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The girl had been to the Smithsonian before for a school field trip.

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From her last visit to the museum she says she remembers the giant squid (very large jellyfish from ceiling) and the volcano exhibits in the geology section.

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After entering the Geology exhibit, she went from sign to sign reading some of the plaques in the meteorite section. The mom seemed more interested in this area compared to  the girl was moving ahead quickly.

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The mom read each and every sign and tried to tell the information to her daughter to which the girl responded with a slightly disinterested “mhmm” and a nod.

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The girl noticed an interactive terminal which allowed her to simulate the impact of a meteorite. She spent around 2 minutes at the terminal.

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The interactive terminal was interesting because she could actually see the impact of a meteorite.

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The girl noticed the large moon display hanging from the ceiling and look at it for a few seconds and then moved on.

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The girl watched a video on the solar system for a while at a non-theater tv station.

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The girl read some facts at the “inside the earth” section at the earth diorama.

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The girl interacted with the earthquake terminals to see all the earthquakes which have happened all over the world over time.

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She said she found the earthquake terminals interesting because they were interactive.

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In the earthquake section she calls her mom to look at the display of the tree they found close to the Mount St. Helens volcano site.

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She grew up with stories about the Mount St. Helens eruption. She says it was cool to see things from the event after hearing stories from someone who was there.

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The girl notices the theater with a video on earthquakes but ignores it and goes to look at the huge rock next to the theater and touches it.

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Anything with an interactive video screen or terminal was attractive and interesting to the girl.

Q: Screens are recognizable and draw interest, but not for long. Does it not live up to expectations?

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The mom and daughter played with the button display of the layers of the earth for a while.

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Because only small sections light up, at first the girl thinks that the display is not working until her mom points out it is.

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Throughout the exhibit her mom would share facts with the girl from various exhibits.

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The girl said the exhibit with the layers of the earth and where different materials can be found was visual and interactive, and the lights make it easy to understand.

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On the map of the East Coast of the US, mom and daughter look to try and estimate where they live and where the museum is.

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Mom corrects daughter on where they might be on the map.

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The girl is very interested in the trilobites section because her friend had a 7th grade final project on trilobites and since her mom was a biology teacher, she helped her friend. This personal connection made her more interested.

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The rock columns and bowl rock were memorable from her previous trip since her class mate got his head stuck in the bowl rock, and she took a photo of it because it was funny.

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She was interested in the sediment suspended animation particle interactive experiment. At first she thought it was too dark to see clearly and ask her mom to turn on her phone's flashlight. When she still could not see they concluded that the display did not work.

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At the stalagmite and stalactite section, her mom asks if she can identify which are which. She answers correctly as she learned about this in the 6th grade.

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For her field trip, she decided to visit the Natural History museum over others, since there were taxidermied animals on display, and because her friends wanted to visit it.

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The magnetized rock was interesting because she could play with it by throwing magnet items onto the rock and seeing what happens.

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She was excited about the glow in the dark minerals because they “look cool”.

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She had seen these glow in the dark rocks before during her last trip but made a point to see them again this time.

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She was curious about why the amethyst and quartz combined together while other crystals only had one type and by themselves. She read the placard and took an effort to understand how they combined.

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She found a rock from Arizona which she pointed out to her mom. This was special to her since she was born in Arizona.

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Mother and daughter looked at the gold for a while saying “oooh it's so shiny!”

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They stopped to look at a fossil of a fern because it was unique. The mom says I have a rock at home with a fern in it as well.

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Both of them admire a very pretty particular green rock. It interested them because of how attractive it was.

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For some crystals she notes how they look like ice or glass and one even looked like a swan.

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She points out the opal stone to her mom, since it is her mom's birthstone. She asks her mom what her birthstone is.
I: Interesting when something relates to her life or a fact about herself or her mom

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Her mom looks up her daughter's birthstone online using Google. They then found her daughter's birthstone in the exhibit.

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She loses interest in the rest of the precious stones exhibit but before moving to the jewelry she see the amethyst stone on the floor and touches it.

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She is not interested in the jewelry and instead goes to the Hope Diamond section because there was a large crowd around it.

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She makes her way through the crowd to see the Hope Diamond, and views it briefly before leaving, looking unimpressed.

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In the Hope Diamond room there was a display with raw copper ore and she is way more interested in this display.

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Viewing the copper prompts a conversation about if it was processed or not, or what the heaviest element in the periodic table is.

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At the Narwhal exhibit, mom and daughter read an inuit storybook about the origins of narwhals.

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They admired the lifesize model of the narwhal in the exhibit area.

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At one end of the narwhal model, there was a Qrious station where you could “test your knowledge” on Alaska, inuit life, and what inuit people wear.

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At the booth, the mom and daughter could feel the shoes and coats of what the inuit people wore.

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After the qrious booth, the daughter noticed a movie theater and sat and watched the video on the inuits, alaska, and narwhals.

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A highlight that she learned at the museum was about granite and inclusions where different minerals grow inside one of a different type. She would want to learn more about these since they are pretty.

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She suggests that the information text below the exhibits should have less text. If it’s too long, she only reads the first paragraph and leaves. She mentions short points about where and when they found a rock is good to know.

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She says the interactive exhibits were interesting because you get to interact with it rather than just looking at it and leaving.

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“All the things with connections to my life were cool, like the St Helens tree”.

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Stones which look like animals (sea animals, swans) were also cool.

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She says finding birthstones in the exhibit was fun.

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Q: Why doesn't the museum have a birthstone question which guides people to their birthstone?

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After the Narwhals she wanted to go see the taxidermied animals. Specifically, the extinct dodo bird and carrier pigeons.

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She likes taxidermied animals because she can see what they actually would have been like if they were alive.

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She loved the dino project she did at the end of 7th grade, where she chose the dino which looked like the big ghost from ghostbusters, and then presented info on it to her class.

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She also did a genetics project as part of a school unit which was fun. It involved role playing.

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She wants to be a bioengineer when she grows up. She learned about this through a school career tests.

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Parents ask their kids questions to increase curiosity

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Parents ask their kids questions to increase curiosity

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I get uninterested when there is not enough information

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I get uninterested when there is not enough information

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Archeology (Architect) is attractive as a career for her because of the aspects of “design, and buildings and things, and stuff you can go in”.

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She is in a coding club at school and her friend is in the club too. She got interested in coding from the code club.

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She likes coding because it is cool that you press a button and something happens, but there has to be somebody to make it happen!

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When she grows up she wants to do something relating to coding because she likes to code, if not coding she wants to be an archeologist (architect)

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She said she learned new things during the trip about the different rocks like the pumice could float or that the gems were all different.

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The hope diamond was coolest thing in the gems section because it was different than other diamonds because of the blue color.

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She says the museum could be better by letting “visitors touch more and have more computer kiosks because i liked those because they are more hands on because looking you just read, but touching you can feel how it was formed”

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In the gems and minerals sections she said she liked looking at the gems and learning that they had different names and how they are all different.

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On seeing the hope diamond “I want this (hope diamond) over that (topaz crystal ball) because it is prettier”.

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On seeing the topaz crystal ball, she jokingly says to her father “Buy that for me!”

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At the crystal ball, the girl says “I see a house.” The dad says “You do?”. The girl replies “In my imagination”.

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Looking at one of the jewelry pieces, the girls says excitedly, “67.89 carats, I think it would be more than 10,000 dollars”.

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At the emerald necklaces, she says “They’re not pretty because he (her dad) cant wear it….well maybe (he can wear) that one but not that one”

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In the jewelry section, she sees a display of two emerald necklaces and points to it and says “Dad, that’s an emerald!” since it was his birthstone.

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She says she liked the kiosks and the “please touch” things the best because they are more hands on.

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The touchable giant piece of amethyst on the floor draws her in and she touches all over and feels all the tips of the crystals.

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At another display, she says that the crystal formations look like fingers with someone trying to get a ring off.

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At the zeolites, her and her dad agree that they look like fungus or mold.

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In the section about geodes with a large chunk of purple geode on display, she says “This is like what I have at home” referring to the purple crystal she has at home and she wants to have a picture of it.

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In the same display as the amethyst with the growth, there was a Mesolite formation which she says looked like a porcupine and another rock which looked like a coral to her.

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She glances at the various mineral displays, but then the big amethyst with the pyramid crystal growth inside of it catches her attention. She points to it and says “This is like what I have at home.”

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When they looked up their birthstones on phone, they learned that December had four different birthstones and then they look up what the dad’s birthstone is and learn it is an emerald.

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to try and determine their birthstones the dad says ”Does it say (in the exhibit) anywhere?” but they could not find anything so they looked it up on the phone.

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The girl sees a display of topaz and says “I am Topaz, that's my birthstone!”. But she is not exactly sure and wants her dad to look it up.

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After seeing the gold display, they looked at the copper and silver displays and compared the artifacts on display.

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She did not care much about things in the cave and wanted to get to the gems, but the gold exhibit caught her eye and she wanted to take a picture of it.

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Moving toward the gems, she saw the magnet rock and played for a while using the paper clips that were on it.

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While walking through the “Rocks in your World” section she sees a “rock story” kiosk that catches her attention. The kiosk shows a rock and you have to choose the order in which the features developed.

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She decided to skip the “rocks in your world” section and go right to the gemstones section.