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

The Field Trip

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

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

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

Who am I?

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

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

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

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

DINOSAURS ALIVE!AT | CAROWINDS I was the largest North American 6. Dakota, Nebraska, Kansas, Trap” which was later named predator of the Jurassic Period 150 Mya Wyoming and Colorado; the Cleveland-Lloyd Quarry : Portugal

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

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

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

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

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

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

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

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

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

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

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

Activity 1: Elementary School (Grades K - 5)

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 6 Name Class Date

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

Materials

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

Procedure

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

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

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

only your right eye open?

both eyes open?

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

Try it!

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

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

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

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

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

Observations

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

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

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

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

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 9 Lesson 2: Dinosaur Detectives

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

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

Apatosaurus, formerly known as “Brontosaurus”

Activity 1: Elementary School (Grades K - 5)

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

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

DINOSAURS ALIVE! AT CAROWINDS | 10 Name Class Date

Name Birth-Death Nationality Dinosaur Named

Roy C. Andrews

Barnum Brown

William Buckland

Edward D. Cope

Lawrence M. Lambe

Joseph Leidy

Gideon Mantell

Othniel C. Marsh

Henry F. Osborn

Hermann von Meyer 1801-1869 German Archaeopteryx

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

DINOSAURS ALIVE! AT CAROWINDS | 11 Name Class Date

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

2. Which nationality appears the most?

3. What reason do you think would explain this?

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

6

5

4

3

2

1

American British Canadian German

DINOSAURS ALIVE! AT CAROWINDS | 12 Name Class Date

Activity 2: Elementary School (Grades K - 5)

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

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

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

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

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

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

1. Luis Alvarez

2. Benjamin W. Hawkins

3. Arthur Holmes

4. Alfred L. Wegener

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

DINOSAURS ALIVE! AT CAROWINDS | 13 Lesson 3: Mesozoic Math

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

Activity 1: Elementary School (Grades K - 5)

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

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

DINOSAURS ALIVE! AT CAROWINDS | 14 Name Class Date

Dinosaur Chart - Time Period and Length

Name Period Length

Allosaurus Late Jurassic 12 m 39.6 ft

Apatosaurus Late Jurassic 23 m 75.9 ft

Baryonyx Early Cretaceous 9 m 29.7 ft

Huayangosaurus Mid-Jurassic 4 m 13.2 ft

Mamenchisaurus Late Jurassic 24 m 79.2 ft

Omeisaurus Late Jurassic 20 m 66.0 ft

Parasaurolophus Late Cretaceous 9 m 29.7 ft

Stegosaurus Late Jurassic 9 m 29.7 ft

Triceratops Late Cretaceous 9 m 29.7 ft

Tyrannosaurus rex Late Cretaceous 13 m 42.9 ft

DINOSAURS ALIVE! AT CAROWINDS | 15 Name Class Date

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

Reading the Chart

1. Which dinosaur was from the Early Cretaceous period?

2. Which four dinosaurs had the same length?

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

Length

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

DINOSAURS ALIVE! AT CAROWINDS | 16 Name Class Date

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

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

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

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

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

about ½ a school bus about 1 ½ school buses

about 1 school bus about 2 school buses

a. Mamenchisaurus

b. Omeisaurus

c. Tyrannosaurus rex

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

DINOSAURS ALIVE! AT CAROWINDS | 18 Name Class Date

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

Stems Leaves a. What is the mean?

b. What is the mode?

c. What is the median?

Time Periods

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

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

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

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

Fraction: Decimal:

Reduced fraction: Percent:

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

b. BONUS! Write 65 million in scientific notation.

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

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

Scale Model

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

Scale Factor

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

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

DINOSAURS ALIVE! AT CAROWINDS | 20 Name Class Date

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 21 Name Class Date

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

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

My dinosaur:

Length: Height:

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

My scale factor:

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

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

DINOSAURS ALIVE! AT CAROWINDS | 22 Lesson 4: Fossil Stories

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

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

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

Cleveland-Lloyd Quarry, Utah, United States

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

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

Pipestone Creek Bonebed, Alberta, Canada

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

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

Ruyang County, Henan Province, China

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 25 Name Class Date

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

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

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

4. Were Camarasaurus and Camptosaurus herbivores or carnivores?

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

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

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

8. What does “monogeneric” mean?

DINOSAURS ALIVE! AT CAROWINDS | 26 Name Class Date

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

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

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

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

13. How was Ruyangosaurus different from earlier large sauropods?

DINOSAURS ALIVE! AT CAROWINDS | 27 Name Class Date

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

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

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

At the Cleveland-Lloyd Quarry…

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

At the Pipestone Creek Bonebed…

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 28 Name Class Date

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

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

DINOSAURS ALIVE! AT CAROWINDS | 29 Crossword Puzzles Name that Dinosaur!

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

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

Level 1:

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

DINOSAURS ALIVE! AT CAROWINDS | 30 Name Class Date

Agilisaurus Allosaurus Pachyrhinosaurus Bradycneme Triceratops

1

2

3 4

5

6

7 8

9

10

DINOSAURS ALIVE! AT CAROWINDS | 31 Name Class Date

Level 2

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

1

2

3

4 5 6

7 8

9

10

11

:

DINOSAURS ALIVE! AT CAROWINDS | 32 Logic Puzzles

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

Sorting Fossils

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

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

DINOSAURS ALIVE! AT CAROWINDS | 33 Name Class Date

LEVEL 1

Clues:

1. Parasaurolophus did not come from China.

2. Mamenchisaurus is not from the Late Cretaceous Period.

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

4. The Baryonyx fossil was found in Europe.

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

Chart:

Late Early North Late Jurassic Europe China Cretaceous Cretaceous America

Parasaurolophus X

Baryonyx

Mamenchisaurus

Europe

China

North America

DINOSAURS ALIVE! AT CAROWINDS | 34 Name Class Date

LEVEL 2

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

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

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

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

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 35 Name Class Date

Clues:

1. The 4-foot dinosaur lived before Apatosaurus.

2. The 70-foot dinosaur lived before .

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

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

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

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

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

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

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

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

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

X Apatosaurus

Baryonyx

Protoceratops

Agilisaurus

70 ft

X 30 ft

4 ft

5 – 8 ft DINOSAURS ALIVE!AT | CAROWINDS

US and Mexico

Mongolia

China

Europe 37 Name Class Date Word Search

Dinosaur Vocabulary

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

Lower Level:

ALXASAURUS FEATHERS MESOZOIC TRACKWAY CRETACEOUS PALEONTOLOGIST TRIASSIC DINOSAUR JURASSIC PANGAEA VELOCIRAPTOR

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 39 Answer Keys

Field Trip Activity

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

Lesson 1: Form and Function

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

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

Lesson 2: Dinosaur Detectives

Activity 1: Elementary School (Grades K - 5)

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

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

6

5

4

3

2

1

American British Canadian German

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

Lesson 3: Mesozoic Math

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

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

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

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

Lesson 4: Fossil Stories

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

Crossword Puzzles

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

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

DINOSAURS ALIVE! AT CAROWINDS | 42 Logic Puzzles

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

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

Word Searches

Lower Level

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

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

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

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

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

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

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

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

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

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

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 43 Upper Level

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 44 Recommended Reading

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

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

DINOSAURS ALIVE! AT CAROWINDS | 45 Dinosaur Data

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

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

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

Come face-to-teeth with the life-sized Tyrannosaurus rex at DINOSAURS ALIVE! exhibition designers hand-carve the models and the installation crew hand sews the separate pieces together using needles.

DINOSAURS ALIVE! AT CAROWINDS | 46 ALLOSAURUS Order: Suborder:

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

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

APATOSAURUS Order: Saurischia Suborder:

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

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

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

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

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

DILOPHOSAURUS Order: Saurischia Suborder: Theropoda

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

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

DINOSAURS ALIVE! AT CAROWINDS | 48 HUAYANGOSAURUS Order: Suborder:

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

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

MAMENCHISAURUS Order: Saurischia Suborder: Sauropodomorpha

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

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

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

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

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

PARASAUROLOPHUS Order: Ornithischia Suborder:

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

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

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

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

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

TRICERATOPS Order: Ornithischia Suborder:

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

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

DINOSAURS ALIVE! AT CAROWINDS | 51

TYRANNOSAURUS REX Order: Saurischia Suborder: Theropoda

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

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

YANGCHUANOSAURUS Order: Ornithischia Suborder: Marginocephalia

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

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 54 GLOSSARY

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

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

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

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

DINOSAURS ALIVE! AT CAROWINDS | 58 National Curriculum Standards

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

Technology

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

Mathematics

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

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

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

Geography

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

CURRICULUM STANDARDS | 60 State Curriculum Standards (Expanded)

We know how important it is for you to be able to justify field trips and document how instructional time is spent outside of your classroom. With that in mind, the activities in this Study Guide and the experience your class will have during their field trip to DINOSAURS ALIVE! have been directly correlated to the curriculum requirements for your state, as included on this list.

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

NORTH CAROLINA

These curriculum correlations demonstrate how the lesson plans and activities in this Study Guide along with the field trip experience at DINOSAURS ALIVE! meet ’s new Essential Standards and Clarifying Objectives for Science and Information and Technology for grades K – 12. Eighth grade teachers will be particularly interested in the applicable standards in Life Science.

Science

Kindergarten K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility). K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. Grade 2 2.L.2.2 Recognize that there is variation among individuals that are related. Grade 4 4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. 4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Grade 6 6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which it develops. Grade 8 8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating). 8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms. 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution.

CURRICULUM STANDARDS | 61 Biology Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. Bio.3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution. Bio.3.4.2 Explain how natural selection influences the changes in species over time. Bio.3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees).

Environmental Science EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.

Information and Technology

Kindergarten K.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 1 1.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 2 2.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 3 3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 4 4.SI.1.2 Use relevant sources of information for an assigned task. 4.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 5 5.SI.1.2 Use relevant sources of information for an assigned task. 5.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 6 6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). Grade 7 7.TT.1.1 Use appropriate technology tools and other resources to access information. Grade 8 8.TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles).

High School HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).

CURRICULUM STANDARDS | 62 SOUTH CAROLINA

These curriculum correlations demonstrate how the lesson plans and activities in this Study Guide along with the field trip experience at DINOSAURS ALIVE! meet South Carolina’s Academic Standards for Science and Industrial Technology Education for grades K – 12. Third-grade science teachers will find much to support their requirements for “ and Adaptations,” as will eighth grade science teachers for “Life Science.” At the high school level, there are strong correlations with studying the paleobioshpere in Earth Science.

Science

Kindergarten K-1.3 Predict and explain information or events based on observation or previous experience. K-1.4 Compare objects by using nonstandard units of measurement. K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water).

Grade 1 1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. 1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data. 1-1.3 Carry out simple scientific investigations when given clear directions.

Grade 2 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data in US customary (English) and metric units of measurement. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences.

Grade 3 3-1.1 Classify objects by two of their properties (attributes). 3-1.2 Classify objects or events in sequential order. 3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. 3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction. 3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. 3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams. 3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). 3-2.3 Recall the characteristics of an organism’s that allow the organism to survive there. 3-2.4 Explain how changes in the habitats of plants and animals affect their survival.

CURRICULUM STANDARDS | 63 3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). 3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.

Grade 4 4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). 4-1.4 Distinguish among observations, predictions, and inferences. 4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. 4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals. 4-2.5 Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).

Grade 5 5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form. 5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. 5-2.4 Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an , considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts. 5-2.5 Explain how limiting factors (including food, water, space, and shelter) affect populations in .

Grade 6 6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. 6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. 6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). 6-3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources. 6-3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli. 6-3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.

Grade 7 7-1.6 Critique a conclusion drawn from a scientific investigation. 7-4.3 Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting factors (including climate and the availability of food and water, space, and shelter).

CURRICULUM STANDARDS | 64 Grade 8 8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation. 8-1.4 Generate questions for further study on the basis of prior investigations. 8-2.1 Explain how biological adaptations of populations enhance their survival in a particular environment. 8-2.2 Summarize how scientists study Earth’s past environment and diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). 8-2.3 Explain how Earth’s history has been influenced by catastrophes (including the impact of an asteroid or comet, climatic changes, and volcanic activity) that have affected the conditions on Earth and the diversity of its life- forms. 8-2.4 Recognize the relationship among the units—era, epoch, and period—into which the geologic time scale is divided. 8-2.5 Illustrate the vast diversity of life that has been present on Earth over time by using the geologic time scale. 8-2.6 Infer the relative age of rocks and fossils from index fossils and the ordering of the rock layers. 8-2.7 Summarize the factors, both natural and man-made, that can contribute to the extinction of a species.

High School Biology B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution. B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory. B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

Earth Science ES-1.1 Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. ES-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. ES-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. ES-1.8 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). ES-1.9 Communicate and defend a scientific argument or conclusion. ES-6.1 Summarize the conditions of Earth that enable the planet to support life.

CURRICULUM STANDARDS | 65 ES-6.2 Recall the divisions of the geologic time scale and illustrate the changes (in complexity and/or diversity) of organisms that have existed across these time units. ES-6.3 Summarize how fossil evidence reflects the changes in environmental conditions on Earth over time. ES-6.4 Match dating methods (including index fossils, ordering of rock layers, and ) with the most appropriate application for estimating geologic time. ES-6.5 Infer explanations concerning the age of the universe and the age of Earth on the basis of scientific evidence.

Career and Technology Education

Industrial Technology Education A.3 Develop an understanding of the relationships among technologies and the connections between technology and other fields of study. B.4 Develop an understanding of the influence of technology on history. C.2 Develop an understanding of engineering design. C.3. Develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

GEORGIA

These curriculum correlations demonstrate how the lesson plans and activities in this Study Guide along with the field trip experience at DINOSAURS ALIVE! meet Georgia Performance Standards in Science and Engineering and Technology. In Elementary School, both third and fourth grade teachers will find direct connections to their science requirements. Teachers at the high school level will appreciate how DINOSAURS ALIVE! is applicable to multiple science classes.

Science

Kindergarten SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils). SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. SKCS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc.

CURRICULUM STANDARDS | 66 Grade 1 S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Use ordinary hand tools and instruments to construct, measure, and look at objects. S1.CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. c. Use simple pictographs and bar graphs to communicate data. S1L1. Students will investigate the characteristics and basic needs of plants and animals. c. Compare and describe various animals—appearance, motion, growth, basic needs.

Grade 2 S2CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. c. Give rough estimates of numerical answers to problems before doing them formally. S2CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Use ordinary hand tools and instruments to construct, measure, and loot at objects. S2CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Use a model—such as a toy or a picture—to describe a feature of the primary thing. S2CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. c. Use simple pictographs and bar graphs to communicate data. S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes. a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.

Grade 3 S3CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. b. Use commonly encountered fractions—halves, thirds, and fourths (but not sixths, sevenths, and so on)—in scientific calculations. c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. c. Identify ways in which the representations do not match their original counterparts. S3CS5. Students will communicate scientific ideas and activities clearly. c. Use numerical data in describing and comparing objects and events.

CURRICULUM STANDARDS | 67 S3E2. Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. d. Describe how a fossil is formed.

Grade 4 S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. b. Use fractions and decimals, and translate between decimals and commonly encountered fractions— halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on)—in scientific calculations. c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts. S4CS5. Students will communicate scientific ideas and activities clearly. c. Use numerical data in describing and comparing objects and events. S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection). b. Identify factors that may have led to the extinction of some organisms.

Grade 6 S6CS3. Students will use computations and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals. b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer. d. Draw conclusions based on analyzed data. S6CS5. Students will use the ideas system, model, change, and scale in exploring scientific and technological matters. b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity. S6CS6. Students will communicate scientific ideas and activities clearly. c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal. S6E5. Students will investigate the scientific view of how the earth’s surface is formed. g. Describe how fossils show evidence of the changing surface and climate of the Earth.

CURRICULUM STANDARDS | 68 Grade 7 S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. b. Use the mean, median, and mode to analyze a set of scientific data. c. Apply the metric system to a scientific investigation that includes metric to metric conversion. (i.e. centimeters to meters) d. Draw conclusions based on analyzed data. e. Decide what degree of precision is adequate, and round off appropriately. S7CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as predator/prey relationships in a community/ecosystem. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S7CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating data from circle, bar and line graphs, two-way data tables, diagrams, and symbols. c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal. S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring. c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long history of changing life forms.

High School SCSh3. Students will identify and investigate problems scientifically. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. e. Develop reasonable conclusions based on data collected. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. d. Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate. SCSh6. Students will communicate scientific investigations and information clearly. c. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data. d. Use data as evidence to support scientific arguments and claims in written or oral presentations.

Biology SB5. Students will evaluate the role of natural selection in the development of the theory of evolution. e. Trace the history of the theory.

CURRICULUM STANDARDS | 69 f. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution. g. Explain how fossil and biochemical evidence support the theory.

Earth Systems SES4. Students will understand how rock relationships and fossils are used to reconstruct the Earth’s past. a. Describe and apply principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) and describe how unconformities form. b. Interpret the geologic history of a succession of rocks and unconformities. c. Apply the principle of uniformitarianism to relate sedimentary rock associations and their fossils to the environments in which the rocks were deposited. d. Explain how sedimentary rock units are correlated within and across regions by a variety of methods (e.g., geologic map relationships, the principle of fossil succession, radiometric dating, and paleomagnetism). e. Use geologic maps and stratigraphic relationships to interpret major events in Earth history (e.g., mass extinction, major climatic change, tectonic events). SES6. Students will explain how life on Earth responds to and shapes Earth systems. h. Describe how fossils provide a record of shared ancestry, evolution, and extinction that is best explained by the mechanism of natural selection.

Environmental Science SEV3. Students will describe stability and change in ecosystems. a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages). b. Explain succession in terms of changes in communities through time to include changes in biomass, diversity, and complexity. c. Explain how succession may be altered by traumatic events. d. Explain how biotic and abiotic factors influence populations. e. Describe interactions between individuals (i.e. mutualism, commensalisms, parasitism, , and ).

Geology SG1. Students will interpret the geologic history of the Earth. b. Use fossils, radiometric dating and stratigraphic relationships and geologic maps (e.g. cross cutting, superposition, uniformitarianism) to interpret Earth’s history. c. Explain how catastrophic and long-term events have impacted the evolution of life on Earth.

Zoology SZ2. Students will explain the evolutionary history of animals over the geological history of Earth. a. Outline the geological history of Earth and discuss the major environmental changes that have occurred over time. b. Explain the concepts evolution, adaptation, natural selection, convergence, and speciation. c. Describe the fossil record of the animals including discussing the Explosion and major extinction events.

CURRICULUM STANDARDS | 70 Engineering and Technology

Foundations of Engineering and Technology ENGR-FET4 – Students will apply mathematics and science to the solution of a technological problem. b. Describe the role of mathematics and science in technological development.

STEM (Science, Technology, Engineering, & Mathematics) ENGR-STEM1 – Students will recognize the systems, components, and processes of a technological system. b. Identify the relationships among technologies along with connections to contemporary issues. ENGR-STEM3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. b. Design and conduct experiments along with analysis and interpretation of data. ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. b. Apply knowledge of mathematics, science, and engineering design.

COMMON CORE STATE STANDARDS

This section contains the new Common Core State Standards for Mathematics and English Language Arts for grades K – 12. These specific curriculum requirements are met through the educational themes of DINOSAURS ALIVE! along with the classroom lesson plans and activities in this Study Guide.

Mathematics

ELEMENTARY SCHOOL Kindergarten • K.MD1 - Measurement & Data: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. • K.MD2 - Measurement & Data: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Grade 1 • 1.MD2 - Measurement & Data: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. • 1.MD4 - Measurement & Data: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Grade 2 • 2.MD1 - Measurement & Data: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. • 2.MD3 - Measurement & Data: Estimate lengths using units of inches, feet, centimeters, and meters. • 2.MD9 - Measurement & Data: Generate measurement data by measuring lengths of several objects to the

CURRICULUM STANDARDS | 71 nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. • 2.MD10 - Measurement & Data: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Grade 3 • 3.NF1 - Number & Operations—Fractions: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. • 3.MD3 - Measurement & Data: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. • 3.MD4 - Measurement & Data: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Grade 4 • 4.NF3 - Number & Operations—Fractions: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. • 4.NF6 - Number & Operations—Fractions: Use decimal notation for fractions with denominators 10 or 100. • 4.MD1 - Measurement & Data: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. • 4.MD2 - Measurement & Data: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. • 4.MD4 - Measurement & Data: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. Grade 5 • 5.NBT2 - Number & Operations in Base Ten: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. • 5.NBT4 - Number & Operations in Base Ten: Use place value understanding to round decimals to any place. • 5.NBT7 - Number & Operations in Base Ten: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. • 5.NF3 - Number & Operations—Fractions: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. • 5.NF5 - Number & Operations—Fractions: Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

CURRICULUM STANDARDS | 72 • 5.NF6 - Number & Operations—Fractions: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. • 5.MD. - Measurement & Data: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems

MIDDLE SCHOOL Grade 6 • 6.RP1 - Ratios & Proportional Relationships: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. • 6.RP3 - Ratios & Proportional Relationships: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. • 6.SP1 - Statistics & Probability: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. • 6.SP2 - Statistics & Probability: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. • 6.SP4 - Statistics & Probability: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. • 6.SP5 - Statistics & Probability: Summarize numerical data sets in relation to their context. Grade 7 • 7.RP2 - Ratios & Proportional Relationships: Recognize and represent proportional relationships between quantities. • 7.G1 - Geometry: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. • 7.SP1 - Statistics & Probability: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. • 7.SP2 - Statistics & Probability: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. Grade 8 • 8.EE3 - Expressions & Equations: Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. • 8.SP1 - Statistics & Probability: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

HIGH SCHOOL Statistics & Probability • S-ID. - Interpreting Categorical & Quantitative Data: Represent data with plots on the real number line (dot plots, histograms, and box plots).

CURRICULUM STANDARDS | 73 • S-IC. - Making Inferences & Justifying Conclusions: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

English Language Arts

K-5: Reading Informational Texts Kindergarten • RI.K.10: Actively engage in group reading activities with purpose and understanding. Grade 1 • RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. Grade 2 • RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grade 3 • RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). • RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band independently and proficiently. Grade 4 • RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. • RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 5 • RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. • RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

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

CURRICULUM STANDARDS | 74 • RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). • RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Writing • WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. • WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research.

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

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

CURRICULUM STANDARDS | 75