is interesting – terribly thick near river but not bad back on hills. Reminds me of lower Columbia river by forest. Consid life in tree tops but little on ground. Saw Tapir and agniti tracks, army ants, termites, nests, etc. Had many drinks from huge water vines – clear, cool water with delicate perfume like dew from flowers. Large flocks of orioles, blackbirds, parakeets, parrots, flying termite. Rained all night – everything is soggy. Flies bad.” The journal includes a drawing. Is a visual representation – a drawing or a photograph – the best way of making a record of something like a bird? Here’s the description that accompanies the bird, “feet yellow, blue black claw, pure white body, wihte tail, black band ¾ “ above tip, Secondaries black with white tips, tertiarries white. Length 19 ½” Said to follow white-faced monkey. Beautiful bird, shot with a .22, skinned and salted. What are the advantages of writing about the bird as well? Why does the scientist kill the bird?
- Next we give each student an index card and a picture of a bird. Each student brainstorms words to describe the bird on one side of the card and then writes sentences describing the bird on the other. Afterwards students exchange the cards and see if other students can recognize the bird. Younger students might be given a handout with vocabulary words for the different parts of the bird. Older students might be given more bird pictures, or pictures of birds from the same species with subtle distinctions. This lesson is modeling careful observation and accurate description, essential skills for a scientist. But what can’t you learn about by bird by looking at a picture?
- So we also ask students to watch webcams of animals at the zoo. Students make careful observations and then compare their observations to those of zoologists. Here’s a still from one of the webcams along with a short description by one of the veterinarians. Now the students are making careful observations similar to what a scientist would do in the field. They can compare their observations to those of Smithsonian scientists who work with their animals today.
- Let’s take a look at another issue of Smithsonian in Your Classroom. Again, we’re going to look at the skills of observation and description. But this time we’ll look at plants instead of animals. This is an issue of Smithsonian in Your Classroom on Botany and Art. Again, the issue includes images from our Smithsonian collections, models the methods of our researchers, and features the work of a couple of experts. So it includes both collections and researchers.
- This lesson introduces the subject of plant conservation with a close look at six endangered species On each of the pages for each of the six plants, there is an illustration, a photo and a dried specimen of an endangered species. Why is it important to have a dried specimen, a photograph and an illustration? What is the value of the illustration? Working with the other teachers at your table, please look at the documentation about each of the six endangered plants. Based on this information, which plant would you save? What factors did you consider in making this decision? Is it more important to save animals or plants? Why?
- After students have compared the different ways of documenting a species and the advantages of each method, the publication includes step-by-step directions for botanical illustration. These directions were developed with Alice Tangerini, a scientific illustrator at the National Museum of Natural History. I’d like to do a brief demonstration of these methods. I gathered real plants and made a photo copy of them. Make sure you can press the leaf down flat on the photocopier. Cover the specimen with a sheet of white paper. Use the photo or half-tone setting so you get the subtle tones of the plant. Place a sheet of tracing paper over the photocopy and trace it with pencil to get the overall shape. Then fill in details of the veins. Removing the tracing paper from the leaf and place it on the sheet of white paper. Add detail to the drawing by studying the leaf. Place another sheet of tracing paper over the pencil drawing and secure it with tape. Use an ultra-fine marker to neatly and carefully define the plant structure. To draw fine details too small to trace, make an enlarged photocopy of the detail. You might include a ruler in the photo copy to document actual size.
- Many of these lessons also include student interactives such as the example here, where students explore a content theme on their own, which can serve as a great segway to a larger group activity. Here we’re looking at the size of the Universe and bringing it down to scale. If the Earth is the size of a Beach Ball, how big would the moon be?
- Watching a video of a scientist in the field doing their work is useful. But what if you want to interact with a scientist. Our office produces live, online conferences. During these conferences you interact with a scientist. In the upper left hand corner you can see one of our forensic anthropologists. To the right you see an image of their field work. Below you see the questions posed by teachers and students from their classrooms. During these sessions students can ask their own questions and answer questions posed by the scientist. The sessions are captioned and all of the sessions are archived so you can watch them afterwards.
- Sometimes teachers have developed new resources based on their participation in an online session. One teacher viewed a Smithsonian online conference with her second grade students. She watched a session on deer populations and what happens to the environment when you have too many deer. She challenged her second grade students to do something about it. They interviewed a local forest ranger about the problem. They interviewed their mayor on local policy related to deer populations. And they posted these interviews on YouTube. They wrote an article for their local newspaper and answered questions from community members in a blog. All of the work was posted on YouTube or other websites for other students to see. And we published an issue of Smithsonian in Your Classroom authored by this teacher to share what she did. I’d like to close with you working in small groups to identify a problem in your own community and think about how you would go about solving it. Then, how could you create an online space to share this work.
- Another new way to connect to experts is a Google Community called Connected Classrooms where students from around the world can chat with experts directly via Google Hangout. Here’s an example where a researcher, as well as a NASM educator shared insights about the physics of flight and aspect ratio of a wingspan live from the museum.
- Another example of students connecting with experts.
- Explore with Smithsonian Experts videos, short bite-sized videos that help link activities that students can do in the classroom to skills
- Put themselves in the role of the scientist here. Background about Phoenix the whale and her story.
- Whale activity
- Callosities diagram
- Answers
- My office at the Smithsonian makes connections between all of these researchers and collections and creates educational experiences based on them. In my closing presentation I want to show you how to access other resources and use them in your classroom to build your own lessons based on this model. I am going to show you websites that you can use to access resources. One of our websites is si.edu. This is a portal to the entire Smithsonian museum and research system. From this portal you can access all of the websites of the Smithsonian museums and research centers.
- Learning happens everywhere. (Anytime, anywhere)
- Not limited to an in-gallery experience.
- Introduce Smithsonian Quests.
- Badges? Reminiscent of Scouts, Diving certifications, etc.
- Moving the idea behind badges to a digital realm. Digital portfolio.
- Three main purposes and use cases. Starting from interests in music, building skills in careful observation and drawing, Astrophotographer example.
- Not just a one way conversations, Smithsonian educators offer feedback and coaching to students.
- Feel free to grab a postcard, and tomorrow join us for a more in depth conversation about digital badging.
- At first glance, the only thing that these people have in common is that they work at the Smithsonian. [Highlight Doug is a geographer, Nancy is a Marine Biologist, Jeff is an archivist, Cindy is a gardener, Ed studies amphibians and Gail is a historian….]
- Suzannah is an art educator, Andrew is a tropical environment researcher, Melissa works with Digital Technologies and Gaming for the Latino Center, Jess is an ecologist, Catherine is an environmental historian and Tony is a scientist…
- The answer to the question is that one thing the experts have in common is they all led interactive webinars about WATER ISSUES, each from the perspective of their discipline, in the 2011-2012 “Water Matters” online conference series. Taken as a whole, the conference series demonstrated a uniquely Smithsonian cross-disciplinary approach to addressing a problem.
- If possible, show a quick web tour of the site: shout.smithsonianquests.org honestabe1, 4score.
- Badge is more than just an image. Metadata of important info.
- Examples of prompts: Looking and analyzing
- Coexist campaign
- Four forces of flight and experimentation. Data sheets.
- Examples of student work
- Other Smithsonian programs using digital badging, not the only organization: NOAA, NASA
- Future vision
- Try your hand at designing a badge.