Smithsonian Science for the Classroom (K-2) earns an ALL-GREEN Rating from EdReports.
EdReports says that Smithsonian Science for the Classroom meets expectations in all three gateways.
Second Edition
Available for the 2024-2025 School Year
Twenty-four (24) phenomenon- and problem-driven modules to engage and inspire elementary students in Grades K-5.
- MORE opportunities for students to build reading, writing, and speaking skills
- MORE opportunity for students’ ideas and experiences to drive learning
- MORE occasions for student sensemaking
- MORE emphasis on accessibility
- MORE robust and integrated assessment system (including a NEW assessment map)
- MORE connections to phenomena and real-world problems
Field Testing Feedback
“We loved this unit, (Grade 4, Life Science) and I am impressed with the way the science standards are embedded in a way that the kids remained interested, asked questions, and were able to talk about their learning with others. I have been teaching a long time and know that boredom with the curriculum is one of the greatest hurdles educators face. This kit allowed students to read, write, research, collect data, analyze data, and draw conclusions. It also helped them to discuss many environmental concerns and brainstorm realistic solutions and ways that they could help.”
- Denise McFarland, Aldo Leopold Community School
Learning Framework for Grades K–5
An integrated approach to teaching science and engineering
| 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 |
MORE opportunities for students to 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.
MORE opportunity for students' ideas and experience to 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.
- Family letters are available in English and in Spanish.
MORE occasions for student sensemaking
- 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.
MORE emphasis on accessibility
- 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.
MORE robust and integrated assessment system (including a NEW assessment map)
- 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.
MORE 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
