Session 1: Session Title s6

UKS2 Topic: Dinosaurs and Fossils Block F: Dinosaur Species

Session 5 3d Mesozoic Timeline Part 2 National Science: Recognise that fossils provide information about living things that inhabited the Earth millions of Curriculum years ago. Teaching To consider the different dinosaurs that lived in the landscapes of the Triassic, Jurassic and Cretaceous Objectives epochs of the Mesozoic Era. National D&T: Use research and develop design criteria to inform the design of innovative, functional, appealing Curriculum products that are fit for purpose. Teaching To populate the model Mesozoic Era with vegetation and images of dinosaur species considered to have Objectives lived in each of the three epochs. Resources Weblinks How to make a 3d Mesozoic http://earth.usc.edu/~stott/Catalina/Mesozoic.html - Information on climate for Mesozoic era; timeline (part 2); Scissors; http://www.cotf.edu/ete/modules/msese/earthsysflr/mesozoic.html - A lot of information for Art straws; PVA glue; children on the Mesozoic era; http://science.nationalgeographic.com/science/prehistoric- Modelling moss; Internet world/triassic/ - Life in the Triassic period; (access to Google images) http://science.nationalgeographic.com/science/prehistoric-world/jurassic/ - Living things in and thumbnail prints of the Jurassic period; http://science.nationalgeographic.com/science/prehistoric- dinosaurs. world/cretaceous/ - Life in the Cretaceous period. Whole class: Go to the working wall and together with the children, read through the key facts about the Mesozoic Era as a whole and the Triassic period, Jurassic period and Cretaceous period. By the end of the last session, you had made the whole landscape of the Mesozoic era – the dry desert of the Triassic with its high mountains, the rich, lush landscape of the Jurassic with mid-sized mountains and rivers, and the more volcanic, warmer landscape of the Cretaceous period. In this session, they will label these periods with fact labels and populate the landscapes with dinosaurs. The How to make a 3d Mesozoic timeline (part 2) resource has facts about the different periods included in the making process, so the chn should be able to label their landscapes (using the labels from the last session). Ask the chn to cut the labels out and place them on their model. Move around the groups, checking their labelling. Ask them the questions What do you think would make the landscape like this? What effect would this have on the living things inhabiting it? What would be ecosystem consist of, do you think? (What would the dinosaurs eat?) When they are happy with their label positions, they can glue them down. Next, they need to make trees and bushes of the right size and shape. Their labels, and the information on the resource sheet, will help them do this. It might be best for the chn to make their trees (art straws and modelling moss glued on top) and to allow them to dry before placing on the model. During the drying process, the chn can research and print their dinosaur images, following the instructions on the resource sheet. The model photographed in the resource sheet had a finishing coat of PVA glue to add durability and help the labels and dinosaurs stick. The chn can simply do this with their fingers and then allow it to dry clear. Easy/ Medium/ Hard The Resource sheet asks the chn to type in ‘Triassic dinsosaurs’, etc. into Google images. This process merely generates thumbnail images for the model. Ask the more able chn to think about out why they consider the dinosaur species to differ in each period of the Mesozoic era. For example, the Triassic has smaller, lighter dinosaurs than the other two periods and mammals start appearing at the end of the Cretaceous period. The resource sheet suggests that chn add extra facts to the model, or they may want to write note cards or a little pamphlet to accompany the model. Ask the less able chn to work with an adult during the labelling process, or move around the other groups to gain ideas and insight. Plenary At the end of this session, each model should represent the landscape, vegetation and dinosaurs of the three periods of the Mesozoic era. There is much information stored in the model and, when dry they should be sturdy and mobile. Take the models on tour to another class and ask the creators of the models to explain the learning they represent. Outcomes Children will  Recognise the different species of dinosaurs that lived in the landscapes of the Triassic, Jurassic and Cretaceous epochs of the Mesozoic Era  Consider how the vegetation, climate and landscape may have influenced and sustained the different species of dinosaurs that occupied them  Discuss, with understanding, how the vegetation changed during the Mesozoic Era

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