Education

The Smithsonian Science Education Center (SSEC) offices are a block off the National Mall. In our offices, we can hear and feel trains go by. Those in offices closest to the tracks can tell the difference between commuter trains and freight trains without looking. How can we tell the difference?

The tracks that run next to our building are used by several freight and passenger train systems. MJB Rogers

In July of 2019 Dr. Usha Rajdev embarked on a journey to provide STEM education to teachers and institutions in Uganda. Over the course of two weeks she met with one University and four local High schools to develop a STEM program.  The Mosquito! Module was implemented in five institutions with Dr. Rajdev’s guidance. Teachers from each institution engaged in training using STEM and what local resources can be used to implement this project. The Mosquito! Module framework focuses on sustainable actions that are defined and implemented by students in reducing mosquito infestations in and around schools. This included cleaning wells, removal of stagnant water, life cycle of mosquitoes and its spreading of diseases, and the importance and urgency of engineering and design of mosquito traps by students. Using STEM and Project Based Learning (PBL), students designed mosquito traps and gathered data. Students are continuing to work and strengthen their projects and traps throughout the course of this year. They are actively engaged in informing their surrounding community about the mosquito problem and offering realistic and sustainable solutions. The students are also communicating with the school nurse to document the decline in cases of malaria in their schools. They are looking forward to sharing their data and projects at the International STEM conference in early August 2020.

High School students place mosquito traps around their school.

On the morning of Monday, July 22^nd, 60 educators representing 11 school systems from around the world made their way toward a ballroom in Washington, DC. Nametags were retrieved, coffee was poured, handshakes were exchanged, and eventually each chair in the room was claimed. As the room’s volume grew by the minute, so too did the palpable mix of enthusiasm, determination, and eagerness for each team to dive in to their task for the next five days: devising a five-year strategic plan for their school system’s Science, Technology, Engineering, and Math (STEM) program using the Smithsonian Science Education Center’s (SSEC) Leadership and Assistance for Science Education Reform (LASER) model. At 10:00 am, the welcoming remarks began, kicking off the 2019 Smithsonian Science Leadership Development & Strategic Planning Institute.

The institute consistently brings in a diverse group of participants, as each team contains a mix of individuals that may include administrators, teachers, department chairs, community members, and government officials. Yet from this first morning, it was clear that the 2019 institute was special in regard to both its participants and the populations they represented. Some teams were creating strategic plans for individual schools, others for counties around the United States, and others for entire countries. In the room there were representatives of three continents and three primary spoken languages. Thanks to simultaneous translation services, it became routine to see a wave of headphones come on and off as presenters switched between these languages.

No one bothered to close the door as the plane started rolling forward. I sat, straddling the bench and facing the back of the plane, with a line of new and seasoned divers behind me. As I stared out the opening, watching the ground get farther and farther away, I felt my instructor, Charlie, behind me fumbling with hooks and chains at my shoulders. I looked to my right. On the other bench, my best friend was also getting strapped to his instructor. Within minutes, I saw my friend’s instructor pointing him to the opening, beyond which I could only see blue sky. They shuffled to the doorway. Before I had time to process what was about to happen, I saw them fall out of the plane and disappear. Seconds later, Charlie ushered me to the same ledge. There was nothing but 14,300 feet of air below me. I felt a gentle push, and then suddenly, just…falling.

Thanks, Charlie! Tina Zdawczyk

Still preparing for the new school year? We've got you covered! We have curriculum, professional development, and digital media resources to help you start the new school year off right!

Smithsonian Science for the Classroom

Curriculum | Grades 1-5

Smithsonian Science for the Classroom was designed from the ground up to meet the Next Generation Science Standards.

Smithsonian Science for the Classroom is a new curriculum developed by the Smithsonian Science Education Center. It is designed to engage, inspire, and connect your students firsthand to the world around them. The curriculum has been developed in consultation with teachers and field tested in a range of schools with diverse populations.  It draws on the latest findings and best practices from educational research.

For decades, the Smithsonian Science Education Center has been a leader in providing curriculum, professional development, and leadership development in support of inquiry-based science education.

I have a friend from when I lived in Ohio. We dealt with lots of lake effect snow and the occasional blizzard warning. She moved to Seattle and she experienced lots of rain. Then she moved to Charleston just before Hurricane Matthew hit in 2016. About a year ago, she moved to southern California. Last week I received a text from her. "I do not like earthquakes."

Melissa Rogers

What comes to mind when someone mentions the abandoned 14th century city of Angkor, Cambodia, and the modern capital city Santa Fe, New Mexico? Most people would agree that there aren’t many similarities; however, the ATLAS Water team of explorers at Piñon Elementary School may disagree.

ATLAS stands for Always Think Like A Scientist. Courtesy of ATLAS Water

Buzzwords––they seemingly permeate every space we interact with these days: office meetings, TV advertisements, every nook and cranny of the Internet from TED Talks to presidential tweets. Here are some from Wikipedia’s intriguing list: Empowering. Sustainability. Paradigm. Globalization. You get the gist. We’re going for broad reach and bling.

Yet how elusive the actual meaning of buzzwords remains, despite how frequently we encounter and use them ourselves. Let’s also admit how tired we sometimes get of them, even if they stand for some very important movements and ideals within our society. It’s human nature, after all, to prefer something concrete and tangible, and big-picture jargon doesn’t always cut it.

Scientists have unique skills and unique tools. That’s a bit of an understatement when describing one scientist who has recently found some unexpected fame. That’s Melissa Scruggs. She lives in California and is working toward her PhD in volcanology. She used her science savvy in an unexpected way.

Imagine waking up one morning and finding a boulder in front of your car. That would stop most of us in our tracks for a good long time.

This boulder was placed in front of Melissa Scruggs' car. Melissa Scruggs

How much water did you use today? Did you take a shower, flush a toilet, wash dishes, or put on clean clothes? Did you have any problems getting the water you used? Half of the people living in the world today have limited access to water for at least one month of the year. And 500 million people don’t have enough water all year. Meghalaya, India, is one place that suffers from water scarcity. But thanks to a new technology, some people living in Meghalaya can now trade resources they have, such as cow manure and rice husks, for freshwater.

A dishwasher uses between 5 and 15 gallons of water per use. SbytovaMN/iStock/Getty Images Plus