Dinosaur Factbook

The Children’s Museum of Indianapolis

The Children’s Museum of Indianapolis wishes to acknowledge

the assistance of the following people in the preparation of this unit of study:

Rick Crosslin, teacher, writerMary Fortney, educator

Dinosphere Exhibit Development Team

The Children’s Museum of Indianapolis

Dinosphere — Now You’re in Their World! • A K – 2 Unit of Study2

Acknowledgments

The Children’s Museum of Indianapolis is a nonprofit institution dedicated to providing extraordinary

learning experiences for children and families. It is one of the largest children’s museums in the world

and serves people across Indiana as well as visitors from other states and countries. In addition to

special exhibits and programs, the museum provides the infoZone, a partnership between The

Children’s Museum of Indianapolis and The Indianapolis-Marion County Public Library. The infoZone

combines the resources of a museum with the services of a library where students can read, search for

information and find the answers to their questions. Other museum services include the Teacher

Resource Link that lends books, learning kits, artifacts and other materials to Indiana educators. Items

may be checked out for minimal fees. For a complete catalog, call (317) 334-4001 or fax (317) 921-

4019. Field trips to the museum can be arranged by calling (317) 334-4000 or (800) 820-6214.

Visit Just for Teachers at The Children’s Museum Web site: www.ChildrensMuseum.org

The Children’s Museum of Indianapolis © 2004 3

Thump, shake, crash,

Through the tall trees by the waterhole,

Something big scares the Triceratops.

She stops, sniffs and checks.

Watch out —— it’’s Tyrannosaurus rex!!

—— Caroline Crosslin, age 6

T. rex Attack

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Dinosphere

A K – 2Unit of Study

Enduring Idea:Fossils are clues

that help us learnabout dinosaurs.

Introduction . . . . . . . . . . . . 5

Lesson 1: Dinosaurs Were Different Types and Sizes . . . . . . . . . . . 8Experience 1 — Dinosaurs Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Kindergarten — Join the Dinosaur Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Grade 1 — Common and Science Names . . . . . . . . . . . . . . . . . . . . . . . . . . 10Grade 2 — Create a Dinosaur Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Experience 2 — Dinosaur Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Kindergarten — Supersize That Dinosaur . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Grade 1 — Make a Dinosaur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Grade 2 — Compare Dinosaur Body Parts . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Lesson 2: Some Dinosaurs Lived Together . . . . . . . . . . . . . . . . . . 23Experience — Why Do Animals Live in Groups? . . . . . . . . . . . . . . . . . . 24

Kindergarten — What Is an Animal Group? . . . . . . . . . . . . . . . . . . . . . . . . . 24Grade 1 — Animal Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Grade 2 — Dinosaur Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Lesson 3: Fossil Clues Help Us Learn About Dinosaurs . . . . . . . . . 28Experience 1 — How a Dinosaur Fossil Forms . . . . . . . . . . . . . . . . . . . . 29

Kindergarten — What Is a Fossil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Grade 1 — Layered Fossil Parfait: Deeper Is Older . . . . . . . . . . . . . . . . . . . . 30Grade 2 — Make a Cast of a Tyrannosaurus rex Fossil . . . . . . . . . . . . . . . . . 31Grade 2 Bonus — Kelsey: Clues of the Dig Site Map . . . . . . . . . . . . . . . . . .33

Experience 2 — Fossil Skeletons: Observing, Making and Learning . . . 36Kindergarten —Dinosaur Flesh and Bones . . . . . . . . . . . . . . . . . . . . . . . . . . 37Grade 1 — X-ray Dinosaurs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Grade 2 — Make a Dinosaur Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Bonus — T. rex Cretaceous Treat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Lesson 4: What Happened to the Dinosaurs? . . . . . . . . . . . . . . . . 42Experience 1 — Questions and Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Kindergarten — Dinosaur Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Grade 1 — What Happened to the Dinosaurs? . . . . . . . . . . . . . . . . . . . . . . . 44Grade 2 — Dinosaur Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Experience 2 — Paleontologists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Kindergarten — Paleontologists: Can You Dig It? . . . . . . . . . . . . . . . . . . . . . 49Grade 1 — Paleontologists: Scientists Are People Just Like You . . . . . . . . . . . 50Grade 2 — Paleontologists: Make Discoveries! . . . . . . . . . . . . . . . . . . . . . . . 51

Culminating Experience: Dinosphere — Now You’re in Their World!Grades K – 2 — Waterhouse Hawkins and the Nano Dinosphere Museum . . . 53

Resource MaterialsDinosphere Dinosaurs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

4 Dinosphere — Now You’re in Their World! • A K – 2 Unit of Study

Table of Contents

5

A Unit of Studyfor Grades K – 2This unit of study is designed for teachers ofKindergarten and Grades 1 and 2. Acompanion unit of study with differentlessons and activities is available for Grades3, 4 and 5. Each experience is intended for aspecific grade level. However, the lessonsare designed to build upon each other. Thelessons and activities can be completed withclassroom resources and library books andby visiting The Children’s MuseumDinosphere Web site. The best way topromote science learning in your class is totake a field trip to Dinosphere and completethe unit of study.

What will studentslearn?In this unit students will learn much aboutlife in the Cretaceous Period. Each lessonhas specific objectives designed to increaseunderstanding of dinosaurs through thestudy of fossils. The unit of study is dividedinto five parts. Each lesson is a separate setof activities that build upon the enduringidea that fossils are clues that help us learnabout dinosaurs. The culminating experi-ence builds upon the topics explored in thelessons.

Why study fossils? Fossils are clues to the past. They are nature’s records written in rock.A fossil is the remains, imprint or trace of an organism preserved in the earth’s crust. Tosome people fossils are just curious natural oddities of little value. To scientists, fossilsare a window into past geologic ages — the physical evidence and data used to testhypotheses and build theories that lead to better understanding of ancient life. Whenchildren hold fossils their imagination instantly transports them to a world wheredinosaurs walked the earth. Fossils are powerful learning tools that motivate children to“read” the clues they offer about prehistoric plants and animals.

Enduring IdeaFossils are clues that help us learn about dinosaurs.

A fossil is a window into the past that offers students unparalleled learning opportunities.

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Indiana’s AcademicStandardsThis unit of study helps studentsachieve academic standards in:l science l language artsl math l social studiesSpecific Academic Standards arelisted with each experience. Acomplete list of the Indiana ScienceStandards and indicators are includedalong with the National ScienceStandards in the resources section atthe end of this unit.

The Children’s Museum of Indianapolis © 2004

What’s AheadLesson OneDinosaurs Were DifferentTypes and SizesStudents learn how dinosaurs areclassified and compare dino shapesand sizes.

Lesson TwoSome Dinosaurs LivedTogetherStudents analyze how animals live ingroups and the ways dinosaurs mayhave interacted.

Lesson ThreeFossil Clues Help Us LearnAbout DinosaursStudents learn what a fossil is, andobserve and examine fossils to maketheir own drawings, casts and models.

Lesson FourWhat Happened to theDinosaurs?Students explore dinosaur theories andlearn how paleontologists and otherscientists make dinosaur discoveries.

Culminating ExperienceDinosphere — Now You’re inTheir World!Students use their knowledge to createa model Dinosphere for the classroom.

Getting startedChildren love dinosaurs because they areevidence that strange, fantastic worlds canexist. Imagination and reality come face toface when a child looks into the eyes andjaws of Tyrannosaurus rex. What did it eat?How did it move? Was it real? What doesits name mean? How long ago did it live?It is these questions that make childrenand scientists alike want to find out more.The best reason for studying dinosaurfossils is to provide students, teachers andparents a unique opportunity to usescience to answer questions and solveproblems. Science can be used to makeobservations, collect data, test ideas anddraw conclusions about the dinosaurs’world.

DinosphereVisitors to Dinosphere will be transported tothe Cretaceous Period via the plants,animals, sights, sounds and smells of 65million years ago, when the earth belongedto the dinosaurs. Students will meet thestars of the era — T. rex, Triceratops,Hypa-crosaurus, Gorgosaurus, Maiasauraand many more unique creatures. The fossilclues left in the Cretaceous Period help toreconstruct the world of dinosaurs. Nowyou’re in their world!

Indiana dinosaurs?Why aren’t dinosaurs found in Indiana?Students often ask this question. Dinosaursprobably lived in Indiana long ago, butseveral major changes in climate haveoccurred in this state since the end of theCretaceous. Large glaciers scoured,scraped and eroded the surface andbedrock of Indiana, where dinosaur bonesmay have been deposited. When theclimate changed the melted glaciersproduced tremendous quantities of waterthat moved sediments, soil, rocks andfossils out of the state. Fragile fossils cannotsurvive the strong natural forces that haveshaped the Hoosier state. The youngestbedrock in Indiana, from the CarboniferousPeriod, 360 – 286 million years ago (mya),is much older than the Mesozoic Era fossilbeds of the dinosaurs, 248 – 65 mya. Thusfossilized dinosaur bones have not beenfound in Indiana.

Focus questionsScience is driven by questions. This unit ofstudy asks questions that encourage inves-tigation and challenge students to learnmore: What are dinosaurs? Are dinosaursreal? What were they like? How did theybecome fossils? How does someone learnabout dinosaurs? How are dinosaurs

named? Why did they live in groups?What did they eat? What happened tothem? Who discovered them? What is stillnot known? Who studies dinosaurs? Howcan a person share what he or she learns?Where can someone learn more? Studentsembark on an expedition of discovery byusing fossil clues and indirect evidence.

Science classenvironmentIn Dinosphere students explore dinosaursand fossils from a scientific perspective.Instead of just learning words, ideas andfacts, they use science to build under-standing. In this unit students are encour-aged not just to learn about what someoneelse has discovered but also to try thatdiscovery on their own — to explore theworld using tools with their own hands.Reading, writing and math are essentialelements of this scientific method. Studentsask questions, make hypotheses, constructplans, make observations, collect data,analyze results and draw conclusions. Agood science program provides experiencesthat offer an opportunity to learn in a uniquemanner. This unit of study combines thescientific method with hands-on experience.


Scientists use many different tools to help unlock the mysteries of a dinosaur fossil.

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A dig site is carefully excavated in layers toavoid damaging the fossils.

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Introduction


Dinosaur classroomYou can enhance the study of dinosaurs bycreating a “Cretaceous Classroom.” TheChildren’s Museum Store is a great placeto find dinosaur books, puzzles, posters,puppets and models to outfit your learningspace. Bookmark the listed Web sites onclassroom computers. Create different areasin the room for exploration. Use plastic table-cloths for clay or play dough work areas.Locate a sand table or a plastic wading poolfilled with sand in an area where studentpaleontologists can dig up dinosaur models.Provide students with vests, pith helmetsand goggles to role-play dinosaur hunters.Ask students to create artwork to showwhere dinosaurs lived. Create a spacewhere students can add to a dinosaur muralas they learn more about these fascinatingcreatures. Post in your room aVocabulosaurus section for new words tolearn. Provide families with a list of dinosaurvideos that students can check outovernight. Other great sources for turningyour classroom into a prehistoric adventurearea can be found at The Dinosaur Farm(http://www.dinosaurfarm.com /) andThe Dinosaur Nest (http://www.thedinosaurnest.com/).

Literature connectionMany outstanding dinosaur big books,magazines, paperback books, videos andmodels are listed in the resources at the endof this unit. Two separate book lists areincluded: those specifically about plantsand animals of the Cretaceous Period, andtitles appropriate for a classroom library. Inaddition, annotated books are listed witheach lesson.

Dino DiaryStudents use a Dino Diary to write wordsand sentences, take notes, make drawingsand record the data they collect during thelessons. At the end of each activity studentsare asked to respond to the following DinoDiary writing prompt, “Today I discovered…” Each experience ends with a writing

component in the science journal. Twostyles of templates are provided in theresource section of this unit.

Family connectionThis unit is intended for classrooms, familiesand individual learners. Let families knowthat your class will be studying dinosaurs.Some families may have visited museumsor dig sites featuring dinosaurs or may beinterested in planning such a trip in thefuture. They can learn a lot by workingtogether to explore the Web sites and booksrecommended in this unit of study. Sharethe Dinosphere Web site with yourstudents’ families and encourage them tovisit Dinosphere at The Children’sMuseum. The activities are set up for groupdiscussion appropriate for working andlearning in a family setting, so that familiescan explore the world of dinosaurs verymuch like the Linster family did. The Linstersspent each summer vacation on a familyquest to find dinosaurs. They found andhelped excavate the Gorgosaurus,Maiasaura and Bambiraptor specimensfeatured in Dinosphere. The Zerbst familyfound and excavated Kelsey, the Triceratopsand one of the museum’s star attractions.Kelsey was named after the Zerbsts’ grand-daughter. A family that uses this unit ofstudy to start their own expedition ofdiscovery might find a treasure that ends upin Dinosphere!

Dinospheremuseum linkPlan a field trip or get more information viathe Web site, www.childrensmuseum.org.A museum visit provides extraordinarylearning opportunities for students toexplore the world of dinosaurs. Museumsserve as field trip sites where fossils andimmersive environments help motivate visi-tors to learn more about the world. TheChildren’s Museum Dinosphere providesa doorway into the Cretaceous Period,where visitors come face to face withdinosaurs. Visitors will see real dinosaurfossils in lifelike exhibits, discover how fossilstell stories about the past and learn thelatest findings from the world’s top paleon-tologists. More information, includingWebquests, can be found at The Children’sMuseum Web site. In addition, many of theprint selections listed in the unit are avail-able through infoZone, a branch of theIndianapolis-Marion County Public Librarylocated at The Children’s Museum. Forteaching kits and other hands-on classroomresources, see the Teacher Resource Linkat www.childrensmuseum.org.

Bucky Derflinger is the young cowboy whofound the first bone of Bucky, the T. rex.

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Introduction

Grades K – 2LessonLessonLesson 11


Students learn that dinosaurs are diverse insize, type and shape. Students take meas-urements, make drawings and constructmodels to learn about dinosaurs.Dinosaurs are a special group of animalswith interesting names, many of which arelong and hard to pronounce. Students areempowered when they can pronouncethese multisyllabic names and know whatthey mean. Dinosaurs are named basedon the location they were found or after aperson. Students learn how a dinosaur isnamed using Greek and Latin words andhow each part of a name has a meaning.Students create new dinosaur names anddecode real names using Greek and Latinwords. This lesson focuses on the way

dinosaur names reflect their unique bodyparts or behaviors. Each experience isintended for a specific grade level.However, the lessons are designed to buildupon each other. Teachers may want toinclude more than one of the followingexperiences.

The Englishman Richard Owen first usedthe word dinosauria in 1842. It is madefrom dino, which means terrible, andsauria, which means lizard. Put together,the words mean “terrible lizard.” The nameof the three-horned dinosaur Triceratopscomes from tri, meaning “three,” and cerat,meaning “horn.” A dinosaur that appears tobe fast (veloci) and able to steal (raptor)eggs or other food is named Velociraptor.These dinosaurs are named after bodyparts or behaviors. Students will learn thatthere are also nicknames for plants,animals and dinosaurs. For example, inDinosphere the Triceratops is nicknamedKelsey, while Bucky is the nickname ofone T. rex. A plant or animal might have anickname, a common name and a scien-tific name.

Unlike its larger cousin Triceratops, Leptoceratops is rare in the fossil record.

Lesson 1Dinosaurs Were DifferentTypes and Sizes

Hypacrosaurus stebingeri, a small duckbill dinosaur. The shaded bones are real fossils.

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Science names

Get readyGet readyto dig

LessonLessonLesson 11


EXPERIENCE 1 — DINOSAUR NAMES

Join the Dinosaur AgeDIG IN ...

1. Set up several learning and playstations within the classroom.

2. Read Dinosaur Bones by BobBarner to the class in a readingcircle.

3. Sand table — use sand anddinosaur bone replicas to create adig site. Students bury anduncover dinosaurs. Use handheldmagnifying lens, centimeter ruler,goggles, brushes and DinoDiaries to make and record obser-vations. Students draw and colortheir discoveries.

4. Reading circle — provide severaldinosaur books and puzzles forstudents to explore.

5. Computer stations — bookmarkdinosaur Web sites for the class toexplore. Provide students withvests, pith helmets and goggles torole-play dinosaur hunters as theyuse the computer.

6. Dinosaur romp — create an areawith a plastic tablecloth or largebutcher paper and markers fordinosaur play. Students candesign and color landscapes.Place models of dinosaurs andtrees for students to use to role-play and re-create stories readaloud in the reading circle.

7. Dinosaur songs — play CDs ofdinosaur songs available from Websites.

8. Clay dinosaurs — use clay orplay dough to make dinosaurs ordinosaur tracks. Provide rollers andtools.

9. Bring the group back together andread the book aloud again in thereading circle.

10. Repeat these steps using adifferent book each day until theclass has completed all stations.

Dinosaur toy models help us understand size and interaction. This trio is represented inDinosphere at the T. rex Attack.

FocusQuestions

Objectives Students will:

l What are dinosaurs?l How do people know about dinosaurs?l What are bones and skeletons?

l Role-play activities associated with dinosaurs and paleontologists.l Interact at different classroom stations to learn about dinosaurs.

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l dinosaur

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s Dinosaur models, puzzles, selectedbooks and songs (including DinosaurBones by Bob Barner); sand table orplastic wading pool filled with sand;clay and play dough; handheld magni-fying lens; centimeter ruler, paper,pencil and scissors; drawings ofdinosaurs; Dino Diaries.

Experience 1 Kindergarten

Indiana Academic Standards — Kindergarten

Science — 1.1, 2.2, 4.3, 6.1Language Arts — 1.3, 1.12, 2.1, 2.2, 2.3, 2.5, 5.1, 5.2, 7.2, 7.3Math — 3.1, 5.1Social Studies — 4.2

Grade 1 Experience 1LessonLessonLesson 11



Common andScience Names

DIG IN ...1. Read The Littlest Dinosaurs by

Bernard Most to the class in areading circle.

2. Ask students to name anydinosaurs they can think of. Makea list on the board of several theymention. Ask them to use theirDino Diaries to draw a pictureand write the name of theirfavorite dinosaur. If they cannotthink of a dinosaur use one of thechildren’s books listed in this unitto show them examples. Severalstudents may know thatTriceratops is a three-horneddinosaur. Write the name and theword parts on the board and askstudents to copy it in their diary(Greek kerat or cerat = horned).Tell students that one way scien-tists name a dinosaur is based onhow it looks or behaves.

3. List on the board the followingwords and their meanings: uni =one, di = two, tri = three, quad =four, cerat = horn, rhino = nose.Ask students how many horns a“Quadceratops” will have. Sincequad means four, the answer isfour horns. Ask students to makedifferent combinations of thewords on the board. Have themdraw a picture of the head of theirnew dinosaur that shows thecorrect number of horns for itsname. Students can write ordictate sentences to describe theirdinosaur. Example: “MyQuadceratops has four horns.”

4. Use books and models to showdifferent dinosaurs. Ask thestudents to try to name thedifferent dinosaurs they see. Sortthe dinosaurs by their names. Forexample, sort all that end in“saurus” or have horns.

5. Bring the group back together andread the book aloud again in thereading circle.D

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Drawings of dinosaurs; DinoDiaries; The Littlest Dinosaursby Bernard Most.

Once the mold is made, copies can beproduced and studied. The real fossilizedbones are on display in Dinosphere.

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FocusQuestions


l How are dinosaurs named?l What does a dinosaur’s name mean?l How do you write dinosaur names?l Can words be broken into parts that have

meaning?

l List dinosaurs and the body parts they are named after.l Name the word parts and meanings of Triceratops.l List new dinosaur names by a body part.l Create drawings of dinosaurs and their body parts.

Indiana Academic Standards — Grade 1

Science — 1.1, 1.2, 1.4, 2.6, 2.7, 5.2, 5.3Language Arts — 1.2, 1.14, 1.17, 5.4, 7.1, 7.5, 7.10Math — 2.5, 6.2

Scientists use many Greek and Latinwords and word parts to describeplants, animals and the world. Manyscience word parts are included in thislesson. The focus is on the following:

Vocabulosaurus

l uni – onel bi – twol tri – threel rex – kingl odon – toothl mega – bigl micro – smalll saurus – lizard

l ped – footl ops – facel cephale – headl cerat – hornl rhino – nosel tyrant – terrible l vore – eats

FocusQuestions


l What does a dinosaur name mean?l How do you write dinosaur names?l Can words be broken into parts that

have meaning?

l List dinosaurs and the body parts they are named after.l List new dinosaur names by a body part.l Create drawings of dinosaurs and their body parts.l Use a chart (see pp. 12 – 13, What’s in a Dinosaur Name?)

to decode real and created dinosaur names.

Experience 1 Grade 2 LessonLessonLesson 11



Create a Dinosaur NameDIG IN ...

1. Read Where to Look for aDinosaur by Bernard Most to theclass in a reading circle.

2. Have students create a dinosaurname using the What’s in aDinosaur Name? worksheet.

3. Make copies of the What’s in aDinosaur Name? worksheet andT. rex skull drawing. Students cancut the three word strips apart.Each strip contains a list of Latinand Greek words they will use tocreate a genus name for adinosaur they create. Then cutapart the three sections of theskull drawing. Slip the three stripsinto the three openings in theskull.

4. Have students move each strip upand down to make new names,then write the names they createin their Dino Diaries. They canstart by using two strips and addthe third strip as their skillsimprove. Make sure they leave ablank space for the species nameof their dinosaur. Use the What’sin a Dinosaur Name? worksheetto help decode real dinosaurnames.

5. Bring the group back togetherand read the book aloud again.

Scientists use many Greek and Latinwords and word parts to describeplants, animals and the world. Manyscience word parts are included in thislesson. The focus is on the following:

Vocabulosaurus

Dig

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s Paper, pencils and scissors;drawings of dinosaurs; DinoDiaries; dinosaur word stripsand What’s in a DinosaurName? chart; and Where toLook for a Dinosaur by BernardMost.

Bucky Derflinger discovered Bucky, theteenage T. rex.

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l uni – onel bi – twol tri – threel rex – kingl odon – toothl mega – bigl micro – smalll saurus – lizard

l ped – footl ops – facel cephale – headl cerat – hornl rhino – nosel tyrant – terrible l vore – eats


Science — 1.3, 1.6, 2.4, 2.5, 4.1, 4.4, 5.4, 5.6Language Arts — 1.3, 1.8, 2.4, 2.7, 5.5, 7.1, 7.11Math — 6.2

Grades K – 2 Experience 1 LessonLessonLesson 11


Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Cut apart the dinosaur name strips on this page. Slide the name strips into the Tyrannosaurus rex What’s in a DinosaurName? skull worksheet. Move the strips up and down to create dinosaur names. You can make names of dinosaurs that arein The Children’s Museum Dinosphere. For example, try Triceratops, which means three-horned face. Find the three namestrips for tri, cerat and ops.

What’s in a Dinosaur Name?

uni cerat voreone horn eat

tri rhino odonthree nose tooth

tyrant cephale opsterrible head face

bi ped saurustwo foot lizard

mega micro rex big small king

Word Parts Word PartsWord Parts


Experience 1 Grades K – 2 LessonLessonLesson 11

Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What’s in a Dinosaur Name?Cut along each dotted line.



Dino booksl Barner, Bob. Dinosaur Bones. San Francisco:

Chronicle Books, 2001. A colorful look at

dinosaur bones and skeletons with rhyming

text and fun information.

l Most, Bernard. The Littlest Dinosaurs. San

Diego: Harcourt Brace Jovanovich, 1989.

Simple descriptions of dinosaurs that are less

than 14 feet long.

l Most, Bernard. Where to Look for a Dinosaur.

San Diego: Harcourt Brace Jovanovich, 1993.

How scientists look for and find dinosaur fossils.

l Taylor, Paul D. Eyewitness: Fossil. New York:

DK Publishing, 2000. A beautifully illustrated

photo essay about different types of fossils

and how they formed.

l Willis, Paul. Dinosaurs. Pleasantville, N.Y.:

Reader’s Digest Children’s Books, 1999. An

introduction to dinosaurs — how they

looked, behaved and ate, and what is known

about them through the study of fossils.

Kindergarten — Studentsshould be able to identify dinosaursand know they have bones andskeletons.

Grades 1 and 2 — Studentsshould be able to list examples ofdinosaur names and to use 10 ormore Latin and Greek words or wordparts to describe a dinosaur.

Grade 2 — With practice studentsshould be able to use the What’s ina Dinosaur Name? chart to decodeactual dinosaur names found inDinosphere. They should be ableto re-create Triceratops andTyrannosaurus rex using wordparts from the worksheet.

At the end of each class period studentswrite or draw pictures under the headingToday I discovered … in their diaries. Thediary may include drawings, notes andlists of dinosaur names from the lessons,and drawings of real and createddinosaurs. Ask for volunteers to share orread aloud any part of their journal to theclass.

Dino Diary

DinoWeb sites

Paleo-pointsfor the teacherLike all animals, dinosaurs are named and

classified using the binomial system created

by Swedish naturalist and physician Carl von

Linné (best known by his Latin name, Carolus

Linnaeus.) All living organisms fit into this

system that includes kingdom, phylum, class,

order, family, genus and species. Each division

can be further divided into smaller subgroups.

One way to better understand this system

is to apply it to Kelsey, the Dinosphere

Triceratops. Follow the classification of Kelsey,

starting with the animal kingdom and ending

at the genus and species.

Dinosaur Songs by Bergman Broomhttp://www.dinosongs.com/music.htm

Dinosphere link on The Children’sMuseum Web sitehttp://www.childrensmuseum.org

Museum of Paleontologyhttp://www.ucmp.berkeley.edu/index.html

Songs for Teaching — Dinosaur Songshttp://www.songsforteaching.com/DinosaurSongs.html

Enchanted Learning — Comprehensivee-book about dinosaurshttp://www.zoomdinosaurs.com

The Dinosauricon, by Mike Keesey —Complete taxonomy of dinosaurshttp://dinosauricon.com/main/index.html

Young Kelsey visits the excavation site of theTriceratops that shares her name.

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Classifying Kelsey — A Dinosphere Dinosaur

All Organisms Plant KingdomFungi KingdomAnimal KingdomProtists KingdomBacteria Kingdom

Animal Kingdom Invertebrates (95% of all animals do nothave backbones), Porifera, Nematoda,Arthropoda, Arachnida, Mollusca, Cnidaria,Chordata (5% of all animals have back-bones), and other phyla.

Chordata Phylum Mammalia (mammals), Archosauria (“ruling reptiles”), ChondricthyesSubphylum (cartilaginous fish), Osteichthyes (bony fish), Amphibia (frogs, toads,

Vertebrata salamanders, etc.), Aves (birds), Reptilia and other classes.

Archosauria Class Living reptiles — Testudines/Chelonia (turtle/tortoise), Squamata (lizards/snakes), Crocodylia (crocodiles, alligators/caymans).Nonliving extinct reptiles — Pterosauria (winged reptiles), Plesiosauria and Ichthyosauria (marine reptiles), and other orders.Dinosauria subclass (“terrible” lizards from the Mesozoic Era)

Dinosauria Subclass Saurischia (lizard-hipped), Ornithischia (bird-hipped), and others

Ornithschia Ornithopoda Suborder (bird-foot), Thyroophora Suborder (roofed/plated, armored),Marginocephalia Suborder (fringed head) and others

Marginocephalia Pachycephalosauria Family (thick-headed reptiles), Ceratopsidae FamilySuborder (horn-faced) and others

Ceratopsidae Family Psittacosaurus, Protoceratops, Pachyrhinosaurus, Styracosarus, Chasmosaurus,Triceratops and others

Genus Triceratops albertensis, alticornis, eurycephalus, galeus, horridus, maximus, prorsus, sulcatusspecies and others

Species horridus Triceratops horridus

This makes Kelsey an organism in the Animal kingdom, in the Chordata phylum, subphylum Vertebrata, in theclass Archosauria, subclass Dinosauria, in the order Ornithischia, suborder Marginocephalia, in the familyCeratopsidae, of the genus Triceratops and the species horridus. This classification system can be used with eachdinosaur in Dinosphere. An easy way to remember the different groups, Kingdom — Phylum — Class — Order —Family — Genus — species, is with the phrase, Kids Please Come Over For Great Science! The chart on the next pageshows how each classification fits within a larger group.


Grades K – 2 Experience 1LessonLessonLesson 11


How Plants and Animals Are Classified

Kingdom Kelsey – Animalia

Phylum Kelsey – Chordata

Subclass Kelsey – Dinosauria

Order Kelsey – Ornithischia

Family Kelsey – Ceratopsidae

Genus Kelsey – Triceratops

Species Kelsey – horridus

Unique circumstances are needed for aninsect like this dragonfly to fossilize.

Fish and other fossilized animals help scien-tists understand the diversity of life during theCretaceous Period.

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TriceratopsThree horns on my face,

I lived in the Cretaceous with

many strange beasts,

If you invite me to dinner,

Make it a plant-eaters feast!

— Caroline Crosslin

More information on how dinosaurs are classified can be found at the following taxonomy

Web site. It is not intended for elementary students, but may be helpful for teacher research.

The Dinosauricon, by Mike Keesey: http://dinosauricon.com/main/index.html

In this lesson students explored ways thatscientists name dinosaurs according tobody parts or behaviors. Scientists nameall plants and animals by following certainsystematic rules. Dinosaurs are namedthree ways:1. by body part or behavior,2. according to where the dinosaur was

found, and/or3. after a person who found the dinosaur

or who was important to the discovery.

In Dinosphere there are examples of allthree types of dinosaur names.l Kelsey, a Triceratops horridus, is named

after body parts.l The Edmontosaurus annectens is

named for Edmonton, Canada, where itwas found.

l The Bambiraptor fenbergi is named aftera person.

This fossilized shrimp is similar to crayfish andshrimp living today.

Dinosphere visitors can help prepare fossilized bones from an Edmontosaurus that werecollected during the 2003 teacher dig.

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One of the strangest things about dinosaursis their size. Some were real giants, whileothers were the size of small birds. Studentswill take measurements and create charts tolearn about the size of dinosaurs. For everyhour spent in the field digging up a fossilizeddinosaur, paleontologists and techniciansneed 20 hours to clean, repair, mount anderect the skeleton. Students will learn howfossilized bones fit together when theymake their own dinosaur skeleton.


What might have caused the death of this maiasaur?

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EXPERIENCE 2 — DINOSAUR SIZE

Leptoceratops is a small, dog-sized, primitive member of the Ceratopsidae family.

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FocusQuestions


l How big were dinosaurs?l Are dinosaurs big and small?l How can dinosaurs be measured?

l Estimate the size of dinosaurs.l Measure using metric, U.S. and other units of measurementl Measure and compare dinosaurs to known objects.

Grades K – 2 Experience 2LessonLessonLesson 11



Supersize That DinosaurDIG IN ...

1. Read The Littlest Dinosaurs by

Bernard Most to the class to intro-

duce students to the different sizes of

dinosaurs.

2. Duplicate and pass out pictures of

the skeletons of Kelsey, a Triceratops,

and Stan, a Tyrannosaurus rex, to the

class. Explain the scale of the draw-

ings, and then ask the students to

estimate how long or tall each

dinosaur is. Ask them to compare the

dinosaurs to known objects. For

example, ask if they are larger or

smaller than a dog, cow, car, school

bus, house and your school. They

should be able to make statements

that determine that the dinosaurs

mentioned are larger than a ___ but

smaller than a ___.

3. Use a meter stick to determine how

tall several students are. Round off to

the nearest meter or use half-meter

measurements. Remember to round

up anything larger than half a meter

to the next meter. Record the height

of the students and find the average

height.

4. Ask the class to predict how many

students would have to lie across the

floor head to foot to match the size of

the two dinosaurs. Use the hallway

or go outdoors and create a full-size

drawing of a dinosaur. Have students

make drawings in their Dino Diariesand record the measurements.

5. Have students make comparisons of

dinosaurs to animals they know. Find

the length of each of the Dinospheredinosaurs or other favorites from

dinosaur books.

6. Help students cut out the Kelsey and

Stan skeletons and glue them onto

large construction paper. Ask

students to draw pictures next to the

skeletons to show comparative size,

using familiar objects such as trees,

bushes, dogs, cats and cars.

l unitsl meterl bar graphl head

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s Meter stick and centimeterrulers; chalk, construction paperand glue; skeletal drawings ofKelsey and Stan; The LittlestDinosaurs by Bernard Most;Dino Diaries.

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Kelsey must have had a keen sense of smell.

Taking careful measurements with rulers helps in understanding size and scale.


Science — 1.1, 1.2, 2.1, 2.2, 6.1Language Arts — 1.3, 7.1, 7.2, 7.3Math — 1.9, 3.1, 4.2, 5.1, 6.2, Social Studies — 1.1

FocusQuestions


l How big were dinosaurs?l Are dinosaurs big and small?l What can the fossilized bones of

dinosaurs tell us?

l Estimate the size of dinosaurs.l Measure, observe and compare dinosaur body parts.l Create skeletal dinosaur models.



A model is a representation of an objectthat can show many but not all featuresof the actual object. A model is usedwhen the actual object cannot be.

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Meter stick and centimeter rulers;scale drawings of the skeletons ofKelsey and Stan; pipe cleaners,scissors, goggles and bell wire;scale plastic models of aTriceratops and a Tyrannosaurusrex; Dino Diaries and selectedbooks The Littlest Dinosaurs byBernard Most and Dinosaurs,Dinosaurs by Byron Barton.

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You can create wire sculptures of Dinosphere dinosaurs by referring to skeletal drawings. Wiremodels help students understand how dinosaurs moved and lived.


Science — 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 5.1, 5.2, 6.1Language Arts — 2.7, 5.4, 7.1, 7.5, 7.10Math — 1.10, 4.4, 5.5


Make a DinosaurDIG IN ...

1. Read aloud Dinosaurs, Dinosaurs by

Byron Barton to provide students

with background information.

2. Use Dinosphere skeleton drawings

as a reference to make a model

skeleton. Students can work together

in teams to help each other but they

should each make their own model.

You may want to invite older students

to help with this project.

3. Each student will need at least 10

regular-size pipe cleaners. Students

may use scissors to cut pieces to fit.

Have students wear goggles.

4. Remind the class that they are

making models of the dinosaurs, not

life-size versions. Review that a

model is a scaled representation of

the real thing.

5. Place each wire over the skeleton

drawings for reference. Cut and bend

each piece. Start by making a loop

for the head with a long wire as the

backbone and tail. Add two separate

wires at the front and back for the

arms and legs. Leave enough extra

wire on the legs to make the feet.

Make careful observations to deter-

mine how many toes and claws the

model should have. Finish the model

by adding wire loops for the rib cage.

Students may observe that the rib

loops should be cut into separate

ribs.

6. Tighten or glue the “knots” where the

wire pieces come together. Pose the

model in a realistic way. Visit

Dinosphere online or use other

resources to help place your skeleton

in the correct position.

7. Work with the class to make a bar

graph of the sizes of dinosaurs. Make

two different graphs for the same

dinosaurs — one in meters and the

other in “student” units.

8. Ask students to draw a picture and

add words or sentences about their

dinosaur in their Dino Diaries.

l unitsl meterl bar graphl headl taill backbone

l skeletonl wirel sculpturel scalel model

FocusQuestions


l How big were dinosaurs?l Are dinosaurs big and small?l What can the fossilized bones tell us?

l Estimate the size of dinosaurs.l Measure, observe and compare dinosaur body parts.l Create skeletal dinosaur models.

Grade 2 Experience 2 LessonLessonLesson 11

20


Compare Dinosaur Body Parts

l model — A model is a representa-tion of an object that can showmany but not all the features of theactual object. A model is usedwhen the actual object cannot be.A model is both like and differentfrom the real thing.

Vocabulosaurus

Meter stick and centimeter rulers;scale drawings of the skeletons ofKelsey and Stan; pipe cleaners, scissors, goggles and bell wire; scaleplastic models of a Triceratops and aTyrannosaurus rex; and selected

books — The Littlest Dinosaursby Bernard Most and Dinosaurs,

Dinosaurs by Byron Barton.

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Photographing each fossil as it is found helpsscientists learn more about the way thedinosaur lived and died.

Fossilized foot bones can reveal how fast thisdinosaur moved.

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Science — 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 5.1, 5.2, 5.4, 5.6, 6.1, 6.2Language Arts — 2.7, 5.6, 7.9, 7.11Math — 1.9, 1.11, 1.12, 5.1, 5.2, 5.3, 6.2,

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Gorgosaurs are theropods — dinosaurs withthree toes on their feet.

Dinosphere — Now You’re in Their World! • A K – 2 Unit of Study

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Experience 2 Grades K – 2 LessonLessonLesson 11DIG IN ...

1. Read The Littlest Dinosaurs byBernard Most to the class to intro-duce students to the different sizesof dinosaurs.

2. Make a chart to record measure-ments. In each of these columnsrecord the measurements yourstudents take.

3. Work with the class to convert themeasurements to centimeters andmeters.

4. Divide the class into teams of two.Have students use centimeterrulers to take measurements ofeach other. Record the measure-ments on their chart. Encouragestudents to problem-solve to findways to make accurate measure-ments. For example, they willneed to decide which way tomeasure the skull. You may asksome students to demonstrate forthe others how to wrap or roll thecentimeter ruler around their skullfor a measurement. See below.

5. Ask students to share andcompare their findings with theclass.

Animal Length (Head-Toe) Back Foot Hand Skull Largest Tooth

Stan 13 meters 1 meter 28 centimeters 1.5 meters 25 centimeters(43 feet) (3 feet) (11 inches) (5 feet) (10 inches)

Kelsey 9 meters 40 centimeters 45 centimeters 2 meters 2 centimeters(22 feet) (1 ft. 4 in.) (1 ft. 6 in.) (6 ft. 6 in.) (1/2 –1 inch)

Me

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Dinosaur Measurement Comparison

Kindergarten — Students use

cutout dinosaurs and scale drawings

of themselves and familiar objects.

They also take measurements in

“student” units by lying head to foot

along the length of a dinosaur.

Grade 1 — Check the accuracy of

the models with skeletal drawings

and images from Dinosphere.

Students should understand that a

model might show some things well

and some not at all. They should be

able to explain why a model is a

good tool to use in science.

Grade 2 — Check the charts and

measurements. One important part of

the lesson is that the students write

the units they use for each measure-

ment. The units may be meters (m),

centimeters (cm), or feet (ft.) and

inches (in.).

Dino DiaryYounger students describe in words,numbers and drawings the length ofdinosaurs compared to their own size.Students use the information to create theDinosaur Size chart. Make simple chartsfor younger children to complete and thenglue into the Dino Diaries. Students writestatements that their dinosaur is smallerthan _____ or larger than _____. Ask theclass to list how a model is similar to anddifferent from the real thing it represents.Have students draw and write about othermodels they have made, used or seen.Some examples include toy cars, stuffedanimals and dolls. End each class periodwith time for students to write or drawunder the heading Today I discovered …in their diaries. Ask for volunteers to readaloud parts of their Dino Diaries.

Make itfossilize



Dino booksl Barrett, Paul. National Geographic

Dinosaurs. Washington, D.C.: NationalGeographic Society, 2001. A thoroughlook at dinosaurs in an easy-to-usemanner organized by age and type.

l Barton, Byron. Dinosaurs, Dinosaurs.New York: Crowell, 1989. A colorfulpicture book of dinosaurs.

l Cooley, Brian. Make-a-Saurus: My LifeWith Raptors and Other Dinosaurs.Toronto: Annick Press, 2000. A fun,resource-filled, step-by-step guide formaking a model of a dinosaur.

l Fiffer, Steve. Tyrannosaurus Sue. NewYork: W. H. Freeman, 2000. The story ofthe most complete T. rex ever found,told with historical background informa-tion about dinosaur hunting.

l Most, Bernard. The Littlest Dinosaurs.San Diego: Harcourt Brace Jovanovich,1989. A simple book describingdinosaurs that are less than 14 feetlong.

l Willis, Paul. Dinosaurs. New York:Reader’s Digest Children’s Books, 1999.An introduction to how dinosaurslooked, behaved and ate, and what isknown about them through the studyof fossils.

DinoWeb sites


Jurassic Park Institute (JPI)http://www.jpinstitute.com

Enchanted Learning — Comprehensivee-book on dinosaurshttp://www.zoomdinosaurs.com

Paleo-pointsfor the teacherIf your students have trouble taking meas-urements pair your class with an olderclass. Older students can help with theproject and the two groups will enjoyworking together.

You may want to expand on the “greaterthan, less than” statements by introducingthe math symbols that stand for thesestatements. For example, House > Kelsey> car, which means Kelsey is smaller thana house, but larger than a car. This mayhelp students understand these symbols ina way they have experienced. For youngerchildren, create pictures to scale ofdinosaurs and common objects. They canpractice putting the pictures in order oflargest to smallest.

Bonus: Digging deeper!Create a survey to find out which is the favorite dinosaur among your students. Ask theclass for nominations and make a list on the board. Then have students vote by a showof hands. Students can copy the five most popular dinosaurs in their Dino Diaries.Make a tally sheet, data sheet and a simple bar graph.

T. rex Triceratops Maiasaura

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Dinosphere museum link: When you visitWhen students visit Dinosphere they see life-size fossilized dinosaurs in a variety ofsizes. They can use the Greek and Latin word parts they have learned in class tounderstand the names of dinosaurs in the exhibits. In Dinosphere many othermammals and plants are on display to immerse visitors in the sights, sounds andsmells of the Cretaceous Period.


Grades K – 2 Lesson 22Get readyGet readyto dig Students try to determine how dinosaurslived together. Students look for clues tohow dinosaurs met their basic needs offood, water, air, habitat and reproductionby living in groups. They will compare howmodern animals live in order to find indirectclues about dinosaur behavior. Studentswill look for clues to how dinosaurs livedtogether and hunted in the main scenes atDinosphere. Each scene explores adifferent aspect of animal interaction.

Evidence of dinosaurs living together is rarefor most species. Most fossils are incom-plete and disarticulated (bones no longerjoined together) when found. On rare occa-sions dinosaurs have been found withfossilized eggs and babies, with evidenceof teeth and claw marks from otherdinosaurs, and with different sized animalsof the same species. These fossils help toexplain how dinosaurs lived together. Inthe Mongolian desert a Protoceratops anda Velociraptor were found preserved in adeath embrace, with the teeth and beak ofthe Protoceratops clenched around the legof the Velociraptor. One claw of theVelociraptor was stuck into the ribs of theProtoceratops. This is direct evidence ofhow these two dinosaurs interacted.

Michael Skrepnick’s attack scene is based upon the most current research and findings abouthow dinosaurs interacted.

A family of hypacrosaurs pauses for a drink of water, but predators lurk nearby.

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Lesson 2Some DinosaursLived Together

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FocusQuestions


l How is my family a group?l What was a dinosaur group?l What types of activities do animals

do together?

l Give examples of how families cooperate and work together.l List basic needs of all animals.l List animals that live in groups and a reason why.

Lesson 22


Kindergarten Experience 1

DIG IN ...1. Show a wallet photo of a family

member and then show a family

group photo. Explain that people live

in groups. Ask the class to give ideas

about why this is a good thing to do.

Ask them to think about and give

example of times when they are not

in groups and how they feel when

they are not. List ways families coop-

erate and work together as a group.

2. Provide students with pictures of

various animals, some in groups and

some alone. Ask the class to deter-

mine if the animals are living in a

group or alone. The pictures should

include families, herds and individ-

uals, and animals eating together and

alone. Have the class sort the pictures

to show groups and individuals.

3. Show pictures of the main dinosaur

scenes from Dinosphere. The

sketches are included in the

resources section of this unit. Discuss

each picture and decide whether the

dinosaurs are living and interacting in

groups. Show students the dinosaur

books available in the classroom.

Skim through the books to look for

examples of dinosaurs living together

or interacting.

4. Provide the students with pre-cut

geometric shapes — squares, rectan-

gles, circles, triangles and others.

Instruct each child to make a large

dinosaur and a small dinosaur out of

the shapes. Glue the shapes of the

two dinosaurs in their Dino Diaries.

Ask the students to describe how the

two dinosaurs are interacting. Ask

them if they are a family, friends,

part of a herd, getting ready to fight

each other or have some other

reason for being together.

5. Ask each student to share with the

group. Some may enjoy using

models of dinosaurs within the room

to role-play some of the interactions.

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Artist paintings and skeletaldiagrams of the main scenes inDinosphere — T. rex Attack,Watering Hole, Predator and Prey;pictures of animals in groups,families and alone; pre-cutgeometric shapes; glue; scissors;Dino Diaries.

The first animal group young children come toknow and understand is their own family.


Science — 1.1, 1.2, 2.2, 3.2, 4.1, 4.2Language Arts — 1.3, 2.2, 4.3, 5.1, 7.2Math — 3.1, 3.2, 4.1, 4.2, 6.2, 6.3Social Studies — 5.2

EXPERIENCE 1 — WHY DO ANIMALSLIVE IN GROUPS?

What Is an Animal Group?

FocusQuestions


l What was a dinosaur group?l What types of activities do animals do together?l How did dinosaurs interact with each other?l How did they feed each other?

l Identify ways dinosaurs interacted.l Give examples of how families cooperate and work together.l List benefits and problems for dinosaurs living in groups.l Classify animals that live in groups and those that do not.


Experience 1 Grade 1 Lesson 22EXPERIENCE 1 — WHY DO ANIMALSLIVE IN GROUPS?

Animals Groups

DIG IN ...1. Ask the class to list what is good

about living in a family group.Answers should include protection,food, home, learning, fun and love.All of these are good reasons to livein a family. List ways familiescooperate and work together as agroup. Direct the discussion to thebenefits animals have by living infamily groups.

2. Ask the class to name animals thatlive in groups. The list could includeherds, such as cows, sheep, ante-lope, horses; schools of fish like inthe book Swimmy by Leo Lionni;and animal families, such as bears,dogs, wild cats, monkeys andothers.

3. Discuss with the class reasons whyanimals may need to be in agroup. They should list thefollowing: friendship, protection,families, reproduction, food, water,learning, homes and fun.

4. Write the different reasons on theboard or chart paper.

5. Read Dinosaur Days, by JoyceMilton, which gives many exam-ples of dinosaurs interacting andliving in groups.

6. Show pictures of the main dinosaurscenes from Dinosphere. Thesketches are included in theresources section of this unit.Discuss each picture and decide ifthe dinosaurs are living or inter-acting in groups. Show studentsthe dinosaur books available in theclassroom. Skim through the booksto look for examples of dinosaursliving together or interacting.

7. Ask the students to list reasons intheir Dino Diaries why dinosaursmay have lived in groups. Helpstudents make comparisonsbetween living animals anddinosaurs. Let students know this isthe same indirect method scientistsuse to learn about dinosaurs.

l predator — an animal that livesby hunting and eating otheranimals, or prey. A lion is a pred-ator. It hunts antelope, its prey.

l prey — an animal hunted bypredators as food. Some prey arealso predators. For example, ahawk is a predator that eatssnakes. Snakes are also predatorsthat eat frogs. Snakes are bothpredators and prey.

l scavenger — an animal that eatsanother animal it did not help tokill. A crow is a scavenger when iteats the remains of a dead animal.

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Artist paintings and skeletal diagramsof the main scenes of Dinosphere: T.rex Attack, Watering Hole, Predator orScavenger; pictures of animals ingroups, families, and alone; DinoDiaries; Swimmy by Leo Lionni andDinosaur Days by Joyce Milton.

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A scavenger such as this crow will not passup a free meal on the side of the road.Scientists speculate that the gorgosaur in theDinosphere attack scene may not havekilled the maiasaur but is just scavengingthe carcass.


Science — 1.1, 1.2, 1.3, 2.7, 4.2, 4.3, 4.4Language Arts — 2.2, 5.4, 6.1, 7.1, 7.5, 7.10Social Studies — 5.2

FocusQuestions


l What was a dinosaur group?l What types of activities do animals do together?l Did dinosaurs lay eggs?l How did they interact with each other?l How did they feed each other?

l List basic needs of animals.l List benefits and problems for animals living in groups.l Identify, compare and contrast dinosaur interactions.l Draw a scene of dinosaur group interaction.

Lesson 22


Grade 2 Experience 1

EXPERIENCE 1 —WHY DO ANIMALS LIVE IN GROUPS?

Dinosaur Interaction

DIG IN ...

1. Pass out Dinosphere scenes. Thestory line and drawings of eachscene are in the resources sectionof this unit, and they can be seenon the Dinosphere Web site.

2. Read aloud to the class the storyline for each scene. Ask the classto match the drawing with thestory line. Students should be ableto match each story with both thedrawings and the skeletaldiagrams.

3. Ask the class to sort the scenes byreasons the animals are living ingroups. Are they together for food?Protection? To learn?

4. Have students pick one scene ofdinosaurs living and interactingtogether. Ask them to describewhat is happening in the sceneand to write words or onesentence in their Dino Diaries todescribe how the dinosaurs areacting with each other: hunting,finding food, protecting, etc.

5. Use the geometric shapes tocreate dinosaurs interacting ingroups. Glue together similarshapes to create families ofdinosaurs.

l predator — an animal that livesby hunting and eating otheranimals, or prey. A lion is a pred-ator. It hunts antelope, its prey.

l prey — an animal hunted by pred-ators as food. Some prey are alsopredators. For example, a hawk is apredator that eats snakes. Snakesare also predators that eat frogs.Snakes are both predators and prey.

l scavenger — an animal that eatsanother animal it did not help to kill.A crow is a scavenger when it eatsthe remains of a dead animal.

l herd l family l group

Vocabulosaurus

Artist paintings and skeletal diagrams from the four main scenes ofDinosphere: T. rex Attack, Watering Hole, Predator or Scavenger, and Eggsand Nest; pictures of animals in groups, families and alone; pre-cutgeometric shapes, glue and scissors; Swimmy by Leo Lionni and DinosaurDays by Joyce Milton, Dino Diary.D

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Science — 1.1, 1.2, 1.3, 1.4, 1.5, 2.5, 4.1, 4.2, 4.3, 4.4, 5.4, 5.6

Language Arts — 2.4, 2.5, 2.6, 2.7, 5.2, 7.1, 7.5, 7.9, 7.11

Math — 6.2

Social Studies — 5.2

Make itfossilize


Experience 1 Grades K – 2 Lesson 22

DinoWeb sites

Dino Diary

Kindergarten — Students can give

examples of how families cooperate and

work together. They begin to be able to

list basic needs of all animals. They name

animals that live in groups and give

reasons why.

Grade 1 — Students identify ways

dinosaurs interacted and met basic needs

shared by all animals. They can list

dinosaurs that lived in groups and can

describe benefits and problems for

dinosaurs living in groups.

Grade 2 — Students should be able

to give reasons for their ideas about why

dinosaurs lived in groups. Students

compare their observations by talking,

writing and sharing reports. This pen-and-ink drawing by paleontologistRobert Bakker shows what Baby Louie mayhave looked like as he hatched.

Have students select one of the scenes inDinosphere to draw and study. Encouragethem to draw and write about how thedinosaurs interacted in groups. End eachclass period with time to write and drawunder the heading Today I discovered …in their diaries.

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Dinosaur Illustrationshttp://www.search4dinosaurs.com/pictures.html#about



Dinosphere museum link:When you visitThe Dinosphere story line, complete withdrawings and maps of the scenes, is includedin the resources section of this unit. Studentscan observe photographs of living animals tolearn how and when they come together ingroups. From this information students willbetter understand the reason why Dinospherefossils are arranged the way they are. At eachof the main scenes and through exhibit activi-ties and labels, visitors explore the science ofhow dinosaurs lived together and interacted.

Dino books

Scientists have direct evidence thatdinosaurs lived in groups. Eggs, nests andnursery areas have been found. In theseareas fossilized dinosaur bones of differentages have been found, which provideevidence that individuals of various ageslived together. Also, fossilized dinosaurtrackways have been found that showanimals of various ages traveling together.This provides strong evidence that somedinosaurs lived in groups.

Paleo-pointsfor the teacher

Bonus: Digging deeper!Dinosaur For A Day by Jim Murphy and Dinosaur Babies by Kathleen Weidner Zoehfeld aretwo excellent books to read aloud. They both provide an in-depth look at the way dinosaursmay have interacted. Both also contain items that some teachers may think are misleading. Forexample, the pictures contain plants (grapes) and animals (mammal bats) that may not havebeen present in the Dinosaur Age. More dinosaur illustrations can be found at The Children’sMuseum Dinosphere Web site or at http://www.search4dinosaurs.com/pictures.html#about

l Currie, Philip J. and Eva B. Koppelhus. 101Questions About Dinosaurs. Mineola, NewYork: Dover Publications, 1996. Answers tochildren’s frequently asked questions aboutdinosaurs.

l Lionni, Leo. Swimmy. New York: Knopf,1991. The story of how a small fish workswith others in a group to survive the preda-tors in the ocean.

l Milton, Joyce. Dinosaur Days. New York:Random House, 2003. A brief summary andsimple description of various dinosaurs ofthe Cretaceous.

l Murphy, Jim. Dinosaur for a Day. New York:Scholastic, 1992. A wonderfully illustrateddiary of a typical day in the life of a familyof small, swift Hypsilophodon dinosaurs.(Some liberty may have been taken withbackground plants and animals not fromthe Cretaceous.)

l Norman, David and Angela Milner.Eyewitness: Dinosaur. New York: DKPublishing, 2000. An exploration in text andphotos of the world of dinosaurs, withemphasis on teeth, claws, eggs and fossils.

l Paul, Gregory S., ed. The ScientificAmerican Book of Dinosaurs. New York: St.Martin’s Press, 2000. A survey of currenttopics, knowledge and answers about theprehistoric era from the best minds in pale-ontology.

l Willis, Paul. Dinosaurs. Pleasantville, N.Y.:Reader’s Digest Children’s Books, 1999. Abeautifully illustrated photo essay aboutdifferent types of fossils and how theyformed.

l Zoehfeld, Kathleen Weidner. DinosaurBabies. New York: HarperCollins, 1999.Good examples of how a mother maiasaurtakes care of her babies.

l Dino video Walking With Dinosaurs, BBCand Discovery Channel, 1999.

Grades K – 2Lesson 33


tion — oxygen, sunlight, microorganisms,permineralization and other geologic forces.Even with millions of years to form, a fossil isstill the result of a rare and unique process.

Where do you find fossils?Fossils can be found the world over, butsome of the best dinosaur fossils are found indry climates where the land has eroded toexpose sedimentary rock. Western NorthAmerica is a great place to look. Manydinosaur fossils (including Tyrannosaurusrex) have been found there.

Who digs fossils?Paleontologists are scientists who studyfossils and ancient life. They need help fromvolunteers and students to excavate or digup fossils. Sometimes kids get to dig forfossils by volunteering on dig sites. Onegreat fossil site for duckbill dinosaurs is theRuth Mason Dinosaur Quarry in SouthDakota. Ruth Mason picked up fossils on herranch when she was a girl, yet it took yearsto convince others of her amazing discovery— a bone bed filled with thousands offossilized dinosaur bones!

In this lesson students learn what fossilsare and how they form. They explore howfossil bones are assembled to form skele-tons. They make a clay mold to create aplaster model of a fossilized tooth. Theyalso learn that by studying fossils they candiscover clues about the lives of dinosaurs.

Students can learn more when they under-stand the unique conditions that mustoccur in order for a fossil to form. By under-standing how fossils form, students learnmore about the dinosaurs’ world. In thisexperience students learn how a livingdinosaur became a fossil. Visit TheChildren’s Museum Web site to find outhow fossils became part of the exhibit. Atthe Web site click on the Dino Instituteteacher dig to see Indiana teachersdiscover and dig real dinosaur fossils.

How do fossils form?Only a small number of living plants andanimals become fossils. Most dead plantsand animals are eaten by other animals.Some, however, are shrouded in mud orsand. Those covered over many millions ofyears ago hardened and turned to stone.More recently, wind, water and sun haveslowly eroded the rock, exposing thehidden fossilized remains. Specific condi-tions are required for fossils to form. Plantsand animals in areas of mud, sand, ash orother sediments are most likely to becomefossilized. Once the plant or animal is buriedand the sediment has hardened, otherfactors play important roles in fossil forma-

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Discovery of an imprint of Edmontosaurus skin was a significant and rare find on The Children’sMuseum’s 2003 teacher dinosaur dig in South Dakota.

Lesson 3Fossil Clues Help Us Learn About DinosaursGet readyGet readyto dig

When a plant or animal dies the remains change several times before the fossils are formed.

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FocusQuestions


l How does a fossil form?l Can fossils be made today?l What can be learned by comparing fossils?l What can be learned about a dinosaur fossil?

l List one condition needed for fossils to form.l List, observe and examine different types of fossils.l Make a cast model of a fossil.l Compare and contrast, make drawings of and write about fossils.

Experience 1 Kindergarten Lesson 33EXPERIENCE 1 —HOW A DINOSAUR FOSSIL FORMS

What Is a Fossil?

DIG IN ...1. Read the book Bones, Bones,

Dinosaur Bones by Byron Barton tothe class. Students learn thatdinosaur fossils are the preservedancient remains of dinosaurs.

2. Pass out a small piece of clay and aseashell to each student.

3. Instruct them to roll out the clay andmake a flat surface. Show them howthey can push the shell into the clayto make an impression. Try otheritems such as pennies, leaves andclassroom items. Use the castdinosaur teeth provided with this unitto make impressions.

4. Demonstrate to the class on a largepiece of rolled-out clay whathappens when a toy dinosaur“walks” across the soft clay. Theyshould see footprint impressions inthe clay. Demonstrate and discusshow this is one way that fossils areformed. Emphasize that to become afossil the clay would have to becomehard and be buried for a very longtime. Then part of it must beexposed above the ground in order tobe found.

5. Allow students to make dinosaurtracks in their clay with toy modelsand to draw pictures of tracks.

6. Cut the sponges into the shape ofdinosaur feet, using the samplesfound in the resources section of thisunit. These can be made into spongestamps to make more tracks.Students can stamp the tracks intotheir Dino Diaries as an example ofa fossil. Have them write one or morewords to describe the fossils.

l fossil — Latin for “dug up,” evidenceof past life, the remains or traces ofplants and animals that have turnedto stone or rock.

l model — a representation that isboth like and different from the realthing.

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l Tooth resin cast T. rexl Claw resin cast T. rexl Drawings of dinosaur tracks and

footprints from the resource mate-rials in this unit, Dino Diaries.

l Sponges and paints; plasticdinosaur models; cast of adinosaur fossil; seashells, leaves,pennies; Bones, Bones, DinosaurBones by Byron Barton.

The molds made from these bones will beused to make replicas of the originals.

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l erosionl exposel sedimentl moldl imprintl castl plaster

l resinl magnifying

lensl dinosaurl Tyrannosaurus

rexl tooth


Science — 1.1,1.2, 2.2Language Arts — 1.3, 4.3, 5.1, 5.2, 7.2, 7.3Math — 1.1, 3.1, 3.2, 6.2, 6.3



FocusQuestions


l How does a fossil form?l Can fossils be made today?l Are fossils buried deeper older or younger?l What can be learned by comparing fossils?l What can be learned about a dinosaur fossil?

l List some conditions that are needed for fossils to form. l Observe and examine cast fossils.l Make a cast model of a dinosaur fossil.l Create a model of a buried fossil.

Grade 1 Experience 1 Lesson 33EXPERIENCE 1 —HOW A DINOSAUR FOSSIL FORMS

Layered Fossil Parfait:Deeper Is Older

DIG IN ...1. Complete the experience for

Kindergarten.2. Read aloud Dinosaur Bones by Aliki.

Emphasize the section that showsthe layers of the earth and howfossils are formed.

3. Explain to the class that the deepersomething is buried the older it maybe. Use the class garbage can todemonstrate this science concept.(You may want to wear plastic orlatex gloves.) Tell the class that thematerials at the bottom of thetrashcan are older because theyhave been in the can longer than theitems on top.

4. Draw a diagram of the trashcan andlabel each item. Refer back to thebook to show how older fossils arefound in the lower levels of the earth.

5. Make a dinosaur fossil model. Giveeach student a small clear plasticcup. Give the following items to eachstudent: a gummy candy dinosaur orother animal (the buried fossil), avanilla wafer cookie (a layer of hard-ened sediment), fruit slices (sedimentlayers), raisins and/or M&Ms (rocks)shredded coconut (grass) and cookiedecorating sprinkles (surface dirt).Supply each group with two bowlsof whipped cream (soil), a jar ofgrape jelly (underground water) andspoons. Use food coloring to tint onebowl of whipped cream yellow(sandy soil) and one red (clay). Tintthe coconut green.

6. Demonstrate how to use the ingredi-ents to create the layered fossilparfait. Draw on the board what thecup will look like. You may want touse scissors to cut apart the gummycandy or break up the cookies toshow that most fossils do not surviveintact.

7. Students make a layered fossilparfait and make a picture in theirDino Diaries of each layer that isput into their cup. When drawingsare complete ask each student todetermine which layer is the oldestin his or her cup. Share the findingswith the class but each hungry juniorpaleontologist eats his or her ownlayered fossil parfait.

l fossil — Latin for “dug up,” evidenceof past life, the remains or traces ofplants and animals that have turnedto stone or rock.


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Fossil parfait materials: clear cups, spoons, whipped cream, gummy dinosaurs or otheranimals, grape jelly, vanilla wafer cookies, fruit slices, M&Ms and/or raisins; shreddedcoconut, cookie decorating sprinkles and food coloring. Selected books: Bones, Bones,Dinosaur Bones by Byron Barton; Dinosaur Bones by Aliki; Digging Up Dinosaurs videoor book by Aliki; Dino Diaries.

l erosionl exposel sedimentl lifel deathl extinctl moldl magnifying

lens

l centimeter rulerl dinosaurl Tyrannosaurus

rexl Triceratopsl Hypacrosaurusl Gorgosaurusl Maiasaura

Parfait Fossil Cup



Grades K – 2


FocusQuestions


l How does a fossil form?l Can fossils be made today?l Are all fossils the same? l What can be learned by comparing fossils?l What can be learned about a dinosaur fossil?

l List different types of fossils.l Make a cast model of a dinosaur fossil.l List some conditions that are needed for fossils to form.l Create a model of a buried fossil.

Lesson 33EXPERIENCE 1 —HOW A DINOSAUR FOSSIL FORMS

Make a Cast of aTyrannosaurus rex Fossil

l fossil — Latin for “dug up,” it isevidence of past life, the remains ortraces of plants and animals thathave turned to stone or rock.

l adaptation — a body part orbehavior that produces an advan-tage for the animal. This could befeathers, fur, scales, teeth or beaks,or migration and hibernation.


The shape of and serrations on this T. rextooth indicate the dinosaur was a meat-eater.

l erosionl exposel sedimentl lifel deathl extinctl moldl imprintl castl plasterl resinl magnifying

lens

l centimeterruler

l positivel negativel adaptationl preyl carnivorel dinosaurl T. rexl Triceratopsl Hypacrosaurusl Gorgosaurusl Maiasaura

Experience 1 Grade 2

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Each part of a fossil must be cleaned. Often a small tool is used to chip away any remainingrock covering.

Dig

tool

s Claw resin cast — T. rexTooth resin cast — T. rexDrawings of dinosaur tracks and footprints from the resource materials in this unit.Paper, pencil, art supplies, construction paper; plaster of paris; modeling clay;plastic dinosaur models; a cast of a dinosaur fossil; seashells, leaves, pennies;Dinosaur Bones by Aliki and Digging Up Dinosaurs video or book by Aliki




Grade 2 Experience 1 Lesson 33DIG IN ...

Day 11. Students will enjoy and find better

understanding of what a fossil isby completing prior fossil experi-ences in this lesson.

2. Show the Reading Rainbow videoDigging Up Dinosaurs or readaloud the book by Aliki.

3. Discuss with the class how adinosaur fossil forms.

4. Introduce and show fossil exam-ples. Pass around the resin modelsof the T. rex teeth.

5. Ask the following questions: Whatis this? Have you seen anythinglike it before? What? Describe thefossil. How long is it? How heavy isit? Where did it used to live?

6. Use the Internet or books to learnmore about how a fossil is formed.Describe each step and write ordraw a picture on chart paper.Emphasize that several conditionsmust occur for a fossil to form.Fossils are rare. Most plants andanimals in the world end up insideanother animal as food. Make theconnections between fossils andsediments and sedimentary rocks— fossils form when sedimentscover the original organism.

Day 21. Review how a fossil forms with the

class.2. Pass out clay to the group. Roll out

the clay. Each student shouldmake impressions with the T. rextooth.

3. Tell the students that their impres-sion is like a fossil mold. All that isneeded is for mud or other mate-rials to fill in the impression ormold and a cast will be made.

4. Tell the class that you will simulateor model what might havehappened long ago when a fossilmold or cast was formed. Mix upenough plaster of paris for theclass. This is best done is severalsmall portions instead of one largeamount. Pour wet plaster into eachclay impression or mold. Allow theplaster to dry overnight beforeremoving it from the clay. Studentswill have created a cast of the claymold.

5. Ask them to draw pictures of theirfossil casts in their Dino Diariesand share with the group.

Modeling clay is used to make an imprint ofthe fossilized bone. From this impression arubber mold can be made. Many copies orreplicas can be made from the mold.

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How to make a fossil cast

Make an impression. Fill the impressionwith plaster of paris.

Remove the cast from the mold.


FocusQuestions


l How are fossils mapped?l What clues are found on a dig site map?l Can a dig site map help make a skeleton?l What clues does the map show?l Are some bones missing in a dig site?

l Examine and match bones from a dig site to a skeleton.l Read a dig site map of dinosaur bones.l Make and use a color-coded key for a map.

Experience 1 Grade 2 Lesson 33EXPERIENCE 1 —HOW A DINOSAUR FOSSIL FORMS

BONUS — Kelsey:Clues of the Dig Site Map

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Triceratops is one of the most popular dinosaurs but only a few have been found.

DIG IN ...1. Review the materials covered in the

previous lesson with your students.Your class may benefit fromcompleting lessons from other grades.

2. Divide the class into teams of three orfour students.

3. Pass out a skeletal drawing and a digsite map of Kelsey to each group.Have each group study the drawings.

4. Each group should write three ormore things they observe or knowabout the drawings. Students writethese observations in their DinoDiaries.

5. Each group makes a list of questionsabout the dig site map and theskeleton. Students write the questionsin their Dino Diaries.

6. The dig site map shows severallayers. Help students understand thisview by making a drawing on chartpaper or the board of a side view ofthe dig showing one or more bigbones.

7. Ask each group to try to match up thebones in the dig site map with theskeletal drawing of Kelsey assembled.They will need to know that the digsite map shows broken bones and thatsome of Kelsey’s bones are missing.

8. Have students use colored pencils ormarkers to color-code bones from thedig site map and the skeleton. Forexample, the skull on the skeletonand the skull on the dig site mapshould be colored the same. Askthem not to color any unmatchedbones.

9. Ask students to give reasons whythey matched the bones the waythey did, using their maps and draw-ings to support their decisions.


Science — 1.2, 1.3, 1.5, 1.6, 2.4, 2.5, 6.1Language Arts — 5.5, 5.6, 7.1, 7.9, 7.11 Math — 5.1, 5.4, 6.1, 6.2, Social Studies — 3.2, 3.5, 3.6

l fossil — Latin for “dug up,” it isevidence of past life, the remainsor traces of plants and animalsthat have turned to stone or rock.

l Triceratopsl dig sitel excavation

l skeletonl skull

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Dino Diaries, pencil, colored pencils or markers; chart paper or chalkboard; copiesof the skeletal drawing of Kelsey the Triceratops and the dig site map of where shewas excavated, both found in the resource section of this unit.

Grades K – 2


Lesson 33 Grades K – 2 Experience 1

l Barton, Byron. Bones, Bones, DinosaurBones. New York: HarperCollins, 1990.A story of looking for, finding andassembling some dinosaur bones.

l Brandenberg, Aliki. Dinosaur Bones.New York: Thomas Y. Crowell, 1988. Adiscussion in easy terms of the wayscientists study fossil remains to learnabout dinosaurs.

l Brandenberg, Aliki. Digging UpDinosaurs. New York: Harper & Row,1988. An easy-to-read story aboutfinding bones and assembling them ata museum.

l Norman, David and Angela Milner.Eyewitness: Dinosaur. New York: DKPublishing, 2000. An exploration in textand photos of the world of dinosaurs,with emphasis on teeth, claws, eggsand fossils.

l Taylor, Paul D. Eyewitness: Fossil. NewYork: Alfred A. Knopf, 1990. A beauti-fully illustrated photo essay aboutdifferent types of fossils and how theyformed.


Dino videoDigging Up Dinosaurs, Reading RainbowSeries, from the book Digging UpDinosaurs by Aliki Brandenberg. Narratedby LeVar Burton. 30 minutes. New York:Lancit Media Productions, 1983.

Dino Diary Dino booksStudents draw pictures and write wordsand sentences to describe how a dinosaurbecomes a fossil. Other questions theymay answer in their journals include:Where would fossils form today? Are therefossils in Indiana? What part of an animalor plant rarely becomes a fossil? Whatparts turn into fossils? Can I find a fossil?End the class period with writings anddrawings under Today I discovered … intheir Dino Diaries.

The Children’s Museum — Dino InstituteTeacher Dig 2003http://www.childrensmuseum.org/dinodig/overview.htm

Museum of Paleontology, University ofCalifornia, Berkeleyhttp://www.ucmp.berkeley.edu/index.html


DinoWeb sites

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Each layer of a dinosaur excavation site has secrets to share like these fossilized rib bones.

Make itfossilizeKindergarten — Studentsdescribe one or more conditions for afossil to form after listening to a bookabout fossil formation. They maketracks in clay as a model of a realfossil.

Grade 1 — Students describe oneor more conditions for a fossil to formafter listening to a book about fossilformation. They make a drawing anda model of how an object can beburied in sediments and understandthat the oldest object is on the bottom.

Grade 2 — Students create a fossilcast of a dinosaur tooth and canprovide answers to complete the charton how a dinosaur fossil can form.Students examine and match fossildrawings from a real dig site (excava-tion) map to a completed skeleton.


Experience 1 Grades K – 2 Lesson 33

Students write words or sentences for eachstep in the formation of a fossil. Studentsshould put the steps in order of how adinosaur fossil forms. They should listexamples of when an animal does notbecome a fossil. Give an example of ananimal or plant part that does not becomea fossil. Tell one example of a rare fossiland how it can be used to learn about thepast.

It is fun but not easy to get fossils out of theground and into the lab for preparation.When dinosaur fossils are found, the firstthing scientists do is make a map of thesite so they can keep track of where everyfossilized bone was found. Then they startdigging. Fossilized bones are wrapped inplaster to keep them snug for shipment tothe lab. These plaster jackets are called“field jackets.” Scientists also like to studythe matrix — the rock around the fossilizedbones — for clues.

When all the fossilized bones are cleanedand put together, scientists must determinea way to mount the skeleton for display.Usually they make a special frame thatholds all the fossilized bones in place. Formissing fossilized bones, they make a cast— using plastic and rubber — of fossilizedbones from other dinosaur skeletons. Theyalso need to decide how the skeleton willbe posed: will it be running or standingstill, eating or fighting? The final result is anamazing display!

Paleo-pointsfor the teacher Step 1 Life The dinosaur is alive and growing.

Step 2 Death The dinosaur dies.

Step 3 Sediments Sediments quickly cover the dinosaur.

Step 4 Time Over a long time more sediments settle on the dinosaur.

Step 5 Fossilization Water, sand and minerals fossilize the dinosaur.

Step 6 Exposure The fossil remains are revealed and found after wind and water remove layers of sediment.

How a Dinosaur Fossil Forms

Bonus: Digging deeper!Several commercial dinosaur dig kits areavailable for purchase at The Children’sMuseum Store or to borrow from theTeacher Resource Link on the museum’sWeb site. Students will enjoy workingtogether on a simulated dig. Visit TheChildren’s Museum Web site to seeteachers and paleontologists digging fordinosaur bones. Plan a trip to Dinosphere,where your class can participate in a simu-lated dig.

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This prehistoric 3-D dinosaur puzzle can be reassembled only if paleontologists made goodwritten notes in their field journals.

What happens when The Children Museum finds a fossil?

Brooms, glue and small dental picks are usedto uncover a vertebrate fossil.

Grades K – 2


EXPERIENCE 2 — FOSSIL SKELETONS: OBSERVING, MAKING AND LEARNING


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Bambiraptor fenbergi is a small birdlike dinosaur with a very large brain case.

T. rex ruled the Cretaceous world 65 millionyears ago! Just look at the size of Stan, theDinosphere T. rex. A close examination ofStan’s fossilized bones and fierce clawsand teeth explains why T. rex is called the“Terrible Lizard King.”

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lisDinosaur skeletonsVisit the Dinosphere Web site to seeamazing skeletons of fossilized dinosaurbones. The Children’s Museum dinosaurskeletons are unique because realfossilized bones are on display. Fossilizedbone is much heavier than the cast replicasused in some exhibits. The real fossils aredisplayed so that visiting scientists canremove individual specimens for study. Themuseum replaces a borrowed fossil with acast replica, allowing visitors to enjoy andlearn from the exhibit while scientistsexamine the real fossil. Fourteen dinosaurskeletons are on display in Dinosphere.All but Stan the T. rex, one babyHypacrosaurus, one Leptoceratops, andthe two Bambiraptor specimens containreal fossilized bones. Bucky, made fromreal fossilized bones, is a unique skeletonof a teenage T. rex.

In this experience students explore howfossilized bones are assembled to learnabout dinosaurs. They make observations,draw diagrams and share their findings.They compare fleshed-out dinosaurs withskeletons of dinosaurs.

All that is missing from this two-clawedGorgosaurus hand is blood, muscle and skin.

Grades K – 2 Experience 2 Lesson 33

FocusQuestions


l How would you describe a dinosaur skeleton?l What does “fleshed-out” mean?l What is the difference between a skeleton and

a fleshed-out drawing?l If the dinosaur skeleton is big, was the

dinosaur big?

l Listen to and look at information in a dinosaur book.l Observe and examine fossils.l Match a skeleton to a dinosaur drawing.l Construct paper dinosaur skeletons.

Grades K – 2


Experience 2 Kindergarten Lesson 33EXPERIENCE 2 — FOSSIL SKELETONS: OBSERVING, MAKING AND LEARNING

Dinosaur Flesh and Bones

DIG IN ...

1. Read aloud Bones, Bones, DinosaurBones by Byron Barton. Emphasizethe difference between the picturesof dinosaurs that have skin andmuscle (fleshed-out) and those thatshow skeletons.

2. Make copies of the skeletondiagrams found in the resourcesection of this unit of study and onthe Zoom Dinosaurs Web site. Givecopies to students.

3. Have them match the skeletonswith pictures of the actualdinosaurs.

4. Visit skeleton information Web sites,such as “Bones — An Exhibit InsideYou” on The Children’s MuseumWeb site, to see what other animalbones and skeletons look like.

5. Extend the lesson by cutting severalof the skeleton drawings into pieces,mixing them up and then havingstudents reassemble them. Askstudents to refer to the completeddrawings for help.

l bonel skeletonl fleshed-out

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s Skeleton diagrams and fleshed-out drawings of Stan and Bucky(Tyrannosaurus rex) and Kelsey(Triceratops); Bones, Bones,Dinosaur Bones by ByronBarton.

Frannie, the Dinosphere’s Leptoceratops, has a beak-shaped mouth like her cousin Kelsey, theTriceratops.

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Science — 1.1, 2.2, 3.1, 6.1Language Arts — 7.1, 7.2, 7.3Math — 3.1, 4.2, 6.2, 6.3

FocusQuestions


l What can be learned by comparing fossils?l What can be learned about a dinosaur fossil?l Do the bones and skeleton of a dinosaur

show how it looked?

l Observe drawings of fossils.l Compare and contrast dinosaur skeletons and fleshed-out drawings.l Make drawings and write about dinosaurs.l Simulate a dinosaur X-ray with paper and pencil.

Grades K – 2



X-ray Dinosaurs

DIG IN ...

1. Complete the Kindergarten experi-ence in this lesson prior to thisactivity. Read Tyrannosaurus Rexby Daniel Cohen to the class toprovide additional T. rex back-ground.

2. Provide students with drawings ofdinosaur skeletons to study.

3. Pass out copy paper. Havestudents trace a dinosaur skeletonon one side of a sheet of paper.Then have them retrace theskeleton with a pencil or markerdark enough to be visible throughthe other side of the paper.

4. Have students turn their drawingsover and draw the true outline ofthe fleshed-out dinosaur on theother side of the sheet. Let themlightly color the skin and muscles.

5. Students can place their drawingsagainst an outside window orhold them up to a light to see theskeleton showing through fromthe other side, like an X-ray.

6. Extend the experience by allowingstudents to repeat the activityusing pictures of skeletons fromthe other Dinosphere dinosaurs.

l model — a representation thatis both like and different from thereal thing.

l fossil

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This giant plant-eater was named Triceratops (“three-horned face”) by Othniel Marsh in 1889.

Grade 1 Experience 2Lesson 33

l X-ray

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Science — 1.1, 2.4, 2.5, 2.6, 2.7, 5.2, 6.1Language Arts — 7.9, 7.11Math — 4.3, 6.2

FocusQuestions


l Can a model be used to learn about dinosaurs?

l What can be learned by comparing fossils?

l What can be learned about a dinosaur fossil?

l Observe drawings of fossils.l Compare and contrast dinosaur skeletons and drawings.l Make drawings of and write about dinosaurs.l Create and pose a dinosaur model with movable parts.l List different actions or movements of a dinosaur.

Grades K – 2



Make a Dinosaur Model

DIG IN ...

1. Pass out skeleton drawings ofDinosphere dinosaurs. Providestudents with books and Websites showing other dinosaurskeletons.

2. Provide students with drawingsof fleshed-out dinosaurs or havethem make their own.

3. Compare skeleton drawings tofleshed-out drawings.

4. Cut up several of the skeletondrawings, mix up the pieces, andhave students work in groups toreassemble the dinosaurs. Theycan check their finished work byusing Web site resources.

5. Give the students brass fastenersto be used as joints for the paperskeletons. This will make theskeleton articulated, whichmeans the bones are joinedtogether and move. This willenable the dinosaur to be posedin different positions.

6. Ask students to list in their DinoDiaries what actions thedinosaurs can do. These mayinclude eating, walking, fighting,climbing and sleeping.


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l fossill skeletonl dinosaur

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Experience 2 Grade 2 Lesson 33

A paper model helps students learn where bones are located in the skeleton and how dinosaursmoved and stood.

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Grades K – 2


Grades K – 2 Experience 2Lesson 33

DinoWeb sites

Dino Diary Dino books


l Barton, Byron. Bones, Bones, DinosaurBones. New York: HarperCollins, 1990.A story about looking for, finding andassembling some dinosaur bones.

l Cohen, Daniel. Tyrannosaurus Rex.Mankato, Minn.: Bridgestone Books,2001. Simple and clear informationabout the life and habits of T. rex.


l Relf, Patricia with the Sue ScienceTeam of The Field Museum. A DinosaurNamed Sue: The Story of the ColossalFossil. New York: Scholastic, 2000. Adetailed description of Sue, the mostcomplete T. rex.


Dinosphere museum link:When you visitStudents will be able to see real fossilbones in Dinosphere. Students can followthe journey a fossilized bone takes fromthe dig site to the museum. The varioussteps are outlined in Dinosphere and onThe Children’s Museum Web site. In themuseum’s Paleo Prep Lab students willbe able to touch real fossilized dinosaurbones and meet people who work onfossils. Dinosphere has many areaswhere students can explore dinosaur fossilsand help to uncover fossilized bones in asimulated dig site.

Dinosaurs at Kid Siteshttp://www.kidsites.com/sites-edu/dinosaurs.htm

Dinosphere Paleo Preb Lab link on TheChildren’s Museum Web site showshow a fossil is prepared.http://www.childrensmuseum.org

Zoom Dinosaurs skeletons linkhttp://www.enchantedlearning.com/subjects/dinosaurs/anatomy/Skeleton.shtml

At the end of each class period studentswrite and draw under the heading Today Idiscovered … in their diaries. Entriesinclude drawings and descriptions offossilized dinosaur bones, claws and teeth.

Scientists have not always known how thefossilized bones of dinosaurs fit together.The first try at assembling an Iguanodonresulted in a hand spike incorrectly placedon its nose as a horn. The famous “BoneWars” rivalry between Othniel C. Marshand Edward D. Cope in 1877 was startedover the misplaced bone in the long neckof a plesiosaur, a marine reptile. Thenatural rivalry between these two dinosaurhunters escalated into a feud that lasted alifetime. Mistakes were often made, buthundreds of new discoveries were alsomade. Some of the past mistakes can becorrected by using science to study thefossil clues. For more information about the“Bone Wars” and the early days of paleon-tology, visit the Web sites listed in theresource section of this unit of study.

Bucky, a T. rex. The shaded bones are realfossils.

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Make itfossilizeKindergarten — Students matchskeleton bones to a drawing of adinosaur. They create their owndinosaur puzzles by cutting apartdiagrams and putting them backtogether. Students can match fleshed-out dinosaurs to skeleton drawings.

Grade 1 — Students create amodel of a dinosaur showing theskeleton.

Grade 2 — Students create anduse a model of an articulated dinosaur,and list different dinosaur actions ormovements.

Grades K – 2


Experience 2 Grades K – 2 Lesson 33Bonus:Digging deeper!After completing the activities in theselessons, some students can explore moreabout dinosaur skeletons and fossils boneswith the following activities.

Tyrannosaurus rex1. Divide the class into groups of three or

four.2. Hand out T. rex skeleton diagrams to

each group along with a box ofwooden toothpicks, 10 or more craftsticks, a centimeter ruler, copy paperand glue.

3. Ask each group to study the T. rexdiagram and make observations intheir Dino Diaries about the skeleton.Have them measure its length andwidth in centimeters and record themeasurements in their journal. Allowtime for the group to share informationand talk about their observations.

4. Have them match up toothpicks andcraft sticks to the bones on thediagram. Show them how the tooth-picks and craft sticks can be broken tomatch the size of the bones in thediagram. Instruct them to use theircentimeter rulers to help get the rightsizes.

5. Place the T. rex skeleton diagramunder a blank piece of paper so thatthey are able to see through to theskeleton underneath. Have them usethe glue, toothpicks and craft sticks tobuild a model of the skeleton.Encourage them to use the centimeterruler and diagram to check theirprogress. Share the finished modelswith the class.

Students can use wire and clay to make a3-D model of their dinosaurs. Use pipecleaners or bell wire to construct a simpleframe. Make sure to have students weargoggles when working with wire. Add clayor play dough to the frame to make afleshed-out dinosaur.

Dino fun — T. rex Cretaceous Treat

Scientists continue to study and debatewhat T. rex ate and how he used his teeth.Some think that the strong serrated teethwere used for tearing flesh, and others saythey were for crushing bones. A 25-cmbanana-shaped tooth is impressive by anystandard. You can have some fun makingan edible T. rex tooth. All you need are afew ingredients and a visit to theDinosphere Web site to see close-upphotos of T. rex teeth for the model of yourCretaceous treat.

Ingredients: bananas (one half perstudent), craft sticks, white and darkchocolate, 2 pans, wax paper, heatsource and freezer.

1. Peel the bananas.2. Cut each one in half across the diameter.3. Insert a craft stick in the cut end of

each banana half.4. Place on wax paper and freeze

overnight.5. Melt white and dark chocolate in sepa-

rate pans.

6. Carefully dip the pointed end of thebanana in the white chocolate first,covering the length of the piece.

7. Students must count the CretaceousPeriod by fives to allow the chocolateto cool. For example: 5 Cretaceous, 10Cretaceous, 15 Cretaceous — all theway to 65 Cretaceous million yearsago.

8. When the white chocolate is cool, dipthe pointed end of the banana into thedark chocolate almost all the wayback to the cut end to make it look likethe strong enamel part of a T. rex tooth.(Try using a fork to sculpt serrations onthe backside of the tooth.)

9. Let the chocolate cool again and thenenjoy the Cretaceous treat.

There is nothing to be afraid of when youare biting and chewing on a T. rex — aslong as it is not the other way around!

Grades K – 2


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Lesson 44

Science is all about questions. Often allthat is learned from a scientific investiga-tion is that there are many more questionsthan answers. In the study of dinosaursthere are many great questions still toinvestigate. One of the biggest mysteries iswhat happened to the big dinosaurs. Did

they die gradually or at the same time in ahuge catastrophic event? Did they alldisappear at the same time all over theearth? Some scientists think that somesmaller dinosaurs survived and evolved intobirds. In this exercise students will exploretheories about why dinosaurs are not heretoday. They may not come up with newanswers but they may think of new ques-tions. Asking questions is what science isreally all about.

ExtinctionWhat happened to the dinosaurs? Studentsuse fossil clues and observations to under-stand dinosaurs. Students will learn majortheories about why dinosaurs are not alivetoday. They will also learn why somescientists believe that dinosaurs may berelated to today’s birds. Students will learnthat paleontologists are scientists whostudy dinosaurs. Students role-play tolearn about the discoveries of famous pale-ontologists.

Introduce this lesson by reading The MagicSchool Bus in the Time of the Dinosaurs byJoanna Cole, and join Mrs. Frizzle and herclass on a fun dino adventure tour of theMesozoic Era.

Discovering a dinosaur fossil can ignite a lifelong passion for learning in a young scientist.

Grades K – 2

Lesson 4

What Happened tothe Dinosaurs?


FocusQuestions


l What happened to the dinosaurs that madethem go away?

l What is one unanswered question aboutdinosaurs?

l Who discovers information about dinosaurs?l How can someone learn more about

dinosaurs?

l Ask one or more questions about dinosaurs.l List more questions than answers.l List more questions from one question.l Give examples of different jobs used to learn about dinosaurs.

Grades K – 2


EXPERIENCE 1 —QUESTIONS AND CLUES

Dinosaur Questions

DIG IN ...

1. Talk to your students about whatscientists have learned aboutdinosaurs. Emphasize thatalthough they have learned muchabout dinosaurs, there are manymore things scientists do notknow.

2. Tell your students that scientistslike questions. They use questionsto help them better understand theworld. Students can do the samething. Ask your class to thinkabout dinosaur questions theywould like to explore. Reviewsome of the dinosaur topics theclass has already covered.

3. Ask the class what would theylike to know about dinosaurs. Turnthese questions into a “DinosaurQuestions” chart with the class.

4. Select books, such as those listedin this unit of study, to helpstudents find the answers to theirquestions. Some of the questionsmay be answered using resourcematerials from this unit or theDinosphere Web site. Other ques-tions scientists may still be tryingto answer.

5. Ask students to share theiranswers. Tell them that somedayanswers may come from someonein the class who grew up reading,writing, using numbers andlearning science.

6. Allow time for students to drawpictures in their Dino Diaries ofwhat a person might look likesearching for answers aboutdinosaurs.

Experience 1 Kindergarten Lesson 44


Science — 1.1, 1.2Language Arts — 5.1, 5.2, 7.2

l paleontologist — a scientistwho studies ancient life fromfossils, including plants, inverte-brates (animals without back-bones) and vertebrates (animalswith backbones).

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Computer access; chart paperor chalkboard; Dino Diaries;books such as What Happenedto the Dinosaurs? by FranklynBranley and The Magic SchoolBus in the Time of theDinosaurs by Joanna Cole.

l volcanol extinctl uniquel common

l ideal climatel meteorite

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The back of the frill, or hood, of the Triceratopshas many grooves for blood vessels. Thisdetail may help solve the mystery of how thefrill was used.

FocusQuestions



l Do dinosaurs have descendants living today?l Who discovers information about dinosaurs?l How can someone learn more about dinosaurs?

l Give one or more reasons why dinosaurs are not alive today.l Give examples of how anyone can study dinosaurs.l Define one or more parts of the word paleontology.l Define one or more activities of a paleontologist.

Grades K – 2


EXPERIENCE 1 —QUESTIONS AND CLUES

What Happened tothe Dinosaurs?

DIG IN ...

1. Talk to your students about whatscientists have learned aboutdinosaurs. Emphasize thatalthough they have learned muchabout dinosaurs, there are manymore things scientists do notknow.

2. Tell your class that scientists arealso trying to answer the question,“What happened to thedinosaurs?” The harder they try toanswer that question, the morenew questions are found.

3. Read What Happened to theDinosaurs? by Franklyn Branley tointroduce students to some of thepopular theories about the end ofdinosaurs.

4. As you read make a list of theideas presented in the book.Make a “What Happened to theDinosaurs?” chart with the class.Review what you have studiedand work with the class to sharetheir ideas. Students should start alist in their Dino Diaries.

5. Ask students to propose theiranswers. Tell them that somedayanswers may come from someonein the class who grew up reading,writing, using numbers andlearning science.

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Computer access; chart paper orchalkboard; Dino Diaries. WhatHappened to the Dinosaurs? byFranklyn Branley.


Scientists carefully study modern birds tobetter understand what happened todinosaurs at the end of the CretaceousPeriod. Evidence suggests a commonancestry between birds and dinosaurs. Somescientists believe dinosaurs are not extinctbut have adapted and evolved into birds.


Science — 1.1.2, 1.4.4Language Arts — 2.7, 4.1, 5.5, 7.2

l paleontologist — a scientist whostudies ancient life from fossils,including plants, invertebrates(animals without backbones) andvertebrates (animals with back-bones).

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FocusQuestions



l What do scientists use as evidence for adinosaur theory?

l How can someone learn more about dinosaurs?

l List three or more reasons why dinosaurs are not alive today.l Understand that anyone can study dinosaurs.l Demonstrate how a fossil clue can support a theory.


Grades K – 2 LessonLessonLesson 11EXPERIENCE 1 —QUESTIONS AND CLUES

Dinosaur Theories

DIG IN ...1. Talk to your students about what

scientists have learned aboutdinosaurs. Emphasize that althoughthey have learned much aboutdinosaurs, there are many morethings scientists do not know.

2. Tell your class that scientists are alsotrying to answer the question, “Whathappened to the dinosaurs?” Theharder they try to answer that ques-tion, the more new questions arefound.

3. Read What Happened to theDinosaurs? by Franklyn Branley tointroduce students to some of thepopular theories about the end ofdinosaurs.

4. As you read make a list of the ideaspresented in the book. Make a “WhatHappened to the Dinosaurs?” chartwith the class. Review what theyhave studied and work with the classto share their ideas. Discuss with theclass how people create and use atheory to help explain a set of facts.Give examples of theories thatstudents can understand. Forexample: Students who wash theirhands three times a day have fewercolds than those who wash fewertimes. A prior investigation and datawould be needed to support thistheory.

5. Visit the Dinosphere Web site andresearch what scientists thinkhappened to the dinosaurs. Thereare four main theories to explore:

1) climate change2) comet or asteroid3) increased volcanic activity4) survival as relatives of birds

6. Ask students to propose their answersin their Dino Diaries. Tell them thatsomeday answers may come fromsomeone in the class who grew upreading, writing, using numbers andlearning science.

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s Computer access; chart paper orchalkboard; Dino Diaries; WhatHappened to the Dinosaurs? byFranklyn Branley and The MagicSchool Bus in the Time of theDinosaurs by Joanna Cole.

Experience 1 Grade 2 Lesson 44


Science — 2.1.3, 2.1.4, 2.1.5, 2.3.1, 2.4.4Language Arts — 2.7, 5.6, 7.1, 7.3, 7.11

l paleontologist — a scientistwho studies ancient life fromfossils, including plants, inverte-brates (animals without back-bones) and vertebrates (animalswith backbones).

l theory — a generally acceptedexplanation of a set of facts orobservations.

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Volcanic eruptions change the land and the atmosphere.



Grades K – 2


Grades K – 2 Experience 1Lesson 44

DinoWeb sites

Dino Diary

Dino books



Museum of Paleontologyhttp://www.ucmp.berkeley.edu/index.html


Dinosphere museum link:When you visitDinosphere contains the latest informa-tion from today’s leading paleontologistsabout what may have happened to thedinosaurs. Visitors can learn more informa-tion at the many computer learningstations. There are labels and activities thatexplore extinction theories and the mostrecent trends in learning about dinosaurs.Visit either the Dinosphere or TheChildren’s Museum Web site to learnmore.

l Barrett, Paul. National GeographicDinosaurs. Washington, D.C.: NationalGeographic Book, 2001. A comprehen-sive look at dinosaurs in an easy-to-usemanner organized by age and type.

l Branley, Franklyn M. What Happenedto the Dinosaurs? New York: Thomas Y.Crowell, 1989. Easy to understandreasons for dinosaur extinction theories.

l Cole, Joanna. The Magic School Bus:In the Time of the Dinosaurs. New York:Scholastic, 1994. Mrs. Frizzle and herclass go on a Dino adventure tour ofthe Mesozoic Era.

l Currie, Philip J. and Eva B. Koppelhus.101 Questions About Dinosaurs.Mineola, N.Y: Dover Publications, 1996.Answers to children’s frequently askedquestions about dinosaurs.

l Fiffer, Steve. Tyrannosaurus Sue. NewYork: W.H. Freeman, 2000. The story ofthe most complete T. rex ever found,told with historical background informa-tion about dinosaur hunting.


l Paul, Gregory S., ed. The ScientificAmerican Book of Dinosaurs. NewYork: St. Martin’s Press, 2000. A surveyof current topics, knowledge andanswers about the prehistoric era fromthe best minds in paleontology.

Students use their diaries to write ques-tions they have about dinosaurs. They canalso begin to collect information, wordsand drawings about the paleontologiststhey study. End each class period withtime to make drawings and observationsunder the heading Today I discovered …in their diaries.

Make itfossilizeKindergarten — Students state orwrite one or more questions aboutdinosaurs. Create and use a “DinosaurQuestion” chart that students can referto throughout the unit and the schoolyear.

Grade 1 — Students create lists ofquestions about dinosaurs. They definepaleontology as the study of fossils,and paleontologist as a scientist whostudies fossils.

Grade 2 — Students give three ormore ideas about why dinosaurs areextinct. They begin to recognize fossilclues as evidence in a scientific theory.

Grades K – 2


Experience 1 Grades K – 2

Students may enjoy researching and listingtheir “Top Dinosaur Extinction Theories” toshare with the class. After reasons areselected the class can put them in order ofleast likely to most likely. They will enjoymaking up their own reasons, howeverfanciful, to add to the list. Encouragestudents to use their imaginations.

Lesson 44


Bonus:Digging deeper!

Review the theories that students listed.Tell the class that scientific theories haveevidence or data to support them.Scientists do not say, “Because I said so.”Instead, scientists show evidence and datato support their ideas. The class can start toexamine the ideas about what happenedto the dinosaurs, focusing on the evidence.Put the following chart on the board. Themain ideas listed are some of the strongest.Information about these theories ispresented in Dinosphere. Students will beable to find many more. Encourage them tolook at the evidence or data for each theoryand to ask more questions.

Younger students may not be able tounderstand extinction. Science explainsthat extinction is a normal process andevery year some species become extinct.At the end of the Mesozoic Era a largeextinction event occurred. However, it wasnot the first. Evidence suggests that muchlarger extinctions occurred prior to theDinosaur Age. Students may agree with,disagree with or not understand evolutionand its importance to adaptation. You canapproach both extinction and evolution ina manner that allows students to ask ques-tions. Science supports asking questions.Studying dinosaurs excites children andencourages them to learn.

Theory or idea Evidence that supports theory

Dinosaurs were killed when:

A meteorite hit Earth Layer of chemicals in soil

Great volcanoes erupted Large lava fields around world

Geological changes Climate changes, seasonal changes, new plantsoccurred and animals

Dinosaurs are not extinct:

Some dinosaurs evolved More than 60 similarities between birds and into modern birds dinosaurs

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Millions of years ago these ribs surrounded astomach filled with Cretaceous plants.

Grades K – 2


Lesson 44

Sir Richard Owen, Robert Bakker andBarnum Brown were dinosaur hunterswhose discoveries rocked the world ofpaleontology. In this experience studentslearn about the people who have discov-ered and named dinosaurs. Students learnthat paleontology draws upon a diversegroup of scientists. Through research andreports students learn about the skills andeducational background needed to be anofficial fossil hunter, a paleontologist.


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Paleontologist Peter Larson examines dinosaur bones at the Bucky dig site. Fossil bones onthe surface hint at the treasure below.

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Paleontologists keep precise records in orderto be able to reassemble fossils into acomplete dinosaur.

Grades K – 2 Experience 2

EXPERIENCE 2 — PALEONTOLOGISTS

At The Children’s Museum Paleo Prep Lab you can join into help make dinosaur discoveries.

FocusQuestions


l Who discovers information about dinosaurs?l What is a paleontologist?l How can someone learn more about

dinosaurs?

l Describe an activity of a paleontologist.l Demonstrate an activity of a paleontologist.l Role-play a paleontologist.

Grades K – 2


Experience 2 Kindergarten Lesson 44EXPERIENCE 2 —PALEONTOLOGISTS

Paleontologists:Can You Dig It?

DIG IN ...1. Introduce the word paleontologist to

the class. Decode the word into itsparts: paleo, old or ancient; olog,study of; and ist, a person. A pale-ontologist is a scientist who studiesancient life from fossils, includingplants, invertebrates (animalswithout backbones), vertebrates(animals with backbones) andbacteria. Ask the class if they canname a person who is a paleontolo-gist and describe what his or her jobis like.

2. Create a “Paleontologist Dig” in theclassroom. Use a sand table, plasticstorage box or wading pool. Fill thecontainer with play sand and plasticmodels — both skeletons andfleshed-out figures — and rocks.

3. Supply the dig center with the digtools listed above.

4. Allow small groups to work the site.They can dig, draw, research andthen re-bury the finds for the nextgroup.

5. Have older students or volunteerswrite stories to go with the picturesin the students’ Dino Diaries. Takephotos of students at work in thePaleontologist Dig to show that anyperson can participate in scienceactivities.

6. Visit the Dinosphere Web site toview photos of a real dig. Studentscan see teachers digging andpreparing fossils for the museum.

l paleontology — the study ofancient life from fossils, includingplants, invertebrates (animalswithout backbones), vertebrates(animals with backbones) andbacteria.

l paleontologist — a scientistwho studies fossils.

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Dinosaur Hunters andImportant Dates in DinosaurDiscovery resource materialfrom this unit; Dino Diaries;computer access; constructionpaper and markers; handheldmagnifying lens; brushes, craftsticks and screens or aquariumnets; goggles, pith helmets,vests; sketch pad and pencil;dinosaur identification books;and replica fossil cast from thedinosaur kit.

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Eva Koppelhus and Phillip Currie are paleon-tologists whose work helps others study andprepare fossils.


Science — 1.1, 1.2Language Arts — 4.3, 5.1, 5.2, 7.3Math — 3.1, 6.2, 6.3Social Studies — 4.2, 4.3

FocusQuestions


l Who discovers information about dinosaurs?l Who discovered a dinosaur?l How can someone learn more about

dinosaurs?

l Describe an activity of a paleontologist.l Role-play a paleontologist.l Name an important paleontologist.l List one or more significant discoveries of a paleontologist.

Grades K – 2


EXPERIENCE 2 —PALEONTOLOGISTS

Paleontologists:Scientists Are PeopleJust Like You

DIG IN ...

1. Review Kindergarten Experience 2and adapt it to your classroom.

2. Select three paleontologists fromDinosaur Hunters, found in theunit of study resource material.Read their descriptions aloud tothe class. Use reference books andWeb sites to find photos and moreinformation about each scientist.Ask the class to listen in order tolearn about their lives, scientificcontributions and importantdiscoveries. Emphasize that at onetime these paleontologists wereyoung students using science andfossils to learn about dinosaurs.

3. Discuss how a paleontologist canbe a man or woman from anycountry. Paleontologists share alove for science and discovery.Ask students to take notes or writedown important facts in their DinoDiaries.

4. Students work together in groupsof three or four to create postersabout one of the three paleontolo-gists. The poster includes some ofthe following information: thescientist’s name and nationality,and the date and a drawing ofone or more of his or her impor-tant discoveries. Use dinosaurreference books for more informa-tion.

5. Display the finished posters in theclass.

l paleontology — the study ofancient life from fossils, includingplants, invertebrates (animalswithout backbones) and verte-brates (animals with backbones)and bacteria.

l paleontologist — a scientist whostudies fossils.

l contributionl discoveryl biography

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A giant mold is needed to make a cast of agiant dinosaur.


Science — 1.1.3, 1.2.7Language Arts — 2.3, 2.7, 5.4, 6.2, 7.1, 7.5Math — 5.6Social Studies — 4.2, 5.2

FocusQuestions


l Who discovers information about dinosaurs?l Who discovered a dinosaur?l How can someone learn more about

dinosaurs?l When did people first learn about dinosaurs?l Which dinosaur was found first?

l Describe an activity of a paleontologist.l Role-play a paleontologist.l Name an important paleontologist.l List one or more significant discoveries of a paleontologist.l Place in chronological order two or more dinosaur discoveries.

Grades K – 2


Experience 2 Grade 2 Lesson 44EXPERIENCE 2 —PALEONTOLOGISTS

Paleontologists:Make Discoveries!

DIG IN ...1. Review the previous experiences in

this lesson and adapt them to yourclassroom.

2. Select paleontologists fromDinosaur Hunters, found in theresource material in this unit. Readtheir entries aloud to the class. Askstudents to write facts and makedrawings about what they learn intheir Dino Diaries.

3. Use reference books and Web sites tofind photos and more informationabout each scientist. The class listensin order to learn about their lives,scientific contributions and importantdiscoveries. Emphasize that the scien-tists were once young students usingscience and fossils to learn aboutdinosaurs. Discuss how a paleontolo-gist can be a man or woman fromany country. Paleontologists share alove for science and discovery.

4. Make teams of three or four studentseach. Assign a different paleontologistto each team. Have older students orvolunteers help the groups read andlearn about the scientists.

5. Students work together to createposters about their paleontologist.The posters should include four mainitems: the paleontologist’s name andnationality, and the date and adrawing of one or more of his or herimportant discoveries. Ask eachgroup to show their poster and give ashort report to the class.

6. Ask the students to display theposters in chronological orderaccording to when the paleontologistmade his or her discoveries.

l paleontologist — a scientist whostudies fossils.

l contribution l discoveryl biography

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s Dinosaur Hunters and ImportantDates in Dinosaur Discoveryresource material from this guide;Dino Diaries; computer access;construction paper and markers.

Many workers with diverse skills are needed to prepare a dinosaur for display.

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Science — 2.1.5Language Arts — 2.5, 5.2, 5.5, 5.6, 7.11Math — 5.10Social Studies — 5.5

Grades K – 2


Grades K – 2 Experience 2Lesson 44DinoWeb sites

Bonus:Digging deeper!

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Dino DiaryMake sketches of paleontologists at work.Label the tools they are using, the site orlocation, and the subjects they are workingwith. Students should put a caption undereach drawing listing the names of the pale-ontologists.

Fossil Halls, American Museum of NaturalHistoryhttp://www.amnh.org/exhibitions/Fossil_Halls/fossil-halls2.html

Great Fossil Hunters of All Timehttp://www.enchantedlearning.com/subjects/dinosaurs/

Sternberg Museum of Natural History (unof-ficial virtual tour)http://www.oceansofkansas.com/Sternbrg.html

Dinosphere museum link:When you visitDinosphere contains the newest informa-tion about dinosaurs from today’s leadingpaleontologists. Visitors can learn moreinformation at the many computer learningstations. There are labels and activities thatexplore extinction theories and the latesttrends in learning about dinosaurs. VisitDinosphere or The Children’s MuseumWeb site to learn more.

Carefully clearing a fossil helps to preserve clues about the animal.

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Paleo-pointsfor the teacherStudents may think that the only job ofa paleontologist is to dig up fossilizedbones. However, the field is diverse.Paleobotanists study plants and sedimen-tologists study the soil found with fossils.Another paleontologist may spend yearslearning how leg and hip bones worktogether. There are many different areas formen and women to pursue in the field ofpaleontology. In the National Geographicarticle “Dinosaurs: Cracking the Mystery ofHow They Lived” (March 2003), manydifferent and specialized paleontologistsand their work are featured.

Use the information about paleontologiststo create a display showing scientists atwork. Select one important discovery andrecreate it in the classroom. Students willenjoy bringing in dolls, toy jeeps and otheritems for the dig site. Take a trip outdoors tocollect twigs, rocks and grass to use in thedisplay. Use soils, sand and plaster tocreate the dig site. Present student postersand drawings with the display.

Make itfossilizeKindergarten — Students writewords or draw pictures about the activi-ties of a paleontologist and describetools that are used. They name avariety of people, including themselves,who can participate in science activities.

Grade 1 — Students identify one ormore paleontologists and can list one ormore facts about them.

Grade 2 — Students identify one ormore paleontologists and can list one ormore facts about them. Students canplace dinosaur discoveries in chronolog-ical order.

All Grades — Ask students toshare what they have learned withtheir families. Use the Internet to searchfor dinosaur sites or dig opportunities forfamilies. Plan a visit to The Children’sMuseum or a dinosaur dig site.Encourage students and their families towrite a letter to a paleontologist andshare their interest in dinosaurs andfossils.

FocusQuestions


l Who is Waterhouse Hawkins and what did he do?l Who is Richard Owen?l What are some ways to share knowledge with others? l Where can someone learn more about dinosaur art

and exhibits?

l List the life events and achievements of Waterhouse Hawkins.l Create a small model of Dinosphere in the classroom.l Write and display information about dinosaurs to share with others.


Culminating Experience —Waterhouse Hawkins and theNano Dinosphere MuseumENDURING IDEA — FOSSILS ARE CLUES THAT HELP US LEARN ABOUT DINOSAURS.

Kindergarten, Grade 1 and Grade 2

Grades K – 2

In the book The Dinosaurs of WaterhouseHawkins by Barbara Kerley (illustrated byBrian Selznick), students are introduced toan amazing artist and dinosaur educator.In London in 1850 Waterhouse Hawkinscreated an exhibit that for the first timeallowed millions to see into the unknownworld of dinosaurs. Students will create anano, or small, classroom version of theCrystal Palace exhibit and The Children’sMuseum Dinosphere. Their diorama willdepict the dinosaurs, fossils and paleontol-ogists presented in this unit of study.


Dig

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s The Dinosaurs of WaterhouseHawkins by Barbara Kerley; artand craft supplies; plaster fossils;timeline; paleontologist reports;skeleton drawings; dinosaurmodels; Dino Diaries.

Dinosaur diorama

Culminating Experience

l Waterhouse Hawkins — A Britishartist and educator who worked withRichard Owen to build life-sizedinosaur sculptures. He also createddinosaur sculptures and artwork in theUnited States.

l Sir Richard Owen — A British scien-tist who coined the term dinosauriaand created the exhibit at the CrystalPalace featuring Iguanodon andMegalosaurus. This was the world’sfirst dinosaur theme park.

l nano — tiny, small. It comes fromthe Greek word for “dwarf.” Nano isused as a prefix in some words torepresent a one-billionth part, such as“nanometer,” which means onebillionth of a meter. In paleontologynano is used to describe a genus oftiny tyrannosaurs calledNanotyrannus.

Vocabulosaurus


Grades K – 2

Dino DiaryStudents should display their Dino Diariesnext to their Nano Dinospheres. Havestudents leave a blank section at the endof their journals for guests to sign-in.Classmates can write positive commentsabout each other’s displays in the journals,beginning with “Today when I visited theNano Dinosphere Museum I learned. …”

Dino booksl Kerley, Barbara. The Dinosaurs of

Waterhouse Hawkins, New York:Scholastic, 2001. The story of Victorianartist Benjamin Waterhouse Hawkins,who built the first life-size models ofdinosaurs in the hope of educating theworld about them.

ModelsThe Tiny Perfect Dinosaur — Kit, Bones,Egg & Poster Series: #1 Leptoceratops, #2Tyrannosaurus rex, #5 Triceratops, #7Hypacrosaurus. Kansas City, Mo.:Andrews McMeel Publishing, 1991–1999.

Paleo-points for the teacherStudents will enjoy seeing other dinosaurexhibits. Many virtual tours of dinosaurmuseums can be found on the Internet.Once your class has completed the proj-ects invite other classes in for a tour.

Bonus: Dig deeper!Make a timeline of the events ofWaterhouse Hawkins’ life. Include both thegood and the bad things that happened tohim. Ask the class for examples of timeswhen he worked hard and did not give upon his dream. Display the timeline with theclass projects.

Dinosphere museum link: Whenyou visitStudents can visit Dinosphere to see anexcellent dinosaur art collection — theJohn Lanzendorf Gallery of DinosaurImagery. On display are drawings,sketches, paintings and sculptures thatdepict all aspects of dinosaur life. Studentswho visit are inspired to make their NanoDinosphere a learning tool for the classand school.

Dino Web sitesArtwork of Waterhouse Hawkinshttp://rainbow.ldeo.columbia.edu/courses/v1001/dinodis3.html


Sternberg Museum of Natural History(unofficial virtual tour)http://www.oceansofkansas.com/Sternbrg.html

Strange Science — Art of BenjaminWaterhouse Hawkinshttp://www.strangescience.net /hawkins.htm

Virtual Tour of Dinosaur Exhibits,Smithsonian Museum of Natural Historyhttp://www.hrw.com/science/si-science/biology/animals/burgess/dino/tourfram.html

Dinosaur WebquestsThe Children’s Museum DinosphereWebquestshttp://www.childrensmuseum.org

Vince Vaccarella for CPE 542 —Technology in Educationhttp://www.lfelem.lfc.edu/tech/DuBose/Webquest /Vaccarella/WQPS_VV.html

Paramount Elementary School, RobinDavishttp://www.alt.wcboe.k12.md.us/mainfold/schoopag/elementary/paramount/class–webs/1/davisr/DinosaurWebquest.html

DIG IN ...1. Read aloud The Dinosaurs of

Waterhouse Hawkins by BarbaraKerley to the class. Discuss howHawkins followed his childhooddream of drawing animals. Askstudents to give examples of howscientists might use art to help peopleunderstand new ideas. What wouldpeople have thought about dinosaursif Richard Owen had not worked withWaterhouse Hawkins? Can a drawingor sculpture show an idea? Share thebeautiful artwork in the book.

2. Make a list of things that are easy tounderstand with art. The list couldinclude buildings, parks, inventionsand others. Make a list of things thatwords describe better, such aspoems, songs or rules.

3. Show students the last page of thebook and compare and contrast howboth Iguanodon and Megalosauruswere actually different from the realskeletons when they were found.Both models were created mostlyfrom fossilized teeth and a fewfossilized bones.

4. Share with the class the editor’s notesabout how the book was researched.

5. Visit the Dinosphere Web site tostudy the floor plan of the exhibit. Tellthe students to reread the story lineson the main scenes.

6. Ask them to create a story line fortheir Nano Dinosphere.

7. Visit other dinosaur museums viavirtual tours. At these sites studentswill see how other people havedisplayed fossils and dinosaurexhibits.

8. Take a Dinosphere Webquest tolearn more about the amazing worldof dinosaurs.

9. Ask students to make a sketch of afloor plan for their exhibit. Have eachstudent get his or her plan approvedbefore beginning work on the exhibit.Some students may prefer to work ingroups on one display. Encouragestudents to use their drawings andDino Diaries in the display. Studentscan use pizza boxes, poster board orcardboard boxes to house their NanoDinosphere Museum.

10. Present your class exhibit for othersto see. Invite parents, teachers andother students to visit your students’Nano Dinosphere exhibits.

Culminating Experience

LessonLessonLesson 11LessonLessonLesson 11

What Are Dinosaurs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56How Long Ago Did Dinosaurs Live?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Why Focus on the Cretaceous Period?. . . . . . . . . . . . . . . . . . . . . . . . . . 57What Is a Fossil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Classifying Plants and Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Dinosphere Dinosaurs — Background Information

Stan, Tyrannosaurus rex (South Dakota) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 – 62Bucky, T. rex (South Dakota) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 – 65Kelsey, Triceratops horridus (Wyoming) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 – 68Baby Louie, Oviraptor (China) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 – 72Maiasaura peeblesorum (Montana) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 – 74Gorgosaurus sp. (Montana) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 – 77Frannie, Leptoceratops sp. (Montana) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 – 80Hypacrosaurus stebingeri family (Montana) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 – 83Bambiraptor feinbergi (Montana) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 – 85Didelphodon vorax (South Dakota) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Dig Site Excavation Maps Kelsey, Triceratops horridus . . . . . . . . . . . . . . . . . . 87Dinosphere Dinosaur Classification Chart. . . . . . . . . . . . . . . . . . . . . . . 88Dinosphere Floor Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Dinosphere Scenes

Tyrannosaurus rex Attack Scene — Stan, Bucky and Kelsey . . . . . . . . . . . . . . . . 90 – 91Watering Hole Scene — Hypacrosaurus family, Leptoceratops. . . . . . . . . . . . . . . 92 – 93Predator or Scavenger Scene — Gorgosaurus, Maiasaura and Bambiraptor . . . . 94 – 95Dinosaurs Eggs, Nests and Babies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Dinosphere Fossil List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Important Dates in Dinosaur Discovery . . . . . . . . . . . . . . . . . . . . . . . . . 98Dinosphere Paleontologists and Advisers . . . . . . . . . . . . . . . . . . . . . . . 99Dinosaur Hunters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 – 100Dinosphere Unit of Study Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Dinosaur Videos and Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Dinosaur Web Sites and Webquests . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 – 104What’s in a Dinosaur Name? — Latin and Greek words . . . . . . 105 – 106Indiana Science Standards

Kindergarten, Grades 1, 2, 3, 4 and 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 – 111National Science Standards

Grades K – 4 and K – 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Dino Diary — Black Line Masters. . . . . . . . . . . . . . . . . . . . . . . . . . . 113 – 116

Resource Materials

Table of Contents

DinosphereDinosaurs

55

Resource Materials

Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study56

Dinosaurs are a special group of animals thatwere alive more than 65 million years ago.Dinosaurs are an extinct subclass ofArchosauria, the “ruling reptiles.” Other extinctreptiles include the flying pterosaurs and themarine plesiosaurs and ichthyosaurs. Livingreptiles include three orders: turtles/tortoises,crocodiles/alligators and lizards/snakes. Areptile is a member of the animal kingdomand has a backbone. Reptiles have scales and

claws, and develop from yolk-filled eggs thatare laid or mature inside the mother’s body.Many scientists are working to understand therelationship between dinosaurs and livinganimals such as birds. Today it is generallyaccepted that dinosaurs and birds share acommon ancestry. Some scientists believethat the dinosaurs are not extinct but haveslowly evolved into birds. Children can use asimple five-step rubric to identify a dinosaur.

It takes a large workspace to prepare aTriceratops skull that is more than 2 meterslong.

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The multiple openings in this skull help iden-tify it as a diapsid.

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1. are diapsids, which have two additional sets of openings in their skulls not

counting the nostrils or the eye sockets. All reptiles except turtles are diapsids.

2. were alive during the Mesozoic Era that lasted from 245 to 65 million years

ago. Geologists divide the Mesozoic Era into three distinct periods — Triassic,

Jurassic and Cretaceous.

3. had one of two types of hip joints, called bird-hipped or lizard-hipped.

4. held all four legs under the body, not out to the sides like modern lizards and

crocodiles.

5. moved and lived on land —did not live in the water or fly in the air.

If the animal meets all of these criteria, it is a dinosaur.

All dinosaurs:

How long ago did dinosaurs live?

What are dinosaurs?

It may be impossible for students to under-stand how long ago dinosaurs lived. It iseasier for adults to understand long periods oftime. A first-grader begins to understand howlong a school week is, but may not be ableto grasp a decade. A high-school studentunderstands the significance of being 18years old, but may not fully comprehend thetime span of a century. Many adults find ithard to imagine what the world was like10,000 years ago. Such a large amount oftime is difficult to put into perspective.Dinosaurs were alive during the Mesozoic Era

that started more than 245 million years agoand lasted for 160 million years. This meansthat the extinction of dinosaurs was complete61 million years before the earliest humanfossils, from 4 million years ago. JohnMcPhee coined the term “deep time” in 1981to help people understand the immensity thatis covered in geologic time. It is likely thatyoung students will have difficulty under-standing the Dinosaur Age. What can beunderstood is that dinosaur fossils are aston-ishing tools that excite children to learn aboutthe past.

220 152 149 127 106 65millions of years ago

Triassic Jurassic Cretaceous

Mesozic Era

Resource Materials


The Cretaceous world (144 – 65 millionyears ago) must have been a prettyamazing place. There were lots of differentkinds of dinosaurs, including the ones bestknown today, such as Tyrannosaurus rexand Triceratops. Dinosaurs lived all over theworld, even in the polar regions. There weresmall birdlike dinosaurs and huge, long-necked sauropods. It was during theCretaceous Period that the first floweringplants appeared, along with trees such asmaples, oaks and walnuts. What happenedat the end of the Cretaceous — a meteoritestriking the earth, erupting volcanoesor changing climates — continues to fasci-nate people today. This was the last periodof the Dinosaur Age. Almost half of all thedinosaurs known were alive duringthe Cretaceous Period. They includedIguanodon, Deinonychus, Hypsilophodon,Torosaurus and Saltasaurus. Many of thepresent-day continents were starting toform. The Western Interior Seaway coveredthe middle of present-day North Americafrom Alaska to Mexico, filling the land fromthe Rocky Mountains to western Iowa.

Also alive during the Cretaceous Periodwere dragonflies and other insects, frogs,turtles, crocodiles, fish and small mammals.Other non-dinosaurs swam the saltwateroceans and flew through the warm, moistskies. Marine reptiles included giantichthyosaurs, plesiosaurs, pliosaurs, andmosasaurs that lived on a diet of fish, squidand shellfish. In the air flew other fantasticcreatures that were not dinosaurs. Thepterosaurs, or flying reptiles, were as smallas crows or owls and others were giants.The Quetzalcoatlus flew with a wingspanmore than 12 meters long — bigger thansome airplanes. Pterosaur wings consistedof a thick layer of skin covering their fingersand hands. Plant life included ferns, cycads

(plants with huge fan-shaped leaves similarto pineapple plants) and evergreen trees. Atthe end of the Dinosaur Age broad-leavedtrees such as oaks and flowering plantssuch as the magnolia began to appear.Common grasses of today were not presentthen. The Cretaceous Period holds the fossilclues to solving the mysteries of thedinosaurs.

Why focus on the Cretaceous Period?

Ammonites are extinct mollusks from theMesozoic Era. Their fossilized shells are foundin great quantities and help to date otherfossils found nearby.

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An impression is left behind when a fossil is removed from the ground.

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What is a fossil?The word fossil comes from the Latin “dugup.” Scientists define fossil as preservedevidence of ancient life. Preserved meansthat ancient life has survived in a formrecognizable today. Many times but notalways, fossils are living things that havemineralized or turned to stone. A fossil canalso be an imprint of skin, a footprint hard-ened into rock, the hard parts of an insecttrapped in amber, the thin carbon layer of aleaf or the actual bones and tissues of amammoth. Evidence includes bones, teeth,claws, shells and any hard parts that havebecome mineralized. Most scientists agreethat a fossil must be 10,000 years or older toqualify as ancient life. Many living thingscan become fossils — plants, animals,single cell organisms and bacteria are allforms of life.

Often the terms dinosaur bone and fossil areused interchangeably. However, nodinosaur bones have survived intact fromthe Mesozoic Era — only fossilized dinosaurbones. Each bone has gone through a rareprocess where actual living tissue has beenreplaced or altered by minerals. Most plantsand animals do not become fossils becausethey are consumed as food! Animals eatplants and other animals to live. The process

of eating and digesting the food destroysmost chances for those food items tobecome fossils. However, some scientistshave become experts at learning whatclues can be found in dinosaur coprolite, ordung. The dinosaur fossils found so far repre-sent only a very small sampling of life in theMesozoic Era. Mud and water play animportant role in how living organismsbecome fossilized. Mud and water are asso-ciated with lakes, deltas, floodplains andshores — all areas that optimize the forma-tion of fossils. Many plants and animalsmay have lived in geographic areas andclimates that rarely support fossil formation.

Some organisms that were alive in theDinosaur Age are still living today. They are

called living fossils. Examples include croco-diles, turtles, cockroaches, ferns, coela-canths, horsetail rushes, ginkgos, spiders,dragonflies and horseshoe crabs. The fossilrecord is rich in opportunities to learn aboutthe past but much more lies buried, waitingto be uncovered. This helps to make diggingfor fossils an ongoing and exciting endeavorfor adults and children.

Dinosphere contains many examples ofCretaceous Period plants and animals otherthan dinosaurs. A complete list of exhibitfossils is located in the resource section ofthis unit.

Classifying plants andanimalsScientists classify all plants and animals,including dinosaurs, using the binomialsystem created by Swedish naturalist andphysician Carl von Linné (Carolus Linnaeus)in the 1750s. The binomial, or two-word,system uses one Latin or Greek word torepresent the genus and the second for thespecies. The system uses the followingmajor divisions to classify plants andanimals: Kingdom — Phylum — Class— Order — Family — Genus —Species

An easy way to remember the differentgroups is with this phrase: Kids Please Come Over For Great Science!

Dinosphere dinosaurs can be classifiedwith this system. The complete classifica-tion listing can be found on page 85.

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These pieces will need hours of preparation before the Gorgosaurus skull is ready for Dinosphere.

Kingdom Animalia (animals)Phylum Chordata (animals with spinal nerve cords)

Subphylum Vertebrata (chordates with backbones)Class Archosauria (“ruling reptiles”)

Subclass Dinosauria (extinct reptiles, “terrible lizards”)Order Ornithischia (beaked, bird-hipped plant-eaters)

Suborder Marginocephalia (fringed heads)Family Ceratopsidae (frilled dinosaurs, including horned dinosaurs)Genus Triceratops (three-horned face)Species horridus (horrible — describes the horns)

Kelsey – Triceratops horridus

Resource Materials


Stan —Tyrannosaurus rexOne full-size cast replicaskeleton in Dinosphere

BackgroundT. rex lived about 67 million years ago, andonly in the areas currently called the GreatPlains, or the western portions of NorthAmerica (the United States, Mexico andCanada). The “tyrant lizard king” speciesexisted for a span of 3 million years ofEarth’s history (30 times as long as modernhumans have existed so far). Life wastough at the top of the food chain. Despiteits reputation as a biting, slashing killer, T. rex lived on the edge. A tasty herd ofmigrating duckbills might not show up ontime. Without a ready supply of food, star-vation loomed. There were fights withpotential mates or rivals and woundsbecame infected and rapidly fatal. Diseasewas also a threat, including osteoarthritisand bone deformities that could makemovement painful and difficult. Families oftyrannosaurs may have helped each other,however. They may have cared for theiryoung and brought food to them in thenest. As the youngsters grew, they learnedhow to hunt from adults. Perhaps sleekteenagers served as a diversion to driveprey to waiting adults. Even growntheropods may have banded together tofind food. Large duckbills or a triceratopsmay have been too big for one carnivore totake on, but two or more could worktogether to attack and kill prey. T. rex hadother adaptations that helped it to hunteffectively. Forward-facing eyes couldquickly spot and focus on prey. An acutesense of smell located food, while stronglegs moved swiftly to the attack.

Why Stan is significant:CompletenessThe T. rex known as Stan probably has thebest preserved and most completedinosaur skull yet discovered anywhere inthe world. Nearly every fossilized bone ofStan’s skull was recovered during excava-tion. In addition, the skull was almostentirely disarticulated, meaning that eachfossilized bone was separated from theothers. Disarticulation allowed thefossilized bones to be preserved with littleor no distortion or crushing during millionsof years of burial. The disarticulation of thefossilized skull bones also provided scien-tists a unique ability to examine each indi-vidual specimen as well as to study eachone's connection and movement in rela-tion to the others. Thus, an entire newbody of knowledge has been acquiredabout the functions and kinetics (motions)of T. rex skulls and also of other largetheropod skulls. Forty-seven separatefossilized bones plus 35 loose fossilizedteeth were reassembled in the reconstruc-tion of Stan’s skull. Only two small skullbones from the inside of Stan's lower jawwere missing. The study and reconstruc-tion of these skull elements provided clearevidence that T. rex had the largest brain,the keenest eyesight and sense of smell,the strongest teeth and the most powerfuljaws of any other dinosaur identified todate.

Skull and brainThe brain was long and narrow, with well-developed olfactory bulb(s), optic nervesand auditory nerves. Hence, scientistsbelieve that the T. rex had extremely goodsenses of smell, sight and hearing. Theskull was deep and massive and featureda rather short snout. Forward-facing eyesprovided depth perception, which allowedthe T. rex to judge distance while moving.

Teeth and jawsA tyrannosaur’s mouth, teeth and jawswere specialized for biting and swallowingchunks of prey. More than 50 saw-edgedteeth, some as long as 12 inches, couldtear into flesh like knives. Bulging muscleson the skull enabled T. rex to twist its headand gulp down whole chunks of meat.And as teeth were shed, new teeth grew tofill the gaps. The jaws were narrow towardthe front but widened out to be broad atthe cheeks. The lower jaw was hinged atthe midpoint between the jawbone andthe chin to increase the size of the bite. Thejoint between the left and right mandibles(lower jaw) was moveable. Sharp teethwere up to 7 inches (18 cm) long, and thelargest teeth were shaped like saw-edgedsteak knives. The worn crowns on Stan’steeth indicate that T. rex ate tough, likelyfresh, meat rather than rotting carcasses(and thus was not just a scavenger but ahunter). The aging, long roots of older teethdissolved so that they could fall out and bereplaced by stronger new teeth. The upperteeth were curved and very sharp, likehuge scalpels. When eating, the T. rexprobably moved the lower jaw backwardso that the sharp lower teeth could tearthrough flesh while the upper teeth helddinner in place.

ArmsThe first complete Tyrannosaurus forearmswere found in 1988; before that discovery,the arms were thought to have beenweaker than they are considered now.Although T. rex arms were no longer thanhuman arms, one single arm was probablystrong enough to lift 400 pounds. Themuscular but short arms may havepropped up the dinosaur’s body as it rosefrom lying or crouching to standing. Thearms may also have been used as grap-pling hooks to fight and hold otherdinosaurs.

Dinosphere Dinosaurs:Stars of the Cretaceous — DinosaurBackground Information

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Stan’s pathologiesStan has some interesting pathologies —or healed injuries — that create a picture ofwhat life was like for such predators. The T.rex has several broken and healed ribs, aswell as a scar that may match the size andshape of a T. rex tooth. At some point, Stanalso suffered a broken neck. As it healed,two vertebrae fused together and a thirdwas immobilized by extra bone growth.Even more spectacular is a hole in the backof the skull. A piece of fossilized bone 2 by5 inches broke off inside the braincase.Pete Larson, of the Black Hills GeologicalInstitute, speculates that the size of thehole matches a T. rex tooth. Whatever theimmediate effect of these injuries, Stanlived through them to fight another day.Perhaps disease or old age finally killedthe T. rex. As Stan’s carcass rotted in thesun, scavengers pulled apart much of theskeleton and skull. Spring floods eventu-ally covered the bones, which remainedburied for 65 million years.

DiscoveryIn the spring of 1987, amateur paleontolo-gist Stan Sacrison was exploring outcropsof the Hell Creek Formation near the townof Buffalo, S.D., when he came across alarge dinosaur pelvis weathering out of asandy cliff face 100 feet above the prairie.

SiteMost Tyrannosaurus specimens, includingStan, are from Hell Creek Formation,Harding County, S.D.

SizeStan is one of the last, largest and mostpowerful of all predatory dinosaurs. The T.rex is likely to have been the largest carniv-orous land animal (theropod) of any age.An adult T. rex is about as heavy as anelephant, tall enough to look through asecond-story window and long enough tostretch out across the width of a tenniscourt (10 to 14 meters from head to tail).Like other tyrannosaurs, Stan was light-weight (4.5 to 7 tons) because of hollowbones and large skull openings.

NameT. rex was described in 1902 by Americanpaleontologist Henry Fairfield Osborn, whocalled it the “dinosaur king.” From then untilthe 1960s, only three T. rex skeletons wereknown to exist. T. rex anatomy wasn’twell known until new discoveries aided thecompletion of the whole skeleton form. Thediscovery of two more skeletons, one inMontana in 1988 and another (Sue) in1990, allowed for better understanding ofthe Tyrannosaurus skeleton and anatomy.Since then, through books, movies andcomic strips, T. rex has become the mostpopular, best-recognized dinosaur of all.

Lifestyle and behaviorT. rex may have hunted alone or in packs.It may have followed migrating herds ofherbivorous dinosaurs and targeted thesick, young and weak dinosaurs, and mayalso have ambushed its prey, chargingwith wide-open jaws at perhaps 20 mphwhen an unsuspecting dinosaur camenear. The T. rex diet included Triceratopsand Edmontosaurus. Fossils of thesespecies have been found with T. rex bitemarks. Although it may have laid eggs, nofossilized Tyrannosaurus eggs have yetbeen found. T. rex grew continuouslythroughout its long life. Because fossilizeddinosaur bones have been found in regionsthat were cold when the dinosaurs werealive, and since birds are the closest rela-tives of dinosaurs (not crocodiles, lizardsor snakes), Tyrannosaurus and otherdinosaurs may have been warm-blooded.

Dinosphere linkStan is a cast model of the original in thecollection of the Black Hills Institute.

Dinosphere DinosaurClassificationKingdom — Phylum — Class — Order— Family — Genus — SpeciesKids Please Come Over For Great Science!



Subclass Dinosauria (extinct reptiles, “terrible lizards”)Order Saurischia (lizard-hipped)

Suborder Theropoda (beast-footed)Family Tyrannosauridae (tyrant lizard)

Carnosauria (meat-eating lizard) Genus Tyrannosaurus (tyrant lizard)Species rex (king)

Stan — Tyrannosaurus rex

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Tyrannosaurus rex — Stan

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DrawingTyrannosaurus rex — Stan

A fleshed-out T. rex.

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Bucky —Tyrannosaurus rexOne full-size fossilized boneskeleton in Dinosphere

BackgroundBucky the T. rex is a rare find. This remark-able dinosaur is the first juvenile T. rex everplaced on permanent exhibit in a museum.Twenty-year-old Bucky Derflinger foundthe fossil in 1998 near the small town ofFaith, S.D. A rancher and rodeo cowboy,Derflinger is the youngest person ever todiscover a T. rex.

Why Bucky is significant:Completeness Bucky is thought to be the sixth mostcomplete T. rex (out of more than 40) everdiscovered. Bucky is an important find. It isthe first known T. rex discovered with afurcula (wishbone). The furcula may be animportant link between dinosaurs and birds.

DiscoveryThis dinosaur is also from the Hell CreekFormation, but it is a true teenager, approxi-mately two-thirds the size of an adult. T. rexand other predators are relatively rare finds.On average, one predator is found for every30 or 40 herbivores discovered. Juvenilefinds are even more rare.

SiteThe fossil remains of Bucky were scatteredand difficult to find. So far the excavationsite for this creature is nearly half the size ofa football field, making the Bucky dig sitethe largest known T. rex excavation to date.Bucky is extremely well-preserved and waseasily prepared because the surroundingrock matrix was rather soft and easy toremove. The fully-prepared fossils have adark, chocolate-brown patina.

SizeBucky is almost the size of an adult T. rex.It is approximately 34 feet long and morethan 10 feet tall.

NameT. rex was described in 1902 by Americanpaleontologist Henry Fairfield Osborn, whonamed it the “dinosaur king.” From then untilthe 1960s, only three T. rex skeletons wereknown to exist. T. rex anatomy wasn't wellknown until new discoveries aided thecompletion of the whole skeleton form. Thediscovery of two more skeletons, one inMontana in 1988 and another (Sue) in1990, allowed for better understanding ofthe Tyrannosaurus skeleton and anatomy.Since then, through books, movies andcomic strips, T. rex has become the mostpopular, best-recognized dinosaur of all.

FossilsTo date, more than 33 percent of Buckyhas been uncovered and verified. Buckyhas a nearly complete set of gastralia(belly ribs) and a rare ulna (lower armbone). Fossilized bones include the firstfurcula (wishbone) and the first bicolor toeever found. Ancillary fossil materialunearthed from the Bucky site will helpscientists tell a more complete story.Materials excavated include Triceratops,Edmontosaurus, Nanotyrannus, crocodile,turtle, fish, shark and some plant material. Itis interesting to speculate how all theseremains came to be deposited in the samelocation. Perhaps Bucky died by a riverand the remains, along with skeletonsfrom other animals, washed downstreambefore sand and silt covered and preservedthem.

Dinosphere linkTwo T. rex specimens — one adult andone juvenile — are displayed in a huntingscenario in Dinosphere. The two haveencountered a Triceratops and are rushingin for the kill. Perhaps the younger T. rex,Bucky, acts as a diversion to keep theTriceratops off-balance. Stan, the adult, iscoming in at the Triceratops from behind.The outcome of the battle is uncertain.Perhaps the two will be successful andenjoy a meal. Perhaps the powerful tricer-atops will gore one or both predators.

Dinosphere DinosaurClassificationKingdom — Phylum — Class — Order— Family — Genus — SpeciesKids Please Come Over For Great Science!




Suborder Theropoda (beast-footed)Family Tyrannosauridae (tyrant lizard)

Carnosauria (meat-eating lizard) Genus Tyrannosaurus (tyrant lizard)Species rex (king)

Bucky — Tyrannosaurus rex

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Skeleton DiagramTyrannosaurus rex — Bucky

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Tyrannosaurus rex — Bucky

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Kelsey —Triceratops horridus One full-size fossilized boneskeleton in Dinosphere

BackgroundKelsey the Triceratops is a ceratopsian, or“horned dinosaur,” that lived during the LateCretaceous Period more than 65 million yearsago. Appearances can be deceiving.Triceratops, often depicted as a passive, plant-eating behemoth, was actually one of themost dangerous animals in the Cretaceousworld to a predator such as T. rex. There isdebate about whether Triceratops lived inherds. The skeletons of other ceratopsians havebeen found together in large bone-beds, butTriceratops is often found alone. PaleontologistBob Bakker has speculated that they roamedthe Cretaceous forests on their own and did notmigrate. Only when T. rex couldn’t find a herdof duckbills would it try to attack a large anddangerous prey like Triceratops. It took a lot offood to feed a Triceratops. Since it was herbivo-rous, it ate many pounds of cycads, ferns andother low-lying plants daily. It may also haveused its horns to knock down small trees andthen snipped the leaves with its parrot-likebeak. Scientists know some of the plants thatTriceratops devoured by studying phytoliths —tiny parts of plants that left scratch marks onthe animals’ teeth or remained between teetheven after the animal fossilized. Kelsey has ashort, pointed tail, a bulky body, columnar legswith hooflike claws, and a bony neck frillrimmed with bony bumps. Like otherTriceratops, Kelsey has a parrot-like beak,many cheek teeth and powerful jaws.

Why Kelsey is significant:CompletenessMore than 50 percent of Kelsey’s skeleton hasbeen uncovered, making this specimen one ofthe top three Triceratops skeletons known toscience and perhaps the most complete.Although Triceratops is one of the most populardinosaurs with children, remarkably few havebeen found, and most that have been foundare fragmentary.

DiscoveryKelsey was found by the Zerbst family inNiobrara County, Wyo., in 1997 and namedafter a young granddaughter. Kelsey wasdiscovered eroding from a hillside on the ranchof Leonard and Arlene Zerbst. To date, theZerbsts and paleontologists from the Black HillsInstitute have excavated and prepared Kelsey’sskeleton. Alongside Kelsey were found morethan 20 fossilized teeth shed by a predatorydinosaur, Nanotyrannus, a smaller cousin of T.rex. Perhaps Kelsey died of natural causes andwas scavenged, or was attacked and killed bypredators.

SiteTriceratops roamed what is now western NorthAmerica at the very end of the Dinosaur Age.Kelsey was found on the famous Lance Creekfossil bed, where many Late Cretaceousdinosaur fossils have been excavated.

SizeThe sheer bulk and size of Triceratops — up to22 feet long and 9 feet tall and weighing asmuch as 6 tons — commanded attention. Athrust from one of its three sharp horns (the twoabove the eye sockets each measured up to 3feet long) could be lethal to an attacker. Kelseyhas a large skull more than 6 feet (2 m) long,one of the largest skulls of any land animalever discovered. The head is nearly one-thirdas long as the body.

NameThis specimen was named after the Zerbsts’granddaughter Kelsey Ann. John Bell Hatcherdescribed the first Triceratops fossils in 1889.Othniel C. Marsh named the specimen “three-horned face.” The name refers to the two largebrow horns and the smaller nose horn of these

animals. This easily recognized dinosaur hasbecome widely popular, particularly amongchildren who have seen movies featuring thebehemoth as a peaceful, plant-eating creature.

FossilsTriceratops skulls are huge — measuring up to7 feet long — and heavy. Kelsey’s is solidfossilized bone, up to two inches thick, fromthe top of the frill to the tip of the beaklikemouth. The skull is also bumpy — or in scien-tific terms, displays rugosity. Some scientistsspeculate that this may be an indication ofolder age. The frill at the top of the skull wasoriginally thought to be crucial for protectingthe neck area. Scientists now think the frillmay have been more important in matingrituals. A flush of blood over the frill might haveattracted females or deterred rival males inshoving matches. Still another explanation forthe frill is heat regulation. As the body warmedup, heat escaped from the frill and bodytemperature was stabilized. Kelsey’s fossilizedbones of interest are the huge cranium,massive femur, mandible teeth and great horn.

Dinosphere linkIn Dinosphere, Kelsey charges the adult T. rex,Stan. Bucky, the younger T. rex, circles aroundKelsey, ready to strike. Though two againstone may seem like a mismatch, the outcomein such a fight would be uncertain. TheTriceratops could wound one or both of thetyrannosaurs.

Dinosphere DinosaurClassificationKingdom — Phylum — Class — Order —Family — Genus — SpeciesKids Please Come Over For Great Science!



Subclass Dinosauria (extinct reptiles, “terrible lizards”)Order Ornithischia (beaked, bird-hipped plant-eaters)

Suborder Marginocephalia (fringed heads)Family Ceratopsidae (frilled dinosaurs, including horned dinosaurs)Genus Triceratops (three-horned face)Species horridus (horrible — describing the horns)

Kelsey – Triceratops horridus

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Baby Louie —OviraptorOne full-size fossilized boneskeleton in Dinosphere

BackgroundAbout 65 million years ago in what is nowHunan Province, China, a dinosaur egg wasjust about to hatch. Sometime before, themother had probably scooped out a wide,shallow nest, then laid eggs two at a time ina circular pattern in as many as three layers.Finally, the mother settled down on top of thenest, spreading out to keep it warm and safefrom predators. But something went wrong.Perhaps something scared the mother and thenest was trampled. Maybe a predator tried tosteal the eggs. Scientists who have studiedthe specimen say it looks as if Baby Louiewas stepped on and crushed. However ithappened, slowly rising water probablycovered the eggs. But as silt and sand settledover the nest, Baby Louie’s fossilized bonesremained surprisingly intact. Today, BabyLouie is a “star” dinosaur specimen that scien-tists continue to study. Paleontologist CharlieMagovern wants to look closely at the nestand focus on two other eggs, affectionatelydubbed Huey and Duey. Perhaps improvedscanning technology will help to determine ifthere are little fossilized bones inside thoseeggs as well. Baby Louie is the only knownarticulated dinosaur embryo ever discovered.

Why Baby Louie is significant:CompletenessIt is not always obvious which species ofdinosaur laid a particular egg, even whenfossilized bones are found inside. This isbecause embryonic skeletons are small andfragile, and the skeleton is initially made ofcartilage that does not preserve well beforecalcification occurs. This specimen however, isremarkably well-preserved and remains in anarticulated position. Baby Louie was deli-cately prepared by utilizing a powerful micro-scope and small needles to carefully free itfrom the rock matrix. Several years have beendevoted to preparing this dinosaur specimenfor exhibit.

A unique findBaby Louie is an unusual dinosaur specimenrepresenting an unknown giant species ofOviraptor with some very birdlike characteris-tics. This Late Cretaceous specimen consists ofthe fossilized remains of a small dinosaur in anegg. While most embryonic remains arejumbled piles of fossilized bones, Baby Louieis extremely rare in that the fossilized bonesare intact and well articulated. Did dinosaursincubate their eggs? Did they raise theiryoung? How were they related to modernbirds? These are questions to which BabyLouie may be able to provide answers.Recently paleontologists identified a fossilizedbone from the skull as part of a lower jaw. Theshape of this fossilized bone — beaklikewithout teeth — is similar to the lower jaw ofthe group of dinosaurs that includes Oviraptor.Some scientists believe this is an extremelylarge new species.

DiscoveryThe amazing discovery of this dinosaurembryo within its nest is beginning to unlockthe mystery of what kind of theropod laid sucheggs. In 1994 Charlie Magovern discoveredthis embryo while working on a large eggblock from China in his preparation laboratory.He named the embryo Baby Louie afterphotographer Louie Psihoyos, whophotographed it for the May 1996 issue ofNational Geographic. Charlie spent yearsusing a stereoscopic microscope and smallneedles to free the tiny fossilized bones fromthe rock.

SiteBaby Louie was excavated from the ancientrocks of the Shiguo Formation in the HunanProvince of China.

NameIn 1923, the first of these dinosaurs ever foundwas dubbed Oviraptor or “egg robber” becausethe remains were in a nest of eggs mistakenlyidentified as those of another species. It wasproven in 1994 that the eggs were actuallylaid by the dinosaur itself, leading to theassumption that Oviraptor cared for its youngmuch as today’s birds do. What scientistsknow about Baby Louie has changed overtime. At first, Baby Louie was thought to be atherizinosaur embryo. Artist Brian Cooleysculpted a fleshed-out version for the cover ofthe May 1996 National Geographic. Later,scientists examining Baby Louie found telltalesigns of an ornithominid. Other scientists havereviewed the findings and now believe theembryo is an Oviraptor or perhaps a newgenus. The debate continues.

FossilsBaby Louie’s fossilized bones include manythat are crucial to identification, includingcranium, mandible, femur, dorsal vertebra,tibia, cervical vertebra, metatarsal and manusclaw.

Dinosphere linkBaby Louie is displayed in a special case inDinosphere. The exhibit will play an impor-tant role in the discussion of eggs, nests anddinosaur babies.

Dinosphere Dinosaur ClassificationKingdom — Phylum — Class — Order —Family — Genus — SpeciesKids Please Come Over For Great Science!




Suborder Theropoda (beast-footed)

Family Coelurosauridae (birdlike Therapods)

Genus Oviraptor (egg-robber)

Species unknown at this time

Baby Louie – Oviraptor

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FossilOviraptor embryo — Baby Louie

Baby Louie’s skull and other bones are clearly visible. The fossil bones are full size.

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DrawingOviraptor embryo — Baby Louie

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SculptureOviraptor embryo — Baby Louie

Working from the fossilized bones, artist Gary Staab created this model of what Baby Louie might have looked like as a hatchling.

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MaiasaurapeeblesorumOne full-size fossilized boneskeleton in Dinosphere

BackgroundWhen paleontologist John Horner walked intoa small rock shop in Bynum, Mont. in 1978,he had no idea what he was about to find.The owners, the Brandvolds, showed Hornera coffee can full of little fossilized bones.Horner saw at once that they were fossilizedbaby dinosaur bones and asked where theywere found. The Brandvolds showed him thesite, which was later dubbed “Egg Mountain”for the hundreds of eggs and nests excavatedover many seasons. The Brandvolds, it turnsout, had discovered a new species ofdinosaur, which Horner named Maiasaura,meaning “good-mother lizard.” Horner specu-lated that these dinosaurs cared for theiryoung. He studied baby Maiasaura skeletonsand surmised from their soft fossilized bonesthat they couldn’t walk just after hatching. Heguessed that they probably stayed for abouta month in the nest and depended on theadults to bring them food. Bits of fossilizedeggshell were also found, indicating hatch-lings stayed long enough to trample theirshells. Though more recent research haschallenged Horner’s hypothesis, the “good-mother lizard” moniker has stuck. Like thehypacrosaurs, Maiasaura were duck-billedhadrosaurs. They probably had to eat manypounds of leaves, berries, seeds and woodyplants each day to survive. Maiasaura had atoothless beak for snipping plants andhundreds of specialized teeth for chewingand grinding. Teeth were frequently worndown by all the chewing, but for each func-tioning tooth up to four or five were growingand ready to replace it. Maiasaurs had to eatalmost constantly to get enough food tomaintain their weight. And because theytraveled in large herds for protection (perhapsup to 10,000 in number), they migrated insearch of new food supplies.

DiscoveryThe Dinosphere Maiasaura is a compositeskeleton, meaning it is made up of thefossilized bones of several individualdinosaurs. The fossils come from the TwoMedicine Formation in Teton County, Mont.Cliff and Sandy Linster and their seven chil-

dren — Brenda, Cliph, Bob, Wes, Matt, Lukeand Megan — discovered a rich fossil sitethat holds the fossilized bones of manymaiasaurs. For many years they have spenttheir summer vacations excavating dinosaursat the site.

SiteThe first Maiasaura fossils consisted of a 75million-year-old nesting colony found in thebadlands of Montana by John Horner andRobert Makela in 1978. The colony containedeggs, babies and adults. The number of spec-imens found gave rise to the belief in parentalcare and also to the theory that maiasaurswere social, with females nesting and livingin large herds. Also found at the Linsters’ digsite were the remains of a large meat-eatinggorgosaur and several small bambiraptors.These creatures likely fed upon themaiasaurs.

NamePaleontologist John Horner namedMaiasaura “good-mother lizard” because hebelieved that these dinosaurs took care oftheir offspring well after they hatched.

SizeMaiasaurs were large — up to 30 feet long,12 to 15 feet tall and weighing roughly 3 to 4tons. They walked on all fours, although theycould also stand on two legs for feeding.Their hands had four fingers and their feetwere shaped like hooves. They also hadlong, stiff tails that helped with balance.

Dinosphere linkMeat-eating dinosaurs such as Gorgosaurusprobably preyed on the maiasaur herds. InDinosphere a maiasaur lies on the groundwith a gorgosaur standing above it. Visitorsare challenged to look for clues and solve thiswhodunit. Did the maiasaur die from naturalcauses or did the gorgosaur kill it? FossilizedEdmontosaurus skin and a jaw bone fossilare displayed in the Paleo Prep Lab.

Dinosphere Dinosaur ClassificationKingdom — Phylum — Class — Order— Family — Genus — SpeciesKids Please Come Over For Great Science!



Subclass Dinosauria (extinct reptiles, “terrible lizards”)Order Ornithischia (bird-hipped)

Suborder Ornithopoda (bird-footed)Family Hadrosauridae (bulky lizard)Genus Maiasaura (good-mother lizard)Species peeblesorum (named after the Peebles family, who once owned the badlands)

Duckbill — Maiasaura peeblesorum




Suborder Ornithopoda (bird-footed)Family Hadrosauridae (bulky lizard)Genus Edmontosaurus (Edmonton lizard)Species annectens (from or connected to)

Duckbill — Edmontosaurus annectens

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Skeleton DiagramMaiasaura peeblesorum

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Gorgosaurus sp.One full-size fossilized boneskeleton in Dinosphere

BackgroundWhen people see an illustration ofGorgosaurus they almost always think of itspopular cousin, Tyrannosaurus rex. There aremany similarities. Both were fierce carnivoreswith dozens of sharp teeth designed for bitingand swallowing prey. They were bipeds withsmall muscular arms and a long tail thatbalanced the body. Eyes on the front of theskull and a highly developed sense of smellwere important adaptations for hunting prey.There are a few differences between the two,however. First, they were not contempo-raries. Gorgosaurus lived about 74 to 80million years ago, several million yearsbefore the oldest known T. rex. Second,Gorgosaurus had a bony plate (rugoselacrimal) over its eyes. Then there’s the differ-ence in size. Gorgosaurus was about 25 feetlong, slightly smaller than T. rex.

Why the Gorgosaurus is significantCompleteness There have been only 20 Gorgosaurus speci-mens ever found, and this one is the mostcomplete. One of the most valuable aspectsof its discovery is a thin, V-shaped fossilizedfurcula, a bone commonly found in birds andoften referred to as a wishbone. Long consid-ered a characteristic only of birds, thisevidence helps to bolster the claim that birdsand dinosaurs are related. Further, almost allof the fossilized teeth are intact and stillattached to the jawbone. The body is 75percent complete.

DiscoveryCliff and Sandy Linster found this gorgosaurin 1997 in Teton County, Mont. It is an inter-esting and significant find. The furcula (wish-bone) may help bolster the claim that birdsand dinosaurs are related. There are inter-esting pathologies in the skeleton.Preparators have found major injuries in theleft femur, a mostly healed compound frac-ture of the right fibula, and some fused verte-brae at the base of the tail. Scientists surmisethat this gorgosaur walked with pain andprobably had help from others in its pack tosurvive.

SiteGorgosaurus finds are rare, more so thanT. rex. Gorgosaurus specimens have beendiscovered only in North America, excavatedat sites in Montana, New Mexico andAlberta, Canada.

SizeAn adult Gorgosaurus measures approxi-mately 25 feet in length and 10 feet high atthe hip. Gorgosaurus is smaller than T. rexand a more slender, fierce, fleet-footedhunter, capable of pursuing prey at speeds inexcess of 20 mph. It has a strong, muscularneck and more than sixty 4- to 5-inch-longserrated teeth. The teeth are not well suited tochewing, so Gorgosaurus may have swal-lowed large chunks of flesh whole. It haspowerful legs, three-toed feet with sharpclaws and longer arms than T. rex.

NameLawrence Lambe, who named it “fearsomelizard,” first described Gorgosaurus in 1914. Itwas dubbed Gorgosaurus in reference to itsenormous mouth and teeth. Later, scientistssuggested it was a smaller form ofAlbertosaurus and took away its distinctionas a separate species. In 1992, Phil Currieargued that Gorgosaurus was distinct fromAlbertosaurus and the terminology wasrestored.

New species The well-preserved fossilized breastbone,extraordinary curved hand claws and rugoselacrimal (eyebrow bone) suggest it is aspecies previously unknown to science.Paleontologists, including Robert Bakker andPhil Currie, are currently studying the find.

FossilsThe fossilized bones are rare and complete.Fossilized bones of interest include a fibulawith a stress fracture, and healed caudal andscapula fractures. Preparators working on theskull also found interesting features that wereidentified as vestibular bulae, very delicatestructures in the nasal passages that areunusually well preserved. The find may shednew light on dinosaur physiology.

Dinosphere linkFound with the gorgosaur were the remainsof a maiasaur and two Bambiraptor speci-mens. Perhaps the gorgosaur was feastingon the maiasaur while the raptors waited fortheir turn. Visitors to Dinosphere are chal-lenged to decide whether the maiasaur waskilled or scavenged.

Dinosphere Dinosaur ClassificationKingdom — Phylum — Class — Order— Family — Genus — SpeciesKids Please Come Over For Great Science!

Kingdom Animalia (animals)

Phylum Chordata (animals with spinal nerve cords)

Subphylum Vertebrata (chordates with backbones)

Class Archosauria (“ruling reptiles”)

Subclass Dinosauria (extinct reptiles, “terrible lizards”)

Order Saurischia (lizard-hipped)


Family Tyrannosauridae (tyrant dinosaurs)

Carnosauria (meat-eating lizards)

Genus Gorgosaurus (fearsome lizard)

Species Not currently named.

Gorgosaurus sp.

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Frannie —Leptoceratops sp.One full-size fossilized boneskeleton and one cast modelskeleton in Dinosphere

BackgroundThere’s something mysterious aboutLeptoceratops. It doesn’t seem to belong to theusual cast of Cretaceous creatures. Phil Currieexplains that at the end of the Mesozoic Era,most dinosaurs were specialists. That is, theyhad adapted and evolved in special ways tomeet the challenges of a changing environ-ment. Leptoceratops, however, was a gener-alist. It was around for a very long time ingeological history and did not seem to developunique adaptations. Perhaps it survived on thefringes of the forest or in the uplands wherethere was less competition for food from fewerpredators. Leptoceratops is a small, primitivemember of the ceratopsian family. Unlike itslarger cousin Triceratops, the diminutiveLeptoceratops is a rare occurrence in the fossilrecord.

Why Frannie is significant:CompletenessThis specimen is a fully adult Leptoceratopsthat contains about 60 percent originalfossilized bone. Paleontologists believe thatthis dinosaur may represent an entirely newgenus, Prenoceratops, and scientists at JohnsHopkins University are currently reviewing thedata. Leptoceratops is a primitive cousin ofanother Dinosphere specimen — Kelsey theTriceratops. Leptoceratops, however, had onlya small frill and no horns. It measured approx-imately 6 feet long and weighed about 120 to150 pounds. About 3 feet tall, Leptoceratopsprobably walked on four feet but may havehad the ability to stand on two for feeding. Itsslender build indicates that it could movequickly. Like a Triceratops, Leptoceratops hadthe characteristic parrot beak that helped snipand grind plants. Scientists point out,however, that Leptoceratops teeth weredifferent from those of other ceratopsians,being broader rather than long. Leptoceratopshad only two teeth in each position,compared to the batteries of teeth found inother herbivores. And each tooth had only asingle root, compared to ceratopsians’ doubleroot. Paleontologists are not sure if

Leptoceratops was a solitary or herdinganimal. They have found only a few of thesecreatures in the fossil record, so it is possiblethat it roamed by itself or in very small herds.In 1999, fossils of six sub-adults were found ina bone bed in the Two Medicine Formation,perhaps lending credence to the idea thatLeptoceratops lived in small groups.

DiscoveryDorothy and Leo Flammand found thisLeptoceratops specimen in Pondera County,Mont., in the summer of 1995. About 60percent of the skeleton is actual fossilizedbone. Using the matrix as a dating tool, it isestimated that the age of the fossil is between65 and 74 million years old.

SiteThe Flammands found this dinosaur amongthe rocks of the St. Mary’s Formation, whichdates back to the Maastrichtian Stage of theLate Cretaceous, 72 to 65 million years ago.

SizeThis animal is a Protoceratopsian dinosaur, aprimitive member of the ceratopsian family,that weighed less than 150 pounds, stood atless than 3 feet tall on all fours, and was lessthan 6 feet long.

NameBarnum Brown described the firstLeptoceratops in 1914. He named the spec-imen using the Latin words for “slender hornedface.” Since then, a few specimens have beenlocated in Wyoming, Montana and Alberta,Canada.

FossilsFossilized bones of interest include thecranium, which is the hallmark of the species,unique teeth, phalanges for digging and anunusual scapula.

Dinosphere linkIn Dinosphere, the Leptoceratops watches forpredators and feeds on low-lying plants near agroup of hypacrosaurs at a small wateringhole. This scene shows something aboutdinosaur diversity: Not all dinosaurs were largeor carnivorous. Some, like Leptoceratops, weresmall creatures that spent most of their timehiding or feeding.







Order Ornithischia (bird-hipped)

Suborder Marginocephalia (fringed heads)

Family Ceratopsidae (frilled dinosaurs)

Genus Leptoceratops (slender horned face)

Species not named at this time

Frannie — Leptoceratops sp.

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Skeleton PhotosLeptoceratops sp. — Frannie

Leptoceratops is a small, primitive member of the Ceratopsidae family.

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DrawingLeptoceratops sp. — Frannie

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HypacrosaurusstebingeriOne full-size adult fossilized boneskeleton, one full-size juvenilefossilized bone skeleton, one full-size baby fossilized bone skeletonand one full-size baby cast modelskeleton in Dinosphere.

BackgroundHypacrosaurus is a large, plant-eating dinosaurthat roamed the earth towards the end of theCretaceous Period. This creature is commonlyknown as one of the hadrosaurs, or “duckbilldinosaurs.” While some dinosaurs are rare inthe fossil record, Hypacrosaurus is abundant.Some scientists liken duckbills to large herds ofbison that once roamed the plains of NorthAmerica. Barnum Brown described the firstspecimen in 1913 and noted its prominentnasal crest. The ancient remains of these threespecimens provide a unique opportunity toshow dinosaur family dynamics.

Why the hypacrosaurs aresignificant:CompletenessThe largest is a composite skeleton of an adulthypacrosaur containing 75 percent fossilizedbones. The juvenile skeleton is a compositecontaining 70 percent fossilized bones. Theinfant specimen contains 35 percent originalfossilized bones.

DiscoveryHypacrosaurus is well represented in the fossilrecord and thus is one of the best knowndinosaurs in the world, with specimens inseveral museums. Because they required somuch food to survive, it is likely that herdsmigrated to find a constant food supply. Therewas also safety in numbers, as carnivores wereless likely to attack a herd of large, healthyadults. But traveling in numbers had itsdangers. If a herd tried to cross a flooded river,hundreds could drown. That’s one explanationfor what might have happened to theDinosphere specimens, which were found infossilized bone beds containing parts of indi-vidual hypacrosaurs.

SiteThe fossilized bones of these hypacrosaurswere discovered in 1990 in the rocks of theTwo Medicine Formation in northernmostMontana, and were excavated over a period offive years.

SizeHypacrosaurus was a big animal, averaging 30feet long and 15 feet tall. To maintain its size, ithad to eat as much as 60 pounds of plantmaterial per day. Rows and rows of teeth oneither side of its jaws sliced tough fibers. Likeother duckbill dinosaurs, Hypacrosaurus had along snout and a beak that helped it shredplants. It likely stayed in the forests, snippingplants and leaves up to 6 feet off the ground. Ithad strong back legs that supported its weight.Some scientists speculate that it could alsobalance on its hind legs to reach leaves in talltrees. Its front legs were shorter, but three of itsfour fingers were wrapped in a “mitten,”making it easier to walk. A long, thick tailhelped the animal keep its balance. Scientistsestimate it could travel up to 12 miles per hourin a hurry but that it usually walked on all foursat a much more leisurely pace.

NameHypacrosaurus means “almost the highestlizard,” which refers to the height of the crest onits head.

Unique features Like many duckbill dinosaurs theHypacrosaurus has an expanded nasal creston its head that may have been used as aresonating chamber for communicating. Oddlyenough only the adults had crests, leadingpaleontologists to theorize that the juvenileswould have made much different sounds.Some scientists believe the crest may havebeen used as a display or signal to otherhypacrosaurs, possibly in mating rituals. Theseanimals are thought to have formed largeherds, established migratory patterns andcreated nesting sites. It’s possible that adultfemale hypacrosaurs traveled to nestingcolonies in a sandy site, where they couldscoop shallow impressions to hold up to 20

eggs. The eggs might have been covered bysand and plant material to keep them warmduring incubation because the mothers werefar too large to sit on the nest. After hatchingfrom the cantaloupe-size eggs, babies meas-ured about 24 inches long. Scientists debatewhether the adults cared for the babies or leftthem to fend for themselves. Since they grewso quickly, young hypacrosaurs would haveneeded a supply of protein. Perhaps they ateinsects in addition to plants. It’s unclear howsoon they may have joined the herd. Tinyyoung dinosaurs were apt to be trampled, sothey may have banded together until theywere big enough to travel.

FossilsFossilized bones of interest include the craniumand expanded nasal crest that may haveaided in production of sound, a unique dentalbattery, dorsal and caudal vertebrae, chevron,femur, humerus, pes claw and manus claw.

Dinosphere linkIn the Dinosphere story line, the fourhypacrosaurs have separated from the herd tocome to a watering hole. The adult is nervousand can smell a predator. While the juvenilesdrink, the baby is chasing a dragonfly, perhapslooking for a quick snack. Danger lurksnearby, both in the water and on the land; themother is alert and ready to protect her young.Displaying the four together affords the oppor-tunity to talk about dinosaur families, herdingand migration.





Suborder Ornithopoda (bird-footed)Family Hadrosauridae (bulky lizard)Genus Hypacrosaurus (almost the highest lizard)Species stebingeri (after Eugene Stebinger, who found the first specimens)

Duckbill — Hypacrosaurus stebingeri

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Skeleton DiagramHypacrosaurus stebingeri

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DrawingHypacrosaurus stebingeri

The hypacrosaur is a large plant-eating duckbill that roamed the earthtoward the end of the Dinosaur Age.

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BambiraptorfeinbergiTwo full-size juvenile castmodel skeletons in Dinosphere

BackgroundBambiraptor lived about 74 to 80 million yearsago, several million years before the oldestknown T. rex. A carnivore, it lived and diedwith Gorgosaurus and Maiasaura.

Why Bambiraptor is significant:Bambiraptor is significant because it is themost birdlike of all the raptor dinosaurs found.It is not known if they actually flew, but thewell-preserved fossilized bones show strongrelationship to birds. This small raptor is impor-tant in establishing the link between dinosaursand birds. Only one skeleton has been found.

CompletenessThe specimen is in excellent condition.Dinosphere features two cast models of theoriginal.

DiscoveryWes Linster, son of Cliff and Sandy Linster,found the first teeth-filled jawbone ofBambiraptor.

SiteThe specimen was found in 1993 at the Linsterfamily site in Teton County, Mont.

SizeBambiraptor was about 3 feet long andweighed about seven pounds. Its 5-inch skullis about the size of a light bulb.

NameBambiraptor was named for its size.Bambiraptor feinbergi was named in honor ofMichael and Ann Feinberg, who helped toensure these fossils would be in the publicdomain for all to enjoy.

FossilsThe original is an almost perfect specimensimilar to Archaeopteryx, especially thefurcula (wishbone) and semi-lunate (wrist)bone. Some scientists believe Bambiraptorhas the largest relative brain size of anyknown dinosaur.

Dinosphere linkFound with the Bambiraptor specimens werethe remains of a maiasaur and a gorgosaur.Perhaps the raptors were trying to scavengesome of the maiasaur that the gorgosaur waseating. They would need to be quick to getfood away from a gorgosaur. Visitors toDinosphere are challenged to decidewhether the maiasaur was killed or scav-enged.







Order Saurischia (lizard-hipped)


Family Coelurosauridae (very advanced meat-eaters)

Genus Bambiraptor (baby raptor)

Species feinbergi (in honor of Michael and Ann Feinberg)

Bambiraptor feinbergi

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PhotographBambiraptor feinbergi

Bambiraptor feinbergi is a small birdlike dinosaur with a very large brain case.

Scale: 1 cm = 5 cm

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Didelphodon voraxTwo full-size sculpted models inDinosphere

If you have seen an opossum, you know whatDidelphodon might have looked like. Thoughno one has found anything more than a fewpieces of a Didelphodon — fossilized teeth,jaw and skull fragments — scientists havespeculated that it resembled today’s opossumin shape and size. In fact, the genus name,Didelphodon, means “opossum tooth.”

Barry Brown was searching for fossils in 2001in Harding County, S.D., when he spotted a

small area of eroding rock that was filled with“micro material” — tiny fossilized bones, teethand claws from mammals, fish, amphibians,reptiles and dinosaurs. Finding a canine toothstill imbedded in the jaw was significantbecause previously fossil hunters had seenonly loose fossilized teeth. The Didelphodonjaw helps scientists determine the size, posi-tion and number of the animal’s other teeth,and serves as a useful comparison tool whenstudying other early mammals.

Despite its small size, Didelphodon wasamong the largest mammals in the world 65million years ago. Dinosaurs ruled the land

and mammals were an easy target for thegiant carnivores. Didelphodon likely burrowedinto the ground and slept during the day forprotection. At night, it relied on its keen senseof smell and good vision to find insects, smallreptiles, amphibians, other mammals anddinosaur eggs. Its teeth were especially well-suited for crushing, so it could probably feaston clams, snails and baby turtles as well.

Like today’s kangaroos and koalas, theDidelphodon was a marsupial that probablycarried its young in a pouch. Though marsu-pials are found today primarily in Australia andSouth America, Didelphodon fossils havebeen found only in North America. InDinosphere, the Didelphodon jaw will beexhibited near the two tyrannosaurs and thetriceratops. Visitors can easily imagine what itwould have been like to hide in a burrowwhile big dinosaurs battled nearby.

Dinosphere ClassificationKingdom — Phylum — Class — Order —Family — Genus — SpeciesKids Please Come Over For Great Science!




Class Mammalia (mammals)

Subclass Theria (advanced mammals)

Infraclass Metatheria (pouched animals)

Order Marsupialia

Suborder Didelphimorphia (opossums)

Family Didelphidae

Genus Didelphodon (opossum tooth)

Species vorax

Didelphodon Vorax

These two Didelphondon models are based upon small fossilized teeth and jaw bone.

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Dig Site (Excavation) Map — Kelsey, Triceratops horridus

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Saurischia — lizard-hipped

Saurpoda — lizard-footed

*BarosaurusCamarasaurus

*DiplodocusAragosaurus

*SaltasaurusPatagosaurus

Therapoda — beast-footed

Allosaurus

*Oviraptor (Baby Louie)Ceratosaurus

*Gorgosaurus sp.Troodon

*Tyrannosaurus rex (Stan, Bucky)*Bambiraptor feinbergi

Ornithischia — bird-hipped

Ornithopoda — bird-footed

Camptosaurus

Corythosaurus

*Edmontosaurus annectensHeterodontosaurs

*Maiasaura peeblesorum Prosaurolophus

*Hypacrosaurus stebingeri

Stegosauria — roofed or plated reptiles

Stegosaurus

Kentrosaurus

Ankylosauria — armored reptiles

Ankylosaurus

Hylaeosaurus

Ceratopsia — horn-faced

Protoceratops

*Leptoceratops sp. (Frannie)Brachyceratops

*Triceratops horridus (Kelsey)

Pachycephalosauria — thick-headed reptiles

Pachycephalosaurus

Ornithopoda Thyreophora M

arginocephalia

Saurapod Therapod

*Dinosaur fossil bones in Dinosphere

Dinosphere Dinosaur Classification Chart

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Dinosphere Floor Plan

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Enduring ideaFossils are clues that help us learn aboutdinosaurs.

Secondary messagesFossils show that life could be dangerous andshort at the top of the food chain. Fossilsshow that some dinosaurs lived in familygroups.

Tertiary messagesDinosaurs fought for food, mates and terri-tory. Disease and wounds were constantthreats. Some dinosaurs helped each other.

Story lineWhat was it like to be a top predator? Fossilsshow that life could be dangerous and shortat the top of the food chain. Fossilized T. rexbones display numerous injuries. Bycomparing tyrannosaurs to modern-daypredators, scientists surmise that they werenot always successful in catching prey. Andwhen they were not hunting, dinosaurs werefighting each other for food, mates andterritory.

In this scene two hungry tyrannosaurs, anadult and a juvenile, are stalking aTriceratops. Two against one seems like unfa-vorable odds, but the Triceratops is nopushover. It boasts three sharp horns that caninflict fatal wounds on either predator.Suddenly, the Triceratops charges the adult T.

rex, aiming for the torso. The younger T. rexquickly lunges for the Triceratops. Maybe it’sa foolish move. It risks being crushed under-foot or impaled. Who will win? Who will lose?Or will this encounter end in a stalemate?

The noise and movement have terrorized twoopossum-size didelphodons hiding inside anearby burrow. They are nocturnal animalsand this afternoon skirmish has interruptedtheir nap. Because they could be trampled,they stay hidden, hoping the predators willbe chased away.

Prey are not always easy to catch, so thetwo tyrannosaurs may go days or weekswithout eating anything. In the meantime,they often fight with other tyrannosaurs overmates or territory. Broken bones, bites andclaw marks are common injuries for theseanimals, while starvation always looms. It’snot an easy life for a top predator like T. rex.

Tyrannosaurus rex Attack Scene — What willbe the outcome?

The horns, claws, teeth and armor on these dinosaurs make the outcome undecided. Studyingthe fossils can reveal clues about how the fight might end.

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Dinosphere Scenes

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Dinosphere Tyrannosaurus rex Attack SceneMichael Skrepnick Mural SketchWhat will be the outcome?

Paleo-artist Michael Skrepnick’s “T. rex Attack” scene is based upon the most current research and findings about how dinosaurs interacted.

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Secondary messageFossils show that some dinosaurs lived infamily groups.

Tertiary messagesSome dinosaurs lived in herds and migrated tofind food. Some dinosaurs helped each other.Some dinosaurs took care of their hatchlings.

Story lineHow did dinosaurs interact with one another?The fossils featured in Dinosphere indicatethat some dinosaurs lived in family groups.Fossilized bones of big and little dinosaurs arefound together in fossil beds. Trackways showthat some dinosaurs traveled together in herdsfor protection or to find food.

In this scene it’s early morning in theCretaceous world and creatures are gatheredat a watering hole — a dangerous place formost animals. Adult and juvenile duckbilldinosaurs are thirsty. They’ve separated fromthe herd to find water. Nearby, two babydinosaurs playfully chase a dragonfly. Do youthink these dinosaurs are strangers? Or could

they be a family, traveling together to staysafe and find food?

There’s a crunching noise in some low-lyingbushes by the water. One Leptoceratops snipsand swallows leaves and twigs, while anotherslowly backs into a shallow hole to watch forpredators.

In the murky water, garfish and frogs dart,wriggle and squirm. On a nearby rock, a turtlestretches out in the hot sun, while insects buzzoverhead.

The Watering Hole Scene: Hypacrosaurus,Leptoceratops — Is this a family?

Dinosphere Watering Hole Scene

A family of hypacrosaurs pause for a drink of water, but predators lurk nearby.

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Dinosphere Watering Hole Scene

Paleo-artist Michael Skrepnick’s “Watering Hole” scene is based on the most current research about dinosaur habits and interactions.

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Secondary messagesFossils show that life could be dangerous andshort at the top of the food chain. Paleon-tologists find and prepare fossils and studythem for clues about ancient life.

Tertiary messagesDinosaurs fought for food, mates and territory.Disease and wounds were constant threats.Some dinosaurs lived in herds and migrated tofind food. Today’s birds may be descendants ofthe dinosaurs.

Story linePaleontologists find and prepare fossils andstudy them for clues about ancient life. TheLinsters, a family of amateur paleontologists,found and dug up a gorgosaur, a maiasaurand two Bambiraptor specimens at one site inMont. Other paleontologists prepared andstudied these fossils in the laboratory usingspecial technology. They’ve noted someunique characteristics of the gorgosaur andrecognized similarities between Bambiraptorand today’s birds.

In this scene, scavengers gather silently at akill site as the sun sets and a full moon rises.They watch and wait as a gorgosaur eats itsfill of a maiasaur carcass. Is the gorgosaur akiller or a scavenger? It is a fast and agilerunner. Perhaps it chased and outran the

duckbill, then attacked when it separated fromthe herd. Or the maiasaur may have died fromsickness or old age and the gorgosaur tookadvantage of a ready meal.

Feathered, birdlike Bambiraptor sit nearby,watching and waiting for the gorgosaur toleave. One slinks in to snatch a piece of thecarcass. This is risky business, since thegorgosaur is within striking distance. Thegorgosaur snarls and snaps at the intruders. Ameal this big doesn’t come along everyday.The gorgosaur will make the scavengers waita while longer.

Predator or Scavenger Scene: Was it an attack ora scavenger opportunity?

Dinosphere Predator or Scavenger Scene

Predator or Scavenger? A close examination of these fossils may help determine if the gorgosaur killed or scavenged the maiasaur.

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Paleo-artist Michael Skrepnick’s “Predator or Scavenger” scene depicts the question posed inDinosphere: Did the gorgosaur kill the duckbill, or is it just a scavenger with an opportune find?

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Dinosphere Predator or Scavenger SceneExhibit PerspectiveWas it an attack or a scavenger opportunity?

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Dinosphere — Now You’re in Their World!

• A 3 – 5 Unit of Study96

Enduring IdeaFossils are clues that help us learn aboutdinosaurs.

Dinosaur EggsHow did dinosaurs interact with one another?Fossils show that some dinosaurs lived infamily groups. Dinosaurs mated and laid eggsof different shapes and sizes. Some laid theireggs and left them. Others took care of theirhatchlings. Paleontologists have found manydinosaur nests and eggs, and some fossilbones of female dinosaurs have been foundon top of nests. Telltale clues in the fossilizedbones of hatchlings suggest that some babydinosaurs were cared for over a period of time.

Despite careful study of an extraordinary fossilfrom China, scientists aren’t sure whathappened to the little dinosaur dubbed BabyLouie. Some speculate that the dinosaur diedwhile hatching, while others believe it died stillin the egg.

Dinosphere AreaDinosaur Eggs, Nests and Babies Area — Oviraptor

Fossilized eggs contain clues that help us learn more about dinosaurs.

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Skeleton Tyrannosaurus rex

Skeleton Triceratops horridus

Skeleton Gorgosaurus sp.

Skeleton Maiasaura peeblesorum

Skeleton Leptoceratops sp.

Skeleton Hypacrosaurus stebingeri

Skeleton Oviraptor sp.

Skeleton Cast Bambiraptor feinbergi

Furcula Tyrannosaurus rex

Mandible Tyrannosaurus rex

Tooth Tyrannosaurus rex

Horn Core Triceratops

Teeth Triceratops

Femur Triceratops horridus

Mandible Triceratops

Arm Gorgosaurus

Skull and mandible Monoclonius

Skeleton Protoceratops andrewsi

Scute Ankylosaurus

Skull and mandible Ankylosaurus

Skull and mandible Camarasaurus

Skull and mandible Duckbill

Skin cast Edmontosaurus annectens

Teeth Edmontosaurus annectens

Eggshell Saltasaurus

Egg Oviraptor

Egg Hypselosaurus priscus

Jaw Didelphodon

Dragonfly Cordulagomphus tuberculatus

Dragonfly Aeschnidum cancellosa

Dragonfly Aeschnidum cancellosa

Dragonfly Larva Dragonfly

Dragonfly Larva Dragonfly

Pinecones Sequoia dakotensis

Ammonite Desmoceras sp.

Ammonite Scaphites

Ammonite Lemuroceras sitampikyense

Crab Grapsoideus

Baculite Baculites

Guitarfish Rhombopterygia rajoides

Coprolite Coprolites

Gastrolith Gastrolith

Bronze egg Troodon

Bronze egg Therizinosaurus

Bronze egg Tyrannosaurus rex

Bronze egg Hadrosaurus

Bronze egg Titanosaurus

Bronze egg Sauropods

Egg fragments Titanosaurus

Egg fragments Oviraptor

Raptor embryo and nest Unidentified

Gorgosaur skull & mandible Gorgosaurus

Water bug Hemiptera

Camarasaur egg Camarasaurus

Hadrosaur egg Hadrosaurus

Copal with inclusions Agathis australis and others

Ammonite Rhondiceras sp.

Ammonite in nodule Promicroceras planicosta

Jurassic ammonite Dactylioceras sp.

Archaeopteryx Archaeopteryx

Allosaurus hand Allosaurus fragilis

Amber Agathis australis and others

Pinecone fossil Araucaria mirabilis

Dinosaur track Anchisauripus sp.

Seed fern Alethopteris grandini

Liaoning leaf Cladus sp.

Foot Apatosaurus louisae

Fossil wood Cycadales

Ginkgo leaf Ginkgoites sibirica

Grallator trackway Ichnogenus Grallator

Triassic petrified wood Araucaria sp.

Triassic petrified wood Araucaria sp.

Jurassic horseshoe crab Mesolimulus walchi

Keichousaurus Keichousaurus yuananensis

Anomoza leaf Anomoazmites inconstans

Rhamphorhynchus Rhamphorhynchus gemmingi

Pinecone fossil Araucaria mirabilis

Petrified wood Araucaria mirabilis

Jurassic shrimp Aeger tipularis

Sycamore leaf Ficus sycomorus

Trilobites Dalmanites limulurus

Apatasaur vertebra Apatasaurus

Dinosphere Fossil List

Fossil Exhibit Fossil Exhibit

In addition to the reconstructed dinosaurs described in this unit, Dinosphere contains numerousindividual fossils that indicate the diverse plant and animal life of the Cretaceous Period.

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Important Dates in Dinosaur Discovery

600 B.C. Central Asian traders bring stories of griffins, based on the fossil record of Protoceratops, to the ancient Greeks.

300 A.D. Chinese scholars record the presence of “dragon bones.”

1677 Robert Plot illustrates a thighbone, possibly of Megalosaurus.

1824 William Buckland names Megalosaurus, the first dinosaur to bescientifically described.

1825 Gideon Mantell and his wife find a dinosaur tooth and name the genus Iguanodon.

1842 Richard Owen coins the term dinosauria.

1850–1851 Models of Iguanodon, Megalosaurus and Hylaeosaurus, made by Waterhouse Hawkins, are displayed in the Great Exhibit at the Crystal Palace in London.

1856 The first dinosaur remains from the United States are described.

1867 Thomas Henry Huxley is the first scientist to suggest that birds are the direct descendants of dinosaurs.

1877–1895 “The Bone Wars,” a fierce scientific rivalry between Othniel C. Marshand Edward D. Cope, sparks the discovery of hundreds of new dinosaur specimens in the American West.

1878 Miners discover dozens of Iguanodon skeletons at Bernissart, Belgium.

1920s A series of expeditions, led by Roy Chapman Andrews of the American Museum of Natural History, to Mongolia’s Gobi desert results in the first discovery of dinosaur eggs and of many new types of dinosaurs.

1930s The Chinese scientist C.C. Young begins a series of expeditions to excavate dinosaurs in China.

1969 John Ostrom, of Yale University, publishes a description of Deinonychus, beginning a revolution in the way scientists and the public perceive dinosaurs.

1970–present Increasing evidence suggests that dinosaurs are indeed theancestors of birds. Continued study of specimens shows that dinosaurs were active, complex animals.

Sources:National Geographic Dinosaurs, by Paul Barrett (National Geographic Books, 2001).Tyrannosaurus Sue, by Steve Fiffer (W.H. Freeman and Company, 2000).

Resource Materials


DinospherePaleontologists andAdvisers

Robert BakkerRobert Bakker is one of the most noteworthydinosaur paleontologists in the United States,an author and curator of the University ofColorado Museum in Boulder. The paleontolo-gist depicted in the movie Jurassic Park 2 wasmodeled after Dr. Bakker.

Philip Currie and Eva KoppelhusPhil Currie is curator of dinosaurs at the RoyalTyrrell Museum of Palaeontology, Alberta,Canada, which has one of the world’s largestcollections of paleontological materials. Heand his wife, Eva Koppelhus, who is a paleo-botanist, travel the world in search of fossilsand have coauthored several books aboutdinosaurs.

John LanzendorfJohn Lanzendorf, of Chicago, is the owner ofthe world’s largest and most complete collec-tion of dinosaur art. The John J. LanzendorfPaleoArt Prize was created in 1999 to recog-nize the outstanding achievements of scien-tific illustrations and naturalistic art in paleon-tology. In Dinosphere visitors will see theGallery of Dinosaur Imagery featuring TheJohn Lanzendorf Collection.

Pete and Neal LarsonThe Larson brothers excavated Sue, the mostcomplete T. rex found to date, and founded theBlack Hills Institute of Geologic Research in HillCity, S.D. The brothers continue to makesignificant finds and create displays formuseums around the world, including TheChildren’s Museum.

Michael Skrepnick Michael Skrepnick is a world-famousCanadian artist whose paintings and draw-ings of dinosaurs have illustrated articles,books and presentations by top paleontolo-gists. His work is on display in Dinosphere.

Paul SerenoPaul Sereno is a professor in the Department ofOrganismal Biology and Anatomy at theUniversity of Chicago and considered one ofthe brightest minds in the research of SouthAmerican and African dinosaur material. Healso led the team to excavate and bring backthe Super Croc fossils that serve as the basis forthe replica in Dinosphere.

Dong ZhimingDong Zhiming is a professor of research at theChinese Academy of Sciences Institute forPaleontology and Paleoanthropology. He isThe Children Museum’s contact for dinosaursfrom China and the Gobi.

Dinosaur HuntersAdapted from “Great Fossil Hunters of All Time”http://www.enchantedlearning.com/subjects/dinosaurs/

Roy Chapman Andrews (1884–1960) was a biologist, U.S. fossil hunter anddirector of the American Museum of NaturalHistory from 1935 to 1942. Andrews led fiveexpeditions into Mongolia’s Gobi desert from1922 to 1930, where he discovered the firstdinosaur eggs known to science; identifiedmany new species of dinosaurs; made impor-tant finds about now-extinct mammals,including the largest known land mammal,Baluchitherium; and found evidence of earlyStone Age humans in Central Asia.

Robert Bakker is a prominent paleontol-ogist and dinosaur artist who revolutionizedpeople’s concept of dinosaurs in the late1960s. He brought to light new evidence thatsupported the belief that dinosaurs werewarm-blooded, and suggested that dinosaurswere active, fast-moving animals that stoodupright and did not drag their tails.

Barnum Brown (1873–1963) was afamous U.S. dinosaur hunter and curator of theAmerican Museum of Natural History. Heexplored the Red Deer River Canyons ofAlberta, Canada. Brown is well-known forexcavating more dinosaurs than anyone elsein his 66-year career at the museum. Themuseum did not have a single dinosaur priorto Brown’s arrival but had the largest collectionin the world at the time of his death. Browndiscovered many dinosaurs, including the firstT. rex specimens.

William Buckland (1784–1856) was aBritish geologist at Oxford University. Henamed Megalosaurus, the first dinosaur to bescientifically described in a paper in 1824.

Kenneth Carpenter is a paleontologistat the Denver Museum of Natural History. In1992 Carpenter, along with Bryan Small andTim Seeber, found the most completeStegosaurus to date near Canon City, Colo.Carpenter named many other dinosaurs andhas written books on dinosaurs.

Edwin Colbert (1905–2001) was anAmerican paleontologist who discovered aLystrosaurus in Antarctica. This discoveryhelped prove the continental drift theory. In1947 he found large fossilized dinosaur bonebeds at the Ghost Ranch in New Mexico.Colbert named many dinosaurs, publishedpapers and was the curator of the AmericanMuseum of Natural History and the Museumof Northern Arizona. The dinosaurNedcolbertia was named after him in 1998.

Edwin Drinker Cope (1840–1897) isconsidered one of the founders of vertebratepaleontology in North America. He collectedthousands of specimens and named morethan 1,000 species of fossil animals. He alsonamed dinosaur families, includingIguanodontidae in 1869.

Resource Materials


Dinosaur Hunters continued

Philip Currie is one of the world’s leadingdinosaur paleontologists and curator at theRoyal Tyrrell Museum of Palaeontology inAlberta, Canada. He has worked extensivelyin Canada and Asia and recently excavatedfeathered dinosaurs in China. He is a leadingproponent of the connection betweendinosaurs and birds. He discovered anumber of new dinosaur species, includingAlbertosaurus.

Georges Cuvier (1769–1832) was aFrench vertebrate zoologist who developed anatural system of classifying animals based oncomparative anatomy. He named many taxo-nomic groups of mammals, birds, reptiles andfish. His description of an extinct marine reptile,Mosasaurus, helped to make the theory ofextinction popular.

Benjamin Waterhouse Hawkins(1807– 1889) was a British artist and educatorwho worked with Richard Owen to build life-size dinosaur sculptures. He created sculpturesand artwork in England and the United States.

Susan Henderson is an amateur fossilhunter who on August 12, 1990, discoveredthree large fossilized bones sticking out of acliff in South Dakota. These fossils belonged toSue — the largest, most complete and bestpreserved T. rex ever found.

John R. Horner is an American paleon-tologist from Montana who named Maiasaurain 1979 and Orodromeus in 1988. He discov-ered the first egg clutches in the United Statesand the first evidence of parental care fromdinosaurs. He is also the author of manybooks and was the technical advisor for themovies “Jurassic Park” and “The Lost World.”

Thomas Henry Huxley (1825–1895)was the first scientist to suggest that birds arethe direct descendants of dinosaurs, in 1867.

Eva B. Koppelhus is a paleobotanistand adjunct research scientist at the RoyalTyrrell Museum of Palaeontology in Alberta,Canada. She studies the microfossils leftbehind by pollen grains and spores fromancient plants, and writes dinosaur bookswith her husband, the paleontologist PhilipCurrie.

Neal Larson and Peter Larsonexcavated Sue, the most complete T. rex foundto date, and founded the Black Hills Institute ofGeologic Research in Hill City, S.D. Thebrothers continue to make significant findsand create displays for museums around theworld, including The Children’s Museum.

Gideon Mantell (1790–1852) was aBritish fossil collector and an early pioneer ofdinosaur research. He showed the bigfossilized teeth he found in 1822 to the Frenchanatomist Georges Cuvier, who believed theybelonged to a new kind of animal, a plant-eating reptile. Mantell named it Iguanodon.

Othniel Charles Marsh (1831–1899)was an American paleontologist at YaleUniversity’s Peabody Museum, where heestablished the field of vertebrate paleontologyin North America. He named many of thedinosaur suborders, including Sauropoda in1878 and Theropoda in 1881. He also namedmany dinosaurs and more than 500 newspecies of fossil animals found by his team. Hisfeud with E.D. Cope, known as the “GreatBone Wars,” brought dinosaurs to the attentionof the public.

Ruth Mason (1906 – 1990) found a largedinosaur fossil bed on her family’s ranch inHarding County, S.D., when she was 7 yearsold. Tens of thousands of dinosaur fossils havebeen found at the Ruth Mason Quarry nearthe town of Faith since then. The dinosaursinclude large numbers of Edmontosaurusannectens — duck-billed, plant-eatingdinosaurs. The quarry is also the site of TheChildren’s Museum Dino InstituteTeacher Dig2003.

John H. Ostrom is best known for hisdescription of Deinonychus, published by YaleUniversity in 1969, which began a revolutionin the way that scientists and the publicperceived dinosaurs.

Sir Richard Owen (1804–1892) was aBritish anatomist who introduced the termdinosauria, from the Greek deinos, meaningterrible, and sauros, meaning lizard. Hecreated the term in 1842 to describe severaltypes of large extinct reptiles, fossils of whichhad been discovered in Europe. Owen’s classi-fication went unchallenged until 1877 whenthe groups were divided into two orders,Saurischia and Ornithischia. Owen alsonamed and described many dinosaurs.

Robert Plot (1640–1696), a British natu-ralist, published a drawing in 1677 of afossilized bone fragment found in Oxfordshire.His was the first known drawing of a fossilizeddinosaur bone — a thighbone, possibly ofMegalosaurus.

C.C. Young (1897–1979) was a Chinesepaleontologist responsible for supervising thecollection and research of dinosaurs in Chinafrom 1933 into the 1970s. He was responsiblefor some of the most important fossil finds inhistory. The Chinese Academy of SciencesInstitute of Paleontology and Paleoanthro-pology in Beijing houses one of the mostimportant collections in the world due toYoung’s scientific work.

Resource Materials


Dinosphere Unit ofStudy Booksl Achenbach, Joel. “Dinosaurs: Cracking the

Mystery of How They Lived.” NationalGeographic Magazine, March 2003, 2–33.

l Barner, Bob. Dinosaur Bones. SanFrancisco: Chronicle Books, 2001.

l Barrett, Paul. National GeographicDinosaurs. Washington, D.C.: NationalGeographic Society, 2001.

l Barton, Byron. Bones, Bones, DinosaurBones. New York: HarperCollins, 1990.

l ———. Dinosaur, Dinosaur. New York:Thomas Y. Crowell, 1989.

l Brandenberg, Aliki. Dinosaur Bones. NewYork: Thomas Y. Crowell, 1988.

l ———. Digging Up Dinosaurs. New York:Thomas Y. Crowell, 1988.

l Branley, M. Franklyn. What Happened tothe Dinosaurs? New York: Thomas Y.Crowell, 1989.

l Cohen, Daniel. Tyrannosaurus Rex.Mankato, Minn.: Bridgestone Books, 2001.

l Cole, Joanna. The Magic School Bus inthe Time of the Dinosaurs. New York:Scholastic Inc., 1994.

l Cooley, Brian. Make-a-Saurus: My LifeWith Raptors and Other Dinosaurs. NewYork: Annick Press Ltd., 2000.

l Currie, Philip J. and Eva B. Koppelhus. 101Questions About Dinosaurs. Mineola, N.Y.:Dover Publications, 1996.

l Edgar, Blake. Dinosaur Digs DiscoveryTravel Adventures, Insight Guides.Maspeth, N.Y.: Langenscheidt PublishersInc., 1999.

l Fiffer, Steve. Tyrannosaurus Sue. New York:W. H. Freeman and Company, 2000.

l Funston, Sylvia. The Dinosaur Questionand Answer Book. Owl Magazine and theDinosaur Project. New York: Little, Brownand Company, 1997.

l Kerley, Barbara. The Dinosaurs ofWaterhouse Hawkins, New York:Scholastic, 2001.

l Lionni, Leo. Swimmy. New York: Alfred A.Knopf, 1991.

l Milton, Joyce. Dinosaur Days. New York:Random House, 1985.

l Most, Bernard. The Littlest Dinosaurs. SanDiego: Harcourt Brace Jovanovich, 1989.

l ———. Where to Look for a Dinosaur. SanDiego: Harcourt Brace Jovanovich, 1993.

l Murphy, Jim. Dinosaur for a Day. NewYork: Scholastic Inc., 1992.

l Norman, David and Angela Milner.Eyewitness: Dinosaur. New York: DKPublishing, 2000.

l Paul, Gregory S., ed. The ScientificAmerican Book of Dinosaurs. New York:St. Martin’s Press, 2000.

l Relf, Patricia with the Sue Science Team ofThe Field Museum. A Dinosaur NamedSue: The Story of the Colossal Fossil. NewYork: Scholastic Inc., 2000.

l Taylor, Paul D. Eyewitness: Fossil. NewYork: DK Publishing, 2000.

l Wallace, Joseph. Familiar Dinosaur: TheAudubon Society Pocket Guides. NewYork: Alfred A. Knopf, 1993.

l Willis, Paul. Dinosaurs. Pleasantville, N.Y.:Reader’s Digest Children’s Books, 1999.

l Zoehfeld, Kathleen Weidner. DinosaurBabies. New York: HarperCollins, 1999.

Cretaceous Period Books —Specific books about the plantsand animals in Dinosphere

l Currie, Philip J., Eva Koppelhus and JanSovak. A Moment in Time WithAlbertosaurus. Alberta, Canada: TroodonProductions, 1998.

l ———. A Moment in Time WithCentrosaurus. Alberta, Canada: TroodonProductions, 1998.

l ———. A Moment in Time With Troodon.Alberta, Canada: Troodon Productions,1997.

l Green, Tamara. Cretaceous DinosaurWorld. Milwaukee, Wis.: Gareth StevensPublishing, 1998.

l Horner, John R. and James Gorman. Maia:A Dinosaur Grows Up. Philadelphia:Running Press, 1989.

l Landau, Elaine. Triceratops. New York:Children’s Press, 1999.

l ———. Tyrannosaurus Rex. New York:Children’s Press, 1999.

Dinosaur Books for theClassroom

l Bennett Hopkins, Lee. Dinosaurs: Poems.San Diego: Harcourt Brace Jovanovich,1987.

l Berg, Cherney. Three-Horn the Dinosaur.Mahwah, N.J.: Educational ReadingService, 1970.

l Brandenberg, Aliki. Fossils Tell of LongAgo. New York: Thomas Y. Crowell, 1990.

l ———. My Visit to the Dinosaurs. NewYork: Thomas Y. Crowell, 1985.

l Brown, Laurie Krasny and Marc Brown.Dinosaurs Travel: A Guide for Families onthe Go. Boston: Joy Street Books, 1988.

l Burton, Jane and Dougal Dixon. JurassicDinosaurs. Milwaukee, Wis.: GarethStevens, 1987.

l Carrick, Carol. Big Old Bones: A DinosaurTale. New York: Clarion Books, 1989.

l ———. Patrick’s Dinosaurs. New York:Clarion Books, 1983.

l ———. What Happened to Patrick’sDinosaurs. New York: Clarion Books,1986.

l Cauley, Lorinda Bryan. Trouble WithTyrannosaurus Rex. San Diego: HarcourtBrace Jovanovich, 1988.

l Hoff, Sydney. Danny and the Dinosaur.New York: HarperFestival, 1999.

l Marzollo, Jean. I’m Tyrannosaurus! A Bookof Dinosaur Rhymes. New York:Scholastic, 1993.

l Pfister, Marcus. Dazzle the Dinosaur. NewYork: North-South Books, 1994.

l Prelutsky, Jack. Tyrannosaurus Was aBeast: Dinosaur Poems. New York:Greenwillow Books, 1988.

l Rey, Margaret and Alan J. Shalleck, eds.Curious George and the Dinosaur. Boston:Houghton Mifflin, 1989.

l Selsam, Millicent and Joyce Hunt. A FirstLook at Dinosaurs. New York: Walker,1982.

l Wilhelm, Hans. Tyrone the Horrible. NewYork: Scholastic, 1988.

Resource Materials


Dinosaur VideosDigging Up Dinosaurs, Reading RainbowSeries, from the book Digging Up Dinosaursby Aliki Brandenberg. Narrated by LeVarBurton, 30 minutes. New York: Lancit MediaProductions, 1983.

Dinosaur! With Walter Cronkite, “The FirstClue — Tale of a Tooth”; “The Fossil Rush —Tale of a Bone”; “Birth of a Legend — Tale ofan Egg”; “Giant Birds of the Air — Tale of aFeather.” A&E Home Video, 4-volume set,1991. 200 minutes.

“Walking With Dinosaurs,” BBC and theDiscovery Channel, 1999. 180 minutes.

ModelsThe Tiny Perfect Dinosaur — Book, Bones,Egg & Poster Series, #1 Leptoceratops, #2Tyrannosaurus rex, #5 Triceratops, #7Hypacrosaurus, Kansas City, Mo.: AndrewsMcMeel Publishing, 1991–1999.

Dinosaur Web Sites*Artwork of Waterhouse Hawkinshttp://rainbow.ldeo.columbia.edu/courses/v1001/dinodis3.html


The Dinosaur Farm — retail toys, books, etc.http://www.dinosaurfarm.com/

Dinosaur illustrationshttp://www.search4dinosaurs.com/pictures.html#about

Links to dinosaur siteshttp://www.kidsites.com/sites-edu/dinosaurs.htm

The Dinosaur Nest — retail toys, books, etc.http://www.thedinosaurnest.com/

9 Dinosaur Songs by Bergman Broomhttp://www.dinosongs.com/music.htm

The Dinosauricon, by Mike Keeseyhttp://dinosauricon.com/main/index.html

The Father of Taxonomy — Carolus Linnaeushttp://www.ucmp.berkeley.edu/history/linnaeus.html


Great Fossil Hunters of All Timehttp://www.enchantedlearning.com/subjects/dinosaurs/

Indiana Fossil Clubs and Siteshttp://www.colossal-fossil-site.com/400-states/2/indiana-2.htm


Museum of Paleontology, University ofCalifornia, Berkleyhttp://www.ucmp.berkeley.edu/index.html

Dinosphere Paleo Prep Lab link on TheChildren’s Museum Web site shows howa fossil is prepared.http://www.childrensmuseum.org

Songs For Teaching — Dinosaur Songshttp://www.songsforteaching.com/DinosaurSongs.html

Sternberg Museum of Natural History(unofficial virtual tour)http://www.oceansofkansas.com/Sternbrg.html

Strange Science — Art of BenjaminWaterhouse Hawkinshttp://www.strangescience.net/hawkins.htm

Virtual Tour of Dinosaurs, SmithsonianMuseum of Natural Historyhttp://www.hrw.com/science/si-science/biology/animals/burgess/dino/tourfram.html

Weighing a Dinosaur — Robert Lawrence,D.C. Everest Junior High School, Schofield, Wisc.http://www.geology.wisc.edu/~museum/hughes/dinosaur-weight_students.html

Enchanted Learning — Comprehensivee-book about dinosaurshttp://www.zoom dinosaurs.com

Zoom Dinosaur — Skeletonshttp://www.enchantedlearning.com/subjects/dinosaurs/anatomy/Skeleton.shtml

Dinosaur WebquestsDinosaur Webquests link on The Children’sMuseum Web sitehttp://www.childrensmuseum.org

Paramount Elementary School, Robin Davishttp://www.alt.wcboe.k12.md.us/mainfold/schoopag/elementary/paramount/class–webs/1/davisr/DinosaurWebquest.html

Vince Vaccarella for CPE 542 — Technologyin Educationhttp://www.lfelem.lfc.edu/tech/DuBose/Webquest/Vaccarella/WQPS_VV.html

*Note: Web sites are current and active attime of publication.

Resource Materials


Glossary

Adaptation — a body part or behaviorthat produces an advantage for the animal.For example: feathers, fur, scales, teeth andbeaks, or migration and hibernation.

Articulated — fossils and fossilized bonesthat are still positioned in lifelike poses. Thisindicates little geologic energy in the area.

Backbone — the vertebrae forming theaxis of an animal’s skeleton (also called thespine).

Bar graph — a representation of quantita-tive comparisons using rectangular shapeswith lengths proportional to the measure ofwhat is being compared.

Biography — an account of the series ofevents making up a person’s life.

Biped — animal that walks or stands ontwo feet.

Bone — rigid connective tissue that makesup the skeleton of vertebrates.

Bone bed — a layer of rock filled withfossilized bones.

Carnivore — a flesh-eating animal.

Cast — a model or replica of somethingmade from an impression or mold.

Centimeter ruler — a device for meas-uring length in metric units.

Claw — the long, sharp or rounded nail onthe end of a foot or hand, like fingernails.

Climate — the average weather conditionsat a place over a long period of time.

Common — widely known or occurringfrequently.

Conifers — mostly evergreen trees andshrubs with needle-shaped or scale-likeleaves. Some types bear cones and somebear fruit.

Contribution — something given oraccomplished in common with others.

Cooperate — to work together for acommon goal.

Coprolite — fossilized excrement.

Cretaceous Period — the third and lastperiod when dinosaurs lived, during theMesozoic Era, from 144 to 65 million yearsago.

Cycads — palmlike primitive plants, fourfamilies of which still exist.

Death — the end of life.

Dental battery — a set of hundreds ofsmall, fossilized teeth that are continuallywearing out and being replaced. Many plant-eating dinosaurs had dental batteries.

Dig — the excavation activities at a dig site.

Dig site — a place where fossils are foundand dug (excavated).

Dinosaur — extinct reptiles found in thefossil record of the Mesozoic Era.

Dinosauria — “terrible lizard” — coined bySir Richard Owen.

Disarticulated — Fossilized bones that arenot positioned in the way the animal’sskeleton would appear naturally. They maybe broken, missing or rearranged. The Buckysite had disarticulated fossilized bones, whichindicates much geologic energy there.

Discover — to unearth or bring to lightsomething forgotten or hidden.

Displacement — a method to determinethe volume of an object by measuring theamount of water it displaces whensubmerged in a graduated cylinder.

Erosion — wearing away of the land bythe action of water, wind and/or ice.

Excavate — to dig out and remove.

Expose — to uncover, as when removingsand or mud from fossils at a dig site.

Extinct — No longer existing.

Family — a group of animals includingparents and offspring; a group of organismsrelated by common characteristics.

Fleshed-out — a picture or model of aliving animal depicting the color of its skinand shape of its body.

Fossil — preserved evidence of ancient life.Latin for “dug up,” it is the remains or traces ofplants or animals that have turned to stone orrock.

Frill — the large bony collar around theneck of dinosaurs such as Triceratops.

Gastrolith — a stone or pebble ingestedby an animal to help with grinding food fordigestion.

Geology — the scientific study of theearth’s history and life, especially as recordedin rocks.

Gorgosaurus — an earlier dinosaur rela-tive of Tyrannosaurus rex.

Greek and Latin words — used byscientists to describe plants and animals.

Group — two or more animals gatheredtogether for a common goal; a taxonomicterm for an assemblage of related organisms.

Head — the upper or anterior part of ananimal’s body, containing the brain, theprimary sense organs and the mouth.

Herbivore — an animal that eats plants.

Herd —animals that live in large groups andtravel from place to place together.

Hypacrosaurus — a herding duckbilldinosaur of the Cretaceous Period.

Idea — the product of mental activity: athought, plan, method or explanation.

Ichthyosaurs — a group of marine(ocean) reptiles that are not dinosaurs butlived at the same time, including plesiosaurs,pliosaurs and mosasaurs.

Resource Materials


Imprint — to leave a mark by means ofpressure.

Invertebrates — animals without back-bones. This includes shellfish, clams, insects,spiders and others.

Life — the state in which an organism iscapable of metabolism, growth and reactionto stimuli.

Living fossil — an ancient organism thatlived long ago and continues to exist today.Examples include crocodiles, turtles, cock-roaches, ferns, coelacanths, horsetail rushes,ginkgo trees, spiders, dragonflies and horse-shoe crabs.

Magnifying lens — a small optical instru-ment that causes objects to appear largerthan they are.

Maiasaura — a herding duckbill dinosaurfrom the Cretaceous Period.

Meter — a scientific unit of measurementequal to 39.37 inches.

Meteorite — a mass of atmospheric parti-cles that has fallen to the surface of the earthwithout being totally vaporized. Many smallmeteorites often strike and others burn up asshooting stars. Very large ones have leftcraters in the earth’s surface.

Model — a representation of an object thatcan show many but not of all the features ofthe actual item. A model is both like anddifferent from the real thing.

Mold — a hollow form or matrix used toform a substance into a specific shape.

Negative — the absence of something;unfavorable.

Ornithischia — an order of bird-hippeddinosaurs that were mostly plant-eaters.

Paleontologist — a scientist who studiesancient life from fossils, including plants,invertebrates (animals without backbones)and vertebrates (animals with backbones).

Paleontology — the study of life in pastgeologic periods as known from fossilremains.

Plaster — a paste made of lime, sand andwater that hardens into a smooth solid.

Positive — the presence of something;favorable.

Predator — an animal that lives byhunting and eating other animals, or prey.

Prey — an animal hunted by predators asfood. Some prey are also predators.

Pterosauria — a subclass of large flyingreptiles, including pterosaurs and pterodons,that were alive during the Dinosaur Age.

Resin — a solid or semisolid organic mate-rial, typically translucent and yellowish tobrown, formed in plant secretions. Syntheticresins are often used to make cast fossils.

Saurischia — a suborder of lizard-hippeddinosaurs, including prosauropods, sauropodsand theropods.

Scale drawing — a representation ofsomething reduced according to a ratio; forexample a 1:10 scale drawing means 1 unitof measure represents 10 units of the realobject.

Scavenger — an animal that eats anotheranimal it did not help to kill. A crow is a scav-enger when it eats the remains of a deadanimal.

Scientist — an investigator or other personwho applies the principles and methods ofscience to learn about something.

Sculpture — a three-dimensional work ofart; impressed or raised markings on part of aplant or animal.

Sediment — solid fragments of living ordead material deposited by wind, water orglaciers.

Simulation — an exercise that models areal practice. A simulation can teach aboutthe real thing, but it will not be exactly likethe real thing.

Sir Richard Owen — a British scientistwho coined the term dinosauria and createdthe exhibit at the Crystal Palace in Londonfeaturing Iguanodon and Megalosaurus.

Skeleton — the bones that support ananimal.

Skull — the skeleton of the head of a verte-brate; the bony or cartilaginous case thatholds and protects the brain and the senseorgans, and protects the jaws.

Tail — the rear end or a prolongation of theread end of an animal.

T. rex tooth — large banana-shapedincisor of a top meat-eating predator of theCretaceous Period.

Theory — an idea or hypothetical set ofscientifically accepted facts, principles orcircumstances supported by evidence offeredto explain phenomena.

Triceratops — a large plant-eatingdinosaur easily recognized by its head, frilland horns.

Tyrannosaurus rex — a large meat-eating dinosaur alive in the CretaceousPeriod.

Unique — one of a kind.

Vertebrates — animals that have back-bones, including fish, reptiles, amphibians,mammals and birds.

Volcano — an opening in the earth’s crustthrough which molten lava, ash and gasesare vented.

Waterhouse Hawkins — a British artistand educator who worked with Sir RichardOwen to build life-size dinosaur sculptures.He also created dinosaur sculptures andartwork in the United States.

Wire — a flexible metal strand used tocreate model forms.

X-ray — a photograph, as of a skeleton,obtained by the use of electromagneticradiation.

For a comprehensive glossary of dinosaurterms visit: Enchanted Learninghttp://www.zoomdinosaurs.com.

Resource Materials


What’s in aDinosaur Name?

Create many new and realdinosaur names with theseGreek and Latin words.

a — on, in, at; plural; without

acantho — spinyacro — highacu — sharpae — pluralaero — airallo — different, other,

strangealpha — firstalti — highambul — walkamphi — aroundampli — largean — notanato — duckane — denotinganim — breathankylo — fusedante — beforeanti — againstapato — deceptiveaqua — waterarchae — ancientarium — used forary — used forasis — unhealthyaster — starate — like, possessingaudi — hearauri — earaurus — lizardavi — birdbar(o) — heavybi — twobola — throwbrachio — armbrevi — shortbronto — thundercaco — badcamara — chambered

cantho — spinecardio — heartcarn — fleshcarni — meatcaud — tailcele — swellceler — swiftcentri — one hundredcephale — headceptor — receivercerat — hornedchasm — ravine, canyonchord — stringcide — killercircum — aroundcle — smallclude — closecoel — hollowcon — with, togethercontra — oppositecorpus — bodycory — helmetcosm — universecrypt — hiddencycl — circlecyto — hollowdactyl — finger, toedec — tendeca — tendeino — terriblederma — skindi — twodia — acrossdin(o) — terriblediplo — doubledors — backduce — to leaddupl — twodyma — putting on, offdynam — powerdys — baddysis — putting on, offella — smallence — state ofennial — yearlyepi — upon, overescent — growingesia — act, state of

eu — well, goodeuoplo —well-armedexo — outsideextra — outside offaun — animalfic — makefid — splitfiss — splitflora — plantfoli — leafform — form offy — to makegallo — roostergel — stiffengen — originalgeny — origingeo — earthgerous — bearinggnathus — jawgracile — slender-bodiedgraph — drawinggravi — heavygryp — curvedgymno — nakedgyr — rotateheli — sunhemi — halfhemo — bloodherb — plantheter — different, otherhippo — horseholo — wholehomo — samehyal — clearhydra — waterhypa — veryhyper — over, abovehypo — under, belowi — pluralia — pertaining toic — havingicthy — fishid — havingidium — smallin — in, intoina — subclassine — pertaining toinfra — below

inter — betweenintra — withinintro — go intoite — belonging toitis — inflamationject — to throwkilo — thousandlapse — to sliplat — widelater — sidelepto — smalllipse — leavelite — mineralsluc — lightlun — moonlysis — looseninglyte — looseningma — act ofmacro — largemagni — greatmaia — good mothermani — handmari — seame — act ofmeag — hugemed — middlemeg — largemes — middlemeta — with, aftermicro — smallmilli — thousandmim — copymimus — mimicmimus — mimicmono — singlemorph — formmulti — manymut — changemycin — fungimyo — mouselikemyria — manymytho — legendnano — smallnect — swimneo — newnoct — nightnod — knotnome — name

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non — notnonus — ninenoto — backnov — newnycho — clawnychus — clawoct — eightode — of nature, ofoden — toothodon — toothoff — fromoid — form ofole — smallolig — fewoma — tumoromni — allonto — beingonyx — clawops — faceopter — wingorith — birdornith — birdortho — straightoscill — swingose — full ofous — pertaining toover — aboveovi — eggpachy — thickpan — allpapr — ward offpar — besidepara — nearpater — fatherpect — thickped — foot, childpel — drivepelt — shieldpend — hangpene — almostpenia — lack ofpenta — fiveper — for eachperi — aroundphac — lensphago — to eatphan — visiblephen — appearance of

phil — lovingphob — fearsomephon — soundphore — bearsphores — carriesphot — lightphren — the mindphysic — naturalphysis — form, growthphyto — plantpico — millionplas — form, moldplate — flatplex — networkplexy — paralysisplo — armoredploid — division ofplur — morepod — footpoeia — makingpolar — axispoly — manyponic — toilpost — afterpre — beforeprim — firstpro — first, in frontpros — towardprot — firstproter — beforepseud — falsepsil — barepsych — mindpter — wingpus — footpyro — firequadri — fourquasi — as ifquint — fiverad — rayradic — rootraptor — thiefras — scrapere — back againrect — straightretro — backwardrex — kingrhage — breaking

rhaphy — sewing uprheo — flowrhexis — breakingrobust — strongrod — wearrot — turnrupt — breaks — pluralsalto — jumpsan — healthsaur — lizardsciss — cutscler — hardscope — examinese — apartsect — cuttingsed — sitseism — earthquakesemi — halfsens — feelsept — sevensex — sixsinu — curvesis — act, state ofsiss — standsist — set, standsol — sun solu — spread outsolut — loosensomn — sleepsperm — seedspher — ballspine — spinyspir — breathstasis — standingstat — statesteg — plated; roofedstell — starsteno — narrowstom — openingstomy — openingstrat — spread outstrate — spread outstroph — turningstyra — spikedsub — undersuper — over, abovesyn — with

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Indiana Science Standards

Kindergarten Science StandardsThe Nature of Science andTechnologyK.1.1 Raise questions about the natural world. K.1.2 Begin to demonstrate that everybody cando science.Scientific ThinkingK.2.1 Use whole numbers up to 10 in counting,identifying, sorting and describing objects andexperiences.K.2.2 Draw pictures and writes words todescribe objects and experiences.The Physical SettingK.3.1 Describe objects in terms of the materialsthey are made of, such as clay, cloth, paper,etc.K.3.2 Investigate that things move in differentways, such as fast, slow, etc.The Living EnvironmentK.4.1 Give examples of plants and animals.K.4.2 Observe plants and animals, describinghow they are alike and how they are differentin the way they look and in the things they do.The Mathematical WorldK.5.1 Use shapes, such as circles, squares,rectangles and triangles, to describe differentobjects. Common ThemesK.6.1 Describe an object by saying how it issimilar to or different from another object.

Grade 1 Science StandardsThe Nature of Science andTechnology1.1.1 Observe, describe, draw and sort objectscarefully to learn about them.1.1.2 Investigate and make observations toseek answers to questions about the world,such as “In what ways do animals move?”1.1.3 Recognize that and demonstrate howpeople can learn much about plants andanimals by observing them closely over aperiod of time. Recognize also that care mustbe taken to know the needs of living thingsand how to provide for them.1.1.4 Use tools, such as rulers and magnifiers, toinvestigate the world and make observations.Scientific Thinking1.2.1 Use whole numbers up to 100 incounting, identifying, measuring anddescribing objects and experiences.1.2.2 Use sums and differences of single digitnumbers in investigations and judge thereasonableness of the answers.

1.2.3 Explain to other students how to goabout solving numerical problems.1.2.4 Measure the length of objects havingstraight edges in inches, centimeters, or non-standard units.1.2.5 Demonstrate that magnifiers help peoplesee things they could not see without them.1.2.6 Describe and compare objects in terms ofnumber, shape, texture, size, weight, colorand motion.1.2.7 Write brief informational descriptions of areal object, person, place or event using infor-mation from observations.The Physical Setting1.3.1 Recognize and explain that water can bea liquid or a solid and can go back and forthfrom one form to the other. Investigate byobserving that if water is turned into ice andthen the ice is allowed to melt, the amount ofwater is the same as it was before freezing.1.3.2 Investigate by observing and thendescribe that water left in an open containerdisappears, but water in a closed containerdoes not disappear.1.3.3 Investigate by observing and also meas-uring that the sun warms the land, air andwater.1.3.4 Investigate by observing and thendescribe how things move in many differentways, such as straight, zigzag, round-and-round and back-and-forth.1.3.5 Recognize that and demonstrate howthings near the earth fall to the ground unlesssomething holds them up.The Living Environment1.4.1 Identify when stories give attributes toplants and animals, such as the ability tospeak, that they really do not have.1.4.2 Observe and describe that there can bedifferences, such as size or markings, amongthe individuals within one kind of plant oranimal group.1.4.3 Observe and explain that animals eatplants or other animals for food.1.4.4 Explain that most living things needwater, food and air.Mathematical World1.5.1 Use numbers up to 10 to place objects inorder, such as first, second and third, and toname them, such as bus numbers or phonenumbers.1.5.2 Make and use simple picture graphs totell about observations.1.5.3 Observe and describe similar patterns,such as shapes, designs and events that mayshow up in nature, such as honeycombs,

sunflowers or shells. See similar patterns in thethings people make, such as quilts, baskets orpottery.Common Themes1.6.1 Observe and describe that models, suchas toys, are like the real things in some waysbut different in others.

Grade 2 Science StandardsThe Nature of Science andTechnology2.1.1 Manipulate an object to gain additionalinformation about it.2.1.2 Use tools, such as thermometers, magni-fiers, rulers or balances, to gain more informa-tion about objects.2.1.3 Describe, both in writing and orally,objects as accurately as possible and compareobservations with those of other people.2.1.4 Make new observations when there isdisagreement among initial observations.2.1.5 Demonstrate the ability to work with ateam but still reach and communicate one’sown conclusions about findings.2.1.6 Use tools to investigate, observe,measure, design and build things.2.1.7 Recognize and describe ways that somematerials, such as recycled paper, cans andplastic jugs, can be used over again.Scientific Thinking2.2.1 Give estimates of numerical answers toproblems before doing them formally.2.2.2 Make quantitative estimates of familiarlengths, weights and time intervals and checkthem by measurements.2.2.3 Estimate and measure capacity usingcups and pints.2.2.4 Assemble, describe, take apart and/orreassemble constructions using such things asinterlocking blocks and erector sets.Sometimes pictures or words may be used asa reference.2.2.5 Draw pictures and write brief descrip-tions that correctly portray key features of anobject.The Physical Setting2.3.1 Investigate by observing and thendescribe that some events in nature have arepeating pattern such as seasons, day andnight, and migrations.2.3.2 Investigate, compare and describeweather changes from day to day but recog-nize, describe and chart that the temperatureand amounts of rain or snow tend to be high,medium or low in the same months everyyear.

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2.3.3 Investigate by observing and thendescribing chunks of rocks and their manysizes and shapes, from boulders to grains ofsand and even smaller.2.3.4 Investigate by observing and thendescribing how animals and plants some-times cause changes in their surroundings.2.3.5 Investigate that things can be done tomaterials, such as freezing, mixing, cutting,heating, wetting, etc., to change some of theirproperties and observe that not all materialsrespond in the same way.2.3.6 Discuss how people use electricity orburn fuels, such as wood, oil, coal or naturalgas, to cook their food and warm their houses.2.3.7 Investigate and observe that the way tochange how something is moving is to give ita push or a pull.2.3.8 Demonstrate and observe that magnetscan be used to make some things movewithout being touched.The Living Environment2.4.1 Observe and identify different externalfeatures of plants and animals and describehow these features help them live in differentenvironments.2.4.2 Observe that and describe how animalsmay use plants, or even other animals, forshelter and nesting.2.4.3 Observe and explain that plants andanimals both need to take in water, animalsneed to take in food, and plants need light.2.4.4 Recognize and explain that living thingsare found almost everywhere in the world andthat there are somewhat different kinds indifferent places.2.4.5 Recognize and explain that materials innature, such as grass, twigs, sticks and leaves,can be recycled and used again, sometimesin different forms, such as in birds’ nests.2.4.6 Observe and describe the differentexternal features of people, such as their size,shape and color of hair, skin and eyes.2.4.7 Recognize and discuss that people aremore like one another than they are like otheranimals.2.4.8 Give examples of different roles peoplehave in families and communities.The Mathematical World2.5.1 Recognize and explain that, in meas-uring, there is a need to use numbers betweenwhole numbers, such as 2 1/2 centimeters.2.5.2 Recognize and explain that it is oftenuseful to estimate quantities.2.5.3 Observe that and describe howchanging one thing can cause changes in

something else such as exercise and its effecton heart rate.2.5.4 Begin to recognize and explain thatpeople are more likely to believe ideas if goodreasons are given for them.2.5.5 Explain that some events can bepredicted with certainty, such as sunrise andsunset, and some cannot, such as storms.Understand that people aren’t always surewhat will happen since they do not knoweverything that might have an effect.2.5.6 Explain that sometimes a person canfind out a lot (but not everything) about agroup of things, such as insects, plants orrocks, by studying just a few of them.Common Themes2.6.1 Investigate that most objects are made ofparts.2.6.2 Observe and explain that models maynot be the same size, may be missing somedetails or may not be able to do all of thesame things as the real things.2.6.3 Describe that things can change indifferent ways, such as in size, weight, color,age and movement. Investigate that somesmall changes can be detected by takingmeasurements.

Grade 3 Science StandardsScience StandardsThe Nature of Science andTechnology3.1.1 Recognize and explain that when ascientific investigation is repeated, a similarresult is expected.3.1.2 Participate in different types of guidedscientific investigations such as observingobjects and events and collecting specimensfor analysis.3.1.3 Keep and report records of investigationsand observations using tools, such as jour-nals, charts, graphs, and computers.Discuss the results of investigations andconsider the explanations of others.3.1.5 Demonstrate the ability to work coopera-tively while respecting the ideas of othersand communicating one’s own conclusionsabout findings.3.1.6 Give examples of how tools, such asautomobiles, computers, and electric motors,have affected the way we live.3.1.7 Recognize that and explain how aninvention can be used in different ways, suchas a radio being used to get information andfor entertainment.3.1.8 Describe how discarded products

contribute to the problem of waste disposaland that recycling can help solve thisproblem.Scientific Thinking3.2.1 Add and subtract whole numbersmentally, on paper, and with a calculator.3.2.2 Measure and mix dry and liquid mate-rials in prescribed amounts, following reason-able safety precautions.3.2.3 Keep a notebook that describes obser-vations and is understandable weeks ormonths later.3.2.4 Appropriately use simple tools, such asclamps, rulers, scissors, hand lenses, andother technology, such as calculators andcomputers, to help solve problems.3.2.5 Construct something used forperforming a task out of paper, cardboard,wood, plastic, metal, or existing objects3.2.6 Make sketches and write descriptions toaid in explaining procedures or ideas.3.2.7 Ask “How do you know?” in appro-priate situations and attempt reasonableanswers when others ask the same question.The Physical Setting3.3.1 Observe and describe the apparentmotion of the sun and moon over a timespan of one day.3.3.2 Observe and describe that there aremore stars in the sky than anyone can easilycount, but they are not scattered evenly.3.3.3 Observe and describe that the sun canbe seen only in the daytime.3.3.4 Observe and describe that the moonlooks a little different every day, but looksthe same about every four weeks.3.3.5 Give examples of how change, such asweather patterns, is a continual processoccurring on Earth.3.3.6 Describe ways human beings protectthemselves from adverse weather conditions.3.3.7 Identify and explain some effectshuman activities have on weather.3.3.8 Investigate and describe how movingair and water can be used to run machines,like windmills and waterwheels.3.3.9 Demonstrate that things that makesound do so by vibrating, such as vocal cordsand musical instruments.

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The Living Environment3.4.1 Demonstrate that a great variety ofliving things can be sorted into groups inmany ways using various features, such ashow they look, where they live, and howthey act, to decide which things belong towhich group.3.4.2 Explain that features used for groupingdepend on the purpose of the grouping.3.4.3 Observe that and describe howoffspring are very much, but not exactly, liketheir parents and like one another.3.4.4 Describe that almost all kinds ofanimals’ food can be traced back to plants.3.4.5 Give examples of some kinds of organ-isms that have completely disappeared andexplain how these organisms were similar tosome organisms living today.3.4.6 Explain that people need water, food,air, waste removal, and a particular range oftemperatures, just as other animals do.3.4.7 Explain that eating a variety of healthfulfoods and getting enough exercise and resthelp people to stay healthy.3.4.8 Explain that some things people takeinto their bodies from the environment canhurt them and give examples of such things.3.4.9 Explain that some diseases are causedby germs and some are not. Note thatdiseases caused by germs may be spread toother people. Also understand that handwashing with soap and water reduces thenumber of germs that can get into the bodyor that can be passed on to other people.The Mathematical World3.5.1 Select and use appropriate measuringunits, such as centimeters (cm) and meters(m), grams (g) and kilograms (kg), anddegrees Celsius (˚C).3.5.2 Observe that and describe how somemeasurements are likely to be slightlydifferent, even if what is being measuredstays the same. 3.5.3 Construct tables and graphs to showhow values of one quantity are related tovalues of another.3.5.4 Illustrate that if 0 and 1 are located on aline, any other number can be depicted as aposition on the line.3.5.5 Explain that one way to make sense ofsomething is to think of how it relates tosomething more familiar.Common Themes3.6.1 Investigate how and describe that whenparts are put together, they can do thingsthat they could not do by themselves.

3.6.2 Investigate how and describe thatsomething may not work if some of its partsare missing.3.6.3 Explain how a model of something isdifferent from the real thing but can be usedto learn something about the real thing.3.6.4 Take, record, and display counts andsimple measurements of things over time,such as plant or student growth.3.6.5 Observe that and describe how somechanges are very slow and some are veryfast and that some of these changes may behard to see and/or record.

Grade 4 Science StandardsScience StandardsThe Nature of Science andTechnology4.1.1 Observe and describe that scientificinvestigations generally work the same wayin different places.4.1.2 Recognize and describe that results ofscientific investigations are seldom exactlythe same. If differences occur, such as a largevariation in the measurement of plantgrowth, propose reasons for why these differ-ences exist, using recorded information aboutinvestigations.4.1.3 Explain that clear communication is anessential part of doing science since itenables scientists to inform others about theirwork, to expose their ideas to evaluation byother scientists, and to allow scientists to stayinformed about scientific discoveries aroundthe world.4.1.4 Describe how people all over the worldhave taken part in scientific investigation formany centuries.4.1.5 Demonstrate how measuring instru-ments, such as microscopes, telescopes, andcameras, can be used to gather accurateinformation for making scientific comparisonsof objects and events. Note that measuringinstruments, such as rulers, can also be usedfor designing and constructing things that willwork properly.4.1.6 Explain that even a good design mayfail even though steps are taken ahead oftime to reduce the likelihood of failure.4.1.7 Discuss and give examples of how tech-nology, such as computers and medicines,has improved the lives of many people,although the benefits are not equally avail-able to all.4.1.8 Recognize and explain that any inven-tion may lead to other inventions.

4.1.9 Explain how some products and mate-rials are easier to recycle than others.Scientific Thinking4.2.1 Judge whether measurements andcomputations of quantities, such as length,area, volume, weight, or time, are reason-able.4.2.2 State the purpose, orally or in writing, ofeach step in a computation.4.2.3 Make simple and safe electricalconnections with various plugs, sockets, andterminals.4.2.4 Use numerical data to describe andcompare objects and events.4.2.5 Write descriptions of investigations,using observations and other evidence assupport for explanations.4.2.6 Support statements with facts found inprint and electronic media, identify thesources used, and expect others to do thesame.4.2.7 Identify better reasons for believingsomething than “Everybody knows that ..” or“I just know” and discount such reasonswhen given by others.The Physical Setting4.3.1 Observe and report that the moon canbe seen sometimes at night and sometimesduring the day.4.3.2 Begin to investigate and explain that airis a substance that surrounds us, takes upspace, and whose movements we feel aswind.4.3.3 Identify salt as the major differencebetween fresh and ocean waters.4.3.4 Describe some of the effects of oceanson climate.4.3.5 Describe how waves, wind, water, andglacial ice shape and reshape the Earth’s landsurface by the erosion of rock and soil insome areas and depositing them in otherareas.4.3.6 Recognize and describe that rock iscomposed of different combinations ofminerals.4.3.7 Explain that smaller rocks come fromthe breakage and weathering of bedrock andlarger rocks and that soil is made partly fromweathered rock, partly from plant remains,and also contains many living organisms.4.3.8 Explain that the rotation of the Earth onits axis every 24 hours produces the night-and-day cycle.4.3.9 Draw or correctly select drawings ofshadows and their direction and length atdifferent times of day.

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4.3.10 Demonstrate that the mass of a wholeobject is always the same as the sum of themasses of its parts.4.3.11 Investigate, observe, and explain thatthings that give off light often also give offheat.4.3.12 Investigate, observe, and explain thatheat is produced when one object rubsagainst another, such as one’s hands rubbingtogether.4.3.13 Observe and describe that things thatgive off heat, such as people, animals, andthe sun.4.3.14 Explain that energy in fossil fuelscomes from plants that grew long ago.4.3.15 Demonstrate that without touchingthem, a magnet pulls all things made of ironand either pushes or pulls other magnets.4.3.16 Investigate and describe that withouttouching them, material that has been electri-cally charged pulls all other materials and mayeither push or pull other charged material.The Living Environment4.4.1 Investigate, such as by using micro-scopes, to see that living things are mademostly of cells.4.4.2 Investigate, observe, and describe thatinsects and various other organisms dependon dead plant and animal material for food.4.4.3 Observe and describe that organismsinteract with one another in various ways,such as providing food, pollination, and seeddispersal.4.4.4 Observe and describe that some sourceof energy is needed for all organisms to stayalive and grow.4.4.5 Observe and explain that most plantsproduce far more seeds than those that actu-ally grow into new plants.4.4.6 Explain how in all environments, organ-isms are growing, dying, and decaying, andnew organisms are being produced by theold ones.4.4.7 Describe that human beings havemade tools and machines, such as x-rays,microscopes, and computers, to sense anddo things that they could not otherwisesense or do at all, or as quickly, or as well.4.4.8 Know and explain that artifacts andpreserved remains provide some evidence ofthe physical characteristics and possiblebehavior of human beings who lived a verylong time ago.4.4.9 Explain that food provides energy andmaterials for growth and repair of body parts.

Recognize that vitamins and minerals,present in small amounts in foods, are essen-tial to keep everything working well. Furtherunderstand that as people grow up, theamounts and kinds of food and exerciseneeded by the body may change.4.4.10 Explain that if germs are able to getinside the body, they may keep it fromworking properly. Understand that for defenseagainst germs, the human body has tears,saliva, skin, some blood cells, and stomachsecretions. Also note that a healthy body canfight most germs that invade it. Recognize,however, that there are some germs thatinterfere with the body’s defenses.4.4.11 Explain that there are some diseasesthat human beings can only catch once.Explain that there are many diseases thatcan be prevented by vaccinations, so thatpeople do not catch them even once.The Mathematical World4.5.1 Explain that the meaning of numerals inmany-digit numbers depends on their positions.4.5.2 Explain that in some situations, “0”means none of something, but in others itmay be just the label of some point on ascale.4.5.3 Illustrate how length can be thought ofas unit lengths joined together, area as acollection of unit squares, and volume as aset of unit cubes.4.5.4 Demonstrate how graphical displays ofnumbers may make it possible to spotpatterns that are not otherwise obvious, suchas comparative size and trends.4.5.5 Explain how reasoning can be distortedby strong feelings.Common Themes4.6.1 Demonstrate that in an object consistingof many parts, the parts usually influence orinteract with one another.4.6.2 Show that something may not work aswell, or at all, if a part of it is missing, broken,worn out, mismatched, or incorrectlyconnected.4.6.3 Recognize that and describe howchanges made to a model can help predicthow the real thing can be altered.4.6.4 Observe and describe that somefeatures of things may stay the same evenwhen other features change.

Grade 5 Science StandardsScience StandardsThe Nature of Science andTechnology5.1.1 Recognize and describe that results ofsimilar scientific investigations may turn outdifferently because of inconsistencies inmethods, materials, and observations.5.1.2 Begin to evaluate the validity of claimsbased on the amount and quality of theevidence cited.5.1.3 Explain that doing science involvesmany different kinds of work and engagesmen, women, and children of all ages andbackgrounds.5.1.4 Give examples of technology, such astelescopes, microscopes, and cameras, thatenable scientists and others to observe thingsthat are too small or too far away to be seenwithout them and to study the motion ofobjects that are moving very rapidly or arehardly moving.5.1.6 Explain how the solution to oneproblem, such as the use of pesticides in agri-culture or the use of dumps for wastedisposal, may create other problems.5.1.7 Give examples of materials not presentin nature, such as cloth, plastic, andconcrete, that have become availablebecause of science and technology.Scientific Thinking5.2.1 Multiply and divide whole numbersmentally, on paper, and with a calculator.5.2.2 Use appropriate fractions and decimalswhen solving problems.5.2.3 Choose appropriate common materialsfor making simple mechanical constructionsand repairing things.5.2.4 Keep a notebook to record observationsand be able to distinguish inferences fromactual observations.5.2.5 Use technology, such as calculators orspreadsheets, in determining area andvolume from linear dimensions. Find area,volume, mass, time, and cost, and find thedifference between two quantities ofanything.5.2.6 Write instructions that others can followin carrying out a procedure.5.2.7 Read and follow step-by-step instruc-tions when learning new procedures.5.2.8 Recognize when and describe thatcomparisons might not be accurate becausesome of the conditions are not kept thesame.

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The Physical Setting5.3.1 Explain that telescopes are used tomagnify distant objects in the sky includingthe moon and the planets.5.3.2 Observe and describe that stars are likethe sun, some being smaller and some beinglarger, but they are so far away that theylook like points of light.5.3.3 Observe the stars and identify stars thatare unusually bright and those that haveunusual colors, such as reddish or bluish.5.3.4 Investigate that when liquid waterdisappears it turns into a gas (vapor) mixedinto the air and can reappear as a liquidwhen cooled or as a solid if cooled below thefreezing point of water.5.3.5 Observe and explain that clouds andfog are made of tiny droplets of water.5.3.6 Demonstrate that things on or near theEarth are pulled toward it by the Earth’sgravity.5.3.7 Describe that, like all planets and stars,the Earth is approximately spherical in shape.5.3.8 Investigate, observe, and describe thatheating and cooling cause changes in theproperties of materials, such as water turninginto steam by boiling and water turning intoice by freezing. Notice that many kinds ofchanges occur faster at higher temperatures.5.3.9 Investigate, observe, and describe thatwhen warmer things are put with coolerones, the warm ones lose heat and the coolones gain it until they are all at the sametemperature. Demonstrate that a warmerobject can warm a cooler one by contact orat a distance.5.3.10 Investigate that some materialsconduct heat much better than others, andpoor conductors can reduce heat loss.5.3.11 Investigate and describe that changesin speed or direction of motion of an objectare caused by forces. Understand that thegreater the force, the greater the change inmotion and the more massive an object, theless effect a given force will have.5.3.12 Explain that objects move at differentrates, with some moving very slowly andsome moving too quickly for people to seethem.5.3.13 Demonstrate that the Earth’s gravitypulls any object toward it without touching it.The Living Environment5.4.1 Explain that for offspring to resembletheir parents there must be a reliable way totransfer information from one generation tothe next.

5.4.2 Observe and describe that some livingthings consist of a single cell that needs food,water, air, a way to dispose of waste, and anenvironment in which to live.5.4.3 Observe and explain that some organ-isms are made of a collection of similar cellsthat benefit from cooperating. Explain thatsome organisms’ cells, such as human nervecells and muscle cells, vary greatly in appear-ance and perform very different roles in theorganism.5.4.4 Explain that in any particular environ-ment, some kinds of plants and animalssurvive well, some do not survive as well,and some cannot survive at all.5.4.5 Explain how changes in an organism’shabitat are sometimes beneficial and some-times harmful.5.4.6 Recognize and explain that mostmicroorganisms do not cause disease andmany are beneficial.5.4.7 Explain that living things, such as plantsand animals, differ in their characteristics,and that sometimes these differences cangive members of these groups (plants andanimals) an advantage in surviving andreproducing.5.4.8 Observe that and describe how fossilscan be compared to one another and toliving organisms according to their similaritiesand differences.5.4.9 Explain that like other animals, humanbeings have body systems.The Mathematical World5.5.1 Make precise and varied measurementsand specify the appropriate units.5.5.2 Show that mathematical statementsusing symbols may be true only when thesymbols are replaced by certain numbers.5.5.3 Classify objects in terms of simplefigures and solids.5.5.4 Compare shapes in terms of concepts,such as parallel and perpendicular, congru-ence, and symmetry.5.5.5 Demonstrate that areas of irregularshapes can be found by dividing them intosquares and triangles.5.5.6 Describe and use drawings to showshapes and compare locations of things verydifferent in size.5.5.7 Explain that predictions can be basedon what is known about the past, assumingthat conditions are similar.5.5.8 Realize and explain that predictionsmay be more accurate if they are based onlarge collections of objects or events.

5.5.9 Show how spreading data out on anumber line helps to see what the extremesare, where they pile up, and where the gapsare.5.5.10 Explain the danger in using only aportion of the data collected to describe thewhole.Common Themes5.6.1 Recognize and describe that systemscontain objects as well as processes thatinteract with each other.5.6.2 Demonstrate how geometric figures,number sequences, graphs, diagrams,sketches, number lines, maps, and storiescan be used to represent objects, events, andprocesses in the real world, although suchrepresentation can never be exact in everydetail.5.6.3 Recognize and describe that almostanything has limits on how big or small itcan be.5.6.4 Investigate, observe, and describe thatthings change in steady, repetitive, or irreg-ular ways, such as toy cars continuing inthe same direction and air temperaturereaching a high or low value. Note that thebest way to tell which kinds of change arehappening is to make a table or a graph ofmeasurements.

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National Standards for ScienceEducation (Grades K – 4)

Content Standard A — Scientific Inquiry(Grades K – 4)Fundamental concepts and principles thatunderlie this standard include scientificinquiry:l Ask a question about objects, organisms,

and events in the environment.l Plan and conduct a simple investigation. l Employ simple equipment and tools to

gather data and extend the senses. l Use data to construct a reasonable expla-

nation.

Content Standard B — Physical Science(Grades K – 4)Fundamental concepts and principles thatunderlie this standard include physicalscience:l Properties of objects and materials –

Objects have many observable properties,including size, weight, shape, color, temper-ature, and the ability to react with othersubstances. Those properties can be meas-ured using tools, such as rulers, balances,and thermometers.

l Positions of motion of objects - Objects aremade of one or more materials, such aspaper, wood, and metal. Objects can bedescribed by the properties of the materialsfrom which they are made, and those prop-erties can be used to separate or sort agroup of objects or materials.

Content Standard D — Earth and SpaceScience (Grades K – 4)Fundamental concepts and principles thatunderlie this standard includeProperties of Earth materials:l Earth materials are solid rocks and soils,

water, and the gases of the atmosphere.The varied materials have different physicaland chemical properties, which make themuseful in different ways, for example, asbuilding materials, as sources of fuel, or forgrowing the plants we use as food. Earthmaterials provide many of the resourcesthat humans use.

l Soils have properties of color and texture,capacity to retain water, and ability tosupport the growth of many kinds of plants,including those in our food supply.

l Fossils provide evidence about the plantsand animals that lived long ago and thenature of the environment at that time.

Changes in the earth and sky:l The surface of the earth changes. Some

changes are due to slow processes, such aserosion and weathering, and somechanges are due to rapid processes, such aslandslides, volcanic eruptions, and earth-quakes.

l Weather changes from day to day and overthe seasons. Weather can be described bymeasurable quantities, such as tempera-ture, wind direction and speed, and precip-itation.

Content Standard F — Personal andSocial Perspectives (Grades K – 8)Fundamental concepts and principles thatunderlie this standard include Personal andSocial Perspectives:

Science and technology in localchallenges:l People continue inventing new ways of

doing things, solving problems, and gettingwork done. New ideas and inventions oftenaffect other people; sometimes the effectsare good and sometimes they are bad. It ishelpful to try to determine in advance howideas and inventions will affect otherpeople.

l Science and technology have greatlyimproved food quality and quantity, trans-portation, health, sanitation, and communi-cation. These benefits of science and tech-nology are not available to all of the peoplein the world.

Content Standard G — History andNature of Science (Grades K – 8)Fundamental concepts and principles thatunderlie this standard include History andNature of Science:

Science as a human endeavor:l People have practiced Science and tech-

nology for a long time. l Men and women have made a variety of

contributions throughout the history ofscience and technology.

l Although men and women using scientificinquiry have learned much about theobjects, events, and phenomena in nature,much more remains to be understood.Science will never be finished.

l Many people choose science as a careerand devote their entire lives to studying it.Many people derive great pleasure fromdoing science.

Resource Materials


Dino Diary

Words, Sentences, Drawings, Notes (Name) (Date)

Today I discovered …

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116 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study

Resource Materials

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Dinosaur Factbook

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