K–12 Educator's Guide

K–12 EDUCATOR’S GUIDE K–12 EDUCATOR’S GUIDE

During your visit, students will: ✔ Enc ounter seven animatronic dinosaurs as well as live actors in theatrical settings. ✔ In teract with devices that help explain the science behind the movie.

After your visit, students will: ✔ T hink about the ethical consequences of genetic modifications. ✔ B e curious to learn more about the how paleontologists recreate the past.

Quick Tips • The exhibit entrance is located on the upper level of the Mandell Center. To enter the exhibit, your group will walk up a ramp from the main atrium near the Amazing Machine exhibit.

• When you exit the exhibit, you will be on the upper level of the Karabots Pavilion which connects to the third floor of the main Science Center through the Sir Isaac’s Loft exhibit.

• On average, most groups will spend about 40 minutes in the exhibit, if carefully examining all of the displays. There is no re-entry allowed. Restrooms are located near the exhibit entrance in the Bartol Atrium behind the elevators. There are no restrooms inside the exhibit.

• No food or beverages are allowed in any of the exhibit galleries.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 2 About the Exhibit The Franklin Institute is pleased to host JURASSIC WORLD: THE EXHIBITION.

Your students will get closer to dinosaurs than they ever have before in Jurassic World: The Exhibition! Based on one of the biggest blockbusters in cinematic history, the Exhibition immerses audiences of all ages in scenes inspired by the beloved film. Now, the park that was only a promise comes to life…right before your eyes. Travel to Isla Nublar as a VIP guest and explore Jurassic World. Stare in wonder at a towering Brachiosaurus, come face-to-face with a Velociraptor, and get a rare up-close look at the most vicious dinosaur of them all, Tyrannosaurus rex. Created in close collaboration with renowned paleontologist Jack Horner, the Exhibition is infused with interactive educational elements—drawn from the real-world science of dinosaur DNA that allowed Jurassic World to come to life. Visitors of all ages can now learn all about these incredible prehistoric creatures.

How to Prepare The exhibition features theatrical elements that may be startling to some students. Students should be prepared for loud noises, strobe lighting, mist, and sudden movements. As in the film, there are dinosaur battle scenes which some students may find unsettling.

Chaperones and students should know that the museum encourages conversation around the displays and children should ask questions and discuss what they see. Museum etiquette suggests that the conversation be kept to an appropriate indoor volume level.

Running through the exhibit is not allowed. Designate a meeting location within the exhibit when you arrive in case someone gets separated. Please do not congregate at the entrance/exit, however, so as to enable other guests to enter and exit easily.

There are no restrooms inside the exhibit and there is no re-entry allowed, so plan ahead and use the restrooms in the main Bartol Atrium before entering.

Note that the exhibit’s exit is through a gift shop which features items related to the exhibition at many price levels—from small souvenirs to more expensive collectible items. Be prepared to direct your students accordingly to allow them time to shop or to proceed directly through to your next destination.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 3 TABLE OF CONTENTS

JURASSIC WORLD EDUCATOR GUIDE

Introduction to the Exhibition...... 5

Next Generation Science Standards...... 6

NGSS Cross Cutting Concepts ...... 6

The Exhibition...... 6

AREA 100 | Intro Theater...... 6 AREA 600 | Activity: Ethics in Science...... 6 T. Rex Kingdom Feeding Experience. .23 Activity: My Creature’s Offspring...... 23 Ethics Cards for Ethics in Science | ACTIVITY...... 8 My Creature’s Offspring | WORKSHEET. . . 25

AREA 200 | Welcome ...... 9 AREA 700 | Gyrosphere Valley . . . . 26 Activity: How’s The Climate?...... 9 Activity: The Hidden Dinosaur...... 26

What’s The Climate | HANDOUT...... 11 The Hidden Dinosaur | WORKSHEET. . . . .28

AREA 300 | AREA 800 | Innovation Center . . . . 29 Gentle Giants Petting Zoo ...... 13 Activity: Preventing Extinction...... 29 Activity: Whose Scat is That?...... 13

Whose Scat is That? | WORKSHEET. . . . .16 AREA 900 | Scientific Epilogue. . . . 31 Activity: Jurassic World AREA 400 | Pre & Post Reflection...... 31 Hammond Creation Center...... 17 Jurassic World Activity: Whose Blood is That?...... 17 Pre & Post Reflection | WORKSHEET. . . . .33

Whose Blood is That? | WORKSHEET. . . . 19

AREA 500 | T. Rex Kingdom Welcome Area. . . .20 Activity: The Fiercest Animal on Earth .. . .. 20

The Fiercest Animal on Earth | WORKSHEET. .22

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 4 INTRODUCTION TO THE EXHIBITION

Introduction to the Exhibition What would it be like to live in a world where dinosaurs actually roamed free? How would they behave? What would they do? How would you interact with them? The movie Jurassic World explored these questions and in JURASSIC WORLD: THE EXHIBITION you will be able to experience firsthand what it’s like to visit an island inhabited by these giant creatures. You and your students will become completely immersed in scenes inspired by Jurassic World, from taking the ferry to the island, to visiting a science and innovation lab, to getting up close and personal with a T.rex! This exhibition will thrill students and spark their interest to learn more about how dinosaurs lived, evolved, and can even possibly be cloned! Visit our website for more information at JurassicWorldTheExhibition.com.

Included in This Guide To engage with the Exhibition, teachers can choose what will best fit students’ needs and interests.

This guide contains: ☞ Essential questions to ask students while touring the Exhibition.

☞ Nine lesson plans with hands-on activities, many of which can be completed at school or while visiting the Exhibition, including:

➢ Debriefing questions to help students reflect on the lessons

➢ Grade level adaptations for more, or less, complex lessons to allow teachers to modify activities to all levels.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 5 AREA 100 | INTRO THEATER

The Exhibition There are 9 main areas in JURASSIC WORLD: THE EXHIBITION. This guide provides you with essential questions to ask students as you are visiting each area and a lesson that explores and expands on the ideas presented in each.

ESSENTIAL QUESTIONS

Why would we want to clone a dinosaur?

What are the pros and cons?

What role do people play in controlling nature?

Are there any limitations to what science should do?

Activity Name ETHICS IN SCIENCE

Overview In this activity, students are given a list of several controversial issues in science and society and are asked to discuss the pros and cons of each. The goal for this first activity is for students to open their minds and to think about some of the unintended consequences of our actions.

Cross Cutting Concept Cause and Effect

Materials List Ethics Cards, Student journal

(Continued on page 7) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 6 Procedure | (Continued from page 6)

✔ Complete this activity before you go to JURASSIC WORLD: THE EXHIBITION or before leaving the ferry in the exhibition.

✔ Ask students if they could clone dinosaurs – would they? Ask students to share what are some of the reasons that it would be a good idea and what are some of the reasons it would be a bad idea. Record student responses on the board.

✔ Put students in pairs, assign one student in each group as a “pro” and one as a “con” and pass out the ethics cards.

✔ Read the first issue to the entire class “Is it right to cut down trees?” Have the “pro” student read the “pro” statement on the card and have the “con” student read the “con” statement on the card. After each student has read their card, have each group discuss the pros and cons and try to come to an agreement on whether they are for or against the statement.

✔ As a whole class, ask the pairs of students to share their thoughts.

✔ Repeat steps 3-5 with the remaining ethics cards.

✔ As a whole class, ask students to think about whether or not we should engineer dinosaurs again. Add any new ideas to the board.

Debrief • Ask students which of the topics was most interesting or controversial to them and have them explain why.

• Dis cuss with students that while science cannot currently create dinosaurs, science has been able to clone sheep and other animals. While there are clearly some benefits to this, there are also some ethical questions that need to be considered.

Grade Level Adaptations

More advanced Give each pair of students just one card and time to research the topic, so they can learn more about the issue. After students have researched their topic, have them debate their issue in front of the class.

Less advanced Read each card to the entire class and ask students for comments.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 7 Ethics Cards for Ethics in Science | ACTIVITY

QUESTION Is it right to cut down trees?

PRO: “Yes! We need trees to build our homes. Plus, trees are a type of plant, so after we cut one down, another will grow.”

CON: “No! Many animals use trees as their homes. If we cut them down, these animals won’t have a place to live. Also, trees help prevent global warming.”

QUESTION QUESTION Is it a good idea to introduce Should we let forest fires burn? an animal to a new environment? PRO PRO “Yes! Forest fires are natural and they “Yes! We can help animals find places help forests stay healthy by getting rid of where it is easier for them to live AND dead trees and plants. If you put out all these new animals might love it there. “ the fires, it actually hurts the forest.”

CON CON “No! Introducing animals to new areas “No! Forest fires cause animals to lose causes unknown destruction! They might their homes, produce a lot of smog, end up killing off the native plants and are dangerous!” and animals.”

QUESTION Should we breed dogs?

PRO “Yes! By breeding dogs, we make sure we have the qualities we want. We can make dogs that are good hunters have a happy personality and are excellent protectors.”

CON “No! By breeding dogs, we narrow the gene pool and increase a dog’s likelihood of getting certain illnesses. In addition, there are already plenty of good dogs that aren’t bred.”

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 8 AREA 200 | WELCOME

ESSENTIAL QUESTIONS What was the environment like during the time of dinosaurs?

How was it different than our current climate?

How were the plants and trees similar and different during the Jurassic era than they are now?

What caused things to be different?

Activity Name HOW’S THE CLIMATE?

Overview In the “Welcome Area,” students are immersed in the flora that existed during the Jurassic Period. Students should take time and observe the new world they’ve entered. This activity will challenge students to make inferences about the climate during the Jurassic period, based on flora surrounding them.

Cross Cutting Concepts Patterns

Materials List: How’s the Climate | WORKSHEET

Procedure ✔ This activity should be done at the Exhibit.

✔ Ask students if the types of plants around the world are all the same or if they are different. Ask students to describe how plants are different in one location than in another.

(Continued on page 10) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 9 Procedure | (Continued from page 9)

✔ Ask students why plants are different around the world and write their responses on the board. As students are responding guide them to include the following features:

✎ Temperature

✎ Amount of rainfall

✎ Seasons and the amount of sunlight

✎ Coverage (the density of plants)

✔ Tell students that they are going to have to predict what the climate was like during the Jurassic Period, based on their observations of the flora in the exhibit.

✔ Pass out the How’s the Climate worksheet and tell students that when they enter in the “Welcome Area” of the Exhibit, they will need to complete the handout based on their observations.

✔ For each of the 4 conditions (Rainfall, Temperature, Density of Plants, and Seasons), have the students select the image that is closest to what they see in the exhibit. When they are done, they should write a summary of what they think the climate is like.

Debrief • Ask students to share their summaries of the climate in the Jurassic World.

• Ask students to describe some of the challenges and limitations of this activity.

• Dis cuss with students that in general, the climate during the Jurassic Period was warm, moist, and most like a tropical climate. However, the world was very different then and there is not a perfect comparison. Plus, just like today, the climate was not the same everywhere; so there is not one answer for what the climate was like during the Jurassic Period.

Grade Level Adaptations:

More Advanced Have students study the Köppen climate classification and then try to assign the flora into a sub climate.

Less Advanced Assign groups of students one category each. Have each group choose which type of climate they think it is and compare results.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 10 What’s the Climate? | HANDOUT Directions: Observe the plants around you. For each condition (Rainfall, Temperature, Density of Plants and Type of Season), circle the image that looks most like what you see.

TEMPERATE TROPICAL POLAR ARID CONTINENTAL

RAINFALL MODERATE HEAVY VERY LITTLE VERY LITTLE MODERATE

HOT DAYS & WARM DAYS & TEMPERATURE WARM HOT COLD COLD NIGHTS COLD NIGHTS

DENSITY OF DENSE VERY DENSE NOT DENSE NOT DENSE DENSE PLANTS

NOT MUCH TYPE OF DRY SUMMER & RAINY & DRY LONG WINTER, VARIATION HOT SUMMER & SEASONS COLD WINTER SEASONS SHORT SUMMER THROUGHOUT COLD WINTER THE YEAR

(Continued on page 12) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 11 What’s Climate Change? - Handout | (Continued from page 11)

Based on your findings, describe the following during the Jurassic Period:

Rainfall:

Temperature:

Density:

Type of Season:

Write up Based on the data you’ve just collected, write of a summary describing the climate in the Jurassic Period in 50 - 100 words.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 12 AREA 300 | GENTLE GIANTS PETTING ZOO

ESSENTIAL QUESTIONS Why do scientists and doctors analyze animal feces?

What are some ways to identify the types of animals that live in your area?

Activity Name WHOSE SCAT IS THAT?!?

Overview In the Gentle Giants Petting Zoo, students learn how scientists study dung (also called feces, poop and scat) to learn about animals. Dung or feces not only helps us to identify animal’s diet, it also tells us about their general health. Dung is also used to identify animals in the wild. In this activity, students will analyze the size and shape of dung in an attempt to identify animals.

Cross Cutting Concept Structure and Function

Materials List: Whose Scat is That?!? | HANDOUT

Procedure ✔ After visiting the Gentle Giants Petting Zoo, ask students if they liked sticking their hand in an enormous pile of dung. Have them explain the experience and ask why doctors and scientists are so interested in studying feces and what they can learn.

✔ Tell students that today they are going to try to identify animals based on the size and shape of their dung.

✔ Ask students to think about all the types of feces they’ve seen in their lives and ask them to describe how the scat of one animal looks different than another animal’s. If needed, prompt students to think about the poop of their pet dog, cat, or animals they’ve seen on a farm and how it may vary in size and shape and what they can possibly learn.

(Continued on page 14) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 13 ✔ Ask students to explain why they think the scat of different animals looks different. Explain that it’s based mostly on what they eat and on how much they eat.

✔ Tell students that they are going to be challenged to identify an animal solely based on its scat by matching the scat pictured on the worksheet with the appropriate animal.

✔ Pass out the worksheet and go over all the possible types of animals from which they can choose, and before giving any further instruction, have students make a prediction of which scat is which.

✔ Ask students to describe how the scat looks similar and how it looks the different. Tell students that the first thing you need to identify about the scat is its shape. The shape lets you know if the animal is an herbivore, carnivore or omnivore.

✔ Tell students that a fun way to remember which is which is the ice cream rule.

✎ Omnivores scat is like a soft served ice cream cone

✎ Carnivores scat is like a traditional ice cream cone

✎ Herbivores scat is like the sprinkles on top of the cone. They can be different shapes but are generally in little pellets.

✔ Ask students to identify the animals on the worksheet as herbivore, carnivore, or omnivore and have students make new predictions about which scat is which.

✔ Explain that the other main identifier for scat is its size. Read the sizes of the scat and have students record the information on their worksheets.

A. Row 1: 20 centimeters

B. Row 2: 6.35 centimeters

C. Row 3: 7.62 centimeters

D. Row 4: each pellet ¼ 2.5 centimeters

E. Row 5: 30.5 centimeters pile

(Continued on page 15) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 14 Procedure | (Continued from page 14)

✔ Have students make one last prediction of which scat is which and discuss

a. Answer Key i. Row 1: Coyote

ii. Row 2: Mountain Lion

iii. Row 3: Goose

iv. Row 4: Deer

v. Row 5: Bear

Debrief • Ask students to discuss how their predictions changed throughout the lessons and why? How did learning new information help them make better predictions?

• Ask students if they are an herbivore, carnivore, or omnivore? Ask what type of ice cream does their poop look like?

Grade Level Adaptations

More Advanced Have students conduct their own research on how to identify scat. Instead of telling them about the importance of size and shape, have them work in groups to figure out how to identify the scat on their own.

Less Advanced Have students work in groups to make predictions and update their worksheet.

SCAT PREDICTION 1 PREDICTION 2 SIZE PREDICTION 3

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 16 AREA 400 | HAMMOND CREATION CENTER

ESSENTIAL QUESTIONS What can you learn from a drop of blood? What is in blood?

How is the blood of one animal different than the blood of another?

Activity Name WHOSE BLOOD IS THAT?

Overview The basic principle of Jurassic World is that scientists were able to extract dinosaur DNA from an ancient mosquito and clone a dinosaur. In this activity, students ask the question: “How did they know they had dinosaur blood?” Every individual on earth has a distinct set of genes that identifies which species it is. In this activity, students are given a random sample of blood and asked to model what it’s like for scientists to try to decipher what type of animal’s blood they have.

Cross Cutting Concept Patterns

Materials List: Whose Blood is That? | WORKSHEET

Procedure: ✔ Ask students to share what they know about genes (Genes not Jeans!)

✔ After students have had time to discuss their preconceived ideas, tell them that we are all a product of our genes; who we are and how we look is primarily based on the genes we get from our parents.

(Continued on page 18) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 17 Procedure | (Continued from page 17)

✔ Ask students how genes are important to the story of Jurassic World. Discuss how the story is based on the idea that scientists analyze blood to determine from what animal the blood came. They then used that information to clone dinosaurs.

✔ Tell the students that they are going to pretend to be scientists who have just discovered some ancient blood. They are going to have to use their deductive skills to try to figure out what type of animal the blood came from.

✔ Pass out the “Whose Blood is That? | WORKSHEET”. Tell student that based on their analysis, they are able to identify 10 different traits about the animal (hair color, nose shape, etc.) Based on these traits, they need to determine which animal’s blood it is.

✔ Have students go through the list and sketch what each characteristic looks like.

✔ When students are done, have them sketch their entire animal, name the animal (it can be a real or imaginary animal), and share with the rest of the class.

Debrief • Ask students to compare their animals with each other? Why do they look so different? Why do they look the same? Discuss how even though siblings have similar genes, they often look very different.

• Ask students to discuss which animal’s blood they think that they have. Which animal on earth looks the closest to the one they drew?

Grade Level Adaptations

More advanced Have students make up more categories. Also, ask students to think of the opposite phenotype for the categories listed. Have students draw a creature with those characteristics.

Less Advanced Have the class choose an animal whose blood they want to investigate. Have the students identify the phenotype for the animal from each of the categories on the worksheet.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 18 Whose Blood is That? | WORKSHEET

GENE PHENOTYPE SKETCH

EYE SHAPE ROUND

EYE COLOR OVAL

LEG TYPE 4-LEGGED

SIZE MID-SIZED

TYPE OF EATER OMNIVORE

EXTERIOR FUR

BLOOD TYPE WARM BLOODED

EARS LARGE & FACING FORWARD

BEHAVIOR TRAVEL IN PACKS

Draw final image of your animal and write a description:

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 19 AREA 500 | T.REX KINGDOM WELCOME AREA

ESSENTIAL QUESTIONS How do animals protect themselves?

How do animals try to scare other animals? What’s the point?

What’s the fiercest animal alive today? What makes it so fierce?

Activity Name THE FIERCEST ANIMAL ON EARTH

Overview In the “T.rex Welcome Area,” students are told that the T.rex is the fiercest animal on earth. In this activity, students will imagine what would be the fiercest animal on earth, if they could genetically develop whatever animal they wanted.

Cross Cutting Concept Structure and Function

Materials List The Fiercest Animal On Earth | WORKSHEET, craft supplies

Procedure ✔ In the “T.rex Welcome Area,” students are told that during the time of dinosaurs, the T.rex was the fiercest animal on the planet. Ask students what “fierce” means and if they agree that the T.rex was the fiercest. Ask them how you would measure how “fierce” something is.

✔ Ask student to list “fierce” animals that are alive today. List them on the board.

✔ Ask students to list the characteristics of what makes these animals fierce. For example, teeth shape, type of roar, size, etc.

(Continued on page 21) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 20 Procedure | (Continued from page 20)

✔ Remind students of the Whose Blood is That? activity and tell students that they are going to be creating a list similar to the one from that lesson. As a whole group, choose 5-7 of the categories listed on the board to focus on. List those on your worksheet.

✔ Put students into groups of 2-4. Tell them that they will need to develop the fiercest animal they can think of. For each of the 5-7 categories listed on their worksheet, each group should describe the fiercest phenotype and then sketch what it looks like.

✔ After groups have finished their worksheets, give groups craft material and have them make their creature, paying special attention to the 5-7 categories listed on their worksheet.

✔ Have the group present their animals to the class and read the descriptions of the 5-7 categories.

Debrief • As a group discussion, ask students to compare their animals. Were they all the same or different? Why? If they were all asked to make the fiercest animal, why do they all look so different?

• T ell students that in the next activity, they will have their creature mate with one of the creatures from another group. Ask them to discuss what they think the offspring will look like.

Grade Level Adaptations

More advanced Have students work individually and have them identify 8-10 different categories.

Less advanced Narrow the categories to 2-3 and walk through all the steps together.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 21 The Fiercest Animal On Earth | WORKSHEET

GENE PHENOTYPE SKETCH

Sketch of the fiercest animal on earth!

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 22 AREA 600 | T.REX KINGDOM FEEDING EXPERIENCE

ESSENTIAL QUESTIONS Why do people all look different?

Why do siblings often look alike?

Why do you get some characteristics from your mother and some from your father?

Activity Name: MY CREATURE’S OFFSPRING

Overview: In this activity, groups of students will mate the creatures they made in the The Fiercest Animal On Earth activity to learn more about how genes are passed from parents to offspring.

Cross Cutting Concept: Systems and system models

Materials List: Creatures from The Fiercest Animal On Earth activity and My Creature’s Offspring Worksheet

Procedure ✔ Have students collect and re-present their creatures from The Fiercest Animal On Earth activity. Be sure that students describe the 5-7 features they focused on.

✔ Tell the students that these creatures have now grown up and need to find a mate, so that they can produce offspring.

✔ Pair groups of students and have them take out their The Fiercest Animal On Earth worksheet. Assign one group as the male and one group as the female.

(Continued on page 24) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 23 Procedure | (Continued from page 23)

✔ Pass out the My Creature’s Offspring worksheet and give a coin to each group. Have them list the categories from The Fiercest Animal On Earth worksheet in the first column, then have the male group list their traits and the female list their traits.

✔ Explain to students that parents both pass their genes onto a child, BUT only one of the genes becomes dominate (or is visible.)

✔ Tell the students that they are going to have their creatures mate and explain that the creature’s looks will be determined by which genes become dominant.

✔ Ask each group to look at the first gene listed on their worksheet and read the description of the male and of the female.

✔ Have each group flip a coin and if it comes up heads, the offspring have the male gene and if it comes up tails, it has the female gene.

✔ Have groups repeat this process for the other genes listed on the worksheet.

✔ After assigning the gene, have students sketch and construct their new creature.

✔ If time allows, repeat steps 8-10 and create several offspring to demonstrate why offspring from the same parents can look so different.

✔ Have groups present their offspring , indicating how the offspring are similar and how they are different than their parents.

Debrief • Ask students to describe how this activity models real life genetics.

• Ha ve students compare how the parents’ generation and the offspring’s generation look similar and/or different. Why is this?

Grade Level Adaptations

More Advanced Have students repeat the process by having offspring mate with other offspring. Discuss how the more mixing of genes there is, the more types of creatures there are.

Less advanced Flip coins as a class and discuss the results after each flip.

GENE MALE FEMALE HEADS/TAILS SKETCH

Sketch of Offspring

ESSENTIAL QUESTIONS Why are some animals camouflaged?

How can being camouflaged be an advantage for both a predator and a prey?

When would it be a disadvantage to be camouflaged?

Activity Name: THE HIDDEN DINOSAUR

Overview Camouflage is one of the most common adaptations seen in animals. People often think of camouflage as only a way for prey to hide from predators. However, in this activity, students will learn that camouflage a great adaptation for predators to sneak up on prey!

Cross Cutting Concept Structure and Function

Materials List Paper, crayons, double sided tape, black cut out of Indominus rex

Procedure ✔ Ask students what camouflage is and ask them to list any animals that they know are camouflaged. Ask students why these animals are camouflaged.

✔ Students will most likely say that animals are camouflaged to hide from prey, but ask them why would a predator also be camouflaged.

✔ Remind them of their experience in the Gyrosphere Valley and how the Indominus rex was hiding behind the log before attacking!

(Continued on page 27) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 26 Procedure | (Continued from page 26)

✔ Tell students that they are going to try to design an Indominus rex that is as camouflaged as possible.

✔ Pass out a blank sheet of paper and allow students to choose 4 different colors of crayon.

✔ Have students draw shapes (regular or irregular) on their paper using their crayons. They should keep about 1 cm space between shapes. Have students color the shapes using the crayons they selected. They can mix and match the colors however they like.

✔ Pass out the Indominus rex cut out and have students color it with the same colors they used to make their shapes.

✔ Give students a couple of pieces of double sided tape and have them tape their Indominus rex onto the paper with the shapes.

✔ Tape all the students’ work on the wall and have students line up at the other end of the room.

✔ Have students try to find the Indominus rex in each picture. Have them all take one big step closer and look again. Have students keep walking forward until they can all find every Indominus rex.

✔ If time allows, have students complete the assignment again to see if they can figure out how to make their Indominus rex more camouflaged.

Debrief • Ask students to identify which Indominus rex was easiest to find and why.

• Ask students what advantage it would be for predators to be camouflaged.

• Ask students to discuss what predators they know and explain how they are, or are not, camouflaged.

Grade Level Adaptations

More Advanced Instead of drawing random shapes as the background, have students draw different natural scenes (forests, mountains, etc.) When students look for the dinosaurs, discuss the role of the setting in camouflage.

Less Advanced Make one master background and give to students before they make their own Indominus rex. Have students color the Indominus rex so that it is best camouflaged.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 27 The Hidden Dinosaur | WORKSHEET Have each student cut out the Indominus rex below.

ESSENTIAL QUESTIONS How can fossils be used to help scientists learn about the behaviors of extinct animals?

What innovations would you like to see in your lifetime?

Activity Name PREVENTING EXTINCTION!

Overview Dinosaurs once ruled the earth, but are now extinct. Why? What adaptations did they need to survive? In this activity, students create a modern dinosaur that has all the evolutionary features that they think a dinosaur would have needed to survive the last great extinction. When students finish this activity, tell them that all dinosaurs did not go extinct. In fact, many survived and are now modern day birds.

Cross Cutting Concept Stability and change

Materials List Paper

Procedure ✔ Ask students why there are no longer dinosaurs on earth. Ask students to discuss how they think they went extinct.

✔ Most likely students will have heard that dinosaurs went extinct because of the impact of a meteor. Discuss why a meteor hitting the earth would cause 60-70% of all life on earth to go extinct. There are several theories, but generally most scientists believe that the dust thrown up by impact of the meteor blocked out the sun; causing plants to die and changing the global temperature for months or possibly years.

(Continued on page 30) JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 29 Procedure | (Continued from page 29)

✔ Ask students if all life died after the meteor hit and have them explain why or why not. Ask students what types of animals survived the extinction.

✔ Ask students to discuss why the animals listed below survived. Write the animals listed below on the board and have student add comments, questions, and new ideas.

✎ Crocodiles –lived in water and were able to avoid the extreme heat and cold caused by impact

✎ Horseshoe Crabs–able to eat basically ANYTHING, so even when the plants died they could find food.

✎ Cockroaches –they also eat just about anything and can also reproduce quickly.

✎ Small Mammals (like mice and rats)–able to burrow to get out of extreme weather and can hunt for insects and other bugs for food.

✔ Tell students that they are now going to reengineer dinosaurs, so that they could survive the meteor impact. They are going to draw a new kind of dinosaur on a blank sheet of paper, a kind of dinosaur that would have been able to survive the impact.

✔ Give the students time to draw this new dinosaur and make sure they label the adaptations using at least 2 from the list you created on the board.

✔ Have students share their drawing with the class.

Debrief • Ask students about the similarities and differences of their drawings. As a class, discuss some of the features that are most common and discuss some of the more unique ideas as well.

• T ell students that not all dinosaurs went extinct! In fact, many of today’s birds are direct descendants (mostly predatory birds) of dinosaurs. Ask students if any of their drawings look like a bird and discuss why or why not.

Grade Level Adaptations

More Advanced Have students research what kinds of animals survived the extinction and have them make their own list of features, instead of providing one for them.

Less Advanced Make the list of features much more specific, so the students know exactly what adaptations to add to their drawings.

ESSENTIAL QUESTIONS What did you learn about dinosaurs after going through the Exhibition?

What questions do you have?

If we could, do you think we should clone dinosaurs? Why or why not?

What other innovations would you like scientists to work on? Why?

Activity Name JURASSIC WORLD PRE AND POST REFLECTION

Overview This is an activity to start before visiting and to complete after visiting JURASSIC WORLD: THE EXHIBITION. It is important to give students time to think about the issues being presented, before going into the Exhibition, as well as time to reflect and discuss what they saw. This activity provides students with a structured way to reflect to help them internalize their learning.

Cross Cutting Concept Stability and Change

Materials List Pre and Post Visit Worksheet

Procedure ✔ Before taking your class to see JURASSIC WORLD: THE EXHIBITION, have them complete the first column in the Jurassic World Pre and Post Reflection worksheet.

✔ After your field trip, have the students complete the reflection worksheet.

✔ Put students in pairs or groups of 3 and have them discuss their answers.

Debrief: • Ask students to share which of their ideas changed from before they saw the Exhibition to after.

• Ha ve students discuss the idea of reality and fantasy. Is Jurassic World a fantasy, or is it something that could actually happen?

Grade Level Adaptations:

More Advanced Ask students to come up with their own worksheet before entering the Exhibition. It can be a KWL chart with the first column reading ‘What I Know”, the second column reading ‘What I Want to Know’ (These 2 columns are completed before visiting the Exhibition), and the third column is ‘What I Learned’ (complete after the field trip.)

Less Advanced Answer all the questions as a class.

ANSWER BEFORE VISITING ANSWER AFTER VISITING QUESTIONS JURASSIC WORLD: JURASSIC WORLD: THE EXHIBITION THE EXHIBITION

What are the pros and cons of cloning?

What was the environment like during the time of dinosaurs? How was it different than our current climate?

What can you tell about an animal based on its feces?

Why is having blood from dinosaurs so important for scientists?

What are the ways that dinosaurs attack?

How are genes passed from parent to offspring?

What’s the role of camouflage?

What are fossils used for?

What innovations would you like to see in your lifetime?

Produced by:

#Hashtag

The Franklin Institute TheFranklinInstitute 222 North 20th Street #Hashtag @TheFranklin Philadelphia, Pennsylvania 19103 FranklinInstitute www.fi.edu Franklinstitute