Ultimate Dinosaurs: Giants from Gondwana Was Designed to Promote Personalized Learning and Reinforce Classroom Curriculum

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The following Educator’s Guide for Ultimate Dinosaurs: Giants from Gondwana was designed to promote personalized learning and reinforce classroom curriculum. The worksheets and classroom activities are appropriate for various grade levels and apply to proficiency standards in social studies, language arts, reading, math, science and the arts. Students are encouraged to use their investigation skills to describe, explain, analyze, summarize, record and evaluate the information presented in the exhibit. The information gathered can then be used as background research for the various Classroom Connections that relate to grade level academic content standards.

In order to best suit you and your classroom needs, this Educator’s Guide has been broken up into the following areas:

A. Pre-visit Information a. Planning Your Visit i. Enhance Your Dinosaur Experience ii. How to Book Your Field Trip b. Background Information i. What is a Dinosaur? ii. Vocabulary & Concepts iii. Evolution & Classification of Dinosaurs c. Classroom Connections B. Museum Visit Information a. Exhibit Walk-through b. Exhibit Student Worksheet C. Post-visit Information a. Classroom Connections i. Language Arts/Social Studies ii. Science iii. Mathematics iv. Fine Arts D. Teacher Resources a. Further Reading b. Online Resources E. Ohio and National Standards

PRE-VISIT INFORMATION

Enhance Your Dinosaur Experience The dinosaur experience doesn’t have to end in the exhibit Ultimate Dinosaurs: Giants from Gondwana – Cincinnati Museum Center has so much more to offer from hands-on classroom experiences to additional dinosaur exhibits and OMNIMAX® films! For pricing and availability, please call (513) 287-7021.

Learning Labs Enhance student learning with these one-of-a-kind hands-on learning opportunities that support and go beyond the exhibit during your visit to Cincinnati Museum Center. For the full listings of Learning Labs offerings or for more information, please visit www.cincymuseum.org/educators. Dinosaur Discovery (Grades 1-5) – Become a junior paleontologist and explore the size and bone structure of dinosaurs while using the tools of the trade, including fossil replicas. This program includes a guided experience in the Museum of Natural History & Science’s Dino Hall.

This Little Dinosaur (Pre K-K) – Discover a story that is 65 million years in the making. This interactive tale of exploration and discovery includes dinosaur fossils, footprints and other evidence to help tell the story. This program includes a guided experience in the Museum of Natural History & Science’s Dino Hall.

Programs-on-Wheels Bring hands-on museum learning into your classroom with these exciting learning opportunities that come to your school. For the full listing of Programs-on-Wheels offerings or for more information, please visit www.cincymuseum.org/educators. Digging for Dinosaurs (Grades 1-4) – Uncover fossils on a paleontological “dinosaur dig.” Discuss Cincinnati’s world- famous Ordovician fossils. Learn how fossils are formed and make a plaster cast of a fossil for the group to keep. Touchable fossils from dinosaurs such as Allosaurus, Tyrannosaurus, Stegosaurus, raptors and many more make this program a junior paleontologist’s dream.

Dino Dig (Pre K-K) – Dig up dinosaur fossils and discover their owners’ true identities! Learn about different kinds of dinosaurs, what they looked like, what they ate and how they protected themselves. A variety of activities allow you to growl, claw and walk like a dinosaur.

Museum Exhibits While on your field trip, be sure to stop by the following exhibits to further enhance your dinosaur experience. Ancient Marine Life (Museum of Natural History & Science) – Meet some of the marine creatures that lived in our ancient seas including the Coelacanth, Plesiosaur, Xiphactinus, Ohio armored fish and many more.

Dino Hall (Museum of Natural History & Science) – Take a look at some of the Mesozoic Eras wonders! With flying reptiles, real dinosaur fossils, complete dinosaur replicas and so much more, you get transported back to the time of the dinosaurs in this exhibit containing one-of-a-kind specimens.

Lost Voices (Museum of Natural History & Science) – Learn about the varied life forms that have inhabited our planet in the past and gain a greater understanding of the history of our planet and also of our place on it.

Paleo Lab (Museum of Natural History & Science) – Watch staff clean and prepare dinosaur bones and other items collected on recent museum digs.

OMNIMAX® Films Round out your dinosaur experience with the perfect OMNIMAX® film all about dinosaurs. Dinosaurs: Giants of Patagonia – Following Pr. Rodolfo Coria, a world-renown Argentinean paleontologist, we visit sites of major dinosaur discoveries in the Patagonia region of South America and travel back in time to see these amazing beasts come to life. Journey through the lives of two specimens of these superb achievements of evolution. The action is intense and the landscape is out of this world. From space, we have the perfect vantage point to witness the movement of the tectonic plates and the arrival of a comet that may have sealed the fate of the Dinosaurs.

How to Book Your Field Trip

To help you prepare for your field trip, go to www.cincymuseum.org/educators/visit. Then call (513) 287-7021 Monday - Friday, 8:30 a.m. to 5:00 p.m. or fill out the online reservation request form at www.cincymuseum.org/educators.

Reservation Check List School Name ______Teacher Name ______School Address ______Teacher Phone Number ______Teacher E-mail ______Date of Visit ______Back-up Date(s) ______Time of Arrival ______Time of Departure ______Number of Students ______Grade Level(s) ______Number of Adults & Chaperones ______5 students: 1 chaperone through Grade 5 10 students: 1 chaperone Grades 6 and up Time of Arrival ______Time of Departure ______Method of Payment (credit card, check or P.O.)

What do we want to do? _____ One Museum Pass _____ OMNIMAX® _____ One Museums Pass + OMNIMAX® _____ All Museums Pass _____ All Museum Pass + OMNIMAX® _____ Ultimate Dinosaurs: Giants from Gondwana exhibit _____ Theater LIVE! _____ Learning Lab _____ LITE Lab STEM Experience _____ Programs-on-Wheels _____ Heritage Program Walking Tour _____ Heritage Program Bus Tour _____ Overnight at the Museum _____ Appalachian Culture Fest School Day _____ Scout Program

Cancellations Cancellations within 48 hours are subject to pay a fee of 50% of the reservation price. No-Shows are subject to pay 100% of the reservation price. Theater LIVE! requires cancellations two weeks in advance. Cancellations within two weeks are subject to pay a fee of 50% of the reservation price.

What is a Dinosaur? With new discoveries and scientific improvements, our understanding of dinosaurs is constantly changing, making it difficult for educators to stay current. Here’s the most up-to-date information to help you stay ahead of the game.

Dinosaurs were a unique type of animal that: - lived during the Mesozoic Era from 245 to 65 million years ago. Not all animals that lived during this time were dinosaurs. Many flying reptiles, marine animals, insects, mammals, etc. are often mistaken for dinosaurs. - were vertebrates. All dinosaurs, regardless of their size, had backbones and shared similar skeletal features. - were terrestrial, meaning they lived on land. While some dinosaurs may have been able to wade or paddle through water, they did not live in oceans, rivers or lakes like the swimming reptiles of the Mesozoic Era such as the mosasaurs and plesiosaurs. Dinosaurs also did not spend extended periods of time in flight like the flying reptiles such as the pterosaurs. - walked with their legs positioned directly under their bodies. Like birds and most mammals this adaptation made dinosaurs efficient walkers and runners. Modern reptiles walk with their legs splayed out, their knees always bent and their feet pointed out, rather than forward. - are now extinct, but their descendants are alive today as birds. Through new discoveries and advancements in science, scientists have realized that dinosaurs of the past and modern birds have very similar features including three-toed feet, a wishbone, nests, brooding, feathers, semilunate carpal, hollow bones and hard shelled, oblong eggs just to name a few.

A few things to remember: - Dinosaurs did not live with humans. - Dinosaurs did not live in water. - Pterosaurs (flying reptiles) were not dinosaurs. - Dinosaurs did not drag their tails on the ground - footprints suggest that they walked with their tails held off the ground. - The previously named Brontosaurus is now known to be the same species as the Apatosaurus, therefore leaving the separate distinction of Brontosaurus as inaccurate. - Not all dinosaurs lived together – not only were groups of dinosaurs separated by the different landmasses, but during the more than 140 millions of years in which dinosaurs roamed the Earth, many species also went extinct before others ever evolved.

Warm-blooded vs. cold-blooded: This is still up for debate but the theory that dinosaurs may have been warm-blooded is gaining traction as new studies are being done. While many scientists now believe that many of the smaller dinosaurs and those with feathers may have been warm-blooded, there is evidence to show that some of the larger dinosaurs may have been closer to cold-blooded but able to control their body temperatures similar to the way a leatherback sea turtle can.

Vocabulary & Concepts

Continental Drift The theory of continental drift was published by a 32-year-old German meteorologist named Alfred Lothar Wegener in the early 20th century. This is the theory that land masses have been “drifting” across the Earth and have united and separated in several cycles over the Earth’s geological history. Wegener noticed that the coasts of western Africa and eastern South America looked like the edges of interlocking pieces of a jigsaw puzzle. The idea that continents have not always been fixed in their present positions was first suggested as early as 1596, however in 1912, Wegener was the first to formally present evidence that Africa and South America had once been connected as the scientific theory continental drift. Wegener proposed that around 200 million years ago, the supercontinent Pangaea began to split apart. Later, Alexander du Toit, Professor of Geology at Witwatersrand University, supported Wegener and added that Pangaea first broke into two large continental landmasses, Laurasia and Gondwanaland (now known as Gondwana). These two supercontinents then continued to break apart into the various smaller continents that exist today.

Cretaceous-Paleogene (K-Pg) Extinction Event The most famous of all mass extinctions marks the end of the Cretaceous Period approximately 65 million years ago and is known as the Cretaceous-Paleogene (K-Pg) extinction event (formerly called the Cretaceous- Tertiary [K-T] extinction event). This mass-extinction wiped out an estimated 71-81% of all species, including the non-avian dinosaurs (birds live on today). While many species of mammals, pterosaurs, plants, fish, giant marine reptiles, insects and more were victims of this mass extinction, it also brought about evolutionary opportunities and saw the rise of new forms and species of horses, whales, bats, primates, birds, fish and more!

It is generally believed that this mass extinction was brought about by a 6 mile wide asteroid that struck the Yucatan Peninsula in Mexico and triggered catastrophic effects on the global environment. These events included a lingering impact winter that made it impossible for plankton and plants to carry out photosynthesis. While most scientists now agree that the extinction was started by an asteroid, others still maintain that it was caused or exacerbated by other factors, such as volcanic eruptions, climate change and a change in sea level. 5

Paleontology The scientific study of prehistoric life, known as paleontology, includes the study of fossils in an attempt to explain aspects of past organisms such as their identity and origin, their environment and evolution as well as what they can tell us about the Earth’s organic and inorganic past.

Plate Tectonics The theory of plate tectonics is the scientific explanation of why the continents move and states that the Earth’s outermost layer (the lithosphere) is fragmented into distinct rigid plates which move as they ride atop the hotter, more mobile asthenosphere. Plate tectonics is a relatively new concept in science, introduced around 30 years ago, however it has revolutionized our understanding of the study of the Earth. These plates have coalesced and separated in several cycles throughout Earth’s history forming landmasses such as continents and supercontinents that are constantly changing, rearranging and reshaping these landmasses.

Supercontinents The term supercontinent is usually used when referring to the large landmass created when multiple continents converge. The most frequently referred to supercontinent is known as Pangaea and formed approximately 300 million years ago. Pangaea is the convergence of all major continents, forming a giant supercontinent which eventually broke apart about 150 million years ago and became the two smaller supercontinents of Laurasia (in the north) and Gondwana (in the south). Laurasia was comprised of present day North America, Europe and Asia while Gondwana was comprised of present day Africa, South America, Australia, Antarctica, Madagascar and India.

Evolution & Classification of Dinosaurs Dinosaurs ruled the world during the Mesozoic Era with dinosaur ancestors evolving during the Triassic Period and first appearing as true dinosaurs during the late Triassic Period. The Jurassic Period was a time of growth for the dinosaurs and by the Cretaceous Period many different types of dinosaurs has evolved.

Paleontologists compare the different kinds of dinosaurs in order to discover their relationships to other dinosaurs and to find the ancestors of dinosaurs. This can tell scientists much about evolution as well as some things about the world in which the dinosaurs lived. Dinosaurs that could migrate were similar, but those dinosaurs that were isolated evolved differently. Dinosaurs and other organisms have historically been placed into hierarchical categories, using a system of classification called the Linnaean system. Today, research on dinosaur relationships uses an approach called cladistics, which uses the presence of shared morphological features to recreate the branching tree of dinosaur evolution. Because scientists have incomplete information for dinosaurs, these groupings may change as new dinosaur fossils are discovered that could be the key that unlocks more information about dinosaur evolution and ancestry.

In the Linnaean System, similar species are grouped into a genus, similar genera into a family, similar families into an order, similar orders into a class, similar classes into a phylum, and similar phyla into a kingdom. The new approach, called cladistics or phylogenetic systematic, is unlike the Linnean system, which puts organisms into hierarchical categories. Instead it attempts to determine the many speciation events that resulted in the separation by branching of all organisms, living and extinct. In simpler terms, cladistics is a method of analyzing the evolutionary relationships between groups to construct their family tree.

Cladistics groups organisms on the basis of shared derived characteristics and uses a philosophical concept called parsimony, which holds that the simplest branching pattern (the one with the fewest steps) is most likely close to the true one. Scientists using cladistics do not place organisms into nested categories like the Linnean system, because they assume that each branch occurs by the same simple process of speciation. However, the various Linnean categories are still widely used for placement of groups into categories.

It is almost impossible to prove that two species share a common ancestor. But by making an extensive list of characteristics, scientists can show how likely it is that two species are related. The more traits two species share, the more likely they are closely related and got those traits from a shared ancestor. For example, both sparrows and bats have arms and hands that are wings, but sparrow wings and bat wings are much different. Sparrow wings and bat wings evolved separately, and not because of a common ancestor. This is called convergent evolution. On the other hand, the wings of sparrows, eagles, ostriches, and all other birds are alike. This shows that today's bird species are closely related and came from a common ancestor.

Dinosaurs are classified as reptiles, but all reptiles do not form a single clade (a group that includes a common ancestral species and all the species that descended from it). There are two reptilian clades. One clade includes all living reptiles, dinosaurs, ichthyosaurs, plesiosaurs, and birds (the Sauropsida). The other clade is the mammals and the extinct mammal-like reptiles (the Theropsida). Crocodilians and birds are more closely related to each other than either is to lizards and snakes. They are part of a smaller sauropsid clade, the Archosauria. Lizards and snakes are in the clade Lepidosauria. Archosaurs had a large opening in the front of each eye. As the many groups of archosaurs evolved, this antorbital fenestra ("window in front of the eye") sometimes closed (in crocodilians and the later plant-eating dinosaurs) or merged with the nostril (in pterosaurs).

The earliest archosaurs are found in Permian rocks, formed before the Mesozoic Era began. In the beginning of the Mesozoic, when animal life was recovering from the worst mass extinction in the world's history, the archosaurs expanded and quickly spread. Most of those first archosaurs were extinct by the end of the Triassic Period, but the Pterosauria, Saurischia, and Ornithischia survived to the end of the Mesozoic, and the Crocodilia survived to the present. Birds have not been found in the Triassic, although some puzzling Triassic bird-like animals have recently been discovered in Asia, Europe, and Texas. Two important evolutionary changes took place among the archosaurs. They changed from-sprawling, lizard-like animals to animals that walked with their legs held directly under their bodies. The other change was from a cold-blooded, lizard-like metabolism to a warm-blooded, bird-like metabolism. These changes did not take place in all archosaurs, but they happened in the dinosaurs. Crocodilians are the only surviving example in which those changes did not occur; birds are the only surviving group in which they did occur.

Birds are dinosaurs but pterosaurs aren’t? Crocodiles, dinosaurs, pterosaurs and birds all evolved from the same ancestor, archosaurs, however not all archosaurs are dinosaurs. While pterosaurs, birds and dinosaurs are all archosaurs, pterosaurs are classified as ornithodirans which branch off the family tree before the dinosaurs evolved. The dinosaurs can then be broken up into ornithischians which include Triceratops, Stegosaurus and the duck-billed dinosaurs and the saurischians which include Tyrannosaurs rex, Brachiosaurus and modern day birds!

The Cretaceous-Paleogene extinction event caused the extinction of all dinosaurs except the branch that had already given rise to the first birds.

Classroom Connections

Vocabulary Review Prepare for some of the vocabulary presented throughout the exhibit by having students define the following:

Carnivore Fossil Omnivore Continental Drift Geology Paleontology Dinosaur Herbivore Plate Tectonics Evolution Inference vs. Evidence Supercontinents Extinction Mesozoic Era Trace Fossil

Charting Dinosaur Knowledge Discuss what students already know about dinosaurs and explore what they would like to learn further by creating a classroom Dinosaur Chart to keep track of classroom progress. As the class studies dinosaurs, add to the chart as you learn more.

Tectonic “Egg”tivity Have students research the layers of the Earth and their properties. Students should also have a basic knowledge of plate tectonics and how plates move.

Break the class into 3 groups and have each group study a different type of plate boundary – convergent, divergent and transform. Groups should create a poster presentation and present their findings to the class. Now’s your chance to create those boundaries! Have students take a hard-boiled egg and gently crack the shell. This egg will now represent the Earth with the broken shell as the lithosphere broken into tectonic plates and the hard-boiled egg white as the firm but slippery asthenosphere. As students gently squeeze the egg, they can watch the “plates” slowly move, creating the different plate boundaries. Notice how the shell separates in some places, exposing the “mantle,” collides and/or slides past each other in other areas.

Create a Timeline In order to place dinosaurs in a historical context, discuss the concept of timelines, why they are important, how they can help us learn and the importance of creating a scale for a timeline. As a class, (students will make individual/small group timelines as part of the Post-visit Classroom Connections), create a timeline including important historical markers for dinosaurs. As you learn more about dinosaurs, both before and after your visit to Cincinnati Museum Center, add to your classroom timeline.

Becoming a Paleontologist As a paleontologist, we are studying an extinct group of animals that we never saw. Have the class discuss how we find out about dinosaurs. Ask students questions like: How do we learn about and study dinosaurs? What evidence do we have about dinosaurs? What is the difference between a fossil and a trace fossil? Why is the study of paleontology important? What can paleontology tell us? and Why do we not find dinosaurs in the tri-state? As the class discusses some of these answers, add them to your Dinosaur Chart.

Have students read “The Mother’s Day Site” story on the next page. Is this story real or make-believe? How do you know? What can we learn from the Mother’s Day dig site and why is it important? As a paleontologist, we have to take the evidence we have and, using what we know about current environment, try to piece together a full picture of what might have happened at a dig site. This often means different paleontologists have different opinions on how and why the dinosaurs ended at that location. After reading The Mother’s Day Site story and looking at all of the evidence, do you agree with Dr. Storrs or do you think there might be a different explanation? If the class is able to come up with different explanations, start a debate and have students defend their theory to the class. 9

The Mother’s Day Site

South-central Montana today does not represent what it looked like 150 million years ago. Instead of the breathtaking views of the mountains we see today, the land would have been somewhat similar to the Amazon Basin with a large river flowing through a densely forested area. The conifers and palm-like trees called cycads were a food source for large herbivorous dinosaurs. However, not far from the water, the land would be filled with large, dry areas similar to Africa’s savannahs. The climate would have been monsoonal, meaning extended periods of drought followed by torrential rains. When these droughts would hit, only the strongest and healthiest dinosaurs would have survived the barren, inhospitable conditions.

Now we fast forward to our more recent history. On Mother’s Day in 1994, a Museum of the Rockies volunteer was exploring the area along the base of the Pryor Mountains when he found what is now called the Mother’s Day Quarry. The Museum of the Rockies worked the area for two years before turning it over to Cincinnati Museum Center in 1999. Over the next 12 years the museum conducted annual educational trips to the site which unearthed more than 1,000 fossils, mainly from what are believed to be juvenile Diplodocus dinosaurs. Diplodocus were big sauropod dinosaurs with long necks, long tails and small heads. While an adult Diplodocus could grow to be 90 to100 feet long and weigh 118 tons, most juveniles were 20 to 40 feet long. In the Mother’s Day Quarry, most of the fossils were piled up in a relatively small area and at varying depths. “In collecting these bones, we believe we have identified 16 individuals at this one site” Dr. Glenn Storrs, Withrow Farny Curator of Vertebrate Paleontology at Cincinnati Museum Center explains. But how did these juveniles get here and why were their fossils found in such a small area? Dr. Glenn Storrs

The stone where the fossils were found offers some clues as to what might have happened. The fossils were found within a layer of sedimentary rock known as the Morrison Formation which stretches from Canada to New Mexico. According to Dr. Storrs, “Scientists used to believe that the Montana portion of the Morrison Formation did not contain any fossils until the discovery of the Mother’s Day site”. The 10 foot layer of rock at the Mother’s Day site is made up of mudstone and siltstone that appears to have been deposited all at once. There were also small chert pebbles in the rock that are “completely alien in a sedimentary environment” Dr. Storrs explains. Because the fossils were all positioned at different angles, researchers ruled out the possibility that the bones were swept to their final position over time by a stream or river, if that were the case, all the bones would have been lying in a horizontal position in one direction. “It’s like a flood, all washing it in one event,” Storrs said. ”However, remember, none of the bones were broken up, so they weren’t worked very far. That suggests a quick event.” Even more interesting is the fact that, in digging through the mudstone, the researchers found a few scattered teeth of Allosaurus predators and there were bite marks on some of the diplodocus bones. “It’s an unusual set of clues, not your average stream washing these fossils downstream,” Storrs said.

Based on all the clues, Storrs and his colleagues concluded that a group of juvenile Diplodocus, probably migrating with adults in search of water, died together near a shrinking water hole. Only the juveniles died because they were less able to go long periods without water. A few Allosaurus dinosaurs may have come along and fed upon the remains, losing some teeth and scattering the bones in the process. When the monsoonal rain returned, a downpour caused the slightly sloped soil on which the dead dinosaurs lay to slide in one big event, burying all the bones at odd angles. “It traveled a quarter-mile at most,” Storrs said. “As it flows downslope, it dewaters and freezes like cement, which explains why the bones are at different angles.” What about the small pebbles found at the site? Dr. Storrs believes these are gastroliths, small stones swallowed by plant-eating dinosaurs to help them digest the tough, fibrous vegetation they ate. In one area where a dozen stones were found together amid black carbon, Storrs hypothesizes that the black was the organic matter in the stomach of one of the dinosaurs, explaining why the rocks were together—it was the petrified contents of a stomach! 10

MUSEUM VISIT INFORMATION

Exhibit Walk-through Highlights of the Exhibition Surrounded by life-like environmental murals, the exhibition features real fossils, skeletons and 20 full-scale skeletal casts, many of which have never been seen before in the U.S. You'll see Giganotosaurus, possibly the largest land predator to have ever lived, as well as the crocodile-faced spinosaur Suchomimus, the horned meat-eater Carnotaurus, and many more.

Augmented Reality Come face-to-face with these bizarre creatures through the use of Augmented Reality (AR), layering virtual experiences over real environments in the exhibition. This is the first time Cincinnati Museum Center is using AR technology in an exhibition setting – bringing these giants to life and encouraging you to look at them from a new perspective. Experience a fearsome face-off between carnivores Giganotosaurus and T. rex, enhanced by AR iPad technology, where you can decide for yourself which one is the largest meat-eating dinosaur of all time while learning about key differences between the northern and southern worlds in the twilight of the Age of Dinosaurs.

Section Overview Section 1: Introduction – The Supercontinent of Pangaea and the Origin of Dinosaurs

a) The Supercontinent of Pangaea and the Earliest Dinosaurs Dinosaurs originated during the time when all the continents were joined together to form Pangaea. As a result, early dinosaur communities, dominated by coelophysoid theropods and prosauropods were globally distributed throughout the Triassic Period and the early Jurassic Period. b) The Concepts of Continental Drift and Evolution in Isolation This sub-section explains the principles of plate tectonics and evolution and how these two forces shaped the history of dinosaurs. It includes examples of the same kinds of fossils that spurred the revolutionary idea of continental drift.

Section 2: The North-South Divide: the Formation of Laurasia and Gondwana In the first stage of continental break-up, the supercontinent of Pangaea divided near the equator to form a northern land mass (Laurasia) and a southern land mass (Gondwana). This section describes the initial stages of the break-up, a process that accelerates into Cretaceous time and sets the stage for the evolution of dinosaurs of Gondwana. Dinosaur casts include Cryolophosaurus (a meat-eating dinosaur from the Early Jurassic of Antarctica) and a Massospondylus, illustrating the close similarities of very widespread animals.

Section 3: The Great Gondwana Dinosaurs This, the largest section of the exhibit, focuses on the fragmenting of Gondwana. Organized along geographic lines into three major sub-sections – Africa, Madagascar and South America – this part of the exhibit profiles southern dinosaurs during the same time slice.

a) Section Introduction The fragmentation of Gondwana began in the early Cretaceous Period, after the southern continents had become largely isolated from those in the North. As Gondwana broke into the individual landmasses of South America, Africa and Madagascar (along with Australia, Antarctica and India), their faunas began to evolve in their own unique direction. During this time, each of the continents became completely separated from each other. This splendid isolation resulted in some of the most bizarre-looking and gigantic dinosaurs that we know of today.

b) The Dinosaurs of Africa This section features dinosaurs from Gadoufaoua, a rich fossil locality in Niger, Africa that dates back 130 million years. Thanks to the discoveries by Dr. Paul Sereno and his team in the last fifteen years, these are some of the best-preserved dinosaurs from Africa and include 75 million year old fauna of crocodiles, birds and amphibians. Specimens include Ouranosaurus, Malawisaurus, Nigersaurus (skull only), Suchomimus and Carcharodontosaurus (skull only).

c) Madagascar: Late Cretaceous Island Wonders Unlike South America and continental Africa, which have reconnected to other continents since the break-up of Gondwana, Madagascar has remained isolated to the present day. The strange lemur- dominated fauna of Madagascar today evolved under the same evolutionary conditions of biotic isolation as the strange dinosaurs millions of years before. This section includes wonderful specimens from the Late Cretaceous including complete skeletal casts of Majungasaurus, Masiakasaurus and Rapetosaurus. The amazing plant-eating specimens were discovered by Dr. David Krause and his team in the last fifteen years.

d) The Giants of South America This, the largest part of section 3, highlights the most famous dinosaurs from South America, an area where enormous sauropods were the dominant herbivores and horned abelisaurids, huge raptors and gigantic carcharodontosaurids (such as Giganotosaurus) were the top carnivores. Specimens include: Amargasaurus, Buiteraptor, Carnotaurus and Austroraptor. This section also includes a touchable vertebrae from an Argentinosaurus.

Section 4: Reprise – Dinosaurs and Drifting Continents The final section of the exhibition illustrates the difference between northern and southern dinosaurs by presenting a dramatic face-off between the mega-predators Tyrannosaurus rex (from the north) and Giganotosaurus (from the south). Here visitors determine for themselves which one was the biggest carnivorous dinosaur of all time. During the Late Cretaceous, the familiar tyrannosaurs were the dominant carnivores in North America, while the plant-eating hadrosaurs (duck-bills) and ceratopsians (horned dinosaurs) were the dominant herbivores. This contrasts with the Gondwana fauna, where the dominant carnivores were Giganotosaurus and its relatives and the sauropods were the dominant plant-eaters.

While adding drama, this final section links the two narrative threads of continental drift and evolution that run through the exhibit. Specimens include Giganotosaurus and T. rex, and an original skull from an Edmontosaurus.

Ultimate Dinosaurs: Giants from Gondwana Student Worksheet As you experience everything the exhibit has to offer, look for the answers to some of these questions. Also don’t miss out on the hands-on activities and virtual experiences throughout the exhibit.

1. When did the earliest dinosaurs appear on Earth? a. Triassic Period (250 to 200 million years ago) b. Jurassic Period (200 to 145 million years ago) c. Cretaceous Period (145 to 65 million years ago)

2. Dinosaurs were not dominant on Pangaea. Can you name and describe at least 2 animals that were fairly dominant?

1. ______

______

2. ______

______

3. The Earth was drastically different during the Mesozoic Period; present-day Antarctica was once a warm dinosaur- rich area. Which dinosaur got its name from the large crest on its head and the fact that it was found in Antarctica? What does its name mean?

______

4. What is genetic separation and how does this explain why dinosaurs from the U.S. are different from those in Africa?

______

5. Name two of the “Heroes of Science” shown in the exhibit and explain why they were significant to science.

1. ______

______

2. ______

______

6. Just before the dinosaurs appeared, a huge mass extinction at the end of the Paleozoic Era saw the loss of ______% of all species!

7. Plants first appeared some ______million years ago and flowering plants (angiosperms) occurred during the Lower Cretaceous, about ______million years ago.

8. The most famous of all mass extinctions marks the end of the Cretaceous Period, about _____ million years ago. A 6 mile wide asteroid struck the Yucatan Peninsula in Mexico, wiping out an estimated ______% of all species, including the non-avian dinosaurs (birds live on today).

9. Can you name the 3 main types of dinosaurs?

1. ______

2. ______

3. ______

10. The vertebrae of Ouranosaurus had very large spines, creating a sail down the middle of its back. What are some of the theories of the sails’ purpose? Why do you think the Ouranosaurus had a large sail?

______

11. Paleontologists often only find the bones left behind by dinosaurs, but in some special cases, like the original Carnotaurus, soft tissue, such as skin impressions, can be preserved. What were we able to learn about the Carnotaurus by studying the skin impressions found? What were we NOT able to determine?

______

12. Draw a picture of something you were able to see through the microscope.

13. Match some of the largest predators to their proper continent: Draw a line from the dinosaur to its continent.

Tyrannasaurus rex Africa

Giganotosaurus North America

Carcharodontosaurus South America

14. The dinosaurs were virtually wiped out by the end of the Cretaceous Period, except for this small feathered group:

______

15. Paleontological work can be long and difficult. Cincinnati Museum Center (CMC) is currently working on the skeleton of a small sauropod thought to be Diplodocus or a rare Suuwassea. It took ______years of lab work to clean rock from the bones with blocks weighing as much as ______tons! The fossil is approximately ______million years old and the dinosaur died on a flood plain in ______.

16. Although here in Cincinnati we are unable to go in our backyards and dig up dinosaur fossils, we are able to find fossils and rocks that are older than the dinosaurs and that have attracted worldwide scientific attention for over 150 years! How old are these fossils beneath our feet and why are they so important?

______

17. Did you know that the next time you have some chicken nuggets, you can say you ate a dinosaur? Modern birds are acknowledged by paleontologists to be living dinosaurs! Name a few of the characteristics shared by both birds and small, bipedal, carnivorous dinosaurs.

______

POST-VISIT INFORMATION

Classroom Connections: Language Arts/Social Studies

Take a Mesozoic Walk In the Ultimate Dinosaurs: Giants from Gondwana exhibit, students were able to “experience” the Mesozoic Era by seeing and learning about some of the animals, plants and environments that existed millions of years ago. Have students write a first-person story from the perspective of one of the dinosaurs they learned about in the exhibit. Be sure to include daily activities like what foods they eat, how they walk, who they interact with, what their environment looks like and more. Students should also use their imagination to describe what they look like, sound like, etc.

Dinosaur Mapping Using a world map or globe, have students work in groups or individually to pinpoint where the different dinosaur species listed below have been found. Some species may be found on several different continents, what does this tell us about what our planet used to look like? After students have mapped out the locations of the dinosaurs, have them create two of their own maps – one of Pangaea and another of Laurasia and Gondwana. Does this help explain the locations of the dinosaurs? Why or why not? Be sure to include a discussion about plate tectonics and the evolution of our landmasses over time.

Ankylosaurus (Late Cretaceous) – North America Iguanodon (Early Cretaceous) – Europe, North America Brachiosaurus (Late Jurassic) – Africa, Europe, North America Leaellynasaura (Early Cretaceous) – Australia Camarasaurus (Late Jurassic) – North America Microraptor (Early Cretaceous) - Asia Compsognathus (Late Jurassic) - Europe Minmi (Early Cretaceous) – Australia Cryolophosaurus (Early Jurassic) – Antarctica Saltasaurus (Late Cretaceous) – South America Datousaurus (Mid Jurassic) – Asia Thecodontosaurus (Late Triassic) - Europe Eoraptor (Late Triassic) – South America Valdosaurus (Early Cretaceous) – Africa, Europe

Mapping Dinosaurs Today After a brief lesson on plate tectonics and how the Earth has changed over time, give each student a different dinosaur to research. Have students study where their dinosaur lived and what its habitat was like as well as what types of foods it ate. Don’t forget that although a dinosaur might have been found in a modern day polar region, that doesn’t mean that is what the habitat was during the Mesozoic Era. Using this information, have students locate on a map where their dinosaur might survive if they were alive today and why. Can’t find the same food or habitat on Earth today? Have students find similar foods and habitats that would allow their dinosaur to thrive on Earth today.

Have your students complete the following worksheets/activities:

Dinosaur Name Matching

Dinosaur names are usually made up of root words from the Latin or Greek languages. A dinosaur’s name might describe what the dinosaur looked like, how it may have acted, or where its bones were found. For example, the word “dinosaur” itself can be split into two parts, “dino” and “saur.” The Greek word “dino” means terrible while “saur” means lizard, so the word “dinosaur” means terrible lizard. Using the Latin/Greek Word Bank that shows word roots and their meanings, draw a line matching the dinosaur names below with their correct meanings.

Tyrannosaurus Rex Massive Vertebrae

Carcharodontosaurus Crocodile mimic

Eoraptor Dragon hunter

Carnotaurus Sharp-toothed lizard

Giganotosaurus Dawn robber

Cryolophosaurus Southern thief

Massospondylus Giant southern lizard

Austroraptor Cold crested lizard

Suchomimus Meat-eating bull

Dracovenator Tyrant lizard king

Latin/Greek Word Bank

austr = south giga = giant saur, saurus = lizard

carcharo = jagged, sharp lopho, lophos = crest spondylis = vertebae

carno = meat-eating masso = massive sucho, suchus = crocodile

don, don’t = tooth mimus = mimic taur, taurus = bull

cryo = icy, cold notos = south tyrranos = tyrant

draco = dragon raptor = thief, robber venator = hunter

eo, eos = dawn rex = king

Ultimate Dinosaurs Vocabulary Crossword

Across 5. The large landmass created when multiple continents converge 9. The scientific explanation of why the continents move that states that the Earth's outermost layer is fragmented into distinct rigid plates that move as they ride atop the hotter, more mobile, athenosphere 11. The fossilized remains of a track, trail, footprint, burrow, etc, of an organism 12. An animal that eats both flesh and plant foods 14. Change in the gene pool of a population from generation to generation by such processes as mutation, natural selection, and genetic drift 15. An explanation derived by reasoning; to derive as a conclusion from facts or ideas 16. One of an extinct group of land-dwelling vertebrates that lived during the Mesozoic Era and, unlike modern reptiles, walked with their legs positioned directly under their bodies

Down 1. A coming to an end or dying out 2. An animal that feeds on grass and other plants 3. The study of the forms of life existing in former geologic periods, as represented by their fossils 4. Any remains, impression, or trace of a living thing of a former geologic age 6. An animal that eats flesh 7. The science that deals with the dynamics and physical history of the earth, the rocks of which it is composed, and the physical, chemical, and biological changes that the earth has undergone or is undergoing 8. The interval of geological time from 250 to 65 million years ago 10. Data that can be measured, observed, examined, and analyzed to support a conclusion 13. The theory that land masses have been "drifting" across the earth and have united and separated several times over the Earth's geological history

Classroom Connections: Science

Geologic Walk at Sawyer Point Take a trip to Sawyer Point to see the geologic time line. Set in the concrete walkway, starting near the old waterworks building and ending near the statue of Cincinnatus, this is one of the largest outdoor time lines in the world. Each square of the walk covers one million years of geologic time and covers the formation of the Ohio River Basin from the creation of the earth to the founding of Cincinnati. Block by block, it describes the geologic, geographic and agricultural changes that took place including the various life forms present during each era.

Sawyer Point is located at the intersection of Eggleston Avenue and Pete Rose Way in Downtown Cincinnati.

Identify that Cast Ever wonder how paleontologists make copies of trace fossils? Fossils form in many ways. Sometimes a plant or animal can leave an imprint (leaf print, skin print, foot print, etc.) in soft earth, such as mud. These imprints are known as trace fossils. When the imprint hardens, it forms a mold. Later, mud or other material can fill in the mold to make a cast, or a copy of the original. Have students make their own molds and casts of objects then have the class try to match each of the casts to the original objects.

Have students bring in a small object to mold and cast – i.e. a small toy, shell, coin, leaf, stamp, etc. Give each student a small amount of modeling clay, salt and flour dough, or other hardening clay material. Shape the clay into a small disk, slightly bigger than the object. Place the disk on a flat, dry surface and add a rim around the top edge that will allow for pouring plaster into the disk without spilling over. Students will then spray their disk with vegetable oil and carefully push their object into the clay. Remove the object, leaving an imprint behind. You have created a mold of your object!

Mix up some Plaster of Paris and quickly pour the mixture onto the molds (being careful to not overflow the rim). Tap the table and/or mold to remove any air bubbles from the Plaster of Paris. Allow the plaster to dry until cool and hard. Once dry, carefully separate the cast from the mold. You have now created a cast of the object.

Pass out the casts and see if students are able to identify what their cast is from. If they need help, place all of the original objects out on a table and allow students to compare the casts with the objects to help with identifying what their cast is. Can you imagine having to identify the cast of a dinosaur footprint with the right dinosaur? Many times paleontologists are unable to narrow down exactly what dinosaur a trace fossil came from and they must use the knowledge they have to get as close as they can. This is why you may see fossils labeled as “large theropod footprint” or “small sauropod skin print.”

Have your students complete the following worksheets/activities:

Cookie Tectonics

After completing the Pre-visit Classroom Connections and visiting Ultimate Dinosaurs: Giants from Gondwana, students should have a good grasp of the layers of the earth and plate tectonics. Wrap up your plate tectonics lessons with this fun and edible review of the different plate boundaries!

Pass out three Double Stuff Oreo cookies to each student and have them explain how an Oreo is similar to the layers of the earth. Make sure the students are able to relate the upper cookie to the rigid lithosphere, the filling as the pliable asthenosphere and the lower cookie as the rigid lower mantle (as shown to the left).

Students should start by carefully twisting and removing the top cookie on all three Oreos. Try sliding the upper cookie over the creamy filling – this represents the lithospheric plate moving over the softer asthenosphere.

Break the top cookies in half to represent two different plates. These will be use to create the different plate boundaries as shown below!

Divergent Plate Boundaries – Place both cookie halves back together and put on top of the filling. Push down on the two broken cookie halves and slide them apart to create a divergent plate boundary. Students may see some of the asthenosphere push up between the rift in the plates if they are pushing hard enough. This represents the rising, decompression and partial melting of the hot asthenosphere at mid-ocean ridges and continental rift zones.

Convergent Plate Boundaries – Using a new Oreo and a new broken top cookie, put both halves on top of the filling, pushing one cookie piece beneath the other. This collision between two oceanic plates or an oceanic plate and a continental plate causes the denser oceanic plate (or older and therefore denser in the case of two oceanic plates) to subduct below the less dense plate. Two converging continental plates are a little harder with Oreos because subduction doesn’t occur, however students can try pushing the two halves together while pushing down on the rounded outside edges causing the two side to collide in the middle and rise up like mountains.

Transform Plate Boundaries – Using a new Oreo and a new broken top cookie, put both halves on top of the filling and push one half up while pushing the other half down. The two pieces should rub against each other as they slide and you should be able to hear, feel and see the plates stick, crumble and crack forming earthquakes as you push.

Classroom Connections: Mathematics

Geologic Timelines Have students work individually or in small groups to create their own geologic timeline on calculator paper or toilet paper. For older students, allow them to create their own scale, for younger students you can create a scale. For calculator paper, 1 cm = 10 million years gets students working in about 5 meter strips of calculator paper which is great for classroom use. For toilet paper, 1 square = 5 million years gets students working in a 1000 sheet roll (most single ply rolls are 1000 sheets) of toilet paper which is great for hallway or playground use.

Ask students “How long is 4.6 billion years?” It is hard to imagine how old the earth is and comparatively how long dinosaurs were alive vs. how long humans have been alive. Using either calculator paper or toilet paper, students will be able to visualize the geologic timeline. With the scale they created, or the one given to them, ask students to mark significant dates in history with a marker including the formation of earth, mass extinctions, the formation of Pangaea, the appearance of mammals, dinosaurs, homo sapiens, and the first plants but don’t forget to mark the eras, periods, etc. Have students draw symbols/pictures or cut out pictures that correspond with these important dates to add to their timeline.

After the timeline has been created ask questions like “Relative to life on Earth, have we been around very long?” and “Who was around longer, homo sapiens or dinosaurs?” along with other questions that get students thinking about and comparing the evolution of Earth.

And the Winner is… Have a classroom discussion about Tyrannosaurus and Giganotosaurus, two of the biggest carnivorous dinosaurs. While the two dinosaurs never met because they evolved on different land masses, who would win a territorial battle? Have the students imagine if Tyrannosaurus and Giganotosaurus were to meet and battle over land and food. Both of these dinosaurs were compared in the exhibit, now it’s your students’ turn to be the paleontologists and debate which one was bigger and/or stronger.

Have students research both the Tyrannosaurus and Giganotosaurus including their height, weight, length and other aspects of the size and strength such as how fast they could run, who had the stronger jaw, the size of their feet, skulls, teeth, brains, claws, etc. Ask students to take a stance on which dinosaur would win the battle and the split the class giving each side their chance to present their findings and defend their position on the issue.

Create a table showing who wins in each aspect of size and strength, discussing the evidence for each as you go.

Classroom Connections: Fine Arts

Design a Dinosaur In this activity, students will create a new species of dinosaur by combining Greek and Latin root words. Explain to the students that dinosaurs are often named using Greek and Latin roots that describe how the dinosaur may have looked or behaved. For example, the name triceratops comes from the roots tri, cerat, and ops, which translate to “three-horned face” in English. Have the students choose two or more roots from the chart below and create a new dinosaur name. allo = strange cory = helmet mega = huge rex = king anato = duck di = two micro = small rhino = nose ankylo = crooked dino = terrible mimus = mimic saur, saurus = lizard anuro = no tail diplo = double mono = one, single stego = roof apato = deceptive docus = beam nano = dwarf stereo = twin baro = heavy don, don’t = tooth nodo = lumpy super = superior bi = two drypto = wounding ops = face tri = three brachio = arm echino = spiked ornitho = bird tyranno = tyrant bronto = thunder elasmo = plated pachy = thick ultra = extreme canthus = spiked, gnathus = jaw pacro = ridge urus = tail spined lana = wooly ped = foot veloci = speedy cerat, ceros = horned lepto = slender plateo = flat xeno = strange cephalo = head macro = large proto = first xero = dry compso = pretty maia = good mother raptor = robber

After the students have named their dinosaurs, have them draw or paint a picture or create a model of their new species using clay or another medium. The students should also explain their new dinosaur in writing- exploring what it ate, where it lived, how it behaved, etc. You may even want to take this activity a step further and have the students write creatively about their new creations. They may write a poem or short story about the new species of dinosaur they invented.

Who’s in That Song? Discuss as a class the idea that songs can be used to represent people or things and can even evoke emotions in the listener. Play Henry Mancini’s “Baby Elephant Walk” for the students. Have the students explain through discussion or essay why the name “Baby Elephant Walk” is fitting for the piece. Do elephants have certain characteristics that are brought to mind by the song? Do certain instruments used in the song play a part in making it reminiscent of a baby elephant? Does the tempo seem particularly elephant-like? (You may choose to brainstorm as a class words that come to mind when students think of a baby elephant and have the students analyze and discuss which of these words the song best represents.) Assign the students a dinosaur and have them research facts about the dinosaur such as what it ate, where it lived, how it may have acted, etc. Once the students have gathered information about their dinosaurs, they should choose a song that they feel best represents the dinosaur they researched. The songs can have words or be instrumental, can be current pop songs or old standards, but the students must be able to explain the connections they see between the song and their dinosaur. Have students present their dinosaur facts and songs to the class.

Alternate Assignment: Instead of assigning students particular dinosaurs, you may choose to play a song for the entire class and have the students write about or discuss what dinosaur they feel is best represented by the song and why.

TEACHER RESOURCES

Further Readings K-2  The Magic School Bus in the Time of Dinosaurs by Joanna Cole  Digging Up Dinosaurs by Aliki  Dinosaurs! by Gail Gibbons  Dinosaur Eggs by Jennifer Dussling  Rare Treasure: Mary Anning and Her Remarkable Discoveries by Don Brown  Shadow of the Dinosaurs by Dennis Nolan

3-5  The Illustrated Encyclopedia of Dinosaurs by Dennis Nolan  Dinosaur (DK Eyewitness Books) by David Lambert  The Care and Feeding of Dinosaurs by Timothy J. Bradley  Dinosaur Eggs by Jennifer Dussling  The First Dinosaur Eggs and Roy Chapman Andrews by Brooke Hartzog  Rare Treasure: Mary Anning and Her Remarkable Discoveries by Don Brown  Shadow of the Dinosaurs by Dennis Nolan  Ankylosaurus and Other Armored Plant Eaters by Virginia Schomp  Dinosaurs A-Z by Jim Pipe  T. Rex: Hunter or Scavenger? by Thomas R. Holtz

6-8  The Illustrated Encyclopedia of Dinosaurs by David Norman  Dinosaur (DK Eyewitness Books) by David Lambert  National Geographic Dinosaurs by Paul Barrett  A Dinosaur Named Sue: The Story of a Colossal Fossil: The World’s Most Complete T. Rex by Patricia Relf  Dinosaur Parents, Dinosaur Young by Kathleen Weidner-Zoehfeld  Secrets From the Rocks: Dinosaur Hunting with Roy Chapman Andrews by Albert Marrin  The Tales Fossils Tell by Jonathan R. Gallant  Asteroid Impact by Douglas Henderson  Collecting Fossils: Hold Prehistory in the Palm of Your Hand by Steve Parker

Advanced/Teacher Resources  National Geographic Dinosaurs by Paul Barrett  Eggs, Nests, and Baby Dinosaurs by K. Carpenter  Feathered Dragons: Studies on the Transition from Dinosaurs to Birds by P.J. Currie, F.B. Koppelhus, M.A. Shugar and J.L. Wright  The Dinosauria (second edition) by D.B. Weishampel, P. Dodson and H. Osmolska

Online Resources University of California Museum of Paleontology: Paleoportal – www.paleoportal.org Dinosauria – www.ucmp.berkeley.edu/diapsids/dinosaur.html Evolution - evolution.berkeley.edu/ Discovery Channel – www.dsc.discovery.com/dinosaurs American Museum of Natural History – www.amnh.org/dinosaurs National Geographic - science.nationalgeographic.com/science/prehistoric-world/ Smithsonian National Museum of Natural History - http://paleobiology.si.edu/dinosaurs/ Finding the World’s First Dinosaur Skeleton - http://www.levins.com/dinosaur.shtml

OHIO REVISED EDUCATION STANDARDS = Standards addressed within Ultimate Dinosaurs: Giants from Gondwana = Standards addressed within the This Little Dinosaur Learning Lab (Pre-K-K) or the Dinosaur Discovery Learning Lab (Grades 1-5) Grade Science Social Studies Mathematics Language Arts Life Science: Physical and History: Historical Thinking and Counting and Cardinality: Count Reading Standards for Informational text: Key K Behavioral Traits of Living Things Skills to tell the number of objects. Ideas and Details Describe traits living things have Time can be measured. Understand the relationship With prompting and support, ask and answer questions that assist in their survival. between numbers and quantities; about key details in a text. Geography: Spatial thinking and connect counting to cardinality. Match function with identified body Skills With prompting and support, identify the main topic and part (e.g., mouth-eating, nose- Terms related to direction and Count to answer “how many?” retell key details of a text.

smelling). distance, as well as symbols and questions about as many as 20 Reading Standards: Foundation Skills landmarks, can be used to talk things in a scattered configuration; Identify a living thing. Know and apply grade-level phonics and word analysis about the relative location of given a number from 1-20, count out that many objects. skills in decoding words. Identify part of plants and animals familiar places. (e.g., leaves, flowers, feet, eyes). Speaking and Listening: Comprehension and Models and maps represent places. Operations and Algebraic Collaboration Physical Science: Properties of Thinking: Understand addition as Everyday Objects and Materials putting together and adding to, Confirm understanding of a text read aloud or Sort or classify objects based on and understand subtraction as information presented orally or through other media by one property. asking and answering questions about key details and taking apart and taking from. requesting clarification if something is not understood. List properties of an object. Represent addition and subtraction with objects, fingers, mental Speaking and Listening: Presentation of Interact with an object for a images, drawings, sounds (e.g., Knowledge and Ideas purpose (e.g., touch a pencil, look claps), acting out situations, verbal Speak audibly and express thoughts, feelings, and at a ball). explanations, expressions, or ideas clearly. equations. Measurement and Data: Describe and compare measureable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 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. Life Science: Basic Needs of History: Historical Thinking and Measurement and Data: Measure Reading Standards for Informational text: Key 1 Living Things Skills lengths indirectly and by iterating Ideas and Details Describe food sources for a variety Time can be divided into categories length units. Ask and answer questions about key details in a text. of animals. (e.g. past, present, future). Express the length of an object as Identify the main topic and retell key details of a text. Identify a source of food. Geography: Spatial thinking and a whole number of length units, by laying multiple copies of a shorter Describe the connection between two individuals, Skills object (the length unit) end to end; events, ideas, or pieces of information in a text. Maps can be used to locate and understand that the length Reading Standards for Informational text: Craft identify places. measurement of an object is the and Structure Geography: Places and Regions number of same-size length units that span it with no gaps or Ask and answer questions to help determine or clarify Places are distinctive because of the meaning of words and phrases in a text. their physical overlaps. characteristics(landforms and Distinguish between information provided by pictures or bodies of water). other illustrations and information provided by the 23

words in a text.

Reading Standards: Foundation Skills Know and apply grade-level phonics and word analysis skills in decoding words.

Speaking and Listening: Comprehension and Collaboration Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Speaking and Listening: Presentation of Knowledge and Ideas Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

2 Life Science: Interactions within History: Historical Thinking and Measurement and Data: Measure Reading Standards: Foundation Skills Habitats Skills and estimate lengths in standard Know and apply grade-level phonics and word analysis Compare an animal that once lived Time can be shown graphically on units. skills in decoding words.

and is now extinct with an animal calendars and timelines. Measure to determine how much Speaking and Listening: Comprehension and alive today with similar traits. longer one object is than another, Change over time can be shown Collaboration expressing the length difference in Recognize that fossils are physical with artifacts, maps, and Recount or describe key ideas or details from a text traces of living things preserved in photographs. terms of a standard length unit. read aloud or information presented orally or through rock. other media. Geography: Spatial thinking and Match an animal to its environment. Skills Speaking and Listening: Presentation of

Identify a fossil as the remains of an Maps and their symbols can be Knowledge and Ideas organism. interpreted to answer questions Tell a story or recount an experience with appropriate about location of places. facts and relevant, descriptive details, speaking audibly in coherent sentences.

3 Life Science: Behavior, Growth History: Historical Thinking and Reading Standards for Informational text: Key and Changes Skills Ideas and Details Describe how an animal’s behavior Primary sources such as artifacts, Ask and answer questions to demonstrate helps it to survive (e.g., a cat will maps and photographs can be used understanding of a text, referring explicitly to the text as stalk its prey so it can go to show change over time. the basis for the answers. undetected in the hunt). Geography: Spatial thinking and Reading Standards for Informational text: List two or more survival behaviors Skills Integration of Knowledge and Ideas that parents teach their offspring. Physical and political maps have Use information gained from illustrations (e.g., maps,

Given a physical trait, match the been distinctive characteristics and photographs) and the words in a text to demonstrate trait to its specific function (e.g., purposes. Places can be located in understanding of the text (e.g., where, when, why, and birds have wings to fly). a map by using the title, key, how key events occur).

alphamumeric grid and cardinal Match animal babies to their directions. Reading Standards: Foundation Skills parents. Know and apply grade-level phonics and word analysis skills in decoding words. Identify a survival behavior. Speaking and Listening: Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Speaking and Listening: Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount an 24

experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Life Science: Earth’s Living Reading Standards for Informational text: 4 History Integration of Knowledge and Ideas Compare a fossil with a present Interpret information presented visually, orally, or day organism of similar species quantitatively (e.g., in charts, graphs, diagrams, time noting similar characteristics. lines, animations, or interactive elements on Web pages) and explain how the information contributes to Identify environmental changes an understanding of the text in which it appears. that occur suddenly or gradually.

Match fossils with a representation Reading Standards: Foundation Skills of the organism. Know and apply grade-level phonics and word analysis skills in decoding words. Identify an object as a fossil. Speaking and Listening: Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Speaking and Listening: Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Life Science: Interconnections Geography: Spatial thinking and Reading Standards for Informational text: Key 5 within Ecosystems Skills Ideas and Details Identify predator/prey relationships Globes and other geographic tools Quote accurately from a text when explaining what the in a food chain. can be used to gather, process and text says explicitly and when drawing inferences from report information about people, the text. Match a food source for a given places and environments. animal. Reading Standards: Foundation Skills Cartographers decide which information to include in maps. Know and apply grade-level phonics and word analysis skills in decoding words. Latitude and other geographic tools can be used to make observations Speaking and Listening: Comprehension and about location and generalizations Collaboration about climate. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) Geography: Places and Regions with diverse partners on grade 5 topics and texts, Regions can be determined using building on others’ ideas and expressing their own various criteria (e.g. landform, clearly. climate). Speaking and Listening: Presentation of Knowledge and Ideas Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

6 History: Historical Thinking and Reading Standards for Informational Text: Key Skills Ideas and Details Events can be arranged in order of Determine a central idea of a text and how it is

occurrence using the conventions conveyed through particular details; provide a summary of B.C. and A.D. or B.C.E. and C.E. of the text distinct from personal opinions or judgments.

Geography: Spatial thinking and Analyze in detail how a key individual, event, or idea is Skills introduced, illustrated, and elaborated in a text (e.g., Globes and other geographic tools through examples or anecdotes).

can be used to gather, process and Reading Standards for Informational Text: Craft report information about people, and Structure places and environemts. Determine the meaning of words and phrases as they Cartographers decide which are used in a text, including figurative, connotative, and information to include and how it is technical meanings. displayed.

Latitude and longitude can be used Reading Standards for Informational Text: to identify absolute location. Integration of Knowledge and Ideas Integrate information presented in different media or Geography: Places and Regions formats (e.g., visually, quantitatively) as well as in Regions can be determined words to develop a coherent understanding of a topic or classified and compared using issue. various criteria (e.g. landform, climate). Reading Standards for Literacy in Science and Technical Studies: Key Ideas and Details Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Reading Standards for Literacy in Science and Technical Studies: Craft and Structure Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Reading Standards for Literacy in Science and Technical Studies: Integration of Knowledge and Ideas Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

7 Life Science: Cycles of Matter and Reading Standards for Informational Text: Craft Flow of Energy and Structure Provide examples of how a Determine an author’s point of view or purpose in a text plant/animal population changes in and analyze how the author distinguishes his or her relation to the availability of certain position from that of others. resources. Reading Standards for Informational Text: Integration of Knowledge and Ideas Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Reading Standards for Literacy in Science and Technical Studies: Key Ideas and Details Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from 26

prior knowledge or opinions.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Science and Technical Studies: Integration of Knowledge and Ideas Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8 Earth and Space Science: Geography: Spatial thinking and Reading Standards for Informational Text: Key Physical Earth Skills Ideas and Details Recognize how the geologic record Modern and historical maps and Analyze how a text makes connections among and can be used to determine the age other geographic tools are used to distinctions between individuals, ideas, or events (e.g., of Earth. analyze how historical events are through comparisons, analogies, or categories). shaped by geography. Explain how fossils indicate Earth’s Reading Standards for Informational Text: Craft history, environment changes and and Structure life on Earth. Determine an author’s point of view or purpose in a text

Recognize that the crust is broken and analyze how the author acknowledges and into plates that move. responds to conflicting evidence or viewpoints.

Identify a fossil. Reading Standards for Informational Text: Integration of Knowledge and Ideas Life Science: Species and Evaluate the advantages and disadvantages of using Reproduction different mediums (e.g., print or digital text, video, Make a list of traits that are passed multimedia) to present a particular topic or idea. through DNA. Delineate and evaluate the argument and specific Explain how fossils indicate Earth’s claims in a text, assessing whether the reasoning is history, environment changes and sound and the evidence is relevant and sufficient; life on Earth. recognize when irrelevant evidence is introduced.

Match animals to traits that help Reading Standards for Literacy in Science and them survive in their environment. Technical Studies: Key Ideas and Details Recognize that living things Determine the central ideas or conclusions of a text; reproduce. provide an accurate summary of the text distinct from prior knowledge or opinions. Identify an animal trait needed for survival. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Science and Technical Studies: Integration of Knowledge and Ideas Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Biology: Heredity World Geography: Region Grades 9-10 9-12 Identify that different species have Criteria are used to organize different DNA. regions and as the criteria change, Reading Standards for Literature: Key Ideas and the identified regions change. (e.g. Details Biology: Evolution natural vegetation) Cite strong and thorough textual evidence to support Describe adaptations animals and analysis of what the text says explicitly as well as 27

plants make to survive in their The characteristics of regions inferences drawn from the text. environment. change over time and there are Determine a theme or central idea of a text and analyze consequences realated to those Complete a cladogram in detail its development over the course of the text, changes. (evolutionary tree) showing the including how it emerges and is shaped and refined by common ancestor of specific specific details; provide an objective summary of the organisms. text.

Identify the time it takes for an Reading Standards for Informational Text: Key evolutionary change to take place. Ideas and Details

Identify how plants or animals adapt Determine a central idea of a text and analyze its to their environments. development over the course of the text, including how it emerges and is shaped and refined by specific Match a common ancestor to a details; provide an objective summary of the text. living organism (e.g., an elephant and a mammoth). Reading Standards for Literacy in Science and Technical Studies: Key Ideas and Details Describe changes to an organism Determine the central ideas or conclusions of a text; that has changed over the course of trace the text’s explanation or depiction of a complex many generations. process, phenomenon, or concept; provide an accurate Identify evolutionary changes summary of the text. between a living organism and its ancestor (e.g., change in size Reading Standards for Literacy in Science and through horse evolution). Technical Studies: Craft and Structure Determine the meaning of symbols, key terms, and Identify an organism that has other domain-specific words and phrases as they are changed over the course of many used in a specific scientific or technical context relevant generations. to grades 9–10 texts and topics.

Biology: Diversity and Analyze the structure of the relationships among Interdependence of Life concepts in a text, including relationships among key Describe how a plant/animal terms (e.g., force, friction, reaction force, energy). population changes in relation to the availability of certain resources. Science and Technical Studies: Integration of Knowledge and Ideas Identify how a population would Assess the extent to which the reasoning and evidence change in relation to a in a text support the author’s claim or a predator/prey population. recommendation for solving a scientific or technical

Match a plant/animal to a resource problem.

it uses from its environment. Grades 11-12 Physical Geology: Earth’s History Identify fossil evidence that Reading Standards for Literature: Key Ideas and supports a theory of the conditions Details of a past environment (e.g., location Cite strong and thorough textual evidence to support was a lake; fossils of fish and analysis of what the text says explicitly as well as aquatic plants are found at that time inferences drawn from the text, including determining in the rock record). where the text leaves matters uncertain.

Physical Geology: Plate Tectonics Determine two or more themes or central ideas of a text Determine which continents used to and analyze their development over the course of the be connected based on tectonic text, including how they interact and build on one evidence. another to produce a complex account; provide an objective summary of the text. Recognize that the shape of the continents is evidence of plate Reading Standards for Informational Text: Key motion (e.g., they fit together like Ideas and Details puzzle pieces). Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective 28

summary of the text.

Reading Standards for Informational Text: Craft and Structure Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Reading Standards for Informational Text: Integration of Knowledge and ideas Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Reading Standards for Literacy in Science and Technical Studies: Key Ideas and Details Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Science and Technical Studies: Integration of Knowledge and Ideas 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.

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

NATIONAL EDUCATION STANDARDS = Standards addressed within Ultimate Dinosaurs: Giants from Gondwana = Standards addressed within the This Little Dinosaur Learning Lab (Pre-K-K) or the Dinosaur Discovery Learning Lab (Grades 1-5) Mathematics Language Arts Grade Science Social Studies (Common Core) (Common Core) Science as Inquiry: Geography: The World in Spatial Counting and Cardinality: Reading Standards for Informational text: Key K As a result of activities in Terms Count to tell the number of Ideas and Details grades K-4, all students should As a result of activities in grades objects. With prompting and support, ask and answer questions develop an understanding of K-12, all students should Understand the relationship about key details in a text.

Abilities necessary to do Understand how to use maps and between numbers and With prompting and support, identify the main topic and scientific inquiry other geographic representations, quantities; connect counting to retell key details of a text.

tools, and technologies to acquire, cardinality. Understanding about scientific Reading Standards: Foundation Skills process, and report information Count to answer “how many?” inquiry Know and apply grade-level phonics and word analysis from a spatial perspective. questions about as many as 20 Life Science: skills in decoding words. Understand how to use mental things in a scattered As a result of activities in maps to organize information configuration; given a number Speaking and Listening: Comprehension and grades K-4, all students should about people, places, and from 1-20, count out that many Collaboration develop an understanding of environments in a spatial context. objects. Confirm understanding of a text read aloud or The characteristics of organisms information presented orally or through other media by Understand how to analyze the Operations and Algebraic The Life cycles of organisms spatial organization of people, Thinking: Understand addition asking and answering questions about key details and places, and environments on requesting clarification if something is not understood. Organisms and environments as putting together and adding Earth's surface. to, and understand subtraction Speaking and Listening: Presentation of Earth and Space Science: Geography: Physical Systems as taking apart and taking from. Knowledge and Ideas As a result of their activities in As a result of their activities in Represent addition and Speak audibly and express thoughts, feelings, and grades K-4, all students should grades K-12, all students should subtraction with objects, fingers, ideas clearly. mental images, drawings, develop an understanding of Understand the physical sounds (e.g., claps), acting out Properties of earth materials processes that shape the patterns situations, verbal explanations, Changes in earth and sky of Earth's surface. expressions, or equations. Science and Technology: Geography: The Uses of Measurement and Data: As a result of activities in Geography Describe and compare grades K-4, all students should As a result of activities in grades measureable attributes. develop an understanding of K-12, all students should Describe measurable attributes Abilities of technological design Understand how to apply of objects, such as length or

geography to interpret the past. weight. Describe several Understanding about science and technology Understand how to apply measurable attributes of a geography to interpret the present single object. and plan for the future. 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. Science as Inquiry: Geography: The World in Spatial Measurement and Data: Reading Standards for Informational text: Key 1 As a result of activities in Terms Measure lengths indirectly and Ideas and Details grades K-4, all students should As a result of activities in grades by iterating length units. Ask and answer questions about key details in a text. develop an understanding of K-12, all students should Express the length of an object Abilities necessary to do Understand how to use maps and as a whole number of length Identify the main topic and retell key details of a text.

scientific inquiry other geographic representations, units, by laying multiple copies Describe the connection between two individuals, tools, and technologies to acquire, of a shorter object (the length Understanding about scientific events, ideas, or pieces of information in a text. 30

inquiry process, and report information unit) end to end; understand from a spatial perspective. that the length measurement of Reading Standards for Informational text: Craft Life Science: an object is the number of and Structure Understand how to use mental As a result of activities in same-size length units that span Ask and answer questions to help determine or clarify maps to organize information grades K-4, all students should it with no gaps or overlaps. the meaning of words and phrases in a text. about people, places, and develop an understanding of environments in a spatial context. Distinguish between information provided by pictures or The characteristics of organisms other illustrations and information provided by the Understand how to analyze the The Life cycles of organisms words in a text.

spatial organization of people, Organisms and environments places, and environments on Reading Standards: Foundation Skills Earth's surface. Know and apply grade-level phonics and word analysis Earth and Space Science: skills in decoding words. As a result of their activities in Geography: Physical Systems grades K-4, all students should As a result of their activities in Speaking and Listening: Comprehension and develop an understanding of grades K-12, all students should Collaboration Properties of earth materials Understand the physical Ask and answer questions about key details in a text processes that shape the patterns read aloud or information presented orally or through Changes in earth and sky of Earth's surface. other media.

Science and Technology: Geography: The Uses of Speaking and Listening: Presentation of As a result of activities in Geography Knowledge and Ideas grades K-4, all students should As a result of activities in grades Describe people, places, things, and events with develop an understanding of K-12, all students should relevant details, expressing ideas and feelings clearly. Abilities of technological design Understand how to apply Understanding about science geography to interpret the past.

and technology Understand how to apply

geography to interpret the present and plan for the future.

Science as Inquiry: Geography: The World in Spatial Measurement and Data: Reading Standards: Foundation Skills 2 As a result of activities in Terms Measure and estimate lengths Know and apply grade-level phonics and word analysis grades K-4, all students should As a result of activities in grades in standard units. skills in decoding words.

develop an understanding of K-12, all students should Measure to determine how Speaking and Listening: Comprehension and Abilities necessary to do Understand how to use maps and much longer one object is than Collaboration another, expressing the length scientific inquiry other geographic representations, Recount or describe key ideas or details from a text tools, and technologies to acquire, difference in terms of a standard Understanding about scientific read aloud or information presented orally or through process, and report information length unit. inquiry other media. from a spatial perspective. Speaking and Listening: Presentation of Life Science: Understand how to use mental As a result of activities in maps to organize information Knowledge and Ideas grades K-4, all students should about people, places, and Tell a story or recount an experience with appropriate develop an understanding of environments in a spatial context. facts and relevant, descriptive details, speaking audibly in coherent sentences. The characteristics of organisms Understand how to analyze the The Life cycles of organisms spatial organization of people, places, and environments on Organisms and environments Earth's surface. Earth and Space Science: Geography: Physical Systems As a result of their activities in As a result of their activities in grades K-4, all students should grades K-12, all students should develop an understanding of Understand the physical Properties of earth materials processes that shape the patterns Changes in earth and sky of Earth's surface.

Science and Technology: Geography: The Uses of As a result of activities in Geography grades K-4, all students should As a result of activities in grades 31

develop an understanding of K-12, all students should Abilities of technological design Understand how to apply geography to interpret the past. Understanding about science and technology Understand how to apply geography to interpret the present and plan for the future.

Science as Inquiry: Geography: The World in Spatial Reading Standards for Informational text: Key 3 As a result of activities in Terms Ideas and Details grades K-4, all students should As a result of activities in grades Ask and answer questions to demonstrate develop an understanding of K-12, all students should understanding of a text, referring explicitly to the text as Abilities necessary to do Understand how to use maps and the basis for the answers.

scientific inquiry other geographic representations, Reading Standards for Informational text: tools, and technologies to acquire, Understanding about scientific Integration of Knowledge and Ideas process, and report information inquiry Use information gained from illustrations (e.g., maps, from a spatial perspective. photographs) and the words in a text to demonstrate Life Science: Understand how to use mental understanding of the text (e.g., where, when, why, and As a result of activities in maps to organize information how key events occur). grades K-4, all students should about people, places, and develop an understanding of environments in a spatial context. Reading Standards: Foundation Skills The characteristics of organisms Know and apply grade-level phonics and word analysis Understand how to analyze the skills in decoding words. The Life cycles of organisms spatial organization of people, places, and environments on Speaking and Listening: Comprehension and Organisms and environments Earth's surface. Collaboration Earth and Space Science: Engage effectively in a range of collaborative Geography: Physical Systems As a result of their activities in discussions (one-on-one, in groups, and teacher-led) As a result of their activities in grades K-4, all students should with diverse partners on grade 3 topics and texts, grades K-12, all students should building on others’ ideas and expressing their own develop an understanding of Understand the physical clearly. Properties of earth materials processes that shape the patterns Speaking and Listening: Presentation of Changes in earth and sky of Earth's surface. Knowledge and Ideas Science and Technology: Geography: The Uses of Report on a topic or text, tell a story, or recount an As a result of activities in Geography experience with appropriate facts and relevant, grades K-4, all students should As a result of activities in grades descriptive details, speaking clearly at an K-12, all students should understandable pace. develop an understanding of Abilities of technological design Understand how to apply geography to interpret the past. Understanding about science and technology Understand how to apply geography to interpret the present and plan for the future.

Science as Inquiry: Geography: The World in Spatial Reading Standards for Informational text: 4 As a result of activities in Terms Integration of Knowledge and Ideas grades K-4, all students should As a result of activities in grades Interpret information presented visually, orally, or develop an understanding of K-12, all students should quantitatively (e.g., in charts, graphs, diagrams, time Abilities necessary to do Understand how to use maps and lines, animations, or interactive elements on Web scientific inquiry other geographic representations, pages) and explain how the information contributes to tools, and technologies to acquire, an understanding of the text in which it appears. Understanding about scientific process, and report information inquiry Reading Standards: Foundation Skills from a spatial perspective. Know and apply grade-level phonics and word analysis Life Science: Understand how to use mental skills in decoding words. As a result of activities in maps to organize information Speaking and Listening: Comprehension and grades K-4, all students should about people, places, and develop an understanding of environments in a spatial context. Collaboration Engage effectively in a range of collaborative 32

The characteristics of organisms Understand how to analyze the discussions (one-on-one, in groups, and teacher-led) spatial organization of people, with diverse partners on grade 4 topics and texts, The Life cycles of organisms places, and environments on building on others’ ideas and expressing their own Organisms and environments Earth's surface. clearly.

Earth and Space Science: Geography: Physical Systems Speaking and Listening: Presentation of As a result of their activities in As a result of their activities in Knowledge and Ideas grades K-4, all students should grades K-12, all students should Report on a topic or text, tell a story, or recount an develop an understanding of Understand the physical experience in an organized manner, using appropriate Properties of earth materials processes that shape the patterns facts and relevant, descriptive details to support main of Earth's surface. ideas or themes; speak clearly at an understandable Changes in earth and sky pace.

Geography: The Uses of Science and Technology: Geography As a result of activities in As a result of activities in grades grades K-4, all students should K-12, all students should develop an understanding of Understand how to apply Abilities of technological design geography to interpret the past.

Understanding about science Understand how to apply and technology geography to interpret the present and plan for the future.

Science as Inquiry: Geography: The World in Spatial Reading Standards for Informational text: Key 5 As a result of activities in Terms Ideas and Details grades 5-8, all students should As a result of activities in grades Quote accurately from a text when explaining what the develop an understanding of K-12, all students should text says explicitly and when drawing inferences from Abilities necessary to do Understand how to use maps and the text.

scientific inquiry other geographic representations, Reading Standards: Foundation Skills tools, and technologies to acquire, Understandings about scientific Know and apply grade-level phonics and word analysis process, and report information inquiry skills in decoding words. from a spatial perspective. Speaking and Listening: Comprehension and Life Science: Understand how to use mental As a result of activities in maps to organize information Collaboration grades 5-8, all students should about people, places, and Engage effectively in a range of collaborative develop an understanding of environments in a spatial context. discussions (one-on-one, in groups, and teacher-led) Structure and function in living with diverse partners on grade 5 topics and texts, Understand how to analyze the systems building on others’ ideas and expressing their own spatial organization of people, clearly. Reproduction and heredity places, and environments on Earth's surface. Speaking and Listening: Presentation of Populations and ecosystems Knowledge and Ideas Diversity and adaptations of Geography: Physical Systems Report on a topic or text or present an opinion, organisms As a result of their activities in sequencing ideas logically and using appropriate facts grades K-12, all students should and relevant, descriptive details to support main ideas Earth and Space Science: Understand the physical or themes; speak clearly at an understandable pace. As a result of activities in processes that shape the patterns grades 5-8, all students should of Earth's surface. develop an understanding of Geography: The Uses of Structure of the earth system Geography Earth's history As a result of activities in grades

K-12, all students should Understand how to apply geography to interpret the past.

Understand how to apply geography to interpret the present and plan for the future.

Science as Inquiry: Geography: The World in Spatial 6 Reading Standards for Informational Text: Key As a result of activities in Terms Ideas and Details grades 5-8, all students should As a result of activities in grades Determine a central idea of a text and how it is develop an understanding of K-12, all students should conveyed through particular details; provide a summary Abilities necessary to do Understand how to use maps and of the text distinct from personal opinions or judgments. scientific inquiry other geographic representations, tools, and technologies to acquire, Analyze in detail how a key individual, event, or idea is Understandings about scientific process, and report information introduced, illustrated, and elaborated in a text (e.g., inquiry through examples or anecdotes). from a spatial perspective.

Life Science: Understand how to use mental Reading Standards for Informational Text: Craft As a result of activities in maps to organize information and Structure grades 5-8, all students should about people, places, and Determine the meaning of words and phrases as they develop an understanding of environments in a spatial context. are used in a text, including figurative, connotative, and Structure and function in living technical meanings. Understand how to analyze the systems spatial organization of people, Reading Standards for Informational Text: Reproduction and heredity places, and environments on Integration of Knowledge and Ideas

Earth's surface. Integrate information presented in different media or Populations and ecosystems formats (e.g., visually, quantitatively) as well as in Diversity and adaptations of Geography: Physical Systems As a result of their activities in words to develop a coherent understanding of a topic or organisms issue.

grades K-12, all students should Earth and Space Science: Understand the physical Reading Standards for Literacy in Science and As a result of activities in processes that shape the patterns Technical Studies: Key Ideas and Details grades 5-8, all students should of Earth's surface. Determine the central ideas or conclusions of a text; develop an understanding of Geography: The Uses of provide an accurate summary of the text distinct from Structure of the earth system prior knowledge or opinions. Geography Earth's history As a result of activities in grades Reading Standards for Literacy in Science and K-12, all students should Technical Studies: Craft and Structure Understand how to apply Determine the meaning of symbols, key terms, and geography to interpret the past. other domain-specific words and phrases as they are used in a specific scientific or technical context relevant Understand how to apply to grades 6–8 texts and topics. geography to interpret the present and plan for the future. Reading Standards for Literacy in Science and Technical Studies: Integration of Knowledge and Ideas Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

7 Science as Inquiry: Geography: The World in Spatial Reading Standards for Informational Text: Craft As a result of activities in Terms and Structure grades 5-8, all students should As a result of activities in grades Determine an author’s point of view or purpose in a text develop an understanding of K-12, all students should and analyze how the author distinguishes his or her Abilities necessary to do Understand how to use maps and position from that of others.

scientific inquiry other geographic representations, Reading Standards for Informational Text: tools, and technologies to acquire, Understandings about scientific Integration of Knowledge and Ideas process, and report information inquiry Compare and contrast a text to an audio, video, or from a spatial perspective. multimedia version of the text, analyzing each Life Science: Understand how to use mental medium’s portrayal of the subject (e.g., how the delivery As a result of activities in maps to organize information of a speech affects the impact of the words). grades 5-8, all students should about people, places, and Trace and evaluate the argument and specific claims in develop an understanding of environments in a spatial context. a text, assessing whether the reasoning is sound and Structure and function in living Understand how to analyze the the evidence is relevant and sufficient to support the systems spatial organization of people, claims. Reproduction and heredity places, and environments on 34

Earth's surface. Reading Standards for Literacy in Science and Populations and ecosystems Technical Studies: Key Ideas and Details Diversity and adaptations of Geography: Physical Systems As a result of their activities in Determine the central ideas or conclusions of a text; organisms provide an accurate summary of the text distinct from

grades K-12, all students should prior knowledge or opinions. Earth and Space Science: Understand the physical As a result of activities in processes that shape the patterns Reading Standards for Literacy in Science and grades 5-8, all students should of Earth's surface. Technical Studies: Craft and Structure develop an understanding of Geography: The Uses of Determine the meaning of symbols, key terms, and Structure of the earth system other domain-specific words and phrases as they are Geography used in a specific scientific or technical context relevant Earth's history As a result of activities in grades to grades 6–8 texts and topics. K-12, all students should Understand how to apply Analyze the structure an author uses to organize a text, geography to interpret the past. including how the major sections contribute to the whole and to an understanding of the topic. Understand how to apply geography to interpret the present Science and Technical Studies: Integration of and plan for the future. Knowledge and Ideas Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8 Science as Inquiry: Geography: The World in Spatial Reading Standards for Informational Text: Key As a result of activities in Terms Ideas and Details grades 5-8, all students should As a result of activities in grades Analyze how a text makes connections among and develop an understanding of K-12, all students should distinctions between individuals, ideas, or events (e.g., Abilities necessary to do Understand how to use maps and through comparisons, analogies, or categories).

scientific inquiry other geographic representations, Reading Standards for Informational Text: Craft tools, and technologies to acquire, Understandings about scientific and Structure process, and report information inquiry Determine an author’s point of view or purpose in a text from a spatial perspective. and analyze how the author acknowledges and Life Science: Understand how to use mental responds to conflicting evidence or viewpoints. As a result of activities in maps to organize information grades 5-8, all students should about people, places, and Reading Standards for Informational Text: develop an understanding of environments in a spatial context. Integration of Knowledge and Ideas Structure and function in living Evaluate the advantages and disadvantages of using Understand how to analyze the systems different mediums (e.g., print or digital text, video, spatial organization of people, multimedia) to present a particular topic or idea. Reproduction and heredity places, and environments on Earth's surface. Delineate and evaluate the argument and specific Populations and ecosystems claims in a text, assessing whether the reasoning is

Diversity and adaptations of Geography: Physical Systems sound and the evidence is relevant and sufficient; organisms As a result of their activities in recognize when irrelevant evidence is introduced.

grades K-12, all students should Reading Standards for Literacy in Science and Earth and Space Science: Understand the physical As a result of activities in processes that shape the patterns Technical Studies: Key Ideas and Details grades 5-8, all students should of Earth's surface. Determine the central ideas or conclusions of a text; develop an understanding of provide an accurate summary of the text distinct from Geography: The Uses of prior knowledge or opinions. Structure of the earth system Geography Analyze the structure an author uses to organize a text, Earth's history As a result of activities in grades including how the major sections contribute to the K-12, all students should whole and to an understanding of the topic. Understand how to apply geography to interpret the past. Science and Technical Studies: Integration of Knowledge and Ideas Understand how to apply Distinguish among facts, reasoned judgment based on geography to interpret the present research findings, and speculation in a text. and plan for the future.

Scientific Inquiry: Geography: The World in Spatial Grades 9-10 9-12 As a result of activities in Terms Reading Standards for Literature: Key Ideas and grades 9-12, all students should As a result of activities in grades Details develop K-12, all students should Cite strong and thorough textual evidence to support Abilities necessary to do Understand how to use maps and analysis of what the text says explicitly as well as scientific inquiry other geographic representations, inferences drawn from the text. tools, and technologies to acquire, Understandings about process, and report information Determine a theme or central idea of a text and analyze scientific inquiry from a spatial perspective. in detail its development over the course of the text, including how it emerges and is shaped and refined by Life Science: Understand how to use mental specific details; provide an objective summary of the As a result of their activities in maps to organize information text. grades 9-12, all students should about people, places, and Reading Standards for Informational Text: Key develop understanding of environments in a spatial context. Ideas and Details Biological evolution Understand how to analyze the spatial organization of people, Determine a central idea of a text and analyze its Interdependence of places, and environments on development over the course of the text, including how organisms Earth's surface. it emerges and is shaped and refined by specific details; provide an objective summary of the text. Matter, energy, and Geography: Physical Systems Reading Standards for Literacy in Science and organization in living As a result of their activities in Technical Studies: Key Ideas and Details systems grades K-12, all students should Determine the central ideas or conclusions of a text; Understand the physical Behavior of organisms trace the text’s explanation or depiction of a complex processes that shape the patterns process, phenomenon, or concept; provide an accurate Science and Technology: of Earth's surface. summary of the text. As a result of activities in Geography: The Uses of Reading Standards for Literacy in Science and grades 9-12, all students should Geography Technical Studies: Craft and Structure develop As a result of activities in grades Understandings about Determine the meaning of symbols, key terms, and K-12, all students should other domain-specific words and phrases as they are science and technology Understand how to apply used in a specific scientific or technical context relevant geography to interpret the past. to grades 9–10 texts and topics.

Understand how to apply Analyze the structure of the relationships among geography to interpret the present concepts in a text, including relationships among key and plan for the future. terms (e.g., force, friction, reaction force, energy).

Science and Technical Studies: Integration of Knowledge and Ideas Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Grades 11-12

Reading Standards for Literature: Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Reading Standards for Informational Text: Key Ideas and Details Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.