Objective

To re-create Colorado’s ancient time periods using fossil evidence like paleontologists do.

Key Concepts

• Colorado’s environment and animals have changed dramatically over time.

• Stratigraphic layers represent periods of time and reveal different animals and plants that once lived together.

• Paleontologists use evidence they have collected and analyzed to reconstruct what the lost worlds of the past looked like.

Colorado Academic Standards

• SC09-GR.2-S-GLE2: Each plant or animal has different structures or behaviors that serve different functions.

• SC09-GR.4-S.2-GLE.2: Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today.

• SC09-GR.5-S.3-GLE.2: Earth’s surface changes constantly through a variety of processes and forces.

• NGSS Practice 1: Asking Questions and Defining Problems

• NGSS Practice 4: Analyzing and Interpreting Data

• 21st Century Skills: Critical Thinking and Reasoning, Collaboration, Self Direction, Invention

Lost Worldsof Colorado

Jurassic Cretaceous Pleistocene

Teacher’sGuide

Grades 2–5

Lost Worldsof Colorado

1www.dmns.org

Provided in Museum Box

1 TEACHER BOX containing:

1 Teacher’s Guide *

1 iPad loaded with video *

1 iPad video cord *

1 iPad charging cord *

1 iPad charger *

1 USB drive with video loaded *

3 Teacher Data Collection Answer Sheets * (1 for each time period)

9 Ancient Denvers books * (1 per group)

9 Data Collection Sheets (1 per group; yours to keep)

1 Fossil Clue Card set *

3 FOSSIL BOXES

• 1 Jurassic box *

• 1 Cretaceous box *

• 1 Pleistocene box *

2 RESOURCE BOXES containing:

9 Fossil Clue Cards * (1 per group)

9 diorama backdrops *

9 diorama bases *

36 plant pieces *

28 3-D dinosaur models *

Classroom Materials

Projector (optional to view videos from iPad or USB)

Pencils or pens

Paper

Clipboards (optional)

Index cards (for diorama descriptions)

* Items to be returned to the Museum

NOTE: This guide contains some material in Spanish.

2www.dmns.org

Paleontologist

Fossil

Period

Epoch(ep-uhk)

Jurassic Period

Cretaceous Period(kri-tey-shuhs)

Pleistocene Epoch(plahy-stuh-seen)

Diorama

Coprolite (kop-ruh-lahyt)

A scientist who studies fossils to figure out their origin, their environment, and what the fossil can tell us about the history of Earth.

Any evidence of ancient life, such as a bone, shell, or track that is 10,000 years old or older.

A division of geologic time that is smaller than an era, but larger than an epoch. Scientists can identify a geologic period by the fossils contained in the rocks.

A division of geologic time that is smaller than a period, but larger than an age. Epochs are marked by a distinct change in rocks and the fossils that are in them.

A period in the Mesozoic Era from 201 to 145 million years ago. Characterized by the presence of dinosaurs and the first appearance of birds.

A period in the Mesozoic Era from 145 to 66 million years ago. Characterized by the greatest development and extinction of dinosaurs and the arrival of flowering plants and modern insects.

An epoch in the Quaternary Period from 2.5 million to 11,700 year ago, also called the Ice Age. Characterized by the formation of widespread glaciers in the Northern Hemisphere and by the appearance of modern humans.

A model representing a scene, which includes three-dimensional figures.

Fossilized feces. While dinosaurs make the biggest coprolites, they also come from fish, crocodiles, turtles, and insects.

KEY VOCABULARY DEFINITION

3www.dmns.org

Paleontólogo

Fósil

Período

Época

Período Jurásico

Período Cretáceo

Época de Pleistoceno

Diorama

Coprolito

Un científico que estudia fósiles para averiguar sus orígenes, medio ambiente y lo que puede decirnos un fósil sobre la historia de la tierra.

Cualquier evidencia de vida antigua como un hueso, concha o huella, que tiene por lo menos 10,000 años o más.

Una división de tiempo geológico que es menor que una era, pero mayor que una época. Los científicos pueden identificar un período geológico por los fósiles contenidos en las rocas.

Una división de la escala temporal geológica que es menor que un período, pero mayor que una era. Las épocas están marcadas por cambios notables en las rocas y en los fósiles que están en ellas.

Un período en la Era Mesozoica de 201 a 145 millones de años atrás. Se caracterizó por la presencia de dinosaurios y la primeraaparición de aves.

Un período en la Era Mesozoica de 145 a 66 millones de años atrás. Se caracterizó por el mayor desarrollo y extinción de dinosaurios, la llegada de plantas que florecen y de los insectos modernos.

Una época del Período Cuaternario de 2.5 millones de años a 11,700 años atrás, también llamada la Era Glacial. Se caracterizó por la formación de extensos glaciares en el hemisferio norte y por la aparición del ser humano actual.

Un modelo que representa una escena e incluye figuras tridimensionales.

Excrementos fosilizados. A pesar de que los coprolitos más grandes son de dinosaurios, también se encuentran de peces, cocodrilos, tortugas e insectos.

VOCABULARIOIMPORTANTE

DEFINICIÓN

4www.dmns.org

Place fossil boxes in three separate areas of the classroom.

Sort the backdrops, bases, model kits, and plant pieces into three color-coded categories so they can be handed out after the fossil exploration.

= Jurassic= Cretaceous= Pleistocene

Preview video.

- iPad or USB drive with classroom projector- Fossil boxes- Dinosaur and plant models- Diorama backdrops- Diorama bases- Video adaptor

Ensure there is enough space around each fossil box to accommodate 9–10 children.

I. Classroom Set-Up: 15 minutes Materials Tips and Adaptations

II. Activate Prior Knowledge: 5 minutes Materials Tips and Adaptations

A

B

C

Ask the students if they know what paleontologists do. Encourage them to share their ideas.

Review vocabulary.

Encourage students to pay attention to the video to learn more about paleontologists.

Watch the introduction video.

Ask the students to share what they learned from the video.

Potential Responses• Paleontologists study fossils.• Over time (billions of years) sediment accumulates to create layers of rock.• Plants and animals get trapped between layers to form fossils.• Each layer is a different time period (oldest on bottom, youngest on top). • Coprolite is fossilized poop.• Artists use fossil evidence to imagine and re-create ancient worlds.

- iPad or USB drive with classroom projector

Students will learn about paleontologists in the video.

Write on paper, pair share, or discuss as a class.

Note: Video instructs students to find “clues in their dig.” Dig refers to the fossil box.

A

D

B

E

C

5www.dmns.org

Behavioral Expectations and Safety

Instructions and Material Distribution Suggested Team Roles

III. Examine, Analyze, Research: 15 minutes

Materials Tips and Adaptations

B

C For Each Group- Set of Clue Cards, color-coded- Ancient Denvers book- Data Collection Sheet- Clipboards (optional)- Pens/pencils

- Scribe (records observations on Data Collection Sheet)- Clue Card Researcher (locates and shares information from the cards)- Artist (draws pictures of the fossils on the Data Collection Sheet)- Researcher (locates and shares information from the Ancient Denvers book)

Encourage students to take turns in each role.

1. Direct each group to one of three fossil boxes. Instruct them to examine, discuss, and discover what each fossil might be, the animal or plant it came from, and the time period using the Clue Cards, Ancient Denvers book, and Data Collection Sheet.2. Review the Clue Cards. Point out that these cards include clues about each specimen and time period. Note: There are three sets of color-coded Clue Cards, one for each time period. Students are still unaware of which time period they are exploring.

3. Review the sample on the Data Collection Sheet with the class.4. Instruct teams to begin their exploration and complete the Data Collection Sheet for their fossils.

Explain to the students that they will be working with fossil casts and real fossil specimens from the Denver Museum of Nature & Science.

The specimens should remain in each designated area. Encourage students to touch and pick up the specimens to examine them.

Instruct the students to work collaboratively and take turns manipulating the fossils and using materials.

Groups 1–3 Jurassic

Groups 4–6 Cretaceous

Groups 7–9 Pleistocene

Class StructureA Groups 1-3 share Jurassic box

Groups 4-6 share Cretaceous box

Groups 7-9 share Pleistocene box

Break students into nine groups and give each group a number (1–9). Note: Do not tell the students the epoch or period they have been assigned—this is for them to discover.

6www.dmns.org

Fossil Discovery Reveal

III. Examine, Analyze, Research: (continued from previous page)

Materials Tips and Adaptations

D1. As teams finish their Data Collection Sheets, review them using the Answer Sheets that follow. 2. If correct, give students their diorama materials (color coded). Instructions for creating dioramas are posted on the BACK of each backdrop.3. If incorrect, give students a hint and ask them to continue exploring.

Instructions1. Instruct students to use the backdrops, bases, and models to create a diorama about their animals and time period. Encourage them to use the Ancient Denvers book for inspiration. 2. Explain that they will be sharing their dioramas with the class.3. Explain that photographs will be taken of the dioramas to share with other classes, parents, or the Museum.

Extension Options- Write a description of the diorama.- Make up a story about the animals, plants, and time period.- Create a song or rap about the diorama. - Add to the diorama by drawing additional animals and plants on separate paper and placing them in the diorama.

- Diorama backdrops and bases- Dinosaur models- Plant models- Pencils- Completed Data Collection Sheets- Teacher Data Collection Answer Sheets

Students come to teacher to review their Data Collection Sheet.

Remember...

IV. Create: 15 minutes Materials Tips and Adaptations

A

Ask each team to present their diorama (and any extensions) to the class.

Ask the students why they think it is important to study animals from the past.

Instruct students to repack fossils into boxes and return all models to their bags. Diorama backdrops and bases can be returned to the front of the room.

Share photographs of your dioramas with the Museum using #LostWorldsDMNS

V. Closure: 15 Minutes Materials Tips and Adaptations

VI. Extension

A

B

C

Groups 1–3 Jurassic

Groups 4–6 Cretaceous

Groups 7–9 Pleistocene

7www.dmns.org

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Jurassic Cretaceous Pleistocene

Stegosaurus

Allosaurus

Camarasaurus

Ceratosaurus

Triceratops

Tyrannosaurus Rex

Dragonfly

Mosasaur

Ammonite

Columbian mammoth (baby)

Columbian mammoth (adult)

Bison

American Lion

Camelops

TeacherModel Reference

Jurásico Cretáceo Pleistoceno

Estegosaurio

Alosaurio

Camarasaurio

Ceratosaurus

Triceratops

Tiranosaurio rex

Libélula

Mosasaurio

Amonita

Mamut de Columbia (bebé)

Mamut de Columbia (adulto)

Bisonte

León americano

Camelops

MaestrosModelo de referencia para