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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
Experience Quality. Achieve Results
Smithsonian Science for the Classroom earns an ALL-GREEN Rating from EdReports.
EdReports says that Smithsonian Science for the Classroom meets expectations in all three gateways.
Improving Student Achievement across State Borders and State Standards
Smithsonian Science for the Classroom’s high-quality instructional materials with accompanying differentiated Professional Development had positive and statistically significant effects on students’ science achievement and positive effects on 3rd-5th grade students’ math and reading achievement in a randomized controlled trial (RCT) conducted by an independent third-party researcher. In a world where instructional time for science lags other subject areas and learning recovery in reading and math receive national attention, it’s important to remember that phenomena-driven science instruction can support other disciplines to an incredibly positive effect while offering students opportunities to practice 21st century skills like problem solving, collaboration, and critical thinking.
This 5-year RCT launched in 2019 and tested the efficacy of Smithsonian Science for the Classroom curriculum in 37 schools across 7 school districts in 2 states—NC and SC
“We’re changing the way teachers think about what they do every day and hopefully in a positive, comfortable way. They are being supported through materials and professional development to focus on science, but also to use scientific principles to encourage students to ask great questions, dig deep, get dirty, and challenge themselves—in language and math as well as science.”
Twenty-Four (24) phenomenon and problem-driven modules to engage and inspire elementary students in Grades K–5.
Students Build Reading, Writing, and Speaking Skills
- Explaining phenomena and solving problems provides motivation for students to read, write, and discuss for purpose.
- Direct, hands-on experiences enable students to talk and write about what they did, what they observed, and how they think something works.
- Students read for purpose to find evidence to explain what is confusing or surprising to them.
- Notebooking in science gives students opportunities to engage with the writing process, write for a purpose and a place to record, and organize:
- Their design and testing plans
- Collected data
- Ideas and explanations of phenomena
- Claims based on evidence
- Students talk to each other to design a solution together, brainstorm how to test it, and plan how to make it better.
- Students speak to each other and to the class as a whole as they ask and answer their own questions.
- Students communicate results of their investigations through presentations.
Students' Ideas and Experiences Drive Learning
- Embraces the power of student agency offering more opportunities for students to ask questions and rely upon their prior knowledge to drive their understanding and learning.
- Includes a Family Letter for every module that creates opportunities to strengthen students’ school-home learning connection.
Students Make Sense of the World Around Them
- Through hands-on experiences, observation, and collaboration, students cultivate scientific skills and knowledge as they figure out compelling phenomena and solve real-world problems.
- Students work as scientists, asking questions, conducting investigations, and developing explanations as they unravel the mysteries of natural world.
Students Have Different Needs
- Closed captioning is available for all videos.
- Digital simulations provide an alternative text option.
- All student-facing resources are available in English and Spanish.
- Smithsonian Science Literacy Series books are available with text-to-speech.
Students Make Connections to Phenomena and Real-World Problems
- Phenomena and Problems storylines build toward students answering a question or solving a problem
- Begin with the end in mind—students start with the big idea and then work progressively through tasks that build to a culminating science or design challenge
- Every lesson includes a phenomenon to observe or a problem to solve – No more phenomenon fatigue
Students Demonstrate What They Know
- A comprehensive Assessment Map illustrates how students’ progress in building skills and knowledge throughout the module.
- Formative and checkpoint assessments that build to the module summative performance assessment, a Science or Engineering Design Challenge.
- Assessment table format that is appropriate for “in the moment” assessment guidance.
Everything you need to teach–Kits, Print, and Digital
Twenty-four (24) phenomenon and problem-driven modules to engage and inspire elementary students in Grades K–5
Learning Framework for Grades K–5
An integrated approach to teaching science and engineering.
Click on the Module title for pricing.
| Life Science | Earth and Space Science | Physical Science | Engineering Design | |
| Grade K | What Do Plants and Animals Need to Live? K-LS1-1 • K-ESS2-2 • K-ESS3-1 • K-ESS3-3 |
How Can We Be Ready for the Weather? K-ESS2-1 • K-ESS3-2 • K-PS3-1 |
How Can We Change an Object's Motion? K-PS2-1 • K-PS2-2 • K-2-ETS1-3 |
How Can We Stay Cool in the Sun? K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • K-PS3-1 • K-PS3-2 |
| Grade 1 | How Do Living Things Stay Safe and Grow? 1-LS1-1 • 1-LS1-2 • 1-LS3-1 • K-2-ETS1-1 |
How Can We Predict When the Sky Will Be Dark? 1-ESS1-1 • 1-ESS1-2 • 1-PS4-2 |
How Can We Light Our Way in the Dark? 1-PS4-2 • 1-PS4-3 • 1-LS1-1 • K-2-ETS1-1 |
How Can We Send a Message Using Sound? K-2-ETS1-2 • K-2-ETS1-3 • 1-PS4-1 • 1-PS4-4 |
| 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 • K-2-ETS1-2 |
How Can We Map Land and
Water on Earth? 2-ESS2-2 • 2-ESS2-3 • 2-PS1-1 |
How Can We Change Solids
and Liquids? 2-PS1-1 • 2-PS1-2 • 2-PS1-3 • 2-PS1-4 • K-2-ETS1-1 |
How Can We Stop Land From
Washing Away? K-2-ETS1-1 • K-2-ETS1-3 • 2-ESS1-1 • 2-ESS2-1 |
| Grade 3 | What Explains Similarities and Differences Between Organisms? 3-LS1-1 • 3-LS3-1 • 3-LS3-2 • 3-LS4-2 • 3-ESS2-2 |
How Do Weather and Climate Affect Our Lives? 3-ESS2-1 • 3-ESS2-2 • 3-ESS3-1 • 3-5-ETS1-3 |
How Can We Use Patterns to Predict Motion? 3-PS2-1 • 3-PS2-2 • 3-PS2-3 • 3-PS2-4 • 3-5-ETS1-1 |
How Can We Protect Animals When Their Habitat Changes? 3-5-ETS1-1 • 3-LS2-1 • 3-LS4-1 • 3-LS4-3 • 3-LS4-4 |
| 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 |
How Can We Stay Safe on a
Changing Earth? 4-ESS1-1 • 4-ESS2-1 • 4-ESS2-2 • 4-ESS3-2 • 4-PS4-1 • 3-5-ETS1-1 |
How Does Energy Move From One Object to Another? 4-PS3-1 • 4-PS3-2 • 4-PS3-3 •4-LS1-1 • 3-5-ETS1-1 |
How Can We Provide Energy to Meet Diverse Needs? 3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 4-PS3-2 •4-PS3-4 • 4-ESS3-1 |
| Grade 5 | How Can We Predict Change in Ecosystems? 5-LS1-1 • 5-LS2-1 • 5-PS1-1 • 5-PS3-1 |
How Can We Use the Sky to Navigate? 5-ESS1-1 • 5-ESS1-2 • 5-PS2-1 •3-5-ETS1-1 |
How Can We Identify Materials Based on Their Properties? 5-PS1-1 • 5-PS1-2 • 5-PS1-3 • 5-PS1-4 • 3-5-ETS1-1 |
How Can We Protect and Clean Earth's Water? 3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 5-ESS2-1 • 5-ESS2-2 • 5-ESS3-1 |
Smithsonian Science Module Desriptions
Select a grade level to see the module kits available
Grade K Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
Performance Expectations:
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.
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.
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).
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.
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
Performance Expectations:
1-LS1-1 • 1-LS1-2• 1-LS3-1 • K-2-ETS1-1
Supported by:
Engineering Design
Module Highlights:
In this module, students explain phenomena and solve problems related to adult and young plants and animals’ survival and growth. In Lessons 1 through 3, students identify patterns of similarities and differences in young and adult animals to explain why two types of penguins found in a single colony look alike and different at the same time. In Lesson 4, students use patterns they observe in data to suggest how young plants may appear in comparison to the adult plant. In Lessons 5 and 6, students construct arguments from evidence to explain penguin behavior. In Lessons 7 and 8, students solve human problems by mimicking plant and animal external parts. In the science challenge, Lessons 9 and 10, students apply what they have learned throughout the module by constructing an argument from evidence to determine the group of penguins to which the chicks belong and how mimicking plant and animal parts and behavior may solve a human problem.
Performance Expectations:
1-ESS1-1 • 1-ESS1-2 • 1-PS4-2
Supported by:
Physical Science
Module Highlights:
In this module, students explain phenomena about the Sun and the Moon and solve a problem related to kids going to school in the dark. In Lessons 1 through 6, students explain the phenomenon of a girl able to see her toys outside after dinner on some days but not on other days. In Lessons 7 and 8, students explain the phenomenon of the Moon appearing as different shapes and in different parts of the sky. In the science challenge, Lessons 9 and 10, students solve the problem of kids having to go to school in the dark at some times of the year, when it is difficult to see or be seen.
Performance Expectations:
1-PS4-2 • 1-PS4-3 • 1-LS1-1 • K-2-ETS1-1
Supported by:
Life Science and Engineering Design
Module Highlights:
In this module, students investigate how light interacts with a variety of materials and explore ways that humans and other animals use such interactions to help them survive. In Lesson 1, students explain that a light source is needed in order for humans to see objects. In Lessons 2 through 4, students investigate and explain the different ways light behaves when it interacts with different materials. In Lessons 5 through 8, students define a safety problem related to student visibility at a dark bus stop. They solve the problem using biomimicry. In the science challenge, Lessons 9 through 10, students explain how materials they have investigated can be used to let people know what to do in an emergency situation.
Performance Expectations:
K-2-ETS1-2 • K-2-ETS1-3 • 1-PS4-1 • 1-PS4-4
Supported by:
Physical Science
Module Highlights:
In this module, students solve two problems by using sound to send messages. In Lessons 1 through 8 students solve a problem that occurs on a field trip when students can’t hear their teacher’s voice calling for them. They model the problem, consider the different types of communication devices people use, and investigate how sound can be generated in order to better understand the problem and begin to design solutions. They develop two-dimensional designs and build three-dimensional models of sound-making devices and test the models to determine if they can solve the problem as intended. In the design challenge (Lessons 9 and 10), students use what they have learned about engineering design, communication devices, and ways to make sound to design, build, and test a new type of noisemaker that can be used to tell a player where to move in a board game.
Grade 2 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
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.
Performance Expectations:
2-ESS2-2 • 2-ESS2-3 • 2-PS1-1
Supported by:
Physical Science
Module Highlights:
In this module, students develop an understanding about the patterns of land and water on Earth and how humans use those patterns and relationships to map land and water on Earth. In Lessons 1 through 8, students make observations about the kinds of land and water they can see in a picture of a park and use those observations to figure out what other kinds of land or water might be in the park but not in the pictures. They make a raised relief map of what they think someone would see in the park. In Lessons 3 and 4, students explore a sub-phenomenon and use their observations of the properties of solid and liquid water and the patterns of where snow and ice can be found on Earth to explain why the tops of some of the mountains in the images of the park are white. In Lessons 9 and 10, students use what they have learned about maps and the kinds of land and water on Earth to convert their relief maps into two-dimensional maps.
Performance Expectations:
2-PS1-1 • 2-PS1-2 • 2-PS1-3 • 2-PS1-4 • K-2-ETS1-1
Supported by:
Engineering Design
Module Highlights:
In this module, students explore the properties of materials and how solids and liquids can change by heating, cooling, putting together, and taking apart. In Lessons 1 and 2, students sort and categorize objects by properties to build multiple sculptures out of the same set of pieces. In Lessons 3 and 4, students explore melting and freezing and the properties of solids and liquids to explain how a crayon changed when melted. In Lessons 5 through 8, students develop a solution to fix the melted crayons. In Lessons 9 and 10, students apply what they have learned to construct an argument with evidence about the best filling for a cold pack.
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:
In this module, students define two problems caused by wind and/or water eroding surface land material and then test and compare models of solutions to the problems. In Lessons 1 through 8, students use several approaches to research what might have caused mud to block a road. Once they better understand the situation, students define a specific problem to solve. They test and compare four possible solutions to the problem. In the design challenge (Lessons 9 through 10), students take what they have learned about how wind and water can cause land change over different timeframes and apply it to a new situation. Student pairs define specific land-change problems in a beach setting, explore how water wave action affects sand on a beach, and test a solution model. Students who defined similar problems compare and identify strengths and weaknesses of their solutions.
Grade 3 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
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.
Performance Expectations:
3-ESS2-1 • 3-ESS2-2 • 3-ESS3-1 • 3-5-ETS1-3
Supported by:
Engineering Design
Module Highlights:
In this module, students solve problems caused by weather and explain weather phenomena. In Lessons 1 through 4, students figure out how to predict a good time to fly a kite. In Lessons 5 through 8, students explain the phenomenon of snow in the month of July. In Lessons 9 through 12, students solve the problem of a roof blowing off a building in a hurricane. In the science
challenge, Lessons 13 through 15, students recommend the best time and location for a soccer tournament.
Performance Expectations:
3-PS2-1 • 3-PS2-2 • 3-PS2-3 • 3-PS2-4 • 3-5-ETS1-1
Supported by:
Engineering Design
Module Highlights:
In this module, students investigate the effects of contact and non-contact forces applied to objects and make predictions based on patterns in data and patterns of about the effects of balanced and unbalanced pulls to support a prediction of the results of a tug-of-war game. In Lessons 5 through 7, students observe patterns of motion and investigate the motion of a model swing to predict the future motion of children on a swing set. In Lessons 8 through 12, students define the constraints on a solution and criteria for success for a solution to a trashsorting problem. They investigate magnetic and static electric forces as possible non-contact forces to use in the solution and compare proposed solutions to the problem. In the science challenge, Lessons 13 through 15, students investigate the effect magnets have on a steel swing to help evaluate proposed solutions against criteria and constraints of a new swing design.
Performance Expectations:
3-5-ETS1-1 • 3-LS2-1 • 3-LS4-1 • 3-LS4-3 • 3-LS4-4
Supported by:
Life Science
Module Highlights:
In this module, students define and model and test solutions to problems presented to animals when their habitats change. In Lessons 1 through 4, students solve the problem of designing a habitat that meets the rolypolies’ needs. In Lessons 5 through 8, students explain how a trilobite fossil ended up in a desert. In Lessons 9 and 10, students explain why starlings fly together in a
large group. In Lessons 11 through 13, students explain why there are some animals that live in Florida’s woodland and a city in Virginia while other animals only live in one of the locations. In the design challenge, Lessons 14 and 15, students design a solution to the problem of salamanders dropping in population when they cannot reach their breeding ground because they are killed crossing a new road.
Grade 4 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
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:
In this module, students explain phenomena and solve a problem related to animals using their senses and communicating. In Lessons 1 through 3, students explain the phenomenon of a cat pouncing on what appears to be grass and catching a mouse. In Lessons 4 and 5, students explain the phenomenon that hand-raised songbirds try to eat firebugs, but wild songbirds do not. In Lessons 6 through 8, students explain the phenomenon of some fiddler crabs having a large claw and wave it. In Lessons 9 through 12, students solve the problem of the Tembé people not always knowing where and when illegal logging is happening on their land. In the science
challenge, Lessons 13 through 15, students explain the phenomenon of fireflies flashing in different patterns.
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:
Coming Soon
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:
Coming Soon
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:
In this module, students perform research about energy transfer via electric current and electricity generation using different natural resources in order to solve three engineering problems. In Lessons 1 through 6, students solve the problem of a person whose needs have changed: Grammy needs a portable camping light but cannot hold a flashlight in her hand. In Lessons 7 through 12, students solve a problem for a community in their state that is experiencing regular planned power outages. In the design challenge, Lessons 13 through 15, students respond to the need for a new assistive doorbell system for residents of an apartment building.
Grade 5 Kit Types:
Life Science
Earth/Space Science
Physical Science
Engineering Design
Performance Expectations:
5-LS1-1 • 5-LS2-1 • 5-PS1-1 • 5-PS3-1
Supported by:
Physical Science
Module Highlights:
In this module, students learn about the transfer of matter and energy within complex living systems. In Lessons 1 through 5, students explain the phenomenon of radish plants grown without soil. In Lessons 6 and 7, students explain the phenomenon of a giant panda cub that grows, moves, and stays warm. In Lessons 8 through 11, students explain what causes a fish kill in a pond. In Lessons 12 and 13, students explain what happened to salad greens that were placed in a worm compost bin. In the science challenge, Lessons 14 and 15, students
develop and use models to predict which of two marine locations are most at risk of a sea squirt
invasion and evaluate a proposed solution to the problem.
Performance Expectations:
5-ESS1-1 • 5-ESS1-2 • 5-PS2-1 • 3-5-ETS1-1
Supported by:
Engineering Design and Physical Science
Module Highlights:
Coming Soon
Performance Expectations:
5-PS1-1 • 5-PS1-2 • 5-PS1-3 • 5-PS1-4 • 3-5-ETS1-1
Supported by:
Life Science
Module Highlights:
In this module, students learn how to identify materials based on their properties. In Lessons 1 through 7, students solve the problem of six unidentified jars of kitchen solids. In solving the problem, students observe that some solids seem to disappear when added to water. In Lessons 8 and 9, students explain and model this phenomenon. Students also previously observed bubbles when some solids are mixed with vinegar; in Lessons 10 through 12, students explain the phenomenon of baking soda and vinegar mixing to cause a balloon to inflate. In
the Science Challenge, Lessons 13 through 15, students design a bath bomb by identifying the ingredients that cause a chemical reaction that creates the fizzing.
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:
Coming Soon
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 32 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
More About the Development from the Smithsonian
Correlations
Professional Development
Resources from the Smithsonian Science Education Center
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.
Smithsonian Science for the Classroom™ is a hands-on science program that brings highly engaging 3D learning and 3D assessment to K–5 classrooms.
Developed by the Smithsonian Science Education Center (SSEC), Smithsonian Science for the Classroom modules:
- → 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.
A complete 3D assessment system is integrated directly into the investigations. The lessons within Smithsonian Science for the Classroom were developed to provide 3D assessments as part of the investigations that students are already doing, not as separate tasks that need to be added on to instruction and take additional time.
The 3D assessment system includes:
- → 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
Science, literacy, and math are natural partners. By using Smithsonian Science for the Classroom, teachers can efficiently prepare students to meet science, math, and English language arts (ELA) standards.
Each module integrates Smithsonian Science Stories literacy readers and student-created STEM notebooks.
Reading selections from literacy readers are incorporated into the main activities of many of the lessons in each module. These culturally relevant and historically accurate readers incorporate research and artifacts that only the Smithsonian can provide.
Smithsonian Science Stories are available in a variety of formats:
- → Printed readers and eBooks
- → On- and below-level
- → English and Spanish
- → Interactive digital reader
Smithsonian Science Stories reading levels are carefully calibrated to grade level–appropriate Lexile measurements according to text complexity guidelines.
Student-created STEM notebooks provide a space for students to record and organize their design and testing plans, collected data, ideas and explanations of phenomena, evaluations of design solutions, and more.
Hands-on investigations engage students in standards-based math skills that relate to science content and science and engineering practices.
Common Core ELA and Math connections are highlighted in each Teacher Guide in the lesson planner and with the lessons at point-of-use.
Yes! Smithsonian Science for the Classroom’s hands-on program INCLUDES kits with every purchase. The quality, durability, and age appropriateness of curriculum kit materials are at the forefront of the development of kits from Carolina. All materials are rigorously tested for quality and durability in the classroom and for effectiveness of intended outcomes in investigations. Careful consideration is given to cost and reusability of materials for all kits. Kits are packaged in durable, stackable totes for maximum storability and mobility.
Show me the kits
1-Use kits contain enough consumable materials to teach the unit 1 time to a class of up to 32 students. 3-Use kits contain enough consumables (including living materials cards for those kits that have them) to teach the unit to up to 3 nonconcurrent classes of 32 students. The number of reusable/non-consumable items does not vary between a 1- and 3-use kit.
Many of the items in the Smithsonian Science module kits can be reused. For items that are consumed and need to be replenished, 1-use and 3-use refurbishment sets are available. Refurbishment kit vouchers are available for pre-purchase at the start of implementation for future use. Additionally, individual component items are available for purchase using the Smithsonian Components Catalog, Carolina.com, or Carolina’s Customer Service.
Refurbishment kit vouchers allow you to pre-purchase refurbishment kits for multiple years of program implementation. Vouchers can be redeemed when you are ready to refurbish your kits. Vouchers include the cost of shipping, so there is no added expense at the time of redemption.
Yes! The hands-on approach of Smithsonian Science for the Classroom naturally supports the diverse learning styles and abilities among students. The program provides teachers with tools to support these diverse needs and students with first-hand learning experiences.
Hands-on investigations offer students a variety of ways to demonstrate understanding through writing, drawing, and student discourse. This in turn offers teachers a variety of ways to monitor students’ progress and understanding.
The program’s instructional resources for teachers and students offer several ways to reach all students. Throughout each module, relevant, research-based ELL strategies are embedded at point-of-use, in addition to student misconception support and remediation and enrichment strategies.
Functionality of resources was considered during development. Modules provide:
- → 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.
Digital literacy readers that allow for close reading strategies and text-to-speech capabilities.
Yes! All student resources are available in Spanish—both in print and digitally.
Spanish resources include:
- → Smithsonian Science Stories literacy reader
- → Student Activity Guides
- → Lesson Notebook Sheets and Activity Sheets
- → Investigation card sets
Smithsonian Science for the Classroom thoughtfully and flexibly integrates digital resources that meaningfully enhance learning. Whether a classroom is 1-to-1 or has only one computer, you can fully teach this program.
Digital resources include:
- → Video and audio clips
- → Informational web links
- → Photos
- → Games
- → Simulations
- → Maps
- → Data sets and more!
Point-of-use Teacher Tips suggest modifications based on limited technology availability. Tech Tips suggest additional ways to incorporate technology into lessons or activities.
Yes. Carolina Science Online is compatible with most LMS.
No! Recognizing that there is tremendous variation in access to technology, Smithsonian Science was designed for flexible integration of digital resources. Whether a classroom is 1-to-1 or has only one computer, students have everything they need to complete every investigation.
Yes! There are two ways to preview the program. We offer a digital review of the complete program. If you would like to see more, we can arrange to have samples sent for your review or talk to you about setting up a pilot.
As the diversity of students’ academic, cultural, social, and linguistic backgrounds continues to rise across the United States, how do teachers continue to move those young minds forward? Support for minority or non-dominant groups was carefully considered in the design of each Smithsonian Science module. The incorporation of Smithsonian Science Stories literacy readers, which intentionally feature women and minority scientists and engineers, provide information about possible career paths and incorporate topics relevant to a variety of racial and ethnic minority groups.
Never! Smithsonian Science for the Classroom is an all-inclusive program. Digital access for teachers and students is included with your purchase of the program and extends through the life of the adoption.
Yes! Carolina Biological Supply Company is committed to providing comprehensive, customized professional development to meet the needs of teachers, staff, and administrators. Carolina’s professional development provides multiple opportunities for all teachers to master the curriculum and implement best practices. Formats include hands-on workshops, webinars, and teacher resource videos.
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.
Digital resources are accessed using a code sent via email when your kit is shipped. We often send the email to whoever placed the order, usually a purchaser at your school or district. If you cannot find the email, call our customer service team at 800.334.5551.
They will be able to locate the code and help you access your resources. If possible, have the order number or purchase order number available to help them locate your information quickly.
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.
Your living materials sheets will be in a clear shipping envelope that looks like this that is adhered to the side of the blue tub of the kit if it is new or the side of the brown Carolina box if it is a refurbishment. (Remember to hang on to the 2 additional sheets/sheet sets if you’ve purchased a 3-Use kit or refurbishment.)
Living materials sheets have a control number that can be used to order the live materials. Directions for ordering are on the sheet.
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 .
