Sea Monsters: a Prehistoric Adventure

Home , Cretoxyrhina, Dolichorhynchops, Gillicus, Henodus, Peter Laufer, Styxosaurus

dear educator, The instructional resources in National Geographic’s Sea Monsters: A Prehistoric Adventure Educator’s Guide were developed to bring the prehistoric world of the Cretaceous and the adventure of paleontology to life for you and your students. Inside this Educator’s Guide you’ll find: > Three activities in each lesson with step-by-step instructions for classroom use. > A lesson overview, guiding question, and vocabulary to introduce key concepts and terms. > A planner for at-a-glance learning objectives, instructional strategies, and materials. > A glossary (page 33) defining key terms. > Student handouts (pages 35-47) to support active and engaged learning. These resources and more are available at nationalgeographic.com/seamonsters/educators. We welcome your feedback.

Enjoy this prehistoric adventure! National Geographic Education and Children’s Programs nationalgeographic.com/education

National Education Standards The lessons included in this Educator’s Guide address the following voluntary National Education Standards:

ENGLISH GEOGRAPHY SCIENCE LANGUAGE ART ARTS

GRADES 3-5

Fossils Rock! Tales From the Field 17 G 3, 5 Theater 1, 4

Create a Creature: Animal Adaptations 17 C, G Visual Arts 3

At Home Under the Cretaceous Seas 8, 17 C, D

GRADES 6-8

Science on Screen: Evidence and Inference 17 A, D, G

CSI: Cretaceous Seas Investigation 7, 17 A, D

On Exhibit: World Under Water 1, 17 C 3, 5 Visual Arts 3

GRADES 9-12

Science Forum: Extinction Then and Now 14, 17, 18 C 3, 5 Accompany a team of paleontologists as they work to solve an 82-million-year-old mystery…

he film Sea Monsters: A Prehistoric Adventure transports students 82 million years back in time to the Cretaceous period when an extraordinary diversity of marine life populated vast ocean waters. Over the millennia, changes in Earth’s climate and geography have left ancient seabeds dry, revealing fossil Tevidence of this extraordinary—yet little known—time. In Sea Monsters: A Prehistoric Adventure, the scientific process comes alive as discoveries from around the world are woven together to reconstruct the complex puzzle of this prehistoric world.

The lessons in this guide are designed to support the educational use of Sea Monsters: A Prehistoric Adventure through standards-based learning. Developed and reviewed with input from scientists, teachers, and museum educators, they are designed to engage students in an array of scientific and geographic concepts through inquiry- based activities.

Earth’s History and Geography How has Earth changed over time? During the late Cretaceous, a warmer climate raised global sea levels. Marine waters On Exhibit: World Under inundated continents, forming shallow, inland seas Water, page 25 in low-lying areas. One of these, the Western Interior Sea, cut what is now North America in two. To compare then and now, students plot coordinates of Cretaceous period land and water boundaries on a map of present- day United States.

Create a Creature: Animal Adaptations, page 9

Careers in Science Paleontologists look for, discover, excavate, and study fossils to learn about life on Earth during prehistoric times. Students learn what it is like to work as a paleontologist through firsthand accounts.

Fossils Rock! Tales From the Field, page 5 Life Science Giant turtles, long-necked plesiosaurs, enormous squid. While some of the organisms that lived during the Cretaceous period resemble modern organisms, others look extraordinary. Students research prehistoric animals to learn about their basic habitat needs and adaptations that helped them survive in their environment.

At Home Under the Cretaceous Seas, page 13

Environmental Change and Extinction Habitat destruction. Meteoroids and Science as Inquiry asteroids. Invasive species. Climate Fossils are direct evidence to life on Earth millions of years change. Scientists study these factors ago. They provide scientists with clues to the appearance, and others to understand extinction. behaviors, and interactions of prehistoric animals. Site maps Students research extinction—past and are created to document fossil finds. Students examine a site present—and present their findings in a map and then create one of their own. scientific forum. CSI: Cretaceous Seas Investigation, page 21

Science Forum: Extinction Then and Now, page 29

Science on Screen: Evidence and Inference, page 17 Evidence and Inference Sea Monsters: A Prehistoric Adventure utilizes computer-generated animations to reconstruct the Cretaceous world. The film is based on fossil and other scientific evidence, but some details can only be inferred. Students learn to differentiate between direct evidence and inference, and to identify the use of both in a storyboard from the film.

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © 9 5 17 13 21 33 35 25 29 Funded in part the by National Science Foundation Foundation National Science ...... nationalgeographic.com/seamonsters/educators ...... Eco-Illustrations Extinction Then and Now Forum Science Cretaceous Clues Cretaceous Map Site Fossil” “Impossible Map a Site Create Mapping the Cretaceous Research Creature Cretaceous Under Water the Exhibit: World Create What’s in a Name? in a What’s Do Animals Adapt? How Design-a-Saurus Habitat Needs Seas? in the Cretaceous What Swam Seas Bingo Cretaceous Unpack the Evidence Notes Science Behind the Scene: Storyboard a Scene Meet a Paleontologist Join a Dig Program Radio Rock!” “Fossils ...... Activity 1 Activity 2 Activity Closing Activity 1 Activity Activity 1 Activity 2 Activity Closing 2 Activity Closing Activity 1 Activity Activity 2 Activity Closing 1 Activity 2 Activity Closing 2 Activity Closing Activity 1 Activity Activity 1 Activity 2 Activity Closing s nt nte Co Glossary . GRADES 9-12 LESSON GRADES 9-12 . Then and Now Extinction Forum: Science On Exhibit: World Under Water Under Water On Exhibit: World Student Handouts . CSI: Cretaceous Seas Investigation . Seas Investigation CSI: Cretaceous GRADES 6-8 LESSONS . and Inference Evidence on Screen: Science At Home Under the Cretaceous Seas . Home Under the Cretaceous At Create a Creature: Animal Adaptations . Animal Adaptations a Creature: Create GRADES 3-5 LESSONS GRADES the Field . from Tales Rock! Fossils GRADES 3-5

Geography Standard 17 Science Standard G Language Arts Standards 3, 5 Arts Theater Content Standards 1, 4 Fossils Rock! Tales from the field

hat is it like to work as a paleontologist? In Activity 1, students listen to or read an interview Wwith paleontologist Paul Sereno, a National Geographic Explorer-in-Residence, to learn about his passion for science and his discovery of SuperCroc in sub-Saharan Africa. In Activity 2, students join a dig with paleontologist Mike Everhart to learn what happens when a scientist in the field suddenly discovers fossil remains. In the Closing Activity, students create a story or conduct an interview and present or record their work for an imaginary radio program.

Vocabulary (see Glossary p. 33) Try This First! deep time Show students the picture of paleontologists excavate working on a fossil dig (see back inside cover). fossil Ask students to describe what is happening Guiding Question: fossil dig in the picture. Remind students to use Why and how do GPS (Global Positioning System) observational skills to look for tools, paleontologists jacket geographic clues, and the work being done. study fossils? paleontologist paleontology prospect remains Smoky Hill Chalk SuperCroc

Activity Objectives Instructional Strategy Materials

Activity 1 Students will: - Multimedia Instruction - “Meet a Paleontologist” (p. 35) - Learn about the work of Meet a paleontologists Paleontologist

20 min.

Activity 2 Students will: - Multimedia Instruction - “Join a Dig” (p. 36) - Learn about the tools - “Join a Dig” (optional audio file; Join a Dig paleontologists use on a online only) field dig; and - Internet access (optional) 45 min. - Learn about actions paleontologists take after discovering a fossil. © 2007 National Geographic Society Closing activity Students will: - Role-playing - “‘Fossils Rock!’ Radio Program” - Write a story or conduct an (p. 37) “Fossils Rock!” interview using vocabulary - Audio-recording device such as a Radio Program and information from previ- digital recorder, computer with a ous activities; and microphone, tape, or audio recorder (optional) 60 min. - Present and/or record their work.

Educator’s Guide 5 Fossils rock! • GRADES 3-5

Activity 1 Meet a Paleontologist

4. Review and discuss. Check student comprehen- Students listen to or read an interview with 20 min. paleontologist Paul Sereno, a National sion. Write new vocabulary words on the board and Geographic Explorer-in-Residence, to learn discuss with students. Have students answer the about his passion for science and his discovery following questions on a separate piece of paper of SuperCroc in sub-Saharan Africa. and then discuss as a class.

“Meet a Paleontologist” (p. 35) • Why does Paul Sereno think science is fun? Answer: He believes that science is about discovery and creativity, and asking questions Directions: or finding answers that no one else has.

1. Explain. Scientist Paul Sereno searches for, • Why does Paul Sereno think it is important to discovers, and studies fossil remains. Scientists study dinosaurs? who do this work are called paleontologists. While Answer: Dinosaurs are a connection to the distant on a dig in sub-Saharan Africa, Sereno discovered past, a time that we can only dream about or think the fossil remains of Sarcosuchus imperator about scientifically. (“flesh crocodile emperor”), one of the largest crocodilians to ever walk the Earth. This SuperCroc • Where did Paul Sereno find SuperCroc? was 40 feet long (as long as a city bus) and weighed Answer: In Africa. about ten tons. • What did SuperCroc look like?

Answer: Its skull was six feet long and its Note: Additional information about SuperCroc and Paul Sereno, a National Geographic Explorer-in-Residence, is body was 40 feet long. available online. • Why do you think it is named SuperCroc? nationalgeographic.com/explorers-program/eir/psereno.html Answer: This prehistoric crocodile was twice nationalgeographic.com/supercroc as long and many times heavier than modern crocodiles. 2. Distribute “Meet a Paleontologist” to each student. 5. Brainstorm. Ask students to brainstorm additional questions they might have about paleontologists 3. Listen or read aloud. Ask a pair of students to and their work. Write this list on the board and read the interview aloud, with each student suggest that students look for answers to these playing the role of interviewer or interviewee. questions as they watch Sea Monsters: A Prehistoric

Adventure. Note: This interview has been adapted and abridged for students. The original audio interview was broadcast on National Geographic World Talk (nationalgeographic.com/ Note: The film Sea Monsters: A Prehistoric Adventure primarily profiles prehistoric marine reptiles, which are not radio/worldtalk.html) and is available online. classified as dinosaurs but lived at the same time. nationalgeographic.com/explorers-program/eir/psereno.html (Running time: 19:13) View Sea Monsters: A Prehistoric Adventure. © 2007 National Geographic Society

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © nationalgeographic.com/seamonsters/educators) Activity 2 4. 3. 2. 1. Directions: fossil remains. a scientistinthefieldsuddenly discovers Mike Everhart to learnwhathappenswhen Students joinadigwithpaleontologist is available online. Note: Additional information aboutMike Everhart’s work following questionswiththewhole class. discuss asaclass.Alternatively: Discussthe questions onaseparate piece ofpaperandthen the story. Have studentsanswerthefollowing following questionsto lead aclass discussionon the board anddiscusswithstudents.Thenusethe Review learning.Write words on new vocabulary audio recording isavailable online. aloud. Studentscanread along asthey listen. The recording narrated by thescientist,orread thestory Listen to thestory. Play the“JoinaDig” audio account ofthisfindandthenanswerquestions. activity, studentswillread orlisten to hisfirsthand he cameacross awonderfuldiscovery. Inthis prospecting, orlooking, for fossils inKansas when Explain. In2002, paleontologist Mike was Everhart Distribute “JoinaDig”to eachstudent. nationalgeographic.com/seamonsters/educators oceansofkansas.com Join aDig or “Join a Dig” (audio; “Join a Dig” (p. 36) “Join aDig”(p.

45 min.

• • • • • Possible answers: helpful? What toolsuse?Why didEverhart were they •Transport • • • • • • • Possible answers: fossil remains? takeWhat actionsdidEverhart to findand collect the points, andmodelingcomprehension strategies. context, predicting, summarizingandclarifyingkey reinforcing concepts, usingwords vocabulary in ing someofthetext by providing scaffolding suchas studentswhohaveing. Support difficulty comprehend- This activitycontains content-area reading andlisten- adaptations A van to transport thefossil and aplaster frame to protect thefossil Wet papertowels, burlap,plaster, plastic, small brushto remove dirtandexcavate thefossil Large pick,shovel, small knife, ice pick,and Camera andnotebook to documentthefossil of thefossil Map andGPSdatato record thelocation Protect Sketch Excavate (remove) dirt Locate Photograph Identify Observe Fossils rock! •GRADES3-5 Cretoxyrhina Educator’s Guide Educator’s 7 Fossils rock! • GRADES 3-5

Closing Activity “Fossils Rock!” Radio Program

Student Assessment Students synthesize their learning to write a 60 min. story or conduct an interview. They will orally Rate student work on a scale from one to five on each present or record their work for a fictional radio of the following categories: creativity, accurate use of program. vocabulary, accurate understanding of paleontology, organization of main ideas. “‘Fossils Rock!’ Radio Program” (p. 37)

background information Directions: Paleontology is a science dealing with the life of past geological periods as known from fossil remains. 1. Explain. Students will create a story or conduct Paleontologists look for, discover, excavate, and an interview for a fictional radio program called study fossils to learn about life on Earth during “Fossils Rock!”. They can work in groups or prehistoric times. individually, as appropriate.

2. Distribute “‘Fossils Rock!’ Radio Program” to each student. Review the directions with students.

3. Student presentations. After students have had time to prepare their story or interview, have them present their work to the class. Students can pretend they are recording an imaginary radio program called “Fossils Rock!”.

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © odon oroden micro mega ichthy cerat(o) cephal(o) bi behavior adaptation Vocabulary A 30 min. Design-a-Saurus Closing activity 45 min. Adapt? How DoAnimals A 45 min. What’s inaName? ctivity 1 ctivity 2 Geography Standard 17Science3 Standards C,GVisualArts S create acreature: animaladaptations produce adrawing,description,andcorrectly prehistoric seacreature. namedimaginary modern andprehistoric animals.IntheClosing Activity, studentsapply whatthey have learned to animals andplantsthatlived inprehistoric times.InActivity 2,studentsinvestigate adaptationsin (see Glossary p.33) (see Glossary help them survive. InActivityhelp themsurvive. 1,studentslearn how scientistsnamealllivingthings—including andbehaviors—that to bodyparts tudents learn thatanimalsundergo adaptations—changes Activity vor(e) uni tyrann tri saur(us) rhino rex ped orpes ops

- - - Students will: - - - Students will: - - Students will: scientific naming conventions. ic marinereptile anamebased on Give areal orimagined prehistor and represent adaptation; abody part Make anatomical drawingsthat reptile; imagined prehistoric marine Create adrawingofreal or adaptations. Identify different typesof and animalssurvive; iors—help orbehav- changes inbodyparts Understand how adaptations— “adaptation”; Learn abouttheterm animal. conventions for naminganew Learn aboutthescience rules and and are usedtoparts nameananimal; Learn how Greek andLatinword Objectives examples ofadaptations. Both thethumbandwritingare spelling words are learned behaviors. using atool. Explainthatwritingand body partthatprovides anadvantagewhen the pencil.Point outthatthethumbisa this timewithoutusingtheirthumbto grip pencils down. Thenhave again, themtry on apiece ofpaperandthenputtheir Tell studentsto write “marinereptile” This First! Try - - StudentPresentations - Small-group Instruction Instruction - Large-group Instruction - Large-group - Discussions - Computer-assisted Instruction Instruction - Large-group - Discussions Instructional StrategyInstructional

- - - resources- Internet orlibrary - Paper Supplies Art “Animal 38) Adaptations” (p. (optional;Parts” onlineonly) andLatinWords“Greek Materials Educator’s Guide Educator’s adaptations? tell usaboutanimal can scientificnames environment? What animals adaptto their and behaviors help What bodyparts Guiding Question: GRADES 3-5 9 create a creature • GRADES 3-5

Activity 1 What’s in a Name?

Group Activity. Brainstorm some names of imagi- 45 min. Students learn how scientists name a living nary prehistoric sea creatures named after famous thing in one of three ways: by reference to the location where an organism was found; in honor people and then after the students themselves. of a person with some connection to the discovery; or by reference to a unique body part or behavior. 3. Explain. The last approach is to name animals by their body part, behavioral adaptations, or by whole “Greek and Latin Word Parts” (optional; body descriptions. Example: Englishman Richard nationalgeographic.com/xpeditions/ Owen coined the word Dinosauria from “dino,” lessons/17/g35/greeklatin.pdf) (terrible) and “saur” (lizard). An Ichthyosaur is an “ichthy” (fish) + “saur” (lizard).

Directions: 4. Group Activity. Write the following Greek and Latin word parts on the board. Ask students to invent 1. Explain. Scientists use Greek and Latin words and names for imaginary prehistoric sea creatures using scientific conventions to name plants and animals, three word parts (prefix, root word, and suffix). List including prehistoric marine reptiles. There are these names and descriptions of the animals on the three approaches: to reference the location where board. Example: a “Megabiceratosaurus” (‘big two- an organism was found; in honor of a person with horned lizard’). Additional Greek and Latin word some connection to the discovery; or to reference a parts are available online. unique body part or behavior. nationalgeographic.com/xpeditions/lessons/17/g35/ greeklatin.pdf One way scientists name living things is by the location where the animal lived or was first discovered. Note: This activity has been simplified for young students. Scientists would not mix Greek and Latin word parts. The mosasaur, a “Meuse River lizard,” is named after a tributary of a river in the Netherlands, where

the first known specimen was discovered. Ask Greek and Latin Word Parts students if they can guess where the Argentinosaurus bi–two was first discovered. cephal(o)–head Answer: Argentina. cerat(o)–horn Group Activity. Brainstorm some names of ichthy–fish imaginary prehistoric sea creatures if they were mega–large discovered in your local area. Write the names micro–small on the board. odon or oden–tooth ops–eye or face 2. Explain. Other dinosaurs are named after famous people or for the lucky person who found them. ped or pes–foot The Mosasaurus hoffmanni is named after C.K. rex–king Hoffman. Ask students who Nedcolbertia is rhino–nose named after. saur(us)–lizard Answer: Ned Colbert (Dr. Edwin “Ned” tri–three

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Activity 2 View SeaMonsters: APrehistoricAdventure. 2. 1. Directions: the Cretaceous period. helped prehistoric marinereptiles survive in changes inbodypartsorbehaviors—that Students are introduced to adaptations— such asplayingdead,food selection, migration. many teeth, claws,bodysize;modified behaviors to seeunderwater), keen senseofsmell,large teeth, (ability to seeatnight,abilityto seefaraway, ability Possible answers:Modified bodypartssuchaseyes Ask studentsto brainstorm otherexamples. camouflage, different limbshapes). modified bodyparts (example: chemicaldefense, groups, swimminginschoolsto avoid predators) or through modifiedbehavior (example: workingin where itlives. Explainthatadaptationscanoccur modification (change) thathelpsananimalsurvive students. Anadaptationisabehavior orbodypart Explain. Introduce theterm “adaptation” to the helped thesecreatures survive. orbehaviors—that parts adaptations—body 82 millionyears ago.Asktheclassto look for encounter incredible seacreatures thatlived Monsters: APrehistoric Adventure, they will andbehaviors inorderparts InSea to survive. animals, prehistoric animals alsoadapted body Discussion. Tell studentsthat,like modernday How DoAnimalsdapt? “Animal 38) Adaptations” (p. 45 min. 4. 3. 5. Multimedia National GeographicMagazine:SeaMonsters— Adventure National Geographic:SeaMonsters—A Prehistoric Suggested OnlineResources: complete therest ofthehandout. oronlineresearch to discussion ordolibrary have inaguidedclassroom studentsparticipate As aclass,review themodelofgiraffe. Next, Distribute “Animal Adaptations” to eachstudent. themselves, finding food. Possible answers:Protecting theiryoung, defending faced inthefilm. challenges thattheprehistoric marinereptiles Continue discussion.Describesomeofthe prehistoric animals. learned aboutadaptations inmodernand Discussion. Askstudentsto discusswhatthey National Geographic:Animals nationalgeographic.com/seamonsters nationalgeographic.com/animals/ multimedia.html nationalgeographic.com/ngm/0512/feature3/ crea te acrea

Styxosaurus Styxosaurus ture •GRADES3-5 Educator’s Guide Educator’s 11 create a creature • GRADES 3-5

Closing Activity Design-a-Saurus

Students create a drawing of a real or 30 min. imagined prehistoric sea creature and name the creature after a place of discovery, an honored person, or an adaptation.

Directions:

1. Review. Ask students to think of the different Protostega adaptations they have discussed or seen in the film. Review the three ways scientists name something that is living or was once alive—after a person, 3. Student Presentations. Have students share their a place, or an adaptation. Tell students that work with the class. Students should introduce their paleontologists often draw animals that they study. animal by name, describe the animal (including its body part and behavioral adaptations), and how 2. Start activity. Tell students they are going to those adaptations helped it survive in its environ- create a profile of a real or imagined prehistoric ment, and determine if the animal is named after marine reptile. To complete the assignment, a person, a place, or an adaptation. students should:

• Draw the real or imagined animal. Student Assessment Students who master this lesson should have • Label one or more adaptations, noting how it completed the “Animal Adaptations” handout with helped the animal survive in its environment. correct information about the animals researched. They should also create a drawing of a marine reptile that • Draw and label a map of where it was found has one or more adaptations. Their created and who first discovered it. animals should be named after an adaptation, a location, or a person. The focus of the drawings are the • Name the prehistoric marine reptile. If it is an adaptations shown and the way the creature is named. imagined animal, create and explain the name by Emphasize the functions of the adaptations, not how science rules—after an adaptation, a place, or a well the drawings are made. Declarative sentences person. If it is a real animal, explain the origins of should accompany their drawings that accurately its name. describe the adaptations. Students should be able to • Write one or more declarative sentence(s) about apply what they learned about adaptations (body parts the animal. or behaviors as a way to successfully survive in their surroundings) to modern animals. They should be able to give examples of adaptations from animals of which they are familiar. © 2007 National Geographic Society

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Sea(Seaway) Western Interior vertebrate seaway reptile prehistoric mya invertebrate habitat Cretaceous period Vocabulary A 60 min. Bingo Cretaceous Seas Closing activity 40 min. Cretaceous Seas? What Swaminthe A 20 min. Habitat Needs ctivity 1 ctivity 2 Geography Standards 8,17Science Standards C,D S at homeunder the cretaceous ea ‘bingo’ game. Adventure. IntheClosing Activity, studentsbuildonthisinformation to create andplay a basic needs.InActivity 2,studentsresearch animalsfeatured inSeaMonsters: APrehistoric (see Glossary p.33) (see Glossary Activity they investigate prehistoric seacreatures to learn abouttheirlife andhow they mettheir tudents learn thathabitatsmeetthebasicneedsofanimalsinseveral ways. InActivity 1, - - Students will: - - - Students will: - - Students will: prehistoric marinereptiles. reinforce information about Play gameto abingo-style prehistoric creatures; and Answer questionsabout about aprehistoric creature. Collect andorganize information and to survival; necessary animals withcriticalelements Understand how habitatsprovide the Cretaceous period; Research marineanimalsfrom needsof allanimals. survival Learn aboutthefour basic and Learn abouttheterm “habitat”; and geographicahabitat. location—create including temperature, soil,available food, rainfall, zones.or deep-water Acombination ofmany things— under water there canbehabitatssuchasshallow-water tats. Rivers, lakes, andwetlands are alsohabitats.Even is unique.Oceans, forests, deserts,andtundra are habi- that Earthhasmany habitatsandthateachtypeofhabitat responses: water, air, trees, rain, snow, sand,etc.Explain brainstorm thingsthatmake upahabitat. Suggested environments ofplantsandanimals.” Ask studentsto Share thisdefinition:“Habitatsare thenatural This First! Try Objectives - Large-group Instruction - Large-group - Discussions - Computer-assisted Instruction Instruction - Large-group - Small-group Instruction - Discussions Instruction - Large-group - Discussions Instructional StrategyInstructional - - - - - - - resources- Internet orlibrary - pennies, etc. beans, rice, plasticchips, Markers (app. 20 perstudent), (Activity 2handout) “Cretaceous SeasFact Sheet” Scissors Tape orGlue 41) (p. “Cretaceous SeasBingoCard” 40)Pictures” (p. “ markers orcrayons supplies,including Art 39) (p. “ Cretaceous SeasBingo Cretaceous SeasFact Sheet” Materials Educator’s Guide Educator’s as modernanimals? same habitatneeds animals have the Did prehistoric Guiding Question: GRADES 3-5 13 at home • GRADES 3-5

Activity 1 Habitat Needs

3. Model an example. Model an example for 20 min. Students learn that a habitat satisfies basic students, e.g. needs necessary for an animal to survive and will research the habitat needs of Animal: salt water crocodile modern-day animals. Habitat: coastal marshes, estuaries, and shallow marine waters Basic survival needs include: Directions: • Food – carnivorous (eats meat), including fish, birds, reptiles, and mammals 1. Review. Write this definition of “habitat” on the board: “The place or environment where a plant or • Shelter from weather and predators – have animal naturally or normally lives and grows.” camouflage and can submerge for long periods of time 2. Brainstorm. Ask students to brainstorm four basic survival needs that that all animals require from • Water – provided by diet and from freshwater their habitat. Tip: Prompt students to think about sources things that are essential for survival. Four basic survival needs include: • A place to raise young – female prepares and • Food guards a nest until the young hatch and are • Shelter from weather and predators released • Water • A place to raise young 4. Brainstorm. Ask the class to brainstorm other examples using animals they are familiar with (e.g. dog, cat, hamster, bird, horse). For each example, discuss the animal’s habitat and basic survival needs. Continue until students have grasped the concept. For an increased challenge, have students brainstorm the basic survival needs of animals from a variety of habitats (e.g., jungle, Arctic, desert, Alpine regions).

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © View SeaMonsters: APrehistoricAdventure. 3. 2. 1. Directions: Activity 2 Cretaceous period. Students research marineanimalsfrom the A Prehistoric Adventure National Geographic:SeaMonsters— Suggested OnlineResources: es to complete the“Cretaceous SeasFact Sheet.” resourcgroups, studentscanuseInternet- orlibrary Divide classinto smallgroups. Working insmall to eachstudent. Distribute SeasFact “Cretaceous Sheet” Earth’s history. their habitatduringafascinatingchapter in Adventure studentslearn about seaanimalsand in order InSeaMonsters: to survive. APrehistoric food, shelter, water, andaplace to raisetheiryoung years. Even inprehistoric times,animalsrequired basically thesameover millionsandof needsofanimalshavebasic survival remained Introduce thefilm.Explainto studentsthatthe When SeaMonsters Ruled theDeep National GeographicMagazine: feature3/index.html nationalgeographic.com/ngm/0512/ nationalgeographic.com/seamonsters “Cretaceous SeasFact Sheet”(p.39) What Swam intheC retaceous Seas? What 40 min. 4. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Answer Key: Review answers. Styxosaurus Tylosaurus Ammonite Protostega Henodus Cretoxyrhina Xiphactinus Dolichorhynchops Hesperornis Tusoteuthis Caproberyx a t home•GRADES3-5 Educator’s Guide Educator’s 15 at home • GRADES 3-5

Closing Activity Cretaceous Seas Bingo

• Players compete to be the first to fill five spaces in 60 min. Students create a bingo card and play a a row, column, or diagonal. bingo game by answering the questions they researched in Activity 2. • You will continue calling out clues until a player wins and announces “Cretaceous Seas Bingo!” “Cretaceous Seas Bingo Pictures” (p. 40) “Cretaceous Seas Bingo Card” (p. 41) 4. Start the game by asking the first question. Keep track of clues (and answers) you have used. Continue asking questions until a student Directions: announces that they have won. Check their card to make sure they have the correct answers. If one of 1. Distribute the “Cretaceous Seas Bingo Pictures” the answers is incorrect, you should continue the and “Cretaceous Seas Bingo Card” to each game. If it is a winning bingo card, the round is over, student. One page is filled with 30 images of sea and students should clear their cards so that a new creatures, and the other is a blank card with 25 round can begin. spaces. Tell students to cut out the animal picture squares and mix them up. Students should randomly select 25 animal pictures to glue or tape in each blank square. They will not use all note to teacher of the pictures. Although habitats like deserts and rain forests are very different, together they form a complex life-support 2. Distribute markers. Each student will need system for every living thing on the planet. The first approximately 20 markers to use when they are photographs of Earth from space allowed us to see our playing the bingo game. planet for the first time as it is, a small blue sphere moving through the blackness of space. People began 3. Explain game rules: to use the term “Spaceship Earth” to help explain the idea that we must all work together, like the crew of a • Students play the game individually with the spaceship, to take care of all the habitats that make our bingo card they created and their completed planet home. “Cretaceous Seas Fact Sheet” (Activity 2). Spaceship Earth: The Mother of All Habitats • You will call out clues from the “Cretaceous Seas nationalgeographic.com/geographyaction/habitats/intro.html Fact Sheet.” Players use their fact sheet to look up the correct answer. Then, they look on their bingo card for an image of the correct answer and place a marker in this space. They may place only one marker if they have more than one image of the animal. © 2007 National Geographic Society

TYLOSAURUS HENODUS

HESPERORNIS

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © scavenge prey paleontology observation inference fossil evidence Vocabulary A 45 min. Scene a Storyboard Closing activity 35 min. Science Notes Behind theScene: A 20 min. Evidence Unpack the ctivity 1 ctivity 2 Geography Standards 17 Science Standards A, D,G Geography Standards 17Science Standards A, P science ocree: evidenceadinfere thinking supported bythinking supported evidence andinference. opment ofthefilm.InClosing Activity, anew scene, applying studentsstoryboard scientific Monsters: APrehistoric Adventure to understandtherole ofscientific research duringthedevel andapplyobserve evidence andinference. InActivity from Sea 2,studentsstudyastoryboard scientific research informs thedevelopment film.In Activity1, students ofascience-based (see Glossary p.33) (see Glossary Activity lesson, studentsexplore therelationship betweenevidence andinference, andlearn how aleontologists andfilmmakers use evidence andinference to reconstruct thepast.Inthis - Students will: - - Students will: - - Students will: based uponscientificnotes. Create andpresent astoryboard create films. science-based rate evidence andinference to Learn how filmmakers incorpo and inference; and Identify examples ofevidence and inference. Distinguish betweenevidence evidence andinference; and Understand thedefinitionsof models andusecomputers to helpbringthepastto life. ancient relatives. Scientistsandfilmmakers make They studybehaviors oflivinganimalsfor cluesto their where itlived, andsometimeswhatitate orwaseaten by. about ananimal’s sizeandskeletal structure, whenand behaved? Explainthatscientistsstudyfossils to learn How would you know whatitlooked like andhow it about anextinctanimalthatlived millionsofyears ago. Ask students:Imagineyou’re producing ascientificfilm This First! Try Objectives - - Large-group Instruction - Large-group - VisualInstruction - Discussions Instruction - Large-group - VisualInstruction - Discussions Instruction - Large-group - VisualInstruction - Discussions Instructional StrategyInstructional - - - Notes” (Activity 2handout) “Behind theScene: Science 42) Notes” (p. “Behind theScene: Science filled withschoolitems Student orteacker backpack Materials Educator’s Guide Educator’s marine reptiles? about prehistoric film science-based inference to make a use evidence and How dofilmmakers Guiding Question: GRADES 6-8 - 17 science on screen • GRADES 6-8

Activity 1 Unpack the Evidence

5. Write “evidence” and “inference” on the board, Students practice scientific thinking to under- 20 min. and discuss these terms with students. stand evidence and inference.

Evidence is data that can be measured, observed, examined, and analyzed to support a conclusion. Directions: Ask students to share what they know about the backpack and its contents that are based on 1. Preparation. Prepare a backpack with books and evidence. other items you will show the class. Include items Possible answers: descriptions of the bag and students can use to hypothesize about the person its contents. who owns the bag.

Inference is an explanation derived by reasoning. 2. Group activity. Show students the backpack and Ask students to share information they acquired ask them to use scientific thinking to learn more during the backpack activity that is based on about this backpack. As you examine the backpack inference, i.e. ideas they have that cannot be and its contents, guide students through the directly observed in the contents. following steps. Possible answers: Descriptions of the type of person 3. Ask students, “What can you observe?” who may own the bag and how they used the objects Prompt students to describe the backpack and found inside. the contents inside. 6. Making a connection. Introduce students to the Possible answers: size, color, style, descriptions of work paleontologists do. Paleontologists search for, objects as they are shown. uncover, and study fossil remains, which is evidence 4. Ask students, “To whom does it belong?” Ask of prehistoric animals. Like the backpack activity, students what they can infer about the person who paleontologists draw inferences from the evidence owns the backpack, based on the information they they uncover. Example: A shark’s tooth embedded have acquired. What behaviors can they infer about in a fossilized bone may lead a paleontologist to the owner, based on the contents and how they infer that a shark bit the animal. might be used? © 2007 National Geographic Society

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Activity 2 4. 3. 2. 1. Directions: Monsters: APrehistoricAdventure. of evidence andinference inascene from Sea Students create achartto identifyexamples “Behind theScene: Science 42) Notes” (p. examples ofinference. Seeanswer key below. Note: There are seven examples ofevidence andten evidence ananswerof “evidence”? supports Ask themto share theirreasoning. Whatphysical Review anddiscuss.Discussstudents’answers. (sometimes there ismore thanone). students shouldlisttheinferences basedonit “Inference.” Across from eachexample ofevidence, should labelthesecolumns “Evidence” and students make withtwocolumns. Students achart Create achart.Onseparate piece of paper, have Ask studentsto read the notes onthehandout. film hasshared hisnotes from ascene inthefilm. Explain thatoneofthescientificadvisorson Distribute “BehindtheScene: Science Notes.” inference? What elements didthey thinkwere basedon elements didthey thinkwere basedonevidence? Discussion. Discussthefilmwithstudents.What View SeaMonsters: APrehistoricAdventure. Monsters: APrehistoric Adventure. of theseconcepts asthey watch thefilm,Sea inference. Askstudentsto look for examples Review. Review theconcepts ofevidence and Behind theScene: ScienceNotes 35 min. Answer Key: 7. 6. 5. 4. 3. 2. 1. scales. overlapping, lizard-like show Tylo small, hadvery Fossil skinimpressions (we’ll call“Tylo”). the ribsofaTylosaurus within (nicknamed “Dolly”) Dolichorhynchops1918—a Based onSternberg findin and long flippers. Dolly rigidbody hadashort, the roof ofthemouth. rows ofteeth way backon Like snakes, Tylo hadtwo behind andbelow itsbody. spot wasimmediately skeletons thatitsblind We canseefrom Dolly hold prey. Tylo lacked handsto Tylo had a long body and tail. Evidence scienc onscreen•GRADES6-8 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. scavenged). if Dolly wasdead(andTylo have caughtafastDolly was One way aslow Tylo could for sure. stomach was,butcan’t say the region iswhere the the Tylo remains, weassume Since only theskeleton of a penguin. under water—similar to like wingsto helpit“fly” Flippers may have worked a surpriseattack. have beenthedirection of We canassumethatcould swallow prey. used theseteeth to help Like snakes, webelieve it made asurpriseattack. Another way wasifTylo than Dolly. a muchslower swimmer Thus wesupposeitwas prey, orswallow prey whole. shake large chunksoutof Thus, ithadto eitherbite and eel-like movement. It probably swamwithan Dolly andTylo. might have beentruefor dark, weassumethesame animals are draband/or Since mostlarge marine Inference Educator’s Guide Educator’s 19 science on screen • GRADES 6-8

Closing Activity Storyboard a Scene

Student Assessment Students storyboard a new scene, applying 45 min. Assess students’ storyboards based on their scientific thinking supported by evidence and inference. appropriate depiction and labeling of evidence and inference in their scene and their creativity in developing a new storyline. Directions:

1. Introduce the activity. Students will storyboard note to teacher frames of a new scene using the scientific notes on Watching videos, television, and movies are popular the handout in Activity 2. Students should note the activities for students at home and at school. It is evidence and inference that supports their scene. important to help students understand that a science-based film is supported by scientific thinking Note: Students can use the storyboard in Activity 2 and science content. When faced with a subject as a model. depicted in a film that cannot be directly observed— such as prehistoric marine reptiles—students should 2. Student presentations. Display completed critically examine the evidence used to support the storyboards on the wall and ask students to information presented. They should be able to differ- present their work to the class. entiate between information based on evidence and information based on inference. 3. Discussion. While the events depicted in Sea Monsters: A Prehistoric Adventure are based on scientific evidence, the storyline of the prehistoric animals is a dramatization. Why did the filmmakers use this approach? What challenges do filmmakers face when they set out to create a film that is both scientifically accurate and entertaining? © 2007 National Geographic Society

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © mosasaur late Cretaceous intact inference fossil evidence conical cartilage Vocabulary A 45 min. Create aSite Map Closing activity 25 min. Fossil” Site Map “Impossible A 25 min. Cretaceous Clues ctivity 1 ctivity 2 discovery inorder to make theirown site map. the finalmomentsoftwoextinctseacreatures. IntheClosing Activity, studentsexaminea fossil Activity 2,studentsexamineasite mapbasedonanactualdiscovery to gainarare glimpse into inaclassactivitytostudents participate learn how fossils provide cluesto pastlife. important In Geography Standards 7, D 17Science Standards A, E csi: cretaceous eainvetigation (see Glossary p.33) (see Glossary Activity from prehistoric timesto gaininsightsinto animalsandtheirinteractions. InActivity 1, to fossiltell. Inthislesson,very hasastory studentslearn how paleontologists studyfossils vertebrae rock sedimentary remains prey prehistoric predator paleontology paleontologists

- - Students will: - - - Students will: - - Students will: fossil discovery. Create asite mapto record a scientific notes; and Examine anillustrationand to understandprehistoric life. Learn how fossil evidence isused information; and See how paleontologists record site map; Identifyinformation from a prehistoric life. fossils isusedto understand Learn how evidence found in or animal;and dence aboutaprehistoric plant Learn how fossils provide evi- Objectives a studenthandout,onpage43. distribute anddiscuss“A Fossil Forms,” are called“paleontologists.” Next, scientists whospecializeinthisresearch record andthat iscalled“paleontology” that thestudyoffossils andthefossil isafossil?” Explain Ask students,“What This First! Try - Large-group Instruction - Large-group - IndividualInstruction Instruction - Large-group - VisualInstruction - Discussions Instruction - Large-group Instructional StrategyInstructional - Ruler - - (pp. 45-46) (pp. aSite1&2” “Creat Map:Parts 44) (p. “‘Impossible Fossil’ Site Map” Materials Educator’s Guide Educator’s prehistoric times? reconstruct life in evidence to analyze fossil How doscientists Guiding Question: GRADES 6-8 21 csi • GRADES 6-8

Activity 1 Cretaceous Clues Xiphactinus

Students learn how fossils provide important 25 min. clues to past life.

Directions: 3. Building on learning. Now have students consider what clues two or more fossils together might 1. Explain. Tell students that fossil evidence provides provide. Sometimes this fossil evidence provides clues about past life. By studying an individual clues about the interactions between prehistoric fossil, for example, a paleontologist can infer animals. Have students brainstorm different ways the age, size, brain capacity, locomotion, feeding in which animals behave and interact with one preferences, and other information about an animal another. that lived millions of years ago. Possible answers: parasite/host, predator/prey, family group, communal group, reproduction, 2. Class activity. Write “Fossil Evidence” on the or feeding. board. Tell students that fossils provide evidence Then have students try to come up with some about an animal’s physical appearance, behaviors, examples of fossil evidence to make inferences and interactions with other animals. Create a chart about possible animal interactions. on the board with two columns labeled “Fossil Possible answers: Evidence” and “Clues to …?” Write the first evidence as “serrated teeth.” Prompt students Fossil Evidence Clues to…? to make inferences about this evidence, i.e., the two different animal possible interactions bones together – parasite/host, preda- animal may eat meat. Ask students to explain their tor/prey, family group, reasons for this, i.e., sharp teeth are needed to tear communal group, repro- flesh. Continue with the other “Fossil Evidence” duction, or feeding listed in the chart below. clam shells inside animal ate clams Possible answers: rib cage Fossil Evidence Clues to…? sharp teeth may eat meat extremely long neck reach for food quickly or hard to reach places bones not fully possible juvenile developed marks on bones signs that other animals bit, chewed, or scavenged © 2007 National Geographic Society

Caproberyx

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Activity 2 2. 1. Directions: final momentsoftwo extinctseacreatures. actual discovery to gainarare glimpseinto the Students examineasite mapbasedonan Review thetypesofanimal interactions. behavior, andinteractions withotheranimals. a record ofananimal’s physical appearance, Remind themthatphysical evidence canprovide they found intheevidence discussedinActivity 1. Review. Askstudentsto recall thepossible clues marine reptiles. information aboutthelife anddeathofprehistoric for thepaleontologist and,inthiscase,may provide fossil. Thisrecorded information provides clues drawings whenthey discover andexcavate a make notes, carefuland fieldobservations, each student.Tell studentsthatpaleontologists Distribute “‘ImpossibleFossil’ Site Map”to “‘Impossible Fossil’ 44) Site Map”(p. “Impossible Fossil” SiteMap 25 min. View SeaMonsters: APrehistoricAdventure. 4. 3. 7. about3feet long 6. Xiphactinusate Gillicus 5. Xiphactinusate Gillicus 4. GillicusinsideribsofXiphactinus 3. 87-82 mya (during Cretaceous) 2. XiphactinusandGillicus HillChalk,Gove1. Smoky County, Kansas Answer Key: its stomach. skeleton withfossilized fishskeleton found inside found inDolichorhynchops limb;Xiphactinus students to recall these twoexamples: sharktooth some oftheseinteractions. Itmay helpto prompt to recall examples offossil evidence thatsupported interactions shown inthefilm.Next,askstudents Discuss. Askstudentsto nameexamples ofanimal both sidesofthesmaller fish. Because theribsoflarger fishAnswer: surround appropriate name? a fish” fossil discovery. Askstudentswhy thisisan this site mapismodeled after thefamous“fishin Complete thehandoutanddiscuss.Explainthat Gillicus insideaXiphactinus Educator’s Guide Educator’s csi •GRADES6-8 23 csi • GRADES 6-8

Closing Activity Create a Site Map

Student Assessment 45 min. Students examine a fossil discovery in order Score student site maps and notes according to the to make their own site map. following criteria. Students should:

• Include a scale for the site map. (Note: one square “Create a Site Map: Parts 1 & 2” (pp. 45-46) equals one foot)

• Draw the Tylosaurus to scale. (Note: the skull is four Directions: feet; the seven vertebrae are one foot, eight inches)

Distribute “Create a Site Map: Parts 1 & 2” to 1. • Include at least four observations based on the each student. Also, return “‘Impossible Fossil’ field notes. Site Map” (Activity 2) to each student.

2. Start the activity. Allow students time to review the vocabulary words, the sketch, and the notes, background information or review together as a class. How do fossils form? Only a small percentage of all living plants and 3. Review Directions. Tell students that they will play animals become fossils. Most are either scavenged or the role of a paleontologist by creating a site map decay before they can be buried and, even then, there is based on this fossil find. They can use the no guarantee that they will be preserved. Specific condi- “‘Impossible Fossil’ Site Map” (Activity 2) as tions are required for fossils to form. Plants and animals a model. that die and are quickly buried by mud, sand, volcanic ash, or other sediments are most likely to become fossil- 4. Create a site map. Students can work alone or ized. Once the plant or animal is buried and the sedi- in groups. ment has hardened, other factors—including oxygen, sunlight, microorganisms, permineralization and other 5. Student presentations. Have students present geologic forces—play an important role. Even with mil- their work to the class. Discuss any interesting ideas lions of years to form, a fossil is the result of a rare and or evidence. unique process, and it must be found and analyzed in order to become part of the fossil record. The study of fossils and the fossil record is called paleontology.

3 ft Skull Neck (cervical) vertebrae Scleral ring Eye socket (orbit) 2 ft Upper jaw (maxilla)

Ear drum Lower jaw Tylosaurus (Tympanum) Teeth (dentary) 0 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Sea(Seaway) Western Interior prey predator mya marine reptiles landmass habitat fossil Cretaceous period Vocabulary A 90 min. World Under Water Create theExhibit: Closing activity 45 min. Creature Research Cretaceous A 40 min. Cretaceous Mapping the ctivity 1 ctivity 2 Geography Standards Standard 1,17ScienceStandards Standard3 3,5VisualArts CLanguageArts S on exhibit: museum-style exhibit. prehistoric marinereptile. IntheClosing Activity, studentsincorporate theirworkinto a of theUnited States. InActivity 2,studentsresearch andproduce agraphicorganizer ona coordinates ofthelandforms andwaterways oftheCretaceous periodonapresent-day map (see Glossary p.33) (see Glossary Activity geography, andmarinelife oftheCretaceous period.InActivity 1,studentsplot tudents create amuseum-style exhibitshowcasing theirunderstandingofthetime,

• • • Students will: - - Docollaborative research; and - Students will: - - Students will: style exhibit. Create asectionof amuseum- Cretaceous marineanimals;and Conduct additionalresearch on Cretaceous period; geography andmarinelife ofthe Synthesize understandingofthe Construct graphicorganizers. Cretaceous period; marine animalsofthe Learn aboutprehistoric of theUnited States. coordinates onanoutlinemap Plot latitudeandlongitude Sates; and mass thattoday istheUnited period geography oftheland- Learn abouttheCretaceous the exhibitmightcover. the board. Thislistcanhelpstudentsbrainstorm topics where, when,andwhy.”about “what, Write answers on should answer. Ifnecessary, prompt studentsto think for theexhibit.Askstudents whatquestionstheexhibit Under Water: APrehistoric Adventure.” Brainstorm ideas students they are goingto create anexhibit called“World After watching SeaMonsters: APrehistoricAdventure, tell This First! Try w Objectives orld under Objectives - Hands-on Learning - Hands-on - Small-group Instruction - VisualInstruction - Research - Cooperative Learning - IndividualInstruction Instructional StrategyInstructional w ater - Scissors - Glue - - - resources- Internet orlibrary - - or crayons Markers, colored pencils, Poster board (optional; onlineonly) “ or crayons Markers, colored pencils, 47) (p. “Mapping theCretaceous” Creating aGraphicOrganizer” Materials Educator’s Guide Educator’s Cretaceous seas? exhibit aboutthe include inan What would you Guiding Question: GRADES 6-8 25 world under water • GRADES 6-8

Activity 1 Mapping the Cretaceous

2. Distribute map handout. Explain that students will 40 min. Students plot coordinates on a present- use coordinates to plot and draw Cretaceous-era day outline map of the United States to delineate the landforms and waterways of outlines of land and water areas on a map of the the Cretaceous period. present-day United States. After they plot the outlines, they will color land and water and add labels. “Mapping the Cretaceous” (p. 47) 3. Discuss. After students have completed the assignment, review their work, and discuss how the appearance of the United States was different Directions: during the Cretaceous period than it is today. Which states were under water? 1. Introduce. Tell students that they will set the stage for their exhibits by completing a map handout to 4. Collect student work so that it can be used in the illustrate what the landscape of the United States Closing Activity. looked like millions of years ago during the Cretaceous period.

Note: Scientists have determined the area of the Western Adaptation Interior Sea by analyzing the types of rocks and marine This activity can be done as a whole group activity with fossils found within the rock strata of North America. The teacher-led, guided instruction. study of the origin, composition, and development of rock strata is called stratigraphy.

3. 2. 1. Directions: organizer ofaselected marinereptile. Students doresearch to complete agraphic “Creating aGraphic(optional) Organizer” to feedback. organizers. Remind themto discussallideas,andlisten connect, andsummarizetheinformation intheirgraphic a graphic organizer. Remind studentsto read, compare, different andthere isno onecorrect way to construct Background Note: Each graphic organizer willbe available online. “Creating aGraphic Organizer,” anoptionalresource Note: Ifhelpfulto students,distribute andreview lived, andwhenthey wentextinct. predator/prey relationships, whenandwhere they physical characteristics, habitat,life cycle, diet,size, categories for thegraphicorganizer. Suggestions: center oftheirgraphic organizer. Discusspossible Tell studentsto putthenameoftheiranimalin Ask each group to take out a blank piece of paper. graphic organizer withtheirfindings. on theirselected animalandthatthey willcreate a researchthat eachgroup willdoInternet orlibrary Ammonite, andPlatecarpus. Styxosaurus, Explain Tylosaurus, Tusoteuthis, Cretoxyrhina, Hesperornis, Dolichorhynchops, Xiphactinus,Protostega, select adifferent animalto research: marine animalsontheboard, andaskeachgroup to Staging theactivity. Write thislistofprehistoric Divide theclassinto smallgroups. nationalgeographic.com/xpeditions/guides/graphicorg.pdf Cretaceous reatureResearch 45 min. Adventure National GeographicSeaMonsters: APrehistoric Suggested OnlineResources: vocabulary to helpfacilitate learning.vocabulary they construct theirorganizers. You may wishto review to focus onhow theinformation canbecategorized as clarify any difficult concepts, andencourage students to workindividually withthesestudents.Remember to to complete theirgraphicorganizers. You may choose Some studentsmay needadditionaltimeandsupport Adaptation 4. Journey Through Time MuseumofLos AngelesNatural History County: Monsters Ruled theDeep WhenSea National GeographicMagazine— Savage AncientSeas MuseumofLos AngelesNatural History County: nhm.org/journey nhm.org/sas/home.html nationalgeographic.com/ngm/0512/feature3/multimedia.html nationalgeographic.com/seamonsters the Closing Activity. Collect thegraphic organizers to save for world under w Ammonite a Educator’s Guide Educator’s ter •GRADES6-8 27 world under water • GRADES 6-8

Closing Activity Create the Exhibit: World Under Water

Exhibit. Arrange each group’s contribution into a 90 min. Students incorporate their work class exhibit, “World Under Water: A Prehistoric into a museum-style exhibit. Adventure.” Students should make sure to include interesting information about their animal, including possible predator/prey Directions: Tusoteuthis relationships with other animals in the exhibit.

1. Small group activity. Have students regroup. 3. Presentations. Ask each group to present an Return completed work from Activities 1 and 2 overview of their section to the class. to each group. Explain that as a final step, each group will build on their work to create a section of a classroom science museum exhibit that Student Assessment explains the geography and marine life of the Rate the students on a scale of one to five on the Cretaceous period. following categories: creativity, accuracy of information, visual appeal, inclusion of required components 2. Staging the activity. Each group should include (information from map handout, graphic organizers, the following components in their work: and research), and flow of information.

• Information from their map (Activity 1) extending the lesson • Information from their graphic organizer If students are familiar with the concept of ecosystems, (Activity 2) they might focus their exhibit on the components of a Cretaceous marine ecosystem and include the • Additional images, text and drawings of scientific evidence to support their portrayal. their prehistoric marine reptile

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © sustainability habitat extinction evolution endangered species conservation climate change biodiversity Vocabulary A 90 min. Science Forum Closing activity 40 min. and Now Extinction Then A 90 min. Eco-Illustrations ctivity 1 ctivity 2 Geography Standards 14, 17, 18ScienceStandards Standard 3,5 CLanguageArts S Science forum: extinctio n then ado synthesize information, andcreate andpresent theirsummariesinascience forum. summarizing whatthey learned. IntheClosing Activity, studentscompare research findings, extinction ofprehistoric ormodernmarineanimalsandcompile graphicorganizers illustratedcreating brochure. athree-section InActivity 2,studentsconduct research onthe (see Glossary p.33) (see Glossary Activity students gainbackground knowledge onthetopic ofextinctionandrelated terms by tudents compare andcontrast causesfor extinction,pastandpresent. InActivity 1, - - - Students will: • - Students will: - - Students will: structure research. Use agraphicorganizer to Participate inascience forum. Create apresentation; and animals; threats marine to contemporary prehistoric marineanimalsand Learn abouttheextinctionof animals; and threats tomarine modern-day prehistoric marineanimalsand Research theextinctionof Create anillustrated brochure. extinction andrelated terms; and Gain background knowledge on Species. AGlobal SpeciesAssessment(iucnredlist.org/info/introduction) Source: World Conservation Union(IUCN)2004 Red ListofThreatened do to protect species from extinction. are descendants ofdinosaurs.)Discusswhatpeoplecan dinosaurs did.(Some paleontologists believe thatbirds today could become extinct,like many, ifnotall,ofthe list.”“threatened Askstudentsifthey believe thatspecies In 2004,there were anestimated 15,589speciesonthe This First! Try Objectives - Inquiry Research- Inquiry - Cooperative Learning - Hands-on Learning - Hands-on - Discovery Learning - Discovery Learning Instructional StrategyInstructional - resources- Internet orlibrary Internet or library resources- Internet orlibrary (optional; onlineonly) aGraphicOrganizer” “Creating Materials Educator’s Guide Educator’s changed over time? these factors species? Have extinction ofa contribute to the What factors Guiding Question: GRADES 9-12 w 29 Science forum • GRADES 9-12

Activity 1 Eco-Illustrations

• The word and its definition Students do online or library research to gain 90 min. background knowledge on extinction and • An original symbol that illustrates the related terms in order to create an illustrated brochure. meaning of the word

• A brief description of the symbol’s meaning

• Excerpts of three news articles from the past year Directions: that include the term in context 1. Staging the activity. Divide the class into eight • Research sources groups. Assign each group one of the following

terms: Note: Students may present their work as a Word • Extinction document, PowerPoint slide presentation, a web page, or a short video clip. • Biodiversity • Habitat 3. Students presentations. Have each group share its brochure with the entire class. Tell students that • Climate change they will use their brochures in a science forum in • Conservation the Closing Activity. • Sustainability Students should view Sea Monsters: A Prehistoric • Evolution Adventure prior to Activity 2. • Endangered species adaptations 2. Instructions. Explain that each group will research If students have difficulty with these terms, you may its term and create a brochure. Each brochure wish to spend additional time reinforcing the meanings should include: of the words. One way you can do this is by having the students write sentences using the vocabulary words in context to demonstrate that they understand the definitions.

Xiphactinus

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © nationalgeographic.com/xpeditions/guides/graphicorg.pdf Activity 2 1. Directions: organizers to structure theirresearch. marine animalsanddevelop graphic marine animalsandthreats to current-day Students research theextinctionofprehistoric “Creating aGraphic(optional) Organizer” available online. “Creating aGraphic Organizer,” anoptionalresource Note: Ifhelpfulto students,distribute andreview Closing Activity. will later usetheirresearch inascience forum inthe organizer withtheirfindings. Tell studentsthatthey past orpresent—and thatthey willcreate agraphic resources toor library research animalextinction— Instructions. Explainthatstudentswilluseonline nationalgeographic.com/xpeditions/guides/graphicorg.pdf Extinction Tusoteuthis Then andNow 40 min. extinction andthreats to species. encourage studentsto focus onthereasons for Remember to clarifyany difficult concepts, and taking strategies to enhance comprehension. students to restate whatthey read, andmodelnote- You canread information aloud, make predictions, ask to complete their research and their graphic organizers. Some studentsmay need additionaltimeandsupport adaptations 3. 2. Styxosaurus organizers for theClosing Activity. Note: Remember to collect andsave completed graphic Allot timefor studentsto prepare presentations. focus theirresearch. Each group shouldselect oneanimalonwhichto research current threats to modernmarineanimals. of prehistoric marineanimals;theotherhalfwill Half ofthegroups willresearch theextinction divide classinto aneven numberofsmallgroups. Divide theclassinto smallgroups. Ifpossible, Scienc forum •GRADES9-12 Educator’s Guide Educator’s 31 Science forum • GRADES 9-12

Closing Activity Science Forum 3. Presentations and Discussion. Have students regroup to make presentations and participate in a science forum. After each group has finished its presentation, lead the class in a discussion review- Students integrate the factual knowledge they 90 min. have learned about the extinction of prehistoric ing key points on the threats to the current environ- marine animals and threats to contemporary ment, the possible lessons we can learn from the marine animals through the creation and past, and what people can do to protect threatened presentation of their research findings in a species today. science forum.

Student Assessment Directions: Rate the students on a scale of one to five based on the following components: 1. Divide the Class into Research Teams. Each team should include students who researched prehistoric • Comparison of extinction of prehistoric marine extinction and students who researched present- animals and the threats to today’s marine animals. day conditions. • Quality of information in brochure. 2. Instructions. Tell students they are going to prepare presentations as part of a science forum. To • Quality of synthesis in graphic organizer. complete this activity, each team should: • Suggestions for what to do to help • Prepare a seven- to ten-minute presentation threatened species. comparing and contrasting the extinction of prehistoric marine animals and threats to today’s • Participation in forum discussion endangered species.

• Incorporate brochures and graphic organizers produced in Activities 1 and 2.

• Include an action plan with at least three suggestions for what people can do to help species currently deemed to be under threat Henodus of extinction.

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © glossary evidence species endangered deep time data period Cretaceous conservation conical climate change cerat(o) cephal(o) cartilage biodiversity bi behavior adaptation a conclusion examined, andanalyzed to support data thatcanbemeasured, observed, a speciesthreatened withextinction of development andchange years oldandhashadalong history isbillionsof thatEarth the theory a scientificstudy the information collected during dinosaurs considered thelastperiodofage from 145to 65millionyears ago(mya); the lastperiodofMesozoic era destruction, orneglect resource to prevent exploitation, planned managementofanatural cone-shaped weather elements onourplanet gradual changesinalltheinterconnected horn head a typeoftough, flexible tissue ecosystems ofwhichthey are part of theterrestrial, aquatic,andmarine of thegenesalltheseorganisms; and (including animalandplantspecies); the variabilityofalllivingorganisms two action and/or response to stimulation anything thatanorganism doesinvolving to generation. heritable traitispassedfrom generation the conditions ofitsenvironment; This that makes itmore fit for existence under a modificationofanorganism oritsparts landmass jacket invertebrate intact inference ichthy habitat System) GPS (Global Positioning timeline geologic fossil record fossil dig fossil extinction extinct excavate evolution a large area ofland fossilthat isusedto transport specimens a protective casingmadeoutofplaster that hasanexoskeleton orissoft-bodied a group ofanimalswithoutabackbone undamaged premises to derive asaconclusion from factsor an explanationderived by reasoning; fish grows or animalnaturally ornormally lives and the place orenvironment where aplant in rock Earth’s history, especially asrecorded a representation thatisusedto describe the total collection offossils intheworld scientific investigation of fossil sites been preservedinEarth’s crust organism ofpastgeologic agesthathas a remnant, impression, ortrace ofan no longer existing the condition ofbeingextinctor no longer existing information aboutthepast to carefully digupburiedobjectsto find modifications insuccessive generations distinguishable differences are dueto from simple organisms andthatthe developedanimals andplantsonEarth thatthevariouspresent typesof a theory of somethingonEarth devices usedto determine thelocation a system ofsatellites andreceiving Educator’s Guide 33

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © nose nose lizard matter on dead or decaying feed to connected inland waterway shallow the ocean to of the consolidation made from a rock or of other rocks solid fragments, as small shells, or by like remains, organic solution from of minerals precipitation details of a site, a map depicting the all observable recording made by usually features surface in of the Smokyan area valley Hill river numerous that contains Kansas western sedimentary of soft, white, outcroppings as chalk known rock an imperator, Sarcosuchus a nickname for and one of the extinct genus of crocodile lived that ever reptiles largest in such a manner the use of resources be exhausted will never that they three tyrant one up the spinal the bones that make or backbone, of an animal column, of animals with backbones; a group includes fish, amphibians, mammals, and reptiles birds, eat inland sea that split the continent a large, Northof what is now two America into and late partsthe early during most of the period; also called Cretaceous Niobrara Sea, the Seaway, Cretaceous and the North Inland Sea American rhino saur(us) scavenge seaway sedimentary rock map site Smoky Hill Chalk SuperCroc sustainability tri tyrann uni vertebrae vertebrate vor(e) Interior Western Sea (Seaway) the second half of the Cretaceous period, period, Cretaceous of the half the second ago (mya) years 65 million 105 to from carnivorous large, of mostly a group in the of which lived animals many era the Mesozoic during oceans large small during that lived giant marine reptile period the Cretaceous ago million years recording the act of noting and often or events, phenomena, actions, with instruments measurement involving tooth or face eye a scientist who studies past geological remains fossil from periods as known of past dealing with life a science from periods as known geological remains fossil foot an animal that hunts other animals for food history;””before the period of time history)(making up most of Earth’s that of written the invention before occurred records by and eaten an animal that is hunted other animals things, useful or valuable for explore to such as fossils in bones and other animal parts found sites paleontological animal that vertebrate a cold-blooded and claws; includes has scales usually creatures and water land, air, prehistoric king

Sea Monsters: A Prehistoric Adventure A Prehistoric National Geographic’s Sea Monsters: marine reptiles mega micro mosasaur mya observation odon or oden ops paleontologist paleontology ped or pes predator prehistoric prey prospect remains reptile rex Cretaceous late 34 fossils rock! Student Handout Meet a paleontologist While on a fossil dig in Africa, paleontologist Paul Sereno uncovered the skeleton of a very old, very large crocodile. In this interview he talks about this important discovery.

Interviewer, Peter Laufer: This is National Geographic World Talk. I’m Peter Laufer, along with paleontologist Paul Sereno. Is there any kid, anywhere, who’s not fascinated by dinosaurs? Why is it so important that we learn where dinosaurs came from, when the first dinosaurs appeared, and why they died out?

Paleontologist, Paul Sereno: We’re curious about our history. We’re curious about deep time. Dinosaurs speak about a time that we can only dream about and think about scientifically.

Peter Laufer: Tell us about SuperCroc, who he was, and how you found him.

Paul Sereno: Well, [in Africa] we came upon an incredibly huge skull—six feet long. It was just astonishing that it was a crocodile with a skull that long. Then we found enough of the skeleton to get a good idea of what it looked like. You’re talking about an animal 40 feet long, twice as long as the largest living crocodiles today and many times as heavy.

Peter Laufer: You are finding things that have never been seen before. They are related to animals that live with us today.

Paul Sereno: That’s the great thrill of working in paleontology.

Peter Laufer: Despite the fact that you’re studying these [animals] who lived so long ago, there’s constantly new material. Isn’t that correct?

Paul Sereno: Yes. That’s my great understanding of science. In college, I started out as an artist. Science seemed like a pile of facts that I could never remember. As I got interested in paleontology I began to understand that it’s about discovery and creativity. It’s about thinking of a question or trying to answer a question that nobody else has before you.

Peter Laufer: Paleontologist Paul Sereno, thanks so much for joining us today on National Geographic World Talk. I’m Peter Laufer.

National Geographic’s Sea Monsters: A Prehistoric Adventure 35 fossils rock! Student Handout join a dig In 2002, paleontologist Mike Everhart came across a wonderful discovery. Here is his story about what happened that day.

We were on a field trip to the Smoky Hill Chalk in Kansas. I decided to search the lower—and somewhat older—gray chalk flats. When I looked down, I noticed a funny looking, rust- orange lump. Then I saw six teeth. From the size of the teeth, I could tell I had found the remains of a large shark. A shark like this had been on my wish list for years.

I got my camera out to take pictures. Everyone— including me—was in awe. It was a huge shark, a Cretoxyrhina mantelli, which I had nicknamed the “Ginsu” shark. I got out my field map, plotted the location, and checked it against the GPS data.

Time to start the excavation. First, I used a large pick and shovel. Then I got down on my hands and knees to work closer to the skeleton. I had to work very carefully because I didn’t want to damage the fossil. I removed the chalk with a small knife and an ice pick that has a very fine point. Every so often, I cleared away the bits of chalk Cretoxyrhina with a small brush. (cray tox ee RHI na)

After a few hours, we had exposed the front 16 feet of a 20-foot shark. I made drawings in my notebook to show where each piece was found.

Now that the remains were exposed, we had to protect them. We used wet paper towels to pad the skull. Then we made a protective jacket for the skull out of burlap dipped in plaster. We waited for the plaster to dry and then loaded the jacket into my van. Then we covered the rest of the shark with plastic.

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © finding the fossil remains ofaprehistoric animal. for oraninterview imagination to writethisprogram. astory Write about You have beenasked to workonaradioprogram, “Fossils Rock!” Useyour “fossils rock!” radioprogram Word Bank to look itup. orinterview.in your story Ifyou donotknow themeaningofaword, useadictionary • • • • • interestinginterview for listeners? For example: Step 2: Step 1: Student Handout identify ice pick GPS data fossil field map excavate (remove) dirt discovery chalk camera burlap What tools helpedyou? What didyou doto recover thefossil? What isthenameofprehistoric animalyou found? What didyou notice first? Where didyou findthe fossil? Write your orinterview. story Useatleast ten words from theWord Bank Thinkaboutideas.Whatdetailscanyou includeto make or your story plaster photograph paleontology paleontologist observe observation location locate large pick jacket National Geographic’s SeaMonsters:National Geographic’s APrehistoric Adventure transport small knife small brush sketch skeleton shovel scientific remains protect plastic frame fossils rock! 37 create a creature Help the provides protection reach food; Animal Survive living in herds How Adaptations Adaptations How tongue help it Height and long Behavior Behavior Adaptations Live in herds Body Part Adaptations good eyesight Long legs, long neck, long tongue, What it Eats Leaves from MODERN ANIMAL shrubs and trees Student Name: PREHISTORIC ANIMALS PREHISTORIC of Africa Grasslands Where it Lives Where Animal Mammal Classification © 2007 National Geographic Society Animal GIRAFFE TYLOSAURUS STYXOSAURUS Student Handout CRETOXYRHINA ns p tatio An imal A da as a model. Use the giraffe the chart below. or library complete Use Internet to research

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Your answerswillbeoneoftheprehistoric marinereptiles listed below. orInternet resourcesUse library to research theanswersto thefollowing questions. cretaceous eaf Student Name: Student Handout Henodus (HENodus) Ammonite (AM monite) Tusoteuthis (twosoTOOTH is) toeProtostega STAY (pro ga) Dolichorhynchops (dolly ko RINGcops) 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. to lay eggs.______This giantreptile hada hard shellcovered inleather andneededto come ashore fossilized ‘pen’ thatwasinside itsbody. ______This animalhadtentacles andlacked anexternal shell.Itisidentified by the ______This immensebony fishhadapowerful tailthatallowed fast. it to swim very Cretaceous seas.______Name thesnake-like marinereptile atthetop of thefood chaininthe ______This fast-swimming reptile looks like adolphinbut is notrelated. This invertebrate hadtentacles andahard shell.______swimming theseasandlakes today. ______This marinereptile was widerthanitwaslong, andhasdistant relatives This bird-like marinereptile swambutcould notfly. ______were replaced by theteeth behindit.______This top predator withakeen senseofsmellhad large, sharpteeth thatwhenlost more thanhalf itslength. ______This distant cousin oftheDolichorhynchops hadasuper-sized neckthatequaled act sheet (STIK-so-SAWR-uhs)Styxosaurus perORnis) Hesperornis (hes Cretoxyrhina (cray tox eeRHIna) Tylosaurus lo sore us) (TIE (ziFACXiphactinus tinus) National Geographic’s SeaMonsters:National Geographic’s APrehistoric Adventure at home 39 at home Student Handout cretaceous seas bingo pictures Use scissors to cut out the animal picture squares below. Mix them up and select 25.

DOLICHORHYNCHOPS TYLOSAURUS CRETOXYRHINA AMMONITE XIPHACTINUS

TUSOTEUTHIS HESPERORNIS HENODUS PROTOSTEGA STYXOSAURUS

DOLICHORHYNCHOPS TYLOSAURUS CRETOXYRHINA AMMONITE XIPHACTINUS

TUSOTEUTHIS HESPERORNIS HENODUS PROTOSTEGA STYXOSAURUS

TUSOTEUTHIS HESPERORNIS HENODUS PROTOSTEGA STYXOSAURUS !

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © order sothatyour card isunique. Glue ortapeananimalpicture ineachsquare ofthegridbelow. Place theminrandom cretaceou Student Handout CRETACEOUS s eabing SEA PREHISTORIC o CARD National Geographic’s SeaMonsters:National Geographic’s APrehistoric Adventure CREATURE BINGO at home 41 science on screen Student Handout behind the scene: science notes During the making of the film Sea Monsters: A Prehistoric Adventure, scientific advisors reviewed storyboards to ensure the film was science-based. Below is a storyboard with scripted voiceover (VO) and notes from Dr. Ken Carpenter, a paleontologist with the Denver Museum of Nature & Science.

Step 1: Review the scientific notes. Which are examples of evidence? Which are inferences based on the evidence?

Step 2: On a separate piece of paper, make a chart with two columns labeled “Evidence” and “Inference.” List examples of evidence from the notes. Across from each example of evidence, write the inferences based on it (sometimes there is more than one). Hint: there are seven examples of evidence and ten examples of inference.

VO: They had found a monster’s last meal – entombed within its ribs.

Notes: Based on Sternberg find in 1918 – aDolichorhynchops (nicknamed “Dolly”) within the ribs of a Tylosaurus (we’ll call “Tylo”). Since only the skeleton of the Tylo remains, we assume the region is where the stomach was, but can’t say for sure.

VO: The Tylosaurus can open its mouth wide enough to swallow prey whole, like a snake.

Notes: Tylo lacked hands to hold prey. Thus, it had to either bite and shake large chunks out of prey, or swallow prey whole. Like snakes, Tylo had two rows of teeth way back on the roof of the mouth. Like snakes, we believe it used these teeth to help swallow prey.

VO: Because Dollies are fast, a Tylosaurus’ best bet is to catch one by surprise.

Notes: Dolly had a short, rigid body and long flippers. Flippers may have worked like wings to help it ”fly” under water—similar to a penguin. Tylo had a long body and tail. It probably swam with an eel-like movement. Thus we suppose it was a much slower swimmer than Dolly.

VO: The female escapes…but her brother doesn’t see the danger coming.

Notes: Because Tylo was a slower swimmer there were probably two ways it might have caught Dolly to eat it: either Dolly was dead (and Tylo scavenged) or Tylo made a surprise attack. We can see from Dolly skeletons that its blind spot was immediately behind and below its body. We can assume that could have been the direction of a surprise attack.

VO: The Sternbergs had discovered a life-and-death moment…a story locked in time of two ancient lives intersecting. © 2007 National Geographic Society Notes: Fossil skin impressions show Tylo had very small, overlapping, lizard-like scales. Unfortunately, these impressions do not indicate skin color. We don’t know the true color of any marine reptiles. Since most large marine animals are drab and/or dark, we assume the same might have been true for Dolly and Tylo.

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © and itmustbefound andanalyzed inorder toofthefossil become part record. play role. animportant Even withmillionsofyears to form, afossil istheresult ofarare anduniqueprocess, sediment hashardened,oxygen, otherfactors—including sunlight,microorganisms, andgeologic forces— quickly buriedby mud,sand,volcanic ash, orothersedimentsare mostlikely to become fossilized. Once the Only asmallpercentage ofalllivingplantsandanimalsbecome fossils. Plantsandanimalsthatdieare A FossilForms Student Handout 4. sinks to theseabed. A Tylosaurus diesand 1. remains asafossil. into rock andpreservethe Slowly, thesedimentsturn remove itsflesh. Animals andbacteria become dry land. become dry Waters retreat andseabeds the ocean flooris uplifted. Earth’s plates shiftand Millions ofyears pass. 5. 2. National Geographic’s SeaMonsters:National Geographic’s APrehistoric Adventure rock, exposingthefossil. erode layers ofsedimentary forces like windandwater More timepasses.Natural bury theremains. bury Over time,layers ofsediment 3. 6. csi 43 csi Student Handout “Impossible Fossil” Site Map Use the site map below to answer the following questions. Write your answers on a separate piece of paper.

1. Where was the discovery made? 2. What is preserved? 3. When did these animals live? 4. What evidence shows a possible animal interaction? 5. What type of animal interaction is suggested by the physical evidence? 6. What do you think might have happened the day these animals died? 7. This fish ate another fish almost half its length. If you were to scale this to the meal of a six-foot-tall person, how long of a sandwich would the person have to eat?

FHSM VP-333 FORT HAYS STATE MUSEUM

Scale 1 square = 1 ft2 Observation: Ribs of large fish Observation: No evidence of acid around smaller etching on bones of small fish. fish Therefore, large fish must have died shortly after ingesting small fish. (No time for stomach acids to disolve bones.)

Specimen: Large fish – Xiphactinus Small fish – Gillicus Collected by: G.F. Sternberg Fort Hays State University Date of find: 1952 © 2007 National Geographic Society Age: 87-82 mya (during Cretaceous) Location: Smoky Hill Chalk, Gove County, Kansas

© 2007 National Geographic Society © 2007 National Geographic Society Geographic National 2007 © Word Bank Use thisinformation to complete asite mapon“Create aSite2.” Map:Part Review thewords intheWord Bank,thesketch, andthenotes below. Create aSiteMp: Part 1 Student Handout The lefteyesocketis was aslarge. of skullisakeyidentifyingfactorsince noothermosasaurofthistime large (30foot) high withabasethat isabout1.5inchesacross. lower jaw.Theteeth are in theupperandlowerjaw.Thereare 15teethineachupperjawand13 Although onetoothismissinginthe upperjaw,allotherteetharepresent There seemstobesome observed inaTylosaurus. County, Kansas.Identifiedthespecimenasa Found afour-footskullandseven vertebrae Tylosaurus proriger mosasaur late Cretaceous intact conical cartilage mosasaur inHorsethiefCanyontheSmokyHillChalk,Gove 1 ft 2 ft 3 ft intact. Thisisthefirsttimethisfeature hasbeen conical inshape.Thelargest areabouttwoinches the late Cretaceous. Mike estimates Everhart thefossil is85millionyears old,dating to thetimeof layers,Kansas. Basedonthelocation ofthefindinsedimentary scientist This sketch andnotes are basedonalarge fossil found in1996,Gove County, cartilage wheretheeardrumwouldhavebeen. 0 1ft23456 (maxilla) Upper jaw Teeth Skull vertebrae (onefoot,eightinches)ofavery Eye socket (orbit) (dentary) Lower jaw Tylosaurus proriger.Length National Geographic’s SeaMonsters:National Geographic’s APrehistoric Adventure Scleral ring Neck (cervical) vertebrae (Tympanum) Ear drum csi 45 csi

Student Name:

Student Handout Create a Site Map: Part 2 Create a site map based on the information in Part 1. 1. Make a grid over the illustration and label. Use a ruler to draw a 6 X 3 grid over the illustration in Part 1. 2. Label the site map. In the grid below, label the y-axis (0 to 3 ft) and the x-axis (0 to 6 ft). 3. Label scale. Label the scale on your site map. Hint: If six squares across equals six feet, how much does one square equal? 4. Copy the illustration. Use the grid lines to copy the illustration in Part 1 to the grid below. 5. Add notes and observations. Use the notes in Part 1 to complete the site map.

Scale: 1 Square =

Specimen: Observations: Collected by:

Student Name:

Student Handout Mapping the cretaceous Directions: 1. Plot the points below. What did the land of the United States look like duing the late Cretaceous? Western Eastern landmass landmass ABCDEFGHIJKLMNOPQR (C, 1) (K, 1) 1 1 (E, 1) (L, 1) (E, 2) (M, 2) (H, 3) (N, 1) 2 2 (I, 3) (Q, 1) CANADA (G, 5) (R, 2) (F, 5) (R, 3) 3 3 (G, 6) (O, 6) (G, 7) (O, 7) (H, 8) (N, 9) 4 4 (H, 9) (M, 9) (G, 10) (L, 7) (H, 11) (K, 8) 5 5 (H, 12) (I, 8) UNITED STATES

National Geographic’s SeaMonsters:National Geographic’s APrehistoric Adventure (F, 12) (K, 6) (C, 7) (K, 5) 6 6 (B, 4) (J, 4) (C, 3) (J, 3) (C, 1) (K, 1) 7 7 2. Join the points to outline the western 8 and eastern land- 8 masses. 3. Color these two 9 9 landmasses green to represent land. Color remaining 10 10 areas in blue to represent sea. 11 11 on exhibit 4. Label the “Western MEXICO Interior Seaway” between the two 12 12 landmasses. ABCDEFGHIJKLMNOPQ 47 acknowledgements

This companion piece to the film Sea Monsters: Educator Reviewers: James A. Shymansky, Ph.D., A Prehistoric Adventure was created by National E. Desmond Lee Professor of Science Education, Geographic Education & Children’s Programs. University of Missouri-St. Louis; Mark Bockenhauer, Ph.D., Professor of Geography, St. Norbert College, De Pere, Wisconsin; J. Lynett Gillette, Exhibit Content Developer, San Diego Natural History Museum; Judy Scotchmoor, Assistant Director, University of California Museum of Paleontology, Berkeley; Peter Mission Programs: Terry D. Garcia, Executive Vice L. Burnett, Fourth Grade Teacher, Cedar Rapids President; M. Ford Cochran, Director, Mission Community Schools, Cedar Rapids, Iowa; Loisann Programs Online C. Hoper, Sixth Grade Teacher, Cedar Rapids Community Schools, Cedar Rapids, Iowa; Jim Jones, Fifth Grade Education & Children’s Programs: Mary Lee Elden, Teacher, Coachella Valley Unified School District, Interim Director, Geography Education Outreach Thermal, California; Mark Stefanski, 9-12th Grade Science Teacher, Marin Academy, San Francisco, Giant Screen Films: Lisa Truitt, President; Derek California Threinen, Director of Film Marketing, Outreach and Corporate Relations; Erica Meehan, Manager Special Thanks: Eduardo Abreu, Kevin Allen, Hannah of Film Production Bloch, Dierdre Bevington-Attardi, Allen Carroll, Richard Easby, Mary Fortney, Jeanne Fink, Susan White Frazier, Content Development: Amy Grossman, Patricia Jackie Hollister, Melissa Jordan, Tricia Kane, Eric Norris, Producers; Maral Tashjian, Assistant Producer; Lindstrom, Cindy Olson, Gilberto Pilmentel, Susan Maureen Carroll, Ph.D., Rick Crosslin, Writers; Poulton, Susan Reeve, Jodi Vender, Bill Warren Cassandra Franklin-Barbajosa, Alice Manning, Copy Editors; Chelsea Zillmer, Researcher; Mary Picture Credits: Front cover (inside), 2, 26 Globes by Crooks, Intern Christopher R. Scotese, PALEOMAP Project; 2, 3, 8, back cover (inside) Photographs by Mark Thiessen/ Design: Project Design Company—Daniel Banks, National Geographic Giant Screen Films; 47 © Art Director; Kerri Sarembock, Designer. National Geographic Society; Sea Monsters: A Mike Carina, Illustrator Prehistoric AdventureMovie Stills © 2007 NGHT, Inc.; Illustrations by Mike Carina Production: Clifton M. Brown, III, Manufacturing and Quality Control; Emmy Scammahorn, Editor Text Credits: 35 “Meet a Paleontologist” (abridged and adapted for students) courtesy National Project Administration: Katherine Broendel, Geographic World Talk; 36 “Join a Dig,” adapted from Education Outreach Coordinator; Melissa Goslin, Oceans of Kansas, used by permission of the author, Project Administrator Michael J. Everhart

Professional Development: Kim Hulse, Manager; This material is based in part upon work supported by the National Science Foundation under Grant No. ESI-0514981. Any opinions, Jo Erikson, Outreach Coordinator findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the Scientific Consultants: Kenneth Carpenter, Ph.D., views of the National Science Foundation. Curator of Lower Vertebrate Paleontology and Chief Preparator, Department of Earth Sciences, Denver Museum of Nature & Science; Michael J. Everhart, Adjunct Curator of Paleontology, Sternberg Museum of Natural History, Fort Hays State University, Kansas; Glenn W. Storrs, Ph.D., Assistant Vice President for Funded in part by the Natural History & Science, Withrow Farny Curator of National Science Foundation Vertebrate Paleontology, Cincinnati Museum Center

Copyright © 2007 National Geographic Society. All Rights Reserved. Educators may reproduce these materials for students. National Geographic Society and the Yellow Border are trademarks of the National Geographic Society. Published by the National Geographic Society, 1145 17th Street N.W., Washington, D.C., 20036-4688