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The Children’s Museum of Indianapolis Dinosphere Dinosaurs

Acknowledgments

The Children’s Museum of Indianapolis wishes to acknowledge the assistance of the following people in the preparation of this unit of study:

Rick Crosslin, teacher, writer Mary Fortney, educator Dinosphere Exhibit Development Team

The Children’s Museum of Indianapolis The Children’s Museum of Indianapolis is a nonprofit institution dedicated to providing extraordinary learning experiences for children and families. It is one of the largest children’s museums in the world and serves people across Indiana as well as visitors from other states and countries. In addition to special exhibits and programs, the museum provides the infoZone, a partnership between The Children’s Museum of Indianapolis and The Indianapolis-Marion County Public Library. The infoZone combines the resources of a museum with the services of a library where students can read, search for information and find the answers to their questions. Other museum services include the Teacher Resource Link that lends books, learning kits, artifacts and other materials to Indiana educators. Items may be checked out for minimal fees. For a complete catalog, call (317) 334-4001 or fax (317) 921-4019. Field trips to the museum can be arranged by calling (317) 334-4000 or (800) 820-6214. Visit Just for Teachers at The Children’s Museum Web site: www.ChildrensMuseum.org

2 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link Dino books Science class environment Paleo-points for the teacher Dinosaur classroom Bonus: Literature connection Digging deeper! Indiana academic Introduction standards Dinosphere Family connection

A 3 – 5 Table of Contents Science names Unit of Study Introduction ...... 4

Lesson 1: Dinosaurs — Fascinating Animals From the Past ...... 7 Enduring Idea: Experience 1 — How a Dinosaur Fossil Forms ...... 8 Fossils are clues Experience 2 — Fossils: Observing, Making and Learning . . . . 11 Experience 3 — Fossilized Dinosaur Teeth Adaptation . . . . . 14 that help us learn

about dinosaurs. Lesson 2: Many Types From Different Times and Places . . . . . 19 Experience 1 — What’s in a Dinosaur Name? ...... 20 Experience 2 — Size, Scale and Models ...... 28

Lesson 3: Some Dinosaurs Lived Together ...... 33 Experience 1 — Why Do Animals Live in Groups? ...... 34 Experience 2 — Dinosaur Interaction ...... 37

Lesson 4: Dinosaurs Are Not Alive Today — or Are They? . . . . 40 Experience 1 — What Happened to the Dinosaurs? ...... 41 Experience 2 — Paleontologists ...... 44

Culminating Experience: Dinosphere — Now You’re in Their World! ...... 47 Experience 1 — Classroom Dinosaur Dig ...... 48 Experience 2 — Cretaceous Treat ...... 51

Resource Materials: Dinosphere Dinosaurs ...... 53

The Children’s Museum of Indianapolis © 2004 3 Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link Dino books Science class environment Paleo-points for the teacher Dinosaur classroom Bonus: Literature connection Digging deeper! Indiana academic Introduction standards Enduring Idea Family connectionWhat’s Ahead Fossils are clues that help us learn about dinosaurs. Lesson One Table of Contents Dinosaurs — Fascinating Why study fossils? Fossils are clues to the past.Scienc They are nature’se names records written in Animals From the Past rock. A fossil is the remains, imprint or trace of an organism preserved in the earth’s Students learn what fossils are and crust. To some people fossils are just curious natural oddities of little value. To scientists, the special conditions needed to form fossils are a window into past geologic ages — the physical evidence and data used them. They also make a fossil cast. to test hypotheses and build theories that lead to better understanding of ancient life. When children hold fossils their imagination instantly transports them to a world where Lesson Two dinosaurs walked the earth. Fossils are powerful learning tools that motivate children Many Types From Different to “read” the clues they offer about prehistoric plants and animals. Times and Places Students learn how the many different types of dinosaurs are named and classified. Lesson Three Some Dinosaurs Lived Together Students analyze how animals live in groups and the ways dinosaurs may have interacted. Lesson Four Dinosaurs Are Not Alive Today — or Are They? Students explore dinosaur theories and learn how paleontologists and other scientists make dinosaur discoveries. Culminating Experience Dinosphere — Now You’re in Their World! The Children’s Museum of Indianapolis Students use their knowledge to create a model dinosaur dig for the classroom. A fossil is a window into the past that offers students unparalleled learning opportunities. A Unit of Study What will for Grades 3 –5 students learn? Indiana’s Academic This unit of study is designed for teachers In this unit students will learn much about of Grades 3 – 5. A companion unit of study life in the Cretaceous Period. Each lesson Standards with different lessons and activities is avail- has specific objectives designed to increase This unit of study helps students able for Kindergarten and Grades 1 and 2. understanding of dinosaurs through the achieve academic standards in: Lessons are designed to build upon each study of fossils. The unit of study is divided l science l language arts other. The lessons and activities can be into five parts. Each lesson is a separate set l math l social studies completed with classroom resources and of activities that build upon the enduring Specific Academic Standards are listed library books and by visiting The Children’s idea that fossils are clues that help us learn with each experience. A complete list Museum Dinosphere Web site. The best about dinosaurs. The culminating experi- of the Indiana Science standards and way to promote science learning in your ence builds upon the topics explored in the indicators are included along with class is to take a field trip to Dinosphere lessons. the National Science Standards in and complete the unit of study. the resources section at the end of this unit.

4 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link Dino books Science class environment Paleo-points for the teacher Dinosaur classroom Bonus: Literature connection Digging deeper! Indiana academic Introduction standards Getting started Children love dinosaurs because they are Family connection evidence that strange, fantastic worlds can exist. Imagination and reality come Table of Contents face to face when a child looks into the Science names eyes and jaws of Tyrannosaurus rex. What did it eat? How did it move? Was it real? What does its name mean? How long ago did it live? It is these questions that make children and scientists alike want to find out more. The best reason for studying dinosaur fossils is to provide students, teachers and parents a unique opportunity to use science to answer questions and solve problems. Science can be used to

make observations, collect data, test ideas © Black Hills Institute of Geological Research, photograph by Neal L. Larson and draw conclusions about the dinosaurs’ Scientists use many different tools to help unlock the mysteries of a dinosaur fossil. world. you’re in their world! learn about dinosaurs? How are dinosaurs Indiana dinosaurs? named? Why did they live in groups? Why aren’t dinosaurs found in Indiana? What did they eat? What happened to Students often ask this question. them? Who discovered them? What is still Dinosaurs probably lived in Indiana long not known? Who studies dinosaurs? How ago, but several major changes in climate can a person share what he or she learns? have occurred in this state since the Where can someone learn more? Students end of the Cretaceous. Large glaciers embark on an expedition of discovery by scoured, scraped and eroded the surface using fossil clues and indirect evidence. and bedrock of Indiana, where dinosaur bones may have been deposited. When Science class the climate changed the melted glaciers environment produced tremendous quantities of water In Dinosphere students explore dinosaurs that moved sediments, soil, rocks and and fossils from a scientific perspective. fossils out of the state. Fragile fossils cannot Instead of just learning words, ideas and

© Black Hills Institute of Geological Research, photograph by Peter L. Larson survive the strong natural forces that have facts, they use science to build under- shaped the Hoosier state. The youngest A dig site is carefully excavated in layers to standing. In this unit students are encour- avoid damaging the fossils. bedrock in Indiana, from the Carboniferous aged not just to learn about what someone Period, 360 – 286 million years ago (mya), else has discovered but also to try that is much older than the Mesozoic Era fossil discovery on their own — to explore the Dinosphere beds of the dinosaurs, 248 – 65 mya. Thus world using tools with their own hands. Visitors to Dinosphere will be transported fossilized dinosaur bones have not been Reading, writing and math are essential to the Cretaceous Period via the plants, found in Indiana. elements of this scientific method. Students animals, sights, sounds and smells of 65 ask questions, make hypotheses, construct million years ago, when the earth belonged Focus questions plans, make observations, collect data, to the dinosaurs. Students will meet the Science is driven by questions. This unit analyze results and draw conclusions. A stars of the era — T. rex, Triceratops, of study asks questions that encourage good science program provides experiences Hypa-crosaurus, Gorgosaurus, Maiasaura investigation and challenge students to that offer an opportunity to learn in a and many more unique creatures. The fossil learn more: What are dinosaurs? Are dino- unique manner. This unit of study combines clues left in the Cretaceous Period help to saurs real? What were they like? How did the scientific method with hands-on experi- reconstruct the world of dinosaurs. Now they become fossils? How does someone ence.

The Children’s Museum of Indianapolis © 2004 5 Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link Dino books Science class environment Paleo-points for the teacher Dinosaur classroom Bonus: Literature connection Digging deeper! Indiana academic Introduction standards Dinosaur classroom Dinosphere You can enhance the study of dinosaurs Family connectionmuseum link by creating a “Cretaceous Classroom.” The Plan a field trip or get more information via TableChildren’s Museumof C Storeont is aent great places the Web site, www.childrensmuseum. to find dinosaur books, puzzles, posters, Science names org. puppets and models to outfit your learning A museum visit provides extraordinary space. Bookmark the listed Web sites on learning opportunities for students to explore classroom computers. Create different areas the world of dinosaurs. Museums serve as in the room for exploration. Use plastic field trip sites where fossils and immersive tablecloths for clay or play dough work environments help motivate visitors to learn areas. Locate a sand table or a plastic more about the world. The Children’s © Black Hills Institute of Geological Research, photograph by Neal L. Larson wading pool filled with sand in an area Museum Dinosphere provides a doorway Bucky Derflinger is the young cowboy who where student paleontologists can dig up into the Cretaceous Period, where visi- found the first toe bone of Bucky, the T. rex. dinosaur models. Provide students with tors come face to face with dinosaurs. vests, pith helmets and goggles to role-play ered …” Each experience ends with a Visitors will see real dinosaur fossils in life- dinosaur hunters. Ask students to create writing component in the science journal. like exhibits, discover how fossils tell stories artwork to show where dinosaurs lived. Two styles of templates are provided in the about the past and learn the latest findings Create a space where students can add to resource section of this unit. from the world’s top paleontologists. More a dinosaur mural as they learn more about information, including Webquests, can be these fascinating creatures. Post in your Family connection found at The Children’s Museum Web room a Vocabulosaurus section for new site. In addition, many of the print selec- This unit is intended for classrooms, families words to learn. Provide families with a list of tions listed in the unit are available through and individual learners. Let families know dinosaur videos that students can check out , a branch of the Indianapolis- that your class will be studying dinosaurs. infoZone overnight. Other great sources for turning Marion County Public Library located at Some families may have visited museums your classroom into a prehistoric adventure . For teaching kits or dig sites featuring dinosaurs or may be The Children’s Museum area can be found at The Dinosaur Farm and other hands-on classroom resources, interested in planning such a trip in the (http://www.dinosaur see the at future. They can learn a lot by working Teacher Resource Link www. farm.com/) and The Dinosaur Nest . together to explore the Web sites and childrensmuseum.org (http://www.the dinosaurnest.com/). books recommended in this unit of study. Share the Dinosphere Web site with your Literature connec- students’ families and encourage them tion to visit Dinosphere at The Children’s Many outstanding dinosaur big books, Museum. The activities are set up for magazines, paperback books, videos and group discussion appropriate for working models are listed in the resources at the and learning in a family setting, so that end of this unit. Two separate book lists are families can explore the world of dinosaurs included: those specifically about plants very much like the Linster family did. The and animals of the Cretaceous Period, and Linsters spent each summer vacation on a titles appropriate for a classroom library. In family quest to find dinosaurs. They found addition, annotated books are listed with and helped excavate the Gorgosaurus, each lesson. Maiasaura and Bambiraptor featured in Dinosphere. The Zerbst family found and Dino Diary excavated Kelsey the Triceratops, one of Students use a Dino Diary to write words the museum’s star attractions. Kelsey was and sentences, take notes, make drawings named after the Zerbsts’ granddaughter. A and record the data they collect during the family that uses this unit of study to start lessons. At the end of each activity students their own expedition of discovery might find are asked to respond to the following Dino a treasure that ends up in Dinosphere! Diary writing prompt, “Today I discov- 6 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Grades 3 – 5 Dino Diary What's Lessonahead 1 Lesson 1 Dino Dinosphere Web sites museumLesson link 2 Experience 1 Fascinating DinoAnimals books Science class From the PastDinosphere environment Experience Paleo-points Lesson 3 2 Get ready Unitfor the of tStudyeacher Dinosaur classroom to dig Experience In this lesson students learn what fossils EnduringBonus: idea: LiteratureLesson connection 4 3 are and how they form. They explore how Digging deeper! fossilizedExperienc bones are assembledes to form skeletons. They also learn that by studying Indiana dinosaursIndiana academic fossils they can learn clues about the lives Introduction standards Experience 4 ofM dinosaurs.ake it fossilize Focus questions Students can learn more when they under- Family connection stand the unique conditions that must Table of Contents occurDino in order Diary for a fossil to form. It is What's ahead Science names amazing to realize that the fossilized neck © Black Hills Institute of Geological Research, photograph by Neal L. Larson bone of the Maiasaura was once part of a living, breathing dinosaur millions of Fossils must be found and preserved quickly before natural forces of erosion — wind, water Dino andDinospher sun — destroy them. e yearsWeb ago. Bysit understandinges how fossils form, students learn about the Cretaceous buriedmuseum and the sediment link has hardened, Period and how a living dinosaur became other factors play important roles in fossil aDino fossil. Visit bookThe Children’ss Museum formation — oxygen, sunlight, microorgan- Web site to learn how specific dinosaur isms,Scienc permineralizatione classand other geologic fossils became part of Dinosphere. Look forces.en Evenvir withonment millions of years to form, atPaleo the Dino Institute-point Teachers Dig to see a fossil is still the result of a rare and unique Indiana teachers explore, dig and discover process. realfor dinosaur the fossils. teacher Dinosaur classroom Where do people find How do fossils form? fossils? The Children’s Museum of Indianapolis Bonus: FossilsLi te can ra be foundture the worldconnection over, but Only a small number of living plants and At the 2003 Dino Institute Dig, teachers animalsDigging become fossils. deeper Most dead plants! some of the best dinosaur fossils are found uncovered dinosaur fossils at the Ruth Mason and animals are eaten by other animals. in dry climates where the land has eroded Quarry near Faith, S.D. Some, however, are shrouded in mud or to Indianaexpose sedimentary acrock. Westernademic North sand.Intr Thoseoduction covered over many millions Americastandar is a great placeds to look. Many known fossil sites is the Ruth Mason of years ago hardened and turned to dinosaur fossils (including Tyrannosaurus Dinosaur Quarry in South Dakota. Ruth stone. More recently, wind, water and sun rex) have been found there. Mason picked up fossils on her ranch when have slowly eroded the rock, exposing the Family connectionshe was a girl, yet it took years to convince hidden fossilized remains. Specific condi- Who digs fossils? others of her amazing discovery — a bone Tabletions are required of C for ontfossils toent form. Plantss Paleontologists are scientists who study bed filled with thousands of fossilized dino- and animals in areas of mud, sand, ash or fossilsScienc and anciente life. names They need help saur bones! Many of the bones prepared other sediments are most likely to become from volunteers and students to excavate in the Dinosphere Paleo Prep Lab came fossilized. Once the plant or animal is or dig up fossils. In fact, one of the best- from the Ruth Mason Quarry.

Experience 1 DIG IN ... Experience Lesson 2 1 How a dinosaur fossil forms How a Dinosaur l Set up all materials on a supply table. LessonFossil FormsExperience 2 l Show and describe a fossil and 3 pass it around the room. Indiana Academic Standards l Ask the following questions: What Science — 3.1.2, 3.1.3, 3.2.3, 3.2.6, 3.3.5, 3.4.5, 3.6.3, 3.6.5, 4.1.3, 4.1.4, is this? Have you seen anything 4.1.5, 4.2.5, 4.3.5, 4.4.6, 4.6.3, 5.1.3, 5.2.6,Experienc 5.2.7, 5.4.4, 5.4.8,e 5.5.7 like it before? What? Describe the LessonLanguage Arts 4— 3.4.4, 3.5.2 3.6, 4.4.1, 4.4.7, 4.5.4, 4.6, 4.7.12, 5.4.5,3 fossil. How long is it? How heavy 5.6, 5.7.10 is it? Where did the animal live? How did it live? How did it die? Social Studies — 3.3.5, 4.3.6, 4.3.7, 5.3.5 l Use the Internet or books to learn more about how a fossil is formed. Experience 4 Describe each step and write key l How does a fossil form? words or draw a picture on chart Focus l Can fossils be made today? paper. Emphasize that several Questions l What are bones and skeletons? conditions must occur for a fossil to l Are the most deeply buried fossils the oldest form. Fossils are rare. Most plants or the youngest? and animals in the world end up l What can be learned by comparing fossils? inside other animals as food. Make the connections among fossils and l What can be learned about a dinosaur fossil? sediments and sedimentary rocks Objectives Students will: — fossils form when sediments cover the original organism. l List some conditions that are needed for fossils to form. l Give construction paper to each l List, observe and examine different types of fossils. child. Have them fold the paper l Compare and contrast, make drawings and write about fossils. into six parts — one fold down l Write about and draw the necessary steps for a fossil to form. the middle and two across — and number each section of the paper. l Using the flow chart How a Fossil Forms as a guide, create captions Vocabulosaurus for each square. Write declarative l fossil — Latin for “dug up,” evidence l erosion l positive sentences on the board for students of past life, the remains or traces of l expose l negative to copy in their charts. l Have students draw a picture for plants and animals that have turned l sediments l tooth l life l prey each of the six boxes, and then to stone or rock. l death l carnivore share their completed projects with l — a body part or adaptation l extinct l dinosaur each other. behavior that produces an advan- l mold l Tyrannosaurus tage for the animal. This could be l imprint rex feathers, fur, scales, teeth or beaks, l cast l Triceratops or migration and hibernation. l plaster horridus Paper, pencils, art supplies, l resin l Hypacrosaurus construction paper; a cast of a l model — a representation that is l magnifying lens l Gorgosaurus dinosaur tooth; seashells, leaves, both like and different from the real l centimeter ruler l Maiasaura pennies; pictures of fossils; fossil thing. and dinosaur reference books. Dig tools

8 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it Experience 1 Gradesfossiliz 3 – 5 Lessone 1 Focus questions Dinosphere How a Dinosaur Fossil Forms Dino Diary What's ahead Step 1: Students draw picturesLesson and write words2 Experience 1 Life The dinosaur is alive Getand growing. ready and sentencesUnit to describe of howStudy a dinosaur Step 2: to dig becomesDino a fossil. Other questions they Death The dinosaur dies. may answer in their diaries include: Where Dinosphere would Enduringfossils form today? Are there idea fossils : Step 3: Web sites museumExperienc linke in Indiana? What partLesson of an animal or plant3 2 Sediment Sediments quickly coverEx theperienc dinosaur. es rarely becomes a fossil? What parts turn Step 4: into fossils?Indiana Can anyone find adinosaur fossil? End s Time Over a long time more sediments settle on the dinosaur. Dino books Science class Make it the class period with writings and draw- Experience Step 5: ings under “TodayLesson I discovered …” 4 in environment 3 Fossilization Water, sand and mineralsfossiliz fossilize the edinosaur. their diaries.Focus questions Step 6: Paleo-points Exposure The fossil remains are revealed and found after wind for the teacher and water remove layers of sediment. Dino books DinosaurExperienc classre 4oom Dino Diary l Norman,What's David and Angela aheadMilner. Eyewitness: Dinosaur. New York: DK Bonus:Publishing, 2000. An exploration in text Literature connection Dino and Dinospherphotos of the world of dinosaurs,e Make it Web sites Diggingwith emphasis on teeth, deeper claws, eggs ! and museumfossils. link fossilize The Children’s Museum — Dino Indiana academic Students describe one or more Institute Teacher Dig 2003 l Taylor, Paul D. Eyewitness: Fossil. conditions for a fossil to form, and Introduction Dinohttp://www.childrensmuseum.org/ books NewScienc York: Alfred A. Knopf,e 1990.class A standards complete the chart on how a dino- dinodig/overview.htm beautifully illustrated photo essay about saur fossil forms. They can write differenten typesvir of fossilsonment and how they words and sentences or create draw- Museum of Paleontology, University of ings for each step in the formation Paleo-points formed. Family connection California, Berkeley of a fossil and can put the steps in forhttp://www.ucmp.berkeley.edu/ the teacher l Willis,Dinosaur Paul. Dinosaurs. New York: classr oom order. They understand that other Table of Contents fossils form in the same way. They index.html Reader’s Digest Children’s Books, Science names know that not all animals become 1999. An introduction to how dinosaurs fossils and that a fossil does not have Bonus:Enchanted Learning — Comprehensive looked,Li behavedtera andture ate, and what c onnectionis all of the parts of the living animal e-book about dinosaurs known about them through the study or plant. They can list examples of Digginghttp://www.zoomdinosaurs.com deeper! of fossils. when an animal does not become a fossil. They understand that fossils Indiana academic are rare and can give an example of Introduction standards one that can be used to learn about the past. They can make drawings to show how objects become buried in sediments, and can explain why the Family connection

object on the bottom is the oldest. The Children’s Museum of Indianapolis When a dinosaur dies the remains change several times before the fossils are formed. Table of Contents Science names

The Children’s Museum of Indianapolis © 2004 9 Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link

Lesson 1 Grades 3 – 5 Dino book Experiences 1 Science class environment How a dinosaur fossil forms — step by step Paleo-points Experience LessonLife: Dinosaur 2 is alive. 1 A for the teacher Dinosaur classroom Use the following steps to aid in understanding Death: Dinosaur dies. f l Dinosaur is eaten or rots. how a fossil forms. Use a fleshed-out (one that l Dinosaur is not eaten or No fossil is made. o disturbed. A fossil may form. s Bonus:shows skin and muscles) dinosaur model and Literature connection Experience s a model of a dinosaur skeleton. Go through Lesson 3 2 i each step to demonstrate how the dinosaur Sediment: Dinosaur is l Digging deeper! covered by sand, mud, ice, could become fossilized if all of the required l Dinosaur is covered slowly ash or other sediments. or incompletely. No fossil is d conditions are met. The conditions necessary Indiana academic l Dinosaur is quickly buried. A made. o to form fossils can change at any time, which fossil may form. Experience e Intris why fossilsoduction are rare. standards Lesson 4 3 s Time: After much time more sediment covers the organism. n Bonus: l Dinosaur is disturbed and o l Dinosaur is completely covered uncovered. No fossil is made. Family connection and left undisturbed. A fossil t Digging deeper! may form. Experience 4 Some children may enjoy cutting out each f Tablebox in the chartof and C makingont a bookent out ofs o the six sections. Have them scramble the Science names Fossilization: Conditions exist r pieces and practice putting them back in for fossilization, recrystalliza- m correct order to illustrate how a fossil is formed. tion and/or permineralization to l Dinosaur is not located where occur: temperature, pressure, conditions can cause fossiliza- o Other students will enjoy making flipbooks to acidity, chemicals, moisture tion. No fossil is made. r demonstrate the steps in a fossil formation. and sediments. Water seeps Show the class how to draw each step on a i into the organism and over time small piece of paper and gather the pieces it decays and is replaced by s together into a flipbook. other minerals. d l Dinosaur is located where l Natural forces of erosion — water, wind and ice — carry e correct conditions exist. A fossil s What happens when may form. the dinosaur fossil away. A fossil The Children’s Museum formed but was destroyed. t r finds a fossil? Exposure: Erosion exposes l Human forces such as construc- o It’s fun but not easy to get a fossil out of the the fossil. tion and water dams break y l Erosion or human activity apart and/or move the dinosaur e ground and into the lab for preparation. The exposes the fossil and it is fossil. A fossil formed but was d first thing scientists do when they find dino- discovered. destroyed. saur fossils is to make a map of the site in order to keep track of where every fossilized A fossil is formed, discovered and collected bone was found. Then they start digging. Fossilized bones are wrapped in plaster field jackets to keep them snug for shipment to the lab. Scientists also like to study the matrix of rock around the fossilized bones for clues.

When all of the fossilized bones have been cleaned and reassembled, scientists must determine a way to display the skeleton. Often they make a special frame that holds all the fossilized bones in place. If there are missing bones, scientists make plastic and rubber casts of fossilized bones from other dinosaur skeletons. Then they decide how © Black Hills Institute of Geological Research, photograph by Larry Shaffer the skeleton will be posed — running or For 65 million years this bone was preserved underground. Now foil and plaster protect it standing still, eating or fighting? The result is until it can be prepared. an amazing display!

10 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Experience 2 Grades 3 – 5 Lesson 1 Experience 2 Lesson 2 Experience 1 Fossils: Observing, Making and Learning Lesson 3 Experience 2 © Black Hills Institute of Geological Research Indiana Academic Standards Stan is Dinosphere’s full-size skeleton replica Science — 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.2, 3.2.3, 3.2.4, 3.2.6, 3.2.7, 3.4.1, of an adult T. rex. Experience 3.4.2, 3.4.5, 3.5.5, 3.6.3, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.4, 4.2.5, 4.6.3, 5.1.1, Lesson 4 3 5.1.3, 5.2.3, 5.2.4, 5.2.5, 5.2.6, 5.2.7, 5.2.8, 5.4.7, 5.4.8, 5.5.1, 5.5.7, 5.5.8 Language Arts — 3.5.2 3.6, 4.4.1, 4.5.4, 4.6, 4.7.12, 5.4.5, 5.6, 5.7.10 Dinosaur skeletons Math — 3.5.2, 4.5.2 Dinosphere Visit the Dinosphere Web site to see amazing skeletons of fossilized dinosaur Experience 4 bones. The Children’s Museum dinosaur Get ready In this experience students will examine skeletons are unique because real fossilized resinUnit casts ofof fossilized Study dinosaur bones. bones are on display. Fossilized bone is to dig They will make observations, draw much heavier than the cast replicas used in Tyrannosaurus rex ruled the Cretaceous diagramsEnduring and share their idea findings. : They some exhibits. The real fossils are displayed world 65 million years ago! Just look at will make a clay mold to create a plaster so that visiting scientists can remove indi- Exthe sizeperienc of Stan, the Dinospherees T. rex. copy of the fossil. Throughout the process vidual specimens for study. The museum A close examination of Stan’s fossilized theyIndiana will model how a dinosaurreal bone becomes sreplaces a borrowed fossil with a cast bones and fierce claws and teeth explains a fossilized bone. They will compare the replica, allowing visitors to enjoy and learn Mwhy akeT. rex is calledit the “Terrible Lizard resin model dinosaur bone with the plaster from the exhibit while scientists examine fossilizKing.” Such adaptationse made it easy for castF ocusthey create. questions the real fossil. Fourteen dinosaur skeletons Stan to capture and eat prey. are on display in Dinosphere. All but Stan the T. rex, one baby Hypacrosaurus, one Dino Diary What's ahead Leptoceratops and the two Bambiraptor Focus l How does a fossil form? specimens contain real fossilized bones. Questions l Can fossils be made today? Bucky, made from real fossilized bones, is Dino l Are all fossilsDinospher the same? e a unique skeleton of a teenage T. rex. Web sites l What can bemuseum learned by comparing link fossils? l What can be learned about a dinosaur fossil? In this experience students explore how casts of fossilized bones are created and Dino books used to learn about dinosaurs. Students Science class make observations, draw diagrams and Objectives Students will: environment share their findings. They make a clay l Listen to and observe information from a dinosaur book. mold to create a plaster copy of a real Paleol Observe-point and examines fossils. fossil. for thel Make teacher a list comparing and contrastingDinosaur fossils. classroom Bonus: Literature connection Digging deeper! Indiana academic Introduction standards The Children’s Museum of Indianapolis © 2004 11 Family connection Table of Contents Science names Lesson 1 Grades 3 – 5 Experience 2

DIG IN ... Vocabulosaurus LessonFossils: Observing, MakingE xperiencand Learninge 1 l adaptation — a body part or 2 behavior that produces an advan- Part 1 a tight seal. This creates a shallow bowl tage for the animal. This could be Divide the class into three groups. to hold wet plaster. Students should try feathers, fur, scales, teeth, beaks, or Pass out a T. rex fossil cast to each to make the entire piece level around the migration and hibernation. Lessongroup. Help the class locate each fossil top.Experienc Now they have a molde that 2 can be l model — a representation that is on the 3 used to make a cast. both alike and different from the T. rex skeleton. Ask each group to real thing. describe the resin cast and make obser- Show the students how to lightly coat l fossil l centimeter vations in their Dino Diaries about the the interior of the mold with vegetable l mold ruler piece. Have them measure the length Experience Lesson 4 spray. Read aloud the directions 3 for l imprint l positive and width of the cast in centimeters and mixing the plaster while the students mix l cast l negative record their findings. Ask them to feel the theirs. Ask them to pour the wet plaster l plaster l prey texture, estimate the mass, name the into the mold in one continuous pour, l resin l carnivore color and describe the shape of the fossil. filling to the top of the mold. Then show l magnifying l dinosaur Then have them draw pictures of the themExperienc how to shake the molde gently to 4 lens cast and write three or more observations make any bubbles rise to the surface. For about it. Allow time for the students to best results allow the plaster cast fossil to share their drawings and talk about their harden overnight. observations. Ask each group to select a student to share the group’s findings with Part 3 the class. Students remove the plaster cast fossil from the mold. Save the clay for future Part 2 use. Students examine the fossil cast and Provide each student with modeling clay, record their findings in their Dino Diaries. plastic cups, plaster, water, stir stick and paper towels. Prepare a slab of clay in Ask students to compare and contrast the shape of the fossil. The clay should their cast fossil with the resin fossil. Have be about 3 centimeters thick. Have them identify three or more modern students squeeze and mold the clay in animals that have claws and teeth like the shape of the fossil and press the slabs the T. rex. The list might include lions, onto their desks. tigers, eagles, owls and other carnivores. Use textbooks, trade books and the

Show students how to prepare another Internet to find examples of other animals © Black Hills Institute of Geological Research, photograph by Neal L. Larson piece of clay for a wall long enough to with teeth and claws similar to the fossils go around the entire first slab. It should created. Ask students to record observa- The shape of and serrations on this T. rex be about 4 centimeters wide and about 2 tions in their Dino Diaries. tooth indicate the dinosaur was a meat-eater. centimeters thick. Make a chart that includes body parts of Tooth resin cast — T. rex Ask students to press the resin cast of the animals students identify, including Claw resin cast — T. rex the fossil into the clay slab, making sure what they were used for. For example, Skeleton diagram of Stan — T. rex that enough pressure is applied to leave Lion — sharp claws — used to grab details imprinted in the clay. Students and hold animals to eat. From this chart For each student: should carefully remove the resin cast students should be able to make infer- Plaster (1 cup) Spray vegetable from the clay and examine the imprint ences as to how the fossils from Stan Cup for water oil for details. If details are not clear have were used for protection, hunting and Bowl (for Paper towels students repeat this step. eating. mixing) Magnifying lens Stir stick Centimeter ruler

Help students press the wall clay around Dig tools Modeling clay Dino Diary the sides of the first slab, making sure the corners are pressed together to form

12 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: Experience 2 Ex perienc es Grades 3 –Dinospher 5 Lesson e 1 Indiana dinosaurs MGetake ready it DinoUnit books of Study to dig l Norman, David Lessonand Angela Milner. Experience fossilize Eyewitness:Focus Dinosaur . questionsNew York: DK 2 1 Publishing,Enduring 2000. An exploration idea in text : Experiences and photos of the world of dinosaurs, Dino Diary withWhat's emphasis on teeth, claws, ahead eggs Experience Dinosphere and fossils.IndianaLesson dinosaur 3 s 2 l Relf, Patricia with the Sue Science DinoMake it TeamDinospher of The Field Museum. A Dinosaure Get ready fossilizUnite of StudyNamedF ocusSue: The Story questionsof the Colossal Web sites Fossilmuseum. New York:Lesson Scholastic, 2000.link A4 Experience 3 to dig Dinosaurs at Kid Sites detailed description of Sue, the most http://www.kidsites.com/ complete T. rex. sites-edu/dinosaurs.htmDinoEnduring Diary idea:What's ahead Dino books l Taylor,Scienc Paul D. Eyewitness:e classFossil. New York: DK Publishing, 2000. A Experience Experiences Dinosphere Paleo Prep Lab link on environment 4 TheDino Children’s Museum Web site shows beautifully illustrated photo essay about Paleohow a fossilIndiana is prepared.-point sdinosaurdifferentDinospher typess of fossils and how theye Make it © Black Hills Institute of Geological Research forhttp://www.childrensmuseum.orgWeb the sit teseacher formed.Dinosaurmuseum linkclassroom Once the mold is made, copies can be Zoom Dinosaurs skeletons link l Willis, Paul. Dinosaurs. New York: fossilizproduced and studied.e The real fossilized http://www.enchantedlearning.com/Focus questionsReader’s Digest Children’s Books, bones are on display in Dinosphere. subjects/dinosaurs/anatomy/Dino books 1999.Scienc An introduction toe how class dinosaurs Bonus:Skeleton.shtml looked,Li behavedtera andture ate, and what c onnectionis Dino Diary DiggingWhat's deeper ahead! knownen aboutvir themonment through the study of fossils. At the end of each class period students Paleo-points Indiana academic write under “Today I discovered …” for the teacher Dinoin their diaries. Entries include drawings IntroductionDinosphere stDinosaurandards classroom and descriptions of the resin and plaster Making a plaster cast of a fossil takes a little Make it Wcasts eb of the sit fossilizedes dinosaur claws practice. Somemuseum students may need link help and teeth. Entries also include lists of makingBonus: the imprint in the clay. The clay fossilizFLiamilyteraeture connection connection different animals and body parts that canDigging be reworked for a newdeeper imprint. Coat ! Students complete a chart that Dinoare similar to theirbook fossils. Studyings other the item toScienc be imprinted with ae light classlayer of compares and contrasts resin casts dinosaurs in Dinosphere and identifyingT ablevegetable oil. of This willC makeont sure entthe plasters and Indianaplaster casts of fossilized ac dino-ademic their adaptations can add additional draw- casts will been removable.vir Youonment may also want saurScienc teeth and claws. Studentse names ings and descriptions for the diaries. For toIntr demonstrateoduction making a plaster cast of the matchst skeletalandar bones to ads drawing of Paleoexample, students- point may write abouts the fossil before letting students try it. Although the dinosaur. They compare and sort animals by their adaptations and by horns of Kelsey the Triceratops, the teeth the students will enjoy making their own for the teacher comparison with modern animals. of the hypacrosaurs or the toe claws of the fossils, the Dinosaurreal value is in how they use classrthe oom StudentsFamily list one or more cexamplesonnection gorgosaur. casts to understand the experience. of how a specific adaptation might Bonus: TableLi ofte Craonttureent csonnectionhelp a modern animal and a dino- Bonus: Digging deeper! saur Sciencsurvive. e names DiggingStudents can paint their plaster deeper fossils to resemble! fossils on display in Dinosphere. The teeth can be painted to show both fossilized bone and enamel. The hand claw has a “blood vein” running down the side. Students can paint this in with watercolorsIndiana or markers. Students accan useademic Intrmany otheroduction objects to makes casts from plaster once they have learned how to make the dinosaur fossil. Other items could include real fossilized bones, leaves,standar coins, handprints,ds seashells and other objects.

The Children’sFamily Museum of Indianapolis c© 2004onnection 13 Table of Contents Science names Lesson 1 Grades 3 – 5 Experience 3 Experience 3 Lesson 2 Experience 1 Fossilized Dinosaur LessonTeeth 3 AdaptationsExperience 2

Indiana Academic Standards Science — 3.1.1, 3.1.2, 3.1.3, 3.1.5, 3.2.3,E 3.2.4,xperienc 3.2.5, 3.2.6, 3.2.7,e 3.4.1, 3.4.2, Lesson3.5.3, 3.5.5, 3.6.3, 4 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.4, 4.2.5, 4.6.3, 5.1.1,3 5.1.2, 5.1.3, 5.2.3, 5.2.4, 5.2.6, 5.2.7, 5.4.4, 5.4.7, 5.4.8, 5.5.6, 5.5.7, 5.5.8, 5.6.2 Language Arts — 3.4.4, 3.5.2 3.6, 4.4.1, 4.4.7, 4.5.4, 4.6, 4.7.12, 5.4.5, 5.6, 5.7.10 © Black Hills Institute of Geological Research, photograph by Peter L. Larson Math — 3.6.9, 4.6.1, 4.6.2, 5.6.1 Experience 4 A big plant eater means a big jaw. This is a Social Studies — 3.3.5, 4.3.6, 4.3.7, 5.3.5 portion of just one side of Kelsey’s jaw. Dinosphere Get ready Unit of Study to dig Students research Tyrannosaurus rex and Enduring idea: Triceratops horridus dinosaurs to study Extheir fossilizedperienc teeth. Studentses determine that Triceratops teeth work the way pliers Indiana dinosaurs and scissors operate, and T. rex teeth are Mlike sharpake knives. it Students match and sort fossilizdinosaurs by thee type and use of their Focus questions teeth. The purpose of the activity is to understand how dinosaur teeth were used. DinoStudents use modelsDiary of fossilized dinosaur What's ahead teeth to understand how they were used. Students learn that dinosaurs probably ate Focus l What types of teeth did dinosaurs have? Dinoa variety of foods. Dinosphere Questions l How did their teeth help dinosaurs? l What adaptation helped a meat eater survive? Web sites museum link l What adaptation helped a plant eater survive? Vocabulosaurus l T. rex Dinol Triceratops books Science class Objectives Students will: l Hypacrosaurus environment l Select and use a model of a dinosaur tooth to collect data. l Gorgosaurus l l Complete an investigation to model an adaptation. PaleoMaiasaura-points l fossilized teeth l Describe how an adaptation helps an animal survive. for thel model teacher Dinosaur classroom l List adaptations of plant- and meat-eating dinosaurs. l tools Bonus: Literature connection Digging deeper! Indiana academic 14 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit Introf Study oduction standards Family connection Table of Contents Science names Experience 3 Grades 3 – 5 Lesson 1

DIG IN ... Each student needs: Goggles Experience Fossilized Dinosaur Teeth Adaptations Pencils Lesson 2 1 l Students view books, pictures, Web Clothespins (wooden or plastic) sites and videos about dinosaurs. Ask Yarn pieces students to observe the fossilized dino- Foam packaging pieces saur teeth. Pictures of the following Dino DiaryLesson 3 Experience 2 dinosaurs should be included: T. rex, Triceratops, Hypacrosaurus, Gorgosaurus Each group of four students and Maiasaura. needs: l Divide the students into groups of four Fossilized Dinosaur Teeth Adaptation Worksheet Experience and ask them to draw pictures of each Lesson 4 3 type of fossilized tooth. Then have them Dinosaur pictures sort the pictures by the shape and Cup of yarn pieces use of the fossilized teeth: long, round Clothespin and pointed (T. rex and Gorgosaurus), Dig tools Pencil Experience and short, flat and thick (Triceratops, 4 Hypacrosaurus and Maiasaura).

Students should describe why each © Black Hills Institute of Geological Research, photograph by Neal L. Larson picture is placed in its particular group and how the specific tooth is used. Bucky’s tooth is still as sharp as it was 65 million years ago. l Referring to the dinosaur pictures, ask each group to name types of food foods their dinosaurs might have eaten. each dinosaur eats. Make a list of their Give a cup of cut yarn pieces to each answers on the board. The list should group. Pour out a small quantity for include plants, flowers, fish, reptiles, each student and place the empty cup insects and other dinosaurs. Then ask in the center of the desk or table. Each the students to match the foods on the student should try using the clothespin list with the two groups of dinosaurs that and the pencil to pick up one or more are sorted by teeth types. Will some of pieces of yarn and put them in the cup. the foods be easier to eat with one type Have each group discuss which was of teeth than another? Ask students to useful in picking up the yarn pieces explain why a particular type of tooth (clothespin) and which was not (pencil). will be useful for eating a specific type One student from each group can share of food. the group’s observations and experi- © Black Hills Institute of Geological Research, photograph by Neal L. Larson l Give each group of students a model ences to explain their reasons. set of fossilized dinosaur teeth, a pencil l Give a Fossilized Dinosaur Teeth Adaptation worksheet (see next page) Photographing each fossil as it is found helps and a clothespin. Ask students to match scientists learn more about the way the dino- the dinosaur teeth pictures with the to each student. Students should saur lived and died. dinosaur teeth models. Then have them complete the worksheet using informa- compare the pencil and the clothespin tion, observations and experiences from to the model teeth and decide which the activity. type of tooth each most closely l Make a data table on the chalkboard resembles. Allow students time to share for the amounts of yarn picked up by their choices. They should observe that each group with the clothespin and the clothespins work like horse or cow teeth pencil. Show the results in a simple bar and that pencils are like lion or tiger graph. Ask the students questions about teeth. the data. Challenge the class to make l Ask students to look at the list of foods up a question from the data on the on the board and study their dinosaur chalkboard. teeth models to determine what type of

Fossilized Dinosaur Teeth Adaptation Lesson Experience Name: ______2 ______1 Date: ______

Select one dinosaur from your group. My dinosaur is a ______Lesson 3 Experience 2

Lesson 4 Experience 3

My Fossilized Dinosaur Tooth My Model Tooth Experience 4 Write sentences that describe your dinosaur and dinosaur tooth.

______

Write sentences that describe your dinosaur tooth model.

______

Did you select a clothespin or a pencil? ______© Black Hills Institute of Geological Research © Black Hills Institute of Geological Research

Plant-eating maiasaurs and meat-eating gorgosaurs have unique teeth adaptations designed for the foods they consume.

16 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Experience 3 Dino Dinospher Diary Gradese 3 –What's 5 Lesson ahead 1 Dinosphere GetMake ready it DinoUnit of Study DinospherLesson e Experience 1 to dig Web sites museum link 2 Getfossiliz readye The FatherUnit of Taxonomy of — StudyCarolus toStudents dig complete the Fossilized Linnaeus Enduring(Carl von Linné) idea: Dinosaur Teeth Adaptation work- Dinohttp://www.ucmp.berkeley.edu/ books Science class Experience Exsheet.perienc Students will make inferenceses history/linnaeus.htmlEnduring idea: Lesson 3 2 about plant- and meat-eating dino- environment Exsaurs.perienc They should be ablees to list EnchantedIndiana Learning — Comprehensive dinosaurs M reasonsake why different it models of teeth, Paleoe-book Indianaabout dinosaurs-point dinosaurs s clothespins and pencils, are better forhttp://www.zoomdinosaurs.com the teacher DinosaurLesson classr 4 oom Experience 3 fossilizMsuitedake for different ite types of food. Focus questions fossilize Focus questions DinoBonus: books Literature connection Dino Diary l Barrett, Paul. National Geographic Experience Dinosaurs.What's Washington, D.C.: Nationalahead 4 At the end of each class period students Digging deeper! Dino Diary GeographicWhat's Society, 2001. Aahead thorough write under “Today I discovered …” look at dinosaurs in an easy-to-use in their diaries. Students may copy the Indiana academic Dino mannerDinospher organized by age and type. e Fossilized Dinosaur Teeth Adaptation Dino IntrDinospheroduction e standards © Black Hills Institute of Geological Research Wchart ebinto their sit Dino Diarieses . Students l Fiffer, Steve.museum Tyrannosaurus Sue. Newlink Wwill enjoyeb making sit a esdata table and York: W. H. Freeman, 2000. The story It is easy to see why this dinosaur is called museum link a duckbill. a simple bar graph in their diaries. of the most complete T. rex ever found, Family connection DinoEncourage them book to take the Dinos Diaries told withScienc historical backgrounde informaclass- Dinohome and ask familybook memberss questions tion aboutScienc dinosaur hunting.e class What did dino- about the data charts and graphs. Tableen ofvir Contonmentents saursScienc eat? e names l Taylor,en Paulvir D. Eyewitness:onment Fossil. Were they meat-eating carnivores or plant- Paleo-points New York: Alfred A. Knopf, 1990. A Paleo-points eating herbivores? It is not easy to deter- for the teacher beautifullyDinosaur illustrated photo essay about classr mine whatoom dinosaurs ate. In some cases for the teacher differentDinosaur types of fossils and how classr they scientistsoom have actually found the fossil- formed. When students learn how a living animal ized bones of the last animal a dinosaur Bonus:uses an adaptation, they can begin to consumed before its death. Some meat- Bonus:make inferences on how a dinosaur may LiLiteteraratureture c onnectionconnectioneating dinosaurs were found with the Digginghave used a similar body deeper part. Some ! fossilized bones of other dinosaurs located Diggingstudents may be able todeeper better under- ! where their stomachs would have been. stand the importance of an adaptation IndianaIndiana ac academicademicOther dinosaurs have been found with by comparing it to a bird’s beak and the fossilized bones of their own species where IntrIntrtype of foodsoduction a bird eats. ststandarandardsds their stomachs would have been. This means some dinosaurs may have eaten their own kind. On the other hand, a duckbill dinosaur called an Edmontosaurus was FFamilyamily c onnectionconnectionfound with bark, pine needles and conifer

The Children’s Museum of Indianapolis cones inside its ribcage. TTableable of CContontententss SciencSciencee names names Some scientists believe that several small carnivore teeth found with Stan could indicate that T. rex infants ate alongside their parents.

vegetation. The flat teeth of the duckbill dinosaurs were made to grind plants. A Lesson 2 plantExperienc eater would also neede 1 a large rib cage to support a stomach large enough to digest the plant materials. LivingExperienc reptile carnivores, meate eaters, have Lesson 3 flat, knife-shaped teeth with serrations.2 This helps them hold on to and cut and saw into the flesh of other animals. A large lizard hasE xperiencteeth that make it easye to cut through Lesson 4 animals with thick or tough skins.3 Some modern reptiles, such as the crocodile, have spearlike teeth without serrations. These are used to grasp slippery fish or largerExperienc land animals. Thesee two 4 types of © Black Hills Institute of Geological Research, photograph by Larry Shaffer teeth are similar to those of Tyrannosaurus and other meat-eating dinosaurs. Modern Each feature of a leg bone is studied to learn birds of prey have sharp claws or talons how the dinosaur stood and moved.

© Black Hills Institute of Geological Research, photograph by Neal L. Larson much like Tyrannosaurus but on a much smaller scale. A fossil is a window into the past that offers Dinosphere museum students unparalleled learning opportunities. link: When you visit Modern iguanas have leaflike teeth with Students will be able to see real fossil rounded serrations for cutting plants. Cows, bones in Dinosphere. Students can follow sheep and goats have flat teeth and spend the journey a fossilized bone takes from Dinosaur dung much time chewing and grinding plants. This is a perfect opportunity to use science the dig site to the museum. The various Many dinosaurs had the same types vocabulary to set the mood for class discus- steps are outlined in Dinosphere and on of teeth, evidence that they were most sion on unpleasant topics. Using the word The Children’s Museum Web site. In likely plant eaters. Also, some had large “dung” or “feces” lets students know that it the museum’s Paleo Prep Lab students rib cages, indicating large stomachs for is acceptable to talk about bodily functions will be able to touch real fossilized dino- digesting large amounts of plant material. in a mature and scientific way. Coprolites saur bones and meet people who work Some dinosaurs have been found with a are the fossilized feces or digestive wastes on fossils. Dinosphere has many areas pile of well-rounded smooth stones where of dinosaurs. Only on rare occasions have where students can explore dinosaur fossils the rib cage was located. These stones the coprolites been found “inside” a dino- and help to uncover fossilized bones in a are called gastroliths, or stomach stones, saur skeleton. Coprolites have been found simulated dig site. Students can identify, which modern herbivores use to help grind around the world and come in different sort and make drawings of the different food in their stomachs. sizes and shapes. Fossilized dinosaur teeth found in the 14 animals on display bones, lizard bones and plant materials in Dinosphere. have been found in the coprolites.

Much of the information about the diet Bonus: Digging deeper! of dinosaurs comes by indirect methods. You can add other types of tools to be used in the Fossilized Dinosaur Teeth Adaptation Scientists can study the shape of fossilized activity, such as scissors or spoons. Students can show how these items can model how dinosaur teeth and rib cages to compare a dinosaur’s teeth helped it to eat the foods available. Also, other items can be used to them with those of modern animals. For model the claws and toes of dinosaurs in Dinosphere. Try the exercise with other items example, the beak of a Triceratops like to show diversity in the food chain. For example, use beans, grains of rice, toothpicks, Kelsey suggests that it was a plant eater. buttons and items placed in water. Try to determine which tool works best with each The beak would be perfect for snipping off item. Students can collect data and graph the results.

18 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Dinosphere Enduring idea: Experiences Get ready Unit of Study Indiana dinosaurs to dig Make it fossilizEnduringe idea: Focus questions Experiences DinoIndiana Diary dinosaursWhat's ahead Make it fossilize DinoFocus questions Dinosphere Web sites museum link Dino Diary What's ahead Lesson 1 Dino books Science class Dino Dinosphere environment Web sites Paleomuseum-point links Grades 3 – 5 Lesson 2 Experience 1 for the teacher Dinosaur classroom Dino books Science class Lesson 2 Bonus:environment LiteratureLesson connection 3 Experience 2 Paleo-points Digging deeper! forDinosaurs the teacher —Dinosaur Many classr oomIndiana academic Introduction standarLessonds 4 Experience 3 Bonus:Types From LiDifferentterature connection DiggingTimes deeper and! Places Family connection Indiana academic Experience 4 Introduction Tablestandar of Contds ents Science names Students learn that a dinosaur is named by studying dinosaurs so exciting. Students The Englishman Richard Owen first used three criteria and that each part of a name take measurements, make drawings and the word dinosauria in 1842. It is made has a meaning. Students create new dino- constructFamily models to learnconnection about dinosaurs. from dino, which means terrible, and saur names and decode real names using This lesson focuses on the way we name sauria, which means lizard. Put together, TableGreek and of Latin C words.ont Theyent also s learn dinosaurs after unique body parts or behav- the words mean “terrible lizard.” A dinosaur the diversity of size and shape that makes iors.Science names that appears to be fast (veloci) and able to steal (raptor) eggs or other food is named Velociraptor. These dinosaurs are named after body parts or behaviors. By learning a few Latin or Greek words students are able to understand how dinosaurs are named.

Students will learn that there are also nicknames for plants, animals and dinosaurs. For example, in Dinosphere the Triceratops horridus is nicknamed Kelsey, while Bucky is the nickname of one T. rex. A plant or animal may have a nickname and a common name as well as a scientific name. © Black Hills Institute of Geological Research

Triceratops is one of the most popular dinosaurs but only a few have been found. The Children’s Museum of Indianapolis

Lesson 2 Grades 3 –E 5xperienc e 1 Experience 1

Experience 1 Vocabulosaurus Experience Lesson 3 2 l Greek and Latin words — Scientists use many of these words and word parts to describe plants, animals What’s in a and the world. Many word parts are Lesson Experience 3 included in this lesson. The focus is Dinosaur 4 Name? on the following: l uni l ped l bi l ops l tri l cephale Indiana Academic Standards Experience 4 l rex l cerat Science — 3.1.2, 3.1.3, 3.1.5, 3.2.3, 3.2.5, 3.2.7, 3.4.1, 3.4.2, 3.4.5, 3.5.5, l odon l rhino 4.1.1, 4.1.3, 4.1.4, 4.2.5, 4.2.7, 5.2.3, 5.2.4, 5.2.7, 5.4.8, 5.6.2 l mega l tyrant Language Arts — 3.1.8, 3.4.4, 3.5.2 3.6, 4.1.4, 4.4.1, 4.4.7, 4.6, 4.7.12, l micro l vore 5.1.4, 5.4.5, 5.6, 5.7.10 Dinosphere l saurus Get ready Unit of Study to dig Focus l How is a dinosaur named? Questions l What does the name mean? Dinosaurs are a special group of animals with Enduring ideal Can: new dinosaur names be created? interesting names that often are long and l Can words be broken into parts that have Exhard toperienc pronounce. Studentses are empow- meaning? ered when they can pronounce these multi- Indiana dinosaurs syllabic names and know what they mean. Objectives Students will: MDinosaursake are namedit for unique body parts or behaviors, for the location where they l Name three different ways dinosaurs are named. fossilizwere found, or aftere a person. This makes for Focusl List questions dinosaurs and the body parts they are named after. some fun and confusion! l List one or more new dinosaur names by a body part. l Use an apparatus (see pp. 22 – 23) to decode real and created DinoThe Edmontosaurus Diary was originally found What'sdinosaur ahead names. in and named after a layer of rocks near Edmonton, Canada. So an Edmontosaurus Dinois the dinosaur from Edmonton. Ask students Dinosphere if they can guess where you might travel to Wdig upeb an Argentinosaurus sites . They should be museum link able to tell you Argentina.

DinoOther dinosaurs book are nameds after famous Science class people or for the lucky person who found them. Who do you think the dinosaur environment PaleoJenghizkhanosaurus-point was nameds after? The foranswer isthe Genghis tKhan.eacher Dinosaur classroom

Paper, pencils, scissors; drawings The Children’s Museum of Indianapolis Bonus:of dinosaurs; Dino Diaries; dino word strips; What’s in a Dinosaur Literature connection DiggingName? chart. deeperAdditional Greek ! Discovery of an imprint of Edmontosaurus skin was a significant and rare find on The and Latin words are located in the Children’s Museum’s Dino Institute Teacher Dig 2003 in South Dakota.

Dig tools Dig reference section, page 102. Indiana academic Introduction standards 20 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Family connection Table of Contents Science names Lesson 1

Experience 1 Grades 3 – 5 Lesson 2 Experience 1

DIG IN ... Part 2 – Experience What’s in a Dinosaur Name Create a DinosaurLesson Name 3 2 Part 1 — Science names Kelsey the Triceratops horridus Students will create a genus name using the What’s in a Dinosaur l Ask students to name any dinosaurs is named after body parts. The Name? worksheet. they can think of. Make a list of Gorgosaurus linsteri will be named after the Linster family, who found it. Experience their responses. Use the reference l Make copies Lessonof the What’s in 4 3

section of this unit of study to list the The Edmontosaurus annectens is a Dinosaur Name? worksheet. Dinosphere dinosaurs. Ask students named for Edmonton, Canada, Students can cut the three word it was found. to use their Dino Diaries to draw a where strips apart. Each strip contains a picture and write the name of their list of Latin and Greek words they l List on the board the following words Experience favorite Dinosphere dinosaur. If they will use to create a genus name for 4 and their meanings: cannot name a dinosaur use Kelsey a dinosaur they create. Then cut the Triceratops for the lesson. Ask uni – one, bi – two, tri – three, along the dotted lines of the skull them if they know what the dino- quad – four, cera – horn, drawing. Slip each of the three saur name means. Several students rhino – nose strips into the slots in the skull. will know that Triceratops means Ask students how many horns a “three-horned” dinosaur. Write the “Quadceratops” will have. Since l Have students move each strip up name and the word parts on the quad means four, the answer is and down to make new names, board and ask students to copy it in four horns. Ask students to make as then write the names they create their diaries. (Greek kerat or cerat = many different types of combinations in their Dino Diaries. They can horned) of the words on the board as they start by using two strips and add can. Have them draw a picture of l Tell students that scientists and other the third strip as their skills improve. the head of their new dinosaur that students name dinosaurs in three Make sure they leave a blank different ways. Write the following on shows the correct number of body space for the species name of their the board: parts for the name. Ask them to write dinosaur. Dinosaur Name sentences to describe their dinosaur. l (1) body part or behavior For example, “My Quadceratops has Ask them to follow the same rules (2) where found four horns.” that scientists use when they (3) person — finder or famous. name a dinosaur species. The In Dinosphere there are examples species is named after a place or of all three types of dinosaur names. a famous person. For example, the four-horned dinosaur that might be found in Indianapolis becomes Quadceratops indianapoliensis.

l Students create new names and list them in their Dino Diaries. Use the What’s in a Dinosaur Name? chart to help decode real dinosaur names.

l A larger list of Greek and Latin word parts used in science can be found in the reference section of this unit of study on page 102. Use these words to make more dinosaurs names. Have students share their new names with the class. Make three blank strips

Lesson 2 Grades 3 –E 5xperienc e 1 Experience 1 What’s in a Dinosaur Name? Lesson Experience 2 Name: _ _ 3______

Cut apart the dinosaur name strips on this page. Slide the name strips into the Tyrannosaurus rex What’s in a Dinosaur Name? skull worksheet. Move the strips up andExperienc down to create dinosaure names. You can make names of dinosaurs that are Lessonin The Children’s 4 Museum Dinosphere. For example, try Triceratops, which 3 means three-horned face. Find the three name strips for tri, cerat and ops.

Word Parts ExperiencWord Partse 4 Word Parts

uni cerat vore one horn eat

tri rhino odon three nose tooth

tyrant cephale ops terrible head face

bi ped saurus two foot lizard

mega micro rex big small king

22 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Experience 1 Grades 3 – 5 Lesson 1 What’s in a Dinosaur Name? Experience Name: ______Cut along each dottedLesson line. 2 1

Lesson 3 Experience 2

Lesson 4 Experience 3

Experience 4

The Children’s Museum of Indianapolis © 2004 23 Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Dinosphere Indiana dinosaurs LessonGet ready 1 MakeUnit it of Study to dig fossilize Focus questions Enduring idea: LessonExperienc 2 esGrades 3 Dino–E 5xperienc Diary e 1 What's Experience ahead 1 Indiana dinosaurDinosphers e Make it Dino DinoDinospher books e LessonMake 3 it WExperienceb sitese 2 l Taylor, Paul D. Eyewitness: Fossil. New fossilize Focus questionsYork:museum DK Publishing, 2000. A beautifully link fossilize GetDinosphere r linkeady on The Children’s illustratedUnit photo essayof about Study different Students can list the three ways dino- tMuseumo dig Web site types of fossils and how they formed. saur names are created and can use Dinohttp://www.childrensmuseum.org books Dino Diary Experience l Willis,Scienc Paul. Dinosaurs. Pleasantville,e class N.Y.: Lesson10 or more Latin and Greek words What's ahead 3 Enduring idea: 4 Museum of Paleontology Reader’s Digest Children’s Books, 1999. to describe a dinosaur. With prac- environment http://www.ucmp.berkeley.edu/ An introduction to dinosaurs — how they tice students will be able to use the Experiences Paleoindex.html -points looked, behaved and ate, and what is DinoWhat’s in a Dinosaur Name? chart Dinosphere knownIndiana about them through thedinosaur study of s to decode actual dinosaur names Enchanted Learning — Comprehensive Web sites forExperiencmuseum the teachere 4link fossils.Dinosaur classroom found in Dinosphere. They should be Me-bookake about dinosaurs it able to recreate Triceratops horridus http://www.zoomdinosaurs.com and T. rex using word parts from the fossilize Focus questions Dinoworksheet. books Bonus:Science class Literature connection DinoDiggingen virDiaryonment deeper! What's ahead Paleo-points At the end of each class period students write or draw picturesIndiana under the heading “Todayacademic I for the teacher Intrdiscoveredoduction …” in their diaries. The diaries will include notes and lists of dinosaur names from the lessonsDinosaur and pictures and drawings classr of real and createdoomst dinosaurs.andar Students shouldds have Classifying Plants and Animals Dino Dinosphere written several new words and sentences that use the dinosaur names. Ask for volunteers to Scientists classify all plants and animals Wread ebaloud any sit part ofes their diaries to the class. museum link Bonus:including dinosaurs using the binomial Literature connectionFamily connection Diggingsystem created by Swedish deeper naturalist and ! physician Carolus Linnaeus (Carl von Linné)T ableDinoBucky andof book StanCont – Tyrannosaurussents rexScience class in the 1750s. The binomial, or two-word, Indiana academicScience names system uses one Latin or Greek word to Kingdom Animalia (animals) environment Intrrepresent oductionthe genus and another word for Phylumstandar Chordatads (animals with spinal nerve cords) the species. The system uses the following Paleo -pointSubphylums Vertebrata (chordates with backbones) major divisions to classify plants and Class Archosauria (“ruling reptiles”) for the teacherSubclass Dinosauria (extinct reptiles, “terrible lizards”) animals: Dinosaur classroom OrderFamily Saurischiaconnection (lizard-hipped) Kingdom – Phylum – Class – Order – Suborder Theropoda (beast-footed) Family – Genus – Species Table of Contents Bonus:Family Tyrannosauridae (tyrant lizard)Literature connection Genus Tyrannosaurus (tyrant) An easy way to remember the divisions is Science names DiggingSpecies deeperrex (king) ! with this phrase: Kids Please Come Over For Great Science! Indiana academic Kelsey – Triceratops horridus Dinosphere dinosaurs are classified with Introduction standards Kingdom Animalia (animals) this system. The complete listing can be Phylum Chordata (animals with spinal nerve cords) found in the reference section of this unit of Subphylum Vertebrata (chordates with backbones) study. Class Archosauria (“ruling reptiles”)Family connection Subclass Dinosauria (extinct reptiles, “terrible lizards”) TableOrder of ContOrnithischiaent (beaked,s bird-hipped plant-eaters) Suborder Marginocephalia Scienc(fringed heads) e names Family Ceratopsidae (frilled dinosaurs, including horned dinosaurs) Genus Triceratops (three-horned face) Species horridus (horrible refers to the horn)

24 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1

Experience 1 Grades 3 – 5 Lesson 2 Experience 1 Classifying Kelsey — A Dinosphere Dinosaur Experience All Organisms Plant Kingdom Lesson 3 2 Fungi Kingdom Animal Kingdom Protists Kingdom Experience Bacteria Kingdom Lesson 4 3 Animal Kingdom Invertebrates (95% of all animals do not have backbones), Porifera, Nematoda, Arthropoda, Arachnida, Mollusca, Cnidaria, Experience 4 Chordata (5% of all animals have backbones), and other phyla.

Chordata Phylum Mammalia (mammals), Archosauria (“ruling reptiles”), Chondricthyes Subphylum (cartilaginous fish), Osteichthyes (bony fish), Amphibia (frogs, toads, Vertebrata salamanders, etc.), Aves (birds), Reptilia and other classes.

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

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

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

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

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

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

Species horridus Triceratops horridus

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

Lesson 2 Grades 3 –E 5xperienc e 1 Experience 1

How Plants and Animals Are Classified Lesson 3 Experience 2 Kingdom Kelsey – Animalia

Phylum Kelsey – Chordata Lesson Experience 3 4 Subclass Kelsey – Dinosauria The Children’s Museum of Indianapolis Order Kelsey – Ornithischia This fossilized cricket lived millions of years ago. Famil E Kelseyxperienc – Ceratopsidaee 4

Genus Kelsey – Triceratops

Species Kelsey – horridus The Children’s Museum of Indianapolis More information on how dinosaurs are classified can be found at the following taxonomy Web site. It is not intended for elementary students, but may be helpful for teacher research. Crabs are invertebrates (animals without The Dinosauricon, by Mike Keesey: http://dinosauricon.com/main/index.html backbones) that lived in the Dinosaur Age and still exist today.

Use reference materials from the Internet Bonus: Digging deeper! and from books to find interesting names of dinosaurs. Help your class decode these In this lesson students explored ways that In Dinosphere there are examples of all names. Each morning a new name can scientists name dinosaurs according to three types of dinosaur names: be added to the chalkboard or word list. body parts or behaviors. Scientists name l Kelsey, a Triceratops horridus, is named Students will enjoy seeing how the bino- all plants and animals by following certain after . body parts mial system also works for plants and other l systematic rules. Dinosaurs are named The Gorgosaurus linsteri will be named animals. Research the names of some three ways: after the Linster family, who found it. common plants and animals that are found l by body part or behavior, l The Edmontosaurus annectens is at home and in the classroom. Make a list l according to where the dinosaur was named for Edmonton, Canada, where in your room or label the ones you find. found, and/or it was found. The information in paleontologist Robert l after a person who found the dinosaur Bakker’s article provides a clear under- or who was important to the discovery. standing of how dinosaurs are named.

Dinosphere museum link: When you visit Triceratops When students visit Dinosphere they see life-size fossilized dinosaurs in a variety Three horns on my face, of sizes. They can use the Greek and Latin word parts they have learned in class I lived in the Cretaceous with to understand the names of dinosaurs in the exhibits. In Dinosphere many other many strange beasts, mammals and plants are on display to immerse visitors in the sights, sounds and If you invite me to dinner, smells of the Cretaceous Period. With a little extra effort students and teachers can Make it a plant-eaters feast! name the plants and animals as accurately as any scientist. A complete listing of the — Caroline Crosslin scientific names of the plants and animals on display in Dinosphere is found in the reference section of this unit of study.

26 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1

Experience 1 Grades 3 – 5 Lesson 2 Experience 1

When to Capitalize and Italicize Dino Names What’s a dinosaur “family”? T. REX — No! T. rex — Yes Species groups whoLesson are closely related are Experience 2 brought together into what are called families. 3 by Robert Bakker all the 27 species of gator and croc. If we have The dog family, home to wolves, coyotes, complete specimens, we probably could tell foxes and jackals, is Family Canidae. Always What’s a species? apart nearly all the dinosaur species. But when capitalize Latin family names. T. rex and its Tyrannosaurus rex has two names, and so all we have is some bone fragments from dinos, cousins Albertosaurus and Gorgosaurus are Experience does every species of beetle, bott fly, pronghorn it’s usually really hard to be sure that a box of in the Family Tyrannosauridae.Lesson We can 4 use 3 antelope and bacteria. And so do you. Every bones comes from one species or two or three. an informal lower-case way to talk about single species of plant and animal has two families. We use the “id” (that doesn’t mean names! As in many Asian human cultures, the How do we write species names? we’re psychoanalyzing dinos). If I say “the family name comes first: Tyrannosaurus is not The species-group (genus) is always capi- canid family,” that’s informal-speak for Family Experience the name of one single species but of a cluster talized and always in italics. Always write: Canidae. If I say “the tyrannosaurids,” that 4 of closely related species. In Mongolia we find Tyrannosaurus. Never: tyrannosaurus. Never: means the same thing as “tyrannosaur family” Tyrannosaurus baatar, a little earlier than our Tyrannosaurus. The rules apply to us humans or Family Tyrannosauridae. You don’t have to American T. rex. You can tell T. baatar from T. too. We are Homo sapiens and it’s wrong to capitalize tyrannosaurids. But you do have to rex because T. baatar has more teeth and the write Homo sapiens. We are the only species capitalize words with the Latin ending -idae. tooth crowns are sharper. of Homo alive now. But over the last million That means you are speaking formally, so you years there were others, such as the famous must capitalize: Tyrannosauridae. Here’s an example from dog species: Canis Neanderthal man, Homo neanderthalensis. lupus is the wolf. Canis latrans is the coyote. Don’t get overwrought on this one — you’ll Two species in the species cluster we call Canis The species name is never capitalized, but confuse the second-graders and bore the adults. (the technical name for a cluster is a genus). always italicized. Always write: Tyrannosaurus Stick to “id” and lower case unless you’re The definition of “species” is simple: it’s a group rex. Never: Tyrannosaurus Rex. Never: T. rex. talking to grad students. “Everybody loves the of closely related individuals who keep their tyrannosaurids at The Children’s Museum!” genes to themselves in the wild. Wolves and Most of the time, when we’re talking about coyotes are two separate species because they dinosaurs, we don’t use both names, just the Extra credit for dino-geeks: Here’s a paragraph coexist in Canada and Montana and they don’t species-group name. Most dino books talk that has all the Family usages: interbreed, even though they are very similar about Stegosaurus without being specific, genetically (in zoos, if you force them, wolves without naming the separate species called “The Family Tyrannosauridae includes all the and coyotes might interbreed). Stegosaurus ungulatus, S. stenops or S. lati- big dino meat-eaters with two-finger hands, ceps. That’s OK, because all the “steggies” look such as Tyrannosaurus and Gorgosaurus, and How do you tell species apart pretty much alike to the untrained eye. If you the tyrannosaur family is the most famous from fossil bones? went to a zoo and saw coyotes and wolves in family of all dinosaurs, since the world-favorite When we say T. rex was a different species pens next to each other, and you wanted to talk species, T. rex, is a tyrannosaurid.” from T. baatar, we mean the differences in about all the doggie-species together, it would teeth and bones are so great that we think be fine to say, “Look at the Canis!” Dinosphere has the following dinosaurs. these two populations would not interbreed if Family Tyrannosauridae: they ever met. Can we tell all species apart from Why do we say T. rex all the time? It is because Gorgosaurus linsteri; T. rex. their fossil bones? No, not all of them can be this one species is so big and famous, and Family Ceratopsidae: Triceratops horridus identified. There are some species groups alive because the two names sound so cool when Family Protoceratopsidae: Leptoceratops new today who do not mix their genes but whose said together. species (it hasn’t been formally named yet). bones are so similar that if they were fossils Family Hadrosauridae: Maiasaura new species we wouldn’t know the species are separate. Practice speaking species-talk (we’re not sure yet on the proper name). A classic example: Some species of the High Do this to practice. Make yourself a nametag Plains Pocket Gophers are virtually identical in that says, “Hi — I’m a Homo sapiens! My Some of us tyrannosaurid-aficionados think their skeletons but do have such strong differ- favorite dino is Tyrannosaurus rex.” Make each the differences in teeth are so great that the ences in genes that they cannot interbreed. of your friends wear a nametag, with their own Mongolian species baatar belongs to its own favorite dinosaur species — they’ll have to look genus. That would mean we couldn’t call Fortunately, most of these “hidden species” are up the species name. For instance, the common it Tyrannosaurus baatar. Instead, we’d say small critters such as rodents. Nearly all living Mongolian raptor is Velociraptor mongoliensis. Tarbosaurus baatar. This is a tough call. Heads species of really big animals today can be told The common T’tops is Triceratops prorsus. and bodies are alike in the two species but the apart from their bones — you can tell an African It’s OK to abbreviate the species-group name teeth are very different. elephant from an Indian elephant, and you can if there’s no risk of confusion. That’s why folks tell apart all five rhino species from bones, and say T. rex.

Lesson 2 Grades 3 –E 5xperienc e 1 Experience 2 Experience 2 Lesson 3 Experience 2 Size, Scale and Models LessonIndiana Academic Standards Experience 3 Science — 3.1.1,4 3.1.2, 3.1.4, 3.1.5, 3.2.1, 3.2.3, 3.2.4, 3.2.5, 3.2.6, 3.5.1, 3.5.2, 3.5.3, 3.5.5, 3.6.3, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.2.1, 4.2.2, 4.2.4, 4.2.5, 4.2.7, 4.5.3, 4.6.3, 5.1.1, 5.1.3, 5.2.3, 5.2.4, 5.2.5, 5.2.6, 5.2.7, 5.2.8, 5.4.8, 5.5.1, 5.5.2, 5.5.6, 5.5.8, 5.6.3 Experience Language Arts — 3.4.4, 3.5.2 3.6, 4.4.1, 4.4.7, 4.5.4, 4.6, 4.7.12, 5.4.5, 45.6, 5.7.10 Math — 3.5.2, 3.5.5, 4.1.4, 4.5.2, 4.5.8, 4.6.1, 4.6.2, 5.1.3, 5.5.4, 5.6.1 Social Studies — 4.3.2 Dinosphere

using a simple displacement procedure.

Get ready ForUnit every hour of spent Studyin the field digging up © 2002 Dan Counter, Black Hills Institute of Geological Research to dig a fossilized dinosaur, paleontologists and One of the strangest things about dino- technicians need 20 hours to clean, repair, Plaster is used to create a strong jacket around the fossils. saurs is their size. Some were real giants, mountEnduring and erect the skeleton. idea Students: whileEx othersperienc were the sizees of small birds. will learn how fossilized bones fit together Students will take measurements and when they make their own dinosaur skel- Vocabulosaurus create charts to learn about the size of eton.Indiana dinosaurs l dinosaurs. Students can learn how scien- scale drawing — a representation Make it of something reduced according to tists estimate the volume of dinosaurs by fossilize a ratio; for example a 1:10 scale Focus questions drawing means 1 unit of measure Focus l How big were dinosaurs? represents 10 units of the real object. l model — a representation of an l Are dinosaurs big and small? DinoQuestions Diary What's ahead object that can show many but not l What can the fossilized bones reveal? all of the features of the actual item. It is used when the actual object Dino Dinosphere cannot be used. Objectives Students will: l Web sites museum link displacement — a method to l Estimate the size of dinosaurs using metric, U.S. and other determine the volume of an object by measuring the amount of water units of measurement. it displaces when submerged in a l Measure and compare dinosaurs to known objects. Dino books Science class graduated cylinder. l Compare the volume of dinosaur models using displacement. l units l backbone l Create a scale model of a dinosaur.environment l meter l skeleton Paleo-points l bar graph l wire for the teacher l head l sculpture Dinosaur classrooml tail l model Meter stick and centimeter rulers; scale drawings of the skeletons of Kelsey and Stan; goggles; pipe cleaners, scissors, bell wire, graduated Bonus:cylinder, 2-liter bottle, permanent marker, Liwater;te scalera modelsture of Kelsey c onnection Diggingand Stan or other deeper dinosaurs. ! Dig tools Dig Indiana academic Introduction standards 28 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Family connection Table of Contents Science names Lesson 1

Experience 2 Grades 3 – 5 Lesson 2 Experience 1

DIG IN ... Lesson 3 Experience 2 Size, Scale and Models Part 1 — Supersize That Dinosaur l Pass out pictures of the skeletons Experience of Kelsey and Stan to the class. Ask Lesson 4 3 the students to estimate how long or tall each dinosaur is. Ask them to compare those sizes to known objects. For example, ask if they are larger or Experience © Black Hills Institute of Geological Research 4 smaller than a dog, cow, car, school bus, house and school. They should What might have caused the death of this very large maiasaur? be able to make statements that determine that the dinosaurs mentioned are l Have students use reference materials estimate the lengths. The scale shows larger than a _ _ _ _ but smaller than to find the length of other dinosaurs. the relationship of the drawing to a a _ _ _ _. Make sure they select some of the real skeleton. If the scale is 1=10 this l Use a meter stick to determine how smaller ones such as Baby Louie, the means that every unit on the drawing tall several students are. Round off to Oviraptor. Try to find the length of each represents 10 units on the fossilized the nearest meter or half meter. Record of the Dinosphere dinosaurs. bone. the height of the students and find an l Work with the class to make a bar l Work with the class to convert the five average. graph of the sizes of dinosaurs. Make measurements to centimeters and l Make drawings to show the relation- two different graphs for the same dino- meters. ship between students and dinosaurs. saurs — one in meters and the other in l Make another row on the chart For example Kelsey is 9 meters long “student” units. and have the class make the same and Stan is 13 meters long from head measurements for Kelsey. Record the Part 2 — How Do People results on the chart. to tail. Ask the class to predict how Compare in Size to a Dinosaur? many students would have to line l Divide the class into teams of two. l Make a chart to record measurements. up head to foot to match the size of Have students use centimeter rulers to Include five columns for head-to-toe, the two dinosaurs. Use the hallway make the same measurements on each back foot, hand, skull and largest if needed to let students line up to other and record the measurements on tooth. In each of these columns put the demonstrate the length of the dinotheir own chart. measurements for Stan or Bucky. Use saurs. l Ask students to share and compare the scale on the skeleton drawings to their findings with the class. Dinosaur Measurement Comparison

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

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

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

Partner

Lesson 2 Grades 3 –E 5xperienc e 1 Experience 2

back from the cylinder until the water is at the “L1” mark.) Read the amount Lesson Experience 2 of water that is in the graduated 3 cylinder. This is the volume in milliliters (ml) of the Kelsey dinosaur model. l Repeat the procedure with the Stan Experience model. Record the volume of each Lesson 4 3 model. Part 4 — Make a Dinosphere Dinosaur Model Experience l Use Dinosphere skeleton drawings as The shaded bones are real fossils. It is rare to find all the bones of a dinosaur. 4 a reference to make a model skeleton. Students can work together in teams to help each other but they should each make their own model. You may want to invite older students to help with this project. l Each student will need at least 10 regular-size pipe cleaners. Students may use scissors to cut pieces to fit. Have students wear goggles. It is a safe and fun way to make sure your students protect their eyes. l Remind the class that they are making

The Children’s Museum of Indianapolis scale versions of the dinosaurs, not life- You can create wire sculptures of Dinosphere dinosaurs by referring to skeletal drawings. size models. Review that a model is a Wire models help students understand how dinosaurs moved and lived. scaled representation of the real thing. Part 3 — The Volume of a it out and return to step 3. Put more l Place each wire over the skeleton draw- Dinosaur: Which Is Bigger, water in the bottle and re-mark the ings for reference. Cut and bend each Kelsey or Stan? waterline.) piece. Start by making a loop for the l Cut the top from a 2-liter plastic bottle. l Write “L2” for the new waterline where head with a long wire as the backbone Remove the label. Use two plastic the water has risen because the Kelsey and tail. Add two separate wires at the models of Stan and Kelsey, making model is inside the bottle in the water. front and back for the legs and arms. sure they are to scale. This is the amount or volume that has Leave enough extra wire on the legs to l Test the size of the 2-liter bottle and been displaced by the model. It is also make the feet. Make careful observa- dinosaur models. Place each model the volume of the Kelsey plastic model. tions to determine how many toes and one at a time in the 2-liter bottle l Remove the dinosaur. Observe that claws the model should have. Finish the without water. Make note of how the water level should have gone back model by adding wire loops for the rib far the model fits into the bottle. The down to the original level. Some water cage. Students may observe that the rib may have stuck to the model or spilled. bottle must be large enough for it to be loops should be cut into separate ribs. If so, just carefully refill the water to the completely inside. Older students can use bell wire in place original waterline. l Fill the bottle with enough water (about of pipe cleaners for their models. Wire l The amount of water that is needed to two-thirds of the way up) so that the cutters or strong scissors can be used to fill between “L1” and “L2” is the amount model will be completely covered cut the wire. Make sure students wear displaced. It is also the volume of the when submerged. safety goggles when working with wire. object. Add water up to the “L2” line. l l Write “L1” for level one with a perma- Tighten or glue the “knots” where Make sure the model is not inside the nent marker on the outside of the bottle the wire pieces come together. Pose bottle. at the waterline. the model in a realistic way. Visit l Slowly pour the water from the bottle online or use other l Place the Kelsey dinosaur inside Dinosphere into a graduated cylinder. Pour only the bottle. Make sure that it will go resources to help place your skeleton in until you reach the “L1” mark on the completely under water. (If not take the correct position. bottle. (If you pour too much, pour it

30 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: ExperiencDinospheres e Indiana dinosaurs Get ready MakeUnit it of Study to dig fossilize Focus questions Enduring idea: Experiences Dino Diary What's ahead Indiana dinosaurs Make it Dino Lesson 1 Dinosphere fossilize WebFocus sites questionsmuseum link Experience 2 Dino Diary GradesDino 3 –What's 5 bookLesson sahead 2 SciencExperience class e 1 environment Dino PaleoDinospher-pointse Make it Web sites formuseum theLesson teacher link 3 DinosaurExperienc classre oom 2 fossilize Dinosphere link on The Children’s If your students have trouble making the Museum Web site Check the charts and measurements measurementsDinospher pair your studentse with http://www.childrensmuseum.org to ensure that the students write the Dino books Bonus:older students.Scienc They cane help class with the LiteraEturexperienc connectione units they use for each measure- project and both groupsLesson will enjoy working 3 Jurassic Park Institute Digging deeper 4! ment. The units may be meters (m), together.en You vir may onment want to expand the Gethttp://www.jpinstitute.com ready Unit of Study centimeters (cm), and students. Paleo-points “greater than, less than” statements by Indiana academic introducing the math symbols that stand They can explain why a model is a tWeighingo dig a Dinosaur — Robert Lawrence, Intrfor these oductionstatements. For example, House standards good tool to use in science. Students forD.C. Everest the Junior Highteacher School, Dinosaur classroom Experience 4 KelseyEnduring car, which means Kelseyidea is : should know that a model could Schofield, Wisc. > > smaller than a house but larger than a car. show some things well and some Exhttp://www.geology.wisc.edu/periences This may help students understand these not at all. They should be able to Bonus:~museum/hughes/ Literature connectionFamily connection give examples of other models. symbolsIndiana in a way they have experienced.dinosaurs MDiggingdinosaurweight_students.htmlake it deeperTable! of Contents Enchanted Learning — Comprehensive LearningIndiana how to find the volume ac ofademic an Science names fossilize-book on dinosaurse object Fwithocus displacement questions is a useful skill. Dino books Intrhttp://www.zoomdinosaurs.comoduction Most studentsstandar have not beends exposed to this procedure and will have a great deal l Barrett, Paul. National Geographic of fun “doing” science. Note that it is impor- Dinosaurs. Washington, D.C.: National Dino Diary What's ahead Geographic Society, 2001. A thorough tant forF theamily entire object to cbe onnectionsubmerged look at dinosaurs in an easy-to-use when taking measurements. A student Students use their diaries to create the manner organized by age and type. may hold an object below water with TableDinoDinosaur Sizeof chart. C Makeont simpleent chartss one fingerDinospher but this will make the measuree - l Cooley, Brian. Make-a-Saurus: My Life Wfor youngereb childrensit esto complete and then ment museum incorrectScienc because e of thenames link volume With Raptors and Other Dinosaurs. glue into their Dino Diaries. Students write of the finger. Instruct students to use a Toronto: Annick Press, 2000. A fun, statements that their dinosaur is smaller pencil or other low-volume stick to hold resource-filled, step-by-step guide for than _ _ _ _ or larger than _ _ _ _ . the object under. This may needed when making a model of a dinosaur. DinoWhen students book measure thes volume of determiningScienc the volume ofe a plasticclass object Kelsey and Stan, draw the steps on the l Fiffer, Steve. Tyrannosaurus Sue. New that floats. Also, it may be advisable to tie board and have them make drawings for environment York: W. H. Freeman, 2000. The story a string around a heavy object that sinks each step of the displacement procedure. of the most complete T. rex ever found, Paleo-points quickly to allow it to be retrieved without told with historical background informa- Ask the class to list how a model is like pouring the water out. tion about dinosaur hunting. forand different the from theteacher real thing it repre- Dinosaur classroom sents. Have them write about other models l Willis, Paul. Dinosaurs. New York: they have made, used or seen. End each Reader’s Digest Children’s Books, Bonus:class period with time to write under the Literature connection 1999. An introduction to how dinosaurs heading “Today I discovered …” in their looked, behaved and ate, and what is Diggingdiaries. Ask for volunteers deeper to read aloud ! known about them through the study parts of their Dino Diaries. of fossils. Indiana academic Introduction standards Family connection Table of Contents Science names The Children’s Museum of Indianapolis © 2004 31 Lesson 1

Lesson 2 Grades 3 –E 5xperienc e 1 Experience 2

Lesson 3 Experience 2

Lesson 4 Experience 3

Experience 4

Dinosphere museum Bonus: Digging deeper! link: When you visit When students visit they Use the measurements your class made of Kelsey and Stan. Mark off the lengths and Dinosphere see life-size fossilized dinosaurs. The heights on the playground or parking lot. Students can use chalk, stones or markers to skeleton drawings and diagrams in make a life-size drawing of the dinosaurs. Once the drawings are complete estimate this unit of study are the actual plans how many students will fit inside. Make a prediction, and then have everyone join in to used to construct . You check your prediction. If needed, invite other classes to fill in your dinosaur. Dinosphere will be able to estimate the actual size of dinosaurs when you visit. Students can ask questions and interact with dinosaur experts and paleontologists in the Paleo Prep Lab and Question Lab.

32 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1

Lesson 2 Experience 1

Grades 3 – 5 Lesson 3 Experience 2 Lesson 3 Dinosphere Lesson 4 Experience 3 GetSome ready DinosaursUnit of Study to dig Experience 4 Lived TogetherEnduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link Dino books Science class environment

Paleo-points “Watering Hole,” acrylic, The Children’s Museum of Indianapolis for the teacher Dinosaur classroom

Bonus: Literature connection © 2004 Michael Skrepnick, DiggingPaleo-artist Michael Skrepnick deeper based this “Watering! Hole” scene on the most current research about dinosaur habits and interactions. Indiana academic Introduction standards Students study Dinosphere’s dinosaurs to They compare how modern animals live in try to determine how they lived together. order to find indirect clues about dinosaur All animals have basic needs that include behavior.Family Students c willonnection look for clues to food, water, air, habitat and others of their how dinosaurs lived together and hunted Tableown kind of in order C toont reproduce.ent Studentss in the main scenes at Dinosphere. Each look for clues to see how dinosaurs met sceneScienc explores a differente names aspect of animal their basic needs by living in groups. interaction.

Lesson 2 Experience 1

Lesson 3 Grades 3 –E 5xperienc e 2 Experience 1 Dinosphere Experience 1 Get ready Unit of Study Lesson 4 Experience 3 to dig Evidence of dinosaurs living together is rare Enduring idea: Why Do Animals Live for most species. Most fossils are incomplete Exand disarticulatedperienc (bones es no longer joined in Groups? Experience 4 together) when found. On rare occasions dinosaurs have been found with fossilized Indiana dinosaurs Meggs akeand babies, it with evidence of teeth and Indiana Academic Standards fossilizclaw marks from e other dinosaurs and with different sized animals of the same species. Focus questions Science — 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.2.6, 3.2.7, 3.4.4, 3.4.5, 4.1.1, These fossils help to explain how dinosaurs 4.1.2, 4.1.3, 4.1.4, 4.2.5, 4.2.6, 4.2.7, 4.4.2, 4.4.3, 4.4.4, 4.4.6, 5.1.1, 5.1.2, lived together. In the Mongolian desert a 5.1.3, 5.4.4, 5.4.7, 5.4.8, 5.6.1 Dino Diary Protoceratops and a Velociraptor were found What's ahead preserved in a death embrace, with the teeth and beak of the Protoceratops clenched Dinoaround the leg of the Velociraptor. One claw Dinosphere Wof theeb Velociraptor sit wases stuck into the ribs of museum link the Protoceratops. This is direct evidence of how these two dinosaurs interacted. Another Dinoway to learn book about dinosaurss is to study Science class living animals. Their behavior can provide clues about how dinosaurs behaved and environment Paleointeracted. -points for the teacher Attack,” acrylic, The Children’s Museum of Indianapolis Dinosaur classroom Vocabulosaurus “T. rex l predator — an animal that lives Bonus:by hunting and eating other Literature connection Digginganimals, or prey. deeper A lion is a pred-! ator. It hunts antelope, its prey.

© 2004 Michael Skrepnick, l prey — an animal hunted by Indiana academic predators as food. Some prey Intrareoduction also predators. For example, standards a hawk is a predator that eats Focus l What was a dinosaur group? snakes. Snakes are also predators Questions l What types of activities do animals do that eat frogs. Snakes are both Family connection together? predators and prey. l How did dinosaurs interact with each other? Tablel herd of lC groupont ents l How did they feed each other? l family Science names

Objectives Students will: Artist paintings and skeletal diagrams of the four main scenes l Give examples of how families cooperate and work together. of Dinosphere: T. rex Attack, l List basic needs of animals. Watering Hole, Predator or l List benefits and problems for animals living in groups. Scavenger, and Eggs and Nest; l Identify, compare and contrast dinosaur interactions. pictures of animals in groups, families and alone; Maia: A Dinosaur Grows Up by John R.

Dig tools Horner.

34 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1

Lesson 2 Experience 1 Dinosphere Experience 1 Grades 3 – 5 Lesson 3 Experience 2 Get ready Unit of Study DIG IN ... to dig Experience Why Do Animals Live in Groups? Lesson 4 3 l Ask the class to name animals that live in groups and animals that live Enduring idea: alone. The group list could include Experiences herds, such as cows, sheep, antelope, Dinosphere Experience and horses, and schools of fish — like Indiana dinosaurs 4 in the book Swimmy by Leo Lionni; and animal families, such as bears, MGetake ready it dogs, wild cats, monkeys and others. Unit of Study fossilize The Children’s Museum of Indianapolis Animals that are often alone include to dig Focus questions some sharks, lions, crocodiles, alligators and other large predators. Use Enduring idea: books and Internet resources to find DinoExperienc Diaryes What's ahead examples of animals in groups. Students should select one of the scenes Make it l Discuss with the class reasons why from the book Maia to study and draw. animals may need to be in a group. Indiana dinosaurs Encourage them to label parts of the fossilize They should list the following: friend- Dino Dinosphere Mdinosaurake and make it notes about how it Students should be able to give ship, protection, families, reproduction, reasons for their ideas about why dino- food, water, learning, homes and fun. Wmighteb help the sit animales live in groups. They museum link fossilize saursF livedocus in groups. The questions main focus l Write the different reasons on the should also make several lists on how and is to be able to make a comparison board or chart paper. Ask students to why modern animals live together. End with a modern animal to understand give one example for each grouping each class period with time to write under Dino books how Scienca dinosaur may havee behaved. class reason. Ask the class why some Dino“Today I Discovered Diary …” in their diaries. What's ahead Students should list reasons for their animals do not form groups and list choices.en Studentsvir canonment list the basic the examples. This could include that needs of the dinosaurs in a story about large males such as lions, moose, Paleo-points Dino a familyDinospher of maiasaurs. The assessmente elephants, antelopes and owls do not of this lesson is measured by the way form groups. for the teacher Dinosaur classroom Web sites studentsmuseum communicate what they link l Ask the class to list what is good link on believe orally and in writing. about living in a family group. Dinosphere The Children’s Answers should include protection, Bonus:Museum Web site Literature connection food, home, learning, fun and love. Dinohttp://www.childrensmuseum.org books Science class All of these are good reasons to live Digging deeper! environment in a family. Direct the discussion to Dinosaur illustrations Dinosphere museum the benefits animals have by living in Paleohttp://www.search4dinosaurs.com/-points Indiana academic family groups. pictures.html#about link: When you visit Introduction The standar story line, completeds l Read Maia: A Dinosaur Grows Up for the teacher DinosphereDinosaur classroom by John R. Horner to your class. This Jurassic Park Institute with drawings and maps of the scenes, is book follows in detail the life cycle http://www.jpinstitute.com included in the resources section of this of a baby duckbill dinosaur from the unit. StudentsFamily can observe photographsconnection Cretaceous Period. It is filled with facts Bonus: of livingLi animalste tora learnture how and whenconnection and illustrations about the dinosaur as DiggingBonus: deeper!they come together in groups. From this it grows from an egg to an adult. Table of Contents information students will better under- l Discuss with the class ways that the Digging deeper! Science names Students can use what they have learned stand theIndiana reason why Dinosphere ac fossilsademic dinosaurs in the book met their basic about animals and dinosaurs and construct are arranged the way they are. At each needs and have students list those Introduction of the mainst andarscenes and throughds exhibit ways in their Dino Diaries. Describe simple food chains. Start by putting the how living in a group helped the following chart (see p. 36) on the board. activities and labels, visitors explore the animals in the book find food, shelter Have students complete the chart in their science of how dinosaurs lived together and water. Dino Diaries. Add more food chains to the and interacted.Family connection chart.

TableThe Children’s of Museum C of ontIndianapolis ©ent 2004 s Science names35 Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Lesson Dino Diary 1 What's ahead

LessonDino 2 ExperiencDinosphere 1e Web sites museum link LessonDino book 3 sGrades 3 –E 5xperienc Scienc e e class 2 Experience 1 environment l Paul, Gregory S., ed. The Scientific Paleo-points Dino books American Book of Dinosaurs. New York: Lesson l EBrandenberg,xperienc Aliki. Dinosaure 3 Bones. St. Martin’s Press, 2000. A survey of for the 4teacher NewDinosaur York: Thomas Y. Crowell, classr 1988. currentoom topics, knowledge and answers Students may not understand that animal An easy-to-read discussion of the way about the prehistoric era from the best scientists study fossil remains to learn groups form and re-form for different minds in paleontology. about dinosaurs. Bonus:reasons. Many antelope form large herds Literature connection and migrate during certain parts of the Experience 4 l Willis, Paul. Dinosaurs. Pleasantville, Digging deeper! l Currie, Philip J. and Eva B. Koppelhus. N.Y.: Reader’s Digest Children’s Books, season. Other times they are in smaller 101 Questions About Dinosaurs. family groups that may not include a 1999. A beautifully illustrated photo Mineola,Indiana N.Y.: Dover Publications, academic essay about different types of fossils dominant male. Some animals such as 1996. Answers to children’s frequently and how they formed. IntrAfrican lionsoduction form prides in which the askedst questionsandar about dinosaurs.ds females and young live together without l Zoehfeld, Kathleen Weidner. Dinosaur the older males. There are many other l Horner, John R. and James Gorman. Babies. New York: HarperCollins, 1999. types of animal groups students can learn Maia:F amilyA Dinosaur Grows c Up.onnection Good examples of how a mother maia- about. Philadelphia: Running Press, 1989. A saur takes care of her babies. detailed story of the life cycle of a baby TableStudents canof find C outont more aboutent hows duckbill dinosaur from the Cretaceous PeriodScienc filled with factse and names illustrations. animals lived by looking at how artists and Dino video scientists have depicted their behavior. Walking With Dinosaurs, BBC and l Lionni, Leo. Swimmy. New York: Knopf, Science and art have worked together Discovery Channel, 1999. 1991. The story of how a small fish to make the world of dinosaurs come works with others in a group to survive alive. New information sometimes makes the predators in the ocean. older artwork incorrect. When new science discoveries occur, new paintings, draw- l Murphy, Jim. Dinosaur for a Day. New ings and ideas emerge. For example, the York: Scholastic, 1992. A wonder- Iguanodon was once thought to have a fully illustrated diary of a typical day horn on its nose. It was depicted that way in the life of a family of small, swift in art until complete skeletons were uncov- Hypsilophodon dinosaurs. (Some liberty ered in Belgium with the horn on the front may have been taken with back- © Black Hills Institute of Geological Research hands. As we learn more our drawings ground plants and animals not from the Cretaceous.) of dinosaurs will continue to change and reflect new thinking. Ask students to view l Norman, David and Angela Milner. old movies, television shows and artwork Eyewitness: Dinosaur. New York: DK to look at how dinosaurs have been Publishing, 2000. An exploration in text depicted. Have them see if they can find and photos of the world of dinosaurs, ways science has changed what we think Gorgosaurs are theropods — dinosaurs with with emphasis on teeth, claws, eggs three toes on their feet. of how dinosaurs should be shown. and fossils. Cretaceous Food Chain ⇒ Energy Flow Sun Energy Plants Animals Animals

Sun Energy Sequoia Cones Triceratops Tyrannosaurus

Sun Energy Cycads Maiasaura Gorgosaurus

Sun Energy Modern Grass Modern Mouse Modern Hawk

36 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1

Lesson 2 Experience 1

Experience 2 Grades 3 – 5 Lesson 3 DinospherExperience e 2 Experience 2 Get ready Unit of Study to dig Lesson 4 Experience 3 Evidence of dinosaurs living together is rare Enduring idea: Dinosaur Interaction for most species. Most fossils are incomplete Exand disarticulatedperienc (bones es no longer joined Indiana Academic Standards together) when found. On rare occasions dino- Experience saurs have been found with fossilized eggs and Indiana dinosaurs 4 Science — 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.2.6, 3.2.7, 3.4.4, 3.4.5, 4.1.1, 4.1.2, babies, with evidence of teeth and claw marks 4.1.3, 4.1.4, 4.2.5, 4.2.6, 4.2.7, 4.4.2, 4.4.3, 4.4.4, 4.4.6, 5.1.1, 5.1.2, 5.1.3, 5.4.4, Make it from other dinosaurs, and with different sized 5.4.7, 5.4.8, 5.6.1 fossilizanimals of the samee species. These fossils Focus questions Language Arts — 3.4.4, 3.5.2 3.6, 4.4.1, 4.4.7, 4.5.4, 4.6, 4.7.12, 5.4.5, 5.6, help to explain how dinosaurs lived together. 5.7.10 In the Mongolian desert a Protoceratops and Social Studies — 3.3.5, 4.3.7, 5.3.5 Dinoa Velociraptor Diary were found preserved in a What's ahead death embrace, with the teeth and beak of the Protoceratops clenched around the leg of Dinothe Velociraptor. One claw of the Velociraptor Dinosphere was stuck into the ribs of the Protoceratops. WThis eb is direct sit evidencees of how these two museum link dinosaurs interacted. Another way to learn about dinosaurs is to study living animals. DinoTheir behavior book can provide cluess about how Science class dinosaurs behaved and interacted. environment PaleoVocabulosaurus-points

forl predator the — taneacher animal that lives Dinosaur classroom by hunting and eating other animals, or prey. A lion is a pred- Bonus:ator. It hunts antelope, its prey. Literature connection l prey — an animal hunted by © 2003 Michael Skrepnick, “Predator or Scavenger,” pencil sketch, The Chilren’s Museum of Indianapolis. Diggingpredators as food. deeper Some prey ! are also predators. For example, Indiana academic A pencil sketch by artist Michael Skrepnick depicts the question posed in Dinosphere: Did the a hawk is a predator that eats gorgosaur kill the duckbill, or is it just a scavenger with an opportune find? Intrsnakes.oduction Snakes are also predators standards that eat frogs. Snakes are both predators and prey. Focus l What types of activities did dinosaurs do together? l scavenger — an animal that eats Family connection Questions l How did they interact with each other? another animal it did not help to l How did they feed each other? Tablekill. Aof crow Cis aont scavengerent whens l How did their body parts help them? it eats the remains of a dead Science names animal. l herd l group Students will: Objectives l family l List basic needs of a dinosaur. l Identify and compare interactions in photographs of modern animals living in groups. Artist paintings and skeletal l List benefits and problems for animals living in groups. diagram of the four main scenes l Identify three main areas in Dinosphere where dinosaurs may of Dinosphere: T. rex Attack, have interacted. Watering Hole, Predator or l Give example of dinosaurs living in groups. Scavenger, and Eggs and Nest; pictures of animals in groups, fami- Dig tools lies and alone.

Lesson 2 Experience 1

Lesson 3 Grades 3 –E 5xperienc e 2 Experience 2 DIG IN ... LessonDinosaur Interaction Experience 3 A scavenger such as this crow will l Pass out the four4 Dinosphere not pass up a free meal on the side scenes. Some students can look at of the road. Scientists speculate that the gorgosaur in the Dinosphere the scenes on the computer at the attack scene may not have killed the Dinosphere Web site. maiasaur but is just scavenging the l Read the story line for each Experience 4 carcass. Dinosphere scene, located in the reference section of this unit of study. l Ask the class to match each drawing Tyrannosaurus rex Attack Scene: Predator or Scavenger Scene: with the story line. They should be What will be the outcome? Was it an attack or a scavenger able to tell from the descriptions read Stan is an adult Tyrannosaurus rex and opportunity? aloud. Bucky is a teenager. They are about to Did the Gorgosaurus kill the duckbill? Or did l Pass out the skeletal diagrams of attack Kelsey, a large, full-grown Triceratops it just find it dead and ready to eat? Is this a the four scenes that visitors see in horridus. Stan looks like it is dodging Kelsey picture of a predator that has killed its prey? Dinosphere. Read the story line while Bucky makes its move to attack. All Gorgosaurus has all the tools needed to again. Students should be able to three animals have body parts that will hunt and kill Maiasaura, but this gorgosaur match each story with both the draw- protect them and help them fight. Stan has has several broken bones. Could a human ings and the skeletal diagrams. a huge mouth filled with teeth. Kelsey has with a broken leg or arm find food easily? l Ask the class to sort the scenes long, sharp, strong horns that can stab deep Sometimes on the side of the road a crow or by how the animals are living in into any animal. If T. rex always wins, would other bird is seen eating a dead raccoon or a deer. A crow cannot kill a deer or a raccoon, groups. Are they together for food? there be any food left for him to eat? What but it would eat the free meal it finds. Ask Protection? To learn? What modern will happen? Who will win? How will the students if they think the gorgosaur would eat animals can be seen in similar animals interact? Use reference materials to a dead and rotting dinosaur? groups? Give examples of modern learn about the body parts on these terrific animals for each of the scenes creatures. What animals living today might Dinosaur Eggs, Nests and Babies shown. Ask the students to provide interact the same way? The noise and move- Area — Oviraptor evidence for their choices and obser- ment have terrorized two opossum-sized Many living snakes and other reptiles just vations. mammals, Didelphodon, hiding inside a lay eggs and leave the babies to take care l Look at each Dinosphere scene nearby burrow. Didelphodon are nocturnal of themselves. Did the dinosaurs take care and try to answer the main question. animals and this afternoon skirmish has inter- of their eggs and babies? If they did, what Ask students to use what they have rupted their nap. They could be trampled, so benefit or good things did the babies receive learned by studying living animals they stay hidden, hoping the predators will from the care? Ask students how their lives to decide if the Dinosphere scenes be chased away. would be different if their parents had not are correct. Have them give reasons taken care of them when they were babies. for their answers. Have each student The Watering Hole Scene: What reasons can they give for why dino- select one scene to draw a picture Hypacrosaurus, Leptoceratops saurs would take care of their eggs and of and write a story to tell what they — is this a family? young? think it is about. Make sure they Is this a safe place to be? A family of hypac- give examples of living animals. For rosaurs is visiting the watering hole to drink. Each group can make a drawing or a list and example, a student might say that They must drink, but is it safe? Research give examples of what they think is the real Stan and Bucky are working together other modern watering holes that animals story in each Dinosphere scene. Have the to attack Kelsey just like African lions use. In Africa many different animals come to groups report their findings to the entire class. work together to hunt. Divide the drink at the local watering hole. At different There is not a correct answer but each group should be able to defend their findings. class into groups. Meet with each times of the day, different animals use the group and share the following ques- same watering hole. How does the ante- tions for their report. lope get water without being attacked by lions? What would be the best time for these hypacrosaurs to visit this dinosaur watering hole?

38 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1 Dinosphere Get ready Unit of Study to dig Lesson Experience 1 2 Enduring idea: Experiences Experience 2 Grades 3 – 5 Lesson 3 IndianaExperienc dinosaure s2 Make it

Dino books fossilizl Willis, Paul. Dinosaurse . Pleasantville, N.Y.: Focus questions Make it l Brandenberg, Aliki. Dinosaur Bones. New Reader’s Digest Children’sLesson Books, 1999. Experience 3 York: Thomas Y. Crowell, 1988. An easy- A beautifully illustrated photo essay about 4 to-readDinospher discussion of the way scientistse fossilize Dinodifferent types Diary of fossils and how they What's ahead study fossil remains to learn about dino- Students should be able to give reasons formed. saurs. for their ideas about why dinosaurs Getlived in groups. ready The main focus is to Unit of Study l Zoehfeld, Kathleen Weidner. Dinosaur Experience 4 l Currie, Philip J. and Eva B. Koppelhus. Dino Dinosphere be able to make a comparison with a Babies. New York: HarperCollins, 1999. 101 Questions About Dinosaurs. Mineola, tmoderno dig animal to understand how a WGoodeb examples sit of eshow a mother maiasaur museum link N.Y.: Dover Publications, 1996. Answers to dinosaur may have behaved. Students takes care of her babies. children’sEnduring frequently asked questions idea about : should list reasons for their choices. dinosaurs. ExThey mayperienc agree or disagree withes each Dinosphere DinoDino videobooks Science class other and with the way the scene is Walking With Dinosaurs, BBC and Discovery l Horner, John R. and James Gorman. shown in Dinosphere. The assess- Indiana dinosaurChannel, 1999.s environment Maia: A Dinosaur Grows Up. Philadelphia: ment of this lesson is in the way they Running Press, 1989. A detailed story of Paleo-points GetMcommunicateake r eadywhat it they believe orally Unit of Study the life cycle of a baby duckbill dinosaur and in writing. for the teacher tfossilizo dig e from Ftheocus Cretaceous Period questions filled with facts Dinosaur classroom and illustrations.Enduring ideaScientists: have indirect evidence that dinosaurs lived in groups. Eggs, nests and nursery l Bonus: ExDinoperienc Diaryes Lionni,What's Leo. Swimmy. New York: ahead Knopf, areas have been found. In these areas fossil- Literature connection Students should select one of the scenes in 1991. The story of how a small fish works Diggingized dinosaur bones of differentdeeper ages have ! Dinosphere to draw and study. Encourage with Indianaothers in a group to survive dinosaur the preda- been found,s which provides evidence that MDinothem aketo label parts it of the dinosaur and make tors in the ocean. individuals of various ages lived together. Indiana academic notes about how each part might help the Dinosphere Also, fossilized dinosaur trackways have been l Murphy, Jim. Dinosaur for a Day. New Introduction standards fossilizWanimaleb live in groups.site esThey should also Fmuseumocus questions link found that show animals of various ages trav- make several lists on how and why modern York: Scholastic, 1992. A wonderfully eling together. This provides strong evidence animals live together. End each class period illustrated diary of a typical day in the life that some dinosaurs lived in groups. with time to write under the heading “Today of a family of small, swift Hypsilophodon Family connection Dino Diarybooks dinosaurs. (Some liberty may have been I Discovered …” in their diaries. What'sScience aheadclass Dinosphere museum taken with background plants and animalsT able of Contents not fromen the virCretaceous.)onment link: When you visit Science names DinoPaleo-points The Dinosphere story line, complete with l Norman,Dinospher David and Angela Milner. e drawings and maps of the scenes, is included Wforeb the sit teseacher Eyewitness:museumDinosaur Dinosaur. New York: link DKclassr in theoom resources section of this unit. Students Dinosphere link on The Children’s Publishing, 2000. An exploration in text can observe photographs of living animals Museum Web site and photos of the world of dinosaurs, with to learn how and when they come together http://www.childrensmuseum.org emphasis on teeth, claws, eggs and fossils. in groups. From this information students DinoBonus: books SciencLiteraturee class connectionwill better understand the reason why DiggingDinosaur illustrations deeper! l Paul, Gregory S., ed. The Scientific Dinosphere fossils are arranged the way http://www.search4dinosaurs.com/ Americanen Bookvir of Dinosaurs.onment New York: St. they are. At each of the main scenes and Paleopictures.html#about-points Martin’sIndiana Press, 2000. A survey ac of currentademic through exhibit activities and labels, visitors topics, knowledge and answers about the explore the science of how dinosaurs lived Jurassic Park Institute forIntr theoduction teacher prehistoricDinosaurstandar era from the bestds minds classr in pale- togetheroom and interacted. http://www.jpinstitute.com ontology. Bonus: Bonus:LiFamilytera Diggingture connection connection deeper! Digging deeper! View a dinosaur video with your class. There are several excellent educational videos avail- Table of Contents able. View the movie with a focus on dinosaur interactions and basic needs. Afterward, have studentsIndianaScienc make a list of all thee ways acnames dinosaursademic in the movie met their basic needs, interacted Introduction and lived in groups. Thest Children’sandar Museum of Indianapolisds © 2004 39 Family connection Table of Contents Science names Lesson 1

Lesson 2 Experience 1

Lesson 3 Experience 2

Lesson 4 Grades 3 –E 5xperience 3

Lesson 4 Experience 4 Dinosaurs Are Not Alive Today — Or Are They? The Children’s Museum of Indianapolis

Eva Koppelhus and Philip Currie are paleontologists whose work helps others study and prepare fossils. Paleontologists Sir Richard Owen, Robert Bakker and Barnum Brown are dinosaur hunters whose © Black Hills Institute of Geological Research, photograph by Henry Rust discoveries rocked the world of paleontology. In this experience students learn Paleontologist Peter Larson examines dinosaur bones at the Bucky dig site. Fossil bones on the surface hint at the treasure below. Dinosphere about the people who have discovered and named dinosaurs. Students learn that are not here today. They may not come up paleontology draws upon a diverse group Get ready withUnit new answers of butStudy they may think of of scientists. Through research and reports to dig new questions. Asking questions is what students learn about the skills and educa- science is really all about. tional background needed to be an official Often all that is learned from a scientific Enduring idea: fossil hunter, a paleontologist. investigation is that there are many more Extinction questionsExperienc than answers.es In the study of What happened to the dinosaurs? Students dinosaurs there are many great questions learnIndiana reasons why dinosaurs dinosaur are not alive s still to investigate. One of the biggest today. They learn that paleontologists, mysteriesMake is what it happened to the big scientists who study dinosaur life, use dinosaurs.fossiliz Did theye die gradually or at the fossilFocus clues and observations questions to understand same time in a huge catastrophic event? dinosaurs. They will also learn why some Did they all disappear at the same time scientists believe that dinosaurs may be all over the earth? Some scientists think related to today’s birds. Students role-play thatDino some smaller Diary dinosaurs survived and toWhat's learn about the life discoveriesahead of famous evolved into birds. In this exercise students paleontologists. willDino explore theories about why dinosaurs Dinosphere 40 Web sites Dinosphere —museum Now You’re in Their World! link • A 3 – 5 Unit of Study Dino books Science class environment Paleo-points for the teacher Dinosaur classroom Bonus: Literature connection Digging deeper! Indiana academic Introduction standards Family connection Table of Contents Science names Lesson 1

Lesson 2 Experience 1

Lesson 3 Experience 2

Experience 1 Grades 3 – 5 Lesson 4 Experience 3 Experience 1 Experience 4 What Happened to the Dinosaurs? Indiana Academic Standards Science — 3.1.4, 3.1.5, 3.2.3, 3.2.6, 3.2.7, 3.4.5, 4.1.1, 4.1.2, 4.1.3, 4.1.4, Vocabulosaurus 4.4.6, 5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.4.4, 5.4.5, 5.4.8 Language Arts — 3.4.4, 3.5.2 3.6, 4.4.1, 4.4.7, 4.5.4, 4.6, 4.7.12, 5.4.5, 5.6, l paleontologist — a scientist who 5.7.10 studies ancient life from fossils, Math — 4.6.1, 4.6.2, 5.6.1 including plants, invertebrates (animals without backbones) and Social Studies — 3.3.5, 4.3.7, 5.3.5 vertebrates (animals with backbones).

l volcano l idea l extinct l climate l unique l meteorite l common

Dinosaur reference books; computer access; chalkboard; Dino Diaries Dig tools Dig

Volcanic eruptions change the land and the atmosphere.

Focus l What happened to the dinosaurs that made them Questions go away? l Do dinosaurs have descendants living today? l Who discovers information about dinosaurs? l What do scientists use as evidence for a dinosaur idea or theory?

Objectives Students will: l List three or more reasons why dinosaurs are not alive today. l Understand that anyone can study dinosaurs. l Demonstrate how a fossil clue can support an idea or theory. l Give examples of how anyone can study dinosaurs. l How can someone learn more about dinosaurs?

Lesson 2 Experience 1

Lesson 3 Experience 2

Lesson 4 Grades 3 –E 5xperienc e 3 Experience 1 DIG IN ... Experience What happened to the dinosaurs? 4 Make it l Introduce this lesson by reading The their list. fossilize Dinosphere Magic School Bus in the Time of l Have one member of each group stand Review the reasons that students the Dinosaurs by Joanna Cole, and and give another common reason. listed. Explain to the class that ideas join Mrs. Frizzle and her class on a Each time another group has the same Getin science r haveeady evidence or data Unit of Study fun dinosaur adventure tour of the reason on its list, the group reporting to support them. Scientists do not Mesozoic Era. gets 10 points. For example, if the first to dig say, “Because I said so.” Instead, l Provide reference books about dino- group names volcanoes as a common scientists show evidence and data saurs to the class. Each group should reason and three other groups also Enduring idea: to support their ideas. The class have one or more books to use. have that somewhere on their lists, Experiences Bookmark dino Web sites for students the first group receives 30 points. Tally can start to examine the ideas to use on computers. all the group points at the end of this about what happened to dinosaurs, Indiana dinosaurs l Divide the students into groups of round. focusing on the evidence. Scientists four or five. Ask students to write the l Hand out dinosaur reference mate- Museake facts to challenge it speculations numbers 1 through 10 down the side rials and allow computer access. Tell and build theories. of one page in their Dino Diaries. the class they have only 10 minutes fossilize Focus questions Then ask the class a simple question: to search for more information. They Where have all of the dinosaurs gone? may continue to write reasons why l Set a time limit of five minutes. Ask dinosaurs are not alive today. Each Dino Diary each student to write reasons or new reason earns an additional point. What's ahead Students use their diaries to play the What words to answer the question next to Students will be motivated to read new the numbers in their Dino Diaries. materials in search of dinosaur informa- Happened to the Dinosaurs? game and Remind the class to write as fast as tion. toDino complete the What Happened to the Dinosphere possible. Spelling does not count in l Ask each group to select one reason Dinosaurs? chart. Students should be this exercise. At the end of the set time dinosaurs are not alive today that is ableW eb to generate sit twoes or more dinosaur museum link students tally up their responses. You unique. This reason should be one questions that they would like to investi- may want to add extra time. The focus they think no other group has selected. gate. End each class period with time to is on encouraging students to brain- Ask one person in each group to draw writeDino under the bookheading “Todays I discov- Science class storm and record ideas. Each student a star next to their unique answer. ered …” in their diaries. receives one point or tally mark for Allow time for each group to select one environment each reason. idea. l Set an additional time limit of 10 l Have students repeat the reporting Paleo-points minutes. Ask each group to share process as above. Remind students to their ideas within the group. Tell them name a unique reason they think no for the teacher Dinosaur classroom not to let the other groups hear their other student has listed. Award extra conversation. They can add any new points for any new ideas. ideas in their Dino Diaries. At the end l Ask each group to add up their points. Bonus: Literature connection of the 10-minute time, ask each group All of the students are winners because to tally all of their answers and points they have searched, discussed, Digging deeper! for the group, and select a representa- evaluated and learned reasons why tive to report this in the class discus- dinosaurs are not alive today. Have Indiana academic sion. students summarize what they have l Ask each group to select one reason learned in their Dino Diaries. Ask Introduction standards dinosaurs are not alive today that most them to include one or more questions people agree on. This is the common that they still would like answered or popular answer that other students about dinosaurs. Family connection in the class have on their lists. Ask one person in each group to put a check mark next to that common reason on Table of Contents Science names

42 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Dinosphere Get ready Unit of Study to dig Enduring idea: ExDinospherperiences e Indiana dinosaurs Get ready MakeUnit it of Study Lesson 1 to dig fossilize Focus questions Enduring idea: Lesson Experience 1 Experiences Dino Diary What's ahead 2 Indiana dinosaurs Make it Dino DinospherLesson e 3 Experience 2 fossilize WebFocus sites questionsmuseum link DinoExperience Diary 1 Dino What's book s ahead Grades 3 Scienc– 5 Lessone class 4 Experience 3 environment Dino PaleoDinospher-pointse Bonus: Experience 4 Web sites formuseum the teacher link DiggingDinosaur deeper! classroom Dinosphere link on The Children’s Students may enjoy researching and listing Younger students may not be able to Museum Web site their Top Dinosaur Extinction Theories understand extinction. Science explains Dinohttp://www.childrensmuseum.org books Bonus: to shareLi withte thera class.ture After reasons connection are that extinctionScienc is a normale processclass and selected the class can put them in order of Diggingevery year some species deeper become extinct. ! Jurassic Park Institute environment least likely to most likely. They will enjoy At the end of the Mesozoic Era a large http://www.jpinstitute.com making up their own reasons, however Paleo-points extinction event occurred. However, it was Indiana academic fanciful, to add to the list. Encourage Intrnot the first.oduction Evidence suggests that much forMuseum the of Paleontology teacher Dinosaur classrstudentsoomst toandar use their imaginations.ds larger extinctions occurred prior to the http://www.ucmp.berkeley.edu/ Dinosaur Age. Students may agree with, index.html disagree with or not understand evolution DinosphereFamily museum connection Bonus: and itsLi importancetera to adaptation.ture Youc onnectioncan Enchanted Learning — Comprehensive link: When you visit approach both extinction and evolution in Dinosphere contains the latest information Digginge-book about dinosaurs deeper! Tablea manner thatof allows C studentsont toent ask quess- from today’s leading paleontologists about http://www.zoomdinosaurs.com Science names tions. ScienceIndiana supports asking ac questions.ademic what may have happened to the dino- Introduction Studyingst dinosaursandar excitesds children and saurs. Visitors can learn more information encourages them to learn. at the many computer learning stations. Dino books There are labels and activities that explore l Barrett, Paul. National Geographic Put the following chart on the board. The Dinosaurs. Washington, D.C.: National extinction theories and the most recent Geographic Book, 2001. A comprehen- three reasonsFamily listed are some c onnectionof the stron- trends in learning about dinosaurs. Visit sive look at dinosaurs in an easy-to-use gest. Information about these three ideas is Dinosphere or The Children’s Museum Tablemanner organizedof C byont age andent type. s presented in Dinosphere. Students will be Web site to learn more. able toScienc find many more. eEncourage names them l Branley, Franklyn M. What Happened to look at the evidence or data for each to the Dinosaurs? New York: Thomas theory and to ask more questions. Y. Crowell, 1989. Easy to understand reasons for dinosaur extinction theories. What Happened to the Dinosaurs? l Cole, Joanna. The Magic School Bus: In the Time of the Dinosaurs. New York: Theory or idea Evidence that supports theory Scholastic, 1994. Mrs. Frizzle and her class go on a dino adventure tour of the Dinosaurs were killed when: Mesozoic Era. A meteorite hit Earth Layer of chemicals in soil, large impact crater l Currie, Philip J. and Eva B. Koppelhus. 101 Questions About Dinosaurs. Great volcanoes erupted Large lava fields around world Mineola, N.Y: Dover Publications, 1996. Answers to children’s frequently asked Geological changes Climate changes, seasonal changes, new plants questions about dinosaurs. occurred and animals

l Paul, Gregory S., ed. The Scientific Dinosaurs are not extinct: American Book of Dinosaurs. New York: St. Martin’s Press, 2000. A survey of Some dinosaurs evolved More than 60 similarities between birds and current topics, knowledge and answers into modern birds dinosaurs about the prehistoric era from the best minds in paleontology.

Lesson 2 Experience 1

Lesson 3 Experience 2

Lesson 4 Grades 3 –E 5xperienc e 3 Experience 2 Experience 2 Experience 4 Paleontologists

Indiana Academic Standards Science — 3.1.5, 3.2.3, 4.1.3, 4.1.4, 5.1.3 Language Arts — 3.1.8, 3.4.4, 3.6, 4.1.4, 4.4.1, 4.4.7, 4.5.4, 4.6, 4.7.12, 5.1.4, 5.4.5, 5.6, 5.7.10 Social Studies — 3.3.5, 4.3.7, 5.3.5 © Black Hills Institute of Geological Research, photograph by Larry Shaffer

Careful examination of this jaw reveals signs of injury and disease — more clues about the life and death of the dinosaur.

Vocabulosaurus

l paleontologist — a scientist who studies fossils.

© Black Hills Institute of Geological Research, photograph by Neal L. Larson l volcano l idea l extinct l climate Bucky Derflinger, right, works with another young scientist to uncover fossilized dinosaur l unique l meteorite bones. l common

Dinosaur Hunters and Important Dates in Dinosaur Focus l Can a young person participate in science? Discovery resource material from this unit of study; reference l Who discovers information about dinosaurs? Questions books; Dino Diaries; computer l How can someone learn more about dinosaurs? access; construction paper and

Dig tools Dig markers. Objectives Students will: l Describe an activity of a paleontologist. l Name an important paleontologist. l List one or more significant discoveries of a paleontologist. l Place in chronological order two or more dinosaur discoveries.

44 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Lesson 1

Lesson 2 Experience 1

Lesson 3 Experience 2

Experience 2 Grades 3 – 5 Lesson 4 Experience 3 DIG IN ...

l Introduce the word paleontologist Experience 4 to the class. Decode the word into its parts: paleo, old or ancient; olog, Dinosphere study of; and ist, a person. A paleontologist is a scientist who studies ancient life from fossils, including plants, invertebrates (animals Get ready Unit of Study without backbones) and verte- to dig brates (animals with backbones). Dinosphere Ask the class if they can name a Enduring idea: person who is a paleontologist and describe what his or her job is like. Experiences l Make a copy of Dinosaur Hunters Get ready Unit of Study and assign each team of two or Indiana dinosaurs three students one of the listed to dig

Make it © Black Hills Institute of Geological Research, photograph by Peter L. Larson paleontologists. Provide reference Enduring idea: books and allow computer access fossilize Focus questions for students to read about their A few bones on the surface hint at the TriceratopsEx below.periences scientist’s life, contributions and important discoveries. Students can Indiana dinosaurs take notes in their Dino Diaries. Dino Diary What's ahead l Provide students with materials to Make it MMakeake sketches of it a paleontologist at create a poster about their paleon- work. Label the tools they are using, the tologist. It should include informa- fossilize fossilize Focus questions Dinosite or location and the subjects they Dinosphere tion from the handout as well as Ask the class to select one or more are working with. Students should put a information they have discovered paleontologists to use in a report or Wcaptioneb under siteach drawinges listing the museum link in their research. Remind students story. They should write sentences or Dinonames of the paleontologists.Diary What's ahead to include important dates on the paragraphs describing the paleontolo- poster. gists. A simple prompt could be: “A paleontologist is a person who studies l Ask each group to give a short Dino books Science class the life of dinosaurs. My favorite is … report about their paleontologist. Dino Dinosphere .” In their Dino Diaries they can write environment Reports can include role-playing words or draw pictures of the activities Web sites skits or interviews and demon- museum link of a paleontologist and describe the Paleo-points strating online resources. tools they use. Remind students that Great Fossil Hunters of All Time l When all groups have finished their a variety of people including children forhttp://www.enchantedlearning.com/ the teacher Dinosaur classroom presentations, ask one member of can participate in science activities. Dinosubjects/dinosaurs/ books Science class each group to hold up the group’s Ask students to share what they have environment poster. Review the important learned with their families. Use the Bonus:Fossil Halls, American Museum of Natural Literature connection discoveries and dates on each one Internet to search for dinosaur sites or PaleoHistory -points with the class. Then ask the groups dig opportunities for families. Plan a Digginghttp://www.amnh.org/exhibitions/ deeper! to line up in chronological order visit to The Children’s Museum or a forFossil_Halls/fossil-halls2.html the teacher Dinosaur classroom according to when their paleontolo- dinosaur dig site. Encourage students Indiana academic gists made discoveries. When they and their families to write a letter to a have lined up in correct order, place paleontologist and share their interest in IntrSternberg oductionMuseum of Natural History standards their posters on display in the class- dinosaurs and fossils. Bonus:(unofficial virtual tour) Literature connection room. Digginghttp://www.oceansofkansas.com/ deeper! Sternbrg.html Family connection Indiana academic TableIntroduction of Contents stSciencandareds names The Children’s Museum of Indianapolis © 2004 45 Family connection Table of Contents Science names Lesson 1

Experience Lesson 2 1 Dinosphere

Lesson GetExperienc readye 2 Unit of Study 3 to dig Enduring idea: Lesson 4 Grades 3 Ex–E 5xperienc perienc e es 3 Experience 2 Indiana dinosaurs Ml Willis,ake Paul. Dinosaursit . New York: Bonus: EReader’sxperienc Digest Children’se Books, fossiliz1999. An introductione to how 4 dinosaurs DiggingFocus deeper!questions looked, behaved and ate, and what is Make a timeline from the Important known about them through the study of Dates in Dinosaur Discovery. A refer- fossils. Dino Diary enceWhat's timeline is included inahead the resources material in this unit of study. Students can Dino video illustrate each discovery on poster board. Dinosaur! With Walter Cronkite, “The First Dino ManyDinospher new and important dinosaure discov- Clue — Tale of a Tooth”; “The Fossil Rush eries have been made since 1970. Use W— Taleeb of a Bone”;sites “Birth of a Legend additionalmuseum reference materials link to complete — Tale of an Egg”; “Giant Birds of the Air the timeline. — Tale of a Feather.” A&E Home Video, Dino4-volume set, book1991. 200 minutes.s Science class Dinosphereenvironment museum link: When you visit Paleo-points Dinosphere contains the newest information about dinosaurs from today’s

© Black Hills Institute of Geological Research, photograph by Larry Shaffer for the teacher Dinosaur classroom leading paleontologists. Visitors can learn Students may think that the only job of more information at the many computer For every hour digging in the field another a paleontologist is to dig up fossilized 10 hours are needed to prepare the fossils. Bonus: learningLi stations.tera Thereture are labels c andonnection bones. However, the field is diverse. activities that explore extinction theories Dino books DiggingPaleo-botanists study plantsdeeper and sedi- ! and the latest trends in learning about mentologists study the soil found with l Achenbach, Joel. “Dinosaurs: Cracking dinosaurs. Visit Dinosphere or The fossils. Another paleontologist may spend the Mystery of How They Lived.” Children’sIndiana Museum Web acsite toademic learn years learning how leg and hip bones National Geographic Magazine, March Introduction more.st At andarDinosphere studentsds can visit 2003, 2–33. A report on how scientists work together. There are many different the Question Lab or the Paleo Prep Lab from a variety of disciplines are working areas for men and women to pursue in to meet and ask questions of paleontolo- together to better understand dinosaurs. the field of paleontology. In the National gists and dinosaur experts. Geographic magazine article “Dinosaurs: Family connection l Funston, Sylvia. The Dinosaur Question Cracking the Mystery of How They Lived” and Answer Book. From Owl Magazine Table(March 2003), of many C differentont andent specials- and the Dinosaur Project. New York: ized paleontologists and their work are Science names Little, Brown, 1998. A good classroom featured. resource filled with information about dinosaurs and easy for children to use.

l Paul, Gregory S., ed. The Scientific American Book of Dinosaurs. New York: St. Martin’s Press, 2000. A survey of current topics, knowledge and answers about the prehistoric era from the best minds in paleontology.

l Relf, Patricia with the Sue Science Team of The Field Museum. A Dinosaur Named Sue: The Story of the Colossal Fossil. New York: Scholastic, 2000. A detailed description of Sue, the most complete T. rex.

46 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Grades 3 – 5 Culminating Experience Dinosphere Culminating Experience: Get ready Unit of Study tDinosphereo dig — Now You’re in TheirEnduring World! idea: ExEnduringperienc Idea es— Fossils are clues that help us learn about dinosaursIndiana. dinosaurs MExperienceake it 1 — Classroom Dinosaur Dig fossilizExperience e2 — Cretaceous TreatFocus questions Dino Diary What's ahead Dino Dinosphere Web sites museum link © Black Hills Institute of Geological Research

Modeling clay is used to make an imprint of Dino books Science class the fossilized bone. From this impression a rubber mold can be made. Many copies or environment replicas can be made from the mold. Paleo-points Why aren’t dinosaurs for the teacher found in Indiana? Dinosaur classrStudentsoom often ask this question. Dinosaurs probably lived in Indiana long ago, but several major changes in © Black Hills Institute of Geological Research, photograph by Neal L. Larson Bonus: Literature connectionclimate have occurred in this area since the end of the Cretaceous. Large glaciers DiggingEach layer of dirt at the Buckydeeper site may contain! clues about life in the Cretaceous Period. scoured, scraped and eroded the surface Indiana academicand bedrock of Indiana, where dinosaur bones may have been deposited. When Introduction standards the climate changed the melted glaciers Not everyone is lucky enough to be it was not a fossilized dinosaur bone. It’s a produced tremendous quantities of water Bucky Derflinger, the youngest person good thing that he did not give up looking that moved sediments, soil, rocks and ever to find a Tyrannosaurus rex. When for dinosaurs, because a few years later Family connectionfossils out of the area. Fragile fossils Bucky was a fourth-grader he found his he found the only teenage T. rex. Today cannot survive the strong natural forces first fossilized T. rex bone and took it to the dinosaur named for Bucky is on that have shaped the Hoosier state. The Tableschool. His ofSouth DakotaCont teacherent told hims display in Dinosphere. Science namesyoungest bedrock in Indiana, from the Carboniferous Period, 360 – 286 million years ago (mya), is much older than the Mesozoic Era fossil beds of the dinosaurs, 248 – 65 mya. Thus fossilized dinosaur bones have not been found in Indiana. The Children’s Museum of Indianapolis © 2004 47 Resource Materials

Culminating Experience Grades 3 – 5 Experience 1

Experience 1 Classroom Dinosaur Dig

Indiana Academic Standards Science — 3.1.3, 3.1.5, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.2.4, 4.6.3, 5.2.3, 5.2.4, 5.2.6, 5.2.7, 5.4.8 Language Arts — 3.5.2 3.6, 4.4.1, 4.5.4, 4.6, 4.7.12, 5.4.5, 5.7.10 Social Studies — 3.3.5, 4.3.7, 5.3.5

Focus l How do dinosaur hunters make new discoveries? Questions l What are good ways to share discoveries? l Where can someone find more information about dinosaurs?

Students will:

Objectives © Black Hills Institute of Geological Research, photograph by Neal L. Larson l Create a simulated dig to discover fossilized dinosaur bones. l Take notes, make a map and propose theories about dinosaurs. Each fossil in a bone bed is mapped in a grid. l Write and display information about dinosaurs. The position is important to understanding how the animal lived and died. l Share what they have learned with others. Vocabulosaurus

l articulated — fossilized bones Plastic skeleton model from The Tiny Perfect Dinosaur — Book, Bones, that are still positioned in lifelike Egg & Poster Series: #1 Leptoceratops, #2 Tyrannosaurus rex, #5 poses. The Kelsey site had articu- Triceratops, #7 Hypacrosaurus (more than one kit will be needed for large lated fossilized bones, indicating classes); aluminum baking pan 8 inches square and 3 inches deep (one little geologic energy in the area. for each group); sandy soil, plastic spoon, toothpicks; clay; pens, pencils, l disarticulated — fossilized bones centimeter rulers; and the Dino Diaries. that are not positioned in the Dig tools Dig way the animal’s skeleton would appear naturally. They may be broken, missing or rearranged. The Bucky site had disarticulated fossilized bones, which indicates much geologic energy there. l simulation – an exercise that models a real practice. A simulation can teach about the real thing but it will not be exactly like the real thing. A car-driving video game is a simulation.

l dig l probe l excavate l bone bed l grid

48 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Experience 1 Grades 3 – 5 Culminating Experience

DIG IN ... Classroom Dinosaur Dig l Tell the class that today they will be like those of Bucky. Once the group dinosaur hunters on an expedition of agrees on the placement they should discovery. Read to the class the story of each draw a map of the bones using the Bucky Derflinger found in the information grid lines made from the toothpicks as a about Bucky the T. rex in the resource guide for the drawings. section of this unit of study. Show l Once students have positioned the skel- students the Bucky information found eton in the pan according to the map, on The Children’s Museum Web site. ask them to carefully cover it with the Ask the class to imagine out loud what sandy soil, pressing the soil down and it would be like to go on a dinosaur dig. adding more until the plastic bones are Show them the Dino Institute Teacher completely covered. Now the groups are Dig 2003 on The Children’s Museum ready to trade dig sites to start the simu- Web site. Students can see photos of lation. a dig and read about what it is like to l Before the class starts to dig, tell them find real fossilized dinosaur bones. Read the rules. There are about 25 grid The Magic School Bus in the Time of squares in each pan. Each student is the Dinosaurs by Joanna Cole, and join allowed to select one square to dig. But Mrs. Frizzle and her class on a fun dino first, students must make a grid map adventure tour of the Mesozoic Era. in their Dino Diaries. Digging is not l Tell the students that they are going to done until all grid squares have been create a simulated dinosaur dig right in probed with a toothpick. All discovered their classroom. Explain that a simula- bones must be mapped before they are tion has some parts that are just like the removed from the dig site. real experience and other parts that are l Have student take turns probing at the different. Simulations are used when you site. Show them how to carefully push cannot do the real activity, for example if a toothpick into the soil. Tell students it is too dangerous or too difficult. to push straight down to feel for any l Divide the students into groups of five objects. They should mark any “hits” on or six students. Each group will prepare their grid map. Continue probing until all a dig site for another group to excavate. the students have had a turn and all the Students should make careful notes grid squares have been probed. Do not about their sites in their Dino Diaries. dig at the site yet. l Give an aluminum pan to each group. l Have each group stop and share what Have students press a layer of clay less they have learned. Ask them to make than 2 centimeters thick into the bottom predictions as to what may be in the of their pan. Following the diagram, help dig site. Ask each group to decide students insert toothpicks into the clay which grid should be excavated (dug up to make a grid like the one shown. The with a spoon) first. It is important that grid squares should be about 4 centime- they proceed slowly and take notes ters square. When the toothpick grids and make drawings of their progress. are complete, ask students to make a At different times in the simulation ask drawing of the grid in their Dino Diaries. groups to stop working and make reports l Give a skeleton model to each group. and predictions about the findings. Each group should work in a separate When the simulated dig is complete part of the classroom to keep their dig have students write a report complete secret. Each group should agree on with drawings and maps of the site. how they will place the skeleton in the Assemble the excavated plastic dinosaur aluminum pan. Instruct them to use all models and display them with the simu- of the bones and place them either in lated dig site and the reports. an articulated way like the fossilized bones of Kelsey or a disarticulated way

The Children’s Museum of Indianapolis © 2004 49 Dinosphere Get ready Unit of Study to dig EnduringDinospher ideae : Experiences GetResourc readye MaterialsIndianaUnit of Study dinosaurs Mtoake dig it Cfossilizulminatinge ExperiencFeEnduringocusGrades questions 3 – idea5 : Experience 1 Experiences Dino Diary DinoIndiana books dinosaurDinospheres museum l Cole,What's Joanna. The Magic Schoolahead Bus in Students use their diaries to write notes and link: When you visit Make it the Time of the Dinosaurs. New York: Dinosphere make drawings of their dig site and to copy Visit Dinosphere in person or via The Scholastic Inc., 1994. Join Mrs. Frizzle the grid map. They should include their Children’s Museum Web site to learn fossilize and Fherocus class on a fun questions dino adventure Dinopredictions as they work on their site. End Dinosphere more about Bucky Derflinger and the Gettour of theready Mesozoic Era. Unit of Study Wthe activityeb by sit allowinges students time to museum link teenage T. rex. Boys and girls of all ages write under the heading “Today I discov- to dig l Norman, David and Angela Milner. can contribute to science — and may Dinoered. …” Diary What's ahead Eyewitness: Dinosaur. New York: DK evenEnduring make a great find. idea: Dino books ExPublishing,periencScienc 2000. An explorationees class in text Dino and photos of the world of dinosaurs, withenDinospher emphasisvir ononment teeth, claws, eggse Indiana dinosaurs PaleoWeb sit-pointes s and museumfossils. link One Last Question The Children’s Museum — Make it Maybe one of the most intriguing ques- l Willis, Paul. Dinosaurs. New York: Dino Institute Teacher Dig 2003 for the teacher fossilizReader’sDinosaur Digeste Children’s Books, classr tionsFoom ocuswe can ask students questions is: Dinohttp://www.childrensmuseum.org/ books 1999.Scienc An introduction toe how class dinosaurs What is one thing that fossil bones dinodig/overview.htm looked, behaved and ate, and what is may never tell us about dinosaurs? Bonus: DinoknownLien aboutte virDiary themraonment turethrough the studyconnection of What's ahead Fossil Halls, American Museum of Natural fossils. DiggingPaleoHistory -point deepers ! http://www.amnh.org/exhibitions/ Models forFossil_Halls/fossil-halls2.html the teacher DinoThe TinyIndianaDinosaur Perfect Dinosaur — acBook, classr ademicDinospheroom e Bones, Egg & Poster Series: #1 IntrSternberg oductionMuseum of Natural History WLeptoceratopsebstandar sit, #2 Tyrannosauruses ds rex, #5 museum link Bonus:(unofficial virtual tour) TriceratopsLi, te#7 Hypacrosaurusrature. Kansas c onnection http://www.oceansofkansas.com/ City, Mo.: Andrews McMeel Publishing, DiggingSternbrg.html deeper!Dino1991–1999.Family book csonnectionScience class Smithsonian Museum of Natural History Indiana academicenvironment TableIntr(virtual tour oduction of dinosaur C exhibits)ontents Paleo-points http://www.hrw.com/science/ Sciencstandareds names siscience/biology/animals/burgess/ for the teacher Dinosaur classroom dino/tourfram.html The simulatedFamily dig can be repeatedconnection many Dinosaur Webquests Bonus:times. One way to extend the lesson is Literature connection The Children’s Museum Dinosphere to use plaster of paris instead of soil to TableWebquests of Contents Digginghide the model bones. deeper Students can use ! http://www.childrensmuseum.org plastic Sciencforks and knives ande paper names clips to remove the plaster. Add brown paint and Indiana academic Paramount Elementary School, Robin Davis Intrsand to theoduction plaster for a more realistic look standards http://www.alt.wcboe.k12.md.us/ to the simulation. mainfold/schoopag/elementary/ paramount/class_webs/1/davisr/ A substitute model can be used in place DinosaurWebquest.html of the plastic skeleton provided in the kit. Family connection Make copies of the Kelsey and Stan skel- Vince Vaccarella for CPE 542 — Tableetons found of in the C resourcesont sectionent of sthis Technology in Education unit of study. Glue the skeletons on foam Science names http://www.lfelem.lfc.edu/tech/ board or polystyrene trays then carefully DuBose/webquest/Vaccarella/ cut out the skeleton. Make several models WQPS_VV.html so that some can be cut apart into individual bones. 50 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Experience 2 Grades 3 – 5 Culminating Experience

Experience 2 Cretaceous Treat

Scientists continue to study and debate what T. rex ate and how he used his teeth. Some think that the strong serrated teeth were used for tearing flesh, while others say they were for crushing bones. Either way, a 25-centimeter banana-shaped tooth is impressive by any standard. You can have fun making an edible T. rex tooth. All you need are a few ingredients and a visit to the Dinosphere Web site to see close-up photos of T. rex teeth.

Dino fun — T. rex Cretaceous Treat

Scientists continue to study and debate what T. rex ate and how he 7. Students must count the used his teeth. Some think that the Cretaceous Period by fives to allow strong serrated teeth were used for the chocolate to cool. For example: tearing flesh, and others say they 5 Cretaceous, 10 Cretaceous, 15 were for crushing bones. A 25-cm Cretaceous — all the way to 65 banana-shaped tooth is impressive by Cretaceous million years ago. any standard. You can have some fun 8. When the white chocolate is cool, making an edible T. rex tooth. All you dip the pointed end of the banana need are a few ingredients and a visit into the dark chocolate almost all to the Dinosphere Web site to see the way back to the cut end to close-up photos of T. rex teeth for the make it look like the strong enamel model of your Cretaceous treat. part of a T. rex tooth. (Try using a fork to sculpt serrations on the Ingredients: bananas (one half per backside of the tooth.) student), craft sticks, white and 9. Let the chocolate cool again and dark chocolate, two pans, wax then enjoy the Cretaceous treat. paper, heat source and freezer. There is nothing to be afraid of when 1. Peel the bananas. you are biting and chewing on a T. rex 2. Cut each one in half across the — as long as it is not the other way diameter. around! 3. Insert a craft stick in the cut end of each banana half. 4. Place on wax paper and freeze overnight. 5. Melt white and dark chocolate in separate pans. 6. Carefully dip the pointed end of the banana in the white chocolate first, covering the length of the piece.

The Children’s Museum of Indianapolis © 2004 51 52 Dinosphere Get ready Unit of Study to dig Enduring idea: Experiences Indiana dinosaurs Make it fossilize Focus questions Dino Diary What's ahead Dino Dinosphere Resource Materials LessonWeb sit 1es museum link Lesson 1 Dino books Science class Culminating Experience WhatExperienc Are Dinosaurs? e...... 54 Experience Lesson 2 Howen Longvir onmentAgo Did Dinosaurs 1 Live?...... Lesson . . . . .54 2 1 Paleo-points Why Focus on the Cretaceous Period? ...... 55 for the teacher WhatDinosaur Is a Fossil?. .classr . . . .oom ...... 56 Classifying Plants and Animals...... 56 Lesson 3 DinosphereExperienc Dinosaurse — 2Background Information Lesson 3 Experience 2 Bonus: LiStan,te Tyrannosaurusrature rexc onnection (South Dakota)...... 57 – 60 Digging deeper! Bucky, T. rex (South Dakota)...... 61 – 63 IndianaKelsey, Triceratops ac horridusademic (Wyoming)...... 64 – 66 EBabyxperienc Louie, Oviraptor e(China) ...... 67 – 70 Experience LessonIntroduction 4 stMaiasauraandar peeblesorumds (Montana)3 ...... Lesson. . . . .71 – 72 4 3 Dinosphere Gorgosaurus sp. (Montana)...... 73 – 75 Dinosaurs FFrannie,amily Leptoceratops connection sp. (Montana)...... 76 – 78 EHypacrosaurusxperienc stebingerie family (Montana)...... 79 – 81 Experience Table of Contents Bambiraptor feinbergi (Montana) 4...... 82 – 83 4 SciencDidelphodon evorax names (South Dakota)...... 84 Dig Site Excavation Maps Kelsey, Triceratops horridus...... 85 Dinosphere Dinosaur Classification Chart...... 86 Dinosphere Floor Plan...... 87 Dinosphere Scenes Tyrannosaurus rex Attack Scene — Stan, Bucky and Kelsey...... 88 – 89 Acknowledgments Watering Hole Scene — Hypacrosaurus family, Leptoceratops...... 90 – 91 Predator or Scavenger Scene — Gorgosaurus, Maiasaura and Bambiraptor. . . . 92 – 93 Dinosaurs Eggs, Nests and Babies...... 94 Dinosphere Fossil List...... 95 Important Dates in Dinosaur Discovery...... 96 Dinosphere Paleontologists and Advisers...... 97 Dinosaur Hunters...... 97 – 98 Dinosphere Unit of Study Books...... 99 Dinosaur Videos and Models...... 100 Dinosaur Web Sites and Webquests...... 100 Glossary...... 101 – 102 What’s in a Dinosaur Name? — Latin and Greek words . . . . . 103 – 104 Indiana Science Standards Kindergarten, Grades 1, 2, 3, 4 and 5...... 105 – 109 National Science Standards Grades K – 4 and K – 8...... 110 Dino Diary — Black Line Masters...... 111 – 114

53 Resource Materials

CulminatingWhat are dinosaurs? Experience Dinosaurs are a special group of animals claws, and develop from yolk-filled eggs that that were alive more than 65 million years are laid or mature inside the mother’s body. ago. Dinosaurs are an extinct subclass of Many scientists are working to understand Archosauria, the “ruling reptiles.” Other extinct the relationship between dinosaurs and living reptiles include the flying pterosaurs and the animals such as birds. Today it is generally marine plesiosaurs and ichthyosaurs. Living accepted that dinosaurs and birds share a reptiles include three orders: turtles/tortoises, common ancestry. Some scientists believe crocodiles/alligators and lizards/snakes. A that the dinosaurs are not extinct but have reptile is a member of the animal kingdom slowly evolved into birds. Children can use a and has a backbone. Reptiles have scales and simple five-step rubric to identify a dinosaur. All dinosaurs:

1. are diapsids, which have two additional sets of openings in their skulls not counting the nostrils or the eye sockets. All reptiles except turtles are diapsids.

2. were alive during the Mesozoic Era that lasted from 245 to 65 million years ago. Geologists divide the Mesozoic Era into three distinct periods — Triassic, Jurassic and Cretaceous.

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

4. held all four legs under the body, not out to the sides like modern lizards and crocodiles. © Black Hills Institute of Geological Research, photograph by Neal L. Larson

5. moved and lived on land —did not live in the water or fly in the air. It takes a large workspace to prepare a Triceratops skull that is more than 2 meters If the animal meets all of these criteria, it is a dinosaur. long.

How long ago did dinosaurs live? It may be impossible for students to under- Era that started more than 245 million years stand how long ago dinosaurs lived. It is ago and lasted for 160 million years. This easier for adults to understand long periods means that the extinction of dinosaurs was of time. A first-grader begins to understand complete 61 million years before the earliest how long a school week is, but may not human fossils, from 4 million years ago. be able to grasp a decade. A high-school John McPhee coined the term “deep time” in student understands the significance of being 1981 to help people understand the immen- 18 years old, but may not fully comprehend sity that is covered in geologic time. It is the time span of a century. Many adults likely that young students will have difficulty find it hard to imagine what the world was understanding the Dinosaur Age. What can like 10,000 years ago. Such a large amount be understood is that dinosaur fossils are © Black Hills Institute of Geological Research, photograph by Neal L. Larson of time is difficult to put into perspective. astonishing tools that excite children to learn Dinosaurs were alive during the Mesozoic about the past. The multiple openings in this skull help identify it as a diapsid. Mesozic Era Triassic Jurassic Cretaceous

220 152 149 127 106 65 millions of years ago

54 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Why focus on the Cretaceous Period? Culminating Experience The Cretaceous world (144 – 65 million years ago) must have been a pretty amazing place. There were lots of different kinds of dinosaurs, including the ones best known today, such as Tyrannosaurus rex and Triceratops. Dinosaurs lived all over the world, even in the polar regions. There were small birdlike dinosaurs and huge, long-necked sauropods. It was during the Cretaceous Period that the first flowering plants appeared, along with trees such as maples, oaks and walnuts. What happened at the end of the Cretaceous — a meteorite striking the earth, erupting volcanoes or changing climates — continues to fascinate people today. This was the last period of the Dinosaur Age. Almost half of all the dinosaurs known were alive during the Cretaceous Period. They included Iguanodon, Deinonychus, Hypsilophodon, Torosaurus and Saltasaurus. Many of the present-day continents were starting to form. The Western Interior Seaway covered the middle of present-day North America from Alaska to Mexico, filling the land from the Rocky Mountains to western Iowa. © Black Hills Institute of Geological Research, photograph by Neal L. Larson

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

Also alive during the Cretaceous Period (plants with huge fan-shaped leaves similar were dragonflies and other insects, frogs, to pineapple plants) and evergreen trees. At turtles, crocodiles, fish and small mammals. the end of the Dinosaur Age broad-leaved Other non-dinosaurs swam the saltwater trees such as oaks and flowering plants oceans and flew through the warm, such as the magnolia began to appear. moist skies. Marine reptiles included giant Common grasses of today were not present ichthyosaurs, plesiosaurs, pliosaurs, and then. The Cretaceous Period holds the mosasaurs that lived on a diet of fish, squid fossil clues to solving the mysteries of the

The Children’s Museum of Indianapolis and shellfish. In the air flew other fantastic dinosaurs. creatures that were not dinosaurs. The Ammonites are extinct mollusks from the pterosaurs, or flying reptiles, were as small Mesozoic Era. Their fossilized shells are found in great quantities and help to date other as crows or owls and others were giants. fossils found nearby. The Quetzalcoatlus flew with a wingspan more than 12 meters long — bigger than some airplanes. Pterosaur wings consisted of a thick layer of skin covering their fingers and hands. Plant life included ferns, cycads

Some organisms that were alive in the Culminating Experience Dinosaur Age are still living today. They are called living fossils. Examples include crocodiles, turtles, cockroaches, ferns, coelacanths, horsetail rushes, ginkgos, spiders, dragonflies and horseshoe crabs. The fossil record is rich in opportunities to learn about the past but much more lies buried, waiting to be uncovered. This helps to make digging for fossils an ongoing and exciting endeavor for adults and children.

Dinosphere contains many examples of Cretaceous Period plants and animals other than dinosaurs. A complete list of exhibit fossils is located in the resource section of this unit. © Black Hills Institute of Geological Research Classifying plants and These pieces will need hours of preparation before the Gorgosaurus skull is ready for Dinosphere. animals What is a fossil? live. The process of eating and digesting Scientists classify all plants and animals, the food destroys most chances for those including dinosaurs, using the binomial The word fossil comes from the Latin “dug system created by Swedish naturalist and up.” Scientists define fossil as preserved food items to become fossils. However, some scientists have become experts at physician Carl von Linné (Carolus Linnaeus) evidence of ancient life. Preserved means in the 1750s. The binomial, or two-word, that ancient life has survived in a form learning what clues can be found in dinosaur coprolite, or dung. The dinosaur fossils system uses one Latin or Greek word to recognizable today. Many times but not represent the genus and the second for the always, fossils are living things that have found so far represent only a very small sampling of life in the Mesozoic Era. Mud species. The system uses the following major mineralized or turned to stone. A fossil can divisions to classify plants and animals: also be an imprint of skin, a footprint hard- and water play an important role in how living organisms become fossilized. Mud Kingdom — Phylum — Class — Order ened into rock, the hard parts of an insect — Family — Genus — Species trapped in amber, the thin carbon layer of and water are associated with lakes, deltas, floodplains and shores — all areas that opti- a leaf or the actual bones and tissues of a An easy way to remember the different mammoth. Evidence includes bones, teeth, mize the formation of fossils. Many plants and animals may have lived in geographic groups is with this phrase: claws, shells and any hard parts that have Kids Please Come Over For Great Science! become mineralized. Most scientists agree areas and climates that rarely support fossil formation. that a fossil must be 10,000 years or older Dinosphere dinosaurs can be classified to qualify as ancient life. Many living things with this system. The complete classifica- can become fossils — plants, animals, tion listing can be found on page 85. single cell organisms and bacteria are all forms of life. Kelsey – Triceratops horridus

Animalia (animals) Often the terms dinosaur bone and fossil Kingdom are used interchangeably. However, no Phylum Chordata (animals with spinal nerve cords) dinosaur bones have survived intact from Subphylum Vertebrata (chordates with backbones) the Mesozoic Era — only fossilized dino- Class Archosauria (“ruling reptiles”) saur bones. Each bone has gone through Subclass Dinosauria (extinct reptiles, “terrible lizards”) a rare process where actual living tissue Order Ornithischia (beaked, bird-hipped plant-eaters) has been replaced or altered by minerals. Suborder Marginocephalia (fringed heads) Most plants and animals do not become Family Ceratopsidae (frilled dinosaurs, including horned dinosaurs) fossils because they are consumed as food! Genus Triceratops (three-horned face) Animals eat plants and other animals to Species horridus (horrible — describes the horns)

56 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Dinosaurs: Culminating Experience Stars of the Cretaceous — Dinosaur Background Information Stan — Why Stan is significant: Teeth and jaws Completeness A tyrannosaur’s mouth, teeth and jaws Tyrannosaurus rex The T. rex known as Stan probably has were specialized for biting and swallowing One full-size cast replica the best preserved and most complete chunks of prey. More than 50 saw-edged skeleton in Dinosphere dinosaur skull yet discovered anywhere teeth, some as long as 12 inches, could in the world. Nearly every fossilized bone tear into flesh like knives. Bulging muscles Background of Stan’s skull was recovered during exca- on the skull enabled T. rex to twist its head T. rex lived about 67 million years ago, and vation. In addition, the skull was almost and gulp down whole chunks of meat. only in the areas currently called the Great entirely disarticulated, meaning that each And as teeth were shed, new teeth grew to Plains, or the western portions of North fossilized bone was separated from the fill the gaps. The jaws were narrow toward America (the United States, Mexico and others. Disarticulation allowed the fossil- the front but widened out to be broad at Canada). The “tyrant lizard king” species ized bones to be preserved with little or the cheeks. The lower jaw was hinged at existed for a span of 3 million years of no distortion or crushing during millions the midpoint between the jawbone and Earth’s history (30 times as long as modern of years of burial. The disarticulation of the chin to increase the size of the bite. The humans have existed so far). Life was the fossilized skull bones also provided joint between the left and right mandibles tough at the top of the food chain. Despite scientists a unique ability to examine (lower jaw) was moveable. Sharp teeth its reputation as a biting, slashing killer, each individual specimen as well as to were up to 7 inches (18 cm) long, and the T. rex lived on the edge. A tasty herd of study each one’s connection and move- largest teeth were shaped like saw-edged migrating duckbills might not show up ment in relation to the others. Thus, an steak knives. The worn crowns on Stan’s on time. Without a ready supply of food, entire new body of knowledge has been teeth indicate that T. rex ate tough, likely starvation loomed. There were fights with acquired about the functions and kinetics fresh, meat rather than rotting carcasses potential mates or rivals and wounds (motions) of T. rex skulls and also of other (and thus was not just a scavenger but a became infected and rapidly fatal. Disease large theropod skulls. Forty-seven separate hunter). The aging, long roots of older teeth was also a threat, including osteoarthritis fossilized bones plus 35 loose fossilized dissolved so that they could fall out and and bone deformities that could make teeth were reassembled in the reconstruc- be replaced by stronger new teeth. The movement painful and difficult. Families tion of Stan’s skull. Only two small skull upper teeth were curved and very sharp, of tyrannosaurs may have helped each bones from the inside of Stan’s lower jaw like huge scalpels. When eating, the T. rex other, however. They may have cared for were missing. The study and reconstruc- probably moved the lower jaw backward their young and brought food to them in tion of these skull elements provided clear so that the sharp lower teeth could tear the nest. As the youngsters grew, they evidence that T. rex had the largest brain, through flesh while the upper teeth held learned how to hunt from adults. Perhaps the keenest eyesight and sense of smell, dinner in place. sleek teenagers served as a diversion to the strongest teeth and the most powerful drive prey to waiting adults. Even grown jaws of any other dinosaur identified to Arms theropods may have banded together to date. The first complete Tyrannosaurus forearms find food. Large duckbills or a triceratops were found in 1988; before that discovery, may have been too big for one carnivore Skull and brain the arms were thought to have been to take on, but two or more could work The brain was long and narrow, with well- weaker than they are considered now. together to attack and kill prey. T. rex developed olfactory bulb(s), optic nerves Although T. rex arms were no longer than had other adaptations that helped it to and auditory nerves. Hence, scientists human arms, one single arm was prob- hunt effectively. Forward-facing eyes could believe that the T. rex had extremely good ably strong enough to lift 400 pounds. The quickly spot and focus on prey. An acute senses of smell, sight and hearing. The muscular but short arms may have propped sense of smell located food, while strong skull was deep and massive and featured up the dinosaur’s body as it rose from lying legs moved swiftly to the attack. a rather short snout. Forward-facing eyes or crouching to standing. The arms may provided depth perception, which allowed also have been used as grappling hooks to the T. rex to judge distance while moving. fight and hold other dinosaurs.

Stan’s pathologies Site Lifestyle and behavior CulminatingStan has some interesting Experienc pathologies — eMost Tyrannosaurus specimens, including T. rex may have hunted alone or in packs. or healed injuries — that create a picture Stan, are from Hell Creek Formation, It may have followed migrating herds of of what life was like for such predators. Harding County, S.D. herbivorous dinosaurs and targeted the The T. rex has several broken and healed sick, young and weak dinosaurs, and may ribs, as well as a scar that may match the Size also have ambushed its prey, charging size and shape of a T. rex tooth. At some Stan is one of the last, largest and most with wide-open jaws at perhaps 20 mph point, Stan also suffered a broken neck. powerful of all predatory dinosaurs. The when an unsuspecting dinosaur came As it healed, two vertebrae fused together T. rex is likely to have been the largest near. The T. rex diet included Triceratops and a third was immobilized by extra bone carnivorous land animal (theropod) of any and Edmontosaurus. Fossils of these growth. Even more spectacular is a hole in age. An adult T. rex is about as heavy as species have been found with T. rex bite the back of the skull. A piece of fossilized an elephant, tall enough to look through marks. Although it may have laid eggs, bone 2 by 5 inches broke off inside the a second-story window and long enough no fossilized Tyrannosaurus eggs have braincase. Pete Larson, of the Black Hills to stretch out across the width of a tennis yet been found. T. rex grew continuously Geological Institute, speculates that the court (10 to 14 meters from head to tail). throughout its long life. Because fossilized size of the hole matches a T. rex tooth. Like other tyrannosaurs, Stan was light- dinosaur bones have been found in regions Whatever the immediate effect of these weight (4.5 to 7 tons) because of hollow that were cold when the dinosaurs were injuries, Stan lived through them to fight bones and large skull openings. alive, and since birds are the closest rela- another day. Perhaps disease or old age tives of dinosaurs (not crocodiles, lizards finally killed the T. rex. As Stan’s carcass Name or snakes), Tyrannosaurus and other dino- rotted in the sun, scavengers pulled apart T. rex was described in 1902 by American saurs may have been warm-blooded. much of the skeleton and skull. Spring paleontologist Henry Fairfield Osborn, who floods eventually covered the bones, which called it the “dinosaur king.” From then until Dinosphere link remained buried for 65 million years. the 1960s, only three T. rex skeletons were Stan is a cast model of the original in the known to exist. T. rex anatomy wasn’t collection of the Black Hills Institute. Discovery well known until new discoveries aided In the spring of 1987, amateur paleontolo- the completion of the whole skeleton form. Dinosphere Dinosaur gist Stan Sacrison was exploring outcrops The discovery of two more skeletons, one Classification of the Hell Creek Formation near the town in Montana in 1988 and another (Sue) in Kingdom — Phylum — Class — Order of Buffalo, S.D., when he came across a 1990, allowed for better understanding of — Family — Genus — Species large dinosaur pelvis weathering out of a the Tyrannosaurus skeleton and anatomy. Kids Please Come Over For Great Science! sandy cliff face 100 feet above the prairie. Since then, through books, movies and comic strips, T. rex has become the most popular, best-recognized dinosaur of all.

Stan — Tyrannosaurus rex

Kingdom Animalia (animals) Phylum Chordata (animals with spinal nerve cords) Subphylum Vertebrata (chordates with backbones) Class Archosauria (“ruling reptiles”) Subclass Dinosauria (extinct reptiles, “terrible lizards”) Order Saurischia (lizard-hipped) Suborder Theropoda (beast-footed) Family Tyrannosauridae (tyrant lizard) Carnosauria (meat-eating lizard) Genus Tyrannosaurus (tyrant lizard) Species rex (king)

58 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Tyrannosaurus rex — Stan Culminating Experience The Children’s Museum of Indianapolis

CulminatingDrawing Experience Tyrannosaurus rex — Stan The Children’s Museum of Indianapolis

A fleshed-out T. rex.

60 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Bucky — Name Dinosphere link T. rex was described in 1902 by AmericanCulminating Two T. rex specimens Experienc — one adult and e Tyrannosaurus rex paleontologist Henry Fairfield Osborn, who one juvenile — are displayed in a hunting One full-size fossilized bone named it the “dinosaur king.” From then scenario in Dinosphere. The two have skeleton in Dinosphere until the 1960s, only three T. rex skeletons encountered a Triceratops and are rushing were known to exist. T. rex anatomy wasn’t in for the kill. Perhaps the younger T. rex, Background well known until new discoveries aided Bucky, acts as a diversion to keep the Bucky the T. rex is a rare find. This remark- the completion of the whole skeleton form. Triceratops off-balance. Stan, the adult, is able dinosaur is the first juvenile T. rex ever The discovery of two more skeletons, one coming in at the Triceratops from behind. placed on permanent exhibit in a museum. in Montana in 1988 and another (Sue) in The outcome of the battle is uncertain. Twenty-year-old Bucky Derflinger found 1990, allowed for better understanding of Perhaps the two will be successful and the fossil in 1998 near the small town of the Tyrannosaurus skeleton and anatomy. enjoy a meal. Perhaps the powerful tricer- Faith, S.D. A rancher and rodeo cowboy, Since then, through books, movies and atops will gore one or both predators. Derflinger is the youngest person ever to comic strips, T. rex has become the most discover a T. rex. popular, best-recognized dinosaur of all. Dinosphere Dinosaur Classification Why Bucky is significant: Fossils Kingdom — Phylum — Class — Order Completeness To date, more than 33 percent of Bucky — Family — Genus — Species Bucky is thought to be the sixth most has been uncovered and verified. Bucky Kids Please Come Over For Great Science! complete T. rex (out of more than 40) ever has a nearly complete set of gastralia (belly discovered. Bucky is an important find. It ribs) and a rare ulna (lower arm bone). is the first known T. rex discovered with Fossilized bones include the first furcula a furcula (wishbone). The furcula may be (wishbone) and the first bicolor toe ever an important link between dinosaurs and found. Ancillary fossil material unearthed birds. from the Bucky site will help scientists tell a more complete story. Materials exca- Discovery vated include Triceratops, Edmontosaurus, This dinosaur is also from the Hell Creek Nanotyrannus, crocodile, turtle, fish, shark Formation, but it is a true teenager, approxi- and some plant material. It is interesting mately two-thirds the size of an adult. T. rex to speculate how all these remains came and other predators are relatively rare finds. to be deposited in the same location. On average, one predator is found for every Perhaps Bucky died by a river and the 30 or 40 herbivores discovered. Juvenile remains, along with skeletons from other finds are even more rare. animals, washed downstream before sand and silt covered and preserved them. Site The fossil remains of Bucky were scattered and difficult to find. So far the excavation site for this creature is nearly half the size of Bucky — Tyrannosaurus rex a football field, making the Bucky dig site Kingdom Animalia (animals) the largest known T. rex excavation to date. Bucky is extremely well-preserved and was Phylum Chordata (animals with spinal nerve cords) easily prepared because the surrounding Subphylum Vertebrata (chordates with backbones) rock matrix was rather soft and easy to Class Archosauria (“ruling reptiles”) remove. The fully-prepared fossils have a Subclass Dinosauria (extinct reptiles, “terrible lizards”) dark, chocolate-brown patina. Order Saurischia (lizard-hipped) Suborder Theropoda (beast-footed) Size Family Tyrannosauridae (tyrant lizard) Bucky is almost the size of an adult T. rex. Carnosauria (meat-eating lizard) It is approximately 34 feet long and more Genus Tyrannosaurus (tyrant lizard) than 10 feet tall. Species rex (king)

CulminatingSkeleton Diagram Experience Tyrannosaurus rex — Bucky The shaded bones are real fossils. Scale: 1 cm = .5 m

62 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Tyrannosaurus rex — Bucky Culminating Experience The Children’s Museum of Indianapolis

Kelsey — Discovery animals. This easily recognized dinosaur has Culminating ExperienceKelsey was found by the Zerbst family in become widely popular, particularly among Triceratops horridus Niobrara County, Wyo., in 1997 and named children who have seen movies featuring One full-size fossilized bone skel- after a young granddaughter. Kelsey was the behemoth as a peaceful, plant-eating eton in Dinosphere discovered eroding from a hillside on the ranch creature. of Leonard and Arlene Zerbst. To date, the Background Zerbsts and paleontologists from the Black Fossils Kelsey the Triceratops is a ceratopsian, or Hills Institute have excavated and prepared Triceratops skulls are huge — measuring up “horned dinosaur,” that lived during the Late Kelsey’s skeleton. Alongside Kelsey were to 7 feet long — and heavy. Kelsey’s is solid Cretaceous Period more than 65 million found more than 20 fossilized teeth shed by fossilized bone, up to two inches thick, from years ago. Appearances can be deceiving. a predatory dinosaur, Nanotyrannus, a smaller the top of the frill to the tip of the beaklike Triceratops, often depicted as a passive, plant- cousin of T. rex. Perhaps Kelsey died of natural mouth. The skull is also bumpy — or in scien- eating behemoth, was actually one of the causes and was scavenged, or was attacked tific terms, displays rugosity. Some scientists most dangerous animals in the Cretaceous and killed by predators. speculate that this may be an indication of world to a predator such as T. rex. There is older age. The frill at the top of the skull was debate about whether Triceratops lived in Site originally thought to be crucial for protecting herds. The skeletons of other ceratopsians have Triceratops roamed what is now western North the neck area. Scientists now think the frill may been found together in large bone-beds, but America at the very end of the Dinosaur Age. have been more important in mating rituals. A Triceratops is often found alone. Paleontologist Kelsey was found on the famous Lance Creek flush of blood over the frill might have attracted Bob Bakker has speculated that they roamed fossil bed, where many Late Cretaceous dino- females or deterred rival males in shoving the Cretaceous forests on their own and did saur fossils have been excavated. matches. Still another explanation for the frill is not migrate. Only when T. rex couldn’t find a heat regulation. As the body warmed up, heat herd of duckbills would it try to attack a large Size escaped from the frill and body temperature and dangerous prey like Triceratops. It took a The sheer bulk and size of Triceratops — up was stabilized. Kelsey’s fossilized bones of lot of food to feed a Triceratops. Since it was to 22 feet long and 9 feet tall and weighing as interest are the huge cranium, massive femur, herbivorous, it ate many pounds of cycads, much as 6 tons — commanded attention. A mandible teeth and great horn. ferns and other low-lying plants daily. It may thrust from one of its three sharp horns (the two also have used its horns to knock down above the eye sockets each measured up to 3 Dinosphere link small trees and then snipped the leaves with feet long) could be lethal to an attacker. Kelsey In Dinosphere, Kelsey charges the adult T. its parrot-like beak. Scientists know some has a large skull more than 6 feet (2 m) long, rex, Stan. Bucky, the younger T. rex, circles of the plants that Triceratops devoured by one of the largest skulls of any land animal around Kelsey, ready to strike. Though two studying phytoliths — tiny parts of plants ever discovered. The head is nearly one-third against one may seem like a mismatch, the that left scratch marks on the animals’ teeth as long as the body. outcome in such a fight would be uncertain. or remained between teeth even after the The Triceratops could wound one or both of animal fossilized. Kelsey has a short, pointed Name the tyrannosaurs. tail, a bulky body, columnar legs with hoof- This specimen was named after the Zerbsts’ like claws, and a bony neck frill rimmed with granddaughter Kelsey Ann. John Bell Hatcher Dinosphere Dinosaur bony bumps. Like other Triceratops, Kelsey described the first Triceratops fossils in 1889. Classification has a parrot-like beak, many cheek teeth and Othniel C. Marsh named the specimen “three- Kingdom — Phylum — Class — Order — powerful jaws. horned face.” The name refers to the two large Family — Genus — Species brow horns and the smaller nose horn of these Kids Please Come Over For Great Science! Why Kelsey is significant: Completeness More than 50 percent of Kelsey’s skeleton has Kelsey – Triceratops horridus been uncovered, making this specimen one Kingdom Animalia (animals) of the top three Triceratops skeletons known Chordata (animals with spinal nerve cords) to science and perhaps the most complete. Phylum Although Triceratops is one of the most popular Subphylum Vertebrata (chordates with backbones) dinosaurs with children, remarkably few have Class Archosauria (“ruling reptiles”) been found, and most that have been found Subclass Dinosauria (extinct reptiles, “terrible lizards”) are fragmentary. Order Ornithischia (beaked, bird-hipped plant-eaters) Suborder Marginocephalia (fringed heads) Family Ceratopsidae (frilled dinosaurs, including horned dinosaurs) Genus Triceratops (three-horned face) Species horridus (horrible — describing the horns)

64 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Skeleton Diagram Culminating Experience Triceratops horridus — Kelsey The shaded bones are real fossils. Scale: 1 cm = 28 cm

CulminatingDrawing Experience Triceratops horridus — Kelsey Scale: 1 cm = 28 cm

66 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Baby Louie — A unique find Name Baby Louie is an unusual dinosaur specimenCulminating In 1923, the first of these E xperiencdinosaurs ever found e Oviraptor representing an unknown giant species of was dubbed Oviraptor or “egg robber” because One full-size fossilized bone skel- Oviraptor with some very birdlike characteris- the remains were in a nest of eggs mistakenly eton in Dinosphere tics. This Late Cretaceous specimen consists identified as those of another species. It was of the fossilized remains of a small dinosaur proven in 1994 that the eggs were actually Background in an egg. While most embryonic remains laid by the dinosaur itself, leading to the About 65 million years ago in what is now are jumbled piles of fossilized bones, Baby assumption that Oviraptor cared for its young Hunan Province, China, a dinosaur egg was Louie is extremely rare in that the fossil- much as today’s birds do. What scientists just about to hatch. Sometime before, the ized bones are intact and well articulated. know about Baby Louie has changed over mother had probably scooped out a wide, Did dinosaurs incubate their eggs? Did they time. At first, Baby Louie was thought to be shallow nest, then laid eggs two at a time in raise their young? How were they related to a therizinosaur embryo. Artist Brian Cooley a circular pattern in as many as three layers. modern birds? These are questions to which sculpted a fleshed-out version for the cover Finally, the mother settled down on top of the Baby Louie may be able to provide answers. of the May 1996 National Geographic. Later, nest, spreading out to keep it warm and safe Recently paleontologists identified a fossilized scientists examining Baby Louie found telltale from predators. But something went wrong. bone from the skull as part of a lower jaw. signs of an ornithominid. Other scientists Perhaps something scared the mother and The shape of this fossilized bone — beaklike have reviewed the findings and now believe the nest was trampled. Maybe a predator without teeth — is similar to the lower jaw of the embryo is an Oviraptor or perhaps a new tried to steal the eggs. Scientists who have the group of dinosaurs that includes Oviraptor. genus. The debate continues. studied the specimen say it looks as if Baby Some scientists believe this is an extremely Louie was stepped on and crushed. However large new species. Fossils it happened, slowly rising water probably Baby Louie’s fossilized bones include many covered the eggs. But as silt and sand settled Discovery that are crucial to identification, including over the nest, Baby Louie’s fossilized bones The amazing discovery of this dinosaur cranium, mandible, femur, dorsal vertebra, remained surprisingly intact. Today, Baby embryo within its nest is beginning to unlock tibia, cervical vertebra, metatarsal and manus Louie is a “star” dinosaur specimen that scien- the mystery of what kind of theropod laid claw. tists continue to study. Paleontologist Charlie such eggs. In 1994 Charlie Magovern discov- link ered this embryo while working on a large Dinosphere Magovern wants to look closely at the nest Baby Louie is displayed in a special case in and focus on two other eggs, affectionately egg block from China in his preparation Dinosphere. The exhibit will play an impor- laboratory. He named the embryo Baby dubbed Huey and Duey. Perhaps improved tant role in the discussion of eggs, nests and Louie after photographer Louie Psihoyos, who scanning technology will help to determine dinosaur babies. if there are little fossilized bones inside those photographed it for the May 1996 issue eggs as well. Baby Louie is the only known of National Geographic. Charlie spent years Dinosphere Dinosaur Classification articulated dinosaur embryo ever discovered. using a stereoscopic microscope and small Kingdom — Phylum — Class — Order — needles to free the tiny fossilized bones from Family — Genus — Species Why Baby Louie is significant: the rock. Kids Please Come Over For Great Science! Completeness It is not always obvious which species of dino- Site saur laid a particular egg, even when fossil- Baby Louie was excavated from the ancient ized bones are found inside. This is because rocks of the Shiguo Formation in the Hunan embryonic skeletons are small and fragile, Province of China. and the skeleton is initially made of cartilage that does not preserve well before calcification Baby Louie – Oviraptor occurs. This specimen however, is remarkably well-preserved and remains in an articulated Kingdom Animalia (animals) position. Baby Louie was delicately prepared Phylum Chordata (animals with spinal nerve cords) by utilizing a powerful microscope and small needles to carefully free it from the rock matrix. Subphylum Vertebrata (chordates with backbones) Several years have been devoted to preparing Class Archosauria (“ruling reptiles”) this dinosaur specimen for exhibit. Subclass Dinosauria (extinct reptiles, “terrible lizards”) Order Saurischia (lizard-hipped) Suborder Theropoda (beast-footed) Family Coelurosauridae (birdlike Therapods) Genus Oviraptor (egg-robber) Species unknown at this time

CulminatingFossil Experience Oviraptor embryo — Baby Louie The Children’s Museum of Indianapolis

Baby Louie’s skull and other bones are clearly visible. The fossil bones are full size. 1995 Brian Cooley, “Baby Louie,” polyester resin. The Children’s Museum of Indianapolis.

This model of Baby Louie was created by paleo-artist, Brian Cooley.

68 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Drawing Culminating Experience Oviraptor embryo — Baby Louie

Scale: 1 cm = .5 cm

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

70 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Maiasaura Brenda, Cliph, Bob, Wes, Matt, Luke and Size Megan — discovered a rich fossil siteC ulminating that Maiasaurs were large E —xperienc up to 30 feet long, e peeblesorum holds the fossilized bones of many maia- 12 to 15 feet tall and weighing roughly 3 to One full-size fossilized bone saurs. For many years they have spent their 4 tons. They walked on all fours, although skeleton in Dinosphere summer vacations excavating dinosaurs at they could also stand on two legs for feeding. the site. Their hands had four fingers and their feet Background were shaped like hooves. They also had When paleontologist John Horner walked into Site long, stiff tails that helped with balance. a small rock shop in Bynum, Mont. in 1978, The first Maiasaura fossils consisted of a he had no idea what he was about to find. 75 million-year-old nesting colony found in Dinosphere link The owners, the Brandvolds, showed Horner the badlands of Montana by John Horner Meat-eating dinosaurs such as Gorgosaurus a coffee can full of little fossilized bones. and Robert Makela in 1978. The colony probably preyed on the maiasaur herds. In Horner saw at once that they were fossil- contained eggs, babies and adults. The Dinosphere a maiasaur lies on the ground ized baby dinosaur bones and asked where number of specimens found gave rise to the with a gorgosaur standing above it. Visitors they were found. The Brandvolds showed belief in parental care and also to the theory are challenged to look for clues and solve this him the site, which was later dubbed “Egg that maiasaurs were social, with females whodunit. Did the maiasaur die from natural Mountain” for the hundreds of eggs and nesting and living in large herds. Also found causes or did the gorgosaur kill it? Fossilized nests excavated over many seasons. The at the Linsters’ dig site were the remains of Edmontosaurus skin and a jaw bone fossil Brandvolds, it turns out, had discovered a large meat-eating gorgosaur and several are displayed in the Paleo Prep Lab. a new species of dinosaur, which Horner small bambiraptors. These creatures likely named Maiasaura, meaning “good-mother fed upon the maiasaurs. Dinosphere Dinosaur Classification lizard.” Horner speculated that these dino- Kingdom — Phylum — Class — Order saurs cared for their young. He studied baby Name — Family — Genus — Species Maiasaura skeletons and surmised from their Paleontologist John Horner named Maiasaura Kids Please Come Over For Great Science! soft fossilized bones that they couldn’t walk “good-mother lizard” because he believed that just after hatching. He guessed that they these dinosaurs took care of their offspring probably stayed for about a month in the well after they hatched. nest and depended on the adults to bring them food. Bits of fossilized eggshell were also found, indicating hatchlings stayed long Duckbill — Maiasaura peeblesorum enough to trample their shells. Though more Kingdom Animalia (animals) recent research has challenged Horner’s hypothesis, the “good-mother lizard” moniker Phylum Chordata (animals with spinal nerve cords) has stuck. Like the hypacrosaurs, Maiasaura Subphylum Vertebrata (chordates with backbones) were duck-billed hadrosaurs. They probably Class Archosauria (“ruling reptiles”) had to eat many pounds of leaves, berries, Subclass Dinosauria (extinct reptiles, “terrible lizards”) seeds and woody plants each day to survive. Order Ornithischia (bird-hipped) Maiasaura had a toothless beak for snipping Suborder Ornithopoda (bird-footed) plants and hundreds of specialized teeth for Family Hadrosauridae (bulky lizard) chewing and grinding. Teeth were frequently Genus Maiasaura (good-mother lizard) worn down by all the chewing, but for each Species peeblesorum (named after the Peebles family, who once owned the badlands) functioning tooth up to four or five were growing and ready to replace it. Maiasaurs had to eat almost constantly to get enough Duckbill — Edmontosaurus annectens food to maintain their weight. And because Animalia (animals) they traveled in large herds for protection Kingdom (perhaps up to 10,000 in number), they Phylum Chordata (animals with spinal nerve cords) migrated in search of new food supplies. Subphylum Vertebrata (chordates with backbones) Class Archosauria (“ruling reptiles”) Discovery Subclass Dinosauria (extinct reptiles, “terrible lizards”) The Dinosphere Maiasaura is a composite Order Ornithischia (bird-hipped) skeleton, meaning it is made up of the fossil- Suborder Ornithopoda (bird-footed) ized bones of several individual dinosaurs. Family Hadrosauridae (bulky lizard) The fossils come from the Two Medicine Genus Edmontosaurus (Edmonton lizard) Formation in Teton County, Mont. Cliff and Species annectens (from or connected to) Sandy Linster and their seven children —

CulminatingSkeleton Diagram Experience Maiasaura peeblesorum The shaded bones are real fossils. Scale: 1 cm = .5 m

72 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Gorgosaurus sp. Site New species Gorgosaurus finds are rare, more soC thanulminating The well-preserved E fossilizedxperienc breastbone, e One full-size fossilized bone T. rex. Gorgosaurus specimens have been extraordinary curved hand claws and skeleton in Dinosphere discovered only in North America, exca- rugose lacrimal (eyebrow bone) suggest it vated at sites in Montana, New Mexico and is a species previously unknown to science. Background Alberta, Canada. Paleontologists, including Robert Bakker and When people see an illustration of Phil Currie, are currently studying the find. Gorgosaurus they almost always think of Size its popular cousin, Tyrannosaurus rex. There An adult Gorgosaurus measures approxi- Fossils are many similarities. Both were fierce carni- mately 25 feet in length and 10 feet high The fossilized bones are rare and complete. vores with dozens of sharp teeth designed at the hip. Gorgosaurus is smaller than T. Fossilized bones of interest include a fibula for biting and swallowing prey. They were rex and a more slender, fierce, fleet-footed with a stress fracture, and healed caudal and bipeds with small muscular arms and a long hunter, capable of pursuing prey at speeds in scapula fractures. Preparators working on the tail that balanced the body. Eyes on the excess of 20 mph. It has a strong, muscular skull also found interesting features that were front of the skull and a highly developed neck and more than sixty 4- to 5-inch-long identified as vestibular bulae, very delicate sense of smell were important adaptations serrated teeth. The teeth are not well suited structures in the nasal passages that are for hunting prey. There are a few differ- to chewing, so Gorgosaurus may have swal- unusually well preserved. The find may shed ences between the two, however. First, they lowed large chunks of flesh whole. It has new light on dinosaur physiology. were not contemporaries. Gorgosaurus lived powerful legs, three-toed feet with sharp about 74 to 80 million years ago, several claws and longer arms than T. rex. Dinosphere link million years before the oldest known T. Found with the gorgosaur were the remains rex. Second, Gorgosaurus had a bony plate Name of a maiasaur and two Bambiraptor speci- (rugose lacrimal) over its eyes. Then there’s Lawrence Lambe, who named it “fearsome mens. Perhaps the gorgosaur was feasting the difference in size. Gorgosaurus was about lizard,” first described Gorgosaurus in 1914. on the maiasaur while the raptors waited for 25 feet long, slightly smaller than T. rex. It was dubbed Gorgosaurus in reference their turn. Visitors to Dinosphere are chal- to its enormous mouth and teeth. Later, lenged to decide whether the maiasaur was Why the Gorgosaurus is significant scientists suggested it was a smaller form killed or scavenged. Completeness of Albertosaurus and took away its distinc- There have been only 20 Gorgosaurus speci- tion as a separate species. In 1992, Phil Dinosphere Dinosaur Classification mens ever found, and this one is the most Currie argued that Gorgosaurus was distinct Kingdom — Phylum — Class — Order complete. One of the most valuable aspects from Albertosaurus and the terminology was — Family — Genus — Species of its discovery is a thin, V-shaped fossilized restored. Kids Please Come Over For Great Science! furcula, a bone commonly found in birds and often referred to as a wishbone. Long considered a characteristic only of birds, this evidence helps to bolster the claim that birds Gorgosaurus sp. and dinosaurs are related. Further, almost all of the fossilized teeth are intact and still Kingdom Animalia (animals) attached to the jawbone. The body is 75 Phylum Chordata (animals with spinal nerve cords) percent complete. Subphylum Vertebrata (chordates with backbones) Class Archosauria (“ruling reptiles”) Discovery Subclass Dinosauria (extinct reptiles, “terrible lizards”) Cliff and Sandy Linster found this gorgo- Order Saurischia (lizard-hipped) saur in 1997 in Teton County, Mont. It is an interesting and significant find. The Suborder Theropoda (beast-footed) furcula (wishbone) may help bolster the Family Tyrannosauridae (tyrant dinosaurs) claim that birds and dinosaurs are related. Carnosauria (meat-eating lizards) There are interesting pathologies in the skel- Genus Gorgosaurus (fearsome lizard) eton. Preparators have found major injuries Species Not currently named. in the left femur, a mostly healed compound fracture of the right fibula, and some fused vertebrae at the base of the tail. Scientists surmise that this gorgosaur walked with pain and probably had help from others in its pack to survive.

CulminatingSkeleton Diagram Experience Gorgosaurus sp. The shaded bones are real fossils. Scale: 1 cm = .5 m

74 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Drawing Gorgosaurus sp. Culminating Experience Scale: 1 cm = .5 m

was a solitary or herding animal. They have Name CulminatingFrannie —Experienc e found only a few of these creatures in the Barnum Brown described the first Leptoceratops Leptoceratops sp. fossil record, so it is possible that it roamed in 1914. He named the specimen using the One full-size fossilized bone by itself or in very small herds. In 1999, fossils Latin words for “slender horned face.” Since of six sub-adults were found in a bone bed in skeleton and one cast model then, a few specimens have been located in the Two Medicine Formation, perhaps lending Wyoming, Montana and Alberta, Canada. skeleton in Dinosphere credence to the idea that Leptoceratops lived in small groups. Fossils Background Fossilized bones of interest include the There’s something mysterious about Discovery cranium, which is the hallmark of the species, Leptoceratops. It doesn’t seem to belong to Dorothy and Leo Flammand found this unique teeth, phalanges for digging and an the usual cast of Cretaceous creatures. Phil Leptoceratops specimen in Pondera County, unusual scapula. Currie explains that at the end of the Mesozoic Mont., in the summer of 1995. About 60 Era, most dinosaurs were specialists. That percent of the skeleton is actual fossilized Dinosphere link is, they had adapted and evolved in special bone. Using the matrix as a dating tool, it is In Dinosphere, the Leptoceratops watches for ways to meet the challenges of a changing estimated that the age of the fossil is between predators and feeds on low-lying plants near environment. Leptoceratops, however, was 65 and 74 million years old. a group of hypacrosaurs at a small watering a generalist. It was around for a very long hole. This scene shows something about dino- time in geological history and did not seem Site saur diversity: Not all dinosaurs were large or to develop unique adaptations. Perhaps it The Flammands found this dinosaur among carnivorous. Some, like Leptoceratops, were survived on the fringes of the forest or in the the rocks of the St. Mary’s Formation, which small creatures that spent most of their time uplands where there was less competition for dates back to the Maastrichtian Stage of the hiding or feeding. food from fewer predators. Leptoceratops is a Late Cretaceous, 72 to 65 million years ago. small, primitive member of the ceratopsian Dinosphere Dinosaur Classification family. Unlike its larger cousin Triceratops, the Size Kingdom — Phylum — Class — Order — diminutive Leptoceratops is a rare occurrence This animal is a Protoceratopsian dinosaur, a Family — Genus — Species in the fossil record. primitive member of the ceratopsian family, Kids Please Come Over For Great Science! that weighed less than 150 pounds, stood at Why Frannie is significant: less than 3 feet tall on all fours, and was less Completeness than 6 feet long. This specimen is a fully adult Leptoceratops that contains about 60 percent original fossilized bone. Paleontologists believe that this Frannie — Leptoceratops sp. dinosaur may represent an entirely new Kingdom Animalia (animals) genus, Prenoceratops, and scientists at Johns Phylum Chordata (animals with spinal nerve cords) Hopkins University are currently reviewing the data. Leptoceratops is a primitive cousin of Subphylum Vertebrata (chordates with backbones) another Dinosphere specimen — Kelsey the Class Archosauria (“ruling reptiles”) Triceratops. Leptoceratops, however, had only Subclass Dinosauria (extinct reptiles, “terrible lizards”) a small frill and no horns. It measured approxi- Order Ornithischia (bird-hipped) mately 6 feet long and weighed about 120 to Suborder Marginocephalia (fringed heads) 150 pounds. About 3 feet tall, Leptoceratops Family Ceratopsidae (frilled dinosaurs) probably walked on four feet but may have had the ability to stand on two for feeding. Genus Leptoceratops (slender horned face) Its slender build indicates that it could move Species not named at this time quickly. Like a Triceratops, Leptoceratops had the characteristic parrot beak that helped snip and grind plants. Scientists point out, however, that Leptoceratops teeth were different from those of other ceratopsians, being broader rather than long. Leptoceratops had only two teeth in each position, compared to the batteries of teeth found in other herbivores. And each tooth had only a single root, compared to ceratopsians’ double root. Paleontologists are not sure if Leptoceratops

76 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Skeleton Photos Leptoceratops sp. — Frannie Culminating Experience The Children’s Museum of Indianapolis

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

Drawing CulminatingLeptoceratops Experienc sp. — Franniee The shaded bones are real fossils. Scale: 1 cm = 8 cm

78 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials Hypacrosaurus Size been covered by sand and plant material to Hypacrosaurus was a big animal, averagingC ulminating30 keep them warm during E incubationxperienc because e stebingeri feet long and 15 feet tall. To maintain its size, the mothers were far too large to sit on the One full-size adult fossilized bone it had to eat as much as 60 pounds of plant nest. After hatching from the cantaloupe-size skeleton, one full-size juvenile fossil- material per day. Rows and rows of teeth on eggs, babies measured about 24 inches long. ized bone skeleton, one full-size either side of its jaws sliced tough fibers. Like Scientists debate whether the adults cared for baby fossilized bone skeleton and other duckbill dinosaurs, Hypacrosaurus had the babies or left them to fend for themselves. one full-size baby cast model skel- a long snout and a beak that helped it shred Since they grew so quickly, young hypacrosaurs would have needed a supply of protein. eton in Dinosphere. plants. It likely stayed in the forests, snipping plants and leaves up to 6 feet off the ground. It Perhaps they ate insects in addition to plants. Background had strong back legs that supported its weight. It’s unclear how soon they may have joined the herd. Tiny young dinosaurs were apt to be Hypacrosaurus is a large, plant-eating dinosaur Some scientists speculate that it could also trampled, so they may have banded together that roamed the earth towards the end of the balance on its hind legs to reach leaves in until they were big enough to travel. Cretaceous Period. This creature is commonly tall trees. Its front legs were shorter, but three known as one of the hadrosaurs, or “duckbill of its four fingers were wrapped in a “mitten,” making it easier to walk. A long, thick tail Fossils dinosaurs.” While some dinosaurs are rare in Fossilized bones of interest include the cranium the fossil record, Hypacrosaurus is abundant. helped the animal keep its balance. Scientists estimate it could travel up to 12 miles per hour and expanded nasal crest that may have Some scientists liken duckbills to large herds aided in production of sound, a unique dental of bison that once roamed the plains of North in a hurry but that it usually walked on all fours at a much more leisurely pace. battery, dorsal and caudal vertebrae, chevron, America. Barnum Brown described the first femur, humerus, pes claw and manus claw. specimen in 1913 and noted its prominent Name nasal crest. The ancient remains of these three Hypacrosaurus means “almost the highest Dinosphere link specimens provide a unique opportunity to lizard,” which refers to the height of the crest In the Dinosphere story line, the four hypacro- show dinosaur family dynamics. on its head. saurs have separated from the herd to come to a watering hole. The adult is nervous and can Why the hypacrosaurs are Unique features smell a predator. While the juveniles drink, the significant: Like many duckbill dinosaurs the Hypacrosaurus baby is chasing a dragonfly, perhaps looking Completeness has an expanded nasal crest on its head that for a quick snack. Danger lurks nearby, both in The largest is a composite skeleton of an adult may have been used as a resonating chamber the water and on the land; the mother is alert hypacrosaur containing 75 percent fossilized for communicating. Oddly enough only the and ready to protect her young. Displaying bones. The juvenile skeleton is a composite adults had crests, leading paleontologists to the four together affords the opportunity to containing 70 percent fossilized bones. The theorize that the juveniles would have made talk about dinosaur families, herding and infant specimen contains 35 percent original much different sounds. Some scientists believe migration. fossilized bones. the crest may have been used as a display Dinosaur Classification Discovery or signal to other hypacrosaurs, possibly in Dinosphere Kingdom — Phylum — Class — Order — Hypacrosaurus is well represented in the fossil mating rituals. These animals are thought to Family — Genus — Species record and thus is one of the best known have formed large herds, established migra- Kids Please Come Over For Great Science! dinosaurs in the world, with specimens in tory patterns and created nesting sites. It’s several museums. Because they required so possible that adult female hypacrosaurs trav- much food to survive, it is likely that herds eled to nesting colonies in a sandy site, migrated to find a constant food supply. There where they could scoop shallow impressions was also safety in numbers, as carnivores to hold up to 20 eggs. The eggs might have were less likely to attack a herd of large, healthy adults. But traveling in numbers had Duckbill — Hypacrosaurus stebingeri its dangers. If a herd tried to cross a flooded river, hundreds could drown. That’s one expla- Kingdom Animalia (animals) nation for what might have happened to the Phylum Chordata (animals with spinal nerve cords) Dinosphere specimens, which were found in Subphylum Vertebrata (chordates with backbones) fossilized bone beds containing parts of indi- Class Archosauria (“ruling reptiles”) vidual hypacrosaurs. Subclass Dinosauria (extinct reptiles, “terrible lizards”) Site Order Ornithischia (bird-hipped) The fossilized bones of these hypacrosaurs Suborder Ornithopoda (bird-footed) were discovered in 1990 in the rocks of Family Hadrosauridae (bulky lizard) the Two Medicine Formation in northernmost Genus Hypacrosaurus (almost the highest lizard) Montana, and were excavated over a period Species stebingeri (after Eugene Stebinger, who found the first specimens) of five years. The Children’s Museum of Indianapolis © 2004 79 Resource Materials

Skeleton Diagram CulminatingHypacrosaurus Experienc stebingerie The shaded bones are real fossils. Scale: 1 cm = .5 m

80 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Drawing Hypacrosaurus stebingeri Culminating Experience The Children’s Museum of Indianapolis

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

Bambiraptor Size Culminating Experience Bambiraptor was about 3 feet long and feinbergi weighed about seven pounds. Its 5-inch skull Two full-size juvenile cast model is about the size of a light bulb. skeletons in Dinosphere Name Background Bambiraptor was named for its size. Bambiraptor lived about 74 to 80 million years Bambiraptor feinbergi was named in honor ago, several million years before the oldest of Michael and Ann Feinberg, who helped known T. rex. A carnivore, it lived and died to ensure these fossils would be in the public with Gorgosaurus and Maiasaura. domain for all to enjoy.

Why Bambiraptor is significant: Fossils Bambiraptor is significant because it is the The original is an almost perfect specimen most birdlike of all the raptor dinosaurs found. similar to Archaeopteryx, especially the It is not known if they actually flew, but the furcula (wishbone) and semi-lunate (wrist) well-preserved fossilized bones show strong bone. Some scientists believe Bambiraptor relationship to birds. This small raptor is impor- has the largest relative brain size of any tant in establishing the link between dino- known dinosaur. saurs and birds. Only one skeleton has been found. Dinosphere link Found with the Bambiraptor specimens were Completeness the remains of a maiasaur and a gorgosaur. The specimen is in excellent condition. Perhaps the raptors were trying to scavenge Dinosphere features two cast models of the some of the maiasaur that the gorgosaur original. was eating. They would need to be quick to get food away from a gorgosaur. Visitors to Discovery Dinosphere are challenged to decide whether Wes Linster, son of Cliff and Sandy Linster, the maiasaur was killed or scavenged. found the first teeth-filled jawbone of Bambiraptor. Dinosphere Dinosaur Classification Kingdom — Phylum — Class — Order — Site Family — Genus — Species The specimen was found in 1993 at the Kids Please Come Over For Great Science! Linster family site in Teton County, Mont.

Bambiraptor feinbergi

Kingdom Animalia (animals) Phylum Chordata (animals with spinal nerve cords) Subphylum Vertebrata (chordates with backbones) Class Archosauria (“ruling reptiles”) Subclass Dinosauria (extinct reptiles, “terrible lizards”) Order Saurischia (lizard-hipped) Suborder Theropoda (beast-footed) Family Coelurosauridae (very advanced meat-eaters) Genus Bambiraptor (baby raptor) Species feinbergi (in honor of Michael and Ann Feinberg)

82 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Photograph Bambiraptor feinbergi Culminating Experience The Children’s Museum of Indianapolis

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

Scale: 1 cm = 5 cm

Didelphodon vorax a small area of eroding rock that was filled giant carnivores. Didelphodon likely burrowed Culminating Experience with “micro material” — tiny fossilized bones, into the ground and slept during the day for Two full-size sculpted models in teeth and claws from mammals, fish, amphib- protection. At night, it relied on its keen sense Dinosphere ians, reptiles and dinosaurs. Finding a canine of smell and good vision to find insects, small tooth still imbedded in the jaw was significant reptiles, amphibians, other mammals and If you have seen an opossum, you know what because previously fossil hunters had seen dinosaur eggs. Its teeth were especially well- Didelphodon might have looked like. Though only loose fossilized teeth. The Didelphodon suited for crushing, so it could probably feast no one has found anything more than a few jaw helps scientists determine the size, posi- on clams, snails and baby turtles as well. pieces of a Didelphodon — fossilized teeth, tion and number of the animal’s other teeth, jaw and skull fragments — scientists have and serves as a useful comparison tool when Like today’s kangaroos and koalas, the speculated that it resembled today’s opossum studying other early mammals. Didelphodon was a marsupial that probably in shape and size. In fact, the genus name, carried its young in a pouch. Though marsu- Didelphodon, means “opossum tooth.” Despite its small size, Didelphodon was pials are found today primarily in Australia and South America, Didelphodon fossils Barry Brown was searching for fossils in 2001 among the largest mammals in the world 65 have been found only in North America. In in Harding County, S.D., when he spotted million years ago. Dinosaurs ruled the land and mammals were an easy target for the Dinosphere, the Didelphodon jaw will be exhibited near the two tyrannosaurs and the triceratops. Visitors can easily imagine what it would have been like to hide in a burrow while big dinosaurs battled nearby.

Dinosphere Classification Kingdom — Phylum — Class — Order — Family — Genus — Species Kids Please Come Over For Great Science! The Children’s Museum of Indianapolis

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

Didelphodon Vorax

Kingdom Animalia (animals) Phylum Chordata (animals with spinal nerve cords) Subphylum Vertebrata (chordates with backbones) Class Mammalia (mammals) Subclass Theria (advanced mammals) Infraclass Metatheria (pouched animals) Order Marsupialia Suborder Didelphimorphia (opossums) Family Didelphidae Genus Didelphodon (opossum tooth) Species vorax

84 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dig Site (Excavation) Map — Kelsey, Triceratops Chorridusulminating Experience

‘KelseyKelsey Ann’ TriceratopsTriceratops D Digig 4.22.984.22.98 Zerbst Ranch, Wyoming N ZersbtLance CreekRanch, F ormationWyoming N (I(Inn Line) Lance Creek Formation

CulminatingDinosphere Experienc Dinosaur Classificatione Chart Saurischia — lizard-hipped Ornithischia — bird-hipped Saurapod Therapod Saurapod Thyreophora Marginocephalia Ornithopoda Thyreophora Saurpoda — lizard-footed Ornithopoda — bird-footed

*Barosaurus Camptosaurus Camarasaurus Corythosaurus *Diplodocus *Edmontosaurus annectens Aragosaurus Heterodontosaurs *Saltasaurus *Maiasaura peeblesorum Patagosaurus Prosaurolophus *Hypacrosaurus stebingeri Therapoda — beast-footed

Allosaurus Stegosauria — roofed or plated reptiles *Oviraptor (Baby Louie) Ceratosaurus Stegosaurus *Gorgosaurus sp. Kentrosaurus Troodon *Tyrannosaurus rex (Stan, Bucky) Ankylosauria — armored reptiles *Bambiraptor feinbergi Ankylosaurus Hylaeosaurus

Ceratopsia — horn-faced

Protoceratops *Leptoceratops sp. (Frannie) Brachyceratops *Triceratops horridus (Kelsey)

Pachycephalosauria — thick-headed reptiles

Pachycephalosaurus *Dinosaur fossil bones in Dinosphere

86 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Floor Plan Culminating Experience

CulminatingDinosphere E xperiencScenes e The Children’s Museum of Indianapolis

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

T. rex, aiming for the torso. The younger T. Tyrannosaurus rex Attack Scene — What will rex quickly lunges for the Triceratops. Maybe be the outcome? it’s a foolish move. It risks being crushed Enduring idea Story line underfoot or impaled. Who will win? Who Fossils are clues that help us learn about What was it like to be a top predator? Fossils will lose? Or will this encounter end in a dinosaurs. show that life could be dangerous and stalemate? short at the top of the food chain. Fossilized Secondary messages T. rex bones display numerous injuries. The noise and movement have terrorized two Fossils show that life could be dangerous By comparing tyrannosaurs to modern-day opossum-size didelphodons hiding inside a and short at the top of the food chain. Fossils predators, scientists surmise that they were nearby burrow. They are nocturnal animals show that some dinosaurs lived in family not always successful in catching prey. and this afternoon skirmish has interrupted groups. And when they were not hunting, dinosaurs their nap. Because they could be trampled, were fighting each other for food, mates and they stay hidden, hoping the predators will Tertiary messages territory. be chased away. Dinosaurs fought for food, mates and territory. Disease and wounds were constant In this scene two hungry tyrannosaurs, Prey are not always easy to catch, so the threats. Some dinosaurs helped each other. an adult and a juvenile, are stalking a two tyrannosaurs may go days or weeks Triceratops. Two against one seems like without eating anything. In the meantime, unfavorable odds, but the Triceratops is no they often fight with other tyrannosaurs over pushover. It boasts three sharp horns that mates or territory. Broken bones, bites and can inflict fatal wounds on either predator. claw marks are common injuries for these Suddenly, the Triceratops charges the adult animals, while starvation always looms. It’s not an easy life for a top predator like T. rex. 88 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Tyrannosaurus rex Attack Scene Culminating Experience Michael Skrepnick Mural Sketch What will be the outcome? Attack,” acrylic, The Children’s Museum of Indianapolis “T. rex © 2004 Michael Skrepnick,

Paleo-artist Michael Skrepnick’s “T. rex Attack” scene is based upon the most current research and findings about how dinosaurs interacted. Attack,” pencil sketch, The Children’s Museum of Indianapolis “T. rex © 2003 Michael Skrepnick,

CulminatingDinosphere E xperiencWatering Holee Scene The Children’s Museum of Indianapolis

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

The Watering Hole Scene: Hypacrosaurus, Leptoceratops — Is this a family? Enduring idea Story line they be a family, traveling together to stay Fossils are clues that help us learn about How did dinosaurs interact with one another? safe and find food? dinosaurs. The fossils featured in Dinosphere indicate that some dinosaurs lived in family groups. There’s a crunching noise in some low-lying Secondary message Fossilized bones of big and little dinosaurs are bushes by the water. One Leptoceratops snips Fossils show that some dinosaurs lived in found together in fossil beds. Trackways show and swallows leaves and twigs, while another family groups. that some dinosaurs traveled together in herds slowly backs into a shallow hole to watch for for protection or to find food. predators. Tertiary messages Some dinosaurs lived in herds and migrated to In this scene it’s early morning in the In the murky water, garfish and frogs dart, find food. Some dinosaurs helped each other. Cretaceous world and creatures are gathered wriggle and squirm. On a nearby rock, a turtle Some dinosaurs took care of their hatchlings. at a watering hole — a dangerous place for stretches out in the hot sun, while insects most animals. Adult and juvenile duckbill buzz overhead. dinosaurs are thirsty. They’ve separated from the herd to find water. Nearby, two baby dinosaurs playfully chase a dragonfly. Do you think these dinosaurs are strangers? Or could

90 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Watering Hole Scene Culminating Experience “Watering Hole,” acrylic, The Children’s Museum of Indianapolis The Children’s Museum of Indianapolis © 2004 Michael Skrepnick, Paleo-artist Michael Skrepnick’s “Watering Hole” scene is based on the most current research about dinosaur habits and interactions. “Watering Hole,” acrylic, The Children’s Museum of Indianapolis © 2003 Michael Skrepnick,

CulminatingDinosphere E xperiencPredator or eScavenger Scene The Children’s Museum of Indianapolis

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

Predator or Scavenger Scene: Was it an attack or a scavenger opportunity? Enduring idea Story line duckbill, then attacked when it separated Fossils are clues that help us learn about Paleontologists find and prepare fossils and from the herd. Or the maiasaur may have died dinosaurs. study them for clues about ancient life. The from sickness or old age and the gorgosaur Linsters, a family of amateur paleontologists, took advantage of a ready meal. Secondary messages found and dug up a gorgosaur, a maiasaur Fossils show that life could be dangerous and and two Bambiraptor specimens at one site Feathered, birdlike Bambiraptor sit nearby, short at the top of the food chain. Paleon- in Mont. Other paleontologists prepared and watching and waiting for the gorgosaur to tologists find and prepare fossils and study studied these fossils in the laboratory using leave. One slinks in to snatch a piece of them for clues about ancient life. special technology. They’ve noted some the carcass. This is risky business, since the unique characteristics of the gorgosaur and gorgosaur is within striking distance. The Tertiary messages recognized similarities between Bambiraptor gorgosaur snarls and snaps at the intruders. A Dinosaurs fought for food, mates and territory. and today’s birds. meal this big doesn’t come along everyday. Disease and wounds were constant threats. The gorgosaur will make the scavengers wait Some dinosaurs lived in herds and migrated to In this scene, scavengers gather silently at a a while longer. find food. Today’s birds may be descendants kill site as the sun sets and a full moon rises. of the dinosaurs. They watch and wait as a gorgosaur eats its fill of a maiasaur carcass. Is the gorgosaur a killer or a scavenger? It is a fast and agile runner. Perhaps it chased and outran the

92 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Predator or Scavenger Scene Culminating Experience Exhibit Perspective Was it an attack or a scavenger opportunity? © 2004 Michael Skrepnick, “Predator or Scavenger,” acrylic, The Children’s Museum of Indianapolis. Paleo-artist Michael Skrepnick’s “Predator or Scavenger” scene depicts the question posed in Dinosphere: Did the gorgosaur kill the duckbill, or is it just a scavenger with an opportune find? © 2003 Michael Skrepnick, Predator or Scavenger,” pencil sketch, The Chilren’s Museum of Indianapolis.

CulminatingDinosphere E xperiencArea e Dinosaur Eggs, Nests and Babies Area — Oviraptor Enduring Idea Fossils are clues that help us learn about dinosaurs.

Dinosaur Eggs How did dinosaurs interact with one another? Fossils show that some dinosaurs lived in family groups. Dinosaurs mated and laid eggs of different shapes and sizes. Some laid their eggs and left them. Others took care of their hatchlings. Paleontologists have found many dinosaur nests and eggs, and some fossil bones of female dinosaurs have been found on top of nests. Telltale clues in the fossilized bones of hatchlings suggest that some baby dinosaurs were cared for over a period of time.

Despite careful study of an extraordinary fossil from China, scientists aren’t sure what happened to the little dinosaur dubbed Baby Louie. Some speculate that the dinosaur died while hatching, while others believe it died still in the egg. On loan from the John and Jack Hankla Collection, The Children’s Museum of Indianapolis

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

94 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Fossil List Culminating Experience In addition to the reconstructed dinosaurs described in this unit, Dinosphere contains numerous individual fossils that indicate the diverse plant and animal life of the Cretaceous Period. Fossil Exhibit Fossil Exhibit

Skeleton Tyrannosaurus rex Gastrolith Gastrolith Skeleton Triceratops horridus Bronze egg Troodon Skeleton Gorgosaurus sp. Bronze egg Therizinosaurus Skeleton Maiasaura peeblesorum Bronze egg Tyrannosaurus rex Skeleton Leptoceratops sp. Bronze egg Hadrosaurus Skeleton Hypacrosaurus stebingeri Bronze egg Titanosaurus Skeleton Oviraptor sp. Bronze egg Sauropods Skeleton Cast Bambiraptor feinbergi Egg fragments Titanosaurus Furcula Tyrannosaurus rex Egg fragments Oviraptor Mandible Tyrannosaurus rex Raptor embryo and nest Unidentified Tooth Tyrannosaurus rex Gorgosaur skull & mandible Gorgosaurus Horn Core Triceratops Water bug Hemiptera Teeth Triceratops Camarasaur egg Camarasaurus Femur Triceratops horridus Hadrosaur egg Hadrosaurus Mandible Triceratops Copal with inclusions Agathis australis and others Arm Gorgosaurus Ammonite Rhondiceras sp. Skull and mandible Monoclonius Ammonite in nodule Promicroceras planicosta Skeleton Protoceratops andrewsi Jurassic ammonite Dactylioceras sp. Scute Ankylosaurus Archaeopteryx Archaeopteryx Skull and mandible Ankylosaurus Allosaurus hand Allosaurus fragilis Skull and mandible Camarasaurus Amber Agathis australis and others Skull and mandible Duckbill Pinecone fossil Araucaria mirabilis Skin cast Edmontosaurus annectens Dinosaur track Anchisauripus sp. Teeth Edmontosaurus annectens Seed fern Alethopteris grandini Eggshell Saltasaurus Liaoning leaf Cladus sp. Egg Oviraptor Foot Apatosaurus louisae Egg Hypselosaurus priscus Fossil wood Cycadales Jaw Didelphodon Ginkgo leaf Ginkgoites sibirica Dragonfly Cordulagomphus tuberculatus Grallator trackway Ichnogenus Grallator Dragonfly Aeschnidum cancellosa Triassic petrified wood Araucaria sp. Dragonfly Aeschnidum cancellosa Triassic petrified wood Araucaria sp. Dragonfly Larva Dragonfly Jurassic horseshoe crab Mesolimulus walchi Dragonfly Larva Dragonfly Keichousaurus Keichousaurus yuananensis Pinecones Sequoia dakotensis Anomoza leaf Anomoazmites inconstans Ammonite Desmoceras sp. Rhamphorhynchus Rhamphorhynchus gemmingi Ammonite Scaphites Pinecone fossil Araucaria mirabilis Ammonite Lemuroceras sitampikyense Petrified wood Araucaria mirabilis Crab Grapsoideus Jurassic shrimp Aeger tipularis Baculite Baculites Sycamore leaf Ficus sycomorus Guitarfish Rhombopterygia rajoides Trilobites Dalmanites limulurus Coprolite Coprolites Apatasaur vertebra Apatasaurus

Culminating ExperiencImportant Datese in Dinosaur Discovery 600 B.C. Central Asian traders bring stories of griffins, based on the fossil record of Protoceratops, to the ancient Greeks.

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

1677 Robert Plot illustrates a thighbone, possibly of Megalosaurus.

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

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

1842 Richard Owen coins the term dinosauria.

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

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

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

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

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

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

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

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

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

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

96 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Paul Sereno Barnum Brown (1873–1963) was a Paul Sereno is a professor in the DepartmentC ulminatingfamous U.S. dinosaur hunter Experienc and curator of e Paleontologists and of Organismal Biology and Anatomy at the the American Museum of Natural History. Advisers University of Chicago and considered one of He explored the Red Deer River Canyons of the brightest minds in the research of South Alberta, Canada. Brown is well-known for Robert Bakker American and African dinosaur material. He excavating more dinosaurs than anyone else Robert Bakker is one of the most noteworthy also led the team to excavate and bring back in his 66-year career at the museum. The dinosaur paleontologists in the United States, the Super Croc fossils that serve as the basis for museum did not have a single dinosaur prior an author and curator of the University of the replica in Dinosphere. to Brown’s arrival but had the largest collec- Colorado Museum in Boulder. The paleontolo- tion in the world at the time of his death. gist depicted in the movie Jurassic Park 2 was Dong Zhiming Brown discovered many dinosaurs, including modeled after Dr. Bakker. Dong Zhiming is a professor of research at the first T. rex specimens. the Chinese Academy of Sciences Institute Philip Currie and Eva Koppelhus for Paleontology and Paleoanthropology. He William Buckland (1784–1856) was Phil Currie is curator of dinosaurs at the Royal is The Children Museum’s contact for dino- a British geologist at Oxford University. He Tyrrell Museum of Palaeontology, Alberta, saurs from China and the Gobi. named Megalosaurus, the first dinosaur to be Canada, which has one of the world’s largest scientifically described in a paper in 1824. collections of paleontological materials. He Dinosaur Hunters and his wife, Eva Koppelhus, who is a paleo- Adapted from “Great Fossil Hunters of All Kenneth Carpenter is a paleontologist botanist, travel the world in search of fossils Time” at the Denver Museum of Natural History. and have coauthored several books about http://www.enchantedlearning.com/ In 1992 Carpenter, along with Bryan Small dinosaurs. subjects/dinosaurs/ and Tim Seeber, found the most complete Stegosaurus to date near Canon City, Colo. John Lanzendorf Roy Chapman Andrews (1884– Carpenter named many other dinosaurs and John Lanzendorf, of Chicago, is the owner of 1960) was a biologist, U.S. fossil hunter and has written books on dinosaurs. the world’s largest and most complete collec- director of the American Museum of Natural tion of dinosaur art. The John J. Lanzendorf History from 1935 to 1942. Andrews led Edwin Colbert (1905–2001) was an PaleoArt Prize was created in 1999 to recog- five expeditions into Mongolia’s Gobi desert American paleontologist who discovered a nize the outstanding achievements of scien- from 1922 to 1930, where he discovered the Lystrosaurus in Antarctica. This discovery tific illustrations and naturalistic art in pale- first dinosaur eggs known to science; identi- helped prove the continental drift theory. In ontology. In Dinosphere visitors will see the fied many new species of dinosaurs; made 1947 he found large fossilized dinosaur bone Gallery of Dinosaur Imagery featuring The important finds about now-extinct mammals, beds at the Ghost Ranch in New Mexico. John Lanzendorf Collection. including the largest known land mammal, Colbert named many dinosaurs, published Baluchitherium; and found evidence of early papers and was the curator of the American Pete and Neal Larson Stone Age humans in Central Asia. Museum of Natural History and the Museum The Larson brothers excavated Sue, the most of Northern Arizona. The dinosaur Nedcolbertia complete T. rex found to date, and founded Robert Bakker is a prominent paleon- was named after him in 1998. the Black Hills Institute of Geologic Research tologist and dinosaur artist who revolutionized in Hill City, S.D. The brothers continue to people’s concept of dinosaurs in the late Edwin Drinker Cope (1840–1897) make significant finds and create displays for 1960s. He brought to light new evidence is considered one of the founders of verte- museums around the world, including The that supported the belief that dinosaurs were brate paleontology in North America. He Children’s Museum. warm-blooded, and suggested that dinosaurs collected thousands of specimens and named were active, fast-moving animals that stood more than 1,000 species of fossil animals. Michael Skrepnick upright and did not drag their tails. He also named dinosaur families, including Michael Skrepnick is a world-famous Canadian Iguanodontidae in 1869. artist whose paintings and drawings of dinosaurs have illustrated articles, books and presentations by top paleontologists. His work is on display in Dinosphere.

Dinosaur Hunters continued Eva B. Koppelhus is a paleobota- John H. Ostrom is best known for his Culminating Experience nist and adjunct research scientist at the description of Deinonychus, published by Philip Currie is one of the world’s leading Royal Tyrrell Museum of Palaeontology in Yale University in 1969, which began a revolu- dinosaur paleontologists and curator at the Alberta, Canada. She studies the microfossils tion in the way that scientists and the public Royal Tyrrell Museum of Palaeontology in left behind by pollen grains and spores from perceived dinosaurs. Alberta, Canada. He has worked exten- ancient plants, and writes dinosaur books sively in Canada and Asia and recently with her husband, the paleontologist Philip Sir Richard Owen (1804–1892) was excavated feathered dinosaurs in China. He Currie. a British anatomist who introduced the term is a leading proponent of the connection dinosauria, from the Greek deinos, meaning between dinosaurs and birds. He discov- Neal Larson and Peter Larson terrible, and sauros, meaning lizard. He ered a number of new dinosaur species, excavated Sue, the most complete T. rex created the term in 1842 to describe several including Albertosaurus. found to date, and founded the Black Hills types of large extinct reptiles, fossils of which Institute of Geologic Research in Hill City, S.D. had been discovered in Europe. Owen’s clas- Georges Cuvier (1769–1832) was a The brothers continue to make significant finds sification went unchallenged until 1877 when French vertebrate zoologist who developed a and create displays for museums around the the groups were divided into two orders, natural system of classifying animals based on world, including The Children’s Museum. Saurischia and Ornithischia. Owen also comparative anatomy. He named many taxo- named and described many dinosaurs. nomic groups of mammals, birds, reptiles and Gideon Mantell (1790–1852) was a fish. His description of an extinct marine reptile, British fossil collector and an early pioneer of Robert Plot (1640–1696), a British natu- Mosasaurus, helped to make the theory of dinosaur research. He showed the big fossil- ralist, published a drawing in 1677 of a fossil- extinction popular. ized teeth he found in 1822 to the French ized bone fragment found in Oxfordshire. His anatomist Georges Cuvier, who believed they was the first known drawing of a fossilized Benjamin Waterhouse Hawkins belonged to a new kind of animal, a plant- dinosaur bone — a thighbone, possibly of (1807– 1889) was a British artist and educator eating reptile. Mantell named it Iguanodon. Megalosaurus. who worked with Richard Owen to build life-size dinosaur sculptures. He created sculp- Othniel Charles Marsh (1831–1899) C.C. Young (1897–1979) was a Chinese tures and artwork in England and the United was an American paleontologist at Yale paleontologist responsible for supervising the States. University’s Peabody Museum, where he collection and research of dinosaurs in China established the field of vertebrate paleon- from 1933 into the 1970s. He was responsible Susan Henderson is an amateur fossil tology in North America. He named many of for some of the most important fossil finds in hunter who on August 12, 1990, discovered the dinosaur suborders, including Sauropoda history. The Chinese Academy of Sciences three large fossilized bones sticking out of a in 1878 and Theropoda in 1881. He also Institute of Paleontology and Paleoanthro- cliff in South Dakota. These fossils belonged named many dinosaurs and more than 500 pology in Beijing houses one of the most to Sue — the largest, most complete and best new species of fossil animals found by his important collections in the world due to preserved T. rex ever found. team. His feud with E.D. Cope, known as the Young’s scientific work. “Great Bone Wars,” brought dinosaurs to the John R. Horner is an American paleon- attention of the public. tologist from Montana who named Maiasaura in 1979 and Orodromeus in 1988. He discov- Ruth Mason (1906 – 1990) found a large ered the first egg clutches in the United States dinosaur fossil bed on her family’s ranch in and the first evidence of parental care from Harding County, S.D., when she was 7 years dinosaurs. He is also the author of many old. Tens of thousands of dinosaur fossils have books and was the technical advisor for the been found at the Ruth Mason Quarry near movies “Jurassic Park” and “The Lost World.” the town of Faith since then. The dinosaurs include large numbers of Edmontosaurus Thomas Henry Huxley (1825–1895) annectens — duck-billed, plant-eating dino- was the first scientist to suggest that birds are saurs. The quarry is also the site of The the direct descendants of dinosaurs, in 1867. Children’s Museum Dino InstituteTeacher Dig 2003.

98 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dinosphere Unit of l Milton, Joyce. Dinosaur Days. New York: l ———. Tyrannosaurus Rex. New York: Study Books Random House, 1985. CulminatingChildren’s Press, 1999. Experience l Most, Bernard. The Littlest Dinosaurs. San Dinosaur Books for the l Achenbach, Joel. “Dinosaurs: Cracking Diego: Harcourt Brace Jovanovich, 1989. Classroom the Mystery of How They Lived.” National Geographic Magazine, March 2003, 2–33. l ———. Where to Look for a Dinosaur. San l Bennett Hopkins, Lee. Dinosaurs: Poems. Diego: Harcourt Brace Jovanovich, 1993. San Diego: Harcourt Brace Jovanovich, l Barner, Bob. Dinosaur Bones. San 1987. Francisco: Chronicle Books, 2001. l Murphy, Jim. Dinosaur for a Day. New York: Scholastic Inc., 1992. l Berg, Cherney. Three-Horn the Dinosaur. l Barrett, Paul. National Geographic Mahwah, N.J.: Educational Reading l Norman, David and Angela Milner. Dinosaurs. Washington, D.C.: National Service, 1970. Geographic Society, 2001. Eyewitness: Dinosaur. New York: DK Publishing, 2000. l Brandenberg, Aliki. Fossils Tell of Long l Barton, Byron. Bones, Bones, Dinosaur Ago. New York: Thomas Y. Crowell, 1990. Bones. New York: HarperCollins, 1990. l Paul, Gregory S., ed. The Scientific American Book of Dinosaurs. New York: l ———. My Visit to the Dinosaurs. New l ———. Dinosaur, Dinosaur. New York: St. Martin’s Press, 2000. York: Thomas Y. Crowell, 1985. Thomas Y. Crowell, 1989. l Relf, Patricia with the Sue Science Team l Brown, Laurie Krasny and Marc Brown. l Brandenberg, Aliki. Dinosaur Bones. New of The Field Museum. A Dinosaur Named Dinosaurs Travel: A Guide for Families on York: Thomas Y. Crowell, 1988. Sue: The Story of the Colossal Fossil. New the Go. Boston: Joy Street Books, 1988. York: Scholastic Inc., 2000. l ———. Digging Up Dinosaurs. New York: l Burton, Jane and Dougal Dixon. Jurassic Thomas Y. Crowell, 1988. l Taylor, Paul D. Eyewitness: Fossil. New Dinosaurs. Milwaukee, Wis.: Gareth York: DK Publishing, 2000. l Branley, M. Franklyn. What Happened Stevens, 1987. to the Dinosaurs? New York: Thomas Y. l Wallace, Joseph. Familiar Dinosaur: The l Carrick, Carol. Big Old Bones: A Dinosaur Crowell, 1989. Audubon Society Pocket Guides. New Tale. New York: Clarion Books, 1989. York: Alfred A. Knopf, 1993. l Cohen, Daniel. Tyrannosaurus Rex. l ———. Patrick’s Dinosaurs. New York: Mankato, Minn.: Bridgestone Books, l Willis, Paul. Dinosaurs. Pleasantville, N.Y.: Clarion Books, 1983. 2001. Reader’s Digest Children’s Books, 1999. l ———. What Happened to Patrick’s l Cole, Joanna. The Magic School Bus in l Zoehfeld, Kathleen Weidner. Dinosaur Dinosaurs. New York: Clarion Books, the Time of the Dinosaurs. New York: Babies. New York: HarperCollins, 1999. 1986. Scholastic Inc., 1994. Cretaceous Period Books — l Cauley, Lorinda Bryan. Trouble With l Cooley, Brian. Make-a-Saurus: My Life Specific books about the plants Tyrannosaurus Rex. San Diego: Harcourt With Raptors and Other Dinosaurs. New and animals in Brace Jovanovich, 1988. York: Annick Press Ltd., 2000. Dinosphere l Currie, Philip J., Eva Koppelhus and l Hoff, Sydney. Danny and the Dinosaur. l Currie, Philip J. and Eva B. Koppelhus. 101 Jan Sovak. A Moment in Time With New York: HarperFestival, 1999. Questions About Dinosaurs. Mineola, N.Y.: Albertosaurus. Alberta, Canada: Troodon Dover Publications, 1996. Productions, 1998. l Marzollo, Jean. I’m Tyrannosaurus! A Book of Dinosaur Rhymes. New York: l Edgar, Blake. Dinosaur Digs Discovery l ———. A Moment in Time With Scholastic, 1993. Travel Adventures, Insight Guides. Centrosaurus. Alberta, Canada: Troodon Maspeth, N.Y.: Langenscheidt Publishers Productions, 1998. l Pfister, Marcus. Dazzle the Dinosaur. New Inc., 1999. York: North-South Books, 1994.

l ———. A Moment in Time With Troodon. l Fiffer, Steve. Tyrannosaurus Sue. New Alberta, Canada: Troodon Productions, l Prelutsky, Jack. Tyrannosaurus Was York: W. H. Freeman and Company, 2000. 1997. a Beast: Dinosaur Poems. New York: Greenwillow Books, 1988. l Funston, Sylvia. The Dinosaur Question l Green, Tamara. Cretaceous Dinosaur and Answer Book. Owl Magazine and the World. Milwaukee, Wis.: Gareth Stevens l Rey, Margaret and Alan J. Shalleck, eds. Dinosaur Project. New York: Little, Brown Publishing, 1998. Curious George and the Dinosaur. Boston: and Company, 1997. Houghton Mifflin, 1989. l Horner, John R. and James Gorman. l Kerley, Barbara. The Dinosaurs of Maia: A Dinosaur Grows Up. Philadelphia: l Selsam, Millicent and Joyce Hunt. A First Waterhouse Hawkins, New York: Running Press, 1989. Look at Dinosaurs. New York: Walker, Scholastic, 2001. 1982. l Landau, Elaine. Triceratops. New York: l Lionni, Leo. Swimmy. New York: Alfred A. Children’s Press, 1999. l Wilhelm, Hans. Tyrone the Horrible. New Knopf, 1991. York: Scholastic, 1988.

Dinosaur Videos http://www.ucmp.berkeley.edu/ Enchanted Learning — Comprehensive CulminatingDigging Up Dinosaurs, E xperiencReading Rainbow e history/linnaeus.html e-book about dinosaurs Series, from the book Digging Up Dinosaurs http://www.zoom dinosaurs.com by Aliki Brandenberg. Narrated by LeVar Fossil Halls, American Museum of Natural Burton, 30 minutes. New York: Lancit Media History Zoom Dinosaur — Skeletons Productions, 1983. http://www.amnh.org/exhibitions/ http://www.enchantedlearning.com/ Fossil_Halls/fossil-halls2.html subjects/dinosaurs/anatomy/ Dinosaur! With Walter Cronkite, “The First Skeleton.shtml Clue — Tale of a Tooth”; “The Fossil Rush — Great Fossil Hunters of All Time Tale of a Bone”; “Birth of a Legend — Tale http://www.enchantedlearning.com/ Dinosaur Webquests of an Egg”; “Giant Birds of the Air — Tale of subjects/dinosaurs/ Dinosaur Webquests link on The Children’s a Feather.” A&E Home Video, 4-volume set, Museum Web site 1991. 200 minutes. Indiana Fossil Clubs and Sites http://www.childrensmuseum.org http://www.colossal-fossil-site.com/ “Walking With Dinosaurs,” BBC and the 400-states/2/indiana-2.htm Paramount Elementary School, Robin Davis Discovery Channel, 1999. 180 minutes. http://www.alt.wcboe.k12.md.us/ Jurassic Park Institute (JPI) mainfold/schoopag/elementary/ Models http://www.jpinstitute.com paramount/class–webs/1/davisr/ The Tiny Perfect Dinosaur — Book, Bones, DinosaurWebquest.html Egg & Poster Series, #1 Leptoceratops, Museum of Paleontology, University of #2 Tyrannosaurus rex, #5 Triceratops, #7 California, Berkley Vince Vaccarella for CPE 542 — Technology Hypacrosaurus, Kansas City, Mo.: Andrews http://www.ucmp.berkeley.edu/ in Education McMeel Publishing, 1991–1999. index.html http://www.lfelem.lfc.edu/tech/ DuBose/Webquest/Vaccarella/ Dinosaur Web Sites* Dinosphere Paleo Prep Lab link on The WQPS_VV.html Artwork of Waterhouse Hawkins Children’s Museum Web site shows how http://rainbow.ldeo.columbia.edu/ a fossil is prepared. *Note: Web sites are current and active at courses/v1001/dinodis3.html http://www.childrensmuseum.org time of publication.

Songs For Teaching — Dinosaur Songs Dinosphere link on The Children’s Museum Web site http://www.songsforteaching.com/ http://www.childrensmuseum.org DinosaurSongs.html

The Dinosaur Farm — retail toys, books, etc. Sternberg Museum of Natural History http://www.dinosaurfarm.com/ (unofficial virtual tour) http://www.oceansofkansas.com/ Dinosaur illustrations Sternbrg.html http://www.search4dinosaurs.com/ pictures.html#about Strange Science — Art of Benjamin Waterhouse Hawkins Links to dinosaur sites http://www.strangescience.net/ http://www.kidsites.com/sites-edu/ hawkins.htm dinosaurs.htm Virtual Tour of Dinosaurs, Smithsonian The Dinosaur Nest — retail toys, books, etc. Museum of Natural History http://www.thedinosaurnest.com/ http://www.hrw.com/science/ si-science/biology/animals/burgess/ 9 Dinosaur Songs by Bergman Broom dino/tourfram.html http://www.dinosongs.com/music.htm Weighing a Dinosaur — Robert Lawrence, The Dinosauricon, by Mike Keesey D.C. Everest Junior High School, http://dinosauricon.com/main/ Schofield, Wisc. index.html http://www.geology.wisc.edu/ ~museum/hughes/ dinosaur-weight_students.html The Father of Taxonomy — Carolus Linnaeus

100 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Glossary Cooperate — to work together for a Family — a group of animals including common goal. Culminatingparents and offspring; a group Experienc of organisms e Adaptation — a body part or behavior related by common characteristics. that produces an advantage for the animal. Coprolite — fossilized excrement. For example: feathers, fur, scales, teeth and Fleshed-out — a picture or model of a beaks, or migration and hibernation. Cretaceous Period — the third and last living animal depicting the color of its skin period when dinosaurs lived, during the and shape of its body. Articulated — fossils and fossilized bones Mesozoic Era, from 144 to 65 million years that are still positioned in lifelike poses. This ago. Fossil — preserved evidence of ancient life. indicates little geologic energy in the area. Latin for “dug up,” it is the remains or traces Cycads — palmlike primitive plants, four of plants or animals that have turned to stone Backbone — the vertebrae forming the families of which still exist. or rock. axis of an animal’s skeleton (also called the spine). Death — the end of life. Frill — the large bony collar around the neck of dinosaurs such as Triceratops. Bar graph — a representation of quantita- Dental battery — a set of hundreds of tive comparisons using rectangular shapes small, fossilized teeth that are continually Gastrolith — a stone or pebble ingested with lengths proportional to the measure of wearing out and being replaced. Many plant- by an animal to help with grinding food for what is being compared. eating dinosaurs had dental batteries. digestion.

Biography — an account of the series of Dig — the excavation activities at a dig site. Geology — the scientific study of the events making up a person’s life. earth’s history and life, especially as recorded Dig site — a place where fossils are found in rocks. Biped — animal that walks or stands on and dug (excavated). two feet. Gorgosaurus — an earlier dinosaur rela- Dinosaur — extinct reptiles found in the tive of Tyrannosaurus rex. Bone — rigid connective tissue that makes fossil record of the Mesozoic Era. up the skeleton of vertebrates. Greek and Latin words — used by Dinosauria — “terrible lizard” — coined by scientists to describe plants and animals. Bone bed — a layer of rock filled with Sir Richard Owen. fossilized bones. Group — two or more animals gathered Disarticulated — Fossilized bones that together for a common goal; a taxonomic Carnivore — a flesh-eating animal. are not positioned in the way the animal’s term for an assemblage of related organisms. skeleton would appear naturally. They may Cast — a model or replica of something be broken, missing or rearranged. The Bucky Head — the upper or anterior part of an made from an impression or mold. site had disarticulated fossilized bones, which animal’s body, containing the brain, the indicates much geologic energy there. primary sense organs and the mouth. Centimeter ruler — a device for measuring length in metric units. Discover — to unearth or bring to light Herbivore — an animal that eats plants. something forgotten or hidden. Claw — the long, sharp or rounded nail on Herd —animals that live in large groups and the end of a foot or hand, like fingernails. Displacement — a method to determine travel from place to place together. the volume of an object by measuring Climate — the average weather conditions the amount of water it displaces when Hypacrosaurus — a herding duckbill at a place over a long period of time. submerged in a graduated cylinder. dinosaur of the Cretaceous Period.

Common — widely known or occurring Erosion — wearing away of the land by Idea — the product of mental activity: a frequently. the action of water, wind and/or ice. thought, plan, method or explanation.

Conifers — mostly evergreen trees and Excavate — to dig out and remove. Ichthyosaurs — a group of marine shrubs with needle-shaped or scale-like (ocean) reptiles that are not dinosaurs but leaves. Some types bear cones and some Expose — to uncover, as when removing lived at the same time, including plesiosaurs, bear fruit. sand or mud from fossils at a dig site. pliosaurs and mosasaurs.

Contribution — something given or Extinct — No longer existing. Imprint — to leave a mark by means of accomplished in common with others. pressure.

Invertebrates — animals without back- Positive — the presence of something; Skull — the skeleton of the head of a verte- Culminatingbones. This includes E shellfish,xperienc clams, insects, e favorable. brate; the bony or cartilaginous case that spiders and others. holds and protects the brain and the sense Predator — an animal that lives by organs, and protects the jaws. Life — the state in which an organism is hunting and eating other animals, or prey. capable of metabolism, growth and reaction Tail — the rear end or a prolongation of the to stimuli. Prey — an animal hunted by predators as read end of an animal. food. Some prey are also predators. Living fossil — an ancient organism that T. rex tooth — large banana-shaped lived long ago and continues to exist today. Pterosauria — a subclass of large flying incisor of a top meat-eating predator of the Examples include crocodiles, turtles, cock- reptiles, including pterosaurs and pterodons, Cretaceous Period. roaches, ferns, coelacanths, horsetail rushes, that were alive during the Dinosaur Age. ginkgo trees, spiders, dragonflies and horse- Theory — an idea or hypothetical set of shoe crabs. Resin — a solid or semisolid organic mate- scientifically accepted facts, principles or rial, typically translucent and yellowish to circumstances supported by evidence offered Magnifying lens — a small optical instru- brown, formed in plant secretions. Synthetic to explain phenomena. ment that causes objects to appear larger resins are often used to make cast fossils. than they are. Triceratops — a large plant-eating dino- Saurischia — a suborder of lizard-hipped saur easily recognized by its head, frill and Maiasaura — a herding duckbill dinosaur dinosaurs, including prosauropods, sauropods horns. from the Cretaceous Period. and theropods. Tyrannosaurus rex — a large meat- Meter — a scientific unit of measurement Scale drawing — a representation of eating dinosaur alive in the Cretaceous equal to 39.37 inches. something reduced according to a ratio; for Period. Meteorite — a mass of atmospheric example a 1:10 scale drawing means 1 unit — one of a kind. particles that has fallen to the surface of the of measure represents 10 units of the real Unique earth without being totally vaporized. Many object. Vertebrates — animals that have back- small meteorites often strike and others burn Scavenger — an animal that eats another bones, including fish, reptiles, amphibians, up as shooting stars. Very large ones have animal it did not help to kill. A crow is a mammals and birds. left craters in the earth’s surface. scavenger when it eats the remains of a Volcano — an opening in the earth’s crust — a representation of an object that dead animal. Model through which molten lava, ash and gases can show many but not of all the features Scientist — an investigator or other person are vented. of the actual item. A model is both like and who applies the principles and methods of different from the real thing. science to learn about something. Waterhouse Hawkins — a British artist and educator who worked with Sir Richard Mold — a hollow form or matrix used to Sculpture — a three-dimensional work of Owen to build life-size dinosaur sculptures. form a substance into a specific shape. art; impressed or raised markings on part of a He also created dinosaur sculptures and artwork in the United States. Negative — the absence of something; plant or animal. unfavorable. Sediment — solid fragments of living or Wire — a flexible metal strand used to create model forms. Ornithischia — an order of bird-hipped dead material deposited by wind, water or dinosaurs that were mostly plant-eaters. glaciers. X-ray — a photograph, as of a skeleton, Paleontologist — a scientist who studies Simulation — an exercise that models a obtained by the use of electromagnetic ancient life from fossils, including plants, real practice. A simulation can teach about radiation. invertebrates (animals without backbones) the real thing, but it will not be exactly like and vertebrates (animals with backbones). the real thing. For a comprehensive glossary of dinosaur terms visit: Enchanted Learning http:// — a British scientist Paleontology — the study of life in Sir Richard Owen www.zoomdinosaurs.com. past geologic periods as known from fossil who coined the term dinosauria and created remains. the exhibit at the Crystal Palace in London featuring Iguanodon and Megalosaurus. Plaster — a paste made of lime, sand and Skeleton — the bones that support an animal. water that hardens into a smooth solid.

102 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

What’s in a cantho — spine eu — well, good inter — between Dinosaur Name? cardio — heart euoplo —well-armedCulminatingintra — within Experience carn — flesh exo — outside intro — go into Create many new and real carni — meat extra — outside of ite — belonging to dinosaur names with these caud — tail faun — animal itis — inflamation Greek and Latin words. cele — swell fic — make ject — to throw celer — swift fid — split kilo — thousand a — on, in, at; plural; centri — one hundred fiss — split lapse — to slip without cephale — head flora — plant lat — wide acantho — spiny ceptor — receiver foli — leaf later — side acro — high cerat — horned form — form of lepto — small acu — sharp chasm — ravine, canyon fy — to make lipse — leave ae — plural chord — string gallo — rooster lite — minerals aero — air cide — killer gel — stiffen luc — light allo — different, other, circum — around gen — original lun — moon strange cle — small geny — origin lysis — loosening alpha — first clude — close geo — earth lyte — loosening alti — high coel — hollow gerous — bearing ma — act of ambul — walk con — with, together gnathus — jaw macro — large amphi — around contra — opposite gracile — slender-bodied magni — great ampli — large corpus — body graph — drawing maia — good mother an — not cory — helmet gravi — heavy mani — hand anato — duck cosm — universe gryp — curved mari — sea ane — denoting crypt — hidden gymno — naked me — act of anim — breath cycl — circle gyr — rotate meag — huge ankylo — fused cyto — hollow heli — sun med — middle ante — before dactyl — finger, toe hemi — half meg — large anti — against dec — ten hemo — blood mes — middle apato — deceptive deca — ten herb — plant meta — with, after aqua — water deino — terrible heter — different, other micro — small archae — ancient derma — skin hippo — horse milli — thousand arium — used for di — two holo — whole mim — copy ary — used for dia — across homo — same mimus — mimic asis — unhealthy din(o) — terrible hyal — clear mimus — mimic aster — star diplo — double hydra — water mono — single ate — like, possessing dors — back hypa — very morph — form audi — hear duce — to lead hyper — over, above multi — many auri — ear dupl — two hypo — under, below mut — change aurus — lizard dyma — putting on, off i — plural mycin — fungi avi — bird dynam — power ia — pertaining to myo — mouselike bar(o) — heavy dys — bad ic — having myria — many bi — two dysis — putting on, off icthy — fish mytho — legend bola — throw ella — small id — having nano — small brachio — arm ence — state of idium — small nect — swim brevi — short ennial — yearly in — in, into neo — new bronto — thunder epi — upon, over ina — subclass noct — night caco — bad escent — growing ine — pertaining to nod — knot camara — chambered esia — act, state of infra — below nome — name

non — not phil — loving rhaphy — sewing up sys — with Culminatingnonus — nine Experiencphobe — fearsome rheo — flow tach — swift noto — back phon — sound rhexis — breaking taurus — bull nov — new phore — bears robust — strong tauto — same nycho — claw phores — carries rod — wear tect — cover nychus — claw phot — light rot — turn tele — distance, far off oct — eight phren — the mind rupt — break tend — stretch ode — of nature, of physic — natural s — plural terr — earth oden — tooth physis — form, growth salto — jump therm — heat odon — tooth phyto — plant san — health thetic — setting down off — from pico — million saur — lizard tom — cut oid — form of plas — form, mold sciss — cut top — face; head; place ole — small plate — flat scler — hard tort — twist olig — few plex — network scope — examine tract — draw oma — tumor plexy — paralysis se — apart trans — over, around omni — all plo — armored sect — cutting trauma — wound onto — being ploid — division of sed — sit tri — three onyx — claw plur — more seism — earthquake troo — wounded ops — face pod — foot semi — half trop — turning opter — wing poeia — making sens — feel troph — food orith — bird polar — axis sept — seven trude — push ornith — bird poly — many sex — six tum — swell ortho — straight ponic — toil sinu — curve turb — disorder oscill — swing post — after sis — act, state of tyrann — tyrant ose — full of pre — before siss — stand ula — small ous — pertaining to prim — first sist — set, stand ule — small over — above pro — first, in front sol — sun ultra — beyond ovi — egg pros — toward solu — spread out um — plural pachy — thick prot — first solut — loosen un — not pan — all proter — before somn — sleep undul — wavy papr — ward off pseud — false sperm — seed urg — work par — beside psil — bare spher — ball us — masculine singular para — near psych — mind spine — spiny vacu — void pater — father pter — wing spir — breath vari — various pect — thick pus — foot stasis — standing veloci — fast ped — foot, child pyro — fire stat — state vent — wind pel — drive quadri — four steg — plated; roofed ventr — belly pelt — shield quasi — as if stell — star vers — to turn pend — hang quint — five steno — narrow vibr — to shake pene — almost rad — ray stom — opening vit — life penia — lack of radic — root stomy — opening volv — turn penta — five raptor — thief strat — spread out voo — animal per — for each ras — scrape strate — spread out vor — eating peri — around re — back again stroph — turning vore — eating phac — lens rect — straight styra — spiked xeno — strange phago — to eat retro — backward sub — under y — act, state of phan — visible rex — king super — over, above zoo — animal phen — appearance of rhage — breaking syn — with

104 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Indiana Science Standards digit numbers in investigations and judge the such as shapes, designs and events that may reasonableness of the answers. Culminatingshow up in nature, such E asxperienc honeycombs, e Kindergarten Science Standards 1.2.3 Explain to other students how to go sunflowers or shells. See similar patterns in the The Nature of Science and about solving numerical problems. things people make, such as quilts, baskets Technology 1.2.4 Measure the length of objects having or pottery. K.1.1 Raise questions about the natural straight edges in inches, centimeters, or non- Common Themes world. standard units. 1.6.1 Observe and describe that models, such K.1.2 Begin to demonstrate that everybody 1.2.5 Demonstrate that magnifiers help people as toys, are like the real things in some ways can do science. see things they could not see without them. but different in others. Scientific Thinking 1.2.6 Describe and compare objects in terms K.2.1 Use whole numbers up to 10 in counting, of number, shape, texture, size, weight, color Grade 2 Science Standards identifying, sorting and describing objects and and motion. The Nature of Science and experiences. 1.2.7 Write brief informational descriptions of Technology K.2.2 Draw pictures and writes words to a real object, person, place or event using 2.1.1 Manipulate an object to gain additional describe objects and experiences. information from observations. information about it. The Physical Setting The Physical Setting 2.1.2 Use tools, such as thermometers, magni- K.3.1 Describe objects in terms of the mate- 1.3.1 Recognize and explain that water can fiers, rulers or balances, to gain more informa- rials they are made of, such as clay, cloth, be a liquid or a solid and can go back and tion about objects. paper, etc. forth from one form to the other. Investigate by 2.1.3 Describe, both in writing and orally, K.3.2 Investigate that things move in different observing that if water is turned into ice and objects as accurately as possible and compare ways, such as fast, slow, etc. then the ice is allowed to melt, the amount of observations with those of other people. The Living Environment water is the same as it was before freezing. 2.1.4 Make new observations when there is K.4.1 Give examples of plants and animals. 1.3.2 Investigate by observing and then disagreement among initial observations. K.4.2 Observe plants and animals, describing describe that water left in an open container 2.1.5 Demonstrate the ability to work with a how they are alike and how they are different disappears, but water in a closed container team but still reach and communicate one’s in the way they look and in the things they does not disappear. own conclusions about findings. do. 1.3.3 Investigate by observing and also 2.1.6 Use tools to investigate, observe, The Mathematical World measuring that the sun warms the land, air measure, design and build things. K.5.1 Use shapes, such as circles, squares, and water. 2.1.7 Recognize and describe ways that rectangles and triangles, to describe different 1.3.4 Investigate by observing and then some materials, such as recycled paper, cans objects. describe how things move in many different and plastic jugs, can be used over again. Common Themes ways, such as straight, zigzag, round-and- Scientific Thinking K.6.1 Describe an object by saying how it is round and back-and-forth. 2.2.1 Give estimates of numerical answers to similar to or different from another object. 1.3.5 Recognize that and demonstrate how problems before doing them formally. things near the earth fall to the ground unless 2.2.2 Make quantitative estimates of familiar Grade 1 Science Standards something holds them up. lengths, weights and time intervals and check The Nature of Science and The Living Environment them by measurements. Technology 1.4.1 Identify when stories give attributes to 2.2.3 Estimate and measure capacity using 1.1.1 Observe, describe, draw and sort objects plants and animals, such as the ability to cups and pints. carefully to learn about them. speak, that they really do not have. 2.2.4 Assemble, describe, take apart and/ 1.1.2 Investigate and make observations to 1.4.2 Observe and describe that there can be or reassemble constructions using such seek answers to questions about the world, differences, such as size or markings, among things as interlocking blocks and erector sets. such as “In what ways do animals move?” the individuals within one kind of plant or Sometimes pictures or words may be used as 1.1.3 Recognize that and demonstrate how animal group. a reference. people can learn much about plants and 1.4.3 Observe and explain that animals eat 2.2.5 Draw pictures and write brief descrip- animals by observing them closely over a plants or other animals for food. tions that correctly portray key features of an period of time. Recognize also that care must 1.4.4 Explain that most living things need object. be taken to know the needs of living things water, food and air. The Physical Setting and how to provide for them. Mathematical World 2.3.1 Investigate by observing and then 1.1.4 Use tools, such as rulers and magnifiers, to 1.5.1 Use numbers up to 10 to place objects describe that some events in nature have a investigate the world and make observations. in order, such as first, second and third, and to repeating pattern such as seasons, day and Scientific Thinking name them, such as bus numbers or phone night, and migrations. 1.2.1 Use whole numbers up to 100 in numbers. 2.3.2 Investigate, compare and describe counting, identifying, measuring and 1.5.2 Make and use simple picture graphs to weather changes from day to day but recog- describing objects and experiences. tell about observations. nize, describe and chart that the temperature 1.2.2 Use sums and differences of single 1.5.3 Observe and describe similar patterns, and amounts of rain or snow tend to be high,

medium or low in the same months every 2.5.2 Recognize and explain that it is often invention can be used in different ways, such Culminatingyear. Experience useful to estimate quantities. as a radio being used to get information and 2.3.3 Investigate by observing and then 2.5.3 Observe that and describe how changing for entertainment. describing chunks of rocks and their many one thing can cause changes in something 3.1.8 Describe how discarded products sizes and shapes, from boulders to grains of else such as exercise and its effect on heart contribute to the problem of waste disposal sand and even smaller. rate. and that recycling can help solve this 2.3.4 Investigate by observing and then 2.5.4 Begin to recognize and explain that problem. describing how animals and plants some- people are more likely to believe ideas if good Scientific Thinking times cause changes in their surroundings. reasons are given for them. 3.2.1 Add and subtract whole numbers 2.3.5 Investigate that things can be done to 2.5.5 Explain that some events can be mentally, on paper, and with a calculator. materials, such as freezing, mixing, cutting, predicted with certainty, such as sunrise and 3.2.2 Measure and mix dry and liquid mate- heating, wetting, etc., to change some of their sunset, and some cannot, such as storms. rials in prescribed amounts, following reason- properties and observe that not all materials Understand that people aren’t always sure able safety precautions. respond in the same way. what will happen since they do not know 3.2.3 Keep a notebook that describes obser- 2.3.6 Discuss how people use electricity everything that might have an effect. vations and is understandable weeks or or burn fuels, such as wood, oil, coal or 2.5.6 Explain that sometimes a person can months later. natural gas, to cook their food and warm their find out a lot (but not everything) about a 3.2.4 Appropriately use simple tools, such houses. group of things, such as insects, plants or as clamps, rulers, scissors, hand lenses, and 2.3.7 Investigate and observe that the way to rocks, by studying just a few of them. other technology, such as calculators and change how something is moving is to give it Common Themes computers, to help solve problems. a push or a pull. 2.6.1 Investigate that most objects are made 3.2.5 Construct something used for 2.3.8 Demonstrate and observe that magnets of parts. performing a task out of paper, cardboard, can be used to make some things move 2.6.2 Observe and explain that models may wood, plastic, metal, or existing objects without being touched. not be the same size, may be missing some 3.2.6 Make sketches and write descriptions The Living Environment details or may not be able to do all of the to aid in explaining procedures or ideas. 2.4.1 Observe and identify different external same things as the real things. 3.2.7 Ask “How do you know?” in appro- features of plants and animals and describe 2.6.3 Describe that things can change in priate situations and attempt reasonable how these features help them live in different different ways, such as in size, weight, color, answers when others ask the same question. environments. age and movement. Investigate that some The Physical Setting 2.4.2 Observe that and describe how animals small changes can be detected by taking 3.3.1 Observe and describe the apparent may use plants, or even other animals, for measurements. motion of the sun and moon over a time shelter and nesting. span of one day. 2.4.3 Observe and explain that plants and Grade 3 Science Standards 3.3.2 Observe and describe that there are animals both need to take in water, animals Science Standards more stars in the sky than anyone can easily need to take in food, and plants need light. The Nature of Science and count, but they are not scattered evenly. 2.4.4 Recognize and explain that living things Technology 3.3.3 Observe and describe that the sun can are found almost everywhere in the world 3.1.1 Recognize and explain that when a be seen only in the daytime. and that there are somewhat different kinds in scientific investigation is repeated, a similar 3.3.4 Observe and describe that the moon different places. result is expected. looks a little different every day, but looks the 2.4.5 Recognize and explain that materials in 3.1.2 Participate in different types of guided same about every four weeks. nature, such as grass, twigs, sticks and leaves, scientific investigations such as observing 3.3.5 Give examples of how change, such can be recycled and used again, sometimes objects and events and collecting specimens as weather patterns, is a continual process in different forms, such as in birds’ nests. for analysis. occurring on Earth. 2.4.6 Observe and describe the different 3.1.3 Keep and report records of investiga- 3.3.6 Describe ways human beings protect external features of people, such as their size, tions and observations using tools, such as themselves from adverse weather conditions. shape and color of hair, skin and eyes. journals, charts, graphs, and computers. 3.3.7 Identify and explain some effects 2.4.7 Recognize and discuss that people are Discuss the results of investigations and human activities have on weather. more like one another than they are like other consider the explanations of others. 3.3.8 Investigate and describe how moving animals. 3.1.5 Demonstrate the ability to work coop- air and water can be used to run machines, 2.4.8 Give examples of different roles people eratively while respecting the ideas of others like windmills and waterwheels. have in families and communities. and communicating one’s own conclusions 3.3.9 Demonstrate that things that make The Mathematical World about findings. sound do so by vibrating, such as vocal cords 2.5.1 Recognize and explain that, in 3.1.6 Give examples of how tools, such as and musical instruments. measuring, there is a need to use numbers automobiles, computers, and electric motors, between whole numbers, such as 2 1/2 have affected the way we live. centimeters. 3.1.7 Recognize that and explain how an

106 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

The Living Environment missing. 4.2.2 State the purpose, orally or in writing, of 3.4.1 Demonstrate that a great variety of living 3.6.3 Explain how a model of something is Culminatingeach step in a computation. Experience things can be sorted into groups in many ways different from the real thing but can be used to 4.2.3 Make simple and safe electrical connec- using various features, such as how they look, learn something about the real thing. tions with various plugs, sockets, and terminals. where they live, and how they act, to decide 3.6.4 Take, record, and display counts and 4.2.4 Use numerical data to describe and which things belong to which group. simple measurements of things over time, such compare objects and events. 3.4.2 Explain that features used for grouping as plant or student growth. 4.2.5 Write descriptions of investigations, using depend on the purpose of the grouping. 3.6.5 Observe that and describe how some observations and other evidence as support for 3.4.3 Observe that and describe how offspring changes are very slow and some are very fast explanations. are very much, but not exactly, like their and that some of these changes may be hard 4.2.6 Support statements with facts found in parents and like one another. to see and/or record. print and electronic media, identify the sources 3.4.4 Describe that almost all kinds of animals’ used, and expect others to do the same. food can be traced back to plants. Grade 4 Science Standards 4.2.7 Identify better reasons for believing some- 3.4.5 Give examples of some kinds of organ- Science Standards thing than “Everybody knows that ..” or “I just isms that have completely disappeared and The Nature of Science and know” and discount such reasons when given explain how these organisms were similar to Technology by others. some organisms living today. 4.1.1 Observe and describe that scientific The Physical Setting 3.4.6 Explain that people need water, food, investigations generally work the same way in 4.3.1 Observe and report that the moon can be air, waste removal, and a particular range of different places. seen sometimes at night and sometimes during temperatures, just as other animals do. 4.1.2 Recognize and describe that results of the day. 3.4.7 Explain that eating a variety of healthful scientific investigations are seldom exactly 4.3.2 Begin to investigate and explain that air is foods and getting enough exercise and rest help the same. If differences occur, such as a large a substance that surrounds us, takes up space, people to stay healthy. variation in the measurement of plant growth, and whose movements we feel as wind. 3.4.8 Explain that some things people take propose reasons for why these differences exist, 4.3.3 Identify salt as the major difference into their bodies from the environment can hurt using recorded information about investigations. between fresh and ocean waters. them and give examples of such things. 4.1.3 Explain that clear communication is an 4.3.4 Describe some of the effects of oceans on 3.4.9 Explain that some diseases are caused essential part of doing science since it enables climate. by germs and some are not. Note that diseases scientists to inform others about their work, to 4.3.5 Describe how waves, wind, water, and caused by germs may be spread to other expose their ideas to evaluation by other scien- glacial ice shape and reshape the Earth’s land people. Also understand that hand washing tists, and to allow scientists to stay informed surface by the erosion of rock and soil in some with soap and water reduces the number of about scientific discoveries around the world. areas and depositing them in other areas. germs that can get into the body or that can be 4.1.4 Describe how people all over the world 4.3.6 Recognize and describe that rock is passed on to other people. have taken part in scientific investigation for composed of different combinations of minerals. The Mathematical World many centuries. 4.3.7 Explain that smaller rocks come from the 3.5.1 Select and use appropriate measuring 4.1.5 Demonstrate how measuring instruments, breakage and weathering of bedrock and larger units, such as centimeters (cm) and meters such as microscopes, telescopes, and cameras, rocks and that soil is made partly from weath- (m), grams (g) and kilograms (kg), and degrees can be used to gather accurate information for ered rock, partly from plant remains, and also Celsius (˚C). making scientific comparisons of objects and contains many living organisms. 3.5.2 Observe that and describe how some events. Note that measuring instruments, such 4.3.8 Explain that the rotation of the Earth on its measurements are likely to be slightly different, as rulers, can also be used for designing and axis every 24 hours produces the night-and-day even if what is being measured stays the same. constructing things that will work properly. cycle. 3.5.3 Construct tables and graphs to show how 4.1.6 Explain that even a good design may fail 4.3.9 Draw or correctly select drawings of values of one quantity are related to values of even though steps are taken ahead of time to shadows and their direction and length at another. reduce the likelihood of failure. different times of day. 3.5.4 Illustrate that if 0 and 1 are located on a 4.1.7 Discuss and give examples of how tech- 4.3.10 Demonstrate that the mass of a whole line, any other number can be depicted as a nology, such as computers and medicines, has object is always the same as the sum of the position on the line. improved the lives of many people, although masses of its parts. 3.5.5 Explain that one way to make sense of the benefits are not equally available to all. 4.3.11 Investigate, observe, and explain that something is to think of how it relates to some- 4.1.8 Recognize and explain that any invention things that give off light often also give off heat. thing more familiar. may lead to other inventions. 4.3.12 Investigate, observe, and explain that Common Themes 4.1.9 Explain how some products and materials heat is produced when one object rubs against 3.6.1 Investigate how and describe that when are easier to recycle than others. another, such as one’s hands rubbing together. parts are put together, they can do things that Scientific Thinking 4.3.13 Observe and describe that things that they could not do by themselves. 4.2.1 Judge whether measurements and give off heat, such as people, animals, and the 3.6.2 Investigate how and describe that some- computations of quantities, such as length, sun. thing may not work if some of its parts are area, volume, weight, or time, are reasonable. 4.3.14 Explain that energy in fossil fuels comes

from plants that grew long ago. however, that there are some germs that telescopes, microscopes, and cameras, that Culminating4.3.15 Demonstrate E thatxperienc without touching e interfere with the body’s defenses. enable scientists and others to observe things them, a magnet pulls all things made of iron 4.4.11 Explain that there are some diseases that are too small or too far away to be seen and either pushes or pulls other magnets. that human beings can only catch once. without them and to study the motion of 4.3.16 Investigate and describe that without Explain that there are many diseases that objects that are moving very rapidly or are touching them, material that has been electri- can be prevented by vaccinations, so that hardly moving. cally charged pulls all other materials and people do not catch them even once. 5.1.6 Explain how the solution to one may either push or pull other charged mate- The Mathematical World problem, such as the use of pesticides in rial. 4.5.1 Explain that the meaning of numerals in agriculture or the use of dumps for waste The Living Environment many-digit numbers depends on their positions. disposal, may create other problems. 4.4.1 Investigate, such as by using micro- 4.5.2 Explain that in some situations, “0” 5.1.7 Give examples of materials not scopes, to see that living things are made means none of something, but in others it present in nature, such as cloth, plastic, mostly of cells. may be just the label of some point on a and concrete, that have become available 4.4.2 Investigate, observe, and describe that scale. because of science and technology. insects and various other organisms depend 4.5.3 Illustrate how length can be thought Scientific Thinking on dead plant and animal material for food. of as unit lengths joined together, area as a 5.2.1 Multiply and divide whole numbers 4.4.3 Observe and describe that organisms collection of unit squares, and volume as a mentally, on paper, and with a calculator. interact with one another in various ways, set of unit cubes. 5.2.2 Use appropriate fractions and decimals such as providing food, pollination, and seed 4.5.4 Demonstrate how graphical displays when solving problems. dispersal. of numbers may make it possible to spot 5.2.3 Choose appropriate common materials 4.4.4 Observe and describe that some source patterns that are not otherwise obvious, such for making simple mechanical constructions of energy is needed for all organisms to stay as comparative size and trends. and repairing things. alive and grow. 4.5.5 Explain how reasoning can be distorted 5.2.4 Keep a notebook to record observations 4.4.5 Observe and explain that most plants by strong feelings. and be able to distinguish inferences from produce far more seeds than those that actu- Common Themes actual observations. ally grow into new plants. 4.6.1 Demonstrate that in an object 5.2.5 Use technology, such as calculators 4.4.6 Explain how in all environments, organ- consisting of many parts, the parts usually or spreadsheets, in determining area and isms are growing, dying, and decaying, and influence or interact with one another. volume from linear dimensions. Find area, new organisms are being produced by the 4.6.2 Show that something may not work volume, mass, time, and cost, and find old ones. as well, or at all, if a part of it is missing, the difference between two quantities of 4.4.7 Describe that human beings have broken, worn out, mismatched, or incorrectly anything. made tools and machines, such as x-rays, connected. 5.2.6 Write instructions that others can follow microscopes, and computers, to sense and 4.6.3 Recognize that and describe how in carrying out a procedure. do things that they could not otherwise changes made to a model can help predict 5.2.7 Read and follow step-by-step instruc- sense or do at all, or as quickly, or as well. how the real thing can be altered. tions when learning new procedures. 4.4.8 Know and explain that artifacts and 4.6.4 Observe and describe that some 5.2.8 Recognize when and describe that preserved remains provide some evidence features of things may stay the same even comparisons might not be accurate because of the physical characteristics and possible when other features change. some of the conditions are not kept the behavior of human beings who lived a very same. long time ago. Grade 5 Science Standards The Physical Setting 4.4.9 Explain that food provides energy Science Standards 5.3.1 Explain that telescopes are used to and materials for growth and repair of body The Nature of Science and magnify distant objects in the sky including parts. Recognize that vitamins and minerals, Technology the moon and the planets. present in small amounts in foods, are 5.1.1 Recognize and describe that results 5.3.2 Observe and describe that stars are like essential to keep everything working well. of similar scientific investigations may turn the sun, some being smaller and some being Further understand that as people grow up, out differently because of inconsistencies in larger, but they are so far away that they the amounts and kinds of food and exercise methods, materials, and observations. look like points of light. needed by the body may change. 5.1.2 Begin to evaluate the validity of claims 5.3.3 Observe the stars and identify stars 4.4.10 Explain that if germs are able to get based on the amount and quality of the that are unusually bright and those that have inside the body, they may keep it from evidence cited. unusual colors, such as reddish or bluish. working properly. Understand that for defense 5.1.3 Explain that doing science involves 5.3.4 Investigate that when liquid water against germs, the human body has tears, many different kinds of work and engages disappears it turns into a gas (vapor) mixed saliva, skin, some blood cells, and stomach men, women, and children of all ages and into the air and can reappear as a liquid secretions. Also note that a healthy body can backgrounds. when cooled or as a solid if cooled below the fight most germs that invade it. Recognize, 5.1.4 Give examples of technology, such as freezing point of water.

108 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

5.3.5 Observe and explain that clouds and habitat are sometimes beneficial and some- representation can never be exact in every fog are made of tiny droplets of water. times harmful. Culminatingdetail. Experience 5.3.6 Demonstrate that things on or near 5.4.6 Recognize and explain that most 5.6.3 Recognize and describe that almost the Earth are pulled toward it by the Earth’s microorganisms do not cause disease and anything has limits on how big or small it gravity. many are beneficial. can be. 5.3.7 Describe that, like all planets and stars, 5.4.7 Explain that living things, such as 5.6.4 Investigate, observe, and describe the Earth is approximately spherical in shape. plants and animals, differ in their character- that things change in steady, repetitive, or 5.3.8 Investigate, observe, and describe that istics, and that sometimes these differences irregular ways, such as toy cars continuing heating and cooling cause changes in the can give members of these groups (plants in the same direction and air temperature properties of materials, such as water turning and animals) an advantage in surviving and reaching a high or low value. Note that the into steam by boiling and water turning into reproducing. best way to tell which kinds of change are ice by freezing. Notice that many kinds of 5.4.8 Observe that and describe how fossils happening is to make a table or a graph of changes occur faster at higher temperatures. can be compared to one another and to measurements. 5.3.9 Investigate, observe, and describe that living organisms according to their similarities when warmer things are put with cooler and differences. National Standards for Science ones, the warm ones lose heat and the cool 5.4.9 Explain that like other animals, human Education (Grades K – 4) ones gain it until they are all at the same beings have body systems. temperature. Demonstrate that a warmer The Mathematical World Content Standard A — Scientific Inquiry object can warm a cooler one by contact or 5.5.1 Make precise and varied measure- (Grades K – 4) at a distance. ments and specify the appropriate units. Fundamental concepts and principles that 5.3.10 Investigate that some materials 5.5.2 Show that mathematical statements underlie this standard include scientific conduct heat much better than others, and using symbols may be true only when the inquiry: poor conductors can reduce heat loss. symbols are replaced by certain numbers. l Ask a question about objects, organisms, 5.3.11 Investigate and describe that changes 5.5.3 Classify objects in terms of simple and events in the environment. in speed or direction of motion of an object figures and solids. l Plan and conduct a simple investigation. are caused by forces. Understand that the 5.5.4 Compare shapes in terms of concepts, l Employ simple equipment and tools to greater the force, the greater the change in such as parallel and perpendicular, congru- gather data and extend the senses. motion and the more massive an object, the ence, and symmetry. l Use data to construct a reasonable expla- less effect a given force will have. 5.5.5 Demonstrate that areas of irregular nation. 5.3.12 Explain that objects move at different shapes can be found by dividing them into rates, with some moving very slowly and squares and triangles. Content Standard B — Physical Science some moving too quickly for people to see 5.5.6 Describe and use drawings to show (Grades K – 4) them. shapes and compare locations of things very Fundamental concepts and principles that 5.3.13 Demonstrate that the Earth’s gravity different in size. underlie this standard include physical pulls any object toward it without touching it. 5.5.7 Explain that predictions can be based science: The Living Environment on what is known about the past, assuming l Properties of objects and materials – 5.4.1 Explain that for offspring to resemble that conditions are similar. Objects have many observable proper- their parents there must be a reliable way to 5.5.8 Realize and explain that predictions ties, including size, weight, shape, color, transfer information from one generation to may be more accurate if they are based on temperature, and the ability to react with the next. large collections of objects or events. other substances. Those properties can 5.4.2 Observe and describe that some living 5.5.9 Show how spreading data out on a be measured using tools, such as rulers, things consist of a single cell that needs food, number line helps to see what the extremes balances, and thermometers. water, air, a way to dispose of waste, and an are, where they pile up, and where the gaps l Positions of motion of objects - Objects are environment in which to live. are. made of one or more materials, such as 5.4.3 Observe and explain that some organ- 5.5.10 Explain the danger in using only a paper, wood, and metal. Objects can be isms are made of a collection of similar portion of the data collected to describe the described by the properties of the materials cells that benefit from cooperating. Explain whole. from which they are made, and those that some organisms’ cells, such as human Common Themes properties can be used to separate or sort a nerve cells and muscle cells, vary greatly in 5.6.1 Recognize and describe that systems group of objects or materials. appearance and perform very different roles contain objects as well as processes that in the organism. interact with each other. Content Standard D — Earth and Space 5.4.4 Explain that in any particular environ- 5.6.2 Demonstrate how geometric figures, Science (Grades K – 4) ment, some kinds of plants and animals number sequences, graphs, diagrams, Fundamental concepts and principles that survive well, some do not survive as well, sketches, number lines, maps, and stories underlie this standard include and some cannot survive at all. can be used to represent objects, events, and Properties of Earth materials: 5.4.5 Explain how changes in an organism’s processes in the real world, although such l Earth materials are solid rocks and soils,

water, and the gases of the atmosphere. Science as a human endeavor: CulminatingThe varied materials E xperienchave different physicale l People have practiced Science and tech- and chemical properties, which make them nology for a long time. useful in different ways, for example, as l Men and women have made a variety building materials, as sources of fuel, or for of contributions throughout the history of growing the plants we use as food. Earth science and technology. materials provide many of the resources l Although men and women using scien- that humans use. tific inquiry have learned much about the l Soils have properties of color and texture, objects, events, and phenomena in nature, capacity to retain water, and ability to much more remains to be understood. support the growth of many kinds of plants, Science will never be finished. including those in our food supply. l Many people choose science as a career l Fossils provide evidence about the plants and devote their entire lives to studying it. and animals that lived long ago and the Many people derive great pleasure from nature of the environment at that time. doing science. Changes in the earth and sky: l The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earth- quakes. l Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipi- tation.

Content Standard F — Personal and Social Perspectives (Grades K – 8) Fundamental concepts and principles that underlie this standard include Personal and Social Perspectives:

Science and technology in local challenges: l People continue inventing new ways of doing things, solving problems, and getting work done. New ideas and inventions often affect other people; sometimes the effects are good and sometimes they are bad. It is helpful to try to determine in advance how ideas and inventions will affect other people. l Science and technology have greatly improved food quality and quantity, trans- portation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world.

Content Standard G — History and Nature of Science (Grades K – 8) Fundamental concepts and principles that underlie this standard include History and Nature of Science:

110 Dinosphere — Now You’re in Their World! • A 3 – 5 Unit of Study Resource Materials

Dino Diary Culminating Experience Words, Sentences, Drawings, Notes (Name) (Date)

Today I discovered …

Resource Materials

Culminating Experience Dino Diary Written by: Today I discovered Today I discovered Today I discovered

Culminating Experience Written by: Today I discovered Today I discovered Today I discovered

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