Tyrannosaurs – Meet the Family

Teacher resource

Years 1 to 8

An exhibition at the Museum of New Zealand Te Papa Tongarewa, developed by the Australian Museum

27 September 2014 to 8 February 2015

[Logos, as per web page]

1 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Contents

Tyrannosaurs – Meet the Family ...... 1

Contents ...... 2

About this resource ...... 3

Excursion essentials ...... 3

Curriculum links ...... 4

About the exhibition ...... 6

Background information ...... 7

Pre-visit activities ...... 12

During your visit...... 14

Post-visit activities ...... 15

Activity resources ...... 16

2 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie About this resource

This resource has been designed to complement your visit to Tyrannosaurs – Meet the Family at Te Papa. Inside, you’ll find information about the exhibition, dinosaurs, and tyrannosaurs, as well as some suggested pre- and post-visit activities to help reinforce your students’ learning.

Excursion essentials

Before your visit – familiarise your students

We recommend that you prepare your students for their Te Papa experience by completing the suggested pre-visit activities on page 12.

During your visit – please take photos!

Photography is allowed in the Tyrannosaurs exhibition, so encourage your students to bring a camera. Their record of the visit will help to prompt their thinking afterwards.

After your visit – harness their interest

After your visit, your students will be full of enthusiasm and ideas. We recommend the activities on page 15 to harness their interest.

3 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Curriculum links

The exhibition and education programme are relevant to the following strands from the Science learning area of the New Zealand Curriculum.

Some of the pre- and post-visit activities are also linked to the Arts, Numeracy (mathematics and statistics), Technology, and Literacy learning areas.

Levels 1 & 2 Level 3 Level 4 Level 5

Understanding Understanding Understanding Understanding about science about science about science about science

• Appreciate that • Appreciate that • Appreciate that • Understand that scientists ask science is a way science is a way scientists’ questions about of explaining the of explaining the investigations are our world that world and that world and that informed by lead to science science current scientific investigations and knowledge knowledge theories and aim that open- changes over changes over to collect mindedness is time. time. evidence that will important be interpreted because there through the may be more than process of logical one explanation. argument.

Nature of Science Science Nature of Communicating in Communicating in Communicating in Communicating in science science science science

• Build their • Begin to use a • Begin to use a • Use a wider language and range of scientific range of scientific range of science develop their symbols, symbols, vocabulary, understandings of conventions, and conventions, and symbols, and the many ways vocabulary. vocabulary. conventions. the natural world can be represented.

4 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Levels 1 & 2 Level 3 Level 4 Level 5

Evolution Evolution Evolution

• • • Recognise that Begin to group Begin to group there are lots of plants, animals, plants, animals, different living and other living and other living things in the world things into things into and that they can science-based science-based be grouped in classifications. classifications. • • different ways. Explore how the Explore how the • Explain how we groups of living groups of living know that some things we have in things we have in living things from the world have the world have the past are now changed over changed over long periods of long periods of

Living World World Living extinct. time. time.

Life processes Life processes Life processes

• Recognise that all • Recognise that • Recognise that living things have there are life there are life certain processes processes requirements so common to all common to all they can stay living things and living things and alive. that these occur that these occur in different ways. in different ways.

5 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie About the exhibition

Tyrannosaurs – Meet the Family is an immersive multimedia experience that explores how these tyrannical dinosaurs, with their massive skulls, powerful jaws, and bone-crunching teeth, became the world’s top predators.

The exhibition showcases the tyrannosaurs’ newly revised family tree. It uncovers their evolutionary history, the habitats in which they evolved, and their distribution over time.

A dramatic array of fossils are on display, including more than 10 life-sized dinosaur specimens – among them the oldest yet discovered, Guanlong wucaii .

Highlights

• The newly revised tyrannosaur family tree

• Guanlong wucaii – the recently discovered feathery relative of T rex

• Recent scientific findings that confirm the links between dinosaurs and birds

• Multi-touch technologies that allow you to compare your own arm strength to that of a mighty T rex

• Large-scale projections of dinosaurs running through Wellington – a New Zealand first

• Human evolution seen in the context of the enormous scale of geological time

Sections

The exhibition is divided into five sections:

1. What’s a tyrannosaur? Explore the features that define a tyrannosaur.

2. Meet the family. Explore the different families and species of tyrannosaur.

3. Explore the family. Compare and contrast members of the tyrannosaur family.

4. T. rex – the ultimate. Examine how T. rex evolved as the top predator.

5. T. rex – legacy . Track the evolution, survival, and extinction of tyrannosaurs.

6 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Background information

In this section:

• What’s a dinosaur? (below) • What’s a tyrannosaur? (page 8) • Tyrannosaurs featured in the exhibition (page 9) • Fossils (page 10)

What’s a dinosaur?

Dinosaurs are a group of animals that share the identifiable features in the diagram below.

Diagram of Eoraptor skeleton showing the main physical features of dinosaurs

7 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie What’s a tyrannosaur?

Four main features distinguish tyrannosaurs from other dinosaurs.

Four features specific to tyrannosaurs

Fused nasal bones Only tyrannosaurs had fused nasal bones in their skulls. The fused bones strengthened their snouts and gave them a stronger bite.

D-shaped teeth Only tyrannosaurs had D-shaped teeth at the front of their upper jaws. These were good for scraping or pulling, while other teeth could slice, tear, and crush.

Special hip features Only tyrannosaurs had a ridge of bone at the top of their hips, to which their strong leg muscles were attached.

Long hind legs Tyrannosaurs had relatively long hind legs compared to other theropod (two-legged, meat-eating) dinosaurs.

Features shared with other dinosaurs

Stood on two legs All tyrannosaurs stood on two legs, but so did many other dinosaurs.

Tail All tyrannosaurs had tails, but so did every other dinosaur.

Small arms Most tyrannosaurs had small arms, but so did many other dinosaurs.

Ribs and torso All tyrannosaurs had ribs, but so did every other dinosaur.

8 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Tyrannosaurs featured in the exhibition

Scientific name (genus and Time (millions Body Common name Time period Region species) of years ago) length

Proceratosaurus Proceratosaurus bradleyi Mid Jurassic 168–166 2–3 m Europe

Kileskus Kileskus aristotocus Mid Jurassic 168–166 3 m Asia

Guanlong Guanlong wucaii Late Jurassic 163–158 4 m Asia

Aviatyrannus Aviatyrannus jurassica Late Jurassic 157–152 1 m Europe North Stokesosaurus Stokesosaurus clevelandi Late Jurassic 152–148 3–4 m America Juratyrant Juratyrant langhami Late Jurassic 152–148 4–5 m Europe langhami Early Yutyrannus Yutyrannus huali 131–120 9 m Asia Cretaceous Early Dilong Dilong paradoxus 138–129 1.6–2 m Asia Cretaceous Early Raptorex Raptorex kriegsteini 131–113 3 m Asia Cretaceous Early Xiongguanlong Xiongguanlong baimoensis 113–100 4–5 m Asia Cretaceous Early Eotyrannus Eotyrannus lengi 131–126 4 m Europe Cretaceous Early Sinotyrannus Sinotyrannus kazuoensis 121–119 9–10 m Asia Cretaceous Appalachiosaurus North Appalachiosaurus Late Cretaceous 80–76 7–8 m montgomeriensis America North Daspletosaurus Daspletosaurus torosus Late Cretaceous 77–74 9 m America North Gorgosaurus Gorgosaurus libratus Late Cretaceous 76.5–75 8–9 m America North Bistahieversor Bistahieversor sealeyi Late Cretaceous 76–72 9 m America North Teratophoneus Teratophoneus curriei Late Cretaceous 76–72 6 m America

Zhuchengtyrannus Zhuchengtyrannus magnus Late Cretaceous 80–76 10–12 m Asia

Tarbosaurus Tarbosaurus bataar Late Cretaceous 72–68 10–12 m Asia

North Albertosaurus Albertosaurus sarcophagus Late Cretaceous 74–70 10 m America

Alioramus Alioramus altai Late Cretaceous 72–66 6 m Asia 6.5–7.5 North Dryptosaurus Dryptosaurus aquilunguis Late Cretaceous 72–66 m America North Nanotyrannus Nanotyrannus lancensis Late Cretaceous 68–66 5–6 m America North T. rex Tyrannosaurus rex Late Cretaceous 68–66 12.5 m America

9 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Fossils

We know about dinosaurs from finding and examining their fossils.

What are fossils?

Fossils are the remains or traces of plants or animals preserved in rocks, soil, ice, or amber.

Fossilisation is the process by which fossils form. Fossilisation of a whole plant or animal is very rare. Usually, only the hard parts of plants (such as seeds and wood) or animals (such as bones and teeth) become fossilised.

What main types of fossil are there?

There are two main types of fossil:

• imprints • mineralised fossils.

Imprints occur when animals or plants die and leave physical impressions of themselves (such as footprints) in earth that is then covered by sediment. Over time, the sediment sets to become rock, leaving the imprints long after the original material has disappeared. Raindrops and ripples can also make impressions in mud and sand and become fossilised.

Mineralised fossils occur when animals or plants are encased in or absorb minerals from the surrounding rock or underground water. These minerals replace the original material. Examples of mineralised fossils include fossilised bones, shells, and wood (known as petrified wood).

• Opalised fossils occur when the specimen has been replaced by silica. • Limestone fossils result when calcium carbonate has replaced or filled porous gaps in the specimen.

How do mineralised fossils form?

Most animals and plants that become fossilised either lived in water or were washed into it after they died.

1. Their soft parts then rot away, leaving the woody parts, bones, teeth, or shell. 2. These hard parts become buried under layers of sediment, sand, mud, or lime, usually in a lake, swamp, or cave.

10 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie 3. The sand, mud, or lime covering the hard parts that haven’t rotted turns into sandstone, shale, or limestone. 4. The layer encasing the fossil is compressed as more layers press down on it. Over millions of years, it becomes rock. 5. During rock formation, all parts of the plants or animals are replaced by minerals. 6. The fossil-containing rocks are lifted up during movements of the Earth’s surface. 7. The rocks may be weathered by wind, rain, and sun. 8. The fossils may become exposed so that they can be seen. 9. The fossils may be dug out by a collector, palaeontologist – or someone like you!

How are fossils found?

• By accident • By looking or fossicking in a likely area • By systematic searching with large digging equipment and explosives

How do you get fossils out of rocks?

• By using chisels and hammers to chip the fossils out • By dissolving rocks in acid baths, leaving the bone imprints intact • By splitting the rocks open along their layers

How are fossils identified?

• By comparing them with something that exists today • By comparing them with other fossils • By making educated guesses as to possible relatives of the fossilised specimen • By continually searching for new fossils of the same type to build knowledge about them

How are fossils dated?

• By radiometric dating – a technique that measures the amount of a particular radioactive element in the fossil. • By comparing fossils from one layer of rock with those from a nearby layer that have already been dated by radiometric dating • By comparing fossils from one site with similar fossils from another site that have already been dated by radiometric dating

What are fossils used for?

• To find out about the plants and animals that lived a long time ago and are now extinct • To find out about the world’s environment a long time ago

11 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Pre-visit activities

To make the most of your visit, we recommend that you prepare your students with some of the following activities. You can adjust the level to fit your particular students.

1. What is a museum?

Discuss these questions with your students.

• What is a museum? • What type of museum is Te Papa? • What do you expect to see there? • Why do museums collect cultural objects and science specimens?

2. What are the characteristics of dinosaurs?

Provide your students with pictures or models of dinosaurs. We have included some images at the back of this kit, and many more are available online from sites such as:

Science Kids: http://www.sciencekids.co.nz/pictures/dinosaurs.html

The Natural History Museum’s Dino Directory: http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct-creatures/dino- directory/index.html

Have the students form groups, choose one dinosaur, and discuss the following questions.

• Which dinosaur do you think this is? How do you know? • Have you seen one like this before? If so, where? • How do you think the dinosaur moved? Why do you say that? • Do you think it had senses like yours? Why or why not? • What features of the dinosaur suggest that it could taste, see, smell, and/or hear? • What might it have eaten? How do you think it found food? What makes you think that? • In what type of habitat might you have found the dinosaur? • How many years ago might it have lived? • Do you think it laid eggs? Cared for its young? Why? • How might the dinosaur have protected itself – with a bite, speed, or camouflage? Do you think it hid? Tried to make itself look bigger? Why or why not?

12 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie 3. What is a tyrannosaur?

Discuss the following as a class. (See the ‘Background information’ section on page 7 for details.)

• What is a tyrannosaur? • What features do you think made it different from other known dinosaurs?

Give your students the pictures of tyrannosaurs included at the back of this kit and print five pictures of other dinosaurs from The Natural History Museum’s Dino Directory (http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct-creatures/dino- directory/index.html ) . Ask them to:

• discuss the differences between tyrannosaurs and other dinosaurs • find out where tyrannosaur fossils have been found and mark the locations on a world map, to be displayed on the classroom wall • decorate the classroom with tyrannosaur drawings.

4. How big was a T. rex ?

Use the Tyrannosaurus rex footprint outline and grid at the back of this kit to draw a life-sized T. rex footprint on the ground in chalk. The grid needs to be enlarged to 10x10cm squares.

Now imagine how big T. rex must have been to leave such huge footprints!

5. What is geological time?

Use the cards in this kit to gain some understanding of the enormity of geological time.

6. What do you want to find out?

Ask your students to write a list of things they would like to find out about tyrannosaurs when they visit the exhibition.

13 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie During your visit

One of our educators will meet you and your students at the museum. We’ll introduce you to the exhibition and education programme.

Your students will then enter the exhibition with a tyrannosaur booklet to complete as they explore this amazing – and terrifying – family. We suggest that you divide the class into groups of four or five to prevent overcrowding of the displays.

Your class will be allowed to take photos of the exhibits – please do! If you want to share them with us and others, feel free to post them on Twitter or Instagram. Tag us with @te_papa or use the hashtags #tepapa and #tyrannosaurs

14 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Post-visit activities

We recommend the following activities for after your visit. You can adjust the level to fit your particular students.

1. My trip to the museum

Write a short journal entry about your trip to the museum. What were your two highlights? You could include photos of your visit.

2. Fossil findings

• As a class, discuss what you’ve found out about fossils. • Write a list of words relating to fossils (for example, eggs, nests, tracks, coprolites, impressions, bones, amber, footprints, mineralised, petrified, opalised, palaeontology, gastrolith, dinosaur). • Use graph paper to create a find-a-word or crossword with these words.

3. Make a chocolate fossil

Use your hands, feet, or other objects (for example, shells) to make your own ‘fossils’.

• Press the objects into modelling clay or plasticine to form the mould. • Fill the moulds with chocolate and let it set.

You could hide your fossils for others to find. The finders – ‘palaeontologists’ – could report on their discoveries, including what the fossils might suggest about life in the past.

4. Build a dinosaur

Use recycled materials to make a 3-D model of a dinosaur, or a diorama featuring several dinosaurs.

5. Story time

Choose two dinosaur names from the exhibition and create characters for them. Write a story or poem featuring those characters.

6. Play time

Visit the iTunes store or Google Play and download the tyrannosaur app – developed by the Australian Museum – and have fun with tyrannosaurs.

15 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie Activity resources

How big was a T. rex ?

Use this graphic to complete pre-visit activity 4 on page 13 of this kit. Reproduce the drawing on a grid that has 10cm x 10cm squares.

16 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie What is geological time

For pre-visit activity 5 on page 13.

This activity will help demonstrate the enormity of geological time to your students. Print out or photocopy the following pages and then head outside to a rugby field (or mark out 100m in the school playground).

One try-line or the start of the 100m will be the start of geological time, 4.56 billion years ago. The other try-line or the end of the 100m will be present day. Each page will name an event in geological history, give a number of how man years ago it occurred, and tell you how far along the rugby field or 100m it sits.

Give the cards to students in your class and have them stand in the appropriate place on the field or 100m line. This will show your students the huge amount of time that has elapsed since the earth was formed, and that dinosaurs and humans only take a very small amount of that time.

17 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie

Formation of

the Earth

4.56 billion

years ago

0 metres

18 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie

Formation of

the moon

4.50 billion

years ago

1.3 metres

19 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie

First celled

organisms

3.90 billion

years ago

14.5 metres

20 of 39 © Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie

Bacteria begin

producing

oxygen

3.0 billion

years ago

34.2 metres

First fungi

appear

560 million

years ago

87.70 metres

First jawed

fish appear

440 million

years ago

90.4 metres

First land

plants appear

434 million

years ago

90.48 metres

First reptiles

appear

305 million

years ago

93.3 metres

First dinosaurs

appear

252 million

years ago

95 metres

First mammals

appear

210 million

years ago

95.39 metres

Dinosaurs

go extinct

66 million

years ago

98.5 metres

First human

ancestors

6.5 million

years ago

99.86 metres

Modern

humans appear

200,000 years

ago

99.995 metres

Present day

0 years ago

100 metres

What is a tyrannosaur?

The images on the following pages are all of tyrannosaurs. These are to help your students with pre-visit activity 3 on page 13. For images of other dinosaurs use The Natural History Museum’s Dino Directory: http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct- creatures/dino-directory/index.html

ImageHIVE. by Copyright: AustralianMuseum

Albertosaurus

Guanlong ImageHIVE. by Copyright: AustralianMuseum

ImageHIVE. by Copyright: AustralianMuseum Tarbosaurus

ImageHIVE. by Copyright: AustralianMuseum Alioramus

ImageHIVE. by Copyright: AustralianMuseum

Tyrannosaurus rexTyrannosaurus

ImageHIVE. by Copyright: AustralianMuseum Yutyrannus

ImageHIVE. by Copyright: AustralianMuseum

Dilong