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Explore‐a‐saurus, a touring exhibition from Scienceworks, Museum Victoria

http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐saurus/Learning+resources

http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore-a-saurus

Explore-a-saurus Teacher notes

http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐saurus/Learning+resources 2

Explore‐a‐saurus A touring exhibition from Scienceworks, Museum Victoria

Education Kit

Teacher notes

This education kit contains materials developed by Scienceworks, Museum Victoria. http://museumvictoria.com.au/scienceworks/education. This version was modified for Queensland Museum Explore-a-saurus audiences by Queensland Museum Learning Services, November 2012. © Museum Victoria, 2011. Teachers may photocopy the contents of this kit for educational purposes.

http://museumvictoria.com.au/scienceworks/education

Contents

Preparation .............................................................................................................................................4

Explore‐a‐saurus exhibition components ...............................................................................................5

Exhibition information panel text .........................................................................................................12

Australian curriculum............................................................................................................................15

Learning Resources ...............................................................................................................................16

Exhibition Learning Tasks......................................................................................................................16

Classroom Projects................................................................................................................................18

Classroom Activities ..............................................................................................................................20

Additional Resources ............................................................................................................................23

Glossary.................................................................................................................................................26

Dinosaur names ....................................................................................................................................27

3


Preparation What to do before you visit Explore-a-saurus 1. Please check your visit itinerary letter to ensure that the details for your excursion are correct.

2. Read the guidelines about Planning your school and group visit for general hints on familiarising

your students with the Museum, organising groups, learning in a Museum context and follow up

investigation.

If there is a problem with your booking, please call Group Bookings on 07 3840 7608

(8:15am – 3:30pm).

3. Familiarise yourself with the contents of the exhibition. The section ‘Explore‐a‐saurus exhibition

description’ describes the content and concepts of each of the exhibits. Use this to focus your

students’ investigations to the themes and displays that are specific to your area of interest.

4. Take some time in class to discuss your excursion to the Queensland Museum and assess student

knowledge and understanding of the relevant topics.

Research has shown that setting objectives for a museum visit is extremely important for students. It

makes the purpose of the visit clear to them and assists their ability to focus and cooperate during

the visit. Creating interest in the subject is vital to a successful and enjoyable visit to Queensland

Museum & Sciencentre.

What to do during a visit to Explore-a-saurus

A number of resources are provided in this document to support student learning within the exhibition and also in the classroom. These can be modified to match the learning focus and needs of your group.

During their visit, students can explore the activities in each exhibit. Further activities (page 21) can be used in the classroom to create discussion and review, reinforce or extend the ideas introduced in the exhibits.

Students can record evidence of learning during their visit. This could be in written form, or as audio or video records of their learning.


http://www.southbank.qm.qld.gov.au/Learning+Resources/Schools+and+groups/School+and+group+visits


Explore‐a‐saurus exhibition components

Might of a T. rex bite

Dinosaur hide and seek



Ancient plants

Paintasaurus Research has provided us with some clues concerning

the colouration of dinosaurs. This exhibit will explain

how these conclusions were reached and enable

visitors to colour in various dinosaurs throughout

different environments.

Insects trapped in time



Toneasaurus

How did dinosaurs see?

Munch‐a‐saurus



Dinosaur eggs?

Trackasaurus

Note: While some palaeontologists think the large footprints belong to a plant‐eating dinosaur, similar to Muttaburrasaurus, Queensland Museum palaeontologist, Dr. Scott Hocknull, is currently undertaking research on the Lark Quarry trackways and thinks the most likely footprint maker was Australovenator. There are many more discoveries at Lark Quarry that are yet to be confirmed.

Parasaurolophus skull Triceratops horns



Why did dinosaurs become extinct?

Speedosaurus



Quizasaurus

This game is for two players who adopt the name of

the dinosaurs on the screen. Answer the quiz

questions, based on information in the exhibition. The

quiz aims to clarify misconceptions about dinosaurs

and consolidate information from the exhibition.

Jigasaurus This game invites players to select the correct bones

and construct the skeletons of herbivorous and

carnivorous dinosaurs. Choose to build a slow‐moving,

plant‐eating Apatosaurus; a bone‐crushing, meat‐

eating Tyrannosaurus or a bird‐like Deinonychus.

Stegosaurus plates

Stegosaurus plates




Robosaurus


Exhibition information panel text The exhibition includes models of the following dinosaurs:

Maiasaura, Apatosaurus, Muttaburrasaurus, Stegosaurus, Triceratops, and Tyrannosaurus.

The text on the information panels for each of these dinosaurs is provided below. You can use this

information to help you plan your visit and to create customised learning resources.

MAIASAURA

(My‐ah‐sore‐ah) Meaning: Good mother lizard Size: 7‐9 metres long and3 metres high Weight: 2 tonnes Diet: Plants When: 83‐74 million years ago, in the Late Cretaceous Where: Montana, USA Family: Hadrosauridae What’s so interesting about Maiasaura?

Nested in large colonies

Thousands of specimens found

Travelled in large herds for protection

Probably fed and protected their young

Fossil poo from Maiasaura contains conifers

APATOSAURUS

(Apat‐o‐saw‐russ) Meaning: Deceptive lizard Size: 21 metres long and 6 metres high Weight: 25 tonnes Diet: Plants When: 155‐145 million years ago, in the Late Jurassic Period Where: Wyoming, Utah, Colorado, and Oklahoma, USA Family: Diplodocidae What’s so interesting about Apatosaurus?

Long tail for counterbalance and possibly defence

Large claw on front foot for defence

Peg‐like teeth for rasping leaves from branches

Long neck to reach vegetation



MUTTABURRASAURUS

(Mut‐ta‐bar‐ra‐saw‐russ) Meaning: Lizard from Muttaburra Size: 7 metres long and 4 metres high Weight: 3 tonnes Diet: Plants When: 105‐100 million years ago, in the Early Cretaceous Period Where: Queensland and New South

Wales, Australia What’s so interesting about Muttaburrasaurus?

Strong hind limbs allowed walking on two feet

Large bump on snout to make noise and improve sense of smell

Horny beak for nipping vegetation

Strong jaw muscles

STEGOSAURUS

(Steg‐o‐saw‐russ) Meaning: Roof lizard Size: 9 metres long and 3 metres high Weight: 2 tonnes Diet: Plants When: 155‐145 million years ago, in the Late Jurassic Period Where: Colorado, Wyoming and Utah, USA Family: Stegosauridae What’s so interesting about Stegosaurus?

Walnut sized brain

Bony plates possibly for body temperature regulation

Four long tail spikes for defence

Toothless beak for nipping plants




TRICERATOPS

(Try‐ser‐ah‐tops) Meaning: Three‐horned face Size: 9 metres long and 3 metres high Weight: 6 tonnes Diet: Plants When: 68‐65 million years ago, in the Late Cretaceous Period Where: Alberta and Saskatchewan,

Canada. Montana, North Dakota, South Dakota, Wyoming, and Colorado, USA

Family: Ceratopsidae What’s so interesting about Triceratops?

One of the most commonly found dinosaurs of the Late Cretaceous Period

Numerous Triceratops skulls have been found, probably because they were so solid

Bony frill possibly for defence, display and/or temperature regulation

Bony horns for defence or conquering rivals during mating season

Horny beak for grasping and plucking off plants

TYRANNOSAURUS (Tie‐ran‐o‐saw‐russ) Meaning: Tyrant lizard Size: 12 metres long 4 metres high at hip Weight: 5.5 tonnes Diet: Flesh When: 68‐65 million years ago, in the Late Cretaceous Where: Alberta and Saskatchewan,

Canada. Montana, North Dakota, South Dakota, Wyoming, Colorado, Utah, Texas and New Mexico, USA.

Family: Tyrannosauridae What’s so interesting about Tyrannosaurus?

Tyrannosaurus fought amongst themselves and possibly undertook cannibalism as well as hunting and scavenging

Massive head and powerful jaws; teeth up to 20cm long with serrated edges

Keen sense of smell, sight and hearing

Tiny two fingered arms too small to reach mouth

15

Australian curriculum The activities and experiences in the Explore‐a‐saurus exhibition align with the content descriptions of the Australian Curriculum: Science as outlined in the table below..

Science Understanding

Year 1 Year 2 Year 3

Biological Sciences

Living things have a variety of external features (ACSSU017)

Living things grow, change and have offspring similar to themselves (ACSSU030)

Living things can be grouped on the basis of observable features and can be distinguished from nonliving things (ACSSU044)

Physical Sciences Light and sound are produced by a range of sources and can be sensed (ACSSU020)

A push or a pull affects how an object moves or changes shape (ACSSU033)

Year 4 Year 5 Year 6 Year 7

Biological Sciences

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)

There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)

Earth and Space Sciences

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

The activities and experiences also align with:

Science as a Human Endeavour: Nature and development of science

Science Inquiry Skills: all sub‐strands.



Learning Resources The following learning resources are provided to support your visit the exhibition and a dinosaur unit you may

undertake in the classroom. The resources include:

Exhibition Learning Tasks: Guidelines including suggested strategies and investigations to support

student learning during their tour of the exhibition

Classroom projects and activities: pre‐ and post‐visit projects and activities

Additional resources: Links to websites containing information and digital learning objects

Exhibition Learning Tasks Guidelines Teachers will need to decide or negotiate:

Whether students will be working in groups or individually. If students are to work in groups, then teams of three to four students are best to avoid crowding around each exhibit. The learning task resources include a team agreement/contract to assist students to explore how they can work within their teams. Teams will also need to discuss how they will collect the images/information they require for their task, during their visit.

Which one or more learning tasks are suitable for students within the class to complete? All students may complete the same activity or they may be allowed to choose one for themselves. These may be adapted to ensure that they are appropriate for each individual or group of students. The activities are flexible and cater for individual needs and interests. A particular Australian Curriculum content description could also be selected as the focus of the visit.

Whether students are allowed bring digital cameras or mobile phones so they can document their experience in the exhibition for later use. Students may also be allowed to use the voice recording function on their mobile phone or mp3 player to record their observations.

How students will move through the exhibition and what they might see. Taking their particular learning task into consideration, each team should identify which exhibits may be of most relevance to completing their task. During their visit, they must try to get through as many of the relevant exhibits as possible and gather the information or images they need to be able to complete their task back at school. If an exhibit is ‘busy’ it is important that they try to find another one that they can use rather than just waiting for one to become free. The order in which students work through the exhibits is not important, so encourage the class to start at different places within the exhibition.

Each student or team will need to decide what format their final presentation will take.

Investigations

1. How does a palaeontologist know what a dinosaur looked like and how it behaved? It is possible to tell a great deal about the life of a fossil organism and its habitat. This is done by carefully

studying the fossil itself and the surrounding rock. Even a single tooth, bone, or footprint may tell something of

the life of the animal.

What evidence does a palaeontologist use to decide what a particular dinosaur looked like, how it moved, what

it ate? What evidence is presented in the exhibition? Is there anything that is missing? How accurate are their

ideas, have they changed over time as new discoveries are made?



2. Dinosaur adaptations The structure of part of a fossil refers to its physical features and what it looks like. Its function refers to how it

worked or what it did. Often the structure of a particular body part helps the organism to perform a certain

function or job. That is, the structure of a body part is an adaptation for a specific function.

Palaeontologists use fossil evidence to infer adaptations of dinosaurs that help them to survive in the

environment during the Mesozoic. Students can collate a list of adaptations for the dinosaurs in the exhibit. The

information panels include details of many adaptations.

Students could complete a table similar to the one below:

Dinosaur Adaptive feature Purpose Similar example from living animal

Stegosaurus Bony plates Long tail spikes Toothless beak

Possibly body temperature regulation Defence Nipping plants

Large ears of elephants Rhinoceros horn Marine turtle “beak”

Extension: identify additional adaptive features not written on the information panels.

Supporting resource:

Interpreting Fossil Evidence (341 KB) Student worksheet; Teacher notes. This is one of the

educational resources from Queensland Museum’s online learning resource, Dinosaurs, Climate Change

and Biodiversity. It examines fossil bones, teeth, beaks and skeletons and compares them with current

species to infer the diet, movement, habitats, and niche of extinct organisms.

http://www.qm.qld.gov.au/Learning+Resources/Resources.

3. Feeding type Categorise each dinosaur as a herbivore, carnivore or omnivore and justify their choices (e.g. by referring to

th, claws, body shape, eye position, etc.). tee

4. Dinosaur research project Research and present information about a particular dinosaur.

1. Students choose one of the dinosaurs on display in the exhibition and take notes, photographs or

video/audio recordings.

2. Conduct further research back in the classroom.

3. Students present their research in a chosen format: e.g. digital photo story, poster, annotated image,

slideshow, report, or podcast. Style examples include: an information profile, interview with the

dinosaur, or an investigative report.

5. External features Students list external features of the dinosaurs. They can compare these features with animals that live today.

Are there animals today that have similar features?

http://www.qm.qld.gov.au/Learning+Resources/~/media/Documents/Learning resources/QM/Resources/Microsites/Dinosaurs Climate Change and Biodiversity/interpreting-fossil-evidence.pdf�

http://www.qm.qld.gov.au/Learning+Resources/%7E/media/Documents/Learning%20resources/QM/Resources/Microsites/Dinosaurs%20Climate%20Change%20and%20Biodiversity/interpreting-fossil-evidence.pdf

http://www.qm.qld.gov.au/Learning+Resources/Resources



6. Forces What forces are applied by the jaws of a dinosaur?

What simple machines occur in the Tyrannosaurus skull of Robosaurus?

What simple machines and forces are involved to make the robotic dinosaur move?

7. Dinosaur controversies Many facts about dinosaurs are controversial. The Explore‐a‐saurus exhibition examines a number of issues such

as:

Did dinosaurs care for their young?

What noises did they make?

What was the colour of their skin?

How fast could dinosaurs move?

What caused dinosaur extinction? (Supporting information is provided below).

Students can take on the role of an investigative reporter, fossil detective or Junior Palaeontologist and describe

the type of evidence that scientists have available today and what inferences can be derived from that

evidence.

As student tour the exhibition they can write answers to these questions. Smart phones and digital cameras can

be used by students to record their explanations and engagement with the interactive elements of the

exhibition. The information or video/audio content can be used to create a report back in the classroom.

Classroom Projects The following project ideas can be presented to students as multi‐lesson activities. They can be used as

assessment items. They can be integrated with other content descriptions in the Science Curriculum or with

cross‐curricular areas such as Mathematics and English.

1. Design your own dinosaur This activity can be adapted depending on age. Students choose a dinosaur and research its features,

adaptations, habitat, behaviour and the history of the palaeontology involved in its discovery. Descriptive

elements could include:

Create a name for your dinosaur using the table of names at the end of this document.

What body shape and skin colour does the dinosaur have?

Does it use camouflage, if so why?

How does it capture or collect food? Is the animal an herbivore or carnivore?

What sound does it make?

How did it move?

How does it call or attract a mate?

What defensive features does it have?

List adaptations and describe how they increase survival.



2. Design a dinosaur museum exhibit As an extension activity to ‘Design your own dinosaur’, students could design a museum exhibit that could be

added to the Explore‐a‐saurus exhibition. Students must include a description of the background scenery and

other objects that would be included in the display. The display can be illustrated by a poster drawing, computer

generated illustration or even a diorama.

Design elements can include: measurements, skills needed/professional personnel employed, materials used

(students may research materials that could be used in the construction of the models).

Students could also create an information panel to accompany their ‘exhibit’. This panel could focus on an

aspect of palaeontology in which fossil evidence provides clues to dinosaur biology or behaviour.

3. Design a theme park for dinosaurs. There are many things that need to be considered in the design of a theme park. Not only do you need to think

about the rides that will be offered, but also what facilities you will need to provide.

Some things you will need to decide on are:

What menus will the food stalls offer?

How will you design the toilets?

What are the height and weight limits for each ride?

Have you designed the layout for easy access for all sizes of dinosaurs?

Do you need a locker space? How big do the lockers need to be?

There are other things you will need to consider in your design. What allowances do you need to make for

different dinosaurs? Have you catered for both carnivores and herbivores?

1. Design the layout of the park, placing rides, shops and facilities at convenient locations. Be prepared to

justify your design and placement of facilities.

2. Make a sketch of your layout, or a model of your park.

3. Present your ideas to the rest of your class.

4. Could dinosaurs rule the Earth? It is thought that the dinosaurs died out after the Earth was hit by an asteroid. If the dinosaurs didn’t die out

and were still alive today, how would they have evolved? Would they be the dominant species on Earth? What

would their relationship be with other life forms on the planet? Would their adaptations help them survive in

today’s environment? Which ecosystems would they be most adapted to? What animals might they have

competed with? Could humans co‐exist with dinosaurs?

This project could be adapted whereby each student focuses on a single species of dinosaur.

5. What if? An asteroid did hit the Earth and the resulting dust cloud meant that the planet had six months of darkness.

What would be the effect on the food chain? Hint: look at plants as well as animals in the food chain. What

would survive? How would the different species survive and would they thrive?



Classroom Activities The following activities may be used prior to, and/or after a visit to Explore‐a‐saurus at the Queensland Museum

& Sciencecentre.

1. Fossil formation These resources support investigation of the processes of fossil formation.

Hands‐on activities

Learning About Fossils Through Hands‐On Science and Literacy. Activities. A unit that supports a sequential investigation, including hands‐on activities, of (a) what fossils are, (b) how they are formed and (c) how they are found. http://beyondpenguins.ehe.osu.edu/issue/learning‐from‐the‐polar‐past/learning‐about‐fossils‐through‐hands‐on‐science‐and‐literacy.

How are fossils formed? Activity. Hands‐on modelling of the process of fossil formation using plaster and sand. http://www.fossils‐facts‐and‐finds.com/fossilization.html.

Learning objects

Burying Bodies. BBC Walking with Beasts. Learning object. A body must be buried in the right environment for a chance to become a fossil. This includes looking at the role of erosion. http://www.abc.net.au/beasts/fossilfun/burial/default.htm.

Fossilisation. BBC Walking with Beasts. Learning object. Animation that illustrates how the different types of fossils are formed as well as different processes that can prevent fossils from forming. http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm.

Fossil mysteries. Who moved the body? Learning object. Interactive challenge in which images representing stages in the process from fossil formation to excavation must be placed in order. http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html.

Fossil mysteries. What am I? Learning object. Interactive challenge in which different stages in fossil formation and discovery are examined to view clues that will help identify the fossil. http://www.sdnhm.org/archive/exhibits/mystery/interactive_2‐1.html.

Layers of time. Learning object. Put the rock layers in order from oldest to youngest using the fossils found in each layer. http://www.amnh.org/ology/features/layersoftime/game.php.

The Fossilization Game, Learning From the Fossil Record. Activity. Active game in which students explore factors that affect fossil formation. http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.

Information

How do fossils form? Oxford University Museum of Natural History. Information. Illustrations and text outline the sequence of events of fossil formation and exposure. http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm.

Activity suggestion: Print and cut out the illustrations and descriptions for each step. Have students place them in the correct order.

From Dinosaur to Fossil. Australian Museum. Information. A summary of the process of fossil formation (4 stages) with illustrations. http://www.australianmuseum.net.au/From‐dinosaur‐to‐fossil.

Discovering fossils. Information. Series of illustrations and description of fossil formation and discovery. http://www.discoveringfossils.co.uk/whatisafossil.htm.

2. Fossil jigsaws Students can investigate the following concepts using fossil jigsaws and other online resources:

Palaeontologists use practices such as sorting, classification and trial‐and‐error to reconstruct skeletons

http://beyondpenguins.ehe.osu.edu/issue/learning-from-the-polar-past/learning-about-fossils-through-hands-on-science-and-literacy


http://www.fossils-facts-and-finds.com/fossilization.html

http://www.abc.net.au/beasts/fossilfun/burial/default.htm

http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm

http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html

http://www.sdnhm.org/archive/exhibits/mystery/interactive_2-1.html

http://www.amnh.org/ology/features/layersoftime/game.php

http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit

http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm

http://www.australianmuseum.net.au/From-dinosaur-to-fossil

http://www.discoveringfossils.co.uk/whatisafossil.htm



The majority of fossils are dispersed and damaged which makes reconstructing dinosaur and megafauna skeletons a difficult task

Environmental processes such as erosion and landslides, and biological processes such as animal scavenging cause fossil remains to become dispersed

Erosion and weathering after exposure of fossils can also add to dispersal and damage.

External resources:

Dinosaur Jigsaws. Fact sheet about dispersion of fossil remains and conditions that increase the likelihood of

fossilisation, as well as student activity to cut and reconstruct two skeletons. Available at

www.qm.qld.gov.au/microsites/dino/pdf/For‐Teachers/4.0 Dinosaur Jigsaws.pdf [Last accessed 28 Aug

2012].

Dinosaur skeleton jigsaw. BBC. Available at

http://www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw/.

The Great Fossil Find. ENSI. ‘Students are taken on an imaginary fossil hunt. Following a script read by the

teacher, students "find" (remove from envelope) paper "fossils" of some unknown creature, only a few at a

time. Each time, they attempt to reconstruct the creature, and each time their interpretation tends to

change as new pieces are "found".’ Available at http://www.indiana.edu/~ensiweb/lessons/gr.fs.fd.html, and

www.gcsu.edu/nhm/docs/great_fossil_find.pdf.

Fossilization and adaptation: activities in palaeontology. Brent H. Breithaupt. Activity 1: Fossilization. ‘Not all

parts of animals become fossilized. It may not be possible to know some details of what an ancient animal or

plant was like because many parts of the anatomy may not become fossils.’

http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.

Dino bones. Cut out bones of dinosaur split‐pin them together to form a dinosaur skeleton.

http://pbskids.org/curiousgeorge/printables/dino.html.

3. Most popular dinosaur This task involves the application of mathematics. Students take a class poll of their favourite dinosaur. This data

is collated and used to create a graph (e.g. bar, column or pie chart). Students analyse the graph and write a

short report. Discussion points could include explanations as to why a particular dinosaur may have been most

popular.

4. Map the dinosaurs Students mark on a map the continents on which the dinosaurs highlighted in the exhibition once lived.

Students can also mark on a map of Australia where the major fossil sites are located. Students should become

familiar with Australian dinosaur species, identifying the dinosaurs which did not inhabit Australia.

5. Size and scale: Compare the heights and/or lengths of different dinosaurs to everyday objects, buildings or spaces. While large

dinosaurs feature prominently in books, remember that many dinosaur species were small. Discuss advantages

of being big or small.

6. Fossil clues: Fossils provide clues about the life in the past. They are physical evidence from which inferences can be made.

Students can research the different types of evidence and what they can tell us about life millions of years ago.

http://www.qm.qld.gov.au/microsites/dino/pdf/For-Teachers/4.0%20Dinosaur%20Jigsaws.pdf

http://www.qm.qld.gov.au/microsites/dino/pdf/For-Teachers/4.0%20Dinosaur%20Jigsaws.pdf

http://www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw/

http://www.indiana.edu/%7Eensiweb/lessons/gr.fs.fd.html

http://www.gcsu.edu/nhm/docs/great_fossil_find.pdf


http://pbskids.org/curiousgeorge/printables/dino.html



External resources:

What can we learn from fossils? Utah Education Network. The two lessons described in this section are designed for students in grades 3‐5.

A. Fossil Inferences—Students will use their knowledge about fossils to arrange fossil pictures in sequence from oldest to youngest. http://www.uen.org/Lessonplan/preview.cgi?LPid=16319.

B. Fossils—Students will act as palaeontologists and attempt to figure out the environment where various

fossils would have existed. http://www.uen.org/Lessonplan/preview.cgi?LPid=16320.

Living large. American museum of Natural History. This is a well produced learning object in which students

examine fossils, gather clues from experts, and find out how sauropods lived! It combines video, obtaining

information from different types of palaeontologists and scientists and interpreting clues in order to answer

questions. http://www.amnh.org/ology/features/livinglarge/.

7. Palaeontologists What is a Palaeontologist? Students read profiles and interviews of Palaeontologists and use this information to

describe a palaeontologist. They could create their own mock interview in which they adopt the role of a

palaeontologist.

External resources:

Profile of Queensland Museum palaeontologist and recipient of the Young Australian Of the Year award in

2002, Scott Hocknull. http://www.qm.qld.gov.au/Research/People/People/Profile/H/Scott+Hocknull.

Interviews of three palaeontologists on the website of the American Museum of Natural History.

http://www.amnh.org/explore/ology/paleontology/.

8. Dinosaur tracks Students explore what dinosaur tracks can tell us about dinosaur behaviour. They create tracks using wet sand

or plaster of Paris. Resources to support this activity are widely available on the Internet. A few examples are:

What can fossil footprints tell us? American Geosciences Institute.

http://www.k5geosource.org/2activities/1invest/fossils/pg5.html.

Fossil footsteps. Utah Education Network. http://www.uen.org/Lessonplan/preview.cgi?LPid=11137.

Dinosaur tracks. OzFossils. http://www.abc.net.au/science/ozfossil/ageofreptiles/fauna/tracks.htm

http://www.uen.org/Lessonplan/preview.cgi?LPid=16319




http://www.amnh.org/ology/features/livinglarge/

http://www.qm.qld.gov.au/Research/People/People/Profile/H/Scott+Hocknull

http://www.amnh.org/explore/ology/paleontology/

http://www.k5geosource.org/2activities/1invest/fossils/pg5.html


http://www.abc.net.au/science/ozfossil/ageofreptiles/fauna/tracks.htm



Additional Resources

Queensland Museum Resources • Dinosaurs, Climate Change and Biodiversity. Microsite. This online learning resource is designed for Middle

School students. However, there are activities and information suitable for upper primary and beyond. The

resource includes information on dinosaurs discovered recently in outback Queensland; theories on the

extinction of the dinosaurs; research into the effects of past climate change on Australia's fauna; the

evolution of Australian fauna; the extinction of species including the Megafauna; relevant resources on

sustainable living; interactive games; activities, fact sheets, and lots of teacher and student worksheets.

http://www.qm.qld.gov.au/microsites/dino/index.html.

• For additional resources and fact sheets, navigate to the Queensland Museum resources web page, and

search for key words such as ‘Dinosaur’ in the search box.


• Loan kits. You can borrow evidence of Queensland's prehistoric past from Queensland Museum Loans. The

objects and kits enable students to engage in object‐based learning.

http://www.qm.qld.gov.au/microsites/dino/04‐related‐qm‐resources/queensland‐museum‐resources.html.

Websites • Museum Victoria Education Resources ‐ Dinosaur Walk and 600 million years

http://museumvictoria.com.au/melbournemuseum/discoverycentre/dinosaur‐walk/

http://museumvictoria.com.au/melbournemuseum/discoverycentre/600‐million‐years/

American Museum of Natural History – http://www.amnh.org/explore/ology/paleontology

Natural History Museum, London – http://www.nhm.ac.uk/kids‐only/dinosaurs/

• The Dinosauria – http://www.ucmp.berkeley.edu/diapsids/dinosaur.html

• ABC websites:

Walking with Dinosaurs http://www.abc.net.au/dinosaurs/default.htm

OzFossils http://www.abc.net.au/science/ozfossil/default.htm

Age of the Beasts http://www.abc.net.au/science/ausbeasts/

• Dinosaurs for Kids – http://www.kidsdinos.com/

Scitech – http://www.scitech.org.au/teacher‐resources/resources‐for‐teachers/earth‐and‐space‐

sciences/Page‐2.html

Dinosaurnews Webzine – http://www.dinosaurnews.org/.

Learning objects Smithsonian Museum of Natural History http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html

ABC. http://www.abc.net.au/beasts/fossilfun/

American Museum of Natural History. http://www.amnh.org/explore/ology/paleontology

Colossal fossils: the dig. The Le@rning Federation. Learning object. Join a team of palaeontologists working on an Australian megafauna dig site. Whilst suggested for Years 7 and 8, this resource is appropriate for Year 4 students. as it uses simple language and provides walkthrough instructions. ‘Dig up and describe a megafauna jaw bone or skull. Use tools such as a pick, rock hammer and scraping knife. Prepare the fossil for removal using tools such a fine brush, glue and plaster. See how the features of the bone are used to identify the physical features of the animal it came from.’ This learning object is one in a series of two learning objects. Accessible at Scootle (http://www.scootle.edu.au/ec/p/home) and The Learning Place (Education Queensland).

Learning object: Colossal fossils: jaw analysis. The Le@rning Federation. This lesson may not be appropriate for Year 4 as it requires higher‐order thinking. However, it is suitable as a companion activity for students

http://www.qm.qld.gov.au/microsites/dino/index.html


http://www.qm.qld.gov.au/microsites/dino/04-related-qm-resources/queensland-museum-resources.html

http://museumvictoria.com.au/melbournemuseum/discoverycentre/600-million-years/

http://www.nhm.ac.uk/kids-only/dinosaurs/

http://www.ucmp.berkeley.edu/diapsids/dinosaur.html

http://www.abc.net.au/dinosaurs/default.htm

http://www.abc.net.au/science/ozfossil/default.htm

http://www.kidsdinos.com/

http://www.scitech.org.au/teacher-resources/resources-for-teachers/earth-and-space-sciences/Page-2.html

http://www.scitech.org.au/teacher-resources/resources-for-teachers/earth-and-space-sciences/Page-2.html

http://www.dinosaurnews.org/

http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html

http://www.abc.net.au/beasts/fossilfun/

http://www.amnh.org/explore/ology/paleontology

http://www.scootle.edu.au/ec/p/home



who would like to extend their learning. ‘Analyse a fossil jaw and work out which large extinct animal it came from. Measure the jaw's length and height, and estimate the body size of the animal. Examine the type of teeth and their arrangement. Decide whether the animal was adapted to eat plants, insects, other animals or a combination. Identify an extinct animal by matching the estimated body size and type of diet.’ This learning object is one in a series of three learning objects. Accessible at Scootle (http://www.scootle.edu.au/ec/p/home) and The Learning Place (Education Queensland).

Dino dig. Tvokids. Simple game in which the player adopts the role of a junior palaeontologist. Using appropriate tools (pick, then trowel and finally a brush) they ‘dig up’ five fossils from different locations around the world and put them together. This combines excavation and piecing together dinosaur skeletons. http://www.tvokids.com/games/dinodig.

Virtual fossil dig. National Geographic. Dig up three fossils, plaster and crate them, and then examine them back in the laboratory. http://www.nationalgeographic.com/seamonsters/virtualdig/index.html.

Learning About Fossils Through Hands‐On Science and Literacy. Activities. A unit that supports a sequential investigation, including hands‐on activities, of (a) what fossils are, (b) how they are formed and (c) how they are found. http://beyondpenguins.ehe.osu.edu/issue/learning‐from‐the‐polar‐past/learning‐about‐fossils‐through‐

hands‐on‐science‐and‐literacy.

How are fossils formed? Activity. Hands‐on modelling of the process of fossil formation using plaster and sand. http://www.fossils‐facts‐and‐finds.com/fossilization.html.

How do fossils form? Oxford University Museum of Natural History. Information. Illustrations and text outline the sequence of events of fossil formation and exposure. http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm.

Burying Bodies. BBC Walking with Beasts. Learning object. A body must be buried in the right environment for a chance to become a fossil. This includes looking at the role of erosion. http://www.abc.net.au/beasts/fossilfun/burial/default.htm.

Making fossils. BBC Walking with Beasts. Learning object. Animation that illustrates how the different types of fossils are formed as well as different processes that can prevent fossils from forming. http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm.

Fossil mysteries. Who moved the body? Learning object. Interactive challenge in which images representing stages in the process from fossil formation to excavation must be placed in order. http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html.

Fossil mysteries. What am I? Learning object. Interactive challenge in which different stages in fossil formation and discovery are examined to view clues that will help identify the fossil. http://www.sdnhm.org/archive/exhibits/mystery/interactive_2‐1.html.

Layers of time. Learning object. Put the rock layers in order from oldest to youngest using the fossils found in each layer. http://www.amnh.org/ology/features/layersoftime/game.php.

From Dinosaur to Fossil. Australian Museum. Information. A summary of the process of fossil formation (4 stages) with illustrations. http://www.australianmuseum.net.au/From‐dinosaur‐to‐fossil. [Last accessed 4th September, 2012].

Discovering fossils. Information. Series of illustrations and description of fossil formation and discovery. http://www.discoveringfossils.co.uk/whatisafossil.htm.

The Fossilization Game, Learning From the Fossil Record. Activity. Active game in which students explore factors that affect fossil formation. http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.

http://www.tvokids.com/games/dinodig

http://www.nationalgeographic.com/seamonsters/virtualdig/index.html



http://www.fossils-facts-and-finds.com/fossilization.html

http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm

http://www.abc.net.au/beasts/fossilfun/burial/default.htm

http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm

http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html

http://www.sdnhm.org/archive/exhibits/mystery/interactive_2-1.html

http://www.amnh.org/ology/features/layersoftime/game.php

http://www.australianmuseum.net.au/From-dinosaur-to-fossil

http://www.discoveringfossils.co.uk/whatisafossil.htm




Books Books available from the Queensland Museum & Sciencentre shop or online book store

(http://www.shop.qm.qld.gov.au/default/):

Animals from Australia's Past Colouring Book. $5.95

The Amazing Book of Dinosaur Activities. $9.95

Other books.

Holtz, T. R. Jr. 2007. Dinosaurs: The Most Complete, Up‐to‐Date Encyclopedia for Dinosaur Lovers of All Ages.

Random House, New York.

Paul, G. S. 2011. Dinosaurs: a field guide. A & C Black, London.

Long, J. and Schouten, P. 2008.Feathered dinosaurs: the origins of birds. CSIRO Publishing, Collingwood.

Kear, B. P. and Hamilton‐Bruce, R. J. 2011. Dinosaurs in Australia: Mesozoic life from the southern continent.

CSIRO Publishing, Collingwood.

Kool, L. 2010. Dinosaur Dreaming: exploring the Bass Coast of Victoria. Monash Science Centre, Clayton.

Rich, T. H. 2007. Polar Dinosaurs of Australia. Museum Victoria, Carlton.

Rich, T. H. and Vickers‐Rich. 2003. A century of Australian dinosaurs. Queen Victoria Museum and Art

Gallery, Launceston.

http://www.shop.qm.qld.gov.au/default/

http://www.andrewisles.com/all-stock/author/long,-john-and-peter-schouten.



Glossary

Geological Periods

Triassic (251‐199 million years ago [m.y.a.]) so named because the strata that comprise sediments of this age can be divided into three distinct types. Jurassic (199‐145m.y.a.) named after the mountain range between France and Switzerland where rock strata of this age and type were first discovered. Cretaceous (145‐65m.y.a.) from the French word for chalk, cretace, which is found in rock strata of this age.

Geological Eras

Proterozoic means ‘earlier life’ (2500‐542 m.y.a.) Palaeozoic means ‘old life’ (542‐251 m.y.a.) Mesozoic means ‘middle life’ (251‐65 m.y.a.)

Cainozoic means ‘new life’ (65 m.y.a. ‐ today)

Biochemistry

Endothermic ‐ generating internal heat to moderate body temperature e.g. modern birds and mammals

(commonly referred to as ‘warm‐blooded’).

Ectothermic ‐ relying on the environment and behaviour to regulate body temperature. e.g. typical reptiles (commonly referred to as ‘cold‐blooded’).

Dinosaur classification

Saurischia ‐ lizard‐hipped dinosaurs such as Apatosaurus, Tyrannosaurus rex, and the ancestors of modern birds.

Ornithischia ‐ bird‐hipped dinosaurs such as Stegosaurus, Triceratops, Muttaburrasaurus and Maiasaura.

Dinosaur families

Diplodcidae meaning ‘of the two‐fold beams’.

Hadrosauridae meaning ‘of the large reptiles’.

Iguanodontidae meaning ‘of the iguana‐toothed’.

Stegosauridae meaning ‘of the roofed reptiles’.

Tyrannosauridae meaning ‘of the tyrant reptiles’.

Ceratopsidae meaning ‘of the horned‐faces’.

Dromaeosaurid meaning ‘running lizard’.

Dinosaur

The word dinosaur was coined in 1841 by Sir Richard Owen in specific reference to the only three known at the

time ‐Megalosaurus, Iguanodon and Hylaeosaurus. The word derives from the Greek, deinos ‐ terrible and

sauros ‐ lizard.



Dinosaur names

Name (Language of Origin) Meaning in English

acantho (from the Greek akanthos, meaning bear's foot) spiny

acro (Greek) high

aeto (Greek) eagle

allo (from the Greek word allos) other

alti (from the Latin word altus) high

ambi (Latin) both or two

amphi (Greek) both or two

an (Greek) not or without

anato (Latin) duck

anchi (from the Greek word agkhi) near

ankylo (from the Greek word ankylos) hook, joint, fused, stiff or bent

anser (Latin) goose

antho (from the Greek word anthos) flower

anuro (Greek) no tail

apato (Greek) deceptive

archaeo (from the Greek word archaios) ancient

avi or avis (Latin) bird

bactro (from the Greek word baktron) baton or club

baga (from the Mongolian word baga) little

baro or bary (from the Greek word barys) heavy

bellu (from the Latin word bellus) beautiful

brachio (from the Greek word brachion and the Latin word brachium)

arm

brachy (Greek) short

bronto (from the Greek word bronte) thunder

calamo (from the Greek word kalamos) reed

camara (from the Greek word kamara) chamber

campto (from the Greek word kamptos) flexible

campylo (from the Greek word kampylos) bent

carchar (from the Greek word karkhar) jagged

cardio (from the Greek word kardia) heart

carno (Greek ) flesh

caud or caudia (Latin) tail

centro (Latin) left

cephalo (from the Greek word kephale) head

cera, ceras (from the Greek word keras) horn

cerno (from the Latin word secerno) divide or sever

cero (from the Greek word keras) horn



chasmo (from the Greek word khasma) chasm or yawning fissure

chiro or cheirus (from the Greek word kheir) hand

chondro (from the Greek word khondros) cartilage

cion (from the Greek word kion) column or pillar

clao (from the Greek word klao) break or crush

cneme (from the Greek word kneme) lower leg or shin bone

coeli or coelo (from the Greek word koiloma) opening or cavity

compso (from the Greek word kompso) elegant

coryth (from the Greek word koryth) helmet

costa (from the Greek word costa) rib

cryo (from the Greek word kryos) cold

crypto (from the Greek word kryptos) hidden

cyon (from the Greek word kuon) dog

dactly (from the Greek word dactylos) finger

deino (from the Greek word deinos) fearfully great or terrible

derm (Greek) skin

di (Greek) two

dino (from the Greek word deino) fearfully great or terrible

diplo (from the Greek word diploos) double or in pairs

docus (from the Greek word dokos) beam, bar or shaft

don or dont (from the Greek word odon) tooth

draco (from the Greek word rakon) dragon

dromeus or dromeo

(from the Greek word dromeus) runner

drypto (from the Greek word drypto) wounding

echino (Greek) spiny

elasmo (from the Greek word elasma) metal plated or elastic, like thin, beaten metal

elmi (Greek) foot

eo (from the Greek godess of the dawn, Eos) dawn

equus (from Latin) horse

eu (from the Greek word eus) good or well

eury (From the Greek word eurys) wide

felis (From Latin) cat

giga (from the Greek word gigas) savage giant

gnathus (from the Greek word gnatos) jaw

hadro (from the Greek word hadros) large

hetero (from the Greek word heteros) mixed or different

hippos (Greek) horse

hydro (Greek) water

hypacro (Greek) top



hypselo or hypsi

(from the Greek word hypsos) high

ichthyo (from the Greek word ichthys) fish

iguano (from the Arawak word iwana) iguana

kentro (from the Greek word kentron) sharp point or spur

krito (from the Greek word kritos) chosen or separated

lana (from the Latin word lanatus) woolly

lepto (from the Greek word leptos) thin or slender

lestes (from the Greek word leistes) robber

lio (from the Greek word leios) smooth

lite or lithos (from the Greek word lithos) stone

lopho, lophos (from the Greek word lophos) crest or tuft

lyco (from the Greek word lykos) wolf

lystro (Greek) shovel

maia (from the Greek Maia, mythical mother of Hermes) good mother

macro (from the Greek word makros) long or large

megal (from the Greek word megas) great

micro (from the Greek word mikros) small

mio (Greek) less

mono (Greek) single or alone

masso (Greek) long or bulky

mega (from the Greek megas) huge

merus (from the Greek meros) part or portion

metro (Greek) measure

micro (from the Greek word mikros) tiny

mimus (from the Greek word mimikos) mimic

morph (Greek) shape

nano (Greek) dwarf or very small

neo (from the Latin word neos) new

neustes (from the Greek word neustes) swimmer

nodo (from the Latin word nodulus) knotted or lumpy

noto (from the Greek word nodus) node or nodulus

notos (from the Greek word notos) south

nycho or nychus

(from the Greek onykh) clawed

odon or odont (from the Greek word odon) tooth

oid or oides (Greek) like

oligo (from the Greek word oligos) few or little

onyx (from the Greek word onyx) claw or talon

opistho (from the Greek word opisthen) at the back or behind

ops (from the Greek word ops) eye or face



opsis (from the Greek word opsis) face

ornis or ornitho (from the Greek, ornis means bird) bird

oro, oros, oreios

(from the Greek word oros) mountain

ortho (from the Greek word orthos) straight

ovo or ovi (from the Latin word ovum) egg

pachy (from the Greek word pachys) thick

para (Greek) beside

patri (Latin) father

pedi (Latin) foot

pelon (from the Greek word pelos) mud or clay

peloro (from the Greek word peloros) monstrous

penta (Greek) five

phalanges (from the Greek word phalanx) fingers or toes

phyllo (from the Greek word phyllon) leaf

physis (Greek) form

placo (Greek) broad or flat

plateo (from the Greek word plateos) flat

plesio (from the Greek word plesios) near

pleuro (from the Greek word pleuron) side or rib

plio (from the Greek word pleion) more

pogon (Greek) beard

poly (from the Greek word polys) many or much

pod or pos (Latin) foot or to put

preno (Greek) sloping

prio (from the Greek word prion) saw

pro (Greek) before

protero (from the Greek word proteros) earlier or former

proto (from the Greek word protos) first or earliest

psittaco (from the Greek word psittakos) parrot

pteron (from the Greek word pteron) feather or wing

pteryx (from the Greek word pterygion) wing or fin

pyro (from the Greek word pyros) fire

quadr (Latin) four

raptor (Latin) robber or plunderer

rex (Latin) king

rhinus or rhino (Greek) nose or snout

rhomale (from the Greek word rhomaleos) robust or strong

saetum (Latin) bristle

salto (Latin) leaping

sarco (Greek) flesh



saur, sauro or sauros or saurus

(from the Greek word sauros) lizard (or generalized reptile)

scapho (from the Greek word skaphe, meaning boat) canoe

scelida (from the Greek word skelis) hind leg

segno (from the Latin word segnis) slow

seismo (from the Greek word seismos) earthquake

Sino Chinese

smilo (Greek) knife

spino (Latin) thorn or backbone

spondyl (from the Greek word spondylos) vertebrae

stego (from the Greek word stegos) roof or cover

steno (from the Greek word stenos) narrow, close or slender

strepto (from the Greek word streptos) reversed

struthio (Greek) ostrich

suchus (from the Greek word soukhos) crocodile

tetra (Greek) four

thallasso (Greek) sea

thero, therium (from the Greek word therion) beast

titano (Greek) titanic

tops (Greek) face

tri (Greek) three

troo (Greek) wound

tyranno (from the Greek word tyrannikos) tyrant

ultra (Latin) extreme

urus tail

veloci (from the Latin word velocitas) speedy

venator (from the Latin word venator) hunter

vulcano (from the Latin god Vulcanus) volcano

zo, zoa, zoon (from the Greek zoia) animals or life

zygo (Greek) joined

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