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Smithsonian Science for the Classroom
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Learning Framework
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Module Kits
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Resources
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FAQs
Setting the standard in 3D learning and 3D assessment
Welcome to Smithsonian Science for the Classroom–
Twenty four phenomena- and problem-based modules for Grades K–5
- Coherent storylines
- Proven results
- Teacher support
Coherent Storylines
- Build toward students answering a question or solving a problem
- Begin with the end in mind—students start with the big idea then work backward through tasks that build to a culminating science or engineering design challenge
- Pique students’ curiosity with Lesson Questions and drive understanding by grouping lessons with Focus Questions
Proven Results
- Raise test scores in science, reading, and math using proven, research-based instructional methods
- Teach dynamic lessons that integrate science and engineering content at every grade level
- Integrate science content and literacy while drawing upon the Smithsonian’s research, scientists, and world-class collections featured in the Smithsonian Science Stories Literacy Series
- Offer literacy that meets the needs of all students: available on grade level, below grade level, and in Spanish
Teacher Support
- Engage your students in 3D tasks and 3D assessments
- Assess student understanding using a three-dimensional system that includes pre-assessment, formative assessment, student self-assessment, and a summative written assessment and performance assessment, accompanied by 3D scoring tables
- Benefit from point-of-use support for everything from misconceptions to enrichment, to remediation, to ELL strategies as you transition to NGSS* and 3D instruction and 3D assessment
Everything you need to teach—Kits, Print, and Digital
Twenty-four phenomena- and problem-based modules from the Smithsonian that are setting the standard in 3D learning and 3D assessment
Learning Framework for Grades K–5
An integrated approach to teaching science and engineering
Life Science | Earth and Space Science | Physical Science | Engineering Design |
Kindergarten | |||
What Do Plants and Animals Need to Live?
K-LS1-1 • K-ESS3-1 Supported by: Earth Science |
How Can We Be Ready for the Weather?
K-ESS2-1 • K-ESS3-2 Supported by: Physical Science |
How Can We Change an Object’s Motion?
K-PS2-1 • K-PS2-2 Supported by: Engineering Design |
How Can We Stay Cool in the Sun?
K-2-ETS1-1 • K-2-ETS1-2 Supported by: Physical Science |
Grade 1 | |||
How Do Living Things Stay Safe and Grow?
1-LS1-1 • 1-LS1-2 • 1-LS3-1 • K-2-ETS1-1 Supported by: Engineering Design |
How Can We Predict When the Sky Will Be Dark?
1-ESS1-1 • 1-ESS1-2 Supported by: Physical Science |
How Can We Light Our Way in the Dark?
1-PS4-2 • 1-PS4-3 Supported by: Life Science and Engineering Design |
How Can We Send a Message Using Sound?
K-2-ETS1-1 • K-2-ETS1-2 Supported by: Physical Science |
Grade 2 | |||
How Can We Find the Best Place for a Plant to Grow?
2-LS2-1 • 2-LS2-2 • 2-LS4-1 • K-2-ETS1-1 Supported by: Engineering Design |
What Can Maps Tell Us About Land and Water on Earth
2-ESS2-2 • 2-ESS2-3 Supported by: Physical Science |
How Can We Change Solids and Liquids?
2-PS1-1 • 2-PS1-2 Supported by: Engineering Design |
How Can We Stop Soil from Washing Away?
K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • 2-ESS1-1 •2-ESS2-1 Supported by: Earth and Space Science |
Grade 3 | |||
What Explains Similarities and Differences Between Organisms?
3-LS1-1 • 3-LS3-1 • 3-LS3-2 • 3-LS4-2 • 3-ESS2-2 Supported by: Earth and Space Science |
How Do Weather and Climate Affect Our Lives?
3-ESS2-1 • 3-ESS2-2 Supported by: Engineering Design |
How Can We Predict Patterns of Motion?
3-PS2-1 • 3-PS2-2 Supported by: Engineering Design |
How Can We Protect Animals When Their Habitat Changes?
3-5-ETS1-1 • 3-5-ETS1-2 Supported by: Life Science |
Grade 4 | |||
How Can Animals Use Their Senses to Communicate?
4-LS1-1 • 4-LS1-2 • 4-PS4-2 • 4-PS4-3 • 3-5-ETS1-1 Supported by: Physical Science and Engineering Design |
What Is Our Evidence That We Live on a Changing Earth?
4-ESS1-1 • 4-ESS2-1 Supported by: Engineering Design and Physical Science |
How Does Motion Energy Change in a Collision?
4-PS3-1 • 4-PS3-2 • 4-PS3-3 • 4-LS1-1 • 3-5-ETS1-1 Supported by: Engineering Design and Life Science |
How Can We Provide Energy to People’s Homes?
3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 4-PS3-2 • 4-PS3-4 • 4-ESS3-1 Supported by: Physical Science and Earth and Space Science |
Grade 5 | |||
How Can We Predict Change in Ecosystems?
5-LS1-1 • 5-LS2-1 • 5-PS1-1 • 5-PS3-1 Supported by: Physical Science |
How Can We Use the Sky to Navigate?
5-ESS1-1 • 5-ESS1-2 • 5-PS2-1 • 3-5-ETS1-1 Supported by: Physical Science and Engineering Design |
How Can We Identify Materials Based on Their Properties?
5-PS1-1 • 5-PS1-2 • 5-PS1-3 • 5-PS1-4 • 5-LS1-1 Supported by: Life Science |
How Can We Provide Freshwater to Those in Need?
3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 5-ESS2-1 • 5-ESS2-2 • 5-ESS3-1 Supported by: Earth and Space Science |
Smithsonian Science Module Desriptions
Select a grade level to see the module kits available
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GRADE
K -
GRADE
1 -
GRADE
2 -
GRADE
3 -
GRADE
4 -
GRADE
5
Grade K Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
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What Do Plants and Animals Need to Live?
K-LS1-1 • K-ESS3-1• K-ESS2-2 • K-ESS3-3
Supported by:
Earth Science
Module Highlights:
In 10 lessons spanning 14 class sessions, students investigate 2 phenomena and propose solutions to 3 problems related to what plants and animals need and how Earth’s systems support them. In lessons 1 through 3, students investigate what is causing radish plants to become unhealthy. In lessons 4 and 5, when their instructional video experiences technical problems and cannot be watched, students must figure out what caterpillars need to live. In lessons 6 and 7, students collect and analyze data to figure out the phenomenon of caterpillars building webs. In lesson 8, students identify what is causing a sidewalk to crack and propose a solution that meets the needs of both humans and non-humans in the environment. In the science challenge, lessons 9 and 10, students develop plans for a play area that minimizes its impact on the land and the organisms that depend on it.
- How Can We Be Ready for the Weather?
Performance Expectations:
K-ESS2-1 • K-ESS3-2• K-PS3-1
Supported by:
Physical Science
Module Highlights:
In 10 lessons over 14 class sessions, students explain 2 weather-related phenomena and propose solutions to weather-related problems. In lessons 1 through 3, students figure out how a pole became wet on one side while remaining dry on the other side. In lessons 4 through 7, students use data to figure out and explain why a snowman melts at some times but not others. In lessons 8 and 9, students consider and propose solutions to weather-related problems based on location. In the science challenge, lesson 10, students work more independently to design a weather preparation plan for a fictional class preparing for an all-day hike at the Smithsonian Environmental Research Center (SERC).
- How Can We Change an Object's Motion?
Performance Expectations:
K-PS2-1 • K-PS2-2• K-2-ETS1-3
Supported by:
Engineering Design
Module Highlights:
In 10 lessons over 13 class sessions, students explain a phenomenon and solve a problem related to the game of air hockey and explain a second phenomenon related to the game of miniature golf. In lessons 1–3 and 5–6, students explain what happened to a hockey puck before it moved quickly into a goal. In lessons 4, 7, and 8, students solve the problem of designing a hockey game that can be played at home or at school. In lessons 9 and 10, the end-of-module science challenge, students explain the phenomenon of a golf ball changing its direction of motion inside a mini golf feature.
- How Can We Stay Cool in the Sun?
Performance Expectations:
K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • K-PS3-1 • K-PS3-2
Supported by:
Physical Science
Module Highlights:
In 10 lessons spanning 14 class sessions, students solve 2 problems caused by sunlight warming surfaces. In lessons 1 through 7, students solve the problem of a playground surface that is too hot to sit on during recess. To better understand the problem, in lessons 2 and 3 students investigate the phenomenon of the warm playground and figure out that sunlight can warm surfaces. In the design challenge (lessons 8 through 10), students work more independently to design a solution to the problem of a person who gets warm while out in sunlight.
Grade 1 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
- How Do Living Things Stay Safe and Grow?
Performance Expectations:
1-LS1-1 • 1-LS1-2• 1-LS3-1 • K-2-ETS1-1
Supported by:
Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How can we tell living things apart? How are young and adult plants similar and different? How are young and adult animals similar and different? How are animals of the same type alike and different? What do parents and their young do to survive? How can we help young animals grow and survive? How do body parts help plants and animals grow and survive? And How can we mimic plant and animal parts to solve a problem? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Survive, Behave, and Save! where they answer the questions How do body parts and behaviors help plants and animals survive? and How can we communicate how plants and animal survive? Students play a problem-based Survival Game to practice their argumentation skills while defending their decisions made during the game. Students record their reasoning by creating a comic that they will be interviewed on by another student where they communicate their explanations.
- How Can We Predict When the Sky Will Be Dark?
Performance Expectations:
1-ESS1-1 • 1-ESS1-2 • 1-PS4-2
Supported by:
Physical Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What objects can we see in the sky during daytime and night? Why can we see objects? How can we model the Moon? How does the Sun appear to move in the sky? How does the Moon appear to move in the sky? Does the amount of daylight change throughout the year? And How does the amount of daylight change throughout the year? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Oksana’s Walk to School, where they answer the questions In Oksana’s town, what times of the year will it be dark when kids walk to school or walk home from school? How can kids walking to school in the dark be seen and see objects in their path? Students determine what time of year students would be walking to or from school in the dark, choose a light source and explain how it will allow objects to be seen during their walk in the dark.
- How Can We Light Our Way in the Dark?
Performance Expectations:
1-PS4-2 • 1-PS4- • 1-LS1-1 • K-2-ETS1-1
Supported by:
Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: Can we see in the dark? How can lights warn us about danger? What happens when you put something in a beam of light? How can you change a shadow? How can light, shadows, and reflections be used to keep animals safe? How can lights and reflectors keep students safe? And How can we mimic animal structures to solve a human problem? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Emergency Escape, where they answer the questions How can people find a building in an emergency? and How can people survive by finding a building exit in an emergency? Students investigate and incorporate materials into a structure that makes an exit path visible, helping humans survive an emergency in a new museum gallery.
- How Can We Send a Message Using Sound?
Performance Expectations:
K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • 1-PS4-1 • 1-PS4-4
Supported by:
Physical Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What are the ways to send a message? How can I send a message using a drum? What is needed to make sound? How is music made? How can I make the best kazoo? Does sound cause vibration? How do our ears hear sounds? By working through lessons to answer these questions, students build to the final two-lesson Design Challenge, Help Hopper Cross the River, where they solve the problem: How can I make a musical instrument that can send a message? By constructing their own simple instrument whose sound sends a code, they help Hopper the Frog to safely cross a river.
Grade 2 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
- How Can We Find the Best Place for a Plant to Grow?
Performance Expectations:
2-LS2-1 • 2-LS2-2 • 2-LS4-1 • K-2-ETS1-1
Supported by:
Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: Why can a plant survive in one place but not another? How do a plant’s parts help it live and grow? How can we find out if plants need light and water to grow? Do plants need light and water to grow? How can animals move pollen from flower to flower? How can we design a tool to pollinate flowers? How can seeds move to new places? And Are there different plants and animals in different places? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Place that Plant! where they answer the questions How can we find the best habitats for different kinds of plants? and How can we use evidence to analyze someone else’s argument? to help solve the problem of where to plant two new kinds of plants on the school grounds. Using their science knowledge and a map of the schoolyard students are challenged to make a recommendation on where to plant the plants to a parent volunteer. In the second part of the challenge, students are presented with the parent volunteer’s own ideas about where the plants should go. Students decide whether they agree or disagree and analyze the quality of her argument.
- What Can Maps Tell Us About Water on Earth?
Performance Expectations:
2-ESS2-2 • 2-ESS2-3 • 2-PS1-1
Supported by:
Physical Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What do maps tell us? How can we model the kinds of land on Earth? How can we model the kinds of water on Earth? How are solid and liquid water alike and different? Where can we find snow and ice on Earth? What are the patterns of land and water on Earth? How do people use maps to show land and water? And How can I use symbols to show land and water? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Mapping My Model, where they answer the questions How can I make a map of my Land and Water model? and How can maps help me find my way? Calling on all the knowledge gained over the course of the module about the patterns of land and water, three-dimensional models, and two-dimensional symbols, students translate their Land and Water models into two-dimensional paper maps. The Science Challenge concludes with students trading their maps with another group. Students use them to find the corresponding Land and Water model in a matching exercise and evaluate the effectiveness of the map.
- How Can We Change Solids and Liquids?
Performance Expectations:
2-PS1-1 • 2-PS1-2 • 2-PS1-3 • 2-PS1-4 • K-2-ETS1-1
Supported by:
Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How can we sort gemstones? How can we sort objects by hardness? How are different materials used to make sculptures? Can we make two sculptures with different properties from the same pieces? Is sand a solid or a liquid? What is the best material for a boo-boo pack? What happens to wax when it is heated and then cooled? And How can a silver necklace be made starting from wax? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Gemstone Swap, where they answer the question What material has the best properties for a replica gemstone? Students observe and use data about water, gelatin, vegetable oil, clay, crayon, a candle, and food coloring to choose the best material and create a replica of a transparent, colored gemstone. Students present their results for whether the material they used has the best properties for a replica gemstone using evidence to support their claim.
- How Can We Stop Soil from Washing Away?
Performance Expectations:
K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • 2-ESS1-1 • 2-ESS2-1
Supported by:
Earth and Space Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What is land made of? How can wind and water change the land? What happens to soils on a construction site? How can we model the changes water can make to lands? How can we model ways to stop soil from washing away? How can we compare solutions to the erosion problem? What are some new solutions to old erosion problems? How much time do you have to save a castle on the edge? By working through lessons to answer these questions, students build to the final two-lesson Design Challenge, Save the Sand Towers, where they solve the problem: How can you design a way to save the sand towers? Students form an engineering company and are tasked with minimizing soil loss around two sand towers. With a budget of $100 to develop, test, and refine a solution to the problem, they use evidence from their tests to present a final proposed solution to the class.
Grade 3 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
- What Explains Similarities and Differences Between Organisms?
Performance Expectations:
3-LS1-1 • 3-LS3-1 • 3-LS3-2 • 3-LS4-2 • 3-ESS2-2
Supported by:
Earth and Space Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What can an organism get from its parents? What can an organism get from its environment? How do organisms change throughout their lives? How could being different be an advantage? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Guppy Mystery, where they answer the question: Why are some guppies more colorful than others? Students work in groups to explain the phenomenon of why male guppies in some streams have bright orange coloration and males in other streams are relatively dull.
- How Do Weather and Climate Affect Our Lives?
Performance Expectations:
3-ESS2-1 • 3-ESS2-2 • 3-ESS3-1 • 3-5-ETS1-1
Supported by:
Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: Why measure weather? What does weather in the past tell us about weather in the future? How does climate affect the way buildings are designed? By working through lessons to answer these questions, students build to the final three-lesson Science Challenge, Kids Cup, where they answer the question: How can climate and weather data help us plan a soccer tournament? Students form Climate Task Force groups to research one of eight cities that have applied to host the tournament. Students analyze and interpret climate data to make a recommendation about the best time to host the tournament in that city. Groups present their recommendation, then a class vote determines the best time and location to present to the Kids Cup Council.
- How Can We Predict Patterns of Motion?
Performance Expectations:
3-PS2-1 • 3-PS2-2 • 3-PS2-3 • 3-PS2-4 • 3-5-ETS1-1
Supported by:
Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How do forces applied by touch affect an object’s motion? How can we observe and measure repeating patterns of motion? What kinds of forces can act at a distance? How can magnets be used to solve problems? By working through lessons to answer these questions, students build to the final three-lesson Science Challenge, The Dynamic Duo Swing Ride, where they answer the question: How can magnets affect the pattern of motion of a pendulum? Students use what they have learned about forces and motion to plan and carry out an investigation to determine how magnets affect the motion of a steel pendulum. Using their results, students prepare a claim for Outdoor Playtime about how they could make a better swing.
- How Can We Protect Animals when Their Habitat Changes?
Performance Expectations:
3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 3-LS2-1 • 3-LS4-1 • 3-LS4-3 • 3-LS4-4
Supported by:
Life Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What do animals need to survive? Why do animals live in different habitats? What can fossils tell us about animals and habitats? What happens to animals when their habitat changes? By working through lessons to answer these questions, students build to the final two-lesson Design Challenge, Salamander Tunnel, where they solve the problem: How can we reduce salamander deaths on roads? Students are given a budget and criteria and are tasked with planning, designing, and testing a tunnel, using roly-polies as a model for amphibians.
Grade 4 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
- How Can Animals Use Their Senses to Communicate?
Performance Expectations:
4-LS1-1 • 4-LS1-2 • 4-PS4-2 • 4-PS4-3 • 3-5-ETS1-1
Supported by:
Physical Science and Engineering Design
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How can animals sense the world around them? How can animals process and respond to information? How can animals send and receive information to communicate? What are some challenges in communication? By working through lessons to answer these questions, students build to the final three-lesson Science Challenge, Firefly Flashes, where they answer the question: How can fireflies communicate to attract a mate? Students use models and develop an argument to answer the question: Are fireflies with more distinct flash patterns better at communicating to find a mate? Students use all of their gathered evidence to construct an argument to support their claim and present it to other groups.
- What is Our Evidence that We Live on a Changing Earth?
Performance Expectations:
4-ESS1-1 • 4-ESS2-1 • 4-ESS2-2 • 4-ESS3-2 • 4-PS4-1 • 3-5-ETS1-1
Supported by:
Engineering Design and Physical Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How do volcanoes and earthquakes affect humans? How can humans protect themselves from earthquakes? How do Earth processes change the landscape? How do rock layers show that landscapes change? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Our Changing Earth Exhibit, where they answer the question: How can we use evidence to tell the story of a changing Earth? Students combine what they have learned over the course of the module to create an exhibit plan that tells a story about Our Changing Earth. Students participate in a gallery walk, viewing peers’ exhibits, reviewing at least four different exhibits, comparing and contrasting different approaches used to tell their story of Our Changing Earth.
- How Does Motion Energy Change in a Collision?
Performance Expectations:
4-PS3-1 • 4-PS3-2 • 4-PS3-3 • 4-LS1-1 • 3-5-ETS1-1
Supported by:
Engineering Design and Life Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How does motion energy move and change? How does speed affect motion energy? What causes moving objects to slow down? How can we protect our brains in a collision? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Slide ‘n’ Collide, where they answer the question: How can we predict how far an object will slide in a collision? Students will play a slide game where they have to use one washer to slide another washer a certain distance. Students test materials and collect data on the effect of speed and surface on how the washers move. They are given a distance and use their data to decide on the best combination of ramp height and surface to achieve this distance.
- How Can We Provide Energy to People's Homes?
Performance Expectations:
3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 4-PS3-2 • 4-PS3-4 • 4-ESS3-1
Supported by:
Physical Science and Earth and Space Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How does motion energy move and change? What are the advantages and disadvantages of the different energy resources used to generate electricity? How does electricity power our devices? By working through lessons to answer these questions, students build to the final three-lesson Design Challenge, I’m Here! Let Me In! Model House Doorbell, where they solve the problem: How can you design a house that runs on renewable energy? Students design, build, test, identify failure points, and optimize a solar-powered device to work in a model house that is based on doorbell systems for hearing-impaired or visually-impaired residents. Students use circuit diagrams, floor plans, energy models, test results, and an explanation of the strengths and weaknesses of the design to present their model house doorbells to the class.
Grade 5 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
- How Can We Predict Change in Ecosystems?
Performance Expectations:
5-LS1-1 • 5-LS2-1 • 5-PS1-1 • 5-PS3-1
Supported by:
Physical Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How can plants get what they need to live and grow? How can animals get what they need to live and grow? How do matter and energy flow through ecosystems? What affects the stability of ecosystems? By working through lessons to answer these questions, students build to the final two-lesson Science Challenge, Surveying Sea Squirts, where they answer the question: How can we use models to make predictions about invasive sea squirts? Students develop and use models to make predictions about which of two sites is at higher risk for sea squirt invasion. Using evidence from their models, past investigations, and other data, students construct an argument to support their prediction.
- How Can We Use the Sky to Navigate?
Performance Expectations:
5-ESS1-1 • 5-ESS1-2 • 5-PS2-1 • 3-5-ETS1-1
Supported by:
Engineering Design and Physical Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: What is the evidence for a spherical Earth? How can we explain daily observations of the sky? What causes the annual patterns of motion of the Sun and stars? How are tools and systems used to navigate? By working through lessons to answer these questions, students build to the final three-lesson Science Challenge, Sweet Potato Mystery, where they answer the question: How could ancient Polynesians navigate the ocean without instruments? Students work to solve the mystery of the presence of the sweet potato, which is native to South America. How did it find its way to Polynesia? Did ancient Polynesians sail more than 7,000 kilometers to South America and bring it back? Or did sweet potato seeds spread by birds or ocean currents? Students obtain evidence from a text to answer the question: Did ancient Polynesians sail from the Marquesas Islands to Peru without instruments? Students work though an activity using reference of the Sunrise, Noon, Sunset, and Night to navigate the Southern Hemisphere, replicating a sailing voyage without instruments, to see if it is possible that ancient Polynesians did the same.
- How Can We Identify Materials Based on Their Properties?
Performance Expectations:
5-PS1-1 • 5-PS1-2 • 5-PS1-3 • 5-PS1-4 • 5-LS1-1
Supported by:
Life Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: How can we use our senses to compare materials? What happens when materials are mixed with water? How do heating and cooling affect materials? Does mixing materials together form a new material? By working through lessons to answer these questions, students build to the final three-lesson Science Challenge, Kitchen Crisis, where they answer the question: How can we identify unknown kitchen materials? Using what they’ve learned in prior lessons, students plan and carry out an investigation using fair tests to identify four unknown white solids, presenting their conclusions about the identities of the unknown materials to the class.
- How Can We Provide Freshwater to Those in Need?
Performance Expectations:
3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 5-ESS2-1 • 5-ESS2-2 • 5-ESS3-1
Supported by:
Earth and Space Science
Module Highlights:
Over the course of this module students engage in 3D tasks and assessments to answer the questions: Where does the water you need come from? How have humans impacted the water we need? How have humans tried to solve the problem of getting freshwater? How have humans tried to solve the problem of getting freshwater to where it’s needed? By working through lessons to answer these questions, students build to the final two-lesson Design Challenge, Get It, Treat It, Share It, where they solve the problem: How can we provide freshwater to agriculture, industry, the environment, and housing in your town? Students work as a group to design and system test a water pumping system to access and treat water for their town while advocating for one of four stakeholders on the allocation of the freshwater, representing a real-world challenge faced by many communities.
A Complete Package!
Each Smithsonian Science for the Classroom™ Kindergarten Module Kit Includes:
Print and Digital Resources
- Teacher Guide
- 1 Smithsonian Science Stories Big Book
- 4 Smithsonian Science Stories Student Literacy Readers
- Interactive Digital Access Through CarolinaScienceOnline.com
- Digital Teacher Guide
- Digital Student Literacy Readers
- Simulations and Videos
- Spanish Student Literacy Readers and Blackline Masters
Hands-On Materials Kit of Choice for up to 24 Students:
- 1-Use Kit (with enough materials to teach 1 class, 1 time)
- 3-Use Kit (with enough materials to teach 1 class, 3 times)
Kits are easily refurbished! Smithsonian Science for the Classroom™ refurbishments sets contain all the items used up while teaching the module.
Each Smithsonian Science for the Classroom™ Module Kit for Grades 1-5 Includes:
Print and Digital Resources
- Teacher Guide
- 16 Student Literacy Readers
- 10 Student Activity Guides (grades 3-5)
- Interactive Digital Access Through CarolinaScienceOnline.com
- Digital Teacher Guide
- Digital Student Literacy Readers
- Simulations and Videos
- Spanish Student Literacy Readers and Blackline Masters
Hands-On Materials Kit of Choice for up to 24 Students:
- 1-Use Kit (with enough materials to teach 1 class, 1 time)
- 3-Use Kit (with enough materials to teach 1 class, 3 times)
Kits are easily refurbished! Smithsonian Science for the Classroom™ refurbishments sets contain all the items used up while teaching the module.
Smithsonian Science for the Classroom Resources
Learn More About the Program
Coherent Storylines
- → Build toward students answering a question or solving a problem
- → Engage students’ curiosity with Lesson Focus Questions
Proven Results
- Raise test scores in science, reading, and math using proven, research-based instructional methods
Teacher Support
- → Point-of-use Teacher Edition support
- → 3D assessment system
- → 3D investigations with a focus on phenomena
Learning Framework
- → A complete program for middle school
- → Make connections between the science and engineering at every grade level
Support DEAI
Making K-12 STEM education more accessible and inclusive to diverse audiences across all platforms and communities
Lesson Samplers
- → Grades K–5
- → Contain One Complete Lesson
- → Contains a sample from student literacy reader
Get Ready! Professional Learning Video Library
Learn the ins and outs of the Smithsonian Programs for K–8 on your schedule using online videos, webinars, and chats with Carolina consultants and educational trainers.
SS@Home
Whether you’re teaching from your classroom or teaching your students at home, you need to be able to engage your students in three-dimensional learning and continue to support ELA and math.
Smithsonian Science for Classroom Literacy
Integrate science content, literacy resources, and Smithsonian resources to create a rich, complete, experience for students.
Science and Engineering
- → Science and Engineering integrated at every grade level
- → Working like engineers to solve problems
- → Working like scientists to explain phenomena
White Papers, Case Studies, and Infographics
Frequently Asked Questions
Are you looking for a new middle school science program? Here are some common questions educators like yourself have about Smithsonian’s STCMS.
Carolina Science Online
Videos
Click on these short videos to learn more about the philosophy of the Smithsonian Science Education Center and what drives the development of their programs.
More About the Development from the Smithsonian
Correlations
Professional Development
From Program Implementation to Assessing and Needs Check-in
Digital Support
- → Training to get you started
- → Online tutorials for when you need them
- → Help Desk and live chat available to answer questions
Science Content and Pedagogy Support
Professional Development for teachers and Leadership Development for teacher, administrators, and community leaders available from the Smithsonian
Resources from the Smithsonian Science Education Center
Smithsonian Science for Makerspaces
Good Thinking Misconception Support
Short-format videos that explore common student ideas and misconceptions and how to address them
Smithsonian's Game Center
Explore Smithsonian
Free Resources from the Smithsonian
Smithsonian Programs in the News
Supporting DEAI
Making K-12 STEM education more accessible and inclusive to diverse audiences across all platforms and communities
Are you looking for a new K-5 science program? Here are some common questions educators like yourself have about Smithsonian Science for the Classroom.
- → Present engaging storylines that pique students’ curiosity and drive student learning
- → Provide everything teachers need to teach the new standards
- → 3D instruction and 3D assessment
- → Seamless literacy, math, and digital integration
- → Hands-on materials kits
Everything a teacher needs to teach! Every module purchase includes:
- → Print and digital Teacher Guide for complete 3D instruction
- → 3D assessment system
- → Print and digital student literacy
- → Print and digital Student Activity Guides (grades 3–5)
- → Digital resources
- → Hands-on materials kits for 1 or 3 uses
- → Spanish resources
- → eBook student literacy
- → eBook Student Activity Guides
- → Lesson Notebook and Activity Sheets
Hands-on materials kits come with enough materials for 32 students. Digital access for teachers and students through Carolina Science Online™ is always included! There are never any teacher or student licensing fees—ever!
Yes! With module titles like How Can Animals Use Their Senses to Communicate? and How Can We Provide Freshwater to Those in Need? it’s evident that students are engaging directly with exciting, real-world phenomena and solving real-world problems. Smithsonian Science for the Classroom was developed to meet the three dimensions of NGSS.
- → Pre-assessments that gauge students’ prior knowledge and reveal student misconceptions
- → Formative assessments that require students to show their skills and knowledge across the three dimensions
- → Student self-assessments that cultivate self-regulated learners who become aware of their strengths and weaknesses and reflect on ways to improve
- → Performance-task and written summative assessments—a module’s culminating Science or Engineering Design Challenge
- → 3D Assessment Task Charts and Summative Assessment Rubrics that help teachers monitor student progress and evaluate performance
- → Remediation strategies for each assessed task
- → Printed readers and eBooks
- → On- and below-level
- → English and Spanish
- → Interactive digital reader
- → Digital PDF formats of lesson notebook sheets that allow teachers the ability to edit for the different needs of their students.
- → Student Activity Guides and student literacy readers in print and digital formats and in English and Spanish.
- → Student literacy in on and below grade level.
- → Smithsonian Science Stories literacy reader
- → Student Activity Guides
- → Lesson Notebook Sheets and Activity Sheets
- → Investigation card sets
- → Video and audio clips
- → Informational web links
- → Photos
- → Games
- → Simulations
- → Maps
- → Data sets and more!
You’ve purchased Smithsonian Science for the Classroom. Here are some common questions.
Spiral-bound teacher’s guides are found within the blue crate that has the item number in this format: XXXXXX-1. Teacher’s guides are typically found on the floor of the crate to avoid any warping.
To redeem your voucher and request shipment of your materials, follow the steps below. Place your order 10 days prior to when you want to receive it.
1. Go to www.carolina.com/vouchers
2. Enter your shipping information and the redemption code(s) from your voucher(s).
3. Follow the remaining instructions to complete your request.
Call customer service at 800.334.5551 with your order number. They will be able to look up the living materials control number for your specific order.
Care guide information for units that have living materials can be found in the Materials Management and Safety section of the Module Overview in the teacher’s guide. If you are using the digital teacher’s guide, this information can be found under the Module Overview Tab→ Materials Management and Safety→Care and Handling of Live Materials
Module materials that require and SDS are designated in the Materials List of the Teacher’s Guide with a dagger (†).
Chemical components that require SDS information (components designated in the Materials List of the Teacher’s Guide with a dagger (†)) are available at www.carolina.com/SDS .
Click here to view regional sales information and identify your region’s sales manager or contact us at curriculum@carolina.com .