We Dig Dinosaurs

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We Dig Dinosaurs

Adapted from Schaumburg Illinois School District 54 Science Curriculum

Teacher’s Guide

Developed by:Janet Hohenstein, Sarah Huber, Linda Monks

Piloted by:Sharon Bates, Mary Ann Chaney, Janet Eatherton,

Debra Hodapp, Anne von Brecht

Edited by: Kathy Derango

M.A.S.H.Math And Science Hands-On

A Science Literacy Project

Funded By:Illinois State Board of Education

Sponsored By:Regional offices of Education

Southern Illinois University Edwardsville

ESC Project Team: SIUE Project Team:Director: Michael SchneiderCoordinator: Kathy DerangoConsultants: Barbara Goldenherseh Dr. Andrea Williams Joan Barrett

Director: Dr. David WinnettCoordinator: Ann ScatesSpecialist: Dr. Virginia BryanConsultants: Dr. William P. Ahlbrand Dr. Lela DeToye Dr. Thomas Jewett Dr. Robert Williams

In Cooperation with Regional SuperintendentsThe Honorable Harry Briggs, Jr.The Honorable Faye HughesThe Honorable Russell MasinelliThe Honorable Martha O’MalleyThe Honorable Larry Wolfe

Madison CountyMonroe/Randolph CountiesMacoupin CountySt. Clair CountyClinton/Washington Counties

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We Dig Dinosaurs

Item Quantity10 gal Rubbermaid container 1*Adding Machine Tape 1 roll**Aluminum Foil (25ft) 1 rollDigging into Dinosaur 1 book^Dino Bone Pattern Set 18 Pieces *Coffee Filter 50#Dinosaur Books 1 setDinosaur Models 1 setManila Envelope – 9.5x12.5 6Measuring Tapes 4*Plaster of Paris 2 boxPlastic Cont. White 1**Plasticlay 3 pkgShells (less than 1”) 30**Sidewalk Chalk 1 pkgSpoon, Metal 1*Styrofoam Cups 6oz 30Teacher Guide 1*Ziploc Sandwich Bag 1 box

*Consumable **These items are consumable after a number of uses.

# The set includes 3 books: Digging Up Dinosaurs Dinosaurs are Different Fossils Tell of Long AgoNaturescope is National Wildlife Federation. Order book #75002.

^ Dinosaur bones are run on 150 16. weight tagboard from AAS #1074. ^ Each kit should contain 6 sets of patterns A, B, and C.Rev 4/1/96 .

Supplies List

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Table of ContentsIntroduction:M.A.S.H. at a Glance ................................................................................................................ 5Major Purpose ...........................................................................................................................7Objectives .................................................................................................................................7Safety Poster ............................................................................................................................ 8Classroom Management Techniques ........................................................................................ 9Resource List ...........................................................................................................................11We Dig Dinosaurs Test .............................................................................................................12We Dig Dinosaurs Test Answer Key ..........................................................................................15

Activities:ACTIVITY #1: Footprints ........................................................................................................ 16ACTIVITY #2: Fossil Prints ...................................................................................................... 20ACTIVITY #3: Make a Fossil .................................................................................................... 24ACTIVITY #4: Be A Paleontologist ...........................................................................................27ACTIVITY #5: Dining With A Dinosaur .....................................................................................33ACTIVITY #6: Did A Dinosaur Live Near You? .......................................................................... 40ACTIVITY #7: Sizing Up Dinosaurs .......................................................................................... 45ACTIVITY #8: Is There A Giant In The Gym? ............................................................................ 48ACTIVITY #9: Bigger Than Big .................................................................................................51ACTIVITY #10: Kid-O-Saurus .................................................................................................. 56

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M.A.S.H. at a Glance

Introduction

This section is written to provide you with a quick overview of the major curriculum elements around which the M.A.S.H. Kits are designed. The acronym M.A.S.H. represents Math And Science Hands-on. M.A.S.H. Kits were developed through a cooperative effort among local school districts, Educational Service Center Region 16, and Southern Illinois University at Edwardsville and originated from a regional Title II Science Cooperative. Funding by the Illinois State Board of Education through a Science Literacy Grant provided development, piloting, and revision of these kits, designed to meet the needs of teachers wanting to teach activity-based science in southwestern Illinois. Specifically, these needs were identified as: availability and cost of materials, lack of time needed to teach science inquiry, and teachers’ limited background in science. The thrust of development focused on these needs. The key elements of the M.A.S.H. Kit program are: scope and sequence of fundamental science concepts, alignment with state goals, emphasis on science process skills, cooperative learning, integration of language arts, opportunity to apply mathematics skills in real problem solving situations, teacher ownership, and alternatives in assessment. Special recognition should be given to the exemplary science kit program from Schaumburg Illinois School District 54, for their initial assistance and ideas.

Scope & Sequence

Each kit is developed around a fundamental theme in science that can be matched to concepts covered in most textbooks. Students explore these central themes as they complete approximately ten developmentally appropriate, process-based activities. The primary sequence introduces a theme from life, physical, or earth science. The intermediate kits further develop these same themes. Middle school kits continue to reinforce these same basic themes while utilizing a higher level of technology.

State Goals

The M.A.S.H. Kits were developed by Illinois educators primarily to assist classroom teachers in meeting the educational needs of their students. As a result, each investigation’s instructional objectives focus upon the Illinois State Goals for Learning. These goals include the basic concepts and fundamental skills in science, mathematics, social studies, language arts, fine arts, health, and physical education. Each investigation has been carefully selected to prepare students to meet or exceed Illinois goals. At the beginning of each of the activities the specific goals and objectives addressed by that activity has been identified and referenced.

Science Process Skills

The activities in the kits address the science process skills necessary for students to utilize when learning science: observe, measure, classify, infer, predict, communicate, formulate hypothesis, experiment, and interpret data.

Cooperative Learning

The instructional approach utilized in this curriculum is one of having students work in cooperative groups. It is recommended that the size of your cooperative groups not exceed four students. Many educational benefits occur when students work together in groups to investigate and solve problems. Cooperative learning more closely resembles the way individuals work together to solve problems in the real world. Another important reason for the use of cooperative groups is to make the acquisition, costs, and management of materials reasonable for the classroom teacher.

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We Dig Dinosaurs

Language Arts

Students read about, talk about, and write about the exciting science activities they are doing. This additional use of language along with the science investigation, reinforces the students’ understanding of the scientific principles being explored. Not only do many of the kits include their own science-related books, but an additional list of resources is located in the introduction of each kit guide.

Mathematics

Many of the science investigations result in an opportunity for the students to apply mathematics skills in a variety of ways. Students are encouraged to quantify their observations with metric measurements; record and report those same observations with charts, tables, and graphs. Often times students will need to apply mathematical operations to solve problems or answer questions.

Alternatives in Assessment

The Unit Test provided in this guide can be used to determine students’ understanding of the major concepts dealt with in the kit. Unit Tests use a variety of different questions such as multiple choice, fill in the blank, short answer, etc. The Unit Test may be given in a pre-post type format to determine: 1) the increase of students’ understanding as a result of this unit and 2) clarify students’ prior skills and knowledge to determine the direction instruction should take. Kits also include a performance based assessment that gives teachers the opportunity to observe what students actually can do with the science concepts and skills they have learned.

Teacher Ownership

The success of this program has been strongly dependent upon teacher ownership, especially at the very beginning of the projects’ early stages of developing, piloting, and editing of the core activities. Continued teacher ownership has resulted in the creation of extension activities which provide additional instructional opportunities in all curricular areas. These extensions continue to be developed by classroom teachers using the M.A.S.H. kits. Materials for these activities may or may not be included in the kit. If you have a great extension idea for a kit activity, please send it to us at Southern Illinois University Edwardsville, Box 2226, Edwardsville, IL, 62026.

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Major Purpose

Welcome to the wonderful world of dinosaurs! Children have long been fascinated by these ancient animals, from the Tyrannosaurus, which reached the height of six meters (18.5 feet) and the length of fifteen meters (48.75 feet), to the gigantic Brontosaurus, spanning almost twenty-one meters (70 feet) in length. To many students these archaic creatures seem more like inhabitants of cartoons and dreams than actual animals of prehistoric life.

The intent of this unit, We Dig Dinosaurs, is for boys and girls to understand how scientists have been able to learn about dinosaurs through the study of fossils. Creating fossils of their own and mapping dinosaur locations transports students to distant ages and brings the mysteries of the prehistoric age to life.

Objectives

After completing We Dig Dinosaurs, a student will be able to:

Generally:

• Work in small groups, understanding the importance of sharing and participation• Use standard (metric system) as well as non-standard units of measurement• Make comparisons and estimations• Graph• Record information on tables and maps• Enlarge drawings by using increasing size grids

Specifically:

• Make “fossil prints,” understanding their importance to the study of prehistoric life• Make inferences about dinosaur bones by observing their individual shape• Understand the work and objective of paleontologists• Identify the difference between herbivores, carnivores and omnivores• Describe the various types, forms and sizes of prehistoric animals, and especially

the dinosaur

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These safety rules may be discussed and posted during science activities or the teacher may have the class generate a list of safety procedures to follow.

SAFETY POSTER:

1. Listen to your teacher’s instructions.2. Don’t touch or pick up any materials unless your teacher tells you to.3. Follow directions.4. Ask your teacher for help if you need it.5. Cooperate with a partner or with your group.6. Never put anything in or near your eyes or mouth.7. Clean up work area and return all materials to their proper places.8. Always walk in the science area.9. Talk quietly in groups.10. Tell your teacher immediately in case of accidents.11. BE CAREFUL!!!

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Cooperative Learning: Classroom Management Techniques

1. In order for your students to complete the activities successfully, it is essential that they know, and follow, the ten rules for group work:

• Move into groups quietly, without bothering others• Use quiet voices• Stay with your group• Everyone does a job• Everyone shares the work• No one is bossy• Everyone shares materials• Everyone shares ideas• Take turns talking• Care about others’ feelings

2. Initially avoid competition between groups. This can be accomplished by carefully selecting groups in a variety of manners — randomly (i.e. by birthdays), by students’ abilities, or by allowing the students to choose groups for themselves. It is important to note that if the final technique is used to form groups, the students must be made aware that if their group does not perform adequately or productively, alternative selection methods will be employed (i.e. teacher selection).

3. Clearly define the task to be done.

4. Be sure there is a “product” connected with the group activity.

5. In setting time limits, allow too little time rather than too much time for the group to finish.

6. Each person in the team should play an active role. Regular rotation of roles should occur to give each student the opportunity to play a different role. Roles students can have are:

Principal Investigator:

This person keeps the group members on task, makes sure the activity is understood by all and is completed. Any questions will be immediately clarified with the teacher.

Materials Manager:

This person obtains all supplies the group needs. If the group is large enough, a second Materials Manager can be assigned to be responsible for returning materials to the supply area and having the group clean up its work area.

Recorder/Evaluator:

This person writes down responses that team members have formulated. This person notes how well group members perform their responsibilities, contributing to the overall performance and outcome of the group.

Reporter: This person writes down the group’s conclusions and reports to the class. The reporter may also need to record the group’s data on a class graph or chart. If the group is large enough, two Reporters can be assigned — one to record conclusions and chart data, the other to present their findings to the class.

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7. Follow the Five C’s of Group work to have a safe, and FUN, science activity:

Caution: Laboratory group work requires caution in every part. Safety instructions should be followed and a safety checklist should be implemented before each activity.

Cooperate: To insure successful group work, each member must cooperate with the other members of the group.

Contribute: Each member must make an effort to contribute something to the group.

Control: Group work requires control over our body movements, voices, and actions. To avoid chaos in the classroom, control must be practiced by each member of the group.

Clean-Up: Each group member must do his or her part to clean up after the activity. Students must make sure the work area is clean and all materials are put away.

8. The culmination of a group activity should be a time of sharing and evaluating how well group members worked together as well as examining the groups’ end results or products.

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RECOMMENDED RESOURCES:

Baby Stegosaurus Spanjian, BethBaby Triceratops Spanjian, BethDinosaur Garden Donnelly, LizaDinosaurs Daly, KathleenDinosaurs Zallinger, PeterDinosaur Days Knight, DavidDinosaurs and More Dinosaurs Craig, JeanDinosaurs and Their Young Freedman, RussellDinosaur Time Parish, PeggyA First Look at Dinosaurs Selsam, MilicentHow Big Is A Brachiosaurus Marvin, FredrickLearn About Dinosaurs Leap Frog SeriesLittle Library of Dinosaurs Asimov, Isaac- Giant Dinosaurs- Small Dinosaurs - Sea Reptiles and Flying Reptiles - Meat-eating Dinosaurs and Horned Dinosaurs- Armored Dinosaurs The Smallest Dinosaurs Simon, SeymourThe Spike-tailed Dinosaur Stegosaurus Berenstain, MichaelThe Story of Dinosaurs Eastman, David

Dinosauring, a Channels to Children Activity Guide by Roberta Simmons, Nancy Thomas, and Carol Beckman, published by Channels to Children, P.O. Box 25834, Colorado Springs, CO 80936.

The Fossil Factory, A Kid’s Guide to Digging Up Dinosaurs, Exploring Evolution, and Finding Fossils by Niles, Gregory, and Douglas Eldredge, published by Addison-Wesley Publishing Co., Inc.

All About Dinosaurs, by Q.L. Pearce, published by Little Simon of Simon and Schuster Inc., New York.

All About Dinosaurs, a Derrydale Book distributed by Crown Publishers, Inc., New York

Dinosaurs a Zoobooks published by Wildlife Education, Ltd., San Diego, CA.

A Family of Dinosaurs, by Mary O’Neill, published by Troll Book Associates.

Where Are All the Dinosaurs?, by Mary O’Neill, published by Troll Associates.

Resource List

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We Dig Dinosaurs Test Name: _________________________

1. Dinosaur footprints can help scientists find out: A. the sounds of dinosaurs madeB. the size of dinosaursC. the color of dinosaurs

2. Fossil prints are:A. the remains of living thingsB. always part of a dinosaurC. found in water

3. Fossils:A. are soft and break easilyB. take only a few weeks to makeC. are made when the remains of animals slowly change to stone

4. Dinosaur bones can tell us: A. the sounds of dinosaurs madeB. the color of a dinosaurC. the type of food the dinosaur ate

5. Dinosaurs that ate plants only are called:A. herbivoresB. carnivoresC. omnivores

6. Tyrannosaurus Rex was:A. smaller than usB. larger than usC. the same size as us

7. A carnivore would most likely have: A. teeth that are flat on topB. teeth that are pointedC. small teeth at the front of its mouth

8. Scientists who study fossils are called:A. StegosaurusB. CarnivoresC. paleotologists

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9. Another name for Apotosaurus is:A. Tyrannosaurus RexB. BrontosaurusC. Stegosaurus

Please use the graph below to answer the questions.

Number

of

bones

found

10. In which state were the most bones found: A. ColoradoB. UtahC. WyomingD. North Dakota

11. Which two states had the same number of bones found in each? A. Utah and ColoradoB. Wyoming and North DakotaC. North Dakota and Colorado

12. About how many more bones were found in Wyoming than in Utah?A. 10B. 20C. 30

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Transfer the information from the chart to the graph below.

Dinosaur Height of Dinosaur

Apaosaurus 4.5 m

Triceratops 2.9 m

Stegosaurus 3.3 m

Height of Dinosaur in meters

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Pre/Post Test Answer Key

1. b2. a3. c4. c5. a6. b7. b8. c9. b10. c11. c12. b

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ACTIVITY #1: Footprints

TIME: 45 Minutes

OBJECTIVES: To investigate a non-standard unit of measurement. To gain experience in making comparisons and estimations.

TEACHER BACKGROUND INFORMATION: Fossil footprints provide clues to scientists who study dinosaurs and other prehistoric life. Scientist study the size, shape, and distance between footprints to help them determine the animal’s size. The Apatosaurus’s wide pad-like foot is part of the evidence that scientists used to determine that the dinosaur was large and heavy. The length of the stride of the animal is related to an animal’s height.

MATERIALS: One Apatosaurus footprint for each group of three or four students (note size on diagram) Use butcher paper, art paper, or tape grocery bags or construction paper to make appropriate size footprints Student Activity Sheet 1 Markers or crayons

PROCEDURE:

1. Display an Apatosaurus footprint in the classroom for the children to view before the lesson.

2. At the beginning of the lesson, have the children compare and contrast their own feet to the Apatosaurus’s footprint. The students should identify characteristics such as people footprints are longer than they are wide. Another comparison is that the Apatosaurus’s footprint is wider than it is long. Both people prints and Apatosaurus footprints have five toes.

3. Ask each child to estimate how many of his/her feet will fit in one Apatosaurus footprint. Record all estimates on the chalkboard. As an additional activity, you may want to ask the children to find out how many can stand or sit in one Apatosaurus footprint. If the footprint were a pool, how many would fit inside?

4. Let the students take turns in each small group tracing around each others’ footprints. Remind them to keep the prints as close together as possible without overlapping. It might help to illustrate that by using an orderly pattern to trace, such as a left to right sequence, the children will be able to fit more footprints in the pattern.

5. When the children fill the Apatosaurus’s footprint with their own footprints, have them count the total number of prints in their group’s pattern. When they agree on a number for the group, have them record the total on the board. Compare the estimations with the group findings. Students should graph the actual number of footprints for each group in the class.

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6. Estimate how many grown-up feet it would take to fill the pattern of the Apatosaurus’s footprint. How many baby feet? The students could bring in tracings of their parents’ feet or of a smaller sister or brother. Help students make a generalization, such as: the bigger the unit, the fewer will fit; the smaller the unit, the more will fit in a given area.

FORMATIVE EVALUATION:

1. Compare and contrast the Apatosaurus’s footprint to that of the student. How are they alike? How are they different?

2. Estimate how many adults feet would fit in the Apatosaurus’s footprint. How many baby feet?

LANGUAGE ARTS EXTENSION: IS THERE A DINOSAUR IN YOUR SHOE?

1. Use a pencil and trace around your shoe on a 12 x 18 sheet of construction paper.2. Create a dinosaur by having the children add various dinosaur parts such as: bony plates,

spikes, feet, tail, and an eye.3. Color the dinosaur. Complete the background by adding trees, water, plants, clouds, sun,

etc. to establish an environment.4. Name the newly created dinosaur. Have the child use his/her first name. Add a “special

ending” to complete the name. Example: A boy named Chris be Chrisosaurus.Endings: saurus - lizard eratops - horn face odon - tooth

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Materials: Apatosaurus footprint, pen or pencil.

Procedure:

1. Estimate how many of your feet will fit in one Apatosaurus footprint. Write that number here.

____________________

2. Take turns in your group tracing around each others’ footprints. Keep the prints as close together as possible without overlapping.

3. Count the total number of prints in your group’s pattern. Write this number down. Compare your estimation with the actual number.

____________________

4. Graph the actual number of footprints for each group on the graph on the next page.

5. How is the Apatosaurus’s footprint the same as our footprint?

How is the Apatosaurus’s footprint different from our footprint?

6. 24 second-graders footprints fit in one Apatosaurus footprint. Estimate how many grown-ups’ footprints will fit. Will it be more or less than 24?

Estimate how many babies’ footprints will fit. Will there be more or less than 24?

Name _______________________________________

FOOTPRINTS

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Number of Footprints to fill Apatosaurus Footprint

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

80

75

70

65

60

55

50

45

40

35

30

25

20

15

10

5

0

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ACTIVITY #2: Fossil Prints

TIME: 20-30 Minutes

OBJECTIVE: To investigate how fossil prints were formed. To infer ways scientists learned about prehistoric life, such as the dinosaur.

TEACHER BACKGROUND INFORMATION: Fossils are prints, or remains of living things. They are evidence of life long ago. The child will better understand the term “fossil print” by actually making one. Tell students that making a clay print is like the first step in the formation of a fossil.

MATERIALS: Clay or play dough Small plastic baggies Objects to make a print (shells, doll’s foot, paper clip, coin, block, etc.) Student Activity Sheet 2

PROCEDURE:

1. Put a small amount of clay or play dough in a plastic bag. Allow one small bag for each child. If the bag wrinkles, have the child pull the top of the bag off the clay, then smooth the bag over the clay. You may choose to omit this step. Some objects, however, may get clay stuck to them.

2. Each child will then choose an object to press into the clay. Press firmly to make a print. Lift up the object.

3. Pull the bag up off the clay. Take the clay out of the bag and observe the clay print.4. After completing the prints, collect the objects used so that the students can compare

them with the prints. After displaying the objects used, carefully observe the properties of the fossil print, such as size, shape, and texture to determine which object was used to make that print.

FORMATIVE EVALUATION:

Worksheet #1

Choose approximately ten of the “fossil prints”. Number each print. (A grid format would be helpful). Display all of the objects used to make the prints in a central place and label each. Use a worksheet such as the one attached for the children to record the objects that they think were used to make each print.

Ask the children to list three clues that they used to help them identify the objects that made each “fossil print.”

Worksheet #2

Match the fossil print with the animal or plant it came from.

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WORKSHEET 1

Directions: Carefully observe each of the fossil prints on the table. Decide which of the objects was used to make each print. Write the name of the object next to the correct number.

Example : 1. shell

1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

6. _______________________________

7. _______________________________

8. _______________________________

9. _______________________________

10. _______________________________

II. List three clues that you used to help identify the objects that made the prints.

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

Name _______________________________________

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Name _______________________________________

WORKSHEET 2

Directions: Draw a line to match the fossil with the animal or plant it came from.

LEAF

DINOSAUR EGG

FISH

DINOSAUR BONE

FOOTPRINT

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Name _______________________________________

FOSSIL PRINTS

Materials: baggie, clay, small object

Procedure:

1. Press your object in the clay that has been covered with a baggie.2. Lift up the object.3. Take the clay out of the baggie and compare the print to the object used.

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ACTIVITY #3: Make a Fossil

TIME: 30-45 Minutes (Fossils take one day to dry)

OBJECTIVE: To investigate how fossils were formed. To infer ways scientists use fossils for evidence of prehistoric animal life.

TEACHER BACKGROUND INFORMATION: When it is not possible to observe an animal that lived long ago, scientist rely on fossils for evidence about what the prehistoric animal was like. A fossil is made when the remains of animals or plants slowly change to stone. The students should understand that making a fossil cast takes tens of thousands of years to occur. With fossil molds, the animal or plant remains are buried in mud, clay or other material that hardens around them. As the remains dissolve away, spaces are left within the hard materials that become molds. A cast is formed when minerals fill a natural mold. As the mineral turns to stone, the cast becomes a fossil. The students will better understand this process by making fossil mold.

Plaster of Paris can be irritating to the skin and should only be handled by the teacher.

Suggested Reading: Fossils Tell of Long Ago (in kit)

MATERIALS: Baggies Styrofoam cup Clay Shells Plaster of Paris Plastic bowl to mix plaster Student Activity Sheet 3 True-False Test

PROCEDURE:

1. Have students press about 3 cm of clay into a Styrofoam cup.2. Each child should then press one shell into the clay and then remove the shell.3. Mix a thin paste of plaster of Paris and pour about 3 cm of the plaster into the print. Then

let it set in a warm, dry place overnight. When the plaster is hard, peel off the cup. Then peel away the clay.

4. Discuss the likenesses and differences of the fossils made. Why are some shells deeper than others? How would these fossils help scientist to study plants or animals of long ago? What does the size of the fossil tell you? Explain how a fossil is made. Is a real fossil old?

FORMATIVE EVALUTION: True - False test on the next page.

LANGUAGE ARTS EXTENSION: Pretend that you are a scientist and have just found the fossil that you have made. Write a paragraph telling about it. What can you tell about it. Is it old? Is it part of an animal? Where was it found? Was the animal large or small? Why is it easy to see the fossil in the mold?

SCIENCE EXTENSION: Make “Dinosaur Eggs”. Soak hard boiled eggs in vinegar for 48 hours in a place that gets plenty of air. The vinegar will soften the calcium in the shell. Put the eggs in water and gently remove the remains of the calcium. Let the eggs dry for a few days. Soon the eggs will get crinkles in them (just like dinosaur egg fossils). Build a round “nest” in which to place the eggs. Have students write a story about their discovery.

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Name _______________________________________

FOSSILS

Directions: Read each sentence carefully. Then answer by writing TRUE or FALSE on the line.

1. __________ A fossil tells scientists about animals of long ago.

2. __________ It only takes a day to make a real fossil.

3. __________ Fossils are found in stone.

4. __________ A fossil can tell scientists the size of a dinosaur.

5. __________ Fossils are parts of real animals that lived long ago.

6. __________ All fossils are smooth.

7. __________ Clay and mud help to make a fossil.

8. __________ Fossils take thousands and thousands of years to develop.

9. __________ We can still find fossils today.

10. __________ A fossil can tell scientists what sound dinosaurs made.

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MAKE A FOSSIL

Materials: Styrofoam cup, clay, shell, plaster of Paris.

Procedure:

1. Press about 3 cm of clay into a styrofoam cup.2. Press one shell into the clay and then remove the shell.3. Have your teacher pour plaster of Paris into the mold. Then let it set in a warm, dry place

overnight. When the plaster is hard, peel off the cup. Then peel away the clay.

Name _______________________________________

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ACTIVITY #4: Be a Paleontologist

TIME: 30 - 40 Minutes

OBJECTIVE: To observe, classify, and make inferences about dinosaur bones.

TEACHER BACKGROUND INFORMATION: A paleontologist is a scientist who studies fossils. A fossil is any trace of a once-living plant or animal found in rock. Scientists make inferences about dinosaurs by assembling their bones. Much can be told from bones and fossils about the life-style of a dinosaur. A herbivore had either large, chisel-shaped teeth on the front and sides of its upper and lower jaws, or long, thin, pencil-like teeth for grinding plants. A carnivore had huge jaws that were lined with sharp, notched, serrated teeth for eating meat. The shape of the hip bones can tell us how a dinosaur may have carried its body when it walked or ran. Some dinosaurs had hips like birds. Others had hips like lizards, Bird hips are called ornithischians and lizard hips are called sauischians. The bird-hipped dinosaurs were all herbivores. The lizard-hipped dinosaurs were made up of both plant eaters and meat eaters. Long hind limbs allowed an animal to have a long stride and greater speed. Claws meant the ability to rip flesh, hold prey, and dig.

Suggested Reading: Digging Up Dinosaurs Aliki (in kit) Dinosaur Bones Aliki (not in kit)

MATERIALS: 6 sets of dinosaur bones (cut out, laminated if possible) Student fact sheet Story writing paper Dinosaur models

PROCEDURE:

1. Have children work in groups of 5. 2. Bury the bones in a sandbox or stream table if available, or pile a set of bones in different

parts of the room.3. Have the children pass the dinosaur models around, having them study the placemerrrof

the legs, hips, forearms, head and tail.4. Give each group a pile of bones and explain that when scientists find digs, they find

disassembled skeletons and must decide which bones are which and where they go. Have the children study the bones and decide where each of the bones should go. They should think about why they are putting bones in certain places.

5. Have them make inferences about what the dinosaur looked like and other things about the life style of the dinosaur they have assembled.

6. After each group has assembled the dinosaur, have them rotate to the other assembled dinosaurs to observe and comment on the work of these other scientists. Point out that although all groups had the same bones, each group may have assembled them differently.

7. Have a class discussion about why certain bones were placed in certain places and what they might be used for. Is this an herbivore or a carnivore? Have each group defend why they decided as they did.

8. Tell the children this is a skeleton of a Tyrannosaurus. Show them the skeleton picture of Tyrannosaurus Rex on Page 9 of Digging Up Dinosaurs by Aliki.

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FORMATIVE EVALUATION: Have students write a story about the dinosaur they have constructed. What do its teeth suggest it ate? Where did it live? What would its short fore-limbs be used for? Its long hind-limbs? How did it move? Would you have liked to have been this dinosaur? Why or why not?

SCIENCE EXTENSION: “Going on a Dig” - dissect brownies with toothpicks to find the bones (nuts). Estimate the number of “bones” to be found and then compare it to the actual number found.

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Bone Pattern

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Bone Pattern

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Bone Pattern

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Student Fact Sheet

Dinosaur Hip Structure

Bird-Hipped

Lizard-Hipped

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ACTIVITY #5: Dining With A Dinosaur

TIME: 20-30 Minutes

OBJECTIVE: To identify the difference in teeth between herbivores and carnivores and to identify examples of each.

TEACHER BACKGROUND INFORMATION: Animals are classified as carnivores, which eat meat, herbivores, which eat plants, and omnivores, which eat both plants and animals.

Apatosaurus had small, pencil-like teeth that grew only at the front of the mouth. It ate leaves and other plants, swallowing food whole. It probably swallowed stones to help grind the food in the stomach.

Stegosaurus was a plant-eater that ate low ground cover, probably swallowing it whole with stones to grind food in the stomach. It had a turtle-like, beaked mouth.

Triceratops was also a plant-eater.

Tyrannosaurus Rex had huge jaws and sharp, serrated teeth, measuring as much as 16 cm.

Most dinosaurs that walked on 4 legs ate plants.

Suggested Reading: Dinosaurs Are Different Aliki (in kit)

MATERIALS: Story writing paper Student Activity Sheet

PROCEDURE:

1. Have students read the facts on Student Activity Sheet 5 and study the illustrations of teeth and jaw design. Discuss what features are unique to plant-eaters and meat-eaters.

2. Complete “Stego’s Steakhouse” page.

FORMATIVE EVALUATION: Each student will write a persuasive essay on being either a plant-eater or meat-eater. “Give reasons for your choice. Tell the advantages of either eating plants or meat.”

LANGUAGE ARTS EXTENSION: Make “Dino Stew” for “plant eaters”, “meat eaters”, and “both meat and plant eaters” using vegetables and meat as is appropriate.

SCIENCE EXTENSION: Make a chart showing which of the dinosaurs are herbivores, carnivores, and omnivores. Add other animals such as sharks, people, dogs, etc.

MATH EXTENSION: Design word problems based on this modified menu from Stego’s Steakhouse. (See next page).

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Name _______________________________________

Student Activity Sheet: STEGO’S STEAKHOUSE

Today’s Specials

Fresh Palm Leaves $0.25

Lizard Burgers $0.45

Fern Salad $0.55

Turtle Nuggets $0.40

Water Plants $0.15

Fried Duckbill $0.72

Treetops $0.50

Stegosaurus Steak $0.85

– Tyrannosaurus Rex was a meat eater. He bought Lizard Burgers and Turtle Nuggets. How much did it cost for both?

– The Iguanodon was a plant eater. He bought Fresh Palm Leaves and a Fern Salad. How much did it cost together?

– How much more does Stegosaurus Steak cost than Fried Duckbill? - Which special cost the most amount of money?

– How much less are Water Plants than Treetops?

– Have students mark the correct coins to buy items off the menu. See Extended Activity Sheet 1A and 1B.

– Students measure in cm the distance each dinosaur had to travel to get to Stego’s Steakhouse. See Extended Activity Sheet 2.

– Bake dinosaur models following the recipe below.

4 cups (960 ml) flour 1 1/2 cups (360 ml) water 1 cup (240 ml) salt food coloring - few drops

Mix all ingredients well. Knead flour until firm. Use your fingers to form the shapes of different dinosaurs. Use a stick to make eyes and a skin pattern.

Place the dinosaur on a cookie sheet and bake in a 3500 oven for 30 minutes until light brown. For more detail, color with markers. Spray with a plastic coating to protect your dinosaur.

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Name _______________________________________

DINING WITH A DINOSAUR

A carnivore is a meat-eating animal. Its teeth are long, sharp, and pointed to rip and tear meat. Allosaurus and Tyrannosaurus were both carnivores.

An herbivore is a plant-eating animal. Its teeth are flat for chopping, grinding, and chewing plants. Apatosaurus, stegosaurus, and triceratops were herbivores.

An omnivore is an animal that eats both plants and animals. It has both pointed, sharp teeth and flat teeth.

Ornithominus was an omnivore.

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Extended Activity Sheet 1A

Plant Eaters

Mark the coins needed to buy Water Plants for $0.15.

Mark the coins needed to buy Treetops for $0.50.

Mark the coins needed to buy Fresh Palm Leaves for $0.25.

Mark the coins needed to buy a Fern Salad for $0.55.

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Extended Activity Sheet 1B

Meat Eaters

Mark the coins needed to buy Stegosaurus Steak for $0.85.

Mark the coins needed to buy Lizard Burgers for $0.45.

Mark the coins needed to buy Turtle Nuggets for $0.40.

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Extended Activity Sheet 2

How far did each dinosaur travel?

____ + ____ + ____ = ____

____ + ____ + ____ = ____

____ + ____ + ____ = ____

____ + ____ + ____ = ____

____ + ____ + ____ = ____

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ACTIVITY #6: Did A Dinosaur Live Near You?

TIME: Two, 30 Minute Sessions

OBJECTIVE: To collect, organize, and interpret information on 5 different dinosaurs and record this information on a table and also on a United States map.

TEACHER BACKGROUND INFORMATION: Although dinosaurs lived millions of years ago, the first fossils were found in England in 1822 by Mary Ann Mantell. Sir Richard Owen named the giant reptiles “Dinosauria” meaning terrible lizard.

The first session of this activity should consist of copying the information onto the chart, and the second session should consist of transferring the information to the U.S. map.

MATERIALS: Student Activity Sheet 6

PROCEDURE:

1. Have students read through the information about the dinosaurs and where they were found. They should copy this information to the chart.

2. Using circles that are color-coded to each dinosaur, have them place the circles in the appropriate states.

3. Fill in the bar graph to show the number of dinosaurs in each state.

FORMATIVE EVALUATION: Students will be evaluated on the completion of Student Activity Sheet 6.

LANGUAGE ARTS EXTENSION: Dinosaurs laid eggs in nests. The nests were dug in sand. When baby dinosaurs were born, some dinosaur mothers did not take care of them. Others brought their babies food. Have the students write a story about finding a lost baby dinosaur. Use these 3 books for information, introduction, and motivation: Baby Stegosaurus and Baby Triceratops by Beth Spanjian and Dinosaur Garden by Liza Donnelly. Write a newspaper ad for finding its owner.

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Name _______________________________________

DID A DINOSAUR LIVE NEAR YOU?

Procedure: 1. Read the information below. 2. Transfer the dinosaur name and location to the chart on the next page.3. Turn to the United States map. Color each circle by the dinosaur a different color. 4. Place a colored circle in the states in which the dinosaurs lived. 5. Turn to the graph. Color in the squares for each state to show the number of dinosaurs.6. In which state or states have the most dinosaurs been found?

Dinosaurs and Their Locations

Apatosaurus (a-PAT-O-sawr-us) - Colorado, Oklahoma, Utah, Wyoming

Ankylosaurus (ang-KIE-lo-SAWR-us) - Montana, Wyoming

Stegosaurus (STEG-uh-SAW-ruhs) - Colorado, Oklahoma, South Dakota, Utah, Wyoming

Triceratops (try-SERR-uh-TAHPS) - Montana, North Dakota, South Dakota, Wyoming

Tyrannosaurus Rex (teh-RAN-uh-SAWR-us-reks) - Montana, South Dakota, North Dakota, Wyoming

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Name _______________________________________

DID A DINOSAUR LIVE NEAR YOU?

NAME OF DINOSAUR STATE

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ACTIVITY #7: Sizing Up Dinosaurs

TIME: Three Sessions

1. Children measure each other (15 minutes) 2. Children transfer heights of themselves and dinosaurs to graph (20 minutes) 3. Children measure heights on adding machine tape (30 minutes)

OBJECTIVE: To explore heights of some dinosaurs in comparison to themselves and to learn how to use a metric tape measure. To be able to transfer information from a chart to a graph.

TEACHER BACKGROUND INFORMATION: Not all dinosaurs were larger than us. Some were the size of a chicken.

MATERIALS: Metric measuring tape Adding machine tape Student Activity Sheet 7

PROCEDURE:

Session 1:

Have children measure each other. They should record their own height on the graph on Student Activity Sheet 7 and draw a picture of themselves in the space labeled “ME”. The scale indicated on the graph is 1 cm equals 1 meter.

Session 2:

Children may work in groups or alone to transfer the heights of each dinosaur listed to the graph.

Session 3:

Using the completed graph, children may work in groups, or as a class, to measure each dinosaur’s height from the graph to the adding machine tape and record the dinosaurs name, or draw its picture. These may be displayed in the classroom.

FORMATIVE EVALUATION: Students will be evaluated on the completion of Student Activity sheet 7.

LANGUAGE ARTS EXTENSION: Have children write a story about where they would keep a dinosaur if they took one home.

MATH EXTENSION:

1. Provide a 10 cm strip to each student. Have each student find things in the classroom that are about 10 cm long or wide.

2. Give each student a piece of string that is 1 m long. Have students find things that are the same length, longer, and shorter than a meter.

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Name _______________________________________

SIZING UP DINOSAURS

Procedure: 1. With your partner, take turns measuring each other’s height with a measuring tape.

Record this height in meters on the graph on the next page.2. Graph each of the dinosaur’s heights on the same graph you used in #1.

TYRANNOSAURUS REX (tie-RAN-oh-SAW-rus)Length 13m (43) long * Height 6m (18.5’) tall Weight 6.3 t (7) tonsTeeth 18 cm (7) inches

APATOSAURUS (ah-PAT-uh-SAUR-us)Length 21m (70’) long * Height 4.5 m (15’) tall Weight 27 t (30) tons

STEGOSAURUS (STEG-oh-SAW-rus) Length 9m (30’) long * Height 3.3m (11’) tall - at hips Weight 1.8 t (2) tons

TRICERATOPS (try-SER-A-tops) Length 9m (30’) long * Height 2.9 m (9.5’) tall Weight 7.2 t (8) tons

PTERANODON (tar-AN-o-don) - not a real dinosaur but a tailless pterosaur * Wing span 8.2 m (27”) Head Length 1.8 m (6) Weight 15 kg (33) pounds

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ACTIVITY #8: Is There A Giant In The Gym?

TIME: 30 Minutes

OBJECTIVE: To see the actual size of two dinosaurs and compare themselves visually with Stegosaurus and Tyrannosaurus Rex.

MATERIALS: PDFs of Tyrannosaurus and Stegosaurus Overhead projector Meter tape or ruler Empty gym or large room

PROCEDURE:

Project the PDFs of the Tyrannosaurus and Stegosaurus. Have children hold the meter tape on the wall, or mark in advance a length of 90 cm. Maneuver the projector until the 90 cm measurement on the transparency lines up with the 90 cm measurement on the wall. It should exactly cover 90 cm to obtain an accurate life-size measurement. Children can take turns observing their size compared to the dinosaur outline projected on the wall. Children may observe each other in size comparison. Other ideas are to contrast the size of the dinosaurs and to compare the sizes of dinosaurs with everyday objects, i.e., school bus, basketball hoop, house.

FORMATIVE EVALUATION: Class discussion of the size of the dinosaurs and students.

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TYRANNOSAURUS

Blackline Master to be used with Activity 8

90 cm.

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Blackline Master to be used with Activity 8

STEGOSAURUS

90 cm.

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ACTIVITY #9: Bigger Than Big

TIME: 2 or 3 thirty minute periods (depending on amount of material teacher desires to use)

OBJECTIVE: To learn to enlarge drawings by using increasing size grids.

TEACHER BACKGROUND INFORMATION: The most well-known of the prehistoric reptiles was the dinosaur. One of the largest of these was the Apatosaurus. It had a long neck and tiny head. Its four legs were the size of tree trunks and it had a long tail. This dinosaur lived on both land and water and it ate plants.

In the first part of this activity, students will transfer the drawing in a square from the overhead to the 3 cm square. Then, they will transfer the drawing in the 3 cm square to the 18 cm square. After cutting out the 18 cm squares and assembling them, check for accuracy. If necessary, repeat the drawing. The second part of this activity consists of transferring the drawings from the 18 cm square to the 3 meter grid.

Either or both of the PDFs (Pteranodon and Apatosaurus) may be used.

Activity 10, Kid-o-saurus, is used in conjunction with this activity. Children measure the length and height of the dinosaur they have drawn using their body length as a unit of non-standard measurement.

MATERIALS: Apatosaurus and Pteranodon PDF Projector 3 cm grid with squares numbered to correspond with those on the PDF 18 cm grid papers with numbers corresponding to those on the PDF Sidewalk chalk Playground or parking lot Tape measure

PROCEDURE:

1. Display the dinosaur PDF on an overhead projector for all the students to see. Notice that all squares containing part of the outline are numbered. Explain to students that they will use a similar grid to draw a life-size dinosaur. Give each student (or group of students) the 3 cm grid and an 18 cm square. The grid and square should be numbered to correspond to one of the numbered squares on the PDF from one to fourteen.

2. Using the projection as a guide, have students draw the dinosaur outline from the PDF onto their 3 cm square and then transfer it to the 18 cm squares. Have them cut out the 18 cm square and assemble all the squares on the floor or tape them to the chalkboard or a sheet of butcher paper. Check the accuracy of the completed outline by comparing it to the transparency and make any necessary corrections.

3. Chalk a three meter grid on the playground or parking lot using the sidewalk chalk.

FORMATIVE EVALUATION: Class discussion of graph.

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18 cm Grid Square

When you finish, cut out the square. Then assemble all the squares on the floor and check the accuracy of the completed outline. Compare it to the PDF and make any necessary corrections. Finally, take the square outside and use it to transfer the outline onto the 3-meter grid.

Square # ____

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ACTIVITY #10: Kid-O-Saurus

TIME: 45 Minutes

OBJECTIVE: To experiment with non-standard measurement. To gain experience in making predictions.

TEACHER BACKGROUND INFORMATION: In order for students to understand the massive size of Apatosaurus or Pteranodon, they will use their body size as a non-standard measurement to determine its length and height. Explain that their height equals the measurement from middle finger to middle finger.

MATERIALS: 3 m grid chalk drawing of Apatosaurus or Pteranodon (from Activity 9) Student Activity Sheet 10

PROCEDURE:

1. After viewing the outline on the playground, have the students predict how many children lying “head to foot” (fingertip to fingertip) it will take to make the length of an Apatosaurus or Pteranodon. Have them record their estimates on Student Activity Sheet 10.

2. Have the children line up fingertip to fingertip one at a time. Have the students count off orally to determine how many bodies it took to make up the length of an Apatosaurus or Pteranodon. Record the actual measurement.

3. Repeat the same procedure to determine the number of student bodies it took to make the height of an Apatosaurus or Pteranodon. Record the actual measurement.

4. Have the students calculate the difference from their estimations and actual measurements.

5. Have them estimate how many standing shoulder to shoulder would fit. What other measurement could be used? Have the class guess if just their class standing shoulder to shoulder could fit. How many others would it take? Ask others to join you - take an actual count.

SCIENCE EXTENSION: Divide the class into groups. Using a meter tape measure, the students measure and record the height of the students in their group. Next, they measure and record the length of their outstretched arms from the middle fingertip on one hand to the middle fingertip on the other hand. Students are classified based on the two measurements.

height is greater than the width: “tall rectangle” height is less than the width: “short rectangle” height is same as width: “squares”

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Student Activity Sheet 10

Estimate Actual Difference

Length _______ bodies long _______ bodies long _______ bodies

Height _______ bodies tall _______ bodies tall _______ bodies

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Supplementary Ideas

1. Start a Dinosaur chart of facts discovered by students.

NAME LENGTH WHAT THEY ATE

2. Dinosaur Math

Stegosaurus 11 letters Triceratops +11 letters 22 Use favorite dinosaur names to create a Math problem for a friend to solve.

3. Create a favorite dinosaur from clay. Label and research facts to display in classroom.4. Using approximately 6 pipe cleaners, form a dinosaur skeleton to display.5. Boil chicken bones at least 1/2 hour. Let cool. Be sure to remove all meat. Using clay for

connecting bones, try to form a new dinosaur. Write a story about your “find”.6. Use a shoe box to form a diorama of favorite dinosaurs and plants of the time. 7. Make dinosaur puzzles by enlarging shapes and cutting into shapes.8. By using pictures of dinosaurs and foam board or cardboard - make a life size skeleton.

Pull up large pictures of a dinosaur in sections. Then have students trace patterns on foam boards or cardboard. Cut out with a sharp edged tool. Some joining sections will need to be enlarged slightly. May need tape or glue to hold some joints together.

9. Use “Ideal” dinosaur outlines to make up a matching game, or give clues about that dinosaur to another child to see if they can guess.

10. Use the attached dinosaur shape to make a book. The students can create books with nonfictional facts, fictional stories, and/or jokes. Then laminate, bind and place the book in the classroom library.

11. Use supplementary idea #10 as a spelling activity.12. Culminating activity - Hide a “Dinosaur Egg” - a watermelon. Give groups of students

measurements of clues (you’re almost free - look near room 143).

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Glossary

Apatosaurus dinosaur that was formerly identified as Brontosaurus

carnivore meat-eating animal

fossil the remains of a plant or animal that has been preserved

fossil cast the process of forming a fossil model by pouring a substance into a particular shape

geologist a scientist who studies the age of rocks and fossils

herbivore plant-eating animal

infer to derive by reasoning

meter unit of metric measurement approximately 40 (39.97) U.S. inches

non-standard unit an indirect process of using an arbitrarily chosen object as a unit of measurement

omnivore animal that eats both plants and meat

paleontologist scientist who studies fossils

skeleton the bones of an animal that have been fitted together into a framework