EDUCATOR’S GUIDE CLASSROOM LESSON PLANS & FIELD TRIP ACTIVITIES Table of Contents at Dorney Park Introduction The Field Trip...... 2 The Educator’s Guide...... 3 Field Trip Activity...... 4 Lesson Plans Lesson 1: Form and Function...... 6 Lesson 2: Dinosaur Detectives...... 10 Lesson 3: Mesozoic Math...... 14 Lesson 4: Fossil Stories...... 22 Games & Puzzles Crossword Puzzles...... 29 Logic Puzzles...... 32 Word Searches...... 37 Answer Keys ...... 39 Additional Resources © 2012 Dinosaurs Unearthed Recommended Reading...... 44 All rights reserved. Except for educational fair use, no portion of this guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any Dinosaur Data...... 45 means—electronic, mechanical, photocopy, recording, or any other without Discovering Dinosaurs...... 52 explicit prior permission from Dinosaurs Unearthed. Multiple copies may only be made by or for the teacher for class use. Glossary...... 54 Content co-created by TurnKey Education, Inc. and Dinosaurs Unearthed, 2012 Standards www.turnkeyeducation.net www.dinosaursunearthed.com Curriculum Standards...... 59 Introduction

The Field Trip

From the time of the first exhibition unveiled in 1854 at the Crystal Palace, dinosaurs have captured the imagination and fascination of the public. Step back in time to the beginning of the “Age of the Dinosaurs” at DINOSAURS ALIVE! – the most immersive and comprehensive Mesozoic experience – and encounter the beasts that dominated the planet for over 180 million are invited to bring their sketch pads to document these years. This multi-sensory and interactive experience magnificent creatures as they really lived. brings not only insight into the new scientific discoveries concerning the appearance and behaviors of dinosaurs, The exhibition is laid out in such a way that students but also features some of the latest finds including can easily compare dinosaurs from different locations Mojoceratops and Kosmoceratops, both of whom were and observe their physical similarities. Fish eaters discovered in 2010. Art and technology, two disparate discovered in Africa are compared with creatures disciplines, are also explored in order for students and from South America and England who share their teachers to hear the sounds, see the movements and same penchant for fish. The iconic North American observe the beauty of full-sized animatronic creations Parasaurolophus is grouped with the lesser known that replicate nearly every feature of the dinosaurs. Olorotitan, originally discovered in the Far East and Ouranosaurus, which was discovered in Africa. Imagine not passively learning but actively comparing not only the immense size of each dinosaur to the others The opportunity to observe the size of these massive but also being able to witness how they may have looked hadrosaurs, as shown in the life-sized animatronics at and moved in their own environments. DINOSAURS DINOSAURS ALIVE!, and understand that they lived ALIVE! is presented in a spectacular outdoor setting, in herds numbering in the hundreds and thousands, in order to feature the full life-sized majesty of gigantic all the while sharing the same ecological environment sauropods such as Mamenchisaurus and the over 40- with giant predators, becomes a moment of awe and foot tall Ruyangosaurus giganteous. understanding of a world long since extinct. Yet the comparison and contrast does not end with similar This outdoor exhibition presents scenes and stories species. based on real fossil evidence, such as the predator trap at Cleveland-Lloyd in Utah and the Pachyrhinosaurus Illustrating not only the range of species found in one flash flood episode from Pipestone Creek in Alberta, paleontological excavation but also the similarities Canada. Students can create a written or oral history in physicality from other locations, the dinosaurs of these events detailing what happened before, during represented from the Dashanpu Quarry site recall and after what they see depicted so vividly at the the creatures discovered at Cleveland-Lloyd. In both exhibition. Other key scenes depicting behaviors and instances the accompanying content tells the dynamic diversity include an attack by a pack of Deinonychus story of Jurassic prehistoric life and presents the facts on a lone Tenontosaurus, and an adult and sub-adult in an engaging and rich educational manner which will Tyrannosaurus rex stalking a Triceratops. Art students capture the attention of any grade level.

DINOSAURS ALIVE! AT DORNEY PARK | 2 Combining finely detailed, a hands-on science hand-crafted animatronics, experiment on depth interactive consoles, a lush perception. In Lesson setting and educational content 2, Dinosaur Detectives, that reflects the latest scientific students research key theories DINOSAURS ALIVE! paleontologists and their offers not only the excitement discoveries and learn of a tail thrashing, clawing, first-hand that science and roaring exhibition but the is a dynamic and ever- opportunity to actively engage in changing world. While at a unique learning experience. The educational package the exhibition, your students will see the culmination of which accompanies the field trip was developed by over a hundred years of paleontology. an award winning educational consultant to meet curriculum standards and specifically references facts Lesson 3 is Mesozoic Math. Students work with and species from DINOSAURS ALIVE! measurements, proportions and scale models of the true-to-life-sized dinosaurs they see on their field The Educator’s Guide trip. The final lesson, Lesson 4, is Fossil Stories. At DINOSAURS ALIVE!, you will be introduced to three This Educator’s Guide has been created to help stories of dinosaur discoveries, theories of how mass educators and students make the most of their field trip death may have occurred and the connection between to DINOSAURS ALIVE! The guide begins with an on- dragons and dinosaurs. site field trip activity to keep your students engaged and focused while at DINOSAURS ALIVE! Next, you will find The guide also contains recommended reading lists four Classroom Lesson Plans centered on key topics to expand your students’ knowledge of the world of highlighted in the exhibition and designed to correlate dinosaurs, plus dinosaur-themed games and puzzles closely with your STEM curriculum standards. for both younger and older students and dinosaur fun facts that you can adapt for trivia contests, Jeopardy These plans contain dynamic activities and assignments and Bingo games or a Fact of the Day calendar. for elementary school students as well as adaptations and advanced lessons for older grades. The guide is We know how important it is to be able to justify field created to be flexible; use it to best fit the needs and trips and document how instructional time is spent capabilities of your class. You know your students better outside of your classroom. To that end, the Educator’s than anyone else. You may select some of the lower Guide correlates to national curriculum standards. level activities for use with your eighth graders or you might pull from some of the more advanced activities These resources can be used before your visit to help for use with your most curious and sophisticated young prepare students for the teachable moments found paleontologists. throughout the exhibition as well as when you return to school to further explore the connections between the Lesson 1 is called Form and Function. At the exhibition educational themes of the exhibition and your classroom you will see how dinosaurs evolved and adapted based on instruction. Take advantage of this unique opportunity their needs, environments and diets. In the classroom, to literally bring science to life for your students. We your students will learn about some of the anatomical look forward to seeing you at DINOSAURS ALIVE! differences between predators and prey while doing

DINOSAURS ALIVE! AT DORNEY PARK | 3 Field Trip Activity Name Class Date

Who am I?

Read the clues and look for these creatures on your field trip to DINOSAURS ALIVE! Fill in the first column with the dinosaurs’ names as you encounter them; then answer the questions following the chart.

Who am I? My unique fact I lived in the The area I lived in was Hint

My name comes from the fact that paleontologists were frustrated when Early Cretaceous I am grouped with other fish 1. South America: Brazil trying to remove the plaster around 110 Mya eaters my skull North America: USA – My lower jaw could deliver 10,000 Late Cretaceous As the “King of the Lizards” Colorado, Montana, South 2. newtons of force – the equivalent of 65 Mya I may be the best known Dakota and Wyoming; Canada being able to lift a semi-trailer dinosaur – Alberta North America: USA – New I am one of the dinosaurs My duck-like beak holds hundreds of Late Cretaceous 3. Mexico, Utah; Canada – whose movements can be tiny teeth 72 Mya Alberta controlled

My name comes from an early Late Cretaceous North America: Canada – I have a distinctive heart- 4. 20th-century African-American term 75 – 74 Mya Alberta and Saskatchewan shaped frill meaning a magic charm or talisman I first appeared in a time when dinosaurs were not yet dominant Mid-Triassic I am grouped with some other 5. South America: Argentina and competed against larger, more 231.4 Mya Mesozoic Predators powerful animals for food North America: USA –

DINOSAURS ALIVE!AT DORNEYPARK | Montana, North Dakota, South I was the victim of a “Predator I was the largest North American Late Jurassic 6. Dakota, Nebraska, Kansas, Trap” which was later named predator of the Jurassic Period 150 Mya Wyoming and Colorado; the Cleveland-Lloyd Quarry Europe: Portugal

I have the most ornate skull of any Late Cretaceous I have 10 hooks and 15 horn- 7. North America: USA – Utah known dinosaur 76.4 – 75.5 Mya like structures on my frill

I was the largest Cretaceous Late Cretaceous I am the largest dinosaur in this 8. Asia: China – Henan Province sauropod in Asia 99.6 – 89.3 Mya park

Unlike other horned-face dinosaurs I Late Cretaceous North America: USA – Alaska; At Dinosaurs Alive! I can be 9. 4 have a thick bony facial pad 73.5 – 71 Mya Canada – Alberta found near or in a creek Name Class Date

10. What animal, pictured here, from the Mid-Jurassic Period in China, did you see at the exhibition that was an early stegosaurid?

11. Which time period has the most dinosaurs on the chart?

12. Which three US states would be the best for fossil hunting? (Hint: Which three states are on the chart the most?)

13. Which province in Canada would be best for fossil hunting?

14. Once you complete the Field Trip Activity “Who Am I?” chart, place the dinosaurs in chronological order starting from the earliest (Triassic) to the latest (Cretaceous) showing the name, time period and date.

DINOSAURS ALIVE! AT DORNEY PARK | 5 Lesson 1: Form and Function

How do the scientists and engineers behind the scenes Prey animals (like Omeisaurus) usually have eyes at DINOSAURS ALIVE! know how to accurately create spaced far apart and on the sides of their heads, the moving, roaring, life-sized beasts you see on your while the eyes of a predator (like Tyrannosaurus rex or field trip? They study and learn from the evidence the Yangchuanosaurus) face forward so they can focus on real dinosaurs left behind, like fossilized bones. what’s in front of them – a tasty dinner!

For example, during your field trip to DINOSAURS Animals that are prey, meaning that they are hunted by ALIVE!, take a close look at the head of Omeisaurus, other animals, need eyes that can see all around them one of the large, herbivorous sauropods, and compare in order to be able to watch out for danger. Predators it to that of a predator like Tyrannosaurus rex or are animals that hunt, kill and eat other animals. They Yangchuanosaurus. Where are their eyes positioned need eyes that give them good depth perception and on their skulls? the best chance of catching their prey.

Activity 1: Elementary School (Grades K - 5)

How are mice and cats like dinosaurs? It’s all in the eyes! Animals that hunt for food need to have good aim, good hand-eye (or hand-claw!) skills and good depth perception. When our brain tells us what we are seeing, it needs information from both eyes. For depth perception, the brain uses the differences between the picture from the left eye and the picture from the right to figure out how far away something is.

When only one eye sends information, the picture is not complete and depth perception is lost. Imagine how hard it would be to hit a baseball if you couldn’t tell whether the pitcher stood 16 feet away or 60 feet!

The biggest carnivorous hunters were the theropods, like T. rex, with forward-facing eyes.

DINOSAURS ALIVE! AT DORNEY PARK | 6 Name Class Date

When the eyes are close together on the front of the head, an animal has what is called “binocular vision” and better depth perception. This means it is easier for them to tell how far something – like their dinner – is from them. This activity will show you how animals with binocular vision, including humans and dinosaurs, have better depth perception when both eyes are looking at the same object at the same time.

Materials

• Partner • Pencil or pipe cleaner • Washer with a hole larger than pencil/pipe cleaner diameter • Modeling clay • Eye patch

Procedure

1. Stand the washer up on the clay. 2. Turn the clay and washer so that you are looking at the side of the washer – not the hole. 3. Hold the clay and washer in one hand with that arm stretched out in front of you. 4. Put the eye patch on one eye. 5. Try to put the pencil or pipe cleaner through the washer, like threading a needle. 6. Repeat the experiment so that you make 10 tries with the right eye covered, 10 tries with the left eye covered, and 10 tries with both eyes open. 7. Your partner will count your tries and record your results in this chart.

Right eye covered, Left eye covered, Both eyes left open right open open yes no yes no yes no 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

DINOSAURS ALIVE! AT DORNEY PARK | 7 What happened? One of the most intelligent 1. How many times were you able to put the pencil or dinosaurs was Troodon. It pipe cleaner through the washer with… had a brain the same size as a mammal or bird of today, plus only your left eye open? binocular vision and grasping hands.

only your right eye open?

both eyes open?

2. Would you be a good predator, like the Eotyrannus below, if you could only see with one eye at a time? Why or why not?

Try it!

• Calculate your success rates in number 1 above by dividing each total number by 10, then multiplying by 100 for a percentage. For example, if you were successful with only your left eye four times: 4 ÷ 10 X 100 = 40%. • For your next science fair project, test your classmates and family to “see” if being right-handed or left-handed connects to whether they can thread the washer better with one eye or the other. • Repeat the experiment on a larger scale. Have your partner toss you a bean bag or soft ball 10 times and see how well you can catch it with only one eye.

This small theropod from the Early Cretaceous Period, Eotyrannus, was described and named in 2001.

DINOSAURS ALIVE! AT DORNEY PARK | 8 Activity 2: Middle and High School (Grades 6 - 12)

Eye position is only one of the things paleontologists study in order to learn more about a dinosaur. A dinosaur’s teeth, if there are any left, can tell us if that creature was an herbivore or a carnivore. When we see armored plates we know that this was an animal that needed protection from neighbors with sharp teeth! What makes dinosaurs look so strange to us are exactly what helped the species survive, even if all those frills, knobs, crests, and horns were only there to make a dinosaur as handsome as possible to find a mate.

In this activity, match the features of a “mystery” dinosaur in the first list with the conclusions that can be made about that dinosaur’s identity and life in the second list. The first one has been done for you.

Observations

1. K Allosaurus teeth marks on vertebra 7. No tail marks found in trackways

2. Eyes on the sides of its head 8. No fossils in what would have been water

3. Four large legs, footprints far apart 9. About 150 million years old

4. Gastroliths 10. Dull, straight, rake-like teeth

5. Hollow backbones 11. Heart and brain separated by a long neck

6. Long neck didn’t lift above horizontal 12. Long ribs and stout leg bones

Conclusions: This dinosaur… a. was an herbivore. g. moved slowly. b. didn’t live in a jungle or forest because it would h. needed a large, strong heart to keep enough blood constantly hit trees and get stuck. pumping to the brain. c. needed light-weight bones. i. was a heavy animal with a large torso. d. held its tail up in the air, off the ground. j. needed help digesting plant fibers. e. was not a predator. k. was hunted by Allosaurus. f. lived in the Jurassic Period. l. was not a swimmer.

13. Based on this information, what dinosaur do you think it is?

DINOSAURS ALIVE! AT DORNEY PARK | 9 Lesson 2: Dinosaur Detectives

“Dinosaur detectives” (better known as paleontologists) similar to a buffalo, not a dinosaur. And, as you will are always learning new information about the learn at DINOSAURS ALIVE! the dinosaur once known prehistoric creatures you will see on your field trip to as “Brontosaurus” no longer exists! That skeleton DINOSAURS ALIVE! Sometimes they even find turned out to be an Apatosaurus with the skull of a mistakes in what we thought we knew about dinosaurs. Camarasaurus stuck on its neck!

For example, when Stegosaurus was first discovered in the late 1800s, the famous paleontologist Othniel C. Marsh thought it might have had a second brain in a small space near its bottom! When a Triceratops was discovered, scientists first classified it as something

Apatosaurus, formerly known as “Brontosaurus”

Activity 1: Elementary School (Grades K - 5)

The paleontologists listed in the chart on the next page are just 10 of the dozens of early scientists who first studied dinosaurs. Although they may have made a few mistakes along the way, their work is the beginning of scientific dinosaur paleontology.

In the chart, fill in the paleontologists’ dates, nationalities, and the name of one of the dinosaurs they named. One has been done for you. Then, answer the questions that follow.

DINOSAURS ALIVE! AT DORNEY PARK | 10 Name Class Date

Name Birth-Death Nationality Dinosaur Named

Roy C. Andrews

Barnum Brown

William Buckland

Edward D. Cope

Lawrence M. Lambe

Joseph Leidy

Gideon Mantell

Othniel C. Marsh

Henry F. Osborn

Hermann von Meyer 1801-1869 German Archaeopteryx

The first dinosaur to be officially named was Megalosaurus, in 1824 by the Reverend William Buckland.

DINOSAURS ALIVE! AT DORNEY PARK | 11 Name Class Date

1. Which paleontologist in the chart was born first? In what year?

2. Which nationality appears the most?

3. What reason do you think would explain this?

4. Color in the bar graph to show the number of paleontologists on the chart from each country.

6

5

4

3

2

1

American British Canadian German

DINOSAURS ALIVE! AT DORNEY PARK | 12 Name Class Date

Activity 2: Elementary School (Grades K - 5)

Dinosaurs may be long gone, but new fossil discoveries and new theories from today’s dinosaur detectives keep them in the spotlight! Working in groups and using the most recent dinosaur news found on the sites provided below, write, create and produce a “Breaking News” dinosaur newscast. Produce a YouTube video of your report and post it on your school website.

• Dinosaur News: http://www.dinosaurnews.org/

• New York Times Fossil News: http://topics.nytimes.com/topics/reference/timestopics/subjects/f/fossils/index.html

• Smithsonian Dinosaur Blog: http://blogs.smithsonianmag.com/dinosaur/

Activity 3: Middle and High School (Grades 6 - 12)

Not everyone who has a career working with dinosaurs is a paleontologist! Research these four people. Identify their careers and how they contributed to our knowledge of dinosaurs.

1. Luis Alvarez

2. Benjamin W. Hawkins

3. Arthur Holmes

4. Alfred L. Wegener

Creating intricate, life-sized dinosaurs requires teams of experts. Writers, robotics engineers, graphic designers, artists, landscapers, lighting experts and exhibition designers all helped create these animatronic masterpieces and the settings they inhabit. What other careers are part of discovering, studying, constructing, displaying and touring dinosaurs? Brainstorm a list of possibilities. Create a Dinosaur Job Fair in your class. Identify job titles, the education required, colleges and universities with the appropriate course of study, pay rate, duties and responsibilities. Could this be your future career?

DINOSAURS ALIVE! AT DORNEY PARK | 13 Lesson 3: Mesozoic Math

Since humans were not alive that long ago, no one knows In this lesson, you will compare dinosaurs from different for sure exactly how long, tall, heavy or fast dinosaurs time periods, using average lengths from scientists’ really were. Scientists make good guesses based on best guesses, and then use those measurements to many pieces of information. For example, they study create your own exhibition of dinosaurs! the size of fossils and then use the measurements to create the life-sized models you see on your field trip to DINOSAURS ALIVE! One of the smallest dinosaurs to be But how do we know if a fossil came from a particularly discovered so far was only slightly small or big version of that kind of dinosaur? The more larger than a modern-day chicken. fossils that are discovered, the closer we get to figuring Compsognathus grew to be about 3 feet out the real lengths, heights and weights of these extinct long and weighed only about 6½ pounds. creatures.

Activity 1: Elementary School (Grades K - 5)

The dinosaur chart has information on 10 of the dinosaurs you will see during your field trip to DINOSAURS ALIVE!: name, time period and length. For each dinosaur, the length is listed in both meters (m) and feet (ft). Study the chart to answer the questions that follow.

Although we may never have exact measurements, paleontologists are confident that the heaviest dinosaurs were sauropods, like this Ruyangosaurus giganteous, or “Giant Ruyang Lizard” which is the largest animatronic model at the exhibition.

DINOSAURS ALIVE! AT DORNEY PARK | 14 Name Class Date

Dinosaur Chart - Time Period and Length

Name Period Length

Allosaurus Late Jurassic 12 m 39.6 ft

Apatosaurus Late Jurassic 23 m 75.9 ft

Baryonyx Early Cretaceous 9 m 29.7 ft

Huayangosaurus Mid-Jurassic 4 m 13.2 ft

Mamenchisaurus Late Jurassic 24 m 79.2 ft

Omeisaurus Late Jurassic 20 m 66.0 ft

Parasaurolophus Late Cretaceous 9 m 29.7 ft

Stegosaurus Late Jurassic 9 m 29.7 ft

Triceratops Late Cretaceous 9 m 29.7 ft

Tyrannosaurus rex Late Cretaceous 13 m 42.9 ft

DINOSAURS ALIVE! AT DORNEY PARK | 15 Name Class Date

Mamenchisaurus Late Jurassic, length: 24m (79.2ft)

Reading the Chart

1. Which dinosaur was from the Early Cretaceous period?

2. Which four dinosaurs had the same length?

3. Which dinosaur was longer, Allosaurus or Tyrannosaurus rex?

Length

4. If all these dinosaurs stood head-to-tail, how long would the line be? Not every sauropod was a behemoth like Argentinosaurus (up to 36 meters/118 feet) or had an incredibly a. In meters: long neck like Mamenchisaurus. Magyarosaurus, which was discovered in b. In feet: Romania in 2005, was “small” and measured only 5.3 meters/17 feet long.

DINOSAURS ALIVE! AT DORNEY PARK | 16 Name Class Date

5. Huayangosaurus (4 m/13.2 ft) is the shortest dinosaur on the chart and Mamenchisaurus (24 m/79.2 ft) is the longest. How many Huayangosaurus would fit in one Mamenchisaurus? Show your work.

6. Here are two ways to see how the dinosaurs’ sizes compared to each other and how they would have looked in real life!

a. When we study something very large, like a dinosaur, it is easier to work on a smaller version called a scale model. In the chart above, let’s pretend that the meters are actually centimeters. On a piece of paper, measure and draw a line for each dinosaur based on these new versions of their length. For example, Apatosaurus is 23 meters; draw a line on your paper that is 23 centimeters long and label it “Apatosaurus.”

b. Divide your class into 10 groups and assign a dinosaur from the chart to each group. Go outside, in the hallway, or into the gym with long ropes and measuring tapes or meter sticks. Each group measures and marks of the length of their dinosaurs using the rope to see how long that dinosaur would really be.

7. The longest school bus is about 14 meters. Match these dinosaurs’ lengths to their size, in terms of school buses. (One answer will not be used.)

about ½ a school bus about 1 ½ school buses

about 1 school bus about 2 school buses

a. Mamenchisaurus

b. Omeisaurus

c. Tyrannosaurus rex

DINOSAURS ALIVE! AT DORNEY PARK | 17 Stegosaurus (left) and Triceratops (right) were both shorter than a school bus.

DINOSAURS ALIVE! AT DORNEY PARK | 18 Name Class Date

8. Use the dinosaurs’ lengths in feet to make a stem-and-leaf plot to help you answer these questions. Round your answer to the nearest tenth.

Stems Leaves a. What is the mean?

b. What is the mode?

c. What is the median?

Time Periods

9. Which two time periods have only one dinosaur on the chart?

10. Count the number of dinosaurs in each of the time periods on the chart.

a. Which time period has the most dinosaurs on the chart?

b. What percentage of the dinosaurs from the list is in that time period? Write your answer as a fraction, reduce the fraction, rewrite it as a decimal and then calculate the percentage. Remember, there are 10 dinosaurs, so 10 is the denominator for the fraction. To find the percentage, multiply the decimal by 100.

Fraction: Decimal:

Reduced fraction: Percent:

DINOSAURS ALIVE! AT DORNEY PARK | 19 11. Triceratops and Tyrannosaurus rex are the two youngest dinosaurs on the chart. They both lived about 65 million years ago. a. Write 65 million with all its zeros.

b. BONUS! Write 65 million in scientific notation.

Activity 2: Middle and High School (Grades 6 - 12)

Engineers use scale models to see how something will look or work before they begin building the full-sized versions. Architects, car manufacturers, toy makers, roller coaster designers, cartographers (map makers) and many other careers use scale models. All of the animatronic dinosaurs you see on your field trip began life as two dimensional drawings on paper. Next, they became scale models, which are the three-dimensional, miniature versions of themselves.

Scale Model

A scale model has the same proportions as the other object, just in a smaller size. For example, if a dinosaur’s skull makes up half its entire body, then that needs to be true whether it is a 20-foot model with a 10-foot skull or a 20- inch model with a 10-inch skull. In these activities you will use fractions, ratios, multiplication and measurements to construct and compare scale models to their full-size counterparts.

Scale Factor

Scale factor is the ratio of the corresponding lengths on the scale model to the actual object, written as a fraction. This number tells us how many times bigger the real object is, or how many times smaller the model is. In the example above, of the 20-foot dinosaur with the 10 foot skull, the scale factor for the model is 1/12. The real skull is 12 times bigger than the model skull. The model skull is 1/12th the size of the real skull. (Remember, there are 12 inches in a foot, and we have to reduce the fraction.)

model size 10 in 10 inches 10 in 1 in 1 scale factor ======object size 10 ft 10 ft X 12 in 120 in 12 in 12

DINOSAURS ALIVE! AT DORNEY PARK | 20 Name Class Date

1. A life-sized dinosaur statue is 50 times larger than its model. What is the scale factor for the model?

2. If the neck on a real Mamenchisaurus was 30 feet long, and the scale factor for its model is 1/10, how long is the neck of the scale model, in feet?

3. You have a model of a Spinosaurus that is 2 feet long and you know that it was made with a 1/20 scale factor. How long is the life-sized version of Spinosaurus? Would it fit in your classroom?

DINOSAURS ALIVE! AT DORNEY PARK | 21 Name Class Date

4. You have been asked to select, design and engineer the newest life-sized animatronic dinosaur for the exhibition. Your first task is to present a scale model.

a. Choose your favorite dinosaur. Research its length and height.

My dinosaur:

Length: Height:

b. Decide what scale factor would allow you to display your dinosaur model on your desk. (Hint: measuring your desk will help.)

My scale factor:

c. Build the scale model of your dinosaur using arts and crafts supplies like modeling clay, rubber bands, craft sticks, cardboard, cotton balls, Styrofoam, aluminum foil, construction paper, toothpicks, tissue paper, florist wire, feathers, pipe cleaners, straws, hot glue gun, tape, spools, etc.

d. Display a miniature dinosaur exhibition in your classroom! Build a diorama to re-create the environment in which it lived. Was it a desert or a forest? Prepare a sign with your dinosaur name, pronunciation, brief history and at least one interesting fact. Stand by your display and be available to answer questions and explain how you created your scale model. Create an event and invite students, teachers and your principal.

DINOSAURS ALIVE! AT DORNEY PARK | 22 Lesson 4: Fossil Stories

There are three recent dinosaur fossil discovery sites – At DINOSAURS ALIVE! you can become part of this new in the United States, Canada and China – that sound wave of scientific investigation! You will experience as though they could be part of an ancient crime the thrill and mystery surrounding the discoveries of scene investigation! At the Cleveland-Lloyd Quarry these three hotbeds of modern paleontology. Nowhere in Utah, the Pipestone Creek Bonebed in Alberta and else can you see an Allosaurus and a Stegosaurus in Ruyang County in the Chinese province of Henan, stuck moments before their death at the Predator paleontologists are trying to unravel the mysteries Trap, recreated from the site in Utah. At Death by behind how an unusual assortment of dinosaurs’ bones Drowning you will witness the creation of an unusual came to be. mass Pachyrhinosaurus grave in Canada. In the area of the Titans of the Ruyang you will encounter a 40-foot- The ongoing discovery and recovery of the fossils from tall replica of the heaviest and tallest Asian dinosaur, these three locations, along with ideas about how they Ruyangosaurus. got there, are rewriting dinosaur history.

DINOSAURS ALIVE! AT DORNEY PARK | 23 Activity 1: Elementary School (Grades K – 5)

Read the information about the three dinosaur fossil sites you viewed at DINOSAURS ALIVE! and answer the questions that follow.

Cleveland-Lloyd Quarry, Utah, United States

In 1929, local ranchers discovered dinosaur bones in central Utah. Since then, thousands of fossils have been found in this one location. How did this happen? We know now that during the Jurassic Period, about 147 million years ago, a group of young Allosaurus were gathered together when something happened that caused these dinosaurs, along with several other species, to die quickly. Perhaps the group became stuck and they couldn’t save themselves from becoming dinner for other predators (including some older Allosaurus!). These adult predators then became stuck themselves attracting more predators to the scene who then took advantage of both the dying and the dead.

Usually, dinosaur deathbeds contain more fossils from herbivore dinosaurs than from carnivores because there were more herbivore dinosaurs around. Paleontologists were not surprised to find herbivores at the Cleveland-Lloyd Quarry like Camarasaurus, Barosaurus, Camptosaurus, Stegosaurus and an unidentified sauropod. However, this site is unusual because it has many more fossils from carnivore dinosaurs than herbivore dinosaurs. Of the fossils discovered so far, two-thirds are from Allosaurus alone. The disproportionate number of predators to prey is the reason sites such as Cleveland-Lloyd are referred to as predator traps.

Pipestone Creek Bonebed, Alberta, Canada

A high school science teacher named Al Lakusta found the first fossils from the Pipestone Creek Bonebed in the early 1970s. Since then, thousands of bones and over a dozen skulls have been identified from a Pachyrhinosaurus herd that died in a river 73 million years ago, during the Late Cretaceous Period. It is one of the densest bonebeds in the world and is called “monogeneric” because the fossils are almost entirely from one species – Pachyrhinosaurus – although fossils from some predators were found nearby.

The Pachyrhinosaurus fossils found in the Pipestone Creek Bonebed were from dinosaurs of all ages, so scientists can learn a lot about this specific dinosaur. Pachyrhinosaurus was a ceratopsian. It was an herbivore that lived in herds and was related to Triceratops. Its name means “thick-nosed lizard” because it had a thick nose bone, or boss. Paleontologists aren’t sure yet what kind of horn, or whether a horn even grew from the boss. They do know this dinosaur had a bony neck frill with horns on it and a beak-like mouth. Adults could grow to over 20 feet long. A new species of Pachyrhinosaurus was found recently in Alaska and has been named P. perotorum.

Ruyang County, Henan Province, China

Henan Province was known for its dinosaur fossils before the huge Ruyangosaurus was discovered in 2006 and named in 2009, but the earlier fossils were from eggs and not bones. In fact, Henan has the most dinosaur eggs of any site in the world! The area is also known for the “dragon bones” that can be found buried in the ground, especially in Ruyang County. Over the centuries, these bones were used for many purposes and especially as medicine to treat diseases and injuries. Today, paleontologists wonder how many species of “dragons” will never be discovered since the fossils have been transformed into traditional remedies and medicines. DINOSAURS ALIVE! AT DORNEY PARK | 24 These dragon bones, of course, were dinosaur fossils – and some gigantic ones at that! The two species that have been identified so far are humongous sauropods. One of them, Ruyangosaurus giganteus, is the biggest dinosaur ever found in Asia! This dinosaur lived in the beginning of the Late Cretaceous Period, almost 100 million years ago. Paleontologists estimate that it was over 90 feet long and was close to 40 feet tall. Its neck and tail were shorter in relation to the rest of its huge body, when compared to earlier large sauropods.

In situ measurement of Ruyangosaurus fossil before “jacketing” and transport to research lab

Workers exposing the Ruyangosaurus fossils in Henan Province, China. Note the stratification in the rock wall.

DINOSAURS ALIVE! AT DORNEY PARK | 25 Name Class Date

1. Which of the three places has the oldest dinosaur fossils? Which has the youngest?

2. When were the fossils first found at the Cleveland-Lloyd Quarry in Utah?

3. Why is the Cleveland-Lloyd Quarry an unusual fossil site?

4. Were Camarasaurus and Camptosaurus herbivores or carnivores?

5. What dinosaur has the most fossils at the Cleveland-Lloyd Quarry?

6. Who first found the fossils at Pipestone Creek in Alberta? What was his job?

7. What dinosaur has the most fossils in the Pipestone Creek Bonebed?

8. What does “monogeneric” mean?

DINOSAURS ALIVE! AT DORNEY PARK | 26 Name Class Date

9. What does “boss” mean when it is used to describe a dinosaur?

10. What kinds of fossils were first found in China’s Henan Province?

11. From what kind of creature did the “dragon bones” really come?

12. Why might we never learn about some of the dinosaurs from Ruyang?

13. How was Ruyangosaurus different from earlier large sauropods?

DINOSAURS ALIVE! AT DORNEY PARK | 27 Name Class Date

Activity 2: Middle School and High School (Grades 6 – 12)

Important questions remain about the dramatic fossil stories you saw first-hand at DINOSAURS ALIVE!. For example, how many different kinds of dinosaurs are at each location? What were the dinosaurs doing right before they died? What happened next? Why are there are so many fossils in one place?

Let’s investigate! While most people turn to Annual Paleontology Review (APR) as their trusted source for dinosaur news, a few other “news stations” have picked up on the latest fossil stories – especially those from Utah and Alberta. The Journal of Dinosaur Discoveries (JDD), Earth Sciences News (ESN) and Paleontology Press International (PPI) are presenting alternative hypotheses as to what could have happened at those sites, based on the same sets of evidence.

At the Cleveland-Lloyd Quarry…

The APR claims that it was a muddy, sticky bog that became a predator trap. The JDD purports that it was a riverbed where carcasses slowly washed up over time. The ESN states that the animals were drinking from a poisonous water hole. The PPI argues that the site was a waterhole that dried up during a drought.

At the Pipestone Creek Bonebed…

The APR believes that a Pachyrhinosaurus herd was migrating to better feeding grounds when they were caught in a flash flood after a rain storm. The JDD declares that the herd was chased into a rushing river by a predator. The ESN alleges that once in the water, the herd was swept away, drowned and the bodies collected in one area downstream. The PPI asserts that once in the water, the animals panicked and trampled each other while trying to climb out.

How can the same facts be used to support so many different theories? Divide your class into four teams, each representing an investigative team at one of the four news stations. Research the sites in Utah and Alberta in greater detail in order to find information to support the theories stated above for your station.

While collecting evidence to support your theory behind how these fossil sites were formed, keep these questions in mind: • Are there more carnivores than herbivores? • Are there more young dinosaurs than adults? • Is there a thin layer of fossils? • Are there several layers of fossils?

DINOSAURS ALIVE! AT DORNEY PARK | 28 Name Class Date

• Are some bones crushed and fractured? • Are there both large and small bones present, or are only the larger ones left? • Are most of the bones scattered? • Are there complete skeletons? • Do any of the bones have tooth marks? • What kinds of sediment surround the fossils?

Present your coverage in the form of a skit in front of the class. Which investigative team – APR, JDD, ESN, PPI – presented the most credible report? Did you identify an “approved” theory or did you raise even more questions about these fossil sites? If so, welcome to the ever-changing world of paleontology!

DINOSAURS ALIVE! AT DORNEY PARK | 29 Crossword Puzzles Name that Dinosaur!

Dinosaurs’ names are often made of words from other languages. The name can describe the dinosaur’s body, the place where it was found, or even the person who found it. For example, Acrocanthosaurus is Greek for “high-spined lizard” which is an accurate description of what it looked like. Gobisaurus was named for the Gobi Desert where the fossil was found. Lambeosaurus was named for paleontologist Lawrence Lambe. Read the clues for these puzzles and find the dinosaur whose name has that meaning. A word bank is provided for the first puzzle. This is Dyplosaurus, whose name means “double-crested lizard”

Gasosaurus was named The longest dinosaur name for the gas company under is Micropachycephalosaurus, construction when the which means “tiny, thick- dinosaur was discovered! headed lizard.”

Level 1:

Across Down 2. Strange-ankled lizard 1. Chicken mimic 3. Fast thief 4. Agile lizard 7. Three-horned face 5. Thick-nosed lizard 9. Different lizard 6. Heavy claw 10. Slow leg 7. Swollen head 8. Iguana tooth

DINOSAURS ALIVE! AT DORNEY PARK | 30 Name Class Date

Agilisaurus Gallimimus Tylocephale Allosaurus Iguanodon Velociraptor Baryonyx Pachyrhinosaurus Xenotarsosaurus Bradycneme Triceratops

1

2

3 4

5

6

7 8

9

10

DINOSAURS ALIVE! AT DORNEY PARK | 31 Name Class Date

Level 2

Across Down 2. swollen head 1. medium-spined lizard 3. lizard from Yang-Ch’uan 5. deceptive lizard 4. lizard with strange ankles 6. agile lizard 8. chicken mimic 7. iguana tooth 11. lizard with a thick head 9. lizard from Mount Emei 10. dwarf lizard

1

2

3

4 5 6

7 8

9

10

11

:

DINOSAURS ALIVE! AT DORNEY PARK | 32 Logic Puzzles

Logic puzzles are a fun way to practice critical thinking skills and key math concepts, while also learning more The remains of a “new” about some of the dinosaurs you may encounter during species of ceratopsia your field trip! The trick to solving a logic puzzle is to dinosaur, called Mojoceratops, narrow down your options and use your deductive were recently found mixed reasoning skills. together in a collection with the fossils from a similar-looking dinosaur at the Start eliminating options by following the clues in the American Museum of Natural History logic puzzle that clearly state if something is not true in New York City! and placing an “X” in the appropriate box. Slowly but surely, you will begin narrowing down the possibilities. When you finish all the clues and still haven’t completed the logic puzzle, read through the clues one at a time again. Once you make some basic deductions, you will be able to learn new things and come closer to solving the puzzle. Select Level 1 or Level 2 (or both!) and start thinking logically! Some clues have been marked to help you get started.

Sorting Fossils

You are the newest intern at the local natural history and science museum. Your first task is to organize a storage room with fossils from different dinosaurs. Unfortunately, the paleontologists who recovered the fossils did not take very good field notes. The only facts you have about these fossils are listed below. Use the logic puzzle charts to help you identify and describe each dinosaur.

Solve the logic puzzles to learn more about the fossils from this Baryonyx!

DINOSAURS ALIVE! AT DORNEY PARK | 33 Name Class Date

LEVEL 1

Clues:

1. Parasaurolophus did not come from China.

2. Mamenchisaurus is not from the Late Cretaceous Period.

3. The dinosaur from the Late Jurassic Period was from China.

4. The Baryonyx fossil was found in Europe.

5. The dinosaur that came from North America is not from the Early Cretaceous Period.

Chart:

Late Early North Late Jurassic Europe China Cretaceous Cretaceous America

Parasaurolophus X

Baryonyx

Mamenchisaurus

Europe

China

North America

DINOSAURS ALIVE! AT DORNEY PARK | 34 Name Class Date

LEVEL 2

Read this list of hints and tips to help you solve this advanced logic puzzle. Remember to narrow down your options using your critical thinking skills. Two clues have been marked on the puzzle to get you started. Good luck sorting through these fossils!

1. Read through the entire list of clues at least once before making any marks on your chart.

2. Eliminate options by following the clues, one by one, and looking for definitive statements. If a connection is stated explicitly in the clues, then mark it on the chart. For example, the first clue states that the dinosaur that is 4 feet long lived before Apatosaurus. Therefore, Apatosaurus cannot be the dinosaur that IS 4 feet long. Place an X in the box where the column for “Apatosaurus” intersects the row for “4 feet.”

3. Mark all the obvious questions stated in the rest of the clues, the same way you did in the step above. For example, based on the information in clue #4, we can place an X in the box where the column for “30 feet” intersects the row for “Mongolia.” We can also place Xs in the boxes where the columns for both “Baryonyx” and “Agilisaurus” intersect the row for “Mongolia.”

4. Slowly but surely, you will begin narrowing down your fields. Some answers will become apparent as other options are eliminated. For example, after marking the obvious information from the clues the first time through, you will have all the pieces of information you need to identify “Apatosaurus.”

5. After all the clear connections have been made, re-read the list of clues, keeping in mind what you know now. For example, since we now know the name, length, location, and time period for “Apatosaurus,” they become equivalent terms and are interchangeable within the wording of the clues. Any time one of them appears in a clue, you can replace it with one of the other aspects for the Apatosaurus.

6. Read back through the clues and use the substitution method from hint #5 every time you correctly connect two or more pieces of information. Replacing a term with one of its “equivalents” will reveal more information. For example, based on clue #9, you can substitute “Late Jurassic” in any clue where “70-foot dinosaur” is mentioned. Using that information in clue #5 tells us that the fossils from the Late Jurassic Period were found either in the US & Mexico or in Mongolia. Now, you also know you can place an “X” in the boxes where the column for “Late Jurassic” intersects the columns of the other two locations, China and Europe.

7. You will need to read through your clues many times. Be diligent! If you get stuck, check your chart to see if any connections have revealed themselves “accidentally” as you worked through the process of elimination. Look for tricky language in the clues, too, like “either/or” and “neither/nor.”

DINOSAURS ALIVE! AT DORNEY PARK | 35 Name Class Date

Clues:

1. The 4-foot dinosaur lived before Apatosaurus.

2. The 70-foot dinosaur lived before Protoceratops.

3. Of Apatosaurus and Baryonyx, one lived in the Late Jurassic Period and the other was 30 feet long.

4. The fossils found in Mongolia are not from a 30-foot dinosaur and are neither a Baryonyx nor Agilisaurus.

5. The 70-foot dinosaur is either from the US and Mexico or Mongolia.

6. Apatosaurus is neither 5 – 8 feet nor 30 feet long.

7. The dinosaur from the Early Cretaceous Period was found in Europe.

8. The fossils found in the US and Mexico do not belong to Protoceratops.

9. The dinosaur from the Late Jurassic Period is 70 feet long.

10. The fossils found in Mongolia are not from a 70-foot dinosaur.

DINOSAURS ALIVE! AT DORNEY PARK | 36 Chart: Name ClassDate 5 –8ft. 4 ft. 30 ft. 70 ft. Europe China Mongolia US andMexico Late Cretaceous Early Cretaceous Late Jurassic Mid-Jurassic

X Apatosaurus

Baryonyx

Protoceratops

Agilisaurus

70 ft

X 30 ft

4 ft

DINOSAURS ALIVE!AT DORNEY PARK | 5 – 8 ft

US and Mexico

Mongolia

China

Europe 37 Name Class Date Word Search

Dinosaur Vocabulary

Search vertically, horizontally and diagonally for dinosaur and paleontology terms in the puzzles. BONUS! Define each word in the puzzle. Hint: There is a glossary at the end of this Study Guide.

Lower Level:

ALXASAURUS FEATHERS MESOZOIC TRACKWAY CRETACEOUS GIGANTORAPTOR PALEONTOLOGIST TRIASSIC DINOSAUR JURASSIC PANGAEA VELOCIRAPTOR

T N F U C A D Z X C H R K R

S S G C R E T A C E O U S O

A Q I P W H B M V T Y W G T

P L H G Q C E W P I A T O P

P M X K O S I A V N W D D A

R A B A O L R S Q M K N B R

A N N Z S I O D S J C H O O

S U O G C A K T A A A X O T

L I D O A G U R N Z R I O N

C Q L Y E E Z R P O T U M A

Q E V O C I A H U Y E G J G

V C I S S A I R T S G L J I

E A Q N F E A T H E R S A G

A D I N O S A U R P D H D P

DINOSAURS ALIVE! AT DORNEY PARK | 38 Name Class Date Level 2:

ALXASAURUS JURASSIC SAUROPOD COPROLITE MESOZOIC STEGOSAURUS CRETACEOUS MICRORAPTOR THEROPOD DILOPHOSAURUS ORNITHOPOD TRACKWAY FOSSILS OVIPAROUS TRIASSIC GIGANTORAPTOR PARASAUROLOPHUS TYRANNOSAURUS

K R Q F B D X K C L R R D G M O C T T T Y G N Z O G O E P D I L O P H O S A U R U S C S O O I T S S H S U H P O L O R U A S A R A P R B S O P E S A F Y Y F T A L C F J H B I S E E U A R A D I O O G N P G K R Z Z F E H U I R E A U F R C L O I T R W P J P T D H J R U O V I P A R O U S O U A V L R N G B O D U H B W A D I U P R R S Y R L A M I N M O R A X O U N X R P S P C J U R A S S I C P O G S E T A O O C S Q I D I O G F R U T O T C T O C I S S A I R T S O V M N Z T M R P D A J G R V D I M O V Y Z P F M O M A E A R I T Z E E C M A Z Z Q R F O G D V W H R G O D D F T T Z Q S P O I A E R N J I T O E S L O Y N S A C E X S S Q N M U P R W T Q V U I P E K B C B T P L E I N Y A E O N M C F D T O F V U E T O I A M Q O A S K A Z S W N C E H N S D O T Q E X A S S G Q G Z H J E G B T T H B Z U B K Q N Q B A G I B A J G M V D Q I O T M S N D M C F N U G T R T Y L R R L W N E T G O A S A V Y K R V H M V R J W B D T R F J C X E I T O G A U Y F Q R W M G X Y N O Y D A H A L A L X A S A U R U S A E I Q L B N V S

DINOSAURS ALIVE! AT DORNEY PARK | 39 Answer Keys

Field Trip Activity

1. Irritator 13. Alberta 2 Tyrannosaurus rex 14. (in chronological order) 3. Parasaurolophus Herrerasaurus Mid-Triassic 231.4 Mya 4. Mojoceratops Allosaurus Late Jurassic 150 Mya 5. Herrerasaurus Irritator Early Cretaceous 110 Mya 6. Allosaurus Ruyangosaurus Late Cretaceous 99.6 - 83.9 Mya 7. Kosmoceratops Kosmoceratops Late Cretaceous 76.4 - 75.5 Mya 8. Ruyangosaurus Mojoceratops Late Cretaceous 75 - 74 Mya 9. Pachyrhinosaurus Pachyrhinosaurus Late Cretaceous 73.5 - 71 Mya 10. Huayangosaurus Parasaurolophus Late Cretaceous 72 Mya 11. Late Cretaceous Tyrannosaurus rex Late Cretaceous 65 Mya 12. Colorado, Wyoming, Utah

Lesson 1: Form and Function

Activity 1: Elementary School (Grades K - 5) 1. Answers will vary 2. No

Activity 2: Middle and High School (Grades 6 - 12) 1. k 2. e 3. g 4. j 5. c 6. b 7. d 8. l 9. f 10. a 11. h 12. i 13. A large sauropod: Apatosaurus

Lesson 2: Dinosaur Detectives

Activity 1: Elementary School (Grades K - 5)

Name Birth-Death Nationality Answers may vary: dinosaur names may include… Roy C. Andrews 1884-1960 American Oviraptor, Velociraptor, Saurornithoides Barnum Brown 1873-1963 American Ankylosaurus, Corythosaurus, Leptoceratops, Saurolophus William Buckland 1784-1856 British Megalosaurus Edward D. Cope 1840-1897 American Camarasaurus, Coelophysis, Dimetrodon Chasmosaurus, Edmontosaurus, Euoplocephalus, Lawrence M. Lambe 1849-1934 Canadian Styracosaurus Joseph Leidy 1823-1891 American Hadrosaurus Gideon Mantell 1790-1852 British Iguanodon, Hylaeosaurus Allosaurus, Apatosaurus, Diplodocus, Stegosaurus, Othniel C. Marsh 1831-1899 American Triceratops Henry F. Osborn 1857-1935 American T. rex, Pentaceratops, Ornitholestes, Velociraptor Hermann von Meyer 1801-1869 German Archaeopteryx, Rhamphorhynchus, Plateosaurus

DINOSAURS ALIVE! AT DORNEY PARK | 40 1. William Buckland, 1784. 2. American. 3. Answers may vary. Best answers should suggest that more dinosaurs were found in America at that time than anywhere else. 4. Bar graph:

6

5

4

3

2

1

American British Canadian German

Activity 3: Middle and High School (Grades 6 - 12) 1. Physicist: described how an asteroid striking the Earth led to the dinosaurs’ extinction. 2. Sculptor/artist: created the first dinosaur models and statues. 3. Geologist: proposed a geologic time scale, estimated the age of the Earth as old enough to include millions of years of dinosaurs. 4. Meteorologist/geologist: proposed the theory of continental drift (plate tectonics), which explains how the same dinosaurs are found on different continents.

Lesson 3: Mesozoic Math

Activity 1 : Elementary School (Grades K - 5) 1. Baryonyx 2. Baryonyx, Parasaurolophus, Stegosaurus, Triceratops 3. Tyrannosaurus rex

DINOSAURS ALIVE! AT DORNEY PARK | 41 4. a) 132 m b) 435.6 ft 5. 24 ÷ 4 = 6 7 a) about 2 b) about 1½ c) about 1 8 a) 43.6 ft b) 29.7 ft c) 34.7 ft

9. Early Cretaceous, Mid-Jurassic 10 a) Late Jurassic b) 5/10 = ½ = 0.5 = 50% 11 a) 65,000,000 b) 6.5 X 107

Activity 2: Middle and High School (Grades 6 - 12) 1. 1/50 2. 3 feet 3. 40 feet, probably not

Lesson 4: Fossil Stories

Activity 1 : Elementary School (Grades K - 5) 1. Oldest is the Cleveland-Lloyd/Utah. Youngest is Pipestone Creek/Alberta. 2. 1929 3. Because it has many more fossils from carnivore dinosaurs than herbivore dinosaurs 4. Herbivores 5. Allosaurus 6. Al Lakusta, science teacher 7. Pachyrhinosaurus 8. The fossils are almost entirely from one species 9. A thick nose bone 10. Eggs 11. Dinosaurs 12. The fossils are gone because they were used by local people for medicine 13. Its neck and tail were shorter in relation to the rest of its huge body, when compared to earlier large sauropods.

Crossword Puzzles

Lower level Across: 2. Xenotarsosaurus 3. Velociraptor 7. Triceratops 9. Allosaurus 10. Bradycneme Down: 1. Gallimimus 4. Agilisaurus 5. Pachyrhinosaurus 6. Baryonyx 7. Tylocephale 8. Iguanodon

Upper Level Across: 2. Tylocephale 3. Yangchuanosaurus 4. Xenotarsosaurus 8. Gallimimus 11. Pachycephalosaurus Down: 1. Metriacanthosaurus 5. Apatosaurus 6. Agilisaurus 7. Iguanadon 9. Omeisaurus 10. Nanosaurus

DINOSAURS ALIVE! AT DORNEY PARK | 42 Logic Puzzles

Lower level Parasaurolophus – Late Cretaceous – North America Baryonyx – Early Cretaceous – Europe Mamenchisaurus – Late Jurassic – China

Upper level Mid-Jurassic – Agilisaurus – 4 feet – China Late Jurassic – Apatosaurus – 70 feet – US & Mexico Early Cretaceous – Baryonyx – 30 feet – Europe Late Cretaceous – Protoceratops – 5 - 8 feet – Mongolia

Word Searches

Lower Level

T N F U C A D Z X C H R K R

S S G C R E T A C E O U S O

A Q I P W H B M V T Y W G T

P L H G Q C E W P I A T O P

P M X K O S I A V N W D D A

R A B A O L R S Q M K N B R

A N N Z S I O D S J C H O O

S U O G C A K T A A A X O T

L I D O A G U R N Z R I O N

C Q L Y E E Z R P O T U M A

Q E V O C I A H U Y E G J G

V C I S S A I R T S G L J I

E A Q N F E A T H E R S A G

A D I N O S A U R P D H D P

DINOSAURS ALIVE! AT DORNEY PARK | 43 Upper Level

K R Q F B D X K C L R R D G M O C T T T Y G

N Z O G O E P D I L O P H O S A U R U S C S

O O I T S S H S U H P O L O R U A S A R A P

R B S O P E S A F Y Y F T A L C F J H B I S

E E U A R A D I O O G N P G K R Z Z F E H U

I R E A U F R C L O I T R W P J P T D H J R

U O V I P A R O U S O U A V L R N G B O D U

H B W A D I U P R R S Y R L A M I N M O R A

X O U N X R P S P C J U R A S S I C P O G S

E T A O O C S Q I D I O G F R U T O T C T O

C I S S A I R T S O V M N Z T M R P D A J G

R V D I M O V Y Z P F M O M A E A R I T Z E

E C M A Z Z Q R F O G D V W H R G O D D F T

T Z Q S P O I A E R N J I T O E S L O Y N S

A C E X S S Q N M U P R W T Q V U I P E K B

C B T P L E I N Y A E O N M C F D T O F V U

E T O I A M Q O A S K A Z S W N C E H N S D

O T Q E X A S S G Q G Z H J E G B T T H B Z

U B K Q N Q B A G I B A J G M V D Q I O T M

S N D M C F N U G T R T Y L R R L W N E T G

O A S A V Y K R V H M V R J W B D T R F J C

X E I T O G A U Y F Q R W M G X Y N O Y D A

H A L A L X A S A U R U S A E I Q L B N V S

DINOSAURS ALIVE! AT DORNEY PARK | 44 Recommended Reading

Consult these books to learn more about your favorite dinosaurs. Build your own dinosaur library to follow-up on what you learned during your field trip and explore the latest discoveries and theories in dinosaur research!

Ages 4 – 8 Williams, Judith. The Discovery and Mystery of a Hughes, Catherine D. National Geographic Little Dinosaur Named Jane. Enslow, 2007. Kids First Big Book of Dinosaurs. National Geographic Children’s Books, 2011. Young Adult & Above Judge, Lita. Born to be Giants: How Baby Dinosaurs Brusatte, Steve & Michael Benton. Dinosaurs. Grew to Rule the World. Flash Point, 2010. Quercus, 2010. Kudlinski, Kathleen V. Boy, Were We Wrong About Chen, Pei-ji, Yuan-ging Wang, & Mee-Mann Chang Dinosaurs! Puffin, 2008. (eds). The Jehol Fossils: The Emergence Priddy, Roger. My Big Dinosaur World. Priddy Books, of Feathered Dinosaurs, Beaked Birds & 2008. Flowering Plants. Academic Press, 2008. Theodorou, Rod. I Wonder Why Triceratops Had Horns. Currie, Philip J. & Josh Long. Dino Gangs. Collins, Kingfisher, 2011. 2011. Zoehfeld, Kathleen Wiedner. Where did Dinosaurs Haines, Tim & Paul Chambers. The Complete Guide to Come From? Collins, 2010. Prehistoric Life. Firefly Books, 2007. Zoehfeld, Kathleen Wiedner. Did Dinosaurs Have Holtz, Thomas R. Dinosaurs: The Most Complete, Up- Feathers? Collins, 2003. to-Date Encyclopedia for Dinosaur Lovers of Zoehfeld, Kathleen Wiedner. National Geographic All Ages. Random House Books for Young Readers: Dinosaurs. National Geographic Readers, 2007. Children’s Books, 2011. Long, John. Feathered Dinosaurs: The Origin of Birds. Oxford University Press USA, 2008. Ages 9 – 12 Nash, Darren. The Great Dinosaur Discoveries. Barrett, Paul. National Geographic Dinosaurs. National University of California Press, 2009. Geographic Children’s Books, 2001. Sampson, Scott D. Dinosaur Odyssey: Fossil Threads Bishop, Nic. Digging for Bird Dinosaurs: An Expedition in the Web of Life. University of California to Madagascar (Scientists in the Field Press, 2011. Series). Sandpiper, 2002. Holmes, Thom. Feathered Dinosaurs: The Origins of Birds. Enslow, 2002. Lambert, David. Dinosaur (DK Eyewitness Books). DK With the increase in new Children, 2010. discoveries and theories Lessem, Don. National Geographic Kids Ultimate about feathered dinosaurs, Dinopedia: The Most Complete Dinosaur like Confuciusornis, Reference Ever. National Geographic the transition between Children’s Books, 2010. dinosaurs and birds is often discussed in recent Manning Phillip. Dinomummy. Kingfisher, 2007. dinosaur literature. Parker, Steve. Age of Dinosaurs. Natural History Museum, 2011.

DINOSAURS ALIVE! AT DORNEY PARK | 45 Dinosaur Data

Do you want a crash course in paleontology? Here is what you need to know about some of the dinosaurs you will encounter on your field trip. Impress your friends and family as you rattle off these fascinating facts and figures!

For each dinosaur, you will find the order, suborder, meaning of the name, how to pronounce the name, the period in which it lived, the locations where fossils have been found, the estimated length and height and the year in which that dinosaur was officially named. Each dinosaur also has three really great Quick Facts that you definitely want to check out.

Educators! Dinosaur Data can also be used as reference material in your classroom. Dig around and use this information for math and statistics exercises as well as additional lessons in geography (map the locations) and history (create a timeline of the years).

Come face-to-teeth with the life-sized Tyrannosaurus rex, both as a sub-adult and an adult, at DINOSAURS ALIVE! exhibition designers hand-carve the models and the installation crew hand sews the separate pieces together using suture needles.

DINOSAURS ALIVE! AT DORNEY PARK | 46 ALLOSAURUS Order: Saurischia Suborder: Theropoda

Means Different lizard Pronunciation AL –uh-SOR-us Period Late Jurassic North America: USA – Montana, North Dakota, South Dakota, Nebraska, Where Kansas, Wyoming and Colorado; Europe: Portugal Length Up to 12 meters (39 feet) Height 5 meters (16 feet) Named in 1877

Quick Facts: • A two-legged meat-eater, Allosaurus could open its jaws extra wide, like some modern snakes, to swallow huge chunks of meat. • A fierce carnivore, Allosaurus used sharp, serrated teeth to slice through flesh. • In the 1920s, the remains of 44 Allosaurus and several other dinosaurs were found together at the Cleveland- Lloyd Quarry in Utah.

APATOSAURUS Order: Saurischia Suborder: Sauropodomorpha

Means Deceptive lizard Pronunciation uh-PAT-uh-SOAR-us Period Late Jurassic North America: USA – Wyoming, Utah, Where Colorado and Oklahoma Length 23 meters (75 feet) Height 4.5 meters (15 feet) Named in 1877

Quick Facts: • Apatosaurus ate huge amounts of plants each day: 200 kg or 440 lbs, which is the same as eating about 22 car tires every day. • A young Apatosaurus grew quickly and could gain as much as 6 lbs per day. • We used to think that because this animal was so huge, it must have spent most of its life in water just to support its weight. However, it is now believed to have lived mostly on land.

DINOSAURS ALIVE! AT DORNEY PARK | 47 BARYONYX Order: Saurischia Suborder: Theropoda

Means Heavy claw Pronunciation BEAR-ee-ON-ix Period Early Cretaceous Europe: England, Northern Spain; Africa: Where Morocco Length 9 meters (30 feet) Height 2 meters (6 feet) Named in 1987

Quick Facts: • Although Baryonyx was a true dinosaur, it was also very similar to crocodiles. • Baryonyx was one of the few dinosaurs that fished. A fossil was found with a fossilized fish in its stomach. • Baryonyx, with 64 teeth in its lower jaw and 32 larger teeth in its upper jaw, had about twice as many teeth as Tyrannosaurus rex.

DILOPHOSAURUS Order: Saurischia Suborder: Theropoda

Means Two-crested lizard Pronunciation die-LOF-uh-SOAR-us Period Early Jurassic North America: USA – Arizona; Asia: Where China Length 6 meters (20 feet) Height 2.4 meters (8 feet) Named in 1.5 meters (5 feet) Named in 1970

Quick Facts: • In 1942, the first Dilophosaurus fossils were discovered by Sam Welles in Arizona. • Other carnivorous dinosaurs living in the same time period included Coelophysis and Syntarsus, which were both smaller than Dilophosaurus. • It had a dewclaw – a functionless, shorter digit or claw – on its back legs, similar to what you can see on some dogs, birds and reptiles today.

DINOSAURS ALIVE! AT DORNEY PARK | 48 HUAYANGOSAURUS Order: Ornithischia Suborder: Thyreophora

Means Huayang lizard Pronunciation hoi-YANG-uh-SAUR-us Period Mid - Jurassic Where Asia: China – Sichuan Province Length 4 meters (13 feet) Height 1.8 meters (6 feet) Named in 1982

Quick Facts: • The spiky plates on its back may have been for protection or to look attractive for a mate. • Those large, spiny projections would have helped to regulate body temperature, by both collecting and dumping excess heat. • “Huayang” is another name for Sichuan, the place in China where the Huayangosaurus was discovered.

MAMENCHISAURUS Order: Saurischia Suborder: Sauropodomorpha

Means Mamenchi lizard Pronunciation ma-MEN-chee-SOR-us Period Late Jurassic Where Asia: China – Sichuan Province Length Up to 24 meters (80 feet) Height 3.3 meters (11 feet) Named in 1954

Quick Facts: • Scientists used to think Mamenchisaurus lived mainly in the water, floating its tiny head on top of the water and breathing through the nostrils on top of its snout. However, it is now believed to have lived on land. • Mamenchisaurus was an herbivore and lived during a time when the Earth was very warm and wet – a great environment for growing plants. • Mamenchisaurus was discovered by workers during construction on a highway bridge in 1954.

DINOSAURS ALIVE! AT DORNEY PARK | 49 OMEISAURUS Order: Saurischia Suborder: Sauropodomorpha

Means Mount Emei lizard Pronunciation oh-MY-ee-SOAR-us Period Late Jurassic Where Asia: China – Sichuan Province Length Up to 20 meters (66 feet) Height 4 meters (13 feet) Named in 1939

Quick Facts: • Omeisaurus’s nostrils were closer to the front of its snout than on other sauropods. • Many models and pictures still show Omeisaurus the way paleontologists thought it looked before we learned it couldn’t raise its neck and head that far up. • The large, cervical (neck) vertebrae had a honeycomb structure – a little like the way bridges are built today – to keep them light but strong.

PARASAUROLOPHUS Order: Ornithischia Suborder: Ornithopoda

Means Close-to-crested lizard Pronunciation PAIR-uh-so-ROL-uh-PHUS Period Late Cretaceous North America: USA – New Mexico, Where Utah; Canada – Alberta Length 9 meters (30 feet) Height 3 meters (10 feet) Named in 1922

Quick Facts: • At first, paleontologists thought this dinosaur may have lived in the water and used its crest like a snorkel! • Parasaurolophus are known as the “cows of the Cretaceous” because there were so many of them and they lived in herds. • Parasaurolophus seems to have had rough, bumpy, pebbly-textured skin.

DINOSAURS ALIVE! AT DORNEY PARK | 50 STEGOSAURUS Order: Ornithischia Suborder: Thyreophora

Means Roof lizard Pronunciation STEG-o-sawr-us Period Late Jurassic North America: USA – Montana, North Where Dakota, South Dakota, Nebraska, Kansas, Wyoming and Colorado; Europe: Portugal Length 9 meters (30 feet) Height 4 meters (13 feet) Named in 1877

Quick Facts: • The plates on its back made the Stegosaurus look larger to its enemy and may have also discouraged attack by predators. • Stegosaurus had five toes on its front feet, but only three on its back feet. • Because its brain was so tiny, Stegosaurus was probably one of the least intelligent dinosaurs.

TRICERATOPS Order: Ornithischia Suborder: Marginocephalia

Means Three-horned face Pronunciation try-SER-uh-TOPS Period Late Cretaceous North America: USA – Colorado, Montana, Where South Dakota and Wyoming; Canada – Alberta and Saskatchewan Length 9 meters (30 feet) Height 3 meters (10 feet) Named in 1889

Quick Facts: • The large neck frill on Triceratops probably helped keep its body temperature normal and protected it from predators like Tyrannosaurus rex. • One Triceratops survived after a Tyrannosaurus rex bit off half of a horn! • It’s easy to look at Triceratops and see its resemblance to a modern rhinoceros, but they are not related. Rhinos are mammals.

DINOSAURS ALIVE! AT DORNEY PARK | 51

TYRANNOSAURUS REX Order: Saurischia Suborder: Theropoda

Means King of the tyrant lizards Pronunciation tuh-RAN-uh-SOR-us recks Period Late Cretaceous North America: USA – Colorado, Where Montana, South Dakota and Wyoming; Canada – Alberta Length Up to 13 meters (43 feet) Height 4 meters (13 feet) Named in 1905

Quick Facts: • Usually it is impossible to know if a fossil came from a male or female, but one Tyrannosaurus rex was definitely a girl; a leg bone contained a special inner layer only found in female birds. • A Tyrannosaurus rex’s lower jaw could deliver 10,000 newtons of force – which is like being able to lift a semi- trailer with your mouth! • T. rex of all ages have been found together, which means this dinosaur was possibly not the solitary predator living alone, as is often shown.

YANGCHUANOSAURUS Order: Ornithischia Suborder: Marginocephalia

Means Yang-chuan lizard Pronunciation yang-chew ON-uh-SOR-us Period Late Jurassic Where Asia: China – Sichuan Province Length 10 meters (33 feet) Height 4.5 meters (15 feet) Named in 1978

Quick Facts: • Yangchuanosaurus is the largest Late Jurassic predator ever found in China so far. • By comparing the size of its brain to the weight of its body, Yangchuanosaurus seems to have been fairly intelligent for a dinosaur. • This dinosaur lived in the same time and place as the giant sauropods Omeisaurus and Mamenchisaurus.

DINOSAURS ALIVE! AT DORNEY PARK | 52 Discovering Dinosaurs Fascinating Facts discovered in the Dashanpu Quarry. You can adapt these fun facts about dinosaurs for trivia • The dinosaur once known as “Brontosaurus” contests, Jeopardy and Bingo games or a Dinosaur no longer exists! It was actually the sauropod Fact-of-the-Day calendar. They are divided into three Apatosaurus with a Camarasaurus skull incorrectly categories. “Species Specifics” contains information attached to the skeleton. about particular kinds of dinosaurs. “Finding Fossils” • The dinosaur with the longest name is lists interesting facts about finding and studying fossils. Micropachycephalosaurus, which means “tiny, thick- Finally, “Dinosaur Domain” describes fascinating headed lizard”. details about dinosaurs living and adapting in their • The fierce T. rex began life as a fuzzy, feathered baby. world for millions of years. • The first dinosaur to be named was Megalosaurus, in 1824 by Reverend William Buckland. Species Specifics • When the first Triceratops was discovered, scientists • Although Stegosaurus was about the size of a bus, it classified it as something similar to a buffalo, not a had a small head (the size of a horse’s head) and a dinosaur. brain that was only the size of a walnut! • The remains of a “new” species of ceratopsia • Ankylosaurus was one of the last dinosaurs to go (horned-face) dinosaur, Mojoceratops, were recently extinct, probably because of its heavy armor and found mixed in with a collection of fossils from a slow metabolism. similar-looking dinosaur at the American Museum of • In 1925, Allosaurus was featured in the movie The Natural History in New York City. Lost World, the first full-length dinosaur movie – making it the first movie-star dinosaur. • Not all sauropods were gigantic behemoths like Argentinosaurus (30 - 36 meters, or 98 - 118 feet) or had incredibly long necks like Mamenchisaurus. Some, like Magyarosaurus, found in Romania in 2005, were “small” at only 5.3 meters (17 feet) long. • One of the largest complete dinosaurs ever Mojoceratops discovered was Brachiosaurus (“arm lizard”) which was 82 feet (two large school buses) long and 42 feet (a 4 story building) tall. Finding Fossils • One of the most intelligent dinosaurs was Troodon. • Ancient traditional Chinese medicines that called It had a brain the size of a mammal or bird of today, for “dragon bones” were actually using the fossilized plus stereoscopic (binocular) vision and grasping bones of a titanosaur sauropod from the early Late hands. Cretaceous Period! • One of the smaller dinosaurs was only slightly larger • In the 1970s, a fossil was found in the Gobi desert of than a chicken. Compsognathus (“pretty jaw”) was a Protoceratops and a Velociraptor fighting. 3 feet long and weighed about 6.5 pounds. • Over 700 different species of dinosaurs have been • The biggest carnivores were theropods from the identified and named based on fossil evidence. Cretaceous Period, such as Tyrannosaurus rex. However, paleontologists believe that there are many • The dinosaur Gasosaurus was named for the gas more new and different dinosaur species still to be company under construction in the area when it was discovered.

DINOSAURS ALIVE! AT DORNEY PARK | 53 • The first entire dinosaur skeleton fossil was found in New Jersey in 1858. • Only about 3% of dinosaur fossils found are from carnivores.

Dinosaur Domain • Before dinosaurs first evolved about 230 million years ago, the dominant land reptiles were archosaurs (“ruling lizards”) and therapsids (“mammal-like reptiles”). For the next 20 million years after the first dinosaurs appeared, the most fearsome reptiles were crocodiles, not dinosaurs. • Dinosaurs and modern birds share over 90 anatomical features, including the neck, wrist bones Velociraptor and breastbone. • Hadrosaur nests have been found complete with fossils of babies. The babies have slightly worn • At the Dashanpu Quarry in China, scientists are teeth, suggesting that they were probably fed by their working in an area that may contain the single parents. greatest concentration of dinosaur fossils ever. • Hadrosaurs, often called duck-billed dinosaurs, were • Dinosaur fossils have been found in 35 US states and the only dinosaurs to develop cheeks and they also on every continent. had more teeth than any other dinosaurs. • In the 1800s, coprolite (fossilized dinosaur dung) was • Most dinosaurs were herbivores, meaning that they mined in England for fertilizer. During WWI, coprolite ate plants. was used in the making of munitions. • Sauropods had more phalanges (digits, like fingers or • More Allosaurus fossils have been found than for any toes) on their “feet” than on their “hands.” other dinosaurs so far. • Some ankylosaurid dinosaurs were so heavily • The first decade of the 21st century has seen rogue covered with armored plates that they even had fossil hunters steal everything from a set of 30 armored eyelids. theropod footprints in England to hundreds of eggs • Some dinosaurs had replaceable teeth; when a tooth from China and Mongolia. was lost or broken, another one grew in to take its • The term dinosaur (“terrible lizard”) was created by place. the English anatomist Sir Richard Owen in the early • Some scientists think that the growth rates of 1840’s when fossil hunting was growing in popularity. theropods show a pattern much closer to other • The only dinosaurs we can know about are the ones animals that are warm-blooded, not cold-blooded. that leave fossils, but fossilization is a very rare • The biggest dinosaurs were sauropods – gigantic, process. slow-moving, small-headed herbivores from the Late • When the first dinosaurs lived, the Earth’s land was Jurassic and Cretaceous Periods. formed into one big super continent called Pangaea, • Various dinosaurs lived on Earth for about 165 million which is why we find fossils from the same dinosaurs years. Humans have only been around for about 1 on more than one continent. million years.

DINOSAURS ALIVE! AT DORNEY PARK | 54 GLOSSARY

animatronics Using technology to animate motorized models. apex Top-most, highest-ranking. During the Cretaceous Period, the eastern area of the landmass that would become Appalachia the continent of North America. archosaurs The “ruling reptiles” group including dinosaurs, crocodiles and pterosaurs. avian Bird-like. The ability to maintain focus on an object with both eyes, creating a single visual image binocular vision and indicating depth perception. Walking on two feet; a form of terrestrial locomotion where an organism moves on its bi-pedalism two rear limbs, or legs. An animal that usually moves in a bi-pedal manner is known as a biped, meaning “two feet.” A layer of rock with a very large number of fossils often formed when floods or volcanic bonebed eruptions quickly overwhelmed groups of dinosaurs. A period of intense rivalry between two paleontologists (Edward Drinker Cope and Bone Wars Othniel Charles Marsh) at the end of the 19th century to see who could collect the most fossils and identify the most new species of dinosaurs. carcass Dead body of an animal. carnivore An animal that feeds on the flesh of other animals. cervical Pertaining to the neck. Ancient impact crater beneath the Yucatan Peninsula in Mexico created approximately Chicxulub Crater 65 million years ago, believed to have begun a series of global events and climate changes leading to the dinosaurs’ extinction. Biological systematics that classify organisms into hierarchical groups, based on the cladistic analysis branchings of different groups from a common ancestor. A National Natural Landmark in the San Rafael Swell near Cleveland, Utah. It contains Cleveland-Lloyd Quarry the densest concentration of Jurassic dinosaur fossils found thus far. cold-blooded Animals that rely upon the outside temperature to regulate their body temperature. When unrelated species develop similar biological traits; for example, wings in bats convergent evolution and birds, or facial horns in a Rhinoceros and Triceratops. coprolite Fossilized dinosaur dung. Cretaceous Era 145 to 65 million years ago. A site in the Sichuan Province of China where many dinosaur fossils, including seven Dashanpu Quarry species of theropods, ten species of sauropods, four stegosaurs, and a pterosaur, have been found. digit Finger or toe. Literal meaning is “terrible lizard”. Dinosaurs, which lived millions of years ago, were dinosaur one of several kinds of prehistoric reptiles that lived during the Mesozoic Era.

DINOSAURS ALIVE! AT DORNEY PARK | 55 Change in the genetic composition of a population during successive generations, as evolution a result of natural selection of the genetic variation among individuals, and resulting in the development of new species. excavate To dig in the earth carefully in order to find buried objects, such as skeletons. extant Still alive, not extinct. The ceasing to exist of a species, such as a plant or animal, whose numbers declined to the point where the last member of the species died and no new members of the extinct species could ever again be born. Species become extinct when they are unable to adapt to changes in the environment or compete effectively with other organisms. Equipment needed by dinosaur hunters ranging from simple hand tools such as field gear hammers, chisels and shovels to earth-moving equipment such as bulldozers and trucks. Plaster-soaked burlap “bandages” — much like a cast which protects a broken arm — field jackets that keep fragile fossil pieces together and stable during transport to the laboratory. “Having been dug up.” The remains of a living thing which has been buried in the fossil ground, replaced by minerals and turned to stone. The “wishbone” found in birds, formed by the fusing of the two clavicles, which has furcula also been found in theropods. gastroliths Stomach stones that aided with digestion in some herbivores; gizzard stones. Large landmass formed from the continents that would become South America, Africa, Gondwana Australia, and Antarctica. herbivore An animal that eats plants. holotype The specimen or sample used in the original description of a species. ichnite Fossilized footprint. Jurassic Era 200 to 145 million years ago. juvenile Young, not fully grown. During the Cretaceous Period, the western area of the landmass that would become Laramadia the continent of North America. Large landmass formed from the continents that would become North America, Laurasia Europe and Asia. Any of a class of warm-blooded higher vertebrates that nourish their young with milk, mammal secreted by mammary glands, have the skin usually more or less covered with hair, and includes humans. The process in which huge numbers of species die out suddenly. The dinosaurs (and mass extinction many other species) became extinct, possibly because of an asteroid that hit the earth. A type of soft tissue found in the leg bones of present-day female birds only during medullary bone ovulation. This era (“The Age of Reptiles”) occurred from 250 to 65 million years ago. It is divided Mesozoic Era into the Triassic, Jurassic and Cretaceous Periods, when dinosaurs, mammals and flowering plants evolved. Mya Million years ago. Also can be written as “mya”.

DINOSAURS ALIVE! AT DORNEY PARK | 56 A process whereby helpful traits (those that increase the chance of survival and reproduction) become more common in a population while harmful traits become natural selection increasingly rare. Individuals with advantageous traits are more likely to survive and reproduce, resulting in more individuals of the next generation inheriting those traits. nostrils The holes in the nose through which air passes during breathing. omnivore An animal that feeds on everything. ornithopod Bird-hipped dinosaurs. All these dinosaurs were herbivores. oviparous Reproduction by producing eggs that hatch outside of the body. paleontologist A scientist who deals with the life of past geological periods as known by fossil remains. The global supercontinent formed during the Paleozoic Era, which eventually separated Pangea and formed the continents we recognize today. When mineral-rich groundwater permeates a cell or plant wall and deposits minerals permineralization in the spaces that once held gas or liquid in the living organism. predator An animal that hunts, catches and eats other animals (the prey). prehistoric The time before humans began to record events. preparators Lab workers who prepare fossils for future examination and use. prey An animal that is hunted and eaten by other animals. protofeathers “First feathers” or the filament-like precursors to feathers that some dinosaurs had. “Winged lizards” who had an elongated fourth finger that supported a membranous wing. First evolved in the latter third of the Triassic Period and survived until the end pterosaur of the Cretaceous. These animals were not dinosaurs but were closely related to both dinosaurs and crocodiles. A form of animal locomotion with four limbs or legs. An animal that usually moves this quadrupedalism way is known as a quadruped, meaning “four feet”. A class of air-breathing scaly bodied vertebrates including alligators and crocodiles, reptiles lizards, snakes, turtles and extinct related forms (like dinosaurs and pterosaurs) that lay eggs which are fertilized internally. Lizard-hipped/footed, quadruped dinosaurs, such as diplodocids, brachiosaurids and sauropod titanosaurs. These dinosaurs were herbivores and were some of the largest animals ever to live on land. A bony plate embedded in the skin, found on armored dinosaurs and on the legs of scute modern birds; made of the same keratin protein found in feathers. Rock formed from layers of sediment like mud, silt and sand carried by water, ice and sedimentary rock wind; it is a kind of rock where fossils are found. serrated Sharp and jagged, notched, or saw-like. snout The nose, jaw and front part of the face on an animal’s head. Beast-footed dinosaurs, including allosaurs, tyrannosaurs and oviraptors. All of these theropod dinosaurs were carnivores. trace fossils Fossils of footprints, eggshells, nests and droppings. trackways Paths of footprint fossils.

DINOSAURS ALIVE! AT DORNEY PARK | 57 Triassic Period 250 to 200 million years ago. vertebrae The bone segments in the spine. During the Cretaceous Period, the shallow, inland sea dividing the continent that would Western Interior Seaway become North America.

DINOSAURS ALIVE! AT DORNEY PARK | 58 National Curriculum Standards

Science Science And Technology: Abilities of technological K-4 design; Understanding about science and Science As Inquiry: Abilities necessary to do scientific technology inquiry History And Nature Of Science: Science as a human Life Science: Life cycles of organisms endeavor; History of science Earth And Space Science: Changes in earth and sky Science And Technology: Abilities of technological 9-12 design; Understanding about science and Science As Inquiry: Abilities necessary to do scientific technology inquiry History Of Nature And Science: Science as a human Life Science: Behavior of organisms endeavor Earth And Space Science: Origin and evolution of the earth system 5-8 Science And Technology: Abilities of technological Science As Inquiry: Abilities necessary to do scientific design; Understanding about science and inquiry technology Life Science: Diversity and adaptations of organisms History And Nature Of Science: Science as a human Earth And Space Science: Earth’s history endeavor; Historical perspectives

Technology

1. Creativity and Innovation d. process data and report results. c. use models and simulations to explore complex systems and issues. 4. Critical Thinking, Problem Solving, and Decision Making 3. Research and Information Fluency b. plan and manage activities to develop a solution or b. locate, organize, analyze, evaluate, synthesize, and complete a project. ethically use information from a variety of sources c. collect and analyze data to identify solutions and/or and media. make informed decisions.

Mathematics

Number and Operations • Understand numbers, ways of representing • Understand meanings of operations and how they numbers, relationships among numbers, and relate to one another number systems • Compute fluently and make reasonable estimates

DINOSAURS ALIVE! AT DORNEY PARK | 59 Algebra • Apply appropriate techniques, tools, and formulas to • Use mathematical models to represent and determine measurements. understand quantitative relationships Data Analysis and Probability Geometry • Formulate questions that can be addressed with • Apply transformations and use symmetry to analyze data and collect, organize, and display relevant data mathematical situations to answer them • Use visualization, spatial reasoning, and geometric • Select and use appropriate statistical methods to modeling to solve problems analyze data

Measurement Process • Understand measurable attributes of objects and • Reasoning and proof the units, systems, and processes of measurement • Connections

Geography

Physical Systems: Understand the physical processes The Uses of Geography: Understand how to apply that shape the patterns of Earth’s surface. geography to interpret the past.

DINOSAURS ALIVE! AT DORNEY PARK | 60 State Curriculum Standards (expanded)

We know how important it is for you to be able to justify Field Trips and document how instructional time is spent outside of your classroom. With that in mind, the activities in this Educator’s Guide and the experience your class will have during their Field Trip to Dinosaurs Alive! have been directly correlated to the curriculum requirements for your state, as included on this list.

This itemized overview makes it easier than ever for you to tie a Field Trip to Dinosaurs Alive! to your in-class teaching units and support the time and expense. Below you fill find a detailed summary - listed by state, subject, and grade level - of the express connections between the educational themes of Dinosaurs Alive! and your classroom instruction.

PENNSYLVANIA

These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with the Field Trip experience at Dinosaurs Alive! satisfy requirements for Science and Technology and Engineering Education, and Social Studies for grades K – 12 in Pennsylvania. Fourth grade and seventh grade science teachers will be particularly interested in the Related Academic Standards, Assessment Anchors, and Eligible Content provided.

Science and Technology and Engineering Education

GRADE 3 Related Academic Standards • 3.1.3.C2 Describe animal characteristics that are necessary for survival. • 3.1.3.C3 Constancy and Change: Recognize that fossils provide us with information about living things that inhabited the Earth long ago • 3.1.3.C4 Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists. • 3.4.3.A3 Identify how the study of technology uses many of the same ideas and skills as many other subjects.

DINOSAURS ALIVE! AT DORNEY PARK | 61 Assessment Anchors • S3.A.3 Systems, Models, and Patterns • S3.B.2 Continuity of Life Eligible Content • S3.A.3.2.1 Identify what models represent (e.g., simple maps showing mountains, valleys, lakes, and rivers; dioramas). • S3.B.2.1.3 Identify characteristics for plant and animal survival in different environments (e.g., desert, forest, ocean).

GRADE 4 Related Academic Standards • 3.1.4.C1 Identify different characteristics of plants and animals tat help some populations survive and reproduce in greater numbers. Describe how environmental changes can cause extinction in plants and animals. • 3.1.4.C3 Constancy and Change: Compare fossils to one another and to currently living organisms according to their anatomical similarities and differences. • 3.1.4.C4 Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists. • 3.3.4.A3 Recognize that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. • 3.4.4.A1 Understand that tools, materials, and skills are used to make things and carry out tasks. Assessment Anchors • S4.A.1 Reasoning and Analysis • S4.A.2 Processes, Procedures, and Tools of Scientific Investigation • S4.A.3 Systems, Models, and Patterns • S4.B.1 Structure and Function of Organisms • S4.B.2 Continuity of Life • S4.C.1 Structure, Properties, and Interaction of Matter and Energy Eligible Content • S4.A.1.1.1 Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (e.g., a scientific fact can be supported by making observations). • S4.A.1.3.1 Observe and record change by using time and measurement. • S4.A.1.3.2 Describe relative size, distance, or motion. • S4.A.2.1.1 Generate questions about objects, organisms, or events that can be answered through scientific investigations.

DINOSAURS ALIVE! AT DORNEY PARK | 62 • S4.A.2.1.2 Design and describe an investigation (a fair test) to test one variable. • S4.A.3.2.1 Identify what different models represent (e.g., maps show physical features, directions, distances; globes represent Earth; drawings of watersheds depict terrain; dioramas show ecosystems; concept maps show relationships of ideas). • S4.A.2.2.1 Identify appropriate tools or instruments for specific tasks and describe the information they can provide (e.g., measuring: length - ruler, mass - balance scale, volume - beaker, temperature - thermometer; making observations: hand lens, binoculars, telescope). • S4.B.1.1.2 Compare similar functions of external characteristics of organisms (e.g., anatomical characteristics: appendages, type of covering, body segments). • S4.B.2.1.1 Identify characteristics for plant and animal survival in different environments (e.g., wetland, tundra, desert, prairie, deep ocean, forest). • S4.B.2.1.2 Explain how specific adaptations can help a living organism survive (e.g., protective coloration, mimicry, leaf sizes and shapes, ability to catch or retain water). • S4.C.1.1.2 Categorize/group objects using physical characteristics.

GRADE 5 Related Academic Standards • 3.1.5.C1 Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activity) in response to information (stimuli) received from the environment. • 3.1.5.C2 Give examples of how inherited characteristics (e.g., shape of beak, length of neck, location of eyes, shape of teeth) may change over time as adaptations to changes in the environment that enable organisms to survive. • 3.1.5.C4 Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists. • 3.4.5.A3 Describe how technologies are often combined. Assessment Anchors • S5.A.1 Reasoning and Analysis • S5.A.2 Processes, Procedures, and Tools of Scientific Investigation • S5.B.2 Continuity of Life Eligible Content • S5.A.1.1.1 Explain how certain questions can be answered through scientific inquiry and/or technological design (e.g., investigate to find out if all clay or foil boats designs react the same when filled with paperclips). • S5.A.2.1.2 Describe relationships between variables through interpretation of data and observations (i.e., make predictions for the outcome of a controlled experiment using data tables and graphs).

DINOSAURS ALIVE! AT DORNEY PARK | 63 • S5.B.2.1.3 Explain how certain behaviors help organisms survive and reproduce in different environments • S5.B.2.1.4 Identify changes in environmental conditions that can affect the survival of populations and entire species.

GRADE 6 Related Academic Standards • 3.1.6.C1 Differentiate between instinctive and learned animal behaviors that relate to survival. • 3.1.6.C4 Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists. • 3.4.6.A3 Explain how knowledge from other fields of study (STEM) integrate to create new technologies. Assessment Anchors • S6.B.2 Continuity of Life Eligible Content • S6.B.2.1.2 Recognize that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival.

GRADE 7 Related Academic Standards • 3.1.7.A1 Describe the similarities and differences of physical characteristics in diverse organisms. • 3.1.7.A8 Models: Apply the appropriate models to show interactions among organisms in an environment. • 3.1.7.A9 Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. • 3.1.7.C1 Describe how natural selection is an underlying factor in a population’s ability to adapt to changes. • 3.1.7.C2 Explain why the extinction of a species may occur when the environment changes. Explain that mutations can alter a gene and are the original source of new variations in a population. • 3.1.7.C3 Constancy and Change: Identify evidence drawn from geology, fossils, and comparative anatomy

DINOSAURS ALIVE! AT DORNEY PARK | 64 that provides the basis for the theory of evolution. • 3.1.7.C4 Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. • 3.3.7.A3 Explain and give examples of how physical evidence, such as fossils and surface features of glaciation support theories that the Earth has evolved over geologic time. • 3.3.7.A7 Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. • 3.4.7.A1 Explain how technology is closely linked to creativity, which has resulted in innovation and invention. • 3.4.7.A3 Explain how knowledge gained from other fields of study has a direct effect on the development of technological products and systems. • 3.4.7.C1 Describe how design, as a creative planning process, leads to useful products and systems. • 3.4.7.C2 Explain how modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions. • 3.4.7.D2 Select and safely use appropriate tools, products and systems for specific tasks. Assessment Anchors • S7.A.1 Reasoning and Analysis • S7.A.2 Processes, Procedures, and Tools of Scientific Investigations • S7.B.2 Continuity of Life • S7.D.1 Earth Features and Processes that Change Earth and Its Resources Eligible Content • S7.A.1.1.3 Use evidence such as observations or experimental results to support inferences. • S7.A.1.3.2 Use evidence, observations, or explanations to make inferences about changes in systems over time (e.g., carrying capacity, succession, fossil evidence in the geologic time scale). • S7.A.2.1.1 Use evidence from investigations to clearly describe relationships and communicate and support conclusions.

DINOSAURS ALIVE! AT DORNEY PARK | 65 • S7.A.2.2.2 Apply measurement systems to record and interpret observations under a variety of conditions. • S7.B.2.1.2 Describe how natural selection is an underlying factor in a population’s ability to adapt to change. • S7.B.2.1.3 Explain that adaptations within species (physical, behavioral, physiological) are developed over long periods of time. • S7.D.1.1.2 Explain how fossils are formed and how they can provide evidence about plants and animals that once lived on Earth.

GRADE 8 Related Academic Standards • 3.1.8.A8 Change And Constancy: Explain mechanisms organisms use to adapt to their environment. • 3.1.8.A9 Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements • 3.1.8.C1 Explain how reproductive success coupled with advantageous traits over many generations contributes to natural selection. • 3.1.8.C4 Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. • 3.3.8.A3 Explain how matter on earth is conserved throughout the geological processes over time. • 3.3.8.A7 Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. Assessment Anchors • S8.A3 Systems, Models, and Patterns • S8.B.2 Continuity of Life • S8.B.3 Ecological Behavior and Systems • S8.D.1 Earth Features and Processes that Change Earth and Its Resources Eligible Content • S8.A.3.2.2 Describe how engineers use models to develop new and improved technologies to solve problems. • S8.B.3.2.1 Use evidence to explain factors that affect changes in populations (e.g., deforestation, disease, land use, natural disaster, invasive species). • S8.B.3.2.3 Describe the response of organisms to environmental changes (e.g., changes in climate, hibernation, migration, coloration) and how those changes affect survival. • S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one generation to another. • S8.D.1.1.2 Describe natural processes that change Earth’s surface (e.g., landslides, volcanic eruptions, earthquakes, mountain building, new land being formed, weathering, erosion, sedimentation, soil formation).

DINOSAURS ALIVE! AT DORNEY PARK | 66 • S8.D.1.1.4 Explain how fossils provide evidence about plants and animals that once lived throughout Pennsylvania’s history (e.g., fossils provide evidence of different environments).

HIGH SCHOOL BIOLOGY Related Academic Standards • 3.1.B.C3 Constancy and Change: Compare and contrast various theories of evolution. Interpret data from fossil records, anatomy and physiology, and DNA studies relevant to the theory of evolution. • 3.1.B.C4 Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. Communicate and defend a scientific argument. Assessment Anchors • BIO.B.3 Theory of Evolution • S11.A.1 Reasoning and Analysis • S11.B.2 Continuity of Life Eligible Content • BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal genetic code). • S11.A.1.1.2 Analyze and explain the accuracy of scientific facts, principles, theories, and laws. • S11.B.2.1.1 Explain the theory of evolution by interpreting data from fossil records, similarities in anatomy and physiology, or DNA studies that are relevant to the theory of evolution.

Geography

Grade 3: 7.1.3.A Identify how basic geographic tools are used to organize and interpret information about people, places and environment. Grade 4: 7.1.4.A Describe how common geographic tools are used to organize and interpret information about people, places, and environment. Grade 5: 7.1.5.A: Describe how common geographic tools are used to organize and interpret information about people, places, and environment. Grade 6: 7.1.6.A Describe how common geographic tools are used to organize and interpret information about people, places, and environment. Grade 7: 7.1.7.A Explain how common geographic tools are used to organize and interpret information about people, places, and environment. Grade 8: 7.1.8.A Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments. Grade 9: 7.1.9.A Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments.

DINOSAURS ALIVE! AT DORNEY PARK | 67 NEW JERSEY

These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with the Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Technology, and Social Studies for grades K – 12 in New Jersey. Science teachers will be particularly interested in the Cumulative Progress Indicators for Life Science at the late elementary and middle school levels.

Science

BY THE END OF GRADE 4 • 5.1.4.A.2 Use outcomes of investigations to build and refine questions, models, and explanations. • 5.1.4.A.3 Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. • 5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and predictions. • 5.1.4.B.2 Measure, gather, evaluate, and share evidence using tools and technologies. • 5.1.4.B.3 Formulate explanations from evidence. • 5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. • 5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall). BY THE END OF GRADE 6 • 5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed. • 5.4.4.B.1 Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin. • 5.4.6.B.2 Examine Earth’s surface features and identify those created on a scale of human life or on a geologic time scale. BY THE END OF GRADE 8 • 5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations. • 5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories. • 5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose theories. • 5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations. • 5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments. • 5.3.8.E.1 Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data. • 5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent. • 5.4.8.D.2 Present evidence to support arguments for the theory of plate motion.

DINOSAURS ALIVE! AT DORNEY PARK | 68 BY THE END OF GRADE 12 • 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. • 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. • 5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). • 5.4.12.B.3 Account for the evolution of species by citing specific absolute-dating evidence of fossil samples.

Technology

BY THE END OF GRADE 4 • 8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. • 8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific finding. BY THE END OF GRADE 8 • 8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.

Social Studies

BY THE END OF GRADE 4: 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. BY THE END OF GRADE 12: 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.

DELAWARE

These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with the Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Engineering and Technology Education, and Social Studies for grades K – 12 in Delaware. Middle School Science teachers will be particularly interested in the standards met in the Diversity and Evolution Strand of Standard 7 and the Interactions throughout Earth’s Systems Strand of Standard 5.

DINOSAURS ALIVE! AT DORNEY PARK | 69 Science

Standard 1: Nature and Application of Science and Technology Strand: Understandings and Abilities of Scientific Inquiry GRADES K-3 A. Understand that: Scientific investigations, whether conducted by students or scientists, involve asking a question about the natural world. Be able to: Generate questions and predictions using observations and exploration about the natural world. C. Understand that: The purpose of accurate observations and data collection is to provide evidence. Scientists use tools to enhance their senses in order to obtain more evidence. Be able to: Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results. GRADES 4-5 A. Understand that: Scientific investigations involve asking a focused scientific question. Investigations differ depending upon the question being asked. Be able to: Generate focused questions and informed predictions about the natural world. C. Understand that: The purpose of accurate data collection is to provide evidence to compare with the prediction. Be able to: Accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Compare and question results with and from others. F. Understand that: The use of mathematics, reading, writing, and technology are important in conducting scientific inquiries. Be able to: Use mathematics, reading, writing, and technology when conducting scientific inquiries. GRADES 6-8 A. Understand that: Scientific investigations involve asking testable questions. Different kinds of questions suggest different scientific investigations. The current body of scientific knowledge guides the investigation. Be able to: Frame and refine questions that can be investigated scientifically, and generate testable hypotheses. C. Understand that: In a scientific investigation, data collection involves making precise measurements and keeping accurate records so that others can replicate the experiment. Be able to: Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students. F. Understand that: Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry. Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other knowledge and skills include mathematics, reading, writing, and technology. Be able to: Use mathematics, reading, writing, and technology when conducting scientific inquiries. GRADES 9-12 A. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories. Be able to: Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. C. Understand that: Theories in science are well-established explanations of natural phenomena that are supported by many confirmed observations and verified hypotheses. The application of theories allows people to make reasonable predictions. Theories may be amended to become more complete with the introduction

DINOSAURS ALIVE! AT DORNEY PARK | 70 of new evidence. Be able to: Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. F. Understand that: Knowledge and skill from sources other than science are essential to scientific inquiry. These include mathematics, reading, writing, and technology. Be able to: Use mathematics, reading, writing and technology when conducting scientific inquiries.

Strand: History and Context of Science GRADES 4-5 A. Contributions by individuals have been essential in advancing the body of scientific knowledge. GRADES 6-8 A. Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these contributions and how they came about provides insight into the expansion of scientific knowledge. GRADES 9-12 A. New disciplines of science emerge as older disciplines interface into an integrated study of the natural world. As the body of scientific knowledge grows, the boundaries between individual disciplines diminish.

Standard 5: Earth’s Dynamic Systems. Strand: Interactions throughout Earth’s Systems GRADES 6-8 K. Past geological events and environments can be reconstructed by interpreting fossilized remains and successive layering of sedimentary rocks. L. The fit of continental coastlines, the similarity of rock types and fossilized remains provide evidence that today’s continents were once a single land mass. The continents moved to their current positions on plates driven by energy from Earth’s interior. GRADES 9 – 12 B. Tectonic plates press against one another in some places (convergence), pull apart in other places (divergence), or slide past each other. These plate movements may result in the formation of mountain ranges, and can lead to earthquakes, volcanic eruptions, and tsunamis. The consequences of these events impact the surrounding atmosphere, geosphere, hydrosphere, and the life existing within them.

Standard 7: Diversity and Continuity of Living Things. Strand: Diversity and Evolution. GRADES K-3 A. Many different kinds of plants and animals live throughout the world. These plants and animals can be grouped according to the characteristics they share. GRADES 4-5 A. Organisms of the same type vary in appearance. These variations may provide an advantage in reproduction and survival. GRADES 6-8 A. The Earth’s present day species evolved from earlier, distinctly different species. Many thousands of layers of

DINOSAURS ALIVE! AT DORNEY PARK | 71 sedimentary rock provide evidence for the long history of the Earth and for the long history of changing life forms whose remains are found in the rocks. More recently deposited rock layers are more likely to contain fossils resembling existing species. B. Natural selection is the process by which some individuals with certain traits are more likely to survive and produce greater numbers of offspring than other organisms of the same species. Competition for resources and mates and conditions in the environment can affect which individuals survive, reproduce and pass their traits on to future generations. C. Small genetic differences between parents and offspring accumulate over many generations, and ultimately new species may arise. D. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. GRADES 9-12 A. Evolution is a change in allelic frequencies of a population over time. The theory of evolution is supported by extensive biochemical, structural, embryological, and fossil evidence. B. The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent with modification from common ancestors. C. The process of natural selection occurs when some heritable variations that arise from random mutation and recombination give individuals within a species some survival advantages over others. These offspring with advantageous adaptations are more likely to survive and reproduce, thus increasing the proportion of individuals within a population with advantageous characteristics.

Standard 8: Ecology. Strand: Interactions within the Environment. GRADES 4-5 C. Adaptations in organisms enable them to live and reproduce in certain environments. Those organisms that are best suited for a particular environment have adaptations that allow them to compete for available resources and cope with the physical conditions of their immediate surroundings. D. Changes in an organism’s environment may be either beneficial or harmful. Organisms may be affected by other organisms, by various physical factors (e.g., rainfall, temperature), by physical forces (e.g., storms, earthquakes), and by daily, seasonal, and annual cycles. GRADES 6-8 D. A population consists of all individuals of a species that occur together at a given place and time. A species is a distinct biological grouping of organisms whose members interbreed in nature and produce fertile offspring. E. The size of populations may change as a result of the interrelationships among organisms. These may include predator/prey ratios, availability of resources, and habitat changes. GRADES 9-12 C. Ecosystems undergo major changes as a result of such factors as climate change, introduction of new species, and habitat destruction. These can be the result of natural processes and/ or human impact. D. Changes in the physical, chemical, or biological conditions of an ecosystem can alter the diversity of species in the system. Over time, ecosystems change and populations of organisms adapt, move, or become extinct.

DINOSAURS ALIVE! AT DORNEY PARK | 72 Engineering & Technology Education

M1.01.05 Design a model, prototype, or process that improves or enhances the form or function of a product. M2.01.03 Identify cross-curricular concepts of technology, including technology transfer, the relationship of science and math to technology, and progress that results from technology. M4.01.01 Demonstrate a working knowledge of the design process, understanding that design requirements, such as criteria, constraints, and efficiency, sometimes compete with each other. M5.01.02 Develop a successful model or prototype. TPA1.01.06 A prototype (or working model) helps an engineer test and observe a design in order to make necessary adjustments.

Social Studies: Geography

Standard One: Students will develop a personal geographic framework, or “mental map,” and understand the uses of maps and other geo-graphics [MAPS]. K-3a: Students will understand the nature and uses of maps, globes, and other geo-graphics. 6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

NEW YORK

These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with the Field Trip experience at Dinosaurs Alive! satisfy requirements for Mathematics, Science, and Technology, and Social Studies for grades K – 12 in New York. Middle School Science teachers will be particularly interested in the standards met in the Diversity and Evolution Strand of Standard 7 and the Interactions throughout Earth’s Systems Strand of Standard 5.

Mathematics, Science, & Technology

ELEMENTARY Standard 1: Analysis, Inquiry, & Design Mathematical Analysis • Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. o Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. Scientific Inquiry • Key Idea 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. o Ask “why” questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. o Question the explanations they hear from others and read about, seeking clarification and comparing them

DINOSAURS ALIVE! AT DORNEY PARK | 73 with their own observations and understandings. • Key Idea 3. The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. o Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. o Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. Standard 4: Science, Living Environment • Key Idea 3: Individual organisms and species change over time. o Describe how the structures of plants and animals complement the environment of the plant or animal. o Observe that differences within a species may give individuals an advantage in surviving and reproducing. Standard 5: Technology Education • Engineering Design o Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. • Computer Technology o Use the computer as a tool for generating and drawing ideas. Standard 6: Interconnectedness—Common Themes • Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. o Analyze, construct, and operate models in order to discover attributes of the real thing. o Discover that a model of something is different from the real thing but can be used to study the real thing. o Use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. • Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. o Identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. • Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions. o Use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. o Analyze data by making tables and graphs and looking for patterns of change.

INTERMEDIATE Standard 1: Analysis, Inquiry, & Design Mathematical Analysis • Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. o Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. • Key Idea 3. Critical thinking skills are used in the solution of mathematical problems. o Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

DINOSAURS ALIVE! AT DORNEY PARK | 74 Scientific Inquiry • Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. o Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. • Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. o Design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. o Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. Standard 4: Science, Living Environment • Key Idea 3: Individual organisms and species change over time. o Describe sources of variation in organisms and their structures and relate the variations to survival. o Describe factors responsible for competition within species and the significance of that competition. Standard 5: Technology Education • Engineering Design o Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. o Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship. • Computer Technology o Use a computer system to connect to and access needed information from various Internet sites. Standard 6: Interconnectedness—Common Themes • Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. o Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation). • Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. o Use powers of ten notation to represent very small and very large numbers.

COMMENCEMENT Standard 1: Analysis, Inquiry, & Design Mathematical Analysis • Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. o Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments. • Key Idea 3: Critical thinking skills are used in the solution of mathematical problems. o Apply algebraic and geometric concepts and skills to the solution of problems. Scientific Inquiry • Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. o Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual

DINOSAURS ALIVE! AT DORNEY PARK | 75 models and mathematical formulations to represent their thinking. o Work toward reconciling competing explanations; clarifying points of agreement and disagreement. Standard 4: Science, Living Environment • Key Idea 1: Living things are both similar to and different from each other and nonliving things. o Explain how diversity of populations within ecosystems relates to the stability of ecosystems. • Key Idea 3: Individual organisms and species change over time. o Explain the mechanisms and patterns of evolution. • Key Idea 6: Plants and animals depend on each other and their physical environment. o Explain factors that limit growth of individuals and populations. Standard 6: Interconnectedness—Common Themes • Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. o Describe the effects of changes in scale on the functioning of physical, biological, or designed systems. o Extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

Social Studies

Standard 3, Key Idea 2 • Elementary: gather and organize geographic information from a variety of sources and display in a number of ways • Intermediate: interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

MARYLAND

These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with the Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Technological Literacy, and Social Studies for grades K – 12 in Maryland. Fourth and Eighth grade teachers will be particularly interested in the Life Science objectives provided.

Science

GRADES K-2 Skills and Processes • 1.A.1.b Seek information through reading, observation, exploration, and investigations. • 1.A.1.c Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data. • 1.A.1.g Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.

DINOSAURS ALIVE! AT DORNEY PARK | 76 • 1.D.1.e Explain that sometimes it is not possible to make or do everything that is designed. • 1.D.3.a Explain that a model of something is different from the real thing but can be used to learn something about the real thing. • 1.D.3.b Realize that one way to describe something is to say how it is like something else. GRADE K Life Science • 3.A.1.d Compare ideas about how the features of animals and plants affect what these animals are able to do. • 3.D.1.c Explain that the external features of plants and animals affect how well they thrive in different kinds of places. GRADE 1 Life Science • 3.A.1.a Use the senses and magnifying instruments to examine a variety of plants and animals to describe external features and what they do. • 3.A.1.c Use the information collected to ask and compare answers to questions about how an organism’s external features contribute to its ability to survive in an environment. GRADE 2 Life Science • 3.D.1.b Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble organisms that are alive today. • 3.D.1.c Recognize that some kinds of organisms have completely disappeared.

GRADES 3-5 Skills and Processes • 1.A.1.a Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same. • 1.A.1.b Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. • 1.A.1.e Follow directions carefully and keep accurate records of one’s work in order to compare data gathered. • 1.B.1.a Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations. • 1.B.1.b Offer reasons for their findings and consider reasons suggested by others. • 1.B.1.c Review different explanations for the same set of observations and make more observations to resolve the differences. • 1.C.1.a Make use of and analyze models, such as tables and graphs to summarize and interpret data. • 1.C.1.e Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds. • 1.D.1.a Explain that a model is a simplified imitation of something and that a model’s value lies in suggesting how the thing modeled works. • 1.D.1.c Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world,

DINOSAURS ALIVE! AT DORNEY PARK | 77 although such representations can never be exact in every detail. • 1.D.1.d Realize that one way to make sense of something is to think how it is like something more familiar. GRADE 4 Earth/Space Science • 2.B.2.a Recognize and explain that the remains or imprints of plants or animals can become fossils. • 2.B.2.b Describe the physical structures of an animal or plant based on its fossil remains. • 2.B.2.c Identify what an animal or plant fossil is able to tell about the environment in which it lived. Life Science • 3.A.1.d Describe what classifying tells us about the relatedness among the animals or plants placed within any group. • 3.D.1.b Explain that the characteristics of an organism affect its ability to survive and reproduce. • 3.D.1.c Examine individuals in a group of the same kind of animals or plants to identify differences in characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give those individuals an advantage in surviving and reproducing. • 3.D.1.d Examine and compare fossils to one another and to living organisms as evidence that some individuals survive and reproduce. GRADE 5 Life Science • 3.A.1.b Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another. • 3.A.1.e Explain that the survival of individual organisms and entire populations can be affected by sudden (flood, Tsunami) or slow (global warming, air pollution) changes in the environment.

GRADES 6-8 Skills and Processes • 1.A.1.b Develop the ability to clarify questions and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. • 1.A.1.h Use mathematics to interpret and communicate data. • 1.B.1.c Explain that even though different explanations are given for the same evidence, it is not always possible to tell which one is correct. • 1.C.1.a Organize and present data in tables and graphs and identify relationships they reveal. • 1.C.1.b Interpret tables and graphs produced by others and describe in words the relationships they show. • 1.C.1.c Give examples of how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. • 1.C.1.e Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering. • 1.C.1.g Recognize that important contributions to the advancement of science, mathematics, and technology have been made by different kinds of people, in different cultures, at different times. • 1.D.1.b Explain, using examples that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous.

DINOSAURS ALIVE! AT DORNEY PARK | 78 GRADE 6 Earth/Space Science • 2.C.2.a Recognize and describe the evidence for plate movement. Life Science • 3.D.1.e Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. • 3.D.1.g Explain that the more recently deposited rock layers are likely to contain fossils resembling existing species. • 3.F.1.a Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment. GRADE 8 Earth/Space Science • 2.B.2.a Recognize how different types of fossils are formed, such as petrified remains, imprints, molds and casts. • 2.B.2.b Recognize and explain that the fossil record of plants and animals describes changes in life forms over time. Life Science • 3.D.1.a Recognize and describe that gradual (climatic) and sudden (floods and fires) changes in environmental conditions affect the survival of organisms and populations. • 3.D.1.b Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny leaves on a cactus, birdcalls, and antibiotic resistant bacteria. • 3.D.1.c Recognize and describe that adaptation and speciation involve the selection of natural variations in a population. • 3.D.1.d Recognize and describe that extinction occurs when the adaptive traits of a population do not support its survival. • 3.D.1.e Recognize that evolution accounts for the diversity of species. Environmental Science • 6.B.1.a Based on data from research identify and describe how natural processes change the environment.

HIGH SCHOOL BIOLOGY • 1.7.2: The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society. • 1.7.6: The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments. • 3.4.1: Explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population. • 3.4.2: Estimate degrees of relatedness among organisms or species. • 3.5.3: Investigate how natural and human-made changes in environmental conditions will affect individual organisms and the dynamics of populations.

DINOSAURS ALIVE! AT DORNEY PARK | 79 Technological Literacy

GRADES K-2 • 3.A.1.a Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills • 5.A.1.a Select relevant information from teacher-selected technology resources (such as picture interface databases and bookmarked files) GRADES 3-6 • 3.A.1.a Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills • 5.A.1.a Select relevant information from appropriate technology resources GRADES 7-8 • 3.A.1.a Use technology tools, including software and hardware, to learn new content or reinforce skills • 5.A.1.a Select relevant information from appropriate technology resources

Social Studies—Geography

GRADES 1-2: 3.A.1 Use geographic tools to locate and describe places on Earth GRADE 3: 3.B.1.a Compare places and regions using geographic features GRADE 7: 3.A.1.c Analyze geographic issues and problems

COMMON CORE STATE STANDARDS

This section contains the Common Core State Standards for Mathematics and English Language Arts for grades K – 12, which have been adopted by the Departments of Education in Ohio, Indiana, and Kentucky. These specific curriculum requirements are met through the educational themes of Dinosaurs Alive! along with the classroom lesson plans and activities in this Study.

Mathematics

ELEMENTARY SCHOOL Kindergarten • K.CC.1 - Counting & Cardinality: Count to 100 by ones and by tens • K.CC.3 - Counting & Cardinality: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 • K.CC.5 - Counting & Cardinality: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

DINOSAURS ALIVE! AT DORNEY PARK | 80 • K.MD.1 - Measurement & Data: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. • K.MD.2 - Measurement & Data: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Grade 1 • 1.OA.1 - Operations & Algebraic Thinking: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. • 1.MD.1 - Measurement & Data: Order three objects by length; compare the lengths of two objects indirectly by using a third object. • 1.MD.2 - Measurement & Data: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. • 1.MD.4 - Measurement & Data: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 2 • 2.OA.1 – Operations & Algebraic Thinking: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. • 2.MD.1 - Measurement & Data: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. • 2.MD.3 - Measurement & Data: Estimate lengths using units of inches, feet, centimeters, and meters. • 2.MD.9 - Measurement & Data: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. • 2.MD.10 - Measurement & Data: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Grade 3 • 3.OA.2 - Operations & Algebraic Thinking: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. • 3.NF.1 - Number & Operations—Fractions: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. • 3.MD.3 - Measurement & Data: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. • 3.MD.4 - Measurement & Data: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off

DINOSAURS ALIVE! AT DORNEY PARK | 81 in appropriate units— whole numbers, halves, or quarters. Grade 4 • 4.OA.3 - Operations & Algebraic Thinking: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. • 4.NBT.3 - Number & Operations in Base Ten: Use place value understanding to round multi-digit whole numbers to any place. • 4.NF.3 - Number & Operations—Fractions: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. • 4.NF.6 - Number & Operations—Fractions: Use decimal notation for fractions with denominators 10 or 100. • 4.MD.1 - Measurement & Data: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. • 4.MD.2 - Measurement & Data: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. • 4.MD.4 - Measurement & Data: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. Grade 5 • 5.NBT.2 - Number & Operations in Base Ten: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. • 5.NBT.4 - Number & Operations in Base Ten: Use place value understanding to round decimals to any place. • 5.NBT.7 - Number & Operations in Base Ten: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. • 5.NF.3 - Number & Operations—Fractions: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. • 5.NF.5 - Number & Operations—Fractions: Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. • 5.NF.6 - Number & Operations—Fractions: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. • 5.MD.1 - Measurement & Data: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems

DINOSAURS ALIVE! AT DORNEY PARK | 82 MIDDLE SCHOOL Grade 6 • 6.RP.1 - Ratios & Proportional Relationships: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. • 6.RP.3 - Ratios & Proportional Relationships: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. • 6.NS.3 - The Number System: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. • 6.SP.1 - Statistics & Probability: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. • 6.SP.2 - Statistics & Probability: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. • 6.SP.4 - Statistics & Probability: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. • 6.SP.5 - Statistics & Probability: Summarize numerical data sets in relation to their context. Grade 7 • 7.RP.2 - Ratios & Proportional Relationships: Recognize and represent proportional relationships between quantities. • 7.NS.3 - The Number System: Solve real-world and mathematical problems involving the four operations with rational numbers. • 7.G.1 - Geometry: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. • 7.SP.1 - Statistics & Probability: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. • 7.SP.2 - Statistics & Probability: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. Grade 8 • 8.EE.3 - Expressions & Equations: Use numbers expressed in the form of a single digit times a whole- number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. • 8.SP.1 - Statistics & Probability: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

HIGH SCHOOL Statistics & Probability • S-ID.1 - Interpreting Categorical & Quantitative Data: Represent data with plots on the real number line (dot plots, histograms, and box plots). • S-IC.1 - Making Inferences & Justifying Conclusions: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. DINOSAURS ALIVE! AT DORNEY PARK | 83 English Language Arts K-5: Reading Informational Texts Kindergarten • RI.K.10: Actively engage in group reading activities with purpose and understanding. Grade 1 • RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. Grade 2 • RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 3 • RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). • RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band independently and proficiently. Grade 4 • RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. • RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. • RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 5 • RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. • RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. • RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

6-8: Literacy in Science and Technical Subjects Reading • RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

DINOSAURS ALIVE! AT DORNEY PARK | 84 • RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). • RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. • RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Writing • WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. • WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research.

9-10: Literacy in Science and Technical Subjects Reading • RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • RST.9-10.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Writing • WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. • WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.

11-12: Literacy in Science and Technical Subjects Reading • RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. • RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. • RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. • RST.11-12.10: By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. Writing • WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.

DINOSAURS ALIVE! AT DORNEY PARK | 85 State Curriculum Standards

We know how important it is for you to be able to justify Field Trips and document how instructional time is spent outside of your classroom. With that in mind, the activities in this Educator’s Guide and the experience your class will have during their Field Trip to Dinosaurs Alive! have been directly correlated to the curriculum requirements for your state, as included on this list.

PENNSYLVANIA

Science and Technology and Engineering Education Grade Related Academic Standards Assessment Anchors Eligible Content 3 3.1.3.C2, 3.1.3.C3, 3.1.3.C4, S3.A.3, S3.B.2 S3.A.3.2.1, S3.B.2.1.3 3.4.3.A3 4 3.1.4.C1, 3.1.4.C3, 3.1.4.C4, S4.A.1, S4.A.2, S4.A.3, S4.A.1.1.1, S4.A.1.3.1, S4.A.1.3.2, 3.3.4.A3, 3.4.4.A1 S4.B.1, S4.B.2, S4.C.1 S4.A.2.1.1, S4.A.2.1.2, S4.A.2.2.1, S4.A.3.2.1, S4.B.1.1.2, S4.B.2.1.1, S4.B.2.1.2, S4.C.1.1.2 5 3.1.5.C1, 3.1.5.C2, 3.1.5.C4, S5.A.1, S5.A.2, S5.B.2 S5.A.1.1.1, S5.A.2.1.2, S5.A.2.1.3, 3.4.5.A3 S5.B.2.1.4 6 3.1.6.C1, 3.1.6.C4, 3.4.6.A3 S6.B.2 S6.B.2.1.2 7 3.1.7.A1, 3.1.7.A8, 3.1.7.A9, S7.A.1, S7.A.2, S7.B.2, S7.A.1.1.3, S7.A.1.3.2, S7.A.2.1.1, 3.1.7.C1, 3.1.7.C2, 3.1.7.C3, S7.D.1 S7.A.2.2.2, S7.B.2.12, S7.B.2.1.3, 3.1.7.C4, 3.3.7.A3, 3.3.7.A7, S7.D.1.1.2 3.4.7.A1, 3.4.7.A3, 3.4.7.C1, 3.4.7.C2, 3.4.7.D2 8 3.1.8.A8, 3.1.8.A9, 3.1.8.C1, S8.A3, S8.B.2, S8.B.3, S8.A.3.2.2, S8.B.3.2.1, S8.B.3.2.3, 3.1.8.C4, 3.3.8.A3, 3.3.8.A7 S8.D.1 S8.B.2.1.5, S8.D.1.1.2, S8.D.1.1.4 HS 3.1.B.C3, 3.1.B.C4 BIO.B.3, S11.A.1, S11.B.2 BIO.B.3.2.1, S11.B.2.1.1, Biology S11.A.1.1.2

Geography Grade Standard 3 7.1.3.A 4 7.1.4.A 5 7.1.5.A 6 7.1.6.A 7 7.1.7.A 8 7.1.8.A 9 7.1.9.A

DINOSAURS ALIVE! AT DORNEY PARK | 86 NEW JERSEY

Science

By the end of Grade 4: 5.1.4.A.2, 5.1.4.A.3, 5.1.4.B.1, 5.1.4.B.2, 5.1.4.B.3, 5.3.4.A.2, 5.3.4.C.2 By the end of Grade 6: 5.3.6.E.1, 5.4.4.B.1, 5.4.6.B By the end of Grade 8: 5.1.8.A.1, 5.1.8.A.2, 5.1.8.A.3, 5.1.8.B.1, 5.1.8.B.3, 5.3.8.E.1, 5.3.8.E.2, 5.4.8.D.2 By the end of Grade 12: 5.1.12.A.2, 5.1.12.D.2, 5.3.12.E.3, 5.4.12.B.3

Technology Social Studies

By the end of Grade 4: 8.1.4.E.2, 8.1.4.F.1 By the end of Grade 4: 6.1.4.C.16 By the end of Grade 8: 8.2.8.B.3 By the end of Grade 12: 6.2.12.D.2.d

DELAWARE

Science

Standard 1: Nature and Application of Science and Technology Strand: Understandings and Abilities of Scientific Inquiry • Grades K-3: A, C • Grades 4-5: A, C, F • Grades 6-8: A, C, F • Grades 9-12: A, C, F Strand: History and Context of Science • Grades 4-5: A • Grades 6-8: A • Grades 9-12: A Standard 5: Earth’s Dynamic Systems. Strand: Interactions throughout Earth’s Systems • Grades 6-8: K, L • Grades 9-12: B Standard 7: Diversity and Continuity of Living Things. Strand: Diversity and Evolution • Grades K-3: A • Grades 4-5: A • Grades 6-8: A, B, C, D • Grades 9-12: A, B, C Standard 8: Ecology. Strand: Interactions within the Environment • Grades 4-5: C, D • Grades 6-8: D, E • Grades 9-12: C, D

DINOSAURS ALIVE! AT DORNEY PARK | 87 Engineering & Technology Education Social Studies: Geography

M1.01.05, M2.01.03, M4.01.01, M5.01.02, TPA1.01.06 Standard 1: K-3a, 6-8a

NEW YORK

Mathematics, Science, & Technology

Elementary Standard 1: Analysis, Inquiry, & Design Mathematical Analysis • Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. o Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. Scientific Inquiry • Key Idea 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. o Ask “why” questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. o Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. • Key Idea 3. The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. o Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. o Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. Standard 4: Science, Living Environment • Key Idea 3: Individual organisms and species change over time. o Describe how the structures of plants and animals complement the environment of the plant or animal. o Observe that differences within a species may give individuals an advantage in surviving and reproducing. Standard 5: Technology Education • Engineering Design o Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. • Computer Technology o Use the computer as a tool for generating and drawing ideas. Standard 6: Interconnectedness—Common Themes • Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. o Analyze, construct, and operate models in order to discover attributes of the real thing.

DINOSAURS ALIVE! AT DORNEY PARK | 88 o Discover that a model of something is different from the real thing but can be used to study the real thing. o Use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. • Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. o Identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. • Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions. o Use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. o Analyze data by making tables and graphs and looking for patterns of change.

Intermediate Standard 1: Analysis, Inquiry, & Design Mathematical Analysis • Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. o Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. • Key Idea 3. Critical thinking skills are used in the solution of mathematical problems. o Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables. Scientific Inquiry • Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. o Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. • Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. o Design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. o Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. Standard 4: Science, Living Environment • Key Idea 3: Individual organisms and species change over time. o Describe sources of variation in organisms and their structures and relate the variations to survival. o Describe factors responsible for competition within species and the significance of that competition. Standard 5: Technology Education • Engineering Design o Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. o Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.

DINOSAURS ALIVE! AT DORNEY PARK | 89 • Computer Technology o Use a computer system to connect to and access needed information from various Internet sites. Standard 6: Interconnectedness—Common Themes • Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. o Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation). • Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. o Use powers of ten notation to represent very small and very large numbers.

Commencement Standard 1: Analysis, Inquiry, & Design Mathematical Analysis • Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. o Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments. • Key Idea 3: Critical thinking skills are used in the solution of mathematical problems. o Apply algebraic and geometric concepts and skills to the solution of problems. Scientific Inquiry • Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. o Work toward reconciling competing explanations; clarifying points of agreement and disagreement. Standard 4: Science, Living Environment • Key Idea 1: Living things are both similar to and different from each other and nonliving things. o Explain how diversity of populations within ecosystems relates to the stability of ecosystems. • Key Idea 3: Individual organisms and species change over time. o Explain the mechanisms and patterns of evolution. • Key Idea 6: Plants and animals depend on each other and their physical environment. o Explain factors that limit growth of individuals and populations. Standard 6: Interconnectedness—Common Themes • Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. o Describe the effects of changes in scale on the functioning of physical, biological, or designed systems. o Extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

DINOSAURS ALIVE! AT DORNEY PARK | 90 Social Studies Standard 3, Key Idea 2 Elementary: gather and organize geographic information from a variety of sources and display in a number of ways Intermediate: interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

MARYLAND

Science

Grades K-2 • Skills and Processes: 1.A.1.b, 1.A.1.c, 1.A.1.g, 1.D.1.e, 1.D.3.a, 1.D.3.b • Grade K: 3.A.1.d, 3.D.1.c • Grade 1: 3.A.1.a, 3.A.1.c • Grade 2: 3.D.1.b, 3.D.1.c Grades 3-5 • Skills and Processes: 1.A.1.a, 1.A.1.b, 1.A.1.e, 1.B.1.a, 1.B.1.b, 1.B.1.c, 1.C.1.a, 1.C.1.e, 1.D.1.a, 1.D.1.c, 1.D.1.d • Grade 4: 2.B.2.a, 2.B.2.b, 2.B.2.c; 3.A.1.d, 3.D.1.b, 3.D.1.c, 3.D.1.d • Grade 5: 3.A.1.b, 3.A.1.e Grades 6-8 • Skills and Processes: 1.A.1.b, 1.A.1.h, 1.B.1.c, 1.C.1.a, 1.C.1.b, 1.C.1.c, 1.C.1.e, 1.C.1.g, 1.D.1.b • Grade 6: 2.C.2.a; 3.D.1.e, 3.D.1.g, 3.F.1.a • Grade 8: 2.B.2.a, 2.B.2.b; 3.D.1.a, 3.D.1.b, 3.D.1.c, 3.D.1.d, 3.D.1.e; 6.B.1.a Biology: 1.7.2, 1.7.6; 3.4.1, 3.4.2, 3.5.3

Technological Literacy Social Studies—Geography

Grades K-2: 3.A.1.a, 5.A.1.a Grades 1-2: 3.A.1 Grades 3-6: 3.A.1.a, 5.A.1.a Grade 3: 3.B.1.a Grades 7-8: 3.A.1.a, 5.A.1.a Grade 7: 3.A.1.c

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